Article 10 of Law 24/1992, of 10 November, approving the Agreement on Cooperation of the State with the Federation of Evangelical Religious Entities of Spain, guarantees to students, their parents, mothers or guardians and (a) the exercise of the right of the first to receive evangelical religious instruction in the public and private educational establishments, provided that, as regards the latter, the exercise of the right to conflicts with the character of the center itself.

Evangelical religious teaching will be taught by faculty appointed by the Churches belonging to the Federation of Evangelical Religious Entities of Spain, with the conformity of this.

The contents of the evangelical religious teaching, as well as the textbooks concerning it, will be those established by the respective Churches with the conformity of the Federation of Evangelical Religious Entities of Spain.

The second additional provision on the teaching of religion, of the Organic Law of 2/2006, of 3 May, of Education, as amended by the Organic Law 8/2013, of 9 December, for the Improvement of Educational Quality, establishes in paragraph 2 that the teaching of other religions other than the Catholic Church shall be in accordance with the provisions of the Cooperation Agreements concluded by the Spanish State with the respective religious confessions. The same provision, in paragraph 3, expresses that the determination of the curriculum and of the evaluable learning standards that enable the achievement of the objectives and the acquisition of the competences corresponding to the subject to be verified Religion will be the responsibility of the respective religious authorities.

On the other hand, Royal Decree 1105/2014 of 26 December, establishing the basic curriculum for compulsory secondary education and secondary education, in its third provision on teaching of religion, establishes that the teachings of religion will be included in the compulsory secondary education and the Baccalaureate in accordance with the provisions of Articles 13 and 14 of this royal decree.

The educational administrations shall ensure that, at the beginning of the course, the parents, mothers or legal guardians and in their case the students may express their willingness to receive or not receive teachings of religion.

The assessment of Religion shall be carried out in accordance with the provisions of Article 20 of Royal Decree 1105/2014 of 26 December 2014. It also provides that the determination of the curriculum of the teaching of the different religious denominations with which the Spanish State has concluded Cooperation Agreements in educational matters will be the responsibility of the hierarchy, respectively. Church and the corresponding religious authorities.

According to the above precepts, the Federation of Evangelical Religious Entities of Spain has determined the curriculum of the teaching of the evangelical religion for compulsory secondary education.

In its virtue, on a proposal from the Federation of Evangelical Religious Entities of Spain, I resolve:

First.

Give publicity to the curriculum of the evangelical religion in compulsory secondary education, which is included in the annex.

Second.

Arrange your publication in the "Official State Bulletin".

Madrid, July 23, 2015. -Director General of Evaluation and Territorial Cooperation, José Ignacio Sánchez Pérez.

ANNEX

Introduction

In the stage of compulsory secondary education, the subject of evangelical religion is designed to enable students to know the evangelical faith from a biblical perspective, to communicate it in their daily life in situations of religious and cultural coexistence, and actively and responsibly participate in the society of which it is a part. With this approach, the teaching of evangelical religion surpasses the framework of instruction and acquires a new dimension, where not everything is restricted to the tangible and temporal, but it opens a path to transcendence and eternity. The answers that students at this stage begin to give themselves regarding transcendent questions have a powerful influence on the integral development of their person.

For the purpose indicated in the design of the curriculum of evangelical religion has been carried out assuming the elements provided for by article 6 of the Organic Law 2/2006, of May 3, of Education, as amended by the Law of Organic Law 8/2013, December 9, for the improvement of educational quality, understanding that the teaching and learning processes of evangelical religion are facilitated in relation to the other subjects that are taught at the same stage. At the same time, professionals, from their pedagogical autonomy, are given the possibility to fulfill their function of programming to adopt methodological innovations and the teaching of the areas and subjects and that they can adopt innovations

methodology is based on the methodology of the methodology and the methodology of the methodology.

Among these curricular elements, the concreteness of the aims to be achieved in the compulsory secondary education is highlighted by the development of the contents that are organized in this field in the following blocks. fundamental: the Bible and its study, the history of the salvation of Adam to Jesus Christ, the life and ministry of Jesus, the history of Christianity from its origins to the Reformation of the sixteenth century, the Christian being and what it implies as a form of life and Christian ethics.

For the evaluation process the corresponding evaluation criteria are presented, which have been described in a descriptive manner, and in whose formulation special care has been taken to ensure that they refer to each Case for any of the proposed purposes. It cannot be otherwise if we remember that both are relevant at times other than the learning process; the purposes when considering the learning that the student must acquire and the evaluation criteria in the verification of have reached. A number of evaluable learning standards are introduced, conceived as specifications of the evaluation criteria, and which concretize what students should know, understand and know how to do, proposed as minimum units to guide the development of student learning.

In all the elements, the key competences established in the current system have been taken into account in the teaching of evangelical religion, as in the other subjects addressed by the students of education. Compulsory secondary education, an approach to teaching and learning that leads students to apply the content, to the proper performance of activities and to the effective resolution of complex problems.

