Course Overview

Church and Culture, HRE4O, Grade 12, Open

Policy Document: The Ontario Curriculum, Grades 9 to 12, Religious Education, 1999.

Prerequisite: None

Course Description

This course assists students in their development of the skills and knowledge necessary to live lives of full maturity. Within the Catholic faith tradition it is believed that this growth towards human maturity is best served when students are able to define themselves authentically in relation to their God, to other people and to their world. In the Family Life Education strand, students explore a variety of topics related to the themes of personhood, interpersonal relationships, and sexuality.

Students will demonstrate a knowledge of the prophetic tradition in Scripture, become familiar with the social teachings of the Catholic Church, explore contemporary notions of spirituality and prayer, and recognize the importance, power and potential of the human person in relation to morality and personal choices concerning future life paths.

This course enables students to explore the moral principles of the Church and how these principles relate to them as individuals, and to contemporary culture as a whole. Students explore the role played by the Christian Scriptures, prayer, ritual, and the sacraments as they discern and live out their Christian vocation in their lives. This course also introduces students to skills used in researching and investigating contemporary moral issues and the guiding principles and teachings of the Roman Catholic Church.

Consideration of Ontario Catholic School Graduate Expectations

A fundamental premise of this course is that students are becoming discerning believers who are being formed in the Catholic faith tradition, intent on participating in the transformation of society. This course is rooted in the understanding that students operate from their spirituality, and yearn to deepen it. As a result, this course encourages students to articulate Catholic beliefs, and to continue their life journey as reflective, creative thinkers. By raising important questions about their faith and how it relates to the contemporary culture in which they live, students come to a deeper understanding of their relationship with God and with neighbour, and of their vocation as Christians in the modern world. Students are called to be caring family members and responsible global citizens. This means they are called to respect the teachings of the Catholic Church, and are active and full participants in the Parish community. It means that they are called to recognize the importance of spiritual life and what it means to be human beings created to bring about the reign of God.

Course Notes

The Religious Education Grade 12 Open Church and Culture course provides the foundation for the understanding of themselves, Scripture, Church doctrine, and the relationship of the Church to contemporary culture, as well as the impact this has on their daily lives as they live their vocation as Catholic Christians. This Course Profile supposes a basic understanding of the Catholic faith tradition. The goal of the program is to further develop theological literacy around five strands from the Institute for Catholic Education’s Ontario Catholic Secondary Curriculum Religious Education, 1999 policy document: Scripture, Profession of Faith, Christian Moral Development, Prayer and Sacramental Life, and Family Life Education. Students are challenged to relate these to their formation as discerning believers and their call to be builders of a just society. The course emphasizes the role and call of each person to cooperate with God in transforming and challenging the world through fidelity to self, Church, and community. The course offers students an opportunity to discover and reflect on their continual role as kingdom builders on both an interpersonal (family, school, Church, and community) and global level. The aim is to enable students to deepen their appreciation of the inspirational role of prayer and the sacramental life of the Church in their life long commitments, as well as their call to be faithful to the teachings of the Church. The goal is to assist students as they gain knowledge of the Catholic Christian call to justice. Part of this goal is encouraging them to develop thinking and inquiry skills and foster their ability to articulate the message of Christ and the Church. It is hoped that this course can be part of the formation of their ability to apply these principles in their daily lives. With the understanding that this course is a culmination of the high school religious education curriculum, the foundational commitment is to make explicit the Catholic Graduate Expectations in order to develop in students the understanding that they are called and commissioned to be Christ in the world. It is important to keep the learner in mind throughout the delivery of this course. The writers acknowledge that this course is intended for students in the Catholic school system not pursuing postsecondary education, but seeking placement in the workforce. As a result, it is important to keep in mind the need for practical or “hands-on” activities, which encourage application to everyday life, above and beyond theoretical analysis.

This course profile mandated for Catholic secondary schools meets the required expectations presented in the Ontario Catholic Secondary Curriculum Religious Education policy document from the Institute for Catholic Education.

The culminating activity for the course is intended to be a presentation of a Christian service portfolio. The measure of any learning is the degree to which it affects change. For Religious Education, growth in theological knowledge and understanding should result in the practice of Christian living within the community. For this reason students are required to complete a minimum of 10 hours of Christian Service concurrent with the program of study. These Christian service hours may be used to fulfill part of the Ministry of Education’s mandated forty hours of community service. As students complete their Christian service hours, the course provides the opportunity for them to make vital connections between what they are doing and what they are learning. Students offer a presentation either to the class, to the school, and/or to the parent community. Students complete information items as outlined in the culminating activity of each unit and store them in either the personal portfolios or a class portfolio. In the final activity of the course, students construct a portfolio connecting each of the Catholic Graduate Expectations with specific tasks performed in the Christian service component. The portfolio is used to integrate who they are with Gospel values, the Catholic Graduate Expectations and the guiding principles and teachings of the Catholic Church.

In today’s technological environment, individuals must make moral and ethical decisions that seek to use technology constructively and in the service of humanity. Teachers should take every opportunity possible to encourage the use of Internet, CD-ROM, video, tape-recorded media, and television in the collection and dissemination of information. It is important that teachers instruct students in the appropriate, moral use of the Internet and that they ensure that board/school policies concerning the use of the Internet are upheld. The teacher should be familiar with Section 3.2, “Role of Technology” in The Ontario Catholic Secondary Curriculum Religious Education policy document.

Reflecting on one’s life can affect positive growth. Students are required to keep a reflection journal as part of the Christian Service Portfolio and to use it frequently to respond to new learning. This journal not only traces reactions to encounters with the Catholic Christian response to contemporary culture, but also is a place to make meaningful connections while integrating the Catholic Graduate Expectations with the various learning activities.

Prayer and celebration are not only central to any Religious Education course, they are invaluable in maintaining our vision and sense of mission as discerning believers. Each student is encouraged to learn the role and value of prayer and is given opportunities to pray. Students are required to lead prayer regularly and to plan and participate in liturgical celebrations. Since the focus of this course is the development of a sense of Christian vocation, liturgies take on a specific role in enhancing students’ understanding of the material and experiences that are part of the program.

The teacher needs to be attentive to, and respectful of, the individual life experiences of each of their students. The student population of any given school community includes individuals from different socio-economic, political, cultural, and religious backgrounds; each bearing their own biases and value systems. By the very nature of this course, students are encouraged to look at the value systems surrounding them, and to use Catholic Christian principles in order to analyse biases and values with an informed conscience and a critical eye. In the process, students should be challenged, not diminished or chastised for the views that they and their families hold to be true.

The teacher needs to be aware that the teaching of Church and Culture in Catholic schools is a response to the Vatican II Document, Gaudium et Spes (Pastoral Constitution on the Church in the Modern World), which states that humanity:

“...stricken with wonder at its own discoveries and its power, it often raises anxious questions about the current trend of the world, about the place and role of [humanity] in the universe, about the meaning of its individual and collective strivings, and about the ultimate destiny of reality and of humanity… The council brings to [hu]mankind light kindled from the Gospel, and puts at its disposal those saving resources which the Church herself, under the guidance of the Holy Spirit, receives from her Founder. For the human person deserves to be preserved, human society deserves to be renewed. Hence the focal point of our total presentation will be [humanity itself], whole and entire, body and soul, heart and conscience, mind and will…”

Further, this course in some sense is an attempt to live in solidarity with the words of the Holy Father, Pope John Paul II, in his Jubilee address to the young people at a World Youth Day celebration, when he called them (and us) to say:

No to the Culture of Death, Yes to the Culture of Life

No, to selfishness; No, to injustice;

No, to pleasure without moral rules;

No, to despair; No, to hatred and violence;

No, to ways without God; No, to irresponsibility and mediocrity.

Yes, to God, to Jesus Christ, to the Church;

Yes, to the effort to elevate people and lead them to God;

Yes, to justice, to love, and to peace;

Yes, to solidarity with everyone, especially the most needy;

Yes, to home;

Yes, to your duty to build a better society.

- Pope John Paul II

This is a fundamental principle of the course. It is the writers’ hope that young people can be assisted in their development of a strong voice saying “No!” to all that harms or causes death, and “Yes!” to all that brings freedom and life.

In the development of this Course Profile, the study of Church and Culture is approached from a perspective rooted in Scripture and the Church’s social and moral teaching. This Course Profile is constructed so as to facilitate students’ exploration of identity, their relationship to Church teachings, prayer and sacramental life, and the role to which they are called in their relationships and in contemporary society. The Course Profile begins with an examination of identity and what it means to be a human being of faith in the modern world. Students begin with an exploration of who they are, and reflect on the impact high school has had on their development of a sense of self. Unit 1 continues the development of an understanding of Christian anthropology and the related themes of human free will and personal responsibilities within communities.

In the units that follow, students explore their duty and vocation as Catholic Christians. They explore these themes as expressed through the moral and social teachings of the Catholic Church, the Scriptural basis for their understanding of themselves as co-creators, and the essential place of prayer and the sacramental life of the Church in maintaining their life commitments. These are studied in order to assist students as they consider the direction they will take as they seek to live their vocation of service. Units are arranged in response to questions that integrate and foster awareness of connections between who they are and what they are called to do in the world. The concluding activities of each unit facilitate an understanding of the connection between faith and practice with particular emphasis on the Christian service portfolio.

Units: Titles and Time

* Unit 1	Who, Us?	20 hours
Unit 2	Why Us?	25 hours
Unit 3	What Can We Do?	25 hours
Unit 4	How Do We Do That?	15 hours
Unit 5	Where Do We Go From Here?	25 hours

* This unit is fully developed in this Course Profile.

Unit Overview Charts

Unit 1: Who, Us?

Time: 20 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Who are we?	ICE - SC3.04, PFV3.05, FLP1.01, FLE1.02, CGE1d, i, 4a, g, 5e	Knowledge/ Understanding Communication Application	An exploration of identity, with particular attention paid to the students’ physical, intellectual, emotional, spiritual, and social development Discussion of the goals or expectations of Religious Education curriculum from Grades 9 to 11 Community building activity (Volley Ball Activity) to encourage cooperation in the classroom Inventories and assessment tools to determine personality traits, gifts, abilities, and current interests Application of personality traits assessment results to choice of Christian service placement
2. What does it mean to be human?	ICE - PFV3.05, FLP1.01, CMV1.01, CMV1.03 CMV2.02, CMV3.01, CMV4.01 CGE1a, g, i, j, 2a, c, 3a, b, c, e, f, 5e, 7a, c, d	Knowledge/ Understanding Communication	Review of the basic concepts about what it means to be human including: knowing our dignity, the quest for meaning in our lives, free will, and Christian anthropology rooted in the understanding that Jesus is God in the flesh
3. Being Christian …Being Church	ICE - CMV2.02, CMV3.02, CMV4.01, CMV4.02, CMV4.06, FLP1.01, SC2.05, SC4.01 CGE1a, c	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Review of what it means to be a person of faith, rooted in the Catholic Christian tradition, and one’s vocation in contemporary society Examination of what it means to be Church, and exploration of the four marks of Church (One, Holy, Catholic, and Apostolic) Introduction of the Catholic Graduate Expectations and Christian service portfolio Exploration of models of faith development in human beings
4. Called to Serve	ICE - SC3.02, PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09, PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07, FLP2.01 CGE1d, g, i, 5c, d, e, 7j	Knowledge Understanding Communication Application	Defining service as an application of Christian values in our relationships and the larger community Analysis of opportunities for service in the local community and skills needed to negotiate placement or to organize a Christian service project

Unit 2: Why Us?

Time: 25 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Cooperating in God’s Creation	ICE - SC1.01, SC1.02, SC2.01, SC3.01, PFV2.01, PFV2.02, CMV1.03, CMV2.01, CMV3.01, CMV3.03, CMV3.04 FLP2.01, CGE1a, c, f, j	Knowledge/ Understanding Thinking/ Inquiry Communication	Survey of the biblical roots of the Christian understanding of stewardship, co-creation, and social responsibility and the challenges they present to contemporary society
2. Being a Prophet	ICE - PSL3.01, SC1.03, SC2.03, SC3.03, SC3.05, SC3.06, SC4.01, SC4.02, SC4.03, SC4.04, CMV1.02, PFV1.07, FV1.06, FV1.07, FV1.06 CGE1c, d, h, i, 2a, 3a, 5a, 7e	Knowledge/ Understanding Thinking/ Inquiry	Survey of the biblical roots of prophecy and the prophetic mission of all believers in the past and in the context of modern society
3. Being Free and Responsible	ICE - SC2.02, SC3.02, CMV1.05, CMV2.05, CMV3.03, FLE1.01, FLP2.01, FLP3.03, CGE1a, c, d, 4a, e, g, 5b, c, e, 7b	Thinking/ Inquiry Communication	Exploration of the Exodus story and the Life of Christ, as invitations to freedom with responsibility, and to struggle for liberation from oppression in all forms
4. Being of Service	ICE - SC3.02, PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09, FLP2.01, PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07 CGE1d, e, g, i, 3a, b, c, d, e, 4a, c, f, g, 5b, c, d, e, 6e, 7d, e, j	Application	Reflection on the previous topics as they apply to the Christian service portfolio and the Catholic Graduation Expectations

Unit 3: What Can We Do?

Time: 25 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Principles of Catholic Christian Morality	ICE – PFV1.02, PFV2.06, PFV2.07, PFV2.08, CMV1.04, CMV1.06, CMV1.07, CMV2.04, CMV2.05, CMV2.06, CMV3.02, CMV3.03, CMV4.06, FLE1.01, FLP1.03, SC1.03, SC3.02, SC3.06 CGE1c, d, e, I, j, 3a, b, c, d, f, 4a, 5a, 7a, d	Knowledge/ Understanding Communication	Introduction to the basic principles and terminology underlying Catholic Christian morality Exploration of the topics of conscience and conscience formation
2. Moral Decision-Making	ICE – PFV4.02, CMV1.04, CMV1.05, CMV2.04, CMV2.05, CMV3.02, FLE1.02, FLE1.11 CGE1g, i, 3c, d, 5a, 7a	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Analysis of effective decision-making models as part of a balanced and holistic approach to daily life and relationships Consideration of theories of moral development.
3. The Contemporary Context	ICE – CMV4.07, CMV4.06, CMV4.03, CMV4.05, CMV1.09, CMV1.10, CMV2.03, CMV2.07, PFV1.01, PFV1.03, PFV1.04, PFV1.07, PFV2.03, PFV2.04, PFV2.05, PFV2.09, PFV3.01, PFV4.01, PFV4.03, PFV4.05, SC1.03, SC3.02, SC4.04, FLE1.04, FLE1.07, FLE1.08, FLE1.09, FLP3.02, FLS1.01, FLS1.02, FLS2.03, PFV2.10, PFV3.03, CMV1.08, CMV1.11, CMV2.08, CMV2.09, CMV3.05, CMV4.04, CMV4.08 CGE1j, 3a	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Exploration of the key moral issues and dilemmas faced in contemporary society using the teachings of the Catholic Church as both a basis for exploration of the dilemma and a response to the dilemma
4. Being an Advocate	ICE – FLS2.03, SC3.02, PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09, PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07, FLP2.01 CGE1d, i, 2a, c, 3c, 4b, 5a, 7j	Application	Application of the principles of Catholic moral teaching to specific issues arising in the Christian service placement Models of advocacy introduced to students

Unit 4: How Do We Do That?

Time: 15 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Prayer, Ritual and Symbol	ICE - FLE1.03, FLP1.02, FLP3.01, PSL3.01 CGE1f, g, i, 3c, e, 4a, g, 6d, 7d, j	Thinking/ Inquiry	Exploration of the need for personal time and space, and the role prayer, ritual, and meditation can play in developing a balanced spirituality Review of the role and power of symbols. Particular attention is paid to contemporary symbols and their negative and positive effects on us as people Presentation of Christian symbols as an expression of Christ-centred values and Christian culture
2. Sacraments	ICE - PFV2.11, PSL1.01 CGE1b, f, i, 4a, g, 6c	Knowledge/ Understanding Application	Presentation of the sacramental life of the Catholic Church as expressions of communal support and celebration as we grow in our faith and understanding of our vocation
3. Being Community	ICE - SC2.05, SC4.05, SC4.06, PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09, PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07, FLP2.01 CGE1b, f, 2a, c, 4c, 5a, f, 7d		Analysis of the role of community in helping us maintain our fidelity to our call as Christians Survey of the main historical points in the development of the Christian community from the early Church to the modern era Reflection on the role of family, friends, and the larger community in our mission Development of a prayer service that expresses the needs and reflections associated with the Christian service placement and advocacy

Unit 5: Where Do We Go From Here?

Time: 25 hours

Unit Overview Chart

Cluster	Learning Expectations	Assessment Categories	Focus
1. Relationships	ICE - FLE1.04, FLE1.05, FLE1.06, FLE1.07, FLE1.09, FLE1.10, FLP3.01, FLR1.01, FLR2.01, FLR2.02, FLS1.01 FLS1.02, FLS2.01, FLS2.02, SC4.01, PSL4.03, CGE1d, e, g, 3c, d, 4a, g, 5e, 6a, b, c, 7d	Knowledge/ Understanding Thinking/ Inquiry	Analysis of relationships and their potential to assist or detract us from our mission Particular attention paid to the concepts of human dignity, respect, love and sexuality, and reconciliation and their role in the fostering of balanced relationships
2. Vocation: Being Christ for the World	ICE - PSL1.02, PSL1.03, PSL1.04, PSL1.05, PSL1.06, PSL1.07, PSL1.10, PSL1.12, PSL1.13, PSL2.01, PSL2.02, PSL2.04, PSL3.03, PSL3.05, PSL4.01, PSL4.05, PSL4.06, PSL4.07, FLE1.05, FLR2.02, FLR2.03, PFV2.12, SL1.11, SL2.01, SL2.03, SL3.02, SL3.04, SL4.02 CGE1g, i, 4g, 6b, c	Knowledge/ Understanding Thinking/ Inquiry Application	Overview and review of the concept of vocation and the connection between one’s interests, personality, and skills, and one’s call to co-creation in the world Analysis of the possible life choices for people and the recognition of one’s vocation and ongoing mission to serve Exploration of the application of Christian principles to workplace, and living the Gospel values in everyday life
3. Culminating Performance Task	ICE - PFV1.05, PFV1.08, PFV3.04, PFV4.04, CMV3.06, CMV4.09, PSL1.08, PSL1.09, PSL4.04, PSL4.06, PSL4.07, FLP2.01 CGE1b, i, 6c, 4a, g	Application	Christian service portfolio presentation

Teaching/Learning Strategies

Instructional Strategies

Arts/visual presentation	– visual presentations using various media
Brainstorming	– group generation of initial ideas expressed without criticism or analysis
Carousel	– expert groups or individuals prepare and deliver a carousel or presentation on specific topic for students who circulate from station to station in the carousel
Case Study	– investigation of real and simulated problems/scenarios
Class Discussion	– students participate in class discussion which explore their thoughts and ideas about a topic, and/or their reaction to the material covered in class
Class Excursion	– off-school visits to support learning (Food Bank, Soup Kitchens, etc)
Collage	– use of images and words from various sources which are put together to express certain themes and concepts
Comparison/Contrast Chart	– students create a T-chart that compares and contrasts the basic elements of two concepts or topics
Concept Attainment	– from a set of examples students are to determine the concept being illustrated
Conference	– student-to-student and student-to-teacher discussion
Debate	– formal group discussions with planned presentations
Essay	– research using written text, Internet, and visual and auditory media resulting in a written response in appropriate essay form
Guest and Student Speakers	– use of guest speakers from other faiths and students from other denominations or faiths who share their stories and worldviews
Independent Study	– students explore and research a topic of interest
Jigsaw	– specialized group learning followed by home group sharing
Journal	– individual reflections recorded in a journal
Kiosk	– visual and oral presentations gathered into a display that summarizes selected learning in a cluster
Media Analysis	– critique of media resources to support new learning, e.g., newspapers, music, video
Media Presentation	– use of computer lab, videos, audiotapes, newspapers, etc. to create and deliver presentation
Mind Map	– a graphic method of presenting information using a central image, and subsidiary concepts radiating outward, accompanied by symbols and texts
Portfolio	– student work collected over the duration of the course
Poster Presentation	– students prepare an information poster and present it to the class
Prayer Service	– prepare and participate in celebrations with prayer
Role Play/Drama	– visual expressions of ideas expressed through movement, word, and song, without criticism or analysis
Simulation Games	– games that encourage reflection and interpretation of events/situations
Socratic presentation	– teacher presentation of information using questioning and class discussion
Story-telling	– presenting ideas through the art of story telling and reflective discussion
Story Writing/Telling	– students create stories and tell them orally to younger students either in their own secondary school or in neighbouring elementary school
Survey/Interview	– collection of data
Taking a Stand	– students move in the classroom to a place symbolic of a stance
Think/Pair/Share	– students reflect on concept, then share with a partner; students then share the partner’s reflections with larger group

Assessment & Evaluation of Student Achievement

A variety of tools are used to assess and evaluate student performance in the four categories of Knowledge/Understanding, Thinking/Inquiry, Communication, and Application. Sample generic rubrics have been provided on the ICE website to assist teachers in the assessment of expectations addressed. It is recommended that all teachers have a copy of The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment and a copy of Ontario Catholic Secondary Curriculum, Religious Education, 2000 policy document.

Assessment, evaluation and reporting should be based on the Achievement Levels outlined on pages 144 and 145 of The Ontario Curriculum Grades 11 and 12: Social Sciences and Humanities. The design of the summative evaluation should, where possible, provide students with the opportunity to demonstrate learning in the four categories of achievement: Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty per cent of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered toward the end of the course. (The Ontario Curriculum, Grades 9 to 12, Program, Planning and Assessment p. 15) In this course it is suggested that a Christian service portfolio presentation be a culminating performance task.

Tools for Assessment

Personal Communication

· Journals/conferencing logs

· Self-assessment

· Student-teacher conference

Tests

· Unit tests (knowledge)

· Quiz

· Final examination

Observation

· Formal/informal

Performance Assessment

· Debate

· Liturgy planning process

· Presentation

· Portfolio

· Graphic organizer

· Simulation

· Project

· Dramatic presentation

· Essay

· Kiosks

Accommodations

Integration into the regular classroom is a primary consideration in the placement of exceptional pupils. Accommodation suggestions for each activity have been provided where deemed appropriate. Where applicable, consideration must also be given to address cultural diversity and ESL students. The following are a list of strategies suggested within the document to assist exceptional students both gifted and challenged:

· To be inclusive of students from faith traditions other than Catholicism, encourage them to share the traditions and prayers from their faith with the class.

· Students choose from a variety of response methods: oral, written, pictorial, dramatic, and musical.

· Make use of a variety of teaching strategies to address various ability levels and learning styles.

· Students’ roles within groups should be assigned based on their strengths.

· Pair students of different ability levels as ‘study buddies’ or for discussion activities.

· Some students may be directed to research with a chosen set of resources that are appropriate to their level of reading and comprehension. The library staff may be a resource for accommodation material.

· ESL students or students who experience reading difficulties may benefit if written material is read to them.

· Wherever possible, tangible symbols should be used to assist visual learners to grasp abstract concepts.

· To accommodate experiential learners, incorporate the use of guest speakers who share their own faith experiences or visit faith centres/places of worship.

· Notes may be photocopied for students who experience difficulty making comprehensive, legible notes.

· As an option to the regular class assignment, gifted students could be given an independent research project using the Internet or CD-ROM programs to gather information.

