Planning

Documents
RELIGIOUS EDUCATION
Early Childhood
University of Notre Dame

TERM ONE
OUTCOMES
OUTCOME 1:
Children have a strong sense
of identity
Children feel safe, secure, and
supported
Children develop their emerging
autonomy, inter-dependence,
resilience and sense of agency
Children develop knowledgeable
and confident self-identities
Children learn to interact in
relation to others with care,
empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal
relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
Use colours to show when each aspect is being covered
TERM TWO
OUTCOME 2:
Children are connected with and
contribute to their world
Children develop a sense of belonging
to groups and communities and an
understanding of the
reciprocal rights and responsibilities
necessary for active community
participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially responsible
and show respect for the environment
2. Partnerships
Responsiveness to children
Cultural competence
TERM THREE
OUTCOME 3:
Children have a strong sense of
well being
Children become strong in their social
and emotional wellbeing
Children take increasing responsibility
for their own health and physical
wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
EARLY YEARS LEARNING FRAMEWORK
TERM FOUR
OUTCOME 4:
Children are confident and
involved learners
Children develop dispositions for
learning such as curiosity, cooperation,
confidence, creativity, commitment,
enthusiasm, persistence, imagination
and reflexivity
Children develop a range of skills and
processes such as problem solving,
enquiry, experimentation,
hypothesising, researching and
investigating
Children transfer and adapt what they
have learned from one context to
another
Children resource their own learning
through connecting with people, place,
technologies and natural and processed
materials
4. Respect for diversity
Intentional teaching
Learning environments
OUTCOME 5:
Children are effective
communicators
Children interact verbally and non-
verbally with others for a range of
purposes
Children engage with a range of texts
and gain meaning from these texts
Children express ideas and make
meaning using a range of media
Children begin to understand how
symbols and pattern systems work.
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking
5. Ongoing learning & reflective
practice
Links to Spiritual Capabilities Links to Religious Capabilities

Prudence Justice Fortitude Temperance Faith Hope Charity

• To wonder & become • To relate & become • To dare & become • To fast & become To search for God & To trust & become To give & become
awe-filled loving resilient grateful become hope-filled by God charitable like God
• To search beyond & • To regret & become • To yearn & become • To meditate & mystified by God To repent & become To act justly &
become wise forgiving good become peaceful To serve God & redeemed by become merciful like
To enjoy life & become God’s God God
become happy witness To follow & become a To respect all people
To worship God & missionary & become tolerant of
become reverent disciple of Jesus others’ beliefs

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

OVERVIEW: (WHAT IS THE TOPIC ABOUT & WHAT WILL YOU BE TEACHING?)
Over the next three weeks the children will be focusing on the theme “I am Me”. The children will be focusing on activities where they are reflecting on themselves
and why God has made them. The children will be exposed to different types of literature that will help them see the differences and similarities in each other and
what makes each of them special. The children will be shown the bible and stories that focus on the birth of Jesus and stories where he helped people in times of
need. As the children are learning about what makes them special and unique, the teacher will try to encourage the children to think like Jesus and what would he
do in different situations. Teachers will ask children “Do you think Jesus would do this?” or “What would Jesus do?”. During this period, the activities will also tie
in with the ritual of Baptism. This sacrament should be familiar to the children during this period as some of them would’ve been baptised or their friends or
family. The children should be exposed to how the ritual is fulfilled, what it does to someone and why it is important.

Ideas for WONDER God in People and Human Experiences of Knowing Jesus Living Like Jesus Catholic Practices – Prayer
questions Creation God Experiences

