IWRBS

Religious Education
World Religions 3101/3106
GOVERNMENTOF
NEWFOUNDLAND
ANDLABRADOR
Division ofProgramDevelopment
A Curriculum Guide
February 2005
TABLE OF CONTENTS
Table of Contents
Acknowledgements .................................................. iii
SECTION I: Program Overview and Rationale

Vision Statement ..............................................................1
Rationale for Religious Education ......................................1
Key Principles Underlying Religious Education ....................4
Meeting The Needs of all Learners ......................................5
Effective Assessment Evaluation Practices ............................18
SECTION II: Curriculum Design and Components

Introduction .....................................................................23
Curriculum Outcomes Framework .....................................23
Meeting the Essential Graduation Learnings
Through Religious Education ............................................24
General Curriculum Outcomes for Religious
Education .........................................................................27
Key-Stage Curriculum Outcomes .......................................27
SECTION III: Course Description

World Religions 3101/3106 ...............................................31
SECTION IV: Specific Curriculum Outcomes

Overview of Specific Curriculum Outcomes .......................33
World Religions 3101/3106 ...............................................35
SECTION V: Appendix
Appendix ..........................................................................53
Recommended Reading .....................................................53
RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE i

TABLE OF CONTENTS
ii RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

ACKNOWLEDGEMENTS
Acknowledgements
The High School Religious Education Curriculum Guide for World

Religions 3101/3106 was developed by a High School Religious
Education Curriculum Committee . The Department of Education
wishes to acknowledge the time, energy and expertise provided by the
following educators in the development of this guide:
Alice Collins, Dean of Education, Memorial University of

Newfoundland
Randy Head, Department Head, Social Studies, O'Donel High
School, Mount Pearl
Bryce Hodder, Chairperson, Program Development Specialist for
Religious Education, Division of Program Development, Department
of Education
Tom Hounsell, Assistant Principal, St. Paul's Junior High School, St.
John's
Suzelle Lavallée, Program Development Specialist, French First
Language, Division of Program Development, Department of
Education
Phillip Noel, Program Specialist, Vista District
Fred Wood, Department Head, Social Studies, Queen Elizabeth
Regional High School, Foxtrap
The Department of Education also acknowledges the work of Odette

Squires in the production of this document.
RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE iii

ACKNOWLEDGEMENTS
iv RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

SECTION I: PROGRAM OVERVIEW AND RATIONALE
Section I: Program Overview and Rationale

Vision Statement The Newfoundland and Labrador religious education curriculum is
shaped by a vision of enabling and encouraging students to grow
religiously, spiritually and morally into informed, caring and
contributing members of society, who appreciate their own beliefs and
values, and the beliefs and values of others, and who understand the
contribution that Christianity and other religions make to human
life.
A Rationale for Since time immemorial people have had a quest for the spiritual side
of existence and the purpose of life. From early humanity up to the
Religious Education present age the religious realm has continued to occupy people’s
thoughts and influence their behaviour. In the western world our
society and culture have been greatly influenced and shaped by the
Judaeo-Christian tradition. Beliefs have evolved and traditions have
varied but the religious component of humanity has continued to
Because religion plays significant roles in survive. It has been instrumental in determining attitudes toward
history and society, study about religion is God (Ultimate Reality) and attitudes and approaches toward the
essential to understanding both the world in which we live. On the cusp of the twenty-first century the
nation and the world. Omission of facts majority of the world’s population continues to believe in a spiritual
about religion can give students the false side of humanity.
impression that the religious life of Fundamental questions about life continue to be asked. From a
humankind is insignificant or young age, children set out on a quest for answers, not always simple
unimportant. Failure to understand even answers but answers relating to the profound questions of life and life
the basic symbols, practices, and concepts beyond. This quest is lifelong and includes a search for answers
of the various religions makes much of related to questions about the purpose of life, where we fit into the
history, literature, art, and contemporary scheme of things, what is the ultimate mystery which embraces our
life unintelligible. (Warren A. Nord, entire existence, what makes us different from other living things,
Charles C. Haynes, Taking Religion what the source of suffering is, how happiness can be found, what
Seriously Across the Curriculum. happens after death, and other fundamental questions. These are
Alexandria, VA: ASCD, 1998, p. 36.) questions addressed by all major religions and, because of their
importance, should be given attention in a K-12 curriculum. While a
religious education program should provide a forum to address such
questions, it must be noted that central to the faith development of
the young person is the family and faith community. The religious
education program should support the role of each, where
appropriate. Students should be given structured and unstructured
opportunities to search in their own religious heritage for the answers
to these questions, and to compare these with the answers or
frameworks provided in other religious traditions.
RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 1

In their search for meaning students should develop an awareness of

what it means to be human and the inherent responsibilities which
come with this. Out of this realization should come a sense of value
for humanity and all of creation. In their personal search for meaning
it is important that students acquire the knowledge, understanding
and skills needed to interpret religious ideas. They need to see
themselves as an integral part of creation. When this conclusion is
reached behaviour and attitudes toward all creation will be caring and
affirming. The religious education curriculum should help students
explore their role in the natural order.
In a world that is truly multi-cultural and multi-faith it is important
that each person can value and celebrate his/her own faith (religious
heritage or commitment). However, with accurate information about
other religions the individual should recognize that others have
religious beliefs that they value and celebrate as well. Religious and
denominational intolerance will be eliminated only when people are
more understanding of the intrinsic worth of religious views and
traditions that are not their own. An effective religious education
program should give accurate information and demonstrate respect for
all world faiths.
Most of the values and morals upheld by any society have their origins
in religious teachings. Through discussion and study of various issues
confronting society, students will be in a better position to develop a
M. Stackhouse in Creeds, Society and value system and adopt moral standards that give them principles by
Human Rights writes: which to live. Students should come to understand and appreciate
Persons demand beliefs; societies need that most religions have sacred writings and all teach values, ethics
convictions; and civilizations require a and morals.
basic social ethical vision by which to There are other considerations for the importance of religious
guide behavior. (M. Stackhouse, Creeds, education being included in the curriculum. According to John M.
Society and Human Rights. Grand Hull:
Rapids, Michigan: W.B. Eerdmans
• Religion is too important a part of history, culture, and current
Publishing Co., 1984, p. 4.)
experience of [humankind] to be left to believers alone. There is a
role for the school in preparing pupils to take an informed and
thoughtful part in a pluralistic society. When the society contains
not one but several religions, the need for a thoughtful study of
religion becomes greater, not less. (John M. Hull, “Religious
Education in a Pluralistic Society”, Studies in Religion and
Education, London: Falmer Press, 1984, p. 48.)
• Religion has been a determining factor in history and in our
cultural heritage. Major decisions have been made in light of
religious teachings. While it is true that at times religions have
been responsible for conflicts in the world it is also true that they
have served to bring about resolutions, peace, and social justice.
2 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Our students need to be aware of the role religion has played

historically. An effective religious education program will enable
the student to understand and appreciate the relationship between
religion and history.
• Religion is also a large contributing factor in current national and
international events. By coming to a realization of the importance
of religion in these events the student will better understand some
of the underlying causes and complexities.
• Consideration and recognition should be given to the impact and
contributions made by religion in the areas of literature,
architecture, art, music, film, and theater.
• Finally, it must be noted that young people develop intellectually,
physically, emotionally, socially, and spiritually. It is important to
have a religious education component in the school because the
school addresses the development and education of the whole
child.
The Atlantic Canada Framework for Essential Graduation Learnings in

Schools states that the mission of Public Education is “to enable and
encourage every individual to acquire, through lifelong learning, the
knowledge, skills and values necessary for personal growth and the
development of society.” In addition to the six Essential Graduation
Learnings outlined elsewhere in the Framework, a specific Seventh
Learning for Newfoundland and Labrador references: “Graduates will
demonstrate understanding and appreciation for the place of belief systems
in shaping the development of moral values and ethical conduct.” An
effective religious education program will be a contributing factor to
that mission. There will be aspects of the religious education
curriculum that support each of the Essential Graduation Learnings.

Key Principles Students should also be aware that religion influences local and global
events. It is imperative that they be educated regarding other
Underlying Religious
religions. They should acquire knowledge of the founders, beliefs,
Education main practices, symbols and festivals of various religions. They
should also understand the similarities and differences among the
religions studied.
Throughout the ages, religion has had an influence on, and has been
expressed through, the arts, including music, art, drama, literature,
and architecture. As students study religious education, they also
study history, music, literature, and vice versa.
This religious education curriculum acknowledges and supports the
notion that young people have a spiritual dimension and grow
spiritually as well as physically, emotionally, psychologically and
intellectually.
This religious education curriculum acknowledges that the essence of
(For information and theories on
all inter-faith dialogue is the awareness that human beings share
spiritual and moral development the
essential truths and experiences that are much more important than
following authors are recommended:
those which divide them.
Fritz Oser, James Fowler, Lawrence
Kolberg and Carol Gilligan.) This religious education curriculum respects the place and role of
family and faith communities as primary influences on the faith lives
of young people. At the same time it acknowledges the
complementary and supplementary role of partnership that the school
can play in the spiritual, moral, and faith development of young
people.
Through their study, students should come to appreciate the intrinsic
worth of each religion for its adherents.

Meeting the Needs of Today's high school learners are complex and sophisticated.
Adolescents approach their world of diversity and complexity with
all Learners
enthusiasm and trepidation. They encounter clashes of values, personal
conflicts and social pressures in developing their sense of social justice
The Adolescent Learner and recognition of diversity.
Adolescent learners enjoy questioning and are less likely to accept the
status quo in attempting to attain their objectives. This opens
opportunities for learning through activities such as investigation,
research, debate, discussion and community involvement, locally and
globally. Students need to know their opinions are welcomed and can
be expressed without fear of ridicule. Furthermore, they need to know
their beliefs and practices are respected.
The Religious Education An effective learning environment will be one where sensitivity and
Learning Environment respect is shown for all religious traditions. The learning environment
should be such that it fosters in students a positive attitude towards
other people and their right to hold different beliefs. It should
prepare students for living in a society of diverse religions.
Recognizing students' varying backgrounds and experiences, the
religious education instructional environment must incorporate
principles and strategies which support diversity while recognizing the
varied learning styles, multiple intelligences, and abilities of the
individual.
It is not enough, however, that students learn about other faiths. In
addition to attending to the cognitive domain, the learning
environment must be conducive to, and supportive of, the affective
domain.
Our pedagogy is to actively engage people's Also, the learning environment has to be appropriate to the age and
whole "being" in place and time - their developmental needs of the student, with activities being student
physical, mental and volitional centered. It may include experiences through celebrations, festivals,
capacities, their head, heart and action, food, drama and field trips. An opportunity for reflection is
their intellect, desire, and will, their important. The learning environment, however, should be sensitive to
reasons, memory, and imagination, and aspects of any living belief system that can only be experienced and
enable them to reclaim their past, fully appreciated by adherents of that particular belief system. It
embrace their present, and take should never be the intent to turn any of these celebrations or
responsibility for their own and other's observances into "pretend" sessions. In many instances the teacher
future. (Thomas H. Groome, Sharing will have to decide to what degree practices of celebrations can be
Faith, A Comprehensive Approach to facilitated in the school with the sincerity, dignity, and reverence they
Religious Education and Pastoral deserve. Therefore, an effective religious education environment must
Ministry, Harper, San Francisco 1991, be:
p. 430.) • student centered
• engaging and relevant
• respectful of diversity

• inviting and inclusive

• participatory, interactive and collaborative
• reflective and celebratory
• integrative
• challenging
• inquiry based
The Role of the Teacher It is the role of the teacher to create a supportive environment. The
teacher of religious education:
• is a facilitator
• is not “all-knowing” about different religions
• uses people from the faith communities as resource people
• is sensitive to diverse religious beliefs
• fosters a sense of acceptance, trust and comfort in the classroom
• demonstrates a valuing of all learners
• helps each student form individual beliefs and attitudes
• allows time for reflection
• challenges students to act upon their learning
• provides time for students to ask questions
While it is understood that each teacher brings his or her own beliefs
to the classroom, it should also be understood that a teacher should
not make any attempt to promote or denegrate any student’s beliefs.
The teacher must not attempt to indoctrinate or proselytize.
Instructional Strategies There is no one best way to teach. Effective instruction encompasses
a variety and combination of approaches - within a program, within a
course, within a unit, within a lesson.
Effective instruction facilitates, promotes and results in student
learning. Effective teachers know how to adapt their strategies to
meet a wide variety of student needs. Effective teachers make
decisions about curriculum selection, organization and
implementation based on sound research and a wide range of practical
and theoretical knowledge. They engage the student in the learning
process. Effective instruction begins with the assessment of student
learning needs, interests and abilities, continues with planning and
delivering instruction in an appropriate manner. It includes
monitoring student growth and understanding, concludes with
evaluating student progress and achievement in preparation for the
next learning experience.
Instructional strategies should vary so that there is opportunity for
direct instruction, seatwork, assessment, cooperative small group
work, and learning beyond a prescribed text. No matter what the

instructional strategy, evaluation, especially formative evaluation,

should be ongoing. The learning activities and instructional strategies
occurring in classrooms should promote a school climate where
teachers and learners collaborate about learning. The climate teachers
create in any class should foster a sense of acceptance by teachers and
peers, as well as a sense of comfort and order. Such a climate is
enhanced when time is provided for students to ask and answer
questions; when teachers restate/rephrase questions for a student;
when teachers guide a student in finding solutions to problems
assigned; when teachers acknowledge the worth and dignity of a
particular response.
It is important that general and specific curriculum outcomes be used
as reference points for planning learning experiences. There are many
options for instructional strategies that teachers may select and
combine in planning learning experiences for whole class, small group
and independent learning. These activities should create learning
communities that foster complex, creative, critical and ethical
thought. Evaluation instruments should complement instructional
strategies by encouraging thinking as well as the acquisition of
information.
Whole Class Learning Whole class learning experiences often focus on an individual (teacher
or student) or on a specific group. It may be used effectively to
present strategies, provide information, or communicate directions.
This approach is often used to introduce and support other methods
of instruction. For example, instructions and explanations can be
given to the whole class before they begin to work in smaller groups.
Whole-class learning can also be used when the entire class is involved
in a common process, for example, in sharing group or individual
experiences, or in planning and making decisions about a class project
or other shared learning experience.
Whole-class learning activities include the following:
• questioning and discussion
• demonstrations and presentations
• modelling
• lectures
• mini-lessons
• overviews and outlines
• planning, reflecting on, and evaluating learning
Whole class learning often involves direct communication between a

speaker or speakers and an audience by making statements, giving
information and directions, or explaining procedures. The

information and directions presented in a whole class setting can

provide students with necessary support as they become self-directed
learners. Demonstrations, for example, provide students with both
verbal and non-verbal information.
Although large amounts of information transmitted by lecture may
not always be retained, mini-lessons, which are short periods of whole
class instruction, provided as the need or opportunity arises, can
challenge the imagination, stimulate reflection, and develop a sense of
inquiry. They can provide a forum for critical thinking and challenge
students to revise and extend their own knowledge base as they
encounter the practices and beliefs of others.
Small Group Learning Small group experiences should be planned to help students learn how
to interact effectively and productively as members of a group or
team. Group work will decrease students’ dependence on the teacher
and increase positive interdependence. As groups take on various
learning tasks, students will develop and consolidate the skills,
abilities, and attitudes involved in group processes. Group processes
require students to:
• participate, collaborate, co-operate, and negotiate
• consider different ways of going about a task
• discuss, brainstorm, react, and respond
• build on their own ideas and extend the ideas of others
• share their own expertise and employ the expertise of others
• establish group goals
• identify and manage tasks
• identify and solve problems
• make decisions
• pace projects, and establish and meet deadlines
• respect varying leadership and learning styles
• be sensitive to non-verbal communication — their own and others
• recognize the responsibilities and dynamics of working in groups
and make use of their understanding
• assess their own contributions and use feedback from the group to
improve their performance
Small group learning experiences demonstrate to students how their

