Emmaus College seeks to empower confident, creative, successful, active and informed learners who enrich their lives, and the lives of their community, by equipping them with the skills, knowledge and capability for their journey in a globalized technological society in living the Gospel of Jesus Christ.
A Christian view about Learning and teaching is reflected in both dimensions of Religious Education, the classroom learning and teaching, and the Religious Life of the School.
The Religious Education Curriculum focuses on high expectation to maximize and progress students learning from Prep through to Year 12. Religious Education puts great importance on the alignment of learning, teaching and assessing. High quality learning and teaching is planned to progress students through the curriculum and makes learning visible across the college. Learning is planned around the Vision for Learning to make learning inquiring, creating and reflecting so that learners are persistent, interactive and hope-filled.
The Vision for Religious Education emphasizes the complementarity of the two dimensions of Religious Education and articulates a school’s aspirations for students in terms of their religious literacy and faith in formation. In that sense the Vision begins with ‘the end in mind’.
Emmaus College aspire to educate and form students who are challenged to live the gospel of Jesus Christ and who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader Christian tradition so that they might participate critically and authentically in faith contexts and society.
The distinct and complementary nature of both dimensions of Religious Education has been conceptualized in the following Model for Religious Education.
In the schools and colleges of the Archdiocese of Brisbane, teaching people religion and teaching people to be religious draw upon the Christian tradition in ways that are mindful of local contexts and the ecumenical and multi-faith realities of contemporary culture.
When planning for effective learning and teaching in Religious Education, the BCE Model of Pedagogy is used as an important reference. The Model of Pedagogy puts students in the centre of learning and brings together the principles and practices of learning and teaching that lead to success for all learners.
These principles and practices arise out of the beliefs and values of the Brisbane Catholic Education Learning and Teaching Framework and an evidence-based approach upon which teachers can construct their practice to ensure that all students are progressing in their learning and development.
Religious Education seeks to develop the religious literacy of students in light of the Christian tradition, so that they might participate critically and authentically in contemporary culture. Students become religiously literate as they develop the knowledge, skills and dispositions to interpret and use language confidently in and for faith contexts and the wider society.