KEY LEARNING AREA:

Religious Education Gods Voice: Trinity

TERM / YEAR: 1, 2015
TEACHERS: Caroline Butterfield and Kathleen Hore

GRADE: 3/4

Fertile Questions
Where do we find God in the text?
How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

VISION / AIM
By the end of Year 3/4, students will
demonstrate their understanding of the features of the Bible
express how a reader uses knowledge about the Bible to better understand God's Word
describe that scripture speaks of God in many ways, specifically for Christians as Father, Son and Holy Spirit, and this understanding
of God as Trinity

General Capabilities
Literacy
Comprehending texts through listening, reading and viewing.
Use language to interact with others.
ICT Capability
Locate generate and access data and information
Collaborate, share and exchange and creating with ICT
Locate, generate and access data and information
Critical and creative thinking
Transfer knowledge into new contexts

Cross-Curricular Priorities

Class Context for Learning Differentiated learning

Class Needs
Students will use several multiple intelligence activities to explore knowledge and understanding and to engage all learning types, such as
kinaesthetic learning (hands-on craft and colour meditation/prayer activities), and visual/spatial (ICT and interactive sites for exploring
specific concepts), intrapersonal and interpersonal (group work) meaning-making.
Individualised Learning Needs
ESL

Photocopied sheets for two students who have difficulty reading the board. Use of ICT and worksheets will be used.
Student given visual support by segmenting tasks and more time to complete tasks.
Student given one-on-one support (when needed) with sentence structure and spelling assistance, and Reading to Learn support.
one-on-one assistance with language and explanation (verbal and written), Reading to Learn strategies and support.

Catholics/non-Catholics other faiths practising/non-practising utilise language that recognises everyday experience with Christian
belief.

Learning Intentions
Learning Intention
By the end of this series of learning experiences, students
Develop their understanding of God's Word in Scripture as they use the Bible's referencing system to locate books, people, places
and things
Behind and Within the Text: Listen to, read, view and interpret Scriptural passages that express God as Father, as Son and as Holy
Spirit
In Front of the Text: connect with the Trinity through ritual, scripture and prayer

Success Criteria
Students locate and identify a variety of books and text types in the Old Testament and New Testament.
Students identify and explain Scriptural passages that express God as Father, as Son and as Holy Spirit.
Students identify and explain Trinity through ritual and prayer.

Assessment
Success criteria

Assessment opportunities

Students locate and identify a variety of books and text

types in the Old Testament and New Testament.
Students identify and explain Scriptural passages
that express God as Father, as Son and as Holy Spirit.

Students use a cube to complete a series of tasks designed to develop

skills in using biblical referencing to locate and reference scriptural
texts.
Students investigate New Testament Texts that describe God as Father,
God as Son and God as Holy Spirit and complete a retrieval chart to
record their findings.

Students identify and explain Trinity through ritual and

prayer.
Students will have a one-on-one discussion with the teacher (checklist)
explaining the relational nature of Trinity and recognising it as Christian
belief.

Content Descriptions
Year 3
In Year 3, students develop their understanding of Gods relationship
with people as individuals and as community, and the presence and
action of God in daily life experiences, as they engage with a variety
of texts (including key stories from the Torah, images of God used in
Old Testament texts, and the wisdom of prayers attributed to the
saints). They develop an appreciation of the order and harmony of
creation. They learn about the cultural contexts in which the Gospels
were written and the text types used in the New Testament to
develop their understanding of the life and teaching of Jesus and the
Christian belief that Jesus is the Messiah.
Students develop an appreciation of the Scriptures as a basis for
Christian moral living, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and
disadvantaged. They develop an appreciation of the collaboration of
clergy, religious and laity as they learn about significant features of a
parish and diocese, past and present. They learn about the
significance of the Sacraments of Initiation (Baptism, Confirmation,
Eucharist) for the Church community. They investigate prayers of
thanksgiving and prayers of praise, including psalms and doxologies,

Year 4
In Year 4, students develop their understanding of Gods Word in
Scripture as they use the Bibles referencing system to locate
books, people, places and things in the Bible and engage with a
variety of books and text types in the Old Testament and New
Testament. They listen to, read, view and interpret Scriptural
passages that express God as Father, as Son and as Holy Spirit, to
learn about the Christian belief that God, as Trinity, is relational in
nature.
Students begin to appreciate the significance of community for
Christians: of living in loving relationship with God, others and all of
creation. They develop their understanding of community through
an exploration of different texts, including the Decalogue and the
writings of St Paul, and the experiences of different communities,
including Jewish communities in first century Palestine, early
Church communities in Australia (c.1788 CE - c.1850 CE) and
contemporary parishes and dioceses. They examine how free
choices result in actions that affect the individual and their
community. They broaden their understanding of the significance
of the Sacraments for Church communities through an exploration

to facilitate an appreciation of the significance of these forms of

prayer for Christians.

of the Sacraments of Healing, including Anointing of the Sick and

Penance. They examine prayers of blessing, petition and
intercession to facilitate an appreciation of the significance of
these forms of prayer for Christian communities.

Achievement Standard
By the end of Year 3, students select and use information, ideas and events in texts (including key stories from the Torah; images of God
used by the human authors of Old Testament scriptures; and prayers attributed to the saints) to express their ideas about Gods
relationship with people as individuals and communities; Gods presence and action in daily life experiences; and the order and harmony
in Gods creation. They locate information about the cultural contexts in which the Gospels were written and the text types used by the
human authors of New Testament texts. They use this information about texts to discuss ideas about the life and teaching of Jesus,
including the Christian belief that Jesus is the Messiah.
Students explain how the Scriptures provide a foundation for living a moral life, including respect for basic human rights and
acknowledgement of responsibilities, in particular to the poor and disadvantaged. They identify prayers of thanksgiving and prayers of
praise, including Glory to the Father [Glory Be] and demonstrate understanding of the significance of these forms of prayer for Christians.
They explain ways in which the Sacraments of Initiation (Baptism, Confirmation, Eucharist) welcome and strengthen members of the
Church community. They describe significant people, events and features of a parish and diocese, past and present, including the
collaboration of clergy, religious and laity. They participate respectfully in a variety of prayer experiences, including meditative prayer,
prayers of thanksgiving and prayers of praise.

By the end of Year 4, students use the Bibles referencing system to locate books, people, places and things in the Bible. They identify a
variety of books and text types in the Old Testament and New Testament and explain how a reader uses this knowledge to better
understand Gods Word. They recognise the Christian belief that God, as Trinity, is relational in nature by identifying and explaining some
Scriptural passages that express God as Father, Son and Holy Spirit.
Students explain the significance of community for Christians. They connect ideas about living in community from different texts (including
the Decalogue and the wisdom of St Paul) and from the experiences of different communities (including Jewish communities in first
century Palestine, early Church communities in Australia (c.1788 CE - c.1850 CE) and contemporary Church communities). They explain
how free choices result in actions that affect the individual and their community. They describe practices and characteristics of
contemporary parishes and dioceses (including celebration of the Sacraments of Anointing of the Sick and Penance) and explain how these
are modelled on the mission and ministry of Jesus. They use an appropriate structure to create prayers of blessing, petition and
intercession, and demonstrate understanding of the significance of these forms of prayer for Christian communities. They participate

respectfully in a variety of prayer experiences, including meditative prayer and prayers of blessing, petition and intercession.

Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Tuning In
Visual Learning Experience Teacher goes through the
Learning Intentions and Achievement Standards.

Resources
Paper Bibles 1 between 2
Background Information

Students discuss the various features of a story book

including: title, author, illustrator, contents, chapters and
headings in order to introduce the features and purposes of
particular texts.
Students examine a Bible and individually or in pairs discuss
the features of the Bible How is it different from the story
book?
They write at least one question on a post-it note that they
have about the Bible. Students share findings with the class
and share and answer each other's questions.

The word, Bible, comes from the Greek ta biblia, which

means "the books." While many people regard the Bible as
a single book, it is in fact a library of books which were
written over a period of approximately 1500 years. The
Bible tells how God was revealed to the Jewish people
first, then to all people through Jesus Christ. The Bible tells
us about how God acts in human history. It is the inspired
Word of God. The languages in which the books of the
Bible were written were Hebrew, Aramaic and Greek. Most
of the Old Testament books were written in Hebrew.
For Christians, the Bible is divided into the Old Testament
(containing 46 books) and the New Testament (containing
27 books). The word, testament means covenant or
agreement. The Old Testament was put together by the
Hebrews and the New Testament was collected and
preserved by early Christians after the time of Christ.
The word, Gospel comes from an Anglo-Saxon word and
means "Good
News." It means the good news proclaimed by Christ and
given to us in written form by the authors of Matthew,
Mark, Luke and John. There are no original manuscripts of
any books of the Bible in existence today. We have only
copies. The oldest copy is the Book of Isaiah, which is in
Hebrew and dates from about 100 B.C.E. It was found in a
cave near Jericho in 1947 and is part of the Dead
Sea Scrolls. The oldest New Testament manuscripts we have
date from approximately C.E. 350.

Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Stories handed down through the generations by word of
mouth (almost all of the Book of Genesis is from oral
accounts, or what we call the oral tradition). The more
important stories were memorised and told on special
occasions.
Many different human authors wrote the Bible over a period
of approximately 1500 years. God inspired these human
authors. It was not the intention of these authors to write a
book that would be entered into "The Bible," as we know it.
The whole thrust was to preserve the traditions of how God
interacted with humanity. Since the Bible is not one book,
but a library of books, there are many different kinds of
writing in it e.g. prose, proverbs, parables, prophesy,
prayers, poetry, narrative hymns, legends, legal documents,
letters, sermons, songs, stories, etc. This is called Literary
Form.

Finding Out &

Sorting it Out

(Over two lessons)

Resources

Students participate in a discussion about why stories about

Jesus are only found in the New Testament. Students listen as
teachers explain the following:

Computer/Projector Bible Skills

For Christians, the Bible is divided into the Old

Testament (containing 46 books) and
the New Testament (containing 27 books).
The word testament means covenant or agreement. The Old
Testament was put together by the Hebrews and the New
Testament was collected and preserved by early

Assessment Series of Tasks (Individual Cube)

Worksheet Group Tasks Bible Skills
Worksheet Cube
Card Paper

Learning Experiences
Core Content Area One The Bible and Its Structure
Focus/Question Where do we find God in the text?
Christians after the time of Jesus Christ. Most of the Old
Testament forms the sacred text for the followers of Judaism
and is the scripture that Jesus knew (because Jesus was a Jew).

Class Activity: As a group students discuss a Bible Skills

worksheet to identify the various features of a page from the
Bible. They compare and discuss their answers.

In groups, students complete a series of tasks worksheet

designed to develop skills in using biblical referencing to
locate and reference scriptural texts. Individuals do the
answers on a cube net and stick onto card to create the cube.

Learning Experiences
Core Content Area Two Finding Gods Voice in the Text
Focus/Question Where do we find God in the text? How is God
represented?
Explore text types in Old Testament stories
Tuning In
Moses
Students are introduced to the story of Moses by viewing the
short movie clip that shows the opening scenes of the movie
Prince of Egypt. They discuss the clip as a class identifying
which Bible story the movie clip is about and what they know
about this story. As a class use the Ex 1:8-22; 2:1-10 in the
New Revised Standard Version Catholic edition (NRSV Cath
ed.) using Bible Gateway as an example of locating and
referencing through a guided lesson. They read the text either

Scriptural Text: Ex 1:8-22, 2:1-10, Ex 3: 1-14

Resources
Moses movie clip (Prince of Egypt)
http://safeshare.tv/w/IvQhOcqicH
Computer and screen
Exodus Retrieval Chart on computer and screen

Learning Experiences
Core Content Area Two Finding Gods Voice in the Text
Focus/Question Where do we find God in the text? How is God
represented?

Scriptural Text: Ex 1:8-22, 2:1-10, Ex 3: 1-14

as a class identifying the text type or literary form as a

narrative.
Discussion is around the symbolism of the burning bush - God
as the Holy Spirit.
Students read as a class Ex 3: 1-14. Students are given a hard
copy to discuss in pairs.
As a class a Biblical retrieval chart to identify the text types,
the meaning and the way God's voice is heard in the Exodus
story.

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

Tuning In

Students begin this lesson by making the Sign of the Cross. They
discuss as a class this outward symbolic gesture that Christians
make in the shape of a cross that names God as Father, Son and
Holy Spirit. They listen as the teacher explains that Christians
understand God in this way and use the word Trinity to name this
understanding of God.
Father speaks of God as source of all life, as nurturer, as
loving protector. The Son is the perfect image of his Father,
and the Word through whom all creation comes into being.

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.
Resources
Computer links to Triquetra and the Borromean Rings
Green Paper
Worksheet - shamrock
Teacher Background
What is the Trinity? Christians regards their religion as
monotheistic, since Christianity teaches the existence of
one God - Yahweh, the God of the Jews. It shares this belief
with two other major world religions, Judaism and Islam.

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

The Spirit is the mutual love of Father and Son,

communicated to us as life-giving gift.
Students view symbols that represent the idea of Trinity. E.g. the
Triquetra,
http://christianity.about.com/od/symbolspictures/ig/ChristianSymbols-Glossary/Trinity--Triquetra-.htm
the Borromean rings
http://christianity.about.com/od/symbolspictures/ig/ChristianSymbols-Glossary/Trinity--Triquetra-.htm

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.
However, Christian monotheism is a unique kind of
monotheism. It holds that God is One, but that three distinct
"persons" constitute the one God: the Father, the Son, and
the Holy Spirit. This unique threefold God of Christian
belief is referred to as the Trinity (from Latin trinitas,
"three").
Fast Facts on the Trinity
The word "Trinity" does not appear in the Bible
The word "Trinity" was first used by Tertullian (c.155230)

(St Patricks Day) 17th March.

St Patricks Day
Create a three leaf clover see
http://www.christianpreschoolprintables.com/Pages/StPatricksDay/
StPatricksDayTrinityCraft.html

The doctrine of the Trinity is commonly expressed as:

"One God, three Persons"
The doctrine was formally defined at the council or
Nicaea in the Nicene Creed, which declares Jesus to be:
"God of God, Light of Light, very God of very God, begotten,
not made, being of one substance with the Father."
The doctrine of the Trinity took centuries to develop,
but the roots of the doctrine can be seen from the first
century.
The word "Trinity" is not found in the New Testament, nor is
the doctrine explicitly taught there. However, foundations of
the concept of the Trinity can be seen in the New Testament,
especially in the Gospel of John, one of the latest and most
theologically developed of the New Testament books.

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.
Hints of Trinitarian beliefs can also be seen in the teachings
of extra-biblical writers as early as the end of the first
century. However, the clearest early expression of the
concept came with Tertullian, a Latin theologian who wrote
in the early third century. Tertullian coined the words
"Trinity" and "person" and explained that the Father, Son
and Holy Spirit were "one in essence - not one in Person."
About a century later, in 325, the Council of Nicea set out to
officially define the relationship of the Son to the Father, in
response to the controversial teachings of Arius. Led by
bishop Athanasius, the council established the doctrine of
the Trinity as orthodoxy and condemned Arius' teaching that
Christ was the first creation of God. The creed adopted by
the council described Christ as "God of God, Light of Light,
very God of very God, begotten, not made, being of one
substance (homoousios) with the Father." 4
In the New Testament the unique revelation is of God as
Trinity. No image satisfactorily portrays the relationship
between Father, Son and Spirit that preserves their distinct
personhood yet expresses their unity. But the very names
given to the persons of the Trinity are themselves powerful
images. Father speaks of God as source of all life, as
nurturer, as loving protector. The Son is the perfect
image of his Father, and the Word through whom all
creation comes into being. The Spirit is the mutual
love of Father and Son, communicated to us as life-

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.
giving gift.

Finding Out
& Sorting
Out

Communic
ating

Students participate in an online search, using a navigational tool

such as Biblegateway.com, to locate scripture references that
speak of God as Father, Son and Holy Spirit. Some examples
include: 2 Cor 13:13, Acts 7:55, Jn 1:32, Lk 1:35, Jn 15:26, Mt
28:19. Students investigate New Testament Texts that describe
God as Father, God as Son and God as Holy Spirit and complete an
Assessment retrieval chart to record their findings.
Students create a visual display, such as a Word Wall, of words and
phrases that describe God as Father, Son and Holy Spirit.
Behind the Text
Background information about the Gospels and what was
happening Behind the Text during this time is spoken. Discussions
are around who John the Baptist was and how baptism is about
conversion, recognising Jesus as the son of God and Gods voice
on Earth. Students express their understanding of the Holy Spirit
(Students fill out a Place Mat focussing on Mark 1:1-13).
Within the Text
Students use Synoptic Parallels to locate and read the story of
Jesus' baptism and analyse the text Matthew 3:13-17/Mark 1:911/Luke 3:21-23 (Jesus is baptized by John). They work in
pairs to complete a three circle Venn Diagram to identify the
similarities and differences between the texts. Students discuss

Resources
Assessment Retrieval Chart God the Father, the Son
and Holy Spirit
Word Wall Father, Son and Holy Spirit

Resources
Place Mat Behind the Text
Venn Diagram Within the Text
Teacher Information: Behind the Text Experience
Jesus Today
In Jesus Day
John the Baptist was Jesus older cousin by a few months.
John didnt become a priest like his father, Zechariah. But he
had spent some time in the desert, perhaps with the Jewish
monks of Qumran. With the Monks John would have learned
about the frugal life of the desert and about purification by
water. He preached about a baptism for the forgiveness of
sins. They would be submerged in the River Jordan and were
considered pure, making the decision to live a new life

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

how an understanding of the texts helps believers to better

understand God's Word.

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.
(transformation, conversion).

When the Gospels were Written (Authorship)

Marks Gospel was written about seventy years after Jesus
birth. It announces the Good News of Jesus Christ, Son of
God.

Mark wanted his readers to see that this beginning wasnt

the beginning of any story. That is why he surrounded
Jesus baptism with astonishing signs seen by Jesus alone
the skies were torn open and the Holy Spirit descended like
a dove. The voice of God introduced his son, Jesus.

Mark also made the point that Jesus had to struggle to find
his way forty days in the desert. Jesus was encouraged by
the Holy Spirit, tempted by Satan, served by angels, and
accompanied by wild animals.

Reflecting
and
Evaluating

Meditative Prayer
As Jesus went out to the dessert to take some time to meditate
and pray about the path he was to take, we too do meditative
prayer. Explain that we do Mindfulness and stillness and silence

Resources
Praying in Colour: Plain white A4 Paper one per each
student

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.

already: what types of meditative prayer do we have? (Mindful

walking, Mindful bodies, Mindful drawing, Mindful listening)

Assessment: one-on-one discussion with the teacher

explaining the relational nature of Trinity and recognising it
as Christian belief

Praying in Colour - http://prayingincolor.com/praying-in-colorpraying-in-black-and-white.

LIFE computers and logins

1) Write your name for God on a piece of paper. Draw a shape

around it or just start to doodle. The drawing becomes a
prayer space, a small prayer closet. Using mindfulness
(mindful drawing), as they are drawing, use one of the
above Gospel texts of Jesus is Baptised for a focus while
drawing.
2) Add marks and shapes. Focus on the name you chose. Ask
God to be part of your prayer time with or without words. If
words come, pray them; if not, enjoy the silence.
3) To pray for a person, write their name on the page. Draw
around it. Add colour. Keep drawing as you release the
person into Gods care.
Add other people to your drawing. Think of each stroke of your pen
as a prayer for them. Take a breath or say Amen between each
person.
Living Today
Discuss how we see the trinity today: in church, prayer, rituals
Discuss how events can change our lives starting a new school,
moving house, meeting someone new or making a new friend. All

Learning Experiences
Core Content Area Three - Scriptural words revealing God as
Father, God as Son and God as Holy Spirit
Focus/Question How is God represented?
What is Trinity? What does it mean? Why does it mean to me?

of these experiences make us look at the world differently and act

differently. This is like a new birth transformation.
Explain that the Gospel is the Good News Jesus Christ, and it
calls us to begin a new life. Through Jesus, God speaks the Word
that brings us to life. Gods voice supports us through the
transformation: God as Father, his Son Jesus and the Holy Spirit.
We see this in church, prayer and rituals.
On Life, students explain an event that they experienced that
made them act and see the world differently. How can the voice of
God support and help them through this transformation? (Prayer,
meditation, understanding the Trinity and the Gospel as the voice
of God)
Assessment: one-on-one discussion (Student and Teacher) about
the Trinity and what it means (checklist)

Mandated Sacred Text Jesus is Baptised by

John
Matthew 3:13-17/Mark 1:9-11/Luke 3:21-23
Supplementary Texts God as Father, Son and
Holy Spirit
2 Cor 13:13/Acts 7:55/ Jn 1:32/Lk 1:35/ Jn 15:26/ Mt
28:19.