FROM THE REC & CLASSROOM SUPPORT
Religious Education - Curriculum
In the schools and colleges of the Archdiocese of Canberra & Goulburn, teaching people religion and teaching people to be religious draws upon the Catholic tradition in ways that are mindful of local contexts and the multi-faith realities of contemporary culture. School communities seek to understand and utilise, the distinctiveness and complementary nature of these two dimensions of Religious Education, in the holistic education and the formation of learners. The experiences for the learning and teaching of Religion and the Religious Life of the School are responsive to religious diversity, while being faithful to the Catholic identity of the school.
The scope of education has broadened and become increasingly complex. Rapid and constant social change requires the development of renewed educational frameworks and approaches and the building of new capacities to meet the demands of the present and the future. Educational discourse is increasingly richer and focuses on the learner and on learners being agents in constructing of meaning; on learning to learn, think and collaborate; on pedagogy and individualised learning; and on technologies for learning. Educators are constantly challenged to respond to the realities they face in the light of their evangelising mission to live and proclaim the good news of Jesus Christ. Schools are called to be relevant; to read the signs of the times by integrating faith, life and culture, with a quest to be counter-cultural. Therefore, Religious Education in the Archdiocese of Canberra & Goulburn builds on best practice of the broader educational community, embedding the Catholic perspective into all areas of learning. The classroom learning and teaching of Religion reflect the philosophy, content, structure, academic rigour, assessment and reporting modes used in other learning areas. The Religious Life of the School empowers learners to maintain Christian integrity when confronted with the complexities of life in contemporary society.
1/2 have been exploring God's creation through scripture and through experience. This term they went on an excursion to Glebe park to celebrate God’s creation.
Chapel Mass
As part of the Religious Life of the school every class attends chapel mass throughout the term. Here are the upcoming classes. Parents are welcome to attend chapel mass at 9:15am in the church.
Week 9- 1/2G
Week 10- Kinder
Supporting Students - Tiered Literacy & Numeracy Intervention
At St Patrick's we used a multi-tiered system. A multi-tiered system of supports is a tiered model of instruction that includes:
- a school-wide, multi-level system of instruction
- high-quality classroom instruction
- universal student screening
- evidence-based interventions provided on a sliding scale of intensity
- continuous, data-based progress monitoring.
High quality, evidence-based Tier 1 instruction is the foundation of MTSS. Tier 1 refers to the instruction that the whole class receives.
In an MTSS model, all students are screened to determine their capability in reading, spelling, writing and mathematics. The resulting data is used to inform whether students require intervention and for those that do, to tailor the intervention offered.
Tier 2 intervention involves intensifying support for students with knowledge or skill gaps that prevent them from responding to quality Tier 1 instruction. This involves the use of evidence-based instructional practices and empirically validated interventions in a small group setting. At St Patrick's this includes MinLit Sage, MacqLit, CMC and Reading Mastery small group intervention.
Students who do not respond to Tier 2 intervention will require Tier 3 intervention, which intensifies support further by increasing frequency or lowering the ratio of students to staff in small-group instruction (1:1 instruction also being an option).
Tier 2 and Tier 3 interventions are delivered by a staff member trained in an evidence-based reading, writing or mathematics intervention. Interventions are time‑limited and have clear goals and entry and exit criteria that indicate when students will no longer need support in the specific skill or knowledge targeted.
