Religious and Values Education
Unit Planner
Title: Special People – Objects – Places – Places of Worship (Chapels, Churches,
Temples, Shrines) – Stillness and Silence
Key Learning Area(s): Religious and Values Education – Affective, Bible, World
Religions strands
Year Level: Years 4,5
Teacher(s): Chris Harris, Meredith Suckling, Steph Down, Viv Rowan, Jane Nehmy,
Heather Klose, Paul Hodgins, Marilyn Mosel, John Reddan
Proposed duration:
1.Outcomes / Objectives:
For the students:
1. To recognise that certain items and places are special
2. To explain why certain items and places can be of particular significance to
people (eg can help remind them of people, feel closer to someone, a place to
have some quiet, time, etc)
3. To demonstrate respect towards the right of a person to have special objects
and special places
4. To define their understanding of a sacred object
5. To identify and investigate sacred objects specific to Christianity and other
world religions
6. To identify and investigate different places of worship specific to Christianity
and other world religions
7. To identify personal places where they can have times of stillness, silence,
prayer and reflection
8. To experience and investigate the value of stillness, silence, prayer and
reflection for themselves and others
2.Resources:
Students’ personal items
Special Objects within school grounds (eg flag pole, Chapel, shrine, memorial garden
and walk, olives, bench, etc)
Sacred Objects – artefacts
School Museum
Guest Speaker – archivist
Prayer Wheels - East end of Rundle St
Local Places of Worship – Churches, Chapel, Buddhist Temple, Hindu Temple
School Grounds
Cemeteries / Shrines
Botanic Gardens – Japanese Gardens
Special Places - Creative Visualisations
Music – Environmental / Classical CDs
Candles
Cushions / Pillows
What do we know about Christianity / Buddhism / Hinduism / etc – Macdonald
Young Books
Joseph’s Coat??
My Place – Nadia Wheatley
Window – Jeannie Baker
Where The Forest Meets the Sea – Jeannie Baker
Rosie Dock – Jeannie Baker (video)
Grandpa
Grandma
There’s a Sea In My Bedroom
There’s a Hippopotamus on my roof eating cake
Zoom series of books
3.Key Questions:
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Do you have any items or places that are special that remind you of
someone? What makes them special? Why are some items special? Do all
people have the same special things or special places? Why / why not? Are
there some places that are considered special to different groups of
people? Where are they? (eg Cemeteries, Memorials, The Zoo, Places of
Worship, etc)
How would you feel if you were to lose your special thing or place? Why?
What is a sacred object? Can a special object or place be considered
sacred? Why / why not?
What are some sacred religious objects and symbols? (eg cross, bible,
altar, font, medallions, robes, etc)
How are different sacred objects used? (worn, read, viewed, etc)
What is a Place of Worship? Can a place of worship be anywhere? Why /
why not? Do all people attend the same places of worship? Why do you
think people attend or visit places of worship?
Are there times when you feel like some quiet time? When? Where?
Where are some places where you could have some times of stillness,
silence, prayer and reflection? Do you think it’s important to have time to
be still, silent, for prayer and reflection? Why / why not?
Do you think it’s important to have special places to be still, silent, for
prayer and reflection? Why / why not?
4. Activities:
1. Read to the students Where The Forest Meets The Sea … students
bring in photos or pictures of their special places and explain what it is
that makes these places special to them.
2. Students identify three people who are special in their lives … share
why … choose one of these people and select three words that describe
the character of this person … students bring in an item or a photo that
reminds them of that person … explain why this item is special to them
… represent in poem, reflective written piece, etc.
3. Students discuss the special places within the school grounds …
identify and represent perhaps as part of an information book for new
students … explain why they consider these places to be special.
4. Students view slides (Powerpoint presentation) of different special
places where groups of people like to go … formulate criteria and
classify. (include Places of Worship)
5. Students investigate the Street Directory indicating the different places
of worship (ie Christian and either Buddhist or Hindu) … students
identify these places of worship on maps.
6. Students investigate the key features, special or sacred objects and
practices within a Church and / or Temple … represent findings.
7. Students plan and organize a visit to special or sacred places (eg
Christian and Buddhist / Hindu places of worship, war memorial, etc)
8. Students reflect on their personal special places … discuss Harry
Potter’s special place where he goes for some quiet time (in the
cupboard) and / or read My Place … students discuss, identify and
represent special places where they could have some stillness and
silence at home and at school.
9. Students share their special places …identify those places that could be
appropriate for not just stillness and silence but also prayer and
reflection … what do we mean by prayer and reflection … students
examine different prayers from Chapel services … identify any
common features … can people pray in other ways (walking in the
park, sitting on your bed, under a tree, etc) … pose the question when
is thinking praying and vice versa … discuss
10. Students experience periods of stillness and silence … refer notes … to
be done on an ongoing basis.
11. Students complete personal journal reflection – do you think it’s
important to have special places to be still, silent, for prayer and
reflection? Why / why not? Share findings.
5. Assessment:
Student Work Samples:
 Students bring in photos or pictures of their special places and explain what it
is that makes these places special to them.
 Students investigate the Street Directory indicating the different places of
worship (ie Christian and either Buddhist or Hindu) … students identify these
places of worship on maps.
 Students investigate the key features, special or sacred objects and practices
within a Church and / or Temple … represent findings.
 Stillness and Silence – observation, checklists, anecdotal records
6. Evaluation: