Key Benefits:
Law 24/1992, of 10 November, approving the Agreement on Cooperation of the State with the Federation of Evangelical Religious Entities of Spain, in Article 10 provides that in order to give effectiveness to the provisions of the Article 27 (3) of the Constitution, as well as in Article 4 of Organic Law 8/1985 of 3 July, regulating the Right to Education, which is guaranteed to students, their parents, mothers or guardians who request it, the exercise of the right to receive evangelical religious teaching in the public and private teachers ' centers, always the exercise of the right does not conflict with the nature of the institution in question as regards the latter.
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 related to it, will be indicated by the respective Churches with the conformity of the Federation of Evangelical Religious Entities of Spain.
The second additional disposition. Teaching of Religion, of the Organic Law of 2/2006, of 3 May, of Education, as amended by the Law of 8 December 2013, of 9 December, for the improvement of the educational quality, establishes in paragraph 2, that the teaching of other religions They are different from the Catholic Church, will conform to the provisions of the Cooperation Agreements concluded by the Spanish State with the Federation of Evangelical Religious Entities of Spain. The same provision in paragraph 3 states 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 126/2014, of 28 February, establishing the basic curriculum of primary education, in its second provision second. Teachings of religion, it states that the teachings of religion will be included in the Primary Education according to what is established in the royal decree.
Educational administrations shall ensure that, at the beginning of the course, 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 the teaching of religion shall be carried out in accordance with the provisions of Article 12 of the aforementioned royal decree.
Also, it provides that the determination of the curriculum and the evaluable learning standards that allow the verification of the achievement of the objectives and the acquisition of the competences corresponding to the subject of Religion is the competence of the religious authority.
According to the above precepts, the curriculum for the teaching of the evangelical religion for Primary Education has been determined.
In its virtue, on a proposal from the Federation of Evangelical Religious Entities of Spain,
First.
Give publicity to the curriculum of the teaching of the evangelical religion of primary education, which is included in the annex.
Second.
Arrange your publication in the "Official State Bulletin".
Madrid, June 3, 2015. -Director General of Evaluation and Territorial Cooperation, José Ignacio Sánchez Pérez.
ANNEX
Introduction
At the stage of Elementary Education, the area of the teaching of Evangelical Religion is intended 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 in which it forms 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 will influence the integral development of their person.
For the purpose indicated in the design of the curriculum of the teaching 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 modified by the Law Organic 8/2013, of December 9, for the improvement of the educational quality, understanding that the processes of teaching and learning of Evangelical Religion are facilitated in relation to the rest of subjects that are taught in the same stage. At the same time, professionals, from their pedagogical autonomy, are given the possibility to fulfill their function of programming so that they can adopt methodological innovations by themselves or in collaboration with the teaching teams of the centers. in which they are integrated.
Among these curricular elements, the concreteness of the objectives to be achieved during the stage is highlighted by the development of the expected contents that are based around six blocks. These relevant contents have continuity with those intended as minimum content in Child Education and include: 1. The Bible, the Word of God; 2. Jesus Christ, the only mediator and example to follow; 3. The Church, the People of God; 4. The world that God created; 5. The family; 6. God's love. For the assessment of the achievement of the intended objectives, 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 do reference in each case to one of the proposed objectives. It cannot be otherwise if we remember that both are relevant at times other than the learning process; the objectives in raising the learning that pupils must acquire and the assessment criteria in the assessment of whether they are achieved. The evaluable learning standards are introduced 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 order to ensure that in the teaching of Evangelical Religion, as in the other subjects addressed by the students of Primary Education, it is guaranteed an approach in teaching and learning that leads to the integrated implementation of content, in order to properly carry out activities and effectively solve complex problems.
However, the approach of the teaching of Evangelical Religion exceeds the basic curricular approach in the sense that it includes, the orientation to the 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, the Bible enters into the search for valid answers. 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 the teaching of Evangelical Religion is given in:
1. To become aware of the existence of God, the Supreme Being, who is interested in every human being in a personal way.
2. Identify the origins of the freedom and dignity of all people in relationships with their fellow human beings, as beings created equally by God.
3. Appreciate the Bible as the book by which God has revealed to the human being his will and purposes for humanity.
4. To know the person of Jesus Christ, his life, his work and his message of salvation.
5. To value the experience of the first Christian communities as a model of expression of fraternal love and the coexistence of the family of faith.
6. Analyze the attitudes and values of biblical characters using the information transmitted by the Bible to initiate the formation of their own system of values.
7. To know and value your body, created by God, taking a responsible attitude towards yourself, knowing how to use it as an instrument of communication and proper relationship with other human beings.
8. Respect and value the natural environment as the creation and manifestation of God's power and love.
9. To value the family as a sign of God's love, place where to develop his responsibilities and to acquire the first beliefs, examining various families of the Bible.
10. Express your relationship with God and your biblical knowledge in typical situations in your environment.
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 Primary Education subjects. It implies the opening of the child and the child to the divine, the learning of values of Christianity and the adoption of attitudes and behaviors of the evangelical faith to which this curriculum gives answers. This purpose includes valuing, midan, appreciating, internalizing, and communicating, among other skills, the Christian message and 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 child and the child 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 a matter of putting the students in the context of the teaching of Evangelical Religion in situations where they have to develop 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 Primary Education in the subject of the teaching of Evangelical Religion include reading comprehension, oral and written expression, audiovisual communication, Information and Communication Technologies, entrepreneurship, civic and constitutional education. Teacher programming will include the prevention of violence in all its forms, 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 concept of curriculum the definition of objectives, key competences, contents, evaluation criteria and evaluable learning standards must be completed with the reference to the guidelines of teaching methodology, understanding the process by which the previous ones are reached. The identity of the teaching of Evangelical Religion determines the guidelines of didactic methodological necessary for teachers and students to develop the curriculum according to the decisions of the same adopted in the corresponding didactic programming and sequence of didactic units. As part of the whole curriculum of primary education students, the programming of the teaching of Evangelical Religion must be integrated into the Educational Project of each center in which it is taught from the coherence with the values, objectives and objectives. and priorities of the same that it contributes to enrich.
In the development of this curriculum, the teaching faculty of Evangelical Religion have a special role in integrating their specific training in the area they teach, their knowledge and participation in the context in which they are that they do, 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, the design, the development of the didactic 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 teacher or teacher of the teaching of Evangelical Religion becomes a facilitator of experiences to students in which, in addition to raising the contents and attitudes that it is intended to teach, it designs situations that put in contact his students with biblical characters and rich situations in which to put into practice the principles of evangelical Christianity. It also has a mediating function contributing to the teaching and learning process the resources and means necessary for the interpretation of facts, ideas, principles, data or values, and is constituted as a guide and spiritual guide, contributing a Biblical vision of the same and practical application models in everyday situations. Finally, it has a model value since students tend to learn attitudes from people of authority. Therefore, the teachers and teachers of the teaching of Evangelical Religion have to assume an ethical role of Christian attitudes and a didascalic role that contributes to the students the resources, means and guidance necessary for them to be able to to draw up their own personal interpretations and conclusions from the situations raised.
The student who learns the teaching of Evangelical Religion must be active, who is proposed 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 himself to 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 The teaching of Evangelical Religion with the rest of the curriculum and its contribution to the integral formation of the students of Primary Education.
To consider the students who learn the teaching of Evangelical Religion at this age implies to take into consideration their own interests and their evolutionary characteristics when considering different learning situations. That is why throughout the stage, the teaching of Evangelical Religion must tend to facilitate an increasing autonomy of the students 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 that will allow it to strengthen the faith and Christian values that it acquires. Logically, everything in a climate of freedom and coexistence, in which the message is not so intended as to be accepted, 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 this end, the teacher, in addition to his attitude and example, has the possibility of working in diverse groupings designed with flexibility to respond to different learning objectives. Likewise, the teaching faculty of Evangelical Religion (SRE) has to reflect on the management of time when proposing to the students the tasks of the area, so that they allow the students to work in an appropriate way both when is approaching for the first time proposals such as when it is reviewing its work. The teacher of the teaching 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 adopt, so that, in the own identity of the SRE, the priority use of the Bible as a basic and indispensable resource. 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 SRE participates in the production of these materials and in their dissemination and exchange in specific forums created in the framework of FEREDE and that have the importance of being a space of professional growth in facilitating the formation and permanent innovation of teachers.
In terms of methodological strategies itself, the teaching of Evangelical Religion is not identified with a single universally applied method, but it is the teacher who must make concrete decisions about 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 the teaching 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 the end of each planned unit of time for this (quarterly, annual or at the end of the stage). It is necessary to emphasize that the evaluation of the teaching of Evangelical Religion, according to the rest of the stage, will be continuous, and will have as its reference the evaluation criteria and the standards of learning evaluable established in each one of the courses and will cater to the personal characteristics of each student or student in order to facilitate the individualization necessary to guarantee the success of all. 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 students and families makes it easier for them to contribute in a way that is consistent with the personal, spiritual and social development of students.
The teaching of Evangelical Religion, in Primary Education, contributes to the integral development of the individual, in accordance with the current regulations of the ordination 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, capable of knowing the reality, interpreting it, act on it, resolve problematic situations from the basis of the Christian faith.
EVANGELICAL RELIGION
1.er course
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| Assessment Criteria | Learning Standards evaluable | |
|---|---|---|---|
|
Block 1. God loves | |||
| is Creator. God loves me and gives me life. Jesus teaches me that God takes care of me. The_table_izq"> Jesus teaches me that I can speak to God. | 1. Understand that Creation and life are samples of God's love for each person. 2. Identify prayer as a means that God provides for personal communication with Him. | 1.1 Recognizes and understands that God is Creator. 1.2 Identifies and lists samples of God's love in his own life. 1.3 Narra with his words God's care about Creation and people based on various biblical stories. 2.1 Describes prayer as means for personal communication with God. 2.2 Identifies the prayer as one of the main teachings of Jesus | |
| Block 2. The Bible | |||
| to me in his book the Bible. The Bible, the best book for me. The Ten Commandments: rules of God. | 1. Analyzing and memorizing various biblical texts that present the Bible as a means by which God speaks to us, guides us and teaches us. | 1.1 Recognizes the value of the Bible as a means by which God speaks, guides us, and teaches us. 1.2 Describes with his words moments, characters and texts that show the Bible as the Word of God. 1.3 Analyzes, in a guided way, biblical texts who present the Bible as a means by which God speaks to us, guides us and teaches us. The class_table_izq" >1.4 Explains the meaning of biblical texts worked in the classroom.1.5 Identifies the commandments and rules found in the Bible as part of what God wants for him. through drawings and dramatizations. | |
|
Block 3. Jesus Christ, the only mediator and example to | |||
