In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Religion
and Family Life Expectations
Religion:
Primary Grade 1-3
- Prayer
development standard to personal prayer writing
(i.e. Praying Place)
Family
Life: Primary
Grade 1-3
- Strong
connections to:
- Theme 1: Created and Loved By God
(i.e. Drama Drive)
- Theme 5: Living In the World (i.e.
Nature Nook)
Healthy
Living:
- Identify
safety rules to be followed in home, school and community. (i.e.
Nature Nook, Drama drive)
Language
Expectations
Summary of overall expectations for primary grades 1-3:
Reading
- Read a variety of
fiction and non-fiction materials for differnet purposes;
- Express clear responses to written materials,
relating the ideas in them to their own knowledge and experiences;
Writing
- Communicate ideas
for specific proposes;
- Use materials from other media;
Oral
Communication
- Retell stories and
recount personal experiencs;
- Apply the rules of participating in a
conversation and working with others;
Media Literacy *New*
- Demonstrate an understanding
of a variety of media texts;;
- Create a variety of media works for differnt
purposes and audiences, using appropriate forms, conventions,
and techniques;
Mathematics
Expectations (PROCESSES)
Problem
Solving:
- Apply developing
problem-solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical understanding;
(i.e. Graphing Grove)
Connecting:
- Make connections
among simple mathematical concepts and procedures, and relate
mathematical ideas to situations drawn from everyday context;
(i.e. Building Boulevard)
Science
and Technology Expectaions
Grade 1: Design
and make structures that meet a specific need;
(i.e. Building
Boulevard)
Grade 2: Investigate
physical and behavioural characteristics and the process of
growth of different types of animals (i.e. Research
Road)
Over
all primary grades 1-3 focus:
o
The use of computers
can extend and enrich students? learning in science and technology.
(i.e. Listening Lane)
Social
Studies Expectations
Grade 1: The
Local Community
Grade 2: Features
of Communities
Grade 3: Urban
and Rural Communities
Art
Expectations
Visual Arts:
o
Produce two-dimensional
works of art that communicate ideas (thoughts, feelings, experiences
for specific purposes and to familiar audiences; (Artist Alley)
Drama and
Dance:
o
Solve problems
in everyday situations through role playing and movement in drama
and dance (i.e. Drama Drive)
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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Dignity of the Human Person
Created in the image and likeness of God, all human
life is sacred and all people have dignity. Human persons
do not lose dignity because of gender, disability, poverty,
age, or race. |
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Community and the Common Good
The human person realizes dignity and rights in
relationship with others, in community. "We are one body;
when one suffers, we all suffer." We are called to respect
each other and work for the good of others, the common good.
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Preferential Option for the Poor and
Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality of
any society by the way its most poor and vulnerable are
treated. |
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Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the common
good imply that all people have a fundamental right to life,
food, shelter, health care, education and employment. They
have a right to participate in decisions that affect their
lives. Corresponding to this is the duty to respect the
rights of others in the wider society and promote the Reign
of God. |
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Dignity of Work
and Service
The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions. |
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Stewardship for Creation
God?s creation is a sacred gift, entrusted to our
care. This value has deep biblical roots in both the Hebrew
and Christian scriptures. Those ?who practice stewardship
recognize God as the origin of life, the given of freedom
and the source of all they have and are and will be. They
know themselves to be recipients and caretakers of God?s
many gifts. They are grateful for what they have received
and eager to cultivate their gifts out of love for God and
one another. |
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Love and Justice
A necessary condition for Jesus? command of love
of neighbour is justice. Charity must manifest itself in
actions and structures that must respect human dignity,
protect human rights and facilitate human development. To
promote justice is to transform the structures that block
love. Action of behalf of justice is not an option but a
constitutive dimension of the Gospel. |
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Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God?s original vision
for all of creation. |
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Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God?s promises in Christ. |
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Faith
?Faith is the assurance of things hoped for, the conviction
of things not seen.?(Hebrews 11:1) The gift of faith assures
us of God?s steadfast and abiding love. At the same time,
it is a reasoned assent to revealed truth. |
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Mystery, Wonder and Awe
When the finitude of our human nature is confronted by the
infinite nature of our God, our responses may be as inspired
as they may be humbling. Yet humanity is called into an
intimate and loving relationship with our Creator. While
we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
Mission Impossible or
Multiple Intelligence: Little Red Riding Hood
Lost In Centre City can be strongly linked to:
- dignity of the human
person (i.e. Little Red Riding Hood)
- community involvement
(i.e. independent and cooperative learning),
- responsiblities (i.e. multiple
intelligences tasks)
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Ontario Catholic Graduate Expectations
PDF
version | Flash
version
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a discerning believer
formed in the Catholic Faith community who celebrates the
signs and sacred mystery of God's presence through word,
sacrament, prayer, forgiveness, reflection, and moral living.
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an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values. |
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a reflective, creative and holistic
thinker who solves problems and makes responsible decisions
with an informed moral conscience for the common good. |
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a self-directed, responsible, lifelong
learner who develops and demonstrates their God-given potential.
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a collaborative contributor who
finds meaning, dignity and vocation in work which respects
the rights of all and contributes to the common good. |
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a caring family member who attends
to family, school, parish, and the wider community. |
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a responsible citizen who gives
witness to Catholic social teaching by promoting peace,
justice, and the sacredness of human life. |
| This
task supports the selected Catholic Theme(s) in
the following specific ways:
Mission Impossible or
Multiple Intelligence: Little Red Riding Hood
Lost In Centre City in based upon students being
activitly involved in their learning. Students
will be given opportunities to:
- celebrate their faith
through prayer;
- become effective communicators
through plays and presentations;
- use critical thinking
skills to solve real life problems;
- insightful tasks to
develop a variety of intelligences and further their
own potential;
- work to be responsible
students, cooperatively or independently on
a variety of interactive tasks.
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The goals of the guidance and career education
program are that students:
- understand the concepts related to lifelong
learning, interpersonal relationships (including responsible citizenship),
and career planning;
- develop learning skills, social skills,
a sense of social responsibility, and the ability to formulate
and pursue educational and career goals;
- apply this learning to their lives and
work in the school and the community.
Learning Skills
The learning skills identified below are
highlighted in this task and represent practical links for tracking
student achievement and for connecting learning to the guidance
and career education program. For more information on Learning Skills,
you can access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
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homework completion |
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initiative
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class
participation |
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cooperation with
others |
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conflict resolution
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goal setting
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| independent
work |
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use of information
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problem solving
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