This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• identify the characteristics of healthy lifestyles
• set personal goals for a healthy lifestyle
• demonstrate a knowledge of key lifestyle practices associated with the prevention of HIV/AIDS, sexually transmitted diseases, and other communicable diseases
• identify health resources and services in the community

To view the prescribed learning outcomes for Personal Development (Healthy Living) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students describe what health means to them. Discuss the various dimensions of health (e.g., physical, social, intellectual, emotional, spiritual) and ask them to provide examples of each. Ask them to create posters, collages, or other works to provide a composite portrait of a healthy teenager.
• Invite students to identify attitudes and activities of their own that contribute to healthy living. Have them record these findings in daily logs.
• Suggest that each student identify one new healthy practice that she or he is willing to pursue (e.g., using a stress-management technique). Challenge students to adopt these as personal goals and to take the measures needed to achieve them.
• Ask students to research and identify several specific health issues of current interest in local, provincial, and national mass media. Then invite guest speakers to give presentations on some of these issues.
• Have each student use print, electronic, or community resources to identify sources of information for a specific health topic, product, or issue (e.g., body image). Prepare a class list of these health-related resources.
• As a class, brainstorm a list of diseases. Ask each student to research one disease, including causes, treatment, potential consequences, and lifestyle factors that might increase susceptibility. As students share the results with their peers, prepare a class chart that categorizes the diseases according to method of transmission (e.g., casual contact, intimate contact, non-communicable).

• Before students create posters or other representations to demonstrate their understanding of healthy living practices, discuss assessment criteria. Ensure that students understand that their work will be assessed in terms of content rather than design. Criteria might include:
  • creates a strong overall impression or impact that focusses on positive aspects of healthy living
  • includes specific, relevant details and examples related to emotional, spiritual, physical, social, and intellectual health
  • material is personalized in some way to reflect the student's particular point of view
• When students propose strategies for achieving personal goals for a healthy lifestyle (e.g., improving their nutrition) prompt reflection and self-assessment by posing questions such as:
  • What makes this goal or strategy important to you?
  • What will success look like? How will you know you have reached your goal or successfully implemented your chosen strategy?
  • How can you increase your chances of success?
• When students research and report on particular diseases, work with them to develop assessment criteria such as:
  • clear and easy to understand
  • based on at least three current, credible sources
  • includes detailed and accurate information on causes, treatment, and relevant lifestyle factors

• B.C. Life Skills
• I Have AIDS A Teenager's Story

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