English INTEGRATION CONCEPT

Students write a variety of different texts MAP Maths

types, e.g draw on personal religious
experiences to produce recounts Religious and Spiritual Education
Participate in and contribute to discussions,
clarifying and interrogating ideas, developing
and supporting arguments, sharing and
evaluating information, experiences and
opinions (ACELY1709)
Use comprehension strategies to interpret and
analyse information and ideas, comparing
content from a variety of textual sources
including media and digital texts (ACELY1713)

Concept: Penance Term: 3 Weeks: 6-10

©The University of Notre Dame 2010 developed by C McGunnigle

Science/ Technology and Enterprise

Collect, sort, interpret and visually present different types Health and Physical Education
of data using software to manipulate data for a range of purposes Religious Education can be a spiritual experience which can be
(ACTDIP016) integrated nicely into physical activities. Getting students outside
- Apps including QR codes, popplet etc. exploring nature and their body’s physical responses is important in
developing students sense of self and God’s creation.

Geography History The Arts

Religious education is best taught alongside a
variety of art projects to enrich the learning and
depend understandings. The subject area allows
for a natural integration with the arts and provides
a chance for the students to be creative with their
learning.
- Song, dance, role play
- Drawing, painting, colouring in allows for time
to reflect and express thoughts and feelings.
 TERM/WEEKS: T3, WK6- YEAR LEVEL: 6 LEARNING AREA/TOPIC: Religious Education
10
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Spiritual Capabilities Religious Capabilities
Prudence Temperance Fortitude Justice Faith Hope Charity
Right choices Moderation Inner strength Right relationships Mission of the Church Joy, humility Love and service

OVERVIEW

Content descriptors

 Emotions can influence behaviours and relationships (WK6)

 Jesus teaches that God is a loving father (WK7)
 Jesus came to heal people’s relationships with God and one another (WK7)
 An Examination of Conscience helps people prepare for the Sacrament of Penance (WK8)
 Catholics reconcile with God when they celebrate the Sacrament of Penance (WK9)
 Christians are strengthened by God’s love to show love and mercy to others (WK10)

Teaching theory in practice; Gradual Release of Responsibility Model

https://year6trinity.weebly.com
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LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

WK 5, L1 As a result of Work Introduction What are

this lesson samples to  Introduce students to today’s topic: Recognising emotions emotions?
students will ensure Teacher facilitates conversation  What are
Emotions be able to: students  View video: https://www.storylineonline.net/books/the-coal- Clip
some
can have met the thief/
emotions we
influence 1. Identify an lesson What are some emotions you felt during that reading?
behaviour emotion objective. Body experience
s and and its  Teacher talk daily?
relationsh purpose
ips “Emotions influence the behaviour of people and their relationships with
others and God. People can choose to allow their emotions to influence
their choices and the way they behave and interact with others. Emotions
are God’s inner stirrings within us to make the right choices to lead us
towards happiness”.

GRRM  Using their RE books, boys draw/describe an emotion they have

Modelled felt recently and on the back, write what they think the purpose of Religion books
emotion that emotion is.
Teacher can demonstrate their example of the emotion ‘empathy’
they felt whilst watching the reading of the book (the coal thief)

Conclusion
As a class, create a definition of what is an ‘Emotion’ (write this on the
whiteboard). Keep making reference to in future lessons.

Enabling prompts: Engage student’s prior knowledge about emotions they

may have felt during the day. Scaffold the lesson steps.
Extending prompts: Have students write a letter to someone thanking
them for making them feel positive emotions.
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WK 5, L2 As a result of Work Introduction Why did God

this lesson samples to  Introduce students to today’s topic: Power of love give us
students will ensure Teacher facilitates conversation  emotions?
Emotions be able to: students Body
Are all
can 1. Produce a have met the  Teacher talk
emotions
influence poster lesson
behaviou demonstra objective. “God’s mission for humanity is to love others and to spread this goodness. good or bad?
rs and ting an The Catholic Church teaches that love causes a desire for the absent good
relations emotion and the hope of obtaining it; this movement finds completion in the What are
hips pleasure and joy of the good possessed. some ways
we can show
 Boys choose an emotion they have already felt that day; anger, love for
happiness, sadness etc. Students write in their Religion books another
person?
- the purpose of the emotion
- how the emotion influences the behaviour of people Religion books
- how the emotion influences relationships with others
- how the emotion influences relationships with God
GRRM Students can illustrate their responses as well.
Guided
activity Conclusion

Students can share their writing with one another.

Enabling prompts: Engage student’s prior knowledge about emotions they

may have felt during the day. Scaffold the lesson steps.
Extending prompts: Draw an example of when Jesus demonstrated his
love for God’s people.
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WK 5, L3 As a result of Observations Introduction Where do

this lesson will be used  Introduce students to today’s topic: Reflecting and acting on our we get out
students will to ensure emotions emotions
Emotions be able to: students are Teacher reviews and facilitates conversation 
from? What
can acting Body
is an
influence 1. Positively sensibly  Teacher talk
behaviou act on important
rs and their “Some people confuse emotions with actions. Actions are a result of emotion we
relations emotions. choices people make, not the emotions they feel. It is the action that show in our
hips results from an emotion that is good or bad. When people learn to reflect everyday
on and guide their emotions, they are better able to choose to do what is life?
good.”

 Boys find a comfortable spot in the classroom to lay down, whilst

the teacher plays the music: https://www.youtube.com/watch?
v=ZQpIVZ3SVgY This is a time for the students to
GRRM reflect on their actions and emotions (5mins)
Guided Taking care of
 Students complete the ‘Taking care of our emotions’ scenario our emotions
activity
sheet. Ask students to reflect on the ideal path to follow in order worksheet.
to build a closer relationship with God.
 Brainstorm some strategies you can practice when overwhelmed
by emotion e.g. deep breath, go for a walk.

Conclusion
Students can share their brainstorms to the class.

Enabling prompts: Engage student’s prior knowledge about emotions they

may have felt during the day. Scaffold the lesson steps.
Extending prompts: Create an acrostic poem about emotions
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LINKS (include learner diversity)

WK 5, L4 As a result of Observations Introduction

this lesson will be used  Introduce students to today’s topic: Reflecting and acting on the
students will to ensure emotion of Empathy What is
Emotions be able to: students are Teacher reviews and facilitates conversation  empathy?
can 1. Define acting  Watch the clip https://www.respectability.org/2018/12/short-film-
influence empathy sensibly about-playground-inclusion-wins-international-acclaim/ Has anyone
behaviou and how it experienced
rs and can be Body empathy
relations Discuss: What emotions did the characters experience in this clip?
demonstra before?
hips Direct responses towards empathy.
ted
How did the
As a class define empathy; Empathy means to have the ability to
characters
understand and respect another person’s point of view and then know
how to respond to the needs of that person. develop
empathy in
GRRM “As people mature and develop self- awareness, they are more able to this clip?
Shared develop a sense of empathy. As people learn how to reflect on and guide
brainstor their emotions, they are more able to show empathy to others. People
m become more able to think, speak and behave in ways that are good and
reflect how God wants people to live.”

 Students write in their RE books

o The class definition for empathy or write their own.

o They need to write how the characters demonstrated Religion books

empathy in that clip

Conclusion

Students can share their writing with one another.

Extending prompts: Students write examples of when they’ve felt

empathy for another person.
Enabling prompts: Engage student’s prior knowledge about emotions and
refer to the clip just viewed. Prompt conversations, how did the kids in the
clip react to the boy?
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WK 6, L1 As a result of Work Introduction

this lesson samples to  Introduce students to today’s topic: Jesus is an example of God’s
students will ensure love
Jesus be able to: students  Teacher talk
teaches 1. Write a have met the
that God is summary lesson “Every thought, word and action of Jesus reflects God’s love. Jesus taught
a loving of Luke objective. about God’s forgiveness, healing and the need to love everyone in the
father
15:3-7 world, especially the poor and those in need. There are many Gospel
stories that focus on Jesus teaching about God’s forgiveness and healing.
Jesus came
to heal
people’s Jesus often used parables to teach people and to make a point. These
relationshi stories are drawn from ordinary life and usually contain some element that
ps with is strange or unusual to illustrate or compare ideas. Parables help people
God and to get better at understanding God.
one
another Jesus told the parable of the Lost Sheep to teach people that God is a
loving father and that there is no limit to God’s love”

