RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
2018
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Coming to Your Table Student Number: 20172889

Date of Submission: Monday 21st May 2018 Student Name: Sophia-Rose Berini
 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
4 Coming to Your Table Eucharist Wondering at our bodies which
are different
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Jesus started his Church as a means of reuniting people and overcoming human divisions. Jesus gave the Eucharist so he could unite the
people more as a body. The year 4 students will be receiving their first Communion this year and this unit of work is based around the Eucharis
in order to prepare the students to receive their Eucharist. The Religious Education unit will begin with wondering at our bodies which are
different. The many physical differences between people are a continuing source of wonder. Many people are driven to ask questions of why
God created people to be this way and what is suggests God is like. The students will come to the understanding that God loves each of us
personally and our differences are what make us who we are. The students will learn that Jesus showed his followers that they should love
every human individual regardless of how they might be different. The students will understand that Jesus draws them closer to himself
through Holy Communion. The students will learn all about Holy Communion and how it brings all Catholic’s closer together as God’s family.
The students will learn that regardless of physical differences, the more frequently they celebrate the Eucharist, the more God’s family are
helped by Jesus to love others as they love themselves. The students will learn how Catholics celebrate the Eucharist through Mass which
Jesus gave first during the Last Supper. The students will examine and learn the different parts of the Mass, paying close attention to the
words of the priest at the Consecration and the words spoken when receiving Holy Communion in order to prepare them for their Eucharistic
celebration. Students will develop the understanding that Christians are called to love everyone as they would love themselves, regardless of
physical differences as that is the way God made us and loves us. The overall take home message from this unit of work is that God made us
to be physically different from each other and he loves all of us for who we are. Through Communion, all Christians are brought close together
as they become a family with God.
Key Understandings and Learning Points
A: Wondering at the Creator: Wondering at B: The Promise of Christian Salvation C: Christian Response
God who created people’s bodies different
B1: Jesus loved everyone regardless of C1: Catholics celebrate the Eucharist
A1: Wondering at our bodies which are physical differences. C1.1 Compares the symbolism of the bread
different B1.1 Describes ways in which Jesus showed and wine to many people forming one body.
A1.1 Expresses wonder at the differences in love regardless of physical differences. C2: God’s family celebrates the Eucharist.
people’s bodies. B2: Jesus draws members of God’s family C2.1 Names the elements in the Liturgy of the
A2 Wondering at God who created our close to him through the Eucharist. Word and the Liturgy of the Eucharist.
bodies different B2.1 Explains a meaning of John 6:56. C2.2 Memorises responses, gestures and
A2.1 Expresses wonder at God who created B2.2 Reports how the world would be prayers used during the Mass.
bodies different. different if people drew closer to Jesus by C2.3 States:
A3 Attribute: God loves each of us receiving him in Holy Communion. • The words of the priest at the
personally. Consecration.
A3.1 Celebrates God who loves each of us • The words said before receiving Holy
personally. 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 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 Creative Ethical Personal Intercultural
• Knowledge and skills • iPad’s will be Thinking behaviour Competency Understanding
needed to used. Certain • Critical thinking: • What we ought • Emotional • Students make
understand, analyse apps for drawing appropriate to do and how dispositions and connections between
and evaluate activities and conclusions to we ought to live learning. their own worlds and
information, make the internet situations. is presented the worlds of others.
meaning and express for research. • Development of
• Creative thinking: through life skills through • Students will be
thoughts and applying new ideas to working consider their own
emotions, ideas and understanding of
specific contexts as collaboratively relationships. beliefs in a new light to
opinions, interact with well as presenting and coming to gain insight of
others and participate information and ideas ethical themselves and
in activities. in a creative way. decisions. others.
LEARNING AND TEACHING PROGRAM
Evaluation
Lesson 5
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 and
Assessment
A1.1 Expresses A1.1 A2.1: Expresses A3.1: Celebrates God A3.1 Students
1 wonder at the wonder at God who who loves each of us created
differences in people’s Students will return to created bodies personally. Students publish their Psalm’s are
bodies. their home groups from different. Psalm and make a class marked against
last lesson. Each group Children’s Literature: book. Each student is to a checklist.
Students will form will come up with their Using the song ‘We are ‘Why the Brolga Has create appropriate actions
groups of 4 (home own wonder question Delightful’ the students Only Two Chicks.’ to accompany their
 group). Students will on the class graffiti wall create other words individual Psalm and
number off from 1-4 in containing the title, ‘We which make people Share with the present it to the class.
their groups. All of the wonder at our bodies delightful. These words students Psalm 150.
1’s will form a group which are different’. As are included when The students are to Class Prayer: ‘How much
together, all of the 2’s a whole class, the singing the song. compose their own God loves us’.
together and so on. wonder questions are Wonder Questions to psalm praising and
Each number group is explored and be added to the graffiti celebrating God who
given a different discussed. wall and explored as a loves them personally.
activity to complete: whole class:
• 1’s: Activity sheet 1 Class prayer (Litany of • Who planned that Class Prayer: ‘God
on Physical Thanks): The students each of us would loves you just the way
Appearance. write their own prayer be delightful in so you are’.
• 2’s: Activity Sheet 2 by completing the many different
on Sensing sentence, ‘I give ways?
Senses. thanks to God for my • What would the
• 3’s: Activity Sheet 3 body which…’. world be like if we
on Physical Skills. were all delightful
• 4’s: Activity Sheet 4 in the same way?
on Different Bodies • What must God,
for Different Ages. who creates us all
Home groups are different, be like?
formed again, and
each member explains Class Prayer: ‘Special’.
their activity sheet to
their group.

Class Prayer: ‘Every

person is a gift of God’.
B1.1: Describes ways B2.1: Explains a B2.1 B2.2: Reports how the B2.2 Students
2 in which Jesus showed meaning of John 6:56. world would be image or
love regardless of The students design an different if people drew Students are to form their symbol from
physical differences. Godly Play of John image or symbol that closer to Jesus by small groups from last lesson 3 will be
6:56 is presented. represents the phrase: receiving him in Holy lesson. They are to discuss marked against
Children’s Literature: Focus is drawn to the ‘I live in everyone who Communion. contrary behaviour that a checklist.
‘Jesus Gives the words from Jesus receives me in Holy shows people find it hard to
People Food’. ‘whoever eats my flesh Communion’. The In small groups, the live in these ways. They Students ‘Bill
and drinks my blood students share their students are to are to create a poster of or Rights’ and
The students are lives in me and I live in work in groups of 3 and generate a ‘Bill of awareness towards these presentation
presented with Godly that person.’ Teacher their work is then hung Rights’ for students issues. As a class, will be marked
Play of Matthew 19:13- explains to the up in the classroom. their age. Each right discussion is formed against a
15. They assume the students that Jesus must begin with the around how the world rubric.
 role of the children in wants to be close to Class Prayer: ‘A Quiet following sentence would be different if people
the story to whom people, so he invites Moment with God’. starter: ‘Every student drew closer to Jesus by
Jesus showed them every person to Reflective music is has the right to…’. receiving him in Holy
love. They are to write become a part of the played, and students The students are Communion.
a note to Jesus family of God, the are invited to talk to allowed to create their
thanking him for the Church (Holy God about their symbol Bill any way they wish Class Prayer (Litany): The
way in which he Communion). Students or image. (electronically, drawn students trace around their
showed them love and are to create a with pictures, written hands. Inside the outline of
expressing how they brainstorm using the up, presented through the fingers the students
felt inside when this app ‘MindMeister’ actions and words write one way the world
love was shown. about all the ways their etc.). Each group is to would be different if people
parents/guardians seek present their ‘Bill of drew closer to Jesus by
Class Prayer: ‘It to deepen their love Rights’ to the class. receiving him in Holy
wouldn’t be the same’. with them. Communion. Students sit
Class Prayer: ‘How in a prayer circle and each
Class Prayer: Students much God loves us’. student shares their prayer.
create their own prayer After all students have
of thanks and love to shared, the class
their parents. responds: ‘Thank you
Jesus, for drawing people
close in Holy Communion’.
C1.1: Compares the C1.1 C1.1 C2.1: Names the C2.1 Students will
3 symbolism of the bread elements in the Liturgy be tested on
and wine to many The class is divided Continuing from last of the Word and the Students are to work in their ability to
people forming one into 2 groups: lesson, discussion is Liturgy of the small groups and research understand the
body. • Group A: The formed around: Eucharist. what the elements in the symbolism of
making of Bread. • Bread is made by Liturgy of the Eucharist the bread and
Students are to revise • Group B: The combining many Students are to work in are. They are to record the wine. Their
their knowledge about Making of Wine. grains of wheat. small groups and each answer on a coloured answers will be
the Last Supper Using narration and This symbolises research what the sticky note (each group is marked against
(taught in earlier years) mime, each group how Jesus wants to elements in the Liturgy assigned a different colour a checklist.
including: presents the process draw many people of the Word are. They for assessment purposes).
• The miracle at the (steps) involved in the together as one are to record each Once research has been Students will
Last Supper. making of bread and through the answer on a coloured conducted, students are to be tested
• Jesus repeats this wine. Eucharist. sticky note (each group stick their notes onto the (orally or
miracle at each • Wine is made by is assigned a different A3 paper titled ‘elements of written
Mass. Class Prayer: ‘Jesus, combining many colour for assessment the Liturgy of the depending on
Godly Play is you are Bread for Us’. grapes. This purposes). Once Eucharist’. As a class the the student) on
presented on ‘The Last symbolises that research has been students and teacher are to their ability to
Supper’. Jesus wants to conducted, students work together to place the correctly order
draw many people are to stick their notes the elements in
 Class Prayer: ‘Jesus into ‘one’ through onto the A3 paper titled elements in the correct the Liturgy of
the living Bread’. the Eucharist. ‘elements of the Liturgy order. the Word and
As a class, students of the Word’. As a in the Liturgy of
brainstorm and record class the students and Class Prayer (Eucharistic the Eucharist.
on a shared google teacher are to work Symbols Reflection): Place (Note: The
docs, ways Catholics together to place the symbols of the elements on elements will
see Jesus drawing elements in the correct the prayer table. Invite the be presented
people together at order. students to say how they to them out of
Mass. are used to celebrate the order and with
Class Prayer: The Liturgy of the Eucharist. some missing.
Class Prayer: Students students are to sing The students then take They need to
form the tableau of the ‘Jesus the Living time to personally reflect place them in
Last Supper. Reflective Bread’ all together in a and pray whilst reflective order and
music is played as circle around the music is playing. highlight what
students are given time prayer table. is missing).
to thank Jesus for what
he did.