However, the approach of teaching evangelical religion exceeds the basic curricular approach in the sense that it includes orientation to students so that, from the knowledge and analysis of the teachings In the search for valid answers to the concerns raised in the various areas of their existence. This implies that the objectives, competences, evaluation criteria and evaluable learning standards are adjusted in the most appropriate way, combining the technical aspects of the development of the curriculum with other anthropological and theological aspects that are of this subject.

In this situation, the purpose of teaching evangelical religion is given in:

1. Discover the main biblical teachings, applying various methods of study, with the aim of making personal conclusions about the veracity and relevance of these teachings.

2. To know the main facts in the history of the people of Israel and its implications in the salvific plan of God.

3. Identify the person of Jesus as the ultimate expression of the saving action of God that demands a response from every human being.

4. To know the teachings and works of Jesus of Nazareth, valuing the influence they had on people who related to him.

5. Recognize and identify the main facts, historical facts and their consequences in the becoming of the Christian people from their origins to the religious Reformation of the sixteenth century.

6. To discover and value in the transformed lives of certain New Testament characters and in the new personal relationship they experience with God, which means to be a Christian.

7. Appreciate family as an important part of God's plan for the integral development of every human being, becoming aware of their role within it.

8. Develop a spirit of sensitivity, solidarity and commitment to the human.

9. Appreciate the artistic creativity of the human being as a manifestation of his likeness with the creative capacity of God.

10. To value cultural diversity by demonstrating attitudes of tolerance and respect for other cultures, without renouncing a critical judgment about them from a biblical perspective.

11. Contrast Christian ethical values with the prevailing values in today's society.

In addition to what has been said so far, the teaching of evangelical religion has to develop a priority in the students an "Awareness and Christian expression" that exceeds the areas of competence described that it shares with the rest of subjects of compulsory secondary education. It implies the opening of the adolescent to the divine, the learning of values characteristic of Christianity and the adoption of attitudes and behaviors of the evangelical faith to which this curriculum gives answers. This purpose implies that the students value, measure, appreciate, internalize, and communicate, among other skills, the message and the Christian practice. And this development does not make it out of the other defined competences, but in an integrated and intimately related way, since the development by the adolescent of a biblical worldview implies that it simultaneously affects their communication skills, their performance in the environment, their cultural expression or their social and civic competence to name a few examples. In other words, it is about putting the students in the context of the teaching of evangelical religion in situations where they have to make their personal choice, in conscience and freely, from the budgets expressed in the elements of the curriculum, involves the stimulation of all the capabilities that are intended to be developed at this stage.

The cross-cutting elements that will be introduced throughout the entire stage of compulsory secondary education in the subject of the evangelical religion include reading comprehension, oral and written expression, communication audiovisual, Information and Communication Technologies, entrepreneurship, civic and constitutional education. Teacher programming shall include the prevention of any form of violence, racism or xenophobia, as well as other situations of risk (sexual exploitation and abuse, misuse of Information and Communication Technologies). Skills such as creativity, autonomy, initiative, teamwork, cooperation, and critical sense will be enhanced. And the development of Christian values that foster love, respect, cooperation, equality, freedom, justice and peace will be encouraged.

Teaching methodology guidelines

According to the current curriculum, the definition of objectives, key competences, contents, evaluation criteria and evaluable learning standards must be completed with the reference to the methodology guidelines didactic, understanding the process by which the previous ones are reached. The very identity of the teaching of evangelical religion determines the methodological orientations necessary for teachers and students to develop the curriculum according to the decisions of the same adopted in the corresponding ones. didactic programming and sequence of didactic units. As part of the whole curriculum for the compulsory secondary education, the programme of teaching of the evangelical religion must be integrated into the educational project of each institution in which it is taught from the coherence with the values, objectives and priorities of the same that it contributes to enrich.

In the development of this curriculum, teachers teaching evangelical religion have a special role in integrating their specific training in the area they teach, their knowledge and participation in the field. the context in which they do so, and their personal identity as Christians convinced of the message and the work they do. In this sense, it acquires a significant relevance, within the functions that it shares with the rest of the stage's teachers, the development of the didactic programming and the design and development of the teaching units and the class tasks according to the characteristics of their educational environment and needs of their students.

In the practical application of these programs, teachers must take into account that students learn when they participate in experiences, whether they are real, simulated or fictitious. In this sense, the professor of evangelical religion becomes a facilitator of experiences in which, in addition to raising the contents and attitudes that he intends to teach, he designs situations that put in contact his students with characters and with rich situations in which to put into practice the principles of evangelical Christianity. It also has a mediating function, contributing in the process of teaching and learning the resources and means necessary for the interpretation of facts, ideas, principles, data or values, and is constituted in a guide, contributing a biblical view of the and practical application models in everyday situations. Finally, it has a model value since the students tend to subliminally learn attitudes from people of authority. Therefore, the professors of evangelical religion must assume an ethical role of Christian attitudes and a function of guidance that contributes to the students the resources, means and orientations necessary for them to be able to elaborate their own personal interpretations and conclusions based on the situations raised.

The student who learns evangelical religion must be an active student, who is offered multiple situations of search and participation and who is expected to propose in turn different answers for them. It is a priority of their training, from early ages, in the knowledge and management of the Bible, because it is to be referred to it throughout their learning as a basic source for understanding the way God has approached and revealed to the be human. This training for biblical research is complemented by the use of extrabiblic sources, sometimes coincident with other subjects that also study (literary, historical, documentary) as a guarantee of the complementarity of the teaching evangelical religion with the rest of the curriculum and its contribution to the integral formation of the adolescent.

Taking into account learning at this age involves taking into consideration your own interests and their evolutionary characteristics when you are considering different learning situations. That is why, throughout the stage, the teaching of evangelical religion must tend to facilitate an ever greater autonomy of the student and a progression from the immediate knowledge to greater bounds of abstraction. They must be strengthened as the situation progresses in situations with an increasing dose of confrontation and critical exercise, which allow the students to strengthen the faith and Christian values that they acquire. Logically, everything in a climate of freedom and coexistence, in which it is not so intended that the message be accepted as much as it is learned. It is not intended to impose externally virtues, beliefs or ways of behaving, but to expect them to flow in the students from sufficiently deep convictions.

The teaching of evangelical religion is presented simultaneously as a space for the learning of coexistence, both in the age groups that are constituted to impart it, and in the whole of the center and the class group where it is live with other colleagues and other options. To do this, the teacher will plan dynamic learning tasks with flexibility to adapt to different personal and/or group situations.

Similarly, the teacher has to reflect on the management of the time by proposing to the students the proper tasks of the subject, so that they allow the students to work in an appropriate way both when they are approaching first time to the proposals as when he is reviewing his work. The teacher of evangelical religion must, in short, manage time and work spaces in a way that facilitates the active and responsible work of the students.

It is pertinent to raise the relevance of the didactic resources among the methodological decisions to be taken, so that the priority use of the Bible as a basic and indispensable resource is in the area's own identity. However, other materials, printed, digital or otherwise, will be included in the teaching and learning process, which are incorporated as means to stimulate the study of the Bible. The professor of evangelical religion participates in the production of these materials and in their dissemination and exchange in specific forums created in the framework of FEREDE, which have the importance of being a space of professional growth by facilitating the continuing teacher education and innovation.

As for the methodological strategies itself, the teaching of evangelical religion is not identified with a single universally applied method, but it is the teacher who must take concrete decisions of how to work and guide the work in each case to achieve the intended purposes, with the maximum possible quality, according to the context in which it is located. In any case, when adopting these methodological decisions, the teacher must take into account the importance of stimulating the students ' motivation, enhancing their self-esteem and autonomy, developing shared work strategies and strengthening the communication with families.

Finally, the evaluation of evangelical religion is understood as a description of the learning achieved by the students and must be differentiated, in order to avoid reducing it, of the qualification or judgment that is relevant to give to the end each time unit planned for this (quarterly, yearly, or at the end of the stage).

It is necessary to emphasize that the evaluation of evangelical Religion, as in the entire stage, will be continuous, and will have as its reference the evaluation criteria and the evaluable learning standards established in each of the courses, and will cater to the personal characteristics of each student in order to facilitate the individualization necessary to guarantee the success of all. Therefore, when formulating tests leading to a qualification, care must be taken not to express them in such a way as to assume that the student assumes statements that are statements of Christian faith, when he does not really assume them, nor is he obliged to this.

The differences between conceptual and procedural referents, on the one hand, are considered, on the other, because in the field of attitudes and in the framework of this matter (as it has been conceived in the In the context of the education system, the response of the students is and must be voluntary, without affecting their decision to the weighting of the qualification.

However, the actitudinal references can and should be evaluated, although they cannot be evaluated in the same way as cognitive and procedural. In the assessment of attitudes, voluntary responses must be expected, not systematized, but representative: indications of the attitude or attitudes that students are intended to learn. To this end, it is essential that the teacher, in his/her methodology, has adequate records for the collection of information based on the elements of the curriculum, and that he/she also has self-assessment strategies for the students themselves and fluid communication with families. This participation of the students and their families, in conjunction with the work of the teacher of evangelical religion, can contribute to the personal, spiritual and social development of the students taking place in a coherent way.

The teaching of evangelical religion, also in compulsory secondary education, contributes to the integral development of the individual, in accordance with the current regulations of the organization of the educational system. In this sense, it assumes that any learning, to be so, must be meaningful and allow mobilization and application in real situations, however complex, of what is learned. The teaching of evangelical religion therefore seeks to enable all students to acquire knowledge, develop skills and abilities, and express their own attitudes of responsible and critical citizens, able to know the reality, interpret it, act on it, resolve problematic situations from the basis of the Christian faith.

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