Authentic Planning & Assessment Format

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Topic: The Resurrection of Jesus Christ
Year
level: 6
uration:
Curriculum Lin!s
Year 6 Level escription
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 cele!rated in the lives of !elievers past and present. They learn
a!out the contexts and "ey messages of some #ld Testament prophets and the
contri!ution of some "ey people $laity, religious and clergy% to the shaping of the Church
in &ustralia $c. '()) C* to present%. They understand the significance of +esus ,ew
-aw for the way !elievers live their faith, including an exploration of the spiritual and
corporal wor"s of mercy. They develop their understanding of the role of cele!rations in
the faith life of !elievers, including the commemoration of .igh .oly /ays !y +ewish
!elievers and the Churchs liturgical cele!rations $including the *ucharist%. They
develop their understanding of prayer in the Christian tradition through an exploration of
the #ur 0ather, The *xamen, and meditative prayer practices including prayer
1ournaling.
They are introduced to the Church teaching that the .oly 2pirit guided the formation of
the ,ew Testament. 3sing a range of 4i!lical tools, they engage with a variety of
2criptural texts that descri!e +esus relationship with 5od the 0ather and with humanity
and proclaim +esus as fulfilling all of 5ods promises in the #ld Testament.
Church
Religious Knowledge and Deep Understanding
The Churchs liturgical year is told through a framewor" of different seasons $&dvent,
Christmas, -ent, *aster, 6entecost, #rdinary Time%, revealing the story of salvation and
drawing inspiration from +ewish tradition.
In liturgical cele!rations, forms of sacred art $including music, visual arts, drama, dance,
media% are used to inspire !elievers to prayer and a deeper understanding of the
mystery of 5od. In liturgical cele!rations, !elievers are encouraged to actively
participate through action $e.g. sign of peace, 5enuflecting, sign of the cross%, word
$e.g. acclamations, responses, singing%, posture $e.g. "neeling, !owing% and o!serving
a reverent silence at appropriate times.
"tu#ents $ill %e assiste# to:
*xplore the liturgical season of *aster within scripture passages.
*xplore and understand the reasons for cele!rating *aster.
3nderstand the significance of *aster sym!ols.
7elate salvation to the resurrection of Christ.
Identify how visual arts are used to inspire !elievers to pray and gain a deeper
understanding of the death and resurrection of +esus.
/evelop an understanding of how the resurrection of +esus plays a significant
role in the faith of !elievers.
Identify the relation !etween *aster eggs and the resurrection of +esus.
Rich&Authentic Tas!&Fertile 'uestion:
Individually students are to respond to the following
fertile 8uestion9
/o forms of sacred visual arts and *aster
sym!ols inspire !elievers to pray and gain a
deeper understanding of the death and
resurrection of +esus:
"ummative Assessment:
Part A:
The students will choose a
particular painting or image
which represents the death and
resurrection of Christ. 2tudents
will present their image to the
class and will explain why they
!elieve the image inspires
!elievers to pray and gain a
deeper understanding of the
death and resurrection of
+esus.
Part (:
The students will create an art
piece that identifies how the
*aster egg relates to +esus
resurrection this may !e a tom!
sym!olising +esus empty tom!
or a !a!y chic"en sym!olising
new life.
2tudents will then write '));
'<) words in relation to their
artwor". 2tudents will !e
provided with the following
headings to assist in their
writing9
Introduction
4rief !ac"ground into the
resurrection of Christ and
its relation to the salvation
story.
The sym!olic meaning of
the *aster egg identified in
their artwor".
.ow does the *aster egg
relate to +esus
resurrection:
.ow is the sym!ol of the
egg lin" to the salvation
story:
Conclusion
Success Criteria:
Part A:
Clearly identify why they
!elieve their chosen
images inspires !elievers
to pray and gain a deeper
understanding of the death
and resurrection of +esus.
Part B:
Clearly lin" research to
their paintings of the
sym!olic meaning of the
*aster egg.
Clearly demonstrate their
"nowledge of the
connection of the *aster
eggs and the resurrection
of Christ.

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Learning )piso#e *
+isual Art:
Introduce the fertile 8uestion9 /o forms of
sacred visual arts and *aster sym!ols
inspire !elievers to pray and gain a deeper
understanding of the death and resurrection
of +esus and the mystery of 5od:
h! do "e cele#rate the liturgical season $aster%
The educator will as" students9
- =hy do we cele!rate *aster:
- =hat relation does the death and
resurrection of +esus have to *aster:
- =hat are some paintings or sym!ols, which
we relate to *aster: =hy do we relate them
to *aster:
=hat is the salvation story: The educator will as"
students to identify their understandings of the
salvation story and its relation to *aster.
The educator will then play the following
video > The 5reatest 5ift9
https:??www.youtu!e.com?watch:
v@y/Ih4pce!TI
&nd will as" students the following 8uestion9
- Is the salvation story lin"ed to *aster: $.ow
and why:%
The educator will place the following
statement on the !oard Aisual arts during
*aster deepen !elievers understanding of
the *aster story and will as" students the
following 8uestions9
; /o you !elieve visual arts during *aster
deepen !elievers understanding of the
liturgical season:
; &re there any particular images or
paintings that have deepened your
understandings of *aster:
The educator will then show students an
image of the crucified +esus and the
resurrected +esus and will as" students9 how
did that ma"e you feel: /o you thin" images
li"e these inspire !elievers to pray and gain
a deeper understanding of the death and
resurrection of +esus: $=hy%
=hat relation do these images have to the
*aster story:
=hat do the images tell us a!out the
liturgical season *aster and what is stands
Formative Assessment:
The educator will o!serve
students prior "nowledge
and understanding of the
liturgical season and how
visual arts can express the
meaning of *aster.
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Learning )piso#e .
)aster "/m%ols:
The educator will separate students into
groups of three and will as" students to use
their !i!les to find where the death and
resurrection of +esus is found within the
!i!le.
The educator will as" students the following
8uestion9
; In your passages found what sym!ols are
identified for example the cross:
2tudents will then !e provided with a sheet
of paper and will !e as"ed to note the
sym!ols they relate to *aster and why they
!elieve they relate to the liturgical season.
5roups will !e provided with an *aster
sym!ol and a correlating scripture passage
on it $Coin > Bathew C6:'D;'6, praying
hands > Bathew C6: E6, Chains Bathew CF:
';C, 2oap Bathew CF:CD, ,ails &cts C:CE,
Cross +ohn '(:'F;'G, Crown +ohn '(:'(;C),
7eciept I 6eter ':'G;'(, =hite Cloth Bathew
CF:<F;6), 2tone Bathew CF:6), 2pices Bar"
'6: ';D and *mpty egg Bar" '6:<;6%.
#nce groups have chosen a sym!ol and
passage the educator will as" them9
- .ow do you thin" your sym!ol is related to
*aster:
- /o you see your sym!ol during the *aster
Aigil:
- Is the sign or sym!ol acted out during mass:
&or exam'le the cross(
- .ave you heard the particular scripture
passage during the *aster Aigil:
The groups will then use their 4i!les to find
their scripture passages and will discuss how
the passage relates to the sym!ol.
Formative Assessment 0
The educator will identify
the students "nowledge
and understanding of the
significance of sym!ols
during *aster.
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Learning )piso#e 1
Resurrection )gg activit/:
In groups students will create 7esurrection
eggs using 6aper Bache.
2tudents will decorate their eggs using their
researched sym!ol and will place the
scripture passage inside the egg. $These
eggs will !e used during the classes
upcoming liturgy%.
&s a class students will discuss their sym!ol
and how it related to the scripture passage.
2tudents will also discuss how the sym!ol is
related to the *aster 2tory.
The educator will as" students to order the
events leading up to the death and
resurrection of +esus using the sym!ols and
scripture passages and explain their reasons
for placing the eggs in that order.
The educator will as" students to identify
which of the twelve sym!ols on the eggs that
they thin" is the most significant sym!ol of
the death and resurrection of +esus and
why:
Formative Assessment 0
The educator will o!serve
students understandings
of their sym!ol and its
relation to the death and
resurrection of +esus.
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Learning )piso#e
Resurrection an# it2s relation to )aster )ggs
The educator will specifically focus on the
*aster egg and its relation to the
resurrection of Christ.
2tudents will !e provided with a chocolate
*aster egg and in pairs will discuss how they
!elieve the egg sym!ols the resurrection of
Christ.
2tudents will share their ideas with the class.
In groups students will use electronic
resources to explore what relation the *aster
egg has to the resurrection of +esus and
new life.
2tudents will explore the history of the
meaning of the egg and how and when it
!ecame a significant sym!ol during the
liturgical season *aster.
2tudents will then share their groups
findings with the class.
The educator will then as" students whether
they thin" the sym!ol of the egg inspires
!elievers to prayer and gain a deeper
understanding of the resurrection of Christ:
Formative Assessment
The educator will o!serve
students understanding of
the *aster egg and its
relation to the resurrection
of +esus.
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To reflect on what students learnt throughout the
lessons the educator will use a H=- chart.
2tudents will identify what they Hnow, what the
want to learn more a!out and what they learnt.
This will assist the educator in identifying if there
are any areas which still need to !e explored.