Learners and Learning in the Religion Classroom
Foundational to the shared work of teachers are the beliefs they have of the learners they serve. The BCE Learning and Teaching Framework (2012) explicitly articulates the beliefs and the responses that flow from these beliefs within schools in the Archdiocese.
Every learner is created in the image and likeness of God and, inspired by the Spirit, responds  with passion and creativity to life.
  • Every learner seeks to find meaning in life and learning and, in the Catholic Christian Tradition, we find meaning in the person and teachings of Jesus to grow as pilgrim people.
  • Every learner is a lifelong learner, with a desire to search for truth and do what is right;
    accountable for choices and responsible for actions.
  • Every learner is in some respect, like all others, like some others, like no other and we respond
    creatively, flexibly and with a futures orientation to ensure dignity and justice for all.
  • Every learner can achieve success in life and learning where diversity is valued and shared
    wisdom contributes to decision-making that enriches and enlivens our world.
  • Every learner brings to the learning experience their own richly diverse life journey to
    contribute to a community in communion, empowered by the Spirit to be at the service of
All students are entitled to rigorous, relevant and engaging learning programs in religion, drawn
from the Religion Curriculum P-12, that address their individual learning needs. The three dimensional
design of the Religion Curriculum P-12 comprising specified curriculum content, general capabilities
and cross-curriculum priorities, provides teachers with the flexibility to cater for the diverse needs of
students, including the needs of students with disability, gifted and talented students and students for
whom English is an additional language or dialect.
Teachers use the curriculum flexibly to meet the individual learning needs of students and to
personalise their learning by:
  • adjusting the way in which students are taught and the means through which they demonstrate their learning;
  • using the extended general capabilities learning continua from the Australian Curriculum to adjust the focus of learning or to emphasise specific aspects such as higher order cognitive skills;
  • providing students with opportunities to work with content in more depth or breadth;
  • providing students with additional time and support; and drawing from content at different levels along the Prep to Year 10 sequence.

(The Shape of the Australian Curriculum: Version 4.0, ACARA, 2012)

The Religion Curriculum P-12 is organised across four year groupings: