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Religious EducationGrades 4-6

ACurriculum GuideOctober 2000

GOVERNMENTOFNEWFOUNDLANDANDLABRADOR

Division ofProgramDevelopment

TABLE OF CONTENTS

iELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE

Table of Contents

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

Chapter 1: Background and RationaleVision Statement ............................................................ 1Rationale for Religious Education ..................................... 1Key Principles Underlying Religious Education ................... 4

Chapter 2: Curriculum OutcomesIntroduction .................................................................. 5Curriculum Outcomes Framework .................................... 5 Essential Graduation Learnings ................................... 5 General Curriculum Outcomes ................................... 5 Key-Stage Curriculum Outcomes ............................... 6 Specific Curriculum Outcomes ................................... 6Meeting the Essential Graduation Learnings ThroughReligious Education ........................................................ 6 Aesthetic Expression ................................................. 6 Citizenship .............................................................. 7 Communication ....................................................... 7 Personal Development ............................................... 7 Problem Solving ....................................................... 8 Technological Competence ......................................... 8 Spiritual and Moral Development ............................... 8General Curriculum Outcomes for Religious Education ...... 9Key-Stage Curriculum Outcomes ..................................... 9Overview of Specific Curriculum Outcomes ...................... 12Grade 4 ......................................................................... 21Grade 5 ......................................................................... 39Grade 6 ......................................................................... 57

Chapter 3: The Instructional EnvironmentThe Elementary Learner .................................................. 75The Religious Education Learning Environment ................ 75The Role of the Teacher ................................................... 77Instructional Strategies .................................................... 77 Whole Class Learning ................................................ 78 Small Group Learning ............................................... 79 Independent Learning ................................................ 80

ii ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE

TABLE OF CONTENTS

Chapter 4: Assessment and EvaluationDefining Assessment and Evaluation ................................. 87Understanding Process and Product ................................... 87Diverse Learners ............................................................. 88Assessment Strategies ...................................................... 88

Chapter 5: ResourcesAuthorized Resources ...................................................... 93Recommended Resources ................................................. 94

iiiELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE

ACKNOWLEDGEMENTS

Acknowledgements

The Elementary Religious Education Curriculum Guide wasdeveloped by a Elementary Religious Education CurriculumCommittee (1998-2000). The Department of Education wishes toacknowledge the time, energy and expertise provided by the followingeducators in the development of this guide.

Anne Marie Brown, Teacher, French Immersion Program, C.C.Loughlin, Corner Brook

Carol Follett, Teacher, C.C. Loughlin, Corner Brook

Karen Froude, Teacher, Deer Lake Elementary, Deer Lake

Bryce Hodder, Chairperson, Program Development Specialist forReligious Education, Division of Program Development,Department of Education

Barbra House, Vice Principal/Teacher, Elwood Primary, Deer Lake

Barbara McDonald, Teacher, French Immersion Program, C.C.Loughlin, Corner Brook

Sandy Pennell, Principal, St. James All Grade, Lark Harbour

Claude Schryburt, Program Development Specialist for FrenchImmersion, Division of Program Development, Department ofEducation

Margaret Wakeham, Program Development Specialist for FrenchImmersion, Division of Program Development, Department ofEducation

Nick White, Program Specialist, Cormack Trail School District,Stephenville

Chris Wright, Program Development Specialist for Social Studiesand Religious Education, Division of Program Development,Department of Education

The Department of Education also acknowledges the work ofMs. Rosalind Priddle, Ms. Maureen Sexton, Ms. Odette Squires,and Ms. Brenda Wheeler in the production of this document.

iv ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE

ACKNOWLEDGEMENTS

1ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE

CHAPTER 1: BACKGROUND AND RATIONALE

Chapter 1: Background and Rationale

The Newfoundland and Labrador religious education curriculum isshaped by a vision of enabling and encouraging students to growreligiously, spiritually and morally into informed, caring andcontributing members of society, who appreciate their own beliefsand values, and the beliefs and values of others, and who understandthe contribution that Christianity and other religions make to humanlife.

Since time immemorial people have had a quest for the spiritual sideof existence and the purpose of life. From early humanity up to thepresent age the religious realm has continued to occupy people’sthoughts and influence their behavior. In the western world oursociety and culture have been greatly influenced and shaped by theJudaeo-Christian tradition. Beliefs have evolved and traditions havevaried but the religious component of humanity has continued tosurvive. It has been instrumental in determining attitudes towardGod (Ultimate Reality) and attitudes and approaches toward theworld in which we live. On the cusp of the twenty-first century themajority of the world’s population continues to believe in a spiritualside of humanity. Michael Warren writes:

"Appreciation of the human encounter with transcendence in itsmultiple forms can be as important as an appreciation of literatureand the other arts in helping us lay hold of the wisdom of ourcollective past." (Michael Warren, “Catechesis: An Enrichingcategory for Religious Education, Source Book for Modern Catechetics,Winona: St. Mary’s Press, 1983, p.388.)

Fundamental questions about life continue to be asked. From ayoung age children set out on a quest for answers, not alwayssimple answers but answers relating to the profound questions oflife and life beyond. This quest is lifelong and includes a searchfor answers related to questions about the purpose of life, wherewe fit into the scheme of things, what is the ultimate mysterywhich embraces our entire existence, what makes us different fromother living things, what is the source of suffering, how canhappiness be found, what happens after death, and otherfundamental questions. These are questions addressed by allmajor religions and because of their importance should be givenattention in a K-12 curriculum. While a religious education program

Vision Statement

A Rationale forReligious Education

2 ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE


should provide a forum to address such questions, it must be notedthat central to the faith development of the young person is the familyand faith community. The religious education program shouldsupport the role of each, where appropriate. Students should be givenstructured and unstructured opportunities to search in their ownreligious heritage for the answers to these questions, and to comparethese with the answers or frameworks provided in other religioustraditions.

In their search for meaning students should develop an awareness ofwhat it means to be human and the inherent responsibilities whichcome with this. Out of this realization should come a sense of valuefor humanity and all of creation. In their personal search for meaningit is important that students acquire the knowledge, understandingand skills needed to interpret religious ideas. They need to seethemselves as an integral part of creation. When this conclusion isreached behaviour and attitudes toward all creation will be caring andaffirming. The religious education curriculum should help studentsexplore their role in the natural order.

In a world that is truly multicultural and multifaith it is importantthat each person can value and celebrate his/her own faith (religiousheritage or commitment). However, with accurate information aboutother religions the individual should recognize that others havereligious beliefs that they value and celebrate as well. Religious anddenominational intolerance will be eliminated only when people aremore understanding of the intrinsic worth of religious views andtraditions that are not their own. An effective religious educationprogram should give accurate information and demonstrate respect forall world faiths.

Most of the values and morals upheld by any society have their originsin religious teachings. Through discussion and study of various issuesconfronting society, students will be in a better position to develop avalue system and adopt moral standards that give them principles bywhich to live. Students should come to understand and appreciatethat most religions have sacred writings and all teach values, ethicsand morals. M. Stackhouse in Creeds, Society and Human Rightswrites:

“Persons demand beliefs; societies need convictions; and civilizationsrequire a basic social ethical vision by which to guide behavior.”(M. Stackhouse, Creeds, Society and Human Rights. Grand Rapids,Michigan: W.B. Eerdmans Publishing Co., 1984, p. 4.)



There are other considerations for the importance of religiouseducation being included in the curriculum. According to John M.Hall:

• Religion is too important a part of history, culture, and currentexperience of [humankind] to be left to believers alone. There is arole for the school in preparing pupils to take an informed andthoughtful part in a pluralistic society. When the society containsnot one but several religions, the need for a thoughtful study ofreligion becomes greater, not less. (John M. Hull, “ReligiousEducation in a Pluralistic Society”, Studies in Religion andEducation, London: Falmer Press, 1984, p. 48.)

• Religion has been a determining factor in history and in ourcultural heritage. Major decisions have been made in light ofreligious teachings. While it is true that at times religions havebeen responsible for conflicts in the world it is also true that theyhave served to bring about resolutions, peace, and social justice.Our students need to be aware of the role religion has playedhistorically. An effective religious education program will enablethe student to understand and appreciate the relationship betweenreligion and history.

• Religion is also a large contributing factor in current national andinternational events. By coming to a realization of the importanceof religion in these events the student will better understand someof the underlying causes and complexities.

• Consideration and recognition should be given to the impact andcontributions 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 tohave a religious education component in the school because theschool addresses the development and education of the wholechild.

The Atlantic Canada Framework for Essential Graduation Learningsin Schools states that the mission of Public Education is “to enableand encourage every individual to acquire, through lifelong learning,the knowledge, skills and values necessary for personal growth and thedevelopment of society.” In addition to the six Essential GraduationLearnings outlined elsewhere in the Framework, a specific SeventhLearning for Newfoundland and Labrador references: “Graduates willdemonstrate understanding and appreciation for the place of beliefsystems in shaping the development of moral values and ethicalconduct.” An effective religious education program will be acontributing factor to that mission. There will be aspects of thereligious education curriculum that support each of the EssentialGraduation Learnings.



