Form D-1: Application for Approval of a Locally Developed Course of
Study
This form must be submitted to the Regional Office, Saskatchewan Learning no later than May 1 for approval for
semester one and December 1 for approval for semester two. This submission prior to the first year of
implementation is a request to pilot the Locally Developed Course of Study. Significant changes in years two
through five require resubmission of this form. The Locally Developed Course of Study submission should be in
electronic format.
Application is submitted by:
Sun West School Division #207
3 now
Central
Region
School Division Name
Box 700
P.O. Box/Street Address
Rosetown, Saskatchewan
Town/City
Leadership A30L
Proposed Course Title
25
No. of Students
January 26, 2012
Date of Commencement
S0L 2V0
Postal Code
11,12
Grade Level
1.0
Credit Value
January 2017
Expiry Date
If you intend to implement this course in more than one school within your division, please identify all of the
additional schools by school number and name.
Form D-1 (con’t): Application for Approval
3210113
Beechy School
5010133
Biggar Central School 2000
School No.
School Name
School No.
School Name
3110513
Davidson School
3310113
Dinsmore Composite School
School No.
School Name
School No.
School Name
3410313
Eaton School
3310213
Elrose Composite School
School No.
School Name
School No.
School Name
3310323
Eston Composite School
3110913
Kenaston School
School No.
School Name
School No.
School Name
3410543
Kindersley Composite School
3310613
Kyle Composite School
School No.
School Name
School No.
School Name
5010413
Landis School
3210713
Loreburn Central School
School No.
School Name
School No.
School Name
3210823
Lucky Lake School
4310823
North West Central School
School No.
School Name
School No.
School Name
3211023
Outlook High School
4310943
Rosetown Central High School
School No.
School Name
School No.
School Name
3410613
Westcliffe Composite School
School No.
School Name
Approval is requested to offer for credit the Locally Developed Course of Study as described.
October 14, 2011
Director of Education or Designate
Date
Regional Director of Education or Designate
Date
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Form D-1 (con’t): Application for Approval
Is the proposed course adapted or adopted from one in another school division?
Note: If the course is to be delivered by the external jurisdiction, please refer to the Credit Transfer Guide:
Secondary Education (appears in the Registrar’s Handbook) for information on how credits for such courses are
awarded and recorded.
Adapted

In the course outline described below, indicate clearly the adaptations that will be
made to the original course to make it suitable for use by the local school division.
Adopted

Attach a copy of the cover page of Form D-1 and a copy of Form D-2 from the originating
school division to show its approval. The conditions of approval outlined on the original D-2
apply to the adopting school division.
6610672
(and others)
School No.
Carpenter High
(and others)
North West
School Name
Leadership A30L
Course Title
6
School Division
11,12
Grade Level
Region
9314
Course Code
Is the proposed course a provincially developed course from another province that meets the needs of the
students in your school division?
Yes

No
If yes, complete the following

Province
Number of hours of instruction
Course title
Grade Level
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Form D-1 (con’t): Application for Approval
Course Outline
Rationale
Sun West School Division will offer an optional elective course based on student interest in the area of
Leadership. Leadership and life/career development competencies are of increasing importance for students in
the 21st century. It is important for students to recognize the value of community building and to develop skills
necessary to transition from school to post-secondary and/or employment.
In order for our society to progress positively there is a need for students to develop leadership skills. Students
have the potential to become successful leaders through hands-on application, mentorship opportunities, and the
inquiry process. While engaged in this course, students will have opportunities to practice and demonstrate
effective leadership skills through project-based learning.
Student interest, the formation of a Sun West Leadership Team, and career development choices of our students
have been taken into consideration in offering this elective. This course will be offered face-to-face (and possibly
by distance learning) to students throughout the school division. This locally developed course is designed to act
as a capstone course for a Leadership program within our school division.
Aim
The aim of this locally developed course is to enable students to holistically develop and demonstrate leadership
skills through inquiry and project based learning. Students will develop career competencies through personal
management and growth and in building community connections. This course will provide students with a solid
foundation for life, work and citizenship through the accomplishment of goals.
