RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT

TERM: 3 YEAR LEVEL AND UNIT OF WORK: Year 1, confirmation

OVERVIEW (paraphrased, include content descriptors approx. 500 words)

Content descriptors:
o People use their bodies in many ways
o Jesus promised to send the Holy Spirit
o Followers of Jesus celebrate Pentecost
o Followers of Jesus recognise symbols of the Holy Spirit
o The Holy Spirit guides people to live as Jesus taught

Teacher background material:

This unit starts with the experience of the students where they explore people using their bodies in many ways. Here the students will discuss and learn about
the different ways people use their bodies, for example through working, helping others, playing sport and playing musical instruments. They will also learn the
ways people with and without disabilities use their bodies, for example they can use sign language. Within this topic children will also learn about ways people
stay healthy, which involves the way people look after their bodies. Lastly, the students will develop awareness in the ways people use their bodies to relate to
the world around them, this involves learning about how people can use their bodies to help them sense the world and people around them.

The unit then explores the bible and Jesus’ life. In this unit of work students will explore how Jesus promised so send his followers to the Holy Spirit, this
involves the understanding of how people use their bodies to talk to God and ask for God’s help at any time. Within this content students also learn that when
people receive the Holy Spirit, they accept Jesus and become Christians. Students will learn about the followers of Jesus celebrating Pentecost, here the
children discover the meaning behind Pentecost and what happened on this day. This involves exploring the ways that Pentecost is celebrated, different words
people can use to describe Pentecost and what the Holy Spirit did for the followers of Jesus. Students will also delve into the special songs and prayers that are

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said during this time as well as the symbols of the colour the priest is wearing. Students will then explore what the followers of Jesus recognise as symbols of
the Holy Spirit, some of these symbols include wind, fire and a dove. Students will then explore the meaning and importance of these symbols and what they
remind people about Pentecost.

The unit then explore the church through church. The Holy Spirit guides people to live as Jesus taught, here the students will explore the ways the Holy Spirit
helps and guides Christians to communicate love and other feelings as Jesus taught. There are many ways that Christians follow the example of Jesus, the
students will explore these and recognise if they are following the example of Jesus. Some of these include; showing love and care for all people, sharing joy
through their words and actions to others, trying to get along with others and show kindness to others.
CROSS CURRICULUM PRIORITIES (highlight and give examples)
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

GENERAL CAPABILITIES (highlight and give examples)

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

SPIRITUAL AND RELIGIOUS CAPABILITIES (highlight and link to activity BY HIGHLIGHTING )

SPIRITUAL RELIGIOUS
Prudence Temperance Fortitude Justice Faith Hope Charity
• To wonder & become awe- • To fast & become grateful • To dare & become resilient • To relate & become loving To search for God and To trust and become To give an become
filled • To meditate & become • To yearn & become good • To regret & become become mystified by hope-filled by God charitable like God
• To search beyond & peaceful forgiving God To repent and become To act justly & become
become wise · To enjoy life & become To serve God and redeemed by God merciful like God
happy become God’s witness To follow and become a To respect all people and
To worship God and missionary disciple of become tolerant of
become reverent Jesus others’ beliefs
EYLF OUTCOMES (highlight and link to activity BY HIGHLIGHTING)
1.Children have a strong sense of 2.Children are connected with and 3.Children have a strong sense of 4.Children are confident and 5.Children are effective
identity contribute to the world wellbeing involved learners communicators

PRIOR LEARNING TEACHER DISCERNMENT AND PREPARATION

Students will have developed knowledge on the following: As the teacher of this unit I will share my experiences with students, including my
• People use words and actions to communicate own experience of confirmation (photo of myself) and discuss how you have you the
• Jesus used words and actions to show love to others fruits of the Holy Spirit at times when you have not made the best choice.

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 • Jesus promised he would send the Holy Spirit
• God’s family, the Church remembers and celebrates the Holy Spirit
• The Holy Spirit helps people to show love
LEARNER DIVERSITY
Students at educational risk
Behavioural difficulty: Provide the students with an award chart where you can
move their name from the middle to super and not making the right choices. If he
ends up on super, he can chose a 2 minute brain break.
ASD: Provide her with different work sheets, print out step by step visual cues for
lessons.
Conductive hearing loss: Make sure she always has her hearing aid in as well as your
speaker is in throughout the lessons.
Preparation for the whole unit:
• Prepare sacred space – colour cloth depending on the liturgical time of year,
add crucifix, bible and allow students to add things to this area.
• Download: https://www.youtube.com/watch?v=XzdX3YSTMmI,
https://www.youtube.com/watch?v=YT0VX_P68bU,
https://www.youtube.com/watch?v=40SZl84Lr7A,
https://www.youtube.com/watch?v=GflCLxWbqD8&t=68s,
https://www.youtube.com/watch?v=_rjQ_XDPIis
• Prepare assessment tasks and checklists
• Print and photocopy all worksheets
• Gather dress up clothes
• Gather sign language scars
• Goodly play and felt board
• Newspaper and magazines
• Children’s literature books
RELIGIOUS DIVERSITY
Students from other religious backgrounds:
Give students examples of linking the content to non-religious based learning
however then link it to the Catholic teachings. This is not pressured however
students learn the content.
Students who identify as having no religion:
Students can engage in the content descriptor ‘People use their bodies in many
ways’. Following this teach the children about the Catholic beliefs through the
content descriptors. Allow them opportunities to ask questions and continue to
check in with students.
Students who attend Mass on the weekend:
Students will be able to engage with all the content and they may be able to give
more example of what they have experiences. Allow students the time to add their
own experiences as this may support and comfort other students.
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ASSESSMENT STRATEGY/ STRATEGIES
Formal assessment strategies will be planned after each subtopic: Human experience, Jesus topic and Church topic.
Two assessments are provided in the Units of Work and I will design one assessment task.
Informal assessments will also take place throughout the unit through exit slips, personal reflections and class reflections. Here as the teacher I will be able to note down
what the students are comprehending and as the teacher adjust the lessons to make sure students are understanding.

Assessment pieces will be placed into students Religious Education files as well as student’s reflection journals. These will be available for parents to have access to. This
will allow the teacher and parents the opportunity to discuss the student RE progress.

Assessment will take place during class discussions, informal conversations and group work. These will be assessed against the judging standards.

CONSTRUCTION PLAY (BLOCKS) MANIPULATIVES

With blocks and Lego students can create a Pentecost playdough mat.
different scene that they know in the story as
well as what they church will look like at this With play dough students can create different
time of year. LEARNING CENTRE PLAN scene that they know in the story as well as
what they church will look like at this time of
year.
INVESTIGATION TABLE

Investigate a partner and find out what 4

strengths they have, cut pieces of magazines,
newspaper to represent your partners
PAINTING strengths. COLLAGE/ ART
 DRAWING/WRITING

Write about one way that they can use their

bodies to follow the example of Jesus.

Writing two ways on how people can be helped by

the Holy spirit.

RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT

WEEK: 1

CONTENT DESCRIPTOR/S  People use their bodies in many ways

SPECIFIC LESSON TEACHING AND LEARNING EXPEREINCES (INCLUDE LEARNER DIVERSITY) KEY QUESTIONS RESOURCES/
OBJECTIVES ASSESSMENT
STRATEGIES

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Students will be able to:
• Express 3 different emotions
by using their body.
• Identify 3 of their own
emotions.
• Explain what they are doing
with their body to express
this particular emotion.
Lesson 1: In what ways can people
use their bodies? I’ve Got a Feeling – Read
Introduction
Aloud
Read ‘I’ve Got a Feeling’ by Stephanie Owen Reeder. Ask the students to
mimic the facial expressions and body language within the illustrations to How can people
show how people communicate feelings through body language. communicate using their
Take photos of students imitating the various feelings each student creates bodies?
their own book of feelings. iPad to take pictures of
Teach that: What happens with your the children.
• Explain that people can use their bodies to run, skip, and play with body when you go from
others. being happy to sad? What
does it look like?
• Explore the ways that people can communicate love and other
feelings through their bodies.
Body:
What emotion are you Printer to print out the
Children will take 3 or more photos of themselves expressing different showing in that picture? facial expressions.
Did your body language
emotions and print these out. They will then note down what each emotion
change when you showed
is, they will then place these on their desk and as the day goes on, they can
that emotion? Token to place on
place a token on the feeling they are feeling.
emotions
Conclusion:
Students bring the print outs of their faces and have children share. Ask
What emotion are you
questions such as:
showing in that picture? Assessment: Children are
• What emotion are you showing in that picture?
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Students will be able to:
• Explain one example of how
they use their body.
• State one example of how
they used their body during
the obstacle course
• What are you doing with your body to express this emotion? What are you doing with able to express 3
Have the students faces printed out and as a class decide what emotion they your body to express this different emotions and
are showing in order to create our book. emotion? how their body
demonstrates this
Exit slip: Ask the children what is one way they you care for your body? (this
emotion.
leads into tomorrow’s lesson)
What is one way they you Mark though checklist as
care for your body? they explain.
Lesson 2:
Introduction: Book ‘All Bodies are Good
Read ‘All Bodies are Good Bodies’, by ‘Charlotte Barkla’. Bodies’, by ‘Charlotte
Discuss with students that there are many different types of bodies and that Do you see anyone in the Barkla’.
there are different things that can help our bodies work better. For example: class that looks different
• I wear glasses so I can see clearer to you? We all look
different to each other
• My friend uses a wheelchair so they can get around the room better.
and that is what makes us
Ask the children if they would like to share any different body types that they
special.
know of.
Teach that as people grow, they learn other ways they can use their bodies.
Discuss how people can use their bodies to:
How do all our members
• work in our class use their
• help others bodies?
• play sport
• play musical instruments Do you know anyone that
Create a brainstorm with the students, write in the centre ‘how I use my uses their body in a Whiteboard and markers
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 body?’ Have the children give you examples and write these surrounding the different way?

centre question.

Body:
Ask the students ‘what are some ways that we can keep our body healthy?’
Take all answers however when a student mentions exercise, take them What are some ways that Cones, hurdles, hoops,

outside as that is what they will be doing. we can keep our body skipping ropes and

Create an outdoor obstacle course for the students to complete, that will healthy? climbing frame.

allow them to use their bodies in a lot of ways. After all students have
completed the course, discuss how they used their bodies to climb, crawl,
Reflection journal
run, hop, help others, complete tasks etcetera.
In their reflection books have the children write and draw a picture of one
How did you use your
way that they used their body.
body in the obstacle
course?
Conclusion:
Assessment:
Have children seated at their desk and ask them to show you what feeling
Students are able to state
they are feeling after today’s lesson.
one way they used their
Think/pair/share: Give the students time to think about the feeling they are
body in the obstacle
feeling and why, they will then tell a peer and then be ready to share with How are you feeling after course and draw a
the class. today’s lesson? picture to support. Work
sample for portfolio.

Students will be able to:

• State one example of a way Lesson 3:

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 someone with a disability
will use their body
differently.
• Demonstrate 1 or more
signs used in sign language.
Students will be able to:
Introduction: Book ‘All Are Welcome’
Read the book ‘All Are Welcome’ by ‘Alexandra Penfold’ by ‘Alexandra Penfold’.
Ask the students if they have ever helped somebody with a disability, if so,
what have they done?
Explain that people with a disability learn to use their bodies in different
ways. For example, they can use sign language, crutches or a wheelchair.
How might people with a
Body: disability use their bodies
Explain that some people who can’t hear will communicate using sign in different ways? One Song – Count Us In
language, and in Australia, the sign language is called Auslan. 2018
Play the YouTube clip that teaches how to sign the song ‘One Song’ and https://www.youtube.co
m/watch?
encourage the students to sign along to the video
Why do you think some v=YT0VX_P68bU One
Teach students three signs: WARM, HOT, COLD. One person waits outside
people would use sign Song – Instructional
while others hide an object. The WARM, HOT, COLD signs are given
language? videos
by other students give hints where to find the object - when the
https://www.youtube.co
person comes back inside to look for the object, and moves away from the
Why do you think people m/watch?v=a_JI9ExWXXc
object, the students sign COLD. If nearer to the object, WARM. If the person would use a wheelchair?
is almost where the object is, HOT. Teach sign stresses.
Are these people using
Conclusion:
their bodies in different
Give each students a sign card, and have them arrange themselves in
ways? Sign cards
alphabetical order. Afterwards, they all sign it out in turns.
Assessment:
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• Explain 1 way that they can
keep themselves healthy.
• Explain 1 way on how
someone can care for
themselves
• Describe why it is important
to look after our bodies.
Students will be bale to
Lesson 4: state one example of a
Introduction: way someone with a
disability will use their
Teach that people look after and care for their bodies when they:
body differently. As well
• make sure they are clean and tidy
displaying 3 or more signs
• eat healthy food
used in sign language.
• exercise every day
This will be recorded
• make friends
through anecdotal notes
• keep learning as children share.
• get enough sleep
• find time to pray
Ask the children what are some ways that they stay healthy? Do you care for your
Complete a comic yoga and discuss how this is exercise that we need to do body?
every day in order to stay healthy. Betsy the Banana | A
Cosmic Kids Yoga
Betsy the Banana | A Cosmic Kids Yoga Adventure!
How often do you care Adventure!
for your body? https://www.youtube.co
Body:
m/watch?v=40SZl84Lr7A
Students work in small groups and trace around the outline of one student’s
body onto paper. Inside the body outline, the group can draw and write ways
Large butchers paper and
that people can keep themselves healthy by looking after and caring for their How can people care for textas.
bodies. their bodies?
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Students will be able to:
• Use their senses to describe
1 object.
• Identify 1 thing they saw,
smelt, heard and felt on
their nature walk.
Conclusion:
Student are to come down to the mat, have each group share and talk about What should people do to
what they have included in their bodies and why. stay healthy? Assessment:
Students can write and
Randomly select students and have them answer one of the following
draw ways that people
reflection questions:
can keep themselves
• I enjoyed when we….
healthy by looking after
• I learnt…
and caring for their
• I did not like when we…
bodies. This will be
Why do you think that is marked through their
a good way to care for work sample.
Lesson 5: our body?
Introduction:
Discuss how people can use their bodies to help them sense the world and
people around them. Explore the senses as discussed on page 2 of the Page 2 - Teacher
Background Material.
Teacher Background Material.
Create a ‘Mystery Box’ and place a variety of different objects inside. Allow
students to come up to place their hand inside the mystery box and use all
Mystery box with objects
senses other than their sight to guess what is inside the box.
inside.
Body:
After exploring the various senses, take the students on a nature walk. Give
the students the worksheet on things that they can see, smell, hear and feel,
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put this in a clipboard and have the children fill this in on the walk. When you What are the five senses? Bush walk, senses –

get to the oval, allow the children to sit by themselves and use all their worksheet, clipboard and

senses. Discuss how we need to look after our world. pencil.

How can people use their
senses to experience the
Conclusion:
world around them?
Bring the students back into the classroom and onto the mat. Have the
students share their findings? Ask the students:
Was it hard to find an
• Was it hard to find an example for each of the senses?
example for each of the
• When you go to recess what senses do you think you will use? senses?
• Which of the senses do you think you will use the most? When you go to recess
• Which of the senses will you use that you did not use on our nature what senses do you think Assessment:
walk? you will use? Students will write 1
Which of the senses do thing they saw, smelt,
you think you will use the heard and felt on their
most? nature walk. This work
Which of the senses will sample will be placed in
you use that you did not their portfolio.
use on our nature walk?

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 RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT

WEEK: 2

CONTENT DESCRIPTOR/S  Jesus promised to send the Holy Spirit

SPECIFIC LESSON TEACHING AND LEARNING EXPEREINCES (INCLUDE LEARNER DIVERSITY) KEY QUESTIONS RESOURCES/
OBJECTIVES ASSESSMENT
STRATEGIES
Lesson 1:
Introduction:
Students will be able to… How might people use
Explain that people use their bodies to talk to God and ask for God’s help at
• Explain 1 time that they felt their bodies to talk to
any time. God?
worried.
Teach that Jesus taught people how to live as God wants and to
• Explain 1 time that they felt
reassured. communicate love and other feelings through their bodies.
Recall that:
• the disciples of Jesus were worried that after Jesus died, he would not Why were the friends of
Jesus worried?
be able to help them and teach them how to live
• Jesus reassured his followers that even though he could not always
be with them, he would send the Holy Spirit to help and guide them

How did Jesus reassure his

Body: friends?
Butchers paper
Brainstorm student knowledge of the Holy Spirit and record this onto a
Textas
display wall.

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Students will be able to…
• Create a painting on what
they believe the Holy Spirit
looks like.
• Explain 2 things they have
included in the painting and
why.
Students can discuss times when they felt worried and were reassured by What would the Holy Spirit
do when Jesus sent it to Reflection book
someone or something and share with the class.
the disciples? Textas and pencils
In students reflections book they will think of a time they felt worried and
were reassured, they can write this down or draw a picture showing what
happened.
Assessment:
Conclusion:
In student’s reflection
Students will be seated on the mat and have the opportunity to share a time
journals they will write or
they felt worried and explain what made them feel better. draw a time they felt
worried and were
reassured. Work sample for
portfolio.
Lesson 2:
Introduction:
Invite the students to mat and have them sit in a large circle. In the centre of
the circle have the godly play set out from Acts 2:1-4. Godly play set.
Show a picture of yourself at confirmation when you received the Holy Spirit.
What does the Holy Spirit
Body:
look like to you?
Students are to then do a painting on what the Holy Spirit looks like to them. Large sheet of poster paper.
Students may have access to all colours as well as decorative pieces to add to Paint
their work. Decorative pieces
What have you included in
Once the children have completed their painting, they are to create a short your painting? Why?
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 video on an iPad and explain in the video what they have included and why.
When you hear the words iPad
Also explain what they think when they hear the words ‘Holy Spirit’.
Holy Spirit, what do you
Create a video on explaining what they have included and what they think
think of?
when they hear the words ‘holy spirit’. Have the students upload this video
onto our Religious Education portal.

Conclusion:
Invite the children back to the mat, ask the students if any of them would
Projector
like to share their video. Here the teacher will get the students video up of
who wants to share on the projector for everyone to watch. Assessment:

Students will be able to…
Students can give feedback by giving stars and wishes to their peer’s videos. Students will be able to
create a painting on what
they believe the Holy Spirit
looks like and be able to
Lesson 3: explain why they have
Introduction: included this. Their videos

• Write or draw the 2 or Teach that when people receive the Holy Spirit, they accept Jesus and will be watched and a
What does ‘Christian’ checklist will be marked.
more things that were become Christians.
mean?
written on the board Think/pair/share: What the word ‘Christian’ means to them, finding out what
about ‘Christian’. they already know.
• Write or draw two
Explain that the word Christian means ‘Christ in us’, and that Christ is White board and markers
things that comes to
another name for Jesus. Write this on the board, therefore students will be
mind.
able to copy it into their reflection journals

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 Body: What comes to mind when
you hear the word
In the student’s reflection books have them write in the centre ‘Christian’
‘Christian’.
surrounding this they have to write all the words that they can think of that Reflection journals
comes to their mind. As well as drawing pictures that come to mind when Pencils

thinking of the same word. Students can then decorate their reflection page.

