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Course Profile Recreation and Fitness Leadership (PLF4C), Grade
12, College Preparation, Catholic
Course Overview
Prerequisite: Any Grade 11 or 12 Open course in Health and Physical Education
This
course focuses on the development of leadership and coordination skills related
to recreational activities. Students acquire the knowledge and skills required
to plan, organize, and implement recreational events. They also learn to
promote the value of physical fitness, personal well-being, and personal safety
to others through mentoring. The course prepares students for college programs
in recreational, leisure, and fitness leadership.
This
course represents the opportunity for students to contribute to the common good
of our society. The units and activities within the course challenge students
to exercise Christian leadership in the achievement of individual and group
goals. The group initiative tasks enable students to practice the mentorship of
Jesus Christ in terms of giving people the power, skills, and knowledge to care
for themselves and for others. Proper administration of this course recognizes
the importance of promoting the sacredness of life; it allows students the
opportunity to become constructive collaborative contributors to the wellness
of others. Students are asked to understand that one’s purpose, or call in
life, comes from God and that they must strive to discern this call throughout
life’s journey. Their roles as servant leaders will enrich this journey in a
positive Christian way.
This
course provides students with ample opportunities to develop leadership skills
and meet expectations through leisure, recreation, and fitness activities.
Activities can be offered in classroom, school community, or wider community
settings depending on circumstance and need. The course can be tailored to meet
the needs of individual students and schools. In each unit, the principles of
spiritual leadership should be addressed by using the Catholic Graduate
Expectations.
The
first two units should be done in order at the beginning of the course to give
students an opportunity to know and understand the concepts of a leader,
leadership, leadership styles, teamwork, and group development. The role leadership
plays in the wellness of others is emphasized in the Course Profile.
After
exploring their own personality type and leadership style, students use this
information about themselves to better interact with classmates as well as work
on their self-management skills. These interpersonal and intrapersonal skills
are vital components for each student when working in the applied activities of
Unit 3, 4, and 5.
It
is recommended that the teacher consider an activity that will help the class
bond and get to know each other better early in the course, e.g., such as a
ropes course, hiking trip, or visit to an outdoor education centre. This
activity fits in Unit 2, where the expectations of “understanding the group
development process” are addressed.
In
Unit 3, students have an opportunity to be certified in First Aid. Teachers
should have the appropriate certification (Instructor’s Level), or an
instructor can be booked through
The
teacher must find a balance of classroom activity and practical hands-on
experience. In Unit 4, the teacher is encouraged to provide students with
opportunities to organize and run simple games, a variety of recreational and
physical activities, and officiate a variety of sports. These activities could
be dispersed throughout the course, giving the students opportunities to
revisit the expectations several times.
Conducting
surveys to identify the needs of a specific group is particularly useful to
ensure the su
When
planning and running events within the school community, communication with
staff and administration becomes very important, especially when events
necessitate visiting other classrooms and using facilities within the school.
Intramural activities are a good example of where a number of different groups
can and will be affected. Teachers must ensure that school policies about
intramural and extramural activities are followed.
The
teacher should ensure that in Unit 5, “Leadership Role in Healthy Active
Living,” students have a thorough understanding of assessing fitness and
mentoring before they attempt to help fellow classmates and/or other students.
In the Grade 9 PPL course, students must develop a fitness plan. This provides
a wonderful opportunity for leadership students to apply their knowledge and
understanding of fitness and nutrition to give feedback to these students’
plans. Note: Teachers should be sensitive to the personal nature of the
experience, and support students in avoiding disclosure and discussion of
sensitive issues in the classroom context.
It is
strongly recommended that students keep a portfolio throughout the course. This
log will serve as the students’ running record, complete with concrete examples
of how their leadership skills are being developed and acquired. Log sheets
should be kept for work done outside the classroom as well. It is important for
students to understand that their role as leader should extend beyond the
classroom. Students may not use this leadership credit toward the 40 hours
community service graduation requirement. The portfolio could be presented at
the end of the course in student conferences and used as part of their final
summative evaluation.
|
Unit 1 |
Discovering Leadership and Leadership Styles |
15 hours |
|
Unit 2 |
Developing the Leadership Team |
30 hours |
|
Unit 3 |
Injury Prevention and First Aid |
10 hours |
|
* Unit 4 |
Planning and Event Management |
27 hours |
|
Unit 5 |
Leadership Roles in Healthy Active Living |
28 hours |
* Unit is
fully developed in this Course Profile.
Time: 15 hours
Unit
Description
Students
are introduced to the concept of leadership and how society has viewed its
development throughout history. Students also become familiar with numerous and
varied leadership styles. Central to this part of the unit is the learner’s
role-playing in different leadership styles. These experiences help students
discover their personal and preferred styles of leadership. As the unit
progresses, students become familiar with their roles as “servant leaders.”
Students grow to understand that “servant” leadership is given as a gift for
the good of the community as a whole and not as a tool to enhance their
individual status. As we are all called to be spiritual leaders through
dialogue, study, and prayer, this unit reflects the vision of our faith. The
culminating activity in cluster 3 gives students time to research and present
their knowledge of a prominent Canadian leader within the fields of recreation,
leisure, and sport.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
LE1.01, LE1.02 |
Knowledge/Understanding |
Introduction to concept of leadership |
|
2 |
LEV.01, LEV.02, LE1.03, LE1.05 |
Knowledge/Understanding Application Thinking/Inquiry Communication |
Experiencing different leadership styles |
|
3 |
LEV.01, LE1.02, LE1.03, LE1.06 |
Thinking/Inquiry Communication Application Knowledge/Understanding |
Researching the history of Canadian leaders in recreation, leisure, and sport |
Time: 30 hours
Unit
Description
Students
focus on the acquisition and application of the knowledge related to group
development. However, before becoming effective members of a team, students
should first know themselves. Through introspection and various personality
tests (True Colours, Myers-Briggs), students gain an awareness of themselves with
the goal of eventually, become adept at self-management. Students are then able
to contribute effectively within the group setting. They also acquire an
understanding of group dynamics and the many factors that affect a group, both
positively and negatively. The challenge presented to students within this unit
is to apply the skills needed to work and get along with other people while
contributing to the development of an equitable, inclusive, peace-filled
community. Students are asked to communicate effectively and respond critically
in light of gospel values. Students are also presented with relevant,
meaningful experiences that connect all of their learning to life and faith. In
turn, it is essential that students be afforded the opportunity to actively
become functioning members of a group within the class. This would be an
opportune time for a class excursion, e.g., a possible hiking trip, the
completion of a ropes course, or a class visit to an outdoor education centre.
As part of an inclusive team, students become skilled at demonstrating teamwork
skills that lead to positive group results. It is also important that students,
after becoming group members, ponder the various roles within their group and
how those roles constructively contributed to the group’s su
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
LEV.03, LE3.01, LE3.02 |
Knowledge/Understanding |
Group development theories and personality typing |
|
2 |
LEV.04, LE2.01, LE2.02, LE4.01 |
Application Communication |
Team development and membership |
|
3 |
LEV.03, LE3.03 |
Thinking/Inquiry Knowledge/Understanding Communication Application |
Group roles and dynamics in activities |
|
4 |
PFV.01, PFV.03, PF1.04, PF3.04, PF3.05 |
Knowledge/Understanding Application Communication Thinking/Inquiry |
Promoting healthy lifestyles in the community |
Time: 10 hours
Unit
Description
Students
acquire the knowledge and competence to handle a first-aid emergency situation.
