ED2618/5618

Principles of Primary Religious Education 1

Assessment 2b
LESSON PLANS FROM A RELIGIOUS EDUCATION UNIT

STUDENT NAME: CHLOE COLLARD
STUDENT NUMBER: 20151612



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 UNIT OVERVIEW

Year Level Unit Title Salvation Topic Aspect of Human Development

3 Gathered As One. Church Communities.
Overview explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The Gathered as One, Year 3, unit of work focuses on communities as the aspect of human development. This unit is all about the communities that people belong to, and that it is human
nature to be around people and thus communities are essential. Gathered as one begins with A1 Wondering at communities. Students will wonder about the communities that they are
members of and begin to understand the community in God. (A1, A2, A3).
Students will then look at Jesus to learn the importance of belonging to a community (B1). As the Salvation topic for this unit of work is the Church, students will learn about the community
of the Church, its diverse members and how through the Church one can become closer to God and always seek help, love and comfort (B2).
The unit explores how communities are made up of many different members including; age, culture, gender, occupation, country but each member is welcomed into the Church, and
individuals play many different roles within the Church (C2). Jesus teaches and calls all of us to be close to one another, especially towards members of Church and to help one another and
to always show love towards others.
Key Understandings and Learning Points
A Wondering at the Creator B The Promise of Christian Salvation C Christian Response

A1 Wondering at communities B1 Jesus Belonged to a religious community C1 The Church (Gods family) includes people of different
A1.1 Identifies four common human communities. B1.1 Represents communities to which Jesus belonged. ages, needs and countries.
A1.2 States the two common characteristics of communities. C1.1 Names religious signs found in a Church.
C1.2 Identifies the wide range of people who belong to Gods
B2 Jesus gave his Church a mission to the whole human
family.
A2 Wondering at the Creator of Communities. race.
C1.3 Identifies special members of Gods family.
A2.1 Expresses wonder at the Creator of communities. B2.1 Retells Jesus message about belonging to his Church.
B2.2 States what the school community would be liked if C2 Church members have different roles.
A3 Attribute: God is a Community of Persons members of Gods family experiences God helping them C2.1 Name the place in the Church where liturgical
A3.1 Celebrates God who is a Community of Persons. contribute to communities. celebrations take place.
C2.2 Names different roles Church members have in Church
celebrations.

C3 Followers of Christ are called to participate in
communities.
C3.1 Determines ways followers of Jesus can participate in
communities to which they belong.

C4 Continuing to wonder at the love Christians can show in
the communities to which they belong.
C4.1 Recalls and expresses the main ideas of the unit.
Links to General Capabilities
Literacy Numeracy ICT Critical and Creative Ethical behaviour Personal Competency Intercultural
Thinking Understanding

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Gathered as One: Year 3 Step A Lesson
The Salvation Topic for this unit is The Church. The aspect of Human development is Communities.

The purpose of Step A is to assist the development of the students religious awareness.
It aims to help them understand the religious meaning of significant experiences an essential step for both Evangelisation and New Evangelisation
(see Australian Religious Education Facing the Challenges).
The students should be provided with opportunities to wonder in A1 and A2. They need to celebrate the related attribute of God in A3.

Key Understandings and Learning Points

A WONDERING AT THE CREATOR OF HUMAN COMMUNITIES
A1 Wondering at communities
A1.1 Identifies four common human communities.
A1.2 States the two common characteristics of communities.
A2 Wondering at the creator of communities
A2.1 Expresses wonder at the Creator of communities.
A3 Attribute: God is a Community of Persons
A3.1 Celebrates God who is a Community of Persons.

Teacher Background Material

The human person needs to live in society. Catechism 1879.
The two characteristics of communities for this unit are:
o Provide for members needs.
o Meet regularly.
There are special groups in society that gather together frequently to do special things = communities.
1. The Family.
2. The Parish (Church).
3. The School.
4. Other communities, such as clubs, etc.
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 Certain societies, such as the family correspond more directly to the nature of man; they are necessary to him. Catechism 1882).
Families are one of the firs communities we all belong to.
Families provide it members, by looking after one another eg: If we get sick.
Family members meet regularly within their home eg: for meals and prayer, but also for family celebrations.
During this unit, teachers will need to be sensitive and familiar with the variety of every students family dynamic within their class.
The word Church means convocation. It designates the assembly of those who Gods Word convokes (The Parish) is the place where all the
faithful can be gathered together for the Sunday celebration of the Eucharist. Catechism 777, 2179).
The Church community allows us to become closer to God.
The Church = assembly.
The word liturgy is introduced in Year 3.
Church communities gather together regularly: Eg: prayer celebrations called liturgies and for the Eucharist or the Mass.
To promote the participation of the greatest number in the life of a society, the creation of voluntary associationsmust be encouragedwhich
relateto cultural and recreational activities, to sport. Catechism 1882).
A club is a community or society that meets regularly to fulfil members needs.

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 LESSON PLAN ONE A - Wondering at the Creator
Teaching Focus for the Lesson
Key Understanding/Learning Point
Students will be introduced to the concept of communities and
familiarise themselves with the four different communities that they all A1.1 Identifies four common human communities.
belong to and the characteristics that all four of these communities
A1.2 States the two common characteristics of communities.
share.

Timing Steps of the Lesson Resources
Introduction

Students are to quietly come down to the mat. Teacher gains students attention through attention grab:
5 mins Teacher: Hocus Pocus student response: Everybody focus.

Teacher will reinforce correct behaviour: sitting quietly, arms folded, legs crossed and eyes to teacher. Praise students - Whiteboard
that are showing correct behaviour. Also remind students that we are now commencing the start of our religion lesson, - Whiteboard
so we must be respectful and list carefully. marker
- Slideshow:
Set up hangman up on the whiteboard with the letter C at the start. Students will all be familiar with the rules of
Definition
hangman. Explain to students that they need to be detectives and discover what the mystery word is, as it is the topic
- IWB
they will be learning about in our next couple of Religion lessons. Play the game hangman until the word community - Unit of work for
is revealed. Once the word is revealed, get the students to say the word aloud. reference:
teaching notes.
Can we all say the word community? The topic for todays Religion lesson is communities. Does anyone know what

the word community means?

Listen to students answers to the question posed. Introduce the learning focus for todays lesson.
Our lesson today is learning all about what a community is and the different communities that we all belong to.

3 minute Show students slide on the IWB of the definition of a community

A group of people living in the same place or sharing a common characteristic.
Explain to students that there are 4 different types of communities and list them on the whiteboard. 1. The Parish
community or Church (which are a group of people who all share a belief in God). 2. Family community (a group of
people who love one another and live in the same place as each other). 3. The Catholic School community (young
children, teachers and staff who come to school everyday to learn). 4. Other communities such as a sporting or music

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 club for example.
Ask students to close their eyes and answer the following questions in their heads. (OR students can turn to the person
next to them and share their answers).

1. Do you think you belong to a community? (Teacher answers: We all belong to a community, especially the Parish Video: Kids explaining
community, as we are all apart of Gods family). what community
2. How many communities do you think we belong to? (There are many communities that we can be apart of, but means to them.
there are 4 main communities that we are all apart of). https://www.youtube.c
om/watch?v=Kbfq2Pdo
Students will watch the 1 minute Youtube clip of children describing what community means to them. weA

Strategies for Learning and Teaching

- List of pre-
Stations: prepared
5 minute
rotations Explain to students that you will split them up into pre-prepared groups and each group will have 5 minutes at each groups.
for each station learning about the 4 different types of communities. Remind students to keep in mind that these are just the 4 - Bell
station = - Each station will
20 mins) (2
main communities we will be learning about and that there are many different kinds of communities and each
have an
minutes to community shares 2 special characteristics: 1: Provides for the needs of its members and 2: Meet regularly. Students will
envelope with
account for be given an envelope at each station with instructions (instructions will also be blown up on the IWB) with ipads and
resources in
transition). either pictures, QR codes and texts in them. Each group will also have a placemat A3 sheet split into four sections for them. (Pictures,
each of the 4 types of communities. Each student will write their names on the back of the A3 sheet in a different colour ipad, QR codes,
and when they go around to each station they must write or draw the key information using the sources from the texts,
envelopes in their colour (this is to show student accountability). instructions)
(Resource 1, pg

20).
Students will move to each station once the timer on the IWB has gone off and the bell chimes. Reinforce to students - 4 x A3 sheets
the expectations of this activity (All students must either write or draw at least 2 things at each station, for each for each group.
community. No one is aloud to be out of their seats unless the bell has chimed and they are transitioning to the next - Colour pencils
station, the noise level must be at level 2 [level 0 = silence, level 1 = Individual work, level 2= group work, level 3= whole - Display
class]) and the expected behaviours of group work. instructions on
IWB.
In our groups: Remember we all work together, take it in turns, encourage everyones opinions, and help out your team
members.

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 Conclusion
Students are to pack up their equipment and return to their desks. 1 person from each group will hand in their
5 minute placemats to the teachers desks. - Checklists (Resource 2,
Students will stand behind their desks with their eyes closed. Pg 23)
Teacher will ask students the following questions and all students will answer the questions in their head. Teacher can
give students the opportunity to say their answers aloud.
Total: 30 - This is also a chance for teachers to continue their checklist 1:1 questioning if need be and for students to wind
minutes down.
Wonder questions:
- Who do you think created communities?
- What do you think the world would be like if we didnt have communities?
- Do you think we need to be around people to be happy?
- Would you be happy if you lived alone and didnt belong to a community?
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
- Extending: There will be written sources for those students that want to - To assess learning of students, a checklist will be taken and each student will be asked direct
extend themselves. questions 1:1 with the teacher.
- Enabling: There will be visual cues for those students that struggle with - See checklist template Resource 2 Page 22.
reading sources. There will also be in every group at least 1 competent reader. - To ensure the assessment is fair on all students needs, ask questions informally and formally in
Hearing/vision impairment: All focus question for the lesson will be said aloud both the classroom setting and outside of the classroom. Provide students with a sufficient
as well as put on the board and to cater for visual learners as well to stimulate amount of wait time for their responses.
them. These students will also be moved to the front of the class and close to - The students work samples will also be collected and observed as part of this assessment
sources to cater for this. checklist. Each student from each group will have written their answers in a different coloured
- Station groups will be pre-prepared to cater for all learning abilities. pencil and this will help the teacher check for student accountability and understanding.
- Depending on abilities in the classroom: if there are really diverse a large gap - If possible teacher will question students 1:1 in the lesson and if need be at a different time, but
teacher can make 2 envelopes for each station. 1 for extending students and 1 on the same day as the lesson.
for enabling students and sort the groups according to their abilities and
facilitate the enabling group.
- To cater for all learning styles. Alternative representations of learning
materials eg: illustrated texts, simplified texts, and captioned videos.
- If possible have an EA to help with reading written elements.
- Instructional adjustments:
- Instructions will be broken down.
- There will be levels of prompting.
- Providing peer assistance for those students that need it. In groups those
students can have a buddy. Ie. Buddy systems, peer-assisted learning)
- Use Wait time and thinking time when question students for assessment.
Ask questions outside of the classroom environment as well as inside the
classroom environment.

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 - For students that need it- enable multiple or frequent breaks when
transitioning to each station.
- If students dont feel comfortable writing their answer, teacher can give
students following options: record answers on ipad device OR get EA or partner
to scribe for them.
- Be sensitive to the variety of family situations within the class.












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Gathered as One: Year 3 Step B Lesson
The Salvation Topic for this unit is the Church. The aspect of Human development is Communities.

The purpose of Step B is to show Jesus as the model of truly human behaviour, and then to focus upon how the world of the students experience
would be different if all accepted his promise of the power of his Spirit.

One element of the modelling of Jesus was that he taught about heaven (B1). Jesus helps people to become members of Gods family, the Church.(B2).

Key Understandings and Learning Points

B THE PROMISE OF CHRISTIAN SALVATION

B1 Jesus belonged to a religious community

B1.1 Represents communities to which Jesus belonged.

B2 Jesus gave his Church a mission to the whole human race

B2.1 Retells Jesus message about belonging to his Church.

B2.2 States what the school community would be like if members of Gods family experienced God helping them contribute to communities.

Teacher Background Material

Jesus message is that he wants all human begins to belong to the Church and in Matthew 28:19-20 he told his followers that they must go and tell the
whole world about his Church and become members.
God wants people feel Gods special love for them and because of this Jesus began a family of God = The Church. Through the Church, people
become closer to God.
As members of the Church we can experience God helping us contribute to the communities we belong to and helping us to live as God wants.
God helps members of the Church to forgive others, especially when they dont feel like doing so and love all those in our community.

