RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY

ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Confirmation Student Number: 20161163

Date of Submission: 13th of May 2019 Student Name: Jodie Kempton

 PLANNING OVERVIEW – TERM

Year Level Unit Title Human development topic Jesus Topic

5 Confirmation Freedom The Promise of the Holy Spirit
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
This unit, Confirmation, guides and supports students to explore the freedom given to us by God, the person of Jesus and how he is a model of truly human behaviour and the strength of the
Holy Spirit. Students are encouraged to understand what true freedom means, by using literature as a base to discuss decision making, consequences and guidance for decision making.
Students learn that freedom is given to us by God and that truly human behaviour is living and behaving as God wishes. This is modelled through the person of Jesus, as students begin to
understand who Jesus was and the good within him.

All people have free will, given to them by God, which means people have the ability to make their own choices. People have true freedom, however, when they do what is good and live as
God wishes. Freedom develops as people grow, as people realise that choices have consequences and understand the benefits of always aiming to choose good and to live as God wants.
This can be achieved in life by loving each other, giving to others and always choosing right over wrong. Students explore the process that is involved in making daily decisions, as well as the
consequences associated with decisions.

Freely living as Jesus did by loving one another is when people experience true freedom. However, Jesus knows that there are challenges in reality that make it hard to live as Jesus did.
Therefore, Jesus promised the strength of the Holy Spirit. The Holy Spirit was sent to his followers, to give them the strength to live like Jesus and it reveals the goodness of God. Through
scripture and acting out stories, students learn that Jesus promised the Holy Spirit, that the Apostles received the Holy Spirit at Pentecost and the Sacrament of Confirmation is the handing
down of the Holy Spirit from the Apostles. Students also explore that Jesus is the model of truly human behaviour and to live like Jesus is to live in true freedom.

There have been people that have turned to the Holy Spirit for strength and assistance to live as Jesus did. These people include Mary the mother of Jesus, Stephen the first Christian martyr
and Oscar Romero. Students explore these people and how the Holy Spirit guided them and present to the class in a form of their choice.
The Sacrament of Confirmation guides people to live like Jesus did. The Apostles received the Holy Spirit at Pentecost and through the Sacrament of Confirmation, this experience is handed
on. Students are given the opportunity to explore the fruits of the Holy Spirit, to interpret this information and then define each of the fruits in their own words. As an assessment piece, students
will be required to explain each of the fruits using their own description and an illustrated or written example of what it would look like in daily life. This is to be presented in a creative flip book
which will then be assessed against a rubric and displayed in their RE portfolio.

Students participate in a variety of activities using a numerous amount of resources to achieve their learning. This includes using children’s literature, think-pair-share, community circles, ICT,
dramatization, Godly Play, meditation, scripture passages and working in groups.

As a result of this unit, students should be able to define freedom, identify Jesus as a model of truly human behaviour and understand the fruits and strength of the Holy Spirit.
Key Understandings and Learning Points
Human person Jesus Church

People are free to do good.
Students explore the meaning of free will, how God has
given humans the freedom to live and do as they wish. The
decision making process and consequences associated with
decisions is explored, using children’s literature as an entry
point.
Jesus teaches people to freely love and follow God.
Students learn that Jesus is the model of truly human
behaviour and that truly human behaviour is living as God
wants.
Jesus promised to send the Holy Spirit to guide his
followers.
Students learn that the Apostles received the Holy Spirit at
Pentecost and at the Sacrament of Confirmation, this Holy
Spirit is handed down. The Holy Spirit guides Jesus’
followers.
The fruits of the Holy Spirit guide people to live as Jesus
taught.
Students learn about the fruits of the Holy Spirit and are asked
to define each of the fruits in their own words and provide
examples of what these fruits look like in daily life.
Christians recall stories of people guided by the Holy
Spirit.
Students explore how the Holy Spirit strengthened Mary the
Mother of Jesus, St Oscar Romero and St Stephen the Martyr.
The Sacrament of Confirmation guides people to live as
God wants.
Students learn that the Holy Spirit provides followers with
strength and guidance, to live the best they can.
Links to General Capabilities
Literacy Numeracy ICT Critical and Creative Thinking Ethical behaviour Personal Competency Intercultural 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
I believe that when faced with a difficult decision, it is always important to take time to reflect on the process of decision making, the consequences associated and to weigh the benefits
against the cost. Throughout this unit, I will make these thoughts clear to the students and aim to model them throughout my teaching. I also find strength in referring to Jesus and his
selflessness, as I aim to live as Jesus did, especially being a role model for students. I will aim to make it obvious to students that it is more beneficial to choose one or two fruits of the Holy
Spirit to focus on in day to day life. Personally, love is the most significant fruit to me. Regardless of anything, I believe everything is okay as long as you love others and others love you.

I think it is reassuring, supportive and encouraging to know that someone is always looking out for you and loving you. This is how I view God and is an image I would like to portray to the
students. To let the students know that anytime they are feeling stressed or confused, that God is always there for them. It is also empowering to think about the strength of the Holy Spirit, how
it is something that can be called on for strength and guidance.

Throughout the unit of work, I have created opportunities for reflection time and meditation. Personally, I value time for reflection and meditation. I think it is very important to always take time
to focus on your breathing, relax and destress. Even children now days feel stress in everyday life, so taking time to focus on only yourself is so important for one’s health and wellbeing.

In addition, I have also included chances for students to create their own artwork and artwork as a class through the form of a class prayer cloth. I believe that it is beneficial for students to
express themselves and their reflections through artwork, and feel united in creating a piece together.

I believe including practices and beliefs that I value, will create an engaging, educational and valuable unit of work for the students.

Planning Overview Notes:

The different coloured lessons correspond to the key understandings and learning points that are the focus of the lesson.

The considerations for learner diversity and differentiation is written in italics.

LEARNING AND TEACHING PROGRAM
Week Lesson 1
As a class, read the text the
1 ‘Land of Or’ by Katie Mullaly.
Discuss plot of text and what
students liked/noticed. Think-
pair-share: What decisions do
you make? What makes
decision making difficult?
Brainstorm responses.
Class participates in teacher
2 led meditation session.
Students to find their own
space in the classroom. Read
‘Creator of Freedom’
(Appendix 2) meditation
script. Think-pair-share
reflection: Why is God good?
How does God help us make
good choices?
Lesson 2
Ask students ‘What does free
will mean?’ Students to write
their responses on sticky
notes and post on the board.
Share responses as a class.
Explain to students that free
will means people have the
choice and freedom to do
what they want and this is
given to humans by God. Elicit
group discussion on
considerations when making
choices and what makes
decision making difficult.
Class discussion in a
community circle: How does
Jesus help us make good
decisions? Students to share
their personal responses.
Explain that truly human
behaviour is living and
behaving as God wants and
that Jesus is the model of
truly human behaviour.
Present Godly Play on
scripture John 13:1-15
(Appendix 3,4 &5) and ask
students accompanying
wonder questions to ponder
and respond to.
Lesson 3
Define and discuss as a class:
What are consequences?
Students to share with their
shoulder partner tricky
decisions they may have
throughout a day. Students
then share with the rest of
the class as teacher creates a
list on the board. As a class,
choose 6 to look into further.
Separate class into 6 groups
using Pop-stick names and
assign them a ‘decision’ from
the 6 and a large piece of
butcher’s paper. Groups to
brainstorm consequences and
considerations associated
with that decision. Groups
rotate twice after 5 minutes
and the last group shares the
responses with the class at
the end.
Revisit Godly Play from
previous lesson through
questioning: What was the
message behind the story?
Why did Jesus wash the
disciples’ feet? What could
you do to serve others?
Explain that students are to
create a storyboard using
either their own illustrations
on paper or book creator, on
the Godly Play story. Students
spend remainder of lesson
planning their storyboard.
Explain to students that there
is no minimum or maximum
number of story scenes they
have to include in their boards
– this caters for learner
diversity, as students can do
as much as they want to.
Lesson 4
Revisit ‘Land of Or’ by Katie
Mullaly text. Explore ‘Land of
Or’ travel guide (Appendix 1)
on the interactive
whiteboard. Separate class
into 6 different groups using
Pop-Stick names. Each group
is assigned an area from the
travel guide to become
experts on. Each member of
the groups then create their
own groups with someone
from another group and teach
each other about their area.
Using iPads, students then
individually create their own
decision making guide on
Canva. Students create their
own posters based on their
own decisions, allowing
students to do as much or as
little as they wish.
Students begin lesson by
listening to part of the song ‘I
Will Never Walk Alone’ by
Rend Collective and following
the lyrics (Appendix 6).
Students then spend the
remainder of the lesson
creating their story boards.
Early finishers to explore
Godly Play kits.
Lesson 5
Reflection time: play calming
music and ask students to find
their own space in the room.
Ask students to reflect on
good and bad choices. What
makes them good or bad
choices? State that you can
always turn to God for
strength when making
decisions. After reflection,
students to write a personal
prayer to God asking for
strength.
Begin lesson by playing part of
the song ‘I Will Never Walk
alone’ by Rend Collective.
Encourage students to
gradually join in singing the
hymn. Discuss briefly the
student’s interpretation of the
song. Students to continue
working on and completing
their story boards. Students
who have finished their story
boards share with others.
Ask students to reflect on the
story and their story boards.
Students to complete a short
reflection about what they
can take away from the story
to display on the back of their
board.
Evaluation and
Assessment
L2 Diagnostic assessment:
Using sticky notes to check
what students already know
about free will
L5 Work Sample: Canva poster
What have students learnt
from the discussions and text
about making decisions?
Students to display poster in RE
portfolio.
L5 Checklist: mark storyboards
against a checklist. Checklist
aims to identify: Can the
students retell the story? Did
they include all of the
significant parts? Did students
provide an insightful reflection
with at least some connection
to truly human behaviour?
Storyboards to be displayed in
RE portfolio.
 Revisit and reflect on
3 scripture John 13:1-15.
Discuss how serving people is
truly human behaviour. What
are the difficulties associated
with serving others? Separate
students into groups of 4
using Pop-stick names.
Groups to create their own
skit on a modern version of
serving others.
Read scripture: Acts 8:14-17
4 (Appendix 9) twice, first time
so students can listen to the
whole thing, then a second
time more slowly for students
to take it in. Explain that in
the Sacrament of
Confirmation, the Apostles
are handing down the Holy
Spirit, just as they received it
at Pentecost. Create a
community circle and discuss
how the Holy Spirit can
strengthen people to make
the right choices. Introduce
the fruits of the Holy Spirit by
asking students to share with
a partner what they know
about the fruits of the Holy
Spirit. Select volunteers to
share with the class.
Students to work towards
singing the song ‘I Will Never
Walk Alone’ by Rend
Collective. Briefly discuss the
students’ interpretation of the
hymn lyrics. Students to
spend majority of lesson
practising their skit. Finish
lesson with the presentation
of skits and a discussion about
what the students have learnt
from making and presenting
their skits.
Begin a KWL chart on the
fruits of the Holy Spirit.
Students to share what they
know and want to know as
the teacher fills in the chart.
Separate class into 9 mixed
ability groups and assign each
group a fruit of the Holy Spirit
to explore. Groups to use the
resource sheet provided
(Appendix 10) to come up
with an example of how it can
guide people. Groups to share
their responses with the rest
of the class. Each student is to
then fill out the sheet with
either the example provided
by the group or their own.
Revisit discussion about Jesus:
What do you know about
Jesus? What is truly human
behaviour? Students to use
what they know about Jesus
and truly human behaviour to
create a mock social media
profile page for Jesus
(Appendix 7). Finish lesson by
choosing volunteers to share
their work with the class.
Using their sheet from the
previous lesson, students are
to create a flipbook on the
Fruits of the Holy Spirit
(Appendix 11). Some
templates would be previously
created for students who
need, and other students can
make their own books using
the template provided.
Students to draw or write on
each page their own
definition of each fruit, as well
as an example of what it looks
like. Blank space on each of
the fruits encourages students
to write as much or as little as
they wish. Students to spend
majority of the lesson working
on their flip books. Calming
music to be played as
students work.
Think-Pair-Share: What do
students know about the
Holy Spirit?
Using Popplet on the iPad,
students to create a
brainstorm of pictures,
information and ideas about
the Holy Spirit. Students to
send Popplet to teacher once
they have finished.
As a class, pray the prayer
‘Lord Guide Me’ (Appendix
12a).
Complete the ‘L’ component
of the KWL chart on the fruits
of the Holy Spirit.
State that there are particular
well known people
throughout time that have
used the Holy Spirit to guide
them (Mary the Mother of
Jesus, Saint Oscar Romero and
Saint Stephen the Martyr).
Students to choose a partner
and research one of these 3
people using the websites
provided (Appendix 12b),
more advanced students to
research on their own using
Kiddle. Allow students to
research for the remainder of
the lesson, assisting where
they need.
Briefly revisit previous lesson
in discussion: What do you
know about the Holy Spirit?
Students to participate in
teacher led Pentecost story
action (Appendix 8). After the
story, students to reflect and
respond to accompanying
reflection questions.
