Religious education: Melbourne Scale

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Religious education: Melbourne Scale

  1. 1. The Melbourne Scale& Post Critical BeliefUnderstanding the context for our R.Elearning and teaching.Adapted by Emma Rutherfordfrom material produced by Prof. Dr. Didier Pollefeyt (Jan Boewens) andLearning, Leading and Teaching in the mission of Catholic SchoolsSchool Leaders Forum, Fr. Kevin Lenehan
  2. 2. ActivityPlease read through the list of statements you have been given:• Mark four statements that you particularly agree with or that resonate with you.• Mark four statements that you disagree with.
  3. 3. What implications does ‘Secularisation’ have for ourteaching and learning?
  4. 4. Melbourne Scale:Schools generally respond to the changing context by becoming:• Confessional Schools• Christian Values Schools• Institutional Reconfessionalisation Schools• Institutional Secularisation Schools• Recontextualisation Schools
  5. 5. Match the statements to thedescription:
  6. 6. Match the statements to thedescription:
  7. 7. Match the statements to thedescription:
  8. 8. Match the statements to thedescription:
  9. 9. Match the statements to thedescription:
  10. 10. The Melbourne Scale(diagram)
  11. 11. Reflection:What statements did you agree with in the initial activity?What statements did you disagree with?What do your responses tell you about your personal context?What implications might this have for our school’s aim to be aRecontextualising School?Take ten minutes to reflect on these questions, and jot some ofyour thinking into your online journal.
  12. 12. Post-Critical Belief Scale
  13. 13. Hermeneutic Belief• hermeneutics [ˌ hɜˌm ɪˌnjuˌtɪks]• n (functioning as singular)• 1. (Christian Religious Writings / Bible) the science of interpretation, esp of Scripture• 2. (Christian Religious Writings / Theology) the branch of theology that deals with the principles and methodology of exegesis• 3. (Philosophy) Philosophy• a. the study and interpretation of human behaviour and social institutions• b. (in existentialist thought) discussion of the purpose of life• [from Greek hermēneutikos expert in interpretation, from hermēneuein to interpret, from hermēneus interpreter, of uncertain origin]
  14. 14. What’s the teaching point?
  15. 15. What’s the teaching point?
  16. 16. What’s the teaching point?
  17. 17. Reflection:1. Please consider the Hermeneutic Belief Style model.Write in your online journal a sentence or two about yourunderstanding of this model and how it relates to the PostCritical Belief Scale or the Melbourne Scale.2. Please complete the RE Pedagogy Teacher Tool. (Emma willcollect these at the end of the meeting).From the basis of the learning in today’s meeting and your self-assessment, please set three specific goals for your R.E teachingand learning in 2013. Write these goals in your online journal.3. Please read and respond to someone else’s journal entry.
  18. 18. Where to next?Emma will propose a trial P-6 Learning Sequence for R.E in 2013.This Learning Sequence will incorporate:• To Know Worship and Love program.• A Hermeneutic Belief approach.• Collaborative Online Learning.• Outcomes from the CEOM ‘Tracking Tool’.• An Inquiry model.This P-6 unit will be carefully delivered in Term One andevaluated in time to plan for Term Two.Watch this space!

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