KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME ONE:

Created and Loved by

God

–      deepen the student’s understanding about people as reflections of God and appreciate the student’s wonderful gifts

–      identify and accept the special responsibilities the student has as a human being: to create goodness and harmony, to care for each other and for all creation, and to work for the coming of God’s kingdom

–      ascertain, appreciate and respect the human capacity for learning, remembering, reasoning, creating, feeling and acting freely

–      examine the five areas that can become roadblocks in people’s lives: appearance, abilities/talents, personality, personal habits, self concept

–      tell or write stories which celebrate gifts of God in people’s lives

–      articulate ways in which people could meet one of the four responsibilities human beings have in this world (e.g. through group work on poster, collage, bulletin board)

–      role play situations which reveal responsible actions or decisions

–      describe one of the abilities of the mind; Learning, Reasoning, Creating, Feeling, Acting in detail (oral presentations or chart work)

–      plan a personal goal in one of the six abilities of the mind (e.g. in journal or interview)

–      identify and describe the five areas that can become roadblocks in people’s lives: appearance, abilities/talents, personality, personal habits, self concept

–      use a journal to reflect on meeting the challenges/roadblocks in life and record the Serenity prayer

·     (name of student) has discovered the human capacity for being life-long learners and the importance of how relationships with family and friends change as people mature

·                                   has explored the responsibilities and capacity people have for learning about and caring for the world

·                                   has a deeper understanding of the qualities needed for positive friendships and family living

·                         ‘s presentation of the qualities of the human mind indicate a clear understanding of long and short term memory and its role in human growth and development

·                         ‘s participation in class discussion revealed an understanding of how perspective can help resolve conflicts in family relationships

THEME TWO:

Living

in

Relation-ship

–      examine the meaning and value of intimacy in human relationships

–      deepen the student’s understanding of the role of the family

–      recognize the importance of perspective-seeing things from another person’s point of view – in resolving disagreements

–      determine the impact of abuse and alcoholism on families

–      deepen their understanding about friendship and how it changes as people mature

–      create a collection of pictures of people (from newspapers and magazines) involved in an intimate relationship

–      name some qualities of an intimate relationship

–      describe orally or in writing joyful family activities they have shared in the past, present and hope to share in future

–      name differences in the way young people/parents approach issues

–      write an advice letter to themselves as future parents of an adolescent

–      name and discuss Alcoholism, Physical and Sexual Abuse

–      assist in creating a class prayer for people who are experiencing abuse in the family and write in their journals for personal prayer time

–      name and describe the personal qualities that build friendship

–      name and describe stresses on friendship (e.g. cliques and moods)

–      use their journals to reflect on being open in their relationships with family members and friends

KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME THREE:

Created

Sexual:

Male

and

Female

-    deepen understanding about God’s plan for human sexuality

-    recognize, understand and value Catholic teaching on: intimacy, marriage, sexual intimacy, chastity, the single state, celibacy

-    deepen understanding and value of the methods of family planning from a Catholic faith perspective

-    identify sexually transmitted diseases and their consequences

-    deepen understanding about sexual attraction and relationships

-    actively and respectfully participate in a discussion on the challenges of respecting God’s gift of sexuality

-    critique orally or in written form two advertisements about appearance found in the media (magazine/television)

-    collaboratively develop advertisements that will encourage people to make themselves more beautiful as whole persons – body and spirit (art presentations, skits, bumper stickers, etc.)

-    use the journal to compose a prayer asking God’s help to be chaste and honour the gift of sexuality

-    actively and respectfully participate in a class/discussion on behaviours that protect the gift of fertility (chastity)

-    actively and respectfully participate in a class discussion/participation on human fertility and behaviours that potentially harm this gift (sexually transmitted diseases)

-    critique orally or in written form some of the messages they are receiving from the media about  sexual feelings

-    list activities in the school and neighbourhood that the students enjoy and allow them to socialize in appropriate ways at their stage of development

-    use journals to privately respond to the content of this theme

·    (name of student)   has demonstrated a good understanding on the ways to respect God’s gift of sexuality through respectful and active participation in class discussion

·   _________________  has completed very well a class project on critiquing the media and the manner in which it challenges and at times is contrary to God’s plan for people’s physical, emotional and spiritual growth

·   _________________  has demonstrated a good understanding through participation in class discussions of the important concept “chastity” as being an important life stance in honouring God’s plan for the gift of sexuality

·   _________________  has developed some good and useful ways to socialize with his/her peers in ways that respect his/her physical, emotional and spiritual development

*We have suggested previously that teachers should teach parts of the Physical Education Health unit using Theme Three from Fully Alive since there is overlap in these areas.  Some of the statements for reporting learning in Family life can then be included in the Physical Education section of the report card.  This will hopefully assist you in your reporting of both subject areas as well as ensuring that what is covered in the Health unit is reflective of Catholic Family Life teaching.

KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME FOUR:

Growing

in

Commit-ment

-    explore the changing nature of commitments during adolescence

-    deepen his/her understanding of the meaning of commitment

-    discover what it means to be true to themselves

-    examine the meaning of stress and the strategies for handling it

-     

-    name personal commitments that are satisfying and important, name the feelings associated with them and present these in written or artistic form

-    start compiling a collection of sayings related to commitment in a notebook/computer form

-    design a poster illustrating one of the commitment sayings

-    complete a personal research project recording feelings and rating involvement during six typical situations (classroom activity, after school event, family event, etc.)

-    complete a drawing of themselves with the kinds of comments they would like to hear from parents and teachers that would encourage them to be true to themselves

-    participate in role plays that illustrate the suggestions of being true to oneself

-    examine and reflect upon a situation in which they felt stress with ways in which they could handle the situation

-    actively and respectfully participate in a class discussion/presentation about ways to handle stress

·                             has a good understanding of what it means to be true to themselves when faced with life’s stresses and commitments and has begun to comprehend the church’s call to live with individual and social justice.  Thank you _____________ for being God’s gift to our class this year.

·   ______________ through class discussion and personal reflection has a good grasp of the importance of being true to her and recognizes the need for people and strategies that are life giving.  Through some of the ways he/she has interacted in the class, he/she has also demonstrated a developing understanding of the ways to live a life that is reflective of the call to personal and social justice as described in scripture.  Thank you _____________ for being God’s gift to our class this year.

THEME FIVE:

Living

in

the

World

-    recognize that they share a common project with others

-    examine the characteristics of individual justice and social justice

-    create a visual representation of the student’s own relationships and membership

KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME FIVE:

(cont’d)

-    explore some examples of human rights

-    examine three issues in social justice: poverty, the environment and respect for life

-    discover the personal qualities and skills that are essential to practise social justice

-    participate in a research project on groups in the community that are involved in the work of justice and assemble an information file

-    participate in a classroom action project to assist people living in poverty in the community

-    develop a plan for their personal response to issues of the environment and respect for life

-    participate in a class or group response to the quote from Micah 6:8: reflecting on what it means to act justly, love tenderly and to walk humbly with God

-    practise some of the principles of individual and social justice within the classroom

·   ______________ is developing a good grasp of the importance of making commitments in his/her life and of living a life that is reflective of the Church’s call to personal and social justice as is demonstrated in the manner in which he/she has interacted in the class.  Thank you _____________ for being God’s gift to our class this year.