FIT 2 LEAD – MCE COURSE OUTLINE
PAL3O – Healthy Active Living , Grade 11, Large Group Activities
Course Description
This course focuses on the development of a healthy lifestyle and participation in a variety of
enjoyable physical activities that have the potential to engage students’ interest throughout
their lives. Students will be encouraged to develop personal competence in a variety of movement
skills and will be given opportunities to practise goal-setting, decision-making, social,
and interpersonal skills. Students will also study the components of healthy relationships,
reproductive health, mental health, and personal safety.
Students will demonstrate achievement of the course expectations through the completion of the following tasks:
Unit
1
2
3
4
5
6
7
8
9
10
Summative Tasks
Icebreaker/Cooperative Game Introduction/Student
Info/Diagnostic
Presentation Skills Tutorial/Sport of Interest Assignment
Human Systems Unit
Healthy Role Model Activity/Task
Benefit of Sport Participation in Canada (Article
Review)
Presentation Blueprint Assignment
Gym Presentation #1 – Sport of Interest
Cooperative Games/Event Coordination (Excursion Leadership)
First Aid Certification Part./Reflection
Active Participation/Journal Interview
Final Assignment
Student/Teacher Evaluation – Journal Reflection
(Organization, Leadership and Time management
Review)
Timeline
Done
Assessment and Evaluation
Definitions:
Diagnostic: This refers to assessment activities undertaken at the beginning of a block of learning to
determine student's strengths and learning needs in order to plan, modify, and adjust instruction or to
provide alternative learning opportunities. Diagnostic assessment data is not used in the determination of
grades.
Formative: This refers to the ongoing assessment and/or evaluation during the learning process. It is used
to monitor student performance and provide feedback in an effort to enhance and improve their
performance on summative tasks. As well, recorded formative data may be tracked and monitored to
support professional judgement in cases where the body of summative evidence provided by the student has
been affected by illness, missed assignments, etc.
Summative: This refers to assessment and/or evaluation that occurs at the conclusion of a block of learning
for the purposes of determining the grade. Summative assessment provides the foundation for teachers'
professional judgement. These assessments are reported across the four categories of the achievement chart.
FIT 2 LEAD – MCE COURSE OUTLINE
70% of the student's final grade is based on tasks completed throughout the term with attention given to most
consistent and more recent achievement where applicable. 30% of the student's final grade is based on the
culminating task(s) and/or exam towards the end of the course.
The assessments will be distributed across four achievement chart categories using a variety of assessment methods:
Categories of
Achievement
Category
Description
Knowledge /
Understanding
Students will develop
knowledge of literary
and informational
texts, stylistic devices
and relationships
between themes,
concepts and ideas.
50-59%
(Level 1)
Category
Weightings
Thinking / Inquiry
Communication
Application
Students will develop
critical and creative
thinking skills
(reflecting and
explaining) and
inquiry skills
(questioning).
Students will learn to
organize information
and choose
appropriate language,
style and form for the
purpose of
communication.
60-69%
(Level 2)
70-79%
(Level 3)
Students will practice the
proper use of language,
reading and writing
conventions,
technologies and
strategies while making
connections between life
and course content.
80-100%
(Level 4)
Learning Skills:
It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Working Independently, Organization, Initiative, Work Habits & Homework, Teamwork.
Learning skills will not be factored into the grade for this course but will appear on the report card. It is important to
remember that the development and consistent practice of these skills will influence academic achievement.
Missed Assessments:
To earn a credit students have a responsibility to submit sufficient evidence of understanding within established
deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that
his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key
understandings for the course, the entire credit is at stake.
It is a very serious matter for a student to miss opportunities to demonstrate understanding through assessment. One of
the consequences of missing an assessment is that the student may be assigned an Incomplete (I) for that task. If the
student fails to provide a sufficient body of assessment evidence to the teacher, the entire credit may be Incomplete.
Deadlines:
Some deadlines are negotiable, some are absolute. If the student does not complete or submit work on either an
absolute or a negotiated deadline, that work will be considered incomplete. The student should seek assistance from
the teacher when unable to complete the task due to insufficient knowledge or skill. It is the responsibility of the
student to negotiate an alternate deadline in circumstances when he/she is unable to complete the task on time.
