RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: 4.2 Lent/ Easter Student Number: 20160631

Date of Submission: Monday 13th May 2019 Student Name: Bonnie Riley
 PLANNING OVERVIEW – TERM 2
Year Level Unit Title Salvation Topic Aspect of Human Development
4 4.2: Lent/ Easter Lent/ Easter People show love and forgiveness
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

The content of the unit is split into key understandings and learning points of three topics taught sequentially and in order: Human Person, Jesus and Church.

The Human Person Topic enables students to identify and relate to the key understanding and learning points from their own context as a Human Person. As
relating is fundamental in students engaging and connecting with the Topic, learning activities that involve sharing with others, personal contexts and
exploring our experiences in relation to the topic are used in the unit. The terminology required to achieve a sound understanding of the salvation topic
(Lent/ Easter) such as ‘forgiveness’ and ‘mercy’ are explored in depth by enabling the students to reflect on their own experiences to consolidate their
understanding and use the terms in new and different contexts. Students discover, through interactive, relevant and meaningful activities that reflect
theories such as Gardiner’s Multiple Intelligences and cooperative learning, that people can show love and forgiveness.

The Jesus topic explores three key understandings that together position students to recognise that because God always forgives and Christ Jesus forgave, so
too can we. This topic is taught with lots of interactive learning opportunities for students to familiarise themselves with the content with the intention of
applying the lessons learnt into their daily life such as: role playing forgiveness and creating posters that explain how to forgive and ask for forgiveness from
others. Students explore the significance of Ash Wednesday in order to carry out Lenten promises and practice forgiveness, mercy and love during the Lent
season.

The Church topic incorporates the Spiritual and Corporal acts of Mercy and how, during Lent, these acts are focussed on as they help make the world
become a better place. Lent follows the lead up to Easter. An important element of this understanding the significance of the sacrifice Jesus made for us.
Students participate in activities such as a mini stations of the cross QR code hunt alongside creating and reflecting on artwork to foster a deeper
understanding of the true meaning of Lent/Easter.

The religious, spiritual and general capabilities have been embedded into the learning activities. In each lesson, the key understanding and the targeted
learning point is highlighted. The assessment for each lesson directly correlates to the learning point. As each lesson provides an opportunity to informally
assess students level understanding/ achievement of a learning point, an assessment spreadsheet is referred to and cited as a means of the teacher ensuring
their assessments are on track and each child and their journey through religious education is being noted and fostered.
Key Understandings and Learning Points
Human Person Topic
1. People show love and forgiveness
a) People show love for others whenever they
do what is good for them
b) Saying ‘no’ can show love
c) Showing love can sometimes be
unpleasant but for people’s own good
d) People love others when they forgive those
who have hurt them, treated them badly
or offended them.
e) People need to continue to show their
mercy and love for others even if they have
been hurt or offended in some way
f) When people show mercy and forgive
others, they make their own and others’
lives more peaceful.
Jesus Topic
2. God always forgives
a) Jesus showed he had the power to forgive
sins
b) God forgives people as soon as they ask
sincerely for forgiveness
c) No sin is too great for God to forgive.
3. Jesus forgives and shows mercy
a) Jesus taught his followers that God’s mercy
can overcome everything
b) We can forgive others just as Jesus forgave
us
c) We can ask for forgiveness through the
Sacrament of Penance
d) There are steps taken to receive the
Sacrament of Penance
4. Followers of Jesus focus on love, mercy and
forgiveness during Lent
a) Lent is a time for people to reflect on how
they have been merciful and how they can
show mercy to others
b) Jesus taught his followers how to show
love and mercy to people
Church Topic
5. Spiritual and corporal works of mercy make the
world a better place
a) Mercy means choosing to help others and
not hurt them.
b) During the forty days of Lent, Catholics
remember God’s mercy through the
suffering and death of Jesus.
c) Lent is a traditional time of Mercy where
we live out the Spiritual and Corporal
Works of Mercy.
d) The Spiritual Works of Mercy are kind acts
by which people help others with their
everyday spiritual and emotional needs.
e) The Corporal Works of Mercy are kind acts
by which people help others with their
everyday material and physical needs.
6. The Church focuses on the Crucifixion of Jesus
on Good Friday
a) The main focus for the Church on Good
Friday is the Crucifixion of Jesus
b) The Veneration of the Cross on Good
Friday
c) We can ‘take up our own crosses’ in a way
that focuses on God’s love, mercy and
forgiveness
Links to General Capabilities
Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

As a part of my teaching philosophy, I firmly believe that students connect with the content when they have the opportunity to practice and apply it. Through
learning by doing, I feel as though my students are positioned to understand and connect with the learning points in a way that can be applied outside of the
classroom. In the hopes that students will participate and engage in key discussions and share experiences, so too will I when talking about my own Lenten
promises and how I plan to carry it out as a model for the students. In doing this, the students are positioned to feel as though nothing is being asked of them
that their teacher isn’t willing to do also. This encouragement of sharing is further fostered through small group and whole class displays of activities relating
to Lent/ Easter.

The Catholic Church believes that by loving one another, the disciples imitate the love of Jesus which they themselves receive (Catechism of the Catholic
Church, 1993, 1823). Through the progression of the learning and teaching sequence, students are scaffolded with identifying love, mercy and forgiveness,
what they look, sound and feel like, why they should act in accordance and how they can demonstrate love, mercy and forgiveness.

The Catholic Church believes that Justice involves respecting the rights of each person and to establish harmony that promotes equity and leads one to
common good (CCC, 1807). This notion of justice is explored in regards to showing mercy and love for others even if they have been hurt or offended in
some way as when people show mercy and forgive others, they make their own and others’ lives more peaceful.

Fortitude, in regards to perseverance in difficulties in the pursuit of goodness (CCC, 1808), is embedded in the lessons as students make and follow through
with their Lenten promises. In a similar way, temperance is exercised by students being positioned to find balance and the goodness in situations and people
(CCC, 1809).

Faith is fundamental for salvation (CCC, 1816). As the unit of work explores forgiveness, love and mercy, the religious capability of faith is nurtured through
students understanding the need for genuity and sincerity in asking for forgiveness. Similarly, the religious capability of Charity is exercised and fostered
through exploring the Spiritual and corporal acts of Mercy is which through participating in acts of mercy or describing them, students understanding of
charity is nourished.
Week Lesson 1
People show love and
1 forgiveness
Introduction (5 mins)
Think pair share- Ask the
students to think about what
love is to them, How do people
show love for others? (1.a).
Students share with their
partners. The teacher asks one
partner what their partner
shared and brainstorms it on
the board.
Body(20 mins)
Split the class into small
groups. Give each group a Y
chart, and each student a
different colour (appendix 1.1).
Students write their names on
the back in that colour and
contribute to the Y chart of
what love looks, feels and
sounds like to them. (1.a).
Conclusion (5 mins)
Invite students to share some
of the things they wrote down.
Give student a sticky note and
ask them to write down one
way they can show love to their
family and to their friends.
Evaluation and Assessment
Informal anecdotal notes, work
sample (Y-chart) and exit slip-
sticky note used to determine
student’s achievement of
learning points (1.a). Add notes
to 4. 2 Assessment
Spreadsheet.
Lesson 2
People show love and
forgiveness
Introduction (5 mins)
Explore using a power point
(appendix 1.2) of images that
people show love for others
whenever they do something that
is good for them (1.a). Encourage
students to make connections to
each point from their own life. Ask
the students Why do people
sometimes have to say ‘No’ to
people that they care for?. Think-
Pair-Share answers.
Body (20 mins)
Explain that sometimes people who
love others say no (1.b) and make
us do things that are unpleasant
but for our own good as it comes
from a place of love and care (1.c).
Put up a ‘love’ sign on one side of
the room and ‘not love’ sign on the
other. Call out situations and ask
the kids to go to the part of the
classroom they think represents
the situation, students justify their
reasons (appendix 1.3)
Conclusion (5 mins)
Inside-outside circle activity where
the students share times in their
life how ‘no’ and doing unpleasant
things have been acts of love. (1.b,
c).
Evaluation and Assessment
Informal anecdotal notes and
observations of the childrens’
Lesson 3
People show love and
forgiveness
Introduction (10 mins)
• KWL chart- complete the ‘K’
and ‘W’ sections of what
‘forgiveness’ and mercy’ mean.
• Read the story ‘I am extremely
absolutely boiling’ by Lauren
Child. (appendix 1.4)
• Discuss that even though it can
be hard, we need to forgive
others even when they aren’t
sorry to stop anger and create
peace in ourselves. (1.d,e).
Body (10 mins)
In small groups, students
brainstorm what happens when
people show mercy and forgiveness
to others on A3 pieces of paper.
What this looks like, sounds like and
feels like for the person asking for
the forgiveness and the person who
forgives. (1.f). Put these up as a
classroom display.
Conclusion (10 mins)
Students complete a journal entry
in their RE books about
a) how they can show forgiveness
and mercy to others (1.d,e).
b) why it’s important to show
mercy and forgiveness (1.f).
Evaluation and Assessment
Informal discussions, observations
and work samples will contribute to
learning points 1. d, e and f. Notes
Lesson 4
People show love and
forgiveness
Introduction (5 mins)
• Kagan ‘Pair- share’ activity
on the terms ‘forgiveness’
and ‘mercy’. Students
explain what they think,
their partners paraphrase it
then swap roles.
• Explain what it means to
forgive and show mercy to
a person using posters
(appendix 1.5).
Body (15 mins)
• Explore how we ask for
forgiveness and how to
accept it (body language,
words, tone, sincerity etc.)
(1.d,e and f).
• Students make posters in
small groups demonstrating
how to ask for forgiveness
and how to accept it.
Conclusion (10 mins)
• Students present their
posters to the class. Hang
the posters up outside
classroom/ around the
school.
Evaluation and Assessment
• Informal anecdotal notes
from discussions with the
children about their
reasoning and decisions
when creating the poster
(work sample). Notes will
Lesson 5
People show love and
forgiveness
Introduction (5 mins)
Using a two column comparison
chart, record students ideas of
“What happens when people
show mercy and forgiveness to
others” and what happens
when you don’t.
Body (20 mins)
Put students into groups of 4-5.
Each group is given a situation
card (appendix 1.6). Students
create a role play that shows
how the situation can play out
without forgiveness and mercy
and with it (1.d,e and f).
Students perform and peer
assess verbally.
Conclusion (5 mins)
Community circle discussion on
how our lives become more
peaceful when we show mercy
and forgiveness.
Evaluation and Assessment
• Formative feedback
throughout the lesson and
role plays
• Peer assessment, after
each performance,
students give a glow and a
grow.
• Observations, anecdotal
notes and discussions with
students will contribute to
learning points 1. d, e and

Lesson 6
God always forgives
2 Introduction (15 mins)
Godly Play of the story Jesus
Cured the Paralysed Man (Luke
5:17-26). Ask students
wondering questions at the
end of the story. (Appendix
2.1)
Body (5 mins)
Explicitly teach to the students
that Jesus demonstrated, in
the name of God, He has the
power to forgive sins, just as
he forgave the paralysed Man
(2.a and c).
Conclusion (5 mins)
Students participate in an
inside-outside circle, with each
partner explaining where in the
story Jesus showed
forgiveness, how and the
impact that had on the people
in the story. (2.a and c).
Evaluation and Assessment
Thumbs up, side and down to
gauge whether students are
confident with the story and to
inform the next lesson’s
teaching. Add anecdotal and
observation notes to 4. 2
Assessment Spreadsheet.
responses during mat session and
wall activity on learning points 1. a,
b and c. Add notes to 4. 2
Assessment Spreadsheet.
Lesson 7
God always forgives
Introduction (5 mins)
Students Kagan Pair-Share the
story sequence of Jesus Cured the
Paralysed Man (Luke 5:17-26)
(2.a). Students discuss the
characters, the setting, problem
and resolution (4 partner
rotations).
Body (20 mins)
Students complete a storyboard
or comic strip to retell the story of
Jesus Cured the Paralysed Man
(Luke 5:17-26) (appendix 2.2)
Students must include how Jesus
showed he had the power to
forgive (2.a)
Conclusion (5 mins)
Student’s share their comic strip/
storyboard with people in the
class.
Evaluation and Assessment
The work sample will evidence
whether students have identified
how Jesus forgave sins through
the scripture passage. Add
anecdotal and observation notes
to 4. 2 Assessment Spreadsheet.
will be transferred to 4. 2
Assessment Spreadsheet.
Lesson 8
God always forgives
Introduction (10 mins)
Community circle discussion
about why God forgives sins, no
matter how big and to those that
are truly sorry. Students generate
questions and the circle responds.
Body (10 mins)
Students conduct interviews with
each other, students can dress up
as news reporters and
interviewees discussing topics 2.
a, b and c. Students upload the
videos to SeeSaw.
Conclusion (10 mins)
Journal reflection on when God
forgives and how they ask God for
forgiveness and how they feel
knowing no sin is too great for
God to forgive.
Evaluation and Assessment
Community circle will help to
gauge students depth of
understanding, the video and
journal entry will provide
evidence of students
achievements of learning points
2. a, b and c). Add anecdotal and
observation notes to 4. 2
Assessment Spreadsheet
be transferred to 4. 2
Assessment Spreadsheet.
Lesson 9
Jesus forgives and shows
mercy
Introduction (5 mins)
Listen to Power to Redeem by
Lauren Daigle (appendix 3.1).
Students lay on the floor with the
lights off, listen to the lyrics and
think about how Jesus has the
power to forgives our sins (2.a).
Body (20 mins)
Paper chain activity-Students are
each given a strip of paper. On
one side of the strip, students
write how Jesus shows
forgiveness and on the other side
how we can show forgiveness and
mercy like Jesus. The teacher
checks in with each child as they
bring their strip to be made into a
chain. (3.b)
Conclusion (5 mins)
In a circle, or a particular prayer
space, the teacher leads the class
in a prayer about forgiveness and
mercy and allows time at the end
for students to contribute and
participate in the prayer (3.a)
(appendix 3.2)
Evaluation and Assessment
Add anecdotal notes to 4. 2
Assessment Spreadsheet.
f. Notes will be transferred
to 4. 2 Assessment
Spreadsheet.
Lesson 10
Jesus forgives and shows
mercy
Introduction (5 mins)
Students participate in a Think-
Pair-Share on their own
personal experiences of the
Sacrament of Penance.
Body (20 mins)
Show students examples of
infographics. In small groups,
students use canva (ICT) to
create and infographic that
showcases the ideas, reasons
and memories (3. c)
Conclusion (5 mins)
Show case each infographic and
give two stars and a wish to
each group verbally. Fist to five
activity to check for students
understanding of the elements
of the Sacrament of Penance
(3.c and d)
Evaluation and Assessment
Fist to five to check for students
understanding of the elements
of the Sacrament of Penance
(3.c and d). Add anecdotal and
observation notes to 4. 2
Assessment Spreadsheet.
 Lesson 11
People show love and
3 forgiveness
Introduction (5 mins)
Explore why Jesus gave his
followers the Sacrament of
Penance and the graces as a
result of receiving the
Sacrament of Penance. Refer
to appendix 3.3 (3.a and c)
Body (15 mins)
Illustrate what the impact and
significance of the Sacrament
of Penance through art.
Students can demonstrate in
any mode of their choice (3.a
and c).
Conclusion (10 Mins)
Students share their artwork
and justify how their work
demonstrates a grace of the
Sacrament of Penance (3.a and
c).
Evaluation and Assessment
Thumbs up, side and down to
