The Catholic studies curriculum identifies grade-specific outcomes to achieve the program aim and goals. In addition, each grade has an overarching conceptual 'focus' or broad theme that is emphasized by several of the outcomes at that grade. This focus may also serve as inspiration for rallies, retreats and projects.

Each grade of the Catholic studies curriculum has a different focus or overarching theme for the year or semester.

• Catholic Studies 9 focus: Journeying in Faith with Community
• Catholic Studies 10 focus: Understanding the Call to Evangelize
• Catholic Studies 20 focus: Exploring the Joy of a Catholic Identity
• Catholic Studies 30 focus: Embracing Spiritual and Religious Life

The Catholic Studies 9 curriculum focuses in part on the importance of community in supporting and deepening one's faith. In outcome CS9.4, for example, students investigate ethical implications of sin and virtue on their own lives and its impact on communities. In outcome CS9.7, students consider how individuals within Catholic communities can help the Church achieve her mission. In outcome CS9.8, students examine how dialogue can move faith communities towards greater unity.

Inquiry learning provides students with opportunities to build knowledge, abilities, and inquiring habits of mind that lead to deeper understanding of their world and human experience. Inquiry is more than a simple instructional method. The inquiry process focuses on the development of compelling questions, formulated by teachers and students in dialogue, to motivate and guide inquiries into topics, problems and issues related to curriculum contexts and outcomes.

Inquiry is more than a simple instructional strategy. It is a philosophical approach to teaching and learning, grounded in constructivist research and methods, which engages students in investigations that lead to disciplinary and interdisciplinary understanding.

Inquiry builds on students' inherent sense of curiosity and wonder, drawing on their diverse backgrounds, interests and experiences. The process provides opportunities for students to become active participants in a collaborative search for meaning and understanding.

Students who are engaged in inquiry:

• construct deep knowledge and deep understanding rather than passively receiving information
• are directly involved and engaged in the discovery of new knowledge
• encounter alternative perspectives and differing ideas that transform prior knowledge and experience into deep understandings
• transfer new knowledge and skills to new circumstances
• take ownership and responsibility for their ongoing learning and mastery of curriculum content and skills.(Adapted from Kuhlthau & Todd, 2008)

Inquiry prompts and motivates students to investigate topics within meaningful contexts. The inquiry process is not linear or lock-step, but is flexible and recursive. Experienced inquirers will move back and forth among various phases as new questions arise and as students become more comfortable with the process.

Well-formulated inquiry questions are broad in scope and rich in possibilities. Such questions encourage students to explore, observe, gather information, plan, analyze, interpret, synthesize, problem solve, apply critical and creative thinking, take risks, create, conclude, document, reflect on learning, and develop new questions for further inquiry. The following graphic represents various components or phases of this cyclical inquiry process.

Teachers and students can begin their inquiry at one or more curriculum entry points; however, the process may evolve into transdisciplinary integrated learning opportunities, as reflective of the holistic nature of our lives and interdependent global environment.

It is essential to develop questions that are evoked by student interests and have potential for rich and deep learning. These questions are used to initiate and guide the inquiry and give students direction for developing deep understandings about topics, problems, ideas, challenges, issues, or concepts under study.

The process of constructing compelling questions can help students grasp the important disciplinary or transdisciplinary ideas that are situated at the core of a particular curricular focus or context. These broad questions lead to more specific questions that can provide a framework, purpose, and direction for the learning activities in a lesson, or series of lessons, and help students connect what they are learning to their experiences and life beyond school.

Research indicates that developing students' knowledge within meaningful contexts is more effective for long term growth than learning individual facts or developing isolated skills (Johnson, 2002). This means that academic 'content', which is an almost limitless body of information, is best taught within 'contexts' that promote deep understanding and help students to make connections between what they are learning and their daily lives.

Contexts serve as higher-level conceptual organizers for inquiry. There are five required contexts that are the same for all grades. Each learning context is identified using a two or three letter code. These codes are listed under each outcome as a suggestion regarding which learning context or contexts most strongly support the intent of the outcome.

Following are the grades 9-12 contexts and codes:

1. Salvation History [SH]
2. Knowing God [KG]
3. Dignity of the Human Person [DHP]
4. Church [CH]
5. Seeking Spiritual Meaning [SSM].

Students need to experience learning through each context at each grade. They can be addressed individually or combined. In addition, 'big ideas' for inquiry relevant to Catholic studies have been identified for each context at each grade (e.g., context of 'Salvation History' and the big idea of 'Noah and the Flood' in Grade 9, or within the same 'Salvation History' context the big idea of 'Moses and the Law' in Grade 10). If time permits, teachers may also explore 'big ideas' beyond those identified.

Refer to Appendix C: Contexts and Big Ideas Continuum.

Before and during the inquiry process, students and teachers will formulate questions for inquiry. These questions help direct students' investigations and research. Questions may be specific to one context or apply to several. An inquiry question such as, "What does it mean to be made in the image and likeness of God?" relates to both contexts of 'Knowing God' and 'Seeking Spiritual Meaning'.

The teachers' role is to guide students towards achieving the learning outcomes throughout the contexts and inquiry process. Sample questions such those in the following chart will move students' inquiry towards deeper understanding.

Big Ideas for Inquiry

• entering the covenant
• Adam and Eve
• Noah and the Flood
• Abraham and Sarah

Sample Inquiry Questions

• What do Adam and Eve, Noah, Abraham and Sarah teach about creation and the fall?
• What is the meaning of the phrase "We are made for relationships"?
• How does the phrase "God calls you" apply to your life?
• What are the dangers of manipulating Scripture for the purpose of defending personal beliefs and actions (e.g., extremist actions)?
• How do covenants, contracts, promises and treaties affect my life?
• What does it mean to be a steward of creation?