This religious education curriculum is non-confessional. In such aprogram it is essential that faith, beliefs, doctrines, practices andhistory of Christianity and other religions be covered withsensitivity and respect. No attempt to indoctrinate, proselytize orpresent a biased view would be appropriate.

The Framework recognizes that in addition to studying Christianityand other religions students will be enabled to reflect on and makepersonal decisions about their own spirituality and religioustraditions.

Recognition must be given to the fact that students are living in aglobal society and in a country that is multicultural and multifaith.Newfoundland and Labrador, along with the other provinces andterritories, is also witnessing the emergence of various faithcommunities. Therefore, it is desirable for the citizens of theprovince to understand and respect many living belief systems.

Students should also be aware that religion influences local and globalevents. It is imperative that they be educated regarding otherreligions. They should acquire knowledge of the founders, beliefs,main practices, symbols and festivals of various religions. Theyshould also understand the similarities and differences among thereligions studied.

Throughout the ages, religion has had an influence on, and has beenexpressed through, the arts, including music, art, drama, literature,and architecture. As students study religious education, they alsostudy history, music, literature, and vice versa.

This religious education curriculum acknowledges and supports thenotion that young people have a spiritual dimension and growspiritually as well as physically, emotionally, psychologically andintellectually. (For information and theories on spiritual and moraldevelopment the following authors are recommended: Fritz Oser,James Fowler, Lawrence Kolberg and Carol Gilligan.)

This religious education curriculum acknowledges that the essence ofall interfaith dialogue is the awareness that human beings shareessential truths and experiences that are much more importantthan those which divide them.

This religious education curriculum respects the place and role offamily and faith communities as primary influences on the faith livesof young people. At the same time it acknowledges thecomplementary and supplementary role of partnership that the schoolcan play in the spiritual, moral, and faith development of youngpeople.

Through their study, students should come to appreciate the intrinsicworth of each religion for its adherents.

Key PrinciplesUnderlying ReligiousEducation


CHAPTER 2: CURRICULUM OUTCOMES

Chapter 2: Curriculum Outcomes

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 graduationlearnings and key-stage curriculum outcomes

• specific curriculum outcomes statements for elementaryreligious education

• suggestions for teaching approaches, learning tasks, andexperiences, and assessment strategies and activities

Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students whograduate from high school. They are

• cross-curricular

• the foundation for all curriculum development

• found on pages 6-8

General Curriculum outcomes are statements identifying whatstudents are expected to know and be able to do upon completionof study in religious education. These statements

• contribute to the attainment of the essential graduation learnings

• are connected to the key-stage curriculum outcomes for religiouseducation

• are found on page 9

Introduction

Curriculum OutcomesFrameworkEssential GraduationLearnings

General CurriculumOutcomes



Key-stage curriculum outcomes are statements identify what studentsare 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 religiouseducation. The key-stage outcomes

• contribute to the achievement of the general curriculum outcomes

• are found page 9-12

Specific Curriculum Outcomes are statements identifying whatstudents are expected to know and be able to do at a particular gradelevel. These outcomes

• contribute to the achievement of the key-stage outcomes

• are found on pages 13-20

Essential Graduation Learnings are statements describing theknowledge, skills and attitudes expected of all students whograduate high school. These Learnings describe expectations notin terms of individual school subjects but in terms of knowledge,skills and attitudes developed throughout the curriculum. Theyconfirm that students need to make connections and developabilities across subject boundaries if they are to be ready to meetthe shifting and ongoing demands of life, work and study today,and in the future. Essential Graduation Learnings serve as aframework for the curriculum development process.

For graduates of the religious education program, the followingconnections to the Essential Graduation Learnings apply:

Graduates will be able to respond with critical awareness tovarious forms of the arts and be able to express themselves throughthe arts. Religious education will provide the opportunity forstudents to develop a growing appreciation for some of the greatworks of art, architecture, artifacts, literature, and music. Inreligious education classes students will be encouraged to expresstheir views on religious and social topics through various avenueswhich would be classified as aesthetic expression. The religiouseducation program will provide opportunities for students toexperience and appreciate artistic works from various ages andcultures. Opportunity will be given for reflection, critical responsesand expressions of appreciation.

Specific CurriculumOutcomes

Meeting the EssentialGraduation LearningsThrough ReligiousEducation

Aesthetic Expression

Key-Stage CurriculumOutcomes



Graduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.Graduates will be able to show an awareness of the importanceand contributions of various religions to the global community.In the religious education program, it will be recognized thatthere is often a relationship between people’s actions and lifestylesand their religious beliefs. Human rights, social justice, freedom ofreligion, and value systems will figure prominently in the religiouseducation program. By considering various views on these topics,students will better understand what it means to live in a pluralisticmulti-faith society.

Graduates will be able to use the listening, viewing, speaking, reading,and writing modes of language(s) as well as mathematical andscientific concepts and symbols to think, learn, and communicateeffectively. Religious education requires students to consider manyperspectives and beliefs on a wide range of topics. It also requiresthem to think critically about many current issues. Because of thevery nature of the religious education program and the objectives forthe courses in which students will be involved, various methods ofcommunicating will be used, such as oral discussion, writtenresponses, art work and the application of technology.

Some levels of discussion will be at a very informal level while otherdiscussions will be more formal in design. There will also be creativewriting as well as response papers and research papers at particulargrade levels. Many of the courses will encourage the use of media andother forms of modern technology as means of communicating.

The very nature of some of the topics discussed will require studentsto be precise and clear in their writing and in their oral presentation.Developing the skill of appropriate expression of thoughts andopinions and responding appropriately to others’ thoughts andopinions will be an integral part of the religious education program.

Graduates will be able to continue to learn and to pursue an active,healthy lifestyle. Personal development is an area of great importancefor the religious education program. Students will be in a position tobe given information and be required to reflect on, and discuss, moraland ethical issues. Recognition will be given to the fact that studentsare collaborative as well as independent learners. However, thisprogram will challenge them to see what it means to live incommunity with others while developing a personal system of beliefsby which to live.

Communication

Personal Development

Citizenship



Graduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts. An important component inthe religious education program is the interpretation of informationin a critical manner in order that students will be in a position tomake informed decisions. The nature of many of the topics coveredwill require students to acquire knowledge on a given topic or issueand take a position. The problem solving process will take manyforms in religious education, including reading, discussion, debate,reflection, research, observation and media viewing.

Graduates will be able to use a variety of technologies, demonstrate anunderstanding of technological applications, and apply appropriatetechnologies for solving problems. There will be many opportunitiesfor students to use a range of technologies in the religious educationprogram and to reflect on and discuss the ethical issues around the useof much modern technology. Opportunities will be given for studentsto use computer and media technology in various areas of theprogram.

Graduates will demonstrate understanding and appreciation for theplace of belief systems in shaping the development of moral values andethical conduct. A vital component of the religious educationprogram will be the spiritual and moral development of theindividual. Development of values, morals, and ethics will be fosteredin this program. Being able to express one’s beliefs and values whilehaving the ability to listen to and understand other people’s beliefsand values contributes to an improved society. The art of expressingand defending appropriately one’s own beliefs without degrading ornegating those of others is an important part of personaldevelopment.

The program will help students realize they are an important partof an unfolding creation with a caring Creator who sustains andinteracts with all that has been created. It will support the ideathat each person must take responsibility for his/her actions andthat a person’s actions have direct and indirect effects on both theindividual and the community as a whole. Key to the total programwill be the recognition that the human being is a spiritual beingwhose life can encompass religious principles.

Problem Solving

Technological Competence

Spiritual and MoralDevelopment



General Curriculum Outcomes are statements which describe thecontribution (K-XII) of a curriculum area to the EssentialGraduation Learnings by defining what students are expected toknow, value and be able to do as a result of completing theprogram in that curriculum area.

The General Curriculum Outcomes for religious education follow:

1. Students will be expected to examine the historical impact ofreligion on beliefs, cultures and traditions.

2. Students will be expected to develop an understanding of thebeliefs, principles and practices of Christianity and other livingbelief systems.

3. Students will be expected to examine the meaning and relevance ofsacred texts.

4. Students will be expected to demonstrate an appreciation forpersonal search, commitment and meaning in life.

5. Students will be expected to examine moral and ethical issues andteachings.

6. Students will be expected to develop an appreciation for theconnectedness of all creation.

7. Students will be expected to demonstrate an understanding of therelationship between religion and science.

8. Students will be expected to examine the influence of religion oncontemporary issues and events.

Key-stage curriculum outcomes for the end of grades 3, 6, 9, and12 reflect a continuum of learning. While there may appear to besimilarities in outcomes across the grade levels, teachers willrecognize 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 ofstrategies and skills students apply to those experiences

General CurriculumOutcomes forReligious Education

Key-Stage CurriculumOutcomes



The following key-stage curriculum outcomes describe what studentsshould know and be able to do in religious education by the end ofgrade 6. It should be noted that students work toward achievingthese key-stage curriculum outcomes in grade 4 and 5, as well as ingrade 6.

By the end of grade 6, students will have achieved the outcomesfor entry-grade 3 and will also be epxected to

• develop an understanding that from time immemorial peoplehave been in relationship with the divine (e.g., animism,polytheism, monotheism)

• explore how religions are based on belief systems with distinctstories, symbols and celebrations (e.g., Easter, the Cross, Star ofDavid)

• develop an appreciation of how society’s morals and values areoften rooted in religious teachings

• explore how religion is expressed through art, architecture,music, drama and literature (e.g., Michelangelo, Handel’sMessiah)

By the end of grade 6, students will have achieved the outcomesfor entry-grade 3 and will also be expected to

• explore what is meant by belief

• demonstrate a knowledge of basic beliefs of Christianity andvarious religions

• demonstrate an understanding that religious principles arefounded in religious texts, both oral and written (e.g., Bible,Qur’an, Bhagavad Gita)

• recognize that religious principles emerged from the life andteachings of Jesus, and founders, teachers and leaders of variousreligions

• examine the importance of religious values in developing a codeof living

• explore the importance of religious practices (e.g., rites of passage,confirmation, Bar Mitzvah)

Students will be Expected toExamine the Historical Impact ofReligion on Beliefs, Culture andTraditions

Students will be Expected toDevelop an Understanding ofBeliefs, Principles and Practicesof Christianity and Other LivingBelief Systems



By the end of grade 6, students will have achieved the outcomes forentry-grade 3 and will also be expected to

• demonstrate an understanding of the sources of sacred texts, bothoral and written (e.g., Bible, Qur’an)

• demonstrate an appreciation of the importance placed on sacredtexts by their adherents

• demonstrate a knowledge of important events and characterswithin sacred texts (e.g., Passover, Last Supper, Resurrection, Paul)


• recognize that people search for meaning in life

• demonstrate an understanding of the meaning of commitment(e.g., discipleship)

• explore the concept of commitment in various religions

• explore how people’s religious beliefs influence their daily lives


• identify moral and ethical teachings of Christianity and variousreligions

• explore the processes by which people make moral and ethicaldecisions

• develop an understanding that behaviour affects self and others

• recognize that individuals must take responsibility for their actions

• explore human sexuality from the perspectives of various religions

By the end of grade 6 students will have achieved the outcomes forentry-grade 3 and will also be expected to

• consider the relationship of a creator with creation

• demonstrate an understanding that all things in creation areconnected

• recognize that humanity is an integral part of creation

• explore humanity’s responsibility in creation (e.g., Judaeo/Christian concept of stewardship)

Students will be Expected toDemonstrate an Appreciation forPersonal Search, Commitmentand Meaning in Life

Students will be Expected toExamine Moral and EthicalIssues and Teachings

Students will be Expected toExamine the Meaning andRelevance of Sacred Texts

Students will be Expected toDevelop an Appreciation for theConnectedness of All Creation



Students will be Expected toExamine the Influence ofReligion on ContemporaryIssues and Events

Overview of SpecificCurriculum Outcomes

Students will be Expected toDemonstrate an Understandingof the Relationship BetweenReligion and Science


• demonstrate an understanding of the often complementary roles ofscience and religion


• explore how religion affects issues facing humanity (e.g.,environmental, social)

• develop an awareness of social justice

• develop an awareness of the response of Christianity and variousreligions to social justice issues (e.g., poverty, human rights)

• develop a personal response to current issues

The following pages provide an overview of the specific curriculumoutcomes for grades 4, 5, and 6. This overview may be especiallyhelpful to teachers operating in multigrade groupings and foraddressing the range of learners found in grades 4-6 classrooms acrossAtlantic Canada.



Grade 4 Grade 5 Grade 6

Students Will be Expected to Examine the Historical Impact of Religion on Beliefs,Cultures and Traditions

• explore the origins of Judaism,Christianity and Islam

• explore celebrations such asChristmas, Easter, Hanukkahand Ramadan

• explore how teachings andlaws of Christianity andJudaism influence thedevelopment of morals andvalues

• explore the origins ofChristianity, Buddhism,Hinduism, and Sikhism

• develop an understanding ofsigns and symbols such asthe cross, the wheel of life,the sacred thread

• explore how teachings andlaws of Christianity andHinduism influence thedevelopment of morals,ethics and values

• discover how religiousbeliefs are often expressedthrough the architecture ofplaces of worship such aschurches, temples andgurdwaras

• explore the origins ofChristianity and Islam

• examine stories of creation andthe after-life in Christianity,Islam and Native Spirituality

• explore how teachings andlaws of Christianity and Islaminfluence the development ofmorals and values

• examine how religious beliefsare often expressed throughart, music, drama, and dancein Christianity and NativeSpirituality




Students will be Expected to Develop an Understanding of Beliefs, Principles, andPractices of Christianity and Other Living Belief Systems

• explore what is meant byreligion

• develop an understanding ofwhat it means to “believe”

• explore basic beliefs ofJudaism and Christianity suchas belief in God, prayer, andeternal life

• demonstrate an understandingthat principles such assharing, caring, acceptance,respect and justice are presentin Jewish and Christian texts

• recognize that principles suchas sharing, caring, acceptance,respect, and justice are presentand exemplified in the life andteachings of Moses and Jesus

• describe initiation ceremoniessuch as baptism, naming,dedication and Bar/BatMitzvah

• develop an understanding ofprayer, meditation and worshipas expressions of belief

• describe basic beliefs ofChristianity, Hinduism, andSikhism such as belief in anultimate reality

• demonstrate an understandingthat principles such as empathy,forgiveness and justice arepresent in Christian andBuddhist texts and teachings

• recognize that principles suchas empathy, forgiveness andjustice are exemplified in thelife and teachings of Jesus andthe Buddha

• explore the concept of beliefthrough revelation, hope andreconciliation

• demonstrate an understandingthat principles such asstewardship and faithfulness arepresent in Christian and Nativetexts

• recognize that principles suchas stewardship and integrityare exemplified in the life andteachings of Jesus andMuhammed




Students will be Expected to Examine the Meaning and Relevance of Sacred Texts

• recognize in Judaism,Christianity and Islam keycharacters such as Moses,Ruth, John the Baptist, Jesus,Paul and Muhammad

• describe key events inChristianity and Buddhismsuch as the Resurrection,Pentecost and theenlightenment of the Buddha

• explore the belief that sacredtexts such as the Bible and theQur’an were revealed by God

• demonstrate an appreciation ofthe importance of sacred textssuch as the Bible and theQur’an for their adherents

• explore the role of the Shamanin Native Spirituality




Students will be Expected to Demonstrate an Appreciation for Personal Search,Commitment and Meaning to Life

• demonstrate an understandingof what it means to becommitted to a cause, abelief system or anotherperson

• recognize in Judaism andChristianity the importanceof keeping promises andtaking responsibility

• explore the importance ofcaring, sharing, acceptance,respect and justice in responseto religious beliefs

• recognize that in living beliefsystems such as Christianity,Buddhism, and Hinduism,people search for meaning inlife

• demonstrate an understandingof loyalty and trust

• recognize in Buddhism andChristianity the importance ofloyalty/trust

• develop an understanding ofthe importance of empathy,justice, and forgiveness asexpressions of religious beliefs

• recognize that in living beliefsystems such as Christianityand Native Spirituality peoplesearch for meaning in life

• demonstrate an understandingof discipleship and stewardship

• recognize in Christianity andIslam the importance ofdiscipleship and stewardship

• explore the importance ofdiscipleship, stewardship andintegrity in response toreligious beliefs




Students will be Expected to Examine Moral and Ethical Issues and Teaching

• identify Jewish and Christianteachings concerning honesty,cheating, stealing, and bullying

• recognize the influence offamily, peers, community,religion and media on ethicaland moral decision making

• recognize there areconsequences to actions for selfand others

• recognize that people makeappropriate and inappropriatechoices and are responsible forthese choices

• explore Christian and Hinduteachings concerning respectfor people, property andanimals

• explore the influence offamily, peers, community,religion and media on ethicaland moral decision making

• discuss the impact of one’sactions on self and others

• discuss how people makeappropriate and inappropriatechoices and are responsible forthese choices

• discuss conflict resolution andmaterialism in the teachings ofChristianity and NativeSpirituality

• examine the influence offamily, peers, community,religion and media on ethicaland moral decision making

• examine the implications ofone’s actions on self and others

• examine why people must takeresponsibility for their actions




Students will be Expected to Develop an Appreciation for the Connectedness ofAll Creation

• explore the concept of acaring God in Judaism andChristianity

• recognize Jewish andChristian teachings regardingstewardship and theenvironment

• explore Hindu and Buddhistbeliefs in the connectedness ofall things in creation

• explore Christian teachings onthe role of humanity as anintegral part of creation

• explore Christian and Hinduteachings regarding stewardshipand the environment

• explore the role of a caringCreator as understood inChristianity and Islam

• examine the belief in NativeSpirituality that all creation isconnected

• explore the role of humanity asan integral part of creation asunderstood in Christianityand Native Spirituality

• analyze the concept ofstewardship towards theenvironment in NativeSpirituality




Students will be Expected to Demonstrate an Understanding of the RelationshipBetween Religion and Science

• explore how science and religionoften address the samequestions but usedifferent approaches




• recognize different forms ofdiscrimination

• explore Christian and Jewishteachings regardingdiscrimination and prejudice

Students wil be Expected to Examine the Influence of Religion on ContemporaryIssues and Events

• recognize teachings ofChristianity and Hinduism oncontemporary human rightsissues

• investigate reasons for humaninjustice; i.e. poverty

• develop a personal response toissues such as poverty, andrespect for people

• investigate the impact ofChristianity and Islam oncontemporary issues andevents such as human rights

• discuss what it means to be ajust leader

• develop a personal response toissues such as human rightsand leadership



Grade 4



Specific Curriculum Outcomes Sample Activity/Teaching Strategies

Students will be Expected to Examine the Historical Impact of Religion on Beliefs,Cultures and Traditions

Grade 4Theme/Organizer: Tenets of Faith

By the end of grade 4 students will beexpected to

1.1 explore the origins of Judaism,Christianity and Islam

1.2 explore celebrations such asChristmas, Easter, Hanukkahand Ramadan

1.3 explore how teachings andlaws of Christianity andJudaism influence thedevelopment of morals andvalues

Through an activity such as exploring the origins of their own namesand/or the name of their community help the children to understandwhat is meant by “origins”.

Use sacred texts and stories of Abraham and Sarah, Moses, Jesus andMuhammad to help students become familiar with the origins ofJudaism, Christianity, and Islam.

Re-enact religious celebrations.

Have students plan and implement class celebrations and inviteparents and special guests.

Through brainstorming and discussion develop a class list ofappropriate behaviors for the classroom and/or the school. Discusshow the class list and some laws of society may have been influencedby religious laws.



Sample Assessment Activities Notes/Vignettes



Questioning

Observation

Role-playing

Self evaluation

Journal

Just as our own names or community names have origins so do thegreat religions of the world. By starting with familiar origins, thecarry-over to religious origins will be easier.

Religious celebrations are seasonal and should be dealt with at theappropriate times. These celebrations allow for the experiential buthow they are observed must be approached with sensitivity.

To reenact one religious celebration, a school set up classes whichemphasized the important events between Palm Sunday andEaster Sunday. The Easter story unfolded as the children movedthrough the sequence of events. This activity brought the story tolife.

Teachers should emphasize the historical impact these celebrationshave on beliefs, cultures and traditions.

The intent is not to indoctrinate but to complement the child’sexisting belief system. The Framework Document for ReligiousEducation states that an effective learning environment will be onewhere sensitivity and respect is shown for all religious traditions.

The journal is a very important part of the religious educationprogram. There are many resource books available on journaling. Forthis program, a journal which emphasizes self-reflection isrecommended.







2.1 explore what is meant byreligion

2.2 develop an understanding ofwhat it means to “believe”

2.3 explore basic beliefs ofJudaism and Christianity suchas belief in God, prayer, andeternal life

2.4 demonstrate an understandingthat principles such as sharing,caring, acceptance, respect andjustice are present in Jewishand Christian texts

2.5 recognize that principles suchas sharing, caring, acceptance,respect, and justice are presentand exemplified in the life andteachings of Moses and Jesus

2.6 describe initiation ceremoniessuch as baptism, naming,dedication and Bar/BatMitzvah

Through small group and class discussion have children sharetheir experiences and ideas of religion.

Have students write in a journal to express ideas and feelingsabout their beliefs.

Brainstorm what it means to “believe”.

Through research, have students investigate basic beliefs ofChristianity and Judaism.

Invite guest speakers from the community.

Use stories to demonstrate caring, sharing, acceptance, respect andjustice; i.e., the stories of Amos, David, Jonathan, the GoodSamaritan

Have students share their knowledge of and experiences with anyinitiation ceremonies such as in Guides or Scouts. This will leadto a discussion on religious initiation ceremonies.






Student products:• posters• drama• art• class presentations

Journal

Creative writing

A suggested and important introduction to this section is toexplore what is meant by religion. It is also important thatstudents understand the difference between a religion and adenomination.

It is important for the teacher to help the students make adistinction between those beliefs which are religious and thosewhich are not.

Guest speakers will be an invaluable resource for explaining basicbeliefs and ceremonies.

The Internet and videos may provide additional resources on anumber of the included topics.

By starting with familiar initiation ceremonies, the carry-over toreligious initiation ceremonies will be easier.







3.1 recognize in Judaism,Christianity and Islam keycharacters such as Moses,Ruth, John the Baptist, Jesus,Paul and Muhammad

Read stories associated with key characters.

Have students role-play events associated with key characters.

Have students write biographies, newspaper articles.

Have students take the role of a character and give a personalaccount/interview/monologue.

Have students paint murals depicting characters and events.






Student products:• creative writing• art

Journal

Observation

Questioning

Students need to recognize that characters in sacred texts areimportant because of their connection to a significant event. Themeaning and relevance of sacred texts will be further examined inGrades 5 and 6.

Sufficient time should be given to the study of each character.The intention is to extend the study of these charactersthroughout the program.

Several of the suggestions for teaching and learning involve activeparticipation. This is a crucial component of learning for studentsat this level.





Grade 4Theme/Organizer: Relations and Renewal/Commitment/Communication


4.1 demonstrate an understandingof what it means to becommitted to a cause, a beliefsystem or another person

4.2 recognize in Judaism andChristianity the importance ofkeeping promises and takingresponsibility

4.3 explore the importance ofcaring, sharing, acceptance,respect and justice in responseto religious beliefs

Brainstorm and discuss what is important in the lives of thestudents and how they show it is important (family, friends, pets,organizations, chores).

Through discussion, help students understand that commitmentusually begins with something that is important to them.

Choose characters and stories from sacred texts and other literaturethat illustrate the importance of keeping promises and takingresponsibility. Use additional stories to illustrate caring, sharing,acceptance, respect and justice.

Have students devise and carry out a class project which requirescommitment to a cause, a belief or a person.






Student projects:• photo essay• collage• mobile• class project

Questioning

Observation

Self-reflection

Journal

The brainstorming activity should lead to the discovery of what“commitment” means.

Some examples of characters and stories that can be used includeNoah’s Ark and the promise of the rainbow, Ruth and Naomi,Paul’s promise to spread Christianity, Mother Theresa, theparables, David and Jonathan, Amos, Martin Luther King, Jr.,Terry Fox. Include here any local and/or contemporary characters.




Students will be Expected to Examine Moral and Ethical Issues and Teachings

Grade 4Theme/Organizer: Morals/Ethics/Values/Life Issues


5.1 identify Jewish and Christianteachings concerning honesty,cheating, stealing, andbullying

5.2 recognize the influence offamily, peers, community,religion and media on ethicaland moral decision making

5.3 recognize there areconsequences to actions for selfand others

5.4 recognize that people makeappropriate and inappropriatechoices and are responsible forthese choices

Using sacred texts, read and discuss passages relating to honesty,cheating, stealing and bullying.

Roleplay situations which depict honesty, cheating and stealingand their consequences.

Present a scenario/story with a moral or ethical dilemma and askstudents to consider “What would you do?”

Choose stories where characters respond to the same situation indifferent ways and use questioning to discover why.






Observation

Questioning

Self-reflection

Journal

Role-playing

The area of morals, ethics, values and life issues is very delicate andneeds a sensitive approach. It is, however, an important componentof the religious education program and needs to be addressed.

Recognize that the influence of family, peers, community, religion andmedia can be both positive and negative.

In the scenario/story activity, one suggestion may be to start withtheir responses to the question. After exploring the sacred texts,re-evaluate their original responses.





Grade 4Theme/Organizer: Moral/Ethics/Values/Life Issues


6.1 explore the concept of a caringGod in Judaism andChristianity

6.2 recognize Jewish and Christianteachings regardingstewardship and theenvironment

Share with students music and poetry that reflect a God who caresabout creation.

Have students create a piece of art work that depicts theirinterpretation of the images presented in the music and poems.

Read and discuss Psalms and identify passages that relate to God andcreation. Discuss with students what they have discovered from thesepassages and have them determine their role in caring for creation.This can be done through oral or written presentations.

Design and carry out a plan to care for their local environment.






Observation

Art work

Bible search

Journal

Oral/written presentations

This would be a good time for the students to become active incaring for their environment; for example, conduct a clean-up oftheir school grounds or community, plant trees.





Grade 4Theme/Organizer:




Students will be Expected to Examine the Influence of Religion on ContemporaryIssues and Events

Grade 4Theme/Organizer: Relationships


8.1 recognize different forms ofdiscrimination

8.2 explore Christian and Jewishteachings regardingdiscrimination and prejudice

Group students based on something trivial; i.e., shirt colour. Grantprivileges to some and not to others. After a short period of time,have students share their feelings. Through discussion, lead studentsto understand that they have just experienced a form ofdiscrimination.

Brainstorm and list forms of discrimination.

Use sacred text examples which show teachings on discrimination andprejudice.






Readers Theatre

Role playing

Mime

At the end of the discrimination lesson, teachers should ensure thatthe object of the lesson is accomplished.

Have children see that discrimination is not acceptable behavior. Besensitive in the choice of privileges granted. Teachers may wish toadvise parents of the planned activity and the intent.

Readers Theatre:

A text is read and acted out with a minimum of props so that the textcomes alive through voice and oral interpretation. (For furtherinformation see the Grade 4 - 6 English Language Arts CurriculumGuide, page 122.)

38


ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE



Grade 5







1.1 explore the origins ofChristianity, Buddhism,Hinduism, and Sikhism

1.2 develop an understanding ofsigns and symbols such as thecross, the wheel of life, thesacred thread

1.3 explore how teachings and lawsof Christianity and Hinduisminfluence the development ofmorals, ethics and values

1.4 discover how religious beliefsare often expressed throughthe architecture of places ofworship such as churches,temples and gurdwaras

Review what is meant by “origins”.

Read sacred texts’ stories of Pentecost, Buddha, and Nanak. Refer tohistorical texts to show the links between Hinduism and Buddhism.

Through brainstorming and discussion develop a list of commonsigns/symbols and their meanings. This will lead to a discussion ofselected religious symbols.

Invite guest speakers from the community to share information onsigns, symbols and places of worship.

Through discussion, develop an understanding of what is meant bymorals, ethics and values.

Use sacred text references to explore some of the teachings and laws ofChristianity and Hinduism and how they have influenced thedevelopment of morals, ethics and values; i.e., Ten Commandments,teachings of Jesus, Hindu teachings.






Student products:• artistic representations

Self evaluation

Observation

Role playing

Journal

By beginning with common signs/symbols, the carry-over toreligious symbols will be easier.

Discussion and brainstorming activities will provide an excellentopportunity to bring in pictorial and/or concrete representationsof religious signs and symbols.

Student-produced artistic representations would be a good follow-up activity.

In discussing signs and symbols, one school had a guest speaker doa presentation on the various types of crosses and their origins andsignificance.

Moral and ethical issues resurface in GCO #5 and will continue toresurface throughout the program.







2.1 develop an understanding ofprayer, meditation and worshipas expressions of belief

2.2 describe basic beliefs ofChristianity, Hinduism, andSikhism such as belief in anultimate reality

2.3 demonstrate an understandingthat principles such asempathy, forgiveness andjustice are present in Christianand Buddhist texts andteachings

2.4 recognize that principles suchas empathy, forgiveness andjustice are exemplified in thelife and teachings of Jesus andthe Buddha

Have students share their ideas and experiences regarding prayer,meditation and worship.

Through guest speakers, videos, literature, and web sites, explorevarious personal experiences of prayer, meditation and worship.

Research basic beliefs of and rites of passages in Christianity,Hinduism and Sikhism.

Use stories from Christian and Buddhist texts to illustrate theprinciples of empathy, forgiveness and justice. This can be followedby role playing and discussion.






Observation

Role playing

Questioning

Journal

Creative Writing

Research project

Some examples of rites of passage include baptism, naming ceremony,confirmation and the sacred thread ceremony.

Any discussion around prayer, meditation and worship needs to betreated with sensitivity.







3.1 describe key events inChristianity and Buddhismsuch as the Resurrection,Pentecost and the enlightenmentof the Buddha

Have students share significant events in their lives. This activityshould lead to a study of key events in selected religions.

Have students create individual time lines of key events in their lives.Create a class graph of the results to identify common key events.This will lead to an understanding that just as there are common keyevents in the lives of the students, so are there commonalities in thelives of members of world faith communities.






Student products:• time lines• graphs

Journal







4.1 recognize that in living beliefsystems such as Christianity,Buddhism, and Hinduism,people search for meaning inlife

4.2 demonstrate an understandingof loyalty and trust

4.3 recognize in Buddhism andChristianity the importance ofloyalty/trust

4.4 develop an understanding ofthe importance of empathy,justice, and forgiveness asexpressions of religious beliefs

Explore how famous people found meaning in their lives. Considerhow many people have found meaning through religious beliefs.

Have students share their understanding of loyalty/trust, empathy,justice and forgiveness. Use stories from literature, including sacredtexts, to demonstrate examples.

Make a collage as a pictorial representation of people showing loyalty,trust, empathy, justice and forgiveness.






Student writings

Role playing

Observation

Questioning

Journal

Self reflection

Try to use current and local people as well as historical figures. Someexamples could be Princess Diana, Mother Theresa, and BishopDesmond Tutu.

This unit lend itself to student writings including plays, stories,poems, songs, and biographies.

Some examples of stories of loyalty and trust include David andJonathan, Ruth, Mary.







5.1 explore Christian and Hinduteachings concerning respectfor people, property andanimals

5.2 explore the influence of family,peers, community, religionand media on ethical andmoral decision making

5.3 discuss the impact of one’sactions on self and others

5.4 discuss how people makeappropriate and inappropriatechoices and are responsible forthese choices

Read and discuss passages from sacred texts relating to respect forpeople, property and animals.

Role play situations which require moral and ethical decisionmaking.

Have students reflect on a decision they have made and on whatinfluenced that decision.

Present an open-ended scenario/story with a moral or ethical dilemma.This should lead to discussion.






Journal

Role playing

Questioning

Creative Writing

Not every decision is a moral or ethical one. Teachers should focus onexamples of a moral or ethical nature. Follow-up activities wouldinclude a discussion of the influences.

Audio-visual materials would be valuable resources.







6.1 explore Hindu and Buddhistbeliefs in the connectedness ofall things in creation

6.2 explore Christian teachings onthe role of humanity as anintegral part of creation

6.3 explore Christian and Hinduteachings regarding stewardshipand the environment

Using sacred texts, read and discuss passages relating to theconnectedness of all things, the role of humanity in creation andstewardship.

Have students discuss situations where stewardship has or has notbeen demonstrated. Follow this with discussions on how they canshow good stewardship.

Invite guest speakers.

Plan and carry out a stewardship project.






Stewardship project

Journal

Role play

Observation

Creative Writing• stories• poems• songs• plays

Music and drama will enhance this topic.







8.1 recognize teachings ofChristianity and Hinduism oncontemporary human rightsissues

8.2 investigate reasons for humaninjustice; i.e., poverty

8.3 develop a personal response toissues such as poverty, andrespect for people

Through brainstorming, have students share their understanding ofhuman rights and some causes of human injustice; i.e., some reasonsfor poverty.

Have students distinguish between wants and needs. This should leadto the discovery of the three basic human needs of shelter, food andclothing.

Read and discuss sacred text stories that relate to human rights.

Have the class decide on a human injustice issue and develop a projectthat would respond to the issue.






Student products:• posters• letter writing• class project

Journal

Self reflection

There have been times when religion has not been a positiveinfluence. Generally speaking, however, when help has been neededand given, it has been from religious groups.

It is important to help students realize there are degrees of povertyand it exists everywhere.

This unit provides an excellent opportunity to write letters tonewspaper editors and/or politicans regarding human rights issues.

56


ELEMENTARY RELIGIOUS EDUCATION CURRICULUM GUIDE



Grade 6







1.1 explore the origins ofChristianity and Islam

1.2 examine stories of creation andthe after-life in Christianity,Islam and Native Spirituality

1.3 explore how teachings andlaws of Christianity and Islaminfluence the development ofmorals and values

1.4 examine how religious beliefsare often expressed throughart, music, drama, and dancein Christianity and NativeSpirituality

Use sacred text stories of Christianity and Islam to discover theorigins.

Read selected sacred text stories to become familiar with beliefs aboutcreation and the after-life in Christianity, Islam and NativeSpirituality.

Use sacred text references to explore some of the teachings and laws ofChristianity and Islam and how they have influenced the developmentof morals and values.

Have students research art, music, drama and dance with the intent ofre-enacting and/or producing these art forms.






Student products:• art• music• drama• dance

Observation

Questioning

A review of what is meant by “origins” may be necessary.

Students can draw on their previous learning about indigenous groupsstudied in Grade 4 and 5 Social Studies.







2.1 explore the concept of beliefthrough revelation, hope andreconciliation

2.2 demonstrate an understandingthat principles such asstewardship and faithfulnessare present in Christian andNative texts

2.3 recognize that principles suchas stewardship and integrityare exemplified in the life andteachings of Jesus andMuhammed

Have students discuss what they understand about beliefs. Helpstudents understand through stories and the sharing of experienceswhat is meant by revelation and reconciliation. Link these stories andexperiences to the concept of belief.

Use sacred texts to identify basic beliefs and principles.






Questioning

Self reflection

Journal

Role playing

Observation

The terminology in 2.1 is intended for teachers and must bepresented at the students’ levels.

The stories of the Prodigal Son and Zachhaeus are examples ofstewardship, integrity and faithfulness.







3.1 explore the belief that sacredtexts such as the Bible and theQur’an were revealed by God

3.2 demonstrate an appreciation ofthe importance of sacred textssuch as the Bible and theQur’an for their adherents

3.3 explore the role of the Shamanin Native Spirituality

Choose a map activity where the students are required to use the mapas a guide for a journey. This would lead to a discussion that just as amap shows us the path to follow and is written by someone whoknows the way, so it is believed that the sacred texts were given as aguide by God to show adherents the path to follow in life.

Have students research the role of the Shaman in Native Spirituality.This could lead to artistic responses.






Student products:• research projects• artistic representations

Observation

Questioning

It may be interesting to use a destination map. This could be linkedto the belief that people are on a spiritual journey.







4.1 recognize that in living beliefsystems such as Christianityand Native Spirituality peoplesearch for meaning in life

4.2 demonstrate an understandingof discipleship andstewardship

4.3 recognize in Christianity andIslam the importance ofdiscipleship and stewardship

4.4 explore the importance ofdiscipleship, stewardship andintegrity in response toreligious beliefs

Look at how famous people found meaning in their lives. Considerhow many people have found meaning through religious beliefs.

Invite guest speakers to share who they demonstrate stewardship,discipleship and integrity in response to their religious beliefs.

Have students devise and carry out a plan for personal stewardshipand discipleship.






Self reflection

Stewardship/Discipleship project

Journal

Response to guest speakers

Draw on resources from the local community.

Chicken Soup for the Soul books make good resources.







5.1 discuss conflict resolution andmaterialism in the teachings ofChristianity and NativeSpirituality

5.2 examine the influence offamily, peers, community,religion and media on ethicaland moral decision making

5.3 examine the implications ofone’s actions on self and others

5.4 examine why people must takeresponsibility for their actions

Using sacred texts, read and discuss passages relating to conflictresolution and materialism.

Begin with a quote such as “Evil flourishes when good people donothing.”

Brainstorm what this statement is saying. Discuss/share examplesfrom TV, printed materials, and real life which exemplify the abovestatement.

Using newspapers and magazines, create a collage of pictures andwords depicting wrongdoing and conflict. Have students present andexplain their choices. Through class discussion determine if thesewrongdoings/conflicts could have been prevented if someone hadintervened.

Have a class discussion about why some people choose to do what isright while others choose to do what is wrong. Are people everjustified in doing what society considers wrong?

Create a matrix to examine a moral/ethical issue and its implications(see sample matrix below).






Student products:• collage• matrix

Journal

Self-reflection

Observation

Suggestions for topics under moral and ethical issues:

vandalism

shoplifting

bullying

cheating

littering

stealing

Be sure that in your discussions students reflect on the question "Is itright/wrong to do nothing?"







6.1 explore the role of a caringCreator as understood inChristianity and Islam

6.2 examine the belief in NativeSpirituality that all creation isconnected

6.3 explore the role of humanity asan integral part of creation asunderstood in Christianityand Native Spirituality

6.4 analyze the concept ofstewardship towards theenvironment in NativeSpirituality

Using sacred texts and stories, read and discuss passages relating to acaring Creator, the connectedness of all creation and the concept ofstewardship.

Have students complete a research project on Native Spiritualityteachings regarding stewardship of creation.

Take students on a “creation” field trip and have them report on theirexperiences and feelings.






Research Project

Journal

Observation

This should be a “feel good” field trip - to appreciate the wonder ofcreation. Possible field trips:

• walk in the woods• walk along a beach• trek through open fields• walk along a river or stream

This topic can lend itself to cross-curricular integration with Science;i.e., endangered species, food chain, interdependence.






By the end of grade 6 students willbe expected to

7.1 explore how science andreligion often address thesame questions but usedifferent approaches

Brainstorm with students familiar events which they consider to bemiraculous.

Through discussion consider explanations that might be given byscience and/or religion.

Represent these explanations on a comparison chart.






Observation

Journals

Chicken Soup for the Soul books make good resources.

Here is an example of a true miraculous event that could act as aspringboard for the brainstorming session or for further discussion:

During a conference, a man collapsed with an aortic aneurism. Efforts torevive him were unsuccessful and, near death, he was transported tohospital. The people at the conference immediately stopped the proceedingsand prayed for the man’s recovery. Upon arrival at the hospital, themedical staff quickly realized that this man needed emergency surgery inorder to survive; however, there was no cardiac surgeon employed by thehospital. Meanwhile, due to an unexpected flight delay at the localairport, a cardiac surgeon happened to be visiting the hospital. He wassummoned, successfully completed the operation, and the man’s life wassaved.







8.1 investigate the impact ofChristianity and Islam oncontemporary issues andevents such as human rights

8.2 discuss what it means to be ajust leader

8.3 develop a personal response toissues such as human rightsand leadership

Explore how the right to the basic necessities of life is revealed insacred texts.

Discuss how Christianity and Islam have had an impact on humanrights.

Have students research a leader to identify qualities which make a justleader.

Have students choose an issue and develop a personal project torespond to the issue.

Have students complete the following activity:

“If I could change five things to make this world a better place, Iwould ....”






Student products:

• research• personal projects• writing activities

Observation

Some examples of leaders:

• Martin Luther King• Rosa Parks• Nelson Mandella• Desmond Tutu


CHAPTER 3: THE INSTRUCTIONAL ENVIRONMENT

Chapter 3: The Instructional Environment

The ElementaryLearner

Children have many ways of understanding the world. A basic needfor all elementary learners is to make sense of their experiences as theygrow intellectually, physically, emotionally, morally and spiritually.Developing self-awareness and a sensitive appreciation of others, andbecoming responsible members of society are fundamental to the life-long learning process.

The characteristics of the elementary learner should be consideredwithin the instructional environment. The elementary learner...

• is developing a sense of humour• is learning to communicate• is enthusiastic about sharing ideas and experiences• is learning to reason• is very active - wants to do things• is beginning to reflect on feelings and emotions• is becoming more independent and responsible• is developing an understanding of fairness• seeks acceptance by peers• understands at a concrete and literal level• responds well to praise and positive feedback• is open to a wider range of influences• is moving to a greater degree beyond the sphere of family influence• is becoming more self-conscious• is learning to interact cooperatively• asks questions and questions answers• is beginning to understand that symbols have meanings• can reflect on the past and consider the future• is developing a sense of right and wrong• is capable of showing empathy• responds best when expectations are clear

An effective learning environment will be one where sensitivity andrespect is shown for all religious traditions. The learning environmentshould be such that it fosters in students a positive attitude towardsother people and their right to hold different beliefs from their own.It should prepare students for living in a society of diverse religions.Recognizing students' varying backgrounds and experiences, thereligious education instructional environment must incorporateprinciples and strategies which support diversity while recognizing thevaried learning styles, multiple intelligences, and abilities of theindividual.

The ReligiousEducation LearningEnvironment



It is not enough, however, that students learn about other faiths. Inaddition to attending to the cognitive domain, the learningenvironment must be conducive to, and supportive of, the affectivedomain.

"Our pedagogy is to actively engage people's whole "being" in placeand time - their physical, mental and volitional capacities, their head,heart, and action, their intellect, desire, and will, their reasons,memory, and imagination, and enable them to reclaim their past,embrace their present, and take responsibility for their own andother's future." (Thomas H. Groome, Sharing Faith, AComprehensive Approach to Religious Education and Pastoral Ministry,Harper San Francisco 1991, p. 430)

Also, the learning environment has to be appropriate to the age anddevelopmental needs of the child, with activities being studentcentered. The program should include play, music, dance, song, art,and story. It may also include experiences through celebrations,festivals, food, drama and field trips. An opportunity for reflection isimportant. The learning environment, however, should be sensitiveto aspects of any living belief system that can only be experienced andfully appreciated by adherents of that particular belief system. Itshould never be the intent to turn any of these celebrations orobservances into "pretend" sessions. In many instances the teacherwill have to decide to what degree practices of celebrations can befacilitated in the school with the sincerity, dignity, and reverence theydeserve.

