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GRADE 9 RELIGON – HRE 1O1
BE WITH ME
FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
COURSE BOOKLET
2013-2014
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COURSE INFORMATION SHEET
DEPARTMENT: RELIGION
DATE: 03/09/2013
SECONDARY SCHOOL: FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
DEPARTMENT HEAD: MS. TUZI
TEACHER:
CURRICULUM POLICY DOCUMENT
Institute for Catholic Education, Ontario Catholic Secondary
Religious Education Curriculum Policy Document, 2006
COURSE TITLE
Be With Me
COURSE CODE
HRE 101
PRE-REQUISITE
None
GRADE & TYPE
9, Open
FULL YEAR /
SEMESTER
Full Year
CREDIT VALUE
1
COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)
The primary text for this course is Be With Me. Using the Christian metaphor of ‘call’ and the archetype of ‘journey’, this
course invites students into a conversation between their own story and the lived story of the Christian community.
With eyes of faith, students will gaze through a lens filtered by Scripture, Profession of Faith, Christian Moral
Development, Prayer, Sacramental Life, and Family Life in order to examine the attitudes and actions that characterize
the Christian life, particularly in the areas of interpersonal relationships and sexuality. Students develop their
understanding of Gospel values while actively engaging in a variety of challenging educational activities.
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
HOURS
UNIT 1:
CALLED TO JOURNEY
18
UNIT 2:
CALLED TO WHOLENESS
20
UNIT 3:
CALLED TO LOVE
22
OVERALL EXPECTATIONS / UNIT DESCRIPTION
This unit serves as an introduction and foundation to the course. Through
the use of the five strands—Scripture, Profession of Faith, Christian Moral
Development, Prayer and Sacramental Life, and Family Life—students
investigate what it means to be ‘called to journey’. Students are called to
examine the past, called to be themselves, called to relationship, called to
understand religious experience, called to understand the nature of moral
decision making, called to break open God’s Word, and called to deepen
their relationships with God and others through prayer.
This unit emphasizes the sacredness of life and the sacramentality of all
creation through an examination of the creation story. The foundation of
this unit is the analysis of the creation accounts of Genesis through an
understanding of Hebrew cosmology. The question of how science
informs faith and faith informs science is explored to further understand
the sacredness of life in the creation account. Informed by the tension
between faith and science, students are strongly encouraged to act as
faithful stewards of creation. Images of God and Jesus lead students to an
appreciation of God’s love for them in the Incarnation. Acknowledging that
all life is sacred and that they are created by God, students will value their
self worth, femaleness/maleness, and sexuality as gifts.
This unit explores the biblical foundation of covenant. Students are
encouraged to apply the Ten Commandments and Beatitudes to their own
lives. The theme of relationships provides the focus for a discussion of
covenant in the lives of students. 1 Corinthians 13 is used as the
framework for examining healthy and broken personal relationships.
Students explore the importance of healing and reconciling broken
relationships.
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UNIT 4:
CALLED TO FREEDOM
20
UNIT 5:
CALLED TO ACTION
20
UNIT 6:
CALLED TO
TRANSFORMATION
20
This unit examines the journey, both personal and societal, from slavery to
liberation. Students explore the scriptural journey of Exodus and identify
God who is active in human history and desires to be known both
personally and communally. Jesus’ temptations and miracles poignantly
show how life-affirming choices lead to freedom. Students understand the
important of the formation of conscience in making choices that liberate.
Students investigate negative societal messages that can limit personal
freedom and development. Body image and eating disorders are examined
as concrete examples. An understanding and celebration of Eucharist aids
students in recognizing this sacrament as the ultimate act of liberation.
This unit establishes Baptism, Confirmation, and Eucharist as the
sacramental basis for discipleship. Students understand that discipleship
follows from Christian vocation; it is a call to take on the attitude of Christ
and a moral imperative for action. A scriptural examination of Jacob, the
twelve tribes of Israel, the prophets Isaiah and Micah, the call of the
Apostles, the parables, the washing of the feet, Jesus’ instruction to Peter to
‘feed my lambs’, and other related accounts lead to a thorough
understanding of the concept of discipleship. Mary is examined as the
model disciple. Students examine a modern day call to discipleship.
This unit identifies the Paschal Mystery as the basis of the Christian faith.
Through an examination of the elements of youth culture students identify
the value of making choices of life over death. Students critique societal
messages, which encourage them to embrace consumerism and objectify
human persons. Students examine sexual abuse and harassment as
concrete issues exemplifying the need to transform society. Students will
view Jesus’ life, death, and resurrection as an invitation to find meaning,
hope, and life in their relationships and experiences.
Expectations of the Ontario Catholic School Graduate
http://www.tcdsb.org/ice/Graduate_Expectations.html
1.
2.
3.
4.
5.
6.
7.
A discerning believer formed in the Catholic Faith community who celebrates the signs and sacred mystery
of God's presence through word, sacrament, prayer, forgiveness, reflection and moral living.
An effective communicator who speaks, writes and listens honestly and sensitively, responding critically in
light of gospel values.
A reflective, creative and holistic thinker who solves problems and makes responsible decisions with an
informed moral conscience for the common good.
A self-directed, responsible, lifelong learner who develops and demonstrates their God-given potential.
A collaborative contributor who finds meaning, dignity and vocation in work which respects the rights of
all and contributes to the common good.
A caring family member who attends to family, school, parish, and the wider community.
A responsible citizen who gives witness to Catholic social teaching by promoting peace, justice and the
sacredness of human life.
STUDENT EVALUATION CRITERIA
TERM – 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
20%
15%
15%
20%
70
RELATIVE EMPHASIS / WEIGHTING
ISU (optional)
Final Exam
Without ISU
FINAL TOTAL
10%
20%
30%
30
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
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WRITTEN
Multiple Choice
Short Answer
Open/Free Response
Essay/Journal
Papers/Reports
Think/Pair/Share
Case Study
Conference
ASSESSMENT FORMAT USED (EXAMPLES PROVIDED)
PERFORMANCE
OTHER
Group Visuals
Debates
Teacher Observation
Carousel
Interviews
Extended Investigations
Portfolios
Projects
Skills Checklist
Concept Mapping
Socratic Presentation
Vee Heuristic
Focus Groups
Media Presentation
Jigsaw
Presentations
TEXTBOOK
STUDENT MATERIALS
EXCURSIONS
COMPUTER USE
COURSE RELATED WEBSITES
RESOURCES (EXAMPLES PROVIDED)
Be With Me
Electronic, photocopies, 3-ring binder, pens, pencils, pencil
crayons, ruler, glue
Grade level retreat
Encouraged
Provided on request
POLICIES & PROCEDURES (EXAMPLES PROVIDED)
PLAGIARISM, LATE
Refer to school/departmental policy
ASSIGNMENTS, MISSED WORK,
ABSENCES, HOMEWORK
TEACHER CONTACTS
Provided in class
REPORTING DATES
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LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT
G–GOOD
S–SATISFACTORY
N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate
learning materials, resources, and activities
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and
make decisions
• reflects on learning experiences
SKILL: ORGANIZATION
INDICATORS:
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make
improvements
• revises steps and strategies when necessary to achieve a goal
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize
information and tasks
SKILL: INITIATIVE
INDICATORS:
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects,
events, and resources
• seeks necessary and additional information in print,
electronic, and media resources
• identifies problems to solve, conducts investigations, and
generates questions for further inquiry
• requires little prompting to complete a task, displaying selfmotivation and self-direction
• approaches new learning situations with confidence and a
positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve
learning for self or others
SKILL: TEAMWORK
INDICATORS:
• works willingly and cooperatively with others
• shares resources, materials, and equipment with others
• responds and is sensitive to the needs and welfare of others
• solves problems collaboratively
• accepts various roles, including leadership roles
• takes responsibility for his or her own share of the work to be
done
• works to help achieve the goals of the group or the class
• helps to motivate others, encouraging them to participate
• contributes information and ideas to solve problems and
make decisions
• questions the ideas of the group to seek clarification, test
thinking, or reach agreement
• shows respect for the ideas and opinions of others in the
group or class
• listens attentively, without interrupting
• in discussions, paraphrases points of view and asks questions
to clarify meaning and promote understanding
• recognizes the contribution of group members by means of
encouragement, support, or praise
• seeks consensus and negotiates agreement before making
decisions
SKILL: WORK HABITS/HOMEWORK
INDICATORS:
• begins work promptly and uses time effectively
• completes homework on time and with care
• perseveres with complex projects that require sustained effort
• puts forth consistent effort
• applies effective study practices
• follows directions
• shows attention to detail
• uses materials and equipment effectively
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .