IMCC RELIGIOUS EDUCATION
YEAR 7 COURSE 2 PROGRAM 2017
TERMS 1 - 4
It is of vital importance to note prior to making any links to anything remotely Religious, a large majority of our Year 7 students
have NO prior background or knowledge of RELIGION and or Catholic beliefs and traditions. So what we may take for granted
that students would already know by Year 7, they may not have any idea about. Take time to explain even the most simplest of
things such as the difference between being ‘Christian’ and ‘Catholic’.
Encourage them to ask questions rather than sit back and not understand what is being spoken about etc as this is what has
lead to some of older students being confused and ultimately ‘switching off’ to RE.
Get your students to create a GLOSSARY at the back of the Religion exercise book (or filed safely on their device), whereby
they can keep adding new words, terms and definitions as they arise in the course of each lesson. This should help to
familiarise students with essential content that will continually appear in their Religious Education Studies at IMCC.
As an informal lesson one, spend time getting to know your students, finding out their backgrounds (get a feel for their religious background etc) and spend time
setting expections for RE.
7.1 TERM 1: Celebrating Jesus
7.2 TERM 2: Living as Church
7.3 TERM 3: Celebrating New Life
7.4: TERM 4: Living in God’s Love
Module
7.1.1
Living in
Community
Syllabus content
The Students know and understand that:

Jesus experienced the love of a
family through Mary and Joseph,
known as the Holy Family

The Parish supports the ongoing
life and development of the
faith community.

The Catholic school are
communities that help young
people deepen their relationship
with God.
Lesson content
Lesson 1 - 2:
Discuss with students all of the key elements about what being part of a
family means, that no two families are exactly the same, what does a
family offer a person, how do people know what family we belong to etc.
Brainstorm and board all ideas.
Students then create a visual representation of their own family. This
can be in the form of illustrations, symbols, words. Encourage them to
use as much colour and creativity as they can as this can be used as a
great decoration for the classroom. If time permits, get the students to
share their creation with the rest of the class
Lesson 3:
At the start of this lesson ensure that all students have the digital copy of
the student resource, Come Follow Me, saved to their device. Create a
folder that is for Religion only.
Resources
Lesson 4:
A week in the life of a
Catholic priest–
(Australian).
7.1 Task 1 Parish Profile
Pg 15 of Suggested
Program
Lesson 5:
Mary MacKillope & Irene
McCormack’s Story –
Saints & Heroes DVD
(Located in RE Office)
Focus Questions
Lesson 3:
Who belongs to the Holy Family?
Explain the relationship between
Mary and Joseph / Mary and Jesus /
Joseph and Jesus.
In what ways would have Jesus
experienced the love of a family?
What were some of the traditional
Jewish family activities that the
Holy family took part of? Reference
with Scripture.
What do people learn through their
family?
Why is it important to belong to a
family?
Why does God intend for all human
being to belong to a family?
Read Year 7 Resource p 1-2.
Draw links between the students’ own families to that those of Jesus and
the Holy family.
Lesson 4:
Read Year 7 Resource, p.3 and discuss key ideas as a class.
Students research their local parish and or the school’s parish (St.
Andrew’s) if their family is not attached to one. Students create a Parish
Profile.
See 7.1 Task 1 Parish Profile for more direction.
You may like to watch the YouTube video A week in the life of a Catholic
priest– (Australian).
This may be a good introduction into a priest’s life if the student’s have
limited experience of parish life.
Lesson 5:
Watch the Saints and Heros Mary MacKillop DVD to make the connection
to the Sisters of St Joesph then watch Irene McCormack’s story (aprox 20
mins) to introduce and orient the key focus for the lesson. Stop the
movie at any key moments and get the students to take notes. This will
Lesson 4:
Who leads a Parish and who gives
this person authority to do so?
Why do Parish’s exist? What is their
purpose?
What is the role of the priest in a
Parish?
What is the role of the
congregation (people) who are part
of the parish?
Is a Parish more than just the priest
and a church? Justify your answer.
Lesson 5:
What is our school’s spiritual
orientation?
What are the mission, vision and
values of our school?
What are the special characteristics
you are encouraged to embody
that reflect our schools mission,
vision and values?
How can you work towards these
be useful when they start their Term 1 Assignment.
Read Year 7 Resource p. 4 and discuss key ideas. It is important to relate
this chapter to IMCC and its particular charism.
Students spend time researching the school’s charism. Use information
at the front of the IMCC Student Planner or from our website to assist
with this.
-
core aspects of our school?
Explain in your own words how
IMCC is a community.
Name ways that IMCC acts as a
community.
Explain how a Catholic school
community can help young people
deepen their relationship with God.
Keep making links to the life of Irene McCormack. (There is a class set of
books: “Irene: A tribute to Irene McCormack rsj” in the RE Office)
Lesson 6:
Again, using the Student Planner and the website, spend time exploring
IMCC’s crest. Motto and Vision Statement.
Have each student read and research about their particular house
patron:
Sr Joan Evans (red)
Fr Thomas Dunlea (green)
Golding sisters (gold)
Frank McGarry (blue)
Then group the students so that there is at least one student from each
house. Then the students need to teach the other students about their
house patron. So that all students have knowledge about each of four
house origins.
Place all students from the same houses together. Get them to discuss
and design an appropriate emblem/crest and motto that they feel best
represents what their house stands for. Share with the class.
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Family
Parish
Holy Family
Priest
Congregation
Faith
Charism
Links to scripture/church documents:
Module
7.1.2
Learning About
Jesus
Syllabus content
The Students know and understand that:
Lesson content
Resources
Focus Questions

The Bible is inspired by God
Lesson 1:
Recall and brainstorm with students what they know about the
bible.
Lesson 1:

Jesus is fully Human
Read Year 7 Resource, p. 5 and discuss key ideas as a class.
-

Jesus is fully Divine
-

Jesus is Saviour

Jesus is called the Messiah or the
Christ
It is important that students have an opportunity to look at and
explore the Bible. Provide students with hard copies of the Bible
(rather than an electronic copy). As a class, become familiar with
the layout of the Bible and how to look up a bible reference. Use
How to Find a Scriptural Reference from St. Mary’s Press to practice
looking up a biblical reference.
-
-
Resources to help teach this elaboration:
Bookshelf Outline of Biblical Books – St. Mary’s Press
PowerPoint Presentation What is the Bible? from St. Mary’s Press.
Lesson 2:
Read Year 7 Resource, p. 6 and discuss key ideas as a class.
Particularly discuss how Jesus experienced human life in every
way.
Students list the human qualities of Jesus demonstrated in each
scripture story.
Using one of the scriptures listed in the text, students complete the
following:
Words: write the human qualities displayed by Jesus
Pictures: Draw Jesus displaying this quality
Symbols: create a symbol to represent the human quality
Connections to life: students write or illustrate how they show
this human quality.
Lesson 3:
Read Year 7 Resource, p. 7 and discuss key ideas as a class.
The focus for this elaboration is that Jesus is God. He is both fully
human and fully divine. Address misconceptions that suggest Jesus
is like God or ‘God-like’. It’s important that students understand
that Jesus IS God.
What are the names given to the
Bible?
Why is the Bible considered
Sacred?
Over how many centuries was the
Bible written?
Explain Salvation history.
How many books are in the Bible?
Explain the difference between the
Old and New Testaments.
Who inspired the Bible?
Lesson 2:
Where is the best place to learn
about who Jesus is?
Explain, in your own words, the
teaching: Jesus is fully Human
Give 4 examples that illustrate
Jesus was fully human
Lesson 3 :
What are some signs that show
Jesus’ divinity?
What does the following teaching
mean? Jesus is fully Divine
Lesson 4:
Why did Jesus become human?
Explain in your own words
What does it mean to be united
with God?
What does the following teaching
mean? ‘Jesus is Saviour’
What does the term Salvation
mean?
Why is the salvation offered by
Jesus understood as a gift offered
by God?
As a class, locate and read the following Scripture passages.
Many of these students will have never used a Bible before, so take
time to show them how to locate a passage.
John 1:1
John 1:14
John 5:18
John 8:58* (*This scripture must be read in relation to
Exodus 3:14)
John 10:30
John 20:28
Col. 2:9
Lesson 5:
Give the meaning of the word
Messiah?
Where does the word Christ derive
from?
Why is Jesus known as the
Anointed One? Why is this
significant for Christians?
Students create a word cloud using the scripture listed above
Word cloud applications
Discuss the following with students:
Word Clouds give greater prominence to words that appear more
frequently in the source text.

What are the most prominent words in your word cloud?

What does this suggest / tell you about Jesus?

Do the scriptures listed support the teaching that Jesus is
fully Divine (Jesus is God)?
Lesson 4:
Read Year 7 Resource, p. 8 and discuss key ideas as a class.
It is important that students understand that salvation (eternal
union with God) is a free gift from God made possible for all
people by Jesus’ life, death and resurrection.
Get students to design a front cover for a newspaper with an
article that covers the key questions.
Lesson 5:
Revise Year 7 Resource, p. 8 and discuss key ideas as a class.
Particularly discuss why Jesus is called the Messiah or the Christ.
Continue with Newspaper activity from previous lesson.
Module Skills:
Links with prior and future
learning:
Glossary / Vocabulary:
Messiah
Christ
Salvation
Resurrection
Links to scripture/church documents:
John 1:1
John 1:14
John 5:18
John 8:58* (*This scripture must be read in relation to Exodus
-
3:14)
John 10:30
John 20:28
Col. 2:9
Module
7.1.3
Christians
celebrate
Lent and
Easter
Syllabus content
The Students know and understand that:

The season of Lent is a time of
preparation

Christians carry out actions of
love, service and self-giving
during Lent

Holy Week is a time of reflection

Christians celebrate the
resurrection
Lesson content
Lesson 1:
Read Year 7 Resource, pp. 9-10 and discuss key ideas as a class.
Particularly discuss how the season of Lent is a time for preparation.
Explain and discuss with class to the meaning and custom of the
following terms:
Lent; Ash Wednesday; Paschal; Passover; Prayer; Almsgiving and
Fasting, as well as the significance of the number 40,
Watch Ash Wednesday & Lent in Two Minutes, followed by:
http://www.thereligionteacher.com/videos/lent/prayer-fasting-andalmsgiving-video/
Students use the information they have to create their own digital
version of Lent in Two Minutes OR
Use the 40 Days of Lent activity to help students understand the
meaning of Penance, Abstinence and fasting.
They select one achievable act of prayer, fasting or almsgiving to
complete each day and they write it into the box. Colour and decorate.
Students take it home to place in a prime location so that they can refer
to it during each day of Lent.
Lesson 2:
Read Year 7 Resource. p. 11 and discuss key ideas as a class
Particularly discuss how Christians carry out actions of love, service and
self-giving during Lent.
Continue 40 Days of Lent activity from previous lesson
Lesson 3:
Read Year 7 Resource pp.14-15 discuss ideas as a class, particularly how
Christians celebrate the Resurrection. Through class discussions, ensure
that students know that the resurrection was when Jesus came back to
life after his death and that Easter is the ultimate celebration of the
Lord's resurrection.
Watch Part 1 Scenes from Easter Vigil which shows the parts of the
Service of the Light. (8:31 minutes). Use the video to point out and
highlight the parts of the Service of the Lights on page 15.
Resources
Lesson 3.
Focus Questions
Lesson 1:
How many days is the season of
Lent? Why is this number
significant?
What does Lent commemorate?
Why is Lent known as a season of
preparation?
Explain what the ashes that are
received on Ash Wednesday
remind people of.
The liturgical colour for Lent is
violet what does it signify and why?
Lesson 2:
Name the 3 types of actions that
Christians carry out during Lent
Give 2 examples of the above.
Name one way these actions have
an effect on those undertaking
them or the people who benefit
from such actions
Name and explain the 3 Lenten
practices that followers of Jesus
carry out during Lent.
Provide a definition for the
following words; Penance,
Abstinence and Fasting.
Why is it important for Followers of
Jesus to carry out actions of love,
service and self-giving during Lent?
Give two reasons for your answer.
Lesson 3:
Why is the resurrection of Jesus
known as a celebration?
When does the Easter Vigil begin?
Outline in detail the four parts of
the Easter Vigil.
In your own words summarise what
happens during the Service of Light
Why is Easter known as the most
Students could create a small Power Point Presentation that represents
the four parts of the Easter Vigil or if time is limited, divide page into
four sections and students write about t
Students to research the meaning and significance of the Paschal candle.
Teachers can find more information about the Paschal candle here.
Lesson 4:
Prior to teaching this elaboration, teachers are encouraged to read The
Last Supper teacher notes from Together at One Altar.
important feast for Christians?
Lesson 4:
When was the Eucharist Instituted
by Jesus?
Give reasons why Jesus instituted
the Eucharist.
The notes relate to the Learning Object on the Last Supper (see activity
below).
Read Year 7 Resource pp. 17-18 discuss ideas as a class, particularly how
Jesus instituted the Eucharist at the Last Supper.
Students read the 3 Gospel accounts of the Last Supper listed on the
Learning Object (from Together at One Altar)
Using a framework similar to that of a Venn Diagram, compare the
Gospel accounts and look for similarities and differences.
Have students comment about the words used during the Institution
Narrative in the Eucharistic Prayer. (Provide students with the words of
the Institution Narrative found on p.18 of the text).
Students to read [Acts 2:42:46] and give reasons why the Apostles
continued to celebrate the teachings of Jesus.
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Ash Wednesday
Paschal
Passover
Prayer
Almsgiving
Fasting
Links to scripture/church documents:
Acts 2:42:46
Module
Syllabus content
Lesson content
7.1.4
Celebrating the
Eucharist
The students know and understand
that:
Lesson 1:
Prior to teaching this elaboration, teachers are encouraged to read The Last
Supper teacher notes from Together at One Altar. The notes relate to the
Learning Object on the Last Supper (see activity below). [Further information
about the Institution Narrative]
Lesson 1:
Year 7 Resource pp. 1718
List of digital strategies
for Elaboration
Lesson 1:
-When was the Eucharist Instituted by
Jesus?
-Give reasons why Jesus instituted the
Eucharist.
Read Year 7 Resource pp. 17-18 discuss ideas as a class particularly how Jesus
instituted the Eucharist at the Last Supper.
The Last Supper
Lesson 2:
- Why is union with Jesus the
principal gift of the Eucharist?
- Name the two parts in the
celebration of the Eucharist
- Where do people learn about the
life, ministry and teachings of
Jesus?
- Why is the Homily important to
followers of Jesus?
- Explain the Eucharistic prayer and
its significance in the Liturgy of the
Eucharist.

Jesus instituted the
Eucharist at the Last
Supper

The gift of the Eucharist

Church Furniture and
Objects
Resources
Learning Object
Students read the 3 Gospel accounts of the Last Supper listed on the Learning
Object (from Together at One Altar) Using the Graphic Outline strategy from
the A-Z Strategies to compare the Gospel accounts and look for similarities
and difference. Have students add a fourth column to compare the words
used during the Institution Narrative in the Eucharistic Prayer. (Provide
students with the words of the Institution Narrative found on p.18 of the
text).
Students to read [Acts 2:42:46] and give reasons why the Apostles continued
to celebrate the teachings of Jesus.
Lesson 2:
Read Year 7 Resource pp.19-21- discuss ideas as a class particularly how the
principal gift of the Eucharist is union with Jesus.
Institution Narrative
A-Z Strategies Booklet
Lesson 2:
Year 7 Resource pp.1921
List of digital strategies
for Elaboration
Teacher Note 2
Having read and discussed the information in the text, students create a
lesson for younger students to help them learn the about the 2 major parts of
the Eucharist [Mass] – the Liturgy of the Word and the Liturgy of the
Eucharist. See Teacher Note 2 and 7.1 Task 2a & 2b.
7.1 Task 2a & 2b If I was
the teacher – Eucharist
Lesson Plan.
Having completed the activities above, organise a class Mass for students in
order for them to experience first hand the Liturgy of the Word and Liturgy of
the Eucharist. Together At One Altar: Liturgy of the Word and Liturgy of the
Eucharist may be useful if you are unable to attend a class or whole school
Mass whilst teaching this elaboration.
Liturgy of the Word
Liturgy of the Eucharist
Lesson 3:
Read Year 7 Resource pp. 22-23 discuss ideas as a class particularly the
function of Church furniture and objects in celebrating the Eucharist.
Lesson 3
Year 7 Resource pp. 2223
List of digital strategies
for Elaboration
Students read information on Actions, Gestures and Movement as well as the
resources at Together at One Altar (Discovering the signs, symbols and
Discovering the signs,
Focus Questions
Lesson 3:
Give an explanation for each
of the following and a
reason for its significance of
use in celebrating the
Eucharist: The Altar, The
Chalice and Paten, The
Testaments, The Lectionary,
the Book of the Gospels, and
The ambo also known as
Lectern.
Summarise in your own
words the importance of
Actions, Gestures and
Movement in celebrating
the Eucharist,
settings of the Eucharist and Gestures and Actions –Assembly to create
summarises of the key information.
symbols and settings of
the Eucharist
Discuss questions and complete the various interactive activities on this site.
Gestures and Actions –
Assembly
Students to work in groups and produce a short movie on the objects used in
celebrating the Eucharist and the significance of them. See 7.1 Task 3 Church
Furniture and Objects.
Divide the class into five groups, each group given one of the following:
The Altar
The Chalice and Paten
The vestments
The Lectionary
The Ambo
Module Skills:
Links with prior and future learning:
Glossary / Vocabulary:
The Altar
The Chalice and Paten
The vestments
The Lectionary
The Ambo
7.1 Task 3 Church
Furniture and Objects
Links to scripture/church documents:
Module
7.1.5
Sacraments lay
the foundation
of Christian Life
Syllabus content
The Students know and understand that:



The sacraments bring people
closer to God
The Sacraments of Initiation
enable full participation in the life
of the Church
The sacraments of Initiation
strengthen people
Lesson content
Lesson 1:
Prior to teaching thing elaboration, teachers may wish to read the
article The Seven Sacraments by Fr. Felix Just SJ for extra
information.
Read Year 7 Resource pp.25-26 and discuss key ideas. Help
students understand that each of the sacraments offers specific
gifts or experiences of God’s saving power (called graces), which
strengthen followers of Jesus to live the Christian life. These
experiences of God’s grace are expressed in outward or visible
signs consisting of ritual actions and words. It is these sacramental
experiences and their lasting effects that bring people closer to
God.
Students create an infographic that outlines the seven Sacraments
of Initiation.
The following strategy can be used to help students understand
how the sacraments bring people closer to God
(A-Z strategies 3-2-1)

Name the three types of Sacraments

List two graces that can be received through the
sacraments

Explain how one of the Sacraments brings people closer
to God
Lesson 2:
Read Year 7 Resource pp.27-28 discuss as a class ideas particularly
that the Sacraments of initiation enable full participation in the life
of the Church.
Module Skills:
Links with prior and future
learning:
The following websites may be of use when teaching this
elaboration:

Together at One Altar has a Learning Object and
Teacher’s Notes.

