EQUIP Modules - Lutheran module summary… · EQUIP Modules . E 2010 2 quip: Module Facilitator Notes and Resources Module 1 : overview Welcome and introduction 5 minutes Ice breaker

2010 1

Equip: Module Facilitator Notes and Resources

1

5

6

7

8

9

10

What is Christian Studies?

What is my vision for

Christian Studies?

Who am I?

How do I make sense of the

world?

Who is God?

How do I know and relate

to God?

How do I live my life?

What do I do with my life?

How do I respond?

What happens when things

go wrong?

Unit planning: purpose,

context, content and

approach.

The planning process

Nature and purpose of

Christian Studies (CS)

Approach to teaching

and learning in CS

CSCF

overview

2

3

4

CSCF

Curriculum

Statements

Theological

Notes

CW1

CW3

CL1

CB3

Spirituality of students

A personal vision for

Christian Studies

Multiple worldviews:

religious, philosophical,

ethical

Identity

Being human

Made in the image of

God

Overview of inquiry

process

Respectful dialogue

Inclusive classroom

Working cooperatively

Critical thinking

Engagement

Brain-based learning

CB1

CC1

CB2

CC3

CW2

CL2

CW3

CL3

CC2

CB3

CC3

Nature of God, nature

& purpose of the Bible,

images of God

(Hebrew & Christian)

Spirituality, prayer

Jesus as bridge builder

Revelation, faith

Discipleship

Service

Vocation

An ethical life

Knowing right from

wrong

Stewardship

Justice

Suffering

Hope

Trust

Forgiveness

Investigation and

collaboration

Reflection,

metacognition; silence

& stillness; meditation;

assessment as learning

Planning for deep

understanding

Essential questions

Lifelong Qualities for

Learners

Critical thinking

Philosophical thinking

Student responses

Assessment

Action

Personal response

Caring thinking

Creative thinking

EQUIP Modules

2010 2


Module 1 : overview

Welcome and introduction

5 minutes

Ice breaker

10 minutes

Devotion 10 minutes

Purposes and plan

5 minutes

What is Equip? : Course overview

20 minutes

Content Pedagogy Grouping

Step 1 Nature and purpose of

Equip; core ideas;

relationship between key

questions, content,

pedagogy; expectations

Engage with slide presentation I

Step 2 Reflection journal entry 1 Reflect, express feelings, clarify

aspects. Question board

I SG

WG

What is Christian Studies? : Engaging with context

40 minutes

Step 1 Pre-survey responses.

Context, purpose,

approach, content for

Christian Studies

Share, collate ideas, record

separately on paper strips

SG

Step 2 History of CSCF

context for Christian

Studies, four readings

Engage with slide presentation

Option 1: Hear facilitator’s story

Option 2: spot the information;

search and match

Option 3: points of commonality

and difference re school

prospectus,

Option 4: Read excerpt, identify

catalyst for development of LIFE,

CSCF

I SG

WG

Step 3 Implications for CS Compare /contrast Kavel and

CSCF approaches

SG

WG

What is Christian Studies? : Engaging with the rationale

55 minutes


Step 1 Christian Studies and

Christian education

Brainstorm, post-it note features of

Lutheran school, Christian Studies

classroom. Identify

similarities/differences

WG

Step 2 Rationale for teaching

and learning in Christian

Studies CSCF Curriculum

Statements

Read, note LEA perspectives, write

statement of purpose (pairs)

Option 1: Larger group select three

significant statements

Option 2: Larger group write

definition. Report to whole group.

Add to question board

I

SG

WG

2010 3


Module 1 : overview ( … cont)

What is the approach in Christian Studies?: Examining the

pedagogy

60 minutes


Step 1 Approach to Christian

Studies: Theoretical basis

for pedagogical

approach in Christian

Studies

Option 1: read, note on Y chart (I)

Read, add notes (Pairs), share (SG),

evaluate using SWOT

Option 2: read, note on Y chart;

collate, summarise

I SG

SG

Step 2 Refection and journal

entry 2

Distinguishing features of

Christian Studies

Synthesise learning; respond to

discussion questions; share three

ideas

SG WG

What is the curriculum? : Exploring the CSCF

45 minutes


Step 1 CSCF: Strands and Key

Ideas

Group Key Ideas into strands;

compare groupings

SG

Step 2 CSCF: Key Ideas and

outcomes

Match outcomes to Key Ideas;

sequence outcomes; compare

SG

Step 3 CSCF: Layout and

language

Identify components; explain

meanings

SG

Unit planning: How to plan a unit of work with the curriculum

90 minutes


Step 1 The big picture: purpose,

context, content,

approach questions

Engage with slide presentation WG

Step 2 Overview of planning

process

Discuss main points of planner WG

Step 3 a. Selecting key idea

and outcome

Read, select, record I

I

b. Examining context Option 1: respond to question

starters

Option 2: create mind map of

student context

I

I

c. Making decisions

about unit content

Read theological notes, formulate

understandings, list questions,

brainstorm learning experiences.

Share responses

I

SG

d. Assessing student

learning

Brainstorm evidence of learning

needed + ways to gain evidence

SG WG

e. Using LIFE as a

resource

Engage with identified elements

and supporting resources for CS

I

SG

Step 4 Show and tell

SG

Preparation for next module 10 minutes

Journal and close 10 minutes

I Individual SG Small group WG Whole group

2010 4


Contents

Facilitator Notes and Resources

Resources

Handouts

Readings

PowerPoint Slides

Prior to workshop Post pre-survey (see Handouts) to participants two weeks prior to workshop. Use

this opportunity to briefly introduce yourself and remind them of what they need

to bring to the workshop

Rehearse devotion

Prepare handouts and resources for chosen section options

o Prepare A3 sized copies of unit planner, Y chart, PMI chart, strands and Key

Ideas charts, planning process

o Model the icebreaker by making your own badge prior to the workshop

Insert breaks into PowerPoint Slide 4 and edit any other slides

Prepare registration sheet which serves as a record of participant attendance

Make copies of the Plan of the day (if desired)

Find out which schools are not using the Christian Studies Curriculum Framework

(CSCF) to develop the school Christian Studies program and to plan units of work.

This background knowledge will help the facilitator manage discussion and help

those participants feel included in the course

Collect sample portfolios

Facilitator needs

Materials

A3 blank sheets for each table

Large poster paper

Crayons/textas

Blu-tac

Spare sets of CSCF books

Bibles

Access to LIFE resource (CD)

Blank planning proformas for table

groups

Equip folder for each participant

Post-it notes

Strips of coloured paper

Paper/book for journal writing

labels for icebreaker activity

Question board

Set up room – tables, chairs, data

projector, etc…

Have coffee/tea/milk/water and

brain food available

Name tags

Participants will bring

CSCF Curriculum Statements and

Theological Notes

Laptops (if they have them)

LIFE CD

Bible

Writing materials

Module 1 pre-survey: Myself as a

Christian Studies teacher

A vision for learners and learning in

Lutheran schools

Letter sent to participants prior to

course commencement

School prospectus and school vision

statement

Information about band/year level

being taught

2010 5


Rationale for Module 1

The following explanation describes the conceptual framework for Module 1. The words in

bold are key words that the facilitator can use to summarise discussions during the

workshop.

Modules 1 and 2 are introductory modules completed in the first year of a teacher

beginning in a Lutheran school. Modules 3-10 will examine in detail significant elements of

theology and pedagogy needed to plan engaging units that will lead to deep

understanding.

The main thrust of Module 1 is to examine the context of Christian Studies, its nature and

role within the context of the broader Christian education offered in a Lutheran school and

the context of the classroom, largely the student context. To that end participants are

asked to carefully read the rationale and the pedagogy of the CSCF which express the

philosophy and vision of teaching and learning in Christian Studies. Understanding the

distinctive nature of Christian Studies gives clarity of purpose and approach in developing

units and clarifies decisions about what can and cannot be assessed in Christian Studies.

Module 1 introduces participants to

the scope and sequence of Equip – an in-service professional development program

for the accreditation of Christian Studies teachers

what is expected of participants in relation to workshops and gaining accreditation

(expectations)

the language, structure and content of the syllabus: Christian Studies Curriculum

Framework (CSCF)

the planning process used to plan units in Christian Studies

the key resources available to teachers of Christian Studies

Module 1 provides the background history of Equip outlining the development of Christian

Studies and examining Lutheran Education Australia (LEA) policy on Christian Studies and

how the accreditation process seeks to support teaching Christian Studies. It is important to

note that pedagogy in the modules supports teaching and learning in all key learning

areas (KLAs); Equip has the capacity to inform and enrich all teaching. In addition Module

1 explores the growth of Lutheran schools demonstrating the need for everyone to have a

common starting ground of knowing what teaching and learning in Christian Studies entails

in Lutheran schools.

The inquiry process and the metaphor of ‘journey’ underpin the pedagogy of Christian

Studies and the delivery of each of the Equip modules. Equip has been designed to equip

participants with skills and knowledge for their ‘journey’ of teaching Christian Studies. In the

same way that a unit of work seeks to take students on a journey to broader and deeper

understandings each module will give participants opportunities to engage, experience,

explore, evaluate, act on, reflect on key theological constructs of the CSCF and grow their

understandings of both content and pedagogy. The key questions that form the basis of

the content of each module engage participants in an inquiry into the theological ideas

summarised in the key ideas of the CSCF. The pedagogical focus is closely aligned to the

skills, processes and dispositions needed to explore the chosen theological focus of a

module. There is an intentional marriage of theology and pedagogy in Equip.

The CSCF is the curriculum developed by LEA for use in its schools. Equip examines the

content and pedagogy of the CSCF in detail. However, the approach to Christian Studies

outlined in Equip can be applied to any curriculum.

2010 6


Rationale for Module 1 ( … cont)

Equip is a starting point to grow and enrich teaching. It models an approach to teaching

Christian Studies. The pedagogy draws on best classroom research and practice, with

particular focus on the inquiry process, and applies it to the Christian Studies classroom.

Rather than specify one inquiry process it looks at the spirit of inquiry and encourages a

creative application of the process in line with the teaching and learning context. The

theory of constructivism and A vision for learning and learners in Lutheran schools are

examined and provide additional support for and validation of the inquiry process.

Module 1 models the approach in subsequent modules and effective classroom practice.

There are a range of ways participants will interact with the material:

reading, viewing, discussing, drawing, creating, writing

individual, small and whole group interaction

analysing, applying, evaluating, synthesising

Each module will give participants an opportunity to share their classroom practice – units

and student samples – and reflect on their understandings and practice – journal entries –

both of which will be included in a portfolio representing the journey of a participant over

the duration of the ten modules.

Module 1 encourages participants to examine the student in their classroom and create a

student profile. Knowledge of the student is key to making good decisions for unit planning

– choice of outcome, content knowledge, skills, sequence of activities, assessment tasks

are guided by context. A unit planner facilitates mapping a possible journey of inquiry into

the concepts contained in the chosen outcome.

Module 1 gives an overview of the planning process that will be referred to in subsequent

modules. The interactive nature of planning is emphasised. Context and purpose influence

choice of content and approach. The planning process outlines the steps needed to write

a unit whereas the unit planner is a record of what is to be taught as well as a record of

what was taught. The planner cannot capture all the background thinking and research. It

merely records the results of the important pre-work to planning a unit.

Module 1 gives participants an opportunity to begin planning a unit with a focus on

student context using the following resources

CSCF

unit planner

LIFE

2010 7


Welcome and introduction [5 minutes]

Welcome participants to the workshop

Statement of Acknowledgement of Australian Indigenous Custodianship

I/we would like to acknowledge the traditional custodians of this land and pay

my/our respects to the Elders, both past, present and future for they hold the

memories, the traditions, the culture and hopes of Indigenous Australia.

Make sure everyone has access to a Participant Book.

Housekeeping: make sure that

participants know location of toilets, evacuation plan

everyone has the materials they need to have on the table

there is either a jug of water with glasses on the tables or a nearby kitchen where

participants can have a drink when they need to

brain food is available

Facilitator introduces him/herself.

Provide some information about your teaching background, what you do when you

are not facilitating an Equip workshop, what you have most enjoyed about teaching

Christian Studies.

Ice breaker [10 minutes]

Slide 2 has instructions regarding

icebreaker activity.

Make sure all necessary materials are on

tables – blank sticky label, coloured pens.

Alternatively ask participants to wander

around the room and introduce

themselves to two other people providing

information about the school where they

teach and year level they teach.

Module 1 2

Icebreaker

Create your name badge.

Write your preferred name

Illustrate with a symbol that offers some clue

about the kind of person you are

Introduce yourself to two people you have not

met before

2010 8


Devotion [10 minutes]

The purpose of devotion time is to focus on the theme of the day. For example, using Luke 1:

1-4, explore the purpose of sharing God’s acts with others – in this case students in Christian

Studies classes. Refer to 2 Peter 1:1-11 to further explore the need for authenticity, integrity

and sensitivity.

You may wish to use the whole or parts thereof of the PPT Equip key questions (see Resources

for Equip facilitators Module 1 on LEAdr). It can be revisited or discussed when you show Slide

7 which outlines the scope of Equip.

Bible reading: Ephesians 2: 10 - For we are God's workmanship, created in Christ Jesus to do

good works.

In Lutheran Schools, we highlight features of our system that makes us distinctive. At the heart

of this is recognition of our Christian beliefs and values. Our pastoral care and worship

provide a shape to these beliefs and values.

How we teach Christian Studies is also a

reflection of this heart. Translating Christian Studies into a vibrant Key Learning Area that

engages and challenges our students in a respectful manner is a challenge for us as

teachers too.

There are two cups that exemplify how we may inadvertently

transmit our understanding of the place of Christian Studies in

a Lutheran school. The first, most beautiful cup is a cup that

was given to Meg Noack as a gift when on a mission trip in

Ukraine. She visited an area of Ukraine that was renowned

for its mineral water; very good for your health and yet foul

smelling and teeth rotting. So, this cup was invented to

minimise the damage to your teeth. Like medicine, the spout

goes beyond your teeth to take in what is good for you with

the least fuss.

The second cup is from China. It is used for tea making and

drinking. In China, tea drinking ceremonies are a feature of the

culture. A selection of fine tea is placed in the cup, boiling

water is added and the leaves brew, creating a pleasant taste

as well as fragrant aromas. These permeate the camaraderie

and culture of the community gathered around.

Our challenge is to reflect upon the parable of these vessels

and consider which will best symbolise our attitude towards

Christian Studies in our classroom.

Prayer: May the Christian Studies program we create in our

classrooms create excellent and respectful conversations and challenges for our students.

May the Spirit that lies behind Christian Studies permeate the culture of our classrooms.

May the forgiving love of Jesus be a model that creates a community of learners with a

heart that looks to God and one another.

May we reflect God’s workmanship and demonstrate this through the good works that we

do within our classroom community and beyond.

Thank you, Lord for this opportunity in our lives. Be with us and guide us as we go….

2010 9


Purposes and plan of Module 1 [5 minutes]

Show Slide 3

Purposes of Module 1

Show Slide 4

Plan of the day

Alter slide to match context of workshop

Inform participants where breaks will be.

Module 1 3

Purposes of Module 1

For participants to:

gain an overview of the Equip course

develop an understanding of Christian Studies

consider the distinctive nature of Christian Studies

examine learning theories which underpin the

pedagogy of Christian Studies

develop familiarity with the CSCF Curriculum

Statements and Theological Notes (TN)

begin planning a unit

Module 1 4

Plan of the day

introduction

what is Equip?

what is Christian Studies? Context

what is Christian Studies? Rationale

what is the approach in Christian Studies?

what is the curriculum? CSCF

how to plan a unit of work with the curriculum?

planning a unit

2010 10


What is Equip?: Course overview [20 minutes]

This section has several purposes, to:

give an overview of Equip course

outline what is expected of participants over the course

explain what is covered in the two introductory modules

Do not spend more than 20 minutes on this section.

Step 1 Description of Equip

Slides 5 and 6 describe the nature and

purpose of the course

Show Slide 7

Explain that the questions describe the core

ideas to be developed in Modules 3–10.

Note: there is an accompanying PPT Equip

key questions slide to help participants

engage with questions more deeply and

broadly. It is left to the discretion of the

facilitator whether or not to use the Slide.

Module 1 7

Equip is scoped around key questions :

These are key questions addressed by a worldview

How do I make sense of the world?

Who am I?

Who is God?

How do I know and relate to God?

What do I do with my life?

How do I live my life?

How do I respond?

What happens when things go wrong?

Module 1 6

Equip explores

how the CSCF engages with the questions a

worldview raises – the lived reality of teachers

and students and the ways people make sense

of their lives

how to engage students in exploring the

questions of worldview and make

connections with the content of Christian

belief, values and practice

Module 1 5

What is Equip ?

A course to equip teachers to teach Christian

Studies in the classroom context, to help

participants grow in their own spiritual and theological understandings

understanding of the purpose of Christian studies and their roleand responsibilities as teacher

knowledge and practice in relation to

the Christian Studies Curriculum Framework (CSCF)

planning units of work

a range of classroom strategies

2010 11


What is Equip?: Course overview (… cont)

Share with participants that the Equip course has

been organised around the concept of

worldview and its key questions/concepts. For an

explanation of worldview refer to Background

reading for facilitators at the end of Facilitator

Notes and Resources. This is a part of reading

participants will be given in Module 3.

Note: since the concept of worldview will be

further developed in Module 3 it is not necessary

to elaborate on worldview at this point.

Slide 8 gives a brief definition of worldview.

Ask participants to work in small groups at their

tables and together identify the factors that

influence the development of children and

young people’s worldview, keeping in mind the

age group they teach. They record the factors on

post-it notes. Make sure that post-it notes are on

each table for this purpose. See Slide 9 for

instructions.

Provide a large sheet of poster paper on which

post-it notes are placed. Refer to Slide 10 as a

way of summarising participant ideas.

These factors can be revisited when participants

are asked to consider the student context in the

planning process.

Slide 11 gives a brief overview of two introductory

modules participants are covering in the current

year. Inform them that there will be an activity for

them to complete to bring to Module 2.

Slide 12 points out the relationship between the

key questions that form a worldview, the content

– the CSCF strands and Key Ideas and the pedagogy being developed in each module.

Explain that the questions describe the core ideas to be developed in Modules 3–10.

Module 1 10

family

friends

religious

institutions

environment

legal

institutions

health care

education

politics

worldview

Our worldview has a profound impact upon the values we adopt and

our subsequent actions and behaviours. (Julie Mitchell, CCES 2004)

What is worldview of my

students?

Work in small group

1. Identify the factors that influence the

development of children and young people’s

worldview, in particular the age group you

teach

2. Record each factor on a Post-it note

Module 1 9

Module 1 8

What is a worldview?

lenses through which we

view the world

the way we see

ourselves in relation to all

else

an internal map that

guides us in the

interpretation of the

world, people and events

around us

Module 1 12

Overview of Equip

MODULE KEY IDEA KEY CONTENT KEY PEDAGOGY

3 CW1

CW3

Multiple worldviews: religious, philosophical,

ethical

Respectful dialogue, inclusive

classroom, working cooperatively

4 CL1

CB3

Identity, being human, made in the image of

God

Critical thinking, engagement,

brain-based learning

5 CB1

CC1

Nature of God, nature and purpose of the

Bible, images of God (Hebrew/Christian)

Investigation and collaboration

6 CW2

CC3

CB2

Spirituality, prayer, Jesus as bridge builder,

revelation, faith

Reflection, metacognition, silence

and stillness, meditation,

assessment as learning

7 CL2 Discipleship, service, vocation Planning for deep understanding

Essential questions, LQLs

8 CW3 An ethical life, knowing right from wrong Critical and philosophical thinking

9 CL3

CC2

Stewardship, justice Assessment, assessment tasks,

action response

10 CB3

CC3

Suffering, hope, trust, forgiveness Caring and creative thinking

Module 1 11

Overview of Equip

Module 1

Context

Rationale and philosophy of Christian Studies

Pedagogy

Christian Studies Curriculum Framework

Introducing planning a unit of work

Module 2

Vision of Christian Studies learning and teaching

Challenges in teaching Christian Studies

Student spirituality

Overview of inquiry in the Christian Studies classroom

Planning a unit of work with inquiry

Ten modules completed in the first three years of which two

introductory modules are completed in the first year.

2010 12



Slide 13

… gives an outline of what participants can

expect from participation in module workshops.

Explain that workshops are designed to give

participants an experience of the inquiry

process, with each module having an

intentional focus on one aspect of the inquiry

process.

Show Slide 14

Stress that attendance at modules and

completion of tasks such as journal entries,

submitting unit outlines and student samples

all contribute to achieving LEA

Accreditation in Christian Studies.

Participation in workshops involves pre-

module activities, collaborative planning of

units and sharing units taught.

Slide 15

... describes more fully what a portfolio includes.

Give participants several minutes to look at the

sample portfolios that are part of the facilitator

resources.

Slide 16

There are two levels of participation. Slide 16

has described requirements to become an

accredited teacher of Christian Studies.

Explain that participants wishing to use Equip

towards either a Graduate Certificate or a

Masters will be required to complete additional

reading and writing. Make information Equip;

expectations of participants (see Handouts)

available to interested participants.

Module 1 13

What will I be doing?

The workshop process involves participants in

the inquiry process – engage, explore, equip, experience, express, expect to move on/act

small group discussion

Christian Studies activities

critical reflection

collaborative planning of units of work

sharing of classroom practice with other participants

The portfolio includes

a philosophy for teaching Christian Studies

four units of work

one of the above units is detailed and

annotated, with an assessment task and

attached criteria sheet, and at least three

annotated samples of student work

Note: two units can be submitted at the end of the sixth module, and

two at the end of the tenth module

Module 1 15

Module 1 16

Levels of participation

Become a Christian

Studies LEA accredited

Teacher

Use Equip towards

• a Graduate Certificate

• a Masters

Module 1 14

What will be expected of me?

attend ten workshops

participate actively in discussion and workshop activities

write and trial units of work

share pedagogy and theology applied in classroom

submit copies of current units taught

complete between module activities

collect and annotate samples of student work

analyse and reflect on practice and learning

collate a portfolio of work that demonstrates journey in learning and teaching

2010 13



Step 2 Reflection - Journal entry 1[10 minutes]

Show Slide 17

Give participants an opportunity to clarify

aspects of the Equip course. It may be that they

first ask other participants near them. You may

wish to use reflective listening for pairs where

they restate each other’s questions which are

then addressed to the facilitator and the whole

group. You can refer participants to Reflective

listening in Strategies for the classroom in

Participant Book.

Explain to participants that each

workshop has time set aside for individual,

personal reflection and journal writing.

Journal entries are handed to the

facilitator at the completion of the

workshop.

For a rationale regarding journals refer

participants to the paragraph on Journal Entry

in Participant Book

Distribute a copy of the journal. Give

participants journal handout and ask them to

give responses to first section Reflecting on

being a participant in Equip. This journal entry

can also be completed at the end of the

workshop.

Create a question board where participants

can post questions they have about any

aspect of Module 1. These can be addressed

during the session and/or addressed in the last

five minutes of the day. Make sure that post-it

notes are on each table for this purpose.

Journal entry Each workshop has time set aside for

individual, personal reflection and journal

writing. Journal entries are to be handed to

the facilitator at the completion of the

workshop. Journal writing will give you an

opportunity to:

engage in one-to-one communication

with the presenter

share things that you might not feel

comfortable sharing with the group

seek assistance such as clarification of

tasks or concepts, readings

reflect on readings, sessions and group

interactions

give presenter feedback on the way the

sessions are run, so that where possible,

these can be modified to better meet your

needs

clarify your own thinking and learning

through writing

plan for future learning

Reflection: Journal entry 1

See Journal reflections handout

Reflecting on being a participant in Equip

Use one of the sentence starters to describe

how you feel about participating in the Equip

course:

I feeI... believe... I hope... I am concerned... I

imagine... I wish... I wonder...

Module 1 17

2010 14


What is Christian Studies?: Engaging with context [40 minutes]


share results of pre-survey

examine the relationship between context and approach in Christian Studies

discuss and clarify nature and purpose of Christian Studies

Step 1 Pre-survey responses [10 minutes]

Ask participants to read through the pre-survey (Myself as a Christian Studies teacher.

See Handouts) they were asked to complete prior to attending the workshop. The

pre-survey questions set the scene for the focus of Module 1. If participants have not

had the opportunity to complete the pre-survey eg workshop is conducted prior to

school starting, give them time to fill out the survey.

Show Slide 18

Ask participants to form small groups and share

their pre-survey responses. See slide for

instructions.

Explain to participants that the group task is to

summarise the purpose (objectives) of Christian

Studies and the characteristics of learning in

Christian Studies.

Give each group several coloured strips of

paper (a colour for purpose and another for

learning).

Ask participants to group pieces of paper in

appropriate categories and post for all to see.

These can serve as reference points for later

discussion.

Invite participants to add any further questions

regarding the course or content covered so far

on the question board.

Slide 19

. . . illustrates the interconnectivity of context,

purpose, approach and content of Christian

Studies which Module 1 explores. These four

main areas are a recurring theme in Module 1

and are posed as questions in the last section of

the module. (See Slide 46)

Context: where have we/the children/students

come from?

Purpose: where are we going?

Approach: how will we get there?

Content: what will we take with us?

Module 1 19

What is Christian Studies?

CONTEXT

CONTENT

PURPOSE

APPROACH

Where are

we/children

going?

How will

we/children

get there?

Where have

we/children

come from?What will

we/children

take with us?

Module 1 18

Myself as a Christian Studies

teacher

Read completed pre-survey

Form small groups – share your responses

Collate ideas about the purpose of Christian Studies and the nature of learning in Christian Studies

Record a separate point on each strip on designated colours for nature and purpose

2010 15


What is Christian Studies?: Engaging with context ( … cont)

Step 2 Background history to CSCF [20 minutes]

The main objective of the remainder of this section is to give participants an

appreciation of the historical context of the curriculum they will be teaching. A

reasonable amount of information has been included in the facilitator package in

particular the first four readings of the Readings in Participant Book. The first four

readings have a significant amount of information regarding this topic. However, the

facilitator should determine the amount of detail necessary for the group they are

facilitating.

Show Slide 20

Inform participants that the CSCF is the main

text, resource for planning a unit of work in

the Equip course. Reassure participants who

do not base their programs on the CSCF in

their schools that the approach to Christian

Studies outlined in the Equip course can be

applied to any curriculum. If appropriate

share some of the alternate syllabi used in

schools.

Show Slide 21

. . . serves as an introduction to Slides 22 – 28

which tell the story of the changes in the

context in which Christian Studies is taught and

learnt. It is those changes that were the impetus

of the production of Christian Studies curricula,

LIFE and the CSCF. Point out to participants that

LIFE is now a significant resource for the CSCF

especially at primary and middle years of

schooling.

Slides 22-28

. . . provide diagrams to map the growth of

Lutheran schools and the manner in which this

has impacted on the nature of schools and the

subsequent impact on teaching and learning in Christian Studies. Slides are self

explanatory. Do not dwell on this section.

Module 1 21

Context of Christian Studies

Rapid expansion of Lutheran schools and services in Australia

growing diversity of students with varying religious experiences

growing diversity of teachers with varying experience in, and formal qualifications for teaching Christian Studies.

changes in education

new national curriculum statements

no Australian Lutheran, Christian Studies curriculum to support schools and services

review of our identity and purpose as Lutheran schools and services

resolve to take our mission seriously – we have great gifts to bestow

produce the best possible curriculum materials for Christian Studies

involve teachers in the writing of curriculum

support teachers with professional development –flexible, adaptable, contextualised

led to

[Type a quote from

the document or the

summary of an

interesting point.

You can position the

text box anywhere in

the document. Use

the Drawing Tools

tab to change the

formatting of the

pull quote text box.]

Changes in Lutheran schools

Module 1 22 Module 1 23

Lutheran53%

Other47%

Enrolment TOTAL 1983

Lutheran17%

Other83%

Enrolment TOTAL 2010

Module 1 24

Staff TOTAL

1983

Lutheran

74%

Other

26%

Lutheran37%

Other63%

Staff TOTAL2010

Module 1 25As at August 2010

LEQ46%

LSA40%

LESER14%

Enrolment TOTAL


Lutheran17%

Other83%

Enrolment TOTAL


Lutheran50%

Other50%

Staff PRIMARY

Lutheran

27%

Other

73%

Staff SECONDARY

Lutheran37%

Other63%

Staff TOTAL

Module 1 28

Short history of Christian Studies

PRE LIFE

LIFE

1998/9 – 2004

Christian

Studies

Curriculum

Framework

2005

2010 16



Option 1

Talk to slides, Emphasise points on the slide which are of importance to you and

participants. Share stories from your own experience discussing the impact

on/evolution of your planning and teaching. This is an appropriate time to show

participants a LIFE folder – a resource for planning units of work and the CSCF

Curriculum Statements and Theological Notes. How to use syllabus and resource will

be explored later in the workshop.

Option 2

Information on Slides 22-28 has been placed on cards (see Resources). Use cards to

play a ‘spot the information’ game. This will give participants an opportunity to move

around. Place cards of information around the room and give participants three

minutes to find the information to questions in Spot the information grid in Resources

and Participant Book. You may wish to use sweets as an incentive or reward. This is

an appropriate time to show participants a LIFE folder – a resource for planning units

of work and the CSCF Curriculum Statements and Theological Notes. How to use

syllabus and resource will be explored later in the workshop.

Option 3

Briefly review Slides 22-28

Ask participants to look through their school

prospectus (which they were asked to bring) and

find the information listed on Slide 29. Ask each

participant to find a person from another school

and share information about the school. Ask them

to identify points of commonality and points of

difference. Participants reflect on how the

specific school context might influence teaching

and learning in Christian Studies.

Note: have additional copies of school

prospectuses for participants who do not

have one to look at.

This is an appropriate time to show

participants a LIFE folder – a resource for

planning units of work and the CSCF

Curriculum Statements and Theological

Notes. How to use syllabus and resource will

be explored later in the workshop.

Option 4

Divide participants into four groups with each group reading one of the first four

readings in Readings in Participant Book. Ask each group to identify the factors they

believe have shaped the development of Christian Studies’ content and delivery.

Ask each group to share. You may wish to refer to any of the Slides 22-28.

This is an appropriate time to show participants a LIFE folder – a resource for planning

units of work and the CSCF Curriculum Statements and Theological Notes. How to use

syllabus and resource will be explored later in the workshop.

Module 1 29

Context of Lutheran schools

Philosophy – mission statement

Size

Urban/rural

Cultural and religious background of staff and students

Connection/relationship with congregations

Organisation of school day

Number and length of Christian

Studies lessons per weekREAD the school

prospectus.

What do you find out

about the context and

nature of your school?

READ the school

prospectus.

What do you find out

about the context and

nature of your school?

2010 17



Step 3 implications for approach/content of

Christian Studies [10 minutes]

Show Slide 30

The following activity serves as a bridge to the

next section. It also helps to summarise what has

been discussed thus far.

Divide participants into two groups.

Ask one group to brainstorm the approaches and

content that correspond to the purpose stated by

Kavel (briefly explain who he was). Ask the other

group to brainstorm the approaches and content

that correspond to the purpose stated in the

CSCF. Refer participants to the Two

approaches to Christian Studies page in

Participant Book. Inform participants that

the approach to Christian Studies will be

explored in the next section.

Two approaches to Christian Studies Kavel CSCF

Approaches

Content

Module 1 30

19th century to 21st century

KAVEL … the schools are the nurseries of the

church, blest gardens of God’s, in which the

heavenly Gardener trains the little plants for

his heavenly purpose

To

CSCF …There is no assumption that students

and teachers share a common set of beliefs,

yet respect and sensitivity to one another is

developed through genuine, open dialogue.

2010 18


What is Christian Studies?: Engaging with the rationale [55 minutes]


distinguish between the differing roles of Christian Studies and Christian education

examine LEA rationale for Christian Studies expressed in the CSCF

Step 1 Christian Studies and Christian education [20 minutes] Explain to participants that the following activity is designed to make them think

about where Christian Studies fits in the broader context of the Christian education a

student experiences in a Lutheran school. Conduct the activity as a whole group.

Make sure that there are post-it notes for all participants. Prepare a large poster on

which you have drawn a large circle labelled Christian education and a small circle

within the large one, labelled Christian Studies.

Slides 31 and 32

1. Ask participants to brainstorm on post-it

notes all the things (activities, behaviours,

objects, etc.) and all that they see, hear,

experience in a school which demonstrate

that it is a Christian/Lutheran school. Ask

each participant to share one of their ideas

and place post-it note in the large circle on

the poster. Continue around the group until

all ideas have been shared.

2. Identify the activities, experiences that

belong to the Christian Studies classroom

and discuss how these are similar and

different to the whole experience of

Christian education. Show Slide 31.

3. Refer to article by Barry Kahl, Christian

Education or Christian Studies – Is there a

difference? in Participant Book as a way of

summarising and consolidating distinctives

of Christian Studies.

4. Show Slide 32 and ask participants how

they would differentiate between

Christian Studies and classroom worship,

devotions, etc...

Step 2 Rationale of teaching and learning in

Christian Studies [35 minutes]

The following and subsequent activities

require participants to carefully read

sections of the CSCF Curriculum Statements.

Show Slide 33

Stress the importance of pages 4-7 of the CSCF as these express the philosophy and

vision of teaching and learning in Christian Studies, the foundation for the syllabus.

Module 1 32

Christian Studies and

Christian education


worship


classroom devotions


community service


service learning

Some distinctions

Christian Education and

Christian Studies

Christian Education

Module 1 31

Christian Studies

Module 1 33

Rationale for Christian Studies1. Silent reading: five minutes

Rationale of teaching and learning in Christian Studies, CSCF p5

Christian Studies in the Lutheran School, BLEA Policy 2004, CSCF Appendix 1

Make notes outlining LEA’s perspective

2. Pair activity: ten minutesWrite a statement/description you can give to parents on an information night or as part of your class newsletter and/or school newsletter, explaining the purpose of Christian Studies in the school context for the children/students in your care.

2010 19


What is Christian Studies?: Engaging with the rationale [45 minutes]

(Module 2 will require participants to formulate their vision for teaching and learning

in Christian Studies in their classroom. Module 1 models the process for participants.)

Direct participants to Engaging with the rationale in Participant Book.

Ask participants to form pairs. Tell them that

the activity has three parts

individual silent reading (five minutes)

a pair activity (ten minutes)

a group activity (ten minutes).

Slide 34

... has instructions for group activity Option 1

and Option 2

Ask participants to add to the question board

the questions this section has raised for them.

Engaging with the rationale

Read the Rationale of teaching and learning in Christian

Studies, Christian Studies Curriculum Framework (CSCF p. 5)

and BLEA Policy 2004 Christian Studies in the Lutheran

School (CSCF p. 42).

Summarise in box below Lutheran Education Australia’s

perspective on Christian Studies

Write statements/description explaining the purpose of

Christian Studies for parents

Module 1 34

Rationale for Christian Studies(group sharing)

Option 1

Pairs join together to form larger groups (six to eight participants)

Share statements

Select the three most significant points you believe must be in such a statement.

Report back to whole group

Option 2

Share statements and write a definition of Christian Studies that can be shared with parents at their school/centre

Report definition to whole group

2010 20


What is the approach in Christian Studies?

Examining the pedagogy [60 minutes]


examine the theoretical basis for the pedagogical approach in Christian Studies

evaluate teaching and learning strategies that support the pedagogy

explore the implications of pedagogy for teaching

Step 1 Approach to Christian Studies [30 minutes]

Show Slide 35

Slide 35 provides definitions of pedagogy.

These definitions highlight the importance of

context and purpose for content and

approach in teaching and learning. The

readings and corresponding activity have

been selected to give participants an

experience of how knowledge and

understanding is constructed. It is hoped

that participants will draw a relationship

between teaching and learning in other

KLAs and Christian Studies.

Explain that although a range of theories and approaches to teaching and learning

can be applied in the approach to Christian Studies as articulated in the CSCF,

knowledge of the theory of constructivism, inquiry (examined in Module 2) and A

vision for learning and learners in Lutheran schools will give participants a good

grounding for their planning and teaching.

Four readings have been selected to examine the Approach to Christian Studies:

The following are found in Christian Studies Curriculum Framework (CSCF)

Pedagogy of Christian Studies and The Pedagogy Design Process

CSCF p 6-7, p45

LEA Framework for Lutheran schools and Christian Studies End Statements

for Lifelong Qualities for Learners CSCF p 44, 46-47

The following have been included in the Readings

Broadening approaches to religious education through constructivist pedagogy

by Peta Goldburg (Reading 5)

Introduction to the ‘DEEP’ pedagogical framework from Into the Deep

by Dan White, Kate O’Brien and Steve Todd (Reading 6)

Edit Slide 36 to match the option (described below) you have chosen.

Module 1 35

What is the approach in Christian

Studies?

Pedagogy

A theory of teaching and learning

encompassing aims, curriculum content and

methodology

A science of teaching and learning

embodying both curriculum and methodology

To relate the process of teaching to that of

learning on the part of the child(Grimmitt, 2000 p16)

2010 21



Examining the pedagogy ( … cont)

Make sure that A3 size Y charts are available for

Option 1 and PMI charts for each group for

both Options 1 and 2.

Show Slide 36

Option 1 [20 minutes for steps 1-3, 10 minutes for

step 4]

1. Ask participants to read the Pedagogy of

Christian Studies and LEA Educational

Framework and Christian Studies End

Statements for Lifelong Qualities for

Learners. Ask them to take notes using The

pedagogy of Christian Studies Y chart in the

Participant Book.

2. Ask participants to form pairs and label

themselves as person A and person B.

Person A reads the Goldburg article and

person B the ‘deep’ framework. They add

notes to Y chart.

3. Ask pairs to form groups of four and share

their notes.

4. Give each group an example of a learning

strategy and ask them to complete a PMI

chart (see Handouts), evaluating the

appropriateness of the strategy for the

approach in Christian Studies, applying

what they have read.

Examples of learning strategies: discussion,

memorising Bible texts, colouring in scenes from

Bible stories, journaling, using a Venn diagram,

going on an excursion, graffiti boards, mind

mapping, internet searches, Bible search

competitions, completing a cloze exercise. Note:

include some contentious strategies to help

generate deep discussion. See Slide 37.

Module 1 36

The pedagogy of Christian

Studies

Form groups of four:

1. Each member of the group reads one of the readings

2.Take individual notes using the Y chart in Participant Book

3. Share notes

4. Do PMI to evaluate learning strategy group has been given

Role of teacher

Learning

experiencesRole of student

STRATEGIES

STRENGTHS AND WEAKNESSES

DISCUSSION MEMORISING BIBLE TEXTS

COLOURING IN BIBLE STORIES

JOURNALLING

USING A VENN GOING ON AN EXCURSION

GRAFFITTI BOARDS MIND MAPPING

BBILE SEARCHES

INTERNET SEARCHES

CLOZE EXERCISE

Module 1 37

Pedagogy of Christian Studies – Y Chart

Role of student Learning experiences

Role of teacher

2010 22


Option 2 [20 minutes for steps 1-2, 10 minutes for step 3]

1. Ask participants to form groups of four and each reads a different reading as listed

previously. Ask them to take notes using The pedagogy of Christian Studies Y chart in

the Participant Book.

2. Ask each group to collate their ideas and summarise what they have learnt on a

clean Y chart (A3 size). 3. Give each group an example of a learning strategy and ask them to complete a

PMI chart (see Handouts), evaluating the appropriateness of the strategy for the

approach in Christian Studies, applying what they have read.

Examples of learning strategies: discussion, memorising Bible texts, colouring in scenes from Bible

stories, journaling, using a Venn diagram, going on an excursion, graffiti boards, mind mapping,

internet searches, Bible search competitions, completing a cloze exercise. Note: include some

contentious strategies to help generate deep discussion.

2010 23



Examining the pedagogy ( … cont)

Step 2 Reflection: Journal entry 2 [10 minutes] Show Slide 38

Direct participants to journal reflections (see

Handouts) and ask them to respond to the

second task.

Give participants 10 minutes to complete

Journal reflection 2. Journal entry can also

be completed at the end of the workshop.

Note: you may wish to have a whole group

discussion based on one of the questions in

Journal reflection 2 as a way of reinforcing

the importance of distinguishing Christian

Studies from other activities in the school

such as worship, daily devotions, prayer

groups etc. and the implications of the

nature and purpose of Christian Studies as a

discipline of learning in a classroom context.

Alternatively you can select some of the

questions on question board to conduct a

discussion that summarises the distinctive nature

of Christian Studies.

[Slides 39-41 are additional but optional slides

that can assist discussion time]

Reflection 2

See Journal reflections handout

Respond to ONE of the following statements

Every Christian Studies lesson needs to be

about God

Classroom devotions and Christian Studies

are the same

Christian Studies is another KLA

A constructivist approach for Christian

Studies is problematicModule 1 38

Module 1 39

Teacher role

interpreter

relater

communicator

encouragertranslator

learner

educator

Module 1 40

Christian

Studies

Spirituality

Educate for spiritual

maturity

Help students grow in

self-knowledge,

discernment of

subject matter and

their lived experience

Plan for reflection on

one’s own experience

What is the role of Christian

Studies?…introduce children to the world of religion and spirituality

…give a clear understanding and appreciation

of the Christian story

…give a Christian worldview and pathway for meaning making

… lead children on their spiritual journey

CSCF p. 5 – 6

Module 1 41

Facilitating learning in Christian

Studies Create a context for religious

ideas, themes

A religious literacy friendly environment

Concrete ways of making connections

Real life experiences

Opportunities to explore, talk, share, reflect on experiences

Inclusive environment

Sensitive teacher speak

Integration of cognitive, physical, social, emotional dimensions

Structured and non-structured activities

Print-rich displays

Props and costumes that represent period of stories to be told and give opportunities to build, construct, manipulate

Display of symbols eg, challis, bible on altar to help them role-play aspects of celebrations

Wide range of storytelling opportunities – pictures, books, puppets, felt board, process drama, song etc…

Celebrations, excursions, guests

Indoor, outdoor spaces

Clay, wood, sand, water ….

2010 24


What is the curriculum?: Exploring the CSCF [45 minutes]

The chief purpose of this section is to give an overview of the organisation, structure

and elements of the CSCF.

Prior to the workshop you need to:

prepare packs that include a 4-strand chart, a set of 12 Key Ideas cards, an

outcomes chart for Christian Beliefs (CB) strand, a set of outcome cards for CB.

See Resources: Christian Beliefs outcomes and Key Ideas.

make sufficient packs for participants to work in small groups of three or four.

The series of activities that follow take the participants on a journey from the general

to the particular.

Step 1 Strands and Key Ideas [15 minutes]

1. Explain that there are six bands, Slide 42 and

four strands Slide 43

2. Using the four-strand chart and set of key

idea cards ask participants to group the Key

Ideas into the four strands (three for each).

Refer to instructions on Slide 44 and

Resources: Strands and Key Ideas Chart.

Note: Bands Beginning and E are additional

levels to Bands A – D in LIFE.

3. When participants have completed the

task, ask them to compare their grouping

with CSCF Appendix 5 (p. 48)

Note: What will emerge from the first activity is

that several of the Key Ideas can fit under

several strands. Explain that that is to be

expected.

Allocating Key Ideas into strands serves

primarily as an organisational purpose. Units of

work will draw on more than one key idea

eliminating the artificial nature of strand

organisation. Note: the key ideas at each band

level provide the theological map for that band

level.

Module 1 44

Strands and Key Ideas

Use the four-strand chart and a set of key

idea cards.

Group the key ideas into the four strands

(three for each).

Module 1 42

How is the curriculum organised?

BANDS

Beginning: 3 year olds to 5 year olds (+yr 1)

Band A: years (1), 2, (3)

Band B: years (3),4 5

Band C: years 6, 7, (8)

Band D: years (8), 9, 10

*Band E: years 11, 12

The above are guidelines that need to be accommodated to specific situation in each state and school. Each school determines in which year a Band level begins and end.

Module 1 43

CSCF Structure

Four Strands:

Christian Beliefs [CB]

Christian Church [CC]

Christian Living [CL]

Christianity in the World [CW]

2010 25


What is the curriculum?: Exploring the CSCF ( … cont)

Step 2 Key Ideas and outcomes [15 minutes]

Give each group the Key Idea chart for Christian

Beliefs and a set of outcomes cards (See

Resources: Christian Beliefs outcomes and Key

Ideas). Point out that there are six outcomes for

each Key Idea, one outcome for each band. See

Slide 45 for instructions.

Note: Progression is difficult to determine by just

looking at verbs. Tell participants to look at both

the verbs and nouns (knowledge) in the

outcome.

Participants check their arrangement

against CSCF pp. 16-21.

Step 3 Layout and language [15 minutes]

Give participants five minutes to familiarise themselves with the layout and language

of the learning outcomes and indicators tables (CSCF pp.16-39). Refer them to

information on the structure of the framework (CSCF pp. 8-9) which provides

definitions for each section of the tables.

There are several ways of interacting with the tables and making links with the

pedagogy of Christian Studies. Use your discretion in selecting which of the following

you do within the time frame.

Option 1

Participants form pairs. Hold up cards with labels (see Resources: Labels: Learning

outcomes and indicators tables) from the tables, eg, STRAND, KEY IDEA, SCOPE

STATEMENT, etc. Persons in each pair alternate to tell each other what the label

means. The other person in the pair checks it out against the information in the

Curriculum Statements.

Option 2

Ask participants to identify key words/phrases that illustrate the approach to

teaching and learning in the framework

Option 3

Ask participants to select a significant component of knowledge to be taught in a

key idea and trace its development across the six levels and to describe the manner

in which that knowledge is developed in the framework

Option 4

Examining the outcomes for one band level – as per Appendix 5 (pp. 48-54) –

participants identify the various connections that exist between the key ideas and/or

identify key ideas that can be linked in a unit of work

Module 1 45

Outcomes and Key Ideas

1. Use the Key Idea chart for Christian Beliefs

and set of CB outcomes cards.

2. Sort outcomes to align with the Key Ideas

(six for each).

3. Choose one Key Idea and its related

outcomes, and sequence them to indicate

progression from one band level to the next

2010 26


Unit planning:

How to plan a unit of work with the curriculum [90 minutes]

This section has several purposes:

to give participants an overview of process of planning a unit

for participants to plan a unit applying the process to the CSCF

to explore some supporting resources eg LIFE, LQL

Step 1 The big picture

Show Slide 46

This section on planning begins with the

question Why am I teaching this content to

these students in this way at this point of time?

Explain that answering the question will give

direction to both unit planning and individual

lesson plans. The objective is to design a unit

and/or lesson that has depth.

This question (Slide 46) generates questions

related to purpose, context, content and

approach. See Slide 47. This revisits questions

presented earlier in Slide 18.

Purpose: Where are we going?

Participants and students need to be

clear about the purpose of the unit.

Context: Where have we come from?

Students’ prior knowledge and skills will

determine the starting point for a unit and

the scaffolding students will require to

achieve the purpose of the unit.

Content: What will we take with us? Each

unit will have specific content knowledge,

skills, attitudes that together support the

learning.

Approach: How will we get there? There are a range of methodologies and

strategies that support the learning in a unit. Participants need to select the

strategies that will best facilitate the learning and empower their students to

choose ways of learning that will achieve the purposes of the learning.

Note: Point out that the pronoun we has been deliberately used to highlight the

understanding that both students and participants are learners in the unit. This

information has been included in Planning a unit of work – the big picture in

Participant Book.

Module 1 47

Where are

we/children

going?

What will

we/children

take with us?

How will

we/children

get there?

Where have

we/children

come from?

Module 1 46

Why am I teaching

this content

to these students

in this way

at this point of time?

How to plan a unit of work with

the CSCF?

2010 27


Unit planning:

How to plan a unit of work with the curriculum ( … cont)

Step 2 Overview of planning process

Show Slide 48

The planning process diagram included in

the Participant Book gives an overview of

the main elements of planning that will be

examined in detail in Modules 3-10. You

may wish to make A3 copies of the blank

version (See Handouts).

Explain that the planning process is both

linear and interactive, represented by the

circular arrows and the intersecting arrows

in the centre.

Discuss the following points about the planning process:

planning begins with the context and key idea which together will set the

direction for the unit and learning

planning initiates a journey for both student and teacher learning which can be

mapped by progressing through the steps in a clockwise direction, beginning

with context. In reality participants will naturally consider ideas for other steps –

hence the intersecting arrows in the centre

planning is subject to change, eg, student interests and questions, lack of

important concepts, changes in the school timetable will require the teacher to

go back to planning process and modify the learning journey and make changes

to details of the unit

Explain that the objective of the planning process is to consider how to take students

from one point of their journey to the next, to enable growth in their understandings of

concepts, content, skills, self-knowledge and knowledge of their world. A unit planner

maps the possible journey.

Introduce the CSCF unit planner to participants and make links between the unit

planner and the planning process. Stress that the planning process outlines the steps

needed to write a unit whereas the unit planner is a record of what is to be taught as

well as a record of what was taught. The planner cannot capture all the background

thinking and research. It merely records the results of the important pre-work to

planning a unit.

NB: An alternate planner, addressing the Three Key Questions for Planning, is also

provided (see Handouts).

What do my students need to

understand, know and do?

How will I know students have

gained understanding and

knowledge?

What will facilitate learning that will

achieve unit objectives?

Context

• Identify the context in which

you plan to teach your unit

Determine student needs,

interests and backgrounds

that will shape unit focus

Key Idea

Select the key idea(s) and

outcome(s) that will form

the basis of the unit

Learning Experiences Identify learning experiences

that may help support students

explore, inquire and

demonstrate what they know

and can do.

Select relevant resources

including the LIFE resource

Knowledge / understandings

Select relevant content

from knowledge indicators

and theological notes

Formulate deep enduring

understandings students

need

Assessment

Brainstorm assessment

task/s that will provide the

required evidence of

student learning

Select criteria by which

learning will be assessed

Evidence

What evidence will you

need in order to decide

what the students know

and can do in relation to

the outcomes, knowledge,

deep understandings?

Question / Inquiry Path

Consider essential

question(s) that will engage

students in purposeful

inquiry

Module 148

A process for planning

Designed by LEQ, 2007

2010 28



Step 3 Planning a unit

The remainder of the workshop time will focus on the first three steps of the planning

process so that participants will have an opportunity to begin planning a unit of work.

The information collected through the following activities can be noted on the CSCF

sample unit planner.

Give participants a choice as to how they will spend the remainder of the workshop

time. Tell participants that they can use A3 sized copies of unit planner (see Handouts)

to record their ideas. Alternatively participants work electronically with planner.

Access planner online on LEAdr or participants access planner on CSCF CDs available

for use in the workshop.

Option 1

Outcome/unit for the term may already have been determined by school

administration. Participants apply the planning process outlined below to school unit.

Option 2

Participants plan a short Easter unit of two to three weeks duration using CB2

outcome for the band level they teach as the starting point. Direct participants to

Christian Beliefs outcomes and indicators in the CSCF (pp. 16-21).

Option 3

Participants select an outcome of their choice for the band level they teach.

Direct them to Appendix 5 in CSCF Curriculum Statements (pp. 48-54). There is a table

of outcomes for each of the band levels. It is a quick way for participants to have an

overview of the theological concepts covered in that band. It provides them with the

theological map of the journey the students are travelling in that band.

a. Selecting key idea and outcome

Show Slide 50

Note: Slide 49 defines ‘outcome’ as it is used

in the CSCF.

Give participants five minutes to read through

and familiarise themselves with the students

know and students can columns in the

learning indicators relevant to their Key Idea

and band level.

Encourage participants to refer to band levels

before and after the Band they are targeting

so that they can appreciate what they are

building onto and for what they are laying

the foundation.

Module 1 49

Definition of an outcome

as used in the CSCF

An outcome is seen as…

…clear learning results that we want students to demonstrate at the end of significant learning experiences…

…what learners can actually do with what they know and have learned…

…actions and performances that embody and reflect learner competence in using content, information, tools and ideas successfully…

William Spady 1994

a. Selecting key idea and outcome

Read the learning indicators (students know

... and students can...) relevant for the

chosen outcome, whatever option you have

chosen.

Refer to Band levels before and after the

Band you are working with noting what they

are building onto and for what they are laying

the foundation.

Module 1 50

2010 29



b. Examining the context: student profile

Show Slides 51-53

In the event that Module 1 is being delivered

prior to the school year commencing it is very

likely that participants will not be able to

complete the following part of the

planning process in its entirety. Encourage

participants to survey students once school

begins and then complete steps as part of their

planning.

Option 1

Participants complete the questions on Slide 53.

Slides 51 and 52 reinforce the importance of

beginning with the child/student.

Option 2

Participants create a mind map of student

context with reference to Slide 53. They can

also do a mind map of the school realities –

celebrations, local community, size, term

events, focus of other learning areas,

relationship between Christian Studies and other

KLAs , number of weeks unit will run etc.

Slide 51 and 52 reinforce the importance of

beginning with the child/student.

Participants make notes either under Steps 1-3

subheadings in Participant Book, or unit planner

in Participant Book.

Note: Slide 54 provides additional questions that

the facilitator can give to participants. Refer to

Pre-planning thinking in Participant Book.

Planning a unit of work

Step 1

Step 2

Step 3

Module 1 53

What do you need to know about your students? Write five things about the children/students in your care that

have a bearing on the what and how of planning for Christian Studies

What assumptions do you need to avoid?

What questions, interests, issues do children/students express?

What other factors do you need to consider – time of year? Centre/school/community events?

Are students at the beginning, middle or end of the band level?

What implications does this have for how you interact, teach?

b. Examining the context: Student profile

Module 1 52

Begin with

questions children are asking

NOT

with answers

the Christian tradition can supply

CSCF gives a good summary of

Christian worldview but you need to

begin with the child

Module 1 51

Children’s ‘backpacks’

The children

Family

Ethnic Background Personal experiences

Cultural context Media

Church experience Leisure activities

Physical development

Learning Styles

Faith Journey

language

Module 1 54

More questions to ask

Does this topic have the potential to really engage and interest students?

Does the topic lend itself to some form of direct experience through which students can gather first-hand information?

Is this topic suitably challenging for these students? Will it take them beyond their existing experiences and interests?

Is this topic inclusive? Does it avoid alienation of any cultural or religious group? Does it allow for the equal participation of girls and boys?

2010 30



c. Making decisions about unit content

Show Slide 55

Tell participants that they have 20 minutes to

immerse themselves in the CSCF Theological

Notes that correspond to the Key

Idea/outcome they have chosen.

Note: inform participants that each module will

give them an opportunity to read a portion of

the CSCF Theological Notes.

Tell participants that as they read through the

Theological Notes they can make notes on:

the knowledge, concepts, skills their students

will need to know and understand to be able

to achieve the outcome

understandings, skills and dispositions students

need for future learning

concepts students need to develop a clear

knowledge of and understanding of the

Christian story.

Encourage participants to find a quiet space for

individual reading. Refer participants to

Unpacking the theology in Participant Book.

Explain to participants this level of information

will equip them to make wise decisions about

the content knowledge that will be the focus of

their unit. Stress that they are not required to

cover all the knowledge listed in the ‘students

know’ section that corresponds to the chosen

outcome. Rather they need to decide which

aspects of the theology, knowledge and skills

their students require at this point in time.

You may wish to refer to Slide 56 for further

elaboration. Note: Module 7 will develop in

detail how to plan for deep understanding.

Module 1 55

c. Making decisions about unit content

Read the theological notes relevant to the outcome you have chosen

Identify knowledge, understandings, skills that students need to achieve the outcome and continue their journey of learning in Christian Studies

Students will understand that…..

List the questions and challenges this poses for both students and teacher

Brainstorm learning experiences that will facilitate the understandings you are identifying

Module 1 56

d. Assessing student learning

What are the big ideas, important, enduring understandings that we want students to ‘get inside of’ and retain after they have forgotten many of the details of the unit content?

Christian Studies is more than teaching discreet facts or skills. The focus needs to be on concepts, principles or processes that

examine the meaning and importance of facts

help develop a clear knowledge and understanding of the Christian story

build the conceptual foundation for basic skills eg respectful dialogue

are applicable to new situations, other topics, fields and adult life within and beyond Christian Studies

Students will understand that…..

Unpacking the theology

Knowledge and facts

Concepts

Which ideas have value

beyond the classroom?

What makes this central to a

journey in CS?

How will it help students

address misconceptions,

abstract concepts?

Will students be engaged?

Key dispositions/values

Skills

Signific

ant

underst

anding

2010 31


d. Assessing student learning.

Show Slide 57

Tell participants that another important

question they will need to ask themselves is

How will I know that students have achieved

the outcome? Have students acquired the

knowledge, understandings and skills

necessary for their stage of learning? Point

out that students can ... learning indicators

serve to generate ideas.

e. Using LIFE as a resource [10 minutes]

Show Slide 58

Introduce the LIFE resource to participants.

Module 1 58

e. Using LIFE as a resource CSCF strands LIFE concepts

CBUniverse

Holy Spirit

Jesus

Rescue

Bible

Disciples

CCBible

Church

Holy Spirit

Service

Prayer

Worship

CLUniverse

Church

People

Relationships

Service

Disciples

CWUniverse

Holy Spirit

Prayer

Worship

Service

Disciples

d. Assessing student learning (cont)…

How will we know that students

have understood?

have the knowledge and skills necessary for

their stage of learning?

have achieved the outcome?

Students can … provides strategies to give

students the opportunity to demonstrate what they

know and can doModule 1 57

2010 32



It is sufficient to point out the sections of the LIFE resource that will be of most help to

them:

Bible references.

Menu items in each of the concepts. Menu items will provide ample learning

experiences that can be accommodated to units of work. Slide 57 shows the

links between CSCF strands and LIFE concepts. A table has been included in the

Participant Book.

Refer to the Story List in the LIFE Appendix (which is included in Bands A-C).

Alert participants to the LIFE CD. All schools that purchased the LIFE folders will have

a copy of the CD which enables participant to cut and paste into units.

Tell participants about CSCF CD, and LEAdr

If time allows ask participants to find one activity from LIFE that they can incorporate

into the unit. [10 minutes]

Step 4: Show and tell

Conclude Planning time by asking participants to form small groups of three with

each sharing what they have planned and how they would answer the question.

Why am I teaching this content to these students in this way at this point of time?

2010 33


Preparation for next module [10 minutes]

The main purpose of this section is to brief participants about what they will need to do for

next workshop.

The preparation for next module involves responding to a reading and conducting a survey.

The pedagogy of Christian Studies places students at the centre of learning. The following

between-module activity is designed to help participants plan for learning that meets

student interests, needs and equips students with the necessary skills to be religiously and

Biblically literate.

STUDENT SURVEY

Tell participants they will be creating a profile of their students to share with the group

next workshop.

Stress that great sensitivity needs to be exercised when surveying students about

religious affiliation and experience.

Instruct participants to inform the school administration that they are conducting

the survey and to inform parents in a letter about the nature and purpose of the

survey they are conducting.

The activity has been included in the Participant Book. Give participants time to read

through the task and ask for clarification if necessary.

Go to websites that provide information on generation Z as a way of gaining greater insight into student

realities. For example http://www.generationz.com.au/

Preparation for next module

1. Reading

Read the article The Future of Religious Education: Three Pathways to Explore

by Dr Maurice Ryan (see Readings) and complete a PMI activity below, writing

three points in each box.

Plus Minus Interesting

Forming Faith

Forming Faith

Forming Faith

Worlds Religions

Worlds Religions

Worlds Religions

Educational

Approaches

Educational Approaches

Educational Approaches

OR

Read the article The Future of Religious Education: Three Pathways to Explore

by Dr Maurice Ryan (see Readings) and evaluate each of the three pathways’

ability to support the pedagogy of Christian Studies as outlined in the CSCF.

http://www.generationz.com.au/

2010 34


Preparation for next module

Preparation for next module ( … cont)

2. My students’ profile

The pedagogy of Christian Studies places students at the centre of learning. For teachers to plan for learning

that meets student interests, needs and equips students with the necessary skills to be religiously and Biblically

literate, they need to know their students.

Your task is to collect data on the context, needs, interests and prior learning/experiences that students bring

to your classroom. You will have opportunity to add to this information bank during the Equip course.

1. Conduct a class survey on the following:

religious affiliation

level of involvement in church related activities, eg, worship services, youth group

knowledge of the Bible

use of prayer in daily life

experience with peoples of other faiths, religious beliefs

what they most enjoy about Christian Studies

Note: Great sensitivity needs to be exercised when surveying students about religious affiliation and

experience. Let parents know in a letter including the nature and purpose of the survey you are conducting.

A strategy for younger students

Students draw the outline of their hand on a blank sheet of paper. Ask them to write five things they like doing

in Christian Studies, one for each finger.

Alternatively give students five different questions. Questions below are merely suggestions. Create questions

that will give you the information you seek.

THUMB what do you enjoy about Christian Studies?

POINTER what do you want to know about God?

TALL FINGER what do you do when you are afraid?

RING FINGER what is your favourite (Bible) story?

LITTLE FINGER what puzzles you?

A strategy for older students

Ask students to write you a letter about themselves. Give them some questions:

what do you want to learn about in Christian Studies?

what do you find difficult in Christian Studies?

what do you most enjoy in Christian Studies?

what motivates you in Christian Studies?

what can you contribute to Christian Studies?

what are some of your goals in Christian Studies this year?

what important information does your teacher need to know about you to help in planning lessons? etc.

2. As you teach a unit of work in the coming term make observations about:

range of learning styles in the classroom

students’ social skills, eg, aspects of cooperative/collaborative activities that are easy, difficult for them,

reflection exercises, sharing times

issues and questions that students are asking with regard to subject matter covered in Christian Studies

what students find challenging about Christian Studies

misconceptions that students have about God, the Bible, Christianity, Christian Studies

2010 35


Preparation for next module ( … cont)

Preparation for next module … cont)

Bring to share

current unit + a copy for facilitator

a strategy you used to find out about students’ prior knowledge

questions your students are asking

Bring to use

CSCF Curriculum Statements and Theological Notes

Laptop (if you have one)

Bible

Equip folder

A vision for learners and learning in Lutheran schools

LIFE CD

Student profiles

Completed PMI

2010 36


Journal and close [10 minutes] Show Slide 58

Ask participants to complete Journal reflection 3.

See Slide 59.

If all journal reflections have been reserved for this

part of the workshop allocate enough time for

participants to complete all three entries.

Thank participants for their participation. Make sure they have signed the

attendance sheet.

Reflection 3

Teaching and Learning

what has been the most important aspect of today’s

workshop for you?

how will you incorporate it into your teaching?

what questions remain unanswered?

Any other comments to facilitator will be appreciated.

Reflection 3

See Journal reflection handout

What has been the most important aspect of

today’s workshop for you?

How will you incorporate it into your

teaching?

what question remain unanswered?

Any other comments to facilitator will be

appreciated.

Module 1 59

2010 37


Facilitator background reading

Brief summary of worldview A worldview can be understood as a framework or set of fundamental beliefs through which

we view the world and our place in it. It is made up of our basic beliefs about the world

around us and ourselves. It is more than our set of values as it is concerned with the ultimate

questions we have about life. A worldview filters our search and our search/ questions/

experiences contribute to the way we view the world.

A worldview can be defined using a range of similes:

Our worldview acts like a lens through which we view the world and that will determine

what we see in front of us. The lens can be very different for different people and

produce different ways of understanding reality. For example when looking at a building

a surveyor will note the land features, an artist may examine the contrast between the

natural and man-made environment and a child may focus on the rainbow produced

by the refracting light off the windows.

A worldview is like the frame of a house, not seen but important to how our reality is

constructed and held together. It supports our beliefs, actions, values, plans and hopes

for the future, gives shape to our lives and creates the space in which we live and speak,

act and dream.

A worldview acts like the roots of a tree which bring nourishment to its trunk, branches

and leaves. It is the source from which spring our thoughts, values, actions and feelings.

A worldview is the story we live by, the story of how we interpret reality.

A worldview can also be likened to a map that gives direction and landmarks to guide

us in the interpretation of the world, people and events around us.

Or yet again likened to a toolbox full of the tools we need to construct our world.

The diagram below identifies the factors in a culture that contribute to a worldview.

family

friends

religious

institutions environment

legal

institutions

health care

education

politics

worldview

2010 38


Facilitator background reading ( … cont)

Writers on worldview have identified key aspects of a worldview and the ultimate questions

of life each addresses. These can be summarised under the following headings:

REALITY – field of metaphysics

What is the nature of the universe?

Why is the world the way it is?

Where does it come from?

Is the universe just physical matter?

Is there a spiritual realm?

Is there a God or gods?

Are there absolutes?

HUMAN NATURE -

Who or what is a human being?

Who are we?

Where are we going to? What is our destiny?

What happens to people when they die?

Why can’t we live forever?

PURPOSE – human significance and community

What is the meaning of human history?

How do people understand their role within their communities?

How can we be happy?

KNOWING – the field of epistemology

What and how can we know?

What is true?

What is consciousness?

Do we have a free will?

VALUE – field of ethics

What is good and what is evil?

How do we determine right from wrong?

How should we act?

2010 39


Facilitator background reading ( … cont)

SWOT Analysis

SWOT Analysis is a tool for auditing issues,

work, products or processes and assists

students to focus on key issues and make

informed decisions.

Students explore the strengths, weaknesses,

opportunities and threats using a template

such as the one above. By looking at the

pros and cons of a topic, students are

required to consider the whole picture and

not to narrow in on their immediate

reactions and emotions.

Y chart

A Y chart is also known as 'looks like,

sounds like, feels like' and encourages

students to think outside of the square

while brainstorming. On a large sheet

of paper teachers or students draw a

large Y shape and label the different

sections as shown below. The results

can be displayed around the room.

Possible follow up activities could

include all class members walking

around the classroom, considering the

responses given by each group and

how they varied from their own.

Retrieved from http://vels.vcaa.vic.edu.au/support/teaching.html November 19, 2007

Strengths

Weaknesses

Opportunities

Threats

http://vels.vcaa.vic.edu.au/support/teaching.html

2010 40


References

BLS (2001) LIFE Curriculum. Adelaide. Openbook Publishers.

Goldburg, P. (2007)Broadening approaches to religious education through

constructivist pedagogy Journal of Religious Education 55(2), 8 -12.

LEA (2005) Christian Studies curriculum framework. Adelaide: Openbook Publishers.

Ryan, M. (1999) The Future of Religious Education: Three Pathways to Explore. Paper

presented at ACLE September 1999.

White, D., O’Brien, K. & Todd, S. (2003) Introduction to the ‘deep’ pedagogical

framework. Into the Deep. Marayong NSW: KD Publications (p 12-14).

Websites


http://www.buzan.com.au/learning/mind_mapping.html

http://www.huntel.net/rsweetland/cman/verbal/reflListng.html


http://www.buzan.com.au/learning/mind_mapping.html

http://www.huntel.net/rsweetland/cman/verbal/reflListng.html

Documents

EQUIP Modules - Lutheran module summary… · EQUIP Modules . E 2010 2 quip: Module Facilitator Notes and Resources Module 1 : overview Welcome and introduction 5 minutes Ice breaker