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Learning and Teaching
Portfolio
Topic: E6.1 Justice and Compassion
Sydney Archdiocese
Classroom Outcome: Explore examples of Christian action which reflect justice
and compassion

Produced By:
Falahola Manu

Tutorial Time: Thursday 1p.m- 3p.m
Tutor: Michael Maroney
















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Table of Contents
1. Statement of Topic
2. Teacher Background statement
3. Lesson Plan
4. Two Appropriate Resources
5. Assessment Task and Assessment Rubric
6. Self-Assessment Statement
7. Appendix
8. References























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1) Statement of topic:

The unit focused on throughout this teaching portfolio is a Catholic Studies based unit. The topic is E6-1:
Justice and Compassion from the Sydney Archdiocese, and is specially related to Strand E. Strand E assists
students to apply principles of justice and compassion in their lives (Catholic Education Office, 2006). This aim
is directly related upon the chosen classroom outcome which is to, Explore examples of Christian action which
reflect justice and compassion.




























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2) Teacher Background - Statement:

There are various and relevant theological content and learning theories for E6.1 and the teaching strategy.
Social justice is a core element of the Catholic Church which ensures that teachers have access to various
teachings and documents that deal specifically with this topic. Hardon (2006) states that, The Catechism of the
Catholic Church (CCC) is the groundwork of the Catholic faith, virtues and belief. The CCC includes numerous
theological understandings of social justice, compassion and justice that teachers can refer to (Appendix A lists
CCC useful for this topic). There are also various Church documents that deal with social justice that allow
teachers to gain an insightful Catholic understanding of social justice including recent documents such as
(Francis, Lumen Fidei) and (Francis, Evangelii Gaudium). The Bible includes various scripture references that
deal specifically with the content knowledge required. Hausmann (2012) emphasises that the bible provides an
understanding of putting faith into action through social justice (p. 81). The importance of the bible will be
examined further in the following section as it has being selected as an essential resource for teacher
knowledge (Appendix A lists Church documents and scripture references useful for this topic).

Wolfe and Mash (2006) states that, adolescent cognitive development involves greater capability for abstract
thought that enables them to formulate more complex view of themselves, coupled with greater self-reflection,
social comparison, and autonomous decision making (p. 13). Social justice directly correlates to this as
students are abstractly thinking in order to reflect on their moral views to autonomously decide and reflect on
various social justice issues that will be explored. From this, teachers are able to implement the use of
Gardner's Multiple Intelligence (MI) theory, Bloom's Taxonomy and Fowler's Faith Development within the
topic and the teaching strategy. The use of various taxonomies, intelligences and understanding students faith
development ensures that the diverse learning needs and preferences of students are achieved. For example,
the teaching strategy develops on all three theories as students incorporate their individual morals and values
(moral development), there is the use of writing and discussing of answers (word intelligence), collaborating
and negotiating answers among peers (people intelligence), and students are to reflect on actions they
individually feel show compassion and justice (self-intelligence), and the use of bloom's taxonomy as students
are required to remember and understand elements of justice and compassion and then they will have to
apply; analyse; and evaluate each others solutions to collaboratively agree on the group's final solutions.
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2) Teacher Background Resource

One resource that provides an excellent supporting source for teacher background is the use of the Bible, as it
encompasses scriptural references that outlines and provides an insightful knowledge and examples of social
justice, justice and compassion. (Deuteronomy 5:6-21 9 New Revised Standard Version) for example,
outlines the, Ten Commandments that provide examples of been unjust and uncompassionate, such as
murder, adultery, stealing and lying. Another scripture references is (Corinthians 13:1-7 New Revised Standard
Version) which is helpful with gaining an understanding of the characteristics and examples that encompass
compassion such as actions that are kind, patient, not jealous or proud. Therefore, the Bible contains various
scripture references that provides knowledge, theological understanding and specific examples of actions of
compassion and justice, and is also essential for the development on content knowledge and outcomes of
E6.1.

















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3) Detailed Lesson Plan:


Lesson Plan Format for EDRE528 2014 Assessment Task 2B Miss. Manu
Class: Yr. 12 Religious Education. 2

Date: 24/10/2014 Time: Start: 1.00 p.m.
Finish: 2.00 p.m.
Key Learning Area: E6.1- Justice and
Compassion
Lesson Topic: Explore examples of Christian action which reflect justice and compassion
Recent Prior Learning/Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Concepts: The concepts within this lesson are compassion and justice. Students would have learned this from the previous three outcomes about the main
elements of compassion and justice such as achieving the following outcomes 'Jesus as a model and teacher of justice a compassion (Knowledge 1),
Christian understanding of justice (Knowledge 3), Christian understanding of compassion and love (Knowledge 4) and "explain the call to justice and
compassion in Christian service and ministry" (Knowledge 5)

Skills: Students in the previous three outcomes have developed skills such as analyse case studies which provide insights about actions based on justice
(Skill 3)

Values: Students have participated in Caritas Compassion Appeal since year seven, and from this, they would of developed an understanding of the values
within Social Justice including love, compassion, justice and care through their fundraising activities. The students would have also developed values from
previous value outcomes, and they include "acknowledge that all people are morally obligated to act justly (Value 3 ), discusses contribution of virtues to the
development of moral maturity (Value 2) and "justify the Christian challenge to act with justice and compassion" (Value 5)

Syllabus Outcome(s):
(One or two only. Please note the
syllabus reference number AND write
out in full).

Indicators of Learning for this lesson:
Behaviours that contribute toward
achievement of outcome(s).
Quote syllabus numbers. Must be clear,
specific, observable.
Assessment:
Strategies which will be used to assess learners attainment of learning
outcomes. Should be linked to each learning indicator.

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Appreciate how individuals can
make positive contributions to
their own lives and the lives of
others.

Apply principles of virtue,
especially justice and
compassion, to ones decisions
and actions.


Curriculum Content Strands may be used
as headings.
By the end of this lesson, the students
will:
Explore examples of Christian
action which reflect justice and
compassion.
Class Discussion- During class discussions; this ensures that various
students are answering the questions in order to assess the attainment
of outcomes. These class discussions will be evident at the conclusion
of each presentation. This allows an overall understanding of students
level of attainment. The students presenting will also show the level of
understanding of the whole group as these two students represent
each group.

Group Work: The use of monitoring students contribution during the
group work. This allows a closer assessment of students abilities to
attain the learning indicators by monitoring answers said during the
group discussion. Group work will also allow students to understand
their own attainment in comparison with other students.

Homework Activities: Students were required to complete homework
activity questions that had to be uploaded on class website for teacher
to mark. This homework activity will ensure that students understand
the various factors relating to justice and compassion.
Any safety issues to be considered:

Occupational Health & Safety
Regulations this involves ensuring
that the classroom and school
environment is safe. For example,
doorway is clear in case of
emergency/avoids tripping hazards,
furniture is safe and reliable for use (not
having broken chairs or tables),
electrical switches and plug sockets are
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.

Textbook: The use of To Know, Worship and Love: Catholic Studies for Senior Secondary Students (2006) and To
Know, Worship and Love: Catholic Ethical Thinking (2005) textbooks. This was used to understand the content that
is to be taught, and to assist students during the activities they are to complete.

Information Packages: The use of (Catholic Education Office, 2006) to plan out activities to meet the outcomes and
indicators, and the use of (Condoleon, 2014) which provides a range of teaching activities to meet diverse student
needs and learning abilities.

Use of electronic devices: The need to have access to electronic devices to complete the activities. Students were
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in good repair and use, and etc.

Use of electronics: Ensuring students
are aware of good practice when on
their electronic devices during the
planned online activities
informed in previous lessons to bring their laptops to this lesson as they will use it throughout the whole lesson.

Handouts: A handout including the activities and questions, websites used during the activity, and homework
activity that is to be completed are on the handout (copy attached to lesson plan- Appendix B).

