4

EDUC 3619: Principle of Primary Religious Education 2

Assignment 2: Forward Planning Document

Lecturer/ Tutor: Sharon Law-Davis

Chantelle Stock

2010280

Due Date: Monday 11th May 2020

The University of Notre Dame, Fremantle

English CONCEPT MAP

Maths
 Read the book ‘Dad by my side’ by Soosh (option 1)
 Oral Recount of scripture texts.
 Lantern Poem Religious Education / Spiritual Education
 Develop a sequencing board or sequencing
 Place a candle in the dark and read the story of the woman with then
cards to identify the beginning, middle and end
bent back. Discuss the woman’s suffering and the love from Jesus (RE
of story of the Woman with the bent back.
Resource File).
 Model writing a letter plan.
 Writing a 5-finger prayer
 Guide students to write a letter to God.
 VIP Badges
 Discuss the characters in the book ‘What your
nose shows? by Ray Comfort. Discuss the  Discuss the choices Jesus made and why he made those choices in
negativity God’s Genius faced from people not Matthew 6, Matthew 8:1-12, Mark 2:13-17, Luke 19:33-34 & Luke
accepting him. 13:10-13.
 ‘P’ is for Prayer – Handwriting  Prayer: ‘How to Guides’.
 Recite ‘Our Father’ Paryer. (ACELT1585)  Walk through the school, identify peaceful places people could go to
 Sing ‘How we worship God’ with the tune of pray.
the mulberry bush. (ACELT1585)

Concept: Prayer Term: 3 Weeks: 1- 5

Colour Key

Physical (Fine Motor)

Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
 Science / Technologies Health & Physical Education
 Making a book creator about their families and how they interact with each other.
Obstacle course: Guide a partner blind folded
 Pic Collage: Take a picture of a special place people can pray and state keys through an obstacle course. Emphasising to
elements of the environment, stating why it is special. follow Jesus teachings as he guides us.
 Listen to children define prayer.
 3D family tree – Identify ways people show God’s love and write on a love heart
leaf.

The Arts
 Languages
Drama corner: Short skits, dress ups,
Society and Environment  Mandalas
 News prayer (RE Resource file)  Decorate prayer rock. Teacher models uses of prayer rock.
 Prayer maps (RE Resource file)  Prayer mats
 How to respect my community drawing.  Aboriginal Dot painting: Set up a dot painting centre as a activity students
may do with their families.
 Hand Embroidery
 Body awareness: freeze frame strategy for story of the woman with the
bent back.
 DEVELOPMENTAL DOMAIN CONCEP
Hidden messages – using wax and water colours. Students will uncover
what they learn from Jesus, God’s family and their families. (op
 Reveal short prayers: By writing short prayers with wax on plain card and
using water colours to reveal the prayer.

PHYSICAL: Fine Motor CREATIVE

PHYSICAL:
/ AESTHETIC
Gross Motor

Concept: Term: Weeks:

COGNITIVE / LANGUAGE
SOCIAL / EMOTIONAL SPIRITUAL / MORAL
 LEARNING
WeekCENTRE PLAN
1 - Week 5

INVESTIGATION TABLE COLLAGE

PAINTING
 Family photographs: Use photos of a Father and  Make Paint
VIPfamily
badges for Very Special People.
son, Mother and child, Grandparent and grandchild.  Cut Paint
and paste
what love looks like.
Students will need to report how the adult in the  FindMandalas
pictures that represent love in magazines and
picture is caring for the child and what the child is make a collage.
Paint symbols of prayer.
learning from their elder.  StickWater
note storm:
colourswrite onea place
– paint thing on
thata you
sticky notepray.
could
 Senses chart: what does Respect look like, sound thatConstruct
we learn from the
a hand ‘church’.for 5 finger prayer.
template
like and feel like.  Create a fold out image of the Church. Inside, the
 Spin the spoon board game. students draw the Church filled with God’s family.
 3D family Tree construction  Create ‘I’m a child of God’ crown, tie, or necklace.
 Students sort a range of pictures that show people
caring for each other and others that do not. ICT
 What does prayer sound like, look like, and feel like,  Book creator: 5 things families teach each other.
chart.  Bible verse challenge
DRAMATIC PLAY
 Take pictures of each other doing actions that show
BOOK CORNER  Role play: using different dress ups to represent
God’s love.
 Add the following books over week 1-5. family members: mother, father, child, baby.
 Video: God’s story: prayer
o Dad by my side  Making a prayer corner. Quite play with candles for
o Maybe God is like that Too? By Jennifer Grant  Pic Collage: Take a picture of an environment that
children
you could go to, to pray. Type the key features
o Maybe I ca Love my Neighbour too by  Story cards of scripture: healing people who felt
Jennifer Grant about the environment that make it special.
hurt and sad [Matthew 8:1-17], speaking to all
o Who is my neighbour by Amy-Jill Levine people, especially the people no one liked [Mark
o Our home is like a Church by Bobby Gilles 2:13-17], telling stories that show that everyone
o God Gave us Family by Lias Tawn Bergren DRAWING
belongs to God’s/ WRITING
family [Luke CENTRE
10:33-34]
o My Family, Your Family - Audio book  Students make an
 Family finger puppetsoutline of their bodies on
o The Family Book by Todd Parr,  Set up game: Roll and Respondinside
butches paper and draw pictures, – How their
youbody
show
o Life with my Family by Renee Hooker and Karl outline, of how they care for each other.
respect.
Jones.  Self-reflection
Scenarios: journal
respect shown and respect not shown.
o When I pray for you by Matthew Turner  Draw picture
Freeze of bible
Frame Dramastory ‘the woman
strategy with thewith
– the woman
Books about friendship: bentthe
back’ and identify how Jesus
bent back scripture story. teaches us about
o In my heart: a book of feelings by Gods love.
 Display ‘woman with a bent back’ scripture text
o A sick day for Amos  Write a five-finger prayer in journal.
costumes.
o Rainbow fish  Draw
 Place a picture of thePlay
the Godly Church.
of the story of the ‘woman
 Create and display whole class book about the  Make Paper
with the people chain to represent the Church.
bent back’.
Church.
 ‘People can pray’ song.
 Add pillows, mats, bean bags, soft blankets, and lights
to draw students to the learning centre.
 EYLF Responsiveness to Learning through play Intentional Learning Assessment for Cultural com
PRACTICES children teaching environments learning

PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect f
reciprocal relationships

OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense 4.Children a
of identity and contribute to their world of wellbeing involved lea

AUSTRALIAN CURRICUL

TERM/WEEKS: Term 1 Weeks 1 - 5 YEAR LEVEL: 1 LE

General capabilities
ICT
Literacy Numeracy Critical and creative thinking Ethical Behaviour Personal

Cross Curriculum Priorities

Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Su

Spiritual Capabilities: Prudence: (To make the right choice) Students engage in activities that involve reflecting Religious Capabilities Faith
and responding to real-life situations of people making choices and the resulting behaviours. Students also Students engage in Faith by learning the
discuss Jesus choices in scriptural texts; Matthew 6, Matthew 8:1-12, Mark 2:13-17, Luke 19:33-34 & Luke 13:10- learn how to pray, where to pray and wh
13. prayers to God.

Overview: In the Unit of Work of Prayer students build respectful, reciprocal, loving and caring relationships with one-another an
doing what is good for others and that prayers are special ways to talk to God.
People learn how to live good lives in their family
Families are important part of supporting an individual’s growth and development in becoming a good person. From birth people r
learning how-to live-in peace with others. Families teach people to treat others with love. As God loves and cares.
Jesus teaches people about Gods love
Jesus came to teach people about Gods love. God wants people to care and love everyone always no matter their differences. As a
People act in ways of love; they are showing signs of God’s love. This is how people learn about God from others. God’s love spr
Gods family.
Jesus teaches people how to pray
Jesus taught his disciples how to pray. Praying is a way to talk to God. It should be done for the purpose of giving thanks to God, g
they do not follow the teachings of Jesus. Prayers should not be done for limelight or praise. It should be done where no one can h
Gods family learn and pray together
Jesus made a family of God to share Gods love. Gods family is called the Church. The church is not a building it is all the people t
Prayer is a special way for people to talk to God
Prayer is describing how someone would communicate to God. People show their love for God through many actions. Prayer is on
actions and words will also show Gods love to others.

L/ EYLF CONTENT SPECIFIC TEACHING & LEARNING

W Prin DESCRIPTOR LESSON EXPERIENCES
Prac OBJECTIVE (include learner diversity)
O/C
ASSESSMENT
(what & how)
 Lesson 1 – Families protect us!
1/ Prin: 1 People learn Objective:
1 how to live Students will be able to:
Prac: 4
&5 good lives in Write one (1) Bring in a mystery box. Let the students guess what they think is inside the
thing out at a time and ask the students what the purpose of each object i
their families thing their
family do to Discuss who are people that protect others in the community and in their
O/C: 1
&5 care for them. protects you every day? (Mum, Dad, Family, firefighter, police etc). Suppor
by giving examples: “I know my Mum and Dad protect me”.
Assessment: Read the book ‘Dad by my side’ by Soosh. Ask the students questions thro
What story: What is the Father teaching? How does the father protect his child?
assessing: Main Lesson: Rotations
If students can 1. Collaboration – Teacher directed activity.
Students will be broken into small groups. Each group will be given bu
identify one
with one of the following questions: What do families teach their child
thing their
you show your love to your parents and family members? How do par
family do for
their children? Students will need to discuss and respond to the given
them. 2. Drawing/ Writing: Body Outlines – EA Assisted
Each child will make an outline of their bodies on butches’ paper and d
How of their family and how their families care for them inside their body o
assessing: Students can use smaller A3 body templates as an option.
Body template Activities set up to explore over the day:
work sample & 3. Dramatic play: Make family finger puppets.
checklist 4. Book corner: New books about families, siblings and grandparents:
Thank you, God, for Grandma by Amy Parker, Thank you, God, for Gra
Parker and Counting Blessings by Eileen Spinelli.
Conclusion: Oral Recount
All students will get in a circle and comment on ways families care for child
recounting personal experiences. Students will use a ball or a bean bag to
When the ball is thrown to someone it is their turn to talk. The teacher wil
and write all comments on a poster.
Learner Diversity: The teacher will spend equal time with all groups to
thinking. Different writing tools will be supplied to build interest in writi
level writer (thick texters, textured texters, chalk etc).
People learn
Prin: 1
how to live Lesson 2 – We learn many things from our Fam
1/ good lives in Objective: Mat session: Brings in a photograph of family and tell students about and how
2 their families Students will be able to:
Prac: love and help each other. Emphasising how families be kind, forgive and care f
Type or write
3, 4 & through their actions and words. Students get into small groups and talk abou
5 five (5) things
photographs. Students will discuss what each member of their family teaches
they have Rotation Activities: Students will split into two groups the first group will co
O/C: 1, learnt from a teacher directed activity while the other group will choose an ‘optional’ activ
4&5 member of will then rotate.
their family.  ICT: Five things – Teacher directed activity
Student’s will make an outline of each hand on two (2) blank book creato
Assessment: will type five (5) things their family have taught them - on one hand outlin
What five (5) things that they do to care, love and show respect to their family -
assessing: hand outline. Once the students finished their individual book creator, th
seesaw.
Students are
*The teacher will then make a class book with all the student entries. This
assessed if
displayed at the end of Unit of Work celebration.
they can list 5  Drama Corner – Optional
things their Role play of mother, father, child, and baby. Experimenting with roles and
family have and love each other.
taught them.  Book corner – Optional
 New children’s literature will be displayed on the focus table about famili
How Your Family - Audio book, The Family Book by Todd Parr, Life with my Fam
assessing: Hooker and Karl Jones.
Book creator &  Investigation table: What does the photograph tell you? – EA Assisted -
Three photographs of family’s mother and child, father and son, grandpa
checklist.
grandchild. Students will need to report what they see in each photograp
emotions are being shown. Students do this by recording themselves on a
recording with the iPads. For example: This picture shows the grandmoth
grandchild because she has her arms out really wide ready for a hug and s
Conclusion: Whole class discussion, students will discuss the activities they co
Closing prayer: Invite all students to prayer together to thank God for our fam
Learner Diversity:
Be aware of adoptive and foster children. Change wording ensure that a famil
the people closest to them and people who are special to them. Support the c
the family they live with is important too. If they do not have photograph allow
a picture of the special people in their life.

Lesson 3
1/ Prin: 2 People learn Objective:
3 how to live Students will be able to:
Prac: 3
&5 good lives in Engage with Mat Session
their families activities with a Invite students to prayer together to thank God for all that they have le
O/C: 1, peer or family their families.
3&4 member. Explain that families are important because they help people to grow a
into people who always want what is good for the other person. Watch
Assessment: S8 E4’. Discuss that we learn many things from our families. Emphasise
What help us make good choices.
assessing: Main activity:
Participation Students engage in a number of group activities with a member of thei
and activities are designed to promote learning together. Students will be u
communication communication skills, turn taking skills, and listening skills through-out
How 1. Cooking – Teacher directed activity.
assessing: Students will bake a non-bake slice with a member of their fam
Checklist 2. Hand Embroidery.
3. Gardening - EA directed activity.
Students and their families will decorate pots and plant a seed
Other Curriculum 4. Painting – dot painting with Aboriginal elder.
links: 5. Board Games
Aboriginal and
Torres Strait
Conclusion:
Islander histories As a whole class, discuss what they learn with their family member. Pla
and cultures Right Choice from https://www.playpartyplan.com/young-womens-acti
value/
Learner Diversity: The cooking activity will not include nuts, or any foo
allergic or anaphylactic reactions to students or parents in the classroo
consent will be sent out to all families to gather this information prior t
Non baking will occur, food will be a non-bake recipe to prevent childre
equipment.

