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RELIGIOUS EDUCATION
Early Childhood
University of Notre Dame
EARLY YEARS LEARNING FRAMEWORK

Use colours to show when each aspect is being covered


TERM ONE TERM TWO TERM THREE TERM FOUR

OUTCOMES EYLF
OUTCOME 1: OUTCOME 2: OUTCOME 3: OUTCOME 4: OUTCOME 5:
Children have a strong sense Children are connected with and Children have a strong sense of Children are confident and Children are effective
of identity contribute to their world well being involved learners communicators
Children feel safe, secure, and Children develop a sense of belonging Children become strong in their social Children develop dispositions for Children interact verbally and non-
supported to groups and communities and an and emotional wellbeing learning such as curiosity, cooperation, verbally with others for a range of
understanding of the confidence, creativity, commitment, purposes
reciprocal rights and responsibilities enthusiasm, persistence, imagination
necessary for active community and reflexivity
participation
Children develop their emerging Children respond to diversity with Children take increasing responsibility Children develop a range of skills and Children engage with a range of texts
autonomy, inter-dependence, respect for their own health and physical processes such as problem solving, and gain meaning from these texts
resilience and sense of agency wellbeing enquiry, experimentation,
hypothesising, researching and
investigating
Children develop knowledgeable Children become aware of fairness Children transfer and adapt what they Children express ideas and make
and confident self-identities have learned from one context to meaning using a range of media
another
Children learn to interact in Children become socially responsible Children resource their own learning Children begin to understand how
relation to others with care, and show respect for the environment through connecting with people, place, symbols and pattern systems work.
empathy and respect technologies and natural and processed
materials
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking

PRINCIPLES
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice

PRACTICES
Holistic approaches Responsiveness to children Learning through play Intentional teaching
Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
PLANNING OVERVIEW – TERM 3
Year Level Unit Title Salvation Topic Aspect of Human Development
Pre-Primary Me and My Body Jesus Wondering About Our Bodies (A1)
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The Pre-Primary ‘Me and My Body’ unit covers the Salvation Topic of ‘Jesus’ and the Human Person Topic of ‘Wondering About Our Bodies’. The unit of work centres on the
amazing human body and all it can do, particularly what it can do to show love, just as Jesus did. The unit encourages children to consider the love that God put into creating
human beings, each with unique bodies, personalities, qualities, interests and talents. In the first step of the process, ‘Wondering at the Creator of Our Bodies’, children come to
appreciate how their bodies help them to learn through their five senses. Children are encouraged to express curiosity at God, the creator of their beautiful bodies, who made
each person unique, and who loves each person equally. Children are taught that their bodies are a gift from God, given to them because God loves them. In the second step of
the process, ‘The Promise of Christian Salvation’, children discover that Jesus, just like all human beings, had a body which he used in similar ways to how they use their own
bodies. They also learn that Jesus was sent by God to model to humans how to use their bodies to love one another, just as God loves them. Children explore different ways
they can use their bodies for good, such as helping others and caring for the environment. In the final step of the process, ‘Christian Response’, children explore the Christian
belief that God sent Jesus to teach about God’s love for all of humanity. In this step, children learn that Christians thank God for the gift of their bodies by demonstrating love,
kindness and humility to others. The unit concludes by encouraging children to continue to wonder about their bodies, what their bodies can do, and how they can use their
bodies lovingly, just as Jesus taught.

Like all Religious Education units of work, the ‘Me and My Body’ unit helps to develop children’s religious and spiritual capabilities. Religious capabilities refer to the skills and
qualities required to be religious, namely the theological virtues of faith, hope and charity. (McGunnigle & Hackett, 2015). This unit of work fosters children’s sense of faith
through catechesis activities, particularly through the class ritual/liturgy which concludes the unit. The unit supports children to believe that their growing faith in God and Jesus
helps them to learn to love their bodies and how to use their bodies for good, just as Jesus did. The unit also touches children on a social level by fostering in them a sense of
charity. Children learn that by using their bodies in loving ways towards others, they are treating others with respect, kindness and love, which are the cornerstones of charity.
Spiritual capabilities stem from one underlying capability: to flourish as whole human beings (McGunnigle & Hackett, 2015). McGunnigle and Hackett (2015) draw on the
cardinal virtues of prudence, justice, fortitude and temperance to frame spiritual capabilities. The Pre-Primary ‘Me and My Body’ unit develops in children a sense of prudence
in terms of their ability to decipher ways they can use their bodies for the common good of all. The unit also centres on justice in such a way that children learn that using their
bodies for good often requires them to treat others fairly.

Key Understandings and Learning Points


Step A à Wondering at the Creator B à The Promise of Christian Salvation C à Christian Response
The first step beings with the students’ personal Step B focuses on Jesus as a Christian model and In Step C, children explore what humans can do to live like
experiences of God through creation. The purpose of guide. It teaches that through Jesus’ offer of Jesus. The purpose of this final step is to assist children to
Step A is to assist the development of children’s salvation, Christians can be empowered to live like understand the experiences of Christian life and to recognise
religious awareness, and it aims to help children him. The purpose of this step of the process is to use how Christians respond to God’s call. Step C also provides
understand the religious meaning of significant Jesus’ modelling to teach children how they should further opportunities to wonder at how the relationship
experiences that occur in their lives. A key aspect of act and behave in order to follow Jesus’ example. This between God and human beings can be strengthened.
this step is the act of wondering. Wondering is step also provides opportunities to connect with
important in religious education as it invokes Scripture on a deeper level. C à Christian Response
discussion, deepens spiritual awareness, promotes a • C1 à Followers of Jesus believe that God sent Jesus to
sense of awe, connects children to God, invites B à The Promise of Christian Salvation teach about God’s love:
reflection, and increases an awareness of self. • B1 à Jesus used his body: o C1.1 à States that Jesus told people to love one
another.
A à Wondering at the Creator of Our Bodies: o B1.1 à Names some of the ways Jesus used • C2 à Jesus wants his followers to use their bodies to
• A1 à Wondering about our bodies. his body. express love:
o A1.1 à Explores the different ways they can • B2 à Jesus came to show people how to use o C2.1 à Identifies ways they can use their bodies to
use their bodies. their bodies for good: express love.
o A1.2 à Names ways they can use their senses. o B2.1 à Names ways people use their bodies • C3 à Continuing to wonder about our bodies and how to
• A2 à Wondering at God who created our bodies: for good. use them in loving ways as Jesus did:
o A2.1 à Expresses wonder at God who created o C3.1 à Reviews and expresses what they have learned
their bodies. throughout the unit.
• A3 à Attribute – God loves us:
o A3.1 à Celebrates that God loves them.

Links to General Capabilities


Literacy Numeracy ICT Critical and Creative Ethical behaviour Personal Competency Intercultural Understanding
Thinking

Religious Capabilities Spiritual Capabilities


Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness


Being a Catholic has helped me to understand that my body is a gift from God, given to me because God loves me. My personal experiences of body image and self-esteem
issues have led me to develop a new appreciation for my body and a desire to help others to do the same. I truly believe that every body is uniquely beautiful, and that our
bodies are vehicles for learning about God’s love for us. I understand that our bodies can be used for good and as a Catholic I actively try to practise using my body for good
everyday. As an educator, I understand the role that the five senses have in young children’s’ learning and how each child has a preferred learning style that can be linked to one
or more of these five senses (e.g. auditory, visual, tactile etc.).
NOTE: Activities that follow mat sessions will take place whilst other children are engaged in other learning centre activities
LESSONS
Evaluation
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 and
Assessment
A1.1 Explores the different A1.2 Names ways they can use A1.2 Names ways they can use A2.1 Expresses wonder at God A3.1 Celebrates that God loves • Work
1 ways they can use their bodies their senses their senses who created their bodies them samples
• Teacher leads children in a • Teacher plays the YouTube • Teacher takes children • Teacher explains that God • Teacher explains that God of the
game of ‘Simon Says’ to clip ‘Five Senses Song’. outside and encourages must be good if he created made their bodies because children’s
identify different body • Children divided into five them to sit quietly. their bodies. He loves them. gratitude
parts e.g. “Simon says groups and given one • Teacher leads children in a • Teacher poses the wonder • Teacher leads children in prayers
touch your ears. Simon says sense. guided mindfulness question, “I wonder what an ‘Action Prayer’ (1) will be
touch your feet.” • Each group discusses ways meditation focusing on the God who created my body where children pray the assessed
• Teacher explains that our they can use their given five senses (see Outdoor is like?” to initiate a class prayer with the and a
bodies are made up of sense. Play – Natural brainstorm. accompanying actions (see rubric
many parts that allow us to • Children report back to the Environment): • Teacher writes children’s appendix 4) (see Concept will be
do many things. class. o “Focus on your sense of responses on the board. Map – Religious/Spiritual attached.
• Teacher displays body part • Teacher adds children’s sight. What do you see • Teacher asks children to Education). Children
picture cards and matching comments to ‘The Five around you? Can you think about how they could encouraged to use their
action word cards Senses’ display board (see see green trees or turn the words from the whole bodies to make the
(laminated and velcro appendix 3). pretty flowers?” brainstorm into a picture of sign of the cross.
attached) (see appendix 1). • Children invited to explore o “Close your eyes and God that shows what He is • Teacher asks children to
• Children help teacher the sensory items around focus on your sense of like. think about one body part
match the picture cards to the room e.g. sensory hearing. What can you • Teacher encourages they are grateful for and
the action words on the board, smell bottles etc. hear? Can you hear children to close their eyes why.
board. (see Learning Centre Plan – birds chirping or cars and imagine what God is • Teacher provides an
• Teacher explains the Investigation Table). Note: driving?” like. example e.g. “I am grateful
activity and shows an this will follow the mat o “Keep your eyes closed • Teacher explains the for my eyes so I can see the
example à ‘My Body Print session, when children are and focus on your sense activity à ‘I Think God Is pretty flowers in my
Book’ (see appendix 2) (see engaged in other learning of smell. What can you Like…drawing’ (see garden.”
Learning Centre Plan – centre activities. smell? Can you smell Learning Centre Plan – • Teacher asks a few children
Painting). • Wonder questions: roses or does the air Drawing/Writing Centre). to name the body part they
• Wonder questions: o I wonder what I can do smell fresh?” • Wonder questions: are grateful for and why.
o I wonder why I have so with my eyes? o “Keep your eyes closed o I wonder why God • Teacher explains the
many body parts? o I wonder what I can do and focus on your sense created my body? activity à ‘Gratitude
o I wonder what I can use with my nose? of taste. What can you o I wonder how God Prayer’ (see Concept Map –
my body parts for? o I wonder what I can do taste? Do you have a created my body? Religious/Spiritual
with my mouth? nice or not so nice taste Education).
o I wonder what I can do in your mouth?”
with my ears? o “Keep your eyes closed
o I wonder what I can do and focus on your sense
with my hands? of touch. What can you
o I wonder how my senses feel? Can you feel the
help me to learn?
warm sun on your skin
or a cool breeze?”
• Teacher explains the
activity à ‘Natural Senses
Collage’ (see Outdoor Play
– Natural Environment).
• Wonder questions:
o I wonder what I can see
outside?
o I wonder what I can
hear outside?
o I wonder what I can
smell outside?
o I wonder what I can
taste outside?
o I wonder what I can
touch outside?
B1.1 Names some of the ways B1.1 Names some of the ways B2.1 Names ways people use B2.1 Names ways people use B2.1 Names ways people use • Work
2 Jesus used his body Jesus used his body their bodies for good their bodies for good their bodies for good samples
• Teacher invites children to • Teacher plays the YouTube • Teacher re-reads the story • Teacher explains that • Teacher teaches children of the
move quietly and sit in a clip ‘The Blind Man Sees’ by of Mark 8:22-25 using The people can use their bodies the ‘Our Bodies’ song (see children’s
circle around a prayer The Holy Tales: Bible. International Children’s to do good deeds for appendix 8). recycled
focus, decorated with a • Teacher asks children to Bible (see appendix 6). others. • Teacher asks children to magazine
picture of Jesus healing a recall how Jesus used his • Teacher explains that Jesus • Teacher introduces and think about the ways collages
blind man, a candle, a cross body to heal the blind man. used his body for good in reads the book ‘Ordinary people use their bodies for will be
and a Bible. • Teacher asks children to the story and that they can Mary’s Extraordinary Deed’ good. assessed
• Teacher explains that find a partner and create a follow Jesus to do the by Emily Pearson. • Children invited to act out and a
children are now in a freeze frame of Jesus same. • Teacher asks children to situations in which they use checklist
sacred storytelling space. healing the blind man. • Children engage in a Think- think about the way Mary their bodies for good. One will be
• Teacher performs the Note: Children have Pair-Share to discuss ways used her body for good in child does an action and attached.
Godly Play for the story of created freeze frames in they can use their bodies the story and to think the other children copy.
Mark 8:22-25 (‘Jesus Cures previous drama lessons. for good. about how using her body • Teacher explains the
a Blind Man at Bethsaida’) • Teacher explains the • Teacher writes children’s for good made the other activity à ‘Recycled
(see appendix 5). activity à ‘Jesus Heals a responses on the board. characters feel. magazine collage’ (see
• Teacher explains that Jesus, Blind Man Painting’ (see • Teacher explains the • Teacher invites children to Learning Centre Plan –
like all humans, had a body Outdoor Play – Art/Craft activity à ‘I Can… close their eyes and think Collage).
made up of many parts Table). Statements (Religious of someone they love.
which he used. Dimension) (see appendix • Teacher explains the
• The Godly Play kit is kept 7) (see Concept Map – activity à ‘Card making’
on the sacred space table English). (see Learning Centre Plan –
and children are invited to Drawing/Writing Centre).
explore it themselves.
Note: this will follow the
mat session, when children
are engaged in other
learning centre activities.

