Course Overview

Health for Life, Grade 11, Open, PPZ3O

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

Education

Course Description

This course helps students develop a personalized approach to healthy living. Students in Catholic Schools examine the factors that affect their own health and the health of individuals as members of the community. They learn about the components of the Vitality approach to healthy living – an initiative that promotes healthy eating, an active lifestyle, and a positive self-image. Throughout this course, students develop the skills necessary to take charge of and improve their own health, as well as to encourage others to lead healthy lives. This course helps students to meet the Ontario Catholic School Graduate Expectations by enabling each person to become a self-directed, responsible, life-long learner who sets goals, makes decisions and takes ownership and initiative in the promotion of a healthy lifestyle and a healthy environment.

How This Course Supports the Ontario Catholic School Graduate Expectations

Through Health for Life, students develop attitudes and values that promote healthy living and vitality as a way of life both for themselves and for others. Students are challenged to think reflectively and creatively to evaluate consumer issues, and environmental and health policies in light of gospel values. Students are asked to examine, evaluate and apply knowledge (physical, political ethical, socio-economic and ecological) to influence others in a positive Christian way for the development of a just and compassionate society. They implement the concept of a balanced lifestyle throughout course units of study.

Course Notes

It is recommended that the units be presented in the sequence listed. Students therefore are introduced to and encouraged to develop an understanding of the Vitality concept early in the course. The knowledge acquired regarding the Vitality concept is transferable to other unit activities and ultimately to various aspects of life. Due to the number of presentations in this course, students should be encouraged to use a variety of strategies to convey information (i.e., electronic slide show, video, role-play, etc.). Research facilities including access to a computer lab and the Internet are necessary and should be supported in the classroom. Therefore, the teacher would be responsible to book the facilities and media tools needed. Teachers should revisit research skills and techniques with students to ensure that a variety of resources are used and that salient information is extracted in an effective manner. For areas where health agencies are not available locally, use of provincial websites is recommended. Teachers should ensure the information contained in the websites is based on peer-reviewed scientific research, which has been published in either popular or medical journals. A brief, direct student checklist reflecting values/beliefs/attitudes, either student or teacher prepared, would assist students in their analysis regarding information either on, or missing from, the website. CGE 2a, 3d-4g would assist in the checklist formation. In Canada, the Canadian Health Network is the main site for information. Teachers should book a date for the health fair at the beginning of the year and contact exhibitors at least three months in advance. In Unit 4, students have an opportunity to be certified in First Aid. Teachers should have the appropriate certification (Instructors Level) or an instructor can be booked through St. John Ambulance or similar agency. The student can use this certificate when applying for postsecondary health science education or on a résumé when looking for a job in the workplace.

A variety of teaching strategies have been suggested for each unit. These strategies are suggestions that can be used or altered to meet the needs of individual classes and provide a choice for teachers. Physical activity components that connect to the Vitality expectations could be considered if time and space are available. Refer to the Ontario Curriculum Unit Planner or Teacher Companion for descriptions of most of the teaching strategies suggested in this profile.

Units: Titles and Times

Unit 1	Personal Determinants of Health	12 hours
Unit 2	Consumer Health Issues	14 hours
Unit 3	Health and the Environment	21 hours
Unit 4	Health Promotion and Safety	21 hours
* Unit 5	Making the Personal Health Connection	22 hours
Unit 6	The Community Connection	20 hours

* This unit is fully developed in this Course Profile.

