Course Overview

Managing Personal Resources, Grade 11, Workplace Preparation, HIP3E

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Social Sciences and Humanities, 2000

Course Description

This course prepares students for living independently and working successfully with others. Students learn to manage their personal resources (including talent, money, and time), to develop interpersonal skills, and to understand economic influences on workplace issues, in order to make wise and responsible personal occupational choices. The course emphasizes the achievement of expectations through practical experiences and introduces students to skills used in researching and investigating resource management.

How This Course Supports the Ontario Catholic School Graduate Expectations

The intent of this course is to enable students to develop and utilize the gifts and talents that God has blessed them with. Students focus on their talents and the decisions they must make to meet the challenges of the future. They learn to appreciate themselves and understand how God would like them to use their gifts. All students, regardless of ability, age, or gender, have the opportunity to communicate Christian values and attitudes as they learn to manage their role in adult society. Through activities, readings, and reflections, students demonstrate a respect for the dignity and value of the individual and the community as reflected by Jesus’ life and teachings.

Course Notes

The practical nature of this course profile presents strategies for decision making and self-management in light of Christian values and offers opportunities for students to make choices, implement them, and assess the outcome. With this in mind, units were established in order to present a logical sequence of skill development, with each unit providing practical activities for students to demonstrate their learning.

Teachers should make arrangements for students to have access to computers and the Internet to provide current information related to self-assessment and job search. They must be familiar with school and board policies regarding the use of computer software and the Internet and ensure that every student is made aware of these regulations.

Accessing money and time management computer programs, as an investment or through the Internet, provides a current and realistic approach to such personal life-management practices. Financial institutions servicing local communities also offer a multitude of resources on financial management, entrepreneurship, and lifestyle planning.

School chaplains/Religion Department heads can be valuable resources, presenting a Christian perspective to many components of the course, such as when students are researching possible workplace destinations and/or when considering issues of justice and charity within the money management unit. Local human resources should be used whenever possible or applicable. Public health nurses, local business personalities, financial planners, and parish clergy are just a few of the people in the community who can be called upon to enrich the delivery of the curriculum.

Individual student-teacher discussions, conducted as teachers circulate about the classroom, enable students to understand and integrate the results of self-assessment tools as they apply to their daily lives and plans for their futures.

Students prepare a portfolio of exemplary work as they progress through the course. The portfolio is assessed throughout the term, examined for completeness at the end of the course, and presented to the class and the teacher as a career search strategy. Students should be given guidelines for developing a portfolio at the beginning of the course. Teachers establish timelines, incorporating time-management skills, to assist students in completing the assignment and achieving success.

Throughout the course, students are provided with opportunities to discuss and reflect on issues such as time, money, and resource management as they relate to living a full and productive Christian life. All students will develop and demonstrate a respect for race, gender, and religion in class discussions, role-play situations, written assignments, and community interactions.

The suggested hours for units and cluster/activities are guidelines; individual teachers may wish to adjust the timelines to meet student, school, and community needs.

The activities in the developed unit address issues found in employment within larger firms. Teachers will need to address aspects of work where individuals work for small businesses or are self-employed.

Units: Titles and Times

Unit 1	Course Introduction – Self-discovery	20 hours
* Unit 2	Decision Making – Controlling Your Destiny	31 hours
Unit 3	Communication Skills – Getting Along with Self and Others	27 hours
Unit 4	Money Management – Affording Your Dreams	32 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Course Introduction – Self-discovery

Time: 20 hours

Unit Description

Students are introduced to the principles of self-discovery and their application to career and lifestyle planning. An examination of decision-making models in light of Gospel values will serve as a foundation for future learning. Students learn social science research skills to discover how cultural, personal, environmental, and societal factors may affect how they perceive and use their talents. They reflect on how these attitudes impact on them self-concept and personal choices. Students begin to develop their portfolio in this unit and produce a mind map outlining generic categories of the self as a culminating activity.

Unit 1 Overview Chart

Act.	Expectations	Assessment	Focus
1 2 hours	PRV.O2, SOV.04, ISV.03, PR2.02, SO2.03, IS2.01; CGE 1d, e, g, i; 2a, b, d; 3c, 4a, g; 5a, e	Knowledge/ Understanding Thinking/Inquiry Communication	Recognizing Talent as a Resource
2 6 hours	PRV.01, ISV.02, SOV.01, CFV.02, PR2.03, IS1.02, IS1.04, SO1.01, IS2.04, CF2.03; CGE 1c,d, e, g; 2a, b, c, d, e; 4a, f, g	Knowledge/ Understanding Thinking/Inquiry Application Communication	Personal Talents and Competencies
3 6 hours	PRV.01, PRV.02, CFV.01, ISV.01, SOV.05, SSV.01, PR1.03, PR2.01 CF2.03, IS1.03, SO5.02, SS1.01; CGE 1d; 2a,b,c,d; 3e, 4a,d,g; 5e; 7f	Knowledge/ Understanding Thinking/Inquiry Communication	Influences on Talent
4 6 hours	PRV.01, PRV.02, SSV.01, CFV.01, SOV.01, PR2.01, PR4.03, SS1.01, CF1.01, SO1.04; CGE 1e,g,i; 2a,b,c,d,e; 3b,c,d,e; 5c,h; 7a,b,h,j	Communication Application	Talent to Career (Using Talent to Determine Future Choices)

Unit 2: Decision Making – Controlling Your Destiny

Time: 31 hours

Unit Description

This unit gives students the opportunity to discover the relationship between decision making and well being based on moral, ethical, cultural, and religious beliefs. Students evaluate their own decision-making patterns and compare their results with current theories of effective decision-making. They identify their skills and interests and apply this knowledge to the decision-making process to determine their short and long-term goals. They can then acknowledge other skills they may need to acquire in order to achieve their goals. Students explore a variety of occupations and employment options to develop a personal and career plan. Students apply their knowledge to develop their employment plan by preparing and presenting resumes, references, educational records, letters of application, and sample application forms as a summative unit assignment.

Unit 2 Overview Chart

Act.	Expectations	Assessment	Focus
1 3 hours	PRV.01, ISV.03, PR1.01, PR1.02, IS1.03; CGE 1c; 2a; 4f; 7a	Knowledge/Understanding Thinking/Inquiry Communication Application	By Chance or Choice (How People Make Decisions)
2 4.5 hours	PRV.01, PRV.02, CFV.01, ISV.03, PR1.04, PR3.01, PR3.02, CF1.01, IS1.03; CGE 1c; 2a; 4g; 7f	Knowledge/Understanding Thinking/Inquiry Communication Application	Factors Affecting Decision Making
3 7 hours	CFV.01, CFV.02, CF2.01, CF2.04; CGE 1c,d; 2b, 3c; 4d,f,h; 5h; 7a,b	Knowledge/Understanding Thinking/Inquiry Communication Application	Positive Lifestyle and Employment Behaviours
4 7.5 hours	CFV.01, CFV.02, SOV.04, ISV.02, ISV.03, ISV.04, CF1.01, CF1.03, CF2.02, SO4.01, IS1.03, IS1.04, IS2.02, IS3.01, IS3.02; CGE 2c,e; 5b,h; 7h	Knowledge/Understanding Thinking/Inquiry Communication Application	Exploring Satisfactory Occupations
5 6 hours	CFV.01, ISV.02, ISV.04, CF1.04, IS2.02, IS3.02; CGE 2b,c,d; 3e; 4g; 5h; 7h	Knowledge/Understanding Thinking/Inquiry Communication Application	Lifestyle and Employment Plan
6 3 hours	CFV.01, PRV.01, ISV.01, ISV.04, CF1.02, CF2.05, PR1.04, IS1.02, IS1.04, IS3.01, IS3.02; CGE 1g; 5b,h; 7a,b,h,j	Knowledge/Understanding Thinking/Inquiry Communication Application	The Life-long Learner

Unit 3: Communication Skills – Getting Along with Self and Others

Time: 27 hours

Unit Description

Students examine the role of communication in successful career management and Christian living. Students consider the factors that affect the self concept and how these influence one’s ability to relay the intended message. Emphasis is placed on the development of effective communication skills (listening, speaking, personal presentation). In order to build on one’s talents, observation and practice are integral to student skill development. Students learn models of interaction (group/peer/employer-employee), problem solving, and conflict resolution. They then apply them to both personal and workplace interactions. Students recognize and develop an appreciation for the power structure of the workplace and how it facilitates personal success.

Unit 3 Overview Chart

Act.	Expectations	Assessment	Focus
1 4.5 hours	SOV.02, SOV.03, ISV.03, SO2.03, SO3.01, SO3.02, SO3.03, IS1.03; CGE 1i, 2a,b,c,d; 3b, 4f,g; 7b	Knowledge/Understanding Thinking/Inquiry Communication	Introduction to Communication Skills
2 3 hours	SOV.01, SOV.04, SO1.02, SO4.04; CGE 1i; 2a,c; 4f,g; 5a; 7b,f,h	Thinking/Inquiry Application	Making an Impression
3 6 hours	SOV.02, SOV.04, SO2.01, SO2.02, SO2.03, SO2.04, SO4.01, SO4.02, SO4.03; CGE 1i, 2a,b,c,d;3b; 4f,g; 5a,d,e; 7b,f,h	Knowledge/Understanding Communication	Getting Along With Others
4 4.5 hours	SOV.01, SOV.02, ISV.01, ISV.02, SO1.03, SO2.01, SO2.04, IS3.01; CGE 1i; 2a,c,d; 4f,g; 5a,e,f,g,h;7b,f,h,j	Thinking/Inquiry Communication Application	Workplace Behaviour
5 5 hours	CFV.02, SOV.04, ISV.04, CF2.02, SO2.04, SO4.04, SO4.05, IS3.02; CGE 1j; 2a,b,c,d; 3b,c,d; 4a,d,f,g; 5h;7b,h	Knowledge/Understanding Thinking/Inquiry Communication	Practising Appropriate Behaviours
6 4 hours	SOV.05, ISV.04, SO5.01, SO5.03, SO5.04, IS3.02; CGE 1d,i,j; 2a; 3b,c,f; 4a,d,f,g; 5a,e,f,g; 7b,c,f,j	Knowledge/Understanding Thinking/Inquiry Communication	Conflict Resolution

Unit 4: Money Management – Affording Your Dreams

Time: 32 hours

Unit Description

Students develop their knowledge of and skills in money management according to Catholic beliefs and values. Students research the effects of the economy on individuals. They identify and demonstrate knowledge of various types of financial institutions, services, accounts, and transactions. Students access information (from the Internet, employers, individuals, etc.) related to the costs and benefits of working for pay. Rights and responsibilities as outlined in government regulations are identified and students reflect on them as they may impact on personal budgets and lifestyles. Students develop personal money-management skills and become aware of the influences on their purchasing decisions. As a culminating activity, students plan the purchase of a consumer item as it relates to their budget and lifestyle plan.

Unit 4 Overview Chart

Act.	Expectations	Assessment	Focus
1 4 hours	SSV.01, SSV.02, ISV.01, ISV.03, SS1.01, SS1.02, IS1.04, IS2.03; CGE 1d,g,i; 2a,b,c,d; 4d,f,g	Knowledge/Understanding Thinking/Inquiry	Economic Trends/Effects on Personal Finances
2 6 hours	CFV.03, SSV.03, SS3.01, SS3.02, SS3.03, CF3.01, CF3.02, CF3.03; CGE 1d,g,i; 2a,b; 4f,g; 5h; 7a,b,h,j	Knowledge/Understanding Communication Application	Understanding Your Pay
3 6 hours	PRV.01, PRV.O2, SSV.03, PR1.04, PR4.01, PR4.02, PR4.03, SS3.03; CGE 1d,g,i; 4f,g; 5h; 6c,e; 7a,b,e,h,i	Knowledge/Understanding Application	Budgeting Your Money
4 11 hours	PRV.01, PRV.02, SSV.02, ISV.04, PR1.04, PR4.01, PR4.02, PR4.03, SS1.03, SS2.01, SS2.02, SS2.03, SS3.04, IS3.01, IS3.02; CGE 1d,g,i; 2a,b,c,d; 4f,g; 5h; 6a,c,e	Knowledge/Understanding Thinking/Inquiry Communication Application	Using Financial Institutions
5 5 hours	PRV.01, PRV.02, ISV.02, ISV.04, PR4.04, PR4.05, PR4.06, IS1.01; CGE 1d,g,i; 2a,b,c,e; 4f,g; 5h; 6a,c,d,e; 7a,b,d,e,h,i,j	Thinking/Inquiry Communication Application	The Purchase (Putting Budgeting Theory into Action)

Teaching/Learning Strategies

During this course students will have opportunities to identify their God-given talents and personal decision-making strategies through a variety of mediums. Computer software and the Internet can be used to explore and manipulate personal inventory analysis tests. This will encourage students to develop a level of comfort in accessing the Internet for career search information. The Guidance Department can provide numerous paper-and-pencil self-assessment booklets available for all ability levels within the classroom. Accessing resources and financial expertise from local financial institutions provides current information and methods on budgeting and financial planning. Outside sources, in the form of guest speakers, are additional human resources which offer different perspectives and relevant standards of success to which students can aspire. School chaplains also provide an internal source of knowledge for reflection on moral/ethical issues and decision making. The hours allotted to each unit may be adjusted (but must total 110 hours) to reflect existing school facilities and community focus.

Teaching/learning strategies may include the following:

Brainstorming – group generation of initial ideas expressed without criticism or analysis;

Buddy System – links students for peer/cross-age support;

Case Study – investigation of real and simulated issues;

Checklists – an inventory of possible characteristics/attributes;

Class Discussion – students actively participate by taking turns while discussing current issues;

Collaborative/Cooperative Learning – small-group learning providing high levels of student engagement and interdependence;

Community Involvement - guest speakers, field trips, and associations;

Computer-assisted Learning – learning new material, review/reinforce material previously learned;

Conferencing/Discussion – student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation to succeed in all learners;

Independent Study – exploration and research of a topic interesting to students;

Interviews – learning to develop questions and interviewing techniques;

Journal Writing – the practice of expressing ideas, experiences, questions, reflections, personal understanding, or new learning in written form on a regular basis;

Mind Map – represents physical, demographic, numerical data through a problem design process;

Report/Presentation – oral, visual, written presentation of a researched topic to the class or the community;

Research – various models of investigation;

Self-assessment Inventories – use of both hard copy and computer generated tests and tools;

Socratic Lesson – oral presentation of information by the teacher;

Theological Reflection – students examine issues in relation to spiritual understanding as it reflects on them individually, in their families, and in their communities;

Time-management Organizers – learning to use agendas or organizers to make effective use of time.

Assessment & Evaluation of Student Achievement

The practical nature of this course must be reflected when planning a strategy for student achievement. As students develop skills, they acquire knowledge and develop attitudes, values, and understanding based on Catholic social teaching. These skills are reflected in the expectations set by the curriculum. It is against these expectations that student achievement is measured.

Assessment of skill development involves focus on both process and product. Checklists are commonly used to identify the recommended steps of the process, whether it is investigating careers, resolving conflicts, or preparing a personal financial plan. Significant aspects of the completed assignments are identified and assessed on a rating scale. Checklists and rating scales are provided at the beginning of each unit; students use them for self-assessment as they strive for acceptable standards of competence. The checklists and scales provide both student and teacher with an up-to-date and ongoing means of monitoring the level of achievement attained. Through exemplars and teacher/student discussions, teacher expectations and standards can be presented and clarified. Rubrics are valuable tools to present students with achievement levels and specific expectations for various summative and cumulative assignments.

A variety of techniques and tools should be used in the assessment and evaluation process. The vocabulary used in test questions should reflect that used in the classroom. The option for oral testing and student demonstrations of acquired skills should also be used. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams are effective assessment instruments. The ability to combine skill and knowledge successfully in practical tasks is demonstrated in students’ planning and implementation of work assignments and problem-solving activities. Daily teacher observation of students’ achievement on assignments is a technique for assessing progress in these areas.

Student achievement should be assessed on a continual basis throughout the course, using a variety of assessment methods, with culminating activities providing an opportunity for student evaluation. The following assessment methods may be used to develop an achievement strategy:

Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful;

Formative: during learning, ongoing feedback to the teacher and student about the quality of learning and the effectiveness of instruction;

Summative: usually carried out at the end of a learning process; may include feedback and/or evaluation.

Teachers should develop assessment tools that reflect student learning in each of the four areas of achievement: Knowledge and Understanding, Thinking and Inquiry, Communication, and Application. Seventy percent of the grade is based on evaluations conducted throughout the course. Thirty percent of the grade is based on a final evaluation in the form of an examination, performance, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Tools for assessing student achievement for this course may include the following:

Paper-and-Pencil Tests

· Ongoing quizzes, tests, final evaluation (final exam)

Performance Assessment

· Agenda

· Assigned exercises

· Checklists/Finished-product checklists

· Case study analysis

· Worksheets

· Log/journal entries

· Marking schemes

· Presentations

· Portfolios

· Role playing

· Rubrics/rating scales

Personal Communication

· Conferencing – student-teacher, teacher-group

· Self-/peer assessment

· Journal/agenda

· Ongoing verbal feedback

· Critique

Teacher Observation

· Formal/informal

Reflection

· Self-/peer assessment

· Log/journal

· Theological reflections

The assessment and evaluation strategy is developed to include a variety of instruments designed to provide information about student achievement. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade. Assessment and evaluation instruments may be used in more than one achievement category.

Accommodations

Teachers using this course profile should be acquainted with Individual Education Plans (IEPs), as well as the needs of English as a Second Language (ESL) and English Literacy Development (ELD) students and their unique learning characteristics, in order to make the necessary accommodations for students.

A wide range of teaching/learning strategies can be used to meet the needs of all students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. Accommodations may include but are not limited to:

· Modifying approaches to assessment;

· The option for oral testing;

· Student demonstrations of acquired skills;

· Written tests designed to suit the reading and writing levels of the students;

· Conferencing/discussion; student-to-student and teacher-to-student discussion to encourage confidence and motivation;

· Students working with classroom partners and/or peer tutors;

· Providing a list of terminology (possibly simplified) before an activity begins;

· Small-group learning;

· Flexible timelines;

· Adaptation of handouts: modified to incorporate a larger, easy-to-read font or simplified/advanced in terms of language and content provided;

· Project modification and task modifications (e.g., fewer/more websites, sources,
informational items);

· Enrichment and extension activities.

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.

Course Development Resources

The Bible For Catholics. CD-ROM. Washington: Liguori Publications, 1996. ISBN 0-7648-0065-5

Blueprints: A Resource Tool for Writing Catholic Secondary School Course Profiles. Catholic Curriculum Cooperative, Central Region.

Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 9 to 10, Social Sciences and Humanities, 1999.

The Ontario Curriculum, Grades 11 to 12, Social Sciences and Humanities, 2000.

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

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

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5

General

Teacher-developed resources including handouts, worksheets, and activity sheets

Samples of student work

Software tutorials and manuals

School Library/Resource Centre

Student Services Department - computer programs to assist with career exploration and investigation of college and university programs.

Ontario Tourism Education Corporation, a good source for guest speakers (refer to websites)

Community Service Agencies, Speakers, Business Personalities, and In-School Expertise

On-site secondary school staff: school nurse, guidance personnel, physical education teacher, Chaplain, business teacher, librarian, and communication technology teacher

Community personnel: employment centre placement officers, bank personnel, insurance and personal financial planners, fitness instructors, public health nurse, nutritionist/dietician

Print

Barry, Bill. The Be Real Game. St. John’s, Nfld.: The Real Games Inc., 2000.

Bear, Merryl. “Exercise, Physical Appearance and Self-Esteem in Adolescence.” National Eating Disorder Information Centre Bulletin, Volume 11, No.4. October 1995.

Berezani, Steven. “Looking Good at Any Cost.” Toronto Star, March 24, 1998.

Bleuer, Jeanne, Susanna Palomares, and Garry Walz. Activities For Counselling Underachievers. Torrance, CA: Innerchoice Publishing, Monarch Books of Canada Limited (Distributors), 1993.
ISBN 1-56499-016-8

Brehm, Barbara A., Ed D. “When Stress Triggers Overeating.” Fitness Management Magazine,
Volume 14, No.6, p. 35. May, 1998.

Campbell, Judith, Kelly Hoey, and Anne Clifton. Careers 10. Toronto: Prentice Hall, 2000.
ISBN 0-13-031505-2

Canada Career Consortium. Canada Prospects – Canada’s Guide to Career Planning for People 1999-2000 of all Ages. Ottawa: Canada Career Consortium, 1999. ISBN 1-895813-64-6

Canadian Cancer Society, Health and Stroke Foundation, and Ontario Ministry of Health. Healthy Eating Manual. Ontario: Queen’s Printer, 1997.

Canadian Conference of Catholic Bishops. Be With Me. Ottawa: Publication Service, 1997.

ISBN 0-88997-359-8

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: Publications Service, 1994. ISBN 0-88997-281-8

A Career in Tourism – You Decide How Far To Go. Canada: Canadian Tourism Human Resource Council, 1995. ISBN 1-8962-2991-3

Career Planning Guide. Canadian Tourism Human Resource Council, 1996. ISBN 1-896229-51-4

Childs, James Jr. Ethics in Business: Faith at Work. Minneapolis, MN: Augsburg Fortress, 1995.
ISBN 0-8006-2908-6

Choices and Decisions. Toronto: Visa Canada Association, 2000. (CD-ROM and Print Kit)

Cowan, David, Susanna Palomares, and Dianne Schilling. Conflict Resolution Skills For Teens. Spring Valley, CA.: Innerchoice Publishing, Monarch Books of Canada Limited (Distributors), 1994.
ISBN 1-56499-023-0

Douglass, Merrill E. and Donna N. Douglass. Manage Your Time Your Work Yourself. New York: American Management Association, 1993. ISBN 0-8144-7825-5

Dubin, Andrew J. 10 Minute Guide to Effective Leadership. New York: Macmillan Spectrum/Alpha Books, 1997. ISBN 0-02-861406-2

Ethical and Legal Issues, (Handbook). Ontario Co-operative Education Association, 1994.

Employer Link: Guide To Government Of Canada Programs And Services To Help Employers.

Ferguson, Carol. The Canadian Living Cookbook. Mississauga, ON: A Random House/Madison Press Book, 1994. ISBN 0-394-22017-X

Hire Youth. Canada: Human Resources Development Canada, 1999. ISBN 0-662-64305-4

Fox, Annie. Can You Relate? Real-World Advice For Teens on Guys, Girls, Growing Up, and Getting Along. Minneapolis, MN.: Free Spirits Publishing Inc., Monarch Books of Canada Limited (Distributors), 2000. ISBN 1-57542-066-X

Harper, Mark, Ken O’Connor, and Marilyn Simpson. Quality Assessment: Fitting The Pieces Together. Toronto: Educational Series Committee OSSTF, 1999. ISBN 0-920930-47-6

Heacox, Diane. Up From Underachievement. Minneapolis, MN.: Free Spirit Publishing Inc., Monarch Books of Canada (Distributors), 1991. ISBN 0-915793-35-0

Heide, Ann and Linda Stilborne. The Teacher’s Complete and Easy Guide to The Internet. Toronto: Triforlium Books Inc., 1996. ISBN 1-895579-85-6

Jerusalem Bible. Garden City, NY: Doubleday & Company Inc., 1998. ISBN 0-385-01156-3

Johnson, Spencer. Who Moved My Cheese. Toronto: G.P. Putmans Sons. ISBN 0-399-14446-3

Jones, Laurie Beth. JESUS CEO: Using Ancient Wisdom for Visionary Leadership. New York: Hyperion, 1995. ISBN 0-7868-8126-7

Kawartha Pine Ridge DSB. A Resource For Assessment, Evaluation and Reporting 1999. Toronto: Quality Assessment, Fitting The Pieces Together, OSSTF, 1999.

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen. Toronto: Glencoe/McGraw-Hill, 2000.
ISBN 0-02-642801-6 (Teacher’s Wraparound Edition)

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen. Toronto: Glencoe/McGraw-Hill, 2000.
ISBN 0-02-642804-0 (Student Workbook Teacher’s Annotated Edition)

Kelly-Plate, Joan and Eddye Eubanks. Today’s Teen Career Exploration Activities. Toronto: Glencoe/McGraw-Hill, 2000. ISBN 0-07-820680-4

Kowtaluk, Helen and Alice Kopan. Food for Today. Toronto: McGraw Hill Ryerson, 1990.

Lebedun, Jean. Managing Workplace Conflict. West Des Moines, Iowa: American Media Publishing, 1998. ISBN 1-884926-93-2

Ministry of Education and Training. And Finally I Did Get a Job. Queen’s Printer for Ontario, 1998.

Ministry of Education and Training. The Edge. Queen’s Printer for Ontario, 1998.

Misener, Judi and Susan Kearns. Expanding Your Horizons A Career Guide. Toronto: McGraw-Hill Ryerson Limited, 1993. ISBN 0-07-551392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998.
ISBN 0-0755-2864-9

Misener, Judi and Susan Butler. Horizons 2000+ Career Studies. Toronto: McGraw-Hill Ryerson Limited, 2000. ISBN 0-07-087411-5 (Student Text)

Morrison, Colin. It’s Your Life - Planning Your Career. Toronto: Guidance Centre, 1993.

New For Spring ’98/Guidance Centre Catalogue. Toronto: Guidance Centre, The Ontario Institute For Studies In Education, 1998.

Oppliger, Jurg. Choose Your Career. St. Stephen, NB: J. Weston Walch Publisher, 2000.
ISBN 0-38205-741 ( Student Activity Text)

Palomares, Susanna and Diane Schilling. Life Skills For Teens. Spring Valley, CA: Innerchoice Publishing Company, Monarch Books of Canada Limited (Distributors), 1994. ISBN 1-56499-024-9 (Reproducible Masters)

Plue, Leo, Warren Palmer, and Cheryl Karakokkinos. Careers: Today and Tomorrow. Toronto: Irwin Publishing Ltd., 2000. ISBN 0-7725-2852-7 (Student Text)

Poertner, Shirley and Karen Massetti Miller. The Art of Giving and Receiving Feedback. West Des Moines, Iowa: American Media Publishing, 1996. ISBN 1-884926-53-3

Pre-placement & Integration Curriculum Resource - Community-Based Programs. The Greater Toronto Area Cooperative Education Association (GTACEA)

Putting Fat into Perspective. Canadian Egg Marketing Board, Canadian Egg Marketing Agency, 1995.

Safran, Carl. Safran Student’s Interest Inventory. Toronto: Nelson Canada, 1985. ISBN 0-17-601993-6, ISBN 17-601992-8, ISBN 0-17-601994-44 (Student Manual)

Schilling, Diane, Pat Schwallie-Giddis, and W. James Giddis. Preparing Teens For The World of Work. Torrance, CA: Innerchoice Publishing, Monarch Books of Canada Limited (Distributors), 1995.
ISBN 1-56499-027-3

Schilling, Dianne and Gerry Dunne. Understanding Me. Spring Valley, CA: Innerchoice Publishing, 1992. ISBN 1-56499-005-2

Schurr, Sandra. Authentic Assessment: 1999 Using Product, Performance and Portfolio Measures From A To Z. Columbus, OH: National Middle School Association, 1999. ISBN 1-56090-161-6

Siebert, Myrtle and Evelyn Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Ltd., 1994.

Towers, Marc. Self-Esteem: The Power to Be Your Best. West Des Moines, Iowa: American Media Publishing, 1995. ISBN 1-884926-29-0

Vincent, Lisa, and Lee Wallace. Career Studies 10. Toronto: Nelson Thomson Learning, 2000.
ISBN 0-17-620137-8 (Teacher’s Resource)

Wallace, Lee. Career Studies 10. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X

West, Dorothy F. Nutrition and Fitness Lifestyle Choices for Wellness. Toronto: Irwin Publishing, 2000. ISBN 1-56637-513-4 (Teacher’s Resource Binder)

Youngs, Bettie B. Goal Setting Skills For Young Adults - Success From Goals. Torrance, CA: Jalmar Press, Monarch Books of Canada Limited (Distributors), 1995. ISBN 1-88o396-33-5

Software

Career Cruising. Licensed by the Ministry of Education. Information Systems Management.

CIBC Smartstart CD-ROM. Canadian Imperial Bank of Commerce, 1997.

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 2000.

Church Documents/Pastoral Letters of the United States Catholic Bishops: Volumes I-VI. Daughters of Saint Paul, Pauline Books and Media, 2000.

Food Smart. Canadian Diabetes Association. Sasquatch Software Corporation, 1997.

Planning For Success. Canadian Bankers Association, 1994.

Profile Desktop 2000. Toronto: Nelson Thomson Learning, 2000. ISBN 0-17-608469-X
(National Occupational Classification Database)

Videos

Eating For Life. Learning Seed, 1999. (# 173)

Exploring Careers: What’s Right For You. Sunburst, 2000. (# 2650-UH)

Fish! Catch the Energy! Reach the Potential. Toronto: International Tele-film. (# FIS100)

Handling Criticism. Learning Seed, 1999. (# 189)

How People Are Paid: Understanding Salaries and Benefits. Learning Seed, 1999. (# 170)

Getting Along With the Boss. Toronto: McIntyre Media Limited, 1997.

Made with the Trades. Toronto: Youth View Communications Inc.

Nutrition and Exercise: Teen Wellness. Sunburst, 2000. (# 2439-UH)

Resolving Conflicts. Sunburst, 2000. (# 2488-UH)

The Ideal Resume. Toronto: McIntyre Media Limited, 1997.

Winning The Grocery Game. Learning Seed, 1999. (#2 36)

What’s Your Attitude? Getting In the Mood to Work. Toronto: McIntyre Media Limited, 1996.

Workstyle Alternatives- Youth in the New Economy. Toronto: McIntyre Media Limited, 1999.

Websites

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

The Canadian Careers Page – http://www.canadiancareers.com

Career Explorer – www.on.cx.bridges.com

Career Gateway – www.edu.gov.on.ca/eng/career/

Career Planning HRDC – www.nextsteps.org

Catholic Social Teaching – www.coc.org/coc/cst.html

Curriculum Services Canada (Ontario Curriculum Centre - OCC) – http://www.curriculum.org

The Edge – www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml

Educational Computing Organization of Ontario (ECOO) – http://www.ecoo.org/

Education Network of Ontario (ENO) – http://www.enoreo.on.ca/

FAD, 2000 – http://www.netcore.ca/~gibson/gaweb1.htm.

Fitness Link – http//www.fitnesslink.com.

Get Wired, You’re Hired: The Canadian Guide to Job Hunting – http://www.wiredhired.com

Health and Safety/Workers Rights – www.gov.on.ca/LAB/stu/student.htm

Human Resources Development Canada (HRDC) – www.hrdc-drhc.gc.ca/: National site and home page, Work/Jobs, Career Match Up, Career Directions, Job Futures, The Edge Youth Magazine

Job Find 2000 - Youth employment information – www.jobfind2000.com

Mazemaster – www.mazemaster.on.ca

Media Awareness Network – http://www.media-awareness.ca/

National Film Board of Canada – http://www.nfb.ca

Ontario Ministry of Education – http://www.edu.gov.on.ca/

Physical – http://www.phys.com.

Ten Building Blocks of Catholic Social Teaching – http://www.americapress.org/articles/Byron.htm

TV Ontario (Educational Programming & Services) – http:/www2.tvo.org/eduprog/

TV Ontario (Edulinks) – http:/www2.tvo.org/edulinks/

TV Ontario (Pdonline) – http://www.tvo.org/pdonline/

TV Ontario (OESS) – http://www.tvo.org/oess/

The Vatican Website – http://www.vatican.

Volunteer Canada – http://www.volunteer.ca.

WorkSearch - Human Resources Development Canada – http://www.worksearch.gc.ca

Wellness International – http://www.wellnessnet.com/testfat/htm.

Women in Trades and Technology Network – http://www.wittnn.com/

Young Canada Works – Youth employment information - www.pch.gc.ca

Youth Resource Network of Canada - employment – www.youth.gc.ca/jobopps/summer_e.shtml

YTV (InClass) – http://inclass.ytv.com/

OSS Consideration

Managing Personal Resources, Workplace Preparation, is designated as a Social Sciences and Humanities course. The philosophy that underlies the teaching of social sciences is that students explore individual and collective human behaviour and needs and patterns and trends in society. Workplace preparation courses are designed to equip students with the knowledge and skills they require. These include: meeting the expectations of employers, determining if they plan to enter the workplace directly after graduation; or determining the requirements for admission to certain apprenticeship or other training programs. Students can use this course as an additional compulsory senior Social Sciences credit or as an optional credit.

