Contextual information (literary form,
historical and cultural context and human
author’s intention) assists the reader to
gain deeper awareness of Old Testament
texts. The intention of the human author is
important in determining the nature of the
truth revealed in the text (e.g. historical
truth, factual truth, religious truth).
Contextual information (literary form,
historical and cultural context and human
author’s intention) assists the reader to
gain deeper awareness of New Testament
texts. The intention of the human author is
important in determining the nature of the
truth revealed in the text (e.g. historical
truth, factual truth, religious truth).
eligious Knowledge and Deep Understanding
The writings and key messages of the
founders of religious orders influence the
way of life of religious communities (e.g.
prayer life, apostolate, dress, spiritual
practices, beliefs, symbols, daily life).
ligious Knowledge and Deep Understanding
The Creeds of the apostolic and ancient
Churches, including the Apostles Creed
and Nicene Creed, expressed the Christian
understanding of God. Through the Creeds,
Christians are linked with the faith of
believers throughout history.
Religious Knowledge and Deep Understanding
The Catholic Church in Australia comprises
a number of geographical dioceses and
archdioceses. There are a variety of roles and
responsibilities within the leadership structure
of the Catholic Church in Australia (i.e.
deacon, priest, bishop, archbishop, cardinal).
The Church in Australia is a member of a
larger communion of churches in the Oceania
region. Within the Australian Catholic Church,
as well as across Oceania, local and regional
churches are influenced by their different
cultures and histories.
Religious Knowledge and Deep Understanding
The writings and key messages of
significant reformers (c.650CE-c.1750CE),
such as Catherine of Siena, Clare of Assisi
and Thomas Aquinas, challenged the
Church to question its nature and role in
the world.
Religious Knowledge and Deep Understanding
Concern for the good of the community is a
basic principle of Christian morality. According to
Church teaching, personal gifts are meant to be
at the service of others and of the common good.
The good of the community can be protected and
promoted in a variety of ways.
Religious Knowledge and Deep Understanding
Prayer in the Christian tradition, including formal
prayers such as Sign of the Cross, Our Father and
Hail Mary, nurtures the spiritual life of believers.
eligious Knowledge and Deep Understanding
Meditative prayer uses silence and stillness
to assist believers to listen and talk to God.
Believers use a range of practices (including
silence and stillness, and praying with icons and
images) for preparing the body and the mind for
meditative prayer, and engaging in the ‘work of
meditation’. Christian iconography expresses in
images the same Gospel message that Scripture
communicates by words. Praying with scripture
is a form of meditative prayer in the Christian
tradition. There are a variety of ways to pray with
scripture, including Lectio Divina (Benedictine
tradition) and Ignatian Meditation.
Religious Knowledge and Deep Understanding
The beliefs, values and practices of early
Church communities (c.6 BCE - c. 650 CE)
were influenced by ancient Mediterranean
societies such as Greece, Rome and Egypt.
Recurring broad patterns of historical change
(namely Construction: Searching for Unity,
Order and Authenticity; Deconstruction:
Challenges to Unity, Order and Authenticity;
Reconstruction: Restoring unity, order and
authenticity) are evident in the story of the
early Church as it came to understand its
nature and role in the world.
ayer in the Christian tradition, including the
ancient monastic prayer of The Liturgy of the
Hours, nurtures the spiritual life of believers. The
Liturgy of the Hours follows a prescribed pattern
of Psalms, Scripture and intercessions, and is
prayed at set times throughout the day. Believers
pray on behalf of others and with others.
Religious Knowledge and Deep Understanding
All Christians are united through their baptism
(Galatians 3.27-29) in the name of Jesus Christ
and receive the gift of the Holy Spirit (Acts
2:38). The term ‘ecumenism’ (from the Greek
Oikoumene meaning ‘of the whole inhabited
earth’) refers to the movement which seeks
to bring about the unity of all Christians. All
Christians are called to give witness to the
ecumenical spirit through pray
eligious Knowledge and Deep Understanding
In a time of great challenge and change (c.650
CE-c.1750CE), the Church had to respond
to many internal and external threats to its
physical existence, cultural influence, political
control, social structure, roles and relationships
and economic power.
