Year:
7
Unit:
SACRED TIMES AND PLACE
Unit Code: Stage 4 Module 47C2
Duration:
15 Lessons [15 X 50 = 12.30 hours]
Program Leader: Edited L. Corke 2011, Edited by M. Aure & D. Sain 2012
Unit Overview: The unit “Sacred Times and Place” focuses on places and buildings, which are considered to be of special spiritual significance either for Catholics or for
those of other religions. The students have engaged in activities, which motivate them into sharing ideas about what they consider sacred. The unit also involves research
into the beliefs of other religions and symbols, which are associated with celebrations of other cultures.
Unit Outcomes: By the end of this unit students should be able to:
C4.7 Explains ways in which prayer and spirituality are faith responses central to the life and mission of the church.
C4.9 Gathers and analyses information about religion independently and in teams.
C4.10 Communicates information, ideas and issues in appropriate forms to different audiences and in different contexts
C4.11 Uses appropriate terminology related to religion and belief systems
C4.12 Names, reflects on and integrates life experience, within a response to the Christian story and vision
LS4.7 Recognises and participates in prayer and devotions.
LS4.9 recognises ways to locate and select information, individually or in teams
LS4.10 recognises ways to organise and communicate information
LS4.11 recognises subject specific terminology
LS4.12 relates Christian story and vision to their life experience
Catholic Values addressed in this unit:
Key Competencies addressed in this unit:
V1-Awe and Wonder
V2-Celebration
V4-Community
V6- Conservation
V8-Cultural Critique
V10-Community Faith
V20-Multicultural Understanding
ITC Perspectives addressed in this unit:
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Computer operations
Word processin
Graphics
Multimedia
Email
Internet
Literacy Perspectives addressed in this unit:
□ KC1: Collect, analyse and organise information
□ KC2: Communicate ideas and information
□ KC3: Plan and organise activities
□ KC4: Working with others in teams
□ KC5: Using mathematical ideas and techniques
□ KC6: Solving problems
□ KC7: Using technology
Cross-Curricular Perspectives addressed in this
unit:
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□
□
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□
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Civics & Citizenship
Difference &Diversity
Multiculturalism
Gender
Numeracy
Special Education
Aboriginal & Indigenous Perspectives
Values and Attitudes
Reading
Writing
Speaking
Listening
Text Types- Description & Response
Work, Employment and Enterprise Perspectives
addressed in this unit:
Learning
Technology
Teamwork
Planning and organising
Self Management
Communication
Problem solving
Personal attributes
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Glossary of Key Terms
Compare
Describe
Explain
Contrast
Define
Show how things are similar or different
Provide characteristics and features
Relate cause and effect; make the relationships between things evident; provide why and/or how
Make; build; put together items or arguments
State meaning and identify essential qualities
Catholic Values
Faith
Justice
Prophetic stance, taking a
Accepting that God has freely communicated with us in Christ and that God continues to speak to the world through the
Christian community. Faith relies on God’s free gift (grace) and on our free human response (freedom).i Faith is
expressed in words as ‘beliefs’ and underpinned by ‘values’, in turn expressed in actions by ‘virtues’
Committing oneself to the right ordering of relationships and right exercise of power in a way that is life-giving for all
people. A just person and a just life find their inspiration in God’s justice towards us. Justice is linked to peace,
development and spirituality
Adopting a (often unpopular or dangerous) position based on the Catholic Christian tradition, in the spirit of the biblical
prophets, especially Jesus, in order to challenge viewpoints and organisations opposed to the Gospel and the teachings
of the tradition
GLOSSARY – SACRED TIME AND PLACE
Subject Specific term
Sacred
Symbols
Rites
Liturgical
Solemnities
Triduum
Creation
Easter Liturgical calendar
Reverence,
Festival
Definition/Description
Connected with God (or the gods) or dedicated to a religious purpose and so deserving veneration
A shape or sign used to represent something such as an organization,
A religious or other solemn ceremony or act :
Of or related to liturgy or public worship.
The state or quality of being serious and dignified :
The three holy days from Maundy Thursday through the vigil of Easter which focus on Christ's passage from death to life.
