Tips to Evaluate a Curriculum
Are you looking at curricula, studies, and resources? How can you tell which one is good... or which is best? Here are some elements to look for in a standout resource!
In all my years of diocesan ministry, my favorite part of the job was getting out of the office and visiting those with “boots on the ground.” This may be uncommon for other dioceses, but with my mentor, it was instilled in me from my very first day on the job. He would say, “Ministry doesn’t happen from behind a desk.”
Well, there was one particular parish visit I can recall where we were invited to visit in order to consult on “next steps” for youth ministry. After the meeting, she asked if we could stick around to help her go through all the mail she was receiving from publishers. This may seem like a job a leader should be able to do on his or her own, but we were honestly happy to help! (Insert a lesson on the simple ways we can build trust with those we minister to… going through their junk mail with them could just be a way haha!)
The pile of mail was massive, and honestly, it was mostly junk mail from mediocre publishers promoting inferior programs. How would she have known this? How can someone know a good publisher from sub-par? How can a leader recognize a quality curriculum compared to one that might look interesting but lacks the elements of an excellent curriculum (or in this case… recommendable).
Rather than recommending curricula, I think it would be most beneficial to give others tools to identify good ones on their own. What’s that old saying? If you give a man a fish, he eats for a day. If you teach him to fish, he eats for life. So, I would like to offer a couple elements to look for to identify a superior curriculum (or book study) worth the investment and effort to implement into parish life.
Follows a pedagogy
The word pedagogy comes from a Greek word meaning “to lead the child.” You may have heard this word in relation to the “Divine Pedagogy,” which is the way that God chooses to reveal himself (or truth) to us. Simple put, a pedagogy would be a method of teaching and the order to which a topic is taught. Many curricula claim to follow an order in the lessons, but not every order lends itself to conversion and receptivity to the content.
For example, an order that follows the readings of the mass may at first glance appear helpful because it lines up with what the students hear at mass. However, the readings of mass were not ordered with a long term teaching pedagogy in mind. The readings relate to the other readings from that day or season, but do not lend themselves to bring the student (learner) to a place of conversion. The readings also are not topical, so this kind of order would become quite repetitive as readings throughout the year present themes that past readings already covered.
In my personal opinion, an impressive pedagogy is one that begins with Jesus Christ. Now, many begin at the beginning–Creation. This is okay, too, but what I find to set curricula apart and above others is when they begin with the person of Jesus.
“People today need to turn to Christ once again in order to receive from him the answer to their questions about what is good and what is evil. Christ is the Teacher, the Risen One who has life in himself and who is always present in his Church and in the world. It is he who opens up to the faithful the book of the Scriptures and, by fully revealing the Father's will, teaches the truth about moral action. At the source and summit of the economy of salvation, as the Alpha and the Omega of human history, Christ sheds light on man's condition and his integral vocation.”1
St. Paul writes in the second letter to the Corinthians of the veil that is over our understanding, but he says, “when a man turns to the Lord the veil is removed.”2 Jesus enlightens our minds to what we will learn, so look for curricula that begin with Jesus and the Gospel message. Bonus points if the following lessons directly tie in Jesus or the Gospel message as a common thread.
Not only should the lesson topics themselves have a long-term pedagogy, but each lesson should follow an order. One of my favorite methods for a lesson is the ecclesial method. There are actually some programs that use this name for their method, and others that follow it but call the steps of the lesson something different. Essentially, this order begins with a preparation of the heart, leads into a proclamation, and then teaches in the presentation. This order would then end with an application and finally a celebration of the material (which would usually be the prayer).
Scripture!
This is actually a soapbox element for me! We live in a culture of the Church where so many are ignorant of the Scriptures. St. Jerome is known for saying “ignorance of the Scriptures is ignorance of Christ.” So many people long for the truth and search for the truth that is found in the Catholic Church. However, so few know that truth is found in Jesus’ Church because doctrines have largely been taught apart from Scripture. This is speaking to the formation that I, and many I have met, grew up with. Where were all the bibles?!
Everything the Church teaches can be found in Scripture, even if just in “embryo” form, so it must be a part of teaching! If a curriculum does not bring in Scripture or encourage the catechist/student to open the Bible, I often will not recommend it. (I say “often”, because if everything else is of high quality, this element can be made up for by the catechist, however that assumes all catechists have the formation and know-how to supplement this lack in the text… and it is a severe disparity if it lacks.)
Elements that promote prayer
The Church teaches that prayer is a "vital and personal relationship with the living and true God"3 and a “communion with Christ.”4 If one’s goal is to help others become disciples this means they are followers of Jesus and in relationship with Jesus. This relationship is impossible without prayer. Prayer should not just be something to start or end a lesson; it should be emphasized throughout the topic.
A few ways curricula may incorporate prayer into a lesson would be Lectio Divina or Visio Divina, Sacred Art throughout the pages, recommended hymns to sing, and the traditional Catholic prayers. Bonus points given to programs that use prayer to prepare hearts for the lesson and celebrate the conclusion of the lesson through prayer.
Elements that promote real life application or reflection
If the curriculum can’t help students answer the question, “how does what you just learned change your life?” then it is simply average and not yet excellent, in my opinion. An excellent resource does not tell others why this material is important, but guides the user/receiver to identify its importance on their own. It would then give opportunities or activities to apply the material.
For example, Saint stories are a great way to show the material lived through the lives of saints. I have seen saint stories that are followed with discussions for students to meditate on in their own lives. This is great! Small group discussion, or even simple examination of conscience activities, are other great ways to apply the lesson to one’s life.
Additional resources
Something that sets one curriculum apart from others is if there are additional resources available. These may be optional or may come at an extra cost, but extra resources are always a plus in my book. Examples could include catechist resources or print outs, an online student portal, or optional short videos or audio files. I was even able to review a curriculum that offered the catechist a short audio recording that taught the material for each week. This helped the catechist feel more prepared to teach others. I’ve also come across online parent resources or catechist portals that have more resources than available in the books.
Publisher support
Finally, this one is an added bonus that goes a long way in my book! If the publisher is easy to get a hold of and shows a willingness to help, I am more likely to look over the curriculum and potentially choose it. I have encountered both spectrums of this. The one that set her company apart from all the rest was the representative who was always willing to meet over video calls, to offer feedback and implementation tips from other parishes that worked with the materials, and to even join for a formation call to parish leaders! I appreciate having that person-to-person relationship with those far more knowledgeable than myself!
Comment below: What are some things you look for when choosing a curriculum or resource for ministry?
Veritatis Splendor, 8
2 Cor 3:16
Catechism of the Catholic Church, 2558
CCC, 2565