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Key Learning Area: Religious Education - God's Voice: Trinity GRADE: 3/4 TERM / YEAR: 1, 2015 TEACHERS: Caroline Butterfield and Kathleen Hore
Key Learning Area: Religious Education - God's Voice: Trinity GRADE: 3/4 TERM / YEAR: 1, 2015 TEACHERS: Caroline Butterfield and Kathleen Hore
GRADE: 3/4
Fertile Questions
Where do we find God in the text?
How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
VISION / AIM
By the end of Year 3/4, students will
demonstrate their understanding of the features of the Bible
express how a reader uses knowledge about the Bible to better understand God's Word
describe that scripture speaks of God in many ways, specifically for Christians as Father, Son and Holy Spirit, and this understanding
of God as Trinity
General Capabilities
Literacy
Comprehending texts through listening, reading and viewing.
Use language to interact with others.
ICT Capability
Locate generate and access data and information
Collaborate, share and exchange and creating with ICT
Locate, generate and access data and information
Critical and creative thinking
Transfer knowledge into new contexts
Cross-Curricular Priorities
Photocopied sheets for two students who have difficulty reading the board. Use of ICT and worksheets will be used.
Student given visual support by segmenting tasks and more time to complete tasks.
Student given one-on-one support (when needed) with sentence structure and spelling assistance, and Reading to Learn support.
one-on-one assistance with language and explanation (verbal and written), Reading to Learn strategies and support.
Catholics/non-Catholics other faiths practising/non-practising utilise language that recognises everyday experience with Christian
belief.
Learning Intentions
Learning Intention
By the end of this series of learning experiences, students
Develop their understanding of God's Word in Scripture as they use the Bible's referencing system to locate books, people, places
and things
Behind and Within the Text: Listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy
Spirit
In Front of the Text: connect with the Trinity through ritual, scripture and prayer
Success Criteria
Students locate and identify a variety of books and text types in the Old Testament and New Testament.
Students identify and explain Scriptural passages that express God as Father, as Son and as Holy Spirit.
Students identify and explain Trinity through ritual and prayer.
Assessment
Success criteria
Assessment opportunities
Content Descriptions
Year 3
In Year 3, students develop their understanding of Gods relationship
with people as individuals and as community, and the presence and
action of God in daily life experiences, as they engage with a variety
of texts (including key stories from the Torah, images of God used in
Old Testament texts, and the wisdom of prayers attributed to the
saints). They develop an appreciation of the order and harmony of
creation. They learn about the cultural contexts in which the Gospels
were written and the text types used in the New Testament to
develop their understanding of the life and teaching of Jesus and the
Christian belief that Jesus is the Messiah.
Students develop an appreciation of the Scriptures as a basis for
Christian moral living, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and
disadvantaged. They develop an appreciation of the collaboration of
clergy, religious and laity as they learn about significant features of a
parish and diocese, past and present. They learn about the
significance of the Sacraments of Initiation (Baptism, Confirmation,
Eucharist) for the Church community. They investigate prayers of
thanksgiving and prayers of praise, including psalms and doxologies,
Year 4
In Year 4, students develop their understanding of Gods Word in
Scripture as they use the Bibles referencing system to locate
books, people, places and things in the Bible and engage with a
variety of books and text types in the Old Testament and New
Testament. They listen to, read, view and interpret Scriptural
passages that express God as Father, as Son and as Holy Spirit, to
learn about the Christian belief that God, as Trinity, is relational in
nature.
Students begin to appreciate the significance of community for
Christians: of living in loving relationship with God, others and all of
creation. They develop their understanding of community through
an exploration of different texts, including the Decalogue and the
writings of St Paul, and the experiences of different communities,
including Jewish communities in first century Palestine, early
Church communities in Australia (c.1788 CE - c.1850 CE) and
contemporary parishes and dioceses. They examine how free
choices result in actions that affect the individual and their
community. They broaden their understanding of the significance
of the Sacraments for Church communities through an exploration
Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God
used by the human authors of Old Testament scriptures; and prayers attributed to the saints) to express their ideas about Gods
relationship with people as individuals and communities; Gods presence and action in daily life experiences; and the order and harmony
in Gods creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the
human authors of New Testament texts. They use this information about texts to discuss ideas about the life and teaching of Jesus,
including the Christian belief that Jesus is the Messiah.
Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of
praise, including Glory to the Father [Glory Be] and demonstrate understanding of the significance of these forms of prayer for Christians.
They explain ways in which the Sacraments of Initiation (Baptism, Confirmation, Eucharist) welcome and strengthen members of the
Church community. They describe significant people, events and features of a parish and diocese, past and present, including the
collaboration of clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer,
prayers of thanksgiving and prayers of praise.
By the end of Year 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They identify a
variety of books and text types in the Old Testament and New Testament and explain how a reader uses this knowledge to better
understand Gods Word. They recognise the Christian belief that God, as Trinity, is relational in nature by identifying and explaining some
Scriptural passages that express God as Father, Son and Holy Spirit.
Students explain the significance of community for Christians. They connect ideas about living in community from different texts (including
the Decalogue and the wisdom of St Paul) and from the experiences of different communities (including Jewish communities in first
century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church communities). They explain
how free choices result in actions that affect the individual and their community. They describe practices and characteristics of
contemporary parishes and dioceses (including celebration of the Sacraments of Anointing of the Sick and Penance) and explain how these
are modelled on the mission and ministry of Jesus. They use an appropriate structure to create prayers of blessing, petition and
intercession, and demonstrate understanding of the significance of these forms of prayer for Christian communities. They participate
respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession.
Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Tuning In
Visual Learning Experience Teacher goes through the
Learning Intentions and Achievement Standards.
Resources
Paper Bibles 1 between 2
Background Information
Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Stories handed down through the generations by word of
mouth (almost all of the Book of Genesis is from oral
accounts, or what we call the oral tradition). The more
important stories were memorised and told on special
occasions.
Many different human authors wrote the Bible over a period
of approximately 1500 years. God inspired these human
authors. It was not the intention of these authors to write a
book that would be entered into "The Bible," as we know it.
The whole thrust was to preserve the traditions of how God
interacted with humanity. Since the Bible is not one book,
but a library of books, there are many different kinds of
writing in it e.g. prose, proverbs, parables, prophesy,
prayers, poetry, narrative hymns, legends, legal documents,
letters, sermons, songs, stories, etc. This is called Literary
Form.
Resources
Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Christians after the time of Jesus Christ. Most of the Old
Testament forms the sacred text for the followers of Judaism
and is the scripture that Jesus knew (because Jesus was a Jew).
Learning Experiences
Core Content Area Two Finding Gods Voice in the Text
Focus/Question Where do we find God in the text? How is God
represented?
Explore text types in Old Testament stories
Tuning In
Moses
Students are introduced to the story of Moses by viewing the
short movie clip that shows the opening scenes of the movie
Prince of Egypt. They discuss the clip as a class identifying
which Bible story the movie clip is about and what they know
about this story. As a class use the Ex 1:8-22; 2:1-10 in the
New Revised Standard Version Catholic edition (NRSV Cath
ed.) using Bible Gateway as an example of locating and
referencing through a guided lesson. They read the text either
Resources
Moses movie clip (Prince of Egypt)
http://safeshare.tv/w/IvQhOcqicH
Computer and screen
Exodus Retrieval Chart on computer and screen
Learning Experiences
Core Content Area Two Finding Gods Voice in the Text
Focus/Question Where do we find God in the text? How is God
represented?
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Tuning In
Students begin this lesson by making the Sign of the Cross. They
discuss as a class this outward symbolic gesture that Christians
make in the shape of a cross that names God as Father, Son and
Holy Spirit. They listen as the teacher explains that Christians
understand God in this way and use the word Trinity to name this
understanding of God.
Father speaks of God as source of all life, as nurturer, as
loving protector. The Son is the perfect image of his Father,
and the Word through whom all creation comes into being.
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Finding Out
& Sorting
Out
Communic
ating
Resources
Assessment Retrieval Chart God the Father, the Son
and Holy Spirit
Word Wall Father, Son and Holy Spirit
Resources
Place Mat Behind the Text
Venn Diagram Within the Text
Teacher Information: Behind the Text Experience
Jesus Today
In Jesus Day
John the Baptist was Jesus older cousin by a few months.
John didnt become a priest like his father, Zechariah. But he
had spent some time in the desert, perhaps with the Jewish
monks of Qumran. With the Monks John would have learned
about the frugal life of the desert and about purification by
water. He preached about a baptism for the forgiveness of
sins. They would be submerged in the River Jordan and were
considered pure, making the decision to live a new life
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Mark also made the point that Jesus had to struggle to find
his way forty days in the desert. Jesus was encouraged by
the Holy Spirit, tempted by Satan, served by angels, and
accompanied by wild animals.
Reflecting
and
Evaluating
Meditative Prayer
As Jesus went out to the dessert to take some time to meditate
and pray about the path he was to take, we too do meditative
prayer. Explain that we do Mindfulness and stillness and silence
Resources
Praying in Colour: Plain white A4 Paper one per each
student
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?
Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?