RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
2018
ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Principals of Primary RE 2 Student Number: 20152627

Date of Submission: 21st May 2018 Student Name: Alysha Hunter

 PLANNING OVERVIEW – TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
4 Coming to your Table Eucharist Wondering at our bodies which are
different.
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The unit of learning in Year 4 is dedicated to ensuring students grow and strengthen their relationship with self, Jesus and God. The salvation topic of Eucharist is
explored through the 5 week learning sequence through the focus of wondering at our bodies, wondering at God, living in the likeness of Jesus, and recognising the
importance and significance of items and procedures held for the Eucharist celebration. The teaching focus topics, used throughout the learning journey, are based upon
student’s development as individuals and identifying their qualities, strengths and differences, and why God makes each and every one of us special.
Key Understandings and Learning Points

A Wondering at the Creator B The Promise of Christian Salvation C Christian Response

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
A3.1 Celebrates God who loves each of us personally.
B1: Jesus loved everyone regardless of physical C1: Catholics celebrate the Eucharist.

differences
 C1.1 Compares the symbolism of the bread and wine to
B1.1 Describes ways in which Jesus showed love many people forming one body.
regardless of physical differences
C2: God’s family celebrates the Eucharist.
B2: Jesus draws members of God’s family close to him C2.1 Names the elements in the Liturgy of the Word and
through the Eucharist the Liturgy of the Eucharist. 

B2.1 Explains a meaning of John 6:56. 
 C2.2 Memorises responses, gestures and prayers used
B2.2 Reports how the world would be different if people during the Mass. 

drew closer to Jesus by receiving him in Holy Communion. C2.3 States: the words of the priest at the Consecration,

 the words said before receiving Holy 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 the main ideas of the unit.
Links to General Capabilities
Literacy – Numeracy
Analysing stories,
reading different
Bible stories and
Story mapping the
characters etc.
LEARNING AND TEACHING PROGRAM
Week Lesson 1
A1.1 Expresses wonder at the
1 differences in people’s bodies.
Students form groups of six. Each
member is given a number 1 to 6.
The students will use their activity
booklets and start at their
numbered station.
The groups 1-6 are as follows:
- Physical appearance
- Sensing Senses
- Physical Skills
- Different bodies
- Different countries, Different
Races
- Physical Abilities.
After all groups have completed
their activities, the students return
to their home groups and discuss
each activity with other home
group members. Each group then
writes their own wonder questions
about our creation and how we are
all so very different!
ICT –
Researching,
Analysing, Creating
visual posters,
brochures or Patron
Saint profiles.
Lesson 2
A1.1 Expresses wonder at the
differences in people’s bodies.
Discussion with students.
Ask students:
- What are some of the ways in
which people are different?
- What would the world be like
if we were all the exact same?
If we are all different, what do you
wonder about what God is like?
- What are some of Gods
attributes or traits?
- If God created us all differently,
what does that mean?
- Who planned that my body
would be different to that of
everyone else in my class?
The students then complete activity
describing, illustrating and
wondering at what God could be
like.
Critical and Creative
Thinking –
Creating stories using
images, comic strips to
describe scripture stories
etc.
Lesson 3
A1.1 Expresses wonder at the
differences in people’s bodies.
Brainstorm Cards.
In this lesson the students will be
split into groups of 5.
The teacher will provide discussion
cards to each group.
Each card will ask students to
brainstorm a specific topic, for
example, “Brainstorm and chart
what you could do or say to include
in your games a student who is left
out” etc.
Students will need to present their
ideas and discussion to their peers
and discuss how it relates to us all
being different.
Ethical behaviour –
Discussing and coming up
with strategies for treating
unjust and unfair
situations.
Lesson 4
A2.1 Expresses wonder at God
who created bodies different
Students will be creating their own
Litany of Thanks to God.
The teacher will first read a Litany
and show students how we
properly write a Litany of Thanks.
The students write their own
prayer by completing the sentence,
‘I give thanks to God for my body,
which ...’
Students will write their Litany of
Thanks to God into their Eucharist
Journals and reflect on the many
things that they are thankful to God
for.
Personal Competency Intercultural
Recognising and discussing Understanding
their own qualities and Discussing how God loves
what they are thankful for everyone equally no
in their lives. matter their culture, race
or gender.
Evaluation and
Lesson 5
Assessment
A3.1 Celebrates God who loves each Diagnostic Assessment:
of us personally - Observations
Share with the students that God - Anecdotal Notes
created each of us with bodies which - Brainstorms
are different so we will realise that - Expert group work
each of us is special to God.
The students will then compose their
own psalm praising and celebrating
God who loves them personally and
created them differently, for
example,
Alleluia! Formative Assessment:
Praise God for loving me! - Litany of Thanks
Praise God for my brown hair! - Eucharist Journal
Praise God for my green eyes! - Discussion and
Praise God I’m good at basketball! interviews
Students will write this psalm directly
into their Eucharist Journal. They will
then write a short self-reflection on
their identity and what they
appreciate about themselves that
God created.
 B1.1 Describes ways in which Jesus
2 showed love regardless of physical
differences.
Students will create an interactive
way of presenting a Bible story in
which Jesus shows love regardless
of physical differences.
They are to have the story
approved by the teacher before
progressing with their creation.
When analysing their story for key
points, they are to write notes into
their Eucharist Journal to assist
their project.
After completion of their story,
they are to send it to the teacher
via email. These will then be
printed out, or added to the class
Religion Blog.
B2.2 Reports how the world would
3 be different if people drew closer
to Jesus by 
 receiving him in Holy
Communion. 
 to research and present a report on
Students are to brainstorm ways in
which Christians try to love
everyone as Jesus loved everyone,
regardless of physical differences.
For example, God wants us to:
- Welcome and include new
students into our school,
 used in the celebrations and how
- Choose games in which
everyone can join and be
included,
 - Spending time with them playing
- Treat all people kindly and
with respect
- Speak to all people
respectfully, etc.
The students choose one idea and
make posters illustrating ways in
which Christians love everyone as
‘another self’. Display the posters
and conduct a gallery walk. 
 thoughts and ideas.
B1.1 Describes ways in which Jesus
showed love regardless of physical
differences
The students will be looking at
different Gospel stories which
portray Jesus showing love and
respect for others regardless of
physical differences. They will be
working in pairs or groups of three
to analyse and record their story
research
For each story they discover, the
students indicate:
- A title for the story
- Who Jesus showed love
towards.
 note to thank him for the way in
- How the person shown love
was physically different?
- The way in which Jesus
showed love.
Each group constructs a five frame
comic strip of their story.
The story must show how Jesus
showed love and respect for others
regardless of their differences.
B2.2 Reports how the world would
be different if people drew closer
to Jesus by receiving him in Holy
Communion. 
 Communion. 
 Students will work in expert groups
Discuss students about ways in
which their parents, or others who
love them and care for them, seek
to deepen that love or to draw
them close. Such ways might
include:
- Being with them when they are
frightened or lonely.
- Caring for them when they are
sick.
games or taking them places.
- Listening to them when they
have troubles.
Students will create a “Care Circle”
looking at Jesus as the centre, and
how others lives can be influences
and changed for the better by
receiving Jesus in Holy Communion.
Students will discuss and share
B1.1 Describes ways in which Jesus
showed love regardless of physical
differences
The class will read a scripture story
and discuss how they would thank
Jesus for the love he showed.
Students will then be given a list of
scripture stories of which they must
choose one.
They then assume the role of the
character in the story to whom
Jesus showed them love and write
a note to Jesus. They will write the
which he showed them love and
expressing how they felt inside
when this love was shown.
B2.2 Reports how the world would
be different if people drew closer
to Jesus by receiving him in Holy
Students will trace their hands onto
a blank A4 sheet of card. Inside of
their hand they are to write one
way in which the world would be
different if people drew closer to
Jesus by receiving him in Holy
Communion.
Students decorate their hands, cut
them out and flip them over.
Students are to write a short prayer
to Jesus, asking him for help to
bring change to the world.
Students may wish to ask him to
help make a difference through
their idea, or choose to ask Him for
guidance on different world topics.
The class will then gather for a
prayer circle on the class mat. The
teacher will lead the prayer with
their own example, asking if any
other students with to share their
B2.1 Explains a meaning of John
6:56. 
 6:56. 
 - Observations
The teacher will read John 6:56 and
discuss what students think it
means.
The students could create cards
with the words:
Whoever receives me in Holy
Communion I live in that person.
On the back of the card the
students explain what they
understand by this phrase. They
may illustrate to help with their
understanding. They are to then
share with a partner and discuss
their ideas.
These cards will then be added to
our “Eucharist Wall” of art,
symbols, words and colours related
to our unit of spiritual inquiry.
C1.1 Compares the symbolism of
the bread and wine to many
people forming one body.
the significant items used in a Mass
or Eucharist celebration.
Students will need to create
informative posters that details the
object or item, its origins, why it is
we can relate this item to our faith
and everyday life. Each student will
individually create their own,
however the research and
information will be collated by
groups.
After groups have created their
posters they will them team up
with group members from other
expert groups and all share their
different objects and information.
These posters will then be hung
onto our “Eucharist Wall” in the
classroom. Students will need to
B2.1 Explains a meaning of John Formative Assessment:
- Anecdotal Notes
The teacher will guide the students
- Thumbs up, thumbs
through a godly play of the Last
down, thumbs in the
Supper. The class will discuss the
middle.
sacrifice Jesus made and his devotion
- Eucharist Journal
to his disciples and them to Him.
- Comic strip
Students use a Scripture Probe Sheet
- Eucharist Wall
to explore John 6:56. Explore
- Religion Blog
characters, events, key words,
context, setting, symbols, the main
messages of the narrative, and the
feelings, thoughts and questions that
the story evokes in students.
Students may choose to record this
information in many different way,
their scripture probe sheet or
Eucharistic Journal etc.
Students will then demonstrate the
verse using godly play materials.
Invite students to identify links
between the Last Supper story and
the Eucharist:
I wonder how this story relates to the
celebration of the Eucharist?
C1.1 Compares the symbolism of the Formative Assessment:
bread and wine to many people - Observations
forming one body. - Anecdotal Notes
Students will be comparing and - Thumbs up, thumbs
contrasting the symbolism of the down, thumbs in the
bread and wine, to that of many middle.
people forming into one “body” and - Eucharist Journal
how it relates to our faith. - Brainstorms
- Class discussion
Students will need to brainstorm
what our body does for us, as well as
what our blood does in our bodies.
They will then pair up and discuss
how they think Jesus’ ‘body and
blood’ could be symbolic of many
people forming one body.
The class will then discuss the ideas
and create a symbolism chart. They
will need to include the word (E.g.
Body), their meaning, the correct
meaning, where we use this word
and an illustration of the word.
Students will draw this table directly
into their Eucharist Journals for
future study.

C2.1 Names the elements in the
4 Liturgy of the Word and the Liturgy
of the Eucharist. 
 Liturgy of the Eucharist. 
 the Mass. 
 said before receiving Holy
Students complete a mind map
showing the different parts of the
Mass. This could include:
parts of the Mass
 music
 symbols
 rituals
 actions
 prayers
 places
We will then read the book “We
Celebrate the Eucharist” By
Margaret Smith.
Students will be asked to add to
their mind map in a new colour,
thinking about what they now have
learnt about the Eucharist and how
this helps them.
Students identify their knowledge
of the Mass by using a K–W–L–H
organiser:
 What we Know
 What we Want to find out
 What we Learned
 How we learned it.
Students are to complete the What
we know and What we want to find
out sections of their chart. This will
be completed in their Eucharist
Journals, which will be completed
at the end of the unit.
C3.1 Identifies ways in which
5 Christians love everyone as
‘another self’. 
 Groups of 2-3, students will apply
Students will be given one item at
random. For example:
C2.1 Names the elements in the
Liturgy of the Word and the
Using their Eucharist Journals,
students formulate questions they
wish to ask the parish priest about
the Eucharist and our First Holy
Communion.
Students will then create two
headings on their page: ‘Liturgy of
the Word’ and ‘Liturgy of the
Eucharist’. The students, in pairs,
brainstorm the elements which
relate to each part, or both. The
pairs will share their responses and
create a class Venn diagram
comparing the two areas.
Students are to cut the Venn
diagram into three sections and
glue them into their Eucharist
Journals. They are to label each
section of the Venn Diagram
correctly.
C3.2 States ways in which people
fail to behave as Jesus taught. 
 fail to behave as Jesus taught. 
 unit.
Students are to find and analyse
Bible stories where someone is
being treated unjustly or unfairly by
prayer.
The Prayer Hands will be placed on
the Eucharist Wall alongside our
Holy Communion cards, to show us
our way in which we will receive
Jesus and the ways in which we
wish to change the world for Him.
C2.2 Memorises responses,
gestures and prayers used during
Church tour with Parish Priest
- Students will ask their pre-
planned inquiry questions and
collect their answers in their
Eucharist Journals.
Take digital photos and label them
for classroom display. Model for
students:
 How to receive the Body and
Blood in the Communion
Rite?
 How to genuflect
 How to approach and read
from the lectern
 How to take up the gifts
during the procession of gifts
Students are to write down the
answers to the above questions.
They are also to recite and write
down the responses and prayers
that they can remember from the
practice Mass with the Church
priest.
C3.2 States ways in which people
The students collect pictures or
headlines from magazines or
newspapers that show people who
refer to these posters for their next
lesson.
C2.3 States: the words of the priest
at the Consecration, the words
Communion.
Present, in a jumbled form, the
words of the Consecration: ‘This is
my Body’, ‘This is my Blood’ and
‘Do this in memory of me’.
The students un-jumble the words
and rearrange the phrases
correctly. The students then glue
this into the correct spot in their
Eucharist Journal.
Students will then create a chalice
craft – A chalice with the words “Do
this in memory of me” etched
above. The chalice will feature a flip
up image of Jesus. Students are to
decorate the chalice however they
wish, focusing on our holy objects
and what they represent.
C4.1 Reviews the main ideas of the
their knowledge from the learning
journey to a final project that will
be presented to the class.
C3.1 Identifies ways in which Formative Assessment:
Christians love everyone as ‘another - Observations
self’. 
 - Anecdotal Notes
- Thumbs up, thumbs
Patron Saint Research –
down, thumbs in the
Students will be required to research
one patron saint that lived in the middle.
- Eucharist Journal
image and likeness of Jesus and
- Student interviews
valued their relationship with God, as
- Oral presentations
we strive to do in our own lives.
Must include:
- The Saint’s name
- What he or she is the patron or
patroness of
- What his or her feast day is
- Colour the map where the Saint
was born, where they lived, etc.
- Fill in interesting facts
- Draw or cut a paste a picture of the
Saint in the frame
- Why they became a saint?
Students will fill out the Patron Saint
Worksheet with all of their
information. This will then be glued
into their Eucharist Journals to guide
them on their journey and remind
them of loving everyone as ‘another
self’.
C4.1 Reviews the main ideas of the Formative Assessment:
unit. - Observations
Students will be completing their - Anecdotal Notes
Eucharist Posters, focusing on their - Thumbs up, thumbs
inquiry questions and what they need down, thumbs in the
to include on their informative middle.
  A dishcloth 
 others. are being treated unfairly or The students could review and poster. - Eucharist Journal
unjustly.
 A pen 
 Focus Questions
summarise the learning through:

Students will present their project to
Focus Questions
 A piece of coloured card
 - What would Jesus do in this - collage 
 the class. Each group must contribute
- How is the person in the picture
situation? - poster 
 and present equally. Students must
 A book 
 being treated unfairly or
- How would we act if we were think about:
unjustly? 
 - computer slide presentation,
 A lolly 
 put in a situation like this? - How Eucharist affects me and Summative Assessment:
etc. 
 my life? - Assessment of group
 A box 
 - How might this person feel? 

Students are to re-write this story, - Why might this person have been
They will also include: - What I wish to get out of work, informational
 A band aid 
 showing how the story would be - The meaning of the Eucharist receiving the Eucharist? poster and self-
treated this way? 
 - Words and symbols that are -
 A paint brush. 
 different if the person, who was What does Jesus mean to me reflection of the unit
being unjust, acted in the way that - What could our class do about used in the Eucharist and my life? of learning.
Jesus would have. this? 
 - How the Eucharist is important - Assessment of
Students are to draw the item in
to them and their life? Students will then write a short self- learning through
the centre of their page and explain These stories will then be written The students compose a letter,
- A passage from the bible that reflection on their learning journey, Eucharist Journal –
how they could use this item to onto a final copy titled “Treating which might be sent to Jesus or
relates to the Eucharist. two things they learnt, one thing they Progression of
love others as ‘another self’, others the way Jesus taught”. possibly to those who treated
regardless of their physical The information for their project need to work on and how they will learning through folio
Students will write their stories on others unfairly, outlining ways in
can be taken directly from their apply what they have learnt to their of work.
differences. 
 the lines below and draw an image which they have failed to behave as
Eucharist Journals, books, research Holy Communion experiences in the
relating to their story above. Jesus taught and how they can
websites or the bible. future.
Students are to then answer the better themselves.
Students are to reflect upon the
following self-reflection question
Students will compare their stories understandings covered in the unit,
into their Eucharist Journal:
from the last lesson and how Jesus’ particularly ways in which people
- How might I love everyone,
influence could have a big impact can continue to reflect God by
regardless of physical
on the actions and treatment of loving others regardless of physical
differences, like Jesus?
others in our society. Brainstorming differences.
as a class. - Reflections will be written
directly into their Eucharist
Journal (Assessment).

PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses student learning.
Assessment:
Students plan and prepare a practice Mass as a way of showing their understanding of the structure and flow of the celebration. Alternatively, students assist in planning the Mass
celebrating their First Communion. This planning could be done with the support of the Parish Priest, families and the whole school community. The planning of a Mass will indicate
students’ knowledge and understanding of the structure and parts of the Mass. Rubric will assess all of the elements to be present in the Mass and how students should present them.

Year 4: Religion – Eucharist Celebration Rubric

Child’s Name: ____________________ Date:____________________

Excellent High Satisfactory Limited

Mass Organisation Provides detailed and in depth Provides a ritual plan with Plans a ritual plan with Failed to plan a ritual plan with
ritual plan, filled with symbols, symbols, significant prayers symbols, prayers and symbols, prayers and
significant prayers and and reflections. Some extra reflections. Some detail of their reflections Little to no depth or
reflections. depth included. learning is evident. evidence of research included.
Presentation.
Description of the meaning of
Eucharist.
Flow of celebration
Oral Presentation
Student’s work is neat and
presentable, all writing is
legible and no spelling and
punctuation mistakes.
Gives in depth information
about what happened, when it
occurred and what it means.
Provides detailed and in depth
celebration. A thorough and
well thought out description of
how they would be feeling.
Speaks clearly and confidently
when presenting their
celebration. Covers all
elements needed and adds
extra facts and information.
Student’s work is neat and
presentable; all writing is
legible and minimal spelling
and punctuation mistakes.
Gives a detailed description of
what happened and when we
receive it.
Provides celebration of the
Eucharist. A detailed
description of how they would
be feeling.
Uses oral presentation skills
well.
Student’s work is neat and
presentable, all writing is
legible and some spelling and
punctuation mistakes.
Mentions what happened and
when it occurred. One to two
extra pieces of information
shared.
Included a celebration. A brief
description of how they would
be feeling was included.
Attempts to use oral
presentation skills clearly.
Student’s work is illegible, no
attention to detail and little
care towards their
presentation.
Little to no mention about what
the Eucharist is or why we
celebrate receiving it. No extra
detail or information provided.
Failed to provide a celebration
of the Eucharist. Little to no
inclusion of how they would be
feeling.
Limited use of oral presentation
skills (eye contact, voice level,
pace, etc).
 PLANNED RITUAL – Primary (Year 4) Sacramental Celebration

Year 4: Eucharist Celebration Wednesday 2nd August 2018

Liturgical Colour: Green.
Students have prepared their assessment for their spiritual learning and have therefore been given the opportunities to participate and actively share in a
worship celebration of their learning.

The teacher will ring a small chime/bell. Students will be instructed that our celebration/ritual has now commenced.

Entrance Hymn:
“Every Move I Make” – Kids Hill song.
(Students will carry their holy candles to the alter at the front of the classroom and lay them down).

Miss Hunter:
Welcome: Good afternoon and welcome to the Year 4 Eucharist Celebration Mass. Today we celebrate our learning of the Eucharist, our faith and
strength to become closer to God. As we prepare for our First Holy Communion, we ask Jesus to give us strength to be with us throughout our journey and
to guide us in our faith. We ask God to help us to be faithful to our words and loving in our words as we prepare for our special commitment to Him.

Penitential Rite (Student):

Let us acknowledge our sins, and so prepare ourselves to celebrate the sacred mysteries.

Jesus, you strengthen us with your Body and Blood.

Lord, have mercy.

Lord, have mercy.

Jesus, you saved us by your death on the cross.
Christ, have mercy.
Christ, have mercy.
Jesus, you call us to share in your life.
Lord, have mercy.

Lord, have mercy.

May almighty God have mercy on us, forgive us our sins,

and bring us to everlasting life.
Amen
Opening Prayer (Student):
Let us pray: In the name of the Father, and of the Son, and of the Holy Spirit.
Amen.
Dear God, you know and love each of us personally.
Jesus your Son gave us the Eucharist.
As we celebrate this Sacrament, help us to love others as ‘another self’.
We ask this through your Son Jesus, in union with the Holy Spirit, one God for ever and ever.

Amen.

First reading (Student 1):

A reading from the book of Corinthians (1 Corinthians 11:23-27)

For I received from the Lord what I also passed on to you:

The Lord Jesus, on the night he was betrayed, took bread, and when he had given thanks, he broke it and said,
“This is my body, which is for you; do this in remembrance of me.”
In the same way, after supper he took the cup, saying,
“This cup is the new covenant in my blood; do this, whenever you drink it, in remembrance of me.”
For whenever you eat this bread and drink this cup, you proclaim the Lord’s death until he comes.
So then, whoever eats the bread or drinks the cup of the Lord in an unworthy manner, will be guilty of sinning against the body and blood of the Lord.

This is the Word of the Lord.


Thanks be to God.

Responsorial Psalm: Sung (Led by Miss Hunter)

Song of Praise (based on Psalm 150)
Alleluia!

Praise God in God’s holy place,

Praise God in heaven,

Praise God for God’s mighty achievements,
Praise God for God is great!

Praise God with blasts of the trumpet,
Praise God with lyre and harp,

Praise God with drums and dancing,

Praise God with strings and pipes,

Praise God with clashing cymbals,

Praise God with clanging cymbals!
Let everything that breathes praise God.
Alleluia!

Gospel (Student)
A reading from Matthew 4: 11- 18.

Dear friends, since God so loved us, we also ought to love one another.
No one has ever seen God; but if we love one another, God lives in us and his love is made complete in us.
This is how we know that we live in him and he in us: He has given us of his Spirit.
And we have seen and testify that the Father has sent his Son to be the Saviour of the world.
If anyone acknowledges that Jesus is the Son of God, God lives in them and they in God.
And so we know and rely on the love God has for us.
God is love.
Whoever lives in love lives in God, and God in them.
This is how love is made complete among us so that we will have confidence on the day of judgment: In this world we are like Jesus.
There is no fear in love. But perfect love drives out fear, because fear has to do with punishment.
The one who fears is not made perfect in love.

This is the Gospel of the Lord.


Praise to you, Lord Jesus Christ.

Prayers of the Faithful Introduction (Miss Hunter)

Students will read their own prayers (As created in class lessons – Related to the Eucharist and Thanks to God)

(Student 1)
The response is “Lord Hear our prayer”

(Student 1)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.

(Student 2)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.

(Student 3)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.

(Student 4)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.

(Student 5)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.

(Student 6)
We pray for…
(Pause) Lord hear us.
Response: Lord Hear our prayer.
Etc…

Conclusion (Last student to read)

Lord we ask you to hear the prayers of your people,
Amen.

Offertory: The gifts of “bread and wine” (Pretend – practicing the Eucharist) are brought forward to the altar by student’s D and E. Students with
candles may walk before those those carrying the gifts. OR, a number of students may line the aisle and pass the gifts until they are presented to the
altar.

Song during the Offertory:

“Shout to the Lord” by Darlene Zschech

Prayer over the Offerings:

Dear God, you know and love each of us personally.
May the bread and wine we offer be a sign of the peace and joy you offer us in your kingdom,
where you live with Jesus, your Son, in union with the Holy Spirit, one God for ever and ever.
Amen

Reflection Hymn: Students will sit in silence, reflecting on the experience and personally thanking God in their own prayers or thoughts.
“Hallelujah Instrumental” performed by Sophie Moser (Violin), Katja Huhn (Piano) and Ella Rohwer (Cello)

Reflection Activity:
Students will write a message of thanks to God, for our health, our learning and whatever students are thankful for. This will be written onto a piece of
paper. These will be collected and placed into a small golden box, which will become our “Box of Thanks”. These messages will be sent directly to God to
thank Him for all He does for us.

Prayer after Reflection

Final Blessing (Miss Hunter):

May God make you committed in faith, joyful in hope, and untiring in love all the days of your life.

Amen.

May almighty God bless you, the Father, and the Son, and the Holy Spirit.
Amen.

APPENDIX – List of references (APA6 referencing style) and copies of resources used in program: Bible passages, worksheets, resource sheets, Godly Play
scripts, learning activities.

Catholic Education WA (N/A). Coming to your table. Eucharist Year 4. Retrieved from https://my.nd.edu.au/sfs

Dees, J. (2013). The Religion Teacher. First Communion Activities. Retrieved from https://www.thereligionteacher.com/first-communion-activities/

Good Shepherd Parish (2013) First Communion Prayer. Retrieved from https://goodshepherdwayland.org/83

International Committee on English in the Liturgy, Inc. (2011) Order of the Mass PDF. Retrieved from https://www.catholicbishops.ie/wp-
content/uploads/2011/02/Order-of-Mass.pdf

Smith, M. (2014). We Celebrate the Eucharist Big Book. Mulgrave, Victoria. John Garratt Publishing

The Catholic Blogger. (2017). First Communion. First Communion Activities. Retrieved from http://catholicblogger1.blogspot.com.au/2013/07/first-
communion-activities.html