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Course Profile Computer and Information Science (ICS4M),
Grade 12, University/College Preparation, Combined
Course Overview
Prerequisite: Computer and
Information Science, Grade 11, University/College Preparation
This
course helps students use programming and software engineering principles to
design and develop algorithms and programs. Students will use software
development and diagnostic tools, implement data structures and algorithms, and
use file-management techniques in project settings. They will also develop an
understanding of the ethics of computer use and the impact of information
technology on the community, and will explore post-secondary education and
career paths in computer science.
The
Computer and Information Science program in the Catholic faith community
enables young adults to develop and utilize their gifts and resources in
finding solutions that benefit others in ways that model Gospel values. The
curriculum focus enables students to be critical thinkers and innovative
problem solvers and analyse the use of resources while understanding the
implications of technological innovations. Emphasis on process and results
ensures students apply skills and knowledge when providing services and
recognize our God-given responsibility to respect the dignity and value of the
individual and the need to work co-operatively for the good of all. Computer
technology has an ever-increasing effect upon society (e.g., the importance of
the ethical use of computers in areas such as piracy, privacy, and security;
and the importance of a professional code of computing ethics). It is important
for young Catholics to reflect upon and examine the potential of technology to
positively and negatively affect lives and careers.
The
Grade 12 Computer and Information Science course prepares students for College
and University destinations. The combination of theory and practice encourages
students to expand their knowledge and skills in the application of the software
design life cycle. Problem solving, logic, and design (a curriculum
sub-organizer) are integrated in all units. Students explore career paths and
identify which career best suits their interests, aptitudes, and expectations
in preparation for their post-secondary destination.
The
focus of the Grade 11 course was building problem-solving, data-management, and
fundamental programming skills. This Grade 12 course focuses on applying data
structures, modular programming, and algorithm development to projects and the
management of large projects using the software design life cycle.
Projects,
directed challenges, and case studies are drawn from a variety of disciplines
and workplace situations. They address a wide spectrum of student interests,
are free of bias, and provide opportunities to demonstrate achievement of
course expectations.
The
course is programming-language independent. The teacher chooses the language
that best prepares students for their destinations. Teachers may encourage
students to apply their knowledge and skills to additional languages that
demonstrate procedural and object-oriented paradigms.
The
following information was recommended during the university level review in
regards to object-oriented programming:
Teachers should strongly consider
implementing the ICS4M course using an object-oriented approach. Students
should program in an object-oriented language, such as Java, C++, or
Object-Oriented Turing, and they should learn OO design techniques. This
approach better prepares students who are interested in pursuing Computer
Science at the postsecondary level.
After
they have completed the ICS3M course, students should be comfortable problem
solving and designing procedural programs. Since students who take the Grade 12
course show an aptitude and interest in Computer Science, they benefit from
learning about a completely different approach to design and programming. The
paradigm shift to an object-oriented perspective is much more than an
introduction to a different language and syntax. As always, the choice of
language is less important than the emphasis of object-oriented design
concepts. Teachers need to emphasize the three basic concepts of
OO-programming: encapsulation, inheritance, and polymorphism. Students should
also learn new planning techniques, such as Unified Modelling Language (UML)
diagrams.
The
expectations in the Grade 12 course include a basic understanding of
object-oriented programming. If teachers are comfortable introducing the basic
OO concepts, these expectations would be best served by writing object-oriented
programs. Although it is not essential for students to learn OO programming in
order to succeed in Computer Science, students will be at an advantage if they
learn and practise proper OO design in their secondary school course.
Effective team skills are key for programmers.
Students, in teams, work on case studies and demonstrate conflict-resolution,
time-management, task-assignment, and communication skills. Computer
professionals communicate using programming standards and documentation as well
as visual and oral presentations. These skills are integral to all activities.
When
students use the Internet as an information source, it is important for
teachers to review and emphasize good information-filtering skills. A session
with the school library staff may assist students. Teachers using networked
environments should consider the use of shared folders or a website to
facilitate management, sharing, and distribution of resources. The use of
network resources prepares students for postsecondary learning environments.
The final
unit is an authentic assessment in which students apply a range of knowledge
and skills through two integrated and meaningful tasks: 1) researching the use
of information technology and its impact on the community; and 2) a case study
in which the software design life cycle (problem definition, analysis, design,
implementation, testing, and maintenance) is followed as the project-management
model.
|
* Unit
1 |
Designing
and Implementing Data Structures |
25
hours |
|
Unit 2 |
Building
Software Libraries |
18
hours |
|
* Unit
3 |
Exploring
Advanced Algorithms |
22
hours |
|
Unit 4 |
Managing
Software Projects |
18
hours |
|
Unit 5 |
Applying
Project-Management and Software-Development Skills |
27
hours |
* These
units are fully developed in this Course Profile.
Time: 25 hours
Unit
Description
In this
unit, students review and extend their knowledge of data structures while
focusing on implementation of projects to create and manipulate these
constructs. Students apply fundamental fixed-size data structures (arrays,
user-defined data types, records, arrays of records) to solutions to real-life
problems and suggest possible implications of data storage on people’s lives in
light of Canadian law and Catholic teaching. Students use independent study
activity to further their mastery of new programming skills in preparation for
postsecondary destinations. They also learn to select proper data structures
that best match the information and promote program efficiency, code
reusability, and maintenance. Students review and reinforce the principles of
ergonomics and relate them to the rights of workers. They explore career
opportunities in computing and information science related fields.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
IC2.04 CGE2c |
Knowledge/Understanding Communication |
The
importance of ergonomics |
|
2 |
TFV.02,
TF1.03, SP1.06 CGE5a,
5e |
Thinking/Inquiry Application |
Fundamental
data structures |
|
3 |
TFV.02,
TFV.03, TF2.02, SP2.02 CGE4a |
Knowledge/Understanding Communication Application |
Data-management
techniques |
|
4 |
SPV.05,
SP2.02, SP2.12 CGE4a |
Thinking/Inquiry Application |
File
use and peer assessment |
|
5 |
ICV.03,
IC3.01 CGE4g |
Knowledge/Understanding Communication |
Career
research |
|
6 |
TFV.02,
SP2.11 CGE4f |
Thinking/Inquiry |
New
programming skills through research |
|
7 |
SP1.06,
SP2.02, SP2.03, SP3.01 CGE7j |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Application
of data structures |
Time: 18 hours
Unit
Description
Students
practise the re-use of code by building and sharing code libraries. The
libraries are expanded in subsequent units. Students explore the differences
between object-oriented and procedural programming as they apply to software
libraries. Students also examine library design in the context of file
management in network environments. They investigate intellectual property
rights and code ownership from a Catholic perspective and the ethics of code
re-use by examining and analysing software-licensing agreements.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.03,
TF1.05, TF2.01 CGE2b |
Thinking/Inquiry Knowledge/Understanding |
Procedural
and Object-Oriented Programming: definitions and differences |
|
2 |
ICV.01,
IC1.02, IC1.03 CGE5a,
5e |
Communication Knowledge/Understanding Thinking/Inquiry |
May I
use your code? |
|
3 |
TF1.02,
TF3.01, TF3.02 CGE7i |
Knowledge/Understanding Application |
Proper
housekeeping and software libraries |
|
4 |
SP1.04,
SP2.04, SP2.05, SP2.09, SP2.12, SP2.13, SP3.02 CGE5g |
Application Thinking/Inquiry Communication |
Sharing
a software library |
Time: 22 hours
Unit
Description
Students
explore alternative algorithms for solving problems. They examine and program
solutions to problems similar to those encountered in ICS3M (e.g., binary
search or factorials), using new techniques such as recursion. They also plan
solutions to more complex problems using industry-standard methodology (e.g.,
flow charts, pseudocode, structure charts). Students apply advanced algorithms,
such as a recursive sort, to develop more efficient solutions to complex
programming problems. Strategies for testing and debugging of programs are
developed. Students also calculate cost savings generated by using advanced
algorithms as an example of using God-given resources wisely.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.04,
TF2.03 CGE5a |
Thinking/Inquiry Knowledge/Understanding |
New
solutions for old problems |
|
2 |
TF1.04,
SP2.06, SP2.10 CGE3c |
Thinking/Inquiry Application |
Applying
recursion to simple problems |
|
3 |
SP1.02,
SP2.07 CGE2e |
Application Thinking/Inquiry Communication |
Planning
a solution |
|
4 |
TF1.06,
SP1.07, SP1.08 CGE7i,
7j |
Thinking/Inquiry Application |
Simple
solutions to complex problems |
Time: 18 hours
Unit
Description
Students
examine the components of a software project plan and develop a plan, in the
context of case studies, without coding a solution. They review the components
of the software design life cycle and explore project management and
team-building techniques. They also identify the skills that individuals
contribute to the skill-set of the team in the building of Christian
leadership. Students create a list of questions, pose the questions to a role-playing
client, and write a problem definition and analysis report based upon the
answers.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
TFV.01,
TF1.01 CGE5a,
5f |
Knowledge/
Understanding |
Managing
a Project Software Design Life Cycle: Who is on the team? |
|
2 |
SP1.01,
SP2.01, IC2.03, IC3.04 CGE4f |
Thinking/Inquiry Communication Application |
Problem
Definition and Analysis -What’s the problem? |
|
3 |
SP1.02,
SP1.03 CGE5a,
5e |
Thinking/Inquiry Application |
Design
-What’s the plan? Using skills of team members |
|
4 |
SP1.03,
SP2.01, IC3.02, IC3.03 CGE4f |
Communication Application |
Implementation
– Here’s the answer |
|
5 |
SP1.07,
SP2.01 CGE4b |
Application |
Testing/Maintenance
- Is it the right answer? Are there changes to make? |
Time: 27 hours
Unit
Description
This unit
is a culminating challenge with two concurrent tasks. Students research,
prepare, and present a report examining the use of information technology and
its impact in the community and on the common good. They work in groups to
apply project-management skills, learned in Unit 4, to a case study. They also
plan, develop, test, and document a software solution to a given problem (e.g.,
an inventory control system for a small business, a record system for a
volunteer organization, patient records for a veterinary clinic). Students
apply complex programming techniques and utilize software libraries.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.01,
ICV.02, ICV.04, IC1.01, IC2.01, IC2.02 CGE5d,
7i |
Thinking/Inquiry |
Information
technology and the community |
|
2 |
SPV.01,
SP1.01 CGE5e |
Application |
Defining
and analysing the problem |
|
3 |
TFV.05,
SPV.01, SPV.04, SP1.02, SP1.03, SP1.05, SP1.06 CGE7i |
Knowledge/Understanding Application |
Making
a plan and defining the roles |
|
4 |
SPV.01,
SPV.02, SPV.03, SPV.05, SP1.03, SP1.04, SP2.02, SP2.03, SP2.06, SP2.12,
SP3.02, SP3.03 CGE5g |
Application Knowledge/Understanding |
Creating
and testing a solution |
|
5 |
SPV.01
SP2.08, SP2.09 |
Thinking/Inquiry Application |
Documenting
the solution |
A variety of teaching/learning
strategies is used, including plans to address theory and practice in both
group and individual activities. This course emphasizes individual research,
team building, and project management in the application of the software design
life cycle. In preparation for postsecondary destinations, students take
increasing responsibility for learning.
Teaching
strategies include:
Brainstorming: expressing initial ideas with neither criticism
nor analysis, e.g., problem-solving discussion in the problem definition and
analysis phases of the software life cycle;
Collaborative/Cooperative: small-group learning providing high
levels of engagement and interdependence (e.g., students working as a team to
develop components of a computer program);
Conferencing: student-to-student and teacher-to-student
discussions;
Software Life Cycle Design Process: problem-solving approach using a
prescribed series of steps;
Computer-based Tutorials/Exploration Activities: use of installed and networked
resources, open-ended explorations, and computer projectors, allowing students
to work as the teacher demonstrates;
Independent Study: exploring and researching a topic of interest;
Programming: developing software solutions;
Computer Research: using on- and off-line resources;
Report/Presentation: presenting research topics to the class using
electronic media (e.g., PowerPoint,
Corel Presentation);
Conflict Resolution: resolving differences in an appropriate manner;
Whole Group Instruction: teacher-led
instruction to introduce new concepts for skill building.
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.
The
assessment and evaluation for Unit 5 is included in the final evaluation. The
final exam is important for preparing students to write exams in university and
college and for summative assessment of student achievement.
Students
are given opportunities to demonstrate their highest level of achievement of
the expectations in the four achievement categories.
Students are assessed and evaluated using the following
strategies:
Diagnostic: at the
beginning of a term, a unit of study, or whenever information about prior
learning is useful, includes:
·
unit
pre-tests;
·
skill
inventory.
Formative: during learning,
ongoing feedback to students of their strengths, weaknesses, and achievement of
the expectations, including:
·
communication
through software documentation and project reports;
·
self-assessment
and peer assessment rubrics;
·
rubrics;
·
checklists
for programming problems;
·
student/teacher
conferencing;
·
observation;
·
quizzes;
·
anecdotal
comments with suggestions for improvement.
Summative: at the end of a
learning process, including:
·
classroom
presentations;
·
programming
on demand, an in-class assignment using paper and online resources;
·
unit
tests, final exam;
·
culminating
challenges in the form of assignments and projects evaluated using rubrics.
Teachers
should be aware of students who have an IEP (Individual Education Plan) and
ensure that the necessary accommodations are in place.
