RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Principles of Religious Education 2 Student Number: 32004703

Date of Submission: 15/05/2019 Student Name: Josefina Desouza

 PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus Topic
4 Coming to Your Table Wondering at our bodies which Eucharist
are different
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Coming to Your Table is focused on the Sacrament of the Eucharist and preparing students to receive Holy Communion for the first time. The unit of work
focuses on God the creator as the one who created each one us uniquely and differently, the promise of salvation through Jesus through His Body and
Blood and how the Sacrament draws us closer to God and how it allows us to live like Jesus through receiving the Eucharist.
The unit focuses on the development of the Human Person by wondering about the differences in people’s bodies. Learning about how everyone is different
and how our bodies change as we get older, allows students to learn about the physical differences of human development. The unit also focuses on how
these differences effect our way of life, and hence focuses on other attributes of differences. This helps develop the cultural and social development of
students so they learn about how even though everyone is different, judgements shouldn’t be made based on these differences. This is focused on through
the Salvation topic of the Eucharist. Learning about Jesus and how He taught everyone to love one another just as they love themselves. This further
develops students love, understanding of people and their differences. Through the Salvation Topic of the Eucharist, students learn that they receive the
body and blood of Jesus Christ through receiving the Eucharist. People are drawn closer to God through the Eucharist and thus after this unit of work and
the students receiving their first Holy Communion, they should feel closer to God.
Key Understandings and Learning Points
Human person Jesus Church

WONDERING AT GOD WHO CREATED OUR
BODIES DIFFERENT
A1 Wondering at our bodies which are different
A1.1 Express wonder at the differences in peoples
bodies.
A2 Wondering at God who created our bodies
different
A2.1 Expresses wonder at God who created
bodies different.
A3 Attribute: God loves each of us personally
A3.1 Celebrates God who loves each of us
personally
THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus loved everyone regardless of physical
differences
B1.1 Describes ways in which Jesus showed love
regardless of physical differences.
B2 Jesus draws members of God’s family close
to him through the Eucharist
B2.1 Explains a meaning of John 6:56.
B2.2 Reports how the world would be different if
people drew closer to Jesus by receiving him in
Holy Communion.
CHRISTIAN RESPONSE
C1 Catholics celebrate the Eucharist
C1.1 Compares the symbolism of the bread and
wine to many people form in gone body.
C2 God’s family celebrates the Eucharist
C2.1 Names the elements in the Liturgy of the
Word and the Liturgy of the Eucharist.
C2.2 Memorises responses, gestures and prayers
used during the Mass.
C2.3 States:
• the words of the priest at the Consecration.
• the words said before receiving Holy Communion
 C3 Christians are called to love everyone as
‘another self’
C3.1 Identifies ways in which Christians love
everyone as ‘another self’.
C3.2 States ways in which people fail to behave
as Jesus taught.

C4 Continuing to wonder at how Jesus

strengthens his followers to love every human
individual regardless of physical differences
C4.1 Reviews and expresses the main ideas of
the unit

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 (See Teacher Note) Link with Key Understandings and Learning Points by highlighting
WONDERING AT GOD WHO CREATED OUR BODIES DIFFERENT
- Purpose of this step is to develop students religious awareness. Students wonder about their bodies and how everyone is made
differently. This focuses on the Catholic world view that God made each one of us differently and uniquely yet loves us all the same.
Wondering leads to questioning and exploring about the topic in more detail. Teacher can express their witness and personal
experience about how they’ve noticed differences in people and how that shouldn’t mean we judge people because they are different.
For example never judge a book by its cover. Teacher witness about how its important to love yourself and be happy with who you are.
Jesus made us all with our own special qualities and loves us all personally.
THE PROMISE OF CHRISTIAN SALVATION
- Catholic world view of how Jesus offered us salvation through modelling to us how to live in a good human way. Students learn how
Jesus died on the cross for our sins and we remember this every time we celebrate the Eucharist. Through the Eucharist we receive the
body and blood of Jesus Christ and thus we are able to draw closer to Him and try and be more like Him. Students learn how Jesus
models truly human behaviour which we would all aim to follow. Teacher witness – tell students own personal experience how the
teacher tries to be more like Jesus – volunteering with different organisations and aiming to be more like Jesus by receiving Holy
Communion every week at Sunday mass.
CHRISTIAN RESPONSE
 - Catholic world view through Evangelisation about Jesus. Students learn how receiving the Eucharist draws them closer to Jesus and
how that should also help them to be more like Jesus. In this way they are to be Christian witnesses to all the world and evangelise.
Students prepare for receiving Holy Communion for the first time. Teacher can tell their own personal experience of receiving Holy
Communion for the first time and what it meant to them at the time and what it means to them now.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
1 A1.1 Wondering at how
our bodies are different –
expresses wonder at the
differences in peoples
bodies.
Introduce the topic to the
students and a brief
overview of what will be
covered in this unit.
Read to the students: I’m
Australian too by Mem
Fox.
Discuss with students the
differences they noticed in
the book between the
different cultures.
What differences are
apparent? What other
factors make us different
from each other?
physical appearance,
senses, different bodies at
different ages, and physical
abilities. (ENGLISH, HASS)
Students divided into
groups and choose 2
characters from the book –
do a comparison chart
Lesson 2
A1.1 Wondering at how
our bodies are different –
expresses wonder at the
differences in peoples
bodies.
Recap prior lesson and
differences students
discussed through the
characters in I’m Australian
too.
Students will create a
brainstorm using Poplet
about the differences in
our bodies – physical
appearance, sense,
different bodies at
different ages and physical
abilities. (HEALTH)
Come together as a class to
discuss students
brainstorm.
Students write a
thanksgiving prayer about
their body.
Lesson 3
A1.2 Wondering at God
who created our bodies
different – express wonder
at God who created bodies
different
MEDITATION: What would
be like if our bodies were
the same?
Who planned us to be
different?
Students write a short
story about a day in the life
of a world where people
were the same. (ENGLISH)
Why do you think God
made us different?
What must God be like?
Each student draws a
picture of what they think
God looks like.
Come together as a class to
discuss, with emphasise on
the different ideas
presented.
Lesson 4
A1.3 Attribute: God loves
each of us personally
Recall previous lessons
about how our bodies are
different and How God
created each one of us
differently.
Read Psalm 150 to
students.
Students are to compose
their own psalm praising
and celebrating God who
loves them personally.
Students will then create a
poster using Canva to
display their psalm. (ICT)
Evaluation and
Lesson 5
Assessment
1. Anecdotal notes
Recap prior lesson about from observations
how God loves each of students in
student personally and classroom
created us all uniquely discussion and
with our differences that participation in
make us all special. group activity
2. Teacher will collect
Students draw an image of poplet brainstorm
themselves – highlighting and assess
their differences and students work
praising God for these 3. Teacher
differences. Highlighting observations of
how these differences students in class
make them unique and discussion
special. (ARTS) Marking rubric
guide – short story
These images will be about the day in
displayed in the classroom the life of person
representing each unique where everyone in
student. the world were the
same.
4. Anecdotal notes
from the work
sample (Canva
poster of a psalm
praising and
celebrating God)
5. Anecdotal notes
from work sample
of images created
by each individual
student
 about the 2 characters
differences.

Come together as a group

to discuss.

2 B1.1 Jesus loved everyone B1.1 Jesus loved everyone
regardless of physical regardless of physical
differences - Describes differences - Describes
ways in which Jesus ways in which Jesus
showed love regardless of showed love regardless of
physical differences. physical differences.
GODLY PLAY – Healing of In groups of 3 students are
the blind man. to research a few gospel
stories (QR Codes with
Discuss with the students different bible stories will
who did Jesus show love be displayed across the
towards? classroom). Jesus shows
How the person who was love and respect for others
shown love was physically regardless of their physical
different? differences.
In what way did Jesus Students must identify in
show His love? each story:
- Who did Jesus
Teacher explains how Jesus show love
loves us no matter what towards?
our physical differences - How the person
and we have to be like was physically
Jesus and love everyone different?
too regardless of - In what way did
differences. Jesus show His
love?
B1.1 Jesus loved everyone
regardless of physical
differences - Describes
ways in which Jesus
showed love regardless of
physical differences.
Recap prior lesson about
the different gospel
readings of Jesus showing
love and respect for
others.
Students choose one of the
gospel stories from last
lesson to create a comic
strip showing how Jesus
showed his love and
respect to others.
Draft out a comic strip and
then using Storyboard That
to create a digital comic
strip representing a gospel
story. (ICT, ENGLISH)
B1.1 Jesus loved everyone
regardless of physical
differences - Describes
ways in which Jesus
showed love regardless of
physical differences.
Recap prior lesson about
the comic strip students
created about Jesus gospel
story.
Students will write the
gospel story taking the
interpretation of the
person being helped out by
Jesus:
- How did the
person feel before
Jesus helped
them?
- How did they feel
as Jesus helped
them?
- How did they feel
towards Jesus?
(ENGLISH)
B1.1 Jesus loved everyone 1. Teacher
regardless of physical observation and
differences - Describes anecdotal notes of
ways in which Jesus student
showed love regardless of participation and
physical differences. attention in Godly
Play and discussion
Students divided into 2. Review students’
groups and create a play ideas about gospel
with a scenario in which a stories- did they
person needs help. How understand the
would Jesus help the story?
person? Play representing 3. Marking rubric
this scenario. guide detailing the
(DRAMA) comic strip and
how Jesus showed
love and respect to
others
4. Anecdotal notes
reading the
students
interpretation of
the other person in
on the gospel
stories
5. Observation and
anecdotal notes
from the student
plays
3 B2.1 Jesus loved everyone
regardless of physical
differences - Explains a
meaning of John 6:56.
How do we show love to
family members and other
people we love?
How do you think Jesus
shows His love to us?
Brainstorm ideas about
how we show love to
others?
Students to create their
own list of love
- Ways they can
show love to their
family and friends
4 C1.1 Catholics celebrate
the Eucharist – Compares
the symbolism of the
bread and wine to many
people forming one body
Review The Last Supper
with the students.
B2.1 Jesus loved everyone
regardless of physical
differences - Explains a
meaning of John 6:56.
MEDITATION – Meditation
about how Jesus gives
Himself to us through Holy
Communion.
After meditation:
Why do you think Jesus did
this?
How do you think you feel
after receiving Holy
Communion?
Students write a journal
reflection about Holy
Communion and how Jesus
gives himself to us through
this Sacrament.
C1.1 Catholics celebrate
the Eucharist – Compares
the symbolism of the
bread and wine to many
people forming one body
Students to create a
recipe/procedural writing
how to make bread and
how to make wine.
(ENGLISH)
B2.2 Report how the world
would be different if
people drew closer to
Jesus by receiving Him in
Holy Communion.
Teacher discusses how the
world would be different if
people drew closer to
Jesus through receiving
Him in Holy Communion.
Brainstorm ideas about
how the world would be
different with Jesus and
receiving Holy Communion
– Draw an outline of their
hand and then write in it
one way the world would
be different if people drew
closer to Jesus.
Bring the completed hand
to a prayer circle, with
each student sharing their
idea. (ART)
C2.1Gods family celebrates
the Eucharist – Name the
elements in the Liturgy of
the Word and Liturgy of
the Eucharist.
Students learn about the
Liturgy of the Word and
the different parts involved
in this section.
B2.2 Report how the world B2.2 Report how the world 1. Teacher
would be different if would be different if observation of
people drew closer to people drew closer to student
Jesus by receiving Him in Jesus by receiving Him in participation in
Holy Communion. Holy Communion. group discussions
2. Teacher can read
How is God calling each students lists of
“I live in everyone who person to live? love
receives me in Holy 3. Anecdotal notes on
Communion” Students research world journal entry – did
issues occurring in the students
Students draw an image world right now – for understand how
and brainstorm their example: poverty, Jesus gives Himself
understanding of this education, human rights. through the
sentence. Eucharist
Recap from previous In groups of 3 students are 4. Marking rubric on
lesson about how the to create a bill of rights on persuasive text –
world would be different a topic. (HASS, ENGLISH) where students
by drawing closer to Jesus able to express the
through Holy Communion. Present to the class and importance of
discuss with the class the receiving Holy
Students to write a different ideas and how it Communion
persuasive text detailing is linked to Jesus teachings. 5. Anecdotal notes
why they think receiving (DEBATE) and observations
Holy Communion is of bill of rights and
important and how it discussion
would make a difference in
the world today.
(ENGLISH)
C2.1Gods family celebrates C2.2 Memorises responses, 1. Anecdotal notes
the Eucharist – Name the gestures and prayers used and observations
elements in the Liturgy of during the Mass. from the tableau
the Word and Liturgy of 2. Checklist for the
the Eucharist. Teach students about the recipe/procedural
gestures and prayers used writing
Students learn about the in mass. Work sample –
Liturgy of the Eucharist journal reflection
through Godly Play. 3 activity tables where review by the
students rotate in groups: teacher
RESPONSE:
 Students are to form the How does the making of
tableau as a prayer for bread and wine like to
other classes. forming of one
(DRAMA, ENGLISH) congregation?
Follow the recipes
students can make the
bread and grape juice.
(HEALTH)
In their RE books- journal
reflection on how the
bread and wine is the
symbolism connected to
the forming of one body.
5 C2.3 States: The words of C3.1 Christians are called
the priest at the to love everyone as
consecration and the ‘another self’ – Identifies
words said before ways in which Christians
receiving Holy Communion love everyone as ‘another
self’.
Parish priest comes in to
discuss with the students Teacher discusses with
about actions, symbols and students about Jesus two
words used during the great commandments to
Consecration. His followers.
Students are to create Discuss how do we love
their own hand designed and serve others?
poster with the words How do we fail to serve
“Lord I am not worthy to others?
receive you but only say
the word and my soul shall Students create an
be healed” advertising poster with
Decorate the poster with ways we can follow Jesus
the signs and symbols commandment to love
relative to the Eucharist. your neighbour as yourself.
Students are given
elements of the Liturgy of
the Word and must put
them in order, explaining
what each part means.
Start creating mass booklet
including Liturgy of the
Word.
C3.2 State ways in which
people fail to behave as
Jesus taught.
Student collect and attach
to the class graffiti wall –
pictures or headlines from
magazines or newspapers
that show how people are
treated unjustly.
As a class discuss these
injustices and how people
are treated unfairly and
how they could be treated
better.
(ENGLISH, ART, HEALTH,
HASS)
Students are given Fish game with words by 3. Observation and
elements of the Liturgy of the priest and response anecdotal notes
the Liturgy and must put spoken. from students
them in order, explaining In pairs one student reads ordering the
what each part means. the priest words and the Liturgy of the Word
other students responds 4. Observation and
Continue creating mass anecdotal notes
booklet including Liturgy of PRAYERS: from students
the Eucharist. Cloze activity with the ordering the
prayer Liturgy of the
Kahoot quiz on the Jumbled phrases that the Eucharist
different elements on students have to put back 5. Kahoot quiz
Liturgy of the Word and together 6. Observation and
Liturgy of the Eucharist. anecdotal notes
GESTURES: from students’
Students mime responses, prayers,
appropriate gestures and and gestures
the other students guess 7. Mass booklet
assessment
C3.2 State ways in which C4.1 Continuing to wonder 1. Anecdotal notes
people fail to behave as at how Jesus strengthens and observations
Jesus taught. His followers to love every of student’s
human individual discussion with
Mediation – reflection regardless of physical parish priest.
time where students led differences – Review and 2. Marking rubric on
through an Examination of express the main ideas of advertising poster
conscience. the unit – ways in which we
- Reflect on times can follow Jesus
they failed to love commandments to
others Eucharist mass review: love one another
Liturgy of the Word and 3. Anecdotal notes
Write a prayer expressing Liturgy of the Eucharist, and observations
their sorrow and asking Gestures, prayers and of classroom
God to help them to love responses discussion about
their neighbour as how we fail to
themselves. Journal reflection on the behave as Jesus
unit - what they have taught – through
learnt through the unit? injustices & ways
What they have learnt we could improve
about Eucharist? 4. Students personal
prayer
 (ICT, ART) (ENGLISH, ART) Class circle: Prayer 5.
thanking God and each
student says one thing
they have learnt through
this unit of work.
Journal reflection
and observation
through review and
class discussion

PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses
student learning. Include how you would record the student achievement and how you would use this information for future teaching.

Assessments and evaluations of students will be done on a daily basis depending on the lesson. Some lessons involve activities that will have
marking rubric guides to assess their work. Other lessons will just involve anecdotal notes through observations or through a checklist or rating
scale to assess.
At the end of each week students will upload their Religion work for the week and do a daily reflection about what they learnt during the week
and how they feel they went in the class activities. (This will be uploaded on Seesaw for parents to access and for the teacher to leave a
comment about their progress of work). Seesaw provides an online portfolio including all the work samples from this unit of work to be all
accessible through one portal.
Through looking at the weekly work samples and reflection, the teacher will be able to assess how the students are progressing with the unit of
topic. Teacher will also be able to assess their own teaching strategies and implement any changes that would further improve the learning for
the students.
LESSON OBJECTIVES:

Linked to key learning: Gospel stories where Jesus showed His love and respect for others

YEAR 4 RELIGION COMIC STRIP

Name: _______________________________

Description Excellent Good Fair Poor Comments

Choose correct Gospel Story that

shows Jesus showing love and
respect for others

Correctly identifies the person

who receives the love and
respect from Jesus

Correctly shows how Jesus

expressed his love and respect
for this person

Creativity of the comic strip

(colour, design, creativity)

How Jesus and the person felt

are expressed through the comic

Feedback and general comments:

REFERENCES:

Canva. (2019). Design anything. Publish anywhere. Retrieved from

https://www.canva.com/

CEWA. (2019) Catholic Education Western Australia – Our Schools. Retrieved from
https://www.cewa.edu.au/our-schools/

Fox, M., & Ghosh, R. (2018). I'm Australian too. Gosford, NSW: Omnibus Books, an imprint of Scholastic Australia Pty Ltd.

Religious Education Archdiocese of Perth. (2015). Coming to Your Table. Retrieved from
https://www.dropbox.com/sh/bw42c621lodt7vr/AABgotO4Jo72wXq48OTCROVba/Primary/Year%204?dl=0&subfolder_nav_tracking=1

Storyboard That. (2019). Create your own Storyboard That. Retrieved from
https://www.storyboardthat.com/storyboard-creator