Fertile Question Jesus How do we make sense of the picture?
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 6, students are introduced to the Christian understanding of faith and the term communion of saints. They develop their understanding of the many ways in which faith is lived out and celebrated in the lives of believers past and present. They learn about the contexts and key messages of some Old Testament prophets and the contribution of some key people (laity, religious and clergy) to the shaping of the Church in Australia (c. 1900 CE to present). They understand the significance of Jesus New Law for the way believers live their faith, including an exploration of the spiritual and corporal works of mercy. They develop their understanding of the role of celebrations in the faith life of believers, including the commemoration of High Holy Days by Jewish believers and the Churchs liturgical celebrations (including the Eucharist). They develop their understanding of prayer in the Christian tradition through an exploration of the Our Father, The Examen, and meditative prayer practices including prayer journaling. They are introduced to the Church teaching that the Holy Spirit guided the formation of the New Testament. Using a range of Biblical tools, they engage with a variety of Scriptural texts that describe Jesus relationship with God the Father and with humanity and proclaim Jesus as fulfilling all of Gods promises in the Old Testament.
Achievement Standard 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. Students identify and describe many ways in which faith is lived out in the lives of believers past and present, including Catholics in a developing Australian nation (c. 1900 CE to present). They analyse the key messages and contexts of some Old Testament prophets. They explain the significance of Jesus New Law for the way believers live their faith and examine the spiritual and corporal works of mercy. They identify and describe many ways in which faith is celebrated in the lives of believers, past and present, including the commemoration of High Holy Days by Jewish believers; the Churchs liturgical year and the celebration of Eucharist. They demonstrate an understanding of the term communion of saints. They explain the significance of personal and communal prayer, including the Our Father and The Examen, and the use of spiritual exercises, including reflective prayer journaling and praying with the icons of the saints, for the spiritual life of believers. They participate respectfully in a variety of these personal and communal prayer experience and spiritual exercises.
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 that: Gospel writers use many images and titles for Jesus. Jesus relationship with God the Father and humanity is described in Scripture using a variety of titles and images The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth).
Success Criteria Success Criteria Students can: Use Biblical tools to search for and locate relevant New Testament references Locate and identify images in scripture that express different titles of Jesus. Locate evidence in some New Testament texts showing that the human authors used their own voice, knowledge and skills to reveal Gods nature and teaching. Explain how a title of Jesus describes his relationship to God the Father and/or humanity. Make connections between Gospel texts and Old Testament texts.
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 The Church teaches that the Holy Spirit guided the formation of the New Testament and the whole of Scripture. Inspiration means the human authors of Scripture, guided by the Holy Spirit and using their own knowledge and skills, revealed Gods nature and teaching. The intention of the human author is important in determining the nature of the truth revealed in the text (e.g. historical truth, factual truth, religious truth). STNT14 Use Biblical tools (e.g. concordance of the Bible, Biblical dictionary, Biblical commentary) to search for and locate relevant New Testament references to the role of the Holy Spirit in guiding the formation of the New Testament. Locate evidence in some New Testament texts showing that the human authors used their own voice, knowledge and skills to reveal Gods nature and teaching. Jesus relationship with God the Father and humanity is described in Scripture using a variety of titles and images (e.g. liberator, creator, Son of God, Son of Man, Messiah, Anointed One, Lamb of God, Bread of Life, Rabbi, Saviour). BETR8 Locate and identify images in scripture, including John 1:35-51, that express different titles of Jesus. Explain how a title of Jesus describes his relationship to God the Father and/or humanity.
Gospel writers use many images and titles for Jesus. The Gospels and other New Testament texts (including Matthew 16:16-17, Acts 17:2-3, Acts 1:29-33,36) proclaim Jesus as fulfilling Recognise a number of images and titles for Jesus in the Gospels and other New Testament texts. Make connections between Gospel
all of Gods promises in the Old Testament, including Messiah, Son of Man, and Saviour. STNT15 texts and Old Testament texts.
