Grade 1: New 2015 Sex-Ed Curriculum

Here is the link to the Ontario Curriculum doc from which this section was pulled from: http://www.edu.gov.on.ca/eng/curriculum/elementary/health1to8.pdf

grade1-healthy-living

Human Development and Sexual Health

C1.3 identify body parts, including genitalia (e.g., penis, testicles, vagina, vulva), using correct terminology [PS]

  • Teacher prompt: “We talk about all body parts with respect. Why is it important to know about your own body, and use correct names for the parts of your body?”
  • Student: “All parts of my body are a part of me, and I need to know how to take care of and talk about my own body. If I’m hurt or need help, and I know the right words, other people will know what I’m talking about.”

C1.4 identify the five senses and describe how each functions

  • (e.g., sight: the eyes give the brain information about the world to help us see colours, shapes, and movement;
  • touch: receptors in the skin tell us how things feel – if they are hot, cold, wet, dry, hard, soft;
  • hearing: the ears pick up vibrations and send messages to the brain to help us hear sounds that are loud or soft, high- or low-pitched;
  • smell and taste: the tongue is covered with thousands of taste buds and the nose has tiny hairs and nerves that send messages to the brain about how things taste and smell) [PS]
  • Teacher prompt: “How do you use your senses as you explore outside in the natural world? If you close your eyes, what other senses can you use to get information about what is around you?”

C2.5 demonstrate an understanding of and apply proper hygienic procedures for protecting their own health and preventing the transmission of disease to others

  • (e.g., washing hands with soap, using a tissue, sleeve sneezing, brushing and flossing teeth, not sharing hats or hairbrushes) [PS]
  • Teacher prompt: “Why is it important to wash your hands before you eat and after you use the washroom?”
  • Student: “Washing your hands helps to stop germs from spreading. We should wash with warm water and soap for as long as it takes to say the alphabet.”

Personal Safety & Injury Prevention

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]

  • Teacher prompt: “Caring behaviours are found in healthy relationships. How might you feel in a healthy relationship?”
  • Student: “I might feel happy, safe, secure, cared for.”
  • Teacher: “How might you feel in a relationship that is not healthy?”
  • Student: “I might feel sad, scared, angry, confused, hurt.”
  • Teacher: “What are some situations in which you might feel that way?”
  • Student: “I might feel that way if someone was being mean or leaving me out, if someone was touching me when I didn’t want to be touched, or if I was left at home alone.”

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]

  • Teacher prompt: “What are some things that students may be allergic to?”
  • Student: “They may be allergic to nuts and other foods, bee stings, or medicine.”
  • Teacher: “What can we do to make the classroom as safe as possible?”
  • Student: “We should not bring anything that might have nuts in it to school. People with allergies who need to use medicine if they have a reaction should carry their medicine [epinephrine autoinjector] with them. We should know who has an allergy and what the signs of an allergic reaction are, and we should get an adult to help if someone is having a reaction.”

C3.1 demonstrate an understanding of how to stay safe and avoid injuries to themselves and others in a variety of situations, using knowledge about potential risks at home, in the community, and outdoors (e.g., items or situations that could lead to poisoning, slips, falls, fire, or injury, including injuries from household products, medicines, kitchen tools and equipment, insecure furniture, candles, toys; road, water, and playground hazards; weather and sun hazards) [PS, CT]

  • Teacher prompt: “What do you do to stay safe and avoid injuries at home and when you are outside?”
  • Student: “I wear a helmet when I ride my bike or go tobogganing. I wear sunscreen and a hat in the summer. I never swim alone. I only take medicine if my parents/caregivers give it to me.”
  • Teacher: “How do you cross the road safely?”
  • Student: “I cross where there is a traffic light or a crosswalk, or at a corner. I look carefully both ways to make sure no cars are coming before crossing. I make sure that the drivers can see me, and that I am not hidden by bushes or cars.”
  • Teacher: “What can you do to stay safe in the kitchen?” Student: “I make sure an adult is with me when I’m doing things in the kitchen. I do not use a knife or other sharp tools on my own, and I don’t touch cleaners and products that are marked with danger symbols.”

Substance Use, Addictions, and Related Behaviours

C3.2 identify habits and behaviours (e.g., excessive screen time or video game usage, smoking) that can be detrimental to health, and explain how people can be encouraged to adopt healthier alternatives [PS]

  • Teacher prompt: “What are some behaviours that can be harmful to your health? What are some things you can do that are healthier or that protect your health and the health of other people?”
  • Student: “Spending too much time watching television or playing computer games keeps us from getting all the physical activity we need. We can play outside after school instead. Smoking is bad for you, and so is breathing smoke that is in the air when other people are smoking. We can ask people not to smoke around us. It is against the law for people to smoke in cars when there are children in the car.”

Healthy Eating

C1.1 explain why people need food to have healthy bodies (e.g., food provides energy for the healthy growth of teeth, skin, bones, muscles, and other body components

  • Teacher prompt: “Just as some toys need batteries to run, we need healthy foods to be active and to grow. How does eating a healthy breakfast every day help you learn?”
  • Student: “It gives me energy to help me stay alert and concentrate.”

C2.1 describe how the food groups in Canada’s Food Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives) can be used to make healthy food choices [CT]

  • Teacher prompt: “Canada’s Food Guide provides information that can help you make healthy food choices. What does the food guide tell you that can help you decide what foods to eat regularly and what foods to limit?”
  • Student: “The guide tells you what kinds of foods to eat and how much. There are four food groups, and we need to eat foods from all four groups.”
  • Teacher: “Can you tell me which foods we should eat every day, and which ones we should eat less often?”
  • Student: “We should eat fruits and vegetables every day. We should eat treats that are not in the food guide less often. Sometimes it is okay to have foods that are not in the guide – like candies, cookies, and sweet treats – but there are also lots of foods that are in the food guide – like berries and other fruits – that are great to have as treats.”

C2.2 know and recognize cues to hunger, thirst, and the feeling of fullness, and explain how they can use these cues to develop healthy eating habits [PS]

  • Teacher prompt: “What does your body do to let you know you are hungry or thirsty?”
  • Student: “My stomach grumbles when I’m hungry and my mouth is dry when I’m thirsty. Sometimes I feel tired or grumpy.”
  • Teacher: “What should you do when this happens?”
  • Student: “I should try to have a snack or a drink when I feel hungry or thirsty.”
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3 thoughts on “Grade 1: New 2015 Sex-Ed Curriculum

  1. This quote is from the Huffington Post about myths and facts of the 2015 updated curriculum:
    “It is very unfortunate that a man charged with multiple counts relating to child pornography had a hand in developing the failed 2010 curriculum. This does not change the fact that the current curriculum is outdated by almost two decades and in dire need of updating. It probably would have been the easier choice for the government to leave the curriculum issue alone for a few more years to let people forget about Ben Levin before quietly reintroducing it (or not bothering at all), but they chose to persevere with the new curriculum.

    Many other people, including education, child development, and policy experts, as well as 4,000 heads of school parent councils across Ontario, were involved in developing the 2015 curriculum, Levin NOT included. The proposed changes are research-supported and intended to make children less vulnerable to exploitation, including over the Internet.

    Pedophiles, child pornographers, and child molesters, in fact, are the ones who would benefit MOST from the older curriculum remaining in place.”

    http://www.huffingtonpost.ca/karyn-pickles/ontario-sex-education-curriculum-update_b_6746012.html

  2. Reblogged this on my spanglish familia and commented:
    This is a very controversial topic right now in Ontrio as the Premier plans to roll out a new Sex-Ed Curriculum that teaches grade 1’s proper terminology for genitalia and in the later grades introduces what anal and oral sex are. This seems to be a big problem for hardcore Christian groups. And I have no idea why they want kids to grow up naive. For parents who can’t even refer to their kids’ genitalia by the scientific terminology, that shame is contagious and is so harmful.

    • You have no idea what your talking about.You support a curriculum and ideology of a convicted pedophile and child abuser in Levi,the director of that program. It’s people like you who are lost. I don’t want my child or others children exposed to this madness.u support a child molesters ideology… Ok…what’s the world coming to

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