1. Key Message 2:
Teaching creates equity and excellence for all through the way in which it is visible, explicit and responsive in moving all students forward in their learning.
In this session we make particular reference to the ‘We Teach’ element of the Framework, remembering it is linked to the goal etc
We teach – resources to support educators in Catholic Schools
Link to We teach and go to key message 2
Key message 2 names the Model of Pedagogy and school curriculum Planning as the resources to support this key message.
We apply this same message and refer to these resources when looking at how to plan using the Religion Curriculum

2. One of these principles is
Pedagogical practices
​​Our model of pedagogy brings together the principles and practices of learning and teaching that lead to success for all learners. These principles and practices arise out of the beliefs and values of the Brisbane Catholic Education Learning and Teaching Framework and an evidence-base upon which teachers can construct their practice to ensure that all students are progressing in their learning and development. It provides a common language for planning and reflecting on learning and teaching in our Catholic schools.
One of these principles is
Establish clear learning intentions and success criteria

3. What do I need to do and how do I do this?
Begin with the approved curriculum
Identify the curriculum intent for this group of students
Identify the knowledge, understanding, skills and dispositions that students need to learn
Use the year level descriptions, the standards, general capabilities, cross-curriculum priorities and the content descriptions to determine what is to be taught
Explain the ‘line of sight’ that teachers need in order to plan from the Reliigion Curriculum:
Achievement standard, year level description and content description
Explain the key elements for consideration when planning including Achievement standard, year level description and content description; general capabilities, cross-curriculum priorities, Religious Life of the School

4. Cross-Curriculum Priorities:
Learning areas: The level statements, content descriptions and standards guide what students learn and achieve in English, History, Mathematics, Science, Religion, Geography, Arts and Languages.
Cross-Curriculum Priorities:
Students develop these perspectives in learning and living with increasing sophistication across P to 12.
General Capabilities: Students develop these capabilities in learning and living with increasing sophistication across P to 12.
What is the role of the GCs and CCPs?
How do we use these when planning for our learners?
NB: the ‘Catholic accent’ we use when we speak the language of the CCPs – the ‘nuancing’
Learners and learning; Teachers and teaching:
Melbourne Declaration:
Goal 1: Australian schooling promotes equity and excellence.
Goal 2: All young Australians become successful learners, confident and creative individuals, active and informed citizens.

5. Whole school Year and class Individual
Link back to LF – We teach – key message 2 – school curriculum planning
Curriculum planning takes place within the beliefs and values of our Learning and Teaching Framework and seeks to achieve the Goals for Education outlined in the Melbourne Declaration on Educational Goals for Young Australians:
1. Australian schooling promotes equity and excellence
2. All young Australians become:
successful learners
confident and creative individuals
active and informed citizens
Curriculum planning is a process that ensures high expectations for all students and learning and teaching that is comprehensive, continuous and cohesive across learning areas and phases in a school. School curriculum planning is compliant with Australian, Queensland and Archdiocesan regulations and guidelines and is framed within three aligned levels: ​ Whole school; Year level; Class and Individual
Individual

6. Whole school planning:
how entitlement to learning is ensured and how flexibility in offerings meet the needs and aspirations of the community
how the school’s curriculum is organised and structured to enable the best outcomes for all students
how entitlement is met and students have the time needed to achieve agreed standards through time allocations that are made within stated guidelines

7. Whole school planning:
The Learning Byte map is one way of organizing the Religion Curriculum to ensure entitlement to learning. Schools have the flexibility to organize the curriculum in other ways that:
meet the needs and aspirations of their community
enable the best outcomes for all their students
are more appropriate for their specific context and student interests.
Refer to the Learning Byte map: one way of organizing the Religion Curriculum to ensure entitlement to learning and enable the best outcomes for students;
BCE developing a substantial number of these learning bytes, but not the total coverage; to ensure that the needs and aspirations of individual school communities are met. Schools may choose to organize the curriculum in other ways that are more appropriate for their specific context and student interests.
Important as a system that we combine direction and flexibility :
(so that we can best complement school success – Fullen, pp )
Direction – in terms of
how to the curriculum is to be organised (e.g. across strands, using the core content of the year level etc)
Time allocation: 92 – 100 hours per year (based on the indicative time used by writers hours per week and available teaching weeks 37 – 40)
These are the non-negotiables; the tight things
Flexibility – provides local school leeway - creativity, context, student interests etc
Not too tight; not too loose dilemma

8. Year level planning:
organisation of curriculum across the year connecting learning areas, contexts, curriculum intent and content
the global and local contexts and student interests that will be used as organisers across the year to engage students in learning
learning intent and success criteria visible to all students
resources 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
Key messages:
Begin with the curriculum – other things are considerations only
Integrity 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.

9. Class and individual planning:
the curriculum applicable to the year level in relevant  contexts
how available time is used to ensure learning success for each student
pedagogy that is most effective in engaging and enabling students to achieve the standards
resources to provide meaningful and relevant learning experiences for students
effective assessment practices to be used so that students are able to demonstrate the full extent of their learning against the achievement standards
how feedback is to be used to enhance student learning progress and development

10. You and the teaching team will be fine with this.
If time, you may like to show an example of a Learning Byte and how it demonstrates those elements that are ‘tight’ – directive - and those that are ‘loose’ – flexible – in terms of class planning
[James, this then leads into the activity – contributing to learning experiences.
You and the teaching team will be fine with this.
Teachers will work in their year level / phases of learning groups
They will choose a learning byte (not one that is already published) from the LB map, go into the Religion Curriculum and find the content descriptions that are a part of that LB, look at the elaborations and design a learning experience that could be incorporated into that learning byte.
They write their learning experience on a large post it (if you can get ones that are large enough)