Religion Planning Year 6/7 2014

School: Our Lady of Lourdes Duration: 10 weeks

Fertile Question / Topic
How does Mary MacKillops work influence our understanding of Catholic Social Teachings?
Class Context Differentiated learning
WHO ARE MY LEARNERS? Write a short blurb about specific needs of student learning and Religious Background information
Class Needs
Adjustments for Learners
Intellectual Impairment 1 student, ASD 4 students, Turrets 1 student, Speech and Language 1 student, Learning Difficulties - 8 students
2 Anglican, 1 Baptist, 55 Catholic, 2 Eastern Orthodox, 1 Hinduism, 5 No Religion, 1 Other Christian, 1 Uniting, 1 Oriental Orthodox


Learning Context - Significant Days and Celebrations
Plan to integrate these things into learning, not add on top.
Mary Mackillop Feast Day 8 August, Feast of the Assumption 15 August (Assembly), Catholic Education Week,
Grandparents Day, Fete, Fathers Day,




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 7, students learn about the beliefs, values and practices of Christian communities, past and present, including early Church
communities (c.6 BCE - c. 650CE), communities of religious men and women and Australian Catholic Church communities.
They explore cultural and historical influences on these communities and change and continuity over time.
They learn about the common beginnings of faith shared by the monotheistic religions (Christianity, Judaism and Islam) through
the stories of patriarchs, Moses and the prophets.
They explore ways in which communities of believers, past and present, express their understanding of God and Gods relationship
with human persons. In particular, they develop their understanding of the Apostles Creed, Nicene Creed and the Decalogue.
Students explore contextual information about sacred texts, using a range of Biblical tools, to gain a deeper awareness of these
texts and how they influence communities of believers.
They examine Church teaching and basic principles of Christian morality that influence the way Christians live out their faith,
individually and communally.
Students examine ways in which believers nurture their spiritual life through prayer, ritual, the sacraments and sacred texts.
They develop their understanding of prayer in the Christian tradition through an exploration of Lectio Divina and Ignatian
Meditation.
They investigate the relationship between the Sacraments of the Church, the life and ministry of Jesus, and the faith journey and
life experiences of believers.

Achievement Standard
By the end of Year 7, students recognise that sacred texts reflect the audience, purpose and context of their human authors.
They explain how sacred texts influence the life of believers.
They explain the significance of Church teaching and basic principles of Christian morality for the way believers live out their faith,
personally and communally. Catholic Social teaching Mary MacKillop teaching and her response to the Catholic Social teaching
Students investigate the beginnings of the Christian faith (c.6 BCE c. 650 CE) and explain the role of key people and events in its
development.
They explain some ways in which Christianity shares common beginnings of faith with the other monotheistic religions (Judaism
and Islam).
They describe some ways in which the faith of believers is expressed, professed and lived out in different communities, past and
present.
They suggest reasons for change and continuity in the life of Church and religious communities over time and place.
They explain the significance of prayer, ritual, sacraments and sacred texts for the faith journey of believers, personally and
communally.
They participate respectfully in a variety of prayer experiences, including formal prayers such as the Hail Mary and Our Father;
meditative prayer including Lectio Divina and Ignatian Meditation; and meditative prayer practices including silence and stillness,
and praying with icons and images.

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
Mandated Scriptural Texts
Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills
CHRISTIAN SPIRITUAL WRITINGS
& WISDOM
The writings and key messages of
the founders of religious orders
Analyse and explain how the way
of life of religious communities
has been influenced by the
writings and key messages of the

influence the way of life of
religious communities (e.g. prayer
life, apostolate, dress, spiritual
practices, beliefs, symbols, daily
life).
founders.


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

MORAL FORMATION
Moral choice involves both
discernment and judgement and
acting according to that judgment.
Doing good and avoiding evil is
the basic principle of acting
according to a properly formed
conscience.

Examine sources (e.g. Church
teaching, Word of God,
contemporary media, human
wisdom) to explain the basic
principle of acting according to
a properly formed conscience.

MISSION AND JUSTICE
Concern for the good of the
community is a basic principle of
Christian morality. According to
Church teaching, personal gifts
are meant to be at the service of
Analyse the Churchs teaching
about the common good.

Investigate and present a
variety of ways of protecting
and promoting the common
good.
others and of the common good.
The good of the community can
be protected and promoted in a
variety of ways.

Explore ways of serving the
common good using personal
gifts and talents.

PRAYER AND SPIRITUALITY
Meditative prayer uses silence
and stillness to assist believers to
listen and talk to God. Believers
use a range of practices (including
silence and stillness, and praying
with icons and images)
Participate respectfully in
meditative prayer, including
praying with scripture.

Identify and use practices that
assist in preparing for and
engaging in meditative prayer,
including silence and stillness
and praying with icons and
images.

Learning Intentions
Learning Intention
By the end these learning experiences, students
Student look at the Catholic Social Teaching and identify ways in which Mary MacKillop put these teachings into
actions;
Students examine ways that Mary MacKillop expressed her faith through her writings;
Students select identified quotes of Mary MacKillop and use these to create a personal prayer which relates to
social justice teachings.



Success Criteria
Success Criteria
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?
Students will identify Mary MacKillops response to the needs of others and link these to Catholic Social teachings;
Students interpret a selection of Mary MacKillops writings and quotes;
Students identify a key message or word within a quote from Mary MacKillop and use this to create a personal
prayer focussing on social justice.



Assessment
Assessment Background
Students will identify in a variety of sources (such as stories about Mary and timelines) how Mary MacKillop
responded to the needs of others to be completed through a retrieval chart;
Students identify a way in which they help others and create a quote about this;
Students create a personal prayer based on a selected key message or word from the writings and quotes of Mary
MacKillop.

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

Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Ethos and Charism: The ethos and charism of the
school express the assumptions, beliefs and values that
the Catholic community shares. They are reflected in
what is done, how it is done and who is doing it.
Authentic Christian Community: An authentic school
community supports the dignity of each person,
practises Christian hospitality and proclaims its values
through word and action.
Social Action and Justice
Reflection on action for Justice: Reflection on action
for justice requires critical reflection and prayerful
discernment based upon the scriptures and Catholic
social teaching.
Evangelisation and Faith Formation
Witness to the wider community: Witness to the wider
community calls Christians to give witness to the
beliefs and values of the Catholic Christian tradition
and proclaim the Good News of Jesus Christ.
Prayer and Worship
Christian Prayer: Prayer, as the raising of the mind and
heart to God or the requesting of good things from
God, contributes to the faith growth of individuals and
the building of Christian community.
Schools draw on the richness of the
Catholic tradition, the wider Christian
tradition and their own particular
charism to nurture the prayer life of
the school.
Literacy
Comprehending texts through listening, reading
and viewing
Composing texts through speaking, writing and
creating

Numeracy

Information and communication technology
(ICT) capability
Investigating with ICT

Critical and creative thinking

Personal and social capability
Self-awareness and social awareness

Ethical understanding
Exploring values, rights and responsibilities

Intercultural understanding.

Aboriginal and Torres Strait Islander histories
and cultures
Asia and Australias engagement with Asia
Sustainability.









Recommended Resources
Resources
Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
Prayer Chart
Learning Bytes
Melbourne RESource,
Together at One Altar;
ResourceLink
Caritas
Judaism
Ways to Pray
Swiggs, T, Kowalczuk, J & Jacquier, M. (1995) Mary MacKillop: A Resource Book. Sisters of St Jospeh Timeline, pg 70
Cavanagh, M (2010) Mary MacKillop: A Window of Hope, Wilkinson Publishing Pty Ltd
OSullivan, C & Muir, L (2007) The Gift of Mary MacKillop, John Garrett Publishing Timeline pg 4 / 5 + Quotes
throughout
Kane, L & Kane, S (2009) The Little Brown Book: Mary MacKillops Spirituality in our everyday lives, St Pauls
Publications
Murphy, S (2013) Meet Mary MacKillop, Random House Australia

Daily Reflections + From the Pen of Mary
http://www.marymackillop.org.au/prayer/dsp-default.cfm?loadref=181

Daily Reflections + From the Pen of Mary
http://www.marymackillop.org.au/prayer/dsp-default.cfm?loadref=181

QUOTE CARDS: Mary MacKillop: An Australian Saint for All (2008) ResourceLink
Sisters of St Joseph (2010) Never See a Need Without Doing Something About It: Inspirational stories from the life of Mary MacKillop St Pauls
Publications.

Sisters of St Josephs
http://www.sosj.org.au/

St Mary MacKillop Website:
http://www.marymackillop.org.au/

VIDEO: Mary MacKillop: Soul of the sunburnt country (2010) ResourceLink

BTN News Article: http://www.abc.net.au/btn/story/s2646754.htm

Caritas:
http://www.caritas.org.au/

Learning Experiences - Select a relevant Inquiry Process
Explore Elaborations

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 x,y,z.
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?
How will we gather the
information?
Does what I knew before still
apply?
Does my first idea still make
sense?
Communicating


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?


Teaching and Learning Sequence
Focus/Question
Student look at the Catholic Social Teaching and
identify ways in which Mary MacKillop put these
teachings into actions.

Adjustments for Learners Resources
1

Tuning In:
Who is Mary MacKillop what do students know?
Finding Out:
Students will investigate and revise the life of Mary
MacKillop
Students will investigate the work of Mary MacKillop
KWL Chart
PowerPoint Blendspace
2

Finding Out:
Students will investigate and revise the life of Mary
MacKillop
Students will investigate the work of Mary MacKillop
PowerPoint Blendspace
3

Finding Out:
Students will investigate and revise the life of Mary
MacKillop
Students will investigate the work of Mary MacKillop
VIDEO: Mary MacKillop: Soul of the
sunburnt country (2010)
ResourceLink

Retrival Chart 6 Thinking Hats

4

Finding Out:
What is Catholic Social teaching students brainstorm
ideas
Sorting Out:
Students engage with the activities from the CARITAS
BTN News Article:
http://www.abc.net.au/btn/story/s2
646754.htm

Caritas:

website
Cartoon See, Think, Wonder
Videos Preferential option for the poor table

http://www.caritas.org.au/
5

Sorting Out:
Using information gathered, create a timeline of her work
(specific to her actions and responses to social justice)

Sisters of St Josephs
http://www.sosj.org.au/

St Mary MacKillop Website:
http://www.marymackillop.org.au/
6

Communicating:
Students will identify in a variety of sources (such as stories
about Mary and timelines) how Mary MacKillop
responded to the needs of others to be completed through
a retrieval chart;

Retrieval chart - Assessment
7 Reflecting and Evaluating:
Students identify what they have learnt how has my life
changed through identifying Mary MacKillops actions?

KWL chart - Assessment

Teaching and Learning Sequence
Focus/Question
Students examine ways that Mary MacKillop expressed her faith
through her writings.

Students select identified quotes of Mary MacKillop and use
these to create a personal prayer which relates to social
justice teachings.
Adjustments for
Learners
Resources
7 Tuning In: (English) Daily Reflections + From the Pen of

Whats a saying? What is a quote? (Talk about jingles /
sayings that maybe seen on TV e.g. Nike: Just do it and
idioms)
What does literal mean? Do we see these in sayings?
Finding Out:
Students explore a range of resource which identify
writings and quotes from Mary MacKillop
As a whole class, deconstruct a quote from Mary MacKillop
Mary
http://www.marymackillop.org.au/pra
yer/dsp-default.cfm?loadref=181

QUOTE CARDS: Mary MacKillop: An
Australian Saint for All (2008)
ResourceLink
8

Sorting Out:
Match the meaning Students given a variety of quotes
and their meanings and match them up in small groups /
pairs or individual
Students deconstruct a writing or quote from Mary
MacKillop
Communicating:
Students identify a way in which they help others and
create a quote about this (Assessment)
Modern translation chart
Poster - Assessment
9

Reflecting and Evaluating:
Students share their quotes with others and deconstruct
them.
Tuning In: (English)
What is the difference between a prayer and a quote?
Brainstorm.
Finding Out:
Look at prayers written for Mary MacKillop by kids
(http://www.marymackillop.org.au/_uploads/rsfil/000474
_dcba.pdf)
Identify the social teachings within the prayers
Sorting Out:
Students find a quote which they connect to and can use as
Daily Reflections + From the Pen of
Mary
http://www.marymackillop.org.au/pra
yer/dsp-default.cfm?loadref=181

Comparison page
a basis for a prayer
10

Communicating:
Students create a personal prayer based on a selected key
message or word from the writings and quotes of Mary
MacKillop.

Reflecting and Evaluating:
Students share their prayers within class prayer sessions.
Prayer mindmap


Post Unit Evaluation
Thoughts about the unit
e.g suitability of activities, assessment tasks


Evaluation of Resources- additional resources


Considerations for next time