Year 10 Term 2: Recognising God’s call through conscience – programme Brian Kane St. Mary’

Week 1-4: Raising religious awareness:

Week 5-6: Jesus –

Week 7-10: Christian response: prayer, sacraments – reconciliation, commandments – 6th.

WK

/ OUTCOME / STRATEGIES / RESOURCES / ASSESSMENT
1 / 1. Students
(know and
understand)
that
conscience is
at the core or
heart of every
person

Students

/ Chapter One: Key understanding – Students understand that conscience is where a person is
alone with God
Students undertake a media search of events, which focus on the
goodness of young people.
Students complete In class work 1 and Journal activity 1. / -10.3 ‘Recognising God’s call through conscience’
Student Resource
pp 3–5
2. Students
(know and
understand)
that people
can experience
the call to
goodness in a
number of
ways / Students complete Learning Activity Sheet 1 and discuss how
people can recognise God’s call to goodness. / Learning Activity
Sheet 1: The Call to
Goodness
Post it notes
Student Resource
pp 5–6
3. Students
(know and
understand)
that questions
of the human
heart begin in
the conscience / Students discuss questions of the human heart and how and why
these change over time.
Students complete Journal activity 2. / Student Resource
pp 7–8
2. / 1. Students
(know and
understand)
that
conscience
calls people to
do good and
to avoid evil / Chapter Two: Key understanding – Students understand how to make moral judgments of
conscience
Students complete Learning Activity Sheet 2. Teachers emphasise
the three elements of moral decision-making / Student Resource
pp 9–10
Learning Activity
Sheet 2: Doing the
right thing
2. Students
(know and
understand)
that natural
law is the law
of God
originally
created in
people / Students complete Learning Activity Sheet 3. Students research
how the Church has been active in defending those who have been
harmed by governments or societies which have disobeyed natural
or divine law. / Learning Activity
Sheet 3: God’s laws
and society
Student Resource
p 11
3. Students
(know and
understand) )
that divine law
includes the
Ten Commandments
in light
of the
teachings of
Jesus / Students complete In class work 1 and Journal activity 1. / Student Resource
pp 12–16
3. / 1. Students
(know and
understand)
that there are
four principles
of conscience
– everyone is
obliged to
form their
conscience
– everyone is
obliged to
follow
sincere
conscience
judgments
– conscience
does not
decide right
and wrong
– a good end
does not
justify
immoral
means. / Chapter Three: Key understanding – Students understand the four principles of conscience
Students complete Journal activity 1 and 2.
Students complete Learning Activity Sheet 4 based on the four
principles of conscience.
Students complete Learning Activity Sheet 5. Students discuss
how a moral conscience is developed through practice.
Students complete In class work 1. / Student Resource
pp 17–23
Learning Activity
Sheet 4: Four
principles of
conscience
Learning Activity
Sheet 5: Practising
moral conscience
Student Resource
pp 23–27
4. / 1. Students
(know and
understand)
that there are
many factors
which can
make it
difficult for
people to
recognise the
voice of God. / Chapter Four: Key understanding – Students understand the challenges people face in
recognising the voice of conscience
Students complete Journal activity 1.
Students complete Learning Activity Sheet 6. Students construct
role plays of situations in which people find it difficult to recognise
the voice of God. Discuss the effects of these factors and how
people can overcome them to live as Jesus intended. / Student Resource
pp 28–30
Learning Activity
Sheet 6: A bag full
of habits
5. / 1. Students
(know and
understand)
that the Holy
Spirit guides
people’s
conscience / Chapter Five: Key understanding – Students understand that Jesus promised the
Holy Spirit to guide conscience
Students complete Learning Activity Sheet 7. Students reflect on
the role of the Holy Spirit in guiding people’s consciences. Students
construct a symbol expressing their understanding of the Holy
Spirit. / Student Resource
pp 31–34
Learning Activity
Sheet 7: The Holy
Spirit guides
conscience
Alfoil
2. Students
(know and
understand)
that the Pope
and bishops
seek to help
form people’s
consciences
through
teaching
and example / Students complete Learning Activity Sheet 8. Students research
the diversity of teaching of the Pope and the bishops. Choose one
contemporary issue and examine it in depth. / Student Resource
pp 34–36
Learning Activity
Sheet 8: The Pope
and the bishopsforming
people’s
consciences through
teaching and example
6. / 3. Students
(know and
understand)
that there are
different levels
of teaching in
the Church / Students discuss the different levels of Church teaching / Student Resource
p 36
4. Students
(know and
understand)
that through
Jesus, the
Church has the
qualities of
being One,
Holy, Catholic
and Apostolic. / Students research the four qualities of the Church.
1. Divide class into pairs. Give each pair a large sheet of butcher’s
paper.
2. Students divide sheet into four sections and write one of the
qualities of the Church into each section.
3. Allocate each pair one quality of the Church. Pairs write a list of
4 or 5 points on the quality they have been allocated.
4. Share with other pairs who have different qualities, exchange
information, until students have completed sections on all four
qualities.
Students complete Stop and Think activity. / Student Resource
pp 36–40
Butcher paper
Student Resource
p 39
7. / 1. Students
(know and
understand)
that the
Church is the
universal
sacrament of
salvation / Chapter Six: Key understanding – Students understand how the Church spread and grew
Students complete In class work 1.
Students complete Learning Activity Sheet 9. Students research
how the Church as the universal sacrament of salvation offers
people hope in times of conflict. / Student Resource
pp 41–43
Learning Activity
Sheet 9: The Church
the universal
sacrament of
salvation
2. Students
(know and
understand)
that the Holy
Spirit is the
source of the
Church’s
growth / Students complete In class work 2. / Student Resource
pp 43
8. / 3. Students
(know and
understand)
The spread of
the Church can
be studied in
five contexts,
by its growth
and spread:
– in Jerusalem
– beyond
Jerusalem
to Israel and
Palestine
– across the
Roman
empire
– during the
period of
‘Christendom’
– expansion
beyond
Europe. / Students complete Learning Activity Sheet 10.
Students research one of the contexts.They present an outline of
key events and people and explain how the Holy Spirit stirred the
expansion of the Church.
Students complete In class work 3.
Students complete In class work 4.
Students complete In class work 5. / Student Resource
pp 44–64
Learning Activity
Sheet 10: The Holy
Spirit stirring the
expansion of the
Church
9. / 1. Students
(know and
understand)
that the Holy
Spirit stirred
renewal of the
Church
through
various
religious
orders / Chapter Seven: Key understanding – Students understand how the Church is renewed
through the Holy Spirit
Students complete Learning Activity Sheet 11. Students complete
a cryptic puzzle about the roles of various orders and councils in the
renewal of the Church. / Student Resource
p 65–75
Learning Activity
Sheet 11: Renewal
of the Church
2. Students
(know and
understand)
the Catholic
and Protestant
Reformations / Students complete In class work 1. / Student Resource
pp 66–70
10. / 3. Students
(know and
understand)
that the Holy
Spirit
constantly
renews the
Church / Students complete In class work 2.
Students complete Learning Activity Sheet 12. Students use
statistics to examine some of the aspects of the history of the
Church in Australia. They identify events that renewed and
contributed to the growth of the Australian Catholic Church.
Students complete Journal activity 1. / . Learning Activity
Sheet 12: The Church
in Australia
Student Resource
pp 70–75
Students review
Unit 10.3 / Students complete Journal activity 2. Student Resource
pp 68–69