C1.1 States that Jesus told C1.1 States that Jesus told C2.1 Identifies ways they can C2.1 Identifies ways they can C3.1 Reviews and expresses • Teacher
3 people to love one another people to love one another use their bodies to express love use their bodies to express love what they have learned will
• Teacher presents a large • Teacher asks children to • As children enter the • Teacher leads children in throughout the unit observe
picture of Jesus on the recall Jesus’ ‘special classroom, they choose another Action Prayer (2), • Children participate in a
children
board and asks children to message’. from a range of greetings this time with the focus on class ritual/liturgy. The
taking
identify who it is. • Teacher teaches children on the ‘Morning Greeting thanking God for different theme of the ritual/liturgy
• Children brainstorm ideas the ‘Jesus’ Special Message’ Choice Board’ (see body parts that allow them part in
is ‘Let’s Celebrate Our
about what they know song (see appendix 10). appendix 11) that involve to express love/do good the
them using their bodies to things (see appendix 12). Bodies!’ (see Planned
about Jesus whilst teacher • Teacher invites children to ritual/
scribes around the picture. create actions to express love. The options • Teacher explains the Ritual).
liturgy
• Teacher reads the quote accompany the song, are: activity à Prayers of the and
from John 15:12 from The emphasising that dance o Wave Faithful (see Concept Map
record
International Children’s and liturgical movement is o Hug – Religious/Spiritual
o High five Education). notes in
Bible (see appendix 9) and another way they can use
explains that this quote is their bodies. o Hand shake • Teacher models the writing the
Jesus’ ‘special message’. • Children are invited to o Smile of a prayer of the faithful children’s
• Teacher explains the explore the classroom • Children discuss ways they using the first line of the files.
activity à ‘John 15:12 sacred space and use their bodies at home to Action Prayer (2). Teacher
Mosaic’ (see Concept Map contribute to the space by express love and act these will also
– The Arts)’. Note: The drawing pictures of Jesus out. Children encouraged
comment
words of the quote will be Note: this will follow the to guess what their peers
displayed above the picture mat session, when children are acting out. on the
of Jesus, and the children’s are engaged in other • Teacher explains the children’s
describing words (typed learning centre activities. activity à ‘I Am Helpful overall
and printed by teacher) will Class Prayer Cloth Painting’ learning
be displayed around the (see Concept Map – The through-
picture. Arts). out the
unit of
work.
©The University of Notre Dame 2010 developed by C McGunnigle

CONCEPT MAP
ENGLISH MATHS
• Body part counting à Children
• ‘I can’ statements à Children
count different parts of their body
write a list of ‘I can’ RELIGIOUS/SPIRITUAL EDUCATION and add up how many parts are
statements outlining all the • Godly Play à Children are invited to explore the Godly Play kit for the story of Mark 8:22-25. * * needed to create a whole human
things they can do with their • Sacred space à Children are invited to contribute to the making of the sacred space. Children are being. *
bodies. * * encouraged to think about how it could be set up to reflect the theme of ‘Me and My Body’ e.g. • Roll and grab bones à Children roll
• ‘I can’ statements (religious books about the body, scented candles, pictures of Jesus drawn by them etc. * * * a die and count the number shown.
dimension) (Week 2, Lesson • Sign of the Cross à Children learn about how they use their whole bodies to make the sign of the Children pick up the correct
3)à Children write a list of ‘I cross when they pray. * * number of cotton swabs according
can’ statements outlining all • Gratitude Prayer (Week 1, Lesson 5) à Children write about a body part they are thankful for and to the number rolled. *
why in a prayer e.g. “Dear God, thank you for my ___ so I can ___. Amen”. * * * • Body shapes à Children work in
the ways they can use their
• Action prayer (Week 1, Lesson 5) à Children pray the prayer with accompanying actions. * * small groups to make different
bodies for good (see appendix
• Prayers of the Faithful (Week 3, Lesson 4) à Children write their own prayers of the faithful, which shapes using their bodies. * * * *
7). * *
will be used in the class ritual/liturgy to celebrate the children’s learning. * *
• Prayer à Children write a
prayer to God thanking Him
for their amazing
SCIENCE bodies. * * * ICT
• Heart
* pump experiment à Children • Collage à Children create a collage using the app HEALTH AND PHYSICAL EDUCATION
learn that they can do amazing things PicCollage on their iPads. Children use images • Healthy happy face snack à Children make their own morning tea by using
with their bodies because their heart from Google of people using their bodies for one rice/corn cake, cream cheese, and fruit to create a healthy happy face
good/to show love. * * snack e.g. two banana slices for eyes, a sultana for a nose and an apple slice
pumps blood throughout their bodies.
Children conduct an experiment that for a mouth. * *
demonstrates how the heart pumps • Fun exercise à Children follow teacher’s instructions to participate in some
blood. * * fun exercise e.g. “jog five times on the spot”. *
THE ARTS
• Self-portrait à Children draw/paint a self-portrait of • Yoga à Children are provided with small yoga mats and yoga flashcards and
themselves. A mirror will be set up to help them. * * * encouraged to explore the different poses. *

HASS • ‘I am helpful’ class prayer cloth painting (Week 3,


• All bodies are beautiful Lesson 3) à Children paint a picture of them helping
LOTE
painting/drawing à Children learn someone onto the class prayer cloth. * * * Colour Key
• Heads, Shoulders, Knees and Toes à
about how God created people’s • Echo pantomime à Children perform an echo
Children learn ‘Heads, Shoulders, Knees and
bodies differently (e.g. different skin pantomime for the story of Mark 8:22-25. * * Physical (Fine Motor) *
Toes’ in another language. * * Physical (Gross Motor) *
tones, different abilities, different • ‘Our Bodies’ song à Children sing the song to the tune
• Children learn the names of body parts in Social *
sizes etc.) but that all bodies are of ‘Three Blind Mice’ (see appendix 8). * *
another language. Families from different Emotional/Personal *
beautiful. Children draw/paint a • John 15:12 Mosaic (Week 3, Lesson 1) à Children Cognitive/Language *
countries are invited to share in this
picture to represent this idea. * * * decorate the letters of the words in the quote using Creative/Aesthetic *
experience. * *
pieces of coloured scrap paper. * * Spiritual/Moral *
LEARNING CENTRE PLAN
MUSIC AND MOVEMENT MATHEMATICS AND MANIPULATIVES
• Instrument exploration à Children are • Natural materials à Children are provided
provided with a range of musical with a variety of natural materials that
INVESTIGATION TABLE they can sort into categories *
instruments that require them to use their
• Smell bottles à Children are provided with several small bottles
bodies in different ways e.g. maracas, • Measuring tapes à Children work in
filled with different scents e.g. rosemary, lemon juice, vanilla
recorder, castanets etc. * * partners and are provided with measuring
essence etc. Children use a blindfold and work with a partner to
• Yoga à Children are provided with yoga tapes that they can use to measure the
guess the scent. *
mats and yoga cards showing poses that height or length of their limbs. * * *
• Sensory board à Children are invited to explore a range of
they can try replicate to explore how they
different textures on a sensory board e.g. tinsel, bubble wrap,
can move their bodies. * *
satin cloth, cotton wool etc. Children are encouraged to use COLLAGE
• Singing and dancing à Children are invited
descriptive language to describe the textures they feel using their • Texture collage à Children use their sense of
to dance and sing along to songs such as
sense of touch. * * * touch to create a collage out of recycled
‘Hokey Pokey’, ‘If You’re Happy and You
materials, including as many different textures as
Know It’ etc. * * *
they can. * *
DRAMATIC PLAY • Recycled magazine collage (Week 2, Lesson 5) à
• Role play à Children role play different situations Children use recycled magazines to find pictures
PAINTING whereby they use their bodies to show love e.g. of people using their bodies for love to create a
• Self-portrait à Children paint a self-portrait of
helping their friend when they are hurt. * * * collage. * *
themselves, focusing on all the features God
• Doctor’s surgery à The dramatic play corner can be
gave them. * * *
set up as a doctor’s surgery to reinforce the idea
• My Body Print Book (Week 1, Lesson 1) à
that people can use their bodies for good. * * * DRAWING/WRITING CENTRE
Children create a book in which they use
• Puppets à Children are encouraged to use the • Card making (Week 2, Lesson 4) à Children make
different parts of their body to paint. * * *
puppets to role play scenes whereby the puppets a card for someone they love. They can write a
use their bodies to show love e.g. giving another nice message and draw a picture on the
puppet a hug when it is upset. * * * * front/inside the card. * * * *
• ‘I love my body because...’ à Children respond to
ICT
• Selfies à Children use their iPads to take selfies this statement by writing one reason they love
and reflect on the facial features that God gave their body. * * * *
BOOK CORNER
them. * • Look what I can do! à Children draw a picture of
• The book corner will be stocked with a range of children’s
• iPad video station à Children will be able to something they can do with their body. * * * *
literature on themes surrounding the human body, the five
view videos and listen to songs about God’s love • Body tracing à Children work in pairs to trace
senses and God e.g. ‘The Listening Walk’ (Paul Showers), ‘Five
for humankind e.g. ‘God’s Love Is So Wonderful’, their body on large pieces of butchers paper. * * *
For a Little One’ (Chris Raschka), ‘Ten Little Fingers and Ten
‘When I Look’ etc. Children will be provided with Little Toes’ (Mem Fox), ‘Me and My Amazing Body’ (Joan • ‘I think God is like…’ drawing (Week 1, Lesson 4)
headphones to view the videos. * Sweeney), ‘God Made All Of Me’ (Justin Holcomb), ‘When God à Children draw a picture of what they think God
Made You’ (Matthew Paul Turner) etc. * * is like. * * * * *
OUTDOOR PLAY

PLAY EQUIPMENT PHYSICAL ACTIVITY


• Climbing frame sà Children climb frames of • Action flash cards à Children are provided
with a variety of flash cards showing
different sizes and shapes and reflect on the
muscles they use to do so. * different actions that use different body
SAND AND WATER PLAY
parts. Children try to copy the action
• Tunnel à Children experiment with different • What does it feel like? à Children are invited to feel the sand and
displayed on the card e.g. hop on one leg,
ways of moving through a tunnel e.g. on all consider what it feels like. Next, they are asked to feel the water and
rub tummy and pat head at the same time
fours, army crawl etc. * describe how it feels. Then, children are encouraged to mix the two
etc. *
together and explore the texture (NOTE: This will be a teacher-directed
• Relays à Children compete in a range of
activity). * *
relays e.g. running, baton, crawling etc. * *
• Hand/foot prints à Children wet sand in a tray and use their hands and
MAT PLAY • Obstacle course à Children explore
feet to make prints in the wet sand. * *
• Matching game à Children match pictures different ways they can use their body by
of body parts with things each part can do. * completing different obstacles e.g. running
• Puppets à Children are encouraged to use in and out of cones, jumping through tires,
the puppets to role play scenes whereby the climbing over frames and walking over a
NATURAL ENVIRONMENT
puppets use their bodies to show love e.g. • Mindfulness meditation (Week 1, Lesson 3) à Children are led on a guided balance beam. *
giving another puppet a hug when it is mindfulness mediation outside. Children are encouraged to tune into each • Mark 8:22-25 obstacle course à Children
upset. * * * * of their senses as they sit quietly; for example, things they can feel, such as complete an obstacle course that reflects
• Body puzzle à Children work to piece wind in their hair or sun on their skin. * the story of Mark 8:22-25. * *
together a body puzzle. * * • Natural senses collage (Week 1, Lesson 3) à Children create a collage using
• Giant dancing piano mat à Children move natural materials that engage different senses e.g. soft feathers, rough
their bodies, jumping and stepping on sand, nice smelling flowers etc. *
different piano keys to create music. * *
INVESTIGATION
• Senses station à Children freely explore
things to engage their five senses e.g.
ART/CRAFT TABLE BALL/BEAN BAG PLAY
• Finger painting à Children use their fingers to paint • Balls à Children are encouraged to explore cotton wool, satin, jelly, body lotion
a masterpiece. They could be invited to paint a different ways in which they can use their (touch), lemon, salt, vinegar (taste),
picture of themselves. * * bodies to play with balls e.g. kick, throw, roll patterns, colourful objects (sight), scented
• Jesus heals a blind man painting (Week 2, Lesson 2) etc. * * candle, flowers, spices (smell), and
à Children paint a picture of Jesus using his body in • Bean bags à Children are provided with a instruments, metal objects (hearing) (NOTE:
This will be a teacher-directed activity). *
the story of Mark 8:22-25. * * * bean bag and have to try balance it on
different body parts. *
PLANNED ASSESSMENT

Gratitude Prayer Assessment Rubric

Learning Point: A3.1 Celebrates that God loves them

Limited Satisfactory Good Excellent


Format A proper prayer format is not A proper format is beginning to Most aspects of a proper prayer A proper prayer format is
• Structure e.g. begins with followed. emerge. format is followed. followed closely throughout the
Dear God and ends with prayer.
Amen

Content Prayer content is not relevant to Prayer content is somewhat Prayer content is relevant to the Prayer content is relevant to the
• Relevance the task. relevant to the task. task. task and personal to the child.

Writing skills Many spelling and/or Some spelling and/or Most words are spelt correctly. No spelling or punctuation
• Spelling punctuation mistakes. Writing is punctuation mistakes. Writing is Punctuation is mostly used mistakes. Writing is legible and
• Punctuation hard to read. mostly legible. correctly. Writing is legible. neat.
• Neatness
PLANNED RITUAL – ‘Let’s Celebrate Our Bodies!’

Venue: School Grotto


Date: Monday 26th August 2019
Time: 9:30am
Materials: Chairs for parents, ‘I am helpful!’ prayer cloth, candles, flowers, vase, cross, rosary beads, Bible, music, speakers, prayers of the faithful, booklets for parents

Introduction/Gathering
• Children sit in a circle around the ‘I am helpful!’ class prayer cloth.
• Candles, flowers, a cross, rosary beads and a Bible will be displayed in the centre of the circle.
• Parents sit behind children on chairs.
• Reflective music will be played.
• Teacher welcomes children and parents à “Welcome everybody to our Pre-Primary liturgy. Today we are celebrating and thanking God for creating our beautiful
bodies, which we can use to show others that we love and care for them.”

Hymn
• ‘Our Bodies’ song (see appendix 8).

Opening Prayer
• Children use their whole bodies to make the sign of the cross, just as they have been taught.
• Teacher says prayer à “Dear God, we thank you for the special gift of our bodies and all that they can do, especially all that they can do to show love. Amen.”

Reading
• Teacher reads Scripture story from Mark 8:22-25.
• Children perform freeze frames of Jesus healing the blind man.

Prayers of the Faithful


• Children say the prayers they wrote in the previous lesson (these are read out whilst the children are sitting in a circle).

Hymn
• ‘Jesus’ Special Message’ song (see appendix 10).

Final Prayer and Blessing


• Teacher says final prayer and blessing à “Dear God, we ask that the Pre-Primary children can continue to use their bodies for good and to show love. Please bless and
watch over them always. Amen.”
• Children use their whole bodies to do the sign of the cross.
PARENT INFORMATION NIGHT – Presentation and Handout

INTRODUCTION - Welcome everybody. I’d like to thank you all for


attending our parent information night this evening. I hope I can provide
you with some insight into our Religious Education program here and
that you come away from tonight with an understanding of what your
child will be learning and how you can further support this learning at
home.

SLIDE 1 - To start I thought we could all say this prayer together to


acknowledge our important role as parents and teachers, working
together to offer the best learning opportunities for our children. We’ll
start by doing the sign of the cross…
SLIDE 2 - Catholic Education Western Australia, or CEWA, is the organisation
responsible for guiding all Catholic schools in WA. CEWA states that “The Religious
Education program in schools aims to help students learn the teachings of the Gospel
as proclaimed by the Catholic Church.” CEWA tells us that Religious Education helps
students to “develop a sense of the nature of Christianity and how Christians live their
lives.” Being a Catholic school, Religious Education, or RE, has a very important place in
our teaching and learning programs. As a teacher in a Catholic school, my role is to
ensure that RE receives the same attention as all other learning areas. Research tells us
that RE in the early years should reflect contemporary theories and practices relating to
early childhood education. This means that as a teacher, my job is to nurture my
students’ faith by allowing them to express wonder, listen to Scripture stories, engage
in song and dance, and have opportunities to play. The learning environment and play
are two very important contexts for children’s learning in the early years. Young
children learn through play and exploration, so I strive to provide them with an
environment that caters for this.

SLIDE 3 - The content for what is taught in RE comes from CEWA. CEWA has produced units
of work across early childhood, primary and secondary years. This term in RE, your children
will be diving into the topic of ‘Me and My Body’. The Pre-Primary ’Me and My Body’ unit of
work centres on the amazing human body and all it can do. In particular, the unit focuses on
what our bodies can do to show love, just as Jesus did. There are three steps involved in
each RE unit of work. Each unit follows a similar structure. Step A in the ’Me and My Body’
unit encourages children to wonder about God who created their bodies and to appreciate
how their bodies help them to learn through the five senses. In Step B, children discover
that Jesus used his body, just as we use ours, and that Jesus was sent from God to show us
how to use our bodies for good. In the final step, Step C, children learn that God sent Jesus
to teach us how to use our bodies in loving ways, and that Christians respond to God’s gift
of their bodies with gratitude. Throughout the unit, children are posed with wonder
questions, which encourage them to think deeply and engage with their natural sense of
curiosity.

Being an early years topic, ‘Me and My Body’ links to the Early Years Framework, or EYLF.
The EYLF is an Australian framework that guides early childhood educators in delivering
quality teaching and learning experiences to young children. The EYLF comprises five
outcomes which guide educators in their practice. Outcome 1: Children have a strong sense
of identity, is linked to our unit this term as the unit develops in children a sense of
confidence in their bodies and a sense of who they are. The unit links to Outcome 2:
Children are connected with and contribute to their world, as it teaches children how to use
their bodies for good. Outcome 3: Children have a strong sense of wellbeing, is linked to the
‘Me and My Body’ unit as the unit delves into children’s five senses. The unit is linked with
Outcome 4: Children are confident and involved learners, as it involves children in
experiences that encourage a sense of curiosity, creativity and reflectiveness. Finally, the
unit links to Outcome 5: Children are effective communicators, as it offers opportunities for
children to discuss, communicate and respond.
SLIDE 4 - The Bishops’ Mandate was written by the Bishops of WA to reaffirm the
importance of WA Catholic schools in fulfilling the mission of the Catholic Church to
spread the Good News. The document sets out how RE is to be taught in Catholic
schools across the state. The Mandate states that parents are the first educators of
their children, which means you have a vital role in nurturing your child’s religious faith
and also in contributing towards the Catholic ethos of our school through active
participation in its life and practices. There are many things you can do to support your
child’s RE learning at home. In general, a great way to support your child’s RE learning
is to read scripture stories to them. Children’s bibles are often good places to start as
they put the stories in language that is easy for children to understand. Taking your
child to Mass and praying with them is also very beneficial. When your child goes to
Mass, not only do they get to experience the Catholic faith first-hand, but they also feel
that they are part of a community. Talk to your child about things they are grateful for,
or about nice things they did for others throughout their day. Delving into your child’s
sense of gratitude helps build their relationship with God. In terms of the ’Me and My
Body’ unit, you can focus your child’s attention on their senses when they are outside
in nature. Get them to think about the things they can see, hear, feel, touch, smell and
taste. You can also praise them when they use their bodies in loving ways, and make
links to Jesus; for example, you can say something like “thank you for helping me fold
the washing today. You used your body to do a kind thing, just as Jesus did.”

