Transcript Document

“LET’S GO
DOWN TO
THE
POTTER’S
HOUSE”
THE HEART OF THE POTTER
PRAYER SPACE
LEARNING INTENTIONS:
• To be able to apply the 4 principles of assessment
in order to evaluate the quality of assessment
opportunities
• To know some of the indicators to look for that
may suggest a student is gifted
• To develop understandings about what constitutes
valid and reliable rubrics
• To be able to articulate how the Catholic
anthropology of the human person intrinsically
informs assessment
SUCCESS CRITERIA:
• To be able to write authentic assessment
opportunities for students (which will cover all 4
principles of assessment)
• To name two or three ways that gifted students could
be identified and catered for in your school
• To be able to articulate to your staff what constitutes
valid and reliable rubrics for assessment so that staff
can be supported to critique their use of rubrics
• To be able to evaluate strengths and further ways in
which the Catholic anthropology of the human person
will be at the heart of teaching and learning in your
school.
One of 4 Pillars of Catholic Education
A CATHOLIC ANTHROPOLOGY
Anthropology
Every facet of curriculum is a manifestation of certain assumptions about
the human person.
Catholic Christianity, drawing its inspiration from its Jewish roots, insists on
the essential goodness of the human condition, created in the image and
likeness of God (Genesis 1: 26-30).
A Catholic anthropology holds firmly to the essential dignity of women and
men. Such a dignity gives people both rights as individuals and
responsibilities to promote similar rights for others.
Jesus, as the icon of God (2 Corinthians 4:4), shows what it means to be a
human being. His mission was to teach and live ways of realising our
potential of being. human:
I came that they may have life and have it abundantly
(John 10:10).
A celebration of life, with all its ebbs and flows, affirms the goodness of our
humanity.
The person of Christ is the “Teacher-of teachers” whose spirit infuses the
whole school curriculum with a hopeful vision of life.
A Catholic Christian anthropology holds that humans are relational beings, “people-in-community”.
Belief in our being created in God’s image and likeness implies a universal mandate to respect
everyone and to foster justice. (Mt 25:35) It is characterised by inclusion, holistic and relational
learning and action in community.
A CATHOLIC ANTHROPOLOGY
What does a Catholic anthropology of the human
person look like at your school in terms of
holistic, relational and inclusive learning?
http://meetingwords.com/bm5U0LDkzG
ESSENTIAL DIGNITY

What do you hear in your school that clearly
demonstrates that your Catholic school endorses and
applies a Catholic Anthropology?
- e.g.
How do staff speak to one another?
How do staff speak to students?
How do students speak to each other?
HOLISTIC AND RELATIONAL LEARNING
Can you think of examples of how teaching and
learning in your school supports holistic and
relational learning?
e.g.
Examples of integrated and connected learning
Examples of variety in pedagogical styles and practices
Examples of multiple and different learning opportunities
Examples of diversity in assessment opportunities
CHANGE OF PRACTICE
What recommendations might you have to take
back to your school?
PRINCIPLES OF ASSESSMENT
ASSESSMENT AND ADJUSTMENTS
Anything you do to
address barriers to
access, participation
and achievement that
are the impact of a
disability
All adjustments
Adjustments which
meet specific
criteria of fairness
Reasonable
adjustments
Quality
adjustments
Reasonable adjustments
which support students to
meet achievement standards,
develop independence and
promote social inclusion
QUALITY
ADJUSTMENTS

1. Remove the impacts of a student’s disability that are
a barrier to meeting achievement standards;

2. Support long term independence of the student with
a disability;

3. Promote social inclusion of the student with a
disability
REMOVING DISABILITY IMPACTS
What is God Like?
Abraham and Sarah Genesis 17:1-8, 15-22
How did Abraham and Sarah feel?
Yr 2 students discuss their ideas about God’s relationship with the Jewish people
as described in some Old Testament stories
• Impact of ASD – difficulty with ‘theory of mind’ – or, ability to understand things
from another’s point of view, especially feelings and concepts of relationship
INDEPENDENCE MATTERS
Where do we find God
in Texts?
Students explain how a reader
uses knowledge about the Bible to
better understand God's Word.
Yr 4 Students use the Bible’s referencing system to
locate books, people, places and things in the Bible.
Impact of a specific learning disorder (dyslexia)
– difficulty decoding text.
SOCIAL INCLUSION- IT’S THE KEY!
Let there be light!
Students explain how the choices believers make can give
expression to their understanding of forgiveness and healing
Yr 9: Students analyse the ways in which believers nurture their
spiritual lives through personal and communal prayer including
prayers of forgiveness and healing
Impact of Post Traumatic Stress
Disorder - intense psychological
distress (anger, anxiety) when
exposed to reminders of
traumatic events
TED TALK
Let's listen.
WOULD WE RECOGNISE STEPHEN?
Student Profiles:
 Matthew
 Mark
 Luke
 John
 Mary
 Teresa
ACTIVITY:
• As a group, read the student
profiles out loud (these are real
examples)
• Pick out what you know to be
aspects of giftedness
• Identify the student/s you think
may be gifted
BLESSING