Planning

Documents
RELIGIOUS EDUCATION
Early Childhood
University of Notre Dame

TERM ONE
OUTCOMES EYLF
OUTCOME 1:
Children have a strong sense
of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience and sense of agency
Children develop knowledgeable
and confident self-identities
Children learn to interact in
relation to others with care,
empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal
relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
Use colours to show when each aspect is being covered
TERM TWO
OUTCOME 2:
Children are connected with and
contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the
reciprocal rights and responsibilities
necessary for active community
participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
TERM THREE
OUTCOME 3:
Children have a strong sense of
well being
Children become strong in their social
and emotional wellbeing
Children take increasing responsibility
for their own health and physical
wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
EARLY YEARS LEARNING FRAMEWORK
TERM FOUR
OUTCOME 4:
Children are confident and
involved learners
Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and
processes such as problem solving,
enquiry, experimentation,
hypothesising, researching and
investigating
Children transfer and adapt what they
have learned from one context to
another
Children resource their own learning
through connecting with people, place,
technologies and natural and processed
materials
4. Respect for diversity
Intentional teaching
Learning environments
OUTCOME 5:
Children are effective
communicators
Children interact verbally and non-
verbally with others for a range of
purposes
Children engage with a range of texts
and gain meaning from these texts
Children express ideas and make
meaning using a range of media
Children begin to understand how
symbols and pattern systems work.
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking
5. Ongoing learning & reflective
practice
 PLANNING OVERVIEW – TERM THREE
Year Level Unit Title Salvation Topic Aspect of Human Development
Pre-Primary God Created Everything Bible Wondering at living and non-living
things.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

Children are naturally inquisitive beings. They are always wondering about the world around them. It is natural, therefore, that they will
wonder about how the world was created and who created it. The unit of work, titled God Created Everything, explores God’s creation of the
world and everything contained within it. This unit of work particularly focuses on the living and non-living things within the world. It is explored
through the lens of the Bible and the stories and writings from within it.

Through this unit of work, students will learn about God the Creator and how Jesus calls us to care for the created world. They will discover
that God’s Will involves us looking after the world He has given to us.

Students will start by wondering what living and non-living things are and who created these things. They will then be exploring how Jesus
calls us to protect creation and finally they will look at how they can use the Bible and its teachings to help us. This unit of work also provides
an opportunity to discuss the variety of life that can be found in God’s creation. We are all unique and our differences make each of us and
each part of creation special to God.

Key Understandings and Learning Points

A Wondering at the Creator B The Promise of Christian Salvation C Christian Response

A1 Wondering at living and non-living things
A1.1 Identifies living and non-living things.
A2 Wondering at God who created living and
non-living things
A2.1 Expresses wonder at God who created living
and non-living things.
A3 Attribute: God is Creator of everything
A3.1 Celebrates that God is Creator of everything.
B1 Jesus enjoyed and cared for living and non-
living things
B1.1 Illustrates ways in which Jesus enjoyed and
cared for creation.
B2 Jesus came to show people how to enjoy
and care for living and nonliving things
B2.1 Names ways people enjoy and care for
living and non-living things like Jesus.
C1 The Bible tells us about creation
C1.1 Recognises in Psalm 104 what living and
non-living things have been created by God.
C2 Jesus wants his followers to care for living
and non-living things
C2.1 Names ways they could care for living and
non-living things.
C3 Continuing to wonder at living and non-
living things
C3.1 Reviews and expresses what they have
learned throughout the unit.
Links to General Capabilities
Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance
- Looking after - Wondering about - Respecting and
nature and caring God who created caring for the
for everything and us all and what He environment and all
everyone. must be like. of creation and trying
to make the world a
better place.
Catholic World View and Teacher Witness

Catholic World View: God’s creations are sacred and should be respected. We need to be doing more as a society to look after His creations
especially in regards to the environment. Big topics such as Climate Change and sustainability may come up in discussions about this topic and it is
important to recognise the Catholic viewpoint that we need to care for and respect the environment and the people within the environment.

Teacher Witness: I care for God’s creations by looking after the animals and plants at my house. I care for them by giving them food and water. I
praise God for all the wonderful things He has created and shared with us. I speak up when someone is not looking after God’s creations and I
teach them about how wonderful God is and why they should look after our world.

LEARNING AND TEACHING PROGRAM PP- Year 2 only

Evaluation and Assessment
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

1 KU: Wondering at KU: Wondering at KU: God is Creator KU: God is Creator of KU: Jesus enjoyed Lesson One:
living and non-living God who created of everything. everything. and cared for living Objective: Identifies living and non-
things. living and non- and non-living living things.
living things. things. Observational notes and work sample
(clipboard recording).
Students will go on a Students will Students are given The students will be
nature walk around participate in a four pieces of paper asked to reflect on Godly play about Lesson Two:
the school grounds guided meditation to draw things that God the Creator. They Jesus enjoying Objective: Expresses wonder at God
to identify things that session where they are living and non- will then participate in nature. (SEE who created living and non-living
are living and non- will wonder about living on. They will an echo prayer about APPENDIX GODLY things.
living. They will God, who created then stick their four God (RESOURCE 3 PLAY). Observational notes for the wonder
all things. in unit of work). This questions.
 record what they see (RESOURCE 1 in drawings on a piece prayer will be part of Create a book using Lesson Three:
on a clipboard. unit of work). of card. the ritual at the end of the app book creator Objective: Celebrates that God is
the program of work. about the ways that Creator of everything.
Once back in the The teacher will The class will gather Jesus cared for Work sample and observational notes.
classroom, the class then pose the in a circle and share nature.
will create a chart following wonder the things that they Lesson Four:
listing all the living questions to the have drawn. The Objective:
and non-living things students to ponder teacher will then ask Celebrates that God is Creator of
they found. In pairs and will ask for the students who everything.
they will then create responses. created these things Observational notes.
a collage of the and the students will
different living and - I wonder respond with God Lesson Five:
non-living things who created these things. Objective:
they found. created all The pictures will Illustrates ways in which Jesus
then be added to a enjoyed and cared for creation.
of creation?
Students will then be wall with the words Checklist for book.
asked to write down - I wonder God Created it all
one wonder question what God above it.
they have about must be
nature. This will be like?
added to the wonder - I wonder
wall and reviewed at why He
the end of the
created this
learning sequence.
earth for
Finish by singing the us?
song “If I were a
Butterfly” (will be
used in the ritual).

2 KU: Jesus enjoyed KU: Jesus came to KU: Jesus came to KU: The Bible tells us KU: The Bible tells Lesson Six:
and cared for living show people how show people how to about creation. us about creation. Objective: Illustrates ways in which
and non-living to enjoy and care enjoy and care for Jesus enjoyed and cared for creation.
things. for living and non- living and non-living Godly play based on Reread Psalm 104 Work sample
living things. things. Psalm 104 (See (Resource 4) and
Think-pair-share Resource 4). invite children to add Lesson Seven:
about what Jesus’ Read the story The Mystery bag with movements and Objective:
favourite part of Lorax by Dr Suess. living and non-living Reflective meditation sounds to add to the Names ways people enjoy and care for
creation might be things. about the things God story telling. This will living and non-living things like Jesus.
any why. Discuss the Ask the children how has created. be used in the ritual. Checklist for the dramatisation.
importance of Jesus would want us
Ask the children to looking after to take care of these Lesson Eight:
write a letter to nature. things. Objective:
 Jesus asking Him Get the children to Write a praise prayer Names ways people enjoy and care for
what His favourite Ask the children mime in small to God, thanking Him living and non-living things like Jesus.
part of creation is how Jesus showed groups ways that for all of creation. Observational notes.
and telling Him what us to enjoy nature. Jesus teaches us to
their favourite part care for nature. Lesson Nine:
is. Display around Create a Objective:
the room. dramatisation of Recognises in Psalm 104 what living
the different ways and non-living things have been
we can enjoy created by God.
nature. Prayer work sample and observational
notes.

Lesson Ten:
Objective:
Recognises in Psalm 104 what living
and non-living things have been
created by God.
Observational notes and video
recording.

3 KU: Jesus wants His KU: Jesus wants KU: Continuing to KU: Continuing to RITUAL Lesson Eleven:
followers to care for His followers to wonder at living and wonder at living and PREPARATION Objective:
living and non-living care for living and non-living things. non-living things. AND RITUAL (see Names ways they could care for living
things. non-living things. ritual below for and non-living things.
details). Work sample and checklist.
Create a “PP cares Brainstorm about Sing the song Creation of a class
for God’s creation the different ways “Wonders I See” (will book on the learning Lesson Twelve:
by…” wall and have the children and be used in the ritual). throughout the unit. Objective:
the children draw their family cares Children add in their Names ways they could care for living
pictures of the ways for and enjoys Review of the favourite part of the and non-living things.
they look after creation. wonder questions unit and also choose Observational notes.
creation. The children asked at the their best work from
teacher writes down Outdoor play beginning of the unit the unit to add to the Lesson Thirteen:
the responses of the where the learning of work and see if book. This book will Objective:
children. centres have been they are able to be placed in the Reviews and expresses what they
set up for children answer any of the centre of the prayer have learned throughout the unit.
to enjoy nature and questions. Record circle for the ritual to Anecdotal notes.
all of creation. (see responses. symbolise all the
outdoor learning they have Lesson Fourteen:
environment plan). done. Objective:
Reviews and expresses what they
have learned throughout the unit.
Work sample and checklist.
 CONCEPT MAP
English
(option 1)
Maths
- Write a prayer thanking God for all Religious Education / Spiritual Education - Look for naturally occurring patterns
the things He has created.
in nature.
- Read the story The Lorax by Dr - Mindfulness activity (Teacher guided): Imagining
- Sorting activity.
Suess and create a book about how you are in a forest and different natural places,
- Probabilities activity e.g. it will be
we care for creation. using the senses to explore the place. Ending with
sunny today, the plant will grow tall
- News for the next three weeks will a prayer of praise thanking God for all that He has
etc.
be based on something you have created for us.
- Matching memory game with
found in creation.
animals, plants and parts of creation.

Concept: God Created Everything

Term: Three Weeks: 8, 9, 10
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education

- Guided yoga session about nature and using plants and
- Planting seeds and watching them grow. animals as inspiration for the poses.
- Sprout head activity. - Gross motor play in playground on climbing equipment.
- Weather based activities. - Nature walk (gross motor and mental health).

HASS LOTE The Arts

- Talking about the importance of - Create a collage of different living and non-living things in the world.
- Learning new words
nature for survival. - Draw a picture of something that God has created that you are
about the names of
- Looking at important natural animals and words to do thankful for.
places near the school. with nature. - Dramatisation of the ways people enjoy and care for nature.
- Creation charades: teacher states a part of the creation story and then
- Going on an excursion to the - Learning a song about
the children act that part out.
local park.
nature in that language.
CONSTRUCTIVE PLAY (BLOCKS)
- Adding in fabrics and small animal
toys for children to create scenes
out of such as mountain sides, farms
and the beach.
- Adding in manipulatives to the
construction corner to add to the
play.
- How tall am I in blocks activity where
children make animals heights in
blocks and compare their height.
- Books and images showing how people care for and enjoy
PAINTING
- “Tree of me” activity – trace arm
and fingers to use as the base of
the tree. Children then paint, draw
- Book creator app to create book about how Jesus showed
or collage leaves onto their “tree”.
Display around the room.
DRAMATIC PLAY
- Sustainability centre with resources about
recycling and looking after the planet.
- Vet clinic
- Hospital
- Camping set up.
- -
MANIPULATIVES
LEARNING CENTRE PLAN
- Adding leaves, twigs, small stones
to the playdough area to add
©The University of Notre Dame 2010 developed by C McGunnigle
Week 8 to Week 10 decoration and texture.
- Size sorting activity with stones,
INVESTIGATION TABLE feathers, leaves, twigs etc.
- Do you know what is living and non-living?
- Variety of materials of living and non-living things that
students can explore and classify into living and non-living
baskets.
nature. COLLAGE
- Create a collage of a scene from
ICT nature using materials from
nature.
- Leaf rubbings
care for and enjoyment in nature.
- Collage in the sand with stones,
- Song lyrics on smart board
leaves, feathers and twigs.
BOOK CORNER DRAWING / WRITING CENTRE
- Variety of books about nature such as The - Images of nature to be used as visual prompts
Lorax, for drawings and ‘story writing’.
- Adding in a large branch and some plants to - Prayer layout for children to use as a guide for
the book corner. writing their own thank you prayers to God.
 CLIMBING AREAS
OUTDOOR PLAY CREATIVE PLAY/DRAMATIC PLAY
- Making the risky play area into a
mountain scene where children - Set up a vet clinic/hospital for
can climb to the top and admire
Week 8 to Week 10 children to “care” for sick animals.
nature. - Loose parts for the children to play
- Large branches added to the with e.g. small twigs, stones,
SAND and WATER PLAY leaves, big palm fronds.
obstacle course area.
- Lots of plants and fabric to make
- Adding additional materials to these areas that allow children
the climbing area like a forest.
to explore living and non-living things found within the local
environment e.g. shells, rocks, leaves, small twigs, driftwood.
- Insects and animal toys buried in the sand for the children to
find and wonder about. INVESTIGATION
MAT PLAY
- Guess which plant I am: variety of
- Animal toys as well as fabric, small seeds for children to try to classify,
stones, small tree branches, water, NATURAL ENVIRONMENT they can also sort them by colour,
sand and mud for children to size etc. Images of the plants they
- Gathering insects and using magnifying glasses to look at
experiment with. grow into to assist the children.
them.
- Small world hospital and vet clinic
- Essential oils, and pine cones, driftwood, small smooth
like the one set up in the dramatic
stones, mint, apples, flowers in bright colours for a sensory
play corner.
guessing game. BIKE PLAY
- Collect flowers for the prayer ritual.
- Development of caring for
environment and others by having
ART/CRAFT TABLE CHILDREN’S INTERESTS/FUTURE PLANNING ‘road blocks’ with pedestrian
crossings, animal crossings and
- Using natural materials to create collages e.g. leaves, twigs, - Bird watching and watching the cloud
having toy animals stationed around
sand. formations.
the bike path to encourage children
- Different natural materials to create paintings such as leaves - More messy play activities i.e. mud,
to slow down and be mindful of
and feathers as stamps. gumboots and raincoats to play in
their surroundings.
- Kite making materials. puddles.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses
student learning.

Objective: Students will be able to identify at least one way that they can care for and enjoy nature. Links to Key Understanding C2 and Learning
point 2.1.

This assessment will take place in week three, lesson one. The children’s work samples of the drawings and their oral responses will be use and
the evidence for the assessment. I will be assessing whether or not the students were able to say one way that they can either care for or enjoy
nature and whether their drawing represented this or not. A checklist will be used to record this information. A checklist is an appropriate way to
assess this learning as it will clearly outline whether the objective was achieved and is appropriate for the age group and time available for the
teacher.

Student Name: Identified at least one way that a person can Additional comments/notes
care for and enjoy nature (Y/N)

Jackie Palmer

Thomas Rowland

Stevie Lewis

Francesco De Maria

Louis Home
PLANNED RITUAL - 1 planned ritual that supports the learning that has occurred in the unit of work.

Gather:
- Set up a centrepiece in the PP playground grass area. Include the class prayer cloth, the Bible, the classroom Cross, flowers that the children have
gathered, class book on learning and the speaker.
- Invite the children to join you outside in the playground for the prayer ritual. Play the song “If I were a Butterfly”. Ask the children to sing along with you.
- Begin the ritual with the sign of the cross and the opening prayer (written by Keely Anderson)
o In the name of the Father, and of the Son and of the Holy Spirit, Amen.
o Dear Lord, we gather here today as class PP blue to thank you for our wonderful world.
o Thank you for the skies and the seas, the birds and the bees, the mountains and the trees.
o Thank you for the rivers and the waves, the rocks and the caves, the nights and the days.
o Thank you for my family and friends, playgrounds, schools and me.
o Amen, In the name of the Father, and of the Son, and of the Holy Spirit, Amen.

Listen:
- Read Resource 4 of the unit of work: And God Created Them which is based on Psalm 104.
- While reading the scripture, students will act out the various parts as taught to them in previous lessons.
- After reading the scripture, pause and allow the students to reflect on what they just heard.
- Ask the following questions and take responses if students wish to share”
o I wonder why God created all of these wonderful things?
o I wonder what He thought when He finished creating all of these things?
o I wonder how you feel when you get to experience God’s Creations?

Reflect:
- Allow students to share what they are thankful for and also provide the opportunity for students to say any of their worries.
- Leave a minute for silent reflection.
- Sing the song “Wonders I see”.

Go forth:
- Say the final prayer (Echo pantomime Resource 3)
o Sign of the Cross
- Ask the students to go forth and look for one thing that God has created and to share it with their parents after school.
PARENT INFORMATION NIGHT: 5 slides, notes of presentation, rationale of RE in the early years

SCRIPT:

Good afternoon parents, carers and guardians. Thank you for attending today’s session which is all about our final unit of work in religious

education for term three. I would like to start today’s session with a prayer which you can find on the smartboard ahead. In the name of the

Father, and of the Son and of the Holy Spirit, Amen. Loving God, You are the giver of all we possess, the source of all of our blessings. We

thank and praise you. Thank you for the gift of our children. Help us to set boundaries for them, and yet encourage them to explore. Give us the

strength and courage to treat each day as a fresh start. May our children come to know you, the one true God, and Jesus Christ, whom you

have sent. May your Holy Spirit help them to grow in faith, hope, and love, so they may know peace, truth, and goodness. May their ears hear

your voice. May their eyes see your presence in all things. May their lips proclaim your word. May their hearts be your dwelling place. May their

hands do works of charity. May their feet walk in the way of Jesus Christ, your Son and our Lord. Amen. Today’s session has been structured

so that you can gain an understanding of what your child will be learning during this unit of work and ways that you can support their learning at

home. Firstly, I would like to start by explaining the reasons we regard religious education so highly in the early years. The Bishops Mandate

(Catholic Education Commission of Western Australia, 2009) outlines religious education as the first and foremost learning area in a catholic

school. This means that above all else, religious education should be taught to your children. Our school prides itself on providing a rich and

holistic religious education program that integrates well with all of the other learning areas. Children are naturally spiritual and religious beings. I

am sure your child has asked you lots of questions about why things are the way they are. This is part of their innate curiosity about their world.

They are constantly asking wonder questions and seeking answers to these questions. The religious education program enables children to ask

these questions in a safe environment and to find answers with the assistance of myself and my fellow teachers. The Early Years Learning

Framework (DEEWR, 2009) is a mandated framework for children aged 0-8. Religious education sits beautifully within the outcomes of the
framework as it provides the children with an opportunity to explore their identity and their world. The final unit for this term is called God

Created Everything. In this unit of work, your child will learn about all the things that God has created. They will see how Jesus asks us to care

for and enjoy creation and they will learn how we can use the Bible to help us answer questions we might have about God. It would be excellent

if you could continue your child’s learning at home by doing some of the activities listed on the screen. Your children are naturally inquisitive

people so use their questions to your advantage! When your child asks why the sky is blue or who made the stars you can talk about God and

how He created the world. You might also like to add a personal touch by talking about your experiences of nature and how you care for God’s

world. The final slide has some frequently asked questions that will hopefully give you more of an insight into the RE program or alternatively

you can contact me to discuss any queries or worries you may have. I would like to finish with a prayer and then you are welcome to stay for a

light bite to eat and to chat about this session or any other concerns you have. In the name of the Father, and of the Son and of the Holy Spirit.

Amen. Thank you, Lord, for your presence with us this day. As we depart from this space now, we ask you to bless us throughout the remainder

of the day and guide us safely home. Do not let the learning and conversations of this gathering die, but, instead, may they continue to ruminate

within us and bear fruit in our ministries throughout the year, until we find ourselves together again. We ask this in the name of Jesus, and in the

power of the Holy Spirit, Amen. In the name of the Father, and of the Son, and of the Holy Spirit. Amen. Thank you for your attendance and God

Bless.
APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.

If I were a Butterfly song

The Wonders I See by Bernadette
Farrell
If I were a butterfly, I'd thank you Lord for giving me
wings
Thank you, God, for the gift of creation.
If I were a robin in a tree, I'd thank you Lord that I
Thank you, God, for the wonders I see:
could sing
All around us your love is everywhere.
If I were a fish in the sea, I'd wiggle my tail and I'd
Thank you, God, for giving this world to
giggle with glee
me.
But I just thank you father for making me, me.
Thank you, God, for the gift of creation.
For you gave me a heart and you gave me a smile
Thank you, God, for the wonders I see:
You gave me Jesus and you made me your child
Clouds and sunshine, rainbows and
And I just thank you Father for making me, me.
thunderstorms
Thank you, God, for giving this world to
If I were an elephant, I'd thank you Lord by raising my
me.
trunk
If I were a kangaroo, You know I'd hop right up to you
Thank you, God, for the gift of creation.
If I were an octopus, I'd thank you Lord for my fine
Thank you, God, for the wonders I see:
looks
Leaves and rivers, oceans and
But I just thank you Father for making me, me
waterfalls
Thank you, God, for giving this world to
For you gave me a heart and you gave me a smile
me.
You gave me Jesus and you made me your child
And I just thank you Father for making me, me.
Thank you, God, for the gift of creation.
Thank you, God, for the wonders I see:
If I were a wiggly worm, I'd thank you Lord that I could
Hills and forests, valleys and mountain
squirm
tops
If I were a fuzzy wuzzy bear, I'd thank you Lord for my
Thank you, God, for giving this world to
fuzzy, wuzzy hair
me.
If I were a crocodile, I'd thank you Lord for my great
smile
Thank you, God, for the gift of creation.
But I just thank you Father for making me, me
Thank you, God, for the wonders I see:
All around us, your love is everywhere
For you gave me a heart and you gave me a smile
Thank you, God, for giving this world to
You gave me Jesus and you made me your child
me.
And I just thank you Father for making me, me.
Godly Play for Lesson Five, Week One (Written by Keely Anderson using Matthew 6:25-30)

This story comes from the special book that we call the Bible. Jesus (hold up Jesus figurine) taught us many things about God. One day Jesus

was teaching His followers (place figurines in a semi-circle around Jesus). He was telling them about how God cares for us all. Jesus said “Do

not worry about the things you need to live. Look at the birds (place birds in the scene) they do no worry about where they will get their food

from as God feeds them. God will also feed all of us as we are very special to Him. Look at all the flowers (place flowers in the scene). They

grow and turn into beautiful flowers. God helps the flowers to grow. He will also help all of us to grow. God cares for us all deeply and will look

after us.

Godly Play for Lesson Four, Week Two (Written by Keely Anderson based on Psalm 104 and Resource 4 in the Unit of Work)

This story comes from the special book that we call the Bible. This is God, who created all that we see (show the figurine to the students). God

created the water that surrounds us (place down blue fabric in front of the students). The water flows down from the mountainsides (place down

two mountains and have fabric flowing down them). God created the trees and the birds who made their homes in the trees (place the trees

among the mountains and the bird’s nests in the trees). He created the rains above us (spray water above the scene). God made the green,

green grass (place down the green fabric overlapping the blue fabric) and the animals eat this grass (scatter the animal figures around the

scene). God created plants for us to eat and use (place the crops and flowers around the scene). God made the moon and the stars (dangle the

mobile above the scene) and He made the sun and the clouds (dangle the mobile above the scene). God has created all the living and the non-

living things and He provides them with all that they need. God is great and we thank Him and Praise Him for all of His creations.
References:
Ayres, C. (2016). 8 Best Closing Prayers for Meetings. Retrieved from https://connectusfund.org/8-best-closing-prayers-for-meetings

Catholic Education Commission of Western Australia. (2009). Mandate of the Catholic Education Commission of Western Australia 2009-2015.
Retrieved from https://www.cewa.edu.au/wp-content/uploads/2018/01/Bishops-Mandate-2009-2015.pdf

Catholic Education Office of Western Australia. (n.d.). Perth Archdiocesan Primary RE Units. God Created Everything. Perth Catholic Education
Office of Western Australia.

Department of Education, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years learning framework.
Barton, ACT: Commonwealth of Australia.

Farrell, B. (1999). ‘The Wonders I See’, Share the Light, OCP, Portland, OR.

Landry, C. (1975). ‘If I Were A Butterfly’, Hi God 2, North American Liturgy Resources, Phoenix, Arizona.

Loyola Press. (2019). A Parent’s Prayer. Retrieved from https://www.loyolapress.com/our-catholic-faith/prayer/family-prayers/a-parents-prayer

Suess, Dr. (1971). The Lorax. New York: Random House.