Fertile Question What does it mean to be community?
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.
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 form 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. 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 4, students develop their understanding of Gods Word in Scripture as they use the Bibles referencing system to locate books, people, places and things in the Bible and engage with a variety of books and text types in the Old Testament and New Testament. They listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy Spirit, to learn about the Christian belief that God, as Trinity, is relational in nature. Students begin to appreciate the significance of community for Christians: of living in loving relationship with God, others and all of creation. They develop their understanding of community through an exploration of different texts, including the Decalogue and the writings of St Paul, and the experiences of different communities, including Jewish communities in first century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary parishes and dioceses. They examine how free choices result in actions that affect the individual and their community. They broaden their understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing, including Anointing of the Sick and Penance. They examine prayers of blessing, petition and intercession to facilitate an appreciation of the significance of these forms of prayer for Christian communities. Achievement Standard By the end of 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They identify a variety of books and text types in the Old Testament and New Testament and explain how a reader uses this knowledge to better understand Gods Word. They recognise the Christian belief that God, as Trinity, is relational in nature by identifying and explaining some Scriptural passages that express God as Father, Son and Holy Spirit. Students explain the significance of community for Christians. They connect ideas about living in community from different texts (including the Decalogue and the wisdom of St Paul) and from the experiences of different communities (including Jewish communities in first century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church communities). They explain how free choices result in actions that affect the individual and their community. They describe practices and characteristics of contemporary parishes and dioceses (including celebration of the Sacraments of Anointing of the Sick and Penance) and explain how these are modelled on the mission and ministry of Jesus. They use an appropriate structure to create prayers of blessing, petition and intercession, and demonstrate understanding of the significance of these forms of prayer for Christian communities. They participate respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession.
Class Context for Learning Differentiated learning Class Needs: Year 4 at NJC is the intake Year Level and the students come from a varied Christian background from both faith and state schools. There needs to be significant work around the 3 Worlds of the Text and basic Catholic concepts (e.g. the story of Jesus, basic scripture outline and geographical awareness). Individualised Learning Needs: There are a number of students with ASD who will need modified lessons for some of the content. This will be completed on a class basis related to needs. Catholics/non-Catholics other faiths practising/non-practising ASD ADHD (abstract concepts may need further unpacking visuals etc)
Learning Intentions Learning Intention By the end these learning experiences, students Connect ideas about living in community from different texts Analyse a scripture text to explain how the features of the text affect an understanding of the message (three worlds of the text) Develop an understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing Describe practices and characteristics of contemporary parishes and dioceses
Success Criteria Success Criteria Students connect ideas from the Decalogue and letters of St Paul to their own understanding of community Students present information on the three worlds of the text using the story of Jesus heals the blind man Students explain how the Sacraments of Anointing of the Sick and Penance are modelled on the mission and ministry of Jesus Students describe how the Sacraments of Anointing of the Sick and Penance continue the healing ministry of Jesus in their local parish and diocese
Assessment Unit Assessment In pairs students prepare a 3 minute video answering the following questions:
1. What is the meaning of the term Community? 2. How do the Sacraments of The Catholic Church continue Jesus message of Community in the Church today? 3. How can they become valuable contributors to their Community?
Content Descriptions Sacred Texts Old Testament New Testament Christian Spiritual Writings and Wisdom
Beliefs Trinity Human Existence World Religions
Religious Knowledge and Deep Understanding Skills Religious Knowledge and Deep Understanding Skills NEW TESTAMENT Understanding Gods Word is aided by an awareness of the books and text types of the New Testament. There are a variety of text types in the New Testament, each with particular textual features. STNT9
The Bibles referencing system is structured according to book, chapter and verse. The contents and index of the Bible assist the reader to locate books, people, places and things. STNT11
Identify typical stages and language features of various types of text in the New Testament (e.g. narratives, letters, parables, miracle stories).
Explain how knowledge of the typical stages and language features of a New Testament text affects a readers understanding of its message.
Identify some features of text organisation (namely book, chapter, verse, Table of Contents, Index, headings and subheadings) used to order and present information in the Bible.
Use some features of text organisation to locate books, people, places and things in the Bible.
Human Existence
Christians believe that as God is relational in nature, so too people become fully human through the experience of community. BEHE4
Communicate an understanding of the concept of community.
Explain how living in community helps people reach their full potential.
Christian Spiritual Writings and Wisdom
The wisdom of St Paul helps people understand about living in community. STCW5
Identify some wise words from St Paul that help people understand about living in community.
Make connections between the wisdom of St Paul about living in community and personal experiences (e.g. classroom, school, family, parish).
Church Liturgy and Sacraments People of God Church History
Christian Life Moral Formation Mission and Justice Prayer and Spirituality Religious Knowledge and Deep Understanding Skills Religious Knowledge and Deep Understanding Skills Liturgy and Sacraments
Sacraments accompany the life journey of each believer. Through the Sacraments, God offers believers gifts of new life, healing and forgiveness, and nourishes and strengthens their faith by promising fulfilment of their deepest hopes and longings.
CHLS5
Describe connections between the life journey of each believer and the Sacraments of the Church.
Identify words, actions and symbols used in the Sacrament of Anointing of the Sick to communicate Gods healing of body and spirit (e.g. Scripture, laying on of hands, blessing with oil, prayer of thanks, sprinkling
with holy water, Lords Prayer, presence of the priest).
Make connections between Jesus healing ministry, including giving sight to a blind man at Jericho (Mark 10:46-52 // Luke 18:35-43), and the Churchs healing ministry in the Sacrament of Anointing of the Sick.
Identify words, actions and symbols used in the Sacrament of Penance to communicate Gods love and forgiveness (e.g. prayer, reading from Scripture, confession of sin, sign of the cross, presence of the priest, words of absolution).
Explain how the Sacrament of Penance calls believers to conversion and forgiveness of others (e.g. through words of Scripture, spiritual readings, the imposition of penance).
People of God
The practices of each Church community (including the parish and diocese) are modelled on the mission and ministry of Jesus. A variety of characteristics mark local Church communities, including: prayer and worship (Acts 2:42); proclaiming the Good News (Romans 10:14); building
Make connections between the practices of Church communities and the mission and ministry of Jesus.
Describe (using examples) the variety of characteristics that mark local Church communities.
peaceful relationships (Romans 14:19); caring for the marginalised (1 Corinthians 12:26a); rejoicing in the achievements of one another (1 Corinthians 12:26b); seeking and offering forgiveness (Ephesians 4:32); supporting and encouraging one another (1 Thessalonians 5:11) and welcoming and creating a sense of belonging. CHPG5
Scriptural Texts Core texts Giving Sight to a Blind Man at Jericho Mark 10:46-52, Luke 18:35-43
Act of the Apostles Acts 2:42-47
Letters of St Paul Romans 10:14 & Romans 14:19, 1 Corinthians 12:26, Ephesians 4:32 and 1 Thessalonians 5:11
Supplementary texts Cleansing a Leper Mark 1:40-45, Luke 5:12-16
Ten Lepers Luke 17:11-18
Acts of the Apostles Acts 4:32-37
Letters of St Paul Colossians 3: 12-17, Philippians 2: 2- 5; Romans 8: 28-29 & Galatians 5: 25-26
Learning Experiences Core Content Area One Focus/Question What is community? Resources Teacher Background LAUNCH
Introduce the focus question to students What does it mean to be community?
Brainstorm with students what does community look like, feel like, sound like (e.g. using a Y chart or create a visual word wall) and discuss what does not being in community look like, sound like, feel like.
Pose the question to students How can we explain what community is? (e.g. if we were telling someone new to the school, or telling a younger student).
Students work together to create a class definition of what community is. Display the class definition to add more information to throughout the unit of work.
Compare the class definition to Community links (e.g. Are there different words because we are a Catholic school and part of the Catholic community?).
Students break into groups and investigate how the idea of community is seen in the school e.g. school badge, school prayer, images in classrooms and around the school. Students take photos of what they see and add them to the word wall.
What is Community links: http://vimeo.com/35972462 (Christian link)
Ask students what they know about the story of the Church after the death and resurrection of Jesus e.g - Who kept the message of Jesus going in the world at the time? - What did the disciples do after Jesus had left them? - What happened at Pentecost? (the apostles were able to connect with people from all different communities) Students will require mini explanation about Pentecost (possible link to Morning Prayer Scripture Reading) - How did the disciples create their own community?
As a whole class students explore scripture from the Act of the Apostles Acts 2:42-47 and Acts 4:32-37 (when in Bible Gateway click on Add parallel to see the scripture text in the Contemporary English version which is used in the Childrens lectionary).
In pairs or small groups students complete literacy activities based on the texts = key words, What do the disciples do? Where do they go? What is the message of the scripture passage?
Students will require mini explanation about Pentecost (possible link to Morning Prayer Scripture Reading)
DEVELOP
Focused teaching and learning: the life of St Paul/Saul (DVDs from Resource Link, websites, suitcase resource) Who was St Paul? When did he live? What did he do? Why did he write letters? Who were St Pauls letters written for?(St Pauls letters respond to issues that were happening in the small communities that were building up around the diaspora, such as Corinth, Philippi, Antioch).
Students can access information from websites (see resources and from Resource Link e.g. Who was Paul? http://www.resourcemelb.catholic.edu.au/object.cf m?o=193
Pauls journeys http://www.youtube.com/watch?v=Hy4K1pP408Y
Journeys of Paul http://www.youtube.com/watch?v=C42WAWs13G g
Bio of St Paul - Text messages from St Paul the apostle (poster kit) - A letter for me from St Paul the apostle (poster kit) - Adventures of the apostle Paul (DVD) - Pauls travels (book) - Postcards from Paul (book) - Saul of Tarsus (DVD)
Students break into expert groups and explore the Letters of St Paul such as: Colossians 3: 12-17, 20; Philippians 2: 2- 5; and Romans 8: 28-29, Galatians 5: 25-26 Use the scripture from Corinthians for morning prayer time
As a whole class discuss what St Pauls message about living in community was. Discuss reasons why he may have had to say those words about living in community (What might have been happening in the community that Paul was responding to?)
http://www.youtube.com/watch?v=Ncz2b7DjqHI
Journeys and Maps http://bibleatlas.org/isv/paul.htm
Journeys of Paul interactive tour http://www2.luthersem.edu/ckoester/Paul/Main.h tm
Pauls Congregations http://www.pbs.org/wgbh/pages/frontline/shows/r eligion/first/congregations.html
St Pauls letters youtube clip (for lower level/younger students or those who need support) http://www.youtube.com/watch?v=s1mBdzjMEDk
DEMONSTRATE
Students add a visual image and/or word to the community definition to reflect what St Paul and the early disciples said about community.
Students rewrite the earlier class definition to reflect the world of St Paul and the early Church followers and explain why they have made particular choices in their rewrite.
REFLECTING
View the prayer reflection on St Paul from the Melbourne CEO website and use the prayer service underneath the clip in class prayer time to reflect on the life and message of St Paul.
Core Content Area Two Focus/Question What did Jesus teach about living in community? Resources Teacher Background LAUNCH
Pose the question to students Was the idea of community that St Paul talked about the same as what Jesus taught about living in community? Why or why not?
Discuss with students where they might find information about what Jesus taught or said about living in community e.g. parables, stories, teachings in the New Testament.
ACCESS
Discuss with students how the miracle or healing stories they have heard about Jesus (e.g. healing the blind men, healing the crippled woman) were about bringing people back to a community of love.
Introduce students to two new scripture stories: blind man (Mark 10:46-52, Luke 18:35-43) and healing the leper (Cleansing a Leper Mark 1:40-45, Luke 5:12-16 and Ten Lepers Luke 17:11-18).
Explore an online resource about the miracles of Jesus such as RE:Quest Jesus Miracles.
Teachers will need some time to understand the following Learning Bytes. (Weekly Meeting)
Teacher background Textual features of healing miracles
Year 2 Learning Byte Clues from the Past Core Content One; The land in the time of Jesus
Discuss with students how these healing or miracle stories show how Jesus taught about building a community of love.
Explore the world of the text with students and discuss the features of the healing miracles in the New Testament (see teacher background on healing miracles).
Introduce the world behind the text to students.
DEVELOP
Students engage in literacy activities around the stories of giving sight to the blind man (Mark 10:46-52, Luke 18:35-43) and healing the leper (Cleansing a Leper Mark 1:40-45, Luke 5:12-16 and Ten Lepers Luke 17:11-18).
*Link with current Literacy genre. DEMONSTRATE
Students complete a concept map to the show their understanding of the three worlds of the text for the story of Jesus healing the blind man and/or the healing of the leper/s. The concept map should include the following elements:
- World of the text e.g. What happens in the story? What textual features of a healing miracle do you see in the story? What are the characters and places in the story?
- World behind the text e.g. How did people understand healing and medicine in the world of Jesus? What were some rituals and customs that took place around healing and purity?
What did people believe about touch and healing?
- World in front of the text e.g. What might the message have been for people of the time? What could the message be for us today?
Core Content Area Three Focus/Question How do the Sacraments of the Church continue Jesus message of community today? Resources Teacher Background
LAUNCH
Review with students the 7 Sacraments of the Catholic Church and the way the Sacraments are grouped together e.g. Sacraments of Initiation (Baptism, Confirmation and Communion), Sacraments of Healing (Reconciliation and Anointing the Sick), and Sacraments of Commitment (Marriage and Holy Orders).
Discuss with students how the Sacraments are the times when the Church community come together to celebrate Gods presence in the world and to mark significant times in the faith journey of believers. Remind students that Sacraments reflect key stories in the life of Jesus and continue the ministry of Jesus in the life of the community (e.g. Eucharist/Last Supper, Confirmation/Pentecost, Anointing of the Sick/Jesus healing ministry)
Brainstorm what students remember about the Sacrament of Penance or Reconciliation (refer to the Year 2 Religion Curriculum) using focus questions such as What are the sights,
**There a number of students who have not received Sacraments. This will need to be a mini- unit that explores all the Sacraments from Birth to Marriage. There are also a number who have received the Sacraments but have little knowledge of their purpose. Use the following links to extend and initiate knowledge of the concept.
Sacramental links: https://www.youtube.com/watch?v=qmfSwi3ZKH4 (The Seven Sacraments 2:38)
http://wn.com/sacraments_of_the_catholic_church (The Seven Sacraments of the Catholic Church 6:30)
http://education-portal.com/academy/lesson/the- seven-sacraments-of-the-roman-catholic- church.html#lesson (The Seven Sacraments of the Roman Catholic Church 6:19) *Will need to sign up for a trial but very informative and engaging.
sounds and actions of the Sacrament of Penance?
Identify with the students what the gaps in their knowledge might be and discuss ways of researching the information.
Repeat the same process for the Sacrament of Anointing of the Sick and record focus areas for research.
ACCESS
Divide the class into two large groups to research the Sacraments of Penance and Anointing of the Sick. Within the two large groups, divide students into smaller groups or pairs to focus on particular aspects of the Sacrament. Provide students with focus questions such as: - When and where does the Sacrament usually take place? - What stories of Jesus are reflected in the Sacrament? - What are some symbols associated with the Sacrament? - Who gives and who can receive the Sacrament? - What actions occur in the Sacrament? - What special prayers or words are heard in the Sacrament? - What does the Sacrament mean for believers? Why do people receive this Sacrament?
The Adaptive Reconciliation Kit (Loyola Press) available at Resource Link could be used for students who need more support with the Sacrament of Penance.
Resource Link Sacraments of Healing Student book (by Maurice Ryan Becoming Catholic : Reconciliation & Eucharist : a sacraments big book Learning Links to the Sacraments of healing : teacher resources for the religion classroom (Maurice Ryan) Close encounters with the Sacraments (DVD) The Seven Sacraments (poster) Sacraments for children: an introduction to the seven Sacraments (DVD)
Web Links http://www.loyolapress.com/steps-of-the-sacrament- of-penance-and-reconciliation.htm
In the two large groups, students come together to join their information. Students create a visual display or online resource to share their information about the Sacrament of Penance or the Sacrament of Anointing of the sick.
Students then either present their information to the whole class, or join with a student who completed research on the other Sacrament (e.g. Sacrament of Penance joins with a partner or pair from Sacrament of Anointing of the sick) and share their information.
Students take notes in their books or a work booklet and identify key information on how the Sacraments.
Review with students how the Sacrament of Anointing of the Sick continues Jesus healing ministry in the life of the community, and the Sacrament of Penance calls believers to change and to forgive others.
DEMONSTRATE
Students complete multiple choice questions to gather understanding of the Sacraments of The Catholic Church.
Unit Assessment In pairs students prepare a 3 minute video answering the following questions:
Gather general understanding of the Catholic Sacraments through the quiz.
Students will need to complete a concept map of their video presentation before filming. Allow 2 weeks for the completion of the video.
4. What is the meaning of the term Community? 5. How do the Sacraments of The Catholic Church continue Jesus message of Community in the Church today? 6. How can they become valuable contributors to their Community?