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Course Profile Exercise Science (PSE4U), Grade 12, University Preparation, Catholic

Course Overview

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

Prerequisite: Any Grade 11 University or University/College Preparation course in
Science, or any Grade 11 or 12 Open course in Health and Physical Education

Course Description

This course focuses on the study of human movement and of systems, factors, and principles involved in human development. Students will learn about the effects of physical activity on health and performance, the evolution of physical activity and sports, and the factors that influence an individual’s participation in physical activity. The course prepares students for university programs in physical education, kinesiology, recreation, and sports administration.

How This Course Supports The Ontario Catholic School Graduate Expectations

Exercise Science challenges students to understand the importance of human movement and factors that affect the development of all humans. Students work as interdependent team members to critically assess material and present it to their peers. Students show initiative and leadership in the development of projects and activities for youth. This Course Profile will challenges students to be sensitive to others and accept that each individual is a gift from God with something to offer. Christian beliefs are reinforced as students analyse the relationship of society and culture in sports. In identifying issues in society related to sport, such as violence, cheating, exploitation, and equality, students examine their morals and values as a person formed in Catholic traditions. Students accept accountability for themselves and their actions as they set and achieve goals. Class debates and discussions contribute to the understanding and acceptance of others and of others’ ideas and opinions.

Course Notes

Exercise Science is a combination of scientific and sociological information. This information can be presented in an order that suits the teacher. The units have been clustered according to information that naturally flows together. Although the order of the units can be changed, it is suggested that the first science unit taught be Anatomy and Physiology so that students understand that the premise of the course is scientifically based. Unit 1 is also the basis for all the scientific units taught within this course. Unit 4, Physical Activity and Sport in Society, can be taught at any time throughout the course. The teacher is also able to explore other avenues related to sport such as psychology, history, and business. There are a number of presentations and a significant amount of group work included throughout this course, particularly in the Physical Activity and Sport in Society unit. It is suggested that the teacher develop a rubric for peer assessment of group members and presenters. At the beginning of the course, the teacher introduces the Independent Study Unit and provides students with a variety of topics. It has been included as a separate unit but it has not been allotted a specific time. The teacher, however, can organize the independent study into parts due at specific times throughout the semester. This will help to keep students on track and provide the opportunity for discussion around their chosen topic. The focus of the independent study can be a subject area chosen by the teacher, or students can investigate and research a specific topic of interest. The independent study can be presented in written form and/or presented to the class. The teacher decides the appropriate amount of class time to work on the independent study. The teacher allots time for student-teacher conferences. It is also suggested that teachers include portfolio projects that relate specifically to units or focus on activities that improve students’ skill base and enhance one’s resume. Examples of these projects can include: creating an anatomical joint, taking a course in CPR or First Aid, completing an organized run or walk, teaching a physical education class in an elementary or high school, or referee or score-keep a game. The final exam can be completed in many formats. It is suggested that a paper-and-pencil test is included to test knowledge and understanding and to prepare students for examination at the postsecondary level. Teachers can evaluate communication through a written essay or position paper based on knowledge learned throughout the course or as a culminating activity to the final unit taught. Application and Thinking and Inquiry can be evaluated using a culminating activity from the final unit taught or in any of the portfolio projects you may choose to include.

Units: Titles and Times

Unit 1	Anatomy and Physiology	40 hours
Unit 2	Biomechanics and Human Performance	20 hours
Unit 3	Motor Development	20 hours
* Unit 4	Physical Activity and Sport In Society	30 hours
Unit 5	Independent Study

* This unit is fully developed in this Course Profile.

Note: The time included in the above chart fulfills the required hours for the course, however the independent study unit is not included within these hours. Teachers are expected to allocate the hours throughout units in order to incorporate Unit 5.