Goals
The goals of the Leadership Course are to develop:
• theories and experiences as leaders
• understanding of one’s own leadership styles and skills
• teamwork skills and build positive relationships
• communication skills
• problem-solving and decision-making skills
• a project that promotes leadership
Goals, Outcomes, and Indicators
Goal 1
Theory and Experience (TE): Students will build an understanding of leadership by exploring
examples of leadership’s many styles and forms.
Learning Outcome
TE A30.1 Comprehend and
respond to theories of
leadership and examples of
leadership in society.
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Indicators
a. Define leadership as it pertains to interpersonal relationships.
b. Identify and experiment with power dynamics (control-controlled,
reciprocal, shared) in various group settings.
c. Identify and compare different types of leadership using examples from the
real world.
d. Contrast and assess the differences between horizontal (many FNMI) and
vertical (Western European) hierarchies.
e. Distinguish good and bad uses of leadership, including motivations behind
Form D-1 (con’t): Application for Approval
their use and outcomes of their use.
TE A30.2 Comprehend and
respond to theories of
leadership and examples of
leadership in society.
a. Define leadership as it pertains to intrapersonal and interpersonal
dynamics.
b. Distinguish power and leadership.
c. Identify how leaders have power, and evaluate how various leaders
manage power.
TE A30.3 Investigate
leadership in practice.
a. Identify various leadership styles and assess the advantages and
disadvantages of each.
b. Identify various qualities that make one a good leader, and compare and
contrast real leaders on their leadership qualities.
c. Identify positive and negative aspects of leadership.
TE A30.4 Identify the role
of leadership in society.
a. Explain how society is structured to depend on leadership.
b. Distinguish anarchy and nihilism, and understand how both act as
alternatives to leadership.
c. Analyze a diverse variety (eg: gender, race, cause, region) of leaders in
real-world examples.
d. Identify how strong leadership solves real-world problems and evaluate
what conditions support leadership which generates change.
Goal 2
Yourself as a Leader (YL): Students will recognize how they are leaders in various situations, and
reflect on their particular styles of leadership in these situations.
Learning Outcome
Indicators
YL A30.1 Self-evaluate to
explain how one is a leader.
a. Identify leadership qualities in others and self.
b. Identify different situations in which one has been a leader.
c. Justify why one was the leader in given situations, given leadership
qualities, styles, and models displayed.
d. Describe how expectations of one as a leader have changed as one grows
older.
YL A30.2 Reflect on one’s
leadership qualities.
a.
b.
c.
d.
Identify one’s leadership style and qualities.
Evaluate one’s leadership abilities, using concrete examples.
Identify how one may improve as a leader.
Predict how one might be a leader in the future, and what qualities/skills
will be required to be effective.
Goal 3
Teams and Teamwork (TT): Student will explore how teams are built and function and identify the
benefits of teamwork.
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Learning Outcome
Indicators
TT A30.1 Understand the
importance of teams in
completing work.
a. Experiment with and understand the theory of synergy (business) or
gestalt (philosophy) as it relates to teams and teamwork.
b. Understand how the strategic division of labour (Fordist economics) creates
efficiency in teams, and construct teams to demonstrate such.
c. Demonstrate that teams and teamwork are a foundation of modern society
by identifying a diverse variety of teams in the real world (eg: business,
family, sports, etc.).
TT A30.2 Create and
construct teams to
accomplish a goal.
a. Discern qualities of successful and unsuccessful teams.
b. Identify different roles that various team members can perform, both
formally and informally.
c. Recognize team roles in real-world teams.
d. Describe agglomeration theory (human geography) as is relates to
successful teams.
a. Identify and demonstrate how teams need a goal and need to evaluate
how they are meeting that goal.
b. Describe situations that require a team leader and those that do not.
c. Identify the tasks a leader (or leaders) must perform within a successful
team.
e. Identify ways in which a leader can encourage or discourage successful
teamwork.
f. Create theoretical teams to solve theoretical problems.
g. Create real teams using team-building exercises and previous knowledge.
TT A30.3 Assess the
structure of teams.
a. Discern between divergent thinking (using creativity to find many “correct”
solutions to a problem) and convergent thinking (using many ideas to find
one “correct” solution).
b. Assess the role of diversity (gender, race, origin, background, etc.) in
supporting the work of teams.
c. Understand how Groupthink works and identify it as a danger of teamwork.
