Year 6/7 Unit Plan Term 3

Religious Education Planning Template

Subject
Religious Education
School:
St Josephs Kangaroo Point
Term:
Term 3
Teacher:
Mark Beiers

Identified Unit Concept
St Paul: What were some of his messages?

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
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.

Extra Curriculum Documents
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
and cultures
Asia and Australias
engagement with Asia
Sustainability.











Year 6/7 Unit Plan Term 3

Year 6 Curriculum Expectations
Year 6 Level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are
interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.

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.

Year 6 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.


Context for Learning
Travis: Finds it difficult to write, responds to online work, and needs close supervision.
Lauren: self-conscious about oral reading, excellent dramatist
Lewis: difficulty with inferential comprehension, excellent team player in group activities
Karen: struggles with group situations
Sophie is Buddhist








Year 6/7 Unit Plan Term 3

Year 7 Curriculum Expectations
Year 7 Level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are
interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.

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 Isl am) 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.


Year 7 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.


Context for Learning
Emma Konig: has reading comprehension issues, particularly with instructions, excellent dramatist










Year 6/7 Unit Plan Term 3
Visible Learning Intentions
We Are Learning To (WALT) Success Criteria Resources
read Pauls letters with an understanding of the
times
Play dialogue Bible Gateway

act out an encounter between Paul and a
community
Play dialogue Bible Gateway


make links with our own world
Highlighting universal truths and
themes in a letter
Bible Gateway


Curriculum Aligned Learning Intentions
Unit Concept: St Paul: What were some of his messages?
Unistructural and multistructural learning
intentions
Relational learning intentions Extended Abstract
learning intentions
Define the letters

Identify his journeys

List Pauls communities

Describe Paul

Follow a simple sequence of Pauls address to
the communities (particularly in the mandated
scripture)

Sequence the letters

Classify the opponents of Paul

Compare and contrast the problematic
communities (Corinthian difficulties
with his time in Ephesus)

Explain the purpose of the letters

Relate the purpose of the letters

Analyse the language of the letters

Reflect on significant
hardships Paul faced
Then and now a
relevance for today?

Evaluate Pauls letter
to the Philippians

Make a generalisation
about a community
anticipating what Paul
would have
encountered

Compose a scenario
that Paul (and his
missionary friends)
would have
encountered












Year 6/7 Unit Plan Term 3
Identified Assessment Tasks
Assessment Task One Unistructural Multistructural Relational Extended Abstract
Students show an ability to define a letter and describe St Paul. Students can identify Pauls journeys and follow the sequence of his
opening address
Assessment Task Two Unistructural Multistructural Relational Extended Abstract
Students can construct a list of Pauls communities.
Assessment Task Three Unistructural Multistructural Relational Extended Abstract
Students can sequence the three parts of each letter (a common structure). They can also classify the opponents of Paul.

Assessment Task Four Unistructural Multistructural Relational Extended Abstract
Students compare and contrast two communities; identifying the similarities and differences between the Corinthians. They can explain the
purpose of the letters.

Assessment Task Five Unistructural Multistructural Relational Extended Abstract
Students relate the purpose of the letters (key words) and analyse the language.

Assessment Task Six Unistructural Multistructural Relational Extended Abstract
Students reflect on St Pauls hardships. They can also reflect on messages from then and their relevance to now. They evaluate Pauls
letter to the Philippians, via R2L.

Assessment Task Seven Unistructural Multistructural Relational Extended Abstract
Students make a generalisation about a community. They can compose a scenario Paul would have encountered.


Feedback Opportunities/ Differentiation of identified Learning Intentions/ Assessment Tasks


The students of 6/7 enjoy drama. A large proportion are enrolled in formal Speech and Drama lessons, and
so utilising these skills seemed appropriate in the circumstances. It gives Emma, Travis and Lewis
opportunities to use different intelligences to demonstrate their understanding of St Pauls work. There is a
variation on both assessment tasks.



















Year 6/7 Unit Plan Term 3
Relevant Content Descriptors 6
STRAND: Sacred Texts
SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding Skills
STNT14, 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.
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.
STNT14, 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.
STRAND: Beliefs
SUB STRANDS: Trinity, Human Existence, World Religions
Religious Knowledge and Deep Understanding Skills
BEHE6, Christians believe that faith is a virtue freely gifted by
God. Faith is a free and personal response to God that is lived out
in the life of the believer.
BEHE6, Identify ways in which faith is lived out in
the life of believers, personally and communally.
STRAND: Christian Life
SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality
Religious Knowledge and Deep Understanding Skills
CLMF10, For Christians, the New Law as given by Jesus is a law of
love, a law of grace and a law of freedom. Freedom, especially in
moral and religious matters, is the right of every human person.
For Christians, the freedom to choose is required by the New
Law
CLMF10, Make connections between the New Law
of Jesus and possible implications for personal
actions.


Year 6/7 Unit Plan Term 3

Relevant Content Descriptors 7
STRAND: Sacred Texts
SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding Skills
STNT16, Contextual information (literary form, historical and cultural
context and human authors intention) assists the reader to gain deeper
awareness of New Testament texts. 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).
STNT16, Sequence historical events and periods of
time (e.g. Greek occupation, Roman occupation,
life of Jesus, the early Church, journeys of Paul,
destruction of the Temple, chronology of New
Testament writings) using historical terms and
concepts.
STRAND: Church
SUB STRANDS: Liturgy and Sacraments, People of God, Church History
Religious Knowledge and Deep Understanding Skills
CHCH6, The beliefs, values and practices of early Church
communities (c.6 BCE - c. 650 CE) were influenced by ancient
Mediterranean societies such as Greece, Rome and Egypt.
CHCH6, Sequence significant events and
developments in the early Church (c.6BCE-c.650CE)
within a chronological framework.
STRAND: Christian Life
SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality
Religious Knowledge and Deep Understanding Skills
CLMJ8, Concern for the good of the 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.
CLMJ8, Investigate and present a variety of ways of
protecting and promoting the common good.



Year 6/7 Unit Plan Term 3
Significant Days and Celebrations


8 August St Mary of the Cross Parish School Mass (an interesting comparison)

15 August Assumption of the Blessed Virgin Mary Year 6/7 Mass

19 September Mercy Day Mass


















Other Relevant Data/ Teacher notes

Who was Saint Paul? Since he didnt have a direct link to Jesus compared Peter, John etc., we can begin
at Stephens stoning and briefly look at what he did, including his conversion, missionary travels and
ultimate death.


Paul had concerns over certain communities, particularly the Corinthians. Interestingly; out of the
admonishments, threats to the believers, controversies etc came some beautiful theology, particularly
about the resurrection, Gods love, and the importance of the individual. His way of addressing
communities was a sign of his love and devotion to the people he came in touch with.











Year 6/7 Unit Plan Term 3
System Level Content
Unit Concept BCE Documents BCE Teacher Background
St Paul: What were some
of his messages?
Mandated Scriptural Texts
RE Resource Weebly
Online RE Curriculum
Theological Background Search

Stage One
Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Define the letters








Discuss with the students the term letter is very
different to what they are used to particularly the
length and didactic nature. Also, the term
authorship needs to be discussed: our concept of
authorship and the difference in 1
st
century AD.
Bible Gateway

Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Identify his journeys


List Pauls communities








For the time, Pauls journeys were remarkable,
particularly for the modes of travel.
Which communities were in Asia and Europe?



jpeg maps on their own
laptops

Bible Gateway

Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Describe Paul



Follow a simple sequence of
Pauls address to the
communities (particularly in the
mandated scripture)








Mention Pauls spiritual journey from persecuter to
religious zealot.



Whether or not Paul was altered to any disruptions
to the community, he was positive in his greetings
Bible Gateway
(Acts)



Ephesians 1:1
Paul, an apostle of
Christ Jesus by the will
of God,
To the saints who are in
Ephesus and are faithful
in Christ Jesus.
(mandated scripture)



Year 6/7 Unit Plan Term 3
Stage Two
Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Analysis Part whole/Explain/Analogy/Question)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Sequence the letter formats



Classify the opponents of Paul


Beginning, body, conclusion the body usually
contain a theological discussion (example:
resurrection of the body in Cor15) and admonitions

The different groups opposed him can be grouped
into false prophets, those wishing to push the
Judaistic customs etc
Bible Gateway
(Acts, Ephesians,
Philippians)

Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Compare and contrast the
problematic communities
(Corinthian difficulties with his
time in Ephesus)
Explain the purpose of the letters





In Corinth there were distinct difficulties. One that
presented was the fracturing of loyalties (Im for
Cephas, Im for Paul etc) That compares to the plea
for unity to the Ephesians.
The didactic nature of the letters was the
Facebook, blog, Twitter of the time, and the
students can see that, although these would have
been slow to reach them, they would have the
same effects.
(1) Bible Gateway
(2)Mandated Texts
Ephesians 2:19
So then you are no
longer strangers and
aliens, but you are
citizens with the saints
and also members of
the household of God.
(3)SMART ART
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Relate the purpose of the letters



Analyse the language of the
letters










To: commend, admonish, support, preach



Was Paul being to paternalistic? Discuss some of
the language that is similar AND dissimilar to our
modern thinking, particularly woman, marital
status etc.
Bible Gateway
Mandated Texts
Ephesians 3:1-21
This is the reason that I Paul am
a prisoner for Christ Jesus for the
sake of you Gentilesfor surely
you have already heard of the
commission of Gods grace that
was given me for you,

and how
the mystery was made known to
me by revelation, as I wrote
above in a few words,

a reading
of which will enable you to
perceive my understanding of the
mystery of Christ.

contd)



Year 6/7 Unit Plan Term 3

Stage Three
Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/ Reflect/Evaluate/Create)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources
Reflect on significant hardships
Paul faced



Reflect on the relevance of the
messages

Evaluate Pauls letter to the
Philippians

Paul wrote from prison on occasions. How did that
help/hinder his message? Discuss the idea of his
ability to reflect on his messages, and his
frustration, especially when hearing about
disruptions in communities.
Agape, faith, belief


Delineating particular messages addressed to
particular communities. In this case, being aware
of false teachings, keeping strong in the face of
critics etc
Bible Gateway




Childrens Suscipe
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Make a generalisation about a
community anticipating what
Paul would have encountered

Compose a scenario that Paul
(and his missionary friends)
would have encountered








Using the movie as an example, the students can
generalise about the same type of incidents Paul
came across: the pleas for healing, the discourse
on Jesus and God, the critics, the audience etc.

The task is to present a play describing Pauls visit
to the Philippians. To explore the audience,
purpose and context; the play has to involve
writing, rehearsing and performing the ideas we
have discussed in class.

Mandated Texts Acts 17:2-3
And Paul went in, as was his
custom, and on three Sabbath
days argued with them from
the scriptures, explaining and
proving that it was necessary
for the Messiah

to suffer and
to rise from the dead, and
saying, This is the Messiah,
Jesus whom I am proclaiming
to you.


St Paul (The Gateway
Movie)