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NATIONAL CURRICULUM TEACHING AND LEARNING PLAN

Learning Area: Religion Teacher:

Standard: 2Year Level: Year 3 and 4

Unit Topic: Being Sexual

Made in the Image of Godhttp://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3387

HPE Australian CurriculumDRAFT Document http://consultation.australiancurriculum.edu.au/Static/docs/HPE/F-10Curriculum.pdf

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http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3387



MITIOG OutcomesKey Idea: Students explore the belief that sexuality is integral to the human person and develop an understanding of the teachings of the Catholic Church regarding human sexuality.

Outcome 2.2 Responds to the belief that humanity is an expression of God’s creative love and identifies the distinct stages of human growth and change.

Strand: Being Sexual

Content, Skills, Attitudes and Dispositions:

An understanding of the developmental changes that occur from conception to old age.

- Examine how success, challenge and failure strengthen personal identities

- Explore strategies to manage physical, social and emotional change

- Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe

- Identify and practise strategies to promote health, safety and wellbeing

- Describe how respect, empathy and valuing

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An understanding of how a foetus grows and develops. An appreciation of the different needs of different stages of growth

and development. An appreciation of the miracle of new life and growth as a sign of

God’s wonderful creation. An ability to identify and name parts of the body related to the

reproductive system and a basic understanding of their function. (Year 4 only)

An appreciation of the Catholic understanding of the purpose of sexual intercourse. (Year 4 only)

difference can positively influence relationships

- Investigate how emotional responses vary in depth and strength

- Discuss and interpret health information and messages in the media and on the Internet

- Research own heritage and cultural identities, and explore strategies to respect and value diversity

Crossways Outcomeshttp://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3281

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Key Idea:

Strand:

Content, Skills, Attitudes and Dispositions:

Child Protection Curriculum

Term 1 Term 2 Term 3 Term 4

3 The Right to be Safe Relationships Recognising and Protective Strategies

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Exploring the concept of safety

Reviewing the concept of early warning signs Unsafe situations and

acceptable risk taking

Understanding rights and responsibilities

Trust and networks Developing personal

identity Power in relationships

Reporting AbusePrivacy and names of parts of the body Recognizing abuse, neglect and unsafe

secrets Internet, telephone and

media safety

Problem solving and keeping safe

Review of networks

4 The Right to be SafeExploring the concept of

safety Reviewing the concept of

early warning signs Unsafe situations and

RelationshipsUnderstanding rights and

responsibilities Trust and networks Developing personal

identity

Recognising and Reporting Abuse

Privacy and names of parts of the body Recognizing abuse, neglect and unsafe

Protective StrategiesProblem solving and

keeping safe Review of networks

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acceptable risk taking Power in relationships secrets Internet, telephone and

media safety GENERAL CAPABILITIES

http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-CurriculumLiteracyStudents understand the language used to describe health status, products, information, and services. They alsodevelop skills that empower them to be critical consumers able to access, interpret, analyse, challenge, and evaluate the ever-expanding and changing knowledge base and influences in the fields of health and physical education. Students also learn to comprehend and compose texts related to Health and Physical Education. This includes learning to communicate effectively for a variety of purposes to a range of audiences, express their own ideas and opinions, evaluate the viewpoints of others and express their emotions appropriately in a range of social and contexts and with different audiences.Numeracy

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http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum


As students engage with Health Education they see the importance of numeracy, select relevant numeracy knowledge and skills, and apply these appropriately. Students interpret and analyse health and physical activity information using statistical reasoning, identifying patterns and relationships in data. Using these to consider trends, they draw conclusions, make predictions, and inform behaviour and practices.ICTStudents further develop their understanding of the role ICT plays in the lives and relationships of children and young people. They explore the nature of these tools and the implications for establishing and managing relationships in the 21st century. Students develop an understanding of ethical online behaviour including protocols and practices for using ICT for respectful communication. Students use ICT as key tools for communicating, collaborating, creating content, seeking help, accessing information and analysing performance in the Health and fieldCritical and Creative ThinkingStudents learn how to critically evaluate evidence related to the learning area and the broad range of associated media messages, and creatively generate and explore original alternatives and possibilities. In Health and Physical

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Education, students’ critical and creative thinking skills will be developed through learning experiences that encourage them to seek solutions to health issues. They do this by designing effective and appropriate strategies and products that promote personal, social and community health and wellbeing. Students will also use critical thinking to challenge societal factors that negatively influence their own and others’ health and wellbeing.Ethical UnderstandingFocuses on the importance of treating others with integrity, fairness, and compassion, and of valuing and respecting diversity and equality for all. Students examine ethical principles and codes of practice appropriate to different contexts such as at school, at home, in the community, in relationships, in the natural environment and when using digital technologies, such as social media. They develop the commitment and capacity to apply these principles consistently.Personal and Social CapabilityStudents use personal and social capability to work collaboratively with others to appreciate their own strengths and abilities and those of their peers and develop a range of interpersonal skills such as communication, negotiation, teamwork, leadership and an appreciation of diverse perspectives. The curriculum provides

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opportunities for students to explore their own personal identities and develop an understanding of factors that influence and shape a sense of identity. Students learn how to recognise, understand, validate, and respond appropriately to their own emotions, strengths and values.Intercultural UnderstandingStudents appreciate that differences in beliefs and perspectives may affect how some people make food and health choices. They recognise occasions when tensions between individuals and groups are based on cultural differences, and learn to act in ways that maintain individual and group integrity and that respect the rights of all. They will be able to examine stereotypical representations of various social and cultural groups in relation to community health issues. In doing so, students gain an understanding of how culture shapes personal and social perspectives and interactions. They also gain an understanding of what is valued within their families, social groups, and institutions and other cultures within the broader community.

CROSS-CURRICULUM PRIORITIEShttp://www.australiancurriculum.edu.au/CrossCurriculumPriorities

Aboriginal and Torrens Strait Islander

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http://www.australiancurriculum.edu.au/CrossCurriculumPriorities


Histories and CulturesStudents will explore the importance of family and kinship structures for maintaining and promoting health, safety and wellbeing within their community and the wider community.Asia and Australia’s engagement with AsiaWhile exploring health and movement in the context of Asia, students develop an understanding of the links between humans, environments, and active living practices.SustainabilityStudents will develop an understanding of the principles of sustainable practice. They will explore concepts of diversity, social justice, and consumerism as they relate to the promotion and maintenance of health and wellbeing, and the importance of ensuring equitable access and participation for all community members. They will advocate and undertake actions to create and preserve environments that support healthy, active living. These include learning in, and about, the outdoors, and the creation of spaces for outdoor learning. Through their actions, students will develop the capacity to contribute to a sustainable future.

CROSS- CURRICULUM LINKS

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LINKS TO DATA- eg NAPLAN, samples of work, observations, tests,

RESOURCESGENERAL RESOURCESDiagrams for standard 2http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3401Year 4 Only: Wonder of Living Series Disc 2CHURCH TEACHINGGenesis 1 and 2Psalm 139Isaiah 49:15-16

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Luke 2: 1-20Ephesians 2:10Familiaris Consortio, n 11Gaudium et Spes, n. 12Humanae Vitae, nn. 11-12Theology of the Body, 1/9/80, p. 60 - 63

ASSESSMENT WEIGHTING % DUE DATE

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Teaching and Learning Opportunities

Timing KEY INQUIRY QUESTIONS/CONCEPTS

LESSON CONTENTAND PROMPTS

CAPABILITY LINK ASSESSMENT ADJUSTMENTS

Magazine search. Complete a magazinesearch of people from all age groups participating in a range of activities. Sortinto different age groups and present as posters.• Body systems concept map. Create aconcept map about current understandingsof the body and body systems and how they work.• Demonstrating love. Read a picture book or story which explores the demonstration of love. Brainstorm appropriate ways people show their love for each other.• Body systems. Explore charts that labelparts of the male and female body,focussing on body systems. Investigate how the systems work.• Sequencing stages of development of afoetus. List on cards things the unborn baby can do as it develops in the womb, for example: hear, turn somersaults, curl up, drink, pull faces, suck thumb, respond to outside noises, register fear and pain, see light/dark and perform 1000 movements a day. Discuss and estimate the approximatestage of development at which the foetus can perform these tasks and sort the cards into

Examples of Evidence• Works in groups to create a model depictingvarious stages of life from conception todeath.• Researches and describes how the foetusgrows and develops within the womb.• Names and celebrates the miracle of newlife as a sign of God’s wonderful creation.• Identifies and labels parts of the body

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order.Correct terminology. Brainstormvocabulary used to name parts of the body.List the words the students know thenemphasise the correct name. (Reinforce theimportance of using correct terminology topromote the sacredness of the body.)• Labelling reproductive systems. Use aselection of the following names to labelthe reproductive systems: penis, vagina,uterus, ovary, cervix, fallopian tube,testicle, scrotum.• Use the correctly labelled diagram of thereproductive system to briefly explainhow sexual intercourse can result in thebeginning of new life – conception.Use language such as ‘expressing lovein a special way’, ‘miracle’ and ‘gift’to communicate the wonder of God’screation – the human life cycle.• Surveying needs of people of differentages. Research the characteristics andneeds of people of different ages by surveyor interview. List the characteristics andneeds of each group including: what theylook like (physical changes), what theirneeds are (food, sleep, exercise), whatthey might do, who they might live with,what they believe, what leisure activitiesthey undertake.• Body systems. Investigate how bodysystems work.

related to the reproductive system.• Conducts surveys to identify the needs andcharacteristics of different age groups, andanalyses findings.• Develops an action plan of things to doto assist his/her physical, spiritual andintellectual growth, and monitors progress atregular intervals.

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• Stages of development of a foetus. Insmall groups students draw what theythink a baby (foetus) looks like when it isinside the mother’s womb at the beginning,middle and final stages of pregnancy.Model of stages from conception to oldage. Draw or make a model of a person atvarious stages from conception to old age.Students place models in order, showingthe development of the human person anddescribe what he/she can do at each stage.• Cross classification chart. Design a crossclassification chart using the findings of theresearch into the characteristics and needsof different ages.• Development of the foetus. Illustratethe development of the foetus within thewomb.Pre-natal development. Students fill outa ‘Things I know’ and ‘Make me wonder’chart about pre-natal development.Discuss and then compile a class list ofquestions to research with parent/s,teacher or significant adult.• Development of foetus. Use a picture storybook, an interview with family members,guest speakers, expectant parents or amidwife to explore how a foetus developsin the womb.• Miracle of new life. Reflect on the miracleof new life and communicate this in asuitable way: prayer, song, poem, podcast,

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PowerPoint presentation or photo story.• Growth. Discuss the things that studentscan do now which they were unable todo previously. Discuss how their growth- intellectually, physically and spiritually(include reference to Reconciliation,Eucharist and Confirmation) - has assistedthem to achieve these things. Studentsdevelop individual action plans under eachof these headings to show what they can doto assist further growth.

ReflectionEg What worked? What would you change? How engaged were the students?

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school name and logo web view · 2015-08-18students explore the belief that sexuality is...

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