Course Overview

Leadership and Peer Support, Grade 11, Open, GPP3O

Prerequisite: Career Studies, Grade 10, Open

Course Description

The focus of this course is to provide students with the knowledge and skills necessary for effective communication, leadership, and service to others in the school and community. It recognizes that the students must understand the concept of leadership and must be able to lead themselves before they can be effective leaders for others. It also recognizes the qualities of leaders and holds Jesus as our role model of a leader. The goal of the course is to bring self and others into a more personal relationship with Jesus through service in the school, parish and the global community. It will provide the student with a process for effective learning which the learner can use throughout his/her life. The student will identify and effectively use personal management skills and demonstrate an understanding of effective learning strategies and barriers to effective learning that will help him/her to be successful in leadership and peer support roles.

Throughout this course students will develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, solidarity, and the common good. Students will also develop skills in communication, interpersonal relations, coaching, leadership, teamwork, and conflict management. This course offers the student the opportunity to provide assistance to others and to address the needs of the community by utilizing their God-given talents and abilities and applying them to roles such as tutoring, mentoring, student council involvement, and other leadership positions within the greater community.

How This Course Supports the Ontario Catholic School Graduate Expectations

The intent of this course is to have the learner actualize his/her human potential toward the fullness of life; to become a whole person as God intends. Through various service learning activities, assignments, and reflections students will gain a deeper understanding of who they are and how they have been blessed by God with talents and skills necessary to be effective Christian leaders. As the student gains further understanding of the abilities and qualities necessary to be an effective leader the student will gain insight into his/her relationship with self, others, and God. By adopting the life roles outlined in the Ontario Expectations Catholic Graduate Document, students will exercise leadership as they build community, participate in Church activities and provide service for the common good.

The course is designed so that students have numerous opportunities to adopt the life roles of discerning believer, effective communicator, reflective and creative thinker, self-directed responsible life-long learner, collaborative contributor, caring family member, and responsible citizen. In this course the learner is called to build community and promote a way of life rooted in the Christian call to discipleship and service. As students work through this course they will discover the connection between the values of gospel and those of the present age, and will be called to become more Christ-like in relations with self, others, and society.

Course Notes

The nature of this course provides the learner and the teacher with the unique opportunity to meet course expectations in a variety of forms. One school may offer a more comprehensive course within the regular timetable for any student interested in developing his/her leadership skills. An alternative model may place an emphasis on applied leadership development by placing the student in a peer-tutoring or mentoring role supplemented with classroom instruction. This course will allow each school to tailor the leadership and peer support program to meet the local and individual needs of its students. The course must maintain a Christian focus and draw on the teachings of the Catholic Church.

The first two units of this course were selected to allow students the opportunity to first discover what is meant by concepts such as leader, leadership, service, community mission, and vision. By also discerning their own personal strengths and skills students will understand how to use these skills in healthy interpersonal relationships in leadership roles.

The emphasis of the next unit is on learning strategies. The learner will now understand how he/she and others learn and will be able to use this knowledge in the practical application of the leadership activities. The emphasis here must be on respecting the differences in people and treating others in a caring and respectful way.

The last unit allows students to learn and apply the leadership skills required to organize and operate effective community or school activities. Once students have practised and gained an understanding of the necessary skills required to be an effective leader, the last unit offers students the opportunity to apply these skills. The last unit has been allotted 62 hours. It is up to the teacher, however, to determine how much of that time is used for the skill and knowledge development and how much is used for the practical experience.

The teacher must find a balance of classroom and practical experience. However, it is extremely important the students receive instructions of key concepts and skills prior to being placed in a leadership position. These key concepts should include leader, leadership service, and community.

The teacher needs to form partnerships within the school and/or the community. A needs assessment questionnaire is necessary to identify the types of leadership support required in the school and/or community.

The scope of this course also allows students to participate in culminating performances of leadership and service opportunities which directly meet the needs of the community. For example, students may design and deliver workshops to peers or community members on issues impacting the communities (e.g., drugs, alcohol, good study habits, time management. Positions of student governance and ministry to others may also integrate theoretical and experiential learning of leadership and life management skills.)

A structured assessment and attendance procedure must be in place in order to monitor student progress.

