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

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