patterns of learning, experience, and expertise are different from and
similar to those of others. As students become more aware of their
individual strengths as learners, they will become better equipped to
deal with the demands placed on them by independent learning tasks.
Independent Learning Learning is both personal and social. Religious Education recognizes
the diverse interests, learning styles, prior knowledge, experiences and
beliefs students bring to the classroom. Independent learning is one of

many strategies teachers can use to help students learn. Through the
study of various religious beliefs and practices, students will be in a
better position to make informed decisions and choices.
Classroom time must be given to allow students to conduct research,
confer with peers and with the teacher, prepare reports and
presentations, present the results, and evaluate their progress and
achievement in independent learning. Such learning experiences will
help students to reflect on their own learning strategies and will
promote their progress toward becoming independent learners.
Indirect Instruction Indirect instruction is generally student-centered and involves inquiry,

discovery, induction. It seeks a high level of student involvement in
observing, investigating, forming hypotheses and drawing inferences
from data. Indirect instruction encourages students to generate
alternatives and\or solve problems. It frees students to explore
diverse possibilities and reduces the fear associated with giving
incorrect answers. Indirect instruction fosters creativity, and develops
research skills. Learners, because of their explicit contact with subject
matter, are better able to understand the material, concepts and ideas
under study, and to apply previous learning to new situations. The
teacher facilitates the activities, acts as a resource person, arranges the
learning environment, provides opportunities for student
involvement, and gives feedback to students during the course of
their inquiries. Indirect instruction relies on a variety of resources.
In order to get optimum results from the indirect method, direct
instruction may need to be used to teach requisite skills/processes/
procedures.
Indirect instruction includes:
• problem solving
• guided inquiry
• case study
• reflective discussion and questions
Direct Instruction Direct Instruction is teacher centred and is commonly used to

describe a process, present strategies, provide information and to
communicate directions. Direct instruction is deductive. It presents
the rule or generalization first and then illustrates with examples.
Direct instruction can be used to introduce and support other
methods and strategies of instruction.
Direct instruction includes:
• lectures
• questioning
• explicit teaching
• guided practice

Experiential Learning Experiential learning is inductive, student centred, activity rich and
multi-sensory. Experiential learning may require the application and
consolidation of previous knowledge, skills and values to a new
situation and/or may emphasize the acquisition of new knowledge,
skills and ideas. Experiential learning can occur both inside and
outside the regular classroom setting. It can involve first hand
experiences, such as going whale watching, hands-on experiences,
reproduce religious symbols with clay and/or vicarious experiences
such as exploring art through the Internet. Current technology
permits numerous simulations to be shared through various media
such as laser video discs, videos, cassettes, and computer programs.
School visitations by outside resource people can also provide excellent
opportunities for learners to connect learned information to real life
situations. Students are more motivated to learn when they actively
participate. Experiential learning increases student understanding and
retention.
Experiential learning includes:
• role playing
• simulation
• experimenting
• field trips
• learning centres
Individualized Learning Individualized learning fosters the development of individual student

initiative, responsible decision making, self reliance and independence.
It encourages learners to effectively organize and pace their learning.
This type of learning may be individual or it may include learning in
partnership with others. The teacher and/or the student (under the
teacher’s guidance), may determine the description and conditions of
the task(s). Individualized learning allows students to explore in
depth personal interests related to educational outcomes. It
motivates learners to make connections and see the relevance of what
they are learning to their everyday lives. Individualized learning can
be used in conjunction with other methods. It requires careful
monitoring and regular feedback to the learner(s) to be effective.
Independent learning includes:
• homework
• projects
• reports
• essays
• assigned questions
• learning contracts
• learning centres
• computer assisted instruction

Interactive Instruction Interactive instruction relies on discussion and sharing among

participants, and allows students to react to the views, ideas and
experiences of others. It permits the generation of alternate ideas and
insights, and provides opportunities for students to develop social
and interpersonal skills with peers, teachers and others. Interactive
instruction encourages the organization of thoughts and the
development of rational arguments. It allows students to learn to
refine their observation, listening, interpersonal and intervention
skills. The success of interactive learning depends on the skills of the
teacher in structuring and facilitating the activity and responding
appropriately to the characteristics and dynamics of the group(s).
Interactive learning permits a range of groupings.
Interactive instruction includes:
• whole group discussion
• small group discussion
• conferencing
• mentoring
• dialogue
• brainstorming
• interviewing
Selected Instructional Problem Solving

Strategies • application of knowledge, skills, ideas, resources and processes to
generate one or many solutions to a problem
• may follow the scientific method
• can be a practical skill
• may include strategies such as “trial and error”, “brainstorming”,
“what if/I suppose”, “attribute listing”, “forced relationships”, “idea
check list” and “imaging”.
Concept Attainment
• students are provided with data about a particular concept
generated by themselves or their teacher and are encouraged to
classify or group the information and to give descriptive labels to
their groupings.
• students link the examples to the labels through their own
reasoning and form their own understanding of the concept.
• students participate actively in their own learning
• students organize and manipulate information
• students create new and expanded meaning of their information
Inquiry
• elements of inquiry include thinking, reflecting, developing
relevant questions and planning appropriate strategies for
generating answers and explanations

• allows students to experience and acquire processes through which

they can gather information about the world in a variety of ways
from a variety of sources.
• allows for a high level of interaction among the learner, teacher, the
area of study, available resources and the learning environment
• allows students to act upon their curiosity and interests
• encourages students to formulate questions and analyse situations/
problems/information
• calls upon prior learning
• encourages hypothesis development and testing (new questions and
hypotheses often emerge as the inquiry continues)
• students make inferences and propose solutions
• students realize that there is often more than one answer to a
question; more than one solution to a problem.
Questioning
• can be used to diagnose recall and comprehension skills
• can be convergent and/or factual
• may draw on prior learning experience
• can determine the extent to which lesson outcomes are being
achieved
• provides practice
• aids retention of information or processes
• stimulates thinking
• encourages expression
• can be empirical
• can be conceptual
Explicit Teaching
• direct telling
• making statements
• giving information or directions
• explaining procedures
• is largely teacher-centred
• can be large group or small group
• can be used to motivate the learner
• may stimulate reflection
• can challenge the imagination
• may develop curiosity and a sense of inquiry
• may include teacher talk; lecture approach; mini-lessons;
instruction giving
Cautions:
• not all students learn well with this technique
• lectured content is often rapidly forgotten

Demonstrations
• can provide verbal and non-verbal information, techniques and
procedures
• can illustrate the end product of a process
• can provide a model for reproducing a procedure or creating a
product
• can involve the collection and organization of materials
• allow students to receive information through tactile and visual
means
Guided Practice
• can be individual, student centred and needs based
• may be small group
• used to monitor student performance and practices (e.g.,. signs of
respect, appropriate behaviour)
Simulation
• allows for types of experiments/activities that cannot take place in
the real environment
• an artificial problem situation or event is presented which
represents some aspect of reality
• removes risk and reduces safety considerations
• the level of complexity is purposefully reduced so that students
may become directly involved with underlying concepts
• may involve the use of models, game formats, structured role play
or an interactive video or computer program
Authentic Experiences
• are real life learning experiences that require careful planning
• factors such as safety, liability, weather, transportation costs, time
and availability have to be considered
• may include field trips, school visitations by outside resource
people, surveys, and field observations
Role Play
• is the spontaneous or practiced response to a given situation or
theme where the learner attempts to speak, feel, behave like the
character they portray
• is designed to illustrate situations in which the behaviour of
individuals is the critical factor
• can be part of a game or simulation activity
• is an approach to addressing interpersonal problems and practicing
social and communication skills
• allows for high level of student engagement
• promotes independent and self-determined behaviour