Unit Overviews

Unit 1: Anatomy and Physiology

Time: 40 hours

Unit Description

Students learn the structure and function of the body, and the physiological principles relating to human performance. Through the use of practical lab exercise, students further their understanding of skeletal and muscular concepts. Group work within these lab activities emphasize social responsibility, and build on student integrity, morals and ethics. Challenging students to examine and evaluate specific muscle location, structure, and function encourages them to apply their knowledge of interdependent systems. Students are provided with an opportunity to understand muscle contraction and energy systems and to link this information to physical activity. Comprehension of exercise physiology is acquired through the study of the cardio-respiratory system and the production of energy. Students focus on acute and chronic effects of physical activity and on the effects of environmental conditions on the body.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus	Teaching Strategies
1	BBV.01, BB1.01 CGE2b, CGE4b	Knowledge/ Understanding Application	Anatomical terminology Skeletal system	Storytelling Pin the Tail on the Skeleton Think/Pair/Share Lecture Video/Posters
2	BBV.01, BB1.02 CGE2b, CGE2c, CGE2e, CGE3c, CGE3e, CGE4a, CGE5a, CGE5e, CGE5g, CGE7d	Knowledge/ Understanding Communication	Muscle location, structure, function and characteristics	Flash Cards Dissection Lecture Guided Reading Problem Posing Jigsaw Video A.D.A.M (CD-ROM) Bones and Skeleton Model
3	BBV.01, BB1.03 CGE4c	Knowledge/ Understanding Communication	Muscle contraction	Role Playing Lecture Guided Reading
4	BBV.01, BB1.04 CGE2b, CGE3c, CGE4b, CGE5f	Knowledge/ Understanding Communication	Energy systems	Group Presentations Guided Reading Collaborative/Cooperative Learning Library Resource Centre
5	BBV.01, BB1.05 CGE3e	Knowledge/ Understanding Communication Application	Cardio-respiratory system and energy production	Laboratory Activity Question Matrix Student Surveys
6	BBV.01, BB1.06 CGE1e, CGE2b, CGE3f	Knowledge/ Understanding Communication	Acute and chronic effects of physical activity	Case Study Guest Speaker Issue-Based Analysis Problem Posing Jigsaw Directed Reading
7	BBV.03, BB3.03 CGE2b, CGE2c	Knowledge/ Understanding Thinking/Inquiry	Training methods	Lab Activity (Steady State)
8	BBV.01, BB1.07 CGE2c, CGE2d, CGE3f, CGE4f, CGE7f, CGE7i	Thinking/Inquiry Communication	Environmental conditions and affects on the body	Issue-Based Analysis Directed Reading Lecture Classifying Activity

Unit 2: Biomechanics and Human Performance

Time: 20 hours

Unit Description

Students learn the biomechanical principles related to improving movement. They explain and describe the laws of physics, biomechanical principles and joint mechanics as they relate to movement. Examples include Newton’s laws related to levers, velocity and linear acceleration, stability, the relationship between force and movement, angular motion, types of joints and range of motion. Students use these laws to analyse human performance. Students describe the relationship between nutrition and activity, including caloric and nutrient balance, hydration, and the needs of specific populations. They analyse the effects of performance-enhancing methods and substances, and evaluate the effects of various training methods on human performance. They use their acquired knowledge to adapt physical fitness and activity programs to address their personal needs.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus	Teaching Strategies
1	BBV.02, BB2.01, BB2.02, BB2.03 CGE2b	Knowledge/ Understanding Communication Application	Laws of physics Biomechanical principles	Lecture Inquiry Demonstration
2	BBV.03, BB3.01 CGE5a, CGE5e	Knowledge/ Understanding Communication	Nutrition	Lecture Research Nutrition Lab
3	BBV.03, BB3.02 CGE4a, CGE7a, CGE7d	Knowledge/ Understanding Thinking/ Inquiry	Performance-enhancing methods and substances	Experiential Learning Research Lecture
4	BBV.03, BB3.04 CGE2c, CGE4e	Knowledge/ Understanding Application	Physical fitness and activity programs	Reflection Goal Setting Fitness Plan Development

Unit 3: Motor Development

Time: 20 hours

Unit Description

This unit focuses on the motor development of individuals from infancy to adulthood. Students examine performance, growth and development, and the principles of motor learning. Students incorporate the knowledge of fundamental skills in sports to understand and examine the process of skill acquisition. They investigate physical and psychological factors that affect skill performance. Students apply their knowledge of motor learning, and growth and development in designing activities and teaching skills to people of all ages.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus	Teaching Strategies
1	MDV.01, MD1.01 CGE2a	Knowledge/ Understanding Communication	Stages of development	Direct Instruction Jigsaw Observation Research
2	MDV.02, MD2.01, MD2.02, MD2.03 CGE2b	Knowledge/ Understanding Communication Application	Skill acquisition-physical and psychological factors	Reciprocal Teaching Peer Teaching Case Study Lab Activities
3	MDV.01, MD1.02, MD2.04 CGE1d, CGE2c, CGE5c	Thinking/Inquiry Communication Application	Design activities Teaching a skill to youth	Presentation

Unit 4: Physical Activity and Sport In Society

Time: 30 hours

Unit Description

Students explore the relationship between physical activity, sport, and society. They explore the evolution of physical activity by studying the history of sport. They identify issues in society that are related to sports and physical activity. These may include violence, exploitation, cheating, equal access, and physical activity trends. Students analyse the factors that influence participation in physical activity and sports, including current trends, coaching, role models and personal perception of physical activity. Students identify Canadian athletes who have contributed to sports and physical activity and describe their contributions. The relationship of society and culture to sports and physical activity is taught through the study of various issues. These include sport management, physical activity and the importance of being an informed consumer. Students describe how societal and cultural factors, including gender representation and ethno-cultural preferences, influence programs. They describe the benefits of school and community programs, and identify career opportunities in fields related to physical activity and sports.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus	Teaching Strategies
1	PAV.01, PA1.01 CGE2b, CGE5a, CGE7f, CGE7g	Communication	History of sport	Lecture DRTA Position Paper
2	PAV.01, PA1.03, PA2.03, PA2.06 CGE5a, CGE5e, CGE5g, CGE7f	Knowledge/ Understanding Thinking/Inquiry Communication	Participation in physical activity/sport	Brainstorming Research Investigation
3	PAV.02, PA2.01 CGE4d, CGE5a	Thinking/Inquiry	Business and sport	Research
4	PAV.02, PA2.02 CGE2b	Thinking/Inquiry Communication	Informed consumer	Peer Coaching
5	PAV.02, PA2.04 CGE1g, CGE2a, CGE2c	Knowledge/ Understanding Thinking/Inquiry	Benefits of school and community physical activity and sports programs	Community Resource Investigation Peer Teaching
6	PAV.02, PA2.05 CGE1g, CGE2b, CGE5d	Knowledge/ Understanding Thinking/Inquiry	Career opportunities	Investigation
7	PAV.01, PA1.02 CGE1d, CGE3d, CGE3f, CGE4g	Knowledge/ Understanding Communication	Issues in society	Jigsaw Case Study Debate Concept Attainment

Unit 5: Independent Study

Time: Decided by Instructor

Unit Description

The Independent Study unit focuses on students’ specified areas of interest. The teacher presents various topics at the beginning of the course. Students are expected to research and write an essay (expository or report) and prepare a fifteen to thirty-minute presentation to the class.

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus	Teaching Strategies
1	BBV.01, BBV.02, BBV.03, MDV.01, MDV.02, PAV.01, PAV.02 CGE2b, CGE2c, CGE3c, CGE4c, CGE4f, CGE5b	Knowledge/ Understanding Thinking/Inquiry Communication Application	Topic of choice	Expository or Report Essay Presentation Peer Teaching Conferencing

Teaching/Learning Strategies

· Issue-Based Analysis	· Research
· Journal/Learning Log	· Sketching to Learn
· Brainstorming	· Think/Pair/Share
· Observation	· Know, Want to know, Learned (KWL)
· Case Study	· Cope
· Classifying	· Goal Setting
· Collaborative/Cooperative Learning	· Question Matrix
· Directed Reading-Thinking Activity (DRTA)	· Lab Activities
· Field Trip	· Four-Way Recording and Reporting
· Guest Speaker	· Editorial Analysis
· Guided Reading	· Conferencing
· Independent Study	· Demonstration
· Inquiry	· Lecture
· Interview	· Peer Teaching
· Jigsaw/Expert Groups	· Problem Posing
· Community Resource Investigation	· Role Playing
· Learning Centres	· Reciprocal Teaching
· Direct Instruction	· Media Investigations

