Curriculum Evaluation Tool For use in United Church congregations to evaluate current and new curricula in light of their faith formation needs Faith Formation and Education Unit January 2003 Updated April 2009 The United Church of Canada/L Église Unie du Canada 3250 Bloor St. West, Suite 300 Toronto, ON M8X 2Y4 CANADA
Tips to Help Your Congregation Use This Tool 1. Form a group for curriculum evaluation. Before meeting, collect the necessary materials you will need to make a responsible decision: your congregation s mission statement, curriculum sampler or samples, price list, or other materials. Samples of United Church recommended curricula may be available from Conference offices or presbytery resource centres. 2. You will likely need two blocks of time to use this evaluation tool: one block of time to identify your congregation s faith formation needs (Part One) and another to choose your curriculum (Part Two). 3. You may wish to design some creative, interactive welcoming activities to help the group explore Part One: Identifying Your Congregation s Needs. For example, participants might tell a story or make a symbol to share a significant factor that contributed to their faith development in the church as a child or that contributes to it now. 4. To use Part Two: Choosing Your Curriculum, the group might be divided into subgroups to look at particular benchmarks. One group, for example, might look at the theological stance and interpretation of scripture, another at the faith formation approach and community involvement. All group members may need to use sample materials to look closely at the curriculum content and how the curriculum presents itself. Children and youth might take a look at learner and take-home materials. 5. If possible, give the group time to experience a session of the sample materials. 6. The Evaluation Worksheet at the end of this resource is intended to give a quick overview of what to look for in evaluating a curriculum. Participants can note strengths and challenges as they go through particular sections of this Curriculum Evaluation Tool. 7. In making a decision, curriculum choices need to support the congregation s mission statement. 8. Remember that curriculum is a tool. Many other factors in the church s life and ministry influence faith formation. Choose a curriculum that is flexible and adaptable to your congregation s needs. 9. Cheaper is not always better. First of all, choose a curriculum that is based on the faith formation needs of your congregation. Then keep in mind that visuals and attractive learner and take-home materials are essential to faith formation and for connecting family and church spirituality. They are as important as suiting the physical space to learners needs. 10. Once you have chosen a curriculum, appeal to the congregation s creativity and generosity to find the necessary budget. 2
3 Part One: Identifying Your Congregation s Needs Preparation Who is responsible for choosing the curriculum in your congregation? To evaluate the curriculum, consider gathering a cross-generational group that includes members of the Christian development and worship committees; church school teachers and superintendents; worship planners and leaders; older children and youth; and your minister(s). Note: An alternative might be to have children and young teens look at the learner and takehome materials in a separate group. Have samplers or copies available of the various curricula that you wish to consider. Conferences or presbytery resource centres may carry samplers or samples of United Church recommended curricula. Use the Curriculum at a Glance overview (available at www.unitedchurch.ca/exploring/curriculum#glance). Questions for the Group Before you begin to look at curriculum samples, brainstorm together as a group: 1. Faith Formation Goals What are your congregation s faith formation goals? Make a list of your hopes (goals) for faith formation with children, youth, and adults in your congregation. What does your overall mission statement say about your goals? Keep your list visible to the group. 2. Faith Community Needs Who are the learners in your community? How might the following needs affect your curriculum selection? What is your setting like (rural/urban/inner city/intercultural/multi-racial/first Nations)? Who are the participants (long-time church members, newcomers, interfaith members)? Is your community characterized by particular age and stage needs? What are the faith, relationship, and special needs and interests of your faith community? What broader community and global issues affect daily living? What needs and interests will take priority in your curriculum selection?
3. Faith Formation Process Think about how faith formation happens in your congregation. How might your faith formation practices affect the kind of curriculum you choose? What role might the following practices play? spiritual disciplines: Bible study, Sunday school, meditation, prayer? worship and sacraments? music, media, arts, drama, rituals, creed, symbols, technology? relationships? attention to the lived human story? social justice action? community outreach? care for the earth and its creatures? other considerations? 4
5 Part Two: Choosing Your Curriculum Examine selected curricula or curricula samples, noting the following benchmarks. Make your selection based on what you have identified as your congregation s faith formation needs, goals, and practices. Use the Evaluation Worksheet on the last page to record your findings. Come to a consensus on your findings, and make your selection. 1. Theological Stance Does the faith stance in the resource agree with your own faith stance? with the faith stance of the United Church? What does the resource say about God and what God is calling us to? How is the good news of God s activity made evident in people s lives and the world? What is the place of scripture, creation, Jesus, the Holy Spirit, the sacraments, tradition, and personal and community experience? What does the resource say about the authority of the Bible in the church s life and work? How does the curriculum regard the role of mission, justice, and stewardship in the church s life and work? What other questions do you have? 2. Interpretation of Scripture How does the resource help participants find meaning from the biblical story? Each person is considered an interpreter. Persons encounter, interpret, connect to, and find meaning from the biblical story based on age, background, abilities, and experiences in the church and world. Participants explore and interpret the biblical story based on pre-set lectionary or church year themes and/or faith focus. Lived cultural experiences and needs provide the basis for interpretation, especially for newcomers. Meaning is found by embracing First Nations Traditional cultural spirituality and Christian spirituality. Which of the above approaches do you prefer? 3. Faith Formation Approach Which approaches do you think best enhance faith formation? The unique spirituality of each person is affirmed. Attention is given to learners questions, concerns, needs, insights, and life experiences.
