Provincial Outcome Matrices

See how the Kids in the Know program meets curricula outcomes across the country. Educators, please click on your province below.

  • Alberta
  • British Columbia & Yukon
  • Manitoba
  • New Brunswick
  • Newfoundland & Labrador
  • Northwest Territories
  • Nova Scotia
  • Nunavut
  • Ontario
  • Prince Edward Island
  • Quebec
  • Saskatchewan

Alberta (K–10)

Based on Alberta Health and Life Skills Program of Studies and Alberta Grade 10 Career and Life Management Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

R–K.1 Demonstrate knowledge of different kinds of feelings and a vocabulary of feeling words; e.g., happiness, excitement

R–K.2 Explore the relationship between feelings and behaviours; e.g., feelings are okay, but not all behaviours are okay

R–K.3 Identify situations where strong feelings could result


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

W–K.8 Identify safety symbols; e.g., Block Parents, hazardous goods symbols

W–K.7 Identify unsafe situations, and identify safety rules for protection; e.g., avoid walking alone


Lesson 3 – Naming Body Parts

W–2.3 Demonstrate appreciation for own body; e.g., make positive statements about activities one can do

W–K.4 Identify external body parts, and describe the function of each


Lesson 4 – OKAY and NOT OKAY Touching

R–K.2 Explore the relationship between feelings and behaviours; e.g., feelings are okay, but not all behaviours are okay


Lesson 5 – The Buddy System

W–K.7 Identify unsafe situations, and identify safety rules for protection; e.g., avoid walking alone


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

W–K.10 Describe and demonstrate ways to be safe at home and away from home; e.g., demonstrate telephone skills, and know when to share personal information

W–K.7 Identify unsafe situations, and identify safety rules for protection; e.g., avoid walking alone


Lesson 7 – What to Do When Lost

W–K.8 Identify safety symbols; e.g., Block Parents, hazardous goods symbols

W–K.9 Describe and observe safety rules in the home and the school; e.g., bathroom, kitchen, stairs, playground

W–K.10 Describe and demonstrate ways to be safe at home and away from home; e.g., demonstrate telephone skills, and know when to share personal information

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

R–1.1 Recognize and demonstrate various ways to express feelings; e.g., verbal and nonverbal

R–1.2 Identify physiological responses to feelings; e.g., being sad can make you tired

R–1.3 Identify positive and negative feelings associated with stress/change

R–1.4 Compare and contrast positive and negative nonverbal communication and associated feelings; e.g., positive and negative touches


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

W–1.10 Recognize community helpers, and identify how to seek their help; e.g., appropriate use of 911

W–1.7 Describe actions to use in unsafe or abusive situations; e.g., say no, get away, tell someone you trust and keep telling until someone believes you


Lesson 3 – Boundaries — How to be Safe

R–1.4 Compare and contrast positive and negative nonverbal communication and associated feelings; e.g., positive and negative touches


Lesson 4 – KEEP and SPEAK Secrets

W–1.7 Describe actions to use in unsafe or abusive situations; e.g., say no, get away, tell someone you trust and keep telling until someone believes you


Lesson 5 – The Buddy System

W–1.8 Determine reasons for and apply safety rules at home and at school; e.g., demonstrate fire safety behaviours

W–1.9 Describe and apply appropriate street safety behaviours in the community; e.g., as a pedestrian, passenger, cyclist


Lesson 6 – Trust Your INSTINCTS

R–1.2 Identify physiological responses to feelings; e.g., being sad can make you tired

R–1.3 Identify positive and negative feelings associated with stress/change

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

R–2.1 Recognize that individuals make choices about how to express feelings; e.g., frustration

R–2.2 Become aware that the safe expression of feelings is healthy

R–2.3 Identify possible psychological and physiological responses to stress


Lesson 2 – Identifying a Safe Adult

W–2.10 Identify members of personal safety support networks and how to access assistance; e.g., family members, teachers, Block Parents, police, clergy, neighbours

R–2.4 Develop communication strategies to express needs and seek support; e.g., if touched in a way that makes one feel uncomfortable, who and how to tell


Lesson 3 – Safety Awareness

W–2.8 Describe and apply communication safety behaviours at home; e.g., answering the door/telephone


Lesson 4 – The Buddy System

W–2.8 Describe and apply communication safety behaviours at home; e.g., answering the door/telephone

W–2.9 Describe and apply safety rules when using physical activity equipment; e.g., bicycle, scooter, inline skates


Lesson 5 – Crossing Boundaries

W–2.7 Identify and develop plans to use when dealing with pressure to engage in behaviour that is uncomfortable or inappropriate; e.g., handle such pressures as threats, bribes, exclusions

R–2.4 Develop communication strategies to express needs and seek support; e.g., if touched in a way that makes one feel uncomfortable, who and how to tell


Lesson 6 – KEEP and SPEAK Secrets

R–2.4 Develop communication strategies to express needs and seek support; e.g., if touched in a way that makes one feel uncomfortable, who and how to tell

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W–3.8 Employ practices that provide safety for self and others; e.g., describe strategies for safely preparing and storing food

R–3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings


Lesson 2 – Emotions

R–3.1 Recognize the effects of sharing positive feelings on self and others; e.g., express appreciation to self and others

R–3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings


Lesson 3 – Identifying a Safe Grown-up

W–2.7 Identify and develop plans to use when dealing with pressure to engage in behaviour that is uncomfortable or inappropriate; e.g., handle such pressures as threats, bribes, exclusions

R–3.3 Develop, with guidance, strategies to deal with stress/change


Lesson 4 – Personal Boundaries and Assertiveness

R–3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings


Lesson 5 – Friendship

R–3.5 Develop strategies to build and enhance friendships

R–3.7 Examine the effects of conflict on relationships


Lesson 6 – KEEP and SPEAK Secrets

R–3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings

W–2.7 Identify and develop plans to use when dealing with pressure to engage in behaviour that is uncomfortable or inappropriate; e.g., handle such pressures as threats, bribes, exclusions

R–3.3 Develop, with guidance, strategies to deal with stress/change


Lesson 7 – The Buddy System

W–3.7 Identify strategies to avoid being bullied in different case scenarios; e.g., communicate whereabouts, get away, say no firmly, avoid dares

W–3.8 Employ practices that provide safety for self and others; e.g., describe strategies for safely preparing and storing food


Lesson 8 – Online Safety

R–3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour; e.g., demonstrate good manners when expressing feelings

R–3.4 Develop, with guidance, effective communication skills and strategies to express feelings; e.g., appropriate expression of anger

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W–4.1 Explore the connections among physical activity, emotional wellness and social wellness

W–4.8 Expand practices that provide safety for self and others; e.g., develop guidelines for safe use of technology/chat lines


Lesson 2 – How We Feel and How We Act

R–4.4 Demonstrate respectful communication skills; e.g., describe behaviours that show respect for the feelings of others

R–4.2 Identify and use short-term strategies for managing feelings; e.g., dealing with excitement, anger, sadness, jealousy

R–4.3 Recognize that management of positive/negative stress can affect health


Lesson 3 – Expanding the Circle of Protection Around Children

W–4.7 Describe and demonstrate passive, aggressive and assertive behaviours; e.g., assertive strategies for use in dealing with bullies

W–4.10 Describe and demonstrate ways to assist with the safety of others; e.g., helping younger children play safely and cross streets safely


Lesson 4 – Friendship

R–4.5 Identify changes that may occur in friendships, and explore strategies to deal with changes

R–4.6 Identify and describe ways to provide support to others; e.g., help a friend deal with loss

R–4.7 Practise effective communication skills and behaviours to reduce escalation of conflict; e.g., monitor personal body language


Lesson 5 – Common Lures

W–4.7 Describe and demonstrate passive, aggressive and assertive behaviours; e.g., assertive strategies for use in dealing with bullies

R–4.1 Recognize that individuals can have a positive and negative influence on the feelings of others


Lesson 6 – Home Alone

W–4.9 Describe ways to respond appropriately to potentially dangerous situations related to environmental conditions; e.g., lightning, avalanches, tornadoes


Lesson 7 – Online Safety

W–4.8 Expand practices that provide safety for self and others; e.g., develop guidelines for safe use of technology/chat lines

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W–5.8 Promote safety practices in the school and community


Lesson 2 – Emotions

R–5.1 Recognize that presenting feelings may mask underlying feelings; e.g., anger can mask frustration, hurt

R–5.2 Identify and use long-term strategies for managing feelings; e.g., dealing with disappointment, discouragement


Lesson 3 – Circle of Protection

R–5.4 Practise effective communication skills; e.g., active listening, perception checks

R–5.6 Investigate the benefits of fostering a variety of relationships throughout the life cycle; e.g., cross-age relationships


Lesson 4 – Boundaries

W–5.7 Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation and culture


Lesson 5 – Friendship

R–5.4 Practise effective communication skills; e.g., active listening, perception checks

R–5.6 Investigate the benefits of fostering a variety of relationships throughout the life cycle; e.g., cross-age relationships


Lesson 6 – Common Lures

W–5.7 Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation and culture


Lesson 7 – Home Alone

W–5.8 Promote safety practices in the school and community


Lesson 8 – Online Safety

W–5.8 Promote safety practices in the school and community

R–8.4 Analyze the effects of self-concept on personal communication

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W–6.9 Evaluate the impact of personal behaviour on the safety of self and others

W–6.8 Analyze how laws, regulations and rules contribute to health and safety practices


Lesson 2 – Emotional Range

R–6.1 Recognize that individuals can choose their own emotional reactions to events and thoughts

R–6.2 Establish personal guidelines for expressing feelings; e.g., recognize feelings, choose appropriate time/place for expression, identify preferred ways of expressing feelings, and accept ownership of feelings


Lesson 3 – Circle of Protection

W–6.10 Demonstrate responsibility for, and skills related to, the safety of self and others; e.g., babysitting, staying home alone, demonstrating Heimlich manoeuvre/abdominal thrust techniques

R–6.5 Develop and demonstrate strategies to build and enhance relationships in the family; e.g., being honest, expressing empathy


Lesson 4 – Relationships

R–6.5 Develop and demonstrate strategies to build and enhance relationships in the family; e.g., being honest, expressing empathy

R–6.7 Apply a variety of strategies for resolving conflict; e.g., practice treating differences of opinion as opportunities to explore alternatives


Lesson 5 – Boundaries and Instincts

R–6.2 Establish personal guidelines for expressing feelings; e.g., recognize feelings, choose appropriate time/place for expression, identify preferred ways of expressing feelings, and accept ownership of feelings

R–6.3 Develop personal strategies for dealing with stress/change; e.g., using humour, relaxation, physical activity


Lesson 6 – Common Lures

W–6.7 Identify and communicate values and beliefs that affect healthy choices

W–6.9 Evaluate the impact of personal behaviour on the safety of self and others


Lesson 7 – Online Safety

W–6.7 Identify and communicate values and beliefs that affect healthy choices

W–6.9 Evaluate the impact of personal behaviour on the safety of self and others

R–6.2 Establish personal guidelines for expressing feelings; e.g., recognize feelings, choose appropriate time/place for expression, identify preferred ways of expressing feelings, and accept ownership of feelings


Lesson 8 – Babysitters’ Safety

W–6.10 Demonstrate responsibility for, and skills related to, the safety of self and others; e.g., babysitting, staying home alone, demonstrating Heimlich manoeuvre/abdominal thrust techniques

W–6.9 Evaluate the impact of personal behaviour on the safety of self and others

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

W–7.8 Analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety

R–7.2 Analyze the need for short-term and long-term support for emotional concerns; e.g., family, friends, schools, professionals


Lesson 2 – Relationships

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex

W–7.8 Analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety

R–7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection


Lesson 3 – Boundaries – Know the Line

R–7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection

R–7.7 Evaluate and personalize the effectiveness of various styles of conflict resolution; e.g., win/win, win/lose, lose/lose


Lesson 4 – Texting

W–7.8 Analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety

W–7.10 Identify and examine potential sources of physical/emotional/social support


Lesson 5 – Online Record

W–7.8 Analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety

W–7.10 Identify and examine potential sources of physical/emotional/social support


Lesson 6 – Runaway Prevention

W–7.10 Identify and examine potential sources of physical/emotional/social support


Lesson 7 – Dealing with Stress

W–7.1 Compare personal health choices to standards for health; e.g., physical activity, nutrition, relaxation, sleep, reflection

W–7.8 Analyze and appreciate differing personal perspectives on safety; e.g., physical, emotional, social safety


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex

R–7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection


Lesson 2 – Identifying Unhealthy Personal Boundaries

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex

R–7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection


Lesson 3 – How to Set Personal Boundaries

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex


Lesson 4 – Friendship

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex


Lesson 5 – Dating Relationships

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex


Lesson 6 – Getting Out of Unhealthy Situations

R–7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them; e.g., peer, opposite sex

R–7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors; e.g., change, loss, discrimination, rejection

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

R–8.1 Describe characteristics of persistent negative feeling states; e.g., depression, mood disorders

R–8.3 Evaluate the relationship between risk management and stress management; e.g., managing risks effectively reduces stress, managing stress can reduce impulsive behaviours


Lesson 2 – Relationships

W–8.7 Determine the signs, methods and consequences of various types of abuse; e.g., neglect, physical, emotional, sexual abuse

W–8.12 Identify and describe the responsibilities and consequences associated with involvement in a sexual relationship


Lesson 3 – High-Risk Behaviour

W–8.8 Identify potentially unsafe situations in the community, and begin to develop strategies to reduce risk; e.g., dark parking lots, lack of railway crossing lights


Lesson 4 – Internet Safety

W–8.11 Identify and develop personal resiliency skills; e.g., planning skills, social competence


Lesson 5 – Online Record

W–8.11 Identify and develop personal resiliency skills; e.g., planning skills, social competence

R–8.4 Analyze the effects of self-concept on personal communication

R–8.5 Develop strategies for maintaining healthy relationships


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

R–8.5 Develop strategies for maintaining healthy relationships


Lesson 2 – Identifying Unhealthy Personal Boundaries

R–8.5 Develop strategies for maintaining healthy relationships

W–8.7 Determine the signs, methods and consequences of various types of abuse; e.g., neglect, physical, emotional, sexual abuse


Lesson 3 – How to Set Personal Boundaries

R–8.5 Develop strategies for maintaining healthy relationships

W–8.11 Identify and develop personal resiliency skills; e.g., planning skills, social competence


Lesson 4 – Friendship

R–8.5 Develop strategies for maintaining healthy relationships


Lesson 5 – Dating Relationships

R–8.5 Develop strategies for maintaining healthy relationships


Lesson 6 – Getting Out of Unhealthy Situations

W–8.7 Determine the signs, methods and consequences of various types of abuse; e.g., neglect, physical, emotional, sexual abuse

W–8.11 Identify and develop personal resiliency skills; e.g., planning skills, social competence

R–8.5 Develop strategies for maintaining healthy relationships

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

R–9.1 Identify appropriate strategies to foster positive feelings/attitudes

R–9.2 Analyze why individuals choose not to express or manage feelings in situations; e.g., using anger to manipulate others, avoid others, feel powerful


Lesson 2 – Love and Control

W–9.14 Develop strategies that address factors to prevent or reduce sexual risk; e.g., abstain from drugs and alcohol, date in groups, use assertive behaviour

R–9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships


Lesson 3 – High-Risk Behaviour

W–9.7 Evaluate implications and consequences of sexual assault on a victim and those associated with that victim

W–9.8 Develop strategies to promote harm reduction/risk management; e.g., differentiate between choosing personal challenges or acting impulsively, encourage others to evaluate risks

W–9.11 Use personal resiliency skills; e.g., seek out appropriate mentors, have a sense of purpose, have clear standards for personal behaviour

R–9.3 Analyze, evaluate and refine personal strategies for managing stress/crises


Lesson 4 – Communicating Through Technology

W–9.8 Develop strategies to promote harm reduction/risk management; e.g., differentiate between choosing personal challenges or acting impulsively, encourage others to evaluate risks

W–9.14 Develop strategies that address factors to prevent or reduce sexual risk; e.g., abstain from drugs and alcohol, date in groups, use assertive behaviour

R–9.4 Analyze, evaluate and refine personal communication patterns


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

W–9.14 Develop strategies that address factors to prevent or reduce sexual risk; e.g., abstain from drugs and alcohol, date in groups, use assertive behaviour

R–9.5 Describe and analyze factors that contribute to the development of unhealthy relationships, and develop strategies to deal with unhealthy relationships

W–9.7 Evaluate implications and consequences of sexual assault on a victim and those associated with that victim

W–9.8 Develop strategies to promote harm reduction/risk management; e.g., differentiate between choosing personal challenges or acting impulsively, encourage others to evaluate risks

W–9.11 Use personal resiliency skills; e.g., seek out appropriate mentors, have a sense of purpose, have clear standards for personal behaviour

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Based on Alberta Grade 10 Career and Life Management Curriculum

Lesson – Sexual Violence and Consent

P11 Examine the relationship between commitment and intimacy in all its levels.

  • Identify expectations and commitments in various relationships
  • Examine a range of behaviours for handling sexual involvement
  • Describe how personal values play a role in relationships
  • Explain the role of trust and ways to establish trust in a relationship
  • Develop strategies for dealing with jealousy

P12 Examine aspects of healthy sexuality and responsible sexual behaviour.

  • Explain the ongoing responsibility for being sexually healthy
  • Examine a range of behaviours and choices regarding sexual expression
  • Describe sexually healthy actions and choices for one’s body, including abstinence
  • Analyze strategies for choosing responsible and respectful sexual expression
  • Describe the ways in which personal values influence choices
  • Assess the consequences of being sexually active

British Columbia & Yukon (K–10)

Based on British Columbia’s Health and Career Education Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

C3 Demonstrate an understanding of appropriate ways to express feelings

C2 Identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)


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

A2 Identify sources of support and assistance for children at school

C2 Identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)


Lesson 3 – Naming Body Parts

C5 Use appropriate terminology to identify female and male private body parts


Lesson 4 – OKAY and NOT OKAY Touching

C6 Differentiate between appropriate and inappropriate ways of being touched (e.g., appropriate – touches that feel welcome and safe, medical checkups; inappropriate – touches that hurt, touches to private parts)

C7 Identify ways to respond to inappropriate touches and confusing or uncomfortable situations, including saying “no” or “stop” calling out for help and getting away if possible telling a trusted adult and continuing to tell until someone listens and takes action not keeping a secret about the situation even if someone asks you to


Lesson 5 – The Buddy System

C8 Identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community


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

C8 Identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community


Lesson 7 – What to Do When Lost

C8 Identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community

C9 Demonstrate an ability to access emergency services (e.g., fire, police, ambulance)

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

C4 Demonstrate an understanding of appropriate and inappropriate ways to express feelings (e.g., appropriate – using “I feel” statements; inappropriate – name-calling, hitting)


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

A2 Identify sources of support for children while at school and in the community (e.g., teachers, elders, block parents, police officers)

C6 Describe strategies for dealing with common interpersonal conflicts (e.g., taking turns, going to an adult for help)


Lesson 3 – Boundaries – How to be Safe

C9 Identify ways to respond to inappropriate touches and confusing or uncomfortable situations, including saying “no” or “stop” calling out for help and getting away if possible telling a trusted adult and continuing to tell until someone listens and takes action not keeping a secret about the situation even if someone asks you to

C5 Differentiate between positive and negative behaviours in friendships (e.g., positive – sharing, listening; negative – teasing, excluding)


Lesson 4 – KEEP and SPEAK Secrets

C9 Identify ways to respond to inappropriate touches and confusing or uncomfortable situations, including saying “no” or “stop” calling out for help and getting away if possible telling a trusted adult and continuing to tell until someone listens and takes action not keeping a secret about the situation even if someone asks you to


Lesson 5 – The Buddy System

C10 Describe guidelines for safety in the home, at school, on the road, and in the community


Lesson 6 – Trust Your INSTINCTS

C1 Identify practices that contribute to health, including healthy eating, regular physical activity, and emotional health practices

C10 Describe guidelines for safety in the home, at school, on the road, and in the community

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

C5 Identify positive ways to initiate and maintain healthy friendships


Lesson 2 – Identifying a Safe Adult

C6 Demonstrate avoidance and assertiveness skills that may be used in abusive or potentially abusive situations, including using a strong voice to say “no,” “stop,” “I don’t like this;” calling out for help and getting away if possible; telling a trusted adult, keep telling a trusted adult until you get help; not giving out personal information without your parents’ knowledge and permission

C4 Describe appropriate strategies for communicating effectively with others (e.g., active listening, willingness to express feelings)


Lesson 3 – Safety Awareness

C7 Describe appropriate ways to avoid or respond to hazardous and high-risk situations in the home, at school, on the road, and in the community


Lesson 4 – The Buddy System

C7 Describe appropriate ways to avoid or respond to hazardous and high-risk situations in the home, at school, on the road, and in the community


Lesson 5 – Crossing Boundaries

C6 Demonstrate avoidance and assertiveness skills that may be used in abusive or potentially abusive situations, including using a strong voice to say “no,” “stop,” “I don’t like this;” calling out for help and getting away if possible; telling a trusted adult, keep telling a trusted adult until you get help; not giving out personal information without your parents’ knowledge and permission


Lesson 6 – KEEP and SPEAK Secrets

C4 Describe appropriate strategies for communicating effectively with others (e.g., active listening, willingness to express feelings)

C6 Demonstrate avoidance and assertiveness skills that may be used in abusive or potentially abusive situations, including using a strong voice to say “no,” “stop,” “I don’t like this;” calling out for help and getting away if possible; telling a trusted adult, keep telling a trusted adult until you get help; not giving out personal information without your parents’ knowledge and permission

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C1 Describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)


Lesson 2 – Emotions

C1 Describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)


Lesson 3 – Identifying a Safe Grown-up

C1 Describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)

C4 Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)


Lesson 4 – Personal Boundaries and Assertiveness

C4 Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)


Lesson 5 – Friendship

C4 Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)


Lesson 6 – KEEP and SPEAK Secrets

C1 Describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)

C4 Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)


Lesson 7 – The Buddy System

A2 Identify sources of support for children in a variety of situations (e.g., parents, teachers, elders, library, bus drivers, block parents)


Lesson 8 – Online Safety

C1 Describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)

C4 Describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

A1 Identify the steps in a decision-making model (e.g., identifying the decision, listing alternatives, selecting a course of action, assessing the results)

C1 Describe the choices an individual can make to attain and maintain physical and emotional health (e.g., participating regularly in physical activity, developing healthy interpersonal relationships, trying new activities and challenges)

C5 Describe interpersonal skills necessary to build positive relationships (e.g., co-operation, inclusion, communication skills, empathy, respectful behaviour)

C6 Demonstrate appropriate strategies for responding to bullying behaviour (e.g., assess the situation, avoidance, assertiveness, reporting, seeking help)


Lesson 2 – How We Feel and How We Act

C1 Describe the choices an individual can make to attain and maintain physical and emotional health (e.g., participating regularly in physical activity, developing healthy interpersonal relationships, trying new activities and challenges)


Lesson 3 – Expanding the Circle of Protection Around Children

A1 Identify the steps in a decision making model (e.g., identifying the decision, listing alternatives, selecting a course of action, assessing the results)

C1 Describe the choices an individual can make to attain and maintain physical and emotional health (e.g., participating regularly in physical activity, developing healthy interpersonal relationships, trying new activities and challenges)

C8 Identify strategies for avoiding abusive or potentially abusive situations (e.g., knowing how to seek help, being prepared for lures or tricks, travelling in groups, withholding personal information)


Lesson 4 – Friendship

C5 Describe interpersonal skills necessary to build positive relationships (e.g., co-operation, inclusion, communication skills, empathy, respectful behaviour)

C6 Demonstrate appropriate strategies for responding to bullying behaviour (e.g., assess the situation, avoidance, assertiveness, reporting, seeking help)


Lesson 5 – Common Lures

C7 Identify common lures or tricks used by potential abusers, face-to-face or on the Internet (e.g., offering special attention or compliments, saying they know your parents, using the Internet to get to know you)

C8 Identify strategies for avoiding abusive or potentially abusive situations (e.g., knowing how to seek help, being prepared for lures or tricks, travelling in groups, withholding personal information)


Lesson 6 – Home Alone

C8 Identify strategies for avoiding abusive or potentially abusive situations (e.g., knowing how to seek help, being prepared for lures or tricks, travelling in groups, withholding personal information)

Lesson 7 – Online Safety

C7 Identify common lures or tricks used by potential abusers, face-to-face or on the Internet (e.g., offering special attention or compliments, saying they know your parents, using the Internet to get to know you)

C8 Identify strategies for avoiding abusive or potentially abusive situations (e.g., knowing how to seek help, being prepared for lures or tricks, travelling in groups, withholding personal information)

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

A2 Demonstrate an understanding of the benefits of personal support networks (e.g., sources of accurate information and trusted guidance)

C5 Assess their own interpersonal skills as they apply to building and maintaining positive relationships with family and friends


Lesson 2 – Emotions

C3 Describe the physical, emotional, and social changes associated with puberty

C5 Assess their own interpersonal skills as they apply to building and maintaining positive relationships with family and friends


Lesson 3 – Circle of Protection

A2 Demonstrate an understanding of the benefits of personal support networks (e.g., sources of accurate information and trusted guidance)


Lesson 4 – Boundaries

C7 Describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe Internet use, recognizing tricks and lures used by predators)

C9 Demonstrate strategies for responding to social pressures that can contribute to risk taking (e.g., state an opinion assertively, make an excuse to leave)


Lesson 5 – Friendship

C5 Assess their own interpersonal skills as they apply to building and maintaining positive relationships with family and friends

C6 Analyse behaviours that contribute to a safe and caring school environment (e.g., taking responsibility for personal actions, supporting others, promoting respect for diversity)


Lesson 6 – Common Lures

C7 Describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe Internet use, recognizing tricks and lures used by predators)


Lesson 7 – Home Alone

C7 Describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe Internet use, recognizing tricks and lures used by predators)


Lesson 8 – Online Safety

C9 Demonstrate strategies for responding to social pressures that can contribute to risk taking (e.g., state an opinion assertively, make an excuse to leave)

C7 Describe safety guidelines to protect themselves and others from abuse and exploitation (e.g., knowing their right not to be abused, being assertive, avoiding potentially unsafe situations, practising safe Internet use, recognizing tricks and lures used by predators)

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C1 Describe the benefits of attaining and maintaining a balanced, healthy lifestyle, including the benefits of being physically active healthy eating practices an emotionally healthy lifestyle


Lesson 2 – Emotional Range

C5 Assess the influence that peers have on individuals’ attitudes and behaviour

C1 Describe the benefits of attaining and maintaining a balanced, healthy lifestyle, including the benefits of being physically active healthy eating practices an emotionally healthy lifestyle


Lesson 3 – Circle of Protection

C9 Identify sources of support for people in abusive or exploitative situations (e.g., trusted adult, school and community services)


Lesson 4 – Relationships

C3 Demonstrate an understanding of the importance of respecting own and others’ development rates during puberty and adolescence

C5 Assess the influence that peers have on individuals’ attitudes and behaviour


Lesson 5 – Boundaries and Instincts

C5 Assess the influence that peers have on individuals’ attitudes and behaviour

C7 Identify school, local, provincial, national, and international strategies for preventing and responding to discrimination, stereotyping, and bullying


Lesson 6 – Common Lures

C9 Identify sources of support for people in abusive or exploitative situations (e.g., trusted adult, school and community services)

C10 Identify personal safety strategies to avoid abusive or exploitative situations on the Internet


Lesson 7 – Online Safety

C10 Identify personal safety strategies to avoid abusive or exploitative situations on the Internet


Lesson 8 – Babysitters’ Safety

C12 Identify basic principles for responding to emergencies (e.g., following safety guidelines, having an emergency response plan, knowing how to get help)

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

C2 Describe strategies for attaining and maintaining physical, emotional, and social health during puberty and adolescence


Lesson 2 – Relationships

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)

C6 Describe a variety of influences on relationships (e.g., peers, family, media, physical and emotional changes as a result of puberty)


Lesson 3 – Boundaries — Know the Line

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)


Lesson 4 – Texting

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)

A2 Demonstrate an ability to apply a decision-making model to a specific situation


Lesson 5 – Online Record

A2 Demonstrate an ability to apply a decision-making model to a specific situation

C1 Analyse factors (including media and peer) that influence personal health decisions


Lesson 6 – Runaway Prevention

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)

C9 Propose strategies to avoid potentially unsafe situations on the road and in the community (e.g., recognize hazards and potential for injury, use assertive communication skills, use protective equipment, get relevant training and education)


Lesson 7 – Dealing with Stress

C2 Describe strategies for attaining and maintaining physical, emotional, and social health during puberty and adolescence


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)


Lesson 2 – Identifying Unhealthy Personal Boundaries

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)


Lesson 3 – How to Set Personal Boundaries

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)


Lesson 4 – Friendship

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)


Lesson 5 – Dating Relationships

C5 Identify characteristics of healthy relationships and unhealthy relationships (e.g., healthy relationships – respect, open communication; unhealthy relationships – jealousy, power imbalance, lack of empathy) create an extensive list of characteristics of healthy relationships (e.g., honesty, respect, open communication, shared interests) create an extensive list of characteristics of unhealthy relationships (e.g., jealousy, dishonesty, power imbalance, manipulation, exploitation, disrespect of personal boundaries, lack of empathy)


Lesson 6 – Getting Out of Unhealthy Situations

C8 Identify safety strategies that can be used to avoid potentially abusive or exploitative situations (e.g., personal safety rules and strategies for using the Internet, knowing and recognizing tricks and lures used by abusers, telling a trusted adult)

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

Set personal goals for attaining and maintaining a healthy lifestyle


Lesson 2 – Relationships

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)

Identify school and community sources of information and support for individuals in unhealthy, abusive, or exploitative relationships (e.g., school counsellor, help line)


Lesson 3 – High-Risk Behaviour

Describe ways in which they can contribute to a safe and caring school environment

Describe appropriate procedures for responding to emergencies (e.g., be prepared, ensure there is no further danger to self or others, know how to access help)


Lesson 4 – Internet Safety

Propose strategies for the safe use of wireless and online communications (e.g., cell phones, Internet, PDAs)


Lesson 5 – Online Record

Propose strategies for the safe use of wireless and online communications (e.g., cell phones, Internet, PDAs)


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)


Lesson 2 – Identifying Unhealthy Personal Boundaries

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)


Lesson 3 – How to Set Personal Boundaries

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)


Lesson 4 – Friendship

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)


Lesson 5 – Dating Relationships

Assess the importance of healthy relationships (e.g., with friends, family, teachers, mentors)


Lesson 6 – Getting Out of Unhealthy Situations

Identify school and community sources of information and support for individuals in unhealthy, abusive, or exploitative relationships (e.g., school counsellor, help line)

Propose strategies for the safe use of wireless and online communications (e.g., cell phones, Internet, PDAs)

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

Propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)


Lesson 2 – Love and Control

Propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)


Lesson 3 – High-Risk Behaviour

Propose strategies to avoid unnecessary risks in a variety of situations on the road and in the community


Lesson 4 – Communicating Through Technology

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)

Propose strategies to avoid unnecessary risks in a variety of situations on the road and in the community


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)

Describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Healthy Living

C1 Analyse factors that influence health (e.g., physical activity, nutrition, stress management)

Healthy Relationships

C3 Demonstrate an understanding of skills needed to build and maintain healthy relationships (e.g., effective communication, problem solving)

C4 Analyse factors contributing to a safe and caring school (e.g., respect for diversity, prevention of harassment and intimidation)

Health Decisions

C6 Analyse practices that promote healthy sexual decision making (e.g., recognizing influences, accessing accurate information, applying informed decision-making skills)

Manitoba (K–10)

Based on the Manitoba Physical Education/Health Education Curriculum

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...)


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...)


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


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...)


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 Adult

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.5.1.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

K.3.S1.B.5b Demonstrate an understanding of the skills (i.e., problem-solving skills, anger management skills, communication skills, conflict resolution skills, assertiveness skills) in dealing with case scenarios related to physically, verbally, and emotionally abusive situations


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


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...)


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.4.5.B.4 Identify and assess strategies (e.g., using decision-making/problem-solving process, saying “no” assertively, walking away/staying away, using conflict resolution skills...) for preventing or avoiding uncomfortable or dangerous situations

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)


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 (Second 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...)


Lesson 2 – Relationships

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

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport teams; when babysitting)


Lesson 3 – Boundaries — Know the Line

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...)

K.3.7.B.1 Describe ways to respond to dangerous situations in community (i.e., school intruders, home invasion, hazing, Internet use)

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport 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.6a Establish safety guidelines to protect self and others from sexually abusive situations (e.g., pornography, incest, stalking, prostitution, sexual assault...)

K.3.7.1.B.6b Demonstrate an understanding of skills (i.e., problem solving, conflict resolution, communication, assertiveness and anger management skills) in dealing with case scenarios related to sexually abusive situations and ways to seek help


Lesson 4 – Texting

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

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 5 – Online Record

S.4.7.A.3 Demonstrate functional use of interpersonal skills (i.e., communicate effectively, cooperate/collaborate, be respectful, be responsible) for dealing with new activities, situations, and/or changes in class activities

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.3.7.B.6a Establish safety guidelines to protect self and others from sexually abusive situations (e.g., pornography, incest, stalking, prostitution, sexual assault...)


Lesson 6 – Runaway Prevention

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...)


Lesson 7 – Dealing with Stress

K.4.7.B.3b Describe how conflict situations (i.e., change, new situations, negative group influences, dishonesty) affect personal behaviour and development (e.g., ability to adapt to new surroundings or routines, making new friends, coping with change, being assertive...)

K.4.7.A.2b Describe the mental skills (i.e., goal-setting, focusing, stress management skills, visualization, positive thinking) necessary to enhance performance, readiness, and satisfaction


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

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...)


Lesson 2 – Identifying Unhealthy Personal Boundaries

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport teams; when babysitting)


Lesson 3 – How to Set Personal Boundaries

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport teams; when babysitting)


Lesson 4 – Friendship

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...)


Lesson 5 – Dating Relationships

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport teams; when babysitting)


Lesson 6 – Getting Out of Unhealthy Situations

K.3.7.B.1 Describe ways to respond to dangerous situations in community (i.e., school intruders, home invasion, hazing, Internet use)

K.3.7.B.5a Describe scenarios that illustrate examples of physical, verbal, and emotional abusive behaviours in different relationships (i.e., within families; between friends; among peers; employers; groups; or gangs; sport 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.3.7.1.B.6b Demonstrate an understanding of skills (i.e., problem solving, conflict resolution, communication, assertiveness and anger management skills) in dealing with case scenarios related to sexually abusive situations and ways to seek help

Grade 8

Personal Safety Program (Second 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...)


Lesson 2 – Relationships

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, and/choir...)

K.4.8.C.1a Identify how self (e.g., accepting one’s feelings...), peers (e.g., listening supportively...) and the community (e.g., provide resources for support when needed...) contribute to the enhancement of personal health and well-being


Lesson 3 – High-Risk Behaviour

K.3.8.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.3.8.A.5a Investigate potential safety risks inherent in selected alternative pursuits (e.g., climbing walls, inline skating, ski hills, activities on ice...)


Lesson 4 – Internet Safety

K.3.8.A.5a Investigate potential safety risks inherent in selected alternative pursuits (e.g., climbing walls, inline skating, ski hills, activities on ice...)

S.4.8.A.1 Develop, implement, self-monitor, and revise a plan using pre-determined criteria for active healthy living to achieve a personal and/or group goal (e.g., participate in daily physical activity, a healthy lifestyle behaviour, a social behaviour, a specific academic goal...)

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


Lesson 5 – Online Record

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

S.4.8.A.1 Develop, implement, self-monitor, and revise a plan using pre-determined criteria for active healthy living to achieve a personal and/or group goal (e.g., participate in daily physical activity, a healthy lifestyle behaviour, a social behaviour, a specific academic goal...)

S.4.8.A.2 Apply the decision-making/problem-solving process in making group decisions in different case scenarios (e.g., plan a class activity, solve a social-related problem, make a decision in the context of an orderly meeting...)


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

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


Lesson 2 – Identifying Unhealthy Personal Boundaries

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


Lesson 3 – How to Set Personal Boundaries

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


Lesson 4 – Friendship

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, and/choir...)


Lesson 5 – Dating Relationships

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, and/choir...)


Lesson 6 – Getting Out of Unhealthy Situations

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, help lines, school/community counselling programs, friendship centres, ombudsperson, Internet...)

