RELIGION CURRICULUM GUIDELINES
I. Time Allotments (per week)
Grade K 1 2 3 4 5 6 7 8
100 150 150 150 200 200 200 200 200
II. General
A. Guidelines
1. Religious instruction is the most important subject in the Catholic school curriculum, and it is the most important professional responsibility for the principal and faculty.
2. The Religion Curriculum Guidelines should be studied and regularly reviewed by every school faculty to ensure that all provisions are met.
3. Only an approved textbook series may be used as the basic text. Other materials and textbooks may be used as supplementary resources. Schools are required to use the same series in grades 1 through 6, and when possible, grades K through 8.
4. The Diocese of San Jose Religion Curriculum Student Outcomes Grades K-8 and all approved textbooks are correlated to the Catechism of the Catholic Church. All teachers should have a copy of the Catechism of the Catholic Church and familiarize themselves with it.
5. The total weekly time allotment indicated in the Guidelines for Time Allotments is to be strictly observed. Appropriate, planned liturgical experiences may be counted as part of the time allotment.
6. Schools should conduct religious instruction daily and that instruction must be given priority in the daily schedule.
7. Pupil progress in religious instruction is to be tested, evaluated, graded, and reported in accordance with the same procedures established by the school for other subjects in the curriculum according to the guidelines in the Administrative Reference Guide (reference Report Cards).
8. Liturgical services, as well as the time and manner of receiving Sacraments, are essentially pastoral matters to be determined by the local pastor within the general discipline of the Church as promulgated by the local Ordinary. Three points should be specially noted:
a. There should be regular and close consultation among school and Catechetical Ministry staff, parish clergy, parents, and other responsible persons in the parish community.
b. General prescriptions of the Church are to be observed according to guidelines promulgated by the local Ordinary or his appointed delegates.
c. Catechesis for the Sacraments of Eucharist and Reconciliation must be an integral part of the daily, classroom religious instruction program.
9. Religious symbols, such as a crucifix, shall be displayed in each classroom. Each classroom teacher should establish a prayer center or table.
10. In addition to instruction in prayer, students and faculty should regularly pray together, particularly at the beginning and end of each school day. Teachers may use a variety of prayer forms to enhance the prayer experience, but they should regularly include the traditional prayer formulas of the Church, especially those designated in the outcomes at each grade level, to deepen children's understanding through actual use, as well as formal instruction.
11. The paramount right and obligation of parents as the primary educators of their children should be clearly reflected in the school's religious instruction program, which should make formal provision for each of the following elements:
a. Orientation of the parents to the philosophy, student outcomes, methods, materials, etc. of the school's adopted programs;
b. Education programs for the parents, particularly in areas such as preparation for sacraments and family life education;
c. Direct involvement of the parents in the instruction of their children, especially in liturgical, sacramental, and family life instruction.
B. Religious Education Staff
1. The principal shall lead the staff in developing and implementing the religion program within these guidelines and shall maintain appropriate liaison and cooperation with parish religious education programs. The principal shall provide time for articulation of the religious instruction program.
2. Each school will have a person(s) functioning as Religion Curriculum Coordinator and/or Elementary Campus Minister. These two positions may be held by the same person, depending upon local circumstances. In addition to their job descriptions (found at the end of this section) the following requirements from the Department of Education apply to these staff members:
a. In the event that the Religion Curriculum Coordinator is a full-time classroom teacher, adequate release time shall be provided so that the coordinator can fulfill his/her function.
b. Each coordinator will create an on-site job description, which reflects the individual gifts of the coordinator and the needs at the local site. This job description will be based on the example provided at the end of this section and must include a statement of accountability and evaluation.
c. These staff members will receive release time to attend diocesan meetings specific to them.
3. All teachers in the school, even those not responsible for classroom religious instruction, should be fully informed about the religion curriculum, support the program, integrate religion into other subjects, participate at parish functions where the mutual interests of the school and parish are affected, and take advantage of in-service and adult religious education as appropriate or required.
4. The parish clergy should be invited to participate fully in the school religious education program.
II. Religion
A. Guidelines
1. The Diocese of San Jose Department of Education Religion Curriculum Student Outcomes Grades K-8 should serve as the explicit content that students need to acquire at each grade level, kindergarten through grade eight.
2. The Department of Education has an approved Religion Curriculum for the Elementary Schools in the Diocese of San Jose. This curriculum is written in "Student Performance Outcome" format and is also correlated with the Catechism of the Catholic Church (CCC). This curriculum is made available to schools on CD.
3. "Catechesis for the Sacrament of Reconciliation is to precede First Communion and must be kept distinct by a clear and unhurried separation…Because continuing lifelong conversion is part of what it means to grow in faith, catechesis for the Sacrament of Reconciliation is ongoing. Children have a right to a fuller catechesis each year…" (National Catechetical Directory, Article 126)
4. "Catechesis for First Communion is conducted separately from introductory catechesis for the Sacrament of Reconciliation, since each sacrament deserves its own concentrated preparation. Continued catechesis is given yearly in all catechetical programs for children, inasmuch as the sacraments require lifelong participation and study…" (National Catechetical Directory, Article 122)
5. Each school will administer the ACRE test every year at grades 5 and 8. The faculty should disaggregate and analyze the results to assess the effectiveness of the religious instruction program and attainment of the Student Performance Outcomes. Outreach should be viewed as an extension of the religion program.
6. Time for student reflection shall be provided for all service learning projects.
B. Approved Texts (Review of new materials 2006-2007)
1. Religion Texts: The textbooks listed below are in conformity with the Catechism of the Catholic Church. Every series attempts both to integrate scripture, liturgy, doctrine, and experiences, and to further in some way the students' relationships to God and others. However, the manner in which the authors perceive the relative importance of these elements and the nature of these relationships can vary significantly. Therefore, careful examination on the part of faculties and parish clergy should enable the staff to select a series that not only meets the needs of the students but also is compatible with the philosophy of the school/parish community.
a. Benziger: CHRIST JESUS, THE WAY (K-8), 2003
Rose Kays
(408) 377-7711
www.rclbenziger.com
b. Loyola University Press: CHRIST OUR LIFE PROGRAM (K-8), 2002
3441 North Ashland Avenue
Chicago, IL 60657
800-621-1008
www.loyolapress.com
c. Loyola University Press: FINDING GOD (1-8)
3441 North Ashland Avenue
Chicago, IL 60657
800-621-1008
www.loyolapress.com
d. Silver Burdett: BLEST ARE WE (1-6), 2004; (7-8), 2005
Sue Schuttinger
2820 Meadow Hawk Way
Antelope, CA 95843
(408) 926-4540
(866) 259-7004 (fax)
e. RCL – FAITH FIRST (K-8), 2007
Rose Kays
(408) 377-7711
www.rclbenziger.com
f. Harcourt: CALL TO FAITH (K-8), 2005; OUR SUNDAY VISITOR, CURRICULUM DIVISION
www.harcourt.com
g. Sadlier: WE BELIEVE, (K-6), 2004; WE LIVE OUR FAITH (7-8), 2007
Maryln McDonald
3014-3 Lakemonth Drive
San Ramon, CA 94582
(800) 627-9596
www.sadler.com
2. Additional texts and materials for sacramental programs are listed below.
a. Harcourt Religion Publishers: CELEBRATING OUR FAITH: RECONCILIATION AND EUCHARIST, 2000 & 2002
b. Loyola Press: CHRIST OUR LIFE: CONFIRMED IN THE SPIRIT, 1997
c. RCL – DO THIS IN MEMORY OF ME: EUCHARIST, 2003
d. Sadlier: WE BELIEVE AND CELEBRATE FIRST PENANCE, 2006
e. Sadlier: WE BELIEVE AND CELEBRATE FIRST COMMUNION, 2006
f. Sadlier: DISCOVERING GOD SERIES (3-5), 2006
g. Silver Burdett Ginn: THE GIFT OF EUCHARIST, 2000
h. Silver Burdett Ginn: THE GIFT OF RECONCILIATION, 2000
i. Silver Burdett: THE GIFT OF THE SPIRIT, 2000
j. RCL – WE ARE YOUR PEOPLE, THE SHEEP OF YOUR FLOCK: RECONCILIATION, 2003
k. Sadlier: THE SPIRIT SETS US FREE: CONFIRMATION PREP FOR YOUTH, 2000
l. Pflaum Publishing Group: TOGETHER IN JESUS – EUCHARIST, 2004
m. Pflaum Publishing Group: TOGETHER IN JESUS – RECONCILIATION, 2004
n. Treehaus: SUNDAY - LITURGY OF WORD FOR CHILDREN, 1990
Lectionary
Leader's Guide
Music on Tape
Resource Book
o. Silver Burdett: LITURGY OF THE WORD: “LIVING WORD, LIVING WATER”
p. Liturgical Calendar Posters: LITURGICAL TRAINING PUBLICATIONS – 1-800-933-1800
III. Family Life/AIDS/HIV/Personal Growth/Safe Environment
A. Guidelines
1. In response to the directives of the Bishops of the United States, a curriculum of Family Life Education is to be introduced in all elementary schools in the Diocese, beginning in kindergarten and continuing through grade eight. Basic programs on the approved list of the Department of Education are to be used for the Family Life curriculum. No text or supplementary material may be used in any elementary school in the diocese unless it is on the approved list. The permission of the superintendent of schools must be obtained for any exception to this policy.
2. Family Life Education should be correlated with religion.
3. Before the initial introduction of a specific program into a school, a committee of the administrator, faculty, and parents should examine the diocesan approved materials to determine the textbook series best suited to the philosophy of the community and the needs of the students.
4. The school should schedule periodic parent education on the Family Life Program.
5. The school should schedule an annual in-service for teachers to assist them with the implementation of the Family Life Curriculum.
6. Parents should be informed about the school's Family Life program prior to enrolling their child in the school.
7. Family Life should be included in the religion curriculum and taught throughout the school year.
8. The curriculum for AIDS/HIV is designed to fight both the deadly AIDS/HIV epidemic and the fear that surrounds it.
9. A scope and sequence chart of skills for kindergarten through twelfth grade is the basis of this curriculum. Lessons from the approved AIDS/HIV materials are designed for each grade level. These lessons can be taught as a special unit in religion or science or integrated within a year's program, e.g. one lesson may be taught in religion class, another in science.
10. Because much is still unknown about AIDS/HIV, teachers need to stay current with continuing research.
11. AIDS/HIV and related issues demand well balanced, sensitive, and thoughtful treatment. Unfounded fears must be calmed; however, students must fully understand how AIDS/HIV is transmitted.
12. The teacher must be aware of the school's partnership with parents who are the first and primary educators of their children. The Catholic education response to the need for AIDS/HIV education will build a foundation, which can support moral and religious training in the home.
13. All schools will make certain that the lessons on personal growth, health and hygiene, and safe environment receive appropriate attention.
B. Materials and Resources
1. Approved Family Life Textbooks
a. Harcourt Religion Publishers: GROWING IN LOVE, 2001;
b. Benzinger: BENZINGER FAMILY LIFE, 2001; Rose Kays:
2. Family Life Resources
a. U.S.C.C.: HUMAN SEXUALITY: A CATHOLIC PERSPECTIVE FOR EDUCATION AND LIFELONG LEARNING, 1991
b. U.S.C.C.: NATIONAL CATECHETICAL DIRECTORY, 1979
c. N.C.C.B.: TO TEACH AS JESUS DID, 1972
d. Molly Kelly's Publications and Tapes; www.centerforlearning.org
e. National Federation for Catholic Youth Ministry: TRUE LOVE WAITS - Resource Pocket, 1994
f. U.S.C.C.: THE TRUTH AND MEANING OF HUMAN SEXUALITY, 1996
3. Approved AIDS/HIV material
a. AWARENESS, PREVENTION, COMPASSION – An HIV/AIDS Curriculum Guide for Catholic Schools (K-12), 2003; Archdiocese of Chicago, Office of Catholic Schools, 2003
b. AIDS: A CATHOLIC APPROACH, 1997
Available from: NCEA AIDS Education Task Force
National Catholic Educational Association
1077 30th Street, N.W.
Washington, DC 20007
(202) 337-6232
4. AIDS/HIV Resources for teachers
a. The Multicultural AIDS Resource Center of CA (MARCC)
390 Fourth Street
San Francisco, CA 94107
(415) 777-3229
b. www.HIVINFO.org
IV. Recommendations Concerning Students Infected with HIV-Human Immunodeficiency Virus
A. Decisions regarding the type of educational and care setting for HIV infected students should be based on the behavior, neurological development, and physical condition of the student and the expected type of interaction with others in that setting. These decisions are best made using the team approach including the student's physician, public health personnel, the student's parents, legal guardians, school personnel, and Department of Education personnel. All medical, legal, and educational decisions should be recorded in writing. Students may be placed in home study pending the team review. In each case, risks and benefits to both the student and others in the setting should be weighed.
B. For most infected school-aged students, the benefits of an unrestricted setting would outweigh the risks of their acquiring potentially harmful infections in the setting and the apparent nonexistent risk of transmission of HIV in the school setting. These students should be allowed to attend school in an unrestricted setting.
C. For most infected preschool-aged children and for some neurologically handicapped students who lack control of their bodily secretions or who display abnormal behavior, such as biting, and those students who have uncoverable, oozing lesions, a more restricted environment is advisable until more is known about transmission in these settings.
D. Because other infections in addition to HIV can be present in blood or body fluids, all schools, regardless of whether students with HIV are attending, should adopt routine procedures for handling blood or body fluids. Good hand washing after exposure to blood and body fluids should be observed and rubber gloves should be worn if open lesions are present on the caretaker's hands. Any open lesions on the infected person should be covered (see C. regarding lesions which cannot be covered.) Soiled surfaces should be properly cleaned with disinfectants, such as household bleach (diluted 1 part bleach to 10 parts water, made fresh daily.) Disposable towels or tissues should be used whenever possible and should be saturated in the disinfectant before placing in the trash. Mops should also be rinsed in the disinfectant. Those who are cleaning should avoid exposure of open skin lesions or mucous membranes to blood or body fluids.