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Religious Education: Good News for Living

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Foundation Year

Foundation Year Band Description

God is love and this can be experienced in people and the world around us.

The Foundation Elements in Religious Education focus on developing students understanding of how God is love. This love is experienced in people and in the world around us. Students learn to listen to some of the stories about Jesus' family naming the key people in Jesus' life. Learning about the Bible distinguishing...

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God is love and this can be experienced in people and the world around us.

The Foundation Elements in Religious Education focus on developing students understanding of how God is love. This love is experienced in people and in the world around us. Students learn to listen to some of the stories about Jesus' family naming the key people in Jesus' life. Learning about the Bible distinguishing it from other books. Students are exploring how they are part of a bigger community the Church, building connections contributes to their sense of identity and belonging and an understanding of why and how they are part of the body of Christ. They are introduced to the idea that the Church is a community that celebrates and shares the life and work of Jesus. They start to grow in understanding how they are welcomed into the mystery of God through the Sacraments namely Baptism and Eucharist. The idea of prayer is introduced through class prayer and simple meditation. The emphasis in Foundation is to cultivate a sense of wonder and appreciation of a world that reflects the presence and goodness of God.

The Content of this year level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements and integrated with other key learning areas.

Key inquiry questions

A framework for developing students' religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.

Key inquiry questions for Foundation year are articulated below.

  • How do I experience God through my senses?
  • How am I connected to others who show me how to belong?
  • Who is Jesus/ how does he teach us to love others?
  • How do I pray?

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Foundation Year Content Descriptions

Knowledge and Understanding
Discernment and Making Connections

Share observations, thoughts, feelings and ideas (TCRED001)

Judge: evaluating and integrating

Foundation Year Achievement Standard

Achievement Standard Kindergarten and Foundation

By the end of Foundation, students identify God as love, revealed in Jesus, people and in their world. They engage with scripture/story, prayer and sacramental experiences. Students recognise that they belong to celebrating Church and school communities and are invited to love God in people and all creation.

Students respond to religious texts and stories, sharing observations, thoughts, feelings and ideas. They express in diverse ways their emerging understanding of and engagement with the teachings of the Catholic Church.

 

Year 1 and 2

Year 1 and 2 Band Description

God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.

In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others...

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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us.

In Year One students develop skills in posing and answering questions about God as love and naming signs of God’s presence in people and the world. Students recall and record biblical stories of Jesus and his family and consider their own families and ways to live in harmony with others. Students become familiar with the symbols and signs in the local church, school or chapel. Students retell the stories of Mary the mother of Jesus and learn about her as an example to follow. Students are involved in an in-depth study of Baptism, identifying the most common sacramental elements, posing and discussing questions about why people are baptised and how they live out the gift of Baptism throughout their lives. Students learn the rituals associated with different forms of prayer identifying reasons to pray and special places, seasons and times to pray as an individual or as part of a celebrating community. They demonstrate some knowledge of some formal prayers. Students explore the need to care for people (not just our families) and creation and that learning to love and care for all that surrounds us is possible because we are loved first by God.

In Year Two students develop further skills in posing and answering questions about some of the many ways God can be experienced and described: Creator and giver of life, Father, love. Students investigate Jesus’ Jewish identity and his relationship with God. Students explore creatively ways to contribute to the mission of the church through being signs of God’s love. Students learn about the parts and genres of the Bible and recall a narrative or a parable. Students become familiar with Catholic symbols and rituals in the Mass. They can name the sacraments and their symbols learning about Baptism and Eucharist. They engage with the values of forgiveness through prayer rituals and develop skills in Christian Meditation practice. By the end of Year two students can name the three persons of the Trinity and can recite some traditional prayers and some liturgical responses. They learn about how Mary is the model for Christian living and develop a familiarity with the scripture stories of the rosary. By the end of Year Two children can identify freely and creatively ways that they can love and care for themselves, their families, fellow students and teachers.

The Content of this band is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements and are supported by key inquiry questions.

Key inquiry questions

Some key inquiry questions for Year 1 are articulated below.

  • How do we experience God?
  • How does Jesus teach us about God?
  • What stories do we find in the Bible?
  • Where around us are there signs of God’s love?
  • Why do some changes make us sad?
  • What is my family story of relationship with God?

Some key inquiry questions for Year 2 are articulated below.

  • How is God a community of loving persons?
  • What was Jesus’ family life like as a Jewish son of a carpenter?
  • What do the Sacraments of Baptism and Eucharist teach us about God?
  • How is the Bible organised and what types of stories do we find there?
  • How do the Sacraments help us to experience God’s joy?
  • When do I pray with others? Why?
  • How can we truly know forgiveness? What do all Christians have in common?
  • How does Mary model God’s love?

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Year 1 and 2 Content Descriptions

Knowledge and Understanding

God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us (TCREK009)

Discernment and Making Connections
Judge: evaluating and integrating

Listen and respond to others’ ideas and thoughts and ponder,wonder and ask questions about themselves and how they are connected to God and their world (TCRED006)

Year 1 and 2 Achievement Standard

Achievement Standard Year 1 and 2

By the end of Year Two, students identify God as the giver of all life, revealed in creation and Jesus’ loving way of welcoming, serving, and celebrating. They describe the action of the Holy Spirit in the scriptures and the world and how this is shown in care for self and others. They recognise God’s loving presence in prayer, scripture and sacraments.

Students reflect on and respond to religious experiences, texts and stories, recording observations, thoughts, feelings and ideas. They express in diverse ways their emerging understanding of and engagement with the teachings of the Catholic Church.

 

Year 3 and 4

Year 3 and 4 Band Description

We are created in God’s image and called to belong to a loving community as modelled in the Trinity

In Year three students explore and reflect on the mystery of God as a community of loving persons in the Trinity. They investigate how Jesus teaches us to be truly human at the same time revealing God’s love. In Year three students identify people who are signs of God’s love...

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We are created in God’s image and called to belong to a loving community as modelled in the Trinity

In Year three students explore and reflect on the mystery of God as a community of loving persons in the Trinity. They investigate how Jesus teaches us to be truly human at the same time revealing God’s love. In Year three students identify people who are signs of God’s love in the world. Through scripture study students can locate texts by chapter and verse demonstrating their ability to retell a Gospel story and respond to its message in a creative way. Students learn about the Seasons of the Liturgical year and identify the key symbols and signs of the sacraments of Initiation and Reconciliation. Students learn about creating sacred spaces and the value of stillness and prayer in their lives. Students study what it is to be a follower of Jesus. Students research key figures in the Bible to have a better understanding of the relationship between God and his people.

Students in Year Four investigate how God is mystery. How this mystery is revealed in Jesus, in Scripture and the Church. Students examine servant Leadership in the Church and the role of Peter as the first Pope. Students investigate the development of the Bible, looking at the different genres of the Old and New Testaments. They research the geography of the Holy lands and identify why this land is Holy to multiple faiths. Students in Year Four understand the groupings of the Sacraments into Initiation, Healing and Service. They express how the Mass recalls Jesus passion and resurrection. By the end of Year Four students are confidently involved in Christian meditation and class prayer. They find out how God draws us into deeper relationships through liturgy and prayer. They investigate how the Holy Spirit works in the Church through lay organisations such as Catholic Earthcare, Catholic Mission, the Society of St Vincent de Paul, Caritas planning projects to respond to the needs of others.

The Content of this year level is organised into Three Strands: religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.

The Content of this band level is organised into Three Strands: religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.

Key inquiry questions

A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.

The key inquiry questions for Year 3 are articulated below.

  • Does God always love us?
  • How does God call his followers to love others in word and action?
  • What symbols and signs draw us closer to God in Liturgy?
  • Why did the writers of the Bible choose different styles of writing?
  • How do we learn about God’s love in the Church?
  • How is compassion a sign of God?
  • Who was Jesus and where did he belong?

The key inquiry questions for Year 4 are articulated below.

  • How are we connected to all of God’s creation?
  • What does Jesus teach us about prayer?
  • How does being close to God turn us outwards to the needs of others?
  • Why did the authors of the Bible choose different ways of writing?
  • How do the Sacraments challenge us to change?
  • How do I pray in my body?
  • Why should we act with compassion?
  • Why did Jesus want to show people how to live?

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Year 3 and 4 Content Descriptions

Knowledge and Understanding

The Liturgy of the Church expresses our loving relationship with God and helps Christians to live like Jesus (TCREK022)

Discernment and Making Connections
Judge: evaluating and integrating
Act: responding and participating

Design and share ideas for action, which seek improved outcomes at school or beyond, and, where possible, take some steps towards this with others (TCRED010)

Year 3 and 4 Achievement Standard

Achievement Standard Year 3 and 4

By the end of Year Four, students understand that all are created in God’s image and are called to belong to the loving community of creation as modelled in the Trinity, and which Jesus called “the kingdom of God”. They explain how the love of Jesus is expressed in the Scripture, received in the Sacraments and celebrated in the Liturgy. Students define the essential features of a Christian life as loving God and neighbour, which are expressed in the continuing story of the church, its saints and the traditions it hands on to us.

Students explore, pose questions about, analyse and evaluate religious ideas, rituals, events, experiences and Scripture, responding to them in a variety of ways. They reflect on choices and decisions made in order to live an authentic life in response to the teachings of Jesus, personally, locally and globally.

 

Year 5 and 6

Year 5 and 6 Band Description

God’s goodness is constant. Christians are invited to the Reign of God

Students in Year Five pose questions and give responses to the idea that God is the giver of all that is good and that we are invited to always reflect God’s goodness. Students identify signs of good and evil in the world and reflect on how this impacts on God’s plan for humanity. Students investigate how...

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God’s goodness is constant. Christians are invited to the Reign of God

Students in Year Five pose questions and give responses to the idea that God is the giver of all that is good and that we are invited to always reflect God’s goodness. Students identify signs of good and evil in the world and reflect on how this impacts on God’s plan for humanity. Students investigate how the Church is one with other faiths searching for knowledge and understanding about faith. Students research the development of the church in Tasmania and how this reflects the wider mission of the church. Children learn about the story of the Exodus and the Ten commandments contrasting this with Jesus’ law of love. They research the significance of the seder meal. Students read Gospel texts creatively communicating the message and meanings comparing Gospel texts from the synoptic Gospels: Mark, Mathew, or Luke. Students investigate the seven sacraments and how they enrich our lives. What is their purpose and power? Students do a closer study of Eucharist, studying how the Our Father is a model for prayer, naming forms of prayer, composing personal prayers, posing and reflecting on answers to how prayers are answered and the effects of prayer on people.

Students in Year six explore the ways that God as mystery is revealed through different images for example “ The potter, Students examine the term “The Reign of God” and creatively communicate what it means. Students investigate how we experience the risen Jesus in our hearts and follow the discipleship of Mary his mother. Students prepare an in-depth study of the Magnificat. Students in year six learn about the structures of the Church as an organisation and the implications of servant leadership. Students research people from the Old Testament whom were transformed by their encounter with God. Students become familiar with how the Bible was constructed: when and by who were the texts written and for which audiences. They examine the lives of the evangelists in detail and what inspired and influenced them. Students look in detail at the structure of Mark’s Gospel. Students in Year Six do an in-depth study of the sacraments of initiation and healing. Students are able to define stewardship and give example of acting as a good steward for the environment taking action in a practical way either individually or as a class. Students identify people who live in the Spirit and critique what it means to be a saint or a hero in a post modern world.

The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.

Key inquiry questions

A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.

The key inquiry questions for Year 5 are articulated below.

  • How are we invited to understand God’s goodness
  • What does Jesus ask of us?
  • How do the Sacraments celebrate Jesus in sign, symbol and word?
  • When do I listen to God in my heart?
  • What does it mean to live in freedom?
  • How and why did Jesus challenge the society in which he lived?

The key inquiry questions for Year 6 are articulated below.

  • When and how does the Holy Spirit inspire us to act in the world?
  • How do we know the resurrected Jesus lives in our hearts?
  • How are we inspired by the life of Holy men and women to face the challenges of life?
  • Why are the Gospel stories similar and yet different?
  • How and why do the Sacraments challenge us to change?
  • How do I listen to God?
  • Why should we act with compassion towards others?
  • What was significant about Jesus and how did he challenge his friends and family?

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Year 5 and 6 Content Descriptions

Knowledge and Understanding

The Sacraments are ritual celebrations of God’s Spirit in our lives. They empower Christians in ministry and service (TCREK029)

Christians make choices that are informed by the loving example of Jesus Christ (TCREK031)

Inquiry and Communications
Questioning and theorising

With guidance, identify their own questions about religious ideas, events or rituals and consider their theories, thoughts and feelings in relation to the Christian world-view (TCREI010)

Interpreting terms and texts
Discernment and Making Connections
See: identifying and reflecting

Make personal or group observations, or reflect - e.g. contemplative prayer, journaling - naming ideas and questions which are important for living as persons and/or communities in a local, global or universal context (TCRED011)

Judge: evaluating and integrating

Weigh up competing values and choices and make a contribution to dialogue about what may be the most worthwhile principles for living responsibly, locally or globally (TCRED012)

Act: responding and participating

Share responsibility, personally and collectively, to strategise some options and commitments seeking improved outcomes in local, global or universal contexts, and, where possible, take some form of action (TCRED013)

Year 5 and 6 Achievement Standard

Achievement Standard Year 5 and 6

By the end of Year Six, students identify, describe and demonstrate ways in which Christians are invited to recognise that the Reign of God is a gift and that they are called to witness to by the way they live, inspired by the Scriptures, Sacraments, Prayer and Liturgy.

Students respond to this invitation by posing questions and communicating ideas about living responsibly. They reflect, contemplate and identify courses of actions on issues that are important locally and globally.

 

Year 7 and 8

Year 7 and 8 Band Description

God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.

Students in Year Seven will study the Paschal Mystery, name and recall parables and miracle stories of Jesus and explore how the Holy Spirit inspires and guides the life and Mission of the Church. Students investigate the Bible as a library of books with many different genres and authors. Students...

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God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.

Students in Year Seven will study the Paschal Mystery, name and recall parables and miracle stories of Jesus and explore how the Holy Spirit inspires and guides the life and Mission of the Church. Students investigate the Bible as a library of books with many different genres and authors. Students study the sacramental nature of creation and the sacramentality of life. Students name and know about the three major purposes of the sacraments: initiation, healing and service. Students identify key features of Jesus’ teaching on prayer. Experimenting with different prayer forms including Christian meditation, students study the Catholic Principles of Social Justice investigating how Jesus is the embodiment of how God wants us to live justly and create a just world. Students in Year Seven explain the Christian imperative for justice revealed in the scripture from the Old Testament through to the New Testament. Students begin to explore ethical principles being able to identify the consequences of self-centred choices on relationships with God, others and the earth.

Students in Year Eight investigate why Christians say Jesus is the way the truth and the life. Students read and investigate the accounts in the Gospels of Jesus resurrection. Students are able to make a profile of how Jesus challenged people to change their lives. They can reflect on their own lives and identify aspects of modern culture that need to be transformed. Students research and analyse the Mission of the Church, God’s love for us and the role of Jesus in revealing this to the world. Students pose and answer questions about how people are healed, forgiven and invited into the Mission of God. They investigate where we encounter this: through the Scripture, the Sacraments and knowing Jesus. Building on the work done in Year Seven, students learn about how the Bible was written, the structure, the genres. They have an increasing knowledge of the geography and historical background of Bible stories. They develop skills in biblical criticism, and express personal interpretations of Scripture supported by evidence. Students in Year Eight can outline the covenant relationship between the people of the Hebrew Scriptures and their God. Students study the Sacraments as a visible sign of God’s active presence. They are given opportunities to think and reflect about the paradox and mystery of the Sacraments. Building on the study of the elements of prayer in Year Seven students in Year Eight engage in a variety of prayer forms and can lead meditative prayer with their peers and explore how prayer draws us into a mysterious encounter with God. Students explore how people develop their spiritual identity and how Christians are called as a community of faith to proclaim God’s love in the world. Students analyse issues of injustice in the light of the Church’s teachings on social justice and respond in practical ways to them.

The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.

Key inquiry questions

A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.

The key inquiry questions for Year 7 are articulated below.

  • What does the Resurrection reveal about the power of God’s love?
  • What do the parables teach us about how God would like us to live?
  • What do just and compassionate actions look like?
  • Why do we need to know what, when, where and why the authors of Bible wrote?

The key inquiry questions for Year 8 are articulated below.

  • How does prayer allow us to honour a sense of the sacred in our time?
  • How can we contribute to a more just and compassionate world? Can just actions make a difference?
  • For whom and why was the Bible written?
  • Why are the Sacraments a visible yet limited sign of God’s presence?
  • Can everyone find God?

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Year 7 and 8 Content Descriptions

Knowledge and Understanding

Every person is a spiritual being whether this is acknowledged through religious practice or not (TCREK040)

Inquiry and Communications
Questioning and theorising

Identify their own questions about religious ideas, events or rituals and consider their own theological or philosophical theories, in relation to world-views including Christianity (TCREI013)

Communicating

Communicate religious or spiritual ideas and information (oral, graphic and written) to express personal understanding, using digital technologies as appropriate (TCREI015)

Discernment and Making Connections
See: identifying and reflecting

Explore personal or group observations, or extend their reflection, via contemplative prayer, shared conversation, journaling, to identify issues and questions which are important for living as persons and/or communities in a local, global or universal context (TCRED015)

Judge: evaluating and integrating

Investigate and decide, personally or collectively, through stages of evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED016)

Act: responding and participating

Year 7 and 8 Achievement Standard

Achievement Standard Year 7 and 8

By the end of Year Eight, students understand that the mission of the church is to proclaim “good news to the poor”; and identify the ways Christians are called to be “missionary disciples” of Jesus. They also recognise that all people, irrespective of religious belief, are spiritual beings, and all attempts to live a spiritual life are to be respected and can be learned from. Students examine the Scriptures, Sacraments and Prayer, recognising that Christ offers life, joy and hope to all.

Students question, investigate and differentiate between a variety of religious ideas, stories, practices and rituals. They explore and evaluate issues and principles of Christian living, expressing their understanding in various ways. Students identify ways to act responsibly in local and global contexts.

 

Year 9 and 10

Year 9 and 10 Band Description

God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.

Students in Year Nine can identify and explain how all of creation is intended to enjoy ”fullness of life”. They can analyse and evaluate humanity’s responsibility to care for all of God’s creation. Students have a good understanding of the reign of God, identifying Kingdom...

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God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond.

Students in Year Nine can identify and explain how all of creation is intended to enjoy ”fullness of life”. They can analyse and evaluate humanity’s responsibility to care for all of God’s creation. Students have a good understanding of the reign of God, identifying Kingdom stories, parables and the teachings of Jesus about the kingdom of God. Year Nine Students research the Church’s encyclicals, scripture and teachings on social justice that formulate a Catholic worldview. Students investigate the Eastern and Western traditions of the Church. How they are alike and how they are different. Students engage confidently in biblical criticism, using commentaries and study guides undergoing an in-depth study of Luke’s Gospel analysing the synoptic problem. Students research the Eucharist as a call to justice, healing and reconciliation. Students write their own prayers leading a variety of prayer forms with their peers. They construct class prayer services and prepare class masses. Students study ethical positions, values and understandings about the value of the dignity of the human person. Students develop approaches for decision making and discerning positive life choices. Mary and the prophets are studied as models for discipleship and Christian life. Students research monotheistic religions comparing the elements of religion with Christianity.

Students in Year Ten explore the mystery of God, investigating some philosophical perspectives for and against the existence of God. Students investigate and reflect how Jesus challenges us to change our lives and analyse what aspects of post-modern world need to be transformed. Students research the following teachings of the Catholic Church: the incarnation, the Paschal Mystery, the Resurrection and the importance of the impact of the Word of God on Christian life. Students investigate the diversity of religious expression and belief in the Eastern and Western traditions of the Church. By the end of Year Ten students have developed skills in biblical criticism sharing personal interpretations supported by evidence. They confidently use the historical critical method to interpret text from the Bible, Students use commentaries, concordances and other sources to form their reflections about scripture. Students research the sacraments as an invitation to search for meaning particularly through the gift of vocation in the sacraments of Holy Orders and Marriage. Through reflective journaling, meditation and a variety of prayer forms students explore how prayer draws us into an encounter with God throughout our lives and through creation. Students write and lead prayer services with their peers and in Christian meditation and Lectio Divina. Students read icons as sacramental and liturgical expressions of catholic culture. Mary is identified as having the unique relevance as the feminine iconic expression of humanity cooperating with God and a model for our lives. Students research a comparative study of Christianity with other world religions for example Buddhism. By the end of year ten students have a comprehensive understanding of Catholic Social Teaching demonstrating an understanding of the responsibility of the Christian to protect and advocate for the dignity of the most vulnerable in our world. Students construct and communicate informed arguments involving ethical choices.

The Content of this band level is organised into Three Strands: Religious Knowledge and Understanding, Inquiry and Communication, Discernment and Making Connections. These strands are interrelated and are taught in ways that are appropriate to specific Elements.

Key inquiry questions

A framework for developing students’ religious knowledge, understanding and communication skills and the capacity to discern life giving choices making connections in their lives between faith and lived experiences is supported by the inclusion of essential questions, specific inquiry skills, and opportunities to use and develop thinking skills.

The key inquiry questions for Year 9 are articulated below.

  • What prevents us from experiencing the fullness of life?
  • What helps us experience the fullness of Life?
  • How doe the spirit guide us to be like Jesus?
  • What does it mean to describe the church as the body of Christ?
  • How is Mary a model for our lives?
  • Why is the reader’s own perspective significant when studying scripture?
  • How are the sacraments interconnected and why do they draw us into living God’s joy?
  • What can the scriptures help me to discover?
  • Is the human person more than what we desire?
  • How do we experience God through sacred text?

The key inquiry questions for Year 10 are articulated below.

  • How might we respond to the needs of the world?
  • How does the divinity of Jesus challenge and transform human concepts of God?
  • Why do we pray?
  • How is teaching on Jesus counter-cultural?
  • How do we experience God through scripture?

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Year 9 and 10 Content Descriptions

Knowledge and Understanding

God is a relationship of love and Christian life is about growing in right relationship (TCREK047)

Inquiry and Communications
Questioning and theorising

Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI016)

Interpreting terms and texts
Discernment and Making Connections
See: identifying and reflecting

Detail experiences individually and collaboratively, and reflect in various forms to identify the questions which are important for living as persons and/or communities in a local, global or universal context (TCRED018)

Judge: evaluating and integrating

Resolve personally or collectively, through stages of consideration and evaluation, what may be the most worthwhile and holistic principles for living as authentic persons and/or communities in a local, global or universal context (TCRED019)

Act: responding and participating

Plan and take responsibility, personally and collectively, for a process that strategises commitments to seek the best outcomes in local, global or universal contexts, and, where possible, take some form of action.
(TCRED020)

Year 9 and 10 Achievement Standard

Achievement Standard Year 9 and 10

By the end of Year Ten, students recognise the mystery of God as explored through the analogy of “a Triune relationship of love” as understood and taught in the Scriptures, Liturgy, and Tradition of the Catholic Church. They reflect upon right relationship with God and creation through prayer, Eucharist and compassionate service as lived by Jesus. Students understand that the basic meaning of the Incarnation of Jesus is that he is at once “divine and human”. The most important implication of the Incarnation is that by God’s love for us, we are becoming what Jesus is – one with the mystery we call “God” – and that this is the work of the Holy Spirit enabling us to grow in love.

Students critically evaluate how the Church strives (more or less well) to serve God’s desire for creation’s flourishing. They examine the Church’s scriptural and historical origins; its history of “trial and error”/success and failure; and represent sacramental and spiritual traditions. Students explore theological and philosophical issues, pose questions and reflect upon God’s purposes in the world.

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