important person in the world at that moment – that’s just how she made me, and doubtless many others, feel. She was always so generous with her encouragement and always assured me of her prayers. That wasn’t just a throw-away line for Sr Martina – she was a prayer warrior – and I personally, and our ministry more broadly, have received many graces as a result of her prayerfulness. She was absolutely certain that the work of SRE teachers would always remain dear to the heart of St Mary of the Cross MacKillop — seeing a need and doing something about it. Above all, she was a disciple who knew the power of affirmation – I couldn’t help but note to her at her bedside, that I think that her ‘superpower’ was affirmation, and she seemingly knew exactly when to offer that gift to me – often at times of difficulty, self-doubt and anxiety. Aren’t we blessed in the Church community to have examples of lives of faith and service such as Sr Martina’s. They exist in every parish, every ministry and we need to keep our eyes open for them. More importantly, we need to be awake to our calling to be the disciple that Jesus uniquely calls us to be, using our gifts in cooperation with the Holy Spirit – our very own God given - ‘superpowers’. Her superpower was affirmation. She knew exactly when to offer that gift — often at moments of difficulty, self-doubt, and anxiety. Thank you for striving to do just that in your service of the Gospel and of young people in this ministry. BY FRANCES FAIRS As we approach a new school year, it’s important for all Catechists to be clear about what the Department of Education (DoE) requires regarding the scheduling of Special Religious Education (SRE). Each year we see a mixture of practices across schools: some run SRE consistently up until the final week of term, while others announce “early finishes” or “late starts.” While these requests can seem routine, it’s vital to remember that they are not permitted under NSW requirements unless formally negotiated and compensated for. The NSW DoE policy is that SRE occurs every week of the school term, amounting to 1200 minutes of instruction each year (usually, 10 x 30min lessons per term). While schools may choose a fortnightly schedule, they must lengthen lessons to ensure the annual time requirement is still met. In recent years, more schools have begun notifying coordinators of early finishes in Term 4—sometimes as early as Weeks 5 or 6. This is often paired with schools warning that SRE will start late the following year, sometimes not returning until Week 6 or later of Term 1. These practices have significant consequences. When families enrol their children in SRE, they expect the curriculum outlined in the scope and sequence to be taught in full. Early finishes and late starts make this impossible. We also know from experience that once a school begins finishing early, it can easily slide into later and later starts, sudden cancellations, and a general view of SRE as optional rather than a requirement. Clarity on SRE Scheduling Requirements What Schools Are Required to Provide Next year, students return in Week 2 of Term 1. The DoE’s direction is that SRE must return in the first weeks—that is, Week 2 or Week 3. Some schools have raised concerns about competing programs in those early weeks. Flexibility can certainly be offered, but not at the expense of the mandated 1200 minutes of SRE for the year. Where a late start is negotiated, additional time must be added elsewhere—such as longer lessons, or supplementary sessions—to ensure the curriculum can still be completed. If a school approaches you about an early finish or late start, do not navigate this alone. Your Catechist Coordinator should be contacted immediately. With the support of CCD Wollongong, your Catechist Coordinator will be equipped to communicate with schools and can help negotiate reasonable alternatives that protect both the curriculum and the time allocation required. In many recent negotiations, positive outcomes have been reached: assemblies, adjusted timetables, and increased lesson durations have all been used successfully to maintain full SRE provision. No matter your role—teacher or coordinator—you are not expected to manage these situations by yourself. CCD Wollongong will support you in ensuring SRE continues to be offered consistently and in full. By being clear about expectations at the start of the year, staying in communication with schools, and seeking support when needed, we help ensure that the students entrusted to us receive the complete and meaningful SRE experience their families have chosen. CATECHI STNET • DECEMBER 2025 | 11
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