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This paper describes a set of educational initiatives in Religious Education (RE). The paper addresses RE as an academic learning area and reserved for Kindergarten to Year 10 classrooms in Catholic schools. The initiatives described in the paper are evidence-based; they are guided by research and student achievement data addressing contemporary assessment reforms within the Australian educational context and considering the implications that the reforms have on the quality of student learning in RE. The reforms include quality assurance measures such as large-scale, standardised assessments (LSAs) and social moderation tools. The purpose of the measures is to establish standards that support the alignment of teaching and assessment practices. Such an alignment in the RE learning area has the potential to strengthen and improve student, as well as teacher, knowledge and understanding of the Catholic Faith Tradition. The paper draws from the Catholic RE school curriculum in Western Australia (WA), assessment principles outlined for schools in WA, an Australian Research Council Linkage project and local research about teacher perceptions of an LSA in RE. The paper supports local and national policy expectations recommending a review of the quality of RE as a learning area. Furthermore, given the prominence of the Catholic Church's mission of evangelisation and the nature and role of RE in Catholic schools as part of that mission, the paper endorses the Church's current stance on thoughtful dialogue and renewed efforts to bring a better understanding about Catholic culture and education to the world. [ABSTRACT FROM AUTHOR]

In Western Australia (WA), Religious Education (RE) is a mandated learning area within the compulsory years of the Catholic school sector. RE is advocated as a curriculum subject, timetabled for and assessed alongside other subjects and focussed on developing religious knowledge and understanding. In addition to the RE lesson, faith development, or catechesis occurs through the intersection of RE and other faith-based activities in the Catholic school. In the early learning centre that caters for children prior to compulsory schooling, there is no formalised RE curriculum and educators are tasked with raising the religious awareness of children as opportunities arise. This paper presents findings from research that explored educators' understandings of, and practices in, promoting children's spirituality specifically in connection to RE. As a result, the paper advocates for spirituality as the starting point for developing young children's religious beliefs. In addition, it become evident through this investigation that understandings of spirituality, religiosity and RE continue to be complex and educators require assistance to disentangle these if they are to intentionally promote children's spirituality, and subsequently, their religious beliefs. [ABSTRACT FROM AUTHOR]

This paper discusses educational insights drawn from a mixed-methods study in Religious Education (RE). The study involved 238 teachers and school leaders, working in 65 Catholic schools in Western Australia (WA). The focus of the study was the educators' perceptions of a large-scale, standardised assessment (LSA) called The Bishops' Religious Literacy Assessment (BRLA). The assessment is developed by the Catholic Education Office in WA for the purpose of measuring student learning in RE. Students enrolled in Years Three, Five and Nine in Catholic schools across WA participate in the assessment each year in August. The study revealed six themes, two of which are specific to the educators' perceptions of the administration of the BRLA. The other four themes relate to the perceived nature and role of RE and the use of LSAs in education. The themes signal complexity, based on diverse experiences about teaching and assessment practices in RE. These experiences provide empirical evidence specific to the context of RE as an academic learning area, reserved for the classroom. The evidence is new knowledge that builds on research in RE, identifying existing complexity and challenging, presuppositions and motivations that appear to cause misalignment between policy expectations and school-based practices. Given national interest in education about progressing student learning and the Catholic education agenda about addressing the quality of RE, the new knowledge acts as a springboard for classroom, school and system level dialogue about teaching and assessment practices in RE that can promote progress in student learning in Catholic schools. [ABSTRACT FROM AUTHOR]

Research on teacher formation emphasises the need for teachers in Catholic schools to be involved in ongoing, purposeful, professional and spiritual formation (Franchi and Rymarz 2017). Contextually, Catholic Education Western Australia (CEWA) requires teachers of Religious Education (RE) in Catholic schools to participate in ongoing professional development, including opportunities for spiritual and faith formation. This paper presents initial findings from a project that engaged twelve Catholic early childhood RE teachers from one Western Australian school in a series of formative sessions. The project was named The T.I.T.U.S. (Testament In Teachers Using Scripture) Project and comprised four sessions that offered teachers opportunities for spiritual and faith formation through the use of Scripture. A qualitative approach to the research design was employed and data gathered included survey, journaling and semi-structured interviews. Data were analysed through a process of thematic coding. The initial findings provide insight into early childhood RE teachers' perspectives of their own spiritual and faith formation. [ABSTRACT FROM AUTHOR]

This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers' confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers' confidence is a teacher's belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there has been insufficient research into early childhood teachers' confidence to teach RE in Catholic schools in an Australian context. Literature supports the notion that if early childhood teachers have a strong teacher confidence for a subject, they are more motivated to teach the subject and this has a positive correlation with positive student outcomes. The epistemological approach underpinning the research is constructivist in nature; therefore, it is based on understanding the constructed realities of what humans know of the world and themselves as produced by communications and systems of meaning. Three case studies follow teachers from their early career to second-year experience in Catholic schools. This study investigates support structures and aspects that contribute to teacher confidence in the teaching of RE. The main themes identified by the data that contributed to confidence or lack of confidence included training, family and religious backgrounds, teaching and learning, mentoring and support in the first year of teaching. The implications of the results for pre-service teacher training and support for graduate teachers are discussed and some suggestions are offered about the courses provided by universities and what schools and education systems can do to support early career teachers to teach RE effectively in Catholic schools. [ABSTRACT FROM AUTHOR]

After much preparatory work, the Catholic Education Office in Western Australia determined to move Year 7 students from its more than 100 primary schools to secondary schools in 2009. This was the first time in the state's history that a major education system had embarked on such an undertaking. This system-wide shift presented a unique opportunity for investigating the degree of success experienced when viewed through the eyes of relevant stakeholders. This paper reports second phase results (stakeholder perceptions) of a prior study that reported details of the preparation undertaken in anticipation of the move. Issues identified here have clear implications for other systems that may be contemplating the creation of a six plus six primary-secondary schooling structure. [ABSTRACT FROM AUTHOR]

In 2009 the Catholic education system moved to a six plus six model, even though the public education system in Western Australia decided to remain with a seven year primary and five year secondary school structural arrangement. Prior to implementation, a great deal of planning was undertaken by the Catholic Education Office and individual schools to ensure the smooth transition of Year Seven students to a secondary school setting. This system-wide shift presented a one-time opportunity to investigate the planning arrangements of six Catholic secondary schools that agreed to participate in the study. This study reports the unique challenges experienced by each school, what they learned from the process and what hindsight taught them about how things might have been done differently. Insights should be valuable to other systems contemplating a similar transition. [ABSTRACT FROM AUTHOR]