module 9 - lutheran education australia mod 9...module 9 how do i respond? ... kohlberg’s moral...

Accreditation for teachers of Christian Studies in Lutheran schools

Module 9 How do I respond?

Stewardship and justice

Student responses- Assessment, action and personal response

Module 9

Facilitator Notes and Resources

EQUIP logo The design of the Equip logo focuses on the concepts of unlocking and keys. Through the Equip program teachers are prepared for the teaching of Christian Studies. The program provides them with keys to unlock the journey of discovery for students in the Christian Studies classroom. It is hoped that the Equip experience leads to both personal and professional growth and confidence in teaching Christian Studies, an increased willingness to take risks and to the continual review and refinement of strategies to respond to the many challenges of the contemporary Christian Studies classroom.

© Lutheran Education Australia, 197 Archer Street, North Adelaide, 5006

2

2010

Equip: Module 9 Facilitator Notes and Resources

3

2010


9

10

How do I respond?

What happens when things

go wrong?

CL3

CC2

CB3

CC3

Stewardship

Justice

Suffering

Hope

Trust

Forgiveness

Student responses

Assessment

Action

Personal response

Caring thinking

Creative thinking

6

7

8

How do I know and relate

to God?

How do I live my life?

What do I do with my life?

CB2

CC3

CW2

CL2

CW3

Spirituality, prayer

Jesus as bridge builder

Revelation, faith

Discipleship

Service

Vocation

An ethical life

Knowing right from

wrong

Reflection,

metacognition; silence

& stillness; meditation;

assessment as learning

Planning for deep

understanding

Essential questions

Lifelong Qualities for

Learners

Critical thinking

Philosophical thinking

1

5

What is Christian Studies?

What is my vision for

Christian Studies?

Who am I?

How do I make sense of the

world?

Who is God?

Unit planning: purpose,

context, content and

approach.

The planning process

Nature and purpose of

Christian Studies (CS)

Approach to teaching

and learning in CS

CSCF

overview

2

3

4

CSCF Curriculum

Statements

Theological

Notes

CW1

CW3

CL1

CB3

Spirituality of students

A personal vision for

Christian Studies

Multiple worldviews:

religious, philosophical,

ethical

Identity

Being human

Made in the image of

God

Overview of inquiry

process

Respectful dialogue

Inclusive classroom

Working cooperatively

Critical thinking

Engagement

Brain-based learning

CB1

CC1

Nature of God, nature

& purpose of the Bible,

images of God

(Hebrew & Christian)

Investigation and

collaboration

EQUIP Modules

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Equip: Module 9 link to

Christian Studies Curriculum Framework

KEY IDEAS :: ALL BANDS

CHRISTIAN

BELIEFS (CB)

Key Idea 1

Christians believe God is

one God: Father, Son

and Holy Spirit

Key Idea 2

The person and work

of Jesus the Christ is

central to Christianity

Key Idea 3

A Christian worldview

is shaped by the

biblical teaching of

sin and grace

CHRISTIAN

CHURCH (CC)

Key Idea 1

Christians believe the

Bible is God’s word

Key Idea 2

The Christian

community is shaped

by and shapes its

cultural and historical

contexts

Key Idea 3

Christians pray,

worship and

celebrate the

sacraments

CHRISTIAN

LIVING (CL)

Key Idea 1

Christians believe that

God creates people to

live in relationship with

him and with each other

Key Idea 2

Christians are called

to love and serve all

people

Key Idea 3

Christians have a

responsibility in and

for the world

CHRISTIANITY IN

THE WORLD (CW)

Key Idea 1

Religious beliefs and

ideas shape people’s

thinking and actions

Key Idea 2

People express their

spirituality in various

contexts within and

beyond Christianity

Key Idea 3

People make

decisions using a

range of religious

perspectives and

ethical frameworks

[Source: CSCF Curriculum Statements, p. 48]

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2010


Module 9 : overview

Welcome and introduction

5 minutes

Purposes and plan

5 minutes

Sharing teaching practice

20 minutes

Devotion

10 minutes

How do I respond? : Engaging with the concept

90 minutes

Content Pedagogy Grouping

Step 1 Injustice – stimuli

examples

Option 1: Reflect on questions

Option 2: Read/view examples. Consider

questions, share thoughts

Option 3: Read/view stimulus. Discuss

questions

All: Create mind map about justice and

injustice

SG I

I SG I

SG WG

Step 2 Participant research:

student perceptions of

justice and fairness

LQL pp 10-11

Kohlberg’s moral

development stages

Share information gathered. Draw

conclusions.

Compare with LQL, stages of moral

development.

Create poster and display

Paired gallery walk, view summaries, discuss

development.

SG

Step 3 Secular and biblical

statements on justice

Read statements, complete Venn diagram.

Review, modify or add to mind map

I

How do Christians respond to injustice? :

Engaging with the theology

80 minutes


PART 1

Step 1

Theological

perspectives on justice

Expert jigsaw

Form home groups

SG

Step 2 Stimulus material

Option 1:

theology of cross

human

responsibility

social justice

Option 2:

planet conscious

with a conscience

Christians’

responsibility

Expert groups

Option 1: Each group reads,

shares/discusses key points, develops

statements, questions, images

Option 2: Three groups

View Challenge 3

View Challenge 4

Examine theological notes CL3

All groups: Note theological ideas, discuss

Christians’ response and further issues

SG

SG

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Module 9 : overview

How do Christians respond to injustice? : (…cont)

Engaging with the theology

Step 3

Experts’ information

In home groups, share information, create

image/metaphor

SG

PART 2 Church response to

injustice, CSCF

curriculum statements

Select a story/resource, plan brief learning

experience, share idea

I SG

Assessment and action – How do students respond? :

Engaging with the pedagogy 90 minutes


PART 1

CSCF pp 5-7

Rationale and

pedagogy of Christian

Studies

Slide 18

Write words/phrases describing student

responses to learning

Classify measurable/not measurable

Consider and share formal assessment and

personal response opportunities

SG

SG WG

PART 2 Participant knowledge

and experience

Slides 19-20

Reading 2 (Habel)

Consider student action as a response WG

PART 3 Slides 21-25

AEIOU

Assessment, criteria

sheet, rubric

information (PB)

Slides 27-28

Step 1: Hot Potato with five posters

Summarise and share important points

Step 2: One group reads and reflects on

own unit tasks/changes (assessment tasks)

One group reads and reflects on own unit

tasks/changes (criteria sheets)

Share important points, insights

Step 3: Summarise and share

SG

SG

SG

WG

PART 4 Slides 29-30 Consider student responses at a personal

level. Discuss engaging students in personal

responses

Share own responses to that

WG

Planning time

40 minutes

Preparation for next module

10 minutes

Journal and close

10 minutes

I Individual

SG Small group

WG Whole group

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Contents

Facilitator Notes and Resources

Resources

Handouts

Readings

PowerPoint Slides

Prior to workshop Send letter to participants reminding them of what they need to bring to workshop

Read Theological Notes for CL3 and CC2

Rehearse devotion

Prepare handouts/resources for chosen section options

o injustice stimulus examples

o theology jigsaw DVDs / readings

o church responses to injustice

o assessment examples

o journal

Insert breaks into PowerPoint Slide 3

Prepare registration sheet which serves as a record of participant attendance

Make copies of Plan of the day (if desired)

Prepare five posters for Assessment hot potato

Read Habel reading – Social Justice in a Lutheran School Context

Read Lorna Earl’s article on assessment (included in Resources)

Facilitator needs

Materials

A3 blank sheets for each table

Large poster paper

Crayons / textas

Blu-tac

Spare sets of CSCF books

Bibles

Access to LIFE resource (CD)

Blank planning proformas for table

groups

Laptops or DVD player if using video

clips

Post-it notes for table groups

Set up room – tables, chairs, data

projector, etc…

Have coffee/tea/milk/water and

brain food available

Name tags

Participants will bring

Equip folder with previous module

notes

CSCF Curriculum Statements and

Theological Notes

Laptops (if they have them)

LIFE CD

Writing materials

Bible

Completed pre-module activity

(student perspectives of justice and

fairness) and philosophy statement

A current unit of work + copy to

submit to facilitator

Resources to write a unit with CL3,

CC2

A vision for learners and learning in

Lutheran schools

8

2010


Rationale for Module 9

The following explanation describes the conceptual framework for Module 9 - the words in bold

are key words that the facilitator can use to summarise discussions during the workshop.

The Theological focus of this module is on justice and stewardship. Content is drawn from CSCF

CL3, Christians have a responsibility in and for the world and also draws in aspects of CC2, The

Christian community is shaped by and shapes its cultural and historical contexts. Christians

recognise that God’s vision for the created world and its inhabitants is a just world. However, since

our world is flawed, injustice is a reality. The scriptures show that God is concerned about justice in

the world and has a particular heart for the marginalised, oppressed and broken.

Justice and law in Bible times (particularly in Old Testament times) is practical and contextual –

with the aim of ordering community life and protecting its members. God remained close to his

people, concerned for their welfare, and provided a framework for their wellbeing in living in

community and relationship to him. It must be remembered that when the word ‘justice’ is used in

the Bible, its primary meaning is aligned to salvation and mercy, rather than a more

contemporary western understanding which focuses on a concept of fairness. Thus ‘a just God’ is

one who saves.

The Christian church is engaged in the struggle against injustice, as a response to God’s call to be

good stewards in his world and to be good neighbours to anyone in need. Christians believe that

God uses people to bring about justice, and has given them the gifts and resources to seek out

and address injustice. In this module, participants will explore their own, their students, and their

community’s perspectives on justice as a way of understanding that justice is perceived and

defined in various ways, depending on factors such as age, cultural and religious backgrounds

and experiences.

Assessment in Christian Studies is often misunderstood and many teachers report a lack of

confidence and comfort in this area. To a large degree this discomfort arises from a lack of clarity

of purpose and a distinction between student responses that can be appropriately assessed and

those which are of personal/faith nature, and are not to be judged by teachers. Content in this

module has been written to address this confusion and allow teachers to proceed with

confidence in both encouraging personal responses and assessing students’ learning progress.

Module 9 posits that student responses to learning can be categorised as:

Personal responses to concepts and ideas (including faith responses – which are not

assessed) - valuable opportunities to nurture students in their personal journeys and

encourage them to make meaningful connections between their learning in Christian

Studies and their (inner and outer) lives. A classroom culture of respectful dialogue and

owning and grounding of statements is an essential feature of Christian Studies classrooms. Demonstrations of students’ understandings of the concepts and ideas – these are responses

that can be transparently and measurably assessed by teachers. Characteristics of quality

tasks and criteria sheets are explored in this module to unpack good assessment practices

as they relate to Christian Studies.

Characteristics of quality tasks and criteria sheets are explored in this module to unpack good

assessment practises as they relate to Christian Studies.

Student action in response to learning may well fit into either of these categories (personal

response or demonstration of understanding) depending on desired outcome of the learning.

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2010


Welcome and introduction [10 minutes]

Welcome participants to the workshop

Statement of Acknowledgement of Australian Indigenous Custodianship

I/we would like to acknowledge the traditional custodians of this land and pay my/our

respects to the Elders, both past, present and future for they hold the memories, the

traditions, the culture and hopes of Indigenous Australia.

Make sure everyone has a Participant book.

Housekeeping: make sure that

participants know location of toilets, evacuation plan

everyone has the materials they need to have on the table

there is either a jug of water with glasses on the tables or a nearby kitchen where

participants can have a drink when they need to

brain food is available

Share with participants that Module 9 will be focussing

on

stewardship and justice

student responses

assessment, action and personal response

Show Slide 1

Purposes and plan of Module 9 [5 minutes]

Show Slide 2

Purposes of Module 9

Show Slide 3

Plan of the day

Module 9

How do I respond?

Stewardship and justice

Student responses -

assessment, action and personal response

Module 9 33

Plan of the day

welcome

sharing

devotion

engaging with focus – justice and injustice

developing the theological concepts – Christian responses to injustice

student responses

action

assessment

personal responses

planning a unit

preparation for next session

journal and close

Module 9 22

Purposes of the day

For participants to:

examine the essential question How do I respond?

understand biblical and secular perspectives on justice

identifying concepts within CL3 and CC2

think about ways Christians respond to injustice

explore various way students may respond to their

learning in Christian Studies

examine the role and purpose of assessment in Christian

Studies

designing effective assessment opportunities

develop criteria and rubrics to determine student learning

plan a unit or part thereof

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2010


Sharing [20 minutes]

This section has several purposes:

to reflect on the characteristics of

rich discussion and deep thinking

within a unit of work

to share the thinking that took place

in the planning and delivery of a unit

to provide opportunity for

participants to share and reflect on

their emerging philosophy statement

to practice elements of the Expert

Listener Protocol

Option 1

Participants work in small groups at

their Band levels, and use the prompts

on Sharing - A: Unit planning page in

the Participant Book to guide their

reflection and discussion

Option 2

Participants work in small groups and

follow the process set out on the

participant book page Sharing – B.

Philosophy statement.

Note:

Each participant takes turns to be

presenter

Each participant shares part of

their philosophy with reference to

one criteria of their choice and

one nominated by the facilitator.

In this task participants are working

with the Expert Listener Protocol

(see Handouts) introduced in

earlier modules.

Option 3

Give participants 10 minutes to begin to

draft their philosophy statement asking

them to write three paragraphs on

1. purpose of CS,

2. the role of teacher,

3. and another aspect of their choice from

those listed in Module 8.

Ask them to share their draft with two other

participants using the Expert Listener Protocol

Handouts)

Sharing

A. Unit planning

If your starting

point was ...

The outcome

...

What made the outcome relevant

for your students?

What was the key understanding in

the outcome that the unit

explored?

How did the resultant learning

experiences contribute to rich

discussion and deep thinking?

A real world

topic/issue ...

What were the big ideas or

concepts that the topic/issue gave

rise to?

How did they give shape and

direction to the unit?

What impact did they have on rich


A resource ...

Why was this resource chosen?

What scope did it provide for the

unit?

How engaging did the students

find it?

In what ways did it promote rich


A skill ...

Why was this skill chosen?

How was it introduced, reinforced,

assessed?

What was its impact on rich


Sharing

B. Philosophy statement The criteria to address in the philosophy statement include:

alignment with LEA Christian Studies in the Lutheran school

and the pedagogy of Christian Studies described in the CSCF

Curriculum Statements

the purposes of Christian Studies in the classroom

teaching and learning in the Christian Studies classroom, and

the learning environment

a description of the nature of students and the implications of

that for teaching and learning in the Christian Studies

classroom

student responses to learning in Christian Studies

reflection on teaching Christian Studies and the impact in a

vision for Christian Studies

In your small group, take turns to be ‘presenter’.

The ‘presenter’ shares with the other members of the group

reflections on one facilitator-nominated and one self-chosen criteria

point in relation to their philosophy statement. Listeners note one

warm piece of feedback taking turns to share that with the

presenter, and one cool piece of feedback taking turns to share

that with the presenter.

Repeat the process until all have had a turn to ‘present’.

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Devotion [10 minutes]

The theme for the devotion for Module 9 is stewardship. It provides a context from which to

explore a Christian response to injustice. Following are some ideas that may be used in

developing a devotion on this topic.

Bible reading Genesis 1: 28, Genesis 2:15

Concept Stewardship as a free response for the gifts that have first been given to us

Introduction Determine

existing

understanding

of ‘stewardship’

Questions to ask could include:

When I say ‘steward’ what do you think about?

Can you think of someone who is a steward?

Accept various answers.

WikiAnswer: A steward is someone who takes care of something.

Role of steward: airline steward, steward working at a local rural

show.

Narrative

example

I know an older, retired farmer who regularly is steward of the

vegetable section of our local rural show. He knows how to grow

award winning vegetables himself. People come to inspect and

wonder at the size of his pumpkins. He explained his role in a slow,

laconic drawl…

‘Well.’ He said and thought for a bit. ‘Somebody’s gotta mind all

this produce. Take good care of it an’ all. And you gotta be able

to answer people’s questions. Helps if you are a grower yourself,

you know. Sometimes I give them a bit of growing advice too.

Always happy to help. Gotta give a bit back to the community you

know.’

Narrative

analogy

Determine a

Christian

understanding

of stewardship’

Christians are called to be stewards too and the description of a

steward at the show is a bit like our roles as Christian stewards:

we are called to be wise and take good care of what is

around us… we are caretakers of our planet that has been

awesomely created by a loving God. It is a pretty responsible

position.

just as the show steward shared his time and his knowledge,

we are called to wisely use – and share - the gifts we have first

been given by our God, our time and our talents and our

wealth/resources.

Determine a

Christian

understanding

of the freedom

to respond

As a Christian, to recognize the bounty of God towards human-

kind is to want to respond in some way. However, it is important to

recognise that the response is not forced but a ‘free’ response.

As Christians we are invited to wisely take care of all the gifts we

have first been given; our time, talents and resources and wealth

Just as the show steward was a volunteer, Christians are stewards

because of what has been received. Stewardship is about

Christians responding… Responding because we have first

received all good gifts including the gift of salvation at the hand of

a loving God.

Prayer Dear Lord, help us to be wise stewards – using the gifts you have

given to us with insight and wisdom. And in ways that encourage

those around us to recognize the preciousness of the gifts from your

hand too.

Alternatively, ALWS material would be suitable as a basis for devotion, eg, Awareness Week

resources, DVDs, worship resources.

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2010


How do I respond? : Engaging with the concept [90 minutes]


introduce participants to the module focus

explore participants’ existing understanding of justice

and injustice

consider concepts/perspectives on justice across

Band levels

define justice in terms of a secular perspective and

God’s revelations about justice

This section has three steps.

Step 1: Examples of justice [30 minutes]

This activity involves participants exploring one or more

examples of injustice in our world. Facilitators will need

to select examples of injustice from the stimuli listed on

the following page (or select own examples, perhaps

drawing on those of local or current topical value).

While the activity is essentially the same, there are three

options provided for achieving this goal. Slides 5-7

provide instructions for each.

Option 1 – Whole group/small group/individual task

Facilitator selects one example of injustice from the

stimulus material to share with the whole group of

participants.

Option 2 – Learning Centre investigations

Place a number of injustice examples from the stimulus

material (news clippings, music, movie excerpts,

picture books) around the room (you will need to have

laptops or DVD players for audio visual examples). You

will need enough examples (or copies) so that all

participants can easily access them.

Option 3 – Table group talk

Facilitator selects an example of

injustice for each table group (no

more than five – six people)

Refer participants to How do I

respond?: Engaging with the

concept, Examples of justice issues

and Personal mind map on justice

and injustice in the Participant Book.

Examples of justice issues Consider these questions as you

read/view an example/s of injustice.

Identify the justice issue/s. What is the nature of the injustice?

What are the underlying causes of this

injustice?

What questions does this resource lead you

to ask?

What other issues emerge?

What are the different perspectives on this

issue/situation?

Mind map on justice issues

Module 9 5

Examples of injustice – Option 1

Consider the stimulus material.

In groups of 3-6, reflect on the questions in

How do I respond?: Engaging with concept in

Participant Book as a basis for discussion

about the justice issue presented.

Individually reflect on your own ideas about

justice by creating a mind map about justice

and injustice.5

Module 9 6


Read/view 1-3 of the examples of injustice

placed around the room. Consider the questions

in How do I respond?: Engaging with concept in

Participant Book as you reflect on these stories.

Find a partner and share some of your thoughts

as you reflected on these examples of injustice.

Return to your seat and individually reflect on

your own ideas about justice by creating a mind

map about justice and injustice.

6

Module 9 7


With the group of people at your table, read/view

the stimulus material provided to your group.

Discuss responses to some of the questions in

How do I respond?: Engaging with concept in

Participant Book.

Report key points about the injustice and your

discussion to the whole group.

Individually reflect on your own ideas about

justice by creating a mind map about justice and

injustice.7

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2010


How do I respond? : Engaging with the concept ( … cont)

Stimulus examples (*indicates example included in Resources) The movie clips, picture books and Painters for Human Rights would need to be sourced individually

Clip from movies/TV

Black and white (ABC TV) – show four minute scene (about 15 min in) where lawyer

David Sullivan tells Helen Devaney what he thinks happened to accused Indigenous

Australian, Max Stewart

Selected scene ‘Meet Jojo’ from Beyond Borders (warning: there are expletives in this

scene)

Other films to consider may include:

o Constant Gardener

o Lemon Tree

o Unfinished Sky

o The Killing Fields

Video

The saints are coming (U2 and Greenday)

http://www.youtube.com/watch?v=seGhTWE98DU

Confront injustice (Amnesty International)

http://www.youtube.com/watch?v=SW8Nljjqo-s

Stop Climate Injustice (Adam Hart-Davis)

http://www.youtube.com/watch?v=iHgWFwnck2M

Newspaper article

Honk if you feel no shame Sunday Mail, November 16, 2008*

Picture book

Brothers in hope by Mary Williams, ISBN:978-1-58430-232-2

Ziba came on a boat by Liz Lofthouse, illustrated by Robert Ingpen ISBN: 9780670028610

Images/photos

Digital images of injustice (courtesy Australian Lutheran World Service)*

Justice by Farley Webb (St Peters LC, Indooroopilly student)*

Injustice by Susie Galloway http://fineartamerica.com/featured/injustice-susi-

galloway.html

Denial of dignity by Donna Riviere http://www.paintersforhumanrights.org/HR26.htm*

The Painters for Human Rights has a gallery of images relating to each of the rights of

the Universal Declaration of Human Rights

(http://www.paintersforhumanrights.org/gallery.htm)

Written excerpts

Extract of Prime Minister Kevin Rudd’s address to parliament on the occasion of the

Parliamentary Apology to the Stolen Generations*

Bono’s (U2) Harvard Commencement Address*

Social Justice in a Global Context Schoolink, August 2000*

The position of women from Equal justice for all: Women of the world, pp. 69-70

(*included in Resources)

14

http://www.youtube.com/watch?v=seGhTWE98DU

http://www.youtube.com/watch?v=SW8Nljjqo-s

http://www.youtube.com/watch?v=iHgWFwnck2M

http://fineartamerica.com/featured/injustice-susi-galloway.html

http://fineartamerica.com/featured/injustice-susi-galloway.html

http://www.paintersforhumanrights.org/HR26.htm

http://www.paintersforhumanrights.org/gallery.htm

2010



Step 2: Students’ perspectives on justice and injustice [40 minutes]

Refer participants to planners available on their

tables and highlight relevant aspects of, and linkage

to, planning as you proceed through the module.

Refer to Slide 8.

Participants sit with others teaching the same Band

level. They share the information gathered from the

between-session activity – their students’ perspectives

on justice and fairness. (Note: this information may

take the form of notes taken by the teacher,

transcriptions of discussions, student work samples

(drawings, writing), formal surveys, videotaped

interviews or discussions – teachers may need access

to laptops to share this information). Instructions for

the activity are included on Slide 9.

Refer participants to Lifelong qualities for

learners and learning in Lutheran schools,

designed-down descriptors, pp. 10-11, and

Kolhlberg’s stages of moral development

(refer to the between-session activity following

Module 7).

Following the activity, participants display and

share Band level posters

Have groups display their poster on the wall (in age

order around the room). Ask participants to

select a partner from a different Band and

conclude with a Paired Gallery Walk

view the summaries (in age order), to develop a

picture of the developmental nature of

students’ understanding of justice

discuss impressions of how this concept

develops in children and suggest age-

appropriate justice issues

Module 9 9

Students’ perspectives on

justice and injustice

Sit with teachers from the same Band level

Share information each of you gathered about your students’

understanding of justice and injustice (between-session

activity)

Draw conclusions about the perceptions of justice/injustice

your Band level students have

Compare your findings with:

The ‘designed down descriptors’ relating to Principled resilient leaders

and collaborators and Caring steadfast supporters and advocates in A

vision for learners and learning in Lutheran schools (p10-11) OR

Kohlberg’s stages of moral development (refer to the between-

session activity following Module 7)

Create a poster to summarise concepts of justice at that

Band level 9

What do my students need to

understand, know and do?

How will I know students have

gained understanding and

knowledge?

What will facilitate learning that will

achieve unit objectives?

Context• Identify the context in which you

plan to teach your unit (consider

students and events)

• What student needs, interests

and backgrounds will shape the

unit focus?

Key IdeaSelect the key idea(s) and

learning statement(s) on which

you want to base the unit

Learning ExperiencesIdentify learning experiences

that may help support students

explore, inquire and

demonstrate what they know

and can do.

What resources are available

(including the LIFE resource)?

Knowledge / understandingsSelect relevant content from

‘students know…(knowledge

and elaborations)’

Read Theological Notes –

identify knowledge that your

students need to know

AssessmentWhat assessment task/s will

provide the required evidence of

student learning? On what

criteria will you asses the tasks?

EvidenceWhat evidence will you need in

order to decide what the

students know and can do in

relation to the learning

statements and the essential

knowledge

Question / Inquiry PathConsider some guiding

questions that will engage

students in purposeful inquiry

Formulate deep understandings

Module 98

A process for planning

Designed by LEQ, 2007

15

2010



Step 3: Broader perspectives on justice and

injustice [20 minutes]

Participants will now explore how our broader

society views justice and how this compares

with what God has to say about justice in

both the Old and New Testaments.

Instructions for this activity are on Slide 10

Refer participants to Broader perspectives of

justice and Venn diagram in Participant Book.

Note: The Participant Book has an

abbreviated version of the Universal

Declaration of Human Rights. A full copy is in

Readings.

Broader perspectives of

justice A Perspectives from secular society

Universal Declaration of Human Rights

Dictionary definition

Wikipedia

B Biblical justice

Isaiah 30:18, Isaiah 58:6-9, Exodus 20, Micah

6:6-8, Luke 4:18-21, Matthew 25:31-46, Luke

10:25-37

Broader perspectives on


Module 9 10

Broader perspectives on


Read both secular and biblical statements on

justice in the Participant Book.

Complete the Venn diagram (in Participant

Book) demonstrating the elements of similarity

between secular and biblical justice and

distinctives of each approach.

Review the mind map developed in the initial

activity, and if necessary modify or add further

detail.10

16

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Engaging with the theology [80 minutes]


develop theological perspectives on justice and injustice

develop an understanding that a Christian’s response to injustice is a response to God’s

call for justice and mercy, service and action

develop a Christian understanding of stewardship

investigate ways in which the church as an institution has responded to injustice

This section has two parts

Part 1: Theological perspectives on justice (expert

jigsaw) [50 minutes]

Instructions for this activity are included both on

Slides 12-13 and in the Participant Book: Exploring

the theology using a jigsaw activity.

Step 1 [5 minutes]

Participants form groups of three or six – this is their

‘home’ group.

The home group’s task is to create a metaphor or

visual image depicting the group’s perception of a

Christian understanding of and response to justice

and injustice.

In order to do this, they will need to send a group

member to each of the expert groups described

below (Step 2) to gather information that they will

then contribute back to their home group (Step 3).

Exploring the theology

using a jigsaw activity Notes for Option 1:

Key statements from Expert group:

1. ________________________________

2. ________________________________

3. ________________________________

A significant question: __________________

A powerful summarising image

Notes for Option 2

Exploring the theology

using a jigsaw activity

Option 1 Option 2

See following page of Facilitator Notes.

Module 9 12

Jigsaw task

Step 1: Form groups of three or six. This is

your home group. Your task will be to create

a metaphor or visual image depicting your

group’s understanding of a Christian

understanding of and response to justice and

injustice.

You will need to send a group member to each

of three expert groups to gather further

information.

12

Module 9 13

Jigsaw task ( … cont)

Step 2: Expert groups follow instructions for

Option 1/Option 2 Exploring the theology using a

jigsaw activity in Participant Book.

Step 3: Return to your home group and share

information, insights and questions about each

theological focus.

Create an image/metaphor that demonstrates the

group’s perception of a Christian’s

understanding of and response to injustice

13

17

2010



Engaging with the theology ( … cont)

Step 2 Expert groups [25 minutes]

Facilitator chooses one of the options below to enable expert groups to explore theological

perspectives on justice and stewardship

Option 1 Option 2

Each group is to:

1. Read the stimulus material in the

Readings

2. Share/discuss key points and ideas

arising with expert group members

3. Develop three key statements, one

significant question, and one powerful

summarising image that they can

share with the home groups.

Group 1: The theology of the cross

Read: ‘Beyond the cross of Calvary’

Douglas John Hall in The Lutheran

(ELCA),March 2004 pp. 15-18 (Note:

this is not the entire article)

Bible passages: Philippians 2: 7-8,

Matthew 5: 1-10, Luke 14: 12-24

Group 2: Human responsibility – The

call to be co-workers in creation

Read: ‘Is religion bad for the

environment?’ R.J. Berry in Dialogue

Australasia, May 2003 pp. 12-17

Bible passages: Genesis 1:26-31,

Psalm 104

Group 3: Social justice

Read: ‘Doing the Gospel justice’, Tony

Brennan in Dialogue Australasia,

October 2001, pp.15-19

Bible passages: Isaiah 58:6-9,

Micah 6:6-8, Luke 10:25-37

Group 1: Planet Conscious

View Challenge Three from Six

Challenges, Six Mysteries – note key

theological ideas about a Christian

perspective on environmental care

and preservation.

Discuss ways in which Christians are to

respond to environmental challenges.

What issues or challenges does this

raise?

Group 2: With a conscience

View Challenge Four from Six

Challenges, Six Mysteries – note key

theological ideas about a Christian

perspective on social justice.

Discuss ways in which Christians are to

respond to social justice issues.

What further issues or challenges does

this raise?

Group 3: Christians have a

responsibility in and for the world

Examine theological notes for CL3 –

note key theological ideas about a

Christian’s responsibility.

Discuss how a Christian perspective on

responsibility (social, environmental,

etc) is distinct from approaches you

see in broader society. How might this

perspective lead to differences in

action in the world?

Step 3 [20 minutes]

Participants return to their home groups and share information, insights and questions about

their theological focus. A question they could consider before moving on is: How is working

for justice being a steward? An American Indian proverb illustrates stewardship well: We

don’t inherit the earth from our fathers, we borrow it from our children. Groups then create

an image/metaphor that demonstrates the group’s perception of a Christian’s

understanding and response to justice (eg, a tree with deep roots, a wheel with spokes

depicting different actions etc).

Note to facilitators: Group members may want to keep a copy of this group product. If you

have access to a photocopier, you might offer to photocopy images during a break time so

all participants in the group can take a copy.

18

2010


How do Christians respond to injustice?:

Engaging with the theology ( … cont)

Part 2: The church’s response to injustice [30 minutes]

For this activity, facilitators will need to have a range of examples of church responses to

injustice in their local or global community. Encourage participants to reflect on what insights

can also be gained with respect to stewardship. There will need to be examples that are

appropriate for use with each of the Band levels. See The Church’s response to injustice in

the Resources (listed below). However, facilitators are encouraged to add any examples as

required. Ideas cards Bands Beginning-B

Banking on it (The Lutheran) Bands C-E

Homeless in our homeland (The Lutheran) Bands C-E

Face it (the Lutheran) Bands C-E

Wagga Wagga helps refugees to go home (The Lutheran) Band B-E

Meet Immanuel (The Lutheran) Band C-E

Sew good (The Lutheran) Bands B-E

Acts 2:44-47 and Acts 4: 32-35 Bands B-E

When is school like a pizza? (SchooLink) Bands B-E

The role of Lutheran schools in supporting refugees (SchooLink) Bands C-E

The establishment of a mission at Cape Bedford Bands C-E

Instructions for this activity are on Slide 14.

Refer participants to The Church’s response to

injustice in Participant Book.

Other resources facilitators may consider:

ALWS Awareness week materials

(appropriate across Bands A-E

depending on how used)

www.alws.org.au

Tear Foundation www.tear.org.au

Micah Challenge

www.micahchallenge.org

Salvation Army www.salvos.org.au

Lutheran Community Care

(website/brochures) –

www.lccsa.org.au; www.lccqld.org.au

Lutherans for life –

www.lutheransforlife.org

Border Crossings (stories from Board of

Mission, LCA)

Journal response

Facilitator may wish to conclude this section

by giving participants time to complete the

first response in Journal (see Handouts):

discuss what you see to be the relationship

between Christian stewardship and justice.

Module 9 14

How has the church

responded to injustice?

Familiarise yourself with the concepts at your

Band level for CSCF Key Ideas CL3 and CC2

Select a story/resource from those provided that is

suitable for students at your Band level and which

relates to an aspect of these Key Ideas

Briefly plan a learning experience using your

chosen resource which picks up on CL3 and/or

CC2 concepts

Share your idea with another teacher at the same

(or similar) Band level14

How has the church

responded to injustice? Resource chosen:

Relevant CL3 concepts (refer to ‘students

know’ column):

Relevant CC2 concepts (refer to ‘students

know’ column):

How I could use this resource with my

students :

19

http://www.alws.org.au/

http://www.tear.org.au/

http://www.micahchallenge.org/

http://www.salvos.org.au/

http://www.lccsa.org.au/

http://www.lccqld.org.au/

http://www.lutheransforlife.org/

2010



Engaging with the pedagogy [90 minutes]


establish understanding of differing types of student responses common in Christian Studies

recognise responses that can be assessed and those that cannot

understand and practice the development of quality Christian Studies tasks and criteria

sheets

examine the place of personal responses, faith responses and action

Part 1: How do we want students to respond to

Christian Studies? [20 minutes]

Participants are now led to consider the different

ways students can respond to their learning. They

are to first gather these ideas from the CSCF. Slide

16 has instructions for this activity. Refer

participants to How do we want students to

respond to Christian Studies? in Participant Book.

Ask participants which of the responses

identified are measureable (and could

be reasonably assessed by the

classroom teacher) and which are not.

Have table groups review their post-it

notes and sort them into two categories

– responses that can be

measured/appropriately assessed and

those that cannot be measured or

assessed appropriately.

Share responses by having each table

group in turn share 1 item for (firstly) the

assessable category, continuing on

around the groups (without repeating

responses) until all responses have been

shared.

Repeat this process with the responses

that cannot be assessed. Some of the

group responses may need clarification

or discussion to determine whether or

not the response is able to be

appropriately assessed.

As a summary, share the diagram on Slide 17.

Discuss the distinction between those things that

can be assessed (knowledge, skills, processes,

products) and those that cannot (faith responses,

applications to everyday life, the content of

personal responses). Student action as a response

to learning is one activity which can straddle these

two types of responses.

How do we want students to

respond to Christian Studies Read the Rationale and Pedagogy of Christian

Studies in CSCF Curriculum Statements (pp 5-7)

and note below key words/phrases that

describe how we want students to respond to

learning in Christian Studies (focus on verbs

used in relation to students).

Add to this list any other ideas you have

regarding how you would like your students to

act/respond

Module 9 16

How do we want students to

respond in Christian Studies?

Read the Rationale and Pedagogy of

Christian Studies (p5-7 CSCF)

Write on post-it notes words and phrases that

describe how we want students to respond to

their learning – add any of your own ideas

Which of these can be measured and assessed?

Which can not?

16

Module 9 17

knowledge, skills,

processes (assessable)

action

personal responses, feelings and

faith responses

17

20

2010



Engaging with the pedagogy ( … cont)

Part 2: Student action [10 minutes]

It is anticipated that participants will bring

significant prior knowledge and experience about

the value of student action as a part of learning,

and how it can be planned for. This section is to

simply give an example of how action can provide

opportunities for enhancing learning and/or a

context for personal response.

Ask participants why it is valuable for students to

take action as a part of a response to their learning.

Information on Slide 18 can be used simply to

reinforce responses given by participants.

Tell participants that student action could provide

opportunities for students to respond in both

assessable and non-assessable ways, depending on

the way in which the activity is designed and the

purpose of the teacher.

Show Slide 19

Break participants into two groups and allocate

each group one of the following questions:

How could the scenario be used to develop a

formal assessment opportunity?

How could the scenario be used to encourage

a personal response?

Initiate each group to share their responses.

Note to facilitators: Pages 12-17 of Norman Habel’s

paper Social Justice in a Lutheran School Context in

readings give further information about how schools

might develop a Social Justice program in the

school.

Module 9 18

Why makes student action

valuable?

Applies learning to a tangible, real life context – builds

connections between learning and life

Makes learning more meaningful and purposeful

Empowers students as change agents and helps them

see that they can make a difference

Values students for their contributions and skills here

and now, rather than just in the future

Engages students in problem solving, decision making,

planning, goal setting and helping others

Fosters positive values, such as compassion, service,

responsibility18

Module 9 19

Example of

student action

A Year 7 class is learning about refugee issues. As a part of this unit

students have:

Investigated various reasons why people become refugees

Learned about the issues and challenges refugees face both when

leaving their home country and in settling in a new country

Researched and reflected on Christian responses to social injustice

Visited a local church’s refugee support centre to learn how they help

newly arrived refugees – this led to the class providing support by

donating food, clothing and toys, and returning to run a games session

for refugee children

19

knowledge, skills,

processes (assessable)

action

21

2010


Assessment and action – How do

students respond?: Engaging with the

pedagogy ( … cont)

Part 3: What do we do with those things we can

measure? Assessment [40 minutes]

This section begins with a review of assessment in

order to reinforce general principles of quality

assessment and to make the point that good

assessment in Christian Studies has similar features to

assessment in other curriculum areas.

Step 1 – Assessment Hot Potato

Have five posters around the room labelled with the

following headings:

Principles of effective assessment

Types/modes of assessment

Assessment for learning (formative assessment)

Assessment of learning (summative assessment)

Assessment as learning (reflection, self-assessment

and metacognition)

Participants form groups around each of the

posters and have 1-1 ½ minutes to record all the

groups’ ideas/knowledge under that heading. A

signal is given at the end of the time limit at which

time each group moves clockwise to the next

poster to read through the previous group’s ideas

and then add to these. This procedure is repeated

until all groups have visited each poster.

To summarise, each small group shares with the

whole group four important ideas from the poster

they visited last. As facilitator, you may need to

build on some of the ideas shared if you feel that

there have been some important points missed.

Display posters around the room.

Share Slides 20-24 – AEIOU as a way of reinforcing

ideas shared by the group and picking up on any

other important aspects of quality assessment. Refer

participants to Principles of effective assessment in

Christian Studies in Participant Book where these

are summarised. (See following page)

Module 9 20

Principles of assessment

Accessible for all

• catering for differentiated learners (abilities and

learning styles)

• open-ended

• allows for collaborative as well as

individual learning

• avoids a forced faith response from students

A

Module 9 21


Engaging for students

• real life

• relevant

• pedadogically interesting

• student negotiation

E

Module 9 22


Intellectually rigorous

• problems to be solved

• investigative/creative

• involves higher order thinking process

• answers big questions/big ideas

• requires demonstration of new learning

I

Module 9 23


Outcomes linked

• clear links to syllabi domains (may

be transdisciplinary)

• aligns curriculum foci, assessment and

reporting

• considers students learning journey – builds

on prior learning

O

Module 9 24


Understanding that’s deep

• learning recognised by the learner

• transference of knowledge demonstrated

• requires a response to a question of

significance

• developmentally appropriateU

22

2010




The process of designing ‘good’

Christian Studies assessment tasks

and criteria sheets

There is an assumption that

participants have some familiarity

with developing assessment tasks

and criteria sheets/rubrics in other

curriculum areas. The purpose of this

section is to have participants

activate and share this prior

knowledge and apply it to the

context of Christian Studies. If you

were to discover that participants do

not have this knowledge, you would

need to spend more time on this

aspect, although that will inevitably

reduce planning time.

Principles of effective

assessment in Christian

Studies A =

Accessible for

all

catering for differentiated

learners (abilities and learning

styles

open-ended

allows for collaborative as well

as individual learning

avoids a forced faith response

from students

E =

Engaging for

students

real life

relevant

pedagogically interesting

student negotiation

I =

Intellectually

rigorous

problems to be solved

investigative/creative

Involves higher order thinking

process

answers big questions/big ideas

requires demonstration of new

learning

O =

Outcomes

linked

clear links to syllabi domains

(may be transdisciplinary)

aligns curriculum foci,

assessment and reporting

considers students learning

journey –builds on prior learning

U =

Understanding

that’s deep

learning recognised by the

learner

transference of knowledge

demonstrated

requires a response to a

question of significance

developmentally appropriate

23

2010



students respond? :


Part 3: What do we do with those things we can

measure? Assessment ( … cont)

Step 2

Divide the group in half, ensuring that each group

has participants from a variety of Band levels – one

group will focus on the development of quality

assessment tasks, while the other group will focus

on developing effective criteria sheets/rubrics.

Slide 25 has instructions for this activity. Refer

participants to the Participant Book:

A process for designing a good

Christian Studies assessment task

A process for developing quality criteria

sheets/rubrics

Please note that not all participants may have

formalised assessment tasks and criteria sheets. If this is

the case, participants select one of the following tasks:

Reflect on their less formalised assessment practices

(What were the activities that I used to gain

information about students’ understandings? What

was I looking for in these activities?)

Analyse an assessment task/s provided by facilitator

(see Resources and resources in LEAdr - section on

Christian Studies units of work and Module 9

resources for facilitators) .

Design an assessment task with rubric for example of

student action given in Slide 19.

Ask participants to consider in particular

1. the validity of criteria

2. language of descriptors

3. differentiation between scales of performance and

language used to denote difference in

competence and understanding

4. links with unit outcome

5. how much of what is assessed actually represents

learning in Christian Studies

Step 3

Have participants pair up with someone from the other

group. Ask them to each share important points and

insights from their reading and reflection.

Participants may want to share their assessment

practices, but are not required to. In order to

summarise this activity, share with the whole group

Slides 26-27, asking for any further questions or insights

which participants feel that they need to share.

How do students

respond?

A process for designing a

good Christian Studies

assessment task

A process for developing

quality criteria sheets/rubrics

Module 9 25

Designing quality Christian Studies

assessment tasks and criteria

sheets

Group 1

• Read the information on a

process for developing

assessment tasks in the

Participant Book.

• Reflect on the

effectiveness of your

current unit’s assessment

tasks/activities in light of

this information. What

changes would you make

for next time?

Group 2

• Read the information on a

process for developing

criteria sheets/rubrics in

the Participant Book.

• Reflect on the

effectiveness of your

current unit’s assessment

criteria/rubric in light of

this information. What

changes would you make

for next time?25

Module 9 26

A process for designing a good

Christian Studies assessment task

1.• What is the curriculum intent?

2.• What kind of evidence do I need to collect?

3.

• In what ways could students best demonstrate this? (including AEIOU)

4.

• How will the task and my expectations best be communicated to my students?

5.• What learning experiences need to be planned so that students

will be able to demonstrate this?

Module 9 27

A process for developing quality

criteria sheets/rubrics

1.• Determine criteria

2.• Create a scale of performance

3.• Write descriptors

4.• Review and refine

24

2010



students respond? :


Part 4: What do we do with those things we cannot measure? Faith/personal responses

[20 minutes]

Share with participants that while our focus to this point has been on assessable student

responses, we need to recognise that Christian Studies will inevitably provide opportunities

for students to respond in ways that are essentially personal. For some, this may be a

response of faith (or a response in resistance of faith), or a personal response which relates

learning to their own lives.

Slides 28-30 provide further information about why

such experiences are important and how teachers

can nurture such responses in the classroom.

Contexts through which students can respond at a

personal level:

Action and service – opportunities to put learning

into practice

Discussions and reflection

Non-assessed tasks and activities which engage

students in giving personal responses

Two minute task: Participants discuss ways in which

they have (or could) engage students in making

personal responses to learning and share how they

responded to students’ responses. Note: Facilitator

may wish to make reference to strategies included

in Module 6.

Journal Response

Facilitator may wish to conclude this section with

second response in Journal (See Handouts): In what

ways has this module affirmed, built upon and/or

challenged your approach to assessment in

Christian Studies?

Module 9 28

The things we cannot measure

– personal and faith responses

such opportunities

• recognise that all students are on a lifelong

journey of faith

• provide a context within which to make and

express personal meaning

• provide an avenue for the Holy Spirit to

create and nurture faith in Jesus

28

Module 9 29

The role of the teacher

• planning and identifying opportunities where students

can make personal connections

• creating a classroom climate and culture where personal

reflection is valued

• modelling the skills and language associated with

sharing (and owning) personal ideas and listening to

and responding sensitively to the personal ideas of

others

• nurturing individuals in their development of personal

responses respecting different positions

• valuing personal commitment, actions and responses to

learning29

Module 9 30

Avenues for personal

responses

• action and service – opportunities to put

learning into practice

• discussions and reflection

• non-assessed tasks and activities which

engage students in giving personal

responses

30

25

2010


Planning time [40 minutes]

This section aims to give participants an opportunity to:

apply the theological and pedagogical emphases of the module

plan a unit of work with a focus on student responses to learning

share planning progress with peers at other Band levels

Refer to Slide 30

The planning process used in previous modules.

Remind participants that the focus for each of the

context, key idea, essential knowledge,

question/inquiry path and learning experiences

boxes has been covered in previous modules.

Module 9 has given participants opportunities to

build on their understanding of the Evidence and

Assessment boxes.

Participants will need the CSCF Curriculum Statements and Theological Notes and should

read the theological notes if not worked through Option 2 engaging with theology.

Explain to participants that their task (outlined on

Slide 32) is to plan an aspect of a unit of work giving

specific attention to ways in which students will be

enabled to respond to their learning through:

assessment task/s

action

personal responses

In the time given, participants will probably need to

hone in on one of these three responses (although

all three will have relevance for most Christian

Studies units).

Option 1

Tell participants that they can plan a unit to teach an aspect of CL3 (social justice,

environmental justice and stewardship). Elements of CC2 may also be part of this unit,

particularly if participants want to make use of the resource they planned with in ‘How has

the church responded to injustice?’

Option 2

Tell participants who wish to use a current unit of work taught in their school context or

another outcome that they will need to focus on ways in which students are enabled to

respond within the unit.

To conclude ask participants to share their unit plan and/or activities with two other

participants who teach at a Band level different to their own, eg, Beginning Band shares

with Band B, and D. (5 minutes)

Module 9 32

Planning a unit of work

• Plan and map out a unit of work giving specific

attention to ways in which students will be

enabled to respond to their learning through:

• Assessment task/s

• Action

• Personal responses

• Plan a unit to teach an aspect of CL3 (and

possibly CC2) or work on an existing unit from

your school, focusing on student responses

32

What do my students need to

understand, know and do?

How will I know students have

gained understanding and

knowledge?

What will facilitate learning that will

achieve unit objectives?

Context• Identify the context in which you

plan to teach your unit (consider

students and events)

• What student needs, interests

and backgrounds will shape the

unit focus?

Key IdeaSelect the key idea(s) and

learning statement(s) on which

you want to base the unit

Learning ExperiencesIdentify learning experiences

that may help support students

explore, inquire and

demonstrate what they know

and can do.

What resources are available

(including the LIFE resource)?

Knowledge / understandingsSelect relevant content from

‘students know…(knowledge

and elaborations)’

Read Theological Notes –

identify knowledge that your

students need to know

AssessmentWhat assessment task/s will

provide the required evidence of

student learning? On what

criteria will you asses the tasks?

EvidenceWhat evidence will you need in

order to decide what the

students know and can do in

relation to the learning

statements and the essential

knowledge

Question / Inquiry PathConsider some guiding

questions that will engage

students in purposeful inquiry

Formulate deep understandings

Module 931

A process for planning

Designed by LEQ, 2007

26

2010


Preparation for next module [10 minutes]

Read: God leaves us room to be human included in Readings.

[Kuschner, H. S. (1982) God leaves us room to be human. When bad things

happen to good people. London: Pan Books Ltd.]

Write and bring to share

If the next module is your final Equip

module…

If you still have modules to complete…

You will need to put the final touches to

the portfolio you will be presenting as

part of the requirement to demonstrate

completion of the Equip course.

Complete CS portfolio…

Please note…

Prepare for the culminating

presentation…

You will need to put together key

elements of your portfolio (mid

journey) in preparation for component

discussions and a short presentation.

Prepare CS portfolio…

Prepare for the presentation…

Bring to use

CSCF Curriculum Statements and Theological Notes

Laptop (if you have one)

Bible

Equip folder

A vision for learners and learning in Lutheran schools

LIFE CD

27

2010


Journal reflections and close [10 minutes]

Distribute a copy of the journal,

OR

Facilitators who have chosen to

ask participants to complete

journal progressively in workshop

give time for participants to do

third response and add additional

feedback.

Conclude with the quote from Frank

Brennan (ACLE 3) as a way of

summarising the key module ideas

about justice and student response.

See Slide 33

Thank participants for their participation. Make sure they have signed the attendance sheet.

Handout: Journal reflections

( … cont)

Discuss what you see to be the relationship

between Christian stewardship and justice.

In what ways has this module affirmed, built

upon and/or challenged your approach to

assessment in Christian Studies?

Module 9 33

Not one of our graduates will save

the world. Not even all of them together

will save the world. Not even all Christian

educators acting in concert could save the

world. But every day, the school provides the

environment for the spark of justice to be set

afire in the young and for the passion for

justice to take root as the single seed that

bears a harvest. And who knows where or

when that spark will light or when the seed

will bear its fruit?Fr Frank Brennan,

ACLE 3, October 2008 33

Handout: Journal reflections ( … cont)

Suggest ways you will accommodate the range of student

responses possible in your next unit.

Any other feedback on the workshop?

28

2010


References

Berry, R.J. (2003) Is religion bad for the environment? Dialogue Australasia, May Issue.

Brennan, T. (2001) Doing the Gospel justice Dialogue Australasia, October Issue.

Earl, L.M. (2005) Thinking about purpose in classroom assessment: Assessment for, as and of

learning Deakin West: Australian Curriculum Studies Association Inc.

Habel, N.C. (2005) Social justice in a Lutheran school context, The Reuther Oration.

http://www.lutheran.edu.au/tools/getFile.aspx?tbl=tblContentItem&id=305

Hall, D.J. (2004) The theology of the cross for our day The Lutheran, March Issue.

Lutheran Education Australia (2005) A vision for learners and learning in Lutheran schools,

Adelaide: LEA.

Lutheran Education Australia (2005) Six Challenges, Six Mysteries: A professional development

package for staff in Lutheran schools, Adelaide: LEA.

Marshall, C. (2005) The little book of Biblical justice: A fresh approach to the Bible’s teachings on

justice Intercourse, Pennsylvania: Good Books.

Websites

Kohlberg’s stages of moral development

http://www.aggelia.com/htdocs/kohlberg.shtml,

http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm

http://faculty.plts.edu/gpence/html/kohlberg.htm

UN declaration of human rights

http://www.un.org/Overview/rights.html

29

http://www.lutheran.edu.au/tools/getFile.aspx?tbl=tblContentItem&id=305

http://www.aggelia.com/htdocs/kohlberg.shtml

http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm

http://faculty.plts.edu/gpence/html/kohlberg.htm

module 9 - lutheran education australia mod 9...module 9 how do i respond? ... kohlberg’s moral...

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