IMCC RELIGIOUS EDUCATION PROGRAM
YEAR 11 Religion & Life General 2018
Week / Module / Syllabus content / Lesson content / Assessments I.T/Resources / Students know and Understand:Focus Questions
Trem 1
Weeks 1-3 / Mod 1
The Search for Meaning /
Experiences that prompt people to ask questions about the meaning and purpose of life
Examples of religious answers to life’s questions and experiences
/ COMMENCE MODULE 1Students Commence Thursday
Lesson 1:
- Handout copies of all relevant course documents (unit outline, assessment outline, school assessment policy, etc.)
- Refer to course title and ask students what they think this course is about? Discuss responses
- Identify the main features of the syllabus:
- Three content organisers
- Each with a series of sub-organisers
- Followed by a list of dot-points
- Note the generic skills
- Discuss prayer and how this will occur every lesson. Suggest a prayer book is created from students creating prayers. These can include written prayers, songs, web links, images and videos.
Youtube: Bethany Hamilton- introduce this idea of questioning and life experiences
Introduce syllabus dot-point:
- experiences that prompt people to ask questions about the meaning and purpose of life
- Identify and discuss key words
- how each word relates to each other
- Review some examples of people who have had experiences that have led them to search for meaning;
- identify the events that trigger questioning, the type of questions they ask;
- how they look for meaning; what they discover;
- the search for meaning can lead people to God
- the search for meaning finds fulfilment only by knowing and relating with god
-Personal Mystery and basic human mysteries- discussion show PPT- Students take notes-.
Activity choose one of the four basic mysteries and reflect on an experience that has caused them to question their own meaning and purpose, what types of questions did it cause you to ask. You may choose to ask students to share their answers to others in the class. Use reflective music while students write their reflection.
Lesson 4:
Continue working through the powerpoint.
Ensure you understand the 4 characteristics of person mystery.
These experiences of personal mystery :
* Are deeply personal
* Need to be expressed
* Cannot be expressed by words alone (as a result, they require other non-verbal expressions such as gestures, symbols and rituals)
* Can never be understood fully, for there will always be new insights and ideas
Write or draw a cartoon story of how a teenager could experience the 4 characteristics of personal mystery. (Think of Bethany Hamilton as an example)
Ensure you understand and reflect on the 4 basic mysteries:
*Birth
*Development into Adulthood
*Marriage
*Death
Lesson 5:
Ask students to reflect on times they have questioned life, parents and God
students create a table- life experiences, questions, religious answers. (Leave this blank, fill-in after discussion)
- Read through handout religious responses to the basic questions of life- discuss
Read through the handout attached to this lesson- Religious Answers to life's question and experiences.
Lesson 6:
Students to brainstorm the events of Jesus' life.
Watch the short video of the life of Jesus.
Draw a timeline on the board, students copy and using the bible write down all the events of the life of Jesus (using all 4 gospels and the internet)
Find gospel references ,which explain the Religious answers from last lesson's table and list them.
Lesson 7:
- Students then complete the religious answers to the table from a previous lesson with scripture references to the questions that they have on their tables.
Complete the scripture references from the gospel which relate to questions from your table from last week.
Life experience / questions / answers / Gospel reference
Lesson 8:
Watch the short video on Pope John Paul II.
Read the article attached.
Answer the 3 questions above.
- Explain the suffering that occurred in Pope John Paul II's life?
- In each of Pope John Paul II's moments of suffering what questions would he have asked?
- What was Pope John Paul II's Catholic understanding of suffering?
Assessment Type: Explanation (Short answer test)
Unit Content: Experiences that prompt people to ask questions about the meaning and purpose of life & Examples of religious answers to life’s questions and experiences
Weighting: 5%
Timing: Term 1, Week 3 (Wednesday) / Student programme
Assessment Outline and Policy
General Religion syllabus
Personal mystery powerpoint
Religious Answers to life’s question and experiences worksheet.
Short video of life of Jesus-
Article- A Pope’s Answer to the Problem of Pain
By:Christopher Kaczor
Pope John Paul video-
/ Mod 1
- What experiences prompt people to look for meaning in their life?
- What questions do such experiences prompt?
- What are some answers to the questions people ask about the meaning of life?
- What are some religious answers?
- What are some answers a particular religion offers?
- What experiences prompt people to look for meaning in their life?
- What questions do such experiences prompt?
Links to scripture/church documents:
Catechism of the Catholic Church (CCC) 33, 34
CCC 27
CCC 1776
Week / Module / Syllabus content / Lesson content / Resources / Focus Questions
3-5 / 2 / A definition of religion
An overview of the main characteristics of a religion
An overview of the role religion plays in society /
Lesson 9:
A definition of religion
Class discussion on the creation of religion.Students write down their definition of religion.
watch videos onIntroduction to religion and What is Religion.
Students are to complete activity questions on page 5 of the resource booklet.
- review a collection of dictionary definitions- read pages 1-2 of student resource to assist with forming class definition of religion.
- Discuss what these different definitions share in common and why is it difficult to come up with an agreed definition
- Propose a working definition and have students add this to their word list
- Model to the class, using Christianity as an example, how to use these characteristics to describe a religion; illustrate where to gather suitable information about a religion and how to use such information
- Use Religions of the World worksheet.
- Form groups of four and arrange for each member of the group to be allocated a different religion to research; individually they locate relevant information for each characteristic as it relates to their particular focus religion (Buddhism, Hinduism, Judaism, Islam)
- Each group presents their information to the class so that other students can fill in information for all religions.
All groups present their religion to the class, other students record missing information.
Form students into groups and each group to come up with five things (characteristics) all religion have or that can be recognised in any religion; pool and refine this list
Read pages 5-7 of the resource booklet, students with the guidance of the teacher are to summarise the main characteristics that all religions have.
Students are to complete the activities on page 8.
Watch the videos on religion to help summarise the spread of the major religions.
Lesson 14:
An overview of the role religion plays in society
- Study a map (and/or similar sources) of the local area and identify where there are examples of religion in the local area; name the particular religions for example and identify the different activities these religions are involved in; group and classify these activities
- Review a range of media examples that illustrate the role of religion in society; group and classify these examples
- Discuss the different roles religion plays in society
- Examine a case-study of how a religion plays a role in society
Read through"Characteristics of Catholicism" and “The Relationship between other religions and secular society” and students answer questions in Journal.
Lesson 16:
The Role of Religion in Society
Go through the attached powerpoint which illustratesthe role of religion in society. Students are to take notes and discuss the important points.
Lesson 17:
Overview the social role religion has in society- Read through article and assist students in analysis the information and answering the questions
Lesson 18-19:
Revision for assessment 2.
Assessment Type: Source Analysis
Unit Content: How a religion plays a role in society
Weighting: 5%
Timing: Term 1, Week 5 (Wednesday) / Introduction to religion video-
What is Religion-
Module Two-Resource book-
Religions of the World worksheet
How religious spread around the world video-
Major world religions-
Characteristics of Religion worksheet
Relationships between other religions and secular society
]
The role of Religion in Society powerpoint,
Social Role of Religion worksheet. / •What does the term ‘religion’ mean?
•What are some examples of religions?
•What are some common characteristics used to describe religions?
•What do these characteristics look like for one religion?
•What are some of the different roles religion plays in society?
•What are some examples of how religion participates in society?
Links to scripture/church documents:
Catechism of the Catholic Church (
CCC) 843, 844
Week / Module / Syllabus content / Lesson content / Resources / Focus Questions
6-10 / 3 /
An overview of the foundation and development of a religion
The major divisions or denominations within a world religion
/ An overview of the foundation and development of a religionLesson 20:
- Define key terms in the syllabus dot point
- Recall with students what they know about the foundation and development of Christianity. Read through the handout, Early Christians and answer questions 1-6.
- Clarify and outline with the class the foundation of Christianity:
- use a suitable map to locate the region where Palestine is located and briefly place first century Palestine into its historical context;Colour in map of"Israel at the Time of Christ 30AD".
- place Jesus within this context and those who initially spread his message- Students are to draw on their knowledge from Module 1.
- Overview the major periods in the history of Christianity
- the early church up until the conversion of the Emperor Constantine
- Constantine’s conversion and the split of the Church into eastern and western churches
- the church in the west during the middle ages
- the Reformation
- Post-Reformation Christianity.
- Overview the major periods in the history of Christianity
Show the youtube that overviews Constantine as a person and his conversation to Christianity- Students take notes highlighting the following
- Who was Constantine?
- Why did he convert?
- How was Constantine influential?
Overview the Key Event of The Council of Nicea 325AD
Students are to watch the following youtube related to the Council, students take notes and discuss as a class. Students should gain an understanding as to why this single event was so important to the development of Christianity.
Lesson 22:
Watch the video , Christianity from Judaism to Constantine to summarise previous lessons.Students to research and use notes from class to record the life of Constantine.Find images and photos.
Now choose 2 other important people in the history of the early church and do the same (Peter, Paul , Mary Magdalene).
Lesson 23:
The Schism and medieval christianity
Referring to Understanding faith, stage 5, Medieval Christianity, Part 2 The East-West schism.
Watch the Great Schism video and complete the powerpoint on the development of Christianity.
Go through page 1 and students are to complete learning activities
Page 2- read and discuss as a class, students are then to summarise the content on these pages.
- Introduce and outline how Ecumenism is a practical response by Christianity to the important issue of divisions within Christianity
- Identify lessons people can learn from the history of christianity.
As a class read through handout on ecumenism, making sure that students have an understanding of what it is and why it is important.
Students are then to complete the activity on the handout.
Lesson 25:
Watch the short video on the 'Reformation" and complete the questions-
What are indulgences?
Why was Martin Luther banished from the church?
What was so amazing about Luther writing the New Testament in German?
Revise the church in the Middle Ages and introduce the "Reformation".
Who as ever heard of the Reformation?
Discuss concerns within the church at the time of Martin Luther and show the short video on Reformation.
After the video students answer the following:
What are indulgences?
Why was Martin Luther banished from the church?
What was so amazing about Luther writing the New Testament in German?
Now watch the crash course in Reformation.
Answer the following:
What caused the Reformation?
What did the church provide to society?
Who were the only people who could read the bible?
What did Luther believe was the only way to receive salvation?
What did Luther say about the Popes and Priest?
Why was Luther so influential, how was he able to ensure his ideas were expressed?
How was the average person able to read the bible, due to Luther?
Name 3 other religions that were produced due to the Reformation?
What did the peasants do in response to the Reformation?
Around how many German peasants were killed during the time?
Who was the first King to break with the Catholic Church?
Explain why the Grand Master of Prussia broke away from the Catholic Church?
How does the history of Protestant Reformation help people today?
Complete the attached Word Sleuth
Lesson 26-33:
Handout Assessment 3 which is an investigation. Due Term 1, week 9.
Assessment type:Investigation
Syllabus dot point:An overview of the foundation and development of a religion
Task weighting
15% (of the year)
Handout the assessment which involves students choosing from one of these main areas of the development of christianity. Students will research and gather information and then complete a report using the information gathered.
Lesson 34:
Students complete an in class Common Assessment Task(Assessment 4)
An overview of the foundation and development of a religion.
Communicate ideas or understandings suitable for a set purpose and audience.
assessment Type: Explanation
Weighting: 5 % (of the year)
Lesson 35-38:
Continue working on Part A for assessment 3.
Lesson 39:
Students bringin Part A of assessment 3 and use this information to write a report in class for Part B. Part A and Part B are handed in at the end of the lesson to complete assessment 3.
Lesson 40-42:
Discuss the ideas of Denominations within Christianity
Definition to give to students:
- Denomination:a range of different groupings within each religion. (let them know that we will be looking at denominations within Christianity)
- Ecumenism:Christian churches working together to become one (let students know that this idea is very important in the modern world)
URL:
Username: imcc.butler.wa
Password: 38whatBOAT
using the table attached and the information and activities on those pages, students investigate the similarities and difference between the following:
- Catholicism
- Anglicanism
- Orthodoxy
- Pentecostalism
- Protestantism
- Study a map (and/or similar sources) of the local Butler area and identify where there are examples of religion in the local area
- Name the particular religions in the Butler area
- Identify the different activities these religions are involved in
- Discuss the different roles religion plays in society
Ask students to define what they think the term 'Ritual' means- brainstorm ideas on the board
Discuss where this ideas have come from
- What rituals do they have in their families?
- What makes them a ritual?
- Is it still a ritual if changes are made?
- Why are they important it to us?
What is prayer to you?
Short relaxation meditation.
Students write 3 prayers, poems. pictures, songs. One for themselves, one for their friends and one for their family.
Discuss rituals in my own family.
- What rituals do they have in their families?
- What makes them a ritual?
- Is it still a ritual if changes are made?
- Why are they important it to us?
Using the PowerPoint as a guide:
As a class define the follow and provide examples:
- Religious practicesare a recognised way of doing something religious
- Religious Celebrationsare special times when religious communities join together in worship, prayer or to celebrate a religious festival.
- Religious Eventsis similar to a religious celebration, It usually has a set time and somethines a set place in which an important aspect of religious faith is celebrated.
- Religious Ritualis an important part of a religious way of life, but observing or following a ritual is not the most important thing for Christians. The role of ritual is to help people to enter into the mystery of Faith.
Discuss rituals in my own family.
- What rituals do they have in their families?
- What makes them a ritual?
- Is it still a ritual if changes are made?
- Why are they important it to us?