KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME ONE:

Created and Loved by

God

–      identify and appreciate the ways in which God loves us

–      reflect on who the student is at this time in life

–      examine and value the stages of the human life cycle: infancy, childhood, adolescence, adulthood, senior years

–      recognize that death is a part of human life

–      discover and appreciate that people can have a lasting influence on the lives of others

–          articulate (orally-written) and reflect on the ways in which the student has experienced God’s love for him/her

–          create a prayer page with the saying “I have loved you with an everlasting love”

–          orally describe the student’s own uniqueness (likes, imagining, etc.)

–          listen attentively to others describe their own uniqueness

–          identify and describe five stages in life: infancy, childhood, adolescence, adulthood, senior years

–          describe and discuss ways in which people support one another when someone dies

–          research and present in oral or written form the special people in the life of a parent, relative, or close friend

–          draw and complete a story map of special people in the student’s life

·     (name of student)  has explored the various stages of the human cycle and recognizes the need for support and co-operation in the family, particularly through times of change

·                        understands the various stages of human life as well as the ways in which family, friends and others can influence her/his growth and development

·                         understands the major stages of the human life cycle and has recognized the need for family rules, co-operation and the qualities of good friendship

·                         ’s journal, poetry, and participation indicate an understanding of how good communication strategies build and strengthen friendships

THEME TWO:

Living

in

Relation-ship

–      recognize and appreciate the contribution of each family member and the importance of family rules

–      understand and value the need for support and co-operation when there are changes in the family

–      examine and appreciate friendship as a relationship that is freely chosen and offered

–          indicate through discussion or written form which qualities members of the student’s family possess

–          describe orally or in written form the student’s contribution in the family

–          describe the various qualities of the student’s family (e.g. by designing/ using a coat of arms)

–          list, orally or in written form, the rules in the student’s family

–          name some of the feelings associated with a variety of changes in a family (i.e. moving, job loss, divorce)

–          use their journal to write about a change in their own lives

–          describe one of the qualities of a real friend (kind, loyal, fun, fair, honest) (e.g. by designing an acrostic, writing a poem, collage, etc.)

–          select possible solutions to friendship problems and name possible consequences of these solutions

–          contribute an item (in written or picture form) to a class chart about friendship

KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME THREE:

Created Sexual: Male and Female

-    discover the gift of sexuality

-    appreciate the human reproductive system and fertility and how it differs from other body systems

-    recognize and identify some of the physical, emotional and social changes of puberty for girls and boys

-    participate actively and respectfully in class discussions/presentations on the gift of sexuality

-    enter into the prayer praising God for being “Wonderfully Made”

-    participate actively and respectfully in class discussions/presentations on fertility

-    describe in written form or orally short descriptions of female and male fertility

-    share these descriptions with family

-    participate actively and respectfully in class discussions/presentations on puberty

-    complete a poster of how the student imagines him/herself by the end of grade 8

-    complete a “self-addressed” personal letter containing feelings about growing up

·    (name of student)   has demonstrated an understanding and respect of God’s plan for the growth and development of boys and girls from their participation in class discussions and research

·   ______________  is developing an understanding of the growth stages and development for boys and girls and has taken time to reflect and to pray about his/her own growth and development physically and spiritually

·   ______________  has participated very well in our class discussions and presentations about God’s plan for male and female growth and 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

-    recognize that people are responsible for the consequences of their actions

-    understand and appreciate the qualities of loyalty, dependability, faithfulness and trust

-    explore commitments in five areas of students’ lives: family, friends, school, activities, community

-    report orally or in written form on doing something helpful at home and noticing the consequences/effect it had on family members

-    compose a letter to someone the student admires because of that person’s commitment

-    complete a “Commitment Checkup” page and take time to reflect on this

-    actively and respectfully participate in class discussions/presentations on the topic of growing in commitment

-    display some of the qualities needed for being committed to school

·      (name of student)   has a good understanding of the qualities needed for keeping commitments, how he/she is responsible for his/her actions and the signs of a good community as demonstrated by his/her completed assignments and the manner in which he/she participates in the life of the school community.  Thank you ______________ for being God’s gift to our class this year.

·      _______________ has had the opportunity to demonstrate his/her understanding of the qualities needed for making and keeping commitments related to his/her school work and has demonstrated some of the signs that indicate her/his desire to build a good class community.  Thank you ______________ for being God’s gift to our class this year.

·      _________________ demonstrates a good understanding of what it means to keep a commitment and can explain and demonstrate the signs of a good community.  Thank you ___________ for being God’s gift to our class this year.

THEME FIVE:

Living

in

the

World

-    deepen his/her understanding of the meaning and signs of community

-    explore and appreciate signs of a good community: respect for the individual, communication, sharing resources, interdependence

-    make a collection of stories about commu7nities from various newspapers, parish bulletins, newsletters

-    present their collection of stories about communities

-    report to the class about an interview the student has had with members of the school community about their understanding of a good community

-    actively and respectfully participate in a class discussion/presentation on the signs of a good community

-    actively work towards building a good community within the classroom (ie. respect for class members, good communication skills, sharing and working well in group work)