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Course Profile Computer Engineering (ICE4M), Grade 12, University/College Preparation, Combined

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12, Technological Education, 2000.

Prerequisite: Computer Engineering, Grade 11, University/College Preparation or
Computer and Information Science, Grade 11, University/College Preparation

Course Description

This course helps students understand and apply computer-engineering concepts. Students will analyse and design computer components, such as logic circuits and interfaces; develop and construct systems and write the associated computer programs to drive real-world devices, such as traffic lights, models, and robots; and explore networking hardware, protocols, and configurations. As well as developing project-management skills, students will examine the ethics of computer use and explore related educational requirements and careers.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of Computer Studies in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions and develop ideas and concepts that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of human and physical resources as well as understand the implications of computers and related innovations. An emphasis on problem-solving models helps students create solutions that recognize our God-given responsibility to respect the dignity and value of the individual, to protect the environment, and to use the world’s resources ethically and morally.

Ethical issues discussed in this course may include:

· intellectual property rights and illegal copying of software;

· reverse engineering;

· creation and distribution of viruses;

· plagiarism;

· sexual harassment/discrimination in the workplace;

· computers and privacy;

· protecting children on the Internet;

· responsible research;

· work and family;

· impact of information technology on the developing world;

· working conditions in information technology companies;

· environmental impact of technology industries.

Course Notes

Future

This course prepares students for further study in university or college computer programming, networking, electronics, and computer engineering programs. This course also provides foundation skills and knowledge for a wide variety of careers at the technician, technologist, engineer, and scientist levels. The combination of theory, practical experience, and exploration of career options specific to each activity (i.e., computer technician, technologist, and engineer) helps students complete and refine their Annual Education Plan.

Background

Students enter this course from either an ICS3M or ICE3E background. The ICS students have more programming experience and as a result are better prepared for the interface programming in Unit 5 and the study of low-level programming in Unit 4. The ICE students have more background in number theory, networking, and hands-on interfacing. Both groups bring unique perspectives to the course. Creative groupings can enhance learning for each group.

Activities

Each unit begins with fundamental concepts and progresses through directed activities to open-ended assignments and case studies. The course expectations are grouped into five units. In the culminating activity in Unit 5, students design, build, and operate a complete interfacing system using knowledge from the previous activities. This background includes knowledge from Unit 1 where students study hardware communication at the register level in the Central Processing Unit. This Unit provides the hardware fundamentals for the later low-level programming unit as well as the culminating Unit 5. The networking from Unit 2 relies on the hardware knowledge from Unit 1 and helps the students with background knowledge for hardware communication studied in Unit 5’s interfacing. The integrated circuit theory and activities from Unit 3 study individual electronic components that are the foundation for the interface itself to be built in the culminating Unit 5. Unit 4, low-level programming activities, again builds on the hardware experiences from Unit 1 and develops relationships with high-level programming used in Unit 5. The course culminates in Unit 5 where hardware, integrated circuits, and programming are brought together in the designing, building, and operating of complete interfacing systems.

Portfolio

A daily log or electronic journal is a useful tool for students to practise their writing skills and increase their knowledge of computer-related terminology. Precise definitions of computer-related terminology and vocabulary work are a primary focus throughout the course. The journal may be used for ongoing activities as part of a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. On a continual basis, students individually or jointly as a class add new knowledge to their portfolio. The portfolio is especially important for summative activities that are concentrated in the last activity of each unit. The use of journals also encourages students to examine and to reflect on their learning and on their Catholic values, abilities, and aspirations; to monitor their progress; and to set goals.

Hardware

Students should have access to a network of computers that are not attached to the main school system in order to avoid conflicts. However, students also require access to computers that are part of the main system for research and some software application tasks. The classroom facilities should allow students to design, disassemble, and assemble a variety of electronic circuits and computer hardware systems. Access to stand-alone computers for testing and interface programming is recommended. These computers can also be used when building networks in Unit 2. The community is an ideal source of used equipment. Specific community sources include large manufacturers, businesses, and computer-leasing companies. Also, the Computers For Schools program is a source for inexpensive computer systems.

Safety

Most units involve hands-on work with live electronic devices. A focus on safe technical practices is required and safe operating procedures should be reviewed on a continuous basis. The use of safety tests, signed safety agreements, and/or safety passports is highly recommended.

Handling computer hardware, such as networking components in Unit 2, integrated circuits in Unit 3, and interfacing systems in Unit 5, requires that students be taught appropriate health and safety guidelines. Also, teachers should develop appropriate strategies to avoid potential health and safety problems associated with computer use, such as eye strain (e.g., classroom lighting, screen glare) and typing issues (e.g., keyboard heights, carpal tunnel syndrome).

Acceptable Use Policy (AUP)

Before beginning the course and throughout activities involving research and publishing, teachers should review the school board’s AUP or equivalent regarding appropriate student use of computers, as well as rules regarding access to Internet services. Ethical considerations, such as legal software licences and suitable websites, are addressed throughout the course when appropriate.

Units: Titles and Time

Unit 1	Hardware: Personal Computer Architecture	14 hours
Unit 2	Networking	16 hours
* Unit 3	Digital Logic and Electronic Circuits	25 hours
* Unit 4	Computer Programming	20 hours
Unit 5	Computer Interfacing	35 hours

· Small-group instruction: peer led, conferencing, discussion, debate, presentation, collaborative/cooperative;

· Individual: research, independent study.

Group instruction can be effectively used in Unit 1 where hardware expectations have moved to the micro level. These expectations involve the central processing unit registers, internal memory organization, and the busses that connect the CPU and memory. Group instruction might also be appropriate to introduce low-level programming constructs in Unit 4. From group discussions, individual hardware and programming projects can be developed.

Thinking/Inquiry

· Research;

· Presentation;

· Open-ended problem solving;

· Authentic tasks.

Problem solving is fundamental to all units. This includes hardware storage techniques of Unit 1, network topologies of Unit 2, flip-flops of Unit 3, tracing low-level programs of Unit 4, and designing interfacing systems of Unit 5. All units, especially Unit 5, lend themselves to open-ended authentic tasks.

Communication

· Presentations;

· Reports;

· Discussion;

· Oral presentations.

Discussions, formal reports, and presentations could be used in networking where features of a student-built local network are reported. Reports and documentation are also fundamental components of the culminating Unit 5.

Application

· Design projects;

· Technical reports;

· Computer programs;

· Creation of products.

Applications are most evident in the digital electronics, computer programming, and interfacing units. In Unit 3, students build electronic circuits that operate to rigorous specifications, which are documented in technical reports. In Unit 4, students apply low-level programming constructs to problem-solving applications. Assignments involve the creation of computer programs that solve specific problems. Unit 5 incorporates all these applications. An interfacing project is designed and built. The design, building, and creation of a final product also use computer programming and documentation through technical reports.

Interfacing systems that are designed to help physically-impaired people are different in concept and application than military-type computer controlled missile applications. Throughout the activities, teachers should reinforce the Christian values of morality and ethics as outlined in the Ontario Catholic School Graduate Expectations through specific tasks.

Assessment & Evaluation of Student Achievement

The selection of assessment/evaluation techniques is directly related to the Achievement Chart categories. Specific examples relating to course content are given for each category:

Knowledge/Understanding

· Paper-and-pencil – quiz, test (multiple-choice, fill-in-the-blanks), examinations;

· Performance – open-ended questions, organizers, tables, graphs, illustrations;

· Personal communication – in-class question and answer, open discussions, oral test or examinations.

Paper-and-pencil quizzes and short answers are suited to hardware terminology in Unit 1, networking concepts of Unit 2, and integrated circuit components of Units 4 and 5.

Thinking/Inquiry

· Paper-and-pencil – open-ended questions, examinations, organizers;

· Performance – essays, articles, research papers, oral presentations, creation of products;

· Personal Communication – in-class question and answer, student/teacher conferencing, small group/teacher conferencing.

Performance assessments or evaluations can be used in Unit 5 to plan and select strategies for specific interfacing systems. Before the actual building of the system, students should research the hardware available, cost of individual components, engineering difficulties, applicability of available software, and timelines.

Communication

· Paper-and-pencil – open-ended questions, tests, presentations, organizers, visuals;

· Performance – lab reports, presentation, creation of products;

· Personal communication – in-class question and answer, discussions, conferencing oral presentation.

