Assessment Information for REAP Students

Pastoral and Professional Support

For all advice and assistance please contact the REAP Coordinator:

Peggy Roe

Acting Education Officer Religious Education - Programs and Projects

proe@bne.catholic.edu.au

Submission of Assignments

Completed assignments should be uploaded to iLearn as word document. PLEASE DO NOT PDF YOUR ASSESSMENT. Here is the link for how to upload to iLearn. This can also be found on the iLearn ‘How to guides’ page. Select the Religious Education tab and click on the REAP tile.

BCE 06465 REAP BRISBANE Assessment Submission: Assignment 1 BCE 06466 REAP BRISBANE Assessment Submission: Assignment 2

You are strongly advised to keep back-up copies of your assignments on your computer and in hard copy. Staff from the Brisbane Catholic Education Office will undertake marking and processing of assignments for this unit.

Due Dates for Assignments (upload to iLearn)

2021 REAP Inservice Programs:

• Assignment One – Monday 27 September 2021 (beginning of Week 2 September holidays)

• Assignment Two – Monday 8 November 2021

2022 Fast Track REAP Inservice Program & 2021 REAP Inservice Program 4 (Sept & Oct)

• Assignment One – Friday 22 April 2022 • Assignment Two – Friday 3 June 2022

Once you have successfully completed both assignments you are eligible for a 10-point credit for a Graduate Certificate in Religious Education through ACU.

Extensions

Requests for extensions must be submitted by email to reap@bne.catholic.edu.au and Peggy Roe at proe@bne.catholic.edu.au

Assignment Writing Workshops

Assignment Writing Workshops are offered to all REAP students. These days are designed to assist you with assignment writing, academic referencing and other general support associated with the completion of the assessment requirements. These workshops will not have iLearn accreditation hours. This is equitable practice for those who do not have the opportunity to attend. Please do not enrol in an Assignment Writing Workshop until you have completed Days 1 & 2.

In 2021 Study Support Workshop Days will be held at the O’Shea Centre and are scheduled for:

• Tuesday 30 March 9.30am-4.30pm • Wednesday 7 April 9.30am-4.30pm

• Wednesday 5 May 9.30am-4.30pm • Saturday 15 May 9.00am-12.00pm

• Thursday 24 June 9.30am-4.30pm • Wednesday 7 July 9.30am-4.30pm

• Thursday 12 August 9.30am-4.30pm • Thursday 16 September 9.30am-4.30pm

• Saturday 9 October 9.00am-12.00pm

Enrolment for Assignment Writing Workshops is via iLearn. Generally, no teacher release funding is available except for participants from regional schools.

There are no costs for Study Support Days and catering is not provided.

Academic Referencing

You are required to use the APA referencing style. For advice and information regarding the APA Style Guide please consult the APA Style website. There is also an extremely useful APA Referencing Tool offered through Griffith University Library.

However, please note the helpful hint below for the Archdiocesan RE Curriculum Book.

The reference for the RE Curriculum as accepted by the marker is:

Brisbane Catholic Education. (2020). Religious Education Curriculum P-12: Archdiocese of Brisbane (2nd ed.). Brisbane: Catholic Education, Archdiocese of Brisbane.

OR

Elliott, M., Stower, L. & Victor, A. (Eds.). (2020). Religious Education P-12 Curriculum, Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

AND In the text of the assignment the text can referred to in its abbreviated form, just naming the book and giving its publication date as in 'Religious Education Curriculum P-12: Archdiocese of Brisbane' (2020).

Assignment Presentation

You are required to format and present your assignments in accordance with the requirements of ACU. For further guidance consult the Academic Writing section of the ACU website.

Plagiarism

Plagiarism occurs when a student presents, as their own work, the thoughts, ideas, findings or work of another, without due acknowledgement of the source. Plagiarism involves not only written works, but also material such as graphs, images, music, formulae, websites, and computer programs.

Please consult the ACU website for advice on avoiding this form of academic dishonesty. REAP students who are found to have submitted plagiarised work will compromise any offer of BCE scholarship.

Online Support

The Brisbane Catholic Education Religious Education website contains a wealth of resources and materials to support you.

The BCE Library

REAP students employed by Brisbane Catholic Education have full borrowing rights and access to the collection at the BCE Library

Weighting

Students must pass both assignments to pass the course.

2021 REAP Assignment One: Theory Due Date:

Friday 23 April 2021 - 2021 Fast Track REAP Inservice Option 1 & 2020 Regional REAP Inservice (Sunshine Beach):

Monday 27 September 2021 - 2021 REAP Inservice Programs (beginning of Week 2 in the September school holidays) Length: 2000 words Contextual Background In the REAP program you have explored how Religious Education in the contemporary Catholic School within the Archdiocese of Brisbane consists of teaching people religion and teaching people how to be religious; these two complementary dimensions of Religious Education ‘draw upon the Catholic Christian tradition in ways that are mindful of local contexts and the ecumenical and multi-faith realities of contemporary culture’ (Religious Education Curriculum P-12, Archdiocese of Brisbane, 2020, p.13).

Effective Religious Education, requires teachers to be more than purveyors of knowledge and students to be more than consumers of the tradition (Religious Education Curriculum P-12, Archdiocese of Brisbane, 2020, p.11).

What does it mean to teach and develop the religious literacy of students, so that they can participate critically and authentically in the context of the contemporary culture (National Catholic Education Commission, 2018)? The teacher should understand the context of: (a) this culture the students live in and (b) the Reconceptualist Approach of religious education to enable open dialogue, in a safe environment for students to explore faith through discernment and to make meaning.

As Moran (1991) states: religious education requires that those of us who appropriate the term “teacher” know which of the two processes [dimensions] we are engaged in at a particular time and place (p.256).

TASK Evaluate (explain and justify) the significance of utilizing the Reconceptualist Approach for teachers of Religious Education in a Catholic school in the Archdiocese of Brisbane, as they respond to the contemporary contexts of the learner. To do this, ensure that you understand and analyse, using supporting references to discuss:

• The intention of the task – stating your hypothesis/position on the level of significance

• The vision and purpose (why) of Religious Education in schools in the Archdiocese of Brisbane taking into account the contemporary contexts (recontextualised) of our learners

• The importance of engaging learners in the two distinct yet complementary dimensions of religious education (as conceptualised in the Model for Religious Education) in order to fulfill the Vision for Religious Education, citing examples from your professional experience.

• The how – The Reconceptualist Approach to the teaching of Religion (the three key considerations) and how it can engage the plurality of voices to enable learner dialogue for the development of post-critical belief.

• The pivotal importance of the roles of the teacher (all three) for effective Religious Education of all learners in contemporary Catholic schools (the learners will be more than consumers of the tradition).

• The degree of significance (evaluate) of effectively implementing a Reconceptualist Approach to Religious Education, in response to contemporary learners, providing reasons to justify your position (the whys). Consider in your evaluation …. What are the implications if you don’t?

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

Above Standard At Standard Below Standard

Outlines a clear position to analyse and evaluate, providing signposts to guide the argument

Clearly outlines a position on the statement for the purpose of analysis, providing informed signposting to guide the argument

Satisfactorily outlines a position on the statement for the purpose of analysis, signposting to guide the argument

Present a position on the statement for the purpose of analysis, but lacks clarity in the signposting to guide the argument

Demonstrates understanding of the Vision and purpose of Religious Education, with consideration of the learners’ contemporary contexts

Demonstrates a well-informed understanding of the Vision, purpose and contemporary contexts of learners of Religious Education (Archdiocese of Brisbane) when teaching the Catholic Christian tradition

Demonstrates an informed understanding of the Vision, purpose and contemporary contexts of learners of Religious Education (Archdiocese of Brisbane) when teaching the Catholic Christian tradition

Demonstrates a limited understanding of the Vision, purpose and contemporary contexts of learners of Religious Education (Archdiocese of Brisbane) when teaching the Catholic Christian tradition

Explains the importance of The Model of Religious Education with its Distinct and Complementary nature of the two dimensions of Religious Education, to fulfill the Vision.

Coherently and concisely explains the importance of the complementary nature of the two dimensions of The Model of Religious Education to fulfill the vision

Equally explains the distinctiveness of each dimension.

Provides clear and accurate examples from professional practice of distinct and complementary nature of the dimensions

Satisfactorily explains the importance of the complementary nature of the two dimensions of The Model of Religious Education to fulfill the vision

Explains the distinctiveness of each dimension.

Provides adequate examples from professional practice of distinct and complementary nature of the dimensions

Explains the complementary nature of the two dimensions of The Model of Religious Education to fulfill the vision

Explains each dimension.

Provides few examples from professional practice of distinct and complementary nature of the dimensions but lacks clarity

Explains how the Reconceptualist Approach engages student dialogue for the development of post-critical belief and provides justification

Clearly and successfully explains and provides justification as to how the Reconceptualist Approach engages the plurality of voices, enabling dialogue for the development of post-critical belief

Satisfactorily explains and reasons as to how Reconceptualist Approach, engages the plurality of voices, enabling dialogue for the development of post-critical belief

Describes the Reconceptualist Approach and the need for engaging the plurality of voices, enabling dialogue for the development of post-critical belief

Explains the pivotal importance of effective religious education relying on the roles of the teacher to authentically engage learners

Effectively explains the pivotal importance of effective religious education relying on the roles of the teacher to authentically engage learners

Adequately explains the importance of effective religious education relying on the roles of teacher to authentically engage learners

Describes religious education relying on the roles of the teacher to engage learners

Evaluates the significance of effectively implementing the Reconceptualist Approach, providing justification for the argument

Effectively and concisely evaluates the significance of effective implementation of the Reconceptualist approach, providing an informed justification of the argument

Adequately evaluates the significance of effective implementation of the Reconceptualist approach, providing satisfactory justification of the argument

The position of the argument is not clearly the demonstrating the significance of effective implementation of the Reconceptualist approach and is lacking justification

Provides explicit references to the Religious Education P-12 Curriculum, Church Documents and writings of religious-educational theorists/academics to support argument

Consistently and fluently integrates well-chosen explicit references to the Religious Education Curriculum, Archdiocese of Brisbane, Church Documents and religious educational theorists and academics to support argument through out

Competently integrates and makes explicit references to the Religious Education Curriculum, Archdiocese of Brisbane, Church Documents and religious educational theorists and academics to support argument through out

Integrates few references to the Religious Education Curriculum, Archdiocese of Brisbane, Church Documents and religious educational theorists and academics to support argument through out

Appropriate Communication for Academic Writing

Consistent use of appropriate formatting, grammar and spelling that reflects the nature of academic writing

Competent use of appropriate formatting, grammar and spelling that reflects the nature of academic writing, but is not always consistent

Inconsistent use of appropriate formatting, grammar and spelling that reflects the nature of academic writing

Adherence to APA Referencing for ACU

Consistently and appropriately adheres to APA referencing Style guide of ACU

Appropriately adheres to APA referencing Style guide of ACU but is not always consistent

A limited adherence to and inconsistence use of APA referencing Style guide.

Essay Plan HINTS:

• ALL REFERENCES RECOMMENDED FOR INCLUSION IN YOUR ASSIGNMENTS ARE INCLUDED IN THIS ASSIGNMENT GUIDE. THE INITIAL SOURCE IS THE RELIGIOUS EDUCATION P-12 CURRICULUM, ARCHDIOCESE OF BRISBANE

• ACADEMIC REFERENCING – APA 6 or APA 7 STAY CONSISTENT AND KEEP TO ONE. o APA 6 - Author, A., & Author, B. (year). Title. Location of Publisher: Publisher.

▪ Rana, D., & Upton, D. (2014). Psychology for nurses. London: Routledge. o APA 7 - Author, A., & Author, B. (year). Title. Publisher.

▪ Rana, D., & Upton, D. (2014). Psychology for nurses. Routledge.

• BEGIN EACH BODY PARAGRAPH WITH A CLEAR TOPIC SENTENCE THAT DIRECTS THE READER TO THE CONTEXT OF THE PARAGRAPH.

• DO NOT CITE A REFERENCE OR USE A DIRECT QUOTE AS A TOPIC SENTENCE, OR IN THE INTRODUCTION AND CONCLUSION

• YOU ARE REQUIRED TO USE FORMAL ACADEMIC WRITING

• READ THE CRITERIA FOR ASSESSMENT

Introduction 150-200 words State the intention of the task – outlining your hypothesis/position on the level of significance and provide reasons/signposts why you are taking this position

Body Demonstrate understanding, analysis, evaluation and references to support throughout.

1. Understanding of: The vision and purpose (why) of Religious Education in schools in the Archdiocese of Brisbane taking into account the contemporary contexts (recontextualised) of our learners. 200 words Documents to consider: • Elliott, M., Stower, L. & Victor, A. (Eds.). (2020). Religious Education P-12 Curriculum,

Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

o The Vision: p.10-11

o Introduction: p. 6-7

o Foreword: p.4-5

o Contemporary Contexts of School Religious Education: p. 14-17

• National Catholic Education Commission. (2018). Framing paper: religious education in Australian Catholic schools.

• Learning and Teaching Framework (BCE Public Site)

• Learning and Teaching Framework (BCE SPIRE)

• Pope Francis (2018). Apostolic exhortation gaudete et exsultate of the Holy Father Francis on the call to holiness in today’s world.

• Australian Catholic Bishops Conference Pastoral Research Office (2017). 2018 Synod of Bishops XV ordinary general assembly: Young people, faith and vocational discernment – Australian report. Canberra, ACT: Author.

• Dantis, T., & Reid, S. (eds.). (2018). Called to Fullness of Life and Love: National Report on the Australian Catholic Bishops’ Youth Survey 2017 (Canberra: Australian Catholic Bishops Conference, 2018).

2. Explain: The importance of engaging learners in the two distinct yet complementary

dimensions of religious education (as conceptualised in the Model for Religious Education) in order to fulfill the Vision for Religious Education, citing examples from your professional experience. 300 words

Documents to consider:

• Elliott, M., Stower, L. & Victor, A. (Eds.). (2020). Religious Education Curriculum P-12: Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

o The Model of Religious Education p. 12-13

• Synod of Bishops. (2018). Young People, the Faith and Vocational Discernment.

• Moran, G. (2007). Understanding Religion and Being Religious. In J. Grajczonek & M. Ryan (Eds.), Religious education in early childhood (pp. 256-260). Hamilton, Australia Lumino Press.

3. Explain how: – The Reconceptualist Approach to the teaching of Religion (the three key

considerations) engages the plurality of voices to enable learner dialogue for the development of post-critical belief. (Justify the importance of such dialogue.) 300 words Documents to consider: • Elliott, M., Stower, L. & Victor, A. (Eds.). 2020. Religious Education P-12 Curriculum,

Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

o A reconceptualist approach to the Religion Curriculum P-12 (pp. 24 – 28)

• Pollefeyt, D. (2008). Difference matters: A Hermeneutic-communicative concept of didactics of religion in a European multi-religious context. Journal of Religious Education 56(1) 2008 (pp. 9-17).

• Barry, G., & Elliott, M. (2012). Religious Education Approaches in Contemporary Religious Education for Catholic schools. Brisbane, Australia. Catholic Education Archdiocese of Brisbane.

• Pollefeyt, D. & Bouwens, J. (2010). Framing the identity of Catholic schools: empirical methodology for quantitative research on the Catholic identity of an education institute. International Studies in Catholic Education, 2(2), 193-211. doi:10.1080/19422539.2010.504034

4. Explain why: The pivotal importance of the roles of the teacher (all three) for effective Religious Education of all learners in contemporary Catholic schools (the learners will be more than consumers of the tradition). 400 words Documents to consider: • Elliott, M., Stower, L. & Victor, A. (Eds.). 2020. Religious Education P-12 Curriculum,

Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

o Model for Religious Education (roles of the teacher p. 13)

• Pollefeyt, D. (2008). Difference matters: A Hermeneutic-communicative concept of didactics of religion in a European multi-religious context. Journal of Religious Education 56(1) 2008 (pp. 9-17).

• Brennan, D.F., & Ryan, M. (2011). Five Insights for Religion Teaching Revisited. The Well, 4(2), 14-16.

5. Evaluate: The degree of significance (evaluate) of effectively implementing a Reconceptualist Approach to Religious Education, in response to contemporary learners, providing reasons to justify your position (the whys). Consider in your evaluation …. What are the implications if you don’t? 500 words Documents to consider: • Elliott, M., Stower, L. & Victor, A. (Eds.). 2020. Religious Education P-12 Curriculum,

Archdiocese of Brisbane (2nd ed.). Catholic Education Archdiocese of Brisbane.

o The Vision: p.10-11

o Introduction: p. 6-7

o Foreword: p.4-5

o Contemporary Contexts of School Religious Education: p. 14-17

• National Catholic Education Commission. (2018). Framing paper: religious education in Australian Catholic schools.

• Harpaz, Y. (2005), "Teaching and Learning in a Community of Thinking’" Journal of Curriculum and Supervision.

• Rossiter, G. (2019). Life to the full: The changing landscape of contemporary spirituality: Implications for Catholic school religious education. Kensington, NSW: ASMRE.

• Mellor, A. (2017). Vision beyond 2020: On a journey led by the Spirit. Brisbane Catholic Education.

• Pope Francis. (2015). Encyclical letter Laudato si' of the Holy Father Francis on care for our common home.

6. Conclusion (100-150 words)

No new information introduced no references or quotes

Go back to The Vision and Purpose of Religious Education and the responsibility as a teacher of Religious Education; having argued your position, does this bring a new understanding of how you would approach the pedagogy and teaching of this subject? Has this changed your thinking? What will this mean for learners if you do this well? This should support your hypothesis or position.

UPLOAD ASSIGNMENT ONE TO iLEARN.

BCE 06465 REAP Submission: Assignment 1 Please note that you enrol in this iLearn ‘session’ in order to be able to upload

your assignment. (If you don’t have access to iLearn (BCE) please request an iLearn Account or

refer to the iLearn How to guides.

WHEN SAVING YOUR ASSIGNMENT,

PLEASE INCLUDE YOUR FIRST AND LAST NAME IN THE TITLE.

Save and upload your assignment as a Word document.

Purpose of this Writing Guide

The purpose of the Assignment 1 Writing Guide is to support you as you work on REAP Assignment 1 in order to demonstrate your knowledge of the structure and application of the Religious Education P-12 Curriculum in the Archdiocese of Brisbane.

Use Quality Source material

Use the documents provided to you, demonstrate evidence of your knowledge and understanding in relation to the task set in Assignment 1. (Remember, your task is to provide conclusions on the importance of the complementary nature of the two dimensions from the Model of Religious Education, using academic evidence - not opinion or an editorial.) Your assignment should indicate clearly through referencing that you have engaged with the core documents of the course which are listed as part of the REAP core materials on the website.

Keep your task in perspective

Assignment 1 has a limit of 2000 words. It should be clear to the reader of your assignment that those 2000 words are explicitly focused on the specific task set in Assignment 1. Keep to the word limit. Keep what you write focused on the specific task set. The Religious Education Curriculum, Archdiocese of Brisbane, the REAP Course and the core documents of the course have sufficient material to enable you to competently complete the task set in Assignment 1.

Referencing

Your list of references at the conclusion of your assignment should be set out using the APA method. REAP students often encounter problems when trying to reference different sorts of documents both in the list of references and in the body of their assignment. Griffith University homepage has a helpful referencing tool. When referencing the Religious Education Curriculum or any of the BCE documents, consider referring to them as either text or as an online document.

Constructing Your Assignment

Australian Catholic University provides online support for the way an assignment should be structured. Make sure you use a topic sentence to introduce each of the paragraphs of your assignment. A person reading your assignment should be able to read the first sentence of each paragraph of your assignment and have an accurate understanding of what the following sentences in the paragraph are addressing. If the reader were to just read each of your topic sentences and nothing else in your assignment, that person would be able to understand, in summary form, the overall structure of your assignment. The sentences following the topic sentence in each paragraph are providing supporting detail for the topic sentence. Such detail may include an elaboration of your argument, supporting evidence, reference to authoritative documents, concrete examples and so on. Use formal language in writing your assignment. Use terminology accurately as it is used by professional religious educators in the Archdiocese of Brisbane. Avoid using pictorial material in this assignment. Avoid the use of personal pronouns. Be accurate, brief and to the point. Make sure you are explicitly addressing the task set for Assignment 1 in everything you write.

Assignment 1 Writing Guide

Review the conditions, task sheet and success criteria for this assignment.

Before you begin writing your assignment, take time to review what you are asked to do. Highlight key words and phrases on the task sheet and in the success criteria. Review the conditions for the assignment. The assessor will use the success criteria to grade your paper. When you have finished writing your assignment, take time to review your work in relation to each of the success criteria to check that you done what the task is asking you to do.

Have a colleague proof-read your assignment.

Grammatical errors and spelling mistakes detract from your assignment. Common mistakes that are easily addressed are using language/technical terms inconsistently. What you write, while clear to you, can be unclear or confusing to another reader. It can be of assistance to ask a colleague or friend to read your assignment and give you feedback on matters such as grammar, spelling, the use of terminology as well as the clarity and structure of what you have written.

Submit your assignment as a Word document.

Your paper will be marked on-line and sent back to you via iLearn. It will also be stored digitally in your REAP file. It is important that you provide your document in a Word compatible file to enable us to do this.

Schedule your assignment writing

Schedule your time so the task is not left until the last minute. It is suggested that you try to complete Assignment 1 as soon as possible after finishing the four-day REAP program, while it is fresh in your mind. There are assignment support days scheduled after each REAP program. Be mindful of the due dates around your planning and working around the demands of your teaching, such as reporting time. Decide what is best time to do Assignment Two as it involves implementing lessons.

Use the essay plan on the next page to structure your assignment. If you are worried about writing 2000 words, break the task down into smaller parts. It may help to think of the assignment as writing paragraphs of variable word length. Scheduling the writing of one or more paragraphs in a particular writing session can break the task into manageable ‘chunks’ of work and make the work less overwhelming!

2021 REAP Assignment Two: Practice Due Date:

Friday 4 June 2021 - 2021 Fast Track REAP Inservice Option 1 & 2020 Regional REAP Inservice (Sunshine Beach)

Monday 8 November 2021 - 2021 REAP Inservice Programs

Length: 3500 words (2500 planning + 1000 words critical reflection) Use the Assignment Two Scaffold with this task. Task: Design a sequence of FOUR lessons for a Religious Education classroom. Reflect on your work with your APRE or Principal using the BCE Model of Pedagogy. In your planning design (2500 words equivalent*):

• Use the BCE Model of Pedagogy to assist with planning, implementing and reviewing your learning and teaching (see below).

• Demonstrate your understanding of “line of sight” by incorporating relevant aspects of the achievement standard, year level description and content descriptions for the sequence of four lessons. (This can be underpinned by your understanding of the Learning Progressions for that year level. If your school is familiar with the draft learning progressions, this can be an option.)

• Demonstrate your understanding of using inquiry learning in the teaching of Religion (for example: the use of a fertile question or use of one or more of the phases within a learning inquiry framework and/or the Learning Progressions).

• Demonstrate your 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.

• Demonstrate your understanding of planning and adjustments for your particular learners.

• Curate a list of appropriate resources that support the learning and teaching of Curriculum content for your four lessons.

* “Equivalent” means that created teaching resources that support your four lessons may be substituted for word count. For example, a power point, chart, poster etc could take 500 words.

In your critical reflection (1000 words):

• Meet with your APRE or Principal prior to as well as during, planning and implementing the learning of teaching of your lessons. Reflect on your planning and implementation of your lessons using the BCE Model of Pedagogy (Pages 26-28 Religious Education Curriculum P -12, Archdiocese of Brisbane, 2020). Record your discussion in dot points and submit as evidence (about 200 words per section).

• Use the questions below to scaffold your discussions.

• Your APRE or Principal must sign off on this professional dialogue and reflection process. This must be documented in the actual assignment. (If this process is not done, your assignment will be marked as ‘incomplete’ and will be returned for resubmission.)

UPLOAD ASSIGNMENT TWO TO iLEARN.

BCE 06466 REAP Submission: Assignment 2

Please note that you enrol in this iLearn ‘session’ in order to be able to upload your assignment.

(If you don’t have access to iLearn (BCE) please request an iLearn Account

WHEN SAVING YOUR ASSIGNMENT,

PLEASE INCLUDE YOUR FIRST AND LAST NAME IN THE TITLE.

Save and upload your assignment as one single Word document.

Using the Model of Pedagogy for Reflection See: BCE Learning and Teaching Website

Pedagogy relates to the principles and practices of teaching children. Pedagogy is teaching that makes learning visible and leads to successful achievement for all learners. Effective pedagogy creates conditions where the relationship between the learning and teaching is focused, generative and responsive enabling every learner to participate and progress in their academic and social development. The BCE model of pedagogy brings together the principles and practices of learning and teaching that lead to success for all learners. These principles and practices arise out of the beliefs and values of the Brisbane Catholic Education Learning and Teaching Framework and an evidence-base upon which teachers can construct their practice to ensure that all students are progressing in their learning and development. It provides a common language for planning and reflecting on learning and teaching in our Catholic schools.

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?

Establish clear learnings 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?

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?

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?

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?

Assignment Two Scaffold

• Download and use the Assignment Two Scaffold for your completion of Assignment Two.

• Make sure these components from this template are included: inquiry learning, relevant parts of the achievement standard, learning intentions, reflections and discussion etc. Use this REAP Assignment 2 scaffold/template provided as the marking schema is aligned with this template.

Success Criteria: Assignment Two 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.

B

AN

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49

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