Adopted June 2002

Archdiocese of Atlanta
Goals of Curriculum

1. Communicate the Gospel message.

2. Engender a sense of responsibility as members of a church community.

3. Empower learners to accept responsibility for the acquisition and use of knowledge.

4. Cultivate a desire for continuous learning through formal and informal education.

5. Engender a sense of responsibility as citizens within a democracy.

6. Empower learners to make informed choices.

7. Use independent and critical thinking.

8. Strive toward connectedness of all learning.

9. Implement instruction, which is developmentally appropriate.

10. Strive toward clear and accurate communication through the development of a variety of skills.

11. Represent all subject areas resulting in comprehensive literacy.

12. Use all available technologies to support instruction.

13. Implement effective prevention programs as early as possible for students who demonstrate learning challenges.

14. Ensure a thorough foundation of knowledge for successful transition into secondary study.

Philosophy of Religion Curriculum

The influence of the Church in the field of education is shown in a special manner by the Catholic School. No less than other schools does the Catholic school pursue cultural goals and the human formation of youth. But its proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through Baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, as it must be, to the situation of the contemporary world, leads its students to promote efficaciously the good of the earthly city and also prepares them for service in the spread of the Kingdom of God, so that by leading an exemplary apostolic life they become, as it were, a saving leaven in the human community.

Declaration on Christian Education: Second Vatican Council, 1965

The communal life shared within and among the members of a Catholic school flow specifically from each member’s relationship with God. This recognition places a particular filter on every movement of the evolution of the school. In the Catholic school the sacred and the secular are not exclusive of each other but rather form a symbiotic relationship which can provide profound meaning and purpose to each person’s experience and growth in wisdom, knowledge and grace.

For some, the Catholic school setting is a place of authentic evangelization. For some, it is the center of catechesis. For all, it is a place where faith and life meet. Through the magisterium of the Archdiocese of Atlanta, each Catholic school is charged with contributing to the maturation of the faith life of each student, parent, teacher, staff member, and administrator. This is accomplished through a variety of activities and represents specific opportunities for each person to contribute their gifts and talents.

Teachers, staff members, and administrators in Catholic Schools must recognize the nature of the families they serve. Contemporary cultural pressures emphasize the growth of the individual rather than the growth of the family. Wherever possible, schools should emphasize the importance of quality family life and its essential, irreplaceable effects on the development of children.

All those who serve in Catholic schools are reminded of the importance of their ministry in the church. As persons who embrace the vocation of education, they should remain cognizant of the special influence they have within the faith community.

Standards and Benchmarks

God is the one Supreme Being, manifested as Father, Son, and Holy Spirit revealed to humanity throughout historyCatechism Reference:#36 God, the first principle and last end of all things, can be known with certainty from the created world by the natural light of human reason. Without this capacity, man would not be able to welcome God’s revelation. Man has this capacity because he is created in the image of God.

K-2

Recognizes that there is only one God. Recognizes God as creator of all that is. Recognizes that God is present in our world. Recognizes that all of creation is intended for good. Recognizes that Jesus is the Son of God. Recognizes that God sent Jesus to show us how to live. Recognizes the Holy Spirit can help us. Recognizes that making the sign of the Cross represents our belief in the Holy Trinity. Learns that God loves us and wants our love.

3-5

Begins to grasp that God lives in us. Knows creation as an act of God’s love. Knows that God is revealed through creation, scripture, and tradition. Knows that because God made us, we are good. Learns that God is revealed fully to us in Jesus. Becomes aware of God’s presence in our daily lives. Learns about God’s promise of salvation. Begins to understand that we believe because of the gift of Faith.

6-8

Recognizes the covenant relationship between God and humans. Realizes the Scriptures present God’s gradual self-revelation. Comes to deeper understanding of life after death in the world to come. Appreciates that one has an obligation to respond to God’s call. Knows we are invited into God’s Kingdom.

Scripture is the divinely inspired, written word of God that reveals God’s faithfulness and challenges us throughout time.Catechism Reference:#105 God is the Author of Sacred Scripture. “The divinely revealed realities, which are contained and presented in the text of Sacred Scripture, have been written down under the inspiration of the Holy Spirit.” “For Holy Mother Church, relying on the faith of the apostolic age, accepts as sacred and canonical the books of the Old and the New Testaments, whole and entire, with all their parts, on the grounds that, written under the inspiration of the Holy Spirit, they have God as their author and have been handed on as such to the Church herself.”

K-2

Recognizes that Scripture is the Holy Word of God. Relates to selected stories of the Bible. Identifies the stories as God’s message. Recognizes Bible passages as Old or New Testament.

3-5

Begins to understand inspiration. Initiates an understanding of cultural context. Recognizes the role of Scripture in Liturgy. Locates selected books and passages in Scripture. Recognizes major parables and can retell the story.

6-8

Tells how God is revealed through the written word. Recognizes genres and literary divisions in the Bible. Interprets selected passages as they relate to everyday life. Understands sequence of Salvation History –God’s Covenants with God’s people. Orders biblical, historical events. Recognizes the origins of a call to journey in Faith in the Old Testament. Lists the prophets of the Old Testament. Recognizes the Beatitudes as a call to works of mercy. Recognizes Revelation as an invitation to the Kingdom. Recognizes the significance of the Liturgy of the Word in the Mass.

Jesus Christ is the incarnate Son of God who, by His life, death and resurrection secured our salvationCatechism Reference:#65 In many and various ways God spoke of old to our fathers by the prophets, but in these last days he has spoken to us by a Son. Christ, the Son of God made man, is the Father’s one, perfect and unsurpassable Word. In him he has said everything; there will be no other word than his one.

K-2

Learns that Jesus is God’s own Son. States that Jesus is the second person of the Blessed Trinity. Realizes Jesus became human through his mother, Mary. Remembers that Jesus grew up in a family (Jesus, Mary, Joseph). Learns that Jesus is like we are in everything except sin. Learns that in Jesus we see God’s love for everyone. Discovers that Jesus shows us how to live a more perfect life.

3-5

Recognizes Jesus is truly divine and truly human. Understands Jesus calls each one of us to personally follow him. Knows that we are called by name. Realizes that God sent Jesus, his son, to save us and to be our way to Heaven. Recognizes ways that Jesus teaches us about God. Realizes that sacrifice is a condition of discipleship. Recognizes that Jesus is alive in the church.

6-8

Discovers in Jesus what it means to be fully human and fully alive. Realizes the meaning and significance of the Paschal Mystery (life, death and resurrection of Jesus). Learns that Jesus teaches us about the Kingdom of God. Realizes Jesus helps us to live together in peace and justice when we share the Eucharist. Sees that Jesus calls us into a personal relationship as friend. Realizes that we are called by Christ to participate in His mission to make God known to all the world as a loving, forgiving, and generous God. Knows that through our Baptism we are called to ministry. Knows that the resurrection is the fulfillment of the salvation promise.

Church history chronicles the development of Catholicism throughout the ages from Jesus’ calling of the first apostles to contemporary time.Catechism Reference:#770 The Church is in history, but at the same time she transcends it. It is only with the eyes of faith that one can see her in her visible reality and at the same time in her spiritual reality as bearer of divine life.

K-2

Learns that God made us to be in a family first and then larger communities. Knows that Jesus called his disciples to follow him. Knows that St. Peter and his disciples became the first Christian community. Knows that the church family is called a parish.

3-5

Learns about the Catholic Church’s beginning with these first disciples. Learns about the role of the Holy Spirit in the Church. Begins to learn stories about the early saints. Relates to missions and good works of the saints. Increases understanding of apostolic tradition and formation of the Creed. Begins to understand development of Church traditions. Recognizes obligations of community membership.

6-8

Recognizes that the Eucharist is the memorial of Jesus’ saving action. Understands the importance of apostolic tradition and the creeds. States important stages of church history. Learns about contemporary saints and the canonization process. Identifies with lives of the modern day models of holiness. Increases understanding of Church traditions. Begins to understand the impact of Christianity on Western civilization. Recognizes the role of community in forming vocations.

Sacramental Life includes signs and celebration of Christ’s saving presence in our lives.Catechism References:#1133 The Holy Spirit prepares the faithful for the sacraments by the Word of God and the faith which welcomes that word in well-disposed hearts. Thus the sacraments strengthen faith and express it.#1134 The fruit of sacramental life is both personal and ecclesial. For every one of the faithful on the one hand, this fruit is life for God in Christ Jesus; for the Church, on the other, it is an increase in charity and in her mission of witness.

K-2

Recognizes that the Church uses signs and sacraments to show God’s love. Begins to recognize signs and symbols associated with sacraments. Begins to recognize the names of the sacraments. Knows that sacraments are separate and more important than Catholic traditions. Begins to recognize differences in the sacrament types.

3-5

Knows the names of the sacraments and understands their importance as life transforming experiences which give grace. Recognizes the presence of the Holy Spirit in the sacraments. Has a basic understanding of each of the seven sacraments. Knows the symbols associated with the sacraments.

6-8

Recognizes the importance of living our baptismal vocation. Recognizes the value and importance of the sacramental life as providing the necessary graces and strength for living as Catholic Christians. Classifies sacraments according to function: Initiation, Healing, Service. Recognizes love as a requirement for vocations. Recognizes gifts and talents required for lay, religious, and ordained life.

Catholic traditions are practices which are expressions of the Catholic Faith.Catechism References:Apostolic Tradition and ecclesial traditions:#83 The Tradition here in question comes from the apostles and hands on what they received from Jesus’ teaching and example and what they learned from the Holy Spirit. The first generation of Christians did not yet have a written New Testament, and the New Testament itself demonstrates the process of living Tradition. Tradition is to be distinguished from the various theological, disciplinary, liturgical, or devotional traditions, born in the local churches over time. These are the particular forms, adapted to different places and times, in which the great Tradition is expressed. In the light of Tradition, these traditions can be retained, modified, or even abandoned under the guidance of the Church’s magisterium.

K-2

Knows that the Catholic Church has traditions that may not be part of other Christian faiths, such as the sign of the cross, holy water, candles, devotion to the saints, May crowning of Mary.
3-5o Becomes familiar with and has participated in traditions such as praying the rosary, genuflecting, Lenten practices, Stations of the Cross. o Knows that traditions are separate from sacramental life.

6-8

Understand the role and value of traditions in the Catholic Church. Understand liturgical rubrics such as bowing at the altar. Knows the significance of the Sanctuary Light. Has an understanding of all of the elements used during the celebration of the Mass (vestments, sacred vessels, altar linens, Sacramentality, Lectionary, bread, wine, cruets). Can relate the use of incense to the Old Testament. Can identify items in the Sanctuary (altar, ambo, credence table, processional cross).

Prayer is the experience of genuine communication with God.Catechism References:#2559 Prayer is the raising of one’s mind and heart to God or the requesting of good things from God.#2564 Christian prayer is a covenant relationship between God and man in Christ. #2565 In the New Covenant, prayer is the living relationship of the children of God with their Father who is good beyond measure, with his Son Jesus Christ and with the Holy Spirit.

K-2

Learns we can talk to God and are heard. Learns God speaks to us through our own hearts and through others who love us. Knows that talking and listening to God is called prayer. Recognizes prayer can happen anytime and anywhere.

3-5

Recognizes prayer and worship as responses to God’s love. Realizes that prayer is the acknowledgement of the presence and goodness of God. Understands that prayer deepens our relationship with God. Recognizes that prayer guides us through difficult decisions. Participates in various forms of prayer, prayer experiences and the sacramental life of the church.

6-8

Can identify the four purposes of prayer: adoration, contrition, thanksgiving, and petition. Knows that the Eucharist is the central prayer of the Church. o Participates in retreat experiences. Becomes more aware of the importance of listening during prayer. Comes to appreciate that the Holy Spirit helps us to pray. Recognizes the benefits of intercessory prayer. Recognizes the various novenas and litanies as special forms of intercessory prayer. Recognizes the importance of the communion of saints.

Liturgical life encompasses the study and celebration of God’s saving action within the seasons and cycles of the Catholic Church.Catechism References:#1101 The Holy Spirit gives a spiritual understanding of the Word of God to those who read or hear it, according to the dispositions of their hearts. By means of the words, actions, and symbols that form the structure of a celebration, the spirit puts both the faithful and the ministers into a living relationship with Christ, the Word, and Image of the Father, so that they can live out the meaning of what they hear, contemplate, and do in the celebration. #1112 The mission of the Holy Spirit in the liturgy of the Church is to prepare the assembly to encounter Christ; to recall and manifest Christ to the faith of the assembly; to make the saving work of Christ present and active by his transforming power; and to make the gift of communion bear fruit in the church.

K-2

Joins in the celebrations of the Church year. Shows an awareness of different liturgical seasons. Relates to the presence of sacraments in their lives. Identifies the different ministry roles in liturgy. Initiates an awareness of the significance of the Mass in God’s saving plan.

3-5

Knows that Advent begins the church year. Increases participation in liturgical life of the Church. Increases an awareness of the significance of the liturgical seasons. Relates to the gifts of God through the Sacraments. Appreciates the different roles in liturgy. Expands awareness of major parts of the Mass.

6-8

Initiates an understanding of sacramentality in the Church. Understands role and responsibility of clergy and laity. Knows there is a Liturgy of the Hours. Understands the colors of vestments worn throughout the Church year. Can identify particular symbols related to the liturgical seasons.

Christian morality is the study of gospel values and their application to everyday life.Catechism Reference:#1706 By his reason, man recognizes the voice of God which urges him “to do what is good and avoid what is evil.” Everyone is obliged to follow this law, which makes itself heard in conscience and if fulfilled in the love of God and of neighbor. Living a moral life bears witness to the dignity of the person.

K-2

Learns that people are created in God’s image and have dignity. Learns we have received the gifts of intellect and free will from God. Learns all people have the gift of conscience. Learns that people show love for God and others by making good choices. Listens and learns Bible stories that deal with making choices. Learns that God is merciful because he loves us.

3-5

Understands the responsibility to form a right conscience. Knows the Bible as source of the Ten Commandments, the Beatitudes, and the Great Commandment as a means of understanding morality. Understands that God forgives our sins.

6-8

Recognizes that people have free-will and use reason in forming their conscience. Knows the value of making choices based on a correctly formed conscience. Acknowledges and supports specific age-appropriate moral issues. Knows we are called by God to holiness. Recognizes the role of temptation in sin.

Catholic Social Teaching presents the position of the Catholic Church on social issues and the challenge of applying them in everyday life.Catechism References:#1924 The common good comprises ‘the sum total of social conditions which allow people, either as groups or as individuals, to reach their fulfillment more fully and more easily’ (GS 16 1).#1925 The common good consists of three essential elements: respect for and promotion of the fundamental rights of the person, prosperity, or the development of the spiritual and temporal goods of society; the peace and security of the group and of its members.#1926 The dignity of the human person requires the pursuit of the common good. #2419 “Christian revelation…promotes deeper understanding of the laws of social living.” The Church receives from the Gospel the full revelation of the truth about man. When she fulfills her mission of proclaiming the Gospel, she bears witness to man, in the name of Christ, to his dignity and his vocation to the communion of persons. She teaches him the demands of justice and peace in conformity with divine wisdom.

K-2

Learns that all people are made in God’s image. Realizes that God loves us and that we are called to love others. Learns that all people deserve respect.

3-5

Recognizes the concept of my neighbor. Recognizes responsibility for my neighbor. Knows we must care for our world. Knows we must recognize the needs of the poor. Recognizes human dignity at the root of the gospel calls us to justice and peace.

6-8

Recognizes that Christian morality often places the Catholic Church in opposition to contemporary social issues. Compares contemporary social issues and social justice. Describes social concerns in light of Catholic moral teachings. Lists public laws that are in conflict with Catholic moral teaching. Recognizes obligations to work for justice and peace.

Mary holds a unique place in God’s plan of salvation as Mother of Jesus Christ, the Son of God.Catechism Reference:#964 Mary’s role in the Church is inseparable from her union with Christ and flows directly from it. This union of the mother with the son in the work of salvation is made manifest from the time of Christ’s virginal conception up to his death. It is made manifest above all at the our of his passion.

K-2

Knows Mary is the Mother of Jesus. Recognizes that Mary has many titles. Learns that different people see Mary in many different ways. Learns that Mary is the mother of our church family all over the world. Realizes Mary said “yes” to God’s call. Participates in various devotions to Mary. o Recites the Hail Mary.

3-5

States some of the different titles of Mary. Is familiar with the various scripture stories of Mary. Recognizes that Mary, in using her free will, chose to say, “yes” to God. Recognizes the importance of Mary as an intercessor

6-8

Realizes the importance of Mary in the life of the church and how she is the model for us. Appreciates Mary’s story and accepts one’s own challenge to respond positively to God’s call. Understands the unique place of Mary in the life of the Church. Is familiar with some of the “names” associated with Mary (i.e.: Mother of Sorrows, Our Lady of Guadalupe, etc.)o Traces particular cultural devotions to Mary (i.e.: Hispanic, Italian)

Assessment Strategies

Assessment of student progress should reflect a wide variety of educational experiences. It is important that when analyzing cumulative period grading, that a reasonable distribution of activities against which learning is assessed be evidenced. Assessment should be authentic and aligned in that there is a correspondence between what is assessed and what was actually taught.

Assessment rubrics are an encouraged component of student evaluation, especially when grading projects. Group processes, including service projects, are an integral part of the learning process in the religion curriculum. It is recommended that student self-evaluation should also be incorporated into the overall cumulative grading.

Items from this list of topics may be introduced and reintroduced multiple times in grades kindergarten through grade eight. Content should vary depending on developmental stage(s) of students.

Creed

Creation
Kingdom of God
Mary
Incarnation
Trinity
Saints
Love of God
Salvation
Heaven
Hell
Death Judgment
Eschatology (End of Times)
Catholic Church
Marks of the Church
Precepts of the Church
Images of the Church
Church as community
Scripture

Life in Christ

Kingdom of God
Grace
Ten Commandments
Great commandment
Beatitudes
Corporal Works of Mercy
Spiritual Works of Mercy
Conscience
Sin Forgiveness
Free Will
Freedom
Responsibility
Catholic Social Teaching
Family Life
Theological Virtues
Cardinal virtues
Gifts and Fruits of the Holy Spirit
Conversion
Discipleship
Scripture

Liturgy (Official Prayer)

Sacraments
Initiation
Service
Healing
Mass
Liturgies
Church Seasons
Signs and symbols
Rituals
Scripture

Prayer (Lifting hearts and minds to God)

Adoration or Worship
Contrition
Thanksgiving
Supplication
Vocal
Meditation
Contemplative
Rosary
Surge of the heart (spontaneous)
Spirituality
Scripture

We celebrate the Church Year

Advent
The Waiting Time
O come, O come, Emmanuel
Christmas
The Light of Christ
Jesus is born
The Nativity
Prince of Peace
Following the Star
The Promise Fulfilled
Lent
A time of Sacrifice
Strength through Practice
Spiritual Discipline
The Time of Conversion
Forty Days in the Desert
Holy Week
Good Friday
Hosanna – Walking with Jesus
Christ’s Passover
We celebrate the Church Year - continued

Easter
Signs of Joy
New Life in Jesus
Love Lives Again
The Great Vigil
Our Story of Salvation
Pentecost
Ordinary Time

We celebrate Mary

Mary, Our mother
Mother of God
Saying Yes to God
Mother of the Church
The Immaculate Conception
As a sign of new creation
Daughter of Zion

We celebrate the Saints

All Saint’s Day
Friends of God
We honor their memory
They Chose God
Called to Holiness

Instructional Time Allocations for Religion Instruction

Archdiocese of Atlanta Policy 6112.1

“Schools shall provide class schedules that will most effectively serve the essential components of instruction within that school, namely the needs of the students, the
school’s mission, philosophy and goals, and the programs that flow from them”.

Archdiocese of Atlanta Regulation 6112.1a

“Schools will provide at least the minimum recommended allocated instructional time per week in each subject area”.

Guide to Daily Time Schedule

PreK – K

6.5 Hour Long Day (390 Minutes) 7.0 Hour Long Day (420 Minutes)
20 minutes 20 minutes

Grades 1 – 5

6.5 Hour Long Day (390 Minutes) 7.0 Hour Long Day (420 Minutes)
35 minutes 40 minutes

Grade 6

6.5 Hour Long Day (390 Minutes) 7.0 Hour Long Day (420 Minutes)
48 minutes 48 minutes

Grades 7 – 8

6.5 Hour Long Day (390 Minutes) 7.0 Hour Long Day (420 Minutes)
48 minutes 48 minutes

CONTENT PROCESS

Guiding Principles

The Christian message must first be understood, experienced, and accepted in the life of the catechist before it can be proclaimed. It is helpful for the catechist to reflect on God’s manner of communication as a model:

…God takes the initiative;
…God’s revelation takes place gradually;
…God adapts his methods to the historical situation and to the degree of readiness of those to be evangelized;
…God always respects a person’s freedom;
…God invites, persists, but never forces.

§ Understand both the home and the community that are each learner’s world.
§ Become sensitive to the customs, traditions, and values of the familial and ethnic groups to which your learners belong.
§ Make sure that the learning experiences are rooted in the life experiences of your learners.
§ Remember that catechesis flows from the content of family background instead of something imposed from outside of it.
§ Encourage learners to share their customs and family celebrations with one another.
§ Integrate cultural holidays and feasts, special events and neighborhood celebrations into the life examples of your learning experiences.
§ Be sure to distinguish among subgroups within larger groups. For example -–the Spanish-speaking, while sharing a common language, include Mexican America, Puerto Ricans, Cubans, etc., each group with its distinct cultural characteristics, customs, religious expressions, needs, and potentials. The same is true of various tribes and nations of Native Americans, Afro-Americans, Asians, and others.
§ The language of a particular group should be used in the catechesis of its members –not just its vocabulary, but its thought patterns, cultural idioms, customs, and symbols. Ideally, the catechist will be a member of the particular racial, cultural, ethnic group. Those who are not should know the culture and learn its most significant expressions.
§ Catechetical materials should suit learners’ characteristics and needs. Catechetical materials should affirm the identity and dignity of the learners. Mere translations of materials originally written for someone else usually prove inadequate. Adaptations must involve more than translation and picture changes.
§ Be sure to take into account the educational and economic circumstances of your learners and their families, avoiding unrealistic demand on their time, physical resources, and finances.
§ Take into account your group’s special needs in relation to justice and peace. Prepare them to assume responsibility for achievement of their goals.
§ All learners should be educated to know and respect other cultural, racial, and ethnic groups which are different from theirs. Every catechist needs to be multi-culturally minded.
§ Watch for any sexist or racial overtones in your teaching. Raise the consciousness of those around you in this regard.
§ Avoid the use of racial, ethnic, or cultural nicknames or jokes even when the use of these does not provoke a visible negative reaction.
§ Adopt a positive attitude toward the human and religious contributions of different cultural groups. Acknowledge multi-cultural contributions to the rich, liturgical, and artistic traditions of the Catholic Church.
§ Lift up saints from different cultures and social conditions that the universal Church celebrates.
§ Assist in the avoidance of labeling or stereotyping of any cultural or racial group.
§ Analyze textbooks, films, and other media for unjust or stereotyped treatment of racial or cultural groups. Take corrective measures as needed.
§ Promote liturgical and social celebrations on important occasions that incorporate the language and the symbols of the group that make up your learning community/parish.
§ Encourage liturgical and social celebrations that are expressive of the spirit and traditions of the different cultural groups in our diocese on those occasions linked to their particular histories.
§ Be conscious of your role as a facilitator of understanding and appreciation among the various cultural groups that make up our school, parish, and diocesan communities.
§ Take a real interest in learning about the history and background of other cultural and racial groups who, in their own way, witness to the creativity of God and to the universality of the Church.
§ Be mindful of the struggles of our own fore bearers in attaining human and religious freedom. Be understanding of the present struggle of other cultural groups in finding their own place in society and the Church.
§ Be aware of the importance of popular religious devotions and of all that comes under the heading of popular religiosity. Enter into the spirit of popular religiosity, be sympathetic to the needs it meets, and direct its expressions in line with sound theological and liturgical catechesis.