1. DAY 1
Navigating the Religious Education Curriculum

2. Navigating the Religion Curriculum P-12
Archdiocese of Brisbane

3. 1986
1997
2003

4. 2008
2010
2012

5. 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

6. Planning Using the Religion Curriculum P-12

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

8. 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. 

9. 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.

10. 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)

11. Taking a flight?

12. 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

13. Knowing the destination – Making sense of the achievement standard

14. ACHIEVEMENT STANDARDS
Nature and Purpose

15. 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.

16. 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

17. 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.

18. 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

19. The ‘Line of Sight’

20. 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.

21. 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.