Planning in Religious Education - PowerPoint Presentation

Slide1

Planning in Religious Education

Some considerations

What are we reaching for?

What do we aspire to through our planning?Slide2

Who are the students I teach?

Class context:

What do I need to take into account when planning for my particular group of students? Consider

cultural and religious backgrounds, learning needs

of students…Slide3

How will I teach?

BCE model of pedagogy:

Principles and practices of learning

and teaching that leads to success for all learners.Slide4

Identify the Content Descriptions

What Religious Knowledge and Deep Understandings will the unit cover? (What

will students know

?)What will students be able to

do

as

a result of their new knowledge?

(Skills)Slide5

Line of Sight

Read the Year Level Description

and the Achievement Standard

and identify the learning that matches the Content Descriptions grouped together for this unit. This enables the overarching ideas to be identified, which are the

deeper concepts

that need to be taught through the unit.Slide6

Learning Intentions

A learning intention

describes what students should know, understand or be able to do by the end of a lesson or series

of lessons. Learning intentions identify new learning and focus on transferable skills.Slide7

Through this unit of work students will:

Investigate some of the challenges (poverty, isolation, access to Eucharist…) and the impact they had on Catholics in colonial Australia

Engage students in the story of Mary MacKillop

Explore Mary MacKillop’s letters and identification of how her challenges in life shaped her faith and core beliefsResearch how Mary MacKillop

shaped and strengthened the community of believers in her time

Investigate

ways that Mary

MacKillop’s

story influences, strengthens and shapes the lives and faith of believers today

This is what students will learn

throughout

the unit

Be specific and name what you expect to cover

The design of learning intentions starts with the answers to these questions.

What do I want students to

know?

What

do I want students to understand?

What do I want students to be able to do?Slide8

Learning Intentions

Success criteria are directly related to the learning intention.

Teaching and learning opportunities are designed to

provide students with opportunities to meet the learning intentions.

Feedback is based on the learning intention and the success

criteria.

Learning intentions are informed by the

curriculum.

Teacher questioning always keeps the learning intention in

focus.

Students self assess in light of the learning intentions and the success

criteria

.

Peer feedback reflects the learning intentions and the success

criteria.

The assessment task / activity matches the learning criteria.

From:

https://

kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/Pages/Learning-Intentions.aspx

Diagram

adapted from

http://www.assessmentforlearning.edu.auSlide9

Success Criteria

Success criteria describe what successful learning looks like at the end; how the learner will know when they have reached/achieved the learning intention successfully.

Slide10

Learning Intentions

Success Criteria

Through this unit of work students will be able to:

• Investigate some of the challenges (poverty, isolation, access to Eucharist…) and the impact they had on Catholics in colonial Australia• Engage students in the story of Mary MacKillop• Explore Mary

MacKillop’s

letters and identification of how her challenges in life shaped her faith and core beliefs

• Research how Mary

MacKillop

shaped and strengthened the community of believers in her time

• Investigate ways that Mary

MacKillop’s

story influences, strengthens and shapes the lives and faith of believers today

By the end of this unit of work students will be able to:

• Describe one challenge faced by Catholics in colonial Australia

• Retell the story of Mary

MacKillop

• Describe how Mary

MacKillop’s

writings identify some of her challenges and core beliefs in life (especially her advocacy for the poor)

• Describe a way that Mary

MacKillop

shaped and strengthened the community of believers in her time

• Identify a way that Mary

MacKillop’s

story influences, strengthens and shapes the lives and faith of believers todaySlide11

If success criteria are to be any use to students, they need to

•

be written in language that students are likely to understand•

be limited in number so students are not overwhelmed by the scope of the task•focus on the learning and not on aspects of behaviour (e.g. paying attention, contributing, meeting deadlines etc.)•be supported, where necessary, by exemplars or work samples which make their meaning clear

•

created, ideally, with input from students so that they have greater understanding and ownership. Slide12

Success Criteria

Are directly related to the learning intention.

Are discussed and agreed with students prior to beginning the learning activity.

Are used as the basis for feedback.

Are specific to an activity.

Describe what successful learning looks like.

Should be written in language that students are likely to understand.

Are used as the basis for peer feedback and self-assessment.

Can be a series of dot points or in the form of a rubric.

From: https://kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/Pages/Success-Criteria.aspxSlide13

As a teacher you are

responsible for identifying the learning intentions and the success criteria. However, the success criteria can be written in more student friendly language after student input.Slide14

Assessment

Assessing student learning is an integral part of the school classroom. It improves learning and informs teaching

: it is the process through which teachers identify, gather and interpret information about student achievement and learning in order to improve, enhance and plan for further learning. Slide15

Assessment should:

•include the collection of assessment data used to monitor a student’s progress against the curriculum

•assist teachers to evaluate the success of their teaching approaches •provide evidence to inform students, parents and the system about student progress and achievement.Slide16

It is important to keep data to assist in making professional judgements about whether each student has achieved the success criteria, or whether they are ‘above standard

’ for each unit of work.