Body
GRRM
 Read aloud Luke 15:3-7. Remind students how to find a scripture What are
Modelled the lesson
finding reference in the Bible. Discuss  Exit slips
that Jesus
bible  Students complete an exit slip summarising the meaning of the
was
reference scripture reference.
and teaching
reading about God’s
Conclusion
Students can share their summaries to the class. love and
forgiveness.
Enabling prompts: Repeat scripture, read from the bible. Scaffold lesson
steps.
Extending prompts: Students draw an image of Luke 15:3-7 in their RE
books.
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WK 6, L2 As a result of Work Introduction Why is it

this lesson samples to  Introduce students to today’s topic: Jesus forgives important
students will ensure  View video: https://www.youtube.com/watch?v=Ppb9bKX1r7k that Jesus
Jesus be able to: students Teacher facilitates conversation  forgives?
teaches have met the
that God is What is this
1. Summaris lesson Body
a loving e the objective. saying about
father God’s
scripture  Teacher talk
reference people?
Jesus came
Mt 26:31- “Jesus wants everyone to experience reconciliation and peace in the world.
to heal
people’s 35 Jesus gave the disciples the spiritual power to forgive.
relationshi
ps with The disciples handed on the spiritual powers to forgive to bishops and
God and priests. Today, bishops and priests celebrate this in the Sacrament of
one Penance.
another
The Sacrament of Penance does more than forgive sins, it brings about
healing and reconciliation with God, with the Church community and with
others.”

 Students share a bible and find the scripture reference Matthew

GRRM 26:31-35, where they read the story of Peter being forgiven.
 Students summarise this story in their RE books, add illustrations
Guided to support their summaries.
scripture
finding Conclusion
Students can read aloud their summaries.

Enabling prompts: Engage student’s prior knowledge, assist in finding a

scripture reference.
Extending prompts: Students can draw an illustration to this bible
scripture.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 6, L3 As a result of Work Introduction What

this lesson samples to  Introduce students to today’s topic: Jesus forgives sacrament
students will ensure  View video: https://www.youtube.com/watch?v=II_v3KTtgDw has to do
Jesus be able to: students Teacher reviews and facilitates conversation  with
teaches 1. Create a have met the Body
that God is forgiveness?
brainstor lesson  Teacher talk
a loving m of times objective. Why is Jesus
father the perfect
when “Sin not only breaks God’s Law, it damages the relationship between God,
humans individuals and the community. It is never right to go against God’s Law as example of
Jesus
have taught and lived by Jesus. Sometimes, emotions can cause people to act in forgiveness?
came to
heal sinned ways that go against God’s Law.” When do we
people’s see him
relationshi  As a class, write a definition of sin on the whiteboard forgiving
ps with
people?
God and A sin is any deliberate thought, word or action against God’s Law and
one God’s people.
another

 Students use their devices with the app Popplet to create a

brainstorm of when humans have sinned and how to avoid sinning
again.
GRRM
Conclusion
Shared
Review of the weeks content – clarify any misconceptions. Answer any
brainstor
questions, queries, comments.
m
Enabling prompts: Engage student’s prior knowledge, scaffold the steps
and apply.
Extending prompts: Students write a prayer to God asking for forgiveness
from their sins.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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LINKS (include learner diversity)
WK 6, L4 As a result of Observations Introduction What is the
this lesson will be used  Introduce students to today’s topic: Learning about the Sacrament Sacrament of
students will to ensure of Penance. penance?
Jesus be able to: students are Teacher reviews and facilitates conversation 
came to 1. Describe acting  View video: https://www.youtube.com/watch?v=pfZkq7BABJM At what age
heal sensibly
the are you
people’s
relationshi purpose of Body required to
ps with Penance Students answer the following questions in their RE books; Display these complete the
God and and what questions on the whiteboard and encourage students to keep them in
Sacrament?
one mind when watching the clip…
it provides Religion books
another 1. What power did Jesus give the Apostles and what did this mean for the
for people. Why is it
people they encountered? important
that
2. The Apostles handed on this spiritual power to bishops and priests in Christians
order to celebrate the Sacrament of Penance. What does the complete
Sacrament of Penance provide? this
GRRM Sacrament?
Independ
Conclusion
ent
Students can read aloud their responses to the questions.
writing
Extending prompts: Students write a prayer to God asking for forgiveness
from their sins.
Enabling prompts: Refer back to the video. Students can watch this clip
again on their own devices.

