Year 8: Stand by Me (We Are Strong Together: CCCB) Assessment

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1 Year 8: Stand by Me (We Are Strong Together: CCCB) Assessment Unit 1: We believe in the Holy Spirit Unit 1, Theme 1: What do they expect me to do now? Class discussion: Does the child volunteer to answer questions? Answer questions when asked? Does he/she take turns? Does he/she respect others right to speak by not interrupting? How does God reveal himself to people? Where do we expect to see God? How do our expectations affect our behaviour? What does the Holy Spirit help us do? Activity: Does the child willingly participate in the skits about expectations? Does he/she appreciate the opportunity for personal reflection and take time to create the journal entry about expectations? Does the child reverently read the story of Pentecost? Does he/she respectfully retell the story from his/her assigned viewpoint? Does the child reverently read the scripture passages about where we can expect to find God. Does the child see God in other people and in creation? Does he/she treat others with respect and dignity? Does he/she help take care of the earth and all living things? Does he/she seek to learn more about God's presence in Jesus by reading the Bible and attending Sunday Eucharist? Unit 1, Theme 2: Am I strong enough? What are the gifts of the Holy Spirit? How can you recognize people with these gifts? What special gifts and talents do you have? How do they relate to the gifts of the Holy Spirit? How can you further develop the gifts of the Holy Spirit? How can you share them with others? Does the child willingly participate in all activities? Does he/she reverently read the scripture passages that accompany the explanations of the gifts of the Holy Spirit? Does he/she teach back the information about the gifts to the rest of the class? Does the child appreciate the gifts he/she has been given? Does he/she share use these gifts for the good of others? Does he/she seek to further develop his/her gifts? Does the child respect others and appreciate the gifts that they possess? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 1

2 Unit 1, Theme 3: How do I know I am on the right track? What are your long-term goals? Where do you expect to be in 20 years? What are you doing now that will help you achieve this goal? How do we know how to get to where we want to be? What are the nine fruits of the Holy Spirit? How are these fruits present in your current relationships? Which fruits do you need to work on in your present relationships? Does the child willingly participate in all activities? Does he/she reverently read about the fruits of the Holy Spirit? Does he/she share the information about his/her assigned fruit to the rest of the class? Does the child recognize the fruits of the Holy Spirit in his/her relationships? Does he/she understand the importance of developing all the fruits? Can he/she discern which fruits are weak and need to be further developed? Unit 1, Theme 4: What does it take to really win? What does solidarity mean? How can we live in solidarity with others? What do these ideas of solidarity have to do with Christianity? Who is the Trinity? How is God present in the acts of Jesus? How is God present in human relationships? What does the Trinity teach us about solidarity? How can we promote solidarity? Does the child willingly participate in all activities? Does he/she respectfully read and discuss the stories in the lesson? Does he/she reverently read and discuss the scripture passages about finding God in the actions of Jesus? Does the retelling or dramatization of the story accurately depict the main events of the story? Does the child willingly participate in the activity of applying their understanding of the Trinity to everyday activities? Does the child work to build community by working with and supporting others? Does he/she work to resolve situations in such a way that everyone wins? Does the child strive to learn more about the Trinity by reading the Bible? Unit 2: We believe in the holy Church Unit 2, Theme 1: Who wants to be holy? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 2

3 What are some ways that we encounter other people? How do we greet each other in these situations? Why do we greet each other differently depending on the situation? What makes encounters meaningful or memorable? What do we learn through relationships with others? What does it mean to be holy? How do we achieve holiness? What are sacraments? What are the seven sacraments? How do they relate to the descriptions of what holiness is? What relationships in your life relate to each of the descriptions of holiness? What can you do to enhance the quality of your relationships every day? Does the child willingly participate in all activities? Does the child reverently read the scripture passages and readings about what holiness is? Can he/she explain what holiness is as it is describe in his/her section? Does the retelling of the story accurately depict the main events? Does the child respectfully and reflectively participate in the guided meditation? Does the child strive to become holy by doing as Jesus taught us? does he/she call others to reach their full potential? Does he/she reach out to and support others? Does he/she encourage belonging by sharing his/her gifts and talents? Does he/she always give his/her best? Does he/she place his/her trust in God and accept support when needed? does he/she ask for help when needed and help others when they need it? Does he/she seek nourishment by actively participating in Sunday Eucharist? Does he/she forgive others? does he/she seek forgiveness from others and celebrate the sacrament of Reconciliation? Does he/she keep commitments and help others to do so? Unit 2, Theme 2: How do I fit in? What does it mean to belong? Why is it important for everyone to have a place in a group? What does each group or community need in order to function effectively? Are groups effective if everyone is the same? Are some people more important than others? How would the group function without some of the parts? What kinds of things keep people from feeling that they belong? When are people likely to wish they belong? Why did people want to belong to the early Christian community? What did they have to do in order to belong? What do people have to believe in order to belong to the Church today? What do they have to do? What are the sacraments of initiation? Why are they called this? What are the signs and symbols of the sacraments of initiation? What do they represent? How can you reach out to your community to help those in need? How can you welcome and include others? What can you do to help others feel more comfortable and improve the spirit of community? Does the child willingly participate in all activities? Does he/she reverently read 1 Corinthians 12: and participate in the group Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 3

4 activity? Does he/she respectfully participate in the renewal of baptismal vows? Does the child commit him/herself to working with others to do God's work? Does he/she reach out and invite others into the Christian community? Does he/she seek to build community by attending Sunday Eucharist and welcoming others to the celebration? Does he/she share his/her knowledge of God with others? Does the child help others in his/her community? Unit 2, Theme 3: What can I do when my life seems to be falling apart? How do we determine whether it is worth fixing something that is broken? How does this apply to relationships? What are some situations that cause relationships to break? How do we fix them? Why are sickness and pain evils? How does God offer us healing and forgiveness? What are the sacraments of healing? How did Jesus heal people? How does healing take place in your community? How can you help to put things back together again? How can prayer help us when we need healing? Does the child willingly participate in all activities? Does he/she reverently read scripture passages about Jesus healing people? Does the dramatization accurately depict the main events of the story? Does the child care for people who are sick in his/her community? Does he/she visit the elderly or the sick in homes or the hospital? Does the child forgive those who hurt him/her? Does he/she ask for forgiveness for those he/she has hurt? Does he/she seek God's forgiveness through the sacrament of Reconciliation? Unit 3: We believe in one catholic and apostolic Church Unit 3, Theme 1: Why bother with church? What things are important to you? Why do you bother with them? What is the most important thing? What are some different models of the Church? Which model do you find yourself in? Why are people more comfortable with some models than with others? Why are the different models important within the community? What connects each of the models? What does "catholic" mean? What does it mean to believe in one holy catholic Church? What is the main mission of the Church? How is the Church relevant to the daily life of your community? What can you do to get involved in the work of the Church? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 4

5 Does the child willingly participate in all activities? Does the child strive to understand those who are different from him/herself? Does he/she appreciate that the Church needs people with different backgrounds and perspectives in order to function effectively? Does the child reach out and get involved with the work of the Church in his/her community? Does he/she welcome and include newcomers to the parish? Does he/she take part in ministry within the parish, as an altar server, in the music ministry etc.? Does the child help those less fortunate by volunteering their time, talents and treasures with those in need? Does the child seek to build the Catholic community by actively participating in Sunday Eucharist and praying the Creed? Unit 3, Theme 2: What can I hope for when I give? What builds strong relationships? What can destroy them? What is love? What do we do when we love someone? What does fidelity mean? What are signs of love and fidelity? How can you be generous and faithful? How are the sacraments of Marriage and Holy Orders a sign of God's love in the world? What does "apostle" mean? What do we mean when we say we believe in an apostolic church? How can you be apostolic? Does the child willingly participate in all activities? Does the child reverently read 1 Corinthians 13? Does he/she illustrate ways he/she can be generous and faithful? Does the child inspire trust in his/her relationships? Does he/she follow through on promises and commitments? Is the child faithful and generous to others? Does he/she use the gifts from God to serve others? does he/she appreciate and respect the gifts of others? Unit 4: We believe in the communion of saints Unit 4, Theme 1: Does death destroy everything? Who has had a hand in shaping your life? What influence did they have on your life? How do our relationships with these special people change when they die? Do the relationships cease to exist? What is the communion of saints? How do Christians feel about death? What does the Bible say about death? How do the rituals that surround death help families to cope? How do they express the Christian faith? What is intercessory prayer? Why do we pray to those who have died? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 5

6 Does the child willingly participate in all activities? Does he/she reverently read and explain to the rest of the class scripture passages about Christians' attitude towards death? Does the child remember the special people in his/her life who have died? Does he/she pray to them and for them? Unit 4, Theme 2: What makes a person s life successful? What makes a person's life successful? What should determine entry into heaven? How can we find happiness? What is a saint? How would you characterize a saint's relationship with God? With him/herself? With others? What qualities of sainthood do you possess? How can you further develop these? Does the child willingly participate in all activities? Can he/she identify saintly qualities in him/herself and in people around him/her? Is the child true to him/herself? Does he/she follow Jesus' example of love and generosity by developing and sharing his/her gifts and talents? Does he/she listen to God's call and respond by helping those in need? Does he/she help take care of the earth and all living things? Does he/she inspire and help others to do as God wants them to do? Unit 5: We believe in the forgiveness of sins Unit 5, Theme 1: We know these rules. Why do we have to learn them again? What are some of the rules we have to live by? Why do we need rules? What rules did God give us to live by? How do the Ten Commandments relate to Jesus' command to love one another? How do the Ten Commandments apply today? What can you do to live the commandments? Does the child willingly participate in all activities? Does he/she reverently read about the Ten Commandments and share the information with classmates? Can he/she explain how the commandments apply to everyday issues and behaviours? Does the child live according to the Ten Commandments? Does he/she honour God and remember the Sabbath by attending Sunday Eucharist? Does he/she revere God's name and use it only in prayer? Does he/she honour, respect and appreciate his/her parents? Does he/she value life, and promote life-giving and life-saving policies and practices? Does he/she respect him/herself and value relationships with others by respecting the last five commandments? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 6

7 Unit 5, Theme 2: What s right? What s wrong? How do we determine what is right and what is wrong? What is the consequence of doing something that you know is wrong? Is the consequence only significant if you get caught? What happens when we don't follow the rules or the warning signs? What is sin? What determines the seriousness of sin? What is social sin? What is our responsibility to end unjust policies? What can we do to get rid of social sin? What is your conscience? How can we learn to develop and follow our conscience? Does the child willingly participate in all activities? Can the child honestly evaluate his/her life? Can the child apply the observe-judge-act model to determine the effect of decisions in his/her life? Can he/she identify things that keep him/her from doing as God wishes? Does he/she pray for the desire and courage to change these things? Does the child strive to develop his/her conscience based on the commandments and to follow these guidelines, even in difficult situations? Unit 5, Theme 3: How can we work it out? What do you do when you are hurt by someone? How do you feel when you have hurt someone else? What can we do to move beyond hurt and guilt? What is forgiveness? What has to happen before forgiveness can take place? How do you know that you have been forgiven? Does the child willingly participate in all activities? Does the child reverently read the scripture passages about forgiveness and share what these passages say about forgiveness? Does he/she reflect on what it means to forgive others? Does the child try to follow his/her conscience in making decisions? Does he/she ask for forgiveness when he/she has hurt someone? Does he/she try to rebuild damaged relationships by forgiving people who have hurt him/her? Unit 5, Theme 4: Why should I confess my sins to anyone but God? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 7

8 How are relationships like spokes on a wheel? Why is each spoke important? How are they all connected? Who does the rim represent? Who is at the hub? What can cause the balance to be thrown off? What happens when spokes become loosened? What happens when they become detached from the rim? From the hub? How can we repair relationships and restore the balance? Compare your relationships to the wheel. What are the strengths of your relationships with God and others? What are the weaknesses? What can you do to repair or strengthen these relationships? What is reconciliation? What are the three rites of the sacrament of Reconciliation? How do we practice the sacrament of Reconciliation in our parish? What is the priest's role in the sacrament? Does the child willingly participate in all activities? Does the child value the sacrament of Reconciliation as a means of repairing relationships? Does he/she strive to strengthen his/her relationship with God through prayer and reading the Bible? Does he/she try to strengthen relationships with others by working to understand them and appreciating their gifts and talents? Does h/she ask for forgiveness for those he/she hurts? Does he/she forgive those who seek forgiveness from him/her? Unit 6: We believe in the resurrection of the body Unit 6, Theme 1: Who wants this body? How are our bodies like car models? What "options" does your body have? Why did God make everyone to be different models? What choices do we have when it comes to our bodies? How do our choices affect our relationships with others? How do we know how to make responsible choices What can you do to treat your body with respect? What can you do that would benefit others as well? How would God respond to your lifestyle choices? Does the child willingly participate in all activities? Does the child appreciate God's gift of his/her body by trying to make healthy lifestyle choices? Does he/she examine his/her conscience before making decisions to determine if that is the choice God would want him/her to make? Does he/she show respect to God by reverently carrying out body movements and gestures during Mass? Does he/she appreciate that God gave everyone unique bodies with special gifts and talents? Does he/she treat others with dignity and respect? Does the child try to make choices that benefit others as well as him/herself? Is he/she a steward of the earth? Does he/she reach Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 8

9 out to help those in need? Does he/she work to ensure the safety of everyone? Unit 6, Theme 2: What s sex worth? What do you treasure? Which is the most valuable to you? How would you feel if you lost it? How would it feel to find it again? What are some of the different relationships we have with people? How do we behave with each of them? Is it appropriate to treat each of them with the same level of intimacy? How do I know how to behave with others? What are some typical situations you would find yourself in? How would you deal with each situation in a positive way? How would God want you to treasure your gift of sexuality? What does the Church teach about responsible sexual conduct? Does the child willingly participate in all activities? Does the child value the Church's teachings about sexuality? Does he/she strive to follow God's wishes, even when pressured to do otherwise? Does he/she seek guidance and the strength to do as God wants through prayer? Does he/she value the sanctity of marital love and sex? Unit 6, Theme 3: Can suffering be meaningful? What does it mean to suffer? What are different ways that people suffer? How can suffering be meaningful? How did Jesus respond to people who were suffering? How would those who were healed feel about God? How would it change their relationship with God and with others? Is there suffering in our community? In the world? How would you feel if you were the one suffering? What can we do both personally and as a community to help relieve this suffering? Does the child willingly participate in all activities? Does he/she reverently read and discuss the gospel stories of suffering and healing? Does the child reach out to those who are suffering? Does he/she do small acts of kindness to help alleviate the pain? Does he/she help with housework or yard work for those who are unable to do it themselves? Does he/she visit those who are sick? Does he/she help the elderly by volunteering to read to them or write letters for t hem? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 9

10 Unit 7- We believe in life everlasting Unit 7, Theme 1: How is my life connected? What does life mean to you personally? What are some of your awe-filled memories? What does it mean to choose life? What do the Scriptures tell us about choosing life? What is your responsibility in choosing life? What does it mean to be life-affirming? What are some things you can do to choose life and to be life-affirming? Does the child willingly participate in all activities? Does he/she reverently read and act out the parables, and participate in the Scripture scavenger hunt? Does the child value the gift of life and appreciate the beauty in nature around him/her? Does he/she help to nurture growth and preserve the environment? Does he/she help to affirm others? Does he/she try to put the needs of others before his/her wants? Unit 7, Theme 2: How can I make the world more peaceful? What are some ways we hurt each other? What are the hurtful behaviours? What impact does our society have on behaviour? How can you promote peace in these situations? What are helpful behaviours? What did Jesus teach us about living in peace? What does Jesus' peace depend upon? What is Jesus' message for our own time? How does peace grow? What skills and attitudes do we need to develop in order to promote peace? Does the child willingly participate in all activities? Does he/she reverently read the gospel stories about being peacemakers? Does the child strive to be a peacemaker? Does he/she show compassion and kindness towards others? Does he/she try to break down barriers by learning about and understanding others? Does he/she ask for forgiveness and forgive those who have hurt them? Is he/she generous with his/her time, talents and treasure? Unit 7, Theme 3: Do I live justly? Have you ever experienced times when you were not treated fairly? How did you feel? What happened? Why do some people treat others unfairly? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 10

11 What is justice? Injustice? What is the Golden Rule? How does that apply to situations of justice and injustice? How can you live your life justly? What can you do to promote social justice? Does the child willingly participate in all activities? Does he/she reverently read the scripture passages about justice and injustice? Does his/her dramatization or retelling accurately depict the main events of the story? Unit 8: Amen Unit 8, Theme 1: So what difference does belief make? What would you be willing to stand up for? How do we determine what is worth standing up for? How does what we are willing to stand up for compare to our Catholic beliefs? Which things are in sync with our faith? Which things conflict? Which prayer summarizes our faith? What does this prayer mean? What does "Amen" mean? What does it mean to say Amen at the end of the Creed? How does our faith shape what we do? Does the child willingly participate in all activities? Does the child reverently pray and discuss the Creed? Does he/she respectfully teach back to the rest of the class what he/she has learned about the Creed? Does the child seek to learn more about his/her faith through reading the Bible, praying, and attending Mass? Does he/she strive to live what is professed in the Creed? Does he/she try to use the Ten Commandments as a guide when making decisions? Does he/she respect and value God's gift of creation? Does he/she follow Jesus' example of welcoming outcasts and forgiving those who hurt him/her? Does he/she value the gifts of the Holy Spirit, and try to develop the fruits of the Holy Spirit? Does he/she celebrate being part of the holy catholic Church by attending Sunday Eucharist? Does he/she pray to and for those who have died? Is he/she lifegiving and promote peace? Unit 8, Theme 2: Why go to Mass? Who can help us stand up for things we believe in? Why should you go to Mass? How does Mass affect your relationship with Jesus? What happens during the Eucharistic rite? How is Jesus present in the Eucharist? Why should we receive the Eucharist? What does the Eucharist do for us? How does it make us closer to God? How does it bring us closer to each other? What does it mean to say "Amen" when you receive the Eucharist? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 11

12 Does the child willingly participate in all activities? Does he/she reverently take part in the choral reading about the Eucharist? Does he/she listen respectfully to people telling stories about important Eucharistic celebrations? Does the child value the Mass and actively participate each week? Does he/she reverently receive communion weekly? Unit 8, Theme 3: How shall we celebrate? How can we get the support we need in order to live out what we believe? What gives you a sense of inner strength? What kinds of interactions contribute to your inner strength? What are some things in the church that express or encourage our faith? What is the significance of the baptismal font? The cross? Altar? Lectionary and lectern? Candles? The chalice and ciborium? The sacramentary? The tabernacle? Why do we gather as the assembly? What are the four parts of the Mass? What ritual elements mark the gathering rite? What do these rituals mean? What prayers are said during this part of the Mass? What ritual elements mark the Liturgy of the Word? What do these rituals mean? What prayers are said during this part of the Mass? What ritual elements mark the Liturgy of the Eucharist? What do these rituals mean? What prayers are said during this part of the Mass? What ritual elements mark the dismissal rite? What do these rituals mean? What prayers are said during this part of the Mass? Does the child willingly participate in the planning of the Eucharistic celebration? Does he/she reverently participate in the Mass? Does the child attend Mass each week? Does he/she seek God's guidance and strength through prayer? Assessment Year 8: Stand by Me (We Are Strong Together: CCCB) 12

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