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Course Profile Food and Nutrition Sciences (HFA4M), Grade
12, University/College Preparation, Combined
Course Overview
Prerequisite: Any University, University/College, or College Preparation course in
Social
Sciences and Humanities, English, or Canadian and World Studies
This
course examines various nutritional, psychological, social, cultural, and
global factors that influence people’s food choices and customs. Students will
learn about current Canadian and worldwide issues related to food, frameworks
for making appropriate dietary choices, and food-preparation techniques. This
course also refines students’ skills used in researching and investigating
issues related to food and nutrition.
This
course develops attitudes and supports values and behaviours based on Catholic
social teachings. Using a variety of learning experiences, students acquire the
skills to become innovative and critical problem solvers who question the use
of resources and understand factors that affect human choices. These decisions
are examined in light of gospel values to enable students to develop an
informed moral conscience. They are encouraged to explore ethical issues
confidently and effectively with a focus on the common good and protection of
the environment. They will investigate how technology can be integrated with
their Catholic faith tradition to enhance the quality of life. The products
that students create, as stewards of the earth, should recognize their
God-given responsibility to respect the dignity and value of the individual and
the global community.
This is a combined Public and Catholic district
school board document. Unit 1 has been developed by the Public school board
writers and Unit 4 by the Catholic school board writers. Both units are
appropriate for use in either Public or Catholic schools. Catholic Graduate
Expectations are infused into Unit 4 only.
It is recommended that teachers follow the
order in which the units are presented in this Course Profile because of the
sequential nature of the learning. Often, prior knowledge from previous units
and activities is assumed and required to proceed with the activities.
Since the prerequisite for this course covers a
broad range of subject disciplines, teachers may wish to survey students to
establish their prior knowledge about food and nutrition science and social
science research skills. This course is an University/College designated
course; it is designed to equip students with the knowledge and skills
necessary to meet entrance requirements for specific programs offered at
universities and colleges. The Food and Nutrition Sciences course is
appropriate for students who intend to pursue higher education in programs such
as dietetics, medicine, nursing, hotel and restaurant management,
biotechnology, food preparation, community outreach, sports medicine, public
health or international development.
Throughout this Course Profile, reference will
be made to a student portfolio. The portfolio is a record of the student’s
process of learning: what the student has learned and how he/she has gone about
learning. It contains actual pieces of student work showing the development of
skills and talents over time. The materials collected throughout the course
will assist students in the completion of the course culminating project. It is
important that the portfolio be introduced to the class early in the course to
allow students the opportunity to collect a variety of samples of work. The selection
of these pieces will demonstrate performance of course expectations. Within
each unit, students place samples of their work into the portfolio. For
example, students locate research articles about food and nutrition issues and
write a summary/précis of these articles. The teacher may also have students
create a course glossary which would list and define terminology that is
specific to the study of food and nutrition sciences. More specific information
is given within the actual unit descriptions about the selection of student
work. This research can again be used to assist students in the completion of
the course culminating project.
Social science research and inquiry skills are
introduced in the unit where they are first applied, and they are repeated and
developed throughout the course. The overall expectations and specific
expectations are listed for each unit in the cluster where they are taught. For
the developed unit, the overall expectations and the corresponding specific
expectations are stated at the beginning of each activity within the unit. Note:
When a specific expectation has more than one segment, be sure to address only
the segment that is being focused on in that particular cluster/activity.
Specific expectations may be repeated throughout the course to reinforce a
particular concept; thus, ensuring that content connections are made throughout
the course. Unit 5, which is the culminating activity, exemplifies this by
incorporating the “enduring understandings” of the course; therefore, providing
the students with an opportunity to apply the key concepts/issues of food and
nutrition science that have been emphasized throughout the course.
Teachers should review their board policy on
equity. They must be sensitive to a variety of religious beliefs as well as the
ethnic and cultural customs of their students; thus, making changes to their
teaching/learning strategies to address the needs of their student population.
Similarly, teachers must be sensitive to the variety of socio-economic levels
and family structures of their student body and be prepared to make adjustments
to the learning experiences and resources as needed.
This course offers students opportunities to
apply their skills in hands-on activities. Students need to be provided with the
skills to use equipment early in the course, in order that they build upon
those skills throughout the course. Safe use of equipment and materials must be
taught prior to any activities requiring safe practices. It is essential that
students are fully aware of the methods and procedures to operate the
specialized equipment (kitchen equipment, appliances, etc.) available for use
in this course. Attention must also be given to safe food preparation/handling
practices in order to prevent food-borne illnesses.
Teachers should take precautionary measures to
ensure that students with food allergies are not placed at risk. They should
discuss this issue with students and follow safe practices outlined in school
or board policy. Furthermore, special considerations for the use of particular
foods may be necessary for religious reasons.
In activities related to nutrition, teachers
should be sensitive to the personal nature of the topic and support students in
avoiding disclosure and discussion of sensitive issues.
Teachers should address safety/censorship on
the Internet at the start of the course by implementing their board’s policies
on appropriate student use and a
Each unit provides the opportunity for students
to focus on specific career options and provides insights into the skills
required for o
The activities in this course take into a
The
suggested hours for the units are based on the approach taken by the writers. A
teacher may wish to adjust the timelines to meet the needs of the students,
school, and/or community.
|
* Unit
1 |
Nutrition
Essentials for Health and Well-being |
28
hours |
|
Unit 2 |
The
Role of Nutrition throughout the Lifecycle |
22
hours |
|
Unit 3 |
|
25
hours |
|
* Unit
4 |
Contemporary
Issues in Food |
25
hours |
|
Unit 5 |
Course
Culminating Activity – Nutrition Resources for Target Groups |
10
hours |
* These
units are fully developed in this Course Profile.
Time: 28 hours
Unit
Description
Students
explore the factors affecting eating habits with specific emphasis on the most
basic reason for eating – survival. Students familiarize themselves with the
role of nutrients and how they are used by the body to maintain optimal health.
