RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title Confirmation Student Number 20110244

Date of Submission 13th May 2019 Student Name Sarah Tloczek

 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
5 The Spirit Frees Confirmation Wondering at the Creator of
human Freedom and the ability to
be free
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The unit of Confirmation, divulged within the content of “The Spirit Frees” provides learning experiences which enable followers to wonder at the Creator of
human freedom and the ability to be free. Encapsulating the principles freedom, free will, responsibility and the influence of the Holy Spirit, the unit begins
with wondering at the human experience of being free to make choices, while recognising the corresponding consequences. All beings are endowed with
the “free will” bestowed from God, intertwined with the capacity to make choices, based on one’s responsibility to decipher right from wrong. Within this unit
of work, students are thus provided with meaningful learning experiences which assist their personal growth, while improving their ability to make choices
which reflect love and respect. In doing so, students will recognise that as they live in accordance to God’s desire, they will experience greater freedom.

This leads students to wonder at God who created human freedom, while exploring ways in which Jesus sought to model said freedom. Correspondingly,
this unit also emphasises how Jesus taught people to follow God by loving one another and living out the Commandments. Students will explore how the
Commandments influence one’ s daily life and the choices made within. Further, the influence of the Holy Spirit will also be acknowledged.

Following on, the unit explores the strength and influence of the Holy Spirit. The promise of Jesus to send the Holy Spirit as a guide to followers will be
investigated, as will the fruits of the Holy Spirit, which influence one’s decision making process. Significant figures whom were initially influenced by the Holy
Spirit, including Mary and the Apostles, will also be identified. Students will correspondingly seek to explore how all followers can be filled with the Holy
Spirit, and be guided by the fruits which it provides, through the Sacrament of Confirmation.

Throughout the duration of the unit students will engage in meaningful learning experiences, created with the intention to provide opportunities to wonder at
the Creator, recognise their responsibilities and experience the strength of the Holy Spirit. Students will thus be encouraged to define the associated
concepts, ponder and discuss their thoughts, ideas, and knowledge. Further, students will partake in role plays, scripture readings, hands on and
collaborative lessons, which seek to develop the human person.
Key Understandings and Learning Points
A Wondering at the Creator B The Promise of Christian Salvation C Christian Response
Wondering at our growing ability to be free. Jesus was free always to do good. Christians celebrate the special strength of the Holy
Jesus promises the Holy Spirit to free people Spirit.
Wondering at the Creator of human freedom. Catholics celebrate the sacrament of Confirmation.
Attribute: God is good to do good. The Spirit empowers Christians to behave like Jesus.
Continuing to wonder at human freedom strengthened
by the Spririt.
Links to General Capabilities
Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Writing activities Use of iPads and Creative Thinking Competency Understanding
programs. Own faith
Religious Capabilities
Faith Hope Charity
Confirmation
Catholic World View and Teacher Witness
Ultimately, my own Catholic Education and appreciation of my faith will provide a foundation for the learning experiences provided to Students. It is through
my own faith journey, that I have come recognise the way in which freedom and the power of the Holy Spirit influence one’s daily life, particularly in decision
making. Thus, I intend for the ideals explored within this unit of work to transpire as learning experiences throughout the entire curriculum and provide
necessary life values, while recognising one’s responsibility to live as God intended.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
A1. Wondering at our growing
1 ability to be free.
5.3 Confirmation- People are
free to do good
Define freedom
Introduce topic of freedom.
Challenge students to define
“freedom”.
THINK-PAIR-SHARE.
Students to consider why
freedom is important.
KWL- Students to receive 2
sticky notes. On one, Student’s
are to write what they know
about freedom and what they
want to know on the other.
Use sticky notes to generate
discussion about freedom.
Students to devise own
definition of freedom. Use
Ipads to record definition.
Embed into One Note.
Assessment- Sticky notes.
Spiritual Capabilities
Prudence
Lesson 2 Lesson 3
A1.1 Names consequences A1.1 Names consequences
which may flow from which may flow from choices.
choices. Choice and free will
Consequences Watch “Adam and Eve in the
Read “Herbert & Harry” by Garden of Eden”. Retrieved
Pamela Allen. Identify the from
happenings in the story https://youtu.be/1Ny3lh5DO8s
and the consequences of Discuss-
choices. Choices that were made by
Discuss and define Adam and Eve.
consequences and how Consequences of choices.
they affect one’s freedom. What guides choices.
THINK-PAIR-SHARE. Define free will and how it is
Students to collate evident in the story of Adam
answers using “Answer and Eve.
Garden”. Discuss situation in students’
Assessment- Verbal, active lives where there are multiple
questioning. consequences for choices.
Compare and contrast-
Students create a poster
comparing Adam and Eve, to a
situation they have
experience. Use A3 paper and
textas, Canva, Book Creator
etc.
Assessment- Completed
poster.
Justice Fortitude Temperance
Evaluation and
Lesson 4 Lesson 5
Assessment
A1.1 Names A1.2 Name • Sticky notes of
consequences which characteristics of KWL.
may flow from choices. responsible people. • Verbal, active
Free will, freedom Freedom and questioning
and choices responsibility • Completed poster
Brief discussion on
Define what it means • “Choices have
the interrelation to be responsible.
consequences”
between free will, Challenge students to
• Reflection
freedom, choices and identify characteristics
consequences. of someone whom is
Questions to guide responsible. Collate
discussion- responses on “Word
• What does it Salad”.
mean to have Provide students with
free will? different scenario
• What do people
cards related to
need to consider responsible choices.
when they make Students are to THINK-
choices? PAIR-SHARE, using the
In pairs, or individually, focus questions to
students are to guide discussion.
complete “Choices
• What is the loving
have consequences”
• Match choice with
thing to do?
consequence • Have I given my
• Provide an decision enough
alternative choice. thought?

5.3 Confirmation- Jesus
2 teaches people to freely love
and follow God.
Godly Play
Conduct a Godly Play of the
story of “The Rich Young Man”
(Matthew 19:16-22).
Pose wonder questions related
to the parable.
• What is really important in
this world? Is it the things
you own?
• The world that we live in
often tells us that we must
have the biggest and the
best of everything. But
does that really make us
happy?
• Jesus told this parable to
make people think about
what is really important in
5.3 Confirmation- Jesus
teaches people to freely
love and follow God.
Jesus and the
Commandments
View the video of “Christ
and the Rich Young Ruler”.
Retrieved from
https://www.lds.org/bible-
videos/videos/christ-and-
the-rich-young-
ruler?lang=eng
Discuss what Jesus
identifies as a way to
eternal life. Challenge
students to identify what
advice Jesus offered.
Collate answers using class
“Padlet”.
Video-
Students may use the
costumes provided to
assume the role of the rich
5.3 Confirmation- Jesus
teaches people to freely love
and follow God.
Role Play
Reflect on the story of the
“Rich Young Man”. Discuss
modern day examples where
people are presented with
opportunities to live freely and
follow God. Collate answers on
class “Padlet”.
Students are to select a
scenario discussed and in
groups of 3-4, produce a role
play depicting a modern-day
example of the story of the
“Rich Young Man”.
Students should include
protagonists and antagonists,
while considering-
• How the protagonist has
chosen or not chosen to
use their gift of free will
• Cut and paste onto • What are the
A3 sheet provide. consequences of
Assessment- irresponsible
Completed “Choices choices?
have consequences”.
Students to reflect on
incidences in the
playground where
questions
have/haven’t been
used. Write down on
paper provided, take
photo and input in
One Note.
Assessment-
Completed reflection
in One Note.
A1.3 Proposes way A1.3 Proposes way rules • Verbal, active
rules and laws help and laws help people questioning
people become more become more • Book Creator
responsible. responsible.
• Role Play (checklist)
Rules and laws Rules and consequences
Placemat activity- Read “Rules of Summer” • Creation of new
In groups, students are by Shaun Tan. rules.
given 2 minutes to Discuss the rules and • “Ten
silently write down all consequences identified Commandments”
they know about the within the text. Collate
Ten Commandments. answers on class
Identify and discuss as “Padlet”.
a class, emphasising THINK-PAIR-SHARE about
the Commandments the rules students follow
are the rules and laws at home, at school etc.
of the Church. What are the
Game analysis- consequences? How do
In pairs, or individually, choices influence
students analyse games consequences?
they currently play at Students adapt and
recess and lunch. create their own list of
Students create rules “The Ten
for the games to be in Commandments”,
 life. What’s important in
your life?
Students to write their own
wonder question related to
the parable and place it in the
“wonder jar”.
Complete session with a
prayer.
Students create a brief role
play related to choices and
responsibility.
Assessment- Verbal, active
questioning
B2. Jesus promises the Holy
3 Spirit to free people to do
good.
5.3 Confirmation- Jesus
promises to send the Holy
Spirit to guide his followers.
The Holy Spirit
THINK-PAIR-SHARE- What/who
is the Holy Spirit? Students
collate answers in Answer
Garden. Discuss answers and
come up with a class
definition.
Watch- “Acts 2 The Holy Spirit
comes”. Retrieved from
https://youtu.be/KwJJJoSGw84
Create a class concept map
about the Holy Spirit-
• Define the Holy Spirit
• What do you know about
the Holy Spirit?
• What are symbols of the
Holy Spirit?
• Describe the Holy Spirit
young man. In pairs,
students are to use their
RE book in “Book Creator”
to note down the
advantages and
disadvantages of following
the advice of Jesus.
Students are to film each
other’s responses,
recognising the benefits
and consequences of each.
Upload to “Book Creator”,
embed in One Note.
Assessment- Book Creator
B2.1 Explores ways the
Holy Spirt, promises by
Jesus, frees people to do
good.
5.3 Confirmation- Jesus
promises to send the Holy
Spirit to guide his
followers.
H is for the Holy Spirit
Conduct the guided
mediation “Jesus Sends
the Spirit” using “Guided
Meditation for students”
by J Reehorst.
Class discussion- discuss
what/who the Holy Spirit
is and how the Holy Spirit
could make people free.
Students draw/write/ role
play (film) how the school,
playground, community
would be different if
everyone received the gift
of the Holy Spirit.
Embed finished product in
One Note.
• The consequences of the
choices made.
• Rules or laws that are
followed.
Film and/or present to class.
Assessment-
Role play (checklist)
B2.1 Explores ways the Holy
Spirt, promises by Jesus, frees
people to do good
5.3 Confirmation- Jesus
promises to send the Holy
Spirit to guide his followers.
Living as Jesus taught
Students contribute definition
of Holy Spirit to class “Answer
Garden”. Discuss.
Read John 14:23-26 as a class.
Pose focus questions to
students.
• How did Jesus promise
to continue to care for
followers?
• How do you think the
Holy Spirit will help
people remember the
Church’s teaching?
Students are to create a poster
depicting how the Holy Spirit is
present in their life. Provide an
example. Students may use
paper/textas or canva.
Take a photo/screenshot and
embed in One Note.
accordance with the relating to their own
Ten Commandments. lives/modern society.
Relate to the concept Students may use textas
of responsibility, and paper, Canva or
challenging students to Book Creator.
consider how people Embed in One Note once
become more complete.
responsible if they Assessment-
follow rules and laws? Completed “Ten
Assessment- Commandments”
Creation of new rules.
5.3 Confirmation-The 5.3 Confirmation-The • Tongue of fire
fruits of the Holy Spirt fruits of the Holy Spirt • Depiction of the
guide people to live as guide people to live as influence of the
Jesus taught. Jesus taught. Holy Spirit
Fruits of the Holy Spirit Guided by the Fruits 1. • Poster
Mat session- Recall and discuss the • Word Salad
Introduce and define fruits of the Holy Spirit. • Mix and match
the fruits of the Holy THINK-PAIR-SHARE
Spirit using props. Students discuss ways
Provide each student that they have been
with a packet of treats. guided by the Holy Spirit
As each fruit is defined, in their lives.
correlate its definition Collate answers in
to the presence of each “Answer Garden”.
different treat within Discuss and expand in
the bag. Emphasise relation to each of the
that the bag of treats fruits.
represents the fruits of Mix and Match-
the Holy Spirit. Using the sheet
Students reflect on the provided, Students are to
gifts. Challenge match each definition
students to identify the with each of the fruits of
presence and use of the holy spirit. Students
the fruits within their should provide at least
own lives. Collate one example of how they
answers using class are guided by that fruit.
“Padlet”.
 Assessment- Tongue of fire, on
which students write their own
definition of the Holy Spirit.
5.3 Confirmation-The fruits of
4 the Holy Spirt guide people to
live as Jesus taught.
Guided by the Fruits 2.
Silent card shuffle- In groups,
students have 1 minute to
silently match each of the
fruits with the appropriate
definition.
Revise definitions and how the
fruits are evident in one’s life.
Presentation-
In pairs or individually,
students are allocated with
one of the fruits. Students are
to define the fruit, providing •
examples of how the gift • Matthew 2:13-18
guides people to live as Jesus •
intended.
Students may present their
information using Canva,
Powerpoint, Chibi, iMovie etc.
Film/Screenshot and upload to
One Note.
Assessment-Completed
“fruits” profile.
Assessment- Depiction of
the influence of the Holy
Spirit.
5.3 Confirmation-
Christians recall stories of
people guided by the Holy
Spirit.
Mary and the Holy Spirit
Students contribute one
thing they have learnt
about the Holy Spirit and
the fruits within the class
“Padlet”. Discuss.
Explore how Mary was
guided by the Holy Spirit-
Allocate scriptures stories
to small groups.
Luke 1:26-38
Luke 2:51-52
Using table provided,
students identify how
Mary was guided by the
fruits of the Holy Spirit to
do good.
Exit slip- Challenge
students to further
consider situations in
which people can turn to
the Spirit for guidance and
help.
Assessment- Exit slip
Assessment- Poster
5.3 Confirmation- Christians
recall stories of people guided
by the Holy Spirit.
Stephen; the First Christian
Martyr
Reading round robin- Read
the story of “Stephen, the
First Christian Martyr”.
Identify and discuss how
Stephen was strengthened
by the Holy Spirit.
Comic Strip-
Using Book Creator,
Students construct a six
frame comic strip depicting
the story of Stephen.
Students are to use
colours/words to notate the
emotions Stephen felt and
the times he was
strengthened by the Holy
Spirit.
Students complete focus
questions (exit slip)-
• How would I have felt
if I was Stephen?
• What would make it
difficult to follow
Jesus?
Share answers with class.
Assessment- Comic strip,
exit slip
Students create own Take a photo and embed
“Word Salad” using key in One Note.
words related to the
fruits. Assessment- Completed
Embed in One Note Mix and Match activity.
Assessment- Word
Salad.
5.3 Confirmation- 5.3 Confirmation- • “fruits” profile
Christians recall stories Christians recall stories • Exit Slip
of people guided by of people guided by the • Comic Strip (rubric)
the Holy Spirit. Holy Spirit. • Interview (Checklist)
Stephen; the First Oscar Romero • Poster/Movie
Christian Martyr Students research Oscar
Revise the story of Romero and identify how
Stephen. he was guided by the
Holy Spirit.
Provide students with QR
Conduct Readers
codes to access web
theatre of “The arrest
and stoning of resources.
Stephen”. Findings can be
presented in the form of
Interview- a poster, Powerpoint or
Using their comic strip movie. Students may
as a point of reference, use- Canva, Powerpoint,
students film each Powtoon or iMovie.
other engaging in an
interview, assuming the Embed in One Note.
roles of Stephen and a
Contribute to class
reporter.
Students identify- Padlet about how Oscar
• How Stephen felt Romero was guided by
in the situation the Holy Spirit. Briefly
• Emotions discuss.
• Difficulties in
remaining Assessment- completed
faithful to Jesus. poster/movie
Film using IPads.
Embed in One Note.
Assessment- Interview.
 5.3 Confirmation- The
5 Sacrament of Confirmation
guides people to live as God
wants.
Confirmation and the Apostles
THINK-PAIR-SHARE
What is the Holy Spirit? The
fruits? How was Mary guided?
Act out the Pentecost story
based on Acts 2:1-8.
Teacher “tells” the story with
accompanying actions.
Students repeat phrase and
action.
Students enact the story
themselves creating a Tableau
to describe the story of
Pentecost-
• Take photos using iPad.
• Upload to Book Creator
• Write about the goings on
in each scene.
Embed into One Note.
Assessment- Tableau
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses
student learning.
Please see attached.
5.3 Confirmation- The 5.3 Confirmation- The 5.3 Confirmation- The Reflection • Tableau
Sacrament of Sacrament of Confirmation Sacrament of Class discussion about • Mind Map/poster
Confirmation guides guides people to live as God Confirmation guides what has been learnt • Padlet
people to live as God wants. people to live as God throughout the unit.
wants. wants.
• Summary
The power of the spirit Collate answers on
Confirmation and the Discuss how the Holy Spirit Charades
Apostles “Word Salad”.
is developed by upholding Review posters
Read Acts 8:14-17. the commandments. created. Discuss how
Discuss the Apostles Students review and
people are called to
being filled with the summarise learning in
Poster- live according to the
Holy Spirit and passing desired format.
In small groups, students Spirit.
on the Sacrament of Including-
are allocated one of the
Confirmation. • Murals
Commandments. Students In small groups,
• Collage
discuss and create a poster students brainstorm
Define Confirmation- • Poster
of how the Commandments actions which reflect
THINK-PAIR-SHARE Commandments. • Banner
encourage people to live.
Upload ideas to class Students mime to the • Book Creator
Padlet. Conduct a Gallery Walk. class. Students to • Mind Map
Students take photos and guess which • Video
Create Mind Map or embed into One Note. Commandment each
Poster defining Complete KWL chart
charade is associated
Confirmation and its from Lesson 1.
Each student to contribute with.
relation to Pentecost. one thing they have learnt
to class Padlet. Assessment- Summary
Embed into One Note.
Assessment- Padlet
Assessment- Mind
Map/poster
PLANNED RITUAL - 1 planned ritual that supports the learning that has occurred in the unit of work.

Please see attached.

PARENT INFORMATION NIGHT- 5 slides from presentation, notes for each slide, prayer, discussion topic, information handout, potential
questions.

Please see attached.

APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.

Allen, Pamela. (2000). Herbert & Harry. Ringwood, Vic : Penguin

Archdiocese of Perth. N.d. The Spirit Frees- Confirmation.

Bible Gateway- New Revised Standard Version (2018). Retrieved from https://www.biblegateway.com/

Book Creator. (2019). Book Creator. Retrieved from https://app.bookcreator.com/

Canva. (2019). Canva. Retrieved from https://www.canva.com

Cartoons for kids. (2017). Adam and Eve in the Garden of Eden; Animated bible stories for kids [video file]. Retrieved from
https://youtu.be/1Ny3lh5DO8s

Creative Heroes. (2019). Answer Garden. Retrieved from https://answergarden.ch

Reehorst,J.(2015). Guided mediations for children. Wipf & Stock Publishers.

LDS. (2016). The life of Jesus Christ Bible Videos- Christ and the rich young ruler. Retrieved from https://www.lds.org/bible-videos/videos/christ-
and-the-rich-young-ruler?lang=eng

Padlet. (2019). Padlet. Retrieved from https://padlet.com

Share faith kids. (2018). Acts 2 The Holy Spirit Comes- Bible Story. Retrieved from https://youtu.be/KwJJJoSGw84

Tan, S. (2014). Rules of summer. Sydney, Australia: Hachette Australia.

Word Salad. (2019). Word Salad. Retrieved from http://wordsaladapp.com