C2.1 C2.2: Memories C2.3: States: the words C2.3: States: the words C3.1: Identifies ways in Students will
4 responses, gestures of the priest at the said before receiving which Christians love be tested on
Using the elements of and prayers used Consecration. Holy Communion. everyone as ‘another self’. their
the Liturgy of the during the Mass. knowledge of
Eucharist, the students Teacher is to present, The teacher explains to The students are to create the words the
are to cut out the Three different work in a jumbled form, the the students that a whole class brainstorm of priest says at
elements and place stations will be placed words of the Catholics say a prayer way in which Christians try the
them in their correct around the room: Consecration: before Holy to love everyone as Jesus Consecration,
order. In pairs, one • Station 1: The • “This is my Body” Communion, which loved everyone, regardless the words said
person removes one or priests words are • “This is my Blood” recognises that people of physical differences. before
more of the elements, written on the blue • “Do this in memory are neither perfectly Students are split up into receiving Holy
then their partner cards and the of me” loving nor perfectly three groups and each Communion
guesses which responses on the The students are to good. Catholics repeat group is to choose one and the
elements were pink cards. The unjumble the words the words that recall example. As a group they gestures used
removed. cards are to be and rearrange the the Roman centurion’s are to come up with a play in Mass.
The ‘memory game’ is jumbled on the phrases correctly. The statement of that highlights the concept Student’s word
repeated with the desk. The students students are to work unworthiness in a of love. Each group is to will be marked
elements of the Liturgy are to work in pairs together to make the prayer (Luke 7:1-10): perform their play to the against a
of the Word. to find the matching words into a class “Lord, I am not worthy class. Post each rubric.
cards. banner for a to receive you, but only performance, discussions
Note: Students will be • Station 2: Students Eucharistic celebration say the word, and I will occur around the Students
tested on their ability to are to place one of (Note: this will be shall be healed.” example they have chosen created plays
receipt all of the the prayers to represent. will be
 elements in order with (selected by the continued during art The students are to (Note: This may cross into assessed
no assistance (written teacher) used lessons). copy this prayer into their Drama lesson). against a
or orally). during the Mass to their RE work books. rubric.
movement to assist Class Prayer Individually, the Class Prayer: Reflective
Class Prayer: Students with memorising (Meditation Prayer): students are to reflect music is played whilst
sing ‘It’s Your Turn to them. The students are on these words and students are in a circle
Shine’ all together. • Station 3: One invited to use the create an around the prayer table.
student mimes a words of the image/symbol that Students are to say one
gesture and the Consecration as a represents the way thing what they love about
other students say meditative prayer. they make them feel. another person.
which part of the (Note: this can be done
Mass the gesture electronically or by
comes from. hand – choice is up to
the students).
Class Prayer: The
students will say their Class Prayer:
prayer they memorised Reflective music is
in this lesson whilst played, and students
doing the movement are invited to share
they created to their creation about
accompany it. their feelings.
C3.1 C3.2: States ways in C3.2 C4.1: Reviews and C4.1 Students
5 which people fail to expresses the main performance of
The teacher places in a behave as Jesus Students are to form ideas of the unit. Students are to partner up. their devised
lucky dip box items taught. their groups from last They are to test each other role play
such as: lesson. They are to Students are to look on their memory of the situation and
• Wrapping paper Students create two A3 pick another example back at the graffiti wall following: the answers
• Pen charts: from the failed created in Lesson 2 • The elements in the they give in
• Coins • Ways in which behaviour list. They are (A1.1). They are to Liturgy of the Word. order to alter
• Lolly people behave like to devise a role play of read the wonder • The elements in the the presented
• Pants Jesus taught. this situation. Each questions in which they Liturgy of the behaviour will
• Band aid • Ways in which group is to present created. They are to Eucharist. be marked
Each student selects people fail to their role play write a response to one • Responses used in against a
an item from the box. behave like Jesus containing someone of the wonder the Mass. rubric.
They are to explain taught. failing to behave as questions regarding • Gestures used in the
how they could use this Students are given Jesus taught. After their knowledge of how Mass. Students will
item to love others as magazines and each play has been God loves others • Prayers used in the be tested on
‘another self’, newspapers. They are performed, the class regardless of physical Mass. the information
regardless of physical to cut out articles and will discuss ways in differences. They are • Words of the Priest at presented in
differences. stick them onto the which the person in the to draw the Consecration. the final lesson
appropriate A3 chart. play could have acted images/symbols that wither verbally
 Students are to form differently (the way accompany the • Words said before to the teacher
Students are given the groups of 4 and Jesus taught) in the thoughts being receiving Holy or hand written
question: “How might I present their charts to presented situation. presented. Communion. and given to
love everyone, their group members. All of the resources used the teacher.
regardless of physical Each group is to pick Class Prayer: “How Class Prayer: Opening and made throughout this The answers
differences, like one way in which much God loves Us”. Prayer from “We Come unit of work will be will be marked
Jesus?” Reflective people fail to behave to Your Table”. available to assist this against a rubric
music is played in the like Jesus taught. They revision lesson. and an overall
classroom and are to compose a letter (Note: Calming music will grade will be
students are to write a addressed to Jesus be playing throughout the awarded.
personal response in highlighting the failed lesson.)
their RE books to this behaviour and how this Please Note:
question. makes them feel as a Students complete ‘A Throughout
Christian. Recipe’ Self-Assessment this unit of
Class Prayer: (Note: this lesson will sheet. work, during
Reflective music is integrate and overlap each lesson,
played, and students into English: Writing). Class Prayer: Opening observations,
are invited to say one Prayer from “We Come to points from
kind thing about the Class Prayer: Your Table”. discussions
student they are sitting Reflective music is and anecdotal
next to. played in the notes will be
classroom. Students recorded and
are to recall moments reflected on.
in their lives where Checklists will
they have failed to love be used
others as another self. throughout the
They are to silently majority of
pray a prayer of sorrow lessons to
for these times. track progress
and
understanding.
References:

Barlow, A. (retold). (1991). Why the Brolga Has Only Two Chicks, Macmillian, South Melbourne, Victoria.

Catholic Education Commission of Western Australia, & Catholic Education Commission of Western Australia. (1998). A planning guide for celebrating
liturgy in Catholic schools. Perth, W.A.: The Commission.

Catholic Education Office of Western Australia, (n. d.). Coming to Your Table. Religious Education, Archdiocese of Perth, Perth: Author.

Frank, P. (1989). Jesus Gives the People Food, Lion Publishers, Oxford.

Good Shepherd Parish. (2018). First Communion Parent Prayer. Retrieved from https://goodshepherdwayland.org/83

The Catholic Liturgical Library. (2018). The Catholic Liturgical Library. Retrieved from
http://www.catholicliturgy.com/index.cfm/FuseAction/DocumentContents/Index/2/SubIndex/11/DocumentIndex/529