*This lesson can be moved to the end of the week depending on availa
members.
 People learn
Prin: 1 how to live Lesson 4 – What is Respect?
1/
4 Prac: 4 good lives in Objective: Mat session: Watch 5 ways to show respect video. Discuss what words and ac
&5 their families Students will be able to: that showed respect in the video. Emphasise the meaning of Respect (treat o
Define Important Person / VIP).
O/C: 1, ‘Respect’ as Rotation activities: Students will spend 20min at each station.
3&4 the action of  Investigation table – Senses Chart – EA Assisted Activity
treating Use a A2 senses chart to show what ‘respect’ sounds like, looks like a
someone as a Students add their ideas by drawing pictures, writing key words and c
very important pasting pictures from magazines. Each group will add on to ideas fro
person. before.
 Writing corner - Define Respect - Teacher Directed Activity
Assessment: Students will brainstorm as a group and in partners what it means to
Students will then define ‘respect’ in their own words. Students may
What
voice record their definition.
assessing:
 Book Corner - Roll and Respond Game.
Students In small group students need to take turns rolling the dice. Students w
definitions of match the number that is rolled to the question on the chart. The que
respect. relate to how they show respect in their lives. Once they have answe
student will take their turn.
How  Collage table: VIP Badges
assessing: Create a VIP badge for family and friends to remind students to show
Picture of others (RE Resource file). Students will discuss to peers who they hav
definitions/ badges for.
Conclusion: Discuss the definition of ‘Respect’ and ‘VIP’ and put the words on
work sample &
Checklist
Learner diversity: The higher reading group will attend the Investigation table
Challenging the students to come up with new information that has not been

People learn
Prin: 2 how to live
Lesson 5 – Respectful Talk & Respectful Behav
good lives in Mat session:
1/5
Prac: 4 their families
Objective: Read examples of respectful talk and disrespectful talk. After each example as
&5 Students will be able to: of this examples shows respect or not. Discuss body language and its role in be
Demonstrate Main activity: The lesson will be split into 3 parts (Collaboration task, an inde
O/C: 1, and a challenge).
positive body
3&4
language when  Part 1: Drama – Short Skits – Teacher directed activity.
showing respect. A topic will be given to each group where students will make 1 short
Assessment: respect being shown and no respect being shown. Students will alloc
What assessing: each other and present their short skit to their peers. Peers will then
If they use skit showed respect, what did not and why. -Teacher will record each
positive body iPad.
language in the  Part 2: Behaving respectfully
skits Students will draw a picture of what respectful behavior looks like and a p
 representing someone not showing respectful behavior.
respect.  Part 3: Challenge: Respect my community
How assessing: Students will be challenged to identify ways of respecting their communit
Video recording be given pictures of three environments the school, local park, and classro
& checklist will need to finish the sentences:
a. I can respect my planet by….
Other Curriculum b. I can respect my school by….
links: c. I can respect my classmates by….
Sustainability Conclusion: Spin the Spoon
HASS: Geography As a whole class gather in a circle, place a spoon (upside down) in the centre o
ACHASSK031 Discuss how God placed each person in your family to learn how to love and a
English
other. Have the oldest child spin the spoon on the table, like he would a spinn
(ACELA1444)
game. When the spoon handle stops spinning and points toward someone, ea
around the table can take turns to say one nice thing about the person that th
pointed to. Continue in this way until everyone has had a turn spinning the sp
people around the table have been the recipient of affirmation.

Learner Diversity:
Provide prompting cards for students, for the game Spin the Spoon. to prevent studen
student appearance.
I like the way you…
You have helped me…
I enjoy having fun with you at….

Jesus teaches
people about
Prin: 5 God’s love
Week 2
2/1 Prac: 4 Lesson 1: Love
&5
Mat session: Read the Poem I love you more than Applesauce by Jack Prelutsk
O/C: 1, reading, start unfolding the A2 love heart, when finished reading a whole love
3&4 Objective: displayed. Ask the students who they love and write it inside the A2 love heart
Students will be able to:
Discuss people students know who show love (parents, teachers, Jesus, etc). E
Write one way people are doing good things for each other and showing love for each other,
they show showing God’s love.
God’s love Main lesson:
 3D Family Tree – Teacher directed activity
Assessment: Explain the process of making a 3D Family Love Tree. Students will co
What outside for the stem for their tree, they will then construct their tree
assessing: their instructions. Once their tree is constructed students will then w
If students can on a love heart leaf that their family do to show Gods love. They will
identify one love heart leaves and hang them on their tree.
*Some students may need extra time finishing.
way they show
Conclusion: Self-reflection
God’s love. Write how you care for and show your love for a friend or family member or w
How that you could improve, to better your relationship with a family member or fr
assessing: Learner Diversity: Students with lower cutting skills may write more than one
Love heart so they don’t need to cut as many leaves out.
leaves & *Parent letter sent home, inviting parents and families to attend the end of th
Jesus teaches checklist celebration in Week 5, Lesson 5.
people about Lesson 2: What would you do?
Prin: 5
Prac: 4
God’s love Mat session
2/2 & 5 Other Curriculum Read the book What your nose shows? by Ray Comfort. Discuss the elements
links: English highlighting how the people "turned up their nose" and deliberately ignored, e
(ACELT1585) God's incredible creative genius. Discuss the characters and the feelings that y
O/C: 1,
3&4 by being ignored and turned away.
Main session:
 Objective: Display a picture of all the characters, allow students to choose a character in
they think could change their behaviours to show Gods love. Students will dra
Students will be able to:
Draw a picture the character in the book and another picture of the character, doing what the
of that shows done to show love towards God’s Genius.
God’s love. Conclusion: Collaborate
Assessment: Students share their pictures in a small group.
Jesus teaches Work sample & Learner Diversity: Challenge - Students will write 2 sentences stating what cha
people about Checklist character should have made and why.
Prin: 5 God’s love Other Curriculum Lesson 3 – Jesus teaches us through the bible
2/3 Prac: 4 links: Mat session: Bring out a bible. Discuss what the bible is and what it is used for. Discus
&5 English teaches about God through his words and actions that people, and we learn these teac
(ACELA1451) bible. Explain we and our families choose to do what is good for each other, they are li
O/C: 1, (ACELT1582) and actions of Jesus and we know what is good by reading the bible. Emphasise we sho
3&4 bible to know what Jesus teaches us.
Objective: Ask the children the following questions. If they agree with the first option have them
Students will be able to: they agree with second option raise two fingers.
Students Who should you listen to about bedtime? 1-parents 2-neighbor
identify text Who should you listen to about fire safety? 1-fireman 2-veterinarian Who should you l
crossing the street? 1-crossing guard 2-librarian
elements (main Who should you listen to about staying healthy? 1-doctor 2-grocery store cashier
event, Who should you listen to about obeying the law? 1-soccer coach 2-police officer
characters, What should you listen to about Jesus? 1-news 2-Bible
setting) of one Activities:
scripture text  Investigating scripture stories
Spilt the class into three groups. Within each group students will allocate roles for
in small Groups will be given a recording and a hard copy of each scripture story:
groups. a. Healing people who felt hurt and sad [Matthew 8:1-17].
b. Speaking to all people, especially the people no one liked [Mark 2:13-17
Assessment: c. Telling stories that show that everyone belongs to God’s family [Luke 10
What assessing: Students will use a large pre-ruled A2 chart to identify elements of the scripture te
Students ability was the characters, what was the main events in the story, where did the story ta
Students will write, draw and present the information they developed. Students w
to work in a
the story they were given and discuss how Jesus taught people about God.
team.
Roles Strategy: Within each group roles will be allocated; 3 writer, 1 timer, 2 prese
How assessing: 3 illustrators and 1 team leader will be allocated, and extra children will contribut
Peer verbal writing, drawing or presenting.
comments & Activities to be explored through-out the day:
Anecdotal notes.  Book corner
New books added to the book corner. New books will be placed on the focus table
Maybe God is like that Too? By Jennifer Grant
Maybe I can Love my Neighbor too By Jennifer Grant
 Drama
Clothing and materials form each scripture text will be displayed in the drama cor
exploration, for further engagement with the stories from the bible.
Conclusion: Reflection and Closing Prayer
Write something you have learnt from a scripture story discussed in the main lesson.
Closing prayer- Thank God for giving us Jesus and his life’s teachings in the Bible, so we
Jesus.
Jesus teaches Learner Diversity: Voice recordings of the scripture texts will be supplied to each group
people about

