Religious Education

Unit of Work:
Confirmation
Planning Document

Jodie Kempton
20161163
 RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY

ED3619/5619 Principles of Primary Religious Education 2

Unit Title: Confirmation Student Number: 20161163

Date of Submission: 13th of May 2019 Student Name: Jodie Kempton

 PLANNING OVERVIEW – TERM

Year Level Unit Title Human development topic Jesus Topic

5 Confirmation Freedom The Promise of the Holy Spirit
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
This unit, Confirmation, guides and supports students to explore the freedom given to us by God, the person of Jesus and how he is a model of truly human behaviour and the strength of the
Holy Spirit. Students are encouraged to understand what true freedom means, by using literature as a base to discuss decision making, consequences and guidance for decision making.
Students learn that freedom is given to us by God and that truly human behaviour is living and behaving as God wishes. This is modelled through the person of Jesus, as students begin to
understand who Jesus was and the good within him.

All people have free will, given to them by God, which means people have the ability to make their own choices. People have true freedom, however, when they do what is good and live as
God wishes. Freedom develops as people grow, as people realise that choices have consequences and understand the benefits of always aiming to choose good and to live as God wants.
This can be achieved in life by loving each other, giving to others and always choosing right over wrong. Students explore the process that is involved in making daily decisions, as well as the
consequences associated with decisions.

Freely living as Jesus did by loving one another is when people experience true freedom. However, Jesus knows that there are challenges in reality that make it hard to live as Jesus did.
Therefore, Jesus promised the strength of the Holy Spirit. The Holy Spirit was sent to his followers, to give them the strength to live like Jesus and it reveals the goodness of God. Through
scripture and acting out stories, students learn that Jesus promised the Holy Spirit, that the Apostles received the Holy Spirit at Pentecost and the Sacrament of Confirmation is the handing
down of the Holy Spirit from the Apostles. Students also explore that Jesus is the model of truly human behaviour and to live like Jesus is to live in true freedom.

There have been people that have turned to the Holy Spirit for strength and assistance to live as Jesus did. These people include Mary the mother of Jesus, Stephen the first Christian martyr
and Oscar Romero. Students explore these people and how the Holy Spirit guided them and present to the class in a form of their choice.
The Sacrament of Confirmation guides people to live like Jesus did. The Apostles received the Holy Spirit at Pentecost and through the Sacrament of Confirmation, this experience is handed
on. Students are given the opportunity to explore the fruits of the Holy Spirit, to interpret this information and then define each of the fruits in their own words. As an assessment piece,
students will be required to explain each of the fruits using their own description and an illustrated or written example of what it would look like in daily life. This is to be presented in a creative
flip book which will then be assessed against a rubric and displayed in their RE portfolio.

Students participate in a variety of activities using a numerous amount of resources to achieve their learning. This includes using children’s literature, think-pair-share, community circles, ICT,
dramatization, Godly Play, meditation, scripture passages and working in groups.

As a result of this unit, students should be able to define freedom, identify Jesus as a model of truly human behaviour and understand the fruits and strength of the Holy Spirit.
Key Understandings and Learning Points
Human person Jesus Church

People are free to do good.
Students explore the meaning of free will, how God has given
humans the freedom to live and do as they wish. The
decision making process and consequences associated with
decisions is explored, using children’s literature as an entry
point.
Jesus teaches people to freely love and follow God.
Students learn that Jesus is the model of truly human
behaviour and that truly human behaviour is living as God
wants.
Jesus promised to send the Holy Spirit to guide his
followers.
Students learn that the Apostles received the Holy Spirit at
Pentecost and at the Sacrament of Confirmation, this Holy
Spirit is handed down. The Holy Spirit guides Jesus’
followers.
The fruits of the Holy Spirit guide people to live as Jesus
taught.
Students learn about the fruits of the Holy Spirit and are
asked to define each of the fruits in their own words and
provide examples of what these fruits look like in daily life.
Christians recall stories of people guided by the Holy
Spirit.
Students explore how the Holy Spirit strengthened Mary the
Mother of Jesus, St Oscar Romero and St Stephen the
Martyr.
The Sacrament of Confirmation guides people to live as
God wants.
Students learn that the Holy Spirit provides followers with
strength and guidance, to live the best they can.
Links to General Capabilities
Literacy Numeracy ICT Critical and Creative Ethical behaviour Personal Competency Intercultural
Thinking Understanding
Religious Capabilities Spiritual Capabilities
Faith Hope Charity Prudence Justice Fortitude Temperance

Catholic World View and Teacher Witness (See Teacher Note) Link with Key Understandings and Learning Points by highlighting
I believe that when faced with a difficult decision, it is always important to take time to reflect on the process of decision making, the consequences associated and to weigh the benefits
against the cost. Throughout this unit, I will make these thoughts clear to the students and aim to model them throughout my teaching. I also find strength in referring to Jesus and his
selflessness, as I aim to live as Jesus did, especially being a role model for students. I will aim to make it obvious to students that it is more beneficial to choose one or two fruits of the Holy
Spirit to focus on in day to day life. Personally, love is the most significant fruit to me. Regardless of anything, I believe everything is okay as long as you love others and others love you.

I think it is reassuring, supportive and encouraging to know that someone is always looking out for you and loving you. This is how I view God and is an image I would like to portray to the
students. To let the students know that anytime they are feeling stressed or confused, that God is always there for them. It is also empowering to think about the strength of the Holy Spirit,
how it is something that can be called on for strength and guidance.

Throughout the unit of work, I have created opportunities for reflection time and meditation. Personally, I value time for reflection and meditation. I think it is very important to always take time
to focus on your breathing, relax and destress. Even children now days feel stress in everyday life, so taking time to focus on only yourself is so important for one’s health and wellbeing.

In addition, I have also included chances for students to create their own artwork and artwork as a class through the form of a class prayer cloth. I believe that it is beneficial for students to
express themselves and their reflections through artwork, and feel united in creating a piece together.

I believe including practices and beliefs that I value, will create an engaging, educational and valuable unit of work for the students.

Planning Overview Notes:

The different coloured lessons correspond to the key understandings and learning points that are the focus of the lesson.

The considerations for learner diversity and differentiation is written in italics.

