You are on page 1of 22

Religion Planning

God

Term 1 Year 1 2015

Prayer and

Fertile Question
How do believers pray?
What is Gods plan for all of creation?
How do people live in accordance with Gods plan and make responsible choices?
Why should we treat all people with dignity and respect?
VISION for Religious Education

The Vision for Religious Education gives voice to what each school hopes for their students in terms of their religious
literacy and faith formation. The schools and colleges of the Archdiocese of Brisbane aspire to educate and for
Students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader
Christian tradition so that they might participate critically and authentically in faith contexts and wider society.

Religious Life of the School


Religious Identity and Culture

Authentic Christian community


builds quality relationships
modelled on the vision and
values of Jesus.
An authentic school community
supports the dignity of each
person, practises Christian
hospitality and proclaims its
values through word and
action.

Social Action and Justice

The school practises justice


within its own community

General Capabilities
Literacy

Use mostly familiar vocabulary, with a


steady introduction of new vocabulary
in learning area contexts

Identify and use language that


expresses feelings and opinions, and
compares and evaluates people and
things

Cross-Curricular Priorities
Aboriginal and Torres Strait Islander histories
and cultures
Asia and Australias engagement with Asia
Sustainability

Comprehending texts through


listening, reading and viewing

Expressing and developing ideas

Ecologically and ethically sustainable


futures result from actions designed
to preserve and/or restore the quality,
uniqueness and wellbeing of society
and all creation.

through policies, structures and


practices that are consistent
with the themes of Catholic
social teaching. Respect for the
dignity of the human person
underlies Catholic social justice
themes.
Evangelisation and Faith Formation

School communities recognise


moments and opportunities for
formation and find ways to
nurture the spirituality of each
individual in ways that respect
their religious background and
their informed conscience.
Prayer and Worship

Prayer, as the raising of the


mind and heart to God or the
requesting of good things from
God, contributes to the faith
growth of individuals and the
building of Christian
community.
The Church encourages full,
conscious and active
participation in liturgy. Schools
celebrate the Liturgy of the
Church through celebration of
the sacraments, Liturgy of the
Word and Liturgy of the Hours.
Ritualising everyday life occurs
through rituals combining
words, actions and symbols
that make meaning of the
mystery of life in the light of
the gospel.
Christians believe that all
creation is good and is infused

Interpreting, analysing, evaluating

Numeracy

Information and communication technology


(ICT) capability

locate, generate and access data and


information

Critical and creative thinking

Pose questions

Identify and clarify information and


ideas

Organise and process information.

Apply logic and reasoning

Personal and social capability

Recognise personal qualities


Identify ways to care for others
Work Independently
Discuss ways in which they can take
responsibly for their own actions

Ethical understanding

Recognise ethical concepts, such as


right and wrong, honesty, fairness and
tolerance

with the presence of God.


School communities affirm the
sacredness of everyday life by
recognising and celebrating
God in the created world, in
relationships with others and in
events and experiences.

Explore rights and responsibilities

Intercultural understanding

Reflecting on intercultural experiences


and taking responsibility

Year Level Description


The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are
taught in an integrated way, and in ways that are appropriate to specific local contexts.
In Year 1, students explore the Christian teaching that all people are created in Gods own image, with dignity and natural rights. They
learn about living in accordance with Gods plan for all creation: living safely and happily in community and in loving relationship with God,
with a responsibility to care for all creation, and using Gods gift of freedom to make choices responsibly. They engage with a variety of Old
Testament texts to learn about Gods presence in the lives of individuals and communities, and make connections to their own
experiences. They explore the words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate Gods
presence and action. They learn about the different roles in the local parish community.
Students learn about the nature of Jesus mission and ministry. They explore aspects of Jewish daily life at the time of Jesus. They listen to,
view and read accounts from different Gospels of key events, places and characters in the life of Jesus and explore similarities and
differences in these accounts. They explore the many ways in which Mary, Mother of Jesus, is honoured by Christians past and present
and develop their understanding of the Hail Mary, a Catholic prayer honouring Mary. Students understand that prayer was an important
part of Jesus life and is important in the lives of believers. They continue to learn about ways in which believers pray, either alone or with
others, including morning prayers and Grace.

Achievement Standard
By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with Gods plan for
creation: that people live safely and happily in community and in loving relationship with God, with a responsibility to respect the dignity
and natural rights of all people, to care for all creation and to responsibly use Gods gift of the freedom to choose. They relate stories from
some Old Testament texts that describe Gods presence in the lives of individuals and communities. They identify words, actions and
symbols used in the Sacraments of Baptism and Eucharist to communicate Gods presence and action.
Students identify the nature of Jesus mission and ministry, as well as similarities and differences between Gospel accounts of significant

events, places and characters in the life of Jesus. They describe some aspects of Jewish daily life at the time of Jesus. They recognise the
many ways in which believers, past and present, honour Mary, Mother of Jesus, including praying the Hail Mary. They recognise the
significance of prayer in Jesus life and in the life of believers and participate with respect in a variety of personal and communal prayer
experiences, including meditative prayer and the Hail Mary.

Class Context for Learning Differentiated learning


Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
Additional Needs / Special Needs: (abstract concepts may need further unpacking visuals etc)

Learning Intentions
Learning Intention
By the end these learning experiences, students

Explain occasions when believers gather as a community


Participate with respect in a variety of personal and communal prayer experiences
Identify and use meditative prayer practices
Know Gods plan for creation
Make responsible choices for the care of creation
Know that all people are created in the image of God

Assessment

Assessment Background

Observation of children participating in personal and


communal prayer experiences.
Observation of children using practices and spiritual
exercises to engaging in meditative prayer.
Sorting pictures of different types of community prayer
gathering at school for assemblies, liturgies and masses,
gathering at Church for Baptism, mass, wedding,

Success Criteria

Success Criteria

Participate respectfully in personal, communal and


meditative prayer.
Discuss their ideas about God and make a
connection between their ideas of God and the
way people live safely and happily in community.
Make responsible choices to care for all creation
and treat others with respect and dignity.

gathering in class for morning prayer, prayer before


meals, prayer at home time. Children sort pictures and
then describe and explain their sorting.
Children write a prayer of thanks and a prayer of
petition.
Personal Response Children choose a picture of
someone displaying God like qualities (compassion,
kindness etc.) and describe how they can show that
quality.
Personal Response Present the children with a scenario
and children explain what would be a good choice/not so
good choice.

Content Descriptions
Sacred Texts
Old Testament - New Testament
Christian Spiritual Writings and Wisdom
Religious Knowledge and
Skills
Deep Understanding
OLD TESTAMENT
For Christians, the Bible is a
sacred book. The Old Testament
describes how the people of
Israel have reflected on Gods
presence in their lives (e.g.
Moses, Abraham, Noah, Joseph,
Ruth, Ezekiel, Jeremiah).

Make connections between the


lives of people in Old Testament
stories and the ways in which
God was active in their lives.
STOT3

Beliefs
Trinity: God, Jesus the Christ, Spirit - Human Existence
World Religions
Religious Knowledge and
Skills
Deep Understanding
TRINITY: GOD, JESUS AND
CHRIST, SPIRIT
Jesus called people, including
the twelve, to share in his
mission and ministry.

Identify the nature of Jesus


mission and ministry (e.g.
healing, teaching, forgiving).
Name key people in Gospel
passages, including the
twelve, whom Jesus called to
share in his mission and
ministry. BETR3

NEW TESTAMENT
The Gospels of Matthew, Mark,
Luke and John provide particular
insights into the life and teaching
of Jesus.

Identify key events, places and


characters in the life of Jesus as
revealed in Gospel passages.
Identify similarities and
differences between different
Gospel accounts of key events,
characters and teachings in the
life of Jesus (e.g. birth, death,
Jesus family, Jesus followers,
meal stories, miracles). STNT3

CHRISTIAN SPIRITUAL
WRITINGS AND WISDOM
The wisdom of some Old
Testament stories (e.g. Moses,
Abraham, Noah, Joseph, Ruth,
Jeremiah) helps people
understand Gods presence in the
lives of individuals and
communities.

Make connections between


important messages about Gods
presence in the lives of
individuals and communities in
some Old Testament stories (e.g.
Do not be afraid Abram. I am
your shield. Genesis 15:1; I will
give you my blessing. All living
things are given into your
hands. Genesis 9: 1-2) and their
own experiences. STCW2

Church
Liturgy and Sacraments - People of God - Church History
Religious Knowledge and
Skills
Deep Understanding
LITURGY AND SACRAMENTS
Sacraments are sacred actions of

Identify words, actions and

HUMAN EXISTENCE
God created human beings in
Gods own image. God created
human beings in order to form a
loving relationship with them.
Gods plan is that people help
each other to live safely and
happily in community.

