Religious Education Curriculum Directory (3-19) - The Catholic ...

More documents

Recommendations

Info

Religious Education Curriculum DirectoryCelebration• worship as an expression of faith in God asFather, Son and Holy Spirit;• the cycle of the liturgical year as an expressionof the Church’s faith;• some historical aspects and major developmentsin the Church’s celebra tion of liturgy;• the sacraments which unite Christians andsome of the differences between Churchesand rites (e.g. Baptism in the Catholic, Orthodox,Anglican and Free Churches);• universal signs and symbols which become ameans of communication between culturesand other religions;• signs and symbols of Baptism and their significancein Scripture;• the significance of Confirmation for Christianlife in different Christian traditions;• the significance of the Passover and the LastSupper in the Institution of the Eucharist;• the presence of Christ in the Eucharist inWord, priest, people, bread and wine;• the different names of the Sacrament of Reconciliationand their significance;• the Church’s teaching on forgiveness;• reconciliation as a human value for all communitylife;• the Church’s use and the significance of thenames ‘Anointing of the Sick’ and ‘Viaticum’;• how the Church’s teaching about illnessand suffering has and can inform attitudesto life and death;• the universal vocation to holiness;• the witness offered in the Church and in societyby Christian marriage and the DomesticChurch;• the witness offered in the Church and in societyby the priesthood;• the nature and qualities of worship andprayer;• the role of the Holy Spirit in prayer;• the relationship between prayer, places ofprayer and forms of liturgy;• the Lord’s Prayer as a summary of Christianlife.Life in Christ• the Church’s understanding of the relationshipbetween God - Father, Son and HolySpirit - and human persons;• the reality of evil and sin in human life, andthe interpretation of the origin of evil in Jewishand Christian teaching;• the Gospel portrayal of Jesus as Messiah;• the Church’s teaching on the freedom andformation of conscience;• signs of the influence of Christian values insocial situations;• ways in which Christian values might influencesituations of conflict and injustice;• the meaning of the Gospel ‘option for thepoor’;• the role of law in human society;• aspects of the relationship between love andlaw in the history of salvation;• natural law, relationships and marriage;• choices that turn out to be destructive;• the Gospel portrayal of Jesus as law-giver andjudge;• law and authority in the life of the Church;• the evidence of sinfulness and resurrectionin human life;• unity and disunity among people;• the Church’s understanding of its role as thesign and source of recon ciliation and unity;• the Church’s teaching about and work forjustice, unity and peace;• attitudes and values regarding communitylife in other religions;• the relationship of the Decalogue in the OldTestament and Jesus’ ‘New Commandment’;• the relationship between ‘commandment‘and ‘response’;• the application of individual commandmentsfor personal, Church, social and global living;• social and moral implications of lovingneighbours as oneself.62
Catholic Bishops’ Conference of England and Wales — Department of Catholic Education and FormationAppendix I — Levels of Attainment in ReligiousEducation in Catholic Schools and CollegesHow to use Levels of Attainment — a summaryPurposes• assessment of pupils’ work is a necessarypart of the learning process;• its purposes include the affirmation of attainmentand achievement, the necessaryrecording and• reporting of pupil progress, and helping thepupil to take the next step in learning;• the levels of attainment provide a ‘criterionreferenced’measure of attainment.Planning• teachers should use the language of the leveldescriptors to inform the way intendedlearning• outcomes are expressed;• teachers should clearly identify the focusand method of assessment from the outset;• the critical question to address at the planningstage is ‘What must I do, in this topic, toenable the pupil to consolidate working attheir present level and create the opportunityto begin to work at the next level?’Gathering evidence• when gathering evidence teachers will beable to draw on the full range of work producedby pupils, in the normal everydayteaching and learning process;• teachers should focus on the clarity of evidencecollected and on making brief tellingannotations in relation to significant attainments.Best-fit• more ‘a subtle art than an exact science’;• made across a range of work over a period oftime;• in relation to single pieces of work they canbe deemed to contribute to the best-fitjudgement.Making judgements• teachers will be making professional judgementsabout pupils’ performance almostcontinuously to ensure further learning;• these judgements will lead to a cumulativejudgement about attainment;• teachers will need to decide whether apupil’s performance taken as a whole over aperiod of time has been more one level thananother (best-fit judgement);• the attainment within any level may be describedas ‘hesitant’, ‘secure’ or ‘confident’;• the process of making judgements aboutpupil attainment will inform decisions aboutfuture planning.A chart of progression• the levels of attainment provide a chart ofeducational progression;• however, progress through the levels will notbe accomplished automatically, appropriatechallenge will have to be provided.Reinforce good religious education• addressing the question ‘what must I do toenable pupils to achieve a particular leveland to demonstrate understanding?’ willnecessarily promote clearer thinking aboutthe purposes of assessment and their contributionto good religious education.63
Page 1 and 2:
Religious EducationCurriculum Direc
Page 3 and 4:
First published in Great Britain 20
Page 5 and 6:
AbbreviationsCCC Catholic Church, C
Page 8 and 9:
Religious Education Curriculum Dire
Page 10 and 11:
Page 12 and 13:
Page 14 and 15:
Page 16 and 17:
Page 18 and 19:
Part III — Areas of StudyReligiou
Page 20 and 21: Religious Education Curriculum Dire
Page 76 and 77: Appendix II — P ScalesReligious E
show all

Religious Education Curriculum Directory (3-19) - The Catholic ...

Create successful ePaper yourself

Delete template?

Save as template?