22 Uncertainty newness creativity wonder This Place of…………………life struggleexpectation contentmentUncertainty newness creativity wonderchallenge routinediscovery decision excitement renewal delightanxiety letting go surrender
23 Together We Pray Together We Pray O God of small beginnings and small steps,You inspire us through a heritage that is rich in blessings,You challenge us to grow, as we remember the struggles of our past,You call us as partners in the Catholic educational communityTo be inclusive of all who seek to learn in the light of faith.We ask you to bless our work over the next two daysAnd may your presence in what we do, encourage us to dare.May solidarity and togetherness be our strength.We make this prayer, through Christ our Lord.AmenThe two days in this gathering are to primarily address the new curriculum in a very practical way, so that you feel confident and empowered with a plan & skills to engage your staff in implementing the new curriculum. Over the past 2 years we have been waiting with anticipation as we heard from John at previous APRE gatherings about the new Religion curriculum – John has given us the background of the curriculum from its draft form, informing us of the philosophy, aims and pathway it would take. Today we are very excited to begin the process of working with the curriculum on a very practical level. All of you are at various stages of implementation with the new Religion Curriculum – some are at the very beginning stages and ready to start looking at your scope and sequence for your school, others have completed their scope and sequence, have teachers trialing units and are already planning units of work for next year. Some schools are beginning implementation in Semester 1, while others Semester 2 next year. We are all on the learning journey at a pace which meets the needs of our school community. And that is a good thing– we hope we have planned the 2 days with flexibility in mind – so that you can work on what you need to, starting from the point you are at. We do have some targeted input sessions, which we would like everyone to take part in, and hopefully time for you to get to know the curriculum.Please remember that we are all learning together and together we will support each other in implementing the new curriculum – small steps. The more time I spend looking at the content and skills, the deep understandings and the digital tools and resources, the more I am convinced that we have an engaging curriculum which is challenging and connects with the life experiences and realities of our students.
24 The trouble with not having a goal is that you can spend your life running up and down the field and never score.Bill Copeland
25 Gathering GoalsIncrease knowledge and familiarity with the Religion Curriculum P-12- new websiteDevelop a Scope & Sequence for your schoolDeepen understanding of assessmentCollaboratively plan a unit of work based on a fertile questionIdentify useful resources and digital toolsDevelop an implementation plan for your school.Utilizing the backward planning method – John and I looked at what we hoped you would achieve at the end of the 2 days - we really want it to be your 2 days and very practical Slide 24Look at the new website for the Religion Curriculumdevelop a Scope & Sequence or at least be well on the wayassessmentknow how to plan a unit of work based on a fertile questionknowledge of resources & digital tools to provide meaningful and relevant learning experiences for all studentsdevelop an implementation plan for your schoolWe then developed a sequence of teaching / learning which we hope will achieve these goals.
26 Day 1 - Tuesday 8:45 Welcome & Prayer 9:00 Orientation of the Curriculum - What is new?9:30 Scope and Sequence Development10:30 Morning Tea11:00 Scope and Sequence Development12:00 Assessment Critique1:15 Lunch1:45 Sharing of Resources by APRE’sDigital Tools Critique6:30pm Dinner: Encores Restaurant – Next to Empire Theatre (Neil St Toowoomba)
27 What Are Your Goals? Compass Points Thinking Routine N: something you Need to know (or still need to know)E: something that you are Excited by/ Energized byW: what Worries/concerns you?Slide 26 Folder for Handouts: Compass Points – thinking and reflective tool for the three days. (time now for N – something you need to know – elbow partner – share)S: Suggestions (something I might do now/do next)Compass Points Thinking Routine
28 What’s New?TCEO RE Website‘Soft Launch’ of New WebsiteApp & Print CopyScripturePrayersPrep / Yr 1 Working PartyDLP CodesTrial Units – Term 427 Latest news on RE curriculum –Our own TCEO WebsiteTCEO RE Website on Intranet – Great starting point for you to get orientated, familiar with the curriculum and also for your teachers. Good tools for you to use with your staff:Teacher background – Church History; Life and times of Jesus; Teaching JudaismTeacher tools – Learning Bytes – 8 availableDocuments - Inquiry Learning; teacher Professional Development; Sample Units of Work; Teacher Background; Cd’s & Elaborations; Achievement Standards and Year Level Descriptors.Direct link to BCE site - links to the Brisbane site (soft launch stage – not everything is open as yet
29 Print Dedicated website App New Religion Curriculum P-12 Print version – Brisbane producing before the end of the year.Website – now linked to our CEOT Religion websiteApp – before end of yearNew Religion Curriculum P-12
