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This document replaces The Ontario Curriculum, Grades 9 and 10: Health and Physical Education, 1999 and The Ontario Curriculum, Grades 11 and 12: Health and Physical Education, 2000. Beginning in September 2015, all health and physical education courses for Grades 9 to 12 will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving individual students the opportunity to choose programs that suit their skills and interests. The updated Ontario curriculum, in combination with a broader range of learning options outside traditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

This document replaces The Ontario Curriculum, Grades 1–8: Health and Physical Education, Interim Edition, 2010. Beginning in September 2015, all health and physical education programs for Grades 1 to 8 will be based on the expectations outlined in this document.

ELEMENTARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

Ontario elementary schools strive to support high-quality learning while giving every student the opportunity to learn in the way that is best suited to his or her individual strengths and needs. The Ontario curriculum is designed to help all students reach their full potential through a program of learning that is coherent, relevant, and ageappropriate. It recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. It is important for students to be connected to the curriculum; to see themselves in what is taught, how it is taught, and how it applies to the world at large. The curriculum recognizes that the needs of learners are diverse, and helps all learners develop the knowledge, skills, and perspectives they need to become informed, productive, caring, responsible, healthy, and active citizens in their own communities and in the world.

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Sexual violence and harassment are a reality in every community in this province — and that is not acceptable. 

After all the work that has been done to eradicate sexual violence and harassment — and the misogyny that underpins them — it is difficult to believe that these actions and ideas are still pervasive today. 

We can, and must, do better.

The effects of bullying go beyond the school yard. As a parent or guardian, here's what to watch for, what you can do, and where you can go to get help.

What is bullying? Bullying is aggressive behaviour that is typically repeated over time. It is meant to cause harm, fear or distress or create a negative environment at school for another person. Bullying occurs in a situation where there is a real or perceived power imbalance.

Safe Schools Action Team Report on Gender-based Violence, Homophobia, Sexual Harassment, and Inappropriate Sexual Behaviour in Schools

Three overarching provincial goals guide the policies and actions of the Ministry of Education:

(1) to help students attain high levels of achievement;

(2) to narrow gaps in achievement; and

(3) to maintain and strengthen Ontarians' confidence in our system of publicly funded education.

Rapport de l'équipe d'action pour la sécurité dans les écoles sur la violence liée au genre, l'homophobie, le harcèlement sexuel et les comportements sexuels inappropriés dans les écoles

En Ontario, trois grands buts dictent les politiques et initiatives du ministère de l'Education (le Ministère) :

(1) aider les élèves à atteindre un niveau élevé d'éducation;

(2) réduire l'écart sur le plan du rendement scolaire;

(3) renforcer la confiance des Ontariennes et Ontariens dans le système d'éducation financé par les deniers publics. Le maintien d'un environnement de travail et d'apprentissage sur et chaleureux est l'un des facteurs les plus importants parmi les nombreux facteurs déterminants du niveau d'apprentissage et du rendement scolaire des élèves.

Pourquoi utiliser l'expression "violence à l'égard des femmes plus âgées" plutot que "mauvais traitements infligés aux personnes âgées" ou "violence familiale"?

En utilisant l'expression violence à l'égard des femmes plus âgées (VAOW) dans les études, les politiques et les pratiques plutot que des expressions sans distinction de genre, comme "mauvais traitements infligés aux personnes âgées" ou indépendants de l'âge, comme "violence familiale", nous reconnaissons :

• le contexte de genre au moment de reconnaitre et de réagir à la violence à l'égard des femmes plus âgées;
• les implications du vieillissement en lien avec les expériences des femmes en matière de violence;
• l'importance d'une méthode intersectionnelle qui tienne compte de l'oppression systémique, notamment l'âgisme, le racisme et le sexisme.

Word to the Wise: Gender neutral terms contribute to the invisibility of violence against older women

Why use the term "Violence Against Older Women?" rather than "Elder Abuse" or "Family Violence"?

By using the term Violence Against Older Women (VAOW) in research, policy, and practice rather than the gender neutral terms of "elder abuse" or age neutral terms of "family violence" or "violence against women" we recognize:

• The context of gender when recognizing and responding to violence against older women
• Implications of aging related to women's experiences of violence
• The importance of an intersectional approach which considers systemic oppression including ageism, racism and sexism

Vieillir Sans Violence Forum de mars 2018: Marianne Park: Travailler auprès des personnes handicapées

Approche et attitude globale envers la personne handicapée
Lorsqu'on rencontre une personne handicapée, on se demande probablement comment se conduire avec elle. Chaque personne est différente; on peut trouver facile de travailler avec une personne handicapée, alors qu'on peut trouver difficile de s'adapter et de travailler avec une autre. Souvenez-vous qu'une personne handicapée est une personne.

Vieillir Sans Violence Forum de mars 2018: Karine Denis et Annick Bolvin: Pratiques Exemplaires

Les sessions que vous allez découvrir dans le présent manuel ont fait l'objet d'un projet-pilote en 2016-2017. Par la suite, les participantes et les intervenantes ont soumis des commentaires pour améliorer ou modifier quelques sessions et y ajouter certains éléments.