Religion Curriculum Planning

Year Level: 1
Unit Length: 10 Weeks
Term: 3
Teachers: Chantelle Burl
Alana Moffat
Shai Mclady
Sharni Green
Vision for Religious Education
Students who are challenged to live the gospel of Jesus Christ and who are literate in
the Catholic and broader Christian tradition so that they might participate critically
and authentically in faith contexts and wider society.
Fertile Question/s:

What does the Old Testament teach us about life and God?

Year Level Description

The Religion curriculum involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and should be taught in an integrated way; and in ways that are

Year 1

Level Statement

In Year 1, students explore the Christian teaching that all people are created in Gods own image, with dignity and natural rights. They learn about living in accordance with
Gods plan for all creation: living safely and happily in community and in loving relationship with God, with a responsibility to care for all creation and using Gods gift of
freedom to make choices responsibly. They engage with a variety of Old Testament texts to learn about Gods presence in the lives of individuals and communities and
make connections to their own experiences. They explore the words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate Gods presence
and action. They learn about the different roles in the local parish community.
Students learn about the nature of Jesus mission and ministry. They explore aspects of Jewish daily life at the time of Jesus. They listen to, view and read accounts from
different Gospels of key events, places and characters in the life of Jesus and explore similarities and differences in these accounts. They explore the many ways in which
Mary, Mother of Jesus, is honoured by Christians past and present and develop their understanding of the Hail Mary, a Catholic prayer honouring Mary. Students understand
that prayer was an important part of Jesus life and is important in the lives of believers. They continue to learn about ways in which believers pray, either alone or with
others.

Year 1 Achievement Standard

By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with Gods plan for creation: that people live safely
and happily in community and in loving relationship with God, with a responsibility to respect the dignity and natural rights of all people, to care for all creation and to
responsibly use Gods gift of the freedom to choose. They relate stories from some Old Testament texts that describe Gods presence in the lives of individuals and
communities. They identify words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate Gods presence and action.
Students identify the nature of Jesus mission and ministry, as well as some similarities and differences between Gospel accounts of significant events, places and characters
in the life of Jesus. They describe some aspects of Jewish daily life at the time of Jesus. They recognise some ways in which believers past and present honour Mary, Mother
of Jesus, including praying the Hail Mary. They recognise the significance of prayer in Jesus life and in the life of believers and participate with respect in a variety of
personal and communal prayer experiences, including meditative prayer, Grace and the Hail Mary.

Knowledge and Deep Understanding (Statements and Codes)

Sacred Texts:
Old Testament
For Christians, the Bible is a sacred book. The Old Testament describes how the people of Israel have reflected on Gods presence in their
lives. (STOT 3)

Christian Spiritual Writing and Wisdom

The wisdom of some Old Testament stories (e.g. Moses, Abraham, Noah, Joseph, Ruth, Jeremiah) helps people understand Gods presence
in the lives of individuals and communities. (STCW2)

Beliefs:
Human Existence
God created human beings in Gods own image, in order to form a loving relationship with them. Gods plan is that people help each other to live safely
and happily in community. (BEHE1)

Christian Life:
Moral Formation
Christians believe God is creator and sustainer of life and all people have a responsibility to care for creation. Morality is about living in
accordance with Gods plan for creation. Gods gift of the freedom to make choices is to be used responsibly. (CLMF3)

Mission and Justice

Based in Scripture, the Church teaches that all people are created in the image of God. The Church teaches that all people have dignity and natural rights
and deserve respect, regardless of their religious, social or ethnic background. (CLMJ2)

Prayer and Spirituality

Jesus prayed regularly and taught others how to pray. Prayer involves talking and listening to God, either alone or gathered as community. Believers pray
with the help of word, music, action, silence, images, symbols and nature. Prayer in the Christian tradition, including Marian prayer, nurtures the spiritual
life of believers. (CLPS3)

Skills

Make connections between the lives of people in Old Testament stories, including Moses (Exodus 3:8-17), and the ways in which God was
active in their lives.

Make connections between important messages about Gods presence in the lives of individuals and communities in some Old Testament
stories and their own experiences.

Discuss ideas about God (including creator, forgiving, compassionate, caring, loving, listening).

Identify and share the gifts God has given.

Make a connection between their ideas of God (e.g. God is loving) and the way people live safely and happily in community (e.g. I/we can show love when
I/we...).

Recognise literal and inferred meaning in sacred stories about creation, including the second creation story (Genesis 2: 4b-8, 15-23) and
Noah: a story of re-creation (Genesis 6:13-9:1).

Make connections with personal experience when exploring Christian teaching about freedom to choose and how to use this freedom
responsibly.

Communicate a personal response to the Church teaching that all people are created in the image of God.

Make connections with personal experience when exploring Christian teaching about the dignity and natural rights of all people, regardless of their
religious, social or ethnic background.

Describe and explain the significance of some occasions when believers gather as community to pray (e.g. school feast day, Baptism, Sunday Mass,
funerals, weddings, school prayer assemblies and liturgical celebrations).

Participate with respect in a variety of personal and communal prayer experiences, including Grace and Marian prayer.

Religious Life of the School

(Go to Religious Life of the School Statements and Codes for explicit connections.)

Religious Identity & Culture

Prayer & Worship

Social Action & Justice

Evangelisation &
Faith Formation
Ethos and Charism
Christian Prayer
Justice in the School Community
Living the Gospel
Authentic Christian Community
Celebration of Life and Sacraments
Action for Justice
Spiritual Formation
Sense of the Sacred
Ritualising Everyday Life
Reflection on Action for justice
Witness to the Wider Community
Class and Whole School Context

Catholic Education Week 3

Arts Performance Night Week 3
Walkathon

Year 1 Liturgy
ASSESSMENT

FORMATIVE:

SUMMATIVE:

Learning Intentions

will know about the relationship between God and Noah (Genesis reference)

will understand the purpose of the Noah story

will understand Gods plan for us in the world

will know and understand their responsibility in caring for each other and all of creation

identify ways to help each other to live safely and happily in community.

will understand prayers of thanks (Grace)

SUCCESS CRITERIA:

Students

identify and share the gifts God has given

explain the message of the Noah story

make connections between Gods plan and their everyday life

will create and pray Thank you prayers to God.

CROSS CURRICULUM UNDERSTANDINGS

GENERAL CAPABILITIES
CROSS CURRICULAR PRIORITIES

Interpret and use texts to explore topics, gather information and make some obvious inferences using comprehension strategies.
Comprehending texts through listening, reading and viewing.
Use pair, group and class discussions as learning tools to explore learning area topics, to represent ideas and relationships and to prepare for
creating texts.
Composing texts through speaking writing and creating.
Compose and edit a small range of learning area texts.

ICT Capability

Use purposefully selected ICT tools safely to share and exchange information with appropriate local audiences.

Personal and Social Capability

Reflect on what they have learnt about themselves from a range of experiences at home and school.

Critical and creative thinking

Inquiring, identifying, exploring and organising information and ideas.

Aboriginal and Torres Strait Islander Histories and Cultures

Aboriginal and Torres Strait Islander peoples have a profound sense of the sacred and unique belief systems and are spiritually connected to the land, sea,
sky and waterways.

Sustainability and Ecological Stewardship

Ecologically and ethically sustainable futures result from actions designed to preserve and/or restore the quality, uniqueness and wellbeing of society and all
creation.

