Embedded Files
The principles and practices that inform learning and teaching in other learning areas are expected and evident in the Religious Education classroom.
Learners, teachers and parents perceive Religious Education as a learning area. Therefore, it is desirable that its structure be associated with the local state/ territory expression of the Australian Curriculum, with content elaborations and achievement standards in a format similar to other learning areas, along with assessment and reporting requirements and representations of the general capabilities and cross-curriculum priorities
A dialogical interplay between the experiences and perspectives of students, the Catholic Tradition and other religious worldviews imbues the pedagogy and learning.
Leaders give priority to Religious Education.
Scripture is central to learning and teaching.
Student learning interacts appropriately and regularly with complementary aspects of the religious life of the school and parish, including liturgy, social outreach and youth ministry.
"Learning and teaching engage explicitly and comprehensively with the elements of the Catholic tradition in ways that do not reduce the tradition to values not clearly anchored within it."
"Learning and teaching engage explicitly and comprehensively with the elements of the Catholic tradition in ways that do not reduce the tradition to values not clearly anchored within it."
NCEC Framing Paper P. 18-19
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