Christian Prayer: Relationship with God, Personal and Communal; Listening, Responding to God’S Spirit

RELIGIOUS EDUCATION UNIT OVERVIEW This overview is offered for support and reference only. It is presented with recognition that all teachers apply professional skills and and judgement in response to differing levels of student knowledge and need.

Teacher’s Name Years 3 and 4 ( Thread A of A,B cycle) Time

GNfL Element: Christian Prayer: Relationship with God, personal and communal; Listening, responding to God’s Spirit

Year Level Focus: The Liturgy of the Church expresses our loving relationship with God and helps people live like Jesus

Unit Content Statement: Students will be invited to deepen their relationship with God and with others through prayer, both personal and communal. As individuals and in community they will have opportunities to explore different kinds of prayer and to be involved in different prayer experiences. They will investigate the Liturgical Cycle of the Seasons of the Church Year, a pattern linked to the life, death and resurrection of Jesus. Students will explore the basic elements of Liturgy and be introduced to the Eucharist as the celebration at the heart of Christian prayer and life. T hey will explore how we honour Mary through prayers, the Hail Mary, Angelus and Rosary in particular, and through the celebration of feasts days within the liturgical calendar.

Element Core Doctrinal Concepts Catechism Reference Suggested Related Scripture References

Christian Prayer 1. People celebrate and pray together at different times and in different ways 2660, 2691 Extracts from chosen psalms, e.g. Ps 61: 4-5 Prayer for loving care Ps 147:1-5- Sing and Praise the Lord Ps 105:1-3 – The Lord Can be Trusted

2. The celebration of Eucharist is the heart of our community prayer 2720 Mk. 14: 22-24 Last Supper Acts 2: 42 They gathered for the breaking of bread

3. When we pray together we celebrate God’s presence 2558, 2565 Matt 18:20 Where two or three are gathered….

4. We grow in relationship with God and others through prayer 2565 Mk 1: 35-39 Jesus Prays

5. God’s faithfulness and goodness are recalled and celebrated in many ways throughout the liturgical seasons 1150, 1151 Ps. 121: 7-8 God is with us through all the seasons of life

6. We honour Mary through prayers and the feasts and seasons of the Church’s liturgical year 1172, 971 Lk 1: 48 All generations will call me blessed.

Other Related Doctrinal Concepts

Scripture 1. The Scriptures are intended to make us think and reflect about our lives. 141 4. In our prayer and worship we listen to the Scriptures. 2653, 2654 God 4. God calls us to reach out in love to each other. 1706, 1822

Unit Content Statements across Levels

Years 1 and 2 Years 3 and 4 Years 5 and 6

Students will have the opportunity to explore their relationship with God, gain knowledge of how to develop Students will be invited to deepen their relationship with God and with others through prayer, both personal Students will build on their understanding of personal and communal prayer as a relationship with God. their personal form of relationship with God and investigate ways in which they can creatively express this and communal. As individuals and in community they will have opportunities to explore different kinds of relationship. They will examine the nature of prayer, looking to Jesus and Mary as models of praying people. prayer and to be involved in different prayer experiences Through exploring different kinds of prayer (thanks, praise, petition, intercession, sorrow, adoration), engaging in a range of prayer experiences and considering some of the key Liturgical Feasts, they will have the opportunity to They will be introduced to simple practices and supports that help us enter into prayer, e.g silence, breathing They will investigate the Liturgical Cycle of the Seasons of the Church Year, a pattern linked to the life, death deepen their understandings about the place of prayer in their Christian lives. focus, posture, music, movement, actions/gestures. nature. and resurrection of Jesus. Students will investigate the Scriptures as sources of and prompts for both personal and communal prayer. They will As well as experiencing that we can pray in any place, they will identify spaces specially set aside for prayer. They will explore the basic elements of Liturgy and be introduced to the Eucharist as the celebration at the consider as prayerful celebration in the life of the Christian community some key Liturgical Feasts, including a the heart of Christian prayer and life. Feast of Mary under one of her titles. They will consider and compose some basic forms of informal prayer, e.g thanks, praise, petition, and engage with the formal prayers of the Sign of the Cross, the Our Father and the Hail Mary. They will explore how we honour Mary through prayers, the Hail Mary, the Angelus and the Rosary in They will engage with Jesus as a model of prayer, as expressed within His prayer the Our Father. particular, and through the celebration of feasts days within the liturgical calendar. Through being exposed to a range of reflective pract ices, they will be supported to recognise the action of the Holy Spirit in prayer.

Teacher’s current insights from reflection on Theological Conversations/other references:

Stage 1: Identifying Desired Results Liturgy expresses our loving relationship with God and helps people live like Jesus The celebration of Eucharist is the heart of our community prayer

Grow to Growing as Biblical and Making B eing a person of SUCCESS CRITERIA: What will it look like when students have achieved this? How will you know the Learning Intention has been achieved? fullness of life a creative religious connections Mission and inquiry and P ersonal prayer is embedded in the students’ pattern of life, celebration of the Eucharist is a part of their regular experience and spiritual literacy their daily living reflects a connection between their personal prayer, liturgical prayer and how they live. person they are reflecting the connection between personal prayer, Eucharist and the way they live their daily lives.

Being a Being a Being a Acting with social Participating in the person of person of person of responsibility,witne Liturgical & integrity and justice and hope and ssing to the Reign Sacramental SPECIFIC UNIT LEARNING INTENTION responsibility peace resilience of God life of the faith community LEARNING INTENTION: In what ways do the learning intentions of this unit support the development of the Global Learning Intention identified as important for these learners? Knowledge and Understanding Students will be able to use their learning independently to better understand and enter into personal prayer and Liturgical celebrations, especially celebration of the Eucharist. We are created in God’s image and called to belong to a loving community as They will be able to identify and enact ways in which they can live out Jesus’ Eucharistic message of self-giving. modelled in the Trinity. (TCREK017) Jesus is God-with-us, (Emmanuel). He shares his Spirit with us. (TCREK018) Success Criteria: How will you know the learners have achieved the learning intention. What will success in this learning intention look and sound like for all learners? The church is a community that celebrates & makes present Jesus and his S tudents are developing the practice of daily personal prayer and are seeking to live in loving relationship with God and others. work. (TCREK019) With reverence and growing understanding, they are participating in Eucharistic celebrations and are taking into their lives its message of love and service. Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus. (TCREK020) MEANING , The Sacraments are celebrations of the presence of God in the lives of Christians. Through the Sacraments, Christians are born into and nourished in UNDERSTANDING KEY QUESTIONS the life of Christ. ( TCREK021) As a result of engaging with this unit, what understandings will learners have gained? What thought -provoking questions will foster inquiry, discovery of meaning and transfer throughout this unit? The Liturgy of the Church expresses celebrates in ritual our loving Students will understand that relationship with God and helps Christians to live like Jesus. (TCREK022) + we pray in personal prayer and we gather for liturgical prayer. + When, why and how do we pray alone? When, why and how do we pray together? Christians make choices that are informed by the loving example of Jesus. + when we pray together we celebrate God’s presence. (TCREK023) + in celebrating the Liturgy we use words, actions and signs to express our loving relationship with God. + How do we celebrate God’s loving presence in the Liturgy? Christianity is essentially linked to Judaism through history and Tradition + the Eucharist (Mass), is at the centre of Liturgy. (TCREK024) + there are two great parts of the Mass: the Liturgy of the Word and the Liturgy of the Eucharist. + How does the Liturgy help us to live like Jesus?

+ the Church’s liturgical calendar helps us throughout the year to focus on the person of Jesus and on Inquiry and Communications the Paschal Mystery (His life, death and resurrection). Questioning & theorising + Mary is honoured through prayers and through feasts within the cycle of the liturgical year. Develop their own questions for investigating religious ideas, events and rituals (TCREI007)

Interpreting terms & texts Be familiar with some of the most significant stories of the Old Testament and the New Testament (TCREI008) ACQUISITION Students will know, will be able to do and will be or will put into action Communicating In a variety of ways represent and communicate religious or spiritual ideas and KNOWLEDGE SKILLS information, using,e.g., diagrams, models and simple reports (TCREI009) What basic facts and concepts will students know and be able to recall? How will you know they know? What skills/processes will students need to develop to achieve the identified Specific and Global Learning Intentions? How will you know? Students will know Discernment & Making Connections + We can pray individually and together Students will be able to See: identifying and reflecting + People gather for Liturgy to express their loving relationship with God. K & U S tudents will be able to With guidance, identify questions about religious ideas, events or rituals and + the key words and ritual actions of some Liturgical celebrations I lustrate times, places and ways in which we pray individually record their ideas, thoughts and feelings (TCRED008) + the names: Eucharist, Mass Give a simple definition of Liturgy Judge: evaluating & integrating + t he key signs, actions and words we use in celebrating Liturgy N ame some key words and ritual actions used in liturgical celebrations Weigh up values and ideas to make connection. Share thoughts and + the four parts of the Mass: Identify the key words and ritual actions of the Mass suggestions with others. Reflect, contribute to group dialogue, generate Introductory Rites, Liturgy of the Word; Liturgy of the Eucharist, Concluding Rites Name the Introductory Rite, the Liturgy of the Word, the Liturgy of the Eucharist,the Concluding Rite questions and draw conclusions regarding principles for living responsibly, + the meaning of the term: Paschal Mystery (Life, death and Resurrection of Jesus) as the four parts of the Mass (the order/ritual pattern of the celebration of the Eucharist) personally and in society. (TCRED009) + that through the dismissal at Mass we are sent to make Jesus present to others. KWL Bk 3 Ch 7 Act: responding & participating I & C Students will be able to Respond at the personal level or with others design, share and, where Explain how the Liturgy reflects the Paschal Mystery, the life death and resurrection of Jesus possible enact, a simple action plan towards improving specific situations at school or beyond. (TCRED0010) D & MC Students will be able to Infer connections between the celebration of Liturgy and Christian living Discover connections between participation in the Eucharist and daily living as followers of Jesus

INTEGRATION OF CURRICULUM AREAS: How is this happening? Where are the connections and links? Are they incidental or are they being used as assessment pieces for the integrated areas?

CROSS-CURRICULAR PRIORITIES:

Stage 2: Determining Acceptable Evidence

Achievement Standard By the end of Year 4, students can a cknowledge that they and all human persons are created in the image of God, and that Jesus (God-with-us) reveals for us that God—Father, Son and Holy Surface Spirit—calls each one of us into a loving relationship with him and each other. They can r ecognise Define and give examples of Liturgy and some ritual elements that Jesus’ loving example, as witnessed in the Gospels, informs the choices and guides the actions Name the key signs, words and ritual actions of the Eucharist of those who follow him. They can r ecognise that, in the community of the Church, followers of Jesus Identify the four parts of the Mass celebrate God’s loving presence through the liturgy, and are nourished by the sacraments and by his Word in Scripture to live like Jesus. They can i dentify the Eucharist and describe its ritual elements as the celebration at the heart of Christian prayer and life. They can r ecognise that Jesus through his Deepening sharing of his Holy Spirit is present in the Church and its sacraments, and they can d escribe how the Spirit enlivens and guides us to be healing, forgiving and reconciling people. They can i dentify the Explain the four ways in which Jesus is present at Mass and comment on ways in which He is present in our lives. way we celebrate God’s healing and forgiveness, and d escribe their ritual elements through the sacraments of Penance and of the Anointing of the Sick. Transferring

Students can e xplore, p ose questions about and r espond in a variety of ways to religious experiences, texts and stories. They can r eflect on living responsibly and can d evelop, s hare and enact a r esponse at the personal level and/or a simple p lan of action at the school or local level.

Stage 3: Planning Learning Sequence K WL Bk 3 Ch 7 L oving, Praising our God in Liturgy Liturgy of word and Eucharist: P rayers, stories, songs, signs,symbols, actions words, action, prayers, symbols…..go , spread this message with your lives N.B. It is understood that a regular Unit Overview would hold only key teaching headings and would not be presented to this level of detail. This is offered as a full expansion of a possible Learning Sequence, with resource suggestions, as indication of how lessons could unfold in detail day by day.

Pre-Assessment: L earning Hook:

Surface/ Foundational When, why and how do we pray alone? Instruction...... (giving language, facts, basic concepts structure to lead into deeper Perhaps use some picture starters (as in Pictures 1-4) to focus attention and encourage responses: Share picture talks about who students think are in the images, What are they learning) doing? What might they be talking about? Where might they be? Why are they in that place? What do you think can you tell about the pair of children in each picture? K ey vocab: Share examples of times when we are alone or with only one friend, the places we might be, the things we might do, the kind of communications we might have…. Liturgy, Paschal Mystery,ritual elements, How are these times important? When, where and how do we spend time with and talk with a special friend? Lectionary, altar, chalice, paten, tabernacle, vestments, For Teacher’s background information, support and clarity Perhaps use Pictures 5 and 6, or another resource, to help students to identify how these points discussed might apply also to personal prayer. Provide opportunities for students’ prayer experiences in partner time, alone/quiet time/personal prayer time. Students to illustrate the different experiences. Sacrament Liturgy Ritual Elements When, why and how do we pray together? Instruction...... Baptism Christening Immersion Share examples of times when we gather with a whole group of people What brings us together? What kinds of things do we do? How have we designed patterns for these times? Ritual Elements: Water, Robe, Candle e (YouTube: A ustralian Celebrations, G lobal Celebrations finish at 2.50) . Identify what we see, hear and do for all kinds of celebrations ( UF Unit 21 Part 1, Page 2) Confirmation Chrismation Laying on of hands Discuss a range of gatherings/ celebrations. (Group work could enable the development of comparisons between several different kinds.) Ritual Elements: Oil, Consider the structure/ parts of celebrations (UF Unit 21 Part 1, Page 3 Chart of things in common for celebrations: Prepare, gather, welcome, meal, special people/person, place) ( Page 3: Interactive…. Parts of a celebration) Penance Confession Absolution All people celebrate in their own ways and for reasons special to them. As God’s people we have a way of celebrating, in public worship called Liturgy. Ritual Elements How do we celebrate God’s presence in the Liturgy? ( Action of Public Worship) Anointing of the Healing Service Anointing Identify the different occasions on which we gather for Liturgy: Christenings, The Mass, Weddings, Ordination of a Priest, Funerals, Ritual Prayer Services Ritual Elements: Oils Draw parallels to clarify Sacrament, Liturgy, Ritual , Ritual Elements Matrimony Wedding Vows Liturgy Ritual What we see...signs of the celebration What we hear…..words used in the celebration Ritual Elements:

Your birthday Birthday Party Invitations, cakes, balloons, gifts, family, friends Song, speeches, stories of memories/events/milestones Orders Ordination Laying on of hands Ritual Elements: Christening Baptism ( Recall from Yrs 1, 2 Unit of work) Complete, recalling Years 1, 2 Unit of work Complete, recalling Years 1, 2 Unit of work Eucharist Mass Novus Ordo Ritual Elements: Bread, Wine, Mass Novus Ordo Missae: New Order of the Mass A draft from current knowledge, to be polished later A draft from current knowledge, to be polished later

D eepening Use a story of a special celebration,e,g, an ANZAC ceremony, an Awards ceremony. Discuss the preparations, the gathering and identify the parts/structure of the ceremony . Learning experiences that lead on from beginning experiences to question more (YouTube: A nzac Day Ceremony 2014) I dentify people, actions, words,sounds, signs ( YouTube: W hat Do Kids think of Anzac Day?) deeply & explore ideas in different ways to lead to making connections I dentify the r easons given for joining in: thanking, honouring, remembering, expressing love,,.... 1. Introductory Rites 2. Liturgy of the Word These reasons are also part of why we gather for Mass/Eucharist. ….. The word Eucharist means thanksgiving, we remember Jesus’ “D o this in memory of Me” KWL Book 4 Chapter 11; Do this in memory of Me We thank God, honour Him, express our loving relationship with God, H ow do God’s people celebrate Jesus in Liturgy? (What do we see, use, do, say when we celebrate together ?) Instruction...... For reference: relevant section of Years 3 and 4 Prayer Unit, Thread A Consider when we gather for Mass: Identify the people, actions, words, sounds, signs/symbols. (U nit 37, Part 5 Page 2) Signs of celebrating: (Picture display) Candles, Vestments, Vessels, Bread Water Wine, Hymns, Bells, Sign of Peace Slideshow; Interactive: Identify The Structure of the Mass ( U nit 37, Part 5 Pages 3 and 4) Actions, Movements: P age 5; P rayers of priest, of people I nteractive: Page 7 Signs, Actions, Words, Prayers 1. Introductory Rites 2. Liturgy of the Word W hy is the Mass the most important Liturgy/ at the centre of Liturgy ? 3. Liturgy of the Eucharist Recall the format of life’s celebrations as a lead in to identifying the four sections of the Mass, with the main parts as: Introductory Rites, Liturgy of the Word; L iturgy of the Eucharist; Concluding Rites. (Note: As Liturgy of the Word is in focus in the 3, 4 Scripture Unit, this step explores the Liturgy of the Eucharist) 3 . Liturgy of the Word 4. Concluding Rites Reflect on and illustrate Jesus’ presence in our lives: when we are at Mass through………., when with friends when……………., in my family when…….

Suggest this becomes part of Church Unit and that Prayer Unit cover signs/ symbols in general, as in CC and Together at One Altar.

Transferring Are we there yet? When does the Mass end? “Ita missa est” This could tie in well in C hurch 3/4 Learning experiences that help students engage with deeper understandings that Consider the final Explore U nit 21: Part 4 My Family, Kindness; Parish; Interactive Ways to Serve God Page 12 can be applied in their own lives. Work together on a way to share with others the key learning gained during this unit of work. Ignore when previewing: Retained here for reference in working group. Choosing your own way of sharing, develop for Year 4 students a presentation that Consider when we gather for Mass: Identify the people, actions, words, + helps them be clear about what Liturgy is sounds, signs/symbols. (U nit 37, Part 5 Page 2) Signs of celebrating: (Picture + introduces them to some of the ritual actions and signs/symbols used in the Liturgy display) Candles, Vestments, Vessels, Bread Water Wine, Hymns, Bells, Sign of + helps them discover Peace S lideshow; Interactive: Identify signs used. ( U nit 37, Part 5 Pages 3 and 4) Actions, Movements: + helps them grow in understanding of the link between Mass and how they live. Love and serve Page 5; P rayers of priest, of people I nteractive: Page 7 Signs, Actions, Words 4. Concluding Rites: Sending Out Add some of the details for Eucharist to a new line in the chart in section one. brea candles, vessels, vestments, (Word?)

Teacher’s Name Level: Years 3 and 4 ( Thread B of A,B cycle) Time Frame: 6 weeks

GNfL Element: Christian Prayer: Relationship with God, personal and communal; Listening, responding to God’s Spirit

Year Level Focus: The Liturgy of the Church expresses our loving relationship with God and helps people live like Jesus

Unit Content Statement: Students will be invited to deepen their relationship with God and with others through prayer, both personal and communal. As individuals and in community they will have opportunities to explore different kinds of prayer and to be involved in different prayer experiences. They will investigate the Liturgical Cycle of the Seasons of the Church Year, a pattern linked to the life, death and resurrection of Jesus. S tudents will explore the basic elements of Liturgy and be introduced to the Eucharist as the celebration at the heart of Christian prayer and life. T hey will explore how we honour Mary through prayers, the Hail Mary, Angelus and Rosary in particular , and through the celebration of feasts days within the liturgical calendar.

Element Core Doctrinal Concepts Catechism Reference Suggested Related Scripture References

2. The celebration of Eucharist is the heart of our community prayer 2720 Mk. 14: 22-24 Last Supper Acts 2: 42 They gathered for the breaking of bread

3. When we pray together we celebrate God’s presence 2558, 2565 Matt 18:20 Where two or three are gathered….

4. We grow in relationship with God and others through prayer 2565 Mk 1: 35-39 Jesus Prays

5. God’s faithfulness and goodness are recalled and celebrated in many ways throughout the liturgical seasons 1150, 1151 Ps. 121: 7-8 God is with us through all the seasons of life

6. We honour Mary through prayers and the feasts and seasons of the Church’s liturgical year 1172, 971 Lk 1: 48 All generations will call me blessed.

Other Related Doctrinal Concepts

Unit Content Statements across Levels

Years 1 and 2 Years 3 and 4 Years 5 and 6

Students will have the opportunity to explore their relationship with God, gain knowledge of how to develop Students will be invited to deepen their relationship with God and with others through prayer, both personal Students will build on their understanding of personal and communal prayer as a relationship with God. their personal form of relationship with God and investigate ways in which they can creatively express this and communal. As individuals and in community they will have opportunities to explore different kinds of relationship. They will examine the nature of prayer, looking to Jesus and Mary as models of praying people. prayer and to be involved in different prayer experiences Through exploring different kinds of prayer (thanks, praise, petition, intercession, sorrow, adoration), engaging in a range of prayer experiences and considering some of the key Liturgical Feasts, they will have the opportunity to They will be introduced to simple practices and supports that help us enter into prayer, e.g silence, breathing They will investigate the Liturgical Cycle of the Seasons of the Church Year, a pattern linked to the life, death deepen their understandings about the place of prayer in their Christian lives. focus, posture, music, movement, actions/gestures. nature. and resurrection of Jesus. Students will investigate the Scriptures as sources of and prompts for both personal and communal prayer. They will As well as experiencing that we can pray in any place, they will identify spaces specially set aside for prayer. They will explore the basic elements of Liturgy and be introduced to the Eucharist as the celebration at the consider as prayerful celebration in the life of the Christian community some key Liturgical Feasts, including a the heart of Christian prayer and life. Feast of Mary under one of her titles. They will consider and compose some basic forms of informal prayer, e.g thanks, praise, petition, and engage with the formal prayers of the Sign of the Cross, the Our Father and the Hail Mary. They will explore how we honour Mary through prayers, the Hail Mary in particular, and through the They will engage with Jesus as a model of prayer, as expressed within His prayer the Our Father. celebration of feasts days within the liturgical calendar. Through being exposed to a range of reflective pract ices, they will be supported to recognise the action of the Holy Spirit in prayer.

Teacher’s current insights from reflection on Theological Conversations/other references:

2. The celebration of Eucharist is the heart of our community prayer

3. When we pray together we celebrate God’s presence 4. We grow in relationship with God and others through prayer

5. God’s faithfulness and goodness are recalled and celebrated in many ways throughout the liturgical seasons

6. We honour Mary through prayers and the feasts and seasons of the Church’s liturgical year

Stage 1: Identifying Desired Results

Established Goals: Transfer/ GLOBAL LEARNING INTENTION/ Year long What components of Year Level Descriptions, Achievement Standard and/ or Content direct the planning of the Global and Specific Intentions? LEARNING INTENTION: What kind of long term/year long independent accomplishments are desired? (from Aims, Year Level Descriptors, Year Level Achievement Standards) GNfL Aims for Religious Education S tudents will follow the cycle of the Church Year and engage in personal and communal prayer as a means of looking to and acting like Jesus each day, as Mary did. Grow to Growing as Biblical Making B eing a person SUCCESS CRITERIA: What will it look like when students have achieved this? How will you know the Learning Intention has been achieved? fullness of life a creative and connections of Mission and religious S tudents engage with the pattern of the Liturgical Year to continue to celebrate Jesus and grow in relationship with God. They appreciate/practise Marian devotion in the Christian tradition. spiritual inquiry and person literacy SPECIFIC UNIT LEARNING INTENTION

Being a Being a Being a Acting with Participating In what ways do the learning intentions of this unit support the development of the Global Learning Intention identified as important for these learners? person of person of person of social in the Liturgical LEARNING INTENTION: integrity and justice and hope and responsibility, & Sacramental S tudents will be able to use their learning independently to develop devotion to Mary and pray and live with Jesus daily throughout the regular and Liturgical year. responsibility peace resilience witnessing to life of the faith SUCCESS CRITERIA: How will you know the learners have achieved the learning intention. What will success in this learning intention look and sound like for all learners? the Reign of community S tudents’ practice of personal and communal prayer and Christian living shows awareness of the pattern of the Liturgical Year based on Jesus’ life, death and resurrection. God They make reference to the seasons and feasts of the Church Year, recognise the Seasons’ colours and signs and show signs of a growing devotion to Mary. Knowledge and Understanding We are created in God’s image and called to belong to a loving community as M EANING modelled in the Trinity. (TCREK017) Jesus is God-with-us, (Emmanuel). He shares his Spirit with us. ( TCREK018) UNDERSTANDING KEY QUESTIONS The church is a community that celebrates & makes present Jesus and his As a result of engaging with this unit, what understandings will learners have gained? What thought -provoking questions will foster inquiry, discovery of meaning and transfer throughout this unit? work. (TCREK019)

Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus. ( TCREK020) Students will understand that The Sacraments are celebrations of the presence of God in the lives of Christians. Through the Sacraments, Christians are born into and nourished in + the Church’s Liturgical calendar helps us throughout the year to focus on the person of + How does the Church tell the time? the life of Christ. ( TCREK021) Jesus and on the Paschal Mystery (His life, death and resurrection) The Liturgy of the Church expresses celebrates in ritual our loving + Mary is honoured through prayers and through feasts within the cycle of the liturgical year + Why is Mary included in the Church’s calendar? relationship with God and helps Christians to live like Jesus. (TCREK022) + we pray in personal prayer and we gather for liturgical prayer. Christians make choices that are informed by the loving example of Jesus. + when we pray together we celebrate God’s presence. (TCREK023) Christianity is essentially linked to Judaism through history and Tradition + the Eucharist (Mass), is at the centre of Liturgy (communal prayer). (TCREK024) + in celebrating the Liturgy we use words, actions and signs to express our loving relationship with God. + there are two great parts of the Mass: the Liturgy of the Word and the Liturgy of the Eucharist. Inquiry and Communications Questioning & theorising Develop their own questions for investigating religious ideas, events and A CQUISITION Students will know, will be able to do and will be or will put into action rituals (TCREI007) Interpreting terms & texts KNOWLEDGE SKILLS Be familiar with some of the most significant stories of the Old Testament and What basic facts and concepts will students know and be able to recall? What skills/processes will students need to develop to achieve the identified Specific and Global Learning Intentions? How will you the New Testament ( TCREI008) How will you know they know? know? Communicating In a variety of ways represent and communicate religious or spiritual Students will know Students will be able to ideas and information, using,e.g., diagrams, models and simple reports + the Church Seasons and Feasts are centred on the life, death and resurrection of Jesus K & U (TCREI009) + the pattern of these celebrations is called the Liturgical Cycle. Name the seasons of Advent, Christmas, Lent, Easter, Pentecost and of Ordinary time and locate them on the Liturgical calendar.

+ the names of the Seasons of Advent, Christmas, Lent, Easter, Pentecost and of Ordinary time List the colours associated with each season and comment on aspects of meaning. Discernment & Making Connections + the colours associated with each season Name a key solemnity, a significant feast day honouring Mary and a saint’s day, with its story. See: identifying and reflecting + solemnities and feast days are celebrated within the liturgical calendar Recite the H ail Mary a nd be familiar with the words of and reason for t he Angelus, traditionally prayed at midday With guidance, identify questions about religious ideas, events or rituals and + Sunday is the centre of the Liturgical season record their ideas, thoughts and feelings ( TCRED008) + special feast days in the Liturgical calendar honour Mary I & C Judge: evaluating & integrating Weigh up values and ideas to make connection. Share thoughts and + the names of key (specified) days Share thoughts about the reason for highlighting the cycle of the church’s year and the seasons and feasts within it. suggestions with others. Reflect, contribute to group dialogue, generate + that we use prayers. E.g the Hail Mary, Litanies, to honour Mary and the Saints Explain the central place of Sundays in the Liturgical cycle. Analyse different ways of honouring saints and seasons to identify key focus points questions and draw conclusions regarding principles for living responsibly, personally and in society. (TCRED009) Act: responding & participating D & MC Respond at the personal level or with others design, share and, where possible Participate reverently in a prayer experience related to a Church season or feast enact, a simple action plan towards improving specific situations at school or Share ideas and help take action at school level to heighten awareness of the cycle of the Church’s Year and of beyond. (TCRED0010) Jesus….. the reason for e very season.

INTEGRATION OF CURRICULUM AREAS: How is this happening? Where are the connections and links? Are they incidental or are they being used as assessment pieces for the integrated areas?

CROSS-CURRICULAR PRIORITIES:

Stage 2: Determining Acceptable Evidence

Achievement Standard By the end of Year 4, students can a cknowledge that they and all human persons are created in the image of God, and that Jesus (God-with-us) reveals for us that God—Father, Son and Holy Spirit—calls each one of us into a loving relationship with him and each other. They can r ecognise that Jesus’ loving example, as witnessed in the Gospels, informs the choices and guides the S urface actions of those who follow him. They can r ecognise that, in the community of the Church, Name the Paschal Mystery as the life, death and resurrection of Jesus and identify episodes within that cycle. followers of Jesus celebrate God’s loving presence through the liturgy, and are nourished by the (U F Unit 37, Part 1 Page 6: Interactive ) c ould be used for this purpose. sacraments and by his Word in Scripture to live like Jesus. They can i dentify the Eucharist and Design or complete a visual of the Liturgical calendar that shows the positioning, the names and the related colours of the Church Seasons . describe its ritual elements as the celebration at the heart of Christian prayer and life. They can Indicate where some of the solemnities and feasts are situated within the liturgical calendar (U F Unit 37, Part 3, Page 4 Interactive c ould support ) recognise that Jesus through his sharing of his Holy Spirit is present in the Church and its Name and tell the story of a key Marian feast. sacraments, and they can d escribe how the Spirit enlivens and guides us to be healing, forgiving Recite the H ail Mary a nd participate in praying t he Angelus. and reconciling people. They can i dentify the way we celebrate God’s healing and forgiveness, and Participate in praying a decade of the Rosary. describe their ritual elements through the sacraments of Penance and of the Anointing of the Sick.

Students can e xplore, p ose questions about and r espond in a variety of ways to religious D eepening experiences, texts and stories. They can r eflect on living responsibly and can d evelop, s hare and D evelop a visual that presents the cycle of the Liturgical year as a calendar for life. enact a r esponse at the personal level and/or a simple p lan of action at the school or local level. C ollate class information about honouring saints and seasons; analyse to identify key shared focus points.

T ransferring I n a chosen and agreed way, present the Liturgical Cycle to others in the school. Include the Seasons, major feasts and reference to some feasts that honour Mary. Discuss and work with others to plan and help take action to heighten school awareness that “Jesus is the Reason for E very Season” .

Stage 3: Planning Learning Sequence K WL Bk 3 Ch 7 Loving and Praising our God in Liturgy Liturgy of word and Eucharist N.B. It is understood that a regular Unit Overview would hold only key teaching headings and would not be Pre-Assessment: a) S tudents order cards named with the Seasons of the Church Year and match liturgical colours to seasons. b) Students list different prayers prayed at different times ...during the day/week/year. presented to this level of detail. This is offered as a full expansion of a possible Learning Sequence, with resource

suggestions, as indication of how lessons could unfold in Learning Hook: Assemble a display of items that measure time. On a weekly calendar, students identify favourite day, illustrate and explain choice. Repeat for a large class annual calendar. detail day by day.

Surface/ Foundational Share ideas about cycles of change…..life cycles, human life…. in the natural world, including changes of season. ( UF Unit 37, Part 1 Pg 2: Y outube clip: S easons) Q uestions and Instructions (giving language, structure, facts and basic Support students to identify the cycle of Jesus’ life, a sacred cycle known as the Paschal Mystery. concepts to lead into deeper learning) Using...and tracking events in.. the S ong: I Danced in the Morning, Andrew Chinn c ould be effective. ( YouTube I Danced in the Morning, J ean Watson or Angel911) Perhaps then use a range of pictures depicting His life, death and resurrection (U F Unit 37, Part 1 Page 6: Interactive). Students summarise that the life, death and resurrection of Jesus are known as the Paschal Mystery.

Share information and ideas about how we track various cycles with timers, clocks, calendars…… ( YouTube M y Grandfather’s Clock, Sandbo Chang) Key vocab: How does the Church tell the time? Paschal Mystery, liturgy, liturgical, Present a visual of the Seasons of the Church Year Liturgical cycle (could supplement with Y outube clip: S easons of the Church Year, Dr Jacqui King) seasons, cycle, Advent, Christmas, Lent, Easter, Pentecost, Ordinary Time, Identify and locate each season. A fter inspecting , discussing, constructing, (U F Unit 37, Part 1 Pg 9: Interactive could be useful) Feast, Liturgy of the Hours, Marian Reconsider the changing colours of the seasons of nature, discussing the messages they carry. Lead into the colours associated with each Liturgical Season, the changing colours of the church year. devotion, Angelus, Rosary.

Deepening Explore/reflect on the colours matched to each of the seasons of Advent,Christmas, Lent, Easter, Pentecost, Ordinary Time (so named not because it is common but because the weeks are numbered. Learning experiences that lead on from beginning From the Latin o rdinalis, in order….) experiences to question more deeply and explore Consider the individual colours and discern the meaning/message/ significance of each (U F Unit 37, Part 2 Pgs 3-6) ideas in different ways to lead to making (Y outube clip link Pg 7: S aints and with Shannon: Seasons could provide a useful summary/ support for overview) connection between faith and life. Visit the Parish Church and identify signs related to the current Church season. Link up with other class groups to support a school prayer space focus on the current season.

Referring to our everyday calendars explore with students our practice of claiming days for special purposes throughout the year. What occasions? What is being celebrated/ How? Why regularly, why on an annual pattern?

Revisit the full liturgical calendar to position/locate some of the key days (solemnities and feasts) set within the cycle. (U F Unit 37, Part 3 ) c ould support knowledge, scope, choice of focus. Investigate the central place of Sunday within the cycle. (W hy do Catholics go to Mass on Sundays, Archdiocese of Brisbane) could invite further questions and support some deeper understandings. Sunday is named as the Church family’s day of celebration. (Refer to Acts 2: 42-47) Special days include stories told, meals shared. On Sundays we are sent to share Good News every day of the week.

Mention the story of one or two chosen solemnities and feasts within/in relation to the Paschal Mystery. This is further explored in Years 5 and 6, so detail in not needed at this level. Focus on Marian. (Solemnities mark significant events in the life of Jesus and some of the people closest to HIm in His work, including Mary. Feast Days (f estes: joy) relate to Mary under certain titles, apostles, key figures)

Why is Mary included in the Church’s calendar? Instructions

Explore the practice of honouring special people on set days across the year, including Mothers’ Day. What is being celebrated/ How? Why regularly, why on an annual pattern? Discuss honouring Mary within Christian practice.(“A ll generations will call me blessed” Lk 1: 48). Explore the liturgical calendar to identify and explore Marian celebrations and feasts of some saints.

( U F Unit 36, Part 5, Page 4: Slideshow to Hymn H ail Mary, Gentle Woman. )

Research the ways Marian Feasts and other feasts are celebrated in different cultural settings. Discuss to draw out similarities and differences to identify the foundation of each celebration. Make links with other ways in which Christians honour Mary through personal devotion and through the use of set prayers. Share an example of a Marian Litany.

Discuss the cycle of the waking day…..how we organise it around certain practices...meals, work, play, tasks…. Do simple research about the Liturgy of the Hours ( official Church prayers at set times during the day)Class/ life practice could develop to ensure Morning Prayer, noon prayer, Going Home/Evening Prayer. Recall and explore the practice of a cycle of prayer within days to lead into the practice of praying the Angelus. Investigate the pattern of the Angelus prayer. Discuss integrating the praying of the Angelus into the school day.

Explore the practice of praying the Rosary. Highlight the central focus on scripture stories while praying the words of the prayers. Offer some small opportunity to experience this practice (one decade).

Discuss the reason for such practices/devotions and consider how they are helpful, Consider also how routine/ lack of care render them ineffective.

Transferring Develop a reflective prayer experience related to a Church Season, solemnity or feast/saint. Incorporate signs, colours that reflect the learning/teaching content of the unit. Learning experiences that help students engage with deeper understandings that can be applied in Discuss with students possibilities about action plans to support all classes across the school to establish or invigorate in classrooms or in a shared area prayer spaces that reflect the liturgical year. their own lives. Consider ways of heightening awareness in class or school of the liturgical cycle and its message about the life, death and resurrection of Jesus.

Evaluate possibilities about incorporating the Angelus into whole-school prayer practice daily, weekly or at set times across the year.