To find the current Religion and Family Life resource at YCDSB, start with the board’s official curriculum pages and confirm the resource used in your child’s grade with the teacher. Older school handouts and search results may describe materials from a previous year.
YCDSB’s elementary curriculum resources page identifies Growing in Faith, Growing in Christ for religious education from Kindergarten to Grade 8. It also describes the rollout of Blessed & Beloved for Family Life education, with Fully Alive remaining an approved resource for grades not yet using the new series. Do not assume every grade has made the same transition.
Distinguish curriculum from the teaching resource
Curriculum describes the learning expectations. A resource supports teaching those expectations. A textbook title, a parent website, and a curriculum document therefore provide different kinds of information.
When you find a document, record its title, publisher or issuing organization, intended grades, and date. Ask which part is currently relevant to your child’s class. This avoids a conversation in which a parent and teacher are unknowingly referring to different versions.
The board also publishes elementary religious education curriculum information and secondary religious education curriculum information. Use the page that matches the student’s school level rather than applying an elementary resource description to a secondary course.
Ask for the current grade-level information
A short message can contain three questions:
- Which Religion and Family Life resources is this class using this school year?
- Where can families find the relevant parent information or curriculum expectations?
- How and when will the school communicate information about upcoming learning?
If a resource offers student or home access, ask the teacher for the appropriate route. Do not circulate access credentials publicly or assume that an online resource found elsewhere is the board-approved version.
Read one topic in context
If you have a question about a particular lesson, identify the unit or topic before asking for clarification. A single screenshot may omit the grade, learning purpose, or surrounding explanation.
For example: “I am reading the parent information for this unit. Could you explain the learning expectation and the resource used in class?” This invites a concrete answer. It also allows the teacher to explain whether an older document remains relevant during a staged rollout.
Keep the conversation centred on your child’s learning. If the question becomes a wider curriculum or resource issue, ask the school for the appropriate board contact and document the information already provided. A council discussion can share verified resource links without turning an individual student’s circumstances into a public debate.
Keep a small resource record
Save the current board page, the grade-level information supplied by the school, and the date you confirmed it. At the next school year, check again instead of reusing the old resource list automatically.
This approach is especially useful during a curriculum-resource transition. Families do not need to guess whether a legacy handout has been replaced. They can identify the current expectation, the approved teaching resource, and the school’s communication process through a clear, respectful inquiry.
Official source information checked October 1, 2026. This independent family guide is not an official YCDSB publication.