WORLD RELIGIONS
Jesus participated in the life of
the Jewish community.

Discuss ideas about God


(including creator, forgiving,
compassionate, caring, loving,
listening).
Make a connection between
their ideas of God (e.g. God is
loving) and the way people live
safely and happily in
community (e.g. I / we can show
love when I / we .). BEHE1
.
Explore and record some
aspects of Jewish daily life at
the time of Jesus (including
meal times, leisure times,
observing the Sabbath, praying,
food laws). BEWR2

Christian Living
Moral Formation - Mission and Justice - Prayer and Spirituality
Religious Knowledge and
Skills
Deep Understanding
MORAL FORMATION
Christians believe God is creator

Recognise literal and inferred

the Church through which God is


present. In the Sacraments of
Baptism and Eucharist, words,
actions and symbols are used to
communicate Gods presence
and action.

symbols used in the Sacrament


of Baptism to communicate
Gods presence and action (e.g.
use of water, sign of the cross,
anointing with oil, white
garment, Baptismal promises,
candle).

and sustainer of life and all


people have a responsibility to
care for creation. Morality is
about living in accordance with
Gods plan for creation. Gods
gift of the freedom to make
choices is to be used responsibly.

Identify words, actions and


symbols used in the Sacrament
of Eucharist to communicate
Gods presence and action (e.g.
bread, wine, water, priest
community gathered, table
fellowship, the Word, sign of
peace, sending forth). CHLS2
PEOPLE OF GOD
Within a local parish community
there are many different roles
(e.g. priest, parishioner, liturgical
ministries such as musicians and
altar servers; parish groups such
as family groups and prayer
groups; parish ministries such as
St Vincent de Paul and youth
worker).

CHRUCH HISTORY

Compare the different roles that


people have in the local parish
community.
CHPG2

MISSION AND JUSTICE


Based in Scripture, the Church
teaches that all people are
created in the image of God. The
Church teaches that all people
have dignity and natural rights
and deserve respect, regardless
of their religious, social or ethnic
background.

PRAYER AND SPIRITUALITY


Jesus prayed regularly and
taught others how to pray.

meaning in sacred stories about


creation (including JudeoChristian creation stories).
Make connections with personal
experience when exploring
Christian teaching about
freedom to choose and how to
use this freedom responsibly.
CLMF3

Communicate a personal
response to the Church
teaching that all people are
created in the image of God.
Make connections with personal
experience when exploring
Christian teaching about the
dignity and natural rights of all
people, regardless of their
religious, social or ethnic
background. CLMJ2

Describe and explain the


significance of some occasions

Prayer involves talking and


listening to God, either alone or
gathered as community.
Believers pray with the help of
word, music, action, silence,
images, symbols and nature.
Prayer in the Christian tradition,
including Marian prayer,
nurtures the spiritual life of
believers.

PRAYER AND SPIRITUALITY


Mary, Mother of Jesus, has been
honoured in many ways by
Christians both past and present
(e.g. prayer, icons, statues,
images, titles, music). The Hail
Mary is a Catholic prayer, using
words of scripture and
developed over a long period of
time.

PRAYER AND SPIRITUALITY


Meditative prayer uses silence
and stillness to assist believers
to listen and talk to God.

when believers gather as


community to pray (e.g. school
feast day, Baptism, Sunday
Mass, funerals, weddings,
school prayer assemblies and
liturgical celebrations).
Participate with respect in a
variety of personal and
communal prayer experiences
(including morning prayers,
Grace, Marian prayer) that
nurture the spiritual life of
believers. CLPS3

Identify ways believers past and


present have honoured Mary
(e.g. prayer, icons, statues,
images, titles, music).
Communicate an understanding
of the language, purpose and
context of the Hail Mary.
CLPS4

Participate respectfully in
meditative prayer.
Identify and use practices and

There is a range of practices for


preparing the body and the mind
for meditative prayer (e.g.
relaxing the body, centred
breathing, attending to posture,
being silent and still, recitation
of mantras, closing eyes).
A range of spiritual exercises
drawn from the Christian
tradition helps believers engage
in the work of meditation (e.g.
praying with the help of: beads,
labyrinths, images, music,
mandalas, mantras, journaling,
colour, chimes / bells / rain
sticks, candles, symbols, sacred
spaces, patterns, rhythms and
movement).

