Authentic Planning & Assessment Format

Topic: Lent Liturgical Season

Year level:
6

Duration: 6
weeks
(During Lent
Period)

PLAN

Curriculum Links
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.
Church: Liturgy and Sacraments
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.
CHLS9
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
Using a retrieval chart, locate information related to the sounds, sights and
sentiments of liturgical seasons Making Meaning Through Prayer and Ritual
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

Students will be assisted to:

Analyse and research the background and significance of Lent.
Explore the symbols, objects and actions of Lent.
Explore prayers and rituals in relation to Lent.

Fertile Question:
In groups, you are to investigate why Lent is
a significant liturgical season within the
liturgical year and provide a weeks worth of
different practises that can be done in the
classroom. (Hymns, Prayers, Quotes etc.)
With each daily practise, there must be
background knowledge and information to
provide to the class.
This will be presented in groups, once per
week.

Summative Assessment:
Group Presentation on the
significance behind Lent and the
different practises and approaches.
Presentation must provide:
Background knowledge of
the practise
One practise for each week
including props/visuals (if
necessary)
Equal effort by all team
members

EDECLAR

Formative Assessment
Students will gather their prior
knowledge of prayers, liturgies,
Lent celebrations etc. From here
students will brainstorm ideas
and plan on how they will
approach the assessment.

SCAFFOLDSUPPORT &

Learning Episode 2
Have a discussion on ideas groups
have thought or planned about from
the last lesson.
Provide examples of visuals, hymns,
prayers (Etc.) to show to the class for
ideas.
Provide the research topics that are
needed.
- Historical significance of the chosen
practise
- Author
- Key messages behind the practises.
- Explanations of visuals.
- The relevant information (according to
the liturgical calendar) on the day they
will be presenting
Groups will allocate each member to a
specific role for the first weeks
practise and will change it weekly. (Eg
Student A will look at the prayer for
the first week and for the second week
Student A will look at visuals)
Groups will use this time to finalise
their first weeks idea and research it.

Formative Assessment Providing each individual a

role for the presentation for
they can gather the
information on the topic.
Group work and collaboration
for sharing and discussing
ideas.

Learning Episode 3
Students will use this time to finalise
the first weeks presentation and
practise.
Groups will present their practise to
one other group for peer evaluation.
Groups will take the feedback and
change any necessary changes.
Groups will continue researching and
finding different practises to present to
the class for Morning Prayer.
During this time, teacher will walk
around and discuss with each group
about their topics and progress.
Discussion to work out the individual
parts and roles being taken in the
group.

Formative Assessment Collaborative sharing and

practising with fellow groups
Collaborative sharing and
discussion of new
information for the next
following weeks practises.
Individual research
Planning and drafting

SCAFFOLDSUPPORT &

Learning Episode 1
Introduce and discuss the unit and
assessment task to the class
Brainstorm ideas for what the groups can
do during their presentations
Discuss the expectations of the task and
what is needed from each team member
Organise groups (3-4)
Groups are to share and brainstorm ideas
with each other and write down all the
possible ideas that can be presented.

SUPPORT & SCAFFOLD

REFLECT

Learning Episode 4
Continuing on from the previous
support and scaffolding lessons,
students will continue to work in
groups to find more relevant
information and ideas for their
presentation.
First week presentation should have
been presented and from here,
students will discuss in the groups the
positive and negatives from their and
their fellow classmates presentations.
Research for next weeks practise.

Formative Assessment
Group collaboration and
discussion
Individual research
Planning and drafting

Though the groups were continually

reflecting on their practises throughout the 6
weeks of presentations, the whole class will
join for a discussion to talk about the
positives and negatives of the presentations.
Questions that can be asked:
What did you learn from the part 6
weeks?
Was group collaboration good for
sharing ideas?
What could have been improved from
either the presentations/group work or
research?
What is one key fact you have found
interesting and took into your daily
life?
What could be the next liturgical
season to learn about next after Lent?

Formative Assessment
Students will reflect on their
own and their group learning
progress.
Students will discuss to the
class the learning steps that
had to be taken to achieve
the goal of completing the
unit.