Curriculum Links VIC/TAS

Transcription

1 Teacher Information Curriculum Links VIC/TAS There are a multitude of curriculum links to each diocese s Religious Education curriculum. Below are just some examples across each learning level; they are intended solely to be a guide. If you would like to share how you have integrated the CST online toolkit into your curriculum and lesson planning, please do get in touch with us! education@caritas.org.au Each learning experience also aligns with the Australian Curriculum directions, specifically the General Capabilities of Critical and Creative Thinking, Ethical Understanding, Intercultural Understanding and Personal and Social Capability; as well as the Cross-Curricular Priorities of Asia, Sustainablity and Aboriginal and Torres Strait Islanders. Australian Curriculum subject links across the CST educational toolkit include: Geography, Health, Civics and Citizenship, Economics and Business, English, Arts and Drama, and Information Technology. Preferential Option for the Poor Prep: Focus: Jesus reveals and is God s love for us. Jesus cares for us, Enduring Understanding:!" Jesus loves each of us. Jesus teaches us how to grow in love. Essential questions: How does Jesus teach us to love? 1&2: Focus: God is a giver of all life. God the Holy Spirit is experienced in people and the world around us. Knowing and Understanding: Students will begin to understand that the Holy Spirit is experienced as life and love. Enduing Understanding: The Holy Spirit guides people to lives of love. Essential Questions: How does the Holy Spirit guide people to live lives of love? Melb 1&2: Knowledge and &Understanding: In Church and Community students continue to learn about the Church as a family made up of many different people. They explore the mission of the church as one of caring for others, expressed in acts of generosity and compassion. In Morality and Justice students explore their own experiences and scripture stories of love, care, forgiveness and compassion. Reasoning and Responding Through Godly Play, drama and the creative arts students refl ect on and respond to scripture stories as a way of exploring the meaning of scripture for themselves and connecting it to their own lives. 3& 4 Focus: Christians make choices that are informed by the loving example of Jesus. Inquiry and Communication: Students will explore how people make choices that result in a more just and compassionate world. Enduring Understandings: Jesus was sent to be God s love to all people. This enables us to reach out to others in compassion and love. Acting with social responsibility is a sign of the Reign of God. /( The ability to do what is right comes from our relationship with God. Essential Questions: How is acting with compassion a sign of God in the world? Why should we act with compassion towards others? (Christian Life) Could also go in S & p Melb 3&4 Knowledge and &Understanding They learn about the parishes, organisations, people and events that make up the Archdiocese of Melbourne, e.g., St Patrick s Day, Project Compassion,

2 Centacare. Students explore the commandment You shall not kill and examine ways of respecting their bodies and physical health as well as investigating individuals and groups in the church that promote and support the wellbeing of others, e.g., Mary of the Cross Centre, Caritas, Centacare, the work of religious orders and missionaries. They begin to develop the understanding that Christian justice is about living and acting justly in community. They explore the Beatitudes and Jesus commandment to love God and neighbour, and apply insights from this exploration to local and global issues of injustice such as racism, prejudice, stereotyping. 5&6 Focus: Jesus is the Son of God, who offers hope to the world. Knowing and Understanding Students will understand Jesus as the saving presence of God who brings Good News to the poor and oppressed. Inquiry and Communication: Students will explore how the words and works (parables and miracles) of Jesus are about the Reign of God. Enduring Understandings In the Hebrew tradition, Messiah/Christ is understood as one who brings God s saving message to the poor and oppressed. The resurrected Jesus lives in our hearts and calls us to live as the people of God. Essential Questions: What is God s message to the poor found in the Hebrew tradition? What does Jesus ask of us? How do we know the Resurrected Jesus lives inour hearts? (Jesus Christ) 5&6 Knowledge and &Understanding In Morality and Justice students explore Jesus life as the model of love, hope and justice. They draw on scripture and their own experiences of love and compassion to consider ways they can live and act. 7&8 Focus: Christian life is based on the life, teachings and values of Jesus Christ and requires informed decisions and appropriate actions Enduring Understanding (Our just and compassionate actions flow from our loving relationship with God. Jesus embodies (i.e. incarnates ) this right relationship. The Reign of God is the world in right relationship. Jesus incarnates. The Reign of God by being at once who God is and who we are. Essential Questions What does it mean to live in right relationship with our planet, people, our God?" Can one person s compassionate actions (Christian Life) Some aspects could fit into Stewardship of Creation Melb 7&8 Learning Focus: MORALITY AND JUSTICE The Christian community is called to discipleship which requires that it continues to create a world where we live together justly and where the dignity of the human person is central. The social and moral teaching of the Church calls the community to go out to the world and transform it with the love of God and to establish the common good. Students will explore Jesus call to the original disciples and the Churches ongoing call for individual Christians to live a moral and just life.. 7: Values & Attitudes: Appreciate the many influences that affect moral decision-making. Knowledge: Identify the various aspects in the formation of moral values and decisions. Skill Assess the extent to which moral character has an impact on the process of making choices. 8: Values and Attitudes Appreciate the many influences that affect moral decision-making. Knowledge Identify the various aspects in the formation of moral values and decisions. Skill Assess the extent to which moral character has an impact on the process of making choices. Values and attitudes Value the relevance of the teachings of Jesus to contemporary society and life experiences. Knowledge Identify ways in which Christians live lives of discipleship in accordance with the ideals and values of Jesus. Skills Apply the teachings and ideals of Jesus to contemporary life situations. Could also be in Common Good 9&10: MORALITY AND JUSTICE The Christian community is called to discipleship which requires that it continues to create a world where we live together justly and where the dignity of the human person is central. The social and moral teaching of the Church calls the community to go out to the world and transform it with the love of God and to establish the common good. Students will explore Jesus call to the original disciples and the Churches ongoing call for individual Christians to live a moral and just life. (CS5) Students use selected Scripture and Catholic Social teaching as a guide to develop an understanding of the value systems in Australia and the principles of social justice (CS5) They identify ways in which individuals develop personal responsibility and moral maturity. 9

3 Values and Attitudes Be open to the wisdom of the Ten Commandments and the Beatitudes. Knowledge Demonstrate an understanding of the Ten Commandments and the Beatitudes as guides for living the Christian life. Skill Apply the teachings of the Ten Commandments and the Beatitudes to a variety of life situations.10 Values and Attitudes Appreciate the need for personal moral convictions. Identify ways in which individuals develop personal responsibility and moral maturity. Skill Analyse situations which require moral decision-making. Values and Attitudes Value the students potential to be involved in promoting justice. Knowledge Critique the value systems in contemporary Australian society, the reality of oppression, and the Christian call to work for justice in the world. Skill Investigate contemporary examples of individuals and movements working for justice. Could also be in Common Good. Prep: Students can discuss that all people are God s children and loved by God. They name ways that people can show love to others especially those in need. (Christian Life) They know who Jesus is for Christians. They recall some simple key ideas of Jesus teachings. They express that Jesus cared for people. 2: Students discuss ways that they can be faithful Christians as followers of Jesus by living out his way of loving kindness and service of others. (Religion and Society) Melb 1&2 - investigating the wider world and articulating their story through language. Example: developing religious concepts and language through co-operative play, drama, visual arts, talking and hands-on tasks 4: They research the significance of how the Holy Spirit works through the Church. The Church has service organisations or agencies, such as Catholic Earthcare, Caritas, Catholic Mission, the Archbishop s Samaritan Fund and St Vincent de Paul. They plan and lead realistic projects responding to the needs of others. (Christian Life) Melb 5&6: developing a deeper empathy for social justice issues. Examples: offering active and creative learning situations with peers, where critical thinking on current issues can be addressed providing opportunities for practical social action 7: Students recognise and describe how Christ is the embodiment of God s desire for a just world. They discuss what the concept of justice means using references from art, literature and modern culture. (Christian Life) 9: Students identify key features and significant aspects of the Kingdom of God, described as the Reign of God or the world in right relationship: a world of truth, goodness and beauty. Melb 9& 10 God, Religion and Life (CStandards 5) They identify ways in which individuals develop personal responsibility and moral maturity. Morality and Justice (CS5) They apply the principles of justice and compassion to contemporary issues and organisations. (CS5) Students analyse situations which require moral decision-making. Melb Morality and Justice K &U (CS5) incidents from the Gospel which exemplify the qualities of Jesus.* (CS5) Christian ideals and ways in which individuals can live them. R&R (CS5) articulating those qualities of Jesus which are an example for Christian living.* P&C (CS5) articulating their personal position on Christian values, and identifying how these influence them when they make important decisions.(cs5) locating and explaining Scripture passages which provide examples of Christian teachings and ideals. (CS5) Students demonstrate an understanding of the life of Jesus and Catholic moral teaching as a basis for making decisions and living justly. (CS5) Students explain the relationship between Catholic moral teaching and the decisions and actions of themselves and/or

4 others Dignity of the Human Person Prep: Focus: God loves every person and has made each one unique Discernment and Making connections: Engaging with all creation enables us to deepen our encounter with God. Enduring Understandings:. God loves me. "We are created in God s image, We can experience God s love in the love we receive from our parents, families and others. Essential questions: What signs show that God is in all things? (Christian Life) 1&2: Focus: God invites me to love and care for myself and others Knowing and Understanding: Students will understand that love is something we learn to do because we ourselves are first loved. Inquiry and Communication: Students will explore some of the many ways love can be expressed. Enduring Understandings: We are called to grow to love God and others as Jesus did by experiencing God s love for us. God s love is shown and lived when we love and serve others. (Christian Life) 3&4 Focus: We are created in God s image and called to belong to a loving community as modelled in the Trinity. Essential Understandings: God loves. People have been created in God s image to love and be loved. Jesus shows us how to be truly human. Essential Questions: Is it always true that God loves us? (God) Melb 3&4 Knowledge and &Understanding Morality and Justice Students begin to appreciate the dignity of the human person through an awareness of the uniqueness and giftedness of each person. 7&8 Focus: Every person is a spiritual being whether this is acknowledged through religious practice or not. Enduring Understandings Respect for Australian indigenous religions and and spirituality reflects the beliefs that all people share a common destiny) (Religion and Society) Melb 9& 10: Learning Focus: Scripture and Jesus Students will examine and investigate the breadth and wisdom of the Scriptures and its significance for the lives of the believing community and for themselves. 10: Values and attributes Appreciate the relevance of the teachings of Jesus to the students lives Knowledge; Identify the main elements of Mark s Gospel portrayal of Jesus. Skills; Apply Gospel themes to a variety of modern-day situations. Prep: They are beginning to identify that God is love and that they are loved by God. Students can discuss that all people- boys and girls, old and young, all over the world- are loved by God. They explore what it might mean to say that each person is made in the image of God. (Christian Life) Developing a vivid imagination through engagement in story, symbols and ritual as a way of discovering their meaning Actibity: presenting abstract ideas through concrete experiences as learning occurs through direct experience Melb 3&4: developing an empathy and value for others and an interest in the wider world 10: By the end of Year Ten students identify, analyse and communicate a clear understanding of the principles of Catholic Social Teaching. Students demonstrate an awareness of our responsibility to protect the dignity of human person. Students recognize and write reflectively on some of the challenges and opportunities for living as prophets and disciples in the world today. Students construct and communicate considered and informed personal views of the significance of respecting dignityof each human person and the sanctity of human life when making ethical choices. (Christian Life)

5 Stewardship of Creation Melb Prep: Knowledge and &Understanding In God, Religion and Life students begin to understand God as Creator by engaging with and drawing on their own experiences of the natural world. Reasoning and Responding: Students wonder about the physical world around them and respond with delight, respect and awe. Personal and Communal engagement Students engage with sacred story as a guide for living in right relationship with God, self, others and the world. Students share their understanding of Jesus through discussion, role play and visual representation. Students explain ways they care for the natural environment. 1&2: Focus: The Church is a believing community that witnesses to Jesus Life by welcoming, caring, serving and celebrating (The whole of creation and the whole of life has the potential to reveal God and invite us to celebrate God s presence and activity in our lives. (Church) Knowledge and & Understanding In God, Religion and Life students begin to explore the understanding that creation is a gift from God and an expression of God s beauty and goodness. They become familiar with the Genesis story of creation and explore ways in which creation affects awe and wonder of God. Through this learning students begin to become familiar with the call to stewardship. Reasoning and Responding Students identify places in creation that inspire awe and wonder of God in them. They identify ways in which the environment is damaged and investigate ways in which they can care for and improve it. Melb 3&4 Knowledge and &Understanding God, religion and life They explore the Creation accounts in Genesis as they begin to understand that they have the capacity to make choices (free will), and that all choices have consequences 5&6: God s goodness is constant. Christians are invited to witness to the Reign of God Inquiry and Communication: Students will recognise how thinking is part of acting and acting needs to be thoughtful. Enduring Understandings: The respect people have for the world, for nature and for all people is an expression of our relationship with God. God s spirit calls us to act courageously in the face of injustice and violence. (God) 9& 10 Focus : God s creation is intended for fullness of life (Jn 10:10 Enduring Understandings We are all part of God s creation, human beings are connected with all creatures, the natural world, the whole universe. The dignity of the human person is revealed in Christ. (God) Prep: They begin to articulate that God created all things. In prayer and discussion, students can demonstrate that all people belong to one human community, that we are all God s children and that God created us, our beautiful planet and the whole universe. (Religion and Society) Melb Prep: Knowledge and &Understanding In God, Religion and Life students begin to understand God as Creator by engaging with and drawing on their own experiences of the natural world. Reasoning and Responding: Students wonder about the physical world around them and respond with delight, respect and awe. Personal and Communal engagement Students engage with sacred story as a guide for living in right relationship with God, self, others and the world. Students share their understanding of Jesus through discussion, role play and visual representation. Students explain ways they care for the natural environment. 1: By the end of Year One students can illustrate ways that they can care for people, pets, creatures, plants and creation around them. (Christian Life) 1&2: Knowledge and & Understanding In God, Religion and Life students begin to explore the understanding that creation is a gift from God and an expression of God s beauty and goodness. They become familiar with the Genesis story of creation and explore ways in which creation affects awe

6 and wonder of God. Through this learning students begin to become familiar with the call to stewardship. Reasoning and Responding Students identify places in creation that inspire awe and wonder of God in them. They identify ways in which the environment is damaged and investigate ways in which they can care for and improve it. Melb 3&4 Knowledge and &Understanding God, religion and life They explore the Creation accounts in Genesis as they begin to understand that they have the capacity to make choices (free will), and that all choices have consequences 6: Students define stewardship of or kinship with creation and demonstrate that they value creation through participation in activities to improve their immediate or local environment. They could take action in land care or local community service projects. (Christian Life) 9: Students dialogue about how Jesus calls us to respond to the needs of the world. They share an understanding of our responsibility to creation and can substantiate their conclusions drawing on evidence from Scripture and other sources present their descriptions and explanations in a range of forms using written or visual texts in a range of different mediums. Subsidiarity and Participation Prep: Focus: God is love, this love can be experienced in people and the world around us God is present in people and the world around us. Students will wonder at the mystery of God as a community of loving persons. Discernment and Making connections: Students will wonder at the mystery of God as a community of loving persons. Enduring Understanding: God is present in people and the world around us (God) Melb Prep: Knowledge and &Understanding Students relate to Jesus as the model for Christian living by applying values such as care, forgiveness and inclusiveness to their own lives. 3&4 Focus: Christianity is essentially linked to Judaism through history and Tradition. Inquiry and Communication Students reflect on how Jesus challenged the society he lived in and why his values were counter cultural Enduring Understandings: Jesus showed people how to live in a loving relationship with God. Jesus lived in Israel within the Jewish society His teachings challenged the society in which he lived. Essential Questions: What was significant about Jesus and how did he challenge his friends and family? (Religion and Society) Melb 3& 4 Knowledge and &Understanding In Morality and Justice students examine the commandments in the Old Testament as a way of building Reasoning and Responding Students evaluate their relationships and attitudes to others in light of the values of fairness, respect, generosity and hospitality. They reflect on their feelings and opinions and begin to listen and respond to those of others. Students explore and represent their own images of God. Students reflect on and evaluate their choices in light of their consequences. They begin to monitor changes in their values and thinking as a result of new learning Personal and Communal engagement Students are supported to take action as disciples of Jesus around areas of need in the local context, e.g., Caritas, St Vincent de Paul and Catholic Missions. 5& 6 Knowledge and Understanding In God, Religion and Life students examine the concept of free will and the role of conscience in guiding how Christians live. They develop the understanding that Christian decision making involves reflection on the life and teachings of Jesus and the teachings of the Church, and reflection on the possible consequences of decisions on self, others and the environment. 7&8 Focus: The Church proclaims the Good News of Jesus Christ and is missionary and prophetic. Inquiry and Communication Students will explore the challenge of being sent into the world, to love the world as Christ does and to speak this truth with courage. Enduring Understandings The original meaning of Church is to be called out This describes this movement of love being called out of self!"

7 Being sent is at the very heart of being church. This is the original meaning of missionary/apostolic. Essential Questions live in right relationship with our planet, people, our God? Can one person s compassionate actions make a difference (Church) 9& 10 Focus : Over it s two thousand year history, the Church has Developed structures to live out its role in society. Inquiry and Communication Students will explore issues of justice, compassion and beauty. Essential Questions What is the role of the Church in promoting the Reign of God? (Church) Melb P: Knowledge and &Understanding Students relate to Jesus as the model for Christian living by applying values such as care, forgiveness and inclusiveness to their own lives. 3: They engage in discussion about how being a follower of Jesus means choosing to act with love and fairness towards themselves and others. They articulate how they can respond to Jesus loving Spirit in their own lives. (Christian Life) 1: By the end of Year One students can illustrate ways that they can care for people, pets, creatures, plants and creation around them. (Christian Life) Students discuss ways that can follow Jesus by being kind and helpful at school and at home. (Religion and Society) 2: Students name ways they show love for God, people, themselves and for the world. They devise creative ways to contribute to the mission of the Church by loving God and giving practical help to people in their class, school, family, local community and people throughout the world. 6: Students explain how the resurrected Jesus is present in the world today. They pose questions and debate the nature of Christian spirituality and discipleship in the light of the example of Mary. Using the Magnificat or other scripture, as amodel, students express, in poetry, art or drama their understanding of how God s Spirit challenges us to live life to the full. Melb 3&4: developing a sense of fairness and respect and an awareness of the consequences of actions. Example: offering opportunities for reading and telling scripture stories and exploring their meanings engaging students in hearing, reading, viewing and exploring a range of stories 7: Students list a variety of ways in which the Church moves out in love to the world. Students identify how the Holy Spirit inspires and guides the life and mission of the Church. Selecting a range of tools and techniques studentsv communicate how the Church has expressed God s mission throughout history. 8: By the end of Year Eight students are able to identify and analyse issues of injustice in the world in the light of Church Social Teaching. They demonstrate an understanding of a variety of groups that work for justice within the community and use a variety of tools and techniques to communicate these findings. Students identity some of the benefits of participating in action to promote justice in the school, local or wider community. They can draft responses to issues in the world, in a range of forms, in written and visual texts. (Religion and Society) Common Good 9: They explain the context for people s actions and experiences from a range of different ethical positions. They analyse the positive and negative outcomes of a range of personal decisions and behaviours and how our choices impact on others.(christian Life) Prep: Focus: The Church is a celebrating community that shares God s love. Knowing and understanding: Students will begin to understand that all people are connected through their shared human experiences. Essential Questions: How am I connected to others? (Church)

8 Melb P: Knowledge and &Understanding Through personal stories and scripture narratives students begin to learn about the ways they belong to the family of God. Reasoning and Responding: Students wonder and generate questions and reflections about the many ways of being part of the family of God. They respond to scripture narratives through art, drama and directed play, and make connections with their lived experiences of family, of friendship and of their relationship with Jesus. Through the use of scripture and other resources such as multimedia, and reflection on family members and people in the local community, students explore what it means to be a follower of Jesus: to love one another. 1&2: Focus: God invites me to love and care for myself and others Knowing and Understanding: Students will understand that love is something we learn to do because we ourselves are first loved. Inquiry and Communication: Students will explore some of the many ways love can be expressed. Enduring Understandings: We are called to grow to love God and others as Jesus did by experiencing God s love for us. God s love is shown and lived when we love and serve others. (Christian Life) 3&4 Knowledge and &Understanding They explore the importance of respecting and sharing belongings, and of being respectful and truthful in the way they speak about and to others. They explore the values of fairness, generosity and hospitality as expressions of Jesus commandment to love God and neighbour. 5&6 Focus: Christians make choices that are informed by the loving example of Jesus. Enduring Understanding: God made the world, good, true and beautiful and desired all to live in freedom. /( Jesus united the whole of God s Law as the law of love of God and neighbour. Essential Questions What does it mean to live in freedom? What would the world be like if everyone lived in freedom? Who is my neighbour? What does it mean to love our neighbour (Christian Life) 5&6 Focus: The Catholic Church is one with other Faiths in their search for knowledge and understanding about God. Knowing and Understanding Students look to Australian indigenous spirituality to see signs of how all people share a common destiny Inquiry and Communication Students reflect on how Jesus challenged the society he lived in and why his values were counter cultural Enduring Understandings: His teachings challenged the society in which he lived. Jesus showed people how to live in a loving relationship with God. What did Jesus want people to know about God? What does it mean to be a Christian? (Christian Life) 5&6 Reasoning and Responding Students reflect on their own experiences of justice and injustice. With support, they begin to explore contemporary local and global issues of injustice, and form thinking and opinions on these in the light of the Beatitudes and Jesus commandment to love God and neighbour. They draw on these biblical texts to think critically about community issues such as racism, prejudice and stereotyping, and refine their thinking and values upon reflection. Students evaluate the effects of their choices in light of the impact they have on self, others, the creation and on their relationship with God. Personal and Communal engamgent They are supported to address issues that prevent them or others from living a healthy lifestyle. Students are also supported with ways to consider choices informed by church teaching and scripture reflection. 7&8 Focus: God, revealed in Jesus, enters into a relationship with humankind and calls each person to respond. Enduring Understandings Through the life, actions and words of Jesus, our God of love and compassion is evealed. The complete self-giving of Jesus reveals what God is like. Jesus reveals that God is Love Essential Questions How does Jesus show that God is love? (God) 7& 8: Learning Focus CHURCH AND COMMUNITY The Church as the People of God is united to the person of Jesus Christ nourished by the word of God and called to be active in the proclamation of the

9 reign of God in the lives of people today. Through an exploration of the nature, mission, historical events and personalities of the Church students will come to an understanding of the rich living Tradition of the Christian faith as it is expressed in the Catholic Church. They identify reasons why faith inspires people to contribute to the mission of the Church. 7: Values and attitudes; Value the variety of practices, activities and people in the Church. Knowledge; Describe the range of activities and people involved in ministry in the Catholic Church. Skills; Explore possible ways of being actively involved in the mission of the Church. 1: Students explore Jesus as part of his family and community. They compare and contrast some of the cultural and social background of the Gospels i.e. between Jesus time and ours: family, food, clothing, games, school, housing, prayer. Melb 1&2: developing a sense of belonging to a community in which they are able to actively participate and contribute 2: Students generate questions and answers about the people of the world belonging to one community. 2: Students discuss ways that can follow Jesus by being kind and helpful at school and at home. (Religion and Society) 2: students can illustrate ways that they can love and care for themselves, their families, their fellow students and teachers. (Christian Life) 5: They examine the Our Father as a model for Christian prayer and how it introduces us to Jesus vision of God s Kingdom (the Reign of God s love on earth). Melb 5&6 displaying an increased awareness of personal and communal story Melb 7&8 church and community K & U (CS2) the ways an individual or group show commitment to ministry. R&r (CS2) analysing situations and roles where people offer different services to the Church. P &C (CS2) explaining the reasons why people contribute to the life of the church. (CS2) Students evaluate the commitment and vision of the men and women in the early Christian communities CS3) proposing practical means in which young people can pursue good in the world. (CS1) Students explain how the messages and characters of the Bible have the potential to influence their life and/or the lives of others. CS2) 8: Students collect and organise information about how Jesus challenged people to change their lives. Students identify and describe aspects of their own lives and modern culture that need to be transformed. The present their findings in a variety of written and visual forms. Solidarity Melb 9&10 Personal and Communal Engagement (CS1) Students explore the extent to which the messages and characters of the Bible impact on themselves and/or groups of people. (CS5) Students use Catholic moral teaching to respond to issues of injustice in the local and/or global community. Prep:Focus: All people belong to one community Knowing and Understanding: : Students will begin to understand that all people are connected through their shared human experiences. Essential Understanding: Christians follow Jesus. Essential Questions: What does it feel like to belong/ not to belong? How do we show we are connected to others? (Religion and Society) Melb P: Knowledge and &Understanding In Morality and Justice students begin to learn about what it

10 means to be called a disciple of Jesus. Through immersion in the gospel stories students discover how Jesus called the disciples and how he showed them the way to be his followers. 5&6 Focus: The Church is empowered by the Holy Spirit to be a sign of life, hope, reconciliation and service to the world. Enduring Understandings We are helped, inspired and encouraged by men and women of all ages who show us how to respond to the surprises and challenges, even in sadness and loss. The resurrected Jesus is alive in the Church and calls us to be a sign of life, hope, forgiveness and service in the world. Essential Questions How are we inspired by the life of Holy men and women in the face of the challenges of life? (Church) Melb 5&6: Knowledge and &Understanding They begin to explore the concepts of faithfulness and service through examinations of the life of Mary and the Saints, of Sacraments of Service, and of the contributions of individuals and groups who work to build the mission of the Catholic Church. They explore prayers of blessing, petition, intercession, thanksgiving and praise and are introduced to Eucharistic adoration. They explain Christian signs and symbols drawing on personal insights that are informed by Scripture, Tradition, liturgy, culture and life. Students analyse and critique their personal and global worlds in light of the teachings of the Catholic Church seeking to make a difference. 7&8 Focus: Jesus Christ offers hope to the world and calls his followers to discipleship. Enduring Understandings As disciples, we are called to co-operate with God in making the world more compassionate and just. Essential Questions How can we contribute to a more just and compassionate world? (Jesus Christ) 9&10 Focus : Christian Life is guided by Church teaching and conscience and inspired by people of faith Knowing and Understanding Students will begin to learn that freedom is a paradox of rights and responsibilities. Enduring Understandings Jesus teaching on holding together rights and responsibilities for all of us is deeply countercultural. Essential Questions How is Jesus teaching on love counter cultural? (Christian Life) Melb 10: God, Life and religion Values and attitudes Be open to the contribution of all peoples and cultures to the development of an understanding of religion and life. Knowledge Describe the religious responses of ancient and Indigenous peoples and cultures, including Australian Aboriginal pirituality. Skills Investigate a range of religious concepts in ancient and Indigenous religions. Prep: Students hear in story that all people belong to one human community and that we all belong to God who created us and who created the universe. (Religion and Society) In prayer and discussion, students can demonstrate that all people belong to one human community, that we are all God s children and that God created us, our beautiful planet and the whole universe. (Religion and Society) Melb P: Knowledge and &Understanding In Morality and Justice students begin to learn about what it means to be called a disciple of Jesus. Through immersion in the gospel stories students discover how Jesus called the disciples and how he showed them the way to be his followers.4: By the end of Year Four students use a variety of tools and techniques to explore and communicate how Jesus gave an example of leadership as service to God s mission in the Church 5: Students demonstrate ways to respond to those in need and explain how this is a work of the Holy Spirit. Students explain the implications of social justice as respect for all people made in the image of God. Students recognise signs of courageous actions in the face of injustice. (Christian Life) 6: Students identify people who live in the Holy Spirit. They communicate ways they can be signs of

11 life, hope, healing, nourishment, reconciliation and service. They critique what it means to be a hero or saint. Students name and d emonstrate actions that are signs of people living in the Holy Spirit (for example, courage in the face of violence, unity between churches and faiths and reconciliation between peoples, families living with disabled members or terminal illness or loss. (Religion and Society) 6: They explore how the Holy Spirit inspires and renews the Church. Students understand the structure of the Church as an organisation and can discuss the implications of servant leadership modelled by Christ. 7: By the end of Year Seven students outline and explain the Christian imperative for justice from the Scriptural texts. Students identify key elements of moral and ethical thinking from the Judeo Christian tradition. They discuss the effects of self-centered personal choices on relationships with God, others and the earth. (Religion and Society) 10: Students pose and answer questions about times when Jesus challenged people to change their lives. Students Recognize and write reflectively about aspects of their own lives, culture and the world that need to be transformed