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Hre 1o Course Outline

This document outlines the course outline for a Grade 9 Religious Education (Open) course. The course focuses on examining the Christian narrative as revealed in Scripture and encouraging students to know and love God by following Jesus' words and deeds. Major areas of study are organized into six strands including Scripture, Profession of Faith, Christian Moral Development, Prayer/Sacraments, Family Life Education, and Research/Inquiry. Student achievement is evaluated in four categories: knowledge/understanding, thinking, communication, application. Student and parent responsibilities to support learning are also outlined.

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223 views

Hre 1o Course Outline

This document outlines the course outline for a Grade 9 Religious Education (Open) course. The course focuses on examining the Christian narrative as revealed in Scripture and encouraging students to know and love God by following Jesus' words and deeds. Major areas of study are organized into six strands including Scripture, Profession of Faith, Christian Moral Development, Prayer/Sacraments, Family Life Education, and Research/Inquiry. Student achievement is evaluated in four categories: knowledge/understanding, thinking, communication, application. Student and parent responsibilities to support learning are also outlined.

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© © All Rights Reserved
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London District Catholic School Board

DISCIPLESHIP AND CULTURE


Religious Education, Grade 9 (Open)
HRE 1O Course Outline

MINISTRY GUIDELINE: Religious Education, Ontario Catholic Curriculum Policy Document, 2016
CREDIT VALUE: 1.0
PREREQUISITE: None

Course Description:
This course engages students in the examination of the Christian narrative as revealed in Sacred Scripture. Students are invited to
a deeper understanding of both the joy and the demands of living out the call to discipleship as it is described in the Scriptures.
Students explore discipleship as encountered in the Sacred Tradition of the Church (Sacraments, Liturgical Year and Church
Teaching and Law), as part of their ongoing personal growth and faith understanding. Students explore Catholic rituals, teaching,
practice, morals and values, and virtues to facilitate a healthy and covenantal relationship with self, God and with others. Using
theological reflection, they are challenged to explore the connections and disconnections of ethical concepts (euthanasia,
abortion, sexuality, etc.) between the Church and contemporary culture. The course focuses on encouraging students to know and
love by following in the footsteps of Jesus. As they learn of his words and deeds, they discover the importance of prayerfully
serving the community to bring about the Reign of God.

Strands in Religious Education:


The major areas of study in Religious Education courses in Catholic secondary schools are organized into six distinct but related
strands, which usually will be integrated in a variety of teaching strategies. The six strands include: Sacred Scripture, Profession
of Faith, Christian Moral Development, Prayer and Sacramental Life, Family Life Education, Research and Inquiry. These
strands do not represent distinct units of study. They are expressed in such a manner as to suggest a variety of ways to integrate
themes.

Five Big Ideas:


All courses in Religious Education are characterized by the following five big ideas.
1. Religious Knowledge and Literacy involves growing in our knowledge and understanding of Scripture, the language
of the Catholic faith tradition and Church teachings.
2. Catholic-Christian Anthropology includes the understanding of what it means to be a person created in the image and
likeness of God.
3. Theological Reflection includes reflecting on the Christian search for the meaning of life in the context of our
covenantal relationship with God and others. Theological reflection also includes a critical analysis of contemporary
culture and our own personal experience.
4. Living Moral Lives includes forming our conscience so that we can make good moral choices in both our personal and
social spheres.
5. Celebrating in the Faith Community includes the various ways that we as Catholic Christians express our faith
through worship, prayer and sacrament. In particular, the Eucharist is the Sacrament of Christian hope, as it brings us
together as one body to the table of thanksgiving.

Course Resources:
Students will be provided with a variety of resources (NRSV Bible, Catechism of the Catholic Church, textbooks etc.), some for
in-class use and others to be taken home and brought to class on a regular basis. Resources are costly investments and as such are
expected to be used in a respectful manner and returned in the same condition in which they were issued. Lack of student
responsibility in this regard may result in a repair or replacement cost to the student and their parent/guardian.

Learning Skills:
The report card provides a record of the learning skills demonstrated by the student in every course, in the following six
categories: responsibility, organization, independent work, collaboration, initiative, and self-regulation. Learning Skills and Work
Habits are evaluated using a four-point scale (E–Excellent, G–Good, S– Satisfactory, N–Needs Improvement). The separate
evaluation and reporting of the learning skills reflects their critical role in students’ achievement of the curriculum expectations.

Late and/or Missing Summative Assignments:


Late and/or missed assignments do impact the student’s grade. The teacher will communicate to the student and parent/guardian
that an assignment due date has been missed and that the student is still responsible for completing the assignment. For more
detailed information about late and missed assignments and academic misconduct (skipping, cheating, and plagiarism) refer to
the Procedure for Dealing with Academic Misconduct and Late and Missing Assignments.
Achievement:
The provincial achievement charts provide a reference point for all assessment practice and a framework within which to assess
and evaluate student achievement. The charts provide a standard province-wide method for teachers to use in assessing and
evaluating their students’ achievement. Teachers assess student achievement in four categories. The four categories of the
achievement chart can be summarized as: Knowledge& Understanding, Thinking, Communication, and Application. Teachers
will communicate student performance using the levels of achievement. Level 1 indicates performance that is severely lacking or
rarely demonstrated. Level 2 indicates inconsistent performance. Level 3 indicates good, consistent performance. Level 4
indicates exceptional, consistent performance. These levels will be converted to a percentage grade for mid-term and semester-
end reports.

Term Assessments Final Course Evaluation Activities*


70% of the course final grade will represent the evidence of 30% of the course final grade is based on final evaluation
student achievement collected from all four categories activities consisting of a final performance activity and an
throughout the course with the following designated exam.
weighting factors applied:
The combination of the performance activity and final exam
will reflect the same category weightings as shown in the
Knowledge & Understanding 25% term assessments.
Thinking 25%
Communication 25% The final course evaluations will be weighted as follows:
Application 25%
Culminating Performance Task (CPT) 15%
Final Exam 15%

*All students must participate in final course evaluation activities. Should a student miss or fail to complete the scheduled final
evaluation activities, the student will forfeit whatever portion of the thirty percent that was not completed. In extenuating
circumstances (e.g., illness, death in the family, etc.) the principal shall determine an alternative resolution for a missed final
evaluation.

Student Responsibilities Parent/Guardian Responsibilities


“Students who make the effort required and who apply “Parents have an important role to play in supporting student
themselves will soon discover there is a direct relationship learning. Studies show that students perform better in school if
between this effort and their achievement, and will therefore be their parents or guardians are involved in their education. By
more motivated to work. Successful mastery of concepts and becoming familiar with the curriculum, parents can find out what
skills in science requires a sincere commitment to work and is being taught in the courses their children are taking and what
study. ” (The Ministry of Education, 2005) students are expected to learn.” (The Ministry of Education, 2005)

Students are expected to: Parents/Guardians are asked to:


• attend and be punctual for all classes. • encourage your son/daughter to take an active part in the life of
• come to class prepared to work the school
• complete all assignments, readings and homework on time • request to see notebooks and school planner
• keep notebooks neat and organized. • encourage him/her to take advantage of opportunities for extra
• adhere to the School Computer User Policies and the Board help
Student Internet Access Agreement • become familiar with the curriculum
• adhere to Board policy with respect to plagiarism • attend school functions and talk to us. Teachers work best when
• adhere to the school uniform code we know the story behind the desk.
• be present for all tests and evaluations; in the case of illness, a • encourage your son/daughter to take an active interest in current
doctor’s note may be required events and issues; offer him/her opportunities to question and
• make arrangements with your teacher ahead of time when reflect on what is happening in the world.
conflicts arise between school functions (sports, trips, etc.) and
tests or assignments.
• catch up on all notes and work missed when absent. Please get
a name and phone number of a classmate who you can contact
when you are absent to get the notes and homework assigned.
Write this name and contact number below.
Classmate’s Name: _______________________________________ Phone Number: __________________________

I have read and carefully considered the expectations of me as a student. I agree to adhere to these expectations.

Student Signature _________________________________ Date ________________________

I have discussed the contents of this course outline with my son/daughter and understand what is expected.

Parent/Guardian Signature _________________________________ Date ________________________

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