ID: 20162829

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

OUTCOMES EYLF
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
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
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
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
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

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

PLANNING OVERVIEW – TERM Pre-Primary

Year Level Unit Title Salvation Topic Aspect of Human Development
Pre-Primary God Created Everything Bible Wondering at living and non-living
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
This unit; God Created Everything is focused around living and non-living things and how followers of Jesus can care for these things. The unit explores
three central key understandings, those being; Wondering and living and non-living things, the ways that Jesus enjoyed and cared for living and non-
living things and lastly, how Bible tells followers about creation.

To further explore living and non-living things, the children will identify both living and non-living (A1) in a variety of circumstances, for example taking a
nature walk and finding living and non-living things and to then express wonder at God, who created these things (A2).

The second key understanding will be explored through illustrating ways Jesus enjoyed and cared for creation (B1), for example creating pictures of
Jesus caring for nature and further, the children will find ways that they can care for nature (B2), through caring for pets, chickens and other living and
non-living things.

The last key understanding will be taught through Bible stories of creation (C1), and understanding the creation story and how followers of Jesus can
continue to care for creation, both living and non-living (C2). During this understanding, there will be a more significant focus on wondering and
expressing what children have learnt about living and non-living things (C3) over the unit. This will be through a whole class project.

Key Understandings and Learning Points

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

A1 Wondering at living and non-living things B1 Jesus enjoyed and cared for living and non- C1 The Bible tells us about Creation
living things
A2 Wondering at God who created living and non- C2 Jesus wants his followers to care for living and
living things B2 Jesus came to show people how to enjoy and non-living things
care for living and non-living things
A3 Attribute: God is Creator of everything C3 Continuing to wonder at living and non-living
things

Links to General Capabilities

Literacy Numeracy ICT Critical and Ethical behaviour Personal Intercultural
Creative Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness

To help deepen this experience I would discuss the ways I enjoyed and cared for creation. For example, spending lots of time outdoors and
enjoying nature and the world around this. I would hope the children are also able to experience the natural feeling of creation through spending
time outdoors and enjoying their world around us.

LEARNING AND TEACHING PROGRAM Pre-Primary

Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
A1.1 Identifies living A1.1 Identifies living A2.1 Expresses A2.1 Expresses A3.1 Celebrates that Checklist that
1 and non-living life: and non-living life: wonder at God who wonder at God who God is Creator of children have been
-Mystery Bag: -Nature Exploration: created living and created living and everything. able to correctly
Identify living and Identify living and non-living things: non-living things: -Echo Pantonime: identify the
non-living life. non-living life in the -Web of Wool: -Discuss plant life The world God made difference between
-Read: Commotion in environment. Starting question cycles *R3 living and non-
the Ocean (Giles -iPads: Students take ‘what must God be -Youtube video: ‘How -Freeze Frame: living things by
Andreae). Children pictures of living and like if he created all does a seed become a groups of students correctly sticking
put their hands on non-living life. living things?”. Wool plant’. *Appendix create frame of how the cut-outs in the
their head when they Wonder Questions: is webbed around -Grow seeds in a cup, God created corresponding
hear a new animal, or I wonder what trees students as they nurture each day and everything (living column.
when they hear do all day. answer. EA/teacher document changes. and non-living). Ensure headings
something that God I wonder how we can records these answers -iPads: Photos to -iPads: photo of final copied into book are
has created, living or help the trees. by typing while document growth freeze frame, taken also spelt correctly
non-living. -Read the text: The children speak. Wonder Questions: by a different child and use capital
Busy Tree (Jennifer -Meditation: I wonder how a seed each time. letters where
Ward). Wondering at grows. appropriate ‘Living,
-Magazine cut out: Creation (living and I wonder what God Non-Living)
living and non-living non-living) *R1 who created living
things. Stick into RE and non-living things
book (headings to is like.
copy).
B1.1 Illustrates ways B1.1 Illustrates ways B2.1 Name ways B2.1 Name ways B2.1 Name ways Photo and anecdotal
2 in which Jesus in which Jesus people enjoy and care people enjoy and care people enjoy and note attached. Photo
enjoyed and cared for enjoyed and cared for for living and non- for living and non- care for living and will prove that child
creation creation living things like Jesus living things like Jesus non-living things like has been able to
-Read: Mark 4:37-40. -Read: Matthew 6:26, did did. Jesus did. correctly identify
-On a large piece of 28 and John 6:12. -Discuss what it -Community circle ways people can
paper, paint a picture would take to take of ways to enjoy/care care for chickens.
 of Jesus. Attach this to -Nature Find: walk care of a pet dog vs a -Read: Each Living for living things. Anecdotal note will
a pin up board. outside and have veggie garden. Thing by Joanne Opposite way for mention how
Children draw children find/see -Youtube: How to Ryder. ways to enjoy/care original child’s idea
pictures of living and something they enjoy care for chickens. Wonder Questions: for non-living things. is and also how well
non-living things. in nature eg. Flower, -Illustrate ways I wonder how Jesus -Practice echo it fits the task set.
Place these around bird, animal. people care for cared for each living pantomime R3 for Tick off each child
Jesus. -iPads: Children take chickens eg. Feed, thing? ritual. as they say one way
-Children can attempt photo of something clean, water, change -Group work: each -Children draw and to enjoy/care for
to label what they they enjoy in nature. area. Articulate what group creates a poster write one way to care living and non-
have drawn, or -Collage: Print out all is illustrated and of how to care for a for a living or non- living things.
teacher can scribe. photos and make a teacher write this in living or non-living living thing. Stick
class collage, title: image. thing (chosen by these up around
Jesus Enjoyed teacher and students). room.
Creation. Present this to class as
a group.
C1.1 Recognise in C1.1 Recognise in C2.1 Names ways they C2.1 Names ways they C3.1 Reviews and Simple rubric; re-tell
3 Psalm 104 what living Psalm 104 what living could care for living could care for living expressed what they story accurately, use
and non-living things and non-living things and non-living things and non-living things have learned loud, clear voices,
have been created by have been created by -Role Play: caring for -Class recycling throughout the unit animated voices,
God God living and non-living campaign: Create a -Brainstorm living moving puppets.
-Puppet show: by -Class prayer; things eg. Watering campaign that entices and non-living things Identification of
teacher to tell the following resource the garden, picking up the whole school to God has created on living and non-
creation story, using sheet four. rubbish, caring for a pick up their rubbish butchers paper. living things.
resource sheet four. -Youtube video: God pet. and recycle it. Eg. -Mural created by Developed,
-Identify living and made everything. -Create group posters Posters, songs, chants, whole class: living developing, not
non-living things Wonder Questions: on ways to care for stories. and non-living things developed. **See
within puppet show. I wonder how God certain things eg. -Prepare a segment on (drawn, painted, below for example*
-Children create own created all this? Plants, animals, the ways of caring for clay). Titled: God Photo and checklist.
puppets I wonder what else sea. living and non-living Created Everything. Photo of artwork,
-Children re-tell God created? -Practice echo things at the next -Child creates one checklist of if the
creation story with -Class creation prayer pantomime R3 for assembly (recycling piece to go on mural, artwork is living or
their own puppets. circle. “I thank God ritual. campaign). Will with label of what non-living and
Demonstrating what is for creating…each include role play, their creation is, and correct spelling of
living and non-living child repeats this and freeze frames, chants if it is living or non- what it is.
within the story.- says what they are ect. living.
iPads: Video of thankful for.
children re-telling
story with puppets.
 English
• Read Commotion in the Ocean
ACELY1646)
• Read Creation Story ACELY1646)
• Discuss how Creation Story makes you
feel (ACELT1783)
• Book corner (as seen below)
• Re-tell creation story using puppets to
peers (ACELT1578), (ACELT1580)
• Create a poster(ACELY1653)
• Writing; (letter formation, capital letters,
full stops) about Jesus and the creation
story. (ACELY1653)
CONCEPT MAP
Maths
• Measure and record seed growth
• Venn diagram of living and non-living
Religious Education / Spiritual things
Education • Count how many petals on flowers (on
• Classroom web “What must God be like to create all nature walk) (ACMNA001)
living/non-living things” • Count how many living and non-living
• Meditation ‘wondering at creation’ ACAMUR083 things they can find in the classroom/own
• Read scripture stories (ACELY1649) home (ACMNA001)
• Role play scripture stories (ACADRM029) • Number of days—colour and count what
• Godly play, puppet play; creation story happened on each day of creation
(ACMNA008)

Concept: Living & Non-Living Weeks: 1-3

Science / Technology & Enterprise Health & Physical Education

• Grow a seed and nurture it (ACSSU002) • Nature walk (ACPPS007)
• Photograph changes and share observations (ACSIS012) • Discuss living and non-living
• Research on iPads living and non-living things ACTDIP003) • Reading creation story/other Bible stories in the outdoors(ACPPS004)
• You-tube videos about creation, life cycles, how to care for living and • Obstacle course with living things eg. wood (ACPMP008)
non-living things ACTDIP003) •

The Arts Colour Key

HASS
• History of the creation story
(7 days) (ACHASSK012)
• Geography of where living
and non-living things are
found (nature walk)
(ACHASSK015)
• Painting of living and non-living
LOTE things(ACAVAM107) Physical (Fine Motor)
Dependant on language learnt by the school • Whole class mural of living and non-living things Physical (Gross Motor)
(Italian); (ACAVAM108) Social
• Learn the sign of the cross • Flower dipped in paint and printed on white card Emotional
(ACLITC002) (ACAVAM107)
Cognitive/ Language
• Simple prayers/songs (ACLITC005) Creative/Aesthetic
• Clayàliving and non-living things
• Important words; creation, God, Spiritual / Moral
(ACAVAM107)
living, non-living (ACLITU014) • Singing songs, acting, role play of Genesis 1-2

©The University of Notre Dame 2010 developed by C McGunnigle


CONSTRUCTIVE PLAY (BLOCKS)
• Godly play kit after classroom
use.
• Creation story props
• Fake grass mat
• Religious cloths (usually on Holy
table)
• Wooden blocks
• Recycled goods (egg cartons,
milk bottles, cardboard rolls)
PAINTING
• Brushes, water, paints available
• A4/5 white card
• Figurines of what is being taught
that day eg. Chickens, Jesus,
vegetables
• Potato stamps
• Images from the nature walk on
table
• Photos of creation to re-create
• Trace and paint plastic animals,
real leaves, flowers
MUSIC PLAY
• Worship;
-This is the day that the lord has made
-The creation song
• Create own song/instruments to go with
it
MANIPULATIVES
LEARNING CENTRE • Playdoh mats (making
PLAN characters from stories)
• Clay
• Godly play kit after classroom
Weeks 1-3 use
• Lego
• Magnets on a light table
INVESTIGATION TABLE • Children’s Bibles
• Sorting task; living and non-living in rice sensory tub, • Puzzles with living and non-
foam sensory tub living
• Baby chicks • Sequencing creation puzzle
• Real vegetables to touch, smell, taste
• Living bugs in enclosure. Magnifying glasses, sketch
pads, pencils.
HOME CORNER
• Flowers and leaves in clear plastic containers.
• Living and non-living items eg.
Magnifying glasses, sketch pads, pencils.
flowers, rocks, sand, water (in
• plastic jars).
ICT • Puppets after classroom use
• iPads available (pictures and videos) • Shop: living and non-living
• You-tube videos on creation, learning about Jesus things
• QR codes to; creation story, creation video, new • Creation story props
plant/animal life videos, how to grow a seed video ect. • Dress ups (Jesus fashion eg.
• Magnetic whiteboard and stickers/godly play to make the robes, sandals, crowns)
story of creation
DRAWING / WRITING CENTRE
BOOK CORNER • Real flowers/vegetables/leaves/rocks on
• Commotion in the Ocean
table. Pencils/textas available with paper.
• Children’s Bible’s Children can draw/write what they see.
• Book’s about growing seeds, flowers, • Laminated important words to trace and
vegetables copy on whiteboards
• Book’s about new life eg. Butterfly’s, • Stencils/dot to dot of important/new words
chickens
surrounding topic.
 CLIMBING AREAS
• Obstacle course
• Nature climb
• What living and non-living
things can be used to climb
• Things that can be seen from
above, like birds see the world
• Try touch the clouds
• Add wooden blocks and wooden
planks to climbing areas
• Containers to measure water
MAT PLAY
• Echo pantomime outside in fresh
air
• Living and non-living
bowls/brainstorms eg. bowl
containing animals, plants=living
• Read Bible passages outside
• Wonder question about creation
outside
• Grass matt and wooden
benches to sit on
ART/CRAFT TABLE
• Using materials found outdoors; sand,
leaves, flowers ect.
• Water and a paintbrush on pavement of
living and non-living things
• Table set up with glue, paper and paint.
• Children make their own living and non-
living art piece.
• Dip flowers in paint and print on paper.
OUTDOOR PLAY CREATIVE PLAY
• Dress ups/role play of stories
from lesson
• Props available with Godly play
Weeks 1-3
to re-enact stories
• Fishing games
• God is the creator: create a
SAND and WATER PLAY
• Days of creation story eg. God separated water from human form from dirt as a race
sky—water and clouds in tub. Eg. God created sun,
moon and stars—add these to sand/water play
• Trucks, diggers, buckets, spades available and natural
materials also, use non-living items (trucks) to create a
living thing eg. castle for butterfly’s to rule.
INVESTIGATION
• Planting of vegetables to watch new life
grow
NATURAL ENVIRONMENT • Nurturing vegetables
• Gather natural materials for exploration
• Recording progress of growth
• Read under a tree
• Parachute lifts with questions about creation/Godly play • Sensory rice bin (creation eg. flowers,
etc rocks, plants)
• Gather materials that all living things need eg. water, • What else did God create in our
food, air environment?
• Caring for the garden eg. picking up rubbish, water • How did God create all of us?
garden • How did God think of creating creation?
CHILDREN’S INTERESTS/FUTURE BIKE PLAY
PLANNING • Bikes—wear a helmet
• Children’s literature following their interests • Scooters—wear a helmet
• Repeat activities that children enjoyed most • Prams
• Re-read scripture with new activities to go
Nature treck using bike play. Discover living
with it
and non-living things.
• Send home information and plan from this
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively assesses
student learning.

What is being assessed: that children are able to identify living and non-living
things in the creation by retelling the story of creation and highlighting the living
and non-living elements.
How assessed: Video recording of the child re-telling the story and highlighting
living and non-living things.
Strategy: Simple rubric as follows on the right.

PLANNED RITUAL –
Parents are invited to an afternoon ritual session about living and non-living things.

Ritual:

- Teacher lights a candle at the beginning to signify the start of the ritual celebration. Children sit in a big circle,
with their parent sitting on a chair behind them. In the centre of the circle is a prayer cloth with ‘God created
everything’ written on it. On the prayer cloth is a Bible, plastic figurines of animals, real flowers, sticks and leaves
as well as the pictures the children drew (Week 2, Lesson 1) around the cloth.
- One child (chosen earlier), hands out a piece of card with a prayer on it (as seen to the right), and another child
(chosen earlier) invites everyone to join in with the prayer; (previously taught during three weeks), “Let’s all join
in with this prayer together…In the name of the Father…Amen”.
- Teacher then reads Genesis 1:26-31, 2:1-4a (God made everything).
- Community prayers/wonder questions; one child begins by saying” ‘What must God be like if he created all living
and non-living things?. Selected children then read of a small piece paper (given to them previously to practice)
with responses to the wonder question stated above (as done in Week 1 Lesson 3).
- Teacher then states the overview of the unit and the focus of the three weeks (God creating living and non-living
things).
- Children recite the learnt the echo pantomime, learnt during week 1, 2 and 3.
 - Children participate in a role play activity of how to care for living things, as done in week three.
- Teacher explains the meaning behind the mural created and how it was created (draft, good copy, writing underneath).
- Parents and children walk around the room, discovering the artwork around the room.
- Final blessing; “Let’s praise God for creating us, for creating the living and the non-living things we have discovered during this Religion program. Go
in peace, discovering every little thing God has provided for us”.
- Teacher dismisses children and parents and invites them to stay for a shared morning tea and further exploration of the classroom as well as any
questions parents might have for the teacher.

APPENDIX – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.