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Appendix 1
Guidelines for the Acquisition
of Resources for Use in Religious
Education Classes in Catholic Schools
and for Related Curriculum Development
The aim of this appendix is to:
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give
advice to schools in relation to the acquisition
of suitable resources for Religious Education
in Catholic Schools |
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provide guidelines
for teachers undertaking curriculum development
in Religious Education in Catholic Schools |
A. The Acquisition
of Resources: Materials for Secondary
students are available for purchase from the Diocesan
Religious Education Centre. Lists of resources
are regularly published and materials can be obtained
by contacting the centre: Tel No 01698 252447
/ e-mail: wliston@rcdom.org.uk
It is recognised, however, that today there are
many texts and other types of resources (videos
etc.) which are available for purchase from a
variety of sources for use in Religious Education.
The majority of these materials are not intended
primarily for use in Catholic Schools, but nevertheless,
if used appropriately, may be of benefit in Catholic
Religious Education. However, a critical approach
to acquisition of such materials is necessary
to ensure appropriate learning and teaching in
the Catholic School . The following checklist
and questions are designed to indicate the principles
which should govern the acquisition of resources
for use in the Catholic School : check
the author(s) / producer(s):It is
important to check whether the text has been written
by a Catholic writer(s) for use in a faith setting.
If the author is not a Catholic, the intended
readership is probably wider than Catholic students
(though it is not unknown for a non-Catholic
to write with Catholic schools in mind).
It will be important to note whether the resource
has a single author / producer or has been
put together by a team; and whether the resource
has been developed in close collaboration with
schools:
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does the
resource have an Imprimatur and/or a Nihil
Obstat or not? |
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is it designed to
fulfil a need in the Catholic community
or does it merely hope to reach the widest
possible audience? |
check the sources
of information in the resource: For
all materials without an Imprimatur and/or a Nihil
Obstat, especially those which are not specifically
Catholic, there will be a need to check
that the information contained is accurate, especially
in what is stated about the Church or Catholic
beliefs. Where appropriate, references to Church
documents should be checked to ensure accuracy and
correct interpretation:
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are the statements regarding
Church belief or teaching backed up by appropriate
and accurate references? |
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does the interpretation given of scriptural
passages reflect Church teaching e.g. does
it avoid a purely fundamentalist approach?
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check the Rationale
for use of the resource: It is
important to establish whether the Rationale portrays
a confessional or a purely educational stance,
i.e. indicates that the resource is designed
to promote faith or not:
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does the
resource promote a view of faith which is
understood purely as knowing or does it
include relating and doing; and does it
encourage an individual and / or a community
response in faith? |
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how is revelation
understood e.g. what view of God and his
relationship with humankind is given; what
interpretation is given of the person of
Jesus and of the Paschal Mystery; what description
is given of the Church? |
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what is the view of
Religious Education which is being promoted
e.g. is it purely Religious Studies, Comparative
Religions or faith-based R.E.? |
check relevance
of the resource to the lives of the students
: Assessment of the extent to which the resource
relates to students’ life experience in meaningful
ways is important:
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does the
resource address the social situation in
which the students are living and encourage
dialogue about the meaning and relevance
of the Christian message for their society
and culture? |
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does it encourage
active involvement in issues of relevance?
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check the appropriateness
of the language used and suggested activities:
It is important to judge whether language and
activities are appropriate to the students’
age and stage of development:
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does the resource use everyday,
simple language? |
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where doctrinal or scriptural terms are
used: is an adequate explanation given? |
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are the needs of all pupils catered for
by appropriate differentiation e.g. by graded
questions, extension exercises? |
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do activities personally engage students
both as a group and as individuals? |
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