RELIGIOUS EDUCATION CURRICULUM
School:
YEAR LEVEL: Prep / 1
Term
Year
FERTILE QUESTION: How does the bible help us in life today?
CLASS CONTEXT
Students with special needs/focus (students with different or non-religious backgrounds) –
Events –
Other Considerations -
RE STRAND/S
Sacred Texts
Beliefs
KLA Connections
English – Writing, sequencing story
Cross-curriculum Priorities
General Capabilities
Literacy
x
Aboriginal & Torres Strait Islander Histories,
Cultures & Spiritualties
Numeracy
Asia & Australia’s Engagement with Asia in a
Multi-faith Context
Critical & Creative Thinking
Personal & Social Capability
X
Sustainability and Ecological Stewardship
Ethical understanding
x
ICT Capability
Intercultural Understanding
Key Understandings (from Year Level Description and Achievement Standard)
By the end of this series of learning experiences, students will understand that:


stories of and about Jesus in the Gospels tell of Jesus’ life as a Jew, his mother Mary, his friends and family
Jesus’ teachings about love, compassion and forgiveness challenged people about the way they were living
Knowledge & Understanding…
Prep
Skills…
Prep
Christians venerate the Bible as a sacred book in many ways,
including proclamation in prayer celebrations and meditative
reflection in personal prayer. STNT1 R-STP.3
Use and display the Bible reverently.
Listen with reverence as Scripture is proclaimed in prayerful settings.
STNT1 R-STP.3
The Gospels tell the good news of Jesus.
Familiarity with characters, events and messages from some
key New Testament stories (e.g. Jesus’ family, Jesus’
followers, those healed by Jesus, those who welcomed Jesus,
Passion and Resurrection narratives) is a means of
connecting Scripture and real life. STNT2 R-STP.4
Listen and respond to stories of and about Jesus in the Gospels.
Share feelings and thoughts about the events, characters and messages in
some familiar New Testament stories.
Make links between some familiar New Testament stories and their own
experiences by sharing characters, events and messages that may be
similar or different to their own experiences. STNT2 R-STP.4
Jesus was a Jew. He lived in a Jewish family and Mary
was his mother. BEWR1 R-BP.3
Recognise stories from the New Testament that tell about Jesus’
life as a Jew.
Investigate and report what Jewish families were like in the time of
Jesus. BEWR1 R-BP.3
Year 1
Year 1
The Gospels of Matthew, Mark, Luke and John provide
particular insights into the life and teaching of Jesus. STNT3
R-ST1.2
Identify key events, places and characters in the life of Jesus as revealed
in Gospel passages
Identify similarities and differences between different Gospel accounts of
key events, characters and teachings in the life of Jesus (e.g. birth, death,
Jesus’ family, Jesus’ followers, meal stories, miracles). STNT3 R-ST1.2
Jesus participated in the life of the Jewish community. BEWR2
Explore and record some aspects of Jewish daily life at the time of Jesus
(including meal times, leisure times, observing the Sabbath, praying, food
laws). BEWR2 R-B1.3
R-B1.3
ASSESSMENT PLAN
Achievement Standard (Insert Year Level Achievement Standard and highlight relevant parts)
Prep Achievement Standard
By the end of Prep, students communicate clearly their ideas, feelings and thoughts about God, the goodness of God’s creation and God’s plan that people help each other to live safely and happily together, for the good of all.
They identify connections between some Old Testament stories and their personal experience, including experience of the goodness of creation. They listen and respond to stories of and about Jesus in the Gospels that tell of
Jesus’ life as a Jew, his mother Mary, his friends and family; of Jesus praying and teaching others to pray; and of his suffering, death and resurrection. They recognise Jesus’ teachings about love, compassion and forgiveness that
challenged people about the way they were living. They relate examples of people having the freedom to choose between good and bad, right and wrong.
Students understand that prayer helps believers to follow the teachings of Jesus; to live according to God’s plan. They recognise ways in which believers pray, either alone or with others, using word, music, action, silence,
images, symbols and nature and participate with respect in a variety of these prayer experiences, including meditation, the Sign of the Cross and Amen. They describe ways in which believers pray together during special
celebrations and rituals that mark important times in the life of believers and in the Church year.
Year One Achievement Standard
By the end of Year 1, students make connections to personal experience when explaining ways of living in accordance with God’s 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 God’s gift of the freedom to choose. They relate stories from some Old Testament texts that describe
God’s presence in the lives of individuals and communities. They identify words, actions and symbols used in the Sacraments of Baptism and Eucharist to communicate God’s presence and action.
Students identify the nature of Jesus’ mission and ministry, as well as 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 the many 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 and the Hail Mary.
Type of Assessment
Description
Possible Source of Evidence
Formative: (Assessment
for Learning)
Discussions: Who do I know in the Bible?
Brainstorm: Known Bible Stories?
Written Observations
Summative:
(Assessment of
Learning)
In thought bubbles of key character, students illustrate what the character was thinking which would have
resulted in their actions. E.g. What was the High Priest thinking when he acted as he did? Inquiry
Thought Bubble sheet – bulk observation
When does
assessment take
place?
Beginning of unit
During the unit
Build-a-Bridge using key words (both given and suggested) that links the likeness of the Good Samaritan to
God Routine
At the end of unit
Build a Bridge worksheet – bulk observation
Role Play – checklist of features
How does this apply to our life e.g. classroom, town? Students are given a scenario. In small groups think of
three characters that align to the GS parable. Role-play the scenario connecting the scripture to real life.
Inquiry
Draw a picture, and write a sentence (scribed by teacher if necessary) which shows how the Good
Samaritan Story could be applied to a situation in your life.
Yr One: Children role-play Good Samaritan story in a modern Day context of their home or in the
playground. They need to identify modern contemporaries of the characters from the parable and a
modern context that illustrates the message of the parable. Inquiry
Children construct a Shoebox Nativity Scene using either Luke’s or Matthew’s version. Can they identify
people, places and things? Children consult Christmas Wall to correctly identify features of either narrative.
Routine
Sentence / Picture
Affective: (Assessment
as Learning, Reflection)
Reflect on the fertile question – How does the bible help us in life? Simple Mind map – picture of bible in
middle – 3 bubbles – draw / write ways in which bible helps us in life. Inquiry
Simple mind map diagram
Snakes and Ladders reflection- reflect on the way you learn - What helped you and what got in the way of
your learning?
Snakes & Ladders worksheet
At the end of unit
SUCCESS CRITERIA





