Framing Paper Religious Education in Australian Catholic Schools

TheBishopsCommissionforCatholicEducation,actingonbehalfoftheAustralianCatholicBishopsConference,endorsesfullythisFramingPaperpublishedbytheNationalCatholicEducationCommission.Wecommendittoallengagedinthereligiouseducation,catecheticaland evangelisationministriesoftheChurch.Wesuggest thatitbeentrustedalongwiththediocesanreligiouseducationcurriculumtoallteachersofreligiouseducationinCatholicschoolsinacommissioningceremonyatasuitablewhole-of-schooloccasion.TheNCECFaithFormationand ReligiousEducationStandingCommitteecomposedtheFramingPaper.Wethankitsmembersforthisoutstandingandexcellentpieceofwork.

+ArchbishopTimothyCostelloeSDB

Chair,BishopsCommissionforCatholicEducation

1December2017

Framing Paper • Religious Education in Australian Catholic Schools

INTRODUCTION

ThedesireforGodiswritteninthehumanheartbecausethehumanperson iscreatedbyGodandforGod.1 Fromourearliestmoments,everypersonliveswithinthegraciousofferofGod’slifeand love.2 Childrenandyoungpeoplegrowinawarenessofthemselvesandsearchformeaningandpurposeintheirlivesandin

theworldaroundthem.Childrenbeginthisjourneyenabledbythenurturingloveofparentsandfamilies.Theparishseekstosupportfamiliesinthisendeavour.ThosewhoseparentsorcaregiversentrustthemtotheCatholicschoolhavetheopportunity toengagewitharangeofformativeand educativeexperiencesthatsupporttheiroverall development and growing religiousself-understandingandspirituality.Inthisregard, childrenandyoungpeoplebenefitfromReligiousEducation,thelearningareaattheheartoftheCatholicschool.Theydevelopknowledge,understanding,skillsandpositivedispositionsaboutChristianityintheCatholictradition,indialoguewith theirownreligiousbackgroundandotherreligiousworldviews.Asaresulttheycan become informed andactive contributors toafaithcommunityandtoAustralian

andglobalcitizenship.WhenReligiousEducationbringsfaithintodialoguewith lifeithasthecapacitytobeasourceofwisdom,astimulustolifelonglearning,ameanstopersonaltransformationandacalltomissionarydiscipleship.

ThisFramingPaperusestheterm“ReligiousEducation”torefertothelearningarea

ofReligiousEducationanditsformalcurriculum,thatistheclassroomlearningandteachingofreligion.3 ThisFraming PapersituatestheReligiousEducationlearningarea within the overall mission oftheCatholicschool.Itoffersanaimforthe learning area,which isresponsive tochangingsocial,ecclesialandeducational

contextssetoutinthepaper.Itconsidersthenatureofthelearners,thecharacteristicsoftheteachersofReligiousEducationandtheorganisationofthecurriculum.TheFraming Paperproposesanumberoffeaturesof

high-qualityReligiousEducationinthecontemporaryCatholicschoolsetting.

TheNationalCatholicEducationCommissionaddressestheFramingPaper todiocesanDirectorsofCatholicEducation

andthose responsible for diocesanReligiousEducationcurriculumasaresourceforreflectiononandevaluationofReligiousEducationcurriculumdesignandpractice.Itservesasasupporttodiocesesand schoolsinthecontinuingdevelopmentoftheirReligiousEducationcurriculaand

asastimulusforfurthercollaborationandpartnershipsinReligiousEducationcurriculum.

RELIGIOUS EDUCATION

INTHE MISSION OF THE CATHOLIC SCHOOL

Evangelisation—theproclamationtoalloftheGoodNewsofJesusChrist— istheessentialmissionoftheChurch.4TheCatholicschoolparticipatesinthisevangelisingmission:

Catholicschoolsareatonceplacesofevangelisation,

ofcompleteformation,ofenculturation,ofapprenticeshipinalivelydialoguebetweenyoungpeopleofdifferentreligionsandsocialbackgrounds.5

JesusChrististhefoundationofthewholeeducationalenterpriseinaCatholicschool.Thepersonofeachindividualhumanbeing“isattheheartofChrist’steaching:thatiswhythepromotionofthehumanpersonisthegoaloftheCatholicschool”.6 Itiscommittedtotheintegralformationofthewholeperson.Itstaskisfundamentally“asynthesisofcultureandfaith,andasynthesisoffaithandlife”.7

Thetotalityofschoollifeaimstogivewitnesstoandsupportstudentsonthe pathtowardsapersonalintegrationoffaithandlife.ThisismanifestinthevariousinterrelatedcomponentsoftheCatholicschool’sworkofevangelisation:itsCatholicidentity,charismandculture,thereligious

lifeoftheschool,classroomlearningandteachingofreligion,andanoverallcurriculumimbuedwithacontemporaryCatholic worldview.

ReligiousEducationisalearningareawith aformalcurriculumfortheclassroomlearningandteachingofreligion.Itisadistinctlearningarea,“ascholasticdisciplinewiththesamesystematicdemandsandthesamerigourasotherdisciplines”.8Itisdistinctfrombutcomplementsfaithformation.9 ReligiousEducationisresponsivetothevariationsinthelifeand religiousexperiencesofstudentsandtheirdegreesofconnectionwiththeCatholicChurch.Irrespectiveoftheirsituations,allstudentshaveanentitlementtolearninginReligiousEducationthatseekstodevelopdeepknowledge,understandingandskills.

ReligiousEducationinteractswithand isreinforcedbythereligiouslifeoftheCatholicschoolwhichaimstonurtureandenrich thereligious and spiritualdevelopment of students through prayer,celebrationoftheliturgyandsacraments,faithformationandsocialjusticeactivities.ReligiousEducationandthereligiouslifeoftheCatholicschoolareexpressionsofawiderpartnershipwithparents—theprimaryeducatorsoftheirchildren—and withtheparish.

AIM OF RELIGIOUS EDUCATION

ReligiousEducationinAustralianCatholicschoolsdevelopsstudents’knowledgeandunderstandingsofChristianityinthelightofJesusandtheGospel,anditsunfoldingstoryanddiversitywithincontemporaryAustralianandglobalsociety.Itexpandsstudents’spiritualawarenessandreligiousidentity,fosteringtheircapacitiesandskillsofdiscerning,interpreting,thinkingcritically,seekingtruthandmakingmeaning.Itchallengesandinspirestheirservicetoothersandengagement intheChurchandtheworld.

CONTEXTSOFRELIGIOUSEDUCATIONINTHECATHOLICSCHOOL

Thissectionbroadlyoutlinessomeofthesocial,ecclesialandeducationalcontextsthathaveanimpactonReligiousEducationinAustraliatoday.

Societal

ForthousandsofyearspriortoEuropean settlement,theHolySpiritmovedoverthelandandinthelifeofAboriginaland TorresStraitIslanderAustralians.10 .Theyhavealwayspossessedaprofoundsenseofthesacred.11 Theirspiritualitycomesfromaprofoundconnectiontocountrywhichisaptinatimewhenpeopleareincreasinglyawarethatweareanintegralpartofcreation,includedinitandcalledtocarefortheearth.12 Thetraditionofaspiritualitydeeplyconnectedtoland,peopleandlawformstheculturalandspiritualhistoryofAustralia.Australia’smorerecentChristianheritage must notjust sit besidethis context;itmustencounter,learnfromandengagewiththisstory.

Religionisanintegralpartofthehuman experienceandhasgreatinfluenceculturally andpoliticallyacrosstheworld.TheCatholicChurchisasignificantpresenceinAustralia,especiallythroughitseducational,healthcareandsocialwelfareministries.AustralianCatholicismhasamulticultural richnessanddiversityandreflectsavarietyofexpressionsofspiritualityandreligiouspractice.

Increasingly,Australianandotherwesternsocietiesexperienceanerosion oftradition andauthorityinreligionandsocietyandadiminishedabilityforonegenerationtopassontraditionstothenext.Thereareprocessesofincreasingpluralisationand secularisation13,growingindifferenceand evenhostilitytoreligionandafocuson thepursuitofindividualmeaningmakingandautonomy.Inthisculturalsetting,beingCatholicorbeingreligiouseffectivelybecomesonechoiceamongmany.

