Learners and Learning in the Religious Education Classroom

Year 3 to Year 6

During these years of schooling, students begin to understand and appreciate different points of view as they move from an identity centred on the family to a wider world of relationships. They draw on their growing experience of family, school and the wider community to develop their understanding of the world and their relationships with others, past and present. Students increasingly look for and value learning they perceive as relevant, consistent with personal goals and leading to important outcomes.
Although from diverse backgrounds, with differing life experiences and levels of development,students share many characteristics. Most students are:
  •  providing reasons for their own thinking and justifying their conclusions;
  •  seeking security, affirmation, encouragement and stability through significant adults and increasingly through their peers;
  •  concentrating on tasks for longer periods of time;
  •  becoming more independent as learners;
  •  increasingly using social media and digital tools for self-expression and networking;
  •  moving from concrete to abstract thinking;
  •  accepting of the existence of the Divine and regard prayers to God as important, and requiring a response;
  •  developing a conscience;
  •  able to articulate their faith and question its validity; and
  •  asking increasingly complex religious questions and contributing to planning their own areas of inquiry.
The Religion Curriculum P-12 enables students in Year 3 to Year 6 to develop their understanding of community and its significance for sharing and developing faith. They learn about the experiences of different communities, past and present and the many ways in which faith is lived out and celebrated in their lives. Students learn about the particular communities for whom the human authors of sacred texts shaped their writings. They learn about the relational nature of God as Trinity and the significance of Jesus’ law of love.