| Christmas: Jesus is born. Jesus loves me so much that he has given his life for me. Jesus dies and resurrects for me and brings salvation. | 1. Understanding the redemptive work that Christ performed, analyzing the personal implications. | 1.1 Comprises that Jesus is the instrument that God uses to bring salvation and unite all Christians in the same family. 1.2 Orally expunes the observations made about God's love for the human being. 1.3 Give examples of God's unconditional love in dialogue class with his peers. 1.4 Identifies facts and characters of the New Testament that speak of God's saving plan. 1.5 Performs simple works and presentations at the individual and group level that express their knowledge of the facts narrated in the Bible about birth, death and resurrection of Jesus | |
| Block 4. People of God | |||
| Pentecost, the coming of the Holy Spirit. I am part of the family of Jesus: the Church. The first Christians. God wants all kinds of people to be part of his People. | 1. To identify in New Testament texts, situations and actions that are expressions of fraternal love and the coexistence of the family of faith, in dialogue about the value they have. 2. To discover that through accepting Jesus as Lord and Savior you can become part of the People of God, the Church. 3. Recognize that all peoples and ethnicities can be part of God's family, the Church. | 1.1 Identifies situations and actions that express fraternal love. 1.2 He knows and participates in situations of the coexistence of the family of God. 1.3 Describes the facts that mark the birth of the Church. 1.4 Relates with his words the coming of the Spirit Saint at Pentecost. 2.1 Ejemifies different ways of express brotherly love in the local church. 2.2 Expresses their experiences as a recipient and producer of brotherly love. 2.3 Identifies and comments passages that speak of the opportunity of being part of the faith family. 2.4 Participates in communication activities of faith to others. 2.5 Valora the importance of meeting and sharing in the local church following the Example of early Christians. 3.1 Comprises that The local church is open to all kinds of people. 3.2 Comprises and appreciates cultural differences within and outside the Church by making allusive drawings and posters | |
|
Block 5. The world God | |||
| has created a precious world for me. The Genesis account of Creation. God cares of Creation and cares for me. | 1. Observe nature and dialogue on the details and characteristics of the natural environment that manifest the way of being from whom I believe, contrasting them with the way the Bible shows God as Creator. | 1.1 Expresses observations on the greatness of God revealed in its Creation. 1.2 Share the benefits of God being the author of Creation and caring for it. 1.3 It identifies and differentiates what is created by God in the face of what is the product of man. Zant_table_izq" >1.4 Know the account of the Creation and the sequence followed for completion.1.5 Performs activities that demonstrate care towards their natural and social environment. \cs6\cf6\lang1024} | |
| \cs6\cf6\lang1024} Family and | |||
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The family of Jesus and my family. I enjoy God's love with friends. Joy to share. Sharing is helping. Love, respect and obedience in the family. | 1. Show respect and care for others in everyday interaction and games. 2. Identify the members of the family of Jesus, and the roles assigned by God to each of the family members (father, mother, children). | 1.1 Recognizes the care of the family towards the children. 1.2 Comprises love samples in the family. 1.3 Debate on how your family can help you grow, be healthy and learn. 1.4 Meet to the family of Jesus and admire his example. 1.5 Pone examples of the way caring for your neighbor. 1.6 Participates actively in situations of communication and relationship with others. 1.7 Manifest attitudes of respect and care towards oneself and towards the others. 1.8 Participates in caring actions and sharing with others. 1.9 Respects the operating rules of the group. 1.10 Identifies David and Jonatan as friends who cared for and helped each other. 2.1 He understands that Jesus grew up being part of a family. 2.2 He explains with his words obedience as an expression of love to parents and to Jesus. 2.3 Draw examples of how disciples were friends of Jesus | |
2. course
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| Assessment Criteria | Learning Standards | |
|---|---|---|---|
|
Block 1. God loves | |||
| created me and put me into a family. Love God and love your neighbor. All people are important to God and He has a plan for each of them. Examples of people who showed love to others. | 1. Understanding that life is a gift from God through our parents. 2. To discover that every person in this world has different qualities and we can all help and complete each other. 3. Identify the attitudes and actions of Jesus with people who suffered discrimination. 4. Talk about how to act to follow Jesus ' example in dealing with people. | 1.1 Read different stories of Bible families, identifying the parent-child relationship in each of the 2.1 Dialoga on the fact that every person in this world has different qualities and we can all help and complete each other. 3.1 Know the Biblical accounts where Jesus Christ dealt with marginalized people as a sign of his love. 3.2 It identifies and lists the attitudes that Jesus showed toward marginalized people. 3.3 Narra, dramatizing or through another expressive medium, the actions that Jesus performed as a show of love toward others. 3.4 describes orally or in writing actions that you can do by imitating the example of Jesus. 4.1 It acts by showing attitudes and actions that reflect the love of God in your environment. 4.2 Expresses through correct media drawings of all the people, including discriminated against. 4.3 Dialoga about concrete ways in which we can mimic the attitudes and actions that Jesus had with people discriminated against. | |
| Block 2. The Bible | |||
| know the Word of God. Structure of the Bible: books, chapters, and verses. Old and New Testament. Jesus Christ, the main subject of the Bible. | 1. Know the division in the testaments of the Bible and how to look for a passage, identifying Jesus Christ as the main topic of the Bible. | 1.1 Shows knowledge of the structure of the Bible: its books and division in chapters and verses. 1.2 It explains in general traits how the Old Testament and the New Testament point to Jesus. | |
| Block 3. Jesus Christ, the only mediator and example to | |||
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' birth. Jesus, our example in Christian life. baptism and temptation in the desert. Jesus helps us make good decisions in our life. The disciples of Jesus yesterday and today. Death and resurrection of Jesus. | 1. To identify and temporarily order, through the study of passages of the Gospels, the main facts of the life of Jesus. | 1.1 Study in a guided way the life of Jesus.
1.3 It is temporarily the main facts of the life of Jesus. 1.4 Identifies and relates some parables and miracles of Jesus. 1.5 Exposes by various means (verbal, plastic) information related to the life and teaching of Jesus. 1.6 Else information collected by drawings, schemes, etc. 1.7 Identifies implications of life and teaching of Jesus, in the disciples and in his own life, exemplifying with concrete situations of his life and environment | |
| Block 4. People of God | |||
| calls Abraham. Abraham, Isaac, Jacob, Joseph: patriarchs of God's people. Abraham example of trust in God and his promises. | 1. Know the biblical story of how God's People began to form. 2. Analyzing through the life of Abraham how friendship with God implies trust and obedience. | 1.1 Identifies Abraham as the first patriarch of the People of God and describes how his 1.2 Arguments the practical response that Abraham gave to God in his call. 1.3 Recognizes the line of succession of the patriarchs: Abraham, Isaac, Jacob and Joseph. 2.1 Expresses through drawings and values that are detached from the biblical texts 2.2 Orally and in writing the behaviors manifested by the characters studied | |
| Block 5. The world God | |||
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The order of Creation. God makes us responsible for the care of your Creation. The value of people. | 1. Recognizing God as Creator identifies traits of his character, his eternal purpose, and the plan of redemption for humanity. 2. When making excursions, visits to parks or gardens, and in their daily practice in the school environment, take care of nature, demonstrating attitudes of respect towards the natural environment. 3. Understand that according to the Bible, freedom and value people have their origin in the fact that God created man in his image and likeness. | 1.1 Identifies and describes concrete situations in which God shows his love to people in various biblical accounts. 1.2 Give examples of Creation. 2.1 Admira the order that is maintained in the created by God, and enjoys its beauty. 2.2 Narra in order the Biblical account of Creation. 2.3 Respects the natural elements of your environment (animals, plants, minerals ...) 2.4 Shows responsibility for nature maintenance and care. 2.5 It gives examples of how nature is to be cared for. 2.6 Participates in the care of your natural environment: in your neighborhood, home, and school. 3.1 Notes with your words the implications practices that have the recognition of man as being created in the image and likeness of God. 3.2 Comprises and is able to explain that God is the giver of life and we have to protect it. | |
| Block 6. Family and | |||
|
The family of the patriarchs. Learning to trust in God. Joseph and his brothers. The importance of forgiveness in life. Jesus teaches me to help others as He did. | 1. Discover in the biblical text how diverse people lived, analyzing their attitudes and values and expressing them through various languages. | 1.1 Valora and compares the behavior and attitudes of Biblical characters worked by dialoguing in class on them. 1.2 Orally and in writing the values and behaviors manifested by the studied characters differentiating the different types of examples. 1.3 Responsively to the questions raised referred to biblical characters. 1.4 Expresses your biblical knowledge and elements of your relationship with God through different languages (oral, written, body, plastic, and musical) | |
3.er course
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| Assessment Criteria | Learning Standards evaluable | |
|---|---|---|---|
|
Block 1. God loves | |||
| us as we are. God's unconditional love to the whole person. All the people need to love and be loved. | 1. Recognize man as being created in the image of God and manifest attitudes and behaviors based on respect for God. | 1.1 Identifies traits of the image of God in the human being in situations of his/her 1.2 Know God's care about Creation and each person giving concrete examples based on their observations and knowledge. 1.3 Assume responsibility for the care of the body itself as an image of God. < Zant_table_izq" >1.4 Gets information from different sources, including digital ones, related to helping and serving others | |
|
Block 2. The Bible | |||
|
Bible, the message of God humanity. The Bible, book inspired by God. Their unity and coherence. God inspired different men to write their Word. | 1. Analyze and memorize various biblical texts that present the Scriptures as a means by which God has revealed to the human being his will and purposes for humanity. | 1.1 Identifies and knows to place key biblical characters and texts that present the Scriptures as a means by which God has revealed himself to the human being. 1.2 Recognizes the value of the Bible as the revelation of God's plan by showing respect for the Word of God and reading the Bible. 1.3 Identifies in the Bible itself moments, characters and texts that show Scripture as an inspired revelation of God's plan. 1.4 Analyses biblical texts that present the Scriptures as a means by which God has revealed himself to the human being and has 1.5 Explains orally and in writing the meaning of biblical texts worked in the classroom. 1.6 Meet some of the writers of the Bible | |
|
Block 3. Jesus Christ, the only mediator and example to | |||
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Easter, and the sacrifices in the Old Testament. The prophets spoke of a Savior.
Jesus, the lamb of God. Jesus saves and offers us the forgiveness of our sins. |
1. To discover that God has an eternal purpose of salvation for each person. 2. Identify and distinguish in various texts of the New Testament, the basic ideas that summarize the message of salvation that Jesus proclaimed. 3. Express thoughts and feelings about the message and work of Jesus Christ, using various languages. | 1.1 Identifies and relates facts and characters from the Old and New Testament that speak of God's saving plan. 1.2 He understands that Jesus is the instrument God uses to bring salvation and unite Gentiles and Jews in the same family. 1.3 Prey orally and by written the observations made about God's love for the human being. The ">1.4" body, which provides reasons for the unconditional love of God.1.5 Comprises and values the birth of Jesus as a true reason for Christmas. 2.1 Dialoga on biblical texts that express the spiritual and moral necessity of the human being. 2.2 Expresses by different means the content of the biblical texts that identify Jesus as the only Savior and mediator between God and the human being. 2.3 Analyzes the facts surrounding the death and resurrection of Jesus. 2.4 Distress the basic content of the message of Jesus Christ. 2.5 Valora the personal importance of always living with Jesus explaining his implications. 2.6 Collects and selects information about the life, death and resurrection of Jesus in different sources. 3.1 Comprises how the forgiveness of sins is obtained through Jesus explaining with his words the relevant biblical texts. 3.2 Expresses by means of various languages (oral, written, body, plastic, musical), your thoughts and feelings before the message of Jesus Christ | |
| Block 4. People of God | |||