Catholicschoolscontinuetobeachoiceformanyparentswhoenroltheirchildrenforavarietyofreasons,manyofwhicharenotreligious.However,theyknowthattheyhavechosenaschoolthatteachesReligiousEducationandoffersarangeofCatholicreligiousactivities.Familiescomefromwide-rangingculturalandsocioeconomic backgroundsandhavediversefamilypatterns.WhileCatholicschoolenrolmentgivesprioritytoCatholics,theschoolsareopentoall.Theyarechallengedtohaveapreferentialoptionforthepoorandthemarginalised.

Ecclesial

TheChurchspeaksofthefamilyas“thedomesticChurch”14 andparentshavetheprimaryresponsibilityfortheirchildren’seducationinfaith.TheCatholicschool providessignificantsupporttoparentsand caregiversinfulfillingthisresponsibility.Ataschoollevel,ReligiousEducationideallyisapartnershipwithfamiliesandtheparish.Itcomplementsthereligiousformationoftheyounginaparish.Theparishistheplaceofsacramentalinitiationofchildrenanditshouldbethemainplaceofworship,catechesisandservice.ParishministriessuchasthatoftheConfraternityofChristianDoctrineattendtotheformationof CatholicstudentswhoarenotinCatholicschoolsandmeritthesupportofallintheparish,includingtheCatholicschool.

Inpractice,manystudentsandtheirfamilieshavelittleconnectionwiththelocalChurchoutsideofthatofferedthroughitsCatholicschool.AcrossAustralia,69%ofstudentsinCatholicschoolsidentify asCatholic.15 Ofthese,manyfamiliesarenotregularparticipantsinthelifeand worshipofaparish.They,andthosewhoarenotCatholic,tendtolackfamiliarityandconfidencewithCatholiclanguageand practice.Theprevailingpluralisationand secularisationarepartofthecontextinwhichstudents and their familieslive.

Researchdemonstratesthatyoungpeoplehavereligiousandspiritualquestionsasthey“puttheirlifetogether”.16 Theysearch for answersto life’sbig questionsandexhibitamongotherthings,adesireforpositiverelationships,acceptanceofdifference,asenseofjusticeand commitmenttoecologicalsustainability.Thesecharacteristicsdemandalisteningearfromthereligiouseducator.PopeFrancisemphasisestheneedtoengageyoungpeopleandgiveagencytotheiraspirations:“youngpeoplecall us torenewed and expansivehope,fortheyrepresentnewdirectionsforhumanityandopenusuptothefuture,lestweclingtoanostalgiaforstructuresand customswhicharenolongerlife-givingintoday’sworld.”17

TheAustralianCatholicChurchisexperiencingatimeofgreatchangeand lossofmoralauthority.TherevelationsattheRoyalCommissionintoInstitutionalResponsestoChildSexualAbusecall theCatholicChurchtoreform.Thereisnowagreaterneedforamorelistening,humblerChurchwithgreatertransparency,accountabilityandsharedgovernance.18 ThePlenaryCouncilof2020canbeamomentofgraceandofhopeastheCatholiccommunityreviewsandrenewsitsmissionandstrivestogoforwardinfidelitytotheimperativetobethe“seed,signand instrument”oftheReignofGod.19

Educational

EducationinAustraliaisincreasinglycomplexandtherearechangingsocietal, politicalandgovernmentalexpectationsrelatingtocomparativeachievementinternationally,preparationforemploymentanditscontributiontotheeconomyintermsofproductivityandreturnoninvestment.Atthesametime,educational discourseisincreasinglyricherand focusesmoreandmoreonthelearnerand onstudentagencyandconstructionofmeaning;onlearningtolearn,thinkandcollaborate;onpedagogyandindividualisedlearning;andontechnologiesforlearning.

TheMelbourneDeclarationemphasised thatAustralianschoolsplayavitalroleinpromotingtheintellectual,physical,social,emotional,moral,spiritualandaestheticdevelopmentandwellbeingofyoungAustralians.20 ItsgoalisthatallyoungAustraliansbecomesuccessfullearners,confidentandcreativeindividualsandactiveandinformedcitizens.ReligiousEducationinaCatholicschoolcananddoesmakeasignificantcontributiontothesegoals.

Overthelast30yearsgoverningauthorities,schoolleadersandteachersprogressivelyestablishedReligiousEducationasalearningareawithequivalentdemandstolearningandteachinginotherlearningareas.21 ThishasenhancedthecredibilityandvalueoftheReligiousEducationlearningareaintheeyesofstudents,parentsandteachers,especiallyinthemanyjurisdictionsinwhichitisformallycredentialedatseniorsecondarylevel.Therehasbeenincreasedcross-diocesancurriculumcollaborationand commonalityofcontentinAustralianReligiousEducation.TheNationalCatholicEducationCommissionmonograph,ReligiousEducationin dialogue: Curriculum around Australia,22 foundthattheeducationalapproachtoReligiousEducationineachjurisdictionisgenerallyreflectiveofthestateorterritorycurriculumframeworks.23TheemergenceoftheAustralianCurriculumatonepoint gaverisetoconsiderationofanationalcurriculumframeworkforReligiousEducationinAustralianschools.24 SomedioceseshaveredevelopedtheirReligiousEducationcurriculuminlightoftheAustralianCurriculumandseveralhavemirroredtheACARA25 formatforthispurpose.

ReligiousEducationrespondingtothesecontexts

Thesecontextsare realitiesthatcannot beignored.Theyofferchallengesand opportunitiestoAustralianCatholicschoolsastheystrivetoofferhighquality ReligiousEducationthatisfaithfultotheCatholictraditionandresponsivetothecircumstancesofthestudentsandtheirfamilies.InthewordsofPopeFrancis:

Today’svastandrapid culturalchangesdemandthatweconstantlyseekwaysofexpressingunchangingtruthsinalanguagewhichbringsouttheirabidingnewness.26

EffectiveReligiousEducationengageswiththeactualsituationsofstudents,eachofwhomisauniqueindividualwhosharesinthefamilial,societal,ecclesialandeducationalcontextsthattypifytheworldandAustraliatoday.Asaresult,ReligiousEducationneedstointerpretthesignsofthetimesandto“rereadthememoryoffaith”27,recontextualisingsothatstudentscanengageinanopennarrativeanddialoguebetweentherichnessoftheCatholictraditionandtheirpersonalexperiencesandcontemporaryculturalcontexts.

LEARNERS OF RELIGIOUS EDUCATION

Everylearnerisinsomerespectlikeallothers,likesomeothersandlikenoother.

Understandingwholearners are,aschildrenandyoungpeopleandaslearnersofReligiousEducation,ispivotaltoensuringtheirlearning.

•Learnersliveinavarietyof“worlds”,includinghome,school,popularculture, digitalandpeergroup.Theseinfluencethegrowthoftheindividualandprovideacontextforinterpretinglifeexperiences,developingnewconceptsandshapingvaluesandidentity.

•Learnerscomeastheyarewithuniquelifeexperiencesandparticularmotivations,expectationsandaspirations.Theseinfluencehow,what,whenandwhytheylearn,and,atleasttosomeextent,their successinlearning.

•Learnershavediversereligiousprofiles.TheycomewithvaryingdegreesofknowledgeofCatholicismorreligioningeneral,witharangeoffaithaffiliations ornone,withavarietyofreligiousexperiences,andindifferentstagesintheirreligiousjourneys.Thisdiversitybringsmuchopportunity,richnessandblessingtotheReligiousEducationclassroombutitbringschallengesthat haveanimpactonthelearningarea.

Thesecharacteristicsoflearnersrequirecurriculumdesignandpedagogical practicesthatinvitethemeaningfulandfullparticipationofalllearnersinReligiousEducation.

EverylearnercanachievesuccessinReligiousEducation,demonstratedbytheextentofalearner’sknowledge,depthofunderstandingandsophisticationofskillsinthe learning area.

Inadditiontoitseducationaloutcomesforallstudents,ReligiousEducationcanhaveothereffectsbecauseofitsparticularand complementaryrolewithinthebroaderevangelisingmissionoftheChurch.Itcan havedifferingevangelisingconsequencesforlearnerswhoareatvariousstagesofChristiandevelopment,areofdifferentreligionsorhavenoreligiousaffiliation.

