Religion Planning Year 4 Term 3, 2015

School: Ambrose Treacy College Duration 10 weeks

Fertile Question
What does it mean to be community?




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
The Religion Curriculum 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 4, students develop their understanding of Gods Word in Scripture as they use the Bibles referencing system to locate books, people, places and
things in the Bible and engage with a variety of books and text types in the Old Testament and New Testament. They listen to, read, view and interpret
Scriptural passages that express God as Father, as Son and as Holy Spirit, to learn about the Christian belief that God, as Trinity, is relational in nature.
Students begin to appreciate the significance of community for Christians: of living in loving relationship with God, others and all of creation. They develop
their understanding of community through an exploration of different texts, including the Decalogue and the writings of St Paul, and the experiences of
different communities, including Jewish communities in first century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and
contemporary parishes and dioceses. They examine how free choices result in actions that affect the individual and their community. They broaden their
understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing, including Anointing of the
Sick and Penance. They examine prayers of blessing, petition and intercession to facilitate an appreciation of the significance of these forms of prayer for
Christian communities.
Achievement Standard
By the end of 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They identify a variety of books and text
types in the Old Testament and New Testament and explain how a reader uses this knowledge to better understand Gods Word. They recognise the
Christian belief that God, as Trinity, is relational in nature by identifying and explaining some Scriptural passages that express God as Father, Son and Holy
Spirit.
Students explain the significance of community for Christians. They connect ideas about living in community from different texts (including the Decalogue
and the wisdom of St Paul) and from the experiences of different communities (including Jewish communities in first century Palestine, early Church
communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church communities). They explain how free choices result in actions that affect the
individual and their community. They describe practices and characteristics of contemporary parishes and dioceses (including celebration of the Sacraments
of Anointing of the Sick and Penance) and explain how these are modelled on the mission and ministry of Jesus. They use an appropriate structure to create
prayers of blessing, petition and intercession, and demonstrate understanding of the significance of these forms of prayer for Christian communities. They
participate respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession.

Class Context for Learning Differentiated learning
Class Needs: Year 4 at NJC is the intake Year Level and the students come from a varied Christian background from both faith and state schools. There needs
to be significant work around the 3 Worlds of the Text and basic Catholic concepts (e.g. the story of Jesus, basic scripture outline and geographical
awareness).
Individualised Learning Needs: There are a number of students with ASD who will need modified lessons for some of the content. This will be completed on a
class basis related to 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
Connect ideas about living in community from different texts
Analyse a scripture text to explain how the features of the text affect an understanding of the message (three worlds of the text)
Develop an understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing
Describe practices and characteristics of contemporary parishes and dioceses


Success Criteria
Success Criteria
Students connect ideas from the Decalogue and letters of St Paul to their own understanding of community
Students present information on the three worlds of the text using the story of Jesus heals the blind man
Students explain how the Sacraments of Anointing of the Sick and Penance are modelled on the mission and ministry of Jesus
Students describe how the Sacraments of Anointing of the Sick and Penance continue the healing ministry of Jesus in their local parish and diocese


Assessment
Unit Assessment
In pairs students prepare a 3 minute video answering the following questions:

1. What is the meaning of the term Community?
2. How do the Sacraments of The Catholic Church continue Jesus message of Community in the Church today?
3. How can they become valuable contributors to their Community?


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
NEW TESTAMENT
Understanding Gods Word is aided by
an awareness of the books and text
types of the New Testament. There
are a variety of text types in the New
Testament, each with particular
textual features.
STNT9



The Bibles referencing system is
structured according to book, chapter
and verse. The contents and index of
the Bible assist the reader to locate
books, people, places and things.
STNT11


Identify typical stages and language
features of various types of text in
the New Testament (e.g. narratives,
letters, parables, miracle stories).

Explain how knowledge of the typical
stages and language features of a
New Testament text affects a
readers understanding of its
message.


Identify some features of text
organisation (namely book, chapter,
verse, Table of Contents, Index,
headings and subheadings) used to
order and present information in the
Bible.

Use some features of text
organisation to locate books, people,
places and things in the Bible.


Human Existence

Christians believe that as God is
relational in nature, so too people
become fully human through the
experience of community.
BEHE4









Communicate an understanding of
the concept of community.

Explain how living in community
helps people reach their full
potential.


Christian Spiritual Writings and
Wisdom

The wisdom of St Paul helps people
understand about living in
community.
STCW5








Identify some wise words from St
Paul that help people understand
about living in community.

Make connections between the
wisdom of St Paul about living in
community and personal experiences
(e.g. classroom, school, family,
parish).

Church
Liturgy and Sacraments
People of God
Church History

Christian Life
Moral Formation
Mission and Justice
Prayer and Spirituality
Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills
Liturgy and Sacraments

Sacraments accompany the life
journey of each believer. Through the
Sacraments, God offers believers gifts
of new life, healing and forgiveness,
and nourishes and strengthens their
faith by promising fulfilment of their
deepest hopes and longings.

CHLS5



Describe connections between the
life journey of each believer and the
Sacraments of the Church.

Identify words, actions and symbols
used in the Sacrament of Anointing of
the Sick to communicate Gods
healing of body and spirit (e.g.
Scripture, laying on of hands, blessing
with oil, prayer of thanks, sprinkling








with holy water, Lords Prayer,
presence of the priest).

Make connections between Jesus
healing ministry, including giving sight
to a blind man at Jericho (Mark
10:46-52 // Luke 18:35-43), and the
Churchs healing ministry in the
Sacrament of Anointing of the Sick.


Identify words, actions and symbols
used in the Sacrament of Penance to
communicate Gods love and
forgiveness (e.g. prayer, reading from
Scripture, confession of sin, sign of
the cross, presence of the priest,
words of absolution).

Explain how the Sacrament of
Penance calls believers to conversion
and forgiveness of others (e.g.
through words of Scripture, spiritual
readings, the imposition of penance).

People of God

The practices of each Church
community (including the parish and
diocese) are modelled on the mission
and ministry of Jesus. A variety of
characteristics mark local Church
communities, including: prayer and
worship (Acts 2:42); proclaiming the
Good News (Romans 10:14); building


Make connections between the
practices of Church communities and
the mission and ministry of Jesus.

Describe (using examples) the variety
of characteristics that mark local
Church communities.


peaceful relationships (Romans
14:19); caring for the marginalised (1
Corinthians 12:26a); rejoicing in the
achievements of one another (1
Corinthians 12:26b); seeking and
offering forgiveness (Ephesians 4:32);
supporting and encouraging one
another (1 Thessalonians 5:11) and
welcoming and creating a sense of
belonging.
CHPG5





Scriptural Texts
Core texts
Giving Sight to a Blind Man at Jericho
Mark 10:46-52, Luke 18:35-43

Act of the Apostles
Acts 2:42-47

Letters of St Paul
Romans 10:14 & Romans 14:19, 1 Corinthians 12:26, Ephesians 4:32 and 1 Thessalonians 5:11

Supplementary texts
Cleansing a Leper
Mark 1:40-45, Luke 5:12-16

Ten Lepers
Luke 17:11-18

Acts of the Apostles
Acts 4:32-37

Letters of St Paul
Colossians 3: 12-17, Philippians 2: 2- 5; Romans 8: 28-29 & Galatians 5: 25-26

Learning Experiences
Core Content Area One
Focus/Question What is community?
Resources
Teacher Background
LAUNCH



Introduce the focus question to students What does it mean
to be community?

Brainstorm with students what does community look like, feel
like, sound like (e.g. using a Y chart or create a visual word wall)
and discuss what does not being in community look like, sound
like, feel like.

Pose the question to students How can we explain what
community is? (e.g. if we were telling someone new to the
school, or telling a younger student).

Students work together to create a class definition of what
community is. Display the class definition to add more
information to throughout the unit of work.

Compare the class definition to Community links (e.g. Are
there different words because we are a Catholic school and
part of the Catholic community?).

Students break into groups and investigate how the idea of
community is seen in the school e.g. school badge, school
prayer, images in classrooms and around the school. Students
take photos of what they see and add them to the word wall.



What is Community links:
http://vimeo.com/35972462 (Christian link)

https://www.youtube.com/watch?v=5tcix328XmU
(Kids Discussion)



ACCESS



Ask students what they know about the story of the Church
after the death and resurrection of Jesus e.g
- Who kept the message of Jesus going in the world at the time?
- What did the disciples do after Jesus had left them?
- What happened at Pentecost? (the apostles were able to
connect with people from all different communities)
Students will require mini explanation about Pentecost (possible link to
Morning Prayer Scripture Reading)
- How did the disciples create their own community?

As a whole class students explore scripture from the Act of the
Apostles Acts 2:42-47 and Acts 4:32-37 (when in Bible Gateway click
on Add parallel to see the scripture text in the Contemporary
English version which is used in the Childrens lectionary).

In pairs or small groups students complete literacy activities
based on the texts = key words, What do the disciples do?
Where do they go? What is the message of the scripture
passage?

Students will require mini explanation about
Pentecost (possible link to Morning Prayer Scripture
Reading)


DEVELOP




Focused teaching and learning: the life of St Paul/Saul (DVDs
from Resource Link, websites, suitcase resource) Who was St
Paul? When did he live? What did he do? Why did he write
letters? Who were St Pauls letters written for?(St Pauls letters
respond to issues that were happening in the small
communities that were building up around the diaspora, such
as Corinth, Philippi, Antioch).

Students can access information from websites (see resources
and from Resource Link e.g.
Who was Paul?
http://www.resourcemelb.catholic.edu.au/object.cf
m?o=193

Pauls journeys
http://www.youtube.com/watch?v=Hy4K1pP408Y

Journeys of Paul
http://www.youtube.com/watch?v=C42WAWs13G
g

Bio of St Paul
- Text messages from St Paul the apostle (poster kit)
- A letter for me from St Paul the apostle (poster kit)
- Adventures of the apostle Paul (DVD)
- Pauls travels (book)
- Postcards from Paul (book)
- Saul of Tarsus (DVD)

Students break into expert groups and explore the Letters of St
Paul such as: Colossians 3: 12-17, 20; Philippians 2: 2- 5; and
Romans 8: 28-29, Galatians 5: 25-26
Use the scripture from Corinthians for morning prayer time

As a whole class discuss what St Pauls message about living in
community was. Discuss reasons why he may have had to say
those words about living in community (What might have been
happening in the community that Paul was responding to?)





http://www.youtube.com/watch?v=Ncz2b7DjqHI

Journeys and Maps
http://bibleatlas.org/isv/paul.htm

Journeys of Paul interactive tour
http://www2.luthersem.edu/ckoester/Paul/Main.h
tm

http://www.holyspiritinteractive.net/kids/saints/01
25.asp

Pauls Congregations
http://www.pbs.org/wgbh/pages/frontline/shows/r
eligion/first/congregations.html

St Pauls letters youtube clip (for lower
level/younger students or those who need support)
http://www.youtube.com/watch?v=s1mBdzjMEDk

DEMONSTRATE



Students add a visual image and/or word to the community
definition to reflect what St Paul and the early disciples said
about community.

Students rewrite the earlier class definition to reflect the world
of St Paul and the early Church followers and explain why they
have made particular choices in their rewrite.




REFLECTING



View the prayer reflection on St Paul from the Melbourne CEO
website and use the prayer service underneath the clip in class
prayer time to reflect on the life and message of St Paul.


Core Content Area Two
Focus/Question What did Jesus teach about living in community?
Resources
Teacher Background
LAUNCH

Pose the question to students Was the idea of community
that St Paul talked about the same as what Jesus taught about
living in community? Why or why not?

Discuss with students where they might find information
about what Jesus taught or said about living in community e.g.
parables, stories, teachings in the New Testament.


ACCESS

Discuss with students how the miracle or healing stories they
have heard about Jesus (e.g. healing the blind men, healing
the crippled woman) were about bringing people back to a
community of love.

Introduce students to two new scripture stories: blind man
(Mark 10:46-52, Luke 18:35-43) and healing the leper (Cleansing a
Leper Mark 1:40-45, Luke 5:12-16 and Ten Lepers Luke 17:11-18).

Explore an online resource about the miracles of Jesus such as
RE:Quest Jesus Miracles.


Teachers will need some time to understand the
following Learning Bytes. (Weekly Meeting)

Teacher background Textual features of healing
miracles

Year 2 Learning Byte Clues from the Past Core
Content One; The land in the time of Jesus


Discuss with students how these healing or miracle stories
show how Jesus taught about building a community of love.

Explore the world of the text with students and discuss the
features of the healing miracles in the New Testament (see
teacher background on healing miracles).

Introduce the world behind the text to students.

DEVELOP


Students engage in literacy activities around the stories of
giving sight to the blind man (Mark 10:46-52, Luke 18:35-43) and
healing the leper (Cleansing a Leper Mark 1:40-45, Luke 5:12-16 and
Ten Lepers Luke 17:11-18).


*Link with current Literacy genre.
DEMONSTRATE





Students complete a concept map to the show their
understanding of the three worlds of the text for the story of
Jesus healing the blind man and/or the healing of the leper/s.
The concept map should include the following elements:

- World of the text e.g. What happens in the story? What
textual features of a healing miracle do you see in the story?
What are the characters and places in the story?

- World behind the text e.g. How did people understand
healing and medicine in the world of Jesus? What were some
rituals and customs that took place around healing and purity?

What did people believe about touch and healing?

- World in front of the text e.g. What might the message have
been for people of the time? What could the message be for
us today?


Core Content Area Three
Focus/Question How do the Sacraments of the Church continue Jesus message of
community today?
Resources
Teacher Background

LAUNCH







Review with students the 7 Sacraments of the Catholic Church
and the way the Sacraments are grouped together e.g.
Sacraments of Initiation (Baptism, Confirmation and
Communion), Sacraments of Healing (Reconciliation and
Anointing the Sick), and Sacraments of Commitment (Marriage
and Holy Orders).

Discuss with students how the Sacraments are the times when
the Church community come together to celebrate Gods
presence in the world and to mark significant times in the faith
journey of believers. Remind students that Sacraments reflect
key stories in the life of Jesus and continue the ministry of Jesus
in the life of the community (e.g. Eucharist/Last Supper,
Confirmation/Pentecost, Anointing of the Sick/Jesus healing
ministry)

Brainstorm what students remember about the Sacrament of
Penance or Reconciliation (refer to the Year 2 Religion
Curriculum) using focus questions such as What are the sights,

**There a number of students who have not
received Sacraments. This will need to be a mini-
unit that explores all the Sacraments from Birth to
Marriage. There are also a number who have
received the Sacraments but have little knowledge
of their purpose. Use the following links to extend
and initiate knowledge of the concept.

Sacramental links:
https://www.youtube.com/watch?v=qmfSwi3ZKH4
(The Seven Sacraments 2:38)

http://wn.com/sacraments_of_the_catholic_church
(The Seven Sacraments of the Catholic Church
6:30)

http://education-portal.com/academy/lesson/the-
seven-sacraments-of-the-roman-catholic-
church.html#lesson (The Seven Sacraments of the
Roman Catholic Church 6:19) *Will need to sign up
for a trial but very informative and engaging.

sounds and actions of the Sacrament of Penance?

Identify with the students what the gaps in their knowledge
might be and discuss ways of researching the information.

Repeat the same process for the Sacrament of Anointing of the
Sick and record focus areas for research.




ACCESS




Divide the class into two large groups to research the Sacraments
of Penance and Anointing of the Sick. Within the two large
groups, divide students into smaller groups or pairs to focus on
particular aspects of the Sacrament. Provide students with focus
questions such as:
- When and where does the Sacrament usually take place?
- What stories of Jesus are reflected in the Sacrament?
- What are some symbols associated with the Sacrament?
- Who gives and who can receive the Sacrament?
- What actions occur in the Sacrament?
- What special prayers or words are heard in the Sacrament?
- What does the Sacrament mean for believers? Why do people
receive this Sacrament?



The Adaptive Reconciliation Kit (Loyola Press)
available at Resource Link could be used for
students who need more support with the
Sacrament of Penance.

Resource Link
Sacraments of Healing Student book (by Maurice
Ryan
Becoming Catholic : Reconciliation & Eucharist : a
sacraments big book
Learning Links to the Sacraments of healing : teacher
resources for the religion classroom (Maurice Ryan)
Close encounters with the Sacraments (DVD)
The Seven Sacraments (poster)
Sacraments for children: an introduction to the seven
Sacraments (DVD)

Web Links
http://www.loyolapress.com/steps-of-the-sacrament-
of-penance-and-reconciliation.htm

http://www.loyolapress.com/the-sacrament-of-the-
anointing-of-the-sick.htm

http://www.youtube.com/watch?v=QtbpOERgMvk

http://www.rcan.org/thelightisonforyou/index_html_fil
es/8%20Guide%20for%20Children.pdf

http://www.ctkri.org/ReligiousFormation/Docs/Reconcil
iationCeremony.pdf
DEVELOP






In the two large groups, students come together to join their
information. Students create a visual display or online resource to
share their information about the Sacrament of Penance or the
Sacrament of Anointing of the sick.

Students then either present their information to the whole class,
or join with a student who completed research on the other
Sacrament (e.g. Sacrament of Penance joins with a partner or pair
from Sacrament of Anointing of the sick) and share their
information.

Students take notes in their books or a work booklet and identify
key information on how the Sacraments.

Review with students how the Sacrament of Anointing of the Sick
continues Jesus healing ministry in the life of the community,
and the Sacrament of Penance calls believers to change and to
forgive others.


DEMONSTRATE





Students complete multiple choice questions to gather
understanding of the Sacraments of The Catholic Church.

Unit Assessment
In pairs students prepare a 3 minute video answering the
following questions:

Gather general understanding of the Catholic
Sacraments through the quiz.

Students will need to complete a concept map of
their video presentation before filming. Allow 2
weeks for the completion of the video.

4. What is the meaning of the term Community?
5. How do the Sacraments of The Catholic Church continue
Jesus message of Community in the Church today?
6. How can they become valuable contributors to their
Community?

Reflecting and
Evaluating