Christian Ethics Alternative Education 18, 28, 38
Locally Developed Course
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Preface
This locally developed course has been prepared by educators from Prince Albert Catholic
Schools in collaboration with Greater Saskatoon Catholic School Division. The Prince Albert
Catholic members are:
Kelly Prins -Educational Support Teacher (St. Mary High School)
Arlene Town – Educational Support Teacher (St. Mary High School)
Louise Phaneuf – Superintendent of Education
Lorel Trumier – Superintendent of Education
Introduction
Part of the human experience is the search for meaning. We experience and then we try to
make sense of our experience. The high school students, including the Alternative Education
students, are asking “Who am I?” “Why am I here”? “What is the purpose of my life?” and
“What must I do?” The Christian Ethics courses support students in discovering answers to
their questions. By putting Jesus and his message at the core of our courses, we answer that
Jesus is “The Way, The Truth, and The Life” (John 14:6)
Aim
The aim of Christian Ethics is for students to acquire and develop the knowledge, skills, and
values of Christianity so they are encouraged to live as followers of Jesus Christ.
The aim of these CE 18, 28 and 38 Curricula is for students who are enrolled in the Alternative
Education program to be able to be meaningfully included in the regular Christian Ethics
classes while learning at their own capacity. Themes found in these Alternative Education
Curricula mirror themes in the Christian Ethics 10, 20, and 30 level courses.
Goals
The goals of Christian Ethics are for students to
 Grow in faith, hope and love
 Better understand Christian beliefs
 Give generously in loving service
 Be guided by Christian teachings in making decisions throughout their lives
 Find private, public, and communal expression for their faith
 Develop a respect for all people as created in the image of God.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
POLICY ITEM:
Alternative Education Programs
LEGAL STATUS: Board Motion 163.06
CODE: HHBH
DATE APPROVED: 26 June 06
Background:
The Board of Education believes that in order to meet the needs of
students who are unable to meet the learning objectives of the Secondary
Level Regular Education Program even after the Adaptive Dimension has
been applied extensively, that an Alternative Education Program would
meet the learning needs of those students.
POLICY:
A principal may register a student in the Alternative Education Program
according to the guidelines, procedures and regulations approved by the
Board of Education. The Director of Education shall decide on any special
situation not covered by policy.
Guidelines:
A student may be considered for placement in an Alternative Education
Program at St. Mary High School provided that the following criteria has
been met:
1. The student is at least 14 years, 8 months old.
2. The student has below average cognitive functioning.
3. The student is four or more grade levels behind peers academically.
4. The student has not met success in a Regular Education Program.
The Board recognizes that other factors may influence success in the
regular program. These factors include:
a) The student has significant problems with attendance/motivation
and work habits.
b) The student is at risk for dropping out of school.
c) The student requires life skills and vocational training.
The following selection process will help to ensure that students registered
in an Alternative Education Program are appropriate for the program:
1. The Special Education teacher recommends a student for an
Alternative Education Program. This recommendation has been
discussed with the student, parent(s), regular classroom teacher(s),
school administrator, career guidance counselor, and Coordinator of
Special Education. The placement has been deemed appropriate by
the school administration and team members.
2. Achievement and cognitive assessment has been completed prior to
making a final placement decision.
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3. The following information has been provided to parent(s) and students
Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
prior to placement in an Alternative Education Program:
a) Rationale for recommending an Alternative Education Program.
b) Differences between Regular and Alternative Education Programs.
c) Differences between Regular and Alternative Education Programs
as they apply to entry in post-secondary education.
d) Methods of program delivery.
e) Program goals and content.
4. Based on discussions and assessments, the principal, along with the
student and his/her parent(s) will make a decision as to program
placement.
5. Only Alternative Education courses at the 18, 28 and 38 levels that
have been approved by Saskatchewan Learning may be used.
6. Enrolment in an Alternative Education Program does not limit a
student from taking regular courses to complete requirements for
completion of high school.
Procedures:
Adapted from Policy, Guidelines and Procedures for Alternative Education
Programs, Saskatchewan Learning, 2006.
Registration of Students in an Alternative Education Program
1. If the decision has been made to place the student in an Alternative
Education Program, parent(s)/guardian(s) and student must sign a form
indicating their agreement (Appendices A and B). Once the decision is
made to place the student in one Alternative Education course, the
student will be in an Alternative Education Program for his or her
remaining high school years unless application is made for a transfer
and approved by Saskatchewan Learning as outlined in Policy,
Guidelines and Procedures for Alternative Education Programs,
Saskatchewan Learning, 2006.
2. When registering students in an Alternative Education Program, the
school must ensure that the program selection identified on the
Student Data System for the student indicates an Alternative Education
Program.
3. The student enrolment, course registration, and student marks
submissions are forwarded by the high school to the Registrar’s Office
following the same procedures as for students enrolled in the Regular
Education Program.
Adapted from Policy, Guidelines and Procedures for Alternative Education
Programs, Saskatchewan Learning, 2006.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Considerations and Description of Students
Mirroring the Christian Ethics 18, 28, and 38 Curricula to follow the Christian Ethics 10, 20,
and 30 level curricula provide ample opportunity for including the Alt Ed students in the
regular classroom with their age-peers. It is our strong belief in the philosophy of inclusion
that provided the impetus to mirror the two, and in doing so enrich the learning experience
of all students. Goals that are the heart of these curricula have meaning in the real world with
the sharing of the classroom: dignity for all, generosity of spirit and service, living the
expression of our faith, and better understanding of Christian beliefs.
The Adaptive Dimension
The Adaptive Dimension permeated all curricula and encourages teachers to:
…make adjustments in the approved educational programs to accommodate diversity
in student learning needs. It includes those practices the teacher undertakes to make
curriculum, instruction, and the learning environment meaningful and appropriate for each
student (The Adaptive Dimension in the Core Curriculum, Ministry of Education, 1992).
The goal is, of course, to promote optimum success for each student through adapting
setting, methods, or materials. Sound professional judgment becomes the critical factor in
successful learning.
Learning Outcomes and Indicators
Christian Ethics 18
ALT ED CE18.1 Recognize that their life story is interrelated to the community’s story; they
are part of the community
Indicators
 Retell their personal biography in a variety of ways
• Make a web diagram illustrating characteristics and/or time line of biography
• Create a banner about what they are good at
• Make a Coat of Arms for their family or representing their interests
• Interview loved ones about themselves
• Write sentences (share in some way) how they can give back in time and in
kindness to others.
• Make a web diagram illustrating characteristics and/or timeline of biography
• Complete a family tree
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
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Know their God-given talents, gifts and limitations
• By interviewing and being interviewed about interests, dreams, selfdescriptors
• Complete an interest questionnaire
• Make a list of what are good at, what they want to improve, how that will
impact the people around them
• By sharing something they are afraid of, and using prayer as a comfort, and a
freedom from fear
Recognize that others in our community have needs
• Will report on the kinds of needs in our community
• Will create a way to meet a need
• Will connect this to living God’s love.
ALT ED CE18.2 Appreciate Scripture as the story of our Christian community
Indicators
• Understand the composition of scripture
• Name parts of the Bible
• Locate passages in the Bible
• Experiencing the Bible in a variety of forms e.i.: print, MP3, Audio book etc.
• Listing and describing the general contents of the Bible
• Explaining how the Bible came to be written in its modern form
ALT ED CE18.3 Demonstrate understanding and knowledge of Jesus’ History
Indicators
• Enjoy and retell the major stories of the Old and New Testaments
• Represent in an illustration the most compelling story
• Recognize how the connections with God the Father and God the Son are woven
through the Bible
• Show how Jesus is similar and different from us
ALT ED CE18. 4 Have knowledge of Jesus by seeing him as a Man and as our God, as Love.
Indicators
 Tell about Jesus’ life before the mission and enjoy it as a great story about a young
boy
 Compare his life before the mission to your own
 Recognize how it is similar and different
 Describe the some of the sacrifices He made to follow his Father’s wishes.
 Describe what is different about being a teenager
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
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List and retell the miracles Jesus performed, and how they were a way to show his
love
 Show knowledge of Jesus’ teaching, the parables and the Beatitudes
• Understand how their message is still valid
• Tell how Jesus’ message is for action, that Christianity is an action.
• Give examples of how those actions show love
Appreciate the impact that one’s values and decisions make on our lives and our
relationships with others.
• Define (trustworthiness, citizenship, responsibility, fairness, caring, respect)
• Explore how to be….. each of the characteristics
• Examine bible passages that relate to each of the characteristics
• Apply Jesus’ message of love to relationships, both healthy and unhealthy
• Examine how Jesus’ message of love guides our own behavior in the area of
sexuality (F.L.A.S.H. Unit)
ALT ED CE18.5 Know the mission of Jesus
Indicators
 Recognize that Jesus’ mission was to build God’s kingdom where everyone would love
each other unconditionally
o Brainstorm a list of what it means to follow Jesus
o Show you are a follower of Jesus, and commit to one or two ways to show it.
o Retell the miracle stories. Explain how they illustrate Jesus’ mission of Love
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Recognize the meaning of the Beatitudes
o Find and reflect on Matt 5: 1-12
o Describe an understanding of each of the groups of people described the
Beatitudes after translation
o Name well known people who fit into the Beatitude definitions
o Discuss how we can live the Beatitudes in our own lives
ALT ED CE18. 6 Demonstrate knowledge of The Passion, death and Resurrection of Jesus.
Indicators
 Recall the events leading up to Jesus’ death
 Retell
 Illustrate
 Empathize
 Understand forms of prayer such as Rosary
 Demonstrate a form of prayer: the rosary
 Name the Mysteries of the rosary and their meaning
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
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Identify why we pray the rosary
Participate in reciting the rosary
Examine the liturgical calendar as it relates to birth or death of Christ Jesus
 Identify which event with emphasis on Advent or Lent (depending on the
semester)
 Describe why do we celebrate Advent (Lent)
 Explain symbolism surrounding Advent (Lent)
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Christian Ethics 28
Theme
Christ’s Body: The Church
Understand the Nature of the Christian Community: the Church and its History
ALT ED CE 28.1 Appreciate what belonging to and living in the community means
Indicators
 Define the Church as our community
 Demonstrate knowledge of the History of the church
o Summarize the main events of 2000 years of Church history
o Explore the roles of women in the Church
o Research other Christian religions

Realize that the Creed is our Church’s belief statement
o Examine other belief statements
o Consider what your core beliefs are. Share them

Appreciate the models of the Church
o Learn about a Saint
o Explore what it means to be a model of the Church
o Discuss who some modern-day models might be. Who is NOT a model?
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Respect encounters with the sacred
o Have improved understanding of yourself through the actions of the
sacraments
o Study the sacraments as a way to get closer to Jesus
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Value personal and communal practices of Faith
o Learn the meaning of the prayer of our tradition: Lord’s Prayer, Hail Mary
o Participate in various types of prayer
o Imagine a conversation with god
o Suggest ways to pray with our actions and spread the Good Word by living
Christ’s mission.
o Be a model of the church
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Theme
Living as Christ’s Body: Christian Morality
ALT ED CE 28.2 Understand Christian Moral Guidelines
Indicators
 Identify Key Concepts in Morality
o Such as explore key concepts such as freedom, law, principles, ands and
means, authority
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Understand Moral Development
o Discuss different theories of moral development
o Think about your own moral development

Identify Moral Theories
o Examine and research various moral theories
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Understand Christian Moral Principles
o Use Scripture to find examples to help in moral decision making (e.i.The
Beatitudes)
o Think about how some morals have changed over Christian history
o Learn how to use how Jesus lived his life as a guide for our own decisions
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Understand Decision Making
o Choose a decision making model
o Practice that model with real life problems
o Show how the culture of school has moral issues that affect us: cliques,
bullying, cheating etc.
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Understand Sin and Forgiveness
o Review the sacrament of reconciliation
o Explain that if we are truly sorry, God will forgive us
o Read in the Lord’s Prayer that we are to forgive those who trespass against us.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Theme
Living a Christ’s Body: Contemporary Moral issues
ALT ED CE 28.3 Identify how Christian principles inform contemporary moral issues.
Indicators
 Value reverence for all life.
o Locate scripture passages that talk about a reverence for all life
o Reflect on how we are all part of the community as a whole, and the Community
of Church, and as such all have dignity from conception to death
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Value justice and peace
o Discover scripture passages that deal with justice issue
o Examine daily issues like prejudice, bullying, war, and peer pressure as being
against the goals of justice and peace
o Demonstrate how they are linked to the decision making process, our purpose as
community members, prayer, and our commitment to live as Jesus would have
liked us to live.
o Demonstrate knowledge of some peace activists in history and in modern times.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Christian Ethics 38
Theme
Living as a Christian in a Secular World: Christian Lifestyles
ALT ED CE 38.1 Demonstrate an understanding as a Christian to the question “who am I?”
Indicators
 Recognize Christian’s view of all humans having dignity
 Describe the influences that made you who you are
 List ways to discover who you are and who you may become
 Discuss how knowing what you are good at can influence what you choose as a career
 Connect how being responsible is a Christian ethic
ALT ED CE 38.2 Understand different philosophies of life
Indicators
 Indentify different philosophies of life
 Apply Christian principles to these philosophies
ALT ED CE 38. 3 Demonstrate an appreciation of Christian beliefs
Indicators
 Identify reasons to believe in God
 Recognize how believing in God gives meaning to our lives
 Compare different images of God
 List some basic Christian beliefs
ALT ED CE 38. 4 Describe the mystery of suffering and death as it relates to the hope of
healing and everlasting life
Indicators
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Summarize the mysteries of pain, suffering and death
Discuss that we will die and how that gives life meaning
Explain how these mysteries are hope-filled
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
ALT ED CE 38. 5 Understand relationships and love
Indicators
 Review scriptures passages about relationships
 Indentify how Jesus’ behavior in relationships is a model for how we should treat each
other
 Compare healthy relationships with unhealthy relationships
ALT ED CE 38. 6 Apply understanding of relationships and love to sexuality
Indicators
 Attribute our sexuality as a Gift from God
 Discuss various issues of sexuality and how Christians respond to them
 Using program units from FLASH and Fully Alive apply understanding of relationships
and love to sexuality through various learning activities
 Understand that we are sexual beings, created by God, and the dignity that gives us
 List ways that we can live as sexual beings while still respecting our dignity and the
dignity of others
 Discuss various issues of sexuality and how Christians respond to them
ALT ED CE 38. 7 Identify communication competencies of friendship, love and marriage
Indicators
 List commitments people make in their lives
 Discuss how being committed is part of a trusting and loving relationship
 Compare verbal and nonverbal communication
 Discuss how listening is as important as talking
 Perform a variety of communication exercises
Theme
Living out one’s Faith in a Secular World: World Religions and Spiritualities
ALT ED CE 38. 8 Recognize elements of different religions
Indicators
 Compare and contrast different religions
 Summarize beliefs of different religions
 Describe what religion is
 Identify the existence of other religions
 Become aware of what religion is not (cults)
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Assessment
Assessment and Evaluation of Student Learning
Assessment and evaluation require thoughtful planning and implementation to support the
learning process and to inform teaching. All assessment and evaluation of student
achievement must be based on the outcomes in the provincial curriculum.
