RELIGIOUS EDUCATION CURRIUCLUM
School:
YEAR LEVEL: 2
FERTILE QUESTION:
Term
Year
Where Might A Sacred Journey Take Me?
Knowledge & Understanding…
Christian Life
Prayer & Spirituality
Religious Knowledge and Deep Understanding
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.
Meditative prayer uses silence and stillness to assist
believers to listen and talk to God.
Skills…

Participate with respect in a variety of personal
and communal prayer experiences.


Participate respectfully in meditative prayer.
Identify and use practices and spiritual exercises
that assist them to prepare for and engage in
meditative prayer.

Pose questions about aspects of the past of a
parish community
Sequence some key events in the past of a parish
community
Develop a narrative about aspects of the past of a
parish community
There is a range of practices for preparing the body
and the mind for meditative prayer
A range of spiritual exercises drawn from the
Christian tradition helps believers engage in the
‘work of meditation’
Church
Church History
Each parish community has its own past, which is
revealed in many ways


Sacred Text
New Testament
Knowledge of the historical, cultural and geographical
context of the first century Mediterranean world assists
the reader of the Gospels to better appreciate the life
and times of Jesus.
 Gather and record information about the geographical,
cultural and historical context of the first century
Mediterranean world
 Identify and place some of the key events and people
of the first century Mediterranean world within a time
sequence.
 Add contextual information (historical, geographical
and/ or cultural) to familiar Gospel stories.
ASSESSMENT
Formative:
 Students use a Sensory Map to explore the Church.
 Students generate a Time Line by investigating within the church and by questioning key personnel to
identify some key events in the history of the church
 Using Scripture Place Map, children map the journey Mary & Joseph would have taken to reach Bethlehem.
Students list five challenges inherent in such a journey.
 Compare & contrast between a Pilgrim and Tourist using a Venn Diagram
Summative:
 Students are given the opportunity to return to two sacred sites in and around the Church and fill out their
Pilgrim Journal.
 Students complete a Mind Map identifying those areas in the Church they visited, their wonderings, and
where to next.
LEARNING AND TEACHING SEQUENCE
Week
No.s
Inquiry Phase
Tuning In
Activity/Experience/Differentiation
RESOURCES - ICLTs
Peaceful Places
Read Five Minutes Peace by Jill Murphy
Students draw & describe a place that for them is
special because it is peaceful.
Five Minutes Peace
by Jill Murphy
Church Search
Students take a regular visit to their parish church and
use a Sensory Map to explore the Church. Use Flip
Cameras to take photos of unfamiliar objects for
further investigation
Discuss features of the parish church and their purpose.
In pairs students work on the Church Search Learning
Object on the RE Website
Learning Object:
Church Search:
http://www.twb.catholic.edu.au/RE_LO/
Church%20Search/index.html
http://www.twb.catholic.edu.au/RE_LO/Church%20Search/index.html
List reasons why people go to church and the important
ceremonies that take place there.
Finding Out &
Sorting Out
Our Church’s History
On a Wonder Wall students pose wondering questions
about the history of the local church (e.g. when was it
built, where is the original building etc)
Find the foundation stone of the Church to find out
when it was built. Students generate a Time Line by
investigating within the church and by questioning key
personnel to identify some key events in the history of
the church
Students Role Play a key figure in the local church, past
or present, to express their contribution to the local
church’s story
Journeys
Discuss with children the concept of journey, starting
with familiar journeys they make regularly e.g. to
school. Compare these journeys with ones lest
frequently taken but are exciting or special or
important.
Choose stories from both Old and New Testament that
focus on journey e.g. Moses journey across the Red
Sea; Mary & Joseph’s journey to Bethlehem.
Using Scripture Place Map, children map the journey
Mary & Joseph would have taken to reach Bethlehem.
Scripture Place Map Strategy
Desert Wisdom
K O’Brien & D White
In pairs students complete a list of five challenges
inherent in such a journey.
Pilgrimage
Watch the DVD: Pooh’s Grand Adventure – The Search
for Christopher Robin
Discuss with children what was special about Pooh’s
trip and why it wasn’t a holiday. Highlight the fact that
the trip had a purpose – to find and be with someone
you love.
Introduce the terms ‘pilgrim’ and ‘pilgrimage’
Explore the concept of pilgrimage as a sacred journey
Brainstorm with children why people would make a
sacred or holy journey. Make a list of suggested
reasons
Show the clip on Lourdes pilgrims (Teacher Note: a little
dated but gives a good introduction to Lourdes)
http://www.britishpathe.com/video/pilgrimage-to-lourdes-2
Looping Detour: Go to Going Further
Using Postcard Strategy, students imagine they are a
pilgrim at Lourdes and write about what they see and