• promotes increased understanding of the views, positions and

feelings of others
• facilitates attitudinal and behavioral change
• encourages cooperation and sharing
• can be used to resolve decision-making dilemmas, resolve conflict,
determine appropriate behavioral responses
• teachers must define the problem situation and problem clearly as
well as give very clear instructions
Cautions:
• some students may feel self conscious or threatened
• may not be appropriate for large groups
• may not be appropriate for all learners
Field Trips
• involve teaching/learning activities at a site other than the
classroom
• involve activities that are appropriate for learning outcomes
• require careful planning in order to make the link to learning
outcomes
• should spark student interest, discussion, questioning,
• may provide “hands on” experience
• may involve application of previous knowledge or acquisition of
new knowledge
• should involve follow up such as reports, discussions, and/or
evaluation
• reflect the real world and put learning in the context of the
community
• broaden the student’s view
Assigned Questions
• students are provided with a set of questions related to new or
previously learned material
• may be a component of problem solving
• may be a component of critical thinking
• may be used for reflection and self-evaluation
• may be an element of programmed instruction
• may be used in guided inquiry
• may be used as the starting point for cooperative group learning
• may be used to guide/direct learning, exploration,
experimentation, and/or observation
Projects
• teachers should provide examples of any projects required and
clearly discuss all guidelines

• include assigned tasks that provide an opportunity for all learners

to consolidate/synthesize learning from a number of disciplines or
experiences
• usually involves learners, alone or in small groups, working on a
task for an extended time period (the actual time frame may
depend to some degree on the ages of the learners involved),
usually to produce a tangible product such as a model, a
demonstration, a report or a presentation
• may be used to relate knowledge to their own experiences and/or
to the broader community
• may involve research
• usually involves extending/enriching/reinforcing learning
• should be focused (e.g., subject matter concept, interdisciplinary
theme, action projects)
• should include clearly defined task descriptions such as: interview,
compare opinions, make a model, find contrasting views on, create
a dramatic presentation
• should include a criteria for planning and evaluation
• students should clearly understand the requirements of the project
• should include clear time lines, and ongoing progress reports
Computer-Assisted Instruction
• an instructional mode which incorporates the computer into the
lesson plan
• can include word processing, drill and practice, tutorial, problem
solving, critical thinking, creativity, simulation
• may be an independent or cooperative small group learning
• may be appropriate for individualizing instruction
• fosters active involvement
• allows for independent and collaborative decision making
• appropriate for programmed instruction
Learning Contracts
• teacher may initially provide terms and conditions, identify
resources and set basic timelines
• the student, parents and other professionals may be involved in
designing the contract (such as expectations, conditions, evaluation
criteria, time frame, consequences)
• provide a method of individualizing instruction
• can be designed so that students operate at the academic level and
the pace most suited for them
• can help students make reasoned choices, become increasingly
independent learners and take responsibility for their own learning.
Conferencing
• occurs when teachers meet with individual or small groups of
students to discuss learning tasks or concerns

• encourages students to talk about their work in a non-threatening

low-risk environment where points of view are shared and
respected
• allows for an open exchange of ideas between the teacher and the
learner
• teachers can guide students and provide feedback
• encourages students to reflect on their learning, engage in self-
assessment and make decisions on how to approach tasks
• is an appropriate setting for encouraging independence and
promoting self-confidence.
Brainstorming
• a process of rapidly generating ideas or responses
• all contributions are accepted without judgement or comment
(this includes nods of agreement) and without editing the words of
the contributor (this includes “you mean to say....., or this is the
same as....)
• a means of extending boundaries and encouraging creative ideas
• a means of quickly getting a wide range of ideas on a topic or issue
• can be used as a precursor to refining or categorizing ideas/
responses
• is intended to capitalize on the varied experiences, knowledge, and
ideas of the group
• can be playful with zany ideas encouraged and accepted
Cooperative Small Group Learning

• an approach to organizing classroom activity so that students can
work collaboratively and build on one another’s strengths and ideas
• group members share clearly defined roles and are interdependent
in achieving the main goal
• students learn the importance of respecting individual views and
maintaining group harmony
• students must be working towards a common goal
• success at achieving the goal depends on the individual learning of
all group members
• the teacher’s role is primarily that of facilitator in guiding students
as social groups and learning teams as they engage in activities such
as identifying problems, generating solutions and practicing skills
• successful use of this method requires professional development
and practice
Interviewing
• involves individuals, pairs or small groups collecting information
from peers, younger students, older students, and adults
• involves focused thought and active thinking to develop questions
and explore ideas

• requires interpersonal and listening skills; the student must listen

respectfully, react to, and interpret the views and experiences of
others
• uses language to articulate and clarify one’s thoughts, feelings, and
ideas
• allows exchange of ideas, increased understanding and new
awareness of a previous knowledge
• involves follow up activities
Personal or Self-reflection/Journaling
• allows individuals to think about their level of knowledge, their
beliefs and values
• facilitates personal goal setting and planning
• supports privacy
• respects the personal quality and uniqueness of the individual
• allows students to reflect on what they have learned or are about to
learn
• allows students to pose questions and react to learning experiences
"Links to Other Disciplines". Students should be encouraged to find

strategies to link their learning in this Religious Education course to
their studies in other courses. This might be accomplished, for
example, through interdisciplinary research and presentations that are
developed and presented in collaboration with teachers in other
courses for which students are registered. For specifics regarding these
links to other discipines refer to the notes in the two page spreads.

Effective Assessment Although assessment and evaluation are terms often used
interchangeably, they are not the same. Assessment refers to the
and Evaluation
broader activity of gathering information on the full range of student
Practices learning in a variety of ways, so that a clear and valid picture emerges
of what students know and are able to do in Religious Education.
Defining Assessment and This assessment process should provide a rich collection of
Evaluation information that reflects students’ progress in working toward
achievement of learning outcomes and guides future instruction,
where data from a variety of sources is collected. Evaluation involves
reflecting on what students have learned for the purpose of sharing
this information with them and with their parent(s), caregiver(s), and
school administration.
Student evaluation is a process basic to teaching. Evaluation is not an
add-on feature of instruction but an integral part of it, since the
information it provides allows teachers to make adjustments to
instruction and teaching methodologies.
Evaluation must be student-centered where the process and
subsequent decisions reflect a genuine concern for each student.
Teachers have a responsibility to provide accurate, reliable and
justifiable evaluations which do not undermine the integrity, self-
confidence, or enthusiasm of students. Comprehensive evaluation
involves the use of a variety of sources, is referenced to specific
learning outcomes and ensures that the total growth of every student
is recognized. (Adapted from The Evaluation of Students in the
Classroom: A Handbook and Policy Guide)
Understanding Process Guiding Principles for Assessment and Evaluation:

and Product • Assessment and evaluation processes and techniques should:
– determine whether the outcomes have been achieved.
– reflect the stated outcomes for the course.
– be an integral part of the teaching and learning process and of
each component of the course.
– give all students the opportunity to demonstrate the
achievement of outcomes.
– provide positive, instructive, and supportive feedback to
students.
– invite and encourage student self-assessment and active
participation.
– allow for a range of options to accommodate students’ abilities
to demonstrate the achievement of outcomes.

Evaluation deals with both process and product. Religious Education

places emphasis on the affective domain and the process is as
important as the product.
Product can be thought of as the what of learning. What is it
students should know? What is it they should be able to do? These
whats are typically spelled out in outcomes, whether they are based on
a program, a course, a unit or a lesson. In a teaching episode which is
focused on product, the ends may be evaluated without reference to
the means.
Process refers to the procedure which students go through as they
come to know, to value, and to be able to do. The emphasis in
teaching shifts from a passing on of “the what” to the methods by
which it is acquired and utilized. Students are taught to find
information, to become autonomous thinkers, and to use knowledge
to solve new problems and make decisions for themselves.
In the two-page spreads section of this curriculum guide there are
specific suggestions for teaching and learning as well as suggestions for
assessment. Many of these suggestions can be interchanged and used
either as learning activities or assessment activities or both.
Diverse Learners Each student is unique. Within any group of students a range of
differences in rates and ways of learning, in experiences and in
interests are expected and respected. Individual differences should be
celebrated and built upon. A viable goal for each individual is to have
equitable opportunity to experience success as he or she works toward
the achievement of designated outcomes and a personal best.
Improving performance and realizing potential is more important
than competition and comparisons to others.
Identifying the Activity In planning for assessment the key question is: “What is the student
expected to accomplish?” The answer to this question enables the
teacher to choose or design appropriate means that allow the student
to demonstrate this. The student will be expected to demonstrate
knowledge, skills and abilities. The means can be multiple and varied:
presentations; producing videos; writing essays or plays; charting or
graphing information; locating and displaying information;
demonstrating a skill, designing a product or a plan; drawing or
graphing a concept, a process, or an idea. The choice of means will
depend on available resources including time and the type of learners
and their strengths.

Assessment Strategies Teachers are encouraged to use assessment and evaluation practices
that are consistent with student-centered instructional practices:
• negotiating and making explicit the criteria by which performance
will be evaluated
• designing assessment tasks that help students make judgements
about their own learning and performance
• designing assessment tasks that incorporate varying learning styles
• individualizing assessment tasks as appropriate to accommodate
students’ particular learning needs
• providing feedback on student learning and performance on a
regular basis.
There may be times when, through Assessment activities, tasks, and strategies include, but are not limited
summative testing, teachers will want to to, the following:
provide students the opportunity to • anecdotal records
demonstrate growth in knowledge and • audiotapes
understanding. Summative testing, • checklists
however, must reflect the intention of the • conferences
SCO’s and must not be the only means of • demonstrations
evaluation. • exhibitions
• interviews (structured and informal)
• inventories
• investigations
• learning logs/journals
• media products
• observation (formal and informal)
• peer assessments
• performance tasks
• portfolios
• projects
• questioning
• questionnaires
• self-assessments
• seminar presentations
• surveys
• tests
• videotapes
• work samples
• written assignments
Evaluation in Religious Educaiton, is concerned with the

development of the whole person in the cognitive, psychomotor, and
affective domains.

The affective domain deals with feelings and emotions and is

exemplified through students' attitudes, interests, value systems and
appreciations. There is little doubt this is a more difficult area to
evaluate than either the cognitive or psychomotor domains. For this
reason, it is generally inappropriate and undesirable to attach
percentage values to affective outcomes. This does not, however,
diminish the importance of the affective domain, since values and
value systems are central to the learning and evaluation process. It is
important to keep the three domains separate for evaluation purposes.
This is important since it is possible for progress to be uneven across
the different domains. Even though a student might have a negative
attitude toward school, it is possible for that student to achieve at a
high level in the cognitive domain.
One of the most effective sources of data for use in evaluating
outcomes in the affective domain is observation. This method,
utilizing appropriate recording devices such as rating scales, checklists
and anecdotal records, enables the teacher to focus upon and record
achievement in the affective domain. Other sources of evaluation data
for the affective domain include self-reporting devices such as an
attitude scale, where students respond on a continuum ranging from
favourable to unfavourable, and individual inventories where students
check their preference for, or attitude toward, an idea or activity.
Student reports or terms papers can be evaluated from an affective
point of view if they are designed so the student is required to take a
stand on a certain issue. Personal interviews and discussions can also
be used to evaluate affective growth if care is taken to use indirect
questions so that students cannot guess which answer the teacher
would like to hear.
To become lifelong learners, students need to develop internal
motivation. They are more likely to perceive learning as its own
reward when they are empowered to assess their own progress. Rather
than teachers asking, What do you want?, students should be
encouraged to ask themselves questions such as, What have I learned?
What can I do now that I couldn’t do before? What do I need to
learn next? Assessment must provide opportunities for students to
reflect on their progress, evaluate their learning, and set goals for
future learning.
In recognizing and valuing the diversity of students, teachers might
consider ways to:
• provide a climate and design learning experiences to affirm the
dignity and worth of all learners in the classroom community
• redress educational disadvantage - for example, as it relates to
students living in poverty

• model the use of inclusive language, attitudes, and actions

supportive of all learners
• adapt classroom organization, teaching strategies, assessment
strategies, time, and learning resources to address learners’ needs
and build on their strengths
• provide opportunities for learners to work in a variety of learning
contexts , including mixed-ability groupings
• identify and respond to diversity in students’ learning styles
• build on students’ individual levels of knowledge, skills, and
attitudes
• design learning and assessment tasks that draw on learners’
strengths
• ensure that learners use strengths as a means of tackling areas of
difficulty
• use students’ strengths and abilities to motivate and support
learning
• offer multiple and varied avenues to learning
• celebrate the accomplishment of learning tasks that learners
believed were too challenging for them

SECTION II: CURRICULUM DESIGN AND COMPONENTS
Section II: Curriculum Design and

Components
Introduction This section provides
• information on the curriculum outcomes framework
• essential graduation learnings
• general curriculum outcomes statements
• key-stage curriculum outcomes statements
• an overview of the connection between essential graduation
learnings and key-stage curriculum outcomes
• specific curriculum outcomes statements for high school religious
education
• suggestions for teaching approaches, learning tasks, and
experiences, and assessment strategies and activities
Curriculum Outcomes
Framework
Essential Graduation Essential graduation learnings are statements describing the
Learnings knowledge, skills, and attitudes expected of all students who
graduate from high school. They are
• cross-curricular
• the foundation for all curriculum development
• found on pages 22-24
General Curriculum General Curriculum outcomes are statements identifying what

Outcomes students are expected to know and be able to do upon completion
of study in religious education. These statements
• contribute to the attainment of the essential graduation learnings
• are connected to the key-stage curriculum outcomes for religious
education
• are found on page 25

Key-Stage Curriculum Key-stage curriculum outcomes are statements identifying what

Outcomes students are expected to know and be able to do by the end of grades
3, 6, 9, and 12 as a result of cumulative learning experiences in
religious education. The key-stage outcomes
• contribute to the achievement of the general curriculum outcomes
• are found on pages 25-28
Specific Curriculum Specific Curriculum Outcomes are statements identifying what

Outcomes students are expected to know and be able to do at a particular grade
level. These outcomes
• contribute to the achievement of the key-stage outcomes
• are found on pages 33-47
Meeting the Essential Essential Graduation Learnings are statements describing the
knowledge, skills and attitudes expected of all students who
Graduation Learnings graduate high school. These Learnings describe expectations not
Through Religious in terms of individual school subjects but in terms of knowledge,
Education skills and attitudes developed throughout the curriculum. They
confirm that students need to make connections and develop
abilities across subject boundaries if they are to be ready to meet
the shifting and ongoing demands of life, work and study today,
and in the future. Essential Graduation Learnings serve as a
framework for the curriculum development process.
For graduates of the religious education program, the following
connections to the Essential Graduation Learnings apply:
Aesthetic Expression Graduates will be able to respond with critical awareness to

various forms of the arts and be able to express themselves through
the arts. Religious education will provide the opportunity for
students to develop a growing appreciation for some of the great
works of art, architecture, artifacts, literature, and music. In
religious education classes students will be encouraged to express
their views on religious and social topics through various avenues
which would be classified as aesthetic expression. The religious
education program will provide opportunities for students to
experience and appreciate artistic works from various ages and
cultures. Opportunity will be given for reflection, critical responses
and expressions of appreciation.

Citizenship Graduates will be able to assess social, cultural, economic, and

environmental interdependence in a local and global context.
Graduates will be able to show an awareness of the importance
and contributions of various religions to the global community.
In the religious education program, it will be recognized that
there is often a relationship between people’s actions and lifestyles
and their religious beliefs. Human rights, social justice, freedom of
religion, and value systems will figure prominently in the religious
education program. By considering various views on these topics,
students will better understand what it means to live in a pluralistic
multi-faith society.
Communication Graduates will be able to use the listening, viewing, speaking, reading,
and writing modes of language(s) as well as mathematical and
scientific concepts and symbols to think, learn, and communicate
effectively. Religious education requires students to consider many
perspectives and beliefs on a wide range of topics. It also requires
them to think critically about many current issues. Because of the
very nature of the religious education program and the objectives for
the courses in which students will be involved, various methods of
communicating will be used, such as oral discussion, written
responses, art work and the application of technology.
Some levels of discussion will be at an informal level while other
discussions will be more formal in design. There will also be creative
writing as well as response papers and research papers at particular
grade levels. Many of the courses will encourage the use of media and
other forms of modern technology as means of communicating.
The very nature of some of the topics discussed will require students
to be precise and clear in their writing and in their oral presentation.
Developing the skill of appropriate expression of thoughts and
opinions and responding appropriately to others’ thoughts and
opinions will be an integral part of the religious education program.
Personal Development Graduates will be able to continue to learn and to pursue an active,
healthy lifestyle. Personal development is an area of great importance
for the religious education program. Students will be in a position to
be given information and be required to reflect on, and discuss, moral
and ethical issues. Recognition will be given to the fact that students
are collaborative as well as independent learners. However, this
program will challenge them to see what it means to live in
community with others while developing a personal system of beliefs
by which to live.

Problem Solving Graduates will be able to use the strategies and processes needed to
solve a wide variety of problems, including those requiring language,
mathematical, and scientific concepts. An important component in
the religious education program is the interpretation of information
in a critical manner in order that students will be in a position to
make informed decisions. The nature of many of the topics covered
will require students to acquire knowledge on a given topic or issue
and take a position. The problem solving process will take many
forms in religious education, including reading, discussion, debate,
reflection, research, observation and media viewing.
Technological Competence Graduates will be able to use a variety of technologies, demonstrate an

understanding of technological applications, and apply appropriate
technologies for solving problems. There will be many opportunities
for students to use a range of technologies in the religious education
program and to reflect on and discuss the ethical issues around the use
of much modern technology. Opportunities will be given for students
to use computer and media technology in various areas of the
program.
Spiritual and Moral Graduates will demonstrate understanding and appreciation for the
Development place of belief systems in shaping the development of moral values and
ethical conduct. A vital component of the religious education
program will be the spiritual and moral development of the
individual. Development of values, morals, and ethics will be fostered
in this program. Being able to express one’s beliefs and values while
having the ability to listen to and understand other people’s beliefs
and values contributes to an improved society. The art of expressing
and defending appropriately one’s own beliefs without degrading or
negating those of others is an important part of personal
development.
The program will help students understand the belief they are an
important part of an unfolding creation with a caring Creator who
sustains and interacts with all that has been created. It will support
the idea that each person must take responsibility for his/her actions
and that a person’s actions have direct and indirect effects on both the
individual and the community as a whole. Key to the total program
will be the recognition of the belief that the human being is a spiritual
being whose life can encompass religious principles.

General Curriculum General Curriculum Outcomes are statements which describe the
contribution (K-XII) of a curriculum area to the Essential
Outcomes for
Graduation Learnings by defining what students are expected to
Religious Education know, value and be able to do as a result of completing the
program in that curriculum area.
The General Curriculum Outcomes for religious education follow:
1. Students will be expected to examine the historical impact of
religion on beliefs, cultures and traditions.
2. Students will be expected to develop an understanding of the
beliefs, principles and practices of Christianity and other living
belief systems.
3. Students will be expected to examine the meaning and relevance of
sacred texts.
4. Students will be expected to demonstrate an appreciation for
personal search, commitment and meaning in life.
5. Students will be expected to examine moral and ethical issues and
teachings.
6. Students will be expected to develop an appreciation for the
connectedness of all creation.
7. Students will be expected to demonstrate an understanding of the
relationship between religion and science.
8. Students will be expected to examine the influence of religion on
contemporary issues and events.
Key-Stage Curriculum Key-stage curriculum outcomes for the end of grades 3, 6, 9, and
12 reflect a continuum of learning. While there may appear to be
Outcomes similarities in outcomes across the grade levels, teachers will
recognize the increase in expectations for students according to
• the nature of learning language processes
• students' maturity of thinking and interests
• students' increasing independence as learners
• the complexity and sophistication of ideas, texts, and tasks
• the range of language experiences and the repertoire of
strategies and skills students apply to those experiences

The following key-stage curriculum outcomes describe what students

should know and be able to do in religious education by the end of
grade 12. It should be noted that students work toward achieving
these key-stage curriculum outcomes in grades 10 and 11, as well as in
grade 12.
Students will be expected to examine By the end of grade 12, students will have achieved the outcomes for
the historical impact of religion on entry-grade 9 and will also be expected to
beliefs, culture and traditions.
• demonstrate an understanding of the historical development of
living belief systems (e.g., Christianity, Islam, Hinduism).
• demonstrate an understanding of the lives and key teachings of
religious founders (e.g., Jesus, Muhammad, Buddha).
• develop an understanding of the influence of living belief systems
on family, community and society.
• examine, from an ethical perspective, social, political and economic
forces that have shaped the past and present.
• demonstrate an understanding for, and an appreciation of, the ways
in which various living belief systems have influenced the
individual’s world view.
Students will be expected to develop an By the end of grade 12, students will have achieved the outcomes for
understanding of beliefs, principles and entry-grade 9 and will also be expected to
practices of Christianity and other
• critically examine the fundamental tenets of various religions.
living belief systems.
• examine the diversity among Christian denominations and other
belief systems.
• assess the nature of relationships among various religions.
• explore the nature of the relationship between the individual and
God for various religions.
• critique the responses of various religions to stewardship and issues
of social justice (e.g., Christianity, Hinduism).

the meaning and relevance of sacred entry-grade 9 and will also be expected to
texts.
• evaluate the significance of sacred texts, both oral and written
(e.g., Bible, Qur’an, Tripitaka).
• demonstrate an understanding of the meanings and relevance of
sacred texts for adherents.
• examine the origins, organization and development of sacred texts
(e.g., Biblical Canon, Qur’an).
• develop an appreciation for various interpretations of sacred texts
(e.g., King James Version of the Bible, New Revised Standard
Version of the Bible).
• develop a knowledge of key figures, events and themes from sacred
writings.
Students will be expected to By the end of grade 12, students will have achieved the outcomes for
demonstrate an appreciation for entry-grade 9 and will also be expected to
personal search, commitment and
• demonstrate an appreciation of how adherents of living belief
meaning in life.
systems seek religious meaning and expression.
• examine the concept of commitment and its meaning in living
belief systems.
• recognize that conflicts can arise between one’s personal beliefs and
the teachings of one’s religion.
• understand the importance of spiritual growth.
moral and ethical issues and teachings. entry-grade 9 and will also be expected to
• evaluate moral and ethical teachings from various belief systems
(e.g., Christianity, Judaism, Buddhism).
• explore the implications of the acceptance of responsibility for
their decisions and actions.
• evaluate society’s influences on the moral and ethical decisions of
individuals.
• develop an understanding of an approach to life based on religious
principles and moral convictions.

Students will be expected to develop an By the end of grade 12, students will have achieved the outcomes for
appreciation for the connectedness of all entry-grade 9 and will also be expected to
creation.
• deepen their appreciation for the mystery and beauty of creation
and the interrelationship within it.
• demonstrate a commitment to, and respect for, the sacredness and
dignity of human life and all creation.
• demonstrate an understanding that humanity must take a
responsible stance through stewardship.
• critique the ways in which selected religions have viewed
humanity’s responsibility in creation (e.g., Judaeo/Christian
concept of stewardship).
Students will be expected to By the end of grade 12, students will have achieved the outcomes for
demonstrate an understanding of the entry-grade 9 and will also be expected to
relationship between religion and
• understand that religion and science address some of the
science.
fundamental questions of life and creation.
• examine the stance of selected world religions towards scientific
interpretation (e.g., Christianity, Islam).
• develop an understanding of ethical issues related to scientific
development and technological advances (e.g., Christianity and
genetic engineering).
the influence of religion on entry-grade 9 and will also be expected to
contemporary issues and events.
• critique the relevance of organized religion for personal living as it
relates to contemporary issues and events.
• demonstrate an understanding of the impact of various world
religions on peace, social justice and respect for the sacredness and
dignity of human life in relation to contemporary issues and events
(e.g., peace issues, aboriginal rights, sexuality).

