Religion Curriculum Planning

Year Level: Three

Unit Length: 10
Weeks

Term: One

Teachers: Kayla White

Vision for Religious Education: Our vision for Religious Education incorporates the two dimensions of Religious Education; learning
about Religion and learning to be religious in a particular way, through our Learning Vision; Side by side we are brave, empowered and spirited learners and focus
words - Learning, Teaching, Being

Fertile Question: How can we live a good life?

Religious Identity
& Culture

Prayer & Worship

Ethos and Charism

Christian Prayer

Authentic Christian
Community

Sense of the Sacred

Celebration of Life
and Sacraments
Ritualising Everyday
Life

Social Action &

Justice

Evangelisation &
Faith Formation

Justice in the School

Community

Living the Gospel

Action for Justice

Spiritual Formation

Reflection on Action
for justice

Witness to the Wider

Community

Year Level Description

Ctrl + Click to
see level
description

Prep

The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should be taught
in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 3, students develop their understanding of Gods relationship with people as individuals and as community, and the presence and action of God
in daily life experiences as they engage with a variety of texts (including key stories form the Torah, images of God used in Old Testament texts, and the
wisdom of prayers attributed to the saints). They develop an appreciation of the order and harmony of creation. They learn about the cultural contexts
in which the Gospels were written and the text types used in the New Testament to develop their understanding of the life and teaching of Jesus and the
Christian belief that Jesus is the Messiah.
Students develop an appreciation of the Scriptures as a basis for Christian moral living, including respect for basic human rights and acknowledgement
of responsibilities, in particular to the poor and disadvantaged. They develop an appreciation of the collaboration of clergy, religious and laity as they
learn about significant features of a parish and diocese, past and present. They learn about the significance of the Sacraments of Initiation (Baptism,
Confirmation and Eucharist) for the Church community. They investigate prayers of thanksgiving and prayers of praise, to facilitate an appreciation of
the significance of these forms of prayer for Christians.

Sacred Texts

Beliefs

Church

God, Jesus the

Christ, Spirit
Human Existence

Liturgy and
Sacraments
People of God

World Religions

Church History

Old Testament

New Testament
Christian Spiritual
Writings and Wisdom

Christian Life

Moral Formation

Mission and Justice

Prayer and
Spirituality

Religious Knowledge & Understanding

Skills

MORAL FORMATION [CLMF6]

Identify the audience and purpose the Beatitudes (Matthew 5: 3-11; Luke 6: 20 -26).
Identify the connection between The Decalogue (Ten Commandments) and Jesus
teaching in the Beatitudes (i.e. the Beatitudes fulfil the Decalogue).
Draw connections between scriptural foundations for moral living, specifically the
Decalogue, Beatitudes and the fruits of the Spirit and personal experience. CLMF6

The Scriptures provide a foundation for moral living, specifically the Decalogue
(Ex 20: 1-17; Deuteronomy 5: 1-22), Beatitudes and the fruits of the Spirit. The
Decalogue (Ten Commandments) is a guide for making moral decisions. Jesus
teaching in the Beatitudes provides a basis for Christian morality. It does not
abolish the Decalogue but fulfils it, making clearer what is required of one who
loves God (Matthew 5:17-20).
The fruits of the Spirit enable Christians to live a moral life.

MISSION AND JUSTICE [CLMJ4]

Jesus great commandment (John 15: 12-13; Matthew 7:12; Luke 6:31) requires
Christians to respect basic human rights and acknowledge responsibilities.
Concern for the poor and disadvantaged is a key message in Scripture (including
Luke 4: 16-21) and Church teaching.

PRAYER AND SPIRITULAITY [STNT7, STNT8, STCW4]

Make connections between the concern for the poor and disadvantaged, found in
Scripture and Church teaching, and the responsibility of Christians. CLMJ4
Retrieve contextual information from written and digital texts to identify some
aspects of the cultural contexts in which the Gospels were written.
Begin to analyse gospel stories by drawing on a growing knowledge of the context in
which the story was written in order to communicate thinking and understandings
about the life and teaching of Jesus. STNT7
Become familiar with typical structural stages and language features of various
types of text in the New Testament (e.g. narratives, letters, parables).
Speculate on the human authors reasons for using particular types of text. STNT8

Knowledge of the cultural contexts of the Gospels assists the reader to better
understand the life and teaching of Jesus.
Identify the effect on listeners, viewers or readers of the words and images used in
some spiritual writings of the saints (e.g. The Deers Cry / Breastplate of St Patrick)
to express important messages about Gods relationship with people. STCW4
The New Testament is a collection of text types (e.g. Gospels, the Acts of the
Apostles, letters, other apostolic writings) which differ, depending on the
intention and context of the human author. The intention of the human author is
important in determining the nature of the truth revealed in the text (e.g.
historical truth, factual truth, religious truth).
The wisdom of prayers attributed to the saints (e.g. The Deers Cry / Breastplate
of St Patrick) helps one understand Gods relationship with people as individuals
and as community.
Skills

Year Level Achievement

Standard

Ctrl + Click to
see level
description

Prep

Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God used by the
human authors of Old Testament scriptures; and prayers attributed to the Saints) to express their ideas about Gods relationship with people as
individuals and communities; Gods presence and action in daily life experiences; and the order and harmony in Gods creation. They locate information
about the cultural contexts in which the Gospels were written and the text types used by the human authors of New Testament texts. They use this
information about the texts to discuss ideas about the life and teaching of Jesus, including the Christian belief that Jesus is the Messiah.
Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and acknowledgement of
responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of praise, including Glory to the Father
(Glory Be) and demonstrate understanding of the significance of these forms of prayer for Christians. They explain ways in which the Sacraments of
Initiation (Baptism, Confirmation and Eucharist) welcome and strengthen members of the Church community. They describe significant people, events
and features of a parish and diocese, past and present, including the collaboration of clergy, religious and laity. They participate respectfully in a variety
of prayer experiences, including meditative prayer, prayers of thanksgiving and prayers of praise.

Mandated Scriptural texts

Moral living: The Beatitudes (Matthew 5: 3-11; Luke 6: 20-26)

Supplementary Scriptural Texts

Class
Context
for Learning Differentiated Learning
General
Capabilities
Class needs Catholics/non-Catholics other faiths Practising/non-practising:
General Capabilities
Three practising Catholics in the class
Decalogue The Ten Commandments (Exodus 20:1-17) (Deuteronomy 5:1-21)
Individualised
Learning needs (ASD/Visual/hearing impairment may need different scaffolding,
Literacy
unpacking or assessment opportunities):
Information and communication technology (ICT) capability
(Auditory
processing) Use of visual cues for making connections, Assistance with longer scripture. Visual
aids.
Ipads for retelling.
Critical and creative thinking
(ASD) Further discussion in regards to whole class discussions. Visual aids. Ipads for retelling.
Ethical understanding
Learning
Intentions
Recognise that Christians believe the Decalogue is a guide for making moral decisions
Cross
Curricular Priorities
Understand that Jesus teaching in the Beatitudes provides a basis for Christian morality.

Can identify the audience and purpose of the Beatitudes

Can
draw connections
between
scriptural
foundations
for moral living and their own personal experience
Geography
geographical
features of
the time of
Jesus

Identify who the author was writing for when the Beatitudes were written and suggest reasons why the
Lent
author may have written this text
Good Friday
Provide some examples of how the Decalogue and Beatitudes could help a person know how to live in
Project Compassion
the world today
Explore how messages of Jesus, such as to respect people and take responsibility for our actions, are
reflected in the work of the Church and school e.g. Caritas/Lent
Create a guide for good living for the school community

Success Criteria
Explain what is meant by the word Decalogue
Link
to Significant Days and Celebrations
Describe the connection between the Decalogue and the Beatitudes (e.g. guides for living a good life)

Assessment opportunities, background and tasks

Formal assessment The worlds of the text The Decalogue: Children visually display their understanding
with a simple caption. Allow opportunity for them to expand their understanding verbally using the Explain
Everything iPad app).
Formal assessment Venn Diagram Compare the two Bible versions of the Beatitudes.
Formal assessment Personal choice of presentation: How can we be People of Action in our school
community?

TEACHING and LEARNING INQUIRY

(Although phases appear sequential, movement between phases is expected)

Core Content Area One

Focus/Question What was the challenge of Jesus?
Learning
Sequence
Tuning In (to
students)
What is the
topic?
Why should we
study this topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know x,y,z.
How is this relevant
to me?

Activity / Experience

Brainstorm with students why we

follow rules at school? Discuss how
the school rules help us to make good
choices.
Discuss with the class how we can be
people of action? Discuss that
following the school rules allows us to
be people of action.
Go over the school rules and discuss
how they connect to the class ruleswhat are the similarities and
differences the ideas might be the
same but we can express it different
ways.

RESOURCES & ICLTs

Laptop to type a list of class rules

 Create a list of class rules and make a

visual and written display of the rules

Finding Out
Identify possible
sources of
information
Identify skills
necessary for the
investigation.
How did it happen?
Who was there and
what were the facts?

Pose the question to students: What

are the rules that Jesus followed?
Introduce students to the fertile
question How is Jesus a person of action?
Explore where Jesus would have
learnt about living with others/
covenant (relationship with God,
relationship with each other, and
relationship with Creation) in his own
time
Discuss with students that as a Jewish
person Jesus would have followed the
Decalogue
Brainstorm what students know about
the Decalogue e.g. (10
commandments)
Tell students that the Decalogue is

also called the top ten statements in

Judaism as there are actually 613
commandments

Sorting Out
What do we
want to find out?
How can we do
this best?
How will we
gather the
information?
Does what I knew
before still apply?
Does my first idea
still make sense?

Students view and listen to a song

about the Ten Commandments such
as Ten Commandments or The Ten
Commandments - A Song for
Shavuot.
Students view a video about how
Moses received the Ten
Commandments
Students complete Ten
Commandments colouring sheet
Students create a storyboard retelling
the Story of Moses
Students engage in literacy activities
around the Decalogue to explore
- World of the text: what are the
important words, what words stand

Teacher background Decalogue

http://lb3heroesofthepast.weebly.com/teacherbackground.html
http://www.rec.bne.catholic.edu.au/Pages/TheologicalBackground-Details.aspx?tbid=69
https://www.pinterest.com/pin/519391769498815960/
Student information Decalogue
The Ten Commandments a song for kids
http://www.youtube.com/watch?v=kq4h3Opy-Xc
The Ten Commandments video about Moses
https://www.youtube.com/watch?v=gs1eop9MNgU
Theme of Caritas 2015
http://www.caritas.org.au/projectcompassion/videos/in
troduction-video

out, what words dont you know

The Ten Commandments Exodus 20:1-17,
Deuteronomy 5:1-21

- World behind the text: how does

the text tell us what the world was
like e.g. animals, goods,
relationship with God/covenant,
that people needed rules to follow
because they were often occupied
by other nations and werent in
control of their own lives, the
Israelites were the only people that
followed one God and this would
have been hard at the time
- World in front of the text: how can
the words make sense for us
today? (Links to how we can be
people of action e.g. involvement
in Caritas watch Caritas video)

Drawing
conclusions/Conne
ctions
So what have I
learnt?
If I know this, how
can I connect it with
my world?

Students complete checkpoint task 1 to

portray visually with captions the Worlds

behind, of and in the text using key
questions:
o Why was the Decalogue or Ten
Commandments created? (They
remind us to be people of action
who follow Gods rules)
o Why did God give the Decalogue
to Moses? (God was angry with
the people so He gave them
some rules)
o How can you use the Decalogue
or Ten Commandments in your
daily life? (We can follow the
school rules and make good
choices at home)

Formal Assessment Task 1 People of Action Decalogue

iPad app Explain Everything
Take a photo of childrens drawings and allow them
opportunities to explain with the dialogue story.

TEACHING and LEARNING INQUIRY

(Although phases appear sequential, movement between phases is expected)

Core Content Area Two

Focus/Question How did Jesus message challenge his world?

Learning
Sequence
Tuning In (to
students)
What is the
topic?
Why should we
study this topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know x,y,z.
How is this relevant
to me?

Activity / Experience

Brainstorm how Jesus

teachings that may have
challenged some people in
that time
Explore a range of childrens
bible stories and Zacchaeus,
healing stories that brought
people back to community,
Good Samaritan
As a whole class or in small
groups students identify
whether the story shows
Jesus challenging people
(world behind the text
context) e.g. using the power
points on the year 2 learning
byte Clues to the Past

RESOURCES & ICLTs

Learning Byte Clues from the past

(Core Content 1: power points, half way down the page)
http://lb2cluesfromthepast.weebly.com/jesus-time-andplace.html

Finding Out
Identify possible
sources of
information
Identify skills
necessary for the
investigation.
How did it happen?
Who was there and
what were the facts?

Introduce students to an
important text in the New
Testament The Beatitudes
which people today see as a
guide to living a good life
Review what students know
about the Beatitudes e.g.
connection to All Saints
mass
Explore where the Beatitudes
are found in scripture - Matthew
5:3-11
Luke 6:20-26

Use Beatitudes colour poster

as resource. Children to
colour in black and white
version to reinforce this
important text.
World behind the text
Explore the Gospel of Luke
and Gospel of Matthew

Beatitudes video - https://www.youtube.com/watch?

v=TXhYqD0POkM
Beatitudes worksheet
https://www.pinterest.com/pin/558727897495141490/ (colour
version)
https://www.pinterest.com/pin/190488259211648547/ (black
and white version)
Teacher background
http://www.examiner.com/article/comparing-two-sets-of-beatitudes

http://www.rec.bne.catholic.edu.au/Pages/TheologicalBackground-Details.aspx?tbid=70
http://www.rec.bne.catholic.edu.au/Pages/TheologicalBackground-Details.aspx?tbid=6
http://www.pbs.org/wgbh/pages/frontline/shows/religion/story/ma
tthew.html
http://www.ignatiusinsight.com/features2005/mbrumley_beatitud
es_feb05.asp
http://bibleatlas.org/full/galilee.htm
http://bibleatlas.org/full/sidon.htm

power point and identify that http://freebibleimages.org/photos/jesus-teaching/

Luke was writing for a gentile
(non-Jewish audience) and
Matthew was writing for
Jewish audience
Read the scripture passages
before the Beatitudes in Luke
(Luke 6: 17-19) and
Matthews (Matthew 5: 1-2)
Gospels and identify the
geographical features that
are mentioned e.g.
mountain, level plain, Judea,
Jerusalem, Tyre, Sidon.
Explore the geography of the
area using an online bible
map
Discuss with students the
relevance of the geography
in the 2 scripture texts
- mountains (on the Jewish
side) versus the lower
land (on gentile land)
- Matthews Jewish

Sorting Out
What do we
want to find out?
How can we do
this best?
How will we
gather the
information?
Does what I knew
before still apply?
Does my first idea
still make sense?

audience versus Lukes

Gentile audience
Look at images of Jesus
preaching to the gathered
crowds from sources such as
Free Bible Image

World of the text

Compare the Beatitudes in
the Gospels of Matthew and
Luke and highlight the
different words are used e.g.
Blessed are they Happy
are they/those.
Review key details and ideas
about community for whom
the Gospels were written
Who was listening? Why was
it important to get this
message across? Who were
the marginalised and the
poor in the time of Jesus?

Going further
Extend and
challenge
students
understandings
Offer more
information
Is there something
else I need to
deepen my
knowledge
understandings?
What difference
does this make to
me?

Students complete checkpoint

task 1 to portray visually with

captions the Worlds behind, of
and in the text using key
questions:
o Why was the Decalogue
or Ten Commandments
created? (They remind
us to be people of
action who follow Gods
rules)
o Why did God give the
Decalogue to Moses?
(God was angry with
the people so He gave
them some rules)
o How can you use the
Decalogue or Ten
Commandments in your
daily life? (We can
follow the school rules
and make good choices
at home)

Drawing
conclusions/Conne
ctions
So what have I
learnt?
If I know this, how
can I connect it with
my world?

Complete a Venn Diagram

comparing the two scripture
versions of the Beatitudes
(Luke written for Gentiles,
shared by the lake, Matthew
shared on a mountain,
similar to how Moses
received the Decalogue,
similar messages, shared
using different words)
Students explain why Jesus
taught the Beatitudes to the
crowd (to make the
Decalogue relevant to the
lives of the people at the
time, it was Jesus spin on
the Decalogue).

Formal Assessment Task 2 People of Action - Beatitudes

TEACHING and LEARNING INQUIRY

(Although phases appear sequential, movement between phases is expected)

Core Content Area Three

Focus/Question How can we be people of action?

Learning
Sequence
Tuning In (to
students)
What is the
topic?
Why should we
study this topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know x,y,z.
How is this relevant
to me?
Finding Out
Identify possible
sources of
information
Identify skills
necessary for the
investigation.
How did it happen?
Who was there and
what were the facts?

Activity / Experience

Review the Decalogue and the Beatitudes - Why

are their messages important today? Who are
the people who are marginalised in our world?
Discuss with students who are the people that
live the Beatitudes today e.g. Caritas and Project
Compassion

Explore Caritas resources e.g. dvd, website,

posters
Record key information about what Caritas does
to live the message of the Beatitudes in different
parts of the world today
Role play in small groups the Beatitudes in
action

RESOURCES & ICLTs

http://www.youtube.com/watch?
v=O9ek5YQmBmk (8.08mins)
http://www.caritas.org.au/
Resource Link Resources:
Dvd Close encounters with the
Beatitudes

Sorting Out
What do we
want to find out?
How can we do
this best?
How will we
gather the
information?
Does what I knew
before still apply?
Does my first idea
still make sense?

Explore different ways that people share the

Beatitudes today e.g. Rina Wintour Just
Imagine plays, childrens Beatitudes
Create their own version of the Beatitudes from
Matthews or Lukes Gospel e.g. write a new
version, paint/visual, act out a Beatitudes play
for the class, including
- The patterning/structure of the Beatitudes in
the chosen scripture text
- Examples of how the Beatitudes can be lived
in the world today

Resource Link resources

Beatitudes poster set
Book The secret of happiness
CD: Make me a song by Peter Kearney
(Beatitudes song)
http://www.youtube.com/watch?
v=TXhYqD0POkM

Drawing
conclusions/Conne
ctions
So what have I
learnt?
If I know this, how
can I connect it with
my world?

Students given the opportunity to share how the

scripture message or messages can be lived in the
community by creating a poster, mini book, board
game, role play etc.

Formal Assessment Task 3 People of

Action Making Scriptures Real to our
Lives

Taking Action
(reflecting,
evaluating)
So what if you know
this what are you
going to do about it?
How is this going to
change you? What
will you do now?

Students can share their poster, mini book, board game, role play
etc with their buddy class to share with others how the scripture
messages can be lived in the community.