SUBJECT: Didactics of Catholic Religion

STUDIES: Diploma in Teacher Training: Early Childhood Education, Primary Education,

Physical Education, Musical Education, Special Education and Foreign
Language
CODE: MGOPDRC4
TYPE: Optional / Elective
YEAR: 3rd
CREDITS (hours/week): 4.5
CREDITS ECTS: 3.5
TEACHER: Merc Cols and Assumpta Sendra
LANGUAGE: Catalan

SEMESTER: 2nd

PRE-REQUISITES: It is the last subject of DEI itinerary; it is obvious that compulsory

subjects of first, second and third year religious culture- and optional subject of second
year confessional identity- should be attended.
PREVIOUS KNOWLEDGE: This subject completes the work of religion pedagogy and
psychology introduced in third years compulsory subject with the study in depth of
specific didactics (Bible, Jesus and religious fact) and development in the curricular
framework.
It specifies theoretical contents worked in second years optional subject for a didactic
application in class.
It also proposes in an in-depth way the identity of teaching religion in the school
(Pastoral orientations about school religion teaching, Document of Episcopal Commission
of Teaching and Catechism, 1979) and religion teacher profile (believer and appointed by
the Church).
SUBJECTS TO BE STUDIED SIMULTANEOUSLY: No subject has to be studied
simultaneously with this one.
SUBJECT DESCRIPTION:
The current legislative framework considers the Catholic Religion subject in the school a
free choice of students. The needed diploma to teach this subject requires a specific
training and abilities to obtain the DEI certificate.
This subject is thought by all Teacher Training students who want to obtain this ability
and the study in depth in pedagogy and didactics aspects of Catholic Religion field
introduced by the third years compulsory subject Religion and School.
OBJECTIVES:
Transversal competences:
-

Can analyse and synthesise.

Can organise and plan.
Oral and written communication in mother tongue.
Can manage information.
Decision making.
Team work.
Recognition of diversity and multiculturalism.
Critical reasoning.
Ethical commitment.

Autonomous learning.
Adaptation to new situations.
Creativity.
Knowledge of other cultures and customs.
Motivation for quality,

Specific competences:
a. Knowledge of contents to be taught, understanding their epistemological
singularity and the specificity of their didactics.
b. Can analyse and question the concepts of education derived from research, as
well as curricular proposals by the Education Administration.
c. Can promote autonomous learning in pupils in the light of the objectives and
contents particular to each educational level, developing strategies that avoid
exclusion and marginalisation.
d. Can organise education in the framework of the epistemological paradigms of
every area, using disciplinary, transversal and multidisciplinary knowledge in an
integrated manner and appropriately to each educational level.
e. Can prepare, select or elaborate didactic materials and to use them in specific
framework of catholic religion class.
f. Can promote the quality of the contexts (classroom and centre) where the
training process develops in order to ensure the well-being of pupils.
g. Can use assessment, in its pedagogical rather than accreditation-related role, as
a regulating and promoting element to improve teaching, learning and ones own
training.
h. Ability for relationships and communication, as well as for emotional balance in
the different circumstances of ones professional activity.
i. Can work in teams with ones peers as an essential condition to improve ones
professional activity, by sharing knowledge and experiences.
j. Can collaborate with the different sectors in the educational community and the
environment.
k. To assume the ethical dimension of teachers, by promoting an attitude of critical
and responsible citizenship in pupils.
l. Commitment to promote academic achievement in pupils and their school
progress in the framework of an integral education.
m. Can assume the need for continual professional development, by self-assessing
ones own professional practice.
n. To know the foundations of popular culture, with special reference to the folklore
of ones town and autonomous community.
o. To know and have a good command of the basics of body expression and nonverbal communication.
p. Can develop positive and open attitudes and representations for the linguistic and
cultural diversity in the classroom.
q. To show an attitude of appraisal and respect towards the diversity of pupils,
whatever their conditions or characteristics, and to promote this same attitude
among those working with one more directly.
r. Can design, in the framework of the didactic programming established for all the
children in the centre, individualised working plans.
Learning objectives:

1. To analyse and study in depth the identity of teaching Catholic Religion in the
school and religion teacher profile nowadays.

2. To analyse the development of curricular framework of catholic religion field.

3. To know and apply specific aspects of religion pedagogy and didactics.
4. To research and elaborate didactic proposals for teaching and learning and
resources for working in class.

5. To analyse several didactic proposals explained in class through action-reflection

outline done during the subject.

6. To be aware of self-evaluation in learning process and in task done during the

subject.

CONTENTS:
Part 1. Identity of teaching Catholic Religion in the school
1. The Church orientations.
2. Educational documents and laws.
Section 2. Catholic Religion teacher in the school
1. Training and ability.
2. Presence in the school and relation with the Church.
Section 3. Curricular field of Catholic Religion field in Early Childhood and Primary
Education stages
1. Basic curricular project.
2. Curricular project of Catholic Religion field in the centre.
3. Classroom curricular project.
4. Interdisciplinary and transversal curriculum of Catholic Religion.
Section 4. Pedagogy of teaching religion
1. To start from question and class as a research community.
2. Experience and self-knowledge in contact with biblical tradition.
3. Religious language and integral education: symbol and narration.
4. Identity and dialog: axis for an educational and interreligious framework.
Section 5. Specific didactics
1. Biblical didactics.
2. Didactics of Jesus person, life and message.
3. Religious fact didactics.
Section 6. Didactic resources in classroom
1. Resources diversification.
2. Criteria for resources selection and use.
METHODOLOGY:
The methodology is aimed at preparing students for reflexive and innovative practice of
teaching Catholic Religion in the school.
From criteria, materials and resources given by the teacher, students will make
workshops of didactic proposals elaboration. Research, reflection and criticism will be
present during the subject.
EVALUATION:
Evaluation criteria
The evaluation methods used are:
A. Exam.
B. Home assignments.
C. Group assignments.
D. Class assignments from teachers material.
E. Group reports.
F. Presentation.

G. Didactic workshop participation.

H. Class participation.
1. To analyse and study in depth the identity of teaching Catholic Religion in the school
and religion teacher profile nowadays.

To present and assess identity and objectives of teaching Catholic Religion from
documents. (A and B)

To typify characteristics and the role of a Catholic Religion teacher. (B and H)

2. To analyse the development of curricular framework of catholic religion field.

To make an outline and describe main curriculum axes of Catholic Religion field in
stages of Early Childhood and Primary Education and relations and links with
other curricular fields. (B and H)

3. To know and apply specific aspects of religion pedagogy and didactics.

To specify in one activity all general and specific didactics and pedagogy
knowledge of Catholic Religion. (A and D)

4. To research and elaborate didactic proposals for teaching and learning and resources
for working in class.

To participate in the workshop of didactic work. (G)

To elaborate a didactic proposal for choosing one of these three parts: Bible,
Jesus of Nazareth and religious fact from proposed list as we regard in the
diversity of dynamic resources, etc. (A, C, F and G)

To make a poster for presenting the didactic proposal to the rest of group. (C and
F)

5. To analyse several didactic proposals present in classroom through action-reflection

outline done during the subject.

To expose and comment didactic proposals for promoting reflection and formative
evaluation. (H and F)

To analyse and criticise reflexively several didactic proposals. (F and H)

To elaborate a report with the justification of chosen topic included and the
pedagogical axis, pedagogical options, used resources and materials, difficulties
of epistemological character and incorporation of religious culture knowledge. (E)

6. To be aware of self-valuation in learning process and in tasks done during the subject.

To know how to explain and to say that what we have learnt and how we have
learnt through the subject action-reflection method is right. (A)

Types of evaluation
Continuous evaluation:
1. Continuous attendance in class.
2. Presentation of a group didactic proposal (40% of final mark).

3. Elaboration in groups and in classroom- of a report reflexive and critical

commentaries- about didactic proposals in poster size (20% of final mark).

4. A final individual written exam in the examination session (40% of final mark).
The final mark will be done according to previous criteria as long as group assignment
didactic proposal and reflective commentaries- and if individual exam have a minimum 5
points. In September, students should show an aptitude of each one of evaluation
criteria failed in the previous examination session.
Final evaluation:
For students who choose a final exam, the final mark will be done from exam mark. This
exam will include all contents.
BASIC BIBLIOGRAPHY:
Books:
ALMANSA, N. [et. al.] (2004) Ha danar a escola la Bblia? Barcelona: Claret.
BARTOLOM, J.J. [et.al.] (1996) Iniciaci a la Bblia. Didctica de la Bblia. Barcelona:
Edeb.
CEEC (1999) El profesor de religin catlica. Identidad y misin. Madrid: Edice.
CEEC (1999) Orientaciones pastorales sobre la enseanza religiosa escolar. Madrid:
Edice.
DELEGACIONS DIOCESANES DENSENYAMENT DE CATALUNYA (1990) Els professors de
religi. Barcelona: Publicaci de les Delegacions Diocesanes dEnsenyament de
Catalunya.
LLOPIS, J.; MORANTE, G. (1996) La fe dels cristians. Didctica del missatge cristi.
Barcelona: Edeb.
SALAS, A.; GEVAERT, J.; GIANNATELLI, R. (1993) Didctica de la enseanza de la
religin. Madrid: CCS.
TLLEZ, A.; MORANTE, G. (1996) Religi i cultura. Didctica del fet religis. Barcelona:
Edeb.
BIBLIOGRAPHY AND COMPLEMENTARY MATERIAL:
Books:
CAFFIN, G. [et.al.] (2000) Pedagogia del dileg interreligis. Barcelona: Edeb.
CEEC (2003) Sociedad, Cultura y Religin. Currculo de la opcin confesional catlica y
materiales de desarrollo. Madrid: Edice-SM.
CRESPO, V. (1990) La evaluacin en la enseanza escolar de la religin. Madrid: PPC.
CRESPO, V. (1992) Actividades para la enseanza escolar de la religin. Madrid: PPC.
DEPARTAMENT DENSENYAMENT (1992) Currculum. Educaci Infantil. Barcelona:
Generalitat de Catalunya.
DEPARTAMENT DENSENYAMENT (1992) Currculum. Educaci Primria. Barcelona:
Generalitat de Catalunya.
EQUIPO EDEB (1996) El Currculum de lrea de Religi i Moral Catlica. Barcelona:
Edeb.
ESTEBAN, C. (2003) Enseanza de la religin y Ley de Calidad. Madrid: PPC
FRANCIA, A. (1991) Educar con parbolas. Madrid : CCS.
OTERO, H. (1993) Propuestas creativas para la clase de religin. Madrid: CCS.
ROVIRA. F. (2004) Quan les religions dialoguen. Barcelona: Mediterrnia
TORRES, M.A. (1999) Actividades para motivar en la clase de religin. Madrid: PPC.
TORRES, M.A. i VILLAR, G. (2000) Materiales para la clase de religin en primaria/1.
Madrid: CCS.
TORRES , M.A. (2000) Materiales para la clase de religin en primaria/2. Madrid: CCS.
TORRES , M.A. (2000) Materiales para la clase de religin en primaria/3. Madrid: CCS.
ZAMBRANO, Fco. J. (2003) Aprender y jugar con la Bblia. Madrid: PPC.

Articles:
IBARZ, A. (1999) Qu sensenya a la classe de religi? Foc Nou. Nm. 304-305, p.16-17.
Specialised magazines:
Dialogal. Quaderns de lAssociaci UNESCO per al Dileg interrreligis. Barcelona: El
Ciervo.
Ora di religione. Torino: Elle DI CI.
Religin y escuela. Madrid: PPC.
PREPARED BY: Merc Cols
LAST REVIEWED: 17 May 2005