2026 Religious Education Curriculum Trial-based Learning Teams

In 2026, Trial-based Learning Teams for the draft Religious Education curriculum will trial units of work in Foundation, Year 7, Year 8, and a potential for some select units in Year 10.

In the containers below are some answers to FAQs that have come to the RE Excellence Team at MACS so far in the process of trialling units in 2025.

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Why do we need a new Religious Education Curriculum?

The last approved Religious Education curriculum was in 2008, called Coming To Know, Worship and Love. Since 2008 there has been significant change and development in Religious Education in the Archdiocese of Melbourne. A review was initiated by the Archbishop of Melbourne and was completed in 2023. It recommended a new Religious Education Curriculum be written that is Trinitarian and Christocentric, attending to the distinction and complementarity of catechesis and Religious Education, and must take account of the priority of the kerygma.

Why not use a curriculum already established in another diocese?

Religious Education curriculum is approved at a diocesan level by the local bishop according to Canon Law (Canons §804.1, §804.2 and §806.1). Following the review into Religious Education, the Archbishop of Melbourne established the Religious Education Reference Group to oversee the writing of the new RE curriculum for the Archdiocese of Melbourne. This group is chaired by Professor Br David Hall FMS. The reference group considers other approaches and content from dioceses around Australia and the world and uses these insights to assist in the development of a new curriculum as required in the Terms of Reference (which can be found here).

What curriculum model is being used for the Curriculum?

The new curriculum model is adopting a model of Curriculum Coherence where each part contributes to the whole in the development of a total vision of human life. This model is based on the work of Fr Luigi Guissani, and a similar approach is being taken in another diocese in Australia. Prof Kath Engebretson presented a paper to the GRACE Colloquium in 2025 outlining the curriculum model. A version of this paper can be found here.

Will the curriculum still be organised around the five content areas?

(Scripture and Jesus; God, Religion, and Life; Church and Community; Prayer, Liturgy and Sacrament; Morality and Justice)

The five content areas are not part of the curriculum coherence model. The ideas found in them, such as prayer, sacraments, justice, etc., are still present in the curriculum but the units of work are no longer organised around the content areas. Units of work are now organised around the central theme of each year level, whereby each unit contributes to the whole year instead of being disconnected topics. The themes and then units of work are cumulative and connected across a year and then build on each other from year to year.

One consequence of the content area model was that a whole year planned sequence of topics could be constructed in a way that meant the topics were isolated, which meant the connections between them were lost or hidden. For example: completing a topic on Old Testament scripture (e.g. the story of Joseph), followed by a topic on human dignity and bullying. Whilst the teacher might be able to understand the connection between elements of these two topics, students experience them as disconnected sequences. The new curriculum proposes to create and sequence units in such a way as to make the links between units of work explicit and necessary.

What are the current themes for each year level?

The current draft themes for each year level are:

  • Foundation: To know you the one true God and Jesus Christ whom you have sent (John 17:3)
  • Year 1: The Word was made flesh and lived among us (John 1:14)
  • Year 2: He is the image of the unseen God, the first born of all Creation (Colossians 1:15)
  • Year 3: We are brothers and sisters of Jesus Christ and children of God through our initiation into the life of the Church
  • Year 4: Jesus is present to us in the events of our lives, and our lives are transformed in him
  • Year 5: We believe in and celebrate God as a Trinity of three divine persons
  • Year 6: The life of grace in and with Jesus Christ
  • Year 7: Salvation history from Creation to the birth of Jesus
  • Year 8: A new Covenant in Christ invites all into relationship with God
  • Year 9: In the sacraments, our human lives are transformed in Christ and we are sent out to mission
  • Year 10: Jesus shows us what it is to be human

What about Year 11 and 12, or VCE classes?

The current focus of curriculum writing is on the compulsory school years, F-10. Once complete, attention will be directed to post-compulsory years, 11 and 12, and a consideration of any support available for schools which choose to teach VCE Religion and Society or VCE Texts and Traditions.

How does the To Know Worship and Love (KWL) textbook relate to the curriculum?

