3rd Edit Year 8 Curriculum L - PYNSW Year 8.pdf · Week 1 Week 2 Week 3 Week 4 Week 5 ... best...

Year 8 SRE Lismore High School

Year 8 Term 1 Title: The Bible in 5

Lesson Lesson Summary

1 Creation 2 Rebellion and Consequence

3 Jesus’ Death 4 Jesus’ Resurrection 5 Where do I fit?

Introduction:

This unit revisits and consolidates much of the learning from Year 7 SRE. Similar to Year 7 Unit 1, it provides an overall outline of the key points of the Biblical narrative of the way of salvation. There is a greater focus in this unit (particularly in the final lesson) on what this narrative has to do with the individual.

Aim

The aim of this unit is to help show students that the Bible contains one overarching narrative and to help them consider what this narrative might have to do with them.

Expected Outcomes

A student:

x Examines the overarching narrative of the Bible

x Evaluates the importance of Jesus death and resurrection within this narrative

x Reflects upon the choice we are left with about how to live in light of the gospel


x Identifies and describes the text of the Bible as multiple historical documents with a single metanarrative as its purpose (4.1)

x Describes core doctrines of the Christian faith, including the nature of God, the person and work of Jesus, faith, repentance and forgiveness. (4.4)

Teaching Points:

Week 1 Week 2 Week 3 Week 4 Week 5 Creation Intro: -Introduce the theme for the term- “God’s story” -Ask students what the best story they’ve ever heard is Activity: -Start by creating a mini-book that students will be working in this term. (Check out this video to learn how to make one: https://www.youtube.com/watch?v=21qi9ZcQVto ) -Create a cover with a piece of card (glue the outside pages onto it) -Have students collage/write “God’s story” on the front along with their name -Tell creation story using pictures on white board in a 3x2 square grid (one square for each creation day)

Rebellion and Consequence Intro: -Recap last week (ask students what they remember) -Ask students if they’ve ever had something that they thought was going to be great, turn terribly wrong Activity: -feather game: students throw feathers with sticky tape around their points to try and hit the middle of a target- Explain: the word “sin” in the Bible means “missing the mark” - “God or dog” discussion- Mangalwadi’s testimony, are we more like God or more like a dog? -Dog- follows instinct, cannot plan ahead, cannot speak (though it can communicate) etc -We have free choice, we can plan ahead and record and create. This means that we have a choice about whether we follow God or rebel against

Jesus’ Death Intro: -Recap last week (ask students what they remember) -Ask students if they’ve ever experienced something that was going very badly getting fixed Activity: -Explain that we will be seeing how Jesus fixes the problem that arose last time when things went wrong in God’s world -Tell story leading up to and including Jesus’ death- illustrate on whiteboard as you go -Ask students why they think Jesus had to die? Was it fair? What made him do it? -Students write “Jesus Death” in their mini-books, draw a cross and write the start of 1 Peter 3:18 (“Christ also suffered once for sins, the righteous for the unrighteous, to bring you to God.”) Conclusion: -Jesus died to pay the price and face the

Jesus’ Resurrection Intro: - Recap last week (ask students what they remember) -Ask students about the biggest surprise they’ve ever had Activity: -Play a game of “pass the parcel” but the prize inside is an empty box. Ask: when was it ever a good surprise to find something empty? -Tell Bible story of Jesus’ resurrection (Matthew 28/Luke 24/John 20) -Explain that the empty tomb was a good surprise because it meant that Jesus had risen, he had beaten death and was now the King of the world. -Students write “Jesus’ resurrection” on the next page in their mini-books and draw/collage an empty tomb -In the last 5 minutes of the lesson, give students a small piece of paper each and have them write down a question or reflection they have about what they’ve learnt this term- they can

Where do I fit? Intro: -Explain to students that we’ve seen God’s story throughout the Bible and for the world is, but how do we fit into that? -Ask students whether they think this story has anything to do with them Activity: -Answer the questions students placed in the letterbox from last lesson. -Explain that this is an important story and whether the students believe it or not, it is important to consider. This story has been offered, through the Bible to everyone, but it is our choice as to whether we believe it or not -Discuss what belief/faith/trust has to do with this story. Explain that believing in Jesus is less like believing is Santa Claus and more like believing/trusting something that someone has told you. The Bible is a historical document- it has been argued that there is as much evidence for the existence and actions of Jesus as there are for Julius Caesar. -Students write “Belief” in their mini-books and write John 20:31 “These are written that you may believe that Jesus is the Messiah, the Son of God, and that by


-Students write “creation” on first page and copy the grid from the board Conclusion: -Read Revelation 4:11 out loud to students (“Our Lord and God, you are worthy to receive glory, honour and power. You created all things, and by your decision they are and were created”) Explain: when someone makes something- an artwork, a piece of furniture, whatever it is, we give praise to them. The Bible says that God has made the world which is why it instructs us to praise him.

him and this is why sin is real. If we were only living by instinct we could not be expected to choose. -Tell story of Adam and Eve with pictures on whiteboard -Students write “sin” (subheading: “missing the mark”) in the next page of their books and draw/collage a target and arrows -Extra activity if time allow- watch short clip on sin and discuss https://www.youtube.com/watch?v=AUaBPcdq9kQ Conclusion: -The Bible says that like Adam and Eve, we all chose to define good and evil for ourselves and so reject God. There is a consequence for our rejection of God, but there is also hope- we’ll see more about that next week.

consequence that we deserve. He did this to bring people to God

look back through their mini-book for ideas. Students put their piece of paper into a letterbox on the way out to be answered next week Conclusion: -Jesus came back to life from the dead and is now king. He will come back to re-create the world and make it new and perfect. Next week we’ll see where we fit into this story

believing you may have life in his name.” Create a pocket, by gluing or stapling the bottom and side edges of two pages together for them to put a piece of paper inside with their personal reflections. -Have students quietly reflect on what they think of the story. After some time of reflection, students are to write down a personal reflection, instruct them that their sentence/s should include: “I think… because…” (give some examples eg “I think this story is beautiful because of the way God made the world and saved people”, “I think this story is silly because there is no way to prove that it’s true”. They can write as much or as little as they like. They could also include parts of the story they particularly like etc) -Students finish any pages they have not completed Conclusion: -Encourage students to continue considering and reflecting, to keep their mini-books and to ask any questions they have


Year 8 Term 2 Title: Narnia: The Lion, the Witch and the Wardrobe


1 C.S Lewis’ life, faith, work and impact 2 The hidden message in Narnia 3 Edmund’s mistake 4 Aslan’s sacrifice 5 Other Biblical allusions in art and literature

Introduction:

This unit uses the fictional story of Narnia (particularly The Lion the Witch and the Wardrobe) to again explore the impact of Jesus’ death and resurrection. Although the story takes place in a fictional world, it helps students to empathise with what they have already learnt about Jesus’ sacrifice. It can help take his death and resurrection out of a theoretical realm and instead, see the necessity of Aslan’s sacrifice in order to save Edmund.

Aim

The aim of this unit is to explore themes of the Bible and the world using the storyline and imagery of Narnia.

Expected Outcomes

A Student:

x Identifies the historical significance of the person, work and faith of CS Lewis

x Identifies the characters of Narnia with those represented in the Bible

x Interprets the storyline of Narnia using the Biblical narrative of Jesus’ death and resurrection


x Identifies the motives of the author in creating Narnia

x Investigates uses of Biblical narrative/characters in other art/literature etc

x Describes the main events in the life of Jesus, his human and divine natures, and his central role in the Christian faith. (4.3)

x Describes core doctrines of the Christian faith, including the nature of God, the Person and work of Jesus, faith, repentance and forgiveness. (4.4)

Teaching Points:

Week 1 Week 2 Week 3 Week 4 Week 5 C.S Lewis Intro: -Ask students questions: If you could make an impact on the world, what would you want it to be? -What would you want to be known for? -Intro topic for the term… who has heard of CS Lewis? What about Narnia etc Activity: -In groups, students create a poster about CS Lewis. They are given information to read and summarise into these topics:

x Early life x Education x Faith x Achievements

-Discuss what they came up with for each section Conclusion: CS Lewis wrote

The Hidden message in Narnia Intro: -Recap what we know about CS Lewis Activity: -Explain what The Chronicles of Narnia is and whywe are watching it. -Start watching The Lion the Witch and the Wardrobe -End with questions:

x Why would CS Lewis use a tale of magic and adventure to illustrate ideas from the Bible?

x Sometimes characters represent someone or something- who do you think the witch could represent?

x What are your first impressions of the

Edmund’s Mistake Intro: -Ask students what their favourite treat is -Have them go to each side of the room (one side for yes and one side for no) for different scenarios around what they would do for that treat. (eg: would you do your homework for that treat? Would you do your friends homework for that treat? What about a whole room full of that treat?) Activity: -Watch Narnia -Students answer questions:

x What did Edmund to wrong?

x Why did he make the choice he made?

x Did things work out like he thought they would? Why?/Why not?

x How do you think you

Aslan’s Sacrifice Intro: Have students go to each side of the room for yes or no (like last week) but this time it’s about what you’d give up or SACRIFICE. (eg: Would you sacrifice eating your favourite treat to give it to your best friend? Or your sibling? Would you sacrifice your lunch time to help a friend with homework? Would you sacrifice your reputation to save a friends’) Activity: -Watch Narnia: The Lion, the Witch and the Wardrobe -Focus on Aslan’s character, choice and sacrifice -Students answer questions:

x Who is Aslan supposed to represent?

x How do you know? x What does he do and

Biblical Allusions in Art and Literature Intro: -Where have you seen/heard anything about the Bible or God in TV shows? Movies? Ads? Art? Music? Activity: -In groups, students match up art/movie posters etc to the Biblical story (eg The Last Supper and Luke 22, Evan Almighty and Genesis 6, Victory over death (Colin McCahon) and Exodus 3), Doubting Thomas (Caravaggio) and John 20, Hallelujah (Leonard Cohen) and 2 Samuel 11, Stolen Apples Taste the Sweetest (Paul Kelly) and Genesis 3) -bring groups together and as a class go through what they matched together. Have someone from each group read the Bible


most of his books from a Christian point of view- even his fiction. We’re going to be watching Narnia to try and understand what it has to say about Christianity

characters? Conclusion: CS Lewis was a well-known author who contributed many very serious scholarly books. He could have just written another book explaining these things from the Bible, but instead he wrote the ideas into a fantasy story that has been loved and enjoyed. It helps us better understand some ideas in the Bible that are hard to grasp.

would have acted? Conclusion: We all have a price- we all have something that we want enough that we would make a bad decision that may even hurt the people we love, like Edmund did.

why? x What do you like about

Aslan’s character? -Read Matthew 27: 27-10- what similarities do you see between this story and the story of Aslan? (extra)- Read 1 Peter 3:18, or 1 Corinthians 15:3-4, or Romans 5:7-8. This is what is being depicted through Aslan’s death. He is innocent but sacrifices himself to save Edmund Conclusion: In order for Edmund to be saved, Aslan had to sacrifice himself. This is a picture of what Jesus does for us.

passage and explain how it fits with the image/movie/song they chose Conclusion: -The Bible is a rich text that has been used repeatedly throughout history to inspire artists. It is still relevant for us today, even if you don’t believe it because it has had (and continues to have) such an impact on our culture


Year 8 Term 3 Title: Creative Project


1 What is a creative project? 2 Engaging with your Bible Verse 3 Planning your project 4 Working on your project 5 Completing and presenting your project

Introduction:

At this point in their Religious Education, students have engaged with a variety of ideas, investigated some Old Testament characters, and explored the key points of creation, fall, redemption and recreation. This unit is intended to help students engage personally with a chosen truth from the Bible. It recognizes the importance of a hands-on, active engagement in learning. Students will choose a bible verse from a shortlist, study its meaning then plan and create a visual representation of this verse.

Aim

The aim of this unit is to help students engage personally with a verse from the Bible and express its meaning creatively.

Expected Outcomes

A Student:

x Interprets a key verse/passage from the Bible

x Reacts to and reflects upon the Bible verse from a personal perspective

x Plans and resolves a creative project


x Presents their project to the class

x Applies a variety of skills of historical inquiry and communication to explain the meaning of a biblical text and applies it to a present day Christian (4.2)

Teaching Points:

Week 1 Week 2 Week 3 Week 4 Week 5 What is a Creative Project? Intro:-Lead in from last term… The Bible has been used throughout history as inspiration for art- we’ll be doing the same -Show examples of creative representations of Bible verses -Explain the plan for the term Activity: -Hand students sheet with a selection of sentences from the Bible to choose from (Appendix A) -Read each sentence and briefly teach where it comes from and what it means. -Students then have the opportunity to choose one sentence that they are going to work with for the remainder of the term Teacher records which verse each student is doing

Engaging with your Bible Verse Intro: -Who has a quote that they like? Maybe something written on a book or a poster on your wall? That’s a bit like what we’re doing with these Bible verses -remind students what their Bible verse is Activity: -Students research Bible verse and answer questions about it on worksheet (Appendix B) -talk through the options students will have of medium to work with (this is up to the teacher and the resources- some good options are: watercolour paint, collage, photographic collage on their phones, soft pastels etc) -Once students have answered questions they are to brainstorm ideas on how they

Planning your creative project Intro: -Explain to students that today we will be moving on to begin the final artwork -Distribute students research sheets Activity: -Teacher go over the possible media and if there are any specific ones that the students may not have used, a brief tutorial may be necessary. -If students have not completed their resolved plan, they must do this before moving on to their final work -Once their plan has been approved by the teacher, students may begin their final work. -distribute thick card for students to work onto -while students are working, teacher should be discussing with individual students and groups what their verses are about and

Working on your project Intro:-Students will be continuing work on creative projects -The projects should be finished today Activity: -re-distribute their projects -Students continue working on their projects -while students are working, teacher should be discussing with individual students and groups what their verses are about and continuing to teach the context and meaning -teacher must also ensure that students include the Bible reference along with their verse as this is easily forgotten/ignored by students but is important for them to include. -Once students are finished their project, they are to write a small paragraph to go alongside their finished project- it can include the

Completing and presenting your project Intro: -This lesson is about the students sharing with each other what they have learnt about this verse. Explain to students that it is important to consider what we can learn from each other in this context Activity:-Depending on class sizes, the following options are possible: -If the class size is small, each student can briefly come to the front and present what they have created- they can simply read the paragraph they have written to go with their project- this should only take a minute per student. -If the class size is large, each student can place their final project and paragraph together and students move around the room to view and read each other’s work. This must be very structured. It works best if there is


Conclusion: -Explain that the reason we do this is to personally engage with parts of the Bible- think about what it means to you

might represent their Bible verse visually. They can do this in groups to assist each other. -students sketch a plan of how they will represent their verse. Tell students that their plan must be approved by the teacher. -Their final image must include a pictorial representation of the verse, the written verse and its reference Conclusion: -Collect research sheets with names on

continuing to teach the context and meaning Conclusion: -Explain that students will be able to continue working next week

information from their initial handout (including where in the Bible it is from, what the think it means and why they chose it)- they may want to add some personal thoughts/reflections as well Conclusion: Students will be finishing these and presenting them next week

the option for the students to be in one large circle (the tables could be cleared and students sit on their chairs in a large circle with their project on the floor in front of them) The teacher then assigns an amount of time (it can be as short as 30 seconds) that a student stays in the one chair. All students must be silent in this process. After the 30 seconds, the teacher instructs all students to move to the right and they have another 30 seconds to read and view the next students artwork. -Alternatively in a large class, the teacher could select particular students to present or ask for volunteers. Conclusion: We’ve engaged deeply with one part of the Bible. The Bible is full of wonderful things that can help us. -Students are to take their project home as a reminder of what they have learnt.


Year 8 Term 4 Title: Worldview


1 Worldview 2 Beliefs, Value, Actions 3 Worldview focus- Humanity 4 Worldview focus- the Bible’s view of Humanity

5 Worldview focus- the Bible’s view of Humanity

Introduction:

This unit completes stage 4 SRE with a chance for students to reflect on all they’ve learnt and consider what they believe and why. It begins with a more general analysis of their beliefs, values and worldview in order to help them critically reflect on why they believe what they do and where these beliefs have come from. This is intended to create a space in which students can freely express what they believe, come to an understanding that all values come from somewhere and that they have the choice, to take on beliefs from others or choose for themselves. The unit then moves into helping students reflect on and express their own response to Jesus. It also outlines what life looks like for a Christian in order to help students better understand the reality of choosing to follow Jesus.

Aim

The aim of this unit is to help students examine the origins of their own values and beliefs and to consider their response to the Christian worldview

Expected Outcomes

A Student:

x Expresses their personal values


x Recognises that values stem from beliefs

x Describes the concept of a worldview

x Examines and evaluates the origin of their worldview: what/who has influenced it

x Accepts their responsibility for making their own choice, rather than inheriting beliefs from others

x Identifies what it is to be a Christian and why Christians act the way they do

x Compares and contrast the Christian worldview with other worldviews (4.6)

Teaching Points:

Week 1 Week 2 Week 3 Week 4 Week 5 Worldview Intro: -Have an image projected that needs 3d glasses to be viewed properly. Ask students what is wrong with it (they will probably know it is a 3d image) Have some 3d glasses so a couple of students can try and see if it works Explain that we will be thinking about worldview. -Ask students if they know what a worldview is. Explain that it is like the glasses through which we see the world. We interpret and understand everything in the world through our worldview

Beliefs, Values, actions Intro: -Give tree analogy (Appendix D)- Worldview is made up of our beliefs about the world which shapes our values and attitudes and finally, our actions. Activity:-Ask students: What is a belief? It’s not just religious beliefs, we all have beliefs that impact how we understand the world every day. Eg We’d all be annoyed if someone cut the line to the canteen at lunch- why? Because we all believe that it is right for us to wait our turn. Etc. -Ask students: What is a value? It comes out of our belief- eg if

Worldview focus- Humanity Intro: -Reminder of worldview- made up of beliefs, values, attitudes and actions. -Explain that today we’re going to start focusing on a case study into how worldview plays out in how people see one another- what our view of humanity is. Activity: -Discuss examples of how worldview has impacted the way people have seen each other over history eg slavery, Nazism, women’s rights, aboriginal land rights etc. What is the belief behind the way people viewed each other in regards to slavery, etc -How do we view people now in

Worldview focus- The Bible’s view of humanity Intro: -Reminder of last week’s lesson and how worldview (beliefs and values) impact our attitudes and actions when it comes to how we view humanity. -Explain that today we’ll see what worldview the Bible puts forward when it comes to people. Activity: -Genesis 1- made in God’s image. Discuss what this could mean for our value as people -Psalm 139- each made carefully and wonderfully by God. Discuss what this might mean for our value as people -Jesus gave value to the unvalued eg The sinful woman (Luke 7), the

Worldview focus- The Bible’s view of humanity pt2 Intro: -Reminder of last week’s lesson- that according the Bible’s worldview, all people have inherent value because they are made by God in his image. -This isn’t all the Bible says about people though. Activity: -The Bible also says that we’ve all done the wrong thing but are loved by God nonetheless- this is why Jesus died to forgive us for the wrong we’d done -Read Genesis 3 and Romans 3:10. Discuss what this means for how we might view/value people. Would we see/treat people differently with this view?


Activity: -Get two students up the front to play naughts and crosses- but give them each their rule card (Appendix C)- they will not know that their rules are different to their opponent’s rules. They will play but get confused when their opponent is aiming for a different outcome to them. -Explain that worldview is like the unseen rules that determine how the we “play the game”/how we live our life. It guides every decision we make whether we know it or not. -Explore examples that show how different people view different things (eg how are women viewed differently by different cultures around the world? How is education viewed differently etc) -Ask students what makes these different cultures view these things differently (try to get to the idea that they have different beliefs about the world.) -What makes up a worldview?

x Beliefs, values, actions

Conclusion: -If our worldview

we believe it is right for us to wait in turn- we might value patience, respect, fairness, order etc -Ask students: What are attitudes/actions? They come out of our beliefs and values. Eg if we believe it is wrong for someone to cut the line and we value fairness- our action will be that we will wait in line and not push in, our attitude is the way we think about these things; we might be annoyed if someone does cut in front of us, because we value fairness and believe it is wrong to cut in. -Students complete beliefs/values questionnaire (Appendix D). Students can work in pairs, focusing on one person together, then the other. -Discuss what was discovered. -Discuss what shared beliefs/values we have in our culture. Conclusion: -Our worldview is made up of our values and beliefs- many of us, as we’re part of the same culture have similar beliefs and values, but there are also things that we all have different- these make up how we see the world. Like

our culture? Ask students whether they think everyone is equal? Ask them what makes a person valuable? (this should be hard to answer- is it that they contribute to society? What about children or the elderly? Is it that they are kind? Does that mean we can treat people who aren’t kind badly? Etc) -What does the media teach us about who is valuable? Look at media sites on the internet/ads and see if students can figure out what beliefs and values are behindthe way they portray people. Someone is valuable when they have: beauty, youth, fame, wealth, perfection etc -Discuss what it would mean for our attitudes and actions if we believe what the media teaches us about value (eg we will think of ourselves as worthless if we are not beautiful, if we’re not achieving success etc) Conclusion: -Our worldview impacts the way we see people and what makes them valuable. Our culture and the media have a significant impact on these things and we need to be aware what we are being influenced by in our understanding of other people and ourselves.

Samaritan woman at the well (John 4), the thief on the cross (Luke 23) -What makes someone valuable according to this worldview? (made by God, in his image) How is this different to our culture’s view of people’s value? -What would it mean, then, if we had worldview glasses that held all these beliefs about people? How would we treat someone who was carefully made by God in his own image? -Depending on maturity of the class, this could be an opportunity to respectfully discuss current humanitarian issues eg refugees, euthanasia etc. This must be undertaken with sensitivity to the particular students in the class group. Conclusion: -The Bible puts forward a very high view of humanity- that every human is made with dignity by God in his image. This makes a huge difference to people’s attitudes and actions to other humans.

-But that’s still not all the Bible says, it says that despite our rebellion we are loved by God. Jesus became a man and died to save people. In doing so, he re-emphasised the value of true humanity. -It also says that embracing our full humanity would mean being connected to God- as people made by him and in his image, the Bible says we embrace our true humanity when we are connected to him. Conclusion: -Our worldview determines how we see everything in the world and how we act. The Bible presents a particular worldview that shapes how someone will see all of life, including how we see people.


determines how we live and act and think, it is important that we reflect on our own worldview and understand where it has come from. We’ll be looking at our beliefs, values, attitudes and actions next lesson figure out what makes up our own worldview.

we say last week, these are like the unseen rules that make up how we “play”- how we live our life.

Joshua 1:9

I’ve commanded you to be strong and brave. Don’t ever be afraid or discouraged! I am the LORD your God, and I will be there to help you wherever you go.

Psalm 46:1

God is our mighty fortress, always ready to help in times of trouble.

Psalm 95:4

He holds the deepest part of the earth in his hands, and the mountain peaks belong to him.

Psalm 147

4 He decided how many stars there would be in the sky and gave each one a name. 5 Our LORD is great and powerful!

Matthew 28:5

The angel said to the women, “Don’t be afraid! I know you are looking for Jesus, who was nailed to a cross. 6 He isn’t here! God has raised him to life,

Mark 4:38-41

39 Jesus got up and ordered the wind and the waves to be quiet. The wind stopped, and everything was calm.

40 Jesus asked his disciples, “Why were you afraid? Don’t you have any faith?”

41 Now they were more afraid than ever and said to each other, “Who is this? Even the wind and the waves obey him!”

Name:

Creative Project Planning

Choose a Bible verse and write it out here: Is this verse from the Old or New Testament: What book of the bible is it from? Do you know who wrote/said it? What do you think it means? Why did you choose this verse? Does the verse have any imagery (picture words)? If so, list them below

Name:

How might you represent this verse using images? Draw a rough sketch/plan of how you could represent this verse below:

Player X You will play naughts and crosses against Player O.

To win you must get a straight line of Xs. The line can be:

Player O You will play naughts and crosses against Player X. BUT this is no

normal game of naughts and crosses!

To win you must get a straight line with OXO. You can still only write an O so you will have to work around the Xs that Player X has already

put in. It might look like one of these:

Vertical: Diagonal:

X X X

X X

X

X X X

Horizontal:

Vertical: Diagonal:

O X O

O X

O

O X O

Horizontal:

What is most important to you?

(rank your top 5 from the list on the right)

What do you spend your weekends doing?

(rank your top 5 from the list on the right)

1. _____________________

2. _____________________

3. _____________________

4. _____________________

5. _____________________

x Good family relationships x Close friendships x Good grades at school x Looking good x High self-esteem/feeling good about yourself x Having a boyfriend/girlfriend x Being a leader- someone that others look up

to x Being someone who is reliable and

trustworthy x Having strong plans for your future x Enjoying your life x Helping others x Expressing yourself and who you are x Travelling and having adventures x Expressing your culture/heritage/nationality x Fighting for justice/right and wrong x Having the things that you want (eg phone,

laptop, clothes, fishing rod etc) x Getting good at your skill (eg music, building,

drawing etc)

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

x Spending time with family x Spending time with friends x Spending time in nature- going for

bushwalks or to the beach x Playing sport x Attending religious activities x Working on a hobby x Playing games x Reading x Spending time on your own, thinking x Spending time on social media x Completing homework or assignments x Attending a club you are part of (eg dance,

cadets, gaming, or other) x Reading the newspaper/reading up on

current events x Other?

Teacher notes:

The things that we care about and the way we spend our time, can help us to see what we value. For example, if you spend lots of time with your family and think that having good relationships with them is very important, you clearly value family. However, you could have the same answers as someone but have different values, for example, two people might spend time working on assignments and homework- one might value their future and the job they want to get, the other might value being praised or rewarded by teachers or parents.

Our values always come from what we believe about OURSELVES, OTHERS and THE WORLD.

For example: an important belief we can have is whether we think there is life after death and what that looks like. If you believe there is no life after death, you will probably live your life to have fun (YOLO). If you believe there is life after death where perhaps you are reincarnated or will be judged by a god or higher power, you might live your life according to rules so that you will be rewarded after death. If you believe that you are going to a good place (paradise, heaven, nirvana) you might live a content life now, believing that the best is yet to come.

Our beliefs are like the roots of a tree, they underlie everything that we value and inform what we think and do.

Our values are like the trunk, they grow out of our beliefs and hold up and support what we think and do

Are actions and attitudes are like the leaves and fruit of a tree; they are the visible things; our actions and words and they grow out of our values and beliefs.

Beliefs

Values

Actions/Attitudes

Beliefs

Values

Actions/Attitudes

Example:

Belief: There is no life after death

Example:

Value: Life now is all that matters

Example:

Behaviour: Have fun now and enjoy everything you can

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