Year Five

Year 5
  • Achievement Standards
  • Knowledge, Understandings and Skills
  • Elaborations
  • Sample Units

Year Five year level description

Key Inquiry questions
What can I do to show that I act justly in all my decisions?What do I know about Jesus and his ministry on earth?
Can I recall some healing  miracle stories and what Jesus did and said?
Do I know about the times of Jesus and how the people interacted?
Can I talk about the different texts I find in the Bible?
What do I know about Mary and her feast days and images?
Can I describe the different parts of the Mass?
What do I know about the Eucharist?
Can I apply the messages in the Beatitudes to my own life.
How is the Church today a sign of hope, reconciliation and service to all?
Who is Saint Mary of the Cross MacKillop and what did she do?
Am I able to use different forms of meditation in my prayer life?
Can I pray and meditate using a decade of the Rosary?

 

Wondering Questions
I wonder if I take responsibility for my actions.
I wonder why Jesus reached out to those who were outcasts.
I wonder about some of Jesus’ healing miracles and the people he healed.
I wonder how different groups reacted to what Jesus was doing.
i wonder about the different text I can read in the Bible. I wonder if I can find different texts in the New Testament.
I wonder about the different Rites in the Mass.
I wonder about the word Eucharist.
I wonder where Jesus is in the Eucharist.
I wonder about the Beatitudes. I wonder if I can learn something from them for me in my life today.
I wonder what the Church is doing to reach out to people in need.
I wonder about the life and person of Saint Mary of the Cross MacKillop.
I wonder if I can use different strategies to meditate.
I wonder if praying the Rosary can help me meditate.

Achievement Standards

By the end of Year Five, students identify and demonstrate ways of being reconciling with others and the world. Students read, recall and wonder about key healing miracles and how Jesus responded to people in need in first century Palestine. Students examine the Bible and identify Biblical texts such as narratives, parables and miracles. They locate the lands of the Bible and name some significant geographical locations in Jesus’ time. Students recognise aspects of Marian spirituality through liturgical feast days, Marian prayers and images.

By the end of Year Five, students identify and describe the parts of the Mass. Students examine ways Jesus is present in the Eucharist.

By the end of Year Five, students use a variety of tools and techniques to explore and communicate how Jesus gives us the Beatitudes as a guide to service and justice. They research ways the Church and its organisations reach out to others with justice e.g.  Catholic Earthcare, Caritas, Children’s Mission, the St Vincent de Paul Society.

By the end of Year Five, students can understand and say, in unison and individually, a number of traditional prayers including The Confiteor,  Apostles’ Creed and a decade of the Luminous mysteries of the rosary. Students engage in and experience various forms of meditation. They prayerfully and creatively respond to God through art, poetry, movement, word, and silence.

Achievement Standard Elaborations

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Beliefs

 

Knowledge and Understandings

God created humankind; however people are accountable for their own lives on earth.
CCC 358
God calls everyone to be reconciling.
CCC 739

Through the New Testament we discover Jesus was truly human; we learn of his ministry on earth.
Jesus identified with many groups e.g. the poor, the sick and the outcast and he healed many people.
CCC 544
Jesus lived and preached a message of hope.
CCC 1818

The structure of the Bible.

There are different parts of the Bible – Old Testament and New Testament.

The New Testament is a collection of text types e.g Gospels, the Acts of the Apostles and letters.

The geographical, social and religious elements in first -century Palestine help to gain an understanding of Jesus’ life on earth.

Honour and celebrate Mary through prayers, feasts and seasons of the Church’s liturgical year.
CCC 971
Our Lady Help of Christians is the patron Saint of Australia.
Marian prayer invites believers to a relationship with Christ.

 

 

Skills

Students typically will:
Identify opportunities and actions to build peace and justice in everyday activities.
Wonder about the Scripture story of The Repentant Thief (Luke 23:39-43) and wonder about my acceptance of responsibility for my actions.
Demonstrate ways to care for others and for the world.

Name the two testaments of the Bible.
Become familiar with typical structural stages and language features of various texts in the new Testament. E.g. narratives, letters, parables, miracles.
Locate geographical places associated with Jesus and the Holy Land. e.g Jerusalem, Sea of Galilee, Samaria, Judea, Nazareth, Capernaum, Jericho
Recognise groups of people who were considered outcasts in Jesus time.

Sacraments

 

Knowledge and Understandings

The Mass is at the heart of the Catholic Community.
It expresses our loving relationship with God and helps Christians to live like Jesus.
In the Introductory Rites, the community gathers. CCC 1348
In the Liturgy of the Word, the Word of God is proclaimed. CCC 1349
In the Liturgy of the Eucharist, the community  share the bread and wine – the body and blood of Jesus. CCC 1378
In the Concluding Rite the community is sent forth to bring the life of Jesus to others.

 

 

Skills

Students typically will:
Identify and describe the parts of the Mass
Identify ways the community gather at Mass and participate in the Introductory Rites
Identify the ways the community participates in the Liturgy of the Word.
Identify the pattern of listening, responding and reverencing God’s Word in the Liturgy of the Word.
Identify how the community participates in the Liturgy of the Eucharist.
Identify the symbols, words andactions of the priest and the community during the Liturgy of the Eucharist.
Identify liturgical items used during the celebration of the Eucharist.
Identify the ways people can love and serve God and one another.
Wonder about the scripture  of the Lord’s Supper Mk 14:22-24  Luke 22:13-20

Jesus is present when we celebrate the Eucharist -The word Eucharist means ‘Thanksgiving’.

Students brainstorm and illustrate their
understanding of Jesus present in the Eucharist in the following ways:

• in the community which has assembled for worship;
• in the Priest who presides in His name;
• in the Word which is proclaimed;
• and in the bread and wine.

Morality

 

Knowledge and Understandings

The Beatitudes are at the heart of Jesus’ preaching.
CCC 459, 2546 , 1716, 1717,1728

 

Skills

Students typically will:
Identify aspects of the Beatitudes that can be transferred into social justice actions today.
investigate the messages of outreach and justice that Jesus proclaimed in the Beatitudes.

Jesus’ commitment to service and justice.
The Church is a community that celebrates and makes present Jesus and his work.

Find ways the Church is a sign of hope, reconciliation and service to the world.

St Mary of the Cross MacKillop founder of the Sisters of St Joseph cared for people who were in need through providing education.

Investigate attributes and strengths the vision of St Mary of the Cross MacKillop and the Sisters of St Joseph in the education of children.

The Catholic Church in Australia reaches out to people who struggle to live with dignity.

Evaluate decisions in the light of Catholic Social teaching and the values taught by Jesus.
Describe how the Catholic community promotes justice.

Prayer

 

Knowledge and Understandings

Traditional prayer -know a number of traditional Catholic prayers and develop an understanding of the meaning of these prayers:
The Confiteor
Apostles’ Creed

 

Skills

Students will typically:
Participate regularly through recitation the prayers that have been learned in Prep-Yr 4.
Examine the Confiteor and the Apostle’s Creed.
Investigate when they were written and when they are used in the mass.

The Rosary – Praying the rosary is a meditative prayer practice in the Christian tradition.
CCC 2678, 2708, 2617
Pray a decade of the Rosary -Luminous

Say, individually and in unison, a decade of the Rosary using Rosary beads and meditates on the mysteries individually using visual and/or dramatic strategies.
Our Father
Ten Hail Marys
Glory Be
Prayer of Fatima (optional said by teacher)

Prayer is an expression of a personal and communal relationship with God.
Times of stillness and silence may help  to deepen this relationship and enable reflection to take place. There are many and varied methods of meditation  – lectio divina, rosary, contemplation
CCC 2707, 2708

Engage in and experience various forms of meditation:
Guided meditation
Lectio divina
Contemplative

There are times when the response to God’s
presence every day is one of song, movement, word, art, poetry or silence.
CCC 2660

Incorporate music, movement and mediation in class prayer and liturgy.
Explore different poetry that touches on the everyday experiences of wonder, awe and life.
Communicate a response using various media to popular songs, poems, religious art that can be used in prayer.
Journal experiences of prayer.

Beliefs

Knowledge and UnderstandingsPossible ElaborationsSuggested Scripture
God created humankind; however people are accountable for their own lives on earth.
God calls everyone to be reconciling.
Identify signs of God’s goodness in the world and in people.Guest Speakers – Medical practitioners, Koori elders, town planners, artists, people who can give personal testimony to appreciating and working with creation, people who face the constant dilemma of what is good for the environment and what is good for human living standards, and who try to dialogue between the two.The blind man
John 9:1-12
Luke 18: 35-43
Mark 8: 22-26
The women
Luke 10:38-42
Through the New Testament we discover Jesus was truly human; we learn of his ministry on earth.

Jesus identified with many groups e.g. the poor, the sick and the outcast and he healed many people.

Jesus lived and preached a message of hope.
In small groups explore the social structure of Jesus’ time and attitudes to either the sick, women, foreigners, tax collectors or other marginalised people:
Lk 10: 38–42 (women)
Mt 20: 29–34 (healing of the blind)
Mk 10: 46–52, Lk 18: 35–43 (the blind beggar)
Or look at other relevant gospel passages to explore how Jesus responded to the marginalised of his time.
Construct a rubric that will guide students in reporting their findings. Share with the whole class.
Refer to Ryan M, Expressions Book 5, ch 4 Jesus the Jew
Students locate healing stories, using a retrieval chart, with these headings:
Healing Story
Who needs healing?
Type of healing?
Result?
Place?
Blind Bartimaeus
Mark 10: 46-52
Jesus heals two blind men
Matthew 9: 27-31
Matthew 20: 29-34
Jesus heals the paralytic
Matthew 9: 2-8
Mark 2:1-12
Luke 5:17-26
Tax collectors
Mark 2: 15-17
John 4: 5-10
Lepers Mark 1:42-45
The structure of the Bible.
There different parts of the Bible - Old Testament and New Testament.
The New Testament is a collection of text types e.g. Gospels, the Acts of the Apostles, and Letters.
The geographical, social, and religious elements in first –century Palestine help to gain an understanding of Jesus’ life on earth.
Introduce students to sources such as Bible Atlas, Bible Dictionary, Biblical Commentaries, Concordance, Biblical Encyclopedia and to
websites which make similar material available.
Using Bible Maps, students are encouraged to find the places referred to in the Scriptures e.g. Palestine in the Time of Jesus etc.
Using the table of contents in the Catholic Bible find out how many books there are, how many are in each Testament. Make a list of the genres and find a sample of each.Students investigate how the Bible was formed over thousands of years. Use PowerPoint, role-play or flowcharts to display their findings.
In small groups students record on butcher paper as many people, events, places, books in the Bible as they possibly can in a ten-minute time span.
Once the time is up, each group categorizes their responses on a classroom data chart.
Honour and celebrate Mary through prayers, feasts and season of the Church’s liturgical year.
Our Lady Help of Christians is the patron Saint of Australia.
Marian prayer invites believers to a deeper relationship with Christ.
Examine the many titles of Mary which the Catholic Church uses to honour her. alternatively, divide students in groups to research one of the many days in the liturgical year that celebrate Mary. Report findings to the class.
Design banners artistically depicting Mary as Our Lady Help of Christians.

Sacraments

Knowledge and UnderstandingsPossible ElaborationsSuggested Scripture
The Mass is at the heart of the Catholic Community. It expresses our loving relationship with God and helps Christians to live like Jesus.Brainstorm the ways we are nourished by our families. This list would show that we are not only fed and clothed by our families, but we also gain strength and a sense of wholeness from their love and support.
In the Introductory Rites, the community gathers. Ask students to identify the times in the Mass that nourish and bind together the community. Ask students: Why are the bread and wine important signs in the Mass?
In the Liturgy of the Word, the Word of God is proclaimed.
In the Liturgy of the Eucharist, the community share the bread and wine – the body and blood of Jesus.
Elicit from the students how Christ is present in the four elements of the liturgy:
- The Priest
- The Word
- The People
- His Body and Blood.
In the Concluding Rite the community is sent forth to bring the life of Jesus to others.Create class sentence strips which detail this.Students brainstorm all the actions, gestures, texts, signs and symbols of the Mass they can recall and record these. Collate on a wall chart according to which of the four main parts of the Mass they belong.
Jesus is present when we celebrate the Eucharist -The word Eucharist means Thanksgiving.Invite students to identify missing actions, gestures, symbols, signs etc. in their brainstorm by going through a missal or viewing a DVD of the Mass. These can be added to the wall chart
Ask students:
I wonder what parts of the Mass bring us together as one people? e.g. the Introductory Rites; listening to the Word; Prayers of Intercession; Lamb of God; Sign of Peace; sharing in the one Body and Blood of Christ.
I wonder what parts of the Mass nourish us? e.g. listening to the word; sharing in the Body and Blood of Christ.

Invite students to select one part of the Mass, or one symbol, action or text from the Mass and represent its significance in the Mass for Catholics. Students could choose to represent this through one of the following:
- digital photos
- poster
- 3D sculpture
- diagram
- written explanation

Morality

Knowledge and UndertstandingsPossible Elaborations Suggested Scripture
The Beatitudes are at the heart of Jesus’ preaching.Jesus’ commitment to service and justice.Popcorn Strategy Teacher collects articles, e.g. newspaper, news, ads, song, etc. on a current social justice issue. Present the issue through an engaging medium. Students respond with their first thought or emotion about the issue.
The Church is a community that celebrates and makes present Jesus and his work.Who are the marginalised today?
How do people become marginalised in our school, classroom, local community?
What are the ways in which I respond?
The Catholic Church in Australia reaches out to people who struggle to live with dignity.What might be some of the possible consequences of how I respond? (for myself and for others)

Students develop an action plan to promote a just response to the issue, e.g. an awareness raising campaign, posters, talks at assembly, develop a web page.

Investigate such organisations as Caritas or Catholic missions or St Vincent de Paul to discover how the Church responds to the needs of others both in our community and throughout the world.
St Mary of the Cross MacKillop founder of the Sisters of St Joseph.

Prayer

Knowledge and Understandings Possible ElaborationsSuggested Scripture
St Mary of the Cross MacKillop founder of the Sisters of St Joseph.
Traditional prayer -know a number of traditional Catholic prayers and develop an
understanding of the meaning of these prayers:
The Confiteor
Apostles’ Creed
Present an analysis of the Our Father as a model for prayer.
Look at The Lord’s Prayer, Mt 6:9-15. Discuss the
meaning of the prayer for us in our daily lives.
- Illustrate each stanza in a mural.
- In the Lord’s Prayer locate the petitions for God
and the petitions for ourselves.
- Compare Matthew’s version of the Lord’s Prayer
with that of Luke 11:1-4. How do they differ?
Does the meaning of the prayer change

Complete a cloze exercise of the Confiteor and/or the Apostles' Creed.
Research when the Confiteor and the Apostles' Creed are used in the Mass.
In groups children create PowerPoint, movement, freeze frames, camera images representing the text for the Confiteor and the Apostles' Creed.
Mt 6: 7–15 - The Lord's Prayer

Luke 11:1-4 - the Lord's Prayer
Rosary – Praying the rosary is a meditative prayer practice in the Christian tradition.
Pray a decade of the Rosary –Luminous
Revise the Rosary and pray a decade of the Rosary focusing on the Luminous Mysteries. Discuss the idea that we pray to Mary. Why do we do this?
Lead students through a guided imagery exercise using the Luminous Mysteries. Allow time for students to reflect on their experiences through small group discussion, journal writing or artwork.
Prayer is an expression of a personal and communal relationship with God.
Times of stillness and silence may help to deepen this relationship and enable reflection
to take place. There are many and varied methods of meditation - lectio divina, rosary
Experience, reflect on, and write, prayers of thanksgiving, praise, petition and sorrow.

Pray with a short scriptural phrase: Read Mt 6: 7–13. Allow some moments for the students to choose a short phrase from the text and to meditate on it by repeating it silently a few times. Encourage them to ‘carry’ this phrase in their hearts throughout the day.

Students divide a circle into three (peace symbol). In the first slice they draw an image of God, in the second an image of themselves, and in the third a person who loves them deeply. This circle suggests the similarities and inter-relationship between God’s creative love and the love of human persons for one another. Use for prayer experience.
Matthew 6:7-13
There are times when the response to God’s
presence every day is one of song, movement, word, art, poetry or silence
Investigate body language and the use of gestures for prayer. Put gestures to a morning and afternoon prayer/ song
Use a musical instrument to model how music can express God in our lives, for example a flute, kazoo, panpipes. Students make instruments using pebbles, rice, paper plates and so forth. Decorate these instruments and use them as part of the students’ prayer experiences.

The sample units below are to be modified and adapted  to your own teaching style and the learning needs of your students. 

 


 

Year Five - Prayer unit
I wonder about Meditation

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Year Five - Sacraments Unit
I wonder how meeting Jesus in the Eucharist can change my life.

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Year Five - Beliefs Unit
I wonder about Jesus mission and ministry

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Year Five - Morality Unit
I wonder how I can act justly in my life.

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Year Five-Review and Balance of Coverage of Knowledge and Understandings

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I wonder about Meditation
Word Document

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Year Five Sacraments Unit
Word Document

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Year Five Beliefs Unit
Word Document

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Year Five Morality Unit
Word Document

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Resources for Year Five Units


 

Year Five full list of resources

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Old Testament Timeline - Resource No 1

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Old Testament Timeline - Resource No 2

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Bible Skills activity - Resource No 3

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Scripture Task cards - Resource No 4

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Purity Code - Resource No 5

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Preparing to Meditate

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Christian Meditation

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Person Pryamid Resource

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Easy Liturgical Quiz

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The Purpose of the Mass/Teacher Notes TAOA

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Advent Teaching and Learning Strategies Year Five3

Knowledge and Understandings ActivitiesResources
In Advent we hear about Mary, the Mother of Jesus. Mary waited patiently in hope, looking forward to the joy of the birth of her Son.

In Advent we might take time to prepare for the festival of the birth of Jesus by listening to special music, reading stories or making gifts we could give to others. In particular we can give to poor, lonely and sad people at Christmas. We should try to share all the good things God gives us with those who are in need. This shows we are people of love.

Advent is a time for us to prepare, wait and share in faith, hope and love.

We prepare for Christmas by celebrating the Sacrament of Reconciliation and setting aside some extra time for prayer. This shows we are people of faith.
Examine ways in which we might respond to the needs of various people and groups within the community this Advent.
Invite a member of the local St Vincent de Paul Society to talk about the challenges many people and families are faced with, especially around Christmas time.
Students discuss as a class one challenge they can carry out together to show their care and concern for others. eg (a) Contribute items for hampers for distribution by St Vincent de Paul; (b) Prepare to entertain residents at a local nursing home. Make cards, prepare songs for short concert; bring along items to share for morning tea.
This poster suggests 30 ways to have a “Stress free Advent and Christmas” http://www.osv.com/Portals/0/pdf/30Things_AdventPoster.pdf
This youtube clip “Advent in 2 minutes” also highlights the really important messages about Advent
http://bustedhalo.com/video/advent-in-two-minutes
Invite the students to make their own poster/multi-media presentation with their ideas, suggestions and illustrations.
You could review the rite for the Sacrament of Penance and advertise times for Reconciliation in the parish.
To know, worship and love Book 5 pp 185 – 186

“Come Lord Jesus Come” – Michael Mangan from Sing your joy

“Like Mary” – Gerry Holmes As one voice for kids

Christmas Teaching and Learning Activities

Knowledge and UnderstandingActivitiesResources
At Christmas we celebrate the birth of Jesus. The name Jesus means “God saves”. Another version of this name is Joshua. There are many names people gave to Jesus – Emmanuel, Prince of Peace, Light of the Word, Saviour, Son of God, Son of Mary, and Lord.

Matthew 2:1-12
The feast of the Epiphany is when we remember the coming of the wise men.


Share the story of the first Christmas night as told by a shepherd who was there.

In Matthew 1:23, we read “The Virgin will conceive and give birth to a son and they will call him Emmanuel, a name which means God is with us.”
At Christmas we remember and celebrate that God is with us now.



Ask the students to write a birth notice for Jesus as it would appear in the local paper eg The Bethlehem Times.

Many people expected Jesus to be like a king. How would you expect the king to arrive?

Share the story of King Wenceslas.

What difference does the Christmas story make to your life?

Design a card with a challenging Christmas message reminding people that God is with us today.
¬Dandi Daley Mackall (2005) the Shepherd’s Christmas Story
“Shepherd’s dream” – Leigh Newton from Christmas in the scrub
“O Emmanuel” – Michael Mangan
As one voice for kids
“If we all could live in peace” – Leigh Newton, “Tell me the story of Christmas” – Peter Combe As one voice for kids

Maurice Ryan (2010) Learning Links to Christmas p 24.

Bob Hartman (2000) The Lion Storyteller Christmas Book pp 50-52.
“There is a child” –Michael Mangan Sing your joy
Resources
To know, worship and love Year 5 pp. 190 – 192

Rina Wintour (2003) Christmas Celebrations pp 51- 61.

“Bill and Sally” –Leigh Newton Christmas in the shed
“Song of light”, “Follow the Christmas star” – Michael Mangan from Sing your joy
“Christmas is near” –Jeanette Wormald from Christmas in the shed- Leigh Newton
“Christmas where the gum trees grow” – Leigh Newton – Christmas in the scrub