Teaching & Learning
Brisbane Catholic Education - Religious Education Curriculum Organisation
Taken from the Brisbane Catholic Education - 'Organisation of the Religious Education Curriculum,' document.
"The organisation of the Religion Curriculum P-12 includes a number of features:Year Level Descriptions; Content Descriptions; Achievement Standards; Content Elaborations; General Capabilities and Cross Curriculum Priorities."
Year Level Descriptions
Year level descriptions provide an overview of the content that is being studied and information about the learning contexts that are appropriate at each year level. They also emphasise the interrelated nature of the four strands and the expectation that planning will involve integration of content from across the strands.
The Religion Curriculum P-12 includes content descriptions at each year level. These set out the religious knowledge, deep understanding and skills that teachers are expected to teach and students are expected to learn. The content descriptions have been written to ensure that learning is appropriately ordered and that unnecessary repetition is avoided. However, a concept or skill introduced at one year level may be revisited, strengthened and extended at later year levels as needed.
Achievement standards indicate the quality of learning that students should typically demonstrate by a particular point in their schooling. An achievement standard describes the quality of learning (the extent of knowledge, the depth of understanding, and the sophistication of skills) that would indicate the student is well placed to commence the learning required at the next level of achievement. The sequence of achievement standards describes progress in the learning area. This sequence provides teachers with a framework for growth and development in the learning area. Across Prep to Year 10, achievement standards are accompanied by sets of annotated student work samples that illustrate actual achievement in relation to the achievement standard.
The Religion Curriculum P-12 includes content elaborations (for Prep to Year 10) and examples of connections to senior secondary courses in religion (for Years 11 and 12) that illustrate and exemplify content and assist teachers in developing a common understanding of the content descriptions. They are not intended to be comprehensive content points that all students need to be taught."
Whole-College Pedagogical Framework - Marzano's 'The Art and Science of Teaching'
At the beginning of 2014, the decision was made to adopt a Pedagogical Framework. St. Patrick's College chose Dr Robert Marzano’s Art and Science of Teaching (ASOT). A ‘Curriculum Framework’ outlines what is taught at St Patrick’s College. It outlines the content of our teaching according to the Australian Curriculum, school based priorities and any QCAA elaborations or standards that apply. The ‘Pedagogical Framework’ outlines the how and why of teaching at St. Patrick’s College. It outlines the theoretical underpinnings of our whole-school practices.
Throughout 2015, Heads of Curriculum and teaching staff commenced the implementation of ASOT.
- The whole staff focus was Design Question One, “What will I do to establish Learning Goals, track student progress and celebrate success.”
- Departments were asked to select an element from ASOT to explore throughout the year
- Staff were asked to select a personal element from ASOT and implement this into their daily teaching and learning practice.
This work continues into 2016.
Year 5-12 Religious Education - Scope and Sequence
View the St. Patrick's College 5-12 Religious Education Scope and Sequence here ».
"It is a requirement that a minimum of 2.5 hours per week of religion teaching is provided in both primary and secondary schools from P-12. This equates to 92 - 100 hours per year, based on 37 - 40 available teaching weeks per year. Liturgy, prayer, hymn practice and other religious practices are not included in this provision." - Taken from 'School Administrative Priorities For Religious Education'
It is a requirement for teachers working within the Archdiocese of Brisbane to gain and maintain their Accreditation to Teach in a Catholic School. All teachers at St. Patrick’s College have this accreditation and are required to maintain their status by engaging in the required number of hours of professional development learning every five years.
Assessment and Monitoring
At St. Patrick’s College, assessment is an integral part of the teaching and learning process. Assessment presents students and parents a ‘moment in time’ snapshot of student progress, provides information to inform powerful conversations regarding the effectiveness and utility of assessment items and supplies critical data that allows educators to reflect on their practice and shape their pedagogy into the future. The following principles guide the development of assessment items:
- Assessment is a critical element of the teaching and learning process and will occur frequently
- Both summative and formative assessment are crucial to the learning and teaching process and curriculum planning
- A variety of assessment instruments and modes will be provided to students in a range of subjects to enable students to demonstrate their understanding of the course content
- Assessment will be modified and altered as frequently as required to best meet the diverse needs of students and to allow all students to demonstrate their knowledge and experience success
- Data provided from student responses to assessment will inform whole-school conversations and initiatives regarding departmental planning, assessment instruments, pedagogical frameworks