how they feel about their experience
Compare & contrast between a Pilgrim and Tourist
using a Venn Diagram. Highlight with students three
elements that characterize pilgrimage: e.g.
prayerfulness, desire to be close to God, need of
healing.
Parish Pilgrimage
Explain to students that they will be going on their own
pilgrimage to a local sacred site – their parish church or
cathedral.
Using information from their Church Visit earlier in the
term, as a class brainstorm all the places in or around
the church which could be visited. In groups of three
prioritise the five most important sites which are
brought back to the whole group for a class consensus.
Students start a Mind Map identifying those areas in
the Church they would like to visit and their
wonderings
Prepare a Shopping List of things you will need to go on
a pilgrimage. Who will need to be involved: teachers,
helpers, priest? Children decide who needs to receive
an invitation to be part of their pilgrimage and create
accordingly.
Refer to their Venn Diagrams to highlight the reverence
that will be needed for this journey. Stillness & silence
will be important.
DVD: Pooh’s Grand Adventure
– The Search for Christopher
Robin
Students enter into centring prayer, focusing on their
breathing and being comfortable with silence (Teacher
‘Don’t Just Do Something Sit
There’ by Mary K Stone
Note: This is an on-going practice that should be integrated into the
prayer life of the children throughout the year. A good resource is
‘Don’t Just Do Something sit there’ by Mary K Stone)
Students undertake a Guided Meditation focusing on
the theme of journey.
Guided Visualisation of a
Pilgrimage
Many pilgrims wear a distinctive badge or piece of
clothing to identify them with a particular pilgrim
group. Using calico, students design a simple stole they
can use for their pilgrimage
Going Further
Students explore the life of St Bernadette using
resources such as Saints and heroes 1: St Joseph & St
Bernadette and other resources on her life.
Saints and heroes 1: St Joseph
& St Bernadette
RE Resource Centre
AV 270.092 SAI
Students work on the Meet a Saint Research MiniProject
Students explore websites related to Mary MacKillop
Place in Sydney. Why would this be a place of
pilgrimage for people?
Students can draw of map of the Church and
surrounds, marking the sites that they will visit on their
pilgrimage
Taking Action
On our Journey …
On the day of the pilgrimage, the parish priest or
principal should give the students a blessing as they
begin. Students wearing their pilgrim’s stoles could
follow a lead cross carried by one of the students. To
keep them focused and to promote a sense of
reverence on the journey, a well -known hymn or
sacred song such as Many Roads One Journey by
Andrew Chinn could be sung by the children.
Depending on the size of the class, it may be
convenient to divide into smaller groups with a leader.
As the groups enter the Church each group moves to
one of the decided sites in or around the Church. A
brief description can be given by the leader and then
the students have the opportunity to use their senses
of sight & touch to explore the site. Before moving on,
each group spends some time in centring prayer.
Each group move around to all five sites using the same
procedure. Students are then given the opportunity to
return to two sites and fill out their Pilgrim Journal.
This should be undertaken quietly and with reverence
Blessing Prayer for Others
About to Leave on a Journey
Many Roads One Journey by
Andrew Chinn
Evaluating and
Reflecting
After the pilgrimage, students return to their Mind
Map and complete What did We See? and Where to
Next?
Sensory Map
What do I see?
What do I hear?
Our Church
What do I smell?
What can I touch? How does it feel?
Journey to Bethlehem
Nazareth
Jerusalem
Bethlehem
Challenges
1. ______________________________________________________
2.______________________________________________________
3.______________________________________________________
4.______________________________________________________
5.______________________________________________________
Similar & Different
Tourist
Pilgrim
What are three facts you now know about being a pilgrim?
1. _______________________________________________________
_______________________________________________________
2. _______________________________________________________
_______________________________________________________
3. _______________________________________________________
_______________________________________________________
A mind map is a diagram used to represent words, ideas or images around a central key word or idea.
To make a mind map, one starts in the centre of the page with the topic or main idea and works
outwards in all directions using key words and key images.
Using mind maps for reflection
A good way to use mind maps as part of the reflection process is to introduce a class map at the
beginning of the unit.

Make a mind map large enough to allow your class to see. As you explain what will be covered ,
the class can follow along on the map.

As you teach the unit, you can add additional information. Include information about the skills
the students will be developing.

At the conclusion of the unit or learning sequence, students are given a map template and
asked to record their learnings and their perceptions. Guiding questions could be given but
these should not inhibit the student’s freedom to express their reflections.
Here’s an example:
ambo
We worked
in pairs
tabernacle
sacristy
We were given
a map to follow
Visit to the local Church
Stations of the
cross
tabernacle
We could be
tour leaders for
a younger
grade
Look up Google
for information
on Cathedral
design
We could look
at other
churches &
compare
We could
design our
own church
I wonder what the
red lamp is for.
Allowed to
explore on our
own
I enjoyed finding
the ‘mystery
objects’
I wonder who opens
and locks up the
church
Invite Father to
explain things
in the Church
I wonder why some
churches have
kneelers and ours
doesn’t
I wonder why our
Cathedral has a very
high ceiling
Consider: What did I learn? How did I learn?
What questions do I have about my learning?
What can I do with this learning?
GUIDED VISUALISATION OF A PILGRIMAGE
Have paper, crayons & felt tips ready near to children. Ask them to sit in an alert & relaxed way,
close their eyes & focus on gentle, deep breathing. Appropriate music may help them to be still.
Explain that they are going to be part of a story which they might see in their minds.
Imagine you are standing on the side of a country lane... Can you feel the sun shine?
Beside you is an old church... There are no cars & no houses...
It is very quiet... You are with a group of people but no one is talking...
A woman in the group bends down & begins to remove her shoes...
Then a man removes his...
You begin to do the same... Perhaps you sit on the grass verge to do it...
Think about your shoes... Can you imagine undoing them & taking them off?
First one shoe... and then the other... You take off your socks & put them into your shoes...
Does it feel strange to be bare foot outside?
You stand on the road...Can you feel the warm tarmac beneath your feet?
The group of people begins to walk down the road & you follow them...
Still no one speaks...
You carry your shoes. Can you feel their weight in your hands?
You watch the road as you walk, looking out for sharp stones...
The grit gathers on the soles of your feet...I expect it hurts as you walk...
If you want to, you can brush it off, but it soon gathers again...
Perhaps you step on something sharp & cry out in pain as you stop to see what it was...
Imagine looking at the sole of your foot...
When you are ready, you carry on walking. Perhaps now you go more slowly. Perhaps your feet are already
sore...
If you look up, you can see that you are entering our church
Look around you in the church….. look above ….look on the ground
Does it feel warm or cool in the church
Do you notice any smells in the church?
Run your hands over the seats/pews. Feel the material or wood.
Move over to a statue …. Run your hands over the statue …. Feel the coolness of the stone
Take your time walking through the church …. Down the centre aisle …. Back around the side aisles ….. move to
the front doors
I wonder how you feel as you realise your journey is almost over...
You stop outside another church...
Everyone in the silent group bends down to put their shoes on again...
Once more you sit on the side of the road... You brush the small stones from your feet...
You get out your socks & put them on... Maybe it feels strange after your walk...
As you put on your shoes, first one & then the other, think about the shoe tightly fitting around your foot.
When you are ready, stand up & look up at the church...
Your journey is at an end.
When you feel ready open your eyes & return to the classroom.
Invite the children, without saying anything, to draw any part of their journey.
When they are ready, invite them to share their pictures or their feelings with a partner.
Key questions for discussion:





Why do you think people walk a mile barefoot?
What do you think the travellers were going to see or do?
I wonder why nobody spoke whilst walking?
On the journey the stones in the road may have hurt your feet. What hurts you in your life?
When have you been asked to do something which has caused you some pain?
Meet a Saint
My Name: ______________________
Date: ______________
The name of my Saint is: __________________________________________________
My Saint was born in ______________________________________________________
His or her Feast Day is: ___________________________________
This is what my Saint looks like.
(Please find a photo of your
Saint and sketch a drawing of
him or her here)
My Saint’s Life: (Write 3 things you found out about the life of your Saint)
What are 3 important qualities did your Saint have?
1. ____________________________________________________
2. ____________________________________________________
3. ____________________________________________________
From what you have learnt, how can this saint help you be a better person?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Write a short prayer to your Saint.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Blessing Prayer for Others About to Leave on a Journey
Adapted from Edward Hays: Prayers for the Domestic Church
Blessed are You, Lord our God,
for you have created a wide and wonderful world
in which we can travel.
We ask your blessing upon __________________ (names)
as they are about to leave on their pilgrimage.
May You be their ever-near companion,
spreading the road before them
with beauty and adventure.
On this journey, may they take with them
as part of their traveling equipment
a heart wrapped in wonder
with which to rejoice in all they shall see.
Along with that clothing of wonder,
may they have room in their luggage
for a holy map.
With the aid of this map,
may they explore and understand all that they visit,
using the gifts of their senses
May the blessing of the Father,
and of the Son
and of the Holy Spirit
be upon you throughout this trip;
may it shield you from all harm
and bring you home again in safety and in peace. Amen
Pilgrims Journey
My special object or place
_____________________________________
Why is this object or place special to me?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Write a short prayer you could pray as you sit here
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________