Religion Planning Year 10 2015

School: Ambrose Treacy College Duration: 6 weeks

Fertile Question
God: Why all the mystery?




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 10, students learn about various ways in which humans have understanding of the mystery of God or the Other, which is ultimately beyond human language,
concepts and stories. These include the human experience of the created world; the valuable insights of the major world religions (Christianity, Islam, Judaism, Hinduism
and Buddhism) as reflected in their core beliefs and practices; the different representations of God in Old Testament and New Testament texts by various human authors in
different historical, social and cultural contexts; Christian spiritual writings that search for the mystery of God in the midst of world events and the course of human history;
and participation in personal and communal prayer that can lead believers to contemplation (the simple awareness of the presence of God).
Students explore how the Church has responded to the range of unprecedented threats to both human ecology and environmental ecology facing Australian and the
Modern World (c. 1918 to the present) from science, technology, materialism, consumerism and political ideologies. They develop critical understanding of the various
sources that guide the Churchs action in the world today, including the teaching of Jesus and the early Church, the principles of Catholic social teaching and the reasoned
judgements of conscience, carefully formed and examined. They examine the Eucharist as the primary and indispensable source of nourishment for the spiritual life of
believers, who carry on Jesus mission in the world. They continue to develop their understanding of prayer in the Christian tradition through an exploration of Centering
Prayer; prayers for justice, peace and the environment, including the Prayer of St Francis, the Magnificat and the Canticle of Creation; and meditative prayer practices,
including praying with the help of nature.
Achievement Standard
By the end of Year 10, students explain how the mystery of God can be named and understood through the experience of the created world. They analyse core beliefs and
practices of the major world religions (Christianity, Islam, Judaism, Hinduism and Buddhism) and explain how these reflect the human understanding of God or the Other.
They use evidence from Old Testament and New Testament texts to explain different representations of God by various human authors in different historical, social and
cultural contexts and evaluate their application for a modern Australian context. They critically analyse the efforts of a range of Christian spiritual writings to search for the
mystery of God in the midst of world events and the course of human history.
Students analyse ways in which the Church has responded to a range of emerging threats to both human ecology and environmental ecology. They explain the significance
of various sources that guide the Churchs action in the world (including the teaching of Jesus and the early Church; the principles of Catholic social teaching and the
reasoned judgements of conscience) and that nourish the spiritual life of believers (including the Eucharist, and individual and communal prayer for justice, peace and the
environment). They develop and justify their own response to a contemporary moral question, using evidence from these various sources to support their response. They
participate respectfully in a variety of personal and communal prayer experiences, including meditative prayer; prayers for justice, peace and the environment; and
meditative prayer practices.

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
Identify different ways in which humans have understanding of the mystery of God or the Other
Explain how the mystery of God can be named and understood through the experience of the created world
Analyse core beliefs and practices of the major world religions and explain how these reflect the human understanding of God or
the Other.


Success Criteria
Success Criteria
By the end of the learning experiences, students can:
Demonstrate different ways humans have understanding of the mystery of God or the 'Other'
Identify the core beliefs of the major world religions and the religious practices that reflect these beliefs.
Explain how the diversity of the beliefs and practices of the major world religions reflects the human understanding of God or
the Other.



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

Trinity
Human Existence
World Religions

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

Human Existence
The mystery of God is ultimately beyond
human language, concepts and stories.
God is neither male nor female, but is
pure spirit transcending all creation.
Human beings have an understanding of
God through their experience of the
created world.
BEHE10
Identify and explain how the mystery of
God can be named and understood
through the experience of the created
world.

Evaluate the possibilities and
limitations of human language and
concepts in expressing the mystery of
God.


World Religions
The religions of the world contribute
valuable insights into the idea of God or
the Other. The core beliefs and
practices of the major world religions
(Christianity, Islam, Judaism, Hinduism
and Buddhism) reflect this mystery of
God/Other which is beyond human
understanding.
BEWR11
Identify the core beliefs of the major
world religions and the religious
practices that reflect these beliefs.
Interpret how the importance of the
founding figures is reflected in the
celebrations of the world religions,
including Islam, Buddhism or Hinduism.
Explain how the diversity of the beliefs
and practices of the major world
religions reflects the human
understanding of God or the Other.

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




Scriptural Texts
Core texts
The Shema Israel, Deuteronomy 6:4-9, 11:1-27

Supplementary texts


Significant Days and Celebrations



Learning Experiences
Core Content Area One
Focus/Question Who or what is God/god/G_d?

Resources
Teacher Background
Mandated Scriptural Texts
Tuning In


Introduce students to the fertile question God: Why all the mystery?
Discuss the word mystery with students. List some ideas and questions
that are a mystery in life. As a whole class discuss the different ways that
people deal with and make sense of mystery in the world
Discuss with students the focus for core content area one Who or what
is God/god/G_d? and make a connection to the idea of mystery.

Teacher background
http://lb10themysteryofgod.weebly.co
m/teacher-background.html


Brainstorm ways in which God is named or characterised in the world
today and the world of the past.
Students create a word wall, wordle or visual representation to share
their understanding of what God can be and is for people today
As a whole class discuss the limitations of human language (e.g. culture,
beliefs, inclusive/exclusive language, gaps and silences) when expressing
an understanding of the mystery of God

Finding Out




Students view excerpts from the film Chasing God and complete relevant
pre-viewing and post-viewing activities from the study guide which
includes such questions as:
- Why do people look for God?
- What words or images do the different religious leaders use to
describe or explain God/other?
- What part does doubt play in understanding God/other?
- What explanations of God/other are offered by religious leaders and
experts in Chasing God?
- How does a belief in God influence an individuals response to
significant life experiences?
- How do people find personal meaning through a belief in God?
- How does a belief in God shape the growth and transformation of
communities
- What do the answers of the religious leaders and experts have in
common?
- When does Chasing God affirm your beliefs?
- When does Chasing God challenge your beliefs?
Chasing God also available at
Resource Link on dvd


Sorting Out
In pairs or small groups, students search for images of God that reflect
the understanding of various religious traditions. Students could use The
Blake Prize gallery to explore the way different artists have depicted their
understanding of God/other.
http://www.blakeprize.com/galleries/bl
ake-prize

Teacher note: Clicking on view details
for the chosen image would take



Students view and analyse the images they have selected and complete a
retrieval chart to articulate their personal response to the images.
Students then join into larger groups of 4 and share their responses to
the images of God/other
As a whole class students reflect on the images they have presented and
discuss similarities and differences in their responses to images of God.

students to a page where the artist
explains their image and discusses the
religious aspects of the artwork.
Communicating



Students review the information they have gathered from the resources
such as Chasing God and the various images of God that were
analysed.
Students create a visual or written response to the focus question: Who
or what is God/god/G_d?



Core Content Area Two
Focus/Question What are the core beliefs and practices of the major world religions?

Resources
Teacher Background
Tuning In


Brainstorm with students what they know about the major world religions
(Christianity, Judaism, Islam, Buddhism and Hinduism). Students record the
information that they already have and also review the information to
check that it is correct e.g. Do we think the information is correct? Do we
need to check any of the points that we have recorded?
Discuss with students how core content area two will focus on Judaism,
Islam, Buddhism and Hinduism, but not on Christianity as this will be a
major focus in the Religion unit that will follow at the end of this term and
into next term.
Introduce students to headings that will be used to group the information

on the world religions e.g. core beliefs, sacred text, sacred space, holy days,
rituals and practices.


Finding Out


In small groups students research aspects of the major world religions using
the headings from the tuning in phase. Aspects to be explored include:
- Beliefs: five pillars, eightfold path and four noble truths, karma and
reincarnation, mitzvoth and covenant, Shema
- Rituals and practices: Shabbat, initiation rituals, daily practice, food
laws, purity laws, prayer
- Key figures: Mohammad, Buddha, Krishna, Moses, Abraham
- Holy days: Pesach, Eid ul-Fitr, Janmashtami, Wesak
Students access online resources such as the Year 10 World Religions
weebly and BBC Religions website, as well as resources from Resource Link
including:
Religions of the world (2003) DVD
Living Buddhism : Buddhism for key stage 3 Kit
Pillars of faith : religions of the world (1998) DVD









Student resources - World Religions
Year 10 World Religions weebly;
http://year10worldreligionsbce.weebly.
com/ password: year10wr
http://www.bbc.co.uk/religion/religions
/
http://www.bbc.co.uk/religion/0/
http://world-faiths.com/
http://www.jewfaq.org/beliefs.htm
http://www.bje.org.au/learning/judais
m/index.html
http://www.bje.org.au/learning/index.h
tml
http://www.religionfacts.com/islam/co
mparison_charts/islam_judaism_christi
anity.htm

Short overviews of the World Religions
http://www.youtube.com/watch?v=Sflq
OAod6NY&feature=related
http://www.youtube.com/watch?v=oYc
New1KGI0&feature=related
http://www.youtube.com/watch?v=DL7
M7Y1A2Jk&feature=related
http://www.youtube.com/watch?v=173
VoPC80C0&feature=related
Sorting Out


Students share their information between groups or present their research
to the whole class
Students record key facts from the four world religions that have been
investigated by the class using the focus headings.



Communicating




Students choose one of the four religious traditions they have explored and
they create a visual and/or written response to the focus question: What
are the core beliefs and practices of the major world religions? Students
may use online tools such as Glogster, Prezi, Block Posters or Museum Box
to communicate their understanding.
Digital Tools
http://museumbox.e2bn.org/
http://prezi.com/
http://www.blockposters.com/


Core Content Area Three
Focus/Question How do religions reflect the human understanding of God or the other?
Resources
Teacher Background

Tuning In


Students review the brainstorm and images from core content area one
and add any further information about God/other they have discovered
through core content area two.





Finding Out

In pairs or individually students select one of the four religious traditions
and access the information that has been presented in the communicating
phase of core content area two the core beliefs and practices of the
major world religions
students investigate the information that has been presented using the








focus question as a guide for their investigation: How do religions reflect
the human understanding of God or the other?
Students identify any further information or aspects they may need to
research in order to formulate an answer to the focus question
In their pairs or individually students access the sources from core content
two to depth their understanding of God/other in the religion they have
chosen to investigate





Sorting Out



Students present their investigation or findings using a concept map
strategy to show the connections between core beliefs and practices, and
an understanding of God/other
Students could present using a digital tool such as Bubbl.us
Digital tools
https://bubbl.us/




Communicating




Students create a visual and/or written response to the focus question:
How do religions reflect the human understanding of God or the other?
Students may work in small groups to present a multi-modal style
presentation that addresses the question in relation to one world religion,
but includes aspects such as core beliefs, sacred text, holy days, sacred
space and key figures. Alternatively students could respond individually
and focus on two aspects from one world religion (e.g. key figures, holy
days), or the same aspect (e.g. core beliefs) across two religious traditions.


Reflecting and
Evaluating