Religious Education

Forward Planning Document

Pre Primary
My Family - Penance

Ashlee Collova (20152643)

Early Years Learning Framework Outcomes Overview
OUTCOMES
OUTCOME 1:
Children have a strong sense of
identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience and sense of agency
Children develop knowledgeable
and confident self-identities
Children learn to interact in
relation to others with care,
empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal
relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
OUTCOME 2:
Children are connected with and
contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the 
 cooperation, confidence, creativity,
reciprocal rights and responsibilities
necessary for active community
participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3:
Children have a strong sense of well
being
Children become strong in their social
and emotional wellbeing
Children take increasing responsibility
for their own health and physical
wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
Term: Three
OUTCOME 4: OUTCOME 5:
Children are confident and involved Children are effective communicators
learners
Children develop dispositions for Children interact verbally and non-
learning such as curiosity, verbally with others for a range of
purposes
commitment, enthusiasm,
persistence, imagination and
reflexivity
Children develop a range of skills and Children engage with a range of texts
processes such as problem solving, and gain meaning from these texts
enquiry, experimentation,
hypothesising, researching and
investigating
Children transfer and adapt what Children express ideas and make
they have learned from one context meaning using a range of media
to another
Children resource their own learning Children begin to understand how
through connecting with people, symbols and pattern systems work.
place, technologies and natural and
processed materials
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective
practice
Intentional teaching
Learning environments
Overview Continued
Links to Spiritual Capabilities Links to Religious Capabilities

Prudence Justice Fortitude Temperance Faith Hope Charity

• To wonder & become • To relate & become • To dare & become • To fast & become • To search for God & To trust & become To give & become
awe-filled loving resilient grateful become hope-filled by God charitable like God
• To search beyond & • To regret & become • To yearn & become • To meditate & mystified by God • To repent & become • To act justly &
become wise forgiving good become peaceful • To serve God & redeemed by become merciful like
• To enjoy life & become God’s God God
become happy witness • To follow & become a • To respect all people
• To worship God & missionary & become tolerant of
become reverent disciple of Jesus others’ beliefs

Aims of Religious Education — Overview Continued

AIMS OF RELIGIOUS EDUCATION – Highlight those items that relate to the planned activities

Religious Education in the early years aims
to provide students with the opportunity
to discover God in people and creation by:
Experiencing the created environment, using
all of their senses
Expressing basic ideas about the created
environment in which they live
Sorting and classifying living and non-living
things
Identifying signs of God’s creation
Wondering at what God who created their
world is like
Developing an awareness that by caring for
living and non-living things they are living as
God wants
Discovering things about themselves
Identifying significant others
Recognising people and places of importance
Wondering at all the ways God loves them
Developing awareness that by caring for
people they are living as God wants.
Religious Education in the early years aims
to provide students with the opportunity
to draw on human experiences of God by:
Identifying the many gifts that God has given
them
Reflecting on experiences of family, love,
care, forgiveness and community
Exploring a range of human interactions
Demonstrating socialisation into the early
years community
Reflecting on experiences of play and work,
likes and dislikes, belonging and celebrations
Wondering at God in the midst of human
experiences.
Religious Education in the early years aims
to provide students with the opportunity
to know Jesus by:
Wondering at the person of Jesus in the
Gospels
Wondering at Jesus’ love for them
Hearing and being immersed in stories
about the life of Jesus
Identifying significant people in the life of
Jesus
Identifying the way that Jesus loved and
cared for people
Engaging in play experiences based on the
stories of Jesus
Responding to stories about Jesus
Exploring and making meaning of
Scripture.
Religious Education in the early years aims
to provide students with the opportunity
to live like Jesus by:
Naming ways that people can show love
and be considerate like Jesus
Identifying ways of including people based
on how Jesus included people
Exploring ways of forgiving like Jesus
Identifying ways of choosing to do good
following the example of Jesus
Wondering at the love that Jesus had for
all people
Using their special gifts to help others
Wondering at the ways they can use their
gifts to help people
Knowing special people who like Jesus used
their gifts to help others in particular ways
– Mary, the mother of Jesus
– Joseph
– Some saints (patron saint of the school or
founding order).
Religious Education in the early years aims to provide students with the opportunity to develop a basic understanding of Catholic life, prayer and Scripture by:
Knowing that prayer is the way that people develop a relationship with God.
Recognising religious symbols including the cross, liturgical colours and holy water.
Knowing simple ways of praying – making the Sign of the Cross, joining hands in prayer, singing.
Engaging in informal prayer experiences i.e. prayers of praise, thanks, sorrow, petition, spontaneous prayers or through song or movement.
Participating in rituals (e.g. Children’s Liturgy of the Word, having a set process for coming to prayer).
Appreciating the importance of Christmas and Easter as special celebrations for the followers of Jesus.
Developing an awareness that God’s family is called the Church.
Coming to know of the relationship between Jesus and the Father.
Developing an awareness that Jesus came to tell people about God’s love.
Meeting the parish priest and knowing of his role in the Church.
Visiting the parish church and learning of its role as the place that gathers God’s family.
Knowing how God’s family celebrates and experiencing liturgies and other appropriate school activities.
Recognising the Bible as the special book that tells people about God’s love.
Observing, manipulating and retelling Scripture stories using pictures and other objects
Participating in ritual to listen to and respond to Scripture.
Planning Overview — Term Three
Year Level Unit Title Salvation Topic Aspect of Human Development

Pre Primary My Family Penance Wondering at families

Overview - Explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

In this unit we will look at the concept of families. In section A, we will wonder about God who created families. We identify the members of our own families by looking at
photographs and labelling pictures. We continue to look at how families show love to one another through stories and role play. We begin to understand that families are diverse
and the different ways expressing our love for one another. In section B, we will explore Jesus’s family and the ways Jesus taught us how to live in families. We identify the
members of Jesus’ family by creating a family tree and role playing the birth of Jesus and his childhood. We read stories to see how Jesus and his family lived and loved each other.
In section C, we will look at different ways of showing love with a focus on forgiveness. We will discuss the importance of showing love through sorrow and forgiveness. We
explore this section through role play, collages and stories.

Key Understandings and Learning Points

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

A1. Wondering at families
A1.1. Identifies the people who belong to their family B1.1 Identifies that Jesus belonged to a family.
A1.2 Names ways family members show love and care for
them.
A2. Wondering at God who created families
A2.1 Expresses wonder at God who created the members
of their family.
A3. Attribute: God loves us
A3.1 Celebrates that God loves them.
B1. Jesus belonged to a family
B2. Jesus came to show people how to live
B2.1 Names ways families could be more like Jesus’
family.
C1. Sometimes people need to say sorry
C1.1 Identifies words or actions for which people may
need to say sorry.
C1.2 Names ways people could show they are sorry.
C2. Jesus wants his followers to show love in their
families
C2.1 Selects ways people can try to show love to their
families
C3. Continuing to wonder at how people can show love
and care in their families as Jesus taught
C3.1 Reviews and expresses experiences of their learning
through the unit.

Links to General Capabilities

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Personal Competency Intercultural
Understanding
Learning and Teaching Program
Week Lesson 1
1 Objective
A1.1. Identifies the people who
belong to their family
Mat Session: We will introduce
the topic of ‘Family’ and watch
the YouTube video ‘I Love my
Family Song’. After the video,
brainstorm as a class the
members of our family. Write
down the words on a word wall
(ie, Mum, Dad).
Integration - English:
ACELY1784 and Outcome 1
Activity: Students would of
been asked to bring in a family
photo. They glue this photo to
coloured A4 paper with the
heading ‘We Belong to
Families’. Students will label
their family members; referring
to the word wall we created in
the mat session.
Integration - English:
(ACELA1817)
Concluding Mat Session:
Students return to the mat in a
community circle with their
finished family labels and recite
the Family Blessing Songs as a
concluding prayer.
Lesson 2
Objective
A1.2 Names ways family
members show love and care
for them.
Mat Session: Read ‘The
Memory Tree’ by Britta
Teckentrup. After reading the
story prompt a discussion based the rap, pose wonder
on the key questions;
- How do you show love to your discuss in small groups;
family?
- How do these things make
you feel?
Integration - English:
ACELY1784, ACELY1646
Activity: Students create an
individual flip book (of 3 pages)
illustrating (by drawing) how
their family show love to each
other.
Concluding Mat Session:
Students present their flip book groups lead by educators/
to the class and after sharing,
the class will sing the ‘Family
Song’ prayer.
Lesson 3 Lesson 4 Lesson 5
Objective Objective Objective
A2.1 Expresses wonder at A3.1 Celebrates that God loves B1.1 Identifies that Jesus
God who created the members them. belonged to a family.
of their family.
Mat Session: Read ‘God Loves Mat Session: Share a Bible
Mat Session: Students take You’ and talk about ways the
story on Jesus’ family and the
part in an echo rap about why bears showed their love for
our family is important. After each other. things they did together.
questions to the class to Integration - English: Activity: Students will create a
ACELY1646 simple family tree to represent
Jesus’ family.
- Where does your family Activity: On a handprint
come from? template, the title ‘God loves Concluding Mat Session:
- Who created your family? me’ is centred in the middle. In Children sing ‘Jesus, Mary and
- Why did God want us to the fingers, students write the Joseph’ in a community circle.
have families? names of other people who love
- God created our families. them. Students decorate the
Does God have a family? handprint. Integration - Drama: Home
corner set up as Jesus’ home
Integration - The Arts/Music: Integration - English: with dress up costume and
VCAMUE001 and Outcome ACELA1817 and Outcome 1, 3 resources to represent Jesus,
1, 3 Mary and Joseph at home.
Concluding Mat Session:
Activity: Godly Play in small Students sit in a circle with their Integration - Outcome 2, 5
completed handprint and sing
assistants on the story of the 1, 2, 3 prayer.
Jesus’ birth and his family.
Concluding Mat Session:
Students revisit the wonder
questions to discuss further.
Week Lesson 6
2 Objective
B2.1 Names ways families
could be more like Jesus’
family.
family.
need to say sorry.
may need to say sorry.
Mat Session: Sing ‘Jesus,
Mary and Joseph’ and recall
the members of his family.
class book the students students to share words or
actions that make them or
Integration - The Arts/Music:
VCAMUE001
video.
Review the Bible story we
we hurt someone, what Integration - English:
looked at in the last lesson and
read a new one.
Students will also have
Activity: Students use oil
pastels to illustrate ways Jesus
and his family lived. The
to illustrate a picture to
illustrations will be compiled
into a class book to display.
Integration - The Arts/
Outcome 1, 2, 5
Integration - The Arts/Visual
Arts: ACAVAM106
Concluding Mat Session: In a
community circle students
share their illustrations and
respond using their paddles
describe the picture.
illustrations with the class.
video and encourage students
Integration - English:
(ACELY1647)
Lesson 7 Lesson 8 Lesson 9 Lesson 10
Objective Objective Objective Objective
B2.1 Names ways families C1.1 Identifies words or C1.1 Identifies words or C1.2 Names ways people
could be more like Jesus’ actions for which people may actions for which people could show they are sorry.
Mat Session: Watch the video
Mat Session: Show students
Mat Session: Read the Mat Session: Read ‘I’m ‘Saying I'm Sorry | Little Mandy
a red paper love heart. Ask
Sorry’ by Sam McBartney Manners’. Discuss ways how
created yesterday.
and initiate a discussion people can show they are
others feel sad. Write these on about how the characters sorry, just as the girl did in the
Activity: Students use the the heart and scrunch it up felt and why.
home corner to dress up and into a ball. Ask students ‘when
role play as Jesus’ family.
Activity: In small groups,
should we do?’. Slowly re- (ACELY1646) students role play the sorry
form the creased heart and scenario cards, read out by the
access to the Godly play and show the students. Ask them Activity: Students write a teacher.
what it looks like now. Explain
class book in the book sentence ‘I’m sorry for…..’
that even though you said
corner and at the tables.
And use water colour paints Integration - The Arts/
sorry, the heart cannot be
completely fixed.
Drama: (ACADRM028) and
accompany it.
Drama: ACADAM003 Activity: Students create a
two sided paddle, using a Integration - The Arts/ Return to the map and write a
Concluding Mat Session: paper plate. On one side they Visual Art: ACAVAM106, list of all the different ways can
Think, pair and share draw a happy face and the ACAVAR109 show we are sorry.
examples of Jesus’ family other a sad face. Read ‘How
and discuss if their own Do They Feel?’. Students Concluding Mat Session: Concluding Mat Session:
family does that or not.
Invite students to share their Re-watch the Saying I’m Sorry
and provide explanations .
to sing a long as they are now
Integration - English:
(ACELY1646) familiar with it.
Concluding Mat Session:
Recite the ‘Sorry’ prayer as a
class.

Week Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15

3 Objective Objective Objective Objective Objective

C3.1 Reviews and expresses
C2.1 Selects ways people C2.1 Selects ways people C3.1 Reviews and expresses C3.1 Reviews and expresses
experiences of their learning
can try to show love to their can try to show love to their through the unit (Focus on A)
experiences of their learning experiences of their learning
families
families
through the unit (Focus on B)
through the unit (Focus on C)

Mat Session: Ask students to

Mat Session: Read ‘Love Mat Session: Think, pair share what they think about when Teaching Teaching
they hear the word ‘family’.
You to the Moon and Back’ and share in response to the Mat Session: Ask students Mat Session: Ask students to
Explain that we have activities all
by Amelia Hepworth. In a question; ‘how do you show about ‘family’ and give the to name the members of explain our broken paper heart
shared class discussion, list love to your family?’. Ask instructions.
Jesus’ family. Explain that and how words and actions
some ways how the bears students to share their we have activities all about can make people feel sad.
showed love to each other.
examples back to the whole Activity Choices:
Jesus and his family and Explain that we have activities
Family Members Bingo: Cartoon
class.
give the instructions.
about saying sorry and
illustrations of family member
Integration - English: figures. During this game, forgiveness and continue to
ACELY1784, ACELY1646 Activity: Students create a students name the members of a Activity Choices:
give the instructions.

and Outcome 2 poster, with the heading ‘I family.

Jesus’ Family Bingo: A
show love to my family by…’ bingo game consisting of the Activity Group Rotations:

Helping Hands Match Cards:

Activity: Students create a On the poster students draw members of Jesus’ family Create a Sorry Sequence
Students have a range of flash
two group collages (at the and label one or more ways cards with illustrated cartoons of and Bible characters from banner: Students create a
art and collage tables), using they show love to their people helping others. Students his birth story.
sequence banner
pictures from magazines family.
need to find the matching cards demonstrating when and how
and newspapers, which with their partner without showing Jesus’ Birth and family to say sorry.

their partner. Through this they will

show examples of people Integration - English: home corner/role play
describe different ways to help
expressing love.
(ACELY1651) other people. For example, ‘do Students role play the birth Actions and feelings cut and
you have the card where the girl is of Jesus and his childhood paste match: Students match
Concluding Mat Session: Concluding Mat Session: In helping her dad cook?’.
stories.
action cards to the feeling
As a class recite the ‘We a community circle each cards, and explain why the
Play-Dough Families:
Can Help’ prayer.
student will take a turn a What would Jesus do? action might make someone
Students model the members of
completing the sentence ‘I their family using play-dough.
Using discussion cards, feel that way.

show love to my family by…’ encourage students to think

and showing their poster.
Concluding Mat Session:
how Jesus would respond to Puppet role play: Students
Sing the Family Blessings Songs.
situations.
use puppets to role play sorry
Integration - English: scenarios.
(ACELA1818) and Outcome Concluding Mat Session:
5 Children sing ‘Jesus, Mary Concluding Mat Session:
and Joseph’ in a community Recite the ‘I’m Sorry’ prayer as
circle. a class.
Week Assessment Catering to Learner Diversity Resources

1 A1.1. Identifies the people who belong to their Lesson 1 and 4: Lesson 1:
family: Work sample of family photograph label Extension: Students write own labels Love My Family (Video) by Turtle Interactive:

and anecdotal notes to record description. Elaboration: Scribe for students as they https://www.youtube.com/watch?v=4p4k-P8Cn4U

orally label

A1.2 Names ways family members show love Brown, M. (1986). ‘The Blessing Song’, Our God Is
and care for them: Observation of community Lesson 3:
Good, Emmaus Productions, Thornleigh.

circle presentation using a rating scale and Same ability grouping so that each group
anecdotal notes.
can individually be catered for in terms of Lesson 2:
pace and questions. Teckentrup, B. (1997). The Memory Tree. Hachette:
Sydney, NSW.

C.C.D. Publications. (1997).’Family Song’, Joy for

Living: Year 1, Sydney, New South Wales

Lesson 3:
Echo Rap, Resource Sheet 5, p. 52

Lesson 4:
Smith, R. (1987). ‘God Loves’, Isn’t it Good, Group
Media Productions, Homebush, New South Wales.

1, 2, 3 Prayer

Lesson 5:
Jesus, Mary and Joseph, Resource Sheet 6, p. 53
2 B1.1 Identifies that Jesus belonged to a family: Lesson 9: Lesson 6:
Work sample of family tree from lesson 5 and use a Elaboration: Scribe for students as they Jesus, Mary and Joseph, Resource Sheet 6, p. 53

checklist to tick off each family member identified.

orally complete the sentence.

Lesson 8:
B2.1 Names ways families could be more like Lesson 10: How Do They Feel?, Resource Sheet 7, p. 54

Jesus’ family. Observation and informal student Mixed ability groups to encourage peer
interviews through role play recorded into anecdotal support. Lesson 9:
notes. McBratney, S. (2006). I’m Sorry. Harper Collins:
Sydney NSW

Lesson 10:
Saying I’m Sorry (Video) by TinyGrads:

https://www.youtube.com/watch?v=P44jq-EgpdQ
3 C1.1 Identifies words or actions for which Lesson 11: Lesson 11:
people may need to say sorry. Elaboration: In preparation for the class, Hepworth, A. (2017). Love You to the Moon and
Observation of student presentation in community have some pictures pre-cut to help the Back. Tiger Tales: Wilton CT.

circle in addition to writing anecdotal notes on work students get started and save time.

sample to record in a learning journal.

C1.2 Names ways people could show they are
sorry. Observation and anecdotal notes of student
participation in role play and discussion with
additional student interviews recorded into the
Lillenas Publishing. (1981). ‘We Can Help’, Songs to
Lesson 12: Grow On, Kansas City, Missouri.

Extension: Students write a sentence to
describe their illustrations.
Lesson 13:
- Bingo

learning journal. - Match cards

- Play-dough

C2.1 Selects ways people can try to show love

to their families. Student interview and guided Lesson 14:
reflection in learning journal. - Bingo

- Discussion cards

- Home Corner

Lesson 15:
- Puppets

- Match cards