gauge whether students are
confident with the graces of
the Sacrament of Penance (3. A
and c). Add anecdotal and
observation notes to 4. 2
Assessment Spreadsheet.
Lesson 12
People show love and
forgiveness
Introduction (10 mins)
Watch a video that explains the
steps of the Sacrament of
Penance (appendix 3.4) (3.c and
d). Students tell their shoulder
partner the 7 steps and then swap
roles.
Body (15 mins)
Students are each given a flip
book of the Steps of the
Sacrament of Penance . Go
through steps 1-4 as a class
using appendix 3.5 to explain each
step (3.d), students write down
their own understanding of the
step on the page (appendix 3.6)
Conclusion (5 mins)
Students line up and tell their
teacher the four main steps of the
Sacrament of Penance as an exit
ticket (3.d).
Evaluation and Assessment
Add anecdotal from questions
and observation notes from the
exit slip and activity to 4. 2
Assessment Spreadsheet.
Lesson 13
People show love and
forgiveness
Introduction (5 mins)
Students participate in a walking
pair-share to revise the first 4
steps of the Sacrament of
Penance discussed in the flipbook
previously (3.d).
Body (20 mins)
Continue steps 5-7 in the flipbook
exploring the steps of Penance
(3.d). Refer to appendix 3.5 to
explicitly teach the significance
behind each element and provide
time for students to write down
their own understanding of the
step on the page (appendix 3.6).
Conclusion (5 mins)
Inside outside circle, seven
rotations exploring all seven steps
and the four main steps in detail.
(3.d)
Evaluation and Assessment
The work sample will evidence
students level of understanding of
each element of the Sacrament of
Penance. Record evidence, add
anecdotal from questions and
observation notes to 4. 2
Assessment Spreadsheet.
Lesson 14
People show love and
forgiveness
Introduction (5 mins)
Students complete a brain dump
of everything they know about
Jesus and forgiveness (appendix
3.6). Hand out assessment one.
Each student should receive a
task sheet and a rubric (appendix
3.7), explain the task and answer
any questions the students have.
Body (23 mins)
Give students time to work on
their assessment (1, 2 and 3).
Conclusion (2 mins)
Students self-reflect on their
achievement of the task and write
a goal for themselves for the next
lesson. Students put the sticky
note on the top corner of their
desk to refer to next lesson.
Evaluation and Assessment
Students are working on a formal
piece of assessment without
assistance from the teacher. The
teacher records any observations
or anecdotal notes from the
lesson and adds them to 4. 2
Assessment Spreadsheet.
Lesson 15
People show love and
forgiveness
Introduction (1 min)
Students reflect on their self-
goal from the previous lesson.
Body (23 mins)
Students continue completing
their assessment and uploading
it to SeeSaw. Remind students
to refer to the task sheet and
rubric to ensure that even
though they’ve presented it
how they like, the task
requirements have been met
(appendix 3.7) (1, 2 and 3).
Conclusion (2 mins)
Students update their KWL
charts from earlier in the unit.
Students may add more into
what they’ve learnt and also
some new questions they may
have.
Evaluation and Assessment
Using a rubric, the formal
assessment presented in a form
of students choice will be
assessed. The teacher records
any observations or anecdotal
notes from the lesson and adds
them to 4. 2 Assessment
Spreadsheet.
 Lesson 16
Followers of Jesus focus on
4 love, mercy and forgiveness
during Lent
Introduction (5 mins)
Brainstorm How Jesus taught
his followers to show mercy to
people. Use a popstick jar with
students names on them to
randomly select a student to
contribute to the class
brainstorm. (4.b)
Body (15 mins)
• Using the brainstormed
ideas as prompts, number
students so they end up in
pairs. Give the students 5
minutes to explore how
they can demonstrate how
they can demonstrate the
prompt: Jesus taught his
followers to show mercy to
people by (4.b).
• Each pair showcases their
response through
freezeframes. The teacher
starts each freezeframe by
stating the prompt
Conclusion (5 mins)
Journal reflection on how Jesus
taught his followers to show
mercy to people and how they
can show mercy to people in
their lives (4.b)
Evaluation and Assessment
Thumbs up, side and down to
gauge whether students are
confident with how Jesus
Lesson 17
Followers of Jesus focus on love,
mercy and forgiveness during
Lent
Introduction (5 mins)
Community circle about what
people reflect on during Lent.
Students write their ideas on a
sticky note then stick their
answers around the question on
the board (4.a). Discuss some of
the responses and bring attention
that Lent is a time for people to
reflect on how they have been
merciful and how they can show
mercy to others.
Body (15 mins)
Students complete an ‘I am a
person of mercy’ activity (4.a)
(appendix 4.1). Students complete
the body/acrostic poem of M-E-R-
C-Y and on the lines below
describe ways they show love and
mercy to others.
Conclusion (5 mins)
Students present their activity
and explain how they are a
person of mercy to their group.
Evaluation and Assessment
The work sample will evidence
students understanding of ‘mercy’
and how they can act mercifully
and lovingly to others. Add notes
from the work sample and other
anecdotal and observational
notes to 4.2 Assessment
spreadsheet.
Lesson 18
Spiritual and corporal works of
mercy make the world a better
place
Introduction (10 mins)
• Think-pair-share the question
What do Catholics believe
during the 40 days of Lent?
Lead a conversation about
how Catholics remember
God’s mercy through the
suffering and death of Jesus
(5.b).
• Refer students to an A2
poster with three columns
with the titles covered up.
Tell the students that the
titles what people do
during Lent. Reveal each
title as the students
verbalise it (pray, go
without and help others)
(5.a, b and c). teacher
shares personal Lent
promise with the class.
Body (10 mins)
• Students interview and
record each other on iPads
asking how they do during
Lent (5.a, b and c).
• Students upload the videos
to SeeSaw for the teacher to
view.
Conclusion (10 mins)
• Students write their Lenten
promise on a coloured piece
of card and stick it on the
Lesson 19
Spiritual and corporal works of
mercy make the world a better
place
Introduction (10 mins)
Watch a video that explores the
Corporal Works of Mercy: What
they are, what they represent
about Jesus. Lead a discussion
about how we can show mercy to
others through the Corporal
Works of Mercy (Appendix 5.1) (5.
c, d, e).
Body (15 mins)
• In small groups, students
complete a match up game
that looks at pairing either
the spiritual or corporal acts
of Mercy to an explanation
(appendix, 5.2). Extend
students by asking them to
provide real life examples. (5.
c, d, e).
• Once students have finished,
they take a photo and upload
it to seesaw. The teacher will
then trade their Works of
Mercy to the one they have
not done and repeat.
Conclusion (5 mins)
Inside outside circle. Students
share three spiritual and three
corporal works of Mercy that
resonated with them the most
and how they can show that to
other people.
Lesson 20
Spiritual and corporal works of
mercy make the world a better
place
Introduction (15 mins)
• Kagan Idea-round up:
Students each have a
whiteboard. The teacher
gives the students the topic
of Spiritual Acts of Mercy.
Students partner up and
exchange a Spiritual Act of
Mercy and a practical
example. Students record
their partners ideas down
on their whiteboards.
Partners swap roles and
repeat with another
partner (5.d).
• Choose five random
popstick from a jar of
students and ask them to
share their ideas.
Brainstorm the ideas on the
board.
Body (13 mins)
Students are each given 5 cards.
On each card they need to:
1. Pick a Spiritual act of mercy
2. Identify a practical real life
example of the act
3. Describe how the acts are
to be completed and make
the world a better place.
 taught his followers to show
mercy to people and how they
can show mercy to people in
their lives (4. a).Add anecdotal
and observation notes from
the freeze frame activity to 4. 2
Assessment Spreadsheet.
Lesson 21
Spiritual and corporal works
5 of mercy make the world a
better place
Introduction (15 mins)
• Kagan Idea-round up:
Students each have a
whiteboard. The teacher
gives the students the
topic of Corporal Acts of
Mercy. Students partner
up and exchange a
Spiritual Act of Mercy and
a practical example.
Students record their
partners ideas down on
their whiteboards.
Lesson 22
Spiritual and corporal works of
mercy make the world a better
place
Introduction (5mins)
Fist to five activity so the teacher
can gauge students confidence in
understanding the Spiritual and
Corporal acts of Mercy (5.d and
e).
Body (20 mins)
• Students get into pairs with
their Spiritual and Corporal
example cards made from
the two previous lessons.
One partner reads the
example and the other
poster in the column that
reflects their promise.
• Students write their promise
on a strip of paper for Ash
Wednesday Mass
• Discuss how even though
people have different
promises they all reflect the
true meaning of Lent (5.b)
Evaluation and Assessment
Anecdotal notes and observations
from discussions with the
students, answers and thoughts
during the interviews, alongside
the work sample of an
appropriate Lenten promise will
evidence their understanding of
learning points (5. c, d, e). Add
these notes to 4. 2 Assessment
Spreadsheet.
Lesson 23
The Church focuses on the
Crucifixion of Jesus on Good
Friday
Introduction (5 mins)
Gauge students prior knowledge
of the significance of crucifixion of
Jesus on Good Friday through a
class brainstorm (6.a).
Body (20 mins)
Students participate in a mini- QR
code Stations of the cross activity.
Students record what happened
at each station on their activity
book (appendix 6.1) (6.a).
Conclusion (5 mins)
Evaluation and Assessment
Anecdotal notes and observations
from discussions with the
students, answers and thoughts
during mat sessions and the game
will evidence their understanding
of learning points (5. c, d, e). Add
these notes to 4. 2 Assessment
Spreadsheet.
Lesson 24
The Church focuses on the
Crucifixion of Jesus on Good
Friday
Introduction (5 mins)
Explain what the Veneration of
the Cross is- that in churches on
Good Friday afternoon, people
have an opportunity to venerate a
wooden cross or crucifix. People
do this by kissing, touching or
bowing to the cross. Remind
students about the significance of
the Cross of Good Friday. (6.b)
Conclusion (2 mins)
Students participate in a fist to
five activity so the teacher can
gauge students confidence in
understanding the spiritual acts
of Mercy.
Evaluation and Assessment
Use a check list (appendix 5.3)
to determine achievement of
learning points (5.d). Add notes
from the work sample and other
anecdotal and observational
notes to 4.2 Assessment
spreadsheet.
Lesson 25
The Church focuses on the
Crucifixion of Jesus on
Good Friday
Introduction (5 mins)
• Brainstorm key learning
points covered in the unit
as a class.
• Students complete a two
minute brain dump of
everything they know about
the key learning points
explored over the unit of
work.
 Partners swap roles and
repeat with another
partner (5.e).
• Choose five random
popstick from a jar of
students and ask them to
share their ideas.
Brainstorm the ideas on
the board.
Body (13 mins)
Students are each given 5
cards. On each card they need
to:
4. Pick a Corporal act of
mercy
5. Identify a practical real life
example of the act
6. Describe how the acts are
to be completed and make
the world a better place.
Conclusion (2 mins)
Students participate in a fist to
five activity so the teacher can
gauge students confidence in
understanding the Corporal
acts of Mercy.
Evaluation and Assessment
Use a check list (appendix 5.3)
to determine achievement of
learning points (5.e). Add notes
from the work sample and
other anecdotal and
observational notes to 4.2
Assessment spreadsheet.
partner has to say the correct
spiritual or corporal act of
mercy. If the student gets it
right they collect the card.
Students aim to earn as many
cards as possible (5.d and e).
• Whilst students are playing
the teacher walks around
taking anecdotal notes on
students reasoning and
justification.
Conclusion (5 mins)
• Inside outside circle. Students
share three spiritual and
three corporal works of
Mercy that resonated with
them the most and how they
can show that to other
people.
Evaluation and Assessment
Anecdotal notes and observations
from the Acts of Mercy game will
help contribute to assessing
students achievement of learning
points (5.e and d). Add these
notes to 4. 2 Assessment
Spreadsheet.
Reflection questions in their
journal
1. How do you feel after
witnessing the stations?
2. What does the
Crucifixion symbolise to
you?
3. Why is the Crucifixion is
the main focus for the
Church on Good Friday
(6.a).
Evaluation and Assessment
Anecdotal notes and observations
from the QR code hunt and
discussions will help contribute to
assessing students achievement
of learning points (6.a). Add these
notes to 4. 2 Assessment
Spreadsheet.
Body (22 mins)
Students make a stain-glassed
styled cross with pieces of tissue
paper in a laminated sheet. See
an example in appendix 6.2.
Encourage the students to discern
that the art connects and reflects
the Veneration of the Cross (6.b)
Conclusion (3 mins)
As an exit slip, students either
explain how the activity reflected
the Veneration of the Cross or
one way people venerate a
wooden cross or crucifix (6.b).
Evaluation and Assessment
Anecdotal notes and observations
from the discussions about
Veneration will help contribute to
assessing students achievement
of learning points (6.b). Add these
notes to 4. 2 Assessment
Spreadsheet.
Body (23 mins)
• From their cross artwork,
students complete a How
will I ‘carry my cross’
reflection appendix 6.3
exploring the questions:
1. How will you love
others?
2. How will they forgive
and who do you
forgiveness from?
3. How you can ask for
forgiveness?
• Attach the reflection
underneath each child’s
artwork and display around
the room.
Conclusion (2 mins)
Students finalise their KWL chart
from the unit.
Evaluation and Assessment
Anecdotal notes and
observations from the
discussions about How We can
‘take up our own crosses’ in a
way that focuses on God’s love,
mercy and forgiveness
alongside the reflection work
sample will help contribute to
assessing students achievement
of learning points (6.c). Add
these notes to 4. 2 Assessment
Spreadsheet.
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 note: The assessment can be found by using this link https://brreligiouseducation.weebly.com/assessment.html

PLANNED RITUAL - 1 planned ritual that supports the learning that has occurred in the unit of work.

Please note: The planned ritual can be found by using this link https://brreligiouseducation.weebly.com/eucharistic-celebration.html

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

Please note: The information can be found by using this link https://brreligiouseducation.weebly.com/parent-information.html

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

Please note: The information can be found by using this link https://brreligiouseducation.weebly.com/appendix.html
 References

Allison Low. (2016). Corporal and spiritual works of mercy. [video file]. Retrieved from https://www.youtube.com/watch?v=qaDnIz1KNn4

Borg, Fr. B., Kelly, Dr. G., Lucas, Fr. B. (2012). Celebrating with children: Volume l resources. Australia: St Pauls Publications Australia

Catechism of the Catholic Church. (1992). Part two: The celebration of the Christian Mystery. Retrieved from

http://www.vatican.va/archive/ccc_css/archive/catechism/p3s1c1a7.htm

Catholic Australia. (2019). Parenting. Retrieved from https://www.catholicaustralia.com.au/living-the-faith/parenting

Catholic Education, Diocese of Cairns. (2019). Parent engagement. Retrieved from https://www.cns.catholic.edu.au/our-school-

communities/parent-engagement/parent-engagement-in-student-learning-at-home/

Catholic Education Western Australia. (2019). 4.2 Lent/Easter. Retrieved from https://www.dropbox.com/sh/l8rjgmvgrmdy15i/AACSrIr-

4hVxwjygdjwcfLEwa/Year%204/4.2%20Lent%3AEaster?dl=0&subfolder_nav_tracking=1

Child, L. (2009). I Am Extremely Absolutely Boiling (Charlie and Lola). New York, USA: Grosset & Dunlap
Darton, Longman and Todd. (1985). New Jerusalem Bible. India: Gopsons Papers Ltd.

DLTK's Bible Stories for Children. (1998). Jesus Cures the Paralysed Man. Retrieved from http://www.dltk-

bible.com/cv/jesus_heals_the_paralyzed_man.htm

Foley, J. B. (2010). One bread one body. [video file]. Retrieved from https://www.youtube.com/watch?v=OshpSD0z1ts

Lauren Daigle. (2016). Lauren Daigle - Power To Redeem (Deluxe Sessions). [video file]. Retrieved from

https://www.youtube.com/watch?v=1TNU9_wfvf0

OBD Films. (2014). How do I confess?. [video file]. Retrieved from https://www.youtube.com/watch?v=Ib8pzvnnL20-

Managan, M. (2012). Michael Managan- create a new heart in me. [video file]. Retrieved from

https://www.youtube.com/watch?v=VuoAlFaHZGI

Managan, M. (2016). This is the time. [video file]. Retrieved from https://www.youtube.com/watch?v=GTMgK5_4HA4

Managan, M. (2016). We turn to you. [video file]. Retrieved from

https://www.youtube.com/watch?v=WFuiDF54D30&list=PLDkjFCmBytnb1WqWQkLQd8El6s0CHnXCd&index=16&t=0s