The following accommodation strategies may be used:
·
provide
adaptive hardware devices (e.g., large screen monitors, larger fonts, special
keyboards);
·
provide
any environmental changes that may assist in mobility and safety in the
classroom;
·
continue
to develop and use glossaries and word lists of key terms and phrases; make use
of diagrams, posters, and handouts that support visual strengths;
·
conference
with the student as her/his own advocate and appropriate school personnel;
·
select
a case study context familiar to students to ensure better understanding of the
requirements (e.g., students may develop a software package for their church or
community group);
·
provide
opportunities for enrichment throughout the course;
·
provide
a choice of assignment formats and allow extra time as appropriate to needs;
·
provide
the following as supports to procuring marks on assessments: extended timeline,
wordlists, scribing, alternative presentation format, and frequent
feedback/dialogue on one-to-one/team level.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette license from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
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. There are many web
resources available; the priority in the list is to include Canadian sites.
The
following resources are used in many activities; specific resources are
included in the developed units.
Hume,
J.N.P. and D.T. Barnard. Programming:
Concepts and Paradigms. Toronto: Holt Software Associates Inc., 1997. ISBN
0-921598-27-0
Hume,
J.N.P. Introduction to Programming in
Turing. Toronto: Holt Software Associates Inc., 2001. ISBN 0-921598-42-4
Hume, J.N.P. and Christine Stephenson. Introduction to Programming in Java, 1st ed. Toronto: Holt Software Associates
Inc., 2000. ISBN 0-921598-39-4
Litvin, Marie and Gary Litvin. C++ for You++. Andover, Ma, USA:
Skylight Publishing, 1999.
ISBN 0-9654853-9-0
Wright,
Peter. Peter Wright’s Beginning Visual
Basic 6.0. Birmingham, UK: Wrox Press, 1998.
ISBN 1-861001-05-3
C/C++/C#
– http://www.accu.org/
Java
– http://www.holtsoft.com &
http://www.java.utoronto.ca/Resources/Tutorials/javatutorials.html
Pascal
– http://www.holtsoft.com
Qbasic
– http://www.qbasic.com/
Turing
– http://www.holtsoft.com
Visual
Basic – http://www.dcs.napier.ac.uk/hci/VB50/home.html
Fowler,
Martin. UML Distilled: Applying the
Standard Object Modelling Language. Addison-Wesley, 1997.
Government
of Ontario Training and Jobs –
http://www.edu.gov.on.ca/eng/training/training.html
Human
Resources Development Canada – http://www.hrdc-drhc.gc.ca/common/home.shtml
Canadian
Universities and Colleges from Yahoo! – http://ca.yahoo.com/Regional/Countries/Canada/Education/Higher_Education/Colleges_and_Universities
CommuniCAAT
Site (annual calendar) – http://www.ocas.on.ca
Government
of Ontario Postsecondary Site –
http://www.edu.gov.on.ca/eng/general/postsec/postsec.html
Ontario
Universities Application Centre – http://www.ouac.on.ca/
The
Grade 12 Computer and Information Science course can be used to fulfill the
requirement for “an additional credit in science [Grade 11 or Grade 12] or
technological education credit [Grades 9-12]” (OSS, 1999, p. 9). This course provides students with educational
preparation for university and college.
The
curriculum emphasizes theory and concrete applications. Teaching/learning
strategies and accommodations are selected to meet the needs of each student.
Anti-discrimination education, accommodations for exceptional students, career
goals/cooperative education, and community partnerships are addressed. These
inclusions support the policies in Ontario
Secondary Schools,
Grades 9 to 12: Program and Diploma Requirements, 1999. Career exploration
is available with reference to Choices
Into Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999.
Coded
Expectations, Computer and Information Science, Grade 12, University/College
Preparation, ICS4M
TFV.01 · describe the steps in the
software life cycle (problem definition, analysis, design, implementation,
testing, and maintenance);
TFV.02 · explain data structures and their
processing algorithms;
TFV.03 · analyse a number of programming
paradigms;
TFV.04 · explain the importance of program
correctness and efficiency;
TFV.05 · describe the relationship among
hardware, software, and network requirements.
Problem
Solving, Logic, and Design
TF1.01 – describe the components of the
software life cycle and their importance in project settings;
TF1.02 – explain the importance of
designing reusable code for large software projects;
TF1.03 – identify similarities and
differences among data structures, including arrays, records, and arrays of
records, and their applicability to solving programming problems;
TF1.04 – evaluate the efficiency of
different algorithms and their applicability to solving the same programming
problem;
TF1.05 – describe the difference between
procedural and object-oriented programming;
TF1.06 – explain the levels of program
correctness: syntax errors, runtime errors, valid data, invalid data,
robustness.
Programming
Concepts
TF2.01 – describe how procedural and
object-oriented programming paradigms can be used to solve different problems;
TF2.02 – describe how user-defined types
and records provide more flexible and powerful ways of handling data;
TF2.03 – explain how recursion can be used
to solve specific kinds of computing problems.
Hardware,
Interfaces, and Networking Systems
TF3.01 – explain the role of a network in
accessing computer software resources;
TF3.02 – describe the issues involved in
maintaining a software library (e.g., access, backup,
version control);
TF3.03 – relate hardware requirements to
user software demands.
SPV.01 · incorporate the software life
cycle in project settings;
SPV.02 · effectively use software
development and diagnostic tools;
SPV.03 · implement advanced data
structures and algorithms;
SPV.04 · identify on-line and off-line
resource materials;
SPV.05 · use file management techniques in
project settings.
Problem
Solving, Logic, and Design
SP1.01 – devise a plan for a large
software project (e.g., an accounts receivable or a random walker program),
outlining the required activities at each stage of the software life cycle;
SP1.02 – use industry-standard methodology
(e.g., flow chart, pseudocode, structure chart) in the
design process;
SP1.03 – incorporate modularity, software
reuse, and maintenance considerations at the design and implementation stages
of the project;
SP1.04 – incorporate appropriate code from
shared software libraries into software projects;
SP1.05 – select appropriate data
structures (e.g., arrays, records, arrays of records) for use in projects;
SP1.06 – design algorithms to incorporate
data structures in projects;
SP1.07 – ensure program correctness by
developing a complete suite of test data (valid and invalid data) to eliminate
syntax, runtime, and logic errors;
SP1.08 – use a problem-solving protocol to
troubleshoot computer programs.
Programming
Practices
SP2.01 – use an integrated development
environment to create and manage a project;
SP2.02 – employ user-defined data types
and record data types to improve program efficiency;
SP2.03 – use arrays, records, and arrays
of records in different project settings;
SP2.04 – build and maintain a small
software library to facilitate the reuse of code;
SP2.05 – incorporate appropriate
maintenance considerations during the implementation of programs;
SP2.06 – use recursion in a simple
program;
SP2.07 – compare the effectiveness of
several algorithms for solving the same problem;
SP2.08 – produce comprehensive
documentation (e.g., help files, manuals) for a software project;
SP2.09 – perform peer reviews of internal
and external documentation;
SP2.10 – perform line-by-line walk-throughs
of computer programs that include all program structures;
SP2.11 – use appropriate research and
resource materials to independently master new programming skills;
SP2.12 – effectively critique programs
written by others;
SP2.13 – log error messages and
appropriate fixes.
Hardware,
Interfaces, and Networking Systems
SP3.01 – implement a backup strategy for
program files on different media;
SP3.02 – develop software libraries in
project settings;
SP3.03 – use predefined modules from
software libraries to improve productivity.
ICV.01 · describe issues related to the
ethical use of computers;
ICV.02 · describe the use of information
technology and its impact in the community;
ICV.03 · identify postsecondary
educational opportunities leading to careers in information systems and
computer science;
ICV.04 · explain the importance of
employability skills and lifelong learning to information technology careers.
The
Ethical Use of Computers
IC1.01 – explain the importance of the ethical use of
computers in areas such as software piracy, privacy, and security;
IC1.02 – describe the essential elements
of a code of computing ethics and why it is important to have and follow such a
code;
IC1.03 – analyse current media information
relating to ethical issues in computing.
Effects
of Information Technology
IC2.01 – describe how local industries,
businesses, or community groups are affected by the growing use of information
technology to facilitate communication;
IC2.02 – describe, using presentation
software, how local industries, businesses, or community groups use computers
to improve efficiency and productivity to serve their clients;
IC2.03 – evaluate the pros and cons of
moving to new hardware and software technologies (e.g., costs, training
requirements, compatibility, deployment);
IC2.04 – use appropriate strategies to
avoid potential health and safety problems associated with computer use, such
as musculo-skeletal disorders and eye strain.
Postsecondary
Education, Career Opportunities, and Employability Skills
IC3.01 – describe the range of career
opportunities in computing and their lifelong learning requirements;
IC3.02 – produce job descriptions for
occupations/professions in computer and information science;
IC3.03 – demonstrate communication skills
(e.g., the ability to provide comprehensive internal documentation and the
ability to explain program design and implementation clearly) in a team
setting;
IC3.04 – describe the elements of working
effectively in a team environment (e.g., conflict resolution, time management,
constructive criticism, task assignment).
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.