Our understanding of how children and adolescents learn has been enriched in the last 40 years by the research into human intellectual, emotional and moral development.
CEP curriculum aims to draw on current research on the way students think and learn and apply these principles into the realm of how we teach children about God. Each curriculum is designed to cater for different learning stages, with language, content and activities written with the needs of each child in mind.
In each curriculum, importance is placed on:
CEP uses a range of teaching and learning strategies to engage the intellectual strengths and preferred learning styles of your child.
Click the links below to view specific research applied in the writing and development of the Connect curriculum for primary students:
5 Circles of Learning
of different kinds of intelligences
To read about the philosophy, structure, teaching and learning activities developed for the Think Faith curriculum for secondary students, click here
The Christian heritage in our culture is still very strong, and Christian SRE will help your child in understanding their culture and language.
CEP curriculum, designed for use in Special Religious Education classes in schools, is written from a Biblical standpoint that accords with the historic creeds of the Church.
The underlying theological assumption is that we humans are made in the image of God. Consequently, we first need to understand God as he reveals himself in the Bible, pre-eminently in the person of Jesus Christ, before we can understand ourselves. The students are encouraged to see the whole Bible as God’s plan of salvation. In each CEP curriculum, the students are introduced to the timeline of the Bible so they can see for themselves where various events they read about in their Bible took place in relation to the overall outworking of God’s plan.
This curriculum intentionally differs from those that adopt a human frame of reference or that focus on themes derived from another school curricula.
As an infant at primary school I regularly attended SRE classes and was genuinely moved by the transparency, honesty, sincerity, gentleness and kindness of one teacher in particular. When in year 9 I dropped out of SRE and was horribly disobedient and nasty to my SRE teacher, although my teacher was patient and gentle toward me. Several years later, after experiencing such things as an eating disorder, Chronic Fatigue and Depression ... led me to have a greater optimism, hope and peace, when I reflected on my experiences in SRE and chose to be a Christian.Emma