As it has been nearly 20 years since the Christian Studies Curriculum Framework (CSCF) was first drafted, Lutheran Education Australia (LEA) has the support of the Board for Lutheran Education Australia (BLEA) to review, revise and rework the CSCF in 2024. The intent of the review is to build on the great work done by those who developed both the LIFE curriculum (1999) and the CSCF (latest version copyrighted in 2015).
General timeline of the project
Term 1: Gather and collate data
Term 2: Begin collaborative working groups (see below “Calling for expressions of interest”)
Term 3: Collate working group efforts into a draft document
Term 4: Send out the first draft for consultation and feedback; call for expressions of interest to trial new materials released
In 2025, schools and early childhood services will have the opportunity to trial the new materials and provide feedback. The up
dated curriculum will be presented at ACLE. The full rollout across all Lutheran schools and Early Childhood Services will begin in 2026.
Calling for expressions of interest
The project is both collaborative and consultative. It requires input from leaders and teachers from a variety of geographical regions and educational contexts. The working groups are as follows:
- Reference Group – A CSCF Reference Group will have oversight of the project and will comprise a variety of stakeholders from each of the regions and across year level stages. As per the BLEA approved Project Plan, members of the Reference Group will be Lutheran, in leadership and hold LEA Accreditation as a teacher of Christian Studies (Ac). The group will use data collected in Term 1 to inform the direction of Focus Groups and subsequent writers. It is anticipated this group will meet in person for one or two days in April and via Teams throughout the year by mutual agreement.
- Focus Groups – Based on the recommendations of the Reference Group, Focus Groups will come together from June 2024 to collaborate in the compilation of the final curriculum framework. Examples of Focus Groups might include Early Years, pedagogy, considering the place of Bible passages, identifying concepts, senior curriculum, etc. Focus Groups will meet in person for one or two days in Term 2 and via Teams throughout the remainder of the year by mutual agreement.
- Writers – At least one person from each Focus Group will be given 2 days of release to write and follow up on the suggestions of the focus group.
If you have skills and knowledge in particular areas to inform and assist in the CSCF review, please email janet.moeller@lutheran.edu.au. In your email, please include the following:
- The group you are most interested in joining
- The reasons for your interest in the group
- The knowledge and skills you might bring to the project review
Please email your interest no later than Monday, 18 March.
Term 1 data collection
Survey for teachers of Christian Studies
Later in March, teachers of Christian Studies will receive a survey link. The purpose of this survey is to get an Australia-wide snapshot of the strengths and areas of need for the upcoming revision of the CSCF. Survey responses will guide Reference Group discussions and help Focus Groups understand the ways in which teachers of Christian Studies use the CSCF for planning units and lessons.
Collection of current Scope and Sequence documents
Formation leaders from each of the regions will ask Christian Studies leaders for a most recent copy of their schoolwide or centre-wide Scope and Sequence documents. The purpose of this data is to get a national snapshot of the frequency in which strands and key ideas are being taught. In addition to informing Reference and Focus Group discussions, this information may lead to future resource development in areas of need.
Returning to the “why” of Christian Studies as an academic subject
Christian Studies is only one part of Christian Education in a Lutheran School. The current CSCF articulates the rationale for Christian Studies as an important part of Christian education:
[Christian Studies] introduces students to the world of religion and spirituality, which are integral components of the fabric of all cultures. Students are equipped with language, symbols, metaphors and imagery to appreciate the Christian story, read and interpret the rich heritage of biblical text, Christian writings and history, other religious literature and deepen their understanding of self and their own cultural, historical and political background” (CSCF p. 6).
Christian Studies is designed for students to gain theological knowledge and develop critical thinking skills regarding biblical concepts.
Christian Education vs Christian Studies
Christian Studies, an academic subject, is one piece of the bigger picture of Christian Education. In the context of this review project, it is important to distinguish between the two.
Christian Education: A comprehensive canopy
In 1998, Barry Kahl, the then-Director of Lutheran Education SA/NT District, aptly distinguished Christian Education as a comprehensive framework that encompasses all aspects of school life. He described Christian Education as a “canopy that covers, the skin that enfolds, and the substance that permeates all that the school does”. Christian Education serves as the guiding ethos, shaping management decisions, policies, recreational activities, worship, and academic disciplines. At its core, Christian Education establishes a culture where the love of Jesus is the foundational principle that informs every aspect of the educational institution.
Christian Studies: A deliberate focus on theology
Conversely, Christian Studies is a curricular course designed for students to gain theological knowledge and develop critical thinking skills regarding biblical concepts. It functions as an academic discipline separate from worship, devotions, pastoral care and other school activities. Christian Studies invites students to explore profound questions, encouraging discussions on significant theological ideas. The review of the CSCF focuses specifically on Christian Studies. While there will be overlap between Christian Studies and other aspects of Christian Education, the scope of the project is on the academic discipline.
Building on the good work of the past: The evolution of Christian Studies Curriculum in Australian Lutheran Schools
The pioneering curriculum for Christian Studies, launched in 1998, was LIFE. The LIFE initiative came in response to the changing demographics of students in Lutheran schools, acknowledging their increasing diversity of religious and cultural backgrounds. It provided a common set of resources for teachers of Christian Studies across all Lutheran schools. LIFE resources are still available for teacher use, providing a rich library of lessons around topics related to the Lutheran Christian faith.
The subsequent Christian Studies Curriculum Framework (CSCF) initially published in 2005 and revised in 2015, further contextualised Christian Studies while maintaining a strong connection to the Lutheran Christian faith. It provided a national framework consistent with other learning areas and responded to the need for students to better understand other faith traditions (Bartsch in School Link, August 2004). Theological notes within the CSCF, in addition to Malcolm Bartsch’s A God who speaks and acts, provided even greater depth of theological insight for the development of rich, engaging units. A unit writing project and professional development through EQUIP further supported teachers of Christian Studies.
Final thoughts and expressions of gratitude
As we review and revise the current Christian Studies curriculum, we acknowledge with gratitude the work of those who created and re-created both LIFE and the CSCF. We are grateful to God for His continued work through us and for the opportunity He gives us to explicitly share his word explicitly in our schools.