Page 1

THINK FAITH

UNIT 1

REAL PEOPLE DOING REAL THINGS IN REAL TIME Jesus is greater than Moses

STAGE 5A


Published 2016 by CEP eISBN: 9781 925 041 828 Copyright © Christian Education Publications 2016 This resource is copyright. Apart from fair dealing for the purposes of private study, research, criticism and review as permitted under the Copyright Act, no part of this book may be reproduced by any process without the express permission of the publisher, apart from the following provision. This curriculum may be reproduced for use only in the Special Religious Education classes of the purchaser’s school, or of the school in which he or she has the responsibility for the provision of Special Religious Education. It may not be distributed, or copied for distribution, beyond the purchaser and his or her classroom. Permission to make copies of the Visual aids, Teaching aids and Worksheets is given only to those who hold an active licence with CEP for the Think Faith SRE curriculum. These copies are for use only in the Special Religious Education classes of the purchaser’s school, or of the school in which he or she has the responsibility for the provision of Special Religious Education. Christian Education Publications PO Box A287, Sydney South NSW 1235 Australia Email: sales@cepstore.com.au Web: cepstore.com.au

THINK FAITH Web: highschoolsre.net

THE THINK FAITH TEAM: Project manager: Dr Kaye Chalwell

Anna Johnstone-Buckle

Writers:

Wendy Kettlewell

Lisa Andrawes

Matthew Mulready

Regina Atkins

James Lane

Kaye Chalwell

Marty Richardson

Emma Collett

Kirsty Robertson

Mike Dicker

Edward Sowden

Rachel Dirks

Ed Springer

Nigel Dixon

Jon Thorpe

Ivan Harris

Editorial: Loren Becroft, Natasha Percy

Kat Harris

Design and PowerPoints: Bethany Abbottsmith

Scripture taken from the Holy Bible, NEW INTERNATIONAL READER’S VERSION®. Copyright © 1996, 1998 Biblica. All rights reserved throughout the world. Used by permission of Biblica. NEW INTERNATIONAL READER’S VERSION® and NIrV® are registered trademarks of Biblica. Use of either trademark for the offering of goods or services requires the prior written consent of Biblica.


CONTENTS UNIT GUIDE

Real people doing real things in real time ................................................................................ 4 Overview of lessons ..................................................................................................................... 6 Teacher Planning Sheet .............................................................................................................. 9 SRE Teacher Unit Evaluation Form ........................................................................................... 10

LAUNCH LESSON

Leaders who have shaped our world ........................................................................................ 11 Teaching resources ...................................................................................................................... 18

STILLA 1

God saves ...................................................................................................................................... 20 Teaching resources ...................................................................................................................... 25

STILLA 2

Trust in the one true God ............................................................................................................ 29 Teaching resources ...................................................................................................................... 33

STILLA 3

Mighty power ................................................................................................................................. 38 Teaching resources ...................................................................................................................... 43

STILLA 4

From slavery to freedom ............................................................................................................. 46 Teaching resources ...................................................................................................................... 51

STILLA 5

Providing for every need .............................................................................................................. 55 Teaching resources ...................................................................................................................... 60

STILLA 6

The Ten Commandments ........................................................................................................... 63 Teaching resources ...................................................................................................................... 68

STILLA 7

God meeting with his people ...................................................................................................... 72 Teaching resources ...................................................................................................................... 78

LANDING LESSON

Jesus is greater than Moses ...................................................................................................... 79 Teaching resources ...................................................................................................................... 82

3


UNIT GUIDE

REAL PEOPLE DOING REAL THINGS IN REAL TIME Jesus is greater than Moses The Bible was written over 2000 years. It describes real people, doing real things at real moments in history. The majority of the Bible follows the nation of Israel as it grows from one family into a small nation of 12 tribes. The history of Israel is one of great highs and lows as they try and live out their calling as God’s people in our complex world. The reason the Bible follows the history of Israel is that God promises to fulfil his promises and plans to save the world through this one nation.

a saviour in Moses, God defeated Pharaoh, God has power over life and death, God gives new life, and God provides for his people. Human beings are incapable of saving and providing for themselves. In the Exodus, God saved a people to be his own. Israel was called to respond with loving and obedient trust. But it is not only Israel whose world view was shaped by the Exodus. The Exodus is actually a shadow of a bigger salvation event later in history, one that is contained in the historical accounts of the Gospels. The Exodus was preparing Israel and the world for the person and work of the Israelite Jesus who would fulfil God’s plans and purposes. In Jesus we meet a better saviour than Moses. Jesus has defeated not just a human enemy but the enemy that is sin and death forever. Jesus has power over life and death. Jesus gives people eternal life. Jesus provides all we need for life now and forever. The human story is still the same. We are still incapable of saving ourselves from sin and its effects. Through Jesus, God is saving a people to be his own from all languages and nations. Christians are called to respond with loving and obedient trust.

The Exodus, in which God liberated a million Israelite slaves from horrific oppression in Egypt, is the most significant historical event for Israel in the Old Testament. The Exodus shaped Israel’s thinking about faith, the future, nationhood, time, law and ethics. There are over 120 explicit Old Testament references to the Exodus in the law, narrative, prophecy and psalms. The Exodus describes real people doing real things in real time. Moses is the key figure. We follow his journey from being an adopted baby in Pharaoh’s house to being the leader of God’s people. However, Moses is not the hero of Exodus; God is. The key message of Exodus is that God acted to raise

4


LEARNING OUTCOMES OF THE UNIT

• Gospel • Tabernacle

ACQUISITION

ESSENTIAL QUESTIONS

Students will learn that:

Students will consider the following questions:

• there are similarities between the

• Why are the stories of the Old Testament

ministries of Moses and Jesus

worth knowing?

• historical details are present in the Exodus

• How is Jesus greater than Moses?

and Gospel narratives

• How do the stories of Moses help us to

• salvation is a product of God’s mercy

know what God is like?

shown to his people in their helplessness

• Why is Jesus a leader worth knowing

• salvation is achieved through judgement and sacrifice

about?

• God saves his people so they can properly

UNDERSTANDING

worship him

Students will:

• we can trust the Gospels and the Bible.

• be able to critique the idea that God is

SKILLS

sovereign and in control • be able to reflect on how God is intimately

Students will be able to:

concerned with the world and judges and

• connect the stories of the Old Testament

redeems his people

with the metanarrative of the Bible

• be able to explain how the Exodus story is

• analyse and explain the ways in which

all part of God’s plan

particular texts relate to their cultural

• be able to apply their understanding of the

experiences and the culture of others

biblical narrative to the world we live in

• analyse and describe the ways texts sustain

today

or challenge established cultural attitudes

• be able to explain the importance of an

and values.

historical understanding of the Bible

RELATING TO GOD

• be able to interpret the Old Testament in the light of the New, and the New

Students will understand that:

Testament in the light of the Old

• Christians acknowledge that they are

• be able to reflect on a biblical

sinners who have fallen short of God’s glory

understanding of salvation, judgement and

• Christians love God

freedom.

• Christians trust in what Jesus has done for

KEY TERMS

them and recognise him as Saviour and Lord

• Prophet

• Christians believe that God reveals himself

• Salvation

to us through his word, the Bible

• Sin

• Christians acknowledge that sin has broken

• Sacrifice

humanity’s relationship with God.

• Exodus

5


OVERVIEW OF LESSONS

RELATING TO OTHERS Students will understand that: • Christians acknowledge that sin has broken humanity’s relationships.

RELATING TO THE WORLD

LAUNCH LESSON: LEADERS WHO HAVE SHAPED OUR WORLD

Students will understand that: • Christians acknowledge that sin has broken

Key Bible text:

humanity’s relationship with the world

• Deuteronomy 18:14–22

• Christians often do not feel quite at home

• John 1:43–51

in the world

Big idea:

• Christians know they need to testify to a world that has rebelled against God

Jesus is greater than Moses.

• Christians accept that they may need to

Overview

suffer for the profession of their faith in the

This lesson introduces the theme of great leaders

world.

as an entry into the book of Exodus. Students will have the opportunity to consider what makes a great leader and be introduced to Moses and Jesus. Sensitivity triggers: None identified.

STILLA 1: GOD SAVES Key Bible text: • Exodus 1–7 • Matthew 1:18–21

Big idea: God raises up a saviour.

Overview This Stilla explores what a saviour is. It compares two saviours raised by God: Moses and Jesus. Students spend time reading through the historical story of Moses being called by God. Students begin to consider why God would send a saviour for us and what it is that we need saving from. Sensitivity triggers: None identified.

6


LAUNCH LESSON

LEADERS WHO HAVE SHAPED OUR WORLD

Deuteronomy 18:14–22; John 1:43–51 Jesus is greater than Moses. SETTING UP YOUR CLASS

10–20 mins

Teacher’s note: It is important at the beginning of the year that you spend time setting up your class for the year ahead. It’s also important that you start to learn and remember names as quickly as possible. Pray for students by name during the week. Options for getting to know student names can include: • getting students to write their name on a card and put it in front of them • establishing a seating expectation with name cards already set out. This is helpful for establishing a culture of respect.

1. Establishing classroom routines and expectations • Explain what SRE is; for example, ‘SRE (Special Religious Education) is taught from a Christian perspective, therefore we will read the Bible and talk about what the Bible has to say to us. We will also pray—but we won’t make anyone pray if they don’t want to. When we are discussing something from the Bible, you are free to ask questions, and disagree, and share your point of view’. • As you discuss expectations with your students, ensure that you fit into the school’s discipline policy and what they use. It is important to read the school’s policy on discipline. • Remind students that SRE is a place where we respect each other’s opinions, respect God and the Bible (even if they don’t believe it), and respect the teacher and fellow students. • Assert that you want students to enjoy their time in SRE.

2. Routines • Ensure that there is always something for students to do while they wait for others to arrive. • Make sure students understand that they will read from the Bible, and that they are welcome to bring their own Bible to class. • Make sure you always finish with time to reflect on what students have learned.

11


CONNECTING ENGAGING

NOTES

5 mins

Teacher’s note: In this activity you introduce yourself to the class—many of the students may already know you. The questions you are answering will help to start the discussion on the topic of leaders.

Introducing yourself Introduce yourself to the students by answering the following eight questions. 1. What is one good memory from your childhood? 2. What is the most surprising thing you have done in the past 12 months? 3. If there was a major disaster where you live, who would you trust to lead you to safety? Why? 4. Who is the most interesting leader you have met? 5. Who is a leader that you would like to meet? 6. Who is a person who leads you to understand what it means to be a Christian? 7. If you could be the leader of one organisation, what would it be? 8. What is the most important characteristic for a leader to have?

CONVERSING

10 mins

Worksheet L:1

Teacher’s note: The following activity gives the students the opportunity to answer the same questions. You may choose to collect these worksheets to learn a bit more about the students in your class.

Introducing each other 1. Ask students to answer the questions on the worksheet. 2. Organise students into small groups and ask them to share their answers with the group. (For suggestions of how to do this, see the Activities Compendium.) 3. Ask students to write down on a piece of paper the answer to question 8 regarding the characteristics of a leader.

EXPLORING REINFORCING

10 mins

Teacher’s note: This activity gives students the opportunity to consider what makes a great leader. You may need to choose different characters that are more familiar to your students.

12

LAUNCH LESSON


The greatest leader To play ‘The greatest leader’, ask students to stand in the middle of the room and indicate their choice by moving to one of two designated spaces in the room. (If you do not have a room that will accommodate this activity, students can indicate their choice by putting their hands on their heads, or their hands on their hips.) After students have voted on one of the pairs of characters/people, ask a student who chose each character/person to explain why they chose that character. The following are examples; you can use other more appropriate ones for your school if you wish.

?? Who would be the greater leader of this school: Batman or Superman?

?? Who would be the greater leader of your sports club: Iron Man or the Incredible Hulk?

?? Who would be the greater leader of Australia: Bear Grylls or Taylor Swift?

?? Who would be the greater leader for an expedition to the Antarctic: Harry Potter or Dumbledore?

?? Who would be the greater leader for a cooking competition: the Queen or [the name of a teacher in your school]?

CONVERSING

10–15 mins

Teacher’s note: This activity gives students an opportunity to think more about leadership. As all students are involved, they are all able to contribute to the discussion. This activity also helps students to understand the importance of thinking before they give an answer. This is an important strategy known as ‘wait time’. This strategy helps students to think more deeply about the material with which they are engaging. It also trains students to understand that you expect everyone to think of an answer. It can be used whenever you ask a question requiring deeper thought. Explain to the students that after each question is asked the students will have ten seconds to consider an answer. You can use a timer or count with your fingers in the air to indicate ten seconds passing. (Note: you may find this too long and decide to shorten the wait time.) Each student must then tell their neighbour their answer.

Leadership discussion Choose two people to share their answer with the class. Ask students the following questions one by one: • Why do leadership and fame often go together? • Name a famous leader (a real one, or a fictional one, like Darth Vader)? • What would you say is a key characteristic of a good leader?

13

LAUNCH LESSON

NOTES


GETTING TO KNOW MORE ABOUT YOU 1. What is one good memory from your childhood?

2. What is the most surprising thing you have done in the past 12 months?

3. If there was a major disaster where you live,

FA MO US LE AD ER S

who would you trust to lead you to safety? Why?

Which leader gets the most hits on Google search (number the boxes from 1 to 12 (1 = the most hits and 12 = the least hits).

4. Who is the most interesting leader you have met?

Jesus (Son of God, Messiah) Herod Antipas (Roman ruler during the days of

5. Who is a leader that you would like to meet?

Jesus)

Moses (Israel) Barack Obama (US President)

6. Who is a person who leads you to understand

Akhenaten (Egyptian Pharaoh)

what it means to be a Christian?

Pontius Pilate Malcolm Turnbull (Australian Prime Minister)

7. If you could be the leader of one organisation,

George Washington (US President)

what would it be?

Tutankhamun (Egyptian Pharaoh) Abraham Lincoln (US President)

8. What is the most important characteristic

Muhammad (Prophet of Islam)

for a leader to have?

)

Siddhartha Gautama (the Buddha of Buddhism

L:1 Š CEP 2016—ISSUED UNDER LICENCE FOR 2016 SCHOOL YEAR ONLY


MOSES & JESUS

EVIDENCE THAT MOSES WAS A GREAT LEADER

EVIDENCE THAT JESUS WAS A GREAT LEADER

1. How does this verse describe Moses?

God said: ‘I will raise up for them a prophet like you. He will be one of their own people. I will put my words in his mouth. He will tell them everything I command him to say’. (Deuteronomy 18:18)

2. How could this verse describe Jesus?

TO LEAVE What questions would you want to ask Moses or Jesus as two of the greatest leaders in world history? __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ How would you decide if someone is a great leader? __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ What are you looking forward to learning about this term? __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

L:2 © CEP 2016—ISSUED UNDER LICENCE FOR 2016 SCHOOL YEAR ONLY

Profile for Christian Education Publications

Think Faith High School curriculum - Stage 5A Unit 1 sample  

The Bible was written over 2,000 years. It captures real people, doing real things at real moments in history. In this Unit, students will d...

Think Faith High School curriculum - Stage 5A Unit 1 sample  

The Bible was written over 2,000 years. It captures real people, doing real things at real moments in history. In this Unit, students will d...