Jesus' teachings are central to Catholic studies. As students participate in classroom experiences, Christian Action Projects, rallies and retreats they achieve the required outcomes and are involved in learning that engages:

• the mind (e.g., understanding and explaining),
• the hands (e.g., actions), and
• the heart (e.g., feeling).

St. Peter reminded Christians to always be ready to defend the faith to anyone who questions the hope within you (1 Pet. 3:15). The Church invites followers to understand the role of the intellect in faith: to know why Catholics believe what they believe and to be able to express that to others.

The field of Catholic apologetics is the process of defending or explaining the beliefs, teachings and practices of the Catholic faith and her holy Church. Apologists throughout church history and today teach about whom Jesus was and the salvation He has brought which is a key element of a Catholic studies program.

Catholic apologetics should engage students in ways of thinking critically, contextually and creatively as they seek to deepen their understanding of Catholic teachings. This understanding will help students reflect on deep spiritual questions and give voice to their beliefs. This curriculum provides grade-specific contexts with sample inquiry questions to challenge students to think deeply and express their understandings of Jesus' teachings and the Catholic faith.

Christian Action Projects (CAPs) are experiential opportunities for students. CAPs enable students to achieve curriculum outcomes and deepen their understanding through practical application.

Project requirements and purpose - Students must engage in a Catholic studies CAP at each grade from 9-12. The purpose is to use project-based learning to:

• challenge students to apply their learning
• deepen their understanding of course outcomes
• encourage student contributions to the mission of the Church.

CAPs are based on outcomes and may involve students working individually, in pairs, in small groups or as a full class. Teachers and students will collaborate to plan how selected course outcomes will be addressed. Assessment should be ongoing and include self- and peer-assessments as appropriate. Students and teachers will also determine how to document student progress and ensure feedback throughout the project. Feedback can focus on project development and challenges and involve multiple sources (e.g., teacher, self, peers, parents, community partners). Students may share their learning through presentations to classmates, community and beyond (e.g., performance, blog, debate, video).

CAPs must be included as an important part of each Catholic studies course. School divisions will determine appropriate CAP policies and practices. There is flexibility as to project duration and use of in-class and out-of-class time as determined by teachers in collaboration with students to ensure curriculum outcomes are addressed.

Project scope - CAPs are based on the five actions identified by the Canadian Conference of Catholic Bishops to achieve the mission of the Church. All CAPs must focus on one or more of the following:

• proclaiming Jesus Christ (e.g., drama presentation, Walk for Life, retreat experiences)
• worshipping Christ through the Sacraments (e.g., Rite for Christian Initiation of Adults (RCIA) programs, Eucharistic Adoration)
• forming a communion of people (e.g., parish involvement, mentoring programs involving sport, spirituality, academics)
• giving witness (e.g., liturgical arts presentations, youth rallies)
• service in the model of Jesus (e.g., feed the hungry, care for the sick, support for others in need). CAPs that are service oriented provide opportunities to discuss what makes an act of service Christian. CAPs should help students deepen their understanding of what motivates a Christian to serve.

Catholic studies assists in bringing, developing and deepening the faith of students through the sharing of the Good News. Students should have opportunities within these courses to have what can be referred to as `Emmaus experiences', that is, opportunities to feel the faith and embrace the mysteries of the faith through rallies, retreats and other classroom experiences. Reflecting on, or living with, the mystery of faith is an important Catholic tradition. Teachers and students are challenged to go beyond the mind and hands to engage the heart.

It is recommended that teachers involve students in a faith-based rally or retreat experience at each grade. To engage the heart on a daily basis, teachers are also encouraged to involve students in classroom experiences such as prayer, journaling, Christian meditative practices, giving witness, and artistic expression.

Rally or retreat experiences should be planned to meet the needs of the students by placing the focus on curriculum outcomes. Questions for inquiry may be part of the rally or retreat experience. Following are examples of outcomes-based rally or retreat themes.

Catholic Studies 10 rallies and retreats might focus on:

•  forgiveness, mercy, generosity, justice, and/or joy (CS 10.4)
•  Jesus as Messiah (CS 10.6)
•  evangelization (CS 10.7)
•  living the Gospel as a form of political activism (CS10.8h)
•  reverence for life, marginalization or social sin (CS 10.9)
•  the influence of Catholic teachings on personal prayer (CS10.10e)
•  the role of Catholic saints in one's spiritual journey (CS10.11d)
• exposure to monotheistic faiths (e.g., workshop, field trip) or retreat focusing on a Seder meal connecting Judaism and Christianity (CS10.12).