RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title Principles of Primary RE 2 Student Number 20151200

Date of Submission 13/05/2019 Student Name Casey Clark

 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
4 (four) Come Follow Me: Church People learn in Communities Wondering at families

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

Different people learn in different ways; observing, listening, exploring, experimenting and asking questions are some alternative ways that people can enable their
learning. To assist with individuals understanding of learning, they must be interested, motivated and engaged, as it is essential for them to identify the importance of
what they are learning and why. The older people get the more involved and serious they get about their learning, taking responsibility for the decisions that will
impact their learning. An example of a more mature person taking responsibility of their learning is; understanding the balance of a healthy lifestyle and how to care
for their bodies or to maintain positive relationships with the people around them. A large responsibility they take interest in is the decision to learn and understand
God and Jesus’ teachings. People learn about life and living within a community through their families and schools as they teach the importance of togetherness.
Schools and families help in connecting people to one another, they can do this through sharing a number of traditions or understandings, for example a family could
have a tradition that every night they gather to eat dinner together. A school tradition could be a classroom prayer every morning that brings all the students together
for a moment of reflection and reverence. The practice of these traditions will help shape and mould the person and the community, contributing to the growth of each
individual. The purpose of families and schools also teach people how to celebrate and develop those memories, therefore providing them with a sense of stability
within the community. Families and schools also offer help and hope in difficult times or times of need as they hold events that bring the community together and
provide a supportive and optimistic environment.

As followers of God, he wants us to learn lots of important things throughout our lives, God is all knowing and people will never be able to fully understand everything
like God does, however if we follow God we do not need to know everything, we can put our trust and faith in him and he will guide the way. It was revealed to us by
Jesus that Gods main want from us is that we know how to live good lives, Jesus’ Apostles learnt how to live good lives through listening to what Jesus preached and
watching the way he treated people with love and forgiveness.

Jesus was sent to us as a way for God to communicate to us, he revealed God’s beauty, truth and goodness. The family of God began because Jesus taught us how
to live good lives, we believe that all of Jesus’ teachings are important and as followers we strive everyday to follow those teachings and apply them daily. The
teachings of Jesus have been separated into four sections in the Catechism of the Catholic Church (CCC), the Profession of Faith (Apostles Creed), the celebration
of Christian mystery (Sacred Liturgy and The Sacraments), Life in Christ (The Commandments of Jesus) and Christian Prayer (includes The Lord’s Prayer - the Our
Father).

The twelve Apostles appointed by Jesus were to ensure that his teachings were spread throughout the Church accurately, the twelve Apostles of Jesus helped
people comprehend and follow Jesus’ teachings.

Jesus told his followers to spread his teachings as he wanted everyone to know how to live as God wants us to, he told his Apostles to go forth and make disciples in
every nation, to proclaim the word of God and live good lives. The Church’s mission is to educate everyone on how to live the way God wants us to, through Jesus’
example and through his words and actions we should model our lives after Him and learn by asking questions, going to Mass, reading the Bible, receiving
sacraments (Penance and Eucharist regularly), showing compassion to those in need, include everyone and respect God’s creations.
Key Understandings and Learning Points
A. Wondering at the Creator
 B. The Promise of Christian Salvation C. Christian Response

A1 Wondering at families B1 Jesus belonged to a family C1 Jesus taught his followers to pray
A2 Wondering at God who created families B2 Jesus draws family members closer as they C2 Ways members of God’s family the
A3 Attribute: God is a Trinity of love pray for each other Church pray
C3 Jesus calls his followers to live the Fourth
Commandment
C4 Continuing to wonder at families and how
members can become closer through prayer
Links to General Capabilities
Critical & Creative Personal Intercultural
Literacy Numeracy ICT Ethical behaviour
Thinking Competency Understanding
Religious Capabilities Spiritual Capabilities
Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation & Assessment

LA1 LA2 LA3 LA4 LA5 LA1 


1 Explore: Students list their Brainstorm different Rules are based on List the special Observations and
Ways that people favourite ways of groups that students values community occasions anecdotal notes
learn learning belong in (family, Present the students that people celebrate. completed by the
How learning helps • Conversations school, scouts, with a copy of the • Birthdays teacher.
people? • Reading sporting teams) rules of their School, • Mass Notes on..
Who helps people to • Watching videos Discuss what these and divide them into • Graduation - Student participation
learn? • Being told by groups have in groups/pairs • Marriages within their small group 

Communities that help the teacher common? (purpose) (depending on how • Births (answering questions,
young people learn • Experimenting Place students in the many rules) Record the classes involved in group
For example, set up • Questioning groups they identify Each group must answers on a conversations, etc)
stations in the class The students will pick with (sports, scouts, identify brainstorm application - Students developed
(e.g. using a Global their favourite way etc - have a family/ • The purpose of like bubble.us or understanding 

Café Strategy) they learn and create a school group for those their rule spiderscribe.com (able to orally explain
• Each station pros and con list e.g. without an out of • What the rule Discuss why these different ways people
focus on one of Conversation 
 school group) tells us about are special, and learn)
the above Pro: I like to verbally Each group identifies the group’s identify what people
points communicate my and records the rules value gain and learn from LA2 

• One student understandings 
 of that their group • consequences celebrating special A simple checklist (yes/
record ideas Con: I can get Present their findings to the group community occasions. no) could the student
shared at a distracted and off task orally to the rest of the and the For example, offer a related pro and
station Students in groups will class 
 individual of • Students con to the chosen
• The rest of the then present their list e.g. Football breaking the interview each learning style?
class in small to their peers, and • 4, 10minute rule other on a
groups visit discuss the pros and quarters Students will then chosen special LA3 & LA4
each station con of their learning • A player perform their occasion Group diagnostic notes
and contribute area. contesting a understanding of the • Discuss why it - Identify at least one
ideas for the After the discussion ball-up may not rule through role-play is important to rule
recorder to note the students will grab the ball e.g. someone doing them - Identify the rules value
At the conclusion of complete an and play on the rule/someone • What they gain - Identify a consequence
the session, share anonymous survey of After the presentations breaking the rule, the from being part if the rule was broken
and discuss the ideas their favourite learning discuss the consequences, why of this special
noted by the recorder style on easypolls.net importance of rules the rule is in place? occasion. LA5
at each different and why we need After each In pairs students will Students will upload their
station - record the them. (consequences) performance students be given an iPad and videos to the classroom
findings onto a Create a class will discuss the record an interview on Seesaw for further
classroom padlet concept map on the school rule and their the celebrations with assessment against a
need for rules thoughts the above statements rubric.
LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation & Assessment

LA6 LA7 LA8 LA9 LA10 LA6

2 Define and explain the Children will gather Bring the students to Recall prior learning Welcome students Select a small group of
meaning of the word together on the mat for the mat and introduce of relevant content onto the floor in a students to focus on
‘parable’(Parables are the introduction and the resource sheet on and/or skills. For circle throughout the lesson -
stories about life reading section of the the smart-board, 
 example: Give each students a record anecdotal notes
experiences that lesson Explain… • How to locate piece of paper with a on their oral explanation
teach people how to Locate and read 
 • Examples the Gospels in line from the ‘The of a parable
act towards others ‘The Parable of the • Expectations the Bible Parable of the
and live as God Sower’ [Luke 8:4-15]. • Extension • Readings in Sower’ [Luke 8:4-15]. LA7 & LA8
wants). Explain that the seed Students will then the Gospels on it in order (shorter Mark students worksheet
Recall examples of in each part of the complete (Resource that identify lines for those with [Resource Sheet 4.1)
parables that students story is the Word of Sheet 4.1.1) 
 whatJesus reading difficulties) - Correct answers
might know or God, and represents Which: taught about Students in the circle - Evidence of
remember. the different ways • Revisits and God will then begin to read understanding the
Identify the following people respond to God reinforces the • How Jesus their line from the Parable
common features of a and what Jesus wants story and taught people story - Grammar
parable… to teach 
 message of about God After the reading have - Spelling
• They reflect others 'The Parable of • Jesus’ use of a quick discussion of - Punctuation
ordinary life Provide students with the Sower’ parables the parable and clarify
• Have information about the • What people Explicitly teach… any questions (has LA9 & LA10
characters’ scripture, and use it to need to do to God wants people to been taught all week A rubric is used to asses
people can complete a Story Map allow the learn many important so lesson is activating the students ability to
relate to which outlines each teachings of things “Go, therefore, prior knowledge) • The representation of
• Are rich in part and illustrates the Jesus to guide make disciples of all Students will then one parable in a
symbols. message. their lives nations; baptise them in rewrite the parable in modern setting
For example, as an Students with vision Earlier finishes will the name of the Father a modern setting and • An explanation of what
introductory activity impairment may watch draw an example in and of the Son and of explain what the the parable teaches
the Holy Spirit, and
read ‘The Parable of a vision version OR their life where a parable teaches about about living good lives
teach them to observe
the Pencil’ (Author whole class to teaching of Jesus’ has all the commands I
living good lives Students receive an
Unknown). incorporate the use of lead them to do good gave you. And look, I • ICT tools and overall grade ranging
Identify the features of ICT in their everyday life 
 am with you always; applications from a sound
the parable and • https:// ‘Inviting someone to yes, to the end of time. can be used understanding to a poor
discuss the meaning www.lds.org/ play if they are sitting [Matthew 28:19-20] again with understanding. (A-D)
and message of the bible-videos/ alone’ - loving others Jesus revealed all students who
story. videos/parable- as Jesus would. that God wants have difficulty [Example rubric in the
of-the-sower? people to know about with reading Planning section of this
lang=eng how to live good lives and writing assignment]
LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation & Assessment

LA11 LA12 LA13 LA14 LA15 LA11 & LA12

3 Jesus taught the ‘Our Explicitly teach the Introduce and outline Discuss the Teach the Attitude/ Assess the students
Father’ to his disciples following: how in the Catechism importance of prayer Intention of each wonder questions on
when they asked Members of the of the Catholic Church in Christian life verse of the Lord’s why ‘God sent Jesus
Jesus to teach them Church believe all the what the Church Have this quote Prayer.
 and why Jesus began
to pray - begin the teachings of Jesus to teaches has been written on the board E.g. Our Father his Church’ - use this as
lesson with this prayer be important. For this grouped in four parts. to help inspire them • People are the a form of diagnostic
Discuss what Jesus reason, they try to • The Profession throughout the children of God assessment to active
might have wanted his remember them. of Faith (the lesson; • God the Father prior knowledge
followers to know • The following Apostles’ • “The way of loves people
about God. link (https:// Creed) prayer is the more than any LA13
Invite the students to www.youtube.co • The celebration way of life.” human mother Collect students mind-
wonder about why m/watch? of Christian Get students to list or father ever maps and asses their
God sent Jesus and time_continue=2 mystery (Sacred the ways they could understanding on the
why Jesus began his &v=db-lE_f2U5I) Liturgy and The express prayer in • Cos the father four parts of the CCC
Church. shows the Sacraments) their everyday lives belongs to through a checklist,
For example, greatest • Life In Christ • Before meals everyone, not could students…
• students write commandment, (The • When they just individuals - State the four parts
wonder show this to Commandment wake up • People are all - Explain the four parts
questions about weaker students s of Jesus) • Small thanks brothers and - Brief description
Jesus’ purpose who struggle • Christian Prayer when they see sister of each (spelling, grammar,
and the with reading and (includes The something other and to punctuation)
purpose of the processing Lord’s Prayer – beautiful in Jesus
Church. information the Our Father) nature Provide each student LA14
Use these questions The Catechism of the For example, • Reflection with a copy of Exit slip (3,2,1)
to introduce the Catholic Church is a • students create • Meditation ‘Resource Sheet - 3 things they learnt
understanding that book that summarises a mind map to before bed 4.1.2.’ today
Jesus began the the beliefs of Catholic show the four • Showing Students then create - 2 things I found
family of God, called people. parts of the thanks a brochure or booklet interesting
‘the Church’ to hand • The following Catechism of Students will create a explaining each verse - 1 question I still have
on his teachings link (https:// the Catholic page of how they of the Lord’s Prayer.
about God to others www.youtube.co Church. pray to go in the class Students can use LA15
Explain that we are m/watch? The mind maps could prayer booklet (prayer their creativity to Collect students
members of ‘the v=5KkY7db_mo label each of the four table) The booklet is make it bright and worksheet (Resource
Church’ through us M) can be used parts, with a brief readily available if appealing. Sheet 4.1.2) and mark
being Baptised to assist the description of what they want to refer to it their work
same students each part includes and chose a type of
in this section way to pray.
LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation & Assessment

LA16 LA17 LA18 LA19 LA20 LA16

4 Explain that when “No one knows the Individually ask the Students sign into a Watch ‘The Seven Anecdotal notes on the
people pray the Lord’s Father except the Son students what is the class padlet.com and Sacraments’ video students ‘Freeze Frame’,
Prayer, they are and those to whom the definition of an submit their definition youtu.be/ take a photo of the
connecting with a Son chooses to reveal ‘Apostle’ of what they think qmfSwi3ZKH4 groups ‘Freeze Frame’
loving Father and him” (Matthew 11:27) Students will write ‘sacrament’ is (can be Lead a whole class and upload it to Seesaw
praying for their Explain to the students their definition on a the name of a discussion about for assessment.
relationship with God. • As Christians sticky note and stick it sacrament if they are how…
Through Drama, we devote out on the board unsure of the Through the LA17
students create lives to God and (anonymous as there meaning) Sacraments people Art expression - As this
‘Freeze Frames’ that Jesus is the is no name - however Reading through the receive special gifts, is a creative piece only
physically represent centre of out can focus on students classes definitions also called ‘graces’, to mark if they have
each verse of the faith of concern and identify then display the hand on the teachings completed it or not
Lord’s Prayer, and • Jesus revealed their notes - different correct definition of Jesus (checklist yes/no)
perform them as the to us what God colour) (discuss similarities/ Ask students what do
Prayer is recited is like through Go through the differences) they think some of the LA18
For example 
 his words and answers and then In a TPS (Think, pair, graces they’ve Students of concern can
‘and lead us not actions offer the correct share) students received in the be given a particular
into temptation’ • Jesus healed definition of ‘Apostle’ discuss the meaning sacraments they’ve colour sticky note to
the students people and and discuss if the of ‘sacrament.’ received (Baptism, make it easy to identify
could freeze in performed students were close Coming back to the Penance, Holy their answer (informal
a pose of miracles Explicitly teach that group one partner will Communion - assessment)
someone Students will come Jesus appointed explain what they depending on the time
refraining from and lay on the mat twelve leaders called discussed in their of year) LA19
evil/sin through with their eyes closed Apostles to ensure his partnership, e.g. “My Students will get into Turn on the names for
being guided by Play some soft music teachings were partner and I said that pairs and play the the padlet and assess
God (another to create a calm handed on accurately the meaning of a ‘Sacrament Memory the students
student ) to meditative classroom by members of his sacrament is Game’ which is where submissions through a
make the right Then retell John Church. something you they have to match up checklist on…
decision 14:6-10 which is a Brainstorm the ways receive” the sacrament card - Did they offer a brief
Students will present story about Jesus that the Apostles Students will then with the card that description on what a
their ‘Freeze Frames’ revealing himself as taught and helped create a brainstorm states the graces you Sacrament it
to the class and the the ‘Father’ people understand the using their prior receive - will be - Did they state the
students have to After the reading teachings of Jesus. knowledge and completed in the form name os a Sacrament
guess which verse students will create an For incorporating ICT experiences with of a memory card
they are portraying image through what use application such sacraments (Baptism, game. LA20
they saw when the as bubble.us, Penance) • Use Resource Anecdotal notes
story was read to them spiderscribe.com Sheet 4.1.3 recorded on child
participation and ability
LEARNING AND TEACHING PROGRAM
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation & Assessment

LA21 LA22 LA23 LA24 LA25 LA21

5 Locate and read the Identify and discuss Brainstorm and list The students will Round Robin – What Observational notes kept
Scripture passages in examples of how the ways that people can continue working on are things you have on the students
which Jesus tells his Church teaches learn to live as God their final piece of learnt during this unit interpretation go the
followers to go out to people about God and wants. work on ‘People of work? scripture passage, did
the world and teach how to live as God • Love one learning to live as Watch the following they….
others about God. wants. another God Wants’ youtube clip - Portray the main idea
[Matthew 28:19-20, For example; students • Respect Gods Early finishers are • https:// - Identify the mission of
Mark 16:15, John explore the local creation given an open-ended www.youtube.c the church
20:21]. parish website and • Follow the 10 task which is for them om/watch? - Show examples of how
students will work in identify commandments to create their own 10 v=JOrcqqpHCt to live a good life
small groups and read • Ways in which • Attending Mass commandments for 8 - Carried out important
one of the scripture the parish helps • Reading the their daily lives, e.g. Students will take a teachings of Jesus
passages to teach people bible • If I see moment to reflect on
Then together in a about God • Receiving someone the video and what it LA22
group they will • Models how to Sacraments sitting alone in means to them to be Focus on the children in
summarise their live as Jesus Explore how this might the playground, a child of God the support group,
allocated passage, taught. look in a person’s life. invite them to • Completing checklist on their ability
identify/highlight Students can be For example, the sit with me/play sacraments to
• Main idea extended by also students can create a with me • Doing good in - Follow instructions
• Mission of the researching the work • Toontastic video • Do the dishes the world - Navigate the ICT
church their school for similar • role-play (filmed at least once a • Attending - Read small passages
• Demonstrating examples on an iPad) week Church
living a good Students at academic • iMovie • Try my very • Praying LA23 & LA24
life risk can be grouped • Powerpoint best at all After the reflection get Rubric on the students
• Carrying out together to work with • Painting series times the students to sign final work piece
Jesus’ an EA/ parent • Brochure Circulate the into the classroom demonstrating ‘People
teachings guardian or classroom • Pamphlet classroom and offer Seesaw and give learning to live as God
Each group then teacher, to work • Poster guidance and them some time to Wants’
presents the through a website Demonstrates the assistance to view their classmates
information back to together at a slower words and actions of a students when different pieces of LA25
the class pace person who is living as needed - focus on the work from the last two Use the pieces uploaded
Students will receive a • (adult helper God wants students of concern lessons to Seesaw and the
table with each can also read Students final piece of and make sure they Instruct students to worksheets collected to
groups scripture title larger passages work will be uploaded are on the right track leave a comment on assess the students
on it and then an of text for those onto Seesaw and maintaining focus something they liked against a final rubric to
empty box for them to with language on the task about their peers determine their overall
record notes. difficulties) work. grade on Church 4.1.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses student learning.

Assessment for Week 2 Lesson 9 & 10

Representation of the Parable

D C B A

The modern representation of the The modern representation of the The modern representation of the The modern representation of the
Parable of the Sower is inaccurate Parable of the Sower is not full realised Parable of the Sower is accurate Parable of the Sower is accurate and
imaginative

Doesn’t represent the parable in any Represents the parable in a particular Represents the parable in a modern Represents the parable in a detailed
setting (not implied or explained) setting setting modern setting

Represents no elements of the parable in Represents some elements of the Represents most elements of the parable Represents all elements of the parable in
a modern setting parable in a modern setting in a modern setting a modern setting

Retelling of the parable was inaccurate Retelling of the parable included some Retelling of the parable was mostly Accurately retells the parable
accurate detail accurate

Message of the Parable: Connection to living good lives

Did not represented what the Parable of Some what represented what the Mostly represented what the Parable of Accurately represented what the Parable
the Sower teaches about living good Parable of the Sower teaches about the Sower teaches about living good of the Sower teaches about living good
lives accurately living good lives accurately lives lives

No relevant detail about the message of A few relevant details about the message Provides some relevant detail about the Provides relevant detail about the
the parable were provided of the parable were mentioned message of the parable message of the parable

Teacher comment Final grade












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Teacher signature : ____________________________