COVID-19 Updates: Protecting Albertans from the Omicron variant.
The draft physical education and wellness curriculum was released in March 2021 and updated in December 2021. It focuses on developing the whole individual and nurturing students in pursuing a healthy and active life. In physical education, students take part in individual and group activities and games that develop movement skills, provide challenge and adventure, develop cultural awareness and understanding, and build motivation, confidence and physical abilities.
Through wellness education, students learn to make informed decisions that support their personal development, mental health, safety and well-being. By studying nutrition, healthy eating and healthy relationships, students gain foundational knowledge that support them throughout life.
Jobs that are based on physical education and wellness include sports coaches, counsellors, physical education teachers, personal trainers, dietitians and physiotherapists.
What is new: December 13, 2021
Alberta's K-6 curriculum renewal is moving forward based on valuable insights gained from listening to Albertans. Physical education and wellness content will be revised to:
- emphasize nutrition and positive body image in Kindergarten and Grades 1, 2, 4, 5 and 6 so students will develop an appreciation of how each body is unique as it grows and develops
- add financial literacy information in all grades
Feedback open until Spring 2022
Resources (updated Dec 2021)
Shifts in K-6 physical education and wellness
When comparing the draft physical education and wellness curriculum from December 2021 to the current curriculum, these are the main shifts in knowledge and skill requirements.
|Draft curriculum||Current curriculum|
|Subject organization||One curriculum that includes content from both health and life skills and physical education.||Two separate curriculums: K–9 health and life skills, and K–12 physical education.|
|Social-emotional learning||Social and emotional learning skills that support mental well-being are clearly stated across grades.||Concepts and ideas, such as mental well-being, are not clearly stated.|
|Consent||Clear expectations for students to learn about consent in every grade.||Clear expectations for students to learn about consent.|
|Financial well-being includes financial literacy||Students will learn about financial well-being throughout the curriculum.||Ideas and concepts about financial well-being are included early in the K–9 health and life skills curriculum.|
Snapshot by grade
These are samples of what students learn in K–6 from grade to grade. The highlights indicate updates made to the draft curriculum in December 2021.
- Perform physical activities that provide personal enjoyment
- Boundaries are guidelines that help to keep people safe
- Explore a variety of foods and drinks that provide nutrients and energy to the body
- Personal boundaries can be communicated through words and actions
- Update: Positive body image is introduced to describe how an individual views themselves
- Update: The value and unique features of money
- Experience changes in the body resulting from physical activity
- Boundaries are expressed to indicate a need or a want related to feelings of safety and security
- Examine healthy decision making in food selection
- Consent is established by clearly communicating refusal and permission
- Update: How foods support growth and development, appreciation for the uniqueness of each person
- Update: The value and unique features of money
- Participate in physical activities that require various levels of exertion and energy
- Safety is assessing for potential risk or injury by identifying safe and unsafe situations and substances
- Explore recommendations from a variety of food guidelines
- Safety strategies can be developed for home, school, and online, as well as accessing emergency services, and giving or refusing consent
- Update: Learning about the variety of foods the body needs; accepting and appreciating changes during growth
- Update: Decision-making about earning, saving, spending and donating
- Participate in physical activities that support different components of physical fitness
- Safety involves prevention that requires proactive planning
- Examine how food preparation techniques can affect the nutritional value of common foods
- Refusal skills and consent are important for personal safety
- Update: Strategies for responsible spending, saving and planning
- Select a variety of physical activities to align with physical fitness goals
- Responsibility is making decisions to ensure self or others are not in unsafe and uncomfortable situations
- Research the ways nutrients contribute to brain and body functions
- Consent is critical to respecting others’ rights, feelings and belongings
- Update: Balanced food choices and social-emotional changes
- Update: Personal finance, including forms of money, banking practices and financial decisions
- Describe internal and external factors that influence motivation to be physically active
- Responsibility is being accountable for actions and decisions and accepting the results or consequences
- Research the effects of nutrition and hydration on body functions
- Responsibility includes clearly communicating refusal or giving or obtaining consent
- Update: Building understanding of decision-making for balanced nutrition choices; learning about unique qualities of all individuals
- Update: Financial decision-making, including budgeting and factors that influence consumer choice
- Connect daily routines and planned physical activities with active living goals
- Risk is the overall assessment and identification of hazards related to personal safety and vulnerability
- Risks of substance use can include addiction, impaired brain development, decreased mental health, altered mood and impaired thinking
- Considering possible outcomes of risk-taking can affect decisions about consent
- Digital privacy is important to protect personal information
- Discuss the effects of limited nutritional food choices on physical and mental well-being
- Update: Understanding access to nutritious foods
- Update: Individual roles in personal finance, budgeting and financial decision-making, “good” debt vs. “bad” debt, and the risks and benefits of investing
Have your say
Share your thoughts on the draft
Was this page helpful?
You will not receive a reply. Do not enter any personal information such as telephone numbers, addresses, or emails.
Your submissions are monitored by our web team and are used to help improve the experience on Alberta.ca. If you require a response, please go to our Contact page.