Students are given time to
continue their research.
Students then present the
information they have learnt
about their research person in
a form of their choice (can be
a dramatization, PowerPoint,
oral presentation, poster,
etc.). Discussion presentations
as a class: Where did you see
the Holy Spirit? How did the
Holy Spirit guide them? Ask
students to think about how
the Holy Spirit could guide
themselves? Students to
respond in a short piece of
reflection writing.
L2: Observing skits and creating
anecdotal notes on the
message conveyed in each of
the skits.
Take photographs of students
presenting. On the back of the
photo, students to write a brief
reflection on their skit.
Photograph and reflection to
be displayed in RE portfolio.
L3: Observe and correct work
samples of Jesus’ social media
profile. Make mental notes on
what the students understand
about Jesus and truly human
behaviour.
L4: Diagnostic assessment:
What do the students know
about the Holy Spirit?
L2: Diagnostic assessment:
What do the students know
about the Fruits of the Holy
Spirit?
L3: Assess flip book creations
against a rubric. Do the
students understand the fruits
of the Holy Spirit? Can they
provide appropriate examples
for each?
Both rubric and flip book
creation to be displayed in RE
portfolio.
L4: Anecdotal notes: create
anecdotal notes on
presentations. Is each student
able to present on how the
Holy Spirit was present in these
people’s lives?
 Explain that students are to
5 create their own prayer to
add to a class prayer cloth to
display in the liturgy. Students
are to draft a prayer to thank
God for the strength and
guidance he provides.
Calming music to be played as
students work. Once prayer
has been drafted, teacher is
to correct. Edited prayers can
then be transferred on to the
cloth, with four students to be
working on the cloth at a
time. Whilst other students
are waiting for their turn,
students can create a prayer
cube (Appendix 13).
Throughout the lesson,
students to continue
transferring their prayer on to
the class prayer cloth.
Meanwhile, other students
are to work in pairs to create
a collage of the strength of
the Holy Spirit. Students can
explore newspapers,
magazines and online articles
to find pictures or words
about the strength of the Holy
Spirit in action. An example
could include a story about a
Good Samaritan.
Throughout the lesson,
students to continue
transferring their prayer on to
the class prayer cloth.
Students to participate in
Bible Story rotations. In
groups of 4, students are to
explore a scripture passage,
discuss the presence of the
Holy Spirit and truly human
behaviour, as well as
complete the associated
activities.
Scripture and Activities:
(2 stations per activity)
1. John 13:1-15 – Explore
Godly Play and Discussion
Question ‘Where is the Holy
Spirit present?’ (Appendix 4)
2. Acts 8: 14-17 – Draw a
tongue of fire and write 3
ways the Holy Spirit can
strengthen people. (Appendix
9)
3. Mark 10: 13-16 (Appendix
14a)– Read story, then
students will create their own
senses cube to respond to the
story (Appendix 13)
4. Matthew 8:1-13 (Appendix
14b) – Students write a
paragraph describing a
character from the text and
complete a social media
profile page for this character
(Appendix 7).
Groups to spend ten minutes
at each rotation and then
move on to the next activity.
Students should be finishing
with prayer cloth.
Continue the rotation
activities from previous
lesson, completing the last
two rotations.
Students then write an
individual reflection on one of
the stories from the rotation:
Where could you see the Holy
Spirit and what was its
impact?
Fishbowl Activity: Students
pair up and create 2 circles: 1
outer and 1 inner. Explain that
people in the inner circle and
the interviewers, and those in
the outer circle are the
interviewees. Students to
discuss:
-What they have learnt
-What they have found
interesting
-The fruits of the Holy Spirit
After 2 minutes, students on
the outer circle are to shift 1
place to the left and the
interviewer/interviewee roles
are reversed. This step is to
continue until students have
moved at least 4 times,
ensuring the
interviewer/interviewee roles
are reversed each time
students move.
Reflection time: L5: Student self-assessment.
Begin the lesson with a How did students assess
meditation. Students are to themselves? Were they
find their own space in the honest? What did they enjoy?
room and calming music is to What were some
be played. Ask students to improvements suggested?
think about their learning so
far and what they have Self-assessment sheet to be
enjoyed. Ask students to think displayed in RE portfolio.
about the power of the Holy
Spirit.
After the meditation, students
are encouraged to assess
themselves (Appendix 15)
based on their work ethic
throughout the unit, what
they enjoyed and perhaps any
suggestions of improvement.
Once finished, students can
continue working on their
prayer cubes.
Finish the lesson with a class
prayer, ‘Holy Spirit Prayer’
(Appendix 16).