Religion Planning

2015

YEAR 4

School: St Stephens

Duration: 4 weeks

Fertile Question / Topic

What does it mean to belong to a Christian community?

Class Context Who are my learners?

Class Needs
Individualised Learning Needs
Catholics/non-Catholics other
faiths practising/non-practising
Students with Disabilities [e.g. ASD
ADHD -abstract concepts may
need further unpacking visuals
etc]

Adjustments for
Learners
Differentiated learning

The year four learners who will be working on this unit, are a very diverse
group of students with differing abilities. The students range in their
literacy abilities as well as their experience with the Church and faith
journeys.
This unit will be taught to the whole cohort of year four students, however
lessons will be adapted to cater to the differing individual learning needs.
The students will be working independently, in small groups and with
partners. Some students will require one on one assistance with either
the class teacher, school officer, or peer mentors.
This year, our school theme is Together In Community. Students have
discussed what this means in their own class groups. They are aware that
they are a part of our school community.

Learning Context - Significant Days and Celebrations

What events/demands/celebrations

Whole School Mass Commissioning school leaders. Friday 30 th

1

are timetabled in the school for the

duration of the unit?
Religious Life of the School:
Liturgies; Assembly Prayer; Feast
days; Retreat Days; Social Justice
Outreach etc
Check Ways to Pray Calendar for
significant dates in Liturgical
Calendar
Plan to integrate these things into
learning, not add on top.

January.

Year Level Description YEAR 4

The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and
should be taught in an integrated way; and in ways that are appropriate to specific local contexts.

In Year 4, students develop their understanding of Gods Word in Scripture as they use the Bibles 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 through an exploration of the Sacraments of Healing including
Anointing of the Sick and Penance. They examine prayers of blessing and adoration, and prayers of petition and
intercession, to facilitate an appreciation of the significance of these forms of prayer for Christian communities.
2

Achievement Standard YEAR 4

By the end of Year 4, students use the Bibles referencing system to locate books, people, places and things
in the Bible. They identify a variety of books and text types in the Old Testament and New Testament and
explain how a reader uses this knowledge to better understand Gods Word. They recognise the Christian belief
that God, as Trinity, is relational in nature by identifying and explaining 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) and from 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 Church communities). They explain how free choices result in
actions that affect the individual and their community. They describe practices and characteristics of
contemporary parishes and dioceses (including the celebration of Sacraments Anointing of the Sick and
Penance) and explain how these are modelled on the mission and ministry of Jesus. 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, prayers of blessing, petition and intercession.

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
Religious Knowledge and Deep Understanding
OLD TESTAMENT [STOT7, STOT8]
Religious Knowledge and Deep Understanding
The books of the Old Testament contain a variety of text
types including historical narratives, sacred myths,
poetry, legal codes and wise sayings. Gods Word is
revealed through an understanding of the books and text
types of the Old Testament. The human authors choice

Skills
Explain how knowledge of the typical stages and
language features of an Old Testament text affects a
readers understanding of its message.

of text type is important in determining the nature of the

truth revealed in the text (e.g. historical truth, factual
truth, religious truth).
CHRISTIAN SPIRITUAL WRITINGS AND WISDOM
[STCW5]
Religious Knowledge and Deep Understanding
The wisdom of St Paul helps people understand about
living in community.

Identify some wise words from St Paul that help people

understand about living in community.
Make connections between the wisdom of St Paul about
living in community and personal experiences (e.g.
classroom, school, family, parish).

Beliefs: Trinity * Human Existence * World Religions

Religious Knowledge and Deep Understanding
HUMAN EXISTENCE [BEHE4]
Religious Knowledge and Deep Understanding
Christians believe that as God is relational in nature, so
too people become fully human through the experience
of community.

Skills
Communicate an understanding of the concept of
community.
Explain how living in community helps people reach
their full potential.

Church : Liturgy and Sacraments * People of God * Church History

Religious Knowledge and Deep Understanding
PEOPLE OF GOD [CHPG5]
Religious Knowledge and Deep Understanding
The practices of each Church community (including the
parish and diocese) are modelled on the mission and

Skills
Make connections between the practices of Church
communities and the mission and ministry of Jesus.
Describe (using examples) the variety of characteristics
4

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.

that mark local Church communities.

Religious Knowledge and Deep Understanding

The Decalogue is a summary of the main moral
obligations people have towards God, each other and all
of creation. The first three commandments are about
love of God and the other seven are about love of each
other and all of creation.

Make connections between the commandments of the

Decalogue and students own experience.dxxZfbrs

Classify the commandments of the Decalogue

according to their content.

Christian Living: Moral Formation * Mission and Justice * Prayer and Spirituality
Religious Knowledge and Deep Understanding
MORAL FORMATION [CLMF7, CLMF8]
Religious Knowledge and Deep Understanding
Morality is about choosing between right and wrong.
Conscience is the human capacity to identify and make
judgements about what is right and wrong. Sin is the
human choice to live without the help of God. Sin is
made evident in the free choices which result in actions

Skills
Distinguish between right and wrong choices in a
variety of morally challenging situations.
Explain how wrong choices harm oneself and ones
loving relationships with God, with others and with all
creation.

that harm oneself and ones loving relationships with

God, with others and with all creation.

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

Will be able to define what the term community means

Will be able to identify the various communities they belong to
Understand the difference between right and wrong
Explain the ten commandments and how they help us to make positive moral choices.
Use the Bible to locate the Decalogue

Success Criteria

Assessment

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?
Student will be able to write their own definition for
community
Students will be able to list the various communities
they belong to
Students will make moral choices about various
situations and justify their choices.
Students will be able to list the Ten Commandments
and explain what each of them mean.

Assessment Background

Consider a range of assessment methods informal and

formal assessments during a unit

Informal Assessments:
Teacher will make observations about the
students learning during group
discussions. Teacher will observe student
responses to the moral dilema lesson.
Students will complete self assessments
and obtain teacher and peer feedback

during this unit.

Formal Assessments:
Students will complete a Decalogue
Deconstruction sheet to be used as
formal assessment
Students will write their own Ten
Commandments as a formal assessment
piece.

Students will write their own Ten Commandments

for living together in our St Stephens community.

Mandated Scriptural Texts

Appendix B

EXPLICIT TEACHING ABOUT

PRAYER
Appendix A

The Ten Commandments

Exodus 20:1-17
Deuteronomy 5:1-21

Medative prayer practices, including

praying with the help of colour and
mandalas

The Ten Commandments

Deuteronomy 5:22-33;Deuteronomy 6:1-3
St Paul's ideas about living in community
Philippians 2:2-5, 14 Galatians 5:25-26, 6:9-10
Colossians 3:12-17, 20
Building peaceful relationships
Romans 14:1-19
Supporting and encouraging one another
7

1 Thessalonians5:11-22

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

This unit will tie in with the Religious Life of our school this term.

Religious Life of the School

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)

General Capabilities

Literacy

Numeracy

Cross-Curricular Priorities

Aboriginal and Torres Strait

Islander histories, cultures and
spiritualties

Information and communication

technology (ICT) capability

Asia and Australias engagement

with Asia in a multi-faith context

Critical and creative thinking

Sustainability and ecological

stewardship.

Personal and social capability

Ethical understanding

Intercultural understanding.

Recommended Resources
Together at One Altar;
ResourceLink
Caritas
Judaism

Resources
Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
8

Prayer Chart
Learning Bytes
Melbourne RESource,

Ways to Pray

TEACHING AND LEARNING SEQUENCE:

CORE CONTENT AREA 1:
Select a relevant Inquiry Process
Explore Elaborations

Finding Out

Tuning In

Identify possible sources of

What is the topic?
information
Why should we study this
Identify skills necessary for
topic?
the investigation.
Frame manageable questions.
What do I already know about How did it happen?

this topic? I think I know

How is this relevant to me?

Sorting Out

Who was there and what were

the facts?

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?

Teaching and Learning Sequence

Focus/Question What does community mean?
Lesson 1:
Week 2:

Communicating

Reflecting and
Evaluating

Extend and challenge students

understandings
So what have I learnt?
Offer more information
If I know this, how can I
Is there something else I need to
connect it with my world?
deepen my knowledge
understandings?
What difference does this make to
me?

Resources
Adjustments for Learners

Discuss the word community with the class. What

does it mean?
Students look up the word in the dictionary and write
the definition in their books.
As a class, brainstorm all the various communities the
students belong to. Teacher writes responses on the
board and later produces a Tagxedo of the responses
9

Dictionaries.

Many students will

require assistance to
use the dictionary
effectively.

to display in the room.

Lesson 2:
As a class, revise the various communites the students
may belong to.
Students complete table about what communities they
belong to.
Students share their responses with the class
Lesson 3:
Bible Study
Discuss with the students the question, what does the
Bible say about community?
As a class, students find the scripture references to St
Paul. Read as a class and discuss each point.

Philippians 2:2-5, 14 Galatians 5:25-26, 6:9-10

Colossians 3:12-17, 20
Lesson 4:
Focus question: What are some rules that
communities need to follow in order to function
successfully?
As a class, read the scripture passage about building
peaceful relationships

Romans 14:1-19
Supporting and encouraging one another
1 Thessalonians5:11-22

Discuss as a class what these passages mean

if time, students can design posters with passages
from these texts to use as inspiration in the classroom.
eg
encourage one another and build up each other
10

Community Table
worksheet

Class Bibles

Class Bibles
paper/colours etc

Week 3:

Lesson 1:
What are the Ten Commandments? Observe what
students already know about this topic.
Discuss the word Decalogue and where it comes
from, what it means etc.
Students locate the Decalogue in the Bible and make
their own notes about it in their religion books.

Class Bibles

Class Bibles
Decalogue Deconstruction
worksheets

Class Bibles
Decalogue Deconstruction
worksheets

The Ten Commandments

Exodus 20:1-17
Deuteronomy 5:1-21
The Ten Commandments
Deuteronomy 5:22-33;Deuteronomy 6:1-3
Lesson 2:
Discuss the first three commandments as a class.
What do they mean?
Using the Bibles, students find the first three
commandments and write in their own words what
they mean.
Students use a Decalogue Deconstruction worksheet
to record their responses.
Students share their responses with the class when
completed.
Lesson 3:
Discuss the next three commandments as a class.
What do they mean?
Using the Bibles, students find the first three
commandments and write in their own words what
11

they mean.
Students use a Decalogue Deconstruction worksheet
to record their responses.
Students share their responses with the class when
completed.

Class Bibles
Decalogue Deconstruction
worksheets

Moral dilemma scenario

cards (5)

Lesson 4:
Discuss the last four commandments as a class. What
do they mean?
Using the Bibles, students find the first three
commandments and write in their own words what
they mean.
Students use a Decalogue Deconstruction worksheet
to record their responses.
Students share their responses with the class when
completed.
Week 3:

Lesson 1:
Discuss with the class how the Decalogue applies to
our lives today. Is it still relevant? What can we learn
from it?
Students break into 5 groups and discuss moral
dilemma scenario cards. Each group needs to discuss:
What is the problem?
What is the best choice to make?
What would be the wrong choice to
make?
Students discuss the problems as a group and then
rotate to the next scenario.
Once all scenarios have been discussed, discuss
student responses as a class.
12

Lesson 2:
Students draft their own Ten Commandments that
apply to their lives today in their religion books.
Lesson 3:
Students write their good copies of their own Ten
Commandments.
Lesson 4:
Students compare and contrast their own Ten
Commandments with the traditional Decalogue.
Students record in their books, the similarities and
differences.

13