the values imbedded in the gospel of st luke underpin our ... · the values imbedded in the gospel...

The values imbedded in the Gospel of St Luke underpin our daily practices in Year

Three. In attempting to follow, use and live these values, we strive to create an

environment that is reflective of the life Jesus lived on Earth, a life we hope to emulate.

RELIGIOUS EDUCATION PROGRAMME SPEAK FROM THE HEART (PRAYER)

Human beings are created with feelings. People who know about God realise that God created people with feelings. Over the following weeks in Religious Education, the children will be studying feelings and the different ways of praying to God, who created feelings. The Religious Education unit begins with the human experience of wondering at feelings. As people become more aware of their feelings, they wonder at God who created these feelings. People realise that God, who loves each human person, sees everything, including feelings, as good. The unit then explores ways Jesus showed, by using his feelings in loving ways, that God loves everyone in a special way. Jesus taught people to pray so they could talk to God and ask God for anything that will be good for them. Jesus taught about how to pray to God. This is why there are special Christian prayers to God, for example, the Glory Be to the Father, the Hail Mary, The Lord’s Prayer (Our Father), etc. Finally, the unit explores ways in which followers of Jesus realise, as they pray, that like him, they are called to love and pray for all people.

You could help your child during this unit by, for example: • sharing with your child the feelings you experience (including experiences of childhood feelings)

• discussing with your child why God might have created people with feelings • sharing with them stories in which Jesus experienced feelings, for example: - happiness [Luke 10:21] - fear [Luke 22:44] - sadness [John 11:35], etc. • sharing with them stories in which Jesus showed love as a result of experiencing feelings, for example, he felt: - sad because he loved the woman whose son had died [Luke 7:11-15] - sorry because he loved those who were sick [Luke 17:11-19], etc. • including some of the ways in which Christians pray, during family prayer times, such as those listed above, as well as prayers before and after meals, etc.

WONDERING AT THE CREATOR OF FEELINGS Wondering at our feelings Students think how happy and unhappy feelings stir people to behave. Students represent ways feelings can be mistaken. Students describe ways other gifts can help people to discover what is truly good. Wondering at God who created feelings Students express wonder at God who created feelings. Attribute: God sees everything as good Students celebrate that God sees everything as good.

THE PROMISE OF CHRISTIAN SALVATION Jesus had feelings Students identify feelings Jesus experienced. Students represent loving actions Jesus was moved to through his feelings. Jesus taught people to pray to receive what is good from God Students describes how the world would be different if people prayed for what was good for themselves and others.

CHRISTIAN RESPONSE Jesus taught God’s family to pray Students recall ways members of God’s family pray as Jesus taught. Students match the words of The Lord’s Prayer (Our Father) with their meanings and requests. Students identify, in the Parable of the Pharisee and the Tax Collector, the words of the Jesus Prayer. Students memorise the Hail Mary. Students record ways God’s family chooses times, places and religious symbols for prayer. Ways God’s family prays Students identify that the Hail Mary is one way God’s family can pray. Students memorise the responses to The Angelus. Students name things people could talk about with God using their own words. Jesus calls his followers to love as he does Students writes prayers in response to feelings stirred by others. Continuing to wonder at feelings and ways of praying to God Students review and express the main ideas of the unit.

RELIGIOUS EDUCATION PROGRAMME GATHERED AS ONE (CHURCH)

The unit begins with wondering at the human experience of belonging to a community. From experience, people may come to learn about four examples of communities: • the family • the parish (or Church) • the school • other communities, such as clubs, etc. This leads people to wonder at God, who gave us our communities. As people wonder at communities, they begin to understand the community in God – the three Persons in One God (Trinity). The unit then explores ways in which Jesus belonged to a religious community. Jesus started the family of God called the Church. The unit then introduces to the children the range of people Jesus has called into his Church; people of different ages, needs and races. Members of the Church have different roles such as priest, special ministers, altar servers, readers, etc. Finally, the unit explores ways in which members of God’s family are called by Jesus to participate and show love in communities to which they belong.

You could help your child during this unit by, for example: • sharing your experiences of belonging to various communities (eg. family, parish, school, etc.)

• wondering with them about the community in God, who is Trinity (three Persons in One God; Father, Son and Holy Spirit) • recalling with them that when Catholics make the Sign of the Cross they are remembering God, who is Trinity • sharing with them memories of parish life from your childhood • discussing ways your parish gathers together (eg. weddings, funerals, baptisms, etc.) • talking about the variety of people who participate in parish life • pointing out the various roles of parish members (eg. special ministers, readers, altar servers, collectors, cleaners, singers, etc.) • sharing with them your experiences of showing love in the communities to which you belong.

WONDERING AT THE CREATOR OF HUMAN COMMUNITIES Wondering at communities Students identify four common human communities. Students state the two common characteristics of communities. Wondering at the Creator of communities Students express wonder at the Creator of communities. Attribute: God is a Community of Persons Students celebrate God who is a Community of Persons.

THE PROMISE OF CHRISTIAN SALVATION Jesus belonged to a religious community Students represent communities to which Jesus belonged. Jesus gave his Church a mission to the whole human race Students retell Jesus’ message about belonging to his Church. Students state what the school community would be like if members of God’s family experienced God helping them to contribute to communities.

CHRISTIAN RESPONSE Church (God’s family) includes people of different ages, needs and countries Students name religious signs found in a church. Students identify the wide range of people who belong to God’s family. Students identify special members of God’s family. Church members have different roles Students name the place in the church where liturgical celebrations take place. Students name different roles Church members have in Church celebrations. Followers of Christ are called to participate in communities Students determine ways followers of Jesus can participate in communities to which they belong. Continuing to wonder at the love Christians can show in the communities to which they belong Students recall and express the main ideas of the unit.

http://www.google.com.au/url?sa=i&rct=j&q=gathered+together&source=images&cd=&docid=HGq118_wuYfeyM&tbnid=uwPpBofw-Qkt_M:&ved=0CAUQjRw&url=http://www.inspire21.com/ecards/faithhopeandprayer/forwheretwoorthree&ei=8DdnU8KZA8aOlQXMtYCwCg&psig=AFQjCNFwgwiTH4ICEa9c8z4YBPKv9qr1Xg&ust=1399359847631851

Week 1-2- Cars and Stars focus-Recognising Cause and Effect

Letter Sound Grammar/Punctuation Word Sentence Text

Revision of sounds taught in Term 1 Revision of Grammar skills taught in Term 1

Revision of spelling skills taught in Term 1

Revision of punctuation. Revision of what makes a sentence. Revision of simple, compound and complex sentences. Use of conjunctions to join two simple sentences.

Daily modelling of narrative and persuasive texts. Using Grammar in Persuasive Texts Using Grammar in imaginative Texts

Naplan test practice in language, writing and spelling

Week 3 - Cars and Stars focus- Comparing and Contrasting

Naplan Testing Week

Week 4-Cars and Stars focus- Cars and Stars focus- Comparing and Contrasting

READING

Spelling Grammar Reading Comprehension Cards Reading Comprehension Text Comprehension related to guided reading

ace using onset & rime (f-ace)

Nouns-common

Levelled texts Narrative-For Grandpa Predicting

Aboriginal and Torres Strait Islander People1/2

WRITING

Handwriting Punctuation Planning/Vocabulary Text Spelling Test

Straight down letters. Commas-to list

Plan for writing genre Suffixes-ful/fully (hope- hopeful, hopefully) Rhyming words

What is your story? What makes you tick? Children make a book about themselves using Book Creator.

Test of ace words, including dictation

Week 5- Cars and Stars focus-Making Predictions

READING

Spelling Grammar Reading Comprehension Cards/Ziptales

Reading Comprehension Text Comprehension related to guided reading

ice using onset & rime (r-ice)

Nouns-proper

Levelled texts. Report-Bike Beginnings Asking and Answering questions

Traditional Stories 1/2

WRITING


Clockwise letters Capital letters to punctuate proper nouns Commas-to punctuate introductory phrases-game

Plan for writing genre ‘fill’, ‘till’ and ‘all’ drop the ‘l’ eg musical, hopeful Homophones

What would be the story of an original Australian? Tell their story.

Test of ice words, including dictation

Week 6- Cars and Stars focus-Making Predictions

Guided Reading Group 3 Guided Reading Group 4 Guided Reading Group 5 Guided Reading Group 1 Guided Reading Group 2



air (chair, hair ) Spelling task

Adjective types-quantity Levelled texts. Explanation-How does a roller coaster roll? Building Vocab/Monitoring

Oxford Guided Reading Cards

WRITING


Clockwise letters Commas-to punctuate clauses within texts-game

Plan for writing genre Rules for adding ‘ing’ Long vowel words (not ending with a silent ‘e’) just add ing or ed If a word ends in a silent ‘e’ drop the ‘e’ before adding ing or ed Homonyms

What is our story together? What things should we take from both cultures that would make Australia an even better place to be in?

Test of air words, including dictation

Week 7- Cars and Stars focus- Finding Word Meaning in Context

READING



are (stare, dare) Spelling task

Adjective types-to describe characters and settings

Levelled texts Narrative-What didn’t you know? Making Connections-drawing on prior knowledge


WRITING


Tails Paragraphing Questions and question marks.

When a word ends in a consonant and a ‘y’, change the ‘y’ to and ‘I’ before adding ed, er, est, ly dry/dried dry/driest hungry/hungrier hungry/hungrily heavy/heaviness fury/furious Contractions

Dreamtime narrative Test of are words, including dictation

Week 8- Cars and Stars focus- Finding Word Meaning in Context

READING



ear (pear, bear) Spelling task

Pronouns

Levelled texts Report- The Feathered Thief Monitoring-re-reading and reading on


WRITING


Tails Quotation marks

Change ‘f’ (or ‘fe’) to ‘v’ and add ‘es’, ‘ed, or ‘ing’, but NOT when the word end with double ‘f’ (exceptions beliefs, chiefs, roofs) Compound Words

Traditional stories. Tell a traditional story for how an Indigenous Australian would say a part of creation came about. Book Creator

Test of ear words, including dictation

Week 9- Cars and Stars focus- Drawing Conclusions and Making Inferences

READING



ear (hear) Spelling Task

Interrogative pronoun e.g. who, whom Relative pronoun

Levelled texts Procedure Text-Salt Water Experiment Previewing Texts


WRITING


Revision and practise of all letters Apostrophes for possession Contractions

Most words are made into plurals by adding ‘s’ Words ending in ch, sh, s, ss, x ‘o’, ‘z’ are made into plurals by adding ‘es’

What has changed over time in Australia- children analyse a series of images to explain the changes.

Test of ear words, including dictation

Week 10- Cars and Stars focus- Drawing Conclusions and Making Inferences

READING



eer (deer) Spelling task

Determiners e.g. some people, several books...

Levelled texts A Suspect is Cleared Story elements-characters, plot and setting


WRITING


Revision and practise of all letters Exclamation marks

Words that end in y before which there is no vowel are changed into their plural form by changing the ‘y’ top and ‘i’ and adding ‘es’

What I have found that has stayed the same. Australian Curriculum History

Test of eer words, including dictation

WEEKS 0NE TO THREE

Revision of Term 1 Mathematics and Naplan preparation. Familiarisation with testing format.

FLUENCY-SKILL

Revise strategies as a class. Times tables 2x, 3x, 4x, 5x, 10x

FLUENCY-SKILL

Revise strategies as a class. Times tables 2x, 3x, 4x, 5x, 10x

Naplan testing in Week 3.

WEEK FOUR+++

FLUENCY-SKILL

CONTENT- Investigation 9 – Sprouting Surprises This investigation requires children to collect and compare measurements of plants in order to find relationships between plants grown under different conditions. They gather daily data over a 3 week period. They document their results, graph the gathered data and draw conclusions from their gathered information, comparing the different conditions that plants were grown under.

Orally revise tables, Friends to Ten and 20, time, money and fractions.

Friendly Jumps, Friendly Pairs

NUMBER AND ALGEBRA

MEASUREMENT AND GEOMETRY Measurement and Geometry Using units of measurement

Measure, order and compare objects using familiar metric units of length, mass and capacity.

Tell time to the minute and investigate the relationship between units of time.

Skills Metric System Metre is the basic unit of measurement. Metre is abbreviated as m. Estimating before measuring. End to end measurement. 0 marker starts a short distance from the end of the ruler. Parts of metres are centimetres. Centimetres are a hundredth of a metre. Therefore, one hundred centimetres equal 1 metre. Centimetre is abbreviated as cm. Parts of metres are written as decimals e.g. 1.5m. Litre is the basic unit for measuring volume. Millilitre is part of a litre. 7 days in a week, 4 weeks in a months, 12 months in a year, 365 days in a year. Lengths of months

STATISTICS AND PROBABILITY Chance

Conduct chance experiments, identify and describe possible outcomes and recognise variations in results.

Data Representation and Interpretation Identify questions or issues for categorical

variables. Identify data sources and plan methods of

data collection and recording Skills The possibility of outcomes occurring. The factors affecting outcomes. Recording data as a tally. Tally marks=5. Counting by fives to find a total.

Proficiency Strand Investigation 9 Criteria

Understanding, Fluency and Problem Solving Make predictions about the growth of seeds under controlled conditions. Accurately measure and record observations in the Plant Diary.

Reasoning Make observations and write a conclusion.

WEEK SIX-SEVEN

FLUENCY-SKILL CONTENT-Investigation 8 – Picture perfect patterns Students investigate number and patterns in art. They use imagination and creativity to explore shape and design. Students investigate a way to fill in an art piece with patterns of symbols in order to create their own symmetrical art

Add 10, Add 100, Friendly and Fix NUMBER AND ALGEBRA Number and Place Value

Recall multiplication facts of two, three, five and ten and related division facts.

Patterns and Algebra Describe, continue, and create number

patterns resulting from performing addition and subtraction.

Skills Division is sharing out and making equal groups. We say ___ divided by___= ___ We write ___÷___=___ Division facts by 2,3,5,10 Rules of cumulative patterns Counting pattern parts

MEASUREMENT AND GEOMETRY Location and Transformation

Identify symmetry in the environment. Skills Symmetrical shapes have 2 matching halves. The line down the centre is called the reflective line. Some shapes have more than one reflective line. Some shapes have no symmetry. They are called asymmetrical.

STATISTICS AND PROBABILITY


Understanding, Fluency and Problem Solving Use mathematical terminology to describe patterns.

Reasoning Follow mathematical instructions to complete picture graphs.

WEEK EIGHT

FLUENCY-SKILL CONTENT


NUMBER AND ALGEBRA Revision of Term One and Two concepts

MEASUREMENT AND GEOMETRY Revision of Term One and Two concepts

STATISTICS AND PROBABILITY Revision of Term One and Two concepts

Summative Testing of concepts taught during Semester One

WEEK NINE AND TEN

FLUENCY-SKILL CONTENT- Investigation 4 Slide Show Students investigate a single fraction and create a slideshow to explain the meaning of the fraction in various ways.


Place Value, Subtract 10, Subtract 100

NUMBER AND ALGEBRA Fractions and Decimals

Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiples to a complete whole

Skills Develop an understanding of fractions Show single fraction in diagrammatic form, in all its forms. Show fractions as part of a whole or group. Write fractions in numbers. Explain to another, the meaning of a single fraction.

MEASUREMENT AND GEOMETRY

STATISTICS AND PROBABILITY


Understanding, Fluency and Problem Solving Create a slide show that represents a fraction in various ways.

Reasoning Explain the slides and answer questions.

Historical Knowledge and Understanding / Community and Remembrance Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems. Commemorating Anzac Day and recognising the sacrifice of the ANZACs in giving us our freedom.

Exploring Aboriginal peoples and Torres Strait Islander peoples and our communities

The key inquiry questions for the unit are:

• Who lived here first and how do we know?

• How has our community changed? What features have been lost and what features have been retained? Students examine the importance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples who belong to a particular area. They investigate change and continuity over time in local, regional and state and territory contexts, for example in relation to daily life, and natural and built environments. Students will:

• sequence significant historical events

• use historical terms when speaking, writing and illustrating

• pose a range of questions about the past relating to the importance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples and to change and continuity over time in the local community

• identify sources relating to the significance of Country and Place to Aboriginal peoples and Torres Strait Islander peoples and to change and continuity over time in the local community

• locate relevant information from sources provided to record key ideas about significance, continuity and change, and perspectives

• identify different points of view

• develop texts

• use a range of communication forms (oral, graphic, written) and digital technologies to create and edit a presentation that records and explains the past.

OUTLINE Investigation 1: Big Ideas Question-What would life in Australia be like if the First Fleet couldn’t find Australia and the British didn’t settle here?

◙Aboriginal lifestyle, Culture ◙Family values ◙Native foods ◙Basic technology ◙History through story-telling ◙Impact on the environment of Australia ◙Languages ◙Paradise or oblivion?

Establish background knowledge of Aboriginal connectedness to land and place. Children read information sheets on Aboriginal Torres /Strait Islander peoples and their connection to land and place. Week 2, 3 and 4 Children research information to gain an understanding of traditional indigenous peoples in Australia. Week 5 and 6 Compare the lives we live to the lives lived by indigenous Australians. Whose life is best? Why? Discuss how change is a factor of technology improvements. Discuss the enormous changes that Aboriginal Torres Strait Islander people must have experienced as a result of white people coming to this country. Recognise and remember significant times in our Australian calendar. Some things we remember with pride, others with regret. We remember this time in our history so that we do not make the mistakes of the past. National Sorry Day and Reconciliation Week. Australian Curriculum History Week 7 Pose questions about learning on Connection to land and place-Yellagonga Regional Park. Week 8 and 9 Visit Yellagonga Regional Park (across the road from the school) to view another area that is of significance to the original Australians. What is it that makes these areas significant enough to require conservation of the land?

http://www.google.com.au/url?sa=i&rct=j&q=neil+hawkins+park+joondalup&source=images&cd=&docid=rMNKiRcyhR91ZM&tbnid=E54LCIbnMNCvoM:&ved=0CAUQjRw&url=http://www.immigrate-to-a-new-life-in-perth.com/perth-suburb-joondalup.html&ei=pwlnU7GJOsW8kQXf1oAw&psig=AFQjCNF1-4sMxRJmey8g2JzDfrey0u8EtQ&ust=1399347995180841

The students will be focussing on the Biological Strand of Science this term. In general, this unit looks at Living and Non Living things and how they can be grouped on the basis of observable features and how they can be distinguished from each other. They will recognise characteristics of living things such as growing, moving, sensitivity and reproducing and recognise the range of different living things. They will sort living and non-living things based on characteristics and explore differences between living, once living and products of living things.

PHASE LESSON CONTENT

ENGAGE Lesson 1 Wondering about the world Session 1 Discovered journal Session 2 Home explorers

To capture students’ interest and find out what they think they know about how living things can be grouped on the basis of observable features and can be distinguished from non-living things. To elicit students’ questions about living and nonliving things and animal groups.

EXPLORE Lesson 2 Sorting out life

To provide hands-on, shared experiences of how to distinguish between living and non-living things.

Lesson 3 Animal sort

To provide hands-on, shared experiences of how to distinguish between plants and animals using observable features.

Lesson 4 What am I?

To provide hands-on, shared experiences of different ways of grouping animals based on observable features.

EXPLAIN Lesson 5 Animal assemblies

To support students to represent and explain their understanding of how to identify living things and animal groups based on observable features, and to introduce current scientific views.

ELABORATE Lesson 6 Taxonomists in training Session 1 Scooping up leaf litter Session 2 Looking at leaf litter

To support students to plan and conduct an investigation of the animal groups present in the leaf litter in the school grounds.

EVALUATE Lesson 7 Classifying collections

To provide opportunities for students to represent what they know about how living things can be grouped on the basis of observable features and can be distinguished from non-living things, and to reflect on their learning during the unit.

Health this term will centre on the theme of Wellness.

The unit focusses specifically on enhancing their personal identity; building relationships and resilience.

Personal Identity and sense of self – includes developing a positive sense of self Emotional and Social Health promotion – including developing resilience and coping strategies along with supporting of others Interpersonal Skills: Uses communication and cooperation skills to share feelings and basic needs when interacting with other people. Self-Management Skills: Demonstrates basic self-management skills in familiar health and physical activity situations.

Key components of protective environments and personal and social capabilities that foster resilience and wellbeing

Environments that promote resilience and wellbeing and academic success

Personal and social skills and attitudes for resilience and wellbeing

School connectedness A sense of belonging Meaningful participation and contribution Opportunities for strengths to be acknowledged Supportive, inclusive culture Strong rules about bullying Peer connectedness A sense of belonging Peer support strategies Pro-social peer groups Cooperative learning strategies Teacher connectedness Limited number of teachers Teacher knowledge of students and availability High expectations and academic support Pro-social classroom culture Clear, consistent boundaries Positive family-school links Family involvement with school programs Strong teacher-family relationships Family connectedness Good communication and shared activities Positive approach to solving problems Individual responsibilities Pro-social family values Warm relationship with at least one parent Community connectedness Awareness of and access to support services Involvement in pro-social clubs or teams Strong cultural identity and pride Availability to one caring adult outside the family Spirituality or religious involvement Participation in spiritual communities

Self-awareness Skills for recognising and labelling own emotions Feeling competent in several areas of one’s life Awareness of factors that influence successes and mistakes Awareness of the link between thoughts, emotions, behaviour and learning Realistic and positive self-knowledge of strengths and challenges Skills of reflective practice Self-management Appropriate expression of emotions Self-discipline to control impulses and persevere to overcome challenges Responsibility for own behaviour Organisational skills Skills for setting, planning and achieving realistic goals Having a sense of purpose and future Problem predicting and problem-solving skills Age-appropriate levels of independence and initiative Creativity and adaptability Confidence to be courageous Optimistic thinking Normalising setbacks rather than personalising Using humour in a helpful way Evidence based thinking Social awareness Skills for reading, predicting and responding empathically to others’ emotions, perspectives and needs Appreciating diverse perspectives A pro-social value system that respects inclusivity, equality and social justice Recognising and using family, school and community resources Having a belief that relationships matter Social management Cooperating and communicating effectively with others Working collaboratively to get along with peers Decision-making skills Help-seeking skills and preparedness to self-disclose Conflict resolution and negotiation skills Friendship skills Resisting inappropriate social pressure

https://www.google.com.au/search?hl=en&qscrl=1&noj=1&tbm=isch&q=resilient+children&revid=290588752&dpr=1&biw=1366&bih=612

Unit 1 — Students produce an implement that Indigenous Australians could have really used to help their survival?

What type of home made from natural materials available to Indigenous Australians could improve their comfort?

Students create an alternate home for an indigenous Australian based on their lifestyle and the materials that would have been available to them.

Unit 2 — Food and fibre production.

Plan and design a group crop planting project.

Unit 3 — What things signify this point in time in Australia’s history? What things make me tick?

Make an implement and home out of natural

materials by:

• identifying how people in design and technologies occupations use materials and technologies to meet the needs of communities and their environments

• explaining the needs or opportunities related to their client, and generate design ideas and communicate them in models or drawings including annotations and symbols

• selecting and safely using appropriate technologies and techniques

• evaluating ideas and their product against identified criteria, including environmental sustainability considerations

• planning and sequencing major steps in design and production.

Following a farm excursion:

Design and make a crop planting project that includes

modern and traditional technologies by:

• identifying how people in design and technologies occupations design food and fibre environments and food products to meet human needs

• explaining needs or opportunities related to food and fibre

• generating design ideas and communicating them with drawings including annotations


• evaluating ideas and their designed product against identified criteria, including environmental sustainability considerations


What things signify this point in time in Australia’s history? What things make me tick?

Create a time capsule that would show future Australians what life is like in Australia at this point in time.

Justify the inclusion of each piece included in the time capsule.

• identifying how people in design and technologies select materials appropriate to the task

• explaining items of significance related to an era

• generating design ideas and communicating them with models or drawings including annotations and symbols


• evaluating ideas and their time capsule against identified criteria


the values imbedded in the gospel of st luke underpin our ... · the values imbedded in the gospel...

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