St Mary’s Catholic Primary School Religion Learning Area Overview

Diocesan Learning Framework The Diocesan Learning Framework is the primary reference point for our St Mary’s Religion Learning Area Overview. Please click on the hyperlink below for access.

Rationale Religions attempt to answer questions about life – its meaning and purpose. Christianity claims that the answers are to be found in the person and teachings of Jesus Christ. Catholicism offers a unique approach to the development of a relationship with Jesus Christ through its rich heritage of theology, sacramentality, spirituality and morality. At St Mary’s we commit ourselves to faith witness and teaching which pervades all that we do and say. At St Mary’s we believe that learning about religion promotes the holistic development of the students with an emphasis on the spiritual, moral, intellectual, social, emotional and aesthetic dimensions of life. It can help students, whatever their individual religious beliefs and backgrounds, to develop their knowledge, understanding, values and skills thereby assisting them to participate effectively in Australian society. Key Understandings and Implications

Aims At St Mary’s our curriculum is designed so that students have opportunities to develop: a personal relationship with Jesus Christ understanding and appreciation of the religious beliefs, values and practices of Christianity and the ways that Catholics live these out respect and appreciation for the religious beliefs, attitudes and values of others age-appropriate skills to research, discuss, reflect on and critique religion in an informed, intelligent and sensitive manner. Key Understandings and Implications continued

Understanding of the two aspects of Religious Education Aims to understand Aims to be religious in a particular way Classroom teaching and learning of Religion The Catholic Christian ethos and the religious life of the school Teaching people to be religious in a particular way Teaching people religion

The following beliefs about learners underpin the Religion Curriculum. At St Mary’s we understand that learners: develop and learn in different ways, at different rates in a variety of contexts. reflect upon their own thinking and learning learn independently and in community construct knowledge and understanding through active participation. The three phases of learning are characterised by differences in: physical and social identities of learners reasoning and making connections degree of subjectivity or objectivity used in thinking amount of reflection and self-regulation. (Queensland Studies Authority, 2004) Learners

The Parish Sacramental program is fully supported by our teachers and our school. Students have the opportunity to participate in the Reconciliation, Eucharist and Confirmation workshops in preparation for receiving their sacraments through the parish. Parents are warmly welcomed to school and class liturgies and masses on many occasions in our school year. The sacramental program runs in accordance with the Church’s Liturgical Calendar. Sacramental dates and information are advertised through the school newsletter, parish bulletin. APRE and teachers. Sacramental Program

Curriculum Structure and Organisation Content Strands The Religion Curriculum is organised under the interrelated Content strands of Beliefs, Sacraments, Morality and Prayer. Beliefs -Faith Professed I Believe– We believe God, Jesus Christ, Holy Spirit Sacraments - Faith Celebrated Sacramentality: Sacraments of the Church Morality - Faith Lived Life in the Spirit Life in Community The Ten Commandments Prayer - Faith Prayed Prayer in the Christian Life The Lord's Prayer: "Our Father”

Scope and Sequence At St Mary’s we believe RE as a KLA, needs to have the same educational demands, depth and rigor as other school disciplines. It has cross-curricular components which are foundational to teaching and learning in a Catholic school. Using the scope and sequence teachers work in collaboration with the APRE to incorporate the achievement standards into the classroom setting, always mindful of the integrity and importance of RE. With this in mind teachers will employ the best teaching practices, strategies, resources and assessment. At St Mary’s we believe that RE is of crucial importance to the achievement of success, especially in terms of confidence, getting along with others and positive attitude. Time for Prayer, reading Scripture and focusing on Beliefs and Morality allows students to develop their emotional quotient as well as academic quotient. We have chosen to support and encourage attitudes and beliefs through the “You Can Do It!” program and “The Virtues Project”. understandings-and-skills.html

These programs have formed the basis of our behaviour management program throughout the school. The study of virtues and values form a constant benchmark that permeate throughout all KLA’s and are apparent and visible in the day to day life of each and every learner. Learners are encouraged to; develop a positive attitude towards Religious Education, work co-operatively with others, value the contribution of others, gain confidence in the application of Religious concepts to practical situations as well as knowing when and where to seek assistance, persist when faced with difficulty and develop the awareness that creativity and initiative are encouraged and valued. We believe that these programs truly allow us to “bring home” the gospel values for the learner of today. Through all of these components, we believe that learners will acquire the religious literacy necessary to: explore and reflect on their life experiences in the light of the traditions, beliefs, teaching and practices of the Catholic Church understand, critically evaluate and appreciate the nature of Christianity, and the ways that Christians try to live out their religious beliefs understand the nature of religion and its place in Australian life, as well as the particular religious beliefs and practices of members of various religious denominations express ideas and feelings about God’s relationship with humans and all of creation participate effectively and critically within classroom, school, church and community contexts.

Teaching, Learning and Assessing When we assess in the religion curriculum at St Mary’s we believe it is essential to acknowledge: (i) Cognitive knowledge and skills (ii) Affective values and attitudes Most assessment tasks will focus on the cognitive domain. Assessment in the affective domain is also a necessary part of the learning sequence and can be successfully carried out using the appropriate assessment tools. Affective learning is demonstrated by behaviours indicating attitudes of awareness, interest, attention, concern and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study.

In the religion curriculum we assess: student knowledge and skills in relation to specific indicators. the growth of students’ values and attitudes using appropriate assessment activities that are directly linked to clearly defined expectations of learning in the affective domain. A student’s personal faith is not the subject of assessment or reporting within religious education. What we assess

Key Resources The Religion Curriculum Wedsite is our primary resource for planning at St Mary’s. It includes all content, background, strategies, resources and sample teaching units. We also draw on our Evangelisation Plan, behaviour management plan and sacramental program. We meet for planning meetings in year levels and participate in CTJ routinely. Our teacher reference section in the library will hold all relevant texts. Godly Play resources are stored in the staffroom. Evaluation The St Mary’s RE LAO will be evaluated as outlined in the School Curriculum Framework. Each year we will review the LAO according to external directives from our governing bodies, planning meeting decisions with staff and the leadership team as well as the changing needs of our school. Resources and Evaluation

Melbourne Declaration on Educational Goals for Young Australians Melbourne Declaration on Educational Goals for Young Australians (December 2008) identifies two goals of schooling for all students: Goal 1 Australian schooling promotes equity and excellence Goal 2 All young Australians become: * successful learners * confident and creative individuals * active and informed citizens