KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME ONE:

Created and Loved

By

God

–   examine and reflect on what it means to be created, to be loved and to love

–   describe and reflect upon the personal qualities of the student and classmates

–   appreciate the complexity and mystery of the human person

–   ascertain the stages people go through in their growth and development (physical, intellectual, social, emotional, spiritual)

–   deepen the student’s understanding about how people help others to develop

–   understands how to be “life-giver” to others

–       in groups, research, identify and articulate orally or in writing ways that illustrate the human need to be loved and the capacity to love

–       reflect and articulate personal thought and feelings (in a journal or interview)

–       articulate “who I am” (e.g. in a collage or picture form)

–       identify personal qualities of classmates (e.g. create a collage)

–       in groups, research, identify and present orally one area of development: physical, intellectual, social, emotional or spiritual

–       identify orally or in written form the People Who Give Them Life (i.e. people who help them physically, intellectually, etc.)

–       participate in group discussion on how to be a life-giver in the classroom and put some of these suggestions into action

·        (name of student)  has recognized the manner in which people develop in their lives as well as the need for good relationships with people

·                            recognizes the complexity of the human person and the many variables and challenges in human relationships

·                                     ’s assignments, reflections, and contributions to class discussion demonstrate an understanding of how we all need to love and be loved

·                                     ’s journal reflects his/her understanding, thinking, and personal feelings regarding the stages of human growth and development

·                                     ’s presentation on physical growth development and eager participation in class discussion clearly reflect an understanding of the stages of human growth

·                                is able to explain how good communication strategies help us to build healthy relationships and deal with the day to day stresses with family and friends

THEME TWO:

Living

In

Relation-ship

–   recognize and appreciate the need for all people to live in a relationship

–   explore and respect family heritage/history and customs

–   describe and value strategies for living with day to day family/friendship stresses

–   appreciate the importance of good communication with family members and friends

–   identify how friendships change as people mature

–      share the results of an interview with a parent about old friends they remember

–      research and present the student’s family history or customs

–      co-operatively work on a class time capsule

–      name and explain four strategies for handling stress and begin to apply them in the classroom situations (patience, humour, compromise, and a sense of perspective)

–      name good communication words or phrases or make acrostics

–      reflect on the question “How am I growing as a friend?”, e.g. in a journal or interview

–      share the results of an interview with a parent about old friends they remember

–      report on an interview with a Kindergarten/Grade One teacher about friendships in these classrooms

–      contribute an item to class collection on the theme of friendship (e.g. picture, article, poem, words, phrases, to a class chart entitled: “A friend is someone who…”

KEY LEARNINGS/

EXPECTATIONS

SAMPLE DEMONSTRATIONS/

ACTIVITIES

LANGUAGE FOR REPORTING

THEME THREE:

Created Sexual:

Male

and

Female

-    recognize and appreciate the meaning of sexuality as loving and life-giving

-    explore, deepen their understanding and develop a respect for the first few days of new human life in the womb

-    recognize some of the ways in which heredity and environment influence human development

-    deepen their understanding and respect for the changes of puberty

-    use journals to write any questions of concern about sexuality

-    identify the ways in which the student has learned about sexuality

-    actively and respectfully participate in a class discussion/presentation on sexuality

-    enter into a prayer about the “Gift of Sexuality”

-    actively and respectfully participate in a class discussion/presentation on the first few days of human life

-    actively and respectfully participate in a class discussion/presentation on the ways heredity and the environment influences development

-    actively and respectfully participate in class discussions/presentations on the changes associated with puberty

-    share with his/her family what he/she has learned about fetal development, puberty

-    use the journal to respond to what they have learned in this theme

·    (name of student)   has demonstrated a good understanding of and respect for God’s plan for the beginning stages of new human life by participating in class discussion

·      _______________ has demonstrated a good use of journal writing in order to respond to what he/she has learned about God’s gift of sexuality

·      _______________ has shown evidence of his/her understanding of the ways physical, emotional and spiritual development are influenced by heredity and the environment

·      _______________ has demonstrated a developing respect for God’s plan for the development and growth of girls and boys by participating actively in class discussions and prayer

*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

-    deepen understanding of the meaning and development of commitment

-    discover details about the lives of some people who are models of commitment

-    recognize their growth in becoming committed persons

-    participate in assigned group discussion and presentation, listing three people who are models of commitment with reasons for these choices

-    compose letters of appreciation to the people who visited the class to share their story of commitment with one idea about commitment that the students learned from the person

-    design and make a “Commitment Poster” highlighting one of the five areas in which they have commitments indicating a personal goal for themselves in this area.  A plan of action should be included

-    be committed to the day to day routines of the classroom (completes assignments, enters readily into group work, can be counted on to do and follow extra jobs)

·      (name of student)  has shown a unique understanding of the impact of the media on his/her life by completing a TV Value analysis, as well, s/he has demonstrated what it involves to make and keep a personal commitment goal for her/himself.  Thank you ____________ for being God’s gift to our class this year

·      _____________ has demonstrated a good comprehension of what it means to have a positive impact on his/her environment through participation in class discussions and group related projects s/he has completed.  She/he has a good grasp of the kinds of personal commitments in which s/he is involved and how to keep these.  Thank you ____________ for being God’s gift to our class this year

·      ______________  through the completion of a TV analysis, commitment poster and participation in class discussions has clearly demonstrated the impact of the media on his/her development, his/her own impact on other people and how to make and keep commitments in his/her life.  Thank you ____________ for being God’s gift to our class this year.

THEME FIVE:

Living

in

the

World

-    examine that the students are social beings and have a strong social influence on each other

-    explore the meaning of values and the influence of television, advertising and stereotyping

-    recognize their impact on the physical and social environment

-    list five people who have had a strong influence on the student’s life and describe this influence

-    actively and respectfully participate in a group discussion about television, advertising and stereotyping

-    complete one of the three research activities: “Television Value Analysis” “Advertising on Television” or “Stereotyping” (See Fully Alive Grade Six)

-    actively and respectfully participate in a class discussion/presentation on their impact on the physical and social environment

-    write/reflect in their journal reflecting on their own impact on the physical and social environment

-    behave in a manner that positively influences the classroom physical and social environment (puts things away, is respectful of others)