LEARNING AND TEACHING PROGRAM
Week Lesson 1
As a class, read the text the
1 ‘Land of Or’ by Katie Mullaly.
Discuss plot of text and what
students liked/noticed. Think-
pair-share: What decisions do
you make? What makes
decision making difficult?
Brainstorm responses.
Class participates in teacher
2 led meditation session.
Students to find their own
space in the classroom. Read
‘Creator of Freedom’
(Appendix 2) meditation
script. Think-pair-share
reflection: Why is God good?
How does God help us make
good choices?
Lesson 2
Ask students ‘What does free
will mean?’ Students to write
their responses on sticky
notes and post on the board.
Share responses as a class.
Explain to students that free
will means people have the
choice and freedom to do
what they want and this is
given to humans by God. Elicit
group discussion on
considerations when making
choices and what makes
decision making difficult.
Class discussion in a
community circle: How does
Jesus help us make good
decisions? Students to share
their personal responses.
Explain that truly human
behaviour is living and
behaving as God wants and
that Jesus is the model of
truly human behaviour.
Present Godly Play on
scripture John 13:1-15
(Appendix 3,4 &5) and ask
students accompanying
wonder questions to ponder
and respond to.
Lesson 3
Define and discuss as a class:
What are consequences?
Students to share with their
shoulder partner tricky
decisions they may have
throughout a day. Students
then share with the rest of
the class as teacher creates a
list on the board. As a class,
choose 6 to look into further.
Separate class into 6 groups
using Pop-stick names and
assign them a ‘decision’ from
the 6 and a large piece of
butcher’s paper. Groups to
brainstorm consequences and
considerations associated
with that decision. Groups
rotate twice after 5 minutes
and the last group shares the
responses with the class at
the end.
Revisit Godly Play from
previous lesson through
questioning: What was the
message behind the story?
Why did Jesus wash the
disciples’ feet? What could
you do to serve others?
Explain that students are to
create a storyboard using
either their own illustrations
on paper or book creator, on
the Godly Play story. Students
spend remainder of lesson
planning their storyboard.
Explain to students that there
is no minimum or maximum
number of story scenes they
have to include in their boards
– this caters for learner
diversity, as students can do
as much as they want to.
Lesson 4
Revisit ‘Land of Or’ by Katie
Mullaly text. Explore ‘Land of
Or’ travel guide (Appendix 1)
on the interactive
whiteboard. Separate class
into 6 different groups using
Pop-Stick names. Each group
is assigned an area from the
travel guide to become
experts on. Each member of
the groups then create their
own groups with someone
from another group and teach
each other about their area.
Using iPads, students then
individually create their own
decision making guide on
Canva. Students create their
own posters based on their
own decisions, allowing
students to do as much or as
little as they wish.
Students begin lesson by
listening to part of the song ‘I
Will Never Walk Alone’ by
Rend Collective and following
the lyrics (Appendix 6).
Students then spend the
remainder of the lesson
creating their story boards.
Early finishers to explore
Godly Play kits.
Lesson 5
Reflection time: play calming
music and ask students to find
their own space in the room.
Ask students to reflect on
good and bad choices. What
makes them good or bad
choices? State that you can
always turn to God for
strength when making
decisions. After reflection,
students to write a personal
prayer to God asking for
strength.
Begin lesson by playing part of
the song ‘I Will Never Walk
alone’ by Rend Collective.
Encourage students to
gradually join in singing the
hymn. Discuss briefly the
student’s interpretation of the
song. Students to continue
working on and completing
their story boards. Students
who have finished their story
boards share with others.
Ask students to reflect on the
story and their story boards.
Students to complete a short
reflection about what they
can take away from the story
to display on the back of their
board.
Evaluation and
Assessment
L2 Diagnostic assessment:
Using sticky notes to check
what students already know
about free will
L5 Work Sample: Canva poster
What have students learnt
from the discussions and text
about making decisions?
Students to display poster in RE
portfolio.
L5 Checklist: mark storyboards
against a checklist. Checklist
aims to identify: Can the
students retell the story? Did
they include all of the
significant parts? Did students
provide an insightful reflection
with at least some connection
to truly human behaviour?
Storyboards to be displayed in
RE portfolio.
 Revisit and reflect on
3 scripture John 13:1-15.
Discuss how serving people is
truly human behaviour. What
are the difficulties associated
with serving others? Separate
students into groups of 4
using Pop-stick names.
Groups to create their own
skit on a modern version of
serving others.
Read scripture: Acts 8:14-17
4 (Appendix 9) twice, first time
so students can listen to the
whole thing, then a second
time more slowly for students
to take it in. Explain that in
the Sacrament of
Confirmation, the Apostles
are handing down the Holy
Spirit, just as they received it
at Pentecost. Create a
community circle and discuss
how the Holy Spirit can
strengthen people to make
the right choices. Introduce
the fruits of the Holy Spirit by
asking students to share with
a partner what they know
about the fruits of the Holy
Spirit. Select volunteers to
share with the class.
Students to work towards
singing the song ‘I Will Never
Walk Alone’ by Rend
Collective. Briefly discuss the
students’ interpretation of the
hymn lyrics. Students to
spend majority of lesson
practising their skit. Finish
lesson with the presentation
of skits and a discussion about
what the students have learnt
from making and presenting
their skits.
Begin a KWL chart on the
fruits of the Holy Spirit.
Students to share what they
know and want to know as
the teacher fills in the chart.
Separate class into 9 mixed
ability groups and assign each
group a fruit of the Holy Spirit
to explore. Groups to use the
resource sheet provided
(Appendix 10) to come up
with an example of how it can
guide people. Groups to share
their responses with the rest
of the class. Each student is to
then fill out the sheet with
either the example provided
by the group or their own.
Revisit discussion about Jesus:
What do you know about
Jesus? What is truly human
behaviour? Students to use
what they know about Jesus
and truly human behaviour to
create a mock social media
profile page for Jesus
(Appendix 7). Finish lesson by
choosing volunteers to share
their work with the class.
Using their sheet from the
previous lesson, students are
to create a flipbook on the
Fruits of the Holy Spirit
(Appendix 11). Some
templates would be previously
created for students who
need, and other students can
make their own books using
the template provided.
Students to draw or write on
each page their own
definition of each fruit, as well
as an example of what it looks
like. Blank space on each of
the fruits encourages students
to write as much or as little as
they wish. Students to spend
majority of the lesson working
on their flip books. Calming
music to be played as
students work.
Think-Pair-Share: What do
students know about the
Holy Spirit?
Using Popplet on the iPad,
students to create a
brainstorm of pictures,
information and ideas about
the Holy Spirit. Students to
send Popplet to teacher once
they have finished.
As a class, pray the prayer
‘Lord Guide Me’ (Appendix
12a).
Complete the ‘L’ component
of the KWL chart on the fruits
of the Holy Spirit.
State that there are particular
well known people
throughout time that have
used the Holy Spirit to guide
them (Mary the Mother of
Jesus, Saint Oscar Romero and
Saint Stephen the Martyr).
Students to choose a partner
and research one of these 3
people using the websites
provided (Appendix 12b),
more advanced students to
research on their own using
Kiddle. Allow students to
research for the remainder of
the lesson, assisting where
they need.
Briefly revisit previous lesson
in discussion: What do you
know about the Holy Spirit?
Students to participate in
teacher led Pentecost story
action (Appendix 8). After the
story, students to reflect and
respond to accompanying
reflection questions.
Students are given time to
continue their research.
Students then present the
information they have learnt
about their research person in
a form of their choice (can be
a dramatization, PowerPoint,
oral presentation, poster,
etc.). Discussion presentations
as a class: Where did you see
the Holy Spirit? How did the
Holy Spirit guide them? Ask
students to think about how
the Holy Spirit could guide
themselves? Students to
respond in a short piece of
reflection writing.
L2: Observing skits and creating
anecdotal notes on the
message conveyed in each of
the skits.
Take photographs of students
presenting. On the back of the
photo, students to write a brief
reflection on their skit.
Photograph and reflection to
be displayed in RE portfolio.
L3: Observe and correct work
samples of Jesus’ social media
profile. Make mental notes on
what the students understand
about Jesus and truly human
behaviour.
L4: Diagnostic assessment:
What do the students know
about the Holy Spirit?
L2: Diagnostic assessment:
What do the students know
about the Fruits of the Holy
Spirit?
L3: Assess flip book creations
against a rubric. Do the
students understand the fruits
of the Holy Spirit? Can they
provide appropriate examples
for each?
Both rubric and flip book
creation to be displayed in RE
portfolio.
L4: Anecdotal notes: create
anecdotal notes on
presentations. Is each student
able to present on how the
Holy Spirit was present in these
people’s lives?
 Explain that students are to
5 create their own prayer to
add to a class prayer cloth to
display in the liturgy. Students
are to draft a prayer to thank
God for the strength and
guidance he provides.
Calming music to be played as
students work. Once prayer
has been drafted, teacher is
to correct. Edited prayers can
then be transferred on to the
cloth, with four students to be
working on the cloth at a
time. Whilst other students
are waiting for their turn,
students can create a prayer
cube (Appendix 13).
Throughout the lesson,
students to continue
transferring their prayer on to
the class prayer cloth.
Meanwhile, other students
are to work in pairs to create
a collage of the strength of
the Holy Spirit. Students can
explore newspapers,
magazines and online articles
to find pictures or words
about the strength of the Holy
Spirit in action. An example
could include a story about a
Good Samaritan.
Throughout the lesson,
students to continue
transferring their prayer on to
the class prayer cloth.
Students to participate in
Bible Story rotations. In
groups of 4, students are to
explore a scripture passage,
discuss the presence of the
Holy Spirit and truly human
behaviour, as well as
complete the associated
activities.
Scripture and Activities:
(2 stations per activity)
1. John 13:1-