2016 PANEL RECORDING BOOKLET

School: ____________________Suburb: ____________________

Element 1Element One: Students and Community The school’s Religious Education Program is responsive to the needs and religious backgrounds of students and the contemporary contexts for learning in the Religion classroom.

☐ Faith and Family DemographicsThe school’s RE program responds to the reality of the students and families and their diverse needs

☐ Vision for Religious EducationThe vision for RE is reflected in the design and delivery of the school program

☐ Contemporary Contexts The contemporary contexts (societal, ecclesial, educational, digital) shape the design and delivery of RE at this school

☐ Beliefs about Learners and LearningThe school’s beliefs about learners and learning shape the design and delivery of RE at this school

☐ Collaborative PlanningTeachers engage in collaborative planning within year levels for effective delivery of RE

☐ Communication to Parents/Wider CommunityParents/wider community are informed about what children are learning in religion classes through the school website

☐ Impact of System and/or Religious Institute InitiativesThe design and delivery of RE at this school is informed by system initiatives and/or congregational initiatives, such as Strengthen Catholic Identity and Deliver Excellence in Learning and Teaching

Record particular strengths of this element you observed in this school’s program. If you believe this element requires adjustment or further development note that as well.

Element 2Element Two: Curriculum Structure and Organisation The school’s Religious Education Program articulates a Catholic view of learning and teaching and is structured around the Model for Religious Education.

☐ Catholic View about Learning and TeachingA Catholic view about learning and teaching is reflected in the school program

☐ Model for Religious EducationThe Model for Religious Education shapes the structure and organisation of the program

☐ Reconceptualist ApproachThe program reflects a reconceptualist approach to the teaching of religion

☐ Time Allocation and Effective TimetablingThe school ensures it meets mandated minimum requirements for the teaching of religion

☐ Scope and SequenceThe program articulates a clear scope and sequence for student learning, including the balance and integration of all four curriculum strands, and explicit connections with the religious life of the school.

☐ Line of SightThe program provides evidence of line of sight in unit planning.

Record particular strengths of this element you observed in this school’s program. If you believe this element requires adjustment or further development note that as well.

Element 3Element Three: High Quality Learning and TeachingThe school’s Religious Education Program is consistent with whole school approaches to learning and teaching across the curriculum. It identifies how these approaches are developed, communicated, supported and reviewed.

☐ Accreditation RequirementsTeachers of religion meet accreditation requirements

☐ Professional LearningTeachers of religion engage in regular professional learning in Religious Education

☐ Powerful PedagogiesEffective whole school pedagogies ensure continuity of learning

☐ Effective Assessment Continual monitoring and assessment of student learning take place, informed by principles of quality assessment

☐ Consistency of Teacher Judgement Processes Practices to ensure consistency of teacher judgement about student achievement take place

☐ Reporting of Student LearningEffective processes for reporting student progress and achievement are employed

☐ Meaningful, Relevant Learning ExperiencesQuality resources are used for strengthening learning and teaching in religion

Record particular strengths of this element you observed in this school’s program. If you believe this element requires adjustment or further development note that as well.

Element 4

Element Four: Monitoring and EvaluationThe school’s Religious Education Program outlines how student progress and achievement are monitored to ensure high expectations for each student. It identifies how data is used to evaluate current practice and inform decision making and action related to the classroom teaching of Religion and the religious life of the school.

☐ Processes for Monitoring Student AchievementData is used to inform teaching and learning decisions and to monitor student progress and achievement

☐ Processes for Monitoring PlanningProcesses that monitor whole school, year level/department planning take place

☐ Processes for monitoring the religious life of the schoolData is used to monitor the religious life of the school and inform future decision making and action

Record particular strengths of this element you observed in this school’s program. If you believe this element requires adjustment or further development note that as well.