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Appendix
11
Guidelines
for the Acquisition of Resources for Use in
Religious Education Classes in Catholic
Schools
and
for Related Curriculum Development
B. Curriculum Development:
It is recognised that in recent
years many teachers, particularly in Secondary
Schools, have undertaken to develop new materials
for use in Religious Education classes. The following
guidelines are designed to indicate the principles
which should govern such curriculum development
in the Catholic School .
It is particularly important
to:
refer to existing national and
diocesan documents relating to R.E. in the Catholic
School in particular:
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the
“Alive-O” (Veritas) programme
- used in all Catholic Primary Schools throughout
Scotland; |
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“Religious
Education 5-14: Roman Catholic Schools”
(C.E.C.
/ S.O.E.D.) 1994; |
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“S1-S4
National Syllabus for Catholic Secondary
Schools” (revised) (C.E.C.) 1992
/ 5; |
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“A Framework for S5/6
Religious Education”
(C.E.C.) 1998 |
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“Draft Programme for
S5 and S6”
(Diocese of Motherwell) 2001 |
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• Religious Education
5-14 Roman Catholic Schools: Secondary (C.E.C.
/ L.T.S.) 2003 |
check
the accuracy of proposed doctrinal and moral content
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Reference
should be made to appropriate sources,
in particular the documents of Vatican
II and related post-Conciliar documents,
including “The Catechism of
the Catholic Church” |
adhere
to an appropriate pattern of curriculum development
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Each Unit
should contain a stated Aim; intended Learning
Outcomes; proposals for appropriate learning
and teaching activities, including, where
appropriate, assessment procedures. |
These
elements should be consistent with the over-all
Rationale for Religious Education in the Catholic
School , i.e. should be clearly confessional,
within a context of inviting students to respond
to the self-revelation and call of God. In this
context, it will be important that materials enable
students to see the relevance of the Catholic
Christian message to their everyday lives and
thus to develop their faith. Activities should
encourage students to reflect critically on their
life experience in the light of the gospel and
the Catholic Christian story.
Accordingly, an appropriate balance
should be maintained between reflection on student
experience, study of relevant age-related doctrinal,
scriptural and liturgical content and opportunities
for personal response e.g. through appropriate
experience of prayer. |