The act of God forming and breathing life into the world
The part of the Christian calendar which marks the rising of Christ from the dead and his resurrection into heaven as a complete
person,
To treat with respect
A celebration to mark an event of special social or spiritual interest.
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
SST Grades
D
Sacred
Symbols
Rites
C
Creation
Reverence
Festival
B
Liturgical
Easter Liturgical calendar
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
A
Solemnities
Triduum
UNIT:
SACRED TIMES AND PLACE
Outcome
4.11
4.12
LS4.11
LS4.12
Students Learn
About
Students Learn To
Common features
of sacred time and
sacred place.
Identify common
features of sacred
time and sacred
place, including
examples of Jewish,
European and
Aboriginal sacred
sites
Examples of
sacred sites; e.g.
the Jewish
‘Wailing Wall’
(kotel), the
European
Chartres
Cathedral, and the
Aboriginal Uluru.
4.9
4.10
LS4.9
LS4.10
Suggested Teaching & Learning Strategies
Lesson 1 and 2:
SSTS: Sacred
Issue pre-learning quiz
Introduce the topic of Sacred Time and Place by
showing the Keynote presentation explaining the
significance of each slide. Verbally test the students
on what they have learnt from the slides and ask
them to write a paragraph about one which appeals
to them, giving reasons for their choice.
Otherwise, get the Keynote presentation from the
WYD11 pilgrimage taken by Chris Ellul & Matthew
Torrico.
V1-Awe and Wonder V4-Community V8-Cultural
Critique Analyse, Describe, C4-Basic word
processing skills L14-Spelling L22-paragraph
KC2: Communicate ideas and information M5Security and Harmony M6-Diversity G7Classroom Dynamics
Using laptops, allow students, in groups of 3, to find
and list any other sites in the world which they would
consider sacred. Write descriptions of the sites.
(Text Type)
Students are to comment on the followingWhy is the site considered sacred?
What is the historical significance of the site?
Who visits the site?
What do sacred sites have in common?
How can sacred places strengthen the faith of
believers?
Is the site linked to a religion?
LS: Ensure that they are in a group that could
help them research other sacred sites.
Resources
Assessment
Strategies /
Evidence of
learning
Sacred Time &
Place Keynote
Presentation
Register
Date started:
Date finished:
Work samples:
Laptops
Students’ books
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Observe group
activities in order to
assess interaction
and amount of
information already
evident about the
topic.
Signed:
UNIT:
SACRED TIMES AND PLACE
Outcome
4.10
4.11
4.12
Students Learn
About
The concept of
sacred time and
sacred place.
LS4.10
LS4.11
LS4.12
Students Learn To
Research the sacred
sites in Australia
identified by Catholics
as having religious
significance.
Suggested Teaching & Learning Strategies
Resources
Lesson 3:
Each group from last lesson can present two sites,
which they have listed and say as much as they
know about it. Allow other students to add to the
information after each presentation.
V20-Multicultural Understanding Assess,
Construct, Demonstrate, KC2-- Communicating
Ideas and Information, KC4- Working With
Others and in Teams C7 Basic Multimedia skills
C9 Research using ICT L3- Explanation L10Recount CC8-Place and Space M9- Cultural
Identity G4- Influence of Popular Culture
Allow students to independently complete the
KWHL activity about Sacred Time and Place.
Explain the basic difference and the connection
between, “Time” and “Place”.
List on the board the subject specific terminology
as follows and explain them.
Sacred, creation, Triduum, Easter
Liturgical calendar, Aboriginal, meditation,
management, travel, hospitality, sustainable
practices, festival, feast, reverence,
personification, autonomous, faith,
Select 5 words from the list and allow students to
place them in detailed simple
sentences, demonstrating their meaning.
LS students are directed to the simpler
vocabulary.
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Informal
assessment of
group’s
presentations.
Date
finished:
Work
samples:
KWHL Chart
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
Assess the
students’ ability
to write a detailed
simple sentence.
UNIT:
SACRED TIMES AND PLACES
Outcome
4.7
4.9
4.10
Students Learn About
Common features of
sacred time and sacred
place
LS 4.7
LS 4.9
LS 4.10
Students Learn To
Identify common
features of sacred time
and sacred place,
including examples of
Jewish, European and
Aboriginal sacred sites
Suggested Teaching & Learning Strategies
Resources
Lesson 4:
SSTS: Sacred, symbols, rites, liturgical,
Solemnities, reverence,
Complete a Y-Diagram (What does is look like?
What does it feel like? What sounds do you hear?)
for a sacred site.
Use this to discuss what makes a site sacred.
Allow students to brainstorm what they consider to
be Sacred Time across different religions.
V13-Global solidarity with World Community.
Clarify, Define Explain, L17-Writing a Sentence
L22-Paragraphs CO19-KWHL CO34-Y Diagram
KC2: Communicate ideas and information CC9Culture A1- Heritage and Culture A2- Identity
Students are issued with a map locating the
position of specific religious beliefs throughout the
world.
Initiate a discussion about the distribution of
religions and the way particular beliefs influence a
culture.
Allow students to use the internet and follow
instructions on worksheet “Places of Worship”
LS- Assign a LS student to a more able student
if necessary
V20-MulticulturalUnderstandingAnalyse,
Clarify, Distinguish, Evaluate, ICT- Use of
internet KC7-Using technology M9- Cultural
Identity
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Copy of Y
Diagram
Date
finished:
Resource 1a,
1b, 1c
Distribution of
World
Religions
Work
samples:
Resource 2
Places of
Worship
Laptops
Res 3a&3b Visiting Holy
Places.
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
UNIT:
Sacred Times and Place
Outcome
4.9
4.10
LS4.9
LS4.10
Students Learn
About
Students Learn To
the concept of sacred compare and contrast
time and sacred
the importance
place
Australians place on
sacred places
Suggested Teaching & Learning Strategies
Lesson 5:
SSTS: Sacred, symbols, rites, Solemnities,
Creation, reverence, festival
Students work in teams of 3 and each team is given
one of the following information sheets
“Visiting Holy Places”
“Jerusalem and the Western Wall”
“ Christian holy places”
“Coventry Cathedral”
“Pilgrimage to Makka
“The city of Banaras”
“The golden temple at Amritsar”
“Places of pilgrimage”
Allow each team to choose a reader, a writer and a
spokes person. After reading the printed material
and making notes, draw an illustration from the
text. Each team can present to the class. Other
members of the class take notes during the
presentation followed by questions.
LS- Ensure that LS students are evenly
distributed within each team.
V1- Awe and wonder V6- Conservation
Analyse, Apply, Extract, ICT-Use of internet
L12-ReportL13-ResponseKC2-Communicating
Ideas
and
Information,
CC12-Critical
AnalysisW3-Team work skills M5-Security and
Harmony M6-Diversity
Resources
Res-4a, 4b & 4c Jerusalem & the
western Wall
Res-5a &5bChristian Holy
Places
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Date
finished:
Res 6-Coventry
Cathedral
Res 7- The
Pilgrimage to
Makka
Work
samples:
Res 8- The city of
Banaras
Res 9- The golden
temple at
Amritsar
Res 10a- Places of
pilgrimage
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
UNIT: Sacred
Outcome
4.10
4.11
4.12
Times and places
Students Learn
About
Students Learn To
symbols and rites
present artistically the
associated with the Church’s liturgical year
major Christian
celebrations
LS4.10
LS4.11
LS4.12
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Lesson 6:
SSTS: Sacred, symbols, rites, liturgical, Tridiuum,
Creation, Easter Liturgical Calendar, reverence,
festival
Writing Task: Describe a Sacred Time and
Sacred Place giving one example of each the
Catholic Faith and one example of each from
another Religious Tradition. (3 – 4 paragraphs)
e.g Islam, Buddhism, Judaism or Hinduism
Introduce term “Liturgical Calendar” - define it
and brainstorm any notable occasions, feast or
ceremonies throughout the year (link them with
particular cultures).
In pairs, students are requested to write a
paragraph about the event and draw a symbol
which comes to mind about the event/feast.
Present symbols to class.
LS- Place a LS student with a confident student
for this activity. The confident student may
write the paragraph and model it for the LS
student. The LS student may draw a symbol
representing the event and explain its
significance to his/ser partner.
V2-Celebration Construct, Demonstrate, Explain,
L13-Response L14-Spelling L17-Writing a Sentence
L22-Paragraphs CO3- BrainstormingKC2Communicating Ideas and Information
W4-Problem-solving skills G6-Equality and
Respect G7- Classroom Dynamics
Literacy:
Description
Date started:
Date
finished:
Work
samples:
Resource 13 for
Lesson Prep
Signed:
Resource 11
Religious festivals
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
UNIT:
SACRED TIMES AND PLACE
Outcome
4.7
4.9
4.10
Students Learn About
Students Learn To
present artistically the
the Church’s liturgical Church’s liturgical
year
year
LS 4.7
LS 4.9
LS 4.10
Suggested Teaching & Learning Strategies
Resources
Lesson 7:
SSTS: Sacred, symbols, rites, liturgical,
Solemnities, Tridiuum, Easter Liturgical Calendar,
reverence, festival
Allow students to consider the special
dates linked to the Christian calendar and indicate
if, and how they celebrate them.
Suggested Activities:
(i) Issue “Religious festivals” and allow students
to use the websites to access information about
festivals around the world; (ii) Students Complete
work sheets on “Autumn Festivals” and “Spring
Festivals”; (iii) Issue “Christmas Around the
World” and allow students to complete for Lesson
prep. (iv) Students are required to work in pairs to
investigate festivals celebrated in other cultures
and Religions. Stimulus material can include –
“The Hindu Calendar”, “Hindu Holidays”
Allow students to draw as many symbols
connected with Christianity as they can and
indicate their significance.
Select students to comment on their symbols.
LS- Place a LS student with an confident able
student for this activity
V10-Community FaithV2 –Celebration Assess,
Construct, Describe, CO14- Five Ws and
HowKC4- Working With Others and in Teams
G6- Equality and Respect C10 Internet / intranet
skills
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Resource 12a &
12b Autumn
Festivals & Spring
Festivals
Resource 13
Christmas around
the World
Date
finished:
Work
samples:
Resource 14a &
14b
Him
Hindu calendar &
Hindu Holidays
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
UNIT:
SACRED TIMES AND PLACE
Outcome
4.7
4.9
4.10
Students Learn About
the concept of sacred
time and sacred place
LS 4.7
LS 4.9
LS 4.10
Students Learn To
Suggested Teaching & Learning Strategies
Resources
Lesson 8:
research the sacred
sites in Australia
identified by Catholics
as having religious
significance
SSTS: Sacred, symbols
Issue “Christian Symbols” and “The Cross” and
discuss how they reflect
different changing times and specific cultures.
Allow students to compare a variety of symbols
from different religions and research additional
symbols from other cultures.
Engage in a pre-activity exercise by using
motivational stimulus- “Buddhist Symbols”,
“Hindu Symbols” and “Taoist Symbols.”
Ask students to find the Easter story in the bible.
After SQ3R, the class reads LK 22:7-24:12 a
gospel account of events from the Last Supper to
the Resurrection. Discuss the importance of this
event in the Christian Calendar.
LS students may require individual attention by the
teacher or partnering with another student.
V10-Faith Community V20-Multicultural
Understanding Assess, Demonstrate, Discuss,
KC1 - Collecting, Analysing and Organising
Information, M9- Cultural Identity
G6- Equality and Respect. Numeracy –
Looking up Bible references and using a
calendar
Assessment
Strategies /
Evidence of
learning
Ability to use
scripture
Register
Date started:
Res15a
Christian Symbols
Res 15b
The Cross
Res 16a & 16b
Buddhist Symbols
Date
finished:
Work
samples:
Res 17a & 17b
Hindu Symbols
Res 18
Taoist
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
UNIT:
SACRED TIMES AND PLACE
Outcome
4.10
4.12
Students Learn About
the Church’s liturgical
year
Students Learn To
Explain the centrality
of Sunday and the
Easter Triduum
LS 4.10
LS 4.12
present artistically the
Church’s liturgical
year
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Register
Lesson 9:
Date started:
SSTS: Sacred, symbols, rites, liturgical, Tridiuum
Easter Liturgical Calendar, reverence, festival
Students comment on how they usually
celebrate this festival. Students write 3
headings in their workbooks
1) The Evening Mass of the Lord’s Super.
2) The Celebration of the Lord’s Passion.
3) The Easter Vigil.
In response to teacher information the
students make notes under each heading
about:
a) Historical events remembered.
b) What Catholics believe about the
events.
c) Features of the Liturgy.
Resource 20
The Easter Story
V10-Faith Community, KC1 - Collecting,
Analysing and Organising Information,
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Date
finished:
Work
samples:
Signed:
UNIT:
SACRED TIMES AND PLACE
Outcome
4.9
4.10
4.11
Students Learn About
Students Learn To
the Church’s liturgical
year
present artistically the
Church’s liturgical
year
LS 4.9
LS 4.10
LS 4.11
Suggested Teaching & Learning Strategies
Resources
Assessment
Strategies /
Evidence of
learning
Lesson 10:
Date started:
SSTS: Sacred, symbols, Solemnities, Tridiuum,
Creation, Easter Liturgical Calendar, reverence
Students use the internet to complete “The
Easter Story.”
Allow students to locate Jesus’ teachings
about the Sabbath and indicate how the
observance has changed over time.
Teacher to introduce the concept of the
Liturgical calendar and initiate a
discussion about the different aspect of the
Christian Year. Students (in groups) are to
construct a 2010 Liturgical Calendar
showing the Easter Triduum, Lent and
Pentecost, Advent, Christmas. They must
mark important feasts and liturgical
seasons with appropriate symbols and
colours. Students must make their own
notes to explain the special feasts and
celebrations. NB To be completed on
paper and make notes in workbooks.
Register
Use Of PMI to
assess students
reaction to the
Jewish calendar
Resource 21
The Jewish
calendar
Resource 22
Liturgical
calendar
V2 –Celebration Construct, Construct, C2-Basic
operations in applications L16-Writer’s Purpose
CO23- Negotiation, KC2-- Communicating
Ideas and Information, W3-Team work skills
G7- Classroom Dynamics, Numeracy –
constructing a calendar, utilising terms
such as triduum (3) and Pentecost (50)
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Date
finished:
Work
samples:
Signed:
UNIT:
SACRED TIMES AND PLACE
Outcome
Students Learn About
4.7
4.9
4.10
4.11
the Jewish religious
calendar
LS 4.7
LS 4.9
LS 4.10
LS 4.11
the concept of sacred
time and sacred place
Students Learn To
describe differences
between major Jewish
and Christian religious
celebrations
Suggested Teaching & Learning Strategies
Resources
Lesson 11:
SSTS: Sacred, symbols, rites, liturgical,
Solemnities, Tridiuum, Creation, Easter Liturgical
Calendar, reverence, festival
Students compare and contrast Jewish
Religious Celebrations. Issue the students
with “The Jewish Calendar” and use
questioning strategies to determine if the
students understand it.
Laptops
Use a PMI proforma to further assess their
understanding.
CO3- Brainstorming CO31- Strategic
Questioning, CO24-PMI
G6- Equality and Respect Issue students
with the Liturgical Calendar taking into
account central event of the Exodus
Similarities
 Both follow a regular yearly cycle
 Both celebrate a pivotal feast which is
echoed in weekly celebrations throughout
the year.
 Both relate to events in the Bible
 Both nourish and give expression to
people’s faith and relationship with God.
