Course Profile   Construction Technology, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

This profile was a collaborative effort between the Simcoe County District School Board and the Institute for Catholic Education (ICE).

 

Catholic School Board Writing Team - Grade 10 Construction Technology

 

Lead Board

Dufferin-Peel Catholic District School Board

Denise Panunte, Project Manager

 

Course Profile Writing Team - Catholic

Paul Owens, Dufferin-Peel Catholic District School Board (Lead Writer)

Brian Andres, Wellington Catholic District School Board

Joanne Durst, Peel District School Board

Joe Panetta, Dufferin-Peel Catholic District School Board

 

Public School Board Writing Team - Grade 10 Construction Technology

 

Lead Board

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team - Public

Don Cook, Upper Canada District School Board (Lead Writer)

Steve Paul, Upper Canada District School Board (Lead Writer)

Gunnar Christensen, Trillium Lakelands School Board

Dr. Ann Marie Hill, Queens University

Rob Stonehouse, Trillium Lakelands School Board

Richard Watts, Algoma District School Board

 

Course Overview

Construction Technology, Grade 10, Open

Course Developers:  Brian Andres, Joanne Durst, Brenda Kenney, Paul Owens, Joe Panetta, Don Cook, Steve Paul, Carlo Cosentino, Gunnar Christensen, Rob Stonehouse, Richard Watts

Course Title:  Construction Technology

Grade:  10

Course Type:  Open

Ministry Course Code:  TCJ2O

Secondary School Document:  The Ontario Curriculum, Technological Education, Grades 9 and 10, 1999

Credit Value:  1

Revision Date:  January 9, 2000

Description/Rationale

The construction industry is one of the largest and most important industries in Ontario. Approximately 15% of all jobs exist within the construction sector. There are many future opportunities to be found for students in the four divisions of construction technology: residential construction, non-residential construction (commercial, industrial and institutional), highway and, heavy construction, and municipal utility construction. These opportunities range from skilled trades-people to technicians, technologists, engineers, architects and contractors. The experiences within this course will prepare students to make informed judgements regarding the type of construction technology program they may decide to choose in Grade 11 or Grade 12 and, ultimately, their own career aspirations. This course will prepare students to design, build, test, evaluate and communicate projects using design techniques, hand and machine tools. Students will use the design process to solve a variety of technological problems in construction technology. Upon completion of this course students will have acquired a diverse number of technical skills and knowledge that may be applied to career opportunities within the construction sector.

How This Supports the Ontario Catholic School Graduate Expectations

The shared intent of this document is to demonstrate to the students that progress must be tempered with the understanding that everything is a gift from God and as such must be treated with respect. The environment, fellow people, and animals are all our responsibility and when designing new products it is the students’ Christian duty to be cognizant of this fact. In the solving of today’s problems of supplying a growing population with better and more innovative ideas to improve our standard of living and recreational time, the final product must justify the process. The students will be challenged with open-ended problems that will allow them not only to problem-solve but also be innovative in their creative decisions. Students are given the opportunity to use these opportunities to grow in the communication of their faith through their solutions. All students regardless of ability, age, or gender will be given the opportunity to express their values, and attitudes that their faith has given them for the improvement of the community as a whole.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  Construction Sub-Trades (Residential)

Time:  20 hours

Description

The purpose of this unit is to identify the role of the various sub-trades involved in construction, the work/systems they are responsible for, and the environmental impact of those systems, including: heating, venting, and air conditioning systems (including insulation); water and waste systems; electrical (including power and lighting); and interior/exterior finishing. The theoretical context of this unit will be supported by students incorporating some of the material processes or systems in their projects (e.g., lighting in a play house, plumbing and drywall in a dog house) and by the construction of models (e.g., electrical grids, water/waste systems). It is desirable that local tradesmen and the relevant inspectors be used as resource people for this unit, providing job site visits, in-school presentations, etc., if possible.

Unit 2:  The Atrium: Research and Presentation

Time:  15 hours

Description

This unit is an exercise that will allow the students to work on new opportunities to explore unique relationships with fellow classmates, the environment, and the community.

