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GRADE 11 RELIGON – HRF 3O1
WORLD RELIGIONS: BELIEFS, ISSUES, AND
RELIGIOUS TRADITION
FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
COURSE BOOKLET
2013-2014
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COURSE INFORMATION SHEET
DEPARTMENT: RELIGION
DATE: 09/09/2013
SECONDARY SCHOOL: FRANCIS LIBERMANN CATHOLIC HIGH SCHOOL
DEPARTMENT HEAD: MS. TUZI
TEACHER:
Ontario Catholic Secondary Curriculum Policy Document—
Religious Education from the Institute of Catholic Education
(ICE)
CURRICULUM POLICY DOCUMENT
COURSE CODE
HRF 301
PRE-REQUISITE
World Religions: Beliefs,
Issues, and Religious Tradition
HRE 2O
GRADE & TYPE
11, Open
FULL YEAR /
SEMESTER
Full Year
CREDIT VALUE
1
COURSE TITLE
COURSE DESCRIPTION (AS SPECIFIED IN MINISTRY OF EDUCATION POLICY DOCUMENT)
This course introduces students to the range and diversity of world religions, and examines how systems of belief affect
individual lives and social relationships. Students learn about a variety of religious beliefs, teachings, traditions, and
practices. Through this discovery, students develop their awareness of the place of religion in the lives of their
neighbours as well as a more authentic understanding and a deeper commitment to their own faith tradition. This
course helps break down misconceptions and prejudices regarding the other religious traditions. Students develop skills
used in researching and investigating topics related to world religions. This course draws on expectations outlined in
both the Social Sciences and Humanities and the Institute for Catholic Education policy document. This Open course is
designed to broaden students’ knowledge and skills in subjects that reflect their own interests and to prepare them for
active and rewarding participation in society.
LISTED IN ORDER OF INSTRUCTIONAL DELIVERY
STRAND / UNIT TITLES
UNIT 1:
ENCOUNTERS WITH THE
SACRED
UNIT 2:
WE LISTEN—JUDAISM
UNIT 3:
WE BELIEVE—
CHRISTIANITY
HOURS
15
OVERALL EXPECTATIONS / UNIT DESCRIPTION
Multicultural Manners; Stereotyping and Prejudice; Secular and Religious
Worldviews; Images of God; Origins of Religious Awareness; Aboriginal
Spirituality; Awe and Mystery in Religion; Daily Life, Ritual and Worship;
Beliefs; Creed and Moral Code; Sacred Story; Interfaith Prayer Service
15
Sacred Story; Origins of Judaism; Moral Code; Current Challenges and Issues;
Sacred Story; The God of Judaism; Creed: Beliefs; Creed: Scripture; Rituals and
Practice; Moral Code; Daily Life and Family Life; The Holocaust; Interfaith
Prayer Service; Unit Test
15
Sacred Story; Origins; Sacred Story: God/gods; Creed: Beliefs; Creed: Scripture;
Rituals and Practice; Moral Code; Daily Life; Key Historical Figures/Events;
Current Challenges and Issues (Media); Interaction with Christianity;
Ecumenical Prayer Service
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UNIT 4:
WE SURRENDER—ISLAM
UNIT 5:
WE SEARCH—EASTERN
RELIGIONS (HINDUISM,
BUDDHISM, SIKHISM)
Interaction with Christianity; Sacred Story: Origins of Islam; Sacred Story: Key
Historical Figures/Events; Creed: Muslim Beliefs; Rituals and Practice; Moral
Code; Daily Life; Current Challenges and Issues; Interfaith Prayer Service
20
45
Sacred Story; Origins; God/gods; Key Historical Figures/Events; Creed; Beleifs;
Scripture; Rituals and Practices; Moral Code; Daily Life; Family Life; Current
Challenges and Issues; Interfaith Prayer Service
STUDENT EVALUATION CRITERIA
TERM – 70%
10 ≤
RELATIVE EMPHASIS / WEIGHTING ≤
KNOWLEDGE/UNDERSTANDING
INQUIRY/THINKING
COMMUNICATION
APPLICATION
TERM TOTAL
WRITTEN
Multiple Choice
Short Answer
Open/Free Response
Essay/Journal
Papers/Reports
Think/Pair/Share
Case Study
Conference
FINAL REPORT CARD GRADE
CALCULATION – 100%
FINAL – 30%
40
20%
20%
15%
15%
70
RELATIVE EMPHASIS / WEIGHTING
ISU
Final Exam
FINAL TOTAL
10%
20%
TERM TOTAL + FINAL TOTAL
= REPORT CARD MARK
30
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)
Exploring Religions of the World
Electronic, photocopies, binder, pencil, pen, paper, highlighter
Scott Mission, Holy Places tour
Encouraged
TBA
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 .