Religious Education

The students were encouraged to consider the spiritual dimension to life and their personal responses to that aspect of the human condition. The Anglican approach is respectful of the autonomy of students in relation to decision-making in this realm of human identity and the broad variety of backgrounds from which the population is derived. Accordingly, a gentle but encouraging approach was used by the Religious Education teachers. Students were encouraged to ask the big questions and respectfully challenge the Christian message and clarify their interpretations of that message. Although core Christian messages were conveyed, an attempt was also made to share the variety of Christian views in relation to issues about which there is debate.

It was pleasing to note the positive response to Religious Education in general. Students appeared to appreciate the approach which the teachers took; in addition they often displayed an interest in the topics which were explored. Variety in the programme was employed; specific biblical books, themes, DVD’s and assignments were all used across the various age groups. The quality of discussion and reflection, even among the younger girls, was most pleasing. Christian meditation was introduced to a number of age groups and many of the students enjoyed the activity. In a post-Christian era it is important for students to have specific opportunities to experience the spiritual dimension. Life is so incredibly busy and noisy, even for young people, so that these occasions can provide a bridge to a critical dimension of life which often lies dormant in the everyday routine.

In the Middle School the Year 7 girls seemed to particularly enjoy their exploration of ‘The Lion, the Witch and the Wardrobe’ through Christian eyes. Opportunities to prepare a chapel service and knit for community service were also popular activities. The Year 8 students enjoyed examining identity from a Christian perspective with the aid of “Alice in Wonderland’ and the Year 9 students benefited from their research into Easter themes.

In the Senior School, the Year 10’s developed their passion for Social Justice and an appreciation of the New Testament emphasis on creating a just, compassionate world. Year 11’s increased their appreciation and respect for a large array of alternative religions and also had the opportunity to examine the historical and archaeological research to substantiate significant Christian claims. At the same time, the Year 12 students studied ultimate questions in relation to pain and suffering and human identity in conjunction with ethics.

Study of Religion (SOR) was taken by a healthy number of the girls in Years 11 and 12. It was immensely satisfying to note the enthusiasm with which most of the students approached the various topics. SOR, allowed the participants to develop their appreciation for a variety of religions and philosophies through a range of topics. Many of the questions which are addressed in SOR go to the very core of the human experience, so that much of the material is intrinsically interesting to the students. The Year 11 excursion to a Buddhist Mosque and Islamic Temple was a highlight; in addition, the Year 12’s appeared to derive benefit from their trip to a local cemetery and interviews in relation to death, dying and the afterlife. This Year 12 task was undertaken in a sensitive, empathic manner and despite the morbid content provided a wonderful opportunity for the students to develop their own thinking in relation to these areas. Arguably, balanced human beings should explore these kinds of topics and a comprehensive education should provide such an opportunity.

Study of Religion
Why take 'Study of Religion'
Study of Religion facilitates the development of an awareness and appreciation of Australia today as a pluralistic society in which a great variety of religious traditions exist side by side. Studying religion can help develop an understanding of the ways in which particular cultural contexts have influenced and continue to influence the formation of an individual's world view and the framework of beliefs in which it is interpreted. In addition, because students are living in a highly globalised world, the subject provides the opportunity for students to become more effective, sensitive and empathic citizens in the contemporary globalised world.

What do Students study?

The course is comprised of the following units:

Study of Religion in the senior school may be viewed as a number of interrelated activities designed to help students understand:

• The purpose, meaning and significance of religion in the lives of individuals and communities
• Their own patterns of belief, their traditions, and the ways in which these contribute to shaping their lives and        interpreting their experiences
• Those aspects of human experience that have prompted and continue to prompt the development and acceptance of      religious interpretations of life
• The different religious views they are likely to meet in the communities to which they belong
• The impact of religious understandings in shaping world events
• That a commitment to certain beliefs, attitudes and values need not preclude a respect for and a sensitive appreciation      of the beliefs, attitudes and values of others

How do students study Study of Religion?

This subject offers an increasing level of challenge to students. Through an inquiry process students are encouraged to identify and analyse moral and ethical issues, develop skills in moral decision-making, justify conclusions and formulate ethical positions.

Students will be involved in such learning experiences as; using a variety of media and research techniques to investigate issues, group discussions and debate, reporting, exploring case studies, working independently, site visits and dialogue with the wider community.

How are students assessed?

The criteria of Knowledge and Understanding, Evaluative Processes and Research and Communication are assessed through a variety of assessment instruments, including: 

• Research assignments and essays
• Multimodal presentations
• Essay and response to stimulus tests
• Field study reports

Students complete six assessment instruments each year.

Mr Richard Larsen
Head of Faculty
rlarsen@sthildas.qld.edu.au