Year Level: 4

RELIGIOUS EDUCATION Semester: 2

Our Diverse Community Duration: 4 weeks

Strand CROSSWAYS Key Ideas CROSSWAYS Learning Outcomes

KEY IDEA 12: Students investigate beliefs, rituals
Celebrating and festivals in diverse Religious traditions and
demonstrate an appreciation of their own tradition
and respect for other religious traditions
2.12: Researches and celebrates religious
traditions in the school and local
community and appreciates the need for unity and
harmony amongst local groups.

Crossways Content Descriptors and Elaborations

Content Descriptor(s)
Content Strand(s) Content Descriptor(s) Content Elaboration(s)
Reference Number

Celebrating KI 12 O 2.12 KI 12 O 2.12 • Identifies the religious traditions represented

In the local community there are groups of
people who belong to different ‘religious
traditions’ – they have differing religious
beliefs and practices. .
Christians are called to respect each other
and people of other religions and work for
peace.
in the school and/or local community.
 Investigates some common features between two
religions and how people put into practice what they
believe
KI 12 O 2.12  Identifies that listening to, talking with and doing
things together with people from other religions can
foster harmony

Last modified: 30-Oct-19

 General Capabilities embedded within this unit include…

LIT NUM ICT CCT EU PSC IC

Cross-curriculum Priorities embedded within this unit include…

ATSI ASIA SUST

Scripture Reference Vocabulary

The Good Samaritan Luke 10: 25-37 Samaritan

Resources

Bibles,
laptops and ICT capabilities
Art and craft materials

Last modified: 30-Oct-19

 ASSESSMENT
TEACHING STRATEGIES & LEARNING FOR LEARNING

(Reference #)
DESCRIPTOR
LEARNING INTENTIONS

CAPABILITY
OPPORTUNITIES (ratio of

CONTENT
List the types of teaching strategies and At the completion of this learning 1 formative for ASSESSMENT
learning opportunities students will opportunity students should be able 1 summative OF LEARNING
engage with to meet the above content to ... including AS
descriptors. learning
strategies.
KI 12 O 2.12 LIT
Read the Parable of the Good Samaritan. Students understand that we are all
MUM different but God requires that we
Discuss why the fact that it was a ICT care for each other regardless of
Samaritan who helped is so important. CCT difference.
How would the message be different if The IU
Samaritan had been unkind or ignored the
wounded man?
Who is your neighbour?
Students work in pairs to find out 3 thing
about their partner that are different to
them. Share some of these with the class.
LIT
Look at the different religions in your class.
MUM
(Jon Shriver can generate this report for CCT
you) PSC
Ask students to tell you something about
their religion e.g. scripture, festival etc.
Tell the students that we are going to look
specifically at Islam. Find out what festivals
are celebrated in this religion. Focus:
Ramadan and Eil Ul Fitr. Students research
to find out as much as they can about these
two events.

Last modified: 30-Oct-19

 LIT
Look at special food, clothing, symbols etc
MUM
related to these festivals. E.g. new moon
ICT
marks the festival of Eid, people dress up
CCT
and have family celebrations, girls often
EU
have hands decorated with henna.
PSC IU
Use artefacts from resource centre.
Artwork – mosaic patterns which might be
used for Eid Mubarak cards, crescent and
star mobile
According to the Muslim faith,
representational art that depicts the
human form is disrespectful to God, as
he created humanity in his image, and
depictions of that image are
sacrilegious. This gave birth to one of
the oldest artistic traditions in the world
-- the practice of mosaic art where
pictures are geometric and abstract,
rather than representational

Do a comparison between Ramadan and Eid LIT

vs Lent and Easter. MUM
PSC

Last modified: 30-Oct-19