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Religion Planning

YEAR 3

School Holy Spirit

2016
Duration 7 weeks

Fertile Question / Topic


Why is the story of Jesus important for us in 2016? Why did Jesus challenge his world with teaching such as the Beatitudes? What is the link
between the Decalogue and Beatitudes?

Class Context Who are my learners?

Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths
practising/non-practising
Students with Disabilities [e.g. ASD ADHD
-abstract concepts may need further
unpacking visuals etc]
Adjustments for Learners
Differentiated learning

19 Catholic 1 Hindu 2 No religion 1 Lutheran 1 Presbyterian & Reformed


Adjustments Thomas breaks
Henry & Charlie break tasks down into smaller steps limit writing
iPads to listen to scripture
School officer to support individual needs as they arise
Use visual cues to support learning maps, scripture recorded
Highlighters used when reading scripture
Learning intentions and Success criteria shared at the start of the unit with tasks listed

Learning Context - Significant Days and Celebrations

What events/demands/celebrations are timetabled in


the school for the duration of the unit?
Religious Life of the School: Liturgies; Assembly
Prayer; Feast days; Retreat Days; Social Justice
Outreach etc
Check Ways to Pray Calendar for significant dates in
Liturgical Calendar
Plan to integrate these things into learning, not add
on top.

Whole School Sacred Time 12pm daily


ANZAC Day Sandakan POW Friends Assoc. School Choir and students at New
Farm Park
Under 8s Day celebration 60th celebration
May Month of Mary
Pentecost School Feast Day- 15th May School Celebration 16th May
Mothers Day Liturgy
Orange Sky Laundry Day 23rd June
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Year Level Description YEAR 3


The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should
be 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 form 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 and Eucharist) for the
Church community. They investigate prayers of thanksgiving and prayers of praise, to facilitate an appreciation of the significance of these
forms of prayer for Christians.
Achievement Standard YEAR 3
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 the 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 and 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.

Content Descriptions
Cluster strands and sub-strands that make connections with the Unit topic.

Sacred Texts: Old Testament * New Testament* Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding
OLD TESTAMENT [STOT6]

Skills

NEW TESTAMENT [STNT7, STNT8]


A knowledge of the cultural contexts of the Gospel assists the
reader to better understand the life and teaching of Jesus

Begin to analyse gospel stories by drawing on a growing


knowledge of the context in which the story was written in order to
communicate thinking and understandings about the life and
teaching of Jesus.

CHRISTIAN SPIRITUAL WRITINGS AND WISDOM [STCW4]

Beliefs: Trinity * Human Existence * World Religions


Religious Knowledge and Deep Understanding
TRINITY [BETR5]

Skills

HUMAN EXISTENCE [BEHE3]

WORLD RELIGIONS [BEWR4]


3

Church : Liturgy and Sacraments * People of God * Church History


Religious Knowledge and Deep Understanding
LITURGY AND SACRAMENTS [CHLS4]
PEOPLE OF GOD [CHPG4]

Skills

CHURCH HISTORY [CHCH2]


Each parish is an important part of a diocese. An understanding of
the history of a parish assists in exploring the history of the diocese
to which it belongs. Part of this history is the story of the
collaboration of the clergy, religious and laity so that people can
hear the Gospel and know Jesus

Identify and sequence people and events of historical significance


in the story of a parish and diocese.

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

Skills

Identify the audience and purpose of the Decalogue, the


Beatitudes and the fruits of the Spirit.
Identify the connection between the Decalogue and Jesus
teaching of the Beatitudes.
Draw connections between these foundations for moral
living in the Scriptures and personal experience
Make connections between the concern for the poor and

MORAL FORMATION [CLMF6]


The Scripture provide a foundation for moral living,
specifically the Decalogue, Beatitudes and the fruits of the
spirit. The Decalogue (Ten Commandments) is a guide for
making moral decisions and needs to be applied to daily life.
MISSION AND JUSTICE [CLMJ4]
4

Jesus great commandment requires Christians to respect


basic human rights and acknowledge responsibilities.
Concern for the poor and disadvantaged is a key message in
Scripture and Church teaching.

disadvantaged, found in Scripture and Church teaching,


and the responsibility of Christians.

PRAYER AND SPIRITULAITY [CLPS8, CLPS9]

Learning Intentions
By the end these learning experiences, students
Know that the Decalogue is a guide for making moral decisions
Understand that Jesus teaching in the Beatitudes provides a basis for Christian morality.
Be able to identify the audience and purpose of the Beatitudes
Be able to draw connections between scriptural foundations for moral living and personal experience

Success Criteria

Assessment

Achievement Standard Assessed


They describe significant people, events and features of a parish and diocese, past and present, including the collaboration of
clergy, religious and laity. 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 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 the texts to discuss ideas about the life and teaching of
Jesus.
Success Criteria
Assessment Background
Consider a range of assessment methods informal and formal assessments
during a unit

How will we know if students have achieved the desired results and met the standard?
What will we accept as evidence of student knowledge, understanding and skills?

Explain what is meant by the word Decalogue

Focused analysis: teachers examining in detail student


5

Describe the connection between the Decalogue and the


Beatitudes
Identify who the author was writing for when the Beatitudes
were written and suggest reasons why the author may have
written this text
Provide some examples of how the Decalogue, Beatitudes and
the fruits of the Spirit could help a person know how to live.
Write a Beatitudes for Kids

Mandated Scriptural Texts


Appendix B

responses to tasks or activities.


Teacher observation: observing students and monitoring their
progress as they work.
Think Pair Share Venn Diagram Message Board
Annotated Work samples
Group discussion

EXPLICIT TEACHING ABOUT PRAYER


Appendix A

The Beatitudes - Matthew 5:3-11, Luke 6:20-26


Jesus' Mission - Luke 7:18-23
The Ten Commandments - Exodus 20:1-17, Deuteronomy 5:1-21
Who do you say that I am? - Matthew 16:13-20
Jesus before the High Priest - Matthew 26:57-68, Luke 23:1-5
Messages of concern for the poor and disadvantaged Deuteronomy 15:11, Isaiah 58:6-7

CURRICULUM Connections
What connections can be made with other Curriculum areas (eg History, Geography, English)?

Geography, History Local church, timelines


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 spiritualties

Asia and Australias engagement with Asia in


a multi-faith context

Sustainability and ecological stewardship.

Recommended Resources
Resources

Together at One Altar;


ResourceLink
Caritas
Judaism
Ways to Pray

Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
Prayer Chart
Learning Bytes
Melbourne RESource,

TEACHING AND LEARNING SEQUENCE

Tuning In
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
How is this relevant
to me?

Finding Out
Identify possible sources of
information
Identify skills necessary for
the investigation.
How did it happen?
Who was there and what
were the facts?

Sorting Out
What do we want to find out?
How can we do this best?

Communicating

Reflecting and Evaluating

Extend and challenge


So what have I learnt?
students understandings
If I know this, how can I connect it
How will we gather the
Offer more information
with my world?
information?

Is
there
something
else
I
Does what I knew before still
need to deepen my
apply?
knowledge understandings?
Does my first idea still make
What difference does this
sense?
make to me?

Communi
cating

Sorting
Out

Finding
Tuning in
Out

Teaching and Learning Sequence


Focus/QuestionWhy is the story of Jesus important for us today? Why did Jesus
challenge his world with teaching such as the Beatitudes?
Brainstorm with students what they think the school motto To know what
is right. means for themselves, the class and the school. Discuss how
the motto reminds us to follow Jesus and walk in the way of love.
Discuss
the class
how we can
in 2016?
Whatfollowed?
are some
Pose thewith
question
to students:
Whatwalk
are in
thelove
rules
that Jesus
Introduce students to the fertile question How did Jesus challenge the
world?
Explore where
Jesus
would
living
with others/ such
Students
view and
listen
to ahave
songlearnt
aboutabout
the Ten
Commandments
as Ten Commandments or The Ten Commandments - A Song for
Shavuot.
engagetheir
in literacy
activities
Retrieval
Chart
the
Students create
own version
of the
Decalogue
for around
the class/school
and present at assembly Week 6.
8

Resources
Adjustments for Learners

School Motto Class Vision statement


Decalogue and Beatitudes copy per child
Cards
Teacher background Decalogue
http://lb3heroesofthepast.weebly.com/teacherTeacher background Decalogue
http://lb3heroesofthepast.weebly.com/teacherbackground.html
Use
various modes for creating their Decalogue
adjustments made for needs of students e.g. use
of iPad, computer, visual representation

cating Communiout Sortingout Finding Tuning in

Resources
Adjustments for Learners

Discuss how Jesus uses the messages and ideas that were around the
time, such as Decalogue, and interpreted/gave more information for his
followers
Review
initial brainstorm
of howtext
Jesus
teachings
that mayhave
Introducethestudents
to an important
in the
New Testament
The
Beatitudes which people today see as a guide to living a good life
Review what students know about the Beatitudes e.g. connection to All
World
the text
Saints of
mass
Gospel reading
Compare the Beatitudes in the Gospels of Matthew and Luke and
highlight the different words are used e.g. Blessed are they Happy are
they/those. Compare and contrast
Create a visual or written response to show how Jesus challenged

out Finding Tuning in

Core Content Area Two


Focus/Question How did Jesus message challenge his world?

Review the Beatitudes and discuss the World in front of the text Why is
this message of the Beatitudes important today? Who are the people who
are marginalised in our world?
Discuss
with students
whoMissions,
are the people
that live the
Beatitudes
Explore Caritas,
Catholic
OSL resources
e.g.,
websitetoday.

others in his world e.g. draw a picture and talk about the connections
they have made, role play or hot seat the character of Jesus
Core Content Area Three
Focus/Question How can Jesus message challenge my world?

Learning Byte Clues from the past


(Core Content 1: power points, half way down the
page)
http://lb2cluesfromthepast.weebly.com/jesus-timeTeacher
background
http://www.examiner.com/article/comparing-twosets-of-beatitudes
Text/Context Model to identify key words use to
complete Venn Diagram
Drama teacher include as part of drama this
term
Resources
Adjustments for Learners
http://www.youtube.com/watch?v=O9ek5YQmBmk
(8.08mins)
http://www.caritas.org.au/

OSL Day wear a splash of orange

Record key information about what Caritas, Catholic Missions, SVDP and
OSL resources do to live the message of the Beatitudes in the world today Create a visual from photos of these enacted in
our community.
local and global
9

and Reflecting
cating Communiout Sorting

Explore different ways that people share the Beatitudes today e.g. Rina
Wintour Just Imagine plays, childrens Beatitudes
Create their own version of the Beatitudes from Matthews or Lukes
Students
in small
groups to
promote
ways of
livingthe
a good
life in the
Gospel bywork
writing
a Beatitudes
Rap
and sharing
it with
younger
school visit each class and share their visual display of the Beatitudes in
action. Share their knowledge of the scripture Matthew and Luke.
Share your learnings with your classmates and peers and reflect on the
choices made
Reflect on planning mode of sharing what worked well and what would

10

CD: Make me a song by Peter Kearney


(Beatitudes song)
http://www.youtube.com/watch?v=TXhYqD0POkM
Live the Gospel
James
Maher
, Go
Make A
Materials
needed to
complete
task
visual
posters, paint etc.
Reflection page