Resolution Of 23 Of July Of 2015, Of The Direction General Of Evaluation And Cooperation Territorial, By Which Is Publishes The Curriculum Of The Matter Religion Evangelical In Education Secondary Compulsory.

Original Language Title: Resolución de 23 de julio de 2015, de la Dirección General de Evaluación y Cooperación Territorial, por la que se publica el currículo de la materia Religión Evangélica en Educación Secundaria Obligatoria.

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Article 10 of the law 24/1992, of November 10, which approves the agreement of cooperation of the State with the Federation of Evangelical religious entities of Spain, guarantees students, their parents or guardians and school governing bodies that request it, the exercise of the right of the first Evangelical religious education in public and private schools agreed , provided that, as regards these last, the exercise of the right not between in conflict with the character own of the Center.

The Evangelical religious teaching will be given by teachers appointed by the churches belonging to the Federation of Evangelical religious entities of Spain, with the agreement of this.

Them content of the teaching religious Evangelical, as well as them books of text relating to the same, will be them established by them churches respective with the conformity of the Federation of entities religious Evangelical of Spain.

The second additional provision on religious instruction, of the organic law 2/2006 of 3 may, in education, as amended by organic law 8/2013, December 9, for the improvement of the educational quality, establishes in paragraph 2 that the teaching of other religions other than Catholic shall comply with provisions of cooperation agreements concluded by the Spanish State with the respective religious faiths. It same available, in its paragraph 3, express that it determination of the curriculum and of them standards of learning evaluable that allow the checking of the achievement of them objectives and acquisition of them powers corresponding to the subject Religion will be competition of them respective authorities religious.

On the other hand, the Royal Decree 1105 / 2014, of 26 December, which establishes the basic curriculum of compulsory secondary education and secondary education, in its additional provision third on teachings of religion, established that the teachings of religion will be included in the compulsory secondary education and secondary education pursuant to articles 13 and 14 , of this Royal Decree.

The educational administrations shall ensure that, at the beginning of course, fathers, mothers or guardians and students if they can express your desire that receive or not receive teachings of religion.

The evaluation of Religion will be held as indicated in article 20 of the Real Decree 1105 / 2014, on December 26. There is also that the determination of the curriculum of the teaching of the different religious confessions that the Spanish State has signed cooperation agreements in education will be competition, respectively, of the ecclesiastical hierarchy and the relevant religious authorities.

In accordance with them precepts indicated, the Federation of entities religious Evangelical of Spain has given the curriculum of the teaching of the religion Evangelical for the education secondary compulsory.

In his virtue, a proposal from the Federation of Evangelical religious entities of Spain, I resolve: first.

Give advertising to the curriculum of the matter Religion Evangelical in education secondary compulsory, that is included in the annex.


Have your publication in the «Bulletin official of the State».

Madrid, 23 of July from 2015.-the Director General of evaluation and cooperation Territorial, José Ignacio Sánchez Pérez.

ANNEX introduction at the stage of compulsory secondary education matter Evangelical Religion aims to empower students so that you know the Evangelical faith from a Biblical perspective, communicate it in your everyday life in situations of religious and cultural harmony, and participate actively and responsibly in the society of which it forms part. With this approach, the teaching of Religion Evangelical exceeds the frame of the instruction and acquires a new dimension, where not all is restricts to it tangible and temporary, but is opens a road towards the transcendence and the eternity. The answers that students at this stage begins to occur with respect to transcendent questions powerfully influence the integral development of the person.

With the purpose indicated the design of the curriculum of Religion Evangelical is has made assuming them elements planned by the article 6 of the law organic 2 / 2006, of 3 of mayo, of education, modified by the law organic 8 / 2013, of 9 of December, for it improves of the quality educational, understanding that with this is facilitate them processes of teaching and learning of Religion Evangelical in relation to the rest of materials that is taught in the same stage. At the same time gives professionals, since their pedagogic autonomy, the ability to comply with its set to adopt methodological innovations and teaching areas and materials and which can adopt methodological innovations on their own or in collaboration with teaching teams of the centers that are integrated.

These curriculum elements among the realization of the goals to achieve in compulsory secondary education through the development of the contents that are organized in this matter in the following blocks: the Bible and his Studio, the story of the salvation of Adam to Jesus Christ, the life and Ministry of Jesus, the story of Christianity from its origins up to the reformation of the 16TH century , the be Christian and what it means as a way of life and the ethics Christian.

For the evaluation process raised the corresponding evaluation criteria, which have been set forth in a descriptive manner, and in whose formulation has been careful to ensure that they refer in each case to any of the proposed purposes. It cannot be otherwise if we remember that both acquire relevance at a time other than the learning process; aims to raise learning that students should acquire and evaluation on checking whether criteria have reached them. Introduces a number of learning standards evaluated, designed as specifications of the evaluation criteria, and to establish what students should know, understand, and know-how, proposed as a minimum unit that must guide the development of the learning of students.

Key competences set out in the existing system so that in the teaching of Evangelical Religion, as in the rest of the subjects addressed students of compulsory secondary education, to ensure an approach to teaching and learning which leads students to apply the contents to the appropriate activities and the effective resolution of complex problems have been taken into account in all elements.

However, the approach to the teaching of Evangelical Religion overcomes the basic curricular approach in the sense that includes orientation to students so that, based on the knowledge and analysis of the biblical teachings, go in search of valid answers to the concerns that arise in the different areas of their existence. This means that objectives, competencies, evaluation criteria and measurable learning standards fit in the most appropriate way, combining the technical aspects of curriculum development with other theological and anthropological aspects that are unique to this area.

In this situation, the aim of the teaching of Evangelical Religion focuses on: 1. discover the main biblical teachings, by applying various methods of study, with the aim of developing personal conclusions about the veracity and relevance of such teachings.

2. know the main events in the history of the people of Israel and their implications at the God's saving plan.

3. to identify the person of Jesus as the ultimate expression of the salvific action of God who demands a response of each human being.

4. know the teachings and works of Jesus of Nazareth, valuing the influence that had in them people that are related with it.

5. recognize and identify key data, historical facts and their consequences on the future of the Christian people from its origins up to the religious reformation of the 16TH century.

6. discover and rating in the lives transformed from certain characters of the New Testament and in the new relationship personal that experience with Dios, what means be Christian.

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

8 develop a sensitive, supportive and committed spirit to the human.

9 see the artistic creativity of the human being as a manifestation of its similarity with the creative capacity of God.

10. valuing cultural diversity expressing attitudes of tolerance and respect for other cultures, without giving up to a critical judgement on them from a Biblical perspective.

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

In addition to what was said until now, the teaching of Evangelical Religion has primarily develop in students a 'conscience and Christian expression' exceeding described competence areas it shares with the rest of the compulsory secondary education materials. It means the opening of the teenager to the divine, learning of eigenvalues of Christianity and the adoption of attitudes and behaviors of the Evangelical faith this curriculum gives that answer. This purpose implies that students assess, measure, appreciate, internalize, and communicate, among other skills, message and Christian practice. And they do this development aside the remaining defined competences, but integrated and closely related to them, so since the development by the teenager from a biblical worldview involves simultaneously affecting their communication skills, his performance in the environment, its cultural expression or its competition social and civic to cite some examples. Put it another way, to situations which have to develop your personal choice, consciousness and freely, from budgets in the elements of the curriculum to students in the context of the teaching of Evangelical Religion, involves the stimulation of all abilities that are intended to develop at this stage.

Them elements transverse that is introduced along all the stage of it education secondary compulsory in it subject Religion Evangelical include it understanding reading, it expression oral and written, it communication audiovisual, them technologies of the information and the communication, the entrepreneurship, it education civic and constitutional. Teaching programming will include the prevention of any form of violence, racism or xenophobia, as well as other risk situations (exploitation and sexual abuse, misuse of the information technologies and communication). Is enhance skills as the creativity, the autonomy, the initiative, the work in team, the cooperation, and the sense critical. And is will promote the development of them values Christian that foster the love, the respect, the cooperation, the equality, the freedom, the justice and the peace.

Guidelines for teaching methodology in accordance with the current curriculum, the definition of objectives, key skills, content, evaluation criteria and measurable learning standards has supplemented by the reference to the guidelines of teaching methodology, meaning the process whereby the former is reached. The own identity of the teaching of Religion Evangelical determines them guidelines methodological necessary so teachers and students develop the curriculum in accordance with them decisions of concretion of the same taken in them corresponding schedules didactic and sequence of units didactic. As part of all the curriculum followed by students of compulsory secondary education, teaching of Evangelical Religion programming must be integrated in the educational project of each centre that has been offered for consistency with the values, objectives and priorities of the same contributing to enrich.

In the development of this curriculum, them teachers that taught teachings of Religion Evangelical have a special prominence to the integrate your training specific in the area that taught, their knowledge and participation in the context in that it make, and its identity personal as Christian convinced of the message and the work that develop. In this sense acquires a significant relevance, within the functions it shares with the rest of the teaching staff of the stage, the elaborate didactic programming and design and develop the didactic units and the tasks of class according to the characteristics of their learning environment and needs of their students.

In the practical application of these settings the Faculty has to take into account that students learn when they engage in experiences, whether actual, simulated or fictitious. In this sense, the Professor of Evangelical Religion becomes a facilitator of experiences in which, in addition to discussing the contents and attitudes that is intended to teach, designed situations that lay contacted its students with biblical characters and situations rich in which to put into practice the principles of Evangelical Christianity. Mediator, contributing in the process of teaching and learning resources also has a function and means necessary for interpreting the facts, ideas, principles, data or values, and is guide, providing a biblical view of the same and models of practical application in everyday situations. It has, finally, a model value since students tend to subliminally learning attitudes of people in authority. By this, them teachers of Religion Evangelical have of assume a role ethical own of attitudes Christian and a function of guide that contribution to the students them resources, media and guidelines necessary for are capable of develop their own interpretations and conclusions personal starting from the situations raised.

It students that learn Religion Evangelical has of be a students active, to who is le proposes multiple situations of search and participation and of who is expected that propose to his time answers different for them same. Is priority your training, from ages early, in the knowledge and the management of the Bible, as has of send is to this along all your learning as source Basic for the understanding of the mode in that Dios is has approached and revealed to the human being. This training for it research biblical is complements with the use of sources extra-biblical, in sometimes matching with others materials that also studies (literary, historical, documentary) as warranty of the complementarity of the teaching of Religion Evangelical with the rest of the curriculum and its contribution to the training integral of the teen.

Take account of learning at this age implies to take into account its own interests and its features evolving when implementing different learning situations. That is why, throughout the stage, the teaching of Evangelical Religion must tend to facilitate one growing autonomy of the student and a progression from immediate knowledge towards greater levels of abstraction. As moves on the stage situations with increasing dose of confrontation and exercise critical, allowing students to strengthen the faith and Christian values that they should be enhanced. Logically, all in a climate of freedom and coexistence, which is not intended so that the message is accepted as is learned. It is not intended to impose externally virtues, beliefs or ways of behaving, but yes expect that they flow in from convictions students sufficiently deep.

The teaching of Evangelical Religion arises simultaneously as a living learning space, both age groups who are to teach it, the whole of the Centre and group class where it coexists with other colleagues and other options. So the teacher planned dynamic learning tasks with flexibility to adapt to different personal and/or group situations.

Similarly the teacher has to reflect on time management to propose students matter tasks, so that these allow students to work properly both when it is approaching for the first time the proposals as when it is reviewing his work. The teaching of Evangelical Religion must, in short, manage time and workspaces order to facilitate active and responsible students work.

It is pertinent to consider the relevance of educational resources between the methodological decisions to adopt, so that it is in the very identity of the area the priority use of the Bible as a basic and essential resource. However, other materials, printed, digital will be included in the process of teaching and learning or otherwise, that are incorporated as a means to stimulate the study of the Bible. He teaching of Religion Evangelical participates in the production of these materials and in its broadcasting and Exchange in forums specific created in the frame of FEREDE, that have the importance of be a space of growth professional to the facilitate it training e innovation permanent of the faculty.

With regard to them strategies methodological properly these not is identifies the teaching of Religion Evangelical with a unique method universally applied, but is the teaching which must adopt decisions concrete of how work and guide the work in each case for reach them purposes planned, with them maximum dimensions possible of quality, in accordance with the context in that is located. In any case, to the adopt these decisions methodological the teaching should have in has the importance of stimulate the motivation of the students, enhance your self-esteem and its autonomy, develop strategies of work shared and enhance the communication with them families.

Finally, evaluation of Evangelical Religion is understood as a description of learning outcomes achieved by the students and should be differentiated, to avoid reducing it to her, the qualification or judgment that is relevant at the end of each unit of time provided (quarterly, yearly or at the end of the stage).

It should be noted that evaluation of Evangelical Religion, as in all the stage, shall be continuous, will take as a reference the evaluation criteria and measurable learning standards laid down in each of the courses and attend to the personal characteristics of each student in order to facilitate the individualization necessary to ensure success for all. Therefore, when formulating tests leading to a qualification, it has take care not to express them so that they presuppose that the student assumes claims which are statements of Christian faith, when really assumes them, nor is obliged to do so.

They will be considered the differences between the related conceptual and procedural, on the one hand the attitudinal, on the other hand, because in the field of attitudes and in the framework of this matter (as has been conceived in the context of the education system) the response of the students is and must be voluntary, without affecting your decision to the weighting of the qualifications.

However, those concerning attitudinal can and must be object of evaluation, although not is can evaluate of the same mode that the cognitive and procedural. In the evaluation of attitudes has expected voluntary responses, not systematized, but representative: signs of attitude or attitudes that is intended for the students to learn. For this it is essential that the teacher, in its methodology, has adequate records of collection of information based on the own elements of the curriculum, and that count also with self-assessment strategies by own students and fluid communications with families. This participation of the students and their families, in conjunction with the work of the teaching of Religion Evangelical, can contribute to the development personal, spiritual and social of the students have place of mode coherent.

The teaching of Evangelical Religion, also in compulsory secondary education, contributes to the integral development of the individual, in accordance with the regulations for management of the education system. In this sense assumes that any learning, to be it, has of being significant and allow the mobilization and application in situations real, by complex that are, of it learned. Evangelical Religion teaching aims, therefore all students acquire knowledge, develop skills and abilities and manifest attitudes of citizens responsible and critical, able to know the reality, to interpret it, Act on it, resolve problematic situations from the base of the Christian faith.

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