RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619 Principles of Primary Religious Education 2

20161471
Holly Lombardi
13/5/19
 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
Five Church Church Communities provide for the needs
of the people
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Belonging to a community/communities is a basic and personal need for all human beings. It is a part of human yearning. To work and live effectively within a
community, a community needs leaders and rules. As people wonder at the community which they belong, many begin to wonder at God who created people
to form communities. Jesus demonstrated by example that human beings are to obey community leaders and rules. Jesus began a special and sacred
community, the Church, which assisted people to draw closer to God. When humans become closer with God they are able to overcome qualities (temptation,
selfishness) which get in the way of them being good and loving people in society. The Church is a community where members are called to meet, obey the
leaders and rules, celebrate their faith tradition and most importantly are called to love as Jesus taught. This includes obeying the Fourth Commandment.
Followers of Jesus continue to wonder at their need for communities.

Key Understandings and Learning Points

Human Person ( A ) Jesus ( B ) Church ( C )

Communities provide for the needs of the people
Communities gather, have leaders, laws and rules
Jesus chose the first leaders of the Church The Early Church gathered as a community
Bishops have the teaching authority of the Apostles Life among the Believers
The Pope The Church community gathers to celebrates it faith
The Priests
The Deacons The Catholic Church community has rules to guide
people in the community
Precepts of the Catholic Church guide people

Members of God’s family are called to love in the

commandments
The Fourth Commandment: Honour your father
and your mother
Links to General Capabilities
Literacy Numeracy ICT Critical and Creative Ethical behaviour Personal Intercultural
Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

The Catholic faith has played a very big part in my life and is a part of my identity. I have been role modelled and witnessed, by my family and Catholic school community, of
what a strong faith should look, feel and sound like. My grandparents and parents have been the most influential people in my faith development which is where my core
beliefs and values have come from, this is something I want and will transmit into the classroom as a disciple of Jesus. I am most excited about sharing my values and faith
with the students who I work with now and in the future. As a child, I attended mass every Sunday with my family and participated in receiving the Sacraments of Baptism,
Penance, Eucharist and Confirmation. I continue to attend Mass at least a couple of times a month to continue giving my time to Jesus and receiving his body and blood. In
recent years, I have become a Confirmation Sponsor for three of my family members which I cherish very closely to me. It is an honour to guide those close to me through
their faith journey and this is an element which I hope to bring into a Religious Education classroom as a role model for my students.

My world view on Catholicism is that it contains so much richness and goodness which can be delivered and explored in many ways in Religious Education and the culture of
Catholic schools. I think that Jesus is a role model for all and the way he lived his life is something which all should aspire to. I think within a Catholic school, the teachers
plays a role in modelling and demonstrating to the students how to live according to Jesus. I have attended Catholic schools during every aspect of my education and am
continuing this by working at Our Lady’s Assumption school today. I believe that this has had a huge impact on the teacher I am and am becoming as it has instilled many
values and formed my relationship with God.

From my personal experiences within schools, I think children have such a natural wonder and awe within them which can be really utilised within Religious Education lessons.
Children are always asking why or how does that happen/work which is such an important element to nurture. I believe that all children develop at different religious and
spiritual paces and as a teacher it is important to note where the students are at and what are their own thoughts on a particular topic. I value that each student may not
have the same faith background and all I want to bring into is an element of respect, which is mutual amongst myself and the student/s.
Specifically to the unit of work Church, I have always had a strong sense of community not only within my own family but the Catholic Schools I attended and my local Parish.
I think that community and belonging is such a crucial part of a nurturing development of a child and I want to ensure that my classroom community supports them but also
makes them feel a sense of belonging and teamwork. The Church provides an example of how to gather, obey rules and leaders and most importantly how Jesus calls us to
love. I believe demonstrating love, the way Jesus did, is a value which should be placed at the top of the classroom beliefs and values.
LEARNING AND TEACHING PROGRAM
Week Monday
Communities provide for the
1 needs of the people
Human Introduction:
Person Read the book I’m Australian
Too (Mem Fox) and discuss
the term community.
Students will reflect on the
discussion by completing a Y
chart of what it
looks/sounds/feels like to
them.
Body:
Introduce the four common
communities to which
Catholic people belong, and
how they provide for the
needs of the people.
Students will work in small
groups to create a concept
map that looks at one of the
following: Family, Catholic
School, Parish and other
communities.
Conclusion:
Students display their posters
around the room. Students
will be given an A5 piece of
paper where they are to write
3 things which they learnt
from another group’s poster.
Tuesday
Communities provide for the
needs of the people
Introduction:
Using Padlet on the iPads,
students will answer the
question what is a community?
Discuss answers and revise
last lessons content.
Body:
Students will then create a
Quadrama of the four types of
Catholic communities.
Students will be asked to:
-define each type of Catholic
Community
-explain in detail (drawing on
personal experience) how they
provide for the needs of the
people and why this is so
important.
-Include extra information and
pictures
(See Appendix)
Conclusion:
Play the game inside-outside
to identify how a community
feels (inside) and looks
(outside) like.
Faith
Wednesday
Communities provide for the
needs of the people
Introduction:
Watch: The Last Post AFL 2018
https://youtu.be/rcEB8h4JjGc
and discuss that communities
gather for celebrations and to
share together. Ask students:
Why do communities gather
together?
What are some other reasons that
communities gather?
Can you think of a time in recent
history where a community has
gathered for a specific purpose
? or other community out of a
Body:
Students will analyse an event
in Australian history where the
community has gathered for a
specific purpose. Students will
use the iPads to assist their
research. (See Appendix)
Conclusion:
Students will be given a
squared piece of paper where
they are Tweet the answer!
Ask students, explain an event
where the community
gathers? (See Appendix)
Thursday
Communities provide for the
needs of the people
Introduction:
In pairs, students will complete
a word ping pong on what are
the qualities of a leader from
each type of community.
Body:
Outline the role of the leaders
within one of the four types of
communities, and consider
how these leaders are of
service to their members.
Students will draw either
family, Catholic School, Parish
box. This will give the student
which community they are to
choose a leader from. Students
will create a character profile
of this leader and how they
provide for the community.
(See Appendix)
Conclusion:
Students will be given
reflection time to reflect on
their own lives and how they
can be a leader within the
communities they belong to.
Evaluation and Assessment
Friday
Communities provide for the What is being assessed?
needs of the people Students will be assessed whether
Introduction: they are able to:
Using the classroom google -define each type of Catholic
docs for religion on the iPads, Community
ask students to write down -explain in detail (drawing on
anything they know about rules personal experience) how they
and laws. provide for the needs of the
people and why this is so
Discuss what are rules and laws important.
and their importance within
and for each community. List How Is it being assessed?
examples of rules and laws for Students will be creating a
each community as a class. Quadorama which will be
collected as a work sample. This
Body: work sample will then be marked
Students will be divided into against a checklist to see how well
four community groups and will students understand the need for
each have a different scenario the community around them.
that will involve a leader, a
community gathering and
rules/laws. Students will video
themselves and create an
IMovie using the iPads. They
will be watched as a whole class
during another lesson.
Conclusion:
Students will reflect on their
learning in Religious Education
this week. In their RE books
they will reflect:

Charity
Justice
2 Jesus chose the first leaders of
Jesus the Church
Introduction:
Using a godly play kit, share
the story of Luke 6: 13-16
about the 12 Apostles and
how they were the first
leaders of the Church.
(See Appendix)
To extend learning: watch
https://youtu.be/1EzW-tnZ-
Lw
Body:
Introduce the first part of the
research task and divide
students into pairs. Students
will begin working on Part One
of their research assignment.
Refer to (See Appendix) see
the full task.
Conclusion:
Students will complete a KWL
chart. (See Appendix)
Faith
Hope
Justice
Temperance
Charity
Jesus chose the first leaders of
the Church
Introduction:
Students will brainstorm what
makes a good leader? in their
research booklets. Discuss
answers. (See Appendix)
Body:
Students continue working on
Part One of their research
task. Refer to (See Appendix)
see the full task.
Conclusion:
Complete a Snowstorm.
Students write down what
they learned on a piece of
scratch paper and wad it up.
Given a signal, they throw
their paper snowballs in the
air. Then each learner picks up
a nearby response and reads it
aloud.
Faith
Hope
Justice
Faith
Fortitude
Jesus chose the first leaders of
the Church
Introduction:
Play complete the sentence.
Think of a relevant starter
sentence and have students
complete it on their mini
whiteboards or iPads.
Body:
Students continue working on
Part One of their research
task. Refer to (See Appendix)
see the full task.
Conclusion:
Pairs will exchange their work
in a game of Be the Expert!
Students will be given 1
minute each to discuss their
progress in their research
assignment so far.
Faith
Hope
Justice
Temperance
This will be done in their RE
book.
Charity
Jesus chose the first leaders of
the Church
Introduction:
Using padlet, students will
respond to the question: Who
are the leaders of the church
today? Discuss student
answers and introduce the
leaders of today’s Church
(Bishop, Pope, Priest and
Deacon).
Body:
Introduce the second part of
the research task. Students will
begin working on Part Two of
their research assignment.
Refer to (See Appendix) see the
full task.
Conclusion:
Students will complete a Two-
Dollar Summary. Each word is
worth 10c.
Faith
Justice
Temperance
How do you contribute to the
different communities which
you belong to?
Why are communities such an
important part of our identify?
Write one wonder question
about communities.
Faith
Charity
Justice
Jesus chose the first leaders of What is being assessed?
the Church Students will be assessed whether
Introduction: they are able to:
Play Moving true or false. Check Part One of research task
what students know about this -List the 12 Apostles
week’s topic. If students choose -Explain the story in the Gospel
true, they move to the left side Luke
of the classroom and right for
false. Part Two of research task
-List the leaders of the Catholic
Body: Church in today’s world
Students continue working on -Explain the role of the leaders of
Part Two of their research task. today’s Catholic Church
Refer to (See Appendix) see the
full task.
How Is it being assessed?
Conclusion: Students will be creating a
Students will complete a self- research booklet called the
reflection focuses on their Leaders of the Catholic Church
personal strengths and (then and now).
weaknesses of the week.
(See Appendix) Student’s research task will be
marked against a rubric.
To note:
Students will be constructing
stainless glass windows of the 12
Apostles symbols. This will be the
starting lesson and they will
construct this during Art this week.
(https://catholic-
link.org/images/infographic-the-
symbols-of-the-apostles/)
 Temperance Faith
Justice
Temperance

The Early Church gathered as
3 a community
Church Introduction:
Using a godly play, explore
Acts 2:43-47 and discuss how
the early church lived as a
community. (See Appendix)
Body:
Watch: The Early Church
https://youtu.be/rms6KePjIZ8
Students will be given an A4
piece of card where they are
to draw what resinated with
them in Acts 2:43-47. Students
are to also to write a
description that explains how
the early church lived as a
community.
Conclusion:
Students will reflect in their
religion journals on the
following question: What do
you think it would have been
like to live during the time of
the Early Church?
Faith
Hope
The Early Church gathered as
a community
Introduction:
Students will be given a strip
of paper where they will
answer What does the Catholic
Church mean to you? Students
will place their reflection into
the box on the prayer table.
Body:
Discuss the Catholic Church
today and what prompt the
changes within the Church.
Students will think, talk and
walk with two different
partners explaining what they
understand about the Church
in the modern world.
Students will complete a
compare and contrast table of
the Early Church and the
Church today using
magazines, newspapers,
pictures printed from the I-
pads, drawings etc. (See
Appendix)
Conclusion:
Complete a DJ Summary.
Students will write what they
learned in the form of a
favourite song. They will share
this with a small group.
The Early Church gathered as
a community
Introduction:
Ask students to write down on
a sticky note how does the
Church gather? Explore the
importance and purpose of
gathering to celebrate the
Sacraments as a part of faith.
Discuss answers and explore
the importance and purpose
of gathering as a church such
as celebrating the Sacrament
of the Eucharist and
Reconciliation and prayer.
Body:
Over the next three lessons,
students will complete 3
different rotations.
Rotation 1: Flip book
Students will complete a
flipbook on the several parts
of the Eucharist and why it is
an important part of the
Catholic Church communities
faith.
Rotation 2: Forgiveness hunt
Students will be given several
broken hearts. Students will
wonder to find the other half
of the heart where they will
write how it is demonstrating
the power of reconciliation.
(See Appendix)
The Early Church gathered as a
community
Introduction:
Share in prayer time. Revise
importance and purpose of
gathering as a church such as
celebrating the Sacrament of
the Eucharist and
Reconciliation and prayer.
Body:
Students will complete their
second station.
Rotation 1: Flip book
Rotation 2: Forgiveness hunt
Rotation 3: Prayer
Conclusion:
Choose one student to read
out their prayer before
commencing the lesson.
If time, play Eucharist bingo on
mini whiteboards or purchase
this resource from TPT
https://www.teacherspayteachers
.com/Product/Church-Bingo-
Eucharist-Bingo-Communion-
Bingo-2120716
Faith
Prudence
Fortitude
Temperance
The Early Church gathered as a
community
Introduction:
Share in prayer time. Students
will complete a think, pair,
square to reflect on a time that
they have gathered as/with a
church community.
Body:
Students will complete their
final station.
Rotation 1: Flip book
Rotation 2: Forgiveness hunt
Rotation 3: Prayer
Conclusion:
Students will complete a self-
reflection focuses on their
personal strengths and
weaknesses of the week.
Choose one student to read out
their prayer before
commencing the lesson.
(This will continue during the
morning prayer times for the
remaining students).
Faith
Prudence
Fortitude
Temperance
What is being assessed?
Students will be assessed whether
they are able to:
-Draw what a part of Acts 2:43-47
resinated with them the most
-Explain how the early church
lived as a community
-Reflect on what they think it
would have been like to live
during the time of the Early
Church
How Is it being assessed?
Students will create a drawing and
explain the Early Church and
reflect on what life would have
been like for the community at
that time.
Students work will be assessed
using anecdotal notes. Notes will
be taken on how well the student
understands the early church and
what might need to be revised. A
rate out of 10 will also be given.

The Catholic Church
4 community has rules to guide
Church people in the community
Introduction:
Display a picture of a
community that is governed
by rules/laws. Ask students to
write on a sticky note what
they see, think and wonder.
Repeat for a chaotic society.
(See Appendix)
Revise what are rules/laws.
(touched on in wk 1)
Body:
In small groups, students will
brainstorm why rules/laws are
important within a society.
Conclusion:
Students will present their
brainstorms to the class.
Charity
Prudence
Justice
Faith
The Catholic Church
community has rules to guide
people in the community
Introduction:
Students are given a strip of
paper. Ask students what does
a community with rules/laws
look like? Discuss this.
Students use the other side of
the strip. Ask students what
would a community without
rules/laws look like? Discuss.
Body:
Students will be divided into
small groups where they will
be given a situation. The
situations vary between
communities with/without
rules/laws. (See Appendix)
Conclusion:
Students will perform their
drama to the whole class.
Choose some students to
state what they learnt from
another group’s performance.
Rotation 3: Prayer
Students are to write a new
school prayer based on the
theme of communities and
belonging.
Conclusion:
Choose one student to read
out their prayer before
commencing the lesson. This
will be reflective time.
Faith
Prudence
Fortitude
Temperance
The Catholic Church
community has rules to guide
people in the community
Introduction:
Using a godly play, explore the
story of God giving the 10
commandments Moses
(Exodus 20). (See Appendix)
Introduce students to the 10
commandments as the laws of
the Catholic Church. Students
are to list the 10
commandments on mini
whiteboards.
Body:
Discuss some different terms
we can use for the words used
in the 10 Commandments.
Students will complete a News
Report on the event and
discuss why it is important
that communities have rules.
Those who finish early can
record on I-movie on the
iPads. (See Appendix)
The Catholic Church The Catholic Church What is being assessed?
community has rules to guide community has rules to guide Students will be assessed whether
people in the community people in the community they are able to:
Introduction: Introduction: -List the 10 commandments.
Watch: Play I have, who has 10 -Create a poster for one of the
https://youtu.be/yHKFvxgQOFI commandments edition. (See Precepts of the Catholic Church
or Appendix) Test students on
https://youtu.be/cK_FWURMn listing the 10 Commandments. How Is it being assessed?
hU Students will be assessed on their
Discuss students the main Body: ability to list the 10
elements of the story. Students Display The Precepts of the commandments and create an
are to list the 10 Catholic Church and explain to engaging and informative poster
commandments on mini students what each one means which will be collected as a work
whiteboards. and why they are a part of the samples.
Church communities rules.
Body: Student work will be assessed
Students will complete a story Using Canva, students will using an observational checklist
board of the story of Moses create a poster promoting one which will focus on not only
and the 10 Commandments of The Precepts of the Catholic presentation but based on how
using Storyboard That on the Church. It must identify the well does the student understand
iPads. Precept and explain how it that specific Precept of the
helps the community build Catholic Church.
Conclusion: their relationship with God.
Students will complete a 3,2,1
reflection about the 10 Conclusion:
commandments. Students will complete a
(See Appendix)
 Temperance
Members of God’s family are
5 called to love in communities
Church Introduction:
Read: The Way I Act by Steve
Metzger. Using google
documents on the iPads, ask
students What does Respect
and Honour mean to you?
Body:
Write on the board, How Does
Respect Grow? Students will
be given a template of a tulip
where they are to write how
they will let respect grow and
flourish in their own lives.
(See Appendixes)
Conclusion:
Students will complete an exit
ticket which includes what
they learned and what
lingering question they may
have. (See Appendix)
Faith
Prudence
Note: Due to lack of time, this
may have to be done in
another lesson or another
option is to integrate it with
Oral Language.
Charity
Prudence
Justice
Temperance
Members of God’s family are
called to love in communities
Introduction:
Using the iPads, students will
complete a Kahoot quiz on the
10 Commandments.
Introduce the 4th
Commandment and ask
students how can we show this
commandment?
Body:
Students will be given some
reflection time and will be
given a strip of paper where
they are to write down some
words or sentences on how
they can fulfil the 4th
Commandment.
(See Appendix)
Conclusion:
Play Review it. Direct kids to
place their thumbs up if they
agree or down if the disagree
in relation to scenarios based
on the 4th commandment.
Conclusion:
Students who got the film to
display it on the TV or act it
out for the class.
Charity
Prudence
Temperance
Members of God’s family are
called to love in communities
Introduction:
Explore how Jesus lived out
the 4th Commandment and
how the 4 Catholic
Communities today
demonstrate this.
Body:
Place students into small
groups and provide them with
markers and butchers paper.
Students are to create a Venn
diagram that shows the
similarities and differences
between how each type of
Catholic community live out
being called to love.
(See Appendix)
Conclusion:
Each group will present what
their group had collated.
Charity
Prudence
Temperance
Members of God’s family are
called to love in communities
Introduction:
Watch and listen to Where is
the love? Black Eyed Peas
https://youtu.be/WpYeekQkA
dc
Students are given time to
reflect on the lyrics and discuss
with their shoulder partner.
Discuss why is love so
important in a community?
Body:
Discuss how we are called to
love and what can we do to
show this love?
Students will have reflective
time and are to write in the
journals anything about being
called to love. Guiding
questions: What does love
mean to you? How can we
show love?
Personal reflection on The
Precepts of the Catholic
Church. Reflection questions:
How well do you live The
Precepts?
How do you think you
continuing working on The
Precepts?
Why do you think The Church
has these rules?
Reflective Music will play
during this time.
Charity
Prudence
Temperance
Members of God’s family are
called to love in communities
Introduction:
Write on the board, How does
God’s power draw us to God?
Pass the whiteboard marker
around and each student is to
write an answer onto the
board. Reflective music will
play during this time to help
students really focus on the
question. Discuss answers.
Body:
Discover the ways that the
Church community gathers to
draw God’s power to love and
do good.
Students are to create a
pamphlet using Canva, book
creator or publisher etc. that
promotes ways in which the
community can draw closer to
God and his power to love and
do good.
What is being assessed?
Students will be assessed whether
they are able to:
-Define what respect and honour
means to you
-Describe how one can show
Commandment 4
-Provide an example from one of
the 4 Catholic Communities of
how they show love.
-Discuss why we are called to love
by God?
How Is it being assessed?
Students would have complete a
series of activities that focused on
being called to love and honour.
Students will be assessed through
a teacher-student conference
where the teacher will ask the
student a series of questions base
on this week’s content. The
teacher will make notes on what
the student is saying for each
question.
Justice Faith Faith Once students are finished Note: Students will be called up Note: The conferences will most
reflecting they can write down to complete in a teacher- likely be done over more than one
Temperance Prudence Prudence how they can show love within student conference. lesson due to time restraints.
Justice Fortitude the classroom and help make a
Temperance Temperance ‘chain of love’. Conclusion:
Complete a jigsaw grouping
Conclusion: where students share their
Students will think, pair and work.
share to the question Why are
we called to love? What
happens if a community does
not demonstrate love and
respect?

Faith Faith
Hope Hope
Charity Charity
Prudence Prudence