REAP Inservice Assignment 2 Scaffold

NAME: write your name here

SCHOOL AND SUBURB: write your school and suburb here

Assignment tips:

1. This assignment must be submitted through iLearn. Assignments may not be emailed.

2. If you have difficulties with iLearn, please call the BCE Help Desk.

3. You must upload in Word format. Do not submit your assignment in PDF format.

4. Only upload one document to iLearn. Adding Resources: If you would like to demonstrate resources/add learning ideas, take a photo or screen shot (the snipping tool is great for this) and add them as an appendix to this document. Be conscious of your overall file size of 250MBs. High resolution images can make your file too large to upload. You may need to ‘resize’ photos file.

5. Check-in with the person who coordinates the curriculum at your school to ensure your planning aligns with the planning from your school. This assignment is designed to be created as part of your normal, day-to-day teaching and should reflect your school planning. Your school may use a different planning template, and you can use that one for teaching of the lessons and school purposes. Make sure you have all the components from this template though (inquiry learning, relevant parts of the achievement standard, learning intentions, etc). You will then need to take your planning and apply it to this REAP Assignment 2 scaffold/template provided here as the marking schema is aligned with this template.

6. Read the criteria. You are meeting with a supervisor regularly to demonstrate a cycle of improvement. You need to engage in professional dialogue with them that through this process, your teaching is improving through your deepened understanding of the curriculum.

7. Delete the assignment tips that appear in yellow highlight before submitting, as they take up word count.

8. This template has about 3000 words. You need to add an additional 3500 or equivalent with resources.

Submission Checklist:

Please click on the following boxes to indicate your consent to the following statements prior to submission. Please include this checklist with your assignment.

☐ I acknowledge this is all my own work

My name appears at the top of this document.

I have included a list of resources that could be used to teach this unit.

☐ I have met with the APRE, Principal or RE Curriculum leader to discuss my planning, dialogued on the implementation to inform my reflections. This leader has eight units of Religion at post graduate level.

The APRE, Principal or RE Curriculum leader has signed the work on my lessons and reflections within this document

☐ I have included four lessons of planning.

I have included a copy of the achievement standard and highlighted the parts that this unit covers.

Success Criteria: Assignment Two

Student to write their name here

Submission date: Click here to enter a date.

The student must demonstrate ‘At Standard’ or ‘Above Standard’ in all criteria to pass this assessment.

In the planning design of four lessons in Religious Education, the student:

Above Standard

At Standard

Below Standard

Line of Sight

Demonstrates an excellent understanding of “line of sight” by incorporating very relevant aspects of the achievement standard, year level description, content descriptions.

Demonstrates an understanding of “line of sight” by incorporating relevant aspects of the achievement standard, year level description and content descriptions.

Demonstrates a limited understanding of “line of sight” by incorporating some aspects of the achievement standard, year level description and content descriptions.

Inquiry

Demonstrates an excellent understanding of inquiry learning.

Demonstrates an understanding of inquiry learning.

Demonstrates a limited understanding inquiry learning.

Use of both dimensions of Religious Education

Demonstrates an excellent understanding of the distinct and complementary nature of the two dimensions of Religious Education by creatively aligning relevant content from Religion Curriculum P-12 and the Religious Life of the School P-12.

Demonstrates an understanding of the distinct and complementary nature of the two dimensions of Religious Education by aligning relevant content from Religion Curriculum P-12 and the Religious Life of the School P-12.

Demonstrates a limited understanding of the distinct and complementary nature of the two dimensions of Religious Education by choosing content from Religion Curriculum P-12 and the Religious Life of the School P-12.

Resources

Provides a list of excellent resources that support the learning and teaching of Curriculum content.

Provides a list of appropriate resources that support the learning and teaching of Curriculum content.

Provides a list of some resources.

Literacy

Adheres to APA referencing Style guide. Uses appropriate formatting, grammar and spelling consistently.

Adheres to APA referencing Style guide. Uses appropriate formatting, grammar and spelling.

A limited adherence to APA referencing Style guide. Paper requires significant editing in formatting, spelling and/or grammar.

Continued over…

In the critical reflection, the student:

Above Standard

At Standard

Below Standard

Meeting with Religious Leader in school community to conduct reflection process

Has met regularly with a leader in Religious Education, during planning and implementing the learning and teaching of the four lessons using the using the BCE Model of Pedagogy.

Demonstrates a cycle of improvement, through insightful reflection, that has emerged from the professional dialogue

Has provided evidence that this process has been verified by the Religious Leader of the school.

Has met with a leader in Religious Education, during planning and implementing the learning and teaching of the four lessons using the using the BCE Model of Pedagogy.

Demonstrates a reflection process that incorporates evidence that has emerged from the professional dialogue

Verified by the Religious Leader of the school.

There is no evidence in the documentation that the student has met with a leader in Religious Education, during planning and implementing the learning and teaching of the four lessons using the using the BCE Model of Pedagogy.

Provides a reflection on planning and implementing the learning and teaching of the four lessons.

Not verified by the Religious Leader of the school.

Focus

Provides insightful examples of a focus on learners and their learning.

Provides examples of a focus on learners and their learning.

Provides an insufficient example of a focus on learners and their learning.

Establish

Provides insightful examples where clear learnings and success criteria have been established.

Provides examples where clear learnings and success criteria have been established.

Provides an insufficient example of learnings and success criteria.

Activate

Provides insightful examples where multiple ways of knowing, interacting and multiple opportunities for practice have been activated.

Provides examples where multiple ways of knowing, interacting and multiple opportunities for practice have been activated.

Provides an insufficient example of ways of knowing.

Respond

Provides insightful examples of a response to students with feedback that moves learning forward.

Provides examples of a response to students with feedback that moves learning forward.

Provides an insufficient example of a feedback that moves learning forward.

Evaluate

Provides insightful examples where the effect of teaching on student achievement and success have been evaluated.

Provides examples where the effect of teaching on student achievement and success have been evaluated.

Provides an insufficient example where the effect of teaching on student achievement and success have been evaluated.

Overall result: Choose an item.

Religion Planning of a unit of work with an example of four lessons

School

Duration

Year level

Write your school’s name here

How many weeks will this unit run?

What year level are you teaching (and you do need to teach this!)

Fertile Question / Topic

(Please make sure you revise this article from Day 1 about inquiry learning when constructing your fertile question).

Class Context: Who are my learners?

· Class Needs

· Individualised Learning Needs

· Catholics/non-Catholics – other faiths – practising/non-practising (Consult the BI tool and data for this)

· Students with Disabilities [e.g. ASD – ADHD -abstract concepts may need further unpacking – visuals etc…]

· Adjustments for Learners

Learning Context: Significant Days and Celebrations

· What events/demands/celebrations are timetabled in the school for the duration of the unit?

· Religious Life of the School: Liturgies; Assembly Prayer; Feast days; Retreat Days; Social Justice Outreach etc

· Check Ways to Pray Calendar for significant dates in Liturgical Calendar

· Plan to connect these things into learning, not add on top.

· Differentiated learning

· Class Needs

· Individualised Learning Needs

· Catholics/non-Catholics – other faiths – practising/non-practising

· ASD – ADHD (abstract concepts may need further unpacking – visuals etc…)

· How is this learning unique for your learners? This section should include some information about your learners.

Year Level Description

A Year Level Description incorporates the four interrelated strands Sacred Texts, Beliefs, Church and Christian Life. In a Religion Unit these strands are taught in an integrated way appropriate to the focus and content of the Religion Unit Copy the year level description here, highlighting the parts that this unit will address.

Achievement Standard

Copy here the Achievement Standard relevant to the Year Group addressed in your chosen Religion Unit. Highlight the parts of the Achievement Standard that are addressed in your chosen Religion Unit. The Learning Progressions will be helpful here as it will inform what parts of the achievement standard is being addressed as well as surface and deep learnings.

Copy the Curriculum content descriptions from the Religion Curriculum P-12, including code references that are covered by this unit. Delete the boxes you don’t use.

