Ethics and Religious
Culture
Session II
Agenda

ERC - Review




Competencies
Themes by cycle
Outcomes – What does the learning look like?
Specific Resources


Starter Kit
LES




Translated by MELS – ESD site
English – LEARN
Religious Culture Material - LEARN
Learning and Evaluation Situations

Putting one together
Your Questions









What about resources, textbooks?
Do parents know about this new course?
Wouldn’t a one day religion/ethics be a better model?
How is this new program different from the current morals
program?
Can there not be very specific content for each grade level
to avoid repetition?
Can a teacher opt out of this course?
Can schools still decorate hallways for Christmas and
Easter?
How can we teach about other religions if we don’t have the
expertise?
How do we evaluate in the form of a percentage?
Competency 1: Reflects on ethical
questions
Key Features



Identifies (Analyzes) a situation from an
ethical point of view
Examines several (a variety of) cultural,
moral, religious, scientific or social
references
Evaluates possible options or actions
Competency 1 (ethical questions)
Elementary themes
Cycle 1
Cycle 2
Cycle 3
•The needs of humans
and other living beings
•Demands associated
with interdependence:
humans and other living
beings
•Interpersonal relations
in groups
•Demands of belonging
to a group
•Individuals as members of society
•Demands of life in society
Competency 1 (ethical questions)
Secondary themes
Cycle 1
Cycle 2
•Freedom
•Autonomy
•Social Order
•Tolerance
•The future of humanity
•Justice
•The ambivalence of
human beings
Outcomes (Evaluation)
Reflects on ethical questions
Cycle 1
-tackle a situation dealing with the needs of humans and other living beings
-tackle a situation dealing with the demands of interdependence
-describe a situation by naming some essential elements
-indicate the responsibilities that human beings have toward other living beings
-express some elements of their reflection on the ethical question
-find similarities and differences between their perception and that of their classmates
-identify a value named by the teacher and recognize a norm that guides the way human
beings act in a given situation
Outcomes (Evaluation)
Reflects on ethical questions
Cycle 2
-tackle a situation dealing with interpersonal relationships and demands associated with
group life
-describe a situation by naming some essential elements
-identify the tensions and conflicting values present in different points of view
-attribute points of view to the individuals concerned
-formulate certain ethical questions raised by the situation and recognize some of the
references in different points of view (with the teachers help)
-name behaviors or attitudes that contribute to or detract from group life
-recognize their needs and name their responsibilities with regard to others
-give special weight to actions that favour group life in terms of contributing to community
life
Outcomes (Evaluation)
Reflects on ethical questions
Cycle 3
-reflect on topics that deal with the demands of living in society , as well as with the individuals
who make up society
-describe the overall situation and draw out different points of view
-identify the tensions or conflicting values that exist between different points of view
-compare different points of view expressed in a situation
-identify ethical questions
-grasp the causes and effects of prejudices and stereotypes
-can examine the impact on themselves, others and the situation
-able to justify the options or actions that contribute to community life
Outcomes (Evaluation)
Reflects on ethical questions
Cycle 1 Secondary
-carry out ethical reflection on topics dealing
with freedom, autonomy and social order
-describe a situation and identify some of the
ethical questions
-find and compare different points of view
-identify which values and norms may be a
source of tensions or conflicting values
-compare the meaning of certain references
-justify different options or possible actions
based on pertinent references and examine
the impact on themselves, others and the
situation in terms of community life
Cycle 2 Secondary
-carry out ethical reflection on topics dealing
with tolerance, the future of humanity, justice
and human ambivalence
-describe a situation and in greater detail
some of the ethical questions it raises
-compare a range of points of view to draw
out different ways of thinking
-demonstrate knowledge of the references
present in points of view
-to further their reflection, they can consider
other references, prioritize the most
meaningful ones and show their contribution
Competency 2: Demonstrates an
understanding of the phenomenon of
religion
Key Features