The impact on health is examined when nutritional needs are not met. An
understanding of the role and message of Canada’s Food Guide to Healthy
Eating and other food guidelines is gained with relation to recommended
nutrient intakes. Students also learn the meaning of terms and definitions and
build skills using appropriate terminology as it relates to food and nutrition
sciences while conducting social science research. Students begin to create a
course glossary that will be kept as part of their portfolio. As a culminating
activity, students analyse their personal diets and compare them to the
recommended nutrient intakes of Canadian males and females. This activity
should also be kept as part of the student portfolio. Practical learning is
gained through the application of scientific principles related to nutrients,
food preparation, and storage.
Unit
Synopsis Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 11
hours |
PRV.01,
PRV.02, GCV.01, ISV.02, PR1.01, PR1.02, PR1.03, GC1.03, IS1.01 |
Knowledge/
Understanding |
·
identify nutrition terminology and claims through the use of food
labels, begin glossary ·
teacher demonstration showing the presence of iron in food ·
complete chart that identifies major nutrients and their functions ·
video on digestion ·
food experiments to investigate the presence of starch and fat in
foods ·
preparation of foods high in chosen nutrients (e.g., calcium, iron)
and lab report |
|
1.2 10
hours |
PRV.01,
PRV.02, GCV.03, ISV.01, PR1.04, PR1.05, PR2.01, PR2.02, PR2.03, GC3.02,
IS2.01 |
Thinking/Inquiry |
·
diet analysis of case study ·
nutrition-related deficiencies and diseases ·
completion of an organizer showing the main nutrients and the effects
of too much, too little and associated diseases ·
written summary of an article that deals with social conditions that
contribute to illness/disease ·
sensory evaluation comparing quality of processed foods versus fresh
foods ·
food lab using equipment to prepare and store foods for maximum
nutrient retention ·
presentation on chosen nutrient and its role in the diet |
|
1.3 7 hours |
SOV.02,
SOV.03, PRV.02, ISV.02, ISV.03, SO2.03, SO3.01, SO3.02, PR1.02, PR1.03,
PR2.03, PR2.04, IS1.01, IS3.02 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
·
class discussion of measurement of healthy weight ·
class discussion to examine the role of ·
compare and analyse personal three-day diet record to recommended
nutrient intakes ·
compare personal intakes with that of other Canadians using graphs ·
food lab preparing meal that addresses nutritional concern identified
by group and individually prepared written lab report |
Time: 22 hours
Unit
Description
The life
cycle is used as a framework to examine factors influencing food ‘choices.’
Psychological, emotional, social, cultural, economic, geographical, physical,
and religious factors are considered in relation to the food choices that
people make within their personal situations. After examining nutritional needs
throughout the lifecycle, students conduct an investigation into the
availability of food products suitable for the various stages of the lifecycle.
Students continue to add food and nutrition terminology to their course
glossary. They conduct research to investigate careers in nutrition. As a
class, students examine vegetarianism as a complex and diverse topic related to
food choices both individually and on a global level. Individually, students
conduct in-depth research about a nutrition issue of their choice. Social
science research skills are used in the investigation of these topics as
students determine the quality of resources and the information available. This
research becomes part of the student portfolio. Finally, with the aid of
nutrition-related software, students apply their skills by planning and
preparing menus for specific dietary conditions throughout the life cycle.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SOV.01,
SOV.02, PRV.02, PRV.03, SO1.01, SO1.02, SO1.03, SO1.04, SO2.01, SO2.02,
PR2.04, PR3.01 |
Knowledge/
Understanding |
Food
Choices Throughout the Lifecycle ·
factors affecting food choices throughout the lifecycle ·
the socio-cultural importance of food ·
factors that determine food availability in the community, e.g.,
economics, geography ·
nutrition needs throughout the lifecycle ·
investigation into the availability of food products suitable for the
various stages of the lifecycle ·
examination of food choices at different levels - individual, family,
community and national ·
conduct research on nutrition-related careers, e.g., computer
programs, Internet |
|
2 |
PRV.01,
PRV.02, ISV.01, ISV.02, ISV.03, PR1.01, PR1.02, PR2.01, PR2.05, PR2.06,
IS1.01, IS1.02, IS1.04, IS1.05, IS2.02, IS2.03, IS3.01 |
Thinking/
Inquiry Application |
Eating
Patterns ·
types of vegetarianism ·
reasons for vegetarianism ·
prepare a research report that investigates a current nutritional
issue (e.g., Attention Hyperactivity Deficit Disorder [ADHD], food allergies,
diabetes, lactose intolerance, eating disorders) identifying factors that
lead to the condition and the relationship between personal choices and the
condition/treatment and evaluate sources of information for validity, bias, a |
|
3 |
SOV.02,
PRV.02, SO2.03, PR2.07 |
Application
Communication |
Menu
Planning and Preparation throughout the Lifecycle ·
address specific nutrition issues such as diabetes, illness, culture
or religion through the use of case studies ·
preparation of meals that address nutrition issues |
Time:
25 hours
Unit
Description
Students
explore food consumption, production, and nutritional issues from both local
and global perspectives. They identify the role of staple foods as the core
element in any cuisine. Students refine skills such as contributing to a team
effort, consensus building, and respect for individual opinions and ideas when
they examine the outcomes of over and under nutrition and present their
findings. Using a variety of sources of information they investigate factors
affecting food production and security and analyse how the media presents these
concerns. Students are encouraged to respond to the suffering of others with
solutions as they evaluate the contributions by various organizations to
resolve the hunger problem. A wide range of career opportunities involved in
food production and security is explored. Students continue to develop their
portfolios for the culminating activity.
Unit Overview
Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SOV.01,
GCV.01, SCV.02, SO1.02, GC1.01, GC1.02, SC1.03, GC1.05 |
Knowledge/
Understanding Thinking/ Inquiry |
Identification
of the components of various cuisines around the world: ·
staple foods (rice, wheat and barley, animal products, roots and
tubers, maize, and millet/sorghum) ·
conventions of service and consumption ·
utensils ·
use of herbs and spices Group project involving the planning and
preparation of meal that considers the components of the cuisine, tastes and
food preferences, and the food customs displayed by the society |
|
2 |
PRV.02,
GCV.01, GCV.03, ISV.01, ISV.02, ISV.03, PR2.01, PR2.02, PR2.06, GC1.04,
GC3.01, GC3.02, IS1.01, IS2.01, IS3.02 |
Thinking/
Inquiry Communication |
Investigation
of the extent of over and under nutrition: ·
world hunger problem ·
problem of over nutrition, e.g., obesity Group
research project on a disease related to hunger or over nutrition, e.g.,
kwashiorkor, marasmus, beriberi, xerophthalmia, rickets, ariboflavinosis,
pellagra, scurvy, iron deficiency anemia, goiter ·
identify the social factors contributing to the disease ·
investigate prevalence of the disease in the world ·
analyse the nutritional value of a typical diet of a community with
the studied disease |
|
5 |
GCV.02,
GCV.03, ISV.02, GC2.01, GC2.02, GC3.03, GC3.04, GC3.05, IS2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Examination
of the impact of a variety of factors that affect food quality, production,
and supply: ·
in Canada - economic - political - socio-cultural ·
globally - economic - political - socio-cultural ·
summarize the causes of food security and insecurity ·
critique article(s) about economic, political and/or socio-cultural
factor(s) affecting food security or insecurity |
|
4 |
SOV.01,
PRV.03, GCV.03, ISV.01, SO1.05, PR3.01, GC3.06, IS1.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Dealing
with the issues: ·
conduct field work in order to identify the contributions made by
various local organizations to resolve the hunger problem ·
plan a menu and prepare foods taking into consideration the factors
affecting the availability of ingredients ·
explore various career opportunities relating to food and nutrition
sciences Write
unit test |
Time:
25 hours
Unit
Description
Students
examine environmental and economic factors that affect food production and
identify the impact of technology on food preparation and consumption.
Political, ethical, and ecological issues are investigated and evaluated in
order to promote social responsibility, and the common good. Policies and
legislation governing our food supply are identified. Through discussions,
debates, and creative projects, students apply their findings of contemporary
dilemmas and trends facing food production, safety, and utilization. Career
opportunities in each sector of the food industry, including entrepreneurship,
are explored. Students are encouraged to view food, and the natural world it
comes from, as gifts from God deserving of respectful care. They continue the
development of their portfolios for the culminating activity.
Unit
Synopsis Chart
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
4.1 8 hours |
GCV.02,
ISV.01, ISV.02, GC2.01, GC2.03, GC2.06, IS1.01, IS2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Introduction
to stewardship Environmental
factors affecting food production: ·
energy and resources required to produce food ·
use of pesticides, fertilizers, food additives, irradiation Economic
factors affecting food production: ·
standards of living, poverty, personal and family incomes ·
employment and unemployment Food
crises such as contamination, crop failure: ·
factors causing crises; ·
impact on cost and availability of food. |
|
4.2 6 hours |
PRV.03, GCV.02, GCV.03, ISV.01, ISV.02,
ISV.03, PR3.01, GC2.04, GC2.05, GC3.07, IS1.04, IS1.05, IS2.01, IS2.02,
IS2.03, IS3.01, IS3.02 |
Knowledge/ Understanding Thinking/ Inquiry
Communication |
·
impact of scientific advances on our food supply ·
class debate on biotechnology ·
position paper on biotechnology ·
discussion of legislation and policies to protect food ·
exploration of careers in the food industry, e.g., panel of guest
speakers |
|
4.3 6 hours |
PRV.03,
SCV.01, SCV.02, ISV.01, ISV.02, PR3.01, SC1.01, SC1.02, SC1.04, SC1.05,
SC1.06, IS1.05, IS2.01 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
·
introduction to new foods and food products ·
menu planning and food lab using new foods/products ·
creation of an educational brochure for a new development in food
preparation and service ·
investigation of trends in agribusiness and aquaculture ·
journal entry reflecting upon new developments and their
contribution(s) to the common good ·
forecasting future foods/food technology and careers |
|
4.4 5 hours |
PRV.03,
PR3.01, PR3.02, PR3.03 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
The
business of food: ·
identify small businesses related to the food industry ·
how to market the ideal business ·
design a food product and prepare a marketing plan ·
prepare new food product in the lab · Unit test |
Time: 10 hours
Unit Description
Unit
5 is the course culminating activity, or final summative evaluation, consisting
of two parts: a project and an examination. Students use the knowledge and
skills learned throughout the course to develop a food and nutrition resource
targeted at a specific group or audience. To begin this unit, students examine
their course portfolio and identify the “key learnings” (enduring
understandings) from all units of the course.
Individually, students
determine the need for the resource and identify the target audience they wish
to address. Ideas for possible resources include:
·
A
food and nutrition board game for young people between the ages of 16 to 20
years. The game addresses as many of the topics covered in the course as
possible – categories such as nutrients, deficiencies and diseases, lifestyle
influences on health, current issues, careers and organizations for
nutrition/health.
·
An
education campaign aimed at a target group, e.g., adolescent girls. Students
identify the nutritional concerns of the group, factors that effect their food
choices, the effects of poor choices on health (e.g., smoking, eating patterns)
and trends for this target group, they identify the community resources and
professionals who would help to address these issues.
The students’ portfolios act as tools in the
creation of the food and nutrition resource. Students use article summaries,
the food and nutrition terminology glossary, and other samples of their work in
order to complete this culminating project. The creation and use of the project
prior to the final examination serves both as a tool for review and a synthesis
of course material.
Unit Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SOV.01,
SOV.02, PRV.01, PRV.02, PRV.03, SCV.02, GCV.02, ISV.01, ISV.02, ISV.03 |
Knowledge/Understanding
Thinking/Inquiry Communication |
Course
Culminating Activity Project: Resource Development Final
exam |
There
are times during this course when teachers will want to use practical
activities to reinforce classroom learning. Teaching/learning strategies have
been recommended that involve sectors of the local community. Demonstrations,
instructions, and specific techniques are taught prior to involvement in these
practical activities to ensure the student’s safety. Students also need to be
aware of the expectations and responsibilities they have when involved in
activities outside the classroom. Students will also need to review the proper
techniques required for setting-up, implementing, and administering surveys or
interviews.
As
an University/College Preparation course, the teaching/learning strategies
emphasize critical thinking and problem-solving skills. As well, students
develop social science research skills through concrete applications of the
theoretical material covered within the course. Students have the opportunity
to continue to improve their ability to work in teams, consensus-building
skills, and to respect the opinions and ideas of others. A variety of
teaching/learning strategies are encouraged to meet the different learning
styles of the students, which enables them to meet the course expectations and
to set the stage for life long learning. Some examples of strategies that could
be used include: brainstorming, case studies, class discussion,
collaborative/cooperative learning, computer-assisted learning, diet analysis,
conferencing/discussion, food labs, demonstration of techniques relating to
food preparation, electronic presentations, homework, independent study,
issues-based analysis, interviews, jig-saws, journal writing, learning centres,
mind mapping, note making, presentations, problem-solving strategies and
models, report writing, presentations, social science research, Socratic
lessons, student/teaching conferencing, surveys, think/pair/share, theological
reflections, discussion of TV programs and/or videos related to food and
nutrition sciences. This list is in no way inclusive of all of the appropriate
teaching/learning strategies available for teachers to use in the classroom.
Teachers should review their
school/board policy with reference to the use of the Internet prior to using
the Internet as a teaching/learning strategy. There are many websites suggested
as teacher and/or student resources. While all websites have been thoroughly
investigated and were current at the time of publication, teachers should
preview websites prior to student use. Teachers may also find it useful to
develop a guideline to assist students with assessing the quality of Internet
information.
The
improvement of student learning is the primary purpose of assessment. Student
achievement is the measurement of student learning. It must be congruent with
the assessment of the learning expectations for this course. The intent of the
Achievement Chart for Social Sciences and Humanities (The
Students
must be provided with numerous and varied opportunities to demonstrate the full
extent of their achievement of the curriculum expectations across all four
categories of the Achievement Chart. Some examples of assessment strategies are
food labs, design projects, demonstration of skills, demonstration of
techniques, presentations/multimedia presentations, research projects,
portfolios, verbal feedback, critiques, reports/reflections of student
observations, simulation games, and interviews with those working in food and
nutrition-related careers. Examples of assessment tools are
criterion-referenced checklists, criterion-referenced marking schemes, rubrics,
anecdotal comments, and suggestions for improvement.
Types of evaluation of
student achievement are:
Diagnostic: o
Formative: o
Summative: usually carried out at the end of a
learning process; may include feedback and evaluation.
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on final
evaluation in the form of an examination, performance, and/or other method of
evaluation suitable to the course content and administered towards the end of
the course. Two suggestions are given in Unit 5 as course culminating tasks.
Teachers should be acquainted with students’
Individual Education Plans (IEPs) and their unique learning characteristics in
order to make the necessary a
Activities within this course take into a
A
Some
examples of a
Some
students may require changes in the physical environment of the classroom and
food lab. Students with mobility impairments may require physical adaptations.
Resources for the entire course are listed in the Overview. General and specific resources for Units 1 and 4 are listed in the developed units. The writers have tried to offer a variety of suggested resources that could be used in this course to meet the needs of their students.
Units in
this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need 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, 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 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.
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0-314-20487-3
Klimis-Zacas,
Dorothy J. (ed.) Annual Editions: Nutrition (13th ed., 2001-2) Guilford,
Connecticut: McGraw-Hill/Dushkin, 2001. ISBN 0-07-243305-1
Lau,
Grace, K. Ma, and A. Ng. Chinese American Food Practices, Customs, and
Holidays. Chicago: The American Dietetic Association, 1998. ISBN
0-88091-166-2
Leistner,
Colette Guidry. Cajun & Creole Food Practices, Customs, and Holidays. Chicago:
The American Dietetic Association, 1996. ISBN 0-88091-145-X
MacClancy,
Jeremy. Consuming Culture: Why You Eat What You Eat. Henry Holt and
Company, Inc., 1992. ISBN 0-8050-2578-2
Moon,
Rosemary. High Fiber, High Fiber. Willowdale, Ontario: Firefly Books
Ltd., 2000.
Schwarz,
Oded. In Search of Plenty: A History of Jewish Food. Culture Concepts
Inc., 1992.
ISBN 0-921472-05-6
Ontario
Agri-Food Education, Inc. All About Food Agri-Food Facts. Ontario
Agri-Food Education Inc., 2000. Teacher’s Guide available.
Parsons,
Russ. How To Read a French Fry and Other Stories of Intriguing Kitchen
Science. New York: Houghton Mifflin Company, 2001. ISBN 0-395-96783-X.
Peterat,
Linda and the Home Economics Global Education Network. Food Security – A
Development/Global Educational Issue. Ottawa: Canadian Home Economics
Association, 1991.
Peterat,
Linda and the Home Economics Global Education Network. Staple Foods and Food
Forms: Choices, Changes and Challenge. Ottawa: Canadian Home Economics
Association, 1991.
Sizer,
Frances and Eleanor Whitney. Nutrition Concepts and Controversies (8th
ed.) Belmont, California: Wadsworth/Thomson Learning, 2000. ISBN 0-534-56466-6
Unklesbay,
Nan. World Food and You. Binghamton, New York: Food Products Press,
1992.
ISBN 1-56022-011-2
VanCleaver,
Janice. Food and Nutrition For Every Kid – Easy Activities That Make
Learning Science Fun.
Visser,
Margaret. The Ritual of Dinner: The Origins, Evolution, E
The
Visual Food Encyclopedia, Les Edition. Quebec/Amerique, 1996. ISBN 2-89037-893-4
Wells,
Troth. The New Internationalist Food Book.
ISBN 9997809929005140
Whitney,
Eleanor Noss and Sharon Rady Rolfes. Understanding Nutrition.
West
Publishing Company, 1993. ISBN 0-314-01239-7
Worthington-Roberts,
Bonnie S. and Sue Rodwell Williams (ed.). Nutrition Throughout the Life
Cycle (4th ed.)
BBC
Good Food
Bon
Appetit
Canadian
Geographic
(January/February 2002 special issue: food)
Canadian
Guider (Winter 2001
special issue: food)
Canadian
Home Economics Journal
Canadian
Journal of Development Studies
Canadian
Living
Chatelaine
China
Today, vol. XLVII (no.2), February 1998
Company’s
Coming Cooking at Home
Cook’s
Illustrated
Cooking
Light
Culinary
Trends
Food
in
Food
Management
Gemma’s
Home Style Italian Cooking
Gourmet
Gourmet
Traveller
Hometown
Cooking
La
Cucina Italiana
New
Internationalist
Nutrition
Action Newsletter
The
Magazine of La Cucina Italiana
Pasta
– The Journal of Italian Culture and Cuisine
Prepared
Foods
Saveur
Vegetarian
Health Journal
Vegetarian
Times
Veggie
Life
Williams-Sonoma
Taste
Beef
Information Centre –
phone: 905-821-4900 – http://www.beefinfo.org
BIOTECanada
130 Albert Street, Suite 420,
Fax: 613-563-8850 Email: info@biotech.ca – http://www.biotech.ca
Canadian
Cancer Society – Ontario Division,
phone: 416-488-5400, (800) 268-8874 – www.ontario.cancer.ca
Canadian
Diabetes Association – phone: 416-363-3373, (800) BANTING – www.diabetes.ca
Canadian
Egg Marketing Board – http://www.canadaegg.ca
Canadian
Federation of Agriculture – http://www.ifap.org
Canadian
Home Economics Association –
phone: 613-238-8817 Fax: 613-238-8972, E-mail: general@chea-acef.ca –
http://www.chea-acef.ca
Canadian
K0C 1B0, phone: 613-525-2833 Fax: 613-525-4328 – http://www.cifst.ca
Canadian
International Development Agency, 200 Promenade du
phone: 819-997-5006, (800) 230-6349 Fax: (819) 953-6088 –
http://www.acdi-cida.gc.ca
Canadian
National Marketing Boards and Agencies
– http://www.nfp
Canadian
Red Cross Society –
phone: 613-740-1900 – http://www.redcross.ca
Canadian
Turkey Marketing Agency – http://www.canadianturkey.ca
Chicken
Farmers of
Diary
Farmers of
phone: 905-821-8970 – http://www.milk.org
Dietitians
of
phone: 416-596-0857 – http://www.dietitians.ca
Heart
and Stroke
phone: 613-569-4361 – http://www.heartandstroke.ca
International
Food Information Council Foundation – http://ificinfo.health.org
The
Lung Association (
phone: 416-864-9911, (800) 972-2636 – http://www.on.lung.ca
National
Farm Products Council – http://www.nfpc-cnpa.gc.ca
National
phone: 613-235-3355 – http://www.nin.ca
Ontario
Agri Business Association,
phone: 519-822-3004 – http://www.oaba.on.ca
Ontario
Agri-Food Education Inc.
– http://www.oafe.org
Ontario
Federation of Agriculture phone: 416-485-3333, – http://www.ofa.on.ca
Ontario
Pork,
(877) 668-7675 – http://www.ontariopork.on.ca
Oxfam
National Office,
– http://www.oxfam.ca
Poultry
Industry Council – http://www.poultryindustrycouncil.ca
UNICEF
–
– http://www.unicef.ca
World
Vision
– www.worldvision.ca
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.
Agriculture
Agri-Food
Quality Cluster – www.afqc.com
American
Dietetic Association – http://www.eatright.org/
American
Medical Association – http://www.ama-assn.org/
Arbor
Communications Guide to Internet Nutrition Resources –
http://www.arborcom.com/food_p.htm
Canadian
Health Network – http://www.canadian-health-network.ca/
Campus
Worklink. And NGR – http://www.ngr.schoolnet.ca
Canadian
Fitness and Lifestyle Research Institute –
http://www.cflri.ca/cflri/pa/surveys/88survey.html
Canadian
Food Inspection Agency – http://www.inspection.gc.ca/english/toce.shtml
Canadian
Health and Promotion Sites – http://www.cspinet.org/canada/other.html
Canadian
Home Economics Association – http://www.chea-acef.ca
Canadian
Institute of Food – http://www.cifst.ca/links.html
Canadian
Living Magazine – http://www.canadianliving.com
Canadian
Government Publishing – Public Works and Government Services Canada,
– http://publications.pwgsc.gc.ca
Career
Cruising – http://www.careercruising.com
Career
Gateway – http://www.edu.gov.on.ca/eng/career
Center
for Food Safety and Applied Nutrition – http://vm.cfsan.fda.gov/list.html
Centre
for Science in the Public Interest – http://www.cspinet.org/canada/
Chatelaine
Magazine – http://www.chatelaine.com
Children
With Diabetes – http://www.childrenwithdiabetes.com/index_cwd.htm
Citizenship
and Immigration – http://cwr.utoronto.ca/cultural/
Coffee
Kids – http://www.coffeekids.org/
College
Career Path – http://www.careers.ocas.on.ca
Congressional
Hunger – http://www.ghn.org/chc/hunger/hunger_02.htm
CuisineatHome.com
– http://www.cuisinemagazine.com/
Curricular
Resources in Nutrition – http://www.cln.org/subjects/nutrition_cur.html
Diabetic
Gourmet Magazine – http://diabeticgourmet.com/
Dietary
Guidelines for Americans – http://www.nalusda.gov/fnic/dga/dga95/cover.html
Eatwrite.com
– http://www.eatwrite.com/
Eat
Well Eat Safe – http://www.eatwelleatsafe.ca
Egg
Marketing Board – http://www.canadaegg.ca/
Feeding
Minds, Fight Hunger – http://www.feedingminds.org/
Food
and Agricultural Organization of the United Nations – http://www.fao.org/
Food
and
Food
Fortification Program from Health
Food
History Timeline – http://www.geocities.com/Athens/Rhodes/4190/timeline.htm
Food
Navigator.com – http://www.foodnavigator.com/
Food
Safety Network – http://www.foodsafetynetwork.ca
Food
Security Bureau for Agriculture and
– http://aceis.agr.ca/misb/fsb/fsap/part2e.html
Food
TV – http://www.foodtv.com/
Go
Ask Alice –
– http://www.goaskalice.columbia.edu/index.html
Health
and Performance Centre – www.uoguelph.ca/hapc
Health
Home
Canning – http://www.homecanning.com/index.asp
Human
Nutraceutical Research Unit – www.uoguelph.ca/hnru
Incommon:
Global Action Against Poverty – http://incommon.web.ca/anglais/index.html
Inquisitive
Cook: The Science of Cooking – http://www.inquisitivecook.com/
Internatioanl
Food Information Council Foundation – http://ificinfo.health.org/
Job
Futures – http://www.11hrdc-drhc.gc.ca/job/future
Mazemaster
– http://www.mazemaster.on.ca
Mayo
Clinic – http://www.mayoclinic.com
Medbroadcast
– Nutrition http://www.medbroadcast.com/health_topics/nutrition/
Model
United Nations – http://www.stanford.edu/group/Jonsson/mun.html
National
Institutes of Health – Osteoporosis and Related Bone Disease –
http://www.osteo.org/
Nutrition
News Focus – http://www.nutritionnewsfocus.com/home.html
New
Internationalist – http://www.oneworld.org/ni/index4.html
OMAFRA
(Ontario Ministry of Agriculture, Food and Rural Affairs) –
http://www.gov.on.ca/OMAFRA/
PBS
– www.pbs.org/teachersource/
Prairie
Links, Agriculture – http://www.prairielinks.com/
Save
the Children – http://www.savethechildren.org/healthnutr/
Staple
Foods: What do People Eat? –
http://www.fao.org/inpho/vlibrary/u8480e/U8480E07.htm
Statistics
– http://www.statcan.ca: 80/english/freepub/61F0019XIE/vol3no2.pdf
Statistics
Statistics
Statistics
– http://www.statcan.ca/english/kits/kits.htm
Statistics
– http://www.statcan.ca/english/kits/agric/food2.htm
Teach
Nutrition – http://www.teachnutrition.org/ie/index.html
Think
Fast – Healthy Foods on the Go – http://www.thinkfast.co.uk/home.html
– http://www.foodsci.uoguelph.ca/dairyedu/home.html
Vegetarian
Resource Group – http://www.vrg.org/
World
Health Organization – http://www.who.int
Zillions
of Uses of Corn – http://www.ontariocorn.org/products.html
Information
on films/videos for this course:
Classroom
Video –
– http://www.classroomvideo.ca
Films
for the Humanities and Sciences –
– http://www.films.com
L.M.
Media Marketing –
– http://www.lm-media.com/videos
Learning
Seed – distributed in
McIntyre
Media Inc. –
(800) 565-3036. – http://www.mcintyre.ca
Magic
Lantern Communications Ltd. –
Meridian
Education Corporation – P.O. Box 911, 12 Perrine Road, Monmouth Junction, NJ
08852,
1-800-727-5507. – http://www.meridian education.com
The
National Film Board of Canada – P.O. Box 6100 Station Centre-Ville, Montreal,
Quebec H3C 3H5, (800) 267-7710. – www.nfb.ca
Omega
Films Limited,
(416) 291-4733, (800) 663-4238, omega@baloo.com.
Video
Project –
Women,
Food and Families, Centre for Studies in Food Security, Ryerson University,
Toronto, Ontario, 1999, 67 minutes. Teacher’s Guide. (416) 979-5000 ext. 6931,
jwelsh@ryerson.ca,
– www.ryerson.ca/~foodsec
Food
Focus Nutritional Analysis Software, Version 3.2.
Food
Safety CD-ROM (Win),
2000, Omega Films Limited, 585 Middlefield Road, Unit #23, Scarborough,
Ontario, Canada, M1V 4Y5, (416) 291-4733, (800) 663-4238, omega@baloo.com
Order code: 9-97775
The
teacher should make use of the valuable human resources in the local community.
Possible contacts include the public health nurse, dieticians, local farmers,
overseas aid workers, abattoirs and small business owners, food inspectors and
other government personnel. A field trip(s) could be arranged to visit a local
food market, food bank, processing plant and/or another type of food-related
business. However, teachers must take into consideration respect for students’
practices and beliefs when arranging field trips or speakers.
The Food and Nutrition Sciences course of study
is part of the Social Sciences and Humanities curriculum policy document.
