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NATIONAL CURRICULUM TEACHING AND LEARNING PLAN
Learning Area: Religion
Teacher:
Standard: 2
Year Level: Year 3 and 4
Unit Topic: Being Sexual
Made in the Image of God
http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collecti
on-3387
MITIOG Outcomes
Key Idea: Students explore the belief that sexuality is integral to the human
person and develop an understanding of the teachings of the Catholic Church
regarding human sexuality.
Outcome 2.2 Responds to the belief that humanity is an expression of God’s
creative love and identifies the distinct stages of human growth and change.
HPE Australian Curriculum
DRAFT Document
http://consultation.australiancurriculu
Draft HPE Links
m.edu.au/Static/docs/HPE/F10Curriculum.pdf
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Strand: Being Sexual
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Content, Skills, Attitudes and Dispositions:
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An understanding of the developmental changes that occur from
conception to old age.
An understanding of how a foetus grows and develops.
An appreciation of the different needs of different stages of growth
and development.
An appreciation of the miracle of new life and growth as a sign of
God’s wonderful creation.
An ability to identify and name parts of the body related to the
reproductive system and a basic understanding of their function.
(Year 4 only)
An appreciation of the Catholic understanding of the purpose of
sexual intercourse. (Year 4 only)
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Examine how success,
challenge and failure
strengthen personal identities
Explore strategies to manage
physical, social and emotional
change
Describe and apply strategies
that can be used in situations
that make them feel
uncomfortable or unsafe
Identify and practise strategies
to promote health, safety and
wellbeing
Describe how respect,
empathy and valuing
difference can positively
influence relationships
Investigate how emotional
responses vary in depth and
strength
Discuss and interpret health
information and messages in
the media and on the Internet
Research own heritage and
cultural identities, and explore
strategies to respect and value
diversity
Crossways Outcomes
http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3281
Key Idea:
Strand:
Content, Skills, Attitudes and Dispositions:
Child Protection Curriculum
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Term 1
Term 2
3
The Right to be Safe
Exploring the concept of
safety 
Reviewing the concept of
early warning signs 
Unsafe situations and
acceptable risk taking 
Relationships
Understanding rights and
responsibilities 
Trust and networks 
Developing personal
identity 
Power in relationships 
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The Right to be Safe
Exploring the concept of
safety 
Reviewing the concept of
early warning signs 
Unsafe situations and
acceptable risk taking 
Term 3
Recognising and
Reporting Abuse
Privacy and names of
parts of the body 
Recognizing abuse,
neglect and unsafe
secrets 
Internet, telephone and
media safety 
Relationships
Recognising and
Understanding rights and
Reporting Abuse
responsibilities 
Privacy and names of
Trust and networks 
parts of the body 
Developing personal
Recognizing abuse,
identity 
neglect and unsafe
Power in relationships 
secrets 
Internet, telephone and
media safety 
GENERAL CAPABILITIES
Term 4
Protective Strategies
Problem solving and
keeping safe 
Review of networks 
Protective Strategies
Problem solving and
keeping safe 
Review of networks 
http://www.australiancurriculum.edu.au/GeneralCapabilities/Overview/General-capabilities-in-the-Australian-Curriculum
Literacy
Students understand the language used to describe health status, products, information, and services. They also
develop skills that empower them to be critical consumers able to access, interpret, analyse, challenge, and evaluate
the ever-expanding and changing knowledge base and influences in the fields of health and physical education.
Students also learn to comprehend and compose texts related to Health and Physical Education. This includes
learning to communicate effectively for a variety of purposes to a range of audiences, express their own ideas and
opinions, evaluate the viewpoints of others and express their emotions appropriately in a range of social and
contexts and with different audiences.
Numeracy
As students engage with Health Education they see the importance of numeracy, select relevant numeracy
knowledge and skills, and apply these appropriately. Students interpret and analyse health and physical activity
information using statistical reasoning, identifying patterns and relationships in data. Using these to consider trends,
they draw conclusions, make predictions, and inform behaviour and practices.
ICT
Students further develop their understanding of the role ICT plays in the lives and relationships of children and
young people. They explore the nature of these tools and the implications for establishing and managing
relationships in the 21st century. Students develop an understanding of ethical online behaviour including protocols
and practices for using ICT for respectful communication. Students use ICT as key tools for communicating,
collaborating, creating content, seeking help, accessing information and analysing performance in the Health and
field
Critical and Creative Thinking
Students learn how to critically evaluate evidence related to the learning area and the broad range of associated
media messages, and creatively generate and explore original alternatives and possibilities. In Health and Physical
Education, students’ critical and creative thinking skills will be developed through learning experiences that
encourage them to seek solutions to health issues. They do this by designing effective and appropriate strategies
and products that promote personal, social and community health and wellbeing. Students will also use critical
thinking to challenge societal factors that negatively influence their own and others’ health and wellbeing.
Ethical Understanding
Focuses on the importance of treating others with integrity, fairness, and compassion, and of valuing and respecting
diversity and equality for all. Students examine ethical principles and codes of practice appropriate to different
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contexts such as at school, at home, in the community, in relationships, in the natural environment and when using
digital technologies, such as social media. They develop the commitment and capacity to apply these principles
consistently.
Personal and Social Capability
Students use personal and social capability to work collaboratively with others to appreciate their own strengths
and abilities and those of their peers and develop a range of interpersonal skills such as communication,
negotiation, teamwork, leadership and an appreciation of diverse perspectives. The curriculum provides
opportunities for students to explore their own personal identities and develop an understanding of factors that
influence and shape a sense of identity. Students learn how to recognise, understand, validate, and respond
appropriately to their own emotions, strengths and values.
Intercultural Understanding
Students appreciate that differences in beliefs and perspectives may affect how some people make food and health
choices. They recognise occasions when tensions between individuals and groups are based on cultural differences,
and learn to act in ways that maintain individual and group integrity and that respect the rights of all. They will be
able to examine stereotypical representations of various social and cultural groups in relation to community health
issues. In doing so, students gain an understanding of how culture shapes personal and social perspectives and
interactions. They also gain an understanding of what is valued within their families, social groups, and institutions
and other cultures within the broader community.
CROSS-CURRICULUM PRIORITIES
http://www.australiancurriculum.edu.au/CrossCurriculumPriorities
Aboriginal and Torrens Strait Islander
Histories and Cultures
Students will explore the importance of family and kinship structures for maintaining and promoting health, safety
and wellbeing within their community and the wider community.
Asia and Australia’s engagement with Asia
While exploring health and movement in the context of Asia, students develop an understanding of the links
between humans, environments, and active living practices.
Sustainability
Students will develop an understanding of the principles of sustainable practice. They will explore concepts of
diversity, social justice, and consumerism as they relate to the promotion and maintenance of health and wellbeing,
and the importance of ensuring equitable access and participation for all community members. They will advocate
and undertake actions to create and preserve environments that support healthy, active living. These include
learning in, and about, the outdoors, and the creation of spaces for outdoor learning. Through their actions,
students will develop the capacity to contribute to a sustainable future.
CROSS- CURRICULUM LINKS
LINKS TO DATA- eg NAPLAN, samples of work, observations, tests,
RESOURCES
GENERAL RESOURCES
Diagrams for standard 2
http://online.cesanet.adl.catholic.edu.au/docushare/dsweb/View/Collection-3401
Year 4 Only: Wonder of Living Series Disc 2
CHURCH TEACHING
Genesis 1 and 2
Psalm 139
Isaiah 49:15-16
Luke 2: 1-20
Ephesians 2:10
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Familiaris Consortio, n 11
Gaudium et Spes, n. 12
Humanae Vitae, nn. 11-12
Theology of the Body, 1/9/80, p. 60 - 63
ASSESSMENT
4
WEIGHTING
%
DUE DATE
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Teaching and Learning Opportunities
Timing
KEY INQUIRY
QUESTIONS/CONCEPTS
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LESSON CONTENT
AND PROMPTS
Magazine search. Complete a magazine
search of people from all age groups
participating in a range of activities. Sort
into different age groups and present as
posters.
