Year 5 - Covenant

How Does the Golden Rule Influence What We Do?
Term 1
Year 5 2015
Fertile Questions
How can I be a follower of Jesus Commandment of Love?
What kind of world do we want our classroom to be?
VISION for Religious Education
The Vision for Religious Education gives voice to what each school hopes for their students in terms of their religious
literacy and faith formation. The schools and colleges of the Archdiocese of Brisbane aspire to educate and for
Students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader
Christian tradition so that they might participate critically and authentically in faith contexts and wider society.
Religious Life of the School

EFG2.1
Developing a culture of forgiveness and
reconciliation
SJA1.5
Promoting activities of Catholic justice &
peace agencies
PWP2.1
Gestures used in prayer celebrations
PWP3.3
Using symbols in prayer experiences
EFG1.4
Create a culture which reflects the life of
Jesus Christ (outreach & forgiveness)
General Capabilities
Literacy
Comprehending texts through listening,

reading and viewing
Expressing and developing ideas
Language for interaction
Interacting with others
Numeracy
Information and communication

technology (ICT) capability
Critical and creative thinking
Personal and social capability
Cross-Curricular Priorities
Aboriginal and Torres Strait Islander

histories and cultures
Asia and Australias engagement with

Asia
Sustainability.
Self-awareness
Self-management
Social awareness
Social management
Ethical understanding
Intercultural understanding.
Year Level Description

The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated
and should be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Year 5, students begin to appreciate the significance of community for sharing and strengthening the faith of
believers, past and present, including the Church in the Australian colonies (c.1850 CE - c.1900 CE). Using a
range of Biblical tools, they begin to see how the Gospel writers shaped their Gospels for particular
communities. They learn about the action of the Holy Spirit in the lives of believers as they engage with a
variety of texts, including Scriptural references to the Holy Spirit and the Catholic Rite of Confirmation. They
develop their understanding of Christian charity and informed moral choice through an exploration of the
experiences of individuals and communities, past and present. They broaden their appreciation of the
significance of personal and communal prayer and worship (including the Eucharist, the Psalms, Sabbath rituals
and prayers); and the wisdom of the Saints (including St Mary of the Cross MacKillop) for communities of
believers. They learn about the significance of Marian prayers (including the Hail Mary, the Rosary and the
Litany of Mary of Nazareth) in which believers praise God and entrust cares and petitions to Mary as mother of
Jesus and mother of the Church.
Achievement Standard
By the end of Year 5 students identify many ways in which faith is shared and strengthened in communities of
believers, past and present. They analyse information from a variety of texts, including Scriptural references to
the Holy Spirit and the words, symbols and actions of the Catholic Rite of Confirmation, to explain the action of
the Holy Spirit in the lives of believers. They use features of Gospel texts to show how the Gospel writers
shaped their Gospels for particular communities. They describe the significance of personal and communal
prayer and worship (including the Eucharist, the Psalms, Sabbath rituals and prayers) and the wisdom of the
saints, including St Mary of the Cross MacKillop, for communities of believers. They describe ways in which
believers live according to Jesus new commandment of charity (love); and make and act upon informed moral
choices. They locate and record information about the contribution of pioneering Catholics in Australia (c.1850
CE c.1900 CE) to the preservation of faith and the shaping of particular communities, including Indigenous
communities. They examine Marys role as mother of Jesus and mother of the Church. They analyse the elements
and features of some Marian prayers (including the Hail Mary, the Rosary and the Litany of the Mary of
Nazareth) to describe the role of Marian prayer in the lives of believers past and present. They participate
respectfully in a variety of personal and communal prayer experiences, including Marian prayers and meditative
prayer.
Class Context for Learning Differentiated learning

Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
Additional Needs / Special Needs: (abstract concepts may need further unpacking visuals etc)
Learning Intentions
Learning Intention
By the end these learning experiences, students
Explain what they know about being able to work as part of a team
Make connection from class community to Jesuss community
Identify positive routines and rituals that strengthen our community
Success Criteria
Assessment
Success Criteria
Students are able to select appropriate words to
explain their understanding of what a team is.
Students compare and contrast scripture and link
to their classroom community today.
Instructional Video: The Golden Rule at OLOL.

In learning teams of four, students are to plan and produce
a 2-3 minute video clip entitled The Golden Rule at OLOL.
In the video, they are to demonstrate how living the Golden
Rule benefits the whole school community (e.g. in the
playground; in the classroom; Project Compassion).
Students display a series of words/actions that

show their understanding of routines and rituals of Individually, the children will complete a reflection on their
video clip which allows them an opportunity to show a deep
community.
understanding of the importance of living the Golden Rule.
Content Descriptions
Sacred Texts
New Testament
Religious Knowledge and
Deep Understanding
New Testament
The contexts of the Gospel
writers (e.g. purpose of the
writer, time of writing, intended
audience, point of view) shaped
their Gospels. The context of the
Gospel writer is important in
determining the nature of the
truth revealed in the text (e.g.
historical truth, factual truth,
religious truth).
Skills
Compare and contrast parallel
passages from the Gospels of
Matthew and Luke, including The
Beatitudes
Explore some features of Gospel
texts (e.g. place,
characterisation, vocabulary,
dialogue, the narrative voice)
that provide evidence of how the
writers have shaped their
Gospels for a particular
community in a particular time
and place.
Christian Living
Moral Formation
Mission and Justice
Prayer and Spirituality
Skills
Deep Understanding
Jesus makes charity (love) the
new commandment: As the
Distinguish between choices or
Father has loved me, so have I
actions that fulfil existing laws or
loved you; abide in my
obligations and those that
love....This is my
respond to Jesus new
Beliefs
Human Existence
Deep Understanding
Religious Knowledge and Deep
Understanding
Faith is shared and strengthened
in the community of believers.
The central and primary sharing
of faith within the community of
believers is the celebration of
Eucharist.
Skills
Skills
Identify ways in which people
share faith within a community
of believers (e.g. family, parish,
school).
Communicate an understanding
of how the faith of people
strengthens the faith of the
community of believers.

Deep Understanding
Conscience is a judgement of
reason that, as far as possible,
takes into account the good of
all. For Christians, conscience is
formed by the Word of God (e.g.
Skills
Describe some key
considerations in the formation
of conscience for Christians.
Develop and explain a reasoned
commandment, that you love one

another as I have loved you
(John 15: 9 - 17).
Charity is the source and goal of
Christian practice. Christian
charity calls people to go beyond
existing laws to care for the wellbeing of others.
commandment.
Develop and explain a personal
choice or action that
demonstrates the application of
Jesus new commandment of
love.
Significant Days and Celebrations

Our Lady of Lourdes Feast Day (11th February)
Ash Wednesday (18th February)
Opening School Mass (19th February)
The Decalogue, Leviticus 19:1-3;

9-18, and Jesus moral teaching
(The Beatitudes), Luke 6:20-36;
Matthew 5:1-12), assimilated in
faith and prayer and put into
practice. Formation of
conscience is assisted by the
gifts of Holy Spirit, the witness
and advice of others and the
authoritative teaching of the
Church. Moral choice involves
both judgment and then acting
according to that judgment.
judgement or informed moral

choice by applying questions
based on some key
considerations in the formation
of conscience.

Deep Understanding
Skills
Meditative prayer uses silence

and stillness to assist believers
to listen and talk to God.
Believers use a range of
practices for preparing the body
and the mind for meditative
prayer, and engaging in the
work of meditation. Praying the
Rosary is a meditative prayer in
the Christian tradition.
Participate respectfully in
meditative prayer, including
The Rosary and mantras.
Identify and use practices that
assist preparation for and
engagement in meditative
prayer, including praying with
Rosary beads.
Lent
Learning Experiences
Core Content Area One
Focus/Question What do we want our community to look like? How
can I be a follower of Jesus Commandment of Love?
Resources
Teacher Background
Mandated Scriptural Texts
Tuning In
Religion book
What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I
already know
about this topic?
I think I know
x,y,z.
How is this
relevant to me?
What is a community?
What communities do each of the students belong to? narrow
down to Our Lady of Lourdes Community and then to class
community
- Brainstorm in Religion book
What are the shared beliefs and values of this community
[Learning, School Covenant, Getting Along,
rights/responsibilities]?
Think about class covenant what are our classes shared
beliefs and values?
How do routines and rituals help our community to form and
grow, nourish and sustain [e.g. Welcome, Strengthen, Birthdays,
Prayer, setting up our Sacred Space, Restorative Justice, ]
Students in pairs participate in a symbols walk to identify the
outward signs (symbols and practices) that indicate how the
school belongs to the wider Catholic community. They record
findings using available technologies. Students share findings
using an appropriate tool.
Print photographs and glue into RE book
Beatitudes
What are the Beatitudes? Where are they found?
Ipads
Todays meet
https://todaysmeet.com
create a forum for students to respond in
Brainstorm as a class
Ipads
Pairs take photo
Meaning
Why do we have it at our school?
Does this symbol show the school as part
of a wider community?
Beatitudes Simplified
http://jesuschristsavior.net/Beatitude
s.html
Theological Background - The
Create a glossary of the terms found in the Beatitudes

Students, in teams, create freeze frames of the 8 Beatitudes
use glossary created for further understanding
Photograph freeze frames
What does Jesus commandment of love teach us about living in
a community?
Explore the text of the commandment of love [John 15:9-17]
Locating scriptural references to Jesus new commandment of
love: (e.g. John 15: 9-17; John 13: 34-35; Matthew 22:36-40;
Romans 13:8-10; 1 Corinthians 13:13) and presenting (e.g. using
print or multimodal formats) their understanding of charity
based on these scriptural texts
Beatitudes
Y Chart if we follow this commandment

looks like/feels like/sounds like
Bible Gateway
Students create a PowerPoint on their

understanding of Charity and highlight a
person within the community who acts
accordingly
Identifying people in their community (e.g. home, school, parish,

suburb) who act according to Jesus new commandment of
charity (love)
Reviewing current school and/or classroom rules in light of the
call of Christian charity to care for the well-being of others
What is the Golden Rule? Students locate the Golden Rule using
Bible Gateway.
How do we live out the Golden Rule in our daily lives? What does
it look like in our school community? What does it sound like?
What does it feel like?
Assessment
Instructional Video: The Golden Rule at OLOL.
In learning teams of four, students are to plan and produce a 2-3
Bible Gateway
The Golden Rule Infographic
Y Chart (The Golden Rule at OLOL) to be
completed in learning teams of four
iPads
minute video clip entitled The Golden Rule at OLOL. In the

video, they are to demonstrate how living the Golden Rule
benefits the whole school community (e.g. in the playground; in
the classroom; Project Compassion).
Individually, the children will complete a reflection on their video
clip which allows them an opportunity to show a deep
understanding of the importance of living the Golden Rule.

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How Does the Golden Rule Influence What We Do?

Religious Life of the School

Comprehending texts through listening,

Information and communication

Critical and creative thinking

Personal and social capability

Aboriginal and Torres Strait Islander

Asia and Australias engagement with

Year Level Description

Class Context for Learning Differentiated learning

Instructional Video: The Golden Rule at OLOL.

Students display a series of words/actions that

Religious Knowledge and

commandment, that you love one

Significant Days and Celebrations

The Decalogue, Leviticus 19:1-3;

judgement or informed moral

Religious Knowledge and

Meditative prayer uses silence

Create a glossary of the terms found in the Beatitudes

Y Chart if we follow this commandment

Students create a PowerPoint on their

Identifying people in their community (e.g. home, school, parish,

minute video clip entitled The Golden Rule at OLOL. In the

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