Prin: 5
God’s love
Lesson 4 – Woman with the bent back
2/4 Prac: 4 Mat Session: Introduce the story of the ‘Woman with the bent back’ by watch
&5 Resource Video. Repeat the story through a Godly Play. Discuss how in this sto
helped someone who had done nothing wrong, and he wanted to help this pe
O/C: 1,
3&4
that’s what God wants. Discuss how God wants people to care and love each o
Objective: matter what they look like or what they have done.
Students will be able to:
Identify how Rotation activities: Students will split into two groups the first group will co
Jesus taught teacher directed activity while the other groups will choose an ‘optional’ acti
 people about will then rotate.
God’s love, from  Drawing corner - Teacher directed activity.
the story ‘the Students draw a picture of the woman with the bent back story and write
woman with the sentences explaining how, Jesus taught people about God’s love.
bent back’
 Drama corner (optional)
Assessment:
What assessing: Story of the woman with the bent back displayed. New costumes from the
Picture woman with the bent back’.
How assessing:  Book Corner (optional)
Anecdotal notes Place the Woman with the bent back Godly play in the book corner, with t
and checklist  Investigation table - EA assisted (optional).
with work
Students sort at a range of pictures using magnified glasses. Students will
sample
pictures into two categories; pictures that show people caring for each ot
example; helping the poor, homeless, friends etc. The second category co
pictures that show people not caring for each other. For example; Walkin
homeless, a group of people laughing and pointing at someone different e
Conclusion:
Read the book Who is my neighbour? By Amy-Jill Levine. Emphasise treating e
their neighbour is what Jesus wants.

Learner Diversity:
To aid the student, pictures of the video will be displayed. Allowing students t
important moments.

Jesus teaches
people about
God’s love

Prin: 5
2/5 Prac: 4 Lesson 5 - What do we learn from Jesus
&5 Mat session: Invite all students to sit in a circle on the mat. Place a candle in th
circle and turn off all the lights. Retell the story of the woman with the bent ba
O/C: 1,
3&4
on the suffering that she would have endured. Emphasise the candle in the da
symbol of the woman who was suffering alone in the darkness, until she met J
Objective:
Students will be able to: showed her love.
Sequence the Activities: The main lesson will be conducted into two parts.
story of the  Part 1: Freeze Frame Drama strategy – Teacher directed activity (The Art
woman with the Education, Resource book). Explain the ‘Freeze Frame’ to the whole class.
bent back up to 6 groups (according to reading levels). The story will be split into 6 p
Assessment: group will be allocated one part. Students need to capture a significant m
What assessing:
allocated part by using their body positions and body shapes to represent
Sequencing
boards/ cards emotions. The teacher will narrate as the groups present their freeze fram
How assessing: Allow time to discuss the signs of God’s love (actions, words and thoughts
Checklist/ work show love for God and others) that were shown in the story. Explain that
sample people learn about God from others. Explain next activity:

 Part 2: Writing corner – Sequencing board - Teacher directed activity.

Other Curriculum Students will sequence the key events of the story by developing a sequen
links: challenge will be set aimed for the students with higher writing and comp
English: abilities to make sequencing cards, using a pack of cards.
ACELT1586)
Conclusion: Discuss what children have learnt from Jesus and write them on a
Students will play Don’t let God’s words fall to the ground balloon game. Gam
 Students get into a circle, one student will start with the balloon and hit it up i
students around the circle must ensure the balloon does not hit the floor, by u
part to keep the balloon up. A single student cannot touch the balloon in twice

Learner Diversity:
Students who have trouble recalling the story, will be able to sequence the sto
teachers sequencing cards.

Jesus teaches
people to
pray

Prin: 5 Week 3
3/1 Prac: 4
&5 Lesson 1 – Jesus teaches us to pray
Mat session:
O/C: 1, Invite the students in a circle. Bring out the Godly play of the scripture text Co
3&4
[Matthew 6: 5-16], which tells the story of Jesus teaching his disciples how to
Objective: the story, emphasise that Jesus taught his disciples to keep their prayers simp
Students will be able to: to people no matter if their prayers are long or short and not to ‘show off’ whe
Identify ways Bring out the definition card of ‘show off’ and discuss its meaning. Ask student
people can of people showing off.
pray without Teacher will explain activities: Students will split into two groups. The first g
showing off. complete the teacher directed activity while the other group will choose an ‘o
Assessment: Students will then rotate.
 Main Activity – Compare – Teacher directed activity
To be
Students will need to draw two pictures. The first picture will need to sho
successful ‘showing off’ their prayers in the scripture story. The second picture will n
students will ways people can pray without showing off. Students will write the differen
need to these two places and give one examples.
identify ways  Writing – List – EA Assisted – Optional
people can Students list places they have used to pray, and places they could go
pray without  Painting – Water colour painting. We should not show off our prayers! –
showing off. Students will paint a place that they remember to be peaceful, a plac
Checklist/ work could go to reflect and pray.
sample & Conclusion
Introduce the prayer box. Explain the prayer box is a special way student can s
checklist
to God. Students can write messages about some of their concerns or worries
God by placing them in the prayer box.
Other Curriculum
Closing prayer:
links:
English
Dear God,
Help us to avoid the temptation to be show-offs. Let us live humbly in your eye
Amen.