The specific knowledge and skills acquired enables students to recognize when
first aid is needed, to give first aid at an emergency scene, and recognize
when more qualified or medical help is required. Practical exercises are
critical and essential to student learning in this unit. These exercises allow
students to practise their first aid/CPR skills in a simulated emergency
situation. Students learn about the programs for certification in CPR, first
aid training, and aquatics and be encouraged to become certified. Safety
messages and procedures related to students’ schools, homes and workplaces are
discussed with emphasis on student safety. Group development of an Emergency
Action Plan is essential in this unit. The design of this unit challenges
students to become responsible, life-long learners who take initiative and
demonstrate Christian leadership. Students are asked to respond in ways that
model Christ; actions that demonstrate nurturing, care and love. In su
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
PF4.01 |
Knowledge/Understanding Communication |
First aid certification |
|
2 |
PFV.04, PF4.02 |
Knowledge/Understanding Communication |
Safety and injury prevention in our environment |
Time: 27 hours
Unit
Description
The
Planning and Event Management Unit allows students to apply strategies
previously learned in studying the various components of leadership. Planning
and Event Management allows student leaders to use their God-given gifts and
talents for individual and common good. This unit is an opportune time for
students to express their inherent goodness, to value their dignity, to develop
their gifts, and to act with justice and hope. In clusters 2 and 3, various
activities act as vehicles to provide students opportunities to demonstrate
their knowledge and skills in the strands of Leadership and Facilitation of
Recreation and Leisure. Initially, activities should be small and short-term,
e.g., planning and running a relay, and evolve into larger scale events, such
as implementing a school-wide theme day. The five action areas, which are
Budgeting, Facilities and Equipment, Scheduling, Publicity, and Recognition,
are explored. Students become aware of how to manage a group within the gym
setting and also become skilled at officiating. Planning an intramural for the
school gives students experience in organizing a tournament for a specific target
group. Making the public aware of an event and encouraging involvement are
topics that will be covered in the publicity action area. Through positive hard
work and organized, effective planning, students use authentic judgement, i.e.,
the ability to use discernment when creating a work or product. This
discernment aids in the understanding of surveys and statistical data gathered
to determine the community’s recreation and leisure activity needs. Su
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
RLV.01, RL1.01, RL1.02, RL1.03 |
Communication Thinking/Inquiry Application Knowledge/Understanding |
Defining a target group using surveys and statistics |
|
2 |
LEV.01, RLV.02, RL2.01, RL2.02, RL2.03, RL2.04, LE1.01,
RL3.03 |
Communication Thinking/Inquiry Application Knowledge/Understanding |
Planning an event |
|
3 |
LEV.02, LEV.04, RLV.02, LE2.01, LE3.04, LE4.02, LE4.03,
LE4.04, RL2.03 |
Communication Thinking/Inquiry Application Knowledge/Understanding |
Promoting and implementing an event |
Time: 28 hours
Unit
Description
Students
recognize the direction, knowledge, and opportunity people require in order to
live a healthy, active lifestyle. They have the opportunity to promote and
establish fitness programs and appraise their results. The understanding and
promotion of the vitality concept will be identified in terms of physical
fitness as well as nutrition, overall well-being, and happiness. A good way of
promoting these concepts is through effective mentoring. Students study the
importance of mentoring and the role it plays in helping others enjoy a healthy
lifestyle. They recognize their ability to influence others in a positive and
constructive manner. In the Catholic education community, servant leaders
believe in the importance of equity. Students understand that it is a
fundamental truth that all people deserve respect, dignity, fair treatment, and
inclusion. Students recognize the magnitude of inclusivity as well as the
skills they require to address this issue. As servant leaders dedicated to the
promotion of healthy active living, students become aware that the wellness of
each individual is vital to the wellness of the community as a whole. They will
also be called on to recognize that all aspects of an organization or
community, such as their policies, programs, and practices, are interconnected
and duly impact upon the well-being of all who hold membership within the
group. The culminating activity for this unit helps students apply knowledge
gained by mentoring a classmate.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
PFV.01, PF1.01, PF1.02,
PF1.03 |
Knowledge/ Understanding Thinking/Inquiry |
Assessing and developing fitness plans |
|
2 |
PFV.01, PFV.02, PF1.02, PF2.01, PF2.02, PF2.03 |
Knowledge/ Understanding Thinking/Inquiry |
Goal setting for a healthy lifestyle |
|
3 |
PFV.01, PFV.03, LEV.04, RLV.01, RLV.02, RLV.03, PF1.01, PF1.02,
PF2.02, PF3.01, PF3.02, PF3.03, RL1.03, RL2.01, RL2.03, RL2.04, LE4.04 |
Application |
Promoting healthy lifestyles |
|
·
Issue-Based Analysis |
·
Research |
|
·
Journal/Learning Log |
·
Sketching to Learn |
|
·
Brainstorming |
·
Think/Pair/Share |
|
·
Buddy System |
·
K-W-L (Know, Want to Know, Learned) chart |
|
·
Case Study |
·
Cope |
|
·
Classifying |
·
Goal Setting |
|
·
Collaborative/Cooperative Learning |
·
Question Matrix |
|
·
Directed Reading-Thinking Activity (DRTA) |
·
P-M-I (Plus, Minus, Interesting) chart |
|
·
Guest Speaker |
·
Four Way Recording and Reporting |
|
·
Guided |
·
Editorial Analysis |
|
·
Independent Study |
·
Research |
|
·
Inquiry |
·
Sketching to Learn |
|
·
Interview |
·
Lecture |
|
·
Jigsaw |
·
Peer Teaching |
|
·
Journal Writing |
·
Problem Posing |
Framework
for Organizing Assessment Strategies
|
Method (a way of assessing or evaluating learning) |
Sample Assessment Strategies (individual activity/technique used to assess or evaluate learning) |
Sample Assessment Tools (something used to initiate or guide the assessment activity or to track/monitor the assessment data) |
|
Observation |
|
|
|
Method used to monitor and assess intellectual, social, emotional, and spiritual growth and development not otherwise easily measured |
·
formal teacher observation ·
informal teacher observation |
·
observation checklists |
|
Personal Communication |
|
|
|
Method used to collect evidence of student learning through listening, questioning, responding, explaining; to assess communication and thinking skills; to monitor personal growth, development and attitudes toward learning |
·
student-teacher conferencing ·
parent-teacher conferencing ·
peer conferencing ·
oral presentation |
·
rating scale ·
checklist |
|
Paper-and-Pencil |
|
|
|
Method used to assess students’ achievement of particular knowledge or skills in depth |
·
standardized tests ·
teacher-made tests (standards referenced) |
·
marking scheme |
|
Performance |
|
|
|
Method used to assess students’ ability to apply, integrate and transfer their knowledge, skills and values; to evaluate student progress and achievement of learning expectations and standards; to determine expanded opportunities for individual students |
·
presentations, performances ·
exhibitions, demonstrations ·
role performances ·
formal written assignments, e.g., essays, reports, journals or
portfolios ·
projects |
·
rubrics ·
checklists ·
marking scheme ·
rating scale |
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 a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
The
teacher should consult individual student IEPs for specific direction on a
·
Reduce
volume of material assigned.
·
Extend
timelines for tests and assignments.
·
Allow
for test writing in the library/resource centre.
·
Extend
testing over more than one testing period.
·
Test
rewrites.
·
Pre-test/post-test
review activities.
·
Braille
material.
·
Hands-on,
practical, life skills approach.
·
Student-directed
learning activities.
·
Preferential
seating in class.
·
Time-out
breaks in the library/resource centre.
·
Ongoing
monitoring on a one-to-one basis to ensure understanding of concepts presented
in class.
·
Continuous
review of previously taught material.
·
Oral,
taping, visual responses offered a
·
Where
appropriate, arrange for peer support.
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.
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.
CIRA
– Canadian Intramural Recreation Association, Secondary Student Leadership
Development Guide, 3rd ed. 1998.
Elementary
Statistics by Janet
T. Spence, et al, 4th.ed. 1983.
The
Seven Habits of Highly Effective Teens. Stephen Covey, 1998.
Youth
Leadership in Action: A Guide to Cooperative Games and Group Activities. 1995.
Canadian
Intramural and Recreation Association, Not Just Another Games Book.
1994.
When
planning units of study, teachers may reference the Ministry of Education
document Program Planning and Assessment, 2000 with respect to Career
Education, Cooperative Education, Health and Safety, ESL/ELD, Technology in the
Curriculum, and Education for Exceptional Students.
Coded
Expectations, Recreation and Fitness Leadership, Grade 12,
College Preparation, PLF4C
LEV.01 · analyse a variety of leadership
styles;
LEV.02 · use their leadership skills in a
variety of healthy active living contexts;
LEV.03 · demonstrate an understanding of
the group development process;
LEV.04 · demonstrate teamwork skills that
achieve positive results.
Leadership
Style
LE1.01 – define the concept of leadership;
LE1.02 – explain the development of the
concept of leadership from a historical and societal perspective;
LE1.03 – evaluate the effectiveness of
various leadership styles;
LE1.04 – apply the leadership style
required for a particular situation;
LE1.05 – analyse their own preferred
styles of leadership;
LE1.06 – identify Canadian leaders in
physical activities and describe their leadership qualities.
Leadership
Skills
LE2.01 – apply communication skills and
strategies that help develop positive relationships (e.g., the ability to
express ideas and to listen and respond to others);
LE2.02 – demonstrate an understanding of
strategies that facilitate the decision-making process, taking into
consideration self, others, and available resources;
LE2.03 – demonstrate an ability to use
strategies to minimize and resolve conflict;
LE2.04 – demonstrate an ability to use
time-management skills.
Group
Development
LE3.01 – describe the factors (e.g., size,
norms, cohesiveness) that affect group development;
LE3.02 – explain the theories relating to
stages of group development;
LE3.03 – analyse how the roles played by
various members of a group (e.g., summarizer, task initiator, encourager)
contribute to group effectiveness.
Teamwork
Skills
LE4.01 – demonstrate an ability to
facilitate behaviour within a group that is respectful of each individual’s
thoughts and opinions;
LE4.02 – demonstrate an ability to take
responsibility for carrying out tasks assigned by the group;
LE4.03 – demonstrate an understanding of
strategies that facilitate group effectiveness (e.g., ensuring that tasks are
completed, that members of the group are satisfied with the group process, and
that the group’s product is of high quality);
LE4.04 – demonstrate leadership skills
through their participation in a variety of leadership activities (e.g.,
in-class tournaments).
RLV.01 · demonstrate an understanding of the
importance of doing a needs assessment before organizing a health and physical
education event;
RLV.02 · demonstrate an ability to coordinate a
detailed plan for a health and physical education event;
RLV.03 · demonstrate an ability to promote
the benefits of lifelong participation in recreational and leisure activities.
Needs
Assessment
RL1.01 – apply appropriate research skills
in conducting a survey to identify the needs of a target group for a health and
physical education event;
RL1.02 – demonstrate an ability to
synthesize information from the survey and incorporate conclusions into a plan
for the event;
RL1.03 – identify the community
partnerships available to support the findings and participate in the plan.
Plan
Coordination
RL2.01 – design a plan for a health and
physical education event that reflects the needs and abilities of the
participants (e.g., a specific age group, culturally diverse populations,
individuals with special needs);
RL2.02 – design an action plan (i.e., a
plan that specifies what, when, how, who, how much) to implement the event;
RL2.03 – effectively communicate
information about the event to the target group (e.g., through an oral or
electronic presentation);
RL2.04 – evaluate the event based on pre-established
criteria and make recommendations for improvement.
Promotion
of Participation
RL3.01 – explain the personal, social,
economic, and environmental benefits of recreation and leisure;
RL3.02 – describe motivational factors and
potential barriers that affect lifelong participation in recreational and
leisure activities;
RL3.03 – identify various promotional
strategies used to market recreation as an essential service;
RL3.04 – apply strategies that are
sensitive to community and to cultural and ethnic diversity to promote the
benefits of recreation and leisure;
RL3.05 – identify various career
opportunities within the field of recreation and leisure.
PFV.01 · demonstrate an ability to help
others develop and implement personal health-related fitness plans;
PFV.02 · demonstrate mentorship skills;
PFV.03 · demonstrate an ability to help
others understand how physical activity, nutrition, and positive self-image
contribute to well-being;
PFV.04 · apply safety procedures for
injury prevention.
Health-related
Fitness
PF1.01 – use appropriate appraisal tools
to assess others’ physical fitness;
PF1.02 – analyse the results of physical
fitness appraisals (e.g., by using software for data interpretation);
PF1.03 – identify community organizations
that carry out physical fitness appraisals;
PF1.04 – describe career opportunities in
the field of physical fitness.
Mentoring
PF2.01 – explain the attributes of an
effective mentor;
PF2.02 – demonstrate an ability to support
others in setting short- and long-term goals to maintain or improve their
physical fitness;
PF2.03 – demonstrate an ability to support
others in setting and following personal fitness plans.
Nutrition
and Well-Being
PF3.01 – use appropriate appraisal tools
(e.g., a software program, Canada Food Guide) to assess the eating habits and
patterns of others;
PF3.02 – demonstrate an ability to support
others in making appropriate revisions to their plans for programs that promote
healthy eating and physical activity;
PF3.03 – demonstrate an ability to support
others in shifting from an emphasis on weight control to an emphasis on a
healthy lifestyle;
PF3.04 – identify community resources and
support services for healthy eating;
PF3.05 – describe career opportunities in
the field of nutrition and well-being.
Injury
Prevention and First Aid
PF4.01 – demonstrate competence in
specific skills (e.g., those acquired through CPR and first-aid training or
aquatics certification) that can help others in emergency situations;
PF4.02 – describe safety regulations and
procedures (e.g., procedures related to fire and injury) and protective devices
(e.g., padding at the end of basketball courts, mouth guards) designed to
ensure their own safety and that of others.
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.
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