World Religions

St. Joseph’s Catholic High School

Grade 11 World Religions

Course Description:

This course introduces students to the range and diversity of world religions, and examines how systems of belief affect individual lives and social relationships. Students learn about a variety of religious beliefs, teachings, traditions, and practices. Through this discovery students develop their awareness of the place of religion in the lives of their neighbours as well as a more authentic understanding and a deeper commitment to their own faith tradition. This course helps break down misconceptions and prejudices regarding the other religious traditions. Students develop skills used in researching and investigating topics related to world religions. This course draws on expectations outlined in both the Social Sciences and Humanities and the Institute for Catholic Education policy document. This Open course is designed to broaden students’ knowledge and skills in subjects that reflect their interests and to prepare them for active and rewarding participation in society.

How This Course Supports the Catholic School Graduate Expectations

The fundamental premise of this course is that both the teacher and students are discerning believers, 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, and critical thinkers. By raising important questions about their faith, and investigating the religious traditions of others, students are led 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.

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.

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:

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 4 categories of the achievement chart can be summarized as: Knowledge/Understanding; Thinking/Inquiry/Problem Solving; Communication; Application

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/Inquiry = 25% Communication = 25% Application = 25%	30% of the course final grade is based on final evaluations consisting of a final performance activity, an exam or other methods of evaluation suitable to course content and administered towards the end of the course. Final Performance Task = HRF3O 15% or HRT3M 10% Exam = HRF3O 15% or HRT3M 20% *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 before the evaluated assignment is returned to the class. Missed assignments impact greatly in cases where there is insufficient assessment evidence to determine a final course grade.

Students are expected to:

- attend and be punctual for all classes.

- come to class prepared to work.

- complete all assignments, readings and homework on time.

- catch up on all notes and work missed when absent.

- be present for all tests and evaluations (in the case of illness, a Doctor’s note may be required).

- respect the learning environment.

- adhere to the School Computer User Policies and the Board Student Internet Access Agreement.

- adhere to the school rules with regard to plagiarism.

- adhere to the school dress code.

Parents/Guardians are asked to:

- encourage your son/daughter to take an active part in the life of the school.

- 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.

"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."

Ministry of Education