RE Curriculum Framework

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1 RE Curriculum Framework

2 Table of Contents Introduction...3 Features and Components...3 Some Guiding Principals...4 The Purpose of Catholic Religious Education...5 Context, Content, Methodology and Structure of the Curriculum...5 Classroom Religious Education...6 Doctrinal Content...7 Content Strands of the Curriculum...8 The Dimensions of Religious Education...9 Primary Chart Secondary Chart Methodology Jesus Christ Strand God Strand Church Strand Sacraments Strand Scripture Strand Christian Life Strand Christian Prayer Strand Religion and Society Strand INTERIM Religious Education Unit Planning Overview Document Catechetical Teaching and Learning Process San Remo Document

3 Introduction The Tradition of the Catholic Church is a dynamic reality shaped by every generation as living witnesses respond to the presence of Jesus Christ among them. The challenge for educators is to nurture our own faith response whilst being mindful of the lives of our students and the historical context in which we live. The Second Vatican Council reminded us that the Holy Spirit speaks to us in a variety of ways but especially through Sacred Scripture, through the voice of the Church and through the signs of the times that is, authentic signs of God s presence and purpose in the happenings, needs and desires shared by contemporary people (Gaudium et Spes n. 11). Within the Journeying Together in Hope Religious Education Curriculum religious education is defined within the contexts of the Catholic School, the world of the student focusing especially on the family, the classroom curriculum and methodology. At the beginning of the third millennium the local and national educational context has experienced some very significant changes which include: a strengthening of Australia-wide collaboration on curriculum frameworks; changed understandings of the dynamic of teaching and learning; intensive professional development of teachers in working with outcomes-based curriculum documents; extended pathways for students, especially in the Post Compulsory Years of Schooling; the increasing impact of information technology on curriculum. Within the context of the Church, the publication of the Catechism of the Catholic Church (1992, English edition,1994), the General Directory for Catechesis (1997), and The Catholic School on the Threshold of the Third Millennium (1997) have influenced the development and implementation of religious education curriculum documents across Australia. Features and Components The Religious Education Curriculum responds to the contemporary context by having the following features: its reference point for content is the Sacred Scripture, the Tradition and the Church s Magisterium (GDC, n. 120); particularly as expressed in the Catechism of the Catholic Church; the reference point for methodology is found in the Church s documents on evangelisation in Catholic education, catechesis and religious education as expressed in the General Directory for Catechesis (1997); the commitment to a critical and creative adaptation of Shared Christian Praxis; current research on teaching and learning; its reference point for curriculum structure is outcomes-based education as articulated in contemporary educational research and reflected in curriculum practice in each diocese; 3

4 it recognizes the essential educational partnership of home, school, parish and diocese, and sees classroom-based Religious Education as one significant component of a broader education in faith provided by all these agencies; the content includes a strong social justice focus, including reconciliation with indigenous Australians and creation theology. Action on behalf of justice and participation in the transformation of the world fully appear as a constitutive dimension of the preaching of the gospel ; Synod of Bishops, Justice in the World, 1971, n.6 this curriculum is the result of collaboration among all who share the responsibility for Religious Education in Catholic schools across and within the dioceses of Ballarat, Sale, Sandhurst and the Archdiocese of Hobart; the use of information technology in providing materials online to schools. Some Guiding Principles The development of this Religious Education curriculum is centred on the person and mission of Jesus Christ and has been guided by the following principles: it is designed to nurture a reflective understanding of Scripture and its relevance to ourselves and our world it is faithful to the Tradition of the Catholic Church and draws on the richness of contemporary theology it is part of an ongoing process that deepens understanding and appreciation, whilst inspiring and transforming the lives of students it belongs within the culture of the school working in harmony with home and parish it is inclusive in that it respects and responds to differences in culture, background and experiences it employs effective strategies of learning and teaching, especially those that can most effectively engage students in reflective exploration of Catholic teaching, culture and worship it is organised within a sequential P-12 framework, supported by appropriate policies and programs. (See also Policy Documents Relating To Religious Education in the Diocese Of Sale, August 2002) 4

5 The Purpose of Catholic Religious Education Growth in religious understanding and commitment occurs throughout life. The Catholic school, through its defining culture, its curriculum and its classroom-based Religious Education programs, plays an important formative role in the religious education of those to whom it ministers. The Catholic school seeks to: develop an appreciation of the love of God revealed through the person of Jesus Christ, God s creation and the dignity of the human person experienced in everyday life foster in each student a growing understanding of and relationship with God promote knowledge of the life, faith tradition, liturgies, sacraments and mission of the Catholic Church develop an understanding and appreciation of the faith traditions of others promote growth in self-knowledge and appreciation foster skills of reflection, discernment, critical thinking, judging and deciding how to act in accordance with conscience heighten the capacity to bring the light of faith to a discerning encounter with the surrounding culture and work towards its transformation. Context, Content, Methodology and Structure of the Curriculum At the heart of the curriculum processes are the students themselves who are growing through developmental levels and have various levels of readiness for learning. They bring to school a variety of experiences, previous learning and preferred ways of making sense of the world (see Section 3). The focus of Section 4 is the formal, classroom based Religious Education curriculum which has its roots in the Church s understanding of Revelation, Scripture, Tradition, Creation and Human Experience. Content, methodology and structure each contribute to the process of Religious Education. The content of the curriculum is based on the theology of Revelation, on Scripture, Tradition and the Church s understanding of Creation and Human Experience. It is situated within the context of the Catechism of the Catholic Church, Church documents, and theological understandings. 5

6 The methodology adopted in this curriculum is based on the Shared Christian Praxis approach. The principles underlying the methodology are expressed in the General Directory of Catechesis and are influenced by research in the area of quality learning and teaching approaches. The structure adopted provides a level-outcomes approach consistent with current curriculum documentation and practice in Victoria. Classroom Religious Education Classroom-based programs provide a systematic and comprehensive form of religious education. They emphasise what is often referred to as the instructional aspect of education; they have their own Curriculum Framework and incorporate the various teaching and learning processes that characterise other contemporary classroom programs. While Religious Education teachers witness to and present the Christian message, they cannot presuppose an initial religious faith in their students. What they can do is foster an understanding of the teachings of the Gospel, the nature of Christianity and the way Catholics are called to live their lives within the Catholic tradition. Fostering this deeper understanding and teaching in a way that is relevant to the world in which the students are growing, will promote genuine faith development. Teachers are encouraged to take Jesus as their model. In the parable of the sower (Mark 4:3-8), Jesus proclaims that the Kingdom of God is near despite the varying conditions affecting growth. As religious educators, teachers use a wide range of educational strategies to encourage the learner to reflect on self, the world and God in the light of personal experience, sacred Scripture and Tradition. In so doing they seek to cultivate reflection, discernment, decision making and action, and to nurture the development of an informed conscience. What confers on religious instruction in schools its proper evangelizing character is the fact that it is called to penetrate a particular area of culture and to relate with other areas of knowledge. As an original form of the ministry of the word, it makes present the Gospel in a personal process of cultural, systematic and critical assimilation religious instruction in schools should appear as a scholastic discipline with the same rigour as other disciplines. (GDC, n.73) While Religious Education in the classroom has a prime focus on knowledge, this knowledge must be understood in its broadest sense; it should not be equated simply with the retention of pieces of information. Authentic Religious Education extends and deepens a student s way of knowing. The acquired knowledge is relevant and significant and is internalized as a result of a genuine educational process. The Catholic school s core purpose is unashamedly religious. Through the total cultural experience it offers, it shares in the Church s work of evangelisation, it provides those elements of catechesis that are appropriate to individual students, and it teaches Catholic beliefs and practices in a systematic fashion in programs of classroom based religious education. 6

7 Doctrinal Content Following theological tradition, the General Directory (GDC 92) identifies two dimensions of Christian faith which, while inseparable in the personal act of faith, can be distinguished for purposes of method: the act in which a person, assisted by grace, surrenders and entrusts themselves to the self-revealing God (fides qua), the content or objects of knowledge, which proceeds from and deepens that trustful relationship (fides quae). The General Directory leaves to local churches the task of organising and sequencing the content of the Christian message for catechetical learning, including Religious Education. It is possible to start with God so as to arrive at Christ, and vice versa. Equally, it is possible to start with the human person and come to God, and conversely. The selection of a particular order for presenting the message is conditioned by circumstances and by the faith level of those to be catechised. (GDC 118) However, the presentation of the Christian message in this Religious Education Curriculum Framework respects the following criteria (GDC ) the heart and organizing principle of religious education is the person of Jesus Christ. The Gospel narrative of his ministry, death and resurrection provides the most fundamental catechetical structure. the witness of the Christian Scriptures opens up a trinitarian understanding of God, and its consequences for the human community. Jesus ministry of words and deeds constitute a project of enacting the Reign of God. the ecclesial nature of the Gospel message gives the content of Christian faith an historical and trans-generational character. the enculturation of the Gospel message is not simply an external adaptation, but a deep inter-penetration of Christian content with various cultural expressions and forms. the various aspects of the Christian message are inter-related due to its comprehensive, hierarchical character. the Christian message relates to and illumines the meaning and destiny of the human person. The ordering of content in a Religious Education Curriculum Framework is a response to two governing imperatives the integrity of the Christian message, and the circumstances, prior knowledge and developmental level of the learners. Religious educators are challenged to imitate the divine pedagogy, whereby the Word of God makes itself accessible and communicable in human words and actions. This calls them to the never-ending task of finding a language capable of communicating the Word of God and the creed of the Church, which is its development, in the various circumstances of those who hear it. (GDC 146) This Curriculum Framework intends to engage learners in a designated educative journey into the richness of the Christian tradition. (GDC 147) It makes use of educational research and the wisdom derived from good practice to present Christian content in a staged, age-appropriate process, so that the learner may be an active subject, conscious and co-responsible, and not merely a silent and passive recipient. (GDC 167) 7

8 Content Strands of the Curriculum The Religious Education Curriculum is organised into seven (level 1-3) and eight (level 4-6) content strands which are expanded upon by utilising level outcomes and key doctrinal concepts appropriate to each level of schooling. 8

9 The Dimensions of Religious Education The domain of religious education is situated within the discipline-based learning strand. The domain contains three dimensions of religious learning: Knowledge and Understanding: This dimension develops the knowledge and understanding of the key practices and beliefs of Christian communities both past and present. In this dimension the learning focus is informed by doctrine and unit outcomes. Many other domain standards could be met within the knowledge and understanding dimension of Religious Education. This dimension is assessed and reported on, as per all other domains. Reasoning and Responding: This dimension focuses on the development of particular ways of thinking and acting that arise out of Christian knowledge and understanding. It can be integrated with VELS Physical, Personal and Social Learning and Interdisciplinary Learning Strands. VELS can be embedded within the Religious Education framework in a multi-domain approach by expressing the Reasoning and Responding dimension through the teaching, learning, assessment and reporting of other VELS domains, in particular, the Thinking Processes domain. Personal and Communal Engagement: This dimension allows us to explore all the catechetical nuances of Religious Education. It focuses on the nurturing of the spiritual life, the importance of belonging to the faith community and engagement in community service. It is within this dimension that the Religious Education curriculum extends beyond the classroom to include retreats, the sacramental life of the Church, community service, leadership formation and contribution to civic and faith communities. Personal and Communal Engagement links to the Physical, Personal and Social and the Interdisciplinary Learning Strands. This dimension is to employ student self-assessment & comments for reporting to parents. Our Religious Education units of work are living documents which are produced in electronic format to accommodate regular updates. The units are located on the CEVN site. 9

10 Primary Chart STRANDS LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 JESUS CHRIST GOD What Do I Know about Jesus? (5 wks) Lent and Easter (3-4 wks) How Do I Know God Loves Me? (4-5 wks) The Life of Jesus (5 wks) Getting Ready for Jesus - Advent (3-4 wks) The First Christmas (4-5 wks) Easter (2-3 wks) Our Place in God s Creation (4-6 wks) CHURCH Our Church (4 wks) What is Baptism? (5 wks) Followers of Jesus (4-6 wks) For Creation, Praise (4 wks) Christmas - the Message of Joy and Peace (3 wks) Community of Believers (6 wks) The Birth of Jesus, the Messiah (8 wks) Feasts of the Christmas Season (4-5 wks) What was the Message of John the Baptist? (4-5 wks) How Can Lent Transform Our Lives? (6 wks) The Risen Christ (3 wks) Harmony in Creation, Our Responsibility (6 wks) The Church in Australia (6 wks) Pentecost (2 wks) Christmas - the Promise Fulfilled (4 wks) How Do We Prepare for Easter? (6 wks) Celebrating the Gift of the Spirit (2-3 wks) Pentecost Celebrating the Spirit (3 wks) Empowered by the Spirit (6 wks) Mary in the Advent Scripture (3 wks) SACRAMENTS I Care for God s World (4-5 wks) Sacraments are Special Celebrations (6 wks) Jesus Helps Me to Choose (6 wks) SCRIPTURE CHRISTIAN LIFE CHRISTIAN PRAYER RELIGION AND SOCIETY Our Journey to Christmas (5-6 wks) I am Special, so are You (6 wks) Called to Live Like Jesus (3 wks) I Can Talk to God (3 wks) Bible Stories about Jesus (4-5 wks) Grief and Loss (2-3 wks) Sharing with Others Our Call to Mission (3 wks) Loving God and Others Our Call to Mission (3wks) We Can Pray in Different Ways (3 wks) Lent (4 wks) Jesus Models Forgiveness (4 wks) Sacraments of Initiation- Eucharist (6 wks) Sacraments of Initiation Confirmation (6 wks) God s Holy Word (8 wks) How Do We Journey to New Life during Lent? (6 wks) Circle of Life (4wks) Reaching Out (2wks) Serving Others (2 wks) Prayer (4 wks) Sacraments of the Church (6 wks) Called and Confirmed (7wks) Scripture (6 wks) Who is Jesus in Luke s Gospel? (6 wks) Living as Disciples (6 wks) Witnessing and Proclaiming (2 wks) Living and Sharing (2 wks) People of Prayer (6 wks) Discovering Our Christian Heritage. 10

11 Secondary Chart STRAND LEVEL 5 LEVEL 6 POST-COMPULSORY JESUS CHRIST How can we make a difference? Death and New Life Who is Jesus of History, Christ of Faith? (8-10 Hours ) (15-20 Hours) (15 Hours ) GOD Jesus, the Human Face of God. (16-20 Hours ) Stewardship (25 Hours ) Imaging God (25 Hours ) CHURCH How Do We Experience Community? (16-20 Hours ) The Church Through Time (15 Hours) SACRAMENTS How Do We Celebrate? (16-20 Hours) Eucharist - Source of Life (20 Hours) Living as a Christian Today (20 Hours) SCRIPTURE The Covenant Unfolds (16 Hours ) Who is Jesus? (25 Hours ) The Hebrew & Christian Scriptures (15 Hours ) CHRISTIAN LIFE A Just World? (16-20 Hours) Prophets and Saints (15 Hours) Called to Action (20 Hours) Relationships, Identity, Sexuality and Spirituality (16-20 Hours) Making Christian Decisions (25 Hours) How Do We Belong? (Christian Life) (16-20 Hours) CHRISTIAN PRAYER Communities at Prayer ( Hours) Prayer and Meditation (20 Hours ) Response to the Spirit (10-15 Hours ) RELIGION & SOCIETY Why Are There Differences in the World? (16-20 Hours) Celebrating Religious Diversity (20 Hours) The Human Journey For Meaning (15 Hours) 11

12 Methodology The General Directory for Catechesis reminds us that classroom based Religious Education should appear as a scholastic discipline with the same systematic demands and the same rigour as other disciplines (n. 73). This means that contemporary research into quality learning and teaching should make an appropriate impact on the school s Religious Education program. As with all other areas of the curriculum, the teacher is challenged to design classroom learning experiences that respect the integrity of the material to be studied, while being appropriate to the developmental level, prior learning, cultural experience and other personal qualities of the learners Shared Christian Praxis The pedagogical approach to classroom Religious Education in Journeying Together In Hope represents a critical and creative adaptation of Shared Christian Praxis (Groome, 1991). This process is grounded in the understanding that God has been and continues to be present and active in the community of faith through the Spirit. The expression of the living faith of the community through history is carried in the community s Tradition. Religious Education promotes the knowing, valuing and acting of the learner who is making meaning of life. An important context for this meaning-making activity is the living Tradition: the faith and life of the Christian community. The term Praxis refers to the process of thinking about events, experiences and involvements and learning from them reflection on action. People engage in praxis whenever they reflect critically on what is going on around them, including those events that they have initiated, and seek purpose and direction for future action. Praxis is Shared when people reflect together on their lived experience, on the wisdom, values and practices of their community past and present and, on this basis, shape their own future action. Praxis is Christian when the learning from shared praxis is deepened and extended in the context of the Christian tradition and narratives. The knowledge, understandings and practices of the Christian worldview are the broader horizon in which we seek to make meaning of our knowing and acting. Shared Christian Praxis is not simply a teaching method or a series of strategies. It is most appropriately understood as an overarching perspective and general way of proceeding that can be easily adapted in a great variety of situations. As a general approach to teaching it accommodates a rich variety of learning and teaching strategies in which we seek to make meaning of our knowing and acting. The focus of Shared Christian Praxis is the whole learner one who thinks, feels, relates, acts, and is making his or her own meaning. It is concerned with ways of knowing, with an emphasis on critical knowing which results from investigation and analysis of ideas and practices in the context of group inquiry. 12

13 The movements of Shared Christian Praxis should not be seen as a series of separate steps. While a particular lesson or strategy might focus on one movement, the others also have some influence, overlapping and blending in a dynamic process that supports the learner s search for deeper meaning. Introductory Activity The introductory activity orientates and motivates students to the study of the unit. It introduces the theme or topic of study and facilitates students entry into the first movement. Naming Through strategies of inquiry, learners identify and name their own knowledge content, experiences, or personal and communal practices that relate to the topic. Reflecting Learners use the skills of analysis, reasoning, memory and imagination to understand the results of their inquiry. Christian Story and Vision The religious educator uses learning strategies that engage the students with the Catholic understandings and applications related to the topic of study. In Journeying Together In Hope the content of the Christian Story and Vision is structured around the content strands. Integrating Participants reflect on their own understandings, experience, views and questions in the light of the Christian Story and Vision; by placing the two in relationship they deepen their understanding. Responding Learners are invited to make a cognitive, affective and behavioural response to the new understandings they have developed through their learning. They are challenged to identify appropriate ways of living the Christian life. 13

14 Standard Recognise Jesus who reveals God s love for us. JESUS CHRIST: Jesus of Nazareth, Saviour, Word Made Flesh Jesus Christ - Level 1 draw on their experience of family life to develop an understanding of Jesus as a member of a family and that Mary is his mother become familiar with the life story of Jesus in the Gospels and understand that they show us how God wants us to live begin to understand the importance of events in Jesus life be encouraged to express their love for others. for Level 1 Units in the Jesus Christ Strand 1. Jesus is a member of a family. 2. Mary is the mother of Jesus. 3. Jesus is our friend. 4. Jesus shows us the way God wants us to live. 531, 532, , 502, 508, What do I Know About Jesus? This unit will give students the opportunity to explore and appreciate the life of Jesus. They will come to understand that Jesus was born into a loving family, was raised by kind and caring parents, was taught to pray and to care for those who needed help. 1, 2, 3 1. Identify some events in Jesus life. 2. Identify some stories that show Jesus love for others. 3. Express ways that they can show their love for others. 4. Display knowledge of Scripture taught. Lent and Easter In this unit the students will be introduced to Lent and Easter as part of the liturgical year. They will explore the significance of Lent and Easter for Christians and will develop an awareness of the signs and symbols associated with Lent and Easter Identify Ash Wednesday as a special day, the first day of Lent. 2. Recall the story of the first Palm Sunday. 3. Recall and share family experiences of Easter. 4. Recognise signs and symbols associated with Lent and Easter. 5. Express how they can show their love for Jesus and others during Lent 14

15 Jesus Christ - Level 2 Standard Describe significant actions and aspects of Jesus life. Make links between their lives and actions and those of Jesus, in order to deepen their friendship with him. begin to develop an awareness of the human and divine natures of Jesus build on their understanding that God s love is revealed to them through Jesus explore personal experiences of friendship in order to lead to an awareness that Jesus is our friend make connections between the stories of Jesus found in Scripture and their lives. for Level 2 Units in the Jesus Christ Strand 1. Jesus is a member of a family. 2. Mary is the mother of Jesus. 3. Jesus is our friend. 4. Jesus shows us the way God wants us to live. 531, 532, , 502, 508, The Life of Jesus In this unit students will learn more about Jesus. They will discover what life in Nazareth was like at the time of Jesus and where possible make links with their own life experience. 1, 2, 3 1. Recount Scripture stories about Jesus. 2. Identify some differences between life in the time of Jesus and life today. 3. Identify actions and times that people today show love for others as Jesus did. 4. Appreciate that the life and teaching of Jesus influences his followers. Getting Ready for Jesus Advent In this unit students will focus on Advent as a time of waiting and preparation, and build on the arrangements they and their families make in the lead up to Christmas. The First Christmas In this unit the students will explore and deepen their knowledge of key people and events described in the Infancy Narratives. They will be encouraged to relate their experiences of giving, receiving and celebrating to this important liturgical event. They should understand that the bible contains many stories that tell us about Jesus life on earth, including the story 1, 2, 3 1, 2, 3 1. Recognise that Advent is a time of waiting and preparation. 2. Identify some key events for Mary and Joseph prior to Jesus birth. 3. Identify some of the Liturgical symbols for the Advent season. 4. Display knowledge of Scripture taught. 5. Express ways they can prepare for Christmas 1. Recount one of the Advent/Christmas Gospel stories, identifying key people and events. 2. Know that Christmas celebrates the gift of God s son, Jesus. 3. Know that Christmas is a time of giving, receiving and celebrating in our family, school and parish. 4. Express the most important thing they learnt about the first Christmas. 15

16 of his birth. Easter In this unit students will examine the events of Holy Week and the first Easter Sunday, and the rituals and symbols we use to celebrate Jesus risen and alive. Students will have the opportunity to participate in a variety of Easter prayer experiences that will enrich and consolidate learning Identify the key events of Holy Week and the first Easter. 2. Describe how the Paschal Candle and the Alleluia are used in the Easter season liturgies to celebrate that Jesus has risen. 3. Display knowledge of Scripture taught 4. Express what they consider the most important thing about Holy Week/Easter.. Jesus Christ - Level 3 Standard Recognise that as followers of Jesus we are invited to respond to the challenges of his call which is still relevant more than 2000 years later. learn about the person of Jesus in the context of his time and cultural setting identify times in their lives when they have acted as true followers of Jesus. for Level 3 Units in the Jesus Christ Strand 1. After Jesus death and resurrection people gathered in communities to remember him and tell the story of his compassion and love. 2. Jesus is fully human and divine and shares his Spirit with us. 3. Jesus is the Son of God and shows us the way God wants us to live. 4. Jesus teaches us about healing, forgiveness and reconciliation. 5. When we make sinful choices Jesus understands, forgives us and invites us to a new way of living. 737, , 469, 729, 747, , 1421, , 549, 589, 1446, 16

17 Followers of Jesus In this unit students will be given the opportunity to reflect on Jesus and his call to love others in word and action. The students will be invited to reflect on parables, miracles and stories that identify the many choices Jesus made, and recognise that they have been gifted with the Spirit to enable them to make wise choices for the good of themselves and others. Students will be given the opportunity to engage and encounter Jesus in the context of his time and place 2, 3, 4 1. Explain Jesus message as revealed in a parable or Gospel story. 2. Demonstrate an understanding of the physical and social setting in which Jesus lived. 3. Explain ways they can share in the mission of Jesus. Jesus Christ - Level 4 Standard Identify some important Gospel teachings that present insights into the life, death and resurrection of Jesus investigate the ways in which Jesus gives hope to the world through his life, death and resurrection explore Jesus ministry as presented in the Gospels for Level 4 Units in the Jesus Christ Strand 1. Jesus is the Son of God, the Chosen One whom God promised. 2. In his life, death and resurrection Jesus reveals the saving love of God and gives hope to the world. 3. Jesus identified with the poor, the lonely, the sick and the outcast. 4. The Holy Spirit, gift of Jesus, inspires and renews the Church community to live as Jesus did. 5. The Holy Spirit gifts us and enables us to act with wisdom, understanding, right judgement, courage, knowledge, reverence, wonder and awe , , 709, , 737, , 1831, 1832 The Birth of Jesus the Messiah This unit examines the importance of stories. In particular, the story of the birth of Jesus from the Gospel of Matthew is studied. Its symbolic value is explored and the implications of the Christmas event are named Appreciate the significance of family stories in our lives. 2. Describe the expectations that the Jewish people had regarding the Messiah by exploring the links to the Old Testament in Matthew s Gospel. 3. Explain the message conveyed by Matthew s story of the birth of Jesus to his community and to us today. 17

18 Feasts of the Christmas Season This unit examines the feasts and celebrations within the Christmas season. The unit explores the season of Christmas, in particular the feasts that follow Christmas within the first Octave through to the second Octave, with the Epiphany. What was the Message of John the Baptist In exploring the readings students will see that John the Baptist answered the call of God to prepare the way for the coming of our saviour Jesus Christ. How Can Lent Transform Our Lives? In this unit students explore Lent as a season of the Church's liturgical year. Through exploring the appropriate readings for Years A, B or C for the Sundays in Lent, they will come to see that the mystery of the life and death of Jesus has meaning for our lives. The Risen Christ In this unit students will reflect on the mystery of the resurrection by entering the experience through the eyes of the disciples who first gave witness to Jesus risen presence amongst them. They will also explore ways they integrate the resurrection experience into their own lives Identify the major feasts of the season of Christmas: Christmas Day, the Feast of the Mother of God, the Feast of the Holy Family, and the Epiphany. 2. Explain the significance of the feasts of the Christmas season. 3. Interpret the meaning of the metaphor, Jesus as light. 4. Display knowledge of Scripture taught Identify how John the Baptist responded to God s call to proclaim the promise of the Saviour and challenged individuals to conversion. 2. Build a profile of John the Baptist from Scripture in order to identify the role he played in the life and mission of Jesus. 3. Recognise that God s promise challenges them to deepen their understanding of the Good News and calls them to participate more fully in the life of the Church Identify themes in the Gospel readings for the Sundays in Lent. 2. Appreciate that life experiences can be transforming.. 3. Identify ways in which they can deepen their relationship with God Identify how Jesus followers responded to his death and risen life amongst them. 2. Identify ways they can give witness to the presence of the risen Christ through their words and actions. 3. Display knowledge of Scripture taught. 18

19 Jesus Christ - Level 5 Knowledge and Understanding Articulate ways in which Jesus Christ offers hope to the world and challenges us to discipleship. Reasoning and responding Reflect on how Jesus offers hope to us in our world today, in order to define ways in which we can respond to his message. Personal and communal engagement Students will: Plan and implement ways in which the Reign of God can be expressed practically through personal, class or College action in our community. explore how the concept of the Reign of God shaped the life and mission of Jesus. identify the ways in which Jesus Christ challenges us to discipleship investigate the Reign of God and how it is expressed through action in the world today. for Level 5 Units in the Jesus Christ Strand 1. Jesus Christ showed us, in the way he lived for others, that he is God s Word revealing who God is, and how God wants us to live. 2. Jesus Christ lived in a particular historical, social, political and religious context. 3. Jesus Christ lived and proclaimed the values of the Reign of God. He challenges us to discipleship. 4. Jesus Christ relates to others, especially the poor, with justice and compassion. 5. The Reign of God implies right relationships between humans and the natural world. How Can We Make A Difference In this unit students are introduced to the concept of the Reign of God through a study of the way Jesus lived his life. They explore some of the foundational ideas of the Reign of God. Students will identify realistic and practical ways in which they can live the Reign of God in the world today. 1, 2, 3, 4, , , Describe and explain how the concept of the Reign of God shaped the life and mission of Jesus. 2. Investigate the Reign of God in the world today. 3. Reflect critically on how the Reign of God can be expressed in a practical way through action in the world. 19

20 Jesus Christ - Level 6 Students should be able to examine and analyse different images of, and insights into, the mystery of the life, death and resurrection of Jesus Christ. explore and analyse different images of, and insights into, the mystery of the life, death and resurrection of Jesus Christ. study the central Christian belief in the resurrection of Jesus as the foundation of Christian hope. study Church teachings on death and eternal life deepening their understanding of how for Christians, death has been transformed by Jesus. for Level 6 Units in the Jesus Christ Strand 1. Jesus Christ is understood and portrayed in many different ways in the rich history of the Christian tradition. 2. Jesus Christ s message of salvation in the Gospel is one of conversion, hope, liberation and universal love. 3. Jesus Christ challenges us to recognise the selfishness, greed and unjust structures which are manifestations of sin in the world. 4. Jesus Christ, through the Holy Spirit, is the source of the Church s unity. Death and New Life In this unit students will examine the central Christian belief in the resurrection of Jesus as the foundation of Christian hope. Through a study of Church teachings on death and eternal life, students will deepen their understanding of how, for Christians, death has been transformed by Jesus. Students will develop an awareness of the grief process and examine Christian funeral rites and practices within the context of Christian hope and belief in eternal life and the Kingdom of God. 2 40, 42, 53, 94, 158, 174, , Examine texts that illustrate the struggles of the early Christian community to express the significance of the resurrection of Jesus. 2. Explore symbols, images and concepts from the Christian tradition that convey the Christian hope of fullness of life with God. 3. Analyse the ways in which the Christian view of human destiny is expressed in the rites and practices of Christian burial. 4. Articulate the relevance of the Easter experience, namely the life, death and resurrection of Jesus, to their own lives. 20

21 Jesus Christ - Post Compulsory Investigate and evaluate understandings of the mystery of Jesus Christ expressed in the theological perspectives that offer meaning to human life. for Post Compulsory Units in the Jesus Christ Strand 1. Jesus Christ, Word made Flesh, is truly human and truly divine. 2. Christian theology names the mystery of Christ in a variety of ways. 3. Jesus Christ is central to the Christian s search for meaning and identity. 4. The reality of evil challenges our understanding of God. 5. God calls people to oppose evil in all its manifestations. 6. Jesus Christ calls us to work for the liberation of all. Who is Jesus of History, Christ of Faith? In this unit students examine and consider the identity and 1, 2, 3, 4, 5 mission of Jesus of Nazareth as revealed in the Gospels. In addition, through a study of credal statements and the Church's Tradition they explore insights into what it means to call Jesus of Nazareth, the Christ of Faith , , , Research, describe and analyse a range of scriptural perspectives on the identity and mission of Jesus of Nazareth. 2. Access and utilise source materials to show developments in Christology, the Christian community's understanding of the historical Jesus and the Christ of Faith. 3. Express personal understandings, beliefs and questions about Jesus Christ. 4. Communicate understandings and responses in a variety of ways, using appropriate religious language and choosing media appropriate to the content and the audience. 21

22 Recognise that they are loved by many people and by God. Begin to address God as Father, Son and Holy Spirit. begin to understand God as creator develop an understanding that God loves us and is with us all the time explore the links between love of family and love of God begin to have the opportunity to express their image of God. GOD: Trinity of Persons, Creator, Communion of Love. God - Level 1 for Level 1 Units in the God Strand 1. God is loving creator and continues to give life. 2. God loves each of us. 3. God is always with us. 4. God is experienced in other people s love for us. 5. God invites us to respond in love. 6. God is known as Father, Son and Holy Spirit. How Do I Know God Loves Me? In this unit students will explore a range of understandings about God. They will be given opportunities to explore images of God. They will come to understand that God s love for them is revealed through their families, friends and creation and they will be given opportunities to give thanks for all these gifts. 4, 5, 6 239, 337, , , 205, , , 244, 683, Identify the people in their lives who love them. 2. Identify people, actions and things in creation that show the love of God. 3. Display knowledge of Scripture taught. 4. Express how they think God shows love for them. 22

23 God - Level 2 Recognise God as giver of all that is good, experienced in people and the world around us. Express God as a Trinity of persons: Father, Son and Holy Spirit. explore experiences that show other people s love for us and how we can love others explore why it is important to care for the world that God created encourage children to take responsibility for the care of the world God created be introduced to the Trinity: Father, Son and Holy Spirit. for Level 2 Units in the God Strand 1. God is loving creator and continues to give life. 2. God loves each of us. 3. God is always with us. 4. God is experienced in other people s love for us. 5. God invites us to respond in love. 6. God is known as Father, Son and Holy Spirit. Our Place in God s Creation In this unit the students will focus on exploring the wonders of creation and to grow in appreciation of the wonder of our Creator God. 239, 337, , , 205, , , 244, 683,684 1, 4, 5, 6 1. Describe how different senses can be used to experience and appreciate our world. 2. Identify activities that show care for God s creation. 3. Recognise God as Father, Son and Holy Spirit (Trinity). 4. Respond to the expression and God saw that it was good from Genesis Display knowledge of Scripture taught. 23

24 God - Level 3 Recognise that God is revealed in the wonder and work of creation which includes us. explore creation stories deepen their understanding of the way they can care for the world consider how we are created in the image of God reflect on the wonder and beauty of God s presence in people and the world around us reflect on how members of the Christian community are called to live in harmony with themselves, others and the earth. for Level 3 Units in the God Strand 1. We are created in God s image. 2. The Scriptures contain many stories and images which give us some insights about the mystery of God. 3. God trusts,loves and forgives us. 4. God calls us to reach out in love to each other. 5. We are gifted and graced, able to share in the transforming life of God. 6. The Holy Spirit enables us to live in communion with God and others. For Creation, Praise In this unit students will gain a deeper understanding of how we can come to know God through our appreciation of nature and recognise God s divine presence in the wonder and work of creation. Because God s creation is good we called to take up our responsibility to care for and to conserve our world. 41, 355, , 101, , 214, 219, 220, , 1825, , 2003, , 734, 735, 736 1, 2, 5 1. Retell the first creation story from Genesis. 2. Appreciate that nature reveals the power, beauty, wisdom and creativity of God. 3. Identify ways they can be stewards of God s creation. 4. Develop an awareness that their God-given creativity can be used for the benefit of others and their world. Christmas the Message of Joy and Peace In this unit students will be given the opportunity to explore Christmas as a time to celebrate the birth of Jesus Christ, God s Son, where the main message is one of joy and peace. They will be encouraged to recognise that as members of a Christian community we are called to share this message with those in the wider world by showing goodwill to each other. 2, 4 1. Demonstrate an understanding of the reasons Christians gather together and celebrate the birth of God s son, Jesus Christ. 2. Describe some of the ways that families, Church, and society celebrate and promote the peace and joy of Christmas. 3. Describe various actions that will foster the Christmas spirit of peace and joy in contemporary society. 4. Display knowledge of Scripture taught. 24

25 God - Level 4 Interpret the stories of Creation and their message for us today. Recognise the Trinity as One God the Father, Son and Holy Spirit. Investigate creation stories and explore ways in which God is revealed reflect on the presence of God in creation and consider the implications of their call to responsible stewardship deepen their understanding of God as Trinity for Level 4 Units in the God Strand 1. God entrusts us with the world and with the responsibility to reverence, nurture, restore and celebrate life. 2. The Reign of God is revealed through Jesus ministry of reconciliation, healing, justice and peace. 3. God s life and love are active in our world enabling us to live fully in the present and come to enjoy eternal life. 4. We are challenged to create and renew our world enlivened by the Holy Spirit 5. Our God is One Father, Son and Holy Spirit who live in love. Harmony in Creation, Our Responsibility This unit will focus on the revelation of God through all of creation. In it students will explore how God s creative act invites us to shape our lives, relationships and world by reaching out and actively responding to the call to be cocreators. The loving relationship of the Trinity the communion of love - calls us to live in loving relationship with God and others. 1, 3, , 353, , 2415, , Demonstrate an appreciation of the wonder, beauty and mystery of creation. 2. Identify how creation is described in Genesis 1 and Genesis Identify ways in which we can work towards living in harmony with creation and all people, through a responsible use of science, technology and resources. 25

26 God - Level 5 Knowledge and Understanding Demonstrate an understanding of God s presence as revealed through Jesus words and actions. Reasoning and responding Reflect on Trinity of Persons in God: the Father, the Son and Holy Spirit. Personal and communal engagement Examine how faith in the Triune God influences our lives. understand that Jesus is an historical figure i.e. Jesus was of his time and in his time. recognise that Jesus words and actions reveal God to us. recognise that we honour our creator God by caring for God s creation explore the profound mystery of God through the concept of Trinity as loving relationship. for Level 5 Units in the God Strand 1. God reaches out to us in love. God calls us to relationship. 2. Jesus reveals the triune God. Through the Holy Spirit we grow in understanding of this mystery. 3. Through God s covenant with Israel, God entered into a covenant with humankind. Jesus life is a model for us of covenant love. 4. Our relationship with God is damaged through sin when we choose to live for ourselves at the expense of others. 5. Jesus Christ reveals the forgiveness and mercy of God. 6. We honour our Creator God by caring for all living things and for our environment. Jesus, the Human Face of God Students will examine how Jesus, Word made flesh, reveals to us the human face of God. Jesus shows us what it means to be in loving relationship with God and with each other. Jesus shows us who God is and what it means to be human. 1, 2, 3, 5, 6 30, , , Determine what Jesus words and actions tell us about God. 2. Articulate the characteristics of a loving relationship as evidenced by Jesus in the Gospels primarily with people but also in caring for creation, thus exploring our relationship with generations yet to come and those who have gone before us. 3. Understand that Jesus was an historical figure i.e. Jesus was of his time and in his time. 4. Investigate what the concept of the Trinity communicates about the mystery of God. 26

27 God - Level 6 The students should be able to explore and identify the ways in which humankind recognises God who desires fullness of life for all creation. examine the contribution that Christianity makes to understanding the place of nature in God s plan and the development of an attitude of stewardship towards the environment. for Level 6 Units in the God Strand 1. God inspires and enables us to work towards the coming of the Reign of God. 2. God s life-giving grace is experienced in our lives, in the Church and in the world. 3. All the experiences of everyday life can draw us to God. 4. The gift of God s life empowers us work for the Reign of God. Stewardship Students will examine the contribution that Christianity makes to understanding the place of nature in God s plan and the development of an attitude of stewardship towards the environment. 1, 2, , 737, , Show that scripture and tradition offer a basis for ecological ethics and action. 2. Investigate the relationship between image of God and attitude to creation. 3. Evaluate how the naming God as creator can be interpreted within a scientific worldview. 4. Justify and describe a Christian response to a contemporary ecological crisis. 27

28 God - Post Compulsory Examine the complexities of the human response to the revelation of God s love and truth in human experience, in Jesus Christ, in Scripture and tradition and in other religious traditions. for Post Compulsory Units in God the Strand 1. God, who is holy mystery, is revealed in and through creation, human experience, Scripture and the developing tradition of the Church. 2. God s grace brings us life and inspires us to goodness. 3. Jesus life, death and resurrection give meaning to suffering and death. 4. Human destiny finds its fulfillment in God. 5. The Trinity is a community of love, inviting us to a relationship of love with God, humanity and the world. Imaging God This unit explores how religion and religious ideas are presented in art, architecture, music, dance, drama, literature and film. The theological perspective conveyed in various arts works will be examined in the light of associated historical and societal perspectives. In this unit students will be exposed to the ways that the arts present religious ideas, express religious sentiment, engage in prayer, and challenge religious ideas. 50, , 234, 257, 259 1, 2, 3, 4, 5 1. Investigate the ways in which religion and religious ideas are presented in various art forms. Identify the historical and social concerns of the time. 2. Identify the potential for personal religious experience through engaging in, and reflecting on, the arts. 28

29 CHURCH: Body of Christ, community of disciples, witness to unity and justice. Describe ways they celebrate with other members of the Church community. Church - Level 1 begin to explore their experiences of belonging and of being welcomed learn about ways they belong to the family of God - the Church develop an understanding that through Baptism we become members of the Church community begin to reflect that they are members of a wider Christian community God s family. for Level 1 Units in the Church Strand 1. Jesus invites people to be part of the Church. 2. The Church is a believing, welcoming, serving, caring and celebrating community. 3. The Church is a community that celebrates and shares God s love. 4. The Church is a community that listens and responds to the Good News of Jesus. 5. Through Baptism people become members of the Church. Our Church In this unit students will discover that people belong to the Church. They will begin to develop an understanding of Church as a welcoming and caring community that gathers together to celebrate. 831, , 752, 764, 775, , , , 2, 3 1. Describe the concept of belonging as it relates to family, school, parish and community. 2. Identify a variety of people who belong to the Church. 3. Identify ways in which we celebrate as the Church. 4. Display knowledge of Scripture taught. 5. Express an awareness that belonging to different groups is an important part of their life. 29

30 Church - Level 2 Recognise God as giver of all that is good, experienced in people and the world around us. Express God as a Trinity of persons: Father, Son and Holy Spirit. explore experiences that show other people s love for us and how we can love others explore why it is important to care for the world that God created encourage children to take responsibility for the care of the world God created be introduced to the Trinity: Father, Son and Holy Spirit. for Level 2 Units in the Church Strand 1. Jesus invites people to be part of the Church. 2. The Church is a believing, welcoming, serving, caring and celebrating community. 3. The Church is a community that celebrates and shares God s love. 4. The Church is a community that listens and responds to the Good News of Jesus. 5. Through Baptism people become members of the Church. What is Baptism? In this unit the students will focus upon the Church, into which all are welcomed at the time of Baptism. As a community of God s people, we are called to follow Jesus, who lived God s Way and proclaimed God s Word to all. 831, , 752, 764, 775, , , , 2, 4, 5, 1. Name symbols and actions that are part of the celebration of Baptism. 2. Identify Baptism as the sacrament that initiates them into the Church family. 3. Display knowledge of Scripture taught. 4. Express how they show they belong to the Church family. Pentecost In this unit students will explore the role of the Spirit in the mission of the Church. They will become familiar with the coming of the Holy Spirit at Pentecost, a time to celebrate the Church s beginning. Students will learn how Jesus sent his Holy Spirit to the disciples, just as he had promised to do. 3, 4 1. Retell The Coming of the Holy Spirit from Luke s Acts 2: Give examples of actions and words that reveal the Holy Spirit at work. 3. Recognise that Pentecost celebrates the beginning of the Church. 4. Identify personal actions that show the fruits of the spirit. 30

31 Church - Level 3 Identify the Church as a community that throughout the liturgical year celebrates the mission, life, death and resurrection of Jesus. explore the feasts and seasons of the liturgical year investigate Church as community in both the local and global context learn about the Pentecost event and its significance for the Church understand the importance of Mary in the Church because she responded to God s invitation to be the mother of Jesus be provided with the opportunities to promote their active participation in the Church community. for Level 3 Units in the Church Strand 1. The Church is a community of believers called to celebrate and make present the ministry of Jesus. 2. The Church celebrates Jesus life, death and resurrection in the many feasts and seasons of the liturgical year. 3. The Church is empowered by the Holy Spirit to witness to unity and justice. Community of Believers In this unit students will be invited to discover ways in which they can contribute to the Church - through actions of unity and justice. They will be encouraged to recognise ways in which the Holy Spirit empowers them to live, work and love like Jesus. They will be given opportunities to identify the different ways in which the Church community proclaims the Good News. Christmas the Promise Fulfilled In this unit students will explore how Christmas is a fulfilment of God s promise and a time to celebrate Jesus birth. At Christmas we celebrate Jesus with us today by living lives of love and service to others. 737, 738, , , 3 1. Name some of the ministries that exist within their local Church community. 2. Identify the ways in which Jesus encouraged his followers to live. 3. Describe ways in which the Holy Spirit is active in the community of believers. 4. Display knowledge of Scripture taught. 1, 2 1. Understand the concept of promise. 2. Explain ways in which Scripture depicts various characters preparing for and responding to the birth of Jesus. 3. Recognise how Jesus was the fulfilment of God s promise. 4. Propose ways they can live lives of love and service, and continue to reveal God to the world. How Do We Prepare for Easter? In this unit the students are introduced to the period of Lent and Easter as seasons in the Church s liturgical year and are given the opportunity to explore how the community prepares for Easter through prayer, penance and good works. Students will be encouraged through the events of Holy Week to remember and celebrate the life, death and resurrection of Jesus, and come to recognise Easter as the most important event in the Church year. 1, 2 1. Identify how the community prepares for Easter through prayer, penance and almsgiving during the liturgical season of Lent. 2. Describe the events of Holy Week as depicted in Scripture. 3. Identify some of the special rituals that take place during Lent and Holy Week ceremonies. 4. Provide a personal response to how as children of God they can prepare for Easter. 31

32 Celebrating the Gift of the Spirit In this unit students will explore the role of the Spirit in the mission of the Church. They will reflect upon Pentecost as a special feast of the Church for people who celebrate and proclaim the message of Jesus. 1, 2, 3 1. Identify how the presence of the Holy Spirit was experienced in the Early Church. 2. Identify ways the Holy Spirit is present in the Church and its members today. 3. Display knowledge of Scripture taught. 4. Appreciate the gifts of the Holy Spirit. 32

33 Church - Level 4 Demonstrate their knowledge and understanding of significant events and people in the history of the Church in Australia. Identify examples of the Holy Spirit at work in the early Church, in the Church today and in the world. build on their understanding of the significance of Pentecost as the beginning of the Church learn about some of the people and events that have contributed to the history of the Church in Australia investigate some of the ways in which their diocese and parish contribute to the mission of the universal Church explore some of the key beliefs and practices of the Catholic Church. for Level 4 Units in the Church Strand 1. The Church is empowered by the Holy Spirit and founded on the living faith of the early Christians. 2. At Pentecost the Church celebrates her beginnings and renews her mission to live the Reign of God. 3. The Church honours and prays to Mary, Mother of God, and to inspirational people from all ages who have carried forward the mission of Jesus 4. Our local Church community, led by the Bishop, is committed to the mission of the universal Church. 5. The universal Church is united through the ministry of the Pope, successor of St Peter, and Bishop of Rome. The Church in Australia In this unit students will explore the development of the early Australian Church and the lives of those inspired men and women who carried forward the mission of Jesus. 765, 767, , 732, 767, 768, , , , 861, 882 3, 4, 5 1. Identify the men and women who, with the help of the Holy Spirit, shaped and inspired the development of the Australian Catholic Church. 2. Recount the story of one significant Australian Catholic, exploring how their faith enabled them to carry out their mission. 3. Know the story of their parish community which is situated in the Diocese of Sale. 4. Display knowledge of Scripture taught. 5. Provide a personal reflection about an inspirational person who has worked for the Catholic Church in Australia 33

34 Pentecost Celebrating the Spirit This unit explores the liturgical celebration of Pentecost as the coming of the Spirit to the followers of Jesus. Students will develop an understanding of fire, wind and tongues as the symbols of Pentecost taken from the Hebrew Scriptures. The students will develop an understanding of the promise Jesus made to his disciples to send the Holy Spirit to help them carry on his mission. Empowered by the Spirit This unit explores the liturgical celebration of Pentecost as the coming of the Spirit to the followers of Jesus. Students will develop an understanding of fire, wind and tongues as the symbols of Pentecost taken from the Hebrew Scriptures. The students will develop an understanding of the promise Jesus made to his disciples to send the Holy Spirit to help them carry on his mission. The students together with the Church community are challenged to use the gifts of the Holy Spirit in order to minister and serve. Mary in the Advent Scriptures In this unit students will explore the readings of the season of Advent. In exploring the readings students will see that Mary responded to God s call in faith and love and that they are challenged to do the same. 1, 2 1. Identify the meaning of the feast of Pentecost. 2. Identify the role the Holy Spirit played in the lives of early Christians. 3. Describe the ways in which the Holy Spirit is active in today s world. 4. Display knowledge of Scripture taught. 1, 2 1. Identify some of the historical background to the feast of Pentecost. 2. Identify the Holy Spirit at work in the lives of early Christians. 3. Know that in the sacrament of Confirmation they renew their baptismal promises and affirm the presence of the Holy Spirit in their lives. 4. Describe the ways in which the Holy Spirit is active in our lives and in the world today. 5. Display knowledge of Scripture taught Appreciate that Mary responded to God s call in faith and love. 2. Recognise that God works through people such as Mary and the saints who are role models for us. 3. Identify ways in which individuals are called to various ministries of service within the Church and society. 4. Recognise Mary as a key figure in Advent. 5. Display knowledge of Scripture taught. 34

35 Church - Level 5 Knowledge and Understanding Identify and describe how the Church is missionary in nature, and has various rites and cultural traditions. Reasoning and responding Identify and synthesize information from Scripture in order to compare life as a Christian in the early Church with life in the contemporary Church. Personal and communal engagement Investigate, plan, (participate) a liturgy/ritual highlighting elements that have their origins from the time of the early Church. learn about the missionary nature of the Church. explore the Pentecost experience as described in Scripture, its significance for the people of the day and for people now explore the characteristics of the early Church and compare them to those of the contemporary Church reflect on ways that the ideals of the early Christian community can be expressed both personally and communally. for Level 5 Units in the Church Strand 1. The Holy Spirit inspires and guides the life and mission of the Church in the world. 2. The risen Jesus commissions disciples for service in the world. 3. The missionary and prophetic nature of the Church is revealed in human and Church history. 4. Through cooperation and dialogue, the Church recognises the presence of God in diverse cultures and traditions. 5. Life, prayer and worship of the church are expressed in diverse cultural ways. How Do We Experience Community? In this unit students study the development of the early church and the experiences of the Christian community. After studying the early church, the students critically reflect upon their local church and consider ways of expressing the ideals of the early Christian community in today s world , 764, 782, , , 2, 3 1. Describe the events that led to the formation of the early Christian community. 2. Critically reflect upon the characteristics of the early faith community. 3. Compare and contrast the characteristics of the early church and the local church. 4. Report on ways that the ideals of the early Christian community can be expressed both personally and communally. 35

36 Church - Level 6 The students should be able to investigate the nature of the Church, its structures and role in society. investigate some major events in Church history that have shaped the Church in our society today. explore the influence of the wider Australian society and its history on the formation of the Catholic Church in Australia. for Level 6 Units in the Church Strand 1. A variety of images and models can be used to express the nature of the Church. 2. Christians are called to engage in the renewal of the Church for the transformation of the world. 3. The Church is called to participate in Jesus healing and reconciling ministry. 4. The Church as a prophetic community proclaims the Word and calls the community to worship and service. 5. The Church is called to dialogue and cooperate with other Christian traditions and religions of the world. 6. The story of the Australian Church inspires us to participate more fully in the life of the universal Church. The Church Through Time Students will investigate some major events in Church history that have shaped the Church in our society today. They will examine the impact of the Reformation in reshaping the structure of the Church, and explore the impact Australian society and history has had in forming the Australian Catholic Church , 1879, , 898, 899, , , 2, 3, 4, 5, 6 1. Investigate the models of the Catholic Church pre and post Protestant Reformation. 2. Analyse the events which led to the Catholic Reformation and judge the significance of these events in forming the Catholic Church today. 3. Outline the major events, personalities and groups contributing to the emergence and development of the Catholic Church in Australia. 4. Describe the experiences of ordinary Catholics, including indigenous Australians, as the Australian Catholic Church grew and developed. 5. Name some of the issues and challenges which confront the Catholic Church in Australia today. 36

37 SACRAMENTS: Effective signs of Christ s saving presence, communal celebrations of Christian identity. Sacraments - Level 1 Begin to understand that all creation is a gift from God that tells us about who God is. begin to understand that God is present in the people and the world around them express their curiosity, wonder and awe about the world around them consider their responsibility for caring for the world God created. for Level 1 Units in the Sacraments Strand 1. We celebrate the wonder and beauty of God s presence in people and the world around us. 2. The sacraments are special celebrations in the life of the Church. 3. We celebrate God s healing forgiveness through the Sacrament of Penance. 4. Penance celebrates our reconciliation with God and others and God s forgiveness of sin. I Care for God s World In this unit students will begin to appreciate and express wonder at God s creation. They will be introduced to the fact that they have certain responsibilities to live in harmony with creation. 337, , , Describe objects, actions or scenes that are beautiful and wondrous. 2. Express appreciation for God s gifts through celebrations of song and prayer. 3. Identify ways in which they can care for God s world. 4. Display knowledge of Scripture taught. 37

38 Sacraments - Level 2 Recognise Sacraments of Initiation and Healing as celebrations in the life of the Church. begin to understand that sacraments are special celebrations in the life of the Church become familiar with the celebrations and rituals associated with the Sacraments of Initiation and Healing learn that Marriage and Holy Orders are Sacraments of Commitment for Level 2 Units in the Sacraments Strand 1. We celebrate the wonder and beauty of God s presence in people and the world around us. 2. The sacraments are special celebrations in the life of the Church. 3. We celebrate God s healing forgiveness through the Sacrament of Penance. 4. Penance celebrates our reconciliation with God and others and God s forgiveness of sin. Sacraments are Special Celebrations In this unit students will develop a greater understanding of celebration. They will explore the different ways we celebrate God in our lives: through the world around us, through people and in a unique way through the Sacraments of the Church. 337, , , , 2 1. Describe how family and friends show God s love for them. 2. Recall stories of celebrations in their lives. 3. Recognise that sacraments are special celebrations in the life of the Church. 4. Display knowledge of Scripture taught. Jesus Helps Me to Choose In this unit the students will prepare for the Sacrament of Penance. The students will be guided to a deeper awareness of God's presence in people and the world. Through experiences of healing and forgiveness, the students may come to know God more fully. 3, 4 1. Appreciate that God always forgives them. 2. Identify the Sacrament of Penance as the Church's celebration of God's peace and forgiveness. 3. Identify some of the words, actions and prayers associated with the Sacrament of Penance. 4. Display knowledge of Scripture taught. 38

39 Sacraments - Level 3 Identify and explain the rituals and symbols of the Sacraments of Initiation and a Sacrament of Healing. investigate how the Sacraments of Baptism, Confirmation and Eucharist celebrate our initiation into the Church explore the Sacraments of Healing and how they demonstrate the richness of God s love explore how Jesus is present in the celebration of the Eucharist. for Level 3 Units in the Sacraments Strand 1. In the sacraments we celebrate the presence of the Holy Spirit in our lives. 2. Baptism, Confirmation and Eucharist celebrate our initiation into the Church. 3. We celebrate God s healing forgiveness through the Sacrament of Penance and the anointing of the sick. 4. The Sacrament of Eucharist celebrates the presence of Jesus: the community remembers what Jesus did; offers sacrifice; gives thanks; shares a meal; and is called to service. 5. We celebrate the wonder and beauty of God s presence in people and the world around us - sacramentality , 1285, , 1422, , 1329, 1330, , 33, 339,340 Jesus Models Forgiveness In this unit students will be given an opportunity to reflect that through sin we harm our relationship with self, others and God. They will learn that Jesus teaches us about healing, forgiveness and reconciliation. Through the Scriptures the students will come to know Jesus loving acceptance off others. The sacrament of Penance celebrates God s mercy and reconciles us with ourselves, the church, others and God. Sacraments of Initiation Eucharist In this unit students will be introduced to the idea that when the community of believers the Church celebrates a sacrament, God is present in the celebration. The place of the Sacraments of Initiation Baptism, Confirmation and Eucharist as the basis for Christian life in the Catholic Tradition will be reinforced. 1, 3 1. Identify the message of forgiveness and reconciliation in the parable of The Prodigal and His Brother, Lk 15: Identify the steps of reconciliation: we remember God s love for us, we admit responsibility and we say sorry, we receive forgiveness and make amends. 3. Celebrate reconciliation in their lives. 4. Identify how forgiveness is an important part of building community. 1, 2, 4 1. Describe ways that Jesus is present when we celebrate Eucharist. 2. Recognise that the Eucharist is a special meal recalling the events of the Last Supper on the first Holy Thursday. 3. Describe the two main parts of the Eucharistic celebration the Liturgy of the Word and the Liturgy of the Eucharist. 4. Explain some of the symbols and rituals of the principle rites of the Mass. 5. Display knowledge of Scripture taught. 6. Provide a personal response to the importance of Eucharist/Mass/Liturgies 39

40 Sacraments of Initiation Confirmation In this unit students will be introduced to the idea that when the community of believers the Church celebrates a sacrament, God is present in the celebration. The place of the Sacraments of Initiation Baptism, Confirmation and Eucharist the basis for Christian life in the Catholic Tradition will be reinforced and how we and others use the gifts of the Spirit to bring about the Reign of God. 1, 2 1. Recognise Baptism, Confirmation and Eucharist as Sacraments of Initiation. 2. Identify how people use the gifts of the Spirit for the Church and how we could also do this. 3. Name and explain the symbols associated with the Sacraments of Baptism and Confirmation. 4. Display knowledge of Scripture taught. 40

41 Identify the role of the seven Sacraments of the Catholic Church. Sacraments - Level 4 learn about the seven sacraments of the Church explore the signs, symbols and rituals of Sacramental celebrations develop an understanding of the way in which the sacraments call us to ministry and service through the sacraments prepare and celebrate liturgies and rituals. for Level 4 Units in the Sacraments Strand 1. Sacraments are celebrations in ritual, sign, symbol and word of the risen Christ with us. 2. A sacramental Church nourishes and celebrates key moments of our lives. 3. Through the sacraments we are challenged to ministry and service. 4. Through the Sacrament of Confirmation we are sealed with the gifts of the Holy Spirit , 1210, , 1293, Sacraments of the Church In this unit students focus on sacraments as a sign through which the Christian community celebrates God's loving presence. They will look at each of the seven sacraments and the importance of each one in the Catholic context. Students will look at the appropriate rituals and symbols associated with each sacrament. Called and Confirmed In this unit students will explore the presence of the Spirit in our lives, in the Church and in the wider community. The unit enables a focus on the Spirit filled reality of our baptismal commitment. In Confirmation the renewal of the baptismal promises and the sealing of the gift of the Holy Spirit received in Baptism provide a close link between these two sacraments. Through the Sacraments of Initiation there is a responsibility for all Christians to respond to the call to be missionary to proclaim the Good News in everyday life. 1, 2 1. Explain the symbols, words and actions of each sacrament. 2. Identify the purpose of each sacrament 3. Display knowledge of Scripture taught 4. Appreciate the importance of the Sacraments of the Church 3, 4 1. Identify key features in the rite of Confirmation. 2. Deepen their understanding of the personal implications of being initiated into the Christian community through the Sacrament of Confirmation. 3. Recognise that they are challenged to proclaim the Good News through ministry and service, giving witness to gifts of the Holy Spirit. 4. Identify people who exemplify the call to witness. 5. Identify the gifts of the Holy Spirit given to us at Baptism and affirmed in us at Confirmation. 6. Display knowledge of Scripture taught. 41

42 Sacraments - Level 5 Knowledge and Understanding Demonstrate an understanding of ritual, sign, symbol and word through which the presence of God is experienced in the Christian community. Reasoning and responding Reflect on how the sacraments point to the presence and action of God in the world. Personal and communal engagement Use signs and symbols to create a liturgy/ritual. learn that the sacramental presence of God is expressed in the Christian community through ritual, sign, symbol and word develop an understanding of the Sacraments of initiation, healing and service. celebrate the sacramental presence of God in the world through liturgy and rituals for Level 5 Units in the Sacraments Strand 1. The presence of God can be discerned in creation. 2. The celebration of the sacraments is fundamental to the life of the Christian community. 3. Each sacrament has its own history, symbols and rituals. 4. Baptism is the foundation of the whole Christian life, the gateway to life in the Spirit. How Do We Celebrate? This unit explores the meaning of Sacraments as the experience of the presence of God in the world and in the lives of the students. In examining the nature, role and ritual celebration of the Sacraments, an emphasis is given to the sense of Christian community expressed through ritual, sign, symbol and word. This calls the students to active participation in the liturgical life of the Church. 32, , , 2, 3 1. Understand the meaning and purpose of sacraments as ritual celebrations of key events and transitions in life and as revelatory of the nature of God s relationship with us. 2. Appreciate the sacramental presence of God in the world. 3. Demonstrate an understanding of the Sacraments of initiation, healing and service as important rituals in the life of the individual and the Christian community. 42

43 Sacraments - Level 6 Understand, explain and appreciate Eucharist as an action of the Christian community: reconciling, renewing and calling it to action. study the signs, symbols, rituals and structure of the Eucharist, focusing on the communal nature of the Sacrament and exploring ways of living out the Eucharist in daily life. for Level 6 Units in the Sacraments Strand 1. The Eucharist is the source and summit of the Christian life. 2. The Eucharist celebrates reconciliation, healing and unity. 3. The Eucharist calls Christians to service and to living justly. 4. The Church uses signs, symbols, rituals and word to express the experience of God s Spirit in our lives. 5. The Eucharist celebrates the unique relationship of Jesus with God. 6. The grace and beauty of God in creation is life giving and inspires us to goodness. Eucharist Source of Life Through a study of the signs, symbols, rituals and word of the Eucharist, students will focus on the communal nature of Eucharist and explore ways of living out the Eucharist in daily life , , , 288, 291, 293 1, 2, 3, 4, 5 1. Identify structural components of the Eucharist i.e. ritual and their connection to ordinary events of life. 2. Investigate and explore the meaning of key signs, symbols and rituals used in the Eucharist. 3. Understand the significant place of Scripture in the celebration and living out of Eucharist. 4. Articulate the relationship between the Eucharist and the everyday action of believers who are called to reconcile, renew and serve. 43

44 Analyse and evaluate the sacramental nature of Christian lives. Sacraments - Post Compulsory for Post Compulsory Units in the Sacraments Strand 1. The Church, challenges us to witness to the presence of God. 2. God s grace is made manifest wherever people strive for life-giving experiences of justice, freedom, truth and love. 3. Matrimony and Holy Orders celebrate the vocational call to serve the community in love, commitment and creativity. 4. Through Baptism, all Christians are called to be prophetic witnesses to the transforming action of God in human life. Living as a Christian Today In this unit students will explore vocation, what it means to live and work as a Christian in today s world, in the light of Sacred Scripture and the Catholic Tradition. They will investigate the issues arising from the right to meaningful work and leisure. They will become familiar with the sacraments of Matrimony and Holy Orders, a single way of life, and ordained and nonordained ministries, as expressions of mission in the service of the Church. 2, 3, , Describe and analyse the meaning of vocation in the Christian context. 2. Critically reflect on issues that arise out of the human right to engage in meaningful work and leisure, e.g. unemployment, injustice in the workplace, morality and leisure, and the Christian work ethic. 3. Recognise the understanding of work, leisure, ministry and service that is affirmed in the Scriptures and Catholic Tradition. 4. Articulate the history and nature of the sacraments of Matrimony and Holy Orders. 5. Understand how the married and single states in life and the ordained and non-ordained ministries within the Church are expressions of service. 6. Explore Mary s story and the different ways you can interpret her life as vocational. 44

45 SCRIPTURE: Word of God, alive and active, foundational story of Christianity. Scripture - Level 1 Recognise the Bible as the Christian s most important book which contains many stories of God s love. be introduced to the Bible explore New Testament stories that describe the life of Jesus and his disciples make connections between the stories of Jesus found in Scripture and their lives. for Level 1 Units in the Scripture Strand 1. The Scriptures tell us about God s love for us and we learn from and pray with them. 2. The Gospels are part of the New Testament and tell us about Jesus life. 3. Other New Testament stories also tell us about the disciples of Jesus. 104, , Our Journey to Christmas In this unit students will explore the celebration of Jesus birth. They will be encouraged to relate their experiences of giving, receiving and celebrating to this important liturgical event. It will be reinforced that the Bible contains many stories that tell us about Jesus life on earth. 1, 2 1. Identify times when they get ready for a special event. 2. Recall events recorded in Scripture about Mary, Joseph and the birth of Jesus. 3. Know that Christmas is a celebration of the birth of Jesus. 4. Express their feelings about the Christmas event. 45

46 Scripture - Level 2 Know that the Bible is a collection of books written by different authors that tell of God s loving relationship with God s people. develop an understanding of God s love through Scripture stories develop an understanding that the Gospels tell us about Jesus life and ministry develop an understanding that the Gospels are also about the disciples of Jesus. for Level 2 Units in the Scripture Strand 1. The Scriptures tell us about God s love for us and we learn from and pray with them. 2. The Gospels are part of the New Testament and tell us about Jesus life. 3. Other New Testament stories also tell us about the disciples of Jesus. 104, , Bible Stories About Jesus In this unit the students will share some Bible stories about Jesus and be presented with Jesus as one who shows us how we are to live. 2, 3 1. Recognise that everyone has a life story. 2. Know some stories of Jesus and his life. 3. Know that the Gospels tell us about Jesus. 4. Know that the four Gospels can be found in the New Testament. 5. Provide a personal response to Bible stories introduced to them. 46

47 Scripture - Level 3 Describe the basic structure of the Bible. Identify the key events in the Old and New Testaments. begin to develop an understanding of the historical and cultural background of the Bible develop an understanding that passages of the Bible are located by book, chapter and verse learn about the Bible being a library of many books written at various times by different people explore the genres of the Gospel narratives, parables miracles, call stories and recounts for Level 3 Units in the Scripture Strand 1. The Scriptures invite us to think about and reflect on our lives. 2. The Gospels teach us about the life and love of Jesus. 3. Jesus taught using parables and stories. 4. In our prayer and worship we listen to the Scriptures , , 2654 God s Holy Word In this unit students will be given opportunity to become familiar with the structure, form and some content of Scripture. They will be provided with the opportunity to research and explore significant people and stories in Scripture and to acquire some reference skills. 1, 2, 3, 4 1. Identify some important books in the Old and New Testaments. 2. Recognise that Scripture is an integral part of prayer and liturgy. 3. Know about some significant people and key events in the Old and New Testaments. 4. Understand that the Gospels were written for different communities to help them grow in understanding of the life and love of Jesus. 5. Recognise that Scripture has a message which can relate to their lives. How Do We Journey to New Life During Lent? In this unit students are given the opportunity to discover ways to use their gifts and talents to serve others during Lent as a preparation for Easter. Students will explore experiences of death and new life in their lives and how this is related to the Church s celebration of the Easter season. 1, 2, 4 1. Recognise Lent as an appropriate season to focus on how we use our unique gifts and talents to serve others. 2. Identify times when people may experience loss and new life. 3. Recognise that Easter is a time when Christians recall and celebrate the death and resurrection of Jesus. 4. Display knowledge of Scripture taught. 47

48 Scripture - Level 4 Recognise some of the different genres, cultural settings, purpose, message, and audience of the Old and New Testaments. investigate the organisation of books of the Old Testament according to genre explore some of the different genres in the Old and New Testaments: myths, letters, wise sayings, psalms, historical narratives explore ways in which Scripture inspires and influences them learn that Biblical writers drew on the oral tradition and the writings of others to compile their works investigate how selected books of the Bible reflect the culture in which they were written investigate the purpose and audience of one or more of the synoptic Gospels for Level 4 Units in the Scripture Strand 1. The Old Testament and New Testament contain different types of writing. 2. The Old Testament tells the story of the people of Israel s covenant relationship with God. 3. The New Testament teaches us about Jesus and the early Christian communities. 4. The Gospel of God s saving love invites us to live Christian lives. 5. The four Gospels are core to the Church s prayer and teaching , 139 Scripture The idea of the Bible as a collection of books, containing different literary forms (i.e. poetry and song, myth, history and wisdom) will be explored in a preliminary way. Students will investigate the development of the Bible over time and examine the ways that Scripture is incorporated into personal and communal prayer. They will make simple connections between Scripture passages and their lives. Who is Jesus in Luke s Gospel? In this unit students study some of the images of Jesus as presented in Luke s Gospel, as well as Jesus special concern for the marginalised. The students will examine the way in which Luke illustrates the pattern of Christian life and explore how the values and themes of this Gospel can be applied to life. 1, 2 1. Recognise that the books of the Old Testament are arranged in groups: Pentateuch or Torah, Historical Books, Wisdom and Poetry Books, writings of the Prophets. 2. Identify some literary forms in the Bible: myths, letters, wise sayings, psalms, historical narratives. 3. Identify cultural settings, purpose, message and audience of selected Scripture. 4. Recognise that Scripture is part of prayer and liturgy. 5. Make a personal response to Psalm 139 :1-10 1, 3, 4 1. Identify what Luke is teaching his community, and us, in his healing and hospitality stories and parables. 2. Provide examples of Jesus as a compassionate and healing person. 3. Identify ways that Jesus challenges our lives today. 48

49 Scripture - Level 5 Knowledge and Understanding Explain the context, significance and literary forms of the Hebrew Scriptures. Reasoning and responding Critically analyse how the story of the Hebrew people, which is the foundational history of Christianity, influences how Christians live today. Personal and communal engagement Relate the message of key Scripture passages to their own lives today, using various media: music, art, drama and literature. describe the structure and the literary styles of the Bible explain the development of the Scriptures and their significance to the Christian community. learn about the cultural, geographic and historical background to the Hebrew Scriptures. develop an understanding of the covenant relationship between the people of the Hebrew Scriptures and their God. reflect on how the story of the Hebrew people relates to our lives. for Level 5 Units in the Scripture Strand 1. The Scriptures reveal God s creative and covenant love. 2. The Scriptures witness to the development of Israel s relationship with God. 3. The Scriptures are a library of sacred books written in a variety of literary forms. 4. The Holy Spirit inspired the authors of the Scriptures. 5. Scripture texts must be interpreted in their historical, cultural and literary contexts. The Covenant Unfolds This unit introduces and explores the origin and structure of the Scriptures. Students examine the nature of the covenant between God and the chosen people and reflect on the impact of the living of that covenant on their own lives and on their relationship with God. The Scriptures are investigated in terms of the prevailing social, geographic and political settings from which they arose. 50, , , 110 1, 2, 3, 4, 5 1. Explain the development of the Scriptures and their significance to the Christian community. 2. Describe the structure and the literary styles of the Bible. 3. Research the cultural, geographic and historical background to the Hebrew Scriptures. 4. Outline the development of the covenant relationship between the people of the Hebrew Scriptures and their God. 5. Identify how the story of the Hebrew people relates to our lives. 49

50 Scripture - Level 6 Students should be able to analyse critically the composition of a Synoptic Gospel and identify the ways in which it inspires and challenges us to live. study a Synoptic Gospel in terms of its context, content, structure, purpose, themes and audience. investigate the portrait of Jesus that emerges from the Synoptic Gospel studied and analyse how it impacts on Christians today. for Level 6 Units in the Scripture Strand 1. The Scriptures reveal a God of love, power, justice and mercy. 2. In the Scriptures, God challenges us to a life of faith, characterised by hope, love and service. 3. The Scriptures are central to the life, teaching and worship of the Church. 4. The life, death and resurrection of Jesus, his teachings and his miracles, reveal the nature of the Reign of God. 5. The Scriptures are accounts of men and women who were called to speak prophetically and live out God s call , 104, 131, Who is Jesus? Students will investigate a synoptic gospel in terms of its context, content, structure, purpose, themes and audience. The particular focus of this unit is the Synoptic Gospel used for the current liturgical year. Students will reflect on the impact of this unique portrait of Jesus for Christians today. A comparative approach with the other Synoptic Gospels will be sometimes used to understand the unique concerns of the gospel under study. 1, 2, 3, 4 1. Analyse and appreciate the context, content, structure, purpose and audience of the synoptic gospel of the current liturgical year. 2. Identify the distinct features of the gospel portrait of Jesus set for study and the key themes and literary structures of that gospel. 3. Apply a variety of biblical and information research tools to an investigation of a synoptic gospel. 4. Apply the particular gospel s portrait of Jesus in a current context. 5. Articulate personal interpretations of Jesus supported by gospel evidence. 50

51 Scripture - Post Compulsory Demonstrate an understanding of biblical interpretation through analysing, interpreting and responding to a range of scriptural passages. for Post Compulsory Units in the Scripture Strand 1. The Holy Spirit guides the Church in the interpretation of Scripture. 2. The Scriptures are the wellspring of the Christian s spiritual life and ministry. 3. The Church is guided by Tradition in interpreting the Word of God. 4. Believers discover the Living Word of God in the Scriptures. The Hebrew and Christian Scriptures This unit involves the study of the Hebrew and Christians 1, 2, 3, 4 Scriptures in the light of recent Catholic biblical research. In particular the belief that the Scriptures are the Word of God expressed in inspired human words will be explored. 108, Describe and analyse the Catholic Church's contemporary understanding of Biblical inspiration. 2. Appreciate the importance of, and distinguish between, the various literary forms in the Hebrew and Christian Scriptures. 3. Explore selected Scripture texts from the perspective of a feminist hermeneutic; such biblical interpretation should extend to a particular exploration of the person of Mary, mother of Jesus. 4. Interpret various texts in the Synoptic Gospels in the light of contemporary situations. 51

52 CHRISTIAN LIFE: The flourishing of human persons, the common good of societies, shared responsibility in relation to creation. Christian Life - Level 1 Describe ways in which they can use their gifts to care for themselves and others in their community as Jesus did. discover their own uniqueness and that of others. for Level 1 Units in the Christian Life Strand 1. I am precious, unique and loved by God. 2. God invites me to love and care for myself and others. 3. My choices and actions affect myself and others. 4. Jesus shows us how to live , 1889, I am Special, so are You In this unit students will explore and express their unique identity. They will be asked to identify their talents and gifts, to rejoice in their individuality, and to thank God for the life given to each of them. Students will develop a sense of respect, wonder and an appreciation of diversity. 1, 2, 3 1. Identify the gifts and talents God has given them. 2. Recognise similarities and differences between themselves and others. 3. Express thanks to God for their life and uniqueness. 4. Describe how their actions affect others. 5. Display knowledge of Scripture taught. Called to Live Like Jesus In this unit the students will find a purpose for acting as Jesus did. They will understand that when they do this, they are living as Jesus showed us. They will relate it to how they care for themselves and others in the world. 2, 3 1. Identify their needs and the needs of others in the world. 2. Identify ways they can care for themselves and others as Jesus did. 3. Display knowledge of Scripture taught. 4. Express how to care for ourselves and others 52

53 Christian Life - Level 2 Begin to understand that by following the teachings and actions of Jesus, we can show our love of God and others. build on their understanding that their actions affect themselves and others identify ways they can follow Jesus in their own lives be introduced to the concept of mission and how they share in the mission of the Church be supported to live as valuable members of their families and school communities. for Level 2 Units in the Christian Life Strand 1. I am precious, unique and loved by God. 2. God invites me to love and care for myself and others. 3. My choices and actions affect myself and others. 4. Jesus shows us how to live. Grief and Loss In this unit students will be given the opportunity to explore the nature of change and loss in relation to changes in creation, the seasons and in the life cycle of people and animals. They will explore feelings related to the experience of loss and death, and gain insights into the variety of ways that families, cultural groups and the Church celebrate the life of the departed , 1889, , 2 1. Thank God for the gift of life. 2. Name feelings associated with loss and describe how we can support others who grieve. 3. Recognise that we say goodbye to loved ones in different ways. 4. Display knowledge of Scripture taught. Students will gain some understanding of the Christian concept of eternal life. Sharing With Others Our Call to Mission This unit will develop the students concept of mission as being like Jesus, caring and sharing in a loving way for people in need. This unit will assist students to discern how they can share with others in need, in their family, school, in their own country and overseas Provide examples of how they can share their gifts and talents with those in need. 2. Name Christian organisations and identify ways that they participate in Jesus mission. 3. Display knowledge of Scripture taught. 53

54 Loving God and Others Our Call to Mission This unit will provide students with the opportunity to relate their experience of the loving actions of family members and others to the example of Jesus. Students will learn how Christians with a sense of mission can love God and others at a personal, local and global level. Students will be encouraged to identify how they can participate in the mission of Jesus by loving God and others through acts of service. 2,3 1. Give examples of actions that demonstrate love and care for others. 2. Identify the actions of the apostles in Acts 2: and 4: Identify ways they can contribute to the mission of Jesus. 54

55 Christian Life - Level 3 Understand that by following the teachings and actions of Jesus, we can share in his mission of loving God and others. investigate and research ways in which people and organisations choose to serve others reflect on how members of the Christian community are called to live in harmony with themselves, others and the earth. for Level 3 Units in the Christian Life Strand 1. Jesus challenges us to follow his teachings and example. 2. We are challenged to reflect on the ways we respond to God s love for us. 3. As followers of Jesus we make loving choices and take responsibility for our actions. 4. When we use our gifts we are serving the community and helping to spread the Reign of God. Circle of Life 1, 2, 4 In this unit students will be given the opportunity to reflect on how Jesus is with them in times of sadness, loss and trouble. This is part of our lives Students will explore experiences of death and new life in their lives. God is with us always and sends people to help us in times of sadness, loss, and trouble. We also need to be there for others in their times of need. 519, 520, Name a time of sadness in their life and identify those who helped them. 2. Describe an event from Scripture that depicts Jesus helping others in times of need. 3. Identify ways they can assist others in times of need. Reaching Out In this unit students explore the nature and challenges of Christian mission through their study and reflection of their own lives and Scripture. There is an emphasis on students applying this understanding of mission to the global reality. Serving Others In this unit students will explore the concept of loving service and relate it to mission, based on Jesus example. Students will explore ways in which Christians serve other people, particularly those overseas. 1, 4 1. Identify some of the challenges they face as followers of Jesus sharing his mission. 2. Give examples of Christian missionary actions, groups and organisations that reach out to others in need. 3. Display knowledge of Scripture taught. 1, 4 1. Explain the meaning of mission as service, modelled and taught by Jesus. 2. Identify Christian actions, groups and organisations that reach out to others in need. 3. Describe ways that they can reach out to others. 4. Display knowledge of Scripture taught. 55

56 Christian Life - Level 4 Understand that by responding to, and sharing in, the mission of Jesus, we are witnessing and proclaiming God s unconditional love and building the Reign of God. explore the idea of service to others as a response to God s love identify the ways in which Christians respond to God s call to work for justice and peace reflect on global issues in light of Catholic social justice teaching, Scripture and christian values participate in social justice initiatives. for Level 4 Units in the Christian Life Strand 1. One way we respond to God s love is through service to others. 2. In our care for creation we are called to be responsible, trustworthy and wise 3. We respond to God s commandments by treating each other with respect, love and compassion. 4. The witness of good people challenges us to continue to strive for justice and peace. Living As Disciples In this unit students will focus on our mission to respond to God s love for us and all creation with the love and compassion of Jesus who said, Learn from me for I am gentle and humble of heart. Witnessing and Proclaiming In this unit students will develop their understanding and appreciation of Christian mission as a sharing in the mission of Jesus. In studying the witness of Christian missionaries who proclaim the Good News of Jesus, students will be encouraged to consider practical ways in which they can share with others in Jesus mission to the poor and the oppressed. Living and Sharing In this unit students will develop an understanding and appreciation of mission and the call to mission through Scripture, story and the study of contemporary lives. They will be introduced to people who, through words and actions, are committed to the mission of Jesus. The students will be invited to develop and implement ways to continue the mission of Jesus in the school and community. 1893, , , 1807, 1828, 1829, , 3, 4 1. Explore issues of social justice and their implications for our world. 2. Identify stories and people today who witness and proclaim the Good News of Jesus both locally and globally. 3. Explain the message and meaning of the Beatitudes. 4. Determine ways in which they can make a personal response to the Beatitudes. 1, 3, 4 1. Describe the mission of Jesus and his Church. 2. Identify stories and examples of people who witness and proclaim the Good News of Jesus either locally or globally. 3. Identify practical ways in which they can share with others in Jesus mission. 4. Display knowledge of Scripture taught. 5. Express practical ways they can share with others in Jesus mission 1, 3, 4 1. Name and describe the content of some Scripture texts that illustrate mission. 2. Identify ways in which they can continue the mission of Jesus. 56

57 Christian Life - Level 5 Knowledge and Understanding Articulate knowledge of the College founder/s or patron saint/s in order to recognise how their lives and actions expressed the teachings and values of Jesus. (How Do We Belong) Explain the importance of making informed decisions that involve moral outcomes. (A Just World, Relationships, Adolescent Identity, Sexuality and Spirituality) Reasoning and responding Critically analyse some adolescent and social justice issues in society today and create a response in keeping with the Church s teaching. Personal and communal engagement Propose practical means by which young people can be involved in the pursuit of good in the world. (How Do We Belong, A Just World) Express how decisions informed by Christian teaching impact on their personal relationships. (Relationships, Adolescent Identity, Sexuality and Spirituality) deepen their understanding of Christian life as based on the life, teachings and values of Jesus Christ. reflect on the importance of respecting the dignity of each human person, through our relationships with God, creation and others. investigate the Scriptural imperative for justice. explore and describe the social justice tradition of the Catholic Church and its implications for the world today in terms of community and creation. recognise that Christian life calls us to make decisions and take actions based on an informed conscience. for Level 5 Units in the Christian Life Strand 1. The person of Jesus Christ - his life, teachings and values calls and inspires us to lead Christian lives. 2. The doctrine of original sin teaches that every person is born into a world distorted by sin, and that each person has an inclination to personal and social sin. 3. Christian life calls us to make responsible decisions and take actions based on an informed conscience. 4. Christian life is nurtured and lived within a faith community and is characterised by cooperation and dialogue with other religious communities. 5. As a reflection of God s own creativity, Christians are called to celebrate cultural and religious diversity. A Just World? In this unit students will investigate the concept of justice. Scripture and Church teachings will be examined to highlight ways to promote right relationships. Students are encouraged to develop an awareness of justice and injustice in the world today, and a challenge is issued for each student to act justly towards others and the world , , , 3, 5 1. Demonstrate an understanding of the Scriptural imperative for justice. 2. Investigate the effects of self-centred personal choice on relationships with God, others and the earth. 3. Investigate and analyse issues of injustice in the world today in the light of Church social teaching. 4. Devise and participate in an action to promote justice in the school, local or wider community. 57

58 Relationships, Identity, Sexuality and Spirituality Students explore their identity and adolescent stage of life in the context of relationships, sexuality, spirituality and the emotional and the physical changes that are occurring. They are led to understand that there are a diverse range of issues which adolescents confront in the context of relationships, sexuality and spirituality and to understand and appreciate adolescent sexuality and changing bodies as a God given gift. How Do We Belong? In this unit students will investigate the concept of belonging. Students are encouraged to develop an awareness of the charism of their school from studying the lives of their founder(s) and the persons their School Houses are named after as well as the history and values of their school 1, 2 1. Understand the importance of respecting the dignity of each human person. 2. Describe the ways in which people define their own and others identities. 3. Describe characteristics of relationships and how relationships can change over time. 4. Explain significant transitions in human development and ways in which people deal with them. 5. Analyse the positive and negative outcomes of a range of personal decisions and behaviours and how these choices affect others and the community Express an understanding and appreciation of the unique charism of their school community and how these are based on the values of Jesus Christ. 2. Have an appreciation of the rich history of their school community and an understanding of their place within the history of their community. 58

59 Christian Life - Level 6 Students should be able to examine Christian life as being informed by Church teaching, human development and conscience, and inspired by people of faith. investigate the formation of Christian conscience examine the relationship between the dignity of the human person, Christian values and moral decision making. investigate the role of Scripture and Tradition in the establishment of a personal informed conscience. investigate the life story of people who strive to live out the message of Jesus. for Level 6 Units in the Christian Life Strand 1. Christian life challenges us to discipleship. 2. As a community of believers we experience the mystery of Jesus life, death and resurrection. 3. The dignity of the human person is a basis for moral decision-making. 4. Christian life requires us to understand the moral teachings of the Church and to act accordingly. 5. The example of Mary, Mother of the Church, and that of the saints, inspires Christian Life. Prophets and Saints In this unit students investigate the life stories of people who strive to live out the message of Jesus. These people challenge, inspire and motivate us in our own time. The students will reflect on the lives of these prophets and saints as examples of Christian discipleship , 2, 3, 4, 5 1. Articulate an understanding of the terms prophet, saint, disciple and mission. 2. Explore the life stories of people striving to follow Gospel values in their particular time and circumstances. 3. Articulate how Mary and the saints are models for Christian life. 4. Recognise some of the challenges and opportunities for living as prophets and saints in our world today. Making Christian Decisions Students will investigate the relationship between Christian values, conscience formation and decision making. It will seek to inform the student of the Catholic Christian view of values, morality and sin. Students will also understand the role of Scriptures, the dignity of the human person and the Church in the establishment of a personal and informed conscience. Christian decision making strategies will be explored. 3, 4 1. Explain the meaning of terms: values, conscience, discernment, decision making. 2. Research and understand the frameworks for moral and ethical discernment within the Jewish and Christian traditions. 3. Examine the role of conscience in Christian decision-making. 4. Explain and apply steps in Christian moral decision-making. 59

60 Christian Life - Post Compulsory Communicate an understanding and appreciation of Christian life as requiring moral decision making and a discerned response to contemporary culture. for Post Compulsory Units in the Christian Life Strand 1. The Church teaches the importance of honesty and integrity in all aspects of personal, public and Church life. 2. The scriptures and teachings of the Church form the basis for moral decision-making. 3. Christians are called to read the signs of the times and act on them in ways that bring about the transformation of the world. 4. Through the Holy Spirit we experience the transforming presence of God in our lives, in the Church and in the world. 5. Christian life finds expression within a particular vocation oriented to the service of others: marriage, priesthood, single life, and life in religious community. 6. Christian life acknowledges the sacredness, dignity and purpose of work and leisure. Called to Action In this unit students will investigate justice issues facing our world today, their causes, the associated problems and their impact on humankind. Students will explore Church teachings relevant to these issues and practical and Christian responses. The concept of service will be examined in terms of individual and collective responsibility to think globally and act locally , 2, 4 1. Identify and analyse contemporary social justice issues; 2. Draw on Scripture and Church documents to explore the Christian response to contemporary social justice issues; 3. Express personal understandings, beliefs and questions about their responsibilities in the context of the Christian response to global issues; 4. Investigate and communicate practical and Christian responses to social justice issues. 60

61 CHRISTIAN PRAYER: Relationship with God: personal and communal, listening, responding to God s Spirit Christian Prayer - Level 1 Express an understanding that they can talk to God as a friend at any time and in any place. explore times, places and ways in which they feel close to God begin to see that prayer nurtures their relationship with God be given the opportunity to participate in liturgy and rituals of their faith community. for Level 1 Units in the Christian Prayer Strand 1. I am with God in a special way in prayer. 2. I can talk with and listen to God at any time and in any place, in many different ways. 3. Prayer involves rituals, symbols, celebrations and silence. 4. Prayer is a way of thanking and praising God for life and creation , 2638 I Can Talk to God In this unit the children will begin to understand different ways of praying. They will experience prayer as a way of talking and listening to God. They will discover that prayer can take many forms, something that they can be involved in at any time and in any place. 2, 3, 4 1. Make the Sign of the Cross and pray In the name of the Father, and of the Son, and of the Holy Spirit. 2. Say a short prayer to God using their own words. 3. Identify times and places they can talk to God at any time and in any place. 4. Display knowledge of Scripture taught. 5. Reflect on their feelings concerning prayer 61

62 Christian Prayer - Level 2 Know some simple formal and informal prayers, and some liturgical responses. begin to understand more about prayer begin to use prayer structures, both formal and informal as ways of communicating with God be provided with opportunities to express their responses through liturgical experiences. for Level 2 Units in the Christian Prayer Strand 1. I am with God in a special way in prayer. 2. I can talk with and listen to God at any time and in any place, in many different ways. 3. Prayer involves rituals, symbols, celebrations and silence. 4. Prayer is a way of thanking and praising God for life and creation , 2638 We Can Pray In Different Ways In this unit students will have the opportunity to explore their relationship with God and examine the nature of prayer and how they can creatively express this relationship. They will experience some traditional prayers and gain knowledge in how to develop their personal form of communication with God. 1, 2, 3, 4 1. Understand we can talk to God in different ways. 2. Experience prayers of praise, thanksgiving, forgiveness and petition in rituals. 3. Know that the parish church is a special place for the Church community to gather, celebrate and pray. 4. Know some simple prayers, some traditional prayers and some liturgical responses. 5. Display knowledge of Scriptures taught. Lent In this unit students focus on the prayerful aspect of Lent, and the importance of prayer in Jesus life. It enables the students to look, know and find God within themselves. Through the example of Jesus words and actions are encouraged to grow and change. 1, 2 1. Identify the main features of Lent. 2. Identify the importance of prayer, good works and fasting during Lent. 3. Know that Lent is a liturgical season that prepares us to celebrate Easter. 4. Display knowledge of Scripture taught. 5. Appreciate the importance of Lent 62

63 Christian Prayer - Level 3 Pray in a variety of ways, both formal and informal, using the different elements of prayer: petition, sorrow, thanksgiving and praise. explore the concept of prayer as a means by which people are able to grow in their relationship with God engage in experiences of different ways to pray including formal, reflective, meditative, journaling and praying through music and art. describe why prayer is an important part of people s lives prepare and participate in a range of prayer and liturgical celebrations for Level 3 Units in the Christian Prayer Strand 1. People celebrate and pray together at different times and in different ways. 2. The celebration of Eucharist is the heart of our community prayer. 3. When we pray together we celebrate God s presence. 4. We grow in relationship with God through prayer. 5. God s faithfulness and goodness are recalled and celebrated in many ways throughout the liturgical seasons. 6. We honour and celebrate Mary through prayers, feasts and seasons of the Church s liturgical year. Prayer In this unit students will be invited to deepen their relationship with God through prayer. They will have opportunities to be involved in different prayer experiences as individuals and in community. 1, 3, 4, , 2691, 2720, , , 1150, Identify different elements of prayer: petition, thanksgiving, sorrow and praise. 2. Pray using different forms of prayer such as: meditation, through creative arts, journaling and movement. 3. Know a variety of formal prayers. 4. Recognise that Christians honour and celebrate Mary and pray through her to God. 5. Display knowledge of Scripture taught. 6. Provide a personal response to their experience of prayer. 63

64 Christian Prayer - Level 4 Recognise that through prayer (including Eucharist) we open ourselves to the power of God s love. learn about various kinds of prayer explore different ways of praying build on their understanding that prayer nourishes inner growth identify Scripture as the basis of the prayer life of the Church reflect on the importance of prayer in their lives prepare and participate in prayer and liturgical celebrations. for Level 4 Units in the Christian Prayer Strand 1. In our communities we experience various kinds of prayer: thanksgiving, petition, praise and sorrow. 2. Prayer is expressed in different ways through music, movement and meditation. 3. The Scriptures are a rich source of nourishment for personal and communal prayer. 4. Jesus prayer to God shows us how to pray. 5. Through prayer the Holy Spirit enables us to open ourselves to acknowledging our sinfulness and experiencing the healing, reconciling power of God s love. 6. The celebration of liturgical feasts is an opportunity for personal and communal prayer. People of Prayer This unit builds on the students understanding of prayer as a relationship and deepens their appreciation of Christian prayer. In this unit students explore: Jesus as a person of prayer. The place of prayer in their lives. The place of prayer in the life of the followers of Jesus , , , , 2, 3, 4, 5 1. Give examples of Jesus prayer experiences found in Scripture. 2. Identify various kinds of prayer: thanksgiving, praise, sorrow and petition in the writings of St Paul. 3. Recognise that through prayer we open ourselves to the power of God s love. 64

65 Christian Prayer - Level 5 Knowledge and Understanding Express knowledge of cultural, traditional and contemporary forms of prayer. Reasoning and responding Reflect on the way prayer is valued in their lives, the school and wider community. Personal and communal engagement Organise and create a variety of regular prayer rituals for students, staff and the wider community. identify prayer as a means of developing a relationship with God. identify and explore scriptural and other forms of personal, communal and liturgical prayer. recognise how prayer in our school/parish community nourishes and enriches our relationship with God and each other. develop an understanding of the forms of prayer appropriate to the different religious and cultural traditions represented in the local school community. for Level 5 Units in the Christian Prayer Strand 1. Forms of prayer emanate from cultural traditions, nourishing and enriching individuals and the community. 2. Prayer celebrates the sacredness of God as experienced in a particular time and place. 3. Prayer expresses praise, thanks, repentance and intercession. 4. The spirituality of indigenous Australians is a rich source of reflection and prayer. Communities at Prayer Students examine various forms of prayer used within the school and local community. Attention is drawn to the influences of other religious traditions on the choice and practice of prayer forms. Opportunity is given for the students to explore how prayer relates to, but is not bound by, a particular time and space. Students also investigate how prayer can build community , 843, , 2, 3, 4 1. Identify prayer as a means of developing a relationship with God. 2. Explore scriptural examples of personal, communal and liturgical prayer. 3. Understand the importance of different mediums of expression in prayer. 4. Recognise how prayer in our school/parish community nourishes and enriches our relationship with God and each other. 5. Research the forms of prayer appropriate to the different religious and cultural traditions represented in the local school community. 65

66 Christian Prayer - Level 6 Students should be able to recognise prayer as central to growing in faithful relationship to the living God. explore the concept of prayer as communication with God. explore the central role of Eucharist in the prayer life of the Church. experience a variety of prayers in the Catholic Tradition, including meditation, reflection, litanies and Marian prayers. recognize that experiences of joy, hope, grief and anxiety are springboards for prayer, by drawing on examples from Hebrew and Christian Scriptures. for Level 6 Units in the Christian Prayer Strand 1. Prayer is an expression of our relationship with God. 2. Prayer and reflection are integral to wise decision making. 3. Prayer is central to the life and mission of the Church. 4. The Scriptures are for the basis of personal and Communal prayer. Prayer and Meditation Students will focus on the concept of prayer as communication with God expressing our relationship with God, both individually and communally. Such communication and expression assists in making meaning of life experiences. In investigating prayer, students will consider a range of formal and informal prayer forms , 2, 3, 4 1. Understand and appreciate that prayer can be expressed as petition, praise, thanksgiving and sorrow. 2. Recognise that experiences of joy, hope, grief and anxiety are springboards for prayer, by drawing on examples from Hebrew and Christian Scriptures. 3. Appreciate the ways that creation invites a response to God who is the source of all being. 4. Analyse and experience a variety of prayers in the Catholic tradition, including meditation, Eucharist, reflection, litanies, Marian prayer. 5. Appreciate elements of prayer including ritual, symbol, sacred space, music and movement. 66

67 Christian Prayer - Post Compulsory Examine prayer as growing in faithful relationship, listening, trusting and celebrating the living God. for Post Compulsory Units in the Christian Prayer Strand 1. Different styles of prayer, both personal and communal, are part of the rich heritage of the Church. 2. Prayer celebrates and interprets the life and faith experience of the person and the community. 3. Prayer is expressed in the varied experiences of everyday life. 4. Personal spirituality is nourished and expressed in prayer. Response to the Spirit In this unit students will appreciate the different ways that God is revealed and understand that different traditions of Christian spirituality and forms of prayer, meditation and retreat are a means of exploring, responding to, and touching the presence of God in human experience , 2, 3, 4 1. Appreciate that there are many and varied forms of spirituality and that they are expressions of the human quest to encounter the mystery of God who is both within and beyond oneself. 2. Recognise the value and use of the Scriptures in spiritual exercises i.e., prayer, reflection and meditation. 3. Explore key figures and broad developments in the history of Christian spirituality. 4. Describe and analyse various styles of Christian spirituality. 5. Prepare for and participate in retreat experiences with understanding and appreciation of their nature and purpose. 67

68 RELIGION & SOCIETY: Understanding and respecting the role of diverse religious traditions, particularly in the Australian context. Religion and Society - Level 4 Identify and describe some of the common beliefs of Christianity, Judaism and Islam. explore and compare the key beliefs and some of the practices of Christianity, Judaism and Islam investigate the story of Abraham who is the common ancestor of these three religions. for Level 4 Units in the Religion and Society Strand 1. The Church recognises a direct link with the Jewish people. 2. The Church recognises that whatever is good or true in other religions comes from God and is a reflection of God's truth. 3. Humanity gives expression to our search for God in our religious beliefs and behaviour. Discovering Our Christian Heritage Students explore Christianity in the context of its origins in Judaism. Students will also examine the strong links among the basic beliefs of the world's three monotheistic faiths - Christianity, Judaism and Islam , 2, 3 1. Understand that Christianity has its roots in Judaism. 2. Name the common beliefs and understandings in Christianity, Judaism and Islam. 3. Describe some of the rituals and symbols, customs and practices of these religions. 4. Recognise the importance of inter-faith work in the promotion of dialogue between people of different traditions. 5. Display knowledge of Scripture taught. 68

69 Religion and Society - Level 5 Knowledge and Understanding Articulate the role of religion in society. Reasoning and responding Critically reflect on the need for openness and mutual respect towards different religious beliefs in Australian society today Personal and communal engagement Propose practical ways that we can celebrate religious diversity within the school, parish and local community. identify the role of religion in human society as a means of responding to questions of life s meaning and purpose. explore the diversity of different religious traditions come to a deeper understanding of the core features of Christian and non-christian religions, and appreciate the importance of and need for mutual openness and respect. for Level 5 Units in the Religion and Society Strand 1. Religion plays an integral role in society and people s individual lives. 2. Religion is a system of beliefs and responses to the divine mystery. 3. Appreciation of the role of religious traditions in society is evidenced by mutual respect and openness. 4. The examination of religion in historical, cultural and geographical contexts, including the local area, is critical to gaining an understanding of its nature and role. 27, 28, 44 27, 28, 33 27, 28 Why Are There Differences in the World? Students explore the meaning of religion and the place of religious practice in life. Human beings are drawn towards the search for answers to fundamental questions such as the meaning and purpose of all life. 1, 2, 3 1. Appreciate the role of religion in human society as a means of responding to questions of life s meaning and purpose. 2. Recognise that a religion can be viewed as a system made up of a number of parts and that, while each religious tradition is unique, all may be studied according to a common set of dimensions. 3. Use the dimensions of religion to come to a more comprehensive and integrated understanding of the core features of: Christianity (with a focus on Catholicism), Judaism, and Aboriginal Spirituality. 69

70 Religion and Society - Level 6 The students should be able to recognise and analyse the nature, significance and role of religious places, persons and ethical codes in the faith and practice of some Christian denominations and world religions. for Level 6 Units in the Religion and Society Strand 1. Religious freedom is a fundamental human right. 2. Ritual is integral to faith and religion. 3. The Holy Spirit inspires all men and women. 4. Ecumenism plays a vital role in drawing Christian traditions into life-giving relationships and unity. 5. Mass media are a significant influence on personal spirituality. 6. A religious perspective influences personal and communal standards of ethics and morality. Celebrating Religious Diversity In this unit students will investigate key features of the major world religions. They will use this knowledge to examine the current relationship between the Christian Churches and other world religions and the efforts being made toward cooperation and unity , , 2, 3, 4, 6 1. Investigate key features of the major world religions. 2. Outline the relationship the Catholic Church has with other Christian churches and other world religions. 3. Examine the history of the Ecumenical movement and the processes that foster unity among Christians. 4. Assess the current state of the interfaith dialogue in Australia and propose ways to enhance the dialogue at the local level. 70

71 Religion and Society - Post Compulsory Express an understanding and appreciation of belief systems and spirituality and how religious experience, traditions and communities serve to engage and support people and their search for meaning. for Post Compulsory Units in the Religion and Society Strand 1. The human search for meaning and fulfilment is inspired by the Holy Spirit. 2. The mystery of God is manifest in world religions. 3. Aboriginal spiritualities, beliefs and practices contribute to an understanding of Australian spirituality. The Human Journey For Meaning In this unit students will explore aspects of the human search 1, 2, 3 for meaning and investigate how diverse religious traditions respond to ultimate questions and support us in our personal search for meaning Name events and experiences of human life that give rise to experiences of questioning and ambiguity. 2. Describe and analyse a range of ultimate questions. 3. Critically reflect on a number of secular and diverse religious responses to these ultimate questions. 4. Investigate the cohesive response that the Christian tradition provides to ultimate questions and human meaning-making. 71

72 INTERIM Religious Education Unit Planning Overview Document School Name: Year Level: Term: Year: Level: Strand: Title: Duration of Unit: Teachers of Unit: : Knowledge and Understanding for this level Students should be able to: Assessment Tasks Scripture By the end of this unit students Prepare to hear the Word: should be able to: Links with the Family/Parish Wider Community: Resources: Hear and Encounter the Word: Links to VELS: Key Understandings for Students Respond to the Word: 72

73 Level: Strand: Unit Title: Catechetical Teaching and Learning Process Teaching and Learning Experiences Naming Share experiences that are familiar to students Reflecting Probe and understand experiences more deeply Christian Story and Vision Present Scripture and Tradition related to the topic Praxis Movements: Integratin g Reflect on how Scripture and Tradition link to their lives Responding Decide what can be done-how can it be lived 73

74 Evaluation What worked well? What needs to be done differently Generic Questions for Student Response Why is it important Will it make a difference to my life? 74

75 Journeying Together In Hope THE SAN REMO STATEMENT We affirm that: The Key Understandings/Outcomes in the San Remo Statement will be taught when appropriate in Religious Education Units of Work and/or in relation to liturgical seasons. The outcomes and standards in the Scripture strand will be grounded in the key understandings and guiding principles of the San Remo statement. The teaching and citation of Scripture in other Strands will be guided by the Scripture Strand. The San Remo Statement allows the teaching of Scripture in other Strand areas according to the principles of quality practice outlined in Church documents. Key Understandings / Guiding Principles for the teaching of Scripture in the Diocese of Sale (These inform level outcomes and unit outcomes, and Focus statements) LEVEL ONE LEVEL TWO LEVEL THREE LEVEL FOUR LEVEL FIVE LEVEL SIX POST COMPULSORY The Bible is a collection of books which contain many stories of God s love. The New Testament of the Bible contains stories about Jesus, God s Son. The Church respects sacred Scripture. Christians learn from and pray with the Bible. The Bible is a library of books written by different people. The Gospels are narratives which tell people about Jesus and the disciples. The Gospels are set in the lifetime of Jesus. The Gospels portray who Jesus is. Jesus taught using parables. The Bible is divided into the Old Testament and New Testament. The Bible contains books that were written and collected over hundreds of years. The Catholic Bible has 46 Old Testament books and 27 New Testament books. Passages of the Bible are located by book, chapter and verse. The Gospels are writings of faith written for different communities. The Gospels contain a variety of genres: parables, call stories, miracles, narratives, The Bible contains different genres: myths, letters, wise sayings, Psalms, Historical narratives. The Bible writers drew on the oral tradition and the writings of others to compile their works. The books of the Bible reflect the culture in which they were written: religious, geographical, social, historical and political. The New Testament writers wrote for particular communities experiencing different challenges. The Gospels of Mark, The Bible is a library of books containing many different genres and techniques: narratives, parables, law books, historical narratives, Psalms, the writings of the Prophets, Wisdom Literature. myth, letters, wise sayings, apocryphal writings. The Bible today is a result of a long process of development from an oral to a written tradition. The Bible is the inspired Word of God written in human language. The Church teaches that interpretation of the Each Gospel has a unique context, content, structure, purpose, set of themes and audience. People bring their own life experience and understandings to the interpretation of Scripture. The method that the Church describes as indispensable in the interpretation of the Bible is the historicalcritical method. (Use the formal terms of criticisms) The use of biblical commentaries and reference materials enriches the There are different perspectives/opinions about life and living that can be explained through various points of view (historical, mathematical, scientific, proverbial and religious). The Bible, the Word of God, is a source of life and grace for those who believe. The Bible leads people to the most important truth, revealed truth, the truth which is Christ. Fundamentalism separates the interpretation of the Scriptures from the 75

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