ࡱ> y{x Cbjbj 7~:8)Lu:tMMMs:u:u:u:u:u:u:$h< ?:  @::B$B$B$s:B$s:B$B$K892(B8_::0:8? ?(9?9`M|B$wdMMM::"xMMM:?MMMMMMMMM : RELIGIOUS EDUCATION LEARNING FOCUS, STANDARDS AND PROGRESSION POINTS LEVEL 9 & 10 LEARNING FOCUS: SCRIPTURE AND JESUS Jesus, the living Word of God, is the heart of the Christian life and the one on whom all teaching is based. Through a reflection upon the meaning of Jesus life, death and resurrection, students can explore the profound significance of Jesus for their lives. Students will examine and investigate the breadth and wisdom of the Scriptures and its significance for the lives of the believing community and for themselves. They will develop enhanced skills in the use of the Scriptures and find in them the story of Gods revelation to the People of God, brought to fulfilment in Jesus Christ. CHURCH AND COMMUNITY The Church as the People of God is united to the person of Jesus Christ nourished by the word of God and called to be active in the proclamation of the reign of God in the lives of people today. Through an exploration of the nature, mission, historical events and personalities of the Church students will come to an understanding of the rich living Tradition of the Christian faith as it is expressed in the Catholic Church. GOD, RELIGION AND LIFE Human beings live within diverse religious and cultural communities and are confronted with choices in life, including the important choice between good and evil. Belonging to a religious tradition assists in the development of appropriate choices and Christians recognise the importance of Jesus in Word and sacrament as a guide to good decisions. Students will explore rituals and practices of Christian communities as well as the ancient and traditional religious expressions of spirituality of the indigenous Australians. PRAYER, LITURGY AND THE SACRAMENTS Through the celebration of prayer, sacrament and liturgy, and particularly the Eucharist, Jesus Christ is made present to the Christian community to give them life, to heal them and to form them as a people. Christians can discover and express most clearly who they are and who they are called to be as they enter into these celebrations. Students will explore prayer, sacraments and liturgy and how they build and express the life of the Christian community. MORALITY AND JUSTICE The Christian community is called to discipleship which requires that it continues to create a world where we live together justly and where the dignity of the human person is central. The social and moral teaching of the Church calls the community to go out to the world and transform it with the love of God and to establish the common good. Students will explore Jesus call to the original disciples and the Churches ongoing call for individual Christians to live a moral and just life. PROGRESSING TOWARDS LEVEL 10: CS1 Scripture and Jesus CS2 Church and Community CS3 God, Religion and Life CS4 Prayer, Liturgy and Sacraments CS5 Morality and Justice KNOWLEDGE AND UNDERSTANDING Progression Point 8.5 Progression Point 9.0 Progression Point 9.5 At 8.5, the work of a student progressing towards the standard at Level 5 demonstrates a knowledge and understanding of, for example : (CS1) literary forms and themes within scripture and their purpose, e.g. the role of prophets. (CS2) key beliefs of the Church as expressed in the Nicene Creed. (CS2) the major events, personalities and groups contributing to the emergence and development of the Catholic Church in Australia. (CS3) the nature of good and evil in the world. (CS3) the range of Christian denominations and religious traditions in Australian culture.