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Course Profile Immersion French (FIF4U), Grade 12,
University Preparation, Combined
Course Overview
Prerequisite: French Immersion,
Grade 11, University Preparation
This
course provides for extensive study of French literature and culture from the
Middle Ages to the present. Students will study novels, plays, poems, films,
and non-fiction works produced in various historical periods, and will write a
formal research paper. The use of correct grammar and appropriate language
conventions in both spoken and written French will be emphasized throughout the
course.
Students
are expected to listen, speak, read, write sensitively, and respond in French
in light of Gospel values. They are expected to be responsible citizens who
respect the Catholic teachings of peace, justice and the sacredness of human
life. As a Catholic faith community, we acknowledge and affirm the uniqueness
of each person and the diversity of cultures. The study of French is a step
toward becoming an effective communicator in both of
When
planning and implementing this course, the teacher should take into
consideration activities and approaches that are designed to equip students
with the knowledge and skills they need to meet entrance requirements for
university programs. Activities and strategies used throughout the units of
this course are designed to enable students to meet the Ministry standards and
expectations for FIF4U. Care has been taken to cluster the expectations to
foster meaningful and relevant learning. The mastery of these expectations is
demonstrated by students’ su
When
planning and implementing this course, we have taken into consideration that
Unit 1 deals with French literature from
Unit 3 be from French-Canadian literature. However, the novel for the
independent research can be either French or French-Canadian.
|
* Unit
1 |
La
littérature à travers les âges |
35
hours |
|
Unit 2 |
Lisons
entre les lignes |
35
hours |
|
* Unit
3 |
Le
pouvoir de la plume |
40
hours |
* These
units are fully developed in this Course Profile.
Time:
35 hours
Unit Description
Through
the study of chansons de geste, poems, prose, tragedy, and comedy,
students explore the different literary movements from the Middle Ages to the
twentieth century. The culminating activity is an independent presentation of a
literary movement of the twentieth century. Students apply appropriate
strategies to read, understand, interpret, and present information in light of
the Gospel values.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.04,
RE1.06, RE2.01, RE2.02, RE2.05, RE2.06, WRV.04, WR2.01 |
Knowledge/Understanding |
Discovery
of the main literary movements from the Middle Ages to the 20th century |
|
2 |
OCV.04,
OC2.03, OC3.01, OC3.02, OC3.03, OC3.05, REV.03, REV.04, RE2.01, RE2.02,
RE2.03, RE2.05, RE2.06, WRV.02, WRV.04, WR2.01, WR2.02 |
Thinking/Inquiry |
Literature
of the Middle Ages |
|
3 |
OCV.03,
OCV.04, OC3.02, REV.03, REV.04, RE2.02, RE2.04, RE2.05, RE2.06, WRV.04,
WR1.02, WR2.01, WR2.02, WR2.04, WR2.05 |
Knowledge/Understanding |
16th
century: the study and creation of a poem |
|
4 |
OCV.03,
OC3.01, REV.01, REV.03, REV.04, RE1.01, RE2.02, RE2.04, RE2.06, WRV.02,
WRV.04, WR1.05 |
Knowledge/Understanding |
Thematic
comparison of a tragedy and a comedy of the 17th century |
|
5 |
OCV.04,
OC1.02, OC3.05, REV.03, REV.04, RE2.01, RE2.02, WRV.04, WR2.02, WR2.05 |
Knowledge/Understanding |
Cultural
influences on writing in the 18th century |
|
6 |
OCV.04,
REV.01, REV.03, REV.04, RE1.02, RE2.03, RE2.06 |
Thinking/Inquiry |
Biographical
influences on writings in the 19th century |
|
7 |
OCV.02,
OCV.04, OC2.02, OC3.03, OC3.04, OC3.05, REV.04, RE2.06 |
Thinking/Inquiry |
Analysis
and presentation of a 20th century poem |
Note: The selection of the literary
movements is merely a suggestion. The choice of these movements is left to the
discretion of each individual teacher based on their interest and expertise.
Time:
35 hours
Unit Description
Students
view and read various media works dealing with current events and react to them
in oral and written form. The culminating activity is the presentation of a
personal point of view dealing with a controversial issue. Students apply
appropriate strategies to locate, read, and understand information founded on
the universal values of peace, justice, and solidarity. Students also
demonstrate their critical and ethical understanding through discussion and
writing using Christian values.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
OCV.04, OC1.02, OC1.03, OC3.01, OC3.02, OC3.03 |
Thinking/
Inquiry |
Viewing
and critique of a media debate |
|
2 |
OCV.01,
OCV.04, OC1.02, OC2.04, OC3.01, OC3.02, OC3.03 |
Thinking/
Inquiry |
Proposing
a solution to a social issue |
|
3 |
OCV.01,
OCV.04, OC3.01, OC3.02, OC3.03, REV.04, RE1.03, RE1.04, RE1.05, RE2.01,
RE2.06 |
Knowledge/
Understanding |
Debate
of a controversial issue |
|
4 |
OCV.02,
OCV.03, OCV.04, OC1.01, OC2.01, OC2.02, OC3.04, OC3.05, REV.02, RE2.03,
RE2.05, WRV.01, WRV.02, WRV.03, WRV.04, WR1.03, WR1.05, WR2.01, WR2.02,
WR2.04, WR2.05 |
Application |
Writing
and presentation of a personal point of view on an issue not yet explored in
class |
Note: Due to the fact that students have
dealt with media in FIF1D, FIF2D and FIF3U it would be important that the
teacher uses his/her own discretion to ensure that there is no repetition.
Time: 40 hours
Unit Description
Through
the study of a French-Canadian novel, students gain an understanding of
French-Canadian literature from its inception to the twentieth century.
Students study the author and how his/her environment influenced his/her
writing. Through an in-depth study of the novel students explore the elements
of theme, character analysis, and plot. The creative writing assignment is
based on students assuming the role of a character from the novel and
presenting it to the class in a dramatization. The culminating activity is an
independent study/formal essay based on a different francophone novel. The
study of the novel emphasizes the view of a Christ-centred person respectful of
the diversity and interdependence of the world’s peoples and cultures.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
OC3.01,
OC3.02, OC3.03, OC3.04, OC3.05, REV.04, WRV.04 |
Knowledge/
Understanding |
Discovery
of French-Canadian literature |
|
2 |
OC3.01,
OC3.02, OC3.03, OC3.04, OC3.05, REV.02, WRV.04 |
Knowledge/
Understanding |
Biographical
study of the author |
|
3 |
OCV.02,
OCV.04, OC1.02, OC3.01, OC3.02, OC3.03, OC3.04, OC3.05, REV.04, RE1.02,
RE2.01, RE2.02, RE2.06, WRV.01 |
Thinking/
Inquiry |
In-depth
analysis of the novel |
|
4 |
OCV.02,
OCV.04, OC2.02, OC3.01, OC3.02, OC3.04, OC3.05, RE2.06, WRV.04, WR1.01,
WR1.05, WR2.01, WR2.02, WR2.04, WR2.05 |
Communication |
Creative
writing in form of diary entries |
|
5 |
REV.01,
REV.02, REV.04, RE2.06, WRV.02, WRV.03, WRV.04, WR1.04, WR1.05, WR2.01,
WR2.02, WR2.03, WR2.04, WR2.05 |
Thinking/
Inquiry |
Independent
study of another author’s novel |
Note: The novel, chosen for the
independent study/formal essay, must be approved by the teacher.
The
teaching/learning strategies outlined in these units are directly linked to the
learning expectations and their corresponding assessment strategies. They have
also been developed to maintain the students’ interest and involvement in order
to maximize student achievement. The teacher should review unit planning notes
and the teaching/learning strategies appropriate to the specific unit for
optimum delivery of course material. The following teaching/learning strategies
are suggested:
The teacher:
·
brainstorming
·
cooperative
learning activities
·
directed
reading-thinking activities
·
directed
teaching
·
formal
and informal presentation of notions and concepts
Students:
·
community
involvement
·
computer
assisted learning
·
conferencing
·
debating
·
demonstration
·
discussion
·
expressing
another point of view
·
guided
reading
·
guided
writing
·
homework
·
independent
reading/study
·
memorizing
·
mnemonic
devices
·
note
making
·
open-ended
questions
·
oral
explanation
·
peer
coaching
·
peer
practice
·
read
aloud
·
reading
response
·
research
·
review
·
role
playing
·
strategic
pairing
·
technology
·
writing
process
A
final grade is recorded for the Grade 12 French Immersion course and a credit
is granted if a student’s grade is 50 % or higher.
The final grade is
determined as follows:
·
Seventy
per cent of the grade is based on assessment and evaluations throughout the
course. This portion of the grade should reflect the student’s most consistent
level of achievement throughout the course, although special consideration
should be given to more recent evidence of achievement. This should also
reflect all four categories of the Achievement Chart.
·
Thirty
per cent of the grade is based on a final evaluation in the form of an
examination, performance, essay and/or other method of evaluation suitable to
the course content and administered towards the end of the course.