Accurate communication of computer concepts is essential to hardware terminology in networking concepts. Journals can be used to record accurate hardware terminology. Functions and definitions, as well as networking topologies and protocols, are important and should be included in the journal.

Application

· Paper-and-pencil – open-ended questions allowing knowledge to be applied to a new situation;

· Performance – lab reports, creations, models, oral presentations, computer programs;

· Personal Communication – interviews, student/teacher conferencing.

Transferring of concepts and procedures already discussed to new contexts is most evident in the summative evaluation in Unit 5; students’ overall knowledge of the course can be applied to an interfacing project. These projects tend to be open-ended where connections to many subject areas can be made.

Many other opportunities are provided for students to demonstrate their highest level of achievement of the expectations in the four Achievement Chart categories. Students are assessed and evaluated using the following strategies:

Diagnostic: Whenever information about prior learning is useful, such as at the beginning of a term or a unit of study, diagnostic tests are useful, including:

· unit pre-tests;

· skills inventory.

Since the skill sets of students from the ICS and ICE streams are different, diagnostic tests at the beginning of Units 2 through 5 should provide informative feedback. Refer to the Background section under Course Notes.

Formative: During the teaching-learning process, students should be provided with ongoing feedback on their strengths and weaknesses and determinations of whether they are meeting course expectations, including:

· communication through journals;

· self-assessment rubrics;

· checklists;

· student/teacher conferencing;

· observation;

· quizzes;

· anecdotal comments with suggestions for improvement.

Numerous technical terms are inherent in computer hardware, networking, integrated circuits, and interfacing. An accurate definition log should be an ongoing part of students’ journals.

Summative: at the end of a learning process, including:

· classroom presentations;

· written and practical quizzes, tests, unit tests, final exam;

· assignments and projects evaluated using rubrics;

· culminating challenges.

Each unit naturally builds to a summative evaluation. Unit 4: Computer Programming builds from examining base operations and individual low-level constructs to applying them to write complete low-level programs. These programs could be in the form of an assignment. The course also builds to a summative evaluation in Unit 5, Activity 4, in which a complete interfacing system is designed and built, including hardware, integrated circuits, programming, and written documentation.

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 methods of evaluation.

Accommodations

Teachers should consult individual student IEPs for specific direction on accommodation for individuals. The following accommodation strategies can be used in the activities throughout the course. Specific strategies relating to course content are given in each activity.

Assessment Accommodations

· Provide additional review for students having difficulty integrating all the structures.

· Allow for non-timed evaluations.

· Ensure that students understand assessment/evaluation tools.

· Provide the option for oral testing and demonstrations of skills.

· The units easily adapt to a variety of assessment techniques. Unit 1, Hardware: Personal Computer Architecture deals with CPU and memory communications. This unit lends itself more to paper-and-pencil evaluations whereas Unit 3, Digital Logic and Electronic Circuits can be evaluated largely through hands-on activities.

· Provide for alternative displays of achievement, such as oral testing, taped answers, and scribing for students with writing difficulties.

Enrichment

· Organize more advanced problems (design work, research paper, alternate interfacing projects).

· Appoint students as assistant site administrators.

· Unit 5 easily adapts to enrichment work. Students write software that can be enhanced by including GUIs (Graphical User Interfaces) as well as mouse controls. GUIs are authentic tasks since most commercial software is graphically driven.

Physical Accommodations

· Check to ensure all aids, environmental issues, safety precautions, and assistance for students to achieve success are in place.

· Provide appropriate adaptive devices, e.g., large screen monitors, touch screens, etc.

· Provide support for hands-on sessions.

· Most computer peripherals can be adapted to accommodate physical impairments.

Instructional Accommodations

· Provide peer tutoring.

· Provide flexible timelines.

· Encourage small-group learning.

· Facilitate student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation.

· Provide written materials for students having difficulty processing auditory information.

· Provide handouts to reinforce demonstrations.

· Provide clarification to students of assessment/evaluation tools such as rubrics and checklists.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. The 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. The 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 from the Internet is not allowed without the permission of the owner.

Human Resources

Community libraries, and school library/resource centre

Community partners and computer industry personnel. Consider businesses with high computer usage that consistently replace equipment (start with computer support personnel). The technology support at these same businesses can provide valuable assistance.

School board technical service personnel.