· Students who have difficulty with grammar and spelling should use a computer/word processor with spell and grammar check, to keep a daily journal or complete written assignments.

· Students who have difficulty presenting could be encouraged to respond through tape-recorded or videotaped messages.

· Reduce the quantity of work while retaining the demand for quality, for students who are unable to complete assignments, e.g., assign only the even number question.

· Design rubrics that allow all students to succeed while challenging gifted students to excel at their highest potential.

· Provide students with below grade reading ability with a copy of the Good News Bible instead of the New Revised Standard Version.

· For functional life skills children, incorporate the use of children’s books about the different world religions and their practices, and colouring books.

Students, who assess at a level one as outlined in the guidelines provided in: Ontario Catholic Secondary Curriculum, Religious Education policy document, need special accommodations to insure a successful completion of this course. Programs for students, who are working at Level 4, require accommodation through enrichment to ensure that they are reaching their full potential.

Since the Bible is the central literary resource for all Religious Education courses, many outcomes in this document require an understanding of literary forms and genres. Students are also expected to use critical approaches to the reading of Sacred Scripture. Where this offers opportunity for gifted students to work at full potential, it can prove to be very challenging for others. Since some students may not have a sufficient Catholic understanding of the Bible, special consideration must be given to ensure their ability to do required biblical exegesis.

The teacher using this Course Profile is expected to be acquainted with students’ Individual Educational Plan (IEP) and the unique learning characteristics of individual students and to make the necessary accommodations.

Resources

(T=Teacher Resource, K=Key Text, S=Student Resource)

Recommended Texts:

Glavich, Mary Kathleen. Called to Love: Your Christian Vocation. Notre Dame, Indiana: Ave Maria Press, 1999. ISBN 0-97793-687-0 (T, S, K)

Koch, Carl. Creating a Christian Lifestyle. Winona, MN: Saint Mary’s Press, 1996. ISBN 0-88489-358-8 (T, S, K)

Pennock, Michael. Catholic Social Teaching. Notre Dame, Indiana: Ave Maria, 2000.
ISBN 0-87793-698-6 (T, S, K)

Foundational Texts

New Revised Standard Version Bible. Toronto: Oxford University Press, 1991. ISBN 0195283805
(T, S, K)

Reaching Out: Readings in Family Life Education. Toronto: Prentice Hall Ginn, 1997. (T, S, K)

Flannery, Austin. ed. Vatican Council II: The Conciliar & Post Conciliar Documents, 2nd ed. Northport, NY: Costello Publishing Co., 1996. ISBN 0918344395 (T, K)

Gustafson, Janie. Building Catholic Character: Developing Christian Life Skills. Notre Dame, Indiana: Ave Maria, 1998. ISBN 0-87793-642-0 (T, S, K)

Ontario Conference of Catholic Bishops. AIDS: A Catholic Educational Approach to HIV, 2nd ed. Toronto: The Institute for Catholic Education, 1999. (T, S, K)

Pennock, Michael. Your Life in Christ: Foundations of Catholic Morality. Notre Dame Indiana: Ave Maria Press, 2001. ISBN 0-87793-949-7 (T, S, K)

Stoutzenberger, Joseph M. Celebrating Sacraments. Winona, Minnesota: Saint Mary’s Press, 1993.
ISBN 0-88498-279-4 (T, S)

Zanzig, Thomas. Understanding Catholic Christianity. Winona, MN: Saint Mary’s Press, 1997.
ISBN 0-88489-372-3 (T, S, K)

Other Books

Religions on File. New York, NY: Facts on File. 1990. pp. 5.16-5.21, 5:37. ISBN 081602240. (T, S)

Ahlers, Julia, Barbara Allaire, and Carl Koch. Growing in Christian Morality. Winona, MN: Saint Mary’s Press, 1996. ISBN 0-88489-387-1 (T, S, K)

Arsenault, Jane E. and Jean R. Cedor. Guided Meditations for Youth on Sacramental Life. Winona, MN: Saint Mary’s Press, 1999. ISBN 0-88489-308-1 (T)

Bell, Marie C., Michelle T Cona, and Emille M. Palladino. Personhood: Growing in Self-Awareness. Villa Maria, PA: The Center for Learning, 1988. ISBN 0-929073-14-2 (T, S)

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: CCCB Publications Service, 1994. (T)

Coffin, John A., Christine Anna Spahn, and Karen Lorraine Vollmer. Ministry: Experiencing and Being Church. PA: Villa Maria, The Center for Learning, 1988. ISBN 0-929-073-X (T, S)

Drane, John. Introducing The New Testament. New York: Harpar San Francisco, 1986.
ISBN 0-06-062073-0 (T, S)

Driedger, Patricia, M. The Church: Our Story. Notre Dame, IL: Ave Maria Press, 1999.
ISBN 0877936676 (T, S)

Farrell, Father Melvin L. Getting To Know the Bible. Milwaukee, WI: HI-TIME Publishing Corp., 1993.
ISBN 0-937997-01-3 (T, S)

Gabriele, Edward. Prayer with Searchers and Saints. Winona, MN: Saint Mary’s Press, 1998.
ISBN 0884895262 (T, S)

Grant, Joseph. Justice and Service Ideas for Ministry with Young Teens. Winona, MN: Saint Mary’s Press, 2000 ISBN 0-88489-572-6 (T)

Kielburger, Craig. Free the Children. McClelland and Stewart, 1998. ISBN 0-7710-4592-1 (T, S)

Koch, Carl. The Catholic Church: Journey, Wisdom and Mission. Winona, MN: Saint Mary’s Press, 1994. ISBN 0-88489-298-0 (T, S)

Kohlenberger III, John R., ed. The Concise Concordance to the New Revised Standard Version. Oxford: University Press, 1993. (T, S)

Lesley, Roberta Ann and Lucianne Siers. Mission: Growing in Peace and Justice. PA: The Center for Learning Villa Maria, 1988. ISBN 0-929073-12-6 (T, S)

McBrien, Richard. Catholicism. San Francisco: Harper San Francisco Publishers, 1994. (T)

O’Leary, Cecillia and Betty McCafferty. Life Commitments: Following My Call. PA: The Center for Learning, Villa Maria, 1988. ISBN 0-929073-08-8 (1,5)

Pennock, Michael. Making Moral Decisions: Living Our Christian Faith. Winona, MN: Saint Mary’s Press. ISBN 0-88489-150-X (T, S)

Pennock, Michael. Forming a Catholic Conscience. Notre Dame, Indiana: Ave Maria, 1991.
ISBN 0-87793-444-4 (T, S)

Pennock, Michael. Your Faith and You: A Synthesis of Catholic Belief (Rev. Ed). Notre Dame Indiana: Ave Maria Press, 1986. ISBN 0-87793-334-0 (T, S)

Pennock, Michael. The Sacraments and You. Notre Dame, Indiana: Ave Maria Press, 1981.

Pluth, Alphonsus and Carl Koch. The Catholic Church: Our Mission in History. Winona, MN: Saint Mary’s Press. ISBN 0-88489-161-5 (T, S)

Singer-Towns (ed.) Vibrant Worship with Youth. Winona, MN: Saint Mary’s Press, 2000.
ISBN 0-88498-488-6 (T)

Stoutzenberger, Joseph M. Morality: Christian Vision in Practice. USA: Brown-ROA, 1992.
ISBN 0-697-17539-1 (T, S)

Stoutzenberger, Joseph M. Celebrating Sacraments. Winona, MN: Saint Mary’s Press, 1993.
ISBN 0-88498-279-4 (T, S)

Wilkens, Ronald J. and Veronica Grover. Achieving Social Justice: A Catholic Perspective. Win. C. Brown Co. (Religious Education Division), 1987. ISBN 0-697-02126-2 (T, S)

Windley-Daoust, Jerry. Living Justice and Peace: Catholic Social Teaching in Practice. Winona, MN: Saint Mary’s Press, 2001. ISBN 0-88489-632-3 (T, S)

Human Resource Organizations

Archdiocese of Toronto Catholic Pastoral Centre 1155 Yonge Street Toronto, Ontario
M4T 1W2 Phone 416-934-3400 www.archtoronto.org/cmac.htm

Anishnabe Spiritual Centre P.O. Box 5286, 1091 Anderson Lake Road, Espanola, Ontario
P5E 1S4 Phone 705-869-4994.

Beat the Street Program 35 Jackes Avenue, Toronto, Ontario (416) 367-4591

Bridges for Youth Phone 416-963-0008

Canadian Catholic Organization for Development & Peace 10 St. Mary Street, Suite 420, Toronto, Ontario Canada M4Y 1P9 Telephone: Phone 416-922-1592 Fax: 416-922-0957 E-Mail: ccodp@devp.org – http://www.devp.org/testA/welcome.htm

Canadians for Decency (Anti-Pornography) P.O. Box 637, Stations B., Willowdale, Ontario M2K 2Y9 Phone 416-412-6065; North Bay Phone 705-495-1334; Powassan Phone 705-724-3424; Sturgeon Falls Phone 705-753-1138.

Canadian Physicians for Life, 10150 Gillanders Road, Chilliwack, BC V2P 6H4, Phone (604) 794-3772

Caritas Project Community Against Drugs. 15 Millwick Drive, Toronto, Ontario M9L 1Y4
Phone 416-748-9988

CASE – Canadian Addressing Sexual Exploitation Parkway Postal Outlet, Box 62569, 85 Ellesmere Road, Scarborough, Ontario M1R 5G8 Phone 416 463-6661

Centre for Creative Ministries 305 Dawes Road, East York, Ontario M4B 2E2 Phone 416-755-2131 ministry@interlog.com

Covenant House – 20 Gerard Street East, Toronto, ON M5B 2P3 Phone 416-204-7046 www.covenanthouse.on.ca

CPPS Missions Project 540 St. Claire Ave. West M6C 1A4 Phone 416-653-4486

Downtown Church Workers Association 110 Church Street, Toronto, Ontario Phone 416-366-7797

Institute for Catholic Education (ICE) Curriculum and Leadership Centre 10 St. Mary Street Toronto, Ontario Phone 416-962-0031 iceont@istar.ca

Jericho Ministries (Youth Retreats) 309 Beatrice Street, Welland, Ontario L3B 2Z9

www.connectniagara.com/~JerichoHouse E-mail: jerichoh@niagararc.com or jerichoh@hotmail.com

Jesuit Centre for Peace and Justice 229 College Street, Suite 311 M5T 1R4 Phone 416-261-7135

email: cpj@web.apc.org

L’Arche Daybreak & L’Arche Day Spring (Retreat Centre) 11339 Yonge Street, Richmond Hill, Ontario L4S 1L1 Phone 905 884-3454; L’Arche Daybreak Toronto 1190 Danforth Avenue Toronto, Ontario
M4J 1M6 Phone 416-406-2869 E-mail toronto@larchedaybreak.com

Loretto Christian Life Centre 6881 Stanley Avenue Niagara Falls, Ontario L2G 7B6

Phone 905-354-2775 ibvmniag@aol.com www.ibvm.org/integrity/niagara.html

Loyola House Guelph Centre of Spirituality Box 245, Guelph, Ontario N1H 6J9 Phone 519-824-1250
– www.jesuits.ca/guelph

Manresa Jesuit Spiritual Renewal Centre 2325 Liverpool Road Pickering, Ontario
L1X 1V4 Phone 905-839-2864 www.jesuits.ca/manresa

Mary Lake The Augustinian Friars Box 550 King City, Ontario L7B 1A7 Phone 905-833-5368

Mater Dei (A Home for Women) Passionist Sisters Phone 416-745-6231

Ministry of the Attorney General 720 Bay Street, Toronto, Ontario Phone 416 326-2220

Mother of God Monastery Studite Monks R.R. #5, Orangeville, Ontario L9W 2Z2 Phone 519-941-9428

Mount Alverno Centre 20704 Heartlake Road Caledon, Ontario L0N 1C0 Phone 519-941-7059

mount-alverno@on.aibn.com/www.mountalverno.ca

Mount Carmel Spiritual Centre 7021 Stanley Avenue Niagara Falls, Ontario L2G 7B7
Phone 905-356-4113 mtcarmel@computan.on.ca www.carmelniagara.com

Mount Mary Immaculate Retreat Centre 437 Wilson Street East Ancaster, Ontario
L9G 3K4 Phone 905-648-4485 mt-mary@sympatico.ca

Providence Centre 1200 Princess Street, Kingston, Ontario K7L 4W4 Phone 613-542-8826 library@providence.ca

Queen of Apostles Renewal Centre 1617 Blythe Road Mississauga, Ontario L5H 2C3

Phone 905-278-5229 www.qoa.tillion.com

Regina Mundi 19309 Warden Avenue R.R.2, Sharon Queensville, Ontario L0G 1R0 Phone 905-478-4264

Romero House (Refugees) 175 Keele Street Toronto, Ontario M6P 2K1 416 763-1303

Saint Francis Table (Capuchin Outreach to the Poor) 1322 Queen Street West, Toronto, Ontario
M6K 1L4 Phone 416 532-4172.

Scarborough Foreign Missions 2685 Kinston Road, Scarborough, Ontario M1M 1M4
Phone 416 261-7135 ssm@scarboroughmissions.ca

Shalom House 1339 King Street West, Toronto, Ontario M6K 1H2

Sisterhood of St. John the Divine 1 Botham Road, North York, Ontario M2N 2J5 Phone 416-226-2201 ssjd.convent@ecunet.org

St. Bernard’s Retreat/ Guest House 685 Finch Avenue West Willowdale, Ontario
M2R 1P2 Phone 416-630-3298

St. Francis Retreat Centre (Franciscan Friars of the Immaculate Conception) R.R.8 (Hwy 9), Mono Mills Orangeville, Ontario L9W 3T5 Phone 519-941-1747 stfranciscentre@sprint.ca

Straight Talk Youth Counselling 922 Pape Avenue, Suite 200, Toronto, Ontario
M4K 3V2 Phone 416 466-5322

The Catholic Biblical Association 49 Felstead Avenue Toronto, Ontario M4J 1G3 Phone 416-406-4398 cbac@idirect.com www.cbac.org

United Way of York Region 3950-14th Avenue, Markham, Ontario L3R 0A9 Phone 905-474-9974 www.uwyr.on.ca

York Region Abuse Program 17705 Leslie Street, Unit 12, Newmarket, Ontario
L3Y 3E3 Phone 1-800-263-2240 email: yrap@istar.ca

Video Resources

Note: Schools and/or boards should get permission to use videos in classrooms.

Documentary

An Orphan’s Dream: The Story of Father Wasson’s Children, Forbes Company, 1991.

Biography: Constantine: The Christian Emperor (see www.aande.com)

“Brain Sex.” Witness Series. CBC.

Christianity: The First Thousand Years (see www.aande.com)

Christianity: The Second Thousand Years (see www.aande.com)

Flirting or Hurting (Sexual Harassment). Canadian Learning Company, 1995.

God’s Dominion, Parts 1-4. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1988

Inside the Vatican with Peter Ustinov, Parts 1-4. Baton Broadcast Systems.

Love Taps. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1996 Order Number: 9196-088

Memory Banks: The Bible – Sifting the Evidence. Bible Society, Stonehill Green, Westlea, Swindon, England SN5 7DG, 1988.

MisConceptions. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1995.

Natural Family Planning. The Diocese of Kalamazoo, 1988.

No Second Chance (AIDS). Jeremiah Films, 1991. ISBN 1-878993-04-6

On the Eighth Day, Parts 1 & 2. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1997. Order Number: C9192-046

Peace Keeper At War: A Personal View of the Gulf War. National Film Board of Canada, P.O.
Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1994.

Playing for Keeps: A Film About Teen Mothers. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1990. ISBN 0772203180

Rape: A Crime of War. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1997.

Rome: In the Footsteps of Peter and Paul. Parts 1-3. Brown/ROA, 1989.

Romeo and Juliet in Sarajevo - 1994, 81 min. 57 sec. (see www.nfb.ca)

She Said Yes: A Video Tribute to Cassie Bernall by Her Friends. WBCC Productions, 1999.

ISBN 0-878486-989-7

Still Killing Us Softly. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5.

Taking Stock (Newfoundland Fishery). National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1994. Order Number: 113C 919407

Talk Life: Talk for Hope – What Can We Do To Prevent Teen Suicide? Canadian Mental Health Association, 1997.

The Body Parts Business. National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1994 Order Number: C919389

The Heart Has Its Reasons: Jean Vanier & L’Arche. PBS, Journey Communications, P.O. Box 131, Mt. Vernon, VA 22121

The Incredible Human Machine. National Geographic Video, 1986. ISBN 0-8051005-9

The Life and Times of Jesus. US News Productions, 1994. ISBN 1-56949-067-8

The Miracle of Life. WGBH Educational Foundations, 1986.

The Rwanda Series Vols. 1-3, National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1996 Order Number: 9196011

The Vienna Tribunal: Women’s Rights Are Human Rights, National Film Board of Canada,
P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5, 1994 Order Number: 9194-093

Through The Eyes of Jesus. World Vision Canada, Development and Education Department, 6630 Turner Valley Road, Mississauga, Ontario, L5N 2S4 Phone 905 821-3033.

Where Angels Dare (Sexual Abuse). National Film Board of Canada, P.O. Box 6100, Station Centre-Ville, Montreal, Quebec, H3C 3H5

Who Gets the Last Word? – New Ideas About Euthanasia. Canadian Physicians for Life, 10150 Gilanders Road, Chilliwach, BC V2P 6H4 (www.physiciansforlife.ca) 1999.

Films

A Bronx Tale. HBO ISBN 0-7831-0382-4

Alive. Paramount/Touchstone ISBN 1-55890-156-6

A Man For All Seasons. Columbia Pictures/Highland Films, 1966.

At First Glance. MGM, 1998.

Big Night. Rysher Entertainment, 1996.

Brother Sun, Sister Moon. Paramount, 1972.

Cry Freedom. Universal, 1987.

Dead Poet’s Society. Touchstone ISBN 1-55-890-947

Dominic and Eugene. ORION, 1988.

Entertaining Angels: The Story of Dorothy Day. Paulist Press/Warner Home Video, 1997.

Fearless. Warner Bros. 1993.

Forrest Gump. Paramount. 1995 ISBN 0-7921-3400-1

Jesus. Inspirational Films Inc., 1979.

King David. Paramount, 1985.

Lean on Me. Warner Bros., 1989. ISBN 0-7907-0478-1

Life is Beautiful. Miramax, 1997.

Mississippi Burning. Orion, 1988.

My Left Foot. Miramax, 1989.

My Life. Columbia-TriStar, 1994 ISBN 0-8001-2978-4

Moses. CBS/FOX, 1976

Ordinary People. Paramount, 1980.

Quo Vadis. MGM, 1951

Rain Man. MGM, 1988.

Romero. Vidmark Entertainment, 1989.

Say Anything.CBS/FOX, 1989

Shawshank Redemption. Star, 1984.

Sister Act. Touchstone, ISBN 1-55890-452-2

Star Trek: Insurrection. Paramount, 1999.

Superman. Warner Bros., 1994.

The Fourth Wiseman. Gateway Films (McIntyre Media, 2-6845 Rexwood Road, Mississauga, Ontario L4V 1S5)

Terms of Endearment. Paramount, 1983 ISBN 0-7921-0674-1

The Milagro Beanfield War. Universal, 1988.

The Miracle Worker. MGM, 1962.The Power of One, Warner Bros., 1992 ISBN 0-7907-1338-1

The Mission. Warner Studios, 1986

The Power of One. Director - John G. Avildsen, 1992

The Saint of Fort Washington. Warner Bros., 1993.

The Shawshank Redemption. Castle Rock. ISBN 0-7907-3118-5

The Spitfire Grill. Castle Rock, 1996. ISBN 0-7806-2720-2

The Visitor. Vision Video, 2030 Wentz Church Road, Box 540, Worcester, PA, 19490
Telephone: 215-584-1893.

War Games. MGM, 1983.

Computer Software

Catechism of the Catholic Church. CD-ROM NCCB

The Catholic Church: Exploring Our Tradition. Maranatha Multimedia

Concordance. CD-ROM Liguori Faithware

Documents of Vatican II. Catholic Software

Encyclopedia of Catholic History on CD-ROM. Our Sunday Visitor

On Common Ground. CD-ROM Columbia University Press (www.columbia.edu/cu/cup)

Welcome to the Catholic Church on CD-ROM. Harmony Media

Internet

Note: Internet sites should be assessed on a regular basis by the teacher prior to use with students to ensure the tone and content of the site is in keeping with Catholic teaching. Often sites that are appropriate for use in Catholic schools are linked to other sites that contain prejudicial language and are inappropriate for students.

Academic Jewish Studies Internet Directory – www.uni-duisburg.de/FB1/JSAtudien/judaica.htm

Amnesty International – http://www.amnesty.ca

Belief.net – http://beliefnet.com

Bible Gateway – http://bible.gospelcom.net/

The Catechism of the Catholic Church – http://www.christusrex.org/www1/CDHN/ccc.html

Canadian Catholic Organization for Development and Peace – www.devp.org.

Canadian Conference of Catholic Bishops – www.cccb.ca

Catholic Canada – http://www.catholicanada.com/

Catholic Information Centre on Line – http://www.catholic.net

Catholic.Net – www.catholic.net

Catholic Religious Education Consultants of Ontario – www.creco.org

Catholic Update – http://www/American Catholic.org

Christian Pulpit (Audio version of the NRSV – Requires “Real Audio” – http://talkingbible.com/

Christianity Today.Com – www.christianity.net

Documents of the Second Vatican Council – http://www.christusrex.org/www1/CDHN/v1.html

Famous Catholics Web Page – http://www.smc.qld.edu.au/famecath.htm

Life of Christ – www.lifeofchrist.com

Myers-Briggs Explained – http://www.teamtechnology.co.uk/tt/t-articl/mb-simpl.htm

Myers-Briggs Test Online – http://www.humanmetrics.com/cgi-win/JTypes1.htm

Personality Online – http://www.spods.net/personality/index.php3

New Advent – http://www.newadvent.org/

New American Bible – http://www.nccbuscc.org/nab/bible/index.htm

Ontario Conference of Catholic Bishops – http://www.occb.on.ca/

Ontario Consultants on Religious Tolerance – http://www.religioustolerance.org

Pearls of Great Price: “Secrets of Writing Great Picture Books” – http://www.talewins.com/Kids.htm

Refuel: – http://www.refuel.org.uk/curric/index.html

Religious Education Exchange Service – http://re-xs.ucsm.ac.uk/

Roman Catholic Church Resources – http://home.golden.net/~wts/index2.html

Sacra Pagina – http://www.members.home.net/seanstokes/

The Jesus Seminar Forum – http://religion.rutgers.edu/jseminar/

The Talking Bible – www.talkingbible.com

United States Bishop’s Conference – www.nccbuscc.org www.talkingbible.com

The Social Edge Magazine – http://www.TheSocialEdge.com

The Vatican – http://www.vatican.va/

Michael Way Skinner’s Web Page for Religious Educators and Students
– www3.sympatico.ca/mcb.wayskinner

OSS Considerations

Institute for Catholic Education. Ontario Catholic Secondary Curriculum Document, Religious Education. Toronto: Institute for Catholic Education, 1999.

Ontario Ministry of Education. Choices into Action: Guidance and Career Education Program policy for Ontario Elementary and Secondary Schools. Toronto: Queen’s Printer, 1999.

Ontario Ministry of Education. Cooperative Education: A Resource Guide. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education. Engendering Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.

Ontario Ministry of Education. Handbook for Teachers of Students With Learning Disabilities. Toronto: Queen’s Printer, 1980.

Ontario Ministry of Education. The Ontario Curriculum for Grades 9 and 10: Program Planning and Assessment. Toronto: Queen’s Printer, 1999.

Coded Expectations, Church and Culture, Grade 12, Open, HRE4O

Scripture (SC)

Overall Expectations

SC1.01 - recognize the Scriptures as God’s offer to transform their lives (CCC § 101-133);

SC1.02 - demonstrate knowledge of selected narratives and events in Sacred Scripture, and identify their importance for life decisions;

SC1.03 - explain how the Scriptures can be used within the Catholic community of faith to analyse and critique contemporary society;

SC1.04 - evaluate the various uses of scriptural genres as expressions of God’s activity in the world and the religious use of these genres in Sacred Scripture.

Specific Expectations

Knowledge

SC2.01 - demonstrate an understanding of the biblical meaning of the creation narratives, especially the notion of humanity as God’s co-creators;

SC2.02 - explain the scriptural understanding of the saving action of God in setting people free in the Exodus;

SC2.03 - identify the relevance of the scriptural call to be critical of contemporary secular culture, as portrayed in the preaching of the prophets before and during the Exile, and in the challenges of prophetic voices in our time;

SC2.04 - demonstrate an understanding of the challenge of Jesus to transform ourselves and society in the spirit of his teaching about the Kingdom of God;

SC2.05 - summarize the values and lifestyles of the early Church community, as described in the letters of Paul and the Acts of the Apostles.

Attitudes/Values

SC3.01 - value the basic dignity of every person as created in the image and likeness of God;

SC3.02 - perceive the challenge of God’s preferential option for the poor;

SC3.03 - appreciate the role of the prophetic stance in both Biblical and contemporary culture;

SC3.04 - support efforts to build Christian community within the class;

SC3.05 - acknowledge that the love of God for all people demands justice;

SC3.06 - recognize the responsibility of Christians to work for justice and peace.

Skills

SC4.01 - locate biblical passages related to human dignity, justice, and reconciliation;

SC4.02 - compare Biblical prophets with persons who take a prophetic role in society today;

SC4.03 - evaluate the values found in the Gospel with those of contemporary culture;

SC4.04 - use biblical passages related to the Kingdom of God as criteria for analysing social justice issues;

SC4.05 - develop and implement strategies for community building based on the values and lifestyle of the early Church community;

SC4.06 - express different ways that Christians can work for justice and peace as essential features of discipleship.

Profession of Faith (PFV)

Overall Expectations

PFV1.01 - demonstrate an understanding of the relationship between religious faith and contemporary culture;

PFV1.02 - demonstrate an understanding of the four marks of the Church (one, holy, Catholic, apostolic);

PFV1.03 - explore the idea of culture as found in the teachings of the Church;

PFV1.04 - demonstrate an understanding of the Catholic Church’s response to contemporary culture as found in the social teachings of the Church;

PFV1.05 - acknowledge that the call to faith includes a call to justice;

PFV1.06 - demonstrate an understanding of the Holy Spirit as God’s love alive in the world

(CCC §733-736);

PFV1.07 - perceive the challenge of how the People of God are called to be a transforming force in relation to contemporary culture;

PFV1.08 - use an experience of community service work as a lens through which to view the relationship between gospel living and the values of contemporary culture.

Specific Expectations

Knowledge

PFV2.01 - identify Divine Revelation as God’s plan for humanity;

PFV2.02 - understand that the dignity of human persons is rooted in their being created in the image and likeness of God;

PFV2.03 - identify the relationship between religious faith and contemporary culture as found in Church teaching

PFV2.04 - explain key teachings of the Church as they relate to faith and culture;

PFV2.05 - demonstrate an understanding of how the Sacred Scriptures are used within the Catholic Church to analyse and critique contemporary culture;

PFV2.06 - identify the role the Beatitudes play in Christian moral decision-making;

PFV2.07 - explain the basic principles of Catholic moral teaching (e.g. natural law, moral conscience);

PFV2.08 - define sin as a failure in genuine love for God and neighbour;

PFV2.09 - examine contemporary challenges to the Church’s teachings on social justice (e.g. technology, poverty, role of the media, violence, racism, gender issues, the environment);

PFV2.10 - explore the Church’s teaching on work (CCC §2427-2430);

PFV2.11 - demonstrate an understanding of the role of the sacraments in the life journey of Catholics and in the life of the Church, with special emphasis on the sacraments of vocation (CCC §1533-1658);

PFV2.12 - demonstrate an understanding of the consecrated life, and its role in the history and future of the Church.

Attitudes/Values

PFV3.01 - value the religious quest for meaning in the contemporary world;

PFV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices;

PFV3.03 - appreciate that work is participation in the activity of God;

PFV3.04 - value the importance of community service as an expression of the call to discipleship;

PFV3.05 - appreciate that humans are rational, emotional, physical, social, esthetic, moral and spiritual in nature.

Skills

PFV4.01 - identify and analyse messages, values, and practices in contemporary culture which run counter to the Gospel vision of life and its meaning;

PFV4.02 - employ moral decision-making skills in problem solving;

PFV4.03 - critique social, political, and economic structures in light of the Church’s social teachings;

PFV4.04 - engage in community service as an example of the call to discipleship;

PFV4.05 - use technology in a moral and ethical fashion.

Christian Moral Development (CMV)

Overall Expectations

CMV1.01 - examine the human search for meaning and purpose in the context of Christian anthropology;

CMV1.02 - recognize the role of the Church as a community of disciples called to transform the world;

CMV1.03 - appreciate that humans are created with the ability to discern right from wrong, and with the freedom to choose between them (CCC §1730-1756);

CMV1.04 - demonstrate a knowledge of how Catholic Tradition informs moral decision-making;

CMV1.05 - understand that the Ten Commandments arise out of the experience of the Hebrew people and are imperatives in making moral decisions;

CMV1.06 - examine principles of Catholic moral teaching;

CMV1.07 - examine key tenets of Catholic social teaching;

CMV1.08 - explore the Church’s teaching on work;

CMV1.09 - critique the messages and values of the media which run counter to the Gospel vision of life;

CMV1.10 - analyse social structures in light of the Church’s social teachings;

CMV1.11 - explain why people have the right to form labour unions.

Specific Expectations

Knowledge

CMV2.01 - demonstrate an understanding that the dignity of human persons is rooted in their being created in the image and likeness of God;

CMV2.02 - identify the main features of a Christian anthropology (CCC §27-174, 1700-1729);

CMV2.03 - understand the meaning of the term ~culture’;

CMV2.04 - demonstrate a knowledge of how the Catholic Tradition informs moral decision-making;

CMV2.05 - understand that the Ten Commandments arise out of the experience of the Hebrew people and are imperatives in making moral decisions today;

CMV2.06 - identify natural law and conscience as principles of Catholic moral teaching;

CMV2.07 - define key tenets in Catholic social teaching (e.g. human dignity, solidarity, the common good, social sin, and subsidiarity);

CMV2.08 - demonstrate a knowledge of the Church’s teaching on work and the marketplace;

CMV2.09 - understand that the Church teaches that economic life is ordered primarily to the service of the whole person and to the entire human community.

Attitudes/Values

CMV3.01 - appreciate that humans are created with free will and with the ability to discern right from wrong;

CMV3.02 - recognize that the teachings of Jesus and the Church guide believers in their moral choices;

CMV3.03 - acknowledge sin as a failure in genuine love for God and neighbour;

CMV3.04 - appreciate that work is participation in the activity of co-creation;

CMV3.05 - recognize that people have a right to form labour unions;

CMV3.06 - acknowledge the value of community service in relation to the common good.

Skills

CMV4.01 - examine the human search for meaning and purpose in the context of Christian anthropology;

CMV4.02 - employ Christian anthropology as a way of understanding the human person;

CMV4.03 - analyse the values of contemporary culture in relation to those of the Gospel;

CMV4.04 - develop strategies to prepare for the challenges of Christian life in the marketplace or in post-secondary education;

CMV4.05 - critique the message and practices of the media, which run counter to the gospel vision of life;

CMV4.06 - explore the origin and purpose of Catholic social teaching;

CMV4.07 - apply the key tenets of Catholic social teachings to key issues in contemporary culture (e.g. racism, use of technology, poverty, respect for life, violence);

CMV4.08 - use various teachings as found in the social encyclicals of the Church to analyse the economy;

CMV4.09 - assess community service as a vehicle of promotion for the common good.

Prayer and Sacramental Life (PSL)

Overall Expectations

PSL1.01 - identify and describe the role of sacraments in the life journey of Catholics with special emphasis on the sacraments of vocation;

PSL1.02 - identify the Catholic understanding of the Sacrament of Marriage (CCC § 1601-1658);

PSL1.03 - recognize the importance of preparation for marriage, both proximate and long-range;

PSL1.04 - appreciate the connection between the sacrament of marriage and the scriptural image of marriage as a mirror of God’s love for his people in Christ;

PSL1.05 - explain and describe the historical and contemporary celebration of marriage within the Catholic Church;

PSL1.06 - understand the Church’s teachings on valid marriages and annulments;

PSL1.07 - identify the Catholic understanding of the sacrament of Holy Orders (CCC §1536-1589);

PSL1.08 - define the Christian notion of service to others as a call to ministry;

PSL1.09 - explain the various forms the call to ministry can take within the Christian community;

PSL1.10 - demonstrate an understanding of the Church’s historical and contemporary teaching concerning ordained ministry;

PSL1.11 - explain the various functions of ordained ministers (i.e., bishop, priest, deacon);

PSL1.12 - appreciate the challenge to religious vocations as presented by contemporary culture;

PSL1.13 - examine contemporary approaches to ministry as a call to service.

Specific Expectations

Knowledge

PSL2.01 - identify the Catholic understanding of the sacrament of marriage;

PSL2.01 - understand the Church’s teaching on valid marriages and annulments;

PSL2.02 - define the Christian notion of service to others as a call to ministry;

PSL2.03 - demonstrate a knowledge of the Church’s teaching concerning ordained ministry;

PSL2.04 - understand the meaning of the term “religious vocation” as it applies within today’s Church and its various forms of community life.

Attitudes/Values

PSL3.01 - recognize that Christians depend on the transforming wisdom of the Holy Spirit in their search for authenticity and peace of heart;

PSL302 - recognize the importance of preparation for marriage both proximate and long-range;

PSL3.03 - value the commitment necessary for a faithful marriage;

PSL3.04 - appreciate the connection between the sacrament of marriage and the scriptural image of marriage as a mirror of God’s love for his people in Christ;

PSL3.05 - appreciate the challenge to religious vocations as presented by contemporary culture;

Skills

PSL4.01 - identify and describe the role of sacraments in the life journey of the Catholic with special emphasis on the sacraments of vocation;

PSL4.02 - explain and describe the sacrament of marriage within the Catholic Church;

PSL4.03 - suggest ways to form healthy and appropriate intimate relationships as long-range preparation for orientation toward marriage;

PSL4.04 - explain the various forms the call to ministry can take within the Christian community;

PSL4.05 - explain the various functions of ordained ministers;

PSL4.06 - examine contemporary approaches to ministry as a call to service;

PSL4.07 - participate in the liturgical life of the Church (e.g., as lectors, hospitality ministers).

Family Life Education (FLE)

Overall Expectations

FLE1.01 - examine the meaning and value of human freedom and commitment, values and conscience and personal and social responsibility in light of the Catholic faith tradition;

FLE1.02 - describe and analyse the stages of the human life cycle with particular attention to moral development;

FLE1.03 - describe and discuss emotional balance; identify signs of imbalance that require intervention, and sources of help;

FLE1.04 - discern essential components for building healthy intimate relationships (e.g., family, friendships, romantic relationships, etc.) in their lives, and examine the ways in which all relationships influence human growth;

FLE1.05 - explore and interpret the relationship between the family and society; examine challenges to family life such as illness, crisis and abuse;

FLE1.06 - examine the role of chastity in the expression of sexuality in relationships and marriage;

FLE1.07 - examine issues related to sexual attraction and sexual decision-making (chastity, love, marriage, pre-marital relationships, pregnancy, abortion, adoption, cohabitation);

FLE1.08 - demonstrate an understanding of the Church’s teaching of the sacredness of human life from conception to natural death;

FLE1.09 - demonstrate an understanding and profound respect for the sacred gift of human procreation, the gift of children, the experience of parenting;

FLE1.10 - examine issues of fertility/infertility, reproductive technology, and STD’s as one cause of infertility;

FLE1.11 - demonstrate an understanding and an appreciation of the role Church encyclicals play in providing teaching and guidance in Family Life issues.

Specific Expectations

Students will study three areas in Family Life Education (Personhood, Relationships, and Sexuality), to support the direction given in the OCCB’s 1996 message to the Catholic education community, entitled “Family Life Education for Secondary Students.”

Personhood (FLP)

Knowledge

FLP1.01 - describe how human persons are relational, emotional, physical, social and spiritual in nature, and how these dimensions develop throughout the lifespan;

FLP1.02 - define what is meant by emotional balance;

FLP1.03 - examine how the use of the gift of free will involves the process of conscience formation through internalizing Christian values.

Attitudes/Values

FLP2.01 - realize the meaning of the intrinsic dignity of each human person, and its impact on our inherent sense of responsibility towards self and others.

Skills

FLP3.01 - explain the serious impact resulting from emotional imbalance in a person’s life;

FLP3.02 - demonstrate an understanding of the Church’s teaching of the sacredness of human life from conception to natural death, by studying the issues of abortion, euthanasia, and assisted suicide;

FLP3.03 - demonstrate an understanding that with the gift of free will, human beings can discern and choose right from wrong.

Relationships (FLR)

Knowledge

FLR1.01 - describe the positive aspects of relationships in general.

Skills

FLR2.01 - define the skills needed to build healthy relationships;

FLR2.02 - articulate a Christian understanding of the family and the manner in which it participates in and contributes to a healthy and just society;

FLR2.03 - critique the ways in which society shows its responsibility to support and nurture the family, especially in times of crisis (illness, unemployment, marriage breakdown, abuse, etc.).

Sexuality (FLS)

Knowledge

FLS1.01 - examine issues related to sexual attraction and sexual decision-making (chastity, love, marriage, pre-marital relationships, pregnancy, abortion/adoption, cohabitation);

FLS1.02 - describe the manner in which the sacred gift of human procreation and life itself can be protected (including a description and moral assessment of the impact of natural family planning, contraception, reproductive and genetic technologies and STD’s on human life and fertility).

Skills

FLS2.01 - articulate the role of chastity in the personal integration of sexuality;

FLS2.02 - identify and practice refusal skills for situations that challenge one’s sexuality and/or health;

FLS2.03 - understand and emulate Jesus’ concern for all who suffer illness.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Back to Course Profiles Main Menu

Acknowledgments

Policy Document: The Ontario Curriculum, Grades 9 to 12, Religious Education, 1999.

Course Description

Consideration of Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overview Charts

Unit 1: Who, Us?

Unit 2: Why Us?

Unit 3: What Can We Do?

Unit 4: How Do We Do That?

Unit 5: Where Do We Go From Here?

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Tools for Assessment

Personal Communication

Tests

Observation

Performance Assessment

Accommodations

Resources

Recommended Texts:

Foundational Texts

Other Books

Human Resource Organizations

Video Resources

Films

Computer Software

Internet

OSS Considerations

Scripture (SC)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Profession of Faith (PFV)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Christian Moral Development (CMV)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Prayer and Sacramental Life (PSL)

Overall Expectations

Specific Expectations

Knowledge

Attitudes/Values

Skills

Family Life Education (FLE)

Overall Expectations

Specific Expectations

Personhood (FLP)

Knowledge

Attitudes/Values

Skills

Relationships (FLR)

Knowledge

Skills

Sexuality (FLS)

Knowledge

Skills