Assessment & Evaluation of Student Achievement

In order to properly assess and evaluate students’ achievement, teachers are encouraged to involve them in the assessment process. Rubrics can be created with students so that they clearly understand the expectations of the task or assignment. There is a significant amount of group work throughout the course and it is suggested that a peer assessment of group work is included to promote equality in the distribution of work. The intent of this Course Profile is to provide a variety of ways in which to present information as well as to assess students on the information learned.

Assessment Method	Assessment Strategy	Assessment Tools
Personal Communication	· Student-teacher conferencing · Student-parent-teacher conferencing · Peer conferencing · Oral presentations	· Rating scales · Checklist
Paper-and-Pencil Tests	· Unit tests and quizzes · Examinations	· Marking Scheme
Performance Assessment	· Skill rubrics and checklists · Peer and group teaching · Formal writing assignments (essays, newspaper articles, research projects) · Projects (poster presentations, fitness assessments, brochures, portfolios, etc.) · Oral presentations · Skill analysis (video/audio/taping) · Developmental profiles	· Rubrics · Checklist

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 read individual IEPs for specific direction on accommodation for exceptional students and those who are not formally identified but are receiving special education programs and/or services.

In all cases, the students should be helped to learn to take the initiative to ask for the accommodations he or she requires. The following are accommodations which could be considered:

Behavioural/Exceptionalities

· Use visual aids, demonstrations, simulations, manipulations to ensure that students understand concepts presented.

· Break down large tasks into small tasks. Provide reinforcement as each part is completed.

· Provide models of completed tasks so students can visualize a completed project.

· Assist students to set short-term goals, and ensure frequent opportunities for monitoring progress towards those goals.

Learning Disability

· Present information to as many modalities as possible, including oral presentation, board notes, overheads, diagrams, class discussion, activity-based learning.

· Provide extra time to complete assignments that might otherwise be completed in class and/or reduce the quantity of the assignment.

· Allow opportunities for alternatives to writing e.g., graphic representations, drama, media presentations, timelines, and collages.

Enrichment

· Encourage leadership ability in small group situations.

· Allow students to organize games or change rules to form new game.

Resources

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 license and that this license 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 license 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 person or organization that created the work usually owns the copyright. 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.

Moore, Keith and Anne Agur. Essential Clinical Anatomy. New York: Lippincott, Williams and Wilkins, 1995.

Vandu, Sherman, and Luciano. Human Physiology: The Mechanisms of Body Function, 8th ed. New York: McGraw Hill Inc., 2001.

Active Ontario Network – www.activeontario.org (1-416-426-7239)

A.D.A.M. (CD-ROM)

American Council on Exercise – www.acefitness.org

Canadian Health Network – http://www.canadian-health-network.ca

Direct Connect – Fitness Business Canada – www.fitnet.ca

Human Kinetics – The Information Leader In Physical Education – www.humankinetics.com

IDEA – The Health and Fitness Source Local Ontario University. Kinesiology Department.

Ministry of Education (policy documents) – www.edu.gov.on.ca

Ministry of Health – www.gov.on.ca/health/index

Ontario Association of Sport and Exercise Science

OSS Considerations

When planning units of study, teachers may refer 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, Exercise Science, Grade 12, University Preparation, PSE4U

The Biological Basis of Movement

Overall Expectations

BBV.01 · describe the structure and function of the body and of physiological principles relating to human performance;

BBV.02 · demonstrate an understanding of biomechanical principles related to improving movement;

BBV.03 · demonstrate an understanding of the ways in which nutrition and training principles affect human performance.

