Into the deep: A case study of an innovative Religious Education curriculum
Abstract
Three independent studies explored the trialling of an innovative Religious Education curriculum: (1) the influence of the Religious Education Development Principles (REDP) and implementation processes on teacher developers (n=40); (2) the influence of these two factors on teacher implementers (n=87); and the influence of the trial on students (n=1487).
Teacher (developer) responses to REDP statements achieved a ‘very high’ overall rating of 4.75 on a 5-point Likert Scale. A regression analysis of independent variables (gender, teacher qualifications, professional focus, teaching experience, school size, and profile) with a measure of overall ratings revealed no differences across the participant group. Verbal commentary (5,300 words) on the REDP statements reinforced and expanded their significance to the trial curriculum. Sustainability resided in strategic systemic action in the confirmation of principles as a basis for curriculum development and student assessment; opportunities for multiple dialogical conversations; the continuity of the teacher educator role; individualised professional learning opportunities; and, the enhancement of personal faith formation.
Teacher (implementer) responses to (REDP) were consistent with Student Voice, Jesus as Model and Message, and Deep Learning achieving the highest ratings. Responses were not influenced by factors of Gender, Qualifications (Educational and Religious), Professional Responsibility, School Type and School Size. However, more experienced teachers gave significantly higher responses. Commentary (5876 words) revealed REDP relatedness and confirmed priorities of Scripture; professional learning in creative pedagogies; relevant, interesting and diverse learning applications; and deep learning that is transformational, developmentally sensitive and educationally transferable. Formation was reinforced as central to integrating faith formation within the context of professional practice.
The influence of the trial on students was indexed by content criteria (Life Relevance, Learning Agency, Jesus as model), and comparisons with previous curriculum (Interest, Application, Deep Learning, and Challenge to Thinking). Content questions scored in the 'neither agree nor disagree' to 'somewhat agree' categories (Mean of 3.80 and Standard Deviation .93) except for Learning Agency which was in the range of 'somewhat agree' to 'strongly agree' category (Mean of 4.05 and Standard Deviation of 1.09). Comparison responses achieved similar ratings (Mean of 3.72 and Standard Deviation of .96). Median scores for all questions were in the 'agree' category and modal scores for Learning Agency, Interest, and Challenge to Thinking were rated as 'strongly agree'. Independent variables of Gender, Learning Stage, and School Type did not statistically influence responses, although ratings varied with School Size.
Three integrating themes underpinned the effectiveness of the trial. First, the significance of REDP in developing, implementing and evaluating the Trial Framework. Second, the progressive co-construction of the curriculum which integrates and extends the learning experiences for every student. Third, the process of education in which the student is offered agency and support in ways that harmonise the expectations of the community within the mission, life and culture of the Catholic school. Conclusions entailed: the significance of the Trial Framework in providing a meaning system for an integrated holistic response to life and living; professional learning and formation; the role of the teacher to engage flexible and creative pedagogies; a consistent and whole of school approach to curriculum delivery; a spiral and developmentally based curriculum; the significance of teacher witness as a means of nurturing relationships, moderating experiences and demonstrating outcomes; collaboration in support and mutual commitment by school and system authority personnel; community engagement and partnership; provision of resources (digital and programme exemplars); and, continuous review and renewal of the Trial Framework.
Into the deep: A case study of an innovative Religious Education curriculum
Three independent studies explored the trialling of an innovative Religious Education curriculum: (1) the influence of the Religious Education Development Principles (REDP) and implementation processes on teacher developers (n=40); (2) the influence of these two factors on teacher implementers (n=87); and the influence of the trial on students (n=1487).
Teacher (developer) responses to REDP statements achieved a ‘very high’ overall rating of 4.75 on a 5-point Likert Scale. A regression analysis of independent variables (gender, teacher qualifications, professional focus, teaching experience, school size, and profile) with a measure of overall ratings revealed no differences across the participant group. Verbal commentary (5,300 words) on the REDP statements reinforced and expanded their significance to the trial curriculum. Sustainability resided in strategic systemic action in the confirmation of principles as a basis for curriculum development and student assessment; opportunities for multiple dialogical conversations; the continuity of the teacher educator role; individualised professional learning opportunities; and, the enhancement of personal faith formation.
Teacher (implementer) responses to (REDP) were consistent with Student Voice, Jesus as Model and Message, and Deep Learning achieving the highest ratings. Responses were not influenced by factors of Gender, Qualifications (Educational and Religious), Professional Responsibility, School Type and School Size. However, more experienced teachers gave significantly higher responses. Commentary (5876 words) revealed REDP relatedness and confirmed priorities of Scripture; professional learning in creative pedagogies; relevant, interesting and diverse learning applications; and deep learning that is transformational, developmentally sensitive and educationally transferable. Formation was reinforced as central to integrating faith formation within the context of professional practice.
The influence of the trial on students was indexed by content criteria (Life Relevance, Learning Agency, Jesus as model), and comparisons with previous curriculum (Interest, Application, Deep Learning, and Challenge to Thinking). Content questions scored in the 'neither agree nor disagree' to 'somewhat agree' categories (Mean of 3.80 and Standard Deviation .93) except for Learning Agency which was in the range of 'somewhat agree' to 'strongly agree' category (Mean of 4.05 and Standard Deviation of 1.09). Comparison responses achieved similar ratings (Mean of 3.72 and Standard Deviation of .96). Median scores for all questions were in the 'agree' category and modal scores for Learning Agency, Interest, and Challenge to Thinking were rated as 'strongly agree'. Independent variables of Gender, Learning Stage, and School Type did not statistically influence responses, although ratings varied with School Size.
Three integrating themes underpinned the effectiveness of the trial. First, the significance of REDP in developing, implementing and evaluating the Trial Framework. Second, the progressive co-construction of the curriculum which integrates and extends the learning experiences for every student. Third, the process of education in which the student is offered agency and support in ways that harmonise the expectations of the community within the mission, life and culture of the Catholic school. Conclusions entailed: the significance of the Trial Framework in providing a meaning system for an integrated holistic response to life and living; professional learning and formation; the role of the teacher to engage flexible and creative pedagogies; a consistent and whole of school approach to curriculum delivery; a spiral and developmentally based curriculum; the significance of teacher witness as a means of nurturing relationships, moderating experiences and demonstrating outcomes; collaboration in support and mutual commitment by school and system authority personnel; community engagement and partnership; provision of resources (digital and programme exemplars); and, continuous review and renewal of the Trial Framework.