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Nudgee Junior College

Christian Life

Year 6, Term 3
Religion Unit Plan

How does the Australian Church live the New Law of J esus today?

Achievement Standard
By the end of Year 6, students analyse information from a variety of texts, including New
Testament texts and the wisdom of Australian Catholic Christians, to explain the action of the Holy
Spirit in the lives of believers. They select and use evidence from Scriptural texts to show how
these texts describe Jesus relationship with God the Father and with humanity, including the
proclamation of Jesus as fulfilling Gods promises in the Old Testament.
Students identify and describe many ways in which faith is lived out in the lives of believers past
and present, including Catholics in a developing Australian nation (c. 1900 CE to present). They
analyse the key messages and contexts of some Old Testament prophets. They explain the
significance of Jesus New Law for the way believers live their faith and examine the spiritual and
corporal works of mercy. They identify and describe many ways in which faith is celebrated in the
lives of believers, past and present, including the commemoration of High Holy Days by Jewish
believers; the Churchs liturgical year and the celebration of Eucharist. They demonstrate an
understanding of the term communion of saints. They explain the significance of personal and
communal prayer, including the Our Father and The Examen, and the use of spiritual exercises,
including reflective prayer journaling and praying with the icons of the saints, for the spiritual life of
believers. They participate respectfully in a variety of these personal and communal prayer
experience and spiritual exercises.
Learning Intentions
By the end these learning experiences, students
Develop their understanding of the many ways faith is lived out by believers
Develop their understanding that the works of mercy are foundational for understanding
the Church's teaching about concern for the common good
Investigate the contribution of key Catholic Christian people and groups to the shaping of
Australian society since Federation
Success Criteria
Students identify and describe the many ways in which faith is lived out in the lives of
believers, past and present
Students make connections between the works of mercy and the Church's action for
the common good
Students make connections between the New Law of Jesus and possible implications
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for their own actions
Students investigate and communicate their findings about the contribution of key
Catholic Christian people and groups to Australian society

Concepts and Skills
Moral Formation
Religious Knowledge and Deep Understanding
For Christians, the New Law as given by Jesus is a law of love, a law of grace and a law of
freedom. Freedom, especially in moral and religious matters, is the right of every human person.
For Christians, the freedom to choose is required by the New Law to take into account the good
of all. Christians believe that God has given the gift of wisdom to humans (the natural law) which
enables them to choose good and avoid evil.
CLMF10
Skills
Describe Jesus New Law, using examples from New Testament texts.
Explain the significance of Jesus New Law for believers (e.g. freedom to choose, taking into
account the good of all) and for moral decision making.
Make connections between the New Law of Jesus and possible implications for their own
actions.

Mission and Justice
Religious Knowledge and Deep Understanding
Spiritual and corporal works of mercy are foundational for understanding the Churchs teaching
about concern for the common good. Works of mercy are charitable actions at the service of
others. The spiritual works of mercy are: instructing, advising, challenging injustice, consoling,
comforting, forgiving, bearing wrongs patiently and praying for the living and the dead. The
corporal works of mercy are: feeding the hungry, giving drink to the thirsty, sheltering the
homeless, visiting the sick and imprisoned, clothing the naked and burying the dead.
CLMJ7
Skills
Identify expressions of the spiritual and corporal works of mercy.
Make connections between the spiritual and corporal works of mercy and the Churchs teaching
about concern for the common good.
Reflect on and express their personal responses to the challenge to serve others through the
works of mercy.

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Church History
Religious Knowledge and Deep Understanding
Catholics helped form the new Australian nation (c.1900 CE to present). Catholics initially set
themselves apart. A uniquely Australian Church emerged. New ways of being both Catholic and
Australian were encouraged.
CHCH5
Skills
Sequence some key people and events (religious and secular) that contributed to the
development of Australia as a nation (c.1900 CE to present).
Locate information about the contribution or significance of Catholics to the shaping of the
Church in Australia (c.1900 CE to present).
Develop historical narratives and descriptions about some key events and peoples experiences
in the Church in Australia after Federation using source materials and appropriate historical
terms and concepts.
Identify and describe some examples of significant change and continuity in Australian Catholic
identity and relationships with the wider society (c. 1900 CE to present).







Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding
The wisdom of Australian Catholic Christians, including lay people and religious orders (c.1900 CE
to the present), helps people understand the work and movement of the Holy Spirit in this land
(e.g. concern for the common good; works of mercy; challenging injustice; developing new ways
of living the Catholic faith in Australia).
STCW7
Skills
Analyse and explain how some Australian Catholic Christians help people understand the work
and movement of the Holy Spirit in this land through diverse expressions of wisdom.


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Week Phase Activity
Students
work
Resources
1 Launch
Introduce students to the fertile question How does
the Australian Church continue the New Law of
J esus today?
Brainstorm with students what the Gospels record
that Jesus said and did in his own time e.g. healed
the sick, brought those on the margins back to
community, challenged the beliefs of people, re-
visioned the commandments
Students review their understanding of Jesus
message through sources such as sayings of Jesus
in text form
http://www.rejesus.co.uk/site/module/r_father_gzus_v
ia_txt/
As a whole class students read the scripture passage
Matthew 5:17 and record key information and words
from the text e.g. Who might the audience have
been? What are the key words in the text? What do
words like law and prophets refer to?
Review students understanding of Judaism and key
terms such as law/mitzvoth and commandments, and
the place of the prophets (Teacher note: this is a key
element of the Year 6 Old Testament Prophets unit
so make connections to previous learning
experiences)



2-3
Access





Develop




Demonstra
te
Discuss with students the difference between love, grace
and freedom.
Love Love God and our neighbor.
Grace We can offer grace to others through our
compassion, mercy, empathy, forgiveness and
unconditional love.
Freedom The ability to choose between right and wrong.
In groups of 3 students find examples of love, grace and
freedom from Matthew chapters 5 and 6 in the bible.

Students are to present their findings using personal people
chain.









Personal
People
Chain


The Bible
Gateway
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4
Access





Students find evidence of Jesuss New Law of love, grace
and freedom as it is lived out in the school context (e.g.
welcoming new students, inclusion, behaviour, student
leadership, actions for justice, peace and the environment).



5
Develop






Demonstra
te
Use the Action / Reflection Cycle to demonstrate an
example of a way in which Jesus new law can inform and
impact peoples decision making processes.


Assessment
Students are to think their own example of love, grace or
freedom and complete an action / reaction cycle which
demonstrates how it has affected their decision making
abilities.







The Action
/ Reflection
Cycle

6
Launch
















View Social Justice You Tube clip and identify examples of
concern of the common good / service of others.

Brainstorm ideas as a class.

Corporal Work of Mercy relate to the material needs of
others. These include:
1. Feed the hungry
2. Give drink to the thirsty
3. Shelter the homeless
4. Clothe the naked
5. Visit the sick
6. Visit those in prison
7. Bury the dead
Spiritual Works of Mercy refer to the needs of the soul.
These include:
1. Admonish the sinner
2. Instruct the ignorant
3. Counsel the doubtful
4. Comfort the sorrowful
5. Bear wrongs patiently














Social
Justice
You Tube
Clip














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Access
6. Forgive offences willingly
7. Pray for the living and the dead

Students re-write these terms using their own ideas /
terminology.


7

Develop

Access








Develop
Students develop a simple strategy or action for justice to
implement one or more spiritual and/or corporal works of
mercy in their community.



Students investigate examples of the Corporal and Spiritual
works of Mercy through an engagement with the
Swagtember project and Orange Sky Laundry. Students
engage in activities such as:
Afternoon of activities: rolling swags and preparing
resources for Swagtember.
Sleeping out on the ground with only sleeping bags
Raising money and awareness within the school
community
Incursion: Listening to guests from Orange Sky
Laundry
Packing Hygiene packs for Orange Sky Laundry

Students create a poster showing evidence of the Spiritual
and Corporal Works of Mercy in practice of a particular
church agency.




8-10
Demonstra
te
Assessment

Students design and publish a story board that illustrates
how they can incorporate either the seven Corporal or
Spiritual Works of Mercy into their everyday lives.




Evaluate
Discuss with students the areas of the unit they think
worked well and those that they could change.
Students complete short questionnaire.



Reflect
Students reflect on the areas of growth throughout the unit.
E.g.: What do I know now that I did not know at the start of
the unit of work


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Checklist



Feedback
This section is to be completed by class teachers at the conclusion of the unit
to stimulate discussion at year level meetings.

Write a comment on the effectiveness of this unit in helping students learn.
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Does this unit reflect the Australian Curriculum cross curriculum priorities?
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australias engagement with Asia
Sustainability

As you work through each task, tick it off:
resources in classroom
assessment expectations clear
assessment task completed by students
assessment task marked and moderated
results entered into spread sheet
feedback completed
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Describe how it might be adapted to better reflect the Australian Curriculum
cross curriculum priorities and/or our EREA J ustice and Peace priorities.
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Write any other constructive ideas to improve this unit.