Religion Planning Year 5 2014

School OLOL Duration 5-6 Weeks

Fertile Question / Topic
Unlocking the texts How can the bible guide my life?
Class Context Differentiated learning
Adjustments for Learners
WHO ARE MY LEARNERS?
50 students: 80% Catholic; 8% No religion; 4% Not stated; 2% Eastern Orthodox; 2% Other Christian; 2% Seventh Day Adventist; 2% Uniting Church
1 student with ASD adjustments made accordingly (teacher and school officer to provide additional scaffolding and unpacking of ideas particularly
in relation to the language used and imagery created in the Psalms)
12 ESL students Extra scaffolding to be provided by teacher / school officer where required


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.




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 5, students begin to appreciate the significance of community for sharing and strengthening the faith of believers, past and present, including the
Church in the Australian colonies (c.1850 CE - c.1900 CE). Using a range of Biblical tools, they begin to see how the Gospel writers shaped their Gospels for
particular communities. They learn about the action of the Holy Spirit in the lives of believers as they engage with a variety of texts, including Scriptural
references to the Holy Spirit and the Catholic Rite of Confirmation. They develop their understanding of Christian charity and informed moral choice
through an exploration of the experiences of individuals and communities, past and present. They broaden their appreciation of the significance of
personal and communal prayer and worship (including the Eucharist, the Psalms, Sabbath rituals and prayers); and the wisdom of the Saints (including St
Mary of the Cross MacKillop) for communities of believers. They learn about the significance of Marian prayers (including the Hail Mary, the Rosary and the
Litany of Mary of Nazareth) in which believers praise God and entrust cares and petitions to Mary as mother of Jesus and mother of the Church.

Achievement Standard
By the end of Year 5, students identify many ways in which faith is shared and strengthened in communities of believers, past and present. They analyse
information from a variety of texts, including Scriptural references to the Holy Spirit and the words, symbols and actions of the Catholic Rite of
Confirmation, to explain the action of the Holy Spirit in the lives of believers. They use features of Gospel texts to show how the Gospel writers shaped
their Gospels for particular communities. They describe the significance of personal and communal prayer and worship (including the Eucharist, the Psalms,
Sabbath rituals and prayers) and the wisdom of the saints, including St Mary of the Cross MacKillop, for communities of believers. They describe ways in
which believers live according to Jesus new commandment of charity (love); and make and act upon informed moral choices. They locate and record
information about the contribution of pioneering Catholics in Australia (c.1850 CE c.1900 CE) to the preservation of faith and the shaping of particular
communities, including Indigenous communities. They examine Marys role as mother of Jesus and mother of the Church. They analyse the elements and
features of some Marian prayers (including the Hail Mary, the Rosary and the Litany of the Mary of Nazareth) to describe the role of Marian prayer in the
lives of believers past and present. They participate respectfully in a variety of personal and communal prayer experiences, including Marian prayers and
meditative prayer.

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
STOT9
The Psalms of the Old Testament are a model for
personal and communal prayer. There are three
main forms of Psalms in the Old Testament: Psalms
of lament (Sorrow), Psalms of thanksgiving and
Psalms of praise (Hymns).

STNT 12
The contexts of the Gospel writers (e.g. purpose of
the writer, time of writing, intended audience, point
of view) shaped their Gospels. The context of the
Gospel writer is important in determining the nature
of the truth revealed in the text (e.g. historical truth,
factual truth, religious truth).

STNT 13

A range of Biblical tools (including timelines, Biblical
atlases, Biblical dictionaries, annotated Bibles,
simple Biblical commentaries, online Bible search
engines and Gospel parallels) is used to assist in
deepening awareness of New Testament texts.
Identify some life experiences of the psalmists (e.g.
awe and wonder, feelings of abandonment,
despair and anger, fear of the future, threatened
by enemies) as communicated in a variety of
Psalms.
Explore the relationship between the psalmist and
God as revealed in a variety of Psalms (e.g.
parent/child; protector; trust/ doubt, praise,
thanksgiving, dependence, humility, loyalty,
grandeur of God).
Use the Psalms as a model to create a personal or
communal prayer.
STNT 12
Compare and contrast parallel passages from the
Gospels of Matthew and Luke, including the
infancy narratives (Luke 1:26-38, Matthew 1:18-25;
Luke 2:1-14, Luke 2:15-20, Matthew 2:1-12,
Matthew 2:13-15).
Explore some features of Gospel texts (e.g. place,
characterisation, vocabulary, dialogue, the
narrative voice) that provide evidence of how the
writers have shaped their Gospels for a particular
community in a particular time and place.


STNT 13

Investigate and evaluate the usefulness of a range
of Biblical tools for deepening awareness of New
Testament texts.



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



Learning Intentions
Learning Intention
By the end these learning experiences, students:
Will be able to explain the relationship between the psalmists and God
Will be able to explain how Psalms are a form of personal and communal prayer
Will be able to investigate the structure and purpose of thanksgiving, praise and lamentation Psalms
Will be able to explain how scripture helps people past and present to understand about caring for the wellbeing of others and the faith of the
community of believers
Will be able to investigate the infancy narratives and explain reasons for their similarities and differences
Will be able to participate with respect in a variety of personal and communal prayer experiences

Success Criteria Assessment
Students explain the relationship between the psalmists and God as
revealed in a variety of psalms.
Explain how Scripture (including Jesus new commandment of Love)
helps people past and present to understand about caring for the
wellbeing of others and the faith of the community of believers
Compare and contrast parallel passages from the Gospels of
Matthew and Luke
Explain how Scripture (including Jesus new commandment of Love)
helps people past and present to understand about caring for the
wellbeing of others and the faith of the community of believers



Highlight keywords and phrases from the psalm that reveal some
feelings/attitudes of the psalmist and/or their relationship with God
Students reword and visually present a Psalm for a particular
contemporary setting (e.g. buddy). Describe the significance of the
psalm for that particular community.
Use an online tool to identify the similarities and differences in some
parallel passages from the Gospels of Matthew and Luke (such as
the Beatitudes, references to Holy Spirit, references to Mary)
Students reword the Beatitudes for a contemporary setting
(students at OLOL) e.g. Happy are those who following the Golden
Rules, for they





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 (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.









Recommended Resources
Resources
Teacher Background
Mandated Scriptural Texts

Infancy narratives in the Gospels of Matthew and Luke:

Announcement to Mary Luke 1:26-38
Announcement to Joseph Matthew 1:18-25
Birth of Jesus Luke 2:1-14
Visit of Shepherds Luke 2:15-20
Visit of Magi Matthew 2:1-12
Flight to Egypt Matthew 2:13-15

Supplementary texts:
The Beatitudes
Matthew 5:1-12
Luke 6:20-36

A-Z Learning Strategies

Prayer Chart
Melbourne RESource,
Together at One Altar;
ResourceLink
Caritas
Ways to Pray


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
Resources
Adjustments for Learners
How can the bible guide my life?

Psalms - In learning teams, students are given a selection of Psalms to analyse. They then highlight
(using Awesome Highlighter) keywords and phrases from the psalm that reveal
some feelings/attitudes of the psalmist and/or their relationship with God
- In learning teams, students locate Psalms (using Bible Gateway) and classify them into
categories: lamentations, thanksgiving or praise. Students justify their answers with the
class. After justifying, students use Related resources to deepen their understanding of
the Psalm.
- Could you be a Psalmist? Beth Nolan activity
- Students choose a Psalm (from previous activity) and communicate the life experiences,
feelings, relationships with God represented in the Psalm via a visual art or dramatic
representation
- Psalms of Praise activity
- Psalm for My Buddy task (See assessment)


Lamentation: Psalms 3 -7; 25 28

Thanksgiving: Psalms 30, 32, 34,
65 68; 75, 116, 118

Praise: Psalms 95 100; 144
150; 113, 114
Gospel
writers
- Students are handed information cards on each of the Gospels (writers, background etc.).
Individually, they analyse set scripture passages and try to identify the author. They
choose one they are certain about and write a written response to justify their choice.
- Students compare and contrast text features of parallel passages from the Gospels of
Matthew and Luke (e.g. place, characterisation, vocabulary, dialogue, the narrative
voice) that demonstrate they were intended for different audiences (e.g. Announcement
to Mary, Luke 1:26-38, Announcement to Joseph, Matthew 1:18-25; birth of Jesus, Luke
2:1-14, visit of shepherds, Luke 2:15-20, visit of Magi, Matthew 2:1-12, flight to Egypt,
Matthew 2:13-15). Teachers use http://www.rec.bne.catholic.edu.au/Pages/Theological-
Background-Details.aspx?tbid=284 for theological background (world behind the text, the
world of the text and the world in front of the text)
- Using an online tool (Bible Gateway), students identify the similarities and differences in
some parallel passages from the Gospels of Matthew and Luke such as the Beatitudes,
Matthew 5:1-12//Luke 6:20-36); The Lords Prayer (Matthew 6:9-15//Luke 11:1-4); the
Passion narratives; the Resurrection narratives
Announcement to Mary Luke 1:26-38
Announcement to Joseph Matthew
1:18-25
Birth of Jesus Luke 2:1-14
Visit of Shepherds Luke 2:15-20
Visit of Magi Matthew 2:1-12
Flight to Egypt Matthew 2:13-15


The
Beatitudes

- Students analyse the context and textual features of The Beatitudes. They highlight key
words/phrases within the text.
- Students identify the key values and the groups of people mentioned within the
Beatitudes (e.g. the meek, pure at heart). In learning teams, they identify groups in
contemporary society that parallel groups mentioned in the Beatitudes (relevance to
todays society)
- Students, in eight learning teams, are given four interpretations of a line from the
Beatitudes. Students read the interpretations, investigate any vocabulary that is unknown
to them and, using a Round Robin Placemat Strategy i collaboratively write a fifth
interpretation which has meaning for them. Each team devises a dramatic interpretation
of their beatitude using a Liquid Pictures Strategy

The Beatitudes
Matthew 5:1-12
Luke 6:20-36


Post Unit Evaluation
Thoughts about the unit
e.g suitability of activities, assessment tasks
Time constraints and content consideration saw the Gospel Writers
section of the unit moved to Term Fours unit on Mary. It was felt that the
teaching of the infancy narratives was more appropriate closer to
Advent/Christmas.
The Psalm for My Buddy activity was thoroughly enjoyed by the students
and helped us to gauge the childrens understanding of Psalms. The collation
of a Psalm Big Book further enriched the activity.

Evaluation of Resources- additional resources
PLUS:
The Psalms of Praise activity was particularly useful.
MINUS:
Awesome Highlighter was blocked by the servers Bible Gateway and a
table in the workbook were utilised instead.

Considerations for next time
The Gospel Writers component is best suited to the Mary unit in
Term Four
The Beatitudes component will fit in best with Term Ones Class
Covenant unit
The Psalms component might be best implemented as a mini-unit 3-
4 weeks.