Learner diversity:
Students with lower writing capabilities, will need to attempt writing their sen
Jesus teaches however, they may verbally compare the pictures with the teacher as scribe.
people to *Send home letter to parents, inviting families into the classroom to stay for
pray Thursday in Week 4 (Week 4 lesson 4).

Prin: 5
Lesson 2 – Places to pray
Prac: 4 Mat session:
3/2 & 5 Students gather in a circle. Students will each receive the lyrics for ‘People can Pray’ (L
Poster) Together as a class student will participate in singing ‘People Can Pray.’ Instrum
 O/C: 1, https://bit.ly/2oWfYRX. Discuss as a class places people can pray.
3&4 Main lesson: Ultimate place to pray
 Students will design an ‘ultimate place to pray’. Students will do this by drawing a
Objective: environment or place that is special to them and labeling the picture, showing the
Students will be able to: key features.
Design special  Students will then take their design to the construction corner and construct their
place they would ‘mini bottle’. Using recyclable materials, and natural materials from outside.
go to pray.  Students will take pictures of their construction and upload the pictures to Pic Col
Assessment: iPads. Students will be encouraged to write key words about their environment. F
What assessing: Outside, birds singing.
Students  Students present their Pic Collage in small groups.
drawing on their  If finished early, students may continue in the learning center:
place they would a. Book corner: Explore new book: All Things Bright and Beautiful by Cecil
Alexander
pray.
Learner diversity: The teacher will display arrange of ‘mini bottles’ that the students ca
How assessing: and to gain ideas and to direct thinking.
Drawing/ work Conclusion: Reflection and prayer
sample & Students find a peaceful place in the room, without any distractions. Students close the
Checklist to the soft nature music. The teacher will then read ‘Our Father’ prayer to give thanks
Jesus teaches Other Curriculum
people to links:
pray
Lesson 4: Keeping our prayers simple
English
(ACELT1585)
Mat session:
3/3 Prin: 5 Display a range of pictures of people, inside the circle. Emphasise there are lot
Prac: 4 our families, and communities.
&5 Teacher Demonstrates the 5-finger prayer: Display and use the five-finger pray
template, from Prayer and Possibilities by Kathryn Shirly Website. Show stude
O/C: 1, action of moving hands together to pray. State, the thumb we pray for those c
3&4 example; parents, friends, family etc. The pointer fingers we prayer for people
Objective: the right direction, outside of our family. For example; teachers, ministers etc.
Students will be able to:
finger helps us remember to pray for those who are in leadership over us. For
Make a small
officers, prime minister, principal etc. The next finger is the ring finger, it is the
prayer for
finger, that should remind us to pray for those who are weak. For example; eld
someone close
children etc. The last finger, the last finger reminds us that is okay to pray for o
to them.
is important for us to pray for others first. Model a 5-finger prayer.
Assessment:
What assessing:
Main Lesson: 5 Finger Prayer – Hand Imprints - Teacher directed activity.
The first finger
Students will make their own five finger prayer.
of the prayer
Instructions: Students will make a hand imprint with paint on a A3 piece of pa
students make.
dries students will use a blank hand template to write a draft of their five-finge
How assessing:
Student do this by making a small prayer on each finger for people who are clo
Work sample &
the people who guide them, the people of authority, the people who are weak
checklist
themselves. The room will be split into five learning stations. Each learning sta
on one part of the 5-finger prayer (Thumb, pointer finger, tallest finger, weake
smallest finger) that will give additional resources, such as; prayer starters, pic
instructions, to help students write a small prayer for each finger.

Conclusion: Allow students to find a quiet place in the room, that’s comfortab
their 5-finger prayer they made.

Learner Diversity: Students who find it difficult to write may use the dictation
iPad.

Lesson 4: Why do people pray?

Mat session:
Bring out the book I pray for you by Jean Fisher and a polar bear teddy. As a child sittin
 Jesus teaches would like to hold the bear for the story. Read I pray for you by Jean Fisher. Discuss all
people to the mother bear prayed for her child. Emphasising (because she loves her child). Why d
God? (say thank you to God, give praise to God, say sorry to God for the ways they do
pray teachings of Jesus).
Objective: Main lesson
Prin: 5 Students will be Students split into four groups. Each group will get a piece of butches’ paper with one
¾ able to: 1. Scenario 1: Your friend is outside knocking on the door. You see that he has his b
Prac: 4
&5 State one thing What will happen if you don't answer the door?
they would thank 2. Scenario 2: Your friend sends you an invitation to her birthday party. You say you
O/C: 1, God for, Praise party but then you never show up. How would that make her feel?
3&4 God for and ask 3. Scenario 3: Friends call and leave a ton of messages on your answering machine. Y
God’s forgivness their calls. How do you think that would make them feel?
for. 4. Scenario 4: You are taking a walk after dinner and not paying attention. Before yo
Assessment: lost in a strange neighbourhood. It's starting to get dark when you see a policema
What assessing: him for directions or maybe a ride home?
Students video Once all students have discussed and responded to the scenario question, students wil
recording class again and discus what they would do. The teacher will explain the scenario can be
How assessing: communicating with God, using teacher resource page (Re resource file).
Recording/ For example, (Scenario 1) God has many good things planned for those who open their
transcript & Sadly, many people never ask Jesus to come into their lives. Emphasise it is important t
checklist. praise God, thank God and to apologise to God, to keep your relationship with him.
Students will then use the iPads to state one thing they would thank God for, praise Go
God for forgiveness for.
Additional:
In addition, students can make a prayer cube (dice). To help students say prayers
and forgiveness. Students may play with their cubes with each other once they ha
 Book corner: Add the following books to book corner focus table. I pray for you b
When I pray for you by Matthew Turner.
Conclusion: In small groups children play what I’m thankful for. Each student needs to
something, nothing can be repeated.
Jesus teaches Closing prayer
Learner diversity: an additional activity will be conducted for students who m
people to
activities quickly.
pray
Prin: 5
3/5 Prac: 4
&5
Lesson 5 – What’s involved in praying?
Mat session:
O/C: 1, Watch video God’s Story: Prayer. Recall what Jesus taught his friends about pr
3&4 their prayers simple, God listens to people no matter if their prayers are long o
to ‘show off’ when praying. As a whole group, students will make a senses cha
Objective: discussing; what prayer sound like, look like, and feel like.
Students will be able to:
Recall Jesus taught Main lesson: Checklist
disciples about Students will create their own prayer checklist. Identifying the key things Jesu
prayer: to keep disciples about how to pray. Students will use a planning template as a draft.
their prayers
need to get their checklist checked by the teacher or EA before moving on to m
simple, God listens
to people no
copy. Students will have the choice of using the iPad apps (Pic Collage, Book C
matter if their or they make a paper, card or laminated copy.
prayers are long or
short and not to Conclusion:
‘show off’ when Show chase booklets around the room, provide writing paper with each bookl
praying. students to write small positive comments about the booklet.
Assessment:
To be successful Learner diversity:
students will need
As an extension activity, student can watch a range of videos of other children
to mention that
showing the differences and similarities in the way their culture prays.
God’s prayers can be
short or long, do
family learn
not show off when
and pray praying, and to
 together keep their prayers
simple.

Week 4
Checklist/ work
Prin: 5 sample & checklist
Prac: 4
4/1 & 5 Lesson 1 – God’s Family
O/C: 1,
Mat Session:
3&4 Read God gave us Family by Lisa Tawn Bergren. Discuss God’s family and what
each other. Is God’s family big or small? Who is in God’s family? What do we l
in God’s family? Get all the students to stand and hold hands in a large class ci
that as a class we are a family, we come from different parents and have diffe
Objective: but we become a part of God’s family when we are baptised, we come togeth
Students will be able to:
Identify that to care for each other as one group – one family.
God’s family are Main lesson:
all people who People chain booklet - Who is a part of God’s Family? – Teacher directed acti
are baptised. Students will complete a people chain booklet. On each page students will nee
draw a response:
Pg. 1: My name is …… I am a part of God’s family page.
Pg. 2: ….. Are also a part of God’s family.
Assessment: Pg. 3: And ….. are also apart of God’s family.
What assessing: Pg. 4: God made all of us a part of his family because …….
Page 5 of Pg. 5: We are a part of God’s family because…..
booklets The teacher will guide the students though the booklet (one page at a time). S
How assessing: ahead if they feel confident to.
Checklist and Once finished each child will have time practicing reading through their book i
work sample and with others. Once they feel confident reading through their booklet, they
record themselves and send the recording to Seesaw. The teacher will then m
of all the students reading their booklets, to display for the next parent teache
session.
Extra activities to explore over the day:
 Book corner - Add new book to focus table God gave us Family by Lisa Ta
Conclusion:
Students prayer together by praying and making actions with a partner using t
Family Prayer or blessing prayer - RE Resource file. Send home Family Prayer
Learner Diversity: Students will be encouraged to take their time. Time throug
for recording.
God’s
family
learn and
pray
together
Lesson 2 - I am a child of God
4/2
Prin: 5 Mat session: Sing “I Am a Child of God” with the students. Toss a beanbag or s
Prac: 4 child as you say the words “I know a child of God named”. Have the child say h
&5 name and give the beanbag back to you. Repeat the activity until everyone ha
Activities will be explained:
O/C: 1,
Objective:  Collage table– EA Assisted activity.
3&4 Students will make ‘I am a child of God’ necklace or tie, or crown.
Students will be able to:
Identify  Investigation table: Sorting
themselves as a Display a range of pictures of people, non- living things and fictional chara
child of God. aliens). Sort the images into two piles, “not a child of God” and “A child of
God’s Assessment: children understand that all people are children of God.
family What assessing:
 Book corner: Students play I am a child of God matching game with peers
Students will be
learn and able to identify
independently.
 themselves as a Conclusion: Family Prayer (we gather, we share, we listen, we respond, we tak
pray child of God by
Prin: 5 with our father). – BB Resource
4/3 Prac: 4 together creating a
necklace, tie or
Lesson 3 - The Church is God’s Family
&5
crow.
O/C: 1, How assessing:
Checklist Mat session: - Watch the video What is the Church? An explanation for Kids. D
3&4 questions at the end of the video - What are some of the things that you like b
church? Who are some of your favourite people about church? Do you learn a
Church? Why do you think it’s important to go to church? Define the Church a
Objective: (we are all apart of God’s family). Bring our pictures of a church building and a
Students will be able to:
people as ‘the church’ ask the students what picture best defines the Church?
Define the
3 rotation activities:
church as God’s
 Drawing table – What is the Church? - Teacher directed activity.
family
Students will draw a picture of the church. And write a definition of the ch
Assessment:
bottom of their drawing.
What assessing:
 Small world: Community
Students will
Allow students to explore the small world. The small world will display a s
define the
community with houses, streets, a church, a park and many people.
Church as God’s
 Investigation table: Fold our church – EA assisted
family by writing
Students use LA11 Resource Sheet to create a fold out image of the Churc
a definition at
God’s students draw the Church filled with God’s family.
the bottom of
family Conclusion:
their drawing of
As a whole class sing the verse “I’m a child of God” and Help the children do th
learn and a Church.
the verse.
How assessing:
Prin:2,
pray Work sample
5
4/4 Prac: 4
together &Checklist
Lesson 4:The family of God, the Church, learn many
&5 Other Curriculum Mat Session: Invite the parents and the students into a circle. Thank the pare
Links: Ask the parents and students to hold hands and emphasise we are all a family
O/C: 1, English parent to say a prayer.
3&4 ACELT1585
Invite everyone to sit on the floor in a large circle, so everyone is at the same l
students and parents what are some things we do together as a family of God
Objective: responses.
Students will be able to:
Bring out pictures of people doing things together. Lay them out for everyone
State one thing
mat. Discuss what each picture portrays. For example, people Pray together, s
people learn
together, help each other, worship God together, eat meals together, learn mo
from church.
through the bible. Emphasise, as God’s family we do many things together inc
Assessment:
and caring for each other. Allow time for reflection. Then ask students to say t
What assessing:
to their parents before starting the main activity.
If students can
Main lesson:
identify 1 thing
Students break up into 6 groups, in each group students will create a group po
people learn
illustrates one of the following dot points.
from church.
The family of God, the Church, learn many things together:
 about God from stories in the Bible
How assessing:
 how to live as God wants
Student
 how to love God and to love one another
comments on
Dictation app &  how to live as a Church family every day
Checklist  how to pray together, or alone, or during Mass
 Learn more about Jesus.
Conclusion:
Pass around an iPad, with the dictation app open. Students will need to say on
they learn as God’s child. When the iPad comes back to the teacher the teache
entries.
Learner diversity: Place the students into reading groups. The EA will aid the l
groups to understand the question and task.
 God’s
family
learn and
pray
together
Prin: 5
Prac: 4
4/5 & 5 Lesson 5 – The Church
Mat session:
O/C: 1, Students will get into partners. One person will be blind folded and the other w
3&4 The students in the role of Jesus need to give clear directs to the student blind
Student will be navigate them through an obstacle course. Once completed the course studen
able to: roles.
Recall the On the mat discuss how and why we learn about Jesus. Recalling we learn abo
Church is God’s reading scriptures and listening to stories of Jesus and we listen to him becaus
family. how God wants us to live. Recall that if we don’t listen to Jesus, we could do th
just like in the obstacle course, if you did not listen to your partner you could n
Assessment the course.
What assessing: Main lesson: Class Interviews
Students will be In the same partners students will need to interview each other about Church
assessed on be given interview cards including the questions:
their responses  What is the Church?
to the question,  What do we do in a family of God?
what is the  What do we learn?
Church? What Challenge: write 3 more questions to ask their partner.
do we learn Students will be given time to read over their interview cards and students wil
from the Church encouraged to challenge themselves and write three more questions they wis
and What do we partner about Church. Students will then collect their iPad (1 per pair) and rec
do in a family of interview, using the video recording on the Camera app, ensuring that both st
God? clearly in the video.
Conclusion: Speaking and listening
How assessing: Play the Five Things I Did Today Game. Students are required to go around the
Interview/ five things they have done in the day. The catch is that they can’t repeat anyth
transcript & someone has already said. The game will start with the weakest students. Afte
checklist emphasise that It’s hard to remember everything that God has taught us, so w
each other to help each other continue what is good.

Learner Diversity: A challenge will be set for students in a higher reading and
Prayer is a All students can participate in the challenge.
special
way for
people to
Prin: 5
Prac: 5
talk with
God
Week 5
&6
5/1
Lesson 1 – Prayer is a special way we talk to G
O/C: 1,
2 &3
Mat Session:
Read Jeremiah 29:11-13 from the Children’s Bible. Discuss the name for talkin
Objective: called prayer. Discuss the story Jeremiah 29:13. Emphasising that when we pra
Student will be us to pray with all of our heart and really talk to Him. 
 able to: Discussion Questions:
1. What is another name for talking to God? (Prayer.)
Assessment 2. How should we pray to God? (With our whole heart.)
What assessing: 3. Does God listen when we talk to Him in prayer? (Yes.)
4. What kind of future does God want us to have?  (God wants us to have a ha
How assessing: wants us to prosper.)
Interview/ 5. Does God like it when we pray to Him? (Yes, it please God when we talk to H
transcript & 6. What are some things we can talk about with God when we pray? (Allow fo
checklist Main Session:
The main lesson will be split into two sections: the first section students will en
optional painting activity. Once all students have completed their prayer rock
students will be given an ‘invisible’ short prayer that they will need to reveal w
colours. By the end of the lesson students will have 2-3 tools they can use in p
1. Painting centre (wet area) – Prayer rock (optional)
Students will make a prayer rock. The prayer rock can be used to hold as a
for praying. Students will be encouraged to make one for a member of th
will be given to families at the Unit of Work Celebration.
2. Painting centre (wet area) Prayer mat (optional)
Students will make a prayer mat using a plain pillowcase and paint. Stude
encouraged to draw or paint a picture, pattern that is calming to them. A
Prayer mats will be displayed as ideas.
3. Revealing short prayers.
Short prayers will be written on small a4 size cards. Each student will be g
reveal the prayer, they will need to paint over the whole card with water
reveal the words. Students will spend time sharing their prayer in a small
Prayer is a discussing what their prayer is praying for.
Conclusion:
special The teacher will invite students back to the mat. Students will sit in a circle an
way for prayer cards in the middle of the circle. The teacher will choose one prayer to
modelling using the prayer rocks and prayer mat. The students will be encoura
people to along.
Prin: 5 talk with Lesson 2 – Different ways people pray.
Prac: God
5/2 1, 4, & Mat Session: Define prayer as a special way for people to talk to God. Display
8 from Prayer around the world webpage. Discuss the similarities and difference
picture. Emphasising people pray in different ways (people kneel, stand, crouc
O/C: 1, spoken). Ask the students to find with their eyes a picture that relates to them
2 &3 students to move their bodies to that position. Discuss that there are many wa
God.
Learning activities:
1. Investigation table: Teacher directed activity
This investigation table will display a video and pictures (used from mat se
different prayers that can be used, for different issues happening around
2. Objects that are used for Prayer (optional)
A table will be set up with a range of items that people use to pray. Roser
cross, pray mats, prayer rock. Other religious traditional artefacts can be i
make students aware that there are other religions. For example; Buddhis
3. Book Corner: (optional)
Students may explore the new books in the book corner. Students may us
Objective: checklist to guide students to make meaning of the text.
Students will be able to:
Identify one (1) New books: Everyone Prays: Celebrating faith around the world by Alexis
ways people can Talking to God: Prayers for Children from the World’s Religions (Wisdom T
pray. and I Can Talk To God- Anytime Any Place by Jane Belk Moncur
4. Ways to Pray- Shadow tracing.
In partners, students will demonstrate positions people can pray (kneeling
Assessment hands together, etc). Students will be taking turns tracing their partner’s s
 What assessing; butches’ paper.
Students will be Conclusion: Sticky note storm/ Prayer Box
assessed on their Students will write one way they can pray to God on a sticky note, they will th
Sticky note storm it on their desk. Each sticky note will be recorded by the teacher at the end of
response.
gain student knowledge. Model using the prayer rock and prayer mat in a clos
How assessing: Invite students to follow along. Explain that it is important to pray to God ever
students will be Learner Diversity:
assessed with the Students will be in mixed ability groups, to promote peer learning and provide opportu
Prayer is a work sample from students to engage with others they wouldn’t normally.
special the sticky note &
checklist.
way for
people to Other Curriculum
talk with Links:
5/3 Prin: 5 HASS: Geography
God Lesson 3 – How to guides
Prac: 4 Asia and
Australia’s Mat session:
O/C: 1, engagement with Recall the ways people can pray from around the world (lesson1, Week 5). Com
2 &3 Asia What, When, Where, Why and How chart about Prayer. Emphasising people c
number of ways, places, times and reasons. Mentioning the following:
People can pray; quietly on their own, inside or outside, with their families, wi
Objective: at school, with God’s family when they are at Church. When people pray, they
Students will be able to: stand say loud or quiet prayers, say long or short prayers, pray in the morning
Identify 2 ways time, pray before and after meals, pray when they are worried or upset, pray
people can pray happy, pray for others in need, pray at school, at home or in the Church.
Main Lesson: Booklet
Identify 2 places Students will make a How to Pray Guide. Students will explain in a bookle
people can pray places people can pray, the different ways people can pray, and the reaso
Students will be given a booklet plan template. This will allow students to
Identify 2 will write on each page of their booklet. The teacher will write three ques
reasons for board that the students will need to answer in their booklet to be success
people to pray The teacher will guide the students through the task by focusing on one q
to God. This will allow students who feel confident to move on and allows studen
support they need from the teacher without feeling left behind. Challenge
Assessment displayed on the board.
What assessing: Challenge: ICT component: Students may choose to use the book creator app o
Students HUGE Challenge: Students are to add extra information about prayer that they
responses of the SUPER DOOPER HUGE Challenge: Students will use a recording devise to
following themselves explain their ‘How to Pray’ guides.
questions:
What are Conclusion
different ways Share individual ‘How to Guides’ in small group. Discuss what they liked about
people can pray? and allocate one that will be shown to the whole class. Have one person per g
What are guide to the rest of the class.
different places
can pray? Learner diversity: Challenge will be directed at Gifted and talented students; h
Prayer is a What are some students may attempt the challenges.
special reasons people
would pray?
way for How assessing:
people to How to guides
5/4 (work sample_ &
talk with
checklist.
Lesson 4 – Show love for God in our Prayers
Prin: 5
Prac: 4
God
Mat session: Gather the children on the mat. Model the ‘Our Father’ prayer d
O/C: 1,
 2 &3 the sign of the cross at the beginning and end of the prayer. Explain the praye
the cross is a symbol of love and respect for God. Model the sign of the cross w
students (use left hand when children follow along). Practice the ‘Our Father’
whole class demonstrating the sign of the cross at the beginning and end of th