Plagiarism/Cheating:
-refer to your school policy
__________________________
____________________________
_______________________
Parent Signature
Student Signature
Date
FIT 2 LEAD – MCE COURSE OUTLINE
GPP3O – Leadership and Peer Support, Grade 11, Open
Course Description
This course prepares students to act in leadership and peer support roles. They will design
and implement a plan for contributing to their school and/or community; develop skills in
communication, interpersonal relations, teamwork, and conflict management; and apply those
skills in leadership and/or peer support roles – for example, as a student council member or a
peer tutor. Students will examine group dynamics and learn the value of diversity within
groups and communities.
Students will demonstrate achievement of the course expectations through the completion of the following tasks:
Unit
1
2
3
4
5
6
7
8
9
10
Summative Tasks
It’s All About Me – Presentation/Power Point
EMD Consulting Certification – Conflict Resolution
Career Cruising/PDSB Volunteer Assignment
Topic of Interest/Sochi Presentation Blueprint
In Class – Topic of Interest Presentation #1
Job Skills Tutorial Week #1 – Resume and Cover Letter
Job Skills Tutorial Week #2 – Interview Skills
School Wide Leadership Staff/Student Appreciation Day
Prep. Assignment and Poster Creation
Marketing, Promoting and Executing the School Wide
Event. (Active Participation)
Lead Mentors for 3 day excursion (Prep. and Activity
Coordinators) – Implementation and Reflection
Final Assignment
Student/Teacher Evaluation – Journal Reflection (Team
Work, Conflict Management and Leadership Focus)
Timeline
Done
Assessment and Evaluation
Definitions:
Diagnostic: This refers to assessment activities undertaken at the beginning of a block of learning to
determine student's strengths and learning needs in order to plan, modify, and adjust instruction or to
provide alternative learning opportunities. Diagnostic assessment data is not used in the determination of
grades.
Formative: This refers to the ongoing assessment and/or evaluation during the learning process. It is used
to monitor student performance and provide feedback in an effort to enhance and improve their
performance on summative tasks. As well, recorded formative data may be tracked and monitored to
support professional judgement in cases where the body of summative evidence provided by the student has
been affected by illness, missed assignments, etc.
Summative: This refers to assessment and/or evaluation that occurs at the conclusion of a block of learning
for the purposes of determining the grade. Summative assessment provides the foundation for teachers'
professional judgement. These assessments are reported across the four categories of the achievement chart.
70% of the student's final grade is based on tasks completed throughout the term with attention given to most
consistent and more recent achievement where applicable. 30% of the student's final grade is based on the
culminating task(s) and/or exam towards the end of the course.
FIT 2 LEAD – MCE COURSE OUTLINE
The assessments will be distributed across four achievement chart categories using a variety of assessment methods:
Categories of
Achievement
Category
Description
Knowledge /
Understanding
Students will develop
knowledge of literary
and informational
texts, stylistic devices
and relationships
between themes,
concepts and ideas.
50-59%
(Level 1)
Category
Weightings
Thinking / Inquiry
Communication
Application
Students will develop
critical and creative
thinking skills
(reflecting and
explaining) and
inquiry skills
(questioning).
Students will learn to
organize information
and choose
appropriate language,
style and form for the
purpose of
communication.
60-69%
(Level 2)
70-79%
(Level 3)
Students will practice the
proper use of language,
reading and writing
conventions,
technologies and
strategies while making
connections between life
and course content.
80-100%
(Level 4)
Learning Skills:
It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Working Independently, Organization, Initiative, Work Habits & Homework, Teamwork.
Learning skills will not be factored into the grade for this course but will appear on the report card. It is important to
remember that the development and consistent practice of these skills will influence academic achievement.
Missed Assessments:
To earn a credit students have a responsibility to submit sufficient evidence of understanding within established
deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that
his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key
understandings for the course, the entire credit is at stake.
It is a very serious matter for a student to miss opportunities to demonstrate understanding through assessment. One of
the consequences of missing an assessment is that the student may be assigned an Incomplete (I) for that task. If the
student fails to provide a sufficient body of assessment evidence to the teacher, the entire credit may be Incomplete.
Deadlines:
Some deadlines are negotiable, some are absolute. If the student does not complete or submit work on either an
absolute or a negotiated deadline, that work will be considered incomplete. The student should seek assistance from
the teacher when unable to complete the task due to insufficient knowledge or skill. It is the responsibility of the
student to negotiate an alternate deadline in circumstances when he/she is unable to complete the task on time.
Plagiarism/Cheating:
-refer to your school policy
__________________________
____________________________
_______________________
Parent Signature
Student Signature
Date
FIT 2 LEAD – MCE COURSE OUTLINE
PAI3O – Healthy Active Living , Grade 11, Individual and Small-Group
Activities
Course Description
This course focuses on the development of a healthy lifestyle and participation in a variety of
enjoyable physical activities that have the potential to engage students’ interest throughout
their lives. Students will be encouraged to develop personal competence in a variety of movement
skills and will be given opportunities to practise goal-setting, decision-making, social,
and interpersonal skills. Students will also study the components of healthy relationships,
reproductive health, mental health, and personal safety.
Students will demonstrate achievement of the course expectations through the completion of the following tasks:
Unit
1
2
3
4
5
6
7
8
9
10
Summative Tasks
Icebreaker/Listening Skills Session /Student
Info/Diagnostic
Small Group Activity Planning - Blueprint
Motivation and Inspiration Task/Goal Setting
Benefits of Yoga – Article Review and Class – South
Fletchers Sportsplex
Swim Test Prep./Pool Session
Racquet Sports Skills Evaluation
Stress and Wellness Unit Package
Cooperative Games/Event Coordination (Excursion Leadership)
Gymnastics (History of Sport) + Ken Giles Session x2
Active Participation/Journal Interview
Final Assignment
Student/Teacher Evaluation – Journal Reflection
(Wellness, Goal Setting and Social Skills Focus)
Timeline
Done
Assessment and Evaluation
Definitions:
Diagnostic: This refers to assessment activities undertaken at the beginning of a block of learning to
determine student's strengths and learning needs in order to plan, modify, and adjust instruction or to
provide alternative learning opportunities. Diagnostic assessment data is not used in the determination of
grades.
Formative: This refers to the ongoing assessment and/or evaluation during the learning process. It is used
to monitor student performance and provide feedback in an effort to enhance and improve their
performance on summative tasks. As well, recorded formative data may be tracked and monitored to
support professional judgement in cases where the body of summative evidence provided by the student has
been affected by illness, missed assignments, etc.
Summative: This refers to assessment and/or evaluation that occurs at the conclusion of a block of learning
for the purposes of determining the grade. Summative assessment provides the foundation for teachers'
professional judgement. These assessments are reported across the four categories of the achievement chart.
FIT 2 LEAD – MCE COURSE OUTLINE
70% of the student's final grade is based on tasks completed throughout the term with attention given to most
consistent and more recent achievement where applicable. 30% of the student's final grade is based on the
culminating task(s) and/or exam towards the end of the course.
The assessments will be distributed across four achievement chart categories using a variety of assessment methods:
Categories of
Achievement
Category
Description
Knowledge /
Understanding
Students will develop
knowledge of literary
and informational
texts, stylistic devices
and relationships
between themes,
concepts and ideas.
50-59%
(Level 1)
Category
Weightings
Thinking / Inquiry
Communication
Application
Students will develop
critical and creative
thinking skills
(reflecting and
explaining) and
inquiry skills
(questioning).
Students will learn to
organize information
and choose
appropriate language,
style and form for the
purpose of
communication.
60-69%
(Level 2)
70-79%
(Level 3)
Students will practice the
proper use of language,
reading and writing
conventions,
technologies and
strategies while making
connections between life
and course content.
80-100%
(Level 4)
Learning Skills:
It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Working Independently, Organization, Initiative, Work Habits & Homework, Teamwork.
Learning skills will not be factored into the grade for this course but will appear on the report card. It is important to
remember that the development and consistent practice of these skills will influence academic achievement.
Missed Assessments:
To earn a credit students have a responsibility to submit sufficient evidence of understanding within established
deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that
his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key
understandings for the course, the entire credit is at stake.
It is a very serious matter for a student to miss opportunities to demonstrate understanding through assessment. One of
the consequences of missing an assessment is that the student may be assigned an Incomplete (I) for that task. If the
student fails to provide a sufficient body of assessment evidence to the teacher, the entire credit may be Incomplete.
Deadlines:
Some deadlines are negotiable, some are absolute. If the student does not complete or submit work on either an
absolute or a negotiated deadline, that work will be considered incomplete. The student should seek assistance from
the teacher when unable to complete the task due to insufficient knowledge or skill. It is the responsibility of the
student to negotiate an alternate deadline in circumstances when he/she is unable to complete the task on time.
Plagiarism/Cheating:
-refer to your school policy
__________________________
____________________________
_______________________
Parent Signature
Student Signature
Date
FIT 2 LEAD – MCE COURSE OUTLINE
GWL3O – Designing Your Future, Grade 11, Open
Course Description
This course prepares students to make successful transitions to postsecondary destinations
as they investigate specific postsecondary options based on their skills, interests, and personal
characteristics. Students will explore the realities and opportunities of the workplace and
examine factors that affect success, while refining their job-search and employability skills.
Students will develop their portfolios with a focus on their targeted destination and develop
an action plan for future success.
Students will demonstrate achievement of the course expectations through the completion of the following tasks:
Unit
1
2
3
4
5
6
7
8
9
10
Summative Tasks
My Blueprint Tutorial
Community Connections - Assignment
Leadership Skills – Research Task
In Class – Topic of Interest Presentation #2
Community Connection – Brampton A’s Session
EDM Consulting Certification – Customer Service
Training (Evaluation and Reflection)
Volunteering and Resume Building – Knights Table (2
Weeks)
School Wide Leadership Staff/Student Appreciation Day
Prep. Assignment and Poster Creation
Marketing, Promoting and Executing the School Wide
Event. (Active Participation)
Employability Skills Review – Healthy Choices and
Behaviour Assignment
Final Assignment
Student/Teacher Evaluation – Journal Reflection
(Resume, Volunteering and Presentation Skills)
Timeline
Done
Assessment and Evaluation
Definitions:
Diagnostic: This refers to assessment activities undertaken at the beginning of a block of learning to
determine student's strengths and learning needs in order to plan, modify, and adjust instruction or to
provide alternative learning opportunities. Diagnostic assessment data is not used in the determination of
grades.
Formative: This refers to the ongoing assessment and/or evaluation during the learning process. It is used
to monitor student performance and provide feedback in an effort to enhance and improve their
performance on summative tasks. As well, recorded formative data may be tracked and monitored to
support professional judgement in cases where the body of summative evidence provided by the student has
been affected by illness, missed assignments, etc.
FIT 2 LEAD – MCE COURSE OUTLINE
Summative: This refers to assessment and/or evaluation that occurs at the conclusion of a block of learning
for the purposes of determining the grade. Summative assessment provides the foundation for teachers'
professional judgement. These assessments are reported across the four categories of the achievement chart.
70% of the student's final grade is based on tasks completed throughout the term with attention given to most
consistent and more recent achievement where applicable. 30% of the student's final grade is based on the
culminating task(s) and/or exam towards the end of the course.
The assessments will be distributed across four achievement chart categories using a variety of assessment methods:
Categories of
Achievement
Category
Description
Knowledge /
Understanding
Students will develop
knowledge of literary
and informational
texts, stylistic devices
and relationships
between themes,
concepts and ideas.
50-59%
(Level 1)
Category
Weightings
Thinking / Inquiry
Communication
Application
Students will develop
critical and creative
thinking skills
(reflecting and
explaining) and
inquiry skills
(questioning).
Students will learn to
organize information
and choose
appropriate language,
style and form for the
purpose of
communication.
60-69%
(Level 2)
70-79%
(Level 3)
Students will practice the
proper use of language,
reading and writing
conventions,
technologies and
strategies while making
connections between life
and course content.
80-100%
(Level 4)
Learning Skills:
It is an expectation that each student is assessed not only on their academic achievement but also on their Learning
Skills. These skills include: Working Independently, Organization, Initiative, Work Habits & Homework, Teamwork.
Learning skills will not be factored into the grade for this course but will appear on the report card. It is important to
remember that the development and consistent practice of these skills will influence academic achievement.
Missed Assessments:
To earn a credit students have a responsibility to submit sufficient evidence of understanding within established
deadlines. It is in the student's best interest to submit evidence of learning at every opportunity that is provided, so that
his/her grade accurately reflects what was learned. In the event that a student produces insufficient evidence in the key
understandings for the course, the entire credit is at stake.
It is a very serious matter for a student to miss opportunities to demonstrate understanding through assessment. One of
the consequences of missing an assessment is that the student may be assigned an Incomplete (I) for that task. If the
student fails to provide a sufficient body of assessment evidence to the teacher, the entire credit may be Incomplete.
Deadlines:
Some deadlines are negotiable, some are absolute. If the student does not complete or submit work on either an
absolute or a negotiated deadline, that work will be considered incomplete. The student should seek assistance from
the teacher when unable to complete the task due to insufficient knowledge or skill. It is the responsibility of the
student to negotiate an alternate deadline in circumstances when he/she is unable to complete the task on time.
Plagiarism/Cheating:
-refer to your school policy
__________________________
____________________________
_______________________
Parent Signature
Student Signature
Date