Year 7: Believe in me (We Are Strong Together: CCCB) Assessment

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1 Year 7: Believe in me (We Are Strong Together: CCCB) Assessment Unit 1: I We Unit 1, Theme 1: Who am I? Class discussion: Does the child volunteer to answer questions? Answer questions when asked? Does the child take turns in discussion? Does he/she respect others right to speak by not interrupting? Does he/she listen respectfully to others' opinions? Is the child judgemental or open to new ideas? Can the child tell you: Why is it important to get to know your classmates better? How are communities formed? Would a community want all of its members to be exactly alike? What do we mean by personality? What traits make you different from others? Why is it important to understand our personality? What does this tell us about others? Does the child willingly participate in the self-examinations? Does the child respect his/her space and the rights of others by following class rules? Does he/she respectfully participate in the prayer ritual? Can the child identify his/her strengths, talents and gifts? Does he/she have a positive self-image? Does the child try to understand those who are different? Does he/she respect and value those differences? Unit 1, Theme 2: Am I normal? Does the child volunteer to answer questions? Does the child answer questions when asked? Can the child tell you: What does it mean to be unique? How is our uniqueness expressed? What does it mean to be normal? How are we like plants? Why do we need balance in our lives? What can you do to help yourself grow as a whole person? Does the child willingly participate in all activities? Who did he/she create a personal growth plan for? What does the plan entail? Is the child respectful during the prayer service? Does he/she value and enjoy moments of prayer and celebration? Does the child take care of his/her body? Does he/she seek to develop his/her spiritual sense through prayer, reflection and attending Sunday Eucharist? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 1

2 Does the child seek to improve relationships with others? Does he/she express emotions appropriately? Does the child appreciate his/her gifts and talents? Does he/she respect his/her limitations and seek to improve? Unit 1, Theme 3: Do I belong? Does the child volunteer to answer questions? Does the child answer questions when asked? Can the child tell you: What makes a group a community? What makes the Christian community a community? What is the Bible? Why was it created? What do the stories tell us? What does it mean to say that the books of the Bible were inspired? Does the child respectfully research the scripture passages? Can he/she locate passage when given specific references? Does the child appreciate his/her faith traditions? Does he/she strive to learn more through reading the scriptures at home? Unit 2: We believe in God Unit 2, Theme 1: Whom do we trust? What does it mean to trust someone? What words do you associate with trust? What is a covenant? What are some examples of covenants in our everyday lives? Why did God make a covenant with Abraham and Sarah? What did he promise? What did they promise to do? Does the child willingly participate in the trust activities? Does the child trust others? Does the child trust his/her classmates? Does the child respectfully participate in the choral reading? Who does the child create a covenant with? What does the covenant entail? Does the child inspire trust? Does he/she make promises and commitments to others? Does he/she follow through with these promises and commitments? Does he/she trust God? Does he/she strive to strengthen his/her relationship with God through prayer and reflection? Does he/she try to learn more about his/her covenant with God by reading the Bible and attending Sunday Eucharist? Unit 2, Theme 2: Am I all on my own? Have you ever felt lost or alone, afraid or worried? What did you do? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 2

3 Can we control everything in our lives? Who can we turn to for help? Who is God to you? Why is the story of Exodus important to the Jewish people? What do Christians believe? What problems did Moses and the Israelites face? How did God show his faithfulness to them in these situations? How does the story of Exodus and God's faithfulness to the Israelites relate to your life today? Does the child acknowledge God's presence in his/her life? Does he/she help others see God's presence in their lives? Does the child thank God for unexpected pleasures and when things are going well? Does he/she reach out to God in times of distress or loneliness to seek God's strength and comfort? Unit 3: We believe in God, the Father almighty Unit 3, Theme 1: Who loves me? Can the child tell you: What is love? How do we express love? How do your parents/caregivers show you that they love you? Do they always respond in the ideal way? Why/why not? What does it mean to say that God is a perfect parent? How do we ask God for help? How does he comfort us? Does the child willingly participate in all activities? Does he/she respectfully locate the scripture passages? How does the child show appreciation to his/her parents? Does he/she openly express his/her love for them? Does he/she thank them for all they have done for him/her? Does the child seek to strengthen his/her relationship with God through prayer? Does he/she listen carefully for God's responses and appreciate the wisdom of his answers? Does the child help others understand God's love? Is he/she a model for others? Does he/she share stories about God's unconditional love with others? Unit 3, Theme 2: It s a free country. Why shouldn t I do whatever I want? What does it mean to respect someone? How do we show respect? What are the Ten Commandments? What impact do they have on our lives today? How do we show our intent to honour a covenant? What are the limitations of this agreement? What role does honour have in such an agreement? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 3

4 Does the child willingly participate in the activities exploring respect in relationships and the implications of the Ten Commandments on their relationships? Does he/she reverently read the scripture passage from Exodus? Does the child strive to improve his/her relationships with others by following the guidelines of the commandments? Does he/she honour and respect others in all he/she does? Is the child respectful when speaking about his/her parents? Does he/she try to understand his/her parents' decisions? Does he/she follow parental rules and obey parental wishes? Does the child actively participate in creating the group covenant? Does he/she honour the agreement by following the rules and conditions agreed upon by the class? Unit 3, Theme 3: Who s in control? What is authority? Control? How do we know how to make good decisions? What does it mean to observe? Judge? Act? What is a dilemma? What does it mean to make a moral decision? What issues is your life require difficult decisions? How are you going to handle them? Does the child willingly participate in all activities? Does he/she enjoy times of prayer and reflection? Does the child respect those in authority? Does he/she obey rules and regulations at home? At school? In community groups? Does the child strive to always do what is right? Does he/she take time to evaluate the situation before acting? Does he/she reflect on decisions and assess their effectiveness? Does the child seek guidance from God? Does he/she ask for strength and wisdom when making difficult decisions? Unit 4: We believe in God creator of heaven and earth Unit 4, Theme 1: Is what I do good enough? What does creativity mean? How are you creative? How can we use our gifts of creativity in cooperation with God's plan? How can our gifts we used for the good of others? Does the child willingly participate in the creation of the group story? Does he/she respectfully read and dramatize the story of Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 4

5 creation? Does the child appreciate the gifts and talents he/she has been given by God? Does he/she strive to use those gifts for the good of others? Does he/she care for and try to improve the environment? Does he/she treat others with respect? Does he/she try to bring out the good in others and encourage love and hope? Unit 4, Theme 2: That s not my job! Is it? What environmental problems are we facing in the world today? What issues and activities have led to these problems? How can order be disrupted by a small action? How have humans harmed creation while trying to make things better? How can our faith help us to do the right thing? How can religion and science both help us understand creation? Who do you know who is working to care for God's creation? What environmental problems is our community facing today? How can we do to help solve this problem? Does the child willingly participate in all activities? Does he/she create an action plan for addressing an environmental problems in his/her community? Does the child actively participate in the prayer service? Does he/she enjoy moments of prayer and reflection? Does the child value the earth as God's creation? Is he/she a steward of creation? Is he/she committed to caring for the environment and helping to solve environmental problems that concern his/her community? Unit 4, Theme 3: Why do I need you? Who would you like to be like? Why? Why is it hard to let people know who you really are? Why is it sometimes hard to value ourselves? Others? What is dignity? What can lessen our feelings of dignity? How do you feel when your dignity is undermined? How do you respond to things that lessen your feelings of dignity? How did Jesus respond to those who were different? What did he teach? What attitudes in our culture harm the dignity of men and women? What attitudes promote dignity? What can we do to make this space a place where dignity is enhanced? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 5

6 Does the child willingly participate in all activities? Does he/she enjoy the litany of the saints? Does the child accept him/herself as he/she is and value his/her unique gifts? Does the child respect and accept others as they are? Does he/she reach out in love to those who are different? Does the child help promote dignity in their homes, schools, and community groups? Does he/she help make the classroom a place of dignity and security for everyone? Unit 5: We believe in Jesus Christ, his only Son Unit 5, Theme 1: What s in a name? What does your name mean? Are there other names that people call you? What are some of the titles you have? How could someone refer to you without using your name? What are some of the titles used to describe Jesus? What do these titles tell us about him? How do these titles express your relationship with him? How can we reduce or eliminate derogatory name calling? Does the child willingly participate in all activities? What name does he/she choose to describe his/her relationship to Jesus? Why did he/she choose this title? Does the child recognize the importance of calling someone by name? Does he/she recognize the hurt that can be caused by calling someone by a derogatory name? Does the child understand the different relationships he/she has with Jesus? Does he/she strive to learn more about Jesus through prayer and reading the Bible? Does he/she tell others about Jesus and strengthen his/her friendship with Jesus by attending Sunday Eucharist? Unit 5, Theme 2: How does Jesus challenge me? How do our expectations of others shape our relationships with them? What happens when our expectations change? How did Jesus challenge people's expectations of God? What impact did this have on their relationship with God? Why did Jesus heal the outcasts and eat with the sinners? What situations today challenge us as Christians? What cultural expectations conflict with the teachings of Jesus? What attitudes and expectations would Jesus challenge us to change? How can we change these attitudes and expectations? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 6

7 Does the child willingly participate in all activities? Does he/she respectfully demonstrate how Jesus challenged expectations in the role plays? Does the child strive to learn more about Jesus' teachings? Does he/she read and reflect upon the Scriptures? Does the child challenge old and unfair expectations and respond morally in difficult situations? Does he/she respect others and treat others with compassion and love? Unit 5, Theme 3: What makes Jesus believable? Has anyone influenced you to change? How did he/she help you to change? How did people respond to Jesus? Did everyone accept Jesus? Why could some people accept Jesus and others couldn't? What made Jesus believable? Does the child willingly participate in all activities? Does he/she respectfully read the Scripture stories? Does the child strive to see Jesus in those around him/her? Does he/she really listen to what others say? Does the child want to learn more about Jesus? Does he/she read the Bible, pray and attend Sunday Eucharist? Does the child accept Jesus' love and accept the challenges and changes this love demands? Does he/she reach out to others in love and respect? Does he/she try to understand others and not prejudge them? Unit 6: We believe in Jesus our Lord Unit 6, Theme 1: Am I free to be me? What is peer pressure? Why does peer pressure have such an influence on our lives? What can be wrong with giving into peer pressure? What is temptation? When was Jesus tempted? Who is the devil? What does the devil want? What is a healthy relationship? How can our culture encourage healthy relationships? How can it discourage them? Does the child willingly participate in all activities? Does he/she reverently read the Scripture passage about Jesus' temptation? Does he/she respectfully participate or listen to the Reader's Theatre's version of the passage? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 7

8 Does he child's slogan indicate a healthy relationship? How does the child handle temptation and peer pressure? Does he/she strive to do what is right? Does he/she examine his/her conscience before making decisions? Does he/she pray for strength and guidance from God? Does the child help others make good decisions? Does he/she exert pressure on others to conform or perform? Is this pressure positive or negative? Unit 6, Theme 2: What do I need to be happy? What is happiness? Sorrow? What are recipes for each? Why should we look at happiness and sorrow from others' point of view? What does Jesus teach us about happiness? Why does he say, "Happy are the poor, those who weep, those who are rejected and insulted"? What can we do to help bring happiness to others? Does the child willingly participate in all activities? Does he/she reverently read and act out the Beatitudes? Does the child value the Beatitudes as a recipe for happiness? Does he/she strive to understand what Jesus was teaching about the things that can harm relationships? Does he/she try to put people ahead of things in priority? Does the child truly care about the welfare of others? Does he/she try to do what is right, even if it means being ridiculed? Does he/she help others understand how to be happy by sharing Jesus' teachings? Does the child reach out to others in love? Does he/she help brighten someone's day through small acts of kindness? Unit 6, Theme 3: Is my way the best way? What is a parable? What did Jesus use as examples to help teach people about the kingdom of God? What did Jesus teach about the kingdom of God? How was that different from what people learned before? How can we make God's kingdom come? Does the child willingly participate in all activities? Does he/she respectfully participate in the dramatization of the Labourers in the Vineyard? Does he/she reverently read and discuss the parables? Does the child accept the teachings of the parables? Is he/she happy with what God has given him/her? Is he/she happy when others Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 8

9 have what they need? Does the child share what he/she has been given or does he/she compete with others? Does the child try to learn more about what God wants by reading the Bible and attending Sunday Eucharist? Does he/she pray to God for help in living accordance to his way? Unit 7- We believe in Jesus who was conceived by the Holy Spirit and born of the Virgin Mary Unit 7, Theme 1: Why is everybody always picking on me? What are some situations where we feel we are being picked on? How would you feel if you were the one being picked on? How would you respond in this situation? What does our faith teach us about being picked on? What happens when we cooperate with God? What is grace? Does grace make our lives easy or painless? What does the virgin birth and Immaculate Conception teach us about grace? How did Mary respond to God's request? What happens when we respond to difficult situations with the grace of God? How can we reach out and make a difference for others? Does the child willingly participate in all activities? Does he/she write and respond to a Dear God letter? Does the child reverently pray the Hail Mary? Does he/she appreciate Mary as one who responded to God's grace to make a difference for us? Does he/she pray to Mary to intercede for him/her? Does the child accept God's invitation to live in the kingdom of God? Does he/she pray for strength and guidance to do his will when faced with difficult situations? Does he/she make a difference to those around him/her? Unit 7, Theme 2: Who understands me? Who understands you? What promotes understanding? What was it like where Jesus lived? What three districts made up the land of Israel? What was it like in each of these districts? How did the people of each district feel about one another? Who was King Herod the Great? Why did he order all the infants in Bethlehem to be killed? Why did some of the Jews dislike Jesus? What did the Pharisees believe? Why did they dislike Jesus? What does the term Incarnation refer to? What does this tell us about our relationship with God? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 9

10 Does the child willingly participate in all activities? Does he/she reverently participate in the prayer service or eucharistic celebration? Does the child relate the life of the human Jesus to his/her life? Does he/she accept Jesus as a model? Does he/she try to understand others, and reach out to people who are misunderstood? Does the child appreciate that God understands what it is like to be human? Does he/she seek to strengthen his/her relationship with God through prayer? Does he/she trust that God knows what is possible for us and commit to following God's plan for him/her? Unit 8: He suffered under Pontius Pilate, was crucified, died and was buried. He descended to the dead. Unit 8, Theme 1: What risks are worth taking? What types of risks do people take? What are the consequences of taking the risk? Of refusing? What are we, as Christians, called to do? Which motivations for accepting and refusing to take risks would Jesus approve of? Why did the political and religious leaders want Jesus to die? What would he have had to do in order to avoid death? Why did he not try to avoid death? When are we, as Christians, called to take risks? How could we deal with these situations in a Christian way? Does the child willingly participate in all activities? Does he/she reverently read the scripture passages and information about why the leaders wanted to put Jesus to death? Does he/she share information with the other groups in the jigsaw exercises? Does he/she participate in the skits about taking risks? Does he/she reverently participate in the prayer service or Stations of the Cross? Does the child value truth and justice? Does he/she respond to risky situations as Jesus has taught us to? Does he/she do what is right even if it is unpopular and difficult? Does he/she treat others with dignity and respect? Unit 8, Theme 2: What s the point of sacrifice? What is a sacrifice? What is the result of a sacrifice? What did sacrifice mean to the Jewish people in the Old Testament? What rituals were performed during the sacrifices? Why was Jesus' life the perfect sacrifice? Why was Jesus willing to die? How did Jesus die? Why is the manner of Jesus' death significant? What do we celebrate when we participate in the Eucharist? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 10

11 Does the child willingly participate in all activities? Can he/she complete the chart comparing the sacrifices in the Old Testament to Jesus' sacrifice? Does the child value Jesus' self-sacrifice? Does he/she actively participate in the celebration of Eucharist? Does he/she thank God for the sacrifice through prayer? Does he/she share the good news of Jesus' sacrifice with others? Does the child follow God's example and give him/herself for others? Does he/she serve and help others? Does he/she seek support from the members of his/her Christian community? Does he/she support others in their attempts to help others? Unit 8, Theme 3: Who s in? Who s out? Why are some people excluded from groups or activities? How does it feel to be excluded? What do we do when we feel excluded? What are some results of excluding others? How did Jesus help those who were spiritually dead? What is he offering to us now? What did Jesus teach about the Last Judgement? What are we, as Christians, called to do? What can we do to include more people? How can we increase awareness about those who are often excluded? Does the child willingly participate in all activities? Does he/she reverently read and dramatize the story of the Last Judgement? Does the dramatization accurately depict the main events of the scripture passage? Does the child reverently participate in the prayer service? Does he/she enjoy moments of prayer and reflection? Does the child reach out to those who are being excluded? Does he/she make others aware of what it feels like to be excluded? Does the child tell others about God's love for us? Does he/she celebrate and thank God for his love through prayer? Does he/she actively participate in Sunday Eucharist? Unit 9: On the third day he rose again. He ascended into heaven. Unit 9, Theme 1: Is there hope? What does it feel like to lose someone we love? What does our faith teach us about death? Does this change our feelings about the death of someone we love? Why did Jesus have to suffer pain and death? Why did Jesus appear to the disciples after his resurrection? Why didn't Mary Magdalene and the disciples recognize him? How did they come to know it was Jesus? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 11

12 Does the child willingly participate in all activities? Does he/she reverently read the post-resurrection stories? Does the dramatization of the story accurately depict the main events of the story? Does the child strive to accept death as a beginning? Does he/she look for signs of hope after a loss? Does he/she reach out to comfort those who have suffered a loss? Does he/she share the good news of the resurrection? Does the child want to come to know the risen Lord through the Eucharist? Does he willingly and actively participate in eucharistic celebrations?? Unit 10: He is seated at the right hand of the Father. He will come again to judge the living and the dead. Unit 10, Theme 1: Who s a winner? What are judgements? What does it feel like to be judged? Are there positive aspects of being judged? What are the negative aspects of judgement? What is purgatory? Heaven? Hell? Why were people who were blind, deaf, dumb or lame shunned during Jesus' time? How did Jesus treat people with these afflictions? What does God's judgement call us to do? Does the child affirm or judge others? Does he/she try to find the good in people's words and actions? Does he/she try to understand things from others' points of view? Does he/she look below the surface to understand motivations, or does he/she condemn people who do things that are wrong? Does he/she judge so as to encourage? Does he/she gently challenge others to change and succeed? Unit 10, Theme 2: Does anyone really notice what I do? What are some good things that people do that don't get noticed or recognized? Why do people continue to do them if they are not noticed? What should our motivation be for doing good things for others? What can we do to recognize good deeds and thank those who did them? What has God done for you that you have taken for granted? How can you show your thanks to him? Does the child thank God for all he/she has been given? Does the child recognize good deeds that others do? Does he/she thank those who perform these good things? Assessment Year 7: Believe in me (We Are Strong Together: CCCB) 12

Please note: this file is an archived version of what we had posted on the old website (with a few formatting changes).

Please note: this file is an archived version of what we had posted on the old website (with a few formatting changes). Believe in Me Year 7 Please note: this file is an archived version of what we had posted on the old website (with a few formatting changes). Theme 4.3: Why Do I Need You? (Guide pages 158-166) Outcomes:

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