Goal 4
Communication Skills (CS): Student will understand the role of communication in leadership, and
demonstrate skilled communication in a variety of media and situations.
Learning Outcome
CS A30.1 Explore the nature
of communication.
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Indicators
a. Identify the purpose of communication (to convey ideas) and the
method of communication (sender-medium-receiver).
b. Indentify and distinguish many different forms of communication,
including verbal, written, non-verbal/physical, visual, and
behavioural/comportmental.
c. Model how we communication in many different ways at the same time
(eg: when speaking to a friend, we communicate through words, tone,
posture, gestures, and facial cues AT THE SAME TIME) to create one
message.
d. Identify different messages that are conveyed through specific non-
Form D-1 (con’t): Application for Approval
verbal/physical cues.
CS A30.2 Demonstrate
effective verbal
communication.
a. Demonstrate how diction can convey more than just the meaning of the
words (eg: use of non-specific (“stuff”) words undermines credibility).
b. Demonstrate how tone can convey meaning (eg: topic is boring,
message is sarcastic, etc.).
c. Demonstrate how volume, and varied volume, can support or detract
from effective verbal communication.
d. Assess self and peer verbal communication for improvement.
CS A30.3 Demonstrate
effective written
communication.
a. Demonstrate how diction can convey more than just the meaning of the
words (eg: connotation).
b. Identify conventions in different non-literary writing forms.
c. Identify the audience when writing.
d. Assess self and peer written communication for improvement.
CS A30.4 Demonstrate
effective visual
communication.
a. Experiment with how visual cues such as graphics, colours, and layout
convey meaning.
b. Identify good practices in constructing visual communications.
c. Assess self and peer visual communication for improvement.
CS A30.5 Demonstrate
effective use of technology to
support communication.
a. Identify a variety of technological instruments used for communication
(PowerPoint, Twitter, blogs, etc.).
b. Demonstrate how instruments can fulfill different roles in
communicating depending on purpose, and propose advantages and
disadvantages of each.
c. Create communications on various instruments that incorporate
effective communication skills and strategies.
d. Assess self and peer technological use for improvement.
CS A30.6 Demonstrate
effective presentation skills
a. Identify different types of presentations (lectures, keynote addresses,
meeting reports, etc.).
b. Integrate skills and strategies for many forms of communication in
presentations.
c. Identify presentation strengths and weaknesses in self and others.
Goal 5
Solving Problems (SP) and Decision Making (DM): Students will identify and solve problems using
a problem solving process to engage in sound decision making.
Learning Outcome
SP A30.1 Explain the nature
of problems.
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Indicators
a. Define and identify “problems” in a general sense, as obstacles
hindering the accomplishment of a given task.
b. Discuss how problems are not necessarily “bad” in the sense that they
encourage innovation (“Necessity is the mother of invention”).
c. Examine how solving a problem requires individual and/or team
leadership.
Form D-1 (con’t): Application for Approval
d. Infer that solving a problem can rarely be accomplished alone.
SP A30.2 Apply the problemsolving process.
a. Understand the process of solving a problem:
i.
Identify that a problem exists
ii.
Identify how the problem is hindering achievement
iii.
Identify possible solutions to the problem
iv.
Select solution(s)
v.
Enact solution(s)
vi.
Evaluate whether solution(s) solved the problem
b. Discuss how divergent and convergent thinking can both solve
problems.
c. Utilize the process to solve theoretical and real-world problems.
d. Utilize the process to make individual and group decisions.
SP A30.3 Identify
interpersonal problems and
evaluate means of addressing
them.
a. Understand how interpersonal conflicts can arise, particularly in teams,
using real-world examples.
b. Identify and practice different methods of resolving interpersonal
problems, including cooperation, compromise, negotiation, and
mediation.
c. Understand that difference methods of resolution are appropriate in
different circumstances, and justify choice of methods in specific
situations (real or theoretical).
d. Understand how to identify and avoid problems through good
leadership.
Goal 6
Leadership Project (P): Students will apply learning of leadership and teamwork by creating
projects which attempt to solve problems in their school, community, region, nation, or world.
Learning Outcome
Indicators
P A30.1 Identify a problem or
need.
a. Use several methods of information gathering (survey, research,
brainstorm, etc.) to identify problems or needs in one’s community.
b. Determine and justify which problem or need can be addressed by one’s
team.
P A30.2 Create a solution to
the problem
a. Propose solutions to the problem, and evaluate solutions using
background research, knowledge of the specific problem context, and
resources available to the group.
b. Set a project goal that is specific, measurable, achievable, resultsorientated, and time-bound.
c. Create a timeline, budget, and division of roles to meet the goal.
d. Implement the project, applying knowledge and skills from other course
goals.
e. Determine when the project is complete.
P A30.3 Reflect on your
project
a. Evaluate the effectiveness of the project in addressing the
problem/need.
b. Formally evaluate self and group members in the implementation of the
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project.
Identify areas of strength and gaps in skill/knowledge, and proposes
solutions in improving the next project.
d. Present the background, story, and evaluation of the project to peers
and the community targeted by the project.
c.
Prerequisite?
Does this course have a prerequisite?
If yes, please indicate prerequisite.
Yes

No

Explanation of the Various Core Curriculum Initiatives
Common Essential Learnings
It is an expectation that organization and delivery of this program incorporate the Common Essential Learnings.
A general outline of opportunities for CELs incorporation is provided below:
Independent Learning:
Students will be expected to learn independently through project-based learning. Students will be
supported in developing a positive attitude toward independent and life/long learning. There is also
recognition students within this course will bring with them a wide range of skills and abilities in relation to
leadership. Attention will be paid to these differences and learning will be adapted to the needs of each
student.
Personal and Social Development:
Development of leadership skills serves to improve student ability to work effectively both inside and outside
the classroom. Students will develop an awareness and appreciation of different leadership styles and
models. Students will learn to recognize these traits within themselves and others as well as be afforded
opportunities to develop their leadership style.
Critical and Creative Thinking:
Students will be given the opportunity to critically evaluate skills and abilities used in leadership roles and
everyday lives. Students will critically reflect on what they have learned, self assess their strengths and
weaknesses and develop their own plans for improvement.
Communication:
Communication is an essential skill and this course will allow students to develop effective communications
skills through a variety of opportunities. Effective communication involves the mechanics of language, the
ability to express ideas to various audiences, the use of technology, etc. Students will partake in numerous
activities to hone their communication skills.
Numeracy:
Numeracy skills will be developed as students explore time management. Also, through the development of
projects, students will learn about budgeting and financial management. Depending on the nature of the
projects, there may be opportunities for students to develop numeracy skills in additional ways.
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Technological Literacy:
Students will use technology extensively through research, project planning, project implementation, and
leadership presentations.
Inquiry
“Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind
that lead to deeper understanding of their world and human experience.” (Career Education 9, 2008, p. 8)
“An important part of any inquiry process is student reflection on their learning and the documentation needed to
assess the learning and make it visible.” (Career Education 9, 2008, p. 8). Student documentation of the inquiry
process in this locally developed Leadership course may involve:
●
●
●
●
●
●
●
●
●
●
Students learning about different styles of leadership.
Students self-selecting topics of interest.
Students building on background knowledge and understanding to develop an in-depth understanding of
the topic.
Students conducting interviews.
Students developing goals based on acquired learnings.
Students developing action plan for leadership workshop/project.
Students using a variety of media in representing learnings.
Students organizing, planning, delivering a project.
Students taking on a lead role at a leadership conference or event.
Students actively engaging in leadership skills within local school and/or community.
Students who are engaged in inquiry are able to construct knowledge in order to deepen understanding of a
particular topic. Also, students should be able to transfer newly constructed knowledge and skills to new
circumstances. The teachers’ job is to support and encourage students to explore Leadership topics using the
inquiry model.
Questions for deeper understanding in this course may include:
●
●
●
●
●
●
●
What is leadership?
What are the essential elements of good leadership?
What does leadership look like?
Why are leadership skills important?
How can enhancing my leadership skills improve my life and my community?
What can I do to enhance my leadership skills?
What can I do to demonstrate my leadership ability?
Cross Curricular Competencies
The cross-curricular competencies including developing thinking, identity and interdependence, literacies, and
social responsibility will be addressed through project based learning opportunities.
Adaptive Dimension:
The adaptive dimension will be applied to student needs as they arise during the course. The strategies of
Differentiated Instruction is a school division initiative so these strategies are incorporated in the instructional
approach to the course. Student choice in assignment topics and varied method of presentation will be available
as part of the course. These options will include written, media, visual and oral presentations. The nature of
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Form D-1 (con’t): Application for Approval
project based learning and teamwork supports the notion of students generating their own adaptations through
choice. Accommodations for exams and tests will be available.
Career Development Competencies:
The Blueprint for Life/Work Designs is a component of the Leadership 30 course. The Blueprint describes career
development as being “…about growing through life and work; about learning, experiencing, living, working and
changing; about creating and discovering pathways, through one’s life and work. When intentional, career
development is about actively creating the life one wants to live and the work one wants to do.” This leadership
course will address a number of Blueprint competencies which are the framework for Saskatchewan curriculum.
Aboriginal Perspectives and Content:
This course will identify different models of leadership and leadership styles including First Nations, Metis, and
Inuit perspective.
Gender Equity:
Gender equity will be addressed by discussing and demonstrating the fact that both males and females can be
excellent leaders. Efforts will be taken to highlight role models and examples of leaders of both genders.
Resource-based learning:
This leadership course is about developing skills and competencies necessary for future leaders and is primarily
resource and activity based. The instructor and the students will use a variety of resources when learning about
key ideas for this course. Every effort will be made to stay up-to-date with new concepts.
Multicultural Education:
Multicultural education will be addressed through available resources. Throughout group work opportunities,
students are encouraged and guided to develop acceptance and sensitivity to various cultural backgrounds.
Examples of Instructional Approaches
List of
•
•
•
•
•
•
Instructional Techniques
Discussion (teacher-led, student-led, small group, turn and talk)
Inquiry and Independent Learning (researching for projects, etc)
Role-play, debates, panels, simulations.
Group work
Presentations by student, local and extended-community leaders representative of various leadership
styles
Direct Instruction
Students will be engaged in a number of activities, newly created projects, investigations, quizzes, etc. for which
regular and effective feedback will be provided. Assessment and evaluation practices will be in line with good
practice for formative and summative assessment and with instructional strategies and outcomes.
The following evaluation rubric will be utilized:
5
4
3
2
1
N/A
Advanced understanding of the learning outcome.
Comprehensive understanding of the learning outcome.
Basic understanding of the learning outcome.
Incomplete understanding of the learning outcome.
Does not understand the learning outcome.
Not assessed at this time.
Assessments
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•
•
•
•
•
•
•
•
Journals
Reflective Journals
Self and Peer Evaluation
Performance Tasks
Student Interviews
Quizzes
Portfolio
Presentations
Instructional Materials
Print Resources
Barrows, H.S. & Wee Keng Neo, L. Principles and Practices of aPBL. Revised Edition. Southern Illinois
University Press, 2010.
Boyte, P., Jacobson, M. & Jones, R. 37 Lesson Plans to Bring Learning into Focus. Learning for Living Inc.,
1996
Burton, Bob. 99 Nuggets. Spirit Works, 1998.
----- Spirit Works: Turn It On. Spirit Works, 1997
Canadian Association of Student Activity Advisors. CASAA Leadership Handbook: Lessons for Students,
Resources for Advisors, 2001.
----- CASAA Making It Work Workbook. 1999.
----- CASAA Student Activity Sourcebook. 2000.
Cavert, Chris & Sikes, Sam. 50 Ways to Use Your Noodle. Learning Unlimited Corp., 1997.
Clemens, John & Wolff, Melora. Movies to Manage By. McGraw-Hill, 1999.
Clemmer, Jim. Growing the Distance: Timeless Principles for Personal, Career, and Family Success. The
CLEMMER Group, 1999.
Covey, Sean. The 7 Habits of Highly Effective Teens. Franklin Covey Co., 1998.
Eggland, Steven A. & Williams, John W. Human Relations At Work. South-Western Publishing Company,
1993.
Fiscus, Lyn. (Ed.) Creating a Positive School Climate: The Best of Leadership Magazine. National
Association of Secondary School Principals (NASSP), 1999.
