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

Description of Activity

  • Texts and Program
    • Religious Education
    • Family Life
    • 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, 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

  • Texts and Manuals used by Schools
  • Texts Recommended in the Course Profiles
  • Assessment Guide from Board’s Religious Education Department

 

Relevant Catholic Theme(s)

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

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, course profiles, lessons plans, teacher in-service, engaged students in class
Contributors Tasks
School Administration
  • Collate needs assessment from Religious Education department regarding texts
  • Consult with Board Religious Education Department regarding Guidelines, Course Profiles, 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 both school Religious Education Department and Chaplaincy about Special Board Programs (e.g. third world development education/mission trips, etc.)
  • Require Religious Education department to submit course outlines for each Religious Education course
Staff
  • Familiarize themselves with programs and assessment resources
  • Attend Board in-services on programs
  • Contact Board consultants for assistance if required
  • Submit course outlines
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 Education 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
  • Course profiles
  • Assessment policies
  • Staff attendance at in-services
  • Religious Education consultants present in school

Follow Up/Next Steps

  • Identify additional needs
  • Brief class visits by administration
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