Therefore:

•there are Catholic and other ChristianlearnersforwhomReligiousEducationintheclassroomcanbecatechesiscomplementingtheirexperiencesofChristianitythroughtheirfamilyand parish;

•there are Catholic and other ChristianlearnersforwhomReligiousEducationcanbeanewevangelisation sincetheschoolistheironlyregularconnection withtheChristianfaithcommunity.Ifitistheirfirstconnection,thelearningareacanbetheprimaryorfirstproclamation and/orinitialcatechesis;

•forthoselearnersfromotherreligioustraditions,itcandeepen theirknowledgeofandfaithintheirowntradition;and

•forthoselearnerswithnoreligiousaffiliation,itcanbeprimaryorfirstproclamation.28

ReligiousEducationrecognisestheinnatedignityofthechildandyoungpersonwhoiseducatedintheCatholicschool.

CatholicanthropologydemandsthatthislearningareasupportsallintheCatholiceducatingcommunityinaffirmingthestudents’inherentgoodnessintheimageofGod,developingtheirgiftstothefullest.

Itcallsoncurriculumandpedagogiesinwhichthelearnersareactiveparticipants whoareengagingtheirwholeperson(“head,heartandhands”)inasystematicandcriticalsynthesisofcultureandfaithandoffaithandlife.

AdaptedfromNCEC(2017),AFrameworkforFormationforMissioninCatholicEducation,p.6

THERELIGIOUSEDUCATIONTEACHER

Inlightofthesocial,ecclesialand educationalcontexts,thereisacontinuing and evolving challengefor schools, systemsandtheChurchcommunitytosupportteachersofReligiousEducationwith formationandprofessionallearningtobeeffective intheirroleandpractice.

TheChurchcallstheteacherofReligiousEducationinaCatholicschooltobe“outstandingincorrectdoctrine,thewitnessofaChristianlifeandteachingskill”.29 ResponsivetothecontextsinAustralianschoolstoday,aReligiousEducationteacherrequiresdeepknowledgeand understanding,particularlyofScriptureandChurchteaching,gainedthrough formalqualificationsandaccreditationaccordingtorequirementsofthelocalBishop.Catholictertiaryinstitutionsarepartners in the development of a teacher’sformalqualifications.ReligiousEducationisrichand authenticwhen theteacherwitnesses toalivingfaiththatinvitesstudents to discipleshipand mission.Thiswitnessissupportedandenhancedthrough teacherfaithformationthatissystematic,collaborative,graduatedandongoing.30

Sheorhehaspedagogicalcapabilitiesthat modelaninquirydispositionandbuild dialoguebetweenthestudents’experiencesandculturalcontextsandwhattheCatholicChurchbelieves, celebrates, lives andprays. The teacheris a learnerwho engagesinongoingprofessionallearningand developmentofhisorherknowledgeand understanding,immersioninCatholiclifeandcollaborativepedagogicalpracticesthat enhancestudentlearning.

TheReligiousEducationlearningareatypicallyhasateacherorteacherswith designatedleadershipofthelearningarea.Suchaleaderdemonstratesthequalitiesmentionedabove and leads others todevelopthem;hasakeyroleinthetotallifeoftheschool;providesleadershipinlearningandoversightandevaluationofteaching programs;and promotesteamworkandaprofessionallearningcommunityofReligiousEducationteachers.

ORGANISATION OF CURRICULUM

TheBishopineachdiocesehasprimacyinresponsibilityforReligiousEducationand authorisesthecontentofthecurriculum.31ReligiousEducationcurriculaacrossAustraliagenerallyareorganised according tothecurriculumstructureorframework ofthelocalstateorterritory.Inlinewithother learningareas, mostcurricula specifycontentasknowledgeandunderstanding,skills,andvaluesordispositions.Thesemay beexpressedbyachievementstandardsor progressionpointsofwhatstudentsknowandcandoatvariousstagesoflearning.

