Wellness 10 A Curriculum Guide for the Secondary Level

Core Curriculum Components and Initiatives

Key Messages

1. All students can be accommodated in Wellness 10.

2. Teachers can adapt the learning environment, instructional methods, and materials to help students achieve curriculum objectives.

Core Curriculum

Core Curriculum includes four components: Required Areas of Study, Common Essential Learnings, Adaptive Dimension, and Locally-determined Options. Initiatives related to Core Curriculum include Aboriginal Education, Career Development, Gender Equity, Multiculturalism, Resource-based Learning, and using technology to support teaching and learning.

Common Essential Learnings

Wellness 10 offers many opportunities to incorporate the Common Essential Learnings (C.E.L.s) into instruction. Such incorporation helps students better understand wellness and prepares them for their future learning, both within and outside the kindergarten to grade 12 education system.

It is important to incorporate the C.E.L.s in an authentic manner. Some topics within
Wellness 10 may offer many opportunities to develop the understandings, values, skills, and processes related to a number of the Common Essential Learnings. With other topics, the development of a particular C.E.L. may be limited by the nature of the topic.

The Common Essential Learnings are intended to be developed and evaluated within areas of study. The learning objectives for the Common Essential Learnings listed at the beginning of each unit provide appropriate starting points in planning for the inclusion of the C.E.L.s in Wellness 10.

Incorporating the Common Essential Learnings into instruction has implications for the assessment of student learning. For example, if students are encouraged to think critically and creatively throughout a unit, then teachers need to develop assessment strategies for the unit that also require students to think critically and creatively. The Common Essential Learnings are to be incorporated into the assessment and evaluation practices of the area of study.

Throughout this curriculum guide, the following symbols are used to refer to the Common Essential Learnings:

C Communication
CCT Critical and Creative Thinking
IL Independent Learning
PSVS Personal and Social Values and Skills
N Numeracy
TL Technological Literacy.

The following are some examples of C.E.L.s objectives that can be developed in Wellness 10:

Communication

listens attentively
participates in group discussions
shares, in own words, ideas which are heard, read, viewed, or discussed
incorporates the concepts and vocabulary related to Wellness 10 into his/her talk and writing
locates information
interviews persons with pre-arranged questions to acquire information
organizes material in various ways
explains relationships between ideas
summarizes important understandings from presentations, discussions, and other experiences and media
composes questions related to the topic under study
identifies critical issues in messages and information presented in oral, print, and other media texts.

Numeracy

reads and interprets graphs, charts, tables, and other common visual representations of quantitative data
collects and organizes quantitative information into a list, table, graph, or chart and analyzes this information to determine a conclusion
understands the meaning and uses of quantitative terms commonly used in everyday life
uses the concept of probability to enhance understanding of quantitative information
understands how statistics can be used to support an argument or claim, and is aware that the same statistical figures can be used to support different conclusions
develops an awareness of the reporting techniques commonly used by special interest groups to shape the impact of quantitative data and influence the uncritical reader, listener, or viewer.

Critical and Creative Thinking

recognizes contradictions
distinguishes between fact and opinion
identifies assumptions and biases
analyzes information or situations
synthesizes ideas from a variety of sources
understands the positive and negative influences of media and popular culture, and the ways these are connected to dominant societal values
questions and recognizes the accuracy and fairness of the portrayal of individuals and groups within all types of media
judges the relevance of ideas to a topic or issue
identifies problems
generates alternative solutions to problems
develops appreciation of human diversity (of backgrounds, experiences, interests, and abilities) within the context of social problem solving
values and demonstrates a belief in the importance of hearing the ideas/views of all persons in dialogue situations
develops criteria for evaluating solutions or ideas
supplies evidence for a specific result or conclusion
evaluates results or conclusions
explores the implications or consequences of actions
evaluates the credibility of an action plan.

Technological Literacy

examines immediate experiences with technology in the home and in the school
explores how human needs and interests shape the direction and development of technological innovations
explores how technological developments cause change in the natural environment and in society
explores the role and influence of technology in the gathering, processing, and disseminating of information
understands how technology affects the workplace and influences occupational roles in the area of wellness
explores the benefits and risks of technology within the home and community
uses technology to learn.

Personal and Social Values and Skills

acquires knowledge and develops abilities and dispositions that supports personal safety, well being, balance, and self-care
discovers more about self
uses gender neutral and culture- and abilities-sensitive language
develops communication abilities that are sensitive to and respectful of human difference
shows patience with silence and allows for reflection time between speaker and own contribution
demonstrates the ability to build upon the ideas of others within group discussion
develops the abilities to talk with others in a manner that encourages the exploration of many ideas/alternatives and suggests that all contributions/experiences have value
respects differences of opinions and values
examines own beliefs, values, and attitudes
recognizes and accepts strengths and differences of self and others
works co-operatively as a team member
considers and evaluates personal options
makes and justifies judgements about personal options
remains open to challenges and opportunities
takes responsibility for own thoughts and actions
develops insights into the beliefs, values, attitudes, assumptions, and motives of self and others
understands that natural environments are a part of one’s community
develops a disposition towards finding the possibilities for improvement, a sense of being solution-oriented
develops an understanding of the needs of the spirit as exemplified in leisure and physical activities, artworks, rituals, celebrations, and artifacts of a range of cultures
explores the human need for caring relationships and the rewards and responsibilities that stem from them
develops the values and acquires the knowledge, skills, and abilities needed for family, school, and community service.

Independent Learning

identifies own needs and interests
selects topics of study
makes choices in learning that reflect own needs and interests
moves from choosing among teacher-directed activities toward self-directed activities that require more student planning and responsibility
collects information from a variety of sources
sets and meets personal learning goals
establishes learning priorities and selects tasks to be undertaken
organizes time and work
works with confidence alone or with a selected support structure
demonstrates achievements in a wide range of appropriate ways
develops and completes an action plan to meet personal goal(s)
relates outcomes of action plan experience to prior and future learning needs
evaluates personal progress and achievement.

For more information refer to:

Understanding the Common Essential Learnings: A Handbook for Teachers (Saskatchewan Learning, 1988)
Objectives for the Common Essential Learnings (www.sasked.gov.sk.ca/docs/policy/cels/
celobj.html)
Sample Teacher Checklist for Incorporating the Common Essential Learnings.