“I wonder who made Provide mirrors, tape Take photos of children See “Bible Stories” Introduce children to Display ultrasound baby
me?” measures to compare and doing their favourite chapter for Wonder the parish priest. pictures on the prayer table
contrast hand prints, foot things in and out of the Questions related to the with a sign- before you were
“I wonder why God prints, hair colour, eye classroom. I wonder what stories. Encourage children to born God knew you.
made me the way I am?” colour ect. Jesus liked to do when he use gifts to help each
was little. other. Say thank you prayers for the
“I wonder how much Children create a Perspex Tell the story of the things that make you special.
God loves me?” easel painting of a partner. I wonder what Jesus liked Visitation. From the stories in
to Knowing Jesus Display a Bible, showing
“I wonder what I was I wonder why I’ve got (for eat/drink/play/wear/play Tell the story of the introduce that Jesus is where we learn about how
like as a baby?” example, brown hair) and with… Annunciation. God’s son. Jesus was born.
you’ve got (for example
“I wonder what Jesus red hair?) Discuss Tell the story of Jesus in Tell of the journey to Raise awareness that
was like as a baby?” differences and similarities the temple as a boy and Bethlehem. Jesus came to show us
share similar stories. God’s love.
Read “Whoever You Are” Tell the story of the Birth
by Mem Fox and discuss Wonder at how Mary and of Jesus.
difference and similarities Joseph felt.
between students.
LEARNING AND TEACHING PROGRAM
Lesson 1: God in Lesson 2: Human
Week
people & Creation Experiences of God
Children will start The children will start
1 the lesson by off with a mat session
singing a song “I am and say a short prayer
me”. to start the day. The
children will go around
The children will sit the circle and say
on the mat and have something they are
a discussion of their thankful for in their
new topic and lives.
brainstorm on the
board what are The teacher will
some things that introduce the book
might make them “Little Humpty” by
special. Margaret Wild and
Anne James. The
The children can teacher will focus on
discuss with the certain questions, for
teacher what example “How do you
differences and think little Humpty is
similarities they feeling when he saw
have. The teacher others that were like
will ask the children him?”.
“Why are we all
different?”. This The children will then
question is open brainstorm with the
ended so children teacher the main
can discuss and themes of the story
create a discussion and the teacher will
that comes to mind. introduce how it is likeWhen each child has had
the sacrament a turn, they will form a
The children after Baptism. Children may
the discussion will want to discuss their
then go to the art own experiences of
tables and be given their Baptism.
an A3 piece of
paper. The children The children will go personal experiences of
will have collage back to their seats and their
Evaluation
Lesson 3: Knowing Lesson 5: Catholic
Lesson 4: Living like Jesus and
Jesus Practices – Prayer
Assessment
experiences
The children will watch The children will form a line at Children come into the
the bible story of John the the front of the class to start the classroom and say a During these
Baptist. The teacher will lesson. They will walk to the small prayer about experiences
brainstorm the bible story church and meet the parish Baptism. the teacher
with the children and why priest. The priest will explain his will use the I-
they thought he was role in the church to the Children bring in photos Pad to take
special to Jesus and what children, in more simpler terms of themselves from their photo
did he do for Jesus. and give them a tour of the own Baptism when they samples while
church. The children may like to were younger. The they are
The children will explore share with the class if they’ve children sit on the mat working.
the birth of Jesus by ever been to a church before and show the other
using a Perspex easel and what was it like. children their photo. The teacher
painting board to draw a will use these
scene from Jesus When the children return to the Following from this and write
Baptism. It’s important classroom they will be given A4 activity, the children will anecdotal
before to brainstorm with paper and be able to draw their be placed in small notes while
the children the “Who, favourite part, experience or groups at a table. They using the
What, When, where” so symbol from what they learnt in will be given A4 paper photos as a
they understand what the tour of the church and with art materials and source of
they can create and paint meeting the priest. will create their photo of observation.
on it. The teacher will be them at their baptism.
taking photos of each To finish the lesson the children The children can first The teacher
child’s painting at the end on the mat can share their draw their picture and will ask the
as they will be rubbed off favourite part of the day to the then add paint or children
for the next child to start class if they feel comfortable. art/loose materials. questions as
their creation of the birth well to see
of Jesus. (45 minutes) To finish the lesson the how they are
children will join in, in the developing
rhyme and song “Loving their level of
God”. understanding
circle on the mat and about the unit.
discuss the story and “Two little eyes to look at
birth of Jesus. The God. (point to eyes) Checklist:
children might like to Two little ears to hear his
bring in their own Word. (Point to ears). Could children
Two little feet to walk in identify how
Baptism. The his ways. (Tiptoe steps)
 materials and paint be given a sheet of A4 teacher may like to lead Two little lips to sing his God made
to create a paper. They will create the discussion by asking praise. (Point to lips) them special?
collage/painting of the camel using textas questions that follow the Two little hands to do his
themselves. This and pencils of how he sequence of “Who, what, will. (Hold hands up and Could children
will tie in with their would feel at the end when, where and why”. wriggle fingers). specify
mat discussion. of the story. It’s And one little heart to special
important during this love him still. (Cross characteristics
The art creations activity time the (30 minutes) hands on heart).” of others?
will be hung up teacher is discussing
around the with children feelings (30-45 minutes) Could children
classroom for and emotions that demonstrate
children to see that were displayed in the awareness of
each one of them is text. how they can
different and unique care for God’s
in their own way. (30 minutes) creations?

(30 minutes)

2 The children will The teacher will have The children will watch a Children will have a discussion Children will sit on the
start the day off with a small bowl of water short clip on the birth of on the mat when and where mat in a circle and say The teacher
a focus question. and pretend baby set Jesus. The teacher will they were born. They can bring thank you to someone will ask the
For example, “I up on the mat when then have a discussion in photos from home, that are special in their lives, the children
wonder why God the children come in. with the children about from their birth to show the child can say who they questions as
made me the way I They will make a circle the characters in the class. The teacher will are and what they do for well to see
am?”. The teacher and the teacher will do story. The teacher can brainstorm with the children them. The teacher will how they are
will then introduce a short godly play re- use small photos to show and discuss who is in their then discuss how Jesus developing
the sacrament of enactment of how the children what each family including sisters, helped others and who their level of
baptism again and Baptism takes places character looked like so brothers and extended family. the special people were understanding
explain to children and what is involved in they gain an idea of who The teacher will then go on to in his life. about the unit.
why it’s important. the process. they are and what discuss Jesus family with the
relationship they had with children and name each The teacher will then Checklist:
Tables will be set up The children will use Jesus. member in his family, where he discuss how we can help
in the classroom pop sticks, playdough was born and what he did. other people and the Could children
and children will and blue tack to create The teacher will then environment in different articulate how
choose a symbol of their Baptism. They have a box of costumes Children can then create on A3 ways. family
Baptism after can look at photos where the children will be paper, their family and name members
exploring them with from the literature able to dress up as a who is in it. The page will be The children will go on a show love for
the teacher. The corner of children’s character from the story. split in half and underneath short work to discuss them?
children will use clay baptism or their own The teacher can be the children can draw who was in how they can care for
to create their own photo of themselves at narrator and the children Jesus family. The teacher or God’s world. Could children
symbol. their Baptism to help can act out the characters EA will be set up on this table discuss how
them in the process. for guidance. (20 minutes) they show
For example, a and create their own love to their
cross, the cup with At the end the children short liturgical play. (30 minutes) families?
water in it or a can share their
candle. When the creations with the rest (30 minutes) Were children
clay has dried, the of the class. engaged and
children can paint To finish the class, the contributed to
their symbol. teacher will read group
children the text “Little discussions?
Children will finish Humpty” by Margaret
the lesson by joining Wild and Ann James.
in and singing “That
is me!”. The teacher can then
have a short
“Look in the mirror, discussion with the
look in the mirror. children about the
What do you see? ideas and emotions in
What do you see? the book and how it
Someone very might represent
special Baptism.
Someone very
special (30 Minutes)
That is me!
That is me!”

(Repeat a few times

with the children,
can add in actions
when they are
confident)

(20 minutes)
3
Children will sit on The children will start Teacher will use the I-pad Tell the story of Luke 1:26-38. Talk to the children the During these
the mat and say a the day by looking at to take photos of each Teach “Hail Mary” to children importance of ‘Baptism’ experiences
small prayer to the the bible as a group. child. The child’s photo and discuss with them the and why we get the teacher
church and will be stuck to an A3 words afterwards. baptised. Discuss and will use the I-
something you may Show the children the sheet of paper. brainstorm with children Pad to take
do there. bible story of where Children at the end can say the the special ways that photo
Jesus was born. On the piece of paper, the “Hail Mary” together and a God loves us and by samples while
The children will teacher will be a scribe prayer of thanks. Children will being baptised we can they are
then be placed into The children will then for the child while they continue and go into a follow his example. working.
groups of four (Can go in small groups to a answer the following meditation session with their Discuss to children why
be mixed ability). table and be given questions underneath teacher. we are baptised in a The teacher
They will be given different coloured their photo. church. will use these
tape measures and playdough with a few (20 minutes) and write
in their groups, take loose materials they “I like too…” Children can do a role anecdotal
turns to measure can add in at the end. play/mime of what their notes while
and compare their At the table the “I am good at…” family does for them and using the
hand and foot sizes. children will have what they do to help. photos as a
The teacher should people shape cutters “I am special because...” They can then compare source of
be guiding children and can create their this to the way God does observation.
in their learning and own face or someone “I was baptised at..” things for us because we
ask them; “I wonder else’s using the are unique ad special. Checklist:
how big Jesus’ playdough. The “The church is important
hands/feet were? children then can go beacause..” (20 minutes) Did children
deeper once they have recognise this
The lesson will created a face by (Ensure last question is prayer?
finish with the song creating faces with previously checked with
“God Made us”, expressions and parents). Could
using the feelings. This includes children
background music mad, scared, sad, (30 minutes) identify that
from “Twinkle surprised or happy. God makes
Twinkle Little Star”. new life?
The teacher during
“God made you and this experience can Can children
God made me. ask the children “How correctly
We are all different- do you think God sequence the
look and see. wants you to feel events in a
Some kids have today?” or “If God was story?
brown eyes, some watching you do this
have blue. how do you think he Could
feels?”. children recite
We should love Afterwards the the “Hail
everyone as God children will have time Mary?”
loves you. to use the playdough
God made you and to create their
God made me. favourite things in their
We are all different- lives or something that
look and see.” makes them happy.

(20 minutes) (30 minutes)