RELIGIOUS EDUCATION

Forward Planning DocumentPRIMARY

ED3619/5619 Principles of Primary Religious Education 2

Principles of Primary RE 2 20162667

Monday 13th of May 2019 Denielle Borcich

PLANNING OVERVIEW – TERM 3

Year Level Unit Title Human development topic Jesus Topic Year 5 Church Communities provide for the

needs of peopleJesus chose the first leaders of the Church

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human PersonOver the five-week course, students will be learning about a variety of content related to the community and the Church. These topics will help students to explore and develop an understanding relating to the Salvation Topic and the development of the Human Person. Communities are built upon the formation of relationships. Relationships are a part of the human development which are formed by people who provide needs to other people. Throughout the human person topic students learn about how God seeks to provide for the needs of people through human relationships and the communities that they exist within. The most common communities that Catholics belong in, Family, the Parish, the Catholic school and other communities (such as sporting clubs, dance clubs), assist to help provide contextual material to help shape students understanding of the Human Person topic. Another aspect within the Human Person topic is ‘communities gather, have leaders, laws and rules’ for students to develop on a human personal level they need to be made aware that all communities have set, individual and purposeful rules and laws for being a part of the community. Exploring how different communities gather and persevere their expectations, rules and laws is extremely important for year fives to learn, as they begin to experience being a part of communities within or outside of school. Knowing how to accept and deal with different communities is an important human development aspect needed to be taught.The next content descriptor, ‘the early Church gathered as a community’, explores how Jesus began his Church as a community to help teach, and spread the word of God. An important scripture used in the unit of work (Acts 2: 43-47) will be analysed and discussed in terms of ‘why did Jesus begin the Church?’. Students will explore different ways, in which, the Church gather as a community during events in the Church and for sacraments. Once student have learnt about gathering in early communities, they will be ready to explore the next content descriptor ‘Jesus chose the first leaders of the Church’. This content aims to educate students about how Jesus chose his first leaders, and the current hierarchy of leadership within the Catholic Church. By learning these content descriptors relating to Jesus, students are unknowingly deepening their knowledge on the Salivation topic and the steps Jesus took to get the Catholic faith where it is today. Being a part of the Catholic community, it is vital for students to learn about the different leaderships and their roles as this links back into the human person topic regarding communities and providing the needs of the people.Students are then going to explore the Catholic Church and how the rule within the community guide People. This topic aims to get students to think of the wider community around them, which leads into the last content descriptor. All individuals understand that relationships are created by people who provide the needs of individuals. Students will begin to learn that love is a basic need all individuals need, emotionally, in order to feel accepted, respected and a part of a community. The topic will teach students about how members of God’s family are called to love in communities.Key Understandings and Learning Points

Human person

A – Communities provide for the needs of people

A.1 – The family, parish, Catholic school, and other communities

A.2 – Communities gather, have leaders, laws and rules

Jesus

B – The early Church gathers as a community

B.1 – Life among the Believers

B.2 – The church community gathers to celebrate its faith

C Jesus chose the first leaders of the Church

C.1 – Bishop have the teaching authority of the Apostles

Church

D – The Catholic Church has rules to guide people in the community

D.1 – Precepts of the Catholic Church guide people

E – Members of God’s family are called to love in communities

Links to General CapabilitiesLiteracy Numeracy ICT Critical and

Creative ThinkingEthical behaviour Personal

CompetencyIntercultural Understanding

Religious Capabilities Spiritual CapabilitiesFaith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting

LEARNING AND TEACHING PROGRAM Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation and

Assessment

1Community provide for

the needs of people

Key Questions: What is a community?Activity: Students are going to reflect on the key question. Teacher is to facilitate the discuss whilst students begin to flesh out the key question. Students must then be able to

Key Question: How would you (each student) be able to provide the needs of people in your classroom?Activity: Students are going discuss what needs need to be met around the classroom. From this, students are going to create a ChatterPix (Resource #2) 20-30

Key Question: How do communities help to provide the needs of people?Activity: Rotational activities.Activity 1: Family, students will need to list ways that their own family help to provide the needs of their own.

Key Question: What is the role of a leader? Why do we have leaders?Activity: Using Resource #3, students are going to research the roles of different leaders and complete the table provided. Once this

Key Question: Why do communities need rules and laws:Activity: All students are going to be given a different community to research (a school community, a city, a sporting club). Student must

Lesson 1: - Anecdotal notes will be used to record students who are participating in discussion.- Work sample will be collected as a form of diagnostic assessment.Lesson 2:

develop and define the term community. In groups, students are going to create a brainstorm using www.coggle.it (Resource #1) to explore things, way, activities that create communities.

seconds speech to describe our they are going to work as an individual, for the class, to help provide the needs of the other classroom members.ChatterPix must include:- Description as to how each student is going to help to provide the needs of the other students.

Activity 2: The Parish, using information from the Parish website students are going to explore and record how the Parish help to provide the needs of their own.Activity 3: Students are going to draw a poster including a slogan as to how the catholic school help to provide the needs of their own.Activity 4: Other communities, individuals are going to discuss with one another how they know of another community that help to provide the needs of their own.

have been completed, the teacher is going to have a classroom discuss getting students to determine whether or not there is a leader who has a larger role then another leader, or if all leaders have their own challenges within their leadership position.

research (using an iPad) to find out what rules and laws that community has in place so they protect the needs of their followers. From this, students are going to create a Memory game (Resource #4) (to be played with other students) specifically stating:- The rule/law- How that specific rule/law helps to protect the needs of people within that community.

- Checklist to be used to assess whether the student has meet the criteria of the activity.Lesson 3:- Work sample to be used as a form of assessment to identify if students understand the four different communities.Lesson 4:- Work sample will be collected and assessed against a checklist.- A checklist will be used to assess student’s ability to answer key questions.Lesson 5:- Work sample will be collected and kept as a record. Students will be able to play each other’s games.

2

The early Church

gathered as a community

Key Question: Why did Jesus begin the Church?How would you feel being a new member of the early Church?Activity: Using the scripture Acts of the Apostles (Acts 2:43-47) students are going to unpack this

Key Question: How does the Church today gather?Activity: Using Popplet.com (Resource #5) Students are going to choose a sacrament of their choice, or a special event in the Catholic Church to create a Popplet how the specific event allows

Key Question: What does the Church today do differently to the Early Church?Activity: Students are going to use the website: http://www.readwriteth ink.org/compare-contrast-30066.html (Resource #6)To create a compare and

Key Question: What would you like to ask the Priest and why?Activity: Students are going to complete an activity (resource #7) which will aim to get students to create their own questions they would like to ask the priest about

Key Question: Student questions to be answered.Activity: The school priest is going to come into the classroom and from the questions student made up from the previous lesson the priest is

Lesson 1:- The student journal is a form of self-assessment that will be used to assess students own work. Lesson 2:- Popplet is going to be used a digital work sample that the teacher will receive a

scripture to identify how the early Church lived as a community.Students will then need to answer the second key question, using their reflection journals. Teacher may get students to share their work or keep it personal.

people to gather as a community.

contrast map - comparing the Early Church gathering as a community and how it has changed throughout society till today. Students can gather information from the scripture (Acts 2:43-47) read from the previous lesson and other resources to help students create their contrast and compare map.

‘the early Church gathered as a community’ and ‘how it is different from today’. Students questions must be related to the topic. The next lesson, the priest will visit the classroom and students will need to ask him their questions in order to have complete the activity.

going to try his best to answer all the questions.Students will need to listen and record the priests response so they can then feedback to the class the answer to their question.

copy of.Lesson 3:- Compare and contrast map will be used a form of digital work sample for the teacher to assess against a checklist.Lesson 4: - Students question is going to be marked against a checklist to assess where the students question is related to the topic.Lesson 5: - Anecdotal notes will be recorded throughout the lesson whilst the priest visits the students to answer their questions.

3Jesus chose

the first leaders of

the Church

Key Question: Why does the Church need leaders?Activity: Students are going to explore the key questions above and discuss as a group. Using Resource #8 students are going to act out different activities that a current leader of the church does for the community. Students

Key Question: Who did Jesus appoint to be leaders of the Church?Activity: Students are going to read and explore as a class. Afterwards students are going to individually watch a youtube video on Jesus choosing the Apostles:https://www.youtube.com/watch?v=rpGbD pvtQwStudents are then going to create a storyboard

Key Question: Can you pair the names and the Activity: Students are going to complete a flip book of the twelve Apostles. Students are going to use Resource #10 to complete their activity. At the end of class the teacher can practice asking students to flip and match the Apostles with the names.

Key Question: What is the importance of the Apostles?Activity: Students are going to research the importance of the Apostles in the early church. Individuals have the opportunity to present their work in any way they choose (open ended). Written or online. Information must

Key Question: What is the importance of the Apostles?Activity: Students are going continue on from the previous lesson to finish and finalise their research task. At the end of the task, students are to hand in their wok to the teacher.

Lesson 1:- Exit slips to be used at the end of the lesson to assess student knowledge.Lesson 2:- Storyboard is going to be assessed against a checklist, assessing the student’s ability to retell how Jesus chose the Apostles.Lesson 3:- Work sample will be used to assess

will need to discuss what the action is and why this action needs to be completed by a leader of the church.

(resource #9) about how Jesus chose his Apostles.

include:- Brief description of how Jesus chose the 12 Apostles- Role of the Apostles- How the roles were established- Spiritual gifts handed down from the Apostles- Local examples of each leader.

student ability to recognise the twelve Apostles.Lesson 4:- A rubric is going to be used to assessed the criteria students will need to include in their research task.Lesson 5:- The same rubric will be used to asses students research task.

4The Catholic Church have

rules to guide people

in the community

Key Question: What are some rules in your household?Activity: As a class, students are going to discuss and explore the key question. Following this, individuals will create their own poster listing some of the rules they need to follow in their house.

Key Question: Why does the Church community need rules?Activity: Using the Padlet.com (resource #11) students are going to, in groups, create a Padlet based upon answering the key question above. Individuals can research, if they like, to help build on their understanding of the key question.

Key Question: What are the rules of the Church community?Activity: The teacher is going to set out ten stations around the classroom. Students will rotate around each station building a list of the ten commandments and at each station students will need to complete a worksheet (resource #12) based on defining what they think the commandment means to them.

Key Question: What are the key two purpose of having Commandments?Activity: Before the lesson begins, all students are to read out aloud the ten commandments to help remember them. The classroom is going to be slip up into two different groups. Each focusing on a different purpose of the commandments. Students are going to role play a scenario of how by using the purpose of the commandments helps to change human perspective.

Key Question: How does following these rules benefit members of the Church community?Activity: Students are all going to be given a stone tablet (Resource #13) which they will need to list the Commandment and then write a description as he how that particular commandment benefits the Church community, and how people follow the Commandment. At the end of the class, students are going to share in front of the class what they

Lesson 1:- Anecdotal notes will be used to record student involvement within the discussion and ability to answer the key question.Lesson 2:- Digital work sample of the Padlet is going to be used to assess student ability to answer the key question.Lesson 3:- Checklist to be used to assess if students the ten commandments.Lesson 4:- The teacher is going to record notes on student ability to think critically think about

on life and daily activities.

achieved in the lesson, and then complete a pee feedback form about one member (teacher to assist so all students receive feedback).

the purpose of the commandments in our Church community.Lesson 5:- Peer feedback form will be used as a form of formative assessment.

5Members of God’s family are called to

love in communities

Key Question: What is the fourth commandment?Activity: Students are going to look further into answering the key question.Group rotations are going to be used to help students explore the fourth commandment in greatly detail.Activity 1: Students are going to look and read through children’s literature to find where the fourth Commandment is going being displayed.Activity 2: Students are going to watch a video and then will need to identify where the fourth Commandment is going displayed.Activity 3: Read a

Key Question: How did Jesus live out the fourth Commandment?Activity: Teacher is going to have the scripture from the book of Exodus on the board (Exodus 20:8-9). Students are going to, in groups, define what this commandment means in their own words. Next, students, using the bible, are going to each find a passage that describes how Jesus lived out the fourth commandment. Individuals are going to share with their group and the class.

Key Question: How does the fourth Commandment guide people to show respect for all leaders?Activity: All students are going to have a discussion based around answering the key question from the lessons. All students are then going to write a letter (Resource #14) to a leader they know of (either in the Catholic Church, or family member) and need to describe how the fourth Commandment helps them to have more respect for their role they have in the community.

Key Question: What are examples of displaying love within the community?Activity: Students, in groups, are going to be given different scenarios each. Groups will have time to rehearse their scenario. Each group will perform to the class. At the end of each scenario played out, as a class, students will need to discuss whether the scenario was someone/people showing love to the community or not. If the answer is no, then class will need to discuss how they can help change the situation so there is a positive outcome.

Key Question: What was something important that you learnt over the last five weeks of work?Activity: As an end of topic test. Instead of doing a traditional test with pen and paper. The teacher is going to create a Deck Toys (resource #16) for students to work their way through to complete the unit of work.

Lesson 1:- Teacher is to walk around and record anecdotal notes of student discussion with one anotherLesson 2:- Teacher to use sticky notes as work sample of content knowledge for each student.- Anecdotal notes also to be kept during the lesson.Lesson 3:- Written letter is going to be a work sample.- A checklist is going to be used to assess whether the student was able to achieve the outcome for the lesson.Lesson 4:- Checklist to be used to assist on assessing student learning.- Anecdotal notes to be recorded.

scripture, taken from the bible and will need to analyse where the fourth Commandment is going shown.

Scenarios and the students need to choose if the scenario is showing good or bad love towards other.

Lesson 5:- Deck Toys is the perfect tool for assessment, the teacher is sent a review of all students who achieved the activities and what they need to improve on. This tool is a summative assessment.

PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses student learning. Include how you would record the student achievement and how you would use this information for future teaching.

Assessment TaskYear level Year 5Learning area Religious EducationUnit of work Church 5.1Title of task Week 3, Lesson 4 and 5 - Jesus chose the first leaders of the Church

Task detailsDescription of task Students are to use previously learnt knowledge, to do Jesus choosing the first leaders of the

Church, to create an informative piece of work that will educate individuals about the importance of the Apostles during the early Church and the roles they played within the community.

Purpose of assessment The rubric is specifically chosen as it acts as a summative assessment for the end of that that content descriptor. Having the rubric will allow students to understand the main focus aims they are to explore and deepen their understanding.

Evidence to be collected Any notes the students have created whilst putting together their information work, The final copy work sample A list of any relevant resources the students used to help deepen their knowledge.

Future teaching The teacher is going to use the assessment task to help make conscious decisions whether students will need to revisit the information they have learnt. Evidently, the teacher should be continuously observing the students behaviours towards the topic to identify if students understand the content or need more processing time for the information.

Content DescriptionJesus chose the first leaders of the Church – Students are immersed into learning about how Jesus began to create the early community. Learning about the Apostles is an important aspect of the Early Church that students need to explore and develop understanding within. This activity will aim to help students do just what is required for them to learn and develop an understanding towards God, Jesus and their love for the Church community.

Task PreparationPrior learning Students should have answered these previous Key Questions:

Why does the Church need leaders? Who did Jesus appoint to be leaders of the Church? LESSON 3

Assessment differentiation The task is purposely created to promote inclusions throughout this learning area. All students have the opportunity to develop an informative piece of work that represents their own capabilities and achievements. Allowing students to develop the work in any way they choose will result in the student being able to use their own personal skills to their advantage and display their work in a way which they feel comfortable and confident in. The teacher will/should assess students according to the information they have included, their understanding of the topic.

Example Assessment: Week 3 Lesson 4 and 5 – Marking Rubric

PARENT INFORMATION NIGHT- include a beginning prayer, 5 presentation slides and your script explaining the RE Unit of Work and the learning and teaching of RE in your classroom. Include how we assess and report on student progress. Include any handouts, prayer, examples of work the children will be doing

Opening page:- Welcome parents to the Parent Information evening,- Explain how it is important to keep parents in the know about what is happening within the classroom of their child,- As well as identifying that the school strongly believes it is important to educate students about religious Education in engaging way to be explored further in detail later on.

Script Notes:

Agenda:- Briefly explain what the main points of the Parent information evening is going to consist.- State that the school prayer is a representation of the unity and a sense of community throughout the school which ties in well with the Religion unit of work.- Each main point for the evening will help parents to know exactly what is happening within the classroom with their child’s education.

Opening Prayer:- All parents/guardians and teachers to participate in saying the school prayer.- Prayer represents community and the continuous growth in the school’s community.- Throughout the unit of work students will begin each class with saying the school prayer so they are able to become familiar with it and be able to truly understand the meaning behind the school’s patron.

Importance of teaching Religious Education:- Teaching Religious Education in a Catholic school enables students to have the opportunity to develop and deepen their faith with Christ. - Students will learn about Jesus and what experiences he went through during his life; this will lead nicely into the Salvation topic for the unit of work.- Developing a relationship with God is also an important aspect of teaching Religious education in the classroom, this can be achieved through prayer, having discussions throughout the unit of work, and holding a Mass related to the unit of work at the end of the topic.

Specific content being taught over the 5 weeks:- The theme, ‘the Church’ has large emphasis on community, which strongly relates to the human topic and salvation topic (point out on slide).- Break up the three different key understanding and learning points: Human person, Jesus and Church.

- Human person relates to student identifying communities around them, that they interact with throughout their daily lives. - Jesus topic relates to understanding how the early church gathered to form as community, and how Jesus chose the leaders of the Church. This topic is an important salvation topic for students to be able to understand what Jesus did to show his love for community.- Church topic relates to community on a wider scale. Educating students about others in our community and what rules we as a Catholic faith follow to ensure all members of the community are loved and supported by one another.

- The unit of work will be explored in a variety of different ways to ensure that the content is year level based and appropriate for students to understand and become knowledge about the unit of work once the unit has come to an end.

Resources:Activities:- The various activities listed below are examples of what students will be completing during Religion class. - Brainstorming and group discussions allows for all students to voice their own opinions, thoughts and feelings towards the topic. The classroom is a no put down environment so all students are welcome to say what they think and feel.- Having open ended tasks gives the students the opportunity to work to their own abilities. All students are at different learning levels, so it is appropriate to have activities where student are allowed to work to their own ability. For example, getting students to create a poster about the Apostle’s, they have the choice on how they would like to present the poster.

Digital Technology:- Being in an era where technology is rapidly increasing throughout our classrooms, incorporating technology only seems like a great way to get students engaged in tasks.- Using different forms for getting students to create their work online will not only engage the students, but also get the students engage in the topic and their own learning. - For example, instead of doing a brainstorm on the whiteboard, students can use either Padlet or Popplet to create their own brainstorm and interact with other student’s ideas online. - Feel free to ask any questions about the online resources, or the activity that will be completed online.

Assessment Strategies:- A part of the learning process is to continuously assess the student’s progress of and for their learning.- As the teacher, I will continuously be making observations on students learning throughout all lessons, taking notes.- Using checklists is a great way to assess students who are achieving specific learning outcomes for the lesson. So all students are aware of the outcomes of that specific lesson, I will put up a goal on the board for each lesson so students know what they need to work towards.- Providing peer review feedback allows for each students to get feedback from someone of their own age and who will give back honest and constructive feedback. No negative feedback.- Allowing students to reflect on their own achievements and work gives each student time to process their own goals and what they need to do to achieve them. Self-reflection is also an opportunity for myself to gage how the students feel about the work, if it is too hard or too easy.- A rubric, will be used as a summative assessment for the

Reporting to parents:- Seesaw is a school wide program that is used to making reporting to parents easier when completing a unit of work.- This tool can be downloaded onto your phone or accessed through a computer to make sure you are always receiving up to date information regarding your student progress throughout the Religion unit of work.- As the teacher, I will regularly keep each parent/guardian up to date using images/videos of your child’s work so that you are aware of their learning and what they are learning.- The application is a great online tool for staying connected with parents/guardians in the classroom and is an easy tool for teachers to use when needing to make contact with parents/guardians.Feel free to ask any questions regarding this reporting tool.

All parents/guardians will receive this letter on the evening of the Parent Information night:

Assessment Strategies:- A part of the learning process is to continuously assess the student’s progress of and for their learning.- As the teacher, I will continuously be making observations on students learning throughout all lessons, taking notes.- Using checklists is a great way to assess students who are achieving specific learning outcomes for the lesson. So all students are aware of the outcomes of that specific lesson, I will put up a goal on the board for each lesson so students know what they need to work towards.- Providing peer review feedback allows for each students to get feedback from someone of their own age and who will give back honest and constructive feedback. No negative feedback.- Allowing students to reflect on their own achievements and work gives each student time to process their own goals and what they need to do to achieve them. Self-reflection is also an opportunity for myself to gage how the students feel about the work, if it is too hard or too easy.- A rubric, will be used as a summative assessment for the

PLANNED RITUAL - 1 planned ritual that supports the learning that has occurred in the unit of work. Use the songs, prayers, artwork that has been produced throughthe learning.

APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.

Bible Passages

WorksheetsResource #3 – Role of the Church: Week 1, lesson 4

1. Acts 2:43-47)

2. Luke 6:13-16

3. Exodus 20:8-9

Resource #4 – Memory Card creator: Week 1, lesson 5

Resource #7 – Questions for the Priest: Week 2, lesson 4

Student Name: _______________________ Date:____________________ Question the Priest!

Resource #8 – Leaders in the Church: Week 3, lesson 1Bishop, priest, pope and deacon

Student Name: _______________________ Date:____________________

Leader within the Church

Leader: __________________________________ Leader: __________________________________Leader: __________________________________

Resource #9 – Storyboard: Week 3, lesson 2

Leader: __________________________________ Leader: __________________________________Leader: __________________________________

Resource #10 – Twelve Apostles flip book: Week 3, lesson 3PAGE ONE:

PAGE TWO:

Resource #12 – The 10 Commandments: Week 4, lesson 3

Resource #13 – Stone tablet: Week 4, lesson 5

1. ______________________________________________________

2. ______________________________________________________

3.______________________________________________________

4.______________________________________________________

5.______________________________________________________

6.______________________________________________________

7.______________________________________________________

8.______________________________________________________

9.______________________________________________________

10._____________________________________________________

The Ten CommandmentsList the Ten Commandments In your own words, what might they mean?

1. ______________________________________________________

2. ______________________________________________________

3.______________________________________________________

4.______________________________________________________

5.______________________________________________________

6.______________________________________________________

7.______________________________________________________

8.______________________________________________________

9.______________________________________________________

10._____________________________________________________

Resource #14 – Write a Letter: Week 5, lesson 3

Dear ____________________

From, ____________________________

Digital Resources

Resource #1www.coggle.it Used in: Week 1, lesson 1

Resource #2iPad application

Resource #5www.popplet.com Used in: Week 2, lesson 2

Resource #9www.padlet.com Used in: Week 4, lesson 2

Resource #16www.decktoys.comUsed in: Week 5, lesson 5

Resource #9www.youtube.com Used in: Week 4, lesson 2

Bibliography

BibleGateway.com: A searchable online Bible in over 150 versions and 50 languages. (2019). Retrieved from https://www.biblegateway.com

Birch, J. (2016). Opening and Closing Prayers and Blessings. Retrieved from http://www.faithandworship.com/openingsandclosings.htm

Catholic Education. (2019). Church Perth WA: author retrieved from dropbox link https://www.dropbox.com/sh/l8rjgmvgrmdy15i/AABJGz-N8m4gpK279XdLUP5Va/Year%205?dl=0&subfolder_nav_tracking=1

EWTN: Catholic Mass, Daily Mass, Catholic Mass Readings, Catholic Mass Online. (2019). Retrieved from https://www.ewtn.com/daily-readings/

McGunnigle, C.& Hackett, C. (2015) Spiritual and religious capabilities for Catholic schools, eJournal of Catholic Education in Australasia, 2(1). Retrieved from http://researchonline.nd.edu.au/ecea/vol2/iss1/6

Religious Education - CEWA. (2019). Retrieved from https://www.cewa.edu.au/learning-and-wellbeing/learning-programs/religious-education/

Ryan, M. (2014). Religious Education in Catholic Schools: An introduction for Australian Students. Melbourne: David Lovell Publishing. (On reserve at St Teresa’s). Available from the Co-Op Bookstore online

Schemez, R. (2015). trust in the lord - YouTube. Retrieved from https://www.youtube.com/results?search_query=trust+in+the+lord

Wash, D. (2011). Be Not Afraid, Piano by Keith Daniel Washo. Retrieved from https://www.youtube.com/watch?v=wCqfzUWJKLw

Zeka, D. (2015). Twelve Apostles. Retrieved from https://www.jesus-without-language.net/wp-content/cache/page_enhanced/www.jesus-without-language.net//little-james-luke-6-make//_index.html_gzip