Year 10 Term 2: The search for freedom– programme Brian Kane St. Mary’
Week 1-4: Raising religious awareness: Freedom
Week 5-6: Jesus - freedom
Week 7-10: Christian response: prayer, sacraments -, commandments –
WK
/ OUTCOME / STRATEGIES / RESOURCES / ASSESSMENT1 / 1. Students (know and understand)
that all people desire freedom
Students / Chapter One: Key understanding – Students know that the human desire for freedom is
fulfilled increasingly as people develop an ability to make responsible choices.
Students define the word freedom. They make a list of
experiences that they have had recently that they feel give them
freedom. They consider:
– who gave them the freedom
– why
– how they felt when they found out they had the freedom
– what they were freed from doing
– what they were free to do.
They share in small groups and make a list of common examples of
freedoms they have now as Year Ten students that they did not
have before. / -10.2 ‘The search for freedom’
Student Resource
p 3
2. Students (know and understand) that teenagers become increasingly capable of taking responsibility for their own actions. / In class work 1 and Journal activity 1, student resource page 4 / Student Resource,
pp 3–4
2. / 3. Students (know and understand) that there are two questions required for responsible decision making: ‘Have I sufficient relevant information?” and “Have I sufficient personal freedom?” / Journal activity 2, Student Resource p 5
Students complete Learning Activity Sheet 1, they consider a
number of decisions young people make and identify the possible
internal and external pressures that could influence their freedom to
choose. / Student Resource,
pp 4–5
Learning Activity
Sheet 1: How free are we?
4. Students (know and understand) that responsible choices are moral choices. / Students reflect on times in their lives when they have made a
decision that they realise later was not a moral choice. They
complete Learning Activity Sheet 2. Students consider decisions
they made which in the short term gave them pleasure, but which
they later came to recognise were not good moral choices. / Student Resource
pp 6–7
Learning Activity
Sheet 2:
Yes, I was wrong!
3 & 4. / 1. Students (know and understand) that people need to learn moral principles. / Chapter Two: Key understanding – Students understand that people can know their choices
are morally good on the basis of certain principles and laws revealed by God.
(The following suggested strategy covers learning points 1–2)
Students complete Learning Activity Sheet 3, which has them
identify how moral principles apply to their lives. / Student Resource
pp 8–9
Learning Activity
Sheet 3: Natural Law
Expresses Moral
Principles
2. Students (know and understand) that natural law expresses the moral principles God created in human nature / Student resource page 10 -11
3. Students
(know and
understand)
that the
revealed laws
of God consist
primarily of
the Ten
Commandments
and
the two great
commandments
of
Jesus. / Journal activity 1, Student Resource p 11
5. / 1. Students
(know and
understand)
that people
find it difficult
to make
responsible
choices / Chapter Three: Key understanding – Students understand that people find it challenging to
make responsible choices because of various inner and external pressures.
Students complete Learning Activity Sheet 4. This activity has
students explore the difficulties that people have in making
responsible choices and how God has given people ways of
overcoming these difficulties. / Student Resource,
pp 12–13
Learning Activity
Sheet 4: Responsible
Choices Can Be
Challenging
2. Students
(know and
understand)
that people
sometimes
deliberately
enter
situations that
weaken their
ability to make
responsible
decisions / Students complete Learning Activity Sheet 5, where they reflect
on the pressures people face in making responsible decisions. They
also reflect on their own search for freedom and how they can
overcome their own personal weaknesses. / Learning Activity
Sheet 5: My search
for freedom
6. / 1. Students (know
and understand)
that the
parents of the
human race
were created
by God to be
free / Chapter Four: Key understanding – Students understand that God began to restore human
freedom, through a special relationship with the Jewish people that would free them to
relate more closely with Him.
(The following suggested strategy covers learning points 1–2)
Students research and find examples of prayers about creation.
Students complete Learning Activity Sheet 6 and reflect on how
they have experienced God in creation. / Student Resource,
pp 15–17.
Learning Activity
Sheet 6: Prayer Spiral
2. Students (know
and understand)
that people
experience
God’s call
through
creation
3. Students
(know and
understand)
that God
called people
through the
Jewish
religion / The following suggested strategy covers learning points 3–4)
Students complete Learning Activity Sheet 7, which outlines the
following task.
Students research the role of the Jewish religion in calling people
to God. They present their research in the form of a written report
that outlines:
– why Jewish people still celebrate the Passover today
– what practices and customs are associated with the celebration
of Passover in Jewish homes today
– the role of Moses in the history of the Jewish people
– the Sinai Covenant
Journal activity 1, Student Resource p 21 / Student Resource
pp 17–21
Learning Activity
Sheet 7: God formed
the Jewish people.
4. Students
(know and
understand)
that God
initiated the
Sinai Covenant
so that the
people of
Israel would
be free to
relate more
closely with
Him
7. / 1. Students
(know and
understand)
that God gave
the people of
Israel commandments
and laws / Chapter Five: Key understanding – Students understand that God revealed commandments
and laws to the people of Israel that summarise God’s rules for human conduct.
(The following suggested strategy covers learning points 1–3)
In small groups students complete Learning Activity Sheet 8
which analyses the books of the Torah. These contain the
commandments God first gave to the people of Israel. Students
identify key events, people, ideas and wisdom relevant to heir own
situation.
In groups students prepare wall charts of the Ten Commandments
following the instructions on Learning Activity Sheet 9. This
activity asks them to analyse the Ten Commandments and identify
what responsibilities people have to God. As part of this activity
students also demonstrate that they understand how the particular
commandment applies to people their age. / Student Resource
pp 22–30
Learning Activity
Sheet 8: Torah –
Wisdom of the
Old Law
Learning Activity
Sheet 9: St Augustine
and the Ten
Commandments
2. Students
(know and
understand)
that the Ten
Commandments
identify
responsibilities
towards God
and others / Student Resource
pp 31–42
Learning Activity
Sheet 10: The New
Law of Jesus
3. Students
(know and
understand)
that the Ten
Commandments
summarise
God’s rules
for human
conduct
8. / 1. Students
(know and
understand)
that Jesus
gave a New
Law, which
consists of
four elements
to empower
his followers
to live as God
called. He:
– shares with
all who
believe in
him the
Holy Spirit
who can
change the
human
heart
– gives the
gift of
charity, the
power of
divine love,
through
Baptism
– presents the
sermon on
the Mount
as the basic
ways
Christians
need to
think and
behave
– revealed
two great
commandments
which are
about
changing
people’s
hearts to
live God’s
laws / Chapter Six: Key understanding – Students understand that the New Law of Jesus Christ is a
law of freedom.
Students will need copies of the relevant sections of the Student
Resource in order to complete the task for this learning point.
Students follow the instructions on Learning Activity Sheet 10,
which outlines the task.
In groups students prepare creative presentations using means
such as drama, PowerPoint or video which show how each of the
elements empowers people. Jesus:
– shares with all who believe in him the Holy Spirit who can
change the human heart p 32
– gives the gift of charity, the power of divine love, through
Baptism pp 33–34
– presents the Sermon on the Mount as the basic ways Christians
need to think and behave pp 35–39
– revealed two great commandments which are about changing
peoples’ hearts to live God’s laws pp 40–42
Students need to ensure that their presentation contains both a
clear understanding of the particular element of the New Law and
how this empowers Christians today.
In class work 1, Student Resource p 33
Journal activity 1, Student Resource p 40
Students know and understand that Jesus calls Christian society to experience true happiness and freedom / Students reflect on what society would be like if people lived the
laws of Jesus. They imagine how the lives of Australians would be
different and how Australians could experience true freedom.
Students complete In class work 2 (Stop and Think), Student
Resource p 43 / Student Resource,
pp 42–43
9. / 1. Students
(know and
understand)
that charity
frees people
to live God’s
commandments / Chapter Seven: Key understanding – Students understand that Jesus gave the New Law as
the means to true human freedom.
(The following suggested strategy covers learning points 1–2)
Students complete Learning Activity Sheet 11, which examines
the Christian meaning of charity. They then look at examples of
what charity frees people from and what it enables in their own
lives and in the lives of the community. Students complete this
activity by preparing and participating in a Penitential Service asking
for forgiveness and God’s help in assisting them to grow in charity
and freedom.
Journal activity 1, Student Resource p55 / Student Resource
pp 45–54
Learning Activity
Sheet 11: Christian
Freedom
Magazines and
newspapers
The Rites of the
Catholic Church
A Planning Guide for
Celebrating Liturgy in
Catholic Schools
2. Students
(know and
understand)
that loving
God is the
first great
commandment
of
Jesus
10. / 1. Students
(know and
understand)
that true
freedom is
developed by
drawing on
the graces
of the
sacraments / Chapter Seven: Key understanding – Students understand that Jesus gave the New Law as
the means to true human freedom.
(The following suggested strategy covers learning points 1–2)
In pairs students choose one of the five sacraments outlined in
chapter 8. They complete Learning Activity Sheet 12, which
requires them to create a brochure on the sacrament. They
describe the sacrament and how the graces of these sacraments
free people. They explain the importance of the Eucharist in
nourishing the graces of the sacraments. / Student Resource
pp 56–72
Learning Activity
Sheet 12: The
Sacraments of True
Freedom
2. Students
(know and
understand)
that people
need to
nourish the
graces of the
sacrament / Students review the unit by completing Learning Activity Sheet 13
(Crossword)
Solutions:
Across: 6. human 7.creation 8.graces 11.happiness 13. torah 15.
God 17. sermon 19. soul 20. prayer 22. beatitudes
Down: 1. Pentecost 2. charity 3. Judaism 4. parents 5. neighbour
9. time 10. baptism 12. Eucharist 14. Decalogue 16. moral 18.
freedom 21. one
In class work 1, Student Resource p72 / Learning Activity
Sheet 13: The Search
for Freedom