The following beliefs about learners underpin the Religion Curriculum.
- 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)
Prep – Year 2: Learning and teaching implications for students from 5 to 8 years of age
Provide secure, safe and ordered environments that allow for appropriate freedom so that students may explore, wonder, puzzle and create.
Present abstract ideas through concrete experiences.
Provide learning that uses age-appropriate language.
Provide opportunities through multisensory environments for children to form images of their story and to play their way to transforming insights.
Provide opportunities for personal meaning-making and personal response.
Provide effective modelling to give children confidence which will enable them to take risks.
Develop religious concepts and language through co-operative play, drama, visual arts, talking and hands-on tasks.
Develop a sense of symbol and ritual by nurturing the imagination.
Provide opportunities to develop a sense of self through children’s relationships with others and the world around them.
Years 3-6 Learning and teaching implications for students from 8 to 11 years of age
Structure collaborative group work.
Provide opportunities for problem-solving, using imagination, building, creating, collecting, comparing, sorting and drawing conclusions.
Offer opportunities for reading and telling stories from scripture and other appropriate texts and exploring their meaning.
Provide time for self-reflection and structured discussion.
Involve students in preparing prayer and liturgical experiences.
Provide an informed and in-depth presentation of our faith tradition.
Create opportunities for connecting the child’s personal story with the story of faith.
Offer active and creative learning situations with peers, where critical thinking on current issues can be addressed.
Provide opportunities for practical social action.
Years 7-10 Learning and teaching implications for students from 12 to 15 years of age
Encourage engagement with academic learning.
Provide learning that is useful and real and involves problem-solving.
Involve students in active learning, especially learning in collaboration with peers.
Provide more independent thinking allowing students to develop their own views and ways of behaving.
Provide the loving affection, affirmation and security of significant adults.
Senior Secondary learning and teaching implications for students from 16 to 18 years of age
Involve students in decisions that affect them.
Provide learning that involves the negotiation of roles and responsibilities in relation to group tasks.
Provide learning that allows students an active part in community life.
Provide learning that maximises choices and possible pathways for future direction.
Provide learning that is authentic and personally meaningful.
Provide learning that encourages choices, internal initiation and self-regulation.
Offer opportunities for students to express and defend a point of view in an informed way.
Provide opportunities to use the higher-order thinking skills of analyse, synthesise, evaluate.
Provide opportunities that allow students to draw on scriptural and theological texts, sociological data, personal experience and observation.