Devise a modern day dilemma from home or playground that sets the scene for the role play
Identify three modern day characters that match the three characters from the Good Samaritan story
Act out the story showing in word or action how each character responded to the injured party.
Illustrate and explain a response to the question: How can we be God-like in our home or our playground?
Explain how your illustration links to the Good Samaritan parable by using key words from the Build-a-Bridge activity
LEARNING AND TEACHING SEQUENCE
CDs
Inquiry Phase
Tuning In
Activity/Experience/Differentiation
What is a Bible?
 Discuss- What do I know about the Bible? Who are some
characters/places in the Bible (KWL chart)
 Show students different versions of Bibles – how is the text
different? How are the illustrations different
 Brainstorm known Bible stories. Immerse the children in
children’s bibles, with them selecting the story (quiet time
read a bible story)
 Create a religious image of bible story of week/day to record
these. Word wall for biblical stories.
 Begin with the jigsaw of the Bible. Link illustrations with bible
story and OT/NT.
Which Bible story is their favourite? Why? Can we learn more about
it? KWL chart
RESOURCES - ICLTs
Brainstorm chart
KWL chart
Survey
Assessment
Assessment for learning – listen to
the students response to ascertain
their knowledge of the bible and
bible characters. Written
observations
Finding Out &
Sorting Out
The Good Samaritan

Listen to The Good Samaritan Story from the class bible

Watch the Lego Parable – The Good Samaritan
http://www.youtube.com/watch?v=L3GJCK4Wy-0



As a class complete a Character Analysis identifying each character and their
role in Jewish daily life. E.g. high priest – man of authority; in charge of
temple, important. Teacher places key words on a Character Word Wall
titled ‘Jewish Daily Life’ to be added to for duration of the unit.
In thought bubbles of key character, students illustrate what the character
was thinking which would have resulted in their actions. Add emoticons
which show how the characters were thinking E.g. What was the High Priest
thinking when he acted as he did? Inquiry
Lego Parable – The Good Samaritan
http://www.youtube.com/watch?v=L3GJCK4Wy0
Scripture Module – story board characters of
Good Samaritan story
Assessment of Learning -
In thought bubbles of key character,
students illustrate what the character was
thinking which would have resulted in their
actions. E.g. What was the High Priest
thinking when he acted as he did? R/I
Character Word Wall
Thought bubble key character chart - What was
he thinking? Activity

Students Build-a-Bridge using key words (both given and suggested) that
links the likeness of the Good Samaritan to God
Build a Bridge sheet

How does this apply to our life e.g. classroom, school, town? Students are
given a scenario. In small groups think of three characters that align to the
GS parable. Role-play the scenario connecting the scripture to real life. R
Bulk observation

