Documente Academic
Documente Profesional
Documente Cultură
2015
YEAR 4
School: St Stephens
Duration: 4 weeks
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.
What events/demands/celebrations
January.
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.
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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.
Skills
Communicate an understanding of the concept of
community.
Explain how living in community helps people reach
their full potential.
Skills
Make connections between the practices of Church
communities and the mission and ministry of Jesus.
Describe (using examples) the variety of characteristics
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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.
Learning Intentions
Learning Intentions
By the end these learning experiences, students
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
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
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.
General Capabilities
Literacy
Numeracy
Cross-Curricular Priorities
Ethical understanding
Intercultural understanding.
Recommended Resources
Together at One Altar;
ResourceLink
Caritas
Judaism
Resources
Teacher Background
Mandated Scriptural Texts
A-Z Learning Strategies
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Prayer Chart
Learning Bytes
Melbourne RESource,
Ways to Pray
Finding Out
Tuning In
Sorting Out
Communicating
Reflecting and
Evaluating
Resources
Adjustments for Learners
Dictionaries.
Romans 14:1-19
Supporting and encouraging one another
1 Thessalonians5:11-22
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
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
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.
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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.
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