The Shape of Religious Education School Administrative Priorities for Religious Education

School Administrative Priorities for Religious Education

There are a number of administrative priorities that all schools in the Archdiocese of Brisbane need to address in the delivery of a high quality Religious Education curriculum across Prep to Year 12.

Time Allocation for the Teaching of Religion
It is a requirement that a minimum of 2.5 hours per week of religion teaching is provided in both primary and secondary schools from P-12. This equates to 92 - 100 hours per year, based on 37 - 40 available teaching weeks per year. Liturgy, prayer, hymn practice and other religious practices are not included in this provision. Principals need to ensure that the effective timetabling of religion classes is given high priority within the life of the school.

Senior Secondary Courses in Religion
Three senior secondary courses in religion have been approved for use in the schools and colleges of the Archdiocese of Brisbane. They are: Study of Religion (Queensland Studies Authority board subject); Religion and Ethics (Queensland Studies Authority Subject Area Syllabus) and Certificate III in Christian Ministry and Theology. Specific programs offered by Archdiocesan schools in the senior secondary years must address the requirements of both the Religion Curriculum P-12 as well as the relevant course providers.

Accreditation to Teach Religion in a Catholic or Ecumenical School
All teachers of religion in Archdiocesan schools are required to be accredited to teach religion. This includes teachers of religion in the senior secondary years engaged in Study of Religion, Religion and Ethics and Certificate III in Christian Ministry and Theology. Further information regarding the accreditation to teach religion can be accessed through the Brisbane Catholic Education website.

Teachers as Professional Learners
Religious educators engage in ongoing professional learning focused on enhancing individual and collaborative practices as well as the capacity to improve student learning. Each school will engage in the ongoing process of consistency of teacher j​udgement, a key strategy for implementing the Religion Curriculum P-12 and monitoring its effect on students’ learning.

Through engagement with this process, within and across school communities, teachers build capacity to understand the curriculum intent, identify evidence of student learning, determine and develop appropriate pedagogical practices and moderate teacher judgements about student learning.

Validation of School Religious Education Programs
Each Catholic and ecumenical school is required to have a documented Religious Education Program designed in accordance with the Religious Education Curriculum and approved through an Archdiocesan validation process. Regular monitoring and review of the program and its delivery is aligned with approved cyclical review processes.