Diagnostic
·
Prior
knowledge
·
Questions
and answers
·
Quizzes,
tests
·
Language
exercises
Formative
·
Conferencing
·
Brainstorming
activities
·
Reading
comprehension questions
·
Interviews
·
Journals/Learning
logs
·
Portfolios
·
Quizzes,
tests
Summative
·
Research
project
·
Classroom
presentation
·
Performance
task
·
Portfolios
·
Tests,
examination
Recording
Tools
·
Checklist
·
Rating
scale
·
Rubric
·
Marking
Scheme
By
·
Self
·
Peer
·
Teacher
The teacher should
consult individual student IEPs for specific direction on a
·
Provide
extra time for processing.
·
Use
strategic pairing.
·
Involve
student in school, area and/or provincial events (e.g., concours oratoire).
·
Allow
students to tape lessons for more intensive review at a later time.
·
Support
oral instruction with print or visual aids whenever possible.
·
The
summary could be taped, or written in Braille for students who have
difficulties with vision.
·
Encourage
oral discussion prior to and after reading to increase students’ level of
comprehension.
·
Provide
opportunities for alternate modes for information sharing (e.g., videos, plays,
graphics, tapes, to support reading comprehension).
·
Provide
appropriate technology for screen readers.
·
Students
may need books enlarged, taped, brailled.
·
Have
students use a computer with French language software for word processing,
proofreading, editing (e.g., spell and grammar checker).
·
Encourage
drafts and suggest ways to improve drafts.
·
Provide
frequent opportunities for feedback on students’ draft writing.
·
Provide
opportunities to write in French for a variety of purposes: class play, school
newspaper, school pamphlets, advertising, script for video-taping, commercial
publication.
·
Provide
reinforcement exercises for extra practice.
·
Allow
peer editing.
·
Adapt
the assessment format (e.g., oral, practical demonstration, interview,
construction, tape-recorded test).
·
Provide
testing/assessment a
·
Highlight
key words or phrases for emphasis.
·
Make
use of verbal tests or provide students with a reader or a scribe.
The teacher is encouraged to use the
resources that are available to him/her in his/her own school. Units in this
Course Profile make reference to the use of specific texts, magazines, films,
videos, and websites. The teacher needs to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from publications, the teacher needs to ensure that their board has
a Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, the teacher needs to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teacher is reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Beelen
Woody, Diane. Pratique
de l’écriture. Don Mills: Addison-Wesley, 1996. ISBN 0-201-83601-7
Bouraoui,
Heidi et Jacques Flamand. Écriture Franco-Ontarienne d’Aujourd’hui.
Ottawa : Les Éditions de Vermillon, 1989. ISBN 0-919925-40-5
Bernard,
Jean-Paul. Les idéologies québécoises au 19e siècle. Montréal: Les
Éditions du Boréal Express, 1973.
Bescherelle
: L’art de conjuguer.
Montréal : Éditions Hurtibise, 1998. ISBN 2-89428-259-1
“Blanche.”
Québec : Cité-Amérique cinema television, 1993, 139 min.
Bouraoui,
Heidi et Jacques Flamand. Écriture Franco-Ontarienne d’Aujourd’hui.
Ottawa : Les Éditions de Vermillon, 1989. ISBN 0-919925-40-5
Carter,
Bonnie et Georgette Bolger. Getting Assessment Right: French As a Second Language, Grades 9 and 10.
Collet,
Paulette et Frank Milani. Objectifs, langue et litérature : une approche
thématique.
Cousture,
Arlette. Les filles de Caleb, Tome I. Montréal : Amérique, 1985. ISBN
2-89037-618-4
Daumont-Spragg,
Christiane et Robert Cottrel. Passages. Montréal : Centre Educatif et
Culturel Inc., 1990. ISBN 2-7617-0804-0
David,
Michel. Paroles Vivantes. Montréal : Guérin, 1992. ISBN 2-7601-2451-7
Delson-Karan,
Myrna. “Les symboles
dans la Petite Poule d’eau de Gabrielle Roy.” The Canadian Modern Language Review, V. 43 (January 1987): 357-363
Dionne,
René. Le Québecois et sa littérature. Sherbrooke : A.C.C.T. et Éditions
Naaman, 1984.
ISBN 2-89040-299-1
Gauvin,
Lise et Gaston Miron. Écrivains contemporains du Québec. Paris :
Éditions Seghers, 1989.