| to reveal himself to human beings and to do so he chose a People. History of the people of Israel in the Old Testament until the judges ' period. Through Jesus, God gave the opportunity for every person to be part of his People. Jesus forms and leads the family of faith. | 1. To analyze how God reveals himself to human beings from the beginning of humanity and throughout the biblical story (up to the judges ' period). 2. Discover that through accepting Jesus as Lord and Savior you can become part of the People of God. | 1.1 Analyzes and summarizes the content of texts read about who is and how God is for him. people of Israel and for Christians. 1.2 Comprises and explains how God acts in the midst of his people. 1.3 Identifies some prominent figures of the People of God: patriarchs and judges. 1.4 Localizes in the Bible texts that present the People of God as the means by which God has revealed to the human being. 1.5 He knows and lists some of the difficulties that the biblical characters faced as messengers of God. 1.6 Comprises and relates some of the stories of heroes of the faith both directly from biblical sources and complementary. 1.7 Identifies and values divine intervention in the experiences of biblical characters narrating stories biblical with their own words. 1.8 Elemical personal conclusions based on the knowledge of the biblical characters ' experiences and explains them in writing. 1.9 Localizes on the Internet and other sources, biblical maps that relate to the people of Israel. 2.1 Examine in the gospels passages that speak of the opportunity to be part of the family of faith. 2.2 Draw posters making it clear that you understand the meaning of the Great Commission. 2.3 Identifies and summarizes passages that speak of the opportunity to be part of the faith family. 2.4 Participates in faith communication activities to others. 2.5 Lee and analyzes the Bible passages that teach Jesus to form and leads the faith family | |
|
Block 5. The world God | |||
| and sustains what was created. Creation as a sign of God's love for people. Personal responsibility in the care and conservation of nature. God will make a new Creation. | 1. Dialogue based on the analysis of biblical texts, why as a human being has an incalculable value and deserves to be cared for and respected. 2. Show actions that denote care and respect for plants and animals in their immediate environment, and concern for the conservation of the natural environment. | 1.1 Written submissions realized about the attributes of God reflected in the human being. 1.2 Participates in dialogues, debates and other exhibitions on the origin of the human being from a biblical position. 1.3 You value yourself as a person and your body as God's creation. < The ">1.4" is using biblical texts on the dignity of people.1.5 Relating to freedom, human dignity with the fact of being created by God explaining some of the practical consequences in our society. 1.6 Identifies the personal practical implications of recognizing others as God's creation. 1.7 Manifest conduct of respect for the dignity and freedom of self and others. 2.1 Respects the natural elements of your environment. 2.2 Shows responsibility for maintaining and caring for nature. 2.3 Participates in caring for your environment. natural environment: in your neighborhood, home and school | |
| Block 6. Family and | |||
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The family planned by God. Family Bible Model. Biblical examples of family and interpersonal relationships. The importance of worship to God. Worship like shows of love to God. Praise and worship. Internal and external coherence of Christian life. | 1. Discover through the biblical text how diverse people lived, analyzing their attitudes and values and expressing them through various languages. 2. To know God's purpose for the family, identifying the characteristics of the Christian family, both in familiar and biblical experiences. 3. Recognize worship as a show of love for God, differentiating between outside worship and worship of the heart. | 1.1 Discriminates and values that fall off of the proposed biblical texts participating in discussions. 1.2 Arguments its personal position regarding the behaviors, values and attitudes manifested by the various biblical characters. 1.3 Expresses by different languages the attitudes and values manifested by different characters 1.4 Reflects and expresses in writing the lessons learned with respect to the attitudes and values of biblical characters. 2.1 Analyzes how you can help your family: obeying, collaborating and giving love. 2.2 Understand that she is part of a family that is loved by Jesus. 2.3 Identifies different family roles. 3.1 Analyze and debate the difference between external worship and worship of God at heart. 3.2 Comprises the importance of having a special day in the week to go to church and honor God in this way | |
4. course
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| Assessment Criteria | Learning Standards evaluable | |
|---|---|---|---|
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Block 1. God loves | |||
| us at all times. God remains with us in the midst of trials. God is Merciful to us. God's love, an undeserved gift. Love of neighbor. The rule of thumb. | 1. Dialogue based on the analysis of biblical texts, why as a human being-both his person and his body-is invaluable and deserves to be cared for and respected. 2. It uses the Bible to find answers to ethical and existential questions that arise in everyday life, summarizing their findings and communicating them to other classmates. | 1.1 Identifies the personal practical implications of recognizing others as God's creation. 1.2 Manifest conduct of respect for the dignity and freedom of the others. 2.1 Uses the Bible to find answers to ethical questions and There are existential questions that arise in everyday life. 2.2 Raises ethical questions from reading the Bible. 2.3 Find answers in the Bible to ethical questions and existential issues. 2.4 Compare situations and experiences with biblical models. 2.5 Comune to others the answers found in the Bible to ethical questions and existential issues. 2.6 Argument biblically their positions in situations of opposition and/or confrontation with other ideas. 2.7 Relates to several biblical texts with each other. 2.8 Shows sensitivity to injustices. 2.9 Participate in care actions in favor of others | |
|
2. The Bible | |||
| The New Testament. Matthew, Mark, Luke and John. Jesus, God and man. The coming of the Holy Spirit. | 1. Compare the approaches of the four gospels about the person of Jesus. 2. Identify and analyze verses in the apostles ' book of Acts where it is shown that Jesus left the Holy Spirit to guide and help us. | 1.1 Comprises and debates that Jesus is God-man and siervo-Rey. 1.2 Lee and analyzes the biblical accounts where Jesus is presented as the Son of God. 1.3 Know who the authors of the four gospels are. 1.4 Comprises the difference of the four gospels as to the structure of the Life events and facts of Jesus. 2.1 Identifies and analyzes biblical passages that show that Jesus left the Holy Spirit to help and guide us. 2.2 Manages the Bible with autonomy by locating texts with different criteria | |
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Block 3. Jesus Christ, the only mediator and example to | |||
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Jesus, the announced Messiah. Teachings of the parables of Jesus. life and miraculous facts. The last week of Jesus before going to the cross. Jesus reconciled us with the Father. Jesus the teacher. Jesus Christ the Lord. Jesus will return as king. | 1. Perform, with the help of the teacher, a simple research on the person of Jesus from the consultation of various biblical and extra biblical sources, elaborating the collected information and communicating the results to the rest of the class. 2. To analyze the encounters that Jesus had with people who suffered discrimination-through texts of the Gospels-, discovering the attitudes he manifested towards them and the actions he carried out in his favor, realizing that today we can follow his example and dialoguing about concrete ways we can do it. | 1.1 Query, to perform jobs and research, biblical and extrabiblic sources. 1.2 Performs simple research on the person of Jesus (who is, when he was born, where and how lived, who claimed to be, how he died, where he is now). 1.3 Selects and uses various sources in the development of simple research. 1.4 Else the information collected (written texts, tables, tables, murals, schemas). 1.5 Comunique orally and in writing the results and their findings of research carried out. 1.6 Different Identifies prophecies of the Old Testament concerning Jesus as Messiah. 1.7 Identifies and recounts some of Jesus ' parables and miracles. 1.8 Comprises the teaching of parables and their applications today. 1.9 Debate on the implications of the fact that the Bible teaches that Jesus is the Lord and will come back as King. 1.10 Read Bible passages proposed by the teacher and dialogue on the reconciliation that Jesus has brought about his death on the cross. 2.1 Know the Biblical accounts where Jesus Christ treatment with marginalized people as a sign of their love. 2.2 Identifies and dialogues in class on the attitudes that Jesus Christ showed to marginalized people. 2.3 Narra actions that Jesus Christ performed as a show of love toward others. 2.4 He describes orally or in writing actions that he can do by imitating the example of Jesus Christ. | |
