STIRRED THROUGH EMOTIONS (Year 6) - weeks 1-6
OVERARCHING LEARNING OUTCOMES
1. Students use
language to
understand,
develop and
communicate
ideas and
information and
interact with
others.
VALUES
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.
VALUES
1. A pursuit of knowledge and a
commitment to achievement of
potential.
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.
VALUES
2. Self acceptance and respect of self
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.
VALUES
3. Respect and concern for others and
their time.
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.
VALUES
11. Students value
and implement
practices that
promote personal
growth and well
being.
VALUES
4. Social and civic responsibility.
12. Students are selfmotivated 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.
VALUES
5. Environmental responsibility.
Religious Education Learning Area Outcomes
1. Students understand that people come to discover God who calls them; through their human experiences of the universe, including the world around them, and their
human heart questionings and yearnings which can only ever be satisfied by their Creator.
2. Students understand and give expression to their most basic human heart experiences in the light of the Gospel, through study of their interests, questions, hopes,
anxieties, reflections and judgements.
3. Students understand the content of the Christian message, by relating it to examples drawn from their experiences.
4. Students understand that God offers salvation through Christ who models how to live in a truly human way.
5. Students understand that Catholics are empowered to live like Jesus as they draw on the power of the Kingdom through Sacraments, Scripture, prayer and other ways
Jesus taught.
6. Students recognise that every good value, attitude or way of doing things is a sign of God’s presence and influence within culture.
7. Students know and appreciate the values of Christ and those of his Gospels as the basis for living out the Christian mission in the world.
8. Students demonstrate the skills necessary in order to read and apply Scripture and to participate in Catholic ritual and prayer.
KEY UNDERSTANDINGS
Stirred through Emotions [Year 6]
A WONDERING AT THE CREATOR OF EMOTIONS
A1 Wondering at emotions
A2 Wondering at the Creator of human emotions
A3 Attribute: God is good
B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus showed people must always love in times of emotion
B2 Christians learn form the Bible to love like God
C CHRISTIAN RESPONSE
C1 Christians try to understand teachings about God’s love in the Bible
C2 Christians celebrate the stories of the Bible
C3 Christians are called to express love through their emotions as Jesus did
C4 Continuing to wonder at emotions
Links:
 STD – behaviour management

Title of Unit: Stirred through Emotions
Year: 6
NOTE: ( )=Strategy TN=Teacher Note-Suggested Strategies
{ }=Resources
=Prayer
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
1
2
3
4
A2.1 States wonder
questions about God who
created human emotions
a) Journal wonder questions
and reflect on emotions
encountered in class and on
the playground last week
PD day
A3.1 Celebrates God who
is good
b) In pairs make list of the
good they have seen others
do when stirred by their
emotions
PD day
TERM 2 – Weeks 1-6
Italics=Integration
FRIDAY
ASSESSMENT
A1.1 Identifies the
purposes of different
emotions
Discuss 7 emotions (TBM p.15)
d) Recall event that stirred
particular emotions – make
clay models & use a musical
instrument with the sculpture
*H/W: e) wonder questions
NONE
A1.2 Demonstrates an
understanding of the six
steps of making choices in
times of emotion
Check h/w
c) In pairs create a cartoon
strip using the 6 step chart
of emotions (TBM p.13) with
thought bubbles
B1.1 Identifies ways in
which Jesus showed love
in times of emotion
a) In pairs or alone complete
A1, then pair up and share
their diary entries
A1.3 Evaluates way people
can develop emotions to
do what is good
a) Develop T-charts with
consequences for not
thinking of action & stopping
 Prayer – create a Prayer
of Thanks for their emotions
 Prayer of Thanks
B1.1 ctd…
Recall yesterday’s work –
have a guided meditation
using {R2a-b}
Observe their
behaviour and attitude
towards the guided
meditation
B2.1 Recalls facts about
the Bible
* break bible into its books
(see resource sheet I have)
Discuss stories and
components of the bible
B2.1 ctd…
b) Complete ‘Bible Match’
{A3} and Design 3 of their
own Bible quiz questions
Discuss with class:
* Annunciation of the Lord
B2.1 ctd…
a) Complete ‘Bible Quiz’
{A2a-b}
Bible Quiz
Preparing for 40th Year
Celebration of the
Josephite sisters
40th Year Celebration
5
C1.1 Recognises that the
Psalm is a literary form
which reveals something
about God’s love
Explain different genres of
the bible (TBM p.19)
Using Psalm 23 divide the
class into 2 groups and pray
alternate verses
C1.1 ctd…
Construct a verse collection
in a special box for class
prayer (see R4 – Psalm 23)
C1.2 Recognises the
proverb as a literary form
Explain what modern day
proverbs are – give egs.
a) In pairs complete A4
C1.2 ctd…
b) rewrite these known
proverbs into language we
use today.
Journal: what lesson is
being taught through these
proverbs?
6
C2.1 Designs a dramatic
or written piece explaining
how God lead Israel
through Judges and Kings
a) In pairs of Judges or
Kings (TBM p.25-28)
complete R6-11
* Mary Help of Christians
(Patroness of Australia)
C2.1 ctd…
Rotate roles and perform a
role play of who you are –
describing yourself as a King
or Judge
C3.1 States ways in which
Christians can show love
through emotions as
Jesus did
b) In RE books write 2nd
Great Commandment down
and list 6 ways they could
live this out in everyday life
(in class, playground, home)
C3.1 ctd…
Circle discussion on people
(no names) who live the 2nd
Commandment and
encourage and congratulate
them
a) Complete A5a-b
* Ascension of the Lord on
Sunday
C1.3 Interprets things
revealed about God
through stories in the O.T.
Talk about Genesis stories
as containing truths but not
literally true (a message)
a) Relate to ‘Star Wars’. In
pairs answer: what can be
learned about God from this
story? (TBM p.22-24)
C4.1 Reviews and
expresses the main ideas
of the unit
Construct class mind maps,
then decorate a graffiti board
with ways they can show
their positive emotions
* Pentecost Sunday