Religion Planning Term 2-3 Year 2 2014

Fertile Question
How do I show the world is sacred?

Focus Unit Length
Creation- All the World is Sacred 8 Weeks

Class Context Differentiated learning
WHO ARE MY LEARNERS? Write a short blurb about specific needs of student learning and Religious Background information
* Class Needs- The students are happy to share their ideas and can be quite enthusiastic. They are quite competent with IT.
* Religious Backgrounds- 3 Anglican, 60 Catholic, 4 Eastern Orthodox, 5 Not Stated, 3 Other Christian, 1 Uniting.
* Students with Disabilities- 1 ASD Student, 1 Hearing Impaired Student, 2 OCD, 1 SE.
* 11 students receive additional learning support from STIE.
* ESL Students- 5 students receive extra assistance.
* There are a number of Gifted and Talented students in the group.



VISION for Religious Education
The Vision for Religious Education gives voice to what each school hopes for their students in terms of their religious literacy and faith formation. The
schools and colleges of the Archdiocese of Brisbane aspire to educate and for
Students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader Christian tradition so that they might
participate critically and authentically in faith contexts and wider society.
Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Sense of the sacred uses the intellect, art, design
and reflective spaces to engage the senses. It
contributes to the religious identity and culture of
a community.
The aesthetic, social and physical environment is a
powerful means by which a school community
creates and values a sense of the sacred.
Social Action and Justice
Action for justice is integral to the Christian
vocation. Action for justice, peace and ecological
sustainability is based on the dream of Jesus to
establish the Kingdom of God.
School communities act for justice when they
demonstrate a commitment to the poor and
marginalised, actively work for peace and practise
stewardship of the earth.
Evangelisation and Faith Formation
Prayer and Worship
Christians believe that all creation is good and is
infused with the presence of God. School
communities affirm the sacredness of everyday life
by recognising and celebrating God in the created
world, in relationships with others and in events
and experiences.


Literacy
Numeracy
Information and communication technology
(ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding.
Aboriginal and Torres Strait Islander histories
and cultures
Asia and Australias engagement with Asia
Sustainability. OI.6 The sustainability of
ecological, social and economic systems is
achieved through informed individual and
community action that values local and
global equity and fairness
across generations into the future.
OI.9 Ecologically and ethically sustainable
futures result from actions designed to
preserve and/or restore the quality,
uniqueness and wellbeing of society and all
creation.



Year Level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are taught in an integrated way, and in
ways that are appropriate to specific local contexts.
In Year 2, students learn about aspects of Gods nature and Gods relationship with people, as they engage with a variety of New Testament texts depicting the teachings
and actions of Jesus and Old Testament texts that describe Gods relationship with the Jewish people.
They explore contextual information about the first century Mediterranean world, to better appreciate the life and times of Jesus.
They learn about Jesus mission and ministry and explore ways in which Jesus teachings and actions continue to guide the life of the Church community today.
They explore, recognise and appreciate the history of a parish community as it is revealed in many ways.
Students learn about the sacredness of all creation, especially human life; the call to be co-creators and stewards of Gods creation; and the responsibility to pursue peace
and justice out of respect for human life and all creation.
They develop their understanding of the loving relationship God unconditionally offers to people; and their understanding of sin, as evident in the free choices that harm the
individual and their loving relationships with God, with others and with all creation.
They explore ways in which believers seek to heal these relationships through reconciliation and prayer. They investigate ways in which believers celebrate reconciliation
with God and with others in the Sacrament of Penance.
Students examine ways in which prayer and the wisdom of the saints help believers to nurture their loving relationships with God, with others and with all creation.
They develop their understanding of prayer in the Christian tradition through an exploration of prayer for forgiveness (acts of contrition and Penitential Act) and meditative
prayer.













Achievement Standard
By the end of Year 2, students analyse some teachings and actions of Jesus depicted in New Testament texts that reveal aspects of Gods nature.
They discuss their ideas about Gods relationship with the Jewish people as described in some Old Testament stories. Students pose questions about the life and times of
Jesus and use sources provided to answer these questions.
They make connections between Jesus teachings and actions and the way members of the Church community live today.
Students recognise the sacredness of God and all creation, especially human life.
They identify ways in which human beings respond to the call to be co-creators and stewards of Gods creation.
Drawing on their own experiences, they suggest ways to pursue peace and justice out of respect for human life and all creation.
They recognise choices that harm an individual and their loving relationships with God, with others and with all creation.
They explain ways in which believers seek to heal these relationships through reconciliation and how they celebrate reconciliation in the Sacrament of Penance.
They recognise that prayer and the wisdom of the saints help the believer to nurture their relationship with God, with others and with all creation.
They participate with respect in a variety of personal and communal prayer experiences, including meditative prayer and prayers for forgiveness.
Term 1-
Term 2- forgiveness
Term 3- Mary MacKillop
Term 3 - creation
Learning Intentions
Learning Intention
By the end these learning experiences, students

Make connections between stories of Genesis and the creation of the world.

Are able to investigate how they are co-creators and stewards of Gods creation.

Describe ways in which they care for Gods creation.

Explain their plan for how they will care for Gods creation

Encourage others to care for the local environment (Gods environment).

Participate with respect in a variety of personal and communal prayer experiences including meditative prayer and prayers for creation.

Success Criteria Assessment
Success Criteria

Students identify the role of stewardship of Gods creation

Students can describe how some saints have cared for the environment.

Students are able to participate respectfully in meditative experiences.

Identify some key messages in Old Testament creation stories.

Compare and contrast their own actions and behaviours with the moral duty
of caring for all creation as taught in the Old Testament creation stories.

Promote a specific action of caring for Gods creation.

Assessment Background
Create a visual representation (e.g. PowerPoint, video, cartoon, poster) using words
/ messages from some Old Testament creation stories to promote actions for caring
for creation.
Explore what people could do as stewards of creation when presented with a range
of scenarios or visual images (refer to Prayers and Rituals Mystery and Wonder, pp.
19-20).
Reflect on a time when you did not act as a steward of creation, and record your
actions, the consequences of those actions and an appropriate response (Prayers
and Rituals Mystery and Wonder, p.22)

Complete a T Chart of Things to do and Things not to do when caring for a
particular part of Gods creation e.g. the sea (Prayers and Rituals Mystery and
Wonder, p.21


Curriculum Connections
What connections can be made with other Curriculum areas (eg History, Geography, English)?
Construct texts featuring print, visual and audio elements using software, including word processing programs (ACELY1674)
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and
visual features and print and multimodal text structures (ACELY1670)
Rehearse and deliver short presentations on familiar and new topics (ACELY1667)
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying
tone, volume and pace appropriately (ACELY1789)




Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Ethos and charism (ICE)
Authentic Christian community (ICC)
Sense of the Sacred (ICS)
Social Action and Justice
Justice in the school community (SJS)
Action for justice (SJA)
Reflection on action for Justice (SJR)
Evangelisation and Faith Formation
Living the Gospel (EFG)
Spiritual Formation (EFF)
Witness to the wider community (EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and sacraments
(PWL)
Ritualising everyday life (PWR)
Literacy
Numeracy
Information and communication technology
(ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding.

Aboriginal and Torres Strait Islander histories,
cultures and spiritualities
Asia and Australias engagement with Asia in a
multi-faith context
Sustainability and ecological stewardship.









Content Descriptions
Sacred Texts
Old Testament - New Testament
Christian Spiritual Writings and Wisdom
Beliefs
Trinity: God, Jesus the Christ, Spirit - Human Existence
World Religions
Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills
CHRISTIAN SPIRITUAL WRITINGS
The wisdom of the saints (e.g. St Francis
of Assisi, St Clare of Assisi, St Therese of
Lisieux, St Kevin of Glendalough) helps
people understand about being co-
creators and stewards of creation; the
sacredness of all creation, especially
human life; and forgiveness and
reconciliation.

- listening to the stories of the saints
(e.g. St Francis of Assisi, St
Clare of Assisi, St Therese of
Lisieux, St Kevin of
Glendalough) and sharing how
the saints showed their care of
creation and love for God
- creating a word bank of words used
by the saints (e.g. St Francis of
Assisi, St Clare of Assisi, St
Therese of Lisieux, St Kevin of
Glendalough) to describe God
and creation
- reflecting on the wisdom of the
saints (e.g. St Francis of Assisi,
St Clare of Assisi, St Therese of
Lisieux) as expressed in music

Create print, visual or audio texts that
draw on their own experiences, their
imagination and information they have
learnt from the wisdom of the saints
about being co-creators and stewards of
creation; the sacredness of all creation,
especially human life; and forgiveness
and reconciliation.

HUMAN EXISTENCE
Human beings are called to be co-
creators and stewards of Gods creation.

- exploring some Old Testament
stories (e.g. Genesis 2:18;
Genesis 9:10; Genesis 2:15-
23; Genesis 9: 8-17) to
identify the role of
stewardship of Gods creation
- promoting awareness within the
school community of their
role of stewardship of Gods
creation
- investigating a part of the local
natural environment
- planning and implementing an
action to care for that
environment
- creating an informative text (print
or multimodal) that promotes
a specific action of caring for
Gods creation
Resources:
Co-creators and Stewards of Gods
Creation, Together at One Altar
Identify ways in which human beings
are called to be co-creators and
stewards of creation (e.g. caring for the
environment, responsible use of natural
resources).

Promote a specific action of caring for
Gods creation.
(e.g. Prayer of St Francis; My
Song of Today, St Therese of
Lisieux
- role playing characters and actions
in the stories of the saints (e.g.
St Francis of Assisi, St Clare of
Assisi, St Therese of Lisieux)
- making a class picture book telling
the story of the saints (e.g. St
Francis of Assisi, St Clare of
Assisi, St Therese of Lisieux)
and their wisdom about being
co-creators and stewards of
creation; the sacredness of all
creation, especially human life;
and forgiveness and
reconciliation
Resources:
Resources at Resource Link: The first
Christmas crib : a story of St Francis of
Assisi, Song: The canticle of St Francis
of Assisi, Francis and Clare of Assisi,
Saints for Kids Volume 3
Prayers of St Francis of Assisi
Writings and Sayings of St. Therese of
Lisieux on Love

Christian Living
Moral Formation - Mission and Justice - Prayer and Spirituality
Religious Knowledge and Deep Understanding Skills





MORAL FORMATION
Humans are called to acknowledge the sacredness of God and all creation, especially human life. The world is Gods gift to
all generations; therefore care for all creation (stewardship) is a moral duty.

- investigating the sacredness of all creation, especially human life, by locating the words God saw how good it
Identify some inferred meanings (e.g.
God created; all creation is sacred;
humans are stewards of creation) of
Judeo-Christian creation stories,
including Genesis 1:1-2:4a; Genesis
was (or similar) in the first creation story (Genesis 1:1 2:4a) and creating a visual response using the
words
- identifying messages about the sacredness of creation and stewardship in some Old Testament texts (e.g. The
Judeo-Christian Creation Stories Genesis 1:1 2:4a; Genesis 2: 4b 25; Gods agreement with Noah
Genesis 9: 8 17; Psalm 24: 1 2; Psalm 50: 10 12)
- exploring what people could do as stewards of creation when presented with a range of scenarios / visual
images ( Prayers and Rituals Mystery and Wonder, pp. 19-20)
- identifying and recording ways of being stewards of creation
- brainstorming actions they can take to be co-creators with God; completing a T Chart of Things to do and
Things not to do when caring for a particular part of Gods creation e.g. the sea (Prayers and Rituals
Mystery and Wonder, p.21)
reflecting on a time when they did not act as a steward of creation, and record their actions, the consequences of
those actions and an appropriate response (Prayers and Rituals Mystery and Wonder, p.22)
2:4b-25 and Genesis 9:8-17).

Compare and contrast their own
actions and behaviours with the moral
duty of caring for all creation as taught
in the Judeo-Christian creation stories.

MISSION AND JUSTICE
Gods plan is that people respect all life, especially human life. All people have a responsibility to pursue peace and justice
out of respect for human life and all creation.

- creating in teams a How to guide illustrating practical ways of relating respectfully to other people (e.g. Acting
Justly, p.19)
- creating a visual image of words that represent ways of acting justly and peacefully with human life and all
creation
- illustrating the text of Micah 6:8 using examples from home, classroom and playground
- identifying behaviours, words and symbols that denote peaceful ways of acting (e.g. Peace begins with me,
Peaceful Relationships p.30)
- identifying and illustrating scripture quotes about peace and justice (e.g. Micah 6:8; Matthew 5:9; Matthew
5:38-42; John 14:27; Luke 8:48; Matthew 5:13-15 // Mark 9:50 ) (Peaceful Relationships p.33 - 34)
Resources:
Religious Life of the School P-12; Action for Justice

Identify and express ideas about
scriptural texts that illustrate peaceful
and just actions or relationships.

Make connections between scriptural
texts about respecting human life and
all creation and their own life
experiences.

PRAYER AND SPIRITUALITY


Meditative prayer uses silence and stillness to assist believers to listen and talk to God. There is a range of practices
(including centred breathing and attending to posture) that helps believers prepare the body and the mind for meditative
prayer and engage in the work of meditation.

- learning about different ways of calling believers to prayer (e.g. sign of the cross, prayer bells / rain sticks,
Participate respectfully in meditative
prayer.

Identify and use practices and spiritual
exercises that assist in preparing and
Learning Context - Significant Days and Celebrations
Creation Liturgy as culmination of Creation Unit (Wednesday 11
th
September).
15
th
August The Feast day of the Assumption
Thursday 4
th
September- Pray for Creation
5
th
September Fathers Day
Sunday 14
th
September The Exaltation of the Holy Cross
Friday 19
th
September Be a person of Good News


Learning Experiences
Core Content Area One
Focus/Question Who/How was the earth created?

Resources
Teacher Background
Mandated Scriptural Texts
Tuning In


Explore Old Testament stories about creation. (Source books from the library)
- Students investigate the sacredness of all creation, especially human life, by locating the
words God saw how good it was (or similar) in the first creation story (Genesis 1:1
2:4a) and creating a visual response using the words (murals)

Explore how we already care for Gods Creation (KWL Chart).



http://www.youtube.com/watch?v=R-
H5uJLLwcI

Theological Background- Genesis


Together at One Altar- Environment

Big Book- Caring for Our World

Finding Out Investigating a part of the local natural environment- Go for a prayerful nature walk around
the school
Participate in meditative prayer in the natural environment (lower playground garden).
Judeo-Christian Creation Stories
Genesis 1:1-2:4a; Genesis 2:4b-25

music, lighting a candle)
- learning different practices for preparing the body and mind for Meditative Prayer including centred breathing
and attending to posture
- using scheduled times during the day to gradually lengthen times of silence and stillness
Resources:
Silence, Stillness and Simplicity
Religious Life of the School P-12; Prayer and Worship
engaging in meditative prayer.



Identify how people are respecting and taking care of this creation around the school.


God's agreement with Noah
Genesis 9:8-17
Sorting Out

What actions do students enact to demonstrate that they are caring for Gods
creation?
What is the consequence if Gods creation isnt taken care of?




Communicating



Students construct their own pledge in regards to their personal stewardship of Gods
Creation and display them in the year 2 hallway.


Reflecting and
Evaluating


Have students identify occupational roles that encompass caring for Gods creation



Learning Experiences
Core Content Area Two
Focus/Question How have some saints showed their care of creation and love for God?

Resources
Teacher Background
Mandated Scriptural Texts
Tuning In View and listen to the stories of the saints (e.g. St Francis of Assisi, St Clare of Assisi, St Clips about the saints


Therese of Lisieux, St Kevin of Glendalough) and sharing how the saints showed their care of
creation and love for God







Background of saints
Saint Cards

Resourcelink
Finding Out



- Explore stories of the saints who promoted the care of creation.
- reflecting on the wisdom of the saints (e.g. St Francis of Assisi, St Clare of Assisi, St
Therese of Lisieux) as expressed in music (e.g. Prayer of St Francis; My Song of Today,
St Therese of Lisieux


Canticle of the Sun
Canticle of Creation

Make Me a Channel of Your Peace
Sorting Out


- role playing characters and actions in the stories of the saints (e.g. St Francis of Assisi, St
Clare of Assisi, St Therese of Lisieux)





Communicating


- Making a class picture book telling the story of the saints (e.g. St Francis of Assisi, St
Clare of Assisi, St Therese of Lisieux) and their wisdom about being co-creators and
stewards of creation; the sacredness of all creation, especially human life; and
forgiveness and reconciliation








Learning Experiences
Core Content Area Three
Focus/Question How do we care for Gods creation?

Resources
Teacher Background
Mandated Scriptural Texts
Tuning In


Read the story of the Lorax and then watch the movie.






The Lorax
Finding Out


Identify how Gods creation wasnt respected in Sneevefield.






Sorting Out


As stewards of the Earth how could they have prevented destroying Gods creation.






Communicating


Create a plan on how they can protect Gods Creation.






Reflecting and
Evaluating


Lorax spoke for the Trees but who is speaking for those less fortunate, the
animals and People? Explore and investigate organisations that have been
created to promote looking after Gods Creation.