level 1: kinder/prep

Jesus
Background Notes for Teacher Reflection and Preparation
ELEMENTS JESUS CHRIST: Jesus of Nazareth, Son of God, Saviour, Word made Flesh

AIMS Biblical and Religious Inquiry and Literacy

Making Connections
Being a Person of Mission Good News for Living pp 86-88

CONTENT STATEMENT Students will begin to understand that Jesus was born into a loving family, was raised within the Hebrew
tradition and had a unique understanding of his relationship with God as his Father and with all people.

STANDARD See Good News For Living Refresh Document 2014

Strand Core Doctrinal Concepts Catechism Reference

Jesus Christ 1. Jesus is a human being like us. 464, 469

2. Jesus is a member of a family. 531, 533
3. Mary is the mother of Jesus. 488, 508
4. Jesus teaches us about God his Father. 151, 240
5. Jesus is our friend. 142, 460

Other Related Doctrinal Concepts

Scripture 1. The Bible is where we find out about the life of Jesus. 124, 125

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Christian Life 1. I am precious, unique and loved by God. 27, 374

LINKING WITH OTHER RESOURCE BANKS

Level 1 Level 2 Level 3

Jesus The Life of Jesus Followers of Jesus

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STUDENT
CONTEXT BACKGROUND
Children at this age are very curious and have great
imagination and will enjoy the use of story as a way of
discovering the stories of Jesus’ birth, childhood and
ministry. For some children, this will be a discovery and
they will have many questions to be answered.
In particular, children like to share their own stories
and can relate their own lives to stories of Jesus’
childhood, noting similarities and differences, and this
provides a foundation for a developing relationship with
Jesus.
level 1: kinder/prep
Jesus

THEOLOGICAL
FOR TEACHERS The Bible tells Jesus’ story
The Birth of Jesus
The Gospels of Matthew and Luke record the events
of Jesus’ birth. The stories of the birth of Jesus
draw on texts from the Hebrew Scriptures. Both
evangelists highlight the significance of Jesus’ birth.
Both evangelists wish to emphasise that the birth of
this child was no ordinary birth. In Matthew Jesus is
seen as the new Moses, liberator of the people of
God. The flight into Egypt and the return of Jesus,
Mary and Joseph to the land of Israel (Mt. 2: 13–21)
echo the story of Joseph and his brothers (Gen.37)
and the liberation of the Hebrew slaves in the Exodus.
Matthew’s genealogy (Mt.1: 1–17) emphasises, for
his Jewish audience, the continuity between Jesus
and the great liberators of Jewish tradition. Luke sets
Jesus’ birth in the context of a Roman census. The
Romans were the rulers of the known world. Luke sees
Jesus’ birth in the context of world events. The Magi
from the east (Mt. 2:1–12) symbolise the nations of the
world come to pay homage. The virginal conception
of Jesus is linked to the mysterious sign spoken of by
Isaiah (Mt.1: 23 cf. Isaiah 7:14).
Jesus’ Parents
Jesus belonged to a family. Jesus had a mother
whom Christian tradition names as Mary. Matthew’s
Gospel states that Mary’s husband was Joseph, ‘a
man of honour’. Luke’s gospel says that at the time
of Jesus’ conception, Mary was betrothed to a man
named Joseph of the House of David. Luke’s Gospel
relates that Jesus’ parents had him circumcised and
presented in the Temple as required by Jewish law.
The family of Jesus lived at Nazareth. Jesus’ family
went to Jerusalem for the feast of the Passover before
returning once more to Nazareth.
The story of Jesus is recounted in the Gospels. The
four Evangelists were primarily theologians. Their
major concern was to communicate the religious
significance of the life, death and resurrection of Jesus.
They understood and interpreted the significance of
Jesus in the light of the story of the People of Israel.
The Evangelists understood and interpreted Jesus in
the light of the post–resurrection experience of Jesus’
followers who were forming Christian communities
or churches throughout the Greco–Roman world.
Christians understand and interpret the Jesus story by
looking to both the Hebrew and Christian Scriptures
and to the ongoing Christian experience of the Church.
Characteristics of Jesus
as a person through story
The stories that Jesus told reflect his own humanity
and his relationship with God and others. Jesus was
able to relate to both the poor and lowly and the
rich and well connected. The parables of Jesus are
meant to jolt his listeners out of their customary ways
of thinking about God and the world. The parable of
the Good Samaritan confronted Jewish prejudices
about the hated Samaritans. As the Gospel narratives
about Jesus unfold, his human qualities are revealed.
Jesus is patient with his disciples who are so slow to
learn. Jesus weeps at the death of a friend. He feels
compassion for a widow deprived, through death, of
her only son. Jesus is courageous in confronting those
who misuse power. He stands up to a self–righteous
mob ready to stone to death a woman taken in
adultery. Confronted with the horror of his own
death Jesus sweats blood. In the stories Jesus told
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and the narratives about Jesus, numerous personal
characteristics of Jesus are depicted.
Jesus as friend
Jesus revealed himself as a real friend in the Gospel
narratives. Jesus loved Simon Peter. Simon Peter was
a friend of Jesus, part of his inner circle. Jesus knew
Simon Peter to be good hearted but weak. Jesus
predicted that Simon Peter would betray him. When
Simon Peter repented his betrayal Jesus forgave
him. Jesus challenged his friend Simon Peter to be
shepherd to those who would follow the way of Jesus
(Jn 21:15–18). Jesus went out of his way to make
friends with people whom today we would term ‘the
marginalised’. Jesus saw first and foremost the person
beneath the societal stereotype of tax collector, leper,
public sinner, blind person, prostitute and so on. Jesus
level 1: kinder/prep
befriended people in spite of what others thought.
Jesus had friends among the rich and the poor, the
popular and the unpopular, those considered worthy
and those considered unworthy.
Fully Human
If we had lived in the time of Jesus and could have
met him; we would have met him as a man first. His
humanity would have been our touch stone – as we
got to know more about him - it would have occurred
to us that there was something profound about this
Jesus
man – a wisdom that constantly confounded and a
love that eternally enfolded and included all people.
(Catholic Education Archdiocese of Brisbane, Jesus as
a person, 1998, pp.5-7)

