THE MINISTRY OF EDUCATION CURRICULUM & VIOLENCE IS PREVENTABLE PROGRAM
These tables showcase the ways in which the Violence is Preventable (VIP) Program aligns with the Ministry of Education’s (MOE) Curriculum Competencies. For a breakdown by grade, please visit the VIP Curriculum.
Grade | Topic | MOE Curriculum Competencies |
|---|---|---|
K-3 | Violence Against Women and Safety
Planning | • Identify and describe a variety of unsafe or uncomfortable situations. Identify strategies and skills to use in potentially unsafe or violent situations.
• Identify and describe avoidance or assertiveness strategies to use in unsafe and or uncomfortable situations. |
Self-Esteem | • Identify personal skills, interests, preferences and understand self-esteem.
• Identify factors that influence self-identity. | |
Emotional Expression | • Identify and describe practices that promote mental well-being. • Identify and describe feelings and worries, and self-car e strategies. • Identify emotions and their causes and effects. • Manage and express emotions. • Identify connections between worries and fears. | |
Healthy Relationships | • Develop and demonstrate respectful behaviour when participating in activities with others. • Identify caring behaviours among classmates and within families. • Identify and describe characteristics for positive relationships. • Identify the nature and consequences of bullying. • Describe and apply strategies for developing and maintaining positive relationships. |
Grade | Topic | MOE Curriculum Competencies |
|---|---|---|
4-6 | Violence Against Women and Safety
Planning | • Identify strategies and skills to use in potentially unsafe or violent situ ations
and how to respond to violent or abusive people. • Identify strategies to protect themselves and others from potential abuse, violence, exploitation, and harm in a variety of settings. |
Self-Esteem | • Describe factors that positively influence mental well-being and self-identity. • Identify media messaging and body image. • Identify what influences individual identity. | |
Emotional Expression | • Explore and describe strategies for managing emotional changes during
puberty. | |
Healthy Relationships | • Describe and assess strategies for responding to discrimination, stereotyping
and bullying. • Describe and apply strategies for developing and maintaining positive relationships. |
Grade | Topic | MOE Curriculum Competencies |
|---|---|---|
7-9 | Violence Against Women and Safety
Planning | • Identify strategies to protect themselves and others from potentially unsafe,
abusive, or exploitative situations. |
Self-Esteem | • Explore and describe the impact of transition and factors that shape changing
personal identities, including social and cultural factors. | |
Emotional Expression | • Explore and describe strategies for managing physical, emotional and social
changes during puberty and adolescence. | |
Healthy Relationships | • Describe and assess strategies for responding to discrimination, stereotyping
and bullying. • Describe and apply strategies for developing and maintaining healthy relationships. • Identify healthy sexual decision-making. |
The VIP Curriculum aligns with the MOE Physical and Health Education (PHE) competencies. For grades 10 to 12, the VIP curriculum also aligns with the Social Justice 12 (SJ12) and Career-Life Connections (CLC) curriculum competencies.
Grade | Topic | MOE Curriculum Competencies |
|---|---|---|
10-12 | Violence Against Women and Safety
Planning | • Evaluate & explore personal strategies including social & physical to maintain well-being. (CLC). • Demonstrate & reflect on inclusive respectful & safe interactions in multiple career-life contexts. (CLC) • Self-Identity & Individual’s relationship to others.(SJ12) • Social Injustices in Canada & the world affecting individuals, g roups & society. (SJ12) |
Healthy Relationships | • Explore and describe the impact of transition and factors that shape changing
personal identities, including social and cultural factors. (CLC) • Self-Identity and an individual’s relationship to others. (SJ12) • To communicate personal strengths, preferences, views and values. (CLC) • Demonstrate safety, fair play and leadership. (PHE 11) | |
Cycle of abuse and consent | • Explore and describe the impact of transition and factors that shape changing
personal identities, including social and cultural factors. (PHE 11/12) • Self-Identity and an individual’s relationship to others. (SJ12) • Inclusive and Non-inclusive Language. (SJ12) • Dispute and Conflict resolution pathways. (SJ12) • To communicate personal strengths, preferences, views and values. (CLC) • Demonstrate safety, fair play and leadership. (PHE 11) | |
Online health and safety and the bystander effect | • Make reasoned ethical judgements about controversial actions in the past or
present after considering the context and standards of right and wrong. (SJ12) • Self-Identity and an individual’s relationship to others. (SJ12) • Explore & evaluate personal strategies, including social and physical to maintain well-being. (CLC) • Potential short and long-term consequences of health decisions. (PHE 11/12) |
For more information on the VIP Program, please visit the VIP Program Page on the BCSTH website.