Print Resources

Operating system manuals and reference texts

Blissmer, Robert H. Introducing Computers. New York: John Wiley & Sons, Inc., 1991.
ISBN 0471-53443-9

Brey, Barry B. Intel Microprocessors: Architecture, Programming and Interfacing. Prentice Hall, 2000. ISBN 0-13-995408-2

Gaonkar, Ramesh S. Microprocessor Architecture, Programming, and Applications with the 8085. Toronto: Collier Macmillan Canada Inc., 1999. ISBN 0-13-901257-5

Haskell, Richard E. Introduction to Computer Engineering: Logic Design and the 8086 Microprocessor. Prentice Hall, 1993. ISBN 0-13-489436-7

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd., 1999. ISBN 0130107336

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Parsons, Oja. Computer Concepts. 1996. ISBN 0-7600-3440-0

Smyth, Graham and Christine Stephenson. Computer Engineering: An Activities-Based Approach. Toronto: Holt Software, 2000. ISBN 0-921598-36-X

The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2

Tokheim, Roger. Digital Electronics, 4th ed. McGraw, Hill Book Company, 1994. ISBN 002-801853-2

White, Ron. How Computers Work. Quebec, Canada: 1997. ISBN 01-56-276546-9

Software Resources

Operating systems, e.g., DOS, MacOS, Windows, UNIX, etc.

OESS software tools, e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.

Web and FTP server and client applications

For low-level programming, several assemblers or simulators are available

Microprocessor Simulator 8085 Ver3.2 – http://www.insoluz.com

For high-level programming in the interfacing unit, Turing and Object Oriented Turing are now provincially licensed and hence free to schools – http://www.holtsoft.com

Web Resources

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.

General Resources

How Things Work – http://howthingswork.com

Intel’s “The Journey Inside” – http://www.intel.com/education/k12/resources/index.htm
An online training and education system whereby you can create an online virtual classroom with your students to learn about computers

Marshall Brain’s How Stuff Works – http://www.howstuffworks.com/

IT Careers – http://www.itcareers.com

Microsoft Educational Resources – http://www.microsoft.com/education/instruction/default.asp

Operation of Computer and Components – http://www.karbosguide.com/index2.htm

PC Building

Oak Ridge Systems, Partitioning Hard Disks – http://oakroadsystems.com/tech/hd-partn.htm

PC Mechanic – http://www.pcmech.com/byopc/index.htm

PC World – http://www.pcworld.com/features/article/0,aid,55674,pg,14,00.asp

The Chip Merchant – http://www.thechipmerchant.com/-10011-0.html

Operating Systems

DUX Computer Digest – http://www.duxcw.com/digest/Howto/index.html

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

Testing and Troubleshooting

Guide for troubleshooting and repairing clones – http://www.daileyint.com/hmdpc/manual.htm

Hard Drive Testing – http://www.tcdlabs.com/hdtach.htm

The BIOS Survival Guide – http://burks.brighton.ac.uk/burks/pcinfo/hardware/bios_sg/bios_sg.htm

The PC Guide – http://www.pcguide.com/

Tom’s Hardware Guide – http://www.tomshardware.com/

Networking

3Com’s Netprep Program – http://education.3com.com/Netprep/index.html

Assembling Patch Cables – http://www.startech.com/structuredwiring/patchcable.htm

Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/

Links page to various tutorials and topics covering areas such as basic networking, client/server, firewalls, troubleshooting, etc. – http://compnetworking.about.com

Network Design and Research Center – http://www.alaska.net/~research/Net/tutorial.htm

Network Tutorials – http://www.wizard.com/users/baker/public_html/NetTutor.html

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

Ethics and Privacy

Business Ethics Magazine – http://www.business-ethics.com/

Computer Professionals for Social Responsibility – http://www.cpsr.org/

Electronic Privacy Information Centre – http://www.epic.org/

Online Ethics Centre for Science and Engineering – http://www.onlineethics.org

Privacy International – http://www.privacyinternational.org/

Vatican – Catholic Perspective on Technology – http://www.vatican.va

OSS Considerations

The Grade 12 Computer Engineering Course is designated as a Technological Education: Part B: Computer Studies (see The Ontario Curriculum, Technological Education, Grades 11 and 12, 2000). Computer Studies courses offered at the Grade 12 level are University/College Preparation or Workplace Preparation (see The Ontario Curriculum, Grades 9 and 12, Program Planning and Assessment, 2000 for a description of the different types of secondary school courses). This course is designed to provide students with a solid background in the relationships between software and hardware and prepares them for postsecondary education and then entry into the workplace. Anti-discrimination education, equity, career goals/cooperative education, and community partnerships are also discussed in this course. All of these issues support many of the Ontario Secondary School policies.