Unit Descriptions

Unit 1: Personal Determinants of Health

Time: 12 hours

Unit Description

Students are provided with an opportunity to develop a holistic balanced approach to their life. They look at the importance of living a balanced lifestyle and determine how effective they are in maintaining balance. By taking an active role in researching family history and background in relation to their own personal health, they have an opportunity for self-discovery in terms of their current lifestyle. They examine and analyse the numerous influences that affect their health (cultural, social, family, peers, genetic predisposition to disease, community, the media, and socio-economic status). Recognizing the health factors that students can control as well as those they cannot, they can decide which determinants play an important role in creating an integrated approach to the Vitality concept. Students develop a concerned awareness around creating environments that support healthy choices. Note: Teachers will need to be sensitive to students’ family situations (e.g., adoption, difficulty accessing records…), when dealing with this unit. As a culminating activity, students are expected to convey their learned material by creating a multi-media presentation as well as writing a reflective paper.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	VIV.01, VI1.01; DHV.01, DHV.02, DH1.01, DH1.05, DH2.01; CGE2b, CGE3e, CGE4a, CGE4h	Knowledge/ Understanding	Five aspects of Personhood and the Vitality Concept	Think/Pair/Share Jigsaw Inquiry Lecture/Presentation
2	DHV.01, DHV.02, DH1.02; CGE2b, CGE4a, CGE 5a	Knowledge/ Understanding Communication	Family History and Health	KWL Collaborative/ Cooperative Learning
3	DHV.02, DH2.03; CGE4h, CGE7f	Knowledge/ Understanding	Culture and Health	COPE Guided Reading
4	DHV.02, DH2.02; CGE3f	Thinking/Inquiry	Social Influences on Health	Problem Posing Issue-Based Analysis
5	V1V.01, VI1.01, VI1.06; DHV.01, DHV.06, DH1.06; CGE4e, CGE4g	Application and Communication	Create and Implement the Vitality Plan	Goal Setting Sketching to Learn

Unit 2: Consumer Health Issues

Time: 14 hours

Unit Description

Through interactive activities, students learn to recognize advertising techniques, compare various products and claims, understand consumer rights, distinguish between safe and dangerous items, and become familiar with safety rules. Research skills are reviewed and practised in order to complete assignments and make presentations to the class dealing with public health agencies within our communities. Students also engage in challenging tasks that force them to examine major consumer issues (i.e., quackery, food labels, determining the validity of health information, products and services). They are encouraged to think reflectively and creatively to evaluate situations and solve problems. Students also discuss the Regulated Health Professions Act and the role of health regulatory bodies in protecting the public by setting standards for health professionals. In addition, research from Ministry of Health and Long-Term Care publications and other scientific publications enable students to discuss and analyse various debate topics. Throughout this unit students make health decisions based on facts, explanations, theories and personal opinion. Students demonstrate their knowledge by means of a poster presentation and formal debate as a culminating activity.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	CHU.01, CH1.01, CGE2b, CGE3c, CGE2e	Knowledge/ Understanding Thinking/Inquiry	Quackery in Health Products and Services	Directed Reading-Thinking Activity (DRTA) Think/Pair/Share Collaborative/Cooperative Learning Learning Centres
2	CHU.01, CH1.02, CGE2e, CGE4a, CGE7b	Knowledge/ Understanding	Label Smart	COPE Classifying Issue-Based Analysis Problem Posing Collaborative/Cooperative Learning
3	CHU.01, CH1.01, CGE3f, CGE7b, CGE7h	Knowledge/ Understanding	Better Business Bureaus and Consumer Rights	Inquiry Brainstorming The Question Matrix The KWL
4	CHV.01 VIV.02, U12.02, CH1.01, CGE4f, CGE7g	Knowledge/ Understanding Application Communication Thinking/Inquiry	Debate the Issues	The PMI (posters) ReQuest Issue-Based Analysis

