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RELIGIOUS EDUCATION

Forward Planning Document


PRIMARY
2018
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: CHRISTIAN CONSCIENCE Student Number: 20151811

Date of Submission: MONDAY 21ST MAY Student Name: KELSEY STRIBBLING


PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
THREE CHRISTIAN CONSCIENCE PENANCE WONDERING AT CONSCIENCE
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The steps of the process within the Christian Conscience Year Three unit of work, begin with students using the skill of wondering to explore the idea of conscience (section
A). This leads to how God intended us to follow our conscience, through the Ten Commandments, as displayed through Jesus’ life (section B). This unit of work finishes with
students understanding the process of the First and Second Rite of Reconciliation, whilst also recalling the meaning of sin and how to examine their own conscience (section
C). An overall intention of this unit of work is to teach students about their conscience. Many people take for granted the importance of their conscience and it is intended
that, through this unit of work, students appreciate their conscience.

Using the Christian Conscience Penance – Year 3 DRAFT text as a guide, the unit of work provided below follows the sequence of students exploring student’s conscience,
how to live as God intended and modelled through Jesus’ life. From this work, it is intended that students are well prepared for their Sacrament of Penance and have a deep
understanding of how to appreciate their conscience in decision-making throughout their lives. The way in which this unit of work has been planned allows for students to
practice and cement skills they are learning in other learning areas, including mathematics, English, Humanities and Social Sciences (HASS) and Digital Technologies (ICT).
For example, creating a timeline to sequence events using data collection and representation strengthens student’s mathematical skills. Throughout this unit of work,
worksheets have been heavily avoided to make more room for the use of ICT. As a requirement, students must be competent in the use of ICT, therefore, allowing opportunities
in all learning areas, including religious education (RE), is pivotal and necessary. A range of grouping techniques have also been used to ensure students work with a number
of different classmates and peers.

The activities planned below offer ample opportunity for students to reflect individually, as a small group and as a class. This is important for the development of the Human
Person, as students are given time to think of specific examples and experiences that they can relate to their learning. The learning points within this unit of work that are
fundamental to ensure the exploration of the Salvation Topic, as well as the development of the Human Person is completed are listed below:
- A1: Wondering at the conscience;
- B2: Jesus helps His followers through Reconciliation to hear conscience;
- C1: Catholics celebrate the Rite of Reconciliation and;
- C3: Catholics examine their consciences before Reconciliation.
The reason why these learning points are most pivotal is that they form student’s understanding and appreciation of their own conscience, how to live a Catholic life by
following Jesus’ teachings of how to love. For the second half of this unit of work, students cement their knowledge on the purpose of the Rite of Reconciliation and practice
the sequence of the Sacrament of Penance. Within the lessons under each of these learning areas listed above are key teaching and learning opportunities that accomplish
the overall purpose of this unit of work; for students to understand their conscience and live as God intended us to by following Jesus’ teachings.
Key Understandings and Learning Points
A – Wondering at the Creator B – The Promise of Christian Salvation C – Christian Response

A1 – Wondering at the conscience B1 – Jesus showed how to follow conscience C1 – Catholics celebrate the Rite of Reconciliation
 A1.1 States examples of people doing what is  B1.1 Illustrates ways Jesus listened to His  C1.1 Describes the steps and elements in the
good and loving. conscience through His thoughts and feelings. First Rite of Reconciliation. OR
 A1.2 Writes examples of loving and good  C1.2 Describes the steps and elements in the
thoughts stirred by God. B2 – Jesus helps His followers through Reconciliation Second Rite of Reconciliation.
 A1.3 Identifies feelings that can lead people to to hear conscience
love and do good.  B2.1 Explores and represents Gospel stories C2 – Christians recall the meaning of sin
 A1.4 Classifies actions ‘right’ or ‘wrong’ that show Jesus wants to forgive everyone  C2.1 Recalls the meaning of sin.
according to whether the actions obey or their sins and gave this power to the leaders of
disobey Jesus’ Commandments. his Church. C3 – Catholics examine their consciences before
 B2.2 Expresses what the world would be like if Reconciliation
A2 – wondering at the Creator of conscience everyone responded to God’s personal call to  C3.1 Begins to understand the basic steps of
 A2.1 States wonder questions about God the love and to do good. an examination of conscience.
Creator of conscience.
C4 – Continuing to wonder at conscience
A3 – Attribute: God loves all people  C4.1 Reviews and expresses the main ideas of
 A3.1 Celebrates that God loves all people. the unit.

Links to General Capabilities


Critical and Creative Intercultural
Literacy Numeracy ICT Ethical behaviour Personal Competency
Thinking Understanding
LEARNING AND TEACHING PROGRAM
LESSON ONE LESSON TWO LESSON THREE LESSON FOUR LESSON FIVE Assessment
Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Lesson One, two
A1.1 – states examples of A1.2 – writes examples of A1.3 – Identifies feelings that A2.1 – states wonder A3.1 – celebrates that God and three:
people doing what is good and loving and good thoughts can lead people to love and do questions about God the loves all people. Ongoing checklist
loving. stirred by God. good Creator of conscience. and anecdotal
A1.4 – classifies actions ‘right’ (TBM): notes.
Teacher Background (TBM): or ‘wrong’ according to (TBM): God loves everyone and
Material (TBM): Students illustrate wats people whether the actions obey or Reflect on conscience as wants all to be happy. Lesson Five:
Everyone has a special gift might act because God has disobey Jesus’ understood in Catholic God knows that when people Rating scale –
called ‘conscience’, helping us stirred their thoughts and Commandments. teaching. behave in ways that are selfish assessing
to work out how to do what is feelings to love and do good. Emphasis on God calling each or wrong, they can make student’s
loving and good. Rely on student’s experiences. (TBM): human being personally is others unhappy and cause presentation of
Reflect on conscience as important. hurt to others. ideas (marked as
C&CT PC C&CT LIT understood in Catholic Rely on student’s experiences. a group), as well
teaching. C&CT as their ability to
Introduction: Introduction: Understanding God’s PC self-assess.
1. Read the book, Good 1. Refer back to Good teachings of right and wrong. Introduction:
People Everywhere by People Everywhere by Rely on student’s experiences. Introduction: 1. Pose the following
Lynea Gillen. Lynea Gillen book. 1. Take students outside wonder question to
C&CT ICT for today’s lesson.
2. Reflect on the book by 2. Discuss what it means students: I wonder
posing the question: to be good and do 2. Read I Wonder by how others feel when I
WEEK ONE

Introduction:
what is our conscience good things. Annaka Harris. behave in ways that
1. Write the following
responsible for? 3. Encourage specific 3. Discuss the concept of are selfish or wrong.
question on the board:
3. Allow students to examples from wondering as a gift 2. Discuss how God
Why do good feelings
explain and provide an students. created by God so that knows that when
lead people to love and
explanation: our people could discover people behave this
do good?
conscience is often Body: God through way, it can cause
2. Students think-pair and
referred to as the 1. Using butcher’s paper, everything He has unhappiness to
share ideas.
‘voice inside our heads’ students work in small created. themselves or others.
telling us what is wrong groups to brainstorm Body: 3. As a class, brainstorm
and right in the eyes of ways God assists Body: ways people can do
1. Refer to a pre-made
God. people to think about 1. Describe that good.
Padlet page, with a
being good. wondering causes us
range of right/wrong
Body: 2. Some prompts may be: to stop, to look, to feel, Body:
actions as titles.
1. Students are invited to memories or ideas. to smell, to listen and 1. Students create a play
2. In different groups to
reflect on a time they to taste so that we demonstrating
yesterday, students go
have done something Conclusion: might better enjoy and someone doing a
through each action
loving and/or good. 1. Present findings, as a understand. good thing and how it
and identify/explain or
2. Use the think-pair- group, to the class. 2. Provide each student makes another person
justify whether it is
share strategy to share 2. Finish with the with a wonder booklet feel.
right or wrong and
opinions in pairs. following prayer by and encourage them
what feelings might be
John Wesley: to ask their own Conclusion:
associated with those
Do all the good you wonder questions 1. Students reflect and
actions.
can, by all the means individually. self-assess their
Conclusion: you can, in all the ways Conclusion: Conclusion: understanding and
1. Share their comic you can, in all the 1. As a class, discuss the 1. Share with a partner their play against a
strips on a places you can, to all brainstorm and ask and choose one checklist created by
Reconciliation wall in the times you can, to students why these wonder question per the teacher.
the classroom under all the people you can, feelings lead people to group to place on
the wonder question: I as long as ever you love and do good. Link display in the Learner Diversity:
wonder how people can. to our conscience classroom. Have a few specific
feel when I do helping decisions examples written down for
something loving or students struggling with
good. coming up with an idea.
LESSON SIX LESSON SEVEN LESSON EIGHT LESSON NINE LESSON TEN Assessment
Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Lesson six and
B1.1 – Illustrates ways Jesus B1.1 – Illustrates ways Jesus B2.1 – explores and B2.1 – explores and B2.2 – expresses what the nine:
listened to his conscience in listened to his conscience in represents Gospel stories represents Gospel stories world would be like if Ongoing checklist
his thoughts and through his his thoughts and through his that show Jesus wants to that show Jesus wants to everyone responded to God’s and anecdotal
feelings. feelings. forgive everyone their sins forgive everyone their sins personal call to love and to notes.
(continued) and gave this power to the and gave this power to the do good.
(TBM): leaders of his Church. leaders of his Church. Lesson Ten:
God loves all personally and (TBM): (TBM): Rating scale –
wants us to be close. God loves all personally and (TBM): (TBM): The ideal world would be if student’s
We fulfil God’s wish so long wants us to be close. God wants to be friends. God wants to be friends. everyone lived as God advertisements, as
as we follow God’s call We fulfil God’s wish so long This friendship is possible if This friendship is possible if intended and what Jesus well as their ability
through conscience. as we follow God’s call people listen to their people listen to their modelled. to peer-assess
Follow the model of Jesus. through conscience. consciences, helping them to consciences, helping them to against a checklist.
Follow the model of Jesus. love and do good. love and do good. ICT C&CT LIT
PC Disobeying the Ten Disobeying the Ten
LIT Commandments is Commandments is Introduction:
Introduction: considered sin. considered sin. 1. Reflect on what has
1. Discuss the following Introduction: been looked at this
as a class: God loves 1. Begin with a prayer PC ICT C&CT LIT week: God intending
us personally and circle on the mat. Say all people to love and
wants us to always be Tapping Prayer (refer Introduction: Introduction:
WEEK TWO

do good, following
close. We fulfil God’s to appendix one). 1. Discuss Jesus 1. Write the following
Jesus’ actions to be
wish, so long as we wanting to forgive all statement on the
good.
follow God’s call Body: sins. When giving the board: Jesus wants to
through conscience. 1. Read, The Story of Apostles the power to forgive all sins. Body:
Jesus by Jane Werner forgive sins, Jesus 2. Give each student a 1. Students use Printing
Body: Watson intended that they post-it note to write Press website to
1. Conduct a Godly Play 2. Discuss the good hand on this power to what this statement create an
session depicting the actions of Jesus others. means to them. advertisement to be
story of Jesus presented in the text (Refer to book from displayed in the ‘local
Explain that we can the previous lesson) Body:
(according to The 3. newspaper’ – a poster
also live as Jesus did 1. Have pre-made QR
Story of Jesus by or worded
Jane Werner through our actions. Body: codes placed around
advertisement. The
1. Conduct a Godly the classroom.
Watson). advertisement is a
Conclusion: Play session 2. Students use the
2. Demonstrate how to ‘call' to love and do
use the materials 1. Respond to the depicting the story iPads (in pairs) to
good, as God
appropriately following wonder from Matthew 26:47 guide research about
intended.
throughout session. question in student’s – 56 Jesus forgiving sins
2. Students are
3. Pose the following wonder booklets: (depicts the story of and relevant Bible
encouraged to provide
wonder questions I wonder how I can instead of staying to stories.
the audience with an
throughout (write on live like Jesus did. help Jesus, they ran 3. Have the recorder
example of how they
board): I wonder… 2. Encourage students to away when the adding information to
can accomplish this.
- Why Jesus represent answer soldiers came to their recording
spreads the good through drawings (art) arrest Him). sheets.
news about God. and/or writing.
- Why Jesus Conclusion: Conclusion: Conclusion:
sacrificed Himself. 1. Guide students 1. Give each pair 1. Print and display on
- Who Jesus through the ‘Jesus another post-it note to RE wall.
sacrificed himself Chooses to Forgive’ add any new 2. Peer-assess against a
for. guided meditation information (ensure pre-made checklist
Conclusion: script. (Refer to names are written). (created by teacher).
1. Respond to wonder appendix two).
questions (on board). 2. May draw in their RE Leaner Diversity:
books reflecting on Learner Diversity: Provide students with the
meditation. Have group roles – one choice of which
scanner/researcher and advertisement to do.
one recorder. This will
prevent arguments
between students, as the
teacher will choose each
student’s role.
Week LESSON ELEVEN LESSON TWELVE LESSON THIRTEEN LESSON FOURTEEN LESSON FIFTEEN Assessment
Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Lesson Eleven,
C1.1 – describes the steps C1.1 – describes the steps C1.1 – describes the steps C1.1 – describes the steps C1.1 – describes the steps thirteen and
and elements in the First Rite and elements in the First Rite and elements in the First Rite and elements in the First Rite and elements in the First Rite fourteen:
of Reconciliation. of Reconciliation. of Reconciliation. of Reconciliation. of Reconciliation. Ongoing checklist
and anecdotal
(TBM): (TBM): (TBM): (TBM): (TBM): notes
The elements of the First Rite The elements of the First Rite The elements of the First Rite The elements of the First Rite The elements of the First Rite
need to be presented as a need to be presented as a need to be presented as a need to be presented as a need to be presented as a Lesson Fifteen:
whole. whole. whole. whole. whole. Rating scale –
Explain each step of the Rite. Explain each step of the Rite. Explain each step of the Rite. Explain each step of the Rite. Explain each step of the Rite. student’s online
timeline
C&CT PC C&CT PC LIT PC NUM LIT ICT C&CT demonstrating their
understanding of
Introduction: Introduction: Introduction: Introduction: Introduction: the order of the
1. Invite the school 1. Read I Forgive You: 1. Begin with individual 1. Read Molly & Mae by 1. Students reflect on First Rite of
Priest in to the Love We Can Hear, reflection time on the Danny Parker and the past week and Reconciliation.
classroom to discuss ask for and Give. following questions: Freya Blackwood. discuss as a class the
the First Rite of 2. Discuss what is - What are good order of the First Rite
Reconciliation with means to forgive. friends and how do Body: of Reconciliation.
1. Students reflect on
WEEK THREE

students. they make you


Body: feel? the words friendship Body:
Body: 1. Pose the following - What do I do if I and forgiveness 1. Represent this order
1. With the Priest’s question: What does it have upset my individually, as using the Read-Write-
assistance, students mean to ask for friend and want to presented in the Think online timeline
work in small groups forgiveness? show them I want to book. creator.
to complete a First 2. Students think-pair be friends again? 2. Share their thoughts 2. Add all relevant
Rite sorting activity, and share with their - What does on each of these information gathered
putting symbols and shoulder buddy to friendship with words, with regards to throughout the week.
words in the correct come up with ways Jesus mean? the text using the 3. Add images to the
order. they have asked for ‘doughnut circles’ timeline. Images are
forgiveness, and in Body: technique. to be used from
Conclusion: what situation you 1. Model to students Kiddle (child-friendly
1. Discuss the correct might need to ask for how to show a desire Conclusion: Google search
order with students to forgiveness. to be Jesus’ friend 1. Make link to the third engine).
clear any 3. Share ideas with the again: stage of the First Rite
misconceptions or class. - Greeting the priest – Words of Conclusion:
mistakes. 4. Explain to students - Making the Sign of Absolution. 1. Display timelines of
that the way to ask for the Cross RE wall.
God’s forgiveness as - Receiving a Learner Diversity:
year three students is blessing from the - Gives students the
to confess their sins in priest chance to
secret or listening to - Listening to the brainstorm/reflect
the penance the priest priest individually before
gives or praying a
prayer of sorrow (Act 2. Students represent coming back and
of Contrition). their friendship with sharing with peers.
God through art – on - Sharing back to peers
Conclusion: an A3 sheet of paper. can assist in clearing
Say an Act of Contrition up misunderstandings
prayer (appendix three). Conclusion: and/or confusion.
Students write an
explanation of their
representation of
friendship.
LESSON SIXTEEN LESSON SEVENTEEN LESSON EIGHTEEN LESSON NINETEEN LESSON TWENTY Assessment
Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Lesson sixteen
C1.2 – describes the steps C1.2 – describes the steps C1.2 – describes the steps C1.2 – describes the steps C2.1 – Recalls the meaning and seventeen:
and elements in the Second and elements in the Second and elements in the Second and elements in the Second of sin. Ongoing checklist
Rite of Reconciliation. Rite of Reconciliation. Rite of Reconciliation. Rite of Reconciliation. and anecdotal
(TBM): notes.
(TBM): (TBM): (TBM): (TBM): The elements of the Second
The elements of the Second The elements of the Second The elements of the Second The elements of the Second Rite need to be presented as Lesson Twenty:
Rite need to be presented as Rite need to be presented as Rite need to be presented as Rite need to be presented as a whole. Individual checklist
a whole. a whole. a whole. a whole. Explain each step of the Rite. – take a photo of
Explain each step of the Rite. Explain each step of the Rite. Explain each step of the Rite. Explain each step of the Rite. the board with the
PC LIT C&CT post-it notes on it
C&CT PC LIT PC C&CT LIT C&CT LIT (labelled individually
Introduction: with student’s
Introduction: Introduction: Introduction: Introduction: 1. Write the word ‘sin’ on names). Assess
1. Invite the school 1. Give out wondering 1. Use information from 1. Watch ‘Prodigal Son’ the board. student’s
Priest back into the recording sheets lesson thirteen for Bible story video 2. Give each group a understanding.
classroom to discuss (appendix four). this lesson, regarding (refer to references). stack of post-it notes
the Second Rite of 2. Watch ‘Fall of Adam how to show Jesus to write down their
Reconciliation. and Eve’ video your desire to be Body: understanding of sin
(refer to references). friends again. 1. In pairs, students (ensure student’s
WEEK FOUR

Body: 3. As students watch, reflect on the Bible names are on each


1. Students complete a encourage them to Body: story. post-it note for
sorting activity, much write notes on their 1. Split students into six 2. Ensure discussion assessment
like the one they did in wondering sheets. groups, with a piece about forgiveness is purposes).
lesson eleven – of butcher’s paper evident. 3. Students add their
however, this time for Body: per group. post-it notes around
the Second Rite. 1. Ask students to share 2. Two pieces of Conclusion:
the whiteboard (can
what they recorded on butcher’s paper per 1. Students transfer
add as many as they
Conclusion: their wondering topic (topics listed their discussion to a
would like).
1. Discuss the correct sheets. below). Y-Chart (Looks like,
order with students to 2. Discuss that we live in 3. Students brainstorm feels like, sounds Body:
clear any a community that has under each heading. like). 1. Read through the
misconceptions or sinned. 4. Rotate three times. brainstorm on the
mistakes. 3. Ask students: How board.
can we ask for Conclusion: 2. Clear up any
forgiveness from 1. When each group misunderstandings:
Jesus? (Encourage has written on each - Sin is any deliberate
students to reflect on of the topics, thought, word or
knowledge from last students are to action again the Law
week). summarise what has of God. These are
4. Examples include: been written on the the Ten
- Confessing with sheets in front of Commandments
the community them. (refer to the Ten
- Individual Commandments on
confession the RE display wall).
- Penance given by 3. Students pair up and
priest discuss: accidental
wrongs and deliberate
wrongs.
Conclusion:
1. Students add ways Conclusion:
they can ask for Share brainstorm in small
forgiveness from God. groups.
LESSON TWENTY- LESSON TWENTY- LESSON TWENTY- LESSON TWENTY- LESSON TWENTY-
Week Assessment
ONE TWO THREE FOUR FIVE
Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Teaching/Learning Focus: Lesson Twenty-
C2.1 – Recalls the meaning C3.1 – begins to understand C3.1 – begins to understand C4.1 – Reviews and C4.1 – Reviews and two, twenty-four
of sin. the basic steps of an the basic steps of an expresses the main ideas of expresses the main ideas of and twenty-five:
examination of conscience. examination of conscience. the unit. the unit. Ongoing checklist
(TBM): B2.2 – Expresses what the and anecdotal
Define sin as: ‘(A) sin is an (TBM): (TBM): world would be like if (TBM): notes.
utterance, deed or a desire Follow the ‘Life in Christ’ Follow the ‘Life in Christ’ everyone responded to God’s Continuing to wonder at
contrary to the eternal law…’ approach of the Catechism of approach of the Catechism of personal call to love and to conscience. Lesson Twenty-
(Catechism, 1871). the Catholic Church. the Catholic Church. do good. Reflect on all content learnt three:
Understanding the Ten Understanding that people Understanding that people throughout the ABC diagram. Rubric with criteria
Commandments to answer can do wrong. can do wrong. (TBM): – assessing
questions about whether Continuing to wonder at C&CT ICT student’s
students have sinned. C&CT LIT C&CT PC conscience. understanding and
Reflect on all content learnt Introduction: representation of
PC LIT C&CT Introduction: Introduction: throughout the ABC diagram. 1. Recap all key learning their own
1. Write the word 1. Say Tapping Prayer points taught over the conscience using
Introduction: conscience on the (appendix one). C&CT PC five weeks (refer to art tools.
1. Play reflective music: board. 2. Recap on what the overview above).
Gather students 2. Students discuss the word ‘conscience’ Introduction:
around the prayer meaning of the word in 1. Discuss what a Body:
means (refer to
WEEK FIVE

table and invite their groups, whilst previous lesson). Catholic community is 1. Complete a
students to reflect on filling in the guided (include: followers of Reconciliation Prayer
times when a thought, question worksheet Body: Jesus’ life, living by Service from the unit
word or action was a (ensure names of 1. Students are given the Ten of work (refer to page
sin by asking group members are on freedom with art tools Commandments). 75 of the Christian
themselves: the recording sheet – (paint, markers, and 2. Also discuss the Conscience text).
- Was it against a for assessment pencils) to represent negative side to a
commandment? purposes). their conscience on a Catholic community Conclusion:
- Did I know that it piece of paper (A3 (include: sin). 1. Complete a Kahoot!
was against a Body: size). quiz on the following
commandment? 1. Students share an Body: topics:
2. Task is completed
- Did I do it on example of their 1. Split students into two - Sin definition
individually.
purpose? conscience leading groups. - Conscience
them to do good within Conclusion: 2. Have two very large definition
Body: their groups. 1. Provide an pieces of butcher’s - What Jesus cam for
1. Students are to explanation at the paper – one per (to show us how to
represent what each Conclusion: bottom or on the group (desks may love)
of the commandments 1. Discuss example and back of their page, need to be moved to - What God wants to
means to them explanation with the describing the make room for paper. do for His people (to
individually on an A3 class. conscience 3. One group works as a forgive us whenever
piece of paper. represented, as well team to represent a we do wrong)
Include examples of as why they chose ‘perfect’ Catholic
how they are living out the art tools used. neighbourhood, whilst
the commandments. the other group
2. Encourage students Learner Diversity: create a ‘realistic’
to use a range of art - Questions to guide Catholic
utensils to draw/paint. conversations within neighbourhood (using
groups. art utensils).
Conclusion: - Nominate a recorder
1. Give students the for each group if Conclusion:
option to describe necessary, to stop Bring together and discuss
their understanding to time-wasting similarities and
the class. behaviours. differences.
PLANNED ASSESSMENT – LESSON TEN: RATING SCALE
(B2.2 – expresses what the world would be like if everyone responded to God’s personal call to love and to do good)

Formative Assessment – Newspaper Advertisement:


Student Name _________________________________________________________

Category A B C D
Creates a range of written, Creates a range of written, Creates a range of written,
digital and multimodal texts for digital and multimodal texts for digital and multimodal texts for
Creation of Creates a range of simple written,
familiar and unfamiliar familiar and unfamiliar familiar and unfamiliar
Text digital and multimodal texts
audiences, accurately using audiences, using elements of audiences, using some
appropriate text structure text structure elements of text structure
Student is able to critically Student is able to assess a Student is able to assess a Student is unable to assess a
Peer-assess assess the work of a peer, peer’s work, providing a small peer’s work, providing limited peer’s work, providing inaccurate
providing accurate feedback amount of feedback to no feedback or no feedback
Demonstrates a sound
Demonstrates a limited Demonstrates a limited
understanding of God’s call to Demonstrates an understanding
understanding of God’s call to understanding of God’s call to do
Key do what is good and loving, of God’s call to do what is good
do what is good and loving, what is good and loving, proving
understandings providing accurate and correct and loving, providing examples
providing little examples of how inaccurate or no examples of how to
examples of how this can be of how this can be accomplished
this can be accomplished accomplish this
accomplished

NOTE – CREATION OF TEXT CRITERIA HAS BEEN TAKEN DIRECTLY FROM THE YEAR THREE JUDGING STANDARD FOR ENGLISH

Student’s Achievement

GRADE A B C D MARK /20 PERCENTAGE %

Comment
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Parent Signature _______________________________


PLANNED RITUAL
Theme:
God wants to forgive all of our sins. Confessing is one way we can demonstrate a desire to be friends with God again.

Welcome:
Song: Father, I have sinned By Father Eugene O’Reilly.

Penitential Rite:
Lord Jesus, you have shown us the mercy of the Father
Lord, have mercy.

Lord Jesus, you have shown us the obedience of a son.


Christ, have mercy.

Lord Jesus, you promise us forgiveness without limits.


Lord, have mercy.

Scripture Reading: This reading is to be sectioned for a selection of students to read


11
Then Jesus[b] said, “There was a man who had two sons. 12 The younger of them said to his father, ‘Father, give me the share of the property that will belong to me.’ So
he divided his property between them. 13 A few days later the younger son gathered all he had and travelled to a distant country, and there he squandered his property in
dissolute living. 14 When he had spent everything, a severe famine took place throughout that country, and he began to be in need. 15 So he went and hired himself out to
one of the citizens of that country, who sent him to his fields to feed the pigs. 16 He would gladly have filled himself with[c] the pods that the pigs were eating; and no one
gave him anything. 17 But when he came to himself he said, ‘How many of my father’s hired hands have bread enough and to spare, but here I am dying of hunger! 18 I will
get up and go to my father, and I will say to him, “Father, I have sinned against heaven and before you; 19 I am no longer worthy to be called your son; treat me like one of
your hired hands.”’ 20 So he set off and went to his father. But while he was still far off, his father saw him and was filled with compassion; he ran and put his arms around
him and kissed him. 21 Then the son said to him, ‘Father, I have sinned against heaven and before you; I am no longer worthy to be called your son.’ [d] 22 But the father said
to his slaves, ‘Quickly, bring out a robe—the best one—and put it on him; put a ring on his finger and sandals on his feet. 23 And get the fatted calf and kill it, and let us eat
and celebrate; 24 for this son of mine was dead and is alive again; he was lost and is found!’ And they began to celebrate.
25
“Now his elder son was in the field; and when he came and approached the house, he heard music and dancing. 26 He called one of the slaves and asked what was going
on. 27 He replied, ‘Your brother has come, and your father has killed the fatted calf, because he has got him back safe and sound.’ 28 Then he became angry and refused to
go in. His father came out and began to plead with him. 29 But he answered his father, ‘Listen! For all these years I have been working like a slave for you, and I have never
disobeyed your command; yet you have never given me even a young goat so that I might celebrate with my friends. 30 But when this son of yours came back, who has
devoured your property with prostitutes, you killed the fatted calf for him!’ 31 Then the father[e] said to him, ‘Son, you are always with me, and all that is mine is yours. 32 But
we had to celebrate and rejoice, because this brother of yours was dead and has come to life; he was lost and has been found.’”

Response to the Reading (Scripture Reflection):


Invite students to reflect on the scripture reading.
Students are given a piece of paper, in which they are to represent their feelings about the story in either word or picture form. Encourage students to think specifically
about how the characters within the reading were feeling, and how they would feel if they were part of this scripture reading.

Closing Prayer:
Knowing the power of the healing love of God go in peace to share his love with others.

Final Song:
Father, I have sinned By Father Eugene O’Reilly.
APPENDIX ONE – TAPPING PRAYER (lesson seven and twenty-three)

Jesus used his conscience it’s plain to see,

Through his thoughts and feelings,

Just like me!

In the desert he refused to do wrong, He remembered what God said and kept really strong. He felt sorry for the mother

whose son had died, He comforted her and he said, ‘Don’t you cry.’

Jesus said to her son, ‘Come on now, get up!’

And to everyone’s amazement

the son got up!

Jesus used his conscience

it’s plain to see,

In his thoughts and feelings,

Just like me!


APPENDIX TWO – GUIDED MEDITATION (lesson eight)
Jesus Chooses to Forgive
(Based on John 20:19 – 23)

As background use reflective music (eg. Enya, Laudate – The Music of Taize) or A Remembering Heart (instrumental)
Invite the students to find a place and position which is comfortable...

Teacher:
If you wish to, gently close your eyes ... listen to yourself breathing ... let all your muscles RELAX...
Picture yourself in a simple room. The door is closed ... with you in the room are Jesus’ disciples ... How are they dressed? ... What do they look
like? ... You notice that they are frightened ... You wonder why...
Suddenly Jesus appears ... What does he look like? ... How is he dressed? ...
Jesus speaks the words ‘Peace be with you’ ... you feel safe with Jesus in the room.
He opens his hands very wide...
Then you notice Jesus looking straight at you...
Jesus says to you, ‘Do not be afraid ...
I want to give you peace ...’
How do you feel...? What would you like to say to Jesus about the difficulties you sometimes have choosing between what is right and what is
wrong...?
Spend a few minutes speaking with Jesus...
It’s time to leave Jesus now ... when you are ready, say goodbye to Jesus ... come back to the classroom ... and when you are ready, open your
eyes.

Follow-up Suggestion:
The students may wish to draw or write in their journals about some of the images or conversation experienced during the meditation.
APPENDIX THREE – ACT OF CONTRITION PRAYER (lesson twelve)

O my God,

I thank you for loving me,

I am sorry for all my sins,

For not loving others and not loving you.

Help me to live like Jesus and not to sin again,

Amen.
APPENDIX FOUR – WONDERING RECORDING SHEET (lesson seventeen)

I wonder…
WHY WE SIN IF EVERYONE SINS
APPENDIX FIVE – GUIDED DISCUSSION QUESTIONS (lesson twenty-two)

1. What do we already know about human conscience?


______________________________________________________________________________________
______________________________________________________________________________________

2. Why is it important to respect and appreciate our conscience?


______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

3. How can I use my conscience to make sure I am following the Ten Commandments?
______________________________________________________________________________________
______________________________________________________________________________________

4. Each team member must provide an example of their conscience leading them to do good (write name on line)

TEAM MEMBER TEAM MEMBER TEAM MEMBER TEAM MEMBER


_______________________ _______________________ _______________________ _______________________
REFERENCES

Agnes Choo. (2016, March 5). Father, I have sinned (Prodigal Son) by Fr. Eugene O’Reilly, C.SsR. [Video file]. Retrieved from
https://www.youtube.com/watch?v=Wttuxd4F7WE

Brennan, L. C. (2014). People’s prayers. Retrieved from http://prayersofthepeople.blogspot.com.au/2014/05/

Cameron, S., & Dempsey, L. (2016). The Oral Language Book: Embedding talk across the curriculum. Auckland, NZ: S&L Publishing.

Harris, A. (2013). I wonder. Los Angeles, US: Four Elephants Press.

Lataif, N. (2014). I forgive you: Love we can hear, ask for, and give. Sydney, NSW: Pauline Books and Media.

Paraclete Press. (2015, March 31). Sacrament of Reconciliation. [Video file]. Retrieved from https://www.youtube.com/watch?v=tp1Lnzy47nQ

Readwritethink. (n.d.). Printing Press. Retrieved from http://www.readwritethink.org/files/resources/interactives/Printing_Press/

Religious Education Archdiocese of Perth. (n.d.). Christian conscience: Penance Year 3: Draft. Retrieved from MyND Portal>File
Server>Fremantle>School of Education>Religious Education>CEWA Primary RE Units>Year 3>Christian Conscience.

School Curriculum and Standards Authority. (2017). Judging standards in year 3: English. Retrieved from
https://k10outline.scsa.wa.edu.au/media/documents/judgingstandards/year-3/english-v8.1/assessment-
pointers/Year_3_English_Judging_Standards_Assessment-Pointers_2017.PDF

The Holy Tales: Bible. (2014, June 23). The fall of Adam and Eve: Book of Genesis: Children’s Bible stories: Holy tales Bible stories. [Video file].
Retrieved from https://www.youtube.com/watch?v=RkVm6Chgaww

Watson, W. J. (2007). The story of Jesus: A little golden book (revised ed.). New York, NY: Golden Books.

Zebtoonz. (2013, September 15). The parables of Jesus 6: The prodigal son. [Video file]. Retrieved from
https://www.youtube.com/watch?v=V96rkM5Gpn0