Course Overview

Healthy Active Living Education, Grade 11, Open, PPL3O

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

Health and Physical Education

Course Description

The focus of this course is on physical activity. Through active participation in a well-balanced enjoyable program (i.e., individual, dual, team, fitness, interactive games), students will explore and continue to improve their movement skills, personal fitness, and personal competence. Students will gain the knowledge, skills, and attitudes needed to maintain a healthy lifestyle through the investigation of personal safety/injury prevention, healthy sexuality, and mental health. Students will develop a commitment to lifelong participation in enjoyable physical activity.

How This Course Supports the Catholic Graduate Expectations

This course provides an opportunity for teachers and students to integrate the body, mind, and spirit in light of Catholic faith development. It provides a forum where students can develop values and moral decision-making skills in situations they will encounter as they grow as young adult Christian believers. Improving the student’s quality of life will be addressed through the health curriculum and physical activities. This will ensure growth in body, mind, and spirit. Pressure on students from outside sources in a changing world will require a strong foundation in critically understanding these forces and acting with an informed conscience in light of gospel values regarding human solidarity, compassion, and support. This course will help students to commit to a lifelong physical and spiritual wellness program.

Course Notes

This course is designed to meet the expectations through health and physical activity. The structure of the course is such that it can be taught in a variety of formats. Factors such as facilities, equipment, schedules, and environmental conditions will determine program structure. Some options would include one or two-week long units, (including fitness, individual/dual, health), health and fitness days distributed weekly throughout the course of study, three days per week of health with two days of fitness activities, etc. In the unit overview charts, specific focuses have been given for activities in appropriate units (i.e., mental health, sexuality, and personal safety and injury prevention). However, within the units of individual and team activities, specific sports are not suggested. The focuses of the units are generalized and can be applied to a number of individual and team activities, which the teacher deems appropriate.

Units: Titles and Times

Unit 1	Interactive/Fitness	33 hours
Unit 2	Personal Safety/Injury Prevention	10 hours
Unit 3	Individual and Team Activities	42 hours
Unit 4	Healthy Growth and Sexuality	10 hours
* Unit 5	Mental Health and Stress	15 hours

* This unit is fully developed in this Course Profile.

Unit Descriptions

Unit 1: Interactive/Fitness

Time: 33 hours

Unit Description

Students develop an understanding of the physical fitness capabilities of their bodies. Through active participation in a wide variety of interactive games and fitness activities, students assess their health-related physical fitness in relation to their personal goals. Students create personal health-related fitness programs, using the skills of decision-making, goal setting, and establishing priorities. Students show responsibility for the safety of themselves and others and model appropriate positive social behaviour (demonstrating Christian leadership, encouraging others, striving for personal best, respect and good sportsmanship). Appropriate Canadian leaders will be identified. A culminating activity for this unit could consist of creating a fitness plan for a friend or member of your family.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	ALV.01, ALV.03, AL1.01, AL1.05	Application	Games of Low Organization
2	ALV.01, ALV.02, ALV.03, AL1.02, AL1.03, AL1.04, AL2.01, AL2.03, AL2.04, LSV.01, LS1.01, LS1.02, LS1.03, LSI.04 CGE2a, CGE2b, CGE4f, CGE4h, CGE7b	Thinking/Inquiry Communication Application	Fitness: · Goal Setting · Personal Fitness Plan Development for Specified Population (e.g., siblings, grandparents, physically challenged, etc.) and Implementation · Personal Fitness Plan Evaluation
3	ALV.01, AL1.06, AL1.07 CGE2e, CGE4a, CGE4c, CGE5f	Knowledge/ Understanding Communication Application	Leadership

Unit 2: Personal Safety/Injury Prevention

Time: 10 hours

Unit Description

Throughout this unit students examine issues surrounding their own personal safety. Students focus on relationship violence, demonstrating knowledge of the causes and indicators of violence and the various types (i.e., physical, verbal, sexual, and emotional). Students also acquire knowledge of the skills needed to sustain healthy relationships (i.e., respect for others and for the dignity of the individual). Students analyse leading causes of injury and assess solutions and strategies for preventing and eliminating violence and injuries causing death. Students are responsible for safe participation in all activities and will analyse behaviours that minimize risk of violence and injuries to themselves and others. Community resources will be examined that provide assistance in emergency situations involving physical activities. Students will create a public service announcement concerning personal safety or injury prevention for the culminating activity.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	ALV.03, AL3.01, AL3.02, AL3.03 CGE4a, CGE7a	Communication Application	Personal Safety
2	HLV.02, HL2.01, HL2.02, HL2.03 CGE2b	Application	Causes of Relationship Violence
3	HLV.02, HL2.04 CGE1i, CGE3c, CGE3d	Thinking/Inquiry	Solutions to Relationship Violence
4	HLV.02, HL2.05, HL2.06, HL2.07, LS1.05 CGE3d	Thinking/Inquiry Application	Injury Identification and Risk Management

Unit 3: Individual and Team Activities

Time: 42 hours

Unit Description

Through regular participation in a wide variety of individual and team activities, students will demonstrate movement skills (i.e., overhand serve in volleyball) and will apply appropriate movement principles to refine and improve these movement skills. Students will describe and demonstrate the specific rules and guidelines necessary for active participation and development of personal competence in recreation and sport activities. Students will use ethical strategies to enhance their performance. Students will also demonstrate responsibility for their personal safety and the safety of others, will respect the dignity of other participants, and will exhibit positive and responsible personal and social behaviour. The culminating activity will have students complete a video analysis of their own individual or team play.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	PAV.01, PA1.01, PA1.02	Application	Movement Skills (e.g., overhead serve in volleyball)
2	PAV.02, PA2.01, PA2.02, PA2.03 CGE2b	Knowledge/ Understanding Thinking/Inquiry Application	Specific Rules and Guidelines for Sports
3	ALV.01, AL1.01, AL1.02, AL1.04, AL1.06	Communication Application	Apply Movement Skills to Participation in Sport
4	ALV.03, AL1.05, AL3.01, AL3.02 CGE4a, CGE5c	Application	Safety Issues in Sport
5	LSV.03, LS3.01, LS3.02, LS3.03 CGE4b, CGE5a, CGE5e, CGE5f	Application	Team Dynamics
6	PAV.02, PA2.04 CGE4c, CGE5c	Communication	Career Opportunities in Sports

Unit 4: Healthy Growth and Sexuality

Time: 10 hours

Unit Description

Throughout this unit, students will examine sexual and reproductive health understanding that sexuality is a gift from God to be used appropriately. Students will further their understanding of sexual and reproductive health matters through examination of the related environmental, hormonal, and nutritional factors. They will further understand reproductive health through exploration of the causes and issues related to infertility in men and women. Students will describe and assess outside sources and services related to reproductive health. This unit will also encourage students to investigate the importance of honesty and respect in responsible, healthy relationships. In the culminating activity students create and present a poster on community resources in relation to healthy growth and sexuality.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	HLV.01, HL1.01 CGE6b, CGE6c, CGE7d	Communication	Reproductive Health
2	HLV.01, HL1.02 CGE6c	Application	Infertility
3	HLV.01, HL1.03 LSV.01, LS1.04, LS1.05 CGE2a, CGE3a, CGE3d, CGE4a	Application	Responsible Relationships
4	HLV.01, HL1.04, HL1.05 CGE2b, CGE2c, CGE7b	Thinking/Inquiry Communication	Sexual Health Information and Services Evaluation

Unit 5: Mental Health and Stress

Time: 15 hours

Unit Description

Students will continue to develop an approach to healthy active living through an understanding of mental health and its influence on their overall well-being. Examination of mental health issues will further develop an understanding of the prevalence of these issues in today’s society. Suicidal behaviours and strategies for suicide prevention will be identified. Students will develop an understanding of the impact of stress on an individual’s health through exploration of physiological responses and the positive and negative effects of stress. Emphasis is placed on the ability to enhance personal mental health through the use of appropriate strategies and stress management techniques. The culminating activity for the unit will be a health fair project which could also be used as a culminating activity for the entire course.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	HLV.03, HL3.01 CGE2e, CGE7d	Knowledge/Understanding Thinking/Inquiry Communication	Personal Mental Health
2	HLV.03, HL3.03, HL3.04 CGE2b, CGE4a	Knowledge/Understanding Thinking/Inquiry Communication	Mental Health Issues
3	HLV.03, HL3.05 CGE2b, CGE3c, CGE4a, CGE7d	Knowledge/Understanding Thinking/Inquiry Communication Application	Suicidal Behaviours and Prevention
4	LSV.02, LS2.01, LS2.02 CGE2b, CGE2c, CGE4b, CGE4d, CGE5e	Knowledge/Understanding Thinking/Inquiry Communication Application	Effects of Stress
5	LSV.02, LS2.03, LS2.04 CGE4d, CGE4h	Knowledge/Understanding Communication Application	Stress Management Techniques
6	HLV.03, HL3.02, HL3.04 CGE2b, CGE2c, CGE2e, CGE5e	Knowledge/Understanding Thinking/Inquiry Communication Application	Health Fair Project

Teaching/Learning Strategies

· Jigsaw/Expert Groups	· Practice	· Role Playing
· Think/Pair/Share	· Goal Setting	· Lecture/Presentation
· Conferencing	· Skill Rubrics	· Brainstorming
· Peer Teaching	· Discovery	· Observation
· Demonstration	· Media Investigations	· Direct Instruction
· Community Resource Investigation	· Team-Building Activities	· Questioning
· Reciprocal Teaching	· KWL (Know, Want to Know, Learned)

Assessment & Evaluation of Student Achievement

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.

The assessment plan includes:

Conferencing

· student-teacher conferencing

· student-parent-teacher conferencing

· peer conferencing

Paper-and-Pencil Tests

· unit tests and quizzes

Performance Assessment

· skill rubrics and checklists

· peer and group teaching

· formal writing assignments (essays, newspaper articles, research projects)

· projects (poster presentations, fitness assessments, brochures, portfolios, etc.)

· oral presentations

· skill analysis (video/audio/taping)

· developmental profiles

Observation/Reflection

· formal and informal teacher observation

· formal/informal self reflection

· formal/informal peer observation

· journals

Accommodations

Teachers should be aware that only a few of the most appropriate strategies would need to be employed.

Behavioural/Emotional Disorders

· Use visual aids, demonstrations, simulations, manipulations to ensure that students understand concepts presented.

· Provide opportunities to ‘pair-share’ or activity breaks to assist student’s ability to focus on instruction.

· Make use of computer technology where possible.

· Directly teach the skills necessary to manage instructional materials.

· Provide a structured overview of the lesson prior to beginning instruction.

· Break down large tasks into small tasks (large tasks can quickly overwhelm the student; and provide reinforcement as each part is completed).

· Provide instructions visually and verbally.

· Provide models of completed tasks so the students can visualize a completed project.

· Monitor progress often (frequent feedback helps keep the students on track and lets them know what is expected of them while building self-esteem).

· Assist student to set short-term goals and ensure frequent opportunities for monitoring progress towards those goals.

Learning Disability

· Recognize and praise effort and improvement as well as task completion.

· Provide varied opportunities for peer and/or group interactions.

· Present information to as many modalities as possible, including oral presentation, board notes, overheads, diagrams, class discussion, activity-based learning.

· Provide overviews of lessons at the beginning of class where possible.

· Provide instructional materials geared to student’s instructional level.

· Provide extra time to complete assignments that might otherwise be completed in class and/or reduce the quantity of the assignment.

· Allow opportunities for alternatives to writing (graphic representations, drama, media presentations, timelines, collages).

Enrichment

· Teach the student how to take the initiative to ask for the accommodations he or she requires.

· Encourage leadership ability in small group situations.

· Allow students to organize games or change rules to form new game.

Developmental Disability

· Use cooperative learning, peer tutoring, and buddy situations to assist with task completion and social skill development.

· Build in opportunities for the student to achieve success.

· Recognize and praise effort and improvement as well as task completion; provide verbal and nonverbal reinforcement.

· Utilize a task analysis approach to planning and instruction.

· Use drill and repetition when concepts are being taught.

(Reference: Special Education Companion: Introduction – Ministry Curriculum Planner)

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.

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.

Allsen, Harrison, and Vance. Fitness for Life an Individualized Approach, 6th ed. New York: McGraw Hill Companies, 1997.

Authentic Assessment for Outcomes Based Learning. Kitchener: Waterloo Catholic District School Board, 1996.

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

How to Grade for Learning. Illinois: Skylight Training and Publishing, 1999.

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

Merki, M. Teen Health Course 2. Woodland Hills: Glencoe/McGraw-Hill, 1996. ISBN 0-02-652566-6

O’Connor, K. The Mindful School: How to Grade for Learning. Arlington Heights, Illinois: Skylight Professional Development, 1999. ISBN 1-57517-123-6

Randall, L. The Student Teacher’s Handbook for Physical Education. Champaign Illinois: Human Kinetics Publishers, 1992. ISBN 0-87322-365-9

Teaching and Learning: Strategies for Effective Practice. Kitchener: Waterloo, Catholic District School Board, 1999.

Ontario Physical and Health Education Association – www.OPHEA.net
This site is excellent for physical and health education ideas for all ages.

OSS Policy Considerations

When planning units of study, it is important to reference Program Planning and Assessment with respect to: Guidance Education, Career Education, Cooperative Education, Health and Safety, ESL, Technology in the Curriculum, and Exceptional Students. For example, since educating exceptional students requires appropriate modifications to teaching, this document will help you direct your curriculum delivery.

Coded Expectations, Healthy Active Living Education, Grade 11, Open, PPL3O

Physical Activity

Overall Expectations

PAV.01 · demonstrate personal competence in applying movement skills and principles;

PAV.02 · apply their knowledge of guidelines and strategies that can enhance their participation in recreational and sports activities.

Specific Expectations

Movement Skills

PA1.01 – demonstrate the development of movement skills in a variety of physical activities (e.g., performing such skills as an overhead serve in volleyball, a parallel turn in downhill skiing, or a j-stroke in canoeing);

PA1.02 – apply movement principles to refine their movement skills (e.g., using all of the joints that can be effectively used to produce maximum force, as in an overhead clear in badminton or a slapshot in hockey).

Sports and Recreation

PA2.01 – apply the specific rules and guidelines for participation in recreational and sports activities, including team, group, dual, and individual activities (e.g., yellow card infractions in soccer, appropriate breathing patterns in weight training, strategies for effective performance in tennis);

PA2.02 – explain factors (e.g., motivation, equipment, preparation such as warm-ups, safety issues) that affect performance and participation in recreational and sports activities;

PA2.03 – use ethical strategies and tactics to enhance their performance in specific situations and conditions (e.g., using a high underhand serve in beach volleyball to take advantage of wind and sun conditions);

PA2.04 – describe career opportunities in the fields of sports, recreation, health, and physical education after doing research using such resources as the Internet and software programs.

Active Living

Overall Expectations

ALV.01 · participate regularly in a balanced instructional program that includes a wide variety of enjoyable physical activities that encourage lifelong participation;

ALV.02 · demonstrate improved physical fitness;

ALV.03 · demonstrate responsibility for their personal safety and the safety of others.

Specific Expectations

Active Participation

AL1.01 – participate regularly in physical activity, using community and school facilities and choosing from a wide variety of activities, including individual, small- and large-group, outdoor, and aquatics activities;

AL1.02 – demonstrate personal improvement in their performance of a variety of physical activities;

AL1.03 – explain the benefits of lifelong participation in different physical activities (e.g., social interaction, enjoyment, relaxation, self-esteem);

AL1.04 – describe strategies that will affect their choice of activities and encourage lifelong participation and enjoyment (e.g., choosing an activity that appeals to them and that promotes personal skills and abilities);

AL1.05 – demonstrate positive, responsible personal and social behaviour in physical activity settings (e.g., encouraging and helping others, striving for personal bests, showing respect for others, demonstrating good sportsmanship);

AL1.06 – demonstrate leadership (e.g., planning and leading in-class activities);

AL1.07 – identify Canadian leaders in physical activities and describe their leadership qualities.

Physical Fitness

AL2.01 – maintain or improve personal fitness levels by participating in vigorous physical activities for sustained periods of time (e.g., a minimum of two ten-minute time periods or one twenty-minute time period four times per week);

AL2.02 – explain the physiological benefits of physical activity (e.g., improved strength, endurance, energy);

AL2.03 – assess personal health-related physical fitness in relation to their personal health goals (e.g., monitor their heart rate and breathing with regard to their target zones during a vigorous cross-country skiing session);

AL2.04 – create daily personal health-related physical fitness programs (e.g., apply dietary principles in building healthy body mass) and adopt strategies that promote lifelong participation.

Safety

AL3.01 – apply appropriate guidelines and procedures for safe participation in physical activity (e.g., using appropriate equipment and facilities, wearing appropriate attire, meeting expectations regarding supervision, understanding the importance of proper posture in minimizing injury);

AL3.02 – demonstrate behaviour that minimizes risk to themselves and others (e.g., doing warm-ups, checking slope conditions before downhill skiing);

AL3.03 – describe the resources and community agencies that provide assistance in emergency situations associated with physical activity.

Healthy Living

Overall Expectations

HLV.01 · demonstrate an understanding of sexual and reproductive health;

HLV.02 · demonstrate, in a variety of settings, the knowledge and skills that reduce risk to personal safety;

HLV.03 · describe the influence of mental health on overall well-being.

Specific Expectations

Healthy Growth and Sexuality

HL1.01 – describe factors (e.g., environmental, hormonal, nutritional) affecting reproductive health in males and females;

HL1.02 – demonstrate an understanding of causes and issues related to infertility;

HL1.03 – demonstrate the skills needed to sustain honest, respectful, and responsible relationships;

HL1.04 – describe sources of information on and services related to sexual and reproductive health;

HL1.05 – assess reproductive and sexual health care information and services.

Personal Safety and Injury Prevention

HL2.01 – describe different types of violence (e.g., relationship violence – physical, verbal, sexual, emotional);

HL2.02 – demonstrate an understanding of the causes of relationship violence;

HL2.03 – identify and analyse the indicators of violence in interpersonal relationships, as well as appropriate intervention strategies;

HL2.04 – assess solutions and strategies for preventing and eliminating relationship violence;

HL2.05 – analyse the leading causes of injury and injury-associated deaths among adolescents (e.g., unwise risk taking, alcohol and drug abuse, life stresses);

HL2.06 – demonstrate an ability to minimize the risks of injury for adolescents;

HL2.07 – assess strategies for reducing injuries and injury-associated deaths among adolescents (e.g., personal and legal action, educational programs designed to reduce the risk of death from motor vehicle accidents).

Mental Health

HL3.01 – describe the characteristics of an emotionally healthy person (e.g., positive self-concept, ability to manage stress effectively, ability to work productively);

HL3.02 – demonstrate the skills that enhance personal mental health (e.g., coping strategies for stress management);

HL3.03 – analyse the factors (e.g., environmental, genetic) that influence the mental health of individuals and lead to the prevalence of mental health problems in the community;

HL3.04 – describe the impact of mental health disorders (e.g., phobias, anxiety disorder, schizophrenia, affective disorders) on a person’s emotional and physical health;

HL3.05 – identify and describe suicidal behaviours and strategies for suicide prevention.

Living Skills

Overall Expectations

LSV.01 · use decision-making and goal-setting skills to promote healthy active living;

LSV.02 · demonstrate an ability to use stress management techniques;

LSV.03 · demonstrate the social skills required to work effectively in groups and develop positive relationships with their peers.

Specific Expectations

Decision Making

LS1.01 – describe their understanding of what constitutes healthy active living (e.g., a lifestyle that stresses the importance of exercise and healthy eating);

LS1.02 – apply strategies to establish priorities and set goals;

LS1.03 – identify common obstacles to successful decision making;

LS1.04 – explain the advantages, disadvantages, and possible consequences of risk-taking behaviour;

LS1.05 – describe how to determine whether a risk is worth taking or not.

Stress Management

LS2.01 – describe the positive and negative effects of stresses that are part of daily life;

LS2.02 – explain physiological responses to stress;

LS2.03 – use appropriate strategies for coping with stress and anxiety (e.g., relaxation, meditation, exercise, reframing);

LS2.04 – demonstrate an understanding of change and its impact on an individual’s health.

Social Skills

LS3.01 – explain aspects of the process of group dynamics (e.g., organizational culture, stages of group development, characteristics of the group, function of the group);

LS3.02 – evaluate group effectiveness (e.g., ability to complete tasks, group satisfaction, quality of product);

LS3.03 – use strategies for giving constructive feedback to individuals and groups;

LS3.04 – explain their contribution to the maintenance of positive peer relationships.

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 5 | Course Profiles Main Menu

Acknowledgments

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

Course Description

How This Course Supports the Catholic Graduate Expectations

Course Notes

Units: Titles and Times

Unit Descriptions

Unit 1: Interactive/Fitness

Unit 2: Personal Safety/Injury Prevention

Unit 3: Individual and Team Activities

Unit 4: Healthy Growth and Sexuality

Unit 5: Mental Health and Stress

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Conferencing

Paper-and-Pencil Tests

Performance Assessment

Observation/Reflection

Accommodations

Behavioural/Emotional Disorders

Learning Disability

Enrichment

Developmental Disability

Resources

OSS Policy Considerations

Physical Activity

Specific Expectations

Active Living

Specific Expectations

Healthy Living

Specific Expectations

Living Skills

Specific Expectations