6 Material takes account of the whole person thinking, feeling, acting, loving, hurting, being creative. The freedom and capability of learners and leaders to make decisions and choices is honoured. Learners are told what to believe and what faith-life choices to make. Material connects to daily living. Material connects to worship and other church activities. Everyday language, cultural experiences, and music that speaks to 21st-century participants are used. Personal, faith, social justice, community, creation, and global issues are interwoven. Material is flexible and adaptable to different contexts and cultures. Material is inclusive of other races, cultures, family structures, and economic and social patterns. 4. Faith Community Involvement Does the material encourage participants to become involved in the total life of the church worship, pastoral care, justice (outreach), decision-making, community life? connect learning and worship? experience daily life and relationships as places for ministry? share faith stories and experiences, and encourage participants to re-examine their own faith stance? make choices for discipleship action? take responsibility for the earth and its creatures? share faith stories among different ages? discover their gifts and be leaders? take responsibility for their lives in the wider community? respect and dialogue with other faiths? Other considerations? 5. Content Is the curriculum content bible story based (with pivotal seasons of the year highlighted)? lectionary passages and Christian year based? faith and life issues and themes connected to biblical story based?
7 community-based, with the biblical story connected to First Nations Traditional and cultural spirituality? Other considerations? Which of the above do you prefer? 6. How the Curriculum Presents Itself Leader s Guides Are instructions and activities clear and easy to follow? Do learning activities carry out the intended themes and goals? Is the curriculum attractive and easy to use? Is consideration of the learner an important part of the curriculum? Does the curriculum suggest a variety of learning and worship activities: arts, music, drama, research, visuals, puzzles and models, etc.? Does the material meet the needs of people with different intelligences and learning styles? Do learners and leaders learn and celebrate from and with one another? Does the material include music and audiovisual resources? Is provision made for ongoing faith formation and skill development for leaders? Are enrichment resources suggested for leaders and learners? Learner s MaterialS Are learner s materials: Attractive, colourful, and easy to use? Hands-on? Inclusive of visuals? Suited for the intended age level(s)? Connected to children s lived experience? Connected to worship and other faith community activities? Inclusive of a variety of activities and learning approaches suited to different intelligences and needs? Interwoven with personal, community, and global issues and concerns? Other considerations?
8 Take-Home Material Does the take-home material: Provide attractive hands-on, interactive activities to connect family and church spirituality? Take account of the issues mentioned above? 7. Budget Is adequate budget available to meet the faith formation needs of children, youth, and adults in your congregation? How will you be creative in acquiring additional budget if needed? Does your congregation have an ongoing budget for additional resources such as children s books, music, audiovisuals, and craft supplies? Who might you approach for additional resources such as CD players and computers?
9 Additional United Church Ethos and Identity Resources Does your congregation have access to the following United Church resources to enhance faith formation and nurture from a United Church perspective? Children of The Dancing Sun (www.unitedchurch.ca/exploring/curriculum/dancingsun_children) Mandate magazine (www.united-church.ca/sales/magazines/mandate) Gathering magazine for worship planners (www.unitedchurch.ca/sales/magazines/gathering) If not, order them from United Church Resource Distribution (UCRD) Phone toll-free 1-800-288-7365 or locally 416-253-5456 ucrd@united-church.ca www.united-church.ca/sales/ucrd The following no-charge resources are available by contacting cecm@united-church.ca: Discovery Packets I and II
An Evaluation Worksheet for Curriculum Choices The following worksheet lists features and components that will help you to evaluate curriculum and provide information about the wisdom of the group s particular curriculum choice. Name of curriculum reviewed: Group and setting where used: Theological criteria I. Curriculum Features Strengths Challenges Interpretation of scripture Faith formation approach Organized around Bible stories, lectionary passages, or themes to connect with scriptures Assumptions about the nature and role of the church Connection among worship, learning, and other church activities Leader/learning methods used Role of leaders Role of learners Leader support 10 II. Curriculum Components Strengths Challenges Appearance and usability Materials for leaders Session outlines Hands-on material for learners Take-home material Music, visuals, audiovisuals Other: What I like best about this curriculum Challenges I see in using this curriculum