30 Scope & Sequence Whole school planning: how entitlement to learning is ensured and how flexibility in offerings meet the needs and aspirations of the communityhow the school’s curriculum is organised and structured to enable the best outcomes for all studentshow entitlement is met and students have the time needed to achieve agreed standards through time allocations that are made within stated guidelines (2.5hrs per week; )Developing a Scope and Sequence of learning progression for your school – this session will hopefully be very practical and ensure that you complete or at least be well on the way to completing your scope and sequence for your school.Once your Scope and Sequence is developed it is important for you to critique it with your teachers, ensuring they have an understanding of why you have put a selection of cd’s together into a unit of work. The process of looking at the Year Level Descriptions and Achievement standards and discerning what are the key understandings or flavours, that are coming through for this year level, is vital. This is an important process for you and your teachers to do, in order to get to know the curriculum and work out what is important for their students to know and do. This scope and sequence is a working document and you will probably adjust and ‘fine tune’ as the year progresses. Remembering that this curriculum utilizes a cross - strand approach – the strands work together are interrelated and their content is taught and learnt in an interrelated way. So in a unit of work we may take cd’s from Sacred Texts, Christian Living, Beliefs, Church which will give students the opportunity to develop their Religious Knowledge, deep understandings and skills – or the main ‘flavours’ that you have identified.
31 Scope & Sequence Learning progression for each year level Cross – strand approach (Beliefs, Sacred Texts, Christian Life, Church)Year Level Description; Achievement Standards, Content DescriptionsReligious Life of School, celebrations, important events
32 Scope & SequenceTemplates for Scope and Sequences available on the TCEO RE WebsitePlanning BookletLearning Byte Map with DLP CodesBrisbane developed one way of organizing the Religion Curriculum to ensure entitlement to learning. You need to organize the curriculum to best suit your school context and student interests.Important to look at the religious life of your school and important events, the liturgical calendar, sacramental program, which impact upon or needed to be included when working out your sequences. Eg. Patron saint of school, Catholic Education weekNow we will have different groups operating for this session:Schools that have developed their S & S – may wish to collaboratively critique those then perhaps start developing fertile questions for their term unitsSchools that need to begin S& S – work in small group clusters eg. Similar size or class groupings.Secondary schools discussion of S&S or unit writing
33 Timeline of LBs:By beginning of Term 2: 2 LBsBy beginning of Term 3: 6 more LBsBy beginning of Term 4: 4 more LBsBy end of Term 4: 4 more LBsTotal: 16 LBs this year across 2 – 10Show map and highlight those that we aim to develop this year. (This is linked from the map)
35 Learning Byte Analysis - What is a Learning Byte? Learning Bytes are resources specifically designed to support the Religion Curriculum P-12 ( i.e. the classroom learning and teaching of religion) from which teachers might develop a unit of work. They are not units of work in themselves but include many of the elements that a teacher would need to consider when planning for teaching, learning and assessing (e.g. year level description, achievement standard, content descriptions, success criteria, inquiry learning, fertile questions, teacher background, connections with the Religious Life of the School P-12).
36 Learning Byte Analysis Assessment Tasks – Select one of the assessment pieces and develop a rubric for what an A / B / C might look like for this piece of assessment?
38 Digital ToolsDigital Tools – Select one of the digital tools recommended for use in this Learning Byte (preferably a tool you haven’t used before), then utilize it to create an example to show the larger group and give some further insights as to how it might be used in the classroom.
41 Day 2 - Wednesday 8:45 Prayer (Grace, Raymond, Joseph) 9:15 Steps to Planning an RE Unit with your teachersWriting a unit of work – templates, working in small group clusters10:30 Morning Tea11:00 Continue Writing a unit of work12:00 Resource Centre Update (Liz Newman)Visit Resource Centre1:00 Lunch1:30 DLP multi-age & reporting (Mark Gregson)LAP’s2:15 Implementation Plans for your schoolReflections2:45 Blessing
42 Year level planning:organisation of curriculum across the year connecting learning areas, contexts, curriculum intent and contentthe global and local contexts and student interests that will be used as organisers across the year to engage students in learninglearning intent and success criteria visible to all studentsresources to provide meaningful and relevant learning experiences for all studentsa range of effective assessment practices that enable students to demonstrate the full extent of their learningSchools may like to consider these when organising their curriculum across the year.Key messages:Begin with the curriculum – other things are considerations onlyIntegrity of the Religion Curriculum intent and content needs to be foremost when considering connections with other LAs.The Religion Curriculum aligns with the liturgical year but is not in service of it.