----- Leadership Lessons: Lessons to Lead By. NASSP, 1998.
----- More Leadership Lessons. NASSP, 2003.
th
Glover, Donald & Midura, Daniel. Team Building Through Physical Activities. 15 Edition. Human Kinetics,
1998.
Guffy, Mary Ellen & Almonte, Richard, Essentials of Business Communication. Fifth Canadian Edition.
Nelson, 2007.
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Jackson, Tom. Activities That Teach, Red Rock Publishing Company, 1993.
----- More That Teach, Red Rock Publishing Company, 1995.
Larmer, J., Ross, D. & Mergendoller, J.R. PBL Starter Kit: To-the-Point Advice, Tools and Tops for Your First
Project in Middle or High School. Buck Institute for Education, 2009.
Markham, T., Larmer, J. & Ravitz, J. Project Based Learning Handbook: A Guide to Standards-Focused
Project Based Learning for Middle and High School Teachers. Second Edition. Buck Institute for
Education, 2003.
Rohnke, Karl & Butler, Steve. Quicksilver. Kendall/Hunt Publishing Company, 1995.
----- Silver Bullets. Kendall/Hunt Publishing Company, 1984.
Sikes, Sam. Raptor and Other Team Building Activities. Learning Unlimited Corp., 2003.
West, Edie. 201 Icebreakers: Group Mixers, Warm-Ups, Energizers, and Playful Activities. McGraw Hill, 1997.
Building Leaders for Life: A High School Leadership Class Curriculum. Washington Association of Secondary
School Principals, 1992.
Video Resources
Leadership in the Movies, Volumes 1 – 5. Motivational Media Assemblies/Herff Jones Publishing, 2010.
What’s It About? A Character Education Series, Part 4: Learning to Lead. Scharenbroich & Associates, 2005.
Make Magnificent Posters That Work. Difference Makers, 2003.
Internet Resources
Buck Institute for Education. http://www.bie.org
Canadian Association of Student Activity Advisors. http://www.casaaleadership.ca
National Association of Secondary School Principals. http://www.nassp.org
Saskatchewan Association of School Council Advisors. http://www.sascaleadership.ca
TED talks. http://www.tedtalks.com
Program Evaluation
2011-2012:
1.
This course will be piloted beginning January of 2012. As the course is piloted, further detail regarding
teaching and learning strategies and suggested activities will be developed as supported by planned
assessment.
2.
The alignment of outcomes and indicators will also be evaluated and any necessary revisions made by
considering:
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a. Student achievement data. Student Achievement data for each module of the course will be
used to make any necessary revisions to instructional approaches and/or content areas to
provide support for increased student achievement in areas indicated.
b. Student evaluation. A student evaluation will be given at the end of the course. Some sample
questions may include:
i. Which topics in this course were of most interest to you?
ii. Now that you have completed the course, are there other topics you would have been
interested in learning about?
iii. Did you find enough resources to help with your research project?
iv. How did the assignments/activities/projects support your learning in the area of
leadership?
v. What leadership skills did you develop and/or improve upon?
c. Reflective Practice. The teacher will reflect on the modules and make note of any potential
revisions by considering:
i. What might be changed in this module next time?
ii. Did the students engage in the module? If not, what other approaches could be taken?
iii. Did the students show an understanding of the key ideas in the module?
iv. What other resources, print or non-print can be added?
v. Do the outcomes reflect the course modules?
vi. Is the timeline appropriate?
2012-2013:
Revisions to the course will be made based on the 2011-2012 reflections.
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Registrar Office Use Only
Signature
Monitoring Form
Date
Locally Developed and M odified Courses of Study
(Division Sum m ary)
Region
Date
School Division
Regional Director or Designate
Approval Date
There is a five-year course approval cycle for all Locally Developed and Modified Courses of Study. Courses that
have been reviewed within the past five years receive continuing approval through the use of this Monitoring
Form.
For courses that have not been approved in the last five years Form D-1 (for Locally Developed Course of Study)
or Form M-1 (for Locally Modified Courses of Study) are required before course approval can be granted.
School
Name
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School Subject Name Course Credit Original Expiry Year Comments
Number
Code
Value Start
Date
in
Date
Cycle