Unit Plan…

Learning Area: Religious Education Year Level: R/1 (Early Years Band)

Strands: Family Life – Health Awareness Proposed Duration: 1 week

Key Ideas: To help students identify ways to help those who are sick. To help students to learn about
Jesus’ care for the sick.

Standard Outcome:

Essential Learnings: Key Competencies:

 Identity – a sense of personal and group identity  KC1 – using information
 Thinking – a sense of creativity, wisdom and enterprise  KC2 – communicating ideas
 Interdependence – a sense of being connected with others  KC3 – planning & organising
and their world  KC4 – working in teams
 Futures – a sense of optimism about their ability to shape  KC5 – using maths
their futures  KC6 – solving problems
 Communication – a sense of the power and potential of  KC7 - using technology
literacy, numeracy and ICT
Higher Order Thinking Tool – 6 Thinking Hats
 White hat thinking identifies the facts and details of a topic
 Black hat thinking examines problems associated with a topic
 Yellow hat thinking focuses on the positive aspects of a topic
 Red hat thinking looks at a topic from the view point of emotions and feelings
 Green hat thinking requires creativeness, imagination and lateral thinking about a topic
 Blue hat thinking focuses on reflection, metacognition and the need to understand the big picture

Key Questions:
What feeling would that be?
How would you feel?
How did you feel?
Who looked after you?
What did they do to help you?
How did you feel when they helped you?

Tasks for Enquiry:

Feelings
Ask students to identify different feelings, discuss these feelings. Ensure happy, sad, unwell etc
Share examples of scenarios (outlined on pages 35-36 of Rec) and ask students to think how the
person in the example may have felt
Teacher to mime feelings and students guess what they are
Have feelings faces in a box, students to choose faces and mime them, other students to guess the
feeling/s
Use same feelings faces and have students choose them and discuss when they felt that way, I felt
<feeling> when <> or When <> I felt <feeling>

Feeling Unwell
Read and tell the story of the Good Samaritan
*Jesus often told stories to help us know how to respond to ourselves, others and God
*discuss what the message of the story was – what was Jesus telling us about caring for people who are
sick?
*ask the students how the injured man might feel? What would the Samaritan be thinking as he helped
the man by the roadside?
Discuss a time when students felt unwell (outlined on page 27 of year 1)
Use situations on p 31 (Year 1) book to ask students what they would do to help someone who is unwell

Needing Help
Ask the students in what situations they think they may need help? (refer p.28 year 1)
Ask students to share what they would/ could do to help that person
Choose a situation that may occur when a child would need help or would need to ask for help (lost at
supermarket/ emergency at home)
Have students make a plan of what to do in this situation
Share their plan with the class

Complete a prayer card

Learning Outcomes:
Students can identify feelings for themselves and for others
Students understand what it means to feel unwell, how they feel and how to help others if they are
unwell.
Students understand and can describe the story of the Good Samaritan
Students can identify a situation where they may require help/ assistance and can demonstrate what
to do in that situation.

Equipment/Resources:
Good Samaritan reading
Family Life booklets – reception and year 1
Copies of feelings faces from Year 1 book (p.30) or from Sue’s file
Copies of prayer card (p.33 year 1 book)

Formative Assessment Summative Assessment Student Self Assessment

Actively participates in class Plan of what students
discussions and activities need to do if they require
Identifies and describes feelings help/assistance
Mimes feelings
Describe what they could do to
assist someone who is feeling unwell
Identify and describe situations
where they may require
help/assistance