Significant Days and Celebrations


Shrove Tuesday
Ash Wednesday
Good Friday
Easter

spiritual exercises that assist


them to prepare for and engage
in meditative prayer. CLPS2

Learning Experiences
Core Content Area One
Focus/Question How do Believers Pray?

Tuning In

What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.

Teach the children how to make the sign of the cross correctly
Create a prayer cloth for daily class prayer that reflects images of the
children in the class (individual drawings on calico)
Discuss the symbols on the prayer table which the children use to
create the sacred space
Show the children how to create the sacred space selecting images
and symbols and objects
Sing songs of praise daily as a form of prayer
Teach children to recite the St Stephens traditional school prayer
Teach children to recite daily morning, grace and afternoon prayers
Model respect and reverence during daily prayer time

Resources
Teacher Background
Mandated Scriptural
Texts

Prayer Cloth
Symbols on the prayer
table
Songs of praise
School Prayer

How is this
relevant to me?

Finding Out

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Prayer is a relationship with God. Ask the children to respond to the


questions Where is God? Who is God? What does God do?
Read Wheres God by Victor Keller discuss how God is in our hearts
and everywhere including the people we meet.
Childrens response Draw a place where you like to talk to God
( during class prayer, before bed, at church)
List places/times when the children pray alone e.g. bedtime, times of
silence and stillness
Wonder wall I wonder how God is present in.? or God is present
in ??? when he/she.

Who is God by Victor


Keller

Sorting Out

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Investigate different practices of Meditative prayer. Explore centred


breathing and being silent and still, lighting candles, colouring a
mandala, music, images, guided meditation
Engage with daily meditative prayer at a set time
Investigating times believers pray together. Discuss how families pray
together, schools pray together, our class pray together and our
parish pray together. Read stories, re-enact, view and participate in
communal prayer experiences
Attend and participate in celebrations of the liturgical year

Communicating

Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?

Investigate different types of traditional prayers prayers of thanks,


prayers of petition (asking) traditional prayers (Our Father, Hail Mary)
Discuss the elements of these prayers.
Children write and learn to say prayer of thanks and prayers of
petition.
Model these prayers during daily Morning Prayer opportunities.
Children learn to recite traditional prayers and simple mass responses.

Mandalas
Music
Images
Candles

What difference
does this make to
me?

Reflecting and
Evaluating

Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?

Jesus prayed and taught others to pray. Children view, listen and
respond(orally, art work, recounts) to stories from the Gospels of Jesus
praying and teaching others to pray e.g.
Jesus prayed at the beginning of his ministry (Luke 3:21-22)
Jesus prayed before choosing his apostles (Luke 6:12-13)
Jesus prayed in the garden (Luke 22:39-42)
Jesus prayed on the cross (Luke 23:34)
Jesus taught us how to pray (Matthew 6:7-16)
Jesus gave thanks (Matthew 15:36)
Jesus praised God ( Matthew 11: 25-26)
Jesus prayed alone (Mark 1:35)
Jesus taught his disciples to pray (Luke 11:1-4)

Jesus prayed during his time on the cross. Read and discuss each stage of
the Easter story from Palm Sunday to the Resurrection. Children re-enact,
respond and retell the events leading up to Jesus death and Resurrection.

Learning Experiences
Core Content Area Two
Focus/Question What is Gods plan for all of creation?
How do people live in accordance with Gods plan and make
responsible choices?

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In

What is the
topic?
Why should
we study this
topic?

Discuss ideas about God Children use adjectives to describe God


e.g. creator, forgiving, compassionate, caring, loving, listening etc.
Read the story on Noah discuss the literal and inferred meaning in
the story.
Discuss how God showed compassion, caring, love etc.
Read the story of creation including the second creation story
discuss the literal and inferred meaning in the story.
Discuss God as creator.
Create a word wall with unfamiliar words from the stories.

Core Texts Noah: a


story of re-creation
Genesis 6:13-9:1
Second Creation Story
Genesis 2:4b-8 15-23

Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.
How is this
relevant to me?

View these stories on You Tube.


https://www.youtube.com/watch?v=9LDEycfVgUw (Noahs Ark)
https://www.youtube.com/watch?v=R-H5uJLLwcI (Creation Story)
Create art responses to these stories.

Identify and share the gifts God has given us. Discuss our talents and
how we can use these in ways to live safely and happily in community

1.
1.
Finding Out

Who is God Book


Childrens silhouettes

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

with God.
Make a connection between their ideas of God (e.g. God is loving) and
the way people live safely and happily in community (e.g. I/we can
show love when I/we.)
Create a word thinking bubble to show their idea about God (e.g. God
helps me, forgives me, listens to me)
Create a Who is God? big book for the class
Record the wondrous things about themselves on one side of a cut out
silhouette
Record their own name on a gift box and list the gifts God has given to
them

Sorting Out

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Matching and find images of ways people act in community e.g. caring
for the aged matching attributes of God compassionate
Make a class book Ways We Can Live Safely and Happily in
Community with God.
Developing classroom routines and rules that focus on being safe and
happy in school Relate this to our school and classroom rules and to
the book Meanies Make a Goodies Big Book

Goodies Book

Communicating

Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?

View /Listen to sacred stories about creation from Indigenous


perspective to highlight peoples responsibility to care for creation and
live according to Gods plan for creation.
Discuss how people might responsibly care for Gods creation.
How can I care for Gods creation here at school/home/community?
Make a class chart of responsible and irresponsible choices and
behaviours use photographs or drawings.
Apply strategies such as Lets Rethink That or Freeze Frame
Presentations. Students rethink bad or irresponsible choices to turn
them into good or responsible choices.

Reflecting and
Evaluating

Extend and
challenge
students
understanding
s
Offer more
information

Create simple prayers of thanksgiving for Gods gifts beauty of


creation, freedom to choose and peoples roles as co-creators.
Children design a poster showing how children at St Stephens can
care for Gods creation.

Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?

Learning Experiences
Core Content Area Three
Focus/Question Why should we treat all people with dignity and respect?

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In

What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.
How is this
relevant to me?

Read Whoever You Are by Mem Fox. Discuss as a class how we are all
different but it doesnt matter what we look like or where we come
from God accepts and loves everyone.
Using a globe or map of the world discuss where different families in
the class have come from.

Globe or map of the


world
Book Whoever You Are
by Mem Fox

Finding Out

Read You are Special by Max Lucado highlighting how different we


all are.
https://www.youtube.com/watch?v=15QuHygLwFU

Identify
possible

Play Simon Says Who You Are? Provide directions like Simon says
stand up everyone with brown eyes or who owns a dog or who likes
spaghetti.

Paper chain people


You are Special by Max
Lucado

sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Share with each other in a circle after the game what they found out
about someone they didnt know before.

Make paper people chains representing the diverse religious, social


and ethnic backgrounds of the global community to show that all
people are created in the image of God and deserve respect. Make
each paper person look different. Discuss different skin, hair colour,
eye colour and the way people dress.

1.

Sorting Out

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?

Students create an acrostic poem using their name to celebrate what


makes them unique and different.
Promote Harmony Day - 20th March
Celebrate Harmony day at school.
Exploring words and images that depict the Church teaching that all
people are tenderly held in the hands of God (e.g. Isaiah 49:14-16;
Psalm 139:1-5; Psalm 139:14-16)

Communicating

Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?

Reflecting and
Evaluating

Extend and
challenge
students
understanding
s

Ask the question:


If we are all so different then how do we show respect for everyones
differences? Guide the children to the following answers:
Greeting and fare welling everyone we meet, welcoming visitors,
affirming individuals, marking of special events that show respect for
and affirm the uniqueness of each person and their diverse
backgrounds.
Children draw 3 body parts head, torso, legs on 3 square pieces of
paper.
Put each part into 3 different boxes. Children choose a body part from
each box. After having a laugh at how different they are children
create a new friend. They give their friend a name and list down
unique qualities of this friend. How are you and your friend
different/similar? Hopefully the children will realize that what a person
looks like on the outside has nothing to do with what they person is
like on the inside.

Students create a self-portrait of themselves surrounded with


statements about themselves I am good at.. I like to
Students are asked to draw picture of themselves showing respect for
someone who is different to them. They write a few sentences about
how the person is different and what they are doing in the picture.

Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?