Provincial outcome matrices

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

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…)

Lesson 2 – Identifying a Grown-up Who You Can Go to for Help

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.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.4.K.C.4a

Identify the people (e.g., parents, siblings, teachers, block parent, religious leader…) who can provide support in stressful situations

Lesson 3 – Naming Body Parts

K.5.K.E.1a

Identify the major parts of the body by their appropriate names (e.g., head, arms, shoulder, elbows, wrists, fingers, thumbs, legs, knees, ankles, feet, toes, chest, waist, hips, penis, vagina, breasts…)

K.4.K.A.1

Identify characteristics that describe self as special and unique (e.g., physical characteristics, abilities, gender…)

Lesson 4 – OKAY and NOT OKAY Touching

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.5.K.E.3a

Show the understanding that people have a right to privacy (e.g., in reading corners, time-out zones, washrooms…)

Lesson 5 – The Buddy System

K.4.K.B.2b

Identify activities that friends do together (e.g., communicate with each other, play games, share toys…)

Lesson 6 – If Asked to Go and Your Parents Don’t Know, SHOUT NO!

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.4.K.C.4a

Identify the people (e.g., parents, siblings, teachers, block parent, religious leader…) who can provide support in stressful situations

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

Lesson 7 – What to Do When Lost

K.4.K.C.4a

Identify the people (e.g., parents, siblings, teachers, block parent, religious leader…) who can provide support in stressful situations

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…)

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

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.4.1.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.4.1.B.2a

Identify different ways (e.g., not interrupting, waiting for appropriate time, not hurting feelings of others, asking for a time out, avoiding tantrums…) of expressing feelings and emotions that contribute to getting along with others

Lesson 2 – A Grown-up You Can Go to for Help

K.3.1.B.4

Recognize community helpers (e.g., safe adult, police officer, bus driver, teacher, block parent, babysitter…) and how to seek help (e.g., know emergency telephone numbers, ask a safe adult or teenager for help, use a telephone, dial emergency telephone number, report what happened…)

Lesson 3 – Boundaries – How to be Safe

K.4.1.B.4

Identify ways to exercise caution, avoidance, and/or refusal (e.g., look for danger symbol on labels, ask safe adult for help, say “no” and walk away…) in potentially dangerous situations

K.3.1.B.5a

Identify types of physical and verbal violence (e.g., hitting, bullying, biting, kicking, name calling…)

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…)

Lesson 4 – KEEP and SPEAK Secrets

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…)

K.3.1.B.4

Recognize community helpers (e.g., safe adult, police officer, bus driver, teacher, block parent, babysitter…) and how to seek help (e.g., know emergency telephone numbers, ask a safe adult or teenager for help, use a telephone, dial emergency telephone number, report what happened…)

Lesson 5 – The Buddy System

K.3.1.B.5b

Discuss ways to be safe away from home (e.g., stay away from unsafe situations, move quickly away from dangerous situations, ask for help, know your parents’ telephone numbers…)

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…)

Lesson 6 – Trust Your INSTINCTS

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…)

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)

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

K.4.2.C.1a

Identify appropriate ways for sharing and expressing feelings and emotions related to different situations (e.g., cooperative-type activities, competitive-type activities, at home, in public…)

K.4.2.C.1b

Discuss ways (e.g., show empathy when others are suffering, help others rather than hurt or neglect, respect rather than belittle, support and protect rather than dominate or ignore…) to communicate with someone who is feeling different emotions (e.g., sad, happy, hurt, angry…)

K.5.2.E.2a

Describe how human beings express their emotions for people about whom they care (e.g., showing love and affection by caring, sharing, being kind and gentle, speaking affectionately, hugging, kissing…)

Lesson 2 – Identifying a Safe Grown-up

K.4.2.C.1a

Identify appropriate ways for sharing and expressing feelings and emotions related to different situations (e.g., cooperative-type activities, competitive type activities, at home, in public…)

Lesson 3 – Safety Awareness

K.3.2.A.1

Recognize the importance of practising safe behaviours (e.g., following directions, performing within own limits, understanding safety rules for using large equipment…) alone and/or with others

K.3.2.A.4

Show an understanding of general and specific safety guidelines and behaviours (e.g., change-room routines, appropriate permitted heights on climbing frame, carrying heavy equipment such as benches, size of equipment…) that are appropriate for own age and ability

K.3.2.B.1

Identify safety rules to be followed related to the home, school, and community (i.e., road, vehicles such as tractors and boats, bus ridership, electricity, weather, seasons, stairs/balconies, tools, Internet use)

Lesson 4 – The Buddy System

K.3.2.B.1

Identify safety rules to be followed related to the home, school, and community (i.e., road, vehicles such as tractors and boats, bus ridership, electricity, weather, seasons, stairs/balconies, tools, Internet use)

K.3.2.A.4

Show an understanding of general and specific safety guidelines and behaviours (e.g., change-room routines, appropriate permitted heights on climbing frame, carrying heavy equipment such as benches, size of equipment…) that are appropriate for own age and ability

Lesson 5 – Crossing Boundaries

S.4.2.A.3

Demonstrate appropriate behaviours for getting along with others (e.g., wait for one’s turn, share equipment, help others, invite others to play, show respect for individual differences…) in partner activities

K.5.2.E.2a

Describe how human beings express their emotions for people about whom they care (e.g., showing love and affection by caring, sharing, being kind and gentle, speaking affectionately, hugging, kissing…)

K.5.1.E.3c

Discuss the responsibilities (e.g., respect private spaces and private parts…) associated with gender differences

Lesson 6 – KEEP and SPEAK Secrets

K.4.2.B.1a

Identify responsible and respectful behaviours (e.g., following directions, completing tasks, being honest, displaying etiquette, playing fairly, cooperating, sharing, keeping promises, speaking kindly…) for developing positive relationships

K.4.2.B.2a

Identify positive communication skills (e.g., focus on speaker, repeat back information, use appropriate body language, ask relevant questions, include everyone, disagree politely, show self-control, take turns, work cooperatively…) for listening with attention in small group settings

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

K.3.3.B.5b

Identify strategies (e.g., say no assertively, seek adult help, choose good friends, follow safe routes home, communicate whereabouts, get away/stay away, conflict resolution skills…) to avoid being bullied in different case scenarios

K.3.3.B.6a

Identify ways to avoid dangerous and/or inappropriate situations for self and/or others in a variety of contexts (e.g., unwanted touching of the private parts, sex-related Internet sites and exploitative advertisements…)

Lesson 2 – Emotions

K.4.3.B.2a

Identify appropriate and inappropriate ways (e.g., talking/crying, calm voice/loud voice, acceptable language/offensive language, cheering/booing…) of communicating emotions

Lesson 3 – Identifying a Safe Grown-up

K.3.3.B.4

Recognize roles of individuals in school and community who provide safety services (e.g., school staff, cross-walk patrols, police, block parents, firefighters, doctors, nurses, elders, ski patrols, snowmobile patrols, forest rangers, coast guards…)

Lesson 4 – Personal Boundaries and Assertiveness

K.3.3.B.5b

Identify strategies (e.g., say no assertively, seek adult help, choose good friends, follow safe routes home, communicate whereabouts, get away/stay away, conflict resolution skills…) to avoid being bullied in different case scenarios

K.4.3.B.4

Recognize verbal and non-verbal behaviours associated with assertiveness (e.g., saying “no” with a firm voice…)

Lesson 5 – Friendship

K.4.3.A.1

Identify the importance of showing consideration for self and others, and for individual differences (i.e., language, ideas, abilities, physical characteristics)

K.4.3.B.1a

Describe the behaviours (e.g., accepting everyone into the group, inviting others to play or participate, no put-downs, recognizing feelings of others…) that show respect for the abilities and feelings of others

K.4.3.B.2b

Recognize the importance (e.g., feeling of belonging, affiliation, learn from each other…) of friends and groups that are safe and dependable

Lesson 6 – KEEP and SPEAK Secrets

K.3.3.B.5b

Identify strategies (e.g., say no assertively, seek adult help, choose good friends, follow safe routes home, communicate whereabouts, get away/stay away, conflict resolution skills…) to avoid being bullied in different case scenarios

Lesson 7 – The Buddy System

K.3.3.B.6a

Identify ways to avoid dangerous and/or inappropriate situations for self and/or others in a variety of contexts (e.g., unwanted touching of the private parts, sex-related Internet sites and exploitative advertisements…)

Lesson 8 – Online Safety

K.3.3.B.6a

Identify ways to avoid dangerous and/or inappropriate situations for self and/or others in a variety of contexts (e.g., unwanted touching of the private parts, sex-related Internet sites and exploitative advertisements…)

K.3.3.B.5b

Identify strategies (e.g., say no assertively, seek adult help, choose good friends, follow safe routes home, communicate whereabouts, get away/stay away, conflict resolution skills…) to avoid being bullied in different case scenarios

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

K.4.4.C.1a

Identify characteristics of and/or behaviours associated with different emotions (e.g., fear, helplessness, anger, affection, excitement, frustration, disappointment, enthusiasm…) in self and/or others

K.4.4.B.2a

Identify positive communication skills (e.g., encouraging remarks, using appropriate etiquette, using appropriate body language…) and behaviours (i.e., fair play code of conduct) for getting along with others in competitive situations (i.e., as a participant, player, or spectator)

S.4.4.A.5

Demonstrate use of stress management strategies (e.g., talking to supportive others, using guided imagery to visualize positive outcomes, using positive self-talk, going for recess or family walk…) by oneself and/or with others in a variety of contexts (e.g., discussion groups, sharing circle, games…)

Lesson 2 – How We Feel and How We Act

K.4.4.C.1a

Identify characteristics of and/or behaviours associated with different emotions (e.g., fear, helplessness, anger, affection, excitement, frustration, disappointment, enthusiasm…) in self and/or others

K.4.4.C.1b

Identify different strategies (e.g., talk with family, supportive friends, religious leader…) for coping with loss and grief

K.4.4.C.2

Recognize that people have different reactions (e.g., excitement, fear, motivation, inhibition…) to stressors

K.4.4.C.3

Identify the physical responses the body may experience as a result of stress (e.g., heart-rate increase, blushing, muscles tighten, pupils of eyes widen, knots in stomach, butterflies, dry mouth…)

Lesson 3 – Expanding the Circle of Protection Around Children

K.4.4.C.1b

Identify different strategies (e.g., talk with family, supportive friends, religious leader…) for coping with loss and grief

S.4.4.A.5

Demonstrate use of stress management strategies (e.g., talking to supportive others, using guided imagery to visualize positive outcomes, using positive self-talk, going for recess or family walk…) by oneself and/or with others in a variety of contexts (e.g., discussion groups, sharing circle, games…)

K.3.4.B.4

Recognize roles of individuals in school and community who provide safety services (e.g., school staff, cross-walk patrols, police officers, block parents, firefighters, doctors, nurses, elders, ski patrols, snowmobile patrols, forest rangers, coast guards…)

Lesson 4 – Friendship

K.4.4.B.1a

Identify appropriate social behaviours (e.g., speaking kindly, acknowledging others’ ideas and opinions, offering to help…) toward others in small-group situations

K.4.4.B.2a

Identify positive communication skills (e.g., encouraging remarks, using appropriate etiquette, using appropriate body language…) and behaviours (i.e., fair play code of conduct) for getting along with others in competitive situations (i.e., as a participant, player, or spectator)

K.4.4.B.2b

Identify ways (e.g., assign and accept responsibility for roles in an activity, celebrate successes of self and others, say please/thank you…) to get along with others in cooperative/collaborative situations

Lesson 5 – Common Lures

K.4.4.A.3

Identify the steps of the decision making/problem-solving process with an emphasis on the final steps (e.g., making the decision, taking action, evaluating results…)

Lesson 6 – Home Alone

K.4.4.A.3

Identify the steps of the decision making/problem-solving process with an emphasis on the final steps (e.g., making the decision, taking action, evaluating results…)

K.4.4.C.4a

Identify the stress management skills (e.g., relaxation skills, stress control skills, positive thinking, guided imagery, use of humour, talking with others…) that may be useful in coping with stress

Lesson 7 – Online Safety

S.3.4.A.1

Follow set rules and routines for safe participation and use of equipment in selected specific physical activities (e.g., fair play rules, change room routines, equipment distribution, sharing space…)

K.4.4.C.4a

Identify the stress management skills (e.g., relaxation skills, stress control skills, positive thinking, guided imagery, use of humour, talking with others…) that may be useful in coping with stress

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

K.4.5.A.3

Identify the influence of self (e.g., personal goals, emotions…) and others (e.g., expectations of family, teachers and friends; values and beliefs of home, religion, culture, community, society in general…) on setting priorities and making responsible personal decisions (e.g., academic achievement, leisure activities…)

Lesson 2 – Emotions

K.4.5.A.3

Identify the influence of self (e.g., personal goals, emotions…) and others (e.g., expectations of family, teachers and friends; values and beliefs of home, religion, culture, community, society in general…) on setting priorities and making responsible personal decisions (e.g., academic achievement, leisure activities…)

K.4.5.B.1a

Describe behaviours (e.g., listen without interrupting, avoid ridicule or teasing, use inclusive language and actions…) that show respect for the rights and feelings of others

Lesson 3 – Circle of Protection

K.3.5.B.4

Identify available community supports that promote safety and community health (e.g., helplines, dentists, doctors, nurses, police officers, social workers, security guards, lifeguards, natural healing modalities, physiotherapists, block parents…)

K.3.5.B.5b

Describe safety guidelines (e.g., play in supervised areas, follow code of conduct…) and the use of strategies (i.e., conflict resolution skills) to deal with bullies and harassment in a variety of situations (e.g., classroom, sports, playground…)

Lesson 4 – Boundaries

K.4.5.B.2a

Review verbal and non-verbal behaviours that help (e.g., listening, keeping secrets, smiling…) and hinder (e.g., betraying loyalty, making fun of, not listening, interrupting, using inappropriate body language…) communication for building positive relationships

K.4.5.B.2b

Identify qualities (e.g., honesty, support, reliability, common interests, loyalty, fairness…) that are important in establishing and maintaining a friendship

Lesson 5 – Friendship

K.4.5.B.2a

Review verbal and non-verbal behaviours that help (e.g., listening, keeping secrets, smiling…) and hinder (e.g., betraying loyalty, making fun of, not listening, interrupting, using inappropriate body language…) communication for building positive relationships

K.4.5.B.2b

Identify qualities (e.g., honesty, support, reliability, common interests, loyalty, fairness…) that are important in establishing and maintaining a friendship

Lesson 6 – Common Lures

K.3.5.B.5b

Describe safety guidelines (e.g., play in supervised areas, follow code of conduct…) and the use of strategies (i.e., conflict resolution skills) to deal with bullies and harassment in a variety of situations (e.g., classroom, sports, playground…)

K.3.5.B.6a

Identify safety guidelines to protect self and others in potentially sexually abusive situations (e.g., exploitative behaviour; sex-related Internet sites, television, and videos; flashers; secluded places; alone on streets late at nights…)

K.3.5.B.6b

Describe indicators of abusive relationships (e.g., behaviours that are threatening, harassing, secretive, or cause physical and/or mental injury, pain, or discomfort…)

Lesson 7 – Home Alone

K.3.5.B.6a

Identify safety guidelines to protect self and others in potentially sexually abusive situations (e.g., exploitative behaviour; sex-related Internet sites, television, and videos; flashers; secluded places; alone on streets late at nights…)

K.3.5.B.5b

Describe safety guidelines (e.g., play in supervised areas, follow code of conduct…) and the use of strategies (i.e., conflict resolution skills) to deal with bullies and harassment in a variety of situations (e.g., classroom, sports, playground…)

Lesson 8 – Online Safety

K.3.5.B.6a

Identify safety guidelines to protect self and others in potentially sexually abusive situations (e.g., exploitative behaviour; sex-related Internet sites, television, and videos; flashers; secluded places; alone on streets late at nights…)

K.3.5.B.4

Identify available community supports that promote safety and community health (e.g., helplines, dentists, doctors, nurses, police officers, social workers, security guards, lifeguards, natural healing modalities, physiotherapists, block parents…)

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

K.4.6.A.3

Describe how personal factors (e.g., emotions, time, previous experience, prior knowledge, personal goals, abilities, religion…) and social factors (e.g., peers, friends, trends, society, culture, media, advertising…) influence making responsible and health-enhancing decisions (e.g., participating in daily physical activity…)

Lesson 2 – Emotional Range

K.4.6.C.1a

Determine strategies for sharing and expressing feelings in appropriate ways (e.g., talking out conflicts with safe adult assistance, using self-statements or self-talk for control, using active listening, participating in physical activities…)

K.4.6.C.1b

Recognize the range of emotions that may be experienced when loss occurs, including the stages of grief (e.g., denial, anger, bargaining, sadness, depression, acceptance…) and where to go for help (e.g., family, teacher)

K.4.6.C.2

Identify the personality traits (e.g., sense of humour, adaptability, patience, understanding…) that are conducive to handling stress and showing resiliency (i.e., ability to bounce back in stressful situation)

K.4.6.C.3

Describe the General Adaptation Syndrome (GAS) relating to stress and the body's response at the various stages (i.e., alarm stage, resistance stage, exhaustion stage).

Lesson 3 – Circle of Protection

K.3.6.B.4

Describe ways to seek help related to different types of accidents and/or dangerous situations (i.e., situations involving vehicles, bicycles, water, fire, choking, thin ice, violence, shaken baby syndrome, babysitting)

K.3.6.B.1

Describe safe and unsafe situations at home, at school, and in the community while caring for self and others (i.e., playgrounds, babysitting, Internet use, shaken baby syndrome)

Lesson 4 – Relationships

K.4.6.C.2

Identify the personality traits (e.g., sense of humour, adaptability, patience, understanding…) that are conducive to handling stress and showing resiliency (i.e., ability to bounce back in stressful situation)

S.4.6.A.3

Demonstrate functional use of interpersonal skills (e.g., fair play, use of inclusive language and actions…) for inclusion of others in different types of physical activities (e.g., low competitive, cooperative, multicultural…)

Lesson 5 – Boundaries and Instincts

K.4.6.C.2

Identify the personality traits (e.g., sense of humour, adaptability, patience, understanding…) that are conducive to handling stress and showing resiliency (i.e., ability to bounce back in stressful situation)

S.4.6.A.3

Demonstrate functional use of interpersonal skills (e.g., fair play, use of inclusive language and actions…) for inclusion of others in different types of physical activities (e.g., low competitive, cooperative, multicultural…)

S.4.6.A.5

Demonstrate the functional use of stress management strategies (e.g., using self-statements or positive self-talk, talking with others, taking timeouts, counting to 10, focusing, breathing deeply…) for managing stress in case scenarios related to a variety of situations (e.g., competition, anger, tests, public speaking, conflict, change, failure…)

S.4.6.A.2

Determine positive and negative consequences of possible solutions as part of the decision-making/problem-solving process for making healthy living choices

Lesson 6 – Common Lures

K.3.6.B.1

Describe safe and unsafe situations at home, at school, and in the community while caring for self and others (i.e., playgrounds, babysitting, Internet use, shaken baby syndrome)

K.3.6.B.4

Describe ways to seek help related to different types of accidents and/or dangerous situations (i.e., situations involving vehicles, bicycles, water, fire, choking, thin ice, violence, shaken baby syndrome, babysitting)

Lesson 7 – Online Safety

K.4.6.B.1a

Identify the influences (e.g., family beliefs/values, role models, peers, advertising, television, movies…) that help or hinder responsible, social decision-making (e.g., choosing friends, choosing activities, communicating with others…)

K.4.6.B.1b

Recognize personal participation and responsibility (e.g., respect for and acceptance of individual differences, awareness of social norms and values, concern and compassion for others, cooperation, motivation to solve interpersonal problems…) in different social contexts

K.3.6.B.1

Describe safe and unsafe situations at home, at school, and in the community while caring for self and others (i.e., playgrounds, babysitting, Internet use, shaken baby syndrome)

Lesson 8 – Babysitters’ Safety

K.3.6.B.1

Describe safe and unsafe situations at home, at school, and in the community while caring for self and others (i.e., playgrounds, babysitting, Internet use, shaken baby syndrome)

Grade 7

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

K.4.7.A.1

Compare attitudes and behaviours (i.e., inclusive/exclusive, positive acceptance/rejection, open/discriminatory) that contribute to a sense of belonging

K.4.7.B.1a

Identify socially acceptable behaviours (e.g., keep an open mind, show a willingness to try, recognize own feelings and emotions, step away from the situation if feeling anger…) for dealing with new situations and/or change (e.g., participating in new activities, choosing friends…)

K.4.7.B.3a

Identify anger-management skills (e.g., use self-statements, participate in physical activities, write letters to express feelings…) as alternatives to aggression and violence.

Lesson 2 – Identifying Personal Boundaries

K.3.7.B.5a

Describe scenarios that illustrate examples of physically, verbally, and emotionally abusive behaviours in different relationships (i.e., within families, between friends, among peers, with employers, groups, gangs, on sports teams, when babysitting).

K.3.7.B.6a

Establish safety guidelines to protect self and others from sexually abusive situations (e.g., pornography, incest, stalking, prostitution, sexual assault…).

K.4.7.B.4

Describe appropriate use (e.g., saying "no" to negative peer pressure, differentiating between situations where assertiveness is/isn't warranted…) of avoidance/refusal strategies when dealing with potentially dangerous situations and/or stressful social situations.

Lesson 3 – How to Set Personal Boundaries

K.3.7.B.5b

Develop strategies (e.g., conflict-resolution skills…) for avoiding situations (e.g., conflict between parents' and peer values, with the law, in competition, within school…) that can potentially lead to conflict and violence.

K.3.7.B.6a

Establish safety guidelines to protect self and others from sexually abusive situations (e.g., pornography, incest, stalking, prostitution, sexual assault…).

K.3.7.B.1

Describe ways to respond to dangerous situations in the community (i.e., school intruders, home invasion, hazing, Internet use).

S.4.7.A.4

Apply conflict-resolution strategies (e.g., role-play responses to conflict situations, participate in peer mediation…) to different scenarios (e.g., engaging with new classmates, moving to a new classroom, saying "no" to negative peer-group influence…).

Lesson 4 – Friendship

K.3.7.B.5a

Describe scenarios that illustrate examples of physically, verbally, and emotionally abusive behaviours in different relationships (i.e., within families, between friends, among peers, with employers, groups, gangs, on sports teams, when babysitting).

K.4.7.A.1

Compare attitudes and behaviours (i.e., inclusive/exclusive, positive acceptance/rejection, open/discriminatory) that contribute to a sense of belonging

K.4.7.B.1a

Identify socially acceptable behaviours (e.g., keep an open mind, show a willingness to try, recognize own feelings and emotions, step away from the situation if feeling anger…) for dealing with new situations and/or change (e.g., participating in new activities, choosing friends…)

K.4.7.B.3c

Review strategies (e.g., mediation, conflict resolution…), possible outcomes (i.e., win/win, win/lose, lose/win, lose/lose), and behaviours (e.g., compromising, negotiating, accommodating, blaming, avoiding, collaborating, consensus building…) for conflict resolution among friends and/or peers.

Lesson 5 – Relationships

K.3.7.B.5a

Describe scenarios that illustrate examples of physically, verbally, and emotionally abusive behaviours in different relationships (i.e., within families, between friends, among peers, with employers, groups, gangs, on sports teams, when babysitting).

K.4.7.B.1a

Identify socially acceptable behaviours (e.g., keep an open mind, show a willingness to try, recognize own feelings and emotions, step away from the situation if feeling anger…) for dealing with new situations and/or change (e.g., participating in new activities, choosing friends…)

K.4.7.B.4

Describe appropriate use (e.g., saying "no" to negative peer pressure, differentiating between situations where assertiveness is/isn't warranted…) of avoidance/refusal strategies when dealing with potentially dangerous situations and/or stressful social situations.

Lesson 6 – Online Record

K.3.7.B.1

Describe ways to respond to dangerous situations in the community (i.e., school intruders, home invasion, hazing, Internet use).

K.3.7.B.6a

Establish safety guidelines to protect self and others from sexually abusive situations (e.g., pornography, incest, stalking, prostitution, sexual assault…).

K.4.7.B.4

Describe appropriate use (e.g., saying "no" to negative peer pressure, differentiating between situations where assertiveness is/isn't warranted…) of avoidance/refusal strategies when dealing with potentially dangerous situations and/or stressful social situations.

Lesson 7 – Getting Out of Unhealthy Situations

K.3.7.B.1

Describe ways to respond to dangerous situations in the community (i.e., school intruders, home invasion, hazing, Internet use).

K.3.7.B.4

Describe ways to seek help related to different types of accidents and/or dangerous situations (i.e., situations involving vehicles, bicycles, water, fire, choking, thin ice, violence, shaken baby syndrome, babysitting).

K.3.7.B.5a

Describe scenarios that illustrate examples of physically, verbally, and emotionally abusive behaviours in different relationships (i.e., within families, between friends, among peers, with employers, groups, gangs, on sports teams, when babysitting).

K.3.7.B.5b

Develop strategies (e.g., conflict-resolution skills…) for avoiding situations (e.g., conflict between parents' and peer values, with the law, in competition, within school…) that can potentially lead to conflict and violence.

K.3.7.B.6b

Demonstrate an understanding of skills (i.e., problem solving, conflict resolution, communication, assertiveness, anger management skills) in dealing with case scenarios related to sexually abusive situations and ways to seek help.

Grade 8

Personal Safety Program (Third Edition)

Lesson 1 – Identifying Feelings

K.4.8.B.2a

Describe examples of assertive behaviours (e.g., saying no to something that makes you feel uncomfortable, including others who are left out…) for resisting negative peer pressure

K.4.8.C.2

Explain how stress may have positive or negative consequences (e.g., fight or flight, productivity, illness…)

K.4.8.A.2a

Develop self-monitoring strategies (e.g., keep a journal, participate with a friend…) and criteria (e.g., believable, achievable, controllable, within timelines… ) in setting individual and/or group goals.

Lesson 2 – How We Think, How We Feel

K.4.8.C.2

Explain how stress may have positive or negative consequences (e.g., fight or flight, productivity, illness…).

K.4.8.C.3

Examine the effects of stress (e.g., increased blood pressure, elevated heart rate, muscle soreness, nausea…) and relaxation (e.g., low blood pressure and heart rate…) on body systems (e.g., digestive, cardiovascular, endocrine…).

K.4.8.C.4a

List healthy strategies (e.g., seeking support from others and community resources, positive self- talk, physical exercise…) and unhealthy strategies (e.g., smoking, alcohol misuse, isolation, fighting…) for dealing with stress and/or anxiety.

S.4.8.A.5

Apply stress-management strategies (e.g., progressive relaxation, deep breathing, guided imagery, focusing, positive thinking, self-talk, talking with others, humour…) in case scenarios related to stressful situations (e.g., coping with anger, sadness, defeat, loss, changes associated with puberty, illness, environmental destruction…).

Lesson 3 – Identifying Healthy and Unhealthy Personal Boundaries

K.4.8.B.1a

Describe behaviours that show social responsibility and respect for diversity (e.g., showing respect toward officials and other players, inviting others to play, greeting others, helping others who are experiencing difficulty…) in different contexts (e.g., sports, physical activity participation, classroom settings…).

K.4.8.B.2a

Describe examples of assertive behaviours (e.g., saying no to something that makes you feel uncomfortable, including others who are left out…) for resisting negative peer pressure

K.4.8.B.2b

Identify roles and responsibilities (e.g., loyalty, commitment, support, respect, leadership…) in developing positive relationships (e.g., between friends, within families, in a sports team, band/choir…).

Lesson 4 – Dating Relationships

K.4.8.B.2a

Describe examples of assertive behaviours (e.g., saying no to something that makes you feel uncomfortable, including others who are left out…) for resisting negative peer pressure

K.4.8.B.2b

Identify roles and responsibilities (e.g., loyalty, commitment, support, respect, leadership…) in developing positive relationships (e.g., between friends, within families, in a sports team, band/choir…).

Lesson 5 – Sextortion: What Teens Need to Know

K.3.8.B.4

Demonstrate the ability to access valid health information and health-promoting products and services available in the community (e.g., doctors, public health nurses, health agencies and associations related to cancer, heart disease, kidney disease, sexuality education, alcoholism; youth advocates, helplines, school/community counselling programs, friendship centres, ombudsperson, the Internet…).

K.4.8.A.3

Describe the social factors (e.g., self-esteem, interests, opinions, abilities, interpersonal skills…) that affect the decision-making/ problem-solving process in group situations.

K.4.8.B.2a

Describe examples of assertive behaviours (e.g., saying no to something that makes you feel uncomfortable, including others who are left out…) for resisting negative peer pressure

S.4.8.A.3

Demonstrate functional use of interpersonal skills (i.e., communicate effectively, cooperate/ collaborate, be respectful, be responsible) that promote fair play and teamwork.

Grade 9

Personal Safety Program (Third Edition)

Lesson – Healthy Relationships

K.3.S1.B.1

Evaluate the effectiveness of laws and policies that promote personal and community safety (e.g., driving age, drinking/driving, boating, domestic violence, vandalism, shaken baby syndrome…).

K.3.S1.B.4

Demonstrate the ability to access valid health information and health-promoting products and services available in the community (e.g., doctors, public health nurses, health agencies and associations related to cancer, heart disease, kidney disease, sexuality education, alcoholism; youth advocates, helplines, school/community counselling programs, friendship centres, ombudsperson, the Internet…).

K.3.S1.B.5a

Analyze issues related to violence prevention in a variety of contexts (i.e., home, school, community, media, sport, relationships).

K.3.S1.B.5b

Demonstrate an understanding of the skills (i.e., problem solving, anger management, communication, conflict resolution, assertiveness) in dealing with case scenarios related to physically, verbally, and emotionally abusive situations.

K.3.S1.B.6a

Differentiate among the terms associated with abusive situations (i.e., physical abuse, verbal abuse, emotional abuse, sexual abuse, harassment, sexual exploitation).

K.3.S1.B.6b

Identify skills (e.g., assertiveness, problem solving…) and community resources for addressing problems associated with sexually abusive behaviours.

K.4.S1.B.1a

Describe ways to treat others (e.g., show respect, consideration, support, encouragement, affection, understanding, forgiveness…) for developing healthy and meaningful relationships (e.g., between parent and child, siblings, best friends, in romantic relationships, in marriage, at work, in the community…).

K.4.S1.B.2b

Identify appropriate social behaviours (e.g., use inclusive language, treat others with respect…) for developing meaningful interpersonal relationships.

K.4.S1.B.4

Identify examples of potentially dangerous situations (e.g., physical abuse, verbal abuse, use of harmful substances, peer pressure…) and effective strategies for avoidance/refusal.

S.4.S1.A.3

Apply interpersonal skills (e.g., use thoughtful language, acknowledge ideas and opinions of others, show respect, make a commitment…) in case scenarios related to developing close, meaningful relationships (e.g., between parent and child, siblings, mother and father, best friends, teammates, in romantic relationships…).

K.5.S1.E.2a

Identify the components for building and maintaining healthy, close relationships (e.g., effective communication and decision-making skills, respect, trust, love…).

K.5.S1.E.3a

Describe social factors affecting human sexuality (e.g., culture, religious values, stereotyping, role models, media influence, body image, sexual orientation…).

K.5.S1.E.3b

Examine the influences (e.g., family values, culture and religion, peer pressure, media images and advertising, substance use…) on making decisions for responsible sexual behaviour.

K.5.S1.E.3c

Review personal responsibilities and sources of support (e.g., parents, nurses, doctors, counsellors, helplines, community health services, religious leaders, recommended books…) with regard to sex-related health issues.

S.5.S1.A.5

Apply a decision-making process in case scenarios related to developing healthy relationships and responsible sexual behaviours (e.g., abstinence, no exploitation of others, safer sex to prevent pregnancy and STIs…).

Grade 10

Personal Safety Program (Third Edition)

Lesson – Healthy Relationships

K.4.S2.B.2a

Evaluate the benefits of effective communication skills (e.g., listen actively, paraphrase, show appreciation, criticize ideas, not people…) for getting along with family, friends, and peers in school, community, and/or the workplace.

K.4.S2.B.2b

Identify potential adult roles (e.g., parent, partner, spouse…) and ways to prevent potential problems (e.g., domestic conflict, abuse…) in developing meaningful relationships.

K.4.S2.C.1a

Describe the behaviours necessary for providing others with support (e.g., listen to a friend in difficulty…) and promoting emotional health and well-being.

K.4.S2.C.2

Describe situations (e.g., presentations, competitions, tests, new situations, family conflicts, time constraints, media influences, peer pressure, relationships, financial difficulty, academic expectations, physical features, technology, emergencies…) that cause personal stress.

S.4.S2.A.3

Apply communication skills and strategies (e.g., listen actively, clarify feelings, summarize…) in case scenarios for getting along with others in a variety of contexts (e.g., while participating in physical activities, discussion groups, project work, job interviews, conversations with adults in home/school/community…).

K.5.S2.E.2

Analyze the components (e.g., communication, decision making, sharing, managing sexual feelings and desires…) in different case scenarios for building and maintaining healthy relationships (e.g., friendships, dating, commitment, engagement, marriage, parenthood, cohabitation…).

K.5.S2.E.3a

Examine sexuality as it is portrayed in the media (e.g., fashion magazines, music videos, advertisements, movies, songs…).

K.5.S2.E.3b

Examine the influences (e.g., family values, culture and religion, peer pressure, media images and advertising, substance use…) on making decisions for responsible sexual behaviour.

K.5.S2.E.3c

Review personal responsibilities and sources of support (e.g., parents, nurses, doctors, counsellors, helplines, community health services, religious leaders, recommended books…) with regard to sex-related health issues.

S.5.S2.A.5

Apply a decision-making/problem-solving process in case scenarios related to effective communication for building healthy relationships and demonstrating responsible sexual behaviours.