Content Descriptions

Strands and sub-strands that make connections with the Unit topic. Remember that these strands interconnect and are not stand alone or taught separately

Sacred Texts: Old Testament, New Testament, Christian Spiritual Writings and Wisdom

Religious Knowledge and Deep Understanding

Skills

OLD TESTAMENT

NEW TESTAMENT

CHRISTIAN SPIRITUAL WRITINGS AND WISDOM

Beliefs: Trinity, Human Existence, World Religions

Religious Knowledge and Deep Understanding

Skills

TRINITY

HUMAN EXISTENCE

WORLD RELIGIONS

Church : Liturgy and Sacraments, People of God, Church History

Religious Knowledge and Deep Understanding

Skills

LITURGY AND SACRAMENTS

PEOPLE OF GOD

CHURCH HISTORY

Christian Living: Moral Formation, Mission and Justice, Prayer and Spirituality

Religious Knowledge and Deep Understanding

Skills

MORAL FORMATION

MISSION AND JUSTICE

PRAYER AND SPIRITUALITY

Learning Intentions

Learning Intentions

By the end these learning experiences, students

·

Success Criteria

Assessment

· Success Criteria

· How will we know if students have achieved the desired results and met the standard?

· What will we accept as evidence of student knowledge, understanding and skills?

· Assessment Background

· Consider a range of assessment methods – informal and formal assessments during a unit

Core and complementary scripture texts - Religion Curriculum P - 12 Appendix B

Explicit Teaching About Prayer – Religion Curriculum P – 12 Appendix A

· Core texts are prescribed Scriptural texts that need to be taught in depth at each year level.

· Complementary texts are other possible Scripture texts that could be used to support the teaching of particular concepts.

· Which text/s will you be using in this unit? You must include at least two.

· What commentaries will you use from the Worlds of the Text?

Teacher Background

· What do I need to know to teach this unit?

· What do I need to know more about to teach this unit?

· What reliable sources are there that I can use to get information from?

Delete curriculum connections that you will not be explicitly making in your Religion Unit. Make explicit links between the remaining curriculum connections and the planning of your Religion Unit.

Where will you teach the General Capabilities? How will you connect RLOS with your teachable content? Etc

CURRICULUM Connections

What connections can be made with other Curriculum areas (eg History, Geography, English)?

·

·

Religious Life of the School

General Capabilities

Cross-Curricular Priorities

Religious Identity and Culture

· Ethos and charism (ICE)

· Authentic Christian community (ICC)

· Sense of the Sacred (ICS)

Social Action and Justice

· Justice in the school community (SJS)

· Action for justice (SJA)

· Reflection on action for Justice (SJR)

Evangelisation and Faith Formation

· Living the Gospel (EFG)

· Spiritual Formation (EFF)

· Witness to the wider community (EFW)

Prayer and Worship

· Christian prayer (PWP)

· Celebration of liturgy and sacraments (PWL)

· Ritualising everyday life (PWR)

· Literacy

· Numeracy

· Information and communication technology (ICT) capability

· Critical and creative thinking

· Personal and social capability

· Ethical understanding

· Intercultural understanding.

· Aboriginal and Torres Strait Islander histories, cultures and spiritualties

· Asia and Australia’s engagement with Asia in a multi-faith context

· Sustainability and ecological stewardship.

Recommended Resources

Resources

Teacher Background

Mandated Scriptural Texts

A-Z Learning Strategies

Prayer Chart

Learning Bytes

RESource, (Melbourne)

Together at One Altar;

BCE Library

Caritas

Judaism

Ways to Pray

Flame of Faith

CORE CONTENT AREA 1:

Learning Experiences - Select a relevant Inquiry Process

Explore Elaborations

It is up to you how you plan your four lessons within the context of the whole unit plan. You could present the four lessons as one long plan with four parts, or four individual lessons. If you have a school inquiry model, you should use that model for planning rather than the planning model set out below

CORE CONTENT AREA (copy and paste for three content AREAS)

Learning Experiences - Select a relevant Inquiry Process

Explore Elaborations

Tuning In

· What is the topic?

· Why should we study this topic?

· Frame manageable questions.

· What do I already know about this topic? I think I know

· How is this relevant to me?

Finding Out

· Identify possible sources of information

· Identify skills necessary for the investigation.

· How did it happen?

· Who was there and what were the facts?

Sorting Out

What do we want to find out?

· How can we do this best?

· How will we gather the information?

· Does what I knew before still apply?

· Does my first idea still make sense?

