Year 4 Unit Plan Term 1

Religious Education Planning Template

Subject
Religious Education
School:
St Josephs Kangaroo Point
Term:
Term 1
Teachers:
Lachlan Hull, Jayne Solomon/Emma Canniffe

Identified Unit Concept
Ancient Voices: Where do we find God in the text?

VISION for Religious Education
The Vision for Religious Education gives voice to what each school hopes for their students in terms of their
religious literacy and faith formation. The schools and colleges of the Archdiocese of Brisbane aspire to educate
students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader
Christian tradition so that they might participate critically and authentically in faith contexts and wider society.

Extra Curriculum Documents
Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Ethos and charism (ICE)
Authentic Christian
community (ICC)
Sense of the Sacred (ICS)
Social Action and Justice
Justice in the school
community (SJS)
Action for justice (SJA)
Reflection on action for
Justice (SJR)
Evangelisation and Faith Formation
Living the Gospel (EFG)
Spiritual Formation (EFF)
Witness to the wider
community (EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and
sacraments (PWL)
Ritualising everyday life
(PWR)
Literacy
Numeracy
Information and
communication
technology (ICT) capability
Critical and creative
thinking
Personal and social
capability
Ethical understanding
Intercultural
understanding.

Aboriginal and Torres
Strait Islander histories
and cultures
Asia and Australias
engagement with Asia
Sustainability.
















Year 4 Unit Plan Term 1
Year 4 Curriculum Expectations
Year 4 Level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are
interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.

In Year 4, students develop their understanding of Gods Word in Scripture as they use the Bibles referencing system to locate
books, people, places and things in the Bible and engage with a variety of books and text types in the Old Testament and New
Testament. They listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy Spirit, to
learn about the Christian belief that God, as Trinity, is relational in nature.

Students begin to appreciate the significance of community for Christians: of living in loving relationship with God, others and all
of creation. They develop their understanding of community through an exploration of different texts, including the
Decalogue and the writings of St Paul, and the experiences of different communities, including Jewish communities in first
century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary parishes and dioceses. They
examine how free choices result in actions that affect the individual and their community. They broaden their understanding of
the significance of the Sacraments for Church communities through an exploration of the Sacraments of Healing, including
Anointing of the Sick and Penance. They examine prayers of blessing, petition and intercession to facilitate an appreciation of
the significance of these forms of prayer for Christian communities.


Year 4 Achievement Standard
By the end of Year 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They
identify a variety of books and text types in the Old Testament and New Testament and explain how a reader uses this
knowledge to better understand Gods Word. They recognise the Christian belief that God, as Trinity, is relational in nature by
identifying and explaining some Scriptural passages that express God as Father, Son and Holy Spirit.

Students explain the significance of community for Christians. They connect ideas about living in community from different texts
(including the Decalogue and the wisdom of St Paul) and from the experiences of different communities (including Jewish
communities in first century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church
communities). They explain how free choices result in actions that affect the individual and their community. They describe
practices and characteristics of contemporary parishes and dioceses (including celebration of the Sacraments of Anointing of the
Sick and Penance) and explain how these are modelled on the mission and ministry of Jesus. They use an appropriate structure
to create prayers of blessing, petition and intercession, and demonstrate understanding of the significance of these forms of
prayer for Christian communities. They participate respectfully in a variety of prayer experiences, including meditative prayer
and prayers of blessing, petition and intercession.


Context for Learning
Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)









Year 4 Unit Plan Term 1

Visible Learning Intentions
We Are Learning To (WALT) Success Criteria Resources







Curriculum Aligned Learning Intentions
Unit Concept: Ancient Voices: Where do we find God in the text?
Unistructural and multistructural learning
intentions
Relational learning intentions Extended Abstract
learning intentions
Identify the parts of the Bible (Lesson 2/ sequencing
activity)

Identify the various features of a page from the Bible.
(Lesson 2/ Skills worksheet)

Match answers to questions to locate and reference
scriptural texts. (Lesson 2/ sequencing activity)

Outline textual features of the Creation stories (Lesson 4/
Story Probe)

(MOSES) Identify reasons that the Prince of Egypt is not
exactly the same as that in the book of Exodus. (Lesson 5
/movie clip, Bible Gateway)

(JONAH) Identify the literary form, message and meaning
of the text using a (Lesson 6/ biblical retrieval chart )


Define Psalms by reading examples of: Psalms of petition
(that ask for help), Psalms of praise (saying great things
about God) and Psalms of thanksgiving. (Lesson 7/ Psalm
67, 28 & 29)

Identify literary devices present in the Psalm such
repetition, similes and metaphors. (Lesson 7/ Psalm 67, 28
& 29)

Define the trinity to name the Christian understanding of
God. (Lesson 8/ Include symbols the Triquetra, the
Borromean rings).

List findings words and phrases that describe God as Father,
Son and Holy Spirit. (Lesson 8/ retrieval chart)



Compare and contrast the features of the Bible
and a story book. (Lesson 1)

Compare and contrast how gospel writers have
recorded the same event in different ways.
(Lesson 3/ Zacchaeus & Healing Activity)

Sequence the events of creation stories in
Genesis and record how they think God's voice
is heard in the story of Creation. (Lesson 4/
Story Probe)

Compare and contrast creation stories across
different faith traditions and cultures. (Lesson
4)

(MOSES) Compare and contrast The Prince of
Egypt. and Ex 1:8-22; 2:1-10 (Lesson 5 /movie
clip, Bible Gateway)

(JONAH) Compare and contrast both forms of
the story of Jonah to show similarities and
differences between the two chapters. (Lesson
6/ biblical retrieval chart )

Compare and contrast the story of Jesus'
baptism (Lesson 9/ Synoptic Parallels Activity).

Create a collaborative
poster that lists the many
purposes of texts with an
example for each purpose.
e.g. remembering,
explaining, teaching,
inspiring, entertaining.
(Lesson 1)

Justify the type of Psalm
students think they have
identified. (Lesson 7)

Create several prayers of
petition using the (Lesson 7/
You Who Do Through
Activity)

Create a set of three
"Trinity" cards (Lesson
10/ Trinity Cards)


Year 4 Unit Plan Term 1

Identified Assessment Tasks
Assessment Task One Unistructural Multistructural Relational Extended Abstract
Students show an ability to define Psalms of petition (that ask for help), Psalms of praise (saying great things about God) and Psalms of
thanksgiving. They can identify parts of the Bible as well as various literary devices present in biblical stories such as repetition, similes and
metaphors

Assessment Task Two Unistructural Multistructural Relational Extended Abstract
Students can construct a list words and phrases that describe God as Father, Son and Holy Spirit. They are able to match biblical references to
scriptural texts; identifying reasons why author accounts of parallel may texts differ in books.

Assessment Task Three Unistructural Multistructural Relational Extended Abstract
Students can compare and contrast the features of the Bible to other printed texts. They can sequence events of creation stories and record
how Gods voice is heard in each account.

Assessment Task Four Unistructural Multistructural Relational Extended Abstract
Students compare and contrast how gospel writers have recorded the same event in different ways and document the similarities and
differences between the story of Jesus Baptism.
Assessment Task Five Unistructural Multistructural Relational Extended Abstract
Students create a poster that lists the many purposes of texts with a clear example for each purpose e.g. entertainment. They can create
several prayers of petition using their knowledge of literary features of familiar prayers.

Assessment Task Six Unistructural Multistructural Relational Extended Abstract
Students are able to justify their identification of psalm types using their knowledge of literary features used in biblical texts.
Assessment Task Seven Unistructural Multistructural Relational Extended Abstract
Students create a set of three Trinity cards. The can independently select three images, one to represent God as Father, one as Son and one
as Spirit. They compose three prayers of intercession that relate to their created cards.


Feedback Opportunities/ Differentiation of identified Learning Intentions/ Assessment Tasks

Learning Intentions
By the end of this series of learning experiences, students:

Develop their understanding of God's Word in Scripture as they use the Bible's referencing system to locate
books, people, places and things
Engage with a variety of text types in the Old Testament and the New Testament
Listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy Spirit
Examine prayers of petition and intercession as significant forms of prayer for Christian communities

Success Criteria
Students locate and identify a variety of books and text types in the Old Testament and New Testament.
Students explain how a reader uses knowledge about the Bible to better understand God's Word.
Students identify and explain Scriptural passages that express God as Father, as Son and as Holy Spirit.
Students use an appropriate structure to create prayers of petition and intercession.





Year 4 Unit Plan Term 1
Relevant Content Descriptors
STRAND: Sacred Texts
SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding Skills
STNT9 Understanding Gods Word is aided by an awareness of the books and
text types of the New Testament. There are a variety of text types in the New
Testament, each with particular textual features.
STNT9 Identify typical stages and language features of
various types of text in the New Testament (e.g.
narratives, letters, parables, miracle stories).

STNT10 Identify and explain language features of parables,
namely images, characters, vocabulary and settings.

STNT10 The use of different language features (images, characters, setting, and
vocabulary) in retelling key parables from the New Testament, including the
parable of the Good Samaritan (Luke 10:25-37), can assist the reader to make
meaning of Scriptural t
STNT10 Identify and explain language features of parables,
namely images, characters, vocabulary and settings.

STNT10 Experiment with changing particular aspects of
key parables, namely images, vocabulary, setting and
characters.

STOT7 The books of the Old Testament contain a variety of text types including
historical narratives, sacred myths, poetry, legal codes and wise sayings. Gods
Word is revealed through an understanding of the books and text types of the
Old Testament. The
STOT7 Identify typical stages and language features of
various types of text in the Old Testament, including
Genesis 1:1-2:4a, a sacred myth.

STOT7 Explain how knowledge of the typical stages and
language features of an Old Testament text affects a
readers understanding of its message.
STOT8 The Bibles referencing system is structured according to book, chapter
and verse. The contents and index of the Bible assist the reader to locate books,
people, places and things.
STOT8 Identify some features of text organisation (namely
book, chapter, verse, Table of Contents, Index, headings
and subheadings) used to order and present information
in the Bible.

STOT8 Identify some features of text organisation (namely
book, chapter, verse, Table of Contents, Index, headings
and subheadings) used to order and present information
in the Bible.

STRAND: Church
SUB STRANDS: Liturgy and Sacraments, People of God, Church History
Religious Knowledge and Deep Understanding Skills
N/A

N/A
STRAND: Beliefs
SUB STRANDS: Trinity, Human Existence, World Religions
Religious Knowledge and Deep Understanding Skills
BETR6 Scripture speaks of God in many ways but most significantly for Christians
as Father, Son and Holy Spirit. Christians name this understanding of God as
Trinity.
BETR6 Identify and explain Scriptural passages, including
Matthew 3:13-17//Mark 9-11//Luke 3:21-23 (Jesus is
baptized by John) that express God as Father, God as Son
and God as Holy Spirit.
STRAND: Christian Life
SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality
Religious Knowledge and Deep Understanding Skills
CLPS10 In the Christian tradition, essential forms of prayer, including prayers of
petition and intercession, nurture the spiritual life of believers. By prayers of
petition, Christians seek forgiveness and turn back to God. Intercessions are
prayers of prayers of petition in which Christians intercede for the needs of
others (e.g. the community, the church, the world, leaders) as well as for
themselves. Intercessions may take the form of a litany. A litany is a form of
prayer in which a person makes fixed responses to a series of petitions.
CLPS10 Communicate an understanding of the features
(e.g. language, purpose, structures, gestures, context) of
prayers of petition and intercession, including litanies.

CLPS11 Create a prayer of blessing for a particular purpose
(e.g. grandparents day, mothers day, fathers day, sick
class member) using an appropriate prayer structure.


Year 4 Unit Plan Term 1
Significant Days and Celebrations


















Other Relevant Data/ Teacher notes

Ancient Voices Teacher Background includes the following content

What is the Bible?
Old Testament or Hebrew Scriptures?
Purposes and Designs of Prayer
Literal versus symbolic meaning and literary form
Understanding the relational nature of God as Trinity
Synoptic Parallels























Year 4 Unit Plan Term 1
System Level Content
Unit Concept BCE Documents BCE Teacher Background
Ancient Voices: Where
do we find God in the
text?
Mandated Scriptural Texts
RE Resource Weebly
Online RE Curriculum
Theological Background Search

Stage One
Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite)
Lesson One Learning Opportunity Notes Identified Resources
Compare and contrast the
features of the Bible and a
story book. (Lesson 1)

Create a collaborative poster
that lists the many purposes of
texts with an example for each
purpose. e.g. remembering,
explaining, teaching, inspiring,
entertaining. (Lesson 1)


Lesson Two Learning Opportunity Notes Identified Resources
Identify the parts of the Bible
(Lesson 2/ sequencing activity)



Identify the various features of
a page from the Bible. (Lesson
2/ Skills worksheet)


Match answers to questions to
locate and reference scriptural
texts. (Lesson 2/ sequencing
activity)



















(Lesson 2/ sequencing activity)











(Lesson 2/ Skills worksheet)












(Lesson 2/ sequencing activity)




Year 4 Unit Plan Term 1
Lesson Three Learning Opportunity Notes Identified Resources
Compare and contrast how gospel
writers have recorded the same
event in different ways. (Lesson 3/
Zacchaeus & Healing Activity)










(Lesson 3/ Zacchaeus & Healing
Activity)



Stage Two
Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Analysis Part whole/Explain/Analogy/Question)
Lesson Four Learning Opportunity Notes Identified Resources
Outline textual features of the Creation
stories (Lesson 4/ Story Probe)

Sequence the events of creation stories
in Genesis and record how they think
God's voice is heard in the story of
Creation. (Lesson 4/ Story Probe)

Compare and contrast creation stories
across different faith traditions and
cultures. (Lesson 4)









(Lesson 4/ Story Probe)

Lesson Five Learning Opportunity Notes Identified Resources
(MOSES) Identify reasons that the Prince
of Egypt is not exactly the same as that
in the book of Exodus. (Lesson 5 /movie
clip, Bible Gateway)

(MOSES) Compare and contrast The
Prince of Egypt. and Ex 1:8-22; 2:1-10
(Lesson 5 /movie clip, Bible Gateway)








(Lesson 5 /movie clip)







(Lesson 5 / Bible Gateway)








Year 4 Unit Plan Term 1
Lesson Six Learning Opportunity Notes Identified Resources
(JONAH) Identify the literary form,
message and meaning of the text using a
(Lesson 6/ biblical retrieval chart )

(JONAH) Compare and contrast both
forms of the story of Jonah to show
similarities and differences between the
two chapters. (Lesson 6/ biblical retrieval
chart )










(Lesson 6/ biblical retrieval
chart )

Lesson Seven Learning Opportunity Notes Identified Resources
Define Psalms by reading examples of:
Psalms of petition (that ask for help),
Psalms of praise (saying great things
about God) and Psalms of thanksgiving.
(Lesson 7/ Psalm 67, 28 & 29)

Identify literary devices present in the
Psalm such repetition, similes and
metaphors. (Lesson 7/ Psalm 67, 28 &
29)

Justify the type of Psalm students think
they have identified. (Lesson 7)

Create several prayers of petition using
the (Lesson 7/ You Who Do Through
Activity)


(Lesson 7/ Psalm 67, 28 & 29)










(Lesson 7/ You Who Do Through
Activity)

Stage Three
Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/ Reflect/Evaluate/Create)
Lesson Eight Learning Opportunity Notes Identified Resources
Define the trinity to name the Christian
understanding of God. (Lesson 8/
Include symbols the Triquetra, the
Borromean rings).

List findings words and phrases that
describe God as Father, Son and Holy
Spirit. (Lesson 8/ retrieval chart)







(Lesson 8/ Include symbols
the Triquetra, the Borromean
rings).










(Lesson 8/ retrieval chart



Year 4 Unit Plan Term 1
Lesson Nine Learning Opportunity Notes Identified Resources
Compare and contrast the story of Jesus'
baptism (Lesson 9/ Synoptic Parallels
Activity).







(Lesson 9/ Synoptic Parallels
Activity).
Lesson Ten Learning Opportunity Notes Identified Resources

Create a set of three "Trinity" cards
(Lesson 10/ Trinity Cards)













(Lesson 10/ Trinity Cards)