Specific Expectations

Anatomy and Physiology

BB1.01 – use correct anatomical terminology when describing human performance;

BB1.02 – describe the various parts of the skeletal and muscular systems, and the ways in which they relate to human performance (e.g., according to their location, structure, function, and characteristics);

BB1.03 – describe muscle contraction, demonstrating their understanding of sliding filament theory, the use of adenosine triphosphate (ATP) and calcium, excitation/coupling contraction theory, and concentric, eccentric, and static contractions;

BB1.04 – demonstrate an understanding of the energy systems (e.g., ATP/PC, anaerobic and aerobic systems) and their contribution to muscular contraction and activity (e.g., as in long-distance running as compared to sprinting);

BB1.05 – demonstrate an understanding of the relationship between the cardiorespiratory system and the production of energy (e.g., the transporting of nutrients and oxygen to the working muscles);

BB1.06 – describe the acute and chronic effects of physical activity on the body (e.g., increased cardiac output, increased endorphin levels, increased muscular strength and endurance);

BB1.07 – analyse the effects of different environmental conditions (e.g., altitude, climate, air quality) on the body during activity.

Biomechanics

BB2.01 – explain the laws of physics as they relate to movement (e.g., Newton’s laws related to levers, velocity, and linear acceleration);

BB2.02 – describe the biomechanical principles (e.g., stability, the relationship between force and movement, angular motion) and joint mechanics (e.g., types of joints, range of motion);

BB2.03 – use the appropriate laws of physics and biomechanical principles to analyse human performance (e.g., in running or jumping).

Human Performance

BB3.01 – describe the relationship between nutrition and activity (e.g., caloric balance, nutrient balance, hydration, needs of specific populations);

BB3.02 – analyse the effects of performance-enhancing methods and substances (e.g., drugs, alcohol, nutritional and herbal supplements, steroids, blood doping) on human performance;

BB3.03 – evaluate the effects of various training methods on performance (e.g., effects of sports- or activity- specific and nonspecific training, effects of overtraining);

BB3.04 – adapt physical fitness and activity programs to address personal needs.

Motor Development

Overall Expectations

MDV.01 · demonstrate an understanding of individual differences in performance, growth, and development;

MDV.02 · demonstrate an understanding of the principles of motor learning.

Specific Expectations

Growth and Development

MD1.01 – explain the stages of development from infancy to adulthood and the factors that affect physical growth and development;

MD1.02 – demonstrate an ability to design activities appropriate for different ages and stages of development.

Motor Learning

MD2.01 – apply knowledge of the phases of a skill (e.g., the phases of a golf stroke: preliminary movement, backswing and recovery, force-producing movement, critical instant, follow-through) to analyse movement;

MD2.02 – explain skill acquisition processes (e.g., the stages of learning, the role of feedback, transferability);

MD2.03 – describe the physical and psychological factors that affect skill performance (e.g., fatigue, visualization, audience, motivation);

MD2.04 – apply motor-learning principles to analyse or teach a skill.

Physical Activity and Sports in Society

Overall Expectations

PAV.01 · describe the evolution of physical activity and sports;

PAV.02 · analyse the relationship of society and culture to sports and physical activity.

Specific Expectations

Physical Activity and Sports Issues

PA1.01 – describe the historical development of physical activity and sports;

PA1.02 – identify issues in society related to sports and physical activity (e.g., violence in sports, exploitation in sports, cheating in sports, equal access to sports, physical activity trends);

PA1.03 – analyse the factors that influence participation in physical activity and sports (e.g., current trends, coaching, role models, personal perception of physical activity).

Society and Culture

PA2.01 – analyse the relationship between business and sports and physical activity (e.g., compare an amateur sport to a professional sport, explore the nature of sponsorship);

PA2.02 – explain the importance of being an informed consumer with regard to sports and physical activity;

PA2.03 – describe societal and cultural factors (e.g., gender representation, ethno-cultural preferences) that influence sports and physical activity programs;

PA2.04 – describe the benefits of school and community physical activity and sports programs for themselves and for society (e.g., increased fitness and participation, better school spirit);

PA2.05 – identify career opportunities in fields related to physical activity and sports;

PA2.06 – identify Canadian athletes who have contributed to sports and physical activity and describe their contributions.

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, and 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;

CGE5 - 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;

CGE6 - 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;

CGE7 - 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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