The Catholic student is expected to follow church leadership when given an opportunity to create a better place to live. This unit allows them an opportunity to create, design, and construct a personal area.

The object is to create an Atrium area where other students or the public can go to relax, study, or just enjoy each other's company. Names such as Peace Gardens, Atriums, Centennial Garden are all examples of terms relating to an area where people can sit and relax, meditate, etc. In this unit, students will research potential sites, then, using all sources of information available to them, present an overall plan that will include a pond, landscaping, furniture, and patio area for consideration. Skill development will include the safe operation of construction tools, masonry tools and proper use, sketching, drafting (computer design program), desktop publishing, environmental concerns, and impacts on the community from construction projects, etc.

It should be understood that this unit allows the teacher to decide at the beginning if the final product is an actual garden area or a scaled model. Teachers have local resources they can approach for material donations (nurseries, hardware stores, art stores, etc.) that will help keep costs to a minimum. Unit 2 is similar to both project ideas in Unit 3.

Unit 3:  Landscape Design and Construction

Time:  37 hours

Description

In this unit students will further develop their design and problem-solving skills. They will increase their knowledge of the environment, technical terminology procedures and landscape construction. Students will demonstrate their learning through discussion, preparing landscape working drawings, and the construction of a functional, aesthetically pleasing and environmentally friendly water garden and Atrium.

For those teachers who are unable to complete the actual landscape project, there is an opportunity in the activities that follow to construct and evaluate a scale model of the project similar to what landscape architects do when presenting ideas to potential clients. The use of local businesses as a potential source for donation of material and expertise on the project should be considered.

Unit 4:  Community Construction Project

Time:  38 hours

Description

In this unit, students will develop proposed ideas into final drawings and physical projects relating to the Construction Challenge. Students will work individually and in groups, developing the necessary skills and knowledge to successfully complete several projects. This unit will also further develop the students understanding of God’s call on one’s life and provide opportunities to minister to, and serve the community. The completed projects may be installed on site or presented to the class at the conclusion of this unit. Projects will incorporate a variety of roof, wall, and flooring systems and be determined by the unit challenge. Emphasis will be placed on making ties with real life situations in the construction industry and the community, as well as design, costing, material selection, construction techniques and safety.

Course Notes

A daily log or journal is a useful tool for students to practise their technical writing and use of technical words. In addition, logs or journals are useful places to contain working drawings, cutting lists, and photographs of project work in varying stages of completion. Daily drills can be used to practise essential, often-used skills such as drawing, measuring, or cutting (to problem-solve through careful analysis, co-operation, and communication).

The student-centred, activity-based mode of delivery provides students opportunities

·       to develop individual group, and time management skills and to demonstrate the ability to design and follow an organizational plan for the completion of a range of different tasks;

·       to show commitment to a task by maintaining a level of effort required to work toward a final product;

·       to develop the ability to monitor one’s own progress using a variety of record keeping and tracking procedures (logs, journals and project portfolios).

Each unit will provide the opportunity for students to focus on specific career options and provide insights into the skills required for a variety of related professions.

A number of Teaching/Learning Strategies employed in the classroom will allow for career orientation, i.e., job shadowing, computer career and education research, field trips, and guest speakers.

It is imperative that safety be the prime concern of both the teacher and student. To help ensure that all possible precautions are taken, it is suggested that a SAFETY PASSPORT be given to each student. (See Appendix 12.) This form will track the student through the process of introduction to, demonstration of, and then the student demonstrating the safe operation of the tool involved. (See Appendix 6.)

Assessment, Teaching/Learning Strategies and Evaluation

Course Evaluation

Assessment and Evaluation

Students are assessed using the following strategies:

Diagnostic:  occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful;

Formative:  during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction;

Summative:  usually carried out at the end of a learning process; may include feedback and/or judgement.

Specifically, evaluation techniques may include the following:

·       communication through Journals and classroom presentations;

·       self assessment rubrics;

·       student teacher conferencing;

·       written tests, formal and informal observation;

·       performance assessment rubrics;

·       reflective learning including self assessment;

·       learning logs;

·       peer assessment rubrics.

See the preceding table for additional assessment strategies.

Accommodations

The nature of these units and their activities allow for a wide range of course delivery methods.

Accommodations will be made to cover the broad spectrum of students identified with exceptionalities. This flexibility will include the following and more:

·       Written, audio, and video taped materials in the form of notes, or samples of completed work, sketches, drawings etc.

·       Facilities for physically handicapped students must be considered (ramps, lowered tables, special tools, protective wear, etc.).

·       Ministry Document: Technology and Education 1999, pp 48 re: exceptional students.

·       Large print texts, large screen monitors, physical disabilities modifications.

·       Guest speakers from local businesses and municipal government on the rules and regulations of the local area (permits, zoning rules, contracts etc…).

·       Pre-testing at the beginning for knowledge and specific vocabulary where appropriate.

·       Data received from IPRC or IEP must use student's strength to build understanding and confidence.

·       Use Educational Resource Worker (ERW) or Special Education staff for 1:1 support, and support within group, if required.

·       Trips to local job sites for first hand observation of construction projects will support visual hands on strengths.

·       Ensure a clear set of classroom rules, regulations, and expectations are established and reinforced through the semester.

·       Modify testing and evaluation as required.

Resources

Printed Material

Canadian Electrical Code. Rexdale, Ontario: Canadian Standards Association, current.

Canadian Home Workshop. Volumes 1-22. Markham, Ontario: Camar Publications.
ISSN 1485-8509 http://www.canadianhomeworkshop.com (1-905-475-8440)

Fine Homebuilding. Numbers 1-126. Newtown, Connecticut: The Taunton Press.
ISSN 1096-360-X http://www.finehomebuilding.com (1-800-477-8727)

Ontario Hydro Electrical Safety Code. Toronto, Ontario, current.

Ontario Plumbing Code, current.

Clider, Robert K. and Kenneth H. Sharpe. Applications of Electrical Construction. Don Mills, Ontario: General Publishing, 1979.

The Home Depot. Kitchen and Bath 1-2-3. Des Moines, Iowa: Meredith Books, 1999.

The Home Depot. Outdoor Projects 1-2-3. Des Moines, Iowa: Meredith Books, 1998.

Kirklighter, Clois E. Modern Masonry Brick, Block, Stone. South Holland, Illinois: The Goodheart-Willcox Company, 1985.

Kirchner, Harold B. Wiring Installation and Maintenance. Toronto: McGraw-Hill Ryerson, 1978.

Long, Frank J. Intermediate Electricity. 3^rd Ed. Toronto: General Publishing, 1985.

Massey, Howard C. Plumbers Handbook. 2^nd Ed. Carlsbad, California: Craftsman Book Company, 1985.

Ministry of Municipal Affairs and Housing. Ontario Building Code (1997). Housing Development and Buildings Branch, 777 Bay Street, 2nd Floor, Toronto, Ontario, M5G 2E5.

Wood, Robert W. All Thumbs Guide to Home Plumbing. Blue Ridge Summit, Pennsylvania: Tab Books, 1992.

Others

La Farge Construction Materials, Technical Services Group, 7880 Keele St., Concord, Ontario, L4K 4G7. 1-800-523-2743 http://www.lafarge.ca

Publications of the Standards Council of Canada. Rexdale, Ontario
http://www.scc.ca

Linden Publishing. 352 W. Bedford #105, Fresno, California 93711; 1-800-345-4447

American Woodworker. Numbers 1-74. Harlan, Iowa: Home Service Publications.
ISSN 1074-9152 e-mail: AWWcustserv@cds.fulfillment.com (1-800-666-3111)

Fine Woodworking. Numbers 1-139. Newtown, Connecticut: The Taunton Press. ISSN 0361-3453 http://www.finewoodworking.com (1-800-477-8727)

Plywood Handbook. Revised. Vancouver, British Columbia: Council of Forest Industries of British Columbia, 1980.

Shopnotes. Numbers 1-48. Des Moines, Iowa: August Home Publishing Company. ISSN 1062-9696 http://www.augusthome.com (Tel: 1-800-333-5854)

Woodsmith. Numbers 1-126. Des Moines, Iowa: August Home Publishing Company. ISSN 0164-4114 http://www.augusthome.com (Tel: 1-800-333-5075)

Diffrient, Niels, Alvin R. Tilley, and Joan C. Bardagjy. Humanscale 1/2/3. Cambridge, Massachusetts.

