Standard set
Elementary`- Ethics and Religious Culture
Standards
Showing 149 of 149 standards.
A
Ethics and Religious Culture
1
Reflects on ethical questions (Cycle 1)
2
Reflects on ethical questions (Cycle 2)
3
Reflects on ethical questions (Cycle 3)
4
Demonstrates an understanding of the phenomenon of religion (Cycle 1)
5
Demonstrates an understanding of the phenomenon of religion (Cycle 2)
6
Demonstrates an understanding of the phenomenon of religion (Cycle 3)
7
Engages in dialogue (Cycle 1)
8
Engages in dialogue (Cycle 2)
9
Engages in dialogue (Cycle 3)
a
Identifies a situation from an ethical point of view
b
Examines several cultural, moral, religious, scientific or social references
c
Evaluates options or possible actions
a
Identifies a situation from an ethical point of view
b
Examines several cultural, moral, religious, scientific or social references
c
Evaluates options or possible actions
a
Identifies a situation from an ethical point of view
b
Examines several cultural, moral, religious, scientific or social references
c
Evaluates options or possible actions
a
Explores forms of religious expression
b
Makes connections between forms of religious expression and the social and cultural environment
c
Considers various ways of thinking, being and acting
a
Explores forms of religious expression
b
Makes connections between forms of religious expression and the social and cultural environment
c
Considers various ways of thinking, being and acting
a
Explores forms of religious expression
b
Makes connections between forms of religious expression and the social and cultural environment
c
Considers various ways of thinking, being and acting
a
Organizes his/her thinking
b
Interacts with others
c
Develops a point of view
a
Organizes his/her thinking
b
Interacts with others
c
Develops a point of view
a
Organizes his/her thinking
b
Interacts with others
c
Develops a point of view
1
Describes a situation and puts it into context
2
Reformulates a related ethical question in his/her own words
3
Identifies values and norms in the ethical question
4
Identifies tensions
5
Compares his/her perception of the situation with that of his/her classmates
1
Finds several references present in different points of view
2
Looks for the role played by these references
3
Considers other references
1
Suggests possible actions
2
Looks for the effects of certain actions on oneself, others or the situation
3
Chooses actions to promote that foster community life
4
Reflects on the factors that influenced these choices
1
Describes a situation and puts it into context
2
Formulates a related ethical question
3
Compares points of view
4
Identifies tensions or conflicting values
5
Compares his/her perception of the situation with that of his/her classmates
1
Finds several references present in different points of view
2
Looks for the role and the meaning of these references
3
Considers other references
1
Suggests options or possible actions
2
Examines the effects of these options or actions on oneself, others or the situation
3
Chooses options or actions to promote that foster community life
4
Reflects on the factors that influenced these choices
1
Describes a situation and puts it into context
2
Formulates a related ethical question
3
Compares points of view
4
Identifies tensions or conflicting values
5
Compares the situation to similar situations
6
Compares his/her perception of the situation with that of his/her classmates
1
Finds several references present in different points of view
2
Looks for the role and the meaning of these references
3
Considers other references
4
Compares the meaning of certain references in different contexts
1
Suggests options or possible actions
2
Studies the effects of these options or actions on oneself, others or the situation
3
Chooses options or actions to promote that foster community life
4
Reflects on the factors that influenced these choices
1
Names forms of religious expression
2
Describes and puts into context forms of religious expression
3
Makes connections between these forms of expression and their tradition of origin
4
Reflects on his/her explorations
1
Identifies forms of religious expression in his/her immediate environment
2
Relates such forms of expression to aspects of the social and cultural environment
3
Reflects on his/her explorations and thoughts
1
Explores various ways of acting within a single religious tradition or in the context of several religious traditions
2
Explores various ways of acting in society
3
Names behaviours that are appropriate with regard to diversity
1
Describes and puts into context forms of religious expression
2
Looks for the meaning of forms of religious expression
3
Makes connections between these forms of expression and their tradition of origin
4
Reflects on his/her explorations
1
Identifies forms of religious expression in his/her immediate environment
2
Relates such forms of expression to aspects of the social and cultural environment both here and elsewhere in the world
3
Recognizes their influence on certain aspects of life in society
4
Identifies what such forms of expression have in common and what distinguishes them
5
Reflects on his/her explorations and thoughts
1
Explores various ways of thinking, being or acting within a single religious tradition or in the context of several religious traditions
2
Explores various ways of thinking, being or acting in society
3
Names behaviours that are appropriate with regard to diversity
1
Describes and puts into context forms of religious expression
2
Explains the meaning of forms of religious expression
3
Makes connections between these forms of expression and different religious traditions
4
Reflects on his/her explorations and explanations
1
Identifies forms of religious expression in space and time
2
Relates such forms of expression to aspects of the social and cultural environment both here and elsewhere in the world
3
Recognizes their influence on certain aspects of life within society
4
Identifies what such forms of expression have in common and what distinguishes them
5
Reflects on his/her explorations and thoughts
1
Explores various ways of thinking, being or acting within a single religious tradition or in the context of several religious traditions
2
Explores various ways of thinking, being or acting in society
3
Identifies behaviours that are appropriate with regard to diversity
1
Identifies the subject of dialogue
2
Makes connections between prior knowledge and new knowledge
3
Takes stock of his/her reflections
1
Expresses his/her preferences, feelings or ideas
2
Participates in developing the rules for engaging in dialogue
3
Expresses his/her point of view and listens to others' views
4
Asks questions
5
Explores how to overcome obstacles to dialogue
1
Uses his/her resources and available information
2
Recognizes the existence of different ways of perceiving the subject of dialogue
3
Expresses his/her way of perceiving the subject of dialogue
4
Reflects on his/her process
1
Identifies the subject of dialogue
2
Makes connections between prior knowledge and new knowledge
3
Distinguishes between what is essential and what is secondary in the different points of view expressed
4
Takes stock of his/her reflections
1
Examines his/her preferences, perceptions, feelings or ideas
2
Participates in developing the rules for engaging in dialogue
3
Expresses his/her point of view and pays attention to others' views
4
Asks for clarification
5
Explores how to overcome obstacles to dialogue
1
Uses his/her resources and available information
2
Recognizes the existence of different ways of perceiving the subject of dialogue
3
Expresses his/her way of perceiving the subject of dialogue
4
Reflects on his/her process
1
Identifies the subject of dialogue
2
Makes connections between prior knowledge and new knowledge
3
Distinguishes between what is essential and what is secondary in the different points of view expressed
4
Takes stock of his/her reflections
1
Examines his/her perceptions, attitudes, feelings, ideas or values
2
Establishes the rules for engaging in dialogue
3
Expresses his/her point of view and pays attention to others' views
4
Accounts for different points of view, including his/her own
5
Asks for clarification
6
Explores how to overcome obstacles to dialogue
1
Uses his/her resources and looks for information about the subject of dialogue
2
Fleshes out a point of view
3
Anticipates objections and necessary clarifications
4
Validates his/her point of view
5
Reflects on his/her process
Framework metadata
- Source document
- Ethics and Religious Culture
- License
- CC BY 4.0 US