I have included four lessons of planning. I have included a copy of the achievement standard and highlighted the parts that this unit covers. Success Criteria: Assignment Two Student to their name here Submission date: In the planning design of four lessons in Religious Education, the student: Line of Sight Demonstrates an excellent understanding of “line of sight” by incorporating very relevant aspects of the achievement standard, year level description and 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 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 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
Religious Life of the School the Religious Life of the School P-12. the Religious Life of the School P-12. Above Standard At Standard Below Standard 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. 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 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 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.
Above Standard At Standard Below Standard Activate Provides insightful examples 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. Overall result: of a unit of work with an example of four lessons School Duration Year level Write 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!) / Topic (Please make sure you revise from Day 1 about inquiry learning when constructing your fertile question). Context: Who are my learners?
Church : Liturgy and Sacraments, People of God, Church History Religious Knowledge and Deep Understanding Skills LITURGY AND SACRAMENTS PEOPLE OF GOD CHURCH HISTORY Christian Living: Moral Formation, Mission and Justice, Prayer and Spirituality Religious Knowledge and Deep Understanding Skills MORAL FORMATION MISSION AND JUSTICE PRAYER AND SPIRITUALITY Learning Intentions s By the end learning experiences, students Success Criteria Assessment 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 of assessment methods – informal and formal assessments during a unit
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 planning model set out below CORE CONTENT AREA (copy and for three content AREAS) Learning Experiences - Select a relevant Explore Elaborations Tuning In What is the Why should we this topic? Frame manageable questions. What do I already know about this topic? I think I know How is this relevant to me? Finding Out Identify possible sources of information Identify skills necessary for the investigation. How did it happen? Who was and what were the facts? Sorting Out What do we want to find out? How can we do this best? How will we gather the information? Does what I knew before apply? Does my first idea still make sense? Communicating Extend and challenge students’ understandings Offer more information Is 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? Inquiry Process Learning Experiences - Select a relevant Explore 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 information Identify 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 idea still make sense? 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? So what have I learnt? If I know this, how can I connect it with my