Program Implementing the Religion Curriculum: Core Messages The nature and purpose of Religion

2. Program • Implementing the Religion Curriculum: Core Messages • The nature and purpose of Religion • How to use the Religion Curriculum • Understanding Team: Our team profile and protocols • Understanding our learning context and strategies to move forward • Ways of working in the orchard: Peers with Purpose (EOs RE with their clusters) • Morning Tea: 11.15 – 11.45 • Lunch: 1.30 – 2.00

3. Orientation: Understanding the nature and purpose of Religion

4. The distinct nature of the Religion Curriculum

5. 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. • 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. • 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.

6. Visioning Religious Education is an ongoing task of the Religious Leader

7. Rudderstone (Denis O’Connor) This marble confirms the metaphor of passage to another realm and its high polish reflects the image of those who stand in front of it.

8. Come and walk through Rudderstone … “The rudder is a guiding principle, a device that steers us on our journey.” (Denis O’Connor)

9. Students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader Christian tradition so that they might participate critically and authentically in faith contexts and wider society.

10. Religious Education Archdiocese of Brisbane Religion Curriculum P-12 Religious Life of the School P-12 Vision for Religious Education

11. Familiarisation: How do we use the Religion Curriculum P-12?

12. Two touchstones for contextualising the curriculum Consistent with BCE strategy for implementing the Australian Curriculum, the two touchstones for implementing the Religion Curriculum are the BCE Learning and Teaching Framework and the Melbourne Declaration on Educational Goals for Young Australians.

13. Our Goal: As a Catholic Christian community we educate all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners empowered to shape and enrich our world.

14. 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.

16. 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

17. 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. • 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. • 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.

18. Whole school Year and class Individual

19. 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

21. 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

22. 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