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Course
Profile Foundations of
Mathematics, Grade 9 applied, Catholic
Course Overview
Course Profiles are
professional development materials designed to help teachers implement the new
Grade 9 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 and Training.
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 and Training or by the Partnership of School Boards that supported
the production of the document.
©Queen’s Printer for
Ontario
Acknowledgments
Lead
Board
Ottawa-Carleton Catholic School
Board
Sandra Bender, Manager (P1)
Sean Kelly, Manager (P2)
Department: Mathematics
Course
Developer(s):
Arlene Corrigan, Renfrew County
Catholic District School Board
Dominique Levac, Catholic
District School Board of Easterm Ontario
Maureen Vincentine, Algonquin-Lakeshore
Catholic School Board
Linda Sloan, Ottawa Carleton
Catholic School Board
Carolyn Boyer, Ottawa Carleton
Catholic School Board
Tom Steinke, Ottawa Carleton
Catholic School Board
Len St.Clair, Catholic District
School Board of Eastern Ontario
Nora Buckley,
Algonquin-Lakeshore Catholic School Board
Sue Trew, Dufferin-Peel Catholic
District School Board
Brian McCudden, Toronto Catholic
District School Board
Margaret Sinclair, Toronto
Catholic District School Board
David Kurzinger, Toronto
Catholic District School Board
Paul Costa, Toronto Catholic
District School Board
Lori Goodfriend, Catholic
District School Board of Eastern Ontario
Catherine Rea, Ottawa Carlton
Catholic School Board
Anne Delahunt, Ottawa Carlton
Catholic School Board
Development Date:
February/March 1999
Course Revisor(s):
Revision Date:
March/April 1999.
Additional Codes:
Eastern Ontario
Catholic Curriculum Cooperative
Institute for Catholic
Education
Course
Overview
Mathematics,
Applied, Grade 9
Identifying
Information:
|
School: Department: District: Course Title: Foundations of
Mathematics Grade: 9 Course Type: Applied Ministry Course Code: MFMIP Credit Value:
1.0 |
Course Developer(s): Arlene
Corrigan, Dominique Levac Maureen Vincentine, Linda Sloan, Carolyn Boyer, Tom
Steinke, Len St. Clair, Nora Buckley, Sue Trew, Brian McCudden, Margaret
Sinclair, David Kurzinger, Paul Costa Development Date: February/March 1999 Course Revisor(s): Revision Date: March/April 1999. |
Description/Rationale
This course enables
students to develop mathematical ideas and methods through the exploration of applications,
the effective use of technology, and extended experiences with hands-on
activities. Students will investigate relationships of straight lines in
analytic geometry, solve problems involving the measurement of 3-dimensional
objects and 2-dimensional figures, and apply key numeric and algebraic skills
in problem solving. Students will also have opportunities to consolidate core
skills and deepen their understanding of key mathematical concepts.
How
This Course Supports the Ontario Catholic School Graduate Expectations
This course enables
students to develop a confident and positive sense of self. Within the setting
of a supportive and caring classroom community, the dignity and value of each
student is respected and affirmed. Through their personal growth in reason,
critical thinking and communication, students come to appreciate their
mathematical ability as a God given gift. By sharing their abilities, students
contribute to the good of others, in service to the classroom and school
community.
Unit Titles (Time and
Sequence)
|
Unit 1 |
Exploring
Relationships |
25 hours |
|
Unit 2 |
Modeling Linear
Relationships |
35 hours |
|
Unit 3 |
Exploring
Relationships in Geometry |
35 hours |
|
Unit 4 |
Making Connections |
15 hours |
Unit
Organization - Mathematics, Applied, Grade 9
Unit #1: Exploring Relationships
Time: 25 Hours
Description:
In this unit, students and teachers will begin to explore both
linear and non-linear relationships arising from meaningful problems. Students
will develop numeric and graphic and skills as needed in the context of the
activity. Various forms of assessment are built into all the activities.
Ontario Catholic School
Graduation Expectations: CGE 3c, 4b, 5a, 7j
Strand(s): Number
Sense and Algebra, Relationships
Overall Expectations: NAV.01, NAV.02,
REV.01, REV.02, REV.03.
Specific Expectations: NA1.01, NA1.02,
NA1.03, NA1.04, NA1.05, NA1.06, NA2.04, NA2.05, RE1.01, RE1.02, RE1.03, RE1.04,
RE1.05, RE1.06, RE1.07, RE2.01, RE2.02, RE2.04, RE2.05, RE3.01, RE3.02, RE3.03,
RE3.04.
Unit #2 : Modelling Linear Relationships
Time: 35 Hours
Description:
In this unit, students and teachers will explore numerical, graphical and algebraic models (tables, graphs, equations) of linear relationships arising from meaningful problems. Students will develop numeric, graphic and algebraic skills as needed. Various forms of assessment are built into all the activities.
Ontario Catholic School Graduate Expectations: CGE 2b, 3c, 3e, 4f, 5a, 5g
Strands: Number Sense
and Algebra, Relationships, Analytic Geometry
Overall Expectations:
NAV.01, NAV.02, NAV.03, NAV.04, REV.01, REV.02, REV.03, AGV.01, AGV.02, AGV.03,
Specific Expectations: NA1.01, NA1.02, NA1.03, NA1.04, NA1.05, NA1.06, NA2.04, NA2.05, NA3.01, NA3.02, NA3.03, NA3.05, NA4.01, NA4.02, NA4.03, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE1.06, RE1.07, RE2.01, RE2.02, RE2.03, RE3.01, RE3.02, RE3.04, AG1.01, AG1.02, AG1.03, AG2.01, AG2.02, AG2.03, AG2.04, AG3.01, AG3.02, AG3.03, AG3.04, AG3.05.
Unit #3: Exploring Relationships in Geometry
Time: 35 Hours
Description:
In this unit, students and teachers will explore and model relationships in measurement and geometry numerically and graphically in the context of optimization problems. This is an extension of the study of non-linear relationships introduced in Unit 1. Students will also explore geometric relationships using dynamic geometry software.
Ontario Catholic School
Graduation Expectations: GE 2b,
5a, 5b
Strand: Number Sense
and Algebra, Relationships, Analytic Geometry, Measurement and Geometry
Overall
Expectations: NAV.02, NAV.03, REV.01, REV.02, REV.03, MGV.01,
MGV.02, MGV 03.
Specific Expectations:
NA2.01, NA2.02, NA2.03, NA2.04, NA2.05, NA2.06, NA3.01, NA3.02, NA3.03, NA3.04,
NA3.05, NA3.06, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE1.06, RE1.07, RE2.01,
RE2.04, RE3.02, RE3.03, RE3.04, AG3.01, MG1.01, MG1.02, MG1.03, MG1.04, MG2.01,
MG2.02, MG2.03, MG2.04, MG2.05, MG3.01, MG3.02, MG3.03, MG3.04.
Unit #4: Making
Connections
Time: 15 Hours
Description: In this unit, students will engage in a few, large assessment activities. These activities will capture the essence of the grade 9 course. One activity will serve as a culminating assessment task, which will be used in conjunction with a final exam as a final assessment.
Ontario Catholic School Graduation Expectations: CGE 2b, 5a, 5b.
Strand: Number Sense and Algebra, Relationships, Analytic Geometry, Measurement and Geometry
Overall Expectations: NAV.01, REV.01, REV.02, REV.03, AGV.01, AGV.02, AGV.03, MGV.01, MGV.02.
Specific Expectations: NA1.01, NA1.02, NA1.03, NA1.04, NA1.05, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, RE1.06, RE1.07, RE2.01, RE2.02, RE2.03, RE2.04, RE2.05, RE3.02, RE3.03, RE3.04, AG1.01, AG1.02, AG1.03, AG2.01, AG2.02, AG2.03, AG2.04, AG3.01, AG3.02, AG3.03, AG3.04, AG3.05, AG3.06, MG1.01, MG1.02, MG1.03, MG1.04, MG2.01, MG2.03, MG2.04, MG2.05.
Course
Notes
“It is expected that in
developing detailed courses of study from this document, teachers will weave
together related expectations from different strands ...” (page 5, The Ontario
Curriculum, Grades 9 and 10, Mathematics, 1999). This course profile has been
constructed with a common theme of relationships that connects all the units.
Below is a chart which displays the “weaving” we have done:
|
|
Number Sense and Algebra |
Relationships |
Analytic Geometry |
Measurement and Geometry |
|
1. Exploring Relationships |
Ö |
Ö |
|
|
|
2. Exploring Linear Relationships |
Ö |
Ö |
Ö |
|
|
3. Exploring Relationships in Geometry |
Ö |
Ö |
|
Ö |
|
4. Making Connections |
Ö |
Ö |
Ö |
Ö |
“Skill acquisition is an
important part of the program: skills are embedded in the contexts offered by
various topics in the mathematics program and should be introduced as they are
needed.” (page 4, The Ontario Curriculum, Grades 9 and 10, Mathematics, 1999).
We have endeavoured to ensure that skill development is truly embedded in the
activities we have designed.
“The philosophy of the
Grade 9 courses is consistent with that of the elementary program and
facilitates a seamless transition from elementary school, because it reflects
the belief that students learn mathematics effectively when they have initial
opportunities to explore through hands-on experiences, followed by careful
guidance into an understanding of the abstract mathematics involved.” (page 4,
The Ontario Curriculum, Grades 9 and 10, Mathematics, 1999). All the activities
give students initial opportunities to explore, through hands-on experiences
followed by a thoughtful journey through various, appropriate representations.
The bridge to the algebraic representation is one that must by crossed
carefully to ensure all students develop a true understanding of this abstract
representation. The activities in unit 2 allow students to initially explore
relationships numerically and graphically. The linear regression capabilities
of graphing calculators provide a bridge for all students to develop an initial
algebraic model. Dynamic Geometry Software is a powerful tool to allow all
students to explore the connection between graphical and algebraic models.
Many activities
require the use of technology: “The development of sophisticated yet easily
used calculators and computers is changing the role of procedure and technique
in mathematics. Operations that have been an essential part of a
procedures-focused curriculum for decades can now be accomplished quickly and
effectively using technology, so that students can now solve problems that were
to time consuming to attempt, and can focus underlying concepts. This
curriculum integrates appropriate technologies into the learning and doing of
mathematics ...” (page 3, The Ontario Curriculum, Grades 9 and 10, Mathematics,
1999).
In the area of
assessment it is essential that examples of student work be provided to paint a
clearer picture of the meanings of the levels and their descriptors for
students, parents, and teachers.
|
Mathematics, Applied, Grade 9 |
|
|
|
|
|
Teaching and Learning
Strategies Teaching and
learning strategies will include the following: Hypothesize - students will
formulate hypotheses associated with relationships Explore/Investigate- through
hands-on investigations of relationships Model/Formulate- students develop
numeric, graphic, algebraic and geometric models for exploring relationships,
dependencies and constraints Transform/Manipulate- students will
develop numeric, graphic and algebraic skills as needed in the context of
their investigations to allow them to move within and between representations Infer/Conclude - students will
re-evaluate their hypotheses in light of their learning and make inferences
to extend their learning Communicate- students,
individually and in groups, orally and in writing, communicate the findings
of their investigations by defending their mathematical models and explaining
their reasoning |
Assessment Strategies The assessment plan
will include the following: Personal Communication • journals • self/peer
assessment • student-teacher
conferences Paper and Pencil • tasks • unit tests • final exam • reports Observation • formal and informal Performance Assessment • oral presentations • culminating
assessment task • written reports Assessment tools will include: • checklists • rubrics |
Main Resources The following resources
are required to support teaching and learning: Textbooks Student Textbook NCTM Standards Videotapes Life By the Numbers, PBS, 1998 Computer Software Spreadsheet and Word
processor (Corel Suite 8, Microsoft
Office) Dynamic Geometry
Software (Cabri, Geometer’s SketchPad,
TI92) Graphing Software (Graphmatica or Zap-A-Graph) Websites http://www.ti.com/calc/docs http://www.statcan.ca http://forum.swarthmore.edu/ Technology and Manipulatives Graphing Calculators
(TI82/83/83Plus), Data Collection Devices (CBR, CBL and scientific probes) Manipulatives |
||
Mathematics,
Applied, Grade 9
Evaluation
of Student Achievement
|
Knowledge/Skill Category
Weighting Final Examination Focus on: •
Knowledge/Understanding • Application/Making
Connections Final Assignment: Culminating Assessment Task Focus on: •
Thinking/Inquiry/Problem Solving • Communication Written Reports Focus on: •
Thinking/Inquiry/Problem Solving • Communication Oral Presentations Focus on: • Communication Paper and Pencil Tasks Focus on: •
Knowledge/Understanding • Application/Making
Connections Unit Tests Focus on: •
Knowledge/Understanding • Application/Making
Connections |
|
Course Grade Weighting Final Examination Culminating
Assessment Task Written Reports Oral Presentations Paper and Pencil
Tasks Unit Tests Course Grade |
% 15 15 20 10 10 30 ___ 100 |
Coded Expectations: Foundations of
Mathematics, Applied Grade 9
Number Sense and Algebra
Overall Expectations
NAV.01 consolidate numerical skills by using them
in a variety of contexts throughout the course;
NAV.02 demonstrate understanding of the three
basic exponent rules and apply them to simplify expressions;
NAV.03 manipulate first-degree polynomial
expressions to solve first-degree equations;
NAV.04 solve problems, using the strategy of
algebraic modelling.
Specific Expectations
Consolidating Numerical Skills
NA1.01 determine strategies for mental
mathematics and estimation and apply these strategies throughout the course;
NA1.02 demonstrate facility in operations with
integers, as necessary to support other topics of the course (e.g.,
polynomials, equations, analytic geometry);
NA1.03 demonstrate facility in operations with
percent, ratio, rate and rational numbers, as necessary to support other topics
of the course (e.g. analytical geometry, measurement);
NA1.04 use a specific calculator effectively for
applications that arise throughout the course;
NA1.05 judge the reasonableness of answers to
problems by considering likely results within the situation described in the
problem;
NA1.06 judge the reasonableness of answers
produced by a calculator, a computer, or pencil and paper, using mental
mathematics and estimation.
Operating Elements
NA2.01 elevate numerical expressions involving
natural-number exponents with rational-number bases;
NA2.02 substitute into and evaluate algebraic
expressions involving exponents, to support other topics of the course (e.g.,
measurement, analytical geometry);
NA2.03 determine the meaning of negative
exponents and of zero as an exponent from activities involving graphing, using
technology, and from activities involving patterning;
NA2.04 represent very large and very small
numbers, using scientific notation;
NA2.05 enter and interpret exponential notation
on a scientific calculator, as necessary in calculations involving very large
and very small numbers;
NA2.06 determine, from the examination of
patterns, the exponent rules for multiplying and dividing monomials and the
exponent rule for the power of a power, and apply these rules in expressions
involving one and two variables.
Manipulating Polynomial Expressions and
Solving Equations
NA3.01 add and subtract polynomials, and multiply
a polynomial by a monomial
NA3.02 expand and simplify polynomial expressions
involving one variable;
NA3.03 solve first-degree equations, including
equations with fractional coefficients, using an algebraic method;
NA3.04 calculate in right triangles, using the
Pythagorean theorem, as required in topics throughout the course (e.g.
measurement);
NA3.05 substitute into measurement formulas and
solve for one variable, with and without the help of technology
Using Algebraic Modelling to Solve
Problems
NA4.01 use algebraic modelling as one of several
problem-solving strategies in various topics of the course (e.g. relations,
measurement, direct and partial variation, Pythagorean theorem, percent);
NA4.02 compare algebraic modelling with other
strategies used for solving the same problem;
NA4.03 communicate solutions to problems in
approximate mathematical forms (e.g., written explanations, formulas, charts,
tables, graphs) and justify the reasoning used in solving the problems.
Coded Expectations: Foundations of
Mathematics, Applied Grade 9
Relationships
Overall Expectations
REV.01 determine relationships between two
variables by collecting and analysing data
REV.02 compare the graphs and formulas of linear
and non-linear relations;
REV.03 describe the connections between various
representations of relations.
Specific Expectations
Determining Relationships
RE1.01 pose problems, identify variables, and
formulate hypotheses associated with relationships (Sample problem: Does the rebound height of a ball depend on the
height from which it was dropped? Make a hypothesis and design and experiment
to test it.);
RE1.02 demonstrate and understanding of some
principles of sampling and surveying (e.g., randomization, representivity, the
use of multiple traits) and apply the principles in designing and carrying out
experiments to investigate the relationships between variable (Sample problem: What factors might
affect the outcome of this experiment? How could you design the experiment to
account for them?);
RE1.03 collect data, using appropriate equipment
and/or technology (e.g., measuring tools, graphing calculators, scientific
probes, the Internet) (Sample problem:
Drop a ball from varying heights, measuring the rebound height each time.);
RE1.04 organize and analyse data, using
appropriate techniques (e.g., making tables and graphs, calculating measures of
central tendency) and technology (e.g., graphing calculators, statistical
software, spread-sheets) (Sample problem:
Enter the data into a spreadsheet. Decide what analysis would be appropriate to
examine the relationship between the variables - a graph, measures of central
tendency, ratios);
RE1.05 describe trends and relationships observed
in data, make inferences from data, compare the inferences with hypotheses
about the data, and explain the differences between the inferences and the
hypotheses (Sample problem: Describe
any trend observed in the data. Does a relationship seem to exist? Of what
sort? Is the outcome consistent with your original hypotheses? Discuss any
outlying pieces of data and provide explanations for them. Suggest a formula
relating the height of the visible region to the distance from the wall. How
might you vary the experiment to examine other relationships?);
RE1.06 communicate findings of an experiment
clearly and concisely, using appropriate mathematical forms (e.g., written
explanations, formulas, charts, tables, graphs), and justify the conclusions
reached;
RE1.07 solve and/or pose problems related to an
experiment, using the findings of the experiment.
Comparing Linear and Non-linear
Relations
RE2.01 construct tables of values, graphs, and
formulas to represent the linear relations derived from descriptions of realistic
situations (e.g., the cost of holding a banquet in a rented hall is $25 per
person plus $975 for the hall);
RE2.02 construct tables of values and scatter
plots for linearly related data collected from experiments (e.g., the rebound
height of a ball versus the height from which it was dropped)
RE2.03 determine the equation of a line of best
fit for a scatter plot, using an informal process (e.g., a process of trial and
error on a graphing calculator; calculation of the equation of the line joining
two carefully chosen points of the scanner plot);
RE2.04 construct tables of values and graphs to
represent non-linear relations derived from descriptions of realistic
situations (e.g., represent the relationship between the volume of a cube and
its side length, as the side length varies.);
RE2.05 demonstrate an understanding that straight
lines represent linear relations and curves represent non- linear relations;
Describing Connections Between
Representations of Relations
RE3.01 determine values of a linear relations be
using the formula of the relations and by interpolating or extrapolating from
the graph of the relation (e.g., if a student earns $5/hr caring for children,
determine how long he or she must work to earn $143);
RE3.02 describe, in written form, a situation
that would explain the events illustrated by a given graph or the relationship
between two variables (e.g., write a story that matches the events shown in the
graph);
RE3.03 identify, by calculating finite
differences in its table of values, whether a relation is linear or non-
linear;
RE3.04 describe the effect on the graph and the
formula of a relation of varying the conditions of a situation they represent
(e.g., if a graph showing partial variation represents the cost of producing a
yearbook, describe how the appearance of the graph changes if the cost per book
is altered; describe how it changes if the fixed costs are altered).
Coded Expectations: Foundations of Mathematics,
Applied Grade 9
Analytical Geometry
Overall Expectations
AGV.01 determine, through investigation, the
relationships between the form of an equation and the shape of its graph with
respect to linearity an non-linearity;
AGV.02 determine, through investigation, the
properties of the slope and y-intercept
of a linear relation;
AGV.03 graph a line and write the equation of a
line from given information.
Specific Expectations
Investigating the Relationship Between the Equation of a
Relation and the Shape of Its Graph
AG1.01 determine, through investigation, the
characteristics that distinguish the equation of a straight line from the
equation of non-linear relations (e.g., use graphing software to obtain the
graphs of a variety of linear and non-linear relations from their equations;
classify the relations according to the shapes of their graphs; focus on the
characteristics of the equations of linear relations and how they differ from
the characteristics of the equations of non-linear relations);
AG1.02 select the equations of straight lines
from a given set of equations of linear and non-linear relations;
AG1.03 identify the equation of a line in any of
the forms y = mx + b as a standard
form for the equation of a straight line, including the special cases x = a, y =
b
Investigating the Properties of Slope
AG2.01 identify practical situations illustrating
slope (e.g., ramps, slides, staircases) and calculate the slopes of the
inclines;
AG2.02 determine the slope of a line segment, using
the formula m = rise/run
AG2.03 identify the geometric significance of m and b in the equation y = mx + b through investigation
AG2.04 identify properties of the slopes of line
segments (e.g., direction, positive or negative rate of change, steepness,
parallelism, perpendicularity) through investigations facilitated by graphing
technology, where appropriate.
Graphing and Writing Equations of Lines
AG3.01 plot points on the xy-plane and use the terminology and notation of the xy-plane correctly;
AG3.02 graph lines by hand, using a variety of
techniques (e.g., making a table of values using intercepts, using the slope
and y-intercept);
AG3.03 graph lines, using graphing calculators or
graphing software;
AG3.04 determine the equation of a line, given
the slope and y-intercept, the slope
and point on the line, and two points on the line;
AG3.05 communicate solutions in established
mathematical form, with clear reasons given for the steps taken;
Coded Expectations: Foundations of
Mathematics, Applied Grade 9
Measurement and Geometry
Overall Expectations
MGV.01 determine the optimal values of various
measurements through investigations facilitated by the use of concrete
materials, diagrams, and calculators or computer software;
MGV.02 solve problems involving the measurement of
two-dimensional figures and three-dimensional objects;
MGV.03 formulate conjectures and generalizations
about geometric relationships involving two-dimensional figures, through investigations
facilitated by dynamic geometry software, where appropriate.
Specific Expectations
Investigating the Optimal Value of
Measurements
MG1.01 construct a variety of rectangles for a
given perimeter and determine the maximum area for a given perimeter;
MG1.02 construct a variety of square-based prisms
for a given volume and determine the minimum surface area for a square-based
prism with a given volume;
MG1.03 construct a variety of cylinders for a
given volume and determine the minimum surface area for a cylinder with a given
volume;
MG1.04 describe applications in which it would be
important to know the maximum area for a given volume (e.g., building a fence,
designing a container).
Solving Problems Involving Surface Area
and Volume
MG2.01 solve problems involving the area of
composite plane figures (e.g., combinations of rectangles, triangles,
parallelograms, trapezoids, and circles);
MG2.02 solve simple problems using the formulas
for the surface area of prisms and cylinders, and for the volume of prisms,
cylinders, cones and spheres;
MG2.03 solve problems involving perimeter, area,
surface area, volume, and capacity in applications;
MG2.04 judge the reasonableness of answers to
measurement problems by considering likely results within the situation
described in the problem;
MG2.05 judge the reasonableness of answers
produced by a calculator, a computer, or pencil and paper, using mental
mathematics and estimation.
Coded Expectations: Foundations of
Mathematics, Applied Grade 9
Investigating Geometric Relationships
MG3.01 illustrate and explain the properties of
the interior and exterior angles of triangles and quadrilaterals, and of angles
related to parallel lines;
MG3.02 determine the properties of angle
bisectors, medians, and altitudes in various types of triangles through
investigation;
MG3.03 determine the properties of the sides and
the diagonals of quadrilaterals (e.g., the diagonals of a rectangle bisect each
other);
MG3.04 communicate the findings of investigations,
using appropriate language and mathematical forms (e.g., written explanations,
diagrams, formulas, tables).
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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