Health Education

1. Definitions and guiding frameworks

1.1. Comprehensive school health education

1.1.1.  Models

1.1.2.  Approaches

1.1.3.  Role of the teacher

1.2. Definitions and components of health

1.3. Scope and sequence of health topics in BC PHE curriculum in relation to developmental readiness of learner

2. Teaching and Curriculum

2.1. Health Behaviour 

2.1.1. Causes and determinants

2.1.2. Theories

2.1.3. Inequalities

2.1.4. Risk assessment

2.2. Building respectful relationships, positive self-identity, self-determination, and mental well-being

2.2.1. Stress management

2.2.1.1.  Signs and symptoms of stress, anxiety and depression

2.2.1.2.  General adaptation syndrome (GAS)

2.2.1.3.  Sources of stress and coping

2.2.1.4.  Pressure and influence

2.2.1.5.  Daily physical activity

2.2.1.6.  Sleep routines

2.2.1.7.  Educating about stress management

2.2.2. Addiction and addictive behaviour

2.2.2.1. Defining addiction

2.2.2.2. The addictive process

2.2.2.3. Types of addiction in school-aged children

2.2.2.4. Drug dynamics

2.2.2.5. Types of drugs used in school-aged children

2.2.2.6. Educating about drug use 

2.2.3. Informed decisions that support personal and community health and safety

2.2.3.1. Healthy physical and social environment

2.2.3.2. Consequences of harm

2.2.3.3. Inter-personal relationships

2.2.3.4. Educating about personal responsibility

2.2.3.5. Healthy reciprocal personal relationships

2.2.3.6. Healthy community relationships

2.2.3.7. Responding to and protecting from harm

2.2.3.8. Educating about sexual health

2.2.4. Creating environments that promote well-being

2.2.4.1. Personal responsibility

2.2.4.2. Social responsibility

2.3. Physical health

2.3.1. Nutrition

2.3.1.1.   Basic principles of healthy eating

2.3.1.2.  Canada's Food Guide and serving size

2.3.1.3.  Food labels

2.3.1.4.  Growth and development

2.3.1.5.  Relationship between physical growth and nutritional needs

2.3.1.6.  Effects of puberty and sex differences in relation to nutritional needs

2.3.1.7.  Childhood malnutrition

2.3.1.8.  Over-nutrition and under-nutrition

2.3.1.9.  Nutritional needs for active living

2.3.1.10. Nutrition demands for exercise and physical activity

2.3.1.11. Energy balance and child obesity

2.3.1.12. Hydration

2.3.1.13. Teaching personal planning

2.3.1.14. Leveraging nutrition environment

2.3.1.15. Assessing nutrition literacy 

2.3.2. Alcohol

2.3.2.1.  Physiologic and behaviour effects of alcohol on developing brains

2.3.2.2.  Educating about alcohol use 

2.3.3. Tobacco

2.3.3.1. Tobacco and social issues 

2.3.3.2. Physiological effects of tobacco on developing bodies

2.3.3.3. Health hazards of tobacco use

2.3.3.4. Methods of smoking

2.3.3.4.1. Direct

2.3.3.4.2. Indirect

2.3.3.4.3. Vapor inhalation

2.3.3.5. Educating about tobacco use