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 LESSON PLAN TWO B The Promise of Christian Salvation

Teaching Focus for the Lesson Key Understanding/Learning Point

The focus for this lesson is getting students to understand what the world would be
B2.2 States what the school community would be like if members of Gods family
like if everyone lived as God wants. This means reminding students to love others
experienced God helping them contribute to communities.
and forgive others even when they dont want to and providing students with
examples of Jesus displaying these qualities.


Timing Steps of the Lesson Resources
Introduction
- 3 words for Bingo
Chook Bingo written on the
5 minutes whiteboard for
Students will participate in Chook Bingo. Students will get a piece of paper from the scrap pile/recycling pile
students to copy
and write 2 words they remember from last weeks Religion lesson (check words for students prior down on their
knowledge. Select 2-3 students to say their words to the class hopefully the common words that all scrappaper.
students will have is community and one of the 4 different types of communities). The teacher will write 3 1. Love
words on the whiteboard to introduce todays lesson about the importance of becoming closer to God by 2. Forgiveness
helping others and forgiving others just as Jesus did for us. The teacher will call out a letter and if students 3. Helpfulness
have it they cross it out in their words, once a student has a minimum of 3 words crossed out they have to
make a chook sound and they are the winner. Before starting the game, ask 1 student to repeat what you
said to check that everyone understands the rules. Get students on the count of 3 to all make their Chook
noise to get it out of their system. Once the winner is revealed, students will put their sheets of paper in the Unit of work:
3 minutes Reference teaching
recycling bin and come quietly down to the mat.
notes.
Teacher will discuss the learning intentions for todays lesson and what students will do throughout the
lesson.
This lesson, we will focus on Jesus message, which is to behave and live as God wants. This means that we
need to remember to always love others and forgive others even when we dont like doing so, because Jesus
forgave our sins.

Explain to students the key information for todays lesson:

We go to Church to become closer to God and to get to know him better. We know that God wants to help
2 minutes us be friends with others, especially those that belong to the same communities as us.

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 Values Continuum
Complete a values continuum as a class with the question Do you think the school community would be a
Values continuum
happy and loving place if everyone helped and forgave each other like God does? Students will either answer
signage yes/no signs
yes and stand towards the left side of the room, or no and stand towards the right side of the room. at either ends of the
Students will then turn and face one another and explain their reasoning. (If there is a significant amount of room. (Resource 3, Pg
students who answered no teacher can revisit towards the end of the lesson to see if students have 24)
change their minds after completing the lesson activities.

Strategies for Learning and Teaching

To split students into groups
2-3 mins While students are standing split them into 6 groups (roughly 4-5 students in each group). Each group will get use interests: (Eg: Put your
a strip of paper. On the strip of paper will be one of two types of scenarios. 1) A scenario describing what the hand up if you like the colour
school community would be like if everyone helped others, even when they dont feel like doing so. 2) A yellow = group these students.
Put your hand up if your
scenario where no one helps one another and when people dont forgive others. In their groups students will
favourite colour is blue etc).
get one scenario and will get 2-3 minutes to think on the spot and either mime or act out their scenario and

perform it to the class.

The students watching will have to guess and describe the scenario and if it is either scenario 1 or scenario 2.
If it is scenario 1, students will have to describe the consequences of the scenario if they didnt help and - Scenarios (Resource 4,
10 mins forgive like God does. If the performance is scenario 2, students will have to say what they should have done pg 24).
instead, by thinking what would Jesus do. For example in the Bible Luke 6:37 states Do not judge, and you
will not be judged. Do not condemn, and you will not be condemned. Forgive, and you will be forgiven also
use as an example; the story of the Prodigal Son, the Father immediately forgives his son for his wrongdoings
and doesnt hold a grudge and this is what God teaches.
At the end of each performance students get the opportunity to peer-evaluate the performances. Students
either put 1 or 2 fingers up at the end of each performance and discussion. 1 for a good effort and 2 for
clearly explaining the scenario of what God would do. Either way all students experience will experience a
level of praise/success).


