Planning Documents

Religious Education
Early Childhood
University of Notre Dame

Emily Guerinoni
20161430
 LEARNING AND TEACHING OVERVIEW

Year Level Unit Title Salvation Topic Aspect of Human Development

Pre-Primary My Family Penance A1 = Wondering at Families
Overview
The pre-primary unit My Family provides activities and experiences that aim to develop students’ understanding of what it feels like to belong to a family.
By wondering at families, the development of the human person is fostered, as it is through the experiences and activities planned for, that students are
able to discover ways that they, and their families can show love and appreciation for one another. Further, the introduction of the Salvation Topic,
Penance, provides students with a familiar context upon which to further their understandings as they are encouraged to identify ways to, and the
importance of saying sorry, not only to one another, but to those who love them unconditionally, their families.

The unit begins with the human person topic, as it aims to further develop students’ awareness of families by encouraging them to wonder who the
people in their families are and how these people show love and care for them (A1). Building on from this, students are encouraged to develop their
religious awareness of God by wondering about who created their families and why their families were created (A2). Finally, students are provided with
an opportunity to wonder about God and what He must be like, enabling them to realise that He loves them. This realisation leads to celebration and
thanksgiving to God for providing a family that loves and cares for them (A3).

After completing activities that focus heavily on students’ being part of their own families, students are supported to learn about Jesus and His family.
To begin, students are exposed to Bible stories that bring them to a better understanding of the people in Jesus’ family and what they might have done
together (B1). Following on from this, students are encouraged to think back to their own experiences of family, comparing these to what Jesus’ family
might have enjoyed. Once they have done this, students are supported to think about what it would be like if everyone was able to live as Jesus did and
as God wanted us to (B2).

To bring the unit of work to a close, students are introduced to the Salvation Topic of Penance. During this step, students are supported to come to an
understanding of this Sacrament, by thinking about times when they have not shown love to someone in their family and have had to say sorry (C1).
Students are then reminded that followers of Jesus should show love and care for their family members, just as Jesus did to His own family (C2). Lastly,
students are encouraged to gather all they have learnt and apply this in their own lives, as it is when people try to love and care for their families that
they emulate Jesus’ life and live as God wants (C3).

1
 Key Understandings and Learning Points
A = Wondering at the Creator of Families B The Promise of Christian Salvation C Christian Response
• A1 = • B1 = • C1 =
• Key Understanding →Wondering at families • Key Understanding →Jesus belonged to a family. • Key Understanding →Sometimes people need to say sorry
• Learning Points: • Learning Points: • Learning Points:
▪ A1.1 = Identifies the people who belong to their ▪ B1.1 = Identifies that Jesus belonged to a family. ▪ C1.1 = Identifies words or actions for which
family. • B2 = people may need to say sorry.
▪ A1.2 = Names ways family members show love • Key Understanding → Jesus came to show people how to ▪ C1.2 = Names ways people could show they are
and care for them. live in families sorry.
• A2 = • Learning Points: • C2 =
• Key Understanding → Wondering at God who created ▪ B2.1 = Names ways families could be more like • Key Understanding → Jesus wants His followers to show
families Jesus’ family. love in their families
• Learning Points: • Learning Points:
▪ A2.1 = Expresses wonder at God who created ▪ C2.1 = Selects ways people can try to show love
the members of their family. to their families.
• A3 = • C3 =
• Key Understanding → Attribute: God loves us • Key Understanding → Continuing to wonder at how people
• Learning Points: can show love and care in their families as Jesus taught
▪ A3.1 = Celebrates that God loves them. • Learning Points:
▪ C3.1 = Reviews and expresses experiences of
their learning throughout the unit.
General Capabilities
Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal and Social Intercultural
Students demonstrate this Students demonstrate Thinking Capability Understanding
capability when they take this capability when Students demonstrate
part in activities that they use ICT to create this capability whilst
encourage them to listen to and communicate learning to understand
others, read, write, information to others. themselves and others,
communicate verbally and helping them to relate
non-verbally and create to others and develop
texts. their personal
identities.
Religious Capabilities
Faith Hope Charity
Students demonstrate this capability when they take part in Students demonstrate this capability when they learn how
activities that encourage them to grow in their faith journey to say sorry for things that they may have done, using
through writing prayers and thanking God. their faith and Jesus’ example to lead the way.

Spiritual Capabilities
Prudence Justice Fortitude Temperance
Students demonstrate this capability when they
take part in activities that encourage them to
say sorry and instead promise to do better.

2
 Catholic World View and Teacher Witness
Catholic World View
• When talking about families, it is important to remind students that all families
are different and that everyone will have a mix of people who they think are
important. Students need to be reminded that it is okay to be different, that God
loves us no matter what, and has provided us with our own individual families
because He loves us.
• When talking about families, it is important to be mindful of the different cultures
present in the classroom and the people that they consider to be important
family members. Once again, the teacher should remind students that this is
okay and reinforce that God still loves them.
• If there are students of different faiths/no faith it is important for the teacher to
still include these students in discussions, and once again remind them that we
are all God’s children and that we are all loved.
Teacher Witness
• A = Wondering at the Creator of Families
o When introducing the concept of families to students I can make reference to
the people in my own immediate family (Mum, Dad, Brother, Grandma), telling
students why it is that I love them (they look after me, they are kind etc.) and
how I show this love to them (hugs and kisses, being kind etc.). As well as this,
I can help students to thank God for giving them their families by identifying
ways that I thank God (saying prayers, going to Church etc.) and also providing
reasons as to why I thank God for my family (because they love me and look
after me etc.)
• B = The Promise of Christian Salvation
o When trying to think of ways that students’ own families can aspire to be more
like Jesus’, I can outline ways that my own family strives to be like Jesus’ family
(looking after each other, being helpful and kind to one another etc.). As well as
this, when comparing our families to Jesus’, I can assist students by naming
things that are similar between my own family and Jesus’ (I have a Mum and
Dad like Jesus, I share meals with my family just as Jesus did etc.)
• C = Christian Response
o When identifying ways that people say sorry to their families, I can identify the
reasons that I have had to say sorry to my own family (for losing my temper, for
not listening to my Mum and Dad etc.) and the ways that I have shown that I am
sorry (by giving them a hug, by writing them a card etc.). Finally, when talking
about ways that we can show love to our families just as Jesus did, I can list
ways that I do this with my own family (cooking dinner, washing the dishes etc.)
3

OUTCOMES EYLF
OUTCOME 1:
Children have a strong sense of
identity
Children feel safe, secure, and supported
Children develop their emerging
autonomy, inter-dependence, resilience
and sense of agency
Students demonstrate this capability when
they cooperate and work with others and
increase their awareness of the
differences in peers’ families.
Children develop knowledgeable and
confident self-identities
Students demonstrate this capability when
they explore differences in peers’ families
and develop a further understanding of
their own families.
Children learn to interact in relation to
others with care, empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
OUTCOME 2:
Children are connected with and
contribute to their world
Children develop a sense of belonging to
groups and communities and an
understanding of the
reciprocal rights and responsibilities
necessary for active community
participation
Children respond to diversity with respect
Students demonstrate this capability
when they explore the diversities of their
peers’ families and listen to others,
showing respect and being inclusive of
all.
Children become aware of fairness
Children become socially responsible and
show respect for the environment
2. Partnerships
Responsiveness to children (visible through the
responsiveness shown to students varying family
backgrounds and experiences during Week 1-3)
Cultural competence
LINKS TO THE EARLY YEARS LEARNING FRAMEWORK
OUTCOME 3: OUTCOME 4: OUTCOME 5:
Children have a strong sense of Children are confident and Children are effective
well being involved learners communicators
Children become strong in their social Children develop dispositions for learning Children interact verbally and non-verbally
and emotional wellbeing such as curiosity, cooperation, with others for a range of purposes
confidence, creativity, commitment, Students demonstrate this capability when
enthusiasm, persistence, imagination and they interact verbally and non-verbally with
reflexivity their peers.
Students demonstrate this capability
when they express wonder and engage in
activities planned for them.
Children take increasing responsibility for Children develop a range of skills and Children engage with a range of texts and
their own health and physical wellbeing processes such as problem solving, gain meaning from these texts
enquiry, experimentation, hypothesising,
researching and investigating
Students demonstrate this capability
when they represent the information
learnt in different ways and actively
contribute to conversations.
Children transfer and adapt what they Children express ideas and make meaning
have learned from one context to another using a range of media
Students demonstrate this capability Students demonstrate this capability when
when they transfer their learning into they represent and consolidate their learning
other subject areas and make through the creative arts.
connections between experiences.
Children resource their own learning Children begin to understand how symbols
through connecting with people, place, and pattern systems work.
technologies and natural and processed
materials Children use information and communication
Students demonstrate this capability technologies to access information,
when they explore the learning investigate ideas and represent their
environment and use ICT to represent thinking
and consolidate their learning Students demonstrate this capability when
they use ICT to represent and consolidate
their learning.
3. High expectations & equity (visible 4. Respect for diversity (visible through 5. Ongoing learning & reflective practice
through the experiences planned for and the respect and inclusiveness shown to
the focus/learning objectives of each of students in regards to their family
the activities) backgrounds)
Learning through play (visible through the activities Intentional teaching (visible through the explicit
planned for and the experiences incorporated into connections made to the Key Understandings and
the indoor and outdoor envionments) Learning Points in each lesson)
Assessment for learning (visible through the Learning environments
evaluation and assessment completed in Weeks 1-
3)
4

