Subject Religious Education School: St Josephs Kangaroo Point Term: Term 1 Teachers: Beth Musial and Sharon Heckelmann
Identified Unit Concept Is Jesus Like Me?
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 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.
Extra Curriculum Documents 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 and cultures Asia and Australias engagement with Asia Sustainability.
Prep Unit Plan Term 1 Foundation Curriculum Expectations Foundation 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 Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all, the goodness of Gods creation, Gods special relationship with all of creation and Gods plan that people help each other to live safely and happily together, for the good of all.
Students listen to, read and view stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and family; of Jesus praying and teaching others to pray; of his teachings about love, compassion and forgiveness that challenged people about the way they were living; and of his suffering, death and resurrection. They learn that Christians believe God created people with the freedom to choose between good and bad, right and wrong. They explore examples of times, from familiar texts and their personal experience, when people make these choices.
Students understand that prayer helps believers follow the teachings of Jesus; to live according to Gods plan. They learn about ways in which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe ways in whi ch believers pray together during special celebrations and rituals that mark important times in the life of believers and in the Church year. They learn about the Church building as a sacred place for believers and the Bible as a sacred book for believers.
Prep Achievement Standard By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of Gods creation and Gods plan that people help each other to live safely and happily together, for the good of all. They identify connections between some Old Testament stories and their personal experience, including the experience of the goodness of creation. They listen and respond to stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and family; of Jesus praying and teaching others to pray; and of his suffering, death and resurrection. They recognise Jesus teachings about love, compassion and forgiveness that challenged people about the way they were living. They relate examples of people having the freedom to choose between good and bad, right and wrong.
Students understand that prayer helps believers to follow the teachings of Jesus; to live according to Gods plan. They recognise ways in which believers pray either alone or with others, using word, music, action, silence, images, symbols and nature, and participate with respect in a variety of these prayer experiences, including meditative prayer, the Sign of the Cross, and Amen. They describe ways in which believers pray together during special celebrations and rituals that mark important times in the life of believers and in the Church year.
Context for Learning Class Needs Individualised Learning Needs Catholics/non-Catholics other faiths practising/non-practising ASD ADHD (abstract concepts may need further unpacking visuals etc)
Prep Unit Plan Term 1
Visible Learning Intentions We Are Learning To (WALT) Success Criteria Resources Participate in discussions by contributing ideas.
Recall the key people in Jesus Ife.
Compare Jesus life to our own.
Identify how we love one another.
Curriculum Aligned Learning Intentions Unit Concept: Is Jesus Like Me? Unistructural and multistructural learning intentions Relational learning intentions Extended Abstract learning intentions Define who Jesus was.
Identify different important times in Jesus childhood.
List the important people in Jesus life.
Describe the time that Jesus lived in.
Follow a simple sequence of Jesus life as a child.
Sequence the events that are remembered during Holy Week.
Classify different images of Jesus into different times in his life.
Compare and contrast the ways that we help others in our lives like Jesus.
Explain ways in which we show our love for others.
Relate the messages that Jesus shared to our lives.
Analyse how we have shown love toward others in our daily lives.
Reflect stories of Jesus with his disciples helping others and showing his love. (What was the message he was sharing?)
Evaluate how to act like Jesus. (What can I do to look after others and make good decisions?)
Make a generalisation about how Jesus was like us. (What did Jesus do that I can do too?)
Compose a book of different stages in Jesus' Life.
Prep Unit Plan Term 1
Identified Assessment Tasks Assessment Task One Unistructural Multistructural Relational Extended Abstract Students show an ability to define who Jesus was. Students can identify different important times in Jesus childhood and follow a simple sequence of Jesus life as a child.
Assessment Task Two Unistructural Multistructural Relational Extended Abstract Students can construct a list of the important people in Jesus life. They describe the time that Jesus lived in. Assessment Task Three Unistructural Multistructural Relational Extended Abstract Students can sequence the events that are remembered during Holy Week. They can also classify the different images of Jesus into different times of his life; commenting on the similarities and variations to their own life.
Assessment Task Four Unistructural Multistructural Relational Extended Abstract Students can explain ways in which we show love for others and relate the messages that Jesus shared to their own lives..
Assessment Task Five Unistructural Multistructural Relational Extended Abstract Students analyse how they have shown love toward others in their daily lives. Assessment Task Six Unistructural Multistructural Relational Extended Abstract Students reflect on stories of Jesus with his disciples. They evaluate how to act like Jesus
Assessment Task Seven Unistructural Multistructural Relational Extended Abstract Students make a generalisation about how Jesus was like them. They can compose a book of the different stages of Jesus life.
Feedback Opportunities/ Differentiation of identified Learning Intentions/ Assessment Tasks Observation through classroom discussion Sequencing the events of Holy Week and giving an explanation. Students will identify a way that they show their love for others through a drawing and oral language task. Students will compare aspects of their childhood to Jesus through a cut and paste activity.
Prep Unit Plan Term 1 Relevant Content Descriptors Foundation STRAND: Sacred Texts SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom Religious Knowledge and Deep Understanding Skills STNT2, The Gospels tell the good news of Jesus. Familiarity with characters, events and messages from some key New Testament stories, including the birth of Jesus (Luke 2:1-7; Matthew 1:18-25), is a means of connecting Scripture and real life. Listen and respond to stories of and about Jesus in the Gospels. Choose a Sacred Text Content Descriptor Share feelings and thoughts about the events, characters and messages in some familiar New Testament stories. Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill STRAND: Church SUB STRANDS: Liturgy and Sacraments, People of God, Church History Religious Knowledge and Deep Understanding Skills BEWR1, Jesus was a Jew. He lived in a Jewish family and Mary was his mother. Identify features of the Church building that mark it as a sacred place (e.g. religious art, artefacts, icons and symbols, sacred objects, special clothes, parish name, etiquette). BETR2, Christians believe that Jesus suffered, died and rose again. Choose a Belief Skill Choose Church Content Descriptor Choose a Belief Skill STRAND: Beliefs SUB STRANDS: Trinity, World Religions Religious Knowledge and Deep Understanding Skills CHSL1, The Church has important ways of praying together through celebrations and rituals, marking special times in the life of believers (e.g. Baptism, Eucharist) and in the Church year (the liturgical seasons). Recognise stories from the New Testament that tell about Jesus life as a Jew, such as the presentation in the temple (Luke 2:22-24; Luke 2:39-40) and the finding in the temple (Luke 2: 41-52). Choose a Belief Content Descriptor Listen and respond to the Easter story in the Gospels, including Mark 16:1-8. STRAND: Christian Life SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality Religious Knowledge and Deep Understanding Skills CLMF1, Jesus taught key messages about love, compassion and forgiveness, including the parable of the Good Samaritan (Luke 10:29-37). Jesus taught that love of God and others is the greatest commandment. Christians are called to follow the teachings of Jesus Share feelings and thoughts about some of Jesus key messages about love, compassion and forgiveness. CLSP1, Jesus prayed regularly and taught others how to pray. Prayer involves both talking and listening to God, either alone or with others. Believers pray with the help of word, music, action, silence, images, symbols and nature. Identify connections between Jesus key messages about love, compassion and forgiveness and their personal experience. Choose a Christian Life Content Descriptor Identify some occasions when believers pray alone (personal prayer) and pray with others (communal prayer). Choose a Christian Life Content Descriptor Choose a Christian Life Skill
Prep Unit Plan Term 1
Significant Days and Celebrations
Palm Sunday Holy Thursday Good Friday Easter Sunday
Other Relevant Data/ Teacher notes
Prep Unit Plan Term 1 System Level Content Unit Concept BCE Documents BCE Teacher Background Is Jesus Like Me? Mandated Scriptural Texts RE Resource Weebly Online RE Curriculum Theological Background Search
Stage One Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite) Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Define who Jesus was.
Use a Jesus puppet or picture with the class and ask them what they know about who this person is. Use a chart to record their ideas. Ask the children if they think Jesus was a child like them. Representation of Jesus (puppet/picture) Wall chart Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Identify different important times in Jesus childhood.
List the important people in Jesus life.
Read stories about Jesus and match these stories with the pictures that the children can put up on the wall. This will focus on his parents, where he lived, the jobs his dad and mum did, what his religion was (look at him going to synagogue). Add information discovered to the wall chart. Compare Jesus life to their own using a whole group venn diagram on the floor. Wall chart Venn diagram Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Describe the time that Jesus lived in and how it is similar to today.
Follow a simple sequence of Jesus life as a child.
Children state ways in which Jesus was like them as a child (Can be filmed or taken as a dictation on a picture). Children create a book about Jesus as a child in the same way that they would complete a book about themselves.
Prep Unit Plan Term 1
Stage Two Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Anaysis Part whole/Explain/Analogy/Question) Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Sequence the events that are remembered during Holy Week.
Classify different images of Jesus into different times in his life.
Listen to a story about Jesus with his disciples and look at some pictures. Ask the children questions about who is in the story and what Jesus is doing. Introduce and discuss some familiar images of Holy Week. (Jesus on the cross) Visit the Church and show the crucifix. Discuss with the children why they think Jesus is on the cross. Images of Jesus and his disciple/Holy Week. Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Compare and contrast the ways that we help others in our lives like Jesus.
Relate the messages that Jesus shared to our lives.
Ask the children what they think Jesus did as an adult. Read more stories about Jesus with his disciples, Jesus helping others. Record the things that Jesus did. Talk about Jesus teaching us to be good people and love each other.
Explain ways in which we show our love for others.
Analyse how we have shown love toward others in our daily lives.
Keep a diary of how children have shown love through the week. Ask children to explain the ways that they were acting like Jesus. Whole class diary
Prep Unit Plan Term 1
Stage Three Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/ Reflect/Evaluate/Create) Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Reflect on stories of Jesus with his disciples helping others and showing his love. (What was the message he was sharing?)
Evaluate how to act like Jesus. (What can I do to look after others and make good decisions?)
Discuss what happened to Jesus in the Passion Narratives triumphant entry, Last Supper, Jesus praying in the Garden, Jesus arrested, Jesus on the cross. Discuss with children that Jesus did this because he loved us. Focus on Jesus praying in the garden and ask children why Jesus was talking with God. Discuss when we pray and different ways to pray. Talk about how Jesus friends stayed with him. Ask children about what they do when they need help to make a good decision and make connections to what Jesus did. Various images of Holy Week. Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Make a generalisation about how Jesus was like us. (What did Jesus do that I can do too?)
Compose a book of the different stages of Jesus life.
Children sequence pictures of Jesus through his life and discuss what happened and who was there. Children explain what special job Jesus had. Pictures of Jesus life for cut and paste.