Jane

Beckwith

Religion

Prep

Term 4

2014

Fertile Question
Waiting for Jesus What do we do and why do we wait?
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
and authentically in faith contexts and wider society.
Religious Life of the School

Religious Identity and Culture

Social Action and Justice

Sense of the sacred uses the intellect, art,

design and reflective spaces to engage the
senses. It contributes to the religious identity
and culture of a community.

School communities act for justice when they

demonstrate a commitment to the poor and
marginalised, actively work for peace and
practise stewardship of the earth.

Evangelisation and Faith Formation

Living the gospel calls for openness that invites

each person to experience a change of heart
by engaging with the world as Jesus did.

The Catholic school, as part of the evangelising

mission of the Church, witnesses to the wider
community through its physical presence and
authentic proclamation of the gospel in word
and action.

Prayer and Worship

Ritualising everyday life occurs through rituals

combining words, actions and symbols that
make meaning of the mystery of life in the
light of the gospel.

Year Level Description

General Capabilities

Literacy

Numeracy

Information and communication

technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding.

Cross-Curricular Priorities

Aboriginal and Torres Strait Islander

histories and cultures

Asia and Australias engagement with

Asia

Sustainability.

Jane
Beckwith
The Religion Curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated
and should be taught in an integrated way; and in ways that are appropriate to specific local contexts.
In Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all; the
goodness of Gods creation, Gods special relationship with all of creation and Gods plan that people help each other to live
safely and happily together, for the good of all.
Students listen to, read and view stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his
friends and family; of Jesus praying and teaching others to pray; of his teachings about love, compassion and forgiveness
that challenged people about the way they were living; and of his suffering, death and resurrection. They learn that
Christians believe God created people with the freedom to choose between good and bad, right and wrong. They explore
examples of times when people make these choices, from familiar texts and their personal experience.
Students understand that prayer helps believers follow the teachings of Jesus; to live according to Gods plan. They learn
about ways in which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe ways
in which believers pray together during special celebrations and rituals that mark important times in the life of believers and
in the Church year. They learn about the Church building as a sacred place for believers and the Bible as a sacred book for
believers.

Achievement Standard
By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of Gods
creation and Gods plan that people help each other to live safely and happily together, for the good of all. They identify
connections between some Old Testament stories and their personal experience, including experience of the goodness of
creation. They listen and respond to stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary,
his friends and family; of Jesus praying and teaching others to pray; and of his suffering, death and resurrection. They
recognise Jesus teachings about love, compassion and forgiveness that challenged people about the way they were living.
They relate examples of people having the freedom to choose between good and bad, right and wrong.
Students understand that prayer helps believers to follow the teachings of Jesus; to live according to Gods plan. They
recognise ways in which believers pray, either alone or with others, using word, music, action, silence, images, symbols and
nature and participate with respect in a variety of these prayer experiences, including meditation, the Sign of the Cross and
Amen. They describe ways in which believers pray together during special celebrations and rituals that mark important times
in the life of believers and in the Church year.

Jane
Beckwith

Learning Intentions
Learning Intention
By the end of this series of learning experiences, students.

Recall Old Testament stories that relate to the people of God waiting for Jesus and listen and respond to stories about
Jesus in the Gospels (waiting for Jesus - Mary, Elizabeth, Joseph, Shepherds, Wise Men.

Know that Advent is a time of waiting and know about the symbols, colours & symbols of Advent and Christmas and
make connections between the waiting for the birth of Jesus and their own personal experiences of waiting.

Recognise that Jesus belonged to a Jewish family.

Participate with respect in a variety of personal and communal prayer experiences.

Make connections between the teachings of Jesus and what we could do today to help others. (e.g. Operation Christmas
Child Shoebox, St Vincent de Paul Appeal)

Success Criteria

Students identify people from the Old Testament who waited for Jesus and make connections (Joseph).
Students identify people in the New Testament who welcomed Jesus and make connections with who welcomed them
when they were born.
Students investigate and report what Jewish families were like in the time of Jesus.
Students provide evidence of how members of the Church pray during advent and Christmas and share feelings and
thoughts about how they can follow the teachings of Jesus.

Jane
Beckwith

Assessment

Students identify people from the Old Testament who waited for Jesus and make connections.
Students sequence the story in four main parts identifying also that God looks after us.
Students identify people in the New Testament who welcomed Jesus and make connections with who
welcomed them when they were born.
Students retell the story of the birth of Jesus in particular the people who welcomed Jesus & draw on their personal
experience of being welcomed. (Wise men, Shepherds, Angels, the people were excited that Jesus was born). They
waited for Jesus.
Children make connections by talking about who was waiting for them and who welcomed them when they were
born. (Jesus waited for us).
Students investigate and report what Jewish families were like in the time of Jesus.
Students sort items (including pictures) from Jewish traditions and contemporary Christian life (candles, Torah,
bible, household items)
Students provide evidence of how members of the Church pray during advent and Christmas and share
feelings and thoughts about how they can follow the teachings of Jesus.
How do we pray, lighting candles, songs. Advent candles - make an advent wreath.
Students describe ways that they can help others leading up to Christmas. Students create a gift box of
symbols/qualities to give to others Operation Christmas Child with Year 6/7 buddies.

Content Descriptions
Old Testament
Religious Knowledge
and Deep Understanding
Christians venerate the
Bible as a sacred book in
many ways, including
proclamation in prayer
celebrations and
meditative reflection in
personal prayer.
Skills
Use and display the
Bible respectfully.
Listen with respect as

New Testament
Religious Knowledge and
Deep Understanding
The Gospels tell the good
news of Jesus.
Familiarity with characters,
events and messages from
some key New Testament
stories (e.g. Jesus family,
Jesus followers, those
healed by Jesus, those who
welcomed Jesus,(Infancy
Narratives, shepherds, wise
men, Mary, Elizabeth, Anna

World Religions
Religious Knowledge and
Deep Understanding
Jesus was a Jew. He lived in
a Jewish family and Mary
was his mother.
Skills
Recognise stories from the
New Testament that tell
about Jesus life as a Jew.
Investigate and report what
Jewish families were like in
the time of Jesus.
BEWR1

Jane
Beckwith
Scripture is proclaimed
in prayerful settings.

Religious Knowledge and

Deep Understanding
Familiarity with
characters, events and
messages from some key
Old Testament stories
(e.g. Creation stories,
Noah, Joseph, Moses,
Abraham and Sarah) is a
means of connecting
Scripture and real life.
STOT1

Skills
Listen and respond to
Old Testament stories
Share feelings and
thoughts about the
events, characters and
messages in some
familiar Old Testament
stories.
Make links between
some familiar Old
Testament stories and
their own experiences
by sharing characters,
events and messages
that may be similar or
different to their own
experiences.
STOT2

& Simeon) Passion and

Resurrection narratives) is a
means of connecting
Scripture and real life.
Skills
Listen and respond to
stories of and about Jesus
in the Gospels.
Share feelings and thoughts
about the events,
characters and messages in
some familiar New
Testament stories.
Make links between some
familiar New Testament
stories and their own
experiences by sharing
characters, events and
messages that may be
similar or different to their
own experiences.
STNT2

Jane
Beckwith

Church

Church

Christian Life

Liturgy and Sacraments

Religious Knowledge and
Deep Understanding
The Church has important
ways of praying together
through celebrations and
rituals, marking special
times in the life of believers
(e.g. Baptism, Eucharist)
and in the Church year (the
liturgical seasons, Advent,
Christmas, October- Month
of Mary, Month of
Remembrance, All Saints
Day).
Skills
Identify celebrations and
rituals that mark special
times in the life of the
Church community (e.g.
Baptism, Eucharist,
Reconciliation, Christmas,
Easter) and in the Church
year (e.g. Lent, Holy Week,
Easter, Pentecost, Ordinary
Time, Advent and
Christmas).

People of God
Religious Knowledge and
Deep Understanding
The Church building is a
sacred place.
Believers gather in the
Church to pray, to be
together (Advent,
Christmas) and to
celebrate various rituals
(e.g. Baptism, Eucharist,
Marriage).
Skills
Identify features of the
Church building that mark
it as a sacred place (e.g.
religious art, artefacts,
icons and symbols,
sacred objects, special
clothes, parish name,
etiquette).
Describe some ways in
which believers gather in
the Church to pray, to be
together and to celebrate
various rituals.

Prayer and Spirituality

Religious Knowledge and
Deep Understanding
Jesus prayed regularly and
taught others how to pray.
Prayer involves both talking
and listening to God, either
alone or with others.
Believers pray with the help
of word, music, action,
silence, images, symbols
and nature.
Prayer nurtures the spiritual
life of believers.
Skills
Identify some occasions
when believers pray alone
(personal prayer) and pray
with others (communal
prayer).
Communicate an
understanding of the
language, gestures,
purpose and context of the
Sign of the Cross and
Amen.
Listen and respond to
stories in the Gospels of
Jesus praying and teaching
others to pray.
Recognise elements that
help believers pray (e.g.
word, music, action,
silence, image, symbol and
nature).
Participate with respect in a
variety of prayer
experiences (e.g. prayer

Describe some ways in

which members of the
Church pray together
during special celebrations
and rituals (e.g. word,
action, silence, music and
symbol, patterns/repetition,
special colours).
Make connections between

CHPG1

Jane
Beckwith
Church rituals and special
times in the lives of
believers (e.g. Baptism and
welcome; reconciliation and
forgiveness).

circles, school prayer, thank

you prayers, (Rosary) that
nurture the spiritual life of
believers.
CLPS1

CHLS1

Religious Knowledge and

Deep Understanding
Meditative prayer uses
silence and stillness to
assist believers to listen
and talk to God.
There is a range of
practices for preparing
the body and the mind for
meditative prayer (e.g.
relaxing the body,
centred breathing,
attending to posture,
being silent and still,
recitation of mantras,
closing eyes).
A range of spiritual
exercises drawn from the
Christian tradition helps
believers engage in the
work of meditation (e.g.
praying with the help of:
beads, labyrinths,
images, music, mandalas,
mantras, journaling,
colour, chimes / bells /
rain sticks, candles,
symbols, sacred spaces,
patterns, rhythms and
movement).
Skills

Jane
Beckwith
Participate respectfully in
meditative prayer.
Identify and use practices
and spiritual exercises
that assist them to
prepare for and engage in
meditative prayer.
CLPS 2

Resources

RE Support Resource- Mathematical Understandings p822

Childrens Bible
http://www.slideshare.net/a2croft/the-story-of-joseph (Joseph the
dreamer story for IWB)
Advent and Christmas stories and activities

Significant Days

Mandated Texts
Core Texts:
Old Testament:
Joseph
Genesis 37:1-36, 39:
1-6, 41: 15-44, 41:
53-57, 42 46
David
1 Samuel 17:1-49
New Testament:
Birth of Jesus
Luke: 2:1-7
Matthew 1: 18-25

Supplement Texts:
Old Testament:
Moses
Exodus 2: 1-10
Abraham and Sarah
Genesis 15: 1-6, 18:
1-15, 21:1-7
New Testament:
Lost in the Temple
Luke 2: 41-47
Presentation in the
Temple
Luke 2: 22 - 24

Jane
Beckwith

October- Month of the Rosary

7 October- Our Lady of the Rosary
October- Mission Month
November- Month of Remembrance
1 November- All Saints Day
11 Remembrance Day

Learning Experiences
Core Content Area One
Fertile Question People waited for Jesus (Old Testament) Who were the people that waited for Jesus?
Tuning In
Finding Out
Sorting Out

Communicating

Reflecting and
Evaluating

KWL Chart Who was Jesus/Who waited for Jesus/Who is in Jesus family?
Read story Joseph the Dreamer
Re-read story and present in different form (act out story/use puppets and use in R2L independent re-write on large coat template)
Activities: Reading to Learn activities based on Joseph the Dreamer,
Sequence the story by drawing pictures and teacher scribes
Class discussions and filling in gaps of what children learnt.

Core Content Area Two

Fertile Question How do we find out about Jesus? (People welcomed Jesus)
Tuning In
Finding Out
Sorting Out
Communicating

Reflecting and
Evaluating

Share Christmas story

Show and share photos of childrens arrival/baptism
Re-read story act our story- collage nativity scene to make a large classroom display
Living in the time of Jesus day Children dress up in clothes that were worn during this time and
share that food. Teacher takes photo of children dressed up and child describes who they are for
assessment folders. Children draw picture of nativity scene and teacher scribes. Teacher
also scribes at the bottom of the page who was waiting for them.
In small groups children divide different Jewish household items in a venn diagram made from
hoola hoops. Take photos for assessment folder.

Jane
Beckwith

Core Content Area Three

Fertile Question How would Jesus like us to celebrate his birth? (Christians wait and welcome Jesus)
Tuning In
Finding Out
Sorting Out
Communicating
Reflecting and
Evaluating

Discuss ways of celebrating Christmas in different families bring in photos for show and share
Do all families celebrate the same way? Do some families miss out on presents etc..
What can we do?
Operation Christmas Child Shoebox, Christmas hamper and school gift tree.
What is something that you can do just before Christmas to celebrate Jesus coming?