Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: One Term: Year:

Inquiry / Wondering Question: I wonder about being ChurchStrands: Beliefs Sacraments Morality Prayer Class context/Learners: To be completed by the class teacher.

Cross-curricular priorities:

Key Inquiry Questions:How do I care for myself, others and the environment?Where do I belong?What is Church? How can I be a responsible member of the ChurchHow can I reach out to those in need?How do I show my love for others?

I Wonder:I wonder how I can care for God's creation. I wonder if I am caring towards others.I wonder where I belong.I wonder what Church means.I wonder what belonging to Church means.I wonder how I can show I care for others.I wonder how I can be respectful to others.

Knowledge & Understanding…We live in and are part of groups– family, school, ChurchWe help those in our community who are in needWe are called to love God and to love others.I can show love and respect to others.We can live safely and happily together.I can care for and enjoy God’s world.

Skills…identify that they belong to various communities

describe how they are an example of God's loving action to others and to the natural world

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Identify scripture to be interpreted:

Matthew 4:23-25 Contemporary English Version (CEV)Jesus Teaches, Preaches, and Heals23 Jesus went all over Galilee, teaching in the Jewish meeting places and preaching the good news about God’s kingdom. He also healed every kind of disease and sickness. 24 News about him spread all over Syria, and people with every kind of sickness or disease were brought to him. Some of them had a lot of demons in them, others were thought to be crazy, [a] and still others could not walk. But Jesus healed them all.25 Large crowds followed Jesus from Galilee and the region around the ten cities known as Decapolis. [b] They also came from Jerusalem, Judea, and from across the Jordan River.

Footnotes:4.24 thought to be crazy: In ancient times people with epilepsy were thought to be crazy.4.25 the ten cities known as Decapolis: A group of ten cities east of Samaria and Galilee, where the people followed the Greek way of life.Contemporary English Version (CEV)Copyright © 1995 by American Bible Society

Mark 1:35-39 Contemporary English Version (CEV)35 Very early the next morning, Jesus got up and went to a place where he could be alone and pray. 36 Simon and the others started looking for him. 37 And when they found him, they said, “Everyone is looking for you!”38 Jesus replied, “We must go to the nearby towns, so that I can tell the good news to those people. This is why I have come.” 39 Then Jesus went to Jewish meeting places everywhere in Galilee, where he preached and forced out demons.

Contemporary English Version (CEV)Copyright © 1995 by American Bible Society

Luke 6:17-19 Contemporary English Version (CEV)Jesus Teaches, Preaches, and Heals17 Jesus and his apostles went down from the mountain and came to some flat, level ground. Many other disciples were there to meet him. Large crowds of people from all over Judea, Jerusalem, and the coastal cities of Tyre and Sidon were there too. 18 These people had come to listen to Jesus and to be healed of their diseases. All who were troubled by evil spirits were also healed. 19 Everyone was trying to touch Jesus, because power was going out from him and healing them all.

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World of the Text

Jesus’ preaching of the kingdom’s arrival is coupled with healing and teaching and he draws large crowds as well particular disciples.

Luke’s gospel has Jesus standing on a level place – in contrast to Matthew’s sermon on the mountain. Jesus has first taken the Twelve higher up the hill, but now he returns with them to re-join the larger group of “disciples” and other hangers on a level place on the hillside, which would provide a natural amphitheatre.

A large crowd of disciples and a great number of peopleThere was a wider circle of ‘disciples” from whom the twelve were chosen. Despite official disapproval, Jesus is now well known over a wide area for beyond Galilee.

Power was coming from him and healing them allThis sounds almost magical, but a specific case of such healing by touch was recorded in Luke 8:43-48 and there we find that the secret was “faith, not magic.” Other healings by a mere touch are mentioned in Matthew 14:36 and Mark 3:10.

World behind the text

Who is Matthew? Bible Doctor explainsWho is Mark? Bible Doctor explains Who is Luke? Bible Doctor explains

The list of places mentioned in these scripture passages is fairly comprehensive in representing the land of Israel. Galilee and the Decapolis cover the northern region of Palestine, while Judea and the area across the Jordan cover the south. The presence of crowds even from Jerusalem, the capital city, foreshadows Jesus’ movement in that direction. 1

Jesus teaches in the Jewish meeting places or synagogues. These were local places where Jews gathered for prayer and Torah study. These gatherings of Israelites probably began during the period of the exile -late sixth century BC. After the destruction of the temple in AD 70, synagogues became centres of Jewish life and worship.

World in Front of the Text

These scripture passages provide a programmatic description of the ministry jesus is undertaking. He is first and foremost a teacher and proclaimer of the kingdom. Alongside this and characteristic in Matthew’s presentation stands his accompanying role as healer. 2

In principle there are only two responses to Jesus’ message, either wholehearted commitment to the kingdom of God, with all the hardships that may bring, or continued pursuit of the way of the world, putting present satisfaction before the will of God and its ultimate rewards.

Assessment PlanYear Level Achievement Standards:By the end of year one, students can illustrate their images of God and God’s loving presence in creation. Students identify that they belong to various communities. Students demonstrate their knowledge of Mary as mother of Jesus.By the end of year one, students identify common elements of the sacrament of Baptism. Students recall scripture stories of Jesus' birth, death and resurrection.By the end of year one, students express feelings and identify actions that show forgiveness. They recall biblical information about Jesus and how he

1 Jeannine K. Brown 2015, Teach the Text Matthew, Grand Rapids, Baker Publishing Group, p492 Brendan Byrne, 2004, Lifting the Burden Reading Matthew’s Gospel in the Church today, Strathfield, St Paul’s Publications, p49

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cared for people. By the end of year one, students name Father, Son and Holy Spirit when they pray and demonstrate an understanding of the Hail Mary. Students recite the Hail Mary and Our Father in unison. Students contribute creatively to prayers and identify reasons to pray.

Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

Assessment forLearning

Assessment for learningDiscuss with students ways that God’s love is experienced

Assessment for learningI wonder what happens in a Church.In groups students brainstorm as many events as they can. Make a class list to display in the room. Nominate an event using picture cards e.g. wedding, baptism, funeral; Mass, etc. for each group to mime to the class. At the end of the performance students attempt to guess the event.

Reflective Questions from the concepts listed on the Together at one Altar website. http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=51 For reflection

There are many ways we can show God’s love to people in our lives. Can you name some?

Think about the people you know who are hard to love. How can you show them love?

Can you think of someone in your life that needs your help? They might need to be cheered up or they might be having trouble with their school work.

How can you show kindness to the people in your life? When has it been hard for you to do as God wants? When

have you prayed to God to help you to do your best? How do you help to look after God’s creation? Can you continue what Jesus taught us and pray for

people who have less than you do? Can you think of any other ways that you can ‘Go and

announce the Gospel of the Lord’?

This discussion will indicate students’ understanding and experiences of freedom and of signs of God’s love.

This activity will indicate students’ associations and experiences of the church building and the Church is the people of God.

http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=51

At the beginning of the Unit

At the beginning of the Unit

During the Unit

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Summative

AssessmentofLearning

Use Bloom’s categories to organise and extend thinking about the Church:Knowledge: tell a story of the visit to the churchComprehension: Label objects found in the church with their correct name.Application: make a model of the church using a shoe boxAnalysis: compare the objects found on the inside of the church with those things found in the area outside the church.Synthesis: compose a story of a person who comes to the church to participate in a liturgy. Evaluation: say what changes you would make to the church to make it more welcoming for young children.

Character map or story map or before and after strategy to demonstrate knowledge of the story and to identify caring actions and behaviours.

Students sit in groups for four. Using a Round Robin strategy students write the word RESPECT in the centre. Each member of the group writes or draws what they think it means to show or receive respect, and what they think respect might mean. This can be respect for others at school, at home, in the wider community and respect for God’s creation.

Make a paper chain/contribute to a class chain of words of ways that they can show love for others, based on mission material.

Identify aspects of the Church and the Church community

Character map strategyStory map strategyBefore and After chart (A-Z Teaching strategies)

Round robin activity

Paper chain activity

During the Unit

During the Unit

During the Unit

Assessment of learning – what have I learnt – how can I show God’s Love

Affective

AssessmentasLearning

Choose one of the concepts and have it for your focus for one week. In groups or as a class, brainstorm how you can live in this way. You could put each idea on a paper leaf and stick it on the wall to create a paper tree.

How did I go – reflective activity

How well do I show God’s love during the week? Reflective thinking activity.

How did I go – reflective questions

During the unit

At the end of the unit

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Learning and Teaching Sequence

WK Inquiry Phase Activity/Experience/Differentiation Resources/ICLTs Assessment

Tuning In Discuss with students ways that God’s love is experiencedLook at photo resources showing people in various communities to prompt discussion. Photos can be obtained from the web or you can use a commercial set of photos for spirituality discussions e.g. https://innovativeresources.org/product-category/card-sets/

Use children’s literature to explore understandings of belonging:Use wonder statements to prompt wonderings about belonging.

Introduce the concept of “Church”I wonder what the word “Church” means.I wonder if you know people who belong to the Church.I wonder why the Church is like a family.I wonder what families do together.I wonder what things the Church family likes to do.I wonder how our class can help people who are in need.

Write on the board:I wonder what happens in a Church.In groups students brainstorm as many events as they can. Make a class list to display in the room. Nominate an event using picture cards e.g. wedding, baptism, funeral; Mass, etc. for each group to mime to the class. At the end of the performance students attempt to guess the event.

St Luke’s Innovative resources Picture this cards Shadows and deeper shadowshttps://innovativeresources.org/product-category/card-sets/

Children’s literatureJeanine Baker - BelongingClancy & Millie and the very fine house by Libby GleesonAll the places to live by Patricia McLachlan

Assessment for learningThis discussion will indicate students’ understanding and experiences of freedom and of signs of God’s love.

Assessment for learning This activity will indicate students’ associations and experiences of the church building and the Church s the people of God.

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Finding Out Learn and sing a song about the Church e.g. We are the Church (As One Voice for Kids)Makeup actions for the song to be used at a later prayer session. Discuss the meaning of the lyrics; in particular, that the Church is not only the building but the people. Students decorate a banner as a mosaic saying “The Church is a sign of God’s love.”

Students brainstorm people they know who belong to the Church. Students draw pictures of these different people to add to the banner and add speech bubbles that reflect why some people like to be part of a Church. Students record and illustrate the ways people are the Church. People praying, sharing, helping, thanking, giving, saying sorry, worshipping, caring for others…add these to the banner as well.

Scripture passages: Select the passage that corresponds to the correct Liturgical year.

Year A Matthew 4:23-25Year B Mark 1:35-39Year C Luke 6:17-19

Using the scripture passage identify the things that Jesus did during his time on earth.Jesus teaches, preaches and heals. He teaches in the Jewish meeting places - Synagogue

SynagogueAt the time of Jesus, the centre point for religious practice was the Temple in Jerusalem. The Synagogue or local place of worship was much less important.Faithful, observant Jews went to the Synagogue to pray during the week, and every Sabbath (Friday night to Saturday night) Sabbath day services were held in the synagogue. The synagogue service revolved around readings from the Jewish Scripture.The first reading came from the Torah (first five books of our Bible) and then another reading from the Prophets was read. The Psalms were then prayed or sung together.Synagogues also acted as a hall, at times being a local library, school or

Look at other suitable songs that you may prefer.Check Andrew Chinn/ John Burland/ Michael Mangan websites.

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place for studying Scripture.

Show different places of worship e.g. Synagogue Mosque Church

Each of these religions all pray to the same God.

If possible find some Jewish prayers of blessing to share with the students. https://www.myjewishlearning.com/category/pray/ Jewish men and some women wear a tallit or prayer shawl when they pray just like Jesus (see image below)

Ask parents of students of other faith to come to speak to the class about where they worship and what that worship looks like. Share some prayers from their religion.

Using images from the free Bible images website to illustrate the mission of Jesus to everyone. This website has images of Jesus teaching in the Synagogue: http://www.freebibleimages.org/photos/jesus-teaching/ eg.

Using the images have the students identify aspects of being in the synagogue that are different from being in a church.

Look at what they are wearing.

https://www.myjewishlearning.com/category/pray/

http://www.freebibleimages.org/photos/jesus-teaching/

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How are they seated? Are there any women?

Jewish men and some women wear a tallit or prayer shawl when they pray just like Jesus (see image above)

Show the YouTube clip on the Tallit https://youtu.be/U4ovw3Nt9pA

Tallit or prayer shawl

The tallit (prayer shawl) was to remind the Jew of the commandments of the Torah. How do the fringes of the tallit remind one of the commandments? The numerical value of the word tzitzit (fringes) is 600. Each of the fringes contains 8 threads and 5 knots, making a total of 613. This number corresponds to the 613 commandments contained in the Torah.The fringes of the tallit thus not only remind the Jew of the 613 divine commandments, but also underscore the central doctrine of Judaism, that the Lord is one.Ethical and theological meanings have also been read into the symbolism of the tallit. According to the Midrash, wrapping ourselves in the prayer shawl is to aid us in attaining a proper mood of reverence for God and a prayerful spirit during our worship.

Jesus also taught in the open fields and to all people not just those in the Synagogue:

Using a Bible atlas or a 3-D map of Jerusalem find the places names in the scripture passage:

The spiritual significance of the Tallit https://youtu.be/U4ovw3Nt9pA

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Galilee Jordan River Syria, Tyre Sidon Jerusalem

GalileeGalilee is a small region in the north of modern day Israel. In the time of Jesus, as today, it was a very fertile area, the fresh water of Lake Galilee being used to irrigate the rich red soil. In the adult life of Jesus the region was governed by Herod Antipas (son of Herod the Great). According to Matthew, Mark and Luke, Jesus lived in Galilee and most of his ministry was in Galilee. The region is thought to have been well populated with up to 200 villages. Some of the best known are Nain, Nazareth, Cana and Capernaum.

Jordan River The course of the Jordan River begins in the northeast corner of the Hulah Valley of Israel, running south to the Sea of Galilee (also called the Kinneret) and then on to the Dead Sea near Jericho. The river is approximately 250 kilometers long. Throughout history, the Jordan has been an essential natural feature in a land marked by political and religious conflict. In modern times, the river serves as both a geopolitical boundary and a source of religious fascination, especially for Christians.

JerusalemOf all the cities mentioned in the Bible, none is better known or figures more prominently than Jerusalem. From its capture by David through its destruction by the Babylonians and its rebuilding at the time of Ezra and Nehemiah, Jerusalem is central to ancient Israel’s self-understanding. As the locus of Jesus’ activities during his final days, the city stands at the center of many of the crucial events narrated in the New Testament as well.

SyriaSyria was the region that was located to the northeast of Palestine. Its principal city was Damascus. In New Testament times, Jesus' reputation as a healer spread into Syria (Matthew 4:24). Paul's encounter with the risen Christ took place near Damascus in Syria (Acts 9:1-9). There were a number of Christian communities in Syria, which Paul contacted during his

http://www.freebibleimages.org/search/?theme=Maps

Assessment of learning. – Bloom’s taxonomy

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missionary efforts (Acts 15:23, 41; Gal 1:21).

Tyre King David contracted with Hiram, the king of Tyre, to supply cedar of Lebanon for David’s palace and for the Jerusalem temple (2 Sam 5:11; 1 Kgs 5:1). When second temple was built, Joshua and Zerubbabel also imported cedar logs from Tyre and Sidon (Ezra 3:7). Tyre was the object of lengthy oracles by the prophets Isaiah and Ezekiel (Isa 23; Ezek 26-28), and was one of eight nations condemned in the opening oracles of the prophet Amos (Amos 1:9-10).

Try to map out Jesus journeys.

WonderingsWonder about what Jesus would have said to the people.Wonder how far Jesus travelled on foot. Wonder about the environment in that land.

Use Google maps to se eif you can find these places and see how different they are to in Jeus time.

Take the students to the Church; if possible, make reference to the signs and symbols in the church that are significant to the Catholic tradition.Use the together at one altar website if you cannot go to a Church.

Church search activity:Make a pair of looking glasses from pipe cleaners or cardboard. – go for a walk around the Church building and inside the Church. Record all the things you see. Students are encouraged to write as many words as they know to describe the objects or if this is too difficult then they can record them in pictorial form or take digital photos.

Use Bloom’s categories to organise and extend thinking about the Church:Knowledge: tell a story of the visit to the churchComprehension: Label objects found in the church with their correct name.Application: make a model of the church using a shoe boxAnalysis: compare the objects found on the inside of the church with those things found in the area outside the church.Synthesis: compose a story of a person who comes to the church to

Church or visit the Together at one altar website.http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=51

craft activity – pipe cleaner/ cardboard looking glasses

Blooms’ taxonomy of ThinkingAssessment as Learning- how well do I show God’s love during the week.

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participate in a liturgy. Evaluation: say what changes you would make to the church to make it more welcoming for young children.

Look at the school and parish community that the students belong to. Ask a parish representative to come to talk to the class about the different care and concern groups that operate in the parish.

Use a wall jigsaw church to gather information on groups and ministries of the local church. As students explore these groups and ministries, the pieces are filled in.

Look at the Together at one altar website below. The concepts listed are examples of how we can be responsible members of the Church community. Concepts for Living an Eucharistic life or “showing God’s love”http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=51

Loving others Looking after God’s creation Caring for people who are in need Go and announce the Gospel of the Lord. Always doing your best Helping someone Sharing with others Showing kindness

Make these concepts visible in the classroom – posters, a Word Wall, God Graffiti wall, etc Graffiti is a colourful, vibrant and creative form of expression that teachers can use to hook students into various classroom activities. Specifically, a graffiti mural will allow students to become engaged in making the classroom a community space that they can take ownership of. When guided carefully, students can use this fluid form of art to respond to literary quotations and brainstorm about a project or discussion topic. In the beginning of the school year, a graffiti mural can serve as an icebreaker, which will allow students and

Wall jigsaw of a church – draw jigsaw parts on the outline of a church

Think pad strategy–Words, Symbols, Pictures, Connections to life. Into the Deep Rich Teaching Strategies for the Religious Education Classroom.

http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=51

God graffiti wall activity

Assessment for learning

Assessment of Learning

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instructors to learn about one another as they collaborate to create a piece of artwork.

How do we identify need in our society? How and in what ways can we show God’s love?

Choose one of the concepts and have it for your focus for one week. In groups or as a class, brainstorm how you can live in this way. You could put each idea on a paper leaf and stick it on the wall to create a paper tree.

Reflective Questions form the concepts listed on the together at one altar website above. There are many ways we can show God’s love to people in our lives. Can you name some?Think about the people you know who are hard to love. How can you show them love?Can you think of someone in your life that needs your help? They might need to be cheered up or they might be having trouble with their school work.How can you show kindness to the people in your life?When has it been hard for you to do as God wants? When have you prayed to God to help you to do your best?How do you help to look after God’s creation?Can you continue what Jesus taught us and pray for people who have less than you do?

Use the YouTube clips below to foster thoughts, wonderings and ideas.http://www.youtube.com/watch?v=dgRC_Kl9YUg Patrick and friends – friends help each other

http://www.youtube.com/watch?v=Egjemt-Hpko JellyTelly presents Kids Talk. In this segment kids describe why it's important to help others

http://www.youtube.com/watch?v=ORJNnbswV24&list=PLEE6E8AF5DA727F1B JellyTelly presents Kids Talk. In this segment kids describe why it's important to be kind. Check out this show and more at JellyTelly.com!

http://www.youtube.com/watch?v=dgRC_Kl9YUg

http://www.youtube.com/watch?v=Egjemt-Hpko

http://www.youtube.com/watch?v=ORJNnbswV24&list=PLEE6E8AF5DA727F1B

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View part of a “G” rated movie for example The Santa Claus, Rise of the Guardians discuss/write/draw how that person/character shows love for others, helping others in the community.

Use children’s literature to also explore the concept of showing love and respect to others. E.g.

King, S.M (1998) Henry and Amy: right way round and upside down. Sydney: Scholastic.Grindley, S. (2000) What are friends for? London: Kingfisher.Graham, B. (2001) Let’s get a pup! London : walker. King, S.M (1995) The man who loved boxes. New York: Scholastic

Complete character maps on some of the characters in the story Or A story map retelling the events Or Complete a before and after chart (A-Z teaching strategies) to discuss how characters felt before they were cared for and how they felt after.

Can the students then identify how the school shows care and concern for members of the school community?

Suitable G rated Videos

Children’s literature:King, S.M (1998) Henry and Amy: right way round and upside down. Sydney: Scholastic.Grindley, S. (2000) What are friends for? London: Kingfisher.Graham, B. (2001) Let’s get a pup! London : walker. King, S.M (1995) The man who loved boxes. New York: Scholastic

Character map strategy

Story map strategyBefore and After chart (a-Z Teaching

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Students form learning teams and , drawing on their life experience, use a Think Pad Strategy to explore the idea that “School Communities Care”

strategies) People chain (A-Z teaching strategies)

Sorting Out Ask the children what signs they see of God’s love in their lives. These

signs may include the sun rising every morning, the clean air we breathe, the clean water we drink, the kindness and goodness of other people.

My family – A gift from GodChildren wonder about the people in their families who care for them. They draw and write names on a people chain. On the back they write a short sentience explaining how that person is caring. Display these around the room.

I wonder why it is important for families to love each otherI wonder how families show that they care for each otherI wonder how you can show love for your family and other peopleI wonder how Jesus showed love for his familyI wonder if everyone has a family

Think about each member of your family and the world they live in.How do you show respect for each person and the beauty of creation. Discuss with students the concept of respect.Using the Virtues cards app for (Harmony Cards for Kids) look at the virtue of Respect I care for people and our planet

I listen to others and

Personal paper-people Chain (A-Z Teaching strategies0

Harmony Cards for Kids –app for iPad https://www.kidsinharmony.com.au/crazy-calm-video-2/screen-shot-2014-03-09-at-6-59-13-pm/

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Personal Paper-People Chain This activity involves the simple act of creating paper chains- in this case, cutting out linked people shaped paper-chains. The process is described at www.carnivalbookclub.com/reproducibles/paperdoll_chain.htm and is reproduced below: In order to make the chain shown, cut out the paper doll at the bottom of the page. Next, fold a blank page accordion style. Trace the paper doll onto the front of the folded page, making sure it fills the entire page. Then cut along the lines of the doll.

Appreciate their stories I care for Mother earth I reuse, reduce, san recycle I respect people’s property and privacy.

I wonder how I choose respect.Link the concept of respect to the family members that the children depicted in their people chains. Students make VIP badges for an important person in their lives.

Prayer to share in the morning. Dear JesusPlease look after each of the families of the children gathered here today.Help these families to be filled with peace, joy and love.Keep all the members of these families safe in your care.Amen.

Students sit in groups for four. Using a Round Robin strategy students write the word RESPECT in the centre. Each member of the group writes or draws what they think it means to show or receive respect, and what they think respect might mean. This can be respect for others and respect for God’s creation. Groups share responses with the class.Form an action plan that they can implement in the class that encourages acts of respect to others at school, at home, in the wider community and to the environment. Take digital photos of role playing scenarios to make into to class big book of Respect.

Investigate the Caritas Catholic Social Teaching Educational Toolkit Resources for Lower Primary:https://www.caritas.org.au/learn/cstUsing this Educational Toolkit, you can bring Catholic Social Teaching (CST) to life in your classroom, to not only deepen your students' understanding of the principles, but also enrich their understanding of how these principles can be enacted in real-life situations.

Lower Primary learning experiences

Preferential Option for the Poor Dignity of the Human Person Stewardship of Creation Subsidiarity and Participation

VIP badges

Round Robin Strategy (A-Z teaching Strategies)

Digital cameras

https://www.caritas.org.au/learn/cst

Assessment of Learning

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The Common Good Solidarity

Each of these principles is accompanied by learning experiences organised under the headings Focus, Explore, Demonstrate, Act, Pray.

Listen to a guest speaker (Principal, APRE, parish representative) talk about Catholic Social Justice and how they support people around the world.

Communicating Make a paper chain/contribute to a class chain of words of ways that they can show love for others, based on mission material.

Devise a class plan of action that can contribute to the mission of the Church. Students to plan and participate in Mission week fundraising or at another appropriate time in the month of October. This can be a class initiative or a whole school initiative.

Design flyers to communicate to your audience what you are planning to do – when, where, why, how.

Design and draw a poster or make a badge of a heart shaped mobile entitled, “My Mission is to Love” for students to wear during October or display in classroom

Prepare a liturgy on the theme for Missions month (SockTober) and invite parents to participate.

Invite students to bring in a photo of their family to be part of the class prayer focus. Prayer:Thank you God, for the gift of my family.For all the loving and kind things we do for each other.Thank you, God for the gift of my family.For the enjoyable times we share.Thank you God, for the gift of my family.For the meals and celebrations we have.

Thank you God, for the gift of my family.May we continue to care for one another.Amen.

People chain

Flyers to advertise your fundraising event.

My Mission is to Love badge/poster

Assessment of learning – what have I learnt – how can I show God’s Love

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Refer back to the wondering question at the beginning of the Unit:I wonder what happens in a Church.Is there anything you feel could be added to the list after the learning has occurred?

Complete a “How did I go” reflective activity asking these questions:The three best things about my work are: The most important thing/s I learned was/were:One thing that surprised me:My work could have been better if:

How did I go – reflective activity?Assessment as learning – how did I go?

Evaluating and Reflecting

As a religion teacherDid I spend time reflecting upon the unit and the significance of its implications for my own life and faith?What did I learn about myself and my relationship with God?Was I able to identify and articulate, for myself, the relationship between life and faith?

Students’ UnderstandingHow well did activities allow students to come to understandings related to the focus of the unit?How well did activities allow students to come to understandings related to the general focus on life within the unit?

AccessibilityWere the chosen activities accessible to all students?

Student involvement and interestWere students as fully involved and interested as possible?

Highlights of unitWhat were the highlights of this unit?

ImprovementCan you identify practical ways to improve this unit?

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