Recurring broad patterns of historical change
(namely Construction: Searching for Unity,
Order and Authenticity; Deconstruction:
Challenges to Unity, Order and Authenticity;
Reconstruction: Restoring unity, order and
authenticity) are evident in the story of the
Church in a time of challenge and change
(c.650CE-c.1750CE) as it was forced to
question its nature and role in the world.
Religious Knowledge and Deep Understanding
Grace is the gift of God that enables people to
overcome sin; to love, believe and hope in God
and grow in goodness. The Church names this
work of grace ‘justification’. Virtues are attitudes
and dispositions that guide people to ‘do good
and avoid evil’. In Christian teaching, the cardinal
(pivotal) virtues are prudence, justice, fortitude
and temperance. Living a virtuous life - ‘doing
good’ - requires knowledge and understanding,
practice and perseverance.
sisted by the Holy Spirit, the Church draws
on the teaching of Jesus and its living Tradition
to respond to emerging moral questions.
Catholic social teaching proposes principles for
reflection, provides criteria for judgment and
gives guidelines for action. A consistent theme in
Catholic social teaching is that the good of people
be the criterion in making moral judgments about
social and economic structures.
isten and talk to God. Believers use a
range of practices (including centred breathing and
attending to posture) for preparing the body and the
mind for meditative prayer and for engaging in the
‘work of meditation’. Praying with scripture is a form
of meditative prayer in the Christian tradition. There
are a variety of ways to pray with scripture, including
Augustinian Prayer and Franciscan Contemplative
prayer. All forms of vocal and meditative prayer
are intended to lead believers to contemplation.
Contemplative prayer is the simple awareness of
the presence of God. It is pray
eligious Knowledge and Deep Understanding
Christians believe that the
nature of God is revealed
in the Old Testament. The
divine name, “I Am Who
Am”, is understood in
the sense that God is the
fullness of being, every
perfection, without origin
and without end.
Christian tradition expresses
the riches of the divine
name in a variety of
terms such as goodness,
abounding i
r sources combined to form the
Pentateuch. They are: the Priestly source
(P), Deuteronomist (D), the Elohist
(E), and the Jahwist (J). Key themes of
the Pentateuch include: creation, sin,
covenant, law and promise, worship, and
Chosen Peopl
eligious Knowledge and Deep Understanding
The inspired writings of various religious
and lay leaders (e.g. Catherine McAuley,
Nano Nagle, Edmund Rice, Don Bosco,
Elizabeth Seton and Mary MacKillop)
responded in new ways to the needs of
the faithful, especially through education,
works of charity, and health care
(c.1750CE-c.1918CE).
In a time of great challenge and change
(c.1750 CE - c.1918 CE), the Church had to
respond to many internal and external threats
to its physical existence, cultural influence,
political influence, social structure, roles and
relationships and economic power.
Recurring broad patterns of historical change
(namely Construction: Searching for Unity,
Order and Authenticity; Deconstruction:
Challenges to Unity, Order and Authenticity;
Reconstruction: Restoring unity, order and
authenticity) are evident in the story of the
Church in a time of challenge and change
(c.1750 CE - c.1918 CE) as it was forced to
question its nature and role in the world.
Respect for each person, as created in the image
of God and as a reflection of God, is expressed
through moral behaviour towards oneself and
others.
Two key principles of Catholic social teaching,
namely respect for the dignity of the human
person and human rights and responsibilities,
provide guidelines for developing a healthy
understanding of one’s personal identity and of
human relationships.
Assisted by the Holy Spirit, the Church draws
on the teaching of Jesus and its living tradition
to respond to emerging moral questions
about scientific and technological advances.
Catholic social teaching proposes principles for
reflection, provides criteria for judgment and
gives guidelines for action. The principles of
Catholic social teaching, especially promotion
of peace, stewardship, and common good,
provide guidelines for scientific and technological
advancement.
personal journals, poetry, books, pastoral
statements, conciliar documents), search for the mystery
of God in the midst of world events and the course of
human history (c.1918CE to the present), such as war
and peace, genocide and reconciliation, globalisation and
community, consumerism and sufficiency, relativism and
morality, development and ecology.
hristians believe God’s unending love and
mercy for humanity were revealed to the
people of Israel and expressed fully through
the person of Jesus.
he Eucharist draws on historical and
scriptural foundations, including Last Supper
(1 Corinthians 11:23-28) and sacrifice. The
Eucharist recalls Jesus’ example of service
and love (John 13:1-20), and those who
share the Eucharist are sent out to carry on
Jesus’ mission in the world. The Eucharist is
a means of reconciliation and forgiveness of
sins as expressed through prayers and actions
in the Mass (e.g. penitential rite, eucharistic
prayer and prayers before communion,
sign of peace). Eucharist is the primary and
indispensable source of nourishment for the
spiritual life of believers.
In a time of great challenge and change
(c.1918 CE to the present), the Church had to
respond philosophically and theologically to
unprecedented threats to both human ecology
and environmental ecology from science,
technology, materialism, consumerism and
political ideologies.
The Church’s philosophical and theological
responses involved rethinking and reforming
its cultural influence, political influence, social
structure, roles and relationships, economic
power and evangelising mission.
Recurring broad patterns of historical change
(namely: Construction: Searching for Unity,
Order and Authenticity; Deconstruction:
Challenges to Unity, Order and Authenticity;
Reconstruction: Restoring unity, order and
authenticity) are evident in the story of the
Church in a time of challenge and change (c.
1918 CE to the present) as it was forced to
question its nature and role in the world.
is obliged to
follow their conscience which requires careful and
lifelong formation.
Conscience formation for Christians entails not
only consideration of facts, but is guided by
prayer and reflection on the Word of God, the life
and teaching of Christ, the witness and advice
of others, and the authoritative teaching of the
Church.
bout
economic structures and development. Catholic
social teaching proposes principles for reflection,
provides criteria for judgment and gives
guidelines for action.
The principles of Catholic social teaching,
especially participation, economic justice, global
solidarity and development, preferential option
for the poor, stewardship, and subsidiarity,
provide guidelines for just economic order and
development.
Christians believe that human work shares
in God’s creative activity. Work enables each
person to use
The Prayer of St Francis,
The Canticle of Creation and The Magnificat.
The Prayer of St Francis is a prayer for peace. In a
world often troubled by war and violence, it calls
us to be instruments of Christ’s peace and love.
The Magnificat (Luke 1:46-55) is Mary’s song of
hope in God’s salvation and justice for all. The
Canticle of Creation is a prayer of praise for the
creator God.
ive prayer uses silence and stillness to assist
believers to listen and talk to God. Believers use a
range of practices (including praying with the help
of nature) for preparing the body and the mind for
meditative prayer, and for engaging in the ‘work of
meditation’. Lectio of Nature is a form of meditative
prayer in the Christian tradition. All forms of vocal
and meditative prayer are intended to lead believers
to contemplation. Contemplative Prayer is the
simple awareness of the presence of God. It is prayer
without words or images. Centering Prayer provides
a way of enriching and nurturing the spiritual life of
believers.
emporary Christian spiritual writings
reflect the signs of the times in the light of
the Gospel, and use a variety of mediums
and modes of communication to reveal
the mystery of God and of life.
eligious Knowledge and Deep Understanding
Christians believe that the mission of Jesus
is continued in the world and in the Church
through the activity of the Holy Spirit.
major Christian traditions, some
rituals are prepared according to formal
principles and rubrics. These rituals are
referred to as liturgy.
Liturgical adaptation is provided for in
istian moral teaching
provides guidelines and
limits regarding ethical and
moral responses to global
issues and challenges,
such as justice, tolerance,
reconciliation, peace,
ecology, nonviolence,
respect and appreciation for
others.
eligious Knowledge and Deep Understanding
Prayer in the Christian tradition
nurtures the spiritual life of
believers. Vocal prayer, meditative
prayer and contemplative prayer
are ancient examples of thi
A Maths Dictionary for Kids is an animated, interactive online math dictionary for students which explains over 600 common mathematical terms and math words in simple language.
Hi Jennifer,
This is a fantastic resource! I will certainly use it when planning a maths lesson. Thanks heaps!
Marnie
Feel free to follow my blog http://missm1992.edublogs.org/
After freaking out about not being able to distinguish between Constructive Knowledge and Transformed Knowledge, I appreciated the feedback from David and looked at Blooms Rose to analyse the words…
Justificatory essay
A 500 word essay justifying your selection of ICTs in your unit plan.
Conditions
500 words for the justification essay.
You should not go any smaller than a 11 point font for the essay.
what is "should not go any smaller than a 11 point font for the essay"
Conditions
No more than 8 pages for your unit, task sheet, and rubric combined.
It is acceptable to use a font as small as 8 point in your unit plan. You may also choose to use a "smaller" font (e.g. Arial Narrow).
Government site with useful information about the evolution of English in Australia and good use of language features to describe the words and their usage.
Great resource for Foundation/Year one to help consolidate number recognition. It enables students to match objects with words and numbers. This is a great visual tool for those visual learners within the class. Each student has a turn at matching the number of children with the number on the bus and further along in the lesson, the pictures change to trees and apples. Very engaging for students.
This is a literacy resource for prep children. I like the use of images as this is age appropriate. The main concern I would have is that it is quite limited in the number of examples of rhyming words given.
A great article which has contributed to my Geographical PCK. It can be accessed through the USQ library. I especially love the concluding words "Children's voices empower pedagogy".
the preference for visually presented information.
bias for visually presented information.
The developing child requires the right combination
of these experiences at the right times during development in order
to develop optimally.
The technologies
that benefit young children the greatest are those that are interactive
and allow the child to develop their curiosity, problem solving and independent
thinking skills.
Children
are natural "manipulators" of the world
With television, they watch and do
not control anything
cameras and tape recorders and video cameras in the classroom
children think differently
than adults
Children need real-life
experiences with real people to truly benefit from available technologies.
Children have to have an integrated and well-balanced set of
experiences to help them grow into capable adults that can handle social-emotional
interactions as well as develop their intellectual abilities.
What's important is when experience is provided and how it's
mixed in with other crucial experiences.
Parents and teachers must act as facilitators in children's learning.
parents and teachers can take advantage of the interactive qualities
of a computer to enhance the experiences available to children.
our task is to balance appropriate skill-development with technologies
with the core principles and experiences necessary to raise healthy children
he key to making technologies healthy
is to make sure that we use them to enhance or even expand our social
interactions and our view of the world as opposed to using them to isolate
and create an artificial world
as with all other tools, adults must protect children
from misuse or inappropriate access.
struggle with
ontrolling access to content that
may not be developmentally appropriate.
ccess
to information that is developmentally appropriate is something that we
need to be very concerned about
may think that buildings are blowing
up all over the place and many planes crashed — rather than understanding
that these multiple stories are actually from single events
word processor and they can hand
in papers that are clean and neat and they can see how to spell words
correctly
put them on a
simplest level,
ine motor
arge motor problem
heir handwriting
is very immature and very slow and looks sloppy
Here's the first of the "links to online resources". It links to an earlier blog post of mine. But this is still an online resource.
This is likely to be the most common example of "link to online resource"
The image below (sorry had to highlight more than the image) is an example of a link to an online resource.
It's actually an example of two types.
First, click on the image and you get taken to a larger version of the image on another site. i.e. it's linked to another resource.
But the image itself as embedded in this page is actually coming from somewhere else online. Another example of a link to an online resource.
Hi djplaner
This image has many words that resinate with how I am feeling at the moment including; clever, excited, interested and successful! I am very excited to extend my knowledge of what the wonderful world of ICT has yet to teach me. I just learnt about ICloud and Drop Box today from one of the teachers on the campus. Just loving how everything on the world wide web is connected and through accidental networking I can learn so much!
Just clicking on this resource has linked me to another page with information regarding scootle and campus information. How beneficial! Who knew that pictures could be hyperlinked as well as words and URLs.
Using this post of mine to explain what the phrase "links to online resources" from the learning journal component of assignment 1 might include. Look at the annotations on this page for more explanation
A blog of an Early Childhood teacher who uses differentiated instruction to develop fun learning activities to help develop fine motor skills in young children. This teacher uses a variety of fun art activities that help children learn site words and sounds, letter formation and recognition, word construction and learning to count and sort shapes, while also strengthening up the children's fine motor skills.