RELIGIOUS EDUCATION UNIT OVERVIEW
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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.
OVERARCHING LEARNING OUTCOMES
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 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 VALUES
1. A pursuit of knowledge and a commitment to achievement of potential.
VALUES
2. Self acceptance and respect of self
VALUES
3. Respect and concern for others and their time.
VALUES VALUES
4. Social and civic responsibility.
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 The Spirit who Strengthens [Year 4]
A WONDERING AT THE CREATOR OF EMOTIONS
A1 Wondering at our emotions
A2 Wondering at the Creator of emotions
A3 Attribute: God loves us
B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus always expressed his emotions in loving ways.
B2 Jesus promised the Holy Spirit to help people love like him
C CHRISTIAN RESPONSE
C1 Catholics celebrate stories of the Spirit strengthening others
C2
Catholics receive the ‘power from on high’ through Confirmation
C3 Christians are called to reflect love for others through emotions
C4 Continuing to wonder at how the Spirit helps people express emotions like Mary and the Saints.
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Title of Unit: The Spirit who Strengthens
NOTE:
( )=Strategy TN=Teacher Note-Suggested Strategies
MONDAY
1 A1.1 Identifies different kinds of feelings.
TN & (a)
{Spelling Resource Bk}

Praying the Psalms
Integrate with Health – particularly Wonder
Questions on p.25.
TUESDAY
A1.1 Identifies different kinds of feelings.
TN & (e)
{Photolanguage Kit, Song-
‘Lead Me, Guide Me’ by M
Brown}

Lead us Lord
– adapt by using Photolanguage.
Year:
4
{ }=Resources
WEDNESDAY
A1.2 States examples in which people work out if what they feel is true.
TN & (a)
{I’m Not Scared by
L Hannay}
Integrate with Health
– particularly Wonder

=Prayer
THURSDAY
(a)
{Emotions lucky dip bag}

Emotions Litany
Integrate with Health – particularly Wonder
Questions on p.29.
A2.1 Expresses wonder at the Creator of emotions.
TERM 3 – Weeks 1-5
Italics =Integration
FRIDAY
A3.1 Celebrates the God who loves us.
(b)
{Resource Sheet 3, paint, paper for collage}
 Song‘If You’re Black or If
You’re White’ by Scripture
Union
ASSESSMENT
A1.2
(a)
Students write answers to Focus Questions in their RE books.
A2.1
(a)
Checklist
2 B1.1 Represents ways in which Jesus expressed his emotions in loving ways.
TN & (a)
{The Dramatised Bible}
3 C1.1 Depicts ways Mary and Saint John the Baptist were strengthened by the
Spirit.
TN & (b)
{Materials for ‘pop stick’ construction}
4 C2.1 Depicts their understanding of people receiving the ‘power from on high’ through
Confirmation.
TN & (a)
{Plasticine}
 I Will Ask the Father
5 C4.1 Reviews and expresses the main ideas of the unit.
TN & (b)
{Activity Sheet 1}
B1.1 Represents ways in which Jesus expressed his emotions in loving ways.
Continue activity from yesterday…use Journal
Question from (b) at the end of the lesson.
C1.1 Depicts ways Mary and Saint John the Baptist were strengthened by the
Spirit.
Continue activity from yesterday.
C3.1 Explains ways they can show love through emotions.
TN
{Appendix (i)}
C4.1 Reviews and expresses the main ideas of the unit.
TN & (c)
{Activity Sheet 2}
Make into a display for class
Mass on Thursday.
Questions on p.27.
B2.1 Proposes how the world would be different if all people could draw upon the strength of the
Holy Spirit to love like
Jesus.
(a) Plan interview questions.
Organise interviews with Yr
7 class.
C1.1 Depicts ways Mary and Saint John the Baptist were strengthened by the
Spirit.
Continue activity from yesterday.
C3.1 Explains ways they can show love through emotions.
(b)
Groups construct their
T chart.
 Song-
‘God is So Good’ by
NALR
C4.1 Reviews and expresses the main ideas of the unit.
 Preparation for ‘God
Loves Us’ (Eucharistic
Celebration)
B2.1 Proposes how the world would be different if all people could draw upon the strength of the
Holy Spirit to love like
Jesus.
Continue activity from yesterday…conduct interview.
C1.2 Explains how Saint
Peter was changed by the strength of the Spirit.
TN & (d)
{Resource Sheet 4, card}
 FEAST DAY of Mary
MacKillop
C3.1 Explains ways they can show love through emotions.
(b)
Groups share and discuss their T chart.
 Song-
‘God is So Good’ by
NALR
C4.1 Reviews and expresses the main ideas of the unit.

God Loves Us
(Eucharistic Celebration)
B2.1 Proposes how the world would be different if all people could draw upon the strength of the
Holy Spirit to love like
Jesus.
(b)
 Strength Prayer
C1.3 Notes the changes in
Saint Paul after he received the Spirit.
(c)
{Video-
‘Saul of Tarsus’,
Resource Sheet 7}
 Holy Spirit Litany
C3.1 Explains ways they can show love through emotions.
(e)
Integrate with English
– writing of a recipe.
C3.1
(e)
Use a rubric to evaluate recipe.