To ensure that all students in the province have equal opportunity to achieve their full potential, the education system must be free from discrimination and must provide all students with a safe and secure environment so that they can participate fully and responsibly in the educational experience. Anti-discrimination education, equity/social justice issues, conflict resolution/violence prevention, community partnerships, and faith development are addressed in the course. These support the Ontario secondary school board policies as well as the Ontario Catholic School Graduate Expectations. Career exploration is a component of all units and is aligned with Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Managing Personal Resources, Grade 11,
Workplace Preparation, HIP3E

Self and Others

Overall Expectations

SOV.01 · demonstrate an understanding of self-concept and its role in effective communication;

SOV.02 · describe the role of “interpersonal intelligence” (i.e., the capacity for listening to and empathizing with others) in successful relationships;

SOV.03 · demonstrate an understanding of the elements of communication;

SOV.04 · describe techniques that lead to effective interaction with others;

SOV.05 · demonstrate an understanding of the basic nature of conflict and identify ways in which conflict is resolved.

Specific Expectations

Self-Concept and Communication

SO1.01 – explain self-concept and identify the factors that influence it;

SO1.02 – demonstrate an understanding of the importance of self-concept and its role in effective communication (e.g., how one relates to others, one’s acceptance by peers, one’s ability to communicate a point of view);

SO1.03 – describe the impact of a positive self-image in the workplace;

SO1.04 – describe the ways in which an individual might build on personal strengths and address areas for improvement in order to form good relationships and achieve effective communication in the workplace.

Interpersonal Intelligence and Relationships

SO2.01 – identify different power positions in the workplace (e.g., superior, peer, subordinate) and behaviour patterns associated with them (e.g., employer-to-employee, employee-to-employee, employee-to-employer);

SO2.02 – demonstrate an understanding of the importance of developing rapport within personal relationships (e.g., team members, work associates);

SO2.03 – describe the role of empathy in making connections with others;

SO2.04 – compile data on models of problem-solving used by people in various roles in the workplace.

Elements of Communication

SO3.01 – identify the components of spoken communication (e.g., language level, tone of voice, volume, cadence) and non-verbal communication (e.g., body language, appropriate contact, personal space, image projection), taking into account cross-cultural differences;

SO3.02 – demonstrate an understanding of active listening skills, through observation and practice;

SO3.03 – identify and differentiate instances of the three basic styles of communication: passive, aggressive, assertive.

Effective Interaction With Others

SO4.01 – describe the dynamics of group interaction;

SO4.02 – identify the variety of interactions in which they are involved (e.g., peer, parent–child, intergenerational, team or group, employer-employee);

SO4.03 – demonstrate an understanding of models of interaction (e.g., balanced, controlled, blocked, defended, risk-oriented, compromising);

SO4.04 – describe appropriate levels of assertiveness within interpersonal relationships;

SO4.05 – identify the role of initiative, persistence, and motivation on the job, and identify when these qualities are appropriate and helpful.

Managing Conflict

SO5.01 – demonstrate an understanding of the nature of conflict within interpersonal relationships;

SO5.02 – analyse the effects of living and working in a threatening environment;

SO5.03 – analyse appropriate models of conflict resolution as they apply to specific workplace challenges (e.g., conflict among team members, disagreement between employee and manager);

SO5.04 – explain strategies for coping with issues of personal and public safety (e.g., be aware of safety organizations that provide protection, understand the use of safety equipment and safety features on the job, be aware of worker-protection protocols such as drills for response to fire and other emergencies).

Personal Responsibilities

Overall Expectations

PRV.01 · demonstrate an understanding of the process of decision making in life situations;

PRV.02 · identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money.

Specific Expectations

Making Personal Decisions

PR1.01 – demonstrate an understanding of the relationship between effective decision making and well-being;

PR1.02 – investigate some common approaches to decision making that hinder the ability to make good choices (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin);

PR1.03 – describe how cultural differences, personal beliefs, and personal preferences can influence attitudes about the ways in which personal resources are used;

PR1.04 – demonstrate an understanding of the process of personal decision making (e.g., identifying the goal, identifying the various ways it can be achieved, evaluating the options, selecting the option that is appropriate for the specific circumstances).

Managing Talent

PR2.01 – investigate how factors such as economic and social conditions, prevailing social attitudes, and support networks affect an individual’s use of talent as a resource;

PR2.02 – demonstrate an understanding of how a variety of famous people (e.g., in sports, science, entertainment, the arts) use their talent as a resource;

PR2.03 – identify their own personal talents and competencies, and describe how these might affect their choice of a career path.

Managing Time

PR3.01 – describe how factors such as personal goals, priorities, and needs and wants affect the use of time as a resource (e.g., setting priorities in scheduling activities, making an effort to be punctual);

PR3.02 – demonstrate an understanding of the ways in which time can be used most efficiently in attaining a specific goal (e.g., in planning, preparing, and serving a meal within established time guidelines).

Managing Money

PR4.01 – describe how factors such as personal goals, priorities, and needs and wants affect the use of money as a resource;

PR4.02 – demonstrate an understanding of money-management techniques (e.g., budgeting, banking, credit-card use) in specific situations (e.g., planning to own and operate a vehicle; finding appropriate housing independent of family; budgeting for food, clothing, and other living expenses when living on one’s own);

PR4.03 – demonstrate an understanding of the ways in which money can be used most efficiently in attaining a specific goal (e.g., in planning and preparing a meal within specified budgetary constraints);

PR4.04 – identify influences on buying decisions (e.g., advertising, status, convenience) and describe guidelines for becoming a wise and responsible consumer (e.g., comparison shopping, reading labels, checking warranties);

PR4.05 – plan the purchase of specific items for personal use (e.g., clothing, appliances, entertainment equipment), using wise consumer techniques;

PR4.06 – identify and evaluate retail shopping opportunities available within and/or from their communities (e.g., catalogue shopping, retail stores, outlet malls, television home shopping channels, Internet shopping, buying clubs, bulk warehouse purchasing), using a variety of print and electronic sources and telecommunications tools.

