Planning in Religious Education 7-10

Learning Intentions for the day: To identify the essential elements of high quality planning in RE To identify the essential elements of high quality planning in RE To create a unit of work that can be shared within our learning community (of schools) To create a unit of work that can be shared within our learning community (of schools) To engage with other colleagues as professional learners To engage with other colleagues as professional learners

Success Criteria: To be able to evaluate a unit of work using essential elements of high quality planning To be able to evaluate a unit of work using essential elements of high quality planning To contribute to a bank of different high quality units of work in RE that can be shared with other schools To contribute to a bank of different high quality units of work in RE that can be shared with other schools To be able to share understandings from today with other members of each local school community To be able to share understandings from today with other members of each local school community

Let us pause and tune in to the presence of God here among us.

Reflecting and praying…

1.Learning and Teaching Circle- Curriculum

What is a common agreement for consistency in planning? Using the Model of Pedagogy: Using the Model of Pedagogy: The Model of Pedagogy The Model of Pedagogy

2.The Inter-relatedness of Strands and Sub-Strands

The Interrelatedness of Strands and sub-strands Religious Knowledge & Deep Understanding Pioneering Catholics overcame challenges to preserve the faith of their fathers and mothers. Catholics took their place in colonial Australian society (c.1850 CE – c.1900 CE). Being Catholic in a new, free society raised challenges. CHCH4 The wisdom of the saints, in particular St Mary of the Cross MacKillop, helps people understand about caring for the well-being of others and the faith of the community of believers. This wisdom guides and gives strength to believers past and present. STCW6 Faith is shared and strengthened in the community of believers. The central and primary sharing of faith within the community of believers is the celebration of Eucharist. BEHE5

3.Line of Sight

The Line of Sight: Explicitly linking the Religious Education Curriculum with the Australian Curriculum Explicitly linking the Religious Education Curriculum with the Australian Curriculum

4.Assessment

Assessment in RE Critique your tasks – does the task or activity allow students to show above and well above the standard? Critique your tasks – does the task or activity allow students to show above and well above the standard? Is there a range of tasks within the unit of work? Is there a range of tasks within the unit of work? Ask the students – What’s the best way that you can show me what you know? Encourage students to try different ways of presenting. Brainstorm ways of presenting information and tasks with students Ask the students – What’s the best way that you can show me what you know? Encourage students to try different ways of presenting. Brainstorm ways of presenting information and tasks with students Choose ‘check in’ points as part of your inquiry learning sequence – don’t wait to the end to discover that you’ve gone off your flight path and you’ve missed the opportunity Choose ‘check in’ points as part of your inquiry learning sequence – don’t wait to the end to discover that you’ve gone off your flight path and you’ve missed the opportunity

Remember that the Achievement Standard is by the end of the year – don’t limit the demonstrating to only one particular task at one point in time Remember that the Achievement Standard is by the end of the year – don’t limit the demonstrating to only one particular task at one point in time Students don’t have to be above or well above standard in every single part – you need to use your professional judgement Students don’t have to be above or well above standard in every single part – you need to use your professional judgement If the demonstrating tasks are open-ended then in the planning process discuss what students might say or do to show they are above and well above standard If the demonstrating tasks are open-ended then in the planning process discuss what students might say or do to show they are above and well above standard Use the success criteria to help you articulate where students are at – this is a language that you can use with parents and colleagues within and across schools Use the success criteria to help you articulate where students are at – this is a language that you can use with parents and colleagues within and across schools.

5.Inquiry Learning process

The use of a Planning Proforma TEACHING and LEARNING INQUIRY (Although phases appear sequential, movement between phases is expected) Learning Sequence Activity / Experience Adjustments RESOURCE S & ICLTs Tuning In (to students)  What is the topic?  Why should we study this topic?  Frame manageable questions. What do I already know about this topic? I think I know x,y,z. How is this relevant to me? Finding Out  Identify possible sources of information Identify skills necessary for the investigation. How did it happen? Who was there and what were the facts? How did it happen? Who was there and what were the facts?

6.RE Curriculum and RLOS

RE and the Religious Life of the School

7.Validation and Planning in RE

Validation Elements How the school Planning Template can provide evidence that the elements are being covered.

Element One The school’s Religious Education Program is responsive to the needs and religious backgrounds of students and the contemporary contexts for learning in the Religion classroom.

At the Year Level the school’s Religious Education Program identifies and articulates: how teachers engage in collaborative planning to develop a year level plan that responds to the diverse needs of all students how the school’s website communicates clear information to parents and the wider community about what students will be taught in the Religion classroom at each year level. (new criterion)

The school’s Religious Education Program is responsive to the needs and religious backgrounds of students and the contemporary contexts for learning in the Religion classroom. At the Class and Individual Student Level the school’s Religious Education Program identifies and articulates: how the interests, religious backgrounds and learning needs of students inform the development of work units

Element Two The school's Religious Education program articulates a Catholic view of learning and teaching and is structured around the Model for Religious Education.

At the Class and Individual Student Level the school’s Religious Education Program identifies and articulates: how the Religious Education curriculum outlined in year level planning is organised into class planning, routines and practices how the Model for Religious Education is implemented at classroom level

The school's Religious Education program articulates a Catholic view of learning and teaching and is structured around the Model for Religious Education. At the Year Level the school’s Religious Education Program identifies and articulates: how continuity is ensured within and between year levels, building on where students’ learning in Religion is situated and leading onto where the students are heading in their learning there is a clear focus on the line of sight in year level planning: Year Level Description, Achievement Standard and Content Descriptions. how available time is used to assist teachers to collaboratively reflect on the effectiveness of their planning, the strategies employed and the achievement of students within a learning and teaching cycle

Element Three The school’s Religious Education Program is consistent with whole school approaches to teaching and learning across the curriculum. It identifies how these approaches are developed, communicated, supported and reviewed.

At the Year Level the school’s Religious Education Program identifies and articulates: ​pedagogy that enacts the whole school approach to the teaching of Religion and makes the learning intent and success criteria visible to all students quality resources that are accessed to provide meaningful and relevant learning experiences for all students a range of effective assessment practices that enable students to demonstrate the full extent of their learning practices to ensure consistency of teachers’ judgements about student achievement across the year level and department practices for reporting student progress, achievement and development to students, parents/caregivers

The school’s Religious Education Program is consistent with whole school approaches to teaching and learning across the curriculum. It identifies how these approaches are developed, communicated, supported and reviewed. At the Class and Individual Student Level the school’s Religious Education Program identifies and articulates: pedagogy that makes the learning intent and success criteria visible to students pedagogylearning intent and success criteria resources to be accessed to provide meaningful and relevant learning experiences for studentsprovide meaningful and relevant learning experiences effective assessment practices to be used so that students are able to demonstrate the full extent of their learning against the achievement standards effective assessment practices how feedback is used to enhance student learning progress and developmentfeedback the use of a body of evidence of student work to make judgements about student achievement against the achievement standard

Synthesising and Evaluating Think / pair / share: 1.What is a success story so far in your planning? 2.Evaluate – what is a strength of your school planning in RE? - Are there are elements that you think could be strengthened in your planning?