SLIDE 5 - I thought I would just go through three of my most frequently asked questions in
relation to RE and Catholic schools. The first is ‘What if my child isn’t Catholic? Do they still
need to participate?’ This question comes up a lot, particularly at the beginning of the year.
My answer to parents who ask this is that when you made the decision to send your child
to a Catholic school, you agreed that they would participate in the learning of the Catholic
faith. I also highlight that as a Catholic school, we do not in any way discriminate against
other religions, so all children and families are welcome to share in our faith. The second
question I often get asked is ‘Why is RE important in the early years?’ My answer to this is
that RE in the early years sets the foundation for later RE learning, so it really is vital. It is
important that children are introduced to RE concepts early so that they can understand
more complex concepts as they progress to higher year levels. RE also promotes a sense of
worthiness and fosters children’s sense of natural curiosity. My third and final frequently
asked question is ‘What will my child learn in RE?’ When responding to this question, I tell
parents that their child will learn about the Catholic faith and all it entails, including
significant traditions, celebrations, symbols and people. I tell parents that their child will
learn that they are a precious child of God who is loved deeply, and that they will be given
opportunities to wonder about God who created them.

Before we finish up, does anyone have any other questions they would like to ask? If
anyone has anything they would like to ask me privately, I am happy to speak with them
after we finish or feel free to contact me via email.
CONCLUSION - That brings us to the end of the evening. Thank you all for
coming once again. Remember, if you have any questions please do not
hesitate to ask. Feel free to stay around for a while and help yourself to a
cup of tea or coffee.
APPENDICES

Appendix 1 – Body Parts and Action Words Matching Cards

Appendix 2 – My Body Print Book (Teacher Example)


Appendix 3 – The Five Senses Display Board

Appendix 4 – Action Prayer (1)


Children pray the following prayer with the accompanying actions:

God made my ears, eyes, nose and mouth (point to each); my legs, arms, hands and feet (touch each part).
God made every little bit of me. My body is hard to beat (hug self).
God loves my ears, eyes, nose and mouth (point to each); my legs, arms, hands and feet (touch each part).
God loves every little bit of me. God’s love is hard to beat (thumbs up sign).

Appendix 5 – Godly Play Script

Prepare to hear the word:


• This is a special story from the Bible.
• It is about Jesus’ unconditional love and healing powers.
• Jesus uses his body in this story to heal a blind man.

You will need:


• Long strip of brown cloth with a brick-like pattern.
• Villager figures x2.
• Jesus figure.
• Blind man figure.
• Building figure.
• Very small piece of blue fabric (circle).
• Bible.
• Gold box.
While children are seated in a circle ready to listen to the story, place the Bible and the gold box, containing the materials you will need, carefully beside you. Place your
hand on the Bible.
This story comes from our special book which we call the Bible.

This is a story about Jesus healing a blind man, a man who cannot see.

Lay out the long strip of brick-patterned cloth.


Jesus and his followers came to Bethsaida

Move the blind man figure and the two villager figures towards the Jesus figure.
Some people brought a blind man to Jesus and begged him to touch the man.

Move the blind man figure and Jesus figure behind the building figure.
So Jesus took the blind man’s hand and led him out of the village

Place the blue circle fabric in the hand of the Jesus figure’s and put in on the eyes of the blind man figure.
Then he spit on the man’s eyes. He put his hands on the blind man and asked, “Can you see now?”

Tilt the head of the blind man figure up to the sky.


The man looked up and said, “Yes, I see people, but they look like trees walking around.”

Place the hands of the Jesus figure on the eyes of the blind man figure.
Again Jesus put his hands on the man’s eyes.

Tilt the head of the blind man figure up to the sky again.
Then the man opened his eyes wide. His eyes were healed, and he was able to see everything clearly.

The Gospel of the Lord.

Response: Praise to your Lord Jesus Christ.

I wonder:
• I wonder in what ways Jesus used his body in the story?
• I wonder why Jesus used his body in these ways?
• I wonder why Jesus did such a kind thing to the blind man?
Appendix 6 – Bible Passage for Mark 8:22-25 From The International Children’s Bible

Mark 8:22-25 International Children’s Bible (ICB)


Jesus Heals a Blind Man
22 Jesus and his followers came to Bethsaida. Some people brought a blind man to Jesus and begged him to touch the man. 23 So Jesus took the blind man’s hand and led
him out of the village. Then he spit on the man’s eyes. He put his hands on the blind man and asked, “Can you see now?” 24 The man looked up and said, “Yes, I see
people, but they look like trees walking around.” 25 Again Jesus put his hands on the man’s eyes. Then the man opened his eyes wide. His eyes were healed, and he was
able to see everything clearly.