Communicating

Extend and challenge students’ understandings

· Offer more information

· Is there something else I need to deepen my knowledge understandings?

· What difference does this make to me?

Reflecting and Evaluating

· So what have I learnt?

· If I know this, how can I connect it with my world?

Inquiry Process

Learning Experiences - Select a relevant Inquiry Process

Explore Elaborations

Tuning In

Finding Out

Sorting Out

Communicating

Reflecting & Evaluating

What is the topic?

Why should we study this topic?

Frame manageable questions.

What do I already know about this topic? I think I know

How is this relevant to me?

Identify possible sources of information

Identify skills necessary for the investigation.

How did it happen?

Who was there and what were the facts?

What do we want to find out?

How can we do this best?

How will we gather the information?

Does what I knew before still apply?

Does my first idea still make sense?

Extend and challenge students’ understandings

Offer more information

Is there something else I need to deepen my knowledge understandings?

What difference does this make to me?

So, what have I learnt?

If I know this, how can I connect it with my world?

Core Content Area 1

Teaching and Learning Sequence

Focus/Question–

Resources

Adjustments for Learners

Stage of Inquiry

Teaching Sequence

Resources/ Webtools/ Adjustments

Core Content Area 2

Teaching and Learning Sequence

Focus/Question–

Resources

Adjustments for Learners

Stage of Inquiry

Teaching Sequence

Resources/ Webtools/ Adjustments

Core Content Area 3

Teaching and Learning Sequence

Focus/Question–

Resources

Adjustments for Learners

Stage of Inquiry

Teaching Sequence

Resources/ Webtools/ Adjustments

Evidence of Meeting with a Leader in Religious Education

(This leader should have a substantive position such as principal or APRE. This leader must have eight units of Religion at post graduate level. The meeting/s should take place at least before and after you have taught. Note that a member of the REAP teaching team can call this person to follow up on your meeting.)

NAME OF RELIGIOUS LEADER:

ROLE OF RELIGIOUS LEADER: Choose an item.

MOBILE PHONE NUMBER:

EMAIL ADDRESS:

DATES OF MEETING/S:

Meeting 1

Meeting 2

Meeting 3

Meeting 4

Meeting 5

Click or tap to enter a date.Click or tap to enter a date.Click or tap to enter a date.Click or tap to enter a date.Click or tap to enter a date.

Focus

on learners and their learning

· What prior knowledge do your learners bring? What process did you use to collect this data? How will you use it?

· Where in the Curriculum will you ‘enter’? At your learning phase or do you need to develop students’ understanding from a different learning phase?

· How will you recognise the attributes students bring to the classroom?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Establish

clear learning intentions and success criteria

· How have you used the “line of sight”: year level description, content descriptions and achievement standard to create your learning intentions and success criteria?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Activate

multiple ways of knowing, interacting and multiple opportunities for practice

· How have you activated and evaluated students’ involvement in learning?

· Have you taught explicitly? Have you differentiated to move each students’ learning forward towards the success criteria?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Respond

with feedback that moves learning forward

· What examples can you provide of when you have given students feedback on their progress? What were the results?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Evaluate

the effect of teaching on student achievement and success

· How well is what I am doing working for different groups of students and why?

· What possible reasons for some students or groups of students progressing more or less?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Own Reflections: 500 Words

Signature of RE Curriculum Leader

The above is an accurate account of the professional dialogue around this Teaching and Learning of Religious Education, reflecting the 2 Dimensions of the Model of Religious Education as proscribed in the Archdiocese of Brisbane: RE Curriculum P-12 (2013).

Signed: …………………………………………………………………………………………

Name: ………………………………………………………………………………………….

Position: ………………………………………………………………………………………..

Curated Resources: List of References as Resources

(Maximum of 5, no less than 3. The BCE Library can help. Reference correctly using APA. This referencing tool may assist you or check how the BCE Library references the resources in their catalogue.)

List of resources that could be used to teach this unit.

Curated Resources: Created Resources for this unit

(Screen shots, photos, or images PowerPoints, activities, work sheets, hyperlinks etc)

Reference List

What sources you used to inform your teaching and the writing of this assignment task.

APA Referencing required.

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Religious Education Services | Brisbane Catholic Education | REAP Assignment Two