Religious Literacy Begins in the Home

Much has been said over the years about what children learn about religion at school They should know the Ten Commandments, understand the sacraments and read the Bible among other things It is true that all these would contribute to the religious literacy of students but what of their religious practice How much does a person need to know and understand before they can practice their faith When it is said and done what happens in the home is far more influential on both knowledge and practice than the religious education that occurs in schools (ACU Study of RE Tests)

There is evidence to suggest that the experience of faith by children in homes is decreasing as families become less engaged with the practice of the local faith communities For years clergy have noticed this in Catholic Schools and catechists have also noticed it in Public Schools What impact does this have on what is taught and how it is taught?

For a start we cannot assume as much prior learning as we once may have Not just the experience of worship at mass but also prayer in the home Without encountering the symbol of the cross, statues of Mary or images of Holy Spirit children will have difficulty appreciating the meaning of these important things

Reading Bible stories in the home has long prepared children to enter faith conversations where God, Moses, Jesus and Mary are understood in the context of the story are understood in the context of the story Likewise, children who witness parents and family members serving the poor and acting for justice begin to see this type of behaviour as part of the practice of their faith. This is the same way children learn about food and nutrition, hygiene and health, exercise and sport, as well as caring and sharing.

As we know, the language of Christianity is centred on God. So, it is understandable that the faith education in homes and schools begins by introducing the concept of God to young children. Similarly, the Walking with Jesus Catholic Special Religious Education (SRE) program begins with this name. In Kinder we present God as the creator of the world who loves all that he has made including us. In the context of faith formation this knowledge leads to a relationship.

In Stage 1 this relationship is further illustrated by the word Father which introduces other relationships with Mary and Jesus Students’ life experience of family heavily influences their ability to move from a concept in their head (mind) to a loving relationship (heart) Catechists may be good sowers of the Word of God, but families and friends are the ground in which the seeds grows.

Stage 2 sees the foundations of the theological (head) concept of Trinity being laid by the use of the names Father, Son and Holy Spirit. Each time students make the sign of the cross(hands) they reinforce these words (religious literacy), revisit the relationship through prayer (heart). The symbol of the cross is fundamental to the Christian faith and deeply embedded in the liturgical life of Catholics. (Highlights the importance of sacred space in class.)

By Stage 3 students are well and truly capable of responding (hand) to the invitation to contribute to the Kingdom of God by being active in it. Typically, responding as disciples begins with prayer and worship (walking and talking with Jesus) and moves out to love of neighbour at home, school, their world (forgiveness, charity, care of environment)

As Catholic students progress through the Pathways of Discipleship program in high school they are challenged to live out their Catholic Christian faith by maintaining an active prayer and sacramental life, building positive relationships with family and friends as well as participating in works of charity and justice At the centre of a mature Christian life is the relationship with the triune God and the Church It is our intention that students in Catholic SRE are equipped with the knowledge, skills and appreciation to respond to God’s invitation of love and participate in the commununity of the faithful