Outcomes are statements of what students are expected to know and be able to do by the end of a grade or secondary level course in a particular area of study. Therefore, all outcomes are required. Each outcome listed has been identified as a priority outcome for this course. The outcomes provide direction for assessment and evaluation, and for program, unit and lesson planning.

Critical characteristics of an outcome include the following:

• focus on what students will learn rather than what teachers will teach
• specify the skills, strategies, abilities, understandings and knowledge students are expected to demonstrate
• are observable, assessable and attainable
• are written using action-based verbs and clear professional language (educational and subject-related)
• are developed to be achieved in context so that learning is purposeful and interconnected
• are grade and subject specific are supported by indicators which provide the breadth and depth of expectations, and
• have developmental flow and may have connection to other grades.

Indicators are representative of what students need to know and/or be able to do in order to achieve an outcome. When teachers are planning for instruction, they must comprehend the set of indicators to understand fully the breadth and the depth of learning related to a particular outcome. Based on this understanding of the outcome, teachers may develop their own indicators that are responsive of students' interests, lives and prior learning. Teacher-developed indicators must maintain the intent of the outcome.

Within outcomes and indicators, the terms "including" and "such as", as well as abbreviations "e.g." and "i.e." occur. Each holds specific purpose:

• the term "including" prescribes content, contexts or strategies that students must experience in their learning, without excluding other possibilities
• the term "such as" provides examples of possible broad categories of content, contexts, or strategies that teachers or students may choose, without excluding other possibilities
• the abbreviation "e.g.," offers specific examples of what a term, concept, or strategy might look like
• the abbreviation "i.e.," offers another wording for the concept and means "that is to say".

Infused within the outcomes and indicators, are foundational components including Scripture and Tradition, Relationships, Dignity and Dialogue. As students work towards achievement of outcomes, students deepen their understanding of the following components:

Scripture and Tradition - are complementary components. Scripture (i.e., The Word) and Tradition (i.e., Living the Word) develop students' understanding of the ongoing nature of Salvation History. Deep reflection on the call of God and their personal responses is encouraged. Students also learn about Apostolic Tradition, ecclesial traditions and the identity of the Church as the people of God.

Relationships - is the component that helps students recognize the importance, including ethical and moral considerations, of one's relationship with God, God's creation, self and others (including family and parish). Studying Christology assists in the exploration of one's relationship with Christ, examining Jesus' human and divine dual nature and the fullness of salvation He revealed. The Church teaches that to be human is to be made for relationship.

Dignity - is a lens through which students consider various issues. Dignity, (i.e., the inherent value of all people including one's self) is rooted in the belief that every person is created in the image and likeness of a loving God. Students understand the Catholic perspective that dignity is revealed in "The Word", affirmed through "Living the Word" and realized within "Right Relationships".

Dialogue - fosters a culture of encounter wherein one is secure to live one's religious beliefs freely. Ecumenical dialogue involves Christians sharing faith in Christ through baptism. Interfaith dialogue involves diverse faiths, spiritualities and those who identify as non-religious or do not profess a personal faith. Students who value and enter into dialogue understand the Catholic view that dialogue allows opportunities for relationships to grow, dignity to be honoured, and sharing of Tradition and Scripture (i.e., life in the story).

The following graphic displays the curriculum structure.