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
Equip: Module Facilitator Notes and Resources
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
Content Pedagogy Grouping
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
Equip: Module Facilitator Notes and Resources
Module 1 : overview ( … cont)
What is the approach in Christian Studies?: Examining the
pedagogy
60 minutes
Content Pedagogy Grouping
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
Content Pedagogy Grouping
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
Content Pedagogy Grouping
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
What is Equip?: Course overview (… cont)
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
Equip: Module Facilitator Notes and Resources
What is Equip?: Course overview (… cont)
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
Equip: Module Facilitator Notes and Resources
What is Christian Studies?: Engaging with context [40 minutes]
This section has several purposes, to:
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
Equip: Module Facilitator Notes and Resources
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
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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
Module 1 26As at August 2010
Lutheran17%
Other83%
Enrolment TOTAL
Module 1 27As at August 2010
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
Equip: Module Facilitator Notes and Resources
What is Christian Studies?: Engaging with context ( … cont)
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
Equip: Module Facilitator Notes and Resources
What is Christian Studies?: Engaging with context ( … cont)
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
Equip: Module Facilitator Notes and Resources
What is Christian Studies?: Engaging with the rationale [55 minutes]
This section has several purposes, to:
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
Christian Studies and
worship
Christian Studies and
classroom devotions
Christian Studies and
community service
Christian Studies and
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
What is the approach in Christian Studies?
Examining the pedagogy [60 minutes]
This section has several purposes, to:
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
Equip: Module Facilitator Notes and Resources
What is the approach in Christian Studies?
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
What is the approach in Christian Studies?
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
How to plan a unit of work with the curriculum ( … cont)
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
Equip: Module Facilitator Notes and Resources
How to plan a unit of work with the curriculum ( … cont)
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
Equip: Module Facilitator Notes and Resources
How to plan a unit of work with the curriculum ( … cont)
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
How to plan a unit of work with the curriculum ( … cont)
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
Equip: Module Facilitator Notes and Resources
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.
2010 34
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
Equip: Module Facilitator Notes and Resources
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
2010 40
Equip: Module Facilitator Notes and Resources
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://vels.vcaa.vic.edu.au/support/teaching.html
http://www.buzan.com.au/learning/mind_mapping.html
http://www.huntel.net/rsweetland/cman/verbal/reflListng.html