1. ‘Charting the Course’ with Religious Education Services
2015 Vision
‘Charting the Course’ with Religious Education Services

2. School Services South Pat Lavercombe Anne Victor Aleisha Connellan
Education Officer RE
Anne Victor
Aleisha Connellan
School Services North
Vanessa Hall
Education Officer RE
Beth Nolen
Peter Olley
Dutton Park
Kerry Rush
Principal Education Officer Religious Education
Leigh Stower
Senior Education Officer RE
James Robinson
Education Officer, Religious Education Programs
Kerry Bird
Project Officer Personal and Social Development Education
Semone Shea
Administration Officer

6. Validation Each school has a documented RE Program
Designed in accordance with the Religion Curriculum
Approved through Archdiocesan Validation Process
Regular monitoring with cyclical review process
Ensures high quality RE
Each Catholic and ecumenical school is required to have a documented Religious Education Program designed in accordance with the Religious Education Curriculum and approved through an Archdiocesan validation process. Regular monitoring and review of the program and its delivery is aligned with approved cyclical review processes. (Religious Education Curriculum, Archdiocese of Brisbane, 2013, p.17)
The Religious Education Validation (REV) process is designed to ensure that every Archdiocesan school has a documented program for the delivery of a high quality Religious Education curriculum for all students in their care. The School Religious Education Program documents how the school provides the entitlement of each student to knowledge, understanding and skills in Religion consistent with the Vision for Religious Education and aligned to the Religious Life of the School P-12. The REV process used is a based on a peer validation model involving Religious Education Services (RES) staff, APRE and School Implementation Team (SIT) members.
Schools have until the end of 2016 to have their program submitted for validation. In 2015, there are two opportunities to engage in the REV process: June and November. Information twilights are being held on 11 March and 20 July. READ MORE

8. CTJ 2015 2015 CTJ Focus: Individual and collaborative practice
In 2015, learners are asked to engage in depth with scripture texts from the Religious Education Curriculum P-12 in order to develop religious knowledge, understanding and skills described in the achievement standards.
CTJ 2015
Individual and collaborative practice
Improves student learning
Key strategy of implementing the Curriculum
Identify evidence and judgements about
student learning
Religious educators engage in ongoing professional learning focused on enhancing individual and collaborative practices as well as the capacity to improve student learning. Each school will engage in the ongoing process of consistency of teacher j​udgement, a key strategy for implementing the Religion Curriculum P-12 and monitoring its effect on students’ learning. Through engagement with this process, within and across school communities, teachers build capacity to understand the curriculum intent, identify evidence of student learning, determine and develop appropriate pedagogical practices and moderate teacher judgements about student learning. (Religious Education Curriculum, Archdiocese of Brisbane, 2013, p.17)
In 2015, Religion is one of the learning areas that schools will use as the focus for engaging with interschool moderation processes.
2015 Religion CTJ Focus –
Engaging with sacred texts across the strands of the Religious Education Curriculum P-12
In 2015, learners are asked to engage in depth with scripture texts from the Religious Education Curriculum P-12 in order to develop religious knowledge, understanding and skills described in the achievement standards.
Teachers use the textual criticism framework of the three worlds of the text to engage learners in a study of the world of the text, a study of the world behind the text, and an exploration of the world in front of the text. READ MORE

10. REAP Religious Education Accreditation Program
June, July and August Courses
Release funding available for BCE participants
Accreditation requires four tertiary units
Online Enrolment Guide
REAP

12. Relationships & Sexuality
Generation of the Shape Paper for Learning and Teaching
Development of Scope and Sequence for P to 12 which is based on HPE Curriculum, infused with Catholic Christian World View
Development of support documentation for teachers including theological background and guidance relating to the Scope and Sequence content and elaborations
In the realm of relationships and sexuality learning and teaching, 2015 will generate the Relationships and Sexuality Learning and Teaching Shape Paper for Brisbane Catholic Education.   The purpose of the shape paper  is  to provide Brisbane Catholic Education  with direction for the design and development of effective learning and teaching in relationships and sexuality, consistent with the Catholic Christian tradition.        To this end we will also see the development of the relationships and sexuality scope and sequence P - 10 which will include  content and elaborations.  The scope and sequence will align with official church documents on sexuality education;  the  Australian Curriculum Health and Physical Education; Brisbane Catholic Education’s Learning & Teaching Framework and Religious Education Curriculum and will  be  influenced by Brisbane Catholic Education’s Relationships and Sexuality Education System Report.    Accompanying this support documentation for teachers will be theological background and  guidance relating to content and elaborations for Yr 11 and 12.    Our intention, in early 2016, is to assist those schools involved in the Sexuality Education surveys, to unpack their individualised school reports and support them in developing action plans for strengthening their capacity to meet the needs of students in the area of relationships and sexuality learning and teaching.

14. Mentoring
Formalised relationship that encourages professional learning
Reciprocal, dynamic, reflective
Supports colleagues in their role
Focused professional dialogue that challenges and transforms
“Professionals should have mentors to guide them through the skills and managing the stresses of their work.” (Hargraves and Fullan, 2000).
Mentoring is a formalized relationship that supports and encourages professional learning. It is reciprocal, dynamic, reflective and based on professional support of colleagues. The BCE mentoring program aims to build the capacities of the individual and the organisation by supporting colleagues in their role, engaging in focused professional dialogue and challenging to bring about growth and transformation.
In 2015, a mentor / mentee program specifically designed for APREs is being offered for the first time, in collaboration with the Professional Learning, Formation & Leadership team. READ MORE

16. Sydney Jewish
Museum
Partnered with SJM to deliver two day Professional Learning Intensive
Delivered in Sydney
Pilot program in March and then August
Connect to SJM programs to enhance learning and teaching
It is proposed that primary and secondary teachers will travel to the Sydney Jewish Museum to undertake a two day professional learning intensive program in partnership with the Sydney Museum. The intensive will be directed by the Religion Curriculum P-12 Archdiocese of Brisbane. Particular focus for secondary teachers will be Holocaust Education (Year 10), Good and Evil (Years 11 and 12), World Religions (Year 11/12 Study of Religion, Religion and Ethics) and Jewish People, History and Culture (Years 5 and 6). Teachers may choose to extend their visit to connect with the History Curriculum (for example, tour of ‘The Rocks’ district to investigate pioneering Australians).

18. ‘Charting the Course’ with Religious Education Services
2015 Vision
‘Charting the Course’ with Religious Education Services