RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED5619 Principles of Primary Religious Education 2

Unit Title: Coming To Your Table Student Number: 2017 2062

Date of Submission: 15 May 2019 Student Name: Abigail Thomas

 PLANNING OVERVIEW – TERM
Year Level Unit Title Aspect of Human Development Salvation Topic
4 Coming to Your Table Students wonder at how their bodies are First Holy Communion – Eucharist
different and how that is a reflection of
how God created us differently. Students
discover that God loves all of us
personally, from which students develop
a sense of resilience in themselves.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
Aim
Students develop an understanding of how Jesus strengthens His followers to love one another, and how through receiving the Eucharist one can be empowered to do so.

Overview
In this unit of work, Step A allows students to discover the differences between one another (A1) and wonder at why God created people differently and what this suggests
about God (A2). Students discover that their physical differences are one way that God shows that every human being is special to God. From this, students develop an
understanding that God knows and loves each human being personally, and in a special unique way (A3).

In Step B, students learn how Jesus showed his followers that they should love every human being even if they are different (B1). To help them do so Jesus draws his
followers closer to himself, and to others, through Holy Communion (B2).

Step C allows students recognise that through Jesus calling them to receive the Holy Communion he is expressing his desire to be close with them. Students learn that the
bread and wine, which Jesus changes into his Body and Blood, come from grains of wheat and grapes. The bread and wine are symbols that remind students that Jesus
draws them together to receive him in Holy Communion (C1). Students develop an understanding and appreciation for celebrating the Eucharist as a member of God’s family
(C2). Students will also discover that the more frequently they celebrate the Eucharist, the more they are helped by Jesus to love others as they love themselves, regardless
of differences. This ties in with the physical and cultural differences that students identify earlier in the unit of work (C3). At the conclusion of the unit, students will continue
to remember that Jesus strengthens his followers to love every human individual regardless of physical differences (C4). (Catholic Education Office of Western Australia
[CEOWA], n.d.)

Key Understandings and Learning Points

A WONDERING AT GOD WHO CREATED
PEOPLE’S BODIES DIFFERENT
A1 Wondering at our bodies which are different
• A1.1 Expresses wonder at the differences in
people’s bodies.
A2 Wondering at God who created our bodies
different
• A2.1 Expresses wonder at God who created
bodies different.
A3 Attribute: God loves each of us personally
B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus loved everyone regardless of physical
differences
• B1.1 Describes ways in which Jesus showed
love regardless of physical differences.
B2 Jesus draws members of God’s family close to
him through the Eucharist
• B2.1 Explains a meaning of John 6:56.
C CHRISTIAN RESPONSE
C1 Catholics celebrate the Eucharist
• C1.1 Compares the symbolism of the bread
and wine to many people forming one body.
C2 God’s family celebrates the Eucharist
• C2.1 Names the elements in the Liturgy of the
Word and the Liturgy of the Eucharist.
• C2.2 Memorises responses, gestures and
prayers used during the Mass.
• C2.3 States:
 • A3.1 Celebrates God who loves each of us • B2.2 Reports how the world would be different • the words of the priest at the Consecration
personally. if people drew closer to Jesus by receiving him • the words said before receiving Holy
in Holy Communion. Communion.
C3 Christians are called to love everyone as
‘another self’
• C3.1 Identifies ways in which Christians love
everyone as ‘another self’.
• C3.2 States ways in which people fail to
behave as Jesus taught.
C4 Continuing to wonder at how Jesus strengthens
his followers to love every human individual
regardless of physical differences
• C4.1 Reviews and expresses the main ideas of
the unit.

Links to General Capabilities – highlighted throughout the FPD.

Literacy Numeracy ICT Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding

Religious Capabilities – highlighted throughout the FPD. Spiritual Capabilities – highlighted throughout the FPD.
Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting
Catholic World View
The unit of work touches on the need for students to be concerned and aware about current events. Specifically, students will be encouraged to discuss topical and current
events within the lessons, as well as finding current newspaper articles that reflect individuals showing similar values to Jesus, and individuals who could have been helped
if they drew closer to Jesus by receiving him in Holy Communion.

Teacher Witness
I am a practicing Catholic who seeks to live every day of my life the way Jesus lived. I live as an example to others, especially to the students I teach. At school, I always
start my learning day by praying with the students and encourage them to accept and love each other regardless of their physical differences. During this unit of work, I
would show students a photo of my First Holy Communion and share the feelings I had during this time, and be sensitive to each student’s religious, social and cultural
backgrounds.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
A1.1 Expresses wonder
1 at the differences in
people’s bodies.
Explain the focus of the
Unit (to develop an
understanding of how
Jesus strengthens his
followers to love one
another, and how
through receiving the
Eucharist one can be
empowered to do so).
Explore student’s prior
knowledge of the topic
through brainstorming
and discussing what
they think words such as
‘Eucharist, ‘Unique’, and
‘Consecration’ mean
(using the ICT tool
‘Popplet’). Create a
word wall of the key
points using the ICT tool
‘Tagxedo’.
Introduce the class
Eucharist graffiti wall
and prayer cloth. Advise
the students that this is a
place of prayer/
reflection, and that they
may add anything onto
the prayer table they
think reflects the theme
of the unit.
(Literacy, ICT, C&CT,
P&SC), (Faith, Hope,
Fortitude).
Lesson 2 Lesson 3 Lesson 4 Lesson 5 Evaluation and Assessment
A1.1 (continued). A2.1 Expresses wonder A3.1 Celebrates God A3.1 (continued). Lesson 1 = A diagnostic
at God who created who loves each of us assessment of students prior
Read the text ‘We’re All bodies different. personally. Begin the class with knowledge through a mind-
Wonders’ by R.J. meditation, asking the map.
Palacio. Students T-P-S Play the song ‘We are Share with students students to wonder
about August’s physical Delightful’ (M. Brown) Psalm 150. about God and how he Lesson 2 = Review of physical
differences, how he and allow students to knows each of us profile and anecdotal notes of
struggles to fit in and paint a picture of In small groups (4/5 personally and loves our student behaviour/
why it is important to themselves onto iron- students) are to differences. participation in class activities.
accept everyone transfer paper (to be reinterpret the Psalm to
regardless of physical later collected and a choreographed dance/ After meditation, Lesson 3 = Completion of
differences. ironed onto the prayer movement, series of discuss how everyone is Wonder Journal entries,
cloth by the teacher). tableus and/ or song. unique, just like a snow interaction with other class
Using Worksheet 1, Students are to write a “I flake, and God loves members and activity
students are to then wonder….” question Students may use everyone’s uniqueness. participation (through
create a physical profile about the beauty and instruments or music observation and photographs).
of themselves and a variety/ physical sourced from their iPads Students are to then
partner. Allow students differences of God’s to accompany their create a paper Lesson 4 = 30-minute lesson.
to use direct and indirect people at the bottom of performance piece. snowflake and write a Students compose their own
measuring tools (e.g. their drawing. Students Students will then prayer on it to God psalm praising and celebrating
arm spans and tape are then invited to select perform the pieces to the thanking him for their God who loves them
measures) to obtain a peer’s drawing and rest of the class. uniqueness, and the personally (Portfolio item).
data. discuss the wonder physical and emotional Rubric - the Psalm must
question with them. Following the traits that they are contain recognition that:
Discuss with students performances, students appreciative of (to be • God loves us all;
the following wonder Students are to then compose their own used at Prayers of the • We experience God’s
questions: ‘I wonder why complete a short psalm praising and Faithful in class liturgy). love through our
everyone is different?’, reflection in their celebrating God who difference; and
and ‘I wonder what I’ll Wonder Journals based loves them personally. Snowflakes are to then • Some form of praise
look like when I grow around the following The psalm should reflect be hung around the for this love.
up?’ questions: ‘Who an understanding that classroom.
planned that our bodies God loves each of us Lesson 5 = Review of class
Student work is to then would be different from personally. Practice singing ‘Jesus work samples (snow flake
be displayed on the First each other?’, ‘What You are Bread for Us’ prayers) (recorded using a
Holy Communion wall. would the world be like if (Literacy, C&CT, (C. Walker). checklist). Select two to be
we were all the same?’, P&SC), (Faith, Prayers of the Faithful for the
(Literacy, Numeracy, IU, and ‘What must God, Prudence, Fortitude, (Literacy, C&CT), class liturgy.
EU, P&SC), (Prudence, who created us all, be Temperance). (Faith, Prudence,
Fortitude). like?’ Fortitude, Temperance).
Cross-Curricular Links:
(Literacy, PC, C&CT), Drama =
(Faith, Prudence). (ACADRM031).
 B1.1 Describes ways in B1.1 (continued).
2 which Jesus showed
love regardless of Students are to choose
physical differences. one of the stories
discussed in the
Advise students that previous lesson (not the
Jesus taught us how to one they specifically
live in a truly human way discussed) and draw a
and that he loved comic strip (using
everyone regardless of Worksheet 2 printed to
physical differences. A3) to illustrate the story
(retell).
Form expert groups
using Gospels. Each Students may choose to
group reads a Gospel create their comic strip
story (children [Matthew using an ICT app (e.g.
19:13–15], elderly [Mark Halftone, PicCollage).
1:29–31], the sick [Luke
5:12–14], people with In their Wonder
disabilities [Mark 7:31– Journals, students are to
37], those rejected by explain how the story
others [Luke 19:1–10]) teaches us to love
and discusses the main everyone regardless of
themes/ ideas. physical differences,
what their gospel story
The students are to then means to them and how
form new groups that they can apply Jesus’
contain one person from teachings in their daily
each Gospel group. lives.
Each ‘expert’ will take
turns to inform the Work samples are to be
others about their story. collected for further
assessment.
(Literacy, C&CT, PC,
EU) (Justice, Fortitude, Gather and sing ‘God
Charity, Hope). Has Made Use a Family’
(C. Landry), displaying
Cross-Curricular Links: the lyrics on the SMART
Drama = board.
(ACADRM031).
(Literacy, ICT, EU),
(Justice, Fortitude,
Charity, Hope).
B2.1 Explains a B2.1 (continued).
meaning of John 6:56.
Students are to discuss
Ask students to gather ways that parents or
and perform a Godly others who love us –
Play of John 6:25-59 seek to deepen that
(Jesus the Bread of love. Explain that we are
Life). drawn close to Jesus in
Holy Communion.
Afterwards, ask
students to T-P-S what In small groups students
‘Whoever eats my flesh prepare and perform a
and drinks my blood short skit of a situation
remains in me, and I in which reflects how
them’ means to them. parents or others who
Record answers on the love us seek to deepen
SMART board. that love.
Students are to then After the performances,
record a video blog students are given time
(using iPads) reflecting to quietly write a prayer
on the scripture story of the faithful about how
and how it can be used we love one another
to guide them in their regardless of physical
lives. Students are to differences.
save their reflections to
the Google Classroom (Literacy, C&CT, PC,
drive. EU), (Faith, Hope,
Charity, Fortitude).
(Literacy, ICT, C&CT,
EU), (Faith, Charity, Cross-Curricular Links:
Justice, Fortitude). English = (ACELT1603),
Drama = Cross-Curricular Links:
Cross-Curricular Links: (ACADRM031).
English = (ACELT1603).
B2.2 Reports how the Lesson 1 = Systematically
world would be different observing and monitoring
if people drew closer to students during in class
Jesus by receiving him learning and teaching
in Holy Communion. experiences (anecdotal notes
and photographs for student
Using Worksheet 3, portfolios).
students are to review
local and national Lesson 2 = 30-minnute lesson.
newspapers (both hard Work samples (comic strips
copies and online) (pre- and Wonder Journals) will be
screened by the recorded (rubric based on
teacher) to find stories story retell and personal
that reflect individuals reflection). Comics will be
showing similar values photographed for student
to Jesus, and portfolios and displayed in the
individuals who could classroom.
have been helped if they
drew closer to Jesus by Lesson 3 = Rubric – assessing
receiving him in Holy whether students can
Communion. accurately retell the story of
‘Jesus the Bread of Life’,
Students write a identify and explain what the
paragraph to scripture passage ‘Who eats
summarise each article my flesh and drinks my blood
(to be used as a remains in me, and I in them’
Portfolio piece). means to them, and explain
how they can apply this
(Literacy, C&CT, PC, meaning to their own lives.
EU, IC), (Hope, Charity,
Justice, Fortitude). Lesson 4 = Anecdotal notes of
student behaviour/
participation in class activities,
English = and review of student prayers
(ACELY1687). (select two to be Prayers of the
Faithful for the class liturgy).
Catholic World View
Lesson 5 = Work sample –
article reviews will be recorded
(rubric based on article
summary/ relevance to topic),
photographed for student
portfolios, and displayed in the
classroom.
 B2.2 (continued). C1.1 Compares the C1.1 (continued). C2.1 Names the C2.2 Memorises Lesson 1 = 30-minute lesson.
symbolism of the bread elements in the Liturgy responses, gestures Work sample review - responses
3 Students participate in a will be recorded (did they meet
and wine to many Lead class discussion of the Word and the and prayers used during
class liturgy (gather/ people forming one on the important steps of Liturgy of the Eucharist. the Mass. the lesson objective?),
listen/ reflect/ respond) body. making bread and wine. photographed for student
around the prayer table Highlight to students Share the book ‘We Invite the school priest portfolios and displayed during
using the school prayer Watch ‘The Story of The the class liturgy.
that just as it takes many Celebrate the Eucharist’ to visit the class to talk
book and focusing on Last Supper’ grapes and grains of by M. Smith, which about the elements of
drawing closer to Jesus https://www.youtube. Lesson 2 = Recording student
wheat to make the bread explains the elements of the mass. Run through
by receiving him in Holy com/watch?v=SigoAL participation and interpretation
and wine, so too Jesus the Liturgy of the Word what is to take place
Communion. SS1R8), emphasising of the main learning points within
draws many people and the Liturgy of the during the lesson with the Last Supper drama activity,
the miracle. together as one in the Eucharist. the priest prior to the
Play song ‘With my own and anecdotal notes and
Eucharist. lesson. observations of teamwork and
two hands’ (B. Harper) Using Worksheet 4, In pairs (ability pairs) performance. Photos of each
and allow students to allocate students to Provide the priest with a
Pre-cut and jumble up students play tableau are to be taken for
trace around their hands each of the frames (1-7). copy of the Year 4 First
the steps and headings Concentration with student portfolios.
and complete the Groups are to create a Holy Communion
in Worksheet 5 and ask cards provided in
sentence inside the tableau of each frame. Liturgy Planning
students in small groups Worksheet 6, to help Lesson 3 = Work sample review
outline: “The ways the When viewing each Document. The priest (rubric), and systematically
to try and put them in remember which
world would be different tableau, students are does a ‘run through’ with observing and monitoring
order and glue on a definitions match each
if people drew closer to invited to close their the students following students during in class learning
piece of card. Making a of the elements of the
Jesus by receiving him eyes whilst the frame is the Liturgy Planning and teaching experiences
special note to highlight Liturgy of the Word and
in Holy Communion being narrated. When Document. Student’s (anecdotal notes and
aspects of a procedure, Eucharist. After a few
are…” finished, students may responses are given to photographs for student
(e.g. Title, method, rounds, allow two pairs
open their eyes to see Ingredients). join to form a group of them to help with recall. portfolios);
Students are to then cut the tableau.
out their hands and four. Encourage question
and clarify meaning. Lesson 4 = Recalling the words
create a display as Once all frames are Using the ingredients
and actions of the Liturgy of the
shown in picture (to be completed, allow for listed on Worksheet 5, Self-assessment in
Word and Eucharist (anecdotal
displayed during the students to express their students are to follow Wonder Journals “What Allow students to write
notes and observations of team
class liturgy). the steps to create the do I know? What do I in their Wonder work and performance). Review
points of view. Explain
bread dough (check for want to know?” Journals: “one thing I of student self-assessment to
that Jesus repeats this
student allergies prior to would like to know more understand what students feel
miracle today in
activity). (Literacy, P&SC, about my First Holy they know and the skills they
Australia every time a
C&CT), (Faith, Charity, Communion is…”. have, and provide information
priest repeats the
actions and words Dough is to be cooked in Prudence). on what areas need to be re-
Jesus performed at the the school oven, to be (Literacy, C&CT, taught. Discuss individual
Last Supper. Jesus later taken home. P&SC), (Faith, answers with students and
Prudence). provide feedback/ guidance
does this because he
(Literacy, Numeracy, where required.
(Literacy, C&CT), (Faith, wants Australians to
love others and to do P&SC), (Charity,
Charity, Prudence, Fortitude, Prudence). Lesson 5 = Review students
Fortitude). good more often. Wonder Journal articles to assist
Cross-Curricular Links: with future planning and
Cross-Curricular Links: (Literacy, C&CT, EU), questioning (anecdotal notes).
Visual Arts = (Faith, Charity, English = (ACELT1603).
(ACAVAM111) Prudence, Fortitude).
 C2.1 & C2.2 C2.3 States:
4 • the words of the priest
Play “fastest fingers” to at the Consecration
see which group can put • the words said before
the elements into order receiving Holy
the quickest (Worksheet Communion
7). Check that all groups
have the elements in the Walk students over to
correct order. Students the Church (be sure to
are to then copy the recall and revise
order into their RE appropriate behaviour
books. when in a Church).
After learning centers Advise students that
move outside onto the one-way Jesus is
oval / basketball courts. present in the Eucharist
Hand out cards that is through the priest.
contain the priest’s The priest has the items
words, and cards that involved in the
contain the responses. Consecration on the
Students must find their altar. The priest talks to
matching partner. the students about the
words said at the
Extension activity – see concentration and the
if the children can then worlds said before
put themselves into the receiving Holy
correct order.
Communion. Allow
small groups of students
(Literacy, P&SC, to walk around the altar
C&CT), (Faith, (one group at a time).
Fortitude).
Encourage questioning
from the students, and
practice appropriate
gestures for class liturgy
(e.g. genuflecting).
(Literacy, P&SC), (Faith,
Prudence, Fortitude,
Temperance).
C2.2 & C2.3: C3.1 Identifies ways in
which Christians love
Recall the stages and everyone as ‘another
gestures of the mass. self’.
Half of the class will be Explain to the students that
required to individually Jesus shared two great
complete a Socrative Commandments with his
quiz on topics covered in followers. The second of
these Commandments is
C2.3.
Matthew 22:39: “You must
love your neighbour as
Divide the remaining yourself”.
students into smaller
groups – each group will Form a prayer circle on
be given an action or mat, with candle in the
response (C2.2). The middle. Children close their
students must eyes and think about those
demonstrate the action that they love and those
who love them. Take time
or response necessary.
to think about what love
Observe each child’s looks like, feels like and
reaction and note who sounds like.
looks around for help
etc. Allocate one item to groups
of 5 students (e.g. paint
Photograph each group brush, chalk, watering can,
response. The students money etc.) and allow
groups to explain how they
are to then make a
could use this item to love
caption for their picture others as ‘another self’,
individually (Portfolio regardless of physical
item). differences. Students are to
write their answers in
(Literacy, C&CT, Popplet, to be later shared
P&SC), (Faith, with the class.
Fortitude, Prudence).
Wonder Journal entry –
‘how might I love everyone,
regardless of physical
differences, like Jesus?’
(Literacy, P&SC), (Faith,
Hope, Temperance,
Charity).
C3.1 (continued). Lesson 1 = Review of element
order in groups and
Recall yesterday’s individually in RE books
activity. Students form (checklist). Anecdotal notes
into the same groups regarding priest responses
from yesterday. Explain: (which children did/ did not
“if we want people to know the response?).
love us and treat us
nicely, then we should Lesson 2 = Anecdotal notes of
treat others with love. student behaviour and
We need to love each questioning (which students do
other as ‘another self’”. I need to assist prior to class
liturgy rehearsal?).
In groups, students
have a roundtable Lesson 3 = Collection of quiz
discussion (taking in results (graphed) and review of
turns to scribe) about students demonstrated actions
ways that we can try to and responses. Assessed
love everyone as Jesus using a rating scale (ability to
loved everyone, complete the gesture/ stage
regardless of difference, with/ without assistance).
especially at school. Discuss individual progress
Whilst each child is with students and provide
waiting to write – they feedback/ guidance where
are thinking about their required.
answer. Visit each
group to assess student Lesson 4 = Review of students
participation and ask Popplet and journal articles to
prompting questions (if assist with future planning and
required). questioning (anecdotal notes).
Once completed, the Lesson 5 = Systematically
students go around the observing and monitoring
circle again and explain students during in class
their answer to the
learning and teaching
group. experiences (anecdotal notes
and photographs for student
(Literacy, P&SC, EU), portfolios).
(Charity, Faith,
Fortitude).
 C3.1 (continued). C3.2 States ways in
5 which people fail to
Recall the roundtable behave as Jesus taught.
activity from last lesson.
Using the results from Play reflective music whilst
the activity, students are students think about
people that have treated
to individually make a
them badly and ways that
poster (A3) depicting the
they have treated others
way (they listed) that badly. During this time,
they can show love to allow students to draw
others around the pictures or symbols that
school. Students may reflect the feelings
choose to use associated with such
PicCollage to create actions.
their posters.
Students are to then collect
and attach to the class
Students complete a
Eucharist graffiti wall
gallery walk around the pictures or headlines from
classroom. magazines or newspapers
that show people who are
Play ‘One in Love’ (M being treated unfairly or
Brown) during the unjustly.
gallery walk. Following
the gallery walk, gather During this time, allow
students to focus on the
students to practice
following questions: ‘How
singing the song is the person in the picture
(display the song lyrics (or headline) being treated
on the SMART board). unfairly or unjustly?’, ‘How
might this person feel?’,
The posters can then be ‘Why might this person
displayed around the have been treated this
way?’ and ‘What could our
school to encourage
other students to act in class do about this?’.
this way.
As a reflection, the
students compose a prayer
(Literacy, ICT, P&SC, of the faithful to help those
EU), (Charity, Faith, who are on the wrong path
Fortitude). to become more like Jesus.
(PC, Literacy, C&CT, EU,
IU), (Faith, Charity,
Temperance, Justice,
Fortitude).
C4.1 Reviews and C4.1 (continued). C4.1 (continued). Lesson 1 = Posters to be
expresses the main reviewed (checklist). Posters
ideas of the unit. Presentation Presentation of the to be later added to students
preparation time for summary tasks. portfolio.
Students are to students.
summarise the unit by Students discuss how what Lesson 2 = Anecdotal notes of
creating an activity/ tool they have learnt relates to
During the preparation student behaviour/
different aspects/
to help teach people to time, play music that has environments of their lives. participation in class activities,
live like God by loving been used throughout and review of student prayers
others regardless of the unit of work. Students use the (select two to be Prayers of the
physical differences. summaries to Faithful for the class liturgy).
Offer support to students collaboratively write the
Students may choose to during this time and class liturgy welcome. Lesson 3 = Preparation for
create one of the provide feedback/ summative assessment
following tools to be guidance where Each student or pair (anecdotal notes of student
presented to the class present their work and behaviour/ use of in-class
required.
explain to the class the
(and may use ICT): time). Discuss individual
following:
• Game; Rehearsal of First Holy • The elements of
progress with students and
• Advertisement; Communion Mass will their activity/ tool; provide feedback/ guidance
• Mural/ collage; take place (outside of • Why they chose the where required.
• Diorama; RE class time). activity/ tool;
• Picture book; or • One new thing they Lesson 4 = As per Lesson 3.
• PowerPoint. (Literacy, ICT, C&CT, learnt while creating
their activity/ tool. Lesson 5: 30-minute lesson.
PC, EU), (Faith, Hope,
Students may use any of Charity, Prudence, Presentation of summative
Following the
the resources in the Justice, Fortitude, assessment (rubric). Provide
presentations, students
classroom to assist with Temperance). on the spot feedback after the
are to write in their Wonder
their presentations Journals: “Have I shown
presentation, and provide
(including their own respect and love for others written feedback following the
work) and will be and myself during the last formal assessment (discussing
five weeks?” individual results with students
provided with a copy of
the rubric to assist. where required).
Gather and pray the
student reflection prayer
During the preparation (Worksheet 7).
time play ‘Circle of Love’
(J. Macpherson) and (Literacy, ICT, C&CT, PC,
display the lyrics on the EU), (Faith, Hope, Charity,
SMART board to help Prudence, Justice,
students sing along. Fortitude, Temperance).
Cross-Curricular Links:
(Literacy, ICT, C&CT,
English = (ACELT1603),
PC, EU), (Faith, Hope,
(ACELY1689),
Charity, Prudence, (ACELY1687).
Justice, Fortitude,
Temperance).
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Australian Catholic Bishops Conference. (2018). Order of the Mass. Retrieved from https://www.catholic.org.au/all-downloads/national-liturgical-
council1/parishresources-1/order-of-mass-1/1112-order-of-mass-pdf-1/file
Berryman, J.W. (2009). Teaching godly play: how to mentor the spiritual development of children (8th ed., pp. 49-50). Denver, CO: Morehouse Education
Resources.
Catholic Education Office of Western Australia. (n.d.). Perth Archdiocesan Primary RE Units. Coming to your table. Perth CEOWA.
McGunnigle, C., & Hacket, C. (2015). Spiritual and religious capabilities for Catholic schools. Ejournal Of Catholic Education in Australasia, 2(1), 1-23.
Retrieved from http://researchonline.nd.edu.au/ecea/vol2/iss1/6
Northeastern Catholic District School Board. (2014). Celebrating fortitude in our classrooms. Ontario. Retrieved from
http://www.ncdsb.on.ca/pdfs/Fortitude%20Newsletter%202014.pdf
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