In this performance task, the following expectations are
addressed and or evaluated:
Religion Program
Grade 6
-Unit 2; Theme 4; Created in the Image of God; pg. 68.
-Unit 3; Theme 9; Love your neighbour; pg. 106.
-Unit 6; Themes 16,17,18; Love your enemies; pg. 172-193.
Grade 7
-Unit 1; Theme 1; Who Am I?; pg. 34.
-Unit 1; Theme 2; Am I normal? pg.. 60
-Unit 1; Theme 3; Do I belong?; pg. 70.
-Unit 4; Theme 3; Why do I need you?; pg. 168.
-Unit 6; Theme 2: What do I need to be happy?; pg.218.
-Unit 6; Theme 3; Is my way the best way?; pg. 224.
-Unit 10; Theme 2; What’s fair?; pg. 300.
-Unit 10; Theme 3; Does anyone really notice what I do?; pg. 308.
Grade 8
- Unit 1; Theme 2; Am I strong enough?; pg. 44.
- Unit 1; Theme 3; How do I know if I am on the right track?; pg.
52.
- Unit 2; Theme 3; What can I do when my life sems to be falling
apart?;pg 90
- Unit 5; Theme 2; What’s right? What’s wrong?; pg.
152.
- Unit 5; Theme 4; Why should I confess my sins to anyone besidesGod?;pg.
170
- Unit 7; Theme 2; How can I make the world more peaceful?;pg. 218.
- Unit 7; Theme 3; Do I live justly?; pg. 230.
Family Life Program
Grade 6
-Theme 1; Topic 4; Life givers; pg. 18
-Theme 1; Topic 5; We can make a difference; pg. 23.
-Theme 2; Topic 1; Life lines; pg. 28
-Theme 2; Topic 3; Family Stress; pg. 35.
-Theme 2; Topic 6; Stress in Friendship; pg. 45.
-Theme 5; Topic 1; We live in the world; pg.. 83
-Theme 5; Topic 2; Our values; pg. 86.
-Theme 5; Topic 3; We influence the world; pg. 94
Grade 7
-Theme 1; Topic 2; Different people, different styles; pg. 8.
-Theme 2; Topic 3; Friendship; pg. 46.
-Theme 4; Topic 1; Growing up; pg. 98.
-Theme 4; Topic 2; Responsibility and Commitment; pg. 107.
-Theme 5; Topic 2; Belonging to the group; pg. 125
Grade 8
-Theme 1; Topic 3; The challenge of being human; pg. 22.
-Theme 2; Topic 2; The Family; pg. 37.
-Theme 2; Topic 3; Friends; pg. 49.
-Theme 4; Topic 2; A special kind of commitment; pg. 110.
-Theme 4; Topic 3; Handling stress; pg. 115.
-Theme 5; Topic 1; A common project; pg. 121.
-Theme 5; Topic 2; Some issues in Social Justice; pg. 126.
-Theme 5; Topic 3; Growing toward Social Justice; pg. 135.
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Health and Physical
Education
Healthy Living Strand – Personal
Safety and Injury Prevention |
Grade 6
- Describe and respond appropriately to potentially violent situations
relevant to themselves (e.g., threats, harassment, violence in
the media);
Grade 7
- Explain how harassment relates to personal safety;
- Describe harassment and identify ways of dealing with it (e.g.,
by communicating feelings and reporting incidents);
- Identify people and resources that can support someone experiencing
harassment;
Grade 8
- Analyze situations that are potentially dangerous to personal
safety (e.g., gang violence, hitchhiking, violence in relationships)
and determine how to seek assistance;
- Identify support services (e.g., guidance department, social
workers, shelters, Kid’s Help Hot Line) that can assist
victims of violence, and explain how to access them;
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Language
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Grade 6
Reading
- read a variety of fiction and non-fiction materials (e.g.,
novels, short stories, poetry, myths, articles) for different
purposes;
- read aloud, showing understanding of the material and awareness
of the audience;
read independently, selecting appropriate reading strategies;
- explain their interpretation of a written work, supporting it
with evidence from the work and from their own knowledge and experience;
- decide on a specific purpose for reading, and select the material
that they need from a variety of appropriate sources;
- understand the vocabulary and language structures appropriate
for this grade level;
- use conventions of written materials to help them understand
and use the materials.
Writing
- communicate ideas and information for a variety of purposes
(to inform, to persuade, to explain) and to specific audiences
(e.g., write the instructions for building an electrical circuit
for an audience unfamiliar with the technical terminology);
- use writing for various purposes and in a range of contexts,
including school work (e.g., to develop and clarify ideas, to
express thoughts and opinions);
- organize information to convey a central idea, using well-linked
paragraphs;
produce pieces of writing using a variety of forms (e.g., newspaper
articles, lyrics, summaries of information), techniques and resources
(e.g., library resources) appropriate to the form and purpose,
and materials from other media (e.g., film clips);
- produce media texts using writing and materials from other media
(e.g., create a web page publicizing a cycling club);
- revise and edit their work in collaboration with others, seeking
and evaluating feedback, and focusing on content, organization,
and appropriateness of vocabulary for audience;
- proofread and correct their final drafts, focusing on grammar,
punctuation, spelling, and conventions of style;
- use and spell correctly the vocabulary appropriate for this
grade level;
- use correctly the conventions (spelling, grammar, punctuation,
etc.) specified for this grade level (see below).
Oral and Visual Communication
- make reports, describe and explain a course of action, and
follow detailed instructions;
ask and answer questions to obtain and clarify information;
- communicate a main idea about a topic and describe a sequence
of events;
- express and respond to a range of ideas and opinions concisely,
clearly, and appropriately;
- contribute and work constructively in groups;
- demonstrate the ability to concentrate by identifying main points
and staying on topic;
- identify the main types of media works and the most characteristic
techniques used in them;
- analyse media works;
- create a variety of media works;
- use the conventions (e.g., sentence structure) of oral language,
and of the various media, that are appropriate to the grade
Grade 7
Reading
- read a variety of fiction and non-fiction materials (e.g.,
novels, short stories, poetry, reports, articles) for different
purposes;
- read aloud, showing understanding of the material and awareness
of the audience;
- read independently, selecting appropriate reading strategies;
- explain their interpretation of a written work, supporting it
with evidence from the work and from their own knowledge and experience;
- decide on a specific purpose for reading, and select the material
that they need from a variety of appropriate sources;
- understand the vocabulary and language structures appropriate
for this grade level;
- use conventions of written materials to help them understand
and use the materials.
Writing
- communicate ideas and information for a variety of purposes
(to outline an argument, to report on observations) and to specific
audiences, using forms appropriate for their purpose and topic
(e.g., write a lab report for an audience familiar with the scientific
terminology);
- use writing for various purposes and in a range of contexts,
including school work (e.g., to make point-form notes from a text,
to jot down personal impressions);
- organize information to develop a central idea, using well-linked
and well-developed paragraphs;
use a variety of sentence types and sentence structures, and sentences
of varying length;
- produce pieces of writing using a variety of forms (e.g., descriptive,
narrative, and expository compositions), techniques and resources
appropriate to the form and purpose, and materials from other
media (e.g., diagrams, illustrations);
- produce media texts using writing and materials from other media
(e.g., a poster inviting members of the community to a school
play; a multi-media presentation on an assigned topic);
- revise and edit their work, focusing on content and elements
of style (e.g., diction), independently and in collaboration with
others;
- proofread and correct their final drafts, focusing on grammar,
punctuation, spelling, and conventions of style;
- use and spell correctly the vocabulary appropriate for this
grade level;
- use correctly the conventions (spelling, grammar, punctuation,
etc.) specified for this grade level .
Oral and Visual Communication
- use instructions and explanations to plan and organize work;
- ask questions and discuss different aspects of ideas in order
to clarify their thinking;
- listen to and communicate related ideas, and narrate real and
fictional events in a sequence;
- express and respond to a range of ideas and opinions concisely,
clearly, and appropriately;
- contribute and work constructively in groups;
- demonstrate the ability to concentrate by identifying main points
and staying on topic;
- identify various types of media works and a variety of the techniques
used in them;
- analyse and interpret media works;
- create a variety of media works;
- use the conventions (e.g., sentence structure) of oral language,
and of the various media, that are appropriate to the grade (see
below).
Grade 8
Reading
- read a variety of fiction and non-fiction materials (e.g.,
novels, short stories, poetry, essays, articles) for different
purposes;
- read aloud, showing understanding of the material and awareness
of the audience;
read independently, selecting appropriate reading strategies;
- explain their interpretation of a written work, supporting it
with evidence from the work and from their own knowledge and experience;
- decide on a specific purpose for reading, and select the material
that they need from a variety of appropriate sources;
- understand the vocabulary and language structures appropriate
for this grade level;
- use conventions of written materials to help them understand
and use the materials.
Writing
- communicate ideas and information for a variety of purposes
(to evaluate information, to compare points of view) and to specific
audiences, using forms appropriate for their purpose (e.g., a
survey soliciting opinions on an environmental issue) and features
appropriate to the form (e.g., focused questions);
- use writing for various purposes and in a range of contexts,
including school work (e.g., to write technical instructions,
to clarify personal concerns, to explore social issues, to develop
imaginative abilities);
organize information and ideas creatively as well as logically,
using paragraph structures
- appropriate for their purpose (e.g., paragraphs structured to
develop a comparison or establish a cause-and-effect relationship);
- produce pieces of writing using a variety of specific forms
(e.g., a script for a play), techniques and resources appropriate
to the form and purpose, and materials from other media (e.g.,
lighting effects);
- produce media texts using writing and materials from other media
(e.g., a video documentary on an environmental issue);
- revise and edit their work, focusing on content and on more
complex elements of style (e.g., imagery), independently or using
feedback from others;
- proofread and correct their final drafts, focusing on grammar,
spelling, punctuation, and conventions of style;
- use and spell correctly the vocabulary appropriate for this
grade level;
- use correctly the conventions (grammar, spelling, punctuation,
etc.) specified for this grade level
Oral and Visual Communication
- provide clear answers to questions and well-constructed explanations
or instructions in classroom work;
listen attentively to organize and classify information and to
clarify thinking;
- listen to and communicate connected ideas and relate carefully-constructed
narratives about real and fictional events;
- express and respond to a range of ideas and opinions concisely,
clearly, and appropriately;
contribute and work constructively in groups;
- demonstrate the ability to concentrate by identifying main points
and staying on topic;
- identify a wide range of media works and describe the techniques
used in them;
- analyse and interpret media works;
- create media works of some technical complexity
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Social
Studies/History & Geography (2004) |
Social Studies is only one content area where literacy skills are
actively used, practised, promoted and enhanced. This performance
task begins with Preparatory Activities for the student not only to
orient the student with the context for the task, but also give the
teacher and the student good reading references and strategies that
are related to the development of the concepts involved in the tasks.
Grade 6 Heritage and Citizenship: First Nation Peoples and
European Explorers
Knowledge and Understanding
- describe the expansion of European influence through the founding
of the first trading posts (e.g., Île Ste Croix, Port Royal,
Québec, Mont Royal, Fort William) and explain how the fur
trade served the interests of both the Europeans and the First
Nation peoples;
- identify the results of contact for both the Europeans and the
First Nation peoples (e.g., sharing of beliefs, knowledge, and
skills; intermarriage; trading alliances and conflicts; impact
of European diseases on First Nation peoples; impact of fur trade
on natural resources such as beaver populations).
Inquiry/Research and Communication Skills
- formulate questions with a statement of purpose to develop
research plans (e.g., Why did Cartier kidnap Donnacona and his
sons? What was the role of First Nation women in the fur trade?);
- select relevant resources and identify their point of view (e.g.,
recognize the historical context of Cartier's logbook; recognize
bias in Champlain's drawing and descriptions of Mohawk villages);
- identify and explain differing opinions about the positive
and negative effects of early contact between European and First
Nation peoples (e.g., growth of First Nation peoples' dependency
on trade goods;
- mpact of the fur trade on the economy and environment; effect
of attempts to convert the Huron Nation to Christianity);
Application
- explain how differences between First Nation peoples and early
European explorers led to conflicts between the two groups (e.g.,
lack of common language, differing world views and spiritual beliefs,
introduction of European diseases, differing views about property
ownership);
- express their personal viewpoints, based on historical evidence,
about the outcomes of early contact between First Nation peoples
and early European explorers (e.g., report on the origins and
challenges of the Métis Nation; use a storyboard to show
the events leading to the establishment and destruction of Ste-Marie-Among-the-Hurons;
present the results of an Internet search on a specific Hudson's
Bay Company or North West Company trading post).
- identify some present-day issues concerning First Nation peoples
that relate to results of early contact (e.g., the effect of new
technologies on First Nation cultures; land claims);
Grade 7 History –British North America
Knowledge and Understanding
- explain the historical impact of key events on the settlement
of British North America (e.g., the Treaty of Paris, the Quebec
Act, the American Revolution);
- describe the different groups of people (e.g., Black Loyalists,
slaves, indentured servants, Iroquois allied nations, Maritime
Loyalists) who took part in the Loyalists' migration and identify
their areas of settlement;
- outline the reasons for the early settlement of English Canada
(e.g., as an outcome of the American Revolution);
Inquiry/Research and Communication Skills
- use a variety of primary and secondary sources to locate relevant
information about how early settlers met the challenges of the
new land (e.g., primary sources: artefacts, journals, letters,
statistics, field trips, interviews, period documents and maps;
secondary sources: maps, illustrations, print materials, videos,
CD-ROMs, Internet sites);
- communicate the results of inquiries for specific purposes and
audiences, using media works, oral presentations, written notes
and reports, drawings, tables, charts, and graphs (e.g., conduct
a historical demonstration of immigrants coming to the Canadas);
Application
- prepare and present a biographical sketch of a historical person
from the period 1759-1812 (e.g., a Loyalist, Laura Secord, Isaac
Brock, Tecumseh, Thomas Peters).
Grade 8 History – The Development of Western Canada
By the end of Grade 7, students will:
Knowledge and Understanding
- explain the factors that led to the settlement of the Canadian
west (e.g., federal government policy of opening up the prairies
for European settlement, protective tariffs, railroad construction);
- describe the causes and results of the Red River Rebellion
of 1869-70 and the North-West Rebellion of 1885 and explain the
role of key individuals and groups (e.g., Louis Riel, Gabriel
Dumont, the North-West Mounted Police, Thomas Scott, Big Bear,
Poundmaker, General Wolseley, Catherine Schubert);
Inquiry/Research and Communication Skills
- use a variety of primary and secondary sources to locate relevant
information about the building of the railway, the settling of
the land, and social and cultural life in the developing west
(e.g., primary sources: photographs of Chinese labourers and prairie
sodbusters, the poetry of Robert W. Service; secondary sources:
maps, illustrations, print materials, videos, CD-ROMs, Internet
sites);
- describe and analyse conflicting points of view about a historical
event (e.g., the Pacific Scandal, the hanging of Louis Riel, the
imprisonment of Big Bear);
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Mathematics
(1998) |
Mathematics
Grade 6 Data Management and Probability Strand
Collecting and Organizing Data
- design surveys, organize the data into self-selected categories
and ranges, and record the data on spreadsheets or tally charts;
Analysing Data
- evaluate and explore how data were collected and how the results
represent the population;
make inferences and convincing arguments based on the analysis
of tables, charts, and graphs;
Concluding and Reporting
- recognize that different types of graphs can present the same
data differently (e.g., a circle graph will show the relationship
between the data and a part of the data, a bar graph will show
the relationship between separate parts of the data);
Grade 7 Data Management and Probability Strand
Collecting and Organizing Data
- collect and organize data on tally charts and stem-and-leaf
plots, and display data on frequency tables, using simple data
collected by the students (primary data) and more complex data
collected by someone else (secondary data);
Analysing Data
- describe in their own words information presented on tally charts,
stem-and-leaf plots, and frequency tables;
- use conventional symbols, titles, and labels when displaying
data;
Concluding and Reporting
- display data on bar graphs, pictographs, and circle graphs,
with and without the help of technology;
make inferences and convincing arguments that are based on data
analysis (e.g., use census information to predict whether the
population in Canada will increase);
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Visual
Arts |
Visual Arts
Grade 6
- produce two- and three-dimensional works of art (i.e., works
involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate a range of thoughts, feelings, and
ideas for specific purposes and to specific audiences (e.g., create
a sculpture out of clay that shows a figure engaged in a typical
pioneer activity);
Grade 7
- produce two- and three-dimensional works of art (i.e., works
involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate a range of thoughts, feelings, and
experiences for specific purposes and to specific audiences (e.g.,
create a mask from "found" materials to celebrate the
coming of spring);
Grade 8
- produce two- and three-dimensional works of art (i.e., works
involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate a range of thoughts, feelings, and
experiences for specific purposes and to specific audiences (e.g.,
create an illustration for a children's book, using pen and ink
and water colour washes);
- describe, in their plan for a work of art, the main idea they
wish to communicate and the artistic decisions they have made
to support that message;
Catholic Themes
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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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| This
task supports the selected Catholic Theme(s) in the
following specific ways:
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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. |
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task supports the selected Catholic Theme(s) in the
following specific ways:
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Interpersonal Development
Self Management
Demonstrate the skills and knowledge necessary to manager their
own behaviour (e.g., self control, the role of emotions, anger management)”
Getting along with others
describe the many aspects of relationships and explain and demonstrate
how conflict resolution skills and peer helping skills are used
to interact positively with others in school settings and in the
wider community.”
Social Responsibility
demonstrate social responsibility both at school and the community
(e.g., intervene with students, act as a reading or editing buddy).”
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..
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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