2012 CSCF Curriculum Statements.pdf - Lutheran Schools ...

The Christian Studies Curriculum Framework was endorsed for use by Lutheran schools and earlychildhood services in Australia by the Board for Lutheran Education Australia, 29–30 September 2005.Revision 2012© Lutheran Education Australia, 197 Archer Street, North Adelaide SA 5006

FOREWORDWhilst there is a genuine interest in the spiritual dimension of life today, the teaching of religious education,or what is called Christian Studies in Lutheran schools, remains both challenging and problematic.Teachers strive to engage students in exploring issues that are personal and yet communal, drawing on arich heritage of understandings, yet placed in a contemporary context. Teaching and learning in this contextrequires trust and openness, especially as the teacher and student in the Lutheran school often have hadsignificantly different spiritual experiences.The production of the LIFE curriculum in the late 1990s was an important development for LutheranEducation Australia (LEA), since it was the catalyst for raising a number of key issues in Christian Studies.We were all very proud of this published curriculum resource—a first for Lutheran schooling in this country.The professional development that accompanied the implementation of LIFE created an awareness offurther issues through the questions of classroom teachers. The existing understandings of the purpose of,and appropriate teaching methodologies for, Christian Studies were challenged. Christian Studies was nowregarded as a key learning area in the Lutheran school.In 2002 a national collation of the Christian Studies audits summarised the needs that were emerging fromthe school level. It became apparent that while LIFE is a valuable collection of curriculum resources, it doesnot provide a curriculum framework consistent with other learning areas. Education officers in Lutheranschool regional offices and the National Christian Studies Coordinator, working together in response to theneeds of classroom teachers, and using their own professional study and understanding of the issues,helped generate a framework for further work.The development of a national Christian Studies Curriculum Framework (CSCF) has resulted fromcollaboration between regional offices and the national LEA office and in consultation with the AustralianLutheran College (ALC). It was also made possible through the professional contributions of classroomteachers, either through drafting the initial statements or providing feedback from the trial phase.Anne Dohnt, Dominique Jaaniste, Sue Kloeden, Louise Mason, Marion Nott and Malcolm Bartsch areacknowledged for their leadership in this project. The following teachers wrote the initial draft statements:Tania Long and Amanda Wakefield (Beginning Years); Deidre Priebbenow and Rachel Schilling (Band A);Lyn Coote and Kylie Johannessen (Band B); Shane Jurecky and Brenda Lipsys (Band C); Julia Boulton andLucas Von Hoff (Band D); Dominique Jaaniste and Andrew Long (Band E). In addition, many others havecontributed to the vision and provided helpful feedback.LEA is committed to supporting this framework with ongoing professional development and the identificationand generation of resources. National and regional directors, education officers and principals are workingtogether to implement the CSCF into Lutheran schools and early childhood services and to respond toidentified needs so that Christian Studies will continue to grow and thrive.The framework is commended for use in Lutheran schools as classroom practitioners now take up thechallenge of CSCF at an exciting time for Christian Studies. May teachers be rewarded with students whocontinue to search and ask challenging questions.Lutheran Education Australia2012CSCF Curriculum Statements September 2012 – Page 1

CONTENTSForeword 1OverviewIntroduction 3BackgroundContextRationaleThe Pedagogy of Christian Studies 5Learner CentredThe Role of the TeacherApproaches and MethodologiesThe Learning EnvironmentThe LearningLink to Lifelong Qualities for LearnersStructure of the Framework 7Strands and Key IdeasBandsLearning statementsScope statements … (knowledge and elaborations)Students can … (ways of knowing)Planning for Teaching and Learning in Christian Studies 9Whole School PlanningTime AllocationEssential Skills and DispositionsCreating Units of WorkAssessing and ReportingLearning Statements: content knowledge and ways of knowingChristian Beliefs 14Christian Church 20Christianity Living 26Christianity in the World 32Appendices1. Christian Studies in the Lutheran School 392. Role Responsibilities / Administration of Christian Studies 403. The LEA Educational Framework 433. The Pedagogy Design Process 444. Christian Studies End Statements 455. Summary of Key Ideas and Learning Statements for Each Band Level 477. Sample Unit Planner 54References 58CSCF Curriculum Statements September 2012 – Page 2

IntroductionBackgroundThe Christian Studies Curriculum Framework (CSCF) is part of Lutheran Education Australia’s (LEA)ongoing provision of resources for the teaching of Christian Studies in Lutheran schools which began withthe Australian curriculum LIFE, launched in 1998. Both LIFE and the CSCF are grounded in Lutherantheology and informed by the Lutheran Confessions. The CSCF provides a sequence of learning that isdevelopmentally appropriate for students in the early years (Beginning Band) and progressing through toYear 12 (Band E). The CSCF aligns with the structure and terminology of other Learning Area (syllabi,allowing for opportunities to plan, integrate and assess Christian Studies in line with those documents. Inaddition the CSCF provides a map whereby teachers can plan for and monitor the growing understandingand mastery of concepts that belong to this domain of learning.The organisation of the framework along with the content was developed to meet the current needs of thediversity in Christian Studies classrooms as identified through a national audit. The content has beenorganised into four major strands: Christian Beliefs, Christian Church, Christian Living, and Christianity inthe World. These strands identify the major understandings and processes essential to develop religiousliteracy from a Christian perspective. Christianity in the World, in particular, introduces learners to therelationship between Christianity and other religions and belief systems which learners encounter in anincreasingly pluralistic and global society...ContextLutheran schools are attended by students who reflect the diverse range of cultural and religious/faithpositions in Australia including a variety of religious traditions, non-religious perspectives and Christiandenominations. The CSCF provides for religious education in the classroom. It acknowledges that ChristianStudies is set within the context of the whole Christian education experience of the school that includes botha faith perspective and an educational perspective. The BLEA 2012 statement Christian Studies in theLutheran school (see Appendix 1) articulates this concept as follows:Christian Studies is a learning area that belongs to the formal curricular program of the Lutheran school and assuch should operate within the same parameters as other learning areas, with appropriate assessment andreporting, timetabling, budget, staffing and resourcing. Teachers who have responsibility for the teaching ofChristian Studies are supported professionally by meeting the accreditation requirements of the LCA StaffingPolicy for Lutheran Schools which provides them with the opportunity to reflect on their spirituality and toarticulate a personal vision for teaching Christian Studies.Christian Studies is an essential and distinctive part of the Christian education program, which is the total life ofthe school and which is expressed through the culture of the school, all teaching and learning activities, theworship program, pastoral care for students and staff, behaviour management policies and practices, voluntaryChristian groups and activities that address the personal spirituality of staff and students.The students who participate in Christian Studies bring a wide range of faith, life and spiritual understandingsand experiences embodied in differing worldviews. This diversity has implications for the planning and teachingof school-based Christian Studies programs and the need to accommodate varying levels of biblical literacy andengagement. While faith responses or commitment to Christ are not a general expectation in the formalcurriculum, there are areas of the broader framework of Christian education where these can be actively nurturedand expressed. [BLEA, 2012].The LEA Educational Framework (2002, revised 2005) summarises the ethos of Lutheran schools andbeliefs about learning and learners which underpin the CSCF (see Appendix 3).CSCF Curriculum Statements September 2012 – Page 3

RationaleThe Christian Studies Curriculum Framework (CSCF) places theology in an educational setting providing aseries of conceptual maps of Lutheran teachings summarised in the key ideas of each strand of the CSCFand articulated in the theological notes that accompany each of those key ideas.The CSCF allows for the investigation and critical examination of key Christian beliefs, Christianworldviews, personal beliefs, attitudes and values, and provides opportunities to respond to the challengespresented by the range of perspectives encountered in the content. With its focus on both the cognitive andaffective domains the educational context and approach of the CSCF provides an avenue for the Holy Spiritto create and nurture faith in Jesus as students ‘hear, explore and reflect on the word of God in anatmosphere of openness’ [BLS, 1999: 6].The CSCF is a national curriculum which provides a starting point for planning and an end point for teachingin Christian Studies, clearly outlining what students in all Lutheran schools will know and be able todemonstrate at the end of each band level. It gives a clear way for assessing and reporting on studentunderstanding in Christian Studies.The CSCF document is a spiralling framework for schools to create a scope and sequence that enablesstudents to broaden and deepen their growing understandings. It provides direction for teachers to plan anddevelop their own units for their own students in their own context. The accompanying theological notes arethe foundation for both teacher understanding and selection of biblical and theological content relevant fortheir students. The framework encourages the use of a wide range of resources: spoken, written, visual anddigital text; families, peer groups and communities and LIFE, a comprehensive and supportive resource forteachers of Christian Studies.The CSCF introduces students to the world of religion and spirituality, which are integral components of thefabric of all cultures. Students are equipped with language, symbols, metaphors and imagery to appreciatethe Christian story, read and interpret the rich heritage of biblical text, Christian writings and history, otherreligious literature, and deepen their understanding of self and their own cultural, historical and politicalbackground. The educational approach in CSCF acknowledges that all people are on a lifelong journey offaith expressed in many dimensions of life, for example, relationships, community life, the environment,religious beliefs and traditions, situations of human need and suffering, ethical and justice issues. Itpresents to students a Christian worldview and a pathway for making meaning in their lives.Knowledge of other people’s belief systems and the analysis of the complex interplay of factors thatcontribute to an individual worldview enriches students’ ability to make sense of the world.Opportunities for reflection and refinement of personal beliefs, values and life choices, and application ofknowledge and understanding to the breadth of life – intellectual, emotional, personal, relational, spiritual –challenge students to consider the role and contribution they can make towards creating a more just,harmonious and compassionate world. In keeping with the intent of LEA’s A vision for learners and learningin Lutheran schools, it is hoped that by engaging with the content and processes of the CSCF students willbe empowered to become mature, participating citizens who are:... individuals, aware of their humanity and open to the influence of the Holy Spirit, who are growing in and livingaccording to a cohesive worldview, while living in community and reflecting characteristics of God through corevalues, especially love, justice, compassion, forgiveness, service, humility, courage, hope, quality andappreciation. [LEA, 2002, revised 2005]There is no assumption that students and teachers share a common set of beliefs, yet respect andsensitivity to one another is developed through genuine, open dialogue.The CSCF requires a Christian Studies classroom learning environment in which students can explore arange of religious and non-religious perspectives they encounter in an increasingly pluralistic Australiansociety, determine the source of their own beliefs and values and understand the role religion plays insociety. A collaborative learning environment acknowledges and respects that students have diversebackgrounds, needs and interests. Students are mentored to:become articulate, empathic and discerning members of their communitieslisten to and identify the issues underlying discussionenter into open, respectful dialogue with people whose religious, philosophical, ethical views are differentpresent an informed, well-defended personal positionThe processes of inquiry, discussion and reflection underpin the acquisition of those qualities and skills.CSCF Curriculum Statements September 2012 – Page 4

THE PEDAGOGY OF CHRISTIAN STUDIESThe CSCF is supported by the following pedagogical principles, in which both teaching and learning: are characterised by authenticity, imagination, flexibility and high intellectual quality are learner centred and future focused reflect beliefs about learners, learning and learning communities as expressed in the LutheranEducation Australia Lifelong Qualities for Learners are grounded in the theological understanding of the worth and giftedness of each person and thenature of relationship with self, others, the environment and God are engaging, dynamic and unfolding are inclusive of the diverse needs, backgrounds and worldviews of students and teachers reflect the classroom learning environment set within the rich context of Christian education provided inLutheran schools and early childhood services create quality relationships between all learners – teachers and students create connections between the mysteries, rituals, languages and practices of the Christian faith andwith other learning and other communities invite, challenge, support and empower students to construct meaning, grow in spiritual maturity and betransformed in their relationships with self, others, the environment and GodThese principles are now developed further and applied to the context of the learning environment.Learner centredStudents each bring their unique worldview shaped by their experience of life and prior learning. Thepedagogy of Christian Studies must open doors that connect the content of the framework with the learner’sworld – both the inner life and perceptions of the external world. If learning is to be personally meaningful itis imperative that students own the journey of discovery, that they can ask their questions, that they canarticulate, however capably, their growing understanding and that they are free to choose how they willrespond to the ideas and concepts they encounter. This approach requires a relationship of trust betweenteacher and student whereby students can contribute to the shape and direction of a unit of work. Studentsand teachers acknowledge, respect and interact with the multiple journeys of discovery present in thelearning environment. Students are challenged to see themselves as members of various communities –classroom, family, church, local, global – from whom they can learn and draw inspiration and to whom theycan contribute and make a difference.The role of the teacherTeachers use their knowledge of students – their needs, interests, contexts, prior learning – along with theirunderstanding of the theological map of the framework to make decisions about the most appropriatecontent knowledge, elaborations, contexts and ways of knowing for students. They select a range ofteaching strategies and learning experiences to create meaningful inquiry and learning. They negotiateunits of work to engage students on a journey of learning that resonates with students’ life questions andequips them with the necessary knowledge and skills to demonstrate the learning statements. Teachersplan for and embed a range of assessment strategies to provide students with constructive feedback and toinform reporting processes. They also provide opportunities for students to reflect on their understandings,attitudes and faith. In the learning process, teachers are reflective, intuitive practitioners who learn, adapttheir practice, grow in their knowledge and faith, and model a compassionate life of action.Approaches and methodologiesDiversity and change are a reality of the classroom, Christian communities, religious traditions and theworld of students. Learners need access to a range of ways of making meaning. The CSCF encourages theuse of a range of strategies that acknowledge, accommodate and draw on this diversity.Pedagogical approaches to learning along with the utilisation of, for example, cooperative strategies,thinking skills, multi-modal resources, multiple intelligence strategies, allow students to explore and respondto the concepts within the CSCF in ways that are relevant and meaningful in their journey of constructingunderstanding. Effective pedagogy promotes the sharing of ideas and stories, links to other learning andprovides choice, accountability and opportunities for reflection and action.Continued educational research into how learning takes place along with professional development informsteachers’ pedagogy and empowers them to make decisions about the most effective approaches forstudents in their classes.CSCF Curriculum Statements September 2012 – Page 5

The Learning EnvironmentTeachers play an important role in creating an exciting, supportive, inclusive and collaborative learningenvironment which helps students to explore and discover their spirituality. Such a learning environmentvalues students’ different perspectives and fosters critical dialogue. It empowers students and encouragesthem to be actively involved in their learning.The LearningThe pedagogical approach in Christian Studies makes learning personally relevant, creates deep thinkingand brings students to a place where they act on the challenges, values and beliefs communicated in thetheology of the framework. A significant aspect of learning involves developing religious literacy which givesstudents theological and philosophical frameworks for what it means to be human and provides them withopportunities and means to make life choices. A person is religiously literate when he/she can make senseof and engage with texts, practices and beliefs of a religious tradition. Being religiously literate enablespeople to access and communicate their experience of spirituality.Authentic learning that brings new understanding, transforms and challenges students to take actionrequires a rich learning environment where students:are challenged to think critically and laterally about increasingly complex issuesare given a range of strategies to solve problemsare engaged in meaningful debateare stimulated to think in new waysinteract with a range of people, data and mediamake coherent links with prior learning and experienceslisten and are genuinely listened toshare their growing understandinghave opportunities to be still and reflectembrace the new and different with thought, creativity and respectrespond in a multiplicity of waysmake meaningful connections between learning and their experience of the worldRefer to Appendix 5 for a summary of the above points in The Pedagogy Design Process chart.Link to Lifelong Qualities for LearnersPedagogy of Christian Studies is closely linked to LEA’s vision for learners as expressed in the EducationalFramework and Lifelong Qualities for Learners documentation (LEA, 2002, revised 2005) which articulatesthe principles of a meaningful education in Lutheran schools. See Appendix 5 for more details of the linkbetween the Lifelong Qualities for Learners and the Christian Studies Curriculum Framework.CSCF Curriculum Statements September 2012 – Page 6

STRUCTURE OF THE FRAMEWORKThe CSCF supports continuity for all teachers and learners in Christian Studies in Lutheran early childhoodservices and schools from the age of 3 to Year 12 (13) of school.Strands and Key IdeasStrands describe and group the core content and learning statements of the framework. There are fourstrands in CSCF: Christian Beliefs (CB), Christian Church (CC), Christian Living (CL), Christianity in theWorld (CW). Each of the strands is of equal importance. Within each strand there are three key ideas whichtogether identify the fundamental concepts for each strand.The CHRISTIAN BELIEFS (CB) strand is about the trinitarian nature of God – Father andcreator, Son and saviour, Holy Spirit and helper – as summarised in the Nicene and Apostles’ creeds.Luther’s catechisms provide a Lutheran perspective of these beliefs. As Father and creator, God is thesource of all life and reaches out in blessing and love for his children. Through the Son and saviour, Godfully reveals his plan of salvation for all people and invites all people into a relationship with him. As HolySpirit and helper revealed at Pentecost, God calls and inspires people to live in truth and love.Key Idea 1Key Idea 2Key Idea 3Christians believe God is one God: Father, Son and Holy SpiritThe person and work of Jesus the Christ is central to ChristianityA Christian worldview is shaped by the biblical teaching of sin and graceThe CHRISTIAN CHURCH (CC) strand is concerned with the dynamic and diverse nature of theChristian community and how the Christian community gives expression to belief in worship, prayer,fellowship and sacraments. For Christians the Bible is sacred and central for life and faith. The Biblecontains the story of God’s plan for the salvation of people. God’s love and grace are celebrated in theworship and prayer life of Christian communities.Key Idea 1Key Idea 2Key Idea 3Christians believe the Bible is God’s wordThe Christian community is shaped by and shapes its cultural and historical contextsChristians pray, worship and celebrate the sacramentsThe CHRISTIAN LIVING (CL) strand is concerned with Christian teachings about living inrelationship with God and how this inspires Christians to live in love and service in the local and globalcommunity. Each person is unique and valued, made in God’s image, with particular gifts and abilities. Godcreates human relationships and provides structure and purpose for these relationships. The love andforgiveness God shows people is to flow into Christians’ relationships with others. Jesus provides anexample of living a life of service and love. Christians are called to live by the law of love and serve theworld by working for peace and justice at all levels of society.Key Idea 1Key Idea 2Key Idea 3Christians believe that God creates people to live in relationship with him and with each otherChristians are called to love and serve all peopleChristians have a responsibility in and for the worldThe CHRISTIANITY IN THE WORLD (CW) strand explores the diverse religious andcultural expressions of belief and life. Christian communities in Australia exist in a society that has becomea place of religious as well as cultural pluralism. Lutheran education in Australia, as part of society, alsoexperiences this pluralism. Christians believe that God creates all people to live in relationship with him andrecognise that people find expression for their spirituality in different ways. This multi-religious, cultural anddiverse spiritual landscape provides a range of philosophical and ethical frameworks for living that presentchallenges and opportunities for Christian communities.Key Idea 1Key Idea 2Key Idea 3Religious beliefs and ideas shape people’s thinking and actionsPeople express their spirituality in various contexts within and beyond ChristianityPeople make decisions using a range of religious perspectives and ethical frameworksCSCF Curriculum Statements September 2012 – Page 7

BandsBands (Beginning–E) provide the levels of the framework for use from the age of 3 to Year 12 (13) ofschool. The bands reflect the developmental characteristics of the learners while recognising that withineach band there can be great diversity in the backgrounds and prior learning experiences of the learner.Each school determines at which year level a band begins and ends. This will vary from state to state andbe a whole school decision.Band levels correspond to different stages/levels in different states, typicallyBeginning — 3–5 year olds (also appropriate for first year of school)Band A — years 1, 2, (3)Band B — years (3), 4, 5Band C — years 6, 7, (8)Band D — years (8), 9, 10Band E — years 11, 12 (13)Learning StatementsThere are twelve learning statements per band. They describe what students know and are able to do as aresult of their learning in Christian Studies. They are measurable and observable, developmental across thebands and reflect the scope and complexity of the curriculum. They are demonstrated in a range of contextsover time. Some students will require more time to demonstrate achievement of learning statements.See Appendix 6 for summaries of learning statements at each band level.Scope StatementsScope statements are provided for each level of each strand and key idea. They bring into focus the mainconcepts and knowledge to be developed in each learning statement. They show the progression from onelevel to the next and serve as a guide to develop the increasing complexity of the learning statementsacross levels.Students Know... (Knowledge and elaborations)Content knowledge and elaborations identify what students need to know and engage with to demonstratean understanding of the learning statements at each of the band levels. The context and focus of units willdetermine the choices that teachers make about content knowledge relevant for demonstration of thelearning statement, ensuring a deep, rich and balanced program addressing all key ideas within the cycle ofa band (2–3 years).Students Can... (Ways of knowing)Ways of knowing are examples of the processes through which students can demonstrate their knowledgeand understanding of the content specific for their respective bands in a range of contexts. Ways of knowingcan serve as a basis for determining whether the learning statements have been achieved at the expectedlevel. Ways of knowing are not a list of activities to be completed in a unit of work.CSCF Curriculum Statements September 2012 – Page 8

PLANNING FOR TEACHING AND LEARNING in CHRISTIANSTUDIESThe CSCF learning statements which are the basis for planning, learning, assessing and reporting inChristian Studies describe what it is that students will know and be able to do. They facilitate integration ofChristian Studies with other learning areas.The pedagogical approaches that will support the intent and integrity of the framework are those thatmanage the learning in authentic, imaginative and flexible ways, allowing students to initiate investigations,pose questions, engage with ideas and resources, connect with their interests and deepen theirunderstandings The CSCF does not prescribe any one approach to teaching in Christian Studies. However,teachers will select an approach that honours the pedagogical principles which underpin the CSCF, isappropriate to the context and needs of the unit and facilitate student journeys of inquiry. Teachers selectan approach that:is inclusiveis personally relevant to studentsequips students to address their questionsis stimulating, exciting and intellectually challengingcreates space for transformationgives opportunities for action and responseintegrates relational, cognitive, affective and spiritual dimensions to promote connectedness, meaning andempathycreates a rich religiously literate environmentWhole School PlanningSchools and early childhood services have a high level of flexibility in interpretation and application whendevising units of work based on the CSCF. School, student and teacher contexts will influence decisionsschools make regarding allocation of band levels and the manner in which the learning statements of eachband will be addressed. Sufficient time for units, appropriate staffing and resourcing, professionaldevelopment and a process of consultation will ensure the effective implementation of the CSCF (seeAppendix 2). The school program is to be dynamic and unfolding, enabling students to make links betweenkey ideas presented over the duration of a unit, over the range of units delivered in a year of study and overa student’s time at the school. Teaching in Christian Studies assists students to develop, articulate and acton their understanding of the world.Time AllocationThe Board for Lutheran Education Australia (BLEA) policy is that all schools have a minimum of 90 minutesof formal Christian Studies per week. This does not include the time allocated to class or school worship.Christian Studies is considered a learning area and should receive the same timetabling considerations asother curriculum areas.The allocated time in primary schools is to be divided into significant blocks of teaching time. It isimperative that secondary schools allocate sufficient time for teachers and students to complete thecourse as outlined in the CSCF with academic, theological and pedagogical integrity.Teaching the key ideas of the CSCF provides focused learning opportunities in early childhood servicesfor the whole class or small groups, planned and facilitated by the teacher/leader. There may be a set timeeach day, the length of which will depend on the developmental stages of children in general and thespecific group of children in particular. Devotion time is seen as worship time and is not included in the timeallocation of Christian Studies.See Appendix 2 for a complete description.CSCF Curriculum Statements September 2012 – Page 9

Learning through inquiryInquiry is a powerful pedagogical tool to deepen understanding in a personally engaging manner.Inquiry learning involves students forming their own questions about a topic and having time toexplore the answers. Students are both problem posers and problem solvers within inquirylearning. It is a collaborative process in which both students and teachers work togethernegotiating aspects of the curriculum. Inquiry learning encourages learners to examine thecomplexity of their world and form concepts and generalisations instead of being told simpleanswers to more complex problems. It is based on the belief that students are powerful learnerswho must be actively engaged in the process of investigating, processing, organising,synthesising, refining and extending their knowledge within a topic.(Wilson, J. & Wing Jan, L. (2003) Focus on Inquiry: A practical approach to integratedcurriculum. Melbourne, Australia: Curriculum Corporation)Essential Skills and DispositionsFor effective learning to result from a Christian Studies program various skills and dispositions are to bedeveloped. The aim is to create a community of learners who are free to express their views and travel theirown spiritual journeys. The classroom can be a meeting place where students can share their diverseunderstandings, uncertainties, perplexing questions, beliefs and faith in God. The classroom is to be a safeand supportive environment which provides opportunities for stillness and reflection, recognising that growthand transformation take time.CSCF skills and dispositions focus on the relational, cognitive, affective and spiritual dimensions of religiousliteracy:listening skills to hear, discuss and respond sensitively to the diversity of perspectives within theclassroomdiscussion skills in which clear reasoning processes are employedability to dialogue critically with diverse viewpointssocial skills which allow students to accept and honour each person’s uniqueness and respect eachperson’s need for privacy and personal spaceinterdependence and collaboration with other studentscelebration of difference and strengths within the groupknowledge and awareness of cultural similarities and differencesthe ability to own and ground one’s beliefs and ideasthe ability to reflect on one’s spiritual journeyCreating Units of WorkEngaging, stimulating units of work require clear expressions of purpose that state how studentunderstandings and skills in Christian Studies will be developed.A range of factors contributes to the selection oflearning statements and includes:student development, needs, prior learning, background, learning stylesstudent issues, questions, personal relevance and interestsconcepts being studied in other KLAssignificant events on school and community calendarsTeachers have great flexibility to create units of work that meet the needs of their students and are able todraw on a rich array of topics and contexts. Using the CSCF, units of work can incorporate learningstatements from one or more key ideas within a strand or in different strands. Units can vary in duration.The scope statements and content knowledge and elaborations in the CSCF outline the intent andconcepts to embed in a unit so that an understanding of the selected learning statement(s) can bedeveloped. The content knowledge and elaborations describe suggested ways that students candemonstrate their understanding of the concepts within the context of the unit.The learning experiences within a planned unit of work should:CSCF Curriculum Statements September 2012 – Page 10

e related to the learning statementsbe sequenced to maximise development of concepts and knowledgeencourage and address students’ questionsdevelop critical, lateral thinkinginvite investigation, participation and creativityuse a wide range of teaching strategies to cater for the diverse needs of students and the range oflearning stylesuse a multiplicity of resources to create a rich religiously literate environmentdevelop partnerships with the wider community, eg, local congregational and cultural groups,service organisationsgive room for explicit instruction, joint construction, independent learningencourage learners to take control of their learningoffer multiple challengesaddress the cognitive, affective and spiritual dimensions of learningprovide opportunities for reflection and actiongive students opportunities to apply and demonstrate their learning at various phases of the unitdevelop the appropriate components of Lifelong Qualities for LearnersNo single proforma is prescribed to plan units of work. Teachers will be directed by their school in type ofproforma and detail of unit plans. However, the chosen proforma needs to include:unit title and durationband level, year groupstrand(s), key idea(s) and learning statement(s)unit overview and purposeessential question and deep understandingspecific knowledge and elaborationsassessment as, of, forstudent needs, prior learning, interests, questionsspecial consideration for individuals or groups of studentslinks to Lifelong Qualities for Learnerslinks to achievement standards of other learning areas if appropriatesequenced learning opportunitiesrelevant resourcesunit reflection and evaluation Refer to Sample Unit Planner in Appendix 7 for creating units of work.Assessing and ReportingAssessingAssessment describes the ongoing process of purposeful gathering, analysing and reflecting on evidencegained from student work to make informed judgements about students’ demonstration of learning.Learning statements in the CSCF describe the learning that is to be assessed. Assessing student learningis interactive involving both students and teachers in the process of making judgements about current andfuture learning. Collection of evidence for assessment must therefore be planned, focussed and systematic,reflecting the scope and increasing complexity of outcomes across band levels.A balanced approach to assessment will incorporate: assessment of learning – summative assessment collected from various assessment opportunitiesin a unit of work, used to determine students’ level of performance and for reporting students’progress in Christian Studies assessment for learning – information gained by teachers about student learning during the courseof a unit to improve the learning work for students, used to shape curriculum planning, learning andteaching practices assessment as learning – opportunities students have to monitor their learning; opportunities duringa unit of work to identify, evaluate and reflect on how they are learning, what they are learning,make connections with other learning and understanding and set goals for future learning (Earl,2003)CSCF Curriculum Statements September 2012 – Page 11

Achievement standards for each band comprise concepts and content drawn from learning statements andscope statements together with evidence of student learning demonstrated through ways of knowing.Effective assessment practices will provide a comprehensive collection of relevant data from a variety ofsources and assessment strategies across a range of contexts to give sound judgements about studentlearning and achievement of learning statements. Evidence will come from the following sources: observation consultation focussed analysis self and peer assessmentStudents need to be clear about what they are expected to know and do to achieve the learning statements.Assessment opportunities are to flow meaningfully from the learning experiences within a unit, givingstudents ongoing feedback and many varied opportunities and contexts to demonstrate their developingmastery of the learning statements. Some students will require more opportunities to demonstrate thelearning statements.It is important that teachers work together to develop a common understanding of expected performance to form consistent, professional judgements, based on criteria, about achievement of learningstatements to moderate evidence gained from student work within and across band levelsWhere appropriate, students should be involved in formulating the criteria for acceptable performance andreflecting on their understanding of the concepts within the learning statement(s). Decisions need to bemade about which key points in a unit will facilitate the gathering of important student data aboutachievement of the learning statement (s). Although only knowledge, process and communication areassessed, the importance of the affective objectives in a unit remains and may be addressed throughstudent reflection, self-assessment and/or action.ReportingThe results of learning and achievement of learning statements are to be recorded and communicated, withtimely and useful supporting documentation, to students, parents, teachers and others who support thestudent learning process. Reporting in Christian Studies is to be consistent with reporting in other learningareas. It needs to reflect the pedagogy and intent of the CSCF, the purposes for reporting and support theneeds of those who are to receive the report. The nature of student records and learning profiles is adecision of schools.CSCF Curriculum Statements September 2012 – Page 12

LEARNING STATEMENTS:CONTENT KNOWLEDGE AND WAYS OF KNOWINGCSCF Curriculum Statements September 2012 – Page 13

students know... (knowledge and elaborations)scope statementslearningstatementsCHRISTIAN BELIEFSKey Idea 1: Christians believe God is one God: Father, Son and Holy SpiritBeginning Band A Band B Band C Band D Band ECB 1.1Children explain their ideas aboutGod and who God isCB 2.1Students discuss and describeChristian beliefs about God and theblessings God gives peopleCB 3.1Students explore and report onChristian beliefs about the nature ofGod as Father, Son and Holy SpiritCB 4.1Students analyse Christian beliefs aboutthe ways God reveals himself as one God:Father, Son and Holy SpiritCB 5.1Students explore and reflect on the nature of God –Father, Son and Holy Spirit – as creator andsustainer of each individual and all thingsCB 6.1Students examine Christian beliefs about the natureand actions of God and evaluate their relevance todaily lifeAn understanding of who God is,is central to and forms the basisof all exploration andunderstanding of the Christianfaith. The nature of the createdworld and people point to God butChristians look to the Bible to tellthem who God is and what hedoes.Christians believe that God is eternal, everpresent,transcendent and personal. He iscreator and sustainer, giving the world to hiscreated people to enjoy. His love is revealedin the gifts of Jesus, the Holy Spirit and theBible. He is a God who blesses richly from thebounty of his love, grace and mercy.Christians confess that God is one yet threepersons. The three persons point to the differentaspects of the work of God – creator, saviour,helper – revealing his loving and forgiving natureto people. The Christian creeds emphasise theunity, community and interrelatedness of thethree persons.Christians believe that God has chosen to revealhimself as triune God through specific revelation inhis word. Exploring the mystery of the trinity is madepossible through the language, imagery, symbolismand use of metaphors in the Bible. These identify therich, multi-layered aspects of a personal God.The belief that all life begins with an ever-living, sustaining creatorgives meaning and purpose to the Christian life. The majesty,complexity and goodness of God – Father, Son and Holy Spirit –are revealed in the created order and through his specificrevelation. People are dependent on God and creation to surviveand are called by God to value and treat his creation responsibly.The Christian belief that God continues to be an active source ofgoodness and beauty in the world challenges people’s view ofthemselves, the world and the role they play. God is honouredwhen people honour their sexuality, creativity, spirituality andrelationships. People are co-creators/sustainers with God whenthey explore, invent, create, preserve, protect, heal.Christian beliefs about God• God made the world• God creates and loves allpeople• God is all-powerful• God is everywhere• God sent Jesus to savepeople• God keeps his promises• God always listens whenpeople talk to God• God helps people to love him,themselves and others• God and his love lasts foreverChristian beliefs about God• God is forever• God is everywhere and alwayswith people• God is good, loving and forgiving• God created the universe andgave the world its beginning• God loves the world and takescare of it• God cares for everyone andeverything• God is revealed throughscripture in the Old and NewTestaments• God is Father, Son and HolySpiritGod’s blessings• the gift of God – Father, Jesusand Holy SpiritGod blesses people with the gifts of• the created world• heaven• other people• freedom• the Bible• life• forgivenessNature and roles of God• God is three-in-one• God, the Father, creator of allthings then and now, preserver ofcreation• God, the Son, Saviour and teacher• God, the Holy Spirit, helper andguide for people of the Old andNew Testaments and people today• the work of God in salvation –redeems, justifies, sanctifiesRelationship between Father, Son andHoly Spirit• presence at creation, life-giving• Jesus’ personal relationship withthe Father (eg, praying, names,Father’s will)• birth and baptism of Jesus –presence of Father and Spirit• support during Jesus’ temptation• Jesus the Word of God• Jesus’ promise to send the HolySpirit to help and teach• the story of Pentecost• link between the fruit of the Spiritand the nature of God the Fatherand JesusThe Christian creeds are summaries ofChristian beliefs about the trinityAttributes of a personal God –loving, patient, compassionate, angry,merciful, forgiving, forbearing, righteous,faithful, loyal, wise, emotional, powerfulNames and titles given to God in the Bible(eg, Jehovah Jireh ie provider, king,Father, “I am who I am”)God reveals himself• through his word• as person (eg, in the garden of Eden)• through the incarnation – Jesus theword of God among us• as creator, provider, protector,preserver, sustainer, healer• through continuing creationThe mystery of the trinityImagery, symbolism and metaphors in theBible reveal a multi-layered understandingof God• hand, king, husband, cloud, fire,mother hen• lamb of God, bread of life, living water,vine, good shepherd• dove, flame, wind• bear and cubsThe nature of God -– the action of the trinity• owner, creator and sustainer of the universe• creator of human life in his image, source of aperson’s identity, security and meaning• complex, intelligent, powerful being as shown inthe intricacies and beauty of creation• participation of Jesus in creation• Holy Spirit is the Lord and giver of life, calls andguides people to see the nature and power ofGodSignificance of belief in God as creator and sustainerfor individuals regarding• exercise of personal freedom• care of creation• appreciation of an individual’s personal value• relationship with God, people and creation• celebration of life and beauty in a broken worldThe nature of creation• rhythm and order of God reflected in life• everything God creates is good, self-generating,with specific functions and purpose for life• God uses the built creation as well as the naturalcreation for good• interdependence of all life forms – nature• interconnectedness in the created order – humancommunity• all human life is a giftScientific perspectives – new discoveries;complexity and interconnected nature of theuniverse; limits of science in explaining life and theuniverseScientific and religious approaches regarding theorigin and purpose of creation – creationism,intelligent design, evolutionBiblical images of the personal and communalnature of God – the trinity (God of relationships nota theoretical construct)Biblical images of God that confront preconceptionsand conventional ideas of God (eg, from Job,Ecclesiastes, Song of Solomon, Hosea, motherimages of God, hard sayings of Jesus)Paradoxical concepts• heaven and hell• law and gospel• goodness and sufferingGod is active in people’s personal lives:• the work of the Holy Spirit in people’s lives• God’s work to bring people to faith• God’s presence in and through suffering• vocationChallenges to the biblical teaching of creation –pantheism, deism, individualism, materialism,dualism, gnosticism, atheistic evolutionContribution of Christians to people, community andcreated order in the fields of• medicine• art, drama, music, architecture• science, mathematics• environment• politics• sociology, psychologyFostering of excellence in relationships, sexuality,creativity, parentingCSCF Curriculum Statements September 2005 – Page 14

students can... (ways of knowing)• explore ideas about God ascreator, helper and friend• retell, in a variety of forms,the creation story and otherBible stories about God• observe the complexity ofcreation• make connections betweentheir experiences andChristian beliefs (eg,rainbows, in the garden –discussion about God makingflowers )• participate in groupdiscussions about God• brainstorm their ideas aboutGod• list God-made and man-madeobjects in the surroundingenvironment• share their ideas about Godand what God is through arange of mediums• construct and explore theirown questions aboutGod/Jesus• listen to the story of Jesus’life• use a range of Bible stories toidentify ways Jesus was afriend (make connections withCB2)• illustrate ways in which Godshows his love for people•• identify words in songs, poemsand the Bible that describe thenature of God• retell biblical stories that focuson different aspects of God’snature• represent God’s goodness, loveand forgiveness through the arts• share their responses to differentaccounts of the creation story• describe their understanding ofGod• investigate the order andpatterns of the naturalenvironment and reflect on whatit may reveal about God• portray God’s creation throughvarious art media• use sensory experiences toinvestigate the wonder andbeauty of creation and to reflecton God as creator• identify things God gives topeople• suggest different ways peoplecan respond to God’s gifts• describe ways Christians givethanks to God for his gifts (eg,prayer, sing a song, draw apicture)• discuss why God’s gifts areimportant to Christians• plan a creation celebration• describe ways God helpedpeople such as Noah, David,Daniel•• describe the different works of Godas Father, as Son and as HolySpirit• using a variety of texts, songs,hymns, prayers and creeds compiledescriptions of the nature andattributes of God as Father, Sonand Holy Spirit• using a variety of mediums,represent biblical images of thethree persons of God• retell the key events of thePentecost story and identifychanges the Holy Spirit brought tothe lives of people• respond to information gatheredfrom various Christian texts (eg,creeds) and media resources aboutthe roles of God the Father, Sonand the Holy Spirit• demonstrate or illustrate anunderstanding of theinterconnected roles of Father,Son, Holy Spirit• identify the presence and work ofthe three persons of the trinity indifferent key biblical events (eg,creation, work of the prophets, birthof Jesus, coming of the Holy Spirit)• discuss key Christian beliefs andwrite own creeds• identify and compare stories of theSpirit at work in the lives of OldTestament leaders and prophets•• locate and discuss the significance ofbiblical symbols and metaphors forFather, Jesus, Holy Spirit• trace the use and meaning of ametaphor/title for God (eg, king) in theOld and New Testaments and identifywhat it communicates about God• identify people’s experiences of andresponses to the attributes of God (eg,all-knowing, all-seeing, all-powerful,patient, forgiving) in biblical times andtoday (eg, Christians)• research ways God revealed himselfand communicated to people in bothOld and New Testaments• identify Jesus’ teachings about Godand how Christians have interpretedthem through song and images• examine the influence of the HolySpirit on various biblical characters(eg, King Saul, Paul)• compare various cultural and artisticrepresentations of the Triune God andcreate new meaningful representationsfor a selected audience• analyse a selection of biblical texts toshow how they illustrate the Christiandoctrine of the trinity• create a profile of God• discuss the limitations of humanlanguage to describe God• comment on different artists’representations of God and what theysuggest about the nature of God• (linking with CB2) discuss the view ofGod that is communicated through thelife of Jesus•• investigate the natural order in creation andevaluate what this order reveals about the natureof God• compare different biblical accounts of creation(eg, Job, Psalms) and analyse what they revealabout God’s relationship with his creation• illustrate how God continues to sustain creation(eg, laws of nature, life cycles, procreation, roleof people – natural world and world of work)• critically reflect on Christian interpretations of thepower of God and the intricacy of creation asdepicted in a variety of media (eg, poems,artwork, songs by Christian writers)• analyse Christian beliefs about God’s ongoingpresence and intervention in the world (eg, doesGod intervene to avert or cause disasters?)• discuss the role of the Holy Spirit in leadingpeople to a realisation of the nature of God theFather as creator, God the Son as redeemer• analyse and discuss how God works throughpeople to maintain, sustain and grow creation(eg, built environments, use of knowledge andresources, communication)• identify structures in society which help peoplemaintain order in their lives• identify principles of care and responsibility forthe created order• evaluate different governments’ policies on theenvironment in light of biblical principles• develop an action plan which honours, nurturesand fosters all aspects of God’s creation• identify the features and limitations of scientificand biblical explanations about the origin of theuniverse• compare and contrast religious beliefs andscientific theories about the origin, intricacy andcomplexity of creation (eg, how does the processof evolution align with the creation accounts?)•• deduce people’s understanding of God bystudying characteristics of the God people don’tbelieve in• report on how Christians accommodate theparadoxical nature of God (eg, heaven/hell,inclusive/exclusive, saint/sinner, law/grace)• summarise historical ideas of God and charttheir influence on current thinking about God• critique how different ideas about the nature ofGod influence the way people approach life• research the history of the Christian creeds,identifying and reflecting on key areas ofdisputation then and now• create a profile of the view of God that emergesfrom a reading of a range of Old and NewTestament texts on how God relates to peoplein a variety of contexts• arrive at a position on the relationship betweenGod’s goodness and human suffering• formulate a response to the question, are therethree gods or one? through a study of Christianand non-Christian perspectives on the trinity• examine ways people (including themselves)can be co-creators with God• examine confronting biblical passages on thenature of God, identifying the current valuesand practices that these challenge• compare Christian and non-Christian responsesto crises in the environment or the search tocure diseases or response to human sufferingand their motivations and rationales• propose a charter of excellence for communitylife, providing biblical support• provide an analysis and comparison of variousviews, beliefs, theories on the origins of theuniverse•Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 15

students know... (knowledge and elaborations)scope statementsLearningstatementCHRISTIAN BELIEFSKey Idea 2: The person and work of Jesus the Christ is central to ChristianityBeginning Band A Band B Band C Band D Band ECB 1.2Children identify stories aboutJesus and discuss what Jesussaid and didCB 2.2Students gather and presentinformation about the life andteachings of JesusCB 3.2Students research the social and culturalcontext in which Jesus lived and drawconclusions about how he chose torespond to people and eventsCB 4.2Students investigate and evaluate thesignificance of Jesus the Christ, his life,death and resurrection for ChristiansCB 5.2Students analyse and interpret the message andidentity of Jesus the Christ for all peopleCB 6.2Students research, analyse and discuss claims thatChristians make about Jesus the ChristJesus’ birth, life (actions and words) anddeath reveal his unique nature andpurpose. Listening to stories about Jesusand to stories Jesus told gives people aclearer understanding of the love and careGod has for each person.For Christians, Jesus is more than a goodperson or role model. His death andresurrection demonstrates God’s power oversin and makes it possible for people to bemade right with God. God invites people toplace their trust and faith in Jesus for theirsalvation. Jesus continues to be an advocate,to lead, encourage and save people.Understanding the life, teachings and times ofJesus gives a contemporary reader an insight intothe powerful and radical message Godcommunicated in Jesus. This equips the learner toreflect on the application of Jesus’ actions andwords to personal and social life today.Christians believe sin has been a barrier betweenpeople and God since the Fall. People were neverable to meet the conditions of the covenant made atMt Sinai. No action or plan of people couldovercome this barrier. Only God can save. Jesus’death and resurrection instigates a new covenantwhich gives the full measure of God’s grace.Christians believe the immense love and grace of God is revealedin the identity of Jesus. Fully human, Jesus knows and identifieswith the temptations, limitations and suffering of people. FullyGod, he has complete control of life, having conquered sin, deathand Satan. Each gospel writer focuses on this unique identity ofJesus reflected in his life, work and teachings.Teachings and claims related to Jesus’ identity, purpose andmission have been contested in both Christian and non-Christiancircles since Jesus’ time. For example the challenge to the keyLutheran teaching that Jesus is both fully human and fully divineconfronts the claim that Jesus has the authority and power toovercome sin and death and save people. Claims about Jesusare both a source of unity and division.Stories about Jesus’ life• birth• childhood• family• death and resurrection• relationshipsStories about what Jesus didStories about how Jesus lovedand cared for all people (eg,healing stories)Stories Jesus toldJesus as human and Son of God• Jesus’ birth, childhood• Jesus’ adult life• Jesus’ death, burial andresurrection• Jesus at God’s right handJesus’ ministry• Jesus’ teaching about love,forgiveness• Jesus’ teaching about the way tolive• Jesus interacted with all kinds ofpeople• Jesus helped and healed peopleSocial, historical and cultural context• social groups in Jesus’ time (eg,Samaritans, Gentiles)• people Jesus interacted with and thesignificance of this (eg, outcasts,women)• religious groups (eg, pharisees,zealots)• Roman occupation• cultural and social codes (eg, puritylaws, punishment, customs, socialstatus, gender, religiousobservances, patriarchal society)• lifestyle (eg, foods, dress)• geography and climateJesus’ life in his social and culturalcontext• biblical accounts from the gospels• Jesus confronted the social andcultural contexts of his day• ways people responded to Jesus’challenge to the restrictions• the social and cultural contexts of theparablesThe significance and application ofJesus’ life for the contemporary contextJesus’ life – fully human• Jesus demonstrated God’s love forall people• Jesus wept, slept, was hungry, tired,disappointed, angry• Jesus was tempted and overcametemptation• Jesus in the garden of Gethsemane• Jesus lived in obedience to God, hisFather• Jesus’ teachings (eg, the law of love)• Jesus, an advocate for the poor andmarginalised of his day• a life of prayerJesus – fully God• redeemer and saviour• lived the perfect life• fulfilled Old Testament prophesiesabout a saviour• conquered sin and death• an atonement for people’s sin• restores people’s relationship withGod• new covenant established with God• eternal life for ChristiansRelevance of Jesus for people today•The witness the four gospels and epistles provide tothe life and message of JesusIdentity of Jesus• birth, death, resurrection• miracle worker, healer• teacher• intercessor – represents all people before God• the only way to salvation – Jesus as a presentreality and a future hope• revolutionary nature of Jesus’ identity – Jesus’rule as king• historical, cultural and social images of Jesus• Jesus fully human and fully God – implicationsfor all peopleFour gospel portraits of JesusThe message of Jesus• what Jesus communicated about himself, andGod the Father• paradoxical nature of Jesus’ teaching (eg, youmust die to live, give to receive)• implications for Jesus’ followersPeople’s response to the identity and message of Jesus,historically and in the contemporary contextBiblical claims regarding• Jesus as saviour, messiah, redeemer• authority of Jesus – stated in the gospels,Paul’s letters, Old Testament• Jesus’ divinity (eg, the Alpha and Omega)The confronting nature of Jesus• Jesus is the ‘means of salvation’ – not just arole-model to be followed• the confronting nature of Jesus’ teaching andactions• Jesus, the wisdom of God – stumbling block toJews; foolishness to Greeks – confrontscontemporary society’s view of itself• the continuing Christian debate regarding thenature of Jesus (fully God/fully human)beginning with the early churchThe claims of Jesus address people’s ultimate questions andtherefore demand a responseOther religious, historical and secular claims about JesusCSCF Curriculum Statements September 2005 – Page 16

students can... (ways of knowing)• share Bible stories of Jesus• make and use puppets to tellstories about Jesus• identify pictures of Jesus in apicture Bible• design and construct anartwork that symbolisesJesus’ resurrection (eg, clayempty tomb, mini garden)• describe and sequence thestages of Jesus’ life on earth(eg, baby, child, adult)• construct their own questionsabout Jesus• identify Jesus’ family andfriends• recreate stories of Jesus’interaction with people• identify the ways Jesus lovedand cared for people• share what they are learningabout Jesus• retell the Christmas andEaster stories•• discuss names given to Jesus• role play major events in the lifeof Jesus• identify a special event in Jesus’life and retell or illustrate the story• describe the people that Jesusmet and how he showed love forthem• explore and present findings ofthe way artists, songwriters, filmsand books portray Jesus• identify the different messagesfound in Jesus’ teaching,illustrating their understanding• construct scenarios whichexplore what Jesus might do inselected situations• create symbols to illustrate Jesus’role and purpose• explain and reflect on theimportance of Jesus in Christmasand Easter celebrations• identify stories of forgiveness inthe Bible and tell of times whenthey have felt or acted the sameway (eg, Joseph, the forgivingfather)• dramatise or illustrate scenariosto explore forgiveness• discuss the message of some ofthe parables Jesus told•• research and exhibit informationabout life in first-century Palestine• explore and present informationhighlighting significant events inJesus’ life• collect and display information from arange of texts – bibles,encyclopedias, picture books, film –to identify the nature and practices ofthe different cultural and socialgroups with whom Jesus interacted• examine and retell Jesus’ interaction(words and actions) with andresponse to people of differentcultural and social groups• translate stories from Jesus’ time intoa contemporary setting• compare and evaluate depictions ofJesus drawn from stories in thegospels and various artists’representations• compare the needs/fears/joys ofpeople living in Jesus’ time withpeople living today and discuss therelevance of Jesus for people thenand now• analyse the context and message ofthe parables Jesus told and apply themessage to their own context• contrast actions of Jesus with thoseof contemporary society•• compare the links the gospel writersmake between Jesus and the OldTestament writings• compare covenants God made withAbraham, Moses, David with the newcovenant Jesus speaks of to hisdisciples on the eve of his death• compare the four gospel accounts ofthe birth, death and resurrection ofJesus, identifying the message ofeach writer• analyse the ways films have depictedJesus’ last days and compare with agospel account• discuss reasons the writer Paul givesfor the necessity of Jesus’ death andresurrection• document the relationship betweenJesus and God the Father• analyse Jesus’ actions, parables andteachings to consider what hereveals about the relationship Godwants to have with people• explain why Jesus’ death andresurrection is a demonstration ofGod’s love for all people• debate the relevance of Jesus’ life,death and resurrection for today• sort and categorise the details ofJesus’ life given in thecreeds/gospels and give reasons forthe inclusion and exclusion of somedetails• create visual representations ofsignificant themes in the life of Jesussuch as obedience, sacrifice,covenant, mission, forgiveness• identify and justify choice of storiesfrom the gospels that show Jesus asfully God and fully human• compare and contrast the gospelaccounts of key events andteachings in Jesus’ life• show links between the Lord’s prayerand Jesus’ other teachings•• systematically collect, record and organise aprofile on Jesus, highlighting the human anddivine nature of Jesus• explain the significance of titles given to Jesusin the Bible• create a multi-media documentary of differentcultural, social and historical perspectives ofJesus, incorporating art, music, movement,poetry, reports, biblical content• compare and contrast the identity of Jesuspresented by the four gospel writers• analyse Jesus’ teachings to debate therelevance of Jesus’ message for the world today• identify the challenge of Jesus’ message toissues of social justice and equity, conflict andservice• contrast Jesus’ leadership style withcontemporary leaders, leaders of totalitarianregimes, , imagining life with Jesus as a king• research biblical claims about the purpose of thedeath and resurrection of Jesus• reflect on and illustrate the Christian belief thatJesus is ‘the way, the truth and the life’• trace the developing understanding of Jesus’identity and purpose in the Apostles’, Niceneand Athanasian Creeds•• research and differentiate between the variousclaims of several religious/spiritual leaders,including Jesus, concerning Jesus’ identity• identify, explore and debate the claims Jesusmakes about his identity and mission that arecontroversial for students• record a succession of entries in a reflectivejournal responding to the claims made aboutJesus• compare, review and present the manner inwhich Jesus is portrayed in the media withother religious/spiritual leaders• evaluate how some Christian sayings andpractices could undermine the claims of Jesus(WWJD, Crusades, ‘Gentle Jesus, meek andmild’, ‘God helps those who help themselves’,military images of God)• document and role play early church debatesabout the nature of Jesus and find their moderncounterparts• evaluate how modern western society’semphasis on scientific thought and knowledgemight act as a stumbling block to claimsChristianity makes about Jesus• describe and explain how various Christiansects and/or other religious teachings respondto the Christian belief that Jesus is God•Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 17

students know... (knowledge and elaborations)scope statementsLearningstatementCHRISTIAN BELIEFSKey Idea 3: A Christian worldview is shaped by the biblical teaching of sin and graceBeginning Band A Band B Band C Band D Band ECB 1.3Children demonstrate anawareness of the Christian beliefthat God creates people andloves them unconditionallyCB 2.3Students analyse rescue stories fromthe BibleCB 3.3Students investigate and summarise whatthe Bible says about sin and graceCB 4.3Students examine and reflect on theimpact of sin, evil and grace in the worldCB 5.3Students apply Christian beliefs about the intrinsicvalue of human life within the context of sin and evilCB 6.3Students propose a response to crises and conflictsin the world, applying a Christian understanding ofsin and graceChristians believe God is a God of love.No action of a person, good or bad, willalter the love God has for them. God’slove is manifest in the act of creation, inparticular the creation of people, withwhom he establishes a friendship that hecontinues to seek, foster and sustain.The Bible teaches that in rejecting God’sfriendship and God’s instructions peoplebecome lost in a broken world. God’s loveovercomes people’s failings, reaching out tosave and restore them. People often repeattheir mistakes, needing continual forgivenessand guidance. God’s love and faithfulness areconstant and unfailing.The Bible teaches that people’s wilful disobediencehas serious consequences for this life and eternity.Selfishness, pride, greed and revenge result inbroken relationships. The root of sin is lack of trustand faith in God. God’s unconditional love andforgiveness of sin is demonstrated in the gift ofJesus’ saving sacrifice.According to the Bible, the fruit of sin – disharmony,judgement, death – is evident in all areas of life, thecreated world, human relationships and individualself-concept. The repercussions have beendevastating and cumulative, traced from onegeneration to the next. God’s love and forgivenessbreaks the destructive cycle of sin bringing hope andan overflow of goodness and grace.Lutherans understand that God’s righteousness and justicerequire that sin is punished. God’s continuing love, mercy andcompassion for each person is revealed in the incarnation, thesacrificial death of his own Son, the gift of the Holy Spirit – Godbearing the judgement of sin himself. People are free to reject hisgift of forgiveness and disobey him.Christians believe they are called to the ministry of reconciliation,which means that they are to share the message of God’s loveand forgiveness and be people that bring forgiveness andhealing to broken relationships. This is part of working inpartnership with God, to be his voice and hands, to bring new lifeand hope to a suffering world.Created by God• God creates people differentto other living creatures• God creates people withbodies, feelings and the needto be with other people• only people can think aboutGodStories about God’s love (eg, firststory of creation, Noah, Abraham,Exodus, birth of Jesus, Jesuswelcoming little children, miraclestories)• God loves all people• Jesus is a special friend toeveryoneGod’s love continues• for people even when they dowrong• when things go wrongGod loves people no matter whatthey doWhat people can do when theymake mistakesBible stories which highlight God’srescue (eg, Adam and Eve, Exodusstory, Joseph ,Moses)Analysis of rescue concept,people’s need of rescue, the conceptof sinConsequences of sin for• how people feel• relationships with others• the environment• people’s relationship with GodWhat God does to rescue people• how God demonstrates his loveand care• forgivenessDifferent ways God rescues• God gives his laws• God heals• God works throughcircumstances• God works through otherpeople’s love and care• God’s ways are unpredictableand unexpectedWays people respond to beingrescuedAdam and Eve’s sin impacts all peopleWhat makes Adam and Eve’s actionssinfulGod’s response to sin• justice, punishment• provides laws to protect people andtheir relationships• forgiveness• love and reconciliation• sending a saviour – Jesus•Biblical images of sin (eg, falling short, enemy ofGod)People’s response to sin• feelings of guilt, shame, remorse,• confession, repentance, need forforgivenessBible stories that show God’s grace and mercyGod acts to bring forgiveness andreconciliation• God’s Son became a human being tosave the world• Jesus died and rose to save allpeople from sin and death• the gift of the Holy Spirit to renew,strengthen and guide• the gift of eternal lifeImages of good and evil• the cycle of grace – sin – grace• God’s friendship with Adam and Eve• a broken world – sin and evil ruinGod’s creation.• patterns of relationship with God andpeople, eg, people sin, ask forforgiveness, relationship restored• origins of sin – fall of creation, devil• human strengths and limitations ofcharacterImpact of sin and evil on the world• breakdown of God’s creation (eg,hurricanes, earthquakes)• broken relationships, eg, divorce,violence, harassment• human and environmental disasters(eg, war, famine, pollution)• evil corrupts good order• separation from God, deathEvidence of grace in the world• new beginnings• God uses people to inspire, comfort,support others• comfort of grace, forgiveness,resolution, reconciliation, restitution• God provides social structures for thewelfare of all people (eg, law, police,family, marriage, government, church)Effect of God’s promise of new life now inthe Spirit and life eternalHuman condition• God’s special creation is humanity• God gives people talents and abilities equippedfor their role on earth• sinful nature – people experience separationfrom God, others and in themselves as a resultof sin• human sin has consequences for God’screation• earthly life has an endHuman failure does not negate human worth• human worth does not depend on people’stalents, abilities or achievements; illness,handicap or age, race, colour or gender• human worth comes from God, who loves allpeople equally, evidenced by God sending hisSon for all people without exception• God accepts the sinner – God and Jesus reachout to people who have sinned (eg, King David,Peter)• Christians are called to love their enemies andforgive those who have hurt them• God’s provision for human beings• Jesus’ response to suffering• impact of human sin and evil on GodManifestations of evil• natural evil• community evil• institutional/system evil• moral/individual evilHuman beings and the problem of evil• free will• original sin• spiritual dimension of human beings• need for salvation and saviour• new creation through Christ – Christian as ‘fullyhuman’A Christian perspective• theology of the cross versus theology of glory• grace and ungrace• salvation by grace alone• justification by faith• repentance• forgiveness• sanctification• transformation• eternal life• God’s presence in a broken world• biblical concepts of reconciliationResponses to evil• revenge• indifference• models of reconciliation (eg, South AfricanTruth and Reconciliation Commission)• a compassionate lifeLuther’s teaching on• faith alone• grace aloneCSCF Curriculum Statements September 2005 – Page 18

students can... (ways of knowing)• share stories, songs andBible verses about God’s love• retell stories about God’s loveand forgiveness• describe God’s love• brainstorm ways God usespeople to show his love• make an artwork to illustrateGod’s love for people• describe the similarities anddifferences between people,and God’s love for all people• demonstrate that they areunique by studying self andcreating a self-portrait,comparing their skills• share/describe ways Jesuswas a friend to people• identify and express theirthoughts about what they arelearning about God’s love• discuss how they feel whenthey make mistakes, dosomething bad to anotherperson or when someonehurts them• use language skills to solverelational problems• role play actions thatcommunicate being sorry andactions that show peopleforgiving others••• explore and discuss examplesfrom the Bible which illustrateGod’s love for people and hisplan of restoring people’srelationship with him• discuss how God’s rules guidepeople to live God’s way• create a series of symbols andrituals that illustrate how Godrescues people• describe feelings associatedwith wrongdoing and forgiveness• describe how God brings goodfrom human failure• contrast the consequences ofwrongdoing with acts of love andkindness• retell Bible stories that show whypeople needed to be rescued• identify examples of times Goduses people’s wrongdoing tobring good in a situation• identify ways God rescues inBible stories• respond to Christians sharingthe way God has loved andforgiven them••• investigate events that occurred in thegarden of Eden and recount andreflect on people’s actions and God’sresponse• present findings of an exploration ofBible verses that describe what Jesusgives Christians• explore the action and teachings offorgiveness in the Bible and reflect onthe significance of forgiveness inrelationships• examine and explain what Christiansbelieve builds and destroysrelationships• visually represent a personalunderstanding of sin and grace• compare fictional stories of hurt andforgiveness with biblical stories• report on God’s solution to sin• write a psalm of confession to beused in a worship time• compare the effect of sin with theeffect of God’s love••• examine and explain the reasons forthe breakdown in human relationshipsand suggest ways to restorerelationships• investigate, discuss and illustrate thebattle between ‘good’ and ‘evil’ usingcontemporary subject matter (eg,movies, books) drawing comparisonswith biblical imagery• analyse the pattern of relationshipsbetween God and people, showingthe effect of sin and grace inrelationships (eg, nation based –Judges stories; individual based –King David)• imagine and express God’s responseto how people/groups deal with socialand environmental issues• describe the difference God’s loveand forgiveness can make to peoplewhose lives have been affected by sinand evil• investigate and present the differenceknowledge of God’s promises hasmade to the way people have chosento live their lives• list causes and effects of injustice andprejudice among people anddocument how forgiveness and mercybring healing and wholeness• reflect on the action of God in aperson’s faith journey, identifyingGod’s grace in the situation• describe what Christians believeabout death and eternal life• create flow charts of God’s restorativeactions••• collate and share responses to personalfeelings of unworthiness and contrast withexamples of passages that highlight what theBible teaches about self-worth (Eph 2:4, 5; Matt10:30, 31)• express ways the worth and value of eachperson can be fostered• trace the relationship between God and people(the good and the bad) in a range of contextsand propose what this reveals about thecomplexity of the human condition• create a celebration of people’s ‘specialness’ tohonour the significance and worth of everyindividual in the context of a broken world (eg,through a collage of movement, mime, Biblereadings, personal reflection, Christiantestimonies and songs)• investigate and report on the life and work ofChristian persons, suggesting how their workand life has eased suffering and broughthealing in the name of Christianity• analyse how Jesus treated sinners, the sick andthe marginalised with dignity and suggest howthis could be applied in daily relationships• investigate and analyse what self-helpresources reveal about the nature of human lifeand compare to biblical perspectives••• review a film evaluating the way it supports thebiblical view of free will as both a vital part of aperson’s humanity and a contributor to humansuffering• compare and contrast philosophical, Christianand other religious responses to world conflictssuch as terrorism and war• contrast different results of applying a theologyof the cross and a theology of glory to socialissues such as unemployment, violence,personal freedom, poverty• predict the possible outcomes of applying amodel of reconciliation such as ReverendTutu’s Truth and Reconciliation Commission topeople subjected to genocide (eg, Rwanda,Bosnia)• present a proposal on how conflicts withinrelationships, ranging from personal to global,can be resolved applying an understanding ofsin and grace• reflect on how they (students) resolve conflictsin their own lives and identify strategies andprinciples they would find helpful in theirrelationships• participate in a forum to resolve an issue ofrelevance to the local community• prepare devotional material based on Jesus’response to sin and conflict• research responses to a conflict situation with aview to be engaged in an action to address theconflict (eg, letter writing)••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 19

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN CHURCHKey Idea 1: Christians believe the Bible is God’s wordBeginning Band A Band B Band C Band D Band ECC 1.1Children tell what they learn aboutGod and his story in the BibleCC 2.1Students investigate and explainsignificant features of the Bible and itsimportance for ChristiansCC 3.1Students recognise and analyse biblicaltextual features and investigate thepurpose of the BibleCC 4.1Students develop skills to examinescripture and analyse its cultural andhistorical contextsCC 5.1Students examine the nature and purpose of theBible as God’s inspired word and criticallydiscuss its relevance to contemporary contextsCC 6.1Students justify their responses to challengespresented by different ways in which biblical text isread and interpretedStories are significant means ofcommunicating and transmitting truths held bycommunities from one generation to the next.The Bible is Christians’ authoritative source onmatters of faith, belief and life. Biblical storiestell people who God is, what he is like andwhat he does.The Bible contains many narratives written bydifferent authors in various forms. The Bible isthe story of God and his relationship withpeople, having Jesus as the central focus.Each author tells the message God hasrevealed in people’s lives, community andhistory. Christians believe the Bible tells themwhat to believe and how to live.Literary forms of the biblical narrative arerecognised by their textual features, use oflanguage and literary conventions. Knowledge ofthese is key to understanding the message andpurpose of the Bible. God’s relationship withpeople and his saving plan is the common threadwhich links the biblical narratives, inviting aresponse from listeners and readers.The Bible is an ancient text written in and for a worldremoved from the experience of contemporaryreaders. Uncovering the culture of writers andlisteners of the original text gives insights into themeanings of the text for those people. It also assistscurrent readers to make meaning for their context.Christians believe the Bible is the human documentation ofdivine action in the world. Although a message given tospecific people, the Bible has relevance for all people, for alltime. Christians base their beliefs in God on the whole canonof the Bible. They understand the purpose of the Spiritinspiredmessage is to bring people to faith in Jesus.Christians believe the Bible is God’s truth set within a communityof faith which offers guidelines and safeguards, yet itsinterpretation is not static. Contexts, different modes of readingthe text and a variety of perspectives (eg, cultural, social,historical and gender) offer rich and different insights intomeaning. The message of Jesus is central to interpretation.The Bible has many stories tellingpeople• God loves them and all people• about Jesus and his life• God made the world and caresfor itThe Bible is God’s wordChristians believe the Bible revealsthe truth about GodThe Bible is God’s way of tellingpeople about himGod gave the Bible to peopleWhat the Bible says about God istrueThe Bible is set in a time and placedifferent to todaySignificant features of the Bible• a collection of stories by differentauthors• contains different forms of writing• stories and style of writing reflectthe different times in whichpeople lived• organised into books andchapters and verses• contains many stories aboutGod’s people• there are two distinct sections ofthe Bible – Old Testament, NewTestament (the written word)• the Old Testament is about God’sjourney with his people, up toJesus’ birth• the New Testament tells aboutGod’s people after Jesus wasbornBible’s importance for Christians• through it God reveals himselfand his love for people in JesusChrist• teaches about God• can guide Christians in their livingThe Bible is published in differentformats, versions and presentationsBible stories can be told in different ways andthe key messages remain the sameBiblical textual features• recounts – components (eg, setting,events, conclusion), point of view,characters, events• parables – language (eg, allegory,metaphor, simile, symbolism),purpose and messages, fictionaland unnamed characters• miracle stories – threefold structure(problem or need, action, reaction),types (eg, healing, exorcism,nature), symbolic action• psalms – types (eg, praise/lament,faith/struggle, trust), poetic structure,imagery, repetition, purpose• letters• history• proverbs – wise sayingsThe Bible is God’s word• God communicates with peoplethrough the Bible, progressivelyrevealing himself and his plan forsalvation through Jesus and his willfor people (purpose)• written by people whom Godinspired in different places and times• people have had access to God’sword in different ways at differenttimes – oral tradition, scroll,individual books, collection of books,electronic, BrailleContexts of the Bible• authors, dates, purposes, keythemes, key ideas of books of theBible• cultural and social background tobiblical stories• historical development of the Bible(eg, oral, written, printing, translation)• the history of how the biblical canonwas agreed uponExamining scripture to learn about God’smessage for his people• people use a range of tools toinvestigate biblical passages• biblical reference materials (eg,handbooks, concordances,encyclopedias, dictionaries,commentaries) as aids to biblicalinterpretation• maps, diagrams, timelines and charts• Bible translations – variety, accuracy,purpose• different interpretations of scripture(eg, liberal, literal)• the Bible is interpreted in light ofJesus and the gospelNature and purpose of the Bible• God’s word to people• leads people to God through the Holy Spirit• ultimate authority for what Christiansbelieve, teach and how Christians shouldlive• informs doctrines of the church• scripture informs scripture• law and gospel in the Old and NewTestaments and its continuing relevancetodayDifferences between Protestant, Orthodox and CatholiccanonsAuthenticity of the Bible• documentation• knowledge of oral and written traditions• non-biblical sources (eg, Tacitus, Josephus,Jewish Talmud)• historical and archaeological evidenceRelevance to Christians in a contemporarycontext• authority of Bible (inspired by God, testifiesto Jesus)• types of truth (eg, historical, literal, scientific,metaphoric, religious, moral with referenceto biblical interpretation)• application of scripture in contemporarysocial scenarios (politics, media, socialbehaviour)The biblical text (both Old Testament and NewTestament) is God’s revelation to people and is thebasis for Christian doctrine and beliefCanonical context and acceptance of biblical textLiterary style, forms and structures of the Bible (eg,genealogy, law codes, history, wisdom literature,proverbs, mythical, apocalyptic)The historical context of the biblical text (OldTestament and New Testament)Range of approaches to reading and interpretingbiblical text eg,• author centred• text centred• historical-critical• source criticism• redaction criticism• form criticism• Bible as sacred textChristian individuals and denominations havedifferent approaches to reading and interpreting theBible (eg, Lutherans read the Bible through the lensof law and gospel, Lutherans believe the Bible isrevealed word of God)The Bible does not tell everythingabout God and the worldOverview of Bible’s story, the key people, events,God’s will for peopleCSCF Curriculum Statements September 2005 – Page 20

students can... (ways of knowing)• identify a Bible using somefamiliar characteristics (eg,pictures, the word Bible)• name and relate someinformation about people in theBible (eg, Jesus, Mary, Noah,Abraham, Joseph)• retell some Bible stories• sequence pictures of Biblestories• observe and explore a range ofdifferent Bible formats (eg,children’s Bibles, differentlanguages, size, covers)• compare and contrast Bible timesto ‘here and now’•• discuss their understandingsabout the Bible• analyse similarities anddifferences between the Old andNew Testaments (eg, using agraphic organiser)• identify and classify people,places and things from scripturaltexts• describe images of God usingverses from the Bible• compare different presentationsof the Bible and identify how theyare different or the same• identify aspects of the Bible thatguide our lives (eg, tencommandments, Jesus’commandments)• retell Bible stories using their ownwords• retell Bible stories and identifymessages about God and how tolive• describe the importance of theBible to Christians• recognise biblical content insongs and poems• discuss and describe thedifferences between variousforms of the Bible and the meritsof each eg book, picture books,video• make a list of what the Bible tellspeople about God•• recognise and differentiate betweenthe various textual features in theBible• use textual features in the Bible tocollaboratively construct varioustexts for contemporary purposes(eg, psalms)• explore the message and purpose ofparables and other stories that areallegories (eg, write a parable toportray a Christian message)• analyse the purpose and structure ofmiracle stories• identify and research the peopleGod inspired to write the Bible (eg,create a gallery of portraits,including descriptions and significantwritings of these people)• dramatise a recount from the Bibleshowing knowledge of the setting,characters and events• describe the purpose of the Bible(eg, develop a class book of similessuch as the Bible is like a map)• develop a list of similarities anddifferences in the gospel accounts ofthe nativity• construct a time line of the Bible•• use biblical references to investigatethe author, date, purpose, key themesand ideas from books of the Bible• examine and use a range ofreference tools to aid interpretationand analysis of Bible stories (eg,handbooks, concordances, maps,encyclopedias)• analyse how different translations ofthe same passages can broaden,narrow or enlighten meaning• examine key stories about Jesus tocontrast the different gospelpresentations of Jesus and identifythe gospel writer’s message• investigate the intended audience foreach of the gospels and examinestories to consider the message tothe audience• compare and contrast the differentgospel accounts of the passion• describe and record the historicaldevelopment of the Bible (eg,timeline, chart)• analyse the impact the discovery ofthe Dead Sea Scrolls had on people’sviews about the accuracy of the Bible• discuss and evaluate the criteria usedfor the selection and inclusion ofbooks in the Bible• research and explain the historicalchanges that led to a wider audiencehaving access to the Bible (eg,printing press, translations,Reformation)• map and describe the process oftranslation for different languagegroups• report on current translation projects(eg, Indigenous language groups)(language and cultural groups)•• analyse Bible passages from differentperspectives such as history, story, myth,metaphor and consider truth in thesepassages• critically examine fundamentalistinterpretations of scripture that have beenused to justify political purpose (eg,apartheid, Ku Klux Klan, status of women)• examine Bible passages that have shapedthe doctrine of different Christiandenominations, making the links betweendenominational teachings and practices• develop a student guide to biblicalinterpretation which considers issues suchas literalism and liberalism• present a documentary which explores thebelief that the Bible is God’s inspired word,rewrite a Bible passage for contemporaryreaders and/or issues, taking intoconsideration the historical, social andpolitical contexts to recognise relevance tocontemporary settings• identify and compare different interpretationsof a passage, giving reasons for theinterpretations and variations•• outline the interrelationship between author,use of language, historical events, purpose,message and the effect on a reader in biblicaltexts• compare and contrast the emphasis andstructure of how the four gospels tell the storyof Jesus• summarise a range of methods Christians useto read and interpret biblical texts and apply toa specific passage (eg, Genesis 1–11)• apply the Lutheran understanding of law andgospel to a range of situations• examine and identify the biblical foundation forthe mission statements of various Christianorganisations and/or denominationalstatements on a range of life issues (eg, socialjustice, homosexuality, women’s ordination)• research and report on how the Bible has beenused at various times to justify a particularstructure for society (eg, political)• contrast Christian and Muslim approaches tothe Bible as sacred text• present the results of reading of biblical textsfrom several perspectives (eg, male and femaleperspectives, Christian and non-Christianperspectives, different denominationalperspectives)•Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 21

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN CHURCHKey Idea 2: The Christian community is shaped by and shapes its cultural and historical contextsBeginning Band A Band B Band C Band D Band ECC 1.2Children identify differentChristian churches in theircommunityCC 2.2Students draw conclusions about thepurpose of the Christian church in thelocal communityCC 3.2Students research key events in thehistory of Christianity and reflect on theirsignificance over time and placeCC 4.2Students examine the development ofChristian communities to compare howbeliefs and practices of these communitiesreflect their social and historical contextsCC 5.2Students critique the interaction of theChristian church with society, past andpresentCC 6.2Students assess various contexts and challengesfacing the Christian church today and propose possiblefuture paths for the churchThe Christian church comprisesgatherings of people who meet tocelebrate their common faith in God. Thebuildings in which they meet reflectsignificant aspects of their beliefs, cultureand individuality. Buildings change andeven disappear, but people continue tocongregate to worship God.Christian communities share many characteristicsof families. They share a common identity andbelief. They encourage and help one another growin faith. They look after one another, givingpractical help where needed. This care extends tothe rest of the community. They believe God hascalled them to share his message of love andforgiveness.The Christian church has undergone significantgrowth since its creation by the Holy Spirit, recordedin the book of Acts. The gospel message quicklyspread to peoples of different lands, cultures andlanguages and continues to do so. Historical events,social structures and new discoveries have effectedchange in both the influence and expression ofChristianity over time and place.Christian communities are both human and divine.Christians believe God’s presence is revealed in themessage, practices and lifestyle of each community. Themanner in which each community expresses itselfreflects its time and cultural identity. A rich diversity ofChristian communities over time and place are joined intheir common faith in the lordship of Jesus.Christians believe the chief task of Christiancommunities is ‘to make disciples of all nations’,through proclamation of the gospel, modelling oftransformed lives, worship, service to all people andcontinued meeting and support of one another.Christian communities – human, flawed, limited –are continually forgiven and renewed by God.The Christian church has experienced much change – supremacy,rejection, indifference, persecution – and survived. The challengehas always been to faithfully live out the gospel. Each generation ofChristians has to consider afresh how to use the gifts it has beengiven to communicate the good news and hope of God in ways thatare relevant and meaningful for its community.Christians are people who loveJesusThere are many church buildingsin a communityChurch buildings have certainfeaturesPeople make choices about thechurch community they wish tobelong toPurpose of church buildingsOne of the five functions of thechurch – worship• one place in which Christiansworship is church buildingsCommunity of believers• people who believe in Jesus are inGod’s family• the Christian church is thecommunity of believers created bythe Holy Spirit• church buildings are special placeswhere Christians meet to worshipGod• the two meanings of church asbuilding and community of believersThe five functions of the church – worship• Christians meet together to worshipGodwitness• sharing the faith with the community(eg, carols by candlelight, vacationBible school)nurture• growing in understanding of God(eg, Sunday school, familydevotions)fellowship• Christians meet together as achurch to help and encourage eachotherservice• serving the community (makeconnections with CL2)•(The broad overview of the historicaldevelopment acts as a structure for futureband levels)The history of the Christian church• definition of Christianity• Old Testament roots of the church• the early church – Holy Spirit and theday of Pentecost• Paul’s missionary journeys• persecutions• freedom to worship•Communities of believers living in different times andplaces• the Reformation – Luther and the riseof Protestant Christianity• development of Christiandenominations• Christianity in Australia todayTwo of the five functions of the churchworship• changes in worship practices• different denominational worshippracticeswitness• communities of believers who sharethe good news of Jesus with others• the disciples – martyrs andmissionaries’ role in spreading theGood News•The significance and application of the developmentof the Christian church for the contemporary contextHow social and historical contexts shape thechurch• early and medieval church• Spanish inquisition• influence of Constantine• split between Orthodox and RomanCatholic ChurchThree main branches of Christianity –Eastern Orthodox, Roman Catholic,ProtestantSignificant events, movements and peoplethat shaped the church• Reformation, Renaissance• important historical Christian figures (eg,St Francis, Luther, Calvin)• pilgrim fathers, Lutheran Church inAustralia• proliferation of Christian denominations• persecuted church today• priesthood – apostles – ordained ministryHow practices reflect social contexts ofdifferent Christian communities – urban,rural, Indigenous, overseas, internet• how beliefs/history have shapedexpression of sacraments, rituals• artefacts, icons• hierarchical structures of organisation• physical structures (eg, fonts, altars)• architecture• means of communicationThree functions of the church: worship,witness and nurtureRevisit development of the Christianchurch• from Pentecost to the present day• community of people with diversebackgrounds• survival of the church – past, presentand futureInteraction with local and globalcommunity• religious wars (eg, Ireland, crusades)• Luther’s influence on education• Henry VIII• fall of communism• popes’ encyclicals• positive and negative interactionsbetween church and society (eg,political parties and lobbying, workingfor peace, aid organisations)• inner-city ministry• youth ministry• Christian education• aged care• schools, hospitals• international aid agenciesMission of the church as described in theBibleFive functions of the church: worshipwitness, nurture, fellowship and serviceThe Christian church• the Holy Spirit works through the institution of thechurch to create Christian community as a blessingto the world• biblical images of the church as community• biblical, historical and contemporary examples ofChristian communities (eg, Corinthians, Calvin’sGeneva)Relationship between the Christian church and itscontext• society’s perceptions (positive and negative) of theChristian church• the reality of worldwide trends in the Christianchurch (eg, growth in Africa, church in China)• relationship between changes in society andchanges in the Christian churchIssues and pressures facing the Christian church andhow it responds• the changing spiritual climate in society• lack of denominational loyalty• demographics, money, political/economicconditions• challenge of relevanceThe ways various Christians and Christiandenominations deal with the changing nature of society(eg, Amish, home church, Methodism, Internet Church)Essential Christian beliefs which may draw criticismand rejection from society (eg, divinity of Jesus,sanctity of life, social justice)•Relevance of five functions of the church for achanging society: worship, witness, nurture, fellowshipand serviceCSCF Curriculum Statements September 2005 – Page 22

students can... (ways of knowing)• observe and comment onchurch buildings• design and create a model ofa church building using arange of materials• locate the presence ofChristian churches in thelocal community• cooperate as a group todiscuss and share their ideasabout churches• identify church buildingcharacteristics (eg, altar,cross, arches, stained glasswindows)• talk about the churcheschildren attend or know about• talk about why people mightgo to church• talk about the functions of keyfeatures in the interior of achurch (eg, the baptismalfont, cross, altar)••• express the Christian understandingthat people who believe in Jesusare in God’s family, the church• identify churches in the localcommunity• collect evidence to show thefeatures of different churchbuildings and compare how they aredifferent and/or similar• retell the Pentecost story andexplain what this means for peopletoday• explore Bible stories of people inthe early Christian church• explain ways the church acts as afamily and cares for people• interact with members of the localchurch and identify their roles orresponsibilities• record ways people hear aboutJesus today• present findings of what Christiansdo as Christian church••• present and explain the importantcontribution of Paul’s missionaryjourneys (as recorded in Acts) in thespread of the Christian church• identify and present significant eventsthat have occurred in the history ofChristianity (eg, a timeline)• investigate and display informationfrom various sources about life in theearly church (eg, the role of earlymartyrs and missionaries)• discuss reasons why Christiansexperienced persecution and exploreif persecution still occurs today• explore stories about Martin Lutherand the Reformation and sequencekey events• read Luther’s small catechism andidentify key teachings• gather information and presentfindings about the different Christiandenominations represented in theclass, the school (eg, conduct asurvey, compare celebrations)• explain ways Christians havewitnessed throughout history•• describe roles played by culturalcontexts, church traditions and theauthority of the Bible in practices andbeliefs of various denominations• describe, record and sequence thehistorical development of the Christianchurch, using various techniques• examine historical religious reformersand present findings about the impact oftheir beliefs on the church (eg, Luther,Calvin, St Francis)• investigate and compare the internal andexternal physical features of variousdenominational buildings (eg, spires,shape, baptismal fonts, cathedrals, altararrangements) and what thosedifferences mean• compare how practices of the earlyChristian church have changed over timeand place (eg worship practices,baptism, communion, fellowship, liturgy)• create a set of rituals for a specific schoolworship event• examine and draw conclusions about theimpact of martyrs for the people of theirtime and today••• research and evaluate ways thechurch has interacted with andinfluenced political parties in Australia• critique the youth ministry outreach ofChristian churches within the localarea and their effectiveness (eg,design a web page for young people)• compare and contrast examples ofpositive and negative interactionsbetween the church and thecommunity – both local and global(eg, religious wars)• analyse the advantages anddisadvantages of Christian educationas opposed to public education andassess its contribution to thecommunity• create a visual display that expressesand acknowledges the church as acommunity of people from diversebackgrounds, with a rich past and apromising future• examine the religious educationprogram in the state system and/orown school and justify its inclusion• create an exhibit which defines andexplains each function of the church,giving examples within the community(school and church)• outline a rationale for the church’sinvolvement in education, aged care,welfare, overseas aid and celebrateits contributions• analyse Bible passages that describethe mission of the church andevaluate the mission of the churchtoday (eg, create and present anadvertising campaign)• report on the lives of early Christiansand their interactions with theircommunities• compare and contrast difficultiesfaced by Christians in different timesand places••• examine and present the impact of persecution onthe Christian church in both the past and present• compare and contrast the current situation of thechurch in Australia with the church in Africa, Asiaor Latin America• critically analyse contemporary media reportsrelating to the church• survey how various Christian groups haveresponded to the changing nature of society andidentify unchanging aspects• assess the contribution that the Christian churchmakes to society in areas of service, justice, peaceand the public arena• critically assess various contentions about thecontemporary situation and future of the Christianchurch (eg, ordination of women, sanctioning samesex marriages)• propose ways the Christian church can make adifference to society• assess the strengths and limitations of theChristian church being involved in politics• summarise Paul’s teaching, in his letters to Corinth,on what builds up and what destroys a Christiancommunity• survey, examine and report on a range of Christiancommunities to assess the link betweenorganisation, purpose and meeting the church’sand the world’s needs• debate to what extent the church is God in theworld••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 23

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN CHURCHKey Idea 3: Christians pray, worship and celebrate the sacramentsBeginning Band A Band B Band C Band D Band ECC 1.3Children share their experiencesof Christian prayer, worship andcelebrationsCC 2.3Students research and describe keyChristian practices and celebrationsCC 3.3Students investigate and describe thepurposes and significance of worship andsacramental practices of the LutheranchurchCC 4.3Students compare and contrast the origins,intention and diversity of Christian worshippracticesCC 5.3Students analyse worship, the sacraments andprayer as vital to the Christian experienceCC 6.3Students explore and discuss Christian beliefsabout the meaning and mystery of sacrament forChristiansThe relationship Christians have with Godis expressed in their worship practices.Christians join together to hear andrespond to God’s loving acts. Prayer is away that Christians can tell God theirappreciation and share their needs.Christians believe that God is present in aspecial way in their worship and prayer. Inbaptism they receive God’s Spirit, the gift offaith and forgiveness. The symbols and ritualsthat accompany worship and significantcelebrations point to God’s life-giving actions.Forgiveness of sin and new life in Jesus are centraltruths celebrated by all Christians. Christians in theLutheran church are reminded of these truths in theirliturgical worship. They believe that God acts in andthrough the concrete elements of water, bread andwine. These are the means whereby God provideshis blessings.Christian worship has its roots in the Old Testamentsymbols, rituals and sacred places which have played asignificant role in worship, providing stability andcontinuity in changing environments. Worship practicesreflect people’s beliefs and response to God, infusedwith people’s individuality and creativity. Christianscelebrate significant events in God’s dealings withpeople and important moments in life.Private and corporate worship are two significant dimensionsof a Christian’s relationship with God. Private prayer is notbound by time or place. It allows a person to express his/herpersonal sense of awe and need. Christian public worshipand sharing in the sacraments unites and supports people intheir faith. It becomes a source of witness to others of theirdevotion to God.Christians believe the sacraments of baptism and holycommunion contain the mystery of God’s presence, creativepower and redeeming action. Through faith Christians are linkedto the baptism, death and resurrection of Jesus, which unitesthem with all of God’s people past, present and future. Godspeaks, God acts and God gives life – recurrent themes in theBible.Prayer is a response to God’slovePrayer is talking to GodPeople can talk to God any time,anywhereWorship is a time when peoplehear about and respond to Jesus’loveWorship/chapel/devotion isspecial time with GodChristmas, Easter and specificevents (eg, end-of-term service,marriage, baptism, birthdays) arecelebrationsChristian prayer• prayer is talking to God (praisingasking, confessing, thanking –PACT)• God listens to and answersprayers in various ways• Jesus taught people aboutprayer and how to pray – theLord’s prayer• people can pray anywhere, anytimeOne of the functions of the Christianchurch is worship• in worship people respond toGod’s love and hear God’smessage• Christians worship in a variety ofwaysKey Christian celebrations – rituals,meanings, symbols, practices,eventsBaptism• God gives people new lifethrough baptism• baptism brings people into God’sfamily• denominations practise baptismdifferentlyChristmas and Easter – significantfestivals in Gods’ saving planPrayer• together in worship peoplecommunicate with God in prayer• an individual’s prayer life has its rootsin corporate prayerContext in which worship takes place• church buildings, the ordainedministry• community of believers• the whole of life as an act of worshipIn worship God acts• worship is when God reveals himselfby his word and actions• the Holy Spirit is present in worship –in the sacraments and God’s word• people receive God’s love andforgivenessPeople respond by• honouring and praising God• sharing in the sacraments of baptismand the Lord’s supper• sharing their faith• living life as a response to GodSacramental practices of the Lutheranchurch – baptism, Lord’s supper and howthese are the same and different in otherChristian churchesFeatures of a church communitySeasons and symbols of the Lutheranchurch yearChristian worship has grown and developedthroughout history• places and features of worshipthroughout history (eg, temple, gothiccathedrals, chanting, incense,confession)• historical development of the elements ofcorporate worship and impact onChristians today (eg, sermon,confession, prayer)• Bible references about private forms ofworship, especially prayer (eg, Godpromises to hear and answer prayer,Jesus’ teachings)In worship God acts in word and sacramentsand people respond in a variety of ways• praise and celebrating as community andGod’s family• God speaks through the word• in baptism, the gift of the Holy Spirit andnew life (inspiration, encouragement) isgiven• in holy communion, confession,forgiveness, renewed life is experienced• sacraments help build community• prayer• expressive worship (eg, music, songs,dance, writings, paintings)Ritual in worshipDiversity in worship practices within the LCAand the Christian church (eg, informal,formal, home church, internet church)Worship, the sacraments and prayer are a vitalpart of the Christian experience• prayer – natural outcome of an ever-growingrelationship between God and his people• worship brings God’s action into people’slives and is a response to God’s action inpeople• God’s worth is proclaimed andacknowledged• Jesus comes to people through word andsacrament in worship• the Holy Spirit helps and guides all peoplethrough word and sacraments• benefits of the sacramentsWorship involves all aspects of life• worship is more than just rituals – it involvesall facets of life• many forms of worship and prayer• value of prayer and worship in people’s livesBeliefs and practices of different Christian denominations inrelation to the sacramentsHumans are created as spiritual beings and seek tofind meaning in and for their livesDivine encounter in the sacramentsThe communal and liturgical aspects of Christianworship give shape and direction to people’s livesand communitiesChristian rituals – tangible enactments of whatChristians believe that embody what is ultimatelymysteriousUse of the concrete to communicate the spiritual(eg, bread, wine, water)Christian responses to the sacramental experienceCSCF Curriculum Statements September 2005 – Page 24

students can... (ways of knowing)• experience and talk aboutvarious worship forms (eg,devotion, Sunday churchservice, chapel)• listen to and talk aboutpeople praying• participate in preparations forprayer and worship• talk about rituals such aslighting and blowing out thecandles and what they mean• talk about and demonstrateprayer postures such asfolding hands, closing eyesand why people do them• talk about how people pray atdifferent times and occasionsand in different ways• prepare for celebrationsmeaningfully and discusswhat is happening and why• describe why people mightworship• illustrate or describe apersonal worship experience•••• recognise that prayer is beingwith God in a special way andcan be experienced alone orwith others• identify things Christians canpray about and formulate simpleprayers• practise techniques to enhanceprayer (eg, listening, stillness,visualising and attentiveness)• investigate and retell biblicalaccounts of Jesus praying (eg,the Lord’s prayer, Jesus in thegarden)• design a prayer space (eg, agarden within the school)• identify objects commonly usedin Christian worship (eg, Bible,altar, candles) and investigatetheir significance• identify parts of worship to planand present a class/schoolworship• explore Bible stories aboutbaptism• explore the Christian teachingthat through baptism peoplebecome members of God’sfamily• explore the rituals, events,symbols and practices related toChristmas and Easter•••• describe and investigate the variousspaces, areas and features within achurch building (eg, plan an idealchurch building)• investigate and explain the elementsof worship and activities that takeplace during worship with particularemphasis on the sacraments andprayer (eg, prepare a worship service)• identify the significance of anddifferentiate between the seasons ofthe Lutheran church year (eg, visuallyrepresent the seasons)• gather and share information aboutthe purposes of worship• explore and record symbols evident inthe local Lutheran church and explaintheir significance• produce a song, dance, artwork,prayer, service formats, for a worshipservice in a specific church season orfor an event of significance such as abaptism•••• gather information about historical placesof worship and identify significantaspects (eg, temple, cathedral)• research why people value communityworship and summarise their findings• investigate the elements of worship andidentify why each aspect is important (eg,Bible readings, prayers, confession)• interpret the Lord’s prayer in his/her ownpersonal way (eg, words or images)• discuss and compare different worshipexperiences in Christian denominations• reflect on how the arts can enhancepeople’s worship experiences (eg, music,art, dance)• respond to the Christian messagethrough various means (eg, words,songs, pictures, actions)• identify Lutheran means of grace (God’sword, baptism, holy communion) andexamine their impact on people for dailyliving• explore the sacraments of baptism andholy communion to identify what theyreveal about God and his people• critique the school’s worship practices• explore different forms and traditions ofChristian prayer and meditation•••• present various forms of prayer and identifywhat they demonstrate about the place ofprayer in a person’s relationship with God• identify the place of baptism in the lives ofthe early Christians and explain itsimportance in current Christian practices• examine different rituals of worship anddescribe their significance• use ritual and drama to communicate God’smessage for a worship service (eg, interpreta Bible passage through tableau, freezeframe, mime, dance)• describe and share different forms andexperiences of worship, assessing thepurpose and validity of each form of worship• analyse denominational differences in beliefand practice of the sacraments• analyse the significance of the sacramentsto the different denominations• compare and contrast the worship practicesof the school and local congregation andconsider reasons for similarities anddifferences and any challenges this creates• provide arguments for and against thepractice of the sacraments in school worship•••• explain how the use of rituals in variousdenominations communicates key beliefs andpromotes hope, affirmation, belonging andcommunity• identify the need for and the use of rituals intheir own lives and create a ritual thatendeavours to meet a particular need forthemselves or the community• represent the meaning Christians draw fromtheir experiences of the sacraments• reflect on their response to rituals in the schoolcommunity (worship, graduation, stillnessexercises), their family (birthdays, weddings,funerals, Christmas) and the wider community(ANZAC dawn service, Australia day)• research the key events linked to thesacraments as described in the gospels,demonstrating the relationship between theevents and the meaning the sacraments havefor Christians• make recommendations to enhance theworship experience of the school community• critique school’s worship and design rituals thatreflect students’ understandings and strugglesof faith to include in future worship• participate in the creation of a school worshipevent, recording and explaining the significanceof the chosen rituals, words and order of theworship event•••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 25

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN LIVINGKey Idea 1: Christians believe that God creates people to live in relationship with him and with each otherBeginning Band A Band B Band C Band D Band ECL 1.1Children describe ways Godcares for individual peopleCL 2.1Students investigate and representpeople’s relationships with God andwith each otherCL 3.1Students examine and reflect on thebelief that God creates people to live incommunityCL 4.1Students draw conclusions about theinfluence of the other on self-identity inlight of Christian beliefs about the worth ofthe individualCL 5.1Students analyse Christian beliefs about theresponsibilities of living in relationship with God,self and othersCL 6.1Students evaluate ways God-given structures foster theproper functioning of individual and communal lifeThe Bible teaches that God invites peopleto have a relationship with him becausehe is their creator and he loves and caresfor each person. He has created the worldto provide each person with life’snecessities. God gives families andcommunities to help each person growand thrive. God uses other people todemonstrate his love and care.Christians believe God’s love and care of hiscreated people stems from his desire to be inrelationship with them. A relationship with Godinstructs and motivates people on how to livewith one another. Relationships nurturepeople and enable them to develop their giftsand in turn nurture others.Christians understand people are created to livein community, so they play an important andresponsible role in being co-creators and cocarerswith God. Communities are places wherepeople grow and learn to live with one another,interdependently.The health of communities is dependent on eachindividual having a clear sense of personal value anddignity. Christians accept that human worth comesfrom God and is not dependent on appearance,actions good and bad or on others’ perceptions.God’s unconditional acceptance of each individualliberates each to relate to others, all the whilemaintaining his/her self-identity.Christians believe a strong healthy self-concept derives from arelationship with God and positive community life. Thecontinuing development of self-identity involves examining thepurpose of life and the contribution that can be made to others.This shapes how relationships are conducted and decisionsabout personal direction and action.Christians understand that a healthy self-concept is only one factor increating a peaceable, well-functioning society. Laws and structuressuch as family and government enable individuals to flourish andenrich the wellbeing of one another and their communities. Arelationship with God enables personal renewal and vision toinfluence communities and bring positive change.God made and loves each personas special and uniqueAttributes and features that makeeach person special and uniqueGod wants to have a relationshipwith each personGod has created a world whichprovides for people’s needsBible stories that show God cares(eg, Ruth and Naomi, Jesus andJairus’s daughter, God lets Adamname the animals, Jesus spendstime with children)God gives individuals people theycan trust and who care for themIn Jesus God demonstratestrustworthiness, love and care ofothersThe relationship between God andpeople• human beings share a specialrelationship with God• God creates, knows and loveseach person as a uniqueindividual• people are precious becauseGod made them and loves them• God wants a special relationshipwith each person – love, trust,communicationThe relationship people have witheach other• human relationships are part ofGod’s plan for people• God is shown to us through theordinary lives of people• God wants people to love andrespect one another• God helps people to live inrelationship through the gift ofhis Holy Spirit• Jesus has demonstrated how wecan live in relationship with Godand others• people need each other to meettheir needsGod creates people• God creates and loves all people –male/female, young/old,Christians/non-Christians, allcultures• all people are equal because theyare made by God – uniqueindividuals with gifts and talents• God creates people with the abilityand freedom to make choices• God places individuals in differentcommunitiesGod’s plan for community living• community is part of God’s plan forpeople• people need community –community builds individuals• people in community respect oneanother – their uniqueness anddifference• people help each other and learnfrom one another in community• there are responsibilities for livingin communityThere are broken communities becausepeople are sinfulGod gave the ten commandments toprotect and build community and toteach people how to live togetherGod forgives people who fail incommunityPeople are created in the image of God• God’s view of people can besignificant in shaping a person’s selfconcept(eg, ‘God don’t make no junk’)• people are creative and have free will• sin does not devalue the person• God has redeemed the person• God has given the gift of the HolySpirit to sanctify each personRole and purpose of people’s gifts andabilities• service to others• glory to GodGod gives all people special gifts andabilities• physical• emotional• intellectual• spiritual• socialInfluence of the other on self• how society including media impactson our construct of who we are• how our interactions with othersinfluence and shape our self-identity• what can happen when perceptions ofself and others are out of alignment• giving and receiving affirmation• the ‘other’ is precious and sacred anddeserving of respectChristianity involves an active relationship withGod lived out in relationship with othersThe Christian life is not without its struggles• God’s will for people’s lives is opposed toselfish desires and wants• Christians are both saint and sinner• God intended that relationships be of mutualbenefit to human beings• humans are not capable of living in perfectrelationshipsCauses and consequences of personal andinterpersonal conflict and strategies for dealingwith conflict in a variety of situations (eg,depression, suicide, family breakdown,anorexia/bulimia, substance abuse)Forgiveness• God offers forgiveness and healing to allpeople when failure is experienced inrelationships• God empowers people to forgive each other• Jesus came to restore the broken relationshipbetween human beings and God and at thesame time to redeem all human relationshipsThere are various relationships or connectionsbetween human beings – such as physical,emotional, spiritual, sexual or social – all with theirown unique responsibilities, challenges andbenefitsIdentity• a Christian is both saint and sinner• individuals need laws and structures in society• belief about self is an important determiner ofidentity• God’s esteem (value) for each individual person isshown in Jesus’ teaching and actions• people are created in and forcommunity/relationships• importance of confession, repentance and renewalGod works in and through structures to fulfil his will – marriage,family, government, social order• protection of individual and community life• preservation of peace and good orderGod works through theLaw• protects all of life• points to human failure• guidance for Christian lifeGospel• Jesus’ teaching on love and forgiveness• restoration• renewalJesus’ interpretation of commandments and structures(eg, family, government, personal conflict)Factors influencing individuals and community life• sexuality, work, gender roles, money, possessions,social codes, fashion, use of time• technological and medical advances,racism/sexism/disability, radical individualism,consumerism, economic/political structures andsystemsCSCF Curriculum Statements September 2005 – Page 26

