Where d-we find Goths text? Wea Fille _Class.Context- Who:are my learners? Class Needs * Individualised Leaming Needs * Catholics/non-Catholies — other faiths ~ practisinginon-practising + Students with Disabilties (e.g. ASD - ADHD - abstract concepts may need further ‘unpacking - visuals etc...) Adjustments for Learners Differentiated leaming Catholics!non-Catholics — other faiths — practisinginon-practising Sensory delay impairments ee ¥ place | Leaning Context=SignficantDays and Celebrations What events{demands/celebrations are timetabled in the school for the duration of the unit? + Religious Life ofthe School: Liturgies; Assembly Prayer, Feast days; Retreat Days; Social Justice Outreach ete + Check Ways to Pray Calendar for significant dates in Liturgical Calendar + Plan to integrate these things into leaming, not add on top. visiting our Holy Sp through our Schoo! Prayer, School Song, Assembly + Whole school Sacred Time - 12pm daily + Opening School Mass + Ash Wednesday ~ Season of Lent + Caritas - Project Compassion + Leadership Day + Just Leaders Day + Initiation into the Sacramental Program + Sacred Singing > StJoseph > Holy Week Liturgy and Easter 1Year Level Description - YEAR 4 The Religion Curiculum P-12 involves four strands: Sacred Texts, Belefs, Church and Christian Life, These stands are interrelated and should be taughtin an integrated way; and in ways that are appropriate to specific local contexts. In Year 4, students develop their understanding of God's Word in Scripture as they use the Bible’s 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 Naxzestaivent. They lsten to, read, 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 commurity through an exploration of different texts, including the Decalogue and the writings of St Paul, and the experiences of different frst century Palestine, early Church communities in Austr They broaden their understanding of the 1g of the Sick and Penance, They Christian communities. ‘Achievement Standard YEAR4 — 2 2 : By the end of Vea, students uso the Bible's referencing aystom to ovat books people, places and things in the Bibl. Thoy deny avaraly of books and text types in the Old Testament and New-Festamrent and explain how a reader uses this knowledge to better understand God's Word. ef that in how these are modelled onthe mission and ministry of Jesus. They use an appropriate structure to create prayers of blessing, ing of the significance of these forms of prayer for Christian communities. They participate respectfully in a variety of prayer experiences, including meditative prayer, prayers of blessing, petition and intercession,Content Descriptions ste strands and sub-strands that make conne Religious Knowledge and Deep Understanding ~ Skills ‘OLD TESTAMENT- The books of the Old Testament contain a variety of text types including historical narratives, saored myths, poetry, legal codes and wise sayings. God's Word is revealed through an understanding of the books and text types of the Old Testament. The human author's choice of text type is important truth revealed in the text (e.g. historical truth, 's 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 the New Testament (e.g. Lost Sheep, Lost Coin, Two Sons) can assist the reader TomRake meaning of Scriptural teachings Identify typical stages and language features of various types of textin the Old Testament (e.g. historical narratives, sacred myths, poetry, legal codes and wise sayings) Explain how knowledge of the typical stages and language features of an Old Testament text affects a reader's understanding ofits 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. res of text organisation (namely book, chapter, verse, index, headings and subheadings) used to order and present information in the Bible. Use some features of text organisation to locale books, people, places and things in the Bible. l TESTAMENT [STNT9, STNT10, STNT11] Understanaim is aided by an awareness of the books and text types of the New Testament, There of text types in the New Testament, each with particular textual features. Explain how a knowledge ofthe typical stages afd language features of aNew Testament text affects a reader's understanding ofits message CHRISTIAN SPIRITUAL WRITINGS AND WISDOM [STCW5] Religious Knowledge and Deep Understanding Religious Knowledge and Deep Understanding TRINTY_IBETRE] identity ig Soripturl passages that express God as Father, God as Scripture speat but most sigifcant for Christians as | Son and God as Holy Father, Son and Holy Spirit. Christians name nding of God as Tent HUMAN EFISENCE [BEHES] 7 ‘MAN aac WORLD RELIGIONS [BEWR5] Skills LITURGY AND SACRAMENTS [CHLS5, CLHS6 PEOPLE OF GOD [CHPG5] CHURCH HISTORY [CHCH3] lig ledge. MORAL FORMATION [CLMF7, CLMF8]MISSION AND JUSTICE [CLMJ5] of the features (e.g. language, purpose, context) of prayers of petition and intercession, including Intercessions may take the form of a litany. A litany is a form ofp a person makes fixed responses to a series of petitions + recognise Aufhov's chorce of FRI IG p Learning'Intentions ap ‘aming experiences, students CWO ben 7A oF TeV! TOE understanding of God's Word in Scripture as they use the Bible's referencing system to locate books, people, places and things Tolev tet ypesin tho Ot Testanent andere Now Festa tet + lang. fEqturces jerpret Scriptural passages thal €xpress-Ged-as. writ be : Crs Ceakiol + Tage SF : Eeplah how, these [Success Criteria se Assessment. IPPC veQgder's Und: estan | Achievement Standard Assessed ‘ Students complete a series of tasks designed to develop skills in using By the end of Year 4, students use the Bible’s referencing system to ow ae locate books, people, places and thi Bible. They identify a . variety of books and text types in the Old Testament and New Testament purpose of parables and explain how a reader uses this knowledge to better understand audience. God's Word. T . a sages that Father, it, They participate respectfully ina variety of prayer experiences, ining meditative prayer, prayers of | blessing, petition and intercession. God. ~ Stsientsconanit rey of tres fr das ore nd tg 5 = devil ‘ert ty, coramcanity tor —Creation Kage eh ey, Tok Creation stories — Sacve elocu of erat ~ narra vice + making meari commu thes edo Hime 5‘Success Citeria | Assessment Background | How will we know if students have achieved the desired results and met the | Consider a range of assessment methods informal and formal assessments | standard? | during a unit ‘What will we accept as evidence of student knowledge, understanding and skills? [> © Students locate and identity a variety of books and text types in the | Checklist for locating books, chapters and verses in the Bible and Bible Old Testament ant-Newestamont— Gateway © Students explain how a reader uses knowledge about the Bible to _| Recount and reflection of the mandated scripture story better understand God's Word, | Focused analysis: teachers examining in detail student responses to tasks or ° fentify and explain Scriptural passages that express God as | actives. Father, as S Teacher observation: observing students and monitoring their progress as ° lents use an appr yn and | they work. intercession. Story Probe Think - Pair — Share Annotated Work samples i Group discussion Mandated Scriptural Texts EXPLICIT. TEACHING ABOUT PRAYER | Appendix B oo a Appendix A. = is : ES Mandated Scripture: First Creation Story Genesis 1. y2- ‘Sehoot Prayer — Supplementary Scripture: Joseph sold into Egypt Gefesis 37 — Ups | Prayers oH ntercessoT STOT?, STOTE | CURRICULUM Connections What connections canbe made with other Curriculum areas (eg History, Geography, English)? Geography - mapping places Jesus visited, using the interactive whiteboard English - reading and summarising Scriptural passages, Contents pages & Index pages ‘Cross-Curricular PrioritiesReligious Identity and Culture thos and charism (ICE) ‘Authentic Christian community C) ‘Sense of the Sacred (ICS) Social Action and Justice Justice in the school community (s/s) + Action for justice (SJA) «Reflection on action for Justice ess fo the wider community (FW) Prayer and Worshi sacraments (PWL) Ritualising everyday life (PWR) Literacy ‘Numeracy Information and communication technology | ICT) cay Critical and creative thinkin Personal and social capabi Ethical understanding Intercultural understandit Recommended Resources | Resources | Teacher Backaround Mandated Scriptural Texts ‘AcZ Learning Strategies Prayer Chart Learnit Ss, Melbourne RESource, TEACHING AND LEARNING SEQUEN CORE CONTENT AREA 4: Whatis the purpose ofthe’ Bib ResourceLink Caritas Judaism Ways to Prayular texts. They listen as diverse short texts are read V/ catholic. storrés Bible Gateway Students create a collaborative poster that ists the many purposes of texis with an each purpose. e.g.remembering, explaining, teachin Google Images in pairs use a Compare and Contrast | Pinterest examples the Bible with the features of the provic least one question that they have about the Bible, Testa: mend means th the class and share and answer each other's ment ae? ‘Students use a Think Pair Share strategy to cont ne Pp oo £ i . a “ Ancient Voces | learning byte ite to a discussion about whatKathryn Robinson's big book: The Bible, God's Great Book of Books. Teachers note: Another support referenci orientate students to the structure of are found on page one of Kathryn Robi big book The Bible, God's Great Boo Books. Jeachev backh¢” Wotes — | « fathwous oF Geli “ ferent points of view about .(vedle. an OT Fimeline + (hho. story of crcahOh KW » view online one ef the versions of ee iey » How iS Gods Voice hearG - . students investigate tc World of the Text of Genesis |} 42 ‘ Stog Probe — examine textural features » Big book * Caring for Wreation" in betind. ‘ Comp we / Contwast Gevsrs |e@ randomly selected to rotell the story s Three students are selected and asked to waitin the nextclassroom. One by one they are called into the room to jmory of the Zaochaeus story. Students as a class complete a thtes-eofamn Graphic Organiser recording the key events retold by the seleeted student. Students compare and contrast the accounts. Students. jést reasons why the re-tellings varied in detail and and discuss any differences. Students complete a Bibl referenting to locate and reference scriptural texts ‘Students read and analyse the three texts either Students in groups complete a three circle Venn Dj Venn diagram paper or online 10Core Content Area Two: | ‘Students brainstorm what they know about the Creation story in the Christian trac find the story of Creation? What are the different parts of the story? How many Creation stories are there in the Old Testament? Students view a short alip tor students access ar happens in story of Cre | complete a Story Probe to examine the textual features ofthe Creation stores, for example 3 of phrases, imagery, and symbols. | | ‘AAv2r7M Computers ~ Story Probe Students compare and contrast creation stories across different ns and cultures, for example | Ngutani-Lui visit Indigenous Creation stories such as the The Butchulla Creation Story of Fraser Island or the Taigai from the Torres Strait. Students contribute to a class brainstorm on common features of Creation stories and speculate on why differences and similarities in the stories may occur. Students explore some of the ways artists have shown their understanding of Creation in different times and places through online sources such as the Art Index at Textweek or short clips such as Bangarra——| Dance Theatre, Moses | Students are introduced to the story of Moses by viewing movie clip that shows the opening | Prince of Egypt Clip | soenes of the movie Prince of Egypt. They discuss the Cip as a class identifying which Bible story the | Bible Gateway - computers movie clip is about and what they know abouts story. Students locate the story Ex 1:8-22; 2:1-10 in the New Revised Standard Version Catheti€edition (NRSV Cath ed.) using Bible Gateway. They read the text either individually or as a claasTdentifying the text type or literary form as a narrative. They compare the text with the movie git0 identify and propose reasons that the movie clip about the birth of Moses is not ‘hatin the book of Exodus, » hemonsWate/ CVEAIE O VisAqT VeSpOrice— «How glo we hnow it a sacveol math Ad was Whe nH goes tht stay show Us ubat’ the We 2 1h w Oh od tos tell us what God ig lihe ” ena EO Re unessaae. mean -tndadaxX What ave orn smvits we nea nh the +), Students locate and Gateway or print Parables worksheet - online ‘Students demonstrate their understanding of the structure and purpose of parables by rewriting their own short parable fora year four audience, is part of the unit is continued into Term Two. Explore the Psalms and create prayers of petition ing examples of: Psalms of petition \gs about God) and Psalms of thanksgiving. They 2 Bibles — Bible Gateway TextiContext Model to investigate the Psalm the type of - imiles and Students read together Psalm 29 and use a Think Pair Share, {o identify and im 29 to show the many ways God's voice is found in the text by psalm, choosing an image to match the words ofthe text hey discuss the the structure of prayers ofp create their own prayers of iterGéssion for their Class Mass. Students participate, fully in a class prayer using the constructed prayers of pettiowintercession. Computers — Wordle 198 aS a class tis outward symbolic Z cross that names God as Father, Son and Holy Spirit. They fristians understand God in this way and use the word Trinity to name gesture that Christians make in the sl isten as the teacher explai this understanding 50d, | identify stories using visual timeline of the OT- * navrative 7 of the OT‘Students participate in an online search, using a navigationetfool such as Biblegateway.com, fo locate | School soripture references that speak of God as Father, Serrand Holy Spirit, Some examples include: 2 Cor ebiéval Chart S that describe God as Father, God as Son and God as Holy, record their findings. it times and cultures, for example the Art index at ‘Visual Language Strategy to analyse the images and discuss what under presented in the images. (Assessment) At the end of th © Take the time to lo Reflection page tthe question, the research path, and the conclusions made, © Take inventofy, makes observations, and possibly makes new decisions about their leaming, Tole - ° covnpare fo a narrative Structme (2) explove + vescarth to story of Joseph pase ary the. wovlA Behind the Teds x North | a « create a visual of the story 7, L @. use visual to recount the story * Josep coat, , broprens @ ‘how do we knew Hus story is a PAVTAHTE ? tot at the time : was the Word GF behind the nay oes story tell ue? What God is tke € the message for me today