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Course Profile Healthy Active Living Education (PPL4O),
Grade 12, Open, Catholic
Course Overview
Prerequisite: None
This
course focuses on the development of a personalized approach to healthy active
living through participation in a variety of sports and recreational activities
that have the potential to engage students’ interest throughout their lives.
Students develop and implement personal physical fitness plans. In addition,
they are given opportunities to refine their decision-making,
conflict-resolution, and interpersonal skills, with a view to enhancing their
mental health and their relationships with others.
Through
Healthy Active Living Education, students examine and reflect on their personal
attitudes, values, actions, abilities, and aspirations influencing life choices
and opportunities that support a healthy active lifestyle for themselves and
others in light of Catholic faith development. Students have the opportunity to
respond to, manage, and constructively influence change, set priorities, be
responsible for their actions, and develop goals for a balanced and healthy
lifestyle through a holistic approach to life. Students are challenged to
reflect, to evaluate situations (creatively), demonstrate flexibility and adaptability,
manage conflict, solve problems, and make decisions in light of gospel values.
Students have the opportunity to exercise servant Christian leadership
promoting the common good, human dignity, respect, equality and inclusion,
while working effectively as interdependent team members, respecting the
rights, responsibilities, and contributions of self and others.
Students
make decisions and exercise choices by selecting activities from a wide variety
of options at the school and in the community. The options incorporate all four
units of study but may be taught in any order, presented in a variety of
formats, be integrated together throughout the course, and may vary in length
as one week, two weeks, or longer modules. In order to access a wide variety of
activities throughout the community it is recommended that the course be
scheduled so that it can make use of time outside of the scheduled class time,
i.e., first or last period of the day to access an early start or late
dismissal or during a period connected to the lunch break. The structure of
this course is dependent upon a variety of factors specific to each school.
Factors such as availability of community facilities, school facilities,
availability of qualified instructors for certification, unit lengths, schedule
flexibility, budgets, student costs, transportation, cultural and environmental
considerations determine course format. Schools develop a process that ensures
all specific board policies for off-campus activities, high-risk activities,
field trips, student transportation, use of additional instructors for
certification and student fees are followed. In the unit overview charts,
specific focuses have been given for activities in appropriate units, e.g.,
Fitness, Conflict Resolution, Mental Health, and Relationships. However, within
the unit of Individual and Team Activities, the specific school will need to
decide what particular options are suitable for the cultural make-up of their
school.
|
* Unit 1 |
Personal Fitness |
20 hours |
|
Unit 2 |
Individual and Team Activities |
60 hours |
|
Unit 3 |
Conflict and Violence |
10 hours |
|
Unit 4 |
Mental Health and Relationships |
20 hours |
* This
unit is fully developed in this Course Profile.
Time: 20 hours
Unit
Description
Students
develop, maintain, and improve their personal health-related physical fitness
by participating in vigorous fitness activities for sustained periods of time,
and by applying training principles that underlie physical fitness. Students
examine and reflect on their personal values, abilities, and aspirations
influencing life choices and opportunities. Students use goal-setting skills to
assess and refine their daily personal health-related physical fitness
programs. They demonstrate initiative and Christian leadership by using
strategies that respond to, manage, and constructively influence personal
healthy active living goals. Students explore cultural influences on
participation patterns. They reflect on how their participation pattern has
changed and is likely to continue to change throughout their lives, and develop
priorities to promote healthy active living. Students show responsibility for their
safety and that of others; they assess strategies to reduce accidents and
analyse community response to emergency situations. Appropriate Canadian
leaders and career opportunities are identified. A culminating activity could
consist of evaluating a variety of physical fitness equipment, programs, and
approaches to maintaining a healthy active lifestyle.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
ALV.02, AL2.01, AL2.02, AL2.03 |
Knowledge/ Understanding |
Personal Fitness · Assessment |
|
2 |
ALV.03, PAV.01, HLV.02, LSV.01, AL2.01, AL2.02, AL2.04,
AL3.01, AL3.02, LS1.01 |
Knowledge/ Understanding |
Personal Fitness · Goal Setting · Personal Program Implementation · Analysis · Maintaining and Improving Fitness |
|
3 |
AL1.04, AL1.05, AL1.08, AL3.03, PA2.04, HL2.05, HL2.06,
LS1.01, LS1.03 |
Thinking/Inquiry |
Healthy Active Living · Participation Patterns · Risk Management · Leaders/Careers · Maintaining and Improving Fitness |
|
4 |
PAV.01, LSV.01, AL2.01, Al2.04, AL2.05, LS1.01 |
Thinking/Inquiry |
Personal Fitness Program Evaluation |
Time:
60 hours
Unit
Description
Students
select and participate in a wide variety of leisure and fitness activities that
promote a balanced and healthy lifestyle and encourage lifelong participation.
