RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
2018
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Coming to Your Table Student Number: 20164285

Date of Submission: 21/05/2018 Student Name: Kade Broad

 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
4 Coming to Your Table First Holy Communion – Eucharist Students wonder at how their bodies
are different and how that is a
reflection of how God created us
differently. Students discover that
God loves all of us personally, from
which students develop a sense of
resilience in themselves.

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Students discover the differences between people (each other) and wonder at why God created people differently and what this suggests about God.

Students discover that their physical differences are one way that God shows that every human being is special to God. From this, students develop an
understanding that God knows and loves each human being personally, and in a special unique way.

Through the study of scripture students learn how Jesus showed his followers that they should love every human being even if they are different. To help
them do so Jesus draws his followers closer to himself, and to others, through Holy Communion.

Students recognise that through Jesus calling them to receive the Holy Communion he is expressing his desire to be close with them. Students learn that the
bread and wine, which Jesus changes into his Body and Blood, come from grains of wheat and grapes. The bread and wine are symbols that remind students
that Jesus draws them together to receive him in Holy Communion. Students develop an understanding and appreciation for celebrating the Eucharist as a
member of God’s family.

Students discover that the more frequently they celebrate the Eucharist, the more they are helped by Jesus to love others as they love themselves,
regardless of differences. This ties in with the physical and cultural differences that students identify earlier in the unit of work.

The basis of the unit is for students to develop an understanding of how Jesus strengthens his followers to love one another, and how receiving the Eucharist
that can empowered them to do so.
Key Understandings and Learning Points
A Wondering at the Creator
A1 Wondering at our bodies which are different
A1.1 Expresses wonder at the differences in
people’s 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.
Links to General Capabilities (+ Religious and Spiritual Capabilities are also highlighted throughout document)
Literacy Numeracy
B 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.
ICT Critical and Creative Ethical behaviour
Thinking
C Christian Response
C1 Catholics celebrate the Eucharist
C1.1 Compares the symbolism of the bread and
wine to many people forming one 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.
Personal Intercultural
Competency Understanding
LEARNING AND TEACHING PROGRAM
Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
A1.1 Expresses wonder at A1.1 Expresses wonder at A2.1 Expresses wonder at A3.1 Celebrates God who A3.1 Celebrates God who loves 1. Anecdotal
1 the differences in the differences in God who created bodies loves each of us each of us personally (students notes.
people’s bodies (students people’s bodies (students different (students personally (students discover how God loves them 2. Work
wonder how our bodies wonder how our bodies wonder at God who discover how God loves in their uniqueness). sample/check
are different). are different). created everybody them in their list.
differently, and what this uniqueness). Students participate in a class 3. Work sample,
Students read the text Students create a suggests about God). prayer anecdotal
‘We’re All Wonders’ by physical profile of Share with students (gather/listen/reflect/respond). notes.
R.J. Palacio. Students themselves and a Students role play Psalm 150. Students Students write a prayer to God 4. Rubric.
discuss August’s physical partner. Cross-curricular, scenarios, one where compose their own thanking him for physical and 5. Work sample,
differences and how he students use measuring everybody is the same, psalm praising and emotional traits that they are anecdotal
struggles to fit in. tapes to measure and another were people celebrating God who appreciative of (to be used at notes.
Students write a short different body parts. are different. Students loves them. Students prayers of the faithful).
story about someone complete a short create choreography to
who is physically Activity Sheet 1 reflection based around go along with their Psalm (Literacy, Critical and Creative
different. the questions who and present them to the Thinking)
(Numeracy, Personal planned that our bodies rest of the class.
(Literacy, Intercultural Competency) would be different from (Prudence, Fortitude,
Understanding, Ethical another? What would Resource Sheet 1 Temperance)
Behaviour) (Prudence, Temperance) the world be like if we
were all the same? What (Literacy, Critical and
(Prudence, Fortitude) must God, who created Creative Thinking)
us all be like?
(Prudence, Fortitude,
(Personal Competency, Temperance)
Critical and Creative
Thinking, Literacy)

(Prudence)
 B1.1 Describes ways in B1.1 Describes ways in B2.1 Explains a meaning B2.1 Explains a meaning B2.2 Reports how the world 1. Rubric,
2 which Jesus showed love which Jesus showed love of John 6:56 (students of John 6:56 (students would be different if people anecdotal
regardless of physical regardless of physical identify how scripture related the values that drew closer to Jesus by notes.
differences (students differences (students about Jesus can be Jesus showed to their receiving him in Holy 2. Checklist.
learn how Jesus models learn how Jesus models interpreted and used as own lives). Communion (students identity 3. Work sample,
Christian values). Christian values). teachings in their own how people can be rubric.
lives). In small groups students empowered by receiving him 4. Anecdotal
In groups students Students use a scripture prepare and perform a in Holy Communion). notes.
conduct a Gospel search story another group Perform a Godly Play of short skit of a situation 5. Work sample,
for a story in which Jesus presented in the previous John 6:25-59 (Jesus the which reflects living like In pairs students review a checklist.
shows love and respect lesson to create a comic Bread of Life). Brainstorm Jesus in a situation that is newspaper and find stories
for others regardless of strip using an ICT app. and discuss what relevant to them, for that reflect individuals showing
physical differences. ‘Whoever eats my flesh example, a situation that similar values to Jesus, and
Groups plan and perform (Literacy, ICT, Ethical and drinks my blood they might find stories of individuals who were
a pantomime of the story Behaviour) remains in me, and I in themselves in at school. caught up in a conflict which
in front of the class. them’ means to students. could have been helped if they
Students write a (Justice, Fortitude, Students record a video (Literacy, Critical and drew closer to Jesus by
reflection of the story in Charity, Hope) blog (iPads) reflecting on Creative Thinking, receiving him in Holy
their RE workbooks. the scripture story and Personal Competency, Communion. Students write a
how it can be used to Ethical Behaviour) paragraph explaining each.
(Literacy, Critical and guide them in their lives.
Creative Thinking, (Hope, Charity, Justice, Activity Sheet 2
Personal Competency, (ICT, Literacy, Critical and Fortitude)
Ethical Behaviour) Creative Thinking, Ethical (Personal Competency,
Behaviour). Literacy, Critical and Creative
(Justice, Fortitude, Thinking, Ethical Behaviour)
Charity, Hope) (Hope, Charity, Justice,
Fortitude) (Hope, Charity, Justice,
Fortitude)
 B2.2 Reports how the B2.2 Reports how the C1.1 Compares the C1.1 Compares the C2.1 Names the elements in 1. Work sample,
3 world would be different world would be different symbolism of the bread symbolism of the bread the Liturgy of the Word and anecdotal
if people drew closer to if people drew closer to and wine to many people and wine to many people the Liturgy of the notes.
Jesus by receiving him in Jesus by receiving him in forming one body forming one body Eucharist (students identify the 2. Work sample,
Holy Communion Holy Communion (students identify the (students develop an elements of a mass so that checklist.
(students discover how (students discover how symbolism of the bread understanding of they can actively participate). 3. Anecdotal
their classroom could be the Holy Communion can and wine, and what it consecration and how notes.
different if they drew help them to serve God actually means to receive sacred this is in a mass).Share the book ‘We Celebrate 4. Work sample,
closer to Jesus by in their daily lives, within the bread and wine in the Eucharist’ by M. Smith, checklist)
receiving him in Holy and outside of the school Church). Students watch the which explains the elements of 5. Anecdotal
Communion). environment). YouTube video ‘Sophia the Liturgy of the Word and notes.
Share The Last Supper SketchPad: The Eucharist’ the Liturgy of the Eucharist. In
In small groups students Students participate in a scripture stories from the (https://www.youtube small groups get students to
brainstorm ideas that class liturgy different Gospels. Have a .com/watch?v=QcB7U correctly order the elements of
they would include on a (gather/listen/reflect/ class discussion on what em00n4), which explains the mass when the names of
‘Bill of Rights’ for respond) focusing on the bread and the wine how the priest the elements are jumbled up
students in Year 4, that drawing closer to Jesus symbolise. Get students consecrates the bread on pieces of card.
reflect drawing closer to by receiving him in Holy to write a short reflection and wine. Students
Jesus by receiving him in Communion. During the on what the bread and create a comic of the Resource Sheet 2
Holy Communion. reflection section the wine symbolise when priest consecrating the
Students have a class students create a Jesus offered each to his bread and wine. (Literacy, Personal
discussion on the ideas brainstorm of all the disciples, and what part Competency, Critical and
that they have different ways receiving of the mass this remind (Literacy, Critical and Creative Thinking)
brainstormed and how the Holy Communion can them of. Creative Thinking)
they would look if they help them draw closer to (Faith)
were implemented. A Jesus and serve God in (Literacy, Critical and (Prudence, Faith)
collaborative ‘Bill of their daily lives. Creative Thinking, Ethical
Rights’ is created and Behaviour)
displayed in the (Literacy, Critical and
classroom. Creative Thinking, Ethical (Prudence, Faith)
Behaviour)
Activity Sheet 3
(Hope, Charity, Justice,
(Personal Competency, Fortitude)
Literacy, Critical and
Creative Thinking, Ethical
Behaviour)
 (Hope, Charity, Justice,
Fortitude)