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WK 7, L1 As a result of Work Introduction What is sin?
this lesson samples to  Introduce students to today’s topic: Preparing for the sacrament Why is
students will ensure Teacher facilitates conversation  important
An be able to: students Body
we confess
Examinati have met the  Teacher talk
on of our sins to a
1. Write a lesson “An Examination of Conscience helps people call to mind their sins during a
Conscienc objective. period of quiet reflection before approaching the priest in Confession. priest?
reflection
e helps
people on their
prepare relationshi People examine their conscience when they look prayerfully into their
for the hearts to ask how they have hurt their relationship with God and other
p with God
Sacrament people through their thoughts, words, and actions.”
of
and
others. Key questions
Penance  Boys find a comfortable spot in the classroom to lay down, whilst
the teacher plays the music: https://www.youtube.com/watch?
v=ZQpIVZ3SVgY This is a time for the students to
reflect on their actions and emotions (10mins)

 Students then return to their desks and write a journal response to

GRRM at least three questions from the list provided.

Guided  Teacher provides an example.

journal
response Conclusion
Students get into small groups to share their responses.

Enabling prompts: Engage student’s prior knowledge, scaffold the steps

and apply.
Extending prompts: Students illustrate their reflections.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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LINKS (include learner diversity)

WK 7, L2 As a result of Work Introduction How do we

this lesson samples to  Introduce students to today’s topic: Preparing for the sacrament know the
students will ensure  View video: https://www.youtube.com/watch? person
An be able to: students v=DJgROx4wFKM&feature=emb_logo sinned in this
Examinati have met the Teacher facilitates conversation 
on of clip? Why
1. Use an lesson Body
Conscienc example objective.  Teacher talk was he
e helps forgiven?
to explain
people
the three “There are three conditions for sin. People can determine if they have
prepare
for the conditions sinned by asking themselves three questions:
Sacrament of sin 1. Did I think about, say or do something that goes against God’s Law?
of 2. Did I know that I was going against God’s Law?
Penance 3. Did I make the decision to go against God’s Law?”

 The students use the clip of the prodigal son as an example. They
divide a white piece of paper into three sections and title each
GRRM section with a different condition for sin.

Independ  They are to explain why the son did indeed sin in each section.
ent
writing Conclusion
Students share their writing with each other.

Enabling prompts: Engage student’s prior knowledge, scaffold the steps

and apply.
Extending prompts: Students write if they would forgive the son and why/
why not?
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 7, L3 As a result of Work Introduction Is anyone

this lesson samples to  Introduce students to today’s topic: Preparing for the sacrament familiar with
students will ensure  Teacher reads the bible story Matthew 21:28-32. this story
An be able to: students
already?
Examinati have met the Body
on of 1. Brainstor lesson  Teacher talk
Conscienc m how objective. “When you sin, it is important to ask for forgiveness much like you do in
e helps
they can the sacrament of penance. This forgiveness draws you closer to God and
people What is sin?
use the 10 the Kingdom of heaven.”
prepare Can you
for the command  Discuss the Ten Commandments as well as school values. How can
ments and remember Website
Sacrament
school these teachings prevent us from sinning? the 3
of
Penance values to  As a class brainstorm, how they can use the 10 commandments conditions of
prevent and school values to prevent sin. sin?
sin RE books
What are
Independent work
GRRM some of the
 Students write in their RE books how they can display the values of school
Shared the school and the 10 commandments to avoid sin. values?
class
brainstor Conclusion
m

Enabling prompts: Engage student’s prior knowledge, scaffold the steps

and apply.
Extending prompts: Students write if they would forgive the son and why/
why not?
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 8, L1 As a result of Work Introduction What do we

this lesson samples to  Introduce students to today’s topic: Sacrament of Penance know about
students will ensure  View video: https://www.youtube.com/watch?v=eagwJULdAkY the
Catholics be able to: students (up to 2:58) Sacrament?
reconcile have met the Teacher facilitates conversation 
with God At what age
1. Define lesson
when they objectives. Body to people
Penance
celebrate complete the
and  Teacher talk; the teacher displays/writes the following CCC
the
definitions on the board Sacrament?
Sacrament Reconcilia
of tion
Penance It is called the sacrament of Penance, since it consecrates the Christian
2. Describe
sinner’s personal and ecclesial steps of conversion, penance, and
the
satisfaction. (Catechism of the Catholic Church 1423)
purpose
for this It is called the sacrament of Reconciliation, because it imparts to the sinner
Sacrament the love of God who reconciles: “Be reconciled to God.” He who lives by Religion books
God’s merciful love is ready to respond to the Lord’s call: “Go; first be
reconciled to your brother.” (Catechism of the Catholic Church 1424)
GRRM

 Students write in their RE books a simplified definition for Penance

Independe
nt writing and Reconciliation. Explore how the Sacrament of
Reconciliation/Penance helps Christians to reconcile their
relationship with God and the community.

Conclusion
Students can share their experiences of the Sacrament of Penance.

Enabling prompts: Engage student’s prior knowledge, scaffold the steps and
apply.
Extending prompts: Students can research the step-by-step process of
asking of going to confession.
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WK 8, L2 As a result of Work Introduction

this lesson samples to  Introduce students to today’s topic: Sacrament of Penance
students will ensure
Catholics be able to: students  Teacher reads the scripture Luke 19:1-10 (Jesus and Zacchaeus)
reconcile have met the
with God 1. Write a lesson Body
when they
paragraph objective.  Teacher talk
celebrate
the about the
Sacrament actions “Zacchaeus not only confessed his sins but agreed to undo the harm his
of from Luke sins had done to others. Today, people do the same by completing their
Penance act of penance. Jesus and his friends joined Zacchaeus at his house and
19:1-10
Jesus proclaimed that salvation had come to the house of Zacchaeus.
that are
Zacchaeus was welcomed back into the community, just as people today
similar to are reconciled with the Church community”.
the
sacrament Whole class activity
GRRM
Bible
 As a class, create a Venn diagram between the scripture reference
Independe
and the Sacrament of Penance. Brainstorm the similarities and
nt bible Whiteboard
searching differences between the two.
and
writing Individual work Religion books

 Students are to write a paragraph about the actions from

Zacchaeus that remind people of the Sacrament of Penance.

Students can re-read the passage in their own bibles to remember the
story.

Conclusion
Students can read their paragraph to their neighbour.

Enabling prompts: Assist with finding the correct bible verse/paragraph.

Extending prompts: Students can illustrate the story of Jesus and
Zacchaeus.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 8, L3 As a result of Work Introduction Does anyone

this lesson samples to  Introduce students to today’s topic: Sacrament of Penance know what
students will ensure Teacher facilitates conversation  absolution
Catholics be able to: students
is?
reconcile have met the Body
with God 2. Write a lesson  View video: https://www.youtube.com/watch?
when they What does
definition objective. time_continue=35&v=Ib8pzvnnL20&feature=emb_logo
celebrate the Act of
the for  Teacher talk Contrition
Sacrament absolution and the Seal
of , seal of A person confesses their sins and expresses their sorrow to God, through of
Penance the priest. The priest, in the name of Christ and by the power of the Holy Confession
confession
and act of Spirit declares and grants the forgiveness of sins. This is called absolution. mean?
contrition.
Seal of confession; A priest can never repeat a sin, that has been told to
him in the Sacrament of Penance under any circumstances. This means
that he cannot repeat whatever he hears to anyone, including parents,
teachers or another priest.
GRRM
After receiving penance, the priest asks the person to say a prayer of
Shared sorrow. This is also called an Act of Contrition.
writing
 Teacher writes a summary of this onto the whiteboard with the
help of the students

 Students return to their desks and write these into their notebooks

Conclusion
As a class read aloud the Act of contrition prayer together.

Enabling prompts: Re watch the YouTube clip and provide further in-depth
explanations.
Extending prompts: Students write the Act of Contrition prayers into their
RE books.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 8, L4 As a result of Observations Introduction How do we

this lesson will be used  Introduce students to today’s topic: Sacrament of Penance confess to a
Catholics students will to ensure Teacher facilitates conversation  Priest?
reconcile be able to: students are
with God 1. Create a acting Body What can
when ‘guide to’ sensibly View video: http://www.thereligionteacher.com/howtogotoconfession-
anyone
they for the video
remember
celebrate
Sacrament about
the Students then create a ‘how to’ guide for the Sacrament of Penance, which
Sacramen of includes the following: confessing to
t of Penance -  How a person must examine their conscience prior to confession a Priest? ‘How to guide’
Penance of sins worksheet
attached
-  How a person confesses their sins to the priest and expresses
their sorrow to God, through the priest

GRRM -  How the priest, in the name of Christ and by the power of the
Independ Holy Spirit, declares and grants the forgiveness of sins (absolution)
ent
writing -  Details on the prayer of sorrow that is said after receiving
penance, also known as an Act of Contrition

-  The purpose for penance

Conclusion
Students complete this worksheet and are able to decorate/colour if
finished.

