Religion Planning Year 7 2015

School: ATC Duration___7 weeks____

Fertile Question
How can we be community?




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,
cultures and spiritualities
Asia and Australias engagement with Asia in a
multi-faith context
Sustainability and ecological stewardship.









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 and form 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.
Year Level Description
In Year 7, students learn about the beliefs, values and practices of Christian communities, past and present, including early Church communities (c.6 BCE - c.
650CE), communities of religious men and women and Australian Catholic Church communities. They explore cultural and historical influences on these
communities and change and continuity over time. They learn about the common beginnings of faith shared by the monotheistic religions (Christianity,
Judaism and Islam) through the stories of patriarchs, Moses and the prophets. They explore ways in which communities of believers, past and present,
express their understanding of God and Gods relationship with human persons. In particular, they develop their understanding of the Apostles Creed,
Nicene Creed and the Decalogue.
Students explore contextual information about sacred texts, using a range of Biblical tools, to gain a deeper awareness of these texts and how they influence
communities of believers. They examine Church teaching and basic principles of Christian morality that influence the way Christians live out their faith,
individually and communally.
Students examine ways in which believers nurture their spiritual life through prayer, ritual, the sacraments and sacred texts. They develop their
understanding of prayer in the Christian tradition through an exploration of Lectio Divina and Ignatian Meditation. They investigate the relationship between
the Sacraments of the Church, the life and ministry of Jesus, and the faith journey and life experiences of believers.

Achievement Standard
By the end of Year 7, students recognise that sacred texts reflect the audience, purpose and context of their human authors. They explain how sacred texts
influence the life of believers. They explain the significance of Church teaching and basic principles of Christian morality for the way believers live out their
faith, personally and communally.
Students investigate the beginnings of the Christian faith (c.6 BCE c. 650 CE) and explain the role of key people and events in its development. They explain
some ways in which Christianity shares common beginnings of faith with the other monotheistic religions (Judaism and Islam). They describe some ways in
which the faith of believers is expressed, professed and lived out in different communities, past and present. They suggest reasons for change and continuity
in the life of Church and religious communities over time and place. They explain the significance of prayer, ritual, sacraments and sacred texts for the faith
journey of believers, personally and communally. They participate respectfully in a variety of prayer experiences, including formal prayers such as the Hail
Mary and Our Father; meditative prayer including Lectio Divina and Ignatian Meditation; and meditative prayer practices including silence and stillness, and
praying with icons and images.

Class Context for Learning Differentiated learning
Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)

Learning Intentions
Learning Intention
By the end these learning experiences, students
Understand how communities of believers, past and present, express their understanding of God and Gods relationship with
human persons
Develop their understanding of the Apostles Creed, Nicene Creed and the Decalogue.
Explain the significance of Church teaching for the way believers live out their faith, personally and communally.
Explain basic principles of Christian morality for the way believers live out their faith, personally and communally.


Success Criteria
Success Criteria
Students can:
Explore contextual information (e.g. historical, social, cultural) about the Creeds of the apostolic and ancient Churches.
Distinguish statements of belief within the Creeds of the apostolic and ancient Churches that express a Christian understanding
of God (e.g. God as Creator, Trinity, Mystery).
Analyse the Churchs teaching about the common good
Present a way to promote and protect the common good
Examine sources to explain the basic principle of acting according to a properly formed conscience
Explain the relationship between personal accountability and the social dimension of sin



Assessment
Assessment Background


Content Descriptions
Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and Wisdom

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills

Trinity: God, Jesus the Christ, Spirit
Religious Knowledge and Deep
Understanding
The Creeds of the apostolic and
ancient Churches, including the
Apostles Creed and Nicene Creed,
expressed the Christian
understanding of God. Through the
Creeds, Christians are linked with the
faith of believers throughout history.
BETR9


Explore contextual information (e.g.
historical, social, cultural) about the
Creeds of the apostolic and ancient
Churches.

Distinguish statements of belief
within the Creeds of the apostolic
and ancient Churches that express a
Christian understanding of God (e.g.
God as Creator, Trinity, Mystery).


Human Existence
Religious Knowledge and Deep
Understanding

Illustrate how the Decalogue
describes a way of life faithful to
The Decalogue (Exodus 20:1-20)
affirms the relationship between God
and humankind. It describes a way of
life faithful to Gods love.

Gods love.
Explain the relationship between
God and humankind that is revealed
in the Decalogue.

Church
Liturgy and Sacraments
People of God
Church History

Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Religious Knowledge and Deep
Understanding
Skills Religious Knowledge and Deep
Understanding
Skills

Moral Formation
Religious Knowledge and Deep
Understanding
Moral choice involves both
discernment and judgement and
acting according to that judgment.
Doing good and avoiding evil is the
basic principle of acting according to
a properly formed conscience. Sin is a
personal act with personal
accountability. Sin also has a social
dimension as each individuals sin in
some way affects others.
CLMF11



Examine sources (e.g. Church
teaching, Word of God,
contemporary media, human
wisdom) to explain the basic
principle of acting according to a
properly formed conscience.

Explain the relationship between
personal accountability and the
social dimension of sin.


Mission and Justice
Religious Knowledge and Deep
Understanding
Concern for the good of the

Analyse the Churchs teaching about
the common good.

Investigate and present a variety of
community is a basic principle of
Christian morality. According to
Church teaching, personal gifts are
meant to be at the service of others
and of the common good. The good
of the community can be protected
and promoted in a variety of ways.

ways of protecting and promoting
the common good.

Explore ways of serving the common
good using personal gifts and
talents.




Scriptural Texts
Mandated Scripture: Decalogue in Exodus 20, Apostles and Nicene Creed
Supplementary Scripture: Golden Rule


Significant Days and Celebrations



Learning Experiences
Core Content Area One
Focus/Question What does community mean?


Resources
Teacher Background
Mandated Scriptural Texts
LAUNCH
Brainstorm with students what the word community means
and create a class definition
In small groups create a visual to show what being in community



can look like, sound like, feel like
Students swap groups and create a visual to show what not
being in community might look like, sound like and feel like
Discuss with students what makes their school a community
Discuss with students what they think the beliefs of their school
community and where these are visible e.g. values, mottos,
school prayer, images in the school,
Brainstorm how the Christian community might be reflected in
the school e.g school charism of Edmund Rice and the Christian
Brothers

ACCESS





Discuss with students what they think the Christian community is
today and in the past
Identify some key concepts in the Christian community to explore
e.g. creeds or beliefs
Investigate how the Christian community in the past explained
what their beliefs were through an exploration of the Early
Christian Church and the Apostolic and Nicene Creeds. Students
engage in activities such as:
- identifying what makes a statement of belief (e.g. a class
creed, a school song, anthems)
- exploring the links between the statements in the Creeds and
scriptural texts
- interpreting belief statements found in a variety of texts (e.g.
lyrics, poetry, prose, visual art) in relation to the context (e.g.
historical, social, cultural) in which they were created

History of the Early Church
http://request.org.uk/people-
places/history-people-
places/2013/07/18/history-of-the-early-
church/

Together at One Altar The Early Church
http://www.togetheratonealtar.catholic.edu
.au/explore/dsp-content.cfm?loadref=62

Together at One Altar Nicene Creed
http://www.togetheratonealtar.catholic.edu
.au/receive/dsp-content.cfm?loadref=78

RE Source Melbourne Introduction to the
Creeds
http://www.resourcemelb.catholic.edu.au/
object.cfm?o=182

Student scripture links for Creeds from
Religion Curriculum Mandated Texts

Re Quest; Creeds
http://request.org.uk/life/lifes-big-
questions/2013/06/22/the-nicene-creed/
Teacher Resources:
Christian Beliefs and Teachings, pp.7-29

DEVELOP




Students work in small groups to construct a visual
representation of the origins of a Creed using a digital tool (e.g.
musuembox.com), basing the response on the 5Ws+H strategy
(A-Z Strategies) (e.g. What is the creed? Who wrote it? When
was it written? Where was it written? Why was it written? How
was it used?)


DEMONSTRATE


Discuss with students how the Creed reflects the past and the
present of the Christian Church and explore examples of Creeds
that have been written for particular communities, such as the
Masai Creed.
Using their own words, students then rewrite The Apostles
Creed as separate creedal statements each beginning with the
sentence starter Christians believe ...


Core Content Area Two
Focus/Question How can we be guided to live in community?

Resources
Teacher Background
LAUNCH

Create a class list of place where the students get their ideas
on how to live from (e.g. people, books, pictures, songs,
internet)
Discuss with students where can guidance for living in
Christian community come from e.g.
o Decalogue
o Rules (legal/personal)
o Church teachings
o Human wisdom

ACCESS


Students explore the Decalogue in the Old Testament as a tool
that has been used to guide Jews and Christians across the
centuries. Students engage in activities such as:
- exploring how the first words of the Decalogue (Exodus
20:1-20) reveal Gods love and establish the relationship
between God and humankind
- discussing the implications of a relationship with God
through the covenant as described in the Exodus story (e.g.
Exodus 19:1-9, 16-22)
-
http://www.jewfaq.org/10.htm

http://www.youtube.com/watch?v=RGV7XWSPspc


Resource Link: Pathways of Belief The Bible;
Episode 1 The Old Testament


DEVELOP

In pairs or small groups, students use scripture (Exodus 20:1-
20) to rewrite the Decalogue so the commandments
communicate a way of life faithful to Gods love for a
contemporary audience (Morality Values and Pathways p.13)

DEMONSTRATE




Students create a visual image (e.g. poster or digital image) to
show how one or more of the ten commandments
demonstrate the relationship between humans and God


Core Content Area Three
Focus/Question How can I live as community?

Resources
Teacher Background

LAUNCH






Revisit the focus question with the students
Discuss with students what they need to be able to do in order
to live in community, from what they have explored already
Create definition with group - what good is. Discuss what are
considered good deeds (Ice cream is good, but not a good
deed). Ask them to find 3 pictures of what good is.
Use taggalaxy to look at images for good and discuss what is
good about them determine what good looks like.

www.taggalaxy.de









ACCESS



Class discussion and exploration - What is sin and how do we
define it? How do Christians understand the concept of sin?
(teacher note: refer to the content and skills in the Religion
Curriculum for ways to explain the concept of sin in the
Christian tradition e.g Sin breaks our relationship with God and
with others
Discuss with students what is may look like, sound like and feel
like to break our relationship with God, People, yourself?
Discuss how sin has not just personal consequences but social
A Christian couple talk about their family life
http://request.org.uk/issues/relationships-
issues/2014/03/04/christian-family-life/


Christianity and the internet
http://request.org.uk/issues/ethics/2013/08/10/ch
ristianity-and-the-internet/

Christianity and social issues
consequences as well e.g. What we do affects others around us
which we may or may not see.

http://request.org.uk/category/issues/social-
issues/

DEVELOP





Students break into groups and are allocated a moral dilemma
to role-play and present to the class
Class views the role-plays and after each scene discusses ideas
such as:
- What relationship has been broken?
- What might be the result or consequence of the broken
relationship?
- What would be a guide or wisdom the characters could use to
create a better outcome?


DEMONSTRATE




Students create a Guide to Good Living for Year 7 students at
ATC that can be a visual and/or written text. The guides should
include elements such as:
- An explanation of what good living might be
- A reason why it is important to live a good life
- Scripture references to show what the Christian Church says
about making choices and morality
- Examples of positive choices that a Year 7 student might be
able to make in the school or wider community


Reflecting and
Evaluating