Mandated Core Scripture Text/s

Supplementary Scripture Text/s

Second Creation story
Genesis 2:4b-8 15-23
Noah: a story of re-creation
Genesis 6:13-9:1

Moses
Exodus 3:8-17

Praising Creation
Isaiah 49:14-16
Psalm 139:1-5
Psalm 139:14-16
Isaiah 49:14-16
Living in harmony
Matthew 7:12
Luke 6:31

Ruth
Ruth 1:1-19
Esther
Esther 2:16-3:1-11, 4-8
Mandated Prayer

Hail Mary

Learning Sequence/Inquiry model (Click on the icons, copy and paste into the
learning phase.)

Engag
e,
Launch
,
Tuning
in,
Plan

Ac
cess,
Explore,
Find Out,
Retrieve

Develop,
Explain,
Look,
Sort,
Process

Demo
nstrate,
Elaborate,
Go Further,
Analyse,
Share

Test, Draw,
Conclusions,
Connect

Activity/Experience/Differentiation
Inquiry
Phase

(Although phases appear sequential, movement between phases

is expected.)
Ensure that there is enough detail in this section to enable 2.5
hours of teaching of Religion per week. )
God made you, you are special!
Students listen to sharing of the story You are Special by Max Lucardo.
Students can also share and engage with the Youtube You are Special by Max Lucardo.
Students discuss and reflect on the following questions:
What is special about me?
How do I know I am special?
Should other peoples opinion of me, matter to me?
How is the story similar or different to the Youtube clip?
I am a gift!
Students will hide behind a screen in the shape of a gift box. The selected student behind

Evaluate,
Act

Reflect

Resources:
ScripturalTexts/RLOS
Codes/Explicit
Prayer/Other links
Learning Intention:
To understand that we are all special.
Success Criteria:
I can identify and share the gifts God has
given me and others.
You Are Special by Max Lucardo
https://www.youtube.com/watch?
v=Hq3jDgSqLUo (approx. 23min. cartoon
style)
OR
https://www.youtube.com/watch?
v=15QuHygLwFU (approx. 8min. reading
of picture book)

the screen describes 3-5 gifts and talents so that other students can guess who is behind
the screen. Students could also offer suggestions of other gifts and talents that the
student has.
Assessment
Students create a Concertina Book Strategy listing their special gifts and talents.
Who is God and how do we know about God?
Students explore images of God by engaging with Images of God by Marie-Helene
Delval or other literature.

Students view the following clip to enhance the students understanding of Who God Is?
Images of God
Students select five photo images from clip Images of God and answer the following
question. What do these photos tell us about who God is?
Students jointly construct a Wordle using adjectives that describe God e.g. loving, kind,
forgiving, caring, respectful, protective and helpful

Learning Intention:
To learn about who God is.
Success Criteria:
I can describe who God is to me.
Images of God by Marie-Helene Delval
https://www.youtube.com/watch?
v=0rWTFJPTvA0 (approx. 3min. reading of
picture book)
Wordle Link:
http://www.wordle.net/

Explore,
Find Out,
Retrieve

Is there more than one story of Creation in the Bible? Teacher introduces that we can
find out more about God from the Bible, especially in the Old Testament. Explain that there
are actually different stories of Creation in the Bible: Genesis 1 (7 Days); Genesis 2
(Garden of Eden); Genesis 6 (Recreation story of Noah). Emphasize that these are
stories NOT scientific, historical or literal accounts.
World of the Text: Read Genesis 1 with the whole class using class Bible or Bible
Gateway. Review students understanding of the story through orally recounting key
events. Discuss what is actually in the text? Is there a structure of the text? (God saidIt
was soGod saw that it was good) Who are the characters in the text? What happened
in the text? Students retell the story through a cut, order and paste activity.
World of the Text: Read Genesis 2 to students while they write or draw what they hear in
the story eg animals, people, what does God do in the story?
In small groups students compare images and words they have recorded. Students
combine images and words to make a group visual collage of the Creation story in
Genesis 2. Groups present to class. Teacher leads discussion on what was similar and
different and the visual images that each group created.
Pose the question: What is different about the Creation story in Genesis 2 as compared
with the story of Creation in Genesis 1?

