REAP Assignment 2 ScaffoldNAME: write your name here SCHOOL AND SUBURB: write your school and suburb here

Assignment tips: 1. This assignment must be submitted through iLearn. Assignments may not be emailed. 2. If you can’t get iLearn to work, please call the BCE Help Desk. 3. You must upload in Word format. Do not submit your document in PDF format.4. Only upload one document to iLearn. If you would like to demonstrate resources/add learning ideas, take a photo or

screen shot (the snipping tool is great for this) and add them as an appendix to this document. Be conscious of your overall file size of 250MGs. Photos can make your file too large to upload. You may need to resize photos or zip you file.

5. Check-in with the person who coordinates the curriculum at your school to ensure your planning aligns with the planning from your school. This assignment is designed to be created during your normal, day-to-day teaching and should reflect your school planning. Your school may use a different planning template, and if so, use that one. Make sure you have all the components from this template though (inquiry learning, relevant parts of the achievement standard, learning intentions, etc)

6. The Religion Planning Template below is designed for a complete Religion Unit that you have planned and taught. The four lessons are a segment of the complete Religion Unit. We need to see where the four lessons fit in the context of your unit.

7. Read the criteria. Above standard means you are meeting with a supervisor regularly to demonstrate a cycle of improvement. We will discuss this with your supervisor in a phone call. You need to demonstrate to them that through this process, your teaching is improving!

8. Delete the assignment tips that appear in yellow highlight before submitting. 9. This template has 2753 words. You need to add an additional 3500 or equivalent with resources.

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

☐ I acknowledge this is all my own work. This work was newly created for this assignment by me. I have worked independently and not used the existing learning bytes to create this work.

☐ My name appears at the top of this document.

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

☐ I have met with my APRE, Principal or RE Coordinator to discuss my planning. This leader has eight units of Religion at post graduate level. I have included their contact details.

☐ I have included four lessons of planning.

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

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Success Criteria: Assignment TwoStudent to write their name hereSubmission date: Click here to enter a date.

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

Assignment Two CriteriaThe student must demonstrate ‘At Standard’ or ‘Above Standard’ in all criteria to pass this assessment. In this task, the student:

Above Standard At Standard Below Standard

Line of Sight

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

Demonstrates a broad 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.

InquiryDemonstrates an advanced understanding of inquiry learning.

Demonstrates a broad understanding of inquiry learning.

Demonstrates a limited understanding inquiry learning.

Use of both dimensions of Religious Education

Demonstrates an advanced 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 a broad 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.

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Above Standard At Standard Below Standard

ResourcesProvides a broad variety resources that support the learning and teaching of Curriculum content.

Provides a list of relevant 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 within the word count.

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.

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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.

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.

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

Provides examples of a focus on learners and their learning.

Provides poor examples 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 poor examples 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 poor examples of ways of knowing.

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

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Overall result: Choose an item.

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Religion Planning of a unit of work with an example of four lessons School Duration Year levelWrite your school’s name here How many weeks will this unit run? What year level are you teaching (and you

do need to teach this!) Fertile Question / Topic(Please make sure you revise this article from Day 1 about inquiry learning when constructing your fertile question).

Class Context: Who are my learners? Class Needs Individualised Learning Needs Catholics/non-Catholics – other faiths – practising/non-practising Students with Disabilities [e.g. ASD – ADHD -abstract concepts may need further unpacking – visuals etc…] Adjustments for Learners Differentiated learning

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Learning Context: Significant Days and Celebrations • What events/demands/celebrations are timetabled in the school for the duration of the unit?• Religious Life of the School: Liturgies; Assembly Prayer; Feast days; Retreat Days; Social Justice Outreach etc• Check Ways to Pray Calendar for significant dates in Liturgical Calendar• Plan to integrate these things into learning, not add on top.• Differentiated learning • Class Needs• Individualised Learning Needs• Catholics/non-Catholics – other faiths – practising/non-practising• ASD – ADHD (abstract concepts may need further unpacking – visuals etc…)• How is this learning unique for your learners? This section should include some information about your learners. Eg: I have two

students with IEPs etc).

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

Achievement StandardCopy here the Achievement Standard relevant to the Year Group addressed in your chosen Religion Unit. Highlight the parts of the Achievement Standard that are addressed in your chosen Religion Unit.

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

Content Descriptions Cluster strands and sub-strands that make connections with the Unit topic.

Sacred Texts: Old Testament, New Testament, Christian Spiritual Writings and WisdomReligious Knowledge and Deep Understanding SkillsOLD TESTAMENT

NEW TESTAMENT

CHRISTIAN SPIRITUAL WRITINGS AND WISDOM

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Beliefs: Trinity, Human Existence, World ReligionsReligious Knowledge and Deep Understanding Skills

TRINITY

HUMAN EXISTENCE

WORLD RELIGIONS

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Church : Liturgy and Sacraments, People of God, Church HistoryReligious Knowledge and Deep Understanding SkillsLITURGY AND SACRAMENTS

PEOPLE OF GOD

CHURCH HISTORY

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Christian Living: Moral Formation, Mission and Justice, Prayer and SpiritualityReligious Knowledge and Deep Understanding SkillsMORAL FORMATION

MISSION AND JUSTICE

PRAYER AND SPIRITULAITY

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Learning IntentionsLearning Intention s By the end these learning experiences, students

Success Criteria Assessment • Success Criteria • How will we know if students have achieved the desired

results and met the standard? • What will we accept as evidence of student knowledge,

understanding and skills?

• Assessment Background • Consider a range of assessment methods – informal and

formal assessments during a unit

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Mandated Scriptural Texts Appendix B

Explicit Teaching About Prayer Appendix A

• Core texts are prescribed Scriptural texts that need to be

taught in depth at each year level.• Supplementary texts are other possible Scripture texts that

could be used to support the teaching of particular concepts.

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

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

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Teacher Background• What do I need to know to teach this unit? • What do I need to know more about to teach this unit? • What reliable sources are there that I can use to get information from?

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DELETE WHAT YOU WILL NOT USE AND EXPLAIN HOW YOU WILL USE THE ONES YOU WILL KEEP. Make explicit the connection between these elements and your unit planning. Where will you teach the General Capabilities? How will you connect RLOS with your teachable content? Etc

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

Religious Life of the School General Capabilities Cross-Curricular Priorities

Religious Identity and Culture Ethos and charism (ICE) Authentic Christian

community (ICC) Sense of the Sacred (ICS)

Social Action and Justice Justice in the school

community (SJS) Action for justice (SJA) Reflection on action for

Justice (SJR)Evangelisation and Faith Formation

Living the Gospel (EFG) Spiritual Formation (EFF) Witness to the wider

community (EFW)Prayer and Worship

Christian prayer (PWP) Celebration of liturgy and

sacraments (PWL) Ritualising everyday life

(PWR)

Literacy Numeracy Information and communication

technology (ICT) capability Critical and creative thinking Personal and social capability Ethical understanding Intercultural understanding .

Aboriginal and Torres Strait Islander histories, cultures and spiritualties

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

Sustainability and ecological stewardship.

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Recommended ResourcesResourcesTeacher Background Mandated Scriptural TextsA-Z Learning StrategiesPrayer ChartLearning BytesMelbourne RESource,

Together at One Altar; ResourceLink Caritas JudaismWays to Pray

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CORE CONTENT AREA 1: Learning Experiences - Select a relevant Inquiry Process

Explore Elaborations

Teaching and Learning SequenceFocus/Question–

ResourcesAdjustments for Learners

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

here.

CORE CONTENT AREA (copy and paste for three content AREAS)Learning Experiences - Select a relevant Inquiry ProcessExplore Elaborations

Finding Out

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Tuning In What is the topic? Why should we study

this topic? Frame manageable

questions. What do I already

know about this topic? I think I know

How is this relevant to me?

Identify possible sources of information

Identify skills necessary for the investigation.

How did it happen? Who was there and what

were the facts?

Sorting OutWhat do we want to find out? How can we do this

best? How will we gather the

information? Does what I knew before

still apply? Does my first idea still

make sense?

Communicating Extend and challenge students’ understandings Offer more information Is there something else I need to

deepen my knowledge understandings?

What difference does this make to me?

Reflecting and Evaluating So what have I learnt? If I know this, how can I connect it

with my world?

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Inquiry ProcessLearning Experiences - Select a relevant Inquiry ProcessExplore Elaborations

Tuning In Finding Out Sorting Out Communicating Reflecting & Evaluating

What is the topic?Why should we study this topic? Frame manageable questions.What do I already know about this topic? I think I know How is this relevant to me?

Identify possible sources of informationIdentify skills necessary for the investigation.How did it happen? Who was there and what were the facts?

What do we want to find out?How can we do this best?How will we gather the information?Does what I knew before still apply?Does my first idea still make sense?

Extend and challenge students’ understandingsOffer more informationIs there something else I need to deepen my knowledge understandings?What difference does this make to me?

So what have I learnt?If I know this, how can I connect it with my world?

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Core Content Area 1Teaching and Learning Sequence

Focus/Question–

ResourcesAdjustments for Learners

Stage of Inquiry Teaching Sequence Resources/ Webtools/ Adjustments

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Core Content Area 2Teaching and Learning Sequence

Focus/Question–

ResourcesAdjustments for Learners

Stage of Inquiry Teaching Sequence Resources/ Webtools/ Adjustments

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Core Content Area 1Teaching and Learning Sequence

Focus/Question–

ResourcesAdjustments for Learners

Stage of Inquiry Teaching Sequence Resources/ Webtools/ Adjustments

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Evidence of Meeting with a Leader in Religious Education (This leader should have a substantive position such as principal, APRE or REC. This leader must have eight units of Religion at post graduate level. The meeting/s should take place at least before and after you have taught. Note that a member of the REAP teaching team will be calling this person to follow up on your meeting.)

NAME OF RELIGIOUS LEADER: ROLE OF RELIGIOUS LEADER: Choose an item. MOBILE PHONE NUMBER:EMAIL ADDRESS:

DATES OF MEETING/S: Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5Click or tap to enter a date.

Click or tap to enter a date.

Click or tap to enter a date.

Click or tap to enter a date.

Click or tap to enter a date.

Focus on learners and their learning

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

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

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

DISCUSSION POINTS ADDED HERE. 200 WORDS

Establish

clear 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?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Activate multiple ways of knowing, interacting and multiple opportunities for

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

Have you taught explicitly? Have you differentiated to move each

DISCUSSION POINTS ADDED HERE. 200 WORDS

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practice 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?

DISCUSSION POINTS ADDED HERE. 200 WORDS

Evaluate

the effect of teaching on student achievement and success

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

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

DISCUSSION POINTS ADDED HERE. 200 WORDS

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Curated Resources: List of References (Maximum of five, no less than three. ResouceLink can help. Reference correctly using APA. This referencing tool may assist you or check how ResourceLink reference the resources in their catalogue.) List of resources that could be used to teach this unit.

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Curated Resources: Created Resources for this unit (Screen shots, photos, or snipping tool of powerpoints, activities, work sheets, etc)

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