Communicating
Narrative activities- Good Samaritan picture board or Godly Play (ref Into
Scripture Module pg 14)
Jesus tells a Story Big Bible Storybook pg 175
Build-a-Bridge using key words (both given
and suggested) that links the likeness of
the Good Samaritan to God
How does this apply to our life e.g.
classroom, town? Students are given a
scenario. In small groups think of three
characters that align to the GS parable.
Role-play the scenario connecting the
scripture to real life. I
Bulk observation of character analysis
Song : ‘ In the Footsteps of Jesus’ – Many Roads
One Journey – Andrew Chinn
Song –‘ In the Footsteps of Jesus’ – Many Roads One Journey – Andrew
Chinn . Teacher makes the link from GS story – we are called to follow Jesus
word / message in the bible
The Infancy Narratives - Matthew and Luke

Listen to Luke’s version of The Christmas Story from the class bible

As a class complete a Character Analysis identifying each character and their
role in Jewish daily life. E.g. Joseph – stone mason; husband etc. Teacher
places key words on the titled ‘Jewish Daily Life’ Wall .

Listen to Matthew’s version of The Christmas Story from the class bible

Contrast the setting and characters with Luke’s version utilising the
Christmas wall containing words and pictures.

Listen to various Christmas Carols / Songs which depict the Christmas Story –
can they identify characters and which gospel account is depicted in the
song?
The Good Samaritan

Prep & Yr One:Students sequence the events of the GS story and match
each event with text (ref Into Scripture Module P. 43-44 for an
example)Routine

Prep & Yr One: Recount activities-Puppet recount (ref Into Scripture Module
P. 23) of Good Samaritan Routine

Yr One: Children in groups, role-play Good Samaritan story in a modern day
context of their home or in the playground. They need to identify modern
contemporaries of the characters from the parable and a modern context
that illustrates the message of the parable. Inquiry

Students make a digital response to the story in a collaborative space such
Character Word Wall
Contrast chart of two stories
Various Christmas carols depicting the infancy
narratives
Scripture Module
Assessment of Learning
Prep & Yr 1: Children will sequence the
events of GS story, using pictures or text –
correct sequence of story.(bulk
observation)
Prep & Yr 1:Puppet recount of GS story –
accurate recount of story (bulk observation)
Prep & Yr 1: Collaborative space – response
as Life
(teacher may scribe for Prep’s)
The Christmas Story

Prep & Yr One: Using the sand box students retell Matthew’s Christmas
story using figurines to symbolise characters. Routine

Prep: Children role play Luke’s Christmas story in a contemporary setting,
considering where would the action take place and who would be modern
counterparts of the characters involved. Routine , Inquiry would be if
students can draw or tell about the modern / real life connection

Yr One: Children construct a Shoebox Nativity Scene using either Luke’s or
Matthew’s version. Can they identify people, places and things? Children
consult Christmas Wall to correctly identify features of either narrative.
Routine would be the construction of accurate version & identification of
characters. Inquiry would be if students can draw or tell about the modern
/ real life connection
to story (inquiry – looking for insights)
Templates: http://www.dltkholidays.com/xmas/felt/index.htm
Yr One: Children role-play Good Samaritan
story in a modern Day context of their
home or in the playground. They need to
identify modern contemporaries of the
characters from the parable and a modern
context that illustrates the message of the
parable. Inquiry
Children construct a Shoebox Nativity
Scene using either Luke’s or Matthew’s
version. Can they identify people, places
and things? Children consult Christmas Wall
to correctly identify features of either
narrative.
Draw a picture, and write sentences which
show how the Good Samaritan Story could
be applied to a situation in your life – does
the picture / sentences depict a
comparative scenario
Taking Action
Develop a class action plan for being a Good Samaritan in our classroom – bullet point
style
Action Plan chart
Assessment of Learning
Bulk observation – inquiry task – can
students illustrate / write / explain why the
point they have selected is a good idea for
their classroom.
Action Plan Defender – Students take one point from the class action plan to illustrate /
tell / write why this is a good idea for their classroom.
Ask students what could they do with their learning’s about the Good Samaritan story?
This may lead to various responses which may be taken further.
Evaluating and
Reflecting
Reflect on the fertile question – How does the bible help us in life? Simple Mind map –
picture of bible in middle – 3 bubbles – make a written or artistic expression in the
bubbles displaying how the bible helps us in life. Inquiry
Snakes and Ladders reflection- reflect on the way you learn - What helped you and
what got in the way of your learning?
Mind map template
Assessment as Learning
Students ability to reflect upon their new
learning of how the bible helps them in life.
Students ability to reflect on the way they
learn