Explores (Analyzes) forms of religious
expression
Makes connections between forms of
religious expression and the social and
cultural environment
Considers (Examines) various ways of
thinking, being and acting
Competency 2 (phenomenon of
religion) Elementary themes
Cycle 1
Cycle 2
Cycle 3
•Family celebrations
•Stories that have
touched people
•Religious practices in
the community
•Forms of religious
expression in the young
persons environment
•Religions in society and the
world
•Religious values and norms
Competency 2 (phenomenon of
religion) Secondary themes
Cycle 1
•Quebec’s religious
heritage
•Key elements of
religious traditions
•Representations of the
divine and of mythical
and supernatural beings
Cycle 2
•Religions down through
time
•Existential questions
•Religious experience
•Religious references in
art and culture
Outcomes (Evaluation)
Demonstrates an understanding of the phenomenon of religion
Cycle 1
-name different celebrations or rituals associated with birth
-recognize some forms of religious expression related to a celebration
-understand there are different ways of celebrating
-associate forms of religious expression with elements in immediate environment
-relate the celebration to certain short stories and key figures
-name behaviours that are appropriate with regard to diversity
-name what they have learned regarding forms of religious expression
Outcomes (Evaluation)
Demonstrates an understanding of the phenomenon of religion
Cycle 2
-deal with a situation involving forms of religious expression
-give brief description of community celebrations, objects, symbols, places of worship, rights.
-understand the meaning of certain forms of religious expression
-identify forms of expression in their environment and recognize similarities and differences
-make connections between sacred writings, spiritual guides and their traditions
-make some connections between various forms of religious expression and elements in social
and cultural environment from here and from elsewhere
Outcomes (Evaluation)
Demonstrates an understanding of the phenomenon of religion
Cycle 3
-describe forms of expression of the main religious traditions by emphasizing their places of
origin, founding figures, and demographic impact in world
-illustrate norms and values that guide community life that are promoted by these traditions
-describe the significance of food-and clothing related practices that belong to various traditions
-associate exemplary individuals and their work
-recognize cultural contributions made by religious traditions
Outcomes (Evaluation)
Demonstrates an understanding of the phenomenon of religion
Cycle 1 Secondary
-understand forms of religious expression
related to Quebec’s religious heritage
-understand fundamental elements of
religious traditions
-understand representations of the divine, as
well as mythical and supernatural beings
-draw out shared and specific aspects of
several forms of expressions studied
-demonstrate knowledge of certain
behaviours that are suitable with respect to
diversity, as well as the impact of various
ways of thinking, being or acting on society
Cycle 2 Secondary
- understand forms of religious expression
related to religions over the course of time to
existential questions, religious experience,
and religious references in the arts
-can describe forms of expression and
demonstrate overall knowledge of their
meaning and role, as well as their
connections to the religions
-make connections between forms of
religious expression and elements of the
social and cultural environment both here
and elsewhere in the world
-draw out shared and specific aspects of
several forms of expression studied
Competency 3: Engages in dialogue
Key Features



Organizes his/her thinking
Interacts with others
Develops a (substantial) point of view
Competency 3 (dialogue)
Cycle 1
Cycle 2
Cycle 3
Conversation
Discussion
Narration
Deliberation
Conversation
Discussion
Narration
Deliberation
Interview
Conversation
Discussion
Narration
Deliberation
Interview
Debate
Dialogue - Secondary
Cycle 1
Cycle 2
Conversation
Discussion
Narration
Deliberation
Interview
Debate
Panel
Conversation
Discussion
Narration
Deliberation
Interview
Debate
Panel
Means for developing a point of
view
Elementary
Elementary
Elementary
Secondary
Secondary
Cycle 1
Cycle 2
Cycle 3
Cycle 1
Cycle 2
Description
Comparison
Description
Comparison
Synthesis
Explanation
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Description
Comparison
Synthesis
Explanation
Justification
Means for examining a point of view
Elementary
Elementary
Elementary
Secondary
Secondary
Cycle 1
Cycle 2
Cycle 3
Cycle 1
Cycle 2
Judgment of:
preference
prescription
Judgment of:
preference
prescription
reality
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Judgment of:
preference
prescription
reality
value
Types of Reasoning – Secondary
Cycle 2




Induction
Deduction
Analogy
Hypothesis
Hindrances to dialogue







Hasty generalization
Personal attack
Appeal to the crowd – bandwagon
Appeal to the people
Appeal to prejudice
Appeal to stereotype
Argument from authority
Outcomes (Evaluation)
Engages in dialogue
Cycle 1
-able to follow a process and express their ideas in the context of a narration,
conversation, discussion and deliberation
-express their preferences, feelings or ideas about concrete and simple subjects
-recognize the judgments of preference and prescription in a point of view
-respect some of the proposed rules of dialogue
-listen to others' points of view and are able to express whether their own view has
been modified or consolidated
Outcomes (Evaluation)
Engages in dialogue
Cycle 2
-able to follow a process and organize their ideas in the context of a narration,
conversation, discussion, deliberation and interview
-examine their preferences, perceptions, feelings or ideas about concrete and
simple subjects
-recognize the judgments of preference, prescription and reality in a point of
view
-respect the rules of dialogue that have been proposed to them.
-use some resources and vocabulary that are specific to the subject of the
dialogue in order to develop a point of view that includes relevant elements
Outcomes (Evaluation)
Engages in dialogue
Cycle 3
-provide themselves with a process and organize their ideas in the context of a
narration, conversation, discussion, deliberation, interview and debate
-examine their perceptions, feelings, attitudes, ideas or values about concrete and
often new subjects
-recognize certain stated judgments or processes that hinder the dialogue or that
create an obstacle to developing a substantiated point of view
-examine points of view using relevant questions by taking into account the type of
judgment in question
-respect the rules of dialogue and contribute to overcoming obstacles
-use some resources and vocabulary that are appropriate to the subject of the
dialogue in order to develop a point of view that includes several relevant and
coherent elements
Outcomes (Evaluation)
Engages in dialogue
Cycle 1 Secondary
Cycle 2 Secondary
-provide themselves with a process and
structure their thinking or arguments on
topics dealing with concrete realities
-plan a process and structure their thinking or
arguments on topics dealing with concrete or
abstract realities
-recognize the relevance and coherence of
elements that make up a point of view
-evaluate the relevance and coherence of
judgments and reasoning that make up a
point of view
-examine their perceptions, attitudes and
ideas
-understand that certain stated judgments or
processes hinder dialogue or create an
obstacle to developing a substantiated point
of view.
-examine points of view using questions that
are generally adapted to the type of judgment
in question
-call into question their perceptions, attitudes
and ideas
-explain why certain stated judgments or
processes hinder dialogue or create an
obstacle to developing a substantiated point
of view
-examine points of view using questions that
are adapted to the type of judgment in
question
Evaluation of dialogue - Elementary


Students must be aware of definitions!
What is the chosen form of dialogue?


How well has the student chosen to express his/her
point of view?



observation
observation
were there any hindrances used?
Define how you will have students express their
means of judgment

self-reflection
Evaluation of dialogue - Secondary


Students must be aware of definitions!
What is the chosen form of dialogue?


How has the student chosen to express his/her point
of view?



self-reflection
observation
Were there any hindrances used?


observation
observation
Define how you will have students express their
means of judgment

self-reflection
Evaluation
In support of learning
•Development of competency
•On-going
•Formal and informal
For judgment
•In recognition of competency
•End-of-cycle scales
•Formal
Evaluation tools






Rubrics
Observation
Peer
Self
Tests, quizzes and exams
Learning and Evaluation Situations
Learning and Evaluation Situations



A situation that allows the student to exercise
competencies in a meaningful context
Involves a set of complex tasks & knowledge-based
learning activities
Not a traditional assessment tool!


