RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Empowered by the Holy Spirit Student Number: 20152499

Date of Submission: Monday, 13th May 2019 Student Name: Justin Fiume
 PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus Topic
Inner strength is something we
6 Come Follow Me Confirmation admire in others and wish for
ourselves.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

The strength of God is greater than human inner strength. This strength is a gift of the Holy Spirit, whom Jesus shares with members of the special community or Church
He instituted. Many of the children will be confirmed in Year Six, this unit is one way the school assists parents to prepare their children for the celebration of the Sacrament
of Confirmation. The Religious Education unit begins by recalling that the soul gives both life to the body and inner strength for goodness. The children then describe and
wonder at experiences in which the soul strengths people to be heroic in their efforts to do good.

The unit explores ways in which Christian heroes have been strengthened by the Holy Spirit, and how Catholics are promised this strengthening through the Sacrament of
Confirmation. The extent to which this strengthening will grow depends upon their daily prayer, their worship and genuine efforts to live the teachings of Jesus. Finally the
unit explains ways in which Christians are called to live the Beatitudes (Matthew 5:1-12) as key teachings of Jesus which increases the Spirit’s strength in their lives.

Key Understandings and Learning Points

Human person Jesus Church

Wondering at the Creator The Promise of Christian Salvation Christian Response

God created people with a body and soul
I. How does the soul give life to the body? How
does God’s help give inner strength for
goodness?
II. In what situations can God’s help strengthen
people to be heroic for God?
III. How can the soul move people to behave like
God?
IV. What are the qualities of the soul?
V. Celebrates that God empowers human beings to
do what is good.
Jesus promised the Holy Spirit
I. How did Jesus promise the Holy Spirit to his
followers and how this was fulfilled at
Pentecost?
II. In what ways did Jesus show heroic spiritual
strength?
The gift of the Holy Spirit
I. In what ways would society be different if
everyone used the heroic strength of the Holy
Spirit to do good?
Celebrating the Sacrament of Confirmation
I. What are the words and actions of the Rite of
Confirmation?
II. How are the gifts of the Spirit received through
Confirmation and how can they be developed
further through the Beatitudes?
The fruits of the Holy Spirit strengthen people to
live like Jesus
III. In what major stories have the followers of
Jesus been strengthened by the Holy Spirit?
IV. How have other Christian heroes been
strengthened by the Spirit?
 Every Sunday is a new Pentecost
V. Understanding that Confirmation is an ongoing
journey through life.
VI. Reviews and expresses the main ideas of the
unit.
Links to General Capabilities
Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
- Descriptive writing - Mind map Creative Thinking - Appropriate attitude Competency Understanding
- Informative websites - Analysis of towards religious - Demonstrate an - The culture of the
- Generator for information discussion understanding of the saints
grouping soul
- Video presentation
Religious Capabilities Spiritual Capabilities
Faith Hope Charity Prudence Justice Fortitude Temperance
Student will use their Student demonstrate Students finding a
faith to develop a that ability to face mature balance of
greater obstacles confidently enjoyment and work
understanding of through the Holy spirit
Confirmation and their
Christian beliefs
Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting

Students being confirmed need to identify examples of how the influence of the Holy Spirit to live as God wants can be seen in life of their Confirmation Saint or Blessed.
Students will make connections with people within their immediate lives and how they show the strength of the Holy Spirit. I show the strength of the Holy Spirit by showing
goodness (fruit of the Holy Spirit) by showing random acts of kindness such as helping a stranger, donating to charity or simply smiling and acknowledging someone. I also
show counsel (gif of the Holy Spirit) in making wise decisions by asking myself if it will lead me closer to God.

I recall my own Confirmation in which I was nervous about receiving the sacrament. However, I was strongly supported on my journey through my teacher, my family and
my Confirmation sponsor. These people helped guide me through the process and continue to support me on my Christian journey through live. Ten years later, I was
asked to become a Confirmation sponsor myself in which I humbly accepted, I continue to guide my candidate on their own Christian journey. As a disciple, I hold a quote
from Matthew 28:19 closely as we continue to evangelise and encourage others from my Catholic faith to do the same through the support of the Holy Spirit.

I make time for reflection and prayer each day to give thanks to God and deepen my relationship with Him. God created us with a need for connection, and prayer is
connection. Praying is talking to the Lord, just like friends talk to each other and are brought closer together through their sharing. When I pray, I share my innermost being
with Him. Through prayer, I am transformed and renewed. Prayer reminds us that we are dependent on God and not on ourselves. Prayer draws me closer to God. In the
previous unit of work, students wrote two prayers – from the perspective of one fruit and one gift of the Holy Spirit. Throughout this unit of work, one student will read one of
these prayers at random before the commencement of each lesson.
LEARNING AND TEACHING PROGRAM
Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
States that the soul Describes situations in Describes situations in Identifies ways the soul States qualities of the
1 gives life to the body which the soul, with which the soul, with moves people to behave soul. 1.1 Anecdotal records on
and, with God’s help, God’s help, strengthens God’s help, strengthens like God. diagnostic understanding
gives inner strength for people to be heroic for people to be heroic for (Student) Breaking news of soul.
goodness. God. God. (Student) In workbook, segment activity. Each (Formative)
write down how a Saint student will use either
(Whole Class) St Pius X Parish Priest – Focus Questions: moves you to be more the video on their device 1.2 Anecdotal records of
Brainstorm and define Fr. Patrick Lim Who do you know in like them. Focus or iMovie to create a student’s
what a soul is. your community/life question: What short film talking about responses/questions
(Teacher) Introduce Fr. that displays the attributes of your Saint the qualities of a soul. (Formative)
(Whole Class) Say a Lim and instruct qualities that Jesus makes you do good and
prayer of thanksgiving to students to write taught? help out the community. Guiding structure: 1.3 Work Sample:
God for giving us a soul. questions for the Fr. Lim Link and synthesise - Lost person type Students choice of heroic
Play music and ask to answer later. Each student gets a ideas from lessons 1-3. segment people (Summative)
students to focus on the hand cut out and writes Book: Saint of the day - Story of a person
wonder question: How (Whole Class) Students the one heroic person in by Leonard Foley showing qualities of a 1.4 Self –checklist.
can my soul help me to walk over to the church their lives and how they soul Ensure students
do good for others with and Fr. Lim talks about demonstrate this (Teacher) write a - Symbols around the researched all areas.
God’s help? the topic of empowering quality. checklist on the white world that represent the (Formative)
the soul. board for students to qualities
(Students) All hand cut outs will be complete by the end of 1.5 Anecdotal records:
On a heart shaped sticky Students ask Fr. Lim the combined to make a the lesson. OR Rich Questioning to gain
note, write one way God questions prepared Holy Spirit tree of Life content understanding
can help you to help earlier. Partner talk: Find a (Student) Create an (Formative)
others at school and put Student will help Fr. Lim partner and discuss the advertisement on
it inside the body cut (Student) Write a goal put it on display at the focus question. Students gumtree or eBay, selling
out on the RE inquiry on what you want church. will have key knowledge a soul. Student will
board. achieve in this unit of of two Saints. describe it in the bio,
work. listing its qualities.
Visual Arts (ACAVAM116) (Teacher) Go around
Students use a half cut asking rich questions to
photo of their face and students to assess
continue to draw the student content
other side. understanding.
“This is who I am”
 States qualities of the Celebrates that God Describes ways in which States that Jesus Evaluates ways society
2 soul. empowers human Jesus showed heroic promised the Holy Spirit would be different if 2.1 Rubric: Content
beings to do what is spiritual strength. to his followers and how everyone used the assessment
Continue working on… good. this was fulfilled at heroic strength of the (Summative)
(Teacher) Put ‘Showing Pentecost. Holy Spirit to do good.
(Student) Breaking news (Teacher) Read ‘Have strength’ on the board. 2.2 Anecdotal record of
segment. Each student you filled a bucket As a class, discuss the (Teacher) Godly play – (Student) In groups of student engagement.
will use either video on today?’ by Carol how we can show it. Read the story of three, write on butcher’s Teacher self- reflection
their device or iMovie to McCloud then discuss Pentecost to the paper and discuss why on the effectiveness of
create a short film how the story strongly (Teacher) Put ‘Showing students. Act 2:1-13 people do not always the lesson.
talking about the relates to God spiritual strength’. As a use the Holy Spirit’s (Formative)
qualities of a soul. empowering all of us to class discuss how we can (Teacher) Get students strength to do good.
do good for other. show it. End with Jesus to go to their desks and How has it affected us, 2.3 Anecdotal records of
Guiding structure: Invisible buckets is showed us spiritual write a paragraph the our families and the student’s performance.
- Lost person type spiritual nourishment strength in his actions. focus question: wider community? (Formative)
segment you receive from God. How did the Holy Spirit
- Story of a person (Teacher) Online help his followers to Explain ways that 2.4 Work sample: English
showing qualities of a Activity (whole class) grouping generator – spread the good news? modern society would cross curricular
soul Let’s fill our bucket groups of five. Give each be if everyone used the (descriptive writing). Rich
- Symbols around the today! Students take a group a scripture Activity: Holy Spirit’s strength to questioning of student to
world that represent the 20-minute walk around reading of Jesus showing Imagining you are a do good. What would be assess student’s
qualities the school with buckets spiritual strength. disciple of Jesus at the major and minor understanding.
and pick up rubbish. Pentecost. Using differences? (Summative)
OR Student can talk with (Students) Act out the descriptive language
each other. Teacher scripture reading and describe the events and Student can either 2.5 – Anecdotal records
(Student) Create an consolidates lesson by the class needs to guess how the Holy Spirit has display a brainstorm, and work sample to gain
advertisement on explaining that there are how Jesus is showing helped you in your life. create a Venn diagram, understanding of class
gumtree or eBay, selling many opportunities to spiritual strength in the create pro’s or cons list learning levels.
a soul. Student will do good for others. story. Draw a picture or do a (Formative)
describe it in the bio, report of the findings.
listing its qualities. (Gardener’s multiple
intelligence)
Visual Arts
(ACAVAM116)
Students design and
create a saints sash that
they will wear at their
Confirmation.
 Presents major stories of Presents major stories of Presents major stories of Identifies ways in which Identifies ways in which
3 followers of Jesus being followers of Jesus being followers of Jesus being other Christian heroes other Christian heroes 3.1 Work sample:
strengthened by the strengthened by the strengthened by the have been strengthened have been strengthened Content knowledge and
Holy Spirit. Holy Spirit. Holy Spirit. by the Spirit. by the Spirit. understanding
(Formative)
(Student) Identify how (Teacher) Ask students (Teacher) Ask students (Whole class) (Teacher) Introduces
the fruits of the Holy what the nine fruits of what the seven gifts of Brainstorm knowledge task of creating a Saints 3.2-3 Work sample:
Spirit enable people to the Holy Spirit are. Write the Holy Spirit are. Write of Saints on board and Box. Explain students Assess student’s
be more like Jesus. For on board. Teacher gives on board. Teacher gives link it to how they have will research their understanding of the
example, complete a hints on the ones they hints on the ones they done good to help chosen Confirmation gift/fruit of the Holy Spirit
collaborative brainstorm are struggling with. are struggling with. others. saint and tick off a (Summative)
using De Bono’s criteria checklist as they
Thinking Hats. Activity: Activity: (Student) Choose one progress. 3.4 Work Sample:
(Student) In pairs, find a (Student) In pairs, find a book of Saints (Saint Brainstorm. Gain whole
Attach each page of bible passage that bible passage that Joseph’s little book of Students will have three class understanding of
LA16 Resource Sheet to demonstrates a story of demonstrates a story of Saints) from the floor lessons to create their Sainthood (Summative)
6 pieces of card, and a follower of Jesus being a follower of Jesus being and read it quietly. Saints box before
spread the card around strengthen by the Holy strengthen by the Holy presenting to a class of 3.5
the classroom. Spirit through the fruit. Spirit through the gifts. (Student) Reflect on the year 5’s. checklist/anecdotal
Saint they read about records/rubric/self-
(Student) work in small Once they have got the Once they have got the and answer the (Teacher) suggest that reflection
groups to move around passage they need to passage they need to information sheet lesson is used to work (Formative/Summative)
to each Thinking Hat and write half a page on write half a page on provided. on the written research
brainstorm their what gift(s) do they what gift(s) do they while the following
responses to the display in the story and display in the story and lesson will be used for
question on the card. how they were used in how they were used in colouring.
order to serve a purpose order to serve a purpose Encourage students to
(evangelisation) (evangelisation) bring in any items they
Visual Arts wish to use when crating
(ACAVAM115) their Saints Box.
Students will use a range
of oil pastels and dye to
create a picture that English
depicts the Holy Spirit (ACELY1714)
(i.e. white dove engulfed Continue research into
in flames). Confirmation saint.
 Identifies ways in which Identifies ways in which Describes the words and Describes the words and Explains how the gifts of
4 other Christian heroes other Christian heroes actions of the Rite of actions of the Rite of the Spirit received 4.1 Anecdotal Record on
have been strengthened have been strengthened Confirmation. Confirmation. through Confirmation student’s progress.
by the Spirit. by the Spirit. can be developed (Formative)
(Whole Class) walk over (Student) Spin an online further through the
(Student) Continues the (Teacher) explain that to the church and Fr. spinner and, with the Beatitudes. 4.2 Work Sample:
Saint Box. students will have this Lim will run the class word or action that the Saint Box.
lesson to finalise through the spinner lands on, make a (Teacher) introduce the Understanding and
(Student) finish the everything. Confirmation ceremony. poster with the image or book ‘The Beatitudes for Checklist
written responses by the Parts will be segmented quote. Write an children’ by Rosemarie (Formative/Summative)
end of this lesson. (Student) practice and the importance of explanation under it. Cortler and Donna Oral language skills to
When finished, work on explaining the research each element of the rite Piscitelli explain information
the creative criteria. of their saint to a of confirmation will be This will be put up on (Formative)
partner, why they chose explained. the RE unit inquiry (Teacher) Teach
their saint and what all board. students the first four 4.3
Visual Arts the pieces of their Saints beatitudes. Anecdotal Record on
(ACAVAM116) Box symbolise. student’s response.
Students will use this (Student) Research the (Formative)
lesson to paint and beatitudes and create a
decorate their Saints Block after lunch mind map that covers a 4.4 Work sample:
Box. definition of the Content knowledge and
Students will collect beatitudes with three understanding
their Saints Box and examples of its place at (Summative)
quietly move to the home, school or in
undercover area. society. 4.5
In groups of 3v3 the year Work Sample: Students
6’s will present their understanding of the
research to the class of beatitude
year 5’s. (Formative)

Justification: Year 6’s

consolidate their
learning by teaching
younger students of
their saint and the
sacrament of
Confirmation.
 Explains how the gifts of Explains how the gifts of Reviews and expresses Reviews and expresses Reviews and expresses
5 the Spirit received the Spirit received the main ideas of the the main ideas of the the main ideas of the 5.1
through Confirmation through Confirmation unit. unit. unit. Work Sample: Students
can be developed can be developed understanding of the
further through the further through the (Teacher) Create a (Student) Go to AFTER THE beatitudes
Beatitudes. Beatitudes. double sided test which reconciliation before CONFIRMATION (Formative)
covers the content of their Confirmation CEREMONY:
(Teacher) Teach (Teacher) Select a the whole unit of work. ceremony. Self-reflection on the 5.2
students the second contemporary article unit of work and Work Sample: Student
four beatitudes. from the Catholic Students will have whole Peaceful music will be Confirmation. knowledge of the
Church website. lesson to complete the gently playing in the Evaluate the unit of beatitudes
(Student) Research the test and early finishes background. work for future (Summative)
beatitudes and continue (Student) Analyse the will finish up any work planning.
to build their mind map article and explore the that they did not While they are waiting Two posts on KidBlog 5.3
with more in that covers beatitude. complete in the selected for the other classmates, Summative test – Student
a definition of the lessons. Test 1.1 just pray and reflect. (Student) Revisit the total knowledge of the
beatitudes with three (Student) Annotate and Students practice the goal that they wrote at unit of work
examples of its place at write a half-page Test 1.2 can be skill of silence. the start of the unit of
home, school or in response on the effect completed in the health work and writes a 5.4
society. of the beatitude from a block at the end of the one/two line response Student’s foundational
religious perspective day or Lesson 5.5. to express their journey. reverence and
and your knowledge of understanding
Visual Arts the content. (Student) Completes a (Formative)
(ACAVAM116) confidential self-
Students choose a reflection on their 5.5
beatitude and draw a feelings and emotions Self-reflection and unit
“stain glass” design on about the ceremony. evaluation.
an A6 size sugar paper. Written in RE journal. (Summative)
These will be displayed
on the classroom
window that receives
most sunlight.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops
higher order thinking skills and comprehensively assesses student learning. Include how you would record the student
achievement and how you would use this information for future teaching.

Planned Assessment
Saint Research and Godly Play Script.

Learning Intention: to study a saint and take notes. Write a script about your Saint to match the ‘Godly Saint Box’.
Present the Saint Box to our class and the Year 5 students.

R.E. Outcomes

Wondering at the Creator – WONDERING AT EXPERIENCES OF THE HUMAN SPIRIT

States that the soul gives life to the body and, with God’s help, strengthens people to be heroic for God.

Describes situations in which the soul, with God’s help, strengthens people to be heroic for God.

E D C B A
1-20 21-33 34-46 47-59 60

Success Criteria:

Life in chronological order (10) (include Birth/ Birth place)

- Include how your Saint/ Blessed die? (Martyred – red or Natural – white)
How did the Holy Spirit guide or empower the Saint/ Blessed? (3)
What good human qualities did your Saint/ Blessed have? (3)
Did your Saint/ Blessed have to overcome any temptations and/ or struggles? (3)
Why is your Saint/ Blessed a Christian hero? (3)
What fruits and/ or gifts of the Holy Spirit did you Saint/ Blessed show? (3)
When was this saint canonised or beatified by the Catholic Church? (3)
- Include the liturgical colour/ season and feast day of your Saint/ Blessed.
How can your Saint/ Blessed inspire Catholics to live their lives? (3)
What made you decide to choose this Saint/ Blessed? (3)
How is this Saint/ Blessed an example for your life? (3)

GODLY SAINT BOX

Box decorated (5)
Model of the Saint/ Blessed (2)
Material to represent the liturgical season (2)
A prayer to your Saint/ Blessed (2)
Five(5) or more symbols to represent the Saint/ Blessed life (10)

References (2)
APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource
sheets, learning activities.

Lesson 1.3 Hands template Lesson 2.2 Book resource

Lesson 1.4 Saint a day

Lesson 2.4 Godly Play

Godly Play Confirmation

It is very important that all Godly Play activities are done slowly and reverently.

Place a red coloured cloth on the floor and discuss the use of the colour red at Pentecost.

Place the characters around a table with a tea light candle in the middle. Tell the story of
Pentecost to the class and light the candle to represent the entrance of the Holy Spirit.

Finish the activity with wonder questions that relate to the learning point.
Holy Spirit Yr 6
 The Mystery of Pentecost
Scripture
Acts 2

Material
The material for The Mystery of Pentecost is on one of the New Testament shelves.
It is a red parable box that contains:
 red felt underlay
 6 plain wooden blocks
 Blu-tac/Play-dough for pegs to stand
 12 wooden peg people
 small box containing 12 shields with symbols (optional)
o Andrew - white X-shaped cross on blue background
o Bartholomew - three knives
o James (son of Zebedee) - three scallop shells and a sword
o James the Less (son of Alphaeus) - saw
o John - cup and serpent
o Jude - sailboat
o Matthew - three money bags
o Phillip - cross with two loaves of bread
o Thomas - builder’s square and spear
o Simon Peter - upside-down cross and crossed keys
o Simon the Zealot - book and fish
o Matthias - sword and book
o Mary of Nazareth – baby (optional)

Movements Words

Walk slowly to the shelf and pick up Watch carefully where I go so you will always know where to find
the box with the materials for The this material.
Mystery of Pentecost. Carry it
carefully to the circle and set the box
beside you. Sit quietly while you feel
the story forming in you.

Pick up the gold box with mystery This is the Mystery of Pentecost.
and amazement.

Move the box to your side with the
lid propped up on the side facing the
children so they won’t be tempted to
peek at what is coming out of the
box next.
I wonder what could be inside? This looks like a parable box, but
it is red. It must be like a parable and yet not be a parable. I have
an idea. Let’s look inside and see what is there.

Take out the underlay. Leave it There are some things inside to tell the story, but there is nothing
crumpled in the middle of the circle else to put down to help us get ready. I guess all we can do, then is
for a moment and then smooth it out. begin.
Pause and begin.
Place the first block down in the
middle of the underlay.
Put the second block down on top of
the first.
Slowly build up the blocks as you
tell the story.
Keep building block by block, in
such a way that the tower becomes
more precarious.
The blocks now need to fall of their
own weight.
Slowly pick up the blocks and put
them back in the box. Sit back and
pause. Reflect silently on what has
happened.
Lay out the wooden pegs in a
rectangle, leaving an open space for
a doorway
Place all the symbols of the Twelve,
except the symbol for Matthias (the
sword and book), inside the
rectangle. There is no symbol for
Judas.
Move the symbols for the disciples
outside Jerusalem and place them in
a circle.
With your hands turned up, raise
your hands upward together.
Turn your hands over and hold them
over the circle of disciples and then
allow one hand to move slowly down
and lightly touch the disciples. Move
the symbols back into the rectangle
of Jerusalem.
There once was a great tower.
Everyone working on the tower spoke the same language and
worked together.
But as the tower grew taller and taller, they began to talk in
different ways.
The tower came close to God, but the people forgot why they were
building it. They grew so proud of themselves that they began to
think they were greater builders than God. Each group thought
they were better than any of the others.
A huge noise replaced their talking. It made no sense. Everyone
was babbling.
Soon the tower fell down, so it was called the Tower of Babel. The
language of the people of the earth was shattered and broke into
splinters. Each one was beautiful, but it was broken.
Thousands of years passed. Then Jesus died on the cross, but
somehow he was still with the people around him as he is with us.
They kept seeing him, and they couldn’t let him go. Then one day
something amazing happened.
The disciples were in Jerusalem.
Here they are: Peter, James, John, Andrew, Phillip, Bartholomew,
Matthew, Thomas, James the Less, Simon, and Jude. There are
only eleven disciples because Judas had already killed himself.
Jesus took them outside Jerusalem to a Mountain called Olivet, or
as far as Bethany.
Jesus then went up, and soon the Holy Spirit would come down.
The eleven disciples went back into the city. They were full of joy
and went to the Temple to pray.
 Add the symbol of Matthias to the
group, which is now inside
“Jerusalem.” Crowd them together in
the centre of the rectangle made from
the brown strips.
Light the candle in the middle of the
room to represent the flame of the
Holy Spirit.
Place the symbols of the Twelve
radiating out from “Jerusalem.”
Sit back and look at story for a
moment, then begin the wondering.
After the wondering is over, put the
story away carefully. Return the
lesson to its spot on the shelf. Then
return to your spot in the circle and
dismiss the children one by one to do
their work.
Reference:
Jerome W. Berryman, The Complete Guide to Godly Play Volume 4: 20 Presentations for Spring (2003), pp.
120-125.
They then went to the upper room and, with God’s help, decided
that Matthias would take Judas’ place.
On Sunday the Twelve were together again. Suddenly there was a
sound like a mighty wind rushing in to be with them. It was the
Holy Spirit. They became so full of its power that they seemed to
be on fire. Their tongues burned in their mouths. They were so
excited that people wondered what was going on.
When the disciples went out on the street, there were people there
from many different countries. They spoke many different
languages.
Everyone could see that the Twelve had come close to God - and
God had come close to them - in a new way. It no longer mattered
that they spoke different languages.
The disciples had become apostles! They went out into all the
world to tell this story.
Ever since, Pentecost has been celebrated to remember that day.
 I wonder what part of the story you like best?
 I wonder what the most important part could be?
 I wonder where you are in the story? What part is about you?
 I wonder if we can leave out any part of this story and still
have all the story we need?
 I wonder if you have ever come close to something like this?
 I wonder if there is anything in our church that reminds you of
this?
Lesson 2.1 Video Presentation Rubric
Performance Level Needs Improvement
Group Cooperation Students needed to be reminded to stay on task
frequently. One or two people did all the work.
Students argued with one another or left some
students out of the process.
0-4 points
Satisfactory
All students contributed a fair share to the project,
though some workloads varied. Students had to be
reminded occasionally to stay on task. Students
made an effort to include all group members in the
process.
5-10 points
Excellent
All students contributed equally to the video.
Students stayed on task at all times. Students
worked with each other in a friendly manner.
11-15 points

Storyboard Students did not complete a storyboard or Students completed the storyboard on time, but Students completed storyboard on time.
storyboard did not match video. some items are not thoroughly described. Storyboard is thorough and matches the video.
0-2 points Storyboard matches the video. 6-10 points
3-5 points

Documentation There is no documentation. Most of the elements taken from other sources are All elements from other sources are accurately
0 points documented; however, some documentation may be documented.
inaccurate or missing. 4-5 points
1-3 points

Subject Content Subject knowledge is not evident. Information is Subject knowledge is evident in much of the video. Subject knowledge is evident throughout the
confusing, incorrect, or flawed. Most information is clear, appropriate, and correct. video. All information is clear, appropriate and
0-9 points 10-20 points correct.
21-30 points
Video content and The video lacks a central theme, clear point of Information is connected to a theme. Details are Video includes a clear statement of purpose.
organisation view, and logical sequence of information. logical and information is relevant throughout most Events and messages are presented in a logical
Much of the information is irrelevant to the of the video order, with relevant information that supports the
overall message 3-5 points video’s main ideas.
0-2 points 6-10 points

Introduction The introduction does not orient the viewer to The introduction is clear and coherent and evokes The introduction is motivating, and hooks the
what will follow. moderate interest/response from the viewer. viewer from the beginning.
0-1 points 2-3 points 4-5 points

Mechanics The text and audio have 4 or more grammar or The text and audio have 1-2 grammar or spelling The text and audio have no grammar or spelling
spelling errors. errors. errors
0-2 3-4 5 points
Production Video is of poor quality and is unedited. There Tape is edited. A variety of transitions are used and Tape is edited. Video runs smoothly from shot
are no transitions added or transitions are used most transitions help tell the story. Most of video to shot. A variety of transitions are used to
so frequently that they detract from the video. has good pacing and timing. Graphics are used assist in communicating the main idea. Shots
There are no graphics. appropriately. and scenes work well together. Graphics
0-10 11-15 points explain and reinforce key points in the video.
16-20 points

Total
Project Grade
Lesson 3.1 Six thinking hats and the Fruits of the Holy Spirit
Red thinking hat Yellow thinking hat

Green thinking hat Black thinking hat

White thinking hat Blue thinking hat

Lessons 3.1-2 the Gifts of the Holy Spirit
Grading for Gifts/Fruits Blog Post
Poor
2 pts
A Gift helping a produce a Fruit *A Gift of the Holy Spirit is either
Describe a Gift of the Holy Spirit that you not specifically mentioned, or
feel is helping a saint or blessed to produce a mentioned but not described.
Fruit of the Holy Spirit. *The Fruit of the Holy Spirit that
Be sure to provide specific examples of how this Gift is helping your chosen
you see this happening in the bible story. saint/blessed to produce in their
life is not mentioned, or unclear.
*No specific examples from your
chosen saint/blessed life which
show how the Gift is helping them
to produce the Fruit are shared in
detail.
A Gift that you need to use more *A Gift of the Holy Spirit is either
Describe a Gift of the Holy Spirit that you not specifically mentioned, or not
feel you need to develop more (one that at all described.
could help you produce some of the Fruits *The Fruit of the Holy Spirit that
that you struggle with). this Gift could help you to produce
Mention which Fruit(s) this Gift could help in your life is not mentioned, or
you to produce more of. unclear.
Give reasons to support your thinking. *No specific reasons that support
your thinking are shared in detail.
Writing Traits
Poor
1 pts
Writing traits Some sentences demonstrate good
Your writing should demonstrate good structure (subject/verb),
sentence structure (subject/verb), appropriate appropriate capitalisation and
capitalisation/punctuation, logical flow, and punctuation, flow logically, and
make sense. make sense. 3 or more errors.
Student Name:
Fair
4 pts
*A Gift of the Holy Spirit is
mentioned, but not thoroughly
described.
*The Fruit of the Holy Spirit that
this Gift is helping your chosen
saint/blessed to produce in their
life is mentioned.
*At least 1 specific examples from
your chosen saint/blessed life
which shows how the Gift is
helping them to produce the Fruit
is shared in detail.
*A Gift of the Holy Spirit is
mentioned, but not thoroughly
described.
*The Fruit of the Holy Spirit that
this Gift could help you to produce
in your life is mentioned.
*At least 1 specific reason that
supports your thinking is given in
detail.
Fair
2 pts
Almost all sentences demonstrate
good structure (subject/verb),
appropriate capitalisation and
punctuation, flow logically, and
make sense. 1 or 2 errors.
Good
6 pts
*A Gift of the Holy Spirit is
mentioned and thoroughly
described.
*The Fruit of the Holy Spirit that
this Gift is helping your chosen
saint/blessed to produce in your
life is mentioned.
*At least 2 specific examples from
your chosen saint/blessed life
which show how the Gift is
helping them to produce the Fruit
are shared in detail.
*A Gift of the Holy Spirit is
mentioned and thoroughly
described.
*The Fruit of the Holy Spirit that
this Gift could help you to
produce in your life is mentioned.
*At least 2 specific reasons that
support your thinking are given in
detail.
Good
3 pts
All sentences demonstrate good
structure (subject/verb),
appropriate capitalisation and
punctuation, flow logically, and
make sense. No errors.
Lesson 4.3 Rites of Confirmation

The gift of the Holy Spirit received at Confirmation gives people a deeper initiation into the
Christian community and strengthens the gifts they received at Baptism. A Christian receives
all the basic spiritual gifts needed to relate with God and to live as Jesus taught through
Baptism and confirmation. The two sacraments are linked. The promises made during
Baptism are repeated during Confirmation to make the link between these sacraments clear.
In Confirmation, candidates make these promises for themselves, whereas when they were
baptised as babies, these promises were made on their behalf by their parents and godparents.

Bishop/celebrant: Do you renounce Satan, and all his works and empty promises?
Candidates: I do.
Bishop/celebrant: Do you believe in God, the Father almighty, Creator of heaven and earth?
Candidates: I do.
Bishop/celebrant: Do you believe in Jesus Christ, his only begotten Son, our Lord, who was
born of the Virgin Mary, suffered death and was buried, rose again from the dead and is
seated at the right hand of the Father?
Candidates: I do.
Bishop/celebrant: Do you believe in the Holy Spirit. The Lord, the giver of life, who today
through the Sacrament of Confirmation is given to you in a special way just as he was given
to the Apostles on the day of Pentecost?
Candidates: I do.
Bishop/celebrant: Do you believe in the holy Catholic Church, the communion of saints, the
forgiveness of sins, the resurrection of the body, and life everlasting?
Candidates: I do.
The Bishop accepts their profession by proclaiming the faith of the Church:
The Bishop/celebrant gives his accent to the profession by proclaiming the faith of the
Church:
This is our faith. This is the faith of the Church. We are proud to profess it in Christ Jesus our
Lord.
The gathering of the faithful gives its assent by replying: Amen.
Lessons 4.5-5.1 the Beatitudes
Beatitude
Matthew 5:3
"Blessed are the poor in spirit, for
theirs is the kingdom of heaven."
Matthew 5:4
"Blessed are those who mourn,
for they shall be comforted."
Matthew 5:5
"Blessed are the gentle, for they
shall inherit the earth."
Explanation
Moral Crisis
Often overwhelmed by personal
problems.
Repentant
Sees beyond consequences of
his wrongdoing into the real
offenses done to others.
New Life!
A genuine recognition of past
failures opens his heart to God's
ways for his life.
Appendix
Example
"Poor in spirit" describes the
result of going through a
personal moral crisis in which he
realizes he has horribly failed.
"Mourn" describes a person who
becomes aware of his personal
offense to God and the pain that
he has brought to others by his
sinful behaviour.
"Gentle" describes a person's
humbled spirit which is finally
willing to live by God’s principles
of life.
Matthew 5:6
"Blessed are those who hunger
and thirst for righteousness, for
they shall be satisfied."
Matthew 5:7
"Blessed are the merciful, for
they shall receive mercy."
Matthew 5:8
"Blessed are the pure in heart,
for they shall see God."
Matthew 5:9
"Blessed are the peacemakers,
for they shall be called sons of
God."
Matthew 5:10
"Blessed are those who have
been persecuted for the sake of
righteousness, for theirs is the
kingdom of heaven.”
Matthew 5:11-12
"Blessed are you when men cast
insults at you, and persecute
you, and say all kinds of evil
against you falsely, on account of
Me.”
"Rejoice, and be glad, for your
reward in heaven is great, for so
they persecuted the prophets
who were before you.”
http://www.foundationsforfreedom.net/References/NT/Gospels/Matthew/Matthew05-1_12Beatitudes.html
Note:
Jesus first teaches us the eight (nine) principles of the Kingdom of God better known as the Beatitudes. Each
principle is a key to living a godly life. Each brings a blessing from God. They are focused positively on what we
should be like rather than on what we should not do. Although they are in perfect agreement with the Ten
Commandments, they are different. They do not merely keep us from evil but lead us to the truth. Because of the
power of the Holy Spirit in our lives, the people of God can have the love and holiness of God dominate their lives.
Holy Standard
He looks beyond himself for new
standards of conduct and
embraces God’s strength to
obtain what he so desperately
desires.
Love
Seized by his own unworthiness,
he reaches out to others with
compassion.
Other Motivated
Refusing to focus on himself, he
sincerely opens his heart to what
God and others desire.
Reconciler
Seeking God's best in others
opens oneself up for God’s
peace to enter the lives of others.
Endurer
Finding meaning in life not in
easy or pleasant treatment but in
obedience to the King.
Endurer
Finding meaning in life not in
easy or pleasant treatment but in
obedience to the King.
"Hunger and thirst for
righteousness" describes a
man's relentless pursuit of God's
righteous standards which he
can only gain from God.
"Merciful" is a tender compassion
for those in the wrong around
them. Because he too has been
forgiven, he cares for the special
needs of those around him.
"Pure in heart" speaks not of a
person's old heart but his new
heart and motivation. God has
given the ability to seek the
welfare of others above the
desires for oneself.
"Peacemakers" describes those
who are no longer protecting
their own self-interests but
seeking to implement God's
principles of truth and
graciousness in the relationships
around them.
The word “Persecuted” depicts
those who have clearly made
important decisions about the
world to come. They have
chosen to value what the King
treasures rather than those
things that man is attracted to by
his eye and ear.
The word “Persecuted” depicts
those who have clearly made
important decisions about the
world to come. They have
chosen to value what the King
treasures rather than those
things that man is attracted to by
his eye and ear.
Stained glass window examples
References

Berryman, J. (2003). The Complete Guide to Godly Play. Presentations for Spring,

4(20), 120-125.

Borg, R., Kelly, G., & Lucas, B. (2012). Celebrating with children: Volume 1

resources. Strathfield, NSW: St Pauls Publications.

Bucknell, P.J. (2013). The Beatitudes. Retrieved from

http://www.foundationsforfreedom.net/References/NT/Gospels/Matthew/Matth

ew05-1_12Beatitudes.html

Catechism of the Catholic Church. (2017). The Celebration of the Christian Mystery.

Retrieved from

http://www.vatican.va/archive/ccc_css/archive/catechism/p2s1c2a1.htm

Catholic Education Western Australia. (2018). Perth Archdiocesan Year Six RE

Units. Come Follow Me. Perth CEWA.

Chinn, A. (2014). Come to the table. Retrieved from

http://www.butterflymusic.com.au/documents/ComeToTheTable-lyrics.pdf

Chinn, A. (2017). We are God’s hands. Retrieved from

http://www.butterflymusic.com.au/documents/We%20Are%20God's%20Hand

s%20Lyrics.pdf

Chinn, A. (2017). Welcome to all. Retrieved from

http://www.butterflymusic.com.au/documents/Welcome%20To%20All-

%20LYRICS.pdf

Foley, L. (2013). Saint of the Day (7th ed.). Cincinnati, OH: Franciscan Media.

Gortler, R. & Piscitelli, D. (2009). The Beatitudes for Children. Huntington, IN: Our

Sunday Visitor.
MyCatholicTshirt. (2017). The 7 gifts of the Holy Spirit [Infographic] MyCatholicTshirt.

Retrieved from

https://www.pinterest.com.au/pin/545076361128593712/?lp=true