Professional Documents
Culture Documents
God
Prayer and
Fertile Question
How do believers pray?
What is Gods plan for all of creation?
How do people live in accordance with Gods plan and make responsible choices?
Why should we treat all people with dignity and respect?
VISION for Religious Education
The Vision for Religious Education gives voice to what each school hopes for their students in terms of their religious
literacy and faith formation. The schools and colleges of the Archdiocese of Brisbane aspire to educate and for
Students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader
Christian tradition so that they might participate critically and authentically in faith contexts and wider society.
General Capabilities
Literacy
Cross-Curricular Priorities
Aboriginal and Torres Strait Islander histories
and cultures
Asia and Australias engagement with Asia
Sustainability
Numeracy
Pose questions
Ethical understanding
Intercultural understanding
Achievement Standard
By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with Gods plan for
creation: that people live safely and happily in community and in loving relationship with God, with a responsibility to respect the dignity
and natural rights of all people, to care for all creation and to responsibly use Gods gift of the freedom to choose. They relate stories from
some Old Testament texts that describe Gods presence in the lives of individuals and communities. They identify words, actions and
symbols used in the Sacraments of Baptism and Eucharist to communicate Gods presence and action.
Students identify the nature of Jesus mission and ministry, as well as similarities and differences between Gospel accounts of significant
events, places and characters in the life of Jesus. They describe some aspects of Jewish daily life at the time of Jesus. They recognise the
many ways in which believers, past and present, honour Mary, Mother of Jesus, including praying the Hail Mary. They recognise the
significance of prayer in Jesus life and in the life of believers and participate with respect in a variety of personal and communal prayer
experiences, including meditative prayer and the Hail Mary.
Learning Intentions
Learning Intention
By the end these learning experiences, students
Assessment
Assessment Background
Success Criteria
Success Criteria
Content Descriptions
Sacred Texts
Old Testament - New Testament
Christian Spiritual Writings and Wisdom
Religious Knowledge and
Skills
Deep Understanding
OLD TESTAMENT
For Christians, the Bible is a
sacred book. The Old Testament
describes how the people of
Israel have reflected on Gods
presence in their lives (e.g.
Moses, Abraham, Noah, Joseph,
Ruth, Ezekiel, Jeremiah).
Beliefs
Trinity: God, Jesus the Christ, Spirit - Human Existence
World Religions
Religious Knowledge and
Skills
Deep Understanding
TRINITY: GOD, JESUS AND
CHRIST, SPIRIT
Jesus called people, including
the twelve, to share in his
mission and ministry.
NEW TESTAMENT
The Gospels of Matthew, Mark,
Luke and John provide particular
insights into the life and teaching
of Jesus.
CHRISTIAN SPIRITUAL
WRITINGS AND WISDOM
The wisdom of some Old
Testament stories (e.g. Moses,
Abraham, Noah, Joseph, Ruth,
Jeremiah) helps people
understand Gods presence in the
lives of individuals and
communities.
Church
Liturgy and Sacraments - People of God - Church History
Religious Knowledge and
Skills
Deep Understanding
LITURGY AND SACRAMENTS
Sacraments are sacred actions of
HUMAN EXISTENCE
God created human beings in
Gods own image. God created
human beings in order to form a
loving relationship with them.
Gods plan is that people help
each other to live safely and
happily in community.
WORLD RELIGIONS
Jesus participated in the life of
the Jewish community.
Christian Living
Moral Formation - Mission and Justice - Prayer and Spirituality
Religious Knowledge and
Skills
Deep Understanding
MORAL FORMATION
Christians believe God is creator
CHRUCH HISTORY
Communicate a personal
response to the Church
teaching that all people are
created in the image of God.
Make connections with personal
experience when exploring
Christian teaching about the
dignity and natural rights of all
people, regardless of their
religious, social or ethnic
background. CLMJ2
Participate respectfully in
meditative prayer.
Identify and use practices and
Learning Experiences
Core Content Area One
Focus/Question How do Believers Pray?
Tuning In
What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.
Teach the children how to make the sign of the cross correctly
Create a prayer cloth for daily class prayer that reflects images of the
children in the class (individual drawings on calico)
Discuss the symbols on the prayer table which the children use to
create the sacred space
Show the children how to create the sacred space selecting images
and symbols and objects
Sing songs of praise daily as a form of prayer
Teach children to recite the St Stephens traditional school prayer
Teach children to recite daily morning, grace and afternoon prayers
Model respect and reverence during daily prayer time
Resources
Teacher Background
Mandated Scriptural
Texts
Prayer Cloth
Symbols on the prayer
table
Songs of praise
School Prayer
How is this
relevant to me?
Finding Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
Sorting Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
Communicating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
Mandalas
Music
Images
Candles
What difference
does this make to
me?
Reflecting and
Evaluating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?
Jesus prayed and taught others to pray. Children view, listen and
respond(orally, art work, recounts) to stories from the Gospels of Jesus
praying and teaching others to pray e.g.
Jesus prayed at the beginning of his ministry (Luke 3:21-22)
Jesus prayed before choosing his apostles (Luke 6:12-13)
Jesus prayed in the garden (Luke 22:39-42)
Jesus prayed on the cross (Luke 23:34)
Jesus taught us how to pray (Matthew 6:7-16)
Jesus gave thanks (Matthew 15:36)
Jesus praised God ( Matthew 11: 25-26)
Jesus prayed alone (Mark 1:35)
Jesus taught his disciples to pray (Luke 11:1-4)
Jesus prayed during his time on the cross. Read and discuss each stage of
the Easter story from Palm Sunday to the Resurrection. Children re-enact,
respond and retell the events leading up to Jesus death and Resurrection.
Learning Experiences
Core Content Area Two
Focus/Question What is Gods plan for all of creation?
How do people live in accordance with Gods plan and make
responsible choices?
Resources
Teacher Background
Mandated Scriptural
Texts
Tuning In
What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.
How is this
relevant to me?
Identify and share the gifts God has given us. Discuss our talents and
how we can use these in ways to live safely and happily in community
1.
1.
Finding Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
with God.
Make a connection between their ideas of God (e.g. God is loving) and
the way people live safely and happily in community (e.g. I/we can
show love when I/we.)
Create a word thinking bubble to show their idea about God (e.g. God
helps me, forgives me, listens to me)
Create a Who is God? big book for the class
Record the wondrous things about themselves on one side of a cut out
silhouette
Record their own name on a gift box and list the gifts God has given to
them
Sorting Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
Matching and find images of ways people act in community e.g. caring
for the aged matching attributes of God compassionate
Make a class book Ways We Can Live Safely and Happily in
Community with God.
Developing classroom routines and rules that focus on being safe and
happy in school Relate this to our school and classroom rules and to
the book Meanies Make a Goodies Big Book
Goodies Book
Communicating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?
Reflecting and
Evaluating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?
Learning Experiences
Core Content Area Three
Focus/Question Why should we treat all people with dignity and respect?
Resources
Teacher Background
Mandated Scriptural
Texts
Tuning In
What is the
topic?
Why should
we study this
topic?
Frame
manageable
questions.
What do I already
know about this
topic?
I think I know
x,y,z.
How is this
relevant to me?
Read Whoever You Are by Mem Fox. Discuss as a class how we are all
different but it doesnt matter what we look like or where we come
from God accepts and loves everyone.
Using a globe or map of the world discuss where different families in
the class have come from.
Finding Out
Identify
possible
Play Simon Says Who You Are? Provide directions like Simon says
stand up everyone with brown eyes or who owns a dog or who likes
spaghetti.
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
Share with each other in a circle after the game what they found out
about someone they didnt know before.
1.
Sorting Out
Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who
was there and
what were the
facts?
Communicating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?
Reflecting and
Evaluating
Extend and
challenge
students
understanding
s
Offer more
information
Is there
something else I
need to deepen
my knowledge
understandings?
What difference
does this make to
me?