Formative Evaluation
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Assessment
Strategies /
Evidence of
learning
Register
The listing of
these factor will
indicate students’
appreciation of
basic differences
& similarities
between
calendars
Date started:
Literacy:
Discussion
Work
samples:
Date
finished:
Signed:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
UNIT:
SACRED TIMES AND PLACE
Outcome
4.7
4.9
4.10
4.11
LS 4.7
LS 4.9
LS 4.10
LS 4.11
Students Learn About
the Jewish religious
calendar
the concept of sacred
time and sacred place
Students Learn To
describe differences
between major Jewish
and Christian religious
celebrations
Suggested Teaching & Learning Strategies
Resources
Lesson 11 (continued)
SSTS: Sacred, symbols, rites, liturgical,
Solemnities, Tridiuum, Creation, Easter Liturgical
Calendar, reverence, festival
Laptops
Differences
The Christian year revolves around the life, death
and resurrection of one person Jesus Christ.
 Jews are still awaiting the coming of
the Messiah
 Christians accept Jesus as their
saviour
 Christians celebrate a new covenant
with God whilst acknowledging the
enduring nature of God’s relationship
with the Jewish people.
 The names of the months are
different.
 Celebration of the feasts are different
Writing Task: Choose ONE major religious
celebration from Christianity and Judaism.
Discuss the similarities and differences in these
Religious Celebrations. (4 paragraphs)
LS students should be allowed to verbalise the
similarities and differences while another
student takes notes.
Formative Evaluation
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Assessment
Strategies /
Evidence of
learning
Register
The listing of
these factor will
indicate students’
appreciation of
basic differences
& similarities
between
calendars
Date started:
Literacy:
Discussion
Work
samples:
Date
finished:
Signed:
UNIT: Sacred
Outcome
4.7
4.9
4.12
LS 4.7
LS 4.9
LS 4.12
Times and Place
Students Learn
About
Students Learn To
the concept of sacred research the sacred
time and sacred
sites in Australia
place
identified by Catholics
as having religious
significance
Suggested Teaching & Learning Strategies
Resources
Lesson 12:
SSTS: Sacred, rites, Solemnities, Tridiuum,
Creation
Students discuss what they have learnt from their
observations and comment accordingly. Additional
questions could be1. Why is Jesus not mentioned in the Jewish
calendar?
2. What liturgical calendar would Jesus &
His apostles have used?
Teacher emphasises the role that the church
building plays in creating sacred space for the
Christian community, focussing upon Shape of the building
 Exterior features
 Layout of the sanctuary
 Position and design of the altar
 Position of the people in relation to the
altar.
 Statues, symbols & icons
Assessment
Strategies /
Evidence of
learning
Register
Date started:
Date
finished:
Work
samples:
Scaffold for
Explanation
Explain the changes which have occurred since the
2nd Vatican Council
V10-Faith Community V8-Cultural Critique
Assess, Classify, Describe, Explain, L3- Explanation
M6-Diversity G4- Influence of Popular Culture
Writing Task: Analyse the significance of the
Easter Triduum for Christians.
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
UNIT: Sacred Times and Place
Outcome
4.7
4.9
4.10
4.11
4.12
Students Learn
About
Students Learn To
the concept of sacred research the sacred
time and sacred
sites in Australia
place
identified by Catholics
as having religious
significance
LS 4.7
LS 4.9
LS 4.10
LS 4.11
LS 4.12
Suggested Teaching & Learning Strategies
Resources
Lesson 13, 14 and 15:
Assessment completed in class
Assessment
Strategies /
Evidence of
learning
Formal
Assessment.
Register
Date started:
Lesson 16:
SSTS: Sacred, symbols, rites, Solemnities,
reverence
Benchmark
Chapel lesson
Print off the day’s prayer from
Date
finished:
http://usccb.org/nab/readings/020709.shtml
website and take the students to the chapel
encouraging them to take note of the
design of the chapel so that they can draw
the main features of the chapel for lesson
prep.
Laptops
Work
samples:
Students write a description of the chapel
explaining the significance of the colours
and positioning of the altar etc.
Benchmark Quiz
TT- Describe,
V8-Cultural Critique V20-Multicultural
Understanding Appreciation, Discuss, KC2:
Communicate ideas and information CC7-Time, Change
& Continuity M9- Cultural Identity
Formative Evaluation:
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place
Signed:
UNIT: Sacred Times and Place
Summative Evaluation
Emmaus Catholic College – Semester 2 2012 - Unit: Sacred Times and Place