Appendix 7 – I Can… Statements (Religious Dimension) Worksheet

Appendix 8 – Our Bodies Song


Sung to the tune of ‘Three Blind Mice’:

Our bodies are fun (x2)


We love to __________ (x2)
Thank you, God, for our bodies
We use them to help others
Thank you, God (x2)
Appendix 9 – Bible Passage for John 15:12 From The International Children’s Bible

John 15:12 International Children’s Bible (ICB)


12 “This is my command: Love each other as I have loved you.

Appendix 10 – Jesus’ Special Message Song


Sung to the tune of ‘Skip to My Lou’:

Verse 1
Jesus loved those who were sick.
Jesus loved those who were sick.
Jesus loved those who were sick.
We can love like Jesus.

Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.

Verse 2
Jesus loved the lonely people.
Jesus loved the lonely people.
Jesus loved the lonely people.
We can love like Jesus.

Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.

Verse 3
Jesus loved the children.
Jesus loved the children.
Jesus loved the children.
We can love like Jesus.

Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.

Verse 4
Jesus loved everyone.
Jesus loved everyone.
Jesus loved everyone.
We can love like Jesus.

Appendix 11 – Morning Greeting Choice Board

Appendix 12 – Action Prayer (2)


Children pray the following prayer with the accompanying actions:

God made my hands (wave hands) so I can be helpful.


My helpful hands (wave hands) can help my mum sweep the floor (pretend to sweep).
God made my arms (point to arms) so I can be helpful.
My helpful arms (point to arms) can pull my friend up when they fall (pretend to pull someone off ground).
God made my mouth (point to mouth) so I can be helpful.
God made my mouth (point to mouth) so I can smile and cheer people up (smile).
REFERENCES

Overview
McGunnigle, C., & Hackett, C. (2015). Spiritual and religious capabilities for catholic schools. eJournal of Catholic Education in Australasia, 2(1), 1-30. Retrieved from
https://researchonline.nd.edu.au/ecea/vol2/iss1/6/

Lessons
Catholic Diocese of Ballarat Education. (n.d.). Parable of the lost sheep: Luke 15:3-8. Retrieved from
https://www.ceoballarat.catholic.edu.au/media/uploads/rec_godlyplay_scripts/TheLostSheep.pdf

Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. Me and My Body. Perth: CEOWA.

The Holy Tales: Bible. (2014, November 7). The blind man sees: New Testament stories: Children’s bible stories: Holy tales bible stories. [Video file]. Retrieved from
https://www.youtube.com/watch?v=srHjB5X63Qw&frags=pl%2Cwn

The Kidboomers – Kids Music Channel. (2017, February 23). Five senses song: Songs for kids. [Video file]. Retrieved from
https://www.youtube.com/watch?v=vXXiyIGqliE&frags=pl%2Cwn

Pearson, E. (2002). Ordinary Mary’s extraordinary deed. Layton, UT: Gibbs M. Smith.

Concept Map

Heart pump experiment


Home Science Tools. (2019). How to make a heart pump science project. Retrieved from https://www.homesciencetools.com/article/how-to-make-a-heart-pump-science-
project/

Role and grab bones


Plemons, J. (n.d.). Preschool: My body [Blog post]. Retrieved from https://mrsplemonskindergarten.com/2017/09/preschool-my-body.html

Learning Centre Plan

ICT
infobells. (2014, April 13). God’s love is so wonderful: Nursery rhymes [Video file]. Retrieved from https://www.youtube.com/watch?v=Ju38Sdc2cSg

KidSpring Children’s Ministry. (2015, October 4). When I look: Preschool worship song [Video file]. Retrieved from https://www.youtube.com/watch?v=4iW9MN7vMpQ

Book corner
Fox, M. (2009). Ten little fingers and ten little toes. London, United Kingdom: Walker Books.

Holcomb, J. (2015). God made all of me. New Growth Press.


Raschka, C. (2006). Five for a little one. New York, NY: Simon & Schuster.

Showers, P. (1993). The listening walk. New York, NY: HarperCollins Publishers.

Sweeney, J. (2018). Me and my amazing body. New York, NY: Ballantine Books.

Turner, P. (2017). When God made you. Colorado Springs, CO: Waterbrook Press.

Outdoor Play

Giant dancing piano mat


Kmart. (n.d.). Giant dancing piano mat. Retrieved from https://www.kmart.com.au/product/giant-piano-dancing-mat/2188309

Parent Information Night Presentation


Catholic Education Commission of Western Australia. (2009). Mandate of the Catholic Education Commission of Western Australia 2009-2015. Retrieved from
https://www.cewa.edu.au/publication/bishops-mandate-2009-2015/

Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. My and My Body. Perth: CEOWA.

Catholic Education Western Australia (CEWA). (n.d.) Religious education. Retrieved from https://www.cewa.edu.au/learning-and-wellbeing/learning-programs/religious-
education/

Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework. Canberra: DEEWR.

Grajczonek, Jan. The early years religion program: Placing the emphasis on how young children learn. Religious Education Journal of Australia, 28(2), 3-8. Retrieved from
https://search.informit.com.au/documentSummary;dn=522545601979837;res=IELHSS

Loyola Press. (2019). A parent’s prayer. Retrieved from https://www.loyolapress.com/our-catholic-faith/prayer/family-prayers/a-parents-prayer

Rymarz, R. (2014). So you’re teaching religion! Some strategies for the beginning. Ontario, CA: Novalis.