SCRIPTURE
John 10: 2-16 A Story about Sheep
Jesus said:
The gatekeeper opens the gate for the shepherd, and
he goes in through it. The sheep know their shepherd’s
voice. He calls each of them by name and leads them out.
When he has led out all of his sheep, he walks in
front of them, and they follow, because they know his
voice. The sheep will not follow strangers. They don’t
recognize a stranger’s voice, and they run away.
Jesus told the people this story. But they did not
understand what he was talking about.
Jesus Is the Good Shepherd
Jesus said:
I tell you for certain that I am the gate for the sheep.
Everyone who came before me was a thief or a robber,
and the sheep did not listen to any of them. I am
the gate. All who come in through me will be saved.
Through me they will come and go and find pasture.
A thief comes only to rob, kill, and destroy. I came so
that everyone would have life, and have it in its fullest. I
am the good shepherd, and the good shepherd gives
up his life for his sheep. Hired workers are not like the
shepherd. They don’t own the sheep, and when they
see a wolf coming, they run off and leave the sheep.
Then the wolf attacks and scatters the flock. Hired
workers run away because they don’t care about the
sheep.
I am the good shepherd. I know my sheep, and they
know me. Just as the Father knows me, I know the
Father, and I give up my life for my sheep. I have other
sheep that are not in this sheep pen. I must bring them
together too, when they hear my voice. Then there will
be one flock of sheep and one shepherd.
Luke 15:1-6 One Sheep
Tax collectors and sinners were all crowding around
to listen to Jesus. So the Pharisees and the teachers
of the Law of Moses started grumbling, “This man is
friendly with sinners. He even eats with them.”
Then Jesus told them this story:
If any of you has a hundred sheep, and one of them
gets lost, what will you do? Won’t you leave the ninety-
nine in the field and go look for the lost sheep until you
find it? And when you find it, you will be so glad that
you will put it on your shoulder and carry it home. Then
you will call in your friends and neighbours and say,
“Let’s celebrate! I’ve found my lost sheep.”
Luke 2:41-52 - The Boy Jesus in the Temple
Every year Jesus’ parents went to Jerusalem for
Passover. And when Jesus was twelve years old,
they all went there as usual for the celebration. After
Passover his parents left, but they did not know that
Jesus had stayed on in the city. They thought he was
travelling with some other people, and they went a
whole day before they started looking for him. When
they could not find him with their relatives and friends,
they went back to Jerusalem and started looking for
him there.
Three days later they found Jesus sitting in the temple,
listening to the teachers and asking them questions.
Everyone who heard him was surprised at how much
he knew and at the answers he gave.
When his parents found him, they were amazed. His
mother said, “Son, why have you done this to us? Your
father and I have been very worried, and we have been
searching for you!”
Jesus answered, “Why did you have to look for
me? Didn’t you know that I would be in my Father’s
house?” But they did not understand what he meant.
Jesus went back to Nazareth with his parents and
obeyed them. His mother kept on thinking about all
that had happened. Jesus became wise, and he grew
strong. God was pleased with him and so were the
people.
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John 13:34-35 – The New Command
But I am giving you a new command. You must love  PLANNING Suggested
Assessment Tasks
each other, just as I have loved you. If you love each 
other, everyone will know that you are my disciples. 
A LEARNING Assessment tasks may include:
•  Focused analysis. Interview student using the 

