GPP 3O Course Outline

Algonquin & Lakeshore Catholic District School Board
Holy Cross Catholic Secondary School
Department: Guidance & Career Education
Ministry Document:The Ontario
Curriculum Grades 11 and 12 – Guidance &
Career Education
Course Title: Leadership and Peer Support
Grade: 11
Credit Value: 1.0
Teacher(s): Pat Murphy
Date of Development: September 2010
Course Description
Course Outline
GPP 30
Peer Tutoring
Department Head: Ana Cantarutti
Course Code: GPP 3O
Course Type: Open
Prerequisite: None
Corequisite: None
Course Developer(s): Guidance
Department
Date Reviewed: February 2011
This course prepares students to act in leadership and peer support roles. They will develop skills in
communication, interpersonal relations, teamwork, and conflict management; and apply those skills in leadership
and/or peer support roles. Students will examine group dynamics and learn the value of diversity within groups and
communities.
Tutors need to have 80% of above in the subject area in which they wish to work.
Tutors are often placed in high needs classrooms. There may be a lot of tutees in the classroom and/or the tutees
may require a lot of academic support. Tutors tend to be placed first in high needs areas and next in areas of lesser
need. Tutors in core subjects such as English, Mathematics, Science, English-as-a-Second Language, Geography,
and Religion are often in high demand. Based on their interests, strengths and the needs of others, students will be
placed in a classroom in order to serve as a role model and leader in the class.
Ontario Catholic Graduate Expectations
The life roles, knowledge, skills and attitudes outlined in this document describe the distinctive expectations that the
Catholic community has for graduates of Catholic secondary schools. The graduate is expected to be; a discerning
believer formed in the Catholic Faith community who celebrates the signs and sacred mystery of God=s presence
through word, sacrament, prayer, forgiveness, reflection and moral living; an effective communicator who speaks,
writes and listens honestly and sensitively, responding critically in light of gospel values; a reflective, creative and
holistic thinker who solves problems and makes responsible decisions with an informed moral conscience for the
common good; a self-directed, responsible, lifelong learner who develops and demonstrates their God-given
potential; a collaborative contributor who finds meaning, dignity and vocation in work which represents the rights of
all and contributes to the common good; a caring family member who attends to family, school, parish, and the wider
community; and a responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and
the sacredness of human life.

Choices Into Action
The study of Leadership and Peer Support supports Choices Into Action and helps students prepare for their adult and
working life with a focus on three areas of student learning: learner development, interpersonal development, and
career development. Learner development helps students to set and achieve learning goals, monitor their own
learning and become self-directed as learners. Interpersonal Development helps students understand and take control
of their behaviour, and be able to choose ways of interacting positively with others in a variety of roles and contexts.
Career development helps students make informed and appropriate choices and implement successful transitions from
school to education, work, and life roles. These are essential skills for academic, interpersonal, and career success.
Strands and Course Expectations (The Ministry of Education, The Ontario Curriculum, Guidance
and Career Education, Grades 11 and 12)
A. Personal Knowledge and Management Skills
OVERALL EXPECTATIONS
By the end of this course, students will:
• explain how their personal characteristics and acquired skills may affect their interactions with others in
leadership and peer support roles;
• identify the characteristics of an effective leader and use these to evaluate their own leadership and peer support
capabilities;
• identify and apply the personal-management skills and characteristics required to succeed in leadership and peer
support roles;
• identify and apply effective teaching and learning strategies and resources to help others through leadership and
peer support roles.
B. Interpersonal Knowledge and Skills
OVERALL EXPECTATIONS
By the end of this course, students will:
• use strategies that promote positive interpersonal relationships as they pertain to leadership and/or peer support;
• demonstrate effective use of communication skills in a variety of settings;
• apply theories related to group dynamics and leadership in various situations;
• explain how community dynamics affect leadership and peer support roles.

C. Exploration of Opportunities
OVERALL EXPECTATIONS
By the end of this course, students will:
• describe, on the basis of research, the range of leadership and peer support opportunities in the school and the
community, and identify those to which they are most suited;
• demonstrate the ability to design and implement a plan or program that addresses needs identified in the school
or the community;
• identify a range of careers and postsecondary options requiring skills in leadership and peer support.
Learning Skills (Administrative Procedures, Secondary School Policy for Assessment, Evaluation, Grading and
Reporting, Grades 9-12, ALCDSB September, 2006)
An important key to success in this course is a positive attitude toward learning and to the investigative nature of the study of
Leadership and Peer Support. Maximum use of class time is crucial to obtain the support of the teacher and peers.
Homework will be the continuation of work begun in class and should be completed to obtain the practice and reinforcement
needed to succeed on summative evaluations.
Student learning skills will be assessed and recorded separately from achievement of curriculum expectations on their report
card (using a four-point scale: E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement) in the following areas:
* Responsibility (task commitment, behaviour, goal setting)
* Organization (goal setting, prioritize tasks)
* Independent Work (time management, materials management, self advocates)
* Collaboration (listens attentively, gets along with others, group contribution)
* Initiative (attempts new ativities, extends thinking)
* Self-Regulation (problem solving, risk-taking, self-direction, self-awareness, approach)
Accommodations
Whenever accommodations are made to address student learning needs, or alternative or modified expectations are
identified for a student, these accommodations, modifications, or alternative expectations will be outlined in an
Individual Education Plan (IEP) and will be communicated to parents. Selections from the following may be considered
for use:
* provide photocopies * set up a study plan with the student
* give extra time on a given task * highlight key points on print materials
* provide one-on-one instruction * model a variety of test-taking strategies
* pair the student with a study buddy * use simple language and directions
* provide a quiet place to work * provide organizational tools

Assessment and Evaluation (Administrative Procedures, Secondary School Policy for Assessment,
Evaluation, Grading and Reporting, Grades 9-12, ALCDSB September, 2006)
Assessment practices will be aligned with curriculum expectations and will incorporate a variety of appropriate and
authentic assessment methods, strategies, and instruments. The Achievement Chart for Guidance and Career Education
will be used to provide a reference point for all assessment practice, including the assignment of percentage grades.
Students will be assessed and evaluated based on their achievement of the specific course learning expectations. Student
achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories,
knowledge and understanding, thinking, communication, and application as outlined the document AAdministrative
Procedures@ (p.4 section 1.4)
Course Work Evaluation
70% of the grade will be based on term work evaluations conducted throughout the course. This portion will reflect the
student=s most consistent & recent level of achievement.
Summative Evaluation
30% of the grade will be based on a final evaluation in the form of a summative assessment activity.
Due Dates (Note that this policy is presently being reviewed)
A due date is set providing the students with adequate time to complete the evaluation piece. Work not submitted on the
due date will be considered late and will be penalized as follows:
- 1 school day late will be penalized 5% or half of a level
- 2 to4 school days late will be penalized 10% or up to 1 level
This provides the students with 5 school days to submit the work or 1 calendar week.
If the work is not submitted in these 5 school days then 1 of the following will occur :
a) The student completes the work under teacher supervision during lunch hour, with the Student Success teacher, or
in Study Hall during that week
b) The student agrees to complete, within one week - 5 school days, an alternative evaluation piece set by the
teacher.
c) A phone call is made between the teacher and the parent (if student is under 18) where it is discussed that neither
option A or B is satisfactory to the student and that a zero will be assigned for the work. Furthermore, this zero
will have an impact on their final grade. This ensures that all partners are involved in monitoring academic
progress.
Assessment & Evaluation Strategies
An appropriate selection of assessment strategies will be used which will allow evaluation of student achievement of the
curriculum expectations. Selections from the following list of assessment and evaluation tools may be used:
* checklists * learning skills track sheet
* rubrics / achievement charts * weekly log/journal entries
* formative projects * summative culminating project / activity
Teaching / Learning Strategies
A variety of instructional methods and strategies will be used which will facilitate student learning. Selections from the
following list of teaching / learning strategies may be used:
* lectures * demonstrations
* audio / visual presentations * learning centres
* field trips * guest speakers
* student-centred activities * individual & team approaches
* student exemplars * internet based research
* spreadsheets

Learning Resources
Note that there is no textbook available for this course. Students will complete weekly logs and journals developed
by the Guidance Department.
Board, School, Department and Classroom Policies
The following policies apply to this course:
* Administrative Procedures. October 2005. Secondary School Policy for Assessment, Evaluation, Grading and
Reporting, Grades 9-12, 2005-2006.
* Holy Cross Catholic Secondary School. September 2006. Student Code of Conduct & Behaviour. Student
Handbook, 2006-2007.
* Rules and Regulations Governing Shop Safety. September 2006. Holy Cross Catholic Secondary School,
Technological Education Department.