Reflection papers will be a regular component of the learning process and will be helpful in assessing students’ applications and understanding of course concepts.

For work outside of the classroom, the use of log sheets will be required to record students’ progress and attendance. It will be important for students to understand that their role as a leader extends beyond the context of the classroom. Students are role models in the school and are called to act responsibly and morally as a person formed in Catholic traditions.

The teacher must be aware of board policies regarding off-campus activities including transportation, liabilities, and health and safety. This information may be found in the local board policy and procedure manuals.

It will be helpful if the student has access to computers and communication technology to explore trends and opportunities in the communities, to complete assignments and to help others with remediation.

There are a variety of interest inventories available on the Internet. They will be referenced in the bibliography.

The teacher needs to be aware of the Freedom of Information Act, the protocols of confidentiality and privacy, and to convey this information to students.

Students may not use this leadership credit work towards the 40 hours community service graduation requirement.

Units: Titles and Time

Unit 1	Personal Knowledge and Management Skills	15 hours
* Unit 2	Interpersonal Knowledge and Skills	21 hours
Unit 3	Learning and Thinking Strategies	12 hours
Unit 4	Exploration of Opportunities	62 hours

* This unit is fully developed in this Course Profile.

Unit Descriptions

Unit 1: Personal Knowledge and Management Skills

The focus of this unit will enable the student to identify the personal strengths and skills that are needed to be effective in leadership and peer support roles. Through personal assessment and management exercises, the student will evaluate his/her strengths and weaknesses before entering a leadership or peer support role. The unit will focus on personal knowledge and personal management skills that include effective communication, decision making, problem solving, time and resource management skills, and spiritual growth.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	PKV.01, PKV.02, PK3.01, EOV.03, PK2.01, PK2.03, PK2.04, CGE4g, CGE5c, CGE1d, CGE1e, CGE1g	Application Knowledge/ Understanding Thinking/Inquiry Communication	Personal Assessment
2	PKV.02, PK2.02, PK3.01, PK3.02, PK3.03, CGE2d, CGE2c, CGE2b, CGE3b	Application Knowledge/ Understanding	Leadership styles and skills
3	PKV.03, PK3.01, PK3.02, PK3.03, CGE3d, CGE4e, CGE4f	Application Thinking/Inquiry	Personal Management

Unit 2: Interpersonal Knowledge and Skills

Students will demonstrate an understanding of positive and healthy interpersonal relationships. Through group work and self-assessment activities they will identify and reflect on the relationships in their lives. The unit also provides the student with role-playing activities to allow for opportunities to demonstrate conflict resolution skills. Oral presentations and group work activities also will be used to have the student use communication skills and demonstrate the skills required to work with others effectively.

The student also will examine selected leadership styles and strategies and assess how they affect group interactions. The student will participate in team building activities which will allow him/her to demonstrate an understanding of the theories and strategies related to leadership and group dynamics.

The student will practise making community contacts by asking community members to discuss diversity and social justice issues with the class. The student will demonstrate an understanding of how community diversity and individual rights and responsibilities affect leadership and peer support roles by presenting to the class his/her conclusions on his/her research about social justice and contemporary social problems.

In conclusion, the focus of this unit is to give the student an understanding of how he/she fits as a Christian leader and peer supporter in his/her diverse community. This unit is designed so that the student has numerous opportunities to adopt the life roles of discerning believer, effective communicator, reflective and creative thinker, self-directed, responsible, life long learner, collaborative contributor, caring family member, and responsible citizen.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	IKV.01, IKV.03, PKV.01, PKV.02, IKI.01, IK1.02, IKI.03, IKI.04, IKI.05, IKI.06, IK4.03, IK4.04, CGE1d, CGE1j, CGE3c, CGE4a, CGE4b, CGE4d, CGE4e, CGE4g, CGE5a, CGE5c, CGE5e, CGE5f, CGE7c, CGE7e, CGE7f	Application Knowledge/ Understanding Thinking/Inquiry Communication	Interpersonal Relations
2	IKV.02, PKV.04, PKV.05, IK2.01, IK2.02, IK2.03, IK2.04, CGE2a, CGE2b, CGE2c, CGE4c, CGE4d, CGE4f, CGE5e	Application Knowledge/ Understanding Thinking/Inquiry Communication	Communication Skills
3	IKV.01, IKV.03, IK3.01, IK3.02, IK3.03, IK3.04, IK3.05, IK3.06, IK4.03, CGE1d, CGE1i, CGE2a, CGE2b, CGE2c, CGE3b, CGE3e, CGE5a, CGE5c, CGE5f, CGE7e	Application Knowledge/ Understanding Thinking/Inquiry Communication	Group Dynamics
4	IKV.01, IKV.03, EOV.01, IKI.05, IK3.01, IK3.04, IK3.05, IK4.01, IK4.03, IK4.04, IK4.05, PK2.03, EO2.02, CGE1d, CGE1h, CGE2c, CGE3e, CGE4a, CGE5a, CGE5e, CGE7e, CGE7f, CGE7j	Application Knowledge/ Understanding Thinking/Inquiry Communication	Connecting with the Community

Unit 3: Learning and Thinking Strategies

The student will demonstrate an understanding of effective learning strategies that can be applied to help others learn. The student will be able to recognize barriers to learning and determine the role in helping others address these barriers (e.g., emotional barriers, motivation barriers, learning disabilities). Through a peer tutoring or mentoring program the student will demonstrate an understanding of the principles and protocols of confidentiality and privacy, and outline the school and community programs available to support students’ needs. The learner will also recognize the importance of treating others in a loving, compassionate and respectful manner.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	PKV.04, PKV.05, PK1.01, CGE7b	Application	Effective Learning Strategies
2	PK1.02, PK1.03, IK4.01, PK1.04, CGE7i, CGE7f, CGE7g, CGE4b	Knowledge/ Understanding Thinking/Inquiry	Barriers to Learning
3	IK2.04, IK4.02, PK3.04, CGE5f, CGE7a, CGE5e	Knowledge/ Understanding Application Thinking/Inquiry	Individual Rights

Unit 4: Exploration of Opportunities

This unit will focus on managing and assessing information and the trends and opportunities available for student leadership development. Through the effective use of print, electronic and human resources, students will demonstrate the ability to organize and operate an effective community or school activity. The student will also apply his/her skills and knowledge in a variety of peer support roles (tutoring, mentoring, student government, coaching, etc.) The student will identify how his/her leadership experience in the school will help him/her to become a more contributing member of his/her Christian community now and in the future.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	EOV.01, EO1.01, EOI.02, EO1.03, CGE2e, CGE5h, CGE5d	Application	Accessing and Managing Information
2	EOV.02, EOV.03, EO2.01, EO2.02, EO2.03, EO2.04, EO2.05, CGE6e, CGE7j, GCE7a, GCE7b, CGE5g, CGE4c	Application Communication	Trends and Opportunities

Teaching/Learning Strategies

During this course the student will:

· complete personal self-interest inventories;

· complete skills and aptitude assessments;

· complete leadership questionnaires;

· participate in group discussions and presentations;

· participate in team building activities;

· practise public speaking and debating skills;

· analyse and apply a variety of models, e.g., conflict resolution, decision making;

· present research findings in an oral presentation;

· use computer technology, software, and the Internet for research and personal exploration;

· maintain an organizer/agenda, log sheets, and a journal;

· use case studies;

· learn how to make community contacts and use proper protocol for welcoming and thanking guest speakers;

· participate in active learning exercises and role-playing activities;

· record and reflect on material presented by the teacher, student, or both;

· develop an evaluation tool to assess the program(s) they have developed;

· use effective communication skills;

· formulate an action plan encompassing personal leadership styles, personal goals and spiritual growth;

· define and explain concepts presented in the course, (e.g., conflict resolution, learning disabilities);

· learn to plan and organize an event (e.g., assembly, pep-rally, intramural activities);

· develop skills to conduct an effective meeting;

· learn how to market a product or program via advertisements, posters, and other media forms;

· use community resources to learn and reinforce knowledge and skills;

· develop a leadership contract;

· examine issues of social justice and participate in social service activities (i.e., food drives, poverty lunch, Habitat for Humanity, senior buddies, etc. );

· analyse information to distinguish facts from opinions;

· model purposeful and repeated demonstration of leadership styles consistent with Christian values;

· practise leadership skills and perform peer support roles throughout the school and/or community.