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 Mandated Scripture: Call of Nathaniel and other disciples John 1:35-51
Jesus as Messiah, Son of Man and Saviour Matthew 16:16-17 Acts 17:2-3 Acts 1:29-33, 36
Supplementary Scripture: The 'I am' statements in John, The Bread of Life John 6:35, 48-51, The Light of the World John 8:12, The Gate of the sheepfold John 10:1-10, The Good Shepherd John 10:11-18, The Resurrection and the Life John 11:25, The Way the Truth and the Life John 14:5-6, The Vine John 15:1-5
Messiah "I am he"/I am" John 4:25-26, John 8:24, 28, 58, John 13:19, John 18:5-8
"Fulfil" and "Prophet" Matthew 12:17
Significant Days and Celebrations
Learning Experiences Core Content Area One Focus/Question Who is this Jesus?
Brainstorm with students what they know about who Jesus is e.g. what did he say, what did he do, when and where did he live, why is he remembered today Students explore images of Jesus through resources such as images of Jesus on tagalaxy (type in tags such as Jesus +Messiah) and dvd clip from a resource such as Son of God (Face of Jesus reconstructed 10 mins available at Resource Link)
Students review the launch brainstorm and complete a retrieval chart based around words and ideas are associated with the historical Jesus and what words and ideas link to the Jesus of faith Discuss where we find information about Jesus = review the New Testament using the first 15mins of Pathways of Belief The Bible dvd (available at Resource Link)
Develop
Students break into small groups to explore different titles of Jesus found in the gospels. Each group reads a given scripture reference and lists the titles and images of Jesus:
Matthew 16:16-17
Acts 17:2-3
John 4:25-26,
John 13:19,
John 18:5-8
John 1:35-51
The 'I am' statements in John: The Bread of Life John 6:35, 48-51, The Light of the World John 8:12, The Gate of the sheepfold John 10:1-10, The Good Shepherd John 10:11-18, The Resurrection and the Life John 11:25, The Way the Truth and the Life John 14:5-6, The Vine John 15:1-5
Groups record their title/image of Jesus and add their word or words to a word wall, including the scripture reference
Demonstrate
In their groups students create a visual representation of their image/title of Jesus, for example: - Freeze frames that represent the titles of Jesus in that gospel account. Each student takes a turn directing the frozen image, announcing the title and reference, and explaining what the image says about who Jesus is. - A collage of images and words
Core Content Area Two Focus/Question Why are there different titles for Jesus in the Gospels?
Resources Teacher Background Launch
As a whole class review the different images and discuss the words that have been used to portray or present Jesus in the scriptures from the word wall that has been created Students group the images under the headings of the Gospel authors (Acts is included under Luke) Discuss if there are any similarities or themes that come through particular Gospels from looking at the word wall Discuss with students why the images and titles of Jesus might be different across the gospels Discuss how stories are written for different audiences and purposes e.g. a text message to mum or a text message to a friend, different types of communication, students come up with what are examples of different audiences/different purposes
Access
Pose the question Who were the gospel writers writing for? Why did they describe Jesus in a particular way Students research the Gospel of Matthew audience, message, images of Jesus presented Students complete a 5 Ws chart about the Gospel of Matthew including information such as: - Who is believed to be the writer of the Gospel? - When was the Gospel written (approximately)? - Who was the audience? - How does the Gospel portray Jesus? - Why may Jesus have been presented this way? Student resources The Gospel writers and their audience and Gospel information cards = accessed from the Year 4 Parables weebly (password: goodsam) The Gospels of Matthew and Luke power point on the Year 3 Learning Byte
Students explore the concept of Jesus as Messiah through activities such as:
(adapted from the Year 3 Learning Byte Jesus: Who do you say I am?) - Focused teaching and learning: discuss the importance of Messiah to Matthews audience by telling students that the author wanted them to know that Jesus was the Messiah. Teacher tells students that for Matthews audience to believe that Jesus was Messiah, certain expectations and promises had to be fulfilled from the Old Testament, as this was their understanding as Jewish people. Teacher introduces a Scripture Detective task to explore the understanding of Messiah for Matthews audience, and to create a Messiah criteria for Matthews audience Students complete a search for the word Messiah using an online source such as Bible Gateway. Students explore a question such as Were there any Old Testament passages in the search results? Teacher discusses the answer with students e.g. The search results began with Matthew which is the start of the New Testament texts. Teacher brainstorms with students that if there are no scripture references in the Old Testament to Messiah, where might the idea have come from? - As a whole class students explore information on the Jewish understanding of Messiah, from sources such as How do the Jewish people understand the word Messiah? and websites such as Judaism - World Religions for Kids. Students record key information on a class display or in a class collaborative site. - In small groups or pairs students complete the Scripture Detective task using a given passage from the Old Testament. - Students use a Jigsaw strategy or Expert group strategy to share information from the different Old Testament text that they have explored.
Develop
Students explore the concept of Jesus as Messiah through activities such as: (adapted from the Year 3 Learning Byte Jesus: Who do you say I am?) - Students use information from the World Behind the Text to investigate symbols used by Matthew in Matthew 1:18 - 2:12 to highlight Jesus as Messiah. - Students examine some of the key concepts of Messiah that are demonstrated in the infancy narrative of Matthew's Gospel and as a whole class identify examples of the concepts in the scripture text. Key concepts to explore include: 1. The meaning of the discovery of a new star in the sky for people in Jesus time and place: it was a sign that a new King would be born. 2. The importance of Jesus' birth: Jesus birth was special and he was born into a royal family, the House of David 3. The recognition of the royal birth: people who believed this and acted on their belief , Herod and the Magi. 4. Actions of others in the text that show they believed Jesus was special: gifts that were usually given to kings (gold) and a visit from the Magi
Demonstrate
Students explain the ways that Matthew used narratives to present an image of Jesus is the Messiah and create an individual response to the question What does Matthew do in the story of Jesus' birth to show he is the Messiah?
Core Content Area Three Focus/Question How do we make sense of the Jesus picture?
Resources Teacher Background
Launch
Brainstorm students understanding of how the birth of Jesus is presented in other Gospels e.g. - Is the birth of Jesus mentioned in all four Gospels? - What do each of the Gospels begin with? - How might the beginning of each Gospel reflect what is important to the writer and the audience?
Access
Students review what they know about other stories of Jesus' birth, and identify differences they might be aware of in stories they have heard e.g. shepherds, angels, magi Students read, listen to or view the text Luke 2:1-21.As a whole class students record key information or ideas as they read and listen to the narrative. Students engage in the world of the text through activities such as: - Listing questions they have about the text using 5Ws + H strategy. - Completing a compare and contrast chart to analyse Luke's infancy narrative. - Viewing a clip or digital narrative, such as Nativity Story- Jesus Birth, of Jesus' birth and identifying which parts in the digital text are from Matthews gospel and suggest which elements are included in Luke's infancy narrative. They may also identify what elements are introduced that
are not in either Gospel text.
Develop
Students discuss the differences and similarities they have found between Matthew and Lukes presentations of the birth of Jesus. Students reflect on the similarities and differences through focus questions such as: Do you think that these stories tell us about history? Why or why not? Do you think that Jesus' birth may have happened this way? Why or why not? Students discuss the idea that there are different types of truths, and historical truth and religious truths are two of these. Teacher explains that historical truths are truths that can be backed up by other evidence. For example - found in other sources, such as a map or timeline, or other writers of the time. In the infancy narratives some historical truth can be found as people such as Herod did exist and the Romans did take different censuses in the ancient world. The value of these stories is though in the religious truth, or what they say about belief and faith. The stories are powerful tools to share the beliefs of the early Christian church. The power of the narrative is used to engage the reader. Students reflect on the images and titles of Jesus that they have explore and discuss what elements are historical and religious truth
Demonstrate
Students select a title/image of Jesus and create a response to the fertile question: Jesus How do we make sense of the picture? Responses should include information on the 3 worlds of the text e.g. - What image or title of Jesus is presented in the scripture text? - How does the image or title reflect the purpose of the Gospel writer or the audience of the time? - How can the image/title be interpreted today?