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 Religious Education

Religious Education consists of two distinct but complementary dimensions; namely an educational dimension and a faith formation dimension.

 

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The first dimension, most commonly referred to as the classroom teaching of religion, is focused on Religious Education as an educational activity. The second dimension, faith formation, is reflected in the religious life of the school, family, and parish. The educational dimension and the faith formation dimension are inextricably linked.

Teaching of Religion

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The Brisbane Catholic Education Religious Education Syllabus and Curriculum documents provide a strong foundation for the development of religious literacy at St Edward’s Primary School. Like other key learning areas, Religious Education is based on an achievement standard approach where teachers use a myriad of teaching processes and resources to ensure high-quality learning.

The Religion Curriculum involves four strands. These strands are interrelated and are taught in and integrated approach to the learning context of the class.

1.    ​Sacred Texts​  

2.     Beliefs​

3.     Church​

 Structure of the Religion Curriculum.pdfStructure of the Religion Curriculum.pdf

Faith Formation

The Religious Life of the School also comprises four interrelated components:

3.     Prayer & Worship

 Structure of the Religious Life of the School.pdfStructure of the Religious Life of the School.pdf

Each of these components, while mutually reinforcing, provides a significant focus on a distinctive aspect of the religious life of our school and complements the teaching of religion within the classroom. Each component is further sub-divided into three elements.


Sacramental Program

The Sacramental Program is a parish-based preparation for receiving the Sacraments of Penance, Confirmation, and Eucharist.

The program is conducted outside of school hours and is organised and facilitated by a Parish team.  Further information regarding the Sacramental Program can be provided by contacting the Parish Office.

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