DAY 1 Navigating the Religious Education Curriculum

Navigating the Religion Curriculum P-12 Archdiocese of Brisbane

1986 1997 2003

2008 2010 2012

In 2013 our current Religious Education Curriculum P -12 was published comprising of the Religion Curriculum P – 12 and the Religious Life of the School. This year, Year 11 teachers have begun teaching from the new Queensland Certificate of Education Syllabuses – SOR and Religion and Ethics, as well as Certificate courses being particularly connected to Religious Education. SOR and R & E 2013 2019

Planning Using the Religion Curriculum P-12

Model of Pedagogy 3 Principles High expectations Equity and excellence Learning entitlement 5 elements / practices

Developing Shared Clarity About Learning For each learning area, the approved curriculum emphasises the knowledge, understanding and skills that form the entitlement of a learning area. 

Key message The better teachers know the curriculum, the better able they are to define exactly, for themselves and for their students, what it is students need to learn.

The view from the student’s desk The analogy that might make the student’s view more comprehensible to adults is to imagine oneself on a ship sailing across an unknown sea, to an unknown destination. An adult would be desperate to know where they are going. But a child only knows they are going to school … the chart is neither available nor understandable to the child … Very quickly, the daily life on board ship becomes all important … The daily chores, the demands, the inspections, become the reality, not the voyage, nor the destination. (Dylan Wiliam)

Taking a flight?

An educational positioning system Establish where the students are in their learning Identify the learning destination Carefully plan a route Begin the learning journey Make regular checks on progress on the way Make adjustments to the course as conditions dictate

Knowing the destination – Making sense of the achievement standard

ACHIEVEMENT STANDARDS Nature and Purpose

The achievement standard is the measure for each student’s learning progress and achievement. Use the standard as the beginning point for speaking about student learning.

Nature of the Achievement Standards Framework of growth and development - in each learning area or subject - across P-10 - describes a broad sequence of learning Prep 1 2 3 4 5 6 7 8 9 100 By the end of: Year 9 Year 8 Year 7

What type of standard is it? The Achievement Standard describes and illustrates the level of learning that is needed to successfully continue on to new learning in the sequence. Our high expectations for students enable us to use this as a reference point for planning for students’ learning and how they will achieve beyond it.

Teaching and Assessing The Achievement Standard is used when: Planning The nature of standards requires teacher dialogue for them to be used effectively. Reporting student achievement Teaching and Assessing

The ‘Line of Sight’

Shared clarity In the classroom Both teacher and students are able to describe: what is to be learnt – using learning intentions how the learning intention relates to the “big ideas” how the learning is relevant how students will go about the learning how students will know it has been learnt – using success criteria with reference to exemplars, examples, and modelling.

Surface  Deep  Conceptual Knowledge Focus Teacher decisions Surface One idea Many ideas What surface knowledge is needed to understand the concept? Deep Relating ideas Extending ideas How do ideas relate to each other and extend to other understandings? Conceptual understanding = Surface learning + deep processing Allows surface and deep knowledge to turn into conjecture and concepts upon which to build new surface and deep understandings. Knowledge building includes: thinking of alternatives, thinking of criticisms, proposing experimental tests, deriving one object from another, proposing a problem, proposing a solution, criticising the solution.