Authentic Planning & Assessment Format

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Topic: Ordinary Time
Year level:
Six
Duration: 5
weeks
Curriculum Links (New ! Curriculum"
Religious Knowledge and Deep Understanding
The Churchs liturgical year is told through a framework of diferent seasons (Advent
Christmas !ent "aster #entecost Ordinary Time$ revealing the story of salvation and
drawing ins%iration from &ewish tradition'
(n liturgical cele)rations forms of sacred art (including music visual arts drama
dance media$ are used to ins%ire )elievers to %rayer and a dee%er understanding of
the mystery of *od' (n liturgical cele)rations )elievers are encouraged to actively
%artici%ate through action (e'g' sign of %eace *enu+ecting sign of the cross$ word
(e'g' acclamations res%onses singing$ %osture (e'g' kneeling )owing$ and o)serving
a reverent silence at a%%ro%riate times'
Skills
,ake connections )etween some key cele)rations of the Churchs liturgical year and
the story of salvation'
(dentify where how and why forms of sacred art are used in liturgical cele)rations'
(dentify ways in which )elievers actively %artici%ate in liturgical cele)rations and
inter%ret the meaning of these for )elievers'
#tu$ents will %e assiste$ to:
-etrieve information using relia)le search engines
Com%are information from unrelia)le sources to their new found information
.evelo% in/de%th understandings of the season of Ordinary Time including
the key messages themes rituals colours and sym)ols
Create a visual re%resentation (using *logster$ to %resent these
understandings (%airs$
0se their information %resented on *logster to design either a1 (2$ class
%rayer mat (3$ altar cloth (4$ )anner or (5$ lectern dra%e for Ordinary Time
(%airs$ and
6rite a 7usti8cation for their design (individual$
After the learning e%isodes have concluded the class will create a 7oint design of
one of the a)ove o%tions for use )y the school in Ordinary Time liturgies'
ich&Authentic Task&Fertile
'uestion:
Students will create a visual
re%resentation in res%onse to the
9uestions1
:ow might Ordinary Time assist
Christians to understand the
%u)lic ministry of &esus;
6hat is Ordinary Time and how
do ( as a human )eing
ex%erience this liturgical
season;
6hat are the key messages
themes rituals colours and
sym)ols of Ordinary Time;
#ummative Assessment:
0sing a digital tool (e'g' *logster$ students
will create a visual re%resentation of a
liturgical season (Ordinary Time$ that
includes the key messages themes rituals
colours sym)ols and at least one relevant
)i)lical reading
.esign a visual re%resentation (e'g' class
%rayer mat altar cloths )anners or lectern
dra%es$ for a %articular liturgical season and
sacred rituals incor%orating use of
a%%ro%riate sym)ols and colours that hel%
individuals and grou%s make meaning of the
liturgical season and write a 7usti8cation for
the choice of colour and use of sym)ols in
the design (reference to liturgical resources
should )e made in 7usti8cation<s$
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Learning !piso$e (
(ntroduce to%ic<unit and outline
-ich<Authentic Task
Ask students what do they think they
might need to think a)out do research
%re%are etc
Ask students what ideas they might have
for criteria (to ensure they are active
%artici%ants of the learning ex%erience =
the centre of learning$
Formative Assessment
Assessment as > students re+ect
and discuss how they might
a%%roach the learning
ex%eriences
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Learning !piso$e +
(i$ Students com%lete the ?@ = ?6 sections
of a @6! chart (see here for an exam%le of a
chart$
(ii$ Students are given %assages of
information in relation to the season of
Ordinary Time' Some of the information in
the %assages is correct with other %arts
dis%laying untrue information' The students
task throughout the learning e%isodes will )e
to research the season of Ordinary Time to
determine factual information create a class
mind ma% and then %resent their own
%assage a)out certain details of Ordinary
Time
(iii$ 0sing i#ads students investigate s%eci8c
details of Ordinary Time looking 8rst at the
key colours and sym)ols of the season'
Students will answer the following 9uestions1
6hat is the colour of Ordinary time;
6hy is the colour re%resented;
6hat sym)ols are used during ordinary
time; 6hy is this sym)ol used;
Students will record their res%onses using a
retrieval chart'
(iv$ The teacher and class will then )egin to
7ointly/construct a mind ma% (e'g' Au))le'us$
for Ordinary Time using the information
gathered )y the students to determine the
key information and search for any
discre%ancies
Formative Assessment ,
Assessment as > students
re+ecting on what they already
know a)out the season and
what they would like to know'
Can assist in the develo%ment
of learning ex%eriences )ased
on student needs
Assessment for > teacher
conference with students to
determine their 8ndings
Assessment for > extending and
reinforcing student
understandings' Clarifying
%oints of view and clearing u%
any discre%ancies
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Learning !piso$e -
(i$ Bollowing the same structure of %revious
learning e%isodes students will continue to
investigate details of Ordinary Time'
Students will answer the following 9uestions1
6hen does Ordinary Time occur;
6hy is it im%ortant for )elievers;
6hat are the key messages or themes
of Ordinary Time;
:ow do )elievers cele)rate Ordinary
Time; 6hat are some rituals;
(ii$ The teacher and class will then continue
to 7ointly/construct a mind ma% (e'g'
Au))le'us$ for Ordinary Time using the
information gathered )y the students to
determine the key information and search
for any discre%ancies
(iii$ Com%lete the class mind ma% teacher
%rovides ex%licit instruction to reinforce the
understandings develo%ed )y the students
highlighting the im%ortance of using credi)le
information sources'
Formative Assessment ,
Assessment for > teacher
conference with students to
determine their 8ndings
Assessment for > extending and
reinforcing student
understandings' Clarifying
%oints of view and clearing u%
any discre%ancies
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Learning !piso$e .
(i$ The teacher then asks the students to
individually consider1
6hat have ( learnt; (Com%lete ?!
section of chart$
6hat %art of the %rocess
hel%ed<hindered my learning;
6hat has sur%rised me in my learning
a)out Ordinary Time;
:ow can this information assist me to
com%lete the assessment tasks;
(ii$ (n %airs students use the information and
convert it into a visual dis%lay using an
online *logster or similar resource' Students
will also locate one relevant )i)lical reading
and include this in their visual dis%lay'
(iii$ The %airs then )egin to develo% their
designs for the )anner etc' thinking a)out
the im%ortant details of Ordinary Time' Once
the design is com%leted students are to
individually com%lete a 7usti8cation for their
inclusions
Formative Assessment
Assessment as > self re+ection
of learning setting goals for
next %hase of learning e%isodes
Assessment of > summative
assessment task students
assessed )y how well they have
met the success criteria (which
was co/constructed )y teacher
and students
Assessment of > summative
assessment task students
assessed )y how well they have
met the success criteria (which
was co/constructed )y teacher
and students$

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(i$ Structured class discussion > 6hat have
the students learnt; 6hy is Ordinary Time so
im%ortant in the Church year; 6hat does it
mean for )elievers; 6hat are the key
messages<themes from the season;
Anything else you have learnt;
(ii$ The class )anner (or other design$ will )e
used as a form of re+ection > gathering
together all of the knowledge and
understandings the students have
develo%ed into one creation
Assessment as > self re+ection
of individual understanding