Religion Planning

2016

Year 1

St Mary MacKillop, Birkdale

(Term 1)

Duration: 8 weeks

Fertile Questions
What is Gods Plan?
Who is Jesus?
What is a class covenant?
Why is Easter important?
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
Ethos and charism (ICE)
Authentic Christian community
(ICC)
Sense of the Sacred (ICS)
Social Action and Justice
Justice in the school community
(SJS)
Action for justice (SJA)
Reflection on action for Justice
(SJR)
Evangelisation and Faith Formation
Living the Gospel (EFG)

General Capabilities

Literacy

Cross-Curricular Priorities
Aboriginal and Torres Strait Islander

histories, cultures and spiritualities

Numeracy

Information and communication

technology (ICT) capability

Critical and creative thinking

Asia and Australias engagement

with Asia in a multi-faith context

Sustainability and ecological

stewardship.

Spiritual Formation (EFF)

Witness to the wider community
(EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and
sacraments (PWL)
Ritualising everyday life (PWR)

Personal and social capability

Ethical understanding

Intercultural understanding.

Year Level Description

Achievement Standard

In Year 1, students explore the Christian teaching that all

people are created in Gods own image, with dignity and
natural rights. They learn about living in accordance with
Gods plan for all creation: living safely and happily in
community and in loving relationship with God, with a
responsibility to care for all creation and using Gods gift of
freedom to make choices responsibly. They engage with a
variety of Old Testament texts to learn about Gods presence
in the lives of individuals and communities and make
connections to their own experiences. They explore the
words, actions and symbols used in the Sacraments of
Baptism and Eucharist to communicate Gods presence and
action. They learn about the different roles in the local parish
community.

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 learn about the nature of Jesus mission and

ministry. They explore aspects of Jewish daily life at the time
of Jesus. They listen to, view and read accounts from
different Gospels of key events, places and characters in the
life of Jesus and explore similarities and differences in these
accounts. They explore the many ways in which Mary,
Mother of Jesus, is honoured by Christians past and present
and develop their understanding of the Hail Mary, a Catholic
prayer honouring Mary. Students understand that prayer was
an important part of Jesus life and is important in the lives

Students identify the nature of Jesus mission and ministry,

as well as some 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 some 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,
Grace and the Hail Mary.

of believers. They continue to learn about ways in which

believers pray, either alone or with others.

Class Context for Learning Differentiated learning

Consideration for hearing impairments/ speech impairments
Verified students with ASD
Adjust literacy expectations for children needing support/extension
Have an awareness of other faith Religions

Learning Intentions
Learning Intention
By the end these learning experiences, students
will identify ways to help each other to live safely and happily in community (class covenant, class rules, school rules)
will know and understand their responsibility in caring for themselves, each other and the environment (class covenant)
will understand Gods plan for us and how we belong in the world (class covenant)
will understand that Jesus was a young Jewish boy living in a Jewish community in Nazareth in first century Palestine
will describe some of the aspects of the Jewish life in the time of Jesus (housing, food, places of worship, jobs/chores,
games, plants/animals)
will understand the terms mission and ministry
will compare the similar and different elements in the calling of the disciples, as written in the Gospels of Matthew and
Mark
will identify the roles of the disciples in Jesus ministry
will understand why Jesus celebrated the Jewish festival, the Passover

Success Criteria
Success Criteria

Students will help create a covenant which describes their responsibilities within the classroom, school community and
the environment
Students will complete a booklet (In The Time of Jesus) depicting various aspects of early Jewish life in comparison to
their own life
Students will select and classify appropriate pictures which depict various aspects of Jewish daily life
Students will be given the opportunity to elaborate on their understanding of Jewish life (opportunity to demonstrate
above expected level)
Students will orally explain the meaning of mission and ministry (eg: healing, teaching, forgiving)

Students will participate in discussions to compare the Gospels of Matthew and Mark

Students
Students
Students
Passover

(Jesus calls Peter, Andrew, James and John - Matthew 4:18-22

Calling the Twelve - Mark 3:13-19)

will list some of the roles of the disciples

will sequence the events in the gospel story Lost in the Temple Luke 2:41-47
will draw a picture and add some words/sentences to explain how Jesus might have celebrated the Jewish
Matthew 26:17-19

Content Descriptions
Sacred Texts
Old Testament
New Testament
Christian Spiritual Writings and
Wisdom

Beliefs
Trinity
Human Existence
World Religions

Religious Knowledge and

Deep Understanding

Skills

Religious Knowledge and

Deep Understanding

Skills

The Gospels of Matthew, Mark,

Luke and John provide particular
insights into the life and
teaching of Jesus.

