Curriculum
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LANGUAGE ARTS
LANGUAGE ARTS PHILOSOPHY
Language Arts instruction is essential for a student to attain a high level of literacy, as well as to function as an informed member of the school and broader community. To communicate effectively, a student must have, and be able to apply, skills in reading, writing, listening, and speaking. Communication instruction crosses all disciplines, and the opportunity to apply processes and skills must be provided in all content areas.
Communication skills are developmental and involve a great deal of process instruction. Since students acquire and improve these skills over time, continued growth rather than mastery becomes the goal.
INTRODUCTION
The primary purpose of the Language Arts Curriculum Guide is to ensure that students are introduced to the language skills necessary to think critically, communicate effectively, and reach high levels of literacy. The Guide provides the framework for teachers to identify and implement appropriate instructional methodology in grades K through 8, and also outlines the level of competency expected of students at each grade level. The curriculum is based on goals and objectives both in the North Carolina Standard Course of Study (NCSCS) and the National Standards for Language Arts identified by the National Teachers of English (NTE) and the International Reading Association (IRA).
Key to format:- Strands are specific areas of focus, aligned to competencies identified in the NCSCS and/or National Standards. Expectations in each strand are age appropriate to the grade level. The four Diocesan strands are:
- Reading
- Writing
- Listening and Speaking
- Grammar and Language Conventions
- The strands are interrelated and should be taught as integrated components, not isolated topics.
- In the light of Gospel teachings, Values and Attitudes highlight key issues that enable students to develop a critical conscience for each Strand. Values and Attitudes are not necessarily quantifiable but rather identified in a student’s embracing of the values and cultivating attitudes in each strand.
- Objectives are specific indicators of knowledge prerequisite to achieve the goals at each grade level.
MATHEMATICS
MATH PHILOSOPHY
Mathematics plays an integral role in Catholic schools because it reflects the order and unity in God’s universe and deals with truth. Mathematics contributes to the development of the whole person by enriching one’s life and providing practical tools for daily living. Every student needs an understanding and knowledge of the basics of mathematics, which enables student advancement to other academic career subjects. Contemporary society demands a kind of mathematical knowledge, which helps students develop their ability to reason and to think critically and logically, as well as to discover creative ways of solving problems, including the use of manipulative and technological tools such as computers and calculators.INTRODUCTION
The mathematics curriculum is intended for use in all Catholic elementary schools in the Diocese of Raleigh. It is the framework for instruction that should assist teachers in identifying and implementing the appropriate instructional methodology in grades K through 8. The curriculum outlines in detail the level of competency that is expected of students at each grade level. The primary goals of the math curriculum are for students to develop an understanding of mathematical skills and reasoning, fluency in basic computational skills, and ultimately how to connect math to all other disciplines. The curriculum is aligned to competencies identified both in the North Carolina Standard Course of Study and to National Standards identified by the National Council of Teachers of Mathematics (NCTM) in Principles and Standards for School Mathematics and enhanced by Diocesan objectives and values.Key to format:
- Strands are the areas of specific focus and aligned to competencies identified in the North Carolina Standard Course of Study or National Standards. The first four strands are the content of the curriculum and the fifth is a process necessary in all Strands. The Strands are:
- Number Sense, Numeration, and Numerical Operations
- Spatial Sense, Measurement, and Geometry
- Patterns, Algebra, and Functions
- Data, Probability, and Statistics
- Mathematical Reasoning
- Values and Attitudes highlight key issues that will enable students to develop a critical conscience in each content area since Catholic schools believe that all subjects must be taught in the light of Gospel teachings. These are not necessarily quantifiable but rather identified in a student’s respect toward the content area.
- Objectives are specific indicators of knowledge prerequisite to achieve the goals at a grade level, i.e. 1.1 is Goal 1, Objective 1 for a Strand.
RELIGION
“Catechesis aims to bring about in the believer an ever more mature faith in Jesus Christ, a deeper knowledge and love of his person and message, and a firm commitment to follow him.” (National Directory of Catechesis, No. 19)
The curriculum serves as the framework for religious instruction in all Catholic elementary schools and parish religious education programs in the Diocese of Raleigh. The goal is to assist all students to grow in an understanding of their faith as Roman Catholics and deepen their relationship with Jesus Christ.
“Faith must be known, celebrated, lived, and expressed in prayer. Catechesis comprises six fundamental tasks, each of which is related to an aspect of faith in Christ.” (National Directory of Catechesis, No. 20) The Diocesan Religion Curriculum is rooted in these six fundamental tasks: Knowledge of Faith, Liturgical Education, Moral Education, Teaching to Pray, Education for Community Life, and Missionary Tradition.
The format for each grade begins with Focus topics to offer the teacher/catechist guidance in the key concepts to be covered. Each of the six tasks is delineated into two components: Essential Concepts, which are the broad categories repeated in every grade; and, Core Content that indicates specific knowledge a student will recognize, know or be able to articulate at their grade level. It is important to recognize that certain elements of our faith are revisited in greater depth at each grade level of the Curriculum.
Related Scripture passages and references for the Catechism of the Catholic Church (CCC) deepen the teacher/catechist’s knowledge and comprehension of the content. The Vocabulary identifies words or terms that will assist the student to better understand the concepts.
Finally, the Appendix offers supplementary information on the Blessed Virgin and Saints as well as the Sequence of Prayers and Precepts. Definitions or explanations of the vocabulary can be found in the Glossary, with references to the Catechism of the Catholic Church. The Appendix also indicates the grade in which a student is expected to be able to articulate and use terms.SCIENCE
The Science curriculum is intended for use in all Catholic elementary schools in the Diocese of Raleigh. It is the framework for instruction to assist teachers in implementing appropriate instructional methodology in grades K through 8. The Diocesan Curriculum parallels the North Carolina Standard Course of Study for the same grades but adds or expands topics and curriculum objectives. The Diocese encourages individual teachers to add or expand objectives and activities when such additions are developmentally appropriate for their student population.
SOCIAL STUDIES
The Social Studies Curriculum is the framework that guides instruction, and is intended for use in all Diocese of Raleigh elementary and middle schools. The Curriculum is aligned to the North Carolina Essential Standards (NCES), the National Standards for Social Studies identified by the National Teachers of Social Studies (NTSS), and the National Standards for Geography. The curriculum includes additional standards and objectives for enhancement of instruction in Catholic schools, as deemed appropriate by the Curriculum Committee.
The six Social Studies strands provide a knowledge base for the student to understand the role and responsibilities of an active citizen from an historical perspective. Catholic gospel values establish criteria for the student to understand and critique what has been and what can be. Students will be prepared to make informed civic decisions and be active, value-focused citizens in a culturally diverse, interdependent world, with a global perspective, and an understanding of economic development with social analysis skills.
- Strands are specific areas of focus, aligned to competencies identified in the NCSCS and/or National Standards. Expectations in each strand are age appropriate to the grade level. The four Diocesan strands are:
