Planning

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RELIGIOUS EDUCATION
Early Childhood
University of Notre Dame
 EARLY YEARS LEARNING FRAMEWORK

OUTCOMES EYLF
OUTCOME 1: OUTCOME 2: OUTCOME 3: OUTCOME 4: OUTCOME 5:
Children have a strong sense Children are connected with and Children have a strong sense of Children are confident and Children are effective
of identity contribute to their world well being involved learners communicators
Children feel safe, secure, and Children develop a sense of belonging Children become strong in their social Children develop dispositions for Children interact verbally and non-
supported to groups and communities and an and emotional wellbeing learning such as curiosity, cooperation, verbally with others for a range of
understanding of the confidence, creativity, commitment, purposes
reciprocal rights and responsibilities enthusiasm, persistence, imagination
necessary for active community and reflexivity
participation
Children develop their emerging Children respond to diversity with Children take increasing responsibility Children develop a range of skills and Children engage with a range of texts
autonomy, inter-dependence, respect for their own health and physical processes such as problem solving, and gain meaning from these texts
resilience and sense of agency wellbeing enquiry, experimentation,
hypothesising, researching and
investigating
Children develop knowledgeable Children become aware of fairness Children transfer and adapt what they Children express ideas and make
and confident self-identities have learned from one context to meaning using a range of media
another
Children learn to interact in Children become socially responsible Children resource their own learning Children begin to understand how
relation to others with care, and show respect for the environment through connecting with people, place, symbols and pattern systems work.
empathy and respect technologies and natural and processed
materials
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking

PRINCIPLES
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice

PRACTICES
Holistic approaches Responsiveness to children Learning through play Intentional teaching
Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
AIMS OF RELIGIOUS EDUCATION – Highlight those items that relate to the planned activities PK/K ONLY
Religious Education in the early years aims to Religious Education in the early years aims to Religious Education in the early years aims to Religious Education in the early years aims to
provide students with the opportunity to provide students with the opportunity to provide students with the opportunity to provide students with the opportunity to live
discover God in people and creation by: draw on human experiences of God by: know Jesus by: like Jesus by:
Experiencing the created environment, using all of Identifying the many gifts that God has given them Wondering at the person of Jesus in the Gospels Naming ways that people can show love and be
their senses considerate like Jesus
Reflecting on experiences of family, love, care, Wondering at Jesus’ love for them
Expressing basic ideas about the created forgiveness and community Identifying ways of including people based on how
Hearing and being immersed in stories about the
environment in which they live Jesus included people
Exploring a range of human interactions life of Jesus
Sorting and classifying living and non-living things Exploring ways of forgiving like Jesus
Demonstrating socialisation into the early years Identifying significant people in the life of Jesus
Identifying signs of God’s creation community Identifying ways of choosing to do good following
Identifying the way that Jesus loved and cared for
the example of Jesus
Wondering at what God who created their world is Reflecting on experiences of play and work, likes people
like and dislikes, belonging and celebrations Wondering at the love that Jesus had for all people
Engaging in play experiences based on the stories
Developing an awareness that by caring for living Wondering at God in the midst of human of Jesus Using their special gifts to help others
and non-living things they are living as God wants experiences.
Responding to stories about Jesus Wondering at the ways they can use their gifts to
Discovering things about themselves help people
Exploring and making meaning of Scripture.
Identifying significant others Knowing special people who like Jesus used their
gifts to help others in particular ways
Recognising people and places of importance
– Mary, the mother of Jesus
Wondering at all the ways God loves them
– Joseph
Developing awareness that by caring for people – Some saints (patron saint of the school or
they are living as God wants. founding order).

Religious Education in the early years aims to provide students with the opportunity to develop a basic understanding of Catholic life, prayer and Scripture by:
Knowing that prayer is the way that people develop a relationship with God.
Recognising religious symbols including the cross, liturgical colours and holy water.
Knowing simple ways of praying – making the Sign of the Cross, joining hands in prayer, singing.
Engaging in informal prayer experiences i.e. prayers of praise, thanks, sorrow, petition, spontaneous prayers or through song or movement.
Participating in rituals (e.g. Children’s Liturgy of the Word, having a set process for coming to prayer).
Appreciating the importance of Christmas and Easter as special celebrations for the followers of Jesus.
Developing an awareness that God’s family is called the Church.
Coming to know of the relationship between Jesus and the Father.
Developing an awareness that Jesus came to tell people about God’s love.
Meeting the parish priest and knowing of his role in the Church.
Visiting the parish church and learning of its role as the place that gathers God’s family.
Knowing how God’s family celebrates and experiencing liturgies and other appropriate school activities.
Recognising the Bible as the special book that tells people about God’s love.
Observing, manipulating and retelling Scripture stories using pictures and other objects
Participating in ritual to listen to and respond to Scripture.

EARLY CHILDHOOD RELIGIOUS EDUCATION PROGRAM PK AND K ONLY

YEAR: Pre- Kindy THEME: I Am Me

One of the topics in the ‘Let the Little Children Come to Me’ resource is ‘I Am Me’. Through this topic children will develop a strong sense of identity as a person
and as a child of God. Religious education always begins with human experiences. This is important for young children because it allows them to activate their
prior knowledge in a meaningful context. The ‘Knowing Jesus’ component allows children to develop a deep relationship with Jesus and to understand him as a
guide and role model. The final component of this theme is ‘Understanding of Catholic Life’. This is where children are immersed in the teachings of God through
the Church and Sacraments. Children also learn what it means to be a Catholic.

The aim of this topic is for children to know of God’s great love and presence through providing and promoting an atmosphere of wonder, discovery and
curiosity. Children will engage in a vast range of play based and natural experiences to develop a sound understanding of identity, uniqueness and purpose. This
will be achieved by using a range of different mirror exploration activities, such as finding their faces in shaving cream, creating themselves using loose parts play,
and exploring body movement through shadow play. Children will be invited to interact in an environment that is rich in opportunities to learn about themselves
and their relationship with God. Storytelling is an extremely effective teaching strategy in the early years.

In this topic, Children are introduced to Jesus, the Son of God, through a range of biblical stories such as ‘The Washing of the Feet’, ‘Jesus Heals a Blind Man’ and
‘The Little Children and Jesus’. Biblical storytelling invites each child to participate in the story being told through the engagement of their imagination. These
stories are told using a variety of storytelling techniques such as Godly Play, music and puppets. These experiences offer a unique insight and development of
children’s personal identify and also their Catholic identity. This will assist them in developing an understanding of God’s love for them. They will learn about how
God wants them to live their lives and begin their journey of development to live as a disciple of Jesus in today’s world. To further strengthen children’s faith, the
strategy of ‘wonderings’ will be adopted. These wondering questions are open ended, draw on children’s natural curiosity and engage the children’s imagination.
The topic acknowledges that children have natural sense of spirituality and awareness of God.

Understanding the Catholic life is a crucial part of the topic, and children’s understanding must be nurtured. Through this unit, children can make further
connections to who they are and who they are as a child of God by conversing with the school priest and allowing them to ask any wondering questions they may
have. In this topic, children are invited to explore the first Sacrament of Baptism. They are encouraged to bring in special items such as photographs or their
baptismal candle in order to make meaningful, relevant connections to the Sacrament.









Ideas for WONDER God in People and Human Experiences of Knowing Jesus Living Like Jesus Catholic Practices – Prayer
questions Creation God Experiences
STEP A STEP B STEP C
I wonder who made me? Provide mirrors, tape measures Take photos of children doing Tell the story of the Visitation Introduce children to the Display Ultrasound baby pictures on
I wonder why God made me to compare and contrast hand their favourite things in and Tell the story of the Parish Priest. the prayer table with a sign – before
the way I am? prints, foot prints, hair colour, out of the classroom. I Annunciation Encourage children to use you were born God knew you.
I wonder how much God eye colour, ect… wonder what Jesus like to do Tell of the journey to their gifts to help each Say thank you prayers for the things
loves me? Children create a perspex easel when he was little. Bethlehem other. that make you special.
I wonder what I was like painting of a partner. I wonder what Jesus liked to Tell the story of the Birth of From the stories in Knowing Display a Bible, showing where we
when I was a baby? I wonder why I’ve got (for eat/ drink/ play/ wear/ play Jesus Jesus introduce that Jesus learn about how Jesus was born.
I wonder what Jesus was like example, brown hair) and with… in God’s son.
as a baby? you’ve got (for example, red Tell the story of Jesus in the (support with wonder Raise awareness that Jesus
hair)? Discuss differences and Temple as a boy and share questions) came to show us God’s
similarities. similar stories. love.
Read Whoever You Are by Mem Wonder at how Mary and
Fox and discuss difference and Joseph felt.
similarities between students.

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

I truly believe that developing a sense of self through immersing myself in the Church has helped me to grow as a person. By developing a strong
sense of self, I am able to continue to wonder about who I am, not only as a person but also as a Catholic. As a Catholic, I acknowledge the
importance of establishing my identity. I believe that by exploring and wondering about my own faith journey, I can deepen my relationship with
God. As a Catholic educator, I will strive to create an environment and atmosphere that inspires children to explore, create and question, and to
expose children to experiences that strengthen and guide their understanding to God.
LEARNING AND TEACHING PROGRAM PK- K only
Evaluation &
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Assessment
Who am I? Who I am My body can Using my body for good Reflection
Read the text ‘People’ by Peter Prayer: I’m Special Using a projector, children Read the text ‘Incredible Movement Prayer: ‘God Lesson One
Spier. will investigate body Me’ by Kati Appelt Made’ to Four
Children will engage in loose movements using shadow Anecdotal
Mirror Investigation: part play to create a person play, dancing to the song Children will create a hand Children create a person Grid
On a large mirror covered in that represents who they are. ‘Body Song’ mirror using old CD’s. In a poster by tracing around (attached)
shaving cream, children will Take a photo of each child’s community circle, discuss an adult. Allow children Each day
explore and observe their creation as this will become a how we are the same and to draw on the different there will
reflection and the reflection of display for the ritual different and how each body parts of a person be a
others. ceremony. one of us is unique. including feet, hands, different
Human
mouth, heart and other focus
experiences
Discuss similarities and differences WONDERING QUESTIONS: parts children can think group.
• I wonder who do you think of. As children are doing
WONDERING QUESTIONS: created your body to move this, scribe onto the Lesson Five
• What can you see? this way? puzzle the children’s Work
• Who do you see? • I wonder what I could do with
responses. Note: Thiis Sample
• I wonder why we have different WONDERING QUESTIONS: my body? WONDERING QUESTIONS:
puzzle will be the basis of
coloured eyes? • I wonder why I have so many • What did Jesus do with his • I wonder why you are the
way you are?
week 2.
• I wonder who made me? amazing body parts? body?
• I wonder why your body

• What did Jesus look like? • I wonder how I could use this • I wonder how much God loves
part of my body for good? is/looks this way? WONDERING
me?
• I wonder why God made me this • I wonder how much God QUESTIONS:
Prayer: ‘I Like Being Me’ song • How did Jesus use his
way? loves me?
body?
• I wonder why I have brown hair
Prayer: ‘I Have Two Eyes’ • I wonder what Jesus
and (child’s name) has red hair?
looked like?
As you read out the
• I wonder how Jesus used
prayer, put the person
his body to show love?
puzzle back together
again.
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
God Loves all of you
Knowing
Choose a body part from the Hands Voice/ Mouth Body Prayer: ‘Thanking God Lesson
about Jesus person puzzle created in week 1. John 9:9-12 Godly Play Matthew 14:13-21 for Making Me Special’ One, Two,
Each of these Read each passage from the bible Jesus Heals a Blind Man The Little Children and Jesus Jesus Feeds the Five Three,
lessons can
related to the specific puzzle piece. Mark 10:13-16 Thousand In a community circle, Four,
be done in
any order.
Watch the animation Movie piece together all the Photograph
Feet https://www.youtube.com WONDERING QUESTIONS: Using a roll of images, tell parts of the person / video
Depending on
/watch?v=Uo9ILFTVdhQ •
what body John 13:1–17 I wonder way Jesus thinks that the story ‘Jesus Feeds the puzzle. evidence
part children Jesus Washes His Disciple’s fFet Raise awareness that Jesus you are important? Roll a ball to each other with a brief
Five Thousand’ (Matthew
want to came to show us God’s love. • I wonder how did Jesus use his
14:13-21), whilst telling and describe one body explanation
explore. body
Using puppets to tell the bible the story on an African feature that can be used on Seesaw
WONDERING QUESTIONS: • I wonder how you would feel
story. drum. Use different beats for good. The EA will
• What do we use our eyes for? if the adults sent you away?
 Children explore their own • I wonder why our eye • Why did Jesus want to be with to represent characters, then take a photo of this Lesson
footprint mark by stepping in important? the children? setting and actions. feature and create a Five,
kinetic sand. • I wonder why God made me the • How did the children feel person poster using the Work
way I am? when Jesus hugged and
WONDERING QUESTIONS: images. Sample
• How are my hands special? blessed them?
Once children have created their • How did Jesus use his
foot print in the sand, they will body? WONDERING
Song – ‘He’s Got the Whole Prayer: ‘God Made Us’ •
have the opportunity to wash each Why do you think he felt so QUESTIONS:
World in His Hands’ tired? •
other’s feet just like Jesus did. I wonder if I can use my
• I wonder if we could help body like Jesus?

Jesus? • How did Jesus use his
WONDERING QUESTIONS:
• I wonder why Jesus chose to wash his • I wonder how can you use hands/ feet/ voice/ body
disciple’s feet? your body to help others? for good?
• Why are our feet important? • How do you use your
• I wonder what Jesus did with his feet? Prayer: ‘God Made Us’ body for good?
• What can I do with my feet?
Prayer: ‘God Made Us’
Prayer: ‘God Made Us’
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson
Celebrating our prayer Sacrament of Baptism Me and the Church Me and my Church Celebrating me in the Four
church Work
Understanding Introduce the school priest to the Prayer: ‘Thank You God For Text: Little Humpty Discuss with children what Ritual service with Sample
of children. Making Me, Me!’ (baptism) happens when they go to friends and family to and Pop
Catholic life church. celebrate the topic of stick
As a class, unpack a suitcase and Godly Play – Baptism Children bring in photos of ‘About Me’. strategy
create a prayer/special table within https://baptismmichaelbabic. when they were baptised or Create a footpath poster
the classroom. weebly.com/script.html initiated into a community by inviting children to dip Ritual service attached
their bare feet in paint
WONDERING QUESTIONS: WONDERING QUESTIONS: and walk along the path.
• I wonder why this place is so special? • I wonder why is it important to WONDERING QUESTIONS: As the children walk along
• Have you been to this place before? be a child of God? • I wonder why little Humpty the path, ask them about
• Do we have a special space for prayer • I wonder who made me? was so excited when he saw what happens when they
in our room? • I wonder what I was like when I all the other camels? go to church. Educators
• What makes it a special place for was a baby? • How do you think he felt when will scribe their response
prayer? • I wonder what Jesus was like as he came together?
on the path. This will be
a baby? • Have you had a time when
created into a display for
Prayer: ‘Thank You God For Making you have all come tother?
the ritual.
Me, Me!’
Prayer: ‘Thank You God For
Making Me, Me!’ WONDERING QUESTIONS:
• Do you go to church?
• I wonder how much God
loves me?

Prayer: ‘Thank You God

For Making Me, Me!’
 English CONCEPT MAP Maths
*****Walking across a story map **Measuring each other using the construction

****Community Circle blocks, tape measures and other concreate

***Modelled reading: People by Peter Spier Religious Education / Spiritual Education materials.
Incredible me by Kati *****Godly play ***Comparing heights on a height flower
***Following a recipe to make sour dough for **Exposing children to reflecting and quiet practice garden
them to make keep sake foot prints. ***Using wondering questions to drive discussion and Using picture cues create a line graph of hair
****Using the ‘Wondering’ questions conversations colour
****Using anchor charts to direct children’s *****Exploring their natural environments ****Puzzle pieces Putting together puzzle
discussions ***Exploring Jesus as a person and the Son of God pieces
*****Using Godly play figurines create a small ***Introduce biblical stories ***Creating Venn diagrams to compare and
world play to represent different bible stories. contrast similarities and differences
****Recreating a home corner including a Tinker table
phone for children to talk to God *****Using ink pad children create a finger print
*****Describing their favourite body part.
Concept: I Am Me tree. Discuss how they are all different and
Term: One Weeks: 1-5 unique
©The University of Notre Dame 2010 developed by C McGunnigle

Science / Technology & Enterprise Health & Physical Education
**STEM building a home for me and my family ****Setting up the climbing frame area to represent biblical stories
**Exploring and discovering facial features and movement in a mirrors ****Using body movement for prayer
*Taking photographs using the class iPads and create a pic collage **Washing each others hands – Discussion hygiene
*Projector shadow play ***Using their hands/ fingers to spread and move shaving cream
***Using their senses to explore their world around them: Mystery box around a mirror

HASS LOTE The Arts Colour Key

**Looking and question how they are **If children haven’t been baptised into ******Creating self-portraits using a Physical (Fine Motor)
related to their family the Catholic church they can bring in range of different experiences Physical (Gross Motor)
*Observing and using a variety of artefacts or photographs representing - Paining on persex frame
Social
information such as photographs and their culture or religion. - Sand box play Emotional
small world figurines **Offering children LOTE words to - Using mirrors to observe their Cognitive/ Language
***Growing a plant that represents describe their body features faces Creative/Aesthetic
themselves and with care and guidance Learning ‘Head, shoulders, knees and toes
Spiritual / Moral
from God they can grow. in a LOTE language ****Loose part play to create an image
**Allow children to observe clips of other of themselves or a person
children around the world celebrating Play and making music through prayer
God/ going to church. and thankingfulness.
 CONSTRUCTIVE PLAY (BLOCKS)
MANIPULATIVES
Available in the construction area will be a
range of people figurines and photographs LEARNING CENTRE PLAN As a part of our manipulatives cupboard
of the children attached to the different the final tier will be recreated boxes
These will include;
building blocks. Cultural and different ©The University of Notre Dame 2010 developed by C McGunnigle
-Story of baptism: John 13:1–17
family structures will be added to reflect Week 3 to Week 5 Jesus washes his disciple’s feet:
all different family types and cultures. Puppets - ‘The little children and Jesus’ Mark
Children will to use blocks to measure one 10:13-16
another using the blocks. INVESTIGATION TABLE
The investigation table will be recreated into a fabric loose part
play exploration. Added to the loose parts play will we a range of
different mirrors such as hand mirrors, mirror shapes and mirror
slates. Children will be encouraged to observe themselves in the On the second tier of the cupboard will be a
mirror and use the loose parts to recreate an image of them. vast range of different people puzzles and
PAINTING face puzzle.
Laid out in the centre of the art area will
be a large mirror. In the centre of mirror COLLAGE
will be different skin coloured blobs of The focus of the centre will be a non-
paint. Children will have the opportunity glue collage experience. Using again
to paint a self-portrait from a bird eye ICT
loose play materials and free standing
view.
mirrors children will collage together
Set up on the rotation table will be a ‘selfie’ station. Using a range
different faces. To inspire children a
of photograph resources such as iPads and cameras children will
range of images of people will be attach
have the opportunity to take a ‘selfies’ of themselves or friends
to the table top.
reflect on the photo. What makes them, them. These photos will

be printed out and added belonging tree.
DRAWING / WRITING CENTRE
Based on the text ‘People’ by Peter Spier
children will be surrounded with
laminated pages from the text. To drive
this centre a wonder question of ‘I wonder BOOK CORNER
Incredible me by Kathi Appelt DRAMATIC PLAY
why I have..” will be hung at the height of The dramatic corner will represent a home-style play space.
I Like Myself! by Karen Beaumont
children. Available on the writing centre Using a varity of resources such as dining table, chairs, cooking
I Can Be Anything by Jerry Spinelli
all writing and drawing resources such as Whoever You Are by Mem Fox and Leslie Staub bench and costumes. Also include a phone to allow children to
colour pencils, skin coloured pencils, It’s Okay to be Different by Todd Parr talk to God. Attached to the wall will be a large mirror. This will
paper, mirrors will be available. What I Like About Me by Allia Zobel Nolan allow children to observe and play out different roles of people
People by Peter Spier around them. Encouraging children to identify their role within
Happy to be me! By Christine Adams their family.
Me and Empathy By Jaynen Sanders

 CLIMBING AREAS OUTDOOR PLAY CREATIVE PLAY
The climbing frame area will be laid out Using a large blank cardboard box and
to reflect the bible story ‘The little large printed child friendly images to

children and Jesus’ Mark 10:13-16. Each Week 3 to Week 5 inspiration children to recreate the story
tall climbing piece being an adult and a Jesus heals a blind man. This area will be
ladder to represent the tree that Jesus built up over the weeks with costumes,
sat on. Children will be challenged to SAND and WATER PLAY furniture and figurines depending on the
climb the climbing equipment and aim Based on the story of Jesus washes his disciple’s feet in the sandpit a children’s interest, knowledge and
to sit by the tree with Jesus. Images will sensory bin will be set up with kinetic sand and glue and a tub full of understanding.
also be added to the equipment to water. Children will have the opportunity and to create different
further extend the story. hand and foot moulds. Once children have created their moulds REELCTION TREE
they will be encouraged to wash each other’s feet just like Jesus. The reading tree will be designed into a
MAT PLAY These moulds will be added to our prayer table. quiet space for children to go for some
A projector and a large white sheet will be set up
quiet space or time to reflect. Educators
as a shadow investigation experience. Children
will have the opportunity to explore and will use this space to talk with children
discover their body movement by dancing, about themselves. A basket of a range of
drawing and moving in front of the sheet. To children’s literature will be added inside
encourage children to explore their movement NATURAL ENVIRONMENT the tent like quiet space.
there will be a range of yoga images attached to On an upside-down table, white sand will fill the centre. This
the boarder of the sheet. Educators will also space will be used in a variety of ways. It is a space for children
support children to use this space to reflect and
wonder.
and educators the Sand drawing on the light table

To continue the ‘I Am Me’ theme a pillow
body puzzle will be added to the area for
children to complete and compare and
relate to.

ART/CRAFT TABLE CHILDREN’S INTERESTS/FUTURE PLANNING Tinker Table

I am me painting. Set up in the centre of the grassed Pre-Kindy Growth Garden. Children have been Children will explore self-identity through the
area will be a large fiberglass frame. Children will use showing interest in comparing height with one means of a tinker table. Using the materials
the paints available to paint an image of themselves another by standing back to back and leaning available to the children images of people will be
on top of the alfoil. against walls and doors. placed in frames around the tinker table.