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Assignment 2: ONLINE Resource portfolio including five lessons to support the teaching of one of
the Sacraments
1. Rationale
The five lessons in the Year 4, Stage 2 unit of work (UoW) Reconciliation: Gods Forgiveness and
Healing covers the subject matter of Outcome 4: Recall the ways in which the Church helps them
to forgive and to be forgiven, and gives, peace and courage to those who are ill, suffering or frail
through old age within the Catholic Education Office (CEO) Parramattas Religious Education
(RE) Curriculum (Catholic Education Office [CEO] Parramatta, 1999). This UoW aims to provide
students with an opportunity to explore both the Sacrament of Penance where we celebrate
reconciliation with God, with ourselves and with each other and the Sacrament of Anointing of the
Sick which heals, frees and prepares us to continue our journey of life towards God (CEO
Parramatta, 1999, p.2). This unit integrates the key learning areas of RE, English, and Creative
Arts: Visual Arts & Drama allowing students to apply literacy and religious literacy skills in new and
challenging contexts. The careful integration of RE and English in this unit allows students to learn
to use their everyday literacies in order to learn the literacies of Catholicism (Bishops of NSW and
ACT, 2007).

This UoW is relevant to class 4 Blue due to the open nature of the content and teaching strategies,
allowing all students to achieve the Stage/Unit Outcomes with creative tasks that are easily
modified. With the Reconciliation sacrament being a sacrament students are able to take part in,
this topic stimulates the inquisitive nature of these students increasing the overall intrinsic
motivation for learning. Stage 2 is a significant stage when imagination, stimulated by stories,
gestures and symbol, combined by perception and feelings, creates long-lasting faith images,
therefore these have been some of the main focuses throughout the five lessons to make teaching
and learning real and meaningful (Grajczonek, n.d., p.13).

Upon completion of these five integrated lessons students will complete various tasks that require
them to use the knowledge gained in previous RE units of work. In order to complete these
lessons effectively students will have engaged in the following key learning experiences:
- Participate in discussion to clarify and extend prior knowledge about the Sacrament of
Reconciliation and the Sacrament of the Anointing of the Sick.
- Reflect on The Prodigal Son Godly Play and parable, demonstrating an awareness of the
importance of forgiveness as well as offer those who are ill, suffering or frail through old age
a symbol of peace and courage.
- Demonstrate a sense of reverence, confidence and enthusiasm when singing and praying.
- Identifying and sequence the main parts of the celebration of the Sacrament of Penance.

Assessment is an integral part of teaching and learning within this unit. Assessment provides
feedback for the teacher to enable improvements of teaching strategies and to inform the teacher
of students understanding. Assessment is central to engaging students and is closely linked to the
associated outcomes and indicators whilst allowing for adjustments for the diversity of students.
Group work, pair work, individual work and teacher observations/anecdotal records are all means
of assessment within these five lessons unit. Informal assessments will consider students group
participation, effort, and contribution to discussion, problem solving skills, communication skills
and achievement of unit outcomes (Board of Studies NSW, 2012).

Information and Communications Technology (ICT) has been integrated within these five lessons
in order to provide authentic and purposeful learning within a context, which is relevant to the lives
of the students. Students can develop ICT competence whilst purposefully learning with a context,
which is relevant to their lives (Board of Studies NSW, 2012). During this unit, digital technologies
such as computers, Interactive White Boards (IWB), CD players and internet sources will be
utilised to enhance student learning, providing students access to a range of digitalise material.
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Providing ICT opportunities is a strategy to increase students motivation to learn whilst enabling
students to learn, better their cooperative learning skills and be stimulated especially when
students believe that they have some control over their learning (Anderson, 2008; Ryan, 2006).

Stage 2 Outcomes Unit Outcome
Students demonstrate an understanding and
appreciation of the sacraments of Baptism, Confirmation
and Eucharist where we celebrate our initiation into the
Church and of the sacraments of Penance and Anointing
of the Sick as sacraments of Gods forgiveness and
healing.
Recall the ways in which the Church
helps them to forgive and to be
forgiven, and gives, peace and
courage to those who are ill, suffering
or frail through old age (O4).

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2. Illustration
The New Evangelisation is about the church and its schools continuing the mission of Jesus and
therefore the RE curriculum includes celebrating the sacraments such as the Sacrament of
Penance (or Reconciliation) and the Sacrament of Anointing the Sick (Brisbane Catholic Education
[BCE], 2014). Schools facilitate the educational framework for Sacraments through Sacramental
units, this connecting the school and Parish. This interconnectedness between the broader parish
and school contexts advertises sacraments and complements Church teachings.

Catholic Schools at a Crossroads (Bishops of NSW-ACT, 2007) suggests Catholic Schools are at
a crossroads and this requires a common effort from all in the Catholic Community. By teaching
Sacramental units (especially the Sacrament of Penance) in a school context young Catholics can
learn to effectively contribute to the Catholic Church now and in the future. Sacramental units
involve students participating in physical experiences which Hughes (2007) suggests have a more
influential impact upon students and that students should encounter these more frequently.
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3. Five Lessons
Lesson Plan Format
Teacher Note: Beginning of unit. Please note some of the following activities are integrated with other KLAs (English and Creative Arts: Visual Arts & Drama) and therefore
more time may be allowed to focus on this UoW as some of both KLA outcomes are being met at once.
Class: 4 Blue (Stage 2, Year 4) Date: Mon 10
th
- Fri 14
th
March 2014
Week 7, Term 3, 2014
Duration: 5 x hour lessons = Total: 2.5 hours
Mon-Wed & Fri: 12:20-12:50, Thurs: 2:20-2:50 (4-5 week unit)
Key Learning Area: RE (RE) Lesson Topic: Reconciliation: Gods Forgiveness and Healing (CEO Parramatta, 1999).
Recent Prior Experience: In year 2 Ss completed the UoW Reconciliation: Belonging to a Forgiving Community (12C6) (CEO Parramatta, n.d.). They are familiar with
how choices affect relationships with God and others, experiences of reconciliation and the elements of the sacrament of Reconciliation and appreciate that they
experience Gods forgiveness in the Churchs celebration of the sacrament of Reconciliation (CEO Parramatta, n.d.).
Syllabus Outcome(s):

Stage 2 Outcome
Students demonstrate an understanding
and appreciation of the sacraments of
Baptism, Confirmation and Eucharist
where we celebrate our initiation into the
Church and of the sacraments of
Penance and Anointing of the Sick as
sacraments of Gods forgiveness and
healing.

Unit Outcome
Recall the ways in which the Church
helps them to forgive and to be forgiven,
and gives, peace and courage to those
who are ill, suffering or frail through old
age (O4)
Indicators of Learning for this lesson:

By the end of Lesson #, the students will:
1. Identify times of forgiveness in their lives through discussion.


2. Reflect on the Godly Play The Prodigal Son, demonstrating an
awareness of the importance of forgiveness.


3. Sing the song Loving and Forgiving by Scott Soper, with
reverence, confidence and with enthusiasm.

4. Learn the main parts of the celebration of the Sacrament of
Penance through listening and watching a clip and sequencing on
The Sacrament of Penance sheet.

5. Participate in the Childrens Liturgy of the Word and offer those
who are ill, suffering or frail through old age a symbol of peace and
courage.
Assessment:

- Observation, listening to responses, oral
responses.

- Ss complete a reflection, recalling the ways in
which the Church helps them to forgive and to
be forgiven.

- No formal assessment T makes anecdotal
record of Ss efforts.

- Ss complete The Sacrament of Penance
sheet, placing elements in correct order.


- No formal assessment T makes anecdotal
record of Ss efforts.
Resources:
Lesson 1: Pictures of moments of reconciliation (Velarde, 2012), whiteboard, whiteboard markers, A4 craft paper, coloured pencils.
Lesson 2: Godly Play Script (Appendix 1), Godly Play Masters (Appendix 2), box for Godly Play resources, A4 craft paper, coloured pencils or oil pastels, RE books,
Ongoing Journals.
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Lesson 3: Coloured cloth, a candle, a bible, Ss artworks from Lesson 1, Shared prayer of forgiveness either on Interactive White Board (IWB) or on paper (1 per child),
Loving and Forgiving song displayed on IWB, grab bags x amount of tables, craft paper hearts, coloured pencils or textas, sequins, glitter, stickers etc, RE book, tray for
Peace and Courage hearts.
Lesson 4: RE books, rulers, lead pencils, red pens, blue pens, Sacrament of Anointing of the Sick: (whos it for) displayed on IWB, Confession: Explained displayed on
IWB, The Sacrament of Penance sheets (Appendix 4) x amount of chn, glue.
Lesson 5: Peace and Courage hearts, Ts script for Childrens Liturgy of the Word, Snakes and Ladders game (see Online Portfolio Resources Games), Ongoing
Journal.

LESSON SEQUENCE (FIVE LESSONS)
Lesson Content / Indicators of
Learning (What is Taught):

Timing

Teaching Strategies / Learning Experiences:
(How it is taught)
Assessment and Evaluation



LESSON 1 - Monday
INTRODUCTION
Definition of sin:
Sin is a deliberate choice to do wrong
(CEO Parramatta, 1999, p.6).

Classroom management:
When Ss have finished Think-Pair-
Share, they send a message to the T by
facing the front with their arms crossed.

If necessary, T gains Ss attention by
saying pss pss chicka chicka pwa kkki
aaaah. Ss join in and mimic four times.

Popcorn strategy:
Ss call out answers as T writes on the
board.

Ways of showing reconciliation:
- hugs
- hand shakes
- forgiving





12:20
(2mins)







(3mins)




(4mins)







(5mins)



- T asks Ss to move to their allocated floor space and sit on
the floor mat quietly.
- T greets Ss praises behaviour.
- T asks Ss to turn to their partner and cross their arms
quietly.
- Ss without a partner stand quietly and pair up. (Pairs or
groups of three are acceptable.)

- T asks Ss to define and give examples of sin.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands and asks Ss by name.
- T praises correct responses and corrects when necessary.

- T asks Ss to define and give examples ways of showing
reconciliation.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands and asks Ss by name.
- T praises correct responses and corrects when necessary.
- T points out the word reconcile in the word reconciliation.

- T introduces the terms Sacrament of Penance or
Reconciliation and defines it.
- T shows pictures of moments of reconciliation or making of
peace (Velarde, 2012).
EVALUATION
As all Ss have experienced sin and sinned
themselves it was good to reflect on the importance
of Penance or Reconciliation as a sacrament and its
importance within our Catholic community.





*ASSESS*
Teacher assessment
Key elements to look for are the ability to:
- Present some correct facts
- Identify some knowledge of symbols within the
sacrament


Learn the vocabulary as it is introduced. The
following words could be included in the students
weekly spelling words over the four weeks:
Sacrament, Reconciliation, Penance, forgiveness,
forgive, reconcile, Anointing, priest, peace, courage.


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(2mins)


- T uses the Popcorn strategy to make a word bank/
brainstorm containing words associated with Penance or
Reconciliation on the whiteboard.
DEVELOPMENT
Reflection Questions:
Q/ What does forgiveness feel like?
A/ e.g. Forgiveness feels like a warm
bubble bath.
Q/ What does forgiveness smell like?
A/ e.g. Forgiveness smells special like
my mums favourite perfume.
Q/ What does forgiveness taste like?
A/ e.g. Forgiveness tastes delicious like a
baked lamb dinner.
Q/ What does forgiveness look like?
A/ e.g. Forgiveness looks like a great big
hug.
Q/ What does forgiveness sound like?
A/ e.g. Forgiveness sounds like happy
voices laughing.
Q/ When have I found it difficult to forgive
someone?
Q/ What sometimes holds me back from
forgiving others?
Q/ Recall a time when you offered
forgiveness to someone.
Q/ What was the experience like for you
and the person involved? (CEO Sydney,
n.d.a).
Q/ Think of your own story about being
hurt by something that someone said or
did. What happened?
Q/ Did the person say sorry and were
you able to accept the apology?
Q/ How did you feel?
Q/ How did they feel?
Q/ What words were used?
Q/ How does it feel to say sorry?
Q/ What words and gestures can be
used?
12:36


(10mins)
[During the previous Literacy lesson: T played the Youtube clip
of the Chns literature The selfish giant by Oscar Wilde
(IvlagnetoTwo, 2013) to explore elements of forgiveness.]
- T leads chn through a reflection, by asking Qs about the
feelings associated with forgiveness.
- T encourages Ss to use similes to answer some of the Qs
e.g. Forgiveness feels like a warm bubble bath.
- T asks Ss the first Q.
- Ss Think-Pair-Share by discussing with their partner.
- T reminds Ss to raise hands to answer.
- T asks Ss by name to respond.
- T asks three Ss to share their ideas, praises and writes
these on the whiteboard under the heading Forgiveness is
like.
- T asks Ss to turn back to their partner and cross their arms
quietly. Ss repeat this if this is not done so quietly.
- T asks Ss the next Q and so on. (T asks a maximum of 3
qs.)
EVALUATION
Naming, reflecting and making connections back to
prior knowledge/experience especially regarding
family and community follows the Shared Christian
Praxis. Shared Christian Praxis has allowed for prior
knowledge and Christian story and vision to be
integrated and responded to within RE to achieve
successful outcomes (Hemmings, 2013).
CONCLUSION
12:46
(5mins)
- T invites Ss to draw one of their responses on an A4 piece
of craft paper and include a caption e.g. Forgiveness feels

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like a big hug from Mum.
- Ss pack away craft materials.
- Dismiss class when the classroom is tidy and all Ss are
quiet.
LESSON 2 - Tuesday
INTRODUCTION
I wonder questions:
1. I wonder why Jesus told this
parable?
2. I wonder what Jesus followers
thought of this story?
3. I wonder if Jesus was telling the
story about the younger son or
both the or the father?
4. I wonder if we are sometimes like
the older son, or the father, or the
prodigal son?
5. I wonder why the father ran to
meet the son and forgave him so
easily?
6. I wonder which person in the
story is most like God? (Catholic
Education Office Ballarat, 2009).

Eye contact:
4 Blues T does not make eye contact
with the Ss during Godly Play.
12:20
(10mins)





- Ss from both (4 Blue & 4 Gold) year four classes join
together quietly outside 4 Blues classroom.
- 4 Blues T sits on the floor.
- Ss are asked to enter the room reverently by the door
person (4 Golds T) and sit in a large circle on the floor.
- 4 Blues T follows the script (Appendix 1), telling the story of
the Prodigal Son using 2D masters (Appendix 2).
- 4 Blues T presents I wonder questions to engage Ss in
wondering together about the story (CEO Sydney, n.d.a).
-
ASSESSMENT
Teacher assessment
Key elements to look for are the ability to:
- Communicate an understanding of the Sacrament
of Reconciliation or Penance, using pictures and/or
words.
- Present the correct sequence

EVALUATION
Activities and strategies chosen did cater for a
diversity of learning styles, however in the future I
would use a MI/BLOOM PLANNING MATRIX
(Appendix 3) to ensure all eight intelligences were
catered for.

DEVELOPMENT
Ongoing Journal:
- What does Jesus teach us about
forgiveness?
- What difference can it make to the
way I forgive?
Ss could also journal their own sorry
prayer. Tell Ss their sorry prayers will not
be shared with anyone.
12:30
(10mins)
- 4 Blues T explains that Ss can choose to either:
1. Draw an expression of how they feel, as an
reflection of the Godly play activity
OR
2. Journal an experience of theirs or of a family
member being welcomed home in their RE books
(CEO Sydney, n.d.a).
- 4 Blues T asks Ss 4 Gold to quietly stand and follow their T
out to their room. 4 Gold completes task in their room.

*ASSESS*


CONCLUSION
Six Ws questions:
- Who
- When
- Where
- What
12:40
(10mins)


- T asks Ss to write Six Ws questions about Penance or
Reconciliation to ask the Priest during Lesson 4, in their RE
books on a new page.

Early finishers:

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- Why
- How
- T asks Ss to silently and independently answer the
Ongoing Journals Qs.

- Ss pack away books
- Dismiss class when all Ss are quiet.
LESSON 3 - Wednesday
INTRODUCTION
Demonstrating a developing confidence
and willingness to engage in singing the
song.







12:20
(4mins)





(3mins)


(4mins)
- Ss gather in a circle (sitting) around the sacred space
(which includes a table with a coloured cloth, a candle and a
Bible) with each S holding their artwork (from Lesson 1).
- T lights candle and all make the Sign of the Cross.
- T proclaims the word (Lk 15:11-24).

- Invite each S, one at a time, to place their artwork in the
sacred space saying God loves me as they place their
heart. Ss move back to their place on the floor.

- T and Ss join together in a shared prayer of forgiveness
(Beliefnet, n.d.). which is displayed on the SMARTboard.
- Sing Loving and Forgiving by Scott Soper (Drent, 2013;
CEO Sydney, n.d.a).



EVALUATION
Children really engage with hands-on activitIes
rather than the group/class discussions, hence I
would ensure that there were more relative hands-
on experiences in the future.



*ASSESS*

Some of the worksheets used were difficult for some
chn. To rectify this differentiation will need to occur,
two or three worksheets that focus on various
students ability levels and learning styles will assist
in these childrens success in this UoW.
DEVELOPMENT
Demonstrating a developing confidence
and willingness to engage and perform
drama activities.

Grab bag contents:
Bag with symbols and objects related to
the story e.g. father, prodigal son, son,
pigs.

Roles:
- director/ narrator
- father
- prodigal son
- other son
- pigs
- other
12:31
(10mins)
- Ss are asked to move back to their tables, table group by
table group, quietly and sit down.
- T hands out a grab bag to each table group.
- T asks Ss as a group, to retell the parable, adding specific
detail to each aspect.
- T allocates each S a role.

CONCLUSION
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Peace and Courage heart:
Front
Chn draw symbols and signs related to
forgiveness, peace and courage and
decorate with sequins, glitter and stickers
etc.

Back
Chn write to someone who are ill,
suffering or frail through old age, as
reminder about how it feels to know God
always loves and forgives them.

Classroom Organisation:
Creative Arts leaders assist in the
distribution and packing away of craft
materials.
12:41
(9mins)

- T explains Ss are to make a Peace and Courage heart for
someone who is ill, suffering or frail through old age.
- T explains what Ss are to write on the front and back of the
heart.
- T asks S to begin designing a Peace and Courage heart
(CEO Sydney, n.d.a).

Early finishers:
Ss can choose to (begin to):
- Write a letter to the lost son.
- Write a reflective journal.
- Write the next scene in the parable to Luke 15:11-24.

- Ss pack away their Peace and Courage hearts in an
allocated tray.
- Dismiss class when the classroom is tidy and all Ss are
quiet.

LESSON 4 - Thursday
INTRODUCTION


2:20
(10mins)
- Priest enters room. Priest greets Ss.
- T asks Ss to collect their RE books and sit at their desks.
- T asks Ss on a new page to rule one horizontal and one
vertical line across the page, so Ss have four rectangles.
- Ss label the each rectangle with one of the headings: how,
when, symbols and ritual.
- Ss watch Sacraments 101: Anointing of the Sick (who it's
for) (Busted Halo, 2011) to set the sacrament in context.
- As Ss watch they jot down words, phrases and draw images
relevant to the four headings: how, when, symbols and ritual
with a blue pen.



EVALUATION
There was not sufficient time allocated to complete
this unit. In future I would implement further
integration in English to ensure the unit is completed
on time.
DEVELOPMENT
2:30
(5mins)









- Ss Priest, Ss and T watch Confession Explained (Padul,
2012) to set the sacrament in context.
- As Ss watch Confession Explained, Ss jot down words,
phrases and draw images relevant to the four headings:
how, when, symbols and ritual with a red pen. S write a key
on the page e.g.

KEY
Red = Reconciliation or Penance
Blue = Anointing of the Sick

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(5mins)
- Priest explains ways in which the Church helps patrons to
forgive and to be forgiven, and gives, peace and courage to
those who are ill, suffering or frail through old age.
CONCLUSION
Learning and sequencing the
elements of Reconciliation:
- Telling God I am sorry - Act of
Contrition.
- Going in Peace. Carrying out my
Penance.
- Reading a story from the bible.
- Welcome and sign of he cross.
- Prayer of forgiveness from the Priest.
- Talking about my sons to the Priest.
Receiving a Penance (Appendix 4).
2:40
(10mins)


- T hands out The Sacrament of Penance sheet (Appendix
4).
- Individually Ss arrange sections (bottom of sheet) in the
correct place (in the order they occur).
- T and Priest monitors and assists.
- S glue The Sacrament of Penance sheet into their RE
book.
- Ss explain one of the sections to their table partner.

- Ss thank Priest for visiting them.
- Ss pack away books
- Dismiss class when all Ss are quiet.

*ASSESS*

LESSON 5 - Friday
INTRODUCTION
Lining up rules:
- Two lines
- Quiet
- Sensible
- No pushing or shoving.
- No pushing in.
12:20
(2mins)




Note: Ss have practiced for the Childrens Liturgy of the Word
during the Creative Arts: Drama KLA.
- T asks Ss to collect their Peace and Courage hearts from
tray, table by table.
- T asks Ss to line up at the door remembering the lining up
rules.
- T asks Ss to fold their hands for prayer.
- Ss move to join the rest of the school and those who are ill,
suffering or frail through old age, in two straight lines with
their hands folded for prayer to the school hall.
- Ss sit on the 4 Blue Mat in silence.

DEVELOPMENT
Childrens Liturgy of the Word
structure
- Introduction
- First reading
- Responsorial Psalm
- Gospel Acclamation
- Gospel
- Homily or Reflection of the Word
- Procession of the Faith
- General Intercession
12:22
(20mins)

Childrens Liturgy of the Word
- 4 Blues T follows the structure of Childrens Liturgy of the
Word (Brisbane Catholic Education and The Liturgical
Commission, 2003) to lead the liturgy.
- 4 Blue Ss contribute to the Childrens Liturgy of the word
during DO: Breaking open the word by performing
Welcome Home (Liquid picture for Luke 15:11-24)
(Appendix 5).
- Ss distribute their Peace and Courage hearts those who
are ill, suffering or frail through old age, saying God loves




*ASSESS*

Page 11 of 22
- Dismissal
you.
CONCLUSION






12:42
(8mins)
If time allows, Ss can:
- Play Snakes and Ladders game (see Online Portfolio
Resources Games).
- Continue their ongoing journal.
- Ss are asked write a short sorry prayer to God.

Dismiss class when all Ss are quiet.



EVALUATION
More time needed to be spent focusing on the
Sacrament of Anointing the Sick rather than the
Sacrament of Penance as these chn focused on
Reconciliation in year 2.

Page 12 of 22
Appendices

Appendix 1 (Catholic Education Office Sydney, n.d.a, p.119-120)

Resource Sheet 1

The Prodigal Son
KWL Chapter 10, Pt 1
(based on Luke 15:11-24)

YOU WILL NEED:
2D laminated figures of prodigal son, brother, father, 2 or 3 other characters, pigs
(see RE Online for masters)
a long piece of cloth or felt that could be rolled out to make a road
a simple cut out shape to represent the Fathers house and popsticks or cloth strips to form a pigpen

Children are seated in a semi-circle ready to listen to the story. When the children are settled, go to the shelf and
carry the materials as you would the Bible. Place these beside you.
Roll out the road, place the Fathers house at one end and the pigpen past the other end of the road but off to one side as you
say:
Jesus once told a story about a boy who was away from home for a long time. Jesus told this story to help us
understand what Gods love is like.
Bring the Father out and place on one side of the house. Bring the two sons out and place on the other side of the house as
you say:
The story is about a father who had two sons.
Move the younger son over next to the father.
One day, the younger son asked his father to give him a lot of the familys money so he could leave home
and go far away. The father gave him the money.
Move the younger son a little way along the road. Move the father in front of the house as if looking up the road. Move the
older brother off to the side (almost out of the scene).
So the younger son packed his things and went away.
Continue to move the younger son towards the end of the road.
Bring out one of the extra characters and put him with the younger son.
He spent his money on wild parties and having a good time.
Remove the extra character and move the son into a space by himself.
Soon he had spent all the money the father had given him and he had nothing left. Now, he was hungry and
poor.
Move the son next to pigpen and bring out the pigs.
He got a job feeding pigs. He was so hungry he could have eaten the pigs food.
Move the son to the end of the road facing the direction of his fathers house.
He thought for a long time and made up his mind to go back to his father. He was going to ask his father to
take him back, not as a son but as a servant.
Move the son slowly down the road. Stop on the road, just over half way
He started the long journey home.

Move the son on a little further and stop a short distance from the house. Move the father along the road towards the son.
Have father and son facing each other.
One day his father saw him in the distance and ran to meet him. He hugged him and kissed him.
Walk father and son back down the road together and stand next to the house. Bring in the other extra characters and place
around them.
Page 13 of 22
The boy was trying to say sorry, but the father quickly called his servants to get a party ready. All the
father wanted to do was celebrate and welcome his son home.
Bring father to the front as if addressing the crowd and hold your hand over him to indicate he is speaking.
My son was lost, he said, and now he is found. He was dead and has come back to life!
And they began to celebrate.
Engage with I wonder, KWL p112.
Carefully pack story materials into storage box and put on shelf. Ensure that children are watching so they know how to pack
the materials away and where to find them.


Page 14 of 22
Appendix 2 (Catholic Education Office Sydney, n.d.b)
2.6A - The Loving Father 2D masters {colour} (1)


Father

pig



pig


pig


pig



Page 15 of 22
2.6A - The Loving Father 2D masters {colour} (2)




Fathers house

Other character

Other character
Page 16 of 22
2.6A - The Loving Father 2D masters {colour} (3)







brother

Other character
Prodigal Son
Page 17 of 22
Appendix 3 (McGrath, & Noble, n.d.)
MI/Bloom Planning Matrix: Summary Version Copyright: From Eight Ways at Once (Dr Helen McGrath, Dr Toni Noble and Pearson Education)
Levels of Revised Blooms Taxonomy
The Eight
Intelligences
Remember Understand Apply Analyse Evaluate Create


Word
Texts
Authors
Language
Reading
Speaking
Notes

Make a topic glossary
Complete a facts quiz
Make a word list
Make a facts file
Define/spell
Write sentences about
Fill in missing words
Describe/write what you
know /match
Give an example
Retell or summarise
Find examples
Compare texts (simple)
Make up a facts quiz
List good & bad features
Do Multiple choice quiz
Use in a sentence
Sort into these categories
Identify mistakes in
language use.
Write using this style or
language feature
Write a letter/poem
Word game/puzzle
Write headlines
Write newspaper report
Write a report
Write instructions
Research facts about writer/
event/setting/
Identify main arguments
Analyse plot /setting
Analyse language/effects
Debate
Identify key points
Significant events/facts?
Identify intention/bias
Use matrix to compare
(writers/events/plots)
Research to address issue
Evaluate/review text
Identify thinking errors
Identify most/best& why
Strongest arguments?
Rank texts/events/writers
Suggest changes
Identify best evidence
Decide and state evidence
What is the best ending?
What conclusions ?
Plan & write a script
Plan & make newspaper
Plan & write story/ poem
with this theme
Create new word game
Plan & do research project
(writer/ event/setting/era)
Plan & write an essay to
address this question.
Logic &
Maths
Maths
Science
Experiments
Timelines
Data / Logic
Statistics
Technology
Computers
List dates
Write number facts
List attributes
Complete quiz on maths/
science/ technology
Describe how to
Describe the process of
Describe procedure for
Give an example
What makes x happen?
Sort into correct order
Predict cause/ effect
Explain how/cause
Find examples
Calculate/estimate/weigh
Devise number problems
Make up quiz questions
Do M- choice quiz
Compare two (simple).
Explain the results
Use maths operations/
computer program/
procedure/equipment
Do this experiment
Logic/maths puzzle/game
Follow the recipe
Show on a timeline
Find info/statistics about
Use the data to solve
Make/interpret a graph
Identify patterns
Interpret the results
Use matrix to compare
Identify key features
Make travel plan/budget
Make a concept map
Hypothesise and test
Make a rubric
Research to address issue
What if.? (Hypothetical)
Any potential problems?
Identify errors in logic
Evaluate research
Identify most/best& why
Evaluate statistics
Rank (most to least)
Select the best
Suggest improvements
Identify best evidence Use
evidence to decide
Plan and make computer
program or website
Create logic/maths game
Plan & carry out data
collection & display
Plan & carry out
investigation/survey
Create new classification
scheme.
Create new machine
Space &
Vision
Artwork
Illustrations
Designs
Map/Graphics
Film
Draw what you know
Show x on the map
Draw a picture of
Complete a visual quiz
Complete a facts quiz on
art/design/computers
Describe how x looks
Circle this shape
Illustrate/ Draw example
Visually summarise
List good/bad features
Compare two covers/
illustrators (simple)
Draw a diagram to show
Do M- choice quiz
Make up a visual quiz
Make a diorama/chart
Make a flow chart/map
Make poster/brochure
Use graphics software
Research facts about
(illustrators/artwork)
Draw cartoons about
Make slides
Make a mindmap
Identify key features
Find relevant artwork
Research to address Qs
Analyse visual effects
Make matrix & compare
Develop rubric to assess
Analyse cartoon
Rank artworks or designs
Recommend changes
Critically evaluate
website/art/film
Identify most/best& why
Choose & give reasons
Improve road directory
Which is best & why?
Plan & give slide show
Plan and create artwork/
designs around a theme
Plan & design sets/
costumes/ props/fashion
Design/redesign
Plan/ make picture book
Plan/do multimedia show
Page 18 of 22
Copyright: From Eight Ways at Once (Dr Helen McGrath, Dr Toni Noble and Pearson Education)

Body
Sport
Mime
Dance
Construction
Craftwork
Technology
Describe how to perform
this skill
Describe how to make
Move or act like a
Cut and paste examples
Do a facts quiz
Make one with plasticine
Use hands to show six
Mime /use body to show
Compare two (simple)
Explain how to (skill)
List good/ bad features
(methods / sports)
Do M- choice quiz
Make up quiz questions
Make a model to show
Use pattern & make
Practise these skills
Use skill in a game
Play charades
Make from instructions
Perform this dance
Research facts about
Use tools/machinery to..
Use matrix & compare
(performers/ sports)
Research to address Qs
Identify problem & fix it
Deconstruct & explain
Identify key features
Develop rubric to assess
performance/ skill
Any potential problems ?
Rank according to
Which is the most/best?
Recommend changes
Evaluate performances
Evaluate skill levels
Evaluate constructions
Assess skill levels
Plan & make stage sets
Plan & make craft product/
model display
Plan & perform a dance/
mime around a theme
Plan a sporting event
Create a new sport
Plan & make puppets
Music
Music/songs
Playing music
Sound effects
Jingles/raps
Make these sounds
Sing learned song
Play learned music
Do a music facts quiz


Compare two (songs/
styles) (simple)
List good & bad features of
music/styles
Name this song
Identify instruments/style
Make sound effects
Musical performance
Practise singing/ playing
Locate relevant songs
Put learned facts into
simple known song
Analyse musical effects
Use matrix & compare
(singers/music)
Identify key features
Research to answer Qs
Develop rubric to assess
Critically review music
Recommend changes
Rank (songs/CDs)
State most/best & why
Select the best music for a
sound track
Plan & perform a rap
Rewrite a song
Compose music
Plan & perform a jingle
Plan & organise opera/
musical show about..
Naturalist
Animals
Plants
Landforms
Climate
Geology
Describe (animals/ plants/
climate/ rocks/ dinosaurs/
weather features/ life
cycles)
List attributes
Do facts quiz
Draw (flora/ fauna/cycles)
Find x on excursions Collect
examples
Explain how & why..
Compare two (simple).
Sort into these categories
Observe & record
Write a care for booklet
Grow/ train/ care for
Research facts about..
Make chart to show
Use this equipment
Identify patterns in nature
Conduct investigations
Identify key features
Use matrix & compare
(animals/ climates)
Research to address issue
Rank (insects/dinosaurs)
Evaluate (pet/zoo/garden)
Recommend changes
Which is the best & why (eg
pet/ tree/ climate)
Review nature film
Plan & make a garden
Plan & design a better (zoo/
aquarium/ park)
Plan & organise nature
excursion/collection
Plan investigation
People
Behaviour
Personality
Teaching
Social
interaction
Acting
Describe person or
character
List the steps in this social
skill
How does a good leader
behave?
Do facts quiz
Summarise this person
Act as this character
Compare two people or
characters (simple)
List good & bad features of
person/character
Do M-Choice quiz
Teach someone to
Practise this social skill
Make s/skills booklet Work
with others
Interview / Act in drama
Research person (facts)
Conduct simple survey
Explain/defend as person
Do character analysis
Identify social solutions
Develop s/skills rubric
Analyse research study
Explain why people
Research to address issue.
Critically review acting
Evaluate psych research
Evaluate social solutions
Assess social skills
Negotiate to decide best
Who was the most..?
Evaluate model/theory
Plan & produce/act in/ direct
a play
Plan a social event
Plan an investigation
Plan community service
Plan ad campaign
Plan full biography
Self
Feelings/ideas
Behaviour
Learning
Describe yourself
List your experiences
Describe what you know
List facts about yourself
Explain your views/
feelings/reactions
Explain what you have
learned & how
Make a personal timeline
Set goals
Keep learning log
Self reflect about
Identify self patterns
Analyse strengths
Make a self mindmap
When would you do this?
Evaluate yourself on..
Which character is most like
you & why?
How do you learn best?
Plan & do program of self
awareness/ goal
setting/change
Plan ways to achieve
McGrath, H. & Noble, T. (2011) Bounce Back! Wellbeing & Resilience Program. Melbourne, Pearson Education
McGrath, H. & Noble, T. (2010) HITS & HOTS. Teaching + Thinking + Social Skills. Melbourne, Pearson Education





Page 19 of 22
Appendix 4 (Catholic Education Office Sydney, n.d.a, p.122-123)
Resource Sheet 3
THE SACRAMENT OF PENANCE
Draw pictures to show what happens in the Sacrament of Penance.




















Cut out the boxes and match the words with the pictures to
tell what happens in the Sacrament of Penance.

TELLING GOD I AM
SORRY ACT OF
CONTRITION


GOING IN PEACE.
CARRYING OUT MY
PENANCE

READING A STORY FROM
THE BIBLE

WELCOME AND SIGN OF
THE CROSS


PRAYER OF FORGIVENESS
FROM THE PRIEST
TALKING ABOUT MY SINS TO
THE PRIEST. RECEIVING A
PENANCE



Page 20 of 22
Appendix 5 (Catholic Education Office Sydney, n.d.a, p.121)
Resource Sheet 2

Welcome Home
(Liquid picture for Luke 15:11-24)

Leader: One day Jesus told a story about a boy who left
home for a very long time. It tells us something
about what God is like. A father had two sons. One
day, the younger son went to his father and said:

Group 1: Give me my money. I want it now!

Group 2: Here it is. Goodbye my son!

Group 3: Parties! Good times! Laughter! Yippee!

Group 4: No friends, no food. Just pigs to feed.

Group 5: Im going home. Ill be a servant.

Group 6: My son, my son, welcome home.

Group 7: Lets have a party. Its time to celebrate!

Leader: And that is what Gods love is like. God always
welcomes us back.
The phrases from the story could be used to create a wall story for students to illustrate or a cartoon
style booklet for students to illustrate.
These could then be used for sequencing / retelling activity.

Page 21 of 22
References

Anderson, W. S. (2008). The Use of Technology in Education: Benefits and Challenges. Retrieved
from http://edtech2.boisestate.edu/andersonw/edtech501/synthesispaper.pdf

Beliefnet. (n.d.). Prayer for Forgiveness. Retrieved from
http://www.beliefnet.com/Prayers/Catholic/Forgiveness/Prayer-For-Forgiveness.aspx

Bishops of NSW and the ACT. (2007). Catholic schools at a crossroads. Sydney: Catholic
Education Office.

Board of Studies NSW. (2012). History K-10 Syllabus for the Australian Curriculum. Sydney:
Board of Studies.

Brisbane Catholic Education. (2014, July 6). Evangelisation and Spiritual Formation. Retrieved
from http://www.bne.catholic.edu.au/religious-education-mission/Pages/Evangelisation-and-
Spiritual-Formation.aspx

Brisbane Catholic Education and The Liturgical Commission. (2003). Childrens Liturgy of the
Word: Guidelines for Childrens Liturgy of the Word. Retrieved from
http://liturgybrisbane.net.au/assets/childrens-liturgy-of-the-word-liturgy-brisbane.pdf

Busted Halo. (2011). Sacraments 101: Anointing of the Sick (who it's for). Retrieved from
https://www.youtube.com/watch?v=hEppjWNO2y4

Catholic Education Office Ballarat. (2009). Awakenings Unit: How can Lent Transform our Lives?
Year C Level 4. Retrieved from
http://www.ceoballarat.catholic.edu.au/media/uploads/rec_godlyplay_scripts/TheProdigalSon
.pdf

Catholic Education Office Parramatta. (n.d.). Religious Education Curriculum: Reconciliation:
Belonging to a Forgiving Community (12C6) [Unit of Work]. Retrieved from
http://leo.acu.edu.au/mod/folder/view.php?id=657870

Catholic Education Office Parramatta. (1999). Religious Education Curriculum: Reconciliation:
Gods Forgiveness and Healing (24C9) [Unit of Work]. Retrieved from
http://leo.acu.edu.au/mod/folder/view.php?id=657870

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Catholic Education Office Sydney. (n.d.). Religious Education Curriculum: Unit 2.6 Reconciliation
[Unit of Work]. Retrieved from
http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx

Catholic Education Office Sydney. (n.d.). Religious Education Curriculum: Unit 2.6 Resource: The
Prodigal Son Images in Colour. Retrieved from
http://www.ceosyd.catholic.edu.au/Parents/Religion/RE/Pages/Primary.aspx

Catholic Diocese Richmond. (2012). Confession Explained. Retrieved from
https://www.youtube.com/watch?v=tvo0OCcp600

Drent, W. (2013). Loving and Forgiving - Scott Soper with lyrics. Retrieved from
https://www.youtube.com/watch?v=Qo73k3yGX5Y

Grajczonek, J. (n.d.). Spiritual Development and Religious Education in the Early Years: A Review
of Literature. Retrieved from
http://www.qcec.catholic.edu.au/upload/publicsite/education/final_spiritual%20development%
20%20religious%20education%20in%20the%20early%20years_a%20review%20of%20the%
20literature.pdf

Hemmings, M. (2013). Lecture 1: Day 2 Catholic Tradition and the
RE Program [PowerPoint slides]. Retrieved from ACU LEO site:
http://leo.acu.edu.au/course/view.php?id=6964

Hughes, P. (2007). Putting Life Together: Findings from Australian Youth Spirituality Research.
Retrieved from
http://leo.acu.edu.au/pluginfile.php/841528/mod_resource/content/3/Hughes6698.pdf

IvlagnetoTwo. (2013). The selfish giant - Oscar Wilde - Animated Short Film. Retrieved from
http://www.youtube.com/watch?v=btNVUWikg7M

McGrath, H., & Noble, T. (n.d.). MI/Bloom Planning Matrix: Summary Version. Retrieved from
http://leo.acu.edu.au/course/view.php?id=12195

Ryan, M. (2006). Religious Education in Catholic Schools: An Introduction for Australian Students.
Melbourne, VIC: David Lovell Publishing.

Velarde, S. (2012). Reconciliation. Retrieved from
http://www.slideshare.net/ShanineVelarde/reconciliation-ppt