ISBN 2-232-10018-9
Geoffrion,
Daniel et Alina Macfarlane, et al. Les cours préuniversitaires de l’Ontario
Français, langue seconde. Toronto: Fédération des enseignants et
enseignantes du secondaire de l’Ontario.
Lagarde
et Michard. Collection Littéraire du XVIe au XXe siècle. Paris : Les
Éditions Bordas
Leggewie,
Robert. Anthologie de la littérature française, Tome I. New York: Oxford
University Press, 1990. ISBN
0-19-506276-0
Leggewie,
Robert. Anthologie
de la littérature française, Tome II.
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume I Des
origines à 1900.
Montréal : Fides, 1978. ISBN 0-7755-0675-3
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume II De 1900 à
1939. Montréal : Fides, 1980. ISBN 2-7621-0998-1
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume III De 1940 à
1959. Montréal : Fides, 1982 ISBN 2-7621-0999-X
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume IV De 1960 à
1969. Montréal : Fides, 1984. ISBN 2-7621-1059-9
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume V De 1970 à
1975. Montréal : Fides, 1987. ISBN 2-7621-1190-0
Lundy,
Charles J and David W. Booth. Interpretation: Working with Scripts. Don
Mills: Harcourt Brace Jovanovich Canada Inc., 1983. ISBN 0-7747-1210-4
Paquin,
Michel et Roger Reny. La Lecture du roman. Beloeil : Les Éditions La
Lignée Inc., 1984.
ISBN 2-920190-04-0
Pascal,
Normand. Des chansons qui nous ressemblent. Montréal : Productions
Panor.
Renaud,
Laurier. Protocole de présentation et de rédaction des travaux écrits.
Montréal : Guérin, 1988. ISBN-2-7601-2263-8
Robertson,
Hugh. The Research Essay, 4 ed.
Simard,
Jean-Paul et Réjean Blais. Point de vue. Montréal : Guérin, 1987. ISBN
2-7601-1803-7
Sylvestre,
Guy. Anthologie de la poésie québécoise. Montréal : Beauchemin, 1974.
ISBN 0-7750-0080-9
Thériault,
Yves. Agaguk. Montréal : Québec, 1993. ISBN 2-89295-084-8
“Les
filles de Caleb.” Montréal : Ciné-Maison Bellevue, 1990.
Thompson,
Peter S. Littérature du monde francophone : une anthologie.
Tougas,
Gérard. Destin littéraire du Québec. Québec : Bibliothèque Nationale du
Québec, 1982.
ISBN 2-89037-137-9
Von
der Porten, Edward. Write
in Style.
Weber,
Karl L., Ramon Hathorn, and Neal R. Johnson. Poésie de la France et du Canada français. Don Mills: Longmans
The URLs for the websites were 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.
Agence
France-Press – http://www.wash.afp.com/Francais/home
List of francophone media links
Centre
de documentation virtuel sur la littérature et les écrivains –
http://www.litterature.org/
French
Language News and Magazines site from MIT – http://www.wash.afp.com/Francais/liens/
Guide
de Rédaction des Travaux Universitaires –
http://www.uottawa.ca/academic/socsci/guide-fr.html
– http://www.ctf-fce.ca/
L’Actualité
Politique, Sociale et Culturelle de nombreux pays francophones
– http://clicnet.swarthmore.edu/presse.ecrite.html
Journal
de Montréal – http://www.journaldeMontréal.com/
Journal
de Québec – http://www.jounaldeQuébec.com/
La
Chanson de Roland – http://french.chass.utoronto.ca/fre180/Roland.html
– http://eee.uci.edu/programs/medieval/ofclips.html
La
Presse – http://lapresse.infinit.net/
Le
Devoir – http://www.ledevoir.com/
Lexique
du vieux français – http://www.dicosdor.com
Moyen
Âge – http://www.atreide.net/riberdy/trvetout.htm
– http://www.synec-doc.be/escrime/dico/anth11.htm
Radio
Canada Francomania – http://radio-canada.ca/francomania
Rois
français du Moyen Âge –
http://globegate.utm.edu/french/globegate_mirror/roisma.html
Studies
in Canadian Literature – http://www.lib.unb.ca/Texts/SCL/homepage.html
Visages
de la littérature canadienne-français – http://www.utoronto.ca/~ic/media/vidcol/visage.html
24
hebdomadaires et bi-mensuels de langue française à l’extérieur du Québec –
http://www.apf.ca
Ontario
Ministry of Education and Training. The
The
Ontario Ministry of Education and Training. The
Coded
Expectations, French Immersion, Grade 12, University Preparation, FIF4U
OCV.01 · understand the content and interpret the message conveyed by a variety of media works;
OCV.02 · speak with native-like fluency on a variety of topics ranging from personal life to global issues;
OCV.03 · express and explain abstract ideas;
OCV.04 · use correct grammar and appropriate language conventions during oral communication activities.
Listening
OC1.01 – demonstrate an understanding of media works by expressing ideas and opinions about the points of view and issues discussed;
OC1.02 – demonstrate an understanding of complex, informal conversations delivered with normal clarity and speed (e.g., in québécois, in French films);
OC1.03 – identify and explain errors and inconsistencies in persuasive speech (e.g., contradictions, factual errors, and false generalizations in media reports or debates).
Speaking
OC2.01 – express clearly and confidently their personal point of view in informal discussions;
OC2.02 – deliver a well-organized, well-thought-out presentation clearly and with confidence;
OC2.03 – debate formally and informally issues arising from reading selections;
OC2.04 – expand upon issues arising from viewing or listening to media works by analysing the message, expressing their point of view, and suggesting possible solutions.
Application of Language Conventions
OC3.01 – recognize and use appropriate language structures (see language structures for French Immersion, Grade 12, p. 43);
OC3.02 – use newly acquired vocabulary in conversations, discussions, and presentations;
OC3.03 – identify and correct anglicisms and errors in their speech;
OC3.04 – incorporate colloquialisms and idiomatic expressions into their speech;
OC3.05 – select vocabulary and language structures to enhance the clarity and precision of their speech.
REV.01 · read a range of literary and other works to deepen their appreciation of francophone culture around the world;
REV.02 · research a range of source materials to clarify their ideas and verify their points of view;
REV.03 · analyse and interpret complete works or excerpts from works in a variety of genres;
REV.04 · identify and understand language conventions used in their reading materials.
Comprehension and Response to Text
RE1.01 – describe how different authors have dealt with the same themes in their works (e.g., customs, morals of the period) and relate the authors’ approach to the nature of the society in which they lived;
RE1.02 – explain how an author’s background and philosophy (as presented in biographical and critical works) are reflected in the author’s writing;
RE1.03 – demonstrate an understanding of different points of view on controversial issues expressed in articles or essays (e.g., by presenting arguments for and against each point of view);
RE1.04 – analyse, critique, and interpret written
text and persuade an audience to a
RE1.05 – identify and explain errors and inconsistencies in argumentative writing (e.g., newspaper articles, letters to the editor, political essays, philosophical works);
RE1.06 – identify the main characteristics of
several French literary movements (e.g., le classicisme,
le romantisme).
Application of Language Conventions
RE2.01 – recognize and use appropriate language structures (see language structures for French Immersion, Grade 12, p. 43);
RE2.02 – identify vocabulary typical of various historical periods;
RE2.03 – select vocabulary and language structures to enhance the clarity and precision of their speech;
RE2.04 – compare and contrast the form and style of various genres (e.g., poems, essays, plays, short stories, novels);
RE2.05 – expand their working vocabulary with words from a variety of subjects (e.g., history, science, technology);
RE2.06 – use French-English and French dictionaries to determine the meaning of unfamiliar vocabulary.
WRV.01 · write clearly, logically, coherently, and persuasively on a broad range of topics in a variety of forms;
WRV.02 · express and explain abstract ideas in their writing;
WRV.03 · write essays and research papers on a variety of topics;
WRV.04 · use correct grammar and appropriate language conventions in their written work.
Communication of Information and Ideas
WR1.01 – create a piece of imaginative writing, presenting a personal point of view other than their own (e.g., the personal diary of a fictional or historical character);
WR1.02 – use figurative language to express imagination and fantasy (e.g., in poems, songs, short stories, fables, legends);
WR1.03 – write an essay (a minimum of 500 words) presenting a series of arguments to support a particular point of view;
WR1.04 – write a formal research paper (1500–2000 words), complete with footnotes and bibliography;
WR1.05 – revise their writing, focusing on organization and presentation of ideas.
Application of Language Conventions
WR2.01 – recognize and use appropriate language structures (see language structures for French Immersion, Grade 12, p. 43);
WR2.02 – revise, edit, and proofread their writing focusing on grammar, spelling, punctuation, and conventions of style;
WR2.03 – observe the conventions of style when writing a formal essay (e.g., position of footnotes, placement of bibliography, spacing of paragraphs, margins);
WR2.04 – identify anglicisms used in their written work;
WR2.05 – use French-English and French dictionaries to verify spelling, confirm the meaning of newly acquired words and phrases, and expand their vocabulary.
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
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 -a
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.