Therefore, an effective religious education environment must be:

• student centered• engaging and relevant• respectful of diversity• inviting and inclusive• participatory, interactive and collaborative• reflective and celebratory• integrative• challenging• inquiry based



A supportive environment is crucial. It is the role of the teacher tocreate that supportive environment. The teacher of religiouseducation ...

• 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 child to form individual beliefs and attitudes• fosters feelings of wonder, delight and mystery in creation• helps students understand what ‘reflection’ is and 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 beliefsto the classroom, it should also be understood that a teacher shouldnot make any attempt to promote or denegrate any student’s beliefs.The teacher must not attempt to indoctrinate or proselytize.

To increase one’s repertoire is to develop the aptitude to teach: the abilityto coordinate objectives, students, and learning environments withincreasing skill and effectiveness. (Joyce and Weil, 1986).

There is no one best way to teach. Effective instruction encompassesa variety and combination of approaches - within a program, within acourse, within a unit, within a lesson.

Effective instruction facilitates, promotes and results in studentlearning. Effective teachers know how to adapt their strategies tomeet a wide variety of student needs. Effective teachers makedecisions about curriculum selection, organization andimplementation based on sound research and a wide range of practicaland theoretical knowledge. They engage the student in the learningprocess. Effective instruction begins with the assessment of studentlearning needs, interests and abilities, continues with planning anddelivering instruction in an appropriate manner. It includesmonitoring student growth and understanding, concludes withevaluating student progress and achievement in preparation for thenext learning experience.

The Role of theTeacher

InstructionalStrategies



Instructional strategies should vary so that there is opportunity fordirect instruction, seatwork, assessment, cooperative small groupwork, and learning beyond a prescribed text. No matter what theinstructional strategy, evaluation, especially formative evaluation,should be ongoing. The learning activities and instructional strategiesoccurring in classrooms should promote a school climate whereteachers and learners collaborate about learning. The climate teacherscreate in any class should foster a sense of acceptance by teachers andpeers, as well as a sense of comfort and order. Such a climate isenhanced when time is provided for students to ask and answerquestions; when teachers restate/rephrase questions for a student;when teachers guide a student in finding solutions to problemsassigned; when teachers acknowledge the worth and dignity of aparticular response.

It is important that general and specific curriculum outcomes be usedas reference points for planning learning experiences. There are manyoptions for instructional strategies that teachers may select andcombine in planning learning experiences for whole class, small groupand independent learning. These activities should create learningcommunities that foster complex, creative, critical and ethicalthought. Evaluation instruments should complement instructionalstrategies by encouraging thinking as well as the acquisition ofinformation.

Whole class learning experiences often focus on an individual (teacheror student) or on a specific group. It may be used effectively topresent strategies, provide information, or communicate directions.This approach is often used to introduce and support other methodsof instruction. For example, instructions and explanations can begiven to the whole class before they begin to work in smaller groups.Whole-class learning can also be used when the entire class is involvedin a common process, for example, in sharing group or individualexperiences, or in planning and making decisions about a class projector 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



Whole class learning often involves direct communication between aspeaker or speakers and an audience by making statements, givinginformation and directions, or explaining procedures. Theinformation and directions presented in a whole class setting canprovide students with necessary support as they progress towardbecoming self-directed learners. Demonstrations, for example,provide students with both verbal and non-verbal information.

Although large amounts of information transmitted by lecture maynot always be retained, mini-lessons, which are short periods of wholeclass instruction, provided as the need or opportunity arises, canchallenge the imagination, stimulate reflection, and develop a sense ofinquiry. They can provide a forum for critical thinking and challengestudents to revise and extend their own knowledge base as theyencounter the practices and beliefs of others.

Small group experiences in grades 4-6 should be planned to helpstudents learn how to interact effectively and productively as membersof a group or team. Group work will decrease students’ dependenceon the teacher and increase positive interdependence. As groups takeon various learning tasks, students will develop and consolidate theskills, abilities, and attitudes involved in group processes. Groupprocesses 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



Small group learning experiences demonstrate to students how theirpatterns of learning, experience, and expertise are different from andsimilar to those of others. As students become more aware of theirindividual strengths as learners, they will become better equipped todeal with the demands placed on them by independent learning tasks.

Learning is both personal and social. Religious Education recognizesthe diverse interests, learning styles, prior knowledge, experiences andbeliefs students bring to the classroom. Independent learning is oneof many strategies teachers can use to help students learn. Throughthe study of various religious beliefs and practices, students will be ina 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 andpresentations, present the results, and evaluate their progress andachievement in independent learning. Such learning experiences willhelp students to reflect on their own learning strategies and willpromote their progress toward becoming independent learners.(English Language Arts Curriculum Guide, Grades 4-6, 1998, p. 109-111)

Problem Solving• 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”, “ideacheck list” and “imaging”.

Concept Attainment• students are provided with data about a particular concept

generated by themselves or their teacher and are encouraged toclassify or group the information and to give descriptive labels totheir groupings.

• students link the examples to the labels through their ownreasoning 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

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 solveproblems. It frees students to explore diverse

possibilities and reduces the fear associated

with giving incorrect answers. Indirectinstruction fosters creativity, and develops

research skills. Learners, because of their

explicit contact with subject matter, arebetter able to understand the material,

concepts and ideas under study, and to apply

previous learning to new situations. Theteacher facilitates the activities, acts as a

resource person, arranges the learning

Independent Learning



Inquiry• elements of inquiry include thinking, reflecting, developing

relevant questions and planning appropriate strategies forgenerating answers and explanations

• allows students to experience and acquire processes through whichthey can gather information about the world in a variety of waysfrom a variety of sources.

• allows for a high level of interaction among the learner, teacher, thearea of study, available resource 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

environment, provides opportunities for

student involvement, and gives feedback tostudents during the course of their

inquiries. Indirect instruction relies on a

variety of resources. In order to getoptimum results from the indirect method,

direct instruction may need to be used to

teach requisite skills/processes/procedures.

Indirect instruction includes:• problem solving• decision making• cloze procedure• concept formation• concept attainment• guided inquiry• case study• reflective discussion and questions

Direct Instruction

Direct Instructions is teacher centred and iscommonly used to describe a process, present

strategies, provide information and to

communicate directions. Direct instructionis deductive. It presents the rule or

generalization first and then illustrates with

examples. Direct instruction can be used tointroduce and support other methods and

strategies of instruction

Direct instruction includes:• lectures• questioning• explicit teaching• drill and practice• demonstrations• guided practice• guides or templates (outlines)• structured overview• compare and contrast



Cautions:

• not all students learn well with this technique• lectured content is often rapidly forgotten• effective and critical listening generally lasts for between 5-10

minutes for children

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

Experiential Learning

Experiential learning is inductive,student centred, activity rich andmulti-sensory. Experiential learningmay require the application andconsolidation of previous knowledge,skills and values to a new situationand/or may emphasize the acquisitionof new knowledge, skills and ideas.Experiential learning can occur bothinside and outside the regularclassroom setting. It can involve firsthand experiences, such as going whalewatching, hands-on experiences,reproduce religious symbols with clayand/or vicarious experiences such asexploring art through the Internet.Current technology permits numeroussimulations to be shared through



Role Play• is the spontaneous or practiced response to a given situation or

theme where the learner attempts to speak, feel, behave like thecharacter they portray

• is designed to illustrate situations in which the behaviour ofindividuals 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:

• consider very carefully the developmental stage of the learner(young children can find portraying negative characters verydisturbing and traumatic).

• 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

various media such as laser video discs,videos, cassettes, and computerprograms. School visitations by outsideresource people can also provideexcellent opportunities for learners toconnect learned information to real lifesituations. Students are moremotivated to learn when they activelyparticipate. Experiential learningincreases student understanding andretention.

Experiential learning includes:• role playing• simulation• experimenting• working model• mock-up• field trips• surveys• games• learning centres



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 orexperiences

• usually involves learners, alone or in small groups, working on atask for an extended time period (the actual time frame maydepend to some degree on the ages of the learners involved),usually to produce a tangible product such as a model, ademonstration, a report or a presentation

• may be used to relate knowledge to their own experiences and/orto 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, createa 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

Independent Learning

Independent learning fosters thedevelopment of individual studentinitiative, responsible decision making,self reliance and independence. Itencourages learners to effectivelyorganize and pace their learning.Independent learning may beindividual or it may include learningin partnership with others. Theteacher and/or the student (under theteacher’s guidance), may determine thedescription and conditions of thetask(s). Independent learning allowsstudents to explore in depth personalinterests related to educationaloutcomes. It motivates learners tomake connections and see the relevanceof what they are learning to theireveryday lives. Independent learningcan be used in conjunction with othermethods. It requires carefulmonitoring and regular feedback to thelearner(s) to be effective.