Websites: The use of a class website. This allows students to have an electronic access/copy of lesson activities.
Students can either type answers on Microsoft Word to be uploaded to our Class Website or on handout as it was
uploaded to Class Website week before the planned lesson.
LESSON SEQUENCE
Lesson Content / Indicators of
Learning (What is Taught):
Note key skills, concepts and
values in each section. Link to
your Indicators of Learning.
Timing
Minutes
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)

Write detailed steps showing what the teacher (T) will do and what students
(Ss) will do.
Resources and Organisation:

INTRODUCTION

Concepts Compassion and
Justice - Explore examples of
Christian action which reflect
justice and compassion



5 mins


(T) Accesses the class-website to the focus of todays lesson.
(T) Re-caps on the content learned last lesson (justice and compassion) and
then introduces the focus of todays lesson. The focus of todays lesson is
Explore examples of Christian action which reflect justice and compassion.
Use of electronic devices: The
need to have access to
electronically devices to
complete the activities, such as
the smart board for teacher and
the computer. Students were
informed in previous lessons to
bring their laptops to this lesson.
Class Website: The use of a
Class Website to be used in
class that includes the lesson
layout from beginning to end.
DEVELOPMENT
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Concepts Compassion and
Justice: Explore examples of
Christian action which reflect
justice and compassion

Values Actions that are
compassionate and just: Explore
examples of Christian action
which reflect justice and
compassion.
Skills- Team work, Negotiating,
Communication.





45 mins

Instructions/Organisation (5 mins)
(T) provides instructions for the (Ss) about the activity they will be
participating in.
(Ss) Are allocated into 4 groups of 6 (additional students will be distributed
amongst the four groups).
Each group will be allocated a different image and description of the situation
that deals with injustice and uncompassionate situations which include the
following: Group 1) Asylum Seekers and Refugees, Group 2) Poverty, Group
3) Bullying and Group 4) Racial Profiling.
(Ss) From each group of six, they will be again be split into groups of three,
and return as a whole group for the second half of the activity.
First Half of Teaching Strategy (15 mins)
(Ss) in the split group of three are to collaboratively use the allocated image
as stimulus to address and (Ss) discuss the following problem based
question, "If you were in this situation (evident in the image) what you would
do (actions) to show compassion and justice at school, at home, in the wider
community?
Second Half of Teaching Strategy Part One: Collaborating of answers
(10 mins)
The second half of the strategy involves the groups of three discussing and
sharing their answers with the remaining three in their allocated group to
collaboratively evaluate the actions they would take to show justice and
compassion.
(Ss) Discuss their answers as a whole group of six and are to develop a
finalised answer by collaborating and negotiating.
Two (Ss) per group are nominated to share the groups answers at the front
of the class within one-two minutes (maximum)
Use of electronic devices: The
need to have access to
electronically devices to
complete the activities, such as
the smart board for teacher and
the computer. Students were
informed in previous lessons to
bring their laptops to this lesson.
Class Website: The use of a
Class Website to be used in
class that includes the lesson
layout from beginning to end.

Handout: Utilising Allocated
Group Section of Handout (copy
attached to lesson plan-
Appendix B).
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Second Half of Teaching Strategy Part Two: Sharing of answers (15
mins)
The two (Ss) have been instructed to address, their allocated scenario and
actions of justice and compassion for the allocated situation.
(Ss) Share any further contributions to each groups presentations (the rest
of the class whom are not presenting or dealing with that issue).
After the completion of each group presenting their answers, this is the
conclusion of the Teaching and Learning Strategy: Problem Based.
CLOSURE


Knowledge- Gained a
knowledge of various Christian
action that is just and
compassionate.


10 mins
(T) Draws the attention back to the front to conclude the lesson.

(T) Walks around the classroom and presents a quick 5 minute Re-cap of
the lesson ensuring that students are alert and listening.

(T) asks students if they have any final questions.

(Ss) ask any final questions (if there are any).

(T) Concludes the lesson by informing students of the homework activities.

(T) Dismisses the class.

Class Website: The use of a
Class Website to be used in
class that includes the lesson
layout from beginning to end.

Handout: Utilising Section Two
of Handout (copy attached to
lesson plan Appendix B).





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3) Two Appropriate Resources to assist students:
Resource One: Australian Catholic Social Justice Council. (2014). Social Justice Issues. Retrieved from
http://www.socialjustice.catholic.org.au/social-teaching/issues

This website is crucial to the development of the teaching strategy as it provides reliable and relevant
information packages derived from Catholic Social Teaching. These information packages deals specifically
with various issues of injustice (e.g. confronting racism, bullying, refugees and asylum seekers), which are
identical to the issues examined in the strategy. The strategy is group based, and the information packages is
produced in various formats, such as discussion papers, media releases, leaflets/prayer cards and external
links (Appendix C contains website screenshots).This takes into consideration various learner preferences as
evident within each group. The information also includes real-life examples which is relevant for the strategy as
it provides students real-life implications to support the group analysis responses. However, the website may
initially prove time consuming and include a degree of difficulty navigating the numerous resources within the
allocated timing. Overall, the website highly correlates with the teaching and learning strategy, and also with
the overall topic focus.
Resource Two: Caritas Australia. (2014). Secondary Schools. Retrieved from
http://www.caritas.org.au/learn/schools/secondary-school-teaching-resources
This resource is highly effective for the teaching strategy as it provides various actions of justice and
compassion that students within secondary schools can utilise at school, at home and within the community.
These actions are provided in various formats such as case-studies, posters, work-books, films and power-
points that deal with Christian action of compassion and justice (Appendix C contains website screenshots).
From the wide-availability, ease, free access and the diverse range of these resources, this will prove vital for
the diverse learning needs of students. The website also provides real-life examples which links to the
classroom outcome, shows students the real-life application of this unit content, and also effectively links to the
analysis required for the teaching strategy. Caritas (2014) emphasises that these resources will help you to
embed social justice across the curriculum and to inspire your students to be more for the sake of the poorest
in our world. This focus on being more is also the focus for the teaching strategy which furthermore shows the
high relevance of this resource.
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5) Assessment Task:








Catholic Studies
In-Class Extended Response

General Instructions:
Reading Time- 5 mins
Working Time- 50 minutes
Write using black or blue pen.
Answer the extended response on the
Answer Booklet provided.

Section 1- Extended Response: Page 2.
20 marks
Attempt Question 1














-1-

Question Mark Received Out of
TOTAL

20
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Catholic Studies
Section I - Extended Response:

20 marks
Attempt Question 1
Allow about 50 minutes for this section

Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In your answer you will be assessed on how well you:
demonstrate knowledge and understanding relevant to the question
incorporate significant examples of Christian action of justice and compassion to illustrate your
answer
communicate using language and terminology appropriate to the study of Catholic Studies
present ideas clearly in a cohesive response


Question 1 (20 marks)

Explain the relationship between justice and compassion from the perspective of Catholic Social
Teaching.












End of paper













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Assessment Rubric:

Criteria Marks
Comprehensively illustrates the relationship between compassion and justice
Integrates significant and relevant aspects of Catholic Social Teaching to effectively
support the relationship
Integrates significant and relevant examples of Christian action of compassion and
justice to effectively support the judgement.
Integrates accurate and specific terminology into the response
Presents a sustained, logical and well-structured response
17-20
Competently illustrates the relationship between compassion and justice
Uses significant and relevant aspects of Catholic Social Teaching to effectively support
the relationship
Uses significant and relevant examples of Christian action of compassion and justice to
effectively support the judgement.
Uses specific terminology into the response
Presents a sustained and logical response
13-16
Makes basic connection between compassion and justice
Uses some relevant aspects of Catholic Social Teaching to support the relationship
Uses some relevant examples of Christian action of compassion and justice to support
the judgment
Uses some appropriate terminology
Presents a logical response
9-12
Provides a basic description of compassion and justice
Makes a simple link between compassion and justice
Refers to a few aspects of Catholic Social Teaching to support the relationship
Refers to a few examples of Christian action of compassion and justice to effectively
support the judgement.
Uses basic terminology
Presents a generalised response
5-8
Makes some general statements about justice and compassion
May refer to aspects of Catholic Social Teaching to support the relationship
May refer to examples of Christian action of compassion and justice
Uses simple terminology

1-4











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6) Self-Assessment Statement

I began assessment two by developing an extensive familiarisation of the assignment criteria which proved
extremely vital as a guideline that I continuously reflected upon throughout both parts of assessment two. Part
A was crucial in developing my curriculum knowledge and from this knowledge, it helped me develop a
problem based strategy as I felt it effectively achieved the classroom outcome. I ensured to incorporate
visualspatial and verballinguistic intelligence, and to involve high-order thinking skills which is suitable for
the cognitive development of senior students. However, the locating of resources for the development of the
case-studies implemented for the teaching strategy was time consuming as compared to the ease of locating
and understanding the curriculum knowledge for Part A. The delivery of the lesson showed my nervousness
as I spoke too fast, and so, I need to develop confidence to ensure the effective communication of content
knowledge. Part B was a continuation of the knowledge developed from Part A which proved very effective
and efficient in completing Part B. For example, I utilised the statement of topic, essential teacher
background and resources of Part A for Part B. The assessment task was also easily done as I was able to
modify the structure and marking guide of the 2013 Study of Religion II exam for the development of my in-
class extended response assessment. The only major difficulty I experienced for Part B was adhering to the
word limit, especially for the lesson plan and teacher background information. Overall, every aspect of Part A
and Part B developed my professional and personal knowledge of teaching RE for senior students.













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7) Appendix:
A) Teacher Background CCC, Church documents and Scripture References:
a) Catechism:
The CCC provides various teachings that deal with content for E6.1 , and also with the concepts and examples of
justice and compassion. These CCC include:
ccc1834
ccc2822
ccc1928
ccc1888
ccc1889
ccc1916
ccc1929
ccc1938
ccc1934
ccc2419
ccc2425
ccc2426
ccc2442
ccc2459
ccc2479
ccc2512
For example, ccc1928 states that, Society ensures social justice when it provides the conditions . . . (Catholic
Education Office, 2006, p. 186). These conditions include compassion and justice.

b) Scripture References:
The bible provides various scripture references that deal with content for E6.1, and also provides concepts and
examples of compassion and justice that was required for the teaching strategy. These scripture references
include:
1 Corinthians 13:1-7
Deuteronomy 5:6-21
Amos 5:14-15
Wisdom 8:7
Isaiah 58:6-7
Jeremiah 7:3-7
Jeremiah 22:13-17
Hosea 6:5-6
Micah 6:8-12
Zephaniah 3:1-5
Mark 12:30-31
Luke 10:27.
Note: Teachers should note that Catholic Studies only uses the New Revised Standard Version (NRSV) for the use
of scripture references.
c) Church Documents:
There are various Church documents that deal with content required for E6.1, and also involve the concepts of
compassion and justice which was required for the teaching strategy. These documents include:
Rerum Novarumm Pope Leo XIII (1891)
Caritas in Veritate (In Charity and Truth) - Pope Benedict XVI (2009)
Lumen Fidei (The Light of Faith) - Pope Francis (2013)
Evangelii Gaudium (Apostolic Exhortation on The Joy of the Gospel) - Pope Francis (2013).

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7) Appendix:
B) Activity Sheet (Lesson Plan)
Activity One) Problem- Based Learning:
Each General Over-view:
Group will be allocated an image with a description of a situation that involves unjust and
uncompassionate factors [Group 1) Asylum Seekers and Refugees, Group 2) Poverty
Group 3) Bullying and Group 4) Racial Profiling].
Instructions:
1) Class split into FOUR groups of SIX Students (Ss). These four groups will then split in half to make
EIGHT groups of THREE Ss.
2) Each group of three has two minutes to use the allocated image as stimulus to discuss the
following question, What can you do to show compassion and/or justice"?
3) Students are given another two minutes to share, collaborate and finalise their solutions with
original group of six.
4) Nominate two students to discuss the solutions of the whole group in front of the class. This
concludes the activity.

Group 1) Asylum Seekers and Refugees:
Christians have had enough of the detention of
asylum seeker children. . . they will sit in political
offices and pray (Newspaper Article titled 'Cranky
Christians against asylum seeker cruelty, written by
'Chris Bedding', Posted 20 May 2014, 3:14pm).

Question: "What other Christian actions can you do
at school? At home? In the community? to show
compassion and/or justice for the asylum seekers
and refugees?







Group 2) Poverty

Child poverty in Australia is increasing . . . one in
six children are now living below the poverty line.

Question: What other Christian actions of justice
and compassion can you do at school? At home?
In the community? to show compassion and/or
justice for poverty in Australia.






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Group 3) Bullying:
Scenario: Youre in the playground at school and realise
that students are bullying a peer in your school. You
also notice that the bullies are screaming at the victim:
Check your Facebook- we left you a comment, Loser.

Question: "If you were in this situation, what you would
do to show actions of Christian compassion and/or
justice"?


Group 4) Racial Profiling:
An American Show documented peoples reactions to
racial profiling of an African American man in a high-
end shop by the sales assistant.

Question: Imagine you were in the shop whilst the shop-
keeper kept harassing, making degrading comments,
and calling security on the shopper due to his race
(African American). What Christian actions can you do
to show compassion and/or justice for the racial
profiling in this scenario?







Final Parts of Lesson:

Students please write down your peers answers. This will be helpful for the next activity and
homework.
Next Activity: Speed-Writing How can one be compassionate and just. Provide examples.
Homework: Research real-life examples that link each situation provided in todays lesson.
For example, http://www.noplace4hate.org/real-bullying-stories/ provides real-life stories of
bullying that includes examples of people being compassionate and just.
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7) Appendix:
C) Resource Screenshots Caritas and Social Justice Website:



































Posters
(Visual)
Case
Studies
Power Point
Presentation
s
Films
Note: The numerous
pages of resources.
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7) Appendix:
C) Resource Screenshots Social Justice Website
As noted previously, this resource includes various social justice issues. Within each issue, there are
briefings, discussion papers, media releases, series papers, social justice statements, leaflets/prayer cards
and external links (websites) related to the issue from a social justice perspective. The below screenshot is
the issue of asylum seekers which includes the formats as mentioned earlier (briefings, media releases, etc.)
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References

Australian Catholic Social Justice Council. (2014). Social Justice Issues. Retrieved from
http://www.socialjustice.catholic.org.au/social-teaching/issues

Caritas Australia. (2014). Secondary Schools. Retrieved from
http://www.caritas.org.au/learn/schools/secondary-school-teaching-resourcesCatholic Education
Office [Sydney]. (2006). Year 11-12 Religious Education Curriculum. Retrieved from
http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/recurr/toc-curr-11-12.pdf


Condoleon, M. (2014). Checklist for Teaching/Learning Strategies. Retrieved from
http://leo.acu.edu.au/pluginfile.php/822493/mod_resource/content/1/4.%20Teaching%20strategi
es%20checklist.pdf.


Francis, Pope. Light of Faith- Lumen Fidei. 29 June. 2013. 24 October. 2014. Retrieved from
http://www.vatican.va/lumen-fidei/en/html/#1


Francis, Pope. Apostolic Exhortation- Evangelii Gaudium. 24 November. 2013. 24 October. 2014. Retrieved
from http://w2.vatican.va/content/francesco/en/apost_exhortations/documents/papa-
francesco_esortazione-ap_20131124_evangelii-gaudium.html


Hardon, J. (2006). Understanding the Catechism of the Catholic Church. Retrieved from
http://www.ewtn.com/library/catechsm/qaconf.htm


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A s s e s s m e n t T w o : P a r t B T e a c h i n g P o r t f o l i o

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Hausmann, E. (2012). Catholics Go by the Bible: Biblical Sources of Catholic Theology and Liturgy. Illinois,
United States of America: West Bow Press.