Learning Intention:
To understand that there are different
stories of creation.
Success Criteria:
I can order pictures to retell the creation
story in Genesis 1.
Slide show of story with pictures:
http://www.slideshare.net/teganr4/in-thebeginning-by-andrew-chinn
See Portal for Creation Story Genesis 1
cut and paste activity worksheet

Learning Intention:
To understand that there are different
stories of creation.
Success Criteria:

As a class create a Venn diagram to show what is the same and what is different about
the two creation stories. Discuss why the two stories might be similar BUT different (eg
both stories from the past but were written by different people trying to understand their
world). Explain that these stories are myths elaborate stories composed to explain
origins. They are two different stories written at two different times.
World Behind the Text: What does the world behind the text mean? What can we learn
about the context of this text? The historical world of the human author(s); the cultural
world of the time; the geographic considerations of the text; the community for who the
text was written.
Play a game of Chinese Whispers to help the students understand how a story might
change over time.

Is there more than one story of Creation in the Bible?

Explore,
Find Out,
Retrieve

World In Front of the Text: Have students retell the creation stories of Genesis 1 and
Genesis 2. Pose the questions: What do you think is the message of the creations
stories?
Class discussion questions:
- Is the message still the same even though the stories are different?
- Why are they both creation stories?
- What do we learn about God through the story?
- What can the story mean for us today?
- Why the seventh day to rest in Genesis 1? (God wants people to take time to
stop, rest, and find a place to spend time with God. Jewish people back in the time
of the Old Testament, through the New Testament, and today, keep Shabbat
where they rest from sunset on Friday to Sunset on Saturday, each week and they
dont work/watch TV/go out. They stay with family and celebrate the great gifts
that God has given them.)
Key message: God is a God of love who has prepared our world for humans to live in.
God is Good! God is a creator God who has a special relationship with all of creation.
What did God do in order to prepare the world for humans? Eg gave us trees to
build shelter, seas to catch fish to eat.
Humans should treat each other and all living creatures with dignity and respect.
Ask students: How do you care for your mum, dad, siblings, pets?
God created the world out of love. We have a responsibility to help to care for
creation and to share Gods love in our world.

I can use words and images to retell the

creation story in Genesis 2.

Core Text: Second Creation Story

Genesis 2:4b-8 15-23

Learning Intention:
To understand that there are different
stories of creation.
Success Criteria:
I can describe a similarity and a difference
between the creation stories in Genesis 1
and Genesis
Learning Intention:
To understand that there are different
stories of creation.
Success Criteria:
I understand that stories can change over
periods of time.

Learning Intention:
To understand that there are
different stories of creation.
Success Criteria:
I can explain ways we can care for
Gods creations.

Learning Intention:
To understand that there are
different stories of creation.
Success Criteria:
I can identify other stories of
creation from other cultures.

In small groups students pick one of Gods creation and write/draw as many different ways
that they can care for that creation. The groups then present this to the class
World Behind the Text: Many ancient cultures told stories over thousands of years to
help explain creation and the Earth. Students explore a variety of cultural and indigenous
stories eg. Rainbow Serpent, Father Sky and Mother Earth. Discuss similarities and
differences to compare the stories and what the message for the people at that time might
have been.

How do we know about God?

Students are asked the questions where can we find out more? What does the Bible tell
us about God?

Develop,
Explain,
Look,
Sort,
Process

Students listen and explore the Noah story and emphasise it as a re-creation story.
Students read the scripture version of Noah and the Flood Genesis 6:13-9:1. Explain to
the students that the picture book stories are adapted versions of the Sacred Text. Revisit
the Bible as a Sacred Text. Discuss how old the stories are in the Bible. Explain the
difference between the Old Testament (stories before Jesus, stories about God) and the
New Testament (stories about the life and teachings of Jesus Christ) As a shared writing
task, together list the similarities and differences (including features of the plot, characters,
settings) from both the childrens picture book version/or video and the scripture version.
World of the Text: Students use the 5Ws and H Strategy to find out who, what, when,
where and the how about Noah and the Flood. Explore with the students, using
appropriate language for their level of understanding how we might understand the
Worlds of the Text about the story of Noah. What information is actually in the story Of
the Text
What is actually in the text? Boat, family, animals, flood, rainbow
What type of writing is this text? Narrative, story
Who are the characters in the text? God, Noah, family, animals
What happens in this text? Plot
Cruelty and violence have spread everywhere.
Flood is coming,
Noah builds a boat, n
animals come onto the boat with the family,
flood comes 40 days and nights,

http://www.bigmyth.com/myths/e
nglish/2_aboriginal_full.htm Bilbies
https://www.youtube.com/watch?
v=pCuuRRrfOXo Rainbow
Serpent
Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:
I can retell the events of Noah
and the Flood.

Core Text: Noah: a story of

re-creation Genesis 6:139:1

Can either watch or read a story

version.
https://www.youtube.com/watch?
v=Ni1Y_ZHG-es (approx. 24min.)

Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:
I can list the features in the text
Noah and the Flood.

rain stops,

See Poratl for Noah 5Ws

Strategy activity worksheet.

bird brings a sign of hope,

rainbow appears
Who speaks and who is silenced? God/Noah/family/community?
Where does the story take place? Middle East Egyptian influence
What was Gods Message for Noah?
World Behind the Text: Students continue to explore using appropriate language for their
level of understanding how we might understand the Worlds of the Text about the story of
Noah.
- How did Noahs people make sense of the world at that time?
Students discuss how these are stories from the past a very long time ago. Students
discuss and understand that stories were not written down at the time but past on as a
verbal story. There were no photos, no books, no computers and no
newspapers. Students reflect on the game of Chinese Whispers to help them understand
how a story might change over time.
Students also reflect on the recent visit to Australia Zoo and have different students recall
key happenings. Compare different versions of the same event using a retrieval chart to
record the similarities and differences from the recount of each story. Select five students
to wait outside the door (supervised). As each one comes into give their story, ask: What
did you see? What did you hear? Who was there? Students discuss how all gathered
information can help us understand the story about what might have happened at a place
in time. The class reflect and discuss the different versions of the same story. Why do you
think the same story sounded different? Students discuss why the story of a flood and a
promise from God might have been important for Noahs people.

Sequencing of the Noah story

Students recreate the story of Noah and the Flood on a Comic strip template.

Develop,
Explain,
Look,
Sort,
Process

Rainbow Colour Activity

Caring for Gods Earth is a big book by Mary-Ann Casanova (pp18-19)
Students explore the symbol of the rainbow. The Rainbow is a special symbol from the
story of Noah. It reminds us of Gods promise of Love for us and creation. The human eye
sees seven colours in the rainbow spectrum. Each colour of the rainbow has a meaning
and message to help us to be rainbow people. Explain to the students how each colour

Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:
I understand that the Noah story
might have changed over time
before being written down.
See Portal for Changes of Event
activity worksheet.
Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:
I can retell the story of Noah and
the Flood.
See Portal for Comic Strip activity
worksheet.

can remind us of a message from God about how to look after creation. Have each strip
of the rainbow prepared and create a rainbow in front of the students as you explain each
colour.
Red is the colour of love. Red reminds us to love God and love creation.
Orange is a warm colour. Orange reminds us that everything around us is
made from startdust and we are related; we are Kin.
Yellow is the colour of hope and happiness. Yellow reminds us to enjoy
creation and to use our imagination in caring for Earth.

Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:
I can identify the different colours
of a rainbow and what they mean.

Green is the colour of healing and life. Green reminds us to do our bit to look
after the Earth.
Blue is a sacred colour. Blue reminds us that all life is sacred and precious.
Indigo is the colour of wisdom. Indigo reminds us to use our intelligence to
protect every living thing.
Violet is the colour of mystery and creativity. Violet reminds us that all creation is
valuable and made by God. Violet reminds us to be creative in looking after the Earth
Students create their own rainbow with coloured paper.

Example of rainbow art:

World In Front of the Text: Students examine literature such as Gods

Dream, that can provide clues to further explore the fertile question of How can we live
in our world, according to Gods plan? Gods Dream helps the students come to an
understanding as to what plan God had for Noah and also us. Discuss ideas, characters
and events within the text and share personal responses to the text, making connections
with students' own experiences about living safely and happily with each other.
Students are invited to close their eyes and look with their heart to imagine Gods dream
about caring and sharing, playing with others, praying, being kind, saying sorry. How are
we all family for God? Is Gods dream too hard for me?
Exploring the Three Worlds of the Text
Students engage in a discussion - What do you know about floods? Teacher explains
that floods have been around for a long time and they were common in the time of Noah.
A lot of people experience hardship as results of floods, now and particularly at that time
when they might not have understood the science and geography of floods. People were
told lots of stories about how they were flooded, so the idea of a flood occurring was
understandable to them. The story of Noah is a reminder about what may have been a lot
of stories that were written at that time to explain floods.
There was no internet or TV to explain about floods or that they were coming. They may
have thought that God was punishing them, as they had no way of understanding why

Learning Intention:
To know about the relationship
between God and Noah. To
understand the purpose of the
Noah story.
Success Criteria:

these floods were happening. We now know, through science, that floods are an act of
nature that sometimes happens. Even today, we can often predict a possible flood, but we
cant stop it from happening or causing damage. Sometimes we can prepare if we know
there is a flood coming but we do know that floods affect a lot of people, good and bad.
Same idea Different Story?
Students are led to understand that many ancient cultures had stories over thousands of
years to help explain creation and the Earth.
Students explore a variety of cultural and indigenous stories.
Students discuss similarities and differences to compare the stories and what the
message for the people at that time might have been.
- Caring for Gods Earth big book by Mary-Ann Casanova pp 10-11
- Tiddalik the Frog
- Father Sky and Mother Earth
-

The Rainbow Serpent

Our God is a Great Big God

Students engage the students with the song Our God is a Great Big God by Monica
Brow.

Demonst
rate,
Elaborat
e, Go
Further,
Analyse,
Share

Students discuss and reflect on the following questions:

What is meant by Our God is a Great Big God
What has God created?
How does he hold us in his hands?

I can make connections between Gods

plan and my everyday life.

Get Gods Dream storybook from

the Library.
See Portal for Gods Dream
Template activity worksheet.

Learning Intention:
To know about the relationship
between God and Noah. To
discuss what the people of that
time might have thought about
floods.
Success Criteria:
I can make connections between
the Noah story and the people of
that times understanding about
floods.
Learning Intention:
To understand Gods plan for us in
the world.
Success Criteria:
I can make connections between Gods
plan and my everyday life.

Song:
https://www.youtube.com/watch?
v=eaXPXWBcE3I

(God is everywhere, God looks after us, God created us and wants us to take care
of the earth)

Old Turtle
Read and Discuss the Story Old Turtle by Douglas Wood

Reading of Old Turtle:

https://www.youtube.com/watch?

What can we understand about God from this story?

v=0itq-Uk43mE

How can I see God in me?

How can we see God in others and in all creation?
How can I use look after what God has created?
Walking Hand in Hand with God
Students participate in a nature walk around the school, exploring and sharing interesting
aspects of creation that they already know and notice. Introduce students to a meditative
Nature walk as a Lectio of Nature. Enjoy the Nature Walk as a prayerful experience.