Humanities and Social Sciences
• Students complete a take-home interview with
their parents/guardians that enables them to
identify who the people in their family are and
where they come from (ACHASSK011) == ==
• Using the information gained from the take-
home interview, students create a simple family
tree that shows who the people in their family
are and how they are related (ACHASSK011)
WK1 L1 ==
• Students bring in a photo of their family and take
part in whole/small group news where they show
their peers their family photo and identify who
the people are and why they are special to them
(ACHASSK011) == == ==
• Using the iPad app “Book Creator” students
create a short book that outlines special events
and/or special things that they do with their
families (ACHASSK012) == == ==
Health and Physical Education
• Students determine and express how Mary and
Joseph might have felt when Jesus was lost in the
temple (ACPPS005) == == ==
• Students identify the words or actions they might
have used for which they needed to say sorry and
further, how these would affect their family’s
feelings (ACPPS005) == == == == ==
Mathematics
• Using family photos or drawings, students count
how many members are in their peers’ families.
As a whole class this information is then
recorded to identify which number of members
is the most common (ACMNA001) == ==
• Students play a game of 10 questions where
they have to ask 10 yes/no questions to
determine how many people are in their peers’
families and who these people might be
(ACMSP011) == ==
• Students create a calendar for the week and
record things that they can do to show their
families that they love them (ACMMG008) WK3
L3 == ==
CONCEPT MAP
Concept: My Family Term: 3 Weeks: 1-3 Technologies
• Digital Technologies:
o Using their iPad’s students use the app “Book
The Arts Creator” to create a page for a class book that
shows how their families are similar to Jesus’ family
• Visual Art:
(ACTDIK002) WK2 L5 == == ==
o Students draw pictures that represent who the people in their family
o Using their iPad’s students record themselves
are and how their families show love to one another (ACAVAM106)
saying who the members in their family are, who
WK1 L2 == == == ==
gave them their family and why their family was
o Students model what Jesus’ family might look like by creating
given to them. WK1 L4 == == == ==
figurines made out of salt dough (ACAVAM107) == == == ==
o Using their iPads, students record themselves
o Students create a family flower, drawing members of their family on
acting out/identifying actions/words that they might
each petal and writing the reason God gave them this family
say/do that they would need to say sorry for. == ==
member underneath. WK1 L5 == == == ==
== == ==
o Students create a 3D home for Jesus and His family to live in using
boxes and other materials (ACAVAM108) WK2 L2 == == == == • Design and Technologies:
• Music: o Students plan and design how they will use boxes
o Students learn the words and sing along to music played from the box construction centre to create homes
(ACAMUM081) == == for Jesus and his family (WATPPS02) == == == ==
o Students create their own songs thanking God for giving them their ==
families (ACAMUM080) == == == == == o Students work together to transform boxes from the
box construction centre into homes for Jesus and
o Students create their own songs about why God loves them
(ACAMUM080) == == == == == His family (WATPPS05) == == == == ==
o Students compose songs using musical instruments and words that
give thanks to God for their families, for Jesus and for giving them English
ways to say sorry and love their families (ACAMUM081 and • Students write their own prayers thanking God for giving
ACAMUM082) WK3 L4 == == == == == == them their families. == == == == ==
• Drama: • After listening to the Godly Play story of Jesus and His
o Students act out and recreate how Mary and Joseph might have family (Luke 2:22-40) students try to retell the story by
felt when God asked them to be Jesus’ parents. (ACADRM029) identifying the characters and ordering the events
WK3 L1 == == == == == (ACELT1578) == ==
o Students dramatize how their families show love to them and/or how • Students create a short story about who the people in
their families can become more like Jesus’ (ACADRM029) == == == their family are, who the people in Jesus’ family are and
== == how they are similar/different (ACELY1651) == == == ==
o Students act out scenarios that are based on what children might • Students write their own wonder questions about why
say/do to their families that they have to say sorry for. Then they are they think God gave them their families. == == == ==
to express ways in which they can say sorry for what they have • Students write what activity/activities they most enjoyed
done (ACADRM029) == == == == during their Religion lessons and why they enjoyed it
(ACELY1653) == == == ==
Key • Students write a prayer thanking God for something that
they have done during their Religion lessons. == == ==
Physical (Fine/Gross Motor) ==
Social ==
Emotional == Cross Curriculum Priorities
Cognitive/Language == • Aboriginal and Torres Strait Islander
Creative == Histories and Cultures:
o Invite a local Aboriginal Elder to come in and talk to
Spiritual ==
the students about who indigenous people consider
*WK# = (Week Number) L# = (Lesson Number)* to be a part of their families/mobs. ==
5

Construction Area
• Week 1 =
o Students are provided with recycled boxes, material,
tubes, cardboard, wooden pegs, glue, sticky tape and
any other resources that might be used to represent the
people in their families. == == == ==
o If children don’t feel like creating their families from the
materials above, they can use Lego/Duplo to represent
the different members of their families. == == == ==
• Week 2 =
o Students are provided with recycled boxes, tubes,
cardboard, glue, sticky tape and any other resources that
might be needed to successfully build Jesus’ house. ==
== == == ==
• Week 3 =
o Students are provided with recycled boxes, tubes,
cardboard, glue, sticky tape, material and any other
resources that might be needed to re-create an activity
that they liked over the course of their three-week
Religion unit. == == == == ==
Painting
• Week 1 =
o Students are provided with a variety of coloured paints
and paper and are encouraged to paint the people in
their family. == == == ==
• Week 2 =
o Students are provided with a variety of coloured paints
and paper and are encouraged to paint the people in
Jesus’ family/what Jesus might have done with His
family/what students do with their own families/how their
families can be more like Jesus’. == == == == == ==
• Week 3 =
o Students are provided with a variety of coloured
paints and paper and are encouraged to paint ways
that they can say sorry and/or ways that they can
show love to their families. == == == == == ==
o o
Key
Physical (Fine/Gross Motor) ==
Social ==
Emotional ==
Cognitive/Language ==
Creative ==
Spiritual ==
*WK# = (Week Number) L# = (Lesson Number)*
Weeks: 1-3
Drawing/Writing Centre
• Week 1 =
o Students are provided with paper, pencils, colouring-
in pencils, textas, crayons etc. and are encouraged
to draw who the people in their family are. == == ==
==
o Students are also provided with paper and pencils
and are encouraged to write a prayer thanking God
for giving them their families. == == == == ==
• Week 2 =
o Students are provided with paper, pencils,
colouring-in pencils, textas, crayons etc. and are
encouraged to draw the people in Jesus’ family
and what they might have done together. == ==
== == ==
o Students are provided with paper and pencils and
are encouraged to write ways that they think their
families could be more like Jesus’ family. == ==
== == ==
• Week 3 =
o Students are provided with paper, pencils,
colouring-in pencils, textas, crayons etc. and are
encouraged to draw ways that they can say sorry
and/or ways that they can show love to their
families. == == == == == ==
Dramatic Play Corner
• Week 1 =
o Students are provided with different costumes,
props and materials and are encouraged to re-
create how members of their family act – i.e.
mum or dad working in the garden, the baby
crying etc. == == == ==
• Week 2 =
Students are provided with multiple boxes of the
Godly Play and are encouraged to recreate the
story of Jesus and His family. == == == == ==
• Week 3 =
o Students are provided with costumes, props and
materials and are encouraged to act out
scenarios where they might do/say something
that they need to say sorry for and/or act out
ways that they can show love to their families. ==
== == ==
LEARNING CENTRE PLAN (INDOOR ENVIRONMENT)
Book Corner
• Week 1 =
o Students are provided with a variety of books that
focus on families and family trees. ==
o Examples include =
▪ “Who’s in a Family” by Robert Skutch
▪ “Who’s in my Family? All about our Families” by
Robie H. Harris
▪ “Families around the World” by Margriet Ruurs
▪ “A Family is a Family is a Family” by Sara
O’Leary
▪ “Family Forest” by Kim Kane
• Week 2 =
o Students are provided with a variety of books that
focus on Jesus and his family. == ==
o Examples include =
▪ “Jesus and the Family Trip” by Arch Books
▪ “The Story of Baby Jesus” by Mary Kelly
▪ Children’s Bible
• Week 3 =
o Students are provided with a variety of books that
focus on saying sorry and ways that they can
show love to their families. == ==
o Examples include =
▪ “Martha doesn’t say Sorry” by Samantha
Berger
▪ “The Berenstain Bears and the Forgiving
Tree” by Jan and Mike Berenstain
▪ “I Love Mum with the Very Hungry
Caterpillar” by Eric Carle
▪ “The Things I Love About Family” by Trace
Moroney
ICT Table
• Week 1 =
o Students use their iPads or a desktop computer to
create their family trees through the website “Family
Echo”. == == ==
• Week 2 =
o Students use their iPads and record themselves
recreating the story of Jesus and His family. == == ==
==
• Week 3 =
o Students use their iPads and record themselves acting
out/identifying actions/words that they might say/do that
they would need to say sorry for. == == == ==
6

Natural Environment
• Week 1 =
o Students are encouraged to go on a scavenger
hunt in their natural environment, looking for
materials that they could use to create or represent
the members in their family. == == ==
• Week 2 =
o Students are encouraged to find materials in the
natural environment. Once they have found these,
students are encouraged to use these to replicate
what Jesus’ family home might have looked like.
== == == ==
• Week 3 =
o Students are encouraged to find materials in the
natural environment. Once they have found these,
students are encouraged to create something to give
to someone to show that they are sorry/to show how
much they love them. == == == == ==
• *Students must be reminded to be careful of
bugs/insects/other creepy crawlies as we are entering their
environment and to only take things that are on the ground,
not still attached to flowers, trees etc. for example leaves*
Creative Play/Playdough Table
• Week 1 =
o Students are provided with playdough and any
material that has been found in the natural
environment. Using these materials, students can
choose to either create their own families or create
a family tree. After they have done this, students
are free to role-play and dramatize with the
figurines they have created. == == == ==
• Week 2 =
o Students are provided with playdough. Using this
playdough, students are encouraged to show ways
that their families can be more like Jesus’. == ==
== ==
• Week 3 =
o Students are provided with playdough. Using this
playdough students are encouraged to represent
ways that they can say sorry to their families/show
love to their families. == == == == ==
LEARNING CENTRE PLAN (OUTDOOR ENVIRONMENT)
Weeks: 1-3
Art/Craft Table
• Week 1 =
o Students are provided with paper, glue, pencils,
textas, crayons, material, boxes, cardboard etc.
and are encouraged to create a 3D family tree.
Students are also able to use material from their
natural environment. == == == ==
• Week 2 =
o Students are provided with paper, glue, pencils,
textas, crayons, material, boxes, cardboard etc.
and are encouraged to create their own
figurines for the Godly Play kits. The teacher
places an emphasis on creating the figurines
from the Godly Play Kit that they listened to
during one of their lessons. == == == ==
• Week 3 =
o Students are provided with paper, glue,
pencils, textas, crayons, material, boxes,
cardboard etc. and are encouraged to create
a collage of ways people can either say sorry
or show love to their families. == == == ==
Key
Physical (Fine/Gross Motor) ==
Social ==
Emotional ==
Cognitive/Language ==
Creative ==
Spiritual ==
*WK# = (Week Number) L# = (Lesson Number)*
Music Centre
• Week 1 =
o Using the song that they sang during one of their
lessons, students are encouraged to use the
musical equipment in the music centre (e.g.
chimes, drums, pipes, cymbals, maracas, bells
etc.) to compose their own song that identifies why
they love their families. == == == == ==
• Week 2 =
o Students are encouraged to use the musical
equipment in the music centre (e.g. chimes,
drums, pipes, cymbals, maracas, bells etc.) to
compose a song that identifies why Jesus’ family
is special. == == == == ==
• Week 3 =
o Students are encouraged to use the musical
equipment in the music centre (e.g. chimes,
drums, pipes, cymbals, maracas, bells etc.) to
compose a song that thanks God for their families,
for Jesus and for giving them ways to say sorry
and love their families. == == == == == ==
Sand Play
• Week 1 =
o Students are provided with buckets, spades,
moulds and natural materials from their
environment and are encouraged to create
something that represents how much God loves
them. == == == ==
• Week 2 =
o Students are provided with buckets, spades,
moulds and natural materials from their
environment and are encouraged to build two
homes. One that shows what their own house
looks like and another to show what Jesus’ family
home might have looked like. == == == ==
• Week 3 =
o Students are provided with buckets, spades,
moulds and natural materials from their
environment and are encouraged to create
something that represents how much they love the
people in their families. == == == ==
7
 LEARNING AND TEACHING PROGRAM

Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation and

Assessment
1 KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING WEEK 1 =
= Wondering at families. = Wondering at families. = Wondering at God who = Attribute: God loves us. = Attribute: God loves us. Lesson 5:
created families. • What is being assessed?
A=
LEARNING POINT = LEARNING POINT = LEARNING POINT = LEARNING POINT = LEARNING POINT = o Students ability to
Wondering A1.1 (Identifies the A1.2 (Names ways family A2.1 (Expresses wonder A3.1 (Celebrates that A3.1 (Celebrates that God identify a reason as to
at the people who belong to members show love and at God who created the God loves them) loves them) why God gave them a
Creator of their family) care for them) members of their family) particular family
Families member.
• Read the story “The • Play the YouTube • Show students the • Play the YouTube • The teacher explains • How is it being assessed?
Family Book” by video “I Love You – class brainstorm that video “God’s Family” to students that they o Through work samples
*On and a checklist.
completion of Todd Parr to Family” and they completed in encouraging students have learnt so much
Lesson 1 and about their families – o The teacher gives
their activity’s students. encourage students whilst it is playing to
students a tick (if they
students are • Whilst reading the to listen to the words examples of the think about all of the who is in them, how
artwork that they are able to identify the
encouraged book, pose wonder and sing along. reasons that they are they love us, who gave
completed in Lesson reason), a dot (if they
to move questions to students • After students have thankful to God for us families and why
are able to identify part
so that they can think listened to the song 2. their families. they gave us them.
between the • Discuss with students of a reason), a dash (if
indoor and about the people in the teacher asks • After students have • After this the teacher they were not able to
the people that they states that because
outdoor their own families. them to get into their listened to the video identify a reason)
identified in their students have learnt
environments For Example: think-pair-share the teacher asks
families and talk about
engaging o I wonder who the partners and poses ways that these students if they can so much, they should
with the people in your the questions: remember from the create something that
families love and care
different families are. o Why do we love for them. previous lesson who shows what they
activities and o I wonder if you our families? • Remind students that gave us our families know.
experiences have a brother or o What are some all families are and why they were • On the whiteboard the
set up for a sister. ways that we different but that they given to us. teacher displays a
that week, o I wonder if your can show this all love us. • After this discussion large family flower
applying and family is big or love for our • Arrange students in a the teacher informs (see appendix).
consolidating small. families? circle and roll a large students that God • The teacher explains
the • After reading the o How do our foam Wonder Dice gave us our families what students are to
knowledge story brainstorm with families care for around the circle (see because He loves us do and fills in the
that they students who the us? appendix) student to and wants us to be flower with information
have just members of their • After students have student. Encourage cared for and happy. about his/her own
learnt* families are – for had a chance to think each student (when • Once they have family, getting students
example, Mum, Dad, and share their the dice is rolled to finished their to help him/her fill in
brother, sister, responses with their them) to think about discussion, the the blanks along the
grandma, grandad, partners, the teacher the question written on teacher provides way.
pets etc. asks certain pairs to its face and try to each child with a • After the teacher has
answer it. completed their flower,
*Be sensitive when share with the whole piece of paper and
• Questions on the dice they give students
talking about families, class what they have asks them to write a
include: some time to think
letting all students know discussed. prayer to God
o Who created
that not all families will be thanking Him for their about what they might
families?
the same* include in their flowers

8
 INTEGRATION WITH INTEGRATION WITH
OTHER LEARNING OTHER LEARNING
AREA = AREA =
• During their • During their Visual
Humanities and Arts lesson, students
Social Sciences draw pictures that
lesson, students represent the ways
create a family tree, that their family
identifying their loves/takes care of
family members and them; the ways that
showing how they they show their love
are connected (see to their family (see
appendix). appendix).
*Students can choose to • If able to, students
create these family trees write the ways their
by themselves or use the family members
template provided* show love and care
• (ACHASSK011) for them, at the
bottom of their
pictures.
*If students are unable to
write these reasons, they
are permitted to say them
aloud and the teacher/EA
will scribe their responses
for them*
• Once completed,
these drawings are
displayed in the
classrooms Sacred
Space.
• (ACAVAM106)
o Why did God families (see and what types of
give us families? appendix). things that might
o What must God say/describe.
be like? INTEGRATION WITH
o Do you think God OTHER LEARNING INTEGRATION WITH
has a family and AREA = OTHER LEARNING
who might be in • During their Digital AREA =
it?
Technologies lesson • During their Visual Arts
o Why does God
students use their lesson students
want us to have
a family? iPads (with the complete their own
o Why did God not assistance of the family flowers (see
make all families teacher and EA) to appendix). On each of
the same? record a video. the petal’s students
• During this video draw a picture of one
INTEGRATION WITH students state the of their family
LEARNING CENTRES = members in their members.
• Once the activity is family, who gave • Underneath this
completed, the them their family and drawing will be a
teacher informs why their family was space for the students
students that they will given to them. to write a reason as to
be given some time to • For Example: why God gave them
explore these activities o God gave me this person.
set up in the indoor my Mummy, • For Example:
and outdoor Daddy, little o God loves me
environments. (These brother, because He gave
activities directly relate Grandma and me Mummy to
to what they have just Grandad love because she
learnt) because He takes care of me.
• The teacher explains loves me. *If students are unable to
the activities set up • (ACTDIP003) write these reasons, they
indoors and outdoors
are able to say them aloud
– for example:
and the teacher/EA will
o Drawing/Writing
Centre scribe their response for
o Painting them*
o Playdough • Once completed the
o Music Centre flowers are added to
o Dramatic Play the Sacred Space
Corner under the heading:
• Once the teacher has o God loves you
done this, he/she and God loves
sends students off in me. He gave me
groups to interact with my family
the activities. because…
*The teacher and EA float • (ACAVAM106)
between the indoor and
outdoor environments
checking on students and
extending their learning*
9
 2 KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING WEEK 2 =
= Jesus belonged to a = Jesus belonged to a = Jesus belonged to a = Jesus came to show = Jesus came to show Lesson 5:
family. family. family. people how to live in people how to live in • What is being assessed?
B = The
families. families. o Students ability to
Promise of LEARNING POINT = LEARNING POINT = LEARNING POINT = LEARNING POINT = LEARNING POINT = identify how their family
Christian B1.1 (Identifies that B1.1 (Identifies that B1.1 (Identifies that Jesus B1.2 (Name ways B1.2 (Name ways families is similar to Jesus’ and
Salvation Jesus belonged to a Jesus belonged to a belonged to a family) families could be more could be more like Jesus’ why this is.
family) family) like Jesus’ family) family) • How is it being assessed?
*On o Through work samples
• The teacher asks • The teacher places • Read the story • Show students the • The teacher plays and a checklist.
completion of
“Jesus and the o The teacher gives
their activity’s one student to go the Godly Play Kit in venn diagram that some calming
students a tick (if they
students are and get the Godly the middle of the Family Trip” by Arch they completed in the meditation music.
are able to identify and
encouraged Play from the Sacred circle and asks Books. previous lesson. • He/she then asks
explain the reason), a
to move Space and invites the students if they can • After listening to the • Ask students if they students to find a spot dot (if they are able to
between the rest of the students remember who the story, the teacher can think of any other on the mat/around the identify and partly
indoor and down to the mat (see members of Jesus’ asks students to get things that Jesus classroom (*the explain the reason), a
outdoor appendix). family were (to into their think-pair- might have done with teacher ensures that dash (if they were not
environments • The teacher explains prompt students, get share partners. His family. these spots are in able to identify or
engaging that he/she is going them to think about • The teacher asks • After this, ask places where students explain a reason).
with the to read them a the members of their students to have a students if they can cannot hurt
different special story about own family and which quiet moment of think of ways that themselves*)
activities and Jesus’ family. of these members reflection and then their families could • Once students have
experiences • During this time the Jesus might have as asks them to think of be more like Jesus’. found their spots, the
set up for teacher reminds well) things that Jesus did • After some time, ask teacher asks students
that week, students to be • The teacher also with His family in the certain students to to close their eyes and
applying and reverent and to listen asks students if they book. share with the class think about Jesus –
consolidating to the story carefully. think that Jesus’ • After students have the ways they imagine Jesus sitting
the • The teacher begins home would be the had some time to thought of. in a place that is
knowledge the Godly Play. same or different to think, the teacher • Pass around a piece special to you. Once
that they • Whilst the teacher is the one that they live asks students to of A4 paper to all you find Jesus, go up
have just reciting the Godly in and gets them to share these with their students. to Him, say hello and
learnt* Play, he/she poses think about what His partner and when • Ask students to fold sit down next to Him.
some wonder house might have ready, share what their piece of paper in • The teacher then asks
questions to students looked like. they remembered half. students to tell Jesus
about Jesus’ family: • The teacher displays with the rest of the • Ask students to draw all about their own
o I wonder what a ‘same and different’ class. Jesus’ family doing families – who the
Jesus’ mother poster on which to • To conclude, the something together people in their families
Mary was like. record student teacher creates a on one half of the are and why they are
o I wonder what responses (see venn diagram that paper. special.
Jesus’ earthly appendix). has things that Jesus *To assist students, have • Once they have done
father Joseph would have done with a copy of the book “Jesus this, the teacher asks
was like. INTEGRATION WITH His family on one and the Family Trip” by students to tell Jesus
o I wonder why OTHER LEARNING side, and things that Arch Books and some of that they have been
God chose Mary AREA = the students do with the figurines students learning all about His
and Joseph to • During their Visual their families on the made to assist them in special family.
be Jesus’ Arts lesson students, other (see appendix). remembering who is in • The teacher asks
family. in pairs, bring to life Jesus’ family* students to tell Jesus
10
 o I wonder what
things Jesus
might have
done with His
family.
o I wonder why
Jesus was • Once they have
called a special
child of God.
• After the Godly Play
has finished, explain
to students that • After they have
Jesus’ family is very
special.
*Students know that the • Once this has been
Godly Play is kept in the
Sacred Space and know
how to play with it/that
they can play with it
whenever they would
like*
INTEGRATION WITH • (ACAVAM107 and
LEARNING CENTRES =
• Once completed this
activity the teacher
informs students that
they will be given
some time to explore
the activities set up in
the indoor and outdoor
environments. (These
activities directly relate
to what they have just
learnt)
• The teacher explains
what activities will be
set up indoors and
outdoors – for
example:
o Dramatic Play
Corner
o Book Corner
o Art/Craft Table
o Playdough Table
o ICT Table
what they thought INTEGRATION WITH
Jesus’ family home LEARNING CENTRES =
might look like by • Once completed, the
using resources from teacher informs
the box construction students that they will
centre. be given some time to
explore the activities
completed His home set up in the indoor
students use salt and outdoor
dough to create environments. (These
activities directly relate
Jesus’ family.
to what they have just
learnt)
finished, the figurines
• The teacher explains
are baked so that what activities will be
they can harden. set up indoors and
outdoors – for
completed students’ example:
creations are stored o Painting
in the Sacred Space o Drawing/Writing
and are made Centre
available to play with o Music Centre
whenever they would o Playdough Table
like. o Book Corner
• Once the teacher has
ACAVAM108) done this, he/she
sends students off in
groups to interact with
the activities.
*The teacher and EA float
between the indoor and
outdoor environments
checking on students and
extending their learning*
• After they have how their family is
completed this, ask similar to His and
students to draw their about all of the
own family doing wonderful things they
something that do together.
makes them more • The teacher asks
like Jesus’ family on students to say
the other half of the goodbye to Jesus, and
paper (to assist when they are ready,
students in need of to open their eyes and
help drawing their join him/her back in
families, provide the classroom.
them with • Once all students have
opportunities to look opened their eyes the
at the family flowers teacher turns off the
they created in a meditation music and
previous lesson). tells students to
• Once completed, remember the things
these drawings get that they told Jesus as
added to the Sacred during their ICT lesson
Space under the they were going to
heading: create a book that
o Jesus and His shows how their family
Special Family. is like Jesus’.
INTEGRATION WITH INTEGRATION WITH
LEARNING CENTRES = OTHER LEARNING AREA
• On completion of this =
activity, the teacher • During their Digital
informs students that Technologies lesson,
they will be given students use the iPad
some time to explore app “Book Creator” to
the activities set up in create a page for a
the indoor and outdoor class book that shows
environments. (These how their family is
activities directly relate
similar to Jesus’
to what they have just
family.
learnt.)
• On this page students
• The teacher explains
draw how their family
what activities will be
set up indoors and is similar and, once
outdoors – for completed, write why
example: their families are like
o Painting Jesus’.
o Drawing/Writing *If students are unable to
Centre write these reasons, they
o Sand Play are able to say them aloud
o Playdough Table and the teacher/EA will
11
 • Once the teacher has
done this, he/she
sends students off in
groups to interact with
the activities.
*The teacher and EA float
between the indoor and
outdoor environments
checking on students and
extending their learning*
3 KEY UNDERSTANDING
= Sometimes people
need to say sorry.
C=
Christian LEARNING POINT =
Response C1.1 (Identifies words or
actions for which people
*On may need to say sorry)
completion of
their activity’s
students are • Read the story
encouraged “Harriet, You’ll Drive
to move Me Wild!” by Mem
between the Fox.
indoor and • After reading the
outdoor story, the teacher
environments poses wonder
engaging questions to students
with the about the book:
different o I wonder how
activities and Harriet’s Mother
experiences felt.
set up for o I wonder how
that week, Harriet felt when
o Book Corner scribe their response for
• Once the teacher has them*
done this, he/she • Once all pages are
sends students off in completed the teacher
groups to interact with shows students how to
the activities. airdrop these pictures
*The teacher and EA float to the teachers iPad.
between the indoor and • Once the teacher
outdoor environments receives all of the
checking on students and
pages, he/she
extending their learning*
compiles them into a
class book. At the end
of the book the teacher
includes this prayer:
o Jesus, Mary and
Joseph help our
families to be
more like your
Holy family.
*As this book is digital the
teacher is able to share
this resource with parents*
KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING KEY UNDERSTANDING WEEK 3 =
= Sometimes people = Jesus wants His = Continuing to wonder at = Continuing to wonder at Lesson 4:
need to say sorry. followers to show love in how people can show how people can show love • What is being assessed?
their families. love and care in their and care in their families o The teacher assesses
LEARNING POINT = LEARNING POINT = families as Jesus taught. as Jesus taught. student’s ability to
C1.2 (Names ways C2.1 (Select ways people LEARNING POINT = LEARNING POINT = compose a song that
people could show they can try to show love to C3.1 (Reviews and C3.1 (Reviews and thanks God for the
are sorry) their families) expresses experiences of expresses experiences of specific topic that they
their learning throughout their learning throughout have been assigned.
the unit) the unit) • How is it being assessed?
• Play the YouTube • Remind students of • The teacher asks • Students take part in a o Through observational
notes that are written in
video “I’m Sorry” and the activities they students to think Liturgy of the Word
a table.
encourage students completed in the last about the things that Ritual (See Page 17 of o These observational
to listen to the words two lessons, and they have learnt over this document). notes include
and sing along. then ask them if they the past three weeks information as to
• After listening to the can remember what in Religion. Once whether or not students
song, the teacher these activities were he/she has given composed a song
asks students to sit in focused on. students some time based on the topic that
a circle and place • After discussing this, to think, the teacher they were assigned;
their hands on their the teacher asks asks students if they whether or not the song
knees palm side up. students if they can thought about their included information
• The teacher tells remember who gave families, Jesus and learnt from one of their
students that he/she us our families. After His family or ways Religion lessons and
is going to play the students have that they can say
12
applying and she did things “I’m Sorry” song responded, the sorry to /love their whether or not the song
consolidating her Mother again, but whilst it is teacher informs them families. thanked God.
the didn’t like. playing, students that God gave us our • The teacher then
knowledge o I wonder if you have to send a clap families to love, just puts 6 topics up on
that they have had to say around the circle by as Jesus loved His the whiteboard.
have just sorry to your hitting their right own family. He/she reads these
learnt* families before hand on to the right • The teacher then categories out and
o I wonder what hand of the person asks students to get asks students to think
types of things next to them. into their think-pair- about which topic
you might have • After he/she has share partners. they would like to
done that you explained this, the • He/she them asks write a song about.
had to say sorry teacher tells students them to think of ways These topics include:
for. that if the music that they can show o Thanking God
• After students have stops when their love to their families. for their families
had some time to hand gets clapped, • In turns, students o Thanking God
ponder these they have to name a then share with the for loving them
questions, the way that someone class what they came and their
teacher asks could say that they up with. These families
students if anyone are sorry (to prompt suggestions are then o Thanking God
could tell him/her students the teacher added to a class for giving Jesus
some words or could show them brainstorm. a family to love
actions that children what they wrote on • After each pair has o Thanking God
might say/do to their the whiteboard in the shared their for helping them
families that they previous lesson). responses, the to be more like
need to say sorry for. • Students continue to teacher states the Jesus’ family
These responses are play this game until he/she is going to o Thanking God
then written on the they run out of ways read each of the for giving them
whiteboard. they can think of to ideas out. ways to say
• Following this say sorry. • Students are then sorry
conversation, the asked to think about o Thanking God
teacher asks INTEGRATION WITH these ideas and to for giving them
students to get into LEARNING CENTRES = raise their hand if ways to love
their think-pair-share • Once completed, the they think they could their families
partners and asks teacher informs carry out an idea at • After the teacher has
them if they can think students that they will home (get children to given students some
of some way’s be given some time to raise their hands a time to think he/she
families can show explore the activities maximum of 7 times asks students to
that they are sorry. set up in the indoor as that will equate to stand up when the
These responses are and outdoor 1 idea a day). topic that they like
then added to the environments. (These • Once each of the the most is read out.
activities directly relate
whiteboard. ideas has had a • The teacher then
to what they have just
• After students have child’s name placed writes the names of
learnt)
shared their next to it the whole these students under
• The teacher explains
responses the class counts and each of the topics.
what activities will be
teacher reminds set up indoors and tally’s the amount of • Once completed, the
students that outdoors – for people per idea. teacher informs
sometimes we make example: students that in their
13
 mistakes that make
our families sad, but
it is good to say sorry
and learn from our
mistakes.
INTEGRATION WITH • Once the teacher has
OTHER LEARNING
AREA =
• During their Drama
lesson students are
*The teacher and EA float
asked to get into between the indoor and
small groups and are
given scenarios from checking on students and
the discussion that extending their learning*
they had during their
Religion Lesson.
• These scenarios are
based off of the
responses that
students provided
about what children
might say/do to their
families that they
have to say sorry for
and what ways
children can say
sorry to their families.
• After students have
had time to plan and
rehearse how they
might act out these
scenarios each group
performs in front of
the teacher and their
peers.
• (ACADRM029 and
ACADRR030)
o Painting
o Dramatic Play
o Natural
Environment • During their
o Music Centre
o Art/Craft Table
done this, he/she
sends students off in
groups to interact with
the activities.
• Students are asked
outdoor environments
• After they have done
• Students are required
• (ACMMG008)
INTEGRATION WITH groups they will be
OTHER LEARNING writing a song about
AREA = the topic that they
have been given.
Mathematics lesson, • To provide students
students are provided with some inspiration
with a piece of A4 for these songs the
paper that has been teacher plays various
divided into 7 videos and music.
columns (see Examples include:
appendix). o “Thank you Lord
for Making Me”
to write a day of the o “Thank you,
week in each of God” by Andrew
these columns. Chinn
o “One Family”
this, the teacher o “Jesus Loves
shows them the Me”
brainstorm that they
completed in their INTEGRATION WITH
Religion lesson, OTHER LEARNING
reminding students of AREA =
the ways that they • During their Music
can show love to lesson, students get
their families. into the groups they
were assigned during
to place one of these their Religion Lesson.
ideas under each day • Using musical
of the week. These instruments and the
ideas can either be videos/songs they
written (if able) or a listened to as
inspiration, students
picture drawn to
try to compose a song
represent how they
that thanks God for
can show love. the topic that they
were given.
• After all students have
had some time to plan
and practice their song
each group performs
in front of the teacher
and their peers.
• (ACAMUM081,
ACAMUM082 and
ACAMUR083)
14
 PLANNED ASSESSMENT

What is being assessed?

• Throughout both the Religion and Visual Arts lessons featured in Week 1 Lesson 5, student’s ability to celebrate God’s love for them, through creating a
family flower that identifies a family member that God gave them and explains why God gave them this family member will be assessed.
• This assessment will act as formative assessment to see how the students are progressing and the areas where students may need some additional
assistance.

How does it link to the Religious Education Unit?

• This assessment links to the Religious Education Unit – My Family, in particular Key Understanding (Attribute: God loves us) and Learning Point (A3.1 -
Celebrates that God loves them) as it assesses students understanding of their own families and identifies which students are able to explain reasons for
why God gave them this family member. These understandings are key messages throughout the unit, and students need to have a firm understanding of
these messages to fully understand the love that God has for them, and shows them, through their families.

How does it assess student’s learning?

• This assessment piece assesses students’ learning in an informal way, as they are unaware that their knowledge and overall understanding is being
assessed during the lesson, therefore, not placing any added pressure on the students.

How will I collect evidence?

• Evidence of this assessment will be collected through students work samples, as the family flower that they created during Lesson 5 encourages students
to identify members of their family and explain reasons as to why they think God provided them with this family member.

How will I record evidence?

• Evidence for this assessment will be recorded through a checklist.
• The checklist will have three columns → the first column will include each student’s name; the next two columns will have the two overarching objectives
of the assessment.
• Each of the columns will be wide enough to include the ‘mark’ that students receive and a comment about why they received this ‘mark’.
• At the bottom of the assessment will be a key. This key will describe the “marks” that students receive → students will be given a tick if they are able to
identify their family members and explain a reason as to why God gave them this family member; students will be given a dot if they were able to identify
some of their family members and provide part of a reason as to why God gave them this family member; finally students will be given a dash if they are
unable to identify a family member and if they were unable to provide a reason as to why God gave them this family member.

How will I share these results with parents?

• These results will be shared with parents, not as a mark, but as a comment written at the bottom of each of the students work samples, outlining what they did
well and something else that they might have included. These results can be viewed by parents when they look at the classroom’s sacred space, as this is where
students work samples will be hung once they have been assessed.

*A sample copy of this assessment piece can be seen on the following page and a sample copy of the Family Flower that students will create during
Week 1 Lesson 5 can be found in the Appendix.*
15
 Example Template - God Loves Us – Family Flowers
z
Students Name Objective 1 = Identifies a family Objective 2 = Explain a reason why
member that God gave them God gave them this family member
Amy A ✓ Amy was able to identify all 3 of Amy provided a reason as to why
her family members and drew God gave her her Mum and Dad but
pictures that were representative of couldn’t provide a reason for her
each of these members. brother.
Adam G

Casey I

Matthew L Matthew was only able to identify Matthew was unable to provide a
his Mum and Dad and forgot to draw reason as to why God gave him any
his sister and older brother. of his family.

Oliver M

Olivia O ✓ Olivia was able to identify all 4 of Olivia provided a reason as to

her family members and drew why God gave her her Mum and
pictures that were representative of younger sister but couldn’t provide a
each of these members. reason for her Dad or older brother.
Joshua S

Lauren S

Stephanie W ✓ Stephanie was able to identify all ✓ Stephanie provided very detailed
5 of her family members and drew reasons as to why God gave her
pictures that were representative of each of her family members.
each of these members.
Key
Able to identify their family members and explain a reason as to why God gave them this
✓ family member.
Able to identify some of their family members and provide part of a reason as to why God
gave them this family member.
Unable to identify a family member and if they were unable to provide a reason as to why
God gave them this family member.

16
 PLANNED RITUAL

*This Liturgy of the Word Ritual will take place during the last lesson of the 3-week program. Parents/family members will be invited to attend this Liturgy of the
Word at the beginning of the unit so as to ensure that they can mark the date in their calendars*

Theme of Ritual: Family

Purpose of the Ritual: To thank God for giving us our families to love and care for.

Introduction to Ritual (Gather):

• Chairs are arranged on the classroom mat in a semi-circle for parents to sit down on when they arrive.
• As parents/family members walk in, the song that children listened to and learnt during Week 2, Lesson 2 (“I Love You Family”) is played.
• Once all parents/family members have arrived, the music volume is lowered and students walk into the classroom holding the pictures they drew of their families during
Week 2, Lesson 2. When students have entered the classroom, they line up in a row facing their parents/family members, holding their pictures in front of them. Once all
students have entered, the music is turned off and students use the microphone (held by the teacher) to tell their parents/family members why they love them → *if the
child is too nervous, the teacher is able to step in and respond on their behalf*
• Once all of the students have spoken, the teacher walks down the line collecting students’ drawings and asks them to sit on the mat in front of their parents/family members.

Middle of Ritual (Listen):

• Once all students are seated, the teacher stands at the front of the mat and states that he/she is going to read a story about Jesus and His family from the children’s Bible
located in their Sacred Space (this story is based on the stories from Luke 2).
• Once the teacher has finished reading the story, he/she then states that, just as Jesus was thankful to his family for coming back to look for him, the pre-primary students
are also thankful to God for giving them their families.
• The teacher then calls up six students who stand in a straight line, holding their prayers (written in Week 1, Lesson 4), read their prayer of thanks to God for their families
and listen to the song they learnt in Week 3, Lesson 4 – “One Family”.

Middle of Ritual (Reflect/Give Thanks):

• Once the song comes to an end, the teacher then stands at the front of the classroom and states that during one of their Religion lessons small groups of students composed
songs that gave thanks to God for all of the things that He has given them.
• The teacher then introduces two of the groups and states that the first song to be sung by (students names) gives thanks to God for providing them with ways to say sorry
to their families when they do something wrong, and the second song to be performed by (students names) gives thanks to God for providing them with ways to love their
families.
• Once each group has sung their songs, the teacher asks the groups to sit down.

End of Ritual (Go Forth):

• To end the ritual, the teacher stands at the front of the class and states that during the week, students created a calendar about things they can do with their families to
show their love for them. These calendars act as reminders for students to do things that both show love to their families, and act as ways of saying sorry for things that
they might have done.
• The teacher then plays the song that children listened to and learnt during Week 3, Lesson 4 – “Jesus Loves Me”, encouraging students and parents to stand up and sing
along.
• After the song, the teacher states that the Pre-Primary Liturgy of the Word has concluded, but parents/family members are more than welcome to stay and look around the
classroom, in particular the Sacred Space, to see all of the wonderful things that the students have created over their three-week Religion unit.
17
 PARENT INFORMATION NIGHT

Prior to the Parent Information Night Notes:

• *Parents will be provided with the date and location of the Parent Information Night well in advance so that they are able to put it into their calendars*
• This Parent Information Night has been planned to be held in the student’s classroom, however, it can be held in a gymnasium, conference room etc.
• Things to Prepare =
o The Slideshow Presentation – link to the Slideshow Presentation
https://docs.google.com/presentation/d/1qV1e05NkekS6ppZ9PDU7_SzDvw5HtsuELj_Bhzo12uA/edit?usp=sharing
o Copies of the Parent Prayer (See Appendix)
o Sticky Notes/Pens for Parents to write questions
o Sacred Space (what we would set up in our classrooms - children’s Bible, candle, prayer cards, Godly Play, cross, statues of Jesus and His family,
prayer cloth, Holy Water, Rosary Beads etc.)
o iPads/Devices for parents to use/access the Padlet on
o Set up the Padlet and include the QR Code in the Slideshow – link to Padlet https://padlet.com/guerinoni_emily/4yuufyjrgmfc

Before Beginning the Information Night:

• The teacher/teachers will stand at the door, welcoming parents/guardians to the session and will provide each person with a copy of the prayer and a few
sticky notes.
• Once all parents/guardians are seated, the teacher/s walk to the front of the room to begin the presentation.

Slide 1:

The Welcome is then

transitioned into the
agenda for the
evening.

18
Slide 2: Slide 3:

Slide 4: Slide 5:

19
Parent Information Night Script:
Slide 1 – Tonight’s Agenda:
• To begin the information night, the teacher welcomes all parents/guardians –
o “Welcome to tonight's parent information night, where together we will look into the importance of Religious Education and how we can further
students’ learning and understanding by creating a partnership between the child’s home and school environments. Before we begin, we would like
you to join us in prayer, a copy of which was provided to you on arrival”
• Once all parents have their copy of the prayer the teacher begins -
o “In the name of the Father, the Son and the Holy Spirit… Amen ….”
• Once the prayer has finished the teacher/s then refer to the slide and read out what he/she will be covering throughout the night -
o “To begin tonight’s session, we will attempt to investigate religious education and the importance of this subject. We will look religious education in
the early years and what it looks like in our classroom/environment, placing particular emphasis on the unit of work that students will be looking at
this term – “My Family”. After this we will look into how you can foster the learning students complete in Religious Education at home, and finally, we
will touch on any questions that you might have.”
o “Throughout the session, feel free to write down any questions that you might have on the sticky notes provided, and when we get to our FAQ slide
we will aim to answer these for you, and if not, we can schedule a time to meet with you to discuss this further”

Slide 2 – What is Religious Education and its importance:

• The teacher then moves to the slide about what religious education is, and why it is important -
o This is an important slide to begin with, as it not only informs you all about what the study of Religious Education actually has to offer but reaffirms
the importance of the learning area and why, in Catholic Schools, it is considered to be the first learning area.
o The information contained on this slide has come from the Bishops Mandate, a document created by the Catholic Education Department of Western
Australia, that guides educators to ensure that the activities and experiences that we are providing your children with are worthwhile and reflect the
teachings of the Catholic Church.
o As mentioned previously, Religious Education is considered to be the first learning area in Catholic Schools as it is a “form of the Ministry of the
Word and an activity of Evangelisation in its own right”
o When students participate in Religious Education activities, whether this be a formal lesson or during their prayers throughout the day, they are
expressing the “divine power of the Message” and are developing a deeper appreciation and understanding of the teachings of Jesus Christ.
o Religious Education also complements catechesis, which is the sharing of our faith within our Christian communities, as it not only aids in
strengthening the catechesis that students have already received but reinforces any catechesis that they are currently receiving and prepares them
for the catechesis to be received in the future.
o Importantly, Religious Education also prepares students for the religious experiences that they are having/are yet to have, as it deepens their
understanding of the Gospel and teaches them of the works of Jesus.
o Finally, Religious Education complements the learning taking place in other subjects as it creates an environment that is personalised to each
student and that helps them on their faith journeys. As well as this, the units of work that students complete enables them to be exposed gradually
to the overarching principles that we, as Catholics, hold to be most important, as their own contexts are considered first before moving in to the life
of Jesus and finally, moving on to how we can take the teachings of Jesus and apply them to our own lives.”

20
Slide 3 – Religious Education in the Early Years – What does it look like in our classroom/environment?
• *On the side of the PowerPoint the teacher would include pictures of their own classrooms indoor/outdoor environment or their Sacred Space etc.*
• The teacher then moves to the slide about how religious education is incorporated into the early years, and what it looks like in the
classroom/environment.
• Before beginning the slide, the teacher encourages parents to come up and have a look at what a Sacred Space m ight look like -
o Before we begin this slide, as you may have already seen, we have set up a Sacred Space, similar to one that you may have already seen in your
child’s classroom. The aim of a Sacred Space is to provide an area in the classroom where students are able to go whenever they would like to
get in touch with Jesus, to offer up a prayer for someone/something, to learn about the teachings of Jesus through our Godly Play boxes or to
have a moment of quiet reflection/contemplation, amongst other things.
o During this time, please feel free to come up to the front and have a look at our Sacred Space, looking at some of the Resources that we have on
offer to children.
• Once parent/guardians have had some time to have a look, ask them to go back to their seats and continue with the presentation -
o Religious Education in the early years is all about exposing children to quality experiences that immerse them in the teachings and beliefs of
Jesus Christ. During this term, we will be looking at the Religious Education unit My Family. This unit encourages students to think about their
own families in relation to Jesus’, thinking of ways that they can strive to be more like Jesus and show the love and care that God continues to
show us on a daily basis.
o In order to extend students learning we have set up many experiences. One of these is Sacred Space. As we mentioned before, students are
free to access this whenever they like, taking a moment to thank God for their families, read stories about Jesus’ family/other families in the Bible
and/or play with the Godly Play Kits available.
o Another way that we integrate learning in the early years is through the indoor and outdoor environments.
o Within the indoor environment many experiences have been set up, so I won’t list them all, however, some very popular spaces include –
▪ The Dramatic Play Corner = where children role-play scenarios from the Godly Plays or that show them fulfilling one of Jesus’ teachings
▪ The Painting/Drawing/Writing centres = where children are encouraged to represent what they have learnt and write prayers
▪ The Book Corner = that is filled with books that reaffirm the principles students have just learnt and many more.
o Within the outdoor environment many experiences have been set up, so I won’t list them all, however, some very popular spaces include –
▪ The Natural Environment = where students are free to contemplate God’s creation and use natural materials to represent their learning
▪ The Playdough Station = where students can mould figurines and represent their learning
▪ The Art and Craft Table = where students can use different materials to showcase what they have learnt or represent the teachings of
Jesus.
o As mentioned previously, Religious Education is also extended into other learning areas highlighting that God is present always no matter what
we do. Within the early years, many of our RE lessons are integrated into the arts and ICT where students use different mediums to represent
their learning.
o Finally, in order to help students really engage with the teachings of Jesus we use lots of stories, role-playing, group work and play-based
learning to make the learning very developmentally appropriate and contextual for the students.”

21
Slide 4 – How can you foster Religious Education at home?
• The teacher then moves to the slide about how religious education can be fostered at home.
• Before displaying the slide, the teacher asks parents to use their own devices/iPads that have been provided to access the Padlet to outline any ways
that they are already fostering Religious Education at home -
o Before we look into how you can foster Religious Education at home, using your devices or one of our iPads, I would like you to scan this QR Code
and make a post, identifying what you already do at home that helps to foster your child’s religious education formation. These posts can remain
anonymous or you are free to include your name.”
• *Once parents/guardians have had some time to upload their posts the teacher reads some of them *
• After the teacher has read parents’ ideas, he/she adds some of his/her ideas -
o In addition to what you are already doing here are some further ideas that are easy to implement at home (the teacher then reads out the ideas on
the slide)
o If you would like any further information on how to help in your child’s religious education formation or access to any of the resources that we use in
the classroom, please feel free to write me a question or organise a time where we can chat further.

Slide 5 – Frequently Asked Questions:

• The teacher then moves to the slide about frequently asked questions.
• The teacher asks parents during this time to place any filled out sticky notes into a hat.
• Once all of the sticky notes have been added to the hat, the teacher reads out any questions/queries that parents had, answering them to his/her best
ability.
• Once all of the sticky notes have been read out, the teacher identifies some other questions that are frequently asked and answers them.
o Question 1 = Does my child have to do a RE unit?
▪ Yes, they do, as these units provide the foundation of the knowledge and understanding about Jesus and His teachings that they will
need to know for their life’s journey.
o Question 2 = What if I am not a practicing Catholic/not a Catholic?
▪ That is alright, but your child is obligated to attend religious education units and we will guide him/her on their religious education journey.
o Question 3 = What if I don’t know how to answer my child’s questions about Religious Education?
▪ We will support you to answer your child’s questions but using a children’s Bible and Godly Play resources will help you to answer your
child’s questions.
o Question 4 = Will you be taking my child to Church?
▪ No, during this unit we will not be taking children to Church, however, they will be exposed to a Liturgy of the Word, as this is an
opportunity for them to consolidate their learning and connect with Jesus.
• Once he/she has done this the teacher concludes the presentation, thanking parents for their attendance and stating that he/she will stay in the
classroom for a little while after to answer any further questions that parents have/to set up times to meet with parents to discuss further their child’s
religious education learning/answer any questions.
• *The teacher shares the link to the online PowerPoint with parents via their emails so that they are able to access the PowerPoint whenever they would
like. This shareable link also makes the PowerPoint available to those parents/guardians that were unable to attend the Parent Information Night* - Link
to the PowerPoint = https://docs.google.com/presentation/d/1qV1e05NkekS6ppZ9PDU7_SzDvw5HtsuELj_Bhzo12uA/edit?usp=sharing

22
 Parent Prayer
z

Loving God,
You are the giver of all we possess,
the source of all of our blessings.
We thank and praise you.

Thank you for the gift of our children.

Help us to set boundaries for them,

and yet encourage them to explore.
Give us the strength and courage to treat
each day as a fresh start.

May our children come to know you, the one true God,
and Jesus Christ, whom you have sent.

May your Holy Spirit help them to grow

in faith, hope, and love,
so they may know peace, truth, and goodness.

May their ears hear your voice.

May their eyes see your presence in all things.
May their lips proclaim your word.
May their hearts be your dwelling place.
May their hands do works of charity.
May their feet walk in the way of Jesus Christ,
your Son and our Lord.
Amen.

23
 APPENDIX

Week 1 - Lesson 1: Brainstorm Example

24
Week 1 - Lesson 1: Family Tree Template (used during students Humanities and Social Sciences Lesson)

Not to Scale

25
Week 1 - Lesson 2: Drawing Template (used during students Visual Arts Lesson)

Name: ______________________________________

Not to Scale

My family shows love to me when…

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

26
 Week 1 - Lesson 3: Wonder Questions Dice Template

Who created
families?

Why did God Why did God Why does God

not make all give us want us to have
families the families? a family?
same?

What must God

be like?

Do you think
God has a
family and who
might be in it?
Not to Scale
27
Week 1 - Lesson 4: Prayer Template

Name: ______________________________________

Dear God….
______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Amen.

28
Week 1 - Lesson 5: Family Flower Template (used during students Visual Arts Lesson)

Name: ______________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

29
Week 2 - Lesson 1: Godly Play Script

30
Week 2 - Lesson 2: Same and Different Poster

Same Different

Not to Scale
31
Week 2 - Lesson 2: Salt Dough Recipe (used during students Visual Arts Lesson)

1 cup of salt
2 cups of flour
¾ cup of water

1. Mix the salt and flour together in a

large bowl.
2. Gradually stir in water. Mix well until
it forms a doughy consistency.
3. Turn the dough onto the bench and
knead it with your hands until
smooth and combined.
4. Make your creations.
5. Place the salt dough creations into
the oven at 180°C until they are
hard.

Recipe for Teachers Only

32
Week 2 - Lesson 3: Venn Diagram Template

33
 Week 3 - Lesson 3: Calendar (used during students Mathematics Lesson)

__________ __________ __________ __________ __________ __________ __________

Not to Scale

34
Week 3 - Lesson 4: Category Cards

Category 1:

Category 2:

Category 3:

Category 4:

Category 5:

Category 6:

35
Parent Information Night Parent Prayer:

Loving God,
You are the giver of all we possess,
the source of all of our blessings.
We thank and praise you.

Thank you for the gift of our children.

Help us to set boundaries for them,

and yet encourage them to explore.
Give us the strength and courage to treat
each day as a fresh start.

May our children come to know you, the one true God,
and Jesus Christ, whom you have sent.

May your Holy Spirit help them to grow

in faith, hope, and love,
so they may know peace, truth, and goodness.

May their ears hear your voice.

May their eyes see your presence in all things.
May their lips proclaim your word.
May their hearts be your dwelling place.
May their hands do works of charity.
May their feet walk in the way of Jesus Christ,
your Son and our Lord.
Amen.

36
 REFERENCE LIST

Learning and Teaching Overview:

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

Clipart Library. (2016). God’s power cliparts #2470137 [Photograph]. Retrieved from http://clipart-
library.com/clipart/1018830.htm

School Curriculum and Standards Authority, Government of Western Australia. (2014). General capabilities
in the Western Australian curriculum. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-over/general-capabilities-
overview/general-capabilities-in-the-australian-curriculum

Links to the Early Years Learning Framework:

Department of Education, Employment and Workplace Relations [DEEWR]. (2009). Belonging, being &
becoming: The early years learning framework for Australia. Barton, ACT: Commonwealth of
Australia.

Concept Map:
api-260164563. (2014). Godly play scripts. Retrieved from https://www.scribd.com/doc/235366199/godly-
play-scripts

Red Jumper. (2019). Book creator [Mobile application software]. Retrieved from https://bookcreator.com/

School Curriculum and Standards Authority, Government of Western Australia. (2014). Aboriginal and
Torres Strait Islander histories and cultures. Retrieved from
https://k10outline.scsa.wa.edu.au/home/teaching/cross-curriculum-priorities2/aboriginal-and-torres-
strait-islander-histories-and-cultures-aboriginal-and-torres-strait-islander-histories-and-cultures

School Curriculum and Standards Authority, Government of Western Australia. (2014). Design and
technologies. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/design-and-technologies2

School Curriculum and Standards Authority, Government of Western Australia. (2014). Digital technologies.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/digital-technologies2

School Curriculum and Standards Authority, Government of Western Australia. (2014). Drama. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3

School Curriculum and Standards Authority, Government of Western Australia. (2014). English v8.1.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/english-v8

School Curriculum and Standards Authority, Government of Western Australia. (2014). Health and physical
education. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/health-and-physical-education

School Curriculum and Standards Authority, Government of Western Australia. (2014). Humanities and
social sciences. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences

School Curriculum and Standards Authority, Government of Western Australia. (2014). Mathematics v8.1.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-
v8

37
School Curriculum and Standards Authority, Government of Western Australia. (2014). Music. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/music2

School Curriculum and Standards Authority, Government of Western Australia. (2014). Visual arts.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/visual-
arts2

Learning Centre Plan – Indoor Environment:

api-260164563. (2014). Godly play scripts. Retrieved from https://www.scribd.com/doc/235366199/godly-
play-scripts

Berenstain, J., & Berenstain, M. (2011). The Berenstain bears and the forgiving tree. Grand Rapids, MI:
Zondervan.

Berger, S. (2009). Martha doesn’t say sorry. Boston, MA: Little, Brown and Company.

Carle, E. (2016). I love mum with the very hungry caterpillar. London, United Kingdom: Penguin Books.

Familiality Ltd. (2019). Family echo. Retrieved from https://www.familyecho.com/

Fletcher, S. (1998). Jesus and the family trip. Saint Louis, MO: Concordia Publishing House.

Harris, R.H. (2015). Who’s in my family? All about our families. London, United Kingdom: Walker Books.

Kane, K. (2015). Family forest. Richmond, VIC: Hardie Grant Egmont.

Kelly, M. (2011). The story of baby Jesus. London, United Kingdom: Usborne Publishing.

Moroney, T. (2011). The things I love about family. Fitzroy, VIC: Five Mile.

O’Leary, S. (2016). A family is a family is a family. Toronto, Canada: Groundwood Books.

Ruurs, M. (2017). Families around the world. Toronto, Canada: Kids Can Press.

Skutch, R. (1997). Who’s in a family. Berkeley, CA: Tricycle Press.

Learning Centre Plan – Outdoor Environment:

Lombard, M. (2017). Simple ways to teach your kids to follow Jesus [Photograph]. Retrieved from
https://www.gospelcentral.church/simple-ways-teach-kids-follow-jesus/

Learning and Teaching Program:

ABLAZE Communications. (2016, May 12). One family [Video file]. Retrieved from
https://www.youtube.com/watch?v=b62Da8KQGzk

api-260164563. (2014). Godly play scripts. Retrieved from https://www.scribd.com/doc/235366199/godly-

play-scripts

CAM ArtMade. (2014, November 4). Thank you lord for making me [Video file]. Retrieved from
https://www.youtube.com/watch?v=pEYz4i2SL2k

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

Fletcher, S. (1998). Jesus and the family trip. Saint Louis, MO: Concordia Publishing House.

Fox, M. (2003). Harriet, you’ll drive me wild! Boston, MA: Houghton Mifflin
38
jestkidding. (2008, December 3). God’s family [Video file]. Retrieved from
https://www.youtube.com/watch?v=ySz9ePVvwEA

Listener Kids. (2012, November 15). Jesus loves me [Video file]. Retrieved from
https://www.youtube.com/watch?v=owx3ao42kwI

McKenzie, C. (2017, October 15). Thank you God [Video file]. Retrieved from
https://www.youtube.com/watch?v=aKwdHoeILB8

Mindful Kids. (2017, October 24). Relax music for children: Stress relief, study music, sleep music,
meditation music [Video file]. Retrieved from https://www.youtube.com/watch?v=qFZKK7K52uQ

Parr, T. (2010). The family book. Boston, MA: Little, Brown and Company.

Patty Shukla Kids TV. (2017, June 15). I’m sorry apology song for children, kids and toddlers [Video file].
Retrieved from https://www.youtube.com/watch?v=id2qijNF7oc

Red Jumper. (2019). Book creator [Mobile application software]. Retrieved from https://bookcreator.com/

Shemaroo Kids. (2015, August 31). I love you family [Video file]. Retrieved from
https://www.youtube.com/watch?v=BcA6muHkGXc

School Curriculum and Standards Authority, Government of Western Australia. (2014). Digital technologies.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/technologies/digital-technologies2

School Curriculum and Standards Authority, Government of Western Australia. (2014). Drama. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3

School Curriculum and Standards Authority, Government of Western Australia. (2014). Humanities and
social sciences. Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/humanities-and-social-sciences

School Curriculum and Standards Authority, Government of Western Australia. (2014). Mathematics v8.1.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/mathematics-
v8

School Curriculum and Standards Authority, Government of Western Australia. (2014). Music. Retrieved
from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/music2

School Curriculum and Standards Authority, Government of Western Australia. (2014). Visual arts.
Retrieved from https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/visual-
arts2

Planned Assessment:
Catholic Education Office of Western Australia. (n.d.). Perth Archdiocesan Primary RE Units. My Family.
Perth CEOWA.

Planned Ritual:
ABLAZE Communications. (2016, May 12). One family [Video file]. Retrieved from
https://www.youtube.com/watch?v=b62Da8KQGzk

Listener Kids. (2012, November 15). Jesus loves me [Video file]. Retrieved from
https://www.youtube.com/watch?v=owx3ao42kwI

Lucas, D.J. (1994). The eager reader Bible: Bible stories to grow on. Carol Stream, IL: Tyndale House
Publishers.
39
Shemaroo Kids. (2015, August 31). I love you family [Video file]. Retrieved from
https://www.youtube.com/watch?v=BcA6muHkGXc

Parent Information Night:

101 Clip Art. (2019). Children clipart [Photograph]. Retrieved from https://101clipart.com/children-clipart/

Catholic Education Commission of Western Australia. (2009). Bishop’s mandate. Retrieved from
https://www.cewa.edu.au/wp-content/uploads/2018/01/Bishops-Mandate-2009-2015.pdf

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

Clipart Library. (2016). Children’s ministry cliparts #2796581 [Photograph]. Retrieved from http://clipart-
library.com/clipart/1991284.htm

Clipart Library. (2016). Religion class cliparts #2429959 [Photograph]. Retrieved from http://clipart-
library.com/clipart/1284908.htm

Clipart. (2016). Welcome clip art: Image #17413 [Photograph]. Retrieved from http://cliparting.com/free-
welcome-clip-art-17413/

Holy Name Catholic Church. (2013). Religious education [Photograph]. Retrieved from
https://holynamenashville.com/29

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

Pusheen. (n.d.). Confused question mark sticker by pusheen [Photograph]. Retrieved from
https://giphy.com/stickers/kawaii-pusheen-1fm964SLnrY26wSD53

Ryan, M. (2014). Religious education in catholic schools: An introduction for Australian students. Hamilton,
QLD: Lumino Press.

Appendix:
101 Clip Art. (2019). Children clipart [Photograph]. Retrieved from https://101clipart.com/children-clipart/

api-260164563. (2014). Godly play scripts. Retrieved from https://www.scribd.com/doc/235366199/godly-

play-scripts

Davis, J. (2012, December 9). How to make salt dough recipe [Blog post]. Retrieved from
https://www.learning4kids.net/2012/12/09/how-to-make-salt-dough-recipe/

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

40