Subject Religious Education School: St Josephs Kangaroo Point Term: Term 3 Teachers: Annemarie Vuorinen
Identified Unit Concept How are the words of The Bible and Mary MacKillop lived today?
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.
Year 5 Unit Plan Term 3 Year 5 Curriculum Expectations Year 5 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 5, students begin to appreciate the significance of community for sharing and strengthening the faith of believers, past and present, including the Church in the Australian colonies (c.1850 CE - c.1900 CE). Using a range of Biblical tools, they begin to see how the Gospel writers shaped their Gospels for particular communities. They learn about the action of the Holy Spirit in the lives of believers as they engage with a variety of texts, including Scriptural references to the Holy Spirit and the Catholic Rite of Confirmation. They develop their understanding of Christian charity and informed moral choice through an exploration of the experiences of individuals and communities, past and present. They broaden their appreciation of the significance of personal and communal prayer and worship (including the Eucharist, the Psalms, Sabbath rituals and prayers); and the wisdom of the Saints (including St Mary of the Cross MacKillop) for communities of believers. They learn about the significance of Marian prayers (including the Hail Mary, the Rosary and the Litany of Mary of Nazareth) in which believers praise God and entrust cares and petitions to Mary as mother of Jesus and mother of the Church.
Year 5 Achievement Standard By the end of Year 5, students identify many ways in which faith is shared and strengthened in communities of believers, past and present. They analyse information from a variety of texts, including Scriptural references to the Holy Spirit and the words, symbols and actions of the Catholic Rite of Confirmation, to explain the action of the Holy Spirit in the lives of believers. They use features of Gospel texts to show how the Gospel writers shaped their Gospels for particular communities. They describe the significance of personal and communal prayer and worship (including the Eucharist, the Psalms, Sabbath rituals and prayers) and the wisdom of the saints, including St Mary of the Cross MacKillop, for communities of believers. They describe ways in which believers live according to Jesus new commandment of charity (love); and make and act upon informed moral choices. They locate and record information about the contribution of pioneering Catholics in Australia (c.1850 CE c.1900 CE) to the preservation of faith and the shaping of particular communities, including Indigenous communities. They examine Marys role as mother of Jesus and mother of the Church. They analyse the elements and features of some Marian prayers (including the Hail Mary, the Rosary and the Litany of the Mary of Nazareth) to describe the role of Marian prayer in the lives of believers past and present. They participate respectfully in a variety of personal and communal prayer experiences, including Marian prayers and meditative prayer.
Context for Learning Class Needs Individualised Learning Needs There are 23 children in Year 5. Chloe Shih is verified Intellectually Impaired, Amish Das is verified Hearing Impaired, Josiah Mununggurr is learning delayed and need assistance to access the curriculum. Joshua McFarlane, Jack Turton, Joseph Donovan, Bella Lasrado and Carson Phillips serve on the altar. 18 children are Catholic,, 2 religion not stated, 2 other Christian and 1 Hindu.
Year 5 Unit Plan Term 3
Visible Learning Intentions We Are Learning To (WALT) Success Criteria Resources Evaluate Gospel readings and look beyond the literal meaning to evaluate what they mean. Be able to complete the 3 worlds of the texts. Gospel, 3 world structure Examine the words of Mary MacKillop and compare these to the words of the Beatitudes. Find comparisons between the texts. Mary MacKillop cards and sayings. Research people in society who follow the words of Mary MacKillop and the Beatitudes. Identify charities and people who follow the words of Mary MacKillop and the Beatitudes. Internet, newspaper articles Present our findings to link the words of Mary MacKillop and the Beatitudes with a community group or person and demonstrate how they fulfil the criteria. Make a PowerPoint incorporating this information. Computers, internet.
Curriculum Aligned Learning Intentions Unit Concept: How are the words of The Bible and Mary MacKillop lived today? Unistructural and multistructural learning intentions Relational learning intentions Extended Abstract learning intentions Define the Rosary.
Identify how we pray the Rosary.
Identify and List patterns in the Rosary.
Recite the Rosary.
Identify what they know about St. Mary of the Cross.
Examine the words of St. Mary of the Cross. Sequence the life of Mary MacKillop.
Classify the words of Mary MacKillop into like and unlike groups.
Compare and contrast the words of the Beatitudes from Luke and Matthew.
Explain how some of the needs of our community are met by people living the words of St. Mary of the Cross.
Relate the words from the Gospels to the Beautitudes.
Analyse the language used in these prayers. Reflect on what is happening in society today to support the Beatitudes and the word of Mary MacKillop.
Evaluate and make a generalisation about a charity/person who is living the words.
Compose a PowerPoint presentation to demonstrate and illustrate their findings.
Identified Assessment Tasks Assessment Task One Unistructural Multistructural Relational Extended Abstract Examine the Beatitudes text from both Gospels of Matthew and Luke. Assessment Task Two Unistructural Multistructural Relational Extended Abstract Students can construct a list of the different ways prayer is used in their classroom and school. They describe different types of prayer used in the classroom; identifying what both personal and communal prayer looks and feels like.
Assessment Task Three Unistructural Multistructural Relational Extended Abstract Students can sequence the texts around the Three Worlds of the Text. They can also classify what life was like when the text was written, the people who it was written for and what it means for us today.
Year 5 Unit Plan Term 3
Assessment Task Four Unistructural Multistructural Relational Extended Abstract Students compare and contrast the Beatitudes with the sayings of Mary MacKillop. They can identify identify similarities between the texts. Assessment Task Five Unistructural Multistructural Relational Extended Abstract Students relate what is happening in society today to support the Beatitudes and words of Mary MacKillop. Assessment Task Six Unistructural Multistructural Relational Extended Abstract Students reflect on what they have learnt and make a PowerPoint presentation to illustrate how this relates to our everyday life today.
Feedback Opportunities/ Differentiation of identified Learning Intentions/ Assessment Tasks Josiah needs assistance to access the readings, with placement in a group where he can cooperate and stay on task. Chloe needs assistance to understand the implied meaning of the text, will need to be supported in the group task and positioned with a peer to support her through the tasks. Amish needs to be positioned in all activities so he can hear.
Relevant Content Descriptors 5 STRAND: Sacred Texts SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom Religious Knowledge and Deep Understanding Skills STCW6, The wisdom of the saints, in particular St Mary of the Cross MacKillop, helps people understand about caring for the wellbeing of others and the faith of the community of believers. This wisdom guides and gives strength to believers past and present STCW6, Explain how the wisdom of the saints, in particular the letters written by St Mary of the Cross MacKillop, helps people past and present to understand about caring for the wellbeing of others and the faith of the community of believers. STNT12, The contexts of the Gospel writers (e.g. purpose of the writer, time of writing, intended audience, point of view) shaped their Gospels. The context of the Gospel writer is important in determining the nature of the truth revealed in the text (e.g. STNT12, Compare and contrast parallel passages from the Gospels of Matthew and Luke, including the infancy narratives (Luke 1:26-38, Matthew 1:18-25; Luke 2:1-14, Luke 2:15-20, Matthew 2:1- 12, Matthew 2:13-15). STRAND: Church SUB STRANDS: Liturgy and Sacraments, People of God, Church History Religious Knowledge and Deep Understanding Skills CHCH4, Pioneering Catholics overcame challenges to preserve the faith of their fathers and mothers. Catholics took their place in colonial Australian society (c.1850 CE - c.1900 CE). Being Catholic in a new, free society raised challenges. CHCH4, Develop historical narratives and descriptions about some key events and peoples experiences in the Church in the Australian colonies (c.1850 CE - c.1900 CE) using source materials and appropriate historical terms and concepts. STRAND: Beliefs SUB STRANDS: Trinity, Human Existence, World Religions Religious Knowledge and Deep Understanding Skills BEHE5, Faith is shared and strengthened in the community of believers. The central and primary sharing of faith within the community of believers is the celebration of Eucharist. BEHE5, Communicate an understanding of how the faith of people strengthens the faith of the community of believers. BEHE5, Faith is shared and strengthened in the community of believers. The central and primary sharing of faith within the BEHE5, Identify ways in which people share faith within a community of believers (e.g. family,
Year 5 Unit Plan Term 3 community of believers is the celebration of Eucharist. parish, school). STRAND: Christian Life SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality Religious Knowledge and Deep Understanding Skills CLMJ6, Jesus makes charity (love) the new commandment: As the Father has loved me, so have I loved you; abide in my love....This is my commandment, that you love one another as I have loved you (John 15: 9 - 17). CLMJ6, Distinguish between choices or actions that fulfil existing laws or obligations and those that respond to Jesus new commandment.
Significant Days and Celebrations
Feast Day of Mary MacKillop
Other Relevant Data/ Teacher notes
Year 5 Unit Plan Term 3 System Level Content Unit Concept BCE Documents BCE Teacher Background How are the words of The Bible and Mary MacKillop lived today? 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 the Rosary
Students share what they know about the Rosary. Students pray the Rosary without focusing on scripture but simply as a series of traditional prayers such as the Hail Mary, Glory Be and Our Father as a mantra and using beads. Students identify the two different purposes of using the Rosary to assist in a meditation of scripture and as a repetitive mantra. Rosary Beads Copies of Traditional prayers Meditation Mantras Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Identify how we pray the Rosary.
Identify and List patterns in the Rosary.
Recite the Rosary.
Students use a set of Rosary beads and a visual and written guide to reciting the Rosary appropriate for their age and understanding. They explore the text and the beads and identify and list patterns in the prayer. Students brainstorm ideas for saying the Rosary using materials other than Rosary beads. The following website has a very straightforward explanation of how to pray the Rosary: www.ainglkiss.com/rosary4kids Rosary beads www.ainglkiss.com/rosary4kids Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Identify what they know about St. Mary of the Cross.
Examine the words of St. Mary of the Cross.
Students share what they know about St Mary of the Cross MacKillop. Students view diverse resources about St Mary of the Cross MacKillop including films, posters, poems, songs, sayings, digital resources and stories to gain new understandings about her life and the way she nurtured and sustained communities of believers. Sayings and quote cards from Mary MacKillop. Books and websites about Mary MacKillop.
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 life of Mary MacKillop.
Classify the words of Mary MacKillop into like and unlike groups.
Students view and analyse this short film and/or the Timetoast timeline about the contribution of St Mary of the Cross MacKillop and the sisters of St Joseph to the shaping of Australia from 1842CE-1909CE. Students listen to the Gary Pinto song Saint Mary MacKillop. Timetoast- Mary MacKillop Sayings and quote cards from Mary MacKillop.
Year 5 Unit Plan Term 3
Students use some of the words of St Mary of the Cross MacKillop to complete the worksheets and identify the qualities of individuals who care for others. Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Compare and contrast the words of the Beatitudes from Luke and Matthew.
Explain how some of the needs of our community are met by people living the words of St. Mary of the Cross.
Read the words of St Mary of the Cross MacKillop to understand how her words help people past and present to understand about caring for the wellbeing of others and the faith of the community of believers. Students reflect on the saying of St Mary of the Cross MacKillop Never see a need without doing something about it. They identify some of the "needs" in their community and complete a Y chart for how a community would look like, sound like and feel like if the members of the community applied the wisdom within these words to dealing with these needs. Read and compare the words from The Beatitudes Matthew 5:1-12 Luke 6:20-36 Complete the Three Worlds of the text activity from the reading Record findings and discuss. Sayings and quote cards from Mary MacKillop. 60 minutes presentation about Mary MacKillop. Y charts.
Relate the words from the Gospels to the Beautitudes.
Analyse the language used in these prayers. Students use the information from Week 4 7 to complete the CTJ task. CTJ TASK Read the Beatitudes text from both Gospels t of Matthew and Luke. Participate in class discussion around the Three Worlds of the Text. Compare the Beatitudes with the sayings of Mary MacKillop to identify similarities.
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 what is happening in society today to support the Beatitudes and the word of Mary MacKillop.
Evaluate and make a generalisation about a charity/person who is living the words. Using the supplied websites or newspaper articles to compare what is happening in society today to support the Beatitudes and words of Mary MacKillop.
Identified Learning Opportunity Learning Opportunity Notes Identified Resources Compose a PowerPoint presentation to demonstrate and illustrate their findings.
Make a PowerPoint presentation to illustrate how this relates to our everyday life today.