| (a) |
Identify local, provincial, and national sources of information about puberty. |
| (b) |
Discuss criteria that can be used to decide if a source is reliable. |
| (c) |
Identify and use correct and respectful language and terminology in relation to sexual anatomy and gender identity as it relates to changes of puberty. |
| (d) |
Determine that puberty is a natural process that often occurs at different rates. |
| (e) |
Describe physical changes, both primary (e.g., reproductive organs and systems) and secondary (e.g., growth of body hair, changes in body shape) that occur during puberty. |
| (f) |
Explain the process of menstruation and spermatogenesis. |
| (g) |
Examine social, emotional, and spiritual changes that occur during puberty (i.e., sexual attractions, insecurities, moodiness, form own ideas, morals and values; rely less on parents/caregivers for knowledge about life and about deep questions like 'Who am I?', 'Why am I here?', or 'What is the meaning of life?'). |
| (h) |
Examine strategies for managing the social, emotional, physical, and spiritual changes associated with puberty (e.g., asking questions, engaging in physical activity, having sexual attraction to others). |
| (i) |
Describe personal responsibilities and determine the increasing importance of balanced health practices (e.g., bathe frequently, use deodorant and other sanitary products, respect private spaces, keep personal matters appropriately private, respect differences) associated with physical, social, spiritual, and emotional changes during puberty (e.g., body odour, menstruation, erections, emissions, peer pressure, social etiquette, insecurity, cultural roles and responsibilities). |
| (j) |
Discuss with a significant and trusted adult the expected changes (i.e., physical, social, spiritual, and emotional) of and responsibilities associated with puberty (e.g., rites of passage, special teaching about roles of women in some First Nations and Métis cultures). |