AlldiocesancurriculumdocumentsidentifySacredScriptureandtheCatechismoftheCatholicChurchasprincipalsourcesforReligiousEducation.TheorganisingstrandsofReligiousEducationcurriculaacrossAustraliademonstrateahighdegreeofcommonalityofcontenteventhoughthenumberandtitlesofstrandsvaryacrossdioceses.Strandsdonotstandaloneas eachareaofstudyisinfusedwithSacredScriptureandareinterrelatedinordertogiveanorganicpresentationofwhattheChurchbelieves,celebrates,livesandprays.

Studentlearninggenerallyisorganisedina scope andsequence thatbuilds onearlierlearning,andstrengthensandextendsit.

ReligiousEducationcurriculumcentresonthelearner.Itintegratesthedevelopmentofthelearner’sskillsanddispositions

withtheirprogression inknowledgeand understanding. Learners askand explorereligiousquestions.Drawingontheirimagination, they express their innatesenseofwonderandawe.Theylistentoanddialoguewithreligiousperspectivesand interpretreligious concepts.TheymakeconnectionsbetweenScriptureandlifeexperiences.Learnersconsiderprofoundquestionswithintheirworld,

reflectingon“whoIam”and“howIam”inrelationtoGod,theworldandothers.TheysteadilygraspanappreciationofaCatholicworldview.Learningandteachingisorganisedinawaythatseekstoempowerlearnerstorespondwithopennesstoopportunitiesfortransformation,to“see,judgeandact”,andtocontributetothecommongood.Learnersmayrespondfreelytotheinvitationtodeeperfaithandprayer,anddiscernandapplytheirinsightstonewdirectionsofhope.

Thediagramonthenextpageoffersarepresentationofbroadinterconnectedareasofknowledgeandunderstanding,andthelearner’sskillsanddispositionsthatenableenduringlearninginReligiousEducation.

Framing Paper • Religious Education in Australian Catholic Schools

SacramentsSacramentality

God,JesusChrist

HolySpirit

Scripture

DiscipleshipofJesus

Church’sStory

Ethics,MoralWisdomConscience

Learners:

askandexplore

•listen to anddialogue

•interpret

•makeconnections

•considerprofound questions

•reflect on "who I am"and "how I am"

•respondwith openness

•see,judge,act

•contribute to the common good

•appreciate a Catholicworldview

•respondfreely to the invitationto faith and prayer

•discern andapplyinsights

CatholicSocialTeaching

Ecumenical

InterfaithDialogue

Church

Mission

HumanExperience

Creed

Prayer

Liturgy

Figure1

BroadAreasOflearningInReligiousEducation

Arepresentation ofbroad areas ofinterconnected knowledge andunderstanding, togetherwithskillsanddispositionsthatenableenduringlearninginReligiousEducation

FEATURESOFHIGH-QUALITYRELIGIOUS EDUCATION

AustralianCatholicschoolstudentsareentitledtothehighestqualityReligiousEducationservingtheaimandapproachesoutlinedinthispaper.ThesearearticulatedingreaterdetailinlocaldiocesanReligiousEducationcurricula.Atbothdiocesancurriculumlevelandinplanningattheschoollevel,thereishigh-qualityReligiousEducationlearningandteachingwhenthefeaturessetoutbelowareevident.

•LeadersgiveprioritytoReligiousEducation.

•Scriptureiscentraltolearningandteaching.Itispresentedastextsoffaithstudiedintheircontexts,isrelatedtostudents’experiencesandisofferedforprayerfulreadingandasaresourceforliving.

•Theprinciplesandpracticesthat informlearningandteachinginotherlearningareasareexpectedandevidentintheReligiousEducationclassroom.

•Learners, teachers and parents perceiveReligiousEducationasalearningarea.Therefore,itisdesirablethatitsstructurebeassociatedwiththelocalstate/territory expression ofthe AustralianCurriculum,withcontentelaborationsandachievementstandardsinaformatsimilartootherlearningareas,alongwithassessmentandreportingrequirementsandrepresentationsofthegeneralcapabilitiesandcross-curriculumpriorities.

•Effectivepedagogyengagesandempowersthelearnerandopensupasenseof mystery, wonder and meaningforstudents.Itprovidesfreedomtoinvestigate,inquireandusereligiousimaginationtoengageincriticalreflection and empathetic dialogue with theCatholictradition,cultureandtheirexperience.

•Adialogicalinterplaybetweentheexperiencesandperspectivesofstudents,theCatholicTraditionandotherreligiousworldviewsimbuesthepedagogyand learning.

•LearningandteachingengageexplicitlyandcomprehensivelywiththeelementsoftheCatholictraditioninwaysthatdonotreducethetraditiontovaluesnotclearlyanchoredwithinit.

•Student learning interacts appropriatelyandregularlywithcomplementaryaspectsofthereligiouslifeoftheschool andparish,includingliturgy,socialoutreachandyouthministry.

•Thereareplannedcollaborativeprocessesthatenabletheengagementofparentsandfamilieswiththeirchild’slearning.

•Pedagogical approaches are culturallyanddevelopmentallyappropriateforalllearnersandallowdifferentiatedand personalisedlearningtomaximisethelearningofeachstudent.Inparticular,

-LearningexperiencesofAboriginaland TorresStraitIslanderlearnerspromoteengagementwithlocalindigenouscommunities.

-Pedagogyintheearlyyearsofschoolingdrawsonchildren’snaturalsensesofwonderandcuriosityand stimulatelearningthroughstory,playandconcreteandvisualmaterials.

-Thecurriculuminthesenioryearsoffersvariouspathwaysforstudents,includingstate-accreditedcoursesthatenabledeeperunderstandingofChristianityandempatheticstudyofotherreligions.

•Theteacherplansdeliveryofthecurriculuminformedbythemultipleentrypointsforlearnerse.g.,thosewhoareCatholic,otherChristian,otherreligionornoreligion,orthosetransferringtoCatholicschooling.

•Theteacherandtheteachinggiveapowerful witnessandofferarespectfuland inherentinvitationtospiritualawarenessandfaith.

•To ensure quality Religious Education,leadersplacegreatimportanceonleadershipofthe learningarea; staffing;timeallocation; timetabling;resourceprovision;professionallearning;and evaluationandimprovementprocesses.

Educatingisnotaprofessionbutanattitude,awayofbeing;inordertoeducateitisnecessarytostepoutofourselvesandbeamongyoungpeople,toaccompanytheminthestagesoftheirgrowthandtosetourselvesbesidethem.Givethemhope

andoptimismfortheirjourneyintheworld.Teachthemtoseethebeautyandgoodnessofcreationandof[humanity]whoalwaysretainstheCreator’shallmark.Butabove

allwithyourlifebewitnessesofwhatyoucommunicate.

PopeFrancis32

CONCLUSION

ThereissignificantcommitmenttorenewingReligiousEducationacrossAustraliainresponsetothechangingsocial,ecclesialandeducational contexts.ThisFramingPaperarticulatesemphasesthatbuildon—butgofurtherthan—theworkofrecentdecades.ThesefindtheirfoundationintheaimofReligiousEducationthatthispapergives.The“FeaturesofHigh-QualityReligiousEducation”offeraffirmation formanycurrenteffortsandstimulatesongoingimprovement.TheFramingPaperaddressesthe“how”ofReligiousEducation;itcentreson the learnerand theteacher whoengage indialoguebetweentheCatholictraditionandtheirexperiencesandculturalcontexts.

TheNationalCatholicEducationCommissioninvitesthosewithresponsibilityforReligiousEducationcurriculumleadershipanddevelopmenttoreflect onandsharethisFramingPaperasaresourceforevaluationandongoingrenewalofReligiousEducationintheirlocalsetting.

ENDNOTES

1CatechismoftheCatholicChurch,n.27.

2Forreflation ontheunfoldingjourneyofchildrenandyoungpeople,seeCatholic

EducationSouthAustralia(2015),Children:ClosetotheMysteryofGod.

3Insomesettings,“ReligiousEducation”encompassesthereligious life oftheschooland thelearningandteachingofreligion.Whiletheyare clearlyinterconnected, this Framing Paperspecifically isabouttheclassroomlearningandteachingofreligion,thatis,thelearningareaofReligiousEducationanditsformalcurriculum.Itnonethelessisinterconnectedwithandcontributestothebroaderreligiouslifeoftheschoolandthisbroadercontextforlearningandformation.

