Christianity 22 indicative hours

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The focus of this study is Christianity, one of the major religious traditions, as a living religious system.
Syllabus Outcomes: P3 investigates religious traditions and belief systems
P4 examines significant aspects of religious traditions
P5 describes the influence of religious traditions in the life of adherents
P6 selects and uses relevant information about religion from a variety of sources
P7 undertakes effective research about religion, making appropriate use of time and resources
P8 uses appropriate terminology related to religion and belief systems
P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms
Students learn about: Students learn to: Suggested Teaching and Learning Strategies
Origins
the historical and cultural
context in which Christianity
began
outline the historical and
cultural context in which
Christianity began
1. Outline the historical and cultural context:
a) Establish the importance of the Jewish story for the people of
st
Century !CE"
b) #se $timulus material and documentary resources to explore life in
st
C" %alestine"
&or example, Son of God ' Episode (wo, )(he *eal +an,, Living Religion pp-.'-/ and
Studies of Religion pp 01'0- websites such as
http:22www"pbs"org2wgbh2pages2frontline2shows2religion2portrait23udaism"html
http:22www"livius"org23udea"html,
http:22www"bbc"co"uk2religion2programmes2sog2
d) Writing task: Explain why is the study of Jewish life essential to an understanding of
Christianity
e) 4n pairs students examine one of the following scripture passages" #se the 5uestions
below to develop understanding of the +essiah and the *eign of 6od"
' 4saiah 7:'8
' 4saiah -0:'8
' Jeremiah 80:-'7
' E9ekiel01:88'8-
' +atthew 7:7, 87:7/
Jesus Christ
examine the principal
events of Jesus, life
explain why Jesus is the
model for Christian life
' John .:87'8.
' :uke 1:7'8
' ;cts 8:07
' ;cts /:-
" <hat image of +essiah is found in the scripture reference=
8" <hat were the Jews expecting in a +essiah=
0" >ow did Jesus of ?a9areth fulfil prophecies of the +essiah?
. !esus "hrist
a) @evelop a time'line of Jesus, ministry in 6alilee and Jerusalem using the gospels of
either +atthew or :uke" Compare students, timelines with that found at:
http:22www"bible'study'online"3uliantrubin"com23esustimeline"html or compare various
timelines developed by students using +atthew and :uke"
b) Writing task: Choose one significant event in the life of Jesus" Explain how this event
enriches our understanding of Jesus, message for our own time"
c) (ext links: Living Religion pp"-A'78 ' use map web link on p -A" Studies of Religion pp
01'0-
d) #se artwork Christ Dining in Young and Jacksons by John %erceval BLiving Religion
p7A) as stimulus for discussion of the understanding of the Cingdom of 6od"
e) $tudents recall parables, other teachings and events in the life of Jesus that provide a
model for living the Christian life" <hat makes these memorable for students=
f) @evelop a summary of Jesus, teachings for Christians" @iscuss how these teachings
lead to a deeper understanding of the Cingdom of 6od understood as being 6od,s
value system and reign of 3ustice for all peoples" <hat are the implications of this
understanding for living as a Christian=
g) Writing Task: To the Romans Jesus was a rebel and to the Jewish authorities he was
a challenge >ow accurate is this statement= #se 6ospel references to support your
response to this statement"
Christianity
' ;nglicanism
' Catholicism
' Orthodoxy
' %entecostalism
' %rotestantism
describe the early
development of Christian
communities after the death
of Jesus
outline the uni5ue features
of:
' ;nglicanism
' Catholicism
' Orthodoxy
' %entecostalism
' %rotestantism
3. #e$elo%ment o& early "hristian communities:
a) Establish the leadership of the Christian community after the death and resurrection of
Jesus" ?ame the leaders of the Christian communities and detail the results of the
Council of ?icea" Examine extracts from the ;cts of the ;postles to determine life and
purpose in early Christian communities" %assages can be located using:
http:22www"faithcentral"net"n92inclass2biblical"htm
b) #se Living Religion pp 78'7- and complete work from companion website"
c) Diew extracts from $!$ documentary !eter and !aul to inform a discussion of the
development of Christian communities after the death of Jesus"
d) Writing task: "ith little more than #assion for the message of Jesus as their guide$ the
earl% Christians overcame numerous obstacles to ensure his legac% was maintained for
the world Choose (<O examples from the early Church to illustrate the authenticity of
this statement"

1" 'x%ressions o& "hristianity:
a) 6roup task: ;llocate each of the denominations to a small group" 6roups develop a
presentation highlighting the uni5ue features of each including: the development of the
denominations, the basic beliefs, governance and significant rituals"
http:22www"anglican"org"au,
http:22www"catholic"org"au,
http:22www"pastornet"au2life2net2aog
http:22presbyterian"org"au
http:22www"uca"org"au
http:22ptc"nsw"edu"au2members2smcgowan2catholicrites2hotlist"htm
b) ;s a class develop a table summary of the uni5ue features of these expressions of
Christianity"
Princi%al (elie&s
the divinity and humanity of
Jesus Chris
the death and resurrection
of Jesus Christ
the nature of 6od and the
(rinity
*evelation
outline the principal beliefs
regarding the divinity and
humanity of Jesus Christ

explain the importance of
the death and resurrection
of Jesus Christ for
Christians
outline the beliefs about the
nature of 6od and of the
(rinity
examine the Christian
understanding of *evelation
Princi%al belie&s:
a) #se $criptural texts such as %aul,s :etter to the *omans and the ?icene and
;postles Creeds, to explore and outline the central beliefs of Christianity concerning
the divinity and humanity of Jesus Christ"
b) 4n groups examine 6ospel references which explore the events of Jesus, death and
resurrection: +atthew 87:' 8/:8EF +ark 1: G 7:8EF :uke 88: G 81:-0F John /: G
8:1" $tudents select key passages and choose a creative medium to present the
teachings and their reflections on these regarding the centrality of the death and
resurrection of Jesus for Christians"
d) Comparative film analysis of the death and resurrection of Jesus using excerpts from
two of the following films: Jesus of &ontreal$ Jesus of 'a(areth$ The !assion of the
Christ$ )ing of )ings$ Jesus Christ Su#erstar
e) Examine *omans 8" >ow does this text assist an understanding of what it means to
have )new life in Christ,=
f) Writing task: Explain how the resurrection makes sense of the life and death of
Jesus"
g) Summative task: %resent students with a range of images depicting the life, death
and resurrection of Jesus" &or each image students are to describe the teaching it
represents concerning the divinity, humanity and central teachings of Jesus"
h) #se images and music about the (rinity to examine and summarise beliefs about the
nature of 6od and the (rinity" &or example: @uo $eraphin by Claudio +onteverdi and
the icon of the (rinity which can be found at http:22www"rndm"org2trinity"htm
i) *ead and discuss *omans / to explore what it means to have )life in the $pirit,"
3) @iscuss the sources of truth for human beings G creation, scientific discovery, lived
experience, art and literatureH
k) Examine the truths Christianity provides that these sources do not give" <hat is the
significance of these truths for the Christian= <hat then is the significance of
*evelation for Christians= Disit a Christian sacred space and examine whether it
$alvation
Sacred )exts and *ritin+s
!ible
describe the Christian
understanding of $alvation
4dentify the importance of
the !ible in Christianity
examine extracts from the
!ible which demonstrate
the principal beliefs of
Christianity
depicts *evelation" 4f so, how=
l) 4n groups students discuss the critical issues that human beings seek refuge from" &or
example: violence, hunger, poverty, lonelinessH @evelop a five minute role play
which investigates the situation and the means by which humans can be saved"
Explore those aspects of humanity that can,t be saved by human intervention G
death, natural disasters and sin" >ow does an understanding of $alvation assist the
Christian to make sense of these aspects of humanity=
m) #se !iblical texts to examine the source of the Christian understanding of $alvation"
&or example: *omans 0:8ff *omans E:-ff
n) 6roup task: Exploring the concept of $alvation for Christians" 4n groups distribute the
following research tasks" $tudents will report back on their area of research using an
appropriate format:
i) Explain the central belief that for Christians $alvation is realised in the life,
death and resurrection of Jesus
ii) Explain some of the theories of $alvation" &or example: ransom theory,
satisfaction theory, moral influence theory"
iii)Examine the concepts of 3ustification and sanctification" Examine differences
between denominational understandings of these"
6. Sacred )exts
a) @iscuss the importance of the !ible for Christians" <hat difference in interpretation is
evident between denominations, for example, Catholic and evangelical expressions=
(eacher led discussion on principal beliefs of Christian variants which are demonstrated
using extracts from the !ible" $ee texts: Living Religion p .. and Studies of Religion
p10
It is suggested that this component of the course be integrated into the relevant
sections regarding principal beliefs and ethical teachings.
"ore 'thical )eachin+s
(en
Commandments
?ew (estament
ethics:
' the !eatitudes
' Jesus commandment
of love

%ersonal devotion
' %rayer
outline the principal
ethical teachings in:
' the (en Commandments

' the !eatitudes

' Jesus commandment of
love

describe the importance of
ethical teachings in the life
of adherents

@escribe the different
types of personal prayer
7. "ore 'thical )eachin+s
a) Outline the principal ethical teachings of the (en Commandments ' BExodus 8E:'7 and
@euteronomy -)" #se contemporary examples to discuss their significance for today,s
society"
b) Compare the !eatitudes discourses in +atthew -:0'8 and :uke 7:8E'1A" ;ccount for
the differences" <hat added implications are there in :uke,s account for living as a
Christian=
c) #se +atthew 88:0.'0A to explore the importance of the 6olden *ule" @evelop a
summary of the importance of the 6olden *ule for all Christians incorporating relevant
historical and contemporary example"
d) #se statements from a range of the ;ustralian Christian churches to investigate ethical
teachings relating to significant issues" &or example:
*efugees
>omelessness
%eople living with ;4@$
<orld @ebt
g) <hat should a Christian,s response be in the light of +atthew 88: 0. G 0A
8. Personal Prayer
a) Explore differences in the types of personal prayer used by the Orthodox, %rotestant
and Catholic communities" &or example: !ible study, :ectio @ivina, personal retreat,
meditation, *osary, particular devotions, praying with icons, Emmaus walk"
b) Explain the importance of personal prayer for the Christian"
c) *esearch: $tudents interview a Christian who is active in their church on the types of
prayer that are significant to them personally and to their congregation"
d) 4nvite a panel from local Christian denominations to share their understanding and
personal experience of prayer"
Writing task: *e still and know that + am God #se specific examples to describe how
personal prayer assists the Christian adherent to achieve this instruction"
(iblio+ra%hy
"lassroom ,esources
+udge, %" et al, Living Religion 0
rd
Ed", %earson Education ;ustralia, +elbourne, 8EE-
:ovat, (" et al, Studies ,f Religion$ 0
rd
Ed", Social $cience %ress, Dictoria, 8EE-
)eacher ,esources
>ughes, % Bed) -ustralias Religious Communities C@*O+, Christian *esearch ;ssociation, 8EE1 order from www"cra"org"au
:ife in
st
Century %alestine:
http:22www"livius"org23udaea"html
http:22www"bbc"co"uk2religion2religions2christianity2index"shtml
%olitical $etting:
http:22www"3esus'institute"org2historical'3esus23esus'firstcenturycontext"shtml
; (ime'line for Jesus
http:22www"bible'study'online"3uliantrubin"com23esustimeline"html
Early Christian communities
http:22www"faithcentral"net"n92inclass2biblical"htm
Christian @enominations
http:22www"anglican"org"au,
http:22www"catholic"org"au,
http:22www"pastornet"net"au2
http:22presbyterian"org"au
http:22www"uca"org"au
http:22ptc"nsw"edu"au2members2smcgowan2catholicrites2hotlist"htm
4con of the (rinity
http:22www"rndm"org2trinity"htm

&ilms: Jesus of &ontreal$ Jesus of 'a(areth$ The !assion of the Christ$ )ing of )ings$ Jesus Christ Su#erstar
*adio ?ational *eligion and Ethics: Often broadcasts programs that can be incorporated into many aspects of the study of religion"
http:22www"abc"net"au2religion2default"htm