1. DAY 1
Navigating the Religious Education Curriculum

2. Planning Using the Religion Curriculum P-12

3. Continuity of learning through access to
learning entitlement
for each learner

4. Save the last word … ACTIVITY: Learning Entitlement
In your learning phase group:
Find out more about the ‘learning entitlement’ for your students. Refer to the relevant pages from the following section of your Religious Education book:
Learners and Learning in the Religion Classroom (pp )
Save the last word …

5. Senior Studies in Religion
The work that we do in the Religion Curriculum P – 10 underpins the new Senior Syllabus 2019.
The best preparation for the new Senior SOR Syllabus is the Brisbane Archdiocesan Curriculum.

6. Keep line of sight with the Achievement Standard
YEAR 6 RELIGION ACHIEVEMENT STANDARD
By the end of Year 6, students explain the action of the Holy Spirit in the lives of believers. They analyse information from a variety of texts, including New Testament texts and the wisdom of Australian Catholic Christians. They demonstrate an understanding of the term ‘communion of saints’. Students explain how Scriptural texts describe Jesus’ relationship with God the Father and with humanity by selecting and using evidence from Scriptural texts to include the proclamation of Jesus as fulfilling God’s promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers past and present, including Catholics in a developing Australian nation (c CE to present). They analyse the key messages and contexts of some Old Testament prophets. They explain the significance of Jesus’ New Law for the way believers live their faith and examine the spiritual and corporal works of mercy.
Students identify and describe many ways in which faith is celebrated in the lives of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Church’s liturgical year and the celebration of Eucharist. They explain the significance of personal and communal prayer including the Our Father and the Examen and the use of meditative prayer practices especially prayer journaling for the spiritual life of believers. They participate respectfully in a variety of personal and communal prayer experiences including spiritual exercises and meditative prayer practices.

7. The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.
Religion Curriculum

8. Keep line of sight with the Achievement Standard
YEAR 6 RELIGION ACHIEVEMENT STANDARD
By the end of Year 6, students explain the action of the Holy Spirit in the lives of believers. They analyse information from a variety of texts, including New Testament texts and the wisdom of Australian Catholic Christians. They demonstrate an understanding of the term ‘communion of saints’. Students explain how Scriptural texts describe Jesus’ relationship with God the Father and with humanity by selecting and using evidence from Scriptural texts to include the proclamation of Jesus as fulfilling God’s promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers past and present, including Catholics in a developing Australian nation (c CE to present). They analyse the key messages and contexts of some Old Testament prophets. They explain the significance of Jesus’ New Law for the way believers live their faith and examine the spiritual and corporal works of mercy.
Students identify and describe many ways in which faith is celebrated in the lives of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Church’s liturgical year and the celebration of Eucharist. They explain the significance of personal and communal prayer including the Our Father and the Examen and the use of meditative prayer practices especially prayer journaling for the spiritual life of believers. They participate respectfully in a variety of personal and communal prayer experiences including spiritual exercises and meditative prayer practices.

9. Learning Progressions and Teacher Concept Maps

10. Learning Progressions
Bodies of knowledge and sets of skills that students need to master en route to successfully attaining an identified curriculum intention…
Present the New Teacher Concept Maps and updated Achievement Standards …
Review the Key Messages
Key Messages for Religion Learning Progressions 
Archdiocese of Brisbane Religious Education Curriculum P-12 
Learning Progressions are bodies of knowledge and sets of skills that students need to master en route to successfully attaining an identified curriculum intention. 

11. Religion Learning Progressions
Developed directly from the achievement standard for each year level of the Religion curriculum. 
Religion Learning Progressions should be accessible for student use to support them as they become assessment capable, visible learners. 
The Religion Learning Progressions have been developed directly from the achievement standard for each year level of the Religion curriculum. 
Religion Learning Progressions should be accessible for student use to support them as they become assessment capable, visible learners. 
(adapted from the English Learning Progressions) 
Religion Learning Progressions

12. A resource to support Religion teachers with planning for the Learning and Teaching of Religion. 
The Teacher Concept Map is a resource to support Religion teachers with their planning for the Learning and Teaching of Religion.  The colour tones are not predetermined messaging.  The colour tones simply provide a guideline for appropriately connecting the Deep Learning with Surface Learning. These colour connectors are not mandated for the planning of Religion.  APREs, PLLs and teachers are encouraged to work collaboratively in their curriculum planning.   Integration and repetition of any or all of the deep and surface learnings through ongoing planning would be in response to the school and year level context. 

13. APREs, PLLs and teachers are encouraged to work collaboratively in their curriculum planning.  
Integration and repetition of any or all of the deep and surface learnings through ongoing planning would be in response to the school and year level context.  
Teacher Clarity is the most fruitful outcome of planning collaboratively with the Teacher Concept Map
Collaboration

14. Achievement Standard
The Achievement Standards have been updated to more clearly reflect the deep and surface learning.
The Achievement Standard still needs to be considered ‘in whole’ when planning or making judgements about student learning.
YEAR 6 RELIGION ACHIEVEMENT STANDARD
By the end of Year 6, students explain the action of the Holy Spirit in the lives of believers. They analyse information from a variety of texts, including New Testament texts and the wisdom of Australian Catholic Christians. They demonstrate an understanding of the term ‘communion of saints’. Students explain how Scriptural texts describe Jesus’ relationship with God the Father and with humanity by selecting and using evidence from Scriptural texts to include the proclamation of Jesus as fulfilling God’s promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers past and present, including Catholics in a developing Australian nation (c CE to present). They analyse the key messages and contexts of some Old Testament prophets. They explain the significance of Jesus’ New Law for the way believers live their faith and examine the spiritual and corporal works of mercy.
Students identify and describe many ways in which faith is celebrated in the lives of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Church’s liturgical year and the celebration of Eucharist. They explain the significance of personal and communal prayer including the Our Father and the Examen and the use of meditative prayer practices especially prayer journaling for the spiritual life of believers. They participate respectfully in a variety of personal and communal prayer experiences including spiritual exercises and meditative prayer practices.
The Achievement Standard cover sheet is intended to be used when printed as a hard copy – so that the Achievement Standard ‘in whole’ can be copied back to back with the Teacher Concept Map. 

15. Create a planning Mind-Map for a lesson or series of lessons…
Alone … or in twos or threes
Choose two or three Learning Intentions from the Teacher Concept Map – include deep learning
Find some Content Descriptions that match the learning.

16. On your mind map show …
What are the important ideas and key words for this learning.
What is significant, intriguing and compelling about the learning for the students given their age and stage of development?
What do you as a teacher need to learn and know in order to teach this well?