Independent learning includes:

• homework• projects• reports• essays• assigned questions• learning contracts• learning centres• computer assisted 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, evaluationcriteria, time frame, consequences)

• provide a method of individualizing instruction• can be designed so that students operate at the academic level and

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 andrespected

• allows for an open exchange of ideas between the teacher and thelearner

• 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 ofthe contributor (this includes “you mean to say....., or this is thesame 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

Interactive Instruction

Interactive instruction relies ondiscussion and sharing amongparticipants, and allows students toreact to the views, ideas andexperiences of others. It permits thegeneration of alternate ideas andinsights, and provides opportunities forstudents to develop social andinterpersonal skills with peers, teachersand others. Interactive instructionencourages the organization ofthoughts and the development ofrational arguments. It allows studentsto learn to refine their observation,listening, interpersonal andintervention skills. The success ofinteractive learning depends on theskills of the teacher in structuring andfacilitating the activity and respondingappropriately to the characteristics anddynamics of the group(s). Interactivelearning permits a range of groupings.



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 suchas identifying problems, generating solutions and practicing skills

• successful use of this method requires professional developmentand 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 ofothers

• uses language to articulate and clarify one’s thoughts, feelings, andideas

• allows exchange of ideas, increased understanding and newawareness of a previous knowledge

• involves follow up activities

Interactive instruction includes:• whole group discussion• small group discussion• conferencing• mentoring• dialogue• brainstorming• cooperative learning groups• laboratory groups• computer partners• buddy reading• interviewing• peer practice


CHAPTER 4: ASSESSMENT AND EVALUATION

Chapter 4: Assessment and Evaluation

Defining Assessmentand Evaluation

Although assessment and evaluation are terms often usedinterchangeably, they are not the same. Assessment refers to thebroader activity of gathering information on the full range of studentlearning in a variety of ways, so that a clear and valid picture emergesof what students know and are able to do in Religious Education.This assessment process should provide a rich collection ofinformation that reflects students’ progress in working towardachievement of learning outcomes and guides future instruction,where data from a variety of sources is collected. Evaluating involvesreflecting on what students have learned for the purpose of sharingthis information with them and with their parent(s), caregiver(s), andschool administration. (English Language Arts Curriculum Guide 4-6,1998, page 203.)

Student evaluation is a process basic to teaching. Evaluation is not anadd-on feature of instruction but an integral part of it, since theinformation it provides allows teachers to make adjustments toinstruction and teaching methodologies.

Evaluation must be student-centered where the process andsubsequent decisions reflect a genuine concern for each student.

Teachers have a responsibility to provide accurate, reliable andjustifiable evaluations which do not undermine the integrity, self-confidence, or enthusiasm of students. Comprehensive evaluationinvolves the use of a variety of sources, is referenced to specificlearning outcomes and ensures that the total growth of every studentis recognized. (Adapted from The Evaluation of Students in theClassroom: A Handbook and Policy Guide, page 4))

Evaluation deals with both process and product. Because ReligiousEducation focuses mainly on the affective domain, emphasis should beplaced on process.

Product can be thought of as the what of learning. What is itstudents should know? What is it they should be able to do? Thesewhats are typically spelled out in outcomes, whether they are based ona program, a course, a unit or a lesson. In a teaching episode which isfocused on product, the ends may be evaluated without reference tothe means.

UnderstandingProcess and Product



Process refers to the procedure which students go through as theycome to know, to value, and to be able to do. The emphasis inteaching shifts from a passing on of “the what” to the methods bywhich it is acquired and utilized. Students are taught to findinformation, to become autonomous thinkers, and to use knowledgeto solve new problems and make decisions for themselves.

Each child is unique. Within any group of children a range ofdifferences in rates and ways of learning, in experiences and ininterests are expected and respected. Individual differences should becelebrated and built upon. A viable goal for each individual is to haveequitable opportunity to experience success as he or she works towardthe achievement of designated outcomes and a personal best.Improving performance and realizing potential is more importantthan competition and comparisons to others.

Teachers are encouraged to use assessment and evaluation practicesthat are consistent with student-centered instructional practices:

• negotiating and making explicit the criteria by which performancewill be evaluated

• designing assessment tasks that help students make judgementsabout 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.

Assessment activities, tasks, and strategies include, but are not limitedto, the following:

• anecdotal records• audiotapes• checklists• conferences• demonstrations• exhibitions• interviews (structured and informal)• inventories• investigations• learning logs/journals

Diverse Learners

AssessmentStrategies



• 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

(English Language Arts Guide, 4-6, 1998, pages 203-204.)

While evaluation is concerned with the development of the wholechild in the cognitive, psychomotor, and affective domains, it shouldbe understood that the affective domain is the focus of evaluation inReligious Education.

The affective domain deals with feelings and emotions and isexemplified through students' attitudes, interests, value systems andappreciations. There is little doubt this is a more difficult area toevaluate than either the cognitive or psychomotor domains. For thisreason, it is generally inappropriate and undesirable to attachpercentage values to affective outcomes. This does not, however,diminish the importance of the affective domain, since values andvalue systems are central to the learning and evaluation process (Eissand Harbeck, 1969). It is important to keep the three domainsseparate for evaluation purposes. This is important since it is possiblefor progress to be uneven across the different domains. Even thougha student might have a negative attitude toward school, it is possiblefor that student to achieve at a high level in the cognitive domain.

A question that arises is why so little attention has been given toassessing student progress in such a crucial area of child development.Perhaps the home and church are expected to provide instruction inthose areas. Perhaps it is because schools tend to place most emphasison the cognitive aspects of education. Undoubtedly, a major reason isthe difficulty associated with measuring progress toward affectoutcomes.



One of the most effective sources of data for use in evaluatingoutcomes in the affective domain is observation. This method,utilizing appropriate recording devises such as rating scales, checklistsand anecdotal records, enables the teacher to focus upon and recordachievement in the affective domain. Other sources of evaluation datafor the affective domain include self-reporting devises such as anattitude scale, where students respond on a continuum ranging fromfavourable to unfavourable, and individual inventories where studentscheck their preference for, or attitude toward, an idea or activity.Student reports or terms papers can be evaluated from an affectivepoint of view if they are designed so the student is required to take astand on a certain issue. Personal interviews and discussions can alsobe used to evaluate affective growth if care is taken to use indirectquestions so that students cannot guess which answer the teacherwould like to hear.

To become lifelong learners, students need to develop internalmotivation. They are more likely to perceive learning as its ownreward when they are empowered to assess their own progress.Rather than asking teachers, What do you want?, students should beencouraged 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 tolearn next? Assessment must provide opportunities for students toreflect on their progress, evaluate their learning, and set goals forfuture learning.

In recognizing and valuing the diversity of students, teachers mightconsider ways to:

• provide a climate and design learning experiences to affirm thedignity and worth of all learners in the classroom community

• redress educational disadvantage - for example, as it relates tostudents living in poverty

• model the use of inclusive language, attitudes, and actionssupportive of all learners

• adapt classroom organization, teaching strategies, assessmentstrategies, time, and learning resources to address learners’ needsand build on their strengths

• provide opportunities for learners to work in a variety of learningcontexts , 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 supportlearning

• offer multiple and varied avenues to learning• celebrate the accomplishment of learning tasks that learners

believed were too challenging for them(English Language Arts Curriculum Guide, 4-6, 1998, page 5)


CHAPTER 5: RESOURCES

Chapter 5: Resources

Authorized Resources The following resources are to be used in accordance with the keyprinciples underlying the Religious Education Curriculum.

Religious Education Interim Edition - A Curriculum Framework(1998)

Religious Education Primary Interim Curriculum Guide (1998)

Teacher Resources:Religious Education and the Primary Child, Department ofEducation

Core Children’s Literature

Polacco, Patricia. Mrs. Katz and Tush, ISBN # 0440409365

The Beginner’s Bible. ISBN # 945564317

Teacher Resources:Religious Education and the Primary Child, Department ofEducation

Core Children’s Literature

Oberman, Sheldon. By the Hanukkah Light, ISBN # 1563976587

The Beginner’s Bible. ISBN # 945564317

Teacher Resources:Pennell, Sandy; Downer, Wynanne; Maggs, Catherine. Friendsof God - Teacher’s Edition, ISBN# 0-920911-76-5

Kindersley, Anabel & Barnabas. Celebrations. ISBN #1551681080

Holy Bible - Contemporary English Version. ISBN # 10627

Interim Curriculum Guide and the resource Religious Education and thePrimary Child.

Grade 1

Grade 2

Grade3


CHAPTER 5: RESOURCES

Student Resource:Pennell, Sandy; Downer, Wyanne; Maggs, Catherine. Friends ofGod. ISBN # 0-920911-75-7

Recommended resources can be found in appropriate sections ofthe Religious Education: Primary Interim Curriculum Guide and theresource Religious Education and the Primary Child.

The Primary/Elementary Levels Handbook. July 1996, Departmentof Education.

RecommendedResources

religiouseducation - ed.gov.nl.ca · religious education, division of program development,...

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