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 Religion Curriculum P-12

 
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Prep Year Level Description

The Religion Curriculum P-12 involves four strands: Sacred Texts, Beliefs, Church and Christian Life. These strands are interrelated and are taught in an integrated way, and in ways that are appropriate to specific local contexts.

In Prep, students learn about some Old Testament and New Testament stories that tell of a God of love, the creator of all, the goodness of God’s creation, God’s special relationship with all of creation and God’s plan that people help each other to live safely and happily together, for the good of all.

Students listen to, read and view 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; of his teachings about love, compassion and forgiveness that challenged people about the way they were living; and of his suffering, death and resurrection. They learn that Christians believe God created people with the freedom to choose between good and bad, right and wrong. They explore examples of times, from familiar texts and their personal experience, when people make these choices.

Students understand that prayer helps believers follow the teachings of Jesus; to live according to God’s plan. They learn about ways in which believers pray, either alone or with others, including the Sign of the Cross and Amen. They observe 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. They learn about the Church building as a sacred place for believers and the Bible as a sacred book for believers.

Prep Year Content Description

Sacred Texts

Old Testament

Religious Knowledge and Deep Understanding

Christians venerate the Bible as a sacred book in many ways, including proclamation in prayer celebrations and meditative reflection in personal prayer.

Skills

Use and display the Bible respectfully.

Listen with respect as Scripture is proclaimed in prayerful settings.

Elaboration

Investigation
  • exploring how the Bible is venerated in their class / school setting
  • investigating how, when and where stories from the Bible are proclaimed and listened to in their school setting
Real Life
  • displaying the Bible in its own special place in the classroom
  • creating sacred spaces that incorporate and display the Bible in reverent ways
  • handling the Bible with care and in ways that are appropriate for prayer

Religious Knowledge and Deep Understanding

Familiarity with characters, events and messages from some key Old Testament stories, including Joseph (Genesis 37:1-36, 39:1-6, 41:15-44, 41:53-57, 42-46) and David (1 Samuel 17:1-49), is a means of connecting Scripture and real life.

Skills

Listen and respond to Old Testament stories

Share feelings and thoughts about the events, characters and messages in some familiar Old Testament stories.

Make links between some familiar Old Testament stories and their own experiences by sharing characters, events and messages that may be similar to or different from their own experiences.
Investigation
  • identifying problems, plans and solutions in familiar Old Testament stories
Focused Teaching and Learning
  • providing a simple, correctly sequenced retelling of some Old Testament stories through play and focused learning
  • drawing on real life examples to explain the meaning of some familiar Old Testament stories
  • naming people and events from life experiences that are similar or different to familiar Old Testament stories
  • predicting possible endings or consequences of some familiar Old Testament stories (e.g. Moses Exodus 2: 1- 10; Abraham and Sarah Gen 15:1 – 6, 18:1-15, 21:1-7)
  • using simple retrieval charts to enhance students’ understandings of some key Old Testament stories (e.g. creation stories, Noah, Joseph, Moses, Abraham and Sarah)
  • collecting pictures of Jesus and other New Testament characters
  • roleplaying events from the life and teachings of Jesus in Gospel stories
Real Life
  • using familiar Old Testament stories for a diverse range of purposes e.g. creating a photo story or a page in PowerPoint, simple plays, collages, retell, reflection, prayer and celebration
Play
  • retelling some familiar Old Testament stories through imaginative play, use of illustrations and images

New Testament

Religious Knowledge and Deep Understanding

Christians venerate the Bible as a sacred book in many ways, including proclamation in prayer celebrations and meditative reflection in personal prayer.

Skills

Use and display the Bible reverently.

Listen with reverence as Scripture is proclaimed in prayerful settings.

Elaboration

Investigation
  • exploring how the Bible is venerated in their class / school setting
  • investigating how, when and where stories from the Bible are proclaimed and listened to in their school setting
Real Life
  • displaying the Bible in its own special place in the classroom
  • creating sacred spaces that incorporate and display the Bible in reverent ways
  • handling the Bible with care and in ways that are appropriate for prayer

Religious Knowledge and Deep Understanding

The Gospels tell the good news of Jesus.

Familiarity with characters, events and messages from some key New Testament stories, including the birth of Jesus (Luke 2:1-7; Matthew 1:18-25), is a means of connecting Scripture and real life.

Skills

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 to or different from their own experiences.
Investigation
  • identifying problems, plans and solutions in familiar New Testament stories
Focused Teaching and Learning
  • providing a simple, correctly sequenced retelling of some New Testament stories through play and focused learning, including the birth of Jesus (Luke 2: 1-7; Mt 1:18-25)
  • drawing on real life examples to explain the meaning of some familiar New Testament stories
  • naming people and events from life experiences that are similar or different to familiar New Testament stories
  • predicting possible endings or consequences of some familiar New Testament stories
  • using simple retrieval charts to enhance students’ understandings of some key New Testament stories (e.g. Lost in the Temple Luke 2:41-47; Presentation in the Temple Luke 2: 22-24)
  • collecting pictures of Jesus and other New Testament characters
  • roleplaying events from the life and teachings of Jesus in Gospel stories
Real Life
  • using familiar New Testament stories for a diverse range of purposes e.g. creating a photo story or a page in PowerPoint, simple plays, collages, retell, reflection, prayer and celebration
Play
  • retelling familiar New Testament stories through imaginative play, use of illustrations and images

Christian Spiritual Writings and Wisdom

Religious Knowledge and Deep Understanding

The writer of the first creation story in the Old Testament (Genesis 1:1-2:4a) repeatedly uses the statement “And God saw that it was good” to emphasise God’s special relationship with all of creation.

Jesus’s wisdom challenged people about the way they were living (e.g. The Greatest Commandment: “Love the Lord your God with all your heart, all your soul and all your mind and love your neighbour as yourself.” Matthew 22:37-39).

Skills

Share feelings and thoughts about the goodness of God’s creation from their own experience.

Make connections between some of Jesus’ wise statements and how these are expressed in a range of stories (e.g. personal stories, stories of the school’s founders, children’s literature, film, art).

Elaboration

Routines and Transitions
  • using the response “And God said that it was good’ in a litany of creation they have composed (e.g. Thank you God for the beautiful blue sky” and all respond ….”
Focused Teaching and Learning
  • engaging with a variety of texts about creation, including Scriptural texts, children’s literature, movies, art, to make connections and find patterns of language about the goodness of creation
Play
  • responding to the awe and wonder of God’s creation by playing with music and sound effects and/or through dance and song
Real Life
  • creating a class reflective journal, with words and/or images, to apply selected wise statements of Jesus (e.g. Do not be afraid, I am with you) to real life situations and personal stories
Resources:
RE and Active Learning Processes, Awe and Wonder of Creation pp. 18 -25

Beliefs

Trinity: God, Jesus the Christ, Spirit

Religious Knowledge and Deep Understanding

There is one God, the source of truth and love, who is creator of all. God’s presence is revealed in the goodness of creation.

Skills

Listen and respond to the two creation stories in Genesis (Genesis 1:1-2:4a and Genesis 2:4b-9; 15-25).

Make links between God and the natural world.

Share their ideas about God and creation.

Elaboration

Investigation
  • exploring the wonders of creation through a microscope
Focused Teaching and Learning
  • creating a Y-chart about what God looks like, sounds like, feels like
  • listening and responding to various stories of creation such as Andrew Chinn’s In the Beginning; creation stories in Genesis (Gen 1:1 – 2: 4a; Gen 2:4b – 9; 15 – 25; Noah- a re-creation story Gen 6: 13-9:1)
  • creating a group-generated collage (digital or visual) to express their ideas about God as creator
  • using digital technologies (e.g. photostory) to communicate their ideas about God and God’s creation
Real Life
  • discovering and discussing mysteries and wonders in creation
  • making connections to where the students see God in their school environment (e.g. nature, people)
Play
  • exploring the wonders of creation through outdoor play in the school environment
Routines and Transitions
  • developing a class prayer that celebrates creation
  • using songs and actions to celebrate God’s creation

Religious Knowledge and Deep Understanding

Christians believe that Jesus suffered, died and rose again.

Skills

Listen and respond to the Easter story in the Gospels, including Mark 16:1-8.

Share feelings and thoughts about the events, characters and messages in the Easter story.
Investigation
  • creating a word and picture wall to share feelings and thoughts about  the events, characters and messages in the Easter story in the Gospels (e.g. Matthew 28: 1-10; Luke 24:1-12; John 20: 1-10), including Mark 16:1-8
Focused Teaching and Learning
  • providing a simple, correctly sequenced retelling of the Easter story through play and focused learning
  • retelling the Easter story through imaginative play, use of illustrations and images
  • using the Four Resources model to explore the story of Easter
Real Life
  • participating in Holy Week celebrations and rituals in classroom and/or school
  • discussing what they remember about the Holy Week celebrations – what did they see, hear, feel?
Routines and Transitions
  • using songs to remind students of the key events and messages of the Easter story 

World Religions

Religious Knowledge and Deep Understanding

Jesus was a Jew. He lived in a Jewish family and Mary was his mother.

Skills

Recognise stories from the New Testament that tell about Jesus’ life as a Jew, such as the presentation in the temple (Luke 2:22-24; Luke 2:39-40) and the finding in the temple (Luke 2: 41-52).

Investigate and report what Jewish families were like in the time of Jesus.

Elaboration

Investigation
  • locating key places on a bible map or interactive bible map (e.g. Resource Link posters and websites) that match key events in Jesus’ life
  • investigating what life was like in a Jewish family in the time of Jesus by exploring books and websites such as www.nazarethvillage.com
Focused Teaching and Learning
  • using speaking, writing or drawing to communicate some ideas about Jesus’ life in a Jewish family
  • listening to stories from the New Testament about Jesus’ childhood
  • exploring the personal family story of Jesus (e.g. the birthplace of Jesus, the people in Jesus’ family)
Play
  • role playing the parts different people played in Jewish families in the time of Jesus e.g. the daily jobs that mothers, fathers, children, grandparents did for the family

Church

Liturgy and Sacraments

Religious Knowledge and Deep Understanding

The Church has important ways of praying together through celebrations and rituals, marking special times in the life of believers (e.g. Baptism, Eucharist) and in the Church year (the liturgical seasons).

Skills

Identify celebrations and rituals that mark special times in the life of the Church community (e.g. Baptism, Eucharist, Reconciliation, Christmas, Easter) and in the Church year (e.g. Lent, Holy Week, Easter, Pentecost, Ordinary Time, Advent and Christmas).

Describe some ways in which members of the Church pray together during special celebrations and rituals (e.g. word, action, silence, music and symbol, patterns/repetition, special colours).

Make connections between Church rituals and special times in the lives of believers (e.g. Baptism and welcome; reconciliation and forgiveness).

Elaboration

Investigation
  • visiting the church and looking for the colour of the liturgical season
  • finding out why believers celebrate some significant religious rituals
Focused Teaching and Learning
  • preparing to participate in whole school celebrations associated with liturgical seasons or special feast days e.g. Ash Wednesday, Holy Week, Easter, Advent, School feast day
  • talking about clothes people wear for special occasions or jobs that they do (e.g. school uniforms and colours) and linking this to the special clothes that the priest will wear when celebrating in the Church
  • collaboratively constructing a Y-chart about the ritual celebrations of a significant event in their personal or school life e.g. birthday, ANZAC Day, Grandparent’s Day, school assembly
  • using a range of communication forms (oral, graphic, written, role play) and digital technologies, students share their ideas and feelings about an experience of a school ritual
  • retelling a story about a significant event a student’s family celebrates or remembers e.g. birthdays, sporting events, anniversaries, baptisms or other religious festivals
Real Life
  • creating class prayer cloths to connect with the liturgical season e.g. printing with different shades of green, collage with different shades of purple, tie dying calico in the appropriate colour
  • changing the liturgical colours in the classroom sacred space
  • viewing and/or participating in some celebrations and rituals in the life of the Church community (e.g. visit a parish Church; use a multi-media resource such as Together at One Altar
Resources:

People of God

Religious Knowledge and Deep Understanding

The Church building is a sacred place. Believers gather in the Church to pray, to be together and to celebrate various rituals (e.g. Baptism, Eucharist, Marriage).

Skills

Identify features of the Church building that mark it as a sacred place (e.g. religious art, artefacts, icons and symbols, sacred objects, special clothes, parish name, etiquette).

Describe some ways in which believers gather in the Church to pray, to be together and to celebrate various rituals.

Elaboration

Investigation:
  • visiting the Church to complete a Church Search that investigates religious art, artefacts, icons and symbols, arranging for the parish priest, APRE or parish worker to be present to show special clothes and sacred objects
Focused Teaching and Learning
  • visiting the Church building to find out about sacred connections with the parish and school (e.g. evidence of name, signs, logo, motto, images)
  • Preparing to participate in whole school celebrations associated with liturgical seasons or special feast days e.g. Ash Wednesday, Holy Week, Easter, Advent, School feast day, etc.
Real Life:
  • planning for a prayer celebration in the Church (e.g. writing invitations, preparing food to share after the celebration, getting ready by knowing what is expected when we are in the this sacred place e.g. we stand, we sit, we listen, we sing, we pray, etc.)
Play:
  • making things students have seen in the Church building (e.g. cross, altar, font, tabernacle, chalice, statues) and people involved in the celebration
  • constructing a plan of the Church building with 3D materials e.g. wooden building blocks
  • creating their own scenarios of Sacraments andschool celebrations, Mass using the home corner which has been set up to represent the interior of the Church building
Routines and Transitions
  • giving the sign of peace in the Prayer Circle at the beginning/ end of the day
  • incorporating simple liturgical responses into prayer e.g. The Lord be with you. And with your spirit
Resources:

Christian Life

Moral Formation

Religious Knowledge and Deep Understanding

Jesus taught key messages about love, compassion and forgiveness, including the parable of the Good Samaritan (Luke 10:29-37). Jesus taught that love of God and others is the greatest commandment. Christians are called to follow the teachings of Jesus.

Skills

Share feelings and thoughts about some of Jesus’ key messages about love, compassion and forgiveness.

Identify connections between Jesus’ key messages about love, compassion and forgiveness and their personal experience.

Elaboration

Real Life Situations:
  • creating a Big Book or digital story which includes digital photos of observations of themselves living out the Golden Rule, captioning the images appropriately
Play:
  • acting out scenarios using the “Curtain up, Curtain down Strategy” (A-Z Strategies) or by making puppets to demonstrate love and compassion, reconciliation and peace, or loving one’s neighbour. (RE and Social and Personal Learning pp. 34-35)
  • roleplaying events from the life and teachings of Jesus in Gospel stories
Focused Learning and Teaching:
  • developing an understanding of The Greatest Commandment (Mt 22:36-39 // Mk 12:28-31 // Lk 10:25-28) “Love your neighbour as you love yourself” in the context of the parable of the Good Samaritan (Luke 10:29 -37) (RE and Social and Personal Learning pp. 9 -55)
  • using some Four Resource Model questions (RE and Social and Personal Learning p.49), introduce students to The Golden Rule (Mt 7:12 //Lk 6:31) - Jesus taught that people should treat each other the way they would want to be treated
  • using Drama Strategies (A-Z Strategies) explore ways they can use their hands so that they treat others like they would like to be treated
Routines and Transitions:
  • developing classroom routines that are fair and just e.g. everybody gets a chance to be the Leader for a Day and experiencing what it is to love others as a leader RE and Social and Personal Learning p.35)

Religious Knowledge and Deep Understanding

According to Christian teaching, God created people as rational beings with the freedom to choose. Choices between good and bad, right and wrong involve the whole person - emotions, feelings and reasoning.

Skills

Identify examples from scriptural texts, including the Ten Lepers (Luke 17:11-18), where people have the freedom to choose between good and bad, right and wrong.

Explore the emotions, feelings and reasoning involved when people make choices between good and bad, right and wrong and make connections with their personal experiences.
Focused Learning and Teaching:
  • recording evidence from some Old Testament stories (e.g. Adam and Eve, Jonah) and New Testament stories (e.g. Joseph and Mary, Zacchaeus, the Ten Lepers (see also Sacred Texts Strand) where characters exercise God’s gift of the freedom to choose
  • making inferences about the feelings, emotions and reasoning of characters in familiar texts when they make their choices
Routines and Transitions:
  • using a variety of resource cards and/or stimulus objects (e.g. Bear Cards, Koala Company Cards, Feelings Faces), students express their feelings when retelling experiences in which they have made choices between good and bad, right and wrong (RE and Social and Personal Learning p.28)
  • listening to and exploring the meaning and messages in children’s literature that present themes on the freedom to choose, making good and bad choices and the consequences of these choices and the emotions, feelings and reasoning involved in making choices. (RE and Health and Physical Education, pp. 15 – 31)
  • naming the feelings of characters in familiar stories as they make their choices (e.g. using Feeling Eggheads , feeling stones, shapes ) RE and Social and Personal Learning p.20
Investigations:
Resources:
Australian Curriculum: General Capabilities; Personal and Social Capability: Social Awareness and Social Management; Ethical Behaviour: Understanding Ethical concepts and issues; Exploring values, rights and ethical principles

Mission and Justice

Religious Knowledge and Deep Understanding

God’s plan is that people help each other to live safely and happily together. Societal laws are intended to be for the good of all.

Skills

Identify connections between God’s plan for people to live safely and happily, as illustrated by Jesus’ teaching (e.g. The Golden Rule, Matthew 7:12//Luke 6:31), and their personal experience (e.g. at school, home, community).

Explore their feelings and thoughts about societal laws (e.g. classroom, playground, family, safety) being intended for the good of all, rather than to meet individual wants and needs.

Elaboration

Focused Learning and Teaching:
  • using some familiar Old Testament stories (e.g. Noah, Gen 6:5 – 8, 7: 1- 5, 8-10,12,17,22 8:6, 8 –12, 13b, 20 – 22), New Testament stories (e.g. the Good Samaritan, Lk 10:29-37; stories of Jesus healing) and teachings of Jesus (e.g. The Golden Rule (Mt 7:12 // Lk 6:31), share thoughts and feelings about God’s plan for people to live safely and happily together
Real Life Situations:
  • developing a class covenant that illustrates ways of living and working safely and happily together
  • developing rules for safe and happy outdoor play that protect the good of all
  • identifying examples of societal laws (e.g. property, safety, traffic, environment, classroom, school, family) that are intended to be for the good of all, drawn from digital images (e.g. traffic lights, safety signs)
  • sharing thoughts and feelings about the positive and negative aspects of laws that protect the good of all (e.g. taking turns, sharing resources, listening when others speak, completing tasks within a given time, managing your emotions) from the perspective of an individual
Routines and Transitions:
  • setting up rules and ways of being (e.g. classroom routines) that promote the value of justice and the teaching of love and compassion
Play:
  • encouraging natural play practices that foster relationships that are fair and just for all
Investigations:
  • searching out ways to improve the safety of classroom and outdoor play situations
  • Investigating or reviewing protective behaviours
Resources:
Australian Curriculum: General Capabilities: Personal and Social Capability: Social Awareness and Social Management; Ethical Behaviour: Understanding Ethical concepts and issues; Exploring values, rights and ethical principles

Prayer and Spirituality

Religious Knowledge and Deep Understanding

Jesus prayed regularly and taught others how to pray. Prayer involves both talking and listening to God, either alone or with others. Believers pray with the help of word, music, action, silence, images, symbols and nature.

Skills

Identify some occasions when believers pray alone (personal prayer) and pray with others (communal prayer).

Communicate an understanding of the language, gestures, purpose and context of the Sign of the Cross and Amen.

Listen and respond to stories in the Gospels of Jesus praying and teaching others to pray,including teaching his disciples (Luke 11:1-4).

Recognise elements that help believers pray.
Participate with respect in a variety of prayer
experiences (e.g. prayer circles, school prayer, thank you prayers).

Elaboration

Focused Learning and Teaching:
  • learning about traditional prayers (i.e. the language, gestures, purpose and context) and reciting traditional prayers for individual and communal use, including the Amen and the Sign of the Cross
  • learning about the sense of the sacred during daily prayer times, including preparing for prayer by contributing to the creation of a sacred space
  • viewing or listening to stories from the Gospels of Jesus praying (e.g. Jesus prayed alone, Mark 1:35; Jesus gave thanks, Matthew 15:36; Jesus prayed at the beginning of his ministry, Luke 3:21-22) and Jesus teaching others to pray, including teaching his disciples to pray (Lk 11:1-4)
Routines and Transitions:
  • participating in prayer rituals in the day-to-day procedures and routines (e.g. lighting a candle, beginning the day, meal times, transitions, school prayer/song)
Play:
  • making crosses from a variety of materials
Investigations:
  • finding out times when believers pray together (communal prayer – e.g. family, school, class, parish) and times when they pray alone (personal prayer – e.g. bedtime, personal reflection, times of silence and stillness)
Real Life Situations:
  • experiencing a diverse range of prayers (e.g. echo prayers, spontaneous prayer, a class morning prayer, the school prayer) and demonstrating respect and reverence during prayer times
Resources
RE and Health and Physical Learning: Creating a Culture of Prayer (pp. 41 – 54)
Religious Life of the School P-12; Christian Prayer 
Traditional Prayers and Rituals (Teacher Background)