SECTION III: COURSE DESCRIPTION
Section III: Course Description

World Religions 3101 and 3106 are one credit courses. World
Religions 3101 is not a prerequisite for World Religions 3106.
Students may choose to complete one or both courses.
If Religious Education 3101 and 3106 are taken as a two credit
course or back-to-back, the Introduction and Overview should be
included only once.
World Religions 3101 World Religions 3101 is a study of the living belief systems identified
in the box below. Students explore the nature, place and function of
these world religions within contemporary Canadian society.
World Religions 3101

Introduction and Overview
Aboriginal Spirituality
Early Religions: Zoroasttrianism, Jainism, Taoism,

Confucianism and Shinto
Hinduism
Buddhism
World Religions 3106 World Religions 3106 is a study of the living belief systems identified
in the box below. Students explore the nature, place and function of
these world religions within contemporary Canadian society.
World Religions 3106

Introduction and Overview
Judaism
Christianity
Islam
Sikhism
Religion Today: various topics and reference to Baha'i

SECTION III: COURSE DESCRIPTION

SECTION IV: SPECIFIC CURRICULUM OUTCOMES
Section IV: Specific Curriculum Outcomes
Overview of Specific The following pages provide an overview of the specific curriculum
outcomes for World Religious 3101/3106.
Curriculum Outcomes



Students will be expected to examine the historical impact of religion on beliefs,

cultures and traditions.
Specific Curriculum Outcomes Sample Activities/Teaching Strategies
By the end of the course students will

be expected to
1.1 examine various living belief Teachers could:

systems regarding their views • place terms as listed in SCO 1.1 , creation, birth, death, god,
on creation, birth, death, god, destiny and afterlife on chart paper and post around the room.
destiny and afterlife Have the students brainstorm about each term within the context
of the selected living belief systems. After a short period of time
rotate the groups. After all groups have contributed to each chart,
students should present their findings to the class.
• organize with students a visit to one or more places of worship/

meditation in the local area to gain knowledge of the origins of
symbols, vestments, and furnishings.
1.2 identify how living belief Students could:

systems are affected by the • choose one of the factors from SCO 1.2 and create a concept web
following factors: social unrest, to illustrate how this factor continues to shape or influence a living
advances in technology and belief system.
changing values
• assume the role of a reporter to a national newspaper where the
editor has assigned the task of preparing an article of how one of
the factors from SCO 1.2 is a current influence on a selected living
belief system.
• create a KWL chart to establish what they know, what they

want to know and what they learned on creation, birth, death,
god, destiny and afterlife in a religious context.

Students will be expected to examine the historical impact of religion on beliefs,

cultures and traditions.
Sample Assessment Activities Notes/Vignettes
Student products: For the first activity, found under Sample Activity/Teaching
• presentation Strategies on the previous page, teachers should save these charts
• web-page to be revisited throughout the course.
• bulletin board It is important that the terms from SCO 1.1 be examined within the
• newspaper article context of the selected living belief systems to set a foundation for
further study.
Observation
Questioning Early in the school year would be an appropriate time to organize,
with students, a visit to one or more places of worship/mediation in
the local area to gain knowledge of symbols, vestments and
furnishings. This may stimulate discussion or inquiry regarding
creation, birth, death, god, destiny and afterlife.
Also, early in the school year might the most appropriate time to have
students begin the KWL chart. KWL charts are effective in helping
students to draw on their prior knowledge and generate questions to
guide their learning.
K W L
KWL charts will draw on students' knowledge and experiences from

life and from the religious education curriculum.
The chart could be an ongoing activity. The learning questions (third
block) would be completed by the end of the unit.

Students will be expected to develop an understanding of beliefs, principles, and

practices of Christianity and other living belief systems.
* The Christian component of this GCO is met in World Religions 3106.


be expected to
2.1 demonstrate a knowledge of Students could:

influential persons and their • prepare a biographical sketch of an influential person within a
contributions to living belief living belief system. Included should be important dates,
systems events and major contributions as they relate to the person
being studied. Some suggestions are:
Abraham, Baha’ullah, Jesus, Confucius, the Dalai Lama, Guru
Nanak, Moses, Muhammad, Siddhartha Gautama, Zoroaster
Suggestions to help students share information:

• website creation
• poster
• presentation ( multimedia/oral)
• role play
• diorama
• re-enactment
2.2 examine key beliefs and events • use various resources to develop a portfolio of key beliefs and
of living belief systems events of selected living belief systems (e.g., Pesach, Jihad,
Resurrection, ahimsa, revelation, salvation, navjote, Baha'i Feasts
and Holy Day Celebrations).
2.3 develop an understanding of
the rituals and festivals of
living belief systems
2.4 explore the significance of • illustrate and present symbols depicting key beliefs of selected
religious symbolism within living belief systems (e.g., the cross in Christianity, the Star of
living belief systems David in Judaism, fire in Zoroastrianism, the nine pointed star
for Baha'is).

Students will be expected to develop an understanding of beliefs, principles, and

practices of Christianity and other living belief systems.
Student products:
• website creation
• poster
• presentation (multimedia/oral)
• role play
• diorama
• re-enactment
• portfolio
• symbols
Observation Teachers can refer to English Language Arts rubrics.
Questioning
It might be possible to arrange visitations and observations of

services rituals and festivals of local faith communities.

Students will be expected to examine the meaning and relevance of sacred texts.

be expected to
3.1 expand their understanding of Students could:

sacred texts and oral teachings • read from the authorized resource, Exploring World Religions:
of selected living belief systems The Canadian Perspective, excerpts of sacred texts studied in this
course (e.g., p. 46, 67 and 75) and, either orally or in writing,
give their interpretation of the passage.
• identify the sacred texts associated with selected living belief

systems and share knowledge they have about any of them.
3.2 examine the influence of sacred Teachers could:

texts on life in modern society • use selected sacred texts to engage students in discussion on
one of the following: dietary laws, societal laws, religious creeds
and good and evil.

Students will be expected to examine the meaning and relevance of sacred texts.
Discussion Teachers could use local faith community leaders as resource persons
Observation when examining sacred texts. It would be important, if possible, to
draw on more than one faith community. It would also be important
Questioning for the teacher to inform invited guests that their purpose for coming
Oral and written responses into the classroom is to provide information as it relates to their faith
community. It is not the purpose to proselytize or to make
comparisons and contrasts with other faith communities.
Not all sacred text excerpts will address each of dietary laws, societal
laws, religious creeds and good and evil.

Students will be expected to demonstrate an appreciation for personal search,

commitment and meaning in life.

be expected to
4.1 explore questions associated Students could:
with personal search, • identify questions associated with personal search, commitment
commitment and meaning in and meaning in life.
life • research individuals who, because of their faith, acted to influence
their community or society at large. Present their findings to the
class.
• use available resources to prepare a biographical sketch of a person
whose faith plays an important role in his/her life.
4.2 examine the role of faith for Teachers could:

adherents in living belief
• organize a panel discussion to discuss evidence of the influence of
systems
sacred texts on the laws, ethics and morals of contemporary
society.
• pose questions to initiate a reflective discussion (e.g., What

motivates people to be altrustic?).
• have students who are adherents of a belief system reflect on their

thoughts, words and actions for a 24 hour period. They will then
be given time to write their reflections on how their faith has been
a determining factor in the choices they made. If students are not
adherents of a belief system they would be asked to reflect as
well and to consider what factors determine their thoughts,
words and actions.
These reflections will be sealed in separate envelopes and distributed

to the students at the end of the course. Students would then be asked
to reflect on their own growth during the course.

Students will be expected to demonstrate an appreciation for personal search,

commitment and meaning in life.
Discussion Where possible students can join local groups that encourage personal
search through the practice of yoga, tai chi, meditation or martial
arts. This would offer numerous opportunities for research, visitations
Student products: and experiences.
• research
• presentation
• biographical sketch The authorized resource includes a section titled “Living My
Religion” that could be useful for class discussion around SCO 4.1.
Questioning
The authorized resource includes a section titled “Portraits” and
“Community Study” that could be useful in helping students meet
Observation
outcome SCO 4.2.

Students will be expected to examine moral and ethical issues and teachings.

be expected to
5.1 expand their understanding of Students could:

how living belief systems use • identify a moral or ethical issue and in a short essay discuss if faith
their teachings to address plays a part in their views on this issue. If not, what does play a
moral and ethical issues part?
• develop concept webs about the influences on their world views.
• choose one moral/ethical issue and prepare a report in the

media of their choice on how a particular living belief system
addresses this issue.
• do a media search of moral and ethical issues of interest to people

of their age. Have them select one issue and write a brief essay
including why this moral and ethical issue is important to them
and their position on the issue.

Students will be expected to examine moral and ethical issues and teachings.
Student products: The authorized resource includes a section titled “Exploring Issues”
• presentation that could be useful in helping students meet SCO 5.1.
• report
• multimedia presentation While it is important for teachers to encourage students to bring
• essay moral and ethical issues to the classroom, teachers need to be sensitive
to the possibility that some students may be dealing with these issues
Discussion at a personal level.
Questioning
Observation

Students will be expected to develop an appreciation for the connectedness of all

creation.

be expected to
6.1 explore the teachings of living Students could:

belief systems regarding the • research the teachings of living belief systems regarding humanity’s
place of humanity in creation role in creation. From their research create a Venn diagram
illustrating the results.
• research a teaching of a living belief system regarding the place

of humanity in creation. Through a collage, picture(s), work of
art or through symbols they will represent this teaching.
• create and operate a school-based environmental group.

Students will be expected to develop an appreciation for the connectedness of all

creation.
Student products: The spirituality of the world’s Aboriginal peoples and those of the
• Venn diagram Eastern faiths, e.g., Taoism, Hinduism, Zoroastrianism is particularly
• collage helpful in studying the connectedness of humanity in creation.
• picture(s) (e.g., the concept of stewardship in religion).
• work of art
Student responses
Discussion
Questioning
Observation

Students will be expected to demonstrate an understanding of the relationship

between religion and science.

be expected to
7.1 examine the influence of Teachers could:

science on living belief systems • have students brainstorm areas of tension and harmony between
today religion and science (e.g., medical research).
• have students select one issue of tension and/or harmony

between religion and science and in an essay describe the
tension and/or harmony that exists between the two views.
• organize a panel to discuss how a living belief system has

adapted to, or has approached, a specific question relating to
science, technology and religion.

Students will be expected to demonstrate an understanding of the relationship

between religion and science.
Student product: When discussing religion and science, the teacher is cautioned not to
• panel discussion present a biased view on the topics being discussed. Students should
• essay be encouraged to think about various topics and after examination
and reflection draw on their conclusions. The teacher should not
Student responses present a perticular viewpoint as being right or wrong.
Questioning The authorized resource includes a section titled “Exploring Issues:

Cloning”, pp. 272-273, that could be useful in helping students meet
Observation SCO 7.1.
For the second activity found under Sample Activity/Teaching

Strategies, teachers can take this to a higher level by having students,
in their essay, take a position on the topic and defend it.

Students will be expected to examine the influence of religion on contemporary

issues and events.

be expected to
8.1 explore the political, Students could:

economic, social, and
• collect clippings from newspapers, magazines and journals on an
ideological impact of a living issue of interest relating to SCO 8.1. They could develop an
belief system on a specific
information package in a media of their choice and share this
culture
with the class.
8.2 analyse the influence of a living • collect images to build a collage or presentation to reflect the
belief system on artistic influence of a living belief system on artistic expression.
expression in a culture
8.3 examine how religious • research religious pluralism in Canadian society and present their
pluralism is reflected in findings to the class. Various methods of presentation are
Canadian society and culture encouraged (e.g., drama, music, arts).
• draw on community resources, (e.g., cultural societies from

various ethnic communities, and have them organize a
multicultural event).

Students will be expected to examine the influence of religion on contemporary

issues and events.
Student products: Besides examining differences, to promote a sense of shared values,

• information package emphasize similarities among groups.
• presentations
• collage
• multicultural event
Student responses
Discussion
Questioning
Observation


SECTION V: APPENDIX
Section V: Appendix
Bibliography Groome, Thomas H. Sharing Faith, A Comprehensive Approach to

Religious Education and Pastoral Ministry, San Francisco: Harper,
1991.
Hull, John M. “Religious Education in a Pluralistic Society”, Studies

in Religion and Education, London: Falmer Press, 1984.
Nord, Warren A. and Haynes, Charles C. Taking Religion Seriously

Across the Curriculum. Alexandria, VA: ASCD, 1998.
Province of Newfoundland and Labrador. Department of Education.

Adapted from The Evaluation of Students in the Classroom: A
Handbook and Policy Guide, Department of Education.
Stackhouse, M. Creeds.Society and Human Rights, Grand Rapids,

Michigan: W. B. Eerdmans Publishing Co., 1984.
Recommended Breuilly, Elizabeth, O'Brien, Joanne and Palmer, Martin. Religions of

the World: The Illustrated Guide to Origins, Beliefs, Traditions and
Reading Festivals. New York: Ferleigh Books, 1997.
Ingham, Michael. Mansions of the Spirit: The Gospel in a Multi-Faith

World. Toronto: Anglican Book Centre, 1997.
Scott, Susan L. Stories in my Neighbour's Faith. Toronto: United

Church Publishing House, 1999.
Wright, Andrew and Brandon, Ann-Marie. Learning to Teach Religious

Education in the Secondary School. New York: Routledge Falmer,
2000.

SECTION V: APPENDIX

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Religious Education

World Religions 3101/3106

Acknowledgements .................................................. iii

SECTION I: Program Overview and Rationale

SECTION II: Curriculum Design and Components

SECTION III: Course Description

SECTION IV: Specific Curriculum Outcomes

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE i

ii RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

The High School Religious Education Curriculum Guide for World

Alice Collins, Dean of Education, Memorial University of

The Department of Education also acknowledges the work of Odette

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE iii

iv RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Section I: Program Overview and Rationale

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 1

In their search for meaning students should develop an awareness of

2 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Our students need to be aware of the role religion has played

The Atlantic Canada Framework for Essential Graduation Learnings in

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 3

4 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 5

• inviting and inclusive

6 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

instructional strategy, evaluation, especially formative evaluation,

Whole class learning often involves direct communication between a

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 7

information and directions presented in a whole class setting can

Small group learning experiences demonstrate to students how their

8 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Indirect Instruction Indirect instruction is generally student-centered and involves inquiry,

Direct Instruction Direct Instruction is teacher centred and is commonly used to

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 9

Individualized Learning Individualized learning fosters the development of individual student

10 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Interactive Instruction Interactive instruction relies on discussion and sharing among

Selected Instructional Problem Solving

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 11

• allows students to experience and acquire processes through which

12 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 13

• promotes increased understanding of the views, positions and

14 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

• include assigned tasks that provide an opportunity for all learners

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 15

• encourages students to talk about their work in a non-threatening

Cooperative Small Group Learning

16 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

• requires interpersonal and listening skills; the student must listen

"Links to Other Disciplines". Students should be encouraged to find

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 17

Understanding Process Guiding Principles for Assessment and Evaluation:

18 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

Evaluation deals with both process and product. Religious Education

RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE 19

Evaluation in Religious Educaiton, is concerned with the

20 RELIGIOUS EDUCATION 3101/3106 - CURRICULUM GUIDE

The affective domain deals with feelings and emotions and is