‘Above standard’ would be indicated by students demonstrating one or more of the following:

• Greater depth of knowledge• Greater depth of understanding•

Greater sophistication of skillsSlide17

Assessment plays a key role in determining:

Where the learner is right now

Where the learner is going

How to get there Therefore, diagnostic, formative and summative assessment are all essential elements for planning in religious education.Slide18

Student self assessment is now regarded as vital to success at school.  For strategies for assessment as learning and self assessment see these resources

.Slide19

Teachers will use a range of different assessment strategies to ascertain what each student has learnt (actual achievement) and will make judgments about the extent and quality of each student’s achievement in relation to the

Religious Education

Curriculum achievement standards.Slide20

Reporting

Reporting to parents will provide information about a student’s actual achievement against the achievement standards. The use of

Religious Education Curriculum achievement standards as a common reference point for reporting to parents will contribute to

consistency in reporting in RE across all BCE and Archdiocesan schools.Slide21

There is flexibility in terms of what information may be displayed on the

report (how helpful will it be to parents?).

The report informs parents about what their child has

learnt in religious education (not their behaviour or their perceived level of faith).Slide22

Fertile Questions

What are the assumptions that students come with that you wish to challenge?

Construct a question that challenges one of these assumptions, ensure it

is open-ended and make it connected to the learner by including a personal pronoun such as ‘I’, ‘we’, ‘us’, ‘me’, and it will probably meet the 6 criteria for a fertile question.Slide23

An example from a year 1 class:

Assumption of the majority of students

: Prayer is about talking to God (it doesn’t have anything to do with listening)

Fertile question: Why would God want to talk to me?The result

:

Through engaging in gentle dialogue, meditation and other prayer activities, by the end of the unit students were saying: “If God wants to talk to me, then God must really love me”. These students had moved to a whole new point in their faith journeys.Slide24

The key to developing a good fertile question is determining where students’ thinking needs to be challenged

. If the majority of students think that Mary

MacKillop is not really that relevant for us today because she lived a long time ago, then a possible fertile question could be: Why is Mary

MacKillop still important for us today?Slide25

To access

more

resources about fertile questions go to:the Brisbane Catholic Education RE Curriculum site

Slide26

Connections to other learning areas

Look for

connections with other learning areas, the general capabilities and cross curriculum priorities.

NOTE: We do not want to integrate one into the other. Rather, we want to make legitimate connections, ensuring that students will still be able to learn what they are entitled to learn in all areas.Slide27

So how do I connect with other learning areas?

Begin with the approved curriculum

Example: History – Year 5

What do I need to teach and what are students entitled to learn?Slide28

When you have identified what students are entitled to learn through each learning

area then you can make decisions about how to connect the learning areas (teaching what is relevant at the same time).Slide29

Connections to the Religious Life of the School

Sometimes the RE Curriculum needs to make explicit links to one or more

elements

of the Religious Life of the School.Slide30

Pedagogy

Principles

High expectations - for successful learning for every learner

Equity and excellence – in every classroom through evidence based practiceContinuity of learning – through access to learning entitlement for every learner Slide31

The Religion Curriculum P-12 promotes inquiry learning, a learner centred pedagogical approach to learning and teaching, that aligns closely with the directions taken in the Australian Curriculum.Slide32

Inquiry Learning

Some questions to consider:

How can

we document our planning in RE so that inquiry learning does not look like a linear process?As a teacher, where am I on the continuum for how I implement inquiry learning? (Structured, guided, open

, student initiated.) Slide33

Some resources for Inquiry Learning

Go to Resource Link to find a https://kweb.bne.catholic.edu.au/ResourceLink/resources/RLproductions/inquiringminds/Pages/InquiringMinds.aspxResources from

Kath MurdochArticles, information and websitesWhat is inquiry?What does an inquiry classroom look like? Overview of

inquirySlide34

Digital Learning

Religious Education in the Archdiocese of Brisbane seeks to engage students in the critical, creative, and responsible use of digital tools which is an important component of digital citizenship. This enables them to express their learning in rich and relevant

ways.Slide35

In planning, the question to ask is: Where could teaching and learning be

enhanced

through the use of digital tools?

Some resources:Web 2 toolsCool tools for schools

Digital tools to support inquiry learning

Apps and websites to support inquiry learning

Web 2 tools and

edtechSlide36

Dialogical teaching and learning

Religious Education needs to be more than a series of activities. Deep learning occurs through conversations –

reciprocal dialogue between teacher and students.

Consideration needs to be given to the questions and opportunities for dialogue that are an intrinsic part of teaching and learning opportunities.Slide37

Dialogue

with

students about their own learning increases

participation in their learning. Quality conversations assist

students to move from knowing content to achieving a depth of understanding.

Consider how key

comments and phrases used by students through quality conversations

could be recorded

(e.g. web 2 tools) to

assist in making professional judgements about whether each student has achieved the success criteria, or whether they are ‘above standard’. Slide38

Scripture

Core Scripture texts taught throughout the year need to cover the following three elements

:

A study of the world of the text A study of the world behind the text

An exploration of the world in front of the

text

See BCE RE CurriculumSlide39

Teacher evaluation and student feedback

Spending even 5 minutes recording your evaluation of the unit in key areas can be enormously helpful for informing future planning and professional dialogue. Target key areas (where things went really well or where further support would be most beneficial)

As the target audience for our planning, how can appropriate

feedback from students be obtained?