4PopePaulVI (1975), EvangeliiNuntiandi,n.14.

5CongregationforCatholicEducation(1997),TheCatholicSchoolontheThresholdoftheThirdMillennium,n.11.

6TheCatholicSchoolontheThresholdoftheThirdMillennium,n.9.

7SacredCongregationforCatholicEducation(1977),TheCatholicSchool,n.37.

8CongregationfortheClergy(1997),GeneralDirectoryforCatechesis,n.73.

9CongregationforCatholicEducation(1988),ReligiousDimensionofEducationintheCatholicSchool,nn.68-69.

10cf,PopeStJohnPaulII,1986,Address atAliceSprings,29November1986,n.8.

Seealso:

11Pope St John Paul II (2001),EcclesiainOceania,n.7.

12PopeFrancis(2015),LaudatoSi,n.139.

13Inthe2016Census,60%ofAustraliansreportedareligiousaffiliation (52%Christianand8%areligionotherthanChristianity).30%reportedthattheyhavenoreligion.Between2011and2016anadditional2.2millionpeoplereportedhavingnoreligion.

14SecondVatican Council(1964),LumenGentium:DogmaticConstitutionoftheChurch,n.11.

15NCECAnnualReport,2015,p.24.

16PhilipHughes(2007),PuttingLifeTogether.

NunawadingVic.:ChristianResearchAssociation.

17PopeFrancis(2013),EvangeliiGaudium,n.108.18Truth,JusticeandHealingCouncil(2013),

CommitmentStatementfromLeadersoftheCatholicChurchinAustralia.

19Pope StJohn Paul II(1990),RedemptorisMissio,n.19

20MinisterialCouncilonEducation,Employment,Training and YouthAffairs(2008),MelbourneDeclarationontheEducationalGoalsforYoungAustralians.

21cf,GeneralDirectoryforCatechesis, n.37.

22NationalCatholicEducationCommission(2008),ReligiousEducationindialogue:curriculuminAustralia.

23Religious Education in dialogue: curriculuminAustralia(2008).

24TheNCECconsideredastrategyforaReligiousEducationframeworkandreshapeditasthisFramingPaper.

25AustralianCurriculum,AssessmentandReportingAuthority,

26PopeFrancis(2013),EvangeliiGaudium,n.41.27GeneralSecretariatoftheSynodofBishops

(2015),LineamentaforXIIIOrdinaryGeneralAssembly:TheNewEvangelisationfortheTransmissionoftheChristianFaith,n.5.

28TheGeneralDirectoryforCatechesisandGerard

J.Holohan,AustralianReligiousEducation–FacingtheChallenges(NCEC,1999)expandontermssuchascatechesis,primaryproclamation,initialcatechesis and newevangelisation,and theirrelationshipwithreligiouseducation.

29CodeofCanonLaw, n.804#2.

30NationalCatholicEducationCommission(2017),AFrameworkforFormationforMissioninCatholicEducation,p.14

31CodeofCanonLaw,nn.803-806.

32PopeFrancis,‘SpeechtotheStudentsoftheJesuitSchoolsofItalyandAlbania’,7June2013,quotedinCongregationforCatholicEducation(2013),EducatingtoInterculturalDialogue

inCatholicSchools:LivinginHarmonyforaCivilizationofLove,Conclusion.

PreparedfortheNCECbyitsFaithFormationandReligiousEducationStandingCommitteeafterwidenationalconsultation.

Members2016-2017:Sr Elizabeth Dodds RSC (NCEC Commissioner), Chair;LauraAvery(NT);AudreyBrown(Vic);AnthonyCleary(NSW)(2017);MarkElliott(Qld);DrSandraHarvey(Tas);PatrickMcGrath(ACT);DrDebraSayce(WA);MichaelVial(SA);SiobhanAllen(CatholicSchoolParentsAustralia);MonicaDutton(GoodSamaritanEducation);ProfessorBrDavidHallFMS(MaristSchoolsAustralia);MartinScroope(AustralianJesuits);JohnMcGrath(NCEC), Executive Officer.

Level3,156GloucesterSt,ChurchHill,Sydney,NSW2000

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RoyalExchange,NSW1225

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