Nathan Er 20161489 Principles of Primary Religious Education

LESSON PLAN ONE A - Wondering at the Creator

Key Understanding/ Learning Point
Teaching Focus for the Lesson
A1.1 Recalls the purpose of the human body.
The focus of this lesson is to develop the students
knowledge of sexuality in relation to the purpose of the
human body. In particular this is how students can use how
they think, feel and act to express the love and good within
them.
The body is meant to express love.
Good thoughts.
Sharing kindness and friendliness through our body.

Lesson Objectives:
Student Prior Knowledge
Students can brainstorm cooperatively, the purpose of our body in small groups.
Year 3 students in the Jesus unit learnt that can
Students can list three ways in which they can relate to others using their body.
relate with people through the use of their body.
Students identify and list three activities in which they use their bodies to express love
Year 5 students were introduced in the Penance unit
and goodness verbally and non-verbally.
that males and females can have different ways of
relating with others through the use of their sexuality
and bodies.

Classroom Management Practices Integration into Other Learning Areas

Respect for each other in the classroom; students Visual Arts: Development and application of artistic techniques and processes with
are to raise their hand if they wish to speak and wait space (basic facial proportions) to create artwork. (ACAVAM115)
their turn if someone else is already talking.
Students are to remain respectful during quiet times
or during prayer. Students can however quietly talk
and discuss if necessary.
Once drawing time is over, lead pencils are be
placed at the top of their tables.
Nathan Er 20161489 Principles of Primary Religious Education

Timing Steps of the Lesson Resources

Introduction
5
minutes Students to start the lesson seated on the mat at the front of the classroom.

Have students think back to year 5 where they learnt how males and females have

different ways of communicating with the use of their bodies.

Allow students to think, pair and share with the whole class in a two minute

time limit.

Possible answers could be through the use of verbal and nonverbal

communication using their bodies and mediums such as writing, text

message and social media.

After the think, pair and share activity, introduce the topic of the lesson as

Recalling the purpose of the human body.

Introduce the focus of the lesson through a silent ordering game where

students have to order themselves by their birthday without using verbal

communication.

After the quick introductory activity, link the non verbal ordering activity to the

focus of the activity on how they used their body to communicate and extending
Nathan Er 20161489 Principles of Primary Religious Education

their understanding by ways on how the body can be used to express and share love

and goodness.

Strategies for Learning and Teaching

20 A3 Paper, one for each student.
minutes
Students are to move from the mat at the front of the classroom to their desks.

Introduce the activity of the lesson by asking students how they can use their bodies

to express love and goodness through the use of their bodies in different situations.

To be completed as a class discussion.

For example at home with family, with friends, in sport and in school.

Possible answers could be high fives, compliments, smiling, etc.

After this class discussion, have a student from each of the seating groups collect a

piece of A3 paper for each student at their desk.

Once each student gets a piece of A3 paper they are to get out a lead pencil.

Students to be given 3 minutes to draw a picture of their body.

Once the allocated drawing time is complete, students are to place their drawing

pencils at the top of their desks.

Students are then to label and list at least 3 ways they use their bodies to

relate with others and label at least 3 ways in which they can use their bodies

to express and share love and goodness.

Nathan Er 20161489 Principles of Primary Religious Education

Once students have completed the activity they can then add to their drawing of their

body with the lead pencil or colour in until a majority of students have completed the

activity.

Students to share with other students the ways that the human body can be used to

relate, express and share love and goodness with others.

5 Conclusion God Planned Me guided meditation.

minutes Page 65 of the Loving Like Jesus
Students are to return to the front of the classroom to discuss after submitting their
unit course book.
Youtube music video
A3 activity to the teachers desk.
https://www.youtube.com/watch?v
Group leaders to share with the broader class some of the most interesting or unique
=nFM61u1VPtE
ways in which a person can relate, share and express love and goodness.

Conclude the lesson by having students find a comfortable place to lay or sit within

the classroom and away from other students to silently meditate and reflect on the

lesson and the purpose of their body.

While students are meditating, read the God Planned Me guided meditation

found within the Loving Like Jesus unit workbook.

This can be accompanied by calming meditation music found on youtube.

Calming Relaxing Music Royalty Free Music (4.08)

https://www.youtube.com/watch?v=nFM61u1VPtE
Nathan Er 20161489 Principles of Primary Religious Education
Catering for Learner Diversity
Students struggling with the activity can be
encouraged to think of times where they
communicated with others or shared love and
goodness with others.
Students can be extended by linking their answers
with examples that possess similarity with Bible
stories.
Students of diverse spiritual and religious
backgrounds can still participate in the activity,
however interpret the lesson as a social human
biology lesson.
Evidence of Learning for Assessment and Reporting
Checklist assessing:
Students being able to brainstorm cooperatively. To be completed during the
lesson.
Students being able to list at least three ways in which they use their body to
relate to others. To be completed with later marking of the lesson activity.
Students being able to identify at least three activities in which they use their
bodies to express and share love and goodness. To be completed with later
marking of lesson activity.
Nathan Er 20161489 Principles of Primary Religious Education

LESSON PLAN TWO B - The Promise of Christian Salvation

Teaching Focus for the Lesson Key Understanding/Learning Point
Jesus is used as an example of how you can perform the purpose of B1.1 State the ways in which Jesus expressed love and goodness through his body.
our bodies. This is achieved verbally and non verbally and used to
express and share the goodness of God.
Through Jesus, Gods love was revealed to people and is seen as a
model for how humans should live in response to Gods love.

Student Prior Knowledge
Students explored the purpose of the human body in A1.1 of
the unit.
Students looked at the different ways that humans can relate
to each other verbally and non verbally.
Students have discussed how they can use their bodies to
express and share love and goodness through the use of
their body.
Popular parables within the New Testament.
Lesson Objectives
Students are able to use a Bible to find New Testament stories related to the
activity.
Students are able to summarise and draw a New Testament story where a
character has non verbally spread the love and goodness of God.
Students are able to summarise and draw a New Testament story where a
character has verbally spread the love and goodness of God.

Classroom Management Skills Integration with Other Learning Areas

English: Students create literary texts that adapt ideas and structure from
Respect for each other in the classroom; students are to
familiar texts. (ACELT1618)
raise their hand if they wish to speak and wait their turn if
someone else is already talking.
Students are to remain respectful during quiet times or during
prayer. Students can however quietly talk and discuss if
necessary.
Timing Steps of the Lesson Resources
Introduction
7 Students to start the lesson seated on the mat at the front of the classroom.
minutes
Nathan Er 20161489 Principles of Primary Religious Education

Students to start the lesson by watching the first two minutes of a video on youtube
Youtube Video:
to spark classroom discussion. https://www.youtube.com/watch?v=bxqtd
MwkIKs
The Most Inspiring Video of All Time! Thanks Internet! (7:23) The Most Inspiring Video Of All Time!
Thanks Internet!
https://www.youtube.com/watch?v=bxqtdMwkIKs

Play the first two minutes of the video and pause the video at 2:18 where the

sign for free hugs is visible.

Once the video has been paused at the suggested time, have students discuss in

partners how people in the video have used their body to share Gods love and

goodness.

Try to link answers to the lesson in A1 where students recalled the purpose

of the human body.

Have students try to discuss how the people in the video have used their

bodies to express love and goodness of God through verbal and nonverbal

means.

Draw students to the focus of todays lesson by having a student read Luke 10: Copy of the Bible.
Luke 10: 30-37
30-37 and linking the parable of the Good Samaritan to how Jesus modelled how we

can spread Gods love and goodness through our bodies.

Nathan Er 20161489 Principles of Primary Religious Education

25 Strategies for Learning and Teaching

minutes A copy of the Bible, one for each student.
Once the focus of the lesson has been established, students are to return to their
Students religion exercise book.
desks and obtain a copy of the bible and their religion exercise book of the path back

to their desks.

While students are returning to their desks on the whiteboard write:

[Luke 4: 16-19] [Matthew 14: 13-21] [Mark 1: 40-45] [Mark 5: 21-24; 35-43]

[John 5: 1-9] and [Mark 7: 31-37; 8: 22-26]

Students have a choice of any of these passages to adapt to modern day scenario

and draw where Jesus has used verbal or nonverbal methods to share Gods

goodness and love.

Students can also use a story that they can find themselves or know of from

the New Testament.

Students must complete two adaptations; one where Jesus has used a

verbal mean and one adaptation where Jesus has used a nonverbal mean to

role model how to spread the love and goodness of God.

To complete the activity, students should either pick a passage listed on the board or

find their own example in the Bible.

Nathan Er 20161489 Principles of Primary Religious Education

Students are then to adapt the passage to a modern day setting however

maintaining the idea of Jesus being a role model for humans on how to express

Gods love and goodness.

Drawing and colouring materials.
Students have the opportunity to draw the adaptations of their Bible stories once

they have finished their written adaptations.

7 Conclusion
minutes Once students have completed their adaptations & drawings or the allocated time

has run out, students are to pack up their desks and share one of their adaptations

with a group of three other students.

Students can ask wonder questions of each others adaptations such as:

Which parts of the story can you take out but the meaning is still the

same?

What is the meaning behind the story?

Which part can you see yourself in?

Once students have completed sharing their adaptations with each other discussed

a wonder question about their wonder question with peers they are to submit their

religion exercise books to the front of the classroom.

Students are to pack up anything remaining and get ready for the next lesson of the

day.
Nathan Er 20161489 Principles of Primary Religious Education

Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Student Engagement: Checklist to be used to assess students competency of using a bible to find passages
Students to adapt the story into their own words instead of a within the bible. To the be completed during the main activity and during general
modern day setting if they are struggling to adapt the Bible observation of students.
story to a modern day setting or to be seated near the Checklist assessing the two lesson objectives which focus on students ability to adapt
teacher or an education assistant if required. a verbal and nonverbal example of Jesus role modeling sharing Gods love and
Student Extension: goodness. To be completed at a later time after the lesson.
Students extend the adaptation to greater emphasise the
message of the adaptation that Jesus is a role model for
sharing Gods love and goodness or they write the adaptation
from multiple points of view.
Special Considerations:
Students of diverse religions can use respective role models
or famous people to adapt instead of examples from the New
Testament.
LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson
Key Understanding/Learning Point
In the sacrament of Baptism, water is seen as a symbol for new life,
cleansing, gathering and new life. C1 The Rite of Baptism
The Christian response to the sacrament of Baptism can be that C1.1 What water symbolises.
water can be seen as a symbol for changing ourselves so that we
can do good and love like Jesus. Students should understand that
through Baptism, God has given them the power to be revived and
live as Jesus taught.
Student Prior Knowledge Lesson Objectives
Students are able to share with other students what they found with their
Students recall the procedure of Baptism with the other
allocated significance of water in Baptism.
symbols such as the white garment. candle and oil.
Students are able to list at least 10 examples of water being related to their
Previous years of learning about Baptism have provided
field of expertise and the symbolism of water in their particular area in relation
students with a fair grounding in the sacrament of Baptism.
to their area of expertise.
Previous lessons in the Loving like Jesus unit have focussed
Students are able to list why their particular symbolism of water is significant to
on how to use our bodies to share and express the love and
the sacrament of Baptism.
goodness given to us by God and role modelled by Jesus.
Classroom Management Skills Integration with Other Learning Areas
Respect for each other in the classroom; students are to English: Participate in and contribute to discussions, sharing experiences and
raise their hand if they wish to speak and wait their turn if opinions. (ACELY1709)
someone else is already talking.
Nathan Er 20161489 Principles of Primary Religious Education

Students are to remain respectful during quiet times or during

prayer. Students can however quietly talk and discuss if
necessary.
Timing Steps of the Lesson Resources
Introduction
7 Students to start the lesson seated on the mat at the front of the classroom.
minutes
Fabric bag which cant be seen through.
Begin the lesson by presenting students with a mystery bag which contains a water
Contains:
bottle, water pistol, a cup, a spray bottle, a small segment of a hose, unscrewed Water bottle, water pistol, a cup, spray
bottle, small off cut of a hose, unscrewed
shower head and a tap fixture. shower head and a tap fixture.

Slowly reveal these items to students while having them discuss the relation

between the items being presented and the what they are used for.

Once each of the items have been revealed, have students pair up and discuss

some other uses of water. Allow students a minute to two minutes to discuss this

with a partner.

Once the allocated time has finished, draw students back in and ask a few students

what they discussed with their partner.

After gathering a few ideas about what students have discussed with their partner,

draw the students to the focus of the lesson. This is the use of water to symbolising

life, cleansing, gathering and bringing new life.

Explain to students that these are four sections of the sacrament of Baptism

where water can be seen as symbolic.

Nathan Er 20161489 Principles of Primary Religious Education

Write these four headings on the whiteboard and send students to their desks to Whiteboard and whiteboard markers.

prepare for the main activity.

Strategies for Learning and Teaching

25 Students grouped seating arrangement should be in groups of four so each student
minutes
at a group of tables will each be assigned their own symbolism of water in the

sacrament of Baptism.

Each student to be assigned one of the following: Water is symbolic of life, water is

symbolic of cleansing, water is symbolic of gathering and water is symbolic of

bringing new life.

Once each student is allocated a heading they are to:

Students religious education excercise books.
Brainstorm ten ways they can use water in relation to the heading they are

given.

Write and draw a small summary of how water is symbolic to Baptism in their

assigned symbolism.

Activity to be completed individually in students religion exercise books.

Allow students after completing their individual activity to later join up with the other

three group members in their seating arrangement to jigsaw what they had come up.

This should provide students with a wholesome view of the symbolism of water in

the sacrament of Baptism.

Nathan Er 20161489 Principles of Primary Religious Education

After group discussion, students are to collect an A3 sheet of paper to collaboratively

Sheet of A3 paper, one for every group of four
create a poster advertising the symbolism of water in the sacrament of Baptism. students.

Students will be allocated 7 minutes for the poster creation.

Once the posters have been completed or the time allocated has finished,

students are to return to the mat with their groups and poster.

Each group will do a short presentation of their poster before leaving the poster

stuck to the whiteboard for later hanging on the walls.

7 Conclusion
minutes Once a person from each of the groups has presented their group poster, students

are to be given a post it note each.

Allow students time to write something new they learnt or found interesting about the

symbolism of water in the sacrament of Baptism.

Coloured post it notes, one for every student.
Students place the sticky note at the door frame on the way out to recess once

dismissed and they are ready to go.

Catering for Learner Diversity
Extension:
Students to find a Bible story or parable where the use of
water is symbolic of their allocated symbolism of water.
Engagement:
Students that struggle to engage can be seated near an EA
or teacher for the duration of the lesson activity. Instead of
listing 10 instances where they would use water they could
list a lesser amount or as many as they can. For explaining
the symbolism of water in Baptism in their particular focus
Evidence of Learning for Assessment and Reporting
Checklist to assess students being able to discuss and share what they found
with other students.
To be used and completed using general observations while students
are completing the sharing and discussion component of the lesson.
Checklist to assess students ability to list 10 uses of water.
To be completed after the finish of the lesson.
Checklist to assess students answer and explanation of the symbolism of
water in the sacrament of Baptism in their allocated field.
Nathan Er 20161489 Principles of Primary Religious Education

area they can instead explain how theyve seen water being
used in religious ceremonies like Baptism.
Special Considerations
Students of diverse religious backgrounds can discuss any
symbolism of water in their own beliefs or the symbolism or
importance of water in daily life instances. For example if a
student of diverse religious backgrounds were to receive the
category that water provides new life, they could discuss how
rain brings new life to a drought afflicted area.