Conclusion:
Invite the students back to the mat. Have random students complete the
following questions: They will roll the dice and depending the number they
roll will be the number of the question they answer. Reflection questions
Dice
1. What did you enjoy about todays lesson?
2. What was something you learning today?
Assessment:
3. What was something you might’ve like to of changed? Students will be able to
4. What didn’t you like? write or daw what it means

5. In the next lesson I would like to… to be Christian that was

brainstormed on the board
6. I want to know more about…
as well as writing or drawing
2 or more things that come
to their mind.
Lesson 4:
Introduction: Why is having the Holy
Take the students outside for this lesson, have the students seated close, Spirit special for
Students will be able to… Christians? Teacher Background

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• Create 1 of their favourite begin by discussing Pentecost as per the Teacher Background Material page Material page 3

parts of the story with 3. Then allow the students to lay on their backs and read them the story of
playdough and/or dress up What happened fifty days Story of the Holy Spirit
the Holy Spirit.
in a costume and re-enact after Easter Sunday?

the story.
Body:
Use LA7 Resource Sheet to assemble the audio books / listening post books LA7 Resource Sheet
What does the word
iPads
that tell the Story of the Holy Spirit. Pentecost mean?
Provide the students with play opportunities to explore the story, such as:
• Play dough to create their favourite part Play-dough
What happened at
• Costumes to re-enact the story Costumes
Pentecost?
• Godly play for the students to re-create the story Godly play

o Students can record themselves creating these scenarios to

post to the Religious Education portal, here their parents will
see, peers and teacher.

Conclusion: Chalk

Ask the students what does the word Pentecost mean? On cement floor with
Assessment:
some chalk write down all the answers from the students. Also ask what
Students will create 1 of
happened at Pentecost? Write these down also. their favourite part of the
If time allows have the students decorate their own answers. This way all story with playdough and/or

other students will see and the year 1’s will be able to tell them all about dress up in a costume and
re-enact the story. This will
what they have learnt.
What happened at be recorded and posted

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Students will be able to:
• Write two ways on how
people can be helped by the
Holy spirit.
Pentecost? onto the Religious
What is the Holy Spirit? Education portal, anecdotal
Lesson 5:
notes will be written and
Introduction:
How does the Holy Spirit placed into their
Begin the lesson by asking about what Pentecost is and the Holy Spirit. observation folder.
help people?
Discuss how the Holy Spirit helps people in many ways. Explain that the Holy
Spirit:
• comforts
• teaches
• helps people to know and love God better
• gives people the strength to choose to always do what is good
• helps people to know when they have done something wrong and to
say sorry
How do you think the Holy
spirit will help? A4 paper
Body: Textas
Put students into groups of four. Firstly, have the groups decide on two ways Pencils
how people can be helped by the Holy Spirit. They are then to create these
two pages to add to our class book.
If they have finished and have decorated their pages, they can then create
another.
Conclusion:
Laminating sheets
Students will then come altogether to form their book.
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CONTENT DESCRIPTOR/S
SPECIFIC LESSON
OBJECTIVES
Students will be able to…
• Display through playdough
how they might of felt if
We will then look through this book as a class. Assessment:
Students will write and
I will then laminate this book and place it in our book corner for the children
draw in groups, two ways
to be able to read and take pride in.
that the Holy Spirit can help
them. The pictures will
display the meaning, the
teacher can write the
sentence or word onto the
whiteboard for the students
to copy on their paper.
RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT
WEEK: 3
 Followers of Jesus celebrate Pentecost
TEACHING AND LEARNING EXPEREINCES (INCLUDE LEARNER DIVERSITY) KEY QUESTIONS RESOURCES/
ASSESSMENT
STRATEGIES
Lesson 1:
What do you know about White board and markers
Introduction:
Write the word ‘Pentecost’ on the whiteboard. Ask the students to the word Pentecost?
think/pair/share what comes to mind when they hear this word. It might be
Teacher background
that they know nothing on they may know a handful of things about it.
material.
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 they were a disciple.
• Explain one way the Holy
Spirit could help themselves.
Read to the students the teacher background material on page 4.
Body:
Separate the class into two and have them rotate through the two activities.
I wonder what it was like
Activity 1: Pentecost playdough mat
to be a disciple? Playdough
Ask children:
 How would you have felt if you had been a disciple on that day?
 What might the other people, who saw and heard the disciples have
been thinking and feeling? I wonder if the Holy Spirit
 Have you ever felt the Holy Spirit? will help me?
 How did the Holy Spirit help Peter?
 How could you ask the Holy Spirit to help you? LA7 Resource Sheet
Activity 2: iPads
Use LA7 Resource Sheet to assemble the audio books / listening post books
that tell the Story of the Holy Spirit. The students have watched this last
week however this is to refresh and potentially take away new information.
Conclusion:
Dice
Invite the students back to the mat. Have random students complete the
Reflection questions
following questions: They will roll the dice and depending the number they
roll will be the number of the question they answer. Assessment:
1. What did you enjoy about today’s lesson? Students will be able to
answer the body questions
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Students will be able to…
• Create a drawing that shows
singing and prayers being
said.
• Show in their drawing the
colour red on the priest and
banners.
2. What was something you learning today? through using the
playdough. Teacher will be
3. What was something you might’ve like to of changed?
checking this off on a
4. What didn’t you like?
checklist to find out where
5. In the next lesson I would like to… the students’ knowledge is.
6. I want to know more about…
Lesson 2:
Introduction: How do people celebrate
Teach how the followers of Jesus celebrate Pentecost. Explain that Pentecost Pentecost?
is often referred to as the birthday of the Church, and it marks the beginning
of the Church because people remember the coming of the Holy Spirit. What might they be
LA9 Resource Sheet
saying or singing in this
Body: image?
Textas and pencils
Split the class into two, rotate them half way through the lesson.
What colour would we
Activity 1: Students use LA9 Resource Sheet to decorate a picture of a Church
see at this time of the
that is celebrating Pentecost. The image should show people saying special
year? Cupcake utensils
prayers and singing special songs, a priest wearing red, red banners and
Ingredients to make
some parishioners may even be wearing red. cupcakes
What colour should we
Activity 2: Make Pentecost themed (tongues of fire) cupcakes for the make our icing?
celebration of the Church’s birthday. (Measuring and following a procedure) March out reflection sheets.
Why should we use those
Assessment:
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Students will be able to…
• Re-order the sequence of
the bible story.
• Identify 1 or more strengths
their partner has.
Conclusion: colours? Students will be able to
show what they have
Complete our ‘monster march out’ reflection. Here the students circle how
How are you feeling after understood in their
they are feeling and write anything they want to share. This will be placed in
drawing. This work sample
today’s lesson?
the reflection box and the teacher can reflect on later. will be marked on what they
have included and placed
into their Religious
Education portfolio.
Lesson 3:
Introduction:
Teach that the Holy Spirit gave the followers of Jesus the strength to go out What are some of these White board and markers
and teach people about Jesus and how to live as God wants. strengths you might
• What do you think these strengths are? have?
• Do you have any of these strengths?
Draw a muscle on the board and inside it write all the strengths.
Body: Cut out pieces of the
Separate the class into three groups, have them rotate third of the way Pentecost
What is the beginning,
through the lesson.
middle and ending?
Activity 1: Re ordering the story into the correct sequence.
• Cut up the sequence of the story of Pentecost and have the students Playdough
in small groups reorder the sequence
Activity 2: Play dough – children recreate the story with playdough Which scene do you like
Paper and pencils
• With play dough students can create different scene that they know the most and why?
22
 in the story as well as what they church will look like at this time of Magazines and newspapers

Students will be able to:
• Write 3 or more
understandings they have
year.
Assessment:
Activity 3: Investigation time… Investigate a partner and find out what
Students will show that they
strengths they have, cut pieces of magazines, newspaper to represent your are able to place the
partners strengths. Pentecost story in the
correct sequence, as well as
coming up with strengths
Conclusion:
What is a strength your their partner has. This will
Have the students share the strengths they found on their partner. Their
partner has? be noted as the teacher
partner can then have what their partner created as a warm and fuzzy. observes the children
throughout the lesson.
Lesson 4:

formed about the Introduction:

Teach that the Holy Spirit gave the followers of Jesus the strength to go out What is Pentecost
Pentecost.
sometimes called?
and teach people about Jesus and how to live as God wants. Explain that
what happened at Pentecost still happens today, and that God still shares
YouTube Pentecost song
the Holy Spirit with all followers of Jesus today.
What did the Holy Spirit ‘No More Waiting’
What are ways that we can look after God’s word? Link HASS recycling
do for the followers of
Jesus?
Body: Report template

Play the YouTube Pentecost song ‘No More Waiting’ and allow the students How do we plan a report?
to join in.

23
 Using the app ‘Puppet Pals’ the students will create a brief information What are you going to Assessment:

include in the report? Students will be able to

report on Pentecost. They need to start by writing and drawing about the
come up with three or more
sequence on what they are going to be writing about. This will be their draft
understanding they have
and they will create the app in the next lesson. (Creating a report) gained about the Pentecost.

Conclusion:
Ticket out the door: In a line one by one the students will give you one word
or a sentence about today’s lesson, it can be something they learnt,
Students will be able to: something they didn’t like or something they did not understand.
• Video 3 or more
understandings they have
formed about the
Lesson 5:
Pentecost.
Introduction: How do people celebrate
• Create a video on Puppet iPads
Read the book ‘The Day When God Made Church: A Child's First Book about Pentecost?
Pals about the Pentecost. Puppet Pals
Pentecost’ by ‘Rebekah McLeod Hutto’ Images of the people
• Identify 3 things they
What is Pentecost
involved in the Pentecost
would see and hear in sometimes called? uploaded to Puppet Pals
Body:
church at this time.
If students have finished their draft report and have had it checked by the
What did the Holy Spirit
teacher, they are then able to create their video on ‘Puppet Pals’. Students Projector
do for the followers of
are to include what they would see and hear in church at this time: Jesus?
They are able to use the images of all the people involved in the story that Assessment:
Diagnostic assessment – this
have been uploaded onto ‘Puppet Pals’ to support their report.
is attached. Here the

24

CONTENT DESCRIPTOR/S
SPECIFIC LESSON
OBJECTIVES
Students will be able to…
• Write or draw 1 or more
examples of what 1 of
the symbols represent
students will show they
have understood three or
Conclusion:
more understandings about
Students can then volunteer to share their report on the projector. Ask
the Pentecost. Also,
students to feel back on their peer’s presentation. identify what they would
see and hear in church at
this time:
RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT
WEEK: 4
 Followers of Jesus recognise symbols of the Holy Spirit
TEACHING AND LEARNING EXPEREINCES (INCLUDE LEARNER DIVERSITY) KEY QUESTIONS RESOURCES/
ASSESSMENT
STRATEGIES
Lesson 1:
Introduction:
Have the students seated in a large circle on the mat. Pass all the symbols
Symbols
you have for the felt board around the circle, the students will use their Felt board
What do these symbols
senses to see what we are going to be discussing. Now using the felt board
represent?
explain the symbols of the holy spirit. Pose wonder questions to the
students:
Have you seen any of
• Have you seen any of these symbols before?
these symbols before?
• Where have you seen them? Where have you seen
• Have you seen them in the church?
25
 • Have you seen them at home? them?

• I wonder what the meaning behind these symbols are… Have you seen them in
the church?
Have you seen them at
Body:
home?
On a small area of the wall write the symbols on paper and stick them up and
I wonder what they
get the students to add to these headings as they learn more about the
meaning behind these Paper, pencils and textas
symbols.
symbols are…
Students can draw pictures or write words representing the symbol and the
meaning of it to them. They can then decorate these to support what they
wrote and colour in their drawing. Once the students have completed theirs,
they can add it under the symbol.
If the students finish this early, they can then go and create these symbols Playdough

using playdough.

Conclusion:
Dice
Invite the students back to the mat. Have random students complete the
Reflection questions
following questions: They will roll the dice and depending the number they
roll will be the number of the question they answer.
Assessment:
1. What did you enjoy about today’s lesson?
Students will be able to
2. What was something you learning today? write or draw one
3. What was something you might’ve like to of changed? representation of the
4. What didn’t you like? symbols of the holy spirit.

