Professional Documents
Culture Documents
Term: 4
Year: 3
Date: 2014
Fertile Question
Who is the Messiah and how do we know about the Messiah?
What type of prayers did Jesus use to show us how to pray prayers of praise and
thanksgiving?
How are Christians called to live out the message of Jesus through following his
great commandment?
General Capabilities
Literacy
Numeracy
Cross-Curricular Priorities
Sustainability.
Ethical understanding
Intercultural understanding.
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 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
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 psalms and doxologies, 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.
Learning Intentions
By the end of this series of learning experiences students :
Examine the textual features of Old Testament texts (e.g. language, form, use of images, words and
phrases in the Psalms).
Success Criteria
Students will
Create a visual representation e.g. wordle / poster / bookmark using the text of one scripture passage
which references to the Messiah
Locate using text and / or bible gateway a scripture passage which reference Jesus great
commandment (John 15: 12-13; Matthew 7:12; Luke 6:31)
Write and pray a simple prayer (Psalm, Litany, You Who Do Through)
Students make connections between scripture and responding to the needs of others
Assessment
Students will
Create a visual representation e.g. wordle / poster / bookmark using the text of one scripture passage
which references to the Messiah
Locate using text and / or bible gateway a scripture passage which reference Jesus great
commandment (John 15: 12-13; Matthew 7:12; Luke 6:31)
Write and pray a simple prayer (Psalm, Litany, You Who Do Through)
Students make connections between scripture and responding to the needs of others
Content Descriptions
BELIEFS
Trinity: God, Jesus the
Christ, Spirit
Religious Knowledge and
Deep Understanding
SACRED TEXTS
Old Testament
Religious Knowledge and
Deep Understanding
The Psalms are used in
CHURCH
CHRISTIAN LIFE
Mission and Justice
Religious Knowledge and Deep Understanding
Jesus great commandment (John 15: 12-13;
Matthew 7:12; Luke 6:31) requires Christians to
Learning Experiences
Core Content Area One
Fertile Question
Tuning In
Finding Out
1
1
Sorting Out
Communicating
2
2
Reflecting and
Evaluating
Discuss with children various names of Jesus. One of them will be Messiah.
Groups investigate biblical passages to determine the meaning of Messiah, by using an online Bible search
tool (e.g. Bible Gateway), to create a list of Scripture references for the term messiah eg: Matt 23:9-11;
Matt: 23:10;
Use A to Z strategies.
Students brainstorm synonyms of Messiah.
Creating a WORDLE using the text of one Scripture passage that references to messiah
Create a group collage creating a group collage (words and images) based on the WORDLE to show their
understanding of the term Messiah.
Ascertain that students have an understanding of the term, by writing their own definition of Messiah.
What type of prayers did Jesus use to show us how to pray prayers of
praise and thanksgiving?
Fertile Question
Tuning In
- talk about using a variety of traditional prayers and devotions for individual and communal use
(e.g. simple mass responses, Lords Prayer, Amen, Sign of the Cross, school prayer, Grace)
Finding Out
3,
Investigate Psalm 100 break down each line of the prayer identify key words in each line and
Sorting Out
Communicatin
g
Reflecting and
Evaluating
BRAINSTORME
D IDEAS
generate list of possible synonyms written in religion book and typed by teacher resource bank
of keywords for students to use to write own
Make choices as a group and rewrite each line of the prayer emulate as a way of learner how to
write a text
Student given time to find own examples of Psalms using Bible gateway website passage
lookup Psalm and a random number between 1 and 150 read, reflect
Students must choose 1 psalm to copy and paste into a word document for printing will serve as
guide for writing own Psalm
Students will work on own Psalm, using technique of emulating select lines of their copied Psalm
and using the generated list of synonyms from class activity as inspiration
Students will prayer their completed prayer in a prayer session
How are Christians called to live out the message of Jesus through
following his great commandment?
Fertile Question
Tuning In
Finding Out
Sorting Out
Communicating
Reflecting and
Evaluating
BRAINSTORMED
IDEAS
Making connections (e.g. by using the Consequences Wheel strategy) between the meaning (literal
and inferred) of Jesus great commandment and their own lives (e.g. If Christians are called to love
one another as Jesus loves them, then they have the responsibility to )
Choosing one quote from Matthew 25:34-36 (e.g. When I was a stranger, you welcomed me), reflect
on the responsibilities Christians have to respect basic human rights and create a visual
representation (e.g. photostory, poster, Blabberise, storyjumper)
Investigating a variety of Scriptural texts to identify messages about concern for the poor and
disadvantaged such as:
Deuteronomy 15: 11
Job 30:25
Psalm 12:5; Psalm 34:6; Psalm 69:32-33; Psalm 82:3-4
Isaiah 58:6-7; Isaiah 61:1
Matthew 19:21
Luke 4:18
Luke 7:22
Luke 12:33
Luke 14:13
James 1:27
1 John 3:17-18
exploring some Church teaching on concern for the poor and disadvantaged, such as:.
Pope John Paul II (1987) On Social Concern (Guidelines for the Religious Life of the School, p.40)
Vatican II Pastoral Constitution on the Church in the Modern World
integrating a concern for the poor and disadvantaged focus into classroom prayer and prayer
assemblies (Guidelines for the Religious Life of the School, p.42)
reflecting on connections between Scriptural texts (including Jesus great commandment) and/or
Church teaching and school justice projects (e.g. student-initiated activities) that contribute to the
wellbeing of others locally and globally (Guidelines for the Religious Life of the School, p. 43)
Resources:
Preferential Option for the Poor and Vulnerable (Curriculum Support for Catholic Schools)
Universal Responsibilities (Morality Values Pathways p.22)
Reflection on Action for Justice, Guidelines for the Religious Life of the School , p. 44
Teacher Background