Luke 6:31 – Love

SEQUENCE following questions:
  I wonder what Jesus’ parents were like?
Treat others just as you want to be treated. If you love 
only someone who loves you, will God praise you for  Level Focus   I wonder where Jesus was born?
Jesus reveals and is God’s love for us   I wonder who came to visit Jesus and celebrate 
that? Even sinners love people who love them.
Jesus cares for us. his birth?
 
•  Create a nativity scene depicting the main 
Luke 18:15-17 - Jesus Blesses Little Children
characters of the nativity story.
Some people brought their little children for Jesus to  Overarching Goal
•  Describe aspects of Jesus’ family life. This may 
bless. But when his disciples saw them doing this,  Example:
take the form of play with dress ups, puppets etc.
they told the people to stop bothering him. So Jesus  That the students will begin to develop an 
•  Compare the characteristics of their own life with 
called the children over to him and said, “Let the  understanding of the person of Jesus. 
that of Jesus and make comparative statements.
children come to me! Don’t try to stop them. People 
Essential Questions •  List, draw, role play, or mime all the different ways 
who are like these children belong to God’s Kingdom. 
that we show love to others.
You will never get into God’s kingdom unless you enter 
level 1: kinder/prep

Example;
•  Identify, cut our or draw pictures that illustrate 
it like a child!” What do we know about Jesus?
knowledge of some of the important things Jesus 
 
taught. Make these into a mobile or a class collage 
NB. Whenever you use direct quotes from the 
Enduring Understandings with suitable pictures.
scriptures remember to cite them eg ‘’Let the children 
•  Jesus lived in a family where he learned to know  •  Sing songs about what Jesus tells us about God.
come to me!” Luke 18:16
and trust God. •  Folding an A4 piece of paper make a shape of a 
•  Jesus knew that God loved him. heart. Write the words ‘Jesus is a loving friend or 
•  Jesus is with us now. I show my love for others by…’ the students write 
•  Jesus gathers us together as his Body. and/or illustrate.
•  Jesus loves each of us. •  Students help to design a prayer space in the 
•  Jesus teaches us how to grow in love classroom and explain their design to others. 
Jesus

•  Join in a simple Alleluia when you proclaim the 
Evidence of Learning Word in your classroom.
Students should be able to: •  Invite other classes, parents or community member 
1.  Articulate their knowledge about Jesus’ family. to join in prayer.
2.  Recall some things that Jesus taught.
3.  Celebrate the presence of Jesus in the Word of 
God and in prayer.
4.  Celebrate the presence of Jesus gathered as one 
Body.
5.  Express ways that they can show their love for 
4