Unit 3: Health and the Environment

Time: 21 hours

Unit Description

Students present a paper on a major environmental health issue and examine how environmental issues affect their quality of life. Stewardship is a common thread that runs throughout the unit activities. Specifically, while students investigate major issues such as water and waste management and ozone depletion, they are asked to examine the notion that care and concern for the environment is everyone’s business. Throughout the unit, students are given plenty of opportunity to demonstrate an understanding of several major health concerns and describe specific protocols to prevent environmental disasters. Students are expected to demonstrate their learning by presentation techniques or by writing a research paper as a culminating activity. Students are challenged to listen actively and critically to thoroughly understand various topics and learn in light of gospel values.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH3.02, CGE1a, CGE2a, CGE3c	Knowledge/ Understanding Thinking/Inquiry	Water Management	Student Survey Guided Reading Directed Reading
2	CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH3.02, CGE1d, CGE2a, CGE3c	Knowledge/ Understanding Thinking/Inquiry	Waste Management	Question Matrix KWL Four Way Recording and Reporting
3	CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH3.02, CGE1d, CGE2a, CGE3c	Knowledge/ Understanding Thinking/Inquiry	Air Pollution and Respiratory Disease	Case Studies Editorial Analysis
4	CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH3.02, CGE1d, CGE2a, CGE3c	Knowledge/ Understanding Thinking/Inquiry	Ozone and Skin Cancer	Video Guest speaker KWL Goal Setting
5	CHV.02, CHV.03, CH2.01, CH2.02, CH2.03, CH2.04, CH3.02, CGE1d, CGE2a, CGE3c	Knowledge/ Understanding Application Communication Thinking/Inquiry	Research Presentation on an Environmental Health Issue	Lecture/Presentation

Unit 4: Health Promotion and Safety

Time: 21 hours

Unit Description

Students are encouraged to develop an appreciation and an understanding of concepts and approaches related to health promotion and disease prevention. This unit is also designed to give students the knowledge and confidence to handle first aid emergency situations and thus promote the sacredness of life. Students use practical experiences in first aid to keep up-to-date on new first aid procedures. As a culminating activity, students research and give a presentation on a public health agency. Students examine and evaluate a public health agency, applying their knowledge of interdependent systems (physical, ethical) to help promote a just and compassionate community.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	CHV.03, CH3.04, CH3.01, CGE1d, CGE3f, CGE4g, CGE7j	Knowledge/ Understanding Communication	Chronic Diseases and Prevention	Think/Pair/Share Carousel Brainstorming Jig Saw Problem Posing
2	CHV.03, CHV.04, CH1.04, CH1.03, CH3.07, CGE3f, CGE3c, CGE1d	Knowledge/ Understanding Thinking/Inquiry	Health Care Services and Alternatives	Inquiry Student Questioning/Buddy System Lecture/Presentation
3	CHV.03, CH3.05, CGE7d, CGE7h	Knowledge/ Understanding Thinking/Inquiry	CPR and First Aid Certification	Lecture/Presentation Guest Speaker Remembering Techniques
4	CHV.01, CHV.03, CH1.04, CH3/04, CH3.01, CH3.07, CH1.05, CH3.08, CGE7j	Knowledge/ Understanding Communication Thinking/Inquiry Application	Public Health Agencies in Our Community	Research, web, Library/Resource Centre Student Presentations

Unit 5: Making the Personal Health Connection

Time: 22 hours

Unit Description

This unit looks at developing a personal philosophy of health and examines theories about changing to and maintaining a healthy lifestyle. Students examine and reflect on their personal values, abilities, and aspirations influencing life choices and opportunities in various health related topics. Students acquire a knowledge and understanding of exercise behaviour and why people do or do not exercise. Students also look at what factors or determinants influence people to exercise and they identify strategies for increasing exercise adherence. Students also develop guidelines for improving their own exercise and healthy eating routine. Students further their understanding of health connection by visiting community agencies and organizations (retirement home, health club, the larger school community). Using interview technique surveys and looking at the media, students develop their own personal philosophy of vitality and create a video as a culminating activity.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	VIV.01, VI1.03, VIV.02, DHV.02, DH2.01, DH2.02, UI1.03, UI1.04, CGE2b, CGE2c, CGE4g	Thinking/Inquiry Knowledge/ Understanding	Exercise Behaviour and Adherence	Interview KWL Field Trip, (Retirement home) Four way Recording and Reporting
2	VIV.02, VIV.01, VI2.03, VI1.02, DHV.01, DH1.03, CGE1d, CGE2c, CGE3c	Application Knowledge/ Understanding Thinking/Inquiry	Taking Personal Responsibility for MY Health	Classifying Research Field Trip, (Health Club) Collage (Media) Health Philosophy Chart, KWL Problem Posing Reflective Journals
3	VIV.01, VIV.02, VI2.03, DHV.01, DHI.03, CGE1d, CGE2c, CGE3c, CGE2b	Application Knowledge/ Understanding Thinking/Inquiry	Make a Personal Health Video	Cooperative Learning/Project Based Approach

