Planning for learning
Planning for learning in Religious Education in the pre-compulsory year of schooling (Kindergarten) is informed by Good News for Living and guided by the Early Years Learning Framework (EYLF). Fundamental to the framework is a view of children’s lives that is characterised by their belonging, being and becoming (EYLF, p. 7).
In harmony with Religious Education in the first year of school (Prep), planning for learning in Kinder incorporates the aims, core doctrinal concepts, content statements and understandings for the Foundation Year of Good News for Living as the foundation for children’s religious understanding and spiritual development.
For Kinder, the practices and pedagogy identified in EYLF guide the planning for learning in Religious Education. Learning is play-based, with particular attention given to developing an environment that provides the space, time, provocations, diverse materials and experiences to stimulate children’s learning.
Through the use of a holistic model of play-based learning, children are drawn into opportunities that support spiritual as well as intellectual, social, kinaesthetic and emotional learning. Planned provocations stimulate children’s discovery of personal identity, of God’s love and of the call to live in right relationship with others, including the community of persons of their family, Catholic school and parish.
Within the learning environment there is a balance between child-initiated and educator-supported learning experiences and routines. The environment is designed in such a way that it encourages children to explore, wonder, solve problems, imagine, create, construct and simply be.
Planning of the learning environment also provides for children’s interaction with others and fosters their learning about how to respect their own and others’ dignity and to treasure all of life.
Learning experiences also support children’s growth in personal understanding of prayer, the liturgy, Scripture and Catholic beliefs and practices.