Assessment involves the systematic collection of information about student learning with
respect to:
 achievement of curricula outcomes
 effectiveness of teaching strategies employed
 student self-reflection on learning.
Evaluation compares assessment information against criteria based on curriculum outcomes
for the purpose of communicating to students, teachers, parents/caregivers, and others
about student progress and to make informed decisions about the teaching and learning
process. Reporting of student achievement must be based on the achievement of curriculum
outcomes within the locally developed course.
There are three interrelated purposes of assessment. Each type of assessment, systematically
implemented, contributes to an overall picture of an individual student’s achievement.
Assessment for learning involves the use of information about student progress to support
and improve student learning, inform instructional practices, and:
• is teacher-driven for student, teacher, and parent use
• occurs throughout the teaching and learning process, using a variety of tools
• engages teachers in providing differentiated instruction, feedback to students to enhance
their learning, and information to parents in support of learning.
Assessment as learning actively involves student reflection on learning and monitoring of
her/his own progress and:
• supports students in critically analyzing learning related to curricular outcomes
• is student-driven with teacher guidance
• occurs throughout the learning process.
Assessment of learning involves teachers’ use of evidence of student learning to make
judgements about student achievement and:
• provides opportunity to report evidence of achievement related to curricular outcomes
• occurs at the end of a learning cycle using a variety of tools
• provides the foundation for discussions on placement or promotion.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
Assessment Considerations
ASSESSMENT OF STUDENT LEARNING
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ongoing
informal
anecdotal
assessment FOR learning
practice
correct mistakes
Research on Effective Assessment
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the provision of effective feedback to students
the active involvement of students in their own learning
adjusting teaching to take into account of the results of assessment
recognition of the profound influence assessment has on motivation and selfesteem
 the need for students to be able to assess themselves and understand how to
improve (Black & William 1998)
Instruction
 students bring different knowledge and experience to school
 students learn at different rates
 students learn in different ways
Assessment
 not all students are able to demonstrate their learning in the same way
 not all students respond the same way to test pressure
 some students need more scaffolding than others
Assessment Strategy Considerations
Damian Cooper’s Eight Big Ideas of Assessment:
1. Assessment serves different purposes at different times: it may be used to find out
what students already know and can do; it may be used to help students improve
their learning; or it may be used to let students, and their parents, know how much
they have learned within a prescribed period of time.
2. Assessment must be planned and purposeful.
3. Assessment must be balanced, including oral, performance, and written tasks, and be
flexible in order to improve learning for all students.
4. Assessment and instruction are inseparable because effective assessment informs
learning.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38
5. For assessment to be helpful to students, it must inform them in words, not numerical
scores or letter grades, what they have done well, what they have done poorly, and
what they need to do next in order to improve.
6. Assessment is a collaborative process that is most effective when it involves self, peer
and teacher assessment.
7. Performance standards are an essential component of effective assessment.
8. Grading and reporting student achievement is a caring, sensitive process that requires
teachers’ professional judgment.
Rick Stiggins’ Seven Strategies of Assessment for Learning:
1.
2.
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4.
5.
6.
7.
Provide a clear and understandable vision of the learning target
Use examples and models of strong and weak work
Offer regular descriptive feedback
Teach students to self-assess and set goals
Design lessons to focus on one aspect of quality at a time
Teach students focused revision
Engage students in self-reflection and let them keep track of and share their learning.
Resources
Resources are approved by the Religious Coordinator of the Prince Albert Catholic School
Division.
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Prince Albert Catholic School Division
Locally Developed Alt. Ed. Christian Ethics 18, 28, 38