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2015 Religion CTJ Focus P-10 Engaging with sacred texts across the strands of the Religious Education Curriculum P-12Year OneCTJ FocusIn 2015, learners are asked to engage with sacred texts from the Christian tradition that continue to tell the story of God’s relationship with people and the human response to God. These texts may include the sacred writings of the Old Testament and New Testament as well as a range of Christian spiritual writings. Teachers use the textual criticism framework of the three worlds of the text to engage learners in:A study of the world of the text (What is actually in the text? What type of writing is this text? Is there a particular structure of the text? Who are the characters in the text and what happens? …)A study of the world behind the text (What can we learn about the context of this text - the historical world of the human author(s); the cultural world of the time; the geographic considerations of the text; the community for whom the text was written?…)An exploration of the world in front of the text (For whom might this text be relevant today? What are some messages from or about God that modern believers can take from this text in their time and place? How might a modern reader gain a deeper awareness of this text? Does the Church have a specific teaching about the meaning of this text? How might this text be used/applied in contemporary contexts e.g. in prayer; in liturgy; to inspire action for justice? …)All elements of the Year 1 Achievement Standard related to the CTJ Focus are highlighted below. From this highlighted section, teachers will identify the particular elements of the standard that are being assessed, according to the focus of their unit of work. This focus is drawn from using the curriculum’s ‘line of sight’ (year level description, year level achievement standard and content descriptions) to determine the selection of appropriate learning contexts across interrelated strands, as well as appropriate learning intentions and success criteria. Year 1 Achievement StandardBy the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with God’s plan for creation: that people live safely and happily in community and in loving relationship with God, with a responsibility to respect the dignity and natural rights of all people, to care for all creation and to responsibly use God’s gift of the freedom to choose. They relate stories from some Old Testament texts that describe God’s presence in the lives of individuals and communities. They identify words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate God’s presence and action.Students identify the nature of Jesus’ mission and ministry, as well as some similarities and differences between Gospel accounts of significant events, places and characters in the life of Jesus. They describe some aspects of Jewish daily life at the time of Jesus. They recognise some ways in which believers past and present honour Mary, Mother of Jesus, including praying the Hail Mary. They recognise the significance of prayer in Jesus’ life and in the life of believers and participate with respect in a variety of personal and communal prayer experiences, including meditative prayer, Grace and the Hail Mary. Assessment of Learning During the moderation process, teachers look for evidence of the demonstration of those elements of the standard in an annotated work sample/assessment piece. The table below provides suggestions of success criteria consistent with the achievement standard, as well as possible assessment opportunities from which to gather evidence of student achievement against the standard.Elements of the Year 1 Achievement StandardPossible Success CriteriaAssessment OpportunitiesStudents make connections to personal experience when explaining ways of living in accordance with God’s plan for creation.Recognise literal and inferred meaning in sacred stories about creation. Make connections to personal experience to describe the responsibility of all people to care for creation.Use code breaking strategies (e.g. listing unfamiliar words, creating a word wall, drawing pictures to describe different words) with unfamiliar terminology about creation and creating, after listening to or viewing some sacred stories of creation, including the second creation story(Genesis 2:4b-8, 15-23) or Noah, a story of re-creation (Genesis 6:13-9:1).Create a visual response to a sacred story of creation (e.g. a 3D collage or story book) that includes the message of the story (e.g. God creates; God loves). A Web2tool or App such as Book Creator could be used.Use words and images (e.g. in a Y Chart) to identify examples of caring for creation from their own experience. Communicate a personal response to creation and people’s responsibility to care for creation (e.g. by creating a simple prayer).Students relate stories from some Old Testament texts that describe God’s presence in the lives of individuals and communities.Identify important messages about God’s presence in the lives of individuals and communities in some Old Testament stories Recount key parts of an Old Testament story.Share what an Old Testament story says about what God was like for the Jewish people.Make connections between important messages about God’s presence in the lives of individuals and communities in some Old Testament stories and their own experiences.Use simple strategies (e.g. ‘Before and After’, ‘5Ws + H, story map) to show God’s activity in the lives of some Old Testament characters including Moses. Use this information to demonstrate your understanding of God’s relationship with Moses and God’s relationship with people today e.g. using a matching activity:Match the questions with appropriate responses:What did God want for Moses and his people? What does God want for me? How was God present to Moses? How is God present to me? Draw and tell your response to the Moses story.Retell and sequence key events in the lives of people in some Old Testament texts using a range of strategies (e.g. creating a photo story, simple plays, collages, draw and tell, digital technologies, Bible feltboard app, puppets, role play).Draw characters and create word thinking bubbles for Old Testament characters and/or yourself to show ideas about how God is present in the lives of people (e.g. God helps me, forgives me, listens to me).Match attributes of God (e.g. compassionate) with images of ways people act in community (e.g. caring for friends)Create a visual recount of the story of Moses or the story of Esther, using words and/or images, that includes information on the world behind the text, the world of the text, and the world in front of the text e.g.Elements of the Year 1 Achievement StandardPossible Success CriteriaAssessment OpportunitiesStudents identify the nature of Jesus’ mission and ministry, as well as some similarities and differences between Gospel accounts of significant events, places and characters in the life of Jesus.Identify some key events, places and ?characters in the life of Jesus as revealed in Gospel passagesIdentify similarities and differences between different Gospel accounts of some key events, characters and teachings in the life of JesusIdentify the nature of Jesus’ mission and ministry, naming some key people in Gospel passages whom Jesus called to share in his mission and ministry.Depict key events in Jesus’ ministry using a range of strategies (e.g. creating a photo story, simple plays, collages, draw and tell, digital technologies, Bible feltboard app, puppets, role play).Colour in a visual image (e.g. black and white colouring picture) of Palm Sunday/Jesus’ entry into Jerusalem and use 3 colours to show what was in Matthew’s, Luke’s and both gospels. (Copy the picture onto an A3 page so there is room around the picture.)Add details and information (e.g. drawn or written) to parts of the picture to demonstrate your understanding of the world behind the text. (Students could also add information to reflect the particular gospel and key words/phrases, for example a colt and a donkey.) Teacher discusses with students the information they have added to the image and scribes on the picture. Character Map 1270000Complete a character map for a key person in the life of Jesus by filling in information (write or draw) about the person under three headings: feelings, actions, and thoughts. (This information is drawn from a Gospel text you have read or listened to). You may like to add other categories to the character map. Share and discuss your character map with the class. Complete a Y Chart based on a key person in the life of Jesus: What did the character look like? What did the character sound like? How was the character feeling in this story? Write and tell or draw and tell about the character you have chosen.Create simple retrieval charts (e.g. by using 5Ws) to identify some similarities and/or differences in Gospel accounts of a key event in the life or ministry of Jesus (e.g. the baptism of Jesus).Elements of the Year 1 Achievement StandardPossible Success CriteriaAssessment OpportunitiesStudents describe some aspects of Jewish daily life at the time of JesusInfer and communicate ideas and opinions about Jesus’ Jewish life as referenced in New Testament stories.Pose questions about daily life in a Jewish community at the time of Jesus to investigate and record information in pictures and text.Create a ‘Day in the Life of Jesus’ visual display (e.g. meal times, leisure times, Sabbath, prayer) including the text/s from Scripture that relate/s to your display. Present your display and express an opinion about what life was like at the time of Jesus (e.g. What was easy/hard? What did you like/not like?)Students recognise some ways in which believers past and present honour Mary, Mother of Jesus.Identify some ways in which Gospel writers have recognised and honoured Mary, Mother of Jesus.Make connections between scripture texts and the Hail Mary prayer that honours Mary today.Match words of the Hail Mary to the words from Gospel texts.Retell some key events in the life of Mary as mother of Jesus, as revealed in some Scripture texts(e.g. by creating a photo story, simple play, collage, drawing and telling, using digital technologies, Bible feltboard app, puppets, role play).Create a peoplescape of Mary that identifies a key scripture text, characteristics and images that illustrate how believers, past and present (including Gospel writers) honour Mary.Further information about assessing student learning is available on the BCE Learning and Teaching Portal. Further assessment opportunities may be drawn from the content elaborations of the Religion Curriculum P-12 and the Learning Bytes.Visual recount – incorporating the three worlds of the text ................
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