Students share responses.

Extending prompts: Students decorate their information pages.

Enabling prompts: May need to re-watch the video and have students jot
down key points as watching the video.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
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WK 10, As a result of Work Introduction How does

L1 this lesson samples to  Introduce students to today’s topic: God’s love God show his
students will ensure  View video: https://www.youtube.com/watch?v=8xb7qIjwaE love for us?
be able to: students Teacher facilitates conversation  What can we
Christians 1. Create a have met the do to show
are collage of lesson Body our love for
strengthe objective. others?
ned by
the ways
you can  Students choose either the final commandment - You must love
God’s love
to show
your neighbour as yourself [Matthew 22:39] or love one another,
demonstra
love and as I have loved you. [John 15:12]
te love
mercy to
others  Students are to create a Pic collage on their devices that
demonstrate the ways people use love to show this
commandment in their everyday lives.

GRRM  Students are then to write a paragraph in their RE books about

how they show love for their family and friends.
Independ
ent Conclusion
activity Students print their collages and display them around the room, students
walk around the room viewing each other’s work.

Enabling prompts: Engage student’s prior knowledge, scaffold the steps

and apply.
Extending prompts: Students write how they show love in the Trinity
community.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

WK 10, As a result of Summative Introduction How does

L2 this lesson assessment  Introduce students to today’s topic: God’s love God show his
students will task Teacher facilitates conversation  love for us?
be able to: What can we
Christians 1. Write Body do to show
are three  Teacher talk, recap of terms work our love for
strengthe others?
ned by
thing
God’s love they’ve “When people are in right relationship with God, the Church community,
to show learnt the environment, themselves and others, they are strengthened by God’s
love and love and are better able to guide their emotions to make choices that
about
mercy to reflect God’s love.
others Penance
As Catholics continue to strengthen their relationship with God they are
more able to direct their emotions to show love and mercy to others. This
happens when they:

 are nourished by receiving Jesus in Holy Communion

GRRM
 seek God’s love and forgiveness in the Sacrament of Penance
Independ
ent  practise loving God through daily prayer
writing
 practise praying for others

 pray to God for help to love others, especially those who are hard
to like and forgive”

Conclusion
Teacher hands out sticky notes and students write three things they’ve
learnt about Penance. Stick them on the board for the teacher to read a
few.

Enabling prompts: Engage student’s prior knowledge, scaffold the steps

and apply.

Extending prompts:
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

WK 10, As a result of Summative Introduction How does Godly play kit

L3 this lesson assessment  Godly play kit – Feeding of the five thousand God show his
students will task  Students write a few sentences summarising this scripture reading. love for us?
be able to: What can we
Christians Body do to show
are our love for
strengthe  Boys find a comfortable spot in the classroom to lay down, whilst others?
ned by
the teacher plays the music: https://www.youtube.com/watch?
God’s love
to show v=ZQpIVZ3SVgY This is a time for the students to
love and reflect on their actions and emotions (10mins)
mercy to
others  Students journal write how this unit of work will change their
actions as Catholics.

 Students then have free time to finish any un-finished work

GRRM
Conclusion
Independ End of term warm fuzzies activity
ent
writing Enabling prompts: Engage student’s prior knowledge, scaffold the steps
and apply.
Extending prompts:
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)

WK 10, As a result of Observations Introduction What have

L4 this lesson will be used  Introduce students to today’s topic: Unit Review we been
students will to ensure Teacher facilitates conversation  learning
be able to: students are
about this
Emotions acting Body
term?
can sensibly  Conduct final assessment piece: 6.6 Unit Review.pptx
influence
behaviou Conclusion
rs and Students hand up assessment papers for marking and final grading.
relations
hips Extending prompts: 6.6 Unit
Enabling prompts: Review

GRRM

Independ
ent
assessme
nt