Professional Documents
Culture Documents
2015
Year 2
Duration: 8
WHO ARE MY LEARNERS? Write a short blurb about specific needs of student learning and Religious Background information
Class Needs
Achievement Standard
By the end of Year 2, students analyse some teachings and actions of Jesus depicted in New Testament texts that reveal
aspects of Gods nature. They discuss their ideas about Gods relationship with the Jewish people as described in some Old
Testament stories. Students pose questions about the life and times of Jesus and use sources provided to answer these
questions. They make connections between Jesus teachings and actions and the way members of the Church community
live today.
Students recognise the sacredness of God and all creation, especially human life. They identify ways in which human
beings respond to the call to be co-creators and stewards of Gods creation. Drawing on their own experiences, they
suggest ways to pursue peace and justice out of respect for human life and all creation. They recognise choices that harm
an individual and their loving relationships with God, with others and with all creation. They explain ways in which
believers seek to heal these relationships through reconciliation and how they celebrate reconciliation in the Sacrament of
Penance. They recognise that prayer and the wisdom of the saints help the believer to nurture their relationship with God,
with others and with all creation. They participate with respect in a variety of personal and communal prayer experiences,
including meditative prayer and prayers for forgiveness.
Content Descriptions
Sacred Texts
Mandated Scriptural Texts
Jesus heals two blind men - Matthew 20: 29
-34
Parable of the Unforgiving Servant
Matthew 18: 21 35
Jesus heals a crippled woman Luke 13: 10 - 13
Religious Knowledge
Skills
and Deep
Understanding
The life and teachings of
Identify some teachings
Jesus is the primary source and actions of Jesus that
of Gods self-revelation in
reveal aspects of Gods
the New Testament.
nature e.g. loving,
STNT 5
forgiving, inclusive
Church
People of God
Church History
Religious Knowledge
and Deep
Understanding
The church community
draws from the teachings
Beliefs
Religious Knowledge
and Deep
Understanding
Jesus lived a truly human
life. His mission and
ministry was to preach and
bring about the Kingdom of
God including through his
teaching, healing and
forgiving.
BETR 4
Skills
Identify the purpose and
nature of Jesus mission
as depicted in some
Gospel stories.
Describe the effect of
Jesus mission and
ministry on the lives of
key characters in some
Gospel stories.
Christian Living
Skills
Identify the key teachings
and actions from Jesus life
Religious Knowledge
and Deep
Understanding
Skills
Learning Intentions
By the end these learning experiences, students
Success Criteria
Students pose questions about the life and times of Jesus and use sources provided to answer these questions.
Students identify characteristics of the first century Mediterranean world in a scriptural text.
Students explain how particular scripture stories tell about Jesus' mission and ministry.
Students describe how Jesus' actions in particular scripture passages affected the characters in the stories.
Students make connections between Jesus teachings and actions and the way members of the Church community live today.
Students participate respectfully in meditative prayer, using a range of practices including centred breathing and attending to posture to prepare their mind
and body.
Assessment
Students work in groups to create a visual response to show how one of the stories of Jesus they have explored (e.g. Jesus heals a
blind man, Jesus walks on water, Jesus heals a crippled woman) is remembered in the parish community today
With teacher guidance each group of students presents their information on an aspect of life in the time of Jesus they have
researched. Students in other groups record information and pose questions to the group as they present.
As a whole class students explore the world of the text through questions such as:
How might the people in the community have understood this story about Jesus? Would they think that Jesus, as a human
being, really walked on water without drowning? What would the people in the authors community understand about who Jesus
was for them by reading this story?
Connections
What connections can be made with other Curriculum areas (eg History, Geography, English)?
General Capabilities
Literacy
Comprehending texts through listening,
reading and viewing
Composing texts through speaking,
writing and creating
Numeracy
Information and communication
technology (ICT) capability
Cross-Curricular Priorities
Sustainability.
Recommended Resources
Resources
Learning Bytes
Caritas
Finding Out
Sorting Out
Communicating
Extend and challenge
students understandings
Offer more information
Is there something else I need
to deepen my knowledge
Reflecting and
Evaluating
So what have I learnt?
If I know this, how can I connect it with
my world?
understandings?
What difference does this make
to me?
Week 2
Finding
Out
Week 3
Sorting
Mirror
Using only the cover, ask students to discuss what they think this story is
about. Why might it be called Mirror? Discuss and describe the boys on
either side. Speculate and include information about personality, age and
where they might live.
Read Mirror twice. On second time, pause at each page and have
students identify the similarities and differences between the two pages.
Discuss how the images and places are used to show a similar message
about living in a community. Note the similarities and differences,
especially the transport used in the story (cars and donkeys).
Ask students to imagine that they had to ride a donkey to school or the
local shops etc. Create a pros and cons chart of using a donkey for
transport and the impact on the environment. Students decide if they
think it would be better to ride a donkey and write a sentence justifying
their choice.
How do stories about Jesus give meaning to our community today?
Brainstorm questions about Jesus.
Who was Jesus?
How do we know about him?
Where did he live?
What did he do?
What did he say?
Why might he be important to people today?
Make a KWL chart of what students would like to learn about Jesus.
Jesus heals two blind men
The Miracle Maker 0:00 7:00
Adjustments
for Learners
Resources
Mirror by Jeanie
Baker (OLOL
Library)
The Miracle
Maker
Out
Communic
ating
Discuss what information about the world of Jesus they have seen in the
clip.
Retrieval charts food, clothing, jobs, houses and buildings
Make a poster about these in groups words and pictures
Students present this information to class.
Students read story of Jesus Heals Two Blind Men. Discuss the story,
characters and the work that Jesus did.
Assessment: Students write a reflections on the story based on the
questions:
Who are the characters in this story?
What happens in this story?
What does Jesus do in this story?
How might the people in the community have understood this
story about Jesus? Would they think that Jesus, as a human being,
really walked on water without drowning? What would the people
in the authors community understand about who Jesus was for
them by reading this story?
Retrieval charts
Jesus Heals Two
Blind Men
childrens
version.
Week 4
Sorting
Out
History Detectives
Discuss what they know about Jesus time. Teacher discusses
where they might find more information Bible, historical
resources
In small groups, students research an aspect of the first century
world that the gospel stories are based in. Teacher designates an
area of investigation for each group. Discuss how to present
information
Cultural: Synago
gue, Sabbath
Geographical: T
he land in the
time of Jesus
Historical: Fishin
g and
boats, Healing
and touch, Food
The Miracle
Week 5
Sorting
Out
Week 6
Sorting
Out
Week 7
Communic
ating &
Reflecting
Week 8
Communic
ating &
Reflecting
Maker
Laptops
Continue research
Continue research
Assessment
Students present their findings to class. Encourage the audience to
ask questions as they present.
Teacher takes notes on a Postie (or similar) during presentations.
Ask students at the end what they all have in common.
Ask: What questions do we have now?
Assessment
Students present their findings to class. Encourage the audience to
ask questions as they present.
Teacher takes notes on a Postie (or similar) during presentations.
Ask students at the end what they all have in common.
Ask: What questions do we have now?