Song with lyrics:

https://www.youtube.com/watch?
v=1rGlqV79xFA

Students will be asked where they can see God. Take photos of the places that they
suggest. Use the photos within the classroom for further discussion. Students us a
Think Pair Share strategy to share their reasons and add text annotated by the children
using the iPad app Instaquote to add textual meaning to each of the selected photos.
Photos can then be printed to create a photobook or classroom display.
Students explore the song and discuss the lyrics to Hands by Jewel.
How can our hands be helpful even though they are small?
Why does the song tell us that only kindness matters?
The students photos could be compiled into a Photo Story or PowerPoint with the
students singing the Hands song as background music.

Our Face in God

Students will be read the story- Giraffes Cant Dance by Giles Andrede
Explore the key messages of the story as a whole class and summarise the character of
Gerald.

Demonst
rate,
Elaborat
e, Go
Further,
Analyse,
Share

How can he be described?

How was Gerald able to use his gifts and talents?
How are you a little like Gerald?
Students use their knowledge and understanding from the story to explore further identity
of self. Students further discuss their characteristics, personalities, like/dislikes?
Students could develop their own Peoplescape using collage, drawings, photos, text.

Learning Intention:
To understand Gods plan for us in
the world.
Success Criteria:
I can make connections between Gods
plan and my everyday life.

Students could take portrait photos of each other. Using the iPad app WordFoto they could
upload their individual photos to apply words/phrases that summarise themselves. Print
outs of the final digital copy could be displayed in the classroom or created as a gift card
for parents/ care-givers.

Reading of Story:
https://www.youtube.com/watch?
v=G745TRClOVo

Students use the WordFotos to share each others gifts and strengths. How can Johnnys
gifts be used to help Gods creation?
E.g. Johnny loves animals.Q. How can Johnny use his gift/strength to care for Gods
creation?
Dream Big
Students are grouped based on their strengths in the WordFoto pictures. Eg. Environment
group, animal group, service group etc.
Create groups of children with similar gifts and strengths. Pose them the inquiry question:
How can your strengths help at school? What could you do to help others?
Students take part in helping around the school community. They continue to take photos
of each other picking up rubbish, holding hands, planting trees/weeding garden, learning
with their hands in the classroom etc. These could also be developed into Wordfotos or a
Photostory and published in the school newsletter and /or school website.

Learning Intention:
To understand Gods plan for us in
the world and identify ways to
help each other live safely and
happily in a community.
Success Criteria:
I can make connections between Gods
plan and my everyday life. I can identify
ways to help others.

Test,
Draw,
Conclusi
ons,
Connect

How Wonderful to be Part of Gods Amazing Plan

Students reflect on previous core content areas - You have been exploring lots of different
ways to think about God. You have looked at lots of images to help you understand that
God is with us and all around us. What were some images that you remember?
Students share a simple Thank you God litany for Gods creation. Thank you God
for
Class could decide on an appropriate response; eg. All praise and thanks to you God
What is Gods Plan for Us?
Students participate in a Y chart discussion to review what they have learned and
understood from previous core content areas. What does it look like, sound like, feel like
when we all try to care for Gods Creation?
What is Gods plan for us?
What is Gods plan for creation?

How can my gifts be used to care for Gods creation?

What role do I play in Gods plan?
What have we learned from Sacred Text and the story of Noah?
Students in small groups reflect on their knowledge of the story of the Genesis re-creation
story Noah - Genesis 6: 13-9: 1
Students further discuss the world in front of the text what might the message be from
this story about how we come to know Gods plan for us? How does God want us to live
safely and happily with each other and creation?
Using Our Gifts For Gods Plan
God has given us many gifts. We know we can use our gifts to live safely and happily in
community. We can help our class community and our school community. Let us listen to
a story that helps us to understand how our gifts bring joy and happiness to those around
us.
Students listen to the story of Stone Soup
Students engage in a variety of drama strategies to retell and re-enact this story either
using the text or re-visioning the story for a classroom context.
Students explore the key messages of this story about community and helping each other
by sharing with each other. We can share things but we can also share our gifts with each
other.
Students will discuss how this story makes connections with Gods plan for us and
creation?
How does this story help us to know and grow more about God?
Students discuss connections between Jesus messages about caring, the story of Stone
Soup and real life experiences for the children.
Teacher poses the question: Did Jesus know about Gods plan?
What rules does God want us to live by?
Come up with a class set of creation rules which show how people should treat the Earth
and the people in it. Discuss which rules we are doing well at St Peters and those that we
need to improve on.

How Should we Care About Each Other?

Students are asked: Did Jesus share Gods plan for us? Explore messages from Jesus
from New Testament text. In the Bible Jesus says. Luke 6: 31 Treat others just as you
want to be treated.

Evaluate
, Act

Matthew 7: 12 12 Treat others as you want them to treat you. This is what the Law and the
Prophets are all about.
When Jesus lived on Earth, he had many messages from God. These messages are still
important for us to help us understand Gods plan. An important message from Jesus was
about how we treat others. If we love ourselves and our gifts from God if we truly
believe in ourselves and how special we are Jesus tells us that God wants us to treat
other people just the same as how we like to be treated. Role play real-life scenarios with
students about how they like to be treated; at home, at school, playing games, playing
sports.
Students use a think, pair, share strategy to reflect upon a time when they were treated
with respect care and kindness. What happened? How did you feel? Students thank
each other and /or make a thank you card for times when they were treated with love and
kindness.
How Do I Want to be Treated?
Students explore feelings about how we would like to be treated by creating an emotions
mask. Using a paper plate, draw two opposite emotions on each side of the mask
happy vs sad. Pose particular scenarios to the students where they might be treated
kindly or treated unfairly. Students can display the side of the mask to express their
feelings about how they feel when they are treated in a particular way.
The story book Gods Dream could be revisited to discuss and reflect on feelings (eg.
caring, hurt, forgiving)
How Can We Show God That We Care About Creation?
Students participate in an inquiry of Why do we need to care for Creation? Are we
caring enough? Using a variety of Early Years literature and stimulus images that invite
us to think about and respond to the questions.
Eg. Some literature ideas
Where the Forest Meets the Sea Jeannie Baker
Dinosaurs and All That Rubbish by Michael Foreman
The Last Tree by Mark Wilson
You and Me, Murrawee by Kerri Hashmi; Illustrated by Felicity Marshall

Using the same pictures as the assessment have students glue each into their journal and

Refer to pictures on staff portal.

draw themselves in each of the 7 days of Genesis, Adam and Eve story and Noah .
Students will need to show themselves taking care of Gods creation.
Students complete before and after Y charts?
What does creation look like, sound like, feel like when we dont care.
What does creation look like, sound like, feel when we do care?

Reflect

Assessment: What Can I do to Say Thank You God For Creation? How We Give
Thanks to God?
Place the pictures around the classroom. Students will need to use book creator to take a
picture and verbally annotate how this place or person can be taken care of.
Emphasise:
- How are all people created in Gods image?
- How should we take care of this place?
- Why is taking care of this place what God wants?
- What choices have people made in this picture?

Project Topic:
Assessment Title:

Refer to pictures on staff

portal.

Date Assessed:
Type:
Date:

Description:

Learning Area
Success Criteria

Above

Expected Level

Below Expected Level

Based in Scripture, the Church

teaches that all people are
created in the image of God.
The Church teaches that all
people have dignity and natural
rights and deserve respect,
regardless of their religious,
social or ethnic background.
(CLMJ2)

Overall Grading

Students link the

themes of the stories
to their own lives.
They can apply
Gods message to
express how and
why creation should
be cared for. This
reasoning is linked to
a specific gospel
story.

o
o
o
o
o

Well Above
Above
Expected
Below
Well Below

Students link the themes of

the stories to their own lives.
They can apply Gods
message to express how and
why creation should be cared
for.

Students identify how creation

is cared for but make no link to
Gods message.

Unit:
Students
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9
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14
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19
20

Monitoring Comments