RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED5618 Principles of Primary Religious Education 1

Unit Title Principles of Primary Religious Education 1 Student Number 20164285

Date of Submission 2/10/2017 Student Name Kade Broad

 PLANNING OVERVIEW TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
5 The Church Community Church The importance of communities in
providing for peoples needs.
Overview explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Students identify the importance of communities, with leaders and rules, to provide for the personal needs of humans (A1). Students identify different communities
which they belong to and reflect on how God created people to belong to communities (A2). As students grasp that God created people for community focus is shifted to
how communities are in fact evidence that God provides for people (A3).

Students discover how as part of a community Jesus obeyed community leaders and rules (B1). Students also discover how Jesus created the Church, a community in
itself that helps people draw on Gods power and live Christian lives (B2).

Students learn about the importance of obeying the leaders and rules of the Church and how this is linked with the teachings of Jesus (C1, C2). Additionally, students
discover how Gods power can help them to live as Jesus taught (C3). In reflection on the unit students wonder at their need for communities (C4).

Key Understandings and Learning Points

A WONDERING AT THE CREATOR B THE PROMISE OF CHRISTIAN SALVATION C CHRISTIAN RESPONSE

A1 Wondering at communities and societies
A1.1 Recalls that communities exist to provide for
peoples needs and to meet.
A1.2 Identifies ways in which societies meet peoples
needs.
A1.3 Uses collated information to record qualities of a
leader and reasons why communities have leaders.
A1.4 Deduces why communities have rules and laws.
A2 Wondering at the Creator of communities and
societies
A2.1 Writes wonder questions about the Creator of
communities and societies.
A3 Attribute: God provides
A3.1 Celebrates God who provides, through
communities, for peoples needs.
B1 Jesus respected leaders and obeyed rules
B1.1 Compares the ways that they respect leaders and
obey rules, as Jesus respected leaders and obeyed
rules.
B2 Jesus instituted his Church to share Gods power
B2.1 Notes ways in which, through the Church, people
can draw on Gods power.
B2.2 Explains ways in which communities and
societies would be different if people drew upon the
power God offers through the Church.
C1 Catholics understand the Church as a community
C1.1 Explains examples of gathering, leadership and
rules related to Gods Chosen People, the Israelites.
C1.2 Selects then presents to others information on
leaders in the Church.
C1.3 States reasons for the Church needing rules.
C2 Church members understand the teachings of
Jesus
C2.1 Shares specific information about the Pillars of
Faith.
C3 Members if Gods family are called to love in
communities
C3.1 Explains ways in which members of Gods family
show love in communities.
C4 Continuing to wonder at communities
C4.1 Reviews and expresses the main idea of the unit.
Links to General Capabilities
Literacy Numeracy ICT Critical and Creative Ethical behaviour Personal Competency Intercultural
Thinking Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

To search for God and To trust and become To give and become To wonder and To relate and become To dare and become To fast and become
become mystified by hope filled by God. charitable like God. become awe filled. loving. resilient. grateful.
God.
To repent and To act justly and To search beyond and To regret and become To yearn and become To meditate and
To serve God and become redeemed by become merciful like become wise. forgiving. good. become peaceful.
become Gods God. God.
witness. To enjoy life and
To follow and To respect all people become happy.
To worship God and become a missionary and become tolerant
become reverent. disciple of Jesus. of others beliefs.

Catholic World View

A WONDERING AT THE CREATOR OF COMMUNITIES

A1 Wondering at communities and societies

The human person needs to live in societies. Without community the human person is not equipped with everything that they need for developing their bodily and spiritual
life. A parish is a community of Christian faithful created within a church, the pastoral care of the parish is the responsibility of the pastor under the authority of the
diocesan bishop. Every community needs authority in order to endure and develop. A community is defined by its purpose and consequently members of a community
obey specific rules.

A2 Wondering at the Creator of communities and societies

The divine image is present in every person. God created people so that they could discover God through everything that God has created including community.

A3 Attribute: God provides

God provides for many different human needs by planning that they be fulfilled by particular people with particular roles inclusive of people with roles within
communities. If an individual fails to play their part in Gods plan this is considered a sign of human weakness or the influence of evil.

THE PROMISE OF CHRISTIAN SALVATION

B1 Jesus respected leaders and obeyed rules/ B2 Jesus institutes his Church to share Gods power

Jesus is a model of truly human behaviour, he always respected leaders and obeyed rules. Jesus promised the Church to share Gods power. Through the Church God is
calling together all of his people on earth. The sacraments of the Church empower people to live as Jesus taught in ways that they cannot by human effort alone.

CHRISTIAN RESPONSE

C1 Catholics understand the Church as a community/ C2 Church members understand the teachings of Jesus

The word Church means a convocation or an assembly a community. The rules of the Church are set in the context of moral life interweaved and strengthened through
liturgical life. The Four Pillars of faith predispose the basic teachings ones needs to believe to be a Christian. Jesus gives his followers the inner power and strength to live
as Gods friends by living as he taught through the seven sacraments.

C3 Members of Gods family are called to love in communities

Respecting the fourth commandment provides, along with spiritual fruits, temporal fruits of peace and prosperity. Failure to obey the fourth commandment brings great
harm to communities and individuals.
LEARNING AND TEACHING PROGRAM
Evaluation and
Week Monday Tuesday Wednesday Thursday Friday
Assessment
School Holidays School Holidays A1.1 Recalls that A1.1 Recalls that A1.2 Identify ways in Checklist
1 communities exist to communities exist to which societies meet Rubric
provide for peoples provide for peoples peoples needs. Anecdotal notes
needs and to meet. needs and to meet. Sorting services into
They meet needs and Community profile levels of government
they need to meet!
activity sheet
A1.3 Use collated A1.3 Use collated A1.4 Deduces why A1.4 Deduces why A2.1 Write wonder Checklist
2 information to record information to record communities have rules communities have rules questions about the Rubric
qualities of a leader and qualities of a leader and and laws. and laws. Creator of communities Anecdotal notes
reasons why reasons why Placemat why Role play a scenario with and societies. Self-assessment
communities have communities have communities have rules and without rules in Word Web
leaders. leaders. and laws small groups
Y-Chart Students create a bio-
cube on a leader in the
community
 A3.1 Celebrates God B1.1 Compares the ways B2.1 Notes ways in B2.2 Explains ways in B2.2 Explains ways in Checklist
3 who provides, through people respect leaders which, through the which communities and which communities and Anecdotal notes
communities, for and obey rules, to the Church, people can draw societies would be societies would be Rubric
peoples needs. ways Jesus respected upon Gods power. different if people drew different if people drew
Prayer of thanks to God leaders and obeyed Brainstorm and comic upon the power God upon the power God
rules. strip of a person/people offers through the offers through the
T Chart and reflective drawing on Gods power Church. Church.
writing Newspaper scrapbook Cont. activity from
students identify articles previous lesson
of wrong doing, suggest
alternatives to the
situation in people drew
upon the power of God
C1.1 Explains examples C1.2 Selects then C1.2 Selects then Sports carnival C1.3 States reasons for Checklist
4 of gathering, leadership presents to others presents to others the Church needing Rubric
and rules related to information on leaders information on leaders rules. Anecdotal notes
Gods Chosen People, in the Church. in the Church. Rules poster with Peer evaluation
the Israelites. Small group oral Small group oral explanations/concept
Comic Strip and presentation (research presentation cont. map
reflection question and planning)
Public Holiday C2.1 Shares specific C3.1 Explains ways in C3.1 Explains ways in C4.1 Reviews and Checklist
5 information about one which members of Gods which members of Gods expresses the main Rubric
of the Pillars of Faith family show love in family show love in ideas of the unit Self-assessment
Fact sort sorting facts communities. communities. Decorative word wall on Anecdotal notes
under the correct pillar Students create a Cont. activity from community
of faith newspaper article on previous lesson
how people show love
and respect in a chosen
community
LESSON PLAN ONE A - Wondering at the Creator
Key Understanding/Learning Point
Use collated information to record qualities of a leader and reasons why communities have
Teaching Focus for the Lesson leaders
A1 Wondering at communities and societies
Lesson Objectives

As a result of this lesson, students will be able to:

 - Work collaboratively in a group to complete a Y-chart
- Describe 3 qualities of a leader and why each quality is important in a writing task

Timing Steps of the Lesson Resources

Introduction
- Use an attention gainer to get students attention, ready set you bet.
- Instruct students to get their Religion workbooks from their desks.
- Explain to students that they are going to recap what they learnt in previous religion
lessons. Illicit a class discussion. Key question,
- What is the purpose of a community?
- What are some of the ways that society meets peoples needs?
- Explain to students that the purpose of todays lesson is to discover what qualities make a
10m good leader, and why it is important for communities to have leaders.
- Explain to students that leaders have two main responsibilities,
- To keep everything in the community or society functioning well.
- To work and care for members.
- As a class brainstorm leaders in the community on the whiteboard (e.g. Sports Captain, Whiteboard, markers
Principle, Priest, Bishop, Pope, Prime Minister etc.).
- Explain to the class that they are going to watch a video of students describing what they YouTube video -
think makes a good leader. Instruct students to focus on the information in the video https://www.youtube.com/watch?v=KdL4o7wU0CQQ
because it will help them with the task they have to complete in the lesson.
- Ask students what some of the characteristic students in the video used to describe a good
leader?
- Ask students if they can think of any other qualities that they would use to describe a good
leader?

Strategies for Learning and Teaching

- Explain to students that working in groups of 4 (desk formation) they will be creating a Y-
10m chart on different questions on leadership.
- Explain and draw a Y- chart on the whiteboard with the 3 questions that you want Whiteboard, markers
students to cover,
- What makes a good leader?
- Why do communities need leaders?
- What might happen if a community had no leaders?
- Instruct one student from each group to come and collect a large piece of butchers paper. Butchers paper
 - Instruct each group to choose one person who will be the scribe, who will be responsible Whiteboard
for drawing the Y-chart and writing down the groups ideas.
- Remind students to work collaboratively in their groups and to use their inside voices/be
conscious of the amount of noise that they are making.
- Illicit a class discussion and brainstorm ideas on the whiteboard of each groups answers to
the three questions. Encourage students to snowball on their peers contributions.
- Instruct students to open their Religion workbooks and rule up a new page with the title
Leadership Qualities. Religion workbook
- Explain to students that you want them to list three qualities that they think are the most
10m important to be a good leader, and in a sentence, explain why they think that quality is
important in a good leader.
Conclusion
- Ask students to share what qualities they thought were most important and why.
- Instruct students that to finish the lesson they are going to do some silent reflection.
10m
- Instruct students to get relaxed in their chairs, close their eyes and think of a leader in the Classical music Spotify or YouTube
community. Ask students to think about why people choose them to be a leader. Ask
students to think about some of the qualities they identified today that make a good leader.
Ask students to think about whether they could be leaders and to think about how they
could act as leaders in the community.
- Instruct students to slowly open their eyes and to gently stretch their arms above their
heads.
- Express to students that you could like them to continue to reflect on how they could be
leaders in the community over the next couple of days.
- Instruct teacher assistants to collect Y-charts.
- Instruct students to put away their Religion workbooks in their desks.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting

Extension when students are listing qualities of leaders in their Anecdotal notes of several random students ability to work collaboratively as part of a group
workbook students can also give an example of a leader showing this (sticky notes, add them to students page in Religion assessment notebook).
quality with a real-life example.
Checklist of students ability to list 3 qualities of an effective leader and describe why these
Special considerations teacher or EA will assist weaker students qualities are important using marking key (p. 13).
construct a sentence explaining why certain qualities of a leader are
important/ provide sentence starters.
Spiritual Capabilities
To wonder and become awe-filled/ to search beyond and become wise: students wonder at what makes a good leader/why communities need leaders/what might happen
if a community had no leader.

To yearn and become good/ to relate and become loving/ to dare and become resilient: students reflect on how they could be leaders in the community.

To meditate and become peaceful: silent reflection.

Religious Capabilities

To give and become charitable like God/ to act justly and become merciful like God/ to respect all people & become tolerant of others beliefs: students may identify these
to be qualities of a good leader.

Literacy: during group activity and writing in workbook. Critical and Creative thinking: thinking about what constitutes a leader, why communities need leaders etc.
Personal Competency: group work.

LESSON PLAN TWO B - The Promise of Christian Salvation

Key Understanding/Learning Point

B1.1 Compares the ways people respect leaders and obey rules, to the ways Jesus respected
leaders and obeyed rules.
Teaching Focus for the Lesson
Lesson Objectives
B1 Jesus respected leaders and obeyed rules
As a result of this lesson, students will be able to:
- Work collaboratively in pairs to complete a T Chart
- Compare how Jesus respected leaders and obeyed rules to how they respect leaders
and obey rules by highlighting 3 similarities and or differences.

Timing Steps of the Lesson Resources

Introduction
- Use an attention gainer to get students attention, eyes on me eyes on you.
- Instruct students to get their Religion workbooks from their desks.
5m Whiteboard, markers
 - Use the whiteboard to brainstorm why it is important to respect leaders and obey rules
(recap A1.2, A1.4).
- Explain to students that the focus of todays lesson is compare the ways people respect
leaders and obey rules, to the way Jesus respected leaders and obeyed rules.
- Instruct students to sit on the mat at the back on the classroom one group (group of desks)
at a time.

Strategies for Learning and Teaching

- Explain to students that you are going to read them three bible passages which highlight
how Jesus respected leaders and obeyed rules.
- Tell students that why you are reading each passage they are to focus on how they think
Jesus showed respect for leaders and obeyed rules.
- Read the first passage, Luke 2:22-40 - The Boy Jesus at the Temple. Ask students,
- Whose rules did Jesus obey? Bible
- How did Jesus obey Mary and Josephs rules?
- Read the second passage, Luke 4:16. Ask students,
10m - Whose rules did Jesus obey?
- How did Jesus obey religious rules about worship?
- Read students the third passage, Mark 12:13-17 Paying the Imperial Tax to Caesar. Ask
students,
- Whose rules did Jesus obey?
- How did Jesus obey the rules of Caesar?
- Instruct students to return to their desks.
- Explain to students that they will be working in pairs/shoulder partners to complete a T
Chart.
- Draw how you want students to set out their T Charts on the whiteboard.
- Explain that on one side they are to list ways Jesus showed respect and obeyed rules Whiteboard, markers
10m (drawing on the passages), and on the others side list how they show respect and obey
rules (whether it be at school, home, church or other communities).
- Instruct one member of each pair to come and collect a large sheet of butchers paper.
- Using pop-sticks get students to share how they show respect and obey the rules.
- (Think, Pair, Share) Ask students to share with their partner how they think the way Jesus Butchers paper
showed respect and obeyed rules compares to how they do.
- Asks students to share some of their comparisons.
- Instruct students to open their Religion workbooks and rule up a new page with the Religion workbook
heading Respecting leaders and obeying rules.

10m
 - Instruct students that they are to write a short paragraph comparing how Jesus respected
leaders and obeyed rules to how they respect leaders and obey rules. Explain to students
that you want them to highlight at least 3 similarities and or differences.

Conclusion
- Ask students to share something they have taken away from todays lesson.
5m - Highlight the similarities between us and Jesus and how Christians should strive to be like
Jesus in our everyday lives how Jesus can be viewed as a role model.
- Instruct teacher assistants to collect T charts.
- Instruct students to put away their Religion books.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting

Special considerations teacher or EA will assist weaker students
construct a sentence comparing how Jesus respected leaders and obeyed
rules to how they respect leaders and obey rules/ provide sentence
starters.
Extension Students can find other passages/stories of Jesus showing
respect to leaders and obeying rules in the bible or on their iPads.
Spiritual Capabilities
Anecdotal notes of several random students ability to work collaboratively in pairs (sticky
notes, add them to students page in Religion assessment notebook).
Checklist of students ability to identify 3 similarities and or differences between how Jesus
showed respect and obeyed rules to how they show respect and obey rules using a marking
key (p. 14).

To wonder and become awe filled/ to search and become wise: students wonder at how Jesus showed respect and obeyed rules and how this compares to how they
respect others and obey rules.

To yearn and become good/ to relate and become loving/ to dare and become resilient: students reflect on how they could be more like Jesus, a positive role model.

Religious Capabilities

To serve God and become Gods witness/ to follow and become a missionary disciple of Jesus: Students reflect on how they could live better Christian lives like Jesus/
Students discover the importance of respecting others and obeying rules as a member of a community as Jesus did.

To respect all people and become tolerant of others beliefs: Students reflect on how Jesus and they show respect and obey the rules of others, even if sometimes it is
difficult.

Literacy: constructing T chart and in written activity. Critical and creative behaviour: drawing comparisons between how Jesus showed respect and obeyed rules to how
they do. Personal Competency: working in pairs.
LESSON PLAN THREE C Christian Response
 Key Understanding/Learning Point

C3.1 Explains ways in which members of Gods family show love in communities.

Teaching Focus for the Lesson Lesson Objectives

C3 Members of Gods family are called to love in communities
As a result of this lesson, students will be able to:
- Work collaboratively in a group to create a poster on a community.
- Identify how people show love and respect for community leaders and rules, and how
people in a community could disobey the fourth commandment by creating a poster/
short presentation.

Timing Steps of the Lesson Resources

Introduction
- Use an attention gainer to get students attention, eyes on me eyes on you.
- Explain to students that today in religion they will be focusing on ways in which members of
Gods family show love in communities.
5m - As a recap on previous lessons brainstorm all of the communities that students can think of Whiteboard, markers
on the whiteboard, prompt students so that family, Catholic school, the Church and the
state are among the communities that are mentioned.
- Explain to students that in todays lesson they will be focusing on four main community
groups, family, Catholic school, the Church and the state.
Strategies for Learning and Teaching
- Explain that working in groups (desks are arranged in groups of 4) students will create a
poster on one of the 4 communities, either family, Catholic school, the Church and the
state.
20m
- Explain that each group will have 1.5 minutes to present their poster to the class.
- Inform student that each group member will have a specific role,
- The scribe - will be responsible for writing the information on the poster and
decorating it.
- The speaker - will present the poster to the class
- The researcher - will use their iPads to research information.
- The manager will make sure that everybody is on task and ask the teaching for
assistance if required.
 - Allocate roles in each group
- Allocate each group a community to focus on (2 groups will have the same topic).
- Explain to students that the poster must record information on
- How people in the community show love and respect for the communitys leaders
and rules.
- Ways people in the community many disobey the 4th Commandment recap with
students the meaning of the 4th commandment. A3 paper
- Write this information on the whiteboard so that students can refer back to it.
- Instruct the manager of each group to come and collect a piece of A3 paper.
10m - Asks students if they have any questions about the task.
- Allow time for students to complete their posters.
- Invite each group to come to the front of the class and present their poster to the rest of
the class.
- Ask students if they have anything to add after each groups presentation.
Conclusion
- Ask students to share something that they learnt from another group.
- Explain to students to use what they have learnt today to live good Christian lives and be
5m active in the community, to fulfil their needs and help fulfil the needs of others.
- Collect posters with will be displayed in the classroom.
- Lead students in a silent prayer of thanks. Dear God I am thankful for the community that
you have provided for me because
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting

Special considerations provide students will assistance if they get stuck/ Anecdotal notes of several random students ability to work collaboratively in groups (sticky
ask probing questions of how people in a community might disobey the 4th notes, add them to students page in Religion assessment notebook).
commandment.
Rubric to assess each groups poster and presentation (p. 15).

Spiritual Capabilities

To wonder and become awe filled/ to search beyond and become wise: students wonder how people show love and respect in different communities and how people in
communities can break the 4th commandment.

To yearn and become good/ to dare and become resilient: students identify how people can show respect and obey rules, and take this on board in their own lives.

To fast and become grateful/ to meditate and become peaceful: Students silent pray.
Religious Capabilities

To search for God and become mystified by God/ to serve God and become Gods witness/ to worship God and become reverent: identify how God created people to
belong to communities, and that to live a Christian life is to provide for others in communities and to respect others and obey rules.

To trust and become hope filled by God: students learn to trust God in that being part of a community will provide for their needs.

To follow and become a missionary disciple of Jesus: Students discover the importance of respecting others and obeying rules as a member of a community as Jesus did.

To give and become charitable like God/ to act justly and become merciful like God/ to respect all people and become tolerant of others beliefs: Students identify these
qualities are a part of belonging to a community, especially the Church community.

Literacy: creation of poster. ICT: research on students iPads. Critical and Creative thinking: identifying how people show respect and obey rules in different communities,
and how people could disobey the 4th commandment in different communities. Personal Competency: group work.
Lesson 1, A1.3 Uses collated information to record qualities of a leader and reasons why communities have leaders.
Assessment Checklist

Objective
Student Name Describe 3
qualities of a
leader and why
each quality is
important in
writing.
James Ellis
Patrick James
Lucy Smith
Fran Glennis
Jerome Mc Patrick
Chris Webster
David Westman
Emily Green
Ellen Blue
Allen Jeffery
Georgie Harris
Jordan Cooper
Rebecca Turner
Hannah Quartz
Peter Smith
Vanessa Yellow
Sophie Baxter
Michael Lister
Jessica Marie
Pamela Pastel
Corey Joseph
Rajon Rondo
Key: *Tick* - Student lists 3 qualities of a leader and clearly describes why they are important.
*Slash* - Student lists 3 qualities of a leader, description of why they are important is mostly clear.
*Cross* - Student does not list 3 qualities of a leader and or does not describe why they are important clearly.
Lesson 2, B1.1 Compares the ways people respect leaders and obey rules, to the ways Jesus respected leaders and obeyed rules
Assessment Checklist
Objective
Student Name Compare how Jesus
respected leaders
and obeyed rules to
how they respect
leaders and obey
rules by
highlighting 3
similarities and or
differences.
James Ellis
Patrick James
Lucy Smith
Fran Glennis
Jerome Mc Patrick
Chris Webster
David Westman
Emily Green
Ellen Blue
Allen Jeffery
Georgie Harris
Jordan Cooper
Rebecca Turner
Hannah Quartz
Peter Smith
Vanessa Yellow
Sophie Baxter
Michael Lister
Jessica Marie
Pamela Pastel
Corey Joseph
Rajon Rondo
Key: *Tick* - Student makes 3 comparisons, explanations are clear and concise.
*Slash* - Student makes 3 comparisons, explanations are mostly clear.
*Cross* - Student does not make 3 comparisons and or explanations are unclear.
Lesson 3, C3.1 Explains ways in which members of Gods family show love in communities
Assessment rubric for each group, review of poster and presentation

Group members: _______________________________________ Community: ______________________

Outcome/Objective Poor Satisfactory Good

Students work collaboratively as part Group does not work collaboratively. Group works collaboratively to a Group works well collaboratively well.
of a group Must be told to focus on task. satisfactory standard. Group is on task The work load is shared and students
and for the most part there is equal snowball ideas off each other.
contribution.

Identify how people show love and Group fails to identify how people in the Group identifies how people show love Group identifies clearly how people
respect for community leaders and community show love and respect for and respect for community leaders and show love and respect for community
rules. leaders and rules. rules to a satisfactory level. Examples leaders and rules. Good supporting
used are mostly clear. examples are used.

Identify how people in the community Group fails to identify how people in the Group identifies how people in the Group provides a clear explanation of
could disobey the 4th commandment community could disobey the 4th community could disobey the 4th several ways people in the community
commandment. commandant to a satisfactory level. could disobey the 4th commandment.
Examples are mostly clear.
Reference

Archdiocese of Perth, Religious Education. (n.d.a). The Church Community.

Retrieved from https://www.dropbox.com/sh/bw42c621lodt7vr/AAA340FJVXxR_kcpMsvLv08ta/Primary/Year%205?dl=0&preview=The+Church+Community+-

+Year+5.pdf

Catechism of the Catholic Church. (1994).

Retrieved from http://www.vatican.va/archive/ENG0015/_INDEX.HTM

Division of Christian Education of the National Council of the Churches of Christ in the United States of America. (1999). The New Revised Standard Version Bible.

Retrieved from http://www.devotions.net/bible/00bible.htm

SoulPancake. (2016). Kid President Asks "What Makes an Awesome Leader?"

Retrieved from https://www.youtube.com/watch?v=KdL4o7wU0CQ

Professional portfolio links

Godly Play Kit - http://kadebroad.weebly.com/godly-play.html

Lesson plans - http://kadebroad.weebly.com/lesson-plans.html