This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• show respect for others
• relate their accomplishments to their sense of personal worth, potential, and autonomy
• design and implement a plan to promote personal, school, and community well-being

To view the prescribed learning outcomes for Personal Development (Mental Well-Being) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Involve students in establishing guidelines for group discussion. These might include using appropriate listening and speaking skills and showing respect for the privacy of others.
• Use cartoons to help students think about ways of showing respect. Ask them to collect cartoons that demonstrate either respectful or disrespectful communication. In the latter case, have students substitute new dialogue showing respect and empathy.
• Brainstorm with students a list of situations in which it might be challenging to show respect for others. Form small groups and ask each to create a scenario demonstrating ways to show respect for others in one of these situations. Give students opportunities to present their scenarios to the class.
• Have students represent their positive traits and accomplishments in the design of coats of arms, autobiographies, or T-shirts.
• Invite students to work with community advocacy groups (e.g., for wheelchair access, smoke-free buildings, recycling) to promote greater well-being in the community.
• Ask students to identify ways that people show respect for others. Suggest that they each use a think-pair-share strategy (think to yourself, pair with a partner, share with the class) to create a plan for enhancing respectful behaviour in the school. Ask the class to select and implement one of these plans.
• Have students imagine and describe an ideal friendship. Ask them to relate how mutual respect might play a role in developing and maintaining this relationship.
• Invite students to chart some of their accomplishments and show how these affected their feelings of self-worth and personal autonomy. Ask them to indicate how increasing autonomy often accompanies increased responsibility.

• When students present scenarios in which it might be challenging to show respect for others, invite peer responses by asking questions such as:
  • How did the individuals show respect for others?
  • What factors made this situation difficult or challenging?
  • What strategies did the individuals use to deal with the difficulties?
  • What else could they have done?
  • How could you use the ideas presented to help you show respect in another situation?
• Provide prompts such as the following to help students assess how their accomplishments have contributed to their sense of personal worth, potential, and autonomy:
  • Two things I've accomplished in the last year that I am proud of are __________, because __________.
  • Something I've accomplished that makes me feel positive about my future is __________, because __________.
  • Something I've done that shows I am becoming my own person is __________, because __________.
• Before students begin working on plans to promote community well-being (e.g., working with advocacy groups), have them define success and plan for assessment using a series of prompts such as:
  • Our purpose for doing this is __________.
  • Three to five things we expect to get out of it are __________.
  • We will know we have been successful if __________.
  • We will provide the following evidence of our success so that the teacher can assess our work: __________.
  • We will self-assess by __________.
  Review each group's plans before students begin, in order to ensure that they are appropriate and realistic. Negotiate any changes needed.

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