Objective: Read Mark 11:1-10 (Jesus rides on a donkey) right from the Bible (children’s b
Students will be able to:
used for children to relate better). Discuss the bible story with the students em
Students will be
people praise and worship Jesus, to let him know how special he is to us.
able to Answer
Discussion Questions:
questions
1. What kind of animal did Jesus tell two of His disciples they would find in t
relating to how
village? (Donkey colt.
Jesus was
2. As Jesus rode the colt into Jerusalem what did people put on the road in f
praised in the
Him? (Their cloaks and, branches they had cut in the fields.)
scripture story
3. What did the people shout as they followed Jesus? (Hosanna! Blessed is h
Mark 11:1-10
the name of the Lord, Blessed is the coming Kingdom of our father David!
Assessment
Highest!)
What assessing:
4. Were the people happy to see Jesus? How can you tell? (Yes. They shoute
Students will be
Him, and they put their cloaks in the road as a sign of worship.)
assessed on
5. What are some ways we can praise Jesus? (Allow for answers. Then make
their
children know that they can also worship God through prayer.)  
participation in
Main Session:
ways of praising
Explain to the children what it means to worship God. Hand out a card love he
God.
students to fold it in half. Students will then need to write and draw ways that
 Did they
and show love for God on the inside of the love heart. Once students have fini
participate take their love hearts and share in a small group how thy love and respect (pra
in the day.
prayer? Conclusion:
Invite the students back on the mat and discuss ways of worshiping God. Hand
 Did they worship God lyrics to every student/ pairs. As a whole class sing the How we w
Prayer is a participate song, sung to the tune of “The Mulberry Bush”. Model the actions for student
The following activities will be added to the classroom weekly activities, to hel
special in the
learn the ‘Our Father’ prayer.
way for concluding
The lord’s prayer Game
song?
people to The sign of the cross colouring
The Lord’s prayer puzzle
talk with How assessing: *The lord’s prayer game will be sent home with every child to allow students to practic
5/5 Prin: 2 Anecdotal notes
Prac: 5
God & checklist
Father’ prayer with their families.

Other curriculum
Lesson 5 – Celebration of Unit of Work: Prayer
O/C: 1, links This lesson students will invite their parents and family members into the clas
2 &3 celebrate the end of the Unit of Work: Prayer.
English
ACELT1585 The teacher will invite all families and students to pray together (using the Ga
Reflect and Pray model).
Students will then show their parents the work they have been doing over the
On display:
 Prayer Box
Objective:  ‘How to Guides’
Students will be able to:
 Letters to God
Present work
 iMovie
they have done
 Fold out Church
through the Unit
 Small worlds
of Work: Prayer
to their work to  Books used over the 5 weeks displayed on the focus table.
their parents or  3D family Trees
other.  People Chain booklet
 5 Finger prayers
 Drama Corner – scripture cards displayed
  Religious Education Books displayed
At each display will be a description of the activity and the main teaching focu

Through-out the celebration the students will invite their parents into the wet
plate of food.

Conclusion: The teacher will thank the families for coming and present the pra
each family.
Take home prayer boxes will include the prayer rock that their child had decor
instructions for the prayer rock, a note from the teacher, 7 daily prayers and p
bookmark.

Assessment Task –
Year level Year 1
Learning Area Religious Education
Unit of Work Prayer
Title of Task How to Guides
Task Details
Description of task Students will make a How to Pray Guide. Students will de
places people can pray, the different ways people can pray
Purpose of assessment To gain student knowledge about what prayer is.
Instruction for Teacher Teach that prayer is a special way people talk to God. Tha
and many different places.
Evidence to be collected How to Guide - work sample
Suggested time 1 Lesson
Content Description
Religious Education Content Descriptor: Prayer is a special way for people to t
Early Years Learning Framework (EYLF) Outcome 4: Children are confident and involved learners.
learned from one context to another.
National Quality Standard National Quality Standard: Quality Area 1 – Educational p
educational program enhances each child’s learning and d
making contributes to each child’s learning and developm
connection with community, wellbeing, confidence as lear
Task Preparation
Prior learning  Recall people can pray standing, siting, outdoors, indo
 Recall reasons why we pray.
 Recall places people can pray.
Assessment Differentiation Challenge will be directed at Gifted and talented students;
challenges.
 Challenge: ICT component: Students may choose to use t
HUGE Challenge: Students are to add extra information
SUPER DOOPER HUGE Challenge: Students will use
their ‘How to pray’ guides.
Resources Paper, stationary, iPads

Marking Key
Student name: Student A
Assessor: Miss Stock
Date: 11 May 2020 (Week 5 – Lesson 4)
Description:
Define Prayer and explain how people can pray, where people can pray, and reasons people pray.
 Prayer is special way people talk to God.
 People can sit, stand, kneel to pray.
 People can pray indie or outside or in different countries.
 People can pray to thank God, praise God, ask God for forgiveness.
 People can pray for others.
How to guide - Work sample

Checklist
Student Outcome 1 Outcome 2: Outcome 3
Identify 2 ways people can pray Identify 2 places people can pray Identify 2 reasons for people to
pray to God.

Student A Achieved Achieved Achieved

References
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