others.
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Suggested Learning Experiences
Focussing Strategies: learning and teaching in
Kindergarten in particular, but also in Prep, is very
different to other year levels. Children at this level may
have had no formal introduction to Jesus, Church or
religion. Introducing these complex concepts involves
capturing the children’s curiosity. Children will respond
to activity around them and therefore become aware
of liturgical events early in the school year (particularly
Lent and Easter). Their curiosity about Jesus and our
celebration of his life will be a valuable asset to this
learning sequence.
Once children, particularly in Kindergarten or those
new to the school in Prep, have become aware of
activity surrounding our Catholic culture and ethos,
level 1: kinder/prep
they will want to know more, this is a great time to
visit your local church and immerse the children in
the symbolism and rich art that depicts much of our
traditions and story.
Children are naturally very curious and are also
constructing their knowledge on a base of information
that they already possess. For each child the learning
experience provided by the church visit will be
different. Take time to listen to the children; what are
they noticing, what questions are they asking and
Jesus
what conclusions are they drawing? (This observation
and subsequent documentation will provide an
understanding of knowledge and a place to begin
planning)
Discussion can be provoked by asking wondering
questions such as:
I wonder who uses this Church?
I wonder how they use it?
I wonder why there are so many seats?
I wonder why the windows have pictures?
5
Some points to be aware of:
• The church building is not the only place to ‘meet’
Jesus. It is best not to describe it as ‘God’s House”
but rather to introduce the concept of sacred
space. Jesus, of course, lives and works within
each of us.
• Care needs to be taken to ensure the church is
not seen as the priest’s house. Show the children
Father’s house, this helps to make him more
human to them as well.
When you return from the church it is a good idea to
have the children show their understandings by:
• drawing something that interested them (using
only black pencil signifying ‘thinking’ rather than
picture making). Adults can scribe for them as they
describe aspects of the church which interested
them or questions they want answered. (This
becomes another form of documentation, providing
evidence of learning and understanding and a form
of assessment for learning)
• KWL Chart (Learning and Teaching Strategies
Book)
What do we know about Jesus and his family?
What do we want to know about Jesus and his
family?
What we have learnt about Jesus and his family?
• Design a concept map about what we know about
Jesus.
Who am I? Students tell characteristics of themselves
as a character in a story eg The Rainbow Fish. Other
students guess who they are.
Documenting of conversations, drawings, and
recording questions asked by children all assist in
assessing both the learning of the children and the
effectiveness of the programmes created. Children at
this level do not write well enough to fully express their
knowledge and understandings. Photographs are also
useful in both recording and observing the children’s
areas of interest.
Learning Strategies: note that some of these
activities will be suited to particular parts of the year
such as exploring the Christmas story. Particularly in
Kindergarten, the children will need slow and steady
exposure to the person of Jesus. Learning sequences
which are in context have greater impact than those
not.
• Introduce the Bible as our important book because
it is the Word of God. Select a place/table for
it. Children could design a cloth or decorate a
selected scripture quote to place along the table.
Talk about the way we care for and love this book.
Refer to the Scripture strand for ideas about how to
introduce the bible.
• Participate in simple liturgies of the Word.
• Refer to: To Know, Worship and Love (2000/2001),
Level 1, Units 14 & 15 or Level 2a, Units 10
& 11 or Level 2b, Unit 13 Student Texts and
Teaching Companions. These resources contain
many learning and teaching suggestions for
the development of an understanding of Jesus’
family life, Mary and Jesus as a friend and “Good
Shepherd”.
• Story Ladder - Provide scaffolding sentence
beginners involving the content of a particular
story. Ask students to complete the sentence with
illustrations and/or written text.
• Familiarise yourself with the Christmas story based
on Matthew or Luke before retelling to the class.
01
• Refer to Ryan, M, (2003) Expressions Book 2.
Social Science Press. Topic Jesus as a Child.
• Refer to The Complete Guide to Godly Play
Volumes 1-5 Jerome Berryman 2002 Living The
Good News.
Vol 1 How to Lead Godly Play lessons
Vol 2: Presentations for Fall – the Church Year
and 13 old Testament stories
Vol 3: Presentations for Winter – Stories
about Advent and the feasts of Christmas and
Epiphany plus the parables
Vol 4: Presentations for Spring – Lent. The
Resurrection, the Eucharist and the early Church
Vol 5: Practical helps from Godly Play Trainers
• Lead students to establish a word/picture bank
of significant words/images about Jesus from the
level 1: kinder/prep
stories they have been reading. Question children
on the significance of the words in the word bank.
• Teacher and children compose a text, which
recounts some of the main events of the story of
the life of Jesus. This text can be displayed on the
wall chart or made into a Big Book.
• Story Map the life of Jesus. (Learning and Teaching
Strategies Book,) Or Sequence the main events in
Jesus life. Teacher scribes and children illustrate.
Jesus
Or Freeze Frame the life of Jesus (learning and
Teaching Strategies Book,)
• Read the story of Jesus in the temple Lk 2:41-42
and discuss.
• Role-play the reunion of Jesus, Joseph and Mary
Lk 2:41-42.
• Think-Pair-Share Gospel stories involving Jesus eg

Luke 2:41-47 (Teaching Strategies Book,)
• Engage the children in wondering about the
feelings and thoughts of Mary, Joseph, Jesus and
the teachers in Luke 2:41-47
• After reading and discussing The Rainbow Fish
make a poster about the importance of sharing and
being generous.
• Construct speaking pictures with speech bubbles
of Mary, Joseph and Jesus to encapsulate the
scene of the reunion. You may wish to use the
computer programme Comic Life, and have the
children ‘play’ the parts of Mary, Joseph and Jesus.
• Make a simple scroll recording something about
Jesus’ childhood with text and illustration.
• Make a scroll using some significant words spoken
by Jesus eg ‘I am the Good Shepherd.’ ‘Let
the little children come to me’. ‘I will be with you
forever.’ ‘Love one another as I have loved you.’
Use as central focus in a prayer service.
• Hot seat character interview about a Scripture story
involving Mary, Jesus and Joseph.
• Recap the Christmas story from Matthew or Luke
and use masks for the characters, read and mime
the story or have the children create nativity dolls
to retell the story, or use dress up clothes and
have the children retell the story. Don’t hesitate to
explore rich information about the characters from
the story, such as the names of the wise men,
(noting that there is no certainty about the names)
children love to have knowledge.
• Ask the children to consider the gifts that people
would bring now as a symbol of their birth.
• Prepare a Prayer Service asking children to select
appropriate symbols. Document the symbols they
choose and their reasons.
• Classification - Provides boxes with the names of
a story on each. Children draw/construct or bring
along symbols for each story and place them into
the correct box.
• Form a prayer circle and using a symbol known
to the children (eg candle, Bible), students state
‘Jesus is like me because………’
• Display books around the classroom, labelling
pictures of food, temple, clothing, games, school
and houses.
• Brainstorm games that Jesus would have played as
a child. Play some. Consider the environment and
available equipment. See The Time of Jesus, 1998
Lois Rock, Lion Pub
• Using cardboard templates the students make
puppets dressed in Judaic clothing. These puppets
will also be used in future activities involving the
retelling of New Testament stories.
• Prepare a tasting table of Judaic foods: unleavened
bread, dates, cottage cheese, honey and melon,
for student sampling. Add these to word bank.
• Pose the statement: ‘Jesus never used a knife and
fork’. Have the students predict, using words and
actions, how Jesus would have eaten his meal.
• Show the students pictures of boys being taught
by a rabbi reading from a scroll, and the students
recording their learning on slates.
01
• Whole class KWL on the characteristics of Jesus.
Fill in the KWL.

• EEKK Discuss things that make Jesus unique.

(Partner Rally) (Learning and Teaching Strategies
Book)

• Make a class book on how Jesus showed his love

for children. Luke 18:15-17

• In groups mime, draw or role play different

situations where we can show our love for others,
especially to those in need.

• Create shape books such as: Hand flaps - Draw

the outline of their hand on a halved A4 page.
They cut around the outline; staple the wrists of
level 1: kinder/prep

the hands. On the front hand students write ‘Jesus

loved’ and inside students illustrate examples of
people Jesus loved from stories read.

• Use songs and music so students can devise

actions to show Jesus’ love and care for children
and others.

• Make a large mural with the words ‘Jesus is our

Friend’ and have the children write their names (or
photos) on it. Or have on the mural, ‘God knows
Jesus

each of our names’. Include the names of Jesus

too.

• Refer to Ryan, M, (2003) Expressions Book 1.

Social Science Press. Topic 4 Jesus in the Infancy
Narratives.

• Take the opportunity to celebrate Mass with the

school or parish. Emphasize ‘gathering’. It may be
beneficial to attend with a buddy class.

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RESOURCES NB: OP means ‘Out of Print’

Highly Recommended Resources

Singer, Hari. (1993). Experience Jesus Today. Editions Du Signe, France. [OP]
Wintour, R. (1998). Sacred celebrations -liturgies for children. Brisbane: Mountjoy Enterprises.
Parry, A., & Parry, L. (1998). Where is Jesus? : is He near me? London: Hunt & Thorpe.
Walker, C. (1988). Children of God. On Calling the Children [Tape]. Portland: OCP Publications.
Rock, Lois (1998) The Time of Jesus, Lion Pub
Pfister, M. (1992). The rainbow fish. New York, N.Y: North-South.

Community Resources
Parish Priest, other religious
Representative of the Society of St Vincent De Paul
Member of the Parish Care and Concern Group

Teacher Resources
level 1: kinder/prep

Archdiocese of Melbourne (2000/2001) To Know, Worship and Love, Levels 1 & 2, Student Texts and Teaching Companions, Melbourne: James Goold house Publications.
Bretherton, Barbara Ann. (1997). You and me God: Prayer themes for guided meditations for children. Wentworth Falls, N.S.W.: Social Science Press.
Catholic Education Archdiocese of Brisbane. (1998). Religious education guidelines and support material. Brisbane: Catholic Education Archdiocese of Brisbane.
Healy, H, Hyde, B & Rymarz, R (2004) Making Our Way Through Primary RE, NSW: Social Science Press, Chapter 4
Ryan, M. & Elliot, M. (1999). Religion quick prints. Wentworth Falls, N.S.W.: Social Science Press.
Singer, Hari. (1993). Experience Jesus Today. Editions Du Signe, France. [OP]
Wintour, R. (1998). Sacred celebrations -liturgies for children. Brisbane: Mountjoy Enterprises.
Berryman, Jerome (2002) The Complete Guide to Godly Play Volumes 1-5. Living The Good News.
Ryan, M, (2003) Expressions Book 2. Social Science Press.

Student Resources
Jesus

McCallen, A.J. (1976). Listen! London: Harper Collins.

Literature
Allan, N. (1998). Jesus’ day off. London: London.
Caswell, H. (1995). I know who Jesus is. Nashville: Abingdon Press.
Graham, B. (1992). Rose meets Mr Wintergarten. London: Walker.
Lester, A. (1985). Clive eats alligators. Melbourne: Oxford University Press.
Parry, A., & Parry, L. (1998). Where is Jesus? : is He near me? London: Hunt & Thorpe.
Pfister, M. (1992). The rainbow fish. New York, N.Y: North-South.


Pfister, M. (1995). Rainbow fish to the rescue! New York, N.Y: North-South.
01
Pfister, M. (1998). Rainbow fish and the big blue whale. New York: North-South.
Whatley, B. (1993). I want to be famous. Pymble NSW: Angus & Robertson. [OP]

Music
Burland, J. (2001). Walk in Jesus’ way. On One family [CD]. Earlwood: Ovation Music.
Chan, K. (2000). God has a Family. On As one voice for Kids [CD]. Manly Vale: Willow Connections.
Hannah, D. (1981). Friends. On As one voice for Kids [CD]. Manly Vale: Willow Connections.
Reid, C. (1989). Jesus Is a Friend. On As one voice for Kids [CD]. Manly Vale: Willow Connections.
Walker, C. (1988). Children of God. On Calling the Children [Tape]. Portland: OCP Publications.
Mangan. M (1997) The Light of my Life. Saints and Celebrations [Tape]. Litmus Pubs
Chin. A (2004) Sacred Heart, the Love of Jesus Wherever I Go [CD]. Butterfly Music

Audio-visual/video Resources
Jesus comes [Videotape]. Croton-on-Hudson: Ikongraphics.

World Wide Web / Internet

Treasures, New and Old. http://vision.cangoul.catholic.edu.au
level 1: kinder/prep

Scripture: a search engine for the NRSV translation.http://www.devotions.net/bible/00bible.htm

The Vatican: includes a detailed index for the Catechism of the Catholic Church. http://www.vatican.va/
To Know, Worship and Love www.kwl.com.au
 Jesus