Preparing for the Challenges of the Future

Overall Expectations

CFV.01 · identify the elements of successful employment and lifestyle planning;

CFV.02 · explain why personal well-being is an important factor in getting and keeping a job;

CFV.03 · demonstrate an understanding of the rights and responsibilities of employers and employees.

Specific Expectations

Planning for Employment and Lifestyle

CF1.01 – describe the primary personal considerations that affect the choice of an occupation (e.g., skills in dealing with people, information, and tools used in the workplace; interests; personal attributes);

CF1.02 – identify their short- and long-term goals, and the skills and experience they need to achieve them;

CF1.03 – identify occupations available in fields related to their own talents, interests, and personal attributes;

CF1.04 – establish a personal lifestyle and employment plan (e.g., through tracking experience; identifying skills, interests, and educational achievements; preparing a résumé and letter of application; collecting references; filling out job application forms).

Well-Being and Employment

CF2.01 – demonstrate an understanding of the importance of personal hygiene and health;

CF2.02 – demonstrate an understanding of the importance in the workplace of having a positive attitude towards others and developing a strong system of ethics and honesty;

CF2.03 – describe how cultural diversity and individual differences can be advantageous (e.g., by providing access to a variety of perspectives, experiences, and communities);

CF2.04 – identify healthy ways of dealing with stress and anger at work (e.g., by using conflict-resolution techniques, taking breaks, participating in teamwork);

CF2.05 – describe how lifelong learning can lead to future personal successes.

Rights and Responsibilities in the Workplace

CF3.01 – identify the rights and responsibilities of employees and employers (e.g., the right of an employer to expect a full day’s work from an employee; the responsibility of an employer to provide safe working conditions);

CF3.02 – identify factors that contribute to, and government regulations that control, occupational health and safety;

CF3.03 – identify legislation that governs labour relations and unions in the workplace.

Social Structures

Overall Expectations

SSV.01 · describe how economic influences affect the individual;

SSV.02 · identify ways in which financial institutions assist in the management of personal economics;

SSV.03 · identify the benefits and costs of working for pay.

Economic Influences

SS1.01 – identify ways in which economic trends (e.g., interest rates, the consumer price index, inflation, employment rates, fluctuations in the value of the dollar) affect the individual;

SS1.02 – investigate the impact on personal finances of lay-offs, long strikes, downsizing, plant closures, and promotions;

SS1.03 – identify, by conducting a survey, the attitudes of individuals towards various financial arrangements (e.g., credit-card use, borrowing money, accumulating savings, planning for investment, owning property).

Financial Institutions

SS2.01 – identify the types of financial institutions available in the community (e.g., banks, credit unions, finance companies, trust companies) and the services available at those institutions (e.g., debit cards, banking machines, financial advisers);

SS2.02 – demonstrate an understanding of how to complete banking transactions (e.g., by completing forms to open accounts and to deposit and withdraw funds; writing cheques; using a cheque register; applying for credit cards and loans);

SS2.03 – describe different types of personal bank accounts and the advantages of each.

Working for Pay: Benefits and Costs

SS3.01 – identify the economic and personal costs associated with working for pay (e.g., cost of clothing, safety equipment, tools, transportation, food, child care; loss of time for personal needs);

SS3.02 – describe the benefits that employers commonly offer (e.g., health insurance, life insurance, pensions, paid vacation, skills-upgrading programs);

SS3.03 – identify the typical deductions on a pay-cheque stub (e.g., union dues, income tax, employment insurance, Canada Pension Plan);

SS3.04 – identify the advantages of setting aside a portion of income as savings (e.g., as a contingency for emergencies, future purchases, housing).

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of issues related to personal resource management;

ISV.02 · use a variety of print and electronic sources and telecommunications tools to research information effectively;

ISV.03 · correctly use terminology associated with personal resource management;

ISV.04 · communicate the results of their inquiries effectively.

Specific Expectations

Using Research Methodology

IS1.01 – identify the steps involved in a social science research investigation (e.g., framing a research question, developing a thesis, preparing a literature review, conducting primary research, critically analysing all research and evaluating the results);

IS1.02 – demonstrate an understanding of data-collection skills and methods, including the use of surveys, questionnaires, and interviews;

IS1.03 – correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting);

IS1.04 – compile information from a variety of research sources (e.g., interviews, personal observations, original documents, print materials, Internet articles, CD-ROMs, statistics, videos).

Organizing and Analysing Information

IS2.01 – read and report on articles and advertising related to personal resource management found in newspapers, magazines, and “how to” books;

IS2.02 – demonstrate an ability to organize and interpret information gathered through research;

IS2.03 – differentiate between research evidence and opinion;

IS2.04 – recognize bias in print and electronic sources.

Communicating Results

IS3.01 – record information and key ideas collected in their research, documenting the sources accurately and using correct forms of citation;

IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, group presentations).

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

Secondary Policy Document: The Ontario Curriculum, Grades 11 and 12,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Overviews

Unit 1: Course Introduction – Self-discovery

Unit 2: Decision Making – Controlling Your Destiny

Unit 3: Communication Skills – Getting Along with Self and Others

Unit 4: Money Management – Affording Your Dreams

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Course Development Resources

General

Print

Software

Videos

Websites

OSS Consideration

Self and Others

Overall Expectations

Specific Expectations

Personal Responsibilities

Overall Expectations

Specific Expectations

Preparing for the Challenges of the Future

Overall Expectations

Specific Expectations

Social Structures

Overall Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations