Curriculum stance

Educational Approach

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:

  • Teaching concepts in a way that is appropriate for the age and developmental stage of the students;
  • Relating all that is taught to their experience; and
  • Providing discussion and activities that encourage students to reprocess information and make it their own.

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

Gardner Theory
of different kinds of intelligences

Learning Theory
undergirding Connect


To read about the philosophy, structure, teaching and learning activities developed for the Think Faith curriculum for secondary students, click here

Underlying Belief System

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.

I have really appreciated having Scripture in our schools. I work in a hospital emergency department; this week one of my colleagues said to me that he was keen for his child to go to school and receive a religious education. My colleague is a Buddhist but was keen for his child to learn about Jesus so that she could decide for herself whether to be a Buddhist or a Christian or neither. I draw your attention to the fact that it is not just Christians who are keen for Scripture in schools to continue.