Sacraments – Catholic Archdiocese of Adelaide

The Sacraments and Liturgies – Catholic Australi
Glossary / Vocabulary:
-
Resources
Lesson 1:
The Seven Sacraments
Year 7 Resource pp.2526
List of digital strategies
for Elaboration
Infographic
A-Z Strategies Booklet
Lesson 2:
Year 7 Resource pp.2728
List of digital strategies
for Elaboration
Learning Object
Focus Questions
Lesson 1:
List the 7 sacraments
Give the meaning of the word
Grace
Name the sacraments of Initiation
Name the sacraments of Service
Name the sacraments of Healing
Give a reason as why the
Sacraments bring people closer to
God
Lesson 2:
What are the Sacraments of
Initiation?
Why are they named Sacraments of
Initiation?
Which Sacrament is the first
Sacrament of the Catholic Church?
How many times can a person
receive each of the Sacraments of
Initiation? Explain your answer.
Explain the following statement
“The Sacraments of Initiation lay
the foundations of Christian Life.
Teacher’s Notes
Sacraments
The Sacraments and
Liturgies
Links to scripture/church documents:
Module
7.2.1
God created
people to be
responsible
Syllabus content
The Students know and understand that:

God created people to be good
and loving

People develop responsibility
Lesson Content
Lesson 1:
Read Year 7 Resource, p. 1 and 2. Discuss key ideas as a class.
Show students the David Kayward image titled Jesus Takes A Selfie.
(Originally from David Kayward’s Website ‘Naked Pastor’. Please note
that some of the images on this website are not suitable for students
and therefore a link has been provided that shows the image rather
than the website).
Discuss how the image reflects the teaching that human beings are made
in the image and likeness of God (Genesis 1:27 “So God created
humankind in his image, in the image of God he created them; male and
female he created them.”).
(Note: students may need to be reminded that Jesus is God – concept
covered in 7.1 Chapter 2, Elaboration 2 Jesus is Divine – p. 7).
Lead students to the understanding that God is love (and good); and as
people are made in the image and likeness of God, so too are people
created to be loving and good.
After the class discussion, students create their own version of Jesus
takes a Selfie.
Lesson 2:
Read Year 7 Resource, p 3 and discuss key ideas as a class.
Ask students to define the term ‘responsibility’ in their own words. Then
get them to group off in groups no larger than four. Compare and
contrast their answers. Each group comes up with a definition that
reflects all of their answers.
(Could use the placemat strategy – draw a circle or box in the middle of
an A3 page where group definition will go, and draw lines dividing the
rest of the space around the centre shape, where each individual student
writes their definition).
Each group then shares with the class. Board ideas and then create a
class definition.
Conduct a small group or class discussion on how Year 7 students can
develop their responsibility within their own sphere of influences (at
home, at school, in their friendship groups).
A graffiti wall strategy could make this activity a little bit more
interesting (a large area of a classroom wall covered with butcher’s
paper or similar, whereby students are free to express their ideas and
suggestions that reflect their understandings).
Discussions may also include social pressures, which encourage young
people to do what is not right; importantly, a follow up discussion should
include how young people can overcome these pressures in order to
Resources
Lesson 1.:
Year 7 Resource p. 1 -2
List of digital strategies
for Elaboration
Jesus Takes A
Selfie.(David Hayward)
Genesis 1:27
1 John 4:16
Focus Questions
Lesson 1:
If God is love (1 John 4:16) and
humans are made in the image and
likeness of God (Genesis 1:27) what
does that imply about human
beings?
What are the implications of this
teaching for human beings?
What does it mean to be created in
the image and likeness of God?
Using Genesis 1:27 and 1 John 4:16
to justify the following statement:
God created people to be good and
loving.
Lesson 2:
Name some characteristics that
show people care about the
consequences of their actions and
decisions.
What does conscience guide people
to do?
What is the purpose of questions
that make people wonder about
life and God?
Explain how people develop
responsibility.
Lesson 3:
Give 5 examples of qualities that
people admire in others
Give the definition of a personal
ideal
Why are personal ideals important
in the life of Christian people?
Lesson 4:
Name six human qualities that
Jesus showed
Choose three of these qualities and
describe a scripture passage for
develop their responsibility.
Re-read the section on conscience. In small groups, students create a
definition of conscience. Each group share’s their definition with the
whole class – from which the class creates a class definition of the word.
Teachers should take great care to ensure that the class definition is
aligned with the text in the Year 7 Resource
-
-
Module Skills:
Links with prior and
future learning:
Module
7.2.2
Jesus
modelled
human ideals
Syllabus content
The Students know and understand that:

Developing ideals

Jesus always chose what was
good

Jesus shares the Holy Spirit
Glossary / Vocabulary:
Conscience
Responsibility
-
each where Jesus shows these
qualities (encourage students to
look beyond the scripture listed).
Explain how these qualities helped
Jesus choose what was good.
Explain how Jesus’ examples can
help people to choose what is
loving and good. Justify your
answer.
Why do you think Jesus modelled
those qualities?
Links to scripture/church documents:
Lesson Content
Lesson 1:
Revise discussions from past two days.
Students reflect on the qualities that they admire. Students create a
crest that represents the ideals they would like to develop and/or
students create a crest with the ideals that they admire of a Saint (or the
patron saint / founder of the school).
Use any of the Crest templates available and use to create a classroom
display.
Lesson 2:
Read Year 7 Resource, pp.6-9 and discuss key ideas as a class.
In groups of 3-4, students role-play Jesus modelling human qualities as
outlined in the following scripture references.

Mark 10:32–34

John 6:60–66

John 11:32–36

John 15:13–15

Luke 22:54–62

John 18:4–8

Matthew 7:7–12

Mark 14:3–9

Mark 2:4–5

Luke 23:34

Matthew 5:18
Resources
Lesson 1:
PDF of Crests in T Drive
Lesson 3:
https://www.youtube.co
m/watch?v=IqG_lvZhU-A
Focus Questions
Lesson 1:
Give 5 examples of qualities that
people admire in others
Give the definition of a personal
ideal
Why are personal ideals important
in the life of Christian people?
Lesson 2:
Name six human qualities that
Jesus showed
Choose three of these qualities and
describe a scripture passage for
each where Jesus shows these
qualities (encourage students to
look beyond the scripture listed).
Explain how these qualities helped
Jesus choose what was good.
Explain how Jesus’ examples can
help people to choose what is
loving and good. Justify your
answer.
Why do you think Jesus modelled
those qualities?

John 14:6

Matthew 4:1–4
Students then present their plays to the class.
OR
Students select 3 human qualities that Jesus modelled (as per the quality
attached to each scripture reference on pages 7-9). They read the
relevant scripture passages and then relate them to modern day society.
Place pieces of A3 paper around the room with each human quality as a
title. Using textas, students are to then walk around and place one
example of how this quality is evident in their family, school and society
one their three selected qualities.
Lesson 3:
Why did Jesus promise to share the
Holy Spirit with his followers?
Outline the sequence of events that
occurred at Pentecost
The Holy Spirit bestowed on the
Apostles gifts. What was the
purpose of this?
How do the gifts of the Holy Spirit
help people to live like Jesus?
Lesson 3:
Read Year 7 Resource, p. 10 and discuss key ideas as a class.
Ask students to explain in their own words one of the scripture passages
about Jesus sharing the Holy Spirit.
Module Skills
(This relates to the assignment)
Module
7.2.3
The Church is
the Body of
Christ
Links with prior and
future learning:
Syllabus content
The Students know and understand that:

At Pentecost the Apostles and
followers of Jesus were filled
with the Holy Spirit

The church is called the Body of
Christ
Glossary / Vocabulary:
Paraclete
Pentecost
Links to scripture/church documents:

Mark 10:32–34

John 6:60–66

John 11:32–36

John 15:13–15

Luke 22:54–62

John 18:4–8

Matthew 7:7–12

Mark 14:3–9

Mark 2:4–5

Luke 23:34

Matthew 5:18

John 14:6

Matthew 4:1–4
Lesson Content
Lesson 1:
Read Year 7 Resource, pp.11-13 and discuss key ideas as a class in
particular that at Pentecost the Apostles and followers of Jesus were
filled with the Holy Spirit.
Using 7.2 Task Sheet 1 Pentecost: The Movie students create a trailer for
a new movie being released about the story of Pentecost (based on the
following scripture passage - Acts 2:1-13).
Students should be focused on conveying the message of Pentecost, in
Resources
Lesson 1:
Focus Questions
Lesson 1:
– Why is Pentecost an important
feast in the life of Christians?
– Describe in your own words the
meaning of Pentecost
– In which part of the Bible are
stories told about the Holy Spirit
– Give 3 examples from the Bible of

The church gathers as the Body
of Christ today
particular that the Apostles and followers of Jesus were filled with the
Holy Spirit at Pentecost. It is important that students get the content of
the trailer correct before adding music, transitions and other animations.
When assessing the trailers, consideration should be given to the
accuracy of content, whether the students have conveyed the message of
Pentecost correctly and effectively. The trailer should clearly convey that
the Apostles received and were filled with the Holy Spirit at Pentecost.
Assessment on the technical aspects of the iMovie trailer should not be
included in the RE assessment.
Lesson 2:
Read Year 7 Resource, pp.14-16 and discuss key ideas as a class in
particular that the church is called the Body of Christ.
Remind students “One of the earliest and most important ways to
describe the Church is to refer to it as the Body of Christ. The Body of
Christ refers to the members of the Church throughout history. The
Church, as the Body of Christ, is made up of all those who have accepted
Jesus Christ.”
Students create a visual representation of the Church as the Body of
Christ. [Conduct a google image search for ideas and inspiration. There
are a number of examples that could be used to help inspire students if
they require more direction. Google: ‘Church as the body of Christ’.]
It is important that students write an explanation of their visual
representation. Encourage higher order thinking by directing students to
justify their choice of representation.
Lesson 3:
Read Year 7 Resource, pp.17-18 and discuss key ideas as a class in
particular that the church gathers as the Body of Christ today,
particularly in the parish and the diocese.
Recall learning from Term 1, Chapter 1, Elaborations 2 and 3.
how the holy spirit worked with
people
Lesson 2:
– Where did the word Church
originate from
– Define the word Church (add to
glossary)
– What is one important way to
describe the Church
– Who first described the Church as
the Body of Christ?
– Explain why the Church is the Body
of Christ
– Name the seven Christian gifts of
service which build up the Body of
Christ
Lesson 3:
(Revisit from last term, the answers to the
following questions. Get the students to
research write down answers to questions
they do not know the answers to
– Name who leads a Parish
– Name who leads a diocese
– Outline two differences between a
parish and a diocese
– What is the most important parish
gathering and why?
– Name three other important parish
gatherings
– Give three examples of how people
can the Body of Christ at work in a
parish.
– How many dioceses are there in
Perth?
– Give three examples of how people
see the Body of Christ in diocesan
works.
– Explain how and why parishes and
dioceses gather together as the
Body of Christ.
Module Skills
(This relates to the assignment)
Links with prior and
future learning:
Glossary / Vocabulary:
- Pentecost
- Apostles
- Holy Spirit
- Church
-
Links to scripture/church documents:
Module
7.2.4
The Spirit
Guides the
Church
Syllabus content
The Students know and understand that:

The Church spread throughout
the world

The Spirit stirs the Church today
Lesson Content
Lesson 1:
Read Year 7 Resource, pp.19-20 and discuss key ideas about the spread
of the Church throughout the world, particularly that of the early
Church.
The Early Church
In small pairs or small groups, students investigate how Christianity
spread throughout the world. Allocate each pair or group a country or
groups of countries (not restricted to continents). Students should
investigate:

People responsible for bringing Christianity to that country/
group of countries.

How this transpired (was it an easy / difficult task, was there
resistance or not?)
Resources
Lesson 1:
Module
7.2.5
Christians is
express their
faith in the
Church
Links with prior and
future learning:
Glossary / Vocabulary
Syllabus content
The Students know and understand that:

The Holy Spirit continues to
guide the Church through
Scripture and Tradition
Links to scripture/church documents:
Lesson Content
Lesson 1:
Read Year 7 Resource, p.25 and the top of p.26 and discuss key ideas as a
class in particular how the Holy Spirit continues to guide the Church
through Scripture and Tradition
Lesson 2:
Lesson 1:
Lesson 2:
– What mission did Jesus give his
followers and why? [Include
Scripture reference].
– Why did Jewish religious leaders
begin to persecute Christians?
– Give 3 examples of people who
were strengthened by the Spirit to
bring the church to new countries
– In which year did the first Catholics
arrive in Australia?
– Name the 2 Spanish priests who
arrived in Perth In January 1846
– Give the name of the first Catholic
Church in Perth
– In which year was Geraldton
declared a diocese
– Give the name of the first church in
Bunbury
– What important initiative did
Bishop Gibney establish in Broome
Diocese
Lesson 2:
Read Year 7 Resource, pp. 21-23 and discuss key ideas as a class in
particular how the Church spread throughout Australia.
The Catholic Church in Australia
View The Official Directory of the Catholic Church in Australia to get an
overview of the dioceses in Australia.
Students to produce an interactive timeline of the development of the
Catholic Church in Australia.
Students create an interactive map indicating the growth of the Church
in Australia, particularly, in Western Australia.
Module Skills
(This relates to the assignment)
Focus Questions
Resources
Lesson 1:
Focus Questions
Lesson 1:
-
What does Jesus teach his followers
through the Gospels?
Define Tradition (add to glossary)
How does the Holy Spirit guide the
church?

The Profession of Faith

The Sacraments of Faith

The Life of Faith

Prayer in the Life of Faith

Resources and ways the Church
communicate
Read Year 7 Resource, pp. 26-27 and discuss key ideas around the
Profession of Faith as a class.
It is important students understand:
1.That the Profession of Faith (or Creed) is:

A summary of all the basic teachings for Christians

Expresses the central truths that the members of the Catholic
Church believe.
2. Followers of Jesus profess their faith by stating what they believe
3. There are two creeds in the Catholic Church

Apostles Creed (named because it is considered as a faithful
summary of the apostles’ faith CCC#194)

Nicene Creed (more detailed version of the Apostles Creed.
Written during the councils of Nicea 325 A.D. and
Constantinople 981 A.D)
Apostles Creed:
Students create a picture book to help learn the Apostles Creed. Each
stanza is represented with an image. Students could use their own
images or those that have been obtained through open sources (Open
source photographs).
Nicene Creed:
Using The Nicene Creed – A Roadmap for our Faith as a guide, students
create their own version of the roadmap using the new translation of the
Nicene Creed (found on p.27 of 7.2 Come Follow Me) ^^Remind students
that the version of the Nicene Creed in A Roadmap for our Faith is the
old translation.^^
The following link can be useful in helping students learn about the
creeds:
Prayers of the Assembly
Beliefs – I believe in God
The following document may be useful for teachers in relation to
answering questions students may have about the changes to the Creed
(in the New Translation of the Roman Missal) [New Words. Deeper
Meaning. Same Mass pp. 8-11]
Lesson 3:
Read Year 7 Resource, p. 28 and discuss key ideas as a class.
Group activity- Divide the class into 3 groups. Each group is given one of
the types of Sacraments: Initiation, Healing or Service
Students within the group are allocated one of the sacraments i.e.
Baptism, they must study the basics of this sacrament (the table found at
The Seven Sacraments by Felix Just S.J will assist this process). Once the
student has learnt about the sacrament, they must teach the rest of their
group about the sacrament. Following this, the group must creatively
-
Name the important resource for
guiding Catholics
Name the four main parts of the
Catechism of the Catholic Church
Lesson 2:
Outline the meaning of the
Profession of faith
Which Catholic resource explains
the teachings in the Profession of
faith
– Where does the word creed come
from, define and add to glossary
– How many creeds are there in the
Catholic Church
– Explain the Apostles creed
– Explain the Nicene creed
Lesson 3:
– Name the seven sacraments of the
Catholic Church
– Define the word Graces
(interchangeable with the term
‘gifts), define and add to glossarr
– How do the Sacraments help
people with their faith?
– Name the three Sacraments of
Initiation
– Name the three Sacraments of
Healing
– Name the three Sacraments of
Service
Lesson 4:
There are 10 Commandments,
which were given by God to Moses
(on Mt. Sinai) and the Israelites.
The two Commandments of Jesus
make clear the Commandments of
God.
Christians are changed as they
draw on the power received
teach the rest of the class about their group of sacraments. Once all of
the groups have presented to the class, conduct a group competition
using the table found at The Seven Sacraments by Felix Just S.J where by
the students have to match the Sacrament, the biblical basis, central
words, central actions, effect and ministers.
The following can be helpful to assist students to learn about the
Sacraments of Initiation
Lesson 4:
Read Year 7 Resource, p.29 and discuss key ideas as a class in particular
to understand the Life of Faith
Students to create a Flap book A-Z strategies to help them understand
the Ten commandments.
or
Role Play- divide the class into 10 groups, each given one of the ten
commandments. Students to perform a small skit on how to display the
commandment in their daily life.
or
Students to write a personal contract for themselves where they write
how they will follow each on the ten commandments in their own daily
life.
Lesson 5:
Read Year 7 Resource, p.30 and discuss key ideas as a class in particular
prayer in the Life of Faith.
Ensure students understand that people of the faith:

Believe in the teachings of Jesus,

They celebrate the teachings

Are nourished through the Sacraments

Grow in a vital and personal relationship with God through the
relationship that is prayer.

Jesus taught his followers to pray like him so that they would
know how to relate to God.

The more people pray like Jesus, the more powerful their
prayers become.
Use the story probe strategy A-Z strategies to help students understand
the meaning of each of the prayer verses in the Our Father.
Students could complete the Our Father activity by Loyola Press to help
them learn about the Our Father / Lord’s Prayer
Students to write out prayer verse in the Lord’s prayer and outline in
their own words what it means.
Key Questions:
- What enables people to grow in a personal relationship with God?
–
–
–
–
through the sacraments to live the
Ten Commandments as fulfilled by
Jesus.
What are the Commandments of
God?
What are the two Commandments
of Jesus and what do they make
clear?
How do Christians change as they
How do the Ten commandments
help people live in their daily life
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Links to scripture/church documents:
Module
7.3.1
People grow
and develop
Syllabus content
The Students know and understand that:

Everyone is created by God

Life is a mystery
Lesson content
Lesson 1:
Resources
Lesson 3.
Focus Questions
-
Provide students with a copy of the term outline, “Celebrating New
Life”.
Read Year 7 Resource, pg.2 and discuss key ideas as a class in particular:

Everyone is created by God

As people grow and develop they experience many changes
these include physical, emotional, social, intellectual and
spiritual changes

Adolescence is the name given to the period of changes from
childhood to adulthood

Adolescence can be a confusing time for young people
Brainstorm characteristics of people at different stages of their life. e.g.
baby, infant, teenager, adult. Board all key words, thoughts etc.
Students can then create a front cover for this unit (for their exercise
books and or display file), using images and words that relate to the
whole class brainstorm.
Lesson 2:
Read Year 7 Resource pg.2 and discuss key ideas as a class in particular:
 Life is a mystery
 The mystery of human life leads people to reflect upon and
question the source of human life, the creator
 God created human sexuality
 Human sexuality is one of God’s gifts of creation
Students to produce an artistic representation of the following
statement,
‘Life is a Mystery’. They could use their devices (or pen and paper) to
gather and create a collage of images and words to reflect their own
personal understanding of this.
Module Skills
Links with prior and
future learning:
Glossary / Vocabulary:
physical, emotional, social, intellectual and spiritual changes
Adolescence
Human sexuality
Links to scripture/church documents:
Module
7.3.2
Growth and
development
lead to a deeper
expression of
love
Syllabus content
The Students know and understand that:

God empowers humans to
become co-creators

The special love between husband
and wife
Lesson content
Lesson 1:
Read Year 7 Resource, pg.3 and discuss key ideas as a class in
particular:
 God empowers humans to become co-creators
 God has given men and woman the gift of conceiving new
human life as spouses and parents
 God creates everything that is unique in each person
 Everyone is obliged by God to do all that they can to protect
a human life
It is at this stage that the students will need to be introduced to the
‘Things are Changing’ booklets.
Provide the students time to have a look through the booklet
(Michelle is printing this off for us all). It is during this time that
they may become quite silly as they see diagrams and vocabulary
for the unit for the first time.
On pg 10. in the “Things are Changing” – Facilitator Manual (given
to you by Kevin), there are some great ways to initiate
conversations regarding the ‘sensitive’ nature of the content.
Eg:
-PUBERTY brainstorm
-Question and Answer Box
-Pre session Quiz
Lesson 2:
Read Year 7 Resource, pp.3 and discuss key ideas as a class in
particular:
 God created male and female bodies so that men and
women could show love for each other to conceive children
 Husband and wives have the capacity to conceive children
 God intends the creation of human life to be self-giving, love
giving, and life-giving
 Every child that is born into the world is precious in God’s
eyes
 God created all people out of love and calls people to love
 There are many different ways to express love in human
relationships
Resources
Focus Questions
Lesson 2:
What did God reveal in Chapter 1 of
the Book of Genesis?
List all the different ways that love
can be expressed in human
relationships.
Lesson 3:
What does God command people
to do?
List examples of how people value
human life
Explain the statement, ‘All human
life is sacred’
Use the Ten-word strategy from the A-Z strategies to help students
understand the content.
Teach: People express love in different human relationships.
List ways students can express love to people in different
relationships. Create a photo or word collage to show the different
relationships students experience and how they show love in these
relationships.
Students to read the following Scripture passages:
[Genesis1,27-28] and [Genesis 1:31 ]
Record the main message of each.
Lesson 3:
Read Year 7 Resource, pp 5 and discuss key ideas as a class in
particular:
 God commands that people respect human life.
 Human beings are created by God and in the image and
likeness of God
 All human life is sacred
Brainstorm different ways people show they value human life.
Students to create a newspaper or magazine collage of pictures
depicting the value of human life.
Students to work in pairs and explain to each other their
understanding of the following scripture [Gen 1:27-28]
Module Skills
Links with prior and future
learning:
Module
7.3.3
People are
called to
reflect God
Syllabus content
The Students know and understand that:

God commands that people
respect human life
Glossary / Vocabulary:
self-giving
love giving
life giving
Lesson content
Lesson 1:
Read Year 7 Resource, pp 5 and discuss key ideas as a class in particular:
 God commands that people respect human life.
 Human beings are created by God and in the image and likeness of
God
Links to scripture/church documents:
Lesson 2:
Genesis1,27-28
Genesis 1:31
Resources
Lesson 3.
Focus Questions
Lesson 1:
Which commandments protect
human life?
What is the Fifth Commandment?
Explain the following statement:
by
respecting
human life

Living the fifth commandment

Living the sixth commandment

All human life is sacred
Brainstorm different ways people show they value human life.
Students to create a newspaper or magazine collage of pictures depicting
the value of human life.
Students to work in pairs and explain to each other their understanding
of the following scripture [Gen 1:27-28]
Lesson 2:
Read Year 7 Resource, pp.5 and discuss key ideas as a class in particular:
 Human life is protected by the Fifth and Sixth Commandments
 Human life is protected by the commandment of Jesus to love one
another
 The Fifth Commandment ‘you shall not kill ‘ requires people to
care for all human life
 Catholics are called to follow God’s command and protect, defend
and nurture life from the moment of conception
Brainstorm the different ways people can live out the Fifth
Commandment ‘you shall not kill’. The following can be used to help
students with brainstorming
Wordle
The following link is a set of useful activities to help students better
understand the fifth commandment
Fifth Commandment
Newspaper search
Students to search local newspaper and prepare a collage of articles
which depict violence in the world today
Students to read [Matthew 5:23-24] and produce an interpretation of
the passage for young teenagers.
Lesson 3:
Read Year 7 Resource, pp.6 and discuss key ideas:
 The Sixth Commandment requires people to respect the integrity
of each person
 The Sixth Commandment promotes the sacredness of the special
relationship of husband and wife in a marriage
 Chastity is a gift by God to maintain the integrity of life and love
‘Catholics are called to follow
God’s command and protect,
defend and nurture life from the
moment of conception
Lesson 2:
What is the Sixth Commandment?
Outline what the Sixth
Commandment requires people to
do
What is Chastity?
What is Modesty
Why are Chastity and Modesty
important?
Explain the meaning of the
following statement, ‘As followers
of Christ all baptised people are
called to love one another as
Christ loves.


within marriage
Modesty helps develop the virtue of chastity
The Sixth Commandment requires married people respect the
vows of marriage
Brainstorm the different ways people can live out the Sixth
Commandment. The following can be used to help students with
brainstorming
Bubble Us
Students to create a movie to teach others how to live out the Sixth
Commandment
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Chastity
Modesty
Vow
Links to scripture/church documents:
Gen 1:27-28
Matthew 5:23-24
Module
Syllabus content
Lesson content
7.3.4
The students know and understand
that:
Lesson 1:
Read Year 7 Resource, pp 7 and discuss key ideas:
 Jesus taught that all people can love like God
 Jesus taught that God loves all people
 Jesus modelled God’s love for all people regardless of their differences
Through Jesus,
God gives
people new
life

Jesus taught that all
people can love like God

Jesus offers new life

Jesus gives new life
through the sacraments
Divide the class into five groups. Each group given an example of Jesus
showing love as outlined in the resource
Students can dramatize; create a commercial or song to convey the message.
Lesson 2:
Read Year 7 Resource, pp.8&9 and discuss key ideas:
 Jesus offers’ new life’
 Christians are called to live a life of goodness
 Jesus models how to live a good life
 Jesus taught his followers how to grow in their love for God
 Jesus told his followers to make disciples of all nations and baptise
them
 The Acts of the Apostles is a book in the bible that tells the founding of
the church and the early work of the Apostles
Use Character Emotion Thermometer strategy A-Z strategies to help students
analyse the scripture passages which show how Jesus taught.
Resources
Lesson 1:
Focus Questions
Lesson 1:
Explain the following statement:
“Jesus modelled God’s love for all
people”
Give three examples of Jesus
Showing God’s love.
Lesson 2:
Why are Christians called to live a
life of goodness?
How did Jesus proclaim his Gospel
using actions?
How did Jesus proclaim his Gospel
using words?
Why did the Apostles continue to
baptise as Jesus commanded?
Why are the Acts of the Apostles
Important?
Lesson 3:
Why does Jesus want everyone to
share in the life of God?
Name the sacraments of Christian
Lesson 3:
Read Year 7 Resource, pp. 10 and discuss key ideas:
 Jesus gives new life through the Sacraments
 Jesus wants every person to share in the life of God
 Through the sacraments people receive the grace that enables them to
share in the life of God
-
Initiation?
How do the sacraments of Initiation
help people share in the life of
God?
As a class:
Identify the three categories of Sacraments
List the Sacraments under the correct headings
Have a brief introductory discussion on the role of ‘Sacarments’
Module SkillS:
Links with prior and future learning:
Module
7.3.5
New life through
Baptism
Syllabus content
The Students know and
understand that:



Followers of Jesus
celebrate new life
through Baptism
Baptism is a community
Ritual
The Rite of Baptism
Glossary / Vocabulary:
Links to scripture/church documents:
Lesson content
Lesson 1:
Read Year 7 Resource, pp.11 and discuss key ideas:
 Jesus was sent by the Father to proclaim the Gospel to all
 Through the Sacrament of Baptism, people are welcomed into God’s
family
 John the Baptist prepared the way for Jesus
 Water is used in Baptism to remind people of what God offers through
this sacrament
Resources
Lesson 1
Wordle
Lesson 2:
RCIA
RCIC Process
The following digital strategy can be used to help students brainstorm ideas
on Baptism. Students to use content from paragraph two on page 12 of the
year 7 resource
Wordle
Lesson 3:
Read [Matthew 3:11] and explain how John the Baptist prepared the way for
Jesus
Video
Lesson 2:
Read Year 7 Resource, pp 12 and discuss key ideas as a class in particular :
 People can be baptised at any age
 The Rite of Christian initiation of Adults(RCIA) is for people who feel a
call to know more about Jesus and the Catholic faith
 The RCIA is a process for preparing adults for Baptism, Confirmation
Baptism
Baptism
Focus Questions
Lesson 1:
Why was Jesus sent by his Father?
Who are called to receive Baptism?
How do people become members
of God’s family?
Who baptised Jesus?
Outline what the water of Baptism
reminds people of and what it
symbolises
How do people proclaim the
message of Jesus as he did in their
own lives? Give examples.
Lesson 2:
What do the letters RCIA stand for?
Who is able to participate in the
RCIA programme?
Why is the RCIA journey compared
to a spiritual Journey?
What do the letters RCIC stand for?
Who is able to participate in the
RCIC programme?
Explain the role of Godparents


and the Eucharist
The Rite of Christian Initiation of Children (RCIC) is the process through
which older children are prepared to celebrate the sacraments of
initiation
When a young infant or child is baptised parents promise to be
responsible for helping the child to grow in love of God and become a
follower of Jesus
The following site has useful information on the RCIA process
RCIA
Students to research the Rite of Christian Initiation for Children and produce
an information brochure on the RCIC program explaining the origin, meaning
and process
The following can help students understand the Rite of Christian Initiation of
Children (RCIC) process
RCIC Process(1)
RCIC Process(2)
Lesson 3:
Read Year 7 Resource, pp 13 and discuss key ideas as a class in particular:

Baptism is celebrated in a ceremony called the Rite of Baptism

The Rite of Baptism concludes with the Lord’s prayer and blessings
for the mother, father and those assembled
The following can assist students to learn about Baptism
Baptism
The following clip is a video of an infant baptism
Video
The following is a useful resource to help teach about Baptism
Baptism
Students to prepare a PPT or Keynote presentation that teaches about the
explanatory rites of Baptism

Name the ceremony that the Rite of Baptism is celebrated in

Name the three parts in the Rite of Baptism

Why are Explanatory Rites used in the Rite of Baptism?

Outline what happens at the conclusion of the Rite of Baptism.
Module Skills
Links with prior and
future learning:
Module
7.3.6
Reconciliation
strengthens life
Syllabus content
The Students know and
understand that:

Jesus restores the
relationship with God
and others through
Reconciliation.

The Gift of Reconciliation

The Sacrament of
Penance

The meaning of sin

The sacrament of
Penance brings peace
Glossary / Vocabulary:
-
Links to scripture/church documents:
Lesson 1:
Matthew 3:11
Lesson content
Lesson 1:
Read Year 7 Resource, pp.14 and discuss key ideas:

The sacrament of Reconciliation promotes the peace of Jesus

All people need to have a good relationship with others and God

Jesus restores the relationship with God and others through
Reconciliation
The following YouTube clip can be useful in helping students learn about
Reconciliation
You tube clip
Lesson 2:
Read Year 7 Resource, pp 14 and discuss key ideas:

Jesus wants to forgive the sins of the whole human race

Jesus gave the Apostles the power to forgive sins,

Jesus, through Reconciliation gives his followers the gift of peace
Students to list ways of how the gift of peace will look like in their:

Family

School

Community

World
Lesson 3:
Read Year 7 Resource, pp 15. and discuss key ideas as a class in particular:

There are several names for the Sacrament of Reconciliation

It is called the Sacrament of Conversion

It is called the Sacrament of Penance

It is called the Sacrament of confession

It is called the Sacrament of forgiveness

It is called the Sacrament of Reconciliation
The following can assist students to know and understand the Sacrament of
Reconciliation
Resources
Lesson 1:
Focus Questions
Lesson 1:
Explain Reconciliation
Why is it important to make peace
with everybody?
Lesson 2:
What does Jesus want for the
whole human race?
What authority did Jesus give to his
Apostles in this case?
What gift does Jesus give through
Reconciliation?
Lesson 3:
Explain why the Sacrament of
Reconciliation is called the
sacrament of Penance
Explain why the Sacrament of
Reconciliation is called the
sacrament of Conversion
Explain why the Sacrament of
Reconciliation is called the
sacrament of Forgiveness
Explain why the Sacrament of
Reconciliation is called the
Sacrament of Confession
Lesson 4:
Give the Catholic definition of sin
Write another name for the Law of
God
How many conditions are necessary
for a sin to occur?
Describe what happens to the
relationship with God when a
Sacrament of Reconciliation
The following has a variety of activities and games to help students
understand the Sacrament of Reconciliation
Games and Activities
person sins.
Give the definition of Penance
Lesson 5:
Name the three gifts that God
offers people through the
Sacrament of Reconciliation?
Re-tell in your own words the other
gift that Jesus gives his followers
through the Sacrament of
Reconciliation
Lesson 4:
Read Year 7 Resource, pp. 15 and discuss key ideas:

Through the sacrament of Reconciliation all baptised people are
offered the possibility to restore their relationships that have been
damaged through sin

Sin is defined as: any deliberate thought, word or action against
the law of God (Catechism 1849)

The Law of God means the Commandments of Jesus and the Ten
Commandments

There are three conditions necessary for sin

Absolution takes away sin but does not repair all of the damage
done
Students to illustrate their understanding of sin as seen in the world today
Module Skills:
Links with prior and
future learning:
Module
7.3.7
Participating in
this new life is a
call to Social
Justice
Lesson 5:
Read Year 7 Resource, pp. 16 and discuss key ideas:

Through the Sacrament of Reconciliation God offers people many
gifts

Jesus gives his followers another gift as well, it is the gift of healing
and peace in their hearts
Glossary / Vocabulary:
Sin
Commandment
Syllabus content
The Students know and
understand that:

Sacraments help people
to live like Jesus

Social justice means
respecting other
people’s basic rights
Lesson content
Lesson 1:
Links to scripture/church documents:
Resources
Lesson 1:
Focus Questions
Lesson 1:
How have I grown and changed
over time (include physical,
emotional, social, intellectual and
spiritual changes)?
What do I think about, as I am
getting older?
What are your plans for your
future?

