EDRE 101: Assessment Task Two S00091480 Integrating Theory and Practice Bullet Point One (100 words)

Drawing on the lectures, readings, tutorials and relevant diocesan curriculum documents and resources choose one key understanding you wish to develop in a unit of work and explain its relevance to the junior primary curriculum. Melbourne Curriculum Document: Unit of Work: Baptism Grade: 1 Key Understanding: This particular understanding Baptism is a Sacrament of initiation is highly significant within the junior primary classroom, it is relevant as it upholds a close connection with one of the fundamental key areas of shaping classroom religious education (Catholic Archdiocese of Melbourne, 2009). God in prayer, liturgy, sacraments and a willingness to participate in both personal and communal prayer are key understandings of this unit. This understanding provides students with the opportunity to see Jesus Christ as one who includes, welcomes and loves them. Baptism as a Sacrament of Initiation, welcoming, commencement can also be depicted as sacrament of the commencement of a lifelong loving affiliation with God. The purpose of religious education should be to enhance student knowledge of God as revealed, among elsewhere, in our loving relationships with others and of these relationships, forgiveness is a feature (Catholic Education Office, Melbourne, 2008). Students at this level are becoming increasingly aware of social influences on their development, such as belonging to a group or community and learning how to relate to others. Coming To Know Worship and Love Title: Welcome to Gods Family

In your own words describe one key theological underpinning that relates to this understanding and explain how this might inform the teaching of this unit. Baptism makes us members of the Body of Christ. This particular underpinning together with the understanding that Baptism is a Sacrament of initiation are closely related when teaching this unit. The Sacrament of Baptism makes an individual welcomed into the into the Church, a foundation of the entire Christian life and the commencement of a life-long journey and relationship with God. Thus baptism is the first Sacrament, some would consider it as the most significant, as without this the others would not exist. This fundamental Theological concept can facilitate the teaching of this unit by describing that baptism makes us all members one of another, creating the oppor tunity to go beyond the confines of nations, races, sexes and cultures, and instead together as members of the Eucharistic community sharing the sacramental relationship of unity with God. This can help students comprehend that through the sacrament of Baptism they are welcomed into Gods family. This understanding can help students to begin to develop the notion that baptism is a celebration of being part of the Catholic Church. Articulate the learning outcomes to address the three dimensions of learning that could be used to develop this key understanding: Cognitive: By the conclusion of this unit students should be able to: -Identify symbols utilised in the baptismal ceremony through role play - Construct a diorama to depict a baptismal ceremony. - Outline how baptism is a sacrament of initiation. -Describe the procedures of Baptism (e.g. anointing, pouring of water, and blessing). Affective: By the end of this unit it is hoped that students will:
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-Appreciate the importance of Baptism and why it is a necessary element of their religious development e.g. what it means to be welcomed into Gods family and church community. -Reflect on their experiences of Baptism. Spiritual: By the end of the lesson, it is anticipated that students will: -Reflect inwardly during meditation and prayer times. -Become more deeply involved with prayer rituals within the classroom and beyond.

teaching strategies/learning theories: to present the content and promote deep student learning in this area:

Blooms taxonomy is a tool that organises critical thinking skills. It promotes self confidence in students and helps them to be
aware of their thinking skills (Conklin, 2007 p. 83). Teachers can use Blooms classification of comprehension as a teaching resource and a framework around which to plan lessons in religious education (Healy, Hyde, & Rymarz, 2004). By following the Bloom's taxonomy chart, teachers can pinpoint what they will teach and how they will go about teaching it. However, given the differing developmental stages of students, it is important that teachers do not just teach lower order thinking skills at the bottom of Bloom's taxonomy such as knowledge and comprehension, but also teach higher order thinking skills at the top of Bloom's taxonomy such as evaluation. Blooms Taxonomy could be used for teaching students about Baptism in the following way: 1) Knowledge level (concerned with memorizing of facts): Students list different parts of the Sacrament of Baptism. 2) Comprehension (how well the learner understands the knowledge level): Students can articulate aspects of why this sacrament is important and its meaning.

3) Application (using new knowledge): Students role play the baptismal ceremony using hands on objects such as props, costumes etc, 4) Analysis: (Examining information): Students write about their own experiences of Baptism. 5) Synthesis: (Putting the information together in a different way): Students third group of students would read a Biblical passage (Mk 10: 13-16; Jesus Christ and the Children) which relates to the Theological underpinning discussed previously. Students depict the story on Felt Boards, this would promote the correct terminology, memorization and sequencing of the story as well as students expressing their feelings and understandings. 6) Evaluation: students reflect on their understandings of Baptism. An excursion to the local parish to witness a baptism would be a rewarding experience for the students, especially after they have been studying this sacrament. They may achieve a better understanding of the procedures of Baptism (e.g. anointing, pouring of water, and blessing) be interacting, asking questions or simply just physically being in the Church and observing the setting. Students would also have the opportunity to speak with the local priest and become familiar with terminology used within baptism, this could reinforce the language explored in the classroom (Hyde, B. & Rymarz, R. 2008, p.48). During this visit, students could perhaps read the Biblical text Jesus Christ and the children Mk 10: 13-16. Children would respond with their thoughts, feelings from this text, this would also provide an opportunity to demonstrate childrens understanding of the unit.

Maria Montessoris (1870-1952) theory that imagination and learning is developed through use of the senses hands-on and more
active rather than passive teaching strategy ensures that the student is engaged in the learning. A childs contact with a well prepared learning environment enhances their understanding, as they are learning through their senses. The teaching strategy described within this paper has a significant focus on the learning environment, one which would be carefully prepared and organised with appropriate materials and resources to support the childrens learning. The learning space within this teaching strategy is frequently adapted in order for students to fulfil their

potential and this strategy assists in achieving the learning (cognitively, affectively and spiritually). The purpose of this teaching strategy (and reason for the inclusion of three different activities) is that it addresses the interests of students at this level (level two, grade one),a stage of development when children learn effectively with hands on, interactive activities, non threatening, creative approach. One significant benefit of this teaching strategy is that each group rotates after a certain period of time to eliminate disengagement, and as a result all learning outcomes are addressed. Role play, constructing a diorama of a baptismal setting, as well as portraying a Biblical story using Felt boards, the story however, would link closely to the main key understanding of baptism.

James Fowlers stages of faith development can also be integrated in this unit. Students in grade one are usually at Intuitiveprojective faith (early childhood), stage two of their religious faith development, highlighting the notion that imagination and hands on experience is essential. Imagination can produce a diverse of images, many of which may be deep and thought provoking (Hyde and Rymarz, 2008). Role play component links with Fowlers stage two of religious development. Children often find it easier to explore and express their feelings through art and drama (Catholic Archdiocese of Melbourne, 2009). Students would be given the opportunity to role play a Baptismal ceremony, there would be various sensorial three dimensional labelled props utilised to create the baptismal area of the Church. Such as white garment, candles, clothing, doll, bath tub, water, furniture, all to be physically manipulated and handled by the students. Students would role play various people involved in the Baptismal Sacrament, such as parents, God parents, baby and priest, and so on. Children would be utilising new terminology and engaging in dialogue with peers. This strategy of role playing is closely related to stage two of Fowlers development. For example one student may role play the priest. While creating the role-play, students will have the opportunity to discuss and share their ideas and concepts on baptism and reflect on what it means to be welcomed into Gods family, and Baptism as a Sacrament of Initiation. Students will briefly describe the procedures of Baptism (e.g. anointing, pouring of water, and blessing, this enhances their literacy skills, integrating the curriculum. Within this particular teaching strategy, there would be another group of students (in pairs) constructing dioramas to create the

setting for a Baptism. With this however, students will identify the key terms of Baptism with accompanying symbols and illustrations, within this the children explain how baptism is a sacrament of initiation, welcoming.

References:
Catholic Archdiocese of Melbourne. (2009). To Know, Worship and Love. Melbourne: Catholic Archdiocese of Melbourne. Catholic Education Office, Melbourne. (2008). Section 1: The Place of Religious Education in the Catholic School. Coming to know, worship and love: A religious education curriculum framework for Catholic Schools in the Archdiocese of Melbourne Melbourne: Catholic Education Office.

Conklin, Wendy. (2007). Applying Differentiation Strategies: Teacher's Handbook for Grades 3-5. California: Shell education

Guidelines for religious education of students in the Archdiocese of Melbourne. (1995). Catholic Education Office, Melbourne, Australia

Healy, H., Hyde, B., & Rymarz, R. (2004). Making our way through primary R.E. Tuggerah, NSW: Social Science Press

Hyde, B., & Rymarz, R. (2008). First steps in religious education. Ballan: Connor Court Publishing Pty Ltd.