RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Principles of Primary Religious Education 2 Student Number: 32003963

Date of Submission: 15/05/2019 Student Name: Elizabeth Kezich

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 PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus Topic
Four Coming to Your Table Wondering at our bodies which are Eucharist
different
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
A major aspect of human development is wondering about people’s physical differences and what this tells us about God. This unit emphasises that these
physical differences show mankind that they are personally special to God. Furthering this, Jesus shows us that everyone should love each other regardless of
our differences as encapsulated in his second commandment. Therefore, having covered the salvation topic of Eucharist students will be able to explain that
through the Eucharist we remember the message of Jesus and as we receive Jesus in the Eucharist, we become closer to him and are strengthened by his spirit
to love others. The Eucharist topic covers transubstantiation, the Catholic Eucharistic ritual and the message that through receiving the Eucharist people are
assisted in the mission of loving God and their neighbour.

Key Understandings and Learning Points

Human person Jesus Church
WONDERING AT GOD WHO CREATED THE PROMISE OF CHRISTIAN CHRISTIAN RESPONSE
BODIES DIFFERENT SALVATION C1 Catholics celebrate the Eucharist
A1 Wondering at our bodies which are B1 Jesus loved everyone regardless of physical C1.1 Compares the symbolism of the bread and
different differences wine to many people form in gone body.
A1.1 Expresses wonder at the differences in B1.1 Describes ways in which Jesus showed love C2 God’s family celebrates the Eucharist
people’s bodies. regardless of physical differences. C2.1 Names the elements in the Liturgy of the
A2 Wondering at God who created our bodies B2 Jesus draws members of God’s family close Word and the Liturgy of the Eucharist.
different to him through the Eucharist C2.2 Memorises responses, gestures and prayers
A2.1 Expresses wonder at God who created bodies B2.1 Explains a meaning of John 6:56. used during the Mass.
different. B2.2 Reports how the world would be different if C2.3 States:
A3 Attribute: God loves each of us personally people drew closer to Jesus by receiving him in • the words of the priest at the Consecration.
A3.1 Celebrates God who loves each of us Holy Communion. • the words said before receiving Holy
personally. Communion.
C3 Christians are called to love everyone as
‘another self’
C3.1 Identifies ways in which Christians love
everyone as ‘another self’.
C3.2 States ways in which people fail to behave as
Jesus taught.

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 C4 Continuing to wonder at how Jesus
strengthens his followers to love every human
individual regardless of physical differences
C4.1 Reviews and expresses the main ideas of 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

Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting
The Catholic World View and Teacher Witness entail that everyone is different and unique however should be treated as you would like to be treated, hence
Jesus’s second greatest commandment. The teacher understands that this can be a difficult task and therefore we need to look to Jesus as a role model and draw
closer to him through the Eucharist (B1, B2 and C3.1). Furthermore, the aim of the Catholic Church is New Evangelisation therefore students need to be able
to be part of the Catholic community, thus be able to participate in the Eucharist. Therefore, C1 and C2 are focussed on equipping students with these skills.
Extending this, as students are being prepared for their First Holy Communion it is important that they are supported by their family, the school and the church
community.

The Catholic World View and teacher witness understand that in order to deepen one’s faith and form a stronger relationship with God, one must wonder about
God. Thus, the first section of this unit encompasses wondering about our different bodies and then the creator (A1 and A2).

Lastly, the Catholic World View and Teacher’s witness understand that religion is a part of our lives and therefore should be integrated with other subjects and
the current events in the world, making religion even more relevant to the students. This is demonstrated in the unit through B2.2 as highlighted below.

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LEARNING AND TEACHING PROGRAM
Wee Evaluation and
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
k Assessment
Content Descriptors: Content Content Descriptors: Content Descriptors: Content Collect student
1 A1.1 Express Wonder Descriptors: A1.1 Express Wonder at A1.1 Express Wonder at the Descriptors: responses from
at the differences in A1.1 Express the differences in differences in people’s A3.1 Celebrates Lesson 4 and make
people’s bodies Wonder at the people’s bodies bodies, God who loves anecdotal notes on
Integration: differences in Lesson Objectives: A2.1 Expresses wonder at each of us the quality of their
Maths: Geometry people’s bodies Students will be able to God who created bodies personally. explanation for why
(Using units of Integration: order photos of different. Lesson people are different
measurement): Use Maths: Statistics themselves growing up. Lesson Objectives: Objectives: and what God must
scaled instruments to and Probability Students will be able to Students will be able to Students will be be like.
measure and compare (Data state three skills they had brainstorm ways that people able to identify
lengths, masses, representation at each stage of their life. are different. different ways they
capacities and and Students will be able to Students will be able to can celebrate God.
temperatures interpretation): predict three skills they write responses to three Students will be
(ACMMG084) Select and trial will attain in 20 years’ wonder questions about able to create an
Lesson Objectives: methods time. difference and God in their interpretive dance
Students will be able to for data collection, Activity: RE books that praises the
identify three physical including survey Students will bring in Activity: Lord for their
differences between questions and photos of themselves Brainstorm to recap the differences.
themselves and their recording growing up and ways that people are Activity:
partner. sheets (ACMSP09 particularly key moments different. Brainstorm
Students will use a 5) in their life such as Pose the question: What different ways that
ruler to measure their Humanities and learning to walk. would the world be like if students can
height and length of Social Science: Students are to create a everyone was the same? celebrate God (eg.
their legs, arms, hands Civics and poster where they order Pose Wonder Questions: song, prayers,
and feet. Citizenship their photos Who make everybody stories, actions etc)
Activity: (Government and chronologically and state different? Students in pairs
Students will work in Society): People under each photo what Who makes us grow? are to create an
mixed ability pairs to belong to diverse they were able to do What must God who create interpretive dance
complete worksheet groups, such as (skills). For instance, us all be like? that praises the
A1. cultural, religious were they able to walk or Activity: Lord for their
Reflection Wonder and/or social write etc.? Students in their RE books differences. The
Questions: groups, and this Students are to draw are to write their responses scaffold for this is
can themselves in 20 years’ to these three wonder shown in A2.
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Introduce a graffiti shape identity (AC time and state what skills questions (students are able
wall beside the prayer HASSK093) they hope to have to do this in a quiet place
table where students Lesson attained for instance outside):
are to write responses Objectives: learning to drive I wonder why God created
and wonder questions Students will be Reflection Wonder people to be different?
of their own for this able to create a Questions: I wonder why people can do
unit. table and record the I wonder how the body different things at different
different countries knows to grow from a ages?
I wonder what my body people in the class baby to an adult? What must God who created
will look like when I originate from. I wonder why people can us all be like?
grow up? Students will be do different things at
I wonder why everyone able to identify different ages?
is different? three differences
Wonder questions I between Australian
have about different culture and another
bodies. culture.
Assessment Activity:
Wonder responses and Students are to
questions -diagnostic - create a table of
Assess student's different people’s
heritage and shade
the regions on a
globe.
In pairs students
are research one
culture.
Reflection
Wonder
Questions:
I wonder why
everyone is
different?
How many
differences are
there between

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 people around the
world?
Wonder questions I
have about
people's
differences.
Assessment:
Identify 3
differences between
Australian culture
and another
culture.

Content Descriptors: Content Content Descriptors: Content Descriptors: Content Using the cartoon
2 B1.1 Describe ways in Descriptors: B1.1 Describe ways in B1.1 Describe ways in Descriptors: strip and role play
which Jesus showed B1.1 Describe which Jesus showed love which Jesus showed love B1.1 Describe in lessons three and
love regardless of ways in which regardless of physical regardless of physical ways in which four focus on
physical differences. Jesus showed love differences. differences. Jesus showed love whether the student
Lesson objectives: regardless of Integration: Lesson objectives: regardless of has portrayed
Students are able to physical English: Literature Students to role play the physical Jesus's love and the
identify the people differences. (Creating Literature): way Jesus showed love differences. perspective of the
Jesus showed love Lesson objectives: Create literary texts by from the perspective of the Lesson objectives: Biblical character.
towards and how they Students are to list developing storylines, different characters in the Students to group Use a checklist and
were different. different ways characters and Bible stories. the ways Jesus comments to
The students are able Jesus showed settings (ACELT1794) Activity: showed love for record.
to explain how Jesus towards different Lesson objectives: In pairs students develop a people -healing, This piece or work
showed love towards people in the Bible. Students are to describe a role play based on their feeding and will be sent home
these people. Students are to situation from another cartoon. teaching. to the parents via
Activity: create a cartoon person's perspective. Activity: See saw with
Explicit teaching: God strip showing a Activity: View role plays as teacher comments
shows his love for each modern version of Using Story Board That a class and discuss attached.
one of us through his one story where students are to make a the different ways
son Jesus. Jesus is a Jesus showed love cartoon strip of the story Jesus showed love
model of how we can towards different they chose from the -similarities and
love one another. people. perspective of the person differences.
Activity: who was different. Read the book:

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 The students are to Brainstorm to My Two Blankets,
individually use ipads recap different Kobald (2015).
to scan different QR ways that Jesus This is a story
codes directing them to showed love about a young girl
different bible stories towards different moving to
where Jesus showed people in the Australia and an
love for his neighbour. stories. Australian girl
Students are to Students are to pick extending
complete worksheet one story from the friendship to her.
B1 as throughout their previous lesson and
search. using Story Board
that (
https://www.storyb
oardthat.com/story
board-creator)
(StoryboardThat,20
19) they are to
create a modern
version of the
story.

Content Descriptors: Content Content Descriptors: Content Descriptors: Content 1. Collect

3 B2.1 Explains the Descriptors: B2.2 Report how the B2.2 Report how the world Descriptors: students’
meaning of John 6:56: B2.1 Explains the world would be different would be different if people B2.2 Report how workbooks
“Whoever eats my meaning of John if people drew closer to drew closer to Jesus by the world would be from lesson
flesh and drinks my 6:56: “Whoever Jesus by receiving him in receiving him in Holy different if people two and
blood lives in me, and eats my flesh and Holy Communion. Communion. drew closer to make
I live in that person.” drinks my blood Lesson Objectives: Lesson Objectives: Jesus by receiving anecdotal
Lesson Objectives: lives in me and I Students are to identify Students are able to identify him in Holy notes about
Students are to identify live in that person.” three problems with the three rights that children Communion. the quality
the ways they can Lesson world. (World View) should have in this world. Integration: of their
show love to another Objectives: Students are to explain In groups students are to list English: Literacy understandi
person. Students are to how the world would be and present seven rights for (Creating Texts): ng of John
Students are the explain and different through people children. Plan, draft and 6:56.
identify three ways illustrate their receiving the Eucharist. Activity: publish 2. Using a
they can show love to understanding of Activity: imaginative, checklist

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a family member the phrase “I live in Students are to work in Think Pair Share what were informative and record
through service, time everyone who pairs and use the ipads to some of the horrible things persuasive texts whether in
and action. receives me in scan QR codes that direct that happen in the world and containing key lesson five
Activity: Holy them to sites about what would be the result of information and students
Brainstorm as a class Communion.” famine, lack of receiving Jesus in holy supporting details have been
people that love the Activity: education, disease etc in communion. for a widening able to
students. Discuss ways Explain that Jesus the world. Students are to Introduce the topic of range of audiences, identify one
in which these people aims to be close to complete worksheet B2. children’s rights in this demonstrating way to
show their love for each of us and Class discussion on their world. Brainstorm rites on increasing control improve the
them. How does this therefore invites thoughts about the state the board. over text structures world and
make the students feel? every person to of the world. In groups of three students and language based on
Does this draw them join the family of Pose the question: How are to make a bill of at least features (ACELY1 their quality
closer to this person? God. Through the would the world be seven rites such as the right 694) of reflection
Students are to Eucharist Jesus different if people to an education. Lesson their
brainstorm in their draws us into an became closer to Jesus In their groups students are Objectives: throughs
desk groups how they even closer through receiving the to present these rites like Students assess onn the
can show love to relationship. Jesus Eucharist? lawyers and using ways to achieve implementat
members of their says “Whoever eats parchment paper to the improvements in ion. For
family. my flesh and drinks class. the state of the instance:
Students are to my blood lives in The rights will be displayed world. -Has it been
individually get three me and I live in behind the prayer table Students are to consistent?
post it notes for each that person” (John write a letter - Results
person in their family 6:56). detailing how to - Effective.
and one for their In their RE books make - Would you
shoulder partner. students at the top improvements to recommend this
Students are to write of a new page children’s rights. technique?
how they can show students write “I Activities:
their love for each live in everyone Class discussion - Both pieces of work
person through service, who receives me in There is nothing I will be sent home
time and action Holy can do, it is up to to the parents with
(Discuss as a class Communion.” the government to teacher comments
first). In silence and with improve the world. attached via see
Letter to be sent home reflective music Brainstorm ways saw.
to the parents students are to an individual can
explaining that during write their make a difference
the student's understanding of e.g Attend Mass

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 preparation for the this phase and and receive Holy
Sacrament of illustrate. Communion.
Eucharist, they are to Students to form How can they
cover these tasks on groups of three to show love for those
the post it notes. To discuss their around them?
help students stay understanding and Write letters to the
focus they could stick then discuss as a newspaper and to
them to their bedroom class. government
wall. ministers to
( https://oneshetwoshe. improve the rights
com/jesus/) (Belnap, of children.
2018) Choose one of the
above ways and
implement for a
week -write a
report on how
effective this
technique has been.
Key points of
report are:
- Has it been
consistent?
- Results
- Effective.
- Would you
recommend
this
technique?
Content Descriptors: Content Content Descriptors: Content Descriptors: Content Collect students’
4 C1.1 compares the Descriptors: C2.1 Name the elements C2.1 Name the elements in Descriptors: scripts for their
symbolism of the C1.1 compares the in the liturgy of the word the liturgy of the word and C2.2 Memorises Eucharistic godly
bread and wine to symbolism of the and the liturgy of the the liturgy of the Eucharist. responses, gestures play and using a
many people forming bread and wine to Eucharist. Lesson Objectives: and prayers used checklist and
one body. many people Lesson Objectives: Students are to create their during the mass. anecdotal notes
Lesson Objectives: forming one body. Students are to listen to a own Eucharistic Godly play Lesson assess whether
Eucharistic godly play. items. Objectives: students have the

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Students are to Lesson Students are to create Students are to write a script Students will be component of the
brainstorm the feelings Objectives: their own Eucharistic for their Eucharistic Godly able to match the mass and in the
and body actions to Students in their Godly play items. play and perform this to a Priest’s line and the correct order.
create each tableau in pairs are to follow Activity: partner. appropriate Furthermore,
the last Super. a recipe to bake Teacher is to run a godly Activity: response in a game teacher is to float
Students in groups of bread. play of the mass (see Students are to finish their of snap. between the
three are to act out a Students are to script attached). godly play sets and begin Students will be response, prayer
scene from the Last order and explain Afterwards students are writing the script using the able to and gesture stations
Super. pictures of the to create their own godly missal and google search. Activity: in lesson five
Students are to steps to making play set for the mass. In pairs students are to Three stations will making notes from
accurately create a bread and wine. Brainstorm as a class perform their mass to each be established for observations about
stain glass window of Students are to what items they require other. the responses, how the students
the Last Supper. brainstorm and each student in to prayers and are progressing.
Activity: different ways we bring in a shoe box from gestures used
Play a Kahoot Quiz to can see people home. during mass.
revise their prior coming together at Students will be
knowledge of the Last mass. split into three
Supper. Activity: groups and rotate
Students are to act out Students in pairs around the stations.
The Last Super (as and with parental Teacher will float
shown in C1). assistance are to between the
Afterwards students cook bread and eat stations.
are to create stain glass this at the end with Explicit teaching of
windows of The Last grape juice. the responses,
Super that will be Students are to prayers and
displayed behind the research how to gestures.
altar. make flour Response Station:
(gathering and Students are to play
crushing of wheat) a game of snap
and wine choose a with premade cards
photo of each step with the Priest’s
and take pictures of lines and the
them baking bread. response.
Students are to Prayers:
order and write a To be conducted
small explanation outside the

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 for each step to classroom, as a
make bread and group, students will
wine. place the prayers to
Explain that as music and
many grains and movement and
grapes are perform their
combined to make prayers to the class
flour and wine so at the end of the
too does Jesus lesson. Each group
bring people will receive.
together. different prayer and
In the same pairs an Educational
students are to Assistant will assist
brainstorm under with the running of
their ordering how this station.
we can see Jesus Gestures:
bringing people Students are to
together in the work in pairs and
mass. play charades. One
student mimes the
gesture and the
other guesses what
it is.
Content Descriptors: Content Content Descriptors: Content Descriptors: Content Use the marking
5 C2.1 Name the Descriptors: C3.1 Identifies ways in C3.2 States ways in which Descriptors: rubric attached to
elements in the liturgy C2.3 States: which Christians love people fail to behave as C4.1 Reviews and assess the students
of the word and the - the words everyone as another self. Jesus taught. expresses the main advertising posters
liturgy of the of the Priest Lesson Objectives: Lesson Objectives: ideas of the unit for the Eucharist.
Eucharist. at the Students will be able to Students are to participate in particularly ways in
C2.2 Memorises consecratio act out one way that they an examination of which people can
responses, gestures and n could love another using conscience. Lesson
prayers used during the - the words the object. Students are to make their Objectives:
mass. said before Students will be able to own examination of Students describe
Lesson Objectives: receiving write a prayer showing conscience booklet and how we receive
Students are to holy about loving others and write a prayer of contrition Jesus in the
correctly insert the communion using the object. at the end. Eucharist.

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responses, gestures and Lesson Activity: Activity: Students will
prayers into their Objectives: Discuss and explain the The teacher is to guide the describe ways they
Godly play script. Students are to meaning of Jesus’s students through an can show love for
Students are to listen and respond second greatest examination of conscience others.
perform their when required to commandment. and the students are to Students will make
Eucharistic godly play the Priest’s Teacher is to place a big create their own an advertising
to a partner. explanation of the cardboard box different examination of conscience campaign for the
Activity: symbols, words objects such as a band booklet that they can use as Eucharist.
Students are to insert and actions used at aid, spoon, wrapping they please. At the end of Activity:
the responses, gestures communion. paper, money, a shoe, this book is a prayer of Students are to
and prayers into their Students are to colouring pencil, eraser, contrition. initially complete a
godly play and practice copy the prayer of dishwashing cloth and a (https://www.teacherspaytea crossword
with a different partner the last centurion bag of sweets. chers.com/Product/Examina summarising the
to last time. into their prayer In pairs the students are tion-of-Conscience- Eucharist.
books. to select an item like FLIPBOOK-2443547) Revision -class
Activity: lucky dip and act out a (Breunig, 2017). discussion
The class is to visit scene of how they could of advertising -
the Priest in the love another. revision of
church and discuss Students are to perform advertising
the symbols, words their skit to the class techniques -
and actions used at Following this the exaggeration,
Communion. students are to draw the promotions and
Furthermore, the object and write a prayer rewards,
Priest will explain about loving others and bandwagon etc.
how through him the using the object. Then brainstorm
Jesus is present. how these could
Priest is to explain apply to the
the prayer Eucharist:
statement of the What do we
Roman Centurion’s receive in the
unworthiness Eucharist? -
(Luke 7:1-10): promotions and
Lord I am not rewards.
worthy to receive How does the
you, but only say Eucharist help us? -

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 the word and I claims relating to a
shall be healed. product.
The students are to Go over the
tour the church. assignment
The students are to handout and
add this prayer to marking rubric for
their pre-existing the Eucharist
pocket-sized prayer advertising poster.
books. Students create a
poster advertising
the Eucharist.
These posters will
be displayed
around the school.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively
assesses student learning. Include how you would record the student achievement and how you would use this information for future teaching.

Please refer to the tab for planned assessment.

PARENT INFORMATION NIGHT- include a beginning prayer, 5 presentation slides and your script explaining the RE Unit of Work and the learning and
teaching of RE in your classroom. Include how we assess and report on student progress. Include any handouts, prayer, examples of work the children will be
doing.

Please refer to the Parent information night tab:

- PowerPoint with script attached in the notes section of each slide
- Parent letter
- Parent hand out

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PLANNED RITUAL - 1 planned ritual that supports the learning that has occurred in the unit of work. Use the songs, prayers, artwork that has been produced
through
the learning.
Please refer to the planned ritual section.

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APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.
Please refer to the appendix section.

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