43 Class and individual planning: the curriculum applicable to the year level in relevant contextshow available time is used to ensure learning success for each studentpedagogy that is most effective in engaging and enabling students to achieve the standardsresources to provide meaningful and relevant learning experiences for studentseffective assessment practices to be used so that students are able to demonstrate the full extent of their learning against the achievement standardshow feedback is to be used to enhance student learning progress and developmentSue – to refer to the key features of class planning
44 Planning a Unit of Workplanningteaching and learningassessment
45 Planning a Unit of WorkWhat learning experiences will help students acquire the knowledge and skills and foster critical and creative thinking, insight and inquiry?What learning experiences make meaning of the key understandings and equip them to transfer their learning to real life situations?Inquiry Model - Darryn Kruse range of booksITC Thinking Skills Framework
46 Planning a Unit of Work Proformas – placemat strategy Practical way to work with your teachers
47 Tuning InEngaging students in the fertile question / topic – discerning / dissecting a fertile question collaborativelyEstablishing relevance/ worth of the question, topic.Focusing students on their prior knowledge and experience of the topicKeying teachers in to the needs and knowledge level of the studentsBeginning to identify questions or problems to investigate
48 Finding Out / Sorting Out Locating and gathering information from a range of sources (beyond what they already know)Further clarifying or extending questionChallenging students prior knowledge, beliefs and valuesProviding shared experiences for students to process and reflect onDeveloping research and information literacy skillsMaking sense of experiences and data collectedOrganizing information gathered in a variety of waysAnalyzing information from a range of perspectivesDeveloping an understanding of processing tools and strategies
49 Communicating Articulating new understandings Developing skills in synthesizing and generalizingAnswering and refining questionsStimulating newer, deeper questions for independent investigations
50 Evaluating & Reflecting Making further conclusions – articulating, synthesising, generalizing, answering and refining questions demonstrating students’ progress towards the goals / key understandingsConsider the bigger picture: what does this mean for me as a learner? How does this relate to real life?Can I answer the fertile question?Celebrating the learning journey
51 Going FurtherDoing something with or about what has been learnt
52 Let’s Get Started 1. Cluster groups Year level Multi-age Small school Secondary2. Placemat Template3. ITC Thinking Skills Framework4. Learning Byte resources / Modules
53 Let’s Get Started Scope & Sequence Take back to staff Multi-age Small schoolSecondary2. Placemat Template3. ITC Thinking Skills Framework4. Learning Byte resources / Modules
54 Implementation Plan Parent Pamphlet Use your Compass Points Sheet to assist in this processWhat do I need to do this term? Next year?What in-service will you need assistance with / Personnel?What Resources will I need?What time will I need to work with teachers?Staff planning bookletHow will I inform my school community about the Religion Curriculum?Parent Pamphlet
55 Final BlessingGod our loving companion, we thank you for journeying with us during these past two days and for the many ways you constantly care for and nourish us. As we prepare to launch the new Religion Curriculum in our school, we particularly ask that Your Holy Spirit goes before us and prepares the way.We find strength and comfort knowing that you make the journey with us. May we support and encourage each other as we journey together. May the work you have entrusted us to do be well received, May the curriculum’s content and its pedagogy speak into the hearts of many, that they may come to know your more.
57 Leader:In this time of transformation, when something is asked of you as an educative and religious leader ….May Jesus Christ, crucified and risen,Be your inspiration, your centre, your strength and your hope.All: AmenMay you have the grace and wisdomTo act with compassion and justice in all things.
58 May you act always in a spirit of service, And may those who work with you know that you see and respect them.All: AmenMay you treasure the gifts of the mind and the heart,Where vision and discernment draw enrichment from the past,Even as new horizons are embraced.
59 May you know the wisdom of deep listening.May you know the supportive power of community;And may leadership be for you a true adventure of growth.All: AmenAnd may Almighty God bless us, the Father, Son and Holy Spirit.