Our Rationale Statement defines decision – making in regards to the Diocesan Religion Curriculum.
Catholicism offers a unique approach to the development of a relationship with Jesus Christ through its rich heritage of
theology, sacramentality, spirituality and morality.
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.
The Inquiry Based Approach to Teaching is used in the Sample Units provided for each Year Level.
Inquiry based learning is a technique whereby a teacher involves students in the learning process through focusing on questions, through problem-solving activities, and the use of critical thinking. Some students prefer this type of learning approach because when they become involved they understand concepts better. While inquiry-based learning obviously works well in science, consider how you can this approach for Religion. Here are some tips for the inquiry-based learning approach.
Stages and Purposes of an Inquiry-based Unit
To engage students in the topic
To gauge student interest and attitudes
To find out what students believe (understands and misconceptions)
To provide opportunities for students to share what they already know and believe
To introduce/clarify language
To identify gaps in their knowledge and misconceptions
To assist with teacher planning of the unit
To take students’ beyond what they already know.
To challenge students’ ideas, beliefs and values.
To enable students to use skills and knowledge to collect new information.
To sort out, organise, represent and present information from the Finding Out stage of the unit.
To provide opportunities for students to use their preferred ways of learning to demonstrate their learning
To identify what students have learnt and the implications for personal actions
To enable students to make choices and apply their ideas.
To relate their learning to real –life situations
To provide opportunities for students to think about tier learning- how they learnt what they learnt and why
To identify changes in skills, knowledge and values
To draw conclusions and make connections between ideas.