University/College Preparation courses include content that is relevant for
both university and college programs. These courses are designed to equip students
with the knowledge and skills they need to meet the entrance requirements for
specific university and college programs. The range of courses offered and the
content of these courses will allow students to prepare for college and
university programs and related careers. Teaching and learning will emphasize
both theoretical aspects and related concrete applications of the course
content. (Ontario Secondary Schools, Grades 9 to 12: Program and Diploma
Requirements, 1999). Students will also be required to demonstrate that
they have developed these skills. With reference to the requirements for the
Ontario Secondary School Diploma, students can use the course as an additional
compulsory credit or as one of the twelve optional credits. The practical aspect
of the foods and nutrition course provides students with knowledge and skills
needed for further education and work and helps them live satisfying and
productive lives as independent and responsible members of society.
This course allows students to broaden their
knowledge in providing food for themselves, their family, and the community.
Through a variety of teaching/learning strategies, students have many
opportunities to further develop their research, critical-thinking,
communication, management, interpersonal, and practical skills. In learning to
critically analyse issues dealing with food and nutrition, students have
opportunities to be active in society by promoting a just, equal, and
compassionate environment for all peoples.
Students have the opportunity to enhance their
computer skills, e.g., Internet usage, word processing, creation of graphs,
etc., as they use their social science research skills to complete class
assignments and projects. Students may elect to create multimedia
presentations.
Food and Nutrition Sciences explores aspects of
various careers related to food and nutrition sciences. The course is aligned
with Choices Into Action: Guidance and Career Education Program Policy for
Elementary and Secondary Schools, 1999. Since all students enrolled in this
course have taken the
Grade 10 Careers course and are in a Teacher Advisory Program, teachers should
investigate cross-curricular situations. All students have completed Grade 9
and 10 Science and therefore have studied the basics of the periodic tables and
common elements. They have studied biology including theory of cells. Issues
related to ecology such as biotechnology, organic foods, farming issues and
food for different populations. It will be important to use diagnostic testing
to determine their knowledge as it relates to issues in Food and Nutrition
Sciences. Teachers should advise students about how they might apply the theory
and practical applications they have learned in class into practice through a
cooperative education experience. Students could apply knowledge and skills
gained in this course through the world of work and be encouraged to make
connections between these skills and their work experiences, e.g., fast food
chain, farm labour, grocery store, restaurant, etc. Teachers should also
encourage students to make college/university connections, e.g., dietician,
food chemist, medicine, public health, culinary arts, food inspection and
safety, agribusiness, etc.
Due to
the practical nature of this course teachers will need to pay careful attention
to issues of food safety and sanitation. Teachers will need to diagnose
students’ knowledge and skills early in the course to determine what needs to
be addressed. Proper sanitation techniques need to be followed. Teachers must also
address issues of food allergies to ensure a safe environment for all students.
Coded Expectations, Food and Nutrition Sciences, Grade 12, University/College Preparation, HFA4M
SOV.01 · identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;
SOV.02 · summarize food-related issues that arise throughout the life cycle;
SOV.03 · plan, perform, and present the results of an investigation into the nutritional status of Canadians.
Factors
Affecting Food Choices
SO1.01 – identify psychological and emotional factors that affect eating habits (e.g., eating to relieve tension or boredom, deriving comfort from food);
SO1.02 – describe the sociocultural importance of food in social interactions (e.g., celebrations and gatherings of friends; family rituals; in the transmission of family culture, religion, and traditions; as a symbol of hospitality; as a status symbol);
SO1.03 – describe economic factors that have an impact on the food choices of individuals and families;
SO1.04 – identify the ways in which physical factors influence food choices (e.g., geographical location, regional growing seasons, availability of food markets, home storage capacity);
SO1.05 – plan menus for, select, and prepare foods, taking into consideration economic, geographical, and seasonal factors that affect the availability of ingredients.
Food
Issues Throughout the Life Cycle
SO2.01 – identify the factors that affect personal food choices throughout the life cycle (e.g., age, health, school and/or work schedules, lifestyle, level of physical activity, lactation, special dietary needs);
SO2.02 – plan, conduct, and summarize the results of an investigation into the availability of food products suitable for various stages of the life cycle (e.g., single-serving products, baby food, fat-reduced food);
SO2.03 – plan a menu for, select, and prepare foods that would meet selected dietary needs during the different stages of life.
Nutritional
Status of Canadians
SO3.01 – compile a body of core information on the nutritional status of Canadians and determine personal nutrient intake, using a variety of print and electronic sources and telecommunications tools (e.g., Canada’s Food Guide to Healthy Eating and Health Canada’s Nutrition Recommendations, computer courseware, Internet sites);
SO3.02 – demonstrate an understanding of how the findings of their nutrition survey apply to themselves and their families.
PRV.01 · identify the source of nutrients and the role they play in the maintenance of good health;
PRV.02 · determine the relationship among nutrition, lifestyle, health, and disease;
PRV.03 ·
identify examples of entrepreneurship in the food industry, and o
Sources
and Roles of Nutrients
PR1.01 – identify the role of fibre and water in the body, and the sources and roles of the major components of nutrients (e.g., carbohydrates, fats, proteins, vitamins, minerals);
PR1.02 – demonstrate an understanding of the nutrients provided by foods in each category of Canada’s Food Guide to Healthy Eating and other dietary guides and standards, and using this knowledge, describe ways to achieve healthy body weight and body image;
PR1.03 – report information gathered from an existing database on the process of digestion, absorption, and metabolism of food, and on the caloric intake of individuals;
PR1.04 – describe ways of preparing and storing food to provide for maximum nutrient retention;
PR1.05 – demonstrate how to use equipment correctly to prepare and store foods for maximum nutrient retention (e.g., steamer, pressure cooker, freezer).
Nutrition
and Health
PR2.01 – identify the social conditions that contribute to the incidence of illness and disease (e.g., improper nutrition, the pressure of daily living, stress);
PR2.02 – explain the relationship among lifestyle, food choices, and nutrition-related illnesses and diseases (e.g., cardiovascular disease, anorexia nervosa, tooth decay, osteoporosis);
PR2.03 – explain how the messages in Canada’s Food Guide to Healthy Eating and other dietary guides and standards relate to current scientific knowledge concerning the relationship between diet and disease;
PR2.04 – identify the recommended daily allowances of nutrients for optimal health, by gender and age;
PR2.05 – describe the types of vegetarian dietary regimens and the reasons people adopt them;
PR2.06 – use a variety of print and electronic sources and telecommunications tools to investigate a current nutritional issue of their choice;
PR2.07 – use available resources, including computer technology, both to plan a menu consisting of foods that will maintain good health, and to select and prepare those foods.
O
PR3.01 – use a variety of print and electronic sources to find information on employment opportunities in areas relating to food and nutrition sciences, such as health and medicine, hospitality services, agriculture, and food technology and production;
PR3.02 – identify types of small businesses related to the food industry (e.g., cottage industries, vendors of Native food products, truck gardeners, pick-your-own-produce ventures);
PR3.03 – design, cost, market, produce, and evaluate a food product (e.g., flavoured vinegar, sugared nutmeats, seasonal cookies).
GCV.01 · identify the components and foods that form the basis of various cuisines around the world;
GCV.02 · identify the economic, political, and environmental factors that affect food production and supply throughout the world;
GCV.03 · identify the factors that are critical to achieving and maintaining food security and eliminating hunger.
World
Cuisine
GC1.01 – identify the components of a cuisine (e.g., staple foods, conventions of service and consumption, utensils);
GC1.02 – describe a selection of the wide variety of tastes and food preferences displayed by societies around the world;
GC1.03 – demonstrate an understanding of the scientific principles of a variety of types of food preparation (e.g., starch cookery, gluten development, protein cookery);
GC1.04 – conduct and present the findings of an analysis of the nutritional value of a variety of cuisines from around the world;
GC1.05 – plan, prepare, and serve (using available ingredients and technology) specific foods prepared in the style of a variety of ethnic and/or Native cuisines, and draw comparisons among them.
Factors
Affecting Food Production and Supply
GC2.01 – describe the effects of various economic factors on food production and supply (e.g., standards of living, poverty, personal and family incomes, employment and unemployment);
GC2.02 – investigate the impact of a variety of political factors on food quality, production, and supply (e.g., international food policies, national and provincial food policies, food marketing boards), and present the results of their investigation;
GC2.03 – demonstrate an understanding of the effects of different environmental factors and issues on the production and supply of food items (e.g., energy and resources required to produce various foods; use of pesticides, fertilizers, food additives, and irradiation);
GC2.04 – identify the impact of biotechnology (e.g., antibiotics in the food supply, bovine growth hormone) on food production, supply, and safety;
GC2.05 – identify legislation governing pesticide and fertilizer use, food additives, and the labelling of biogenetically engineered foods;
GC2.06 – identify current food crises (e.g., contamination, crop failures), the factors causing each of them (e.g., production increases, unfavourable global weather changes), and their impact on the availability and cost of food.
Food
Security and Hunger
GC3.01 – investigate the extent of hunger in the world today and present the results of their investigation;
GC3.02 –
describe micro-nutrient deficiencies (e.g., iron, iodine, vitamin A) prevalent
in
GC3.03 – summarize the causes of food insecurity (e.g., an emphasis on cash-cropping and large-scale food production, globalization, urbanization, continued feminization of poverty);
GC3.04 – identify economic and social policies that influence food security (e.g., debt restructuring, the operations of the World Bank);
GC3.05 –
describe the social and cultural traditions that a
GC3.06 – identify the ways in which the local community is responding to hunger and food security (e.g., with food banks, community gardens);
GC3.07 – describe policies necessary to protect the health and safety of food producers (e.g., against the risk of contaminants), and to protect land and water quality, and biodiversity.
SCV.01 · predict trends in the preparation of foods in the home and in the commercial sector;
SCV.02 · describe noticeable trends in food-consumption patterns.
Trends
in Food Preparation and Consumption
SC1.01 – identify new developments in food preparation and service (e.g., types of restaurant service, ways of presenting foods, styles of kitchens in the home, kitchen appliances);
SC1.02 – describe new foods and food products (e.g., whole-wheat pasta, specialty coffee beverages, soybean products) and analyse their role in the Canadian diet;
SC1.03 – describe the appeal and uses of herbs and spices (e.g., sensory, cultural, nutritive) in food preparation;
SC1.04 – use a variety of print and electronic sources and telecommunications tools to investigate and report on the technology behind some of the new food products and trends that will influence eating habits in the future;
SC1.05 –
present the results of an investigation into trends in agribusiness and
aquaculture in
SC1.06 – prepare a menu using some new food products or recipes, and evaluate the results.
ISV.01 · use appropriate social science research methods in the investigation of food-related issues;
ISV.02 · correctly use terminology associated with food and nutrition;
ISV.03 · communicate the results of their inquiries effectively.
Using
Research Methodology
IS1.01 – correctly use the terminology of food and nutrition sciences (e.g., nutrient deficiencies, food security, vegetarianism, cuisine, agribusiness, gluten development);
IS1.02 – identify the models of social science research methodology used to study food and nutrition sciences;
IS1.03 – demonstrate the effective use of data-collection skills and methods, including questionnaires, interviews, and surveys;
IS1.04 – compile information from a variety of primary research sources (e.g., interviews, personal observations, original documents) and secondary sources (e.g., print materials, Internet articles, CD-ROM, videos);
IS1.05 – distinguish between key and supporting issues in formulating questions to be researched or problems to be solved.
Organizing
and Analysing Information
IS2.01 – summarize and interpret articles on food and nutrition found in newspapers, magazines, and selected research literature, as well as on the Internet;
IS2.02 – differentiate between research evidence and opinion;
IS2.03 –
evaluate print and electronic sources on food and nutrition for bias, a
Communicating
Results
IS3.01 –
record information and key ideas gathered from their research, and document
sources a
IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms(e.g., graphs, charts, diagrams, oral presentations, written reports, videos).
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.