RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Principles of Primary Religious Education Student Number: 20166058

Date of Submission: 13/05/19 Student Name: Kevin Gravestock

 PLANNING OVERVIEW – TERM 3
Year Level Unit Title Salvation Topic Aspect of Human Development
Year 4 Church 4.1 Jesus teaches people to live good lives People learn in communities
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
This unit begins by exploring how individuals learn and develop as a whole person. The communities, families and environments heavily
impact on human growth. The traditions and celebrations passed on by these groups shape the individual. This is explored in general terms
before being related back to the Church, which though Jesus’ teachings shapes members to lead good lives.

Jesus’ teachings focused on how to live a good life. A part of how we live a good life is how we relate to and treat others, which extends
beyond our community. This unit will explore the parables Jesus used to teach in a relatable, memorable and symbolic way.

Jesus’ teachings became the foundation of the family of God or the Church. Because of this, the Church believes that all of Jesus’ teachings
are important and reflected in the Catechism of the Catholic Church. These teachings are divided into the following parts, The Profession of
Faith or the Apostles’ Creed, celebration of the Sacraments, the commandments of Jesus, and Christian Prayer.

After the death of Jesus, the Apostles spread and passed on the teachings Jesus gave to them. Through this, the Apostles began to form the
early Church. Much like Jesus gave his Apostles gifts, we receive gifts or graces from God through the Sacraments. Each of the Sacraments,
Baptism, Penance, Eucharist, Confirmation, Anointing of the Sick, Holy Orders, and Matrimony give us different gifts.

With the God’s graces from the Sacraments and Jesus’ teachings, the Church follow God’s mission. The Church must teach all people about
God and how were should live based on the role model which is Jesus.

Key Understandings and Learning Points

A Wondering at the Creator B The Promise of Christian Salvation C Christian Response

People learn in communities
 How do people learn?
 How does learning help people?
 How do communities help people learn?
Jesus teaches people to live good lives
 Why might God want people to learn?
 How do people learn about God?
 How did Jesus help his followers to learn about
God?
 What is a parable?
 How do parables teach people to live as God
wants?
 What do people need to do to allow the
teachings of Jesus to guide their lives?
Members of the Church believe the teachings of
Jesus to be important
 What did Jesus teach people about God?
 Who helped Jesus to share his teachings?
 What are the seven Sacraments?
 How do the Sacraments hand on the teachings
of Jesus?
 The Apostles handed on the teachings of Jesus
 Why did God send His son, Jesus, to help
people?
 Why did Jesus begin his Church?
 What is the Catechism of the Catholic Church?
 How has the Catechism of the Catholic Church
been grouped?
 Why do people pray the Lord’s Prayer?
God’s family, the Church, teaches how to live as
God wants
 What does Jesus want his followers to teach
others?
 What is the mission of the Church?
 How did Jesus show people how to live as God
wants?
 What did Jesus teach his followers to do?

Links to General Capabilities

Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

Discuss how communities have made an impact on the teacher’s life, including the Church and wider communities and groups. Groups such
as family, schools, friends and sporting clubs (volleyball, martial arts and cricket) played a significant role in development. In terms of religious
development Catholic schooling, youth groups and the parish community heavily impacted development. Discuss the various occasions or
traditions that these groups have and how the impacted. Communities and groups helped developed the whole person and instilled certain
values.

LEARNING AND TEACHING PROGRAM

Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
How do people learn? How does learning help How did Jesus help his How do parables teach How do parables teach 1.1 – Observations and
1 people? followers to learn people to live as God people to live as God anecdotal notes
How does learning help about God? wants? wants?
people? How do communities 1.2 – Observations and
help people learn? What is a parable? Read ‘The Parable of Students recall what anecdotal notes
the Sower’ (Luke 8:4- they remember from
15). Explain that the
 As a class discuss how we
learn, who helps us learn
and where do we learn.
The teacher asks the
students to discuss
between them if we all
learn the same and what
does it mean to learn
differently.
The students participate in
graffiti wall activity. There
is a poster on each of the
following topics and they
add their own idea.
 ways that people
learn
 how learning helps
people
 who helps people to
learn
 communities that
help young people
learn
As a class, discuss the
responses gathered on the
posters.
How did Jesus help his
2 followers to learn about
God?
How do parables teach
people to live as God
wants?
As a class brainstorm Define and explain the seed in each part of the the ‘The Parable of the 1.3 – Collect students’
important community meaning of the word story is the Word of Sower’ (Luke 8:4-15). reflection as a work
occasions which they ‘parable’. Recall God and represents the sample
celebrate. Discuss why parables that students different ways people Students reread the
they are important know or remember. respond to God. As a parable individually. 1.4 – Observations and
what you gain by Identify the following class discuss what the anecdotal notes
participating. common features of a parable meant. Students draw what
parable: happens when each 1.5 – Use students’ work
Students write down  They reflect Students create a seed is planted in a sheet on ‘The
one of the occasions ordinary life storyboard of the different type of soil. Parable of the
they participate in a  Have characters’ parable, writing and Explain what Jesus was Sower’ as a work
why it is important to people can relate to drawing all the trying to teach his sample
them.  Are rich in symbols. significant parts of the followers in each
story. scenario.
Students pair up and Read the ‘parable of the
interview each other pencil’ and discuss its (Resource Sheet 4.1.1)
about their chosen meaning with the class.
occasion.
Students record their
Students discuss with own reflection on the
the class what their parable as an exit slip.
partner has shared with
them.
How did Jesus help his How did Jesus help his How did Jesus help his How did Jesus help his 2.1 – Collect students’
followers to learn followers to learn followers to learn followers to learn reflection as work
about God? about God? about God? about God? sample
How do parables teach How do parables teach How do parables teach How do parables teach 2.2 – Make anecdotal
people to live as God people to live as God people to live as God people to live as God notes and observation
wants? wants? wants? wants? while students prepare
 Read ‘The Parable of the Read ‘The Parable of Students recall the As a class discuss how Students discuss with and perform their role-
Lost Sheep’ and watch the the Prodigal Son’ (Luke different parables they making a parable we the class how they are play
video 15:11–32) As a class have learnt. As a class could change these changing their parable.
(https://www.youtube.com discuss the meaning discuss the similarities parables to be more 2.3 – Collect students’
/watch?v=tyWZeOlaRo4) and symbolism used in and differences. relatable. Students continue to Venn Diagram and use as
the parable. write their modified a work sample.
As a class discuss the Students create a Venn Students select one of parable.
meaning of the parable Students work in groups diagram to display the the parables they have 2.4 & 2.5 - The modified
and the symbolism. to role-play the parable. similarities and studied and record the Students accompany parable task will be
differences of the following: the parable with an assessed using the
Students write their own Students perform their parables which they  The teaching of the illustration. attached rubric.
reflection on the parable role-play to the rest of have studied. parable
and what it means to the class.  What they will Students read their
them. Students share this change modified parable to the
reflection with the class.  What they will class.
keep the same.
Modification:
Students begin writing Students who struggle
their modified parable. with writing can create
their parable as a comic
strip with reduced text.

Students read the Gospel Why might God want What is the Catechism Why do people pray The class discusses the 3.2 – Use students’
3 from the upcoming mass people to learn? of the Catholic Church? the Lord’s Prayer? upcoming mass and the wonder questions as
which they are preparing recall the readings. work sample
for. Matthew 16:13-23 Discuss what Jesus How has the Catechism As a class, discuss the Explicitly teach about
might have wanted his of the Catholic Church importance of prayer in the Prayer of the 3.3 – Use students’ mind
As a class discuss the followers to know about been grouped? Christian life and recall Faithful. maps as work sample
reading and what it means. God. Invite the students the Lord’s Prayer.
to wonder about why Introduce and outline The students write their 3.4 – Observations,
Students write their own God sent Jesus and why how in the Catechism of Students brainstorm own Prayer of the conversations and
personal reflection on the Jesus began his Church. the Catholic Church different types of prayer Faithful. anecdotal notes
reading and then share it what the Church and reasons to pray.
with the class. Students write wonder teaches has been Students share their
questions about Jesus’ grouped in four parts. As a reflection, students prayer with the class,
purpose and the write their own prayer. from the prayers
purpose of the Church. Students create a mind written one for the class
map to show the four mass will be chosen.

Why do people pray the
4 Lord’s Prayer?
Recite and teach the Lord’s
Prayer as a class.
Students discuss their
interpretation of the
prayer.
Using the resource sheet
break down the prayer line
by line and discuss it.
As an exit slip, students
write down one line, what
it means and how this can
be related back to
themselves.
Use these questions to parts of the Catechism
introduce the of the Catholic Church.
understanding that  Apostles’ Creed
Jesus began the family  The Sacraments
of God, called ‘the  The
Church’ to hand on his Commandments
teachings about God to  Christian Prayer
others.
The mind maps could
label each of the four
parts, with a brief
description of what
each part includes.
Why do people pray What did Jesus teach Who helped Jesus to What are the seven 4.1 – Collect students’
the Lord’s Prayer? people about God? share his teachings? Sacraments? exit slips as assessment
Explain that when Recall examples of Define the meaning of How do the Sacraments 4.2 – Record
people pray the Lord’s God’s truth, beauty and ‘Apostle’. Explicitly hand on the teachings observations while
Prayer, they are goodness revealed by teach that Jesus of Jesus? students perform their
connecting with a loving Jesus. appointed twelve freeze frames
Father and praying for leaders called Apostles Define and discuss the
their relationship with Student choose one to ensure his teachings meaning of ‘sacrament.’ 4.3 – Collect students’
God. example and write were handed on product as a work
down what it means to accurately by members Students work in groups sample
Students create ‘Freeze them and accompany it of his Church. to brainstorm what they
Frames’ that physically with an illustration. know about each 4.4 – Record anecdotal
represent each verse of Brainstorm the ways sacrament at a time. notes based on
the Lord’s Prayer and Students share their that the Apostles taught The brainstorms will questioning and
perform them as the work with the class. and helped people move around the class conversations
Prayer is recited. understand the until each group has
teachings of Jesus. added to each 4.5 – Record anecdotal
sacrament. or observation notes
based on whole class
As a class discuss what questioning and
has been written on discussion
each brainstorm.
 What are the seven
5 Sacraments?
How do the Sacraments
hand on the teachings of
Jesus?
Watch ‘The Seven
Sacraments’ video and
lead a whole class
discussion about how,
through the Sacraments,
people receive special
gifts, also called ‘graces’, to
hand on the teachings of
Jesus.
youtu.be/qmfSwi3ZKH4
What are the seven What does Jesus want What is the mission of What did Jesus teach 5.1 & 5.2 – Collect
Sacraments? his followers to teach the Church? his followers to do? students’ description of
others? Sacraments and their
How do the Sacraments Identify and discuss As a class, brainstorm graces as a work sample.
hand on the teachings Read the Scripture examples of how the and list ways that
of Jesus? passages in which Jesus Church teaches people people can learn to live 5.3 – Record
tells his followers to go about God and how to as God wants. Explore observations during
The class recalls what out to the world and live as God wants. how this might look in a students’ presentations
they know about the teach others about God. person’s life. to the class.
Sacraments. (Matthew 28:19-20, Students explore the
Mark 16:15, John local parish website and In groups, students 5.4 – Collect work
Students match each 20:21). As a class identify the ways in create a role-play which sample of information on
Sacrament to the Grace discuss the meaning of which the parish helps demonstrates the parish site.
that is received from these passages. to teach people about words and actions of a
God. God, or models how to person who is living as 5.5 – Complete sample
Students working in live as Jesus taught. God wants. summative assessment
Students play a small groups locate and with attached rubric
matching game with read one of the Students record what Sample assessment task
cards that state the scripture passages, then they have found on the 4.1.2
Sacrament and cards summarise their parish’s website.
that explain the graces allocated passage.
received.
Each group then
Students write down a presents the
brief description of each information back to the
Sacrament and the class.
corresponding grace.
Use Resource Sheet
4.1.3.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses
student learning.

Reimagined Parable
Student Name: _______________________________

Not Demonstrated - 0 Developing - 1 Achieved - 2 Excellent - 3

Outlined which parable they will

be modifying.

Identified core message behind

the original parable.

Planned which aspects of the

parable they will keep the same
and which they will change.

Produced a written parable in a

new context while maintain
original messages.

Comments:

Signature: _________________________