Assessment & Evaluation of Student Achievement

Assessment Purposes

Assessment may be diagnostic, formative, and summative. Diagnostic assessment includes informal observation checklists, quizzes and all class questions and answers. The following strategies and tools may be used for both formative and summative purposes.

Method	Strategy	Tool
Paper-and-Pencil	Test - selected response - true/false - constructed response	Marking Scheme
Performance Task	Oral presentation Science experiment lab report Debate	Rubric Checklist
Personal Communication	Student-teacher conference Classroom question and answer	Rating Scale Anecdotal record

Course Evaluation/Mark Breakdown

The summative evaluation for the course will represent thirty percent of the course mark, for example: a major reflection paper upon the completion of practical experience, the organization, evaluation, and operation of a major event, or a combination of practical experience and a written examination.

The formative evaluation will represent seventy percent of the final mark and will include the numerous activities, assignments, and presentations completed throughout the course. Evaluation should reflect each student’s most consistent level of achievement, although consideration should be given to the more recent evidence of achievement.

When identifying the level at which the student has achieved the expectations of the course, the teacher must refer to the specific Achievement Chart provided in The Ontario Curriculum, Grade 11 and 12, Guidance and Career Education, 2000 (p. 34-35)

Accommodations

Integration into the regular classroom is a primary consideration in the placement of exceptional pupils. The teacher is expected to be acquainted with students’ Individual Educational Plans (IEPs) and the unique learning characteristics of the individual student and to make necessary accommodations. The subject teacher should meet with any special education staff to discuss the specific IEP accommodations.

The following is a list of strategies suggested to assist exceptional students.

· Meet with students one-on-one to discuss strategies that the student feels help him/her to be successful.

· Set up groups to provide peer support.

· Make use of a variety of teaching strategies to address various ability levels and learning styles.

· Students’ roles within groups may be assigned based on strengths and weaknesses.

· Notes may be photocopied for the student who experiences difficulty making comprehensive, legible notes. The student should be encouraged to highlight photocopied notes and/or make jot notes to promote understanding.

· Allow for extra time on tests requiring written answers.

· Reduce the amount of reading material, present material on tape, or provide alternate reading material

· Encourage the use of spell and grammar check for written assignments.

· Reduce the quantity of work while retaining the demand for quality for the student who is unable to complete assignments, e.g., assign only the even numbered questions.

· Provide written guidelines or a template, chart, or rubric model to allow the student the opportunity to visualize the end product.

· Allow the student to videotape his/her presentation or find alternative ways of presenting, e.g., to the teacher and/or resource teacher or to a small group, rather than presenting in front of the class.

· The student may use a tape recorder to tape the presentations.

· Read instructions aloud.

· Use checklists for completion of assignments.

· Model necessary skills.

· The student may have to complete the practical component of the course outside of the regular school timetable (e.g., evenings, weekends, summertime)

· The gifted student may be given more flexibility and input with assignments.

· As an option to the regular class assignment, the gifted student may be given independent projects.

· The gifted student may be encouraged to use his/her knowledge and skills as a tutor and/or mentor

· The teacher needs to be sensitive and aware of prior learning experiences.

· Be sensitive to the fact that many ESL/ELD students may require some of the accommodations listed.

Resources

Note Concerning Permissions

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

Printed Matter

Brackenbury, Cheryl. Peer Helpers Plus a Comprehensive Training Manual to Help Student Tutors and Other Facilitators Make the Grade. Pembroke Publishers Ltd., 1995. ISBN 1-55138-050-1

Canadian Conference of Catholic Bishops. Catechism Of The Catholic Church. Publication Service, 1994. ISBN: 0-88997-281-8

Canada Career Consortium. Canada Prospects - Canada’s Guide to Career Planning for People 2000-2001 of all Ages. Ottawa: Canada Career Consortium, 2000. ISBN 1-895813-64-6

Canadian Conference of Catholic Bishops. Dreams, Dilemmas, Decisions: Deciding To Be Church In Today’s World, Resource Book. Ottawa: Publication Service, 1994. ISBN 0-88997-306-7

Canadian Association of Student Activity Advisors. CASAA Leadership Handbook Lessons for Students Resources for Advisors. Copyright 1998. Publication Rep. Dave Conlon Glenview Park S.S 55 Mckay St. Cambridge, On N1R 4G6 fax (519) 621-5860.

Canadian Intramural Recreation Association. CIRA Post-Secondary Student Leadership Development Guide. Published by the CIRA, 1998.1600 James Naismith Drive, Gloucester, Ontario, KIB 5N4
ISBN 1-895716-08X

COPS. Interest Inventory. Published by Edits San Diego. Ca. 92107. Copyright @1995 by ERAS/Educational Research And Services

Covey, Sean. The 7 Habits of Highly Effective Teens. Franklin Covey Co., Published by Simon & Schuster, 1998. ISBN 0-684-85609-3 (A text for student leaders; a student journal and workbook are also available.)

Foster Sabrinsky, Elisabeth. Energizers and Icebreakers For All Ages and Stages. Published by Educational Media Corporation, 1998. ISBN 0-932796-25-7

Jackson, Tom and Patricia Rizzo Toner. Activities That Teach 60 Hands-On Activities Covering Problem Solving, Values, Working Together, Communication, Self Esteem, Goal Setting, Decision Making. Just For The Health Of It! Health Curriculum Activities Library, The Centre For Applied Research In Education, 1993. ISBN 0-9664633-1-5

Jackson, Tom and Patricia Rizzo Toner. More Activities That Teach Over 80 Hands-On Learning Activities For Today That Make A Difference For Tomorrow. Just for the Health of It! Health Curriculum Activities Library, The Centre For Applied Research In Education, 1995. ISBN 0-9664633-3-1

Kalil Carolyn. Follow Your True Colors To the Work You Love. Willsonville, Oregon: Book Partners, Inc., 1999. ISBN 1-885221-94-0

NASSP. Leadership Lessons Lesson to Lead By 50 Lesson Plans for Teaching Leadership Concepts and Skills. 1998. ISBN 0-88201-328-8

Provost, J.A. and S. Anchors. Myers Briggs Type Indicator. 1987 Manual. Davis-Black Publishing, Palo Alto, CA, 94303. ISBN 0-89106-0278

Toner Rizzo, Patricia. Relationships and Communication Activities. Just for the Health of It! Health Curriculum Activities Library, The Centre For Applied Research In Education, 1993.
ISBN 0-87628-847-6

Toner Rizzo, Patricia. Stress Management and Self-Esteem Activities. Just for the Health of It! Health Curriculum Activities Library, The Centre For Applied Research In Education, 1993.
ISBN 0-87628-874-3

Trafford, Lary. Educating The Soul Writing Curriculum For Catholic Secondary Schools. Program Services Toronto Catholic District School Board In Consultation with Institute for Catholic Education Catholic Curriculum Cooperative Central Ontario Region, 1998. ISBN 0-9699178-5-6

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Canada Prospects
www@.careercc.org./English/prospects00/01

Contact Point - A Canadian website dedicated to professional development needs of career counsellors www.contactpoint.ca

Health & Safety/Workers Rights
www.gov.on.ca/LAB/su/studente.htm

Interpersonal Communication Skills Test
http://queendom.com/communic.html

Keirsey Personality Sorter
http://www.keirsey.comMazemaster
www.mazemaster.on.ca

Overview of interest assessments
http://www.ericae.net/db/edo/ED389961.htm

Office for Social Justice - www.osjspm.org/cst/q_work.htm

St. Mary’s Press - www.smp.org

“Youth Updates” monthly articles from St. Anthony’s Messenger.
www.americancatholic.org

Agencies

Ontario Peer Helper’s Assoc. S. Allcorn, R.R. # 1 Picton, Ont. Ph./Fax: (613) 393-1744

e-mail ophasid@los.net

OSS Considerations

Choices Into Action, Guidance and Career Education Program and Policy For Ontario Elementary and Secondary Schools, 1999

Ontario Secondary Schools Grades 9 to 12 Program and Diploma Requirements, 1999

The Ontario Curriculum, Grades 9 to 12 Program Planning and Assessment, 2000

The Ontario Curriculum, Grades 11 and 12, Guidance and Career Education, 2000

Coded Expectations, Leadership and Peer Support, Grade 11, Open, GPP3O

Personal Knowledge and Management Skills

Overall Expectations

PKV.01 · explain how their aspirations, competencies, talents, temperaments, and characteristics may affect their interactions with others;

PKV.02 · identify criteria for assessing the effectiveness of individuals in leadership and peer support roles and use these criteria to assess their own leadership and peer support capabilities;

PKV.03 · identify and effectively use the personal management skills and characteristics required to succeed in leadership and peer support roles;

PKV.04 · demonstrate an understanding of effective learning strategies for use in tutoring and mentoring roles;

PKV.05 · demonstrate an understanding of barriers to effective learning and of school and community resources available to address these barriers.

Specific Expectations

Learning and Thinking Strategies

PK1.01 - demonstrate an understanding of a range of effective learning strategies (e.g., study, research, note-taking, and recall strategies) that can be applied to helping others learn;

PK1.02 - identify and describe barriers to effective learning (e.g., emotional barriers, motivational barriers, learning disabilities);

PK1.03 - explain how to recognize barriers to learning in others and how to determine their own role in helping others address these barriers;

PK1.04 - describe school and community programs and services available to support students’ needs (e.g., guidance services, social service agencies, mentorship programs) and explain how to access them.

Personal Knowledge

PK2.01 - produce a personal profile that describes how they interact with others and how others see them, using a variety of assessment techniques (e.g., personality inventories, feedback from others) that identify personal characteristics such as interests, skills, emotional intelligence, and temperament;

PK2.02 - identify and describe the leadership style that is best suited to their personality profile;

PK2.03 - explain how a variety of factors (e.g., culture, family background, personal experiences, the media) have influenced their motivation and skills related to support and leadership roles;

PK2.04 - describe a set of criteria to assess the effectiveness of individuals in leadership and peer support roles and use these criteria to assess their own strengths and needs for further development.

Personal Management

PK3.01 - identify the personal management skills and personal characteristics that are needed to be effective in leadership and peer support roles;

PK3.02 - demonstrate the effective use of personal management skills in a variety of leadership and peer support roles;

PK3.03 - identify and describe personal management strategies that contribute to academic success (e.g., strategies for dealing with homework, tests, missed classes, work load, procrastination) and demonstrate how to communicate these strategies in tutoring and mentoring roles;

PK3.04 - demonstrate an understanding of the principles and protocols related to confidentiality and privacy rights and their relevance to leadership and peer support roles.

Interpersonal Knowledge and Skills

Overall Expectations

IKV.01 · demonstrate an understanding of and use theories and strategies related to positive and healthy interpersonal relationships;

IKV.02 · demonstrate an understanding of and use theories and strategies related to effective communication;

IKV.03 · demonstrate an understanding of theories and strategies related to leadership and group dynamics and use these to help individuals and diverse groups achieve their goals;

IKV.04 · demonstrate an understanding of how community diversity and individual rights and responsibilities affect leadership and peer support roles.

Specific Expectations

Interpersonal Relations

IK1.01 - demonstrate an understanding of the characteristics of positive relationships and of the early signs of an abusive relationship;

IK1.02 - demonstrate an understanding of the elements of good mental health;

IK1.03 - describe the elements of effective interpersonal relations (e.g., respect for differences, flexibility, honesty, integrity) and demonstrate their use in selected leadership and peer support roles in the school or community;

IK1.04 - describe a conflict resolution model and demonstrate its use in a variety of situations to reduce conflict and reach mutually agreeable solutions;

IK1.05 - define and explain concepts (e.g., bias, stereotyping, prejudice) and contemporary social problems (e.g., substance abuse, poverty, violence) that denote barriers to individual success, and identify strategies to address these barriers;

IK1.06 - identify the types and sources of pressure on adolescents (e.g., peer pressure, family tensions, media influence), describe the behaviours that may result, and identify appropriate strategies to deal with pressure.

Communication Skills

IK2.01 - explain the benefits and pitfalls of expressing emotions and demonstrate appropriate ways of managing their own emotions and responding to others’ expressions of emotions;

IK2.02 - describe the elements of effective communication (e.g., active listening, non-judgemental statements, paraphrasing) and demonstrate their use in selected leadership and peer support roles in the school or community (e.g., tutoring, mentoring, coaching, mediating, assisting with school or community projects);

IK2.03 - use feedback effectively and appropriately to help others identify their strengths and areas needing improvement;

IK2.04 - demonstrate an understanding of how to respond appropriately to peers’ disclosures of serious personal matters (e.g., health problems, physical and emotional abuse, family issues, harassment, substance abuse).

Group Dynamics

IK3.01 - explain how cultural background may affect communication, interpersonal relations, and leadership styles;

IK3.02 - demonstrate the skills required to help others define and achieve their goals (e.g., action planning, coaching);

IK3.03 - describe theories of group dynamics (e.g., theories describing stages of group development, roles of group members) and produce an analysis of the dynamics of groups in which they participate;

IK3.04 - describe a variety of team-building strategies and explain how they facilitate positive interaction and improve group and individual results;

IK3.05 - explain how selected leadership styles and strategies affect group interaction and results;

IK3.06 - identify skills of effective leadership (e.g., building consensus, identifying and using strengths of group members) and demonstrate their use in classroom groups and in planning school or community events.

Connecting With the Community

IK4.01 - describe the dimensions of diversity within their community (e.g., gender, culture, race, ability, age, religion, socio-economic level) and identify the value of diversity as well as the challenges it poses;

IK4.02 - describe their rights and responsibilities as a part of a community whose members come from diverse backgrounds;

IK4.03 - identify how their rights and responsibilities and those of others influence the ways they perform various leadership and peer support roles;

IK4.04 - explain how power can be used positively or misused in work, family, and peer contexts and identify strategies to deal with situations where power is misused (e.g., gang aggression, child abuse, workplace harassment);

IK4.05 - describe the causes and costs to individuals, families, and communities of discrimination, harassment, violence, and poverty, using appropriate documentation and statistical information;

IK4.06 - describe a personal vision of a just and equitable society and propose means of addressing social and individual problems.

Exploration of Opportunities

Overall Expectations

EOV.01 · demonstrate the effective use of data-gathering techniques and print, electronic, and human resources to identify leadership and peer support opportunities in the school and the community;

EOV.02 · demonstrate the effective use of program design techniques to design peer support/leadership programs to address needs they have identified in the school;

EOV.03 · evaluate their own suitability for selected leadership and peer support opportunities (e.g., fundraising, peer mentoring, tutoring).

Specific Expectations

Accessing and Managing Information

EO1.01 - produce a comprehensive list of the leadership and peer support opportunities available in their school and community, using print, electronic, and human resources;

EO1.02 - demonstrate the ability to use desktop publishing or other appropriate software in accessing and managing information (e.g., to produce marketing materials promoting school events or peer support programs);

EO1.03 - produce and present effective proposals (e.g., for the development of new peer support programs or for soliciting support from community partners).

Trends and Opportunities

EO2.01 - describe selected peer support roles (e.g., tutoring, mentoring) in terms of responsibilities of the role, skills required, time commitments, and benefits and challenges for the volunteer, and evaluate their own suitability for these opportunities;

EO2.02 - demonstrate the ability to design and use a needs assessment questionnaire to identify the types of support needed in their school;

EO2.03 - demonstrate the ability to design programs to meet identified needs (e.g., welcoming students who are new to the school);

EO2.04 - demonstrate the ability to design and use an evaluation tool to assess the programs that they have designed;

EO2.05 - explain how experience in leadership and peer support roles at school and in the community can help them achieve their future occupational and community involvement goals.

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.

Unit 2 | Course Profiles Main Menu

Acknowledgments

Prerequisite: Career Studies, Grade 10, Open

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Descriptions

Unit 1: Personal Knowledge and Management Skills

Unit Overview Chart

Unit 2: Interpersonal Knowledge and Skills

Unit Overview Chart

Unit 3: Learning and Thinking Strategies

Unit Overview Chart

Unit 4: Exploration of Opportunities

Unit Overview Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Assessment Purposes

Course Evaluation/Mark Breakdown

Accommodations

Resources

Printed Matter

Websites

Agencies

OSS Considerations

Personal Knowledge and Management Skills

Overall Expectations

Specific Expectations

Interpersonal Knowledge and Skills

Overall Expectations

Specific Expectations

Exploration of Opportunities

Overall Expectations

Specific Expectations