26

Students will be able to…
• Explain briefly each of
the 3 symbols provided.
• Draw each of the 3
symbols required.
5. In the next lesson I would like to… Students will show this
6. I want to know more about… trough their work piece.
Anecdotal notes will be
written when necessary,
placed into their
Lesson 2:
observation folder.
Introduction:
What are the symbols of
Discus how followers of Jesus recognise symbols from the Bible to remind
the Holy Spirit?
them of the Holy Spirit. Explain, using the Teacher Background Material on
Teacher background
page 4 that some of the symbols for the Holy Spirit are wind, fire (flame) and How does wind remind material
a dove. people of Pentecost?
Body: How does fire remind
Students use LA11 Resource Sheet to create a Triptych that shows and briefly people of Pentecost?
explains each of the 3 symbols of the Holy Spirit. Students can use the words LA11 Resource Sheet
How does a dove remind
and drawing that have been put onto the wall that the students created in
people of Pentecost?
the previous lesson.
Conclusion:
Have the students stand into the centre of the classroom. In their learning
Symbol of the Holy spirit,
groups (they know which animal they are) call on an animal group and have wind, fire and dove
the symbols up at each corner of the room. Use the description used at the
beginning of the lesson and the students have to go to the symbol of the Assessment:
27
 description. Students will be able to
Students will be able to… explain the 3 symbols as
• Paint the 3 symbols of well as draw them. This
the Holy Spirit will be assessed through
Lesson 3:
• Explain what the 3 their work sample.
Introduction: Did you learn anything
symbols remind them of
Play the video PENTECOST - The Holy Spirit comes - Bible For Kids. new in that video?

Ask the students to the following, write on the board their answers:
YouTube:
Did anything confuse
• Did you learn anything new in that video?
https://www.youtube.co
you?
• Did anything confuse you? m/watch?v=_rjQ_XDPIis
• I found interesting…
I found interesting…
• I wonder if there is something more I can learn about…

I wonder if there is
something more, I can
Body: learn about this…
A3 paper, paint and
Students can now create a painting of the symbols of the Holy Spirit. They
brushes
are to think about the colours they are using to represent the symbols. When
students are painting, walk around the classroom and ask the students ‘what
does each symbol remind you of?’

Drying rack
Conclusion:
Have children seated on the mat and as you put their painting on the drying Assessment:
rack make comments about each of their paintings. For example: Students will show that

28
 • _________ I liked how you used red, orange and yellow to represent they understand the 3

fire symbols of the Holy Spirit

• ________ I love this drawing however I think it could do with more through their painting.

Students will be able to… colour!

• Sculpt one of the
symbols of the Holy out
What are the symbols of
of clay. Lesson 4:
the Holy Spirit?
Introduction:
Recall each of the symbols of the Holy Spirit. Discuss how the disciples would How does wind remind LA7
have used their senses to experience the Holy Spirit at Pentecost, particularly people of Pentecost?
for the symbols of the flame and the wind as discussed in LA7.
How does fire remind

Body: people of Pentecost?

Students choose one of the symbols for the Holy Spirit to sculpt out of air- Air drying clay
How does a dove remind Newspaper
drying clay.
people of Pentecost?
If the students finish this early, they can then go and create these symbols by
Playdough
using playdough.

Conclusion:
Complete our ‘monster march out’ reflection. Here the students circle how Monster march out
they are feeling and write anything they want to share. This will be placed in
the reflection box and the teacher can reflect on later. Assessment:
Students will be able to…

29
• Identify the symbol they What does the Pentecost Students will be able to
have create Lesson 5: mean? create one symbol with
• Decorate the symbol Introduction: clay. This will be
using appropriate What are the symbols of continuing in the next
Write the word ‘Pentecost’ on the board. Have children think/pair/share
colours. the Holy Spirit? lesson.
everything they have learnt and now know about this topic. Select students
• Explain 2 reasons why
randomly out of the name bowl to make sure all students have prepared a
their symbol represents What do these symbols
response. Write students responses on the board.
the Holy Spirit mean? Whiteboard and markers

Body:
Provide the children will paint and decorative pieces for their sculpture. Why their symbol
Once the students have decorated their sculpture record the students represents the Holy
explaining why their symbol represents the Holy Spirit and attach the Spirit?

recording as a QR code to their sculpture. This way they can display their Sculptures, paint and

sculpture. decorative pieces

iPads and paper

Conclusion:
Give children time to go scan other students QR codes and listen to their
explanations. Parents can also scan these when picking up their child to see
what they have created and why.
QR codes

RELIGIOUS EDUCATION FORWARD PLANNING DOCUMENT

WEEK: 5
30
CONTENT DESCRIPTOR/S  The Holy Spirit guides people to live as Jesus taught

SPECIFIC LESSON TEACHING AND LEARNING EXPEREINCES (INCLUDE LEARNER DIVERSITY) KEY QUESTIONS RESOURCES/
OBJECTIVES ASSESSMENT
STRATEGIES
Lesson 1:
Story bag on- [Galatians
Introduction:
Students will be able to… 5:22-23]
Have the students seated in a large circle on the mat. Complete the story bag
• Identify all 7 fruits of the I wonder what is in my
on- [Galatians 5:22-23]
Holy Spirit. bag?
Ask the students on how does the Holy Spirit help and guide Christians?
(think/pair/share)
How does the Holy Spirit
• The Holy Spirit helps and guides Christians to communicate love and
help and guide
other feelings as Jesus taught
Christians?
Fruits worksheet
Body:
Fruits of the Holy Spirit activity. The students will be given a print out of a
large tree and the seven fruits. The students will colour in their tree and the What are the fruits of the

fruit, they will then cut out the fruits and glue them onto their tree, the tree Holy spirit?

will be glued into their reflection journal.

Assessment:
Students will be able to
Conclusion:
identify each fruit; this is
Have children seated at their desk and ask them to show you what feeling
an introduction that will
they are feeling after today’s lesson.
What was something you lead into tomorrow’s
Think/pair/share: Give the students time to think about the feeling they are
learnt today? lesson

31

Students will be able to…
• Explain how to display 1 gift
• Explain why it is important
to display their chosen gift
feeling and why, they will then tell a peer and then be ready to share with
the class.
Lesson 2:
Introduction:
YouTube -
Play fruit of the holy spirit - https://www.youtube.com/watch?
https://www.youtube.co
v=GflCLxWbqD8&t=68s
m/watch?
Play this song twice and student can join in and make up class dance moves
v=GflCLxWbqD8&t=68s
to this song.
How can Christians follow
Write all the fruit on the board and have students give examples and what the example of Jesus?
they are about.
Whiteboard and marker
Body:
A3 paper, pencils and
Split the class into groups of three and the students are to create a poster on What is involved in this
textas
a fruit. They are to explain what is involved in this fruit, how they can display fruit?
it and why it is important to display this fruit. This will be turned into a class
How they can display it?
book and placed in the book corners. Assessment:
I wonder if any of these gifts show and guide us how to look after Gods Student will be able to
Why it is important to
world? identify and explain 1 gift.
display this fruit
This will be marked
Conclusion: through their group work
sample.
Invite each group up to the front of the class to share their fruit. Have the
32
 children explain everything they have included on their poster.

