1. What design approaches would you consider to satisfy both these groups: lifelong learners and those on pathways into FE and HE?
2. What pressure would such a partnership put on the two partners: the local government and the online learning provider?  

With a personal appearance from the online teacher

• Christine Sinclair 

• Access online course materials and establish Microsoft Teams presence 
• Watch introduction to course 
• Complete online form which will establish their current knowledge and understanding of key concepts such as understanding of the idea of mission, their current knowledge of Kildare Ministries history 
• Activity- first blog post – introduce themselves, their story, start to consider an adversity that they have faced or someone they admire have faced and how they overcame this adversity. 

• Learning Intention Week 2 and 3:  
  • At the end of week 2 and 3, you will have: 
    • You will become familiar with key aspects of Kildare Ministry's founder St. Brigid's story 
    • You will (re) recognise in your thinking, writing and sharing that injustice is central to the human story as is our attempts to redeem it 
      • You will make make connections between key aspects of Brigid’s story, your own stories of injustice and other contemporary stories of injustice. 
    • You will briefly consider and apply principles of justice found in the Judeo-Christian Story 
• Success Criteria Week 2 and 3 
  • Completed Activity One 
  • Shared in Activity Two 
  • Completed Guiding questions 

• Access online course materials  
  • Stories of Brigid 
  • The Icon of Brigid 
  • Article on Iconography 

• Activity one: Individual work:  
  • Explore the Icon of St. Brigid and identify elements of her story within it. 
    •  Select two of these elements. E.g. The sword or the flame 
    • What injustices/adversities in Brigid's life do these elements depict?  
    • Using the article on iconography, jot down one or two thoughts about what you think the artist was attempting to convey about the adversity and injustices Brigid was able to overcome via the way it's painted: scale, colours, position etc. 

• Activity Two: Share your considerations on the shared blog post  
  • Exemplar: I think that Brigid's foot on a sword, a weapon of war, symbolizes her ability to overcome violence. Also, the many colours of the gems on the sword indicate wealth which might depict her desire to overcome the unfair distribution of wealth. 

• Activity Three: Consider one  injustice you have witnessed in your own life - personally or via the media (your own or someone else's). 

1. Is there someone in this story trying to solve the injustice? If so, what do you think prompted them to act? What are their motivations? Briefly discuss. 
2. Select one of the following aspirational directives from the bible. The first is from ancient prophet Micah who dreams of a way for humanity to live and the second contains the words of Jesus who also shares God's vision for us.  

1. Briefly describe the links between these words and the motivations and actions of Brigid. By coincidence or otherwise, were there any links to the protagonist(s) in your story? If so, describe them and explain why you think this is. 
2. Consider a different injustice currently faced in our world - if someone were using the ideas presented in the quotes, what might be/are their first steps in approaching this injustice with some dream (however distant) of relieving it. Share this in the blog. 

• Access online course materials  
• Critique the text about St. Brigid – relate text back to icon and findings from last week.  
• Activity- blog post addressing guiding questions w/ feedback  

• Tutorial – Synchronous live discussion  
• An Aspirational legacy like Delaney’s also requires ideas but also planning / structure / templates that can be reproduced in various ‘locations’  
•  Analogy of the bridge – metaphorical – structurally sound, keystone as basis of that integrity  
• Erica in video explaining KM governance structure  
• Outcome is that they understand the need for sound structures to preserve the integrity (staying true to mission – the bridge is holding up the mission) of the organisation  

• Explore why Kildare Ministries exists  
• Word cloud at the start – we are predicting that they will come up with the main elements of the story which we build upon  
• Fill in the middle with any missing elements  
• What would YOU like KM to achieve in 5, 10, 20 years  
• Another word I-cloud  

• Task: How to implement Kildare Ministries' Living Justice Principles in their own school context to continue the KM narrative.  

• 12 weeks to be completed during term 1- 12 hours in total.
• Blog entries, 1 per week - personal engagement reflection with critical peer and tutor feedback.

1. Technologies are used to make and sustain meaningful connections with peers for dialogue, collaboration and co-creation 
2. Technology-based learning is seen to be individually driven and ‘interest-powered’ 
3. Digital technologies provide access to multiple contexts and diverse groups of people, resources and tools 
4. Networked technologies are seen to offer a ready way of connecting an individual’s initial interests to wider ‘real-world’ opportunities. 

1. To maintain accreditation to teach Religious Education in a Catholic School, a teacher must attain 50 hours of professional learning or formation in each five-year period balanced across the areas of Catholic identity and culture, prayer and liturgy, scripture, Catholic social teaching, Theology or Religious Education.  
2. All teachers must engage in at least 20 hours of professional development activities each year to renew registration with the Victorian Institute of Teaching. 
3. Furthermore, teachers must adhere to professional standards determined by the Australian Institute for Teaching and School Leadership. The learners on this course will comply with the following standards:  
4. 6.2 Engage in professional learning and improve practice 
5. 6.3 Engage with colleagues and improve practice 
6. 6.4 Apply professional learning and improve student learning 
7. 7.1 Meet professional ethics and responsibilities 
8. 7.2 Comply with legislative, administrative and organizational requirements 
9. 7.4 Engage with professional teaching networks and broader communities 

• Apply what they have learned  
  • in a unique personal way 
  • In a real life scenario 
  • Particular to their mission context 

• Verbs of cognition to guide and scaffold learning: describe, evaluate, define, analyse etc. 
• Learning by design