Through participation, students develop and refine personal skills and
contribute to the common good through responsibility for general safety. They
demonstrate initiative and Christian leadership by using ethical strategies,
working effectively in groups and learning to apply the guidelines and
strategies of particular activities. Throughout the course, students examine
and reflect on their personal life choices, analyse the benefits of different
activities, and demonstrate an understanding of the complex personal decisions
that affect lifelong participation and a healthy, active lifestyle. Appropriate
Canadian leaders and career opportunities will be identified.
Suggestions for a culminating activity may include:
· student analysis of options, based on personal values, abilities, aspirations, opportunities, and the connection to a healthy, active lifestyle;
· an activity-based performance and analysis of a novel sport, e.g., sepak takraw;
· feasibility research on instituting a new community activity, e.g., women’s hockey.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
ALV.01, AL1.01 |
Thinking/Inquiry |
Balanced option selection from the following areas: |
|
2 |
PAV.01, PAV.02, ALV.03, LSV.03, PA1.01, PA1.02, PA2.01,
PA2.02, PA2.03, PA2.04, AL1.02, AL1.03, AL1.04, AL1.05, AL1.06, AL1.07,
AL1.08, AL3.01, AL3.02, HL2.06, LS1.02, LS1.03, LS3.02 |
Knowledge/ Understanding |
Time:
10 hours
Unit
Description
Students
demonstrate an understanding of strategies that promote personal safety and
prevent injuries. Students analyse the causes of certain types of violence,
e.g., stalking, date rape, family violence, extortion, and describe the
possible effects these types of violence have on the individuals involved and
their families (becoming violent themselves, the cycle of violence and abuse).
Students demonstrate a care-giving approach for individuals exposed to violence
as they identify sources of support in the community. Through an understanding
of the sacredness of life, students demonstrate the ability to use skills and
assess strategies to deal with threats and risks to personal safety and the
safety of others. Through reflective practice, students understand the
importance of self respect and our gospel call to respect the dignity and
welfare of others in reducing conflict in their personal lives. Students
demonstrate an ability to use strategies and make decisions to cope with
conflict, e.g., using mediation in highly charged situations, in light of
gospel values. A culminating activity could include giving a presentation to
elementary school students on healthy relationships and how to handle conflict.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
1 |
HLV.04, LS2.01, LS2.03 |
Knowledge/Understanding |
Conflict and Coping Strategies |
|
2 |
HLV.04, LSV.03, LS2.02, LS3.01, LS3.03 |
Application |
Group Harmony |
|
3 |
HLV.02, HL2.01, HL2.02 |
Knowledge/Understanding |
Causes of Violence and its Effects |
|
4 |
HLV.02, LSV.02, HL2.03, HL2.04 |
Application |
Support and Strategies for Threats to Personal Safety |
Time:
20 hours
Unit
Description
Students
identify and assess social skills necessary for maintaining healthy
relationships and dealing with stressful situations which must also reflect
Catholic values of honesty, justice, inclusion, equity, and sensitivity to
others. They develop an understanding of the importance of healthy
relationships to their own mental health. While aware of and sensitive to
Catholic teaching regarding sexuality, students describe the communication
skills needed to discuss sexual intimacy and sexuality in a relationship.
Students develop an understanding of factors that affect the prevention of
behaviours related to STIs/STDs/HIV/AIDS and pregnancy services in light of
gospel values. Students demonstrate an ability to use moral decision-making and
model goal-setting skills to maintain a healthy lifestyle. Students analyse the
effects of society and culture on individual perception and expression of
gender roles and sexuality as God-given gifts. A culminating activity may
consist of a project connecting changes in societal values, belief attitudes,
norms and priorities and how they impact healthy lifestyle practices. This
project may be presented in a variety of ways such as:
· a print media study;
· an analysis of advertising and health issues;
· a study of a specific culture.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment
Categories |
Focus |
|
1 |
HLV.01, HLV.03, HL1.06, HL3.01, HL3.02, HL3.03, HL3.04,
HL3.05 |
Knowledge/ Understanding |
Mental Health · Thoughts and Feelings · Friends and Family |
|
2 |
HLV.01, HLV.04, LSV.01, LSV.02, LSV.03, HL1.01, HL1.04,
HL1.05, HL3.04, LS3.04 |
Knowledge/ Understanding |
Healthy Relationships · Peer relationships · Peer Pressure |
|
3 |
HLV.03, HLV.04, LSV.01, LSV.02, LSV.03, HL1.02,
HL1.03, HL1.06 |
Knowledge/ Understanding |
Healthy Lifestyles · Health risks · Behaviours · Decision Making · STDs/AIDS/Pregnancy |
A variety
of teaching/learning strategies should be used throughout this course in order
provide the students with multiple learning activities.
|
· Brainstorming |
· Discovery |
· Observation |
|
· Concept Formation |
· Experiential Learning |
· Peer Teaching |
|
· Conferencing |
· Fitness Building Activities |
· Problem Solving |
|
· Community Investigation |
· Fitness Skill Rubric |
· Reflection |
|
· Demonstration |
· Goal Setting |
· Research |
|
· Direct Instruction Practice |
· Independent Project |
· Think/Pair/Share |
|
|
· Lecture/Presentation |
|
Healthy
Active Living Education is an Open course designed to broaden students’
knowledge and skills, reflect the Christian vision of Catholic learners,
reflect their interests, and prepare them for active, healthy lifestyles in
society. The primary purpose of assessment and evaluation in this course is to
improve student learning. Through assessment information, the teacher determines
students’ strengths and weaknesses, and adapts curriculum and instructional
approaches to better meet students’ needs. Throughout the course the teacher
assesses student demonstration of expectations on an ongoing basis by recording
and tracking these demonstrations. Students will need to receive descriptive
feedback that guides their improvement and provides a vehicle for evaluation.
Students need to have a clear understanding of the appropriate behaviour, and
consistent feedback on how they meet the criteria and performance indicators to
fulfill the course expectations. Since teachers need to assess students’
learning skills, the assessment tasks should incorporate opportunities for the
student to demonstrate their competencies in these areas.
The
final evaluation for the course needs to reflect a clustering of the essential
expectations from all of the units. In preparation, students have the
opportunity to practise the knowledge and skills required. Each individual
student demonstrates personal achievement of the expectations. Students need
adequate preparation time toward the end of the course to practise, and to
individually demonstrate the application of the gospel values. A final
evaluation involves students’ preparation of a portfolio from collections of
work, e.g., activity logs, personal fitness journals, personal fitness
analysis, reflection papers, community projects, that have been done throughout
the course. Using this material, students may develop their personal healthy
active living portfolios to be presented in one of many ways, such as:
· a student-teacher conference;
· an individual class presentation;
· an individual presentation to Grade 9/10 HPE students;
· an interactive presentation to a Grade 8 parents night.
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.
|
Methods |
Strategies |
Tools |
|
Personal Communication |
· in-class discussions · student-teacher conferencing · peer conferencing · parent-student-teacher conferencing · oral testing · role playing |
· conference rubrics/checklists · self-evaluation/progress checklists · anecdotal notes |
|
Paper-and-Pencil |
· quizzes, tests · open-ended questions · examination · fitness journal |
· report/assignment checklist · fitness profile rubric · goal-setting checklist, e.g., weekly, monthly · marking scheme |
|
Performance |
· active participation · demonstrating a skill, e.g., dance, nutrition, safety procedures, role playing · movement-skill performance · game play/participation in a group · fitness testing/circuits · producing written reports, assignments or projects |
· checklists · self/peer assessment checklist · developmental profile rating scale · presentation checklists · specifically-designed rubrics, e.g., game play, presentation, movement skill |
The
teacher should consult individual student IEPs for specific direction and
accommodation for individuals. Teachers may access the electronic Special
Education Companion found in the Ministry Curriculum Planner for a wide range
of accommodation strategies for a variety of student learning needs.
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 video/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.
Amos,
Sue and Susan Orchard. Health and Physical Education Grades 9 – 10, PPL1O,
PPL2O, Plan, Assess, Report. Barrie: Data Based Directions. ISBN
1-894369-16-5
Authentic
Assessment for Outcomes Based Learning. Kitchener: Waterloo Catholic District School
Board, 1996.
Canadian
Association for Health, Physical Education, Recreation and Dance. Moving to
Inclusion. CAPHERD, 403-2197 Riverside Drive, Ottawa, K1h 7X3 –
http://www.cahperd.ca
O’Connor,
K. The Mindful School: How to Grade for Learning. Illinois: Skylight
Professional Development, 1999. ISBN 1-57517-123-6
Ontario
Physical and Health Education Association – http://www.ophea.net
Ontario
Physical and Health Education Association. Physical Education: Ontario
Safety Guidelines: Secondary Curricular Guidelines. Toronto: OPHEA, 1997.
Special
Education Companion: Introduction – Ministry Curriculum Planner
Teaching
and Learning: Strategies for Effective Practice. Kitchener: Waterloo Catholic District School
Board, June 1999.
The
curriculum policy document, The Ontario Curriculum Health and Physical
Education, Grades 11 and 12, describes courses that schools may develop to
focus on a particular group of physical activities as the vehicle through which
students attain the expectations, e.g., Outdoor Activities, Aquatics, Rhythm
and Movement. It is important to note that any course that focuses on a
particular area must give students the opportunity to achieve all of the
expectations of a course outlined in the curriculum policy document. Schools
may offer more than one Healthy Active Living Education course in Grade 12,
e.g., Outdoor Education and Aquatics, but a student may take only one of those
courses for credit. Students may take Healthy Active Living Education, PPL4O,
and Exercise Science, PSE4U, and/or Recreation and Fitness Leadership, PLF4C
for credit. This course may be counted as a compulsory credit, or an additional
compulsory credit (Group 1) and optional credit for diploma purposes.
When
planning units of study, teachers may make reference to the Ministry of
Education document Program Planning and Assessment, 2000, with respect
to Career Education, Cooperative Education, Health and Safety, ESL, Technology
in the Curriculum, and Education for Exceptional Students.
Coded
Expectations, Healthy Active Living Education, Grade 12, Open, PPL4O
PAV.01 · demonstrate personal competence
in applying complex movement skills and principles;
PAV.02 · apply the guidelines and
strategies that enhance participation in recreational and sports activities.
Movement
Skills
PA1.01 – develop and combine their
movement skills in a variety of physical activities (e.g., performing such
skills as “skating” in cross-country skiing, making a jump shot in basketball);
PA1.02 – apply movement principles to
refine their movement skills (e.g., applying angular motion to cause the ball
to spin in tennis or golf).
Sports
and Recreation
PA2.01 – apply the specific rules and
guidelines for participation in recreational and sports activities, including
team, group, dual, and individual activities (e.g., moving to the side to allow
faster participants to pass in cycling, releasing the rock before crossing the
hog line in curling);
PA2.02 – explain factors (e.g., the
equipment used, specific preparations such as warm-up or cool-down activities,
specific safety issues, features peculiar to specific activities) that affect
performance and participation in recreational and sports activities;
PA2.03 – use ethical strategies and
tactics to enhance their performance in specific situations and conditions
(e.g., making parallel turns to reduce downhill speed in skiing, clearing the
ball out to the sidelines in soccer when playing defence);
PA2.04 – describe career opportunities in
the fields of sports, recreation, and health and physical education.
ALV.01 · participate regularly in a
balanced instructional program that includes a wide variety of physical
activities that encourage lifelong participation;
ALV.02 · develop personal health-related
physical fitness;
ALV.03 · demonstrate responsibility for
their personal safety and the safety of others.
Active
Participation
AL1.01 – participate regularly in physical
activities, using community and school facilities and choosing from a wide
variety of options at school and in the community, including individual, small-
and large-group, outdoor, and aquatics activities;
AL1.02 – demonstrate personal competence
in a variety of physical activities;
AL1.03 – analyse the benefits of lifelong
participation in different physical activities (e.g., social interaction,
enjoyment, relaxation, self-esteem);
AL1.04 – explain the benefits of different
activities and the ways in which individuals’ participation patterns are likely
to change throughout their lives;
AL1.05 – describe strategies that promote
lifelong participation in physical activity;
AL1.06 – demonstrate positive, responsible
personal and social behaviour in physical activity settings (e.g., modelling
positive behaviour, facilitating group cohesiveness and cooperation);
AL1.07 – demonstrate leadership in
creating a positive climate that promotes participation and safety (e.g., by
officiating, mentoring, organizing, coaching, convening);
AL1.08 – identify Canadian leaders in
physical activities and describe their leadership qualities.
Physical
Fitness
AL2.01 – maintain or improve personal
fitness levels by participating in vigorous fitness activities for sustained
periods of time (e.g., a minimum of two ten-minute time periods or one
twenty-minute time period four times per week);
AL2.02 – explain the training principles
that underlie physical fitness;
AL2.03 – assess personal health-related
physical fitness (e.g., monitor heart recovery rates during vigorous physical
activities);
AL2.04 – refine daily personal
health-related physical fitness programs (e.g., incorporate a variety of
activities that promote cardiovascular fitness into personal fitness programs;
adopt strategies to promote lifelong participation);
AL2.05 – evaluate a variety of physical
fitness equipment, programs, and approaches (e.g., evaluate the merits of
different weight-training equipment).
Safety
AL3.01 – apply appropriate guidelines and
procedures for safe participation in physical activity (e.g., using appropriate
equipment and facilities, wearing appropriate attire, meeting expectations
regarding supervision, understanding the importance of proper posture in
minimizing injury);
AL3.02 – demonstrate behaviour that
minimizes risk to themselves and others (e.g., when dealing with a capsized
kayak, by assessing the safety of climbing equipment, by adopting the
principles of fair play);
AL3.03 – evaluate the effectiveness of the
resources and community agencies that provide assistance in emergency
situations associated with physical activity.
HLV.01 · describe how society and culture
affect individual perceptions and expressions of sexuality;
HLV.02 · demonstrate an understanding of
strategies that promote personal safety and prevent injuries;
HLV.03 · demonstrate an ability to use
specific strategies to enhance their own mental health and that of others;
HLV.04 · demonstrate an understanding of
strategies that promote healthy relationships.
Healthy
Growth and Sexuality
HL1.01 – analyse the factors (e.g.,
culture, media) that affect gender roles and sexuality;
HL1.02 – demonstrate an understanding of
the factors (e.g., attitudes, values, and beliefs about gender roles and
sexuality) that affect the prevention of behaviour related to STDs, AIDS, and
pregnancy;
HL1.03 – describe the factors (e.g.,
healthful eating, abstinence from smoking and alcohol) that contribute to
healthy pregnancy and birth;
HL1.04 – describe the characteristics of
healthy, respectful, and long-lasting relationships;
HL1.05 – assess the skills needed to maintain
healthy, respectful, and long-lasting relationships;
HL1.06 – describe the communication skills
needed to discuss sexual intimacy and sexuality in a relationship.
Personal
Safety and Injury Prevention
HL2.01 – analyse the causes of certain
types of interpersonal violence (e.g., stalking, date rape, family violence,
extortion);
HL2.02 – describe the possible effects of
violence on individuals who are exposed to it in their personal lives (e.g.,
becoming violent themselves, thereby continuing the cycle of violence and
abuse);
HL2.03 – identify sources of support for
individuals exposed to violence (e.g., within the family, the school, or the
community);
HL2.04 – demonstrate an ability to use
skills and strategies (e.g., refusal, self-defence) to deal with threats to
personal safety and the safety of others;
HL2.05 – explain why adolescents and young
adults are over represented in traffic fatalities;
HL2.06 – assess strategies for reducing
risks to their own safety and that of others in various situations (e.g., while
participating in outdoor winter sports activities or driving cars, boats, and
snowmobiles).
Mental
Health
HL3.01 – demonstrate an understanding of
specific mental health issues (e.g., depression, anxiety, suicide);
HL3.02 – apply the skills necessary to
manage stressful situations (e.g., death and dying, mental or physical illness
in a family);
HL3.03 – demonstrate an ability to use
skills to enhance their own mental health;
HL3.04 – describe the importance of
relationships and communication with others to mental health;
HL3.05 – identify sources of information
on and services related to mental health (e.g., the Internet, libraries,
community agencies, media) in the community and beyond.
LSV.01 · use decision-making and
goal-setting skills to enhance their daily lives;
LSV.02 · demonstrate an understanding of
the importance of respect for self and respect for others in reducing conflict
in their personal lives;
LSV.03 · use social skills to work
effectively in groups and enhance relationships.
Decision
Making
LS1.01 – demonstrate an ability to use
strategies that assist in changing and maintaining behaviour to achieve
personal healthy active living goals;
LS1.02 – demonstrate an understanding of
the impact of complex personal decisions and the ethical considerations
associated with these decisions;
LS1.03 – explain the influence of cultural
norms (e.g., related to religion, gender roles) on decision making.
Conflict
Resolution
LS2.01 – describe positive and negative
aspects of conflict;
LS2.02 – demonstrate an understanding of
the factors that promote harmony among people (e.g., tolerance, respect for
individual differences, empathy);
LS2.03 – demonstrate an ability to use
strategies to cope with conflict (e.g., using mediation in highly charged
situations).
Social
Skills
LS3.01 – demonstrate an ability to work effectively
with groups of individuals from different cultures to accomplish group goals;
LS3.02 – demonstrate an ability to use
strategies needed to overcome the barriers to functioning effectively as a
group;
LS3.03 – demonstrate an ability to use
appropriate strategies to reach group consensus;
LS3.04 – explain qualities and factors that
promote and enhance close personal relationships (e.g., communication, honesty,
responsibility, equality).
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.