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1.b Religious Education and Family Life Program
- Elementary Sample
(PDF File)

Description of Activity

  • Texts and Program
    • Religious Education
    • Family Life Education
    • AIDS
    • Other Programs
    • Assessment

SMART Goal Design - Is this goal...

  • Specific?
  • Measurable?
  • Attainable?
  • Result-oriented?
  • Time-bound?

Goal/Expected Result

  • Ensure that there are sufficient texts and bibles for Religious Education, Family Life Education , AIDS education, other programs
  • Build library of additional resources for programs
  • Ensure teachers are aware of provincial and board policies on Assessment in Religious Education and Family Life Education
  • Provide resources on Assessment

Resources

  • Born of the Spirit
  • Fully Alive
  • In God’s Image
  • We Are Strong Together
  • A Catholic Approach to Acquired Immunodeficiency Syndrome , 2 nd Edition
  • Assessment Guidelines from the Board’s Religious Education Program

Relevant Catholic Theme(s)

  • Faith
  • Hope
  • Love and Justice
  • Mystery, Wonder and Awe

CGE(s)

  • CGE1g Understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey
  • CGE4e Sets appropriate goals and priorities in school, and work

How will success be determined?

  • Sufficient texts, additional resources, assessment resources, unit overviews, lesson plans, teacher in-service, engaged students in class
Contributors Tasks

School Administration

  • Collate needs assessment from staff regarding texts
  • Consult with Board Religious Education Department regarding necessary texts, suitable additional resources, and program in-services
    • Order texts
    • Ensure that administration has up to date policies on assessment on Religious education; contact Board Religious Education department if necessary
  • Provide staff with updated assessment materials
  • Ensure that teachers are familiar with the AIDS program
  • Contact staff about Special Board Programs (e.g. healthy sexual abuse prevention programs, etc.)
  • Require staff to submit one page overviews of the units they are teaching approximately 2 weeks before beginning of unit

Staff
  • Familiarize themselves with programs and assessment resources
  • Attend Board in-services on programs
  • Contact Board consultants for assistance if required
  • Submit one page unit overviews

Board Religious Education and Family Life Education Department

  • Be a resource to school
Process Stages Details and Considerations

May/June (Prior year)

  • Administration consults with teachers to assess needs vis-à-vis texts and resources for next year; contact Board’s Religious Education department for updates regarding new programs and resources
  • Timetable Religious Education and Family Life Education programs; assign teaching responsibilities

Late August
  • Review Provincial, Board and School Policies regarding Religious and Family Life Education

December
  • Re-assess staff and student needs with respect to texts and program

Effectiveness (degree to which goal has been achieved)

  • Sufficient texts
  • Evidence of other resources
  • Assessment policies
  • Staff attendance at in-services
  • Religious Education consultants present in school
  • One page unit outlines

Follow Up/Next Steps

  • Identify additional needs
  • Brief class visits


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