Stirling, N. Fundamentals of Technical Drawing. Canada: Gage Educational Publishing, 1984.
ISBN 0-7715-0327-X

Leverett, B. Water Gardens-Step by Step to Success. England: Crowood Press, 1990.
ISBN 1-85223-295-1

Clidero, R.K. Applications of Electrical Construction. McGraw-Hill, current
ISBN 0-7725-1719-3

Smith, K. Garden Construction Know-how. USA: Ortho Books, 1976. ISSN 0-917102-70-3

Hosie, R.C. Native Trees of Canada. Canada: Fitzhenry and Whiteside Ltd., 1979.
ISBN- 0-88-902-572-X

Gardening Magazines and Nursery Catalogues (available at local nurseries)

Fundamentals of Technical Drawing. Gage Education Publishing. ISBN 0-7715-0327-X

Brian Leverett. Water Gardens-Step by Step to Success. ISBN 1-85223-295-1

Better Homes and Gardening. Technology Science Mathematics, McGraw Hill. ISBN 0-696-00041-5

Catanese, A.J and J.C. Snyder. Introduction to Urban Planning. McGraw-Hill

Clidero, R.K. Applications of Electrical Construction. ISBN 0-7725-1719-3

Landers, Jack M. Home Repair and Maintenance. ISBN 0-87006-820-2

Web Sites

Van Ness Water Gardens, for all your Water Gardening needs
http://www.vnwg.com

Canadian Gardens Online
http://www.canadiangardening.com

Garden Construction- Peter’s Pond Page
www.geocities.com

How to Make Garden Gnomes
www.pacificconcrete.com

Material Search site
www.recycle.net

Recycled Furniture Info
www.ilovethisplace.com

Wood le Bois. Numbers 1-27. Ottawa, Ontario: Janam Publications for the Canadian Wood Council. ISSN 1183-6652
http://www.wood.ca (613) 747-0755

Community Resources

Co-op placements, job shadows, speakers, local businesses, Municipal, Provincial, and Federal Government Agencies, local clubs (gardening and landscape), Royal Botanical Gardens (Aldershot), Public and University Libraries, School Library/Resource Centre

OSS Policy Applications

“To prepare students effectively for the challenges that await them, Ontario’s schools should offer an education program that promotes a high standard of achievement, that provides all students with the learning opportunities and support they need, and that is relevant to society’s needs and expectations.”

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 199
www.edu.gov.on.ca

Today’s technology programs, will challenge students to develop an understanding of the effects of technology and how its applications for individuals and society must be considered when they are about to be applied.

In order to earn their diploma for graduation, students starting Grade 9 in 1999/2000 school year must complete a total of 30 credits. These credits are made up of 18 compulsory and 12 optional plus 40 hours of community involvement.

Technical programs, although not compulsory, offer the students an exciting and challenging opportunity to help them investigate what they think may be areas of interest in post secondary school or in the work force.

Technology offers students the opportunity to complete credits in a variety of ways including co-op placements, courses that include school time towards apprentice programs, correspondence, independent study, private study, continuing education, as well as summer school. The technology programs have no boundaries when it comes to the needs of students. Technology has the ability to accommodate students of all abilities.

Course Evaluation

Teachers may evaluate their course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications, and applications. The entire community, including the Parish Church, school family, local business, and local support groups are encouraged to have input on the continuing development of the construction technology course. Students are influenced and grow from a variety of outside influences. Evaluation of personal Catholic Development is part of this growth that they experience and it must be treated and nurtured so they can obtain maximum results.

The following areas should be assessed:

·       Ensure that all expectations are being met.

·       Use a variety of teaching strategies to meet the learning styles of all students.

·       Ensure assessment/evaluation strategies measure student expectations in a reliable and accurate manner.

·       Inform parents of student performance on a regular basis.

·       Use a variety of assessment/evaluation tools.

·       Use a variety of teaching/learning strategies.

·       Ensure that special needs of individual students (exceptional students/ESL/ESD) are being met.

·       Ensure there are personal growth and Christian development of the student under your care. It is a teacher’s responsibility to protect, encourage and allow students to grow as contributing members of society.

·       Ontario Catholic Graduate Expectations, although not given a numerical values must be assessed as part of the student’s development as a Catholic Citizen

Coded Expectations, Construction Technology, TCJ2O

Theory and Foundation

Overall Expectations

TFV.01C

– communicate ideas and solutions to technological problems through a variety of media;

TFV.02C

– describe the qualities, characteristics, and uses of different types of building materials;

TFV.03C

– use technological concepts correctly in the design, fabrication, and evaluation of projects;

TFV.04C

– identify the importance of support systems as an integral part of the construction.

Specific Expectations

TF1.01C

– identify and describe building materials, products, pre-engineered components, and other resources needed to build projects and to construct, maintain, and service buildings;

TF1.02C

– describe the products and materials used to construct different types of foundations;

TF1.03C

– identify materials, products, and pre-engineered components used to build floor, wall, and roof systems;

TF1.04C

– name different types of insulation, doors, and windows and describe their respective uses;

TF1.05C

– describe materials and products used in interior and exterior finishes;

TF1.06C

– classify materials and products related to cabinet making and millwork;

TF1.07C

– name the different types of support systems and describe their respective functions;

TF1.08C

– use technological terms correctly in written and oral presentations;

TF1.09C

– include the ten technological concepts in the design, production, and evaluation of projects;

TF1.10C

– identify electrical devices commonly found in buildings;

TF1.11C

– analyse different methods of heating, ventilating, and air conditioning;

TF1.12C

– describe the water supply and waste disposal aspects of plumbing.

Skills and Processes

Overall Expectations

SPV.01C

– demonstrate skill in the use of tools, materials, processes, and systems required to build, maintain, and service construction-related projects;

SPV.02C

– apply the design process either individually or in small groups to project assembly;

SPV.03C

– apply problem-solving skills to projects;

SPV.04C

– use industry-standard tools and equipment correctly.

Specific Expectations

SP1.01C

– interpret and produce technical drawings using graphic conventions, techniques, instruments, and computer technologies to present solutions to technological problems;

SP1.02C

– apply problem-solving methods to investigate, analyse, and resolve the challenges presented when constructing models or mock-ups;

SP1.03C

– use correctly tools, equipment, and techniques to dress, measure, cut, mill, assemble, sand, and finish wood;

SP1.04C

– use correctly tools, equipment, and techniques to measure, cut, lay out, and assemble structural components and systems;

SP1.05C

– use correctly tools, equipment, and techniques applicable to the layout, rough-in, and completion of support systems;

SP1.06C

– identify tools, equipment, and techniques needed to install interior and exterior finishes;

SP1.07C

– identify common tools and equipment used to maintain and service a building;

SP1.08C

– use a design process correctly.

Impact and Consequences

Overall Expectations

ICV.01C

– identify common architectural styles and building materials;

ICV.02C

– recognize and describe the impacts of construction technology on society and the environment;

ICV.03C

– describe the factors affecting the quality of life of occupants within buildings;

ICV.04C

– apply safety standards as they relate to processes, materials, tools, and equipment in the construction industry;

ICV.05C

– identify and describe careers in construction technology and the education and training required for entry into those positions.

Specific Expectations

IC1.01C

– identify building designs from different architectural eras;

IC1.02C

– describe the evolution of materials, methods, and building codes through different architectural eras;

IC1.03C

– explain the economic, ecological, social, and safety concerns in choosing a particular energy source;

IC1.04C

– explain the purpose of building codes in relation to health and safety;

IC1.05C

– analyse the importance of design on the quality of life in residential, commercial, recreational, and industrial facilities;

IC1.06C

– identify the qualities of effective heating, ventilation, and lighting systems;

IC1.07C

– apply health and safety standards related to materials, processes, tools, and equipment;

IC1.08C

– explain the impact and application of health and safety laws and regulations;

IC1.09C

– identify career opportunities and the skills and education needed to achieve career goals;

IC1.10C

– identify some impacts of construction on society and the environment.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good

 

 

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