Planning in Religious Education Some considerations Who are the students I teach? Class context: What do I need to take into account when planning for my particular group of students? Consider cultural and religious backgrounds, learning needs of students… How will I teach? BCE model of pedagogy: Principles and practices of learning and teaching that leads to success for all learners. Identify the Content Descriptions • What Religious Knowledge and Deep Understandings will the unit cover? (What will students know?) • What will students be able to do as a result of their new knowledge? (Skills) Line of Sight • Read the Year Level Description and the Achievement Standard and identify the learning that matches the Content Descriptions grouped together for this unit. This enables the overarching ideas to be identified, which are the deeper concepts that need to be taught through the unit. Learning Intentions • A learning intention describes what students should know, understand or be able to do by the end of a lesson or series of lessons. Learning intentions identify new learning and focus on transferable skills. This is what students will learn throughout the unit Be specific and name what you expect to cover Through this unit of work students will: • Investigate some of the challenges (poverty, isolation, access to Eucharist…) and the impact they had on Catholics in colonial Australia • Engage students in the story of Mary MacKillop • Explore Mary MacKillop’s letters and identification of how her challenges in life shaped her faith and core beliefs • Research how Mary MacKillop shaped and strengthened the community of believers in her time • Investigate ways that Mary MacKillop’s story influences, strengthens and shapes the lives and faith of believers today The design of learning intentions starts with the answers to these questions. What do I want students to know? What do I want students to understand? What do I want students to be able to do? Success criteria are directly related to the learning intention. Learning intentions are informed by the curriculum. Students self assess in light of the learning intentions and the success criteria. Teaching and learning opportunities are designed to provide students with opportunities to meet the learning intentions. Learning Intentions Peer feedback reflects the learning intentions and the success criteria. Feedback is based on the learning intention and the success criteria. Teacher questioning always keeps the learning intention in focus. The assessment task / activity matches the learning criteria. From: https://kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/Pages/LearningIntentions.aspx Diagram adapted from http://www.assessmentforlearning.edu.au Success Criteria • Success criteria describe what successful learning looks like at the end; how the learner will know when they have reached/achieved the learning intention successfully. Learning Intentions Success Criteria Through this unit of work students will be able to: By the end of this unit of work students will be able to: • Investigate some of the challenges (poverty, isolation, access to Eucharist…) and the impact they had on Catholics in colonial Australia • Describe one challenge faced by Catholics in colonial Australia • Engage students in the story of Mary MacKillop • Retell the story of Mary MacKillop • Explore Mary MacKillop’s letters and identification of how her challenges in life shaped her faith and core beliefs • Describe how Mary MacKillop’s writings identify some of her challenges and core beliefs in life (especially her advocacy for the poor) • Research how Mary MacKillop shaped and strengthened the community of believers in her time • Describe a way that Mary MacKillop shaped and strengthened the community of believers in her time • Investigate ways that Mary MacKillop’s story influences, strengthens and shapes the lives and faith of believers today • Identify a way that Mary MacKillop’s story influences, strengthens and shapes the lives and faith of believers today If success criteria are to be any use to students, they need to •be written in language that students are likely to understand •be limited in number so students are not overwhelmed by the scope of the task •focus on the learning and not on aspects of behaviour (e.g. paying attention, contributing, meeting deadlines etc.) •be supported, where necessary, by exemplars or work samples which make their meaning clear •created, ideally, with input from students so that they have greater understanding and ownership. Are directly related to the learning intention. Are specific to an activity. Should be written in language that students are likely to understand. Are discussed and agreed with students prior to beginning the learning activity. Success Criteria Are used as the basis for peer feedback and self-assessment. Are used as the basis for feedback. Describe what successful learning looks like. Can be a series of dot points or in the form of a rubric. From: https://kweb.bne.catholic.edu.au/LandT/LearningTeaching/Pedagogy/Pages/SuccessCriteria.aspx As a teacher you are responsible for identifying the learning intentions and the success criteria. However, the success criteria can be written in more student friendly language after student input. Assessment Assessing student learning is an integral part of the school classroom. It improves learning and informs teaching: it is the process through which teachers identify, gather and interpret information about student achievement and learning in order to improve, enhance and plan for further learning. Assessment should: •include the collection of assessment data used to monitor a student’s progress against the curriculum •assist teachers to evaluate the success of their teaching approaches •provide evidence to inform students, parents and the system about student progress and achievement. It is important to keep data to assist in making professional judgements about whether each student has achieved the success criteria, or whether they are ‘above standard’ for each unit of work. ‘Above standard’ would be indicated by students demonstrating one or more of the following: • Greater depth of knowledge • Greater depth of understanding • Greater sophistication of skills Assessment plays a key role in determining: Where the learner is right now Where the learner is going How to get there Therefore, diagnostic, formative and summative assessment are all essential elements for planning in religious education. Student self assessment is now regarded as vital to success at school. For strategies for assessment as learning and self assessment see these resources. Teachers will use a range of different assessment strategies to ascertain what each student has learnt (actual achievement) and will make judgments about the extent and quality of each student’s achievement in relation to the Religious Education Curriculum achievement standards. Reporting • Reporting to parents will provide information about a student’s actual achievement against the achievement standards. The use of Religious Education Curriculum achievement standards as a common reference point for reporting to parents will contribute to consistency in reporting in RE across all BCE and Archdiocesan schools. • There is flexibility in terms of what information may be displayed on the report (how helpful will it be to parents?). • The report informs parents about what their child has learnt in religious education (not their behaviour or their perceived level of faith). Fertile Questions What are the assumptions that students come with that you wish to challenge? Construct a question that challenges one of these assumptions, ensure it is open-ended and make it connected to the learner by including a personal pronoun such as ‘I’, ‘we’, ‘us’, ‘me’, and it will probably meet the 6 criteria for a fertile question. An example from a year 1 class: Assumption of the majority of students: Prayer is about talking to God (it doesn’t have anything to do with listening) Fertile question: Why would God want to talk to me? The result: Through engaging in gentle dialogue, meditation and other prayer activities, by the end of the unit students were saying: “If God wants to talk to me, then God must really love me”. These students had moved to a whole new point in their faith journeys. The key to developing a good fertile question is determining where students’ thinking needs to be challenged. If the majority of students think that Mary MacKillop is not really that relevant for us today because she lived a long time ago, then a possible fertile question could be: Why is Mary MacKillop still important for us today? To access more resources about fertile questions go to: the Brisbane Catholic Education RE Curriculum site Connections to other learning areas • Look for connections with other learning areas, the general capabilities and cross curriculum priorities. • NOTE: We do not want to integrate one into the other. Rather, we want to make legitimate connections, ensuring that students will still be able to learn what they are entitled to learn in all areas . Begin with the approved curriculum Example: History – Year 5 CONTENT DESCRIPTION: HISTORICAL KNOWLEDGE AND UNDERSTANDING The Australian Colonies Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094) The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095) The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096) The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097) HISTORICAL SKILLS Chronology, terms and concepts Sequence historical people and events (ACHHS098) Use historical terms and concepts(ACHHS099) Historical questions and research Identify questions to inform an historical inquiry(ACHHS100) Identify and locate a range of relevant sources (ACHHS101 Analysis and use of sources Locate information related to inquiry questions in a range of sources (ACHHS102) Compare information from a range of sources (ACHHS103) Perspectives and interpretations Identify points of view in the past and present (ACHHS104) Explanation and communication Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106) What do I need to teach and what are students entitled to learn? When you have identified what students are entitled to learn through each learning area then you can make decisions about how to connect the learning areas (teaching what is relevant at the same time). Connections to the Religious Life of the School Sometimes the RE Curriculum needs to make explicit links to one or more elements of the Religious Life of the School. Pedagogy Principles High expectations - for successful learning for every learner Equity and excellence – in every classroom through evidence based practice Continuity of learning – through access to learning entitlement for every learner The Religion Curriculum P-12 promotes inquiry learning, a learner centred pedagogical approach to learning and teaching, that aligns closely with the directions taken in the Australian Curriculum. Inquiry Learning Some questions to consider: • How can we document our planning in RE so that inquiry learning does not look like a linear process? • As a teacher, where am I on the continuum for how I implement inquiry learning? (Structured, guided, open, student initiated.) Some resources for Inquiry Learning Go to Resource Link to find a https://kweb.bne.catholic.edu.au/ResourceLink/resources/RL productions/inquiringminds/Pages/InquiringMinds.aspx Resources from Kath Murdoch Articles, information and websites What is inquiry? What does an inquiry classroom look like? Overview of inquiry Digital Learning • Religious Education in the Archdiocese of Brisbane seeks to engage students in the critical, creative, and responsible use of digital tools which is an important component of digital citizenship. This enables them to express their learning in rich and relevant ways. In planning, the question to ask is: Where could teaching and learning be enhanced through the use of digital tools? Some resources: Web 2 tools Cool tools for schools Digital tools to support inquiry learning Apps and websites to support inquiry learning Web 2 tools and edtech Dialogical teaching and learning • Religious Education needs to be more than a series of activities. Deep learning occurs through conversations – reciprocal dialogue between teacher and students. Consideration needs to be given to the questions and opportunities for dialogue that are an intrinsic part of teaching and learning opportunities. Dialogue with students about their own learning increases participation in their learning. Quality conversations assist students to move from knowing content to achieving a depth of understanding. Consider how key comments and phrases used by students through quality conversations could be recorded (e.g. web 2 tools) to assist in making professional judgements about whether each student has achieved the success criteria, or whether they are ‘above standard’. Scripture Core Scripture texts taught throughout the year need to cover the following three elements: • A study of the world of the text • A study of the world behind the text • An exploration of the world in front of the text See BCE RE Curriculum Teacher evaluation and student feedback • Spending even 5 minutes recording your evaluation of the unit in key areas can be enormously helpful for informing future planning and professional dialogue. Target key areas (where things went really well or where further support would be most beneficial) • As the target audience for our planning, how can appropriate feedback from students be obtained?