St Thomas More Catholic School Sunshine Beach

Transcription

1 St Thomas More Catholic School Sunshine Beach Religious Education Program

2 St Thomas More School Story StThomasMoreisaCatholic,co2educational,four2streamschooloffering placementsfrompreptoyear6.ourparishschoolbeganin1990,under theleadershipandspiritualdirectionofthemaristbrothers.stthomas MoreSchoolcameaboutfollowingastrongdesirefromparishionersto have a Catholic school within the Noosa District Parish. After starting with92studentsin1990,theschoolgrewrapidly,withsustainedgrowth intheschoolpopulationintheearlyyears,buildingittoathree2stream campus. High demand for enrolments and the newly built St Teresa s College in Noosaville meant the decision was made in 2008 to move toward a four stream learning environment. St Thomas More currently has an enrolment of 738 students, with a final year of growth in 2017 bringing our total student population to close to 760. We have 72 staff members, with many having a long connection with the school and parishcommunity. The Parish remains in strong partnership with the school, with both resident priests being supportersoftheprayerandliturgicallifeofourcommunity.thestthomasmorecentreactsasa school chapel and hall during the week, and then as an additional Parish Church on Sundays. Twelve years ago St Teresa s Catholic College began at Noosaville, with many of our students moving there for secondary education. The common Marist Charism provides links between our twoschools.jointschoolprofessionallearningopportunitiesfocusingonthemaristcharismarean important way of connecting our staff groups each year. Although the Marist Brothers no longer haveaday2to2daypresencewithintheschool,themaristcharismremainscentraltothelifeofour community.thepresenceofthemaristcharismprovidesarichplatformonwhichtoexpressour Catholic faith and identity. This is reflected in the five characteristics of a Marist school being 2 Presence,Simplicity,FamilySpirit,LoveofWorkthereforedevelopingaloveofJesusthroughour IMG_3382.JPGstrongconnectiontoMary. Withourcurrentenrolment,StThomasMoreoffersabroadandrigorouseducationalprogramthat promotesequityandexcellenceforallitsstudents.wepromoteaschoolingexperiencethat encouragesallmembersofourcommunitytoliveoutthegospelvaluesofjesusguidedbythe CharismofStMarcellinChampagnatandinspiredbythevaluesofStThomasMore. Faith and Family Demographics TheStThomasMorecommunityhasarangeofsocio2economicand culturalbackgroundsrepresented.asacoastalcommunity,movementof familiesthroughouttheyearoccursduetoworkopportunities,andthisis characterisedbyanannualretentionrateof94%.ourschoolcurrently drawsfromawidegeographicalcatchmentarea,withstudentscoming fromnoosaville,tewantin,peregian,coolumandfromasfarawayasthe hinterlandtownsofcooroyandpomona. 2

3 Ofapopulationof738students,71%areCatholic,with13%identifyingasotherChristian denominationsandtheremaining16%ofthestudentpopulationbeingmadeupeitherother,no ReligionorNotStated. StThomasMore StudentReligiousPro5ile62016 Anglican Baptist Catholic ChurchesofChrist EasternOrthodox Lutheran NoReligion OtherChristians Pentecostal StThomasMorehasseenaslightdecreaseinitsCatholicenrolmentoverthelastfiveyears,while thereisevidenceofanincreaseinthoseidentifyingashavingnostatedreligion.thereligious profileofparentsshowssignsofadeclineincatholicparents,withevidenceofanincreaseinother religiousdenominationsandalsoatrendtowardanincreaseinnonamedreligion.thestthomas MorecommunityhasfamilieswhoareinvolvedinthelocalparishthroughoneofthefourChurches attewantin,sunshinebeach,cooroyandpomona,howevermanydonottakeanactivepartinthe worshippingcommunityorhavestrongconnectionstocatholictraditions.thereis,however, strongsupportofourcatholicchristianethosandvalueofthereligiouslifeofourschoolisvalued withinourcommunity. TheParishSacramentalProgramplaysasignificantroleinfamilydecision2makingregarding initiationintothecatholicchurch,withmanyparentsandchildrenchoosingtobecomecatholic duringtheirtimeatourschool. 3

4 Someuniquefeaturesofourschoolinclude: HighdemandforenrolmentatStThomasMore,helpingmaintainourfour2streamschool population.thereisreasonablemovementoffamiliesthroughouttheyear,however studentpopulationnumbersarestable.thereisstrongstabilityonstaff,withsome movementevidentinrecentyears. StrongconnectionswiththeNoosaDistrictCatholicParish.Wehavedevelopedaclose workingrelationshipwithourparishpriest FrMarkFranklinandalsoworkwiththe AssociatePastor,FrIsidoreEnyinnayaandtheParishSacramentalCo2ordinator. Ourschoolsiteisabeautifullydesignedanddevelopedschoolenvironment,withtheSt ThomasMoreMassCentreandChapelonsite.Theschooliswell2resourcedintheareaof Curriculum. WearecurrentparticipantsinTheDeliveringExcellenceinTeaching LiteracyCollaborative andhavealsobeenpartofthevisiblelearningprojectsinrecentyears.thisexperience enabledlearningandteachinginreligiouseducationtobeviewedwiththesamerigouras othercurriculumareas,withreligiouseducationleadingprocessesinassessmentand inclusivepracticesaspartofourcurriculumfocus. Therehavebeensignificantchangesinschoolleadershipoverrecentyears. Asaschoolcommunity,weacknowledgetheimportanceofprovidingopportunitiesand experiencesthatwillallowfamiliestoconnectwiththecatholicchristianstoryandhaveplaced greatemphasison; Tellingourschoolstory,connectingtothestoriesoffaithofourschoolpatrons Ensuringparentsareencouragedandwelcomedtobepartofclassandschoolcelebrations Highlightingtheimportanceofmanyreligiousartworks,symbolsandiconsthroughoutthe schoolbyhighlightingthestoryofeachthroughcelebrationsandcommunicationtoparents IntroducingaunitonourschoolCharismforallstudentsatthestartofeachyear Involvingstudentsintheplanningandleadingofsignificantcelebrations WorkinginpartnershipwiththeParishcommunity TeachingandlearninginReligiousEducationhasalwaysbeenvaluedhighlyatStThomasMore, withourstaffheavilycommittedtoprofessionallearningandprovidingqualityteachingand learningexperiencesinreligiouseducation.implementingthenewreligiouseducationcurriculum, basedonareconceptualistapproach,hasprovidedsomechallengesforteachers.coincidingwith periodcharacterisedbymanyoverallcurriculumchangesinourschool,ithasbeenimportantto ensure; Learningandteachingisresponsivetotheneedsandreligiousbackgroundsofstudentsand thecontemporarycontextsforlearninginthereligionclassroom AdequatetimeisallocatedtoplanninginReligiousEducation Aconsistentapproachtoplanning/documentationisusedthroughouttheschool Theeducationalfocusoftheteachingofreligionisalignedwithothercurriculumareas ClasstimetablesarereflectiveofmandatedtimefortheteachingofReligion AssessmentinReligiousEducationhasthesamerigourasotherlearningareas Thediverselearningneedsthatstudentsbringtothereligionclassroomarecateredforin inclusiveway 4

5 St Thomas More School Motto, Vision and Mission Motto - Intruthandlove Vision - Educatingthewholeperson Mission - AtSaintThomasMoreParishSchoolweofferquality,inclusiveeducationinthe Catholictradition.Thisprovidesequityofopportunityforalltoparticipateintheexperienceoflife longlearning. The strong family spirit in the school community promotes a sense of integrity, justice and personal fulfilment that encourages children to critically question themselves and society as theyprepareforafuturecharacterizedbypersonalgrowthandrenewal. Inourfaithcommunitytheindividual spotentialforlearningisnurtured,thechristianstoryis embraced,faithiscelebratedinprayerfulandreflectiveways,andthechildrendiscoverabelief intheirowncapacitytocontributetothechurchandsociety. OUR BELIEFS FamilyandCommunitySpirit CatholicChristianTradition QualityEducation LifeLongLearning InclusivePractices ActionforJustice Statement of Special Religious Character InthefootstepsofStMarcellinChampagnatandMary,ourGoodMother, andinspiredbythewritingsofstthomasmore weaimtobeacommunitywho; RespondtotheteachingsofJesusthroughtheGospels RecogniseGod'spresenceamongstus,throughourdistinctiveMaristcharacteristics Presence, Simplicity,LoveofWork,FamilySpirit andinthewayofmary ShowFamilyandCommunitySpirit,ActionforJustice andloveforeachotherthroughdeedsandactions, developingastrongcommunityoffaith,spiritandprayer Westrivetocreatequality,inclusive,lifelonglearningopportunitiesforall Toembracethisverydistinctivestyle wemustlovethemandlovethemallequally.(stmarcellin) 5

6 Our Marist Characteristics Presence Whenwearepresenttoeachotherweshowthatwecareforoneanother andabouteachotherslivesandexperiencesonapersonallevel.aswegetto knoweachotherwecanseektoestablishrelationshipsthatarefoundedon loveandcare.bybeingattentiveandwelcomingtoeachotherwecan promoteopennessandtrustinourconversationsanddecisions. Simplicity Simplicityremindsusthatourconnectionswithotherswithinourschoolcommunityshouldbe genuineandstraightforward,allowingeachofustofeelcomfortabletosaywhatwebelieveandto showthatwebelievewhatwesay.simplicityislinkedcloselytothe ThreeViolets ofthemarist tradition2showinghonestybeforeourselvesandourgod,humility2patientlyallowingtheaction ofgodtoworkthroughusandmodesty2seekingtodogoodquietly. Love of Work LoveofWorkisinspiredbyStMarcellinChampagnat;amanoffaithandvision.Helpingstudents discoverthedignityofworkallowsthemunderstandthatworkisapowerfulmeanstoselff fulfilment,andcanaddgreatlytooursenseofwellfbeing.bydevelopingaloveofwork,everyone hasanimportantroletoplayasamemberofthewidercommunity,tocofoperateandrecognise thattheworkthattheworkthattheydohelpstoserveandnurtureothersintheschool. Family Spirit Asmembersofourschoolcommunitywearecalledtodevelopvaluessuchaswarmthofwelcome, acceptance,belonging,honesty,mutualrespectandtolerance. Aswesharesuccessesand failureswithinourschoolfamilyitisimportantthatwecontinuetobelieveintheinnategoodness ofeachpersonandalwaysbereadytotrust,forgiveeachotherandprioritisereconciliation. In the Way of Mary AsMarists,Maryistheperfectmodelforusaseducators.Mary slifewasajourneyoffaith.she knewthejoysandtrialsoflifeandyetshewasalwaysopentoacceptwhatgodwasaskingherto do.inherfamily,maryandjosephshowedjesusthefamilyloveandunityheneededtogrowasa person.maryshowedagreatawarenessoftheneedsofothersandadesiretoalwaysbeasymbol ofwisdom,graceandstrengthtoothers. 6

7 Our Vision for Religious Education St Thomas More Catholic School shares and promotes the Vision for Religious EducationarticulatedbyBrisbaneCatholicEducationto: aspiretoeducateandformstudentswhoarechallengedtolivethegospelofjesus ChristandwhoareliterateintheCatholicandbroaderChristiantraditionsothatthey mightparticipatecriticallyandauthenticallyinfaithcontextsandwidersociety. (ReligiousEducation,ArchdioceseofBrisbaneCurriculum,PV12) At St Thomas More we are a Catholic faith communitythatischallengedtoauthenticallylive and give witness to the Gospel of Jesus Christ through the guidance of Mary, inspired by the Charism of St Marcellin Champagnat and guided bythewisdomofstthomasmore. As a Catholic Christian community, we strive to educate our students to live the Gospel of Jesus Christ as creative, confident, successful and informed learners who feel empowered to share andenrichourworld. TheteachingsandvaluesofJesusareattheheart ofeverythingwedoatstthomasmore.inspired bythewordsofstmarcellinchampagnatto love themallandlovethemallequally ourvisionistodevelopstudentswho,aslifelong learners,engagewithacurriculumenrichedbygospelvaluesthatempowersthem tomakeapositivecontributiontothecommunitybylivingoutthevaluesofjesus. WerecognisethatourMaristcharactericsofPresence,Simplicity,LoveofWorkand Family Spirit, all done in the Way of Mary guide all that we do, and underpin the visionandmissionforourschoolcommunity.. 7

8 The Contemporary Contexts of Religious Education: TheStThomasMoreCatholicPrimarySchoolReligiousEducationProgramidentifies and articulates that the four contemporary contexts of Religious Education are identifiedashavingasignificantimpactonreligiouseducationinourcontemporary Catholic school. These include the Societal Context, Ecclesial Context, Educational Context and Digital Context. At our school we have developed school2wide expectations, in which these contexts are embedded and underpinned by Gospel valuesandpromotedandvoicedthroughoutthedailylifeoftheschool. Societal Context OurschoolReligiousEducationProgramseekstoreflect a Catholic Christian worldview that enables us to integrate faith, life and culture in a contemporary and multi2faith context. St Thomas More is a place where students and their families encounter the mission and outreachofthechurch,especiallythroughpastoralcare and the experience of Catholic Christian community groundedinthelifeandwordsofstthomasmoreand through the Marist characteristics of Presence, Simplicity,LoveofWork,FamilySpiritandIntheWayof Mary. It is recognised at St Thomas More that while many parents want their children to be immersed in the Catholicvaluesandtraditions,somedonotfullyunderstandthefoundationalnature andcentralimportanceofthereligiousandspiritualdimensionofcatholiceducation. AtStThomasMorewerespondtothesocietalcontextofReligiousEducationby2 AcknowledgingAboriginalandTorresStraitIslandercultureatthebeginningof liturgiesandschoolassemblies. EngagementwithMaristMission,CatholicMission,Caritas,StVincentdePaul resourcestoinformstudentsaboutglobalneeds. Using census information about the religious and cultural backgrounds of familiestoinformanddevelopunitsofworkandnamingthisinourplanning. RaisingfundsandawarenessthroughProjectcompassion,MaristSolidarity,St VincentdePaulandCatholicMission. Useofuniversalsymbolswhengatheringforprayer. 8

9 Ecclesial Context AlthoughStThomasMorehasasignificantnumberofstudentswhoarebaptised Catholics,thereisanincreasingnumberofstudentswhoarenotEucharistically affiliatedwiththecatholicchurchcommunity.inordertorespondtothischallenge, ouraimistosupportstudentsandtheirfamiliestodevelopstrongerconnections withthecatholicchristiantraditionandtoengagefamiliesindevelopingadeeper understandingofthetraditions,cultureandlanguageofchurchlife. AtStThomasMoreweseektosupportfamiliesin connectingwiththecatholicchristiantraditionand itsspiritualrichnessby; Weeklyprayerfocusatassembly Classroomsacredspacestosupportclass prayerrituals YearlevelliturgiesandMasses StudentinvolvementinParishMasses altar serving,offertory,readers,choir Openclassroomstoenablesharingofstudentlearning Grandparents day, OpeningLiturgy,Graduation,weeklyassemblies Variedprayeropportunitiesaresharedandavailabletostaffthroughweekly staffprayer,maristretreatsandmaristprayer Weeklystaffmeetingsalwayscommencewithaprayerreflection MaristMumsprayereachmonth ConnectiontoParishactivitieswithYear6attendanceatParishanointing Masses,combinedParishandSchoolMassesforfeastdaysandschool celebrations MakinginformationabouttheschoolReligiousEducationprogramavailableto parentsthrough; REsectioninthenewsletter Classtermnewslettersandtermoverviews ThroughouttheenrolmentandorientationprocessforPrep at interview,duringschooltoursandparentinformationsessions 9

10 Educational Context StThomasMoreCatholicSchoolvaluestheacademicexpectationofReligionin alignmentwithotherlearningareas.teachersareexpectedtofollowthemandatory BCErequirementforplanning,teaching,assessmentandreportingofReligion,which iscollaborativelymonitoredandsupportedbytheschoolleadershipteam.teachers areencouragedtoteachreligioninawaythatisinspiring,educationaland transformational.aseducatorsinacatholicschool,theyareexpectedtorecognise andrespondtotheneedsoflearnersandembracepedagogiesthatsupportquality learningandteachingtoenhancethelearningexperiencesofourstudents. TheReligiousLifeoftheSchoolisintegralinsupportingtheformationandskillsof studentswithintheschoolandclassroomcontext.thiseducationalcontextis evidentthrough; Developmentofarigorousapproachtoplanning,teachingandassessingthe ReligionCurriculum Exploringandimplementinginnovativeandcreativepedagogiestoimprove theteachingandlearningofthereligioncurriculum e.g.focusonbuilding teachercapacityintheareaofscripture,assessment LinkingourSchoolVisionforLearningandourVisionforReligiousEducation documents ContinuingtolearnmoreaboutthestoryoftheCatholicChristianfaithby creatinglinksbetweenstoriesaboutthejewishfaith,ourparishhistoryand thestoryoftheschoolcommunity ExploringMeditativeprayerpracticestohelpcreatemomentsand opportunitiesforprayeratanindividual,classandwholeschoollevel for exampleholyweekprayerspaces,marianprayers,assemblyprayers,staff prayer Respondingtocontemporaryissuesinmeaningful,prayerfulandactiveways AllowingtheMaristCharismtoimpactonourschoolwidepractices 10

11 Digital Context AtStThomasMoreweseektoprovideopportunitiesforstudentstoengagewith digitaltoolsinacreativeandpurposefulway,withaparticularfocusonenabling studentstodevelopknowledgeandskillstohelpthembecomearesponsibledigital citizen.werecognizethatstudentsenterourlearningenvironmentwithmuch experienceandconfidenceinusingdigitaltechnologiesandthisimpactsonlearning andteachingexperiencesusedinourclassrooms.atstthomasmore,wehave identifiedthatweneedtobecommittedtodevelopinginnovativeandcreativeways tomeettheselearningneeds. Ourschoolcommunitysupportsstudentsandtheirfamiliesinconnectingtheschool tothewidercommunityinaglobalcontext. Thisisevidencedby: UseofonlineBibleresources BibleGateway,ipadapps,accesstoYoutube clipstosupporttheteachingofscriptureinclassrooms Useofsongsandhymnsinmorecreativewaysthroughsitelicencesfor musicians (AndrewChinn,JohnBurland) Assessmenttasksthatallowstudentstopresenttheirlearningusingdigital toolsandprograms ReligiousEducationLearningBytes SchoolPortal LifeBlogsforreflectionandsharing STMResourcespageonPinterest ReflectionondataavailablethroughtheBItool KWEBonlineresources WaystoPrayCalendar 11

12 Beliefs About Learners and Their Learning AtStThomasMore,webelievethateverylearneriscreatedintheimageandlikenessofGodand, inspiredbythespirit,respondswithpassionandcreativitytolife.wefollowthevisionforbrisbane CatholicEducation,whichistoTeach,Challenge,Transform.Westrivetoeducatethewholeperson and through our teaching, promote faith in Jesus Christ, the Gospel and the faith of the Catholic Christiancommunity. We recognise that people search for and find meaning in lived experience and that learning and living are connected in the curriculum, we are inspired by the Holy Spirit to challenge those we educate to live in communion with God, others and the whole of creation in prayerful, sacramental, just, peaceful, inclusive and reconcilingcommunities. LearningandteachingatStThomasMorepreparesstudentsforglobalresponsibilitiestocontribute positively to justice, peace and ecological sustainability. We educate students so that they can transformtheworldincommunion,bynurturingthegiftsandpotentialofeachperson,enacting sharedleadership,andexercisingapreferentialoptionforthepoorandthemarginalised. We believe that all students are entitled to rigorous, relevant and engaging Religious Education Programs, drawn from the BCE Religion Curriculum P212, that addresses their individual learning needs.asamaristschoolthecharismofstmarcellinchampagnatplaysanimportantroleintelling the Catholic Christian story. Through the Marist Charism we are challenged to look to Mary as a modeloffaithandthisisreflectedinourschoolpractices,celebrationsandsymbols. OurschoolReligiousEducationProgramcatersforthediverseneedsofourstudents.Studentvoice is an important part of our processes for teaching Religious Education and a strong priority has beenplacedondevelopinglearningopportunitiesthatareinclusive,innovativeandchallengingto learners. 12

13 Learners and Learning in the Religious Education Classroom AtStThomasMorewebelievethateachlearnerbringstheirownrichlydiverselifejourneyand storytothelifeofourcommunity.althoughahighpercentageofourcommunityaremembersof thecatholicfaith,weareveryawareofthereligiousdiversitythatexistsamongstourstudentswith regardtoreligiouspracticeandengagementwiththecatholictradition.thispresentsthechallenge tofosteracriticalappreciationofone sownreligioustradition,whilstbuildinganempathetic understandingofthereligiousbeliefsandpracticesofothers. AseducatorsinaCatholicSchool,itisimperativethattheneedsofourlearnersareunderstood throughacontemporarylensandvaluedsothatpedagogiesthatsupportqualityteachingand learninginreligiouseducationwillenhancethelearningexperiencesofstudentswithinour classrooms. TheBCELearningandTeachingFramework(2012)informsourbeliefsaboutlearnersandlearning atstthomasmore.ourschoolbeliefsaboutlearnersandtheirlearningimpactontheteachingof ReligiousEducationandareimportantconsiderationsintheplanningandteachingofReligious Educationintheclassroomsetting. WeacknowledgethatallstudentsatStThomasMoreareentitledtoReligiousEducation opportunitiesthatarerigorous,relevantandengagingtothemasalearner.inordertocaterfor thediverseneedsofalllearnersitisessentialthatdueconsiderationisgiventothecurriculum content,thecross2curriculaprioritiesandgeneralcapabilitiesevidentinthereligiouseducation Curriculum.Whendesigninglearningandteachingopportunitiesintheclassroomconsideration alsoneedstobegiventothediversestudentneeds,levelsofdevelopment,previouslife experiencesandcharacteristicsoflearnersateachage. 13

14 Collaborative Planning CollaborativeplanningofReligiousEducationisofhighimportanceatStThomasMore,andtimeis allocatedtoensurethatallstaffhastheopportunitytobepartofreligiouseducationplanning experiences.atthebeginningofeachyeartimeistakentoplanandrevisetheyearleveloverview fortheteachingofreligiouseducationfortheyear. YearlevelteamsmeetwiththeAssistantPrincipal ReligiousEducationandotherrelevantkey staff(supportteacherinclusiveeducation,teacherlibrarian,curriculumsupportteacher)each termtodevelopunitsofworkforreligiouseducation.onememberofeachteamtakesleadership ofthisroletoworkwiththeapretodocumentand resourcetheideassharedattheyearlevelplanning meeting. Thisplanningprocessassiststeachersindevelopinga greaterunderstandingofthereligiouseducation Curriculumfortheiryearlevelandassiststeachersin implementingacurriculumthatensuresmandatory requirementsaremetandthatthereiscontinuityand comprehensivecoveragethroughouttheschool. EvidenceofCollaborativeplanningisshownby; OurschoolScopeandSequencedocumentisa livingworkingdocument thatisupdated eachyear.unitsarenottermspecific,whichhasallowedforunitstohaveflexibilityandto alignwithourcurriculumexpectations. TheteachingofScriptureissomethingthestaffhasshowninterestandinvolvementin. WholestaffprofessionaldevelopmentintheareaofScriptureenablesallteacherstobe aware. AnimportantpartofourReligiousEducationplanningjourneyhasbeenthedevelopmentof aclearerunderstandingofassessmentinreligiouseducation. Withinourstaffgrouptherearemanyindividualswhohaveparticularinterestsandskills relatingtotheteachingofreligiouseducation.sharingoftheirinsightsandideas,followed byopportunitiesforplanningandfeedbackhasenablednewinitiativestodevelop, resourcestobeuseddifferentlyandrichprofessionalsharingtotakeplacenotonlywithin yearlevelsbutalsoacrossdifferentyearlevels. Theuseofthelanguageof HighYieldStrategies aspartofthedeltinitiativehasprovided aplatformforrichcollaborativediscussions,focusedplanningandcreativeopportunitiesfor thelearningandteachingofreligiouseducation. 14

15 Communication to the Wider Community CommunicationtothewidercommunityabouttheteachingofReligiousEducationisanimportant priorityatstthomasmore.thisinformationissharedinanumberofforms.ourschoolwebsite enablesparentsandthewidercommunitytohaveaccesstoclearinformationabouttheteaching ofreligiouseducationinourschoolcontext.everyeffortismadetoensurethatparentsarewell informedabouttheteachingofreligiouseducationatourschoolandthatthereareopportunities toengageinthereligiouseducationoftheirchild. Evidenceofthiscommunication Religiouseducationisanimportantfocusaspartofourschoolnewsletter.Thereligious educationcurriculumismentionedregularly,mostsignificantlythroughtheuseofexamples ofstudentworkorengagementwithaparticulartopicinreligiouseducation.throughout theyear,thereareopportunitiesforparentstobeinformedoftheorganisationofthe curriculumandwhatisbeingcoveredatdifferentyearlevelsthroughouttheschool. Yearlevelparentinformationnightsandtermcurriculumlettershighlightwhatisbeing coveredaspartoftheteachingofreligiouseducationinclassrooms. InformationregardingtheReligiousEducationprogramiscommunicatedtotheparishpriest tokeephiminformedoftheteachingandlearningofreligiouseducationwithintheschool. Ourweeklyschoolnewsletteralsocommunicatesinformationaboutthereligiouslifeofthe school,withparticularattentiontoinvitationstoattendyearlevelandwholeschool liturgicalcelebrationsandassemblies. InformationaboutourschoolCharismis clearly evident through our communication of our school activities. Parents are aware of our Marist Characteristicsandhowtheyimpacton whatwedo atstthomasmore.these are clearly evident through icons and words around the school. Explanation of these characteristics forms a regular partofourschoolcommunicationtothe wider community in the newsletter, through our enrolment package materials and on the school website. An example of this would be the information about the weekly Family Spirit valueandhowthisimpactsonthe prayerlifeofclassroomsandourschool weeklyassembly. 15

16 Curriculum Structure and Organisation for Religious Education A Catholic View of Learning and Teaching At St Thomas More our Religious Education Program is intentionally developedonthefoundationofacatholictheologyandphilosophyof teachingandlearning.thecatholicviewaboutlearningandteaching is reflected in the two dimensions of religious education; the classroom learning and teaching of religious education and the religiouslifeoftheschool. At St Thomas More, the four key themes of Anthropology, Epistemology, Cosmology and the Catholic Christian Tradition are foundationaltoourreligiouseducationprogram. Catholic View of Christian Anthropology WerecogniseeachpersoniscreatedintheimageofGodandemphasisetheroleofJesusas teacher.itisjesus Spiritthatinfusesourwholecurriculumwithahope2filledvisionoflife.Our ReligiousEducationProgramischaracterisedbyinclusion,holisticandrelationallearning,and actionincommunity. Catholic Perspective on Epistemology Epistemologyisconcernedwiththe actandnatureofknowing. Ourperspectiveonepistemology orientsacurriculumtowardsrationality,holisticknowing,knowingandlivingwisdom. ACatholicperspectiveonepistemologyaffirms thatknowingisaholisticenterprisethat embracestheintellect,emotions,imagination, experienceandcommunityandisnotjustan exerciseofthemindorintellect (Queensland CatholicEducationCommission,2008,p.9). TheCatholictraditionviewstheacquisitionof knowledgeasalifelongandlife2wide enterprise.reflectiveself2directedlearningand teachingprovidessabbathspacesforteachers andstudentstointerioriseknowledge.atst ThomasMorethisperspectiveisevidencedbythestrongconnectionsmadewiththerichstoriesof peoplewithinourschoolfamily.grandparents Day,inclusionoffamiliesinschoolcelebrations, andtheconnectionsmadeasstudentsattendtheparishanointingmasswithparishionersenable thecatholicperspectiveonepistemologytoberealandpresentwithinourcommunity. 16

17 Catholic Understanding of Cosmology Cosmologyrelatestohowweunderstandourplaceintheuniverse andthechoiceswemaketolivewithintheintegrityofcreation. Throughtheelementsofstewardshipandsacramentality,weatSt ThomasMorearecalledtorespondtoquestionslike: Whatisour placeintheuniverse? Howdowelivewithintheintegrityof creation? Humansareco2creatorswithGodand,asstewards,arechargedwith cultivatingandcaringforcreation.assacramentalpeoplewe experiencegod spresenceintheireverydayworld.inafaithvisionof life,godisencounteredincommunity,inthechurchandits sacramentallife,throughnature,humanactivityandtheworldat large. Catholic Christian Story and Tradition AsteacherswithintheCatholicChristiantraditionwestrivetolivetheBCEvisiontoTeach, ChallengeandTransform.Thisvisionisrealisedthrougheverydaywitnessandthroughthe learningandteachingthatchallengesandtransformsthecultureandtheworldinwhichwelive. AtStThomasMorewevalueandrecognisethepersonalnarrativeofeachindividual sexperience, throughanapproachthatengagesthehead,heartandhands.eachperson smystoryformsthe fabricfromwhichfaithdevelopmentandeducationinthecatholicchristiantraditiondevelops. Eachperson sexperience,knowledgeandpracticeisacknowledgedandcelebrated. WerecognisethecommunalexperienceandnarrativeofOurStory.AtStThomasMore,OurStory, speaksofourcommunaldesiretoeducatethewholechildand,inthewordsofstmarcellin, to lovethemallandlovethemallequally. GodisTheStory,onwhichourschoolvalues,missionandgoalsconnectourcommunitytoourfaith story.thestoryisrealandpresent;livedoutbythewordsandactionofthoseinourcommunity. ThroughthisdynamicinteractionbetweenMyStory,OurStoryandTheStory,individualsand communitiesatstthomasmoreencounteranddevelopacapacitytoengagewithanewwayof beingandseeing,anewlanguageandalivingtheology.thisunderstandingofspiritualformationis attheheartoftheworkwedoatstthomasmore 17

18 Model for Religious Education AtStThomasMorePrimarySchoolwegivewitnesstothetwodimensionsofReligiousEducation2 teachingpeoplereligionandteachingpeopletobereligiousinaparticularway. OurschoolReligiousEducationprogramrecognisesandsupportsthedistinctandcomplementary natureofbothdimensionsofreligiouseducation,asconceptualisedinthefollowingmodelfor ReligiousEducation.(ReligiousEducationCurriculum,2013,P.11) AtStThomasMore,teachingpeoplereligionandteachingpeopletobereligiousinaparticularway drawsuponthecatholicchristiantraditioninwaysthataremindfulofourlocalcontext,ourschool missionandvisionandthemaristcharism. StudentsdevelopasenseoftheSacredandtheopportunitytolearn howtobereligiousinaparticularwaybyengagementwithour CatholicChristianStory,throughthelensofourMaristCharismand inhowweritualiseandcelebrateeverydayeventsinrichand meaningfulways. Asacommunity,thatlivesitsmission,wearechallengedbythe wordsofstthomasmoretolive intruthandlove.thismissioncallsustobeareligiousvoicein theworldandtoliveourlivesbasedonthegospelofjesuschrist. LoveofWork,oneofourMaristCharacteristics,challengesall learnerstoengageinopportunitiesforlearningwhichenable themtoreachtheirfullpotential.inacommunitywherewe strivetodeliverqualityeducationtoallourstudents,the importanceofteachingpeoplereligionbydevelopingreligious knowledgeandskillsensuresthatthereligiouseducation classroomengagesandchallengesstudentstoarticulateand expresstheirfaithinanauthenticway. 18

19 A Reconceptualist Approach to the Religion Curriculum at St Thomas More Primary School InaReconceptualistapproach,theclassroomReligionProgrambecomesaprimaryarenafor dealingwiththecriticalreligiousissuesandconcernsoflife.therearethreekeyconsiderationsfor teachersusingthisapproach:theavoidanceofpresumptivelanguage,teaching about the TraditionandPowerfulPedagogies. Avoidance of Presumptive Language IntheteachingofReligiousEducationatStThomasMore,alleffortsaremadetoavoidtheuseof presumptivelanguage.inareconceptualistapproach,teachersdonotstartwithassumptions aboutstudents faithdevelopmentbasedupontheirparticularreligiousaffiliation.thelanguage thatisusedisinvitationalandeducationaltoengagestudentsinthereligionclassroom,allowing studentswhocanreadilyidentifythemselvesascatholicstobeaffirmedbythisapproach.byusing non2presumptivelanguage,teachersprovidestudentswiththefreedomtorespondinwaysthatdo notassumeaprogrammedresponse(brennanandryan,1996). Teaching about the Tradition Whenweteachaboutthetradition itisimportanttofocusonexploringthe meaningofone sownreligiouslifeinrelationtoboththosewhosharethatlife andthosewhodonot (Scott,1984,p.334).Inordertoachievethis,teachers needtofocusondevelopingacriticalappreciationofone sownreligious traditionalongwithanempatheticunderstandingofthereligiousbeliefsandpracticesofothers.in teachingaboutthecatholicchristiantradition,teachersneedtoprovideaclassroomenvironment thatmovesbeyondsimplybeingaplacefortransferringfactsandknowledge. AtStThomasMore,teachersgivewitnesstothevaluestheyplaceontheirownpersonalreligious beliefs,throughtheauthenticityoftheteachingprocessestheyemployandalsobywhotheyareas peopleoffaith.withinthereconceptualistapproach,teachersarechallengedtobuildcritical distancebetweenthemselvesandthecontenttheyareteaching,tomakeavailablespacefor authenticdialogue,andtoallowstudentsthefreedomtoinvestigate,toinquireandtousetheir religiousimagination. Powerful Pedagogies AtStThomasMorepowerfulpedagogiesareusedtoengagestudentswiththerichestresourcesof thechristiantradition.intheteachingofreligiouseducationthebcemodelofpedagogy(2012), fivepracticesoffocus,establish,activate,respondandevaluateareconsistentlyembeddedto ensurethereisacommonlanguageforplanningandreflectingonlearningandteachinginthe Religionclassroom.Teachersestablishclearlearningintentionsandsuccesscriteria; activatingmultiplewaysofknowing,interactingandopportunitiestoconstructknowledge, teachersrespondwithfeedbacktomovelearningforward;andevaluatelearningwithstudentsas activatorsoftheirownlearningandactasresourcesforothers. 19

20 Entitlement to Learning - Powerful Pedagogies TheReligiousEducationProgramatStThomasMoreidentifiesandarticulateshowentitlementto learningwithinthereligiouseducationcurriculumisreflectiveofareconceptualistapproachandis enabledthroughflexiblestructures,effectivetimetablingandtimeallocation. AtStThomasMorePrimarySchool,theReligiousEducationProgramoperatesfromaneducational framework rather than a catechetical or shared Christian Praxis framework. The teachers of religious education avoid the use of presumptive language and making assumptions about student sfaithdevelopment,basedonupontheirparticularreligiousaffiliation. Our Religious Education Program allows students to explore their own religious tradition, whilst exploringandbuildingempathyandunderstandingofthereligiousbeliefsandpracticesofothers. Students are given opportunities to inquire about and investigate their own faith and develop a deeperunderstandingofthefaithofothers. At St Thomas More our ReligiousEducation Program uses the BCE Model of Pedagogy for the teachingofreligion.ourcommonlanguageforplanningandreflectiononteachingandlearning withinthereligiouseducationclassroomarebasedonthesepedagogicalpractices; Focus developingandnurturingafocusonlearnersandtheirlearning Establish clearlearningintentionsandsuccesscriteria Activate multiplewaysofknowing,interactingandprovidingopportunitiestoconstruct knowledge Respond withfeedbacktoenablelearningtomoveforward Evaluate learningtoenablestudentstobeactivatorsoftheirownlearning,andresourcesfor others. Powerful Whole School Pedagogies TheReligiousEducationProgramatStThomasMoreSchoolis consistentwithourwholeschoolapproachestoteachingand learning across the curriculum as articulated as part of our school vision of learning. Our Religious Education Program identifies and articulates powerful whole school pedagogies and is embedded in the BCE Model of Pedagogy to ensure continuity of learning for all students within and beyond the Religionclassroom.Suchconnectionsenablethelearningand teaching process in religious Education to be developed, communicated,supportedandreviewedaspartofestablished curriculum processes. The Religious Education Program is closely aligned with the three high yield strategies contained within the Delivering Excellent Learning and Teaching Strategy,enablingthistobeincludedwithinlearningwalksandtalksandthereviewandresponse cycle.aconcentratedfocusonthethreeworldsofthetexthasenabledtheteachingofscripture tobeafocusinthelearningandteachingofreligiouseducationcurriculum. 20

21 Scope and Sequence Documents TheReligiousEducationScopeandSequencedocumentisaliving working documentthat continuestoevolveanddevelopthroughtheprocessofteachingandlearningandwholeschool discussionandfeedback.thisdocumentinformshowtheachievementstandardsandthecore ContentDescriptorsforeachyearlevelarelinkedtotheeverydayclassroomteachingandlearning ofreligiouseducation. TheScopeandSequencedocumentclearlyoutlinestheyearlyprogressionthroughtheReligious Educationforeachyearlevel.Itincludesfertilequestionsthatarelinkedtocorecontent, mandatedandsupplementarytexts,explicitprayer,thereligiouslifeoftheschoolandourschool s MaristCharismfocus. TheformatdesignedforourReligiousEducationScopeandSequencehasbeenacknowledgedby stafftobeclearandeasytoreadyandunderstand.thisframework,whichwasdevelopedforthe ReligiousEducationCurriculumatStThomasMore,isbeingusedbyothercurriculumsubjectareas asamodelforscopeandsequencedevelopmentandplanning. 21

22 Line of Sight Documents TheLineofSightdocumentsprovideaclearfocusforyearlevelplanning.Thesedocumentsalso provideevidenceofthemultipleopportunitiesstudentsaregiventodemonstrateelementsofthe achievementstandardateachlevel.boththelineofsightandscopeandsequencedocuments informyearlevelandclassplanning,andallowforalignmentwiththepedagogicalpracticesbeing usedaspartoflearningandteachingatourschool. 22

23 High Quality Teaching and Learning Accreditation Requirements ThereareanumberofadministrativeprioritiesthatallschoolsintheArchdioceseofBrisbaneneed toaddressinthedeliveryofahighqualityreligiouseducationcurriculumacrossprep Year12.At StThomasMore,allteachershaveAccreditationtoteachinaCatholicschool,andallteachersof ReligionhaveAccreditationtoteachReligioninaCatholicSchool. Maintenance of Accreditation Aspartoftheirprofessionallearning,allstaffarerequiredtomaintaintheiraccreditationstatusby engagingintherequirednumberofhoursofprofessionallearningeveryfiveyearsinorderto maintainaccreditationtoteachinacatholicschoolandtoteachreligioninthiscontext.regular opportunitiesareprovidedtoensurethatallteachershavetheresourcestomaintainthesehours forteacheraccreditation. Time Allocation for the Teaching of Religion TeachersatStThomasMoreschoolfollowthemandatedrequirementofBrisbaneCatholic Education,whichisthataminimumof2.5hoursperweekofreligionteachingtobeprovidedin primaryschoolswithinthearchdioceseofbrisbane.thisequatesto922100hoursperyear,based on37240availableteachingweeksperyear.thistimedoesnotincludeliturgy,prayer,hymn practiceandotherreligiouspractices.eachteacherisresponsiblefordevelopingatimetablethatis reflectiveofthehighpriorityreligionclasseshavewithinthelifeofourschool. Teachers as Professional Learners AllteachingstaffatStThomasMoreengageinongoingprofessionallearningwhichfocuseson enhancingindividualandcollaborativepracticesaswellasthecapacitytoimprovestudent learning.atstthomasmoreteachershaveregularaccesstorelevantandengagingprofessional developmenttoincreasetheircapacitytoteachthereligiouseducationcurriculum.manyofthese opportunitiesforprofessionaldevelopmentarisefromareasofinterestandareasofneed identifiedbytheteachersthemselves. Maristbasedstaffprofessionallearningopportunitiesallowteacherstostrengthentheirownfaith andprayerlife,andareauniquefeatureofourschoolcommunity.ayearlyprofessional developmentcalendarisdesignedtoensurethatteachersaregivenappropriatesupportinthe areaofreligiouseducation. Eachstaffmemberengagesintheongoingprocessofconsistencyofteacherjudgement,akey strategyforimplementingthereligioncurriculumpv12andmonitoringitseffectonstudents learning. Throughengagementwiththisprocess,withinandacrossschoolcommunity,teachersbuilda capacitytounderstandthecurriculumintent,identifyevidenceofstudentlearning,determineand developappropriatepedagogicalpracticesandmoderateteacherjudgementsaboutstudent learning. 23

24 Examples of Professional Learning Include Maristassociationprogramsprovidedforstaffeachyear Footsteps1and2programs CombinedprofessionallearningdayswithotherSunshineCoastschoolswithafocusonthe teachingofreligiouseducation Scripturetwilightsessionsbothatourschoolandotherschools AssessmentinReligiousEducation3partworkshop SchoolledworkshopsontopicsofinterestfortheteachingofReligiousEducation meditativeprayerpractices,infancynarratives,easterscripture LentengroupstudyingScripture BCEledprofessionallearning Parishledworkshops Validation of School Religious Education Programs EachCatholicandecumenicalschoolisrequiredtohaveadocumentedReligiousEducation ProgramdesignedinaccordancewiththeReligiousEducationCurriculumandapprovedthroughan Archdiocesanvalidationprocess.Regularmonitoringandreviewoftheprogramanditsdeliveryis alignedwithapprovedcyclicalreviewprocesses. Design Principles for the Teaching of Religious Education TheReligiousEducationProgramatStThomasMorehasbeendevelopedaroundthefourprinciplesof; EmbracingaCatholicChristianworldviewthroughcontentthatunambiguouslyreflectsaCatholic Christianworldviewandintegratesfaith,lifeandcultureinacomtemporaryworld.Thisenables studentstodevelopclearperspectiveintheirunderstandingofthecatholicchristiantraditionsand howthesealignwiththeirfaithstoryandexperiencewithinourschoolsetting. Modellingaseemlesscurriculumbyapplyingthesamerigourasfoundinotherlearningareas. ReligiousEducationisleadingthewayintheareaofAssessmentwiththedevelopmentofclear understandingsoftheimportanceofprovidingassessmenttasksthataremindfulofthelearning needsofallstudents.atstthomasmore,religiouseducationisidentifiedasalearningareathat requirescarefulplanning,adequateresourcing,andtheuseofhighyieldstrategieswhenteaching ReligiousEducationcontent. SettingaclearpedagogicaldirectionbyusingaplanningframeworkthatisconsistentwiththeBCE ModelofPedagogy,alignscloselywiththeAustralianCurriculumandusesaninquirymodel.Our planningframeworkiscloselyalignedwithplanningformatacrossothercurriculumareasinthe school,withthisframeworkusedacrosscurriculumareas.theuseofaninquirymodelisusedas partofthisplanningenableslearningtoberesponsivetostudentneed,creativeandengaging. StrenghtheningalignmentbetweenthetwodimensionsofReligiousEducationenableslearningto beauthentic,focussedandresponsivetostudentneed.thereciprocalnatureofthetwo dimensionsworkingtogetherensuresthatstudentswithinourcommunityhaveopportunitiesto notonlylearnreligioncontent,butalsohavetheopportunitytolearntobereligiousinaparticular way. 24

25 Learning and Teaching in the Religion Classroom Allstudentsareentitledtorigorous,relevantandengaginglearningprogramsinReligious Educationthataddresstheirindividuallearningneeds.WithintheorganisationoftheReligious EducationCurriculumthereistheflexibilitytocaterforthediverselearningneedsofallstudents withintheschoolenvironment.learningandteachinginreligiouseducationatstthomasmoreis designedusingthefollowingconsiderations. Prep Year 2 Studentsintheearlyyearsofschoolinghaveanaturalcuriosityabouttheirworldandhaveastrong desiretomakesenseofit.newlearninginreligiouseducationcanbeconstructedandreviewedby providingopportunitiesforinteractionswithothers,experimentation,explicitteachingandpractice andplaywithinthelearningenvironment. Useofsimplelanguagewithaccuratereligiousterminology Useofthesensestoexploreanddemonstratelearning Learningexperiencesandopportunitiesthatareopen,flexible andengaging Opportunitiesforexploration,creativityandwondering Useofplaytoexploreanddevelopreligiousknowledgeand understanding ExploringScriptureincreativeways forexample,godlyplay IntegrationoftheartsandmusicinReligiousEducation Beginwith whattheyalreadyknow Useofnon2presumptivelanguage Developmentofasenseofreverence,quiet,stillnessandprayer TheReligiousEducationCurriculumenablesstudentsinPrep Year2tolearnaboutJesus lifeasa Jew,hisfamilyandfriends,histeachingsandactions.Duringtheearlyyearsofschool,students learnaboutgod slovingrelationshipwithpeopleandofallcreation.theyalsolearnaboutthe waysinwhichcommunitiesofbelieversnurturetheirlovingrelationshipwithgod,othersandallof creation. 25

26 Year 3-6 StudentsinYears326begintheprocessofunderstandingandappreciatingdifferentpointsofview andlookforandvaluelearningtheyseeasrelevant,consistentwiththeirgoalsandpurposeful. Studentsalsodrawontheirgrowingexperienceoffamily,schoolandthewidercommunityintheir pursuitoflearningmoreabouttheirworld. Useofsocialmediaanddigitaltoolsforself2expression Opportunitiesforreflectionandprayer Livingoutfaithexperiencesthroughsocialjusticeandaction DeepingtheirknowledgeofscriptureusingtheThreeWorldsof thetext Useofmeta2cognitiveprocessestoallowstudentstoexplain theirthinking Connectingtoreal2worldexperiences TheReligiousEducationCurriculumenablesstudentswithinYears326toengageinexperiencesof learningaboutdifferentcommunitiesandthesignificanceofthewaythatfaithhasbeenlivedout andcelebratedinthesecommunitiesovertime.studentshaveopportunitiestobecomeengaged withsacredtextsandbegintounderstandhowthewritersshapedthesetextsforaparticular purpose.theyalsolearnaboutgodastrinityandthesignificanceofjesus lawoflove. 26

27 Quality Resources TheReligiousEducationProgramatStThomasMoreidentifiesandarticulatesqualityresources thatareaccessedtoprovidemeaningfulandrelevantlearningexperiencesforallstudents. StThomasMoreplacesahighvalueonqualityresourcestobeusedtoenhancethelearning experienceofallstudents.thereligiouseducationbudgetisallocatedtopurchaseavarietyofrich resourcesthatsupportqualitylearningandteaching.apriorityhasbeenplacedonsupporting teacherstogatherqualityteachingresourcestoassistthemintheteachingofmandatedscripture fortheirclass. AstrongpriorityfortheReligiousEducationbudgethasbeenintheareaofprofessional developmentinscripture,tohelpteachersassiststudentsintheirunderstandingofthethree WorldsoftheTextinScriptureactivities.Witha1:1and1:2ipadprogramoperatingwithin differentlevelsoftheschool,astrongemphasishasbeenplacedonengagingandenhancing studentlearninginthedigitalworldthroughtheuseofavarietyofonlineresourcessuchas; SchoolREPortal BibleGateway BELearningBytesimages BCEWaystoPrayCalendar ipadapps 27

28 28 Teaching Scripture InSacredScripture,Godspeakstothepersoninahumanway.TointerpretScripturecorrectly,the readermustbeattentivetowhatthehumanauthorstrulywantedtoaffirmandtowhatgod wantedtorevealtousbytheirwords(catechismofthecatholicchurchn.109) ThestudyofScriptureinaclassroomcontexttakesthereaderintotheworldofJewishand Christianbelievers.Inordertodiscovertheauthor sintention,thereadermusttakeintoaccount theconditionsoftheirtimeandculture,theliterarygenresinuseatthattime,andthemodesof feeling,speakingandnarrating. AtStThomasMoreweacknowledgethatCatholicsdonotreadandunderstandscripturefroma fundamentalistperspective.thisisnottheapproachtakeninthecatholicchurchorinthereligion classroom.rather,thecatholicchurch sunderstandingofscriptureacceptsthebibleasthe inspiredwordofgodandastheworkofhumanauthorswhowereconditionedbytheirtime, place,cultureandworldview. TheReligionCurriculumsupportsthisviewofteachingScripturethroughtheinclusionofcoreand supplementarytextsforeachyearlevel.textsareexploredandinterpretedthroughtheframework ofthethreeworldsofthetext. CoretextsaretheprescribedScripturaltextsthataretaughtindepthat eachyearlevel.byexploringthethreeworldsofthetext,studentswill engagein; Astudyoftheworldofthetext(Whatisactuallyinthetext?Whattype ofwritingisthistext?isthereaparticularstructureofthetext?whoare thecharactersinthetextandwhathappens? ) Astudyoftheworldbehindthetext(WhatcanwelearnaboutthecontextofthistextVthe historicalworldofthehumanauthor(s);theculturalworldofthetime;thegeographic considerationsofthetext;thecommunityforwhomthetextwaswritten ) Anexplorationoftheworldinfrontofthetext(Whatmeaningdoesthetexthaveforourlives today?whatmightgodwanttosaytousthroughthistexttoday?whatmightgodwanttosayto methroughthistexttoday?whatdoesthechurchsaytousaboutthemeaningofthistext?) SupplementarytextsareScripturetextsthathavebeenidentifiedasrelevantforparticular conceptsandappropriateforstudentsatdifferentyearlevels.supplementarytextsdonotneedto betaughtinthesamedepthasthecoretexts. TeachersatSTMhaveengagedwithprofessionallearningopportunitiestodeepentheirknowledge ofscriptureandhowthiscanbetaughtwithinthereligiouseducationclassroom.theprovisionof richlearningopportunitiesforteachershasenabledtheteachingofscripturetobeapproached withagreaterdepthofunderstandingandconsiderationofthethreeworldsofthetextthat impactonthecoreandsupplementarytextswithinthereligiouseducationcurriculum. Elliot,M,Stower,L.etal.(2013)ReligiousEducationCurriculum,ArchdioceseofBrisbane.Brisbane,Australia.CatholicEducationArchdioceseofBrisbane.(p26,232)

29 Monitoring and Evaluation in Religious Education AtStThomasMore,theprocessofplanningandevaluatingtheeffectivenessofassessment processesarepartoftheprocessofteacherplanning.thisreviewprocesstakesintoconsideration theimportanceofassessmenttasksshowingevidenceofthefourprinciplesofassessment.itis alsoimportantthatthereisevidenceofclosealignmentbetweentheachievementstandard, successcriteriaandsetassessmenttasks.throughouttheprocessofassessmentthechallenge existstoprovidetasksthatenablestudentstodemonstratetheirdepthofknowledge, understandingsanddevelopmentofskills. Use of Learning Data Studentlearningdataisanimportanttooltohelpidentifyandarticulatestudentprogressatbotha yearlevelandclasslevel.thisdatahelpsteachersatourschoolmakeinformeddecisionsabout curriculumplanningforreligiouseducation.italsoenableslearning,teachingandassessment opportunitiestobereflectiveofstudentprogressandachievementandhowthiscanbemonitored inreligiouseducation. Studentlearningdataisusedtoinformyearlevelteachingteams decisionsaboutcurriculum planning,teachingopportunitiesandassessmentprocesses.ourjourneyinusingstudentdataisin itsinfancy,howeverteachershavehadopportunitiestomeetintheirnon2contacttimetoconsider studentdataandtobegintodevelopconsistentprocessesacrosstheyearlevel.theprocessof monitoringstudentprogressandachievementinreligiouseducationhasbeenpartofthisprocess, withprofessionaldialogueamongteachersincludedaspartoftheannualintraandinter2school moderationprocessaspartofconsistencyofteacherjudgement. Aspartofourfocusonassessment,professionallearningsupportingteachersatourschooltoplan andimplementforassessmentthatenablesallchildrentodemonstratetheirlearning,with suggestionsmadeabouthowdifferentkindsofmediacouldbeused.acknowledgementof inclusivepracticesandsupporttocompletetasksenabledustoseesomechangesinstudent progress,asindicatedinourdata. Other Forms of Data Ourannualschoolgoalscreatedaspartof thecyclicalreviewprocessprovide anotherwaythatourschoolplanenables schooldatatobecollated.thisannual processenablesrelevantdatatobe collectedandthenusedtoinformand evaluatethewaythatthetwodimensions ofreligiouseducationarepresentatour school.atstthomasmorethesegoals provideabarometertokeepusontrack andprovideawaythatfuturedecision makingandactioncanbeinformed. 29

30 Assessment Practices AtStThomasMore,assessmentisseenasacriticalaspectoftheteachingandlearningcycle.An emphasishasbeenplacedonteacherprofessionaldevelopmentintheareaofassessmenttofully supporttheadministrationandcollectionofhighqualityassessment.teachersplancollaboratively usingthebrisbanecatholiceducation sreligiouseducationcurriculum. Principles of Assessment Formativeassessmentisusedtogatherevidenceofstudents priorknowledgeand experiences.thisinformationguidesteachersintheirplanninganddeliveryoflessons. Summativeassessmentisusedtoascertaintowhatextentstudentshaveachievedthe learningintention. Summativeassessmentshouldallowforchildrentodemonstratetheextentoftheir knowledgebeyondthestatedrequirements. Assessmentshouldbecompletedatregularintervalsandshouldbeflexibletoallowall childrentodemonstratetheirlearning. Feedbackneedstobeprovidedtokeepmovinglearningforward Assessmenttasksneedtoalignwiththefourprinciplesofassessment aretheyvalid, aligned,equitableandevidencebased? Tools for Assessment Teachersuseavarietyofassessmenttoolstocatertotheuniquelearningneedsofall children. Teachersgatherarangeofinformationaboutstudentlearningthroughobservation, feedbacksessions,smallgroupworkandindependentactivities. Teachersplanforassessmentinyearlevelgroups. TeachersattendaCTJdayonceayeartoparticipateinmoderationofworksamples. Thetoolsinclude drama,art,music,digitalproducts,writtenandillustratedwork,oral presentations. Moderation ThemoderationofassessmenttasksoccursatanumberofinformallevelsatStThomasMore. Duringtheprocessofplanningforunitsofwork,thelineofsightdocumentisusedtohelp buildalignmentbetweentheachievementstandard,knowledge,understandingandskills andtheassessmenttaskthatisbestsuitedtomeetthisstandard. Yearlevelteachersmeetattheendofaunitofworkwithsampleassessmenttasksfrom theirclasstoattempttoestablishequityinmarking. Aformalintra2schoolmoderationprocesstakesplaceinAugustwhereteachersbringand discusssamplesofwork atstandard and abovestandard. TeachersengageinaConsistencyofTeacherJudgementinter2schoolmoderationprocessin Octobertoshareannotatedsamplesofworkwithotherteachersattheiryearlevel. 30

31 Feedback to Students AtStThomasMorestudentself2assessmentisregardedasimportanttosuccessatschool.Inour context,itinvolvesteachers; Sharingwithstudentsthesuccesscriteriaforeachassessmentactivity Ensuringthatstudentsunderstandthesuccesscriteria Explicitlyteachingstudentshowtoapplythosecriteriatotheirwork Providingstudentswithfeedbacktohelpthemimprove Helpingstudentsestablishlearninggoalstoachieveimprovement Consistency of Teacher Judgement EachyearStThomasMoreparticipatesintheongoingprocessofConsistencyofTeacher JudgementintheareaofReligiousEducation. AtStThomasMore,ConsistencyofTeacherJudgementoccursthroughuseofanumberof processes.consistencyinteachingandlearningoccursfirstlythroughaprocessofcollaborative planning.theuseofacommonplanningtemplateensuresthatlanguageisconsistentandthat learningintentions,successcriteria,lineofsightalignmentwiththeachievementstandardandthe assessmenttaskdeveloped.thedevelopmentofclearcriteriaenableslearnerstohaveaclear understandingofwhatisexpectedintheirlearning.intraandinterschoolmoderationprocesses ensurethatopportunitiesexisttomoderatestudentworkandtohelpplanforfuturestudent learning. Reporting ReligiousEducationisnottaughtinisolation:itisacurriculumareasimilartoallothercurriculum areastaughtintheschool.itistaught,assessed,reportedonandevaluatedinthesamewayand withthesamerigourasothersubjectareas.studentlearningandprogressisreportedtoparents twiceperyearinsemesterreports.teacherswritedetailedcommentsaboutwhatstudentshave beenlearningandhaveachievedaswellasallocatingamark. Work Samples Studentworksamplesareprovidedtoparentsasapartofthereportingprocess.Teacherscollect andmoderateavarietyofsamplestoensureconsistencyingradingandreporting.samplesare collectedandsharedwithteachersfromotherschoolsattheannualconsistencyofteacher Judgementday. Schedule of Formal Reporting Procedures Term1 Parentinterview Term2 SRSReportCard Term4 SRSReportCard 31

32 Staffprofessionallearningintheareaofassessmentfocusedonhelpingteachersdevelopadeeper understandingofthefourprinciplesofassessment,andhowtheseimpactonplanningand assessinginreligiouseducation.oneofthechallengesnamedatthistimefocusedonproviding opportunitiesforlearnerstodemonstratelearningabovethestandard.thisbecameapriorityin planninglearningandteachingexperiencesandoverthelast2years,dataindicatesarisein studentsdemonstratingabovethestandard,withadecreaseinbelowstandardalsoevident. 32

33 Appendix1: ReligiousLifeoftheSchool TheReligiousLifeoftheschool,whichisreflectiveofthesecond dimension of the Religious Education teaching people to be religious in a particular way (Moran, 1991), provides a lens through which our school community at St Thomas more can developandenrichitsreligiouslife. The four interrelated components: Religious Identity and Culture; Evangelisation and Faith Formation; Prayer and Worship and Social Action and Justice provide an important focus for the developmentofthereligiouslifeofourcommunity.theyarereflectedinthefollowingways: SocialActionandJustice atstthomasmore ProjectCompassion CaritasCarnival,weeklyassemblyprayer FocusonvaluesforAssemblyprayer StVincentdePaulChristmashamperappeal AnzacDayliturgyandparticipationinlocalcommunity marches Prayerforjusticeandpeace MaristSolidarityfundraisingopportunitiestosupportMarist mission CatholicMissionsactivities PromotingtheresourcesandactivitiesofCatholicSocialJustice andpeaceagenciesforprayerandactionthroughinvolvement incaritas,maristsolidarity,catholicmissions,stvincentdepaul Reflectionforsocialjusticeincludedinwholeschool,staffand classprayer MaristForumforstaff MiniVinniesprojectsatschool Curriculumplanningacknowledgessocialactionandjusticeincurriculumunits Outreachtolocalcommunityfromtheschool MaristMumshampersandmealbanks SchoolleadersinvolvedinYear6serviceday 33

34 ReligiousIdentityandCulture atstthomasmore MaristCharismcentraltoourschoolstory MaristCharacteristicsnamed,communicatedandlivedin community FocusonaparticularMaristcharacteristicfortheyear Celebratingdaysofreligioussignificancetofocusontheschool values,missionandethos CelebrationofFeastdays StMarcellinChampagnat,StThomas More,NanoNagle,StMaryoftheCross,FrancisXavier Schoolhouseteamsconnectedwithschoolsaints Learningthestoriesofthesaintsandthemessagesfromthese stories2 Schooliconography symbols,statues,murals Inductionofnewstaff MaristinductionprogramthroughMaristMinistries Sharingtheschoolstorywithnewstaffeachyear Communicationthroughtheschoolnewsletter,schoolwebsiteandparentportal Staffdevelopmentdaysatthebeginningoftheyear focus onschoolcharismandstory,staffmass Staffinvolvementinschoolandparishmassesasmusicians Playgroundcompanions\MiniMarists\Lunchtimegame clubs ConnectionwithStTeresa scollege studentvisits, Champagnatday Maristprayergroupoperateseachmonthwithstaffandparishmembersattending ChampagnatAwardgiveneachsemester WeeklyMaristand Youcandoit awardgivenonassembly Studentsacknowledgedonassemblyforbirthdays Schoolsong,prayerandpledgeareknownandusedbystudents atschoolassembliesandcelebrations StaffSpiritualityweekendforstaff2thisisanoptionalspirituality retreatthatiswellsupportedeachyear Grandparents Daycelebrations 34

35 EvangelisationandFaithFormation atstthomasmore StronglinkswithNoosaDistrictParish Priestsare presenttostudentsandfamilies.manyopportunities existtocelebrateasacommunity. ParishFamilyMass heldonceperterm Wholeschoolmassesandliturgiesheldthroughoutthe year.yearlevelshavetheopportunitytoalsocelebrate throughyearlevelmassesandliturgies. Sacramentalprogram2althoughparishbased,isledjointlybyparishandschoolstaff Schoolsongandprayerareusedwithstudents,staffandparents Ourschoolnewsletterhighlightsfeastdays,informationaboutscripture,celebration,prayer andliturgy StaffRENewseachweekinformsandsupportsstaff Pastoralworkeremployed3daysperweek.Pastoralparentsprovidealinkbetween parentsandtheschoolcommunity MaristMumsprayergroup Year6studentleadershipretreat PatronSaintchosenasafocusforeachyear Exploringthevaluesandmessagescontainedwithinthe schoolcharacteristics Presence,Simplicity,Loveof Work,FamilySpirit,IntheWayofMary Studentsinvolvedasaltarserversforschoolandparish celebrations STMRules Visitingpresentersinform,inspireandeducatestudentsand teachers e.g.andrewchinn,michaelfitzpatrick,mauriceryan, BethNolen. Year6StudentsattendingParishAnointingMass ParishChildren sactivitydayseachterm linkfaithwithmusic, art,dramaandscripture. Meetingthepastoralneedsoffamiliesthroughschoolinitiatives MaristMumscarepacks,welcomepackstonewstudents, ThinkingofYoubags Useofclassstrategiessuchas PrayerJournals and PrayerBear tohelpmakeconnections withthehomeprayerlifeofstudents. TeacherssupportingintheleadershipoftheParishSacramentalstudentpreparation sessions 35

36 PrayerandWorship AtStThomasMore Schoolprayerisanimportantpartofclassandschoolprayer Prayerisanimportantpartofweeklyschoolassemblies TheReligiousEducationCalendarfortheyearprioritisesschoolfeastdaysandliturgical celebrations. Staffgatherweeklyforstaffprayer,ledbystaff members. Staffmeetings,parentmeetingsandadministration meetingsbeginwithprayer Schoolledparishmassesallowstudentstolead prayeraspartofschoolcelebrations Classgroupsleadweeklyassemblyprayer PrayerfocusareasaresetupforLent,HolyWeek, Champagnatfeastday ChampagnatweekprayerfocusenablesstudentstolearnthestoryofStMarcellin Champagnat Marianprayerisanimportantfocusofstudent,staffandparentprayerexperiences Theschoolchapelisusedasaplaceforprayerandreflection MeditativeprayerpracticesareusedintheclassroomsettingandalsoaspartofLenten prayerfocusspacese.g.labyrinth,stationsofthecrossfocusspaces, Classprayerspacesarewellresourced,variedandupdatedwithsymbolsaccordingtothe liturgicalyear Staffprayerpackssupportstaffinthedevelopmentoftheprayerlifeintheirclassroom LentenprayergroupsandthelocalMaristprayergroupenablestafftobeinvolvedinvaried prayerexperiences OpportunitiestopraytheRosaryaremadeavailabletoallcommunitymembersduringthe monthoftherosary Prayerpacksaresenthometofamiliesfollowingthedeathofa familymember Prayerisanimportantpartofallschoolcelebrations TeachersinvolvedinProfessionaldevelopmenttobroadenand deepentheirunderstandingofprayer UseoftheArtstoenhanceprayer movementanddramaaspartofliturgicalcelebrations andtheschoolchoirleadingschoolcelebrations InductionofYear6leaderswithstudentretreat Celebratingspecialdays;Mother sdayliturgyandmorningtea,grandparents Dayand Father sdaybreakfast Parentswelcometobepartoftheprayerlifeofclassroom 36