RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED3619/5619 Principles of Primary Religious Education 2

Unit Title 3.1 Church Student Number 20161472

Date of Submission 13.05.2019 Student Name Jordan Challis

 PLANNING OVERVIEW – TERM
Year Level Unit Title Human development topic Jesus Topic
Three 3.1 Church People participate in Jesus calls people to
communities participate in God’s family
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The salvation topic of Church is explored and taught to year three student’s through the key understandings of human development, Jesus and Church.
These key understandings are explored throughout the duration of the five week unit. Human person is explored through the idea that people participate in
communities. The student’s learn that a community is a group of people who share common characteristic, similar interests and solve problems together.
The student’s explore different types of communities such as their family that helps them develop a sense of identity and they learn that communities are
diverse in that are made up of many different people but who hold the same shared beliefs and values. The key understanding of Jesus is taught through
the idea that Jesus calls people to participate in God’s family. Student’s learn about the family of God, that it is the church and that it helps people be drawn
closer to God. Student’s learn that by celebrating the sacraments and praying, they are participating in God’s family. The student’s learn that to become
members of God’s family they must tell others about his church and how to participate in it.

The key understanding of Jesus is explored through student’s learning about Mary, the Angelus and how God’s family is called to show love and participate.
The students learn that Mary is a role model because of her bravery when saying yes to God to be the mother of Jesus. The student’s learn about the feast
of annunciation and why it is celebrated. The Hail Mary and the Angelus are two prayers that the students learnt to recite. They do this because it reminds
people of Mary saying yes to God and her participation in bringing God’s family on earth. The student’s learn when to pray the Angelus and the custom of
bells. Student’s identify ways that we can show love and participate in our communities in order to be a part of God’s family.

The five week unit engages student’s into the general capabilities of literacy, through tasks such as letter writing, poster making, brainstorming and through
the addition of children’s literature. ICT, through the use of online collaboration tools such as Poplet, Mind Mup and Kahoot. Critical and creative thinking
through interpreting bible stories and scriptures and personal competency by being able to present their understandings in many ways.

The religious capabilities of faith, hope, charity, prudence and fortitude are also developed within student’s throughout this unit of work. Faith is developed in
this unit of work when the students learn the Hail Mary (W3, L3) and when the student’s learn about the family of God (W2, L1). When student’s play a true
or false game (W4, L4) they are developing the religious capability of hope because they pose questions about the good in themselves. Through the
student’s researching Mary and why she is a role model (W3, L1), student’s develop charity. Prudence is developed when student’s engage in role play
activities to re-enact a situation or experience (W3, L1). Lastly, fortitude is developed when student’s recite the Hail Mary and think ‘what would Jesus do?’
in a range of scenarios (W4, L4).

Through the key understandings of human person, Jesus and Church, the salvation topic of Church is explored. This therefore, aids in the development of
the human person as student’s gain religious capabilities that they would not develop from other learning areas.
Key Understandings and Learning Points
Human person Jesus Church

People participate in communities
• What is a community?
• How is family a type of community?
• What do people need to do to participate in
communities?
Jesus calls people to participate in God’s family
• What is the ‘family of God’?
• Who belongs to the ‘family of God’?
• How do followers of Jesus participate in God’s
family, the church?
• Why should people become members of God’s
family, the church?
• How do people participate in the Church
community?
• Who is part of the Church community?
Mary is a model for saying yes to God
• How was Mary called to be part of God’s family?
• How is Mary a role model?
• What is the Annunciation?
• Why do people pray the Hail Mary?
Catholics pray the Angelus
• Why do people pray at different times throughout the
day?
• What is the Angelus?
• Why do people pray the Angelus?
• What does the Angelus recall?

The catholic church celebrates Mary

• What important days do people celebrate?
• Why do people celebrate important days?
• What is a Feast Day?
• Why do people celebrate feasts in honour of Mary?
• What are the Feast days celebrating Mary?

God’s family is called to participate and show love

• How would Jesus want his followers to participate in
communities?
• What does the Second Great Commandment teach
people about treating others in a community?
• How do people show love as Jesus taught within
their families?
• How do people show love, as Jesus taught, within
the Church?

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
• Teacher witness: During teaching of the ‘human person’ topic, the teacher will add personal experiences when discussing the
communities they are a part of such as a netball team. The teacher will also share information about their family using images to support
this. During the teaching of the ‘Jesus’ topic, the teacher will share how they participate in God’s family and in their community. During
the teaching of the ‘church’ topic, the teacher will show personal experiences through giving a personal example of a role model they
have, giving examples of how they celebrate Good Friday and through giving examples of how we show love to our families.

• Catholic World Views: Communities are important within the Catholic faith because as a community we work together towards shared
beliefs and values. As Catholics we are a community of believers and student’s should understand the connection between their family,
a sporting club and God’s family-that they are all a community where people gather to participate in shared interested and love and care
for one another. The understanding and knowledge of Mary is important within the Catholic faith as it is a role model in which the
students can look to as an example to show how they can be part of their faith. Mary shows love, strength and selflessness when she
said yes to God and throughout her life.

LEARNING AND TEACHING PROGRAM

Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
Human Person Human Person Human Person Human Person Human Person Lesson 1: Student’s will be
1 The teacher will read the The lesson will begin with a The student’s will be asked The class will discuss what Students will be placed in assessed by a checklist to
book ‘Counting on bible quote on the board to bring a family photo to they do in order to pairs and will be creating identify whether their
Community’ by Innosanto (1 Thessalonians 5:14) school. The student’s will participate in their school their own community. For understanding of the
Nagara. The class will “And we urge you, be creating a poster about community. The students example a sporting team. concept of communities is
discuss what a community brothers and sisters, warn their family as a will brainstorm the roles In this community the correct.
is through focus questions those who are idle and community. First the and responsibilities people student’s will have to
such as, disruptive, encourage the student’s will discuss their have and the values and describe the roles and Lesson 2: The teacher will
• What is the disheartened, help the family photo with a beliefs we need to hold in responsibilities of people take anecdotal notes during
definition of a weak, be patient with partner. Then, they will use order to be a part of the order to participate in that the round robin to identify
community? everyone.” The class will the family photo as the community. The students community. For example, the student’s who
• What types of discuss what this quote centre of their poster. The will then think, pair share at a sports club players understand how their
communities do means and how this student’s will use words about the roles and have the role of attending families relate to traditions,
people belong to? relates to our topic of and drawings to show how responsibilities of people training and games in histories and languages.
• Can people community. their families engage with in their families and what order to participate in that
belong to more The class will discuss how each other such as through they need to do to community. The student’s Lesson 3: The teacher will
than one families are a community birthdays, traditions, participate in their family will create a PowerPoint assess the students through
community? through the teacher languages etc. The community. Student’s will presentation using their a checklist. The checklist will
• What types of bringing in personal photos student’s will present their share their ideas with a iPads and will present this be used to assess the poster
things do people to show the people in their posters to the class at the partner and then the to the class at the end of the student’s have created
do when they family. The teacher end of the lesson to show teacher will select the lesson. and whether the students
 belong to a
community.
The student’s will be in
small groups discussing a
specific focus question.
The class will discuss the
answers to each question
and will create a class
Poplet to display their
understandings.
Jesus
2 The class will discuss and
define the term ‘Family of
God.’ The teacher will ask
probing questions such as:
• Who is in the
Family of God?
• What is the
difference
between our
families and the
family of God?
• Who can be in the
Family of God?
The class will create a
brainstorm using Mind
Mup to answer these
questions and display their
understanding. The
students will then draw a
picture of what they
understand the family of
describes that their family
is a community that they
belong to. There will be
three, A3 pieces of paper
with the words, ‘traditions,
languages and histories’
(Appendix 1) on them that
the student’s will use to
complete a round robin.
The student’s will get a few
minutes at each station to
write about their families
traditions, histories and
languages. The class will
read and discuss these
making note of how all
families are different and
that these traits develop
our sense of identity.
Jesus
The class will learn about
how the followers of Jesus
participate in God’s family
by the class having a snow
ball discussion about what
we do to participate in
God’s family. The teacher
will offer an example first
to assist the students such
as praying to give thanks.
The student’s will then
complete a Venn diagram
on their iPads about how
we participate in our
family community, how
Jesus’ followers participate
in the church and the
similarities. The class will
collaborate to begin a
Venn diagram before the
student’s will individually
how their families are a
community.
Jesus
The lesson will begin with a
discussion about why we
belong in God’s family. The
teacher will suggest an
idea to begin the
discussion such as,
because he gives us
strengths in hard times.
This helps student’s
understand why other
people should be a part of
the family of God. The
student’s will then use the
lesson to create a
persuasive letter to a
person (the community)
about why they should be
a part of the church. The
teacher will discuss with
the student’s about how
Jesus wanted us to spread
student’s to share with the
whole class. These ideas
will be added onto a class
mind map.
Jesus
The students discuss ways
we participate in the
church community and as
a class they will provide
five examples. The class
will be placed into five
groups and each group will
get an example. With this
example, each group will
created to role play about
how we participate in the
church community. The
teacher will provide an
example about how their
family attends mass on a
Sunday morning. The
student’s will have time to
practice and plan their role
play and then each group
will perform their role play
to the class.
Jesus
The lesson will discuss who
is part of the church
community. The student’s
will be given coloured card,
scissors, glue and
magazines. The student’s
will create two hand prints
(Appendix 5) . One that
they will use to draw and
write about themselves
and the other they will use
to find a person in a
magazine to cut and glue
onto the hand. The
purpose of this activity is
to show that God’s family
is diverse and made up of
many different people. The
hands will be placed
together to make a class
display on the window. The
have understood how their
families engage with each
other.
Lesson 4: The teacher will
take anecdotal notes to
show the student’s who
were able to make
connections between
communities and their
families.
Lesson 5: The teacher will
use a checklist to assess the
students PowerPoint to
determine who understands
the connect between
community and roles and
responsibilities of the
people within.
Lesson 1: The teacher will
take anecdotal notes
depicting which students
could correctly answer
the questions relating to
the topic of ‘Family of
God.’
Lesson 2: The teacher will
assess the student’s Venn
diagram through a
checklist to see which
student’s were able to
identify the similarities
and differences between
how we participate in our
family community and
how Jesus’ followers
participate in the church
community.
 God to be (Appendix 3).
The students will present
their poster with a
sentence or two explaining
what their drawing is
about.
Church
3 Student’s discuss who
Mary is and how she was
called to be part of God’s
family. The teacher will
guide the discussion with
focus questions such as:
• When was Mary
called to be part
of God’s family.
• What is a role
model?
• How is Mary a
role model?
• What actions of
Mary show that
she is a role
model?
The student’s will then be
creating a cartoon strip
(Appendix 5) that shows
finish their own. At the
end of the lesson some
student’s will be invited to
present and share their
Venn diagram to the class.
Church
The teacher will present a
godly play on the story of
‘The Birth of Jesus
Foretold’ (Luke 1:26-38).
After the godly play, the
teacher will discuss with
the students that the
annunciation is the
announcement of the
incarnation by the angel
Gabriel to Mary. In the
lesson the students will
role play this scene. The
class will discuss the
emotions and feeling Mary
would have gone through
during this time and the
class will discuss the link of
Mary being a role model
by saying ‘yes’ to God and
the news about the church
and how to be members of
his church. The teacher will
place a checklist on the
board of things student’s
will need to include in their
letters such as:
• Dear ___
• Who you are
• Why you think
they should be a
part of the church
community.
• Give personal
examples of your
involvement in
the church.
Church
The lesson will begin with
the student’s singing the
Hail Mary.
The class will then discuss
why people pray the Hail
Mary. The teacher will
discuss with the student’s
that it is because Mary is a
role model and we that we
pray the Hail Mary to get
her strength and her ability
to put trust in God. The
teacher will put the lyrics
up on the smartboard and
the students will learn the
Hail Mary. The student’s
can put the prayer with
actions to help them
remember the words. The
class will perform their
Church
A mind map will be on the
smartboard with three
heading.
• What times of the
day do we pray?
• Why do people
pray at these
times of the day?
• Why is it
important for
people to make
time within their
day to pray?
The class will have a
discussion about these
questions and add their
answers to the mind map.
The student’s will then
create a prayer for a
certain time of day. The
display will be titled ‘God’s
family is made up of
everyone!’ The class will
discuss what this
statement means and how
it relates to the activity
they completed.
Church
The teacher will ask the
students if they have heard
of the Angelus before and
if so, what is it. The
teacher will explain to the
student’s that the Angelus
is a special prayer that
reminds people of Mary
saying yes to God and her
participation in bringing
about God’s family on
earth. As a class they will
read the Angelus and then
the student’s will receive
the Angelus in parts and
the student’s will have to
put it back together in the
correct order. The
student’s will glue these
onto a piece of coloured
Lesson 3: The teacher will
assess the student’s
ability to write a
persuasive letter on the
topic. This will be assess
to show that the students
have included the all of
the correct information.
Lesson 4: The teacher will
mark students against a
checklist to determine
the students who had a
good understanding of
the task and who
participated in it
affectively.
Lesson 1: The teacher will
take anecdotal notes on
the students who were
able to correctly answer
the teachers focus
questions.
Lesson 2: The teacher will
assess the students
against a checklist to
determine their
participation and
contribution in their role
plays.
Lesson 5: The teacher will
assess the students
against a checklist to
determine the students
 when Mary was called to
be part of God’s family and
how Mary is seen as a role
model. The class will
present their cartoon strips
to the class.
Church
4 The teacher will give an
example of a personal date
they celebrate as a family
such as Good Friday. Then,
the student’s will think,
pair, share about
important dates that they
celebrate. The teacher will
then take their answers
and add it to an explosion
chart that outlines many
different celebrations. The
student’s will be grouped
and each group will be
given a celebration and a
piece of A5 paper. The
student’s will need to
collaborate and write why
this celebration is
celebrated. For example,
we celebrate Easter
because it is the day that
Jesus Christ resurrected.
The student’s can use
words and images to
explain this. The student’s
putting her trust in God.
The student’s will have the
lesson to plan and prepare
their role plays and at the
end of the lesson the
groups will present their
performance to the class.
Church
The teacher will have feast
days on laminated cards
(Appendix 7) hidden
around the room. The
student’s will go on a
scavenger hunt to find the
feast days and put them on
the board. The teacher will
ask what is common about
all these cards – They are
all feast days. The students
will be given the choice of
Christmas, Pentecost, Ash
Wednesday and the
baptism of Jesus to create
a poster about the feast
day. The teacher will
provide the students will a
personal experience of
how they celebrate a
certain feast day. The
poster will need to include:
• Name the Feast Day
• Provide the date of
the Feast Day
song to the class next
door.
Church
The student’s will watch a
YouTube video on when
the Angel Gabriel came to
Mary. The teacher will
discuss with the student’s
why they think people
celebrate feasts in honour
of Mary. The teacher will
discuss that ‘Catholics
celebrate feast days that
recognise important
events in Mary’s life’ such
as Feast of the
Annunciation. The teacher
will have a list of feasts
days of Mary on the board
and when they are
celebrated. Mary, the
Mother of God (1 January)
• Feast of the
Annunciation (usually
celebrated 25 March)
• Mary, Help of
Christians (24 May)
teacher will provide an
example of a prayer that
they say at lunchtime. The
student’s will write these
on coloured cards and
decorate them. The
student’s will discuss their
prayers and some
student’s will be invited to
share them. These will be
added to a prayer box that
the student’s can use
during the day to pray.
Church
The class will discuss the
bible quote (Ephesians
5:25) “Husbands, love your
wives, just as Christ loved
the church and gave
himself up for her,” and
how it relates to the topic
of showing love to one
another. The class will
discuss what is meant by
the term ‘followers.’ The
class will create a
brainstorm showing
different ways that we can
participate in the
community as Jesus’
followers. The student’s
will then play a game of
true or false (Appendix 8)
where the teacher will
read out a scenario and
the student’s will need to
decide whether it is a good
example of how Jesus’
followers should
participate in the
card and the student’s will
write why we pray the
Angelus on the bottom of
the poster. The teacher
will introduce a bell to the
student’s and will explain
that in church customs
bells of the church and
monasteries are rung to
remind people to stop and
pray the Angelus.
Student’s will be able to
ring the bell three times a
day to practice reading the
Angelus.
Church
The class discuss what the
two greatest
commandments are. The
teacher will ask student’s
what is meant by the
seconded greatest
command ‘Love your
neighbour as yourself.” In
pairs, the student’s will use
the bible verse (Matthew
22:36-40) to understand
the second greatest
commandment. They will
write this verse to use as
the centre of their posters
and add drawing sentences
that depicts what they
believe the second great
commandment is. For
example, my neighbours
are my family and I treat
them with the same
respect. The teacher will
provide a person
experience by sharing a
story of when they have
who were able to
correctly piece together
the Angelus.
Lesson 1: The teacher will
assess students against a
checklist to determine the
students who were able to
correctly identify why a
certain celebration is
celebrated.
Lesson 2: The teacher will
assess students on their
posters through a checklist.
The checklist will show the
students ability to identify
all the appropriate content,
the correctness of the
content, their ability to
correctly research and the
presentation of their poster.
Lesson 4: The teacher will
assess students ability to
show different ways we
participate in the
community as Jesus’
followers. The teacher is
looking for the students
 will then explain their
reasoning behind each
celebration and the A5
pieces of paper will be
added to the explosion
chart.
Church
5 The student’s will have a
snowball discussion about
how we show love to our
families. The teacher will
add personal experiences
about how they show love
to their family. The
student’s will be placed
into small groups. In the
small groups, the student’s
will play a game of
charades where one
student will act out a way
they show love to their
families using actions and
no words and the other
student’s in the group
need to try and guess what
they are acting out. The
students will take it in
turns to act out and guess.
• Include one or two
lines explaining what
the Feast Day
celebrates.
• Drawings
• Bible stories.
The student’s will research
their feast day using books
and websites and will
create their poster on their
iPads using the app Canva.
The student’s will present
their feast day posters to
the class.
Church
The student’s will revisit
what they discussed in the
previous lesson about how
they show love to their
families. The task for the
student’s will be to write a
letter to their families or a
person in their family,
giving thanks for
something and showing
love for them. The
student’s can decorate
these letters and put them
in envelops that can be
given to their families at
the parent information
night. The teacher will
write key points that they
students will need to
include in their letters such
as:
• Persons name
• The action that
the person did to
• Mary’s Assumption
into heaven (15
August)
• Mary, Mother of the
Church (First Monday
after Pentecost
Sunday)
The student’s will use their
iPads to match the correct
date to the feasts day to
complete the class mix and
match.
Church
The teacher will discuss
what we learnt last lesson
about how we show love
to our families. The
teacher will ask the
student’s “how can we
show love in our the
church?” With a bible
scripture written on the
board. (Romans 10:17)
The teacher will explain
that we can show the love
that in the church through:
• Participating in
the parish Church
community with
prayers and going
to Mass
• Treating all
members of the
community with
respect
• Helping when
asked
community or if it is not.
For example, I am walking
out of the shops and the
person in front of me
drops a $20 note. I pick it
up but he is too far away
from me so I just keep it.
The students would need
to determine whether this
is how Jesus’ would want
his followers to interact in
the community or not. If
not, the students will
explain why not or how
they could change the
scenario so that it is
correct.
Church
The class will brainstorm
what they remember
about how we show love
to our families and how we
show love in our church.
The class will create a Venn
diagram (Appendix 9) on
the smartboard using
drawings, text and
discussion about the things
that are the same and that
are different between
showing love with our
families and the church.
The teacher will place the
students names under
their contributions and the
teacher will ask students to
summarise or identify
parts of the Venn Diagram.
The teacher will video the
students explaining the
Venn diagram.
shown love to their
neighbours. The teacher
will then record the
student’s recalling the
second greatest command
and explaining their poster
to then compile a video
that can be showed at the
parent information night.
Church
In the last lesson the
student’s will be
completing a Kahoot quiz
that demonstrates their
learning and
understandings from the
unit of work. The student’s
are to complete the quiz
independently and the
results will be kept for the
teacher as a form of
summative assessment.
During the quiz the teacher
will ask students expand
on their answers and
asking students to justify
there reasoning. Examples
of questions asked in the
Kahoot include:
• Which is not a
way we show love
to our families.
who can give correct
examples.
Lesson 5: The teacher will
assess the students ability
to recall the second great
commandment and an
example of how we can
show it through a checklist.
This will depict the students
who can do this correctly.
Lesson 2: The teacher will
assess the students
letters through a
checklist. The checklist
will determine the
students ability to
correctly identify:
• Persons name
• The action that the
person did.
• Why they are
thankful.
• How you will show
them love when
you see them next.
Lesson 3: The students
will be assess on their
pictorial poster. The
teacher will assess them
against a checklist to
identify the students who
 make you give • Following the
thanks. example of Mary
• Why you are These points will be added
thankful for what onto a mind map and
they have done. student’s will then discuss
• How you will these and add points to
show them love show their understanding
when you see of each dot point. The
them next. student’s will then create a
• Signed off with pictorial poster that
your name. depicts the learning points
The teacher will write an only in drawings, for
example letter using a example, helping when
personal experience and asked could be someone
will read it to the students helping an elderly lady
before they begin the task. carry her groceries to the
car.
• What does correctly showed how we
‘community’ show love in the church
mean. pictorially.
• Name a feast day
celebrated in Lesson 5: The teacher will
Australia.
save the results from the
• Why was Mary a
Kahoot to use as
role model?
summative assessment.
The teacher will record
the students results to
determine their
achievement over the
unit.
Reference:

Bible Study Tools. (2015). Bible verses about Church attendance. Retrieved from: https://www.biblestudytools.com

Brother Francis Online.com (2013). Ep7 The Annunciation: The Angel Gabriel appears to Mary. [Video file]. Retrieved from:

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

Catholic Church in Australia. (2013). Prayers Blog. Retrieved from: https://www.catholic.org.au/prayers/blog

Catholic Education WA. (2019). Church 3.1. Perth, WA: Author. Retrieved from:

https://www.dropbox.com/sh/l8rjgmvgrmdy15i/AAD8r1cl_qcpHTYb4va8xXE7a?dl=0

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