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St. Jean de Brebeuf CHS Course Information Sheet                                                  2010-2011Course Title:  ...
Unit Titles                                                              Teaching and Learning Strategies Unit 1: To Be Hu...
N.B. Additional Information Found in Student’s School Agenda/Board Policy:       Lates, Absences and Missed Assignments fo...
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Christ and Culture Course Information Sheet


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Christ and Culture Course Information Sheet

  1. 1. St. Jean de Brebeuf CHS Course Information Sheet 2010-2011Course Title: Course Code: Instructional time: 110 hours Prerequisite: None Teacher Name:Christ and Culture HRE20Title of Textbook: Replacement Cost: Faith Formation Co-curricular Activity: $25.00Christ and Culture, CCCB $45.00 Includes facility, facilitation, lunch, transportationCOURSE DESCRIPTIONThis course examines the relationship between the person and message of Christ and the dominant attitudes of contemporary culture. Central to thiscourse is the sacramental nature of Jesus and through His incarnation, the sacramentality of the Catholic Church, persons, and all of creation. Beginningwith students’ own life experiences, seen in light of the Gospel narratives, students acquire a deeper and more systematic knowledge of Christ, hismessage, and his Church. Connections between the Church and contemporary culture are explored in terms of what it means to be a responsibleadolescent developing as a member of a Catholic, Christian community while living within the context of a secular society. In the Family Life Educationstrand, students explore a variety of topics related to the themes of person-hood, interpersonal relationships, and sexuality. Students have theopportunity to experience first-hand the call and response to Christian Community Service.CONNECTION TO OUR CATHOLIC FAITHThe fundamental premise of this course is that both teacher and students are discerning believers formed in the Catholic faith tradition, intent on participating in thetransformation of society. Understanding that the students operate from, and yearn to deepen their spirituality, this course encourages students to articulate Catholicbeliefs, and to continue to journey as reflective, creative thinkers. By raising important questions about their faith, this course leads students to a deeper understandingof their relationship with God and neighbour. The students are called to be caring family members and responsible citizens who respect and understand the history,cultural heritage, and pluralism of today’s contemporary society.Strand/ Overall Expectations/Unit Description By the end of this course, students will:Unit Titles • identify the four Gospels as the heart of the Christian Scriptures and the primary source of knowledge about Jesus (CCC §125); Scripture • recognize the Gospels as testimonies of faith in Jesus and an invitation to grow toward wholeness by living as his faithful disciples; • develop appropriate skills for interpreting Scripture through a harmony of the methods of exegesis and the guidance of the Teaching Authority of the Church; • explain the “good news” of the Gospel story as a way to know God’s saving love for humanity. • recognize that there is an absolute truth and God is its source (CCC §2465-2470); Profession • demonstrate a profound respect for the dignity and mystery of the human person, as both blessed and broken (CCC §356-412), created, loved and redeemed by God (CCC §599-618, 651-655); of Faith • demonstrate an understanding of the role of the Church in God’s plan for salvation (CCC §770-776); • identify various ways in which the Church expresses itself as the “people of God” (CCC §781-786); • demonstrate an understanding of the main creedal forms of the Catholic Church (Apostles’ Creed, Nicene Creed, baptismal liturgy). • demonstrate an understanding of the importance of social justice by applying the teachings of Jesus to their own culture and own life situations (CCC §1928-1942); Christian • demonstrate how justice is a demand of natural law (CCC §1954-1960); Moral • recognize that justice is an essential ingredient in the liberation of human beings and a key expression of Christian love;Development • demonstrate a knowledge of the social teachings of the Church (CCC §2419-2425); • use the preferential option for the poor as the criterion for analysing social injustice issues (CCC §2443-2449). • recognize the spiritual and sacramental dimension implicit in human experience and the created world; • explain the meaning and role of Eucharist and Anointing of the Sick in the life of a Christian; Prayer and • demonstrate a knowledge of the various purposes of prayer (CCC §2623-2643); Sacramental • identify and assess the value of both personal and communal prayer within Christianity; Life • identify and describe the role and history of the sacraments in the life of Catholics with special emphasis on the sacraments of Eucharist (CCC §1322-1405) and Anointing of the Sick (CCC §1499-1525). • demonstrate an understanding of the sacredness of the human person, body and spirit (CCC §2258-2262), from conception until natural Family Life death (CCC §2268-2283); • recognize and explore the meaning of integrity and belonging in human life; • describe the stages of cognitive and affective development throughout the life span; • understand the family life cycle; • examine healthy patterns of relating with a focus on friendship, intimacy, sexuality and communication.
  2. 2. Unit Titles Teaching and Learning Strategies Unit 1: To Be Human Is…? Critical to any process of meaningful learning in Religious Education are the following: Unit 2: Who Has Culture?  Content relevant to the student’s life experience  Learning activities that engage the interest and imagination of the learner Unit 3: The God Question  Learning opportunities that link new concepts, ideas, and skills to previous knowledge Unit 4: Relating to Oneself: Who Am I?  Time to reflect on new ideas and concepts, both individually and as a group  Relevant connections to assist the assimilation of new knowledge, attitudes and skills into the student’s learning Unit 5: Relating to the Other: The Voice of the Other in Me  Activities that challenge students t o construct new knowledge  Ways to assess and evaluate the student’s growth and development Unit 6: Relating to Civil Society: Living Together in Solidarity Unit 7: Relating to Church: We Are the Church Unit 8: Relating to the World: Disciples and Witnesses Unit 9: Celebrating Christ in Our Culture Instructional strategies: modeled, shared and guided instruction, cooperative group learning, accountable talk, independent application and consolidation, experiential learning, inquiry-based learning, robust thinking (critical analysis and reflection). Assessment and Evaluation BreakdownFormative Evaluation - 70% Summative Evaluations - 30%Based on a variety of FORMATIVE evaluations conducted Based on a final evaluation in the form of an examination, performance product,throughout the course. This portion of the grade reflects essay, and/or other method of evaluation suitable to the course content andthe student’s most consistent level of achievement administered towards the end of the course.throughout the course, although special consideration is (Program, Planning and Assessment: The Ontario Curriculum Grades 9 to 12, p.15).given to more recent evidence of achievement. Culminating Performance Task(s) – 10%Knowledge/Understanding - 20% Final Christian Service and Retreat Reflection – 5%Thinking - 20%Communication - 10% Exam – 15%Application - 20%Assessment and Evaluation Strategies Employed in the Course: classroom presentations, conferences, essays, response journals, demonstratiointerviews, learning logs, quizzes, tests, and exams, observations, performance tasks, portfolios, question and answers, self-assessment.Assessment and Evaluation Tools: Checklists, exemplars, rating scales, rubrics, metacognition, self and peer assessment, anecdotal notes.Focus on Learning Skills: Responsibility Organization Independent Work Collaboration Initiative Self-Regulation  Fulfils  Devises  Independently  Accepts various roles  Looks for and  Sets own responsibilities and monitors, assesses, and an equitable acts on new individual goals and commitments follows a and revises plans share of work in a ideas and and monitors within the plan and to complete tasks group opportunities progress towards learning process for and meet goals.  Responds positively for learning. achieving them. environment. completin  Uses class time to the ideas, opinions,  Demonstrate  Seeks  Completes and g work appropriately to values, and traditions s the clarification or submits class and tasks. complete tasks. of capacity for assistance when work, homework,  Establishe  Follows others. innovation needed. and assignments s priorities instructions with and a  Assesses and according to and  Builds healthy peer- willingness minimal to-peer relationships reflects critically agreed-upon manages supervision. to take risks. on own timelines. time to through personal  Demonstrate and strengths, needs,  Takes complete s curiosity and interests. responsibility for tasks and media-assisted and interest and manages own achieve interactions. in learning.  Identifies behaviour. goals.  Works with others to  Approaches learning  Identifies, resolve conflicts and new tasks opportunities, gathers, build consensus to with a choices, and evaluates, achieve group goals. positive strategies to meet and uses  Shares information, attitude. personal needs and informatio resources, and achieve goals. expertise, and  Recognizes  Perseveres and n, and technolog promotes critical makes an effort thinking to solve problems and makeadvocates when responding y, and appropriatel resources decisions. to challenges. y for the to rights of self complete and tasks. others
  3. 3. N.B. Additional Information Found in Student’s School Agenda/Board Policy: Lates, Absences and Missed Assignments follow the YCDSB Assessment & Evaluation Guidelines, in compliance with the Ministry of Education Policy on Assessment, Evaluation and Reporting.NB: PARENTS/GUARDIANS ARE REQUESTED TO DISCUSS PROGRESS AND ACHIEVEMENT WITH THEIR DAUGHTER/SON ON AREGULAR BASIS. CONSULT UNIT TESTS, ASSIGNMENTS AND MARK UPDATES REGULARLY.CHECK STUDENT AGENDA FOR ASSESSMENT AND EVALUATION POLICIES, MID-SEMESTER REPORTING AND PARENT-TEACHERINTERVIEWS.***********************************************************************************************************************I have read and reviewed the information on this sheet with my daughter/son, __________________________________ Student Signature Parent/Guardian Signature Date