C2.2 Memorises C2.3 States: C3.1 Identifies ways in C3.1 Identifies ways in C3.1 Identifies ways in which 1. Work sample,
4 responses, gestures and • the words of the priest which Christians love which Christians love Christians love everyone as checklist.
prayers used during the at the Consecration everyone as ‘another everyone as ‘another ‘another self’ (students 2. Anecdotal
Mass (students discover • the words said before self’ (students identify self’ (students learn discover ways in which they notes.
how they can activity receiving Holy how the school Catholic about prophets who can try to love everyone as 3. Anecdotal
participate in mass Communion culture promotes love of were empowered by God Jesus loved everyone). notes, Rubric.
through responses, (Students discover how others). and showed loved to 4. Checklist.
gestures and prayers). they can activity others). Students brainstorm ways in 5. Anecdotal
participate in mass). Students discuss and which Christians try to love notes.
Leading on from the brainstorm ways that in Students watch a short everyone as Jesus did. In small
previous lesson students Parish priest comes into their Catholic school documentary on Mother groups students choose on of
go through and analyse a the classroom and talks environment they show Theresa who showed the ideas that the class
Mass booklet together as to the students about love to one another. love to everyone, brainstormed and plan a short
a class. In small groups what words he says at Students write a letter to regardless of physical skit highlighting how they
students use a Mass the Consecration of the a family from a different differences. Students could show love to someone
booklet to run through bread and wine, and country who want to record a short video blog else. Groups perform their skit
the elements of the Mass what they mean. He also send their child to the reflecting on how Mother in front of the rest of the class.
practicing responses, talks about the words school. Students highlight Theresa showed love for
gestures and prayers. that the faithful say in the letter ways they, other people, and list (Literacy, Critical and Creative
Students complete a before they receiving the and the school ways that they could Thinking, Personal
cloze zone activity Holy Communion and community fulfil show love to others in Competency, Ethical
matching responses and what they mean. Christian values to love their own lives. Behaviour)
prayers to sections of the Students are given the everyone, regardless of
Mass. opportunity to ask the physical differences. (https://www.youtube (Faith, Hope, Charity, Justice,
priest any questions. .com/watch?v=mEZGj Fortitude)
(Personal Competency, (Literacy, Critical and L1akt0)
Literacy, Critical and (Literacy, Critical and Creative Thinking,
Creative Thinking) Creative Thinking, Intercultural (Literacy, ICT, Critical and
Personal Competency) Understanding, Ethical Creative Thinking, Ethical
(Faith) Behaviour) Behaviour)
(Faith)
(Faith, Hope, Charity, (Faith, Hope, Charity,
Justice, Fortitude) Justice, Fortitude)
 C3.2 States ways in which C3.2 States ways in which C4.1 Reviews and C4.1 Reviews and C4.1 Reviews and expresses 1. Checklist,
5 people fail to behave as people fail to behave as expresses the main ideas expresses the main ideas the main ideas of the unit anecdotal
Jesus taught (students Jesus taught (students of the unit (students of the unit (students (students reflect on living a notes.
discover the effect of evaluate who people fail reflect on living a reflect on living a Christian life – serve God). 2. Work sample,
people failing to behave to behave as Jesus Christian life – serve Christian life – serve rubric.
as Jesus taught). taught, and what they God). God). Using their iPads students 3. Anecdotal
could do to treat others record a reflection of what Notes, work
Students work in pairs to better). As part of this unit Students create a mind they learnt in this unit, what sample.
go through the students visit an elderly map of all of the things they enjoyed the most, and 4. Anecdotal
newspaper and scrap Leading on from the home and spend some that they have learnt what they are taking away notes.
book examples of people previous lesson, students time with the residents. over this unit of work. from it going forward. If 5. Anecdotal
being treated unfairly or write a letter to those In this lesson students Students discuss how comfortable students share notes,
unjustly. Students choose who treated an individual write a reflection about what they have learnt their reflections with the rest checklist.
one of the people that unfairly, and outline ways what they have learnt in relates to different of the class, and the class
has been mistreated and in which they have failed this unit of work relates aspects/environments of responds.
reflect on how that to behave as Jesus taught to their experience, and their lives.
person is being and constructively what they got out of it. (Literacy, Critical and Creative
mistreated? How they outline how they could (Literacy, Critical and Thinking, ICT, Personal
might feel? What others treat others better. (Literacy, Critical and Creative Thinking, Competency, Ethical
could do about this? Creative Thinking, Ethical Personal Competency, Behaviour)
(Literacy, Critical and Behaviour) Ethical Behaviour)
(Literacy, Personal Creative Thinking, Ethical (Faith, Hope, Charity,
Competency, Critical and Behaviour) (Faith, Hope, Charity, (Faith, Hope, Charity, Prudence, Justice, Fortitude,
Creative Thinking, Ethical Justice, Fortitude) Prudence, Justice, Temperance)
Behaviour) (Hope, Charity, Justice, Fortitude, Temperance)
Fortitude)
(Faith, Hope, Charity,
Justice, Fortitude)