Religion Planning

Term 2

Prep

2014 (Weeks 3-6)

Fertile Question
And God said that it was good.
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

The aesthetic, social

and physical
environment is a
powerful means by
which a school
community creates
and values a sense of
the sacred.

Social Action and Justice

School communities act
for justice when they
demonstrate a
commitment to the poor
and marginalised,

General Capabilities

Literacy

Cross-Curricular Priorities

Aboriginal and Torres Strait Islander

histories and cultures

Comprehending texts through

listening, reading and viewing

Asia and Australias engagement with

Asia

Composing texts through

speaking, writing and creating

Sustainability.

Expressing and developing

ideas

Numeracy

Information and communication

technology (ICT) capability

actively work for peace

and practise
stewardship of the
earth.

Evangelisation and Faith

Formation

Prayer and Worship

Christians believe that
all creation is good and
is infused with the
presence of God.

Creating with ICT

Communicating with ICT

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding.

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 Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all, the goodness
of Gods creation, Gods special relationship with all of creation and Gods plan that people help each other to live safely and happily
together, for the good of all.
Students listen to, read and view stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends
and family; of Jesus praying and teaching others to pray; of his teachings about love, compassion and forgiveness that challenged
people about the way they were living; and of his suffering, death and resurrection.
They learn that Christians believe God created people with the freedom to choose between good and bad, right and wrong.
They explore examples of times, from familiar texts and their personal experience, when people make these choices.
Students understand that prayer helps believers follow the teachings of Jesus; to live according to Gods plan.
They learn about ways in which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe ways
in which believers pray together during special celebrations and rituals that mark important times in the life of believers and in the
Church year.
They learn about the Church building as a sacred place for believers and the Bible as a sacred book for believers.

Achievement Standard
By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of Gods creation and
Gods plan that people help each other to live safely and happily together, for the good of all.
They identify connections between some Old Testament stories and their personal experience, including the experience of the goodness
of creation.
They listen and respond to stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and
family; of Jesus praying and teaching others to pray; and of his suffering, death and resurrection.
They recognise Jesus teachings about love, compassion and forgiveness that challenged people about the way they were living.
They relate examples of people having the freedom to choose between good and bad, right and wrong.
Students understand that prayer helps believers to follow the teachings of Jesus; to live according to Gods plan.
They recognise ways in which believers pray either alone or with others, using word, music, action, silence, images, symbols and nature,
and participate with respect in a variety of these prayer experiences, including meditative prayer, the Sign of the Cross, and Amen.
They describe ways in which believers pray together during special celebrations and rituals that mark important times in the life of
believers and in the Church year.

Class Context for Learning Differentiated learning

WHOAREMYLEARNERS
*ClassNeedsThestudentshavelimitedknowledgeandhavehadlimitedexposuretoscripture.Theyhaveakeen
interestinthebibleandJesus.Theyenjoystories.
*Thechildrenareenthusiastic,keenlearners.Theyoftenrequirevisualsupportwiththeirlearninge.g.Childrens
Bible,youtubeclips.
*IndividualisedLearningNeedsrequirefinemotorskillsandorallanguagesupport.
*Catholics/nonCatholics5Anglican,64Catholic,2EasternOrthodox,4NoReligion,1Religionnotstated,1

OrientalOrthodox,1Sikhism
*StudentswithDisabilitiesanumberofstudentshavebeenflaggedasrequiringsupport.

Learning Intentions
Learning Intention
By the end these learning experiences, students
Use and display the bible respectfully.
Retell some aspects of the story of creation.
Can identify that God created the world.

Assessment

Assessment Background

1.
Use Drawing Carl to illustrate an
element of creation
2.
Explain how they would care for
Gods creation
3.
Answer questions related to the
Bible and in particular the creation
story

Success Criteria

Success Criteria

1.
Can identify an aspect of creation
2.
Identifies one action in preserving
Gods creation
3.
Can identify God as the creator of
the world and can name the bible as
an important source for Catholics

Content Descriptions
Sacred Texts
Old Testament - New Testament
Christian Spiritual Writings and Wisdom
Religious Knowledge and
Skills

Beliefs
Trinity: God, Jesus the Christ, Spirit - Human Existence
World Religions
Religious Knowledge and
Skills

Deep Understanding
OLD TESTAMENT STO1
Christians venerate the Bible as a
sacred book in many ways,
including proclamation in prayer
celebrations and meditative
reflection in personal prayer.

Deep Understanding
Use and display the Bible
respectfully.
Listen with respect as Scripture
is proclaimed in prayerful
settings.

TRINITY
There is one God, the source of
truth and love, who is creator of
all. Gods presence is revealed in
the goodness of creation.

Listen and respond to the two

creation stories in Genesis
(Genesis 1:1-2:4a and Genesis
2:4b-9; 15-25).
Make links between God and
the natural world.
Share their ideas about God and
creation.

Familiarity with events and

messages from some key Old
Testament stories (Creation
Stories) is a means of connecting
Scripture and real life.

Listen and respond to Old

Testament stories
Share feelings and thoughts
about the events and messages
in some familiar Old Testament
stories.
Make links between some
familiar Old Testament stories
and their own experiences by
sharing events and messages
that may be similar to or
different from their own
experiences.

CHRISTIAN SPIRITUAL WRITINGS

AND WISDOM
The writer of the first creation
story in the Old Testament
(Genesis 1:1-2:4a) repeatedly
uses the statement And God saw
that it was good to emphasise

Share feelings and thoughts

about the goodness of Gods
creation from their own
experience.
Make connections between some
of Jesus wise statements and

Gods special relationship with all

of creation.
Jesuss wisdom challenged
people about the way they were
living (e.g. The Greatest
Commandment: Love the Lord
your God with all your heart, all
your soul and all your mind and
love your neighbour as yourself.
Matthew 22:37-39).

how these are expressed in a

range of stories (e.g. personal
stories, stories of the schools
founders, childrens literature,
film, art).

Christian Living
Moral Formation - Mission and Justice - Prayer and Spirituality
Religious Knowledge and
Skills
Deep Understanding
Meditative prayer uses silence
and stillness to assist believers
to listen and talk to God. There is
a range of practices (including
being silent and still, and lighting
a candle) that helps believers
prepare the body and the mind
for meditative prayer and
engage in the work of
meditation.

Significant Days and Celebrations

Easter
Mothers Day
Pentecost

Participate respectfully in
meditative prayer.
Identify and use practices that
assist them to prepare for and
engage in meditative prayer.

Learning Experiences
Core Content Area One
Focus/Question Why is the bible special?
What does the bible tell us about Creation?
How can we care for creation?

Resources
Teacher Background
Mandated Scriptural
Texts

Tuning In

Teacher Background- Creation

STO1Investigation
exploring how the Bible is venerated in their class / school setting
investigating how, when and where stories from the Bible are proclaimed
and listened to in their school setting

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?

Real Life
displaying the Bible in its own special place in the classroom
creating sacred spaces that incorporate and display the Bible in reverent
ways
handling the Bible with care and in ways that are appropriate for prayer
STO2Investigation
identifying problems, plans and solutions in familiar Old Testament
stories
Focused Teaching and Learning
providing a simple, correctly sequenced retelling of some Old
Testament stories through play and focused learning
drawing on real life examples to explain the meaning of some familiar

Teacher BackgroundStewardship of Creation

Old Testament stories

naming people and events from life experiences that are similar or
different to familiar Old Testament stories

predicting possible endings or consequences of some familiar Old

Testament stories (e.g. Moses Exodus 2: 1- 10; Abraham and Sarah Gen 15:1
6, 18:1-15, 21:1-7)

using simple retrieval charts to enhance students understandings of

some key Old Testament stories (e.g. creation stories, Noah, Joseph, Moses,
Abraham and Sarah)
Real Life

using familiar Old Testament stories for a diverse range of purposes

e.g. creating a photo story or a page in PowerPoint, simple plays, collages,
retell, reflection, prayer and celebration
Play

retelling some familiar Old Testament stories through imaginative play,

use of illustrations and images
Routines and Transitions

using the response And God said that it was good in a litany of
creation they have composed (e.g. Thank you God for the beautiful blue
sky and all respond .
Focused Teaching and Learning

engaging with a variety of texts about creation, including Scriptural

texts, childrens literature, movies, art, to make connections and find
patterns of language about the goodness of creation
Play

responding to the awe and wonder of Gods creation by playing with

music and sound effects and/or through dance and song
Real Life

creating a class reflective journal, with words and/or images, to apply

selected wise statements of Jesus (e.g. Do not be afraid, I am with you) to
real life situations and personal stories
Resources:
RE and Active Learning Processes, Awe and Wonder of Creation pp. 18 -25
RE and Health and Physical Learning, pp. 41 54
BETR1
Focused Teaching and Learning

creating a Y-chart about what God looks like, sounds like, feels like

listening and responding to various stories of creation such as Andrew

Chinns In the Beginning; creation stories in Genesis (Gen 1:1 2: 4a; Gen
2:4b 9; 15 25; Noah- a re-creation story Gen 6: 13-9:1)

creating a group-generated collage (digital or visual) to express their

ideas about God as creator

using digital technologies (e.g. photostory) to communicate their ideas

about God and Gods creation

Real Life

discovering and discussing mysteries and wonders in creation

making connections to where the students see God in their school
environment (e.g. nature, people)
CLPS2 Play

exploring the wonders of creation through outdoor play in the school

environment
Routines and Transitions

developing a class prayer that celebrates creation

using songs and actions to celebrate Gods creation

Focused Learning and Teaching:
learning about the ritual of believers lighting candles to begin prayer and
the extinguishing of candles at the end of prayer
using scheduled times during the day for students to experience different
practices for preparing the body and mind for Meditative Prayer including
silence and stillness
Resources:
Silence, Stillness and Simplicity
Religious Life of the School P-12 (Prayer and Worship)

RE and Health and Physical Learning (Creating a Culture of Prayer pp.41-54)

Religious Education and Language Learning and Communication (Prayers
and Celebrations pp.31-37)

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?

Sorting Out

* View images and artwork of creation

* Read students the story of creation
* Listen to songs about creation.

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

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

Introduction of new words and concepts (increase vocab)

Use videos, songs, stories (various media for communication)
Oral language development to discuss knowledge
Teacher background knowledge

What worked well?

What changes need to be made?

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?

Was it too short or too long?

Did we find additional resources?
Did most students achieve the outcome?