Course Profile   Healthy Active Living Education, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Team – Healthy Active Living Education

 

Catholic Curriculum Cooperative Writing Partnership

 

Lead Board

Simcoe Muskoka Catholic District School Board

Jim Hall, Project Manager

 

Course Profile Writing Team

Anne Burns, Simcoe Muskoka Catholic District School Board

Karen Connolly, Simcoe Muskoka Catholic District School Board

Jim Hall, Simcoe Muskoka Catholic District School Board

Laura Gulley-Annecca, Simcoe Muskoka Catholic District School Board

Michele May, Simcoe Muskoka Catholic District School Board

Craig McLaughlin, Simcoe Muskoka Catholic District School Board

 

Peer Review Team

Patricia Coburn, Toronto Catholic District School Board

John Jalsevac, Toronto Catholic District School Board

Paul McAlpine, Toronto Catholic District School Board

 

Internal Review Team

Theresa Conklin, Huron Perth Catholic District School Board

Frank Farrell, Algonquin and Lakeshore Catholic District School Board

Randy Riel, Peterborough, Victoria, Northumberland and Clarington Catholic District School Board

 

Consultants

Dr. Pat Carney, Simcoe Muskoka Catholic District School Board

Bill Ironside, Simcoe Muskoka Catholic District School Board

Debra Slingerland, Simcoe Muskoka Catholic District School Board

 

Course Overview

Healthy Active Living Education, Grade 10, Open

Identifying Information

Course Title:  Healthy Active Living Education

Grade:  10

Course Type:  Open

Ministry Course Code:  PPL2O

Credit Value:  1

Course Developers:  Anne Burns, Karen Connolly, Jim Hall, Laura Gulley Annecca, Michele May, Craig McLaughlin

Development Date:  February 2000

Course Revisors:  John Jalsevac, Paul McAlpine, Patricia Coburn

Description/Rationale

This course emphasizes regular participation in a variety of enjoyable physical activities that promote lifelong healthy active living. Through the achievement of the Ministry and the Ontario Catholic School Graduate expectations the student will apply movement principles to refine skills; participate in a variety of activities that enhance personal competence, fitness, and health; examine issues related to healthy sexuality, healthy eating, substance use and abuse; and apply informed decision-making, conflict resolution, and social skills in making personal choices. Aspects of this course include career education, community resources, and education for exceptional students. “Life and physical health are precious gifts entrusted to us by God. We must take reasonable care of them, taking into account the needs of others and the common good.” (Catechism of the Catholic Church, CCC, 2288)

How This Course Supports the Ontario Catholic School Graduate Expectations

Through Healthy Active Living Education students learn to appreciate the health and well-being of the entire person from a physical, social, emotional, intellectual, and spiritual perspective. In addition, students gain respect for the many different ways and levels in which we have all been gifted by God. This course encourages respect for the dignity and welfare of self and others and promotes the living of gospel values. At the back of the profile is a list of gospel references and the appropriate unit in which they could be used.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Interactive Games and Physical Fitness

Time:  33 hours

Description

Students develop an appreciation for the sacredness of the human body. Through participation in various interactive games, students demonstrate respect for the rights, responsibilities and contributions of both self and others, e.g., modelling positive behaviour, encouraging others. Students assess their personal fitness levels, design and/or review and make appropriate revisions to their personal programs for daily, health related fitness activities. Students participate actively and safely in vigorous physical activities designed to maintain or improve personal fitness levels. Community resources and career opportunities are explored. “Better off poor, healthy, and fit than rich and afflicted in body. Health and fitness are better than any gold, and a robust body than countless riches.” (Sir 30:14-15)

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, 1i, 2a, 2b, 3c, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 5a, 5c, 5e, 7a, 7b, 7c.

Strand(s):  Physical Activity, Active Living, Living Skills

Overall Expectations:  PAV.02, ALV.01, ALV.02, ALV.03, LSV.01, LSV.03.

Specific Expectations:  PA2.01, PA2.02, PA2.04, PA2.05, AL1.01, AL1.02, AL1.04, AL2.01, AL2.02, AL2.03, AL2.04, AL3.01, AL3.02, LS1.01, LS1.03, LS3.02.

Unit 2:  Nutrition

Time:  12 hours

Description

In this unit, students explain how healthy eating fits into a healthy lifestyle, e.g., risks of dieting and other eating behaviours. Students analyse the relationships among healthy eating, physical activity, and body image. As an extension to their personal fitness programs, students examine personal eating patterns and develop strategies for improvement. “Do not work for the food that perishes, but for the food that endures for eternal life, which the son of man will give you.” (John 6:27). Students identify the relative effectiveness of different types of resources and support services related to healthy eating, e.g., health unit, sport nutritionist.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1j, 2a, 2b, 2c, 2e, 3b, 3d, 3e, 4a, 4b, 4c, 4e, 4f, 4g, 5b, 5c, 5e, 5f, 5g, 7a, 7b, 7f, 7g.

Strand(s):  Healthy Living, Living Skills

Overall Expectations:  HLV.01, HLV.04, LSV.01, LSV.03.

Specific Expectations:  HL3.01, HL3.02, HL3.03, HL3.04, HL3.05, HL3.06, LS1.01, LS1.02, LS1.04, LS3.01, LS3.02.

Unit 3:  Conflict Resolution and Anger Management

Time:  6 hours

Description

Students demonstrate an understanding of the varied dynamics of conflict, e.g., the context, escalators, perception. Students have the opportunity to discuss and analyse various conflict situations and develop strategies for dealing with and managing anger. Methods of effective communication and mediation will be explored. Methods of delivery will include active participation, as well as classroom-based instruction. “Who may dwell on your holy hill? Those who walk blamelessly, and do what is right, and speak the truth from their heart; who do not slander with their tongue, and do no evil to their friends, nor take up a reproach against their neighbours.” (Ps 15:1-3).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1c, 1d, 1g, 1i, 1j, 2a, 2b, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 4g, 4h, 5a, 5c, 5e, 6b,7a, 7b, 7c.

Strand(s):  Living Skills

Overall Expectations:  LSV.02, LSV.03.

Specific Expectations:  LS2.01, LS2.02, LS2.03, LS2.04, LS2.05, LS2.06, LS2.07, LS2.08, LS3.01.

Unit 4:  Healthy Lifestyle Choices: Growth and Sexuality, Substance Use and Abuse

Time:  7.5 hours

Description

Throughout this unit the decisions students make regarding their sexuality and the use of alcohol, tobacco, and drugs will be examined. Students demonstrate an understanding of the effects of their choices as they relate to sexual intimacy, e.g., STDs, HIV/AIDS, and identify community services related to sexual health concerns. “The dignity of belonging to Christ ... entails the demand that (one) should treat with respect (one’s) own body, but also the body of every other person...”) (CCC, 1004). Students explore factors that lead to substance dependency and demonstrate an understanding of the issues and coping strategies related to substance use and abuse. Emphasis is placed on the legal, physiological, and sociological impact of substance use and abuse.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1d, 2a, 2b, 2c, 2d, 3a, 3c, 3d, 4a, 4f, 4g, 7a, 7b, 7c, 7h.

Strand(s):  Healthy Living, Living Skills

Overall Expectations:  HLV.01, HLV.02, HLV.03, LSV.01.

Specific Expectations:  HL1.01, HL1.02, HL1.03, HL1.04, HL2.01, HL2.02, HL2.03, LS1.02, LS1.04.

Unit 5:  Outdoor Education

Time:  13.5 hours

Description

“Those who live at earth’s farthest bounds are awed by your signs; you make the gateways of the morning and the evening shout for joy” (Ps 65:8). Through a variety of outdoor pursuits students will discover and appreciate the environment as a source of recreation and physical fitness. The importance of safety and emergency procedures related to recreational outdoor activities will be discovered and applied. Through topics such as orienteering, hiking/backpacking, rock climbing, mountain biking, canoe tripping,

snow shoeing, and cross country skiing, students will come to cherish and respect the sacredness of the environment as an outlet that promotes lifelong participation.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 1c, 1e, 1f, 1i, 3a, 3e, 3f, 4c, 4g, 4h, 5c, 5d, 5f, 6e, 7d, 7g, 7h, 7i, 7j.

Strand(s):  Physical Activity, Active Living, Living Skills

Overall Expectations:  PAV.02, ALV.01, ALV.03, LSV.01, LSV.03.

Specific Expectations:  PA2.01, PA2.02, PA2.03, PA2.05, AL1.01, AL1.02, AL3.01, AL3.02, AL3.03, LS3.02.

Unit 6:  Individual and Team Activities

Time:  38.5 hours

Description

“... it is the whole human person that is intended to become, in the body of Christ, a temple of the Spirit.” (CCC, 364). In this unit students participate regularly in a variety of enjoyable individual/team activities to enhance overall fitness, health, movement skills and personal competence. Students describe appropriate movement principles in learning and refining isolated or combined movement skills, e.g., an overhead serve in volleyball, requires the use of all joints. Throughout this unit students are given opportunities to demonstrate an understanding of specific rules, and describe safety guidelines to maximize performance and participation in recreation and sport activities. Students build their level of fitness through interaction with others.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE 2a, 2b, 2c, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 4g, 4h, 5a, 5c, 5e, 5f, 5g, 7a, 7b, 7j.

Strand(s):  Physical Activity, Active Living, Living Skills

Overall Expectations:  PAV.01, PAV.02, ALV.01, ALV.03, LSV.03.

Specific Expectations:  A1.01, PA1.02, PA1.03, PA1.04, PA2.01, PA2.02, PA2.03, AL1.01, AL1.02 AL1.03, AL3.01, AL3.02, LS3.02.

Course Notes

It is the intent of this course that the expectations be met through activity-based experiences. The units listed do not have to be delivered in the order presented. Due to varying environmental conditions, school schedules, facility and community resource availability, programming of this course will vary. As physical fitness is an integral part of daily living, the physical fitness unit should be interspersed throughout the entire course, e.g., Nutrition would be delivered Monday, Wednesday, Friday, and physical fitness activities delivered Tuesday and Thursday. As an alternative the Health components can be delivered on one particular day of each week. This would ensure that quality daily physical activity would be taking place, without long breaks for a week or two of a health unit. Given the nature of topics and class activities in this course, it is imperative that the teacher be sensitive to student needs, comfort levels and individual life circumstances. Facility bookings, e.g., rock climbing centres, provincial park reservations, ski facilities, mountain bike facilities and guest speakers should be booked prior to the beginning of this course.

Accommodations

The following strategies allow teachers to adapt or alter the course to ensure growth, development and success for all students throughout the learning activities. These strategies provide opportunities for remediation, consolidation and enrichment of all students.

·       Teachers are to be sensitive to and aware of prior learning experiences.

·       Teachers adapt activities to address the needs of exceptional students.

·       Teachers are to be sensitive to cultural concerns and religious beliefs regarding all course topics.

·       Teachers use a variety of teaching strategies to meet the needs of all students.

·       Teachers are to be aware of safety concerns regarding students with special needs.

·       Teachers are to be sensitive to ESL and ELD students.

Ontario Secondary School Policy Application

There are number of OSS policies which will impact on the delivery of this program. These policies include guidance/career education, co-operative education, work experience, violence prevention education, computers across the curriculum, using the community as a resource, and safety. Guidance/career education may involve making connections with community resources and personnel, e.g., athletic trainer, recreation professional, activities director, health educator, and sports writer. Potential partners in cooperative education include community organizations and private recreation centres, e.g., YMCA, Parks and Recreation. Multimedia resources may provide opportunities for students to analyse and assess personal health skills and fitness, e.g., videos, CD-ROMs, interactive television.

Teaching/Learning Strategies

Brainstorming – group generation of initial ideas expressed without analysis.

Collaborative/Co-operative Learning – small group interaction to achieve specific goals.

Community-Assisted Learning – use of community and community resources to learn and/or reinforce knowledge and skills.

Conferencing – student to student and student to teacher discussion.

Independent Study – students explore and research a topic.

Issued-Based Analysis – summarize information to distinguish facts from opinions in order to apply to their lives.

Modelling – purposeful and repeated demonstration of an action.

Practice – repeated encounters with facts, rules, patterns, skills, procedures or strategies.

Role Playing – explore thoughts and feeling of another person by responding in a dramatic situation.

Think/Pair/Share – think alone, then form pairs to discuss and share response with the class.

Visual Organizers – a variety of strategies to make learning more visual.