Lesson 3
Introduction:
Students will be able to…
Play fruit of the holy spirit - https://www.youtube.com/watch?
• Display 2 ways that they can YouTube -
v=GflCLxWbqD8&t=68s
display the fruit they have https://www.youtube.co
Play this song twice and allow students to join in and make up class dance
been given How can Christians follow m/watch?
moves to the song. the example of Jesus? v=GflCLxWbqD8&t=68s
How can Christians follow the example of Jesus?
Give the children examples of the way we follow Jesus’ example.

Body: Costumes

In small groups have the students pick a fruit, they will then need to create a How can you display this
fruit?
skit which will show the class how we can display this fruit. Have the
Assessment:
students break into 7 groups, one group member will pick a fruit out of the Students will display 2
How can you show your
hat and that is the fruit they are to show. Give students costumes and props ways that they can
peers to follow in the
that will assist them to perform their skits. display the fruit they
example of Jesus?
have been given. This

Conclusion will be assessed

Allow the students to perform their skits, if there is not enough time, we can through the students skit

finish them off in the following lesson.

33
Students will be able to…
• Write 1 way that they can
Lesson 4:
use their bodies to follow
Introduction:
the example of Jesus. How can Christians follow
Discuss how the Holy Spirit helps and guides Christians to communicate love
• Paint 1 way that they can the example of Jesus?
and other feelings that Jesus taught. Explain that Christians follow the
use their bodies to follow
the example of Jesus.
example of Jesus when they:
• show love and care for all people
• show love and care for God by praying each day
• share joy through their words and actions to others
• try to get along with others
• show kindness to others
• choose to do good things with and for others
• are a loyal friend
• stick up for friends who are being bullied
• are gentle with their words and their actions
• are understanding of others
• consider the feelings of others
• try to make good choices A3 paper, paint and
How can we use our body
to follow the example of brushes
Body: Jesus?
Recall the ways that people can communicate from the start of the unit.

34
 Students use their bodies to show love and other feelings as Jesus taught.
Students paint and write about one way that they can use their bodies to How does the Holy Spirit
Dice
follow the example of Jesus. help and guide
Christians?
Assessment:
Conclusion:
Students will paint and
Invite the students back to the mat. Have random students complete the write about one way that
following questions: They will roll the dice and depending the number they they can use their bodies
roll will be the number of the question they answer. to follow the example of
1. What did you enjoy about today’s lesson? Jesus. This will be a

2. What was something you learning today? formal diagnostic

3. What was something you might’ve like to of changed? assessment.

4. What didn’t you like?

5. In the next lesson I would like to…
Students will be able to:
6. I want to know more about…
• Identify 1 mystery bag with
a gift of the holy spirit.

Lesson 5:
Introduction: Story bag on - [Galatians
Play the YouTube Pentecost song ‘No More Waiting’ and allow the students 5:22-23].

to join in. Get the students to sit in a large circle on the mat and complete
the story bag on - [Galatians 5:22-23].

35
Body:
How does the Holy Spirit help and guide Christians? Which gift do you think

• helps and guides Christians to communicate love and other feelings as matches ______?

Jesus taught
7 mystery bags
Teach the students the gifts of the Holy Spirit (Knowledge, Understanding,
Wisdom, Courage, Reverence, Wonder, and Right Judgment), write these on
the board. Go through the gifts of the Holy Spirit activity, have seven bags
Which gift do you believe
with the following in them:
is the most important and
1. Smarties (Knowledge) why?
2. Rose Petals (reverence) Mini whiteboards
3. Stick of Gum (courage)
4. Card with “AHA” written on it (wisdom) Assessment:

5. Pretzels (Understanding) Students show that they

6. Lolly pops (suckers) (right judgement) have understood 1 or

more gifts of the Holy
7. Sealed Envelopes (wonder)
Spirit on their
Give each student a mini whiteboard and when a student tells the students
whiteboard. Teacher will
what is in one of the bags they have to write on their board which gift this
make anecdotal notes
would match and will show the teacher.
where necessary

Conclusion:
In partners come up with two gifts that they believe is more important than
others. They will need to share this will the class and explain why they chose

36
 these two gifts.

SAMPLE ASSESSMENT TASK

YEAR LEVEL 1
LEARNING AREA Religious Education
UNIT OF WORK Confirmation
TITLE OF TASK Information report
TASK DETAILS
DESCRIPTION OF TASK Students are to create an information report on the Pentecost. This report
will be created through the app ‘Puppet Pals’.
PURPOSE OF ASSESSMENT To assess the students understanding on the Pentecost, this includes stating
what the Holy Spirit gave the followers of Jesus and what happened at the
Pentecost and what of this still happens today. As well as identifying things
they would see and hear in church at Pentecost
EVIDENCE TO BE COLLECTED Students upload their presentation onto the Religious Education portfolio.
Watch their video and mark what they have stated through the video
SUGGESTED TIME 120 minutes
CONTENT DESCRIPTION
Followers of Jesus celebrate Pentecost
TASK PREPARATION
PRIOR LEARNING Learnt about how the followers of Jesus celebrate Pentecost.
As well as, that Pentecost is often referred to as the birthday of the Church,

37
 and it marks the beginning of the Church because people remember the
coming of the Holy Spirit.
Know that the Holy Spirit gave the followers of Jesus the strength to go out
and teach people about Jesus and how to live as God wants.
Lastly, what happened at Pentecost still happens today, and that God still
shares the Holy Spirit with all followers of Jesus today.
ASSESSMENT DIFFERENTIATION Enabling: Provide the activity we have done in the previous lessons to use as
a prompt. If this does not support the student, plan out what the child
knows in stages and then have them create the video on these stages they
have created.
Extension: Have children find images that they can attach to their video that
link to the Pentecost and have them explain why they have chosen the
images.
RESOURCES No More Waiting – Pentecost Song
iPad
App – Puppet Pals

SAMPLE MARKING KEY

DESCRIPTION
IDENTIFY (OR OTHER VERB) MARKS
Identify 4 things they would see and hear in church at Pentecost: 4
• Special prayers
• Songs
• Priest wearing red
• Red banners
Identify 3 things they would see and hear in church at Pentecost: 3
Identify 2 things they would see and hear in church at Pentecost: 2
38
Identify 1 thing they would see and hear in church at Pentecost: 1
DESCRIPTION AND EXPLANATION SUBTOTAL /4
Explain 3 understandings they have gained about the Pentecost 3
Explain 2 understandings they have gained about the Pentecost 2
Explain 1 understanding they have gained about the Pentecost 1
SUBTOTAL /3
TOTAL /7

JUDGING STANDARDS IN YEAR 1

RELIGIOUS EDUCATION

YEAR 1 RELIGIOUS EDUCATION ACHIEVEMENT STANDARD

At Standard, students explore the work of God who created all people to grow, learn and change in unique ways. They recall how all people created by God undergo physical, intellectual, social, emotional, and
spiritual changes. Students retell Bible stories about Jesus and how he grew and learnt from his family and the wider community to which he belonged.

Students identify the Church as a religious community that believes in Jesus and follows his life and teachings. They identify how people are guided by the Holy Spirit to become members of the Church
community and actively participate. Students provide examples of how the Church community relate with God through prayer, the celebration of the Mass and other liturgies. They identify how the Church
community honours the Bible as the Word of God and uses the Bible at Mass to discover God’s love.

YEAR 1 RELIGIOUS EDUCATION ASSESSMENT POINTERS

A B
The student demonstrates
excellent achievement of what
is expected for this year level
Questioning and Responds to and asks targeted
Investigating questions about the topics. Uses
predicting and questioning
strategies to make meaning and
raise further questions.
The student demonstrates
high achievement of what
is expected for this year level
Responds to and asks targeted
questions about the topics.
Contributes to discussions that
lead to further ideas.
C D
The student demonstrates
satisfactory achievement of what
is expected for this year level
Skills
Responds to and asks questions
about the topics. e.g.
 What is the Bible?
 What is Mass?
 How do people gather as a
Church community?
The student demonstrates
limited achievement of what
is expected for this year level
Responds to and asks questions
with a limited connection to the
topics.
E
The student demonstrates
very low achievement of what
is expected for this year level
Does not meet the requirements
of a D grade.

Gathering and Represents the ideas and Represents ideas and information Represents ideas and information Requires support to represent Does not meet the requirements
Analysing information in a variety of ways in a variety of ways and presents in a variety of ways (i.e. songs, play, ideas. of a D grade.
39
 and presents them in a logical
order. Identifies patterns in the
content.
Evaluating Draws conclusions that make
connects between topics and
daily living. e.g.
 The Bible and the Mass guide
people to love like God
Catholic beliefs Describes the intellectual,
physical, emotional, and spiritual
attributes created by God in all
people and the factors (personal
experience, other people and
society) that may influence those
attributes over time.
Describes how the Bible as the
Word of God helps members of
the Church community to live in
communion with God and each
other.
Catholic practices Identifies the Mass as a
thanksgiving prayer to God and
describes how the Mass is like
the Passover meal Jesus shared
with his Apostles the night before
he died.
Provides examples of formal and
informal prayers to God and
identifies how and why people
pray to God.
them in a logical order.
Provides relevant facts to support
conclusions.
Knowledge and understanding
Describes the similarities and
differences created by God in
people as they grow, learn and
change.
Describes aspects of the Bible
and how the Bible is used by the
Church community at Mass.
Describes the Mass and how the
Mass connects to the Last
Supper.
Provides examples of formal and
informal prayers to God and
identifies some of the intentions
of those prayers.
oral and/or written texts, drawings,
images, etc).
Draws simple conclusions and Provides a simple statement Does not meet the requirements
provides some reasoning. e.g. about the topics. of a D grade.
 At Mass people learn about
God’s love by listening to the
stories about Jesus
Identifies examples of how God Uses single words or phrases to Does not meet the requirements
creates people in unique ways to identify the differences God of a D grade.
grow, learn and change. creates in people.
Identifies different aspects about Recalls some relevant facts about Does not meet the requirements
the Bible. e.g. God and Jesus. of a D grade.
 The Bible is the Word of God
 People learn about God’s love
through the teachings of Jesus
 The Bible is honoured by the
Church
 The Bible is written to guide
people toward God’s love
 The Bible is used at Mass
Identifies the Mass as a gathering Identifies the Church community Does not meet the requirements
of the Church community to as followers of Jesus. of a D grade.
remember the words and actions
of Jesus at the Last Supper.
Provides examples of how and Recalls some relevant words and Does not meet the requirements
when people pray to God, formally phrases from formal prayers. of a D grade.
and informally as Jesus taught.
40
 With reference to the story of
Pentecost, describes how the
Church community is guided by
the Holy Spirit to live like Jesus.
© Catholic Education Western Australia Limited, 2020
Provides statements and
examples to show how the
Church community is guided by
the Holy Spirit to live like Jesus.
Identifies how the Church Provides simple statements Does not meet the requirements
community remembers and about the Holy Spirit. of a D grade.
celebrates the Holy Spirit. e.g.
 The symbols of the Holy Spirit
 Pentecost as a Church
celebration remembering the
birth of the Church community
 The Holy Spirit guides people to
live like Jesus

This document has been produced by the Religious Education and Faith Formation Team within the Office of Catholic Education Western Australia Limited. The document has adapted structures and language
used in the various Achievement Standards produced by the School Curriculum and Standards Authority, 2016. Any content in this document that has been derived from the School Curriculum and Standards
Authority and the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.

The document may be freely copied in any format in an educational institution for non-commercial educational purposes; it must not be copied for any other purpose without prior written permission from
the Catholic Education Office of Western Australia.

APPENDIX

1. ACTIVITY SAMPLES AND ASSESSMENT CHECKLISTS/ STRATEGIES

2. REFERENCE LIST (include all resources such as Children’s literature, Mass preparation resources, media resources, Unit of Work) this will be part of the
grade for Academic literacy, in particular referencing skills.

References:

41
Barkla, C. (2020). All Bodies are Good Bodies. Hardie Grant Children's Publishing.

Benson, Brentwood. (2017, February 8). Fruit of the fruit. Brentwood Benson. https://www.youtube.com/watch?v=GflCLxWbqD8&t=68s

Catholic Education Western Australia. (n.d.). Perth Archdiocesan Primary RE Units. Confirmation 1.3. CEWA.

Cosmic Kids Yoga. (2016, February 1). Betsy the Banana. A Cosmic Kids Yoga Adventure! https://www.youtube.com/watch?v=40SZl84Lr7A

Hutto, R, M. (2016). The Day When God Made Church: A Child's First Book about Pentecost. Paraclete Press.

Kids Play And Learn. (2017, May 6). PENTECOST - The Holy Spirit comes - Bible For Kids. Bible Fun For Kids and More!
https://www.youtube.com/watch?v=_rjQ_XDPIis

Music Count Us In. (2018, August 22). One Song. Music: Count Us In. https://www.youtube.com/watch?v=YT0VX_P68bU

Penfold, A. (2019). All are Welcome. Bloomsbury.

Reeder, O. R. (2010). I’ve Got a Feeling. National Library of Australia.

42