Unit 6: The Community Connection

Time: 22 hours

Unit Description

This unit provides students with the opportunity to apply course knowledge and experience to influence and support others in making positive healthy choices. The study of career opportunities in health promotion and disease prevention provides students with the skills and background needed to organize a school health fair and make them think critically about the meaning and purpose of work. A student-organized health fair is a culminating course activity and teaching strategy that enables students to promote sacredness of life, contribute to the common good, and discover, share and appreciate the concept of Vitality. The health fair experience also helps students recognize the importance of taking ownership of their own health as well as recognizing the agencies available to support their efforts.

Unit Overview Chart

Act.	Expectations	Assessment	Focus	Teaching Strategies
1	CHV.03, CH3.08, CGE2c, CGE5b, CGE1d	Knowledge/ Understanding	Research Career opportunities	Lecture/Presentation Think/Pair/Share Three Step Interview
2	CHV.03, CH3.03, CGE1d, CGE7a, CGE7b	Knowledge/ Understanding Thinking/Inquiry	Treatment of Common Communicable Diseases	Inquiry Editorial Analysis
3	UIV.02, U12.01, U12.04, CHV.03, CH3.06, UIV.02, CGE1a, CGE7a, CGE7b, CGE7d, CGE7j	Application	Health Organizations in the Community	Collaboration/Cooperative Learning Independent Study

Teaching/Learning Strategies

· Issue-Based Analysis	· Research
· Journal/Learning Log	· Sketching to Learn
· Brainstorming	· Think/Pair/Share
· Buddy System	· KWL
· Case Study	· Cope
· Classifying	· Goal Setting
· Collaborative/Cooperative Learning	· Question Matrix
· Directed Reading-Thinking Activity (DRTA)	· PMI
· Field Trip	· ReQuest
· Guest Speaker	· Four Way Recording and Reporting
· Guided Reading	· Editorial Analysis
· Independent Study	· Research
· Inquiry	· Sketching to Learn
· Interview	· Lecture
· Jigsaw	· Peer Teaching
· Journal Writing	· Problem Posing
· Learning Centres

Assessment & Evaluation of Student Achievement

Framework for Organizing Assessment Strategies

Method

(a way of assessing or evaluating learning)

Sample Strategies

(individual activity/technique used to assess or evaluate learning)

Sample Instruments

(something used to initiate or guide the assessment activity or to track/monitor the assessment data)

Reflection

Method used to determine how and why students learn; to assess dimensions of learning not easily observed or measured through tasks; to assess student understanding of personal growth and development

· self-assessment

· peer-assessment

· response journals

· learning logs

· wrap-up activities

· learning rubrics

· anecdotal comments

· checklists

· surveys

Observation

Method used to monitor and assess intellectual, social, emotional, and spiritual growth and development not otherwise easily measured or inferred

· formal teacher observation

· informal teacher observation

· checklists

· student profile sheets

· anecdotal notes

· rubrics

Conferencing

Method used to collect evidence of student learning through listening, questioning, responding, explaining; to assess communication and thinking skills; to monitor personal growth and development and attitudes toward learning

· Student-Teacher conferencing

· Parent-Teacher conferencing

· Peer conferencing

· anecdotal notes

· probe questions

· surveys

Paper-and-Pencil Tests

Method used to assess student’s achievement of particular knowledge or skills in depth

Standards Tests

· Teacher-made (standards referenced) tests

· teacher-created tests

Performance Assessments

Method used to assess student ability to apply, integrate and transfer their knowledge, skills and values; to evaluate student progress and achievement of learning expectations and standards; to determine expanded opportunities for individual students

· presentations, performances

· exhibitions, demonstrations

· role performances

· formal written assignments (essays, reports...)