Assessment Techniques

The assessment plan will include:

Personal Communication

·       journals/portfolio

·       self-assessment/reflection

Conferencing

·       Student-Teacher conferencing

·       Peer conferencing

·       Parent-Teacher conferencing

Paper and Pencil Tests

·       unit tests (knowledge)

·       mid-term and final exams

Observation

·       formal/informal

Performance Assessments

·       presentations, performances

·       demonstrations

·       role-play performances

·       formal written assignments (essays, research projects)

·       projects (posters, video production, Fitness Assessment Project)

Assessment Tools

·       checklists

·       marking schemes

·       rubrics

·       anecdotal comments with suggestions for improvement.

·       worksheets

·       peer evaluation

·       self-evaluation

Main Resources

Books

Catechism of the Catholic Church. Ottawa: National Office of the Canadian Conference of Catholic Bishops, 1992.

EveryBODY Is A Somebody. Peel: The Body Image Coalition of Peel, 1997.

Glencoe Health: Health 99. California: Glencoe McGraw-Hill, 1999.

Healthy Active Living Standards for Physical and Health Education in Ontario. Toronto: OPHEA, 1997.

Just for the Health of It! New York: The Centre For Applied Research In Education, 1993.

Lifetime Fitness. Johnson Publications, 1993.

Moving to Inclusion: Active Living Through Physical Education: Maximizing opportunities For Students With A Disability. Canada: Active Living Alliance for Canadians with a Disability.

Safety Standards (B, I). Toronto: OPHEA, 1998.

The Canadian Physical Activity, Fitness & Lifestyle Appraisal. Health Canada, 1996.

Turning Points: Readings in Family Life Education (B, I). Scarborough: Prentice Hall Ginn, 1997.

Evaluation of Student Achievement

Teachers assess and evaluate student progress continually using a variety of appropriate resources and strategies to facilitate and improve each student's learning. These different strategies will provide the opportunities to allow the students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels. It is important for teachers to be aware of the prior knowledge and skills students bring with them to the course.

 

General Rubrics

Initiative in the Health Class

Organization in the Health Class

 

Works Independently in the Health Class

Work Habits/Homework in the Health Class

 

Teamwork in the Health Class

(Brainstorming/Classroom Discussions)

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Coded Expectations, Healthy Active Living Education, PPL2O

Physical Activity

Overall Expectations

PAV.01

– demonstrate personal competence in applying movement skills and principles;

PAV.02

– demonstrate knowledge of guidelines and strategies that can enhance their participation in recreation and sport activities.

Specific Expectations

Movement Skills and Principles

PA1.01

– demonstrate the use and combination of motor skills in a variety of physical activities (e.g., moving towards the ability to perform skills on their own);

PA1.02

– demonstrate understanding of the importance of movement principles in performing isolated or combined movement skills (e.g., manipulation, locomotion, and stability);

PA1.03

– describe appropriate movement principles (e.g., maximum force requires the use of all the joints that can be used) in learning and refining movement skills (e.g., in an overhead serve in volleyball);

PA1.04

– demonstrate personal skill improvement.

Sports and Recreation

PA2.01

– demonstrate understanding of specific rules and guidelines for participation in recreation and sport including team, group, dual, and individual activities (e.g., the travelling violation in basketball, scoring rules in orienteering, etiquette such as replacing divots when playing golf, fair play);

PA2.02

– describe the requirements, including basic equipment standards, preparation (e.g., warm-up and cool-down exercises, training requirements), and specific safety issues that maximize performance and participation in recreation and sport activities;

PA2.03

– explain appropriate strategies or tactics that enhance performance in specific situations and conditions (e.g., tipping rather than spiking against an effective blocker in volleyball, hitting the ball to one side of the fairway to compensate for cross-wind conditions in golf);

PA2.04

– identify community sport and recreation opportunities related to personal interests;

PA2.05

– describe career opportunities related to sport and recreation.

Active Living

Overall Expectations

ALV.01

– participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

ALV.02

– demonstrate personal health-related physical fitness;

ALV.03

– demonstrate responsibility for personal safety and the safety of others.

Specific Expectations

Active Participation

AL1.01

– participate regularly in physical activities, choosing from a wide range of activities (e.g., individual, small- and large-group, outdoor, and aquatic activities);

AL1.02

– demonstrate positive, responsible personal and social behaviour (e.g., striving for personal best, practising regularly, encouraging others, modelling positive behaviour, playing fair) in physical activity settings;

AL1.03

– demonstrate leadership (e.g., leading an in-class activity such as a warm-up or cool-down activity);

AL1.04

– identify the factors (e.g., social interaction, enjoyment, relaxation, self-esteem) that will affect their choice of activities with potential for lifelong participation and enjoyment.

