SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/ Primary

LESSON ORGANISATION

Unit of work: Church Salvation topic: Gathered as Human person Topic:

One Communities
Year Level: 3 Students’ Prior Knowledge: (include faith
Key Understanding: situations/previous lessons/Units)
A1. Wondering at communities
- In Year 2, Step A, students have
learnt about families and their
close relationships with family
Learning Point(s): members.
A1.1 Identifies four common human - They know the common
communities. 
 characteristics of families such as;
share together, provide for each
A1.2 States the two common other’s needs, cooperate together
characteristics of communities. and treat each other as individuals
- Students know that God loves
every one of us personally
- Jesus belonged to a family
- Jesus created the Church to
spread the word of God to love
one another
- God’s family celebrates together

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperan Faith Hope Charity
eg Right eg Right eg Inner ce eg Prayer eg eg Service
choices relationship strength eg Reconciliati
s Moderation Students on
Students are
reflect on involved in
their prayer by
relationship answering
s within wonder
common questions
communitie about God
s through and the
creating a Church.
poster.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical Ethical Personal Intercultur
Students competen and behaviour and Social al
need to ce creative competen understan
write thinking ce ding
responses Critical Students
to thinking are in
questions when groups of
about the discussing four when
common the creating a
communitie different poster of
s they are communitie one of the
involved in. s they four
belong to. common
Creative communitie
thinking in s.
cutting
different
images
from
magazines
and
creating the
poster.
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s Sustainability
Islander histories and engagement with Asia
cultures
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an
action verb)
As a result of this lesson, students will be able to:
 Identify what a community means during class discussion and the importance of
belonging to a community.
 Discuss the gatherings of communities and the needs that communities provide.
 Create a poster in groups of four on one of the four common communities.

Teacher’s Prior Preparation/Organisation: Provision for students at educational

(include Teacher Witness)
- Teacher brings in appropriate
magazines and newspapers that
students can select images for each
common community, to glue onto their
posters.
- Throughout this lesson students will
understand the importance of
community and the four common
communities being; family, parish,
school and others. It is important to
know the needs these communities
provide and when they gather. As
Jesus belonged to religious
communities as well which helps
strengthen faith.
risk:
Choose One from:
• Gifted
• Sensory impaired
• Learning difficulty: To make sure
students are working efficiently in the
group activity, the teacher uses the
Kagan strategy – one weak student,
two mediocre students, and one
strong student. Students are provided
with an example of how to respond to
reflection questions at the end of the
lesson if they are struggling.
Choose One from:
• ADHD: Student is given a leadership
role whilst in groups, such as locating
the images from magazines that will
be necessary, to stay focused.
• Intellectual disability
• Physical disability

LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant

 Resources/References
Time Motivation and Introduction:
Align these with the
1. The teacher brings students to sit in a circle on the segment where they will
mat and explains we will be starting a new unit of be introduced.
work for religion.
2. The teacher asks the students, why do we need
communities? Students may respond with; to look
after and love one another, help those that are sick,
5 raise and teach children.
mins 3. The teacher then asks students to reflect on what a
community means? This refers to a group of Brainstorm of Community
people living in the same place or having particular
beliefs, attitudes or values in common.
4. The teacher then draws a brainstorm on the
whiteboard and students are to give examples of what
a community means. This could be; helping each
other, showing love or wisdom, worshipping, playing a
sport, different cultures, neighbours, sharing beliefs,
charity, members of God, friendship.

Lesson Steps (Lesson content, structure, strategies & Key

Questions):
5. The teacher then explains there are four common
human communities that we can be a part of; the
Family, the Parish, the school and other communities Explaining the four
(clubs). common human
6. Our families are the first communities to which people communities – Family,
belong from birth. Our families provide for our needs Paris, school, other
and at times there can be special needs such as;
illness, disability, stress during exams. Families that
live together have regular meetings such as meals or
prayer time. Family members that do not live in the
same house may assemble for family celebrations
5 such as; birthdays, baptisms, Christmas, Easter, What communities
mins weddings. provide and when they
gather
Wonder Questions:
- Who is in your family community?
- When does your family gather together?
- How does your family provide for your needs?
7. The Parish community allows people to draw closer to
God. Jesus is present with them every time they
gather together.
8. The most important way to gather within the Church is
through prayer celebrations called ‘liturgies’. This can
be seen when we receive the Eucharist or Holy
Communion. We should gather together at least every
Sunday, Christmas and Easter.
9. Members also gather for special occasions such as
weddings, funerals, Baptism, Holy Communion,
Confirmation.
10. Although some families may not go to Church we
need to remember that we will always be welcome at
special parish community gatherings.
 11. There is also the Catholic school community. The
significance of school is to learn about Jesus and his
teachings.
12. Students gather for different reasons, such as;
religious celebrations (the Eucharist, school prayer,
Reconciliation), assemblies and events (sports
carnivals, dances) and classes where students learn
and pray together.
13. There are other communities that humans can be
involved in which provide for the needs of members
and meets regularly. For example, sport clubs, drama
clubs, dance schools.
14. Students are put into groups of four groups using the
Kagan strategy (one weak, two mediocre and one
strong student) and have an A4 poster between the
15 members of their group. Each group has one of the Students split into groups
mins four common communities; family, parish, school and of four and given one of
others. the for common human
15. Firstly, students are to discuss what images they need communities
to look for within the community that is given. For
example, for family they should look for picture of
families eating a meal together or celebrating.
16. Students are to look through magazines and
newspapers and cut out any pictures that represent Images from
this community. magazines/newspapers
17. Once students have finished they can reflect on the
posters they created by writing in their journals the
following questions:
- What gathering do I remember most about this
community?
5 - What do I like best about this community to which I Respond to questions in
mins belong to? journals
- What needs does this community meet for me?

Lesson Closure:(Review lesson objectives with students)

18. Students present their posters to the classroom once

they have finished and explain why they selected their
photos for their common community (family, parish,
school or other).

Transition: (What needs to happen prior to the next

lesson?)

19. Students need to understand all of the four common

human communities, by listening to the other groups
3
posters, as the teacher will focus on this topic again
mins
within the next lesson.

Assessment: (Were the lesson objectives met? How will

they be assessed?)
The teacher uses a checklist to gather if students
understand the purpose of a community and know the four
common communities during discussion. Checklist
The teacher uses a marking key to assess the poster:
- The poster has a title of the common community
that was given.
- The poster has appropriate images that Marking Key
demonstrate the community – the needs they
provide and where they gather.
- The poster is creative and the images are collated
in a presentable way.