Prep Unit Plan Term 1

Religious Education Planning Template

Subject
Religious Education
School:
St Josephs Kangaroo Point
Term:
Term 1
Teachers:
Beth Musial and Sharon Heckelmann

Identified Unit Concept
Is Jesus Like Me?

VISION for Religious Education
The Vision for Religious Education gives voice to what each school hopes for their students in terms of their
religious literacy and faith formation. The schools and colleges of the Archdiocese of Brisbane aspire to educate
students who are challenged to live the gospel of Jesus Christ and who are literate in the Catholic and broader
Christian tradition so that they might participate critically and authentically in faith contexts and wider society.

Extra Curriculum Documents
Religious Life of the School General Capabilities Cross-Curricular Priorities
Religious Identity and Culture
Ethos and charism (ICE)
Authentic Christian
community (ICC)
Sense of the Sacred (ICS)
Social Action and Justice
Justice in the school
community (SJS)
Action for justice (SJA)
Reflection on action for
Justice (SJR)
Evangelisation and Faith Formation
Living the Gospel (EFG)
Spiritual Formation (EFF)
Witness to the wider
community (EFW)
Prayer and Worship
Christian prayer (PWP)
Celebration of liturgy and
sacraments (PWL)
Ritualising everyday life
(PWR)
Literacy
Numeracy
Information and
communication
technology (ICT) capability
Critical and creative
thinking
Personal and social
capability
Ethical understanding
Intercultural
understanding.

Aboriginal and Torres
Strait Islander histories
and cultures
Asia and Australias
engagement with Asia
Sustainability.
















Prep Unit Plan Term 1
Foundation Curriculum Expectations
Foundation Level Description
The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are
interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.

In Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all, the
goodness of Gods creation, Gods special relationship with all of creation and Gods plan that people help each other to live
safely and happily together, for the good of all.

Students listen to, read and view stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his
friends and family; of Jesus praying and teaching others to pray; of his teachings about love, compassion and forgiveness that
challenged people about the way they were living; and of his suffering, death and resurrection. They learn that Christians believe
God created people with the freedom to choose between good and bad, right and wrong. They explore examples of times, from
familiar texts and their personal experience, when people make these choices.

Students understand that prayer helps believers follow the teachings of Jesus; to live according to Gods plan. They learn about
ways in which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe ways in whi ch
believers pray together during special celebrations and rituals that mark important times in the life of believers and in the
Church year. They learn about the Church building as a sacred place for believers and the Bible as a sacred book for believers.


Prep Achievement Standard
By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of Gods creation
and Gods plan that people help each other to live safely and happily together, for the good of all. They identify connections
between some Old Testament stories and their personal experience, including the experience of the goodness of creation. They
listen and respond to stories of and about Jesus in the Gospels that tell of Jesus life as a Jew, his mother Mary, his friends and
family; of Jesus praying and teaching others to pray; and of his suffering, death and resurrection. They recognise Jesus teachings
about love, compassion and forgiveness that challenged people about the way they were living. They relate examples of people
having the freedom to choose between good and bad, right and wrong.

Students understand that prayer helps believers to follow the teachings of Jesus; to live according to Gods plan. They recognise
ways in which believers pray either alone or with others, using word, music, action, silence, images, symbols and nature, and
participate with respect in a variety of these prayer experiences, including meditative prayer, the Sign of the Cross, and Amen.
They describe ways in which believers pray together during special celebrations and rituals that mark important times in the life
of believers and in the Church year.


Context for Learning
Class Needs
Individualised Learning Needs
Catholics/non-Catholics other faiths practising/non-practising
ASD ADHD (abstract concepts may need further unpacking visuals etc)









Prep Unit Plan Term 1

Visible Learning Intentions
We Are Learning To (WALT) Success Criteria Resources
Participate in discussions by contributing ideas.

Recall the key people in Jesus Ife.

Compare Jesus life to our own.

Identify how we love one another.


Curriculum Aligned Learning Intentions
Unit Concept: Is Jesus Like Me?
Unistructural and multistructural learning
intentions
Relational learning intentions Extended Abstract
learning intentions
Define who Jesus was.

Identify different important times in Jesus
childhood.

List the important people in Jesus life.

Describe the time that Jesus lived in.

Follow a simple sequence of Jesus life as a child.

Sequence the events that are
remembered during Holy Week.

Classify different images of Jesus into
different times in his life.

Compare and contrast the ways that
we help others in our lives like Jesus.

Explain ways in which we show our
love for others.

Relate the messages that Jesus shared
to our lives.

Analyse how we have shown love
toward others in our daily lives.

Reflect stories of Jesus
with his disciples
helping others and
showing his love.
(What was the
message he was
sharing?)

Evaluate how to act
like Jesus. (What can I
do to look after others
and make good
decisions?)

Make a generalisation
about how Jesus was
like us. (What did Jesus
do that I can do too?)

Compose a book of
different stages in
Jesus' Life.












Prep Unit Plan Term 1


Identified Assessment Tasks
Assessment Task One Unistructural Multistructural Relational Extended Abstract
Students show an ability to define who Jesus was. Students can identify different important times in Jesus childhood and follow a simple
sequence of Jesus life as a child.

Assessment Task Two Unistructural Multistructural Relational Extended Abstract
Students can construct a list of the important people in Jesus life. They describe the time that Jesus lived in.
Assessment Task Three Unistructural Multistructural Relational Extended Abstract
Students can sequence the events that are remembered during Holy Week. They can also classify the different images of Jesus into different
times of his life; commenting on the similarities and variations to their own life.

Assessment Task Four Unistructural Multistructural Relational Extended Abstract
Students can explain ways in which we show love for others and relate the messages that Jesus shared to their own lives..

Assessment Task Five Unistructural Multistructural Relational Extended Abstract
Students analyse how they have shown love toward others in their daily lives.
Assessment Task Six Unistructural Multistructural Relational Extended Abstract
Students reflect on stories of Jesus with his disciples. They evaluate how to act like Jesus

Assessment Task Seven Unistructural Multistructural Relational Extended Abstract
Students make a generalisation about how Jesus was like them. They can compose a book of the different stages of Jesus life.


Feedback Opportunities/ Differentiation of identified Learning Intentions/ Assessment Tasks
Observation through classroom discussion
Sequencing the events of Holy Week and giving an explanation.
Students will identify a way that they show their love for others through a drawing and oral language task.
Students will compare aspects of their childhood to Jesus through a cut and paste activity.


















Prep Unit Plan Term 1
Relevant Content Descriptors Foundation
STRAND: Sacred Texts
SUB STRANDS: Old Testament, New Testament, Christian Spiritual Writings and Wisdom
Religious Knowledge and Deep Understanding Skills
STNT2, The Gospels tell the good news of Jesus. Familiarity
with characters, events and messages from some key New
Testament stories, including the birth of Jesus (Luke 2:1-7;
Matthew 1:18-25), is a means of connecting Scripture and
real life.
Listen and respond to stories of and about Jesus in
the Gospels.
Choose a Sacred Text Content Descriptor Share feelings and thoughts about the events,
characters and messages in some familiar New
Testament stories.
Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill
Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill
Choose a Sacred Text Content Descriptor Choose a Sacred Text Skill
STRAND: Church
SUB STRANDS: Liturgy and Sacraments, People of God, Church History
Religious Knowledge and Deep Understanding Skills
BEWR1, Jesus was a Jew. He lived in a Jewish family and Mary
was his mother.
Identify features of the Church building that mark it
as a sacred place (e.g. religious art, artefacts, icons
and symbols, sacred objects, special clothes, parish
name, etiquette).
BETR2, Christians believe that Jesus suffered, died and rose
again.
Choose a Belief Skill
Choose Church Content Descriptor Choose a Belief Skill
STRAND: Beliefs
SUB STRANDS: Trinity, World Religions
Religious Knowledge and Deep Understanding Skills
CHSL1, The Church has important ways of praying together
through celebrations and rituals, marking special times in the
life of believers (e.g. Baptism, Eucharist) and in the Church
year (the liturgical seasons).
Recognise stories from the New Testament that tell
about Jesus life as a Jew, such as the presentation in
the temple (Luke 2:22-24; Luke 2:39-40) and the
finding in the temple (Luke 2: 41-52).
Choose a Belief Content Descriptor Listen and respond to the Easter story in the
Gospels, including Mark 16:1-8.
STRAND: Christian Life
SUB STRANDS: Moral Formation, Mission and Justice, Prayer and Spirituality
Religious Knowledge and Deep Understanding Skills
CLMF1, Jesus taught key messages about love, compassion
and forgiveness, including the parable of the Good Samaritan
(Luke 10:29-37). Jesus taught that love of God and others is
the greatest commandment. Christians are called to follow
the teachings of Jesus
Share feelings and thoughts about some of Jesus
key messages about love, compassion and
forgiveness.
CLSP1, Jesus prayed regularly and taught others how to pray.
Prayer involves both talking and listening to God, either alone
or with others. Believers pray with the help of word, music,
action, silence, images, symbols and nature.
Identify connections between Jesus key messages
about love, compassion and forgiveness and their
personal experience.
Choose a Christian Life Content Descriptor Identify some occasions when believers pray alone
(personal prayer) and pray with others (communal
prayer).
Choose a Christian Life Content Descriptor Choose a Christian Life Skill

Prep Unit Plan Term 1

Significant Days and Celebrations

Palm Sunday
Holy Thursday
Good Friday
Easter Sunday













Other Relevant Data/ Teacher notes




























Prep Unit Plan Term 1
System Level Content
Unit Concept BCE Documents BCE Teacher Background
Is Jesus Like Me? Mandated Scriptural Texts
RE Resource Weebly
Online RE Curriculum
Theological Background Search

Stage One
Bringing in ideas: (Identify/Label/List/Define/Describe/Retell/Recall/Recite)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Define who Jesus was.








Use a Jesus puppet or picture with the
class and ask them what they know about
who this person is.
Use a chart to record their ideas.
Ask the children if they think Jesus was a
child like them.
Representation of Jesus
(puppet/picture)
Wall chart
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Identify different important times in
Jesus childhood.

List the important people in Jesus life.







Read stories about Jesus and match these
stories with the pictures that the children
can put up on the wall. This will focus on
his parents, where he lived, the jobs his
dad and mum did, what his religion was
(look at him going to synagogue).
Add information discovered to the wall
chart.
Compare Jesus life to their own using a
whole group venn diagram on the floor.
Wall chart
Venn diagram
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Describe the time that Jesus lived in and
how it is similar to today.

Follow a simple sequence of Jesus life
as a child.








Children state ways in which Jesus was like
them as a child (Can be filmed or taken as
a dictation on a picture).
Children create a book about Jesus as a
child in the same way that they would
complete a book about themselves.




Prep Unit Plan Term 1

Stage Two
Linking ideas: (Sequence/Classify/Compare Contrast/Cause Effect/Anaysis Part whole/Explain/Analogy/Question)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Sequence the events that are
remembered during Holy Week.

Classify different images of Jesus into
different times in his life.




Listen to a story about Jesus with his
disciples and look at some pictures. Ask
the children questions about who is in the
story and what Jesus is doing.
Introduce and discuss some familiar
images of Holy Week. (Jesus on the cross)
Visit the Church and show the crucifix.
Discuss with the children why they think
Jesus is on the cross.
Images of Jesus and his
disciple/Holy Week.
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Compare and contrast the ways that we
help others in our lives like Jesus.

Relate the messages that Jesus shared to
our lives.




Ask the children what they think Jesus did
as an adult.
Read more stories about Jesus with his
disciples, Jesus helping others. Record the
things that Jesus did.
Talk about Jesus teaching us to be good
people and love each other.

Childrens bible
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Explain ways in which we show our love
for others.

Analyse how we have shown love
toward others in our daily lives.









Keep a diary of how children have shown
love through the week. Ask children to
explain the ways that they were acting like
Jesus.
Whole class diary



Prep Unit Plan Term 1

Stage Three
Putting linked ideas in another context: (Predict/Hypothesise/Generalise/Imagine/ Reflect/Evaluate/Create)
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Reflect on stories of Jesus with his
disciples helping others and showing his
love. (What was the message he was
sharing?)

Evaluate how to act like Jesus. (What
can I do to look after others and make
good decisions?)



Discuss what happened to Jesus in the
Passion Narratives triumphant entry, Last
Supper, Jesus praying in the Garden, Jesus
arrested, Jesus on the cross.
Discuss with children that Jesus did this
because he loved us.
Focus on Jesus praying in the garden and
ask children why Jesus was talking with
God.
Discuss when we pray and different ways
to pray.
Talk about how Jesus friends stayed with
him.
Ask children about what they do when
they need help to make a good decision
and make connections to what Jesus did.
Various images of Holy
Week.
Identified Learning Opportunity Learning Opportunity Notes Identified Resources

Make a generalisation about how Jesus
was like us. (What did Jesus do that I
can do too?)

Compose a book of the different stages
of Jesus life.







Children sequence pictures of Jesus
through his life and discuss what happened
and who was there.
Children explain what special job Jesus
had.
Pictures of Jesus life for
cut and paste.