TEACHING GUIDE FOR THE SUBJECT CHURCH, SACRAMENTS …

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Universidad Católica de Valencia “San Vicente Mártir”

TEACHING GUIDE FOR THE SUBJECT

CHURCH, SACRAMENTS AND MORALS

Field Religious Education

Faculty of Teaching and Education Sciences

Degree of Teacher in Primary Education

Catholic University of Valencia

Year 2021/22

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ECTS

FIELD: Religious Education 6

SUBJECT: Church, sacraments and morals 6

MODULE: Teaching and learning of religion 18

EDUCATIONAL MODEL: Optional YEAR: 4º Semester: 2º

Academic Staff:

Dr. D. Enrique Orquín

Department: Theology, Social Doctrine of The Church And Deontology or Professional Ethics

E-mail: [email protected]

MODULE ORGANIZATION ____________________________________________________________________________

TEACHING AND LEARNING OF RELIGION 18 ECTS

Duration and temporal location within the syllabus: The subject that makes up the module will be taught in the second year of the degree and in the second semester.

Subjects and Courses

Subject ECTS Courses ECTS Course/

Semester Teaching and

Learning of Religion 6 Pedagogy and didactics of Religion 6 4º / 2º

Teaching and Learning of Religion 6 The Christian message 6 2º y 3º / 1º

Teaching and Learning of Religion 6 Church, sacraments and moral 6 4º / 2º

TEACHING GUIDE OF THE SUBJECT

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THE TEACHING GUIDE: Church, sacraments and moral

Prerequisites: None have been established

GENERAL AIMS

1. Placing the Catholic Church in its historical and theological context.

2. Describe the organisation and centrality of the message of the Catholic Church.

3. To deepen the mystery of Mary and her universal motherhood.

4. To establish a theological and pastoral framework of the sacraments.

5. To develop a proposal for Christian morality and its consequences from the Gospels.

6. Establish the consequences of being sent by the Church to the world.

7. To discuss and strengthen the profile of the ERE practitioner in the 21st century.

GENERAL COMPETENCES Competence

measuring scale

1 2 3 4

1. Collaborate with the different sectors of the educational communityand the social environment. Assume the educational dimension of the teaching function and promote democratic education for active citizenship.

X

2. Maintain a critical and autonomous relationship with regard toknowledge, values and public and private social institutions. X

3. Know and apply information and communication technologies in theclassroom. Selectively discern audiovisual information that contributes to learning, civic education and cultural wealth.

X

4. Understand the role, possibilities and limits of education in today'ssociety and the fundamental competences that affect primary schools and their professionals. To be familiar with models of quality improvement applicable to educational centres.

X

5. Design and regulate learning spaces in contexts of diversity and thatattend to gender equality, equity and respect for human rights that make up the values of citizenship education.

X

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TRANSVERSAL COMPETENCES Competence

measuring scale

1 2 3 4

6. Design and regulate learning spaces in contexts of diversity thataddress gender equality, equity and respect for the human rights that make up the values of citizenship education.

X

7. Collaborate with the different sectors of the educational communityand the social environment. To assume the educational dimension of the teaching function and to foster democratic education for active citizenship.

X

8. Maintain a critical and autonomous relationship with regard toknowledge, values and public and private social institutions. X

9. Know and apply information and communication technologies in theclassroom. Selectively discern audiovisual information that contributes to learning, civic education and cultural richness.

X

10. Understand the role, possibilities and limits of education in today'ssociety and the fundamental competences that affect primary schools and their professionals. To be familiar with models of quality improvement applicable to educational centres.

X

SPECIFIC COMPETENCES

1 2 3 4

11. Critical awareness of the inextricable relationship between a beliefand its praxis. X

12. Knowledge of the moral demands of the individual in the light of theChristian message. X

13. Awareness of the connection between Christian belief and its livingout in the ecclesial community.

X

14. Understanding of the deeper meaning of sacramental signs. X

15. Ability to grasp and understand the deeper meaning of sacramentalsigns.

X

16. Ability to understand and use technical theological language.

X

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LEARNING OUTCOMES COMPETENCES

LO1. The student places the Catholic Church in its historical and theological context.

1, 13, 16

LO2. The student describes the organization and centrality of the message of the Catholic Church. 1, 13, 16

LO3. The student deepens the mystery of Mary and her universal motherhood.

5, 6, 16

LO4. The student establishes a theological and pastoral picture of the sacraments.

14, 15, 16

LO5. The student develops a proposal for Christian morality and its consequences from the Gospels.

7, 8, 11, 12, 16

LO6. The student establishes the consequences of being sent by the Church to the world.

1, 2, 9

LO7. The student discusses and reinforces the profile of the ERE teacher in the 21st century.

1, 2, 3, 4, 10

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ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY

Teaching-Learning Methodology

Relationship With Learning Outcomes for the subject

ECTS*

ON-CAMPUS CLASS

Presentation of content by the teacher, analysis of competences, explanation and demonstration of abilities, skills and knowledge in the classroom.

LO1, LO2, LO3, LO4, LO5, LO6

1,2

PRACTICAL CLASSES

Group work sessions in groups supervised by the teacher. Case studies, diagnostic analysis, problems, field study, computer classroom, visits, data research, libraries, network, Internet, etc. Meaningful construction of knowledge through student interaction and activity.

LO2, LO3, LO7 0,7

GROUP PRESENTATION OF PAPERS

Application of interdisciplinary knowledge LO5, LO6, LO7

0,2

OFFICE ASSISTANCE

Personalised attention in small groups. Period of instruction and/or guidance by a tutor with the aim of reviewing and discussing the materials and topics presented in classes, seminars, readings, assignments, etc.

LO1, LO3, LO4, LO5 0,2

ASSESSMENT

Set of oral and/or written tests used in initial, formative or additive assessment of the students.

LO1, LO2, LO4, LO5, LO6, LO7 0,1

Total 2,4

*The course and/or subject is organised into PRESENTATIONAL WORK TRAINING ACTIVITIES and STUDENTAUTONOMOUS WORK TRAINING ACTIVITIES, with an estimated percentage in ECTS. A suitable distribution is as follows: 35-40% for the Classroom Training Activities and 65-60% for the Autonomous Work Activities. (For a subject of 6 ECTS: 2.4 and 3.6 respectively). The teaching-learning methodology is described in this guide in a generic way, being specified in the didactic guides in which the subject and/or subject is organised.

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INDEPENDENT WORK ACTIVITIES

ACTIVITY Teaching-Learning Methodology Relationship With

Learning Outcomes for the

subject

ECTS

GROUP WORK

Group preparation of readings, test development, jobs, case studies, reports, preparation of seminars to display or delivery in theoretical classes, practical classes and / or small group tutoring.

Work done on the university platform (www.plataforma.ucv.es)

LO5, LO6, LO7 1,2

SELF STUDY

Student's study: Individual preparation of readings, essays, problem solving, seminars, papers, reports, etc. to present or deliver in theory classes, practical classes and/or small group tutorials.

Work done on the university platform (www.plataforma.ucv.es)

LO7 2,4

Total 3,6

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SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES AND ASSESSMENT SYSTEM

Assessment Tool* LEARNING OUTCOMES ASSESSED Allocated

Percentage

Written examination LO1, LO2, LO4, LO5, LO6 40%

Solution of cases studies LO5, LO6, LO7 20%

Individual work, resolution and application of the principles to some topical issues, as well as practical work done in schools.

LO7 30%

Class attendance and participation LO7 10%

Additional information:

If the student accumulates more than 6 absences, he/she will not be entitled to take the exam.

It is a prerequisite for passing the course to pass each section.

It is also a prerequisite that the student does not commit more than three serious spelling mistakesin each written test.

Criteria for granting a grade of a with honors: For the grade of honors it will be essential to obtaina qualification equal to or higher than 9.5 in all items. In some cases, when indicated by the teacher,additional work will be required.

* Assessment techniques and instruments: oral examination-exposition, written tests (objective tests, developmentaltests, concept maps, etc.), directed work, projects, case studies, observation notebooks, portfolios, etc.

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DESCRIPTION OF CONTENTS COMPETENCES

1. The Church, new People of God- Presence of the Spirit and the beginning of the Church. The

apostolic Church. The Church, People of God of the new covenant. Universality and catholicity of the People of God. The various charisms and ministries in the Christian people. The hierarchical constitution of the Church.

- The mission of the Church.

13,16

2. Maria, Mother of God and our Mother- The Mother of Jesus Christ: Divine Maternity. Mary and the

Holy Spirit. Sign of the mercy of God the Trinity. Intercession. - Mother of the Church. Teacher and model of Christian

discipleship.

5,16

3. The sacraments and the worship of the Church- Sacraments and worship: expression of faith, signs and means

of salvation. Liturgical signs. Sacraments and sacramentals. Liturgical seasons and Christian feasts. Sacraments of Christian initiation: Baptism. Confirmation. Eucharist.

- Sacraments of healing: The sacrament of Penance and Reconciliation. Anointing of the sick.

- Sacraments at the service of the community: Apostolic Ministry. Marriage.

14,15,16

4. Gospel morality, the foundation of Christian behavior- Biblical foundation of Christian ethics. Fundamental morality:

Christian life project. The fundamental option: Christian life project.

- The moral act and the formation of conscience. The development of moral judgement, the formation of conscience and the education of the moral sense.

- Moral education as a key to the formation of the personality. The moral dimension of human existence.

- Moral criteria from a Christian perspective on current issues: Respect for human life. The human rights of all. Peace. Ecology and ethics. Health and quality of life. Social justice. Citizenship. Respect, tolerance and cooperation.

11, 16

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DESCRIPTION OF CONTENTS COMPETENCES

5. The Mission- The community of believers: the ecclesial sense.- Being sent to evangelise in school: an original form of the

ministry of the word. - The Catholic religion teacher makes the Church present in the

school. - Our proposal: a new form of life and human relations.

10, 16

6. The Catholic Religion teacher- The evangelising sense of the teacher.- Attitude and charisma.- References and models. Formation.

10, 16

TEMPORAL ORGANISATION OF LEARNING (First-time students):

CONTENT BLOCK/ DIDACTIC UNIT NO. OF

SESSIONS

1. The Church, the new People of God 6

2. Maria, Mother of God and our Mother 4

3. The sacraments and the worship of the Church 5

4. Gospel morality, the foundation of Christian behaviour 5

5. Mission 5

6. The Catholic Religion teacher 5

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REFERENCES

BASIC REFERENCES

CHURCH DOCUMENTS:

Concilio Vaticano II. Constituciones, Decretos, Declaraciones, Legislación posconciliar, BAC, Madrid, 1970. Deus Caritas est, Carta encíclica de S. S. Benedicto XVI, Madrid, San Pablo, 2006. Spe salvi, Carta encíclica de S. S. Benedicto XVI, Madrid, San Pablo, 2007. Caritas in veritate, Carta encíclica de S. S. Benedicto XVI, Valencia, Edicep, 2009 Juan Pablo II, Encíclica “Fides et Ratio”. Evangelii Gaudium. Exhortación Apostólica de S. S. Francisco. Madrid. San Pablo 2013. Catecismo de la Iglesia Católica, Asociación de Editores del Catecismo / C.I.C, Eunsa. Nueva Biblia de Jerusalén, Desclée De Brouwer. Comisión episcopal de Enseñanza y Catequesis. El profesor de Religión Católica. Identidad y misión. Madrid 1998

ADDITIONAL REFERENCES

Ll. Duch. Religión y mundo moderno. Introducción al estudio de los fenómenos religiosos. Madrid 1995 J.C. García Domene. Enseñanza religiosa escolar. Fundamentos y Didáctica. Murcia 2006. Mª E. Gómez Sierra. Didáctica de la Religión. Tesoro escondido en la escuela. Madrid 2011. A.Grün. La fe de los cristianos. San Pablo. Madrid 2007. B. Forte. Introducción a los sacramentos. Paulinas. Madrid 2007. J. Lacuey. Recursos para la clase de Religión. Madrid 2009. A. Ruiz de Elvira. Mitología clásica. Madrid 1984., recursos

Year 2021/2022

Addendum to the Course Guide of the Subject

Due to the exceptional situation caused by the health crisis of the COVID-19 and

taking into account the security measures related to the development of the

educational activity in the Higher Education Institution teaching area, the

following changes have been made in the guide of the subject to ensure that

Students achieve their learning outcomes of the Subject:

Situation 1: Teaching without limited capacity (when the number of

enrolled students is lower than the allowed capacity in classroom, according to

the security measures taken).

In this case, no changes are made in the guide of the subject.

Situation 2: Teaching with limited capacity (when the number of enrolled

students is higher than the allowed capacity in classroom, according to the

security measures taken).

In this case, the following changes are made:

1. Educational Activities of Onsite Work:

All the foreseen activities to be developed in the classroom as indicated in this

field of the guide of the subject will be made through a simultaneous teaching

method combining onsite teaching in the classroom and synchronous online

teaching.

Students will be able to attend classes onsite or to attend them online through

the telematic tools provided by the university (videoconferences). In any case,

students who attend classes onsite and who attend them by videoconference

will rotate periodically.

In the particular case of this subject, these videoconferences will be made

through:

Microsoft Teams Kaltura

Situation 3: Confinement due to a new State of Alarm.

In this case, the following changes are made:

1. Educational Activities of Onsite Work:

All the foreseen onsite activities described in this section of the Course Guide,

as well as the group and personalized tutoring, will be done with the telematic

tools provided by the University, through:

Microsoft Teams Kaltura

Explanation about the practical sessions:

2. System for Assessing the Acquisition of the competences and

Assessment System

ONSITE WORK

Regarding the Assessment Tools:

The Assessment Tools will not be modified. If onsite assessment is not

possible, it will be done online through the UCVnet Campus.

The following changes will be made to adapt the subject’s assessment to

the online teaching.

Course guide Adaptation

Assessment

tool

Allocated

Percentage

Description of the

suggested changes

Platform to be

used

The other Assessment Tools will not be modified with regards to what is

indicated in the Course Guide.

Comments to the Assessment System:

ONLINE WORK

Regarding the Assessment Tools:

The Assessment Tools will not be modified. If onsite assessment is not

possible, it will be done online through the UCVnet Campus.

The following changes will be made to adapt the subject’s assessment to

the online teaching.

Course guide Adaptation

Assessment

tool

Allocated

Percentage

Description of the

suggested changes

Platform to be

used

The other Assessment Tools will not be modified with regards to what is

indicated in the Course Guide.

Documents

TEACHING GUIDE FOR THE SUBJECT CHURCH, SACRAMENTS …