Opportunities for differentiation
Formative in nature – both learning and evaluation
take place
Characteristics of Learning and Evaluation Situations
Realistic
Requires that students solve problems related to everyday life, civic life or the world of science
Involves a production that is intended for a public and whose use is specified for the student
Promotes the use of a variety of materials to perform the task
Takes into account the time and resources available
Meaningful
and
stimulating
Offers stimulating challenges, adapted to students' needs and interests
Fosters cooperation
Promotes reflection on the processes used
Requires that students construct a response
Takes into account student diversity (learning rates and styles, etc.)
Flexible and
adaptable
Allows for observation of the process and the outcome
Allows for adult support
Shifts according to students' reactions and results
Allows students to explore a problem further
Allows for the possibility of adjusting to time constraints
Coherent
Is consistent with the Québec Education Program (cross-curricular and subject specific competencies,
broad areas of learning)
Makes it possible to evaluate competencies according to the criteria and outcomes of the Québec
Education Program
Rigorous
Requires students to produce quality work
Clearly presents expectations and instructions to students
Informs students of evaluation criteria and encourages them to take these criteria into account (selfevaluation)
Learning & Evaluation Situation
Problem to solve
LA
OR Question to answer OR
LA
CT
Issue to ponder
LA
OR
CT
Create a product
CT
Learning Activities and Complex Tasks

Learning Activities
 Target the acquisition and structuring of the knowledge


Help enrich students’ store of knowledge (factual,
procedural and conditional knowledge)
 Call on specific aspects of a competency
Complex Tasks
 Target the mobilization of resources
 Call on competencies as a whole (key features)
 Lead to the acquisition of new knowledge


What is an ethical question
Research on religious practice
LES Template and guidelines Elementary

Themes, Teaching Guidelines and Related Content




Desired Results – Outcomes and Evaluation Criteria




Ethics – pp5-6
Religious Culture – pp18-19
Dialogue – pp35-36
Competencies and Key Features




Ethics – pp7-14
Religious Culture – pp20-25
Dialogue – pp27-34
Ethics – p2
Religious Culture – p15
Dialogue – p26
Understandings – (Teaching Guidelines) a detailed list of objectives
based on material


Essential Questions – an interesting hook
Students Will Know – key knowledge and skills
LES Template and guidelines Elementary (cont.)

Performance Tasks – how can I see the competency
enacted? Consider some of the forms of dialogue (p27)

Other Evidence – what else might they do that will
demonstrate their understanding…but you may not rely on for
assessment?



Assessment Tools – rubrics, tests, observation, etc…
Assessment Criteria – define the levels of understanding
Learning Activities – list of how you will present the content
and what the students will do
LES Template and guidelines Secondary

Themes, Teaching Guidelines and Related Content




Desired Results – Outcomes and Evaluation Criteria








Ethics – pp5-6
Religious Culture – pp14-15
Dialogue – pp32-33
Competencies and Key Features


Ethics – pp7-10
Religious Culture – pp16-20
Dialogue – pp22-31
Ethics – p2
Religious Culture – p11
Dialogue – p21
Understandings – a detailed list of objectives based on material
Essential Questions – an interesting hook
Students Will Know – key knowledge and skills
LES Template and guidelines Secondary (cont.)

Performance Tasks – how can I see the competency
enacted? Consider some of the forms of dialogue (p22)

Other Evidence – what else might they do that will
demonstrate their understanding…but you may not rely on for
assessment?



Assessment Tools – rubrics, tests, observation, etc…
Assessment Criteria – define the levels of understanding
Learning Activities – list of how you will present the content
and what the students will do
Resources


Spiritual Animators
ESD Website: http://www.swlauriersb.qc.ca/





Book Lists
Web Sites
LES
LES Template
MELS - ERC site

https://www7.mels.gouv.qc.ca/DC/ECR/ or
http://www.mels.gouv.qc.ca/

Username: ecrenseignant

Password: ecr0809
LEARN
 http://www.learnquebec.ca/en/?language=en






VoD
The Gazette Digital
Choose Your Voice – Secondary
Moot Court - Secondary
Spiritual Community Animators






Develop and implement programs and activities that
have a community, humanitarian or spiritual nature.
Mobilize students to engage in community service
projects.
Facilitates assemblies or classroom visits that
address the character development of students.
Response to crisis situations in times of grief.
Links students to local centres of worship and
culture.
Provides resources and speakers on relevant topics.