Big Ideas for Inquiry

• Creator, Father, Trinity
• image of God
• relationship with God

Sample Inquiry Questions

• How do we know that God exists and how can I come to know God?
• What is your image of God and how has your belief been influenced?
• What does it mean to be made in the image and likeness of God?
• How can I represent the Catholic teaching of Trinity?
• How does our understanding of creation inform our beliefs about the Creator?
• Is the universe "good"? Is humanity "good"?
• What is the difference between being childish and having a child-like relationship with God?
• Is it right to get angry with God? Why do bad things happen to good people?
• How do faithful obedience, peace, love, hope and truth lead to knowing God?
• What do Catholics mean when they say we are all equal?
• What does Jesus mean when He reminds us that great power comes with great responsibility? (Lk 12:48) 

Big Ideas for Inquiry

• free will and conscience
• grace, virtue and sin
• choices and actions
• dignity of life

Sample Inquiry Questions

• Does one's conscience naturally lead one to God?
• What are the effects of sin in life and spiritual development?
• How can one overcome challenges to living a virtuous life?
• Where do I observe and experience grace in my daily life?
• How are my values reflected in my online activities?
• What are the effects of inappropriate digital action? How can it be addressed?
• How can technology addiction and its effects on individuals and society be addressed?
• What are the effects of separating the physical and emotional aspects of sex?
• What does it mean to say abstinence always involves chastity, but chastity does not always involve abstinence?
• Why is it important to distinguish between the inherent `value' of a person versus the `usefulness' of a person?
• What does it mean to have a "culture of life" as described by Saint Pope John Paul II?

Big Ideas for Inquiry

• mission and purpose
• rites and models
• ecumenical and interfaith dialogue

Sample Inquiry Questions

• What is Church? Why go to Church?
• What does the following statement mean to you? Going to Church does not make one a good Christian, but a good Christian will want to go to Church.
• What is good liturgy?
• Why are some worshipping communities considered to be destructive cults?
• How is the Church affected by diversity of rites?
• What is good dialogue? What are the challenges in creating a unified Church inspired and motivated by Jesus' prayer: "That they may be one"? (John 17:21)
• How does a shared history among Jewish, Christian and Islamic faiths affect current relationships?
• How can ecumenical and interfaith dialogue be encouraged?
• How can Catholic identity be maintained within interfaith dialogue?

Big Ideas for Inquiry

• faithful obedience, peace, love, hope and truth
• science, arts, spirituality and religion
• prayer

Sample Inquiry Questions

• How do I love others when loving them is difficult?
• What does it mean to live a life of faithful obedience?
• How do we know what is true? Is there such a thing as universal truth?
• In what ways do moments of being in awe of the wonder of creation influence faith? How are these experiences represented in art?
• Where did we come from and why are we here?
• How can the relationship between science and faith be described from a Catholic perspective?
• How can the arts both express and teach about faith?
• Why and how might individuals seek spiritual enrichment?
• How have cultural traditions influenced Catholic practices?
• What are the purposes of various prayers and ceremonies practiced within the diversity of First Nations in Saskatchewan?
• Why pray? Is there a right way to pray? Why are there different types of prayer?
• What are the advantages of private prayers and praying with community?

Important to any inquiry process is student reflection on their learning as well as the documentation needed to assess the learning and make it visible to themselves and others. Student documentation of the inquiry process may take the form of reflective journals, essays, digital records, websites, presentation software, notes, drawings, three-dimensional models, photographs, blogs, visual and multimedia representations and displays, audio and video recordings of projects and presentations and more.

Saskatchewan First Nations and Métis content, perspectives and ways of knowing are infused within all provincial K-12 curricula including this Catholic studies curriculum (e.g., outcomes and indicators, components, contexts and inquiries). When studying the Catholic studies' contexts of "Knowing God", "Church" or "Seeking Spiritual Meaning", for example, students should also examine the role and importance of prayers and ceremonies from traditional and contemporary perspectives of Saskatchewan's First Nations and Métis peoples. Refer to Appendix A for additional information on incorporation of First Nations and Métis worldviews and big ideas for inquiry.

It is important to recognize the diversity among First Nations cultural and spiritual beliefs and ceremonies within Saskatchewan, Canada and throughout the world. While emphasis is to be placed on traditional First Nations and Métis spiritualities, it is important to recognize that many First Nations and Métis peoples are Christian - including those of the Catholic faith. Furthermore, many First Nations and Métis individuals and church communities combine both traditional and Catholic practices.

Effective Catholic studies programs recognize and draw attention to multiple rites within the Catholic Church (i.e., a Church with a place for all). Teachers are encouraged to draw attention to both Western and Eastern Catholic churches and rites including the Latin and Byzantine traditions prevalent in Saskatchewan. In addition, there are other Catholic rites represented in Saskatchewan, throughout Canada and the world. In this curriculum, the broad term "Catholic" is inclusive of all Catholic churches and Catholic rites (e.g., Ukrainian Catholic church celebrating according to the Byzantine rite).

It is important for students to understand when addressing the topic of salvation history that, although the fullness of Revelation can be found in Jesus, salvation history is not limited to the past. Tradition continues to reveal salvation and all people today are part of its story. Effective Catholic studies courses recognize the ongoing nature of salvation history in multiple ways (e.g., through the 'Salvation History' context and corresponding outcomes and indicators at each grade).