Religion Planning

Term 2

Yr 2

2015

Fertile Question
How is Catholism and Jewish faith similar?
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

We are following Jesus teachings in our everyday lives

to be good Christians.

Social Action and Justice

Students describe times they may have acted unjustly

towards Gods creation and suggest an act of penance.

Evangelisation and Faith

Formation

Prayer and Worship

Writing a sorry prayer to God about not respecting

Gods creation.

General Capabilities

Cross-Curricular Priorities

Literacy

Aboriginal and Torres Strait Islander

histories and cultures

Writing a sorry prayer and suggesting

acts of penance

Comprehending texts through listening,

reading and viewing.

Links to the Creation Story and The

Rainbow Serpent (English Narrative
unit)

Composing texts through speaking

writing and creating

Asia and Australias engagement with

Asia

Text knowledge

Sustainability.

Numeracy

New testament has 27 books

Knowing how to care for the

environment in order to sustain it. Eg:
taking from it only what you need,
including water, food

Jewish Covenant 613 rules

10 commandments

Information and communication

technology (ICT) capability

Viewing stories on LIFE in visual format

Critical and creative thinking

Responding in character as to why they

stopped to help the injured man in the
Good Samaritan

Inquiring, identifying, exploring and

organising information and ideas

Personal and social capability

Ethical understanding

Students communicate their moral

obligation to care for gods creation and
each other, no matter what their
background, race or religion

Intercultural understanding.

Respecting Jewish customs, rules and

laws

Year Level Description

The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are taught in an
integrated way, and in ways that are appropriate to specific local contexts.
In Year 2, students learn about aspects of Gods nature and Gods relationship with people, as they engage with a variety of New Testament texts
depicting the teachings and actions of Jesus and Old Testament texts that describe Gods relationship with the Jewish people. They explore contextual
information about the first century Mediterranean world, to better appreciate the life and times of Jesus. They learn about Jesus mission and ministry
and explore ways in which Jesus teachings and actions continue to guide the life of the Church community today. They explore, recognise and

appreciate the history of a parish community as it is revealed in many ways.

Students learn about the sacredness of all creation, especially human life; the call to be co-creators and stewards of Gods creation; and the
responsibility to pursue peace and justice out of respect for human life and all creation. They develop their understanding of the loving relationship
God unconditionally offers to people; and their understanding of sin, as evident in the free choices that harm the individual and their loving
relationships with God, with others and with all creation. They explore ways in which believers seek to heal these relationships through reconciliation
and prayer. They investigate ways in which believers celebrate reconciliation with God and with others in the Sacrament of Penance.
Students examine ways in which prayer and the wisdom of the saints help believers to nurture their loving relationships with God, with others and
with all creation. They develop their understanding of prayer in the Christian tradition through an exploration of prayer for forgiveness (acts of
contrition and Penitential Act) and meditative prayer.

Achievement Standard
By the end of Year 2, students analyse some teachings and actions of Jesus depicted in New Testament texts that reveal aspects of Gods
nature. They discuss their ideas about Gods relationship with the Jewish people as described in some Old Testament stories. Students
pose questions about the life and times of Jesus and use sources provided to answer these questions. They make connections between
Jesus teachings and actions and the way members of the Church community live today.
Students recognise the sacredness of God and all creation, especially human life. They identify ways in which human beings respond to
the call to be co-creators and stewards of Gods creation. Drawing on their own experiences, they suggest ways to pursue peace and
justice out of respect for human life and all creation. They recognise choices that harm an individual and their loving relationships with
God, with others and with all creation. They explain ways in which believers seek to heal these relationships through reconciliation and
how they celebrate reconciliation in the Sacrament of Penance. They recognise that prayer and the wisdom of the saints help the
believer to nurture their relationship with God, with others and with all creation. They participate with respect in a variety of personal
and communal prayer experiences, including meditative prayer and prayers for forgiveness.

Class Context for Learning Differentiated learning

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

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

Assessment

Assessment Background

Gods Creation and Penance:

Complete an activity sheet where children need to think of a
time they have not looked after Gods creation (people or
animals etc), then write a sorry prayer to God (seeking
reconciliation) and then decide what their own penance could
be for their misguided actions (penance)

Success Criteria

Success Criteria

Gods Creation and Penance:

Children think of a time they have not looked after Gods

creation
Write a sorry prayer to God

Decide on an act of penance

Kosher Laws Create a Kosher Kitchen

Using art block paper, students draw a Kosher Kitchen and
label all elements in the kitchen

A Covenant with God:

Provide a copy of the Torah scroll for children to write their
covenant on up to 10 commandments could be written??
The Good Samaritan teaching and message:

Imagine you are the Good Samaritan who stopped to help the
injured man. The injured man spots you across the street and
approached you to thank you for saving his life. He asks you
the following question: Why did you stop to help me when I
was left for dead?

Kosher Laws Create a Kosher Kitchen

Draw a dairy side and a meat side
Use labels
Use direction and location to describe what in in their kitchen
(maths assessment)
A Covenant with God:
Students think of promises they could make with God
Promises relate to being stewards of Gods creation and
loving one another
The Good Samaritan teaching and message:
Students will make a response stating why they decided to
stop and help the injured man
They make reference to being stewards of Gods creation and
acting justly

Content Descriptions
Sacred Texts

Beliefs

Old Testament - New Testament

Christian Spiritual Writings and Wisdom

Trinity: God, Jesus the Christ, Spirit - Human Existence

World Religions

Religious Knowledge and

Deep Understanding

Skills

Religious Knowledge and

Deep Understanding

Skills
Identify the purpose and nature
of Jesus mission and ministry
as depicted in some Gospel
stories.
Describe the effect of Jesus
mission and ministry on the
lives of key characters in some
Gospel stories.
Identify ways in which human
beings are called to be cocreators and stewards of
creation (e.g. caring for the
environment, responsible use of
natural resources).

STOT4: The Bible is a library of

books. It is made up of two parts:
the Old Testament and the New
Testament.

Identify some features of text

organisation, namely the titles
Old Testament and New
Testament and the Table of
Contents, to locate some of the
books containing familiar Bible
stories.

BETR4: Jesus lived a truly

human life. His mission and
ministry was to preach and bring
about the Kingdom of God,
including through his teaching,
healing, and forgiving.

STOT5: The Church teaches that

the Bible is an inspired account of
Gods self-revelation. The Old
Testament describes Gods
relationship with the Jewish
people. The Abraham and Sarah
story is one example of how God
relates with people (e.g. promise
to Abraham and Sarah, Genesis
17:1-8; 15-19, 21-22).

Identify people, places, events

and things in some Old
Testament stories.

BEHE2: Human beings are

called to be co-creators and
stewards of Gods creation.

STNT4: The New Testament

consists of 27 books that
proclaim the life and teaching of
Jesus and the early Christian
Church.

Identify behaviours and actions

in some Old Testament stories
that reveal aspects of Gods
nature (e.g. loving, just,
relational, forgiving).
Share and compare ideas and
opinions with others about Gods
relationship with people in Old
Testament stories.
Identify some features of text
organisation, namely the titles
Old Testament and New
Testament and the Table of
Contents to locate some of the
books depicting the life and
teaching of Jesus (Gospels) and
the early Christian Church (e.g.
Acts of the Apostles, the letters).

Promote a specific action of

caring for Gods creation.

BEWR3: The Jewish people are a

covenant people. Their
relationship with God is
expressed in their daily lives.

Describe the Jewish

understanding of covenant as
agreement between God and
the Jewish people.
Record and report examples of
how the covenant is lived in the
daily lives of Jewish people
today.

Church
Liturgy and Sacraments - People of God - Church History
Religious Knowledge and
Skills
Deep Understanding
CHLS3: Forgiveness involves
reconciliation with God and each
other and restores broken
relationships. In the Sacrament of
Penance, believers celebrate
reconciliation with God and each
other. The Sacrament of Penance
continues Jesus healing ministry
in the life of the community.

Identify and analyse scenarios

from the Gospels and from life
experience that involve restoring
broken relationships
(reconciliation).
Recognise and record ways in
which believers celebrate
reconciliation with God and with
each other in the Sacrament of
Penance.

Christian Living
Moral Formation - Mission and Justice - Prayer and Spirituality
Religious Knowledge and
Skills
Deep Understanding
CLMF4: Humans are called to
acknowledge the sacredness of
God and all creation, especially
human life. The world is Gods
gift to all generations; therefore
care for all creation
(stewardship) is a moral duty.

Identify some inferred meanings

(e.g. God created; all creation is
sacred; humans are stewards of
creation) of Judeo-Christian
creation stories, including
Genesis 1:1-2:4a; Genesis 2:4b25 and Genesis 9:8-17).
Compare and contrast their own
actions and behaviours with the
moral duty of caring for all
creation as taught in the JudeoChristian creation stories.

Make connections between Jesus

healing ministry and the
Churchs healing ministry in the
Sacrament of Penance.
CLMJ3: Gods plan is that people
respect all life, especially human
life. All people have a
responsibility to pursue peace
and justice out of respect for
human life and all creation.

CLPS6: Prayer for forgiveness

requires admission of sin, saying
sorry, asking Gods help to

Identify and express ideas

about scriptural texts that
illustrate peaceful and just
actions or relationships.
Make connections between
scriptural texts about
respecting human life and all
creation and their own life
experiences.
Communicate an understanding
of the language, purpose,
gestures and context of prayers

change and seeking to heal

ones loving relationships with
God, with others and with all
creation.

for forgiveness including acts of

contrition and Penitential Act (A,
B, C).
Participate with respect in a
variety of personal and
communal prayer experiences,
including prayer for forgiveness.

Significant Days and Celebrations

Anzac Day 25 April
Mothers Day 10 May

Learning Experiences
Core Content Area One
Focus/Question What is Gods message in the Bible?

Tuning In

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

Resources
Teacher Background
Mandated Scriptural
Texts

Week 1:

Lesson 1:
Lesson 1:
Incidental teaching of Sacred
The Bible:
Texts: STOT4, STOT5
Sacred Texts: STOT4, STOT5
Introduce the books of the bible: Old Testament and New Testament.
The Old Testament describes Gods relationship with the Jewish People.
Jesus was born a Jew. Later on, we will compare our religion of
Christianity with that of Judaism.
The Creation Story Genesis 1:

The Creation Story:

Genesis 1

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

Finding Out

Identify
possible
sources of
information
Identify skills
necessary for the
investigation.
How did it
happen? Who

Beliefs: BEHE2
Read the creation story.
The message of the story is that we are called to be co-creators and
stewards of Gods creation.
Discuss term stewards(it means to manage or look after). How would
this relate to Gods creation?

Lesson 2:
Watch a youtube clip on LIFE about the creation story
In the Creation Story, God gives us the gift of creation the trees,
animals, people etc.
On the board, make a list of all the things God gave us through the
creation story
Propose scenarios or act them out, about people hurting Gods
creation. Ask the children what they should do if they see people
purposely hurting Gods creation.
We have a moral obligation to look after all of the things God has
given us

Lesson 2:
LIFE: Creation Story

Week 2:
Lesson 3:
Copy into books: Through the Creation Story, Genesis 1, we are called
to be stewards of Gods creation. We have a moral obligation to care
for Gods creation.
Children draw ways they can care for Gods creation.
Lesson 4:
We are not perfect and we will make mistakes. God forgives us
through the sacrament of Reconciliation when we say sorry.
After we say sorry to God, we need to show God that we will work

Lesson 3:
Religion Books

Lesson 4:
Activity sheet about
penance

was there and

what were the
facts?

harder to be a better person. We offer acts of Penance to show God we

are truly sorry.
Penance is when we do something or give of ourselves to help others
to make things right.
Complete an activity sheet about acts of penance students think of
ways that the characters in the cartoons can carry out an act of
penance to make things right.

Lesson 5: ASSESSMENT
Beliefs: BEHE2
Christian Life: CLMF4, CLPS6
Church: CHLS3
Complete an activity sheet where children need to think of a time they
have not looked after Gods creation (people or animals etc), then
write a sorry prayer to God (seeking reconciliation) and then decide
what their own penance could be for their misguided actions
(penance)

Lesson 5: ASSESSMENT
Beliefs: BEHE2
Christian Life: CLMF4,
CLPS6
Church: CHLS3
Assessment activity
sheet

Learning Experiences
Core Content Area Two
Focus/Question What is the Jewish covenant with God?

Resources
Teacher Background
Mandated Scriptural
Texts

Week 3:

Finding Out
Lesson 6:

Lesson 6:

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

Noahs Agreement with God

Sacred Texts: STOT4, STOT5
Beliefs: BEHE2
Before Jesus was put on earth, God was trying to look after the people.
Many people were not following his rules and looking after the world
he created. There was one man and his wife who always did the right
thing. His name was Noah.
Lets read the bible story about Noah and see if we can find Gods
message in the story.
Read the story
God decided to send a flood to teach the people a lesson. He saved
Noah and his wife and asked them to build a boat and then collect a
male and female animal to take on the boat. After the flood, the
people and animals had an important job to do: co-create the earth
and spread Gods message about living harmoniously.
God sent a rainbow as his promise to Noah that he would look after
the world

Mandated Scriptural Text:

Noahs Agreement with
God

Lesson 7:
Religion books

Lesson 7:
If you wanted to show your promise to the world, what symbol of
creation would you use and why?
Draw it in Religion books with an explanation as to why they have
chosen that symbol.
My symbol of promise would be ____________
because____________________.

Sorting Out

Lesson 8:
Jesus was a Jew
Beliefs: BEWR3
God could see that the people on earth needed something more to
help guide them so he decided to send Jesus.

Lesson 8:
LIFE: Elis kitchen food

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

Jesus was born a Jew. Jewish people were known as covenant people.
That means that they had an agreement with God where God
promised to protect them if they kept Gods laws and were faithful to
him.
Jesus was sent to teach the people about God and to spread his
messages.
Jewish people had and still have many different traditions to
Catholics.
Watch Elis kitchen on LIFE Kosher food

Lesson 9:
Religion books

Lesson 9:
Kosher Food
Beliefs: BEWR3
Children draw permitted and forbidden foods into their religion books,
based on the information from the clip Elis Kosher Food

Week 4:
Lesson 10:
Kosher Kitchens
Beliefs: BEWR3
Due to the Jewish people not being allowed to eat certain foods, they
had special kitchens too. They were not allowed to mix certain foods
and had to keep these foods in separate fridges, use separate
dishwashers and even separate plates!
Watch Elis Kitchen Kosher Kitchen
Lesson 11&12: PART ASSESSMENT FOR Beliefs BEWR3
Design your own Kosher Kitchen
Beliefs: BEWR3
Using art block paper, students draw a Kosher Kitchen and label all

Lesson 10:
LIFE: Elis Kosher
Kitchen

Lesson 11 & 12:

PART ASSESSMENT FOR
BELIEFS BEWR3

Lesson 13:

elements in the kichen Link with Maths: Maps?????

LIFE photopeach of
Torah

Lesson 13:
The Torah
Beliefs: BEWR3
The Jewish people use the Torah to read about the word or God. This is
their bible. They do not have the New Testament in the Torah because
they only have a relationship/covenant with God. The New Testament
is about Jesus time on earth
Jewish people have 613 rules that they live by
The Torah is hand written and if a mistake is made, they must start all
over again.
View images of the Torah and how it is used (photopeach on LIFE)

Week 5:
Lesson 14 & 15:
The 10 Commandments
Beliefs: BEWR3
Watch a short clip about Moses on LIFE
Review our 10 commandments the 10 that God gave to Moses when
he escaped from Egypt
The Jews have 613 commandments. They have continued to add to
theirs over the years. Catholics live by only 10. Distribute the
commandment cards and discuss what they mean and give examples
of how we can follow them.
Create/glue and colour in commandments into religion books
Lesson 16 & 17: ASSESSMENT BELIEFS BEWR3
A Covenant
Beliefs: BEWR3

Lesson 14 & 15:

LIFE MOSES
Childrens
commandments
Childrens
commandments
worksheet

Lesson 16 & 17:

ASSESSMENT BELIEFS
BEWR3
Activity sheet of the
Torah

A covenant is a promise to God

The Jewish people are covenant people. They promise to live in a
certain way to show God they love him and are faithful.
Think of your own commandments/promises/covenants with God. They
should relate to life in general, not just school or home.
Provide a copy of the Torah scroll for children to write their covenant
on up to 10 commandments could be written??

Religion book rough

draft
Good copy onto Torah
scroll

Learning Experiences
Core Content Area Three
Focus/Question How did Jesus bring Gods Word to Life when he was on Earth?

Resources
Teacher Background
Mandated Scriptural
Texts

Communicating

Week 6

Extend and
challenge
students
understanding
s
Offer more
information
Is there

Lesson 18:
God Sends his son Jesus
Sacred Texts: STNT4
When God realised that people on earth were losing faith in him, he
decided to send his son Jesus to earth to help teach people about the
kingdom of God and to show the people how to live their lives.
In the bible, we have the Old Testament, the time before Jesus was
alive and then, the New Testament, which was written during Jesus

Lesson 18:
Religion books

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

time on earth.
Altogether, there are 27 books in the New Testament.
In Religion books, divide the page in half and rule up Old Testament
and New Testament. Under OT, write the names of well known bible
stories like: Creation Story, Noahs Ark, Abraham and Sarah etc and
then in the New Testament, write the names of Parables like the Good
Samaritan, Prodigal Son, other stories like the Gospels the last
supper, crucifixion, birth of Jesus etc. Also list that there are 27 books
in the NT and that it refers to when Jesus was alive (they will need this
info for the written test at the end)

Lesson 19:
Mandated Scriptural Text:
Jesus Heals the Crippled
Woman
LIFE clip

Lesson 19:
Jesus the Jew, the human being
Beliefs: BETR4
Jesus was born a Jew and followed all of the rules and customs that the
Jews followed.
He lived a human life and did lots of things that other people did.
He told stories (parables) that had messages for the people to live and
learn by. He taught people about God by preaching about him, healing
people and forgiving people.
One of the stories where he healed people, included the story of the
crippled woman.
Watch the story on LIFE and discuss its message and how people
would have felt seeing this.
Present freeze frames representing different characters from the story Lesson 20:
showing their reactions and facial expressions after Jesus healed this
Mandated Scriptural Text:
woman on the Sabbath.
The Good Samaritan
LIFE
Lesson 20:
Jesus preaches about God through teaching: The Good Samaritan
Beliefs: BETR4
Christian Life: CLMJ3

Reflecting and
Evaluating

We know that Jesus taught others about God though teaching and
telling stories.
Listen to the parable about the Good Samaritan. Think about what
Jesus is trying to tell us through this story.
Watch the Good Samaritan on LIFE or read it to the class.
Discuss what a Samaritan was they did not get along with Jews, they
were enemies
What are the messages in this story? Respect others, no matter who
or where they come from, promote peace and justice, respect for all
human life and Gods creation
Lesson 21: ASSESSEMENT BELIEFS BETR4, Christian Life CLMJ3
The Good Samaritan Activity
Beliefs: BETR4
Christian Life: CLMJ3

Lesson 21:ASSESSMENT
BETR4, CLMJ3
Activity Sheet about the
Good Samaritan

Imagine you are the Good Samaritan who stopped to help the injured
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?

man. The injured man spots you across the street and approached you
to thank you for saving his life. He asks you the following question:
Why did you stop to help me when I was left for dead?
Complete the activity sheet with this question on it. We are looking for
answers that can relate the story to Jesus teachings about our
responsibility to care and look after all of Gods creation, to respect it
and do what is right. Mention of words: covernant, commandments,
stewardship etc.
Students will also need to record whether this story teaches us, is
about healing or about forgiving (BETR 4).

Week 7:
Lesson 22:
Gods Greatest Commandment:
Sacred Texts: STNT4
Jesus preached to many people about the one most important
commandment.

Lesson 22:
Mandated Scriptural Texts:
The Greatest
Commandment
Bible or LIFE
Religion books
OR

Read The Greatest Commandment.

What is the message in this story?
Loving and respecting one another is the most important
commandment
Jesus went on to form Christianity. He simplified rules and left Judaism.
He wanted to spread the good news about God
Activity: what are some ways you could show your friends that you
love them? Draw or write about these in your religion book. Another
idea would be to create a class mural or people loving one another.

Lesson 23: ASSESSMENT ALL

Religion Content Test
All content descriptors
Complete the written test for the religion content covered this term

To DO:

Criteria Sheet
Comic characters for penance acts
Gods creation, sorry prayer, act of penance
Good Samaritan assess sheet
Religion Test

To Find:
Childrens commandments booklet
Torah scroll sheet
Upload to LIFE:

Butchers paper/art
block for class mural
Oil pastels??

Lesson 23: ASSESSMENT

ALL
Religion content test

 Creation story, Noahs Ark Moses, Good Samaritan, Gods greatest commandment, The crippled woman,
YouTube
Photopeach of the Torah