· projects

· rubrics

· checklists

· logs

· peer assessment

· developmental profiles

· video/audio taping

· mind maps, Venn diagrams, T-charts

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.

Accommodations

· Reduce volume of material assigned.

· Extend timelines for tests and assignments.

· Provide educational assistance support.

· Provide peer support (students identified as IEP – contact with Resource teacher is important to receive specific adaptations for the student).

· Test writing in the Library/Resource Centre.

· Prolong testing over two days.

· Test rewrites.

· Pre-test/post-test review activities.

· Apply hands-on, practical, life skills approach.

· Student directed learning activities.

· Preferential seating in class.

· Time-out breaks in the Library/Resource Centre.

· Ongoing monitoring one-to-one to ensure understanding of concepts presented in class.

· Continuous review of previously taught material.

· Oral, taping, visual responses offered according to student’s strengths.

Resources

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.

American Medical Association – www.ama-assn.org

Annual Report on Health. MacLean’s – www.becelcanada.com

Merki, Mary Bronson, Ph.D., and Don Merki, Ph.D. Glencoe Health. McGraw-Hill, 1999.

www.consumerhealthweb.com

Health Canada Online – www.hc-sc.gc.ca/english

www.healthfinder.gov

www.healthyfridge.com

http://www.lib.uoguelph.ca/pathfinders/health.web_links.html

The Merck Manual – www.merck.com/pubs/manual

www.ophea.com

www.nih.gov/health/consumer/index.html

Riozzo Toner, Patricia. Consumer Health and Safety Activities. West Nyack, NY: Centre for Applied Research in Education, 1993.

Weinberg, Roberts and Dan Gould. Foundations of Sport & Exercise Psychology, 2nd ed. Human Kinetics Publishers, Champlain Illinois, 1999. pp. 371-391

Teaching & Learning Strategies – The Ontario Curriculum Unit Planner.

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

Ministry of Health and Long-Term Care (Ontario) – www.gov.on.ca/health

www.thriveonline.com/fitness

Spirituality and Wellness by Doctor Richard Gilmartin.

Coded Expectations, Health for Life, Grade 11, Open, PPZ3O

Determinants of Health

Overall Expectations

DHV.01 · analyse the role of individual responsibility in enhancing personal health;

DHV.02 · analyse the social factors that influence personal health.

Specific Expectations

Personal Factors

DH1.01 – describe the interrelationship of physical, social, and mental health in enhancing personal health;

DH1.02 – describe the heredity factors that influence personal health (e.g., a family history of an illness such as diabetes, breast cancer, cardiovascular disease, or mental illness; body shape and size);

DH1.03 – analyse how various lifestyle choices (e.g., decisions pertaining to nutrition, physical activity, and smoking) affect health;

DH1.04 – evaluate the factors (e.g., personal responsibility; the influence of peers, culture, and the media) that influence personal choices with regard to health-related products and services;

DH1.05 – explain how stress and one’s ability to cope with stress affect personal health;

DH1.06 – implement a personal plan for healthy living.

Social Factors

DH2.01 – describe how family, peers, and community influence personal health;

DH2.02 – analyse the social factors that influence personal health (e.g., employment, education, socio-economic status, isolation, rural and urban settings, access to health and recreational services);

DH2.03 – describe the influence of culture on health (e.g., foods eaten, methods of treating illness, gender roles).

Community Health

Overall Expectations

CHV.01 · analyse the value of health information and health-promoting products and services;

CHV.02 · analyse how the environment influences the health of the community;

CHV.03 · demonstrate an understanding of concepts and approaches related to health promotion and disease prevention.

Specific Expectations

Consumer Health

CH1.01 – determine the validity of health information, products, and services (e.g., information on food labels, health and exercise equipment) based on research (e.g., Ministry of Health publications, scientific publications);

CH1.02 – identify the factors (e.g., the consumption of foods after their expiration dates, certain food additives) that lead to food-generated ailments (e.g., food poisoning, food allergies);

CH1.03 – analyse alternative health care practices and services (e.g., acupuncture, homeopathy, naturopathy);

CH1.04 – analyse the cost and accessibility of health care services;

CH1.05 – evaluate the effectiveness of school and community health services (e.g., public health units, community agencies, mental health facilities) for themselves and others;

CH1.06 – evaluate the effectiveness of the methods and means used to communicate health information and ideas (e.g., the Internet, print media, research journals).

Health and Environmental Factors

CH2.01 – analyse the environmental factors (e.g., air and water quality, living conditions) that affect personal health (e.g., increase in respiratory and communicable diseases);

CH2.02 – describe environmental influences on health on the local, national, and global levels (e.g., pollution, industrial activity, weather);

CH2.03 – describe the impact of specific health problems (e.g., malnutrition, skin cancer, lung cancer, cholera, typhoid) on personal health and the health of others;

CH2.04 – analyse the impact of public health policies and government regulations on environmental health and community health (e.g., water treatment, waste disposal management, immunization program);

CH2.05 – identify school and workplace health issues (e.g., air quality, occupational injuries).

Health Promotion

CH3.01 – explain the factors that contribute to the strengthening of the immune system (e.g., proper nutrition, physical exercise);

CH3.02 – explain methods used to prevent the transmission of communicable diseases (e.g., abstinence from practices that may lead to contamination, avoidance of drugs);

CH3.03 – evaluate the effectiveness of different types of treatment for the most common communicable diseases (e.g., hepatitis B, tuberculosis, STDs, HIV/AIDS);

CH3.04 – describe how to reduce the risks and/or delay the onset of chronic diseases in adulthood (e.g., cardiovascular disease, cancer, arthritis, diabetes);

CH3.05 – demonstrate specific skills that can help others in emergency health situations (e.g., CPR, first aid);

CH3.06 – demonstrate an awareness of the contributions that individuals can make to the health of others (e.g., by giving blood, by consenting to be an organ donor, by participating in an anti-smoking campaign);

CH3.07 – analyse how research and medical advances influence the prevention and control of health problems;

CH3.08 – identify career opportunities in health promotion and disease prevention.

Vitality

Overall Expectations

VIV.01 · demonstrate an understanding of the Vitality concept;

VIV.02 · use strategies to promote the Vitality concept.

Specific Expectations

The Concept

VI1.01 – demonstrate an understanding of the components of the Vitality concept (i.e., healthful eating, an active lifestyle, a positive self-concept);

VI1.02 – describe a model that reflects their personal philosophy of health;

VI1.03 – describe the stages identified in behavioural change theory (e.g., precontemplation, contemplation, preparation, action, maintenance) as they relate to modifying personal lifestyle;

VI1.04 – describe barriers to decision making with respect to the Vitality concept.

Personal Commitment

VI2.01 – demonstrate a commitment to the promotion of personal health and a healthy lifestyle within the school community (e.g., by conducting a school fitness survey or organizing a health fair; by conducting a violence prevention program for younger students);

VI2.02 – explain facts, theories, and personal opinions related to health issues (e.g., by debating current issues, presenting information);

VI2.03 – implement plans for attaining personal health that involve the components of the Vitality concept;

VI2.04 – demonstrate an ability to influence and support others in making positive health choices.

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: Health and Physical

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Times

Unit Descriptions

Unit 1: Personal Determinants of Health

Unit 2: Consumer Health Issues

Unit 3: Health and the Environment

Unit 4: Health Promotion and Safety

Unit 5: Making the Personal Health Connection

Unit 6: The Community Connection

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Determinants of Health

Overall Expectations

Specific Expectations

Community Health

Overall Expectations

Specific Expectations

Vitality

Overall Expectations

Specific Expectations