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...
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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.
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God is love and this can be experienced in people and the world around us (TCREK001)
Jesus reveals and is God’s love for us. Jesus cares for us (TCREK002)
The Church is a celebrating community that shares God’s love (TCREK003)
The Word of God is shared when we read the stories of God’s love in the Bible (TCREK004)
Through the Sacraments Catholics recognize and celebrate the presence of God (TCREK005)
Prayer is a way of talking to and listening to God that enables us to grow in a loving relationship (TCREK006)
God loves every person and has made each one unique (TCREK007)
All people belong to one human community (TCREK008)
Responds to questions with thoughts and feelings (TCREI001)
Listen to stories to learn words and characters, concepts and values about love (TCREI002)
Share observations, thoughts, feelings and ideas (TCREI003)
Share observations, thoughts, feelings and ideas (TCRED001)
Use senses to name important words and feelings (TCRED002)
Listen and respond to other’s ideas and thoughts. Ponder, wonder and ask questions about their world (TCRED003)
Share ideas about what could be done to model for others some loving choices (TCRED004)
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.
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...
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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.
Some key inquiry questions for Year 2 are articulated below.
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God is the giver of all life. God’s Holy Spirit is experienced in people and the world around us (TCREK009)
Jesus reveals God’s love for us (TCREK010)
The Church is a celebrating community that shares God’s love (TCREK011)
Stories from the scriptures teach us about the love of God (TCREK012)
The loving presence of Jesus is celebrated in the Sacraments (TCREK013)
Prayer is an expression of our relationship with God (TCREK014)
God invites me to love and care for myself and others (TCREK015)
For Christians, Jesus Christ is the centre of their faith (TCREK016)
Responding to questions about religious ideas, events or rituals and record their thoughts and feelings (TCREI004)
Listen and view stories of the Old Testament and the New Testaments and discuss characters (TCREI005)
Express personal responses and religious or spiritual ideas in a number of ways (TCREI006)
Name important ideas or Questions, expressing hopes for people or creation and reflect with others or alone- e.g. silence and stillness (TCRED005)
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)
share some ideas and help design plans of action that might lead to modeling of loving choices or improved situations at school or beyond (TCRED007)
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.
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...
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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.
The key inquiry questions for Year 4 are articulated below.
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We are created in God’s image and called to belong to a loving community as modeled in the Trinity (TCREK017)
Jesus is God-with-us, (Emmanuel). He shares his Spirit with us (TCREK018)
The Church is a community that celebrates and makes present Jesus and his work (TCREK019)
Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus (TCREK020)
The Sacraments are celebrations of the presence of God in the lives of Christians.Through the Sacraments, Christians are born into and nourished in the life of Christ (TCREK021)
The Liturgy of the Church expresses our loving relationship with God and helps Christians to live like Jesus (TCREK022)
Christians make choices that are informed by the loving example of Jesus (TCREK023)
Christianity is essentially linked to Judaism through history and Tradition (TCREK024)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI007)
Be familiar with the most significant stories of the Old Testament (Hebrew Scriptures) and the New Testament (TCREI008)
Represent and communicate religious or spiritual ideas and information in a variety of ways, such as diagrams, models and simple reports (TCREI009)
With guidance identify questions about religious ideas, events or rituals and record their theories, thoughts and feelings (TCRED008)
Weigh up values and ideas to make connection. Share thoughts and suggestions with others. Contribute to group dialogue, generate questions and draw conclusions regarding principles for living responsibley, locally, or globally (TCRED009)
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)
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.
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...
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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.
The key inquiry questions for Year 6 are articulated below.
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God’s goodness is constant. Christians are invited to witness to the Reign of God (TCREK025)
Jesus is the Son of God, who offers hope to the world (TCREK026)
The Church is empowered by the Holy Spirit to be a sign of life, hope, reconciliation and service to the world (TCREK027)
Christians reflect on the action of God in their lives in the light of Scripture: the Word of God (TCREK028)
The Sacraments are ritual celebrations of God’s Spirit in our lives. They empower Christians in ministry and service (TCREK029)
The many forms of prayer facilitate the movement of the Holy Spirit in our relationship with God (TCREK030)
Christians make choices that are informed by the loving example of Jesus Christ (TCREK031)
The Catholic Church is one with other faiths in their search for knowledge and understanding about God (TCREK032)
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)
Be familiar with stories of the OldTestament (Hebrew Scriptures) and New Testament and the many ways they and other forms of media tell stories, use words and symbols to help us seek and make meaning (TCREI011)
Communicate religious or spiritual ideas and information in a variety of ways (oral, graphic and written) including multi- modal texts (TCREI012)
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)
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)
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)
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.
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...
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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.
The key inquiry questions for Year 8 are articulated below.
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God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond (TCREK033)
Jesus Christ offers hope to the world and calls his followers to discipleship (TCREK034)
The Church proclaims the Good News of Jesus Christ and is missionary and prophetic (TCREK035)
Studying and meditating on the Scriptures as the Word of God reveals God’s love and deepens Christian perception of who Jesus is (TCREK036)
The Church recognises and celebrates the Sacramental presence of God through ritual, sign, symbol and word (TCREK037)
Prayer and Christian life are inseparable. Effective prayer transforms us and leads to a deeper love for God and one another (TCREK038)
Christ is the embodiment of God’s pattern for a just world (TCREK039)
Every person is a spiritual being whether this is acknowledged through religious practice or not (TCREK040)
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)
Explore scripture and some forms of multimodal texts with attention to the words and concepts used by the author to assist us seek and make theological or philosophical meaning (TCREI014)
Communicate religious or spiritual ideas and information (oral, graphic and written) to express personal understanding, using digital technologies as appropriate (TCREI015)
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)
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)
Take responsibility, personally and collectively, to strategise around options and commitments to seek positive outcomes in local, global or universal contexts, and, where possible, take some form of action (TCRED017)
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.
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 &rdquo...
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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.
The key inquiry questions for Year 10 are articulated below.
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God is always creating us, calling us to fullness of life (TCREK041)
The Incarnation is Jesus, present in the world, truly man and truly God. This is understood and portrayed in many ways in the rich history of the Christian Tradition (TCREK042)
The purpose of the Church in the world, in its history and structures, is to serve the world as God desires (TCREK043)
The Bible inspires and challenges Christians to live with compassion, love and service (TCREK044)
The Eucharist occupies a unique place as Sacrament of Sacraments: all the other Sacraments are ordered to it as their end (TCREK045)
Christian prayer and spirituality draw on the experiences and teachings of the spiritual writers from the Catholic Tradition (TCREK046)
God is a relationship of love and Christian life is about growing in right relationship (TCREK047)
The Church at the same time celebrates diversity yet seeks unity amongst all peoples (TCREK048)
Formulate their own questions that can be incorporated into theological or philosophical investigations of world-views including Christianity (TCREI016)
Use scripture and various forms of multimodal texts with attention to the etymology of significant terms, along with the author’s purpose and audience, to assist with seeking and making theological and philosophical meaning (TCREI017)
Communicate religious or spiritual ideas and information (oral, graphic and written) for particular purposes (TCREI018)
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)
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)
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)
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
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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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