@ (CS4) the variety of scriptural perspectives and Church teachings on Mary. (CS4) the evolution of selected sacraments throughout the centuries. (CS5) the values and attitudes promoted by the Ten Commandments and the Beatitudes. (CS5) justice and injustice in the local and wider society, relating them to the values and attitudes promoted by Scripture and Church documents. At 9.0 the work of a student progressing towards the standard at Level 5 demonstrates a knowledge and understanding of, for example: (CS1)the place of Wisdom and Prophetic literature in the Bible and the role of Biblical and modern day prophets. (CS2) links between beliefs expressed in the Nicene Creed and questions asked in todays world. (CS2) the experiences of ordinary Catholics in Australia as their Church was influenced by rapid social change, e.g. post World War Two. (CS3) Gospel symbols of hope compared with those promoted by popular culture. (CS3) the key dimensions of religious traditions, e.g. rites, practices and beliefs.@ (CS4) the main ideas contained in special prayers and expressions of regard for Mary. (CS4) the nature, structure and purpose of selected sacraments, e.g. Sacraments of Healing. (CS5) how the ideals embodied in the Ten Commandments and the Beatitudes relate to a range of contemporary moral issues. (CS5) central aspects of justice in the Scriptures and in Catholic social teaching.  At 9.5 the work of a student progressing towards the standard at Level 5 demonstrates a knowledge and understanding of, for example: (CS1) a Gospel identifying issues of authorship, audience, dating, Jesus identity and message, e.g. through parables, miracle stories or passion narrative. (CS2) distinctive ideas, teachings and practices which arose from significant event/s in Church History. (CS2) some of the issues and challenges which confront the Catholic Church today. (CS3) how Catholic teachings inform responsible decision-making in regards to popular culture. # (CS3) areas of unity and diversity among various religious traditions and Christian denominations. (CS4) how the person and actions of Mary the Mother of God relate to living in contemporary society.# (CS4) connections between selected sacraments and the everyday life of the Christian community. (CS5) the sequence of stages, including the Catholic perspective, in making a decision on a range of moral issues. (CS5) how an individual or group uses Catholic Social teaching as a guide in their work for justice.  # Indicates that this progression point is related to a Year 9 Unit of work. @ indicates that this progression point is related to a Year 10 Unit of Work. PROGRESSING TOWARDS LEVEL 10: CS1 Scripture and Jesus CS2 Church and Community CS3 God, Religion and Life CS4 Prayer, Liturgy and Sacraments CS5 Morality and Justice REASONING AND RESPONDING Progression Point 8.5 Progression Point 9.0 Progression Point 9.5 At 8.5, the work of a student progressing towards the standard at Level 6 demonstrates skills in reasoning and responding by, for example: (CS1) comparing and contrasting literary styles used to convey biblical messages and concepts. (CS2) classifying key Church beliefs, symbols and religious terminology as expressed in the Nicene Creed. (CS2) investigating the relationship between Catholics and other groups as European settlement developed. (CS3) identifying and listing life experiences of good and evil. (CS3) exploring Christian and other faith traditions.@ (CS4) using appropriate religious terminology describing Church teaching about Mary. (CS4) explaining the Sacraments and their role in the life of the Church and believers. (CS5) locating the Ten Commandments and Beatitudes in Scripture and constructing a contemporary version of these statements. (CS5) identifying contemporary justice issues underpinned by Scripture. At 9.0 the work of a student progressing towards the standard at Level 6 demonstrates skills in reasoning and responding by, for example: (CS1) considering ways in which the wisdom found in writings can be applied to todays world. (CS2) summarising and comparing significant periods / events in Church history. (CS2) researching the events, rituals and practices which characterised different periods in the story of the Catholic Church in Australia. (CS3) analysing positive / negative images of good and evil presented in various contexts. (CS3) researching and classifying information in a variety of formats related to Christian and other faith traditions.@ (CS4) demonstrating an understanding of the historical and contemporary images and prayers relating to Mary. (CS4) creating a sacramental liturgy plan which identifies the appropriate structure and content. (CS5) applying the Ten Commandment and Beatitudes to contemporary life situations. (CS5) applying the message of Biblical passages and Catholic Social Teaching to an issue of injustice. At 9.5 the work of a student progressing towards the standard at Level 6 demonstrates skills in reasoning and responding by, for example: (CS1) analysing the messages and influences on a Gospel, e.g. the writer, the audience, the social and political situation. (CS2) researching and analysing the religious, social, political and ideological developments in Church teaching and practice. (CS2) evaluating a range of viewpoints on significant issues being faced by the Catholic Church in Australia. (CS3) illustrating contrasting positive / negative values promoted by popular culture and Scripture. # (CS3) researching and posing questions on key aspects of Christian and other faith traditions. (CS4) applying Marian concepts in the contemporary world.# (CS4) proposing ways in which the Eucharist / Sacraments make sacred the everyday actions of the individual and community. (CS5) applying the decision making process to specific contemporary life issues. (CS5) compiling and evaluating information on a range of organisations committed to achieving justice.  # Indicates that this progression point is related to a Year 9 Unit of work. @ indicates that this progression point is related to a Year 10 Unit of Work. PROGRESSING TOWARDS LEVEL 10: CS1 Scripture and Jesus CS2 Church and Community CS3 God, Religion and Life CS4 Prayer, Liturgy and Sacraments CS5 Morality and Justice PERSONAL AND COMMUNAL ENGAGEMENT Progression Point 8.5 Progression Point 9.0 Progression Point 9.5 At 8.5, the work of a student progressing towards the standard at Level 6 demonstrates personal and communal engagement by, for example: (CS1) identifying a Biblical message and/or character and describing the impact they have had on individuals and/or groups of people. (CS2) examining how a Church belief or event impacted on the lives of an individual and/or group. (CS3) reflecting on images about good and evil in different mediums such as music, media and film. (CS4) reflecting on prayer, liturgy and sacraments throughout Christian history. (CS5) participating, with teacher guidance, in local and/or global issues using Christian values. At 9.0 the work of a student progressing towards the standard at Level 6 demonstrates personal and communal engagement by, for example: (CS1) discussing a Biblical message and/or character and examining the extent to which they have had an impact on individuals and/or groups of people. (CS2) explaining how beliefs and events in Church history impacted on individuals and/or groups. (CS3) reflecting and exploring actions that promote Gods goodness within and between communities. (CS4) examining the role of prayer, sacraments and liturgy in the life of a Christian today. (CS5) participating, with teacher guidance, in decision making about activities related to local and/or global issues using Christian values.  At 9.5 the work of a student progressing towards the standard at Level 6 demonstrates personal and communal engagement by, for example: (CS1) critically evaluating Biblical themes and/or characters and analysing their impact on historical individuals and/or groups today. (CS2) analysing key beliefs and events in different periods of Church history and how they impacted on individuals and/or groups. (CS3) presenting, with supporting evidence, a range of values and understandings of faith that are shared between a variety of communities. (CS4) justifying the role of prayer, sacraments and liturgy in the life of a Christian, with appropriate evidence. (CS5) initiating an action plan relating to a local and/or global issue using Catholic moral teaching.  # Indicates that this progression point is related to a Year 9 Unit of work. @ indicates that this progression point is related to a Year 10 Unit of Work. LEVEL 10 STANDARDS: Knowledge and Understanding: At Level 10 (CS1) Students demonstrate an understanding of literary forms, Biblical themes and characters within their historical context. (CS2) They describe the key beliefs of the Catholic Church and major aspects of its history. (CS3) Students demonstrate an understanding of Gods presence in the lived experience of individuals and communities. (CS3) They exhibit an understanding of the religious responses of Ancient and Indigenous peoples and other Christian denominations. (CS4) Students outline the role of Mary within the Church, and development of prayers and traditions relating to her. (CS4) They describe the development, structure and significance of selected sacraments. (CS5) Students use selected Scripture and Catholic Social teaching as a guide to develop an understanding of the value systems in Australia and the principles of social justice. (CS5) They identify ways in which individuals develop personal responsibility and moral maturity. Reasoning and Responding: At Level 10 (CS1) Students analyse and interpret the messages in the Scriptures, critically thinking and focusing on Wisdom and Prophetic Literature and Jesus life as recorded in the writings of a Gospel. (CS2) They synthesise the context of the Catholic Church from its beginnings to its development in Australia. (CS3) Students critique contemporary society in relation to the teachings of the Church. (CS3) They analyse and differentiate between the Christian denominations and other religious traditions. (CS4) Students plan, design and facilitate ritual experiences. (CS5) They apply the principles of justice and compassion to contemporary issues and organisations. (CS5) Students analyse situations which require moral decision-making. Personal and Communal Engagement: At Level 10 (CS1) Students explore the extent to which the messages and characters of the Bible impact on themselves and/or groups of people. (CS2) They review the impact that key Church beliefs and events in history have had on their lives and/or the lives of others. (CS3) Students explain ways that individuals, groups and faith communities respond to, and live Gods presence in the world. (CS4) They analyse the role of prayer, liturgy and the sacraments in the lives of themselves and/or others. (CS5) Students use Catholic moral teaching to respond to issues of injustice in the local and/or global community. # Indicates that this progression point is related to a Year 9 Unit of work. @ indicates that this progression point is related to a Year 10 Unit of Work.       FRSTez `ܼèrjbhaNhx5h2h [5hxh|ldCJ ^JaJ hx5CJ aJ hchx hx5\h9'hx5\hYhhx5hYhhx5^Jhchx5^J hx5^J hx^Jhchx5hx h9'hxh9'hx^J hx5hU#_5CJ aJ hYohx5CJ aJ #FSTefz gd [gdxgdx$a$gdxC^_`|}~ojjgd|ld{kd$$Ifl06<% t0644 laytaN $$Ifa$gdaN $Ifgd [ `|}~=KN~@bJKopqûû{ûhaNh9r`5hNjhaNh|ld56haNh|ld5h hasCh [h [h|ld hasCh|ldhaNh [6haNh|ld6 h[ 6haNh9r`56hasCh|ld5 h[ 5hasCh [5haNhx5 haNhx5B*CJ(aJ(ph0MNxyR $IfgdaN $Ifgd [ h$If^hgdaN & F$IfgdaN $Ifgd|ldxyzde  `9 h$If^hgdaN & F$IfgdaN $Ifgd|ldnopq56q $Ifgd|ld h$If^hgdaN & F$IfgdaN q^p@ _ u v A!Z![!\!!!!!#"0"2"3"þ{snfaYQYhaNh [6haNh|ld6 h[ 6hasCh|ld5 h[ 5hasCh [5 haNhx5B*CJ(aJ(phhaNhx5h2h [5hxhxCJ ^JaJ hYohx5CJ aJ h[ 5CJ aJ hx5 h9r`5 hNjh9r`h[ 5CJ^JaJhxhNj5CJ^JaJ h [5hNjhaNh|ld5 hasCh|ld' u v w x y z { | qlgglllllllgdNjgd|ldkd$$IflF$7 t06    44 laytaN | } ~  $!?!@!A! $Ifgd [gd [gdxgd|ldA!Z![!\!!!2"3""""xssjjj]jj & F$IfgdaN $Ifgd|ldgd|ld{kd.$$Ifl06<% t0644 laytaN $$Ifa$gdaN 3"""""-#]#######?$O$$$%^%_%d%%%%H&I&J&&&&'('7'''''''((((")#)1))))*****haNh|ld6mH sH  hasCh9r`h9r`haNh [6 h[ 6haNh|ld6 hasCh|ldhNjhaNhcmH sH haNh|ld5mH sH haNhNjmH sH haNhmH sH haNh9r`mH sH haNh|ldmH sH 4"""i#j#k########?$$$$%^%_%%%H&I& & F hh$If^hgdaN $Ifgdc $Ifgd|ld & F$IfgdaNI&J&&&''('''''j((((!)")#)))****+++ $Ifgdc & F hh$If^hgdaN $Ifgd|ld***++++++K,L,M,[,,,,---V-W-X-Y-w---).H.^.u.w.....~re]h2h [5hxhxCJ ^JaJ hYohx5CJ aJ h[ 5CJ aJ hx5CJ aJ h9r`5hd5CJ^JaJhxhNj5CJ^JaJhasCh|ld5h8\ hasCh9r`h|ld hchchaNh9r`mH sH haNh|ld5mH sH haNhNjmH sH  hasCh|ldhaNh|ldmH sH "+++J,K,L,M,,,--W-X-Y--- $Ifgdc & F hh$If^hgdaN $Ifgd|ld---.^._.`.a.b.c.d.e.qlgglllllllgdNjgd|ldkd$$IflF$7 t06    44 laytaN e.f.g.h.i.j.k.l.m.n.o.p.q.r.s.t.u.v.w....../)/*/ $Ifgd [gd [gdxgd|ld*/+/L/M/N///0 00ojjaaaT & F$IfgdaN $Ifgd|ldgd|ld{kd\$$Ifl06<% t0644 laytaN $$Ifa$gdaN $Ifgd [ .+/L/M/N/////000 0 1 11t1u1v11111*2+2,2-2222222N3^3333444y445555 5555ŽʬŽʬ}ŽhaNh|ldmH sH haNh^JhaNhc^JhaNhNj^JhaNht^JhaNh|ld^JhaNh [6haNh|ld6 h[ 6 hasCh|ldhasCh|ld5 h[ 5hasCh [5 haNhx5B*CJ(aJ(phhaNhx5100 1 1 1 1r1s1t1u1v1111,2-222M3N33333 & F$IfgdaN h$If^hgdaN $Ifgd|ld & F$IfgdaN $Ifgdt344444w4x4y45 55566666.7/7077 h$If^hgdaN & F$IfgdaN $$Ifa$gdaN $Ifgdc $Ifgd|ld & F$IfgdaN5555556666/707 8 8 888u888888889 9<<<< =⬨{ogbggbWhasCh|ldmH sH  h[ 5hasCh|ld5hxh|ld5CJ aJ h[ 5CJ aJ hasChNjhNjh[ 5CJ^JaJhxhNj5CJ^JaJh|ld hasCh|ldhaNh|ldmH sH haNhc^JhaNhNj^JhaNh^JhaNh [^JhaNh|ld^JhaNh|ld6mH sH haNh|ld677 888\8888XSNNSSgdNjgd|ldkd$$IflF$7 t06    44 laytaN & F $IfgdaN $Ifgd|ld888888888888888888888888888888gd|ld8888 999]::X;;c<<<<=!>{>>%????@gdx & Fgd|ldh^hgd|ld & Fgd|ld jgd|ldgd|ld =!=== >!>z>{>>>"?#?$?%???????@ABB`BbBBBBBBBCCCCCC C C C CC˽}}}}okokhjhUmHnHuh\sjh\sUhd5CJ^JaJhxh [5CJ^JaJhxh|ld5CJ^JaJhasCh|ld^JmH sH hasCh|ld^J h[ 5hasCh|ld5hh|ldmH sH  hasCh|ldhasCh|ldmH sH hasCh|ldB*mH phsH *@@AAAaBbBBBBCCCCCC C C CCCCCgdaNgdxh^hgd|ld & Fgd|ldCCChxh|ld5CJ^JaJh\s51h0:p|ldA .!7"7#$% $$If!vh5<5%#v<#v%:V l t065<5%ytaN$$If!vh555#v#v:V l t0655ytaN$$If!vh5<5%#v<#v%:V l t065<5%ytaN$$If!vh555#v#v:V l t0655ytaN$$If!vh5<5%#v<#v%:V l t065<5%ytaN$$If!vh555#v#v:V l t0655ytaN^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH H`H |ldNormal CJOJQJ_HaJmH sH tH >@> x Heading 1$@& 5\^JDA D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List jj |ld Table Grid7:V04@4 |ldHeader  9r 4 4 |ldFooter  9r PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ; ~ `q3"*.5 =CC"%)-058<>| A!"I&+-e.*/03788@C#$&'(*+,./1234679:;=@  @ 0(  B S  ?(    ;  @4 DRAFTArialPowerPlusWaterMarkObject1=@SF7S77S7u.b,v+>*")mbFF.2   mFA8VB3 VB @ s>:6ADVB[)E:<{"D^#B%VB@&+C'B\'@")g1+00s>4D4VBq5Bq59A4;6A69GD9B9);"'k@&IJ?LDMVBMFOS QS S S} SSFS"?  ;  @4 DRAFTArialPowerPlusWaterMarkObject2=@SF7S77S7u.b,v+>*")mbFF.2   mFA8VB3 VB @ s>:6ADVB[)E:<{"D^#B%VB@&+C'B\'@")g1+00s>4D4VBq5Bq59A4;6A69GD9B9);"'k@&IJ?LDMVBMFOS QS S S} SSFS"? ,t,t w|9w|>w9w|?w<w|@w>w<<w:w<>w=w?ABCDEFGIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnoqrstuvwzRoot Entry FA(|Data @1TableH?WordDocument7~SummaryInformation(hDocumentSummaryInformation8pCompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q