ST MMK Religion Planning

2016
School: Mary MacKillop

Year 4

TERM 2

Duration: 8 weeks

Fertile Question
What did Jesus teach us about healing?
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

Religious Life of the School

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

General Capabilities

Literacy

Numeracy

Information and communication

technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding.

Cross-Curricular Priorities

Aboriginal and Torres Strait Islander

histories, cultures and spiritualities

Asia and Australias engagement

with Asia in a multi-faith context

Sustainability and ecological

stewardship.

Christian prayer (PWP)

Celebration of liturgy and
sacraments (PWL)
Ritualising everyday life (PWR)

Year Level Description

In Year 4, students develop their understanding of Gods Word in Scripture as they use the Bibles referencing system to
locate books, people, places and things in the Bible and engage with a variety of books and text types in the Old Testament
and New Testament. They listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as
Holy Spirit, to learn about the Christian belief that God, as Trinity, is relational in nature.
Students begin to appreciate the significance of community for Christians: of living in loving relationship with God, others
and all of creation. They develop their understanding of community through an exploration of different texts, including the
Decalogue and the writings of St Paul, and the experiences of different communities, including Jewish communities in first
century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary parishes and dioceses.
They examine how free choices result in actions that affect the individual and their community. They broaden their
understanding of the significance of the Sacraments for Church communities through an exploration of the Sacraments of
Healing, including Anointing of the Sick and Penance. They examine prayers of blessing, petition and intercession to
facilitate an appreciation of the significance of these forms of prayer for Christian communities.

Achievement Standard
By the end of Year 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They identify
a variety of books and text types in the Old Testament and New Testament and explain how a reader uses this knowledge to better
understand Gods Word. They recognise the Christian belief that God, as Trinity, is relational in nature by identifying and explaining
some Scriptural passages that express God as Father, Son and Holy Spirit.
Students explain the significance of community for Christians. They connect ideas about living in community from different texts
(including the Decalogue and the wisdom of St Paul) and from the experiences of different communities (including Jewish communities
in first century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church communities ). They
explain how free choices result in actions that affect the individual and their community. They describe practices and characteristics of
contemporary parishes and dioceses (including celebration of the Sacraments of Anointing of the Sick and Penance) and explain how
these are modelled on the mission and ministry of Jesus. They use an appropriate structure to create prayers of blessing, petition and
intercession, and demonstrate understanding of the significance of these forms of prayer for Christian communities. They participate

respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession.

Class Context for Learning Differentiated learning

Class Needs- Modify learning and assessment tasks to suit the needs of verified children across Year 4. Many of the students
are receiving the Sacraments of Eucharist and Confirmation. Last term they made the Sacrament of Healing.
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)

Learning Intentions (WALT We Are Learning To)

Learning Intention
By the end these learning experiences, students:

Describe practices and characteristics of contemporary parishes and dioceses (including celebration of the Sacraments of Anointing
of the Sick and Penance).
Explain how free choices result in actions that affect the individual and their community .

They can use the correct structure to write Prayers of Blessing and Petition and Intercession.

Success Criteria (WILF What Im Looking For)

Success Criteria
By the end these learning experiences, students:

Communicate an understanding of the concept of community.

Describe (using examples) the variety of characteristics that mark local Church communities.
Explain what the Sacraments of healing for a Catholic Christian Community like St Mary Mackillop School Reconciliation and
Anointing of the Sick
Describe connections between life in community and the Sacraments of the Church.
Make connections between Jesus healing ministry and the Churchs healing ministry in the Sacrament of Anointing of the Sick.
Make connections between the practices of Church communities and the mission and ministry of Jesus.

They can use the correct structure to write Prayers of Blessing and Petition and Intercession.

Why? (TIB This is Because..)

Students need to make connections between the Sacraments of Healing and the teachings and actions
of Jesus.
Students make connections between the teachings of Jesus and how we live in our community.

Assessment
Assessment Background
Assessment
1. Students communicate how they reconcile with God through the Sacrament of Reconciliation children create an effects
wheel to explain the possible consequences of their actions - How does the sacrament of reconciliation help me to build a
relationships with God?
2. Communicating - What does Jesus say about how we can heal and be healed today? Select a healing story that you
can relate to . WHY did you choose this story? What message does it have for us today about healing? Jesus Heals
/Church Heals using symbols of oil and touch.
3. Create a little prayer book /cube / chatter box with the correct structures for Prayers of Petition , Blessing and
Intersession

Content Descriptions

Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and Wisdom

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and

Deep Understanding

Religious Knowledge and

Deep Understanding

Skills

Skills

Church
Liturgy and Sacraments
People of God
Church History
Religious Knowledge and
Deep Understanding
CHLS5 Sacraments of healing
Sacraments accompany the life
journey of each believer. Through
the Sacraments, God offers believers
gifts of new life, healing and
forgiveness, and nourishes and
strengthens their faith by promising
fulfilment of their deepest hopes and
longings.
Anointing of the Sick is one of the
Sacraments of Healing. In this
Sacrament, words, actions and
symbols are used to communicate
Gods healing of body and spirit. The

Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Skills

Describe connections between the

life journey of each believer and the
Sacraments of the Church.
Identify words, actions and symbols
used in the Sacrament of Anointing
of the Sick to communicate Gods
healing of body and spirit (e.g.
Scripture, laying on of hands,
blessing with oil, prayer of thanks,
sprinkling with holy water, Lords
Prayer, presence of the priest).
Make connections between Jesus
healing ministry, including giving
sight to a blind man at Jericho (Mark

Religious Knowledge and

Deep Understanding
CLMF7 understanding right and
wrong
Morality is about choosing between
right and wrong. Conscience is the
human capacity to identify and
make judgements about what is
right and wrong. Sin is the human
choice to live without the help of
God. Sin is made evident in the free
choices which result in actions that
harm oneself and ones loving
relationships with God, with others
and with all creation.

Skills

Distinguish between right and

wrong choices in a variety of
morally challenging situations.
Explain how wrong choices harm
oneself
and
ones
loving
relationships with God, with others
and with all creation

Sacrament of Anointing of the Sick

continues Jesus healing ministry in
the life of the community.

CHLS6 Penance
Penance is one of the Sacraments of
Healing which celebrates Gods love
and mercy. It calls people to
conversion
and
to
forgiveness
towards others. In the Sacrament of
Penance, words, actions and symbols
are used to communicate Gods love
and
forgiveness.
Penance
strengthens the spiritual life of
believers and turns their hearts
towards God.

10:46-52 // Luke 18:35-43), and the

Churchs healing ministry in the
Sacrament of Anointing of the Sick.

Identify words, actions and symbols

used in the Sacrament of Penance to
communicate Gods love and
forgiveness (e.g. prayer, reading
from Scripture, confession of sin,
sign of the cross, presence of the
priest, words of absolution).
Explain how the Sacrament of
Penance calls believers to
conversion and forgiveness of others
(e.g. through words of Scripture,
spiritual readings, the imposition of
penance).

CLMF8 Decalogue
The Decalogue is a summary of the
main moral obligations people have
towards God, each other and all of
creation.
The
first
three
commandments are about love of
God and the other seven are about
love of each other and all of
creation.

CLPS 10 Prayer of Petition

In the Christian tradition, essential
forms of prayer, including prayers of
petition and intercession, nurture
the spiritual life of believers. By
prayers of petition, Christians seek
forgiveness and turn back to God.
Intercessions are prayers of petition
in which Christians intercede for the
needs
of
others
(e.g.
the

Classify the commandments of the

Decalogue according to their
content.
Make connections between the
commandments of the Decalogue
and students own experience.

Communicate an understanding of
the
features
(e.g.
language,
purpose,
structures,
gestures,
context) of prayers of petition and
intercession, including litanies.
Create a prayer of petition or
intercession, using an appropriate
prayer structure, such as a litany,

community, the church, the world,

leaders) as well as for themselves.
Intercessions may take the form of a
litany. A litany is a form of prayer in
which a person makes fixed
responses to a series of petitions.

to demonstrate an understanding
of the role of prayers of petition
and prayers of intercession for
Christians.

Scriptural Texts
Core texts are prescribed Scriptural texts that need to be taught in depth at each year level.
Supplementary texts are other possible Scripture texts that could be used to support the teaching of
particular concepts.

Jesus healing ministry Giving sight to a blind man in Jericho (Mark 10: 46-52; Luke 18: 35-43)
Living in loving relationship with God, others and all creation (Ten Commandments Exodus 20: 1-17; Deuteronomy 5: 1-21)
Psalm of Praise 148

Significant Days and Celebrations

Mothers Day
Anzac Day

Learning Experiences
Core Content Area One
How can we talk with God?

Sacraments of healing
Understanding right and wrong
Penance
Decalogue

Prayer Structure

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In

What is the topic?

Why should we
study this topic?
Frame
manageable
questions.
What do I already
know about this
topic? I think I
know

What does God want of us?

Review Gods Dream for us and for our community?

o After reading the text, pose the question to students - What
does God what for us? (Love, unity, peace, positive
relationships with others and God)

Review school rules and our class covenant. In small groups

brainstorm the following questions
o Do our school rules and class covenant reflect Gods will for us?
o Do they speak of relationship? With whom are we to build
relationships?
o How do you build relationships with others?

In pairs, students use scripture to make a list of the Ten

Commandments in wordle or padlet.
Formative Assessment: Children make their own scroll of 10
Commandments

Arch bishop Tutu Gods Dream

Picture Book (You tube)

School rules
Classroom expectations

Wordle & Padlet

Ten Commandments Exodus

20: 1-17; Deuteronomy 5: 1-21

The Ten Commandments

My Ten Commandments SongJohn Burland - God Loves Me.

10 commandments for the environment

What does the Mosaic Law have to do with me?

Make connections between the commandments of the Decalogue and

students own experiences.
o using a childrens version of the Ten Commandments, collect
evidence of selected commandments either being followed or
not followed in todays world (e.g. newspaper articles,
advertisements, computer games, television programs) and
present this evidence using a range of software (e.g. Put God
first; Worship God only; Use Gods name with respect; remember
Gods Sabbath; Respect your parents; Do not hurt other people;
Be faithful in marriage; Do not steal; Do not lie; Do not be
envious of others)

Examples of the
commandments not being
followed today.

Proverbs 28: 1, 4, 5, 10, 12,

13, 14, 18, 26

o Students in small groups list five moral challenges according to

students own experiences (e.g. lying, teasing, gossiping,
isolating others); collaboratively making judgements about what
would be right and wrong choices for each of these moral
challenges.
o Using the list provided by students, they are then to analyse the
cause and effect of particular choices (e.g. stealing, cheating,
lying, gossiping) using the Top Level Structure Strategy (A-Z
Strategies)

Finding Out

Identify possible
sources of
information
Identify skills
necessary for
the
investigation.
How did it
happen? Who
was there and

Students use selected quotes from Proverbs (e.g. Proverbs 28: 1, 4, 5,

10, 12, 13, 14, 18, 26) to interpret and create personal moral
behaviour statements using multimedia presentation which includes
words and images (e.g. People who trust in themselves are foolish but
those who live wisely are kept safe Proverb 28:26) It is wise to turn
to God for help.) (Possible assessment)

What is a conscience and how does it work?

Students do a quick search in small groups and define the term

conscience. The class then works together to come to a simplified
understanding of what the term conscience means.

Students explore the use of conscience to make judgements about

what is right and wrong in a variety of scenarios (e.g. finding a wallet
on the ground; breaking a window, observing bullying behaviour). Use
post it notes to display in the classroom.

Define the notion of Sin: Sin is the human choice to live without the
help of God. Sin is made evident in the free choices which result in
actions that harm oneself and ones loving relationships with God, with
others and with all creation.

Retrieval chart

Post it notes

Examine of Conscience

what were the

facts?

Sorting Out

What do we want
to find out?
How can we do
this best?
How will we
gather the
information?
Does what I knew
before still
apply?

Pose the question: If you have identified that you have done
something wrong (broken school rules, commandments, covenants,
relationship rules) what would you do to right that wrong? List
answers as a whole class.
What is a Sacrament and how does it help my relationship with
God and others?
What is a Sacrament?
Who has received a sacrament? Which one? Can you share anything
from your experience? Symbols associated with sacraments.
What are the 7 sacraments of the Catholic Church?
What are their signs and symbols?

(Sacraments and the Lives of

Believers, pp. 29,30)

Students create a powerpoint of the 7 Sacraments and their associated signs

and symbols.
Or
create a Road of Life with footprints that represent significant events in
their lives; connecting these events with relevant Church sacraments by
adding appropriate symbol / icon to the road map
How do we grow to build a better relationship with God through
Sacraments?
DVD Forgiven (school
What are sacraments of healing? (Reconciliation & Anointing of the
library)
Sick)
Explore Sacrament of Reconciliation/Penance formal way of saying
sorry to God through the Church. What do we do to reconcile with self At One Table
and others? Act of Contrition
Examine of conscience
o How do Church Sacraments help us to heal?
o Preparation for School Reconciliation How does prayer help
Our Father
Hail Mary
us during the sacrament (when we pray alone praying with
God following Reconciliation and healing/forgiveness from the
priest)
o Review practice review prayers (Act of Contrition Lords
prayer personal prayer)
Use an effects wheel

 Does my first
idea still make
sense?

Assessment 1 - Students communicate how they reconcile with

God through the Sacrament of Reconciliation children create an
effects wheel to explain the possible consequences of their actions
- How does the sacrament of reconciliation help me to build a relationships
with God
How can we know more about healing?
How did Jesus show us about how to heal self and with others? - Jesus
Healing Stories

As a class investigate the following texts:

ten lepers (Luke 17:11-18)

two blind men at Jericho (Matthew 20:29-34)
cleansing a leper (Mark 1:40-45//Luke 5:12-16)
Man by pool at Bethesda (John 5:1-9)

What did Jesus do in each of these texts?

As a Class Investigate the 3 Worlds of the text:
Behind the Text - what do the Gospel writers want us to think
about Jesus healing? Not literal interpretation ( pretty amazing,
miraculous???)
Of the Text what are the same messages and commonalities
reflecting?
In Front of the Text What have we learned from the Jesus
messages about Healing?

What is the sacrament of the Anointing of the Sick? (including signs

and symbols)
Where do these words, signs and symbols come from?
o Create a class match up poster

Religion on the K-WEB to find

the three words of the text

o Invite Father / Mr White to talk to students about Anointing of

the Sick
Assessment 2
1. Read the following scripture.
ten lepers (Luke 17:11-18)
two blind men at Jericho (Matthew 20:29-34)
cleansing a leper (Mark 1:40-45//Luke 5:12-16)
Man by pool at Bethesda (John 5:1-9)
2. using a T Chart to record words, symbols and actions of the Sacrament
of Anointing of the Sick depicting Jesus engaged in his healing
ministry.
3. Identify words, actions and symbols used in the Sacrament of
Anointing of the Sick to communicate Gods healing of body and spirit
(e.g. Scripture, laying on of hands, blessing with oil, prayer of thanks,
sprinkling with holy water, Lords Prayer, presence of the priest).
4. Make connections between Jesus healing ministry and the Churchs
healing ministry in the Sacrament of Anointing of the Sick.
Or
Students design a Healing Ritual using elements of the Sacrament of
Anointing of the Sick that could be used as a resource if a member of the
school community were to become seriously ill (Sacramental Celebrations
Origins and Practices, p 36)
Communicating

Extend and

How do we praise Gods presence?

Students investigate the features of prayers of blessing (e.g.
language, purpose, structure, gestures, context) by reading a variety
of these prayers (e.g. Psalms of blessing, blessings used in Mass and
Sacraments, blessings of leaders from Scripture, blessings of School
buildings and other familiar blessing songs and prayers e.g. the Sign

Meditation and Prayer Booklet

Use Fathers Day as a focus
(

challenge
students
understandings
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make
to me?

of the Cross.

Structure of Prayers

Identify the appropriate structures of Prayers of Blessing.

YOU
WHO
DO
THROUGH

Introduce the children to daily

prayer experiences of Prayers
of Petition, Blessing and
Intersession and

Students identify times that they may have experienced a blessing

from someone else (e.g. at baptism, confirmation, mass, liturgical
celebration, class or school ritual) and times that they bless
themselves (e.g. making the sign of the Cross, using holy water,
tracing the cross on their foreheads, lips and hearts before listening to
the gospel) and times when they have been involved in giving
someone a blessing (e.g. a farewell ritual, a birthday blessing, a
blessing for a new student, blessing of student leaders.)
o brainstorming ways to bless others (e.g. raised hand, sign of the
cross) and examples of materials used in blessings (e.g. water,
oil, ash, palms and branches for sprinkling water)
Students write a blessing prayer using an appropriate prayer structure
(You, Who, Do, Through) for a class or school celebration Fathers
Day

Assessment 3
Create a little prayer book or cube with the correct structures for Prayers of
Blessing
Reflecting and
Evaluating

Students write a short reflection to the question:

Can God heal me through the Sacraments? How? Or Why?

Meditation- model daily

prayer
Provide multiple opportunities
for children to experience
modelled prayers and group
and individual construction.

 So what have I
learnt?
If I know this, how
can I connect it
with my world?