The KWL textbook series, in development for a third edition, is an important resource for the new curriculum. The curriculum writers are working with the team at KWL to ensure that the two complement each other. Importantly, KWL is a resource not a curriculum. KWL is used in multiple dioceses in Australia and complements evidence-based teaching strategies used in classrooms.

How will I know what to teach?

Each unit of work includes compulsory outcomes and critical content for learning. These outcomes are cognitive and affective, with only the cognitive outcomes being assessed while the affective outcomes are intended for teachers to be attentive to the personal and spiritual dimensions of learning in Religious Education. To support the outcomes is the critical content for learning, which represents the necessary content to be taught. This can be done in a variety of ways, employing appropriate teaching strategies.

Supporting this critical content is teacher preparation material, suggested questions to check for understanding, opportunities for deeper learning, suggestions for catechesis and evangelisation, as well as a suggested assessment task.

What is a Trial-based Learning Team?

Trial-based Learning Teams are professional communities of teachers from multiple schools who are brought together alongside an Implementation Lead, nominated by MACS, to share ideas and evidence-based practices on how to achieve excellence in Religious Education. In particular, these teams are created for the implementation of the new RE curriculum being written for the Archdiocese of Melbourne.

Why do we have to be involved in learning teams to trial curriculum?

Evidence of impact has shown that isolated teachers or schools who are attempting to implement changes in curriculum or teaching are less like to experience success when compared to those in diverse groups. These diverse groups bring together teachers who have different perspectives, experiences, and strengths, to collaborate to solve challenges in the implementation process. These teams also provide valuable evidence to support others in implementing the curriculum when the time comes.

What evidence-based strategies have been shown to work from previous TLTs?

Previous TLTs have shown that the following has led to success when implementing the curriculum:

  • Regular teacher check-ins sharing classroom teaching strategies
  • Shared resourcing for classroom-based teaching strategies
  • Highly focused teacher professional learning
  • Student agency and voice in classroom learning
  • Teaching strategies that involve all students in the class
  • Teacher sharing on openness to kerygmatic elements of the curriculum

Does my school need to commit to teaching all the units in the year level, or can they just trial some?

Schools are invited to commit to some or all of the units in a year level. Schools that are participating in only some of the trial will join the Trial-based Learning Teams at an appropriate time during the year. This will typically align with where the unit fits into the sequence of units, e.g. Term 2, Term 3, etc.

What assessment and reporting obligations do schools have if they participate in the Trial-based Learning Teams?

In 2026, there are no changes to the assessment standards as the curriculum is still in draft. MACS will provide advice on how to map the draft units of work to the existing Knowledge and Understanding, Reasoning and Responding, and Personal and Communal Engagement reporting strands for Religious Education. Schools should follow their internal assessment policies to determine the best approach to assessing units.

Can my school participate in the trial if we have composite classes (multi-age classes)?

Yes, if you have a composite Prep/Year 1 class and are interested in being part of the trial it is best to make contact with the RE team at MACS to discuss how this would work at your school.

If my school has been involved in a previous TLT, do I need to participate in the introduction day?

We recommend that where possible, and considering the impact on your school’s operation and timetable, as many teachers accompany the REL to the introduction day for TLTs, and future professional learning days. Where this is not possible, we would expect that the REL can attend as a minimum to establish their role in the team, as well as offer and receive support from other schools involved in the trial.

How much release time is required for teachers in my school who participate?

Required release for teachers begins initially with a full-day introduction on November 24, 2025, or also November 25 if a second day is required. This second day would be to facilitate a separate venue for Primary schools and Secondary schools – each school only attends one day. We are planning on having an additional full-day professional learning event in Term 2, 2026, to assist teachers and RELs as the trial progresses.

Each TLT will have an Implementation Lead which will host regular online meetings with all schools involved in the trial of a particular year level with a shorter duration after school. This will be negotiated between the Implementation Lead and schools involved to minimise impact on the school and teachers, but we ask for principal support to ensure they can be made available if there are unavoidable schedule clashes.

Will our teachers receive the units of work prior to the professional learning days?

Yes, units of work will be provided digitally for teachers to read and familiarise themselves with prior to the professional learning days. The content in the units of work is extensive and descriptive, so a familiarisation of the ideas, themes, and outcomes is all that is recommended.

What units of work have currently been drafted in Foundation (Prep)?

  • Jesus Shows Us God’s Love
  • Lent
  • Holy Week and Easter
  • God and Me (prayer)
  • The Holy Spirit: God’s Gift to Us
  • All Are Invited: God’s Family and the Church
  • Advent: A Time to Prepare for Jesus
  • Christmas: God is With Us
  • Images of God
  • God as Creator
  • Jesus, the Fullness of Revelation
  • Growing in Social Justice Awareness During Lent
  • O Come Emmanuel

What units of work have currently been drafted in Year 7?

  • Belonging to my Catholic School
  • In the Beginning
  • Ancestors in Faith
  • Exodus
  • The Promised Land: Judges and Kings
  • Solomon and The Temple
  • Exile and Prophets
  • Praying with the Psalms
  • Messiah-King
  • We Have Seen His Star in the East

What units of work have been currently drafted in Year 8?

  • Good News for the World: Jesus in the Gospels
  • Jesus in His Time
  • Jesus and Prayer
  • Jesus the Teacher
  • Jesus Calls Disciples to Join His Mission
  • The Miracles of Jesus
  • Jesus’ Passion and Death, Resurrection, and Ascension
  • The Incarnation of Jesus Christ
  • The early Church and St Paul
  • Developing an Informed Conscience
  • The Theological Virtues Call Us to Fullness of Life

What is an Implementation Lead?

An implementation lead is a Religious Education teacher who has a demonstrated ability to lead for excellence in RE. They are a person currently teaching RE, or with recent RE teaching experience, that has also been able to lead others in developing excellent teaching in RE. They may be a current or recent REL, but not necessarily. Each Implementation Lead will work with a designated team of approximately three to four schools and remain working with that team throughout the year.

What does an Implementation Lead do?

Primarily, the role of the Implementation Lead is to facilitate and lead high-level, deep, professional conversations about the implementation of the curriculum. The Implementation Lead helps to drive high-quality dialogue among professionals on teaching strategies, what works well and why, what is challenging and why, and how to achieve excellence in RE.

An Implementation Lead is responsible for leading engagement in professional development in TLTs. Initially, this will require Implementation Leads to coordinate and organise the TLT to meet regularly, either online or face-to-face, to assist teachers in implementing and trialling the new curriculum. The Implementation Lead will also be a key contact between schools in the TLT, as well as with the MACS RE Excellence Team.

The analysis of feedback from the Trial-based Learning Teams will contribute to identifying evidence-based teaching strategies that lift up the kerygmatic and educational dimensions of the curriculum. People in the role of Implementation Lead will play a strong role in assisting schools to identify high-impact strategies that work in their context and contributing to building an understanding of evidence-based strategies for religious education. The skills required for the role of Implementation Lead will be key for driving continual cycles of learning improvement.

Important duties for the Implementation Lead include:

  • Negotiating suitable times to meet with the TLTs throughout the year (at least 2 meetings per term).
  • Facilitating the professional conversation between schools (for each meeting)
  • Meeting with the RE Excellence Team to feedback the identified strengths and needs and plan ways forward
  • Supporting RELs with the development of an RE Excellence Implementation Plan

Can an Implementation Lead also be trialling curriculum in their school?

Yes, and this might be beneficial in being able to share practical strategies that are working in their school with others.

Does an Implementation Lead have to be trialling curriculum in their school?

No, it may be that the school that the prospective Implementation Lead does not currently have the capacity to trial the new curriculum, whilst also having an expert teacher who would make a great Implementation Lead. These teachers should not be precluded from sharing their skills – hence not needing to trial curriculum.

What support does MACS give to the Implementation Lead?

MACS will be supporting the Implementation Lead with additional professional learning on excellence in RE, as well as curriculum implementation. MACS will also support the Implementation Lead by addressing priorities emerging from TLTs in professional learning and providing additional learning materials and experience as necessary. The Implementation Lead will also be able to work with the RE Excellence team and curriculum writers in providing feedback on the units of work, as well as developing evidence-based strategies for classrooms.

What are the criteria for Implementation Leads?

An Implementation needs to:
  • Have gained and are currently maintaining VCEA Accreditation 1.2, Teach Religious Education or Lead in a Catholic School
  • Currently teach, or recently taught, Religious Education
  • Have demonstrated excellence in teaching and leading in Religious Education
  • Have the support of the principal to participate in professional learning as required for Trial-based Learning Teams

In terms of skills, is there a continuum of scripture analysis across 7-10 year levels?

  • There will be a range of additional supporting materials in the curriculum to assist teachers in assessing the development of students across the year levels. The exact makeup of those materials, such as analytic skills, writing skills etc, will be determined as the curriculum content progresses.

How quickly do you think ecclesial approval will take in 2027, and the full rollout beyond that?

  • We expect that ecclesial approval of the curriculum will come before the end of 2027 and intend to open a discussion on the process of approval in 2025. Following on from the expected 2027 approval there will be an ongoing implementation phase of the curriculum and assistance provided to schools on how to build up the curriculum. Given the sequential nature of the curriculum, we expect it will take time to be fully implemented.

Will units include preparation for the Sacraments (e.g. in our context Year 3 Reconciliation, Year 4 Eucharist, and Year 6 Confirmation). Different schools have these at different times in the year – do we teach that unit in that relevant term?

  • In each of the years mentioned there are specific units of work designed to introduce students to the sacraments, their links to Christ, and their meaning. These units can be moved during the year to support the students in their learning about the sacraments. The units of work do not replace the sacramental program and partnership between the school and parish, but provide important learning about the sacrament in the classroom Religious Education curriculum.

How will we inform parents? Will MACS create a package?

  • Yes, we are working on a way on consulting and informing parents of the aims of the new curriculum. The exact nature of this process of consultation is yet to be finalised.

Will there be an opportunity for other year levels to be trialled later on in 2026?

  • Yes, as more units of work are reviewed by the Religious Education Reference Group, they will be offered for trial in schools.

Will there be a reporting package that all schools will use to report on RE?

  • Advice on assessment and reporting for the new Religious Education curriculum will be constructed and shared with schools as it is created. We expect to work with technology providers on changes to the reporting requirements for Religious Education to 

Will there be professional learning around assessment and reporting for schools?

  • Yes, definitely. When the assessment and reporting advice is created it will be accompanied with professional learning.

Will there be opportunity for schools to include a stand-alone unit on their school patron/s?

  • In part. There will be units in both primary and secondary which will have options for the inclusion of significant school saints, or charismatic elements of the history of the school. For example: in Year 7 there is a unit at the start of the year which shares the school history and saint the school is named for (where applicable); in Year 10 a unit on the virtues invites schools to substitute the saints named in the unit with their own; in Year 6 there is a unit which includes saints who have worked with the poor that can be substituted by the school, etc.

Will there be a Marian focus in the any of the units?

  • Yes, as units are being developed and there is an opportunity to include a Marian focus or teaching sequence they are added. There is a unit planned in Year 1 on the Holy Family, as well as a Marian focus in the Foundation unit on Advent, and in Year 8 there is a specific sequence in a unit on discipleship that looks at how Mary is a model of discipleship.

Have you considered schools that have composite/multi-aged classes?

  • As the curriculum is sequential and cumulative the nature of composite/multi-aged classes is complicated. We are still working through ideas on how it could work, and would welcome schools who have a P/1 class in 2026 to contact the MACS team to trial some curriculum in 2026.

Now that the Foundation Curriculum has been adapted to 8 units, can I please ask will God as Creator become part of the Year 1 Curriculum?

  • Yes, units that were previously in Foundation that were moved due to the change in the total number of units have been reassigned to Year 1 as appropriate.