5.2 St Leonard s Primary School Religious Education Policy. Rationale:

Transcription

1 5.2 St Leonard s Primary School Religious Education Policy Rationale: Religious Education has a significant role to play in the life of a learning. An authentic education must address all aspects of life, but particularly the Religious dimension. The program has been developed in accordance with two primary sources: the St. Leonard s Catholic Parish Primary School Vision Statement which states our beliefs and aims in Faith Education and To Know, Worship and Love from the Catholic Archdiocese of Melbourne (2008). The study of Religious Education provides opportunities for students to form a synthesis of faith and life. The knowledge, understanding and faith experiences are in the context of the world in which he/she lives. It fosters a sense of belonging in the life of the Church through a relationship with Christ, with others and in God s world. In this light it is clear that Religious Education presents God as the centre of our faith, life and existence and that our words and actions are specific to the teachings of the Gospel. Every person is a lifelong learner and therefore students are given the opportunity to learn to value the place of Scripture and Church tradition in the process of meaning making and interpreting life. Aims: We aim to ensure that students: make sense of everyday life experiences in the broader contexts of mystery, complexity, wonder and awe develop an the scriptures, the traditions of the Catholic ; its stories, its experiences and its teachings celebrate the mystery and life of the Risen Christ respond to the presence of God in their lives Implementation: There is an appointed Religious Education Coordinator, who as part of the school leadership team, is responsible for overseeing the R.E. Curriculum from P-6 and Sacramental preparation. Classroom teachers are ultimately responsible for the planning and delivery of the R. E. Program. PLT s are scheduled to discuss the implementation and assessment of each unit as well as moderating student work. All students will study a sequential Religious Education course based upon the Religious Education Curriculum Framework (Archdiocese of Melbourne, 2018). The RE Curriculum Framework (full version updated Jan 2018) is available for download at Learning descriptors which summarise student learning have been written for each level in the five content areas through the three strands (See Appendix 1). In the Religious Education Curriculum Framework, the achievement standards identify valued student learning in Religious Education that is observable. The achievement standards (progression levels) are written independently of the content areas, describing student

2 progress on a learning continuum that is continuous from Entry level (two levels below Foundation) to post Level 12 (for P-6 Achievement Standards see Appendix 1). Each topic or unit of work in the classroom program will provide opportunities for knowledge-based assessment. Student progress in Religious Education will be reported in mid and end of year academic reports. It is the responsibility of all teachers in each level to use allocated weekly planning time to collaboratively plan the content of Religious Education. Associated activities may also form a regular component of each student s homework regime that is appropriate to each level. A Human Sexuality Unit based on the Growing in Life and Love document (CEM) is currently undertaken every two years (odd year) from Prep-Year 6 as part of the R.E. curriculum. (See Human Sexuality Policy 4.2.6) Family faith workshops from Prep-Year 6 are held each year for Sacramental and non- Sacramental years for the ongoing faith development of every child. These workshops are organised by the R.E. Coordinator. A budget that provides for the needs of the Religious Education program is allocated annually. Prayer and Liturgy: Developing prayerful and liturgical experiences for our school is at the heart of the Religious Education program at St Leonard s. In giving the children varied experiences of prayer and liturgy, we are providing them with the opportunity to grow in their personal relationship with God and to have a confident attitude to their liturgical life at St. Leonard s. The role of prayer and liturgy in the Religious Education program A positive personal relationship with God and the Christian are the foundations of faith development, nourished through prayer and liturgy. These are seen as important parts of the student s total development. Through prayer, students increase their awareness of God, are open to Him and communicate with Him in their everyday lives. We provide the students with different means of being aware of the presence of God and responding to Him. It is important to provide the children with imaginative and meaningful experiences of prayer. Music, song, movement, drama and visual images are all ways of experiencing the presence of God. Our school is an integral part of the St. Leonard s Parish. The students and their families are encouraged to participate and contribute to the liturgical life of our Parish. Meditation at St Leonard's As part of the prayer, liturgy and sacraments content strand from the current Religious Education Curriculum Framework, Christian Meditation is experienced from Prep through to Year 6. Each class starts each morning with 5 minutes of reflection and contemplation before the school day begins. The aim of this teaching program is to share with children the essence of Christian Meditation which is to find God in stillness, silence and simplicity. What is Christian Meditation? The Meditation experiences found in this program are designed to help children enter into the mystery of the Sacred, the heart of true Faith. In leading children to meditation it is important to remember that we are on a journey with the children. We too as adults will join with them, share our faith with them and offer them the opportunity to pray in silence.

3 Christian Meditation is a form of prayer and as such is proven: to make children calmer and more relaxed and increase their sense of wellbeing and harmony. to help create a sense of wonder in children. to help create a sense of God in those who meditate. to help create a sense of. to allow children a chance to be silent and experience God in the silence. to allow children a chance to enter into the present moment. Expectations of the School Community The Religious Education coordinator informs the school through the LINK newsletter and R.E. blog ( ) of current news/faith development in Religious Education. The students at St. Leonard s have many opportunities for interaction within the Parish and wider. Attendance at whole school masses, regular class attendance at weekday Parish masses, and other functions provide an opportunity for interaction with the. School celebrations of Reconciliation, Eucharist and Confirmation bring parents and children together to worship as a. Social Justice Awareness & Action: Deepening our School s Catholic Identity We work towards a more just and fair world not merely from a sense of charity or goodwill, but because we believe it is a necessary response to the Gospel call of Jesus, and a matter of justice. This response is central to our faith, and central to every Catholic school s identity. The children are made aware of their responsibility to world and needs through regular social justice efforts such as Project Compassion for Caritas, World Mission Month, national celebration days and prayers for people in their and in other countries. Further to this, each level will be scheduled on for a particular term in the school year to lead the social justice awareness and action in the school. They will be responsible for raising awareness of a particular issue of importance either in our local or global. Therefore, a social justice focus will enable our school and its students to fulfill the core mission of: giving prominence to the Gospel and person of Jesus Christ, as well as Catholic Social Teaching principles being committed to the Christian vision of the dignity and potential of each human person giving value and meaning to life, by encouraging students to aspire not to have more, but to BE more putting personhood at the heart of the learning and teaching process challenging students to understand and make sense of the world enabling and empowering students to take action in the world for peace and justice with direction, meaning, purpose and hope, and to engage with Australian culture and society

4 Assist a Student Sponsor Program The school also assists the St. Vincent de Paul society by sponsoring 11 students from Fiji and neighbouring countries. The Assist a Student program gives us the opportunity to provide funding to educate an overseas student for one year. Students who need assistance are in need of school shoes, a simple uniform, books, rulers, pens and pencils, school fees and so on. One student is allocated per class and an annual donation of $70 can provide a scholarship for the student and their educational needs. Classroom Practice: The school places a strong emphasis on knowing the teachings of the Catholic Faith, the basic stories and practices of the Faith and the development of Religious practices and appropriate moral behaviour. Five Content Areas in Religious Education: In the discipline of Religious Education, students form Religious knowledge and understandings and ways of thinking and responding through the exploration of five specific areas of church life, teaching and practice. These content areas emerge from an the Church and its life where the person of Jesus is central. The content of the learning in the framework is organised through five areas, in line with To Know, Worship and Love: Scripture and Jesus Church & Community God, Religion & Life Prayer, Liturgy & Sacrament Morality and Justice ** Each content area deserves equal attention across the scope of the year s learning. Resources used for Religious Education at St. Leonard s In co-ordination with the St. Leonard s Catholic Primary School Vision Statement and the program for Religious Education for Primary Students in the Archdiocese of Melbourne, the key resource is the text To Know, Worship and Love. This Religious Education text for students consists of Level 1 & 2 materials which contain elements of the Good Shepherd Experience. The Levels 3 & 4 material involves the Inquiry process used in RE, a faith seeking understanding approach to Inquiry. Additional resources are used to support the main text and are located on the Religious Education shelving in the staff resource area. Our resources are displayed and shelved according to broad subject areas (eg. Mary, Lent, Easter, Eucharist). Teacher resource books, audio-visual material, meditation resources and RE picture storybooks are also available. Each year further resources are purchased. New resources are viewed and recommended to the Religious Education Coordinator at network meetings through Pauline Books. In planning Units of Work, consideration is given to School and Parish activities, important dates on the liturgical calendar and Sacraments celebrated within the school.

5 The overview for Primary P-6 for the main text are as follows: Overview of Foundation to Level 2 (The Good Shepherd Experience) The Religious Education Curriculum Prep 2 has been developed with a focus on the particular ways young children learn (Archdiocese of Sydney, 2005). Research on the spirituality and faith development of young children also informed its development. The curriculum draws on the research and work of Sofia Cavalletti and Gianna Gobbi (1996) in The Catechesis of the Good Shepherd and Jerome Berryman (2003) in Godly Play, both of which were influenced by the work of Maria Montessori in the early 20th century. It also draws on the work of the Archdiocese of Sydney reflected in their K 2 religious education curriculum that derives from To Know, Worship and Love student books and the Good Shepherd Experience developed in the Archdiocese of Melbourne in From Foundation to Level 2, students engage with the stories about Jesus, some of the teachings of Jesus, and learn about historical figures in the history of the family of God. They explore biblical texts as story and as sources of prayer and inspiration. They reflect on and develop relationship with God and self-understanding. They engage in personal and communal prayer and liturgical experiences and develop reflective skills and dispositions of respect for the sacred. They develop heightened awareness of awe and wonder and delight in creation. They grow in appreciation of the other, understanding their impact on others and such concepts as fairness and justice. Overview of Levels 3-6 (The Inquiry Approach) The learning and teaching approach in years 3 6 is Inquiry based. In this approach students form understandings about God, themselves and their world through the ongoing exploration of Religious truths and through the development of processes and skills that enable thinking, reflecting and acting as a result of this knowledge. In Religious Education Inquiry learning is concerned with engaging with different perspectives of the Catholic tradition to form deep Religious understandings. It is concerned with exploring how we can come to know the mystery of God in our lives, and how others in the past have come to know and express this mystery. It begins with a question around which students offer their own experiences and thinking, and then gather and explore new stories and information from Catholic teaching and practice. This knowledge is processed in a way that ideally enhances or develops new ways of thinking and responding to the question. This may lead students to plan and take action in their own context as a result of their new learning. Students extend their learning about the background and person of Jesus and his relationships with the Father, his disciples and the people he came to serve. They explore old and new testament text, learning skills of interpretation by drawing on growing knowledge of context and genre. They learn about the structures of the Church, its foundations in and its mission of service in the world. They consider the actions of God in the world and begin to explore ways other religious traditions celebrate this. They learn about and may receive the sacraments of Penance, Eucharist and Confirmation, as well as learning about the seven sacraments and their significance for today. They engage with the liturgical celebrations of the church year and the life of the faith, past and present, exploring ways they can participate in and contribute to the church. They continue to develop their personal prayer life, spirituality and appreciation for the sacred. Students develop their Catholic teaching on the dignity of the human person and its implications for their choices personally and in, learning to build just and compassionate relationships based on love and respect for self and others.

6 In the RE curriculum framework each level has a learning focus that broadly outlines the three dimensions of Religious learning and the key practices and beliefs students need to engage in at each level: (i) Knowledge and Understanding (seeking truth) In Knowledge and Understanding, students explain their understandings of the Catholic tradition and its elements in dialogue with other perspectives. (ii) Reasoning and Responding (making meaning) In Reasoning and Responding, students interpret and make sense of their life, culture and issues; responding with openness to transformation and empathy to others. (iii) Personal and Communal Engagement (living story) In Personal and Communal Engagement, students reflect on and become aware of their own feelings, questions, beliefs and world view in relation to others and integrate their insights to a broader context. Sacraments: General principles which underpin our approach to Sacramental Preparation There is a gradual preparation throughout each level for the Sacraments of Reconciliation, Eucharist and Confirmation. Teachers support and join with the Parish Priest and parents in preparing the students for the reception of these Sacraments. Students are prepared for the Sacrament of Penance in Year 3, First Eucharist in Year 4 and Confirmation in Year 6. Whilst the classroom teachers carry out the formal preparation for these Sacraments, it is a requirement that parents are involved and supportive of the school program. Full particulars of programs are forwarded to the parents prior to the students receiving the Sacrament. A calendar of dates for parent meetings and the reception of Sacraments is prepared and circulated early in the year. Every student in the class participates in the classroom preparation of the Sacrament. Those students not receiving the Sacrament are invited to attend with their fellow students. Parents are expected to attend one workshop/meeting before each Sacrament. The meetings are organised by the Religious Education Coordinator and the classroom teachers. The Parish Priest may also be invited to address parents at these meetings. Where appropriate guest presenters will be invited to run these workshops. Eucharistic celebrations take place on a regular basis throughout the year with children being involved in regular weekday and Sunday Parish Masses and also attending Masses of celebration (eg. St. Leonard s Feast Day). Parents are encouraged to join with the children on these special opportunities for worship and prayer. All students participating in Eucharist and Confirmation attend a Commitment Mass that involves the Parish Community. At these Masses the entire congregation publicly acknowledges the children s commitment to the Sacrament and shows their support of the students.

7 Key Sacramental Resources Sacrament Resources Listed below are resources used in addition to the KWL student texts but several others are used to support them where deemed appropriate. Reconciliation To Know Worship and Love Text Level 3 RE Curriculum Framework Level 3 Expressions Book 2 & 5 (A Religious Series for Primary Schools), Maurice Ryan Eucharist To Know Worship and Love Text Level 3 RE Curriculum Framework Level 3 Learning Links to The Sacraments of Initiation, Maurice Ryan & Jan Grajczonek Expressions Book 3 (A Religious Series for Primary Schools), Maurice Ryan Confirmation To Know Worship and Love Text Level 4 Learning Links to The Sacraments of Initiation, Maurice Ryan & Jan Grajczonek Expressions Book 3 (A Religious Series for Primary Schools), Maurice Ryan RE Curriculum Framework Level 4 Assessment Thinking Routines from Making Thinking Visible by Ritchhart, Morrison & Church (Spring 2011) Into the Deep Rich Teaching Strategies for the Religious Education Classroom, Dan White, Kate O Brien & Steve Todd Deep Thinking An Essential For Learning Dan White, Susan White & Kate O Brien Evaluation: This policy will be reviewed as part of the school s three-year review cycle. This policy was reviewed by the staff in 2018 It will be reviewed again in 2021.

8 Learning Descriptors & Achievement Standards P-6 Appendix 1 (as of Jan 2018) Learning Descriptors Scripture & Jesus Church & Community God, Religion & Life Prayer, Sacrament & Liturgy Morality & Justice Achievement Standards Prep explain the stories about the life, death and resurrection of Jesus stories of Jesus making connections to their lived experience of family and friendship reflect on ways the story of Jesus shows living in right relationships explain how a church and school is part of the family of God ir lived experience of family and friendship in relation to God s family reflect on their life as part of a family, school and the family of God explain an God interpret ways the physical and human world reveals God s love reflect on ways they and the Catholic respond to the environment and each other explain ritual actions and structures of simple prayer interpret why people pray reflect on Jesus and the relationship Christians have with him and each other explain fairness, sharing and compassion in light of the story of Jesus interpret what it means to be a disciple of Jesus reflect on how they could respond to the call of discipleship Entry Level Pre Foundatio n Level elements by recalling some ideas cultural context by giving an account of everyday experiences P&CE Students reflect on by communicating their own feelings and thoughts elements by giving simple descriptions cultural context by expressing wonderings and questions about their everyday experiences by elaborating on personal thoughts and feelings wondering about what their thoughts and feelings might mean for them

9 elements by sequencing and retelling, using borrowed ideas Foundatio n Level cultural context by drawing on their own ideas and the ideas of others to make sense of their experiences and wonderings by considering their thoughts and feelings and making connections to personal experiences using borrowed ideas to identify possibilities for their immediate relationships

10 Learning Descriptors Year 1 Year 2 Scripture & Jesus explain God s relationship with people using a variety of images of God from sacred texts R&R Students interpret various images of God for the their own God reflect on a variety of images of God in scripture and identify those with a personal connection explain a variety of understandings of God's people using images from the Old and New Testament R&R - Students interpret ways the image of God can be reflected in reflect on the use of the Word of God for the of the People of God Church & Community K&U Students explain ways people can belong in God s family family meals and gatherings in relation to the traditions of the Church reflect on the importance of belonging explain the some key figures in the local parish and the wider Church contribution of key figures in shaping the Church reflect on their role as a member of their parish and or school God, Religion & Life explain the concepts of beauty and goodness in relationship to a Catholic God natural world through a lens of relationship with the sacred reflect on relationships with God, self, others and creation explain stewardship in the Catholic tradition interpret human impact on the environment, evaluating it in the light of the Catholic stewardship reflect on their connection with the environment and plan for ways to care for it Prayer, Sacrament & Liturgy explain key elements and purpose of communal prayer forms the sacred and sacred places reflect on ways people can have relationship with God explain the key events and celebrations within the liturgical year signs, symbols and actions of key liturgical events and celebrations in relation to their own experience reflect on participation in key liturgical celebrations and its impact on Morality & Justice explain key scripture stories of love and care for the environment in relation to local issues meaning of stewardship in relation to local actions reflect on their role as stewards of creation explain key scripture stories of Jesus' forgiveness and compassion in terms of relationship the life and teachings of Jesus for building reflect on their own strengths and short comings and how their actions impact Level 1 Level 2 Achievement Standards elements by retelling in their own words adding some detail connected to their own experiences cultural context by making links between what they believe, experience and the world by making connections between their story and others recognising how these could impact on personal behaviours in familiar contexts elements by providing an account which draws on personal experiences and the perspectives of at least one other cultural context by wondering about how they live and what they believe by considering their own thoughts and feelings and those of others, identifying similarities and differences identifying possible implications for contexts Learning Scripture & Jesus Church & God, Religion & Prayer, Sacrament Morality & Justice Achievement Standards

11 Descriptors Community Life & Liturgy K&U -Students Year 3 explain the genre of explain the role of explain free will in explain the role of parable and Mary and the Catholic sacraments of narrative in Discipleship in tradition initiation in a scripture and locate founding the Catholic's faith specific passages Church journey by chapter and verse Year 4 R&R - Students interpret the roles of major characters in parables and how they express the Reign of God reflect on the rituals and dispositions around the use of sacred texts in celebrations explain New Testament scripture texts with reference to historical setting and culture of the time of Jesus, using a variety of sources roles of some of the major characters in scripture texts providing history and context reflect on some of the main characters in scripture texts and the intersections between them and their lives meaning and value of Discipleship for the Church. reflect on the present parish and ways it enables discipleship explain connections between the family, local parish, the Archdiocese and the global Church interpret key figures from church history through their contribution to the development and growth of the Church reflect on their sense of belonging and plan ways they can contribute Catholic right relationship and its significance for peace and justice in the world reflect on choices in light of the Catholic right relationship explain the relationship between God and Jesus as expressed in New Testament texts Christian God's loving forgiveness through the story of Jesus life, death and resurrection reflect on the importance of forgiveness and reconciliation in their lives and the lives of and the nation mass and the sacraments of initiation and healing in relation to their own life experience reflect on their experiences of prayer and liturgical celebrations explain the role of prayer, the sacred and liturgy in a believer's life symbol, ritual and the sacred in relation to their prayer experiences reflect on their practices and preferences in prayer and that of their school K&U Students explain Jesus' commandment to love one another in light of respect for human dignity personal responsibility in upholding the dignity of the human person reflect on their choices in light of Jesus' commandment to love one another explain how Catholic Social teaching may inform decisionmaking processes interpret local and global decisions in light of Catholic Social Teaching reflect on the consequences of their own and others decisions and actions. Level 3 Level 4 elements by comparing these to their own and others experiences and points of view cultural context by identifying what they value and why by generating relevant personal and religious questions to learn more about the thoughts and understandings of others. evaluating possible choices for a range of problems in personal and wider contexts elements by referring to ways history and context contribute to a deeper understanding cultural context by identifying big questions of human experience and articulating why they matter by demonstrating openness to beauty and the unseen, and by generating new possibilities. articulating how these might influence personal decisionmaking Learning Scripture & Jesus Church & God, Religion & Prayer, Sacrament Morality & Justice Achievement Standards

12 Descriptors Community Life & Liturgy explain the ways explain the Year 5 imagery, plot, setting being and author's purpose Church contribute to the meaning of a scripture text Year 6 interpret scripture texts using a variety of strategies and resources reflect on insights from scripture and identify ways to apply them to personal and communal experiences. explain various literary forms used in scripture interpret key scripture texts, making connections to experiences, feelings and beliefs reflect on the Word of God and identify how the teachings of Jesus impact on them R&R Students interpret what it means to belong to the Catholic Church or other faith communities reflect on the roles and responsibilities in building a just explain the nature of the Holy Spirit and its particular role in the Catholic Church gifts and fruits of the Holy Spirit and how these enable people to contribute to the mission of the Church reflect on their role in the mission of the Church and the Kingdom of God K&U 1 - Students explain an God from a personal perspective and that of other faith traditions K&U 2 - Students explain an God as Trinity God for believers P&CE - Students reflect on how an God impacts on self and others explain the Catholic the actions of the Holy Spirit work of the Holy Spirit in the world reflect on ways religion contributes to the identity of believers explain the development of signs, symbols, rituals, prayers and practices associated with the Church liturgical calendar liturgical signs, symbols, colours, rites, rituals and sacraments in the past and present Church reflect on participation in communal prayer and use symbol and ritual when planning communal prayer experiences explain the Catholic sacraments and sacramentality sacraments and liturgy to a faith reflect on the impact of the sacred on their life and the life of the faith explain the Church's human dignity interpret Church teaching on human dignity in relation to spiritual, social, ecological and physical well-being reflect on ways to build just and compassionate relationships explain the Christian concept of justice in relation to issues interpret ways political and personal choices impact life P&CE -Students reflect on ways to participate responsibly and contribute ethically to the local and faith Level 5 Level 6 Catholic Tradition and its elements by drawing on a variety of resources and viewpoints (including historical) to support an accurate account life in dialogue with the Catholic Tradition and the cultural context by exploring issues and questions with openness and empathy; demonstrating a grasp of some of the complexity involved spiritual and religious insights by demonstrating selfawareness and capacity for deep listening. articulating how this supports, challenges or changes their stance Catholic Tradition and its elements by giving a thorough account and evaluating it in light of at least two other perspectives life in dialogue with the Catholic Tradition and the cultural context by making sense of differing views and evaluating their understandings and interpretations spiritual and religious insights by beginning to formulate a language around moments of encounter. describing possible implications for local or global contexts

13 The framework supports the full flourishing of all learners as spiritual and religious, physical and cognitive, social and emotional beings through Religious Education. It proposes a learning structure comprised of: three strands of learning; five content areas; and the learning progression including achievement standards. The three strands are: Knowledge and Understanding (K & U) Reasoning and Responding (R & R) Personal and Communal Engagement (P & CE) These three strands offer lenses through which the learning descriptors and achievement standards are presented. The five content areas work together to build a network of the Catholic Church and its traditions and have their origins in the To Know, Worship and Love student texts: Scripture and Jesus Church and Community God, Religion and Life Sacrament, Prayer and Liturgy Morality and Justice