Authentic planning and assessment plan

Topic

Lent

Year level

Six

Duration

4 weeks

Curriculum links
Year level description

PLAN

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 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.

Content description
Religious Knowledge and Deep
understanding
The Churchs liturgical year is told through a
framework of different seasons (Advent,
Christmas, Lent, Easter, Pentecost, Ordinary
Time), revealing the story of salvation and
drawing inspiration from Jewish tradition.
In liturgical celebrations, forms of sacred art
(including music, visual arts, drama, dance,
media) are used to inspire believers to prayer
and a deeper understanding of the mystery of
God. In liturgical celebrations, believers are
encouraged to actively participate through
action (e.g. sign of peace, Genuflecting, sign of
the cross), word (e.g. acclamations, responses,
singing), posture (e.g. kneeling, bowing) and
observing a reverent silence at appropriate
times.
CHLS9

Skills
Make connections between some key
celebrations of the Churchs liturgical year and
the story of salvation.
Identify where, how and why forms of sacred art
are used in liturgical celebrations.
Identify ways in which believers actively
participate in liturgical celebrations and interpret
the meaning of these for believers.

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.

Students will be assisted to

By the end of this unit the year 6 students will be able to
Explore the season of Lent and the background surrounding the liturgical season
Identify the significant practices, symbols and objects connected with Lent
Produce a media presentation of the importance in the celebration of Lent in the lives of the believers

Fertile question

Why is the celebration of Lent important in the lives of believers?

Summative assessment
In groups of 3, students will produce a media presentation of their
choice to answer the fertile question. The presentation content will
include the background of Lent and the significant practices,
symbols and objects which are associated with the liturgical
season.

Learning episode 1

DECLARE

The first learning episode will be used to introduce the assessment task as
well as a reflection on prior knowledge of the liturgical season of Lent.

Assign groups of 3
Introduce fertile question and summative piece of assessment we
are achieving at the end of the unit
Initiate a class discussion about prior knowledge that students may
contain about the liturgical season of Lent.
Each group will work together to discuss aspects they already know
about the celebration of Lent and practices, symbols or objects that
may be involved.
Gather as a class to complete a KWHL chart to encourage reflection
of prior knowledge
Encourage students to ask questions about the assessment item or
Lent

Assessment
Assessment as learning
In the initial lesson, students have the opportunity to reflect on
their prior knowledge of the liturgical season of Lent. They also
have the chance to identify where they may need extra assistance
or scaffolding.
Assessment for learning
Whilst the students are discussing their prior knowledge, the
educator is gaining a sense of where the students are up to which
will inform her teaching over the unit.

SUPPORT
AND
SCAFFOLD

Learning episode 2
In this episode the students will work in their groups to research the
background and history of Lent. Each group will be provided with an I-pad
and a computer as well as a range of books containing information about
Lent. A list of helpful websites will be provided to each group to assist in
their research. They will be asked to organise their information on Popplet
(See appendix A) to assist in consolidating the research found.

Assessment
Assessment for learning
The educator will be given the opportunity to scaffold the students
throughout their research. The educator may also provide oral
feedback to the students on their research. This will provide
feedback to the students as well as her own teaching ability.

Learning episode 3
In their groups of three, the students will develop a poster of the objects and
symbols associated with Lent. The poster will include the following:
A picture/drawing of the object or symbol
An original explanation of the object or symbol
The significance of the object or symbol
The students will use computers and books to complete their research on
the different objects and symbols associated with Lent.

Assessment
Assessment for learning
The poster created by each group can be used as a formative
assessment piece to provide feedback to the students and to the
educator. The students may use this feedback towards their
summative assessment piece.

Learning episode 4
The educator will assign each group member a practice of Lent (Praying,
Fasting or Almsgiving). Each member of the group will be required to
answer the following questions about the given practice
What does this practice include?
How does a believer show obligation to this practice?
What is the importance of this practice during Lent?
Each student will be provided with the opportunity to organise their
information in a way of their choice.

Assessment
Assessment for learning
The educator will provide scaffolding to the students during
research where required. The educator may also provide oral
feedback to the students to inform their work but also her
teaching.

At the end of the lesson, the students will gather together and discuss their
findings and any similarities within the practices.

REFLECT

Learning episode 5 and 6

In the following lessons, the students will be given the opportunity to work
with their groups to complete their media presentation. The students will
use their gathered knowledge of Lent to produce a media presentation of
their choice. They will be reminded to answer the fertile question Why is the
celebration of Lent important in the lives of believers?
A template may be provided to the students if required, but the majority of
the students will have prior knowledge on different media presentation
types (website, PowerPoint presentation, Microsoft word document etc.)

Assessment
Assessment of learning
The students will produce a media presentation to answer the
following question
Why is the celebration of Lent important in the lives of
believers?
This will be their final assessment piece of the unit.

Learning episode 7
In the final lesson, the students will be given the opportunity to critically

Assessment
Assessment as learning

reflect on their learning as a class and individually.

Gather as a class to complete the final column of the KWHL chart to

demonstrate the knowledge the class has learnt about Lent over the
unit

The students will be given the opportunity to reflect on their

learning by completing a feedback sandwich on their learning
throughout the unit. This is a self-assessment where the students
complete the following questions.

The students will then individually self-assess their own learning by

completing a feedback sandwich. The following prompts will be
provided to the students

Good news I did really well on

Bad news I think these parts need to be changed because
Good News Some ways I can improve it are

Good news I did really well on

Bad news I think these parts need to be changed
because
Good News Some ways I can improve it are