Religion Planning Year 6 2015

School: Ambrose Treacy College Duration: 7 weeks

Fertile Question
Jesus How do we make sense of the picture?





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.









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 form 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.
Year Level Description
In Year 6, students are introduced to the Christian understanding of faith and the term communion of saints. They develop their understanding of the many
ways in which faith is lived out and celebrated in the lives of believers past and present. They learn about the contexts and key messages of some Old
Testament prophets and the contribution of some key people (laity, religious and clergy) to the shaping of the Church in Australia (c. 1900 CE to present).
They understand the significance of Jesus New Law for the way believers live their faith, including an exploration of the spiritual and corporal works of
mercy. They develop their understanding of the role of celebrations in the faith life of believers, including the commemoration of High Holy Days by Jewish
believers and the Churchs liturgical celebrations (including the Eucharist). They develop their understanding of prayer in the Christian tradition through an
exploration of the Our Father, The Examen, and meditative prayer practices including prayer journaling.
They are introduced to the Church teaching that the Holy Spirit guided the formation of the New Testament. Using a range of Biblical tools, they engage with
a variety of Scriptural texts that describe Jesus relationship with God the Father and with humanity and proclaim Jesus as fulfilling all of Gods promises in
the Old Testament.

Achievement Standard
By the end of Year 6, students analyse information from a variety of texts, including New Testament texts and the wisdom of Australian Catholic Christians,
to explain the action of the Holy Spirit in the lives of believers. They select and use evidence from Scriptural texts to show how these texts describe Jesus
relationship with God the Father and with humanity, including the proclamation of Jesus as fulfilling Gods promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers past and present, including Catholics in a developing Australian
nation (c. 1900 CE to present). They analyse the key messages and contexts of some Old Testament prophets. They explain the significance of Jesus New Law
for the way believers live their faith and examine the spiritual and corporal works of mercy. They identify and describe many ways in which faith is celebrated
in the lives of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Churchs liturgical year and the
celebration of Eucharist. They demonstrate an understanding of the term communion of saints. They explain the significance of personal and communal
prayer, including the Our Father and The Examen, and the use of spiritual exercises, including reflective prayer journaling and praying with the icons of the
saints, for the spiritual life of believers. They participate respectfully in a variety of these personal and communal prayer experience and spiritual exercises.


Class Context for Learning Differentiated learning
Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)

Learning Intentions
Learning Intention
By the end these learning experiences, students understand that:
Gospel writers use many images and titles for Jesus.
Jesus relationship with God the Father and humanity is described in Scripture using a variety of titles and images
The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious
truth).

Success Criteria
Success Criteria
Students can:
Use Biblical tools to search for and locate relevant New Testament references
Locate and identify images in scripture that express different titles of Jesus.
Locate evidence in some New Testament texts showing that the human authors used their own voice, knowledge and skills to reveal Gods nature and
teaching.
Explain how a title of Jesus describes his relationship to God the Father and/or humanity.
Make connections between Gospel texts and Old Testament texts.



Assessment
Assessment Background


Content Descriptions
Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and Wisdom

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills
The Church teaches that the Holy
Spirit guided the formation of the
New Testament and the whole of
Scripture. Inspiration means the
human authors of Scripture, guided by
the Holy Spirit and using their own
knowledge and skills, revealed Gods
nature and teaching. The intention of
the human author is important in
determining the nature of the truth
revealed in the text (e.g. historical
truth, factual truth, religious truth).
STNT14
Use Biblical tools (e.g. concordance of
the Bible, Biblical dictionary, Biblical
commentary) to search for and locate
relevant New Testament references
to the role of the Holy Spirit in
guiding the formation of the New
Testament.
Locate evidence in some New
Testament texts showing that the
human authors used their own voice,
knowledge and skills to reveal Gods
nature and teaching.
Jesus relationship with God the
Father and humanity is described in
Scripture using a variety of titles and
images (e.g. liberator, creator, Son of
God, Son of Man, Messiah, Anointed
One, Lamb of God, Bread of Life,
Rabbi, Saviour).
BETR8
Locate and identify images in
scripture, including John 1:35-51,
that express different titles of Jesus.
Explain how a title of Jesus describes
his relationship to God the Father
and/or humanity.

Gospel writers use many images and
titles for Jesus. The Gospels and other
New Testament texts (including
Matthew 16:16-17, Acts 17:2-3, Acts
1:29-33,36) proclaim Jesus as fulfilling
Recognise a number of images and
titles for Jesus in the Gospels and
other New Testament texts.
Make connections between Gospel

all of Gods promises in the Old
Testament, including Messiah, Son of
Man, and Saviour.
STNT15
texts and Old Testament texts.

Church
Liturgy and Sacraments
People of God
Church History

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




Scriptural Texts
Mandated Scripture:
Call of Nathaniel and other disciples
John 1:35-51

Jesus as Messiah, Son of Man and Saviour
Matthew 16:16-17
Acts 17:2-3
Acts 1:29-33, 36

Supplementary Scripture:
The 'I am' statements in John, The Bread of Life John 6:35, 48-51, The Light of the World John 8:12, The Gate of the sheepfold John 10:1-10, The Good Shepherd
John 10:11-18, The Resurrection and the Life John 11:25, The Way the Truth and the Life John 14:5-6, The Vine John 15:1-5

Messiah "I am he"/I am" John 4:25-26, John 8:24, 28, 58, John 13:19, John 18:5-8

"Fulfil" and "Prophet" Matthew 12:17


Significant Days and Celebrations



Learning Experiences
Core Content Area One
Focus/Question Who is this Jesus?


Resources
Teacher Background
Mandated Scriptural Texts
Launch



Brainstorm with students what they know about who Jesus is e.g. what did
he say, what did he do, when and where did he live, why is he
remembered today
Students explore images of Jesus through resources such as images of
Jesus on tagalaxy (type in tags such as Jesus +Messiah) and dvd clip from
a resource such as Son of God (Face of Jesus reconstructed 10 mins
available at Resource Link)


Teacher background
REAP Christology resources
Access




Students review the launch brainstorm and complete a retrieval chart
based around words and ideas are associated with the historical Jesus and
what words and ideas link to the Jesus of faith
Discuss where we find information about Jesus = review the New
Testament using the first 15mins of Pathways of Belief The Bible dvd
(available at Resource Link)



Develop




Students break into small groups to explore different titles of Jesus found
in the gospels.
Each group reads a given scripture reference and lists the titles and images
of Jesus:

Matthew 16:16-17

Acts 17:2-3

John 4:25-26,

John 13:19,

John 18:5-8

John 1:35-51

The 'I am' statements in John: The Bread of Life John 6:35, 48-51, The Light of the World John
8:12, The Gate of the sheepfold John 10:1-10, The Good Shepherd
John 10:11-18, The Resurrection and the Life John 11:25, The Way the Truth and the Life John
14:5-6, The Vine John 15:1-5

Groups record their title/image of Jesus and add their word or words to a
word wall, including the scripture reference


Demonstrate



In their groups students create a visual representation of their image/title of
Jesus, for example:
- Freeze frames that represent the titles of Jesus in that gospel account. Each
student takes a turn directing the frozen image, announcing the title and
reference, and explaining what the image says about who Jesus is.
- A collage of images and words



Core Content Area Two
Focus/Question Why are there different titles for Jesus in the Gospels?

Resources
Teacher Background
Launch


As a whole class review the different images and discuss the words that
have been used to portray or present Jesus in the scriptures from the
word wall that has been created
Students group the images under the headings of the Gospel authors (Acts
is included under Luke)
Discuss if there are any similarities or themes that come through particular
Gospels from looking at the word wall
Discuss with students why the images and titles of Jesus might be different
across the gospels
Discuss how stories are written for different audiences and purposes e.g. a
text message to mum or a text message to a friend, different types of
communication, students come up with what are examples of different
audiences/different purposes


Access

Pose the question Who were the gospel writers writing for? Why did they
describe Jesus in a particular way
Students research the Gospel of Matthew audience, message, images of
Jesus presented
Students complete a 5 Ws chart about the Gospel of Matthew including
information such as:
- Who is believed to be the writer of the Gospel?
- When was the Gospel written (approximately)?
- Who was the audience?
- How does the Gospel portray Jesus?
- Why may Jesus have been presented this way?
Student resources
The Gospel writers and their
audience and Gospel
information cards = accessed
from the Year 4 Parables
weebly (password: goodsam)
The Gospels of Matthew and
Luke power point on the Year
3 Learning Byte


Students explore the concept of Jesus as Messiah through activities such
as:

(adapted from the Year 3 Learning Byte Jesus: Who do you say I am?)
- Focused teaching and learning: discuss the importance of Messiah to
Matthews audience by telling students that the author wanted them to
know that Jesus was the Messiah. Teacher tells students that for Matthews
audience to believe that Jesus was Messiah, certain expectations and
promises had to be fulfilled from the Old Testament, as this was their
understanding as Jewish people.
Teacher introduces a Scripture Detective task to explore the
understanding of Messiah for Matthews audience, and to create a
Messiah criteria for Matthews audience
Students complete a search for the word Messiah using an online
source such as Bible Gateway. Students explore a question such as Were
there any Old Testament passages in the search results? Teacher discusses
the answer with students e.g. The search results began with Matthew
which is the start of the New Testament texts. Teacher brainstorms with
students that if there are no scripture references in the Old Testament to
Messiah, where might the idea have come from?
- As a whole class students explore information on the Jewish understanding
of Messiah, from sources such as How do the Jewish people understand the
word Messiah? and websites such as Judaism - World Religions for
Kids. Students record key information on a class display or in a class
collaborative site.
- In small groups or pairs students complete the Scripture Detective
task using a given passage from the Old Testament.
- Students use a Jigsaw strategy or Expert group strategy to share
information from the different Old Testament text that they have explored.





Develop

Students explore the concept of Jesus as Messiah through activities such
as:
(adapted from the Year 3 Learning Byte Jesus: Who do you say I am?)
- Students use information from the World Behind the Text to investigate
symbols used by Matthew in Matthew 1:18 - 2:12 to highlight Jesus as
Messiah.
- Students examine some of the key concepts of Messiah that are
demonstrated in the infancy narrative of Matthew's Gospel and as a whole
class identify examples of the concepts in the scripture text. Key concepts
to explore include:
1. The meaning of the discovery of a new star in the sky for people in Jesus
time and place: it was a sign that a new King would be born.
2. The importance of Jesus' birth: Jesus birth was special and he was born
into a royal family, the House of David
3. The recognition of the royal birth: people who believed this and acted on
their belief , Herod and the Magi.
4. Actions of others in the text that show they believed Jesus was special:
gifts that were usually given to kings (gold) and a visit from the Magi




Demonstrate

Students explain the ways that Matthew used narratives to present an
image of Jesus is the Messiah and create an individual response to the
question What does Matthew do in the story of Jesus' birth to show he is
the Messiah?





Core Content Area Three
Focus/Question How do we make sense of the Jesus picture?

Resources
Teacher Background

Launch




Brainstorm students understanding of how the birth of Jesus is presented
in other Gospels e.g.
- Is the birth of Jesus mentioned in all four Gospels?
- What do each of the Gospels begin with?
- How might the beginning of each Gospel reflect what is important to the
writer and the audience?







Access



Students review what they know about other stories of Jesus' birth, and
identify differences they might be aware of in stories they have heard e.g.
shepherds, angels, magi
Students read, listen to or view the text Luke 2:1-21.As a whole class
students record key information or ideas as they read and listen to the
narrative.
Students engage in the world of the text through activities such as:
- Listing questions they have about the text using 5Ws + H strategy.
- Completing a compare and contrast chart to analyse Luke's infancy
narrative.
- Viewing a clip or digital narrative, such as Nativity Story- Jesus Birth, of
Jesus' birth and identifying which parts in the digital text are from
Matthews gospel and suggest which elements are included in Luke's
infancy narrative. They may also identify what elements are introduced that










are not in either Gospel text.

Develop





Students discuss the differences and similarities they have found between
Matthew and Lukes presentations of the birth of Jesus.
Students reflect on the similarities and differences through focus
questions such as:
Do you think that these stories tell us about history? Why or why not?
Do you think that Jesus' birth may have happened this way? Why or why
not?
Students discuss the idea that there are different types of truths, and
historical truth and religious truths are two of these. Teacher explains that
historical truths are truths that can be backed up by other evidence. For
example - found in other sources, such as a map or timeline, or other
writers of the time. In the infancy narratives some historical truth can be
found as people such as Herod did exist and the Romans did take different
censuses in the ancient world. The value of these stories is though in the
religious truth, or what they say about belief and faith. The stories are
powerful tools to share the beliefs of the early Christian church. The power
of the narrative is used to engage the reader.
Students reflect on the images and titles of Jesus that they have explore
and discuss what elements are historical and religious truth


Demonstrate




Students select a title/image of Jesus and create a response to the fertile
question: Jesus How do we make sense of the picture? Responses should
include information on the 3 worlds of the text e.g.
- What image or title of Jesus is presented in the scripture text?
- How does the image or title reflect the purpose of the Gospel writer or the
audience of the time?
- How can the image/title be interpreted today?

Reflecting and
Evaluating