Be mindful that this is an assessed topic! –LF6
Use page 177 to discuss times when you have witnessed something strange or wrong and you knew you needed to tell someone.
Share some experiences within the class.
Read and discuss the story ‘What should Connor say?’
Mind map the word witness, listing key words and attributes.
Class debate – It is better not to be a witness.
Present groups with scenarios for them to ‘solve’ and then present to the class.
List the decisions along with your reasons – AT2 (i) – L3
How are your decisions informed by beliefs and values? – L4:AT2 (i)
Further explanation of these values and inspiration – L5:AT2 (i)
Hope

Learning Focus 1 (p.180)
L.O. To develop a better understanding of the disciples as witnesses of Jesus
More research on the Scripture passage refer to: http://ocarm.org/en/content/lectio/lectio-divina-ascension-lord
Re-tell some special stories about religious events and people AT1 (i)(L2)
Invite the pupils to retell Matthew 28:16-20 in their own words and pictures
Make links between religious stories and beliefs - AT1 (i) (L3)
Retell the story as above but also write a paragraph on linking the story to
Christian belief on the Resurrection, giving witness, Baptism.
Describe and show a deeper understanding of religious sources, beliefs, ideas, feelings and experiences making links between them AT1 (i) (L4)
Sentence/Phrase Meaning
They worshipped him even though some of them doubted.
I have been given all authority in heaven and on earth
Part of our faith is believing yet not having seen
Power and strength of the Lord
Make them my disciples Friends with all
Church, prayer, worship, bear witness
Prayer – the Creed – he ascended into heaven and sits….
Sharing and caring
Level 5 AT1 (i) – further use of other sources to explain a deeper meaning.

Learning Focus 2 (p.182)
L.O. To develop a better understanding of the Ascension of Jesus and its meaning to us.
Read and discuss the story of the Ascension (p.182) and related questions.
Re-tell some special stories about religious events and people AT1 (i)(L2)
Re-enact the story of the Ascension as a role play or record as a storyboard
Give reasons for certain actions by believers - AT1 (iii) (L3)
Draw up an action plan for the apostles as witnesses for Jesus which outlines their task ahead, giving reasons for their planned actions – L3
Show understanding of how religious belief shapes life – At1 (iii) – L4
Watch the video clip below. Imagine you are an apostle; give example of how you will give witness to Jesus in your life after the Ascension. Refer to the Acts of the Apostles and reference some of this. – AT1 (iii) – L4 http://youtu.be/-9BTzgSQY6E

Learning Focus 3 (p.184)
L.O. To learn and understand more about Stephen – chosen to give witness.
Read and discuss the story about Stephen on page 184 (Acts of the Apostles) –
God’s Story 3 (p.138) and the related questions. Levelled questions!
Describe some ways in which religion is lived out by believers – AT1 (iii) – L2
Invite the pupils to describe (in words and pictures) some ways in which
Stephen gave witness to Jesus, some of his actions – L2
Make links between some of the stories and Christian belief (L3)
As above, but imagine you are Stephen and record in the form of a diary your reasons for your actions linked to your beliefs in God, his rules and message. L3
Show understanding of how religious belief shapes life AT1 (iii) - (L4)
Invite the pupils to write an account of the life of Stephen, giving examples of how his life was formed by his religious beliefs and explain the reasons why.
Teacher could refer to - http://catholicism.about.com/od/martyrs/p/Saint-Stephen-Deacon-Marytr.htm

Learning Focus 4 (p.186)
L.O. To learn and understand more about witnesses to the Easter Message : Lydia
Read and discuss the story about Paul, Timothy and Lydia on page 186 (Acts of the Apostles) – God’s Story 3 (p.139) and the related questions. Levelled questions!
Ask questions about what they and others wonder about – AT2 (ii) – L2
Invite the pupils, with a partner, to prepare some questions for Lydia as to what they wonder about how she felt about her experience, some of which may be difficult to answer AT2 (ii) – L2
Compare their own and other peoples’s ideas about questions that are difficult to answer.AT2 (ii) (L3)
As above, but use the questions to begin to suggest some answers on behalf of
Lydia and compare these with a ‘talk partner’. AT2 (ii) - L3
Show how own and others’ decisions are informed by beliefs and values.
AT2 (i) - (L4)
Invite the pupils to outline the story of Lydia and then suggest and explain how we and others can be led in our beliefs and values by the actions of Lydia. For example: to do God's will, open their hearts to believe on Jesus Christ, follow his teachings through being baptised, and then continue to serve Him all the days of their lives.
Teacher may wish to research the deeper meaning of the story through; http://www.bible.ca/ef/expository-acts-16-13-15.htm
Level 5 – AT1 (i) – ability to identify further sources of religious belief independently and explain how these helped others to develop their beliefs.

Learning Focus 5 (p.188)
L.O. To explore and learn more about modern witnesses to the power of the Holy
Spirit
Read, share and discuss the content of page 188 and the related questions
Also watch the ‘Come and See’ link to 100 days of Peace, making related notes.
Use also the Mission Together PowerPoint about Mrs. Maricho, found at; http://www.pontificalmissionsocieties.co.uk/uploads/Assembly-notes-for-Schools.pdf
Ask questions about what they and others wonder about – AT2 (ii) – L2
Invite the pupils to write the words Modern Witness in the middle of the page.
Surround this with pictures and text which describe who the witnesses are and how they live/lived out their lives – AT1 (iii) – L2.
Give reasons for certain actions by believers AT2 (iii) (L3)
As above, but also give some reasons why they do certain things because they are following the rules of God and giving witness to God AT2 (ii) - L3
Show how own and others’ decisions are informed by beliefs and values.
AT2 (i) - (L4)
Write a diary for Mrs Maricho. Imagine what she teaches, how she shares her faith and explain the reasons why. AT1 (iii) – L4
Identify similarities and differences between people’s responses to social and moral issues because of their beliefs – AT1 (iii) – Level 5
Lydia, Paul and Mrs Maricho all made sacrifices because of their beliefs.
Identify similarities and differences between their responses to their belief in the message of the Spirit and the courage and risk involved. Present your findings to the class or school. AT1 (iii) – L5

Learning Focus 6 – Assessed Task
(with Levels 3 and 5 options)
Name of pupil: Date:
Context
During the unit of work ‘Witnesses’, pupils’ have been learning about
Pentecost: the Holy Spirit enables people to witness to the Easter message.
Within Learning Focus 6, the pupils’ learn about ‘ Ourselves as witnesses’
Invite pupils to write a report on the work of Father Balashowry. What makes him a modern witness. How does, what he believes shape how he lives his life?
Level 3 – mention – give reasons
Refer to Background Notes
Learning objective

To show an understanding of how Christian belief shapes lives
Commentary

This pupil shows understanding of how someone’s way of life was formed by his religious beliefs.
This pupil is working at Level 4 in AT1 (iii).
Within the context of a class the ‘driver’ word of the task can be amended, thus changing the level of the task e.g. show understanding (L.4) becomes give reasons (L.3.)
identify(L.5).
In order to progress to Level 5 (task would need to focus on a current social and or moral
issue/situation).The pupil would have to identify similarities and differences between peoples’ responses because of their beliefs.
This shows achievement in Level 5 AT1 (iii).
Level Achieved:
Next Step:

Planning – Year 6 – Reconciliation – Healing - Week 1
Explore:
Read and discuss pages 198/99 and the related questions.
AT2 ‘Driver’ words – through your question – levelled!
Mind map healing – through key words and pictures.
Research a local or national hospice group – background, aims and service provided.
Outline the values and beliefs – explain these AT2 (i) – Levels 4/5

Learning Focus 1 (p.202)
L.O.
Understanding how Jesus cared for the sick and the effect this had on others
Draw some of the things you have done since being cured and write a sentence with each – helping others, working with the poor, helping the sick etc. (AT1 iii – L2)
Imagine you are the blind man who has been cured. Write a short diary extract saying how the experience changed your life and describe some of the things you did/are doing for other people, giving reasons for your actions (AT1 iii – L3)
Hot seat the blind man, asking him about his life, his experience of his encounter with Jesus and his faith and how it shaped his life. Record the interview. (AT1iii -L4)
Level 5 – AT2 (i) – explain what beliefs and values inspired and influenced the blind man and also Christians today.
Learning Focus Two
L.O. Exploring how and why Christians help those in need and the effect this has.
Create a list of charitable organisations that help the poor and needy. Design a poster for one of these which outlines what it is they do and how their aims are
‘lived out’. (AT1 iii – L2)
Make a storyboard of this parable possibly using digiblu to make a film, including the reasons why the Samaritan acted as he did and what effect it had on the man who was mugged. (AT1 iii – L3)
Research the life/lives of those who dedicate their lives to caring for the sick and needy. In pairs, role-play an interview with this person which investigates how their life was formed by their religious beliefs, explaining the reasons for their actions.
Compile as a newspaper/magazine article. (AT1iii -L4)
Level 5 – AT1 (iii) – deeper explanation – multiple sources!
Learning Focus Three.
L.O. Develop an understanding of the Anointing of the Sick – what? Why? How?
Create a simple sheet to include some words and phrases to describe some of the actions and symbols within the Sacrament of the Sick (AT1 ii – L2) – refer to: http://catholicism.about.com/od/thesacraments/g/Sac_of_the_Sick.htm

Create an illustrated booklet of short readings, some scriptural some not, some prayers and sayings or stories, that would encourage and give hope to a sick person.
Choose whether it is focused towards a child or an older person. (AT1 i – L3)
Design a guide for a non-Christian which would help them understand the
Sacrament of the Anointing of the Sick. Use some of the Scripture readings (p.206) to help explain the sacrament as well as the feelings and experiences and beliefs linked to it. (AT1 i – L4)
Level 5 – AT1 (ii) – create a portfolio on the Sacraments explaining why we use them and the worship involved.
Learning Focus Four
L.O. Developing an understanding of the religious actions and symbols within the
Sacrament of the Anointing of the Sick.
Use religious words and phrases to describe some of the religious actions and symbols within the Sacraments of Reconciliation and Anointing of the Sick – use part of the table below. (AT1 ii –Level 2)
Complete the table below on the Sacrament of Reconciliation and the Anointing of the Sick (p.208), giving reasons why Catholics have these and how they are honoured/used. Also describe and give reasons for some of the actions and symbols used. (AT1 ii Level 3) - http://catholicism.about.com/od/thesacraments/g/Sac_of_the_Sick.htm
Phrase, symbol or action
Meaning- describe Give reasons
Record and summarise the visit of the priest. What thoughts did it raise? Explain your understanding of the meaning and purpose of this Sacrament. (AT1 ii –Level 5; this is not an easy task! http://catholicism.about.com/od/thesacraments/g/Sac_of_the_Sick.htm
Level 4 may suit better, whereby the pupil focuses on the understanding of the sacrament – complete a Liturgy planner relating to the sacraments on page 208.

Learning Focus Five and Six (amalgamate)
L.O. Exploring Lourdes, a place of healing – where? Why? What? – effect on
Christians who go there?
I would be inclined to integrate both focus 5 and 6. The Sacrament of the Anointing of the Sick has been mentioned previously. I would recap using page 209 and related questions and then move into Focus six – Lourdes, a place of healing.
Design a poster for a school or parish trip to Lourdes describing some of the history of Lourdes and what happens to this day, describing how religion is ‘lived out’ through actions. (AT1 iii – L2)
Again, the above activity can be extended, ensuring that pupils give some reasons for the actions of believers at Lourdes. (AT1 iii – L3)
Research some information about Lourdes and design a leaflet for a non-Christian outlining what happens there and explaining how the lives (and actions) of the carers and the sick who travel there is shaped by their religious belief (AT1 iii – L4) http://www.lourdes-france.com/index.php/en/
AT2 (i) –Level 5 – As above, but it would be necessary to include a wider range of reasons and more depth in explaining how and why people travel to Lourdes.

Planning - Year 6 - Universal Church - Common Good - Week 1
Explore: Justice for the good of all.
Remember AT ‘driver’ words from before!
The resources provided by Cafod for this topic should suffice in terms of creativity and interactivity. http://comeandsee.cafod.org.uk/?p=7
With this in mind I will focus on the actual activities, choosing one and then levelling accordingly.
Mind map Justice, fairness and common good.
Share the activities outlined on page 221 – Cafod website. Driven by relevant
driver words in Levels 3, 4 and 5 – AT2 (i) and (ii).
Justice poem – research - http://www.poemhunter.com/poems/justice/

Learning Focus One
L.O. Exploring how and why God asks us to live justly.
Research some other CAFOD stories on picturemyworld.cafod.org.uk then design an information sheet which describes some ways in which CAFOD lives out Micah 6: 8. AT1 (iii) – Level 2
Complete the above activity but also include some reasons for certain actions – they do….. because… AT1 (iii) – Level 3
You have been invited by CAFOD to write a commentary to Tata’s story – give examples of how the life of the community in Tata’s building is shaped by the scripture phrase ‘Act justly, love tenderly, walk humbly with God’ AT1 (iii) – L4.
Level 5 – AT2 (i) – explain what beliefs and values inspire and influence
Christians in light of learning about ‘Act justly, love tenderly, walk humbly with
God’ - prepare a presentation explaining how and why people live this out, refer to a range of sources.
Learning Focus Two
L.O. To explore and understand that God sent Jesus to bring the Good News to everyone.
Read the Your Kingdom Come CAFOD prayer. Invite the pupils to make an Act and Pray Card. Ask them to write/draw/act out an action after each verse that they and others can carry out in everyday life, to help build God’s kingdom.
AT1 (iii) – L2
As above, but also invite the pupils to give reasons for their actions and responses – I would do this because it reminds us to live out God’s message of
Love one another. AT1 (iii) – L3
Based on Activity 2 (p.227), invite the pupils to prepare a presentation based on the messages within the film clip and how we, through our decisions, actions, values and beliefs can help make our world a just and better place to live. AT2 (i) – L4

The above activity, but the explanation needs to be deeper – use of Scripture, wider range of examples, reference to the Beatitudes and/or the Ten
Commandments. AT2 (i) – L5
Learning Focus Three
L.O. To explore and understand how Jesus taught us how to live justly.
Read and discuss Matthew 25: 31-40 – God’s Story 3, page 88 and watch the related
PowerPoint on the Cafod website – page 228, using the key questions.
Activity 1 – describe how and what it is the images portray in light of living justly.
AT1 (iii) - Level 2.
As above but extend into linking your description with examples from Scripture and/or other related religious sources (hymns, prayers, sacraments). AT1 (i) – L3
Invite the pupils to write the following question – How did Jesus help us to live justly in our world? In pairs, research and record the various sources of belief and
Scripture which help us as Christians to make certain decisions and take certain actions as we try to live justly. AT2 (i) - Level 4.
Activity 3 – Identifying similarities and differences between people’s responses because of their beliefs. AT1 (iii) – Level 5.
Learning Focus Four
L.O. To develop a better understanding of Catholic Social Teaching.
Read and discuss the introduction to CST on page 230 and watch the related
PowerPoint. Use the key questions – levelled/pitched accordingly.
Design a poster based on Catholic Social Teaching. Within it use text and pictures to describe the principles and values involved – what does it look like? AT1 (iii) – L2
Using the table below, invite the pupils to list some of the key principles of CST. In the other column say what this would look like in practice, giving reasons for your choice. AT1 (iii) – L3
Principle of Catholic Social Teaching Where might you see this? How and why?

Activity 2 – page 231 – exploring our Mission Statement in light of learning about the principles of Catholic Social Teaching. AT1 (iii) – L4
Level 5 AT1 (iii) – explore some scenarios which require a response from people of differing faith linked to the above – compare the similarities and differences to people’s responses.
Learning Focus Five.
L.O. To learn about the Common Good and know when this is achieved.
Share and discuss the introduction on page 232 – the meaning of the ‘common good’. Show the film clip ‘Stand Up Against Poverty’ – use related questions.
Create a class book entitled; ‘Book of Hope for the World’. Each group to contribute to this as follows;
Describe some ways through text and pictures on; ‘How I would change the world for the good of all’. AT1 (iii) – L2.
As above, but this group can give reasons as well. For example, ‘I would collect money for CAFOD because this will make a difference to someone’s life.
AT1 (iii) – L3
This group are to show how their decisions are informed by beliefs and values (using
Scripture and beliefs we have been learning about). AT2 (i) – L4.
As above, but a much more wider base of evidence – The Beatitudes, Ten
Commandments, hymns, Scripture and prayer. AT2 (i) – L5.
Learning Focus Six.
L.O. To learn about and realise that Jesus gave Christians a new way of living.
Display and discuss the Beatitudes PowerPoint reflection and use the related questions (levelled accordingly).
Using the Beatitude statements, describe how you could live these out; ‘I am a peacemaker when….’ AT1 (iii) – L2
As above, but extend with reasons; because Jesus tells us in the Parable of…that we should… AT1 (iii) – L3
Invite the pupils to rate the Beatitudes in terms of the level of challenge in living them out, making links between each one and the your own feelings, experiences and beliefs – AT1 (i) – L4
Activity 3 – page 233 – AT2 (ii).