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Religion Planning

2014

Year 6/7

School: Our Lady of Lourdes


weeks

Duration: 10

Fertile Question / Topic


How does Mary MacKillops work influence our understanding of Catholic Social Teachings?

Class Context Differentiated learning


WHO ARE MY LEARNERS? Write a short blurb about specific needs of student learning and Religious Background information
Class Needs
Adjustments for Learners
Intellectual Impairment 1 student, ASD 4 students, Turrets 1 student, Speech and Language 1 student, Learning
Difficulties - 8 students
2 Anglican, 1 Baptist, 55 Catholic, 2 Eastern Orthodox, 1 Hinduism, 5 No Religion, 1 Other Christian, 1 Uniting, 1 Oriental
Orthodox

Learning Context - Significant Days and Celebrations

Plan to integrate these things into learning, not add on top.

Mary Mackillop Feast Day 8 August, Feast of the Assumption 15 August (Assembly), Catholic
Education Week, Grandparents Day, Fete, Fathers Day,

Year Level Description


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 7, students learn about the beliefs, values and practices of Christian communities, past and
present, including early Church communities (c.6 BCE - c. 650CE), communities of religious men and
women and Australian Catholic Church communities.
They explore cultural and historical influences on these communities and change and continuity over
time.
They learn about the common beginnings of faith shared by the monotheistic religions (Christianity,
Judaism and Islam) through the stories of patriarchs, Moses and the prophets.
They explore ways in which communities of believers, past and present, express their understanding of
God and Gods relationship with human persons. In particular, they develop their understanding of the
Apostles Creed, Nicene Creed and the Decalogue.
Students explore contextual information about sacred texts, using a range of Biblical tools, to gain a
deeper awareness of these texts and how they influence communities of believers.
They examine Church teaching and basic principles of Christian morality that influence the way
Christians live out their faith, individually and communally.
Students examine ways in which believers nurture their spiritual life through prayer, ritual, the
sacraments and sacred texts.
They develop their understanding of prayer in the Christian tradition through an exploration of Lectio
Divina and Ignatian Meditation.
They investigate the relationship between the Sacraments of the Church, the life and ministry of Jesus,

and the faith journey and life experiences of believers.

Achievement Standard
By the end of Year 7, students recognise that sacred texts reflect the audience, purpose and context of
their human authors.
They explain how sacred texts influence the life of believers.
They explain the significance of Church teaching and basic principles of Christian morality for the way
believers live out their faith, personally and communally. Catholic Social teaching Mary MacKillop
teaching and her response to the Catholic Social teaching
Students investigate the beginnings of the Christian faith (c.6 BCE c. 650 CE) and explain the role of
key people and events in its development.
They explain some ways in which Christianity shares common beginnings of faith with the other
monotheistic religions (Judaism and Islam).
They describe some ways in which the faith of believers is expressed, professed and lived out in
different communities, past and present.
They suggest reasons for change and continuity in the life of Church and religious communities over
time and place.
They explain the significance of prayer, ritual, sacraments and sacred texts for the faith journey of
believers, personally and communally.
They participate respectfully in a variety of prayer experiences, including formal prayers such as the
Hail Mary and Our Father; meditative prayer including Lectio Divina and Ignatian Meditation; and
meditative prayer practices including silence and stillness, and praying with icons and images.

Content Descriptions

Cluster strands and sub-strands that make connections with the Unit topic.

Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and
Wisdom
Mandated Scriptural Texts

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and


Deep Understanding

Religious Knowledge
and Deep
Understanding

CHRISTIAN SPIRITUAL
WRITINGS & WISDOM
The writings and key
messages of the founders of
religious orders influence
the way of life of religious
communities (e.g. prayer
life, apostolate, dress,
spiritual practices, beliefs,
symbols, daily life).

Skills

Analyse and explain how


the way of life of religious
communities has been
influenced by the writings
and key messages of the
founders.

Church
Liturgy and Sacraments
People of God
Church History
Religious Knowledge and

Skills

Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Skills

Religious Knowledge

Skills

Deep Understanding

and Deep
Understanding
MORAL FORMATION

Moral choice involves both


discernment and
judgement and acting
according to that judgment.
Doing good and avoiding
evil is the basic principle of
acting according to a
properly formed
conscience.
MISSION AND JUSTICE
Concern for the good of the
community is a basic
principle of Christian
morality. According to
Church teaching, personal
gifts are meant to be at the
service of others and of the
common good. The good of
the community can be
protected and promoted in
a variety of ways.
PRAYER AND
SPIRITUALITY

Examine sources (e.g.


Church teaching, Word of
God, contemporary
media, human wisdom)
to explain the basic
principle of acting
according to a properly
formed conscience.
Analyse the Churchs
teaching about the
common good.
Investigate and present a
variety of ways of
protecting and promoting
the common good.
Explore ways of serving
the common good using
personal gifts and talents.
Participate respectfully in
meditative prayer,

Meditative prayer uses


silence and stillness to
assist believers to listen
and talk to God. Believers
use a range of practices
(including silence and
stillness, and praying with
icons and images)

including praying with


scripture.
Identify and use practices
that assist in preparing
for and engaging in
meditative prayer,
including silence and
stillness and praying with
icons and images.

Learning Intentions
Learning Intention
By the end these learning experiences, students

Student look at the Catholic Social Teaching and identify ways in which Mary MacKillop put these
teachings into actions;
Students examine ways that Mary MacKillop expressed her faith through her writings;
Students select identified quotes of Mary MacKillop and use these to create a personal prayer which
relates to social justice teachings.

Success Criteria
Success Criteria
How will we know if students have achieved the desired results and met the standard?
What will we accept as evidence of student knowledge, understanding and skills?

Students will identify Mary MacKillops response to the needs of others and link these to Catholic Social

teachings;
Students interpret a selection of Mary MacKillops writings and quotes;
Students identify a key message or word within a quote from Mary MacKillop and use this to create a
personal prayer focussing on social justice.

Assessment
Assessment Background
Students will identify in a variety of sources (such as stories about Mary and timelines) how Mary
MacKillop responded to the needs of others to be completed through a retrieval chart;
Students identify a way in which they help others and create a quote about this;
Students create a personal prayer based on a selected key message or word from the writings and
quotes of Mary MacKillop.

Connections
What connections can be made with other Curriculum areas (eg History, Geography, English)?

Religious Life of the School

General Capabilities

Cross-Curricular Priorities

Religious Identity and Culture

Ethos and Charism: The ethos and charism


of the school express the assumptions,
beliefs and values that the Catholic
community shares. They are reflected in what
is done, how it is done and who is doing it.
Authentic Christian Community: An
authentic school community supports the
dignity of each person, practises Christian
hospitality and proclaims its values through
word and action.

Social Action and Justice

Reflection on action for Justice: Reflection


on action for justice requires critical reflection
and prayerful discernment based upon the
scriptures and Catholic social teaching.

Evangelisation and Faith


Formation
Witness to the wider community: Witness
to the wider community calls Christians to
give witness to the beliefs and values of the
Catholic Christian tradition and proclaim the
Good News of Jesus Christ.
Prayer and Worship
Christian Prayer: Prayer, as the raising of
the mind and heart to God or the requesting
of good things from God, contributes to the
faith growth of individuals and the building of
Christian community.
Schools draw on the richness
of the Catholic tradition, the

Literacy
Comprehending texts through listening,
reading and viewing
Composing texts through speaking,
writing and creating

Numeracy

Information and communication


technology (ICT) capability

Investigating with ICT

Critical and creative thinking

Personal and social capability


Self-awareness and social awareness
Ethical understanding
Exploring values, rights and
responsibilities

Intercultural understanding.

Aboriginal and Torres Strait Islander


histories and cultures

Asia and Australias engagement


with Asia

Sustainability.

wider Christian tradition and


their own particular charism to
nurture the prayer life of the
school.

Recommended Resources
Resources
Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
Prayer Chart
Learning Bytes
Melbourne RESource,
Together at One Altar;
ResourceLink
Caritas
Judaism
Ways to Pray

Swiggs, T, Kowalczuk, J & Jacquier, M. (1995) Mary MacKillop: A Resource Book. Sisters of St
Jospeh Timeline, pg 70
Cavanagh, M (2010) Mary MacKillop: A Window of Hope, Wilkinson Publishing Pty Ltd
OSullivan, C & Muir, L (2007) The Gift of Mary MacKillop, John Garrett Publishing Timeline
pg 4 / 5 + Quotes throughout
Kane, L & Kane, S (2009) The Little Brown Book: Mary MacKillops Spirituality in our everyday
lives, St Pauls Publications

Murphy, S (2013) Meet Mary MacKillop, Random House Australia


Daily Reflections + From the Pen of Mary
http://www.marymackillop.org.au/prayer/dsp-default.cfm?loadref=181
Daily Reflections + From the Pen of Mary
http://www.marymackillop.org.au/prayer/dsp-default.cfm?loadref=181
QUOTE CARDS: Mary MacKillop: An Australian Saint for All (2008) ResourceLink
Sisters of St Joseph (2010) Never See a Need Without Doing Something About It: Inspirational stories from the life of
Mary MacKillop St Pauls Publications.
Sisters of St Josephs
http://www.sosj.org.au/
St Mary MacKillop Website:
http://www.marymackillop.org.au/
VIDEO: Mary MacKillop: Soul of the sunburnt country (2010) ResourceLink
BTN News Article: http://www.abc.net.au/btn/story/s2646754.htm
Caritas:
http://www.caritas.org.au/

Learning Experiences - Select a relevant Inquiry Process


Explore Elaborations
Tuning In

Finding Out

What is the topic?


Identify possible sources of
Why should we study this topic?
information
Frame manageable questions.
Identify skills necessary for the
What do I already know about this
investigation.
topic? I think I know x,y,z.
How did it happen?
How is this relevant to me?
Who was there and what were
the facts?

Sorting Out

What do we want to find out?


How can we do this best?
How will we gather the
information?
Does what I knew before still
apply?
Does my first idea still make
sense?

Communicating

Teaching and Learning Sequence


Focus/Question

Reflecting
and
Evaluating

So what have I learnt?


If I know this, how can I connect it
with my world?
Extend and challenge students
understandings
Offer more information
Is there something else I need
to deepen my knowledge
understandings?
What difference does this make
to me?

Adjustments for
Learners

Resources

Student look at the Catholic Social


Teaching and identify ways in which
Mary MacKillop put these teachings into
actions.
1

Tuning In:
Who is Mary MacKillop what do students
know?
Finding Out:

KWL Chart
PowerPoint Blendspace

Students will investigate


Mary MacKillop
Students will investigate
MacKillop
Finding Out:
Students will investigate
Mary MacKillop
Students will investigate
MacKillop
Finding Out:
Students will investigate
Mary MacKillop
Students will investigate
MacKillop

and revise the life of


the work of Mary
PowerPoint Blendspace
and revise the life of
the work of Mary

and revise the life of

VIDEO: Mary MacKillop: Soul


of the sunburnt country
(2010) ResourceLink

the work of Mary


Retrival Chart 6 Thinking
Hats

Finding Out:
What is Catholic Social teaching students
brainstorm ideas
Sorting Out:
Students engage with the activities from the
CARITAS website
Cartoon See, Think, Wonder
Videos Preferential option for the poor table

BTN News Article:


http://www.abc.net.au/btn/sto
ry/s2646754.htm

Sorting Out:

Sisters of St Josephs
http://www.sosj.org.au/

Using information gathered, create a timeline of


her work (specific to her actions and responses

Caritas:
http://www.caritas.org.au/

to social justice)

St Mary MacKillop Website:


http://www.marymackillop.or
g.au/
Retrieval chart - Assessment

Communicating:
Students will identify in a variety of sources
(such as stories about Mary and timelines) how
Mary MacKillop responded to the needs of
others to be completed through a retrieval
chart;
Reflecting and Evaluating:
Students identify what they have learnt how
has my life changed through identifying Mary
MacKillops actions?

Teaching and Learning Sequence


Focus/Question

KWL chart - Assessment

Adjustments for
Learners

Resources

Students examine ways that Mary MacKillop


expressed her faith through her writings.

Students select identified quotes of Mary


MacKillop and use these to create a personal
prayer which relates to social justice teachings.
7

Tuning In: (English)


Whats a saying? What is a quote? (Talk about
jingles / sayings that maybe seen on TV e.g.
Nike: Just do it and idioms)

Daily Reflections + From the


Pen of Mary
http://www.marymackillop.org.a
u/prayer/dsp-default.cfm?

What does literal mean? Do we see these in


sayings?
Finding Out:
Students explore a range of resource which
identify writings and quotes from Mary
MacKillop
As a whole class, deconstruct a quote from
Mary MacKillop
Sorting Out:
Match the meaning Students given a variety
of quotes and their meanings and match them
up in small groups / pairs or individual
Students deconstruct a writing or quote from
Mary MacKillop
Communicating:
Students identify a way in which they help
others and create a quote about this
(Assessment)
Reflecting and Evaluating:
Students share their quotes with others and
deconstruct them.
Tuning In: (English)
What is the difference between a prayer and a
quote? Brainstorm.
Finding Out:
Look at prayers written for Mary MacKillop by
kids
(http://www.marymackillop.org.au/_uploads/rsfil

loadref=181
QUOTE CARDS: Mary MacKillop:
An Australian Saint for All
(2008) ResourceLink

Modern translation chart


Poster - Assessment

Daily Reflections + From the


Pen of Mary
http://www.marymackillop.org.a
u/prayer/dsp-default.cfm?
loadref=181
Comparison page

10

/000474_dcba.pdf)
Identify the social teachings within the prayers
Sorting Out:
Students find a quote which they connect to
and can use as a basis for a prayer
Communicating:
Students create a personal prayer based on a
selected key message or word from the writings
and quotes of Mary MacKillop.

Prayer mindmap

Reflecting and Evaluating:


Students share their prayers within class prayer
sessions.

Post Unit Evaluation


Thoughts about the unit
e.g suitability of activities, assessment tasks

Evaluation of Resources- additional resources

Considerations for next time