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Forward Planning Document

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
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

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 Jesus Topic Church Topic

1. People show love and forgiveness 2. God always forgives 5. Spiritual and corporal works of mercy make the
a) People show love for others whenever they a) Jesus showed he had the power to forgive world a better place
do what is good for them sins a) Mercy means choosing to help others and
b) Saying ‘no’ can show love b) God forgives people as soon as they ask not hurt them.
c) Showing love can sometimes be sincerely for forgiveness b) During the forty days of Lent, Catholics
unpleasant but for people’s own good c) No sin is too great for God to forgive. remember God’s mercy through the
d) People love others when they forgive those suffering and death of Jesus.
who have hurt them, treated them badly 3. Jesus forgives and shows mercy c) Lent is a traditional time of Mercy where
or offended them. a) Jesus taught his followers that God’s mercy we live out the Spiritual and Corporal
e) People need to continue to show their can overcome everything Works of Mercy.
mercy and love for others even if they have b) We can forgive others just as Jesus forgave d) The Spiritual Works of Mercy are kind acts
been hurt or offended in some way us by which people help others with their
f) When people show mercy and forgive c) We can ask for forgiveness through the everyday spiritual and emotional needs.
others, they make their own and others’ Sacrament of Penance e) The Corporal Works of Mercy are kind acts
lives more peaceful. d) There are steps taken to receive the by which people help others with their
Sacrament of Penance everyday material and physical needs.

4. Followers of Jesus focus on love, mercy and 6. The Church focuses on the Crucifixion of Jesus
forgiveness during Lent on Good Friday
a) Lent is a time for people to reflect on how a) The main focus for the Church on Good
they have been merciful and how they can Friday is the Crucifixion of Jesus
show mercy to others b) The Veneration of the Cross on Good
b) Jesus taught his followers how to show Friday
love and mercy to people c) We can ‘take up our own crosses’ in a way
that focuses on God’s love, mercy and
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 Lesson 2 Lesson 3 Lesson 4 Lesson 5

People show love and People show love and People show love and People show love and People show love and
1 forgiveness forgiveness forgiveness forgiveness forgiveness
Introduction (5 mins) Introduction (5 mins) Introduction (10 mins) Introduction (5 mins) Introduction (5 mins)
Think pair share- Ask the Explore using a power point • KWL chart- complete the ‘K’ • Kagan ‘Pair- share’ activity Using a two column comparison
students to think about what (appendix 1.2) of images that and ‘W’ sections of what on the terms ‘forgiveness’ chart, record students ideas of
love is to them, How do people people show love for others ‘forgiveness’ and mercy’ mean. and ‘mercy’. Students “What happens when people
show love for others? (1.a). whenever they do something that • Read the story ‘I am extremely explain what they think, show mercy and forgiveness to
Students share with their is good for them (1.a). Encourage absolutely boiling’ by Lauren their partners paraphrase it others” and what happens
partners. The teacher asks one students to make connections to Child. (appendix 1.4) then swap roles. when you don’t.
partner what their partner each point from their own life. Ask • Discuss that even though it can • Explain what it means to
shared and brainstorms it on the students Why do people be hard, we need to forgive forgive and show mercy to Body (20 mins)
the board. sometimes have to say ‘No’ to others even when they aren’t a person using posters Put students into groups of 4-5.
people that they care for?. Think- sorry to stop anger and create (appendix 1.5). Each group is given a situation
Body(20 mins) Pair-Share answers. peace in ourselves. (1.d,e). card (appendix 1.6). Students
Split the class into small Body (15 mins) create a role play that shows
groups. Give each group a Y Body (20 mins) Body (10 mins) • Explore how we ask for how the situation can play out
chart, and each student a Explain that sometimes people who In small groups, students forgiveness and how to without forgiveness and mercy
different colour (appendix 1.1). love others say no (1.b) and make brainstorm what happens when accept it (body language, and with it (1.d,e and f).
Students write their names on us do things that are unpleasant people show mercy and forgiveness words, tone, sincerity etc.) Students perform and peer
the back in that colour and but for our own good as it comes to others on A3 pieces of paper. (1.d,e and f). assess verbally.
contribute to the Y chart of from a place of love and care (1.c). What this looks like, sounds like and • Students make posters in
what love looks, feels and Put up a ‘love’ sign on one side of feels like for the person asking for Conclusion (5 mins)
small groups demonstrating
sounds like to them. (1.a). the room and ‘not love’ sign on the the forgiveness and the person who how to ask for forgiveness Community circle discussion on
other. Call out situations and ask forgives. (1.f). Put these up as a and how to accept it. how our lives become more
Conclusion (5 mins) the kids to go to the part of the classroom display. peaceful when we show mercy
Invite students to share some classroom they think represents Conclusion (10 mins) and forgiveness.
of the things they wrote down. the situation, students justify their Conclusion (10 mins) • Students present their
Give student a sticky note and reasons (appendix 1.3) Students complete a journal entry Evaluation and Assessment
posters to the class. Hang
ask them to write down one in their RE books about • Formative feedback
the posters up outside
way they can show love to their Conclusion (5 mins) a) how they can show forgiveness throughout the lesson and
classroom/ around the
family and to their friends. Inside-outside circle activity where and mercy to others (1.d,e). role plays
the students share times in their b) why it’s important to show • Peer assessment, after
Evaluation and Assessment life how ‘no’ and doing unpleasant mercy and forgiveness (1.f). Evaluation and Assessment each performance,
Informal anecdotal notes, work things have been acts of love. (1.b, • Informal anecdotal notes students give a glow and a
sample (Y-chart) and exit slip- c). Evaluation and Assessment from discussions with the grow.
sticky note used to determine Informal discussions, observations children about their • Observations, anecdotal
student’s achievement of Evaluation and Assessment and work samples will contribute to reasoning and decisions notes and discussions with
learning points (1.a). Add notes Informal anecdotal notes and learning points 1. d, e and f. Notes when creating the poster students will contribute to
to 4. 2 Assessment observations of the childrens’ (work sample). Notes will learning points 1. d, e and
responses during mat session and will be transferred to 4. 2 be transferred to 4. 2 f. Notes will be transferred
wall activity on learning points 1. a, Assessment Spreadsheet. Assessment Spreadsheet. to 4. 2 Assessment
b and c. Add notes to 4. 2 Spreadsheet.
Assessment Spreadsheet.

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

God always forgives God always forgives God always forgives Jesus forgives and shows Jesus forgives and shows
2 Introduction (15 mins) Introduction (5 mins) Introduction (10 mins) mercy mercy
Godly Play of the story Jesus Students Kagan Pair-Share the Community circle discussion Introduction (5 mins) Introduction (5 mins)
Cured the Paralysed Man (Luke story sequence of Jesus Cured the about why God forgives sins, no Listen to Power to Redeem by Students participate in a Think-
5:17-26). Ask students Paralysed Man (Luke 5:17-26) matter how big and to those that Lauren Daigle (appendix 3.1). Pair-Share on their own
wondering questions at the (2.a). Students discuss the are truly sorry. Students generate Students lay on the floor with the personal experiences of the
end of the story. (Appendix characters, the setting, problem questions and the circle responds. lights off, listen to the lyrics and Sacrament of Penance.
2.1) and resolution (4 partner think about how Jesus has the
rotations). Body (10 mins) power to forgives our sins (2.a). Body (20 mins)
Body (5 mins) Students conduct interviews with Show students examples of
Explicitly teach to the students Body (20 mins) each other, students can dress up Body (20 mins) infographics. In small groups,
that Jesus demonstrated, in Students complete a storyboard as news reporters and Paper chain activity-Students are students use canva (ICT) to
the name of God, He has the or comic strip to retell the story of interviewees discussing topics 2. each given a strip of paper. On create and infographic that
power to forgive sins, just as Jesus Cured the Paralysed Man a, b and c. Students upload the one side of the strip, students showcases the ideas, reasons
he forgave the paralysed Man (Luke 5:17-26) (appendix 2.2) videos to SeeSaw. write how Jesus shows and memories (3. c)
(2.a and c). Students must include how Jesus forgiveness and on the other side
showed he had the power to Conclusion (10 mins) how we can show forgiveness and Conclusion (5 mins)
Conclusion (5 mins) forgive (2.a) Journal reflection on when God mercy like Jesus. The teacher Show case each infographic and
Students participate in an forgives and how they ask God for checks in with each child as they give two stars and a wish to
inside-outside circle, with each Conclusion (5 mins) forgiveness and how they feel bring their strip to be made into a each group verbally. Fist to five
partner explaining where in the Student’s share their comic strip/ knowing no sin is too great for chain. (3.b) activity to check for students
story Jesus showed storyboard with people in the God to forgive. understanding of the elements
forgiveness, how and the class. Conclusion (5 mins) of the Sacrament of Penance
impact that had on the people Evaluation and Assessment In a circle, or a particular prayer (3.c and d)
in the story. (2.a and c). Evaluation and Assessment Community circle will help to space, the teacher leads the class
The work sample will evidence gauge students depth of in a prayer about forgiveness and Evaluation and Assessment
Evaluation and Assessment whether students have identified understanding, the video and mercy and allows time at the end Fist to five to check for students
Thumbs up, side and down to how Jesus forgave sins through journal entry will provide for students to contribute and understanding of the elements
gauge whether students are the scripture passage. Add evidence of students participate in the prayer (3.a) of the Sacrament of Penance
confident with the story and to anecdotal and observation notes achievements of learning points (appendix 3.2) (3.c and d). Add anecdotal and
inform the next lesson’s to 4. 2 Assessment Spreadsheet. 2. a, b and c). Add anecdotal and observation notes to 4. 2
teaching. Add anecdotal and observation notes to 4. 2 Evaluation and Assessment Assessment Spreadsheet.
observation notes to 4. 2 Assessment Spreadsheet Add anecdotal notes to 4. 2
Assessment Spreadsheet. Assessment Spreadsheet.
Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15
People show love and People show love and People show love and People show love and People show love and
3 forgiveness forgiveness forgiveness forgiveness forgiveness
Introduction (5 mins) Introduction (10 mins) Introduction (5 mins) Introduction (5 mins) Introduction (1 min)
Explore why Jesus gave his Watch a video that explains the Students participate in a walking Students complete a brain dump Students reflect on their self-
followers the Sacrament of steps of the Sacrament of pair-share to revise the first 4 of everything they know about goal from the previous lesson.
Penance and the graces as a Penance (appendix 3.4) (3.c and steps of the Sacrament of Jesus and forgiveness (appendix
result of receiving the d). Students tell their shoulder Penance discussed in the flipbook
3.6). Hand out assessment one. Body (23 mins)
Sacrament of Penance. Refer partner the 7 steps and then swap previously (3.d).
to appendix 3.3 (3.a and c) roles. Each student should receive a Students continue completing
Body (20 mins) task sheet and a rubric (appendix their assessment and uploading
Body (15 mins) Body (15 mins) Continue steps 5-7 in the flipbook 3.7), explain the task and answer it to SeeSaw. Remind students
Illustrate what the impact and Students are each given a flip exploring the steps of Penance any questions the students have. to refer to the task sheet and
significance of the Sacrament book of the Steps of the (3.d). Refer to appendix 3.5 to
rubric to ensure that even
of Penance through art. Sacrament of Penance . Go explicitly teach the significance
Students can demonstrate in through steps 1-4 as a class behind each element and provide Body (23 mins) though they’ve presented it
any mode of their choice (3.a using appendix 3.5 to explain each time for students to write down Give students time to work on how they like, the task
and c). step (3.d), students write down their own understanding of the their assessment (1, 2 and 3). requirements have been met
their own understanding of the step on the page (appendix 3.6). (appendix 3.7) (1, 2 and 3).
Conclusion (10 Mins) step on the page (appendix 3.6) Conclusion (2 mins)
Students share their artwork Conclusion (5 mins) Students self-reflect on their Conclusion (2 mins)
and justify how their work Conclusion (5 mins) Inside outside circle, seven
achievement of the task and write Students update their KWL
demonstrates a grace of the Students line up and tell their rotations exploring all seven steps
Sacrament of Penance (3.a and teacher the four main steps of the and the four main steps in detail. a goal for themselves for the next charts from earlier in the unit.
c). Sacrament of Penance as an exit (3.d) lesson. Students put the sticky Students may add more into
ticket (3.d). note on the top corner of their what they’ve learnt and also
Evaluation and Assessment Evaluation and Assessment desk to refer to next lesson. some new questions they may
Thumbs up, side and down to Evaluation and Assessment The work sample will evidence have.
gauge whether students are Add anecdotal from questions students level of understanding of
Evaluation and Assessment
confident with the graces of and observation notes from the each element of the Sacrament of
Students are working on a formal Evaluation and Assessment
the Sacrament of Penance (3. A exit slip and activity to 4. 2 Penance. Record evidence, add
and c). Add anecdotal and Assessment Spreadsheet. anecdotal from questions and piece of assessment without Using a rubric, the formal
observation notes to 4. 2 observation notes to 4. 2 assistance from the teacher. The assessment presented in a form
Assessment Spreadsheet. Assessment Spreadsheet. teacher records any observations of students choice will be
or anecdotal notes from the assessed. The teacher records
lesson and adds them to 4. 2 any observations or anecdotal
Assessment Spreadsheet. notes from the lesson and adds
them to 4. 2 Assessment
Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20
Followers of Jesus focus on Followers of Jesus focus on love, Spiritual and corporal works of Spiritual and corporal works of Spiritual and corporal works of
4 love, mercy and forgiveness mercy and forgiveness during mercy make the world a better mercy make the world a better mercy make the world a better
during Lent Lent place place place
Introduction (5 mins) Introduction (5 mins) Introduction (10 mins)
Brainstorm How Jesus taught Community circle about what • Think-pair-share the question Introduction (10 mins) Introduction (15 mins)
his followers to show mercy to people reflect on during Lent. What do Catholics believe Watch a video that explores the • Kagan Idea-round up:
people. Use a popstick jar with Students write their ideas on a during the 40 days of Lent? Corporal Works of Mercy: What Students each have a
students names on them to sticky note then stick their Lead a conversation about they are, what they represent whiteboard. The teacher
randomly select a student to answers around the question on how Catholics remember about Jesus. Lead a discussion
gives the students the topic
contribute to the class the board (4.a). Discuss some of God’s mercy through the about how we can show mercy to
others through the Corporal of Spiritual Acts of Mercy.
brainstorm. (4.b) the responses and bring attention suffering and death of Jesus
Works of Mercy (Appendix 5.1) (5. Students partner up and
that Lent is a time for people to (5.b).
c, d, e). exchange a Spiritual Act of
Body (15 mins) reflect on how they have been • Refer students to an A2
• Using the brainstormed merciful and how they can show poster with three columns Mercy and a practical
ideas as prompts, number mercy to others. Body (15 mins) example. Students record
with the titles covered up.
students so they end up in • In small groups, students their partners ideas down
Tell the students that the
pairs. Give the students 5 Body (15 mins) complete a match up game
titles what people do on their whiteboards.
minutes to explore how Students complete an ‘I am a that looks at pairing either
during Lent. Reveal each Partners swap roles and
they can demonstrate how person of mercy’ activity (4.a) the spiritual or corporal acts
title as the students of Mercy to an explanation repeat with another
they can demonstrate the (appendix 4.1). Students complete verbalise it (pray, go
prompt: Jesus taught his the body/acrostic poem of M-E-R- (appendix, 5.2). Extend partner (5.d).
without and help others) students by asking them to • Choose five random
followers to show mercy to C-Y and on the lines below
(5.a, b and c). teacher provide real life examples. (5.
people by (4.b). describe ways they show love and popstick from a jar of
shares personal Lent c, d, e).
• Each pair showcases their mercy to others. students and ask them to
promise with the class. • Once students have finished,
response through share their ideas.
freezeframes. The teacher Conclusion (5 mins) they take a photo and upload
Body (10 mins) it to seesaw. The teacher will Brainstorm the ideas on the
starts each freezeframe by Students present their activity
and explain how they are a • Students interview and then trade their Works of board.
stating the prompt
person of mercy to their group. record each other on iPads Mercy to the one they have
Conclusion (5 mins) asking how they do during not done and repeat. Body (13 mins)
Journal reflection on how Jesus Evaluation and Assessment Lent (5.a, b and c). Students are each given 5 cards.
taught his followers to show The work sample will evidence • Students upload the videos Conclusion (5 mins) On each card they need to:
mercy to people and how they students understanding of ‘mercy’ to SeeSaw for the teacher to Inside outside circle. Students 1. Pick a Spiritual act of mercy
can show mercy to people in and how they can act mercifully view. share three spiritual and three 2. Identify a practical real life
their lives (4.b) and lovingly to others. Add notes corporal works of Mercy that example of the act
from the work sample and other Conclusion (10 mins) resonated with them the most 3. Describe how the acts are
Evaluation and Assessment anecdotal and observational • Students write their Lenten and how they can show that to to be completed and make
Thumbs up, side and down to notes to 4.2 Assessment promise on a coloured piece other people. the world a better place.
gauge whether students are spreadsheet. of card and stick it on the
confident with how Jesus
taught his followers to show poster in the column that Evaluation and Assessment Conclusion (2 mins)
mercy to people and how they reflects their promise. Anecdotal notes and observations Students participate in a fist to
can show mercy to people in • Students write their promise from discussions with the five activity so the teacher can
their lives (4. a).Add anecdotal on a strip of paper for Ash students, answers and thoughts gauge students confidence in
and observation notes from Wednesday Mass during mat sessions and the game understanding the spiritual acts
the freeze frame activity to 4. 2 • Discuss how even though will evidence their understanding of Mercy.
Assessment Spreadsheet. people have different of learning points (5. c, d, e). Add
promises they all reflect the these notes to 4. 2 Assessment Evaluation and Assessment
true meaning of Lent (5.b) Spreadsheet. Use a check list (appendix 5.3)
to determine achievement of
Evaluation and Assessment learning points (5.d). Add notes
Anecdotal notes and observations from the work sample and other
from discussions with the
anecdotal and observational
students, answers and thoughts
during the interviews, alongside notes to 4.2 Assessment
the work sample of an spreadsheet.
appropriate Lenten promise will
evidence their understanding of
learning points (5. c, d, e). Add
these notes to 4. 2 Assessment

Lesson 21 Lesson 22 Lesson 23 Lesson 24 Lesson 25

Spiritual and corporal works Spiritual and corporal works of The Church focuses on the The Church focuses on the The Church focuses on the
5 of mercy make the world a mercy make the world a better Crucifixion of Jesus on Good Crucifixion of Jesus on Good Crucifixion of Jesus on
better place place Friday Friday Good Friday
Introduction (5mins) Introduction (5 mins)
Introduction (15 mins) Fist to five activity so the teacher Gauge students prior knowledge Introduction (5 mins) Introduction (5 mins)
• Kagan Idea-round up: can gauge students confidence in of the significance of crucifixion of Explain what the Veneration of • Brainstorm key learning
Students each have a understanding the Spiritual and Jesus on Good Friday through a the Cross is- that in churches on points covered in the unit
whiteboard. The teacher Corporal acts of Mercy (5.d and class brainstorm (6.a). Good Friday afternoon, people as a class.
gives the students the e). have an opportunity to venerate a • Students complete a two
topic of Corporal Acts of Body (20 mins) wooden cross or crucifix. People minute brain dump of
Mercy. Students partner Body (20 mins) Students participate in a mini- QR do this by kissing, touching or everything they know about
up and exchange a • Students get into pairs with code Stations of the cross activity. bowing to the cross. Remind the key learning points
Spiritual Act of Mercy and their Spiritual and Corporal Students record what happened students about the significance of explored over the unit of
a practical example. example cards made from at each station on their activity the Cross of Good Friday. (6.b) work.
Students record their the two previous lessons. book (appendix 6.1) (6.a).
partners ideas down on One partner reads the
their whiteboards. example and the other Conclusion (5 mins)
Partners swap roles and partner has to say the correct Reflection questions in their Body (22 mins) Body (23 mins)
repeat with another spiritual or corporal act of journal Students make a stain-glassed • From their cross artwork,
partner (5.e). mercy. If the student gets it 1. How do you feel after styled cross with pieces of tissue students complete a How
• Choose five random right they collect the card. witnessing the stations? paper in a laminated sheet. See will I ‘carry my cross’
popstick from a jar of Students aim to earn as many 2. What does the an example in appendix 6.2. reflection appendix 6.3
students and ask them to cards as possible (5.d and e). Crucifixion symbolise to Encourage the students to discern exploring the questions:
share their ideas. • Whilst students are playing you? that the art connects and reflects 1. How will you love
Brainstorm the ideas on the teacher walks around 3. Why is the Crucifixion is the Veneration of the Cross (6.b) others?
the board. taking anecdotal notes on the main focus for the 2. How will they forgive
students reasoning and Church on Good Friday Conclusion (3 mins) and who do you
Body (13 mins) justification. (6.a). As an exit slip, students either forgiveness from?
Students are each given 5 explain how the activity reflected 3. How you can ask for
cards. On each card they need Conclusion (5 mins) Evaluation and Assessment the Veneration of the Cross or forgiveness?
to: • Inside outside circle. Students Anecdotal notes and observations one way people venerate a • Attach the reflection
4. Pick a Corporal act of share three spiritual and from the QR code hunt and wooden cross or crucifix (6.b). underneath each child’s
mercy three corporal works of discussions will help contribute to artwork and display around
5. Identify a practical real life Mercy that resonated with assessing students achievement Evaluation and Assessment the room.
example of the act them the most and how they of learning points (6.a). Add these Anecdotal notes and observations
6. Describe how the acts are can show that to other notes to 4. 2 Assessment from the discussions about Conclusion (2 mins)
to be completed and make people. Spreadsheet. Veneration will help contribute to Students finalise their KWL chart
the world a better place. assessing students achievement from the unit.
Evaluation and Assessment of learning points (6.b). Add these
Conclusion (2 mins) Anecdotal notes and observations notes to 4. 2 Assessment Evaluation and Assessment
Students participate in a fist to from the Acts of Mercy game will Spreadsheet. Anecdotal notes and
five activity so the teacher can help contribute to assessing observations from the
gauge students confidence in students achievement of learning discussions about How We can
understanding the Corporal points (5.e and d). Add these ‘take up our own crosses’ in a
acts of Mercy. notes to 4. 2 Assessment way that focuses on God’s love,
Spreadsheet. mercy and forgiveness
Evaluation and Assessment alongside the reflection work
Use a check list (appendix 5.3) sample will help contribute to
to determine achievement of assessing students achievement
learning points (5.e). Add notes of learning points (6.c). Add
from the work sample and these notes to 4. 2 Assessment
other anecdotal and Spreadsheet.
observational 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

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

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


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

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