| Block 4. People of God | |||
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history from Samuel's First to the Second of Chronicles (from Samuel to the fall of Jerusalem). The role of the prayer, obedience and trust in God. David, prototype of an eternal reign. True repentance. The fear of God and wisdom. | 1. Read biblical texts, selected by the professor, capturing the general sense of them, and summarize the main ideas expressed about who is and how God is. 2. To identify and understand who God is and how God is for the people of Israel and for Christians-as presented by the Bible. 3. Analyze the importance of obedience, trust in God, repentance and fear of God in the Christian life. | 1.1 Manages the Bible by locating texts with different criteria. 1.2 Comprises the general sense of biblical texts that you read. 1.3 Identifies specific contents of the biblical texts that you read. 1.4 Resume the content of texts read from the Old Testament from First of Samuel to the Second of Chronicles. 1.5 Performs inferences and draws conclusions from reading biblical texts. 2.1 Contrasts the ideas that other people have about God with the way he is described in the Bible, establishing similarities and differences. 2.2 Read Old Testament Bible texts in which the speaker is God himself or people who are praying or giving testimony to others who God is or about of what He has done. 3.1 Identifies the features and consequences of true repentance. 3.2 Dialoga on the Biblical principle that obeying is better than sacrifices | |
| Block 5. The world God | |||
| man in his image and likeness. Responsibility for the creation and importance of work. | 1. Identify traits of God's image in situations of their own natural and social environment. 2. Analyze the biblical conception of work as a positive task in the framework of human dignity. | 1.1 Identifies traits of God's image in human beings. 1.2 Identifies effects of sin against the image of God in the human being. 1.3 Recognizes the importance of helping and serving others by drawing up a list with personal ways to practice help and service. other people in your family, school and social environment. 1.4 Recognizes situations of discrimination and marginalization as an offense to God debating this in class. 1.5 Knows and values that discrimination and marginalization are undesirable facts. 1.6 Participates in improving the situations in your environment. 1.7 Know God's care about Creation. 2.1 Understand that God has given us the responsibility to work for the good of God. this world. | |
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Block 6. Family and | |||
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bases for interpersonal relationships: friends, work, church. | 1. To express in everyday situations and contexts their biblical knowledge and elements of their relationship with God and other Christians using different expressive codes. 2. Understand the messages you receive from others and engage in dialogue situations even if they involve confrontation or disagreement. | 1.1 Expresses your biblical knowledge in situations and contexts 1.2 Uses different expressive codes to communicate their faith and biblical knowledge (such as verbal, body, plastic, and music). 1.3 Identifies situations personal in which you can contribute to improve the situation of people and coexistence. 1.4 Investigates the search for salvation by men. 1.5 Valora and compares the behavior and attitudes of working biblical characters. 1.6 Responsively Responds to the questions raised regarding the biblical characters. 2.1 Dialoga and debate about the messages you receive from others (media, family, friends, college). 2.2 Else or create posters, in group, on the coexistence and relationships with others. 2.3 Comprises messages about the faith and Christianity it receives from others | |
5. course
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| Assessment Criteria | Learning Standards evaluable | |||
|---|---|---|---|---|---|
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Block 1. God loves | |||||
| not look at appearances but the hearts of people. The two main commandments. God he justifies us by grace through faith in Jesus. God forgives our sin when we repent. | 1. To analyze through various biblical texts, as for love and mercy, God justifies and forgives us through Jesus and asks us to show mercy to others. | 1.1 Expresses orally the observations made about God's love for the human being and debate about sin and the gift of justification by faith. 1.2 Identifies, reads and analyzes passages from the Old and New Testament that they speak of God's saving plan. 1.3 Pone examples of actions that Jesus performed as a show of love toward others. 1.4 Describes actions that he can do, imitating the example of Jesus 1.5 Distinction and dialogue about the content of the message Jesus. 1.6 discriminates against attitudes and values that are derived from the proposed biblical texts by drawing up lists or tables that reflect information. 1.7 Analyzes the role of the repentance in Christian life as a condition to be forgiven | |||
| Block 2. The Bible | Jesus, the central message of the Bible. Importance of knowing, deepening and living according to the Word. Old Testament Review. Classification of the books of the Old Testament. The letters or epistles of the New Testament. The letters of Paul and other writers. The Word of God has a valid message for all times and for all people. | 1 Understanding that God reveals his will and purposes to us through the Bible. 2 Locate in the Bible, read and memorize various texts, analyzing their message. 3 Know the structure of the Bible, the literary styles used, the writers who have participated in each will and manage it with autonomy. | 1.1 Identifies and knows how to place key biblical texts that present the Scriptures as a means by which God has revealed himself to the human being. 1.2 He analyzes and values biblical texts that present the Scriptures as a means by which God has revealed himself to the be human and has made known his purposes for humanity. 1.3 Compare the knowledge you get from God and the Bible from your reading with the ideas you get from other sources (people, media, books ...). 2.1 Lee with autonomy and assiduously biblical texts. 2.2 Memorizes biblical texts. 2.3 Comprises the general sense of biblical texts that reads. 2.4 Identifies specific content of the Biblical texts you read. 2.5 Search for versions of the Bible online and reads texts in this format. 3.1 Explains with their words the structure of the Bible. 3.2 Meet the writers who have participated in each will, relating the author and his work | ||
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Block 3. Jesus Christ, sole mediator and example to | |||||
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The role of the prophets in the Old Testament. Isaiah announces the birth of Jesus.
Jesus chose twelve disciples to accomplish their purposes. God invites us to deliver our lives to participate in your divine plan. Jesus The sovereignty of God over our lives.
The resurrection and eternal life, the hope of the believer. | 1. Investigate the role that the Old Testament prophets developed. 2. Identify different Old Testament prophecies referring to Jesus. 3. Differentiate the cultural aspect of Christmas, from the biblical message of the incarnation. 4. Describe traits of Jesus ' participation in history (past, present and future). 5. To understand that the person of Jesus transcends his earthly life and to know the Christian hope in the second coming of Christ. | 1.1 Analizes attitudes and values manifested by various prophets 2.1 Relating to Isaiah's prophecies about the Messiah, with his fulfillment in the life of Jesus. 3.1 Valora the meaning of Christmas, being able to distinguish between the cultural aspect of this feast and the biblical message of the incarnation. 4.1 He recognizes Jesus ' disciples, his characteristic features, and the importance of his choice. 4.2 Comprises, analyzes and dialogues about biblical texts related to the resurrection and the second coming of Jesus. 4.3 Know the characteristics of Jesus ' divine character. 5.1 Understand that the Kingdom of God will be established on Earth by Jesus. 5.2 It shows confidence that the second coming of Jesus will be in power and glory. " >5.3 Appreciate the implications that for your own life and that of the Church has the hope of the second coming.5.4 Expresses your knowledge and trust in the second coming of Jesus. | |||
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Block 4. People of God | |||||
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's faithfulness and fulfillment of his promises. The importance of faith in God and obedience to the Word in our relationship with God. Jesus, the Lamb of God carries our punishment. God and His Word, center and priority of our lives. The problem of idolatry in Israel and the abandonment of the Christian's priorities. The_table_table_izq"> Birth of the Early Church. The life of the first Christians.The Church as the body of Christ. The role of the members of the Church. The mission of the Church and the Great Commission. The Church, universal and local. | 1. Discover and know how God reveals himself in human beings throughout the biblical story. 2. Identify situations and actions that are expressions of the fraternal love and coexistence of the family of faith in texts of the Acts of the Apostles and the Epistles. 3. Dialogue on brotherly love: the value it has, the possibility of experiencing today's brotherly love and the conditions that make it possible. | 1.1 Localizes in the Bible texts that present the People of God as a means by which God has revealed to the human being. 1.2 He analyzes and summarizes the content of texts read about who is and how God is for the people of Israel and for . Zant_table_izq" >1.3 Identifies the leading characters of the People of God.1.4 Identifies and values divine intervention in the experiences of the heroes of the faith. 1.5 Localizes on the Internet and other digital sources, biblical maps that relate to the people of Israel. 1.6 Analyzes the history of the people of God, the early Church and the characters involved in their events, associating the historical facts with the characters involved. 2.1 Comprises the concept, mission, and origin of the Church. 2.2.2. Relating to the Great Commission of Jesus with the missionary work, in brief research papers, from different sources of information. 2.3 Explains and analyzes different ways of expressing Fraternal love. 2.4 Identifies the passages related to actions and situations reported in the Acts and epistles that are expressions of fraternal love. 3.1 Dialoga on different ways to express brotherly love in the local church. 3.2 Expresses your experiences as a recipient and producer (sender) of brotherly love. 3.3 Difference using your words, universal and local Church | |||
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Block 5. The world God | |||||
| before Creation. God's power reflected in Creation. Revelation of God in Creation. | 1. Observe nature and dialogue on the details and characteristics of the natural environment that manifest the way of being who created it. 2. Express through different schemes like the Bible shows God as Creator. | 1.1 Relates to information obtained on web pages of entities and institutions working for the conservation of the environment with biblical passages about Creation. 1.2 Share some biblical texts in which God appears as Father, Son, and Holy Spirit related to Creation. 1.3 Else different expressive forms, the account taken in the biblical passages about Creation to From biblical data. 1.4 Else various schemes (content sheets, concept maps, word clouds, etc.) on biblical content and Christian life using traditional media and applications 2.1 Expresses observations on the greatness of God revealed in its Creation. 2.2 Performs activities that demonstrate care towards their natural and social environment. 2.3 Dialoga on its natural environment as a manifestation of the Creator. 2.4 Lists details and nature features that give us clues about the character of who created them | |||
| Block 6. Family and | |||||
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of God and neighbor. The family of Abraham. A family loved by Jesus: Martha, Mary and Lazarus. Friends of God. | 1. Track the relationships of friendship and family that appear in the Bible by identifying distinctive traits. | 1.1 Discover in the Bible different family experiences, such as those of Abraham or Martha, Mary and Lazarus. 1.2 Exposes elements of their relationship with God and other Christians in family and extra-family situations. 1.3 God appearing in the Bible | |||
6. course
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| Assessment Criteria | Learning Standards evaluable | |
|---|---|---|---|
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Block 1. God loves | |||
| is our refuge. Prophets teach to trust in God. The grace of God that frees us. | 1. Recognize God's characteristics that serve as a refuge and trust. | 1.1 Expresses the Biblical concept of God as a refuge by different means. 1.2 teaching different prophets about trust in God | |
| Block 2. The Bible | |||
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Process of Bible formation, transmission, and conservation. Reliability on copies of Bible books.
Translations of the Bible to Spanish and other languages of the world. The fundamental value of having the Bible in all cultures. God's direction for our lives through His Word. Strategies and sources for the study of the biblical message. Practical application of Bible reading. | 1. Know God's protection of the Bible throughout history so that it has reserved its formation, development and preservation until our days. | 1.1 Know and understand God's protection about the Bible throughout history. 1.2 Identifies evidence of God's protection over the Bible throughout history. 1.3 Identifies literary forms and styles and languages of the biblical texts. 1.4 Recognize in the biblical texts the opportunity that different characters had to be part of the People of God and that the message of salvation extends to all peoples and ethnicities. 1.5 Describes ways and ways God has used to preserve the Writing to our day. 1.6 Identifies situations in the contemporary world that pose a danger to the transmission of the Bible. 1.7 Starts in the processes of the study basic biblical. 1.8 actively participate in conservation, Writing and defending Scripture. 1.9 Gets, edits, and shares images on writing and preserving the Bible | |
| Block 3. Jesus Christ, the only mediator and example to | |||
| in times of Jesus. Historical personages at the birth of Jesus. Jesus brought salvation to the world and marks the history of humanity. The resurrection of Jesus as a historical fact. Biblical and external evidence. The resurrection of Jesus as the basis of Christianity. | 1. To investigate the person of Jesus (who is, when he was born, where and how he lived, who said to be, how he died, where he is now) from the consultation of various biblical and extra biblical sources. 2. Elaborate written texts, tables, tables, murals, and/or schemas, about the information collected by researching and communicating the results to the rest of the class. | 1.1 Query, to perform jobs and research, biblical and extrabiblic sources. 1.2 Plans the research process by anticipating the necessary phases and resources in each of them. 1.3 Selects and Uses various sources in the development of simple research around the birth of Jesus. 1.4 Search for versions of the Bible online. 1.5 Identifies different Old Testament prophecies concerning Jesus. 1.6 Search for maps on the web of the places of life of Jesus. 2.1 Else autonomously and criticises information obtained from various sources using varied formats (written texts, tables, tables, murals, schemes) on the Jesus ' resurrection. 2.2 Reaches and Exposes personal conclusions of the conduct of simple investigations. 2.3 orally and in writing the results and their findings of investigations and monographs performed | |
| Block 4. People of God | |||
| The integrity of the Christian. The example of Jesus. Persistence in prayer. The growth of the Christian as a disciple of Jesus. Trust in the sovereignty of God.
The suffering in Christian life. The church persecuted through the ages. The importance of religious freedom.
| 1. Read Bible texts, selected by the teacher, capturing the general sense of the same, and summarize the main ideas expressed about who is and how God is, comparing them with the ideas that other people have about Him. 2. Use the Bible to find answers to ethical and existential questions that arise in everyday life. 3. Know the main characteristics of the Protestant Reformation and reformers. | 1.1 Explains orally and in writing how their physical, mental, emotional and spiritual growth are part of the God's plan of salvation for your life. 1.2 Reflects on the sovereignty of God. 1.3 Compare the knowledge you get from God and the Bible from your reading with the ideas of God. what you get from other sources (people, media, books, etc.) 2.1 Uses the Bible to find answers to ethical and existential questions that arise in everyday life. 2.2 It raises ethical questions from reading the Bible. 2.3 Find answers in the Bible to the ethical and existential questions raised. 2.4 Compare situations and experiences with biblical models. 2.5 Comunique to others the answers found in the Bible to the Ethical and existential questions raised. 2.6 Biblically argues their positions in situations of opposition and/or confrontation with other ideas. 2.7 texts several texts 3.1 Meet and reflect on different moments, characters and situations in the history of the universal Church (revivals, persecution, expansion, ...). 3.2 Ordena chronologically facts, characters and situations of the history of the Church. 3.3 Identifies signs of religious intolerance. 3.4 Meet and participate in different ministries that have ties to the Church 3.5 He knows the work and life of the Reformers and prominent figures of the Church in Europe. 3.6 Localizes on the Internet and other digital resources information on the biography of Reformers and outstanding characters. | |
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Block 5. The world God | |||
| man in his image and likeness. Equality and freedom for people. tether, consequences of sin and its solution: believe in Jesus. The new life in Christ and the process of sanctification of the believer. | 1. To recognize man as being created in the image of God and to manifest attitudes and behaviors based on respect for God. 2. To analyze the work of Christ in our favor and the importance of faith. 3. Compare the new life in Christ, with the process of sanctification of the believer. | Biblically Argumminus in relation to the origin of the human being. 1.2 Identifies traits of the image of God in the human being. 1.3 Identifies the effects of sin against the image of God in the human being. 1.4 Shows sensitivity to social injustices and 1.5 Search for information on Human Rights and selects the relevant one. 1.6 Recognizes situations of discrimination and marginalization as an offense to God. 1.7 Valora that discrimination and marginalization are undesirable facts. 1.8 Participates in improving society situations. 1.9 Assume responsibilities for the care of the body itself as an image of God. 1.10 Gets information from different sources, including digital ones, related to helping and serve others. 1.11 Expresses the importance of helping and serving others by recognizing situations of discrimination and marginalization as an offense to God and as an undesirable fact that participates in or contributes to the improvement of such situations in their environment. 2.1 Relates sin as a situation of slavery, with the work of Jesus of liberation. 3.1 Analyzes and compares the new life in Christ, with the process of sanctification of the believer. | |
| Block 6. Family and | |||
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The proverbs teach us how to live in the family. Diversity and respect. | 1. Learn about the family that they find in Bible books. 2. Respect individual and cultural differences. | 1.1 Identifies in the book of Proverbs different teachings about the family. 1.2 Possible formula and formula coexistence problems. 1.3 Uses creative thinking in problem analysis and the approach of acting proposals. 2.1 Identifies elements of cultural diversity in different texts of the Bible. 2.2 Drawing leaving Of course, it values cultural diversity and respect among human beings. 2.3 Proposes alternatives to solving social problems | |
