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Curriculum Links

Our program provides a lens through which every aspect of school becomes an opportunity for character development. Questions, discussions and activities based on relationships between the month’s character trait and learning experiences are easily incorporated into lesson plans. Ultimately, this process will enable students to effectively apply their understanding of values and morals to issues that are part of their learning experiences in all subject areas and all aspects of life beyond school. Please refer to Appendix A, below, for a list of overall and specific expectations in the Ontario curriculum that our program addresses.

Curriculum Links ~ Building Character Together (Appendix A)

Kindergarten
  • demonstrate independence and a willingness to take responsibility in learning and other activities;
  • act and talk in appropriate ways with peers and adults during activity periods;
  • demonstrate consideration for others by helping them (e.g., assist with clean-ups; help to care for materials);
  • share responsibility for planning classroom events and activities; and use a variety of simple strategies to solve social problems (e.g., seek assistance from the teacher; talk about possible solutions).
Grade 1
  • identify rules in the home, at school, and in the community (e.g., bedtime, no running on stairs, looking before crossing the street);
  • demonstrate an understanding of rights and responsibilities in a way that shows respect for the rights and property of other people (e.g., sharing, being courteous, cooperating, not littering);
  • describe how people in the community interact to meet basic needs;
  • show an understanding of how these people are important to meeting their needs and ensuring their safety (e.g., the need for food, clothing, shelter, mail delivery, transportation, education, health care);
  • demonstrate an understanding of the need for rules and responsibilities (e.g., need for protection, for respect);
  • identify and describe the rights and responsibilities of family members (e.g., decision making, chores); and recognize and describe consequences of events and actions that affect their lives (e.g., mother’’s being grateful for their playing with sibling).
Grade 2
  • demonstrate an understanding that Canada is a country of many cultures;
  • demonstrate appropriate interpersonal skills and respectful behaviour (e.g., displaying etiquette, playing fairly, co-operation) in physical activities;
  • describe the contributions each family makes to the community (e.g., voting, providing services through occupations);
  • identify the contributions that various cultures have made to the community (e.g., producing works in the visual arts, music, dance; providing services, new kinds of restaurants);
  • identify community celebrations that reflect their own heritage and Canadian identity (e.g., Carnival de Québec, Calgary Stampede);
  • describe contributions made buy individuals and groups to the local community; and identify ways in which heritage and traditions are passed on (e.g., through community celebrations, special days such as Remembrance Day and Canada Day, the Canadian flag, music, crafts, dance, recreation, food, clothing.
Grade 3
  • compare and contrast life in a pioneer settlement with that in their own community (e.g., with respect to services, jobs, schools, stores, use of natural resources);
  • use decision-making skills to make healthy choices about drug use, and recognize the effects of various substances (e.g., nicotine, caffeine, alcohol) on the body;
  • acquire living skills (e.g., basic problem-solving, decision-making, goal-setting, and interpersonal skills) through physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
  • demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group);
  • follow the rules of fair play in games and activities (e.g., giving everyone a chance to play); and communicate positively to help and encourage others.
Grade 4
  • demonstrate respectful behaviour towards others in the group (e.g., speaking kindly, refraining from hurtful comments, acknowledging others’’ ideas and opinions);
  • apply living skills such as goal-setting, conflict-resolution techniques, and interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully) - to physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
  • demonstrate a variety of interpersonal skills (e.g., playing fairly, co-operating, behaving respectfully);
  • conduct their investigations of the outdoor environment in a responsible way aqnd with respect for the environment (e.g., leave the site of the investigation as they found it, putting away all equipment brought to the site);
  • and compare a medieval community to their own community (e.g., with respect to housing, social structure, recreation, land use, geography, climate, food, dress, government).
Grade 5
  • apply living skills (e.g., goal setting, conflict-resolution techniques, and interpersonal skills that contribute to positive group interaction) to physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
  • follow the rules of fair play in games and activities (e.g., by displaying sports etiquette, by encouraging others with positive comments);
  • identify the influences (e.g., the media, peers, family) affecting alcohol use, as well as the effects and legalities of, and healthy alternatives to, alcohol use;
  • identify strategies to deal positively with stress and pressures that result from relationships with family and friends;
  • identify factors (e.g., trust, honesty, caring) that enhance healthy relationships with friends, family, and peers;
  • explain how people’s actions (e.g., bullying, excluding others) can affect the feelings and reactions of others;
  • apply strategies (e.g., anger management, assertiveness, conflict resolution) to deal with personal-safety and injury-prevention situations (e.g., swarming, threatening, harassment); and demonstrate an understanding that for every right (e.g., the right of democratic governance) there is a responsibility (e.g., the responsibility fo vote).
Grade 6
  • identify the responsibilities associated with caring for themselves and others (e.g., while babysitting);
  • describe and respond appropriately to potentially violent situations relevant to themselves (e.g., threats, harassment, violence in the media);
  • apply living skills, including interpersonal skills, in physical activities (e.g., games, gymnastics, dance, outdoor pursuits) and describe the benefits of using these skills in a variety of physical activities;
  • follow the rules of fair play in games and activities, and support the efforts of peers to improve their skills;
  • describe the relationship between Aboriginal peoples and their environment (e.g., with respect to food, shelter, cultural practices); and describe how the Algonquian and Iroquoian nations contributed to the development of Canada (e.g., with respect to food, transportation, exploration, the arts, technology, government).
Grade 7
  • examine and communicate methods of conflict resolution employed in everyday life; at home, at school, in the community;
  • apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, music, outdoor pursuits);
  • transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operation, and respectful behaviour) to new physical activities;
  • and participate fairly in games or activities (e.g., accepting and respecting decisions made by officials, whether they are students, teachers, or coaches).
Grade 8
  • analyse and describe conflicting points of view about an historical issue (e.g., conscription);
  • apply living skills (e.g., basic problem-solving, decision-making, goal-setting, and conflict-resolution techniques) in physical activities (e.g., games, gymnastics, dance, outdoor pursuits);
  • transfer appropriate interpersonal skills (e.g., exhibiting etiquette, fair play, co-operation, and respectful behaviour) to new physical activities;
  • demonstrate respectful behaviour towards the feelings and ideas of others;
  • follow the rules of fair play and sports etiquette in games and activities (e.g., maintaining self-control whether winning or losing);
  • and apply living skills (e.g., decision-making, problem-solving, ad refusal skills) to respond to matters related to sexuality, drug use, and healthy eating habits.

Last Modified: Oct 27, 2010
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