Module Skills:
Links with prior and
future learning:
Module
7.4.1
God has given
people the gift of
love
Lesson 2:
Who is the source of human life?
Who created human sexuality
Catholics practise social
justice in many ways
Syllabus content
The Students know and
understand that:

God’s gift of love

About developing and
growing in God’s love
Glossary / Vocabulary:
physical, emotional, social, intellectual and spiritual changes
Adolescence
Human sexuality
Lesson content
Lesson 1:
Read Year 7 Resource, p.2 and discuss key ideas as a class in particular:

God is love and love is God’s gift

Students to locate and read the following scripture [1 John, 4:16] and
[Romans 5:5]
Explain the key messages about God’s love
Students to use any form of art activity to represent their understanding of
God’s love as everlasting, permanent and never forgetful.
Use the following 3-2-1 strategy to help students summarise the content:
Outline three key ideas from the content Outline two important things people learn about
God’s love from the Bible Outline one action you can do to demonstrate God’s
love to others Content Review: Name God’s gift
Lesson 2:
Read Year 7 Resource, p.2 and discuss key ideas as a class in particular:

Genuine love can be defined as the personal commitment to
always want what is good for other people 
Concern for the good of others motivates people to love others The following digital strategy can be used for students to create a comic strip
about what genuine love calls people to do
Toondoo
Links to scripture/church documents:
Resources
Lesson 1:
Focus Questions
Lesson 1:
-
-
Explain the meaning of the
following statements: ”God’s love
is everlasting
God’s love is permanent God’s love
is never forgetful Why did God give people the gift of
love? Divide the class into 5 groups. Each group is given an example of people who
show love by putting their lives at risk as mentioned in the content p.2
Task: students to work as a group and come up with reasons why they
would put their lives at risk to show love. Share ideas with the class Outline what genuine love calls people to do Give students opportunities to
ask questions for clarification of content Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Genuine ‘love’
Links to scripture/church documents:
- 1 John, 4:16
- Romans 5:5
Module
7.4.2
Jesus came
to show
God’s Love
Syllabus content
The Students know and understand that:

Jesus modelled God’s love

Jesus offers God’s love through
his Church

Jesus showed his love by his
death
Lesson content
Lesson 1:
Read Year 7 Resource, p.3 and discuss key ideas as a class in particular:

God sent Jesus into the world to show his infinite and
unconditional love 
God the Father loves people unconditionally 
Jesus revealed God’s love through his love and care for all
people Students read Luke 4:18, Matthew 8:14-17, Mark 1:40-42, they:
Listen to the Scripture Locate text using the Bible reference List key characters Summarise events Outline the message of how Jesus showed love for others The following drama strategy Dramatic play strategy A-Z strategies can
be used for students to demonstrate their understanding of how Jesus
showed love for others and how they can show this love in their family
school and community
Lesson 2:
Read Year 7 Resource, pp.3-4 and discuss key ideas as a class in
particular:

Jesus calls all people to belong to his Church 
Followers of Christ become co-workers with God by sharing
Christ’s saving love with others

Define the word co-workers

Define the word proclaimed Students to write an editorial for a newspaper that demonstrates their
understanding on how Jesus offers God’s love through his Church (see
task sheet number one) Lesson 3:
Read Year 7 Resource, p.4 and discuss key ideas as a class in particular:

Jesus showed his love by his death on the cross 
Jesus died so that all can share fully in the love of God 
Jesus loved even those who crucified him Define Salvation Resources
Lesson 1:
Focus Questions
Lesson 1:
What did God do to show his
infinite and unconditional love
Explain the meaning of the
following statement Jesus
modelled God’s love Give examples of people modelling
God’s love in the family, school,
community and a global level Lesson 2:
Why does Jesus call all people to
belong to the Church? -
Explain the meaning of the
following statement Followers of
Christ become co-workers with God
by sharing Christ’s saving love with
one another Lesson 3:
Why did Jesus die? How did Jesus show his love to all
people?
The following collaborative strategy think, pair share can be used where
students explain their understanding of how Jesus showed his love by his
death.
Students to produce bookmarks with the following quotes and a brief
explanation on what they mean in relation to how Jesus showed his love
by his death . John15:1, John 3:15
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Co-workers
Proclaimed
Salvation
Links to scripture/church documents:
- Luke 4:18
- Matthew 8:14-17
- Mark 1:40-42
- John,15:13
- John 3:15
Module
7.4. 3
Scripture
helps people
to share
God’s love
Syllabus content
The Students know and understand that:

The Bible guides people to live
good lives

The Book of Psalms

Proverbs in the Bible

Stories in the Bible teach truths
about God
Lesson content
Lesson 1:
Read Year 7 Resource, p.5 and discuss key ideas as a class in particular:

The Bible teaches people how to love as God loves 
The Bible nourishes and deepens a person’s faith

The Bible helps people learn how to love like Jesus 
The Bible is a collection of books divided into two main
sections 
The Bible was written over a long period of time The following you tube clips can be used to helps students understand
the main sections of the Bible The Old Testament and The New
Testament Old Testament New Testament Research Activity(see task sheet number two) Students to undertake
research activity which looks at how the Bible was written, using the
FOCUS QUESTIONS for the research.
Lesson 2:
Read Year 7 Resource, p.5 and discuss key ideas as a class in particular:

The Book of Psalms is found in the Old Testament 
The book of Psalms is a collection of songs, prayers, poems
and hymns gathered over a very long period of time The following can be useful in teaching students about the Responsorial
Psalm Responsorial Psalm Students to write a short newspaper article with the caption The book of
Psalms and include the following
 Explanation of the Book of Psalms
 What it contains
 Importance of Psalms in liturgy Understanding the words of Psalm 23  Students to work in pairs each given a verse of Psalm 23 
Explain in their own words what God’s teaching is for the
verse  Present their findings as a skit, poster or in a digital form Lesson 3:
Read Year 7 Resource, p.6 and discuss key ideas as a class in particular:

Proverbs are short well-known sayings, that state a general
Resources
Lesson 1:
Old Testament
New Testament Lesson 2:
Responsorial Psalm Focus Questions
Lesson 1:
Who wrote the stories in the Bible?
Who inspired the writers of the
Bible List the different forms of writing in
the Bible Content Review
Outline what the Bible teaches
Name the two main sections the
Bible Outline what the Old testament is
about Outline what the New testament is
about
Lesson 2:
Where are the Psalms found in the
Bible?
Give examples of the different
types of Psalms Why are psalms used in private and
public worship today
Lesson 3:
Where in the Bible are the Proverbs
found?
Lesson 4:
What truths do stories in the Bible
teach?
Name the first five books of the
Bible In which book do you find the Story
of Creation? What does the Bible teach us about
God
truth or piece of advice

Students create a bumper sticker on the meaning of one of the proverbs
listed in the resource pp.6-7 to capture the meaning of the proverb for
the world today
Lesson 4:
Read Year 7 Resource, p 8. and discuss key ideas as a class in particular:

Story has always been very important way of handing down
important lessons from one generation to the next 
Stories in the Bible are not scientific or literal texts 
The Book of Genesis teaches that God created the world
Students read and locate the story of Noah and the Flood [Genesis 6:59:17] The following link can be useful to help students read and
understand scripture
Scripture The following can be used to help
students with this task - Listen to Scripture - Locate text using Bible reference - List key characters - Summarise events - Give examples of God’s teaching on creation or
Students read the
Story of Joseph, son of Jacob [Genesis Chapters 37-50]
Create a table with 3 columns using the following headings:
1. Summarise the events in the story
2. Examples of God’s Teachings
3. Explanation
Complete the table using information from the content.
Module Skills:
Links with prior and
future learning:
Module
7.4.4
The gift of
prayer
Syllabus content
The Students know and understand that:

Jesus taught his followers to
pray

Followers of Jess pray in
Glossary / Vocabulary:
Links to scripture/church documents:
- Genesis 6:5-9:17
Lesson content
Lesson 1:
Read Year 7 Resource, pp.9-10 and discuss key ideas as a class in
particular:

Prayer is a relationship between people and God 
Through prayer people establish a relationship with God 
Scripture teaches that God wants a relationship with people
Resources
Lesson 1:
Smore
Focus Questions
Lesson 1:
How do people establish a
relationship with God?
Define Christian prayer
What lessons did Jesus teach
people about prayer? through prayer Christian prayer is centred on the person of Christ Jesus is the model and teacher of prayer Jesus wants people to share in the love of God Prayer requires people’s effort and perseverance All prayer needs to be sincere Jesus prayed alone Jesus prayed with others Lesson 2:
Brainstorm ideas on Prayer
Working with a partner, students to give a
short presentation to the class to teach them why prayer is important.
-
Locate and read the following examples of Jesus praying [Mark
1:35]
[Luke 4:16-17]
[Luke11:9-10] -
different ways

Liturgties are the Prayers of
Jesus







Outline the different ways Jesus prayed
Students can use the following
digital strategy to create a poster to outline the different ways Jesus
prayed
Smore The following link can be useful for ideas on how to teach scripture
Scripture Locate and read the following scripture about praying
sincerely [Luke 18:13]
[Luke 11:4]
[Mark 11:25] [Luke 6:27-28]
Lesson 2:
Read Year 7 Resource, pp.11-12 and discuss key ideas as a class in
particular:

There are five basic prayer forms that Catholics use when
praying 
It is important to maintain a healthy balance between all five
intentions 
People pray in different ways 
Meditation takes time and involves reflecting on God’s word 
Lectio Divina is an example of the prayerful meditation on
Scripture
Teach the five basic prayer forms:
 Blessing and adoration
 Petition
 Intercession  Thanksgiving
 Sorrow The following site is useful to help students understand the five basic
prayer intentions
Prayer Intentions -
Who is our model and teacher of
prayer? Give examples of how Jesus prayed
alone Give examples of how Jesus prayed
with others
How many prayer forms are there?
Why is it important to maintain a
healthy balanced prayer life Outline the four steps in Lectio
Divina Lesson 3:
-
Why are liturgies the most
powerful of all Christian prayers?
The following site is useful to help students with an understanding of
Christian Meditation. Christian Meditation The following clip is a useful resource to teach the students of the steps
involved in praying the Lectio Divina Lectio Divina Lesson 3:
Read Year 7 Resource, pp 13and discuss key ideas as a class in particular:

Liturgies are prayers where Christians join Jesus in praying to
God the Father 
Liturgies are the most powerful of all Christian prayers 
Jesus continues to pray today for the whole human race
Students complete the following task:  List 3 examples of Catholic liturgies  Briefly explain each The following can help students with the task Liturgy of the Word Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Prayer (Christian)
Liturgy
Links to scripture/church documents:
Mark 1:35
Luke 4:16-17
Luke 11:9-10
Luke 18:13
Luke 11:4
Mark 11:25
Luke 6:27-28
Module
7.4.5
Developing
Charity
Syllabus content
The Students know and understand that:

Charity is a gift from God
Lesson content
Resources
Focus Questions
Lesson 1:
Read Year 7 Resource, p.14 and discuss key ideas as a class in particular:

Charity is a gift from God 
Charity is summed up by Jesus’ two Great Commandments 
Christians are called to develop charity in their lives 
As charity develops people increased their capacity to live all
of the Ten Commandments. 
Charity is one of the gifts God gives through the Sacrament of
Baptism Lesson 1:
Understanding Charity Lesson 1:
What does charity enable people to
do?
Jesus’ two Great Commandments
sums up charity, explain this Give reasons why Christians are
called to develop charity in their
lives? Through which sacrament is charity
received? Comic Strip Use the 3,2,1 strategy from the A-Z strategies to summarise students
understanding that Charity is a gift from God  Outline 3 key ideas about Charity  Outline two ways charity helps people in their lives  Outline one way people nourish and care for the gifts of
charity
The following link can help students understand Charity Understanding
Charity Students to read and locate the following scripture passage [Luke 6:2735]  List the messages about what Jesus taught his followers about
developing Charity in their life  Choose one message and relate it to an everyday event E.g.
bullying, racism, gossip  Create a comic strip about the message The following digital
strategy can be used to assist students to create a comic
strip
Comic Strip The following link is useful to help teach scripture to students Scripture
Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
- Charity
Links to scripture/church documents:
-
Module
7.4.6
Charity and
the Comon
Good
Syllabus content
The Students know and understand that:

People have basic needs

The Common Good

Jesus worked for the Common
Good
Lesson content
Lesson 1:
Read Year 7 Resource, p.16 and discuss key ideas as a class in
particular:

People have basic needs 
People also have a basic need for God 
True happiness comes God 
Communities provide for the basic needs of others Use the following digital strategy to help students brainstorm the basic
needs that people have Wordle Discuss basic needs and why they are important.
Students to discuss and give examples how each of the following:
 communities provides for the basic needs of people  The family
 The Church
 Catholic schools
 Recreational groups
 Civic communities Lesson 2:
Read Year 7 Resource, pp.16-17 and discuss key ideas as a class in
particular:

Everything that fulfils the basic human needs of a person is
called a ‘good’ 
Every person has a right to these ‘goods’ 
All these goods are called the Common Good The following site can be useful in helping students understand the
Common Good Common Good Lesson 3:
Read Year 7 Resource, pp 17-18. and discuss key ideas as a class in
particular:

Jesus worked for the Common Good in two very important
ways for the poor and the needs of others
Students locate and read the following scripture passages:
Mark 10:21
Luke 10:29-37
Resources
Lesson 1:
Wordle
Lesson 2:
Common Good
Focus Questions
Lesson 1:
Name all basic human needs Give a reason why people also have
a basic need for God Outline the communities that
people belong to and needs that
those communities provide Lesson 2:
Why does every person have a right
to basic human needs? Give examples of goods that meet
basic human needs Define the word the Common Good
List the three essential elements of
the Common Good Lesson 3:
What are two ways that Jesus
worked for the common good
-
Luke 14:13-14
Discuss the following question:
 How did Jesus show support for the poor
Students to prepare a newspaper article on the idea: ‘Jesus gives to his
followers on how to support the poor’
Students to read The Parable of the Rich Man and the Beggar
[Luke
16:19-31] The following three level questioning technique can be used to
help students understand the parable:
Level 1 Recall  What was the beggar’s name?  What happened to the beggar when he died?
Level 2 Analysis/Inference  Why is the rich man punished in Hades?
 Why does Abraham refuse the rich man’s request?
 What message is Jesus giving through this parable?
 Why did Jesus use parables? Level 3 Synthesis
 Who are Lazarus and the rich man today?
 How can we work the common good? Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
‘Good’
Common Good
Parable
Links to scripture/church documents:
Mark 10:21
Luke 10:29-37
Luke 14:13-14
Luke 16:19-31
Module
7.4.7
People are
called to
promote the
Common
Good
Module Skills:
Syllabus content
The Students know and understand that:

We are called to promote the
Common Good

Thruogh Scripture God teachers
people to care for those in need
Links with prior and
future learning:
Lesson content
Resources
Focus Questions
Read Year 7 Resource, pp.19-20 and discuss key ideas as a class in
particular:
Through scripture God teaches people
to care for those in need In the New Testament there are many
examples of how Jesus showed concern for the good of others
Students locate and read the following scripture passages
[Tobit 4:7-11]
[Tobit 4:16]
Outline the messages that God
teaches about having special concern for those in need
Students locate and read the following scripture passages
[Matthew5:39]
[Matthew 18:15-27] outline the messages of how Jesus
showed concern for the good of others using the messages students to outline
what the world today would look like if everyone worked for
the common good students to present their finding as a
role play/skit/poster or use the following App to create a short
5 minute iMovie Imovie The following link is useful to help
teach scripture to students Scripture Content Review What does scripture teach about those
in need? Give examples of how people promote
the Common Good in the world today Give students
opportunities to ask questions for clarification of content Lesson 1:
Lesson 1:
Glossary / Vocabulary:
Links to scripture/church documents:
Module
7.4.8
Advent
brings the
hope for the
Common
Good
Syllabus content
The Students know and understand that:

Advent begins a new season of
hope

About the coming of the
Messiah

Jesus is the proclaimed Messiah
Lesson content
Lesson 1:
Read Year 7 Resource, p.21 and discuss key ideas as a class in particular:

Advent begins a new liturgical year 
It is the season when Christians reflect upon and remember
the promise and coming of Jesus the Messiah. 
The focus for Advent is waiting for the coming of Jesus into
the world and the celebration of his birth 
Advent begins on the fourth Sunday before Christmas Day Students to use the following strategy from the A-Z strategies 3-2-1 to
summarise and record the main ideas about how Advent begins a new
season of hope:
 List three key ideas about Advent begins a new season of hope
 Name two actions followers of Jesus undertake during the
season of Advent  Write down one question you would like to know about
Advent The following clip can be used to help students further with this task
Advent in two minutes
You tube clip Lesson 2:
Read Year 7 Resource, pp 21-23. and discuss key ideas as a class in
particular:

The people of Israel were waiting for the Messiah who would
fulfil God’s promise 
Three prophets, Isaiah, Jeremiah and Ezekiel prophesised that
God would send the world a Messiah 
Isaiah was a prophet who prophesised the coming of the
Messiah 
Jeremiah provides inspiration for all today who need to
challenge what is wrong with society 
Ezekiel prophesy dealt with why the people of the time were
suffering and God’s promise of salvation 
Ezekiel was the third prophet who prophesied the coming of
the Messiah 
Ezekiel prophesied that the Messiah would renew God’s
kingdom Define Messiah Define prophet Define prophesised
Students to create a wanted poster on one of the prophets
On the
poster they are to outline what each of the following prophets
Resources
Lesson 1:
You tube clip Focus Questions
Lesson 1:
What does Advent mean?
What is the focus of Advent?
What do followers of Jesus do
during the season of Advent? When does Advent begin and end?
Lesson 2:
Who were the people of Israel
waiting for and why? Name the prophets who
prophesied that God would send a
messiah Outline what Isaiah prophesised
Outline what Jeremiah prophesised
Outline what Ezekiel prophesised content
Lesson 3:
Give another name for the word
Messiah?
Who testified that Jesus was the
Messiah?
Why are Christians asked to reflect
and prepare for the coming of the
Messiah during Advent? prophesied on the coming of the Messiah
- Isaiah - Jeremiah - Ezekiel Lesson 3:
Read Year 7 Resource, p 23. and discuss key ideas as a class in particular:

In Jesus the prophecies of Isaiah, Jeremiah and Ezekiel were
fulfilled 
The life and teachings of Jesus led people to realise that he was
the Messiah 
Christians are asked to reflect and prepare for the coming of
the Messiah throughout the season of Advent 
Advent is the season of joy and hope when Christians renew
their life in Christ The following strategy Wappt Strategy from the A-Z strategies can be
used to help students summarize and understand that Jesus is the
promised Messiah The following site can be used for reflection activities for students on
Advent
Reflection activities Module Skills:
Links with prior and
future learning:
Glossary / Vocabulary:
Links to scripture/church documents:
-