the framework for the religious education …...all people. • the holy spirit enables people to...

CROSSWAYSReligious Education supporting the integration of faith, life and culture

103

The Outcome Double Pages for Standard 1

The FRAMEWORK for the RELIGIOUS EDUCATION Learning Area

Section B-8.3 Double Page Booklets

CROSSWAYS104Religious Education supporting the integration of faith, life and culture

Standard 1

God and Revelation

Key Idea 1Students explore God’s presence in creation and God’s self-revelation in Jesus Christ and the Holy Spirit.

The Catholic Traditionsupporting this Outcome

Introduction It is through the love of God, revealed in the beauty of creation, Jesus Christ and human relationships, that people discover God’s love reaching out to them. These encounters invite people to come to a deeper understanding about who God is and what God desires for all creation.

God• The Bible reveals a God who loves all

people unconditionally and constantly.• God’s love is like that of a loving father,

mother or friend, and through family life and friendship people learn about God’s love. ➔ CCC 219, 239.

• God loves people during their life on Earth, and beyond death in Heaven.

• God’s love is shown in the way Jesus loves all people.

• The Holy Spirit enables people to grow in love.

• The Holy Spirit is God’s life-giving action in the world, in the Church and in our lives.

• Prayer is a response to God’s love.

Jesus• At Christmas, the Church celebrates God

entering human history in a special way in Jesus.

• When he shows love and concern for the poor and oppressed, Jesus reveals a God of love.

• Jesus tells people to love self, others and God. ➔ CCC 2196.

• Jesus told stories (parables) that show God loves all people, especially those that others find difficult to love.

Creation• The first creation narrative teaches that

everything created by God is good and through the wonder of creation, God’s love and mystery are revealed. ➔ Gen 1:1 - 2:4, St Francis’ Canticle of Creation.

• Through the senses, imagination and intellect, people can enjoy and appreciate creation.

Skills, Attitudes and Dispositions

• A sense of awe and wonder.• An appreciation of all people as loved by God. • A sense of gratitude to God for the gift of

creation.• A variety of images and names for God.

Statements from the Tradition like the following are relevant to this Key Idea and Learning Outcome:

Learners have opportunities to explore and develop:

CROSSWAYSSection B-8.3 Double Page Booklets

105

Outcome 1.1

Learning Outcome 1.1

Explores and discusses how God is revealed as source of life and love. Programming and Planning

in Religious Education

Student Context Children learn best when they are actively involved in their own learning. Creative play stimulates the imagination and helps young children to learn about their world. Through their sense of awe and wonder they grow in their understanding of God. This understanding is shaped by culture, family life and key relationships.

Essential LearningsAn Essential Learning focus could be one of the following examples:

T Beginning to recognise, trust and respond to intuitive thoughts and feelings.

C Actively engaging with, analysing and reflecting on a wide range of texts and language: print, audio, visual, multimedia.

F Expressing awe and wonder at the beauty and complexity of creation.

In Beginning to recognise the need for harmonious and mutually supportive relationships.

Id Beginning to develop self-awareness and understanding of self as loved and unique.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Uses art, symbol and words to name God

in a variety of ways. T • C • KC6 • Engages in a variety of activities involving

the use of the senses to express the beauty and wonder of God in creation. T • In

• Identifies and names ways in which the actions of Jesus reflect God’s love and forgiveness. T • KC1 • KC2

• Uses multi-media to create a reflection or prayer to celebrate the activity of the Holy Spirit in his/her life. C • KC7

• Presents a collage showing aspects of God’s goodness, love and forgiveness. T • KC2 • KC3

Links

Other Key Ideas: KI 2, 3, 8 & 12

Other Learning Areas: Art, Drama, English, ICT, Science

School and Community: Class Prayer & Liturgy, World

Environment Day, World Wetlands Day

Made in the Image of God Being Human, Being Connected

Sample Support Material: Unit 1.1-2 Senses: A Gift from God Unit 1.8-1 God Is Our Creator


Standard 1

Being Human

Key Idea 2Students respond to the idea that humanity is made in the image of God and grounded in God’s love, and explore the themes of grace and sin.


Introduction When people look in the mirror they see their physical features but they know that there is more to the human person than the mirror shows. The Catholic Tradition teaches that each person is created in the image of God and each person is loved deeply by God. When human beings embrace this love they are able to share it with others.

God• God loves all people unconditionally.

Everyone is worthy of God’s love. ➔ CCC 220, 221, Gaudium et Spes.

• Other people can be signs of God’s love.

The Human Person• Everyone is unique and special to God. One

way that people express their uniqueness is through their particular gifts and talents.➔ Genesis 1, Evangelium Vitae.

• Catholic belief affirms the unique dignity and individuality of the human person created in the image of God. ➔ Being Human (Australian Catholic Bishops Conference Reflection Paper).

• The Gospels tell us that not to love is to fall short of who we can be.

Community• Being human involves learning and growing

in relationship with others. God’s love is experienced through family, school and community. ➔ CCC 1877.

• Jesus demonstrates that in giving and receiving love, people grow in community.

• In the Gospels Jesus calls people to love others just as God loves them ➔ John’s Gospel.

Grace• The life of grace means God is present with

us.


• The ability to identify ways in which people demonstrate love.

• The ability to ‘be still’ in self-reflection, meditation and prayer.

• The ability to articulate thoughts and feelings about self image.


• An awareness that decisions may affect self, others and creation.

• An appreciation that all have been given special gifts and talents from God.

• An openness to the experience of God’s love.



107

Outcome 1.2


Responds to the belief that God’s love for humanity contributes to a positive identity and self image. Programming and Planning


Student Context Experimentation and play are central to learning in the early years. When students ineract with others they find out more about themselves and other people. The love and example of significant others, as demonstrated in the love of parents and caregivers, play a crucial role in the development of a positive self image and understanding of self as relational.


T Recognising the many ways God’s love is expressed in our world.

C Using play, media, language, music and drama to explore personal identity.

F Identifying ways in which people’s gifts and talents contribute to the growth of family, school and faith communities.

In Recognising God’s love as revealed through self, others and creation.

Id Exploring different aspects of their identity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Explores the Christian belief that one’s

unique characteristics are God given and uses multi-media to name and express these characteristics. Id • T • C • KC7

• Observes and records the various ways people relate to each other in the school community and names ways to nurture positive relationships. T • In •F • KC1

• Names people who love him/her and discusses how this love is expressed. C • In • KC2 • FLE

• Shares stories that illustrate that God’s love is always present and reflects on ways he/she can show love to others. C • In • KC2 • KC3

• Describes positive aspects of his /her identity as they are revealed in the context of the family and school/faith community. T • Id • KC1 • FLE

• Explores the qualities of friendship and contributes to a collage that reflects these quailities. C • In • KC2

Links

Other Key Ideas: KI 3, 4, 5, 7

Other Learning Areas: Drama, Art, ICT, English, Health

Sample Support Material: Unit 1.2-1 God Loves Me Unit 1.2-2 My Family Loves Me


School and Community: Class Prayer & Liturgy Special celebrations e.g. birthdays School assemblies


Standard 1

Textual Interpretation

Key Idea 3Students interpret and explore revelation given in Scripture, the Creeds and other foundational texts.


Scripture• The Bible tells about God and God’s people.

God acts in historical events and through special people.

• The Bible contains stories and teachings which help us to live fully. ➔ CCC 104.

• The stories of the First Testament testify to God’s presence with the Jewish people.

• Jesus invites people to love and care for each other. The Gospels show how Jesus loved and cared for the people around him.

• The Gospels are composed of the stories of Jesus’ life.

Church and Community• The Bible is the most important book of the

Catholic/Christian community. For many the Bible is central to personal faith for appreciating who we are in relationship to God and with other people who believe in God and Jesus.

• The beliefs of the community are expressed in the Bible, the creeds and teachings of the Church. ➔ CCC 186-187, 193-195.

Prayer and Liturgy• The Church community uses gestures,

symbol, word and story as it prays. The stories in the Scriptures deepen our prayer and liturgy.

• The Scriptures reflect on how Jesus prayed. He prayed in many places and in different ways.

• Prayer and liturgy express the beliefs and creeds of the people of God.➔

Sacrosanctum Concilium.


• The ability to retell Gospel stories using a variety of mediums.

• An appreciation of the stories, texts and teachings of the Christian community.

• Awareness of the deeper meaning within a variety of texts.

• An appreciation of stories and texts and how they contribute to personal and group identity.

• An interest in the stories of Jesus and the people of God.


Introduction The biblical texts are at the heart of our Catholic Tradition. They tell the faith community of the relationship between God and God’s people. They speak of God’s activity in the world and offer guiding principles and values for living.



109

Outcome 1.3


Explores the personal and communal significance of

religious texts and language. Programming and Planningin Religious Education

Student Context Story telling and narratives in this standard can capture the imagination of students. Immersing students in a language rich environment will help them to discuss, create, reflect and construct new learning. The classroom is often the first place where students are exposed to the Bible, traditional prayers, simple gestures and songs. Community building is strengthened and faith life deepened through these texts and narratives.


T Beginning to question and process information in order to construct meaning.

C Actively engaging with and reflecting on a wide range of texts.

F Using texts to make meaning for responsible living in the world.

In Developing an appreciation of the communal significance of key biblical texts.

Id Exploring different sources that contribute to religious identity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Explains why the Bible is important to

Jesus and Christians and shows how it is used in Liturgy. C • In • Id • KC2

• Shows familiarity with a range of religious texts such as art, music, stories and film and discusses their significance for the community. C • In • KC2

• Recalls stories about Jesus and discusses what these stories teach. T • C • In • KC2

• Listens to stories from the First Testament and names and identifies characters, plot, events, setting and message. T • C • KC3

• Uses religious language appropriately. C • KC2

Links


Other Learning Areas: English, The Arts, S&E

Made in the Image of God Being Human, Being Connected, Being Moral

Sample Support Material: Unit 1.3-1 Discovering Jesus Through

the Gospels

School and Community: Liturgies, Class prayer School assemblies, Book Week


Standard 1

Church and Community

Key Idea 4Students critically reflect on change and continuity in the praying, believing, living and celebrating Church as it engages with the world.


Church and Community • The Church is a community of people who

believe in Jesus Christ and spread God’s message of love to the world. ➔ CCC 767.

• People in the Church follow Jesus who taught about respect, care and forgiveness in his words and actions.

• Mary, Help of Christians, is the Patron Saint of Australia.

• The family is the ‘domestic church’. ➔ Lumen Gentium.

Sacraments and Sacramentality• The sacraments are special celebrations in

the life of the Church. ➔ CCC 1114-1117.• Liturgy involves signs and symbols. • Baptism welcomes people into the Church. ➔ CCC 1229-1233.• Eucharist is the sacrament of belonging and

thanksgiving. ➔ CCC 1322, 1328.• Baptism, Confirmation and Eucharist are

Sacraments of Initiation. ➔ CCC 1322.

The Liturgical Year• A special place is given to Sunday as it is

when the people gather to listen to the Word of God and take part in the Eucharist. ➔ Dies Domini.

• The Liturgical Year helps people to remember and celebrate special times in the life of Jesus.

• Jesus’ mother Mary is remembered and honoured in special celebrations throughout the Church’s Liturgical Year. ➔ CCC 1172.

• Special people who have devoted their lives to God are honoured by the Church as saints. ➔ CCC 1173, Ordo.


• Skills for participating in prayer.• An appreciation for the work of people in

the Church community.• An understanding of the elements that

contribute to Catholic identity.• Reverence for sacred space.


Introduction People belong to many groups within which they develop aspects of their identity and sense of belonging. The Catholic Church has its own living tradition of being community. This is experienced in Liturgy, sacramental practice, parish and school activities, mission and outreach.



111

Outcome 1.4

Learning Outcome 1.4Identifies special people, symbols, rituals and places associated with

the Catholic community to develop a sense of Catholic identity.

Programming and Planningin Religious Education

Student Context Children in this age group move beyond the immediate family and experience new friends and community groups. They learn to interact with others and begin to develop a broader sense of community identity. Through interaction with the Catholic community they begin to explore the richness of its tradition.


T Recognising the relationship of symbols, actions and language pertaining to a central theme.

C Describing the ways in which symbols convey a number of different meanings.

F Using the symbols, actions and language of a group in new and creative ways.

In Recognising the value of shared experiences.

Id Understanding the ways in which a community develops its identity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Reflects on local community groups and

discusses their role and purpose. In • T • KC1

• Labels the various aspects of the local Church buildings and becomes familiar with the symbols within the sacred space. Id • C • KC2

• Explores and records the practices, customs, stories and memorable events relating to the parish and school community. F • T • Id • KC 4

• Shares information about roles and responsibilities in his/her family and as a member of God’s family. In • C • KC2

• Interacts with members of the local parish community and reflects on the roles of women and men in that community. Id • In • KC2 • KC3

• Listens to stories of the early days of the Church in South Australia. F • C • KC2

Links

Other Key Ideas: KI 9, 10, 11

Other Learning Areas: ICT, The Arts, English

Sample Support Material: Unit 1.4-1 Our Church Community Unit 1.9-1 Baptism

Made in the Image of God Being Connected

School and Community: School and class liturgies, Special

visitors e.g. Parish Priest, Sacraments of Initiation, All Saints Day, School

Feast Day


Standard 1

Discipleship and the Reign of God

Key Idea 5Students explore how Christian discipleship is a vocational commitment to Jesus’ vision of the Reign of God.


Jesus & The Reign of God• Jesus’ teaching and actions were centred on

respect, care and forgiveness of others. ➔ Sacrament of Reconciliation.

• Jesus told stories about how God wants people to love God by loving others.

• All people are called to love and respect themselves, others and creation. ➔ Being Human (Australian Catholic Bishops Conference Reflection Paper)

• People are called to live in right relationship with others.

Discipleship• Jesus gathered people around him to be his

friends.• Jesus’ disciples were called to live as he

did. ➔ CCC 787.• The Gospels give examples of discipleship.• As disciples of Jesus, Christians are called to

“fullness of life and perfection of love.” ➔ Lumen Gentium.

• The Church is a community of people who believe in Jesus Christ and spread God’s message of love to the world. ➔ CCC 767, Redemptoris Missio.

• Gospel stories tell us of Mary, the first disciple who was present during Jesus’ mission.


• The ability to identify the qualities of discipleship.

• Social skills for interacting with individuals and groups.

• An appreciation of the notion that right relationship requires love, respect and

forgiveness.• The recognition that choices can affect

relationships.• An openness to healing and forgiveness.


Introduction Within schools and local communities there are those who are in need, lonely or suffering. Jesus showed great love to everyone but in particular to those who were alienated or marginalised. The Catholic community invites people to follow the example of Jesus.



113

Outcome 1.5

Learning Outcome 1.5Researches and shares how living in

friendship with Jesus means expressing special qualities such as respect, care and

forgiveness in relationship with others.Programming and Planning


Student Context Play is an important medium for students of this age to learn social skills. The family and school environment provide contexts for children to learn about the importance of friendship and the special qualities associated with being in relationship with others. The Gospel stories provide guidelines for living in harmony with family and friends.


T Exploring thoughts and feelings about relationships.

C Expressing the value and qualities of friendship.

F Identifying the attributes of positive long lasting relationships.

In Making choices which demonstrate love and respect towards others.

Id Beginning to identify and value inclusivity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Dramatises stories about Jesus and his

friends and relates them to his/her experiences of friendship. C • Id • KC2 • KC6

• Listens to stories about Jesus, discusses and summarises ways that Jesus influenced the lives of people he met. Id • C • KC3

• Uses examples to explain the term ‘discipleship’. T • KC3

• Explores the significance of friendship and in groups, lists some of the qualities of friendship. Id • C • KC4

• Reflects on his/her life and describes some recent choices that show love and discipleship. Id • C • KC4

• Listens to and discusses stories about Mary, and shows an understanding of Mary as first disciple and mother of Jesus. T • KC2 • KC3

• Defines goals and intentions for future living that reflect Jesus’ message of love and shares these through art, roleplay or writing. In • F • C • KC2

Links

Other Key Ideas: KI 7

Other Learning Areas: S&E, English, Drama.

Made in the Image of God Being Human, Being Connected, Being Moral

Sample Support Material: Unit 1.5-2 Jesus Shows Us How to Love

School and Community: School assemblies World Refugee Day, World Peace Day


• Communication skills for expressing feelings and describing experiences.

• A capacity to predict consequences.• The ability to discern positive and negative

outcomes in a variety of situations.

• An appreciation of the effect of a person’s choices and behaviour on another.

• A respect for the values displayed by Jesus in the Gospels.

Standard 1

Moral Decision Making

Key Idea 6Students appreciate how the process of informing one’s conscience enables individuals to exercise authentic freedom when making decisions.


Moral Wisdom • God wants everyone to love and care for

themselves, for others and the world.• God calls each person to live justly as Jesus

did.• In the Gospels Jesus used parables and

stories to show how people can love each other and live together harmoniously. ➔ CCC 546, Parables.

• The Church is a community of people who try to live by the values of Jesus.

• The Church offers people moral principles for living, many of which can be found in the Bible. ➔ Ten Commandments, Beatitudes.

• God wishes people to live with love, compassion, respect, honesty and forgiveness.

Moral Decision Making • People make choices which affect other

people. God is always present to help and forgive. ➔Dominum et Vivificanten.

• Christian values guide people in their moral decision making.

• Prayer helps people in their decision making. ➔ Lord’s Prayer.



Introduction In schools children contribute to the formation of classroom rules and expectations for the wellbeing of everyone. In a Christian community the values of Jesus are the foundations for harmonious living and underpin wise decision making.



115

Outcome 1.6


Demonstrates an increasing awareness of the consequences of individual actions and discusses some of the values underpinning

Christian ethics.Programming and Planning


Student Context Students are beginning to understand that actions have consequences. Everyday interactions require students to make appropriate choices if they are to have mutually respectful relationships. Discussion about human rights and responsibilities can provide opportunities for students to reflect on instances from their own lives which involve making choices. It also provides concrete links to the relational values demonstrated by Jesus in the Gospel stories.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Demonstrates an understanding of simple

decision making procedures. T • C • KC2• Identifies the positive and negative

impacts of actions on local and global situations. T • C • KC3

• Works in groups to consider the purpose and value of rules and demonstrates how these might be developed to build community. In • KC4

• Identifies Gospel stories where Jesus befriended outsiders and discusses implications for today. T • KC1

• Describes and communicates how good relationships affect the well being of others and demonstrates positive ways to counter harassment or resolve conflict. C • F • In •KC2 • KC6

• Designs a collage depicting the Christian values of love, honesty or justice. In T C KC3

Links


Other Learning Areas: The Arts, English

Made in the Image of God Being Moral, Being Connected

Sample Support Material: Unit 1.6-1 Reconciliation: Building

Community

School and Community: Act of Contrition (Sorry Prayers), School

and class rules, Behaviour Education, World Peace Day


T Beginning to reflect on and evaluate the consequences of decisions.

C Communicating in an open and self-assured manner about issues related to personal experience.

F Exploring the values involved in making good decisions.

In Developing negotiation and assertiveness skills.

Id Beginning to develop personal responsibility.


Standard 1

Religious Authority for Ethics

Key Idea 7Students explore how a critical understanding of the origins, sources and principles of ethical codes contributes to responsible Christian living.


Jesus• Jesus taught in words and actions

about respect, care and forgiveness. He challenged people to treat each other in these ways in order to live in peace and harmony.

• Jesus modelled a powerful example of God’s love for all people. He demonstrated the need for Christians to be just, compassionate and inclusive in their treatment of others.

• Jesus taught people that prayer was an important way to relate to God and ask for support, forgiveness and guidance. ➔ CCC 2607-2609, The Lord’s Prayer.

• The Gospels are the stories of Jesus’ life that show how to be in right relationship with others. ➔ Gospels.

• Through his family Jesus grew in wisdom in the sight of God and other people. ➔ Luke 2:39

Moral Life • The choices people make affect others.• When people show care for and include

others they are living in the way that Jesus taught.

• When people model the values of Jesus they grow as children of God.

• People’s words and actions can show love, respect and compassion for others.

• All God’s creation is a gift and people are called to treat it with reverence. ➔ CCC 299

• Jesus told stories about how God wants people to love God by loving others.


• Listening skills for discerning meaning from texts.

• Role playing skills for exploring values.• A growing awareness of the effect of a

person’s words and actions on the feelings of others.

• An appreciation of Jesus as a source of meaning for people’s lives.


Introduction The complexities of the world mean that people are called upon to make more decisions than ever before. For decisions to be conducive to the development of the whole person, they need to reflect a positive personal value system. The Catholic Tradition presents Jesus as the source of life giving values, exemplified in his life and teaching.



117

Outcome 1.7


Identifies values in the words and actions of Jesus and applies these values to his/her life in the home, school and

community.


Student Context Early years students develop their understanding of life and values primarily within the context of family. As they encounter the wider community these values may be reinforced or challenged. The Gospels provide a rich source of material to explore moral values such as love, compassion, justice and peace.


T Beginning to reflect on the ways that Jesus related to other people.

C Using play, art, music and drama to demonstrate the meaning of right relationship.

F Imagining a society that puts Jesus’ values into practice.

In Making the necessary choices that demonstrate care and respect for others.

Id Discussing how both words and actions express an individual’s identity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Expresses the values of the Christian

community through stories, songs and liturgy. T • KC4

• Role plays solutions to scenarios involving conflict, based on Jesus’ teaching of love for others. C • In • KC4 • KC6

• Listens to and discusses stories about Jesus and explains what these stories teach. Id • C • KC3

• Presents a dramatic scenario showing how actions have consequences and finds links to the teachings of Jesus. C • In • KC4

• Creates a visual display illustrating the student’s understanding of Jesus’ values. T • C • KC2

• Gives practical examples of supporting and caring for others. In • KC3.

Links

Other Key Ideas KI 5, 6

Other Learning Areas: PE & Health, S&E, The Arts

School and Community: Grandparent’s Day School Vision Statement

Sample Support Material: Unit 1.7-1 Lent: Growing Together Unit 1.7-2 Mission: Living as Jesus

Showed Us Unit 1.5-2 Jesus Shows Us How to Love



Standard 1

Social Justice and Ethical Issues

Key Idea 8Students critically reflect on and apply a Christian ethic of life to a range of contemporary justice and ethical issues.


God and Scripture• The Creation stories show how God loves

the world. God first created and continues to nurture the environment, the creatures and people which inhabit it. ➔ Genesis.

• The Psalms praise God as the source of Creation. People continue to show gratitude and respect in the prayers, hymns and Liturgy of the Church. ➔ Psalms.

• Jesus used images from creation in his parables. ➔ CCC 546, Parables.

• The belief that God created all things emerges from biblical teachings and is further expressed in the Nicene Creed. ➔ Genesis, Creeds.

Creation • All that God creates is good.➔ CCC 339.• God creates the world and continues to be

present in it. • All Christians have a responsibility to work

for the common task of building a better world for all. ➔ CCC 373.

• Christians are challenged by the message of Jesus to act justly, to love others and to care for God’s creation.


• A sense of connectedness to God and all aspects of the environment.

• A growing sense of responsibility for the care of animals, the environment and each other.

• Enthusiasm for being carers of the world.• An openness to the presence of God in all

things.


Introduction Television presents many films on the world around us. They show the marvels of creation, the birds, the trees and the fish of the sea. The Catholic Tradition teaches that humans are stewards of creation and that everyone has a part to play in caring for this world.



119

Outcome 1.8


Considers issues related to care of the earth and names God as the

source of creation. Programming and Planningin Religious Education

Student Context At this stage students are beginning to understand that they belong to a larger world, a world of great beauty and possibility. They are excited to learn about nature and have a natural affinity and concern for the things around them. The sense of wonder and awe often displayed by this age group helps them to connect with the spiritual dimension of creation. Consequently, Early Years learners should find it easy to appreciate the part they can play in looking after the world.


T Integrating sensory information.C Conveying understandings of God and

creation through play, music, media, language and drama.

F Considering issues relating to the care of the environment.

In Describing how living things and people are interrelated.

Id Exploring what is meant by the Australian environment.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Demonstrates an awareness of individual

and group responsibility for plants, animals and places, discovering all as created by God. In • KC3 • KC4

• Reflects upon and names experiences of right relationship in the classroom and school community. In • T • KC4

• Imagines and describes future scenarios in which all people take responsibility for the care of the earth. In • F • KC4

• Demonstrates an understanding of the importance of caring for the environment by planning and developing strategies to address one local environmental issue. T • F • In • KC3

• Identifies the interdependence of living and non-living things. In • T • KC1

• Experiments with a variety of ways to communicate the Creation stories using language, ICT, drama or art. C • KC 2 • KC4.

Links


Other Learning Areas: Science, S&E, The Arts, English


Sample Support Material: Unit 1.8-1 God Our Creator

School and Community: School based environment &

conservation projects, Mission Week, World Environment Day, Hiroshima Day


Standard 1

Sacraments and Sacramentality

Key Idea 9Students research and explore the concept of sacramentality and the place of Christian sacraments in the life of the Church.


God and Scripture• The sacraments are special celebrations in

the life of the Church. ➔ CCC 1210.• Baptism, Confirmation and Eucharist are

sacraments of initiation into the Church. ➔ Diocesan policies for the celebration of Sacraments of Initiation, CCC 1212.

• Baptism makes a Christian and the faith community welcomes the child into the Church.

• The sacraments use ordinary things like bread, wine, oil and water to reveal God’s love to the faithful.

• The symbol of water in Baptism represents life, death and transformation. ➔ CCC 1262.

• The symbol of anointing with oil in Confirmation represents strength and the dignity of the Catholic faith.

• The bread and wine in Eucharist are a sign of God’s nourishment for the faithful and Jesus’ gift.

• Eucharist is the sacrament of belonging to the Church.

• Jesus promises that when people gather in his name he is there with them. ➔ CCC 1088.

• Everyone can communicate with God at any time in any place: in words or songs, in nature walks or dance, on their own, or with other people.

• During liturgical celebrations people stand, sit or kneel at specific times. ➔ General Instruction of the Roman Missal.

• The sacraments highlight the Word of God.• Christians experience God as present and

active in the Word.


• Their own story of religious initiation.• The meaning attached to Christian symbols.• An appreciation of the sacraments as a part

of the Catholic Tradition.

• Enthusiasm for participation in rituals through word, music and gesture.


Introduction What would a birthday be without presents, cake, candles and singing? What would a day at school be like without friends and sharing stories? It is rituals such as these that unite people. The Catholic Tradition has special times and rituals that bring people together to celebrate. Some of these times are celebrated in the sacraments.



121

Outcome 1.9


Explores how religious beliefs are expressed in the sacraments through the use of symbols, words, music and

gesture.Programming and Planning


Student Context Students at this stage readily enter into the excitement of a birthday party with cake, candles, songs, gifts, family and friends. Connections can be made between these celebrations and the celebrations of the Church. Stories and symbols are an important part of a student’s identity. The sacraments emphasise that students belong to a special family and through their participation in the faith community they grow closer to each other and God.


T Making links between symbols and beliefs.C Discussing the use and meaning of

symbols in everyday life.F Appreciating sacraments as sources of

nourishment, healing and transformation.In Developing a sense of belonging to the

Catholic community.Id Exploring different aspects of Catholic

identity.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Explores how water, oil, wine, bread and

human touch are used in everyday life. Id• C • T • KC1 • KC2

• Explores symbols associated with the Sacraments of Initiation and recognises the significance of each sacramental symbol. T • Id • KC1 • KC2

• Recalls and describes special celebrations in his/her family and discusses the importance of remembering and celebrating. Id • KC3

• Prepares for and participates in rituals, ceremonies and celebrations within the local/parish/school community. In • T • KC4

• Shares aspects of his/her own or another’s baptism. T • C • KC4

• Recognises, records and celebrates his/her gifts as the presence of the Holy Spirit active in his/her life. Id • C • KC3

• Makes links between a sacrament and beliefs with a mind map. T • C • KC1

Links


Other Learning Areas: The Arts, S&E, Music

Sample Support Material: Unit 1.9-1 Baptism Unit 1.6-1 Reconciliation: Building

Community


School and Community: Sacraments Parish visits Liturgy


Standard 1

Prayer and Liturgy

Key Idea 10Students explore prayer, including liturgical prayer, within the Christian Tradition as celebration of God’s presence in people’s lives.


God and Scripture• God is experienced in a special way in

prayer. Prayer is a response to God’s love in people’s lives.

• People celebrate and pray together at different times and in different ways.

• Prayer can be words, songs, movement, dance, quiet reflection, or communion with God in nature.

• The Bible is the Christian’s most important book. It is used for prayer as people listen to and reflect on the Word of God.

• Prayer has many forms, such as thanksgiving, praise, petition and lament. ➔ The Psalms, CCC 2626ff.

• Throughout the history of the Church special prayers have been used for expressing praise, gratitude and contrition, and to ask for blessings.

• The Annunciation and Mary’s response forms the basis for the “Hail Mary”. ➔ Lk 1: 26-38

• The Stations of the Cross, the crib and the rosary are examples of devotions of the Church.

Jesus• Jesus’ prayer is the model for each person.

He prayed for inspiration and strength. He also prayed for forgiveness for others. ➔ CCC 2607-8.

• Jesus prayed alone, with his friends, and with large groups.

• Jesus showed people how to pray with the Lord’s Prayer. He asked people to pray with love, sincerity and humility. ➔ CCC 2759, Matthew 6.

Liturgy• Sunday is the central day of Christian

Prayer.• Some rituals are the official worship of the

Church. These are called Liturgies.• The celebration of the Eucharist is the

source and summit of the Christian life. ➔ Lumen Gentium.

• Christians use rituals to celebrate key moments in their lives e.g. birth, graduation, death.


• An ability to recite the Lord’s Prayer, Hail Mary, and to make the Sign of the Cross.

• Skills to pray in different ways.• Skills for setting up and celebrating simple

prayer services.

• Openness to a personal relationship with God through prayer.

• A sense of reverence for holy space. • A sense of joy in the experience of prayer.


Introduction Effective relationships are built on good communication, which involves speaking, listening, responding and also shared silence. The Catholic Tradition teaches that through prayer, believers develop their relationship with God, and that this prayer can take many individual and communal forms.



123

Outcome 1.10


Identifies and discusses a number of ways of praying and different kinds of individual and communal prayer.


Student Context Many Early Years students are familiar with prayer from home while others will have had little experience in this regard. Students enjoy being involved in spontaneous prayer and also prayer drawn from the Christian Tradition. They also love to be involved in meditation, to create gestures and are beginning to understand how sacred space enhances reflection and prayer.


T Discussing the nature and purpose of prayer.

C Using words, gestures, actions, music and media to create prayer.

F Understanding prayer as a source of personal and communal growth.

In Responding to the needs of others through prayer.

Id Exploring prayer as an aspect of Christian life.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Uses art to illustrate various ways of

praying e.g. alone in a special place, during nature walks, in a Church. C• KC2

• Demonstrates skill in using gesture, responses and appropriate language during liturgical celebrations e.g. the Mass. C • KC6

• Identifies that all people have needs, and formulates and displays simple prayers of petition. C • In • KC2 • KC3

• Practises skills of listening, visualising and reflecting to enhance prayer. C • KC2

• Works with others to design a sacred space within the classroom. In • C • KC4

• Composes prayers of praise, petition, gratitude, forgiveness and blessing. Shares prayers in a reflective atmosphere. C • T• KC2

Links


Other Learning Areas: The Arts, English, S&E, PE & Health

Sample Support Material: Unit 1.10-2 : What Is Prayer? Unit 1.10-4 : Mary Praises God

Made in the Image of God Being Moral, Being Connected, Being Human

School and Community: Class and school assemblies Holy Week, Lent, Advent, Christmas

Classroom prayer


Standard 1

The Liturgical Year of the Church

Key Idea 11Students research and communicate how the life, death and resurrection of Jesus is celebrated in the seasons and feasts of the Church’s Liturgical Year.


Liturgical Year• During Ordinary Time from the end of the

Christmas season to Ash Wednesday and from Pentecost to Advent, people hear stories about the ministry of Jesus and the meaning of discipleship.

• Different colours symbolise the key themes of the liturgical seasons. ➔ General Instruction of the Roman Missal.

• In some liturgical seasons special symbols are used, such as the crib and Advent wreath.

• People honour and celebrate Mary and the Saints through prayers, feasts and seasons of the Church’s Liturgical Year. ➔ CCC 971.

Advent and Christmas• The Christmas season is celebrated from

Christmas Day to the Feast of the Epiphany. • The season of Advent marks the beginning

of the Church’s Liturgical Year.

• Advent is a special time when people prepare and wait to celebrate Jesus’ birth at Christmas. ➔ CCC 524.

• In Advent people remember Mary preparing for Jesus’ birth.

• At Christmas Christians celebrate Jesus as God’s Good News to our world.

Lent and Easter• The Easter season is celebrated from Easter

Sunday to the Feast of Pentecost.• Ash Wednesday marks the beginning of

Lent.• Lent is a time of conversion and preparation

for Easter.• Easter is a time when people celebrate

Jesus’ passion, death, resurrection and ascension and the coming of the Spirit at Pentecost.


• A recognition of the special times during the Church’s Liturgical Year.

• Skills to create sacred space with the symbols and colours of the liturgical season.

• A respect for sacred space.

• An appreciation of the stories of Jesus in the Bible and how they are linked to the liturgical year.


Introduction What people plant in their gardens depends on the season the year. The colours and moods of nature vary throughout the year. The Catholic Tradition has a sacred rhythm of time. This is celebrated in seasons of prayer and ritual.



125

Outcome 1.11


Researches the seasons of the Church’s liturgical year and makes links to the

stories of Jesus’ birth, death and resurrection.


Student Context Students in the Early Years are curious to learn about the natural world and its seasons. The use of liturgical colours in the classroom and the significance given to feasts such as Easter and Christmas introduce students to liturgical time. Students also begin to make a connection between stories of Jesus and the Church’s Liturgical Year.


T Recognising the connection between symbol, colour and story.

C Using art, drama or music to express the meaning of the seasons of the Liturgical Year.

F Celebrating understandings from past experiences in new contexts.

In Beginning to recognise the commonalities and differences between secular and religious traditions.

Id Developing an awareness of the Catholic and Christian heritage.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Identifies the seasons of the Church’s year

and collaborates with others to make a ‘wheel’ showing the themes and colours of the whole cycle. T • In • KC4

• Identifies a story in which Jesus celebrates a special event and retells and illustrates the story by making a ‘Big Book’.

T • C • KC2• Explores the concept of promise in Advent

and recalls God’s promises in the Hebrew Scriptures. C • F • KC2

• Constructs and illustrates a time line to show the major events in the life of Jesus. C • KC5

• Discusses the significance of colours in nature, in art, and in his/her life. T • KC1

• Sequences the main seasons of the Church’s year and focuses on the meaning of each season. T • KC5

• Actively participates in a Project Compassion theme as a Lenten preparation for Easter. F • In • T

Links


Other Learning Areas: The Arts, Drama, English, Maths

Sample Support Material: Unit 1.11-1 From Ashes to Easter Unit 1.11-2 Advent: Getting Ready for Jesus Unit 1.7-1 Lent: Growing Together


School and Community: School liturgy and prayer services Project Compassion Dramatisations for liturgical seasons All Saints / All Souls Day


Standard 1

Religious TraditionsKey Idea 12

Students investigate beliefs, rituals and festivals in diverse religious traditions and demonstrate an appreciation of their own tradition and respect for other religious traditions.


The Human Person• God has given each person the capacity to

love and be loved.• God loves all people and is ever present to

everyone in the world.

Scripture• Scripture teaches us that love of God cannot

be separated from love of one’s neighbour: “Any other commandment is summed up in this sentence: You shall love your neighbour as yourself....therefore love is the fulfilling of the Law” (Rom. 13:9-10; cf. 1 John 4:20). ➔ Gaudium et Spes.

Community• People belong to a variety of groups.• People need others in order to develop

emotionally, socially and spiritually.• God calls Christians to be community for the

world. This includes loving and respecting those who are different.

World Religions• People from different cultures and times

understand God in various ways, and express this understanding through naming, ritualising, storytelling, and tradition.

• The Catholic Church respects the beliefs and practices of other religions, which, though different from its own teachings, may reflect the truth which enlightens all. ➔ Dominus Iesus.

• People celebrate and pray together at different times and in a variety of ways.

• Acknowledging the diversity of societies and cultures, the Church proclaims the Gospel of Jesus in a language understandable to the people. ➔ Gaudium et Spes.


• Skills for understanding the diverse ways people experience and name God.

• Critical literacy skills for identifying common features of a diverse range of texts.

• A deeper appreciation of Christian identity.• A greater awareness and respect for the

similarities and differences among groups.• A capacity to appreciate the presence

of God in the midst of relationships and events.

• A desire to know and understand more about people from other cultures and traditions.


Introduction Different cultures have different ways of celebrating important events. The Catholic Tradition teaches that God is with all people ‘whose faith is known to God alone’, and that God will ‘gather people of every race, language and way of life’.



127

Outcome 1.12


Explores the idea that God is present in diverse ways in and for all peoples

of the world. Programming and Planningin Religious Education

Student Context Students bring a rich diversity of cultural backgrounds to the classroom. Through shared experiences such as meals, music and celebrations students grow in their appreciation of both the similarity and difference of human experience. They begin to acknowledge the presence of God in other religious traditions.


T Recognising the ways groups express their understanding and experience of God.

C Engaging with a variety of texts in order to understand other people and cultures.

F Exploring ways to include other people.In Discovering that there is a variety of

groups within a larger world.Id Exploring different aspects of their

identities and those of other people.

Examples of Evidence Each of the following examples would indicate that a student has achieved one or more aspects of the Learning Outcome:• Collects examples of ways in which God is

named. T • Id • KC1• Researches a range of cultural religious

expressions and explores local cultural festivals e.g. Chinese New Year. In • KC4

• Discovers and explores aspects of different religious traditions in the school and local community and finds similarities with the Catholic Tradition. T • In • KC1 • KC4

• Participates in designing a ritual to celebrate the variety of different cultural backgrounds in the local Catholic community. In • KC4

• Researches and presents stories, music, dances or art that show an appreciation of the customs of diverse cultural traditions. In • C • KC2

• Uses art and music to explore religious expressions in indigenous cultures and other religions. T • KC7

Links

Other Key Ideas: KI 1, 2

Other Learning Areas: S&E, The Arts, English, Indigenous Education

Sample Support Material: Unit 1.12-1 We are all God’s children


School and Community: Cultural Festivals, Catholic Mission;

Mission Sunday, Excursions to places of cultural diversity e.g. Tandanya, Harmony Day

CROSSWAYS128Religious Education supporting the integration of faith, life and cultureCROSSWAYS128Religious Education Supporting the integration of Faith, life and culture

•

Key Idea This is one of the 12 Key Ideas which states

the fundamental concepts and learnings.The Learning Outcome develops this Key Idea

in a particular way at this Standard.The Tradition Box statements are identified

under this KI Tag.

The Catholic Tradition box This contains a broad range of insights from

the Tradition relevant to this Outcome, from Scripture, liturgy, doctrine and a

range of Church documents.

Introduction to the Catholic Tradition box

This provides a contextual or interesting window into

the Tradition.

Sub –Themes of the Key Idea

These provide groupings of the Tradition Statements, similar to the

former DSS Themes.

Tradition StatementsSeveral of these could be incorporated in a unit developed for this Learning Outcome.

They are written for teachers to present the concepts at the level at which they are

meant to be understood by students.

Tradition ReferenceThe arrow points to Tradition sources such as Church documents, Scripture, doctrine, liturgy, moral theology, and

theological reflection.See reference list in part 10.

Skills, Attitudes and DispositionsThe range of examples provides a useful reminder of cognitive and affective skills,

attitudes and possible faith responses which students could have opportunities

to explore and develop.

The Double Page TemplateStrand

There are 4 Key Ideas in each of

the 3 conceptual Strands: Believing,

Living& Celebrating. The PrayingStrand

is integrated across the others.


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•

Framework Learning OutcomeThe Double Page is designed around the Framework Learning Outcome.The Framework Learning Outcome here combines Standard 2 with Key Idea 5 to articulate Outcome 2.5.The Framework Learning Outcome broadly describes the knowledge, skills and understandings that learners are expected to develop in this Standard. The verb is italicised to emphasise the learning process.

START HERE

Student ContextThis points in a general way to the developmental stage of students, their socio-cultural context, religious experience and practice, or other factors specific to the Learning Outcome.It needs to be shaped by the local context.

Examples of EvidenceThese are indicative of the types of learning activities that would show that a Learning Outcome has been achieved (in part or in full).It is not an exhaustive list.They include references to the Essential Learnings and Key Competencies.

Links to…Other Key Ideas - Double Pages and their Tradition boxes.Other Learning Areas.Made in the Image of God (formerly FLE) themes.Sample Support Material units.School and broader community.

Essential LearningsThese are personal and intellectual qualities which include capabilities, dispositions and understandings.The EL statements here are sample expressions in the light of the Outcome. They are often linked to the Tradition.They are distinct from Examples of Evidence, as they have a broad educational focus.

Empty SpaceOnly the Framework Learning Outcome is mandated.Every other aspect of the Double Page invites the teacher to add and adjust in the light of the local context and curriculum focus.


Essential Learnings and Key Competencies Legend

Essential Learnings Key Competencies

T Thinking KC1 Collecting, analysing & organising information

C Communication KC2 Communicating ideas and information

F Futures KC3 Planning and organising activities

In Interdependence KC4 Working with others in teams

Id Identity KC5 Using mathematical ideas and techniques

KC6 Solving problems

KC7 Using technology

CATHOLIC EDUCATION SA 2007

For Catholic Tradition References – see Crossways Section B - 10

the framework for the religious education …...all people. • the holy spirit enables people to...

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