Students will participate in a guided mediation focusing on the theme of helping others and forgiving others,
5 mins through the teachers direct instructions and wonder questions. - Meditation music.
https://www.youtube.com/
1. Relax your body and begin to take deep inhales and slow exhales through your nose. watch?v=jbe6R2lmvwY

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 2. Start to take a slow, deep breath to fill your belly up with air, as if youre trying to blow up a
big balloon. Expand your belly as much as you can.
3. Slowly let the air out of the balloon (through the nose) as you release the breath from the
belly.
4. Encourage your kids to feel their entire body relax each time they exhale, each time air is
slowly being released from the balloon. You can even making a hissing noise to encourage
them to slow down then exhale even more, Like letting air out of the balloon.
5. Continue for several minutes.
6. Once students get into a rhythm ask them the following questions.
7. Tell students to think of these questions posed and when they are ready in their own time,
they can go back to their desks. Students are to tidy their desk area and stand quietly in their
table groups ready to be dismissed. The quietest group will go to recess first.
- Think of a time when you were in a situation and you forgave someone and helped him or her. Do
you think it was the right thing to do? How did it make you feel? Do you think God would have wanted
you to forgive them no matter what? As Jesus forgave all of our sins.
- What do you think would happen if no body forgave and everyone stayed mad at each other?
- Do you think the world would be a better place if everyone forgave others and we all behaved like God
would want us to?
- How does it make you feel when you help others?

Conclusion
3 minutes Students are to pack up their things and tidy their desks. Students will complete a self-assessment, and when
students have finished this, the teacher will dismiss them.
- Forgiveness Prayer
Just before students are dismissed all students will say aloud the forgiveness prayer that is displayed on the displayed on the IWB.
IWB. (Resource 5, pg 25)
- Self-assessment.

(Resource 7, pg 26)
Total Time: 30

minutes.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Early finishers: The helping project pinterest. (Add to community bulletin - To show evidence of learning, students will participate in a peer
assessment during the role-play section of the lesson. (Each person
board that will be expanded in the following lesson).
will score each group a 1 or 2 for how well they described their
scenario. This way all students will be able to experience a level of
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 - Signage for the values continuum introduction activity will be put on up praise).
with yes or one side of the room and no on the other, to cater for all - Students will also complete a self-assessment at the end of the
students especially those visually and with memory issues. lesson.
- Written elements: Have at least 1 confident reader in each group so they - Students will need to read the questions and colour in the smiley
are able to read the scenario to other group members. face. If students 100% agree/understand the question they will colour
- Hearing impairment/Visual learners: Wonder questions will be written on the face in green. If students only 50% agree/understand the question
the board to alleviate any misunderstandings. they will colour the smiley face orange. If students only agree a little
bit, or have no understanding, they will colour the face in red).











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Gathered as One: Year 3 Step C Lesson
The Salvation Topic for this unit is the Church. The aspect of Human development is Communities.

To experience the Christian Promise requires personal Christian conversion [General Directory for Catechesis 53].
In the words of Jesus, this means people must [Mark 1:15]:
Repent, and believe the gospel.

In Step C Religious Education contributes to their New Evangelisation by helping the students to understand what is involved in repenting and believing.
Religious education needs to help the students discover what exactly faith in Jesus Christ is [General Directory for Catechesis 75].

Key Understandings and Learning Points

C CHRISTIAN RESPONSE

C1 The Church (Gods family) includes people of different ages, needs and countries.

C1.1 Names religious signs found in a Church.

C1.2 Identifies the wide range of people who belong to Gods family.

C1.3 Identifies special members of Gods family.

C2 Church members have different roles.

C2.1 Name the place in the Church where liturgical celebrations take place.

C2.2 Names different roles Church members have in Church celebrations.

C3 Followers of Christ are called to participate in communities.

C3.1 Determines ways followers of Jesus can participate in communities to which they belong.

C4 Continuing to wonder at the love Christians can show in the communities to which they belong.

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C4.1 Recalls and expresses the main ideas of the unit.

Teacher Background Material

Students understand that the Church is Gods family and it is made up of a wide variety of people from different ages, gender, needs, countries,
cultures etc.
Eg: Children and their parents, older people, people of different nationalities, people of different skin colours and characteristics, people with
disabilities, sick and old people.
This diversity is because of Jesus message to his disciples in Matthew 28:19-20.
There are special members of Gods family. Eg: Mary the Mother of Jesus; the Mother of God, Saints (Blessed Mary Mackillop), Joseph, 12 Apostles
etc.

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 LESSON PLAN THREE C Christian Response
Teaching Focus for the Lesson

Is to introduce students to the wide range of different people who belong to Key Understanding/Learning Point
Gods family and who make up Jesus family. Students will understand that the
Church is made up of many different people from different genders, cultures and C1.2 Identifies the wide range of people who belong to Gods family.
countries around the worlds, but no matter our differences, we all belong to C1.3 Identifies special members of Gods family.
Gods family.

Timing Steps of the Lesson Resources
Introduction
-
Gaston by Kelly
5 mins Students are to sit quietly on the mat, whilst the teacher reads the childrens book Gaston by Kelly DiPucchio.
DiPucchio. Before reading the book ask students the following questions:

This book will introduce us to our lesson focus for today lesson, which is about our Church family and Jesus - Unit of work: Reference
family. teacher notes.
1.What do you think this book will be about?
2. Who do you think Gaston is?

3. What do you think this book has to do with family?

Select a few students to respond to these questions and then read the book to the class. Ask students:

Can anyone tell me the moral of the story?

Teacher chooses 2-3 students to share their response (Expected response: Families arent the same, - Ive got a Family youtube clip.
everyone is different, it doesnt make you a family because you all look the same, family is about loving each https://www.youtube.com/
other no matter our differences). watch?v=mO7RFHrjCV0

Todays lesson we are going to be learning about all the different people that belong to Gods family.
Teacher plays the 40second video Ive got a family by Brother Francis Online.

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 Strategies for Learning and Teaching
Inside/Outside Circle Game We are Family
2 Explain to students that the Church is a special place for all of Gods family. This includes a wide variety of https://www.youtube.com/
minutes. people from different countries, races and genders as Jesus gave his disciples the message of going forth to watch?v=MnXmGscq7OE
all of the nations around the world, spreading his message. Gods family includes everyone who tries to live

as Jesus taught and who has been baptised in the Catholic Church. Gods family even includes people that

have passed away and who are no longer with us, as they are baptised so they are part of Gods family up in

heaven.
- Whiteboard
3 minutes Students are to find their desk partners and make 2 circles an inside circle where 1 partner stands and an - Whiteboard marker
outside circle where the other partner stands facing their partner. The song We are family by the full Ice
Age Cast will play while students move around the circle (each circle moves in the opposite direction),
students will stop when the music is paused and find the nearest person, making sure everyone matches up
with a partner. Each time the music stops ask students 1 question at a time.
1. Who do you think is a member of Gods family?
2. Who do you think the most important member of Gods family is?

3. When you go to Church, list all of the people that you see. (Ask students for

this question to say their answers aloud, so teacher can brainstorm on the - Scissors
board. Expected answers: Eg: Children and their parents, old people, people - Strips of paper (Resource 8,
of different cultures, people of different skin colour, people with disabilities, pg 26).
sick people). - Textas/coloured pencils
- Glue
Using the brainstorm list on the board, students are to select 3 different people that they have seen present - Craft objects: Eg: Wool,
16 stick on eyes, glitter,
at Church celebrations. Students are to construct strips of people decorating each paper figure using either
minutes (5 material, magazines etc.
mins each coloured pencils, textas, wool, glitter, stick on eyes, magazines to cut out faces/clothes for eg. Each student - Bulletin board (Resource 6,
person). must complete all 3 people within the given timeframe for the lesson (to keep students on task there will be pg 24).
15 mins a timer on the board time allocation of 15 minutes). To save time, students will already get a pre-made
template cut out, they will just need to decorate the strip of people that we will then pin up on our We all
belong to Gods family bulletin board. (Strip of people resources on unit: Program of work reference C1.1 (c)
& C1.2 (a) pg 88). - IWB
2 minute - Timer
Once the timer has gone off, students can participate in a silent gallery walk, to look out the students strips

of people (this is an effective way for teachers to immediately see who has finished their work and can play

celebrity heads or who still needs to finish their work).

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Explain to students that there are also special members of Gods family Mary (the Mother of Jesus, who - Slideshow of Gods special
2 mins gave birth to Jesus), Joseph (the foster father of Jesus, as God is Jesus Father. Joseph was a carpenter and family.
even thought Jesus wasnt his real son, he raised him and loved him as if he were his own), Saints (people
who have lived especially holy lives. Eg: Mary Mackillop the First Australian saint; she opened schools and
helped young children), John the Baptist and the 12 Apostles. Early finishers can play celebrity heads with
5 minutes the special members of Gods family. (Use Slideshow to show pictures and dot point information of each
member of Gods special family).

N.B Prior to this lesson, students are able to bring in family photographs of their family whether it be at a
liturgical celebration or a family gathering that we can add to our community bulletin board.
Lesson can also link into HASS making a family tree and linking to intercultural understanding with members
of the Church from all over the world.

Conclusion
5 Students are to pack up their things and make a circle around their classroom. Remind students that Gods - Psalm 133:1 written on
minutes. family is very large and it is made up of lots of different people who all come together to share their love in whiteboard.
God. Read Psalm 133:1 How good and pleasant it is when Gods people live together in unity to the class to
emphasise this.
Linkages for assessment activity
Students will engage in the linkages for assessment activity from the Tasmanian strategies booklet. The topic instructions (Tasmanian strategies
is Communities, the different types and Gods family. One student volunteers to go first, they have the soft booklet).
ball and will make a comment about the topic. They pass the ball to a student in the circle, and student Rules on IWB with prompts.
response, agrees with the first comment and adds a comment. Other students link on in the same way until
the whole class is involved. Every student must have made 1 comment. (Variation: Can split the class up in - Observations/Anecdotal
teams and participate in linkages in teams). records (Resource 9, pg 27).
Total 40 - Ipad/Voice recorder app.
minutes:
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
- Visual/Hearing impairment: Sit close to the board so they can clearly - To assess students, teacher will take observations and anecdotal records
see/hear videos and teachers instructions. during the lesson.
- Sensitivity of death/family members/living arrangements etc. - Recording information in regards to participation in activities,
- When asking students questions, allow sufficient wait-time for students presentation and completion of strips of people, effort and participation
to respond. in the linkages activity, quality of answers in the linkages activity.
- Observe notes on a number of factors during the lesson to get the big - Teacher will also voice record the linkages activity, to make notes on
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 picture. students responses.
- Teacher prompts will be on the board to help students in the linkages - If necessary, teacher will choose a focus group to observe during this
for assessments activity. lesson.


References:

- Gathered As One - Unit of work.

- Catholic Education Office Hobart. Tasmanian strategies booklet. (n.d).

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Lesson A Resources:

Resource 1: Stations Activity: Sources that will be in envelopes.

Station 1: Family
We are all born into a loving family just as Jesus was.
We all have a Mother and a Father.
Every family is different.
Jesus has a family. Mary is the Mother of Jesus and God is his Father.
A group of people who care for a each other living together.
Families are the very first communities we belong to from birth.
Families meet regularly, especially if you live with your family. If you dont live with your family, family members such as your cousins, aunties,
and grandparents still meet regularly at family celebrations. Eg: At birthdays, Baptisms, Christmas.

QR code for Website: Describing what is a family. QR Code for youtube video: What is a family.
http://www.cyh.com/HealthTopics/HealthTopicDet https://www.youtube.com/watch?v=tFPQSRpV

ailsKids.aspx?p=335&np=290&id=1714 Y3c

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Station 2: The Parish (Church) Community:

We all belong to the Church.

A place for people to come together to pray and worship God.
A place for people who believe in God.
Gods family.
We all belong to a Parish: A community of believers who gather on the Lords day to celebrate the Eucharist.
You and your family are always welcome at the Church.
Parish communities gather to provide for Parish members need to draw closer to God. Jesus is present with
them every time they gather together.
Video: What is a Church?
Parish communities gather regularly to share in the Eucharist. https://www.youtube.com/watch?v=
INsNTdaBIG8

Station 3: The Catholic School Community:

Is the students, parents, teachers and community members who belong to a school.
It is a place where young children come each to learn.
It is a safe place, a place of friendships and a place of learning.
The purpose of the Catholic School community is to meet childrens needs and to learn about Jesus and his
teachings.
School communities meet regularly, when students come to school to learn and attend school assemblies or sport
carnivals or school mass.

Video: Kid President

https://www.youtube.com/w
I would put a picture of atch?v=RwlhUcSGqgs
our school or class

picture in the envelope.

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Station 4: Other communities such as clubs. Eg: Sporting, music, dance etc.

A club is a community that meets regularly to fulfil members needs.

The club community is the members of the team and others who meet regularly.
Eg: When you go to football training and meet with your coaches and teammates.
Other clubs are important as they promote the participation of the greatest number in the life of a society, the creation of voluntary
associationsmust be encouragedwhich relateto cultural and recreational activities, to sport. Catechism 1882).
As a group discuss the following questions:

1. What clubs are you apart of?

2. How many different clubs can you think of?
3. What do you think the best thing about a club is?

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Instructions for each station:

1. Each group will have an A3 piece of paper (split into 4 parts, with each part labelled for a different community). On the back of your A3 piece of
paper. Write the names of your group members in different colours each. What ever colour your name is in, that is the pencil colour you will use to
write or draw your answers.
2. At each group you will earn specific information about one of the four different types of communities that many of us belong to.
3. Look at the sources: pictures, texts, QR codes to watch videos and look at websites to learn about your community.
4. During each station, students will have to either draw pictures or write what they think each of the communities are and the key points of each
community.
5. To help when you write/draw on your placemats: Think of the following questions:
- What is this community?
- What does this community mean?
- Who belongs to this community?
- Why is it a community?
- How many times does this community meet?
- What do you think the needs of this community are?

Resource 2: Assessment Checklist for individual questioning.

Teacher will individually ask students specific questions to gain an understanding of their knowledge

Key:

1 = Doesnt understand at all/Limited knowledge.

2= Has a satisfactory amount of knowledge of content.

3= Has an excellent amount of knowledge of content.

Topic: _________________________________ Learning Area: ___________________________ Date: ___________________

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Student name: Participation in Quality of Q1: Define a Q2: How many Q3: List 1 Q4: Why is the Other
all answers provided community. different types community and Church Comments:
activities/Group on group of communities tell me some Community
cooperation placemats are there. information important?
(checking about this
students colours) community.

Lesson B Resources:

Resource 3: Values Continuum Signage:

Resource 4: Scenarios

Scenario 1: Act out: Picking up your recess and lunch Scenario 2: Act out: Dropping our rubbish on the floor at
rubbish, or any rubbish you see on the floor even if it isnt recess and not picking it up.
yours instead of just walking past and leaving it.

Scenario 4: Act out: Not letting the new student play with
Scenario 3: Act out: Inviting the new student to play with
you at recess and lunch because you dont want to include
you at recess and lunch, even if you dont really know
them and not being very nice to them as you dont know
them.
them.

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Scenario 5: Forgiving your classmates quickly after having Scenario 6: Not forgiving your classmates after an
an argument because they took the class b asketball out argument because they took the last basketball out for
for recess and you wanted it, and sharing it. recess and staying angry at them for a long time, because
you didnt get to play with the basketball.

Resource 5: Forgiveness Prayer: In the name of the Father, Son and the Holy Spirit.
Dear Lord,
Teach us to be like God so that we are able to forgive others and spread love.
Teach us to be happy, to let go of our anger and to be peaceful towards each other.
Teach us to look out for others and to always do good.
Amen
In the name of the Father, Son and the Holy Spirit.

Resource 6: Bulletin Board Banner/Early Finishers helping project.

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Resource 7: Self- Assessment Template.

Name: ________________ Date: _______________ Learning Area: _________________

Fill out the following questions by colouring in the smiley face either: Green = If you 100% agree with the question/understand the question. Yellow = If
you only understand a little bit on the topic. Red = If you 100% do not understand the topic.

1. Are you enjoying this unit of work so far?

2. Can you remember the four different types of communities?

3. Can you remember the 2 characteristics of communities?

4. Do you understand lots about communities?

5. Do you understand that through the Church we can become closer to God and seek help?
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6. What has been your favourite activity so far and why?

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Lesson C Resources:
Resource 8: Strips of people: Resources on unit: Program of work reference C1.1 (c) & C1.2 (a) pg 88).
Resource 9: Anecdotal Records Observations:

- Teacher will take observations on the class list of students recording information in regards to participation in activities, presentation and completion
of strips of people, effort and participation in the linkages activity, quality of answers in the linkages activity.

Date: ____________ Topic: _______________

Name of student: Comments:

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