• Body systems concept map. Create a
concept map about current understandings
of the body and body systems and how they
work.
• Demonstrating love. Read a picture book or
story which explores the demonstration of
love. Brainstorm appropriate ways people
show their love for each other.
• Body systems. Explore charts that label
parts of the male and female body,
focussing on body systems. Investigate how
the systems work.
• Sequencing stages of development of a
foetus. List on cards things the unborn baby
can do as it develops in the womb, for
example: hear, turn somersaults, curl up,
drink, pull faces, suck thumb, respond to
outside noises, register fear and pain, see
light/dark and perform 1000 movements a
day. Discuss and estimate the approximate
stage of development at which the foetus can
perform these tasks and sort the cards into
CAPABILITY LINK
ASSESSMENT
Examples of
Evidence
• Works in
groups to
create a model
depicting
various stages
of life from
conception to
death.
• Researches
and describes
how the foetus
grows and
develops
within the
womb.
• Names and
celebrates the
miracle of new
life as a sign of
God’s
wonderful
creation.
• Identifies and
labels parts of
the body
ADJUSTMENTS
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order.
Correct terminology. Brainstorm
vocabulary used to name parts of the body.
List the words the students know then
emphasise the correct name. (Reinforce the
importance of using correct terminology to
promote the sacredness of the body.)
• Labelling reproductive systems. Use a
selection of the following names to label
the reproductive systems: penis, vagina,
uterus, ovary, cervix, fallopian tube,
testicle, scrotum.
• Use the correctly labelled diagram of the
reproductive system to briefly explain
how sexual intercourse can result in the
beginning of new life – conception.
Use language such as ‘expressing love
in a special way’, ‘miracle’ and ‘gift’
to communicate the wonder of God’s
creation – the human life cycle.
• Surveying needs of people of different
ages. Research the characteristics and
needs of people of different ages by survey
or interview. List the characteristics and
needs of each group including: what they
look like (physical changes), what their
needs are (food, sleep, exercise), what
they might do, who they might live with,
what they believe, what leisure activities
they undertake.
• Body systems. Investigate how body
systems work.
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related to the
reproductive
system.
• Conducts
surveys to
identify the
needs and
characteristics
of different age
groups, and
analyses
findings.
• Develops an
action plan of
things to do
to assist
his/her
physical,
spiritual and
intellectual
growth, and
monitors
progress at
regular
intervals.
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• Stages of development of a foetus. In
small groups students draw what they
think a baby (foetus) looks like when it is
inside the mother’s womb at the beginning,
middle and final stages of pregnancy.
Model of stages from conception to old
age. Draw or make a model of a person at
various stages from conception to old age.
Students place models in order, showing
the development of the human person and
describe what he/she can do at each stage.
• Cross classification chart. Design a cross
classification chart using the findings of the
research into the characteristics and needs
of different ages.
• Development of the foetus. Illustrate
the development of the foetus within the
womb.
Pre-natal development. Students fill out
a ‘Things I know’ and ‘Make me wonder’
chart about pre-natal development.
Discuss and then compile a class list of
questions to research with parent/s,
teacher or significant adult.
• Development of foetus. Use a picture story
book, an interview with family members,
guest speakers, expectant parents or a
midwife to explore how a foetus develops
in the womb.
• Miracle of new life. Reflect on the miracle
of new life and communicate this in a
suitable way: prayer, song, poem, podcast,
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PowerPoint presentation or photo story.
• Growth. Discuss the things that students
can do now which they were unable to
do previously. Discuss how their growth
- intellectually, physically and spiritually
(include reference to Reconciliation,
Eucharist and Confirmation) - has assisted
them to achieve these things. Students
develop individual action plans under each
of these headings to show what they can do
to assist further growth.
Reflection
Eg What worked? What would you change? How engaged were the students?
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