Ngħallem il-kisbiet mit-tagħlim
tas-sillabi l-ġodda tal-primarja
Religious Education for Year 3
• Ms Antoinette Laferla
We are living in a fast changing world.
We need to prepare the children we teach to face
this world and to live in it skilfully.
Through their learning experience, they need to be
equipped with the 21st Century learning skills.
Which are the 21st Century learning skills?
How do you apply these skills in your class?
For us to help students be equipped in the right manner,
we need to prepare them to think, to criticize, to
collaborate, to be creative ….
This has to take place even in Religious Education.
To Create a Conducive Learning Environment in Religious Education.
To create a new vision of how Religious Education need to be delivered.
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The New Religious Education Syllabus
- General Learning Outcomes.
- Objectives of lessons.
- Pedagogy.
- Methodology.
- Resources.
- Assessment (informal) – feedback.
Innovative Methods of Teaching
We think of the effective teachers we have had over
the years with a sense of recognition, but those who
have touched our humanity we remember them with a
deep sense of gratitude.
We think too much about effective methods of
teaching and not enough about effective methods of
learning.
WHY IS RE IMPORTANT?
• Religion and belief systems inform our values and are
reflected in what we say and how we behave.
• RE provoke challenging questions about the ultimate
meaning and purpose of life, beliefs about GOD, the self
and the nature of reality, issues of right and wrong, and
what it means to be HUMAN!
WHY IS RE IMPORTANT?
• It develop people’s knowledge and understanding of other
principal religions and religious traditions, thereby
promoting mutual respect and tolerance in a diverse
society.
• It contributes to the spiritual, moral, social, and cultural
development of the person.
WHY IS RE IMPORTANT?
• It offers the opportunity for personal reflection thereby
deepening the understanding of the significance of
religion in the lives of others.
• It makes a wholesome contribution to community
cohesion.
Innovative Methods of Teaching
I hear and I forget.
I see and I believe.
I do and I understand.
- Confucius
The empires of the future are the empires of the mind.Winston Churchill
Task Analysis
Given a task to be accomplished, how do we get there?
What kinds of lessons and practices are needed if
key performances are to be mastered?
1. Is the task valid and worthwhile?
2. What are the skills, knowledge, and understanding that students need to
3.
4.
have in order to be successful at moving toward mastery of the standard
and completion of the task?
Which students have mastered which parts of which skills?
Design differentiated instruction which address the various levels of
student understanding.
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Teaching falls into three phases, each requiring
appropriate methods.
• Present: Methods to present new material to students, or to encourage them to
think it out for themselves. This might involve facts, theories, concepts, stories or any
other content.
• Apply: Methods requiring students to apply the new material just presented to them.
This is the only way to ensure that students conceptualise the new material so that
they can understand it, recall it, and use it appropriately in the future.
• Review: Methods to encourage students to recall former learning so as to clarify and
focus on key points, ensure understanding, and to practice and check recall.
All research shows that we learn by doing. That is, by applying
what we have learned, in order to answer questions. This makes
learners process the information and make their own sense of it.
This is called ‘constructivism’.
Research shows that active methods:
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create deeper learning and higher achievement;
create better recall by students;
develop high order reasoning skills in students;
are more enjoyed by students.
Active learning makes students form their own meaning of the
material and come to their own understanding of it.
Ix-Xogħol fit-Tielet Sena tal-Primarja
http://katekezi.org/wp-content/uploads/2016/07/Year-3-Maltese.pdf
Diskussjoni fil-klassi
L-għalliema tħeġġeġ il-parteċipazzjoni tal-istudent waqt id-diskussjonijiet li
jsiru fil-klassi. L-għalliema tara li l-istudent fehem il-punti saljenti li huma
mogħtija u marbuta mal-Learning Outcome. L-għalliema se tingħata ‘rubrika’
ta’ kif se jingħataw il-marki. F’kull term l-għalliema se tagħti 20 marka li jridu
jkunu ibbażati fuq żewġ diskussjonijiet.
Xogħol fi gruppi
Isir xogħol fi gruppi bħal mind map, chart jew xogħol ieħor kreattiv. Lgħalliema se tagħżel żewġ xogħlijiet marbuta ma’ xogħol fi gruppi li jsir filklassi u jingħataw total ta’ 20 marka kull darba. L-għalliema se tingħata
‘rubrika’ ta’ kif se tqassam dawn il-marki.
Workbook
Ix-xogħol kollu li jsir f’kull term fuq il-workbook.
Subject Focus
Learning Outcome
Pages from Year 3 Book
Chapter from Year 3 Book
Subject Focus 1:
Community life,
relationships and
roles in
communities of
faith
1] I can:
- describe the meaning
and relevance of a
social community life,
of a faith community
and religious group and
- reflect upon the key
values I need to
develop in order to live
harmoniously within
such a community.
1-2
3-4
5-6
7-8
9-10
11-12
13-14
15-16
17
19-20
25-26
27-28
57-58
59-60
61-62
69-70
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
2.1
2.4
2.5
4.4
4.5
4.6
5.1
Subject Focus 2:
Religion and
Society
I can:
9-10
- reflect upon and describe the importance of respecting and valuing diversity 13-14
in our society.
55-56
1.5
1.7
4.3
Subject Focus 3:
Major World
Religions Selected Study
1] I can: - identify which religious group makes use of the Bible, the Torah and the
Quran.
55-56
4.3
2] I can:
- name the places of worship of the Christians/Catholics, of Jewish and
Muslim faith communities and develop respect for their significance.
15-17
1.8
55-56
4.3
55-56
4.3
55-56
55-56
4.3
4.3
Subject Focus 4:
Beliefs, Traditions,
Practices - World
Religions, selected
study.
I can describe:
- the meaning of a symbol, identify and name Christian/Catholic, Jewish and
Muslim symbols, explaining their importance to their followers for
instance:
- Christian symbols: the alpha and omega, the cross and the crucifix, and
bread and wine or ashes (Ash Wednesday);
- Jewish symbols: Menorah, Star of David and the Tallit;
- Muslim symbols: The Kaaba, the Mosque, and the colour green, the
crescent symbol.
Subject Focus 5:
Connectedness
with myself,
others and God
1] I can practice silence for short periods and thus develop in me:
the value and attitude of listening, of respect and
connectedness to myself, others and God.
1-2
5-6
1.1
1.3.
2] I can: write short prayers, praying for myself and others, whilst
acknowledging that when I pray, I am speaking with God.
63-64
4.7
3] I can: - observe the richness of creation around me and
reflect upon this as tokens of God’s goodness and love
towards me and others.
1-2
21-22
1.1
2.2
4] I can:
mindfully attend to and describe what is happening within
me and around me.
3-4
21-22
23-24
25-26
1.2
2.2
2.3
2.4
Subject Focus
6: Challenging
aspects in
human
experience
I can:
- express questions about God.
21-22
71-72
2.2
5.2
- identify instances of beauty; for instance: in objects, places, sounds
and persons.
21-22
27-28
2.2
2.5
Subject Focus
7: Word of
God - The
Bible
1] I can show respect and esteem for the dignity of the Bible as the
written Word of God.
13-14
1.7
2] I can search and use the Holy Scripture (Children’s Bible).
13-14
15-17
1.7
2.2
3] I can explore Genesis 1 and 2 and reflect upon God the Creator and 21-22
His creation as a gift to me and to humanity.
2.2
4] I can relate to the image of the Good Shepherd as found in Psalm
23 and in the Gospels.
83-85 5.8
Subject Focus 8:
Challenges in the
light of Catholic
Tradition and the
Biblical message
1] I can:
- retell the episode from the Gospels when Jesus taught the
apostles the 'Our Father' and
- reflect upon the fact that we are one family, Children of
God the Father.
2] I can: - retell the Christmas story and - reflect on both
the personal significance and that for humanity as a whole,
of the birth of Jesus, Son of God and Mary.
Subject Focus 9:
Choosing role
models
1] I can explore the life of:
- St Domenico Savio and
- St Martin de Porres or
- St Teresa of Calcutta and
- discover their love for Jesus, and for their neighbour,
especially the poor and the sick.
63-64
4.7
63-64
65-67
4.7
4.8
37-49
3.1-3.6
31-32
2.7
15-17
1.8
Subject Focus 10:
Understanding
moral language
1] I can explain:
- the need for relationships/friendship and - the connection between
relationships and forgiveness.
Subject Focus 11-12:
Maturing in
education through
the virtues
1] I can discover:
- various ways how to share with others.
3-4
5-6
51-52
53-54
59-60
61-62
71-85
101-117
1.2
1.3
4.1
4.2
4.5
4.6
5.2-5.8
7.1-7.8
5-14
19-20
27-28
71-85
119-135
1.3-1.7
2.1
2.5
5.2-5.8
8.1-8.8
Techniques For Leading
Group Discussions
What is an effective group discussion?
An effective group discussion is one in which the group is able to accomplish its
purpose or to establish a basis either for ongoing discussion or for further
contact and collaboration among its members.
The elements of an effective group discussion:
• All members of the group have a chance to speak, expressing their own ideas
and feelings freely, and to pursue and finish out their thoughts.
• All members of the group can hear others’ ideas and feelings stated openly.
• Group members can safely test out ideas that are not yet fully formed.
• Group members can receive and respond to respectful but honest and
constructive feedback.
• A variety of points of view are put forward and discussed.
The elements of an effective group discussion:
• The discussion is not dominated by any one person.
• Arguments, while they may be spirited, are based on the content of
ideas and opinions, not on personalities.
• Even in disagreement, there’s an understanding that the group is
working together to resolve a dispute, solve a problem, create a plan,
make a decision, find a precept or set of precepts all can agree on, or
come to a conclusion from which it can move on.
Possible uses for a group discussion:
• Create a new situation – form a coalition, start an initiative, etc.
• Explore cooperative or collaborative arrangements among groups
or organizations.
• Discuss and/or analyze an issue.
• Create a strategic plan
• Discuss policy and policy change.
Possible uses for a group discussion (cont.):
• Air concerns and differences among individuals or groups.
• Hold public hearings on proposed laws or regulations, development,
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etc.
Decide on an action.
Provide mutual support.
Solve a problem.
Resolve a conflict.
Plan your work or an event.
Why should you lead a group discussion?
• A group discussion gives everyone involved a voice.
• A group discussion allows for a variety of ideas to be expressed and
discussed.
• Group discussion is generally a democratic, egalitarian process.
• A group discussion leads to group ownership of whatever conclusions,
plans, or action the group decides upon.
Why should you lead a group discussion? (cont.)
• An effective group discussion encourages those who might
normally be reluctant to speak their minds.
• Group discussions can often open communication channels
among people who might not communicate in any other way.
• In some cases, a group discussion is simply the obvious, or even
the only, way to proceed.
General guidelines:
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Think about leadership style.
Put people at ease.
Help the group develop ground rules.
Generate an agenda or goals for the discussion.
Lead the discussion:
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Set the topic.
Foster the open process.
Involve all participants.
Ask questions or provide information to move the discussion.
Summarize and/or clarify important points and conclusions.
Wrap up the session.
Follow-up if necessary.
Do’s for discussion leaders:
• Model the behavior and attitudes you want group members to
employ.
• Use encouraging body language and tone of voice, as well as
words.
• Give positive feedback for joining the discussion.
• Be aware of people’s reactions and feelings, and try to respond
appropriately.
More Do’s for discussion leaders:
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Ask open-ended questions.
Control your own biases.
Encourage disagreement, and help the group use it creatively.
Be a recorder if necessary.
Keep your mouth shut as much as possible.
Don’ts for discussion leaders:
• Don’t let one or a small group of individuals dominate the
discussion.
• Don’t let one point of view override others.
• Don’t assume that anyone holds particular opinions or positions
because of his culture, background, race, personal style, etc.
• By the same token, don’t assume that someone from a particular
culture, race, or background speaks for everyone else from that
situation.
• Don’t be the font of all wisdom.
Team Work- Objectives
To identify the characteristics of effective and ineffective teams
To examine the motivations and roles of team members
To understand stages of team development
To consider expectations placed on work teams and obstacles to
effectiveness
To identify and practise the skills that enable members of a team to work
together successfully
AN EXAMPLE OF MIND MAP FOR
SCALAR QUANTITIES
Why TEAM work?
Together Everyone Achieves More
Never doubt that a small group of thoughtful, committed
people can change the world: indeed it is the only thing that
ever has.
Margaret Mead
Innovation is simply group intelligence having fun
Tom Peters
What is Teamwork?
How would you define it?
What do we think of as the qualities of a good team?
Make a list of what makes a winning team:
Team list:
What Makes a Winning Team?
What makes an Effective Team?
Basic Elements of Effectiveness:
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Good Communication & Social Skills
Positive Interdependence: We instead of me
Individual Accountability/ Personal Responsibility
Group Processing
Shared goals
Processes for Conflict Resolution
Stages of Team Development
 Forming
 Storming
 Norming
 Performing
How long a stage lasts depends on how long the group is
together and the nature of the task.
Teams are dynamic, not a fixed entity.
Stage 1 - Forming a Team
People feel uncomfortable when they first join a team or
group.
How is this shown and what can we do about it?
How can we move on from this and help people unite and
work together?
Stage 2 - Storming
This stage needs to be acknowledged and dealt with as part of
normal team behaviour:
 Be aware that conflict may emerge between
over leadership.
sub groups or
 There may be tension in the team because of some
disagreement/ dislike between
members.
 Members may be reluctant to continue and
so fail to reappear after a break (fight or flight)
Stage 3 - Norming
 A sense of team identity develops along
with trust.
 Team members begin to share ideas and
objectives.
 They agree on what is to be achieved and
commitment develops.
4 - Performing
 Energy is now directed towards the task.
 It needs to be channelled and coordinated well
 Vigilance re team processes is important
 Give credit where it is due
 Remember the introduction of any new members returns
the team to the “forming” stage
 Some teams have a used-by date
Building a Team
How to help your team:
• get acquainted and feel comfortable with their fellow
members
• develop ground rules and norms for the team
• communicate and work cooperatively
• facilitate the sharing of information and expectations
between members
• begin trusting each other
• Other??
Roles of Team Members
• Clarity at the start helps to reduce friction- roles/ shared
goals/ conflict resolution…
• Allows people to get credit for their achievements
• Clear responsibility and timelines for tasks avoids undue last
minute pressure
• Roles need to be shared where possible to avoid boredom and
assist in retention
Factors Critical for Strong Teams
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Team Goals
Team Structure
Roles within Teams
Timelines for Teamwork
Basic Team Skills
The following features are fundamental to good teamwork:
 trust: making sure you meet all commitments and maintain
confidentiality when required
 coaching: using your skills, knowledge and experience to
assist others or ask for help
 sharing information: to assist others do their job
 flexibility: show a willingness to cooperate and help others
when possible
 good manners: doing small, simple things, eg. thanking
colleagues for their help
Team Communication
Teams need to master 3 types of communications:
 The team members need to communicate well
on each other’s work;
with each other. They rely
they are each other’s internal customers
 The team needs to communicate well with other teams at work. These are
also internal customers
 The team has to communicate directly with their external customers.
Communication Behaviours
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Assertiveness
Listening Responsively
Speaking Confidently
Contributing to Decisions
Conflict Resolution
Because of an inability to resolve conflict the team may splinter
and sub-groups may form.
Anticipate conflict, know why it arises and have personal and
team strategies to deal with it.
Importance of protocols to manage conflict and other
problems
"Don't blame the people. Blame the system"
Team Leadership
Identify one or more you think is a good leader – what is it about
their leadership that you admire?
What is good leadership?
Do team leaders have to be great Persons?
Comparison of an effective leader vs an ineffective leader
Team Maintenance
• Coming together is a beginning
• Working together is progress
• Staying together is a triumph
How can we all support, nurture or reinforce effective teams?
Identify “maintenance” actions.
Reporting system for Learning Outcomes in Year 3
Year: 3
Subject: Malti
Learning Outcome:
Nuża kliem u frażijiet sempliċi bil-għan li niddeskrivi lili nnifsi, l-familja tiegħi, l-akbar ħabib
tiegħi jew l-annimal li nrabbi.
Not achieved
Student 1
Student 2
Working towards achievement
Achieved
Mastered
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Student 3
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Student 4
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Student 5
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Student 6
Student 7
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Student 8
