Health Education
Manitoba Curriculum Framework of Outcomes for Active Healthy Lifestyles
Movement
Fitness Management
Safety
Personal and Social Management
Healthy Lifestyle Practices
Kindergarten
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K.1.K.A.1
Develop a movement vocabulary (e.g., running,
hopping, jumping, overhand throwing, catching, balancing,
underhand throwing...) by responding to verbal
and visual cues with the corresponding body movements
K.1.K.B.1
Discuss movement skill development as requiring
good practice and patience in learning (e.g.,
to make and correct mistakes is part of the learning
process; try, try again...)
K.1.K.B.2
K.1.1.B.2 Show an understanding that
balance is affected by the amount of force
(i.e., speed, weight) and body position
(i.e., bent knees, feet apart in direction of
movement, arms spread) in stopping and landing
activities (e.g., stops and starts, jumping
from low heights, movement exploration...)
K.1.K.B.3a
Recognize the terms "personal space"
(i.e., space around own body) and "general
space" (i.e., space available to move
in) associated with space awareness
K.1.K.B.3b
Recognize names of body parts (i.e., head,
neck, shoulders, arms, hands, elbows, wrists,
legs, knees, ankles, feet, chest, waist, hips,
back) when following instructions for physical
activity (e.g., bend your knees, hands on
hips, balance on one foot...)
K.1.K.B.3c
Explore, through movement, the difference between
slow and fast speeds (e.g., walking and running...)
K.1.K.B.3d
Explore moving in relation to objects (i.e.,
around, under, over, near, far, in, out, through,
on, off)
K.1.K.C.1
Follow the fundamental rules (e.g., boundaries,
roles, actions, verbal cues for stop, go, switch...)
used in simple games and activities (e.g.,
cooperative tag games...)
K.1.K.C.2
K.1.3.C.2 Recognize movement vocabulary
(e.g., hop, skip, spin, deke, dodge, counter-clockwise...)
when following directions related to simple
games and activities (e.g., obstacle courses...)
K.1.K.C.3
Recognize the fundamental strategies of simple
games/station activities (e.g., aiming at
a target, fleeing in a tag game, hitting an object
with an implement, staying in boundaries...)
K.1.K.C.4
Discuss ways to play cooperatively and safely (e.g., share equipment, follow directions,
help others, be considerate...)
S.1.K.A.1
Travel safely using the basic transport skills
(i.e., running, hopping, galloping, jumping) in
general space (e.g., gallop freely without
bumping into others or falling...)
S.1.K.A.2
Explore the basic manipulation skills (i.e.,
rolling, underhand throwing, catching, striking,
bouncing, kicking) in a variety of simple movement
experiences (e.g., throw a ball or beanbag
underhand to an open space, strike a balloon with
the hand...)
S.1.K.A.3
Explore static and dynamic balance (i.e.,
stopping, starting) in response to signals/cues/commands
S.1.K.B.1
Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e.,
body awareness, space awareness) in simple
individual/dual activities (e.g., use transport
skills while moving in relation with another student
as in "follow the leader"...)
S.1.K.B.2
Explore basic movement skills (i.e., transport,
manipulation, balance) and concepts (i.e.,
body awareness, space awareness) in simple
group activities (e.g., chasing/fleeing-type
games...)
S.1.K.B.3
S.1.2.B.3 Set up and manage own games
(e.g., skipping games, target games, hopscotch...)
S.1.K.C.1
Experience different ways of moving (e.g.,
climbing, running, hopping...) in a variety
of play areas on the school grounds (e.g.,
on playground equipment, hardtop area, grassy
fields...)
S.1.K.D.1
Experience moving to different rhythms
(e.g., quick, slow...), applying movement
concepts (e.g., body awareness, space awareness...)
in simple rhythmic activities (e.g., creative
movement, action songs/games...)
S.1.K.D.2
Explore the gymnastic movement patterns
(e.g., landings, statics, springs, rotations,
locomotion, swings...) in activities using
large and/or small apparatus (e.g., educational
gymnastics, rhythmic sportive gymnastics...)
K.2.K.A.1
K.2.3.A.1 Discuss exercises and physical
activities associated with health-related fitness
components (e.g., running develops endurance
of the heart, jumping activities develop muscular
strength and endurance of the leg muscles...)
K.2.K.B.1
Discuss the fact that daily physical activity
makes muscles strong, including the heart
K.2.K.C.1a
K.2.1.C.1a Show an understanding of the
location of main internal body parts affected
by exercise (i.e., heart, lungs, bones, muscles)
K.2.K.C.1b
K.2.1.C.1b Recognize the physical changes
in the body during physical activity (i.e.,
heart beats faster, body gets warmer, breathing
accelerates, perspiration increases)
K.2.K.C.2
K.2.5.C.2 Show an understanding of the
factors (e.g., planning, regular participation,
effort, adequate information, motivation, commitment,
regular monitoring...) affecting personal fitness
development
K.2.K.C.3
K.2.2.C.3 Recognize that proper warm-up
activities (i.e., light aerobic activity,
stretching exercises) prepare muscles for vigorous
activities (e.g., warm-up activities increase
blood circulation and elasticity of muscles and
ligaments...)
K.2.K.C.4
K.2.3.C.4 Identify personal factors
(e.g., interests, personal success, previous experiences,
type of activities, developmental rates...) that
influence physical activity participation and
build self-confidence
S.2.K.A.1a
Participate in a wide variety of physical activities
that contribute to skill/ fitness development
and enjoyment
S.2.K.A.1b
Sustain participation in moderate to vigorous
activity for short periods of time, based on functional
capacity
S.2.K.A.2
S.2.2.A.2 Determine own degree of exertion
through simple methods (e.g., put hand on
chest to feel increase in heart rate, "talk
test"...) while participating in physical
activities
K.3.K.A.1
Recognize safe and controlled movement while
participating in physical activity (e.g., stop
and start on signal, move without interfering with
others, enter and exit in a safe manner, land softly...)
K.3.K.A.2
Show an understanding that physical or medical
conditions (e.g., injury, illness, asthma,
physical disabilities, low fitness levels...)
may affect degree and type of participation
K.3.K.A.3
Distinguish between appropriate and inappropriate
footwear for indoor and outdoor activities
(e.g., running shoes for indoor physical activities,
winter boots for outdoor winter activities...)
K.3.K.A.4
Show an understanding of general safety rules
in the gymnasium (e.g., safe and unsafe areas
and fixtures, entrances and exits, storage of
equipment, use of mats...) for active play
(e.g., sports/games, rhythmics/gymnastics...)
K.3.K.A.5a
Discuss common safety rules for physical activity
on the playground and school play areas (e.g.,
climbing equipment, play fields, baseball backstops,
fences, hard surfaces, sandpits...)
K.3.K.B.1
Identify safety symbols, hazards, and risks
in everyday living (i.e., traffic, school
bus ridership, waterfront, poisons, chemicals,
stoves/ovens, sharp utensils, bathtubs)
K.3.K.B.2
K.3.1.B.2 Identify unsafe situations
related to the environment (i.e., forest fires,
floods, tornadoes, lightning) and safety rules
for own protection
K.3.K.B.3
Identify practices (i.e., follow rules
and instructions, play in supervised areas, dress
appropriately) to prevent injuries related
to indoor and outdoor play (e.g., sunburn,
frostbite, burns, bruises, bumps, cuts...)
K.3.K.B.4
Recognize safety helpers in the community
(e.g., parent/guardian, family member, babysitter,
teacher, principal, doctor, police officer, bus
driver, block parent, lifeguard...)
K.3.K.B.6a
K.3.1.B.6a Identify unsafe situations
(e.g., involves sexual exploitation, unsafe
persons, unsafe Internet sites...) and safety
rules for child protection (e.g., follow parents'
advice, never agree to go anywhere with a stranger,
avoid walking alone, recognize and avoid enticements...)
S.3.K.A.1
Follow simple rules and routines for safe,
active participation and use of equipment (e.g.,
follow instructions, stop on signal, cooperate
with others, care for and share equipment, tag
lightly...) in selected activities
K.4.K.A.1
Identify characteristics that describe self as
special and unique (e.g., physical characteristics,
abilities, gender...)
K.4.K.A.2a
K.4.1.A.2a Recognize that it takes time,
effort, and cooperation to achieve simple individual
tasks/goals (e.g., tying own shoelaces...)
and group tasks/goals (e.g., deciding what
to play in a group setting...)
K.4.K.A.2b
K.4.1.A.2b Discuss behaviours that demonstrate
personal responsibility and irresponsibility in
a classroom (e.g., paying attention versus
disrupting, sharing versus monopolizing equipment,
staying on task...)
K.4.K.A.3
Identify daily decisions and/or choices
(e.g., what to wear, eat, play; what is safe...)
and how choices are made for health and well-being
K.4.K.B.1a
Identify examples of responsible social behaviours
(e.g., contributing by listening, following rules,
taking turns, sharing equipment, speaking kindly,
being courteous...) for getting along with
others in school and schoolyard
K.4.K.B.1b
K.4.1.B.1b Discuss how feelings and experiences
associated with participation in physical activities/sports,
and/or social events can be the same or different
from person to person (e.g., may feel excited,
happy, angry, fearful, uncomfortable, frustrated)
K.4.K.B.2a
Identify ways (e.g., focus attention on
the speaker, do not talk at the same time as the
speaker, nod, keep still...) to show a person
is listening attentively when communicating
K.4.K.B.2b
Identify activities that friends do together
(e.g., communicate with each other, play games,
share toys...)
K.4.K.B.3a
K.4.1.B.3a Identify what can happen when
someone becomes angry (e.g., red face, tense
muscles, loud voice, physical aggression...)
and healthy ways to deal with anger (e.g.,
take time to think about it, talk to the person
who made you angry, ask an adult for help, go
for a supervised walk/run...)
K.4.K.B.3b
K.4.1.B.3b Identify several causes of
conflicts that may occur in class or play situations
(e.g., disagreeing over who to play with, what
to do, what to play with; not taking turns; not
sharing; not being fair; wanting to be first...)
K.4.K.B.3c
K.4.1.B.3c Identify ways (e.g., be
calm, seek adult help, take turns, follow rules,
apologize...) to avoid or reduce potential
conflict situations (i.e., in class, at play)
K.4.K.B.4
Recognize appropriate response (e.g., avoid
the danger, do not touch, seek out safe adult
help, say "no" assertively...) in
potentially dangerous situations
K.4.K.C.1a
Identify a range of feelings and emotions
(i.e., happy, sad, angry, scared, surprised, anxious,
excited) in a range of contexts (e.g.,
in new places, big spaces, dark spaces, while
sharing, during physical activities, holidays,
birthdays, during agreements or disagreements...)
K.4.K.C.1b
Recognize ways emotions are expressed by others
(e.g., laughter, teary-eyed, smile, frown, body
language...)
K.4.K.C.2
Identify situations (e.g., first day of
school, going into a large gymnasium, going on
a school bus, trying something new...) that
cause feelings of anxiety or stress
K.4.K.C.4a
Identify the people (e.g., parents, siblings,
teachers, block parent, religious leader...) who
can provide support in stressful situations
S.4.K.A.1
S.4.1.A.1 Set simple short-term goals
and participate in strategies for goal attainment
(e.g., running without stopping for one minute,
listening attentively to the teacher reading a
book, completing a task...)
S.4.K.A.2
Sort decisions and/or choices that are made
daily, based on their positive or negative consequences
(e.g., health-enhancing/unhealthy, safe/unsafe,
helpful/harmful...)
S.4.K.A.3
Demonstrate behaviours that show social responsibility
in class activities (e.g., listen attentively,
speak kindly, share...)
S.4.K.A.5
Experience activities for relaxation
(e.g., have a nap or quiet time, play outside,
read a book, hold a plush toy, listen to music,
watch television...)
K.5.K.A.1
Identify daily habits for leading a physically
active and healthy life (i.e., daily physical
activity, healthy eating, adequate sleep and rest,
effective dental and hygiene practices)
K.5.K.A.2
K.5.2.A.2 Identify common communicable
diseases/illness/conditions (e.g., colds,
flu, pink-eye, head lice...) in the classroom
and home, and ways to prevent the spread of disease/illness/
conditions (e.g., cover mouth when sneezing
or coughing, wash hands regularly, share food
appropriately, use own hair utensils and headwear...)
K.5.K.A.3
Show an understanding of the changes (i.e.,
shedding of primary teeth, eruption of permanent
teeth) related to growth and development of
teeth, and proper dental care
K.5.K.B.1
K.5.2.B.1 Identify the health benefits
(i.e., better health, posture, balance, self-esteem,
healthy weight, stronger muscles and bones) of
participating in regular physical activity
(e.g., accumulating more than 60 minutes and up
to several hours a day of physical activity...)
K.5.K.B.2
Identify physical activities that are enjoyable
and fun through a variety of strategies (e.g.,
pictorial representations, mime, admit/exit slips...)
K.5.K.B.3
Discuss how automation has an impact on daily
physical activity (e.g., increased need for
planned, daily physical activity due to overuse
of video games, television, computers...)
K.5.K.C.1a
Recognize the food guide rainbow and a variety
of foods in Canada's Food Guide to Healthy Eating
(CFGHE)
K.5.K.C.1b
Recognize that you need food to grow and feel
good
K.5.K.C.2
K.5.2.C.2 Identify the need for daily
food and fluid to support physical activity
K.5.K.D.1
Identify helpful and harmful substances found
in the home and school (i.e., medications,
vitamins, cough syrup, substances that may cause
allergies, household products with danger symbols,
tobacco products)
K.5.K.D.2
K.5.3.D.2 Identify helpful and/or harmful
substances (i.e., vitamins, medicines, tobacco,
alcohol) and their effects on a healthy body
(e.g., vitamins help build body tissues; medicines
fight germs and/or reduce pain; nicotine in tobacco
affects circulatory system and nervous system;
first-and second-hand tobacco smoke affects lungs
and may cause cancer; consuming or inhaling vapours
from dangerous products harms the body or causes
death...)
K.5.K.E.1a
Identify the major parts of the body by their
appropriate names (e.g., head, arms, shoulders,
elbows, wrists, fingers, thumbs, legs, knees,
ankles, feet, toes, chest, waist, hips, penis,
vagina, breasts...)
K.5.K.E.3a
Show the understanding that people have a right
to privacy (e.g., in reading corners, time-out
zones, washrooms...)
S.5.K.A.1
Record, with assistance, daily practices for
personal health (i.e., dental and hygiene
practices)
S.5.K.A.2
S.5.2.A.2 Record, with assistance, daily
physical activities that are enjoyable for families
to do
S.5.K.A.3a
Match a variety of healthy snacks to food groups
and "other foods"
S.5.K.A.3b
Experience a variety of foods in each food
group, respecting individual diversity, cultural
traditions, and allergies
S.5.K.A.4
Demonstrate appropriate healthy choices in
case scenarios related to substance use (i.e.,
do not touch unknown substances, do not eat or
drink anything without permission)