Religious Education

The Religious Education program of the school is that prescribed by the Religious Education Guidelines of the Archdiocese of Brisbane. The Assistant to the Principal – Religious Education oversees the implementation of such programs. Part of this role is also to facilitate the prayer life of the school and to co-ordinate with the Pastor its liturgical celebrations.

Religious Education is an area of learning that promotes the knowledge, skills, attitudes and values that enable students to participate as active and informed members of the Church and society. Students are actively involved in gaining knowledge and understanding of the Catholic tradition, an awareness of other religious traditions and the place of religion in human life and Australian society. This learning takes place in a number of different contexts. For the primary school child the main contexts for learning are:-

  • Family
  • School
  • Parish
Ideally these three environments are at one in promoting the overall faith development of the child. Although there are necessarily no clear lines of demarcation with regard to the respective roles of the family, school and parish there is a specific focus for each.
  • In the Family - the child learns to live his/her faith.
  • In the School - the child learns to know his/her faith.
  • In the Parish - the child learns to celebrate his/her faith.

Sacramental Program
Sacramental programs are parish programs with obvious school involvement and support. Sacrament dates are advised early in the school year.

Pastoral Care
Because we believe in the value and uniqueness of each person who is created in the image of God, and our ethos is grounded in gospel values, an attitude of Pastoral Care permeates our relationships and our work. Pastoral Care involves all the members of the school community in fostering an atmosphere of belonging, where the dignity and worth of each person is continually affirmed and developed.

Built on open communication and mutual respect, pastoral care is an intentional active response to the needs of staff, parents and students. Apart from this overall philosophy, which characterises our every endeavour, one of the more formalised structures sees `buddy’ classes meet at least once a term for the purpose of building relationships between children beyond their particular year level. It also gives each child the opportunity to get to know and build a relationship with a teacher other than his/her classroom teacher.

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