Developing a Learning and Teaching Sequence in social justice education

Description of Task: In this task you are required to develop a learning and teaching sequence based on TWO Related CATHOLIC SOCIAL JUSTICE THEMES raised in the Australian Catholic Bishops Conference [ACBC] 2013-14 Social Justice Sunday Statement – Lazarus at our Gate: A critical moment in the fight against world poverty Design a Catholic Social Justice Learning and Teaching sequence for use in Religious Education in your particular context (that is, school or parish) drawing from: • The content of this Unit, with particular focus on Hebrew and Christian Scriptures and Catholic Social Teaching and the use of social analysis; • Other material relevant to the justice issue or theme chosen, the particular context in which the learning and teaching sequence will be used and the chosen mode/s of delivery. Nominate the educational context which provides the focus for the learning and teaching sequence designed. For example: Students in a classroom setting in a Catholic primary school/ State school / CCD/ Catholic Secondary School; Youth Ministry; Parish Social Justice Group; AND the age group – for example, primary, secondary, post-secondary youth, young adult, adult, seniors. Your final submission will consist of: 1. A brief description of the TWO Catholic Social Justice themes identified in the Australian Catholic Bishops Conference [ACBC] 2013-2014 Social Justice Sunday Statement – Lazarus at our Gate: A critical moment in the fight against world poverty including a supporting quote from the document to illustrate each theme. [100 words] 2. A TITLE of your learning and teaching sequence and details of the context for which it is designed. [50 words] 3. A theological reflection background paper for teachers / facilitators using Hebrew and Christian Scriptures, Catholic Social Teaching and selected readings from the Unit and other relevant sources that specifically focuses on the two themes and their relationship to each other. [1000 words] 4. The content of the learning and teaching sequence: That is, what specifically you want the students to know at the end of the learning /teaching sequence [key learning]. This should have a specific reference to relevant aspects of ACBC 2013-2014 Social Justice Sunday Statement –– Lazarus at our Gate: A critical moment in the fight against world poverty (150 words) 5. In no more than 5 steps describe how the learning and teaching sequence will proceed. You may use some or all of these strategies – teacher direct instruction, group or pair work, film/ DVD/ YouTube, internet, discussion, creative activities (writing / art /drama), excursions or any other processes that will help the students to learn and reflect on the issue/theme and motivate them to action. [1200words] RESOURCES TO SUPPORT STRATEGIES / PROCESSES: With your teaching learning sequence you need: to justify the inclusion of; provide clear full citations for; and, provide a brief description of the content of – all resources that you have integrated into the learning and teaching sequence. For example, links to web-based resources such as websites, podcasts, YouTube, images / artwork; songs / music [provide lyrics, if necessary]; articles; textbook