Curriculum Structure and Organisation
The Model for Religious Education
The Religious Education program at St Francis College uses the model espoused by Brisbane Catholic Education. That is it incorporates the two distinct yet complimentary dimensions of the classroom teaching and learning of religion and the Religious Life and Catholic Christian ethos of the school community.
A Catholic View about Learning and Teaching
The Religious education curriculum at St Francis College is hope filled and underpinned by the beliefs that:
All people are created in the image and likeness of God
Knowledge is life long and life wide, is holistic, rational and leads to wisdom
Human beings are not the masters of creation but rather co- creators with God and therefore have a special responsibility to steward the earth and the universe
Life is sacramental: meaning that God is experienced in the everyday, in people, in nature and in the world and therefore there is no such thing as a secular subject in a Catholic school.
The role of a teacher is one of transformation.
A Reconceptualist Approach
The approach to teaching religion at St Francis College is an educational one and not catechetical. It does not presume that students have a particular faith stance or indeed any faith stance but it does allow faith formation and development. It therefor requires the use of non- presumptive language. This is achieved by the avoidance of the use of pronouns like We by using the word Believers instead; or phrases like the Catholic church teaches that….This is called the reconceptualist approach and is in alignment with Brisbane Catholic Education Religious Education Program.
Allocated Time and Timetabling
Class room time allocated to the teaching and learning of religion is a minimum of 2.5 hours per week dedicated to delivering the religion curriculum from Prep to Year 12. This does not include time for prayer or liturgy but is specifically dedicated to classroom learning and teaching of religion.
Teacher Accreditation
Teachers at St Francis College are required to meet Brisbane Catholic Education requirements to be accredited to teach religion in a Catholic school and to maintain that accreditation by engaging in ongoing professional learning focused on enhancing their own capabilities as well as on improving student learning. See here for appropriate professional learning themes.
Teachers are required to set annual goals that align with the strategic goals of the College and that directly target improved learning for students in the classroom. Teachers meet twice a year with members of the leadership team to discuss and review goals set for the year and to ensure that professional learning is aligned with their goals.
Formal auditing of the accreditation of teachers takes place in the cycle of accreditation and is tracked through I-learn. When new staff arrive, it is also part of the induction process. Informal auditing takes place at staffing times to ensure teachers have the necessary requirements to teach religious education in the classroom. Suggestions are made to teachers to enrol in REAP where suitable or to begin other courses of study where necessary to gain or maintain accreditation. In 2014, several teachers attended REAP programs and eight staff were completing RE units in Masters programs.
The Religious Education program at St Francis College uses the model espoused by Brisbane Catholic Education. That is it incorporates the two distinct yet complimentary dimensions of the classroom teaching and learning of religion and the Religious Life and Catholic Christian ethos of the school community.
A Catholic View about Learning and Teaching
The Religious education curriculum at St Francis College is hope filled and underpinned by the beliefs that:
All people are created in the image and likeness of God
Knowledge is life long and life wide, is holistic, rational and leads to wisdom
Human beings are not the masters of creation but rather co- creators with God and therefore have a special responsibility to steward the earth and the universe
Life is sacramental: meaning that God is experienced in the everyday, in people, in nature and in the world and therefore there is no such thing as a secular subject in a Catholic school.
The role of a teacher is one of transformation.
A Reconceptualist Approach
The approach to teaching religion at St Francis College is an educational one and not catechetical. It does not presume that students have a particular faith stance or indeed any faith stance but it does allow faith formation and development. It therefor requires the use of non- presumptive language. This is achieved by the avoidance of the use of pronouns like We by using the word Believers instead; or phrases like the Catholic church teaches that….This is called the reconceptualist approach and is in alignment with Brisbane Catholic Education Religious Education Program.
Allocated Time and Timetabling
Class room time allocated to the teaching and learning of religion is a minimum of 2.5 hours per week dedicated to delivering the religion curriculum from Prep to Year 12. This does not include time for prayer or liturgy but is specifically dedicated to classroom learning and teaching of religion.
Teacher Accreditation
Teachers at St Francis College are required to meet Brisbane Catholic Education requirements to be accredited to teach religion in a Catholic school and to maintain that accreditation by engaging in ongoing professional learning focused on enhancing their own capabilities as well as on improving student learning. See here for appropriate professional learning themes.
Teachers are required to set annual goals that align with the strategic goals of the College and that directly target improved learning for students in the classroom. Teachers meet twice a year with members of the leadership team to discuss and review goals set for the year and to ensure that professional learning is aligned with their goals.
Formal auditing of the accreditation of teachers takes place in the cycle of accreditation and is tracked through I-learn. When new staff arrive, it is also part of the induction process. Informal auditing takes place at staffing times to ensure teachers have the necessary requirements to teach religious education in the classroom. Suggestions are made to teachers to enrol in REAP where suitable or to begin other courses of study where necessary to gain or maintain accreditation. In 2014, several teachers attended REAP programs and eight staff were completing RE units in Masters programs.