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The Foundation Year curriculum provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. The content gives students opportunities to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe.
The content explores the people who are important to students and develops students’ capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities.
The Foundation curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.
Focus areas to be addressed in Foundation include:
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Students learn that humans are made in the image of God and that each person is to be respected, cared for and kept safe.
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By the end of Foundation Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They identify actions that help them be healthy, safe and physically active. They identify different settings where they can be active and demonstrate how to move and play safely. They describe how their body responds to movement.
Students use personal and social skills when working with others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges.
Identify personal strengths
Identify personal strengths
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Name parts of the body andhow their body is growing and changing
Name parts of the body andhow their body is growing and changing
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When planning for a Child Safety Education focus:
Implications for Teaching:
Identify people andprotective behaviours and other actions that help keep themselves safe and healthy
Identify people andprotective behaviours and other actions that help keep themselves safe and healthy
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When planning for a Child Safety Education focus:
Implications for Teaching:
Practise personal and social skills to interact positively with others
Practise personal and social skills to interact positively with others
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Identify andemotional responses people may experience in different situations
Identify andemotional responses people may experience in different situations
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When planning for a Child Safety Education focus:
Implications for Teaching:
Identify actions that promote health,and
Identify actions that promote health,and
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When planning for a Child Safety Education focus:
Implications for Teaching:
Participate inthat promotes engagement with outdoor settings and the natural environment
Practiseand movement sequences using different body parts
Participate in games with and without equipment
Explore how regularkeeps individuals healthy and well
Identify andhow their body moves in relation to effort, space, time, objects and people
Cooperate with others when participating in physical activities
Test possible solutions tothrough trial and error
Follow rules when participating in physical activities
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The curriculum for Years 1 and 2 builds on the learning from Foundation and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.
The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.
Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision-making, problem-solving and persistence through movement settings.
Focus areas to be addressed in Years 1 and 2 include:
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Students learn that humans are made in the image of God. They understand that all life is sacred, and that each person is to be respected, cared for and kept safe.
Students learn that they are good and unique beings, gifted by God. They are supported to use the anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility.
Students continue to learn about just and respectful relationships, love and forgiveness. They develop their ability to make decisions to enhance their own and others’ safety and wellbeing. Students are guided to use clues to recognise safe and unsafe situations. They develop strategies
including persistence and use of safety helpers to react to and report unsafe situations.
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By the end of Year 2, students describe changes that occur as they grow older. They recognise how strengths and achievements contribute to identities. They identify how emotional responses impact on others’ feelings. They examine messages related to health decisions and describe how to keep themselves and others healthy, safe and physically active. They identify areas where they can be active and how the body reacts to different physical activities.
Students demonstrate positive ways to interact with others. They select and apply strategies to keep themselves healthy and safe and are able to ask for help with tasks or problems. They demonstrate fundamental movement skills in a variety of movement sequences and situations and test alternatives to solve movement challenges. They perform movement sequences that incorporate the elements of movement.
their own strengths and achievements and those of others, andhow these contribute to personal
their own strengths and achievements and those of others, andhow these contribute to personal
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WHOLEHEARTED LIVING
Identifying one’s own strengths and achievements and being grateful for them as a gift from God, is essential for healthy growth. Identifying and authentically acknowledging others’ strengths and achievements requires an openness of heart and generosity of spirit. Learning to grow in this way promotes health, life-giving relationships and maturity. Each person grows through different stages of life, from childhood, through adolescence and adulthood, to old age at different rates. It is important for a person to understand the evolving nature of identity embrace those aspects that are positive and are life-affirming, and learn to carefully manage those that might damage one’s own wellbeing and hopes, and the wellbeing and hopes of others. The more a person understands about themselves and others and the role of successes, strengths, achievements, mistakes, weaknesses, limitations and failures in growing and becoming, the more empowered they are to build on areas of strength, adapt to life’s changes, and make changes that would enrich their lives and the lives of others. This is the essence of wholehearted living.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: John 1:12; Ephesians 1:6; Mark 9:22-24; Colossians 1:10; Colossian 3:12; Romans 12:3; Romans 12:2
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: authentic acknowledgment of own and others’ giftedness; inviolable dignity and worth of every person; self-awareness and understanding and self-management; wholehearted living; openness of heart and generosity of spirit; willingness to grow and learn (growth mindset)
Challenge: excessive individualism; personal identity that is based ‘on what we own, what we achieve, and who we know’; lack of self-awareness and acceptance of whole self; fear of failure/mistakes/limitations; meanness of spirit/jealousy; ‘better than’/’less than’ thinking; excessive competitiveness
Explore: enriching their own and other’s lives; the benefits and value of opening one’s heart in appreciation of others.
physical and social changes that occur as children grow older andhow family andacknowledge these
physical and social changes that occur as children grow older andhow family andacknowledge these
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OUR BODIES MAKE GOD VISIBLE
The body is good and is inextricably connected with the mind and spirit. Just as the body grows and changes so too does the mind and spirit, all of which are linked with the shifting social changes of growing up. Our bodies are the means through which we grow, communicate and form relationships. They express our unique selves made in the image of God. Every part of our bodies makes God visible in the way we reach out to, care for and love one another. Delighting in the gift and goodness of our bodies means much more than knowing body parts and functions and appreciating the differences between girls and boys, though these are very important. It is about becoming familiar with the miracle, gift and inherent dignity of our bodies, the uniqueness of being female or male, and the way in which we complement one another. Truly loving, nurturing and respecting our own and each other’s body as a unity of body, mind and spirit, is a way of expressing gratitude to God. One way in which families and church communities celebrate the stages of spiritual journey is through the sacraments of initiation.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Genesis 1:27; Psalm 139:13-14; Ephesians 4:15; Colossians 1:10
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the preciousness of all life; the role of the sacraments in initiation; inherent and equal dignity; the goodness and gift of the body; gratitude for the body; care of and respect for different bodies; nurturing the growing self; ways in which our bodies communicate God’s love
Challenge: gender inequality; disrespect for the gift of the body; disrespect for differences
Explore: the nature of change relating to the physical and social dimensions; the trusted role models in families and communities that support young people as they grow and change; commonalities and differences between girls and boys; the importance of good breathing in meditation and of the attention we pay to it (this may support or enhance learning and teaching of HPE content description of ACPMP028 Discuss the body’s reactions to participating in physical activities).
When planning for a Child Safety Education focus:
Implications for Teaching:
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
Practise strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation
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PEACEFUL AND SAFE COMMUNITIES
It is a part of God’s plan that we strive for peaceful and safe communities where love and justice far outweigh violence and abuse. A Catholic perspective views love and justice as inseparable and calls for socially just actions against disrespect, inequality, marginalisation, exploitation, manipulation and abuse. It is also important to learn from others who are trusted – to ask questions, seek counsel, and to listen to, and take direction from. It is imperative to build student capacity to uphold the dignity, safety and wellbeing of themselves and all others through advocacy and active participation.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 Cor 3: 16-17 Psalm 23:1-4; Isaiah 41:10; Psalm 46:1
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: dignity; non-violence; forgiveness and reconciliation; responsibility; advocacy for self and others; respect for one’s own and others’ bodies and person; looking for the good in self and others, being fair and just
Challenge: imbalance of power; marginalization and/or exclusion; judgmentalism; bystander behaviour
Explore: implications of God's plan for humanity and the way we treat ourselves and one another; ways in word and action to help keep each other safe.
When planning for a Child Safety Education focus:
Implications for Teaching:
situations and opportunities to promote health,and
ways to include others to make them feel they belong
ways to include others to make them feel they belong
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EVERYONE IS WELCOME
The essential nature of human beings, as created by God, is relational. We have been made by love and out of love in order to love God and one another and all of creation. Each and every person, in all their uniqueness, carries God’s presence and reveals God’s love through the way we notice, respect, include and care for one another. Jesus modelled hospitality through his inclusion of the marginalised in many diverse ways. He gave them honour and respect when others disregarded and excluded them. Likewise, we are encouraged to model and teach the young how be hospitable and foster a sense of belonging and inclusion. When we include one another, regardless of gender, personality, race or creed, we are being Christ to others. Real inclusion is about “opening our minds and our hearts and our lives and our talents to others” (especially those we least want to), and wondering how we can make each other’s lives better” (Chittister OSB, 1991 p. 126). Real inclusion is about being empathic and compassionate towards others so that everyone has a place of belonging, comfort and safety.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matt. 25-35; 1 Peter 3:8-12; Matthew 7:12; 1 John 4:20-21
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: hospitality in word and action; gender equality; Jesus’ example of inclusion of all; attitudes and actions that increase a sense of welcome and belonging; acceptance; forgiveness and reconciliation; personal and social responsibility; affirming words and actions that model empathy, compassion and hospitality in daily life
Challenge: discrimination; inequality; exclusion; power imbalance; us/them thinking; unwillingness to forgive and reconcile; unwillingness to be hospitable; meanness of word and action
Explore: ways to be hospitable and inclusive in daily living in diverse contexts; Jesus as a model for loving relationships; ways in which our class can be more welcoming, safe and inclusive; well-mannered respectful behaviours
Identify and practise emotional responses that account for own and others’ feelings
Identify and practise emotional responses that account for own and others’ feelings
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EMOTIONS ARE ESSENTIAL
The life and witness of Jesus shows us that our emotions are essential to our humanity, and the health of our emotions is essential to our mental, physical, spiritual and social wellbeing. Jesus faced many emotional situations which required clear thinking and a capacity to respond courageously to injustice through word and actions. He did this in a way that maintained his dignity and the dignity of others. Learning to become emotionally mature requires an understanding of the impact we have on others and the impact that others have on us. The truth about emotions is that they are the foundation of our ability to understand ourselves, connect authentically with others, and to wholeheartedly experience life. Whether male or female, emotions provide us with valuable information about who we are, what's going on inside of us and can help steer us towards directions that are life-giving for ourselves and others. Young people need practise to identify feelings and accept them in their bodies, learn to listen to them, and learn how to respond constructively to different emotions.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matt 15:32; John 11:3-5; John 15:9-11; John 3:5; John 2:15-16; 1 Cor 6:19; 1 Timothy 4:4
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: emotions as essential to being human; identifying, accepting and directing emotions constructively and responsibly; awareness of how other’s emotions and feeling impact on individuals and groups; responding to others’ feelings compassionately and with dignity; spiritual practices (e.g. meditation, mindfulness) to cultivate being in touch with, present to and listening to feelings in the body; wholeheartedness
Challenge: denying emotions; directing emotions unhelpfully and irresponsibly; disrespecting others’ feelings; emotional responses that impact negatively on individuals and groups
Explore: strategies that build capacity to keep calm and think clearly; importance of self-awareness and self-discipline; the links between emotions and health, learning and wellbeing
health messages and how they relate todecisions and behaviours
health messages and how they relate todecisions and behaviours
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COMBATTING HARMFUL INFLUENCES
The influence of the various media and digital platforms that children are exposed to is likely to be greatest and most enduring on children of this age group and younger (Rutherford, Bittman, & Biron, 2010). All messages communicate what it means to be human, how to act, and how to live. They also reflect the values and positions of their author. Consequently, young people must be guided to understand the values and positions underlying messages. Messages that broadcast unhealthy, unrealistic and harmful concepts of the body, femaleness and maleness, beauty, sexuality, success, and relationships, and the unsustainable acquisition of goods, are especially concerning and must be challenged. For the Christian, the promotion of life-giving values such as respect and care for the body (44), is essential for young people to make healthy decisions (101-103) and choose responsible behaviours.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: James 1:5; Proverbs 11:14; Philippians 4:8; Psalm 119:105; Galatians 5:25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: critical thinking and literacy; the goodness of the body; equality of dignity of all people; gender equity; healthy decision-making processes for the good of self and others; personal and social responsibility
Challenge: unhealthy representations of the body and gender; ill-considered actions; stereotyping; disrespect for the gift of the body; limiting and harmful concepts of maleness and femaleness; the unsustainable acquisition of goods
Explore: God’s plan for human thriving; the impact of a Catholic perspective on one’s health, happiness and wellbeing; health messages that promote life-giving Christian values.
Explore actions that help make the classroom a healthy, safe and active place
Explore actions that help make the classroom a healthy, safe and active place
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TRANSFORMING HOW WE SPEAK AND ACT
The way we think about and treat one another provides us with opportunities for encountering God in one another. If we understand God as forgiving, loving, compassionate, tender, welcoming and just and allow ourselves to echo these qualities in our relationships, we will find ourselves on the path to happiness, health and safety. Over time, all human beings develop ways of speaking to, and acting towards others. Regardless of how we choose to speak and act, we are responsible for what we do and say, and in so doing, choose to become one sort of person or another (Coultier, 2008). It is important for children not only to practise loving ways but to also know why they might choose one action over another. Knowing why, will provide the motivation for adjusting, ceasing or adopting particular actions (Coultier, 2008). When inspired by the words and deeds of Jesus, the way we think about and treat one another will be transformed.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Ephesians 4:32; Ephesians 4:29-32; John 15:12; Romans 15:7
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: hospitality; forgiveness and reconciliation; tenderness; responsibility; moral decision-making; gratitude; inclusion; equality; seeing the good and positive in self and others
Challenge: meanness; lack of mercy; unkindliness; lack of forgiveness; lack of responsibility; focussing on the weaknesses and mistakes of others
Explore: the relationship between thoughts, words and actions and the kind of people we become; Jesus’ example for being in relationship.
When planning for a Child Safety Education focus:
Implications for Teaching:
Identify and explore natural and built environments in the localwherecan take place
similarities and differences in individuals and groups, and explore how these are celebrated and respected
similarities and differences in individuals and groups, and explore how these are celebrated and respected
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THERE IS BUT ONE, INCREDIBLY DIVERSE HUMAN RACE
From a Catholic perspective the human race, with all its similarities and differences, reflects God’s being as a community, as a family, of love and justice. Each person expresses God (2) in a unique way and we come to know God through loving and just encounters with one another. So essential are relationships that God calls us to love one another, in all our diversity, as God loves each of us (John:13-34). To love as God loves is more than recognising, respecting and celebrating each other’s similarities and differences. It is to recognise that diversity is grounded in love and justice (5,6,7,66). Diversity is truly honoured when inclusion and equality have a central place in our attitudes, words and actions. The starting place is with ourselves and lies in seeing one another with fresh eyes. Eyes that choose to recognise and admire the goodness in others are eyes that choose to see as God sees (61-67) (Chittister OSB, 2003).
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Galatians 3:27; 1 Cor 12:27; Genesis 1:27; 1 Cor 6:17; 1 Thessalonians 3:12
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: classrooms of love and justice through: showing mercy; acknowledging and celebrating similarities and differences; respecting diversity; equality; showing gratitude for one another
Challenge: gender inequality; exclusion; power imbalance; unrealistic and harmful representations and stereotypes of femaleness and maleness
Explore: attitudes, words and actions that promote inclusion, belonging, and love; what is means to ‘see as God sees’ (67)
Performin a variety of movement sequences and situations
and participate in games with and without equipment
the body’s reactions to participating in physical activities
Incorporate elements of effort, space, time, objects and people in performing simple movement sequences
Use strategies to work in group situations when participating in physical activities
Propose a range of alternatives and test their effectiveness when solving
Identify rules and fairwhen participating in physical activities
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The Year 3 and 4 curriculum further develops students’ knowledge, understanding and skills in relation to their health, wellbeing, safety and participation in physical activity. In these years, students begin to explore personal and social factors that support and contribute to their identities and emotional responses in varying situations. They also develop a further understanding of how their bodies grow and change as they get older.
The content explores knowledge, understanding and skills that supports students to build and maintain respectful relationships, make health-enhancing and safe decisions, and interpret health messages from different sources to take action to enhance their own health and wellbeing.
The curriculum in Years 3 and 4 builds on previous learning in movement to help students develop greater proficiency across the range of fundamental movement skills. Students combine movements to create more complicated movement patterns and sequences. Through participation in a variety of physical activities, students further develop their knowledge about movement and how the body moves. They do this as they explore the features of activities that meet their needs and interests and learn about the benefits of regular physical activity.
The Year 3 and 4 curriculum also gives students opportunities to develop through movement personal and social skills such as leadership, communication, collaboration, problem-solving, persistence and decision-making.
Focus areas to be addressed in Years 3 and 4 include:
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Students learn that humans are made in the image of God, and that their growing and changing bodies and emotions are gifts from God. They understand that each person is to be respected, cared for and kept safe.
Students learn about the influence that others, including the media, may have on their identities, behavior and gender attitudes. Students use anatomical names of private body parts when developing their understanding of body ownership, privacy, respect and responsibility.
Students learn how making loving and just decisions help to build relationships and communities. Students develop situational awareness and use clues to recognise safe and unsafe situations. They react by applying strategies including using networks and reporting unsafe situations to safety helpers.
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By the end of Year 4, students recognise strategies for managing change. They identify influences that strengthen identities. They investigate how emotional responses vary and understand how to interact positively with others in a variety of situations. Students interpret health messages and discuss the influences on healthy and safe choices. They understand the benefits of being healthy and physically active. They describe the connections they have to their community and identify local resources to support their health, wellbeing, safety and physical activity.
Students apply strategies for working cooperatively and apply rules fairly. They use decision-making and problem-solving skills to select and demonstrate strategies that help them stay safe, healthy and active. They refine fundamental movement skills and apply movement concepts and strategies in a variety of physical activities and to solve movement challenges. They create and perform movement sequences using fundamental movement skills and the elements of movement.
Explore how success, challenge and failure strengthen
Explore how success, challenge and failure strengthen
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WHOLEHEARTED LIVING
Young people soak up many messages from many different sources about what it means to be human and what it means to be successful and happy. Messages that encourage young people to strive for perfection rather than authenticity, avoid mistakes and challenges, and fear failure, will only serve to inhibit their God-given capacity for a full, vital and wholehearted life. It can be too easy to fall into the trap of allowing our identities to be defined by what we do (and what we do not do), what we achieve (and what we do not achieve) and what we have (and what we do not have). Rather, it is our whole and full selves, our being and becoming, our failures and successes, that help us strengthen our personal identities. The richness of our lives and the contributions we make to the world derives from taking responsibility for our full and whole selves – our gifts, strengths, successes, hopes, our limitations, weaknesses, mistakes, and failures. The gifts of the Holy Spirit help Christians on the journey of life.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Genesis 1:27; Isaiah 49:16; Romans 8:26
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: wholehearted living; acceptance; responsibility; personal and social responsibility; persistence and resilience; celebration of and gratitude for own and other’s gifts/achievements
Challenge: worthiness as being more than doing and having; lack of persistence; non-acceptance of whole selves; fear of failure and considered risk taking; measuring self against other's gifts/achievements; striving for perfection rather than cultivating a growth mindset and authenticity
Explore: the absolute worthiness of every person; the potential of challenges, mistakes, limitations and failure to help us grow; the gifts of the Holy Spirit to support the journey of life.
Explore strategies to manage physical, social and emotional change
Explore strategies to manage physical, social and emotional change
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RESILIENCE, CHANGE AND FLOURISHING
Change can be difficult. Yet, while the joys and challenges of changing and growing are a vital part of God’s plan for full human maturity, the presence of God accompanies us on each and every step of our life’s journey. Because of God's love, we trust that we have been gifted with capacity and resources, within ourselves and with and through trusted others, to not only manage change and challenge, but to flourish. Developing our capacities for self-knowledge, self-discipline, responsibility, gratitude and resilience is key to positive personal growth and managing change. The amazing gift and goodness of our bodies, integrated with emotions, thoughts and spirit, is honoured by befriending our bodies, not taking them for granted, and not comparing them to unrealistic expectations. All change is made easier to navigate when we accompany and support one another generously and tenderly along the way.
Foundational Theological Concepts: The Person; Sexuality; Love; Loving Ethically & Living Safely
Scripture: Genesis 5:2; Jeremiah 29:11; Joshua 1:9
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the goodness of the body; equality of dignity; respect for the commonalities and differences of being male and female; self acceptance; gender equality in word and action; responsibility; supporting one another; hope and resilience
Challenge: excessive stereotyping; sexism; inequality; power imbalance; judgmentalism; discrimination; unrealistic representations of the body; body objectification
Explore: the nature of growing and changing in all of creation; the miracle of new life; the biological processes suitable to the students’ stage of development on the context of the whole person (1,8, 40)
When planning for a Child Safety Education focus:
Implications for Teaching:
andstrategies that can be used in situations that make them feel uncomfortable or unsafe
andstrategies that can be used in situations that make them feel uncomfortable or unsafe
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THE BUILDING BLOCKS FOR HUMAN THRIVING
Intentionally building the capacity of the young to protect themselves and others responds to the foundations for Christian moral living: within scripture, the Decalogue (Ten Commandments), the Beatitudes, and the fruits of the Spirit. These moral codes form conscience and enable a person to discern right from wrong and respond accordingly. How we treat one another, respond to one another and advocate for one another matters. Inspired by the words and deeds of Jesus, there is no room for: violence, abuse, gossip, manipulation, coercion, put downs, exclusion, inequality, discrimination, better than/less than thinking. God intends for all to be in communities enriched by relationships founded on love, equality, justice and peace. Also, in order for the young to identify and respond to perceived and real risks to safety and wellbeing requires the development of personal and social competencies. These competencies (self-awareness; self-management; social-awareness; relationship-building skills; and moral decision-making) are the building blocks for human thriving and, for Christians, are underpinned by the values of Jesus Christ. These same competencies contribute to spiritual wellbeing and the development of conscience.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 1 John 3:18; Micah 6:8; Philippians 2:3; Jeremiah 7:5
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: understanding Christian living based on: the Decalogue (Ten Commandments), the Beatitudes and the fruits of the Spirit; gender equity; personal and social responsibility; the personal and social skills of: self-awareness; self-management; social-awareness; relationship-building skills; and moral decision-making; and formation of conscience
Challenge: stereotyping; sexism; inequality; discrimination; limited acceptance; better than/less than thinking; put downs; bystander behaviour
Explore: human dignity and implications for how we treat one another; the use of conscience to make judgements about what is right or wrong in a variety of scenarios; moral challenges according to students own experiences and how to respond based on the values of Jesus.
When planning for a Child Safety Education focus:
Implications for Teaching:
Identify and practise strategies to promote health,and
Identify and practise strategies to promote health,and
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CULTIVATING HABITS FOR A TRULY HUMAN LIFE
Discovering who we are and who we are becoming depends on valuing and forming the life-long habits of reflection, prayer, relaxation, creativity, playfulness and dreaming. Never being at ease, and not knowing how to be still and calm, is spiritually destructive to health and wellbeing. It saps the ability to be fully present to ourselves and others and keeps us from forming the kinds of relationships and communities we long for. It is in the ‘downtimes’ of inactivity, free from over-scheduling, competition, and the disturbances and disruptions of all things digital, curricula and extra-curricula, that the murky waters of busyness can settle, and space is made to simply be, and to be with. Spiritual practices such as prayer, scripture, reflection, mindfulness, meditation and contemplation serve to cultivate calm and perspective leading us more deeply into awareness of and connection to God, self, and others, and God’s plan for our thriving. Helping the young form life-long habits that keep them connected to the wisdom of their bodies and their own and others’ hearts and souls is the pathway to living a truly human and wholehearted life.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Psalm 46:10; James 5:15; Acts 1:14; Psalm 107:30
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: spiritual practices such as prayer, reflection, mindfulness, meditation, contemplation, stillness, presence; creativity; perspective-taking; calmness, patience; learning to listen to the body
Challenge: excessive busyness and distraction; lack of quiet and still time; impatience
Explore: the link between nourishing spirituality, health and wellbeing; God’s plan for our thriving
When planning for a Child Safety Education focus:
Implications for Teaching:
how respect, empathy and valuingcan positively influence relationships
how respect, empathy and valuingcan positively influence relationships
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HONOURING THE DIVINE PRESENCE IN ALL
The relationality and diversity which characterises the world, mirrors the essential and defining attributes of God as Trinity. The essence of the Trinity is loving relationship, and Trinity form their unity through diversity (Coultier, 2008). God’s idea of loving relationships and communities is never closed but always open to others and is always welcoming of diversity. Simply put, the Trinity has room for, and overflows with love for everyone, in their commonalities, their diversity and their distinctiveness. Building the communities of abundant life that God desires for us means first recognizing God within each of us and what that means for us to be alive as brothers and sisters, as male and female (Radcliffe OP, 1998; Andrews, 2008). Being respectful, inclusive, empathic, compassionate and forgiving are characteristics of true relationships and true communities. However, if we are only respectful, empathic, inclusive, compassionate and forgiving of ourselves and those like us, then we have not understood what it means to be made in, and mirror, the image of God.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Matthew 25:38; Matthew 14:14; Matthew 20:34; Mark 11:25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: gender equity; equality of dignity; unconditional acceptance and celebration of differences; moral decision-making; empathy and compassion
Challenge: violence in any form; excessive stereotyping; exclusion; sexism; inequality; exclusion; discrimination; marginalisation; manipulative and exploitative relationships
Explore: how relationships improve when there is respect for, and acceptance of, diversity; real-life application of inclusivity, compassion, forgiveness and reconciliation in a variety of contexts; appropriate ways of demonstrating and expressing affection and love in different relationships
When planning for a Child Safety Education focus:
Implications for Teaching:
how emotional responses vary in depth and strength
how emotional responses vary in depth and strength
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CHANNELING EMOTIONS LOVINGLY AND RESPONSIBLY
It is our capacity for emotions that makes us most human and it is our emotional state which often dictates how we behave. There is great diversity in how people respond emotionally and learning how to channel emotions lovingly and responsibly is critical to healthy human development. Understanding the emotional responses of others begins with understanding and reflecting on our own. Emotions help us to know ourselves, to be real, make sense of the world, gauge situations, make decisions and to deeply connect with others. Suppressing, denying, projecting, numbing and distancing ourselves from our emotions has capacity to do great harm to individuals, relationships and communities. There can be no greater confirmation of the gift and importance of emotions in becoming fully human than the life of Jesus. Jesus’ capacity for empathy and compassion for all, flowed out from his intimacy with God and he channelled his feelings to heal and transform lives and living. In this way, Jesus reveals the nature of God.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: 2 Timothy 1:7; Matthew 20:34
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: the significance of emotions; learning how to identify, listen to, accept, understand, respond to, and channel our own feelings respectfully, lovingly and responsibly; gender equity in word, attitude and action
Challenge: denying or ignoring emotions; lack of management of feelings and projecting onto others; emotional manipulation/abuse; excessive stereotyping; disregard and disrespect for others’ feelings; limiting gender stereotypes and beliefs such as females being more emotional than males
Explore: the role and diversity of emotions in decision-making, actions and relationship quality.
When planning for a Child Safety Education focus:
Implications for Teaching:
and interpretinformation and messages in the media and internet
and interpretinformation and messages in the media and internet
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PROTECTING AND PROMOTING GOD'S VISION FOR ALL
Many health messages in the media and internet are frequently well-intentioned and helpful, though some are not. All messages communicate what it means to be human, how to act, and how to live. They reflect the values and positions of their author. Learning to interpret and make informed decisions about the values underpinning information and messages is challenging, yet essential. Over time young people need to develop skills of interpretation and decision-making skills. Christian values and positions promote dignity, justice, equality, love and wholehearted living. Gender inequality, harmful concepts of the body and of maleness and femaleness, sexualisation, body objectivity and competition, excessive stereotyping and power imbalance, misrepresent God’s vision for humanity (37-39; 123). They diminish the health, wellbeing and prosperity of individuals, relationships, communities and societies. The Beatitudes and the Commandments (101.4) and Catholic social teachings (117-123) provide a moral basis to guide responsible Christian living.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Proverbs 3:5-6; James 1:5; Proverbs 11:14; James 3:17
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: critical thinking and reflection; moral decision-making; God’s vision for humanity; Catholic understanding of the body; equality of dignity and gender equity
Challenge: excessive consumerism; stereotyping; gender inequality; sexism; exaggerated and harmful representations of the body, beauty and relationships; power imbalance; discrimination; marginalisation; exclusion; body objectivity
Explore: the values that underpin information and messages; the Beatitudes and Commandments (101.4) as guides (117) to living a Christian life
When planning for a Child Safety Education focus:
Implications for Teaching:
strategies to make the classroom and playground healthy, safe and active spaces
strategies to make the classroom and playground healthy, safe and active spaces
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SPIRITUAL PRACTICES FOR SAFE AND HARMONIOUS RELATIONSHIPS
The capacity of young people for peaceful, safe and harmonious relationships within and beyond the classroom is made possible through the cultivation of spiritual practices and spaces. Because young people have an ability to be totally present in the moment, they are ‘ripe’ for practices such as body prayer, centering prayer, meditation, contemplation, mindfulness and the like, which enables them to experience God within and beyond themselves (Freeman OSB, 2012). The fruits of these spiritual practices and strategies lead to young people using words and taking actions that: reflect values; deepen connection with others; engage in non judgmental listening and compassionate and moral decision-making; reduces inter-personal conflict, stereotyping and cross-cultural misunderstanding; and increases compassion towards others (Smalley & Winston, 2010). Young people need quiet and safe places to retreat, and they need opportunities to practise being still and reflective.
Foundational Theological Concepts: The Person; Love; Sexuality; Loving Ethically & Living Safely
Scripture: Mark 6:31; Matthew 11:28-30; Genesis 2:3
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: spiritual and reflective practices such as prayer, meditation, contemplation, mindfulness, journaling; forgiveness and reconciliation; Sabbath, an attitude of gratitude
Challenge: excessive busyness; multi-tasking; endless distraction; shortcuts; lack of quality reflection and ‘being still’ time; impatience; inability to be still and reflective
Explore: the fruits and benefits of spiritual practices and spaces for improved wellbeing and safe, harmonious relationships.
When planning for a Child Safety Education focus:
Implications for Teaching:
Participate in outdoor games and activities tohow participation promotes a connection between the community, natural and built environments, andand
Research own heritage and cultural identities, and explore strategies to respect and value
Research own heritage and cultural identities, and explore strategies to respect and value
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LOVE ONE ANOTHER AS I HAVE LOVED YOU
The richness and uniqueness of each person’s heritage, culture and story is to be valued and respected. There is a great diversity in our stories. The diversity of the human race gives expression to the nature of God who is a dynamic, interrelated community. Every person is endowed with inalienable dignity and worthiness and together we are family. When we recognise the dignity and worthiness of others we see as God sees. We are called to recognise the divine in everyone, especially in those who are not like us, or whom we do not like. There is no room for an ‘us/them’ or a ‘better than/less than’ mentality in God’s plan for us. There is no room for inequality and power imbalance and exclusivity. God desires us to treasure and respect the rich diversity of one another and to strive for unity and oneness, not sameness and uniformity.
Foundational Theological Concepts: The Person; Sexuality; Love; Loving Ethically & Living Safely
Scripture: John 13:34; 1 Cor 12:12; Hebrews 10:24-25
When teaching relationships and sexuality, school staff must read and enact on the guidance in Section Two of the Shape Paper: The Nature of Relationships and Sexuality Education in Catholic Schools and be informed by the hyperlinked theological teacher background.
Consider incorporating some of the following in planning and teaching:
Promote: respect for diversity; respect for one another’s histories; dignity and worthiness; justice; equality in attitude, word and action; belonging and unity; hospitality; inclusion; forgiveness and reconciliation; looking for and acknowledging the good in others
Challenge: violence in any form; inequality; intolerance; power imbalance; sexism (25); gossip; rumour; exclusivity; better than/less than thinking
Explore: the richness of diversity within our histories; spiritual practices such as prayer, contemplation and loving-kindness meditation to deepen connection with one another; personal and social responsibility; God’s plan for us; seeing as God sees; attitudes, words and actions that build authentic connection and loving and just communities.
Practise and refinein a variety of movement sequences and situations
Practise andmovement concepts and strategies with and without equipment
the benefits oftoand