Learning & Teaching - Religious Education

At Mary MacKillop Primary School the Diocesan Religious Education Curriculum is taught through dedicated blocks, which are timetabled throughout the week. However, Religious Education permeates all aspects of our curriculum planning and helps form our Catholic culture and identity.

The Catholic school, through its defining culture, its curriculum and classroom based Religious Education program, plays an important role in the support of families in Religious Education.

The Religious Education units of work are developed coherently and incrementally, ensuring that learning is developmentally appropriate and tailored for students' learning needs and backgrounds, as well as being reflective of the Victorian Curriculum. Students are encouraged to engage with the living values and beliefs of a Catholic worldview that is 'informed by Catholic beliefs and values in relation to God, life-giving relationships, justice, and an ongoing search for what is good, right and true in their culture and world' (Sharkey, 2015).

 

The Religious Education Curriculum is divided into strands and lenses which support the development on units of teaching in Religious Education.

 

The strands are the four areas through which content is learned and Religious Education is shared and understood. The strands are divided into four learning areas:

  • Triune God

  • The Life and Mission of Jesus

  • Sacramental Church

  • Christian Life and Catholic Social Teaching.

The lenses are the illuminating perspectives through which we view the strands. The lenses are also bodies of knowledge divided into four learning areas:  

  • Scripture

  • Tradition

  • Christian Prayer and Liturgy

  • Religion and Society.

Although the strands and lenses appear to be separate and distinct, they are woven together intricately. As the curriculum is taught, the interconnections between the strands and lenses are recognised and developed.

At Mary MacKillop Primary School the teaching of Religious Education fosters a recontextualised and dialogical approach which strengthens a systematic, comprehensive and enriched curriculum.