Ministry Document: Religious Education Course Title: Be With Me Grade: Grade 9 Credit Value: 1.0 Teacher(s): Date of Development: January 29, 2007

Transcription

1 orealgolicdistricourseholydepartment: Religion Ministry Document: Religious Education Course Title: Be With Me Grade: Grade 9 Credit Value: 1.0 Teacher(s): Date of Development: January 29, onquin&lakeshcathctscholboardoutlinecrossdepartment Head: S. McDonald Course Code: HRE 101 Course Type: Open Prerequisite: None Corequisite: Course Developer(s): Date Reviewed: Course Description This course invites people to a deeper understanding of both the joy and the demands of following in the way of Christ and living out the call to discipleship as it is described in the scriptures. Using the Beatitudes as a touchstone, students examine the attitudes and actions that characterize the Christian life. Students will explore a variety of topics related to the themes of personhood, interpersonal relationships and sexuality. They are encouraged to understand and nurture within themselves the virtues which will enable them to deepen their relationship with God in and through Christ in the context of a Spirit-filled community. How This Course Supports the Ontario Catholic Graduate Expectations Religious Education, as an evolving discipline, enables young people to discover the truth, nurture the attitudes and develop the skills necessary to grow as young Catholics in these changing times. For these reasons, Religious Education is designed to promote a Catholic identity that will assist them in the task of becoming life-long learners in relation to their faith within a multi-religious and sometimes anti-religious society. It is also designed to assist in the process of ethical and moral formation within a culture that all too often fails to recognize the call of God upon men and women, the fundamental dignity of the human person and the existence of absolute ethical norms. In Catholic secondary schools, Religious Education functions as the academic component within the nexus of activities that seek to evangelize and catechize students. As such, it plays an integral role in the learning experiences of students and complements the various faith-related activities (e.g., chaplaincy services, community outreach, peer ministry) that take place within the instructional setting of these schools. How This Course Supports the Competencies of Choices into Action The study of religion supports the areas of student interpersonal and faith development. Students will develop and apply a wide variety of skills and learning strategies to achieve the religion expectations. Students will develop social responsibility through critical thinking and decision making with respect to human and environmental needs. This course will also provide students with opportunities to explore the variety of ways that our faith helps to guide our choices in regard to vocation, employment and career opportunities.

2 Outline of Course Content This course is composed of eleven units on the following themes: 1. Introduction to the Old and New Testaments 2. Be With Me: introduction and explanation of the Beatitudes; relationships with friends and Christ 3. Be Alive: self-examination of faith 4. Be Faithful: prayer 5. Be Loving: Christian moral decision-making 6. Be Obedient: authority in our lives 7. Be Just: issues of social justice 8. Be Honest: issues of truth and honesty 9. Be Generous: understanding what it means to be pure of heart 10. Be Forgiving: forgiveness and reconciliation 11. Be Hopeful: understanding Christian hope Overall Expectations For Student Learning Demonstrate a knowledge of how Church teaching informs moral decision-making; Understand the role and nature of conscience in moral decision-making; Demonstrate the use of Christian moral principles in personal decision-making; Review and apply the decision-making model of see, judge, act, evaluate; Understand the nature of sin, both personal and social. Prayer and Sacramental Life Overall Expectations: Use a variety of prayer forms to enrich and express personal and communal spirituality; Demonstrate a knowledge of the connections between a life of prayer and the challenge of the Christian call to be loving in contemporary culture; Define the Church s teaching on sacramentality and explain its connection with all of creation; Define and appreciate the individual and communal significance of sacramental reconciliation and forgiveness. Family Life Education Overall Expectations: Explore the importance of fostering a positive, healthy self-esteem physically, spiritually and socially; Discern personal values in light of Gospel values and Church teaching; Analyze the role of family in society and in the Church; Demonstrate an understanding of the importance of personal freedom in shaping interpersonal relationships. 2. Expectations Regarding Learning Skills An important key to success in this course is a positive attitude toward learning and to the analytical nature of the study of religion. 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. In accordance with ALCDS Board policy, parents will be contacted when unsatisfactory learning

3 skills place a student s credit in jeopardy. Learning skills will be assessed accurately and rigorously in the following areas: Independent Working Skills Teamwork Organization Work habits / Homework Completion Initiative A student s demonstration of learning skills will be reported separately from achievement of curriculum expectations using a four-point scale: E - excellent, G - good, S - satisfactory, and N - needs improvement. Although learning skills may have an effect on achievement, evaluation of the learning skills will not be included in the determination of the student s percentage grade. 3. Supports For Higher Learning 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. The Role of Technology in the Curriculum It is a key principle of Catholic Social Teaching that technology must be placed at the service of humanity. To that end, the Catholic tradition places itself in the midst of human progress, including technological progress, and seeks to understand and to utilize technology in the ongoing formation of a just and caring society. To do so, Religious Education courses must support the use of holistic technology, an approach towards technology that focuses on people and is mindful of the values of justice and equality. This course will search out ways in which the new systems of technology can be used to assist in promoting greater universal justice, respect for human life, and a healthy development of all individuals and peoples, as well as the freedom essential for a fully human life. English as a Second Language and English Literacy Development (ELD) Religious Education provides students with unique opportunities for fundamental language development and expression. It also minimizes language barriers by providing ESL students with opportunities to express themselves non-verbally in some activities. Adaptations to meet the needs of ESL students may emphasize visual learning to help them achieve the required expectations of the curriculum. Educators should provide learning opportunities for all students to recognize and develop sensitivity to cultural differences as they relate to the human experience. 4. Assessment and Evaluation of Student Achievement Assessment practices will be aligned with curriculum expectations and will incorporate a variety of appropriate and authentic assessment methods, strategies, and instruments. In accordance with ALCDS Board policy and the concept of assessment for learning, students will be given a variety of opportunities, appropriate to their learning needs, to demonstrate what they know and can do. Student achievement of the overall expectations will be evaluated in a balanced manner among the four learning categories: Knowledge and Understanding Thinking Communication Application Holy Cross Late Policy The staff at Holy Cross has agreed, with the support of our Catholic School Council, that a consistent approach to submission of major summative assessments will encourage students to be responsible and to adhere to good time management skills. For major summative assignments and tasks, the

4 teacher sets a Due Date and a Closure Date; the teacher communicates this information to students. It is the clear expectation that students will hand in all assignments on the date due. In the occasional circumstance where a student is unable to submit a major culminating assignment on the date due, the student must discuss this matter with his or her teacher at the earliest possible date. The purpose of the three-day window of opportunity allows for a mechanism to deal with issues such as -- a family issue, computer problems, work schedule, assignments for other classes, etc. -- and still get the assignment in without penalty.. Summative assignments recorded as zero will be taken into consideration to determine the final grade. Students can expect the following: assignments submitted on the date due will be collected (e.g. Monday); submissions one school day after due date will be collected (e.g. Tuesday); assignments handed in two school days late will be collected (e.g. Wednesday); three school days late will receive a 5 % mark deduction (e.g. Thursday); and four school days after the original date will be the ultimate deadline with a 10 % mark deduction, after which time there will be no further opportunities to hand in the assignment (e.g. Friday). This five-day window will allow students and teachers to move on to the next learning opportunity and may clearly indicate to all concerned if a student falls into a pattern that is disruptive to his or her learning. Failure to submit summative assignments will have a negative impact on the final grade This policy does not apply to presentations, group work, or any other assignment where the date of submission / performance is mandated by necessity. For example, group presentations must occur as scheduled with all group members in attendance; some assignments happen in two parts and teachers cannot wait for an extended period of time to move on to the second portion of the assignment. In these situations, the teacher will communicate with students about his or her expectations. Strategies for Assessment and Evaluation Term Work: Rubrics specific to activities will determine the expectations for each activity to be assessed and evaluated. In addition, journals, unit tests, quizzes, self-assessment and studentteacher conferences will be used in making up the 70 % allotted Term Work. Summative Evaluation: The summative evaluation should provide students with the opportunity to demonstrate learning in the four categories of achievement: Knowledge and Skills, Thinking and Inquiry, Communication, Application. Thirty percent of the Final Grade will be based on a combination of summative tasks: Culminating Activity (10 %) Final Exam (20 %) 5. Teaching / Learning Strategies Students learn best when they are engaged in a variety of ways of learning. This religion course lends itself to a wide range of approaches requiring students to conduct laboratory investigations, research, think critically, work cooperatively, discuss relevant issues, and make decisions about scientific theories and significant human concerns. Some of the teaching and learning strategies that may be used in this course are fieldwork (including data collection), cooperative small-group learning, role playing, simulations, brainstorming, mind mapping, creating scenarios for decision making, independent research, personal reflection, seminar presentations, Socratic lessons, and constructive or creative dialogue. In combination, such approaches will promote the acquisition of knowledge, foster positive attitudes toward learning, and students to become life-long learners.

5 7. Learning Resources: Be With Me Turning Points Resource Materials: The Catechism of the Catholic Church Bible New Revised Standard Version AIDS, A Catholic Educational Approach to HIV Dufferin-Peel Religion Writing Team Supplemental Material for Be With Me 8. Board, School, Department and Classroom Policies The following policies apply to this course: G Administrative Procedures. October, Secondary School Policy for Assessment, Evaluation, Grading and Reporting, Grades 9-12, G School Evaluation Policy (if available)