Religion Planning

2015

Year _3__

School_______Marymount__________
Duration__4__________
Fertile Question
How can we be more like Jesus and help the poor?
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

Religious Life of the School

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

General Capabilities

Literacy

Numeracy

Information and communication

technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Cross-Curricular Priorities

Aboriginal and Torres Strait Islander

histories, cultures and spiritualities

Asia and Australias engagement

with Asia in a multi-faith context

Sustainability and ecological

stewardship.

(EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and
sacraments (PWL)
Ritualising everyday life (PWR)

Intercultural understanding.

Year Level Description

The Religion Curriculum 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 3, students develop their understanding of Gods relationship with people as individuals and as community, and the
presence and action of God in daily life experiences, as they engage with a variety of texts (including key stories from the
Torah, images of God used in Old Testament texts, and the wisdom of prayers attributed to the saints). They develop an
appreciation of the order and harmony of creation. They learn about the cultural contexts in which the Gospels were written
and the text types used in the New Testament to develop their understanding of the life and teaching of Jesus and the
Christian belief that Jesus is the
Messiah.
Students develop an appreciation of the Scriptures as a basis for Christian moral living, including respect for basic human
rights and acknowledgement of responsibilities, in particular to the poor and disadvantaged. They develop an appreciation
of the collaboration of clergy, religious and laity as they learn about significant features of a parish and diocese, past and
present. They learn about the significance of the Sacraments of Initiation (Baptism, Confirmation, Eucharist) for the Church
community. They investigate prayers of thanksgiving and prayers of praise, including psalms and doxologies, to facilitate an
appreciation of the significance of these forms of prayer for Christians.

Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah;
images of God used by the human authors of Old Testament scriptures; and prayers attributed to the saints) to express their
ideas about Gods relationship with people as individuals and communities; Gods presence and action in daily life
experiences; and the order and harmony in Gods creation. They locate information about the cultural contexts in which the
Gospels were written and the text types used by the human authors of New Testament texts. They use this information
about texts to discuss ideas about the life and teaching of Jesus, including the Christian belief that Jesus is the Messiah.

Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and
prayers of praise, including Glory to the Father [Glory Be] and demonstrate understanding of the significance of these forms
of prayer for Christians. They explain ways in which the Sacraments of Initiation (Baptism, Confirmation, Eucharist) welcome
and strengthen members of the Church community. They describe significant people, events and features of a parish and
diocese, past and present, including the collaboration of clergy, religious and laity. They participate respectfully in a variety
of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of praise.

Class Context for Learning Differentiated learning

Class Needs - Year 3 whole Year level was involved in the unit and fundraising activity
Individualised Learning Needs The unit is modified for special needs children/assistance with reading Bible passages/scribing
for them/assistance in small group work
Catholics/non-Catholics other faiths practising/non-practising N/a
ASD ADHD (abstract concepts may need further unpacking visuals etc) Lots of visuals are used in this unit

Learning Intentions
Learning Intention
By the end these learning experiences, students

will be more aware of Jesuss teachings through the bible passages and how they relate to their everyday lives
develop their understanding of Gods relationship with people as individuals and as a community and the presence and
action of God in their daily life experiences

Success Criteria
Success Criteria
Children will be able to discuss the bible passages and pick out meaningful words and phrases that
relate to them and help them to be People of action as God directs us to be.

Assessment
Assessment Background

Write a prayer linked to one of the scripture readings

produce a poster advertising the fundraiser for Caritas

Write a brief description about what you learnt at each group rotation

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

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and

Deep Understanding

Religious Knowledge and

Deep Understanding

Skills

Church
Liturgy and Sacraments
People of God
Church History
Religious Knowledge and
Deep Understanding

Skills

Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Skills

Religious Knowledge and

Deep Understanding

Skills

Make connections
between the concern for

the poor and

disadvantaged found in
scripture and church
teaching and the
responsibility of
Christians

Scriptural Texts
Core texts are prescribed Scriptural texts that need to be taught in depth at each year level.
Supplementary texts are other possible Scripture texts that could be used to support the teaching of
particular concepts.

Significant Days and Celebrations

Caritas/ Project Compassion in Lent/ Food for Life / Fundraising week

Learning Experiences
Core Content Area One
Focus/Question What is Caritas?

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In

Caritas Posters and Dvds and

links to their website

# Ask the children if they remember anything at all about Caritas/ Show

poster to refresh memories from previous years.

# Link Knowledge to our school community reaching out to the wider
community
What is the topic?
Why should we
study this topic?
Frame
manageable
questions.
What do I already
know about this
topic? I think I
know x,y,z.
How is this
relevant to me?

# Why is it important to learn about Caritas?

# Who was the first person to reach out to the poor?
# Why should we reach out to the poor?

Finding Out
# Caritas Posters/ Links to Caritas website
# Scripture passages [in Teacher resources further on]
Identify possible
sources of
information
Identify skills
necessary for
the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Teacher resource link

# Focus on Whole school Assembly to highlight awareness of out cause.

# We need to be people of action
# State facts in Prayer assembly

Bible one between two in

Year 3 as they help each other
out

Sorting Out
# Focus on what we need to find out to present a whole school assembly to
highlight the need for our whole school to be aware of the need to help the
poor and disadvantaged during Project compassion.
# Where do we find out these facts?
What do we want
to find out?
How can we do
this best?
How will we
gather the
information?
Does what I knew
before still
apply?
Does my first
idea still make
sense?

# How do we state and present these facts?

# What scripture passage will be the best one to use to show that this is
what God wants of us as a community.

Posters
Caritas Dvds from previous
years and the current 2015
one
# Small group work to
highlight main points for
Assembly from given texts.
#Present to class
#Choose best ideas

# What do people need to live safely?

# Identify what is a need and a want
# Discuss every humans right to have clean water, an education, health
services and to live in safety

# Locate and identify developing nations

# What makes a developing nation?
Link ideas with geography [ integrated curriculum]

#Plan using a range of ideas

include Art work created by
the children

Communicating
# Discuss other organisations that they know about in the local community
who help the poor and disadvantaged

Extend and
challenge
students
understandings
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make
to me?

Reflecting and
Evaluating

So what have I
learnt?
If I know this, how
can I connect it
with my world?

# staff member to talk about

their role working with Rosies
organisation [helping the
homeless on the Gold Coast]
#Parent talk about Bluecare
#Teacher shows Cathoilic
Mission link as another
organisation that helps the
poor and disadvantaged

# We have learnt that Caritas is a Catholic organisation that

helps the poor and disadvantaged in developing nations.
# We have learnt that the connection being that every small act
of kindness or donation is doing Gods work and assisting His plan
to keep all people connected and living safe and happy lives.
We have learnt that as Christians we have responsibilities to the
poor and disadvantaged in our community and in the wider
world.

Core Content Area Two

Focus/Question How do we know we must help the poor?

Resources
Teacher Background

Tuning In

#
#
#
#
#
#
#
#

John 15: 12-15

Luke 6:31
James 2 : 1-4
Luke :27-35
Matthew : 19:16-21
Mark 10: 17-21
Luke : 6:20-21
Matthew 7:12

#
#
#
#
#
#
#
#

Deuteronomy 15:1
Luke 18:18-23
Isaiah 58: 6-7
Luke 14:16-21
Luke 7:18-23
James 2:1-4
John 3:17-18
Matthew 25:34-40

# Read a scripture passage each day and highlight words and phrases that
are messages from Jesus.
# Identify the meaning of poor and disadvantaged
# look up words in the dictionary if unsure of meaning

Finding Out

# Investigating a variety of Scriptural texts to identify messages about

concern for the poor and disadvantaged

Sorting Out
# Explore Church Teaching on concern for the poor and disadvantaged

# Pope John Paul 1987 on

Social Concern
[ Religious life of the school P12]
# Teachings of new Pope
Francis

Communicating

# Let the children explore other scripture texts in groups of 2 and find
meaning and relay back to class

# People of prayer 14:1

Mark 10: 17-21
Matthew 19: 16-21
Show visual scripture texts to
children from Prayer site

Reflecting and
Evaluating

# We reflect on Jesuss teaching through the scriptures and how they relate
to us in our daily lives.
# We reflect on the connections between scriptural texts and Jesuss great
commandment,
Love one another as I have loved you.
# Write an individual prayer for the sacred space and our prayer box
# Take them home to share with the family. Each family is asked to write a
prayer to send to school to share.

Link passages

Core Content Area Three

Focus/Question What activities can we plan to raise money for Caritas?

Resources
Teacher Background

Tuning In

# Show some ideas from

caritas website

# Brainstorm ideas for fund raising ideas

# Each Year 3 class to list ideas

# Make links to other

fundraising ideas from
previous years

Finding Out

# Encourage small groups to discuss the benefits of each activity.

# List facts that you found out

# Small group activity

# Present results to whole
class

# Who will be invited to attend these fundraising activities?

# What will there contribution be?

Sorting Out

# Which activity would make the most money?

Fundraising Activities

# Would it be too difficult to organise?

# What would we need to do to organise the activity?
# Activities need to be age appropriate for each year level.
# Vote democratically for the activity we want to present to another year
level as the fundraiser for that year level considering all those points

Communicating

Reflecting and
Evaluating

# Teacher poses questions to enable students to extend their knowledge so

that they can make better connections from scripture passages to their
every day lives
# Children show they understand that it is their responsibility as a Christian
to be a person of action by illustrating and writing a description of their
actions in relation to scripture and how it affects their lives and the action
they take in real life.
# We have learnt that Gods plan is for us to live in harmony together,
helping one another so that we can all live safely and happily together.
# Our fundraising activities have raised money for Caritas so that they can
help the less fortunate in our world.
# Our Fundraising activities have raised an awareness in our school of the
plight of others living in poverty.

Brainstorm Ideas for Learning Experiences

Linking to other curriculum areas

3M Prep
3A Year 1 and Year
3R Year 4
3Y Year 5
3P Year 6

5 teachers/ 5 classes/ 5 Activities on a rotational basis

# Religion - Scripture reading and discussion
# Religion Talk and visuals on East Timor [teacher visited and worked there]
# English How to design a poster to showcase your fundraising activity
# Science Looking at clean and dirty water need for clean water for all
# Communication How to brain storm ideas for fundraising activities .. what works /
what doesnt / why?