students can... (ways of knowing)• express that they are uniquethrough a variety of mediums• share their thoughts on God’srelationship with people (eg,draw, scribe their thoughts,tape an interview of theirthoughts)• listen to Bible stories relatingto God’s love and reflect ontheir understanding• identify experiences offriendship, love and care• identify the many wayspeople care for them• name people who love themand discuss how this love isexpressed in their life• begin to explore the conceptof trusting relationships• compare experiences of fearand trust• participate in trust activities• identify ways people believeGod cares for them•••• describe how God has createdpeople with similarities anddifferences between individuals(eg, gender, ethnicity)• create a picture of how Godsees uniqueness in his creation• list similarities and differencesbetween human beings andanimals• discuss what being specialmeans for them• investigate Bible stories of thefriendship God initiates withpeople• investigate ways people expresstheir relationship with God• retell stories of friendship thatillustrate the biblical teaching onhealthy relationships• describe the aspects offriendship that make them feelgood about themselves• identify actions whichdemonstrate love and respect inpersonal relationships• explore pictures the Bible usesto help people relate to God• identify people who areimportant to them and recordtheir understanding of theimportance of other people intheir lives• reflect on and demonstrate wayspeople show love and care forothers• express God’s gift of peoplethrough the arts (eg, mural)• share stories that illustrate God’slove and reflect on ways peoplecan show love to others•••• examine themselves and reflect onhow they can use their gifts andtalents to build community in theschool, family and wider community• use Bible passages and stories toexamine the Christian belief that allpeople are equal• share information about roles andresponsibilities of living in families,including God’s family• list and compare the characteristicsand roles of people in differenttypes of communities (eg, family,school, sporting team)• collate information from Biblestories about ways people use theirtalents and abilities to care forothers• explore stories of Jesus interactingwith outcasts in his community andidentify how he helped to restorethem to their community• reflect on the ability to makechoices as a gift from God andwhat this means for living incommunity• investigate the Christian belief thatsocial structures and authority aregiven by God for the welfare ofpeople and give examples• investigate the Christian belief thatlove and forgiveness are the basisfor positive relationships andhealthy communities• describe what the Bible says aboutthe way God wants people to liveand the reasons he created family• present the findings of aninvestigation of Bible passagesdealing with the concept that ‘allpeople are precious to God’• reflect on the ways Christiansrespond to God’s love for eachperson• respond to the concept of living incommunity through the arts• create a code of conduct for ‘livingin community’ in the classroom•••• gather information on the gifts andabilities they possess, using surveys,personality tests, questionnaires, andreflect on how this contributes to theirself-concept and the ways in whichthey could use their gifts and abilitiesto help others• identify how artists and musicianshave responded to God (eg,Michelangelo and the Sistine Chapel)• retell the parable of the talents(Matthew 25:14–30) using a moderncontext and record the message in thestory• classify people’s roles in life (family,work, social) and analyse the way theyserve others through these roles (eg,father, worker, club secretary)• investigate media portrayals of the‘ideal’ pre-teen – interests, looks – andcritique from a variety of stakeholderperspectives• explore the difference between‘knowing self’ and ‘self-centredness’• identify/research the people whoinfluenced/challenged Jesus (and howhe responded) and evaluate hisresponses• visually map interactions with othersand the impact on ‘me’ over aspecified period of time, then focus onwhat they have learned aboutthemselves• identify ways an individual can makejudgments about how other people caninfluence them and find support fromvarious sources• explain how the ten commandmentspromote self-identity• create motivational slogans whichfocus on God’s view of a person• create and present a reflection onindividual worth• describe the effect of peers on aperson’s developing understanding ofself• reflect on the difficulties and benefitsof ‘being yourself’•••• describe the advantages and disadvantagesof relationships and identify the factors whichcontribute to conflict within people’srelationships (change, stress, selfishness,ignorance, stereotyping)• investigate the impact and influence ofindividual decisions on others’ lives• role play scenarios that show the cause ofconflicts and arguments (eg, not doing choresor homework, type of music being listened to)and propose possible solutions to reduce theconflicts• develop skills of conflict management andstrategies for dealing with conflict in a varietyof situations• consider the things that Jesus valued aboutpeople and relationships and analyse how herestored broken relationships• explore the various degrees of intimacy inrelationships and propose the values andbeliefs that underpin a responsible approachand development of healthy relationships• report on an interview with several Christiansabout their relationship with God and itsinfluence on their relationships at home, in theworkplace, with friends• evaluate the importance of God’s commands(eg, the ten commandments) in becoming aresponsible person•••• describe how Jesus’ relationship with God broughthope and positive change to people he met andsuggest how this might be possible incontemporary contexts• propose a model for a fair and just societyunderpinned by Christian principles where thedignity and value of human life is promoted• reflect on the challenges of personal and societalrenewal communicated by the gospel• identify links between laws used in contemporarysociety and the ten commandments• identify the relationship between belief and actionin the lives of some biblical characters (eg,prophets, Esther, King David, Paul, Jesus)• differentiate between Christian, societal andpersonal responses to selected issues• apply the radical message of Jesus (to love Godand others) to world issues• examine how Jesus’ esteem for each person wasinterpreted and put into practice by New Testamentwriters and propose how these can be expressedin the students’ own context• critically review the contradictions between what issaid and done in the media and/or Christianpractice and/or personal choices• contrast the factors that contribute to mentalwellbeing with the biblical teaching on God’sesteem of individuals• identify the events, people, ideas that have shapedand influenced a student’s choices in relation toselected issues• explore the contributions of the marriagerelationship to the wellbeing of individuals andsociety•••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 27

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN LIVINGKey Idea 2: Christians are called to love and serve all peopleBeginning Band A Band B Band C Band D Band ECL 1.2Children hear stories about God’shelpers and discuss ways theyare helped and can help othersCL 2.2Students gather information abouthow God helps all people anddescribe how God equips people tohelp othersCL 3.2Students investigate and analyse howGod motivates, equips and usesChristians to serve othersCL 4.2Students analyse the concept of Christianlove and service as a response to faithCL 5.2Students reflect on the concept of Christianvocation and its significance for self and othersCL 6.2Students analyse and respond to ways in whichChristians and others are challenged to serve,respect and value all peopleChristian service happens in the context ofrelationship with God and others. Being afriend and helper of others is being thehands, feet and voice of God in the world.An understanding of God’s love and graceis communicated in the love, friendshipand help people give to one another.Lutherans believe God uses people andstructures to achieve his purposes in theworld. They are God’s blessing to all people.God gives each person gifts and abilities torespond to human need and for the benefit ofall humankind. Christians see this as God’sspecific call to how they are to live their livesand relate to others.Christians believe they are called to live as disciplesof Jesus Christ. It is a lifelong learning processwhereby the Holy Spirit transforms Christians toreflect the attitude and love of Jesus for others.Christians view service to one’s neighbour as ajoyful response to the mercy and love God hasshown them through the gift of Jesus.Christians believe that serving God, others and theworld is the gospel in action. Christian love andservice is a response to God’s self-sacrificial love.Servanthood, in Jesus, is characterised by humility,unselfishness and death to self. God’s generosityresults in thanksgiving.Christians view their calling as God’s gift to the world. Theirredeemed, renewed selves pave the way to transformcommunity living as they bring a God-breathed approach in alldimensions of life. Their commitment to love and service ofindividuals and communities – vocation – opens doors to tellGod’s story of redemption and for God to heal a broken world.The Bible teaches that Christian service turns natural humanendeavour on its head. Its call for selfless, self-sacrificing givingchafes against the false demarcations and practices in society.Christians are challenged to live and speak into being theprinciples and ways of the kingdom of God such that God’s will isdone on earth as in heaven.God’s love for people enables them tolove othersStories of Jesus’ friends andhelpers• Jesus shows people how tolive with others through thethings he said and did (eg,actions and words of love,care, forgiveness, kindness)• Jesus wants people to be afriend to others• Jesus had disciples and theywere his helpers and friendsExamples of friendship andserviceStories of people who help andcare for othersGod’s helpers todayGod helps and equips all people• God sustains them through thegift of the created world,families, communities,governments• God gives each person uniquecharacteristics, abilities and giftsthrough which others can behelped• God gives guidelines and rules(commandments) that show howhe wants people to live• God forgives people their sin• God shares the good news ofhis love (gospel) to othersthrough the words and actions ofhis followersExamples of how structures such asfamilies, schools, hospitals both helpand equip peopleWays different roles in society andlife help and equip people (eg,parent, teacher, friend, sibling,doctor, manager)Christian disciples• learn from Jesus about discipleship• live by the law of love – to love theLord with all your heart and to loveyour neighbour as yourself• obey and serve God by using theirgifts to serve others• show love, compassion and respect• forgive and ask for forgiveness• love their enemies• tell others about God’s love• are empowered by the gifts of theHoly Spirit• have the gift of the church and theBible to help them grow in their faithand knowledge of God’s loveThe role of mission in serving andmeeting people’s needs• practical help• proclaiming God’s word• assisting community structuresPeople God chose to be specialmessengers – prophets, disciples andcurrent/historical Christian figures• motivation for service• ways of serving God• impact of service• lifestyle• lessons to be learntServanthood of Jesus• motivated by God’s .love for allpeople• inclusive, compassionate, just• challenged unjust authorities andpractices• death to selfChristian service is total giving• God gives out of his abundanceChristian service demonstrated in missionand service• each Christian shares the task oftelling others the good news• Lutherans in Australia work togetherin mission and ministry:- local church programs- Lutheran organisations (eg,Australian Lutheran World Service,Lutheran Community Care)- Missionary activities (eg, PapuaNew Guinea)• Christian charity organisations worktowards serving others (eg, St.Vincent de Paul, Salvation Army)The transforming power of the Holy Spirit who givesa new heart and new spirit that enables people tolove God and neighbourChristians are ambassadors for Christ by the waythey live their livesChristian vocation• God does his work in the world through peoplewhether they recognise it or not. Christiansrecognise this as vocation• everything a person does can be seen throughthe lens of vocation – living sacrifices for God• Christians view their calling, job and vocation asa way in which they can serve, help and benefitothers• discipleship and Christian service – analternative approach to a secular way of life• Christians serve by attempting to meet theneeds of others• more than ‘occupation’ – includes non-salaried‘work’. It is part and parcel of all the roles in life(eg, sister or brother, son or daughter, studentor teacher, friend)• gives meaning and purpose for lifeWork is an order of creationNotion of enjoyment of work, daily routine as a giftfrom GodGod uses everybody for serviceBiblical teaching on a selfless life• Jesus’ teaching on love, forgiveness andservice as the basis for a serving attitude• Christian freedom and servanthood• Sermon on the Mount• biblical view of the neighbour (eg, to whom am Ia neighbour?)• place of good works• biblical teaching on the value of all people andthe respect needed in caring for others asexpounded in New Testament letters• biblical teaching on the cost of discipleship• call for Christians to live a sanctified life withregard to sexuality, marriage, the outsider,family, employer/employee, political, economicBeliefs and actions have consequences for others• what an individual believes about others is animportant determiner of how s/he treats others• the rights and responsibilities of individualswithin a community• responsibility to God in all things• responsibility to governmentsRelationship between individual and society/communityImportance of balance, restCSCF Curriculum Statements September 2005 – Page 28

students can... (ways of knowing)• use a variety of ways to retellthe stories of Jesus helpingand being a friend to others• model cooperation andconsideration to others (eg,willingly take turns usingpuppets, finger plays)• brainstorm ways friends helpeach other• participate in a groupdiscussion about what itmeans to be a friend• participate in games focusingon the giving of positivecomments• contribute as a groupmember to develop a list ofacceptable behaviours for thegroup• listen to Bible stories aboutJesus’ disciples and discussways they helped Jesus• role play the ways they seeadults helping others• use problem-solving skills tohelp others• participate in a serviceactivity (eg, visit an old-agefacility, picking up rubbish)•••• re-enact stories from the Biblewhich show how Jesus cared forand treated others with love• participate in a project to supportpeople in the community whoneed care• identify and describe how theycan use their uniquecharacteristics and abilities tohelp others in the context offamily and school communities• list the different roles peopleplay in life, identify the care andhelp they provide others and listthe qualities they need• discuss how the gifts of the Spiritequip people to express theircare for others• research social structures thatGod has provided to care forpeople and consider theirpersonal role in these structures• investigate and report on howJesus’ disciples continued hiswork of sharing God’s love• identify situations in whichpeople tell others about Jesus inthe world today• discuss and reflect on waysJesus loved and cared for others• report on ways they help out inthe family• examine common rules anddescribe how they supportpositive relationships•••• explore and report on the concept ofdiscipleship through an investigationof Jesus’ work• compile profiles of different peoplewho have been God’s messengers,showing the link between motivationand action• identify the fruit of the Spirit andexplain how they equip Christians toserve others• describe how Christians throughouthistory have been inspired and guidedby the Holy Spirit to serve• report on the outcomes resulting froma life of obedience and/ordisobediences in the lives of biblicalcharacters• discuss the various ways people lovetheir neighbour, and show the linkwith God’s guidelines and rules• investigate and document the servicegiven by missionaries to people• explore and show the many waysChristians serve God and people in alldimensions of life• participate in service activities linkedto local congregations/community•••• present the range of responsesdifferent people had to Jesus’ acts ofservice• compare the mission statements ofvarious Christian serviceorganisations to consider biblicalbasis and motivation for service• analyse Jesus’ response to unjusttreatment of others• identify people who are treatedunjustly in the local and globalcommunity• generate ways of serving each otherand others in the local community(eg, visiting the elderly, bottle and candrives)• research ways famous and otherpeople have used their gifts andabilities to serve others to considerhow God uses all people to serve• research the mission and variousagencies of the Lutheran church andmake connections with Christianbeliefs about service and discipleship(eg, missions, aged-care, LutheranCommunity Care)• examine and report on variousLutheran institutions and their rolewithin the community (eg, AustralianLutheran World Service, LutheranCommunity Care)• investigate and present informationabout the work and motivation ofChristians and Christian serviceorganisations• describe and compare Christian lovewith societal views of love•••• research and report on the challenge ofChristian discipleship for people today• explain, providing examples, the concept thatbeing a disciple of Jesus requires totalcommitment• investigate Christians’ experience of thetransforming work of the Holy Spirit in their livesand describe the changes in their lives• research the importance of a sense of vocationin the lives of Christians and compare this withthe concept of vocation for non-Christians• reflect on how the events of life and attitudestowards work and service shape the sense ofdirection and purpose in life• illustrate how a Christian with a desire to serveothers might formulate ways to respond to theneeds of others• compare and contrast the purpose and directionin life expressed in the lives of Christians andnon-Christians and construct a missionstatement that outlines a person’s values,beliefs and purpose in life• propose ways they can create a supportiveenvironment in the classroom that reflects aChristian view of service• explain Christian understandings of vocationand analyse them in relation to their own livesand others• identify needs, design and implement an actionplan to serve the needs of others• .•• use information from print, electronic sourcesand biblical text to demonstrate the linkbetween personal choice and its impact onservice to others• examine and report on how some Christiancommunities (eg, monastic, congregations,schools, families) have endeavoured to live outthe challenge to serve• identify and defend the beliefs and practicesthat contribute to a healthy environment inwhich to raise and educate a child• apply biblical teaching on service to a range ofcontexts (eg, leadership, career, leisure,friends, partners, dream/goals, parenting)• investigate and give reasons Christian teachingon rights and responsibilities challenges andmotivates individuals to be actively involved inthe community (eg, in the political/economicsystems)• propose changes to the treatment of themarginalised if God’s will is done• propose a plan of action to value all membersof the school in a demonstrable way• debate the viability of life based on Jesus’Sermon on the Mount• report on Christians who have lived out thechallenge of costly discipleship•••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 29

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIAN LIVINGKey Idea 3: Christians have a responsibility in and for the worldBeginning Band A Band B Band C Band D Band ECL 1.3Children discuss their experiencesof God’s world and demonstratehow they can care for itCL 2.3Students explore and describe whatit means to live and care for theworldCL 3.3Students explore and respond to theChristian belief that God has givenpeople responsibility for the worldCL 4.3Students explore ways Christians interpretand act on their calling as stewards inGod’s worldCL 5.3Students apply principles of Christian stewardshipto social, political, environmental and economicissuesCL 6.3Students critique Christian, individual and communityresponses to the needs of the world and defend apersonal positionChristians view creation as an act of God’slove. It holds great wonder and awe andgives an insight into the goodness, majestyand complexity of God as creator. Heinvites people to not only enjoy and benefitfrom the fruits of creation but to also joinhim in caring for his creation.Christians believe people are a separate anddifferent creation of God yet share a commoncreator with the rest of creation. The respectand care that people show to their own kind isto be given to all of God’s creation. The healthof the world is dependent on people’streatment and use of creation.Christians believe that God has given the worldfor people’s enjoyment and survival and entrustedpeople with the care of the world for its survival.This requires a sense of awe, appreciation,foresight and community consciousness so thatwise decisions will be made for the good ofpresent and future generations of people and theworld.Christian stewardship views the world and people withGod’s eyes. It is about restoring and healing damage,sustaining life and goodness, developing andenriching life that it may grow and multiply. It reflectsthe same love, care and responsibility Christians havefor people to bring hope and life where there isdarkness. It is living the gospel message.Beliefs about people, rights and responsibilities are linked tojustice issues. Christians believe they are called to be God’sambassadors representing his passions and concerns,resisting oppression and injustice in all dimensions of life andin the created world. They recognise that repentance andGod’s forgiveness are steps towards justice. They trust inGod’s continuing goodness in the world.Christians believe the health of the world, communities and individualpeople must move beyond theory and words to action. God’scontinued love and care for the world and humanity is evident in thelitany of good works, laws and organisations created to respond tosuffering and damage. Christians find their inspiration and a way tolive and act in the life and death of Jesus.God created all creatures and theenvironmentAll that God made is goodCreation stories and descriptionsof the world recorded in a range ofBibles in particular children’sBibles.God has given peopleresponsibility for looking after theworldPeople’s actions impact on theworldPeople care for the world indifferent waysThe world belongs to God• it is God’s blessing to people• it is for people to enjoy• it teaches people about thewonder and mystery of God• it provides for people’s needs• it is interdependent• it is self-sustainingPeople live in relationship with theworld• God wants people to take careof his world with himPeople’s actions impact on the worldand other people• God has placed people incommunity to love and care forothers• one way of caring for others is tocare for the world• misuse of the created order hasadverse effect on both creationand human lifeBiblical stories of creationGod’s creation• God’s creation is for all people –past, present and future• God wants all people to experiencedignity and meaning in life• God continues to create• biblical descriptions of people’srelationship to creationResponsibility to care for the world• God wants humans to enjoy theworld and to take charge of andlook after the world• God equips humans to take careand be responsible for the world –• people are accountable forhonouring and respecting thenatural and built environments• abuse and misuse of the earth• people care for the world in manyways•God wants people to be responsiblecaretakers of creation (eg, improve landquality, preserve endangered species)Stewardship in the local communityRights and responsibilities in thecommunityChristian stewardship• appointed by God to serve theinterests of his created world• managers not owners, servant role• values for living, choices for action• trustworthiness, applying wisdom• community consciousness• Christians are God’s representativeson EarthGod calls people to work for justice andharmony• poverty, equality, gender, ethnic issues• God has created a world that couldmeet all people’s needs if resourceswere distributed fairlyResponsibility to respond to injustices• personal justice• justice in and for community• all people were created in the image ofGod• all people have the right to thrive –develop their capabilities, work, betreated with dignity and respect, free tospeak and act according to theirconscience and beliefs• God wants all people to be savedResponsibility to the global community• Christians strive to establish and maintainpeace and justice for all.• social justice issues in the global community(eg, refugees, common wealth for commongood, globalisation, political and religiousoppression, access to health, treatment ofIndigenous communities, war, weapons ofmass destruction,)• Christian social action may move beyondsecular law• the gospel as a means for bringing peace andjustice to a broken world• equity in the workplace, social structures,homeRelationship between justification and justiceBible’s teaching on a just and loving response tothe poor and oppressedCare for the environment• in the short term for the long term• responsible decision-making in the use of theearth’s resources• environmental sustainability• biblical teaching on stewardship of creation• interdependence of human life and theenvironment•Beliefs and actions have consequences (positiveand/or negative) for the community as a wholeSociological, historical, Indigenous and popularconcepts of community which influence whatcommunities believe about themselves and othersThe Christian perspectives on community that arecounter-cultural (to whom are we a neighbour?)The challenge of Christian teaching for people’s role inthe communityThe role stewardship plays in the Christian and widercommunityInvolvement in the community• supporters and advocates for others, community,environment, global village• Christians in governmentOld Testament prophets on justiceInvolvement in God’s continuing work of creationExamples of Christians who have worked to liberatepeople from oppressionJustice and mercy is part of radical ChristiandiscipleshipSalvation values – reconciliation, reformation, renewal,transformation, repentanceWisdom versus foolishness• suffering as a direct result of human sin and follyCSCF Curriculum Statements September 2005 – Page 30

students can... (ways of knowing)• produce a pictorial record ofthe beauty and complexity ofthe created world• create a display of favouritenatural objects• list ways of caring for God’sworld and apply the list intheir setting• investigate and describe wayspeople care for theenvironment (eg, disposing oftheir rubbish, recycling usedmaterials, sick wildlife)• demonstrate the care of petsand other creatures• comment on scienceexperiments that explore thewonders of God’s world• participate in games andactivities to practise ways tocare for God’s world• contribute to theestablishment and care of agarden• talk about how people lookafter creatures and their pets••• retell the stories of creation (eg,Genesis 1, 2; Psalm 104),highlighting the blessings Godhas given people through hiscreation• identify ways that God continuesto look after his creation• list different ways people in thecommunity care for theenvironment• explore ways they can respondto God’s creation• plan and develop strategies tocare for natural resources oraddress an environmental issuein their community• imagine and describe futurescenarios in which all peopletake responsibility to care for theearth• explore ways they can take careof people or places in the schoolenvironment• plan and participate in acelebration of thanks and praisefor God’s created world••• explore and describe ways thatGod has equipped people to carefor the world (eg, skills, and abilitiespeople have)• promote the role people have beengiven to care for the world• propose actions that can be takenby either the school community orthemselves to care for the world• gather and represent informationfrom various sources about wayspeople care for the world• show connections between peopleand the environment and discussthe significance of this relationship• consider the ways people use theenvironment and reflect on theways people maintain a balancebetween using, enjoying and caringfor the environment• respond to environmental issues inthe community• summarise biblical views anddescriptions of creation• develop protocols for care of theenvironment••• examine God the creator’s role in theworld today and how people play apart in maintaining God’s creation• identify and compare what motivatesenvironmental groups to take care ofthe environment• select existing community projects thatreflect Christian stewardship of theearth and its people• list areas of need in the world andsuggest ways these could be met• develop an action plan to take care ofpeople in need or the environment (eg,collecting food for homeless,organising recycling programs)• discuss and react to Indigenous issues(eg, saying sorry to Indigenouspeoples for the way they have beentreated in the past, the StolenGeneration, removal from land)• formulate and present procedures forhelping refugees and othermarginalised people based oncompassion and justice (eg, design amanual for the ImmigrationDepartment)• use role play to investigate andpresent findings on Jesus’ teachingabout social justice (eg, modernise aBible story)• compare and analyse profiles ofadvantaged and disadvantaged groupsin the world• develop and implement a schoolcommunity action plan•• identify and analyse personal experiences orsituations that have led to an unjust outcome• define and elaborate on global injustices incommunities and explore ways to maintainpeace and justice• highlight a social justice issue and useevidence to make an inference as to thechurch’s position on the issue• gather evidence of and formulate a responseto the church’s voice in a current social justiceissue• differentiate between secular law andChristian social action and form an opinion asto whether the church has a role within theboundaries of the law• investigate ways Christians respond tocontroversial global issues such as theuneven distribution of wealth in the world• support a community project addressingissues of injustice and report on what theylearnt from the experience• analyse biblical material on God’s view ofpoverty and oppression• draw conclusions about the link betweenattitudes to the environment and poverty• present a rationale for care of theenvironment based on biblical principles• develop multiple responses to anenvironmental issue, examining biblicalprinciples, short-term and long-term effectsand the impact of solutions on people andanimals• apply Jesus’ teaching on ‘loving one’sneighbour’ to economic and environmentalsustainability••• show the link between how a community definesitself and how it treats people• identify the different communities to which studentsbelong and assess how they exercise their rightsand responsibilities within those communities• analyse the reasons for the problems that exist inthe community• apply the challenge of Jesus’ teaching on love,care, responsibility and service to a range ofcontexts (eg, school, treatment of asylum seekers,friendship, the marginalised in society, Aboriginalministries)• evaluate the degree to which service organisationsfulfil Jesus’ mandate to love and serve others in theway that they approach the problem and minister tothe whole person• analyse the actions taken to meet the needs ofpeople (eg, the poor) within the community andpredict the long-term consequences of suchactions• present an action plan to address a current need inthe community• debate Christian involvement in politics• promote understanding and action for a communityproject• assess the viability of Old Testament responses toinjustice for current issues••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 31

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIANITY IN THE WORLDKey Idea 1: Religious beliefs and ideas shape people’s thinking and actionsBeginning Band A Band B Band C Band D Band ECW 1.1Children identify andacknowledge that people thinkand live differentlyCW 2.1Students identify and find out aboutreligious groups in their localcommunityCW 3.1Students research and describe therelationship between Christianity andJudaismCW 4.1Students compare ideas and beliefs aboutGod and the nature of human beings inmonotheistic religionsCW 5.1Students identify philosophical approaches andreligious beliefs and explain how they influenceindividuals and societiesCW 6.1Students review and respond to the dialoguebetween Christianity and a range of religious andphilosophical worldviewsPeople by the very nature of theirindividuality perceive reality in theirunique way and communicate theirbeliefs and idea of the world throughlanguage, story, symbol and ritual.People are members of communities or groupswho share common interests and beliefs andstories. Society has many groups includingreligious groups to which students may belong.Groups have distinctive characteristics madeevident in the membership, purpose, activities,physical expression, rituals, use of language,stories.Christianity has a history in Judaism. A study ofJudaism as expressed in the Old and NewTestaments gives insight into the concepts, symbolsand practices and stories at the core of Christianity.Christianity interprets the Old and New Testaments inrelation to Jesus and attaches a different meaning tothe events and concepts it shares with Judaism.Christianity, Judaism and Islam each have beliefsabout the nature of God, the origin of life and therole and purpose people have in the world. Thesebeliefs are influenced by historical and culturalcontexts. Philosophy of religion provides significantinsights into questions about life and the world.Together they allow people to describe, interpret andevaluate their personal belief system and identity.People’s shared humanity leads them to ask the same bigquestions about the origin, meaning and purpose of life.Religions and philosophies provide people with knowledge,wisdom, direction and guidance in people’s search for happinessand fulfilment. The changing context of life challenges existingviews of truth and produces different ways of understanding andinterpreting the meaning of life.Knowledge, critical reflection and respect empower people fromdifferent worldviews to dialogue and learn from each other intheir search for greater understanding of life and God.Christianity presents the philosophy that life apart from God lacksvision and is ultimately lost. Life’s big questions are seen throughthe lens of God revealing himself in all of life, and specifically inJesus.God made people as unique individualswith different ways of thinkingPeople think, and that makes themdifferent from each other and the rest ofGod’s creationPeople will have different views• people think differentlyabout God• people will do and saythings differently because ofhow they think• people have differentresponses to the samesituationRespect for other people with differentideas and responses is important forliving togetherReligious groups in local community• different Christian groups (eg,Anglicans, Baptists, Lutherans)can be identified by theirbuildings, service activities,presence in the community• identifiable features of familiarreligious groups• the relationship between corebeliefs and practices• identity of school as a Christiancommunity, ie, religious groupChristians’ core beliefs are madeevident in Christian practices• the focus of the Christiancelebration of Christmas andEaster is the belief in Jesus asSaviour• Christians read and liveaccording to the words in theBible because they believe it isGod’s revelation• Christians believe God has giventhem his Holy Spirit to guide theirlives• Christians respond to God inworship, prayer, sharing thegospel with othersWhere appropriate, begin to respectfullyexplore the practices and beliefs of otherreligious traditions, in particular thoserepresented in your class and community.Religion• dimensions of religion – beliefs,origins/beginnings, sacred text andstories, symbols, rituals, worship,leaders, structures• Christianity and Judaism are tworeligions with distinctive featuresJudaism:• features – synagogues, rabbi,atonement, prophets• key concepts – chosen, land, promise,Messiah, sacrifice• key events – creation call of Abraham,rescue from Egypt, years in the desert,King David, building of the temple• key practices in the Old Testament –circumcision, sacrifices• key celebrations in the Old Testament– Passover, Sabbath, Purim• Judaism in the New Testament andtoday – temple, Passover, Pharisees,laws, Jewish leaders• Judaism as practised in AustraliatodayChristianity• features – sacraments, buildings,leaders• key concepts – chosen, children ofGod, promise, salvation, eternal life,grace• key events– creation, call of Abraham,rescue from Egypt, birth of Jesus,resurrection, Pentecost• key practices and festivals in the OldTestament and New Testament• Christianity as practised in AustraliatodayThe nature of religion evident in Jewish,Islamic, Christian faithsBeliefs about God and people’srelationship with God in the Abrahamic(monotheistic) religions• profile of Abraham, the father ofJudaism, Christianity and Islam• significance of Jerusalem to all threefaiths• beliefs and practices in worship ofGodIntroduction to philosophy of religion• people of all races and times try toanswer problematic questions aboutlife, people and the world• how we think about things isgrounded in our beliefs• philosophical questions about theexistence of God and the origins ofthe universe• applying logic and reason to religioustruth-claimsWays Christianity, Judaism and Islam respond tophilosophical questions about the existence of Godand the origins of the universe• sacred texts, stories, beliefs• wisdom literature (eg, Proverbs,writings of Mohammed)• writers and leaders (eg, OldTestament prophets, Jesus,Mohammed)Significance of beliefs about God for Australianyoung people•Religion• eastern mainline religions – Hinduism,Buddhism, Taoism, Islam, and Sikhism• interplay of culture and religion (eg, the face ofBuddhism and Islam in different culturalsettings)Religion in Australia• impact of convict beginnings on perception andpractice of religion• Christian denominations• growth of Buddhism and Islam• the way different religions have shaped societyin Australia• Indigenous spiritualityPhilosophy• philosophy of religion and its personal meaning• Christianity and philosophy (eg, SaintAugustine, medieval philosophy)• difference between religion and philosophy• terminology (eg, truth, knowledge, wisdom,beauty, goodness)• eastern philosophy (eg, Confucianism)• views of and arguments surrounding theexistence of God found in philosophy• concept and nature of truth• philosophical thinking that shapes society (eg,Darwinism)Introduction to early Greek philosophers who hadan impact on the development of Christianity (eg,Socrates, Plato, Aristotle)•Religious and philosophical responses to questionsabout• the origin and nature of human beings• death/afterlife• the problem of evil• rationality/irrationality• free will versus determinism• freedomSignificant philosophical movements andphilosophers of the twentieth and twenty-firstcenturies (eg, Enlightenment, existentialism,postmodernism, Kant, Marx, Nietzsche)Different approaches/responses to religious andphilosophical thought• literary• phenomenological• sociological, feminist• political, historical, contemporary• revelation of truthReligious relationships• examples of dialogue between Christianity andother religious and philosophical perspectives(eg, God and science, faith and reason)• conflict within religions and between religions• the impact of extremism on religionChristian beliefs about God in the context of otherphilosophical and religious thought such as• different arguments for the existence of God• historical ideas of who/what God is (eg, animist,pantheist, Greek, Roman, Egyptian)• contemporary ideas of who/what God is (eg,scientific – Paul Davies, Stephen Hawking,Dawkins)CSCF Curriculum Statements September 2005 – Page 32

students can... (ways of knowing)• participate in discussionsand generate questionsabout ways God has madepeople unique• listen to and acknowledgeother children’s ideas intheir play• role play differentbackgrounds and familygroupings• participate as a groupmember to examine basicbrain structure (eg, rightbrain, left brain, perception)and where people’sthoughts come from• discuss how people view(perceive) things differently• organise and perform apuppet show to modelrespect (eg, respecting theroles each child chooses totake, how the charactersrespond to each other)• experience different roles intheir play (eg, leader,follower, director,negotiator)• listen to and recall differentcultural stories (eg, poster,video, story, Aboriginalvisitor)• share and describe specialcelebrations in their home• share their ideas of Godand listen to those of others••• gather and explain significantsymbols and images ofChristianity• using art, music, dance, drama,songs, food explore religious andcultural festivals• locate and map various religiousgroups in the community• draw the identifying features ofreligious groups in the community• research local cultural andreligious festivals• identify the distinguishing factorsbetween religious groups andother groups in their community• listen to and retell stories of thedifferent ways Christian peoplecelebrate festivals (Christmas,Easter)• organise and participate in acelebration of an event on theChristian church calendar• describe special celebrations intheir family/religious community• create a portfolio to show how thebirth of a child is celebrated infamilies and religious groups• describe ways that people sharethe message of God’s love withothers• examine and recount Biblestories of people’s response toGod• explain what being a Christianmeans to people today and howthis affects the way they live theirlife••• research the beliefs and practices ofJudaism and Christianity recorded inthe Old and New Testaments• retell the stories and contribution ofkey people in Judaism and Christianity• describe the different ways Christiansand Jews celebrate important eventsin their history• chart the similarities and differencesbetween Christianity and Judaism• illustrate the relationship betweenChristianity and Judaism• create a glossary of terms, ideas,events, places common to Judaismand Christianity, explaining theirvarious meanings and importance• discuss the different view of Jesusheld by Christians and Jews• analyse news items related to Judaismand Christianity• make a collection of symbols, images,stories to show the distinctive featuresof Christianity and Judaism• retell a biblical event from theperspective of either a Jew orChristian• gather significant symbols and imagesand explain what they tell about thebeliefs of Christianity and Judaism• examine the language used byJudaism and Christianity to describefeatures of the religions• identify features of Judaism andChristianity as religions• examine the different ways Christianityand Judaism are practised• consider stereotypical portrayals ofreligious groups and compare withinformation gathered about thesereligious groups••• research and investigate the keyfeatures of Islam• research the values and beliefs ofmonotheistic religious traditions andidentify some of the similarities anddifferences between them• identify some of the major differencesand similarities in rites of passage ofmonotheistic religious traditions (eg,bar mitzvah, confirmation)• compare how religious practicesimpact on cultural, political andenvironmental practices within acountry (eg, festivals, dress, prayertimes in Muslim countries)• analyse the significance of life eventsand their rituals in various cultural andreligious contexts (eg, birth, marriage,death)• investigate various texts ofmonotheistic religious traditions onthe ways people should live andanalyse the similarities anddifferences between them (eg, tencommandments, five pillars)• observe and summarise how religiousgroups live as a minority within asociety and analyse the impact ontheir practices (eg, Muslims living inChristian countries, Christians livingin Muslim countries)••• compare and contrast the beliefs anddistinguishing characteristics of Easternreligions with Christianity• examine the specific claims to truth made byEastern religions and how these religionsexpress their spirituality in society• assess the differences and similarities ofEastern religions’ practices in Australia andcompare that to the practices in their country oforigin• explore the meaning of truth through the studyof various philosophers and their views ofthought and the resulting impact on society (eg,Socrates, Plato, Aristotle)• distinguish between the two worldviews ofphilosophy – theism and atheism – andconsider the impact of these on society• determine various sources of truth in societyand inquire into their validity (eg, claims to truth,sceptics, doubt, reason)• report on eastern religious practices that havebeen incorporated into contemporary Australiansociety• analyse the importance of spirituality toIndigenous people and how it providesguidance for living and their relationship to theenvironment•• evaluate how a person’s thinking and actionswould be different if they were a scientificmaterialist in contrast to a creation scientist, orHindu in contrast to a Christian, or a socialworker in contrast to a Christian missionary ona selected issue• develop a coherent argument for a particularreligious or philosophical position concerningthe problem of evil• propose a Christian response to variousreligious and philosophical approaches to deathand the afterlife (eg, epicurean, stoic, naturalprocess,necessity, karma)• document and display developments inChristianity’s relationship with other religiousfaiths• analyse the similarities and differences a varietyof approaches to religious and philosophicalthought bring to a particular issue and drawconclusions on which makes for the mostpowerful argument• report on Christians’ changing views on howbest to organise society (eg, feudalism, slavery,theocracy, monarchy, democracy)• report on the current relationship and dialoguebetween Christianity and another religiousperspective and propose ways in which theycould seek greater understanding• research a current religious tension, analyse itscauses and develop and recommend a wayforward for the future••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 33

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIANITY IN THE WORLDKey Idea 2: People express their spirituality in various contexts within and beyond ChristianityBeginning Band A Band B Band C Band D Band ECW 1.2Children begin to explorespirituality by describingexperiences of awe and wonderCW 2.2Students investigate spirituality bydescribing how Christians experience thepresence of God in the worldCW 3.2Students explore and reflect onexpressions of Christian spirituality asdescribed in the New Testament andexperienced in the school communityCW 4.2Students examine people’s need forspirituality and identify how Australians seekto fulfil itCW 5.2Students research secular and religiousspirituality and evaluate their impact onsocieties past and presentCW 6.2Students analyse and reflect on the relevance ofspirituality in people’s quest for meaningThe human imagination finds its expressionin the creative arts, music, play. It is ameans for people to put into concrete formtheir sense of awe and wonder of life.Christians believe the nature and presenceof God in the world remains a mystery. It isoften seen and experienced in his createdworld and through the imagination.Young people express their spirituality in terms ofhow they see themselves, their relationships withothers and the world around them, and theirperceptions of a Supreme Being. Lutherans believestudents will draw their understanding of God fromtheir families, their culture, the faith community towhich they belong as well as their sense of self.Christian spirituality is firmly grounded in the beliefthat God has revealed himself to people in theperson of Jesus. Christian spirituality is expressed inthe practical outworking of a life of faith. It is nurturedby God through his word, sacraments and Spirit.Spirituality relates to people’s need for identity andwholeness. It crosses the boundaries of religion aspeople seek to understand what it means to be humanand how to live. Christians believe communities, theenvironment, cultural activities, beliefs, faith in God givepeople meaning and a sense of connectedness to aworld beyond them.Spirituality is influenced by a person’s beliefs and imageof God. Christian spirituality is a response to Godexpressed in the choices and lifestyle of the Christian. Itis communal and individual. For example, a spiritualitybased on materialism will have a different focus andoutcome to one based on a belief in God. In somereligions spirituality is a way to salvation.Cultural context plays a significant role in the expression ofspirituality. The human quest for meaning adapts tochanging needs and circumstances. The Christian churchhas a rich legacy of spirituality drawn from both scripture andpeople who have written about their journey to understandand live the mystery of God in the world for new generationsof inquirers.People can see evidence of God inthe natural world, by exploring its• complexity• relationships• beautyPeople can express emotionsthrough means other than words –music, art, drama, dance, touch,facial expressions, body languagePeople do not always have to seesomething to know that it is present• people or things that are faraway, but still there• emotions are real but can behard to see• people have ideas andthoughts in their heads that areunseen and hard to put intowords• wind, air, sound, temperature,tasteGod as creator gives people lifeAll of creation reflects God’s gloryConcepts of faith, trust, acceptance,belonging, safety are the building blocksto developing a concept of God and asense of the other• people feel acceptance and belongingwhen they are safe and loved• faith is believing in something andtrusting in something• people can experience God throughothersSymbols, metaphors and stories thatdescribe the experience of GodWays Christians express their faith and trust in God• enjoyment of nature, music, art• the wonder of new life, the night sky,the imagination• sense of the mysterious• people express their understandingsabout God through means other thanwords (eg, music, art, drama, dance)The importance of listening in developinga relationship with God (eg, prayer,psalms, being quiet and still)The ways the early Christians expressedtheir spiritualityChristians use a number of ways to helpthem know God and grow closer to God• silence, retreats• meditating on God ‘s word• personal prayer times• worship• song, dance, art• using their gifts (gifts of the HolySpirit)• the sacramentsChristian spirituality as expressed andexperienced in the schoolPeople ask questions and wonder aboutpuzzling aspects of life and experiencessuch as• faith• the experience of the Holy Spirit• unexplained (personal) experiences• the mysterious, miracles• angels, heaven and hellSome aspects of life raise questions thatare difficult to answerAustralian expressions of spirituality• Indigenous spirituality (eg, the Dreaming,relationship with the land)• commemoration of historical events (eg,Anzac Day, Australia Day)• cultural rituals and artefacts (eg, going tothe football, sporting clubs)• religious expression (eg, meditation,music)• Christian spirituality (eg, in daily life, inrelationships, in worship)People of all ages and places search formeaning• people ask spiritual questions (eg, whyam I here? what is the purpose of life?• people make meaning through theirrelationships with others and belonging(eg, where do I fit with my family,friends?)• people express their spirituality andsearch for meaning in different waysWays Christians address spiritual questions and makemeaning of their lives and the world• Australia• Indigenous communities• urban and rural settings•Influence of spirituality on society• nature of spirituality• different expressions of spirituality insociety, including secular principles forliving (consumerism, humanism)• expressions of spirituality in movementswith no beliefs in God (eg, New Age,atheism, naturalism)• spirituality of sects and cults with somebeliefs about God (eg, Mormonism,Jehovah’s Witnesses, Mind Sciences)• the contribution of different movements,cultures and lifestyles to Australianspirituality• how people fulfil the search for meaningwith spirituality• Christian spirituality and its contributionto spirituality in society• formation of a personal identity throughexpression of spirituality and theinfluence of society on their spirituality• monastic and contemplative ordersChristian spirituality• open to the influence of the Holy Spirit• growing in Christ• growing and developing, not static• personal devotional life, both contemplativeand active• the development of identity and the selfleads to service of others, not merelypersonal but global/communalQuest for meaning• the relationship between the inner life andthe outer life of the individual• the modern media’s portrayal of what giveslife meaning (eg, adverts, magazines, soapoperas, reality TV, music, lifestyle shows)• people’s response to meaning andmeaninglessness in Australian society• examples of the breadth and depth ofspiritual experience and expression in bothreligious and non-religious contexts• historical, literary, artistic, musical andcontemporary examples of people’s questfor meaning and understanding of the worldand their place in it•The Lutheran school as a place whereGod is presentCSCF Curriculum Statements September 2005 – Page 34

students can... (ways of knowing)• investigate how the arts assistpeople to express feelings andideas that are complex, hard totalk about• participate in a variety ofsensory activities to experiencethe beauty and wonder of Godin creation• describe the unique, complexqualities and beauty of thenatural world• explore some of the things thatthey know are there but can’tbe seen (eg, people, places,air, feelings like love, fear,happiness)• discuss the relationshipbetween a piece of music theyhave heard and their feelings• create a collection of objects,pictures, colours special tothem• construct imaginative andfantastical structures with amedium of their choice• listen and respond to storiesabout how others express theirsense of awe and wonder (eg,psalms, poems, visualdocumentaries)• talk about believing insomething – how that makes itimportant and precious andsometimes even private, butsometimes you just want toshare it with others• experience moments ofstillness• describe how their senses helpthem experience the world••• make a collage of symbols, images,words to illustrate the goodness ofGod in creation• listen to stories about God as mystery• explore an emotion such as joythrough a range of mediums• find out how people communicatewith God• represent their ideas about whatGod/heaven might look like• share thoughts about what they feeland know about God• explore biblical verses that describeGod• share reasons why some things areimportant to them• use quiet time to reflect on a story orother experience• explore the natural world and itsbeauty• talk about images of God – their ownand those of others• look at how others have depicted theirexpressions of God through art,music, dance, drama, media• choose from a range of stimuliimages that best represent theirunderstanding of God• discuss the sense of mystery aboutGod expressed in Christian songsand Bible stories• make a list of reasons why peopletrust God, referring to biblical materialand from interviews of Christians theyknow• examine how the school communityreflects God (eg, acceptance,belonging)• represent their ideas about what Godmight look like• experience times of quiet andstillness••• ask, collate and sort questionsrelating to the topics covered andexamine and respond to variousanswers and perspectives• share personal understandings andfeelings related to the topics explored,using various media (eg, visual,musical, written)• gather information from varioussources about faith – including theBible, stories, picture books, poetry,art work, newspapers and visualmedia – to create a summary ofinformation, noting stereotypes andsymbolic language• compare biblical references ofheaven with the way it is portrayed insociety (eg, look at images of heavenon television and in movies)• explore the purpose and role of theseen and unseen and reflect on whatthis reveals to them about God• research and collate evidence thatsupports the existence of the topiccovered in today’s society and reflecton what this reveals about God (eg,miracles still occur today and areexperienced by people)• research how Christians nurture theirfaith• develop a set of symbols and/orpractices that the whole class can usein a reflective way• compose songs, poems to celebratethe love and goodness of Godexperienced by people in the biblicalstories• create a picture book of how monksand nuns live(d) in relationship withGod• recount how people they haveinterviewed relate to God• investigate Christian meditation• experience times of stillness andreflection••• use a variety of sources to explorepeople’s need for meaning in the world(eg, biographies, interviews, surveys)• collate and discuss questions of lifeasked by people in the community (eg,why am I here?)• compare various rituals and symbols ofcultural and religious events and analysetheir significance to the individual (eg,football culture, Indigenous culture)• explore contemporary ways individualsattempt to make meaning and compare itwith the Christian tradition (eg, compareSunday practices)• examine the role of community in fulfillingan individual’s need to belong (eg,sporting groups, social groups)• identify and evaluate ways peopleattempt to answer some of life’smysteries• research various Christian meditationmethods and examine the significancefor individuals’ spiritual meaning (eg,prayer, music)• experience stillness and meditativemethods• analyse people’s understanding ofhappiness and how it relates to identityand wholeness••• record the expression of different formsof spirituality in Australia (eg, religious,secular, Indigenous) and the way this isexpressed in society• examine how different movements andsects express their spirituality andprocess this information to conveycontent and purpose• critically reflect on contributions ofvarious belief systems to the culture andlifestyle of the Australian community (eg,New Age, sects, cults)• explain how societal issues andindividual circumstances influence thepersonal development of a spiritual self(eg, family upbringing, religious beliefs,financial position)• assess the impact of Christianity onAustralian spirituality recording itscontribution• contrast Christian and humanistspirituality• participate in and reflect on experiencesof stillness and Christian meditation• analyse and compare views of spiritualityas reflected in music, art and literature••• investigate and critique the attraction toBuddhist and New Age spirituality in earlytwenty-first century western societies• appraise how the values of a materialist,consumerist society can erode people’ssense of meaning and spirituality• analyse the life and writings of a Christiansaint or leader to explore how Christianspirituality is both contemplative and active• research stories of people who havechanged direction in life to examine therelationship between what a person valuesand how s/he chooses to live• create a narrative that illustrates a modernperson’s search for meaning.• compare and contrast a cultural portrayal ofwhat gives life meaning with a religiousoutlook• create a series of stillness exercises andmeditations for the school community, homeor self••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 35

students know... (knowledge and elaborations)scope statementslearningstatementCHRISTIANITY IN THE WORLDKey Idea 3: People make decisions using a range of religious perspectives and ethical frameworksBeginning Band A Band B Band C Band D Band ECW 1.3Children make connections betweentheir actions and consequences forthemselves and othersCW 2.3Students explore and outline waysChristians make decisions about howto liveCW 3.3Students describe the connectionsbetween what Christians believe andthe decisions they makeCW 4.3Students apply decision-makingprocesses to ethical issues and explainhow and why people hold different ethicalpositionsCW 5.3Students analyse and compare perspectives ofdifferent ethical and religious frameworks oncontemporary ethical issuesCW 6.3Students evaluate and apply theoretical ethicalframeworks to complex competing claims of real-lifesituationsChristians believe God created people with thefreedom to choose how they will live. Thisinvolves thinking about, choosing and decidingon the most positive course of action. Thereare wrong and right choices which haveconsequences for individual people and thecommunities in which they live. This applies toall of areas of life.Ethical decisions are made within the context ofcommunity. The choices individuals makeaffect their relationships. Christians are guidedby biblical principles for living using Jesus’ lifeas a demonstration of how to apply thoseprinciples to relationships and community life.Christians can ask for God’s forgiveness whenthey make wrong choices and for strength to dowhat is right and good.Beliefs about the nature of God, people andthe environment influence the decisions andchoices Christians make regarding theirtreatment of others and the world in which theylive. People can behave similarly for differentreasons. Christian values embrace God’s viewof life and how it is lived. This is not limited towhat is legal or acceptable to society.Ethical decisions are complex and difficult. Wisedecisions distinguish between a right and wrongcourse of action to resolve a problem. Knowledge ofcause and effect and analysis of differentapproaches, beliefs about life and right and wronginfluence decision-making. Christians depend onGod and his word to decide on a course of action.A range of ethical frameworks have developed over time,reflecting what different people believe about what makes a goodlife and what it means to be human. Each framework provides aprocess of reasoning for decision-making which can assistpeople to understand new ethical problems arising from achanging world context. A Christian worldview embraces biblicalperspectives on how one lives an ethical life.An ethical life applies a consistent set of principles to all areas ofpersonal and communal life. Individual rights, freedom of choiceand responsibility to others must be held in balance. Newrevelations can bring into question existing solutions to ethicalissues. Personal action is subject to continual review andevaluation. Firm beliefs and commitment to thoughtful action areimportant. Christians’ faith in God provides direction in theirdecision-making.God creates people with the ability tomake choicesDecisions have positive or negativeresultsThere are always different ways tosolve a problemPeople make choices in a variety ofsituationsDifferent choices have differentconsequencesConsequences can affect self andothers and the environmentIt is important for people to beresponsible for their actions becausethey can impact on othersResponsible decision-making• God gives humans the freedomto choose• people make different choicesand there is not always one rightdecision• people who follow Jesus refer tothe Bible to help them make achoice• what Christians believe isimportant in making decisions• Christians pray for guidance,strength and wisdom whenmaking decisions and trust Godto help them• making responsible decisionshelps to foster positiverelationships with others• people can ask themselvesquestions to make a better choiceConsequences of choices• there are positive and negativeconsequences for decisionspeople make• people who follow Jesus knowthey can say sorry for their wrongchoices and know God will forgivethemBeliefs and decision-making• people have different beliefs andthis impacts on their decisions(eg, human rights, environmentalbeliefs, religious beliefs)• people believe different things forvarious reasons (eg impact offamily, peers, religion,experience)• people make decisions based onfact, experience and what theybelieve• difference between fact andopinionBiblical perspectives affectingdecision-making• creation is good and for thewellbeing of all people• all people are created in theimage of God• the ten commandments• Luke 12:31, Matt 6:25–34; 7:7,8• the law of love• God’s love and forgiveness for allpeople• actions arising from selfishnessand greed bring unhealthyoutcomes such as conflict,damage to the environment,breakdown of community lifeChristian frameworks for decision-making(eg, use of the Bible, law of love)Decision-making processes• gathering information about aproblem• identifying and analysing issuessurrounding an ethical situation• brainstorming ways of approaching adifficult decision• researching solutions• exploring and anticipatingimplications of approaches toresolving a problem• deciding on and justifying a course ofaction• analysis and evaluation of solutionsMoral and ethical Issues• people attempt to answer difficultquestions based on their beliefs,information and feelings• people face moral issues (eg, peerpressure, adolescent tensions)• ethical dilemmas (eg, bioethics,sexual relations)• the consequences of decision-makingDifferent perspectivesPeople use a range of frameworks toattempt to answer difficult questions• cultural frameworks (eg, humanism,greatest good, Indigenous)• personal frameworks (eg, based onindividual’s personal experience)Ethical frameworks• historical development of ethical frameworks(eg, utilitarianism, individualism, natural law,situation ethics)• teachings on right and wrong behaviour (eg,moral, immoral, amoral)• definitions of happiness and dimensions ofhuman experience (intellectual, aesthetic,moral, spiritual, physical, emotional, social) andapplication to decision-makingChristian perspectives• connecting God’s will and the freedom of choicegiven to humans• applying Christian code of conduct to everydaydecision-making situationsOther religious perspectives• Buddhist• Hindu• Moslem• JewishExploration of contemporary ethical issues• social matters related to the beginning and endof life• political• economic• environmental• scientific (eg, bioethics)•Nature of ethics• the difference between ethics and morality• the complexity of ethical decision-making• the steps of ethical decision-making• conflict between private and public ethics (eg,does legal equal ethical?)• equally valid yet competing claims• ethical high ground versus practical reality (eg,genetically modified food may pose a long-termhealth risk yet may also feed starving people)An ethical life from a Christian perspective• natural law• situation ethics (Fletcher)• ethics of Jesus• law and gospel (as an ethical principle)• ethics of vocation and work• ethics and the law• ethics of marriage and family• Christian liberty (human freedom andresponsibility)Eastern ethical systems (eg, Taoist, Buddhist,Confucian)Contemporary ethicistsCSCF Curriculum Statements September 2005 – Page 36

students can... (ways of knowing)• share ideas of what makes themhappy/sad• participate in activities thatexplore feelings and emotions• discuss the consequences ofwhat happens when the group’scode of behaviour is not followed• use characters (eg, personaldolls, puppets, story) to exploreissues such as bullying, hitting• use language as a way to solveconflict• role play different ways of solvingconflict• brainstorm solutions to specificproblems and identify the rangeof choices that can be made• explore the consequences ofdifferent ways to solve real lifeproblems• identify the poor choices made insituations that have negativeoutcomes• suggest choices that will producehappy relationships (eg, families)••• use simple decision-makingprocedures• outline the consequences ofchoices people make• explore Bible stories in whichpeople make choices, identifywhat influenced the choices andthe consequences of thosechoices• analyse the purpose and value ofrules in the home, school andcommunity• investigate the Christianunderstanding of forgiveness inrelation to decision-making• identify situations whereforgiveness is needed• investigate and express ways ofshowing forgiveness to others• discuss the meaning ofresponsibility and demonstrateskills needed for making safe andloving choices• describe and communicate howgood relationships affect thewellbeing of others• role play peaceful ways ofinteracting and reconcilingrelationships••• express personal beliefs andidentify the beliefs of others (eg,authors express environmental,materialistic, social justice beliefsin their stories)• examine a relevant ethical issuefrom a range of perspectives andidentify what each group believes(eg, what environmentalists,developers, tourists think oflogging in a conservation park)• make decisions on a range ofrelevant issues based on whatthey believe and justify why theymade that decision• explore the beliefs oforganisations, church-affiliatedand other, and examine whatinforms their decisions and theactions they take (eg, ALWS,Greenpeace, AmnestyInternational, World WildlifeFoundation)• research someone whose beliefshave shaped their actions andinfluenced the lives of others atlocal or global levels••• explain the implications of the beliefthat people have a free will to chooseeither good or destructive actions• examine and describe variousreligious and cultural ethical codes forliving and their impact on society (eg,ten commandments, five pillars,rights of the individual, Dreamingstories)• analyse historical and contemporarypeople’s responses to difficult moraland ethical decisions and examinethe consequences of their decisions(eg, Martin Luther, DietrichBonhoeffer)• locate various media reports on moralor ethical issues, identify key ethicalissues and analyse the debatessurrounding them• explore moral dilemmas in the light ofChristian teachings and use variousmeans to interpret the consequencesfor the individual/group• outline various strategies used byreligious and social groups to makeeffective decisions on moral andethical issues• critically examine and report onmedia accounts of ethical and moralissues••• evaluate and analyse how people process rightand wrong and identify key characteristics inthe process of decision-making from a religiousand secular point of view• investigate Christian perspectives on topicalethical issues and evaluate the validity of theseperspectives within current settings• compare and contrast historical ethicalframeworks and how these are applied inmaking ethical decisions (eg, arguments for andagainst)• identify the relationship between free will andGod’s will and debate the use of freedom inmaking ethical decisions• investigate dimensions of human experienceand assess how they create and sustain humanfulfilment• propose solutions to new, emerging ethicalissues through the application of Christianprinciples• research and critique different responses to anethical issue••• analyse a case study or scenario and retell theprocess of ethical decision-making from thepoint of view of at least two players in the story• produce a publication that promotes analternative ethical stance while exposing theunethical approach present in the media or thecorporate world• find and analyse examples of clashes betweenan Indigenous, ethnic, cultural and westernethical framework to assess theappropriateness of the western legal responseto the situation• create an ethical dilemma that highlights thelink between values, choice and consequences• map and contrast the different steps taken byadherents of different religions and/or ethicalpersuasions, who have arrived at the sameconclusions on an issue (eg, pacifism,pornography, environmental sustainability)• propose a series of options for someone who isfaced with a potential ethical dilemma in thepublic realm (eg, response to poverty, locationof legal injecting room)••Achievement standards for each band comprise concepts and content drawn from Learning Statements and Scope Statements together with evidence of student learning demonstrated through ways of knowing.CSCF Curriculum Statements September 2005 – Page 37

APPENDICESCSCF Curriculum Statements September 2005 – Page 38

APPENDIX 1Christian Studies in the Lutheran schoolContextChristian Studies is a learning area that belongs to the formal curricular program of the Lutheran school andas such should operate within the same parameters as other learning areas, with appropriate assessmentand reporting, timetabling, budget, staffing and resourcing. Teachers who have responsibility for theteaching of Christian Studies are supported professionally by meeting the accreditation requirements of theLCA Staffing Policy for Lutheran Schools which provides them with the opportunity to reflect on theirspirituality and to articulate a personal vision for teaching Christian Studies.Christian Studies is an essential and distinctive part of the Christian education program, which is the totallife of the school and which is expressed through the culture of the school, all teaching and learningactivities, the worship program, pastoral care for students and staff, behaviour management policies andpractices, voluntary Christian groups and activities that address the personal spirituality of staff andstudents.The students who participate in Christian Studies bring a wide range of faith, life and spiritualunderstandings and experiences embodied in differing worldviews. This diversity has implications for theplanning and teaching of school-based Christian Studies programs and the need to accommodate varyinglevels of biblical literacy and engagement. While faith responses or commitment to Christ are not a generalexpectation in the formal curriculum, there are areas of the broader framework of Christian education wherethese can be actively nurtured and expressed.RationaleChristian Studies provides a safe and supportive context in which students can reflect on their experiencesof the world and on their own beliefs and spirituality as they attempt to make sense of their rapidly changingand complex global environment, and as they develop their identity as individuals. They do this on the basisof their study of Christianity and their increasing awareness of how the Christian faith relates to all aspectsof lived reality.Christian Studies orients students into biblical literacy and the teachings, culture and history of the Christianchurch in general, and the Lutheran Church in particular. It provides the opportunity to examine Christianinsights, teachings, practices, challenges and responses to issues of justice and ethics in light of othermajor world religions and philosophical thinking. Christian Studies is a forum for reflecting on, engaging withand responding to the extent of human need, the servant role of the Christian church in society, stewardshipfor the world, and to the biblical call and challenge to be in relationship with God.For many students, Christian Studies also provides the opportunity for them to grow in their Christian faithand in the expression of that faith in their lives.The Christian Studies ContextTeaching and learning in Christian Studies occurs in a supportive, inclusive and safe environment.Strategies used reflect a respect for the diversity of students’ knowledge, faith backgrounds and worldviewsand are inclusive of different learning styles and contexts.Learners are engaged in intellectually challenging experiences that actively involve them in journeys ofinquiry and constructing their own meanings. Students pose their own questions, gather, analyse, critique,apply and reflect on content and concepts. It is a hoped for outcome of the journey of learning that studentsbroaden and deepen their understanding of the content and concepts, however, there is no assumption thatall students will arrive at the same level of understanding at the same time. Responses to learning inChristian Studies open opportunities for a growing spirituality, the nurture of Christian faith and itsexpression in a variety of ways and contexts.Adopted as BLEA Policy 2012CSCF Curriculum Statements September 2005 – Page 39

APPENDIX 2A. Role ResponsibilitiesRole of the PrincipalPrincipals have a primary role in the support and development of Christian Studies in Lutheran schools. Assuch, they: passionately advocate for Christian Studies: work with the Christian Studies Leader to develop avision and plan for the ongoing support and development of Christian Studies ; share vision with staff,school chaplain/pastor, students, parents, caregivers, governing bodies and local congregations; fosterprofessionalism, excellence, innovation and theological integrity in Christian Studies comply with BLEA policy : fulfill requirements as stated in the policy statements and CSCF; ensuretime and budgetary allocation is consistent with other learning areas; allocate time for the ChristianStudies Leader to lead and coordinate Christian Studies in the school invest resources into developing strong Christian Studies educators: allocate time and resourcesfor professional development specific to theological and pedagogical needs of Christian Studies; ensurethat staff are accredited to teach Christian Studies according to LCA Staffing Policy for LutheranSchools; provided resources to support professional development opportunities mentor and train Christian Studies leaders : provide the Christian Studies Leader with a jobdescription: meet regularly with the Christian Studies Leader to review the implementation of the visionand school plan for Christian Studies; ensure that the Christian Studies Leader has opportunities fordeveloping leadership skills and curriculum knowledge commit to the continued growth of Christian Studies: develop a five-year plan for continueddevelopment, succession and thrival of Christian Studies; consult with regional officeRole of the Christian Studies LeaderThe Christian Studies Leader is the key contact person for Christian Studies. The Christian Studies Leaderis responsible to and reports to the principal on all matters relating to Christian Studies. A role descriptionmay include the following: Commit to whole school responsibilities: work with the principal to develop a vision and plan for theongoing development and support of Christian Studies across the school; develop commonunderstandings of the nature and purpose of Christian Studies; develop and facilitate the school’soverall Christian Studies program and school plan; get to know staff so that support can be morepersonal and relevant; model new ideas Support Christian Studies teachers: identify the needs of Christian Studies teachers in the school,plan and coordinate a professional development program, run small workshops to develop specificskills, organise guest presenters; share information related to all Christian Studies professionaldevelopment courses or events; skill teachers with strategies to plan and write Christian Studies units ofwork, to teach Christian Studies; challenge experienced staff to be creative, to adopt new skills; provideinduction and mentoring for new Christian Studies teachers and create links for all teachers to work witheach other and share ideas; consult with regional education officer to support needs of teachers Manage, administer and liaise: coordinate the selection, purchase and distribution of materials andresources to support the Christian Studies curriculum; manage the budget and keep proper records;liaise with Christian Studies Leaders in other schools and with regional and national support personnel.Role of the Christian Studies TeacherThe Christian Studies teacher: commits to professional requirements: has a sound understanding of the learning area and hascompleted relevant requirements of the accreditation program, as specified by Lutheran Church ofAustralia (LCA) Staffing Policy for Lutheran Schools; grows and develops professionally and spirituallythrough collaboration with peers, professional reading, ongoing study, attendance at seminars,workshops, retreats enacts a personal faith journey: has a personal commitment to Christ and a mature faith; prays forthe spiritual growth and development of each student ; witnesses to the Christian faith in appropriateways that do not pressure or manipulate students’ own beliefs or faith develops an inclusive learning environment: creates and fosters an atmosphere of respect, careand openness where students have freedom to explore Christianity, their own questions, faith andpersonal response; accepts that students and teachers in Christian Studies are critical inquirers; uses arange of stimulating resources such as print, multi-media, guest speakers, the arts; provides learningCSCF Curriculum Statements September 2005 – Page 40

experiences that cater for a range of learning styles and for students to work both collaboratively andindividuallyembraces teaching and learning that: makes explicit the relevance and purpose of what students arelearning; builds on students’ prior knowledge and understanding; actively engages students in sharing,discussing, researching, collating, analysing, critically reflecting and using their learning in meaningfulways; provides opportunities for students to think and reflect on important contemporary spiritual, moraland ethical issuesB Administration of Christian studiesPolicyEach school is required to have a Christian Studies policy that is grounded in the LEA statement ChristianStudies in the Lutheran School. The policy describes the purpose and practice of Christian Studies in theschool and should be reviewed regularly. It includes statements on the following: school’s vision for Christian Studies statement about the purpose of Christian Studies leadership and staffing teaching and learning timetabling resourcing assessing and reporting parents/caregivers role of pastors and supporting congregations audit and reviewSchool-developed programsIt is an expectation of LEA that schools using school-developed programs for Christian Studies candemonstrate equivalence of learning with the Christian Studies Curriculum Framework (CSCF). A schooldevelopedprogram will need to show what students will know and be able to do to achieve the learningstatements of the framework.Whole-school planEach school is required to develop a whole-school plan that maps the strands, key ideas and learningstatements covered within each Band. Schools are encouraged to involve teachers in the development ofthe whole-school plan. Each plan needs to be flexible and dynamic, responsive to the changing needs ofthe school, its students and its context. Regular review of the whole-school plan is critical.Time allocationThe Christ-centred nature of Lutheran schools and early childhood services encompasses devotions,worship and Christian Studies. Christian Studies is a learning area and belongs to ‘the formal curricularprogram of the school and as such should operate within the same parameters as other learning areas withappropriate timetabling, budget, staffing and resourcing’ [BLEA, 2004].Early Childhood ServicesThe key ideas and principles of the CSCF underpin the programs and daily life provided for and by thoseinvolved in Lutheran early childhood services. The CSCF is integrated across the Foundation/EarlyLearning areas of early childhood education and care. Teaching the key ideas of the CSCF providesfocused learning opportunities for the whole class or small groups, planned and facilitated by theteacher/leader. There may be a set time each day, the length of which will depend on the developmentalstages of children in general and the specific group of children in particular. Devotion time is seen asworship time and is not included in the time allocation of Christian Studies.Primary and secondary schoolsThe Board for Lutheran Education Australia (BLEA) policy is that all schools have a minimum of 90 minutesof formal Christian Studies per week. This does not include the time allocated to class or school worship.Christian Studies is considered a learning area and should receive the same timetabling considerations asother curriculum areas. The manner in which the allocated time for Christian Studies (decided on by eachschool and allowing for BLEA policy requirements) is organised on the weekly timetable, is to reflect theCSCF Curriculum Statements September 2005 – Page 41

high status of the subject implicit in the CSCF document, as well as the nature of the subject as a legitimatediscipline of academic study.The allocated time in primary schools is to be divided into significant blocks of teaching time. It is imperativethat secondary schools allocate sufficient time for teachers and students to complete the course as outlinedin the CSCF with academic, theological and pedagogical integrity.CSCF Curriculum Statements September 2005 – Page 42

APPENDIX 3 LEA EDUCATIONAL FRAMEWORKETHOSWe believe• the Bible is the supreme authority for Christian faith and life• the Holy Spirit works through the teaching of God’s word in ourschools to lead people to know and trust in God as Creator,Redeemer, Sanctifier• all people are sinful and saved by grace through faith in Christ• because Christians live in grace, all they do is for God’s glorynot theirs• each person is a unique creation of God and a person loved byGod• all useful knowledge and learning is God’s gift to people fortheir wellbeing• service to others through actions and relationships is areflection of & response to God’s love for allAnd because of this we value as core• the Bible as the authority informing what we do and teach• the work of the Holy Spirit in the life of each person• forgiveness, being forgiven and reconciliation• that God, by grace shown through Jesus loves, accepts andvalues each person• the uniqueness and worth of each person• God’s gifts of knowledge and learning• a spirit of service reflecting God’s action in our livesValue-based learning is further developed by contextual valuesparticular to individual school communitiesTherefore, Lutheran schools• see everything we are and do in relation to God• see each member of our school community as someone inrelation to GodThis understanding of the identity of each person before Godmotivates us to:• develop the whole person• strive for the best• care for each person• help each student grow in the assurance of their God-givenworth and purpose• accept the need of discipline for the well-being of the individualliving in community• reflect characteristics of God• create learning contexts incorporating values that reflect God’srelationship with his worldEDUCATIONAL FRAMEWORK(Insert school mission statement here)Lutheran schools aim to encourage andsupport students, informed andsustained by the word of God, to developtheir God-given talents so that they mayshape and enrich their worldMeet educational authorities’ requirements and state /territory, federal requirementsLIFELONG QUALITIES FOR LEARNERSAs central to their mission and ministry, Lutheranschools seek to nurture individuals, aware of theirhumanity and open to the influence of the HolySpirit, who are growing in and living according to acohesive worldviewwhileLiving in community and reflecting characteristicsof God through core values, especially love, justice,compassion, forgiveness, service, humility, courage,hope, quality and appreciationandContributing to communities by being:self-directed, insightful investigators and learnersdiscerning, resourceful problem solvers andimplementersadept, creative producers and contributorsopen, responsive communicators and facilitatorsprincipled, resilient leaders and collaboratorscaring, steadfast supporters and advocatesPARADIGMSBeliefs about learners• All learners are valued for who they are and whosethey are• All learners need encouragement and deserverespect• Learners learn in different ways and at differentrates• All learners have the ability to learn and learn bestwhen they experience success they take responsibility for their own learning they can work both independently andcollaboratively subject matter is meaningful high, explicit learning expectations are present they are authentically assessed andappropriately challenged• Learners need to learn how to learn and think• Collaborative partnerships between parents /caregivers and schools support learners andlearningBeliefs about learning• Learning goes beyond the academic: it includes the spiritual,physical, emotional and social and has a transforming role• Learning has affective and volitional dimensions as well ascognitive• Learning is lifelong• Learning involves learners progressing through developmentalcycles• Learning is facilitated when individual needs of the student aremet• Learning occurs in a context and is driven by curiosity, needand inquiry• Learning builds on previous knowledge, experiences andunderstandingBeliefs about learning communities• All people are learners• Safe and supportive learning environments facilitate activelearning• Effective learning communities respect diversity andencourage reflective practice and productive feedback• Learning communities are strengthened by having a sharedvision and common core beliefs• Learning communities reflect upon and respond to the world oftoday in ways that enable their members to face the future withconfidence• Learning cultures need to be intentionally developedCSCF Curriculum Statements September 2005– Page 43

APPENDIX 4THE PEDAGOGY DESIGN PROCESSis the process which transmits the content and intent of the CSCF, developing high quality listening, teaching and learning – dynamic and unfolding, developing religious literacy – a place where old and new work together to create meaningful educationGoals of the Pedagogy... Supported by Essential Elements... Put Into Practice... With Specific Strategies...FACILITATIONAUTHENTICITYIMAGINATIONFLEXIBILITYmany ways of expressing and engagingwith spirituality of young people, differentlearning journeysSUPPORTto become faith-filled and hope-filledpeopleEMPOWERMENTto make choices about direction of learningENGAGEMENTstudent focused/centred, serving theinterests and needs of students – doescourse resonate with life questions,concerns, hopes of students?PARTICIPATIONRISK TAKINGstudents are taken to new and unfamiliarplacesCONNECTIONSmake links between learner’s story andbiblical story, real life – search for personalmeaningTRANSFORMATIONassist in transformation of self and world –change student world viewFUTURE FOCUSEDthe kind of persons we want students tobecomeGROWTHmore than acquisition of knowledge, skills,understanding – acquiring values, spiritualmaturity, relational life with self, others, theenvironment, GodINVITATIONSUPPORTIVE LEARNING ENVIRONMENTGrowing individuals and learningcommunitiesTeachers as trusting planners, listeners,facilitators and innovators; analytical,reflective and intuitive practitioners andresearchersHIGH INTELLECTUAL QUALITYMEANING MAKINGA course that contributes to theSHAPING AND DEVELOPING OF THEWHOLE PERSON‘… individuals, aware of their humanity andopen to the influence of the Holy Spirit whoare growing in and living according to acohesive worldview’ (LQL core statement )The kind of people we want our students tobe- inclusive of all students- respects and celebrates difference- values student perspectives and choices- listens to many voices- creates opportunities for negotiation, participation- draws on collective wisdom; collaboration of strengths- creates active learners- expert knowledge of students + context + theology + subject matter +pedagogical practice- learners on a journey- imagine, plan, lead, facilitate, negotiate, support, provoke, givefeedback, celebrate- fosters open, critical dialogue, encourages creativity, imagination, curiosity- opportunities for reflection and action- higher order thinking – mind stretching- independent thinking- evaluating the strengths and weaknesses of a range of concepts and positions- valuing the unexpected- theology grounded in biblical text, Lutheran Confessions, humanspirituality- search for truth, meaning, value- spiritual intelligence- learns from wider community, including religious community- connects with other learning- acquiring language of ritual, symbol, beliefs, practicesLIFELONG QUALITIES FOR LEARNERS- emotional stability- spiritual maturity- affective sensitivity- intellectual quality- relational empathySet in context of wider community- cultural awareness- contributes to community – attitude of service- integration of faith and life- focus on inner and outer lives of the studentAPPROACHES & METHODOLOGIES- inquiry approaches- integration of CS with other KLAs- integrating stories of faith tradition with contemporarylife stories- approaches that integrate relational, cognitive,affective and spiritual dimensions to promoteconnectedness, meaning and empathy (dispositions)- using experience as a way towards deeperunderstanding- teaching through the arts- creating a religiously literate/rich environment- hermeneutics and exegesis of biblical texts- dialogical discourseDEVELOPING UNITS OF WORK- built around rich topics and contexts- address student questions- accommodate range of learning styles- meet diverse needs- offer multiple challenges- encourage learner to take control of their learning- enable student to go on journey of understanding- personal relevance- stimulate critical, lateral thinkingASSESSMENTclear descriptions of standards of performance- allow learners to demonstrate breadth and depth oflearning- assist learners to be successful- analysis of student work to establish what studentsneed to know and give a rich data on development ofstudent learning- listening to student discussions, recording responsesto key ideas- assessment for learning, as learning, of learning- cooperative, small-group work- problem-solving- Bloom’s Taxonomy- de Bono’s 6 Thinking Hats- Thinker’s Keys- action-research process- Multiple Intelligences- De Bono’s CoRT- rich use of wide range of multi-modalresources (visually and aurally stimulating)- silence and stillness exercises- paired discussion- practical service activities- allowing students to experience differentgroup compositions- setting up classroom furniture to fosterdiscussion or encourage quiet talk orindividual reflection- provide a multiplicity of assessment tasks todemonstrate learning statements- reflective journaling- mind mapping- components of complex thinking – critical,creative, caring, analyticalCSCF Curriculum Statements September 2005– Page 44

APPENDIX 5This statement applies the Lifelong Qualities for Learners statement of attributes and abilities to ChristianStudiesChristian Studies End Statements for Lifelong Qualities for LearnersLifelong Qualities for Learners provides a framework through which all learning experiences, including thoseplanned for in Christian Studies can be considered in the Lutheran school. The knowledge, processes andskills identified and developed in the Christian Studies Curriculum Framework (CSCF) will contribute insignificant ways to the growing and nurturing of students. Therefore, in Christian Studies, the LifelongQualities for Learners will find expression in students who, as…Self-directed, insightful investigators and learnersframe and ask questions that guide exploration of issues and help form deeper understandings ofChristianity and its significanceaccess different types of resources as a way of gathering information, eg, use the web, Bibleconcordances, newspaper and magazine articlesplan, organise and manage their own learning and work habitsidentify and examine Christian beliefs and their implications for life, Christian contexts and practices,and the way Christianity relates to other religions and an increasingly secular societycritically examine and reflect on contemporary religious and social issues from different perspectivesidentify patterns of belief and practice that have shaped and influenced their livesreflect on the significance of Christian beliefs for themselves and othersdevelop awareness of the valuable contribution Christian beliefs can give to life and humanity/societyDiscerning, resourceful problem solvers and implementerslocate and use a wide range of information, tools and resources to thoroughly analyse the factors andinterrelatedness of issues that affect the quality of individual and communal life in local/globalcommunitiesprovide reasoned justification for choices and solutions to problems considering Christian perspectivesconsider fresh ways of applying the principles of the gospel to life and issuesidentify and employ strategies that promote peace and justice to solve problems impacting on life inlocal/global communitiesengage in practical projects that promote peace and justice in societyevaluate consequences and implications – ethical, social, economic, political and environmental – ofalternative solutions to issues and problemsAdept, creative producers and contributorsgenerate innovative ideas, products and services which meet or exceed agreed-upon standards ofexcellence and have value for otherslocate and use available resources to create constructive courses of action, reflecting ethical principlesconstruct and apply knowledge and generalisations to create meaning and communicate ideas aboutChristianity, religion, spirituality and faithgive of their time and talents to undertake activities and projects which benefit others and improve thequality of life in their communitiesCSCF Curriculum Statements September 2005– Page 45

Open, responsive communicators and facilitatorsfoster a respectful, inclusive atmosphere in which people can communicate confidently and with trustsolicit and listen to information and opinions from others to form deeper understandings of issues andpossibilitiescommunicate effectively and confidently using appropriate religious terminology in a range of settingsconfidently articulate their own point of view based on reasoning, interaction and inclusion while beingsensitive to different opinionsuse a variety of communication skills and forms individually or in groups to process and shareinformation, ideas, feelings and understandingsencourage and support others in seeking and achieving agreement on a course of actionPrincipled, resilient leaders and collaboratorsdevelop leadership skills that reflect Christian values, ethics and servanthoodidentify and examine key issues or conditions that affect the quality of life in their local and globalcommunitiesrelate to others with compassion, sensitivity and empathytreat the environment with respect and caredemonstrate responsibility for their action and reflect on their moral judgmentspractice discernment and commitment to truthdevelop and practise effective interpersonal skills in order to relate to others in peaceful and nondiscriminatoryways in their own contexts and beyondshow respect and tolerance of all people and other belief structuresCaring, steadfast supporters and advocatesvalue all people as precious creations of Godactively promote peace, justice and reconciliation in relationships with others in local and globalcommunitiesapply a well-thought-out moral/Christian framework to ethical issues confronting their local and globalcommunitiestreat themselves and others with consideration, respecting differences in viewpoints, values and beliefscultivate a respect and understanding for different religious views and the communities in which theyare expressedwork in partnership with others to formulate common goals and ways of working togetherinterdependentlyrecognise the importance of stewardshipdefend and promote what is worthy, even in the face of criticism and adversityCSCF Curriculum Statements September 2005– Page 46

APPENDIX 6Summary of Key Ideas and Learning Statementsfor Each Band LevelKEY IDEAS :: ALL BANDSCHRISTIANBELIEFS (CB)Key Idea 1Christians believe God isone God: Father, Sonand Holy SpiritKey Idea 2The person and work ofJesus the Christ iscentral to ChristianityKey Idea 3A Christian worldview isshaped by the biblicalteaching of sin andgraceCHRISTIANCHURCH (CC)Key Idea 1Christians believe theBible is God’s wordKey Idea 2The Christian communityis shaped by and shapesits cultural and historicalcontextsKey Idea 3Christians pray, worshipand celebrate thesacramentsCHRISTIANLIVING (CL)Key Idea 1Christians believe thatGod creates people tolive in relationship withhim and with each otherKey Idea 2Christians are called tolove and serve all peopleKey Idea 3Christians have aresponsibility in and forthe worldCHRISTIANITYIN THE WORLD(CW)Key Idea 1Religious beliefs andideas shape people’sthinking and actionsKey Idea 2People express theirspirituality in variouscontexts within andbeyond ChristianityKey Idea 3People make decisionsusing a range ofreligious perspectivesand ethical frameworksCSCF Curriculum Statements September 2005– Page 47

BEGINNING :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 1.1Children explain theirideas about God andwho God isCB 1.2Children identify storiesabout Jesus and discusswhat Jesus said and didCB 1.3Children demonstrate anawareness of theChristian belief that Godcreates people andloves themunconditionallyCHRISTIANCHURCH (CC)CC 1.1Children tell what theylearn about God and hisstory in the BibleCC 1.2Children identify differentChristian churches intheir communityCC 1.3Children share theirexperiences of Christianprayer, worship andcelebrationsCHRISTIANLIVING (CL)CL 1.1Children describe waysGod cares for individualpeopleCL 1.2Children hear storiesabout God’s helpers anddiscuss ways they arehelped and can helpothersCL 1.3Children discuss theirexperiences of God’sworld and demonstratehow they can care for itCHRISTIANITYIN THE WORLD(CW)CW 1.1Children identify andacknowledge that peoplethink and live differentlyCW 1.2Children begin toexplore spirituality bydescribing experiencesof awe and wonderCW 1.3Children makeconnections betweentheir actions andconsequences forthemselves and othersCSCF Curriculum Statements September 2005– Page 48

BAND A :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 2.1Students discuss anddescribe Christianbeliefs about God andthe blessings God givespeopleCB 2.2Students gather andpresent informationabout the life andteachings of JesusCB 2.3Students analyse rescuestories from the BibleCHRISTIANCHURCH (CC)CC 2.1Students investigate andexplain significantfeatures of the Bible andits importance forChristiansCC 2.2Students drawconclusions about thepurposes of theChristian church in thelocal communityCC 2.3Students research anddescribe key Christianpractices andcelebrationsCHRISTIANLIVING (CL)CL 2.1Students investigate andrepresent people’srelationships with Godand with each otherCL 2.2Students gatherinformation about howGod helps all people anddescribe how Godequips people to helpothersCL 2.3Students explore anddescribe what it meansto live and care for theworldCHRISTIANITYIN THE WORLD(CW)CW 2.1Students identify andfind out about religiousgroups in their localcommunityCW 2.2Students investigatespirituality by describinghow Christiansexperience the presenceof God in the worldCW 2.3Students explore andoutline ways Christiansmake decisions abouthow to liveCSCF Curriculum Statements September 2005– Page 49

BAND B :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 3.1Students explore andreport on Christianbeliefs about the natureof God as Father, Sonand Holy SpiritCB 3.2Students research thesocial and culturalcontext in which Jesuslived and drawconclusions about howhe chose to respond topeople and eventsCB 3.3Students investigate andsummarise what theBible says about sin andgraceCHRISTIANCHURCH (CC)CC 3.1Students recognise andanalyse biblical textualfeatures and investigatethe purpose of the BibleCC 3.2Students research keyevents in the history ofChristianity and reflecton their significance overtime and placeCC 3.3Students investigate anddescribe the purposesand significance ofworship andsacramental practices ofthe Lutheran churchCHRISTIANLIVING (CL)CL 3.1Students examine andreflect on the belief thatGod creates people tolive in communityCL 3.2Students investigate andanalyse how Godmotivates, equips anduses Christians to serveothersCL 3.3Students explore andrespond to the Christianbelief that God has givenpeople responsibility forthe worldCHRISTIANITYIN THE WORLD(CW)CW 3.1Students research anddescribe the relationshipbetween Christianity andJudaismCW 3.2Students explore andreflect on expressions ofChristian spirituality asdescribed in the NewTestament andexperienced in theschool communityCW 3.3Students describeconnections betweenwhat Christians believeand the decisions theymakeCSCF Curriculum Statements September 2005– Page 50

BAND C :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 4.1Students analyseChristian beliefs aboutthe ways God revealshimself as one God:Father, Son and HolySpiritCB 4.2Students investigate andevaluate the significanceof Jesus the Christ, hislife, death andresurrection forChristiansCB 4.3Students examine andreflect on the impact ofsin, evil and grace in theworldCHRISTIANCHURCH (CC)CC 4.1Students develop skillsto examine scripture andanalyse its cultural andhistorical contextsCC 4.2Students examine thedevelopment of Christiancommunities to comparehow beliefs andpractices of thesecommunities reflect theirsocial and historicalcontextsCC 4.3Students compare andcontrast the origins,intention and diversity ofChristian worshippracticesCHRISTIANLIVING (CL)CL 4.1Students drawconclusions about theinfluence of the other onself-identity in light ofChristian beliefs aboutthe worth of theindividualCL 4.2Students analyse theconcept of Christian loveand service as aresponse to faithCL 4.3Students explore waysChristians interpret andact on their calling asstewards in God’s worldCHRISTIANITYIN THE WORLD(CW)CW 4.1Students compare ideasand beliefs about Godand the nature of humanbeings in monotheisticreligionsCW 4.2Students examinepeople’s need forspirituality and identifyhow Australians seek tofulfil itCW 4.3Students apply decisionmakingprocesses toethical issues andexplain how and whypeople hold differentethical positionsCSCF Curriculum Statements September 2005– Page 51

BAND D :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 5.1Students explore andreflect on the nature ofGod – Father, Son andHoly Spirit – as creatorand sustainer of eachindividual and all thingsCB 5.2Students analyse andinterpret the messageand the identity of Jesusthe Christ for all peopleCB 5.3Students apply Christianbeliefs about the intrinsicvalue of human lifewithin the context of sinand evilCHRISTIANCHURCH (CC)CC 5.1Students examine thenature and purpose ofthe Bible as God’sinspired word andcritically discuss itsrelevance tocontemporary contextsCC 5.2Students critique theinteraction of theChristian church withsociety, past andpresentCC 5.3Students analyseworship, the sacramentsand prayer as vital to theChristian experienceCHRISTIANLIVING (CL)CL 5.1Students analyseChristian beliefs aboutthe responsibilities ofliving in relationship withGod, self and othersCL 5.2Students reflect on theconcept of Christianvocation and itssignificance for self andothersCL 5.3Students applyprinciples of Christianstewardship to social,political, environmentaland economic issuesCHRISTIANITYIN THE WORLD(CW)CW 5.1Students identifyphilosophicalapproaches andreligious beliefs andexplain how theyinfluence individuals andsocietiesCW 5.2Students researchsecular and religiousspirituality and evaluatetheir impact on societiespast and presentCW 5.3Students analyse andcompare perspectives ofdifferent ethical andreligious frameworks oncontemporary ethicalissuesCSCF Curriculum Statements September 2005– Page 52

BAND E :: LEARNING STATEMENTSCHRISTIANBELIEFS (CB)CB 6.1Students examineChristian beliefs aboutthe nature and actions ofGod and evaluate theirrelevance to daily lifeCB 6.2Students research,analyse and discussclaims that Christiansmake about Jesus theChristCB 6.3Students propose aresponse to crises andconflicts in the world,applying a Christianunderstanding of sin andgraceCHRISTIANCHURCH (CC)CC 6.1Students justify theirresponses to challengespresented by differentways in which biblicaltext is read andinterpretedCC 6.2Students assess variouscontexts and challengesfacing the Christianchurch today andpropose possible futurepaths for the churchCC 6.3Students explore anddiscuss Christian beliefsabout the meaning andmystery of sacrament forChristiansCHRISTIANLIVING (CL)CL 6.1Students evaluate waysGod-given structuresfoster the properfunctioning of individualand communal lifeCL 6.2Students analyse andrespond to ways inwhich Christians andothers are challenged toserve, respect and valueall peopleCL 6.3Students critiqueChristian, individual andcommunity responses toneeds of the world anddevelop and defend apersonal positionCHRISTIANITYIN THE WORLD(CW)CW 6.1Students review andrespond to the dialoguebetween Christianity anda range of religious andphilosophical worldviewsCW 6.2Students analyse andreflect on the relevanceof spirituality in people’squest for meaningCW 6.3Students evaluate andapply theoretical ethicalframeworks to complex,competing claims ofreal-life situationsCSCF Curriculum Statements September 2005– Page 53

APPENDIX 7 - Sample Unit PlannerCB CC UNIT TITLE/TOPIC Does the title give a sense of the direction, purpose of the unit? BANDYEAR GROUPCLCWDURATION OF UNIT/TIME ALLOCATIONKEY IDEA(S)OUTCOME(S)Written in full with strand(s) clearly identifiedUNIT OVERVIEW1. Write one sentence that clearly outlines the unit.2. In one sentence state the purpose and direction of the unit, providing a sense of where the unit fits in the overall CS program, its relevance to students’ whole journey of learning.3. In one sentence state the possibilities the unit opens up for future learning experiences4. Key understandingsPOSSIBLE SENTENCE STARTERSThe purpose of the unit of study is to assist students to...The central focus of the unit will be...The unit will build on...The unit will extend the students’ understandings, skills and attitudes of...The unit will prepare students to...The unit will challenge students to...CONTRIBUTION TO LIFELONG QUALITIES FOR LEARNERS (LQL)Which components of LQL in particular are being addressed in the unit?Which values, attributes and abilities will be developed through the chosen LQLcomponents?How will they be introduced to students?How will they be embedded in unit?Which learning experiences will develop them?LINKS TO LIFESTUDENTS/LEARNERS PROFILEprior learning/interests/needs of studentsWhat aspects of your students’ development, background, attitudes, learningstyles and understanding do you need to take into account?How are you going to find out what your students already know and believe aboutthe unit?What activity are you going to use to find this out?STUDENT QUESTIONSWhat questions are students asking in relation to chosen outcome(s)?How will you find out what questions students have?Note the questions that emerge at various points in the unitESSENTIAL/GUIDING QUESTION/STATEMENT that makes explicit the central, coreidea developed in unitWill the question/statement lead students on a single path of investigation orprovide a range of pathways?Which aspects of the outcome(s) will students be led to investigate?Does the question/statement generate other significant questions?Will the question lead students to think deeply and creatively about the contentand ideas in the outcome?Will the question forward the students’ learning from their existing knowledge?Will the investigation spurred by the question help students make connectionswith other aspects of life and learning?What kinds of actions and responses could the investigation of the question leadto?RESOURCES TO SUPPORT UNITList the people, texts, local resources, biblical material, audio-visual, use of theweb and other related technology which will enable students to engage in theirjourney of inquiry and build their skills, understandings and attitudes.LINKS TO OTHER CURRICULUM AREASRESOURCES TO SUPPORT TEACHERIdentify the resources you the teacher need to engage in your research of the topic andrefer to theological notes to identify salient points for the unit.ASSESSMENTSummary of assessment opportunitiesList formative and summative assessmentCSCF Curriculum Statements, September 2005 PAGE 54

IDENTIFY SPECIFIC KNOWLEDGE STUDENTS NEED TO ACHIEVE THE OUTCOME ("students know…")Which key concepts/knowledge are the focus of the unit?Will this be students’ introduction to the outcome or is this a revisit of the outcome?How will the unit develop prior learning and previous outcomes covered?LINKS TO LIFELONG QUALITIES FORLEARNERS (LQL)Identify learning opportunities thatfocus on and develop the selectedcomponents of LQL.Identify how the selected values,attributes and abilities of the LQLsare being addressedSEQUENCE OF LEARNING OPPORTUNITIESIdentify learning strategies, thinking skills, learning activities that will beembedded in the unit of work.How will the learning opportunities incorporate students’ context and questions,interests?Are lessons sequenced to maximise development of concepts and knowledge?Are there opportunities for students to demonstrate and apply their growingunderstanding?Which of the learning opportunities and resultant work samples will you be able touse as indicators of achievement?IDENTIFY WHAT STUDENTS WILL HAVE THE OPPORTUNITY TO DEMONSTRATE("students can...")What evidence will you gather and analyse to arrive at an informed decision aboutachievement of outcome? (assessment of learning)Is evidence taken from a variety of sources? – observation of students at work,individually and in groups? Process of consultation with range of people?Analysis of student work samples both written and spoken? Self and peerassessment?Do assessment opportunities flow meaningfully from learning opportunities andfoster student learning?At what key points in the unit will assessment information be collected?DIFFERENTIATIONIdentify activities and strategies used tomeet specific needs of individual/groupsof studentsDo the learning experiences relate to the learning statements being assessed andallow for demonstration of what the student knows and can do?Are assessment opportunities varied, enabling students to demonstrate what theyknow and can do?Are there multiple assessment opportunities for each outcome?By what criteria will achievement of outcome be judged?What tasks will give an indication of student’s progress in achieving theoutcome(s)? Are students aware of this? To which part of the outcome isassessment related?What aspects of students’ work indicate increasing achievement of outcome?(assessment as learning)What techniques will be used to record the evidence of student achievement?What distinguishes the work sample of a student achieving the outcome from astudent not yet achieving the outcome?If students are given a culminating, summative piece of assessment, will there beopportunities in the unit for students to demonstrate their developing mastery ofthe outcome(s)?Where and how in work samples used to indicate achievement of outcome havestudents demonstrated these key concepts/knowledge?EVALUATION OF UNITWas the purpose of the unit fulfilled?Was the unit relevant, engaging, challenging and developmentally appropriate??Were the resources adequate?Were knowledge and processes covered?Did the assessment opportunities produce work samples that demonstrate achievement or part thereof of outcome(s)?What further questions do students have as a result of their learning in this unit?What did you learn from students’ evaluation of the unit?Which assessment opportunities can be used to inform and shape teachingpractice? (assessment for learning)CSCF Curriculum Statements, September 2005 PAGE 55

Sample Unit Planner – BLANKCBCCUNIT TITLE/TOPICBANDYEAR GROUPDURATION OF UNITTIME ALLOCATIONCLCWKEY IDEA(S)OUTCOME(S)UNIT OVERVIEWCONTRIBUTION TO LIFELONG QUALITIES FOR LEARNERSLINKS TO LIFESTUDENTS/LEARNERS PROFILEprior learning/interests/needs of studentsESSENTIAL/GUIDING QUESTION/STATEMENT that makes explicit the central, coreidea developed in unitLINKS TO OTHER CURRICULUM AREASSTUDENT QUESTIONS RESOURCES TO SUPPORT UNIT RESOURCES TO SUPPORT TEACHERASSESSMENTCSCF Curriculum Statements, September 2005 PAGE 56

IDENTIFY SPECIFIC KNOWLEDGE STUDENTS NEED TO ACHIEVE THE OUTCOME ("students know…")LINKS TO LIFELONG QUALITIES FORLEARNERSSEQUENCE OF LEARNING OPPORTUNITIESIDENTIFY WHAT STUDENTS WILL HAVE THE OPPORTUNITY TO DEMONSTRATE("students can...")DIFFERENTIATIONEVALUATION OF UNITCSCF Curriculum Statements, September 2005 PAGE 57

ReferencesBLS. (1999). LIFE: School Planning Folder. Adelaide: Openbook PublishersEarl, Lorna (2003). Assessment as Learning: Using Classroom Assessment to Maximise Student Learning.Thousand Oaks, CA: Corwin pressLEA. (2002, revised 2005). Educational Framework and Lifelong Qualities for Learners. Unpublished.Retrieved 09-12-04, from the World Wide Web:http://www.lutheran.edu.au/assets/Uploads/pr/LEAdr/1%20LEA%20Resources%20and%20Publications/A%20vision%20for%20learners/FrameworkSMALL.jpgLEA. (2004). Christian Studies in the Lutheran School. Unpublished. Retrieved 09-12-04, from the WorldWide Web:http://www.lutheran.edu.au/assets/Uploads/pr/policies/General/CS%20in%20Lutheran%20schools%20October%202012.pdf