Team: Jess Duncan, Bec Vague, Chantelle Burl & Chris Inglis

Year 4 Religion Unit Length: 11 weeks (planned in short cycles)

Term 2 Planning - 2018

DEEP LEARNINGS

Explain how practices and characteristics of contemporary parishes and diocese are modelled on the healing ministry of Jesus

SURFACE LEARNINGS

Demonstrate an understanding about Participate respectfully in a variety of

Create prayers of blessing, petition Demonstrate an understanding of the
how the Sacraments of ‘Anointing of prayer experiences, including
and intercession using appropriate significance of these prayer forms for
the Sick’ and Penance continue Jesus’ meditative prayer, including prayer
structures. Christian communities.
healing ministry. with the help of colour and mandalas.

YEAR LEVEL DESCRIPTION

Year 4 Level Statement Year 4 Achievement Standard

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 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
By the end of Year 4, students explain how a reader uses knowledge of a
variety of books and text types in the Old Testament and New Testament to
better understand God’s word. They use the Bible’s referencing system to
locate books, people, places and things in the Bible. Students recognise the
Christian belief that God, as Trinity, is relational in nature. They identify and
explain 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) with the experiences of different communities,
including Jewish communities in first century Palestine. They connect these
ideas with the experiences of the 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. Students explain how practices and characteristics of
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.
CURRICULUM LINKS
Knowledge & Deep Understanding
• 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. Anointing of the Sick is one of the Sacraments of
Healing. In this Sacrament, words, actions and symbols are used to
communicate God’s healing of body and spirit. The Sacrament of Anointing
of the Sick continues Jesus’ healing ministry in the life of the community.
(CHLS5)
• Penance is one of the Sacraments of Healing which celebrates God’s love and
mercy. It calls people to conversion and to forgiveness towards others. In the
Sacrament of Penance, words, actions and symbols are used to communicate
God’s love and forgiveness. Penance strengthens the spiritual life of believers
and turns their hearts towards God. (CHLS6)
• In the Christian tradition, essential forms of prayer, including prayers of
petition and intercession, nurture the spiritual life of believers. By prayers of
petition, Christians seek forgiveness and turn back to God. Intercessions are
prayers of petition in which Christians intercede for the needs of others (e.g.
the community, the church, the world, leaders) as well as for themselves.
Intercessions may take the form of a litany. A litany is a form of prayer in
which a person makes fixed responses to a series of petitions. (CLPS10)
• In the Christian tradition, essential forms of prayer, including prayers of
blessing, nurture the spiritual life of believers. Every blessing acknowledges
and praises God’s presence and prays for God’s gifts for self and others.
(CLPS11)
contemporary parishes and dioceses are modelled on the mission and ministry
of Jesus. They demonstrate an understanding of how the celebrations of
Anointing of the Sick and Penance continue Jesus’ healing ministry in the life of
the community. 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.
Skills
• Identify words, actions and symbols used in the Sacrament of Anointing of the
Sick to communicate God’s healing of body and spirit (e.g. Scripture, laying on of
hands, blessing with oil, prayer of thanks, sprinkling with holy water, Lord’s
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 Church’s healing
ministry in the Sacrament of Anointing of the Sick.
• Identify words, actions and symbols used in the Sacrament of Penance to
communicate God’s 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).
• 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.
• Communicate an understanding of the features (e.g. language, purpose,
structures, gestures, context) of prayers of petition and intercession, including
litanies.
• Create a prayer of petition or intercession, using an appropriate prayer
structure, such as a litany, to demonstrate an understanding of the role of
prayers of petition and prayers of intercession for Christians.
 • Meditative prayer uses silence and stillness to assist believers to listen and
talk to God. There is a range of practices (including praying with the help of
colour and mandalas) that helps believers prepare the body and the mind for
meditative prayer and engage in the ‘work of meditation’. (CLPS12)
• 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 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)
CROSS CURRICULAR UNDERSTANDINGS
General Capabilities
Literacy
• Navigate, read and view subject-specific texts with some challenging features
and a range of graphic representations
• Compose and edit a range of learning area texts
• Use growing knowledge of the structure and features of learning area texts
to comprehend and compose an increasing number and range of texts
• Use growing subject-specific vocabulary to read, discuss and write about
learning area topics
Mandated Core Scripture Text/s
Psalm of praise - Psalm 148
Mandated Prayer
Litanies
Litany of the Lady of Lourdes
• Communicate an understanding of the features (e.g. language, purpose,
structures, gestures, context) of prayers of blessing, including Psalm 148.
• Create a prayer of blessing for a particular purpose (e.g. grandparents’ day,
mothers’ day, fathers’ day, sick class member) using an appropriate prayer
structure.
• Participate respectfully in meditative prayer.
• Identify and use practices that assist preparation for and engagement in
meditative prayer.
Cross Curricular Priorities
Aboriginal and Torres Strait Islander Histories and Cultures
• Aboriginal and Torres Strait Islander Peoples have holistic belief systems and
are spiritually and intellectually connected to the land, sea, sky and
waterways.
Asia and Australia’s Engagement with Asia
• The peoples and countries of Asia are diverse in ethnic background,
traditions, cultures, belief systems and religions.
Supplementary Scripture Text/s
Some Psalms and prayers of Blessings
Psalm 103:1-5 Psalm 103:11-18 Psalm 117
Some Psalms of petition, intercession and forgiveness
Psalm 65:5-14 Psalm 70 Psalm 61:1-5 Psalm 88:1-4, 14-19 Psalm 143:10-12
Psalm 64, 69, 70, 77, 86, 130, 140, 141, 142
 WEEKS 1 – 3
Week Learning Activities LI & SC Resources/Notes

Introduction to unit Learning Intention

Students begin by brainstorming and discussing prayers they know. As a class, In this lesson we will…
develop a concept map using the “Frayer Concept Model” (available from • Explore the purpose of Frayer Concept
Model.docx
resources). The teacher will lead the discussion, prompting through questions such prayer and its meaning
as “What is prayer?”, “What prayers do you know?”, “Why do we pray?” and so •
forth.
Success Criteria
1 Students discuss the various purposes for writing. Why do authors write? This will To show this, we will…
then lead into a discussion about why people pray. Explain that we will explore a • Engage in different types of
Engage variety of ways to pray over the term. prayer
• Discuss prayer and form an
Lectio of Nature understanding of its
Expression of Prayer - Begin with the Lectio of Nature, this type of prayer allows purpose
students the opportunity to experience the 'being present' in prayer time. This
prayer requires the participation of the whole body, as you walk in nature taking in
Lectio of
all that is around you. It requires students to be silent and observant of your own Nature.doc
existence and conversation with God.

Prayers of Blessing, Petition, Intercession and Thanksgiving Learning Intention

Using the “Types of Prayer” PowerPoint provided, explore and discuss the different In this lesson we will…
types of prayers that we may come across. Students engage in discussions to come • Explore different types of Types of Prayer.pptx

up with examples of each type of prayer and take notes on these in their books. prayers and their purposes
This understanding will assist in future lessons in which students will write their • Identify the difference Break Through Bible: students
own prayers of blessing. between a Psalm of Praise understanding of the pslams
and Psalm of Thanksgiving can be explored futhre by -
2 Using the the three worlds of
Exploring the Psalms
Students investigate types of Psalms by reading their titles and finding examples Success Criteria the Text Question strateigies
Explore of: Psalms of praise (saying great things about God) and Psalms of thanksgiving. Worlds of the Text
We will show this by…
Explain
They share their findings in a collaborative space that state the Psalm number, its • Taking part in discussions
type and one sentence or phrase from the text of the Psalm that illustrates its type. Mandated Texts
about different types of
E.g. Psalm 67, Praise, "Let the peoples praise you , O God; let all the peoples praise Psalm of praise - Psalm 148
prayer
you". E.g. Psalm 28, Petition, "Hear the voice of my supplication as I cry to you for • Organise a variety of
help". Supplementary Texts
Psalms into categories
Some Psalms and prayers of
depending on the type of
Blessings
prayer that is being used.
 Students familiarise themselves with the types of Psalms by choosing one from a Psalm 103:1-5 Psalm 103:11-18
given list and writing like a first century scribe, must use pen, if a mistake is made Psalm 117
may need to begin again. Show students examples of writing Psalms as scrolls,
explain that early scripture writings were written down the page Some Psalms of petition,
intercession and forgiveness
Psalm 65:5-14
Psalm 70
Psalm 61:1-5
Psalm 88:1-4, 14-19
Psalm 143:10-12
Psalm 64, 69, 70, 77, 86, 130,
140, 141, 142

Exploring the Psalms Learning Intention Padlet –

Students read together Psalm 29 and use a Think Pair Share strategy to identify In this lesson we will… http://padlet.com
and justify the type of Psalm they think it is. • Identify the difference
between different types of Create a teacher account and
Assessment #1 prayer students can add to your own
Students create a Padlet about Psalm 29 to show the many ways God's voice is • Explore how God’s voice is Padlet. This can be kept private
3
found in the text by each reflecting on one line of the psalm, choosing an image to found in different types of through the various privacy and
match the words of the text. Students use this as a gallery to read the Psalm again prayer security settings.
Explore
using the visuals. Padlets can be arranged to be read in the correct order.
Explain
Success Criteria
We will show this by…
• Adding to the class Padlet
about the different ways
God’s voice can be found in
Psalm 29.
 WEEKS 4 – 6
Week Learning Activities LI & SC Resources/Notes

Exploring Prayers of Blessing Learning Intention

Begin by brainstorming times that students have experienced a blessing from In this lesson we will…
someone else or by their own hand, for example, being blessed by a priest at • Reflect on different times
baptism, at communion, at a Eucharistic celebration, a Religious ritual when we we experience prayers of
raise our hands over someone or laying of hands on someone, making the sign of blessing
the cross.
4
Success Criteria
Investigate the greeting used in the school e.g. May God bless you or Peace be To show this, we will…
Explore
with you. • Compare prayers of
Explain
• What does this mean? blessing and prayers of
• Why do we say it? petition
• What should we be thinking and feeling when we use this greeting? • Identify times we have
received or have given a
Compare and contrast prayer of blessing with prayer of petition. How are they blessing
different? What is the purpose of each prayer?

Assessment #2 – See Criteria Sheet Learning Intention

Student have a go a writing their own prayer of blessing. These prayers will then be In this lesson we will…
completed in a “good copy” and compiled as a “Class Prayer Book” to be used • Explore prayers of blessing
5 You Do Who
throughout the year. and their features.
Through Prayer Format.docx
Explain
A good strategy to model is the You-Who-Do-Through. See the provided resources Success Criteria
Elaborate
on this model. We will show this by…
• Creating our own prayer of
blessing to share as a class

Different Types of Prayer Learning Intention

Introduce examples of mandalas for students to use as a reference. Explain to In this lesson we will…
students that they will be constructing their own mandala as an opportunity to • Explore different types of
6
focus and reflect. Encourage them to try to include an aspect of something they prayer experiences
have reflected on (e.g. the environment can be shown through leaves, flowers,
Explore
vines, etc.) Success Criteria
Explain
We will show this by…
Students create a mandala in a peaceful setting with reflective music playing. • Creating a mandala in a
quiet and reflective space
 WEEKS 7-9
Week Learning Activities LI & SC Resources/Notes

Sacrament of Penance & The Anointing of the Sick Learning Intention

As a class, revise the fact that there are seven Sacraments of the Catholic Church. In this lesson we will…
Ask students to suggest any sacraments they are aware of. Discuss the fact that •
they are grouped together at times.
• Sacraments of Initiation – Baptism, Confirmation & Eucharist Success Criteria
• Sacraments of Healing – Penance/Reconciliation & The Anointing of the To show this, we will…
Sick •
• Sacraments of Commitment – Matrimony (marriage) & Holy Orders
7
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
Explore
groups or pairs to focus on particular aspects of the Sacrament. Provide students
Explain 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?

Sacrament of Penance & The Anointing of the Sick Learning Intention

In the two large groups, students come together to join their information. Students In this lesson we will…
create a visual display or online resource to share their information about the
Sacrament of Penance or the Sacrament of Anointing of the sick. Success Criteria
8
We will show this by…
Students then either present their information to the whole class, or join with a
Explain
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 the other Sacrament

Sacrament of Penance & The Anointing of the Sick Learning Intention

9 Ask students to write a reflection on how the Sacraments of the Church continue In this lesson we will…
Jesus’ message of community today.
Elaborate Success Criteria
Share these reflections as a class. We will show this by…
 YEAR 4 RELIGION, TERM 2 – EXPRESSIONS OF PRAYER
Name: Date: Class:

Assessment 2 - Students 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.

Assessment 3 - Students participate respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession

Criteria Above Expected Expected Below Expected

Students 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.
Student can independently write a prayer
of blessing, petition and intercession as part
of a class prayer book that clearly reflects a
chosen theme and type of prayer using
topic specific terms/words.
Student can write a prayer of blessing, Student can write a prayer of blessing,
petition and intercession as part of a class petition and intercession as part of a class
prayer book with limited or no support prayer book with constant teacher
from the teacher. guidance.

Students participate respectfully
in a variety of prayer experiences,
including meditative prayer and
prayers of blessing, petition and
intercession.
Student knows when is the appropriate
time in prayer to share a blessing and is an
active participant meditative prayer
experiences.
Student can demonstrate different ways to
display their spiritual understanding of
prayer.
Student knows when is the appropriate
time in prayer to share a blessing.
With limited consultation student can
demonstrate different ways to display their
spiritual understanding of prayer.
Student needs support in order to find the
relevant time to share a blessing or prayer.
With constant teacher guidance student
was able to demonstrate a way to show
their spiritual understanding of prayer.

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