Religion Planning

Term 2 Year 5

2014

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 for
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.

Religious Life of the School

Religious Identity and Culture

Social Action and Justice

General Capabilities

Literacy

Evangelisation and Faith

Formation

Numeracy

Prayer and Worship

Information and communication

technology (ICT) capability

Year Level Description

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding.

Cross-Curricular Priorities

Aboriginal and Torres Strait Islander

histories and cultures

Asia and Australias engagement with

Asia

Sustainability.

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 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.

Class Context for Learning Differentiated learning

Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)

Learning Intentions
By the end these learning experiences, students
Will be able to identify specific features of a synagogue and why they are important

What are the practices of the Sabbath, Why do people celebrate them and how do they connect with their relationship
with God.
Will identify significant pioneering Catholics and highlight their roles in establishing the early church in Australia

Success Criteria

Students will identify and name specific features of a synagogue

and explain why they are important.
Students will identify the significant aspects of Shabbat

Assessment

Students will label a diagram of a synagogue identifying

specific features and why they are important
Students in groups will prepare a PowerPoint on the rituals

Students will identify significant pioneering Catholics and

highlight their contributions to the early church

associated with Shabbat and present these to year 3-4

classes
Students will gather biographical information and construct
biocubes of 3 significant pioneering Catholics
Students in groups will prepare posters on significant
Australian Catholics and present these to the class

Content Descriptions
Church (Week 6 10)
Liturgy and Sacraments - People of God - Church
History
Religious Knowledge and
Deep Understanding
CHURCH HISTORY
Pioneering Catholics overcame
challenges to preserve the
faith of their fathers and
mothers. Catholics took their
place in colonial Australian
society (c.1850 CE - c.1900
CE). Being Catholic in a new,
free society raised challenges.

Skills
Sequence some key people
and events (religious and
secular) in the Australian
colonies (c.1850 CE - c.1900
CE) and recognise their
significance in bringing about
change.
Develop historical narratives
and descriptions about some
key events and peoples
experiences in the Church in
the Australian colonies
(c.1850 CE - c.1900 CE) using
source materials and
appropriate historical terms
and concepts.
Locate information about the

Beliefs (Week 1 5)
Trinity - Human Existence - World Religions
Religious Knowledge and
Deep Understanding
WORLD RELIGIONS
Followers of Judaism live their
relationship with God through
their personal and communal
worship.

Skills
Identify features of a
Synagogue and explain their
importance in Jewish
worship.
Identify and explain practices
associated with the
observance of Sabbath.
Make connections between
the Sabbath rituals and
prayers and the Jewish
relationship with God.

contribution or significance of
Catholics (laity, clergy,
religious) to the shaping of
particular communities,
including Indigenous
communities (c.1850 CE c.1900 CE).

Learning Experiences
Core Content Area One
Focus/Question

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In
Week
1
2

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

5
6

Activities
Exploring the features of a
Synagogue- Bimah, Yad
Exploring the features of a
Synagogue- Ner Tamid
Exploring the features of a
Synagogue- Ark of the
Covenant
Visit Synagogue
Assessment of features and
purpose of synagogue
Investigate ritual of Shabbat
Presentations of Shabbat
rituals to Year 2/3
Assessment of Shabbat
Introduce Pioneering Catholics
Pioneering Catholics-

Resources

x,y,z.
How is this
relevant to me?

Archbishop Polding
7

Pioneering CatholicsBishop Wilson

Pioneering CatholicsBishop Goold

Pioneering CatholicsTenison-Woods & Mary

MacKillop

10

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

Revision

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