Identify key events, places and

characters in the life of Jesus as
revealed in Gospel passages

Jesus participated in the life of

the Jewish community
BEWR2

STNT3

Identify similarities and

differences between different
Gospel accounts of key events,
characters and teachings in the
life of Jesus (e.g. birth, death,
Jesus family, Jesus followers,
meal stories, miracles).

Explore and record some aspects

of Jewish daily life at the time of
Jesus (including meal times,
leisure times, observing the
Sabbath, praying, food laws).

Jesus called people, including

the twelve, to share in his
mission and ministry.

IdentifythenatureofJesusmissionand
ministry(e.g.healing,teaching,forgiving)

BETR3

NamekeypeopleinGospelpassages,
includingthetwelve,whomJesuscalledto
shareinhismissionandministry.

God created human beings in

Gods own image, in order to
form a loving relationship with
them. Gods plan is that people
help each other to live safely
and happily in community.

DiscussideasaboutGod(includingcreator,
forgiving,compassionate,caring,loving,
listening).

BEHE1

INTEGRATION - HISTORY

IdentifyandsharethegiftsGodhasgiven.
Makeaconnectionbetweentheirideasof
God(e.g.Godisloving)andthewaypeople
livesafelyandhappilyincommunity(e.g.
I/wecanshowlovewhenI/we...).

(RELATE TO COMPARISON WITH THE LIFE OF JESUS)

Year 1 Curriculum focus: Present and Past Family Life

The Year 1 curriculum provides a study of present or past family life within the context of the students' own world. Students
learn about similarities and differences in family life by comparing the present with the past.
Year 1 Achievement Standard
By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have
remained the same. They describe personal and family events that have significance. Students sequence events in order,
using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and
visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.
Key inquiry questions:
How has family life changed or remained the same over time?
How can we show that the present is different from or similar to the past?
How do we describe the sequence of time?
Week

Focused Learning and Teaching

Resources

From the Beliefs strand Human Existence

Students understand that God created human beings in Gods own image,
in order to form a loving relationship with them.

Bookwork
All About Me! (worksheet)
My Friends

God made you, you are special!(link)

What is special about me?
How do I know I am special?
Should other peoples opinion of me, matter to me?
What is great about the way God created you?
What qualities do we recognise in other people in our class?

Song God Made Me As I Am

http://lb1createdingodsimage.weebly.com/1-godmade-you-you-are-special.html

Gods plan is that people help each other to live safely and happily in
community.
Brainstorm the meaning of a covenant.
Identify ideas to show respect for self, others and the environment.
God is creator, forgiving, compassionate, caring, loving, listening.
Identify and share the gifts God has given you.
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...).
ASSESSMENT - Covenant sheet for folios

Class Covenant
Worksheet, coloured pencils
Art supplies for display of covenant.
Student photos (optional)

From the Beliefs strand - World Religions

Students identify key events, places and characters in the life of Jesus as
revealed in Gospel passages
What was Jesus like as a baby?
Mary his mother, Joseph his step-father.
Make comparisons with own life and family structure.

Booklet In the Time of Jesus

KWEB Resource Link
Go to Early Years resources Life in the Time of Jesus
for You Tube clips on children from a Nazareth
Village.
Picture Book Judaism (R12597L)
http://bceteachingjudaism.weebly.com/life-in-the-time-ofjesus.html
https://www.youtube.com/watch?v=kwDzM0cIS3k

Jesus as a child (place of birth and city where he grew up/what

games he played/ toys etc)
Identify Bethlehem (birth), Nazareth (grew up), Jerusalem (about
age 30 started ministry)
Name place you were born. Do you still live in this same place?
Houses (what were the building made from in Jesus time, your
time?)
Clothing (material, leather, how were these made in Jesus time,

Booklet In the Time of Jesus

Map of The Holy Lands - Israel
KWEB Resource Link
Go to Early Years resources to explore the world of
first century Palestine with students using the
Gallery photos from the Nazareth Village website.

your time?)

What significant celebrations did Jesus family participate in?

(Passover)
Food in the time of Jesus (participate in Jesus Feast) Make labels to
identify the variety of foods.
Growing up jobs/chores, learning new skills. Identify the
differences between the early life of Jesus and yourself.
How did the Jewish people worship? (Share stories of Jewish worship
/ Passover)
How is this different to the way you pray?

Booklet In the Time of Jesus

Prepare food for a Jesus Feast olives, dates, raisins,
goats cheese, flat bread, honey

Passover
Matthew 26:17-19

SUMMATIVE ASSESSMENT Completion of booklet In the Time of Jesus

FORMATIVE ASSESSMENT Match up of important words and symbols in
the Jewish Faith (Worksheet)

In the Sacred Text Strand New Testament

Identify key events, places and characters in the life of Jesus as revealed
in Gospel passages
Explore the Gospel story of Lost in the Temple (Luke 2:41-47)
Share background information about why Jesus would have been in
the temple.
Worksheet with picture of this Gospel story

The Three Worlds of the Text - Lost in the Temple (Luke 2:4147)
The Text: The Boy Jesus in the Temple
41

Now every year his parents went to Jerusalem for the festival of the Passover.
And when he was twelve years old, they went up as usual for the festival.
43
When the festival was ended and they started to return, the boy Jesus stayed
42

Lost in the Temple

Luke 2:41-47
Worksheet Picture match-up of Jewish Faith
Booklet In the Time of Jesus
KWEB Resource Link
Go to Early Years resources for You Tube clips on
"Shabbat Shalom Grover" (by Sesame Street) and
the "Torah Tots" website.
Picture Book Jewish Prayer and Worship
The Jewish Faith

behind in Jerusalem, but his parents did not know it. 44 Assuming that he was in
the group of travelers, they went a days journey. Then they started to look for
him among their relatives and friends. 45 When they did not find him, they
returned to Jerusalem to search for him. 46 After three days they found him in the
temple, sitting among the teachers, listening to them and asking them questions.
47
And all who heard him were amazed at his understanding and his answers.
Behind the Text:
Why was Jesus in the Temple?
How old was Jesus?
How long did it take for Jesus parents to find him? Why did it take so long?
What do we know of the cultural world of the time? (Jesus family would have been
travelling to participate in The Passover)
What are the geographical considerations of this text? (Travelling time, travelling
in groups of family and friends)
What does the text reveal about the culture of the time?
Who else was in the Temple? (Teachers) What type of teachers were they?
Of the Text:
What is actually in the text? (Jerusalem, temple, teacher, festival)
What type of writing is this text? Narrative
Who are the characters in the text?
Jesus, his parents, the teachers in the
temple)
What happens in this text? Plot:
Where does the story take place? (Jerusalem)
Why were they there? Travelling to Jerusalem for festival of The Passover
When it is time to return home Jesus stays behind when his parents leave.
They think he is travelling with them. They then realise he is not with
them, they think he is lost
Parents/friends go in search of him
3 days later find Jesus in the temple
Jesus asked them why they did not look for him in the temple
The teachers in the temple are amazed at the questions Jesus asks and the
understanding he shows
In front of the Text:
Have you ever been lost? (Shopping centre, park etc)
How would your parents feel if they thought you were lost?
Where is your place of worship?
Who takes you there?
What questions would you like to ask of the priest, reverend, deacon or other

Pictures and text for Lost in the Temple

church leader?
What meaning does this text have for my life today?
How can I show understanding about the teachings of my church/faith?
What might God want to say to me through this text/story?
What role do I play in Gods plan?

SUMMATIVE ASSESSMENT Sequence events in Lost in the Temple and

add to matching text
7

From the Beliefs Strand, Trinity: God, Jesus the Christ, Spirit
Students identify the nature of Jesus mission and ministry (e.g. healing,
teaching, forgiving)
Name key people in Gospel passages, including the twelve, whom
Jesus called to share in his mission and ministry
Sequence the Gospel story of Calling The Twelve
Compare to Jesus calls Peter, Andrew, James and John
Explain the meaning of mission / ministry
Project Compassion- compare student efforts with the ministry of
Jesus.
Discuss the meaning of social justice. Suggest ways that children
can demonstrate social justice.

The Three Worlds of the Text - Jesus calls Peter, Andrew,

James and John, (Matthew 4:18-22)
The Text
Matthew 4:18-22 New Revised Standard Version Catholic Edition (NRSVCE)
18 As he walked by the Sea of Galilee, he saw two brothers, Simon, who is called
Peter, and Andrew his brother, casting a net into the seafor they were
fishermen. 19 And he said to them, Follow me, and I will make you fish for
people. 20 Immediately they left their nets and followed him. 21 As he went
from there, he saw two other brothers, James son of Zebedee and his brother
John, in the boat with their father Zebedee, mending their nets, and he called
them. 22 Immediately they left the boat and their father, and followed him.
The World Behind the Text
The author of the Gospel of Matthew was probably a Jewish convert who was
familiar with the Law, Prophets, Jewish traditions and Messianic expectations.
Matthews frequent reference to Hebrew Scriptures and traditions suggest that his

Calling the Twelve

Mark 3:13-19
Jesus calls Peter, Andrew, James and John Matthew
4:18-22
Project Compassion boxes, posters, website for
Caritas

audience were predominantly converts from Judaism. Some argue that because of
his missionary outlook and openness to gentiles that the gospel was written for a
gentile audience as well.
The sea is a symbol of the forces of chaos prior to the creative action of Gods
Spirit. In watching Jesus call the fishermen from the sea, we are watching his
Spirit call them to be part of a new creation. Jesus redeeming action is already at
work.
The first disciples were part of a significant and productive fishing industry in
Galilee.
As members of a family business and owners of boats, nets and other fishing
equipment they would have sacrificed a secure and potentially profitable lifestyle
to become disciples.
The Gospel of Matthew was probably written between 85 and 90 C.E.

Middle Eastern stories often conclude with a dramatic finish they left the
boat and their father and followed him.
The World of the Text
References to fish and fishing are relatable to the people of the time as fish was a
staple food to the community.
The Greek word translated 'follow' in 4:20, 22 is akoluthe, from which derives our
English 'acolyte'. It is commonly used in the gospels for that way of
accompanying Jesus that is special to a disciple. These first disciples are being
called to carry on Jesus mission of rescuing others from the 'sea'. They will 'fish
for people'
This Gospel was first written in Hebrew (or in Aramaic). Matthew used the Greek
Gospel according to Mark or material virtually identical to Mark as a source, and
its many scriptural quotations are from the Greek translation rather than from the
Hebrew. He is writing to an early Christian audience.
The World in Front of the Text
From the beginning Matthew draws attention to the fact that Jesus mission was
never meant to be one that he was to carry out on his own. The goal was to
reconcile all to God. This involves the building of community and so the necessity
of extending an invitation to others to help make this possible.

FORMATIVE ASSESSMENT List roles of the disciples and add pictures to

further demonstrate understanding.

SUMMATIVE ASSESSMENT - Role play Calling the disciples (film for further
class viewing)

10

Identify the part the disciples played in The Easter Story.

Ask group what were the similarities/differences of their story
compared to the other stories?

The Easter Story

Dramatisation of Palm Sunday in preparation for school liturgy as
part of the Easter Week
Read The Last Supper
Discuss the ministry handed on to the disciples by Jesus

Own resources for dramatisation (Palm Sunday)

The Easter Story (assorted library books, DVD), read
and dramatise relevant sections of this story

FORMATIVE ASSESSMENT - Sequencing of The Easter Story (Worksheet)

- Easter Story in the Gospels, including Mark 16:1-8.

-The Last Supper
Mark 14:22-25

The Easter Story whole school presentation

Sequencing worksheet
Props for role play
Worksheets

ASSESSMENT
Formative: (class experiences)
Participation in class discussions, completion of worksheets, group skills, contribution to the preparation of the Class Covenant,
reverence during prayer time, matching words and symbols in the Jewish faith, listing roles of the disciples, sequencing The Easter Story,
participation in dramatization for Easter liturgy.
Summative: (for folios, either hard copy or digital)
Covenant sheet for folios
Completion of booklet In The Time of Jesus
Role play Calling the disciples (to be filmed)
Sequence events in Lost in the Temple and add to matching text
Sequencing of The Easter Story