OVERARCHING LEARNING OUTCOMES

1. Students use language to understand, develop and communicate ideas and information and interact with others. / 2. Students select, integrate and apply numerical and spatial concepts and techniques. / 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. / 4. Students select, use and adapt technologies. / 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. / 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. / 7. Students understand and appreciate the physical, biological and technological. World and have the knowledge and skills to make decisions in relation to it. / 8. . Students understand their cultural, geographic and historic contexts and have the knowledge, skills and values necessary for active participation in life in Australia. / 9. Students interact with people and cultures other than their own are equipment to contribute to the global community. / 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. / 11. Students value and implement practices that promote personal growth and well being. / 12. Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively. / 13. Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.
1. A pursuit of knowledge and a commitment to achievement of potential. / 2. Self acceptance and respect of self / 3. Respect and concern for others and their time. / 4. Social and civic responsibility. / 5. Environmental responsibility.
Religious Education Learning Area Outcomes
1. Students understand that people come to discover God through experiences in creation.
2. Students understand the content of the Christian message and its significance by relating it to examples drawn from human experience.
3. Students know the person of Jesus, the model for living out the Christian mission in the world
4.  Students understand that Catholics are empowered to live like Jesus the Saviour as they draw on the power of God’s Spirit. (Semester one: 2011)
5.  Students demonstrate the skills necessary in order to read and apply scripture to life and to participate in Catholic ritual and prayer. (Semester one:2011)
KEY UNDERSTANDINGS
A WONDERING AT THE CREATOR OF FAMILIES
A1 Wondering at body differences
A2 Experiencing awe at the God who created our bodies different
A3 Attribute: God’s love is infinite
B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus loved all despite differences
B2 Jesus restores peace through Reconciliation
C CHRISTIAN RESPONSE
C1 Catholics celebrate renewed friendship with God through the Sacrament
of Penance
C2 Catholics celebrate the power of Jesus to forgive every sin
C3 Christians are called to practise Social Justice
C4 Continuing to wonder at differences between people and relationships with
God restored through Reconciliation
C4.1 Reviews and expresses the main ideas of the unit.
Year / Progress toward Minimum Standard / Achievement of Minimum Standard / Progress towards Target / Target Range / Above Target
7 / 2M / 2H – 3F / 3M / 3H
KEY WORDS
ACT OF CONTRITION / AWE / COMMANDMENTS / MORTAL SIN
PENANCE / RECONCILIATION / SIN / VENIAL SIN

Title of Unit: Created Individually By God Year: 7 TERM 1 – Weeks 1 - 5

NOTE: ( ) =Strategy TN=Teacher Note-Suggested Strategies { }=Resources {=Prayer Italics=Integration

Lesson 1

/ Lesson 2 / Lesson 3 / ASSESSMENT
1 / ** The first two key understandings have been omitted and the will commence
A3 Attribute: God’s love is infinite
A3.1 Celebrates the God whose love is infinite.
**Explore synonyms for the word ‘infinite’.
Invite students to respond to the question, “If God is a God who loves everyone what does this mean for you?”
Choose one word that comes to mind when you think of God whose love is infinite. Students write a word onto a card and decorate – display on wall. / B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus loved all despite differences
B1.1 Describes ways Jesus loved all despite differences
In groups or individually, the students create posters or displays relating ways Jesus loved all,
including:
• those of different ethnic backgrounds
[John 4:1-9, especially v9]
• those of different religions [Mark 7:24-30]
• those of different nationalities
[Matthew 8:5-13; John 12:20]
• in a special way, children [Mark 10:13-16]
•and teenagers [Mark 10:17-21, especially v21].
Review how to use the Bible. / LIVING LIKE JESUS
Students understand that Catholics are empowered to live like Jesus the Saviour as they draw on the power of God’s Spirit.
CATHOLIC PRACTICES
Students demonstrate the skills necessary in order to read and apply Scripture to life and to participate in Catholic ritual and prayer.
2 / B1.1 Describes ways Jesus loved all despite differences
The students become an interviewer from a radio station. Conduct a ‘live’ interview with one of the characters from the stories,
questioning the character about how Jesus loved despite differences. The students decide which appropriate current songs or music could precede and follow the interview. / B2.1 Depicts their understanding of
Jesus restoring people to closeness
with God through Baptism and
Reconciliation.
Review the meaning of ‘Sin’ (tbm P 16)
Using ‘Baptism and Reconciliation, the
students’ design an advertisement (radio,television, print media, etc.) for the benefits of Baptism or of Reconciliation to the human relationship with God and others. The key theme of peace should be evident in advertisement.
The explanations could be displayed around an
outline of the meaning of sin to illustrate that it
is peace after the effects of sin that Baptism and
Reconciliation bring about.
Focus Questions
- How does sin damage a person’s relationship
with God?
- How does sin damage a person’s relationship
with other people?
- What are the effects of Baptism and
Reconciliation?
- What do you think ‘peace’ means in this
context?
Complete R4 (resource sheet) / B2.2 Expresses what the world would be like if the peace Jesus offers grew in everyone’s hearts.
The students are shown newspaper and magazine articles that reflect situations contrary to the peace God wants for people.
The students write alternative articles
expressing what these situations would be like if
the peace Jesus offers through Baptism and
Reconciliation grew in everyone’s hearts.
Focus Question
- What prevents the peace Jesus offers growing
in everyone’s hearts?
3 / B2.2 Expresses what the world would be like if the peace Jesus offers grew in everyone’s hearts.
The students create a papier maché globe. The globe is decorated with pictures, symbols and words representing what the world would be like if the peace Jesus offers through Baptism and Reconciliation grew in everyone’s hearts.
Focus Question
- What prevents the peace Jesus offers growing
in everyone’s hearts? / B2.2 Expresses what the world would be like if the peace Jesus offers grew in everyone’s hearts.
The students create a papier maché globe. The globe is decorated with pictures, symbols and words representing what the world would be like if the peace Jesus offers through Baptism and Reconciliation grew in everyone’s hearts.
Focus Question
- What prevents the peace Jesus offers growing
in everyone’s hearts?
Complete A5a-b (activity sheet)
Complete R5 (resource sheet) / C CHRISTIAN RESPONSE
C1 Catholics celebrate renewed friendship
with God through the Sacrament of
Penance
C1.1 Compares the Parable of the Two
Sons with the Rite of
Reconciliation.
The students complete ‘The Parable of the Two
Sons and the Rites of Reconciliation’, or ‘Doing
it the ‘Rite’ Way’.
Discuss with the students the similarities
between the parable and the restoration of
friendship with God.
6a-b / 7a-b
4 / C1.1 Compares the Parable of the Two Sons with the Rite of
Reconciliation.
The students create comic strips illustrating the steps in the First or Second Rite of Reconciliation. Alongside each step the students illustrate the part of the Parable of the
Two Sons that corresponds to this step.
The comic strips illustrating the Rites should
include, where applicable, an explanation of or
information about:
• the role of the priest
• the absolution
• what sins are forgiven
• the Seal of Confession
• the Act of Contrition
• the penance.
The students then note the similarities between
the parable of the Two Sons and the restoration of friendship
with God.
Complete A6a-b 7a-b (activity sheets)
Complete R5 (resource sheet) / C2 Catholics celebrate the power of Jesus to
forgive every sin
C2.1 Identifies the characteristics of mortal and venial sin
Explore with the students the way relationships between people are affected when one or more of those in the relationship offends the other.
Identify offences that are serious and those that are less serious.
In a person’s relationship with God the same is true. As a result there are degrees of sin. Discuss with the students the two degrees of sin: mortal and venial. After definitions and examples of both mortal and venial are provided (see Teacher
Background Material, pp. 23-24), in pairs, the students construct their own definitions / C2.1 Identifiies the characteristics of mortal and venial sin
Discuss with the students that Jesus warned his followers never to judge whether someone else has sinned. No matter what the action no one
besides the person themself can know if they:
• understand that what they have done is
wrong
• are free to do otherwise
• are doing it deliberately.
No one else can ever judge, therefore, whether
someone else has sinned. This is why Jesus
warned [Matthew 7:1]:
‘Do not judge, and you will not be judged.’ / WEEK FOUR ASSESSMENT
Outcome : Catholic Practices
Overview: Students select are given a scriptural text and asked to link this text to the lesson it teaches about how Christians today can live their lives.
Parable of the Two Sons
Rite of Reconciliation
5 / C3 Christians are called to practise Social Justice
C3.1 States the Christian meaning of Social Justice with examples.
Prior to the strategies in C3.1 the students, in small groups, discuss and answer the questions from ‘You Must Love Your Neighbour as Yourself’.
The information is shared and collated
as a class.
Complete A9, A10 (activity sheets)
Complete R5 (resource sheet)
Display the basic rights given to all people by
God:
• Adequate:
- nourishment
- clothing
- housing
- health care
- basic education
- employment
- social assistance
• Right to be treated equally irrespective of differences.
In small groups the students identify examples of the above in society today where these basic rights are ignored or lacking.
Focus Questions
- What can people do to ensure that each
person has these God given rights?
- What are the results when people’s rights for
basic necessities and equality are not
respected?
- What are the results when people’s right for
basic necessities and equality are respected?
Discuss with the students that to treat all people
equally, there is a need to respect the basic
rights given them by God. This is called ‘Social
Justice’.
Complete A9
Journal Question
- How do I practice social justice at home, at
school and in the community?
The students could research groups and organisations within their parish that serve social justice, for example., St Vincent Palotti / C4 Continuing to wonder at differences
between people and relationships with God restored through Reconciliation
C4.1 Reviews and expresses the main
ideas of the unit.
Allow students time to reflect on the wonder questions from the unit, in particular:
The students could write or draw their responses to the journal question below.
Journal Question
How do I show love and respect for others, like Jesus, and live out the principles of Social Justice?
A1 and A2
Complete A11 (activity sheet)
Complete R9a-b,10,11 (resource sheet) / C4.1 Reviews and expresses the main
ideas of the unit.
Allow students time to reflect on the wonder questions from the unit, in particular:
The students could write or draw their responses to the journal question below.
Journal Question
How do I show love and respect for others, like Jesus, and live out the principles of Social Justice?
• mural
• frieze
• billboard
• collage
• poster
• banner