Return to Document Opening Page

Religious Education: Interim Edition
Table of ContentsChapter 1Chapter 2Chapter 2Chapter 4Chapter 5Chapter 6Appendix A
 

Chapter II

Curriculum Outcomes for Religious Education

Meeting the Essential Graduation Learnings Through Religious Education
Essential Graduation Learnings are statements describing the knowledge, skills and attitudes expected of all students who graduate high school. Achievement of the Essential Graduation Learnings will prepare students to continue to learn throughout their lives. These Learnings describe expectations not in terms of individual school subjects but in terms of knowledge, skills and attitudes developed throughout the curriculum. They confirm that students need to make connections and develop abilities across subject boundaries if they are to be ready to meet the shifting and ongoing demands of life, work and study today, and in the future. Essential Graduation Learnings serve as a framework for the curriculum development process.


Aesthetic Expression
Religious education will provide the opportunity for students to develop a growing appreciation for some of the great works of art, architecture, artifacts, literature, and music. Much of this will be of a religious nature and will help develop students' aesthetic awareness. In religious education classes students will be encouraged to express their views on religious and social topics through various avenues which would be classified as aesthetic expression. Throughout the centuries people have expressed their faith and their experience of the divine through paintings, music, writings, theatrical performances, architectural designs, and sculptures. People's joys, sufferings and beliefs have been portrayed through various forms of artistic expression. Some of the world's most precious and valued artifacts survive because of their religious value or because they were protected and preserved by religious institutions. The religious education program will provide opportunities for students to experience and appreciate artistic works from various ages and from various cultures. Opportunity will be given for reflection, critical responses and expressions of appreciation.

Graduates will be able, for example, to

  • demonstrate an understanding of the contribution of religious life and beliefs to the arts;
  • demonstrate an understanding of the contribution of the arts to religious life and beliefs;
  • demonstrate an understanding of the differences of religious beliefs as portrayed through works of art;
  • demonstrate an understanding of various religious cultures and traditions as revealed through the arts.

Citizenship
  Graduates will be able to show an awareness of the importance and contributions of various religions, including Christianity, to the global community. The influence religion has had on society in the past and present will be studied. Religion has been one of the main forces shaping society. In the religious education program it will be recognized that there is often a correlation between people's actions and lifestyles and their religious beliefs. If there is to be harmony in a multi-faith and multi-cultural world, people need to move beyond tolerance to appreciation and perhaps to celebration for people's various beliefs. Human rights, social justice, freedom of religion, and value systems will figure prominently in the religious education program. Students will be led to explore Christian teachings around these and other topics and they will also be led to explore what other faiths teach about them. In this way they will have more than a single view to consider and will better understand what it means to live in a pluralistic multi-faith society.

Graduates will be able, for example, to

  • demonstrate understanding of various religious beliefs;
  • explain how people's beliefs often affect their behavior and positions on issues;
  • recognize religious discrimination and its effects;
  • examine how religious teachings and beliefs are related to human rights issues;
  • acquire knowledge regarding the relationship between the laws and constitution of a country and its religious beliefs.


Communication
  Religious education requires students to consider many perspectives and beliefs on a wide range of topics. It also requires them to think critically about many current issues. Because of the very nature of the religious education program and the objectives for the courses students will be involved in, various methods of communicating will be used such as oral discussion, written responses, art work and the application of technology.

Some levels of discussion will be at a very informal level while other discussions will be more formal in design. There will also be creative writing as well as response papers and research papers at particular grade levels. Many of the courses will encourage the use of media and other forms of modern technology as means of communicating.

The very nature of some of the topics discussed will require students to be precise and clear in their writing and in their oral presentation. Developing the skill of appropriate expression of thoughts and opinions and responding appropriately to others' thoughts and opinions will be an integral part of the religious education program.

Graduates will be able, for example, to

  • reflect on and express their own ideas, learnings, perceptions and feelings;
  • demonstrate a knowledge of basic teachings of Christianity and other world religions;
  • critically reflect on and interpret religious ideas and beliefs as presented through various means;
  • express opinions and beliefs, and present information clearly and logically through various methods;
  • recognize differences and similarities between religious and secular uses of language.

Personal Development
  Personal development is an area of great importance for the religious education program. Students will be given information and be required to reflect on, and discuss, moral and ethical issues. Recognition will be given to the fact that students are collaborative as well as independent learners. However, this program will challenge them to see what it means to live in community with others while developing a personal system of beliefs by which to live.

Graduates will be able, for example, to

  • recognize the importance of their own spiritual growth;
  • express and support their beliefs in an appropriate manner;
  • recognize that personal beliefs are important but so too is recognition that people live in community with others;
  • reflect critically on ethical and moral issues in light of religious perspectives on these issues;
  • make appropriate decisions and take responsibility for their decisions.

Problem Solving
  An important component in the religious education program is the interpretation of information in a critical manner in order that students will make informed decisions. By the nature of many of the topics covered students will have to acquire knowledge on a given topic or issue and take a position. Support for their positions will be required but flexibility in their thinking will also be important. The problem solving process will take many forms in religious education such as reading, discussion, debate, reflection, research, observation and media viewing. Throughout the program students will encounter different points of view on many religious topics and will have to reach conclusions that are satisfactory for them. They will also be challenged to solve problems around faith issues and in some cases to distinguish between what constitutes faith and what constitutes fact.

Graduates will be able, for example, to

  • interpret and critically examine information on various issues in order to make informed decisions;
  • discuss and dialogue on beliefs and positions of various religions regarding contemporary issues;
  • use various methodologies to help them reach appropriate conclusions on topics of faith, beliefs and contemporary issues;
  • formulate questions in a clear and concise manner without being offensive to others regardless of their religious affiliation;
  • identify, describe and interpret different points of view, while recognizing that most, if not all, points of view are worthy of consideration.


Technological Competence
  There will be many opportunities for students to use a range of technologies in the religious education program and to reflect on and discuss the ethical issues around the use of much modern technology. Opportunities will be given for students to use computer and media technology in various areas of the program.

An important part of the religious education program will be the consideration of the use of technology in society today. There are many ethical and moral questions as technological advances are made, in particular in the areas of science, medicine, ecology, and warfare (both chemical and nuclear). The curriculum will provide the opportunity for students to become familiar with Christian perspectives on many of these technological advances and become more knowledgeable on positions of other religions. Students will be encouraged and required to examine, discuss, and react to a wide range of technological advances as they impact on society and religion.

Graduates will be able, for example, to

  • use a variety of technologies and apply them to various topics and questions related to the religious education program;
  • discuss and demonstrate an understanding of various ethical and moral issues related to technological advances.

Spiritual and Moral Development
  A vital component of the religious education program will be the spiritual and moral development of the individual. Current research supports and validates the importance of educating the whole person. Therefore, the moral and spiritual development of the student will be a major component. Developing values, morals, and ethics will be fostered in this program. When students are in harmony with themselves, with others, with their natural environment, and with God, the quality of their lives improves. Being able to express one's beliefs and values while having the ability to listen to and understand other people's beliefs and values contributes to an improved society. The art of expressing and defending appropriately one's own beliefs without degrading or negating those of others is an important part of personal development. Students will consider their place in creation and the interrelatedness of all creation. This will require the examination and discussion of the beliefs of various world religions in such areas as peace and social justice issues, minority rights, sacredness and dignity of life, and other related ethical and moral issues.

The revelation of God through religious literature will be given emphasis in the program and relevancy of religious literature will be a focus of study. Recognition of the belief that revelation of God has been through the act of creation and through history will be given attention. Students will also be encouraged to respond to the interpretations of these revelations.

The program will help students realize they are an important part of an unfolding creation with a caring Creator who sustains and interacts with all that has been created. It will support the idea that each person must take responsibility for his/her actions and that a person's actions have direct and indirect effects on both the individual and the community as a whole. Key to the total program will be the recognition that the human being is a spiritual being whose life should encompass religious principles.

Graduates will be able, for example, to demonstrate

  • an understanding of the relationships among oneself, society, all of creation, and with God;
  • an understanding of various beliefs about revelation through creation, sacred writings, and human history as key elements in religious traditions;
  • an understanding of the faith convictions within world religions;
  • a respect for minority communities;
  • an awareness of and a commitment towards peace, social justice, the sacredness and dignity of human life, and human freedom;
  • an understanding that their actions involve the good of others as well as themselves;
  • an understanding that rules of ethical conduct are for the good of society;
  • an understanding of an approach to life based on religious principles.

General Curriculum Outcomes
Curriculum Outcomes are statements articulating what students are expected to know and be able to do in particular subject areas. These statements also describe what knowledge, skills and attitudes students are expected to demonstrate at the end of certain key stages in their education as a result of their cumulative learning experiences at each grade level in the entry-graduation continuum. Through the achievement of curriculum outcomes, students demonstrate the essential graduation learnings.


GCO 1
 

Students will be expected to examine the historical impact of religion on beliefs, cultures and traditions

For example, students will be expected to

  • demonstrate an understanding of the contribution of religion, and in particular Christianity, to the Western world;
  • demonstrate an understanding that from time immemorial people have believed in the divine and that humanity has in some way been connected to the divine;
  • demonstrate an appreciation of how religion has contributed to literature, architecture, art and music;
  • demonstrate an appreciation of the value of religious celebrations;
  • recognize the impact religion has had on the development of morals and values;
  • demonstrate an understanding that there are many different expressions of religion.

GCO 2
 

Students will be expected to develop an understanding of the key principles of christianity and other living belief systems

For example, students will be expected to

  • demonstrate knowledge of the key principles of various world faiths, in particular Christianity, and have examined approaches to life based on these key principles;
  • develop rational and intuitive reasoning skills to explore the principles of various living belief systems;
  • have developed values and a code of living consistent with key religious principles;
  • recognize the value of family in society while at the same time developing an understanding of how family structures are changing;
  • demonstrate an understanding of the importance of relationships and interactions with others;
  • be familiar with the life and teachings of various religious teachers/leaders, in particular with the life and teachings of Jesus;
  • be familiar with some of the religious writings of various world faiths, in particular the religious writings of the Judaeo-Christian faiths.

GCO 3
 

Students will be expected to examine the meaning and relevance of the bible and other sacred writings

For example, students will be expected to

  • demonstrate a basic understanding of the sources of sacred writings;
  • show an understanding of the meanings and relevance of sacred writings for their adherents;
  • demonstrate an awareness of varying interpretations of scripture among Christian traditions;
  • demonstrate an understanding that the Bible is seen by Christians as the word of God;
  • demonstrate an understanding that, for Christians, the New Testament deals with a new covenant between God and humankind;
  • demonstrate a knowledge of important events and characters within particular sacred writings.

GCO 4
 

Students will be expected to develop an understanding of basic christian beliefs and practices

For example, students will be expected to

  • demonstrate a knowledge of the basic doctrines of the Christian faith;
  • demonstrate an understanding of what constitutes belief;
  • recognize how beliefs influence behavior and lives;
  • recognize similarities and differences among the Christian denominations;
  • know that prayer can take a variety of forms and is not restricted to a particular building or location;
  • come to some understanding of what is meant by forgiveness and reconciliation;
  • demonstrate understanding of the significance of the sacraments for the Christian denominations;
  • demonstrate familiarity with key scriptural themes, e.g. Kingdom of God;
  • demonstrate an understanding of the centrality of the historical Jesus and the Christ of faith for Christianity.

GCO 5
 

Students will be expected to demonstrate an appreciation for personal search, commitment and meaning in life

For example, students will be expected to

  • consider the whole concept of commitment;
  • consider what it means to be committed to God, to the Church, to another person, to a cause;
  • explore the concept of commitment and its meaning in other world religions.

GCO 6
 

Students will be expected to examine moral and ethical issues and teachings

For example, students will be expected to

  • demonstrate a means to know what is morally and ethically acceptable from various Christian and other traditions;
  • acquire knowledge related to human sexuality;
  • be familiar with some of the teachings regarding human sexuality from the Christian and other world religions perspective;
  • understand that behaviour affects self and others.


GCO 7
 

Students will be expected to develop appreciation for the connectedness of all creation

For example, students will be expected to

  • demonstrate an understanding of the connectedness of all things in creation;
  • recognize that in religious belief God is creator;
  • demonstrate an understanding that humanity is an integral part of creation, not separate from creation;
  • demonstrate an understanding that humanity must take a large share of responsibility for what happens to all of creation;
  • recognize threats to creation;
  • demonstrate a growing appreciation for nature with all its complexities and mysteries;
  • demonstrate an awareness of, and respond to, God's love and care for all of creation;
  • demonstrate an awareness that God intends for humanity to live in community with all that has been created.

GCO 8
 

Students will be expected to demonstrate an understanding of the relationship between religion and science

For example, students will be expected to

  • understand that religion and science often complement each other in their attempts to address some of the fundamental questions of life and creation;
  • show an understanding that religion and science often address the same questions, however the approach and sources of evidence are somewhat different;
  • appreciate that there are explanations on creation other than the scientific ones and that religions of the world also offer valid explanations;
  • understand that an ethical approach is necessary in the use of technology.

GCO 9
 

Students will be expected to examine the influence of religion on contemporary issues and events

For example, students will be expected to

  • explore some of the major issues facing humanity today;
  • be aware of some of the approaches religions, in particular Christianity, have taken in connection with the major issues;
  • develop fundamental principles by which to live in light of the knowledge of these major issues;
  • be able to effectively communicate their views on current issues;
  • recognize and analyze social justice issues;
  • be familiar with various social justice issues with which Christianity has become involved and know the responses Christianity and some other religions have made;
  • make decisions and take positions in their own lives regarding some of the social justice issues.

Key-Stage Curriculum Outcomes
  (to be developed)
Top of Document Table of ContentsChapter 1Chapter 2Chapter 2Chapter 4Chapter 5Chapter 6Appendix A