Authentic

Planning & Assessment Format

PLAN

Topic: The Lenten

Season

Year level: 6

Duration: 4 weeks

Curriculum Links
Year 6 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 Year 6, students are introduced to the Christian understanding of faith and the term
communion of saints. They develop their understanding of the many ways in which faith is
lived out and celebrated in the lives of believers past and present. They learn about the
contexts and key messages of some Old Testament prophets and the contribution of some
key people (laity, religious and clergy) to the shaping of the Church in Australia (c. 1900 CE
to present). They understand the significance of Jesus New Law for the way believers live
their faith, including an exploration of the spiritual and corporal works of mercy. They
develop their understanding of the role of celebrations in the faith life of believers,
including the commemoration of High Holy Days by Jewish believers and the Churchs
liturgical celebrations (including the Eucharist). They develop their understanding of prayer
in the Christian tradition through an exploration of the Our Father, The Examen, and
meditative prayer practices including prayer journaling.

They are introduced to the Church teaching that the Holy Spirit guided the formation of the
New Testament. Using a range of Biblical tools, they engage with a variety of Scriptural texts
that describe Jesus relationship with God the Father and with humanity and proclaim Jesus
as fulfilling all of Gods promises in the Old Testament.

Year 6 Achievement Standard
By the end of Year 6, students analyse information from a variety of texts, including New
Testament texts and the wisdom of Australian Catholic Christians, to explain the action of
the Holy Spirit in the lives of believers. They select and use evidence from Scriptural texts to
show how these texts describe Jesus relationship with God the Father and with humanity,
including the proclamation of Jesus as fulfilling Gods promises in the Old Testament.

Students identify and describe many ways in which faith is lived out in the lives of believers
past and present, including Catholics in a developing Australian nation (c. 1900 CE to
present). They analyse the key messages and contexts of some Old Testament prophets.
They explain the significance of Jesus New Law for the way believers live their faith and
examine the spiritual and corporal works of mercy. They identify and describe many ways in
which faith is celebrated in the lives of believers, past and present, including the
commemoration of High Holy Days by Jewish believers; the Churchs liturgical year and the
celebration of Eucharist. They demonstrate an understanding of the term communion of
saints. They explain the significance of personal and communal prayer, including the Our
Father and The Examen, and the use of spiritual exercises, including reflective prayer
journaling and praying with the icons of the saints, for the spiritual life of believers. They
participate respectfully in a variety of these personal and communal prayer experience and
spiritual exercises.

EDRE162: Religious Education 2




Church
Liturgy and Sacraments
Religious Knowledge and Deep Understanding
The Churchs liturgical year is told through a framework of different seasons (Advent,
Christmas, Lent, Easter, Pentecost, Ordinary Time), revealing the story of salvation and
drawing inspiration from Jewish tradition.

In liturgical celebrations, forms of sacred art (including music, visual arts, drama, dance,
media) are used to inspire believers to prayer and a deeper understanding of the mystery of
God. In liturgical celebrations, believers are encouraged to actively participate through
action (e.g. sign of peace, Genuflecting, sign of the cross), word (e.g. acclamations,
responses, singing), posture (e.g. kneeling, bowing) and observing a reverent silence at
appropriate times.

Skills
Make connections between some key celebrations of the Churchs liturgical year and
the story of salvation.
Identify where, how and why forms of sacred art are used in liturgical celebrations.
Identify ways in which believers actively participate in liturgical celebrations and
interpret the meaning of these for believers.

Elaborations
constructing and illustrating a chart or poster of the Church liturgical year that
identifies the liturgical seasons and its colours; adding to this poster the secular
seasons and some significant school activities in the school year Making Meaning
Through Prayer and Ritual p.16
designing a visual representation (e.g. class prayer mat, altar cloths, banners, or
lectern drapes) for a particular liturgical season and sacred rituals, incorporating use
of appropriate symbols and colours that help individuals and groups make meaning
of the liturgical season and writing a justification for their choice of colour and use of
symbols in their designs (reference to liturgical resources should be made in
students justification/s) Making Meaning Through Prayer and Ritual p.18
using a retrieval chart, locate information related to the sounds, sights and
sentiments of liturgical seasons Making Meaning Through Prayer and Ritual pp.18
22
using a digital tool (e.g. Glogster), create a visual representation of a liturgical season
that includes the key messages, themes, rituals, colours and symbols
Creating timelines with annotations (e.g. using Timetoast) referring to key
celebrations of the Churchs liturgical year and associated historical events

EDRE162: Religious Education 2

Students will be assisted to achieve the following by the end of this unit:
Design a visual representation which could be used in a liturgy for Lent (e.g. altar
cloth, banner, lectern drape) by
o
Incorporating appropriate use of symbol and colour
o
Identify how the visual representation is associated with the liturgical season
Students will write a reflection that demonstrates their understanding of how their
visual representation is symbolic to the liturgical season, define the purpose it would
serve in a liturgy and the ways in which faith is celebrated during Lent.


Success Criteria
Learning Intention
Students will be exposed to the season of Lent and how the church Students will develop
celebrates this season of the liturgical year. Students will be given knowledge and deep
the opportunity to demonstrate their developed knowledge and
understanding of how
deep understanding about the season of Lent by designing a visual faith is celebrated by
representation, which could be incorporated in a liturgy. Students believers in the
will also write a reflection to demonstrate how their visual
liturgical season of
representation is symbolic to Lent, define the purpose it would
Lent.
serve in a liturgy and the ways in which faith is celebrated during
Lent.
Fertile Question:
Summative Assessment:
During this task,
The visual representation must:
students will be
Incorporate the appropriate use of symbol and colour in their
expected to answer
visual representation
the fertile question
Identify how the visual representation is associated with the
How does Lent
liturgical season
encourage believers The written reflection must:
to celebrate their
Answer the fertile question: How does Lent encourage
faith?
believers to celebrate their faith?
Demonstrate their understanding of how their visual
representation is symbolic to the liturgical season of Lent.
Define the purpose it would serve in a liturgy

DECLARE

Learning Episode 1
Engage the students by decorating the class prayer table
simply with a purple cloth, bowl of ashes, Bible and a
candle.
Ask students what relationship do they items on the
prayer table have with each other. Reveal that all the
items have to do with the liturgical season of Lent.
Explain and discuss task with students the authentic task
and fertile question.
Generate a whole class discussion which enables students
to use their prior knowledge to gain an understanding of
the task.
Allow ample time for students to ask questions.
A letter will be sent home to parents/guardians to inform
that the students will at school, be making a visual
representation that could be used in a liturgy.

EDRE162: Religious Education 2

Formative Assessment
Assessment as Learning:
Students will be given
ample time to utilise their
prior knowledge to
approach the task

SUPPORT & SCAFFOLD

SUPPORT & SCAFFOLD

Learning Episode 2
The teacher will set the classroom carpet up into four
sections with hoola hoops which will function as a
KWHL chart (What do I know? for the first hoola
hoop, What do I want to know for the second hoola
hoop, etc.).
Students will be grouped based on mixed ability (so
that the needs of specific learners can be met).
Students will be given a KWHL sheet but will be asked
to write their answers on slips of paper so that the
final structure of the KWHL chart is made together.
Each group will think of two things minimum for each
hoola hoop. The student who comes up with the
answer will write their name at the bottom of the
answer (so that the teacher can use information
about the students knowledge, understanding and
skill to inform their teaching).
The class will regroup and the teacher will allow
groups to share what they came up with. As students
share, they will place the slips of paper they have
written on into the hoola hoop which it is aligned
with.
Students will be grouped in groups of three to
research an action associated with Lent (praying,
fasting, almsgiving). The students will use the Internet
and books to source information.
The class will regroup to conclude the learning
episode, students will share with others what theyve
discovered in their research.

Learning Episode 3
Students will be asked to research a symbol
associated with Lent
o
The Lenten colour, violet
o
Ashes
o
Cross
Students will use the internet and books to find
information about the topic they have been assigned.
The students will also make connections to the
background of Lent by using their prior knowledge to
gain a deeper understanding.
Students will gather together in their groups (which is
based on what they researched). In their groups, they
will discuss their findings, give feedback to their peers
and post as a group, on the class Padlet wall which
can be accessed by a laptop or iPad.
Each group will take turns to inform class of the
research they have found about their chosen topic.
A discussion will take place to determine what

EDRE162: Religious Education 2

Formative Assessment -
Assessment for Learning:
The teacher will
monitor and observe
students who will
reflect on their prior
knowledge as they
engage in
completing this
activity.
The teacher will have
evidence of who came up
with what answers during
this time as the students
will write their name at the
bottom of the answer, this
will inform the teachers
understanding of the
students knowledge,
understanding and skill to
inform his/her teaching.

Formative Assessment
Assessment for Learning:
Support and
scaffolding to
enhance the
students
understanding of
Lent will be available
to during this
learning episode.
Peer feedback will
take place in this
learning episode
when students
group together to
discuss their findings
of the topic which
they were allocated
to research.
Feedback will be

SUPPORT & SCAFFOLD

SUPPORT & SCAFFOLD

Learning Episode 4
Students will be given ample time to make their visual
representation.
The students will write a reflection which must
o Answer the Fertile Question - How does Lent
encourage believers to celebrate their faith?
o Explain their understanding of how their visual
representation is symbolic to the liturgical season
of Lent.
o Define the purpose their visual representation
would serve in a liturgy.
Students will have access to all previous content from
the past learning episodes (KWHL chart, information
gathered).
Students will individually research additional
information that may be associated with their visual
representation and Lent.

Learning Episode 5
Each student will display their visual representation
and reflection.
Students will have the opportunity to view their peers
work by doing a gallery walk. Students will reflect on
their own learning. By enabling students to reflect on
their own learning, the teacher is enabling the
students to identify their strengths and weaknesses.
Students will gather together to view the KWHL chart
that they created as a class at the beginning on this
unit. Together as a class, they will answer any
questions which may have been unanswered during
the unit.

provided by peers
and the teacher
during this learning
episode to ensure
students have a
thorough
understanding of the
task.
The teacher will
ensure that every
student has
checked-in during
the learning episode
to discuss their
progress on the task

Formative Assessment -
Assessment for Learning:
o Support and
scaffolding will be
available to students
during this learning
episode.
Throughout this learning
episode students will be
provided with feedback
form both their peers and
the teacher to ensure all
students have a thorough
understanding of the task.

Summative Assessment
Assessment of Learning:
Gallery walk of the
students visual
representation and
reflection.

SUPPORT & SCAFFOLD

appropriate visual representations could be made for

the use of a liturgy for the season of Lent (e.g. altar
cloth, banner, lectern drape).
Students will be told that next week they will begin
making their visual representation and that they need
to bring materials to school to make their visual
representation (some materials will be supplied).
Students will be given ample time to begin planning
their visual representation by constructing a diagram
which distinguishes symbols that are associated with
Lent.
Each student will need to check-in with the teacher
during the learning episode to discuss his or her
progress on the task.

EDRE162: Religious Education 2

REFLECT

Learning Episode 6
Formative Assessment
To conclude this unit, students will be provided
Assessment as Learning:
with the opportunity to reflect on their own
Students are given the time to
learning. A student who reflects on their own
reflect on their learning and
learning will be able to identify their strengths
progresses throughout this unit
and weaknesses in their own learning. Below are
Students are given the
the questions which students will need to
opportunity to identify the next
construct a written response to:
steps in their learning
What have I learned during this unit?

What were my strengths in this unit?
Why were these my strengths?
What were my weakness in this unit?
Why were these my weaknesses?
What would be my next step in learning
to improve my work?
What did I find difficult?
What challenges did I overcome?
What was the most important or
interesting part of this unit?

EDRE162: Religious Education 2