RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Primary Religious Education 20161646

13th May 2019 Saoirse Callan

 PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus Topic
2 Empowered to Love - Confirmation Love Confirmation
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The concept of “love” is one of the most important human lessons. Every human desires to love and feel loved, however it is one of the hardest tasks the human person will encounter. This
human desire is fulfilled by the Holy Spirit. The focus of this unit is love and how the Holy Spirit guides and strengthens us when it is hard to love. It is through the sacrament of Confirmation
that one’s ability is strengthened by the Holy Spirit. The unit focuses on the human experience of love - what it means to love and how we demonstrate our love (A1&2). Through love we
discover that God loves each of us personally, this is focused on in A3. The unit then focuses on Jesus’ love especially towards his parents (B1). In B2 we focus on the hardship of showing
love, but through Jesus’ lessons we are sent the Holy Spirit to strengthen us. We are taught to love just has Jesus loved us personally. In this particular unit of work, it is a focus to look at
scripture texts of how Mary overcame hardships in her life, demonstrated her love and how the Holy Spirit strengthened her (C1). C2 focuses on the sacrament of Confirmation. It is through
the Sacrament of Confirmation that one is filled with the Holy Spirit. It is through the Holy Spirit that Jesus’s followers have the strength to love just has he loved us. The unit also calls people
to love their parents just has Jesus loved his parents (C3). C4 focuses on Christians continuing to love and strengthen their love through the Holy Spirit, especially in hardships.
Key Understandings and Learning Points
Human person Jesus Church
A1 Wondering at experiences of love B1 Jesus loved others personally C1 Christians celebrate stories of how the Spirit strengthens to
A1.1 Shares ways people can show love for others by doing what is B1.1 States ways Jesus showed love for Mary and Joseph love personally
B2 Jesus Promises the Holy Spirit to help his followers to love C1.1 States that Mary was filled with the Holy Spirit
good for them
personally C1.2 Illustrates examples of how the spirit strengthened Mary to
A1.2 Recognises that people sometimes need to show love in ways B2.1 Explains what families and schools would be life if everyone love personally
that do not please others. received the special strength of the Holy Spirit to help them love like C2 Through Confirmation Catholics receive the Spirit filled with
A2 Wondering at God who created Love Jesus Mary
A2.1 Proposes answers to wonder questions about the God who C2.1 States that though Confirmation people receive the Spirit who
created love helped Mary
A3 Attribute: God loves each of us personally C3 Jesus calls his followers to love their parents
C3.1 States examples of ways Jesus’ followers love their parents
A3.1 Celebrates that God loves each of us personally
C4 Continuing to wonder at being empowered to love by the
Holy Spirit
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
The Catholic World View on love, is that we love others as we want to be loved. This links closely with the 10 commandments in particular -
honour your mother and father and love thy neighbour. In the Catholic world, romantic love is traditionally between a man and a woman only.
A lesson taught in the Catholic Church is that Jesus has taught us to love everyone just as he loves all of us. Personally, I was born into a
practicing Catholic family in Ireland. While growing up in Ireland it was evident that the country is a very committed religious community. I
attended Mass each Sunday and it helped me form many friendships and become part of a community. The parish was a tight knit family, the
priest knew who everyone was and could have individual conversations with us. I attended a Catholic Primary school, which focused highly on
being part of a community and a loving family. When I moved to Australia, I did not study religion for the rest of my primary school years as I
didn’t attend a private school. However, my mother enrolled me into religious studies outside of school to ensure I didn’t miss too much in my
education. I then attended a Catholic high school, in which I studied RE every day. I then went on to complete Religious Education at an
ATAR level which was my highest receiving mark. Throughout my time at high school, I focused on volunteering for the less fortunate. I spent
a lot of my time with St Vincent De Paul, making hampers and collecting supplies for the less fortunate. I have received all my sacraments so
far. I took on the name of St Angela during my confirmation. This name holds a lot of meaning close to my heart, as it is the name of my
grandmother on my father’s side. In terms of this unit of work, I pride myself off demonstrating love to each person in my life. I have overcome
a lot of hardship throughout my life and through those times the Holy Spirit strengthened my love when I felt I couldn’t show it. I turn to God
through prayer to reflect on my life and how I can move forward to strengthen my life. I attend Mass with my family at least once a month to
strengthen my views and understanding on the Catholic faith. When I eventually start my own family, I envision myself getting married in a
Catholic Church and asking God for his guidance. When I have my children, I will ensure they are continuing in my steps of a Catholic
religious education lifestyle.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
Shares ways people can show
love others by doing what is
1 good for them.
Appendix 1
Experience
Read the book “Love is” by
Diane Adams. Discuss what
happened in the story. Talk
about what the little girl did in
the book to demonstrate her
love to the little duck. Ask the
students “What does love
mean?”. Write on the board
“Love is…”, give students time
to think and then write on the
board what love means to
them. Discuss how to each of
us love is something different.
States ways Jesus showed
love for Mary and Joseph
2 students work well as a
Appendix 4
Read the story of “Jesus in the
Jesus
Temple” to the students,
while they are sitting in a
circle on the floor. Once the
story is read, the teacher
identifies the main points of
the story. As a class discuss
what each of the main points
mean.
Lesson 2
Shares ways people can
show love others by doing
what is good for them.
Provide each student with a
piece of paper that is cut into
a love heart. On their love
heart, they are to write who
loves them and the different
ways those people
demonstrate their love.
Students can use words and
drawings. In a prayer circle,
each student brings their
heart. By taking turns each
student is encouraged to
name one person who loves
them and how they
demonstrate their love.
States ways Jesus showed
love for Mary and Joseph
The teacher demonstrates
the story of “Jesus in the
temple” by using a Godly
Play. Students are to sit in a
circle and listen closely and
reflect on what the teacher is
saying. After the Godly Play
has been completed students,
are to orally answer the
wonder questions provided
Lesson 3
Shares ways people can
show love others by doing
what is good for them.
Appendix 2
Pose the question “I wonder
do we show love to everyone
in the same way?”. Discuss
the “circles of love” - which
includes strangers,
acquaintances, friends, family
and yourself. Place a large
paper copy of the circles of
love on the board.
Brainstorm and write
appropriate ways to express
love to each of those people.
Discuss why it is important to
express love appropriately.
States ways Jesus showed
love for Mary and Joseph
Review the “Jesus in the
temple” story. Students are
then to work in groups to
recreate the story using a
role-playing activity. They are
to present the story to the
teacher to ensure they
understand the true
meaning.
Lesson 4
Recognises that people
sometimes need to show love
in ways that do not please
others.
Reflect on the sentence, “Love
does not always mean pleasing
someone”. Student’s Think,
Pair, Share with their partner.
Explain that love is always
wanting to do what is best for
another person, even if it isn’t
always what they want. Write
some examples on the board.
Students trace their hand, cut
it out and then write/draw a
way in which we can show love
for someone that may not
always please them.
States ways Jesus showed
love for Mary and Joseph
The students are to create a
story map of “Jesus in the
Temple” utilising “Story Board”
app on their App. Their task is
to create the story and include
all the main parts of the story.
They must include; title of the
story, main characters, main
events and make it visually
appealing.
Lesson 5
Celebrates that God loves each
personally
Appendix 3
Begin the class with the “5
Finger Prayer”. Explain that God
loves each of us personally. Ask
the students how does God
show he loves each of us. As a
class brainstorm, what God has
given us to prove that he loves
us all personally. Students
create a class display around the
phrase, “God Loves Each of us
Personally”. Students are to
draw different things in their
lives that God gave them, to
show he loves them. Put the
display up in the class.
States ways Jesus showed love
for Mary and Joseph
Appendix 5
Students are to write a “post
card” to a friend. In their post
card, they can describe the
story and then they must
describe how Jesus showed his
love to Mary and Joseph when
he returned. At the end of the
lesson, the students can join in
a prayer circle and some
Evaluation and
Assessment
Love heart (L2)
Checklist - did students
identify someone who loves
them and did they provide at
least one example of how
they demonstrate their love.
Tick if it is right and cross if it
is wrong.
Hand/Foot Print (L4)
Checklist - did students
provide minimum one
example of how we show
love by not pleasing
someone.
Anecdotal Notes
During every lesson, teacher
would have a notebook or a
sticky note. Write any
observations that you notice
- a student who does not
answer anything or a student
who is very open to
answering questions. Use
these names to prompt
students in the following
lessons
Role Play (L3)
Observational Notes - did the
group, did they perform the
main parts of the story, did
they include all the main
characters.
Story board (L4)
Rubric - did they include a
title, all relevant content,
correct spelling and grammar
and make it visually
appealing.

Explains what families and
schools would be like if
3 everyone received the special
strength of the Holy Spirit to
help them love like Jesus.
Jesus
Appendix 6
Students need to understand
that there are seven
sacraments in total - in order
to see confirmation in its
context. Activity - each group
is given a sacrament to focus
on. They are to answer the
question on the activity sheet.
Once everyone is done the
pieces all join to make a
sacrament placemat. Explain
that Jesus gave his followers
sacraments, so that they
would learn to love everyone
just like he did.
States that Mary was filled
with the holy Spirit.
4 to love personally
Appendix 7
Start the lesson with students
Church
sitting in a prayer circle. The
teacher explains the story of
when Gabriel visited Mary by
using a Godly Play. Students
are to answer the questions
directed by the teacher to
reflect on the story. The
children need to focus on the
idea that Mary was “filled”
with the Holy Spirit. They are
by the teacher in class
discussion.
Explains what families and
schools would be like if
everyone received the
special strength of the Holy
Spirit to help them love like
Jesus.
Discuss the term “unloving
behaviour”. What does it
mean? Have you ever shown
an unloving behaviour? Write
a list of their suggestions for
unloving behaviour on the
board such as calling names,
punching, pushing, hitting,
tantrums etc. Ask the
students why people act this
way and how do they think it
may feel.
States that Mary was filled
with the holy Spirit.
Re-read the story of
Gabriel visiting Mary.
Discuss that when Mary
said, “Yes”, Gabriel’s
words came true. The
students are to paint or
draw the story for a class
display, titled: “The Spirit
made Mary strong to say,
Yes, to God”. Students sit
Explains what families and
schools would be like if
everyone received the
special strength of the Holy
Spirit to help them love like
Jesus.
Revise the term unloving
behaviour. Spilt the class into
small even groups. The
students in pairs role-play
“unloving to loving
situations”. Students record
their role-play on their iPad.
Discuss how you can change
unloving behaviour to loving
behaviour.
Illustrates examples of how
the Spirit Strengthened Mary
Appendix 8-15
Teacher reads the story of
when Mary visited her cousin
Elizabeth (Luke 1:39-45).
Discuss times when Mary
personally showed love for
others. Task - split the class
into 6 small groups. Each
group gets a bible story
(either text or a video
depending on their ability),
Explains what families and
schools would be like if
everyone received the special
strength of the Holy Spirit to
help them love like Jesus.
Talk to the students about how
it can sometimes be hard to
act in loving ways when we are
in hard situations. Explain to
the students that the Holy
Spirit gives us the strength to
overcome hard times. This
discussion will be directed
through two main focus
questions: Why is it sometimes
hard for people to act in loving
ways? How might families and
schools be different if people
could be strong enough not to
let difficulties stop them from
loving?
States that through
Confirmation people receive
the spirit who helped Mary.
Explain to the students that
Catholics celebrate ways in
which the Spirit helped Mary
when they: remember the
story of the angel Gabriel’s
visit in the Hail Mary and when
we celebrate in her honour.
Discuss the difficulties that
Mary faced in her life, which
links back to the previous
lesson. Write a list of
students can read their post
card aloud.
Explains what families and
schools would be like if
everyone received the special
strength of the Holy Spirit to
help them love like Jesus.
Create a class display with the
centre caption being
“Confirmation: the special
strength of the Holy Spirit helps
people to love”. On the left side
of the display students are to
explain what schools would be
like if we only demonstrated
unloving behaviour. On the right
side of the display explain what
families and schools would be
like if everyone received the
special strength to help them
love like Jesus.
States that through
Confirmation people receive
the spirit who helped Mary.
Appendix 16&17
Echo the prayer Mary Mother of
Jesus. Sit in the prayer circle
with candle. Start the lesson
with students completing the
“strengthened Like Mary”
worksheet using their
highlighter. Ask the students
what their answer was, which is
“Through Confirmation people
receive the Spirit who
Post card (L5)
Checklist - did the student
include the correct layout for
a post card, main parts of the
story, characters and
describe how Jesus showed
his love for Mary and Joseph.
Sacrament jigsaw (L1)
Anecdotal Notes - Write any
important notes from the
students working and any
comments made by them.
Role play (L3)
Watch the recorded videos
from iPads. Checklist - tick
or cross if students could
demonstrate unloving
behaviour and then
change it to show a loving
behaviour.
Wonder cloud (L1)
Checklist - tick or cross if
students gave a sensible
or accurate answer to the
question, “What does it
mean by the sentence
Mary is filled with the Holy
Spirit”.
Discussion (L5)
Anecdotal Notes - Write
notes and ideas given by the
students in the discussion.
Write names of students who
 to complete a wonder cloud.
On their wonder cloud, they
are to write what they think
means by the sentence “Mary
is filled with the Holy Spirit”.
States examples of ways
Jesus’ followers love their
5 parents.
Church
Discuss that Jesus taught his
followers to love one another
and for children to love their
parents. Identify that this is
the fourth commandment.
Get students to brainstorm, in
small groups, examples of
loving and unloving behaviour
towards their parents. Have a
class discussion as to why we
sometimes show unloving
behaviour. Focus Questions:
How do children sometimes
respond to parents and family
members in ways that are
unloving? What are ways in
which children can show love
towards their family
members?
in the prayer circle and
have the option to present
their creation to the class.
States examples of ways
Jesus’ followers love their
parents.
The students role-play ways
in which children could show
love and in doing so, obey the
fourth commandment.
Students should begin their
role play by demonstrating
unloving behaviour towards
their parents, then
demonstrate loving
behaviour. They then should
be explaining to the audience
what the unloving behaviour
was, how they changed it and
how it obeys the fourth
commandment.
This is an extension from L3
in week 3 - we should
unloving behaviour vs loving
behaviour to others. In this
lesson students focus on
loving vs unloving behaviour
to parents.
they are to read the story
and list the times when Mary
personally showed love for
others. They can display their
answers through pictures or
words on a “jigsaw” piece. All
pieces get joined together as
a class display. The teacher
and students take turns
summarising the stories and
how they demonstrate that
Mary loves us personally.
States examples of ways
Jesus’ followers love their
parents.
In small groups students are
to complete a Y chart about
showing love in families and
keeping the fourth
commandment. What does
showing love look like, feel
and sound like. Once
students have completed
their Y chart, class
collaborate to create their
own Y chart to display on the
wall. Each group should
contribute some of their
answers to the class Y chart.
After the Y chart is complete
the students engage in a
reflection session with focus
questions: What might our
parents, when they are tired,
need from us? What might
older brothers or sisters, who
are studying for exams, need
from us? What might our
grandparents, if they are sick,
need from us?
suggestions on the board.
Then direct the students to
think about the loving actions
of Mary. Students are to
complete a writing activity
with the title “Mary loved
when she…”. Teacher marks
work.
Review and expresses the
main ideas of the unit.
Provide students the lesson to
reflect on their learning unit.
Discuss what the students
have learnt over the unit of
work and what has stuck with
them the most. Give students
the opportunity for students to
create a poster, banner,
picture book or collage. They
are to specifically reflect on
God loving others by doing
what is good for them.
strengthened Mary”. Spend the
rest of the lesson focusing on
one focus question. Focus
Question - Why do you think
Jesus wants his followers to be
filled with and strengthened by
the Holy Spirit?
Review and expresses the main
ideas of the unit.
Appendix 18
Complete the Loving spirit self-
assessment. Prior to completing
the test the teacher should
revise what love is, how do
people show love to each other,
how can we love our families
and friends best and how can
we celebrate God who loves us
personally. The test should be
teacher directed - teacher reads
each question to all the
students and then they answer.
This is not designed to stress
the students, but to reflect on
what they have learnt.
have a deeper understanding
of the topic. Write names of
students who contributed
limited/ to no responses. Use
these names to prompt
students in the following
lessons
Role play (L2)
Watch the recorded videos
from iPads. Checklist - tick
or cross if students could
demonstrate unloving
behaviour and then
change it to show a loving
behaviour.
Final Assessment (L5)
Checklist - write each
question up the top of the
checklist. Tick or Cross if they
got it right or wrong.
Highlight the questions that
students got wrong. If it is a
common trend it will have to
be addressed in a later
religion lesson.
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.
Task
This rubric would be used for Week 2 Lesson 4. In that lesson
students are to use “Story Board” on their iPad to create a
story board of “Jesus in the temple”.

How I would record the student achievement:

- I would read and look closely at the student’s story board.

I would use a highlighter to give the student a mark on the title,
content, spelling/grammar and clarity.
- Once the rubric has been highlighted I would grade the student
overall from an A-E and record that in my personal records book.
- Feedback - I would write feedback in the form of three stars
and one wish. This provides feedback on both the good things
about their story board and what they can improve on next time.

How I would use this information for future teaching:

- I would gain an understanding of which students understand

the true underlying meaning of the scripture text and which
students did not understand the meaning.
- I would then be able to differentiate my teaching in the next
lessons - help those closely or 1-on-1 for a better understanding.
 As a teacher, I can change how I taught the scripture, maybe
the readings weren’t clear enough or my explanations.

Comment: