Religion Term 1 - Religious Curriculum
By the end of Year 4, students explain how a reader uses knowledge of the Bible to better understand God’s
Word. They identify different books and text types in the Old and New Testament; use the Bible’s referencing system to locate books, people, places, events and objects 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 use different texts including the Decalogue and the wisdom of St Paul and investigate experiences of different communities including the Jewish communities in first century Palestine, early Church communities in Australia (c. 1788 CE - c. 1850 CE) and contemporary Church communities to connect ideas about the significance of community for Christians. They explain how free choices result in actions that affect the individual and their community. Students explain how practices and characteristics of 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’ mission and 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 prayers of blessing, petition, intercession and litanies. They participate respectfully in meditative prayer practices using praying with colour and mandalas.
Week 1
Learning Intention: I am learning to explain the significance of community for Christians.
Success Criteria: I can communicate an understanding of the concept of ‘community’.
I can explain how living in community helps people reach their full potential.
Success Criteria: I can communicate an understanding of the concept of ‘community’.
I can explain how living in community helps people reach their full potential.
- What is a community? What does the word mean? How does it form? How do you know if you are in one? What communities do you belong to? (school, parish, sport, state, extended family, neighbourhood; Australia); Can you only belong to one? Does everyone you know have to belong to the same community?
- Students use a Community Retrieval Chart to record answers
- Students brainstorm elements that sustain a community in good times and bad, e.g. core beliefs; groups; rituals; prayers; laws etc.
- Collectively, students identify/discover specific examples of these elements which help sustain their school community (as a Christian community) in good times and bad.
- Teacher note: Further examples of these elements may be found in The Religious Life of the School: Authentic Christian Community and Ritualising Everyday Life
- Students record these examples and display this in the classroom.
- Students respond to the question:
- What are some things that our school community, as a Christian community, can do when times get tough at school?
- From this discussion, students recognise prayer as one of the means of responding to challenges and change in their school community.
- Students complete a concept map to describe their understanding of community in general and highlight the aspects that they identify as demonstrating a Christian community.
- Summative Assessment
- Students explore, with the support of the teacher, the role of meditative prayer, especially the use of mandalas.
- Students create a personal and class mandala
- Students choose mantra and reflect using their mandala.
Core content area 2: What does the Decalogue tell us about living in community?
Weeks 2 & 3
- Students listen as the teacher explains that the Bible provides the main source and foundation for Christians’ moral understanding of right and wrong and how to live a good life
- Students hear that Jews and Christians believe that Moses brought the Ten Commandments to the Israelites after the escape from Egypt and that these commandments are a very important part of the Law for the Jews and continue to guide the lives of Christian believers.
World Behind the Text
- The word Decalogue means ten words and these were given to Moses after the Jewish people had been moving through the desert. There were some people grumbling about the journey and questioning G*d. The commandments reminded the Jewish people about their covenant with God. They were freed from slavery and lived out the promise God kept by freeing them through keeping the laws of The Decalogue.
World of the Text
- Students examine Exodus 20:1-17 and Deuteronomy 5:1-21
- Students discuss the meaning of each commandment – use Ten Commandments for Kids to assist understanding
- Students work in pairs using the Ten Commandments worksheet to cut and sort these into groups and share their groupings and justifications
- Discuss how there are two groups of rules – one group about loving God (first 4 commandments) and one group about loving others (next 6 commandments)
- Discuss the meaning of each commandment for the lives of believers.
CD = Make connections between the commandments of the Decalogue and students’ own experience.
Summative Assessment
Students create a ‘Ten Commandments iPhone’ and add words (back of each number) to make connections between the commandments and living in a Christian community
Above – Students respond to the question- Why might a believer choose to follow the Ten Commandments?
Ten Commandments iPhone
http://www.lbrummer68739.net/easter-projects-gallery/ten-commandments-iphone/
World in Front of the Text
Students create a ‘Ten Commandments iPhone’ and add words (back of each number) to make connections between the commandments and living in a Christian community
Above – Students respond to the question- Why might a believer choose to follow the Ten Commandments?
Ten Commandments iPhone
http://www.lbrummer68739.net/easter-projects-gallery/ten-commandments-iphone/
World in Front of the Text
- Students contribute to a class discussion about whether the commandments tell a believer everything they need to be happy and to be a good person.
How does the wisdom from St Paul and the Acts of the Apostles help us live in community?
Religious Language – Resurrection, Pentecost, Acts of the Apostles, St Paul
Weeks 4 & 5
Review ideas about community and how it can be defined
World behind the text
World behind the text
- Ask students what they know about the story of the Church after the death and resurrection of Jesus:
- 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)
- How did the disciples create their own communities?
Ask: What are some ways that you care for your friends? How do your friends care for you?
Ask: If you were in need, how do you think a good friend might help you?
Say: In today’s story we’re going to hear about how the early church cared for each other during times of need.
Pray that God would open their hearts to his word today and thank Him for the truth of our resurrected Savior!
Ask: Have you ever experienced something so awesome that you just couldn’t wait to tell someone else about it?
Say: That’s exactly what our story is about today! Our main point today is: God uses His church to spread blessings.
Say: After Jesus rose from the dead and was taken up into heaven, He sent the Holy Spirit to the disciples. For the first time, God’s spirit actually dwelt within people! How amazing is that?!
Say: The disciples were so excited about Jesus that they couldn’t wait to start sharing the good news.
Ask: Have you ever gotten good news that you wanted to share with others?
Ask: What good news did the disciples want to share?
Say: They wanted to tell people about how Jesus died and rose from the dead to be the payment for sin. The disciples also wanted to share how Jesus wanted to welcome others into God’s Kingdom so they could experience a real relationship with God. That’s definitely good news!
Say: In the Bible, God’s Word to us, we can read about the early church. It didn’t look much like our church building today. Let’s read from God’s Word together, and as I read, listen for the description of the early church.
Read Acts 2: 42-47: “And they devoted themselves to the apostles’ teaching, to the fellowship, to the breaking of bread, and to the prayers. Then fear came over everyone, and many wonders and signs were being performed through the apostles. Now all the believers were together and held all things in common. They sold their possessions and property and distributed the proceeds to all, as anyone had a need. Every day they devoted themselves to meeting together in the temple complex, and broke bread from house to house. They ate their food with a joyful and humble attitude, praising God and having favor with all the people. And every day the Lord added to them those who were being saved.”
Ask: What did you hear about the church?
Say: The early church wasn’t about a building! It was all about a community of people who believed in and were following Jesus. The people loved God and they loved each other.
Ask: What are some ways that the people took care of one another?
Ask: What were some things that they did together when they gathered?
Say: That reminds me of our main point: God uses His church to spread blessings.
Say: God used the early church to spread blessings to others, so the church could continue to grow. The Bible tell us that more and more people were believing in Jesus everyday! God uses the church today for the same purpose! God wants His people to love Him and share His love with other people.
Ask: What are some ways that we might spread blessings to other people?
Say: Let’s pray together now and ask God to show us ways each day to love others and spread blessings to them!
Ask: If you were in need, how do you think a good friend might help you?
Say: In today’s story we’re going to hear about how the early church cared for each other during times of need.
Pray that God would open their hearts to his word today and thank Him for the truth of our resurrected Savior!
Ask: Have you ever experienced something so awesome that you just couldn’t wait to tell someone else about it?
Say: That’s exactly what our story is about today! Our main point today is: God uses His church to spread blessings.
Say: After Jesus rose from the dead and was taken up into heaven, He sent the Holy Spirit to the disciples. For the first time, God’s spirit actually dwelt within people! How amazing is that?!
Say: The disciples were so excited about Jesus that they couldn’t wait to start sharing the good news.
Ask: Have you ever gotten good news that you wanted to share with others?
Ask: What good news did the disciples want to share?
Say: They wanted to tell people about how Jesus died and rose from the dead to be the payment for sin. The disciples also wanted to share how Jesus wanted to welcome others into God’s Kingdom so they could experience a real relationship with God. That’s definitely good news!
Say: In the Bible, God’s Word to us, we can read about the early church. It didn’t look much like our church building today. Let’s read from God’s Word together, and as I read, listen for the description of the early church.
Read Acts 2: 42-47: “And they devoted themselves to the apostles’ teaching, to the fellowship, to the breaking of bread, and to the prayers. Then fear came over everyone, and many wonders and signs were being performed through the apostles. Now all the believers were together and held all things in common. They sold their possessions and property and distributed the proceeds to all, as anyone had a need. Every day they devoted themselves to meeting together in the temple complex, and broke bread from house to house. They ate their food with a joyful and humble attitude, praising God and having favor with all the people. And every day the Lord added to them those who were being saved.”
Ask: What did you hear about the church?
Say: The early church wasn’t about a building! It was all about a community of people who believed in and were following Jesus. The people loved God and they loved each other.
Ask: What are some ways that the people took care of one another?
Ask: What were some things that they did together when they gathered?
Say: That reminds me of our main point: God uses His church to spread blessings.
Say: God used the early church to spread blessings to others, so the church could continue to grow. The Bible tell us that more and more people were believing in Jesus everyday! God uses the church today for the same purpose! God wants His people to love Him and share His love with other people.
Ask: What are some ways that we might spread blessings to other people?
Say: Let’s pray together now and ask God to show us ways each day to love others and spread blessings to them!
World of the Text The Acts of the Apostles tells the story of the rapid expansion of the early church.
Scripture
Acts 2:42-47
Theological background
http://www.rec.bne.catholic.edu.au/Pages/Theological-Background-Details.aspx?tbid=340
Scripture
Acts 4:32-37
Theological background
http://www.rec.bne.catholic.edu.au/Pages/Theological-Background-Details.aspx?tbid=341
- As a class read scripture from the Acts of the Apostles - Acts 2:42-47; Acts 4:32-37
- In pairs or small groups students discuss the texts:
- What do the disciples do?
- Where do they go?
- What is the message of the scripture passage?
- Students share what they have found – begin a class display highlighting key words/ideas/images from passages
- Use videos ‘Bio of St Paul’ and ‘Paul’s Letters’ to introduce St Paul to students
- Show students map of where St Paul travelled (A friendly guide to Paul)
- Using a concept map, the class begins to develop a profile of St Paul by listening for information about the following questions as they watch the videos:
- Who was St Paul?
- When did he live?
- What did he do?
- Where did he go?
- For whom were St Paul’s letters written?
- Why did he write letters?
Scripture
Acts 2:42-47
Theological background
http://www.rec.bne.catholic.edu.au/Pages/Theological-Background-Details.aspx?tbid=340
Scripture
Acts 4:32-37
Theological background
http://www.rec.bne.catholic.edu.au/Pages/Theological-Background-Details.aspx?tbid=341
- Read book ‘Postcards from Paul’ and discuss as class – add words/ideas/images to class display
- As a class explore one Letter of St Paul – Romans 14:17-19
- 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?
- Identify key words/phrases that stand out in this passage as a guide to living in community
- Model the ‘Ten Word Strategy’ using ideas from this passage
Process for the Ten Word Strategy:
- Clarify with the students that the purpose of this strategy is to develop students’ capacity to make meaning and interpret text in learning teams.
- Students read or view a paragraph or section of text.
- In learning teams, students discuss the meaning of the paragraph or section. Each team member should provide a meaning. The learning team then negotiates a ten-word meaning for the paragraph or section. One student should record the meaning. All students should be involved in creating the ten-word meaning. No more than ten words can be used for each meaning.
- Students break into five groups and explore one Letter of St Paul (CEV version):
- Colossians 3:12-17, 20
- Philippians 2:2- 5,14
- Galatians 6:9-10
- 1 Thessalonians 5:11-22
- 2 Corinthians 13:10-13
Summative Assessment
Students complete a ‘Ten Word Strategy’ process in groups to connect ideas from St Paul and living in a Christian community.
Above – If St Paul came to Guardian Angels school, what connections could he make between his ideas of community and the school community?
World in front of the text
- In groups students identify key words/phrases that stand out in their passage as a guide to living in community today
- In groups or individually students use the ten-word strategy to record the meaning for the text and share with the class – add to class display
- As a whole class discuss what St Paul’s messages about living in community were. How did the passages from the Acts of the Apostles describe Christian communities?
CD = Make connections between the wisdom of St Paul about living in community and personal experiences (e.g. classroom, school, family, parish).
- Students discuss the various features of a storybook including: title, author, illustrator, contents, chapters and headings in order to introduce the features and purposes of particular texts.
- Students examine a Bible and individually or in pairs use a Compare and Contrast Strategy to compare the features of the Bible with the features of the previously examined texts. They write at least one question that they have about the Bible.
- Students share findings with the class and share and answer each other's questions.
- Students use a Think Pair Share strategy to contribute to a discussion about what they think the purpose of the Bible is.
- Students work in pairs or small groups to complete a Bible Treasure Hunt using an online or print version of the NRSV Bible. They share with the class how they located the different stories, bible figures and events on the Bible Treasure Hunt sheet.
- Students participate in a discussion about why stories about Jesus are only found in the New Testament. Students listen as teachers explain the following:
- For Christians, the Bible is divided into the Old Testament (containing 46 books) and the New Testament (containing 27 books).
- The word testament means covenant or agreement. The Old Testament was created by the Hebrews and the New Testament was collected and preserved by early Christians after the time of Jesus Christ. Most of the Old Testament forms the sacred text for the followers of Judaism and is the scripture that Jesus knew (because Jesus was a Jew).
- Students complete a Bible Skills worksheet to identify the various features of a page from the Bible. They compare and discuss their answers. (literacy group activity)
Summative Assessment
Students write a belief statement about what an ideal Christian community is and how they can best help others in a community Above – Students synthesise their statement by identifying one key part of an ideal Christian community. Why did you choose this? Students participate in meditative prayer focusing on the class forming an ideal Christian community for the year ahead.
1B
- Students investigate how gospel writers have recorded the same event in different ways. At the preliminary stage of their investigation, students consider how different people frequently tell and record the same event in their own way.
- Students recall, for example, an event in which the class participated some time ago.
- Students compare and contrast the recollections of different students about this event.
- Students discuss reasons why there can be so many different points of view about the same event.
- Students listen to a telling of the story of The Baptism of Jesus. Students are advised that three of them will be randomly selected to retell the story shortly.
- Three students are selected and asked to wait in the next classroom. One by one they are called into the room to retell their memory of the Baptism story. Students as a class complete a three column Graphic Organiser recording the key events retold by the selected student.
- Students compare and contrast the accounts.
- Students suggest reasons why the re-tellings varied in detail and suggest how the tellings might have changed if the audience had been different e.g. prep children.
- Students investigate in pairs how gospel writers have recorded the same event differently by exploring the Baptism of Jesus accounts.
- Explore the River Jordan on Free Bible Images, look at a simple map to see where the river is, images to see what it looks like. Let the students know that baptism was a very new thing for the people of the time and Jesus went to be baptised so that he could begin his mission…teaching about God’s love, healing, forgiving.
World of the Text
- Students read and analyse the three texts either individually or as a class.
- Students in groups complete a three circle Venn Diagram either on paper or online using Classtools.net Venn Diagram to identify those features unique to each account, those features shared by two accounts and those features shared by all three accounts.
- Students discuss findings as a class and suggest reasons for the similarities and differences as a class and why all three versions are recorded for believers to read.
- What message did Jesus’ baptism have for his followers? (They should be baptised too) People who wish to belong to a Christian community today are baptised as they are following Jesus’ way.
Trinity
Tuning in:
- Students begin this lesson by making the Sign of the Cross. They discuss as a class this outward symbolic gesture that Christians make in the shape of a cross that names God as Father, Son and Holy Spirit.
- They listen as the teacher explains that Christians understand God in this way and use the word Trinity to name this understanding of God.
- Students view symbols that represent the idea of Trinity, e.g. the Triquetra, the Borromean rings. They explore other examples of Trinity – Plant example / Candle example/ Apple example.
The word Trinity is never found in the Bible, it is simply the name given to the complex teaching of the tri-unity that God is found in the Bible. The Doctrine of the Trinity is best summed up in four definite statements: God is three persons, these three persons are each fully God, they are not 3 Gods but one God.
Over the centuries, artists have tried to represent ideas about the Holy Trinity in different ways. Look at these artworks. Some of them are paintings, some are stained glass windows. Think about how the artist has represented the trinity. What symbols have been used? How has the artist tried to show how the Trinity is Three-in-One?
God is described as God the Father because we believe that God is the creator of everything
and Lord over all the universe.
and Lord over all the universe.
God the Son refers to how we believe that God chose to come to earth as a human being in the form of Jesus,
the son of Mary.
the son of Mary.
Finally, God the Holy Spirit refers to the power of God
in our daily lives.
in our daily lives.
Assessment
- Students design an image that reflects the community of the Trinity and provide an explanation of their image.
Assessment - Students highlight words in Matthew’s Scriptural passage of Jesus’ baptism that relate to God as Father, Son and Holy Spirit, using different colours for each.
- Students explain the symbol that is used for each member of the Trinity in the Scriptural passage of Jesus’ baptism.
- (Above – evidence of analysis)
Scripture
Matthew 3:13-17
Summative assessment
Highlighting of words and explanation of symbol used for Father, Son and Spirit
AS = 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