Physical Fitness

AL2.01

– review and make appropriate revisions to their personal plans for daily, health-related fitness activities (e.g., self-designed or computerized programs);

AL2.02

– participate in revised personal health-related fitness programs;

AL2.03

– maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period for a minimum of four times a week);

AL2.04

– assess the effectiveness of various activities for maintaining or improving health-related fitness (e.g., cross-country skiing versus downhill skiing).

Safety

AL3.01

– apply guidelines and procedures related to safe participation in physical activity (e.g., using equipment correctly, wearing appropriate attire, using appropriate facilities, meeting expectations regarding supervision, using proper posture to minimize injury);

AL3.02

– demonstrate behaviour that minimizes risk to themselves and others (e.g., participating in warm-up and cool-down activities, checking ice conditions prior to skating, spotting for weight training);

AL3.03

– describe resources and community agencies that assist in emergency situations related to physical activity.

Healthy Living

Overall Expectations

HLV.01

– explain strategies to promote positive lifestyle choices and relationships with others;

HLV.02

– demonstrate understanding of the factors affecting human sexuality as it relates to themselves and others;

HLV.03

– demonstrate understanding of the issues and coping strategies related to substance use and abuse;

HLV.04

– explain how healthy eating fits into a healthy lifestyle.

Healthy Growth and Sexuality

HL1.01

– describe environmental influences on sexuality (e.g., cultural, social, and media influences);

HL1.02

– explain the effects (e.g., STDs, HIV/AIDS) of choices related to sexual intimacy (e.g., abstinence, using birth control);

HL1.03

– identify available information and support services related to sexual health concerns;

HL1.04

– demonstrate understanding of how to use decision-making skills effectively to support choices related to responsible sexuality.

Substance Use and Abuse

HL2.01

– describe the factors that lead to substance dependence;

HL2.02

– describe the physiological and sociological effects of substance use;

HL2.03

– demonstrate knowledge of the legal aspects of substance use and abuse (e.g., regarding under-age drinking, impaired driving, the Tobacco Control Act).

Healthy Eating

HL3.01

– explain how healthy eating is beneficial to various physical activities (e.g., sports, school);

HL3.02

– explain the risks of dieting and other unhealthy eating behaviours for controlling weight;

HL3.03

– analyse the relationships among healthy eating, physical activity, and body image;

HL3.04

– make appropriate revisions to personal plans of action (e.g., using self-designed or computerized programs) that promote healthy eating and physical activity;

HL3.05

– explain strategies and ideas for focusing on a healthy lifestyle rather than on body weight;

HL3.06

– identify the relative effectiveness of different types of resources and support services related to healthy eating.

Living Skills

Overall Expectations

LSV.01

– identify ways of taking appropriate action in new situations based on knowledge of positive decisions related to healthy active living;

LSV.02

– demonstrate understanding of conflict resolution, anger management, and mediation;

LSV.03

– use appropriate social skills and positive attitudes when interacting with others.

Decision Making

LS1.01

– identify short- and long-term goals for personal growth (e.g., using a student planner);

LS1.02

– analyse the impact of media and culture on decision making;

LS1.03

– produce a sequential action plan (e.g., using the IDEAL model) to achieve personal goals related to new situations (e.g., those requiring time management);

LS1.04

– explain their reasoning for their personal choices and actions related to health and well-being.

Conflict Resolution

LS2.01

– demonstrate understanding of the varied dynamics of conflict (e.g., the context, escalators, perception);

LS2.02

– describe different styles of handling conflict and their effectiveness in different situations;

LS2.03

– describe the benefits of developing anger management strategies;

LS2.04

– identify techniques for dealing with angry disputants;

LS2.05

– describe the impact of non-verbal (e.g., body language) and verbal responses;

LS2.06

– identify the characteristics of an effective mediator;

LS2.07

– describe the phases of mediation;

LS2.08

– explain the difference between mediation and adjudication.

Social Skills

LS3.01

– demonstrate behaviours that are respectful of others’ points of view (e.g., listening actively, showing appreciation, criticizing ideas not people);

LS3.02

– describe their own contribution to and effectiveness within a group.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good

 

 

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