Year Level Unit Title Salvation Topic Aspect of Human Development

3 Christian conscience Penance Emotional Development:

- Wondering at the human
conscience
- Wondering at the creator
and the yearning to do
good
Overview explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The Unit is beneficial for preparing Year 3 students for the Sacrament of Penance. The steps of the process of this unit of work are necessary
for the preparation of the Sacrament of Penance. Through Steps A, B and C, students are able to understand the importance of their
conscience in reconciliation and to develop the ability to 'wonder' about their own conscience and the Creator. Step A helps students to
discover the action of God in their everyday lives, Step B helps students discover who Jesus is and why he is important to Christians and Step
C helps students to discover the teachings of the Church and relating it to students lives.

Links to General Capabilities

Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View

- the meaning and purpose of life as grounded in Gods love for us and our response as disciples of Jesus;
- the Church as the communion of disciples that makes present to the world the mystery of Jesus and, through its sacramental life, makes
us part of that mystery;
- the presence of God in our daily life, in the Eucharist, in the Sacred Scriptures and in the living tradition of the Church;
- an obligation to work to create social conditions in which the unique dignity of each person is respected and all human rights protected.
LESSON PLAN ONE A - Wondering at the Creator
Teaching Focus for the Lesson: Wondering at the
conscience
Key Understanding/Learning Point:
- A1. Wondering at the conscience
- A1.1 States examples of people doing what is good and loving
- A1.3 identifies feelings that can lead people to love and do good

Timing Steps of the Lesson Resources

Introduction:
9:45am 10:00am
The teacher invites the students to sit in a circle on the mat
The teacher is to have a discussion with the students about the
many different thoughts people may have
- The teacher will begin the discussion by saying: people have
many different thoughts. For example, they have memories, new
ideas, questions, thoughts that lead to answers and new White board
understandings. All of these are in our minds. White board markers
- These examples are to be written on the white board
- The teacher will then explain each of the 5 examples asking
students to share and provide input into the conversation

Strategies for Learning and Teaching

10:00am
10:30am The teacher will then divide the class into 5 separate groups 5x sheets of A2 paper
Each group is given a large A2 sheet of paper coloured pens/textas
Each group is to write their allocated category onto the sheet of
paper
Next the sheet of paper is passed around the group. Each student is
to write one example down on the sheet of paper
When all students have written down an example, the groups are to
share their examples with each other
- The teacher is to monitor this part closely
Students are to then return to their groups
 Next each group is to add examples to each of the other groups
sheet (this is to be done in a different coloured pen/texta)
10:30am Conclusion:
10:45am
The teacher is to invite the students back down to the mat
Each sheet of paper is to be displayed on the board White board
The teacher is to then encourage the students to reflect on their own magnets
personal experiences of thoughts to love and to do good that have
been stirred by God (students are to do this silently and individually)
To finish, the teacher is to invite students to share a personal
experience (students are not required to share if they do not want to)
The class is to then discuss these experiences

Catering for Learner Diversity
Students who are known to distract one another are to
be grouped separately
Students who may struggle with the activity are to be
grouped with the more advanced students (this way the
peers are able to help each other)
Students who complete the task early are given a
journal question in which they must write and drawn
their answer how can I better listen to my thoughts
urging me to do good and to love?
Visually impaired students are to sit close to the front of
the class
Students with hearing difficulty are to be seated at the
front of the class the teacher is to check up on them to
ensure they understand the activity
Evidence of Learning for Assessment and Reporting
Throughout the activity, the teacher is to walk around the class taking
notes on students behaviour, cooperation with peers and involvement
The teacher is to also note the students who are struggling/distracted
At the conclusion of the activity the teacher will ask students to share
personal examples the teacher is to take notes on students whose
answers make sense and answers which do not
After the lesson the teacher is to read over each A2 sheet making sure
each answer written makes sense

General Capabilities: Spiritual and religious capabilities:

Personal and social capability: Spiritual: Prudence and Justice
- Focus on self and social awareness Religious: Faith
Ethical understanding
- Focus on reasoning in decision making and actions
LESSON PLAN TWO B - The Promise of Christian Salvation
Key Understanding/Learning Point:
Teaching Focus for the Lesson: - B1 Jesus showed how to follow conscience
Jesus showed how to follow conscience - B1.1 illustrate ways in which Jesus listened to his conscience
through his thoughts and feelings
- B2.1 explores and represents gospel stories that shows Jesus wants
to forgive everyone, their sins and gave this power to the leaders of
the church

Timing Steps of the Lesson Resources

Introduction:
10:30am 11:50am
The teacher is to invite the class to sit down on the mat Bible passages: Matthew 4:1-11 and
The teacher is to read the bible passages Matthew 4:1-11 and Luke 7:11- Luke 7:11-17
17

Throughout the story the teacher is to pause and ask the students
questions:
- How do we celebrate that God loves us?
- Why does God want everyone to be happy?
After the story the teacher is to engage in a discussion with the
students about their favourite part of the story. This discussion can
be stimulated with questions such as:
- What was your favourite part of the story?
- What did you learn from the story?
 Strategies for Learning and Teaching
11:50am 12:15pm
Students are to return to their desks silently Religion scrapbooks
Students are to open their religion scrapbooks and design a poster Coloured pencils/textas
that illustrates some of the ways Jesus followed his conscience
Students are required to include a minimum of 2 ways Jesus
followed his conscience as well as a picture depicting what they
have written
Students are encouraged to use colour and take their time

Conclusion:
12:15pm 12:30pm Students are to return to the mat silently with their scrapbooks
Students are selected at random to share a way Jesus followed his
conscience
The teacher is to choose between 5-10 students to share their
work
To conclude the teacher is to ask the students to put their
scrapbooks in a pile by the teachers desk. Prayer entitled A tapping prayer
The students are to then sit in a circle on the mat found in the teachers resource
The teacher is to lead the students in a class prayer entitled A booklet
tapping prayer found in the teachers resource book
Catering for Learner Diversity: Evidence of Learning for Assessment and Reporting:
Students who complete the activity early are to help At the conclusion of the lesson the teacher is to collect the students
students who are struggling religion scrapbooks. The teacher is to read the students work ensuring
Students who finish early are given a journal question in they met and understood the task requirements.
which they must write and drawn their answer Why During the activity the teacher is to walk around the classroom
should we follow our conscience? monitoring students progress, taking note on students who are
Students with visual impairment are to be seated at the struggling/excelling with the activity
front of the classroom
Students with hearing difficulty are to be seated at the
front of the class the teacher is to check up on them to
ensure they understand the activity
Students who may distract each other are not to be
seated together
General Capabilities: Spiritual and religious capabilities:
Ethical understanding Spiritual: Prudence, fortitude and Justice
Focus on reasoning in decision making and actions Religious: Faith and charity
LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson: Key Understanding/Learning Point:
- C2 Christians recall the meaning of sin
Christians recall the meaning of sin
- C2.1 recalls the meaning of sin

Timing Steps of the Lesson Resources

Introduction:
10:30am 10:45am
Students are invited to sit silently on the mat
The teacher is to engage in a discussion with the class about sin
The teacher is to ask the students the following questions:
- What is sin?
- Why is sinning bad?
- Did Jesus ever sin?
- What should we do if we sin?
Next the teacher is to explain what a sin is: a deliberate thought,
word or action against the law of God
- The teacher is to ask the students what deliberate means (on
purpose) and what the laws of God are (the 10 White board
commandments) White board markers
The teacher is to then explain to the students the 3 conditions
necessary for sin the teacher is to write this on the white board
 Strategies for Learning and Teaching:
10:45am 11:15am The students are to return silently to their desks
In pairs (the teacher is to pair the students up) the students
brainstorm in their religion scrapbooks ways people can do wrong
This list is to be separated into 2 columns:
- Accidental wrong doings Religion scrapbooks
- Deliberate wrong doings Pencils/textas/crayons
The teacher is to then explain to the students how to tell if a sin ruler
was deliberate or an accident:
- Was it actually against the 10 commandments?
- Did the person intend to commit the act?
- Did I know at the time I was doing wrong?
The teacher is to then allow the students approx. 15 minutes to
complete the activity students should include pictures in their
activity

11:15am 11:30am Conclusion:

Students return silently to the mat
The teacher is to ask 3-5 pairs of students to share their work with
the class
Students are to then place their religion scrapbooks by the
teachers desk
To conclude the students are to sit in a circle on the mat Class prayer: an act of repentance
The teacher is to then lead the students in a class prayer entitled found in the teachers resource manual
an act of repentance
- The teacher is to read the first sentence and then choose 6
students to each read a sentence out loud
Catering for Learner Diversity: Evidence of Learning for Assessment and Reporting:
Students who finish early are given a journal question in At the conclusion of the lesson the teacher is to collect the students
which they must write and drawn their answer What religion scrapbooks. The teacher is to read the students work ensuring
behaviours that upset people could be stopped if we all they met and understood the task requirements.
listened to Gods call to love, do good and to do what is During the activity the teacher is to walk around the classroom
right? monitoring students progress, taking note on students who are
Students with visual impairment are to be seated at the struggling/excelling with the activity
front of the classroom
 Students with hearing difficulty are to be seated at the The teacher is to choose students to read a sentence of the prayer out
front of the class the teacher is to check up on them to loud the teacher is to take notes on the students reading ability
ensure they understand the activity
Students who may distract each other are not to be
partnered with each other

General Capabilities: Spiritual and religious capabilities:

Personal and social capability: Spiritual: Prudence, fortitude and Justice
- Focus on self and social awareness Religious: Faith
Critical and creative thinking:
- creating ideas and actions, and considering and
expanding on known actions and ideas.
Ethical understanding
- Focus on reasoning in decision making and actions
- understanding of ethical concepts and issues.
- exploring rights and responsibilities of individuals and
groups
Resources:
Lesson 1:

Work samples:
Lesson 2:

Bible
passages

Class prayer
Work sample
Lesson 3:

Class prayer

Work sample