Career exploration throughout all units is available to students with specific reference to Choices Into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Coded Expectations, Computer Engineering, Grade 12,
University/College Preparation, ICE4M

Theory and Foundation

Overall Expectations

TFV.01 · describe mechanisms for information movement and storage;

TFV.02 · document network configurations and their services;

TFV.03 · explain the operation of sophisticated systems that interact with real-world devices;

TFV.04 · compare high-level and low-level programming languages.

Specific Expectations

Computer Logic and Electronics

TF1.01 – describe how signed and unsigned numbers are represented;

TF1.02 – explain how to determine memory requirements for information storage;

TF1.03 – describe the function and interaction of a control unit, arithmetic logic unit, and memory registers in a simple central processing unit (CPU);

TF1.04 – use a diagram to illustrate how buses move data and instructions between memory
and the CPU;

TF1.05 – analyse the role of flip-flops in the flow of data.

Hardware, Interfaces, and Networking Systems

TF2.01 – explain the function and interaction of the basic components of network configurations;

TF2.02 – identify similarities and differences among several network topologies and protocols;

TF2.03 – explain several computer-controlled systems that interact with real-world devices (e.g., traffic management systems, automotive systems, robotic systems).

Programming Concepts

TF3.01 – describe the constructs of a simple assembly or machine-level language;

TF3.02 – identify similarities and differences among memory addressing techniques;

TF3.03 – compare high-level and low-level commands that perform similar operations.

Skills and Processes

Overall Expectations

SPV.01 · analyse information storage mechanisms;

SPV.02 · use Boolean equations to represent computer logic circuits;

SPV.03 · construct systems and interfaces that use computer programs to interact with
real-world devices;

SPV.04 · design effective network configurations;

SPV.05 · develop programs using the software life cycle (problem definition, analysis, design, implementation, testing, and maintenance).

Specific Expectations

Computer Logic and Electronics

SP1.01 – convert between decimal and binary numbers;

SP1.02 – build flip-flops using simple logic gates from schematics;

SP1.03 – incorporate flip-flops in a clocked circuit to demonstrate information storage;

SP1.04 – use electronic instruments (e.g., multimeter, logic probe) to troubleshoot circuits;

SP1.05 – simplify Boolean equations accurately;

SP1.06 – draw circuits that represent Boolean equations;

SP1.07 – develop truth tables to represent Boolean equations.

Hardware, Interfaces, and Networking Systems

SP2.01 – analyse existing systems designs that use computers and interfaces to send and receive information;

SP2.02 – design an effective system consisting of a computer and interface that integrates input and output devices (e.g., motion sensitive alarm, light-activated switch, LED sign, environmental control);

SP2.03 – construct a system consisting of a computer and interface to communicate with external sources;

SP2.04 – identify networking problems and troubleshooting procedures;

SP2.05 – describe network hardware and software and their relationships.

Programming Practice

SP3.01 – write programs to process input and control output devices through interfaces;

SP3.02 – trace the execution of simple machine-level programs;

SP3.03 – write low-level programs;

SP3.04 – document all programs to a specified standard.

Impact and Consequences

Overall Expectations

ICV.01 · identify issues related to the ethical use of computers;

ICV.02 · explain the importance of postsecondary education, employability skills, and lifelong learning to computer engineering careers;

ICV.03 · describe the use of computer technologies and their impact in the community;

ICV.04 · demonstrate project management skills.

Specific Expectations

IC1.01 – use appropriate presentation software to explain issues relating to computer ethics (e.g., privacy, security, information access);

IC1.02 – describe industry certification designations and requirements;

IC1.03 – analyse the potential impact of emerging technologies on society;

IC1.04 – use time management skills and constructive criticism in project settings;

IC1.05 – communicate the results of projects effectively both orally and in writing;

IC1.06 – use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eye strain.

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.

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