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 HRE2O Expectations/Parental Information Instructor: Mr. Gord Walden 675-4434
x30537 (Voicemail)
As a general rule, students should spend 10 minutes per grade in school on
homework. In grade 10 this translates to 100 minutes or 25 minutes per night per
course. In this course, flexible study time is easily accommodated but should
probably average out as follows:
 | one hour per week reading the textbook, making notes, planning,
developing, and writing chapter assignments |
| one hour per week researching, developing, and writing the major
independent study project. |
Specific pages to be read and notes to be made are not usually assigned.
Instead, the student is directed to read a specific chapter by a given date so
that they may fully participate in the classroom discussion. The Socratic method
of teaching is heavily employed by the instructor.
As an open level course, many students incorrectly assume that expectations
and the material covered will be to the lowest common denominator. Instead, the
expectation is for each student to work to their full potential and the grade
assigned (on assignments only) will be somewhat discretionary in nature. Since
most assignments in this course reflect upon personal thoughts and experiences,
every student in the class is on common ground. A key concept of this course is
the personal reflection/inspection for the student upon the exodus from
childhood to adulthood. It is only by giving their best that each student will
gain the most they can from this experience.
Other expectations:
| If the student has special needs regarding seating placement, note taking,
medical concerns or testing accommodations the instructor is usually
informed however it is up to the student to self advocate. |
| All assignments will be computer generated and printed on 82"
x 11" white paper using a standard 12pt font (e.g. Times New Roman)
according to the St. Joseph=s High
School English Style Guide. If financial hardships occur regarding
the 154 per page printing costs at
school please contact the instructor. |
| The student will bring a binder with lined paper, pen/pencil, a red pen
and their textbook to class daily. |
Course Description
This course invites and challenges the adolescent
to personalize the principles that guide Catholics in understanding their role
in shaping culture through our discipleship. The exploration of these
principles starts with the Scriptural foundations to the questions of what it
means to be human and how God has and continues to shape our humanity through
culture. The principles are then developed through the Gospel themes that reveal
how Jesus’ Kingdom of God is expressed in all of our relationships: to
ourselves, to others, to our civil society, to our Church, and to our Global
community. Course material will be examined through Scripture, Profession
of Faith, Christian Moral Development, Prayer, Sacramental Life, and
Family Life.
How This Course Supports the Catholic School Graduate Expectations
The fundamental premise of this course is that both teacher and students are
discerning believers formed in the Catholic faith tradition, intent on
participating in the transformation of society. Understanding that the students
operate from, and yearn to deepen their spirituality, this course encourages
students to articulate Catholic beliefs, and to continue to journey as
reflective, creative thinkers. By raising important questions about their faith,
this course leads students to a deeper understanding of their relationship with
God and neighbour. The students are called to be caring family members and
responsible citizens who respect and understand the history, cultural heritage,
and pluralism of today’s contemporary society.
Overall
Catholic Graduate Expectations
The graduate is expected to be:
| a Discerning Believer Formed in the Catholic Faith Community |
| an Effective Communicator |
| a Reflective and Creative Thinker |
| a Self-Directed, Responsible Life Long Learner |
| a Collaborative Contributor |
| a Caring Family Member |
| a Responsible Citizen |
Overall Curriculum Expectations
By the end of Grade 10, students will:
| Approach Sacred Scripture with a critical eye |
| Recognize Sacred Scripture as "good news" |
| Develop their wisdom: drawing from Sacred Scriptures, Saints, Church
Teaching… for life decisions |
| Understand and promote the Sacredness of Life |
| Understand and demonstrate empathy for those outside your circle:
understand Social Justice – applying the teaching of Jesus to culture |
| Demonstrate the use of the "Preferential Option for the poor" in
moral decision making |
| Understand the Role of the Church’s plan for salvation. |
| Make use of Church Sacraments for personal growth and apply to outside
world |
| Get to know the life and teachings of Jesus: Developing a road map for
life |
| Understanding the role of personal and community prayer |
| Develop reading, writing, speaking and listening and research skills |
Textbook/Resources
Students will be provided with a variety of resources, some
for in-class use and others to be taken home and brought to class on a regular
basis. Resources are costly investments and as such are expected to be used in a
respectful manner and returned in the same condition in which they were issued.
Lack of student responsibility in this regard may result in a repair or
replacement cost to the student and their parent/guardian.
CCCB. Catechism of the Catholic Church. Ottawa: CCCB Publications
Service, 1994. ($15.00)
Classroom Bible ($20.00)
Zanzig, Thomas. Jesus of History, Christ of Faith. Winona, MN: Saint Mary’s
Press, 1992. ($30.00)
It is highly recommended that students have a copy of the Bible for home use.
Units: Titles and
Time
|
1 |
Called to
Jesus: Who is Jesus? Journey With Jesus, Moving Towards the Hope the
Gospel Proclaims. |
26 hours |
|
2 |
Called to
Be Church: We Are Members of the Church Community |
21 hours |
|
3 |
Called to
Be and Relate: Living God’s Plan in Our Relationships |
21 hours |
|
4 |
Called to
Be Holy: Living the Virtuous Life |
16 hours |
|
5 |
Called to
Be Just: Preferential Option for the Poor, Lost, Marginalized |
16 hours |
|
6 |
Called to
Discipleship: Culminating Activity and Course Review |
10 hours |
Instructional Strategies
Throughout the course a number of instructional
strategies will be used by the teacher including cooperative learning,
conferencing, discussion/debate, case study, lectures, and inquiry-based
research among other strategies. Community-building is a significant
component of this course. For that reason, students are expected to attend all
classes, to be prepared (having done their assigned work) and to participate.
Learning Skills
The report card provides a
record of the learning skills demonstrated by the student in every course, in
the following six categories: Responsibility, Organization, Independent Work,
Collaboration, Initiative, and Self Regulation. The learning skills
are evaluated using a four-point scale (E–Excellent, G–Good, S–Satisfactory,
N–Needs Improvement). The separate evaluation and reporting of the learning
skills in these six areas reflects their critical role in students’ achievement
of the curriculum expectations.
Achievement
The provincial achievement charts provide a
reference point for all assessment practice and a framework within which to
assess and evaluate student achievement. The charts provide a standard
province-wide method for teachers to use in assessing and evaluating their
students’ achievement. Teachers assess student achievement in four categories.
The four categories of the achievement chart can be summarized as: Knowledge&
Understanding, Thinking, Communication, and Application. Teachers will
communicate student performance using the levels of achievement. Level 1
indicates performance that is severely lacking or rarely demonstrated. Level 2
indicates inconsistent performance. Level 3 indicates good, consistent
performance. Level 4 indicates exceptional, consistent performance. These
levels will be converted to a percentage grade for mid-term and semester-end
reports.
Assessment
|
Term Assessments |
Final Course Evaluation
Activities |
|
70% of the
course final grade will represent the evidence of student achievement
collected from all four categories throughout the course with the following
designated weighting factors applied:
Knowledge & Understanding 25%
Thinking 25%
Communication 25%
Application 25% |
30%
of the course final grade
is based on final evaluation activities consisting of a final performance
activity and an exam.
The combination of the performance
activity and final exam will reflect the same category weightings as shown
in the term assessments. The final course evaluations will be weighted as
follows:
Final Performance Activity 15%
Final Exam
15%
*All students must participate in final course evaluation activities. |
*Should a
student miss all or part of the scheduled final evaluation activities, the
student will forfeit whatever portion of the thirty percent that was not
completed. In extenuating circumstances (e.g., illness, death in the family,
etc.) the principal shall determine an alternative resolution for a missed final
evaluation.
Late and Missed Summative Assessment Assignments
Late and/or missed assignments do impact the student’s grade. The teacher
will communicate to the student and parent that an assignment due date has been
missed and that the student is still responsible for completing the assignment.
For more detailed information about late and missed assignments and academic
misconduct (skipping, cheating, and plagiarism) refer to the Procedure for
Dealing with Academic Misconduct and Late and Missing Assignments.
To receive a Catholic Secondary School Diploma students must successfully
complete the prescribed religious courses.
Students are responsible for knowing and remembering the policies outlined in
the Student Handbook. Failures to have done so will not exempt students from
having them apply.
Students are financially responsible for lost or damaged textbooks
and/or equipment.
Students are responsible for organizing all course information appropriately
in a notebook. It is recommended that students have a separate notebook for each
subject. Notebooks are the best source of study – keep them up to date!
In the event that a student is absent on the day of a test/assignment the
student is expected to present a signed note from his/her parent, which states
that the parent is aware that their son/daughter missed a test/assignment. A
student will be expected to write, present, or submit on the first appropriate
day (to be determined by the teacher) after he/she returns to school..
Students are expected to complete all evaluation activities in order to
provide sufficient evidence of achievement of course expectations for the
granting of a credit.
All other classroom policies, as explained by your teacher, will apply
to this course.
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Student and Parent/Guardian Responsibilities |
|
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“Students
who make the effort required and who apply themselves will soon discover
there is a direct relationship between this effort and their achievement,
and will therefore be more motivated to work. Successful mastery of concepts
and skills in science requires a sincere commitment to work and study.
” (The Ministry of
Education, 2005)
Students are expected to:
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attend and be punctual for
all classes. |
|
come to class prepared to work |
|
complete all assignments, readings and homework on time |
|
keep notebooks neat and organized. |
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adhere to the School Computer User
Policies and the Board Student Internet Access Agreement |
|
adhere to Board policy with respect to
plagiarism |
|
adhere to the school uniform code |
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be present for all tests and
evaluations; in the case of illness, a doctor’s note may be required |
|
make arrangements with your
teacher ahead of time when conflicts arise between school functions
(sports, trips, etc.) and tests or assignments. |
|
catch up on all notes and work missed when absent.
Please get a name and phone number of a classmate who you can call when
you are absent to get the notes and homework assigned. |
Classmate’s
Name: ________ Phone #: _________
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“Parents
have an important role to play in supporting student learning. Studies show
that students perform better in school if their parents or guardians are
involved in their education. By becoming familiar with the curriculum,
parents can find out what is being taught in the courses their children are
taking and what students are expected to learn.”
(The Ministry of Education, 2005)
Parents/Guardians
are asked to:
|
encourage your son/daughter
to take an active part in the life of the school |
|
request to see notebooks and
school planner |
|
encourage him/her to take
advantage of opportunities for extra help |
|
become familiar with the
curriculum |
|
attend school functions and
talk to us. Teachers work best when we know the
story behind the desk. |
|
encourage your son/daughter
to take an active interest in current events and issues; offer him/her
opportunities to question and reflect on what is happening in the world. |
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