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

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

K.4.S1.A.1 Examine personal strengths, values, and strategies (e.g., enhancing strengths, working on weaknesses, restructuring negative thoughts, positive thinking, persisting to achieve goals in spite of setbacks...) for achieving individual success and a positive self-image

K.4.S1.B.3a Examine how to manage anger (i.e., control own anger and respond to anger of others) in constructive ways (e.g., stay calm, use conflict-resolution process...) in different case scenarios


Lesson 2 – Love and Control

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...)

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...)

K.4.S1.B.1a Describe ways to treat others (e.g., show respect, consideration, support, encouragement, affection, understanding, forgiveness...) for the development of healthy and meaningful relationships (e.g., between parent/child, siblings, best friends, romantic relationships, 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.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)


Lesson 3 – High-Risk Behaviour

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...)

K.4.S1.B.4 Identify examples of potentially dangerous situations (e.g., physical abuse, verbal abuse, harmful substances, peer pressure...) and effective strategies for avoidance/refusal

S.4.S1.A.1 Apply a goal-setting process as part of designing a short-term plan for a realistic personal goal related to academic and/or healthy lifestyle practices (e.g., active living, good nutrition, no substance use, safety...)


Lesson 4 – Communicating Through Technology

K.4.S1.B.4 Identify examples of potentially dangerous situations (e.g., physical abuse, verbal abuse, harmful substances, peer pressure...) and effective strategies for avoidance/refusal


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

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...)

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...)

K.4.S1.B.2b Identify appropriate social behaviours (e.g., use inclusive language, treat others with respect...) for developing meaningful interpersonal relationships

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)

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

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.1b Show an understanding of ways to support others (e.g., show empathy, be available, provide comfort, join a support organization...) who are dealing with the loss of a friend or family member.

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...).

New Brunswick (K–10)

Based on New Brunswick Health Education Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

C1 Identify the five senses

C2 Be aware of and describe their own physical changes


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

A3 Identify potentially harmful places and activities


Lesson 3 – Naming Body Parts

C2 Be aware of and describe their own physical changes


Lesson 4 – OKAY and NOT OKAY Touching

A4 Describe various touches and relate them to personal feelings

A5 Understand that they have the right to say “no” to inappropriate touches


Lesson 5 – The Buddy System

B1 Identify types of activities that support a healthy lifestyle and explain their importance


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

A3 Identify potentially harmful places and activities


Lesson 7 – What to Do When Lost

A3 Identify potentially harmful places and activities

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

B1 Describe healthy ways to have fun in their free time


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

A2 Identify ways to keep home and school clean and safe

A3 Identify types of touches, particularly those which are positive


Lesson 3 – Boundaries — How to be safe

A3 Identify types of touches, particularly those which are positive


Lesson 4 – KEEP and SPEAK Secrets

A2 Identify ways to keep home and school clean and safe

A3 Identify types of touches, particularly those which are positive


Lesson 5 – The Buddy System

B1 Describe healthy ways to have fun in their free time


Lesson 6 – Trust Your INSTINCTS

B1 Describe healthy ways to have fun in their free time

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

A4 Understand and practise personal safety skills


Lesson 2 – Identifying a Safe Adult

A5 Identify community resources that offer help to children

A2 Describe safe practices related to personal activity


Lesson 3 – Safety Awareness

A2 Describe safe practices related to personal activity

A4 Understand and practise personal safety skills


Lesson 4 – The Buddy System

A2 Describe safe practices related to personal activity

A5 Identify community resources that offer help to children


Lesson 5 – Crossing Boundaries

A2 Describe safe practices related to personal activity

A4 Understand and practise personal safety skills


Lesson 6 – KEEP and SPEAK Secrets

A4 Understand and practise personal safety skills

A5 Identify community resources that offer help to children

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

A4 Define “abuse,” using age-appropriate language

A5 Recognize techniques used to lure children

A2 Describe ways to make the community a healthier and safer place to live and work


Lesson 2 – Emotions

A4 Define “abuse,” using age-appropriate language

A2 Describe ways to make the community a healthier and safer place to live and work


Lesson 3 – Identifying a Safe Grown-up

A2 Describe ways to make the community a healthier and safer place to live and work


Lesson 4 – Personal Boundaries and Assertiveness

A4 Define “abuse,” using age-appropriate language

A5 Recognize techniques used to lure children


Lesson 5 – Friendship

A4 Define “abuse,” using age-appropriate language

A5 Recognize techniques used to lure children


Lesson 6 – KEEP and SPEAK Secrets

A5 Recognize techniques used to lure children


Lesson 7 – The Buddy System

A2 Describe ways to make the community a healthier and safer place to live and work

A5 Recognize techniques used to lure children


Lesson 8 – Online Safety

A2 Describe ways to make the community a healthier and safer place to live and work

A5 Recognize techniques used to lure children

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

A2 Understand that personal behaviours and choices may affect safety of self and/or others


Lesson 2 – How We Feel and How We Act

A2 Understand that personal behaviours and choices may affect safety of self and/or others


Lesson 3 – Expanding the Circle of Protection Around Children

A3 Recognize and identify lures used by offenders


Lesson 4 – Friendship

A2 Understand that personal behaviours and choices may affect safety of self and/or others


Lesson 5 – Common Lures

A3 Recognize and identify lures used by offenders


Lesson 6 – Home Alone

A2 Understand that personal behaviours and choices may affect safety of self and/or others


Lesson 7 – Online Safety

A2 Understand that personal behaviours and choices may affect safety of self and/or others

A3 Recognize and identify lures used by offenders

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

D1 Describe healthy decision making with regard to drug use and sexual activity/relationships

A1 Describe their role in promoting safety and preventing injuries


Lesson 2 – Emotions

A4 Understand the intent and importance of “positive,” supportive touches and recognize the feelings associated with them

A1 Describe their role in promoting safety and preventing injuries


Lesson 3 – Circle of Protection

D1 Describe healthy decision making with regard to drug use and sexual activity/relationships


Lesson 4 – Boundaries

A4 Understand the intent and importance of “positive,” supportive touches and recognize the feelings associated with them

D1 Describe healthy decision making with regard to drug use and sexual activity/relationships


Lesson 5 – Friendship

D1 Describe healthy decision making with regard to drug use and sexual activity/relationships


Lesson 6 – Common Lures

A5 Recognize lures and practise safe responses


Lesson 7 – Home Alone

A1 Describe their role in promoting safety and preventing injuries


Lesson 8 – Online Safety

A1 Describe their role in promoting safety and preventing injuries

D1 Describe healthy decision making with regard to drug use and sexual activity/relationships

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

B1 Describe the domains of wellness and identify strategies for promoting their own wellness


Lesson 2 – Emotional Range

A2 Identify and describe various environmental factors that affect our health


Lesson 3 – Circle of Protection

B1 Describe the domains of wellness and identify strategies for promoting their own wellness


Lesson 4 – Relationships

B3 Identify how environments influence health choices


Lesson 5 – Boundaries and Instincts

B1 Describe the domains of wellness and identify strategies for promoting their own wellness

B3 Identify how environments influence health choices


Lesson 6 – Common Lures

B1 Describe the domains of wellness and identify strategies for promoting their own wellness


Lesson 7 – Online Safety

B1 Describe the domains of wellness and identify strategies for promoting their own wellness


Lesson 8 – Babysitters’ Safety

A1 Identify injuries that are prevalent in the community

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

B1 Identify strategies for promoting their own wellness


Lesson 2 – Relationships

A1 Define the role of community members (including self) in promoting safety and injury prevention

B2 Identify needs pertaining to student wellness in school


Lesson 3 – Boundaries — Know the Line

B2 Identify needs pertaining to student wellness in school


Lesson 4 – Texting

C2 Identify, describe and practise refusal skills in order to take personal responsibility


Lesson 5 – Online Record

C2 Identify, describe and practise refusal skills in order to take personal responsibility


Lesson 6 – Runaway Prevention

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school


Lesson 7 – Dealing with Stress

B1 Identify strategies for promoting their own wellness

C2 Identify, describe and practise refusal skills in order to take personal responsibility


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school


Lesson 2 – Identifying Unhealthy Personal Boundaries

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school

B3 Describe the process required to implement and evaluate a change that improves student wellness in school


Lesson 3 – How to Set Personal Boundaries

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school

B3 Describe the process required to implement and evaluate a change that improves student wellness in school


Lesson 4 – Friendship

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school

B3 Describe the process required to implement and evaluate a change that improves student wellness in school


Lesson 5 – Dating Relationships

B1 Identify strategies for promoting their own wellness

B2 Identify needs pertaining to student wellness in school

B3 Describe the process required to implement and evaluate a change that improves student wellness in school


Lesson 6 – Getting Out of Unhealthy Situations

B1 Identify strategies for promoting their own wellness

C2 Identify, describe and practice refusal skills in order to take personal responsibility

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress


Lesson 2 – Relationships

B1 Identify strategies for promoting their own wellness

D2 Understand the choices and realize both the long-and short-term consequences and responsibilities that exist with becoming sexually active


Lesson 3 – High-Risk Behaviour

A1 Identify the relationship between high-risk behaviours and resulting consequences

C4 Recognize that most adolescents do not engage in unhealthy behaviours or activities


Lesson 4 – Internet Safety

A2 Identify and describe how to promote safety and prevent injury or illness

A1 Identify the relationship between high-risk behaviours and resulting consequences


Lesson 5 – Online Record

A2 Identify and describe how to promote safety and prevent injury or illness


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress


Lesson 2 – Identifying Unhealthy Personal Boundaries

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress


Lesson 3 – How to Set Personal Boundaries

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress


Lesson 4 – Friendship

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress

C4 Recognize that most adolescents do not engage in unhealthy behaviours or activities


Lesson 5 – Dating Relationships

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress

C4 Recognize that most adolescents do not engage in unhealthy behaviours or activities


Lesson 6 – Getting Out of Unhealthy Situations

B1 Identify strategies for promoting their own wellness

B3 Identify stressors in students’ lives and strategies for coping with stress

C2 Practice positive decision making as it relates to self and others

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

3.K.4 Select, research, and report on a wellness topic

2.D.8 Demonstrate cooperation and supportive behaviour in interactions with others


Lesson 2 – Love and Control

2.D.8 Demonstrate cooperation and supportive behaviour in interactions with others

2.K.5 Apply decision making models with regard to substance use and abuse and to sexual decision making

3.K.4 Select, research, and report on a wellness topic


Lesson 3 – High-Risk Behaviour

2.K.5 Apply decision making models with regard to substance use and abuse and to sexual decision making

3.K.4 Select, research, and report on a wellness topic


Lesson 4 – Communicating Through Technology

3.K.4 Select, research, and report on a wellness topic

2.K.5 Apply decision making models with regard to substance use and abuse and to sexual decision making


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

2.D.8 Demonstrate cooperation and supportive behaviour in interactions with others.

2.K.5 Apply decision making models with regard to substance use and abuse and to sexual decision making.

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

2.K.5 Apply decision making models with regard to substance use and abuse and to sexual decision making.

Newfoundland & Labrador (K–10)

Based on Newfoundland and Labrador’s Health Curriculum and Newfoundland Grade 10 Healthy Living Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

Health Unit 2, 1.2 Understand that each person experiences a variety of feelings.

Health Unit 2, 1.3 Understand that one’s interaction/play affects one’s feelings and those of others.

Health Unit 2, 2.2 Differentiate the feelings that each person experiences (e.g., happiness, sadness, fear, anger).

Health Unit 2, 3.2 Examine personal interactions with others and how they make others feel.


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

Health Unit 3, 1.3 Know some community workers and how they help us.

Health Unit 4, 2.2 Apply methods of obtaining assistance from reliable sources in an emergency situation.


Lesson 3 – Naming Body Parts

Health Unit 1, 1.6 Identify that some aspects of individuals change and some do not.


Lesson 4 – OKAY and NOT OKAY Touching

Health Unit 3, 2.2 Demonstrate respect for others.

Health Unit 4, 2.2 Apply methods of obtaining assistance from reliable sources in an emergency situation.


Lesson 5 – The Buddy System

Physical Education, 2.3 Demonstrate concern for the safety of self, others and surrounding environment.

Health Unit 4, 1.4 Recognize safe outdoor play environments.


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

Health Unit 3, 1.3 Know some community workers and how they help us.

Health Unit 4, 2.2 Apply methods of obtaining assistance from reliable sources in an emergency situation.


Lesson 7 – What to Do When Lost

Health Unit 3, 1.3 Know some community workers and how they help us.

Health Unit 4, 2.2 Apply methods of obtaining assistance from reliable sources in an emergency situation.

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

Health Unit 2, 1.4 Recognize that experiences elicit different feelings, and people may react differently to the same experience.

Health Unit 2, 2.2 Identify and demonstrate strategies to deal with feelings.

Health Unit 2, 1.3 Understand the need for an individual to feel valued, accepted and loved in a family, school and community.


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

Health Unit 4, 2.1 Demonstrate practices that promote safety of self and others.

Health Unit 4, 2.2 Demonstrate the ability to enlist help in an emergency situation in one’s community.


Lesson 3 – Boundaries — How to be Safe

Health Unit 2, 3.1 Assess the impact of words and actions on other’s sense of worth.

Health Unit 3, 1.3 Identify examples of positive social behaviours used in interacting with family, friends, and community members.


Lesson 4 – KEEP and SPEAK Secrets

Health Unit 3, 1.2 Identify characteristics of being a friend.

Health Unit 3, 1.3 Identify examples of positive social behaviours used in interacting with family, friends, and community members.

Health Unit 3, 2.1 Demonstrate age appropriate ways to resolve conflict.


Lesson 5 – The Buddy System

Health Unit 4, 1.1 Identify safety practices employed when approaching or being approached by strangers.

Health Unit 4, 1.2 Identify safety practices employed at school.

Health Unit 4, 2.2 Demonstrate safe and effective school arrival and departure routines.


Lesson 6 – Trust Your INSTINCTS

Health Unit 4, 1.1 Identify safety practices employed when approaching or being approached by strangers.

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

Health Unit 2, 2.2 Demonstrate age-appropriate strategies to express and deal effectively with a range of emotions

Health Unit 3, 2.1 Demonstrate the use of verbal and nonverbal communication in healthy interactions


Lesson 2 – Identifying a Safe Adult

Health Unit 4, 2.2 Demonstrate the ability to enlist help in an emergency situation in one’s community


Lesson 3 – Safety Awareness

Health Unit 3, 1.3 Recognize forms of body based harassment.

Health Unit 3, 1.4 Differentiate between appropriate and inappropriate touch

Health Unit 3, 2.2 Demonstrate strategies to deal effectively with body based harassment and inappropriate touch


Lesson 4 – The Buddy System

Health Unit 3, 1.2 Recognize the characteristics of a healthy friendship

Health Unit 4, 3.1 Examine personal practices used at play that promote safety of self and others


Lesson 5 – Crossing Boundaries

Health Unit 3, 1.3 Recognize forms of body based harassment

Health Unit 3, 1.4 Differentiate between appropriate and inappropriate touch

Health Unit 3, 2.2 Demonstrate strategies to deal effectively with body based harassment and inappropriate touch


Lesson 6 – KEEP and SPEAK Secrets

Health Unit 3, 1.4 Differentiate between appropriate and inappropriate touch

Health Unit 3, 2.2 Demonstrate strategies to deal effectively with body based harassment and inappropriate touch

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Unit 3 – 19.0 Recognize situations that threaten one’s sense of personal safety

Unit 3 – 20.0 Understand that interventions are available when one’s sense of personal safety is threatened

Unit 3 – 21.0 Demonstrate the ability to enlist help in situations threatening personal safety

Unit 3 – 22.0 Apply strategies to promote personal safety


Lesson 2 – Emotions

Relationships – Make connections between feelings related to touches and skills for personal safety

Mental Health – Understand how to cope with anger and frustration


Lesson 3 – Identifying a Safe Grown-up

Relationships – Understand the need for protection programs such as Neighbourhood Watch Program, Block Parent or similar protection plans

Relationships – Identify trusted adults who can provide assistance in abusive situations

Relationships – Understand the need for outside intervention when incidents of violence or abuse occur within the home


Lesson 4 – Personal Boundaries and Assertiveness

Relationships – Make connections between feelings related to touches and skills for personal safety

Relationships – Define child abuse

Mental Health – Understand how to cope with anger and frustration


Lesson 5 – Friendship

Mental Health – Understand the importance of respect for self and others


Lesson 6 – KEEP and SPEAK Secrets

Relationships – Understand the reasons why to tell, who to tell, and how to tell


Lesson 7 – The Buddy System

Environmental Health – Identify ways to improve one aspect of your neighbourhood


Lesson 8 – Online Safety

Mental Health – Understand the importance of respect for self and others

Mental Health – Understand that decisions have consequences

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Relationships, 4. Understand that adults are responsible for the physical needs of young people

Relationships, 7. Explain how decisions can have long-term effects


Lesson 2 – How We Feel and How We Act

Relationships, 3. Understand that every right has a corresponding responsibility

Mental Health, 8. Identify some of the factors which affect our feelings


Lesson 3 – Expanding the Circle of Protection Around Children

Relationships, 4. Understand that adults are responsible for the physical needs of young people


Lesson 4 – Friendship

Relationships, 2. Realize that one’s decisions may affect other people

Relationships, 9. Identify some advantages of similarities and differences in people

Relationships, 11. Know how to express concern for others in the class


Lesson 5 – Common Lures

Relationships, 5. Understand the nature of physical abuse

Relationships, 10. Identify examples of positive role models and explain their importance


Lesson 6 – Home Alone

Injury Prevention and Safety, 6. Know the safety rules which govern such activities as bicycling, roller-blading, skating, ice-fishing, winter camping, riding all-terrain vehicles, using playground equipment and riding in a car


Lesson 7 – Online Safety

Injury Prevention and Safety, 6. Know the safety rules which govern such activities as bicycling, roller-blading, skating, ice-fishing, winter camping, riding all-terrain vehicles, using playground equipment and riding in a car

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Relationships, 8. Apply the decision-making process to daily activities


Lesson 2 – Emotions

Mental Health, 4. Understand that the way we are treated impacts on self-esteem and general emotional well-being

Mental Health, 5. Recognize what is realistic in terms of personal achievement


Lesson 3 – Circle of Protection

Injury Prevention and Safety, 9. Identify some emergency situations which may occur in the community

Relationships, 10. Distinguish between secrets, surprises, confidentiality and privacy


Lesson 4 – Boundaries

Relationships, 14. Recognize that some behaviours toward children may be classified as abusive

Relationships, 15. Recognize and identify some abusive behaviours


Lesson 5 – Friendship

Relationships, 1. Recognize that a peer is someone in the same age group


Lesson 6 – Common Lures

Relationships, 14. Recognize that some behaviours toward children may be classified as abusive

Relationships, 15. Recognize and identify some abusive behaviours


Lesson 7 – Home Alone

Injury Prevention and Safety, 9. Identify some emergency situations which may occur in the community


Lesson 8 – Online Safety

Relationships, 8. Apply the decision-making process to daily activities

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental Health, 10. Demonstrate some appropriate techniques in response to stressful situations

Mental Health, 3. Identify the various resources available for personal support


Lesson 2 – Emotional Range

Mental Health, 4. Understand that everyone has basic emotional needs

Mental Health, 5. Identify different kinds of feelings and understand how they influence behaviour

Mental Health, 6. Demonstrate appropriate ways to express a variety of emotions


Lesson 3 – Circle of Protection

Mental Health, 3. Identify the various resources available for personal support

Relationships, 5. Identify responsibilities of family members

Mental Health, 8. Recognize the importance of discussing fears or concerns with someone you can trust


Lesson 4 – Relationships

Relationships, 1. Describe different kinds of relationships

Relationships, 2. Identify situations involving physical, emotional and sexual abuse

Relationships, 8. Identify ways of developing positive relationships with peers

Mental Health, 7. Outline the steps to follow in dealing appropriately with a personal problem


Lesson 5 – Boundaries and Instincts

Relationships, 3. Recognize that some relationships may be abusive and there is a need to develop strategies to deal with them

Mental Health, 8. Recognize the importance of discussing fears or concerns with someone you can trust


Lesson 6 – Common Lures

Relationships, 3. Recognize that some relationships may be abusive and there is a need to develop strategies to deal with them


Lesson 7 – Online Safety

Mental Health, 8. Recognize the importance of discussing fears or concerns with someone you can trust


Lesson 8 – Babysitters’ Safety

Mental Health, 8. Recognize the importance of discussing fears or concerns with someone you can trust

Mental Health, 7. Outline the steps to follow in dealing appropriately with a personal problem

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

Emotional and Social Well-Being, 7. Understand how self-concept influences thoughts, feelings and behaviours

Emotional and Social Well-Being, 8. Understand the nature of feelings and the ways in which they are expressed

Emotional and Social Well-Being, 9. Be aware of appropriate ways of expressing feelings


Lesson 2 – Relationships

Human Sexuality, 7. Be aware of ways of expressing sexual feelings

Relationships, 1. Identify the characteristics of a friendship


Lesson 3 – Boundaries — Know the Line

Safety and Environmental Health, 1. Recognize the importance of a healthy attitude towards safety

Human Sexuality, 17. Practice assertiveness and refusal skills as ways of coping with sexual pressures


Lesson 4 – Texting

Safety and Environmental Health, 8. Identify practices and activities that pose a threat to the environment and the health of people


Lesson 5 – Online Record

Safety and Environmental Health, 8. Identify practices and activities that pose a threat to the environment and the health of people

Safety and Environmental Health, 11. Examine some of our own actions and identify some changes that can be made on an individual basis in relation to personal and environmental health

Human Sexuality, 17. Practice assertiveness and refusal skills as ways of coping with sexual pressures


Lesson 6 – Runaway Prevention

Safety and Environmental Health, 1. Recognize the importance of a healthy attitude towards safety

Safety and Environmental Health, 2. Be aware of unsafe practices that endanger the lives of young people and understand why these practices occur


Lesson 7 – Dealing with Stress

Emotional and Social Well-Being, 10. Develop strategies for dealing with negative feelings

Emotional and Social Well-Being, 11. Recognize sources of stress in our lives

Emotional and Social Well-Being, 12. Recognize that stress can be healthy or harmful

Emotional and Social Well-Being, 13. Consider positive ways of dealing with stress


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Human Sexuality, 7. Be aware of ways of expressing sexual feelings

Relationships, 1. Identify the characteristics of a friendship


Lesson 2 – Identifying Unhealthy Personal Boundaries

Relationships, 1. Identify the characteristics of a friendship


Lesson 3 – How to Set Personal Boundaries

Safety and Environmental Health, 2. Be aware of unsafe practices that endanger the lives of young people and understand why these practices occur

Human Sexuality, 17. Practice assertiveness and refusal skills as ways of coping with sexual pressures


Lesson 4 – Friendship

Relationships, 1. Identify the characteristics of a friendship


Lesson 5 – Dating Relationships

Relationships, 1. Identify the characteristics of a friendship

Human Sexuality, 17. Practice assertiveness and refusal skills as ways of coping with sexual pressures


Lesson 6 – Getting Out of Unhealthy Situations

Human Sexuality, 17. Practice assertiveness and refusal skills as ways of coping with sexual pressures

Safety and Environmental Health, 2. Be aware of unsafe practices that endanger the lives of young people and understand why these practices occur

Relationships, 1. Identify the characteristics of a friendship

Emotional and Social Well-Being, 9. To be aware of appropriate ways of expressing feelings

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

Emotional and Social Well-Being, 5. Understand that changes in moods and feelings is natural

Emotional and Social Well-Being, 6. Differentiate between appropriate and inappropriate ways of handling moods and feelings


Lesson 2 – Relationships

Human Sexuality, 2. Identify some of the emotions involved in relationships with others during puberty

Relationships, 1. Recognize the need for communication, understanding, sensitivity and cooperation with friends

Relationships, 1. Recognize the importance of building and maintaining friendships

Human Sexuality, 13. Define sexual abuse and discuss the effects of sexual abuse and assault on mental and physical health


Lesson 3 – High-Risk Behaviour

Human Sexuality, 13. Define sexual abuse and discuss the effects of sexual abuse and assault on mental and physical health

Human Sexuality, 16. Identify ways of protecting oneself against sexual abuse and assault


Lesson 4 – Internet Safety

Relationships, 1. Recognize the need for communication, understanding, sensitivity and cooperation with friends


Lesson 5 – Online Record

Human Sexuality, 8. To practice and develop self-respect and respect for others in relation to sexuality

Human Sexuality, 9. To practice responsible decision making with respect to sexual behaviour


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Human Sexuality, 4. To be aware of means of sexual expression

Relationships, 1. To recognize the need for communication, understanding, sensitivity and cooperation with friends


Lesson 2 – Identifying Unhealthy Personal Boundaries

Human Sexuality, 4. To be aware of means of sexual expression

Relationships, 1. To recognize the need for communication, understanding, sensitivity and cooperation with friends


Lesson 3 – How to Set Personal Boundaries

Human Sexuality, 10. To practice communicating concerns related to sexuality with parents and others

Emotional and Social Well-Being, 6. To use the decision-making process to choose alternate courses of action when dealing with feelings


Lesson 4 – Friendship

Relationships, 1. To recognize the need for communication, understanding, sensitivity and cooperation with friends


Lesson 5 – Dating Relationships

Relationships, 1. To recognize the need for communication, understanding, sensitivity and cooperation with friends

Human Sexuality, 10. To practice communicating concerns related to sexuality with parents and others


Lesson 6 – Getting Out of Unhealthy Situations

Emotional and Social Well-Being, 10. To discuss ways of coping with stress and stressful situations

Emotional and Social Well-Being, 6. To use the decision-making process to choose alternate courses of action when dealing with feelings

Human Sexuality, 10. To practice communicating concerns related to sexuality with parents and others

Human Sexuality, 16. To identify ways of protecting oneself against sexual abuse and assault

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

Health Unit 2, 1.3 Identify ways of coping with stress


Lesson 2 – Love and Control

Health Unit 1, 2.2 Develop an awareness of sensitive issues associated with relationships

Health Unit 4, 1.1 Identify the characteristics of healthy interpersonal relationships

Health Unit 4, 1.3 Develop an awareness of attitudes, expectations and roles as they relate to dating

Health Unit 4, 2.2 Distinguish between appropriate behaviours for relationships with peers and those of adults


Lesson 3 – High-Risk Behaviour

Health Unit 1, 1.3 Recognize the role of factual information in the decision-making process

Health Unit 1, 2.4 Apply the decision-making process to common scenarios

Health Unit 1, 3.2 Identify one’s own values and their influence on decision making

Health Unit 2, 1.3 Identify ways of coping with stress

Health Unit 2, 3.2 Analyze the extent to which one’s personal values affect choices/decisions made in a variety of relationships


Lesson 4 – Communicating Through Technology

Health Unit 1, 2.1 Demonstrate positive communication strategies in a variety of social situations

Health Unit 1, 2.4 Apply the decision making process to common scenarios


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Health Unit 1, 2.2 Develop an awareness of sensitive issues associated with relationships

Health Unit 4, 1.1 Identify the characteristics of healthy interpersonal relationships

Health Unit 4, 1.3 Develop an awareness of attitudes, expectations and roles as they relate to dating

Health Unit 4, 2.2 Distinguish between appropriate behaviours for relationships with peers and those of adults

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Personal Dynamics

  • Demonstrate an understanding of stress and its impacts on individuals, relationships and society
  • Demonstrate an understanding of the importance of communication, negotiation and conflict resolution skills in personal relationships
  • Demonstrate an awareness of the role of emotions on decision making

Human Dynamics

  • Demonstrate an understanding of the types, range and depth of relationships and how they evolve and change
  • Demonstrate an understanding of what constitutes healthy relationships
  • Demonstrate an understanding of what constitutes abuse in relationships
  • Demonstrate an understanding of the impact of customs, values and beliefs on relationships

Nova Scotia (K–10)

Based on Nova Scotia’s Health Education Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

1.2 Demonstrate an awareness that humans have a range of emotions and that it is normal and expected to feel a range of emotions


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

2.4 Demonstrate an awareness of their need to feel safe, loved, protected, and cared for and the importance of having a safe and trusted adult in their lives who can play this role


Lesson 3 – Naming Body Parts

1.1 Identify internal and external body parts and their functions


Lesson 4 – OKAY and NOT OKAY Touching

2.4 Demonstrate an awareness of their need to feel safe, loved, protected, and cared for and the importance of having a safe and trusted adult in their lives who can play this role


Lesson 5 – The Buddy System

2.4 Demonstrate an awareness of their need to feel safe, loved, protected, and cared for and the importance of having a safe and trusted adult in their lives who can play this role


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

2.4 Demonstrate an awareness of their need to feel safe, loved, protected, and cared for and the importance of having a safe and trusted adult in their lives who can play this role


Lesson 7 – What to Do When Lost

2.4 Demonstrate an awareness of their need to feel safe, loved, protected, and cared for and the importance of having a safe and trusted adult in their lives who can play this role

3.1 Identify hazards and risks of injury in their communities and perform safe practices for injury prevention

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

1.3 Demonstrate an understanding that mental health is just as important for feeling well as physical health and that we can express our feelings to people we trust


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

1.3 Demonstrate an understanding that mental health is just as important for feeling well as physical health and that we can express our feelings to people we trust


Lesson 3 – Boundaries — How to be Safe

1.3 Demonstrate an understanding that mental health is just as important for feeling well as physical health and that we can express our feelings to people we trust


Lesson 4 – KEEP and SPEAK Secrets

2.3 Practise communication skills that promote healthy relationships and personal safety within a variety of contexts


Lesson 5 – The Buddy System

2.3 Practise communication skills that promote healthy relationships and personal safety within a variety of contexts


Lesson 6 – Trust Your INSTINCTS

3.2 Describe ways that our senses, including intuition, keep us safe from injury and illness

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

1.1 Demonstrate an understanding that the brain controls thoughts, feelings, and behaviours and that emotions can be felt in a positive or negative way


Lesson 2 – Identifying a Safe Adult

2.3 Demonstrate an awareness that individuals and families have values, and that these values can contribute to healthy relationships and healthy decision-making


Lesson 3 – Safety Awareness

1.2 Demonstrate and practise safety precautions and basic first aid skills within a variety of contexts

3.1 Differentiate between times when it is safe to share personal information including information on the internet and times when they should protect their personal information


Lesson 4 – The Buddy System

1.2 Demonstrate and practise safety precautions and basic first aid skills within a variety of contexts


Lesson 5 – Crossing Boundaries

3.1 Differentiate between times when it is safe to share personal information including information on the internet and times when they should protect their personal information


Lesson 6 – KEEP and SPEAK Secrets

2.3 Demonstrate an awareness that individuals and families have values, and that these values can contribute to healthy relationships and healthy decision-making

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

3.1 Identify and discuss a variety of risk scenarios that can make children feel unsafe, including the use by others of alcohol, tobacco, and other drugs

3.2 Identify and demonstrate ways to ask a safe adult for help in unsafe scenarios


Lesson 2 – Emotions

1.1 Recognize the choices they make in their day-to-day lives affect their physical, social, mental, and emotional health


Lesson 3 – Identifying a Safe Grown-up

2.1 Identify ways in which families promote and protect the physical, social, mental, and emotional health of one another


Lesson 4 – Personal Boundaries and Assertiveness

2.2 Demonstrate an understanding that friendships can encounter difficulties and explore ways to manage these difficulties when they arise


Lesson 5 – Friendship

2.2 Demonstrate an understanding that friendships can encounter difficulties and explore ways to manage these difficulties when they arise


Lesson 6 – KEEP and SPEAK Secrets

2.2 Demonstrate an understanding that friendships can encounter difficulties and explore ways to manage these difficulties when they arise


Lesson 7 – The Buddy System

1.1 Recognize the choices they make in their day-to-day lives affect their physical, social, mental, and emotional health


Lesson 8 – Online Safety

1.1 Recognize the choices they make in their day-to-day lives affect their physical, social, mental, and emotional health

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

1.3 Demonstrate an awareness that values are an integral part in making healthy decisions and fostering healthy behaviour


Lesson 2 – How We Feel and How We Act

1.4 Differentiate between anxious feelings that we all have and signs of anxiety that are more serious, and identify people who can help

2.2 Demonstrate an awareness of the link between positive self-identity and making healthy decisions that affect relationships and care of self


Lesson 3 – Expanding the Circle of Protection Around Children

1.4 Differentiate between anxious feelings that we all have and signs of anxiety that are more serious, and identify people who can help


Lesson 4 – Friendship

2.1 Identify components of a healthy relationship

2.2 Demonstrate an awareness of the link between positive self-identity and making healthy decisions that affect relationships and care of self


Lesson 5 – Common Lures

2.1 Identify components of a healthy relationship

2.2 Demonstrate an awareness of the link between positive self-identity and making healthy decisions that affect relationships and care of self


Lesson 6 – Home Alone

1.3 Demonstrate an awareness that values are an integral part in making healthy decisions and fostering healthy behaviour


Lesson 7 – Online Safety

2.1 Identify components of a healthy relationship

3.1 Demonstrate an awareness of the various forms of gambling, including video games and consider the risks associated with sharing personal information and pictures in online games

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

1.3 Practise skills for managing stress in their lives


Lesson 2 – Emotions

1.3 Practise skills for managing stress in their lives

1.4 Recognize when sadness or worry becomes life affecting and practise how to express a mental health concern for themselves or others


Lesson 3 – Circle of Protection

1.3 Practise skills for managing stress in their lives


Lesson 4 – Boundaries

1.3 Practise skills for managing stress in their lives

2.2 Examine relationships in their lives that promote positive health outcomes and those that interfere with learning, relationship building/friendship, or quality of life at home


Lesson 5 – Friendship

2.2 Examine relationships in their lives that promote positive health outcomes and those that interfere with learning, relationship building/friendship, or quality of life at home


Lesson 6 – Common Lures

1.3 Practise skills for managing stress in their lives

2.2 Examine relationships in their lives that promote positive health outcomes and those that interfere with learning, relationship building/friendship, or quality of life at home


Lesson 7 – Home Alone

1.3 Practise skills for managing stress in their lives


Lesson 8 – Online Safety

3.1 Assess sources of information via the internet for safety and reliability, and practise ways to enhance safe use of the internet

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

2.1 Practise communication skills that keep relationships in their lives healthy, safe, and productive

2.2 Create a personal value code of ethics on relationships within their lives

3.4 Identify personal safety strategies to use when home alone and/or babysitting


Lesson 2 – Emotional Range

1.5 Identify and practise health enhancing ways to manage feelings and changes associated with the onset of puberty


Lesson 3 – Circle of Protection

2.1 Practise communication skills that keep relationships in their lives healthy, safe, and productive


Lesson 4 – Relationships

2.1 Practise communication skills that keep relationships in their lives healthy, safe, and productive

2.2 Create a personal value code of ethics on relationships within their lives


Lesson 5 – Boundaries and Instincts

1.3 Demonstrate an awareness that personal needs for physical activity may change for girls and boys as they develop physically and emotionally

2.2 Create a personal value code of ethics on relationships within their lives


Lesson 6 – Common Lures

2.1 Practise communication skills that keep relationships in their lives healthy, safe, and productive


Lesson 7 – Online Safety

3.5 Demonstrate an awareness of health issues related to the overuse of networking devices and video gaming, and assess signs of concern in oneself or others


Lesson 8 – Babysitters’ Safety

3.4 Identify personal safety strategies to use when home alone and/or babysitting

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

7.1 identify what they value and set personal goals that contribute to their health and value system


Lesson 2 – Relationships

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 3 – Boundaries — Know the Line

7.1 identify what they value and set personal goals that contribute to their health and value system

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 4 – Texting

7.8 Apply a series of decision-making steps to potential situations involving risk, including sexual decision making and decision making in relation to the use of alcohol

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence

7.20 Analyze positive and negative outcomes of social networking and use of mobile devices


Lesson 5 – Online Record

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 6 – Runaway Prevention

7.18 Demonstrate an understanding that communities have resources that youth can access for help for a variety of health issues


Lesson 7 – Dealing with Stress

7.11 Demonstrate an understanding that mental health is an integral component of health, that there is no shame in expressing a need for mental health support, and to recognize safe people in their lives whom they can trust to help them

7.18 Demonstrate an understanding that communities have resources that youth can access for help for a variety of health issues


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 2 – Identifying Unhealthy Personal Boundaries

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 3 – How to Set Personal Boundaries

7.8 Apply a series of decision-making steps to potential situations involving risk, including sexual decision making and decision making in relation to the use of alcohol


Lesson 4 – Friendship

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 5 – Dating Relationships

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence


Lesson 6 – Getting Out of Unhealthy Situations

7.14 Describe different types of interpersonal relationships, the importance of respectful and non-violent relationships and examine the positive and negative reasons for starting and ending relationships

7.16 Distinguish between positive and negative peer influence and acquire skills for resisting/asserting oneself in negative peer influence

7.20 Analyze positive and negative outcomes of social networking and use of mobile devices

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 2 – Relationships

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 3 – High-Risk Behaviour

8.12 Recognize misconceptions and realities with respect to sexual assault


Lesson 4 – Internet Safety

8.13 Assess the benefits and risks of online technology and make healthy and responsible decisions that reduce the risk of exploitation and victimization


Lesson 5 – Online Record

8.13 Assess the benefits and risks of online technology and make healthy and responsible decisions that reduce the risk of exploitation and victimization


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 2 – Identifying Unhealthy Personal Boundaries

8.12 Recognize misconceptions and realities with respect to sexual assault

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 3 – How to Set Personal Boundaries

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 4 – Friendship

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships


Lesson 5 – Dating Relationships

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships

8.12 Recognize misconceptions and realities with respect to sexual assault


Lesson 6 – Getting Out of Unhealthy Situations

8.6 Identify healthy and unhealthy relationships and demonstrate assertiveness skills to communicate thoughts and feelings within primary relationships

8.13 Assess the benefits and risks of online technology and make healthy and responsible decisions that reduce the risk of exploitation and victimization

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

9.11 Examine the cause and effect of unhealthy relationships and practise communication and assertiveness skills to confront unhealthy relationships


Lesson 2 – Love and Control

9.11 Examine the cause and effect of unhealthy relationships and practise communication and assertiveness skills to confront unhealthy relationships


Lesson 3 – High-Risk Behaviour

9.12 Identify and practise negotiation, assertiveness, and refusal skills, related to sexual activity, alcohol, tobacco, cannabis, and gambling


Lesson 4 – Communicating Through Technology

9.12 Identify and practise negotiation, assertiveness, and refusal skills, related to sexual activity, alcohol, tobacco, cannabis, and gambling


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

9.11 Examine the cause and effect of unhealthy relationships and practise communication and assertiveness skills to confront unhealthy relationships

9.12 Identify and practise negotiation, assertiveness, and refusal skills, related to sexual activity, alcohol, tobacco, cannabis, and gambling

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Northwest Territories (K–10)

Based on the K–9 NWT School Health Program Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

Mental and Emotional Well Being, Lesson 3: Everyone has many different feelings

  • i) Identify basic feelings

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

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

Lesson 3 – Naming Body Parts

Growth and Development, Lesson 1: The body is made up of different parts which have special names

  • i) Name external body parts
  • ii) Locate external body parts

Lesson 4 – OKAY and NOT OKAY Touching

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

Lesson 5 – The Buddy System

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

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

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • i) State personal identity facts
  • ii) Identify community safety helpers

Lesson 7 – What to Do When Lost

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • i) State personal identity facts
  • ii) Identify community safety helpers

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings


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

Family Life, Lesson 6: Personal safety behaviours may require family and community support

  • i) Identify family and community support people

Safety and First Aid, Lesson 1: Personal safety involves following safety rules and knowing personal identity facts and community helpers

  • iii) Identify community safety helpers

Lesson 3 – Boundaries — How to be Safe

Family Life, Lesson 5: Touch produces different feelings

  • ii) State rules to follow in various situations

Lesson 4 – KEEP and SPEAK Secrets

Family Life, Lesson 5: Touch produces different feelings

  • i) Identify the feelings associated with touch

Lesson 5 – The Buddy System

Mental and Emotional Well Being, Lesson 5: Helping others helps build relationships

  • i) Identify ways people help each other

Lesson 6 – Trust Your INSTINCTS

Mental and Emotional Well Being, Lesson 5: Helping others helps build relationships

  • i) Identify ways people help each other

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

Mental and Emotional Well Being, Lesson 1: Everyone has many different feelings

  • i) Identify different feelings

Mental and Emotional Well Being, Lesson 2: Everyone has many different feelings

  • i) Identify different feelings in terms of personal experiences

Mental and Emotional Well Being, Lesson 3: Awareness of feelings is necessary to express them appropriately

  • i) Identify ways of appropriately expressing feelings
  • ii) Demonstrate ways of appropriately expressing feelings

Lesson 2 – Identifying a Safe Adult

Family Life, Lesson 5: Personal safety behaviours may require family and community support

  • i) Locate family and community support people
  • ii) Identify how to contact family and community support people

Lesson 3 – Safety Awareness

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 4 – The Buddy System

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 5 – Crossing Boundaries

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 6 – KEEP and SPEAK Secrets

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental and Emotional Well-Being, Lesson 7: Decisions are made from the choices available in a given situation

  • i) Identify the choices available in a given situation

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Lesson 2 – Emotions

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 3 – Identifying a Safe Grown-up

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 4 – Personal Boundaries and Assertiveness

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 5 – Friendship

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 6 – KEEP and SPEAK Secrets

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 7 – The Buddy System

Mental and Emotional Well-Being, Lesson 7: Decisions are made from the choices available in a given situation

  • i) Identify the choices available in a given situation

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Lesson 8 – Online Safety

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental Health, Lesson 2: The activities people choose affect how they feel

  • i) Identify feelings that make them feel good

Lesson 2 – How We Feel and How We Act

Mental Health, Lesson 1: Awareness of strengths and weaknesses affects how people feel about themselves

  • i) Identify personal strengths and weaknesses

Mental Health, Lesson 2: The activities people choose affect how they feel

  • i) Identify feelings that make them feel good

Family Life, Lesson 8: Touch produces different feelings

  • i) Identify feelings associated with touch
  • ii) Identify how to deal with touches that produce negative or confused feelings

Lesson 3 – Expanding the Circle of Protection Around Children

Family Life, Lesson 8: Touch produces different feelings

  • ii) Identify how to deal with touches that produce negative or confused feelings
  • iii) Identify trusted people in the community who can help

Lesson 4 – Friendship

Mental Health, Lesson 3: Caring behaviour helps build and maintain relationships

  • i) Identify caring behaviours

Mental Health, Lesson 4: Caring behaviour helps build and maintain relationships

  • i) Demonstrate caring behaviours
  • ii) Describe the importance of caring

Lesson 5 – Common Lures


Lesson 6 – Home Alone


Lesson 7 – Online Safety

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 2 – Emotions

Mental and Emotional Well-Being, Lesson 1: Effective communication is important in a relationship

  • i) Describe effective speaking and active listening skills
  • ii) Demonstrate effective speaking and active listening skills

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 3 – Circle of Protection

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 4 – Boundaries


Lesson 5 – Friendship

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • ii) Describe the importance of effective communication skills in a relationship

Lesson 6 – Common Lures


Lesson 7 – Home Alone

Mental and Emotional Well-Being, Lesson 3: Effective communication is important in a relationship

  • i) Identify assertive communication skills
  • ii) Demonstrate assertive communication skills

Mental and Emotional Well-Being, Lesson 4: Effective communication is important in a relationship

  • i) Identify steps in a refusal process
  • ii) Practice the steps of the refusal process

Lesson 8 – Online Safety

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 2 – Emotional Range

Mental and Emotional Well-Being, Lesson 8: Self-knowledge is the first step to self-improvement

  • i) Describe mutual responsibilities involved in maintaining a friendship

Lesson 3 – Circle of Protection

Family Life, Lesson 9: No one has the right to sexually abuse a child

  • i) Recognize supportive people
  • ii) Identify family and community members who will provide support

Lesson 4 – Relationships

Mental and Emotional Well-Being, Lesson 1: Friends share a responsibility for maintaining the relationship

  • i) Assess personal characteristics related to mental and emotional well being

Lesson 5 – Boundaries and Instincts

Mental and Emotional Well-Being, Lesson 4: Responsible decisions come from a developed value system

  • i) Identify what is important to them

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • i) Describe sexual abuse

Lesson 6 – Common Lures

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 7 – Online Safety

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 8 – Babysitters’ Safety

Mental and Emotional Well-Being, Lesson 5: Effective decision-making uses a systematic process

  • i) Describe the steps in the decision-making process
  • ii) Demonstrate the steps in the decision-making process

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions


Lesson 2 – Relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – Boundaries — Know the Line

Family Life, Lesson 9: Sexual assault is a criminal offence

  • i) Define sexual assault
  • ii) Distinguish between fact and fiction on sexual assault
  • iv) Identity behaviours that help prevent sexual assault

Lesson 4 – Texting


Lesson 5 – Online Record


Lesson 6 – Runaway Prevention


Lesson 7 – Dealing with Stress


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 2 – Identifying Unhealthy Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 3 – How to Set Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 4 – Friendship

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 5 – Dating Relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 6 – Getting Out of Unhealthy Situations

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 7: Effective use of assertiveness skills can help adolescents deal with sexual pressures

  • Demonstrate the steps in the refusal process
  • Describe assertive responses that allow a person to say ‘No’ to sexual pressure
  • Explain how assertiveness skills can help adolescents deal with sexual pressure

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings


Lesson 2 – Relationships

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • i) Describe types of interpersonal relationships
  • ii) Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – High-Risk Behaviour

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Internet Safety


Lesson 5 – Online Record


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 2 – Identifying Unhealthy Personal Boundaries

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – How to Set Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Friendship

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 5 – Dating Relationships

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 6 – Getting Out of Unhealthy Situations

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 2 – Love and Control

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – High-Risk Behaviour

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Communicating Through Technology

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers

Nunavut (K–10)

Based on the K–9 NWT School Health Program Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

Mental and Emotional Well Being, Lesson 3: Everyone has many different feelings

  • i) Identify basic feelings

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

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

Lesson 3 – Naming Body Parts

Growth and Development, Lesson 1: The body is made up of different parts which have special names

  • i) Name external body parts
  • ii) Locate external body parts

Lesson 4 – OKAY and NOT OKAY Touching

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

Lesson 5 – The Buddy System

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • ii) Identify community safety helpers

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

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • i) State personal identity facts
  • ii) Identify community safety helpers

Lesson 7 – What to Do When Lost

Safety and First Aid, Lesson 2: Personal safety involves knowledge of personal identity facts and community helpers

  • i) State personal identity facts
  • ii) Identify community safety helpers

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings


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

Family Life, Lesson 6: Personal safety behaviours may require family and community support

  • i) Identify family and community support people

Safety and First Aid, Lesson 1: Personal safety involves following safety rules and knowing personal identity facts and community helpers

  • iii) Identify community safety helpers

Lesson 3 – Boundaries — How to be Safe

Family Life, Lesson 5: Touch produces different feelings

  • ii) State rules to follow in various situations

Lesson 4 – KEEP and SPEAK Secrets

Family Life, Lesson 5: Touch produces different feelings

  • i) Identify the feelings associated with touch

Lesson 5 – The Buddy System

Mental and Emotional Well Being, Lesson 5: Helping others helps build relationships

  • i) Identify ways people help each other

Lesson 6 – Trust Your INSTINCTS

Mental and Emotional Well Being, Lesson 5: Helping others helps build relationships

  • i) Identify ways people help each other

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

Mental and Emotional Well Being, Lesson 1: Everyone has many different feelings

  • i) Identify different feelings

Mental and Emotional Well Being, Lesson 2: Everyone has many different feelings

  • i) Identify different feelings in terms of personal experiences

Mental and Emotional Well Being, Lesson 3: Awareness of feelings is necessary to express them appropriately

  • i) Identify ways of appropriately expressing feelings
  • ii) Demonstrate ways of appropriately expressing feelings

Lesson 2 – Identifying a Safe Adult

Family Life, Lesson 5: Personal safety behaviours may require family and community support

  • i) Locate family and community support people
  • ii) Identify how to contact family and community support people

Lesson 3 – Safety Awareness

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 4 – The Buddy System

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 5 – Crossing Boundaries

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Lesson 6 – KEEP and SPEAK Secrets

Family Life, Lesson 4: Personal safety behaviours help protect from potentially abusive situations

  • i) Identify potentially abusive situations
  • ii) Describe behaviours which help protect them from potentially abusive situations
  • iii) Demonstrate behaviours which help maintain personal safety

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental and Emotional Well-Being, Lesson 7: Decisions are made from the choices available in a given situation

  • i) Identify the choices available in a given situation

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Lesson 2 – Emotions

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 3 – Identifying a Safe Grown-up

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 4 – Personal Boundaries and Assertiveness

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 5 – Friendship

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 6 – KEEP and SPEAK Secrets

Mental and Emotional Well-Being, Lesson 5: Communication is important in getting along with others

  • i) Identify ways of communicating

Lesson 7 – The Buddy System

Mental and Emotional Well-Being, Lesson 7: Decisions are made from the choices available in a given situation

  • i) Identify the choices available in a given situation

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Lesson 8 – Online Safety

Mental and Emotional Well-Being, Lesson 8: Many situations require decisions

  • i) Identify situations which require decisions
  • ii) Identify personal decisions
  • iii) Practice making decisions

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental Health, Lesson 2: The activities people choose affect how they feel

  • i) Identify feelings that make them feel good

Lesson 2 – How We Feel and How We Act

Mental Health, Lesson 1: Awareness of strengths and weaknesses affects how people feel about themselves

  • i) Identify personal strengths and weaknesses

Mental Health, Lesson 2: The activities people choose affect how they feel

  • i) Identify feelings that make them feel good

Family Life, Lesson 8: Touch produces different feelings

  • i) Identify feelings associated with touch
  • ii) Identify how to deal with touches that produce negative or confused feelings

Lesson 3 – Expanding the Circle of Protection Around Children

Family Life, Lesson 8: Touch produces different feelings

  • ii) Identify how to deal with touches that produce negative or confused feelings
  • iii) Identify trusted people in the community who can help

Lesson 4 – Friendship

Mental Health, Lesson 3: Caring behaviour helps build and maintain relationships

  • i) Identify caring behaviours

Mental Health, Lesson 4: Caring behaviour helps build and maintain relationships

  • i) Demonstrate caring behaviours
  • ii) Describe the importance of caring

Lesson 5 – Common Lures


Lesson 6 – Home Alone


Lesson 7 – Online Safety

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 2 – Emotions

Mental and Emotional Well-Being, Lesson 1: Effective communication is important in a relationship

  • i) Describe effective speaking and active listening skills
  • ii) Demonstrate effective speaking and active listening skills

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 3 – Circle of Protection

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • i) Describe different communication skills

Mental and Emotional Well-Being, Lesson 7: Signs of stress are identifiable

  • i) Identify situations that cause stress
  • ii) Identify signs that cause stress

Lesson 4 – Boundaries


Lesson 5 – Friendship

Mental and Emotional Well-Being, Lesson 2: Effective communication is important in a relationship

  • ii) Describe the importance of effective communication skills in a relationship

Lesson 6 – Common Lures


Lesson 7 – Home Alone

Mental and Emotional Well-Being, Lesson 3: Effective communication is important in a relationship

  • i) Identify assertive communication skills
  • ii) Demonstrate assertive communication skills

Mental and Emotional Well-Being, Lesson 4: Effective communication is important in a relationship

  • i) Identify steps in a refusal process
  • ii) Practice the steps of the refusal process

Lesson 8 – Online Safety

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 2 – Emotional Range

Mental and Emotional Well-Being, Lesson 8: Self-knowledge is the first step to self-improvement

  • i) Describe mutual responsibilities involved in maintaining a friendship

Lesson 3 – Circle of Protection

Family Life, Lesson 9: No one has the right to sexually abuse a child

  • i) Recognize supportive people
  • ii) Identify family and community members who will provide support

Lesson 4 – Relationships

Mental and Emotional Well-Being, Lesson 1: Friends share a responsibility for maintaining the relationship

  • i) Assess personal characteristics related to mental and emotional well being

Lesson 5 – Boundaries and Instincts

Mental and Emotional Well-Being, Lesson 4: Responsible decisions come from a developed value system

  • i) Identify what is important to them

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • i) Describe sexual abuse

Lesson 6 – Common Lures

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 7 – Online Safety

Family Life, Lesson 8: No one has the right to sexually abuse a child

  • ii) Identify responsible behaviours which help prevent abuse

Lesson 8 – Babysitters’ Safety

Mental and Emotional Well-Being, Lesson 5: Effective decision-making uses a systematic process

  • i) Describe the steps in the decision-making process
  • ii) Demonstrate the steps in the decision-making process

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions


Lesson 2 – Relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – Boundaries — Know the Line

Family Life, Lesson 9: Sexual assault is a criminal offence

  • i) Define sexual assault
  • ii) Distinguish between fact and fiction on sexual assault
  • iv) Identity behaviours that help prevent sexual assault

Lesson 4 – Texting


Lesson 5 – Online Record


Lesson 6 – Runaway Prevention


Lesson 7 – Dealing with Stress


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 2 – Identifying Unhealthy Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 3 – How to Set Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 4 – Friendship

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 5 – Dating Relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 9: Sexual assault is a criminal offence

  • Define sexual assault
  • Distinguish between fact and fiction on sexual assault
  • Identity behaviours that help prevent sexual assault

Lesson 6 – Getting Out of Unhealthy Situations

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Family Life, Lesson 7: Effective use of assertiveness skills can help adolescents deal with sexual pressures

  • Demonstrate the steps in the refusal process
  • Describe assertive responses that allow a person to say ‘No’ to sexual pressure
  • Explain how assertiveness skills can help adolescents deal with sexual pressure

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings


Lesson 2 – Relationships

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • i) Describe types of interpersonal relationships
  • ii) Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – High-Risk Behaviour

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Internet Safety


Lesson 5 – Online Record


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 2 – Identifying Unhealthy Personal Boundaries

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – How to Set Personal Boundaries

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Friendship

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 5 – Dating Relationships

Family Life, Lesson 2: Interpersonal relationships vary from casual to intimate

  • Describe types of interpersonal relationships
  • Identify characteristics that promote the development of relationships

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 6 – Getting Out of Unhealthy Situations

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 2 – Love and Control

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 3 – High-Risk Behaviour

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Lesson 4 – Communicating Through Technology

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers)


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

Healthy Relationships, 4.5 Develop the motivational supports for risk reduction (e.g., self-efficacy, positive relationships, support from parents and peers

Ontario (K–10)

Based on the Ontario Health and Physical Education Curriculum: Kindergarten (2010–11 Draft Version), Grades 1–8 (2015 Revised Version) and Grades 9–12 (2015 Revised Version)

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

1.5 discuss what makes them happy and unhappy, and why


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

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)


Lesson 3 – Naming Body Parts

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)


Lesson 4 – OKAY and NOT OKAY Touching

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)


Lesson 5 – The Buddy System

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)


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

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)


Lesson 7 – What to Do When Lost

1.4 discuss what action to take when they feel unsafe or uncomfortable, and when and how to seek assistance in unsafe situations (e.g., acting in response to inappropriate touching; seeking assistance from block parents, 911, playground monitors; identifying substances that are harmful to the body)

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]


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

C1.2 demonstrate an understanding of essential knowledge and practices for ensuring their personal safety (e.g., knowing their home phone numbers; knowing how to contact 9-1-1; seeking help from a police officer, teacher, elder, or other trusted adult; knowing routines for safe pickup from school or activities) [PS]


Lesson 3 – Boundaries — How to be Safe

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]

C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school (e.g., inform teacher of allergies, be aware of food safety issues, play in supervised areas, follow safe routines for travelling to and from school) [PS]


Lesson 4 – KEEP and SPEAK Secrets

C1.3 identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology [PS]

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]


Lesson 5 – The Buddy System

C1.2 demonstrate an understanding of essential knowledge and practices for ensuring their personal safety (e.g., knowing their home phone numbers; knowing how to contact 9-1-1; seeking help from a police officer, teacher, elder, or other trusted adult; knowing routines for safe pickup from school or activities) [PS]

C2.4 apply their knowledge of essential safety practices to take an active role in their own safety at school (e.g., inform teacher of allergies, be aware of food safety issues, play in supervised areas, follow safe routines for travelling to and from school) [PS]


Lesson 6 – Trust Your INSTINCTS

C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse, bullying), and describe the feelings associated with each [IS]

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

C3.1 describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger, pay attention to what people say and to their facial expressions and body language), and describe behaviours that can be harmful in relating to others (e.g., verbal abuse, including both online and face-to-face name calling, insults, and mocking; deliberately ignoring someone, or ignoring the feelings they express; physical violence, including pushing, kicking, and hitting) [IS]


Lesson 2 – Identifying a Safe Adult

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]


Lesson 3 – Safety Awareness

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]


Lesson 4 – The Buddy System

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]


Lesson 5 – Crossing Boundaries

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]

C3.1 describe how to relate positively to others (e.g., cooperate, show respect, smile, manage anger, pay attention to what people say and to their facial expressions and body language), and describe behaviours that can be harmful in relating to others (e.g., verbal abuse, including both online and face-to-face name calling, insults, and mocking; deliberately ignoring someone, or ignoring the feelings they express; physical violence, including pushing, kicking, and hitting) [IS]


Lesson 6 – KEEP and SPEAK Secrets

C2.3 explain the importance of standing up for themselves, and demonstrate the ability to apply behaviours that enhance their personal safety in threatening situations (e.g., speaking confidently; stating boundaries; saying no; respecting the right of a person to say no and encouraging others to respect that right also; reporting exploitive behaviours, such as improper touching of their bodies or others’ bodies) [PS, IS]

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom (e.g., guidelines for water safety; safe routes and practices for going to school; home fire safety and emergency plans; safe camping checklists; guidelines for safe Internet use; guidelines for personal hygiene and the prevention of infectious diseases; wildlife safety precautions; guidelines for managing allergies; Halloween safety practices; rules for behaviour around guide dogs, other service animals, and animals in general) [CT]


Lesson 2 – Emotions

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]


Lesson 3 – Identifying a Safe Grown-up

C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom (e.g., guidelines for water safety; safe routes and practices for going to school; home fire safety and emergency plans; safe camping checklists; guidelines for safe Internet use; guidelines for personal hygiene and the prevention of infectious diseases; wildlife safety precautions; guidelines for managing allergies; Halloween safety practices; rules for behaviour around guide dogs, other service animals, and animals in general) [CT]


Lesson 4 – Personal Boundaries and Assertiveness

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]


Lesson 5 – Friendship

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]


Lesson 6 – KEEP and SPEAK Secrets

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]


Lesson 7 – The Buddy System

C1.3 identify the characteristics of healthy relationships (e.g., accepting differences, being inclusive, communicating openly, listening, showing mutual respect and caring, being honest) and describe ways of overcoming challenges (e.g., bullying, exclusion, peer pressure, abuse) in a relationship [IS]


Lesson 8 – Online Safety

C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom (e.g., guidelines for water safety; safe routes and practices for going to school; home fire safety and emergency plans; safe camping checklists; guidelines for safe Internet use; guidelines for personal hygiene and the prevention of infectious diseases; wildlife safety precautions; guidelines for managing allergies; Halloween safety practices; rules for behaviour around guide dogs, other service animals, and animals in general) [CT]

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]


Lesson 2 – How We Feel and How We Act

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]


Lesson 3 – Expanding the Circle of Protection Around Children

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]


Lesson 4 – Friendship

C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding [IS]


Lesson 5 – Common Lures

C1.2 identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in gaming and online communities and the use of text messaging), and describe precautions and strategies for using these technologies safely [IS]

C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding [IS]

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]


Lesson 6 – Home Alone

C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe, consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest option, act, reflect on their decision, consider whether there is anything they could improve for next time) to assess risks and make safe decisions in a variety of situations (e.g., when using a wheelchair, cycling, preparing food) [CT]


Lesson 7 – Online Safety

C1.2 identify risks associated with communications technology (e.g., Internet and cell phone use, including participation in gaming and online communities and the use of text messaging), and describe precautions and strategies for using these technologies safely [IS]

C1.3 describe various types of bullying and abuse (e.g., social, physical, verbal), including bullying using technology (e.g., via e-mail, text messaging, chat rooms, websites), and identify appropriate ways of responding [IS]

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]


Lesson 2 – Emotions

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]


Lesson 3 – Circle of Protection

C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations [PS]


Lesson 4 – Boundaries

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]


Lesson 5 – Friendship

C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent]; positive actions such as praising, supporting, including, and advocating) [PS, IS]


Lesson 6 – Common Lures

C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations [PS]

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]


Lesson 7 – Home Alone

C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations [PS]

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]


Lesson 8 – Online Safety

C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students, coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services) that can assist with injury prevention, emergencies, bullying, and abusive and violent situations [PS]

C2.2 demonstrate the ability to deal with threatening situations by applying appropriate living skills (e.g., personal skills, including self-monitoring and anger management; interpersonal skills, including conflict resolution skills; communication skills, including assertiveness and refusal skills) and safety strategies (e.g., having a plan and thinking before acting; looking confident; being aware of surroundings and of people’s body language, tone of voice, or facial expressions; seeking help; drawing on cultural teachings, where appropriate, to analyse situations and develop responses) [PS, IS, CT]

C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent]; positive actions such as praising, supporting, including, and advocating) [PS, IS]

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]


Lesson 2 – Emotional Range

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]

C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and questions about changes) [PS]


Lesson 3 – Circle of Protection

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]

C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teachings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings) [IS, CT]


Lesson 4 – Relationships

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]

C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and questions about changes) [PS]

C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teachings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings) [IS, CT]


Lesson 5 – Boundaries and Instincts

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]

C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teachings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings) [IS, CT]


Lesson 6 – Common Lures

C3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting, staying home alone, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying) [PS, IS]


Lesson 7 – Online Safety

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS]

C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teachings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings) [IS, CT]


Lesson 8 – Babysitters’ Safety

C3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting, staying home alone, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying) [PS, IS]

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 2 – Relationships

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C3.3 explain how relationships with others (e.g., family, peers) and sexual health may be affected by the physical and emotional changes associated with puberty (e.g., effect of physical maturation and emotional changes on family relationships, interest in intimate relationships and effect on peer relationships, risk of STIs and/or pregnancy with sexual contact) [IS, CT]


Lesson 3 – Boundaries — Know the Line

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]


Lesson 4 – Texting

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]


Lesson 5 – Online Record

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]


Lesson 6 – Runaway Prevention

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]


Lesson 7 – Dealing with Stress

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 2 – Identifying Unhealthy Personal Boundaries

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 3 – How to Set Personal Boundaries

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 4 – Friendship

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 5 – Dating Relationships

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]


Lesson 6 – Getting Out of Unhealthy Situations

C1.1 describe benefits and dangers, for themselves and others, that are associated with the use of computers and other technologies (e.g., benefits: saving time; increased access to information; improved communication, including global access; dangers: misuse of private information; identity theft; cyberstalking; hearing damage and/or traffic injuries from earphone use; financial losses from online gambling; potential for addiction), and identify protective responses

C2.2 assess the impact of different types of bullying or harassment, including the harassment and coercion that can occur with behaviours such as sexting, on themselves and others, and identify ways of preventing or resolving such incidents (e.g., communicating feelings; reporting incidents involving themselves or others; encouraging others to understand the social responsibility to report incidents and support others rather than maintaining a code of silence or viewing reporting as “ratting”; seeking help from support services; learning skills for emotional regulation; using strategies for defusing tense or potentially violent situations) [IS, CT]

C2.4 demonstrate an understanding of physical, emotional, social, and psychological factors that need to be considered when making decisions related to sexual health (e.g., sexually transmitted infections [STIs], possible contraceptive side effects, pregnancy, protective value of vaccinations, social labelling, gender identity, sexual orientation, self-concept issues, relationships, desire, pleasure, cultural teachings) [PS]

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

C2.3 explain how stress affects mental health and emotional well-being, and demonstrate an understanding of how to use a variety of strategies for relieving stress and caring for their mental health (e.g., engaging in physical activity, listening to music, resting, meditating, talking with a trusted individual, practising smudging) [PS]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 2 – Relationships

C3.3 analyse the attractions and benefits associated with being in a relationship (e.g., support, understanding, camaraderie, pleasure), as well as the benefits, risks, and drawbacks, for themselves and others, of relationships involving different degrees of sexual intimacy (e.g., hurt when relationships end or trust is broken; in more sexually intimate relationships, risk of STIs and related risk to future fertility, unintended pregnancy, sexual harassment and exploitation; potential for dating violence) [IS, CT]


Lesson 3 – High-Risk Behaviour

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]


Lesson 4 – Internet Safety

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]


Lesson 5 – Online Record

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 2 – Identifying Unhealthy Personal Boundaries

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 3 – How to Set Personal Boundaries

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C2.3 explain how stress affects mental health and emotional well-being, and demonstrate an understanding of how to use a variety of strategies for relieving stress and caring for their mental health (e.g., engaging in physical activity, listening to music, resting, meditating, talking with a trusted individual, practising smudging) [PS]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 4 – Friendship

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 5 – Dating Relationships

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]


Lesson 6 – Getting Out of Unhealthy Situations

C2.2 demonstrate the ability to assess situations for potential dangers (e.g., getting into a car with a stranger or an impaired, unlicensed, or inexperienced driver; dependencies or coercion in dating relationships; joining gangs; participating in violence; attending a party where alcohol or drugs are being used; using cosmetic procedures or treatments such as piercing, tattooing, crash diets, or tanning that involve potential health risks; exposure to infectious diseases through direct contact, sneezing, or coughing), and apply strategies for avoiding dangerous situations [CT]

C3.2 analyse the impact of violent behaviours, including aggression, anger, swarming, dating violence, and gender-based or racially based violence, on the person being targeted, the perpetrator, and bystanders, and describe the role of support services in preventing violence (e.g., help lines, school counsellors, social workers, youth programs, shelters, restorative justice programs, gay-straight student alliances) [CT]

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

C3.2 identify warning signs and symptoms that could be related to mental health concerns (e.g., inability to cope with stress; feelings of sadness, anxiety, hopelessness, or worthlessness; negative thoughts about oneself, others, and the future; thoughts of suicide), and describe a variety of strategies for coping with or responding to mental health concerns affecting oneself or others (e.g., stress and mood management techniques, identifying ways to seek help for oneself or a friend/classmate, supporting others who are struggling with their emotional well-being) [PS, IS]


Lesson 2 – Love and Control

C2.2 demonstrate an understanding of the skills and strategies needed to build healthy social relationships (e.g., peer, school, family, work) and intimate relationships [PS, IS]

C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]


Lesson 3 – High-Risk Behaviour

C2.2 demonstrate an understanding of the skills and strategies needed to build healthy social relationships (e.g., peer, school, family, work) and intimate relationships [PS, IS]

C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]


Lesson 4 – Communicating Through Technology

C1.2 demonstrate an understanding of the benefits and risks of using electronic communication technologies (e.g., easy access to useful information and entertainment but also to harmful or undesirable information and entertainment, such as pornography; enhanced ability to stay in touch with friends but also increased possibility of exposure to sexual predators, bullying, and sexting; ability to communicate one’s thoughts and creative efforts to the rest of the world but also increased potential for loss of privacy), and describe strategies that they can apply to ensure their safety while using these technologies [IS, CT]


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

C2.5 describe factors that influence sexual decision making (e.g., personal values, having limits and being able to communicate them, being aware of and respecting the limits set by others, peer and family expectations, having physical and emotional desires, media messages, myths and norms related to sexual activity or safer sex practices, participation in activities such as substance use that impair judgement), and demonstrate an understanding of how to use decision-making and communication skills effectively to support choices related to responsible and healthy sexuality [PS, IS, CT]

Prince Edward Island (K–10)

Based on Prince Edward Island’s Health Education Curriculum and the Prince Edward Island Home Economics and Family Life Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

3.1 Understand that feelings and emotions are expressed in words, actions and facial/body expressions


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

2.4 Recognize and discuss safe and unsafe situations

2.5 Apply basic safety rules


Lesson 3 – Naming Body Parts

2.4 Recognize and discuss safe and unsafe situations


Lesson 4 – OKAY and NOT OKAY Touching

2.4 Recognize and discuss safe and unsafe situations

2.5 Apply basic safety rules


Lesson 5 – The Buddy System

2.4 Recognize and discuss safe and unsafe situations

2.5 Apply basic safety rules


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

2.4 Recognize and discuss safe and unsafe situations

2.5 Apply basic safety rules


Lesson 7 – What to Do When Lost

2.4 Recognize and discuss safe and unsafe situations

2.5 Apply basic safety rules

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

R-1.1 Recognize and demonstrate various ways to express feelings

R-1.3 Identify positive and negative feelings associated with stress/change

R-1.4 Compare and contrast positive and negative nonverbal communication and associated feelings


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

W-1.7 Describe actions to use in unsafe or abusive situations

W-1.10 Demonstrate how to seek emergency help using 911


Lesson 3 – Boundaries — How to be Safe

R-1.3 Identify positive and negative feelings associated with stress/change

W-1.7 Describe actions to use in unsafe or abusive situations


Lesson 4 – KEEP and SPEAK Secrets

W-1.7 Describe actions to use in unsafe or abusive situations


Lesson 5 – The Buddy System

R-1.5 Identify characteristics of being a good friend

W-1.9 Describe appropriate safety behaviours in and around a school building and on and around a school playground


Lesson 6 – Trust Your INSTINCTS

R-1.1 Recognize and demonstrate various ways to express feelings

R-1.2 Identify physiological responses to feelings

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

R-2.1 Recognize that individuals make choices about how to express feelings

R-2.2 Become aware that the safe expression of feelings is healthy


Lesson 2 – Identifying a Safe Adult

R-2.3 Develop communication strategies to express needs and seek support

W-2.6 Describe and apply communication safety behaviour at home

W-2.8 Identify members of personal safety support networks and how to access assistance


Lesson 3 – Safety Awareness

R-2.6 Demonstrate an age appropriate conflict resolution strategy

W-2.6 Describe and apply communication safety behaviour at home


Lesson 4 – The Buddy System

W-2.6 Describe and apply communication safety behaviour at home


Lesson 5 – Crossing Boundaries

R-2.4 Demonstrate ways to show appreciation to friends and others

R-2.5 Demonstrate behaviours that show respect for others


Lesson 6 – KEEP and SPEAK Secrets

R-2.3 Develop communication strategies to express needs and seek support

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W-3.8 Employ practices that provide safety for self and others

W-3.9 Describe and analyze appropriate safety behaviours in the local community


Lesson 2 – Emotions

R-3.1 Recognize the effects of sharing positive feelings on self and others

R-3.2 Demonstrate safe and appropriate ways for sharing and/or expressing feelings through words and behaviour

R-3.5 Develop effective communication skills and strategies to express feelings


Lesson 3 – Identifying a Safe Grown-up

W-3.9 Describe and analyze appropriate safety behaviours in the local community

W-3.10 Describe and apply age appropriate behaviours when encountering an emergency


Lesson 4 – Personal Boundaries and Assertiveness

R-3.4 Develop strategies to deal with stress and change

W-3.7 Identify strategies to avoid being bullied in different case scenarios


Lesson 5 – Friendship

R-3.6 Develop strategies to build and enhance friendships

W-3.7 Identify strategies to avoid being bullied in different case scenarios


Lesson 6 – KEEP and SPEAK Secrets

R-3.4 Develop strategies to deal with stress and change

R-3.5 Develop effective communication skills and strategies to express feelings


Lesson 7 – The Buddy System

W-3.8 Employ practices that provide safety for self and others

W-3.9 Describe and analyze appropriate safety behaviours in the local community


Lesson 8 – Online Safety

W-3.9 Describe and analyze appropriate safety behaviours in the local community

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W-4.7 Expand practices that provide safety for self and others

W-4.9 Describe and demonstrate ways to assist with the safety of others


Lesson 2 – How We Feel and How We Act

R-4.1 Recognize that individuals can have a positive and negative influence on the feelings of others

R-4.2 Identify and use short-term strategies for managing anger


Lesson 3 – Expanding the Circle of Protection Around Children

R-4.6 Identify and describe ways to provide support to others

R-4.7 Demonstrate an understanding of effective communication skills and behaviours to reduce escalation of conflict


Lesson 4 – Friendship

R-4.4 Describe and demonstrate communication skills and behaviours that show respect for the feelings of others

R-4.5 Identify changes that may occur in friendships, and explore strategies to deal with changes

W-4.9 Describe and demonstrate ways to assist with the safety of others


Lesson 5 – Common Lures

L-4.3 Demonstrate effective decision making

W-4.7 Expand practices that provide safety for self and others

W-4.9 Describe and demonstrate ways to assist with the safety of others


Lesson 6 – Home Alone

W-4.7 Expand practices that provide safety for self and others

W-4.9 Describe and demonstrate ways to assist with the safety of others


Lesson 7 – Online Safety

W-4.7 Expand practices that provide safety for self and others

W-4.9 Describe and demonstrate ways to assist with the safety of others

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W-5.7 Promote safety practices in the school and community


Lesson 2 – Emotions

R-5.1 Recognize that certain behaviours may mask underlying feelings

R-5.2 Identify and use long-term strategies for managing feelings


Lesson 3 – Circle of Protection

W-5.7 Promote safety practices in the school and community

W-5.8 Determine appropriate safety behaviours for community recreational situations


Lesson 4 – Boundaries

W-5.6 Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation, and culture


Lesson 5 – Friendship

R-5.4 Practise effective communication skills


Lesson 6 – Common Lures

R-5.7 Apply mediation skills when resolving conflicts


Lesson 7 – Home Alone

W-5.7 Promote safety practices in the school and community


Lesson 8 – Online Safety

W-5.6 Identify personal boundaries, and recognize that boundaries vary depending on the nature of relationship, situation, and culture

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

W-6.7 Evaluate the impact of personal behaviour on the safety of self and others


Lesson 2 – Emotional Range

R-6.1 Recognize that individuals can choose their own emotional reactions to events and thoughts

R-6.2 Establish personal guidelines for expressing feelings

W-6.9 Describe physical, emotional, and social changes that occur during puberty


Lesson 3 – Circle of Protection

R-6.6 Develop strategies to maintain and enhance appropriate cross-age relationships

W-6.8 Demonstrate responsibility for, and skills related to, the safety of self and others


Lesson 4 – Relationships

R-6.5 Develop and demonstrate strategies to build and enhance relationships in the family

R-6.6 Develop strategies to maintain and enhance appropriate cross-age relationships

R-6.8 Analyse the influence of groups and cliques on self and others

W-6.5 Identify and communicate values and beliefs that affect healthy choices


Lesson 5 – Boundaries and Instincts

R-6.3 Develop personal strategies for dealing with stress and change

W-6.5 Identify and communicate values and beliefs that affect healthy choices


Lesson 6 – Common Lures

W-6.8 Demonstrate responsibility for, and skills related to, the safety of self and others


Lesson 7 – Online Safety

W-6.7 Evaluate the impact of personal behaviour on the safety of self and others

W-6.8 Demonstrate responsibility for, and skills related to, the safety of self and others


Lesson 8 – Babysitters’ Safety

R-6.7 Apply a variety of strategies for resolving conflict

W-5.7 Promote safety practices in the school and community

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

R-7.1 Analyse how thinking patterns influence feelings

R-7.2 Demonstrate an understanding for short-term and long-term support for emotional concerns


Lesson 2 – Relationships

R-7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them

W-7.11 Analyse the influences on personal decision making for responsible sexual behaviour

W-7.12 Demonstrate an understanding that abstinence and postponement of sexual activity are responsible decisions for adolescents


Lesson 3 – Boundaries — Know the Line

W-7.7 Analyse differing personal perspectives on safety

W-7.12 Demonstrate an understanding that abstinence and postponement of sexual activity are responsible decisions for adolescents


Lesson 4 – Texting

W-7.7 Analyse differing personal perspectives on safety


Lesson 5 – Online Record

W-7.7 Analyse differing personal perspectives on safety


Lesson 6 – Runaway Prevention

W-7.7 Analyse differing personal perspectives on safety


Lesson 7 – Dealing with Stress

R-7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors

R-7.7 Identify strategies for dealing assertively with conflict


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

R-7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them

W-7.11 Analyse the influences on personal decision making for responsible sexual behaviour


Lesson 2 – Identifying Unhealthy Personal Boundaries

R-7.3 Identify sources of stress in relationships, and describe positive methods of dealing with such stressors

R-7.7 Identify strategies for dealing assertively with conflict


Lesson 3 – How to Set Personal Boundaries

R-7.7 Identify strategies for dealing assertively with conflict


Lesson 4 – Friendship

R-7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them


Lesson 5 – Dating Relationships

R-7.5 Examine the characteristics of healthy relationships, and develop strategies to build and enhance them


Lesson 6 – Getting Out of Unhealthy Situations

W-7.11 Analyse the influences on personal decision making for responsible sexual behaviour

R-7.7 Identify strategies for dealing assertively with conflict

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

R-8.1 Describe characteristics of persistent negative feeling states


Lesson 2 – Relationships

R-8.5 Describe strategies for maintaining healthy relationships

R-8.6 Describe and provide examples of ethical behaviour in relationships

R-8.7 Develop and demonstrate strategies for promoting peaceful relationships

W-8.13 Determine the signs, methods, and consequences of various types of abuse


Lesson 3 – High-Risk Behaviour

W-8.1 Examine the relationship between choices and resulting consequences

W-8.13 Determine the signs, methods, and consequences of various types of abuse

W-8.15 Demonstrate an understanding of responsibilities and consequences associated with being sexually active


Lesson 4 – Internet Safety

W-8.8 Identify potentially unsafe situations, and begin to develop strategies to reduce risk


Lesson 5 – Online Record

R-8.3 Evaluate the relationship between risk management and stress management

W-8.13 Determine the signs, methods, and consequences of various types of abuse


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

R-8.5 Describe strategies for maintaining healthy relationships


Lesson 2 – Identifying Unhealthy Personal Boundaries

R-8.6 Describe and provide examples of ethical behaviour in relationships

W-8.13 Determine the signs, methods, and consequences of various types of abuse


Lesson 3 – How to Set Personal Boundaries

R-8.5 Describe strategies for maintaining healthy relationships

R-8.6 Describe and provide examples of ethical behaviour in relationships

W-8.8 Identify potentially unsafe situations, and begin to develop strategies to reduce risk

W-8.13 Determine the signs, methods, and consequences of various types of abuse


Lesson 4 – Friendship

R-8.5 Describe strategies for maintaining healthy relationships


Lesson 5 – Dating Relationships

R-8.5 Describe strategies for maintaining healthy relationships


Lesson 6 – Getting Out of Unhealthy Situations

W-8.8 Identify potentially unsafe situations, and begin to develop strategies to reduce risk

W-8.13 Determine the signs, methods, and consequences of various types of abuse

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

R-9.5 identify safe and effective alternatives to abusive behaviour


Lesson 2 – Love and Control

W-9.11 Identify the four basic types of sexual assault

W-9.12 Describe the consequences of sexual assault on a victim and those people associated with that victim

R-9.1 Identify and categorize various types of abuse

R-9.2 Develop an awareness of the warning signs of abusive relationships and available community support

R-9.3 Distinguish between abusive relationships and healthy relationships


Lesson 3 – High-Risk Behaviour

W-9.11 Identify the four basic types of sexual assault

W-9.12 Describe the consequences of sexual assault on a victim and those people associated with that victim

L-9.3 Use decision making skills to select appropriate risk taking activities for personal growth and empowerment


Lesson 4 – Communicating Through Technology

L-9.3 Use decision making skills to select appropriate risk taking activities for personal growth and empowerment


Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

R-9.5 Identify safe and effective alternatives to abusive behaviour

W-9.11 Identify the four basic types of sexual assault

W-9.12 Describe the consequences of sexual assault on a victim and those people associated with that victim

W-9.13 Determine “safer” sex practices

R-9.1 Identify and categorize various types of abuse

R-9.2 Develop an awareness of the warning signs of abusive relationships and available community support

R-9.3 Distinguish between abusive relationships and healthy relationships

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

To recognize and accept individual and group rights and responsibilities

To understand the process through which a relationships develop

To discuss ways that peer pressure affects relationships

To demonstrate effective communicating skills through the use of the assertiveness model

To describe ways to make dating relationships successful

To describe some challenges that must be handled in dating and explain how to deal with them

To identify examples of pressures that influence sexual behaviour decisions

To understand the meaning of sexual exploitation

To identify types of sexual exploitation

To become aware of Canadian Law – related to sexual exploitation

Quebec (K–9)

Kindergarten

Lesson 1 – Identifying an Adult You Can Go To For Help


Lesson 2 – Feelings


Lesson 3 – Naming Body Parts


Lesson 4 – OKAY and NOT OKAY Touching


Lesson 5 – The Buddy System


Lesson 6 – If asked to go and your parents don’t know, SHOUT NO!


Lesson 7 – Lost in a Store


Lesson 8 – Lost in the Park

Grade 1

Lesson 1 – An Adult You Can Go To For Help

Being understood by the person with whom one is interacting


Lesson 2 – Feelings

Being understood by the person with whom one is interacting

Sending out misleading signals (feinting)

Positive emotions


Lesson 3 – Boundaries – How to be safe

Being understood by the person with whom one is interacting

Positive emotions

Sending out misleading signals (feinting)


Lesson 4 – KEEP and SPEAK Secrets

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations


Lesson 5 – The Buddy System

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations


Lesson 6 – Trust Your INSTINCTS

Sound signals, touch, visual signals, verbal cues

Grade 2

Lesson 1 – Identifying a Safe Adult

Cooperation: helping, collaborating, interpreting, communicating, etc.

Behaviours to adopt in potentially dangerous situations


Lesson 2 – Safety Awareness

Safety rules to observe in different settings

Behaviours to adopt in potentially dangerous situations


Lesson 3 – The Buddy System

Behaviours to adopt in potentially dangerous situations


Lesson 4 – Emotions

Psychological benefits

Positive emotions

Mental relaxation


Lesson 5 – Crossing Boundaries

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations


Lesson 6 – KEEP and SPEAK Secrets

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations

Grade 3

Lesson 1 – Identifying a Safe Adult

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations


Lesson 2 – Emotions

Psychological benefits

Positive emotions

Mental relaxation

Maintenance or improvement of concentration


Lesson 3 – Assertiveness

Stress management


Lesson 4 – Friendship

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations


Lesson 5 – KEEP and SPEAK Secrets

Improvement of interpersonal relations or maintenance of harmonious interpersonal relations

Behaviours to adopt in potentially dangerous situations


Lesson 6 – The Buddy System

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 7 – Internet Safety

Safety rules to observe in different settings

Grade 4

Lesson 1 – Seven Root Safety Strategies

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 2 – Expanding the Circle of Protection Around Children

Being understood by the person with whom one is interacting

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 3 – How We Feel and How We Act

Being understood by the person with whom one is interacting

Being receptive to others’ messages

Sounds, signals, touch, visual signals, verbal cues


Lesson 4 – Friendship

Being understood by the person with whom one is interacting

Being receptive to others’ messages

Safety rules to observe in different settings


Lesson 5 – Common Lures

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 6 – Home Alone

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 7 – Internet Safety

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings

Grade 5

Lesson 1 – Seven Root Safety Strategies

Behaviours to adopt in potentially dangerous situations


Lesson 2 – Circle of Protection

Being understood by the person with whom one is interacting

Safety rules to observe in different settings


Lesson 3 – Emotions

Being understood by the person with whom one is interacting

Being receptive to others’ messages


Lesson 4 – Friendship

Being understood by the person with whom one is interacting

Being receptive to others’ messages


Lesson 5 – Common Lures

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 6 – Home Alone – Assertiveness

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 7 – Internet Safety

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 8 – Internet Awareness

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 9 – User Profiles

Grade 6

Lesson 1 – Seven Root Safety Strategies

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 2 – Circle of Protection

Being understood by the person with whom one is interacting

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 3 – Emotional Range

Being understood by the person with whom one is interacting

Sounds, signals, touch, visual signals, verbal cues

Being receptive to others’ messages


Lesson 4 – Relationships

Being understood by the person with whom one is interacting

Being receptive to others’ messages


Lesson 5 – Common Lures I

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 6 – Common Lures II

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 7 – Assertiveness

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 8 – Internet Safety

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 9 – Threats

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings


Lesson 10 – Babysitters’ Safety

Behaviours to adopt in potentially dangerous situations

Safety rules to observe in different settings

Grade 7

Lesson 1 – Emotions


Lesson 2 – Relationships


Lesson 3 – Boundaries – Know the Line


Lesson 4 – Texting


Lesson 5 – Online Record


Lesson 6 – Runaway Prevention


Lesson 7 – Dealing with Stress

Grade 8

Lesson 1 – Identifying Feelings


Lesson 2 – Relationships


Lesson 3 – High-Risk Behaviour


Lesson 4 – Internet Safety


Lesson 5 – Online Record

Grade 9

Lesson 1 – Anger as a Secondary Emotion

Among these characteristics, to distinguish feelings from behaviour

Recognize that a given behaviour can be motivated by different feelings

Indicate situations in which he/she thinks that conflicts are justified (where his/her safety is threatened, where the person has been manipulated)

Indicate ways of settling a conflict

Recognize that in the absence of verbal expression in a relationship, the interpretation of the other person's feelings are inferred from his/her behaviour

Indicate on what basis he/she establishes a link between behaviour and feelings

Identify the emotions related to the various aspects of the roles he/she plays in his/her relationships

Indicate changes in attitudes that could improve certain difficult situations for himself/herself and for others

Identify the types of resources available in his/her community

Evaluate his/her attitude toward the respect for the rights and freedoms of others

Assess his/her share of responsibility in respecting the rights and freedoms of young people

Name the main community services

Explain the reasons why these services exist

Discuss with his/her peers the need for these services

Evaluate how these services are used

Understand the significance of other people’s reactions to his/her behaviour

Find out the reasons for these various reactions (respect/lack of respect by the other person, reciprocated compared to unreciprocated feelings)


Lesson 2 – Love and Control

Identify the personal consequences of the choices he/she makes as he/she assumes his/her adult sexuality

Express how he/she feels in the quest for a personal choice on these subjects (satisfaction of having the possibility to make his/her own choices, uncertainty and uneasiness about the difficulties or pressures he/she experiences)

Understand that there are certain prerequisites to having a successful intimate relationship or living together as a couple (communication, respect, security)

Relate the value of pleasure to other basic values that are part of a rewarding sex life (dignity, responsibilities, respect for others)

Identify the main conditions underlying sound, responsible sexual relationships (mutual consent, maturity, psychological security)

Identify the different ways in which men and women can behave in their relationships at home and at work by observing them

Identify the important aspects in an intimate relationship

Evaluate the different ways in which an intimate relationship can be achieved

Name the different forms of sexual exploitation to which people can be subjected (pornography, sexual harassment)

Give reasons for these various forms of sexual exploitation

Know the available resources and organizations to contact when necessary

Indicate what characterizes a real friendship

Describe the role of a friend

Associate the behaviour he/she expects from a real friend with the friendly feelings they indicate

Identify other feelings that might be at the source of behaviour he/she expects from a real friend

Discuss with his/her peers the concept of mutual interest and reciprocity within a friendship

Discuss with his/her peers the concept of individual freedom in a friendship

Review the various types of interpersonal relationships

Give the broad outlines of interpersonal relationships in adolescence

Indicate whether he/she has ever had a relationship entirely without conflict

Indicate whether he/she thinks a person should never be in conflict

Indicate situations in which he/she thinks that conflicts are justified (where his/her safety is threatened, where the person has been manipulated)

Indicate kinds of behaviour from which he/she can infer whether another person feels friendly toward him/her

Indicate what sorts of behaviour express friendly feelings toward the people with whom he/she has a relationship

Define expectations in a friendship

Recognize that different ideas of the role of a friend lead to different expectations of the other party in the friendship

Indicate his/her expectations in a friendship

Indicate his/her expectations of the other person in his/her various relationships

Discuss with his/her peers the concept of autonomy in a friendship

Discuss with his/her peers the concept of interdependence in a friendship

Find the variables in interpersonal relationships

Describe the general framework within which various relationships take place

Indicate the various difficulties specific to each type of interpersonal relationship

Recognize that in every relationship each partner needs to satisfy some of his/her needs

Specify how he/she would like to live in his/her relationships

Evaluate the dependence and autonomy he/she manifests in his/her relationships according to what he/she judges to be desirable

Imagine how he/she could change his/her behaviour in his/her relationships to adjust to the interdependence/autonomy ration that he/she judges desirable

Compare the personal advantages and disadvantages of changing his/her behaviour on a more or less long term basis

Recognize that it is not always possible to satisfy his/her needs in a relationship

Recognize that certain people develop and maintain compensating interpersonal relationships

Indicate means to maintain the interpersonal relationships that answer his/her basic needs (self-assertion)

Discuss with his/her peers, parents, and teachers the effect of his/her attitudes toward others in a interpersonal relationship

Identify general attitudes that characterize interpersonal relationships

Distinguish the attitudes that lead to a good relationship from those that don't

Indicate how certain attitudes toward others help the quality of a relationship

Indicate how certain attitudes towards others harm the quality of a relationship

Indicate changes in attitudes that could improve certain difficult situations for himself/herself and for others

Be aware of the sources of information which make it possible to evaluate the intentions of others as accurately as possible

Identify the types of resources available in his/her community

Indicate personal situations involving conflicts of values with one or many persons

Review the behaviour and attitudes of each person in these situations

Evaluate his/her attitude toward the respect for the rights and freedoms of others

Assess his/her share of responsibility in respecting the rights and freedoms of young people

Name the main community services

Explain the reasons why these services exist

Evaluate how these services are used

Indicate the situations in which he/she must report a young person whose security and development are endangered (sexual or physical abuse)

Review the rights of young people at risk

Indicate the ways that values manifest themselves in his/her life

Be aware of the importance of clarifying his/her values in his/her personal development

Locate in his/her city or region the various agencies to which he/she can have recourse

To identify the essential conditions for establishing a harmonious relationships with those around him/her

To identify means of promoting harmony with those around him/her

Describe in his/her own words the feelings between two persons when they meet or go out together ( friendship, love, selfishness)

Tell how these feelings are typically shown during adolescence

Identify the behaviour he/she approves of and prefers (what he/she accepts, what he/she rejects)

Describe his/her reactions to these various types of behaviour (verbal and nonverbal reactions)

Find out the reasons for these various reactions (respect/lack of respect by the other person, reciprocated compared to unreciprocated feelings)

Indicate the reasons that lead people to experience these forms of sexual relationships (satisfying physical needs, love, communicating, what everyone else does, making someone happy)

Identify essential conditions for a rewarding sexual relationship (mutual desire and consent, love-affection, respect-trust)

Name the different forms of sexual exploitation

Name the resources and organizations to turn to for help, depending on the form of sexual exploitation involved

Review the legal consequences of certain forms of sexual exploitation


Lesson 3 – High-Risk Behaviour

Identify the personal consequences of the choices he/she makes as he/she assumes his/her adult sexuality

Express how he/she feels in the quest for a personal choice on these subjects (satisfaction of having the possibility to make his/her own choices, uncertainty and uneasiness about the difficulties or pressures he/she experiences)

Know the effects of alcohol and drugs on sexual relations

Describe the negative consequences of seeking only pleasure in human sexuality (irresponsibility, selfishness, violence, sexual abuse)

Name the different forms of sexual exploitation to which people can be subjected (pornography, sexual harassment)

Give reasons for these various forms of sexual exploitation

Know the available resources and organizations to contact when necessary

Indicate what characterizes a real friendship

Recognize that a given behaviour can be motivated by different feelings

Indicate situations in which he/she thinks that conflicts are justified (where his/her safety is threatened, where the person has been manipulated)

Discuss with his/her peers how a negative or positive self-image can affect personal development

Discuss with his/her peers how his/her zest for life can affect him/her (sense of risk)

Compare the personal advantages and disadvantages of changing his/her behaviour on a more or less long term basis

Indicate changes in attitudes that could improve certain difficult situations for himself/herself and for others

Identify the types of resources available in his/her community

Determine the elements that influence the choice of his/her leisure activities (personal needs, available resources)

Evaluate the advisability of changing his/her choice of leisure activities

Identify the consequences for him/her doing various leisure activities

List among his/her leisure activities those that involve the most negative consequences on a social level

Name the main community services

Explain the reasons why these services exist

Evaluate how these services are used

Identify certain interactions within a work group that have repercussions outside the group

Indicate what he/she can do to help a young person at risk

Indicate the situations in which he/she must report a young person whose security and development are endangered (sexual or physical abuse)

Review the rights of young people at risk

Mention the reasons that drive a person to commit a crime

Indicate the consequences of crime for victims and society in general

Indicate reasons for committing a crime

Indicate the ways that values manifest themselves in his/her life

Indicate the values which were involved in this situation

Describe his/her decision-making process

Understand the relationship between values and decision-making in various situations in life

Locate in his/her city or region the various agencies to which he/she can have recourse

Name the elements that characterize the concept of needs

Review the consequences of satisfying or not satisfying these needs

Recognize that the decision to use drugs has serious consequences for his/her future

Make a list of the health services he/she knows about

Make a complete list of health services with his/her peers

Describe the various services offered by these persons or organizations

Analyze the implications of adolescents' increased autonomy (freedom and responsibilities, need for greater awareness of sexual realities)

Name the different forms of sexual exploitation

Name the resources and organizations to turn to for help, depending on the form of sexual exploitation involved

Review the legal consequences of certain forms of sexual exploitation


Lesson 4 – Assertiveness

Identify the personal consequences of the choices he/she makes as he/she assumes his/her adult sexuality

Describe in his/her own words the choice that seems best and the reasons justifying it

Express how he/she feels in the quest for a personal choice on these subjects (satisfaction of having the possibility to make his/her own choices, uncertainty and uneasiness about the difficulties or pressures he/she experiences)

Indicate what characterizes a real friendship

Describe the role of a friend

Recognize that a given behaviour can be motivated by different feelings

Indicate situations in which he/she thinks that conflicts are justified (where his/her safety is threatened, where the person has been manipulated)

Indicate ways of settling a conflict

Discuss with his/her peers how the adoption or rejection of certain values affects him/her

Compare the personal advantages and disadvantages of changing his/her behaviour on a more or less long term basis

Indicate changes in attitudes that could improve certain difficult situations for himself/herself and for others

Identify the types of resources available in his/her community

Evaluate his/her attitude toward the respect for the rights and freedoms of others

Assess his/her share of responsibility in respecting the rights and freedoms of young people

Name the main community services

Explain the reasons why these services exist

Evaluate how these services are used

Indicate the ways that values manifest themselves in his/her life

Tell about a decision-making situation in which he/she had to choose from several possibilities

Indicate the values which were involved in this situation

Express his/her feelings when faced with the decision

Describe the decision he/she made

Describe his/her decision-making process

Locate in his/her city or region the various agencies to which he/she can have recourse

Name the different pressure groups in his/her social environment

Be aware of the demands presented by these pressure groups

To find everyday situations that require some adjustment and adaptation so that he/she can feel good about himself/herself

Name the different forms of sexual exploitation

Name the resources and organizations to turn to for help, depending on the form of sexual exploitation involved

State personal attitudes to adopt regarding these situations (being cautious, alert, and self-confident)


Lesson 5 – Internet Safety

Name the different forms of sexual exploitation to which people can be subjected (pornography, sexual harassment)

Give reasons for these various forms of sexual exploitation

Criticize the different ways of commercializing sex

Know the available resources and organizations to contact when necessary

Review the penalties imposed by the Criminal Code for certain forms of sexual exploitation

Indicate what characterizes a real friendship

Describe the role of a friend

Associate the behaviour he/she expects from a real friend with the friendly feelings they indicate

Identify other feelings that might be at the source of behaviour he/she expects from a real friend

Recognize that a given behaviour can be motivated by different feelings

Discuss with his/her peers the concept of mutual interest and reciprocity within a friendship

Give the broad outlines of interpersonal relationships in adolescence

Indicate situaitons in which he/she thinks that conflicts are justified (where his/her safety is threatened, where the person has been manipulated)

Indicate ways of settling a conflict

Define expectations in a friendship

Recognize that different ideas of the role of a friend lead to different expectations of the other party in the friendship

Indicate his/her expectations in a friendship

Indicate his/her expectations of the other person in his/her various relationships

Specify how he/she would like to live in his/her relationships

Compare the personal advantages and disadvantages of changing his/her behaviour on a more or less long term basis

Identify general attitudes that characterize interpersonal relationships

Distinguish the attitudes that lead to a good relationship from those that don't

Indicate how certain attitudes toward others help the quality of a relationship

Discuss with his/her peers the importance of accurately interpreting the intentions of others in interpersonal relationships

Be aware of the sources of information which make it possible to evaluate the intentions of others as accurately as possible

Identify the types of resources available in his/her community

Determine the elements that influence the choice of his/her leisure activities (personal needs, available resources)

Evaluate the advisability of changing his/her choice of leisure activities

Identify the consequences for him/her doing various leisure activities

List among his/her leisure activities those that involve the most negative consequences on a social level

Evaluate his/her attitude toward the respect for the rights and freedoms of others

Name the main community services

Explain the reasons why these services exist

Evaluate how these services are used

Indicate the circumstances in which his/her security and development could be jeopardized

Indicate the situations in which he/she must report a young person whose security and development are endangered (sexual or physical abuse)

Review the rights of young people at risk

Mention the reasons that drive a person to commit a crime

Name the types of crimes that could happen in his/her community

Locate in his/her city or region the various agencies to which he/she can have recourse

Analyze the implications of adolescents' increased autonomy (freedom and responsibilities, need for greater awareness of sexual realities)

Name the different forms of sexual exploitation

Name the resources and organizations to turn to for help, depending on the form of sexual exploitation involved

Review the legal consequences of certain forms of sexual exploitation

State personal attitudes to adopt regarding these situations (being cautious, alert, and self-confident)

Saskatchewan (K–10)

Based on the Saskatchewan Health Education Curriculum and the Saskatchewan Physical Education and Wellness Curriculum

Kindergarten

Personal Safety Program (Third Edition)

Lesson 2 – Feelings

USCK.3 Explore that who I am includes more than my physical self.


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

USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).

USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.


Lesson 3 – Naming Body Parts

DMK.1 Establish that being curious about health and well-being is important for developing healthy habits, establishing healthy relationships, supporting safety, and exploring “self”.

USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).


Lesson 4 – OKAY and NOT OKAY Touching

USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.

USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).


Lesson 5 – The Buddy System

USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.

USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).


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

USCK.1 Develop basic habits to establish healthy relationships with self, others, and the environment.


Lesson 7 – What to Do When Lost

USCK.2 Establish behaviours that support safety of self and others (including safety at school and at home).

Grade 1

Personal Safety Program (Third Edition)

Lesson 1 – Feelings

USC1.3 Analyze, with support, feelings and behaviours that are important for nurturing healthy relationships at school.

USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.


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

USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

USC1.4 Determine and practise safe pedestrian/street behaviours and examine related safety challenges in the community.


Lesson 3 – Boundaries — How to be Safe

USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

USC1.3 Analyze, with support, feelings and behaviours that are important for nurturing healthy relationships at school.

USC1.4 Determine and practise safe pedestrian/street behaviours and examine related safety challenges in the community.


Lesson 4 – KEEP and SPEAK Secrets

USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

USC1.3 Analyze, with support, feelings and behaviours that are important for nurturing healthy relationships at school.


Lesson 5 – The Buddy System

USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

USC1.4 Determine and practise safe pedestrian/street behaviours and examine related safety challenges in the community.


Lesson 6 – Trust Your INSTINCTS

USC1.1 Examine healthy behaviours and opportunities and begin to determine how these behaviours and opportunities may affect personal well-being.

USC1.3 Analyze, with support, feelings and behaviours that are important for nurturing healthy relationships at school.

USC1.4 Determine and practise safe pedestrian/street behaviours and examine related safety challenges in the community.

Grade 2

Personal Safety Program (Third Edition)

Lesson 1 – Emotions

USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.


Lesson 2 – Identifying a Safe Adult

USC2.5 Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks.

DM2.1 Demonstrate how, why, and when to ask for help and/or advice when discovering healthy connections related to thoughts-feelings-actions, healthy snacking, effects of illness/disease, respect, safety, and diversity.


Lesson 3 – Safety Awareness

USC2.5 Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks.


Lesson 4 – The Buddy System

USC2.5 Recognize potential safety risks in community “play areas” and determine safe practices/behaviours to identify, assess, and reduce the risks.


Lesson 5 – Crossing Boundaries

USC2.4 Examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possessions, and the environment.

USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.


Lesson 6 – KEEP and SPEAK Secrets

DM2.1 Demonstrate how, why, and when to ask for help and/or advice when discovering healthy connections related to thoughts-feelings-actions, healthy snacking, effects of illness/disease, respect, safety, and diversity.

Grade 3

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.


Lesson 2 – Emotions

USC3.2 Examine the spiritual dimension of the “inner self” and determine the importance of nurturing it.


Lesson 3 – Identifying a Safe Grown-up

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.

USC3.4 Understand what it means to contribute to the health of self, family and home.


Lesson 4 – Personal Boundaries and Assertiveness

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.


Lesson 5 – Friendship

USC3.4 Understand what it means to contribute to the health of self, family and home.


Lesson 6 – KEEP and SPEAK Secrets

USC3.4 Understand what it means to contribute to the health of self, family and home.

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.


Lesson 7 – The Buddy System

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.


Lesson 8 – Online Safety

USC3.5 Evaluate safe behaviours/practices to increase the safety of self and others while at home.

Grade 4

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.


Lesson 2 – How We Feel and How We Act

USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.


Lesson 3 – Expanding the Circle of Protection Around Children

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.

USC4.6 Assess healthy stress management strategies (e.g., relaxation skills, stress control skills, guided imagery, expressing feelings, exercising).


Lesson 4 – Friendship

USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is influenced by relationships that are formed with others.


Lesson 5 – Common Lures

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.


Lesson 6 – Home Alone

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.


Lesson 7 – Online Safety

USC4.3 Examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships.

USC4.4 Determine basic personal responsibility for safety and protection in various environments/situations.

Grade 5

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

USC5.5 Analyze the impact of violence and the cycle of abuse on the holistic well-being of self, family, and community.


Lesson 2 – Emotions

USC5.2 Understand the responsibilities associated with the physical, social, spiritual, and emotional changes of puberty.

USC5.7 Assess the importance of self-regulation and taking responsibility for one’s actions.


Lesson 3 – Circle of Protection

USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.


Lesson 4 – Boundaries

USC5.6 Assess peer influence and demonstrate a readiness to prevent and/or avoid potentially dangerous situations involving peer pressure (including lying, substance use, and bullying).


Lesson 5 – Friendship

USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.

USC5.6 Assess peer influence and demonstrate a readiness to prevent and/or avoid potentially dangerous situations involving peer pressure (including lying, substance use, and bullying).


Lesson 6 – Common Lures

USC5.5 Analyze the impact of violence and the cycle of abuse on the holistic well-being of self, family, and community.


Lesson 7 – Home Alone

USC5.6 Assess peer influence and demonstrate a readiness to prevent and/or avoid potentially dangerous situations involving peer pressure (including lying, substance use, and bullying).


Lesson 8 – Online Safety

USC5.4 Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.

USC5.7 Assess the importance of self-regulation and taking responsibility for one’s actions.

Grade 6

Personal Safety Program (Third Edition)

Lesson 1 – Seven Root Safety Strategies

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 2 – Emotional Range

USC6.1 Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

USC6.4 Assess and demonstrate strategies used to identify and make healthy decisions in stressful situations.


Lesson 3 – Circle of Protection

USC6.2 Appraise the importance of establishing/maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic status, faiths, family structures, sexual orientations, and cognitive/physical abilities).

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 4 – Relationships

USC6.2 Appraise the importance of establishing/maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic status, faiths, family structures, sexual orientations, and cognitive/physical abilities).

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 5 – Boundaries and Instincts

USC6.1 Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

USC6.4 Assess and demonstrate strategies used to identify and make healthy decisions in stressful situations.

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 6 – Common Lures

USC6.4 Assess and demonstrate strategies used to identify and make healthy decisions in stressful situations.

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 7 – Online Safety

USC6.2 Appraise the importance of establishing/maintaining healthy relationships with people from diverse backgrounds who may or may not express differing values, beliefs, standards, and/or perspectives (i.e., people of various ages, cultures, socio-economic status, faiths, family structures, sexual orientations, and cognitive/physical abilities).

USC6.4 Assess and demonstrate strategies used to identify and make healthy decisions in stressful situations.

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.


Lesson 8 – Babysitters’ Safety

USC6.6 Develop and demonstrate the knowledge, skills, and personal standards necessary for establishing and supporting safe practices and environments related to various community activities.

Grade 7

Personal Safety Program (Second Edition)

Lesson 1 – Emotions

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 2 – Relationships

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 3 – Boundaries — Know the Line

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.3 Commit to personal safety practices while acquiring basic first aid knowledge and skills.

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).

USC7.7 Investigate and express an understanding of possible discrepancies in morals (e.g., beliefs, ethics, virtues, understanding of right/wrong) that may determine and/or affect the commitment to the well-being of self, family, community, and the environment.


Lesson 4 – Texting

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 5 – Online Record

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 6 – Runaway Prevention

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.


Lesson 7 – Dealing with Stress

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 2 – Identifying Unhealthy Personal Boundaries

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 3 – How to Set Personal Boundaries

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 4 – Friendship

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 5 – Dating Relationships

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).


Lesson 6 – Getting Out of Unhealthy Situations

USC7.1 Establish and use strategies to commit to and act upon personal standards (see grade 6) for various aspects of daily living over which an individual has control.

USC7.4 Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others, and the environment), and apply effective strategies to re/establish harmony when conflict arises.

USC7.6 Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).

Grade 8

Personal Safety Program (Second Edition)

Lesson 1 – Identifying Feelings

USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.


Lesson 2 – Relationships

USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

USC8.6 Examine and assess the concept of sustainability from many perspectives, and develop an understanding of its implications for the well-being of self, others, and the environment.


Lesson 3 – High-Risk Behaviour

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

USC8.5 Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family.


Lesson 4 – Internet Safety

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 5 – Online Record

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

USC8.5 Assess how body image satisfaction/dissatisfaction and over-reliance on appearance as a source of identity and self-esteem affects the quality of life of self and family.

USC8.6 Examine and assess the concept of sustainability from many perspectives, and develop an understanding of its implications for the well-being of self, others, and the environment.


Addressing Online Risks Facing Youth in Grades 7 and 8: Promoting Healthy Boundaries and Relationships (2015 reprint)

Lesson 1 – Identifying Personal Boundaries

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 2 – Identifying Unhealthy Personal Boundaries

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 3 – How to Set Personal Boundaries

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 4 – Friendship

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 5 – Dating Relationships

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.


Lesson 6 – Getting Out of Unhealthy Situations

USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.

USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

Grade 9

Personal Safety Program (Second Edition)

Lesson 1 – Anger as a Secondary Emotion

USC9.1 Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making.

  • c. Examine health-enhancing behaviours that have increased due to the positive influence of health promotion (e.g., designated drivers – SGI, increase in physical activity – in motion).

Lesson 2 – Love and Control

USC9.4 Analyze the norms and expectations (e.g., community, cultural) associated with romantic relationships as a means to effectively plan for related health promotion.

  • a. Evaluate and respond to a variety of sources of, and information about, romantic relationships.
  • j. Analyze how the following might assist in planning to promote health:
    • Appraise the assertiveness skills needed to set limits early in dating relationships (see Grade 7)
    • Examine how community norms might influence the support strategies (see Grade 8) available for healthy dating relationships
    • Analyze the support strategies needed by someone who has experienced relationship violence
    • Identify and practise the leadership skills needed to promote healthy dating relationships

Lesson 3 – High-Risk Behaviour

USC9.2 Analyze how the well-being of self, family, community, and the environment is enhanced by a comprehensive, community approach to safety.

  • d. Assess and communicate effective strategies to respond to signals of danger in familiar and unfamiliar situations.
  • e. Examine situations when personal safety may be in jeopardy.

Lesson 4 – Communicating Through Technology

USC9.4 Analyze the norms and expectations (e.g., community, cultural) associated with romantic relationships as a means to effectively plan for related health promotion.

  • a. Evaluate and respond to a variety of sources of, and information about, romantic relationships.
  • j. Analyze how the following might assist in planning to promote health:
    • Appraise the assertiveness skills needed to set limits early in dating relationships (see Grade 7)
    • Examine how community norms might influence the support strategies (see Grade 8) available for healthy dating relationships
    • Analyze the support strategies needed by someone who has experienced relationship violence
    • Identify and practise the leadership skills needed to promote healthy dating relationships

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

USC9.1 Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making.

  • c. Examine health-enhancing behaviours that have increased due to the positive influence of health promotion (e.g., designated drivers – SGI, increase in physical activity – in motion).

USC9.4 Analyze the norms and expectations (e.g., community, cultural) associated with romantic relationships as a means to effectively plan for related health promotion.

  • a. Evaluate and respond to a variety of sources of, and information about, romantic relationships.
  • j. Analyze how the following might assist in planning to promote health:
    • Appraise the assertiveness skills needed to set limits early in dating relationships (see Grade 7)
    • Examine how community norms might influence the support strategies (see Grade 8) available for healthy dating relationships
    • Analyze the support strategies needed by someone who has experienced relationship violence
    • Identify and practise the leadership skills needed to promote healthy dating relationships

Grade 10

Addressing Sexual Violence and Online Risks Facing Youth in Grades 9 and 10: Promoting Healthy Relationships (2015 reprint)

Lesson – Sexual Violence and Consent

W6 Model and promote a local culture/norm of safety and injury prevention (i.e., physical safety, social safety, psychological safety, spiritual safety, environmental safety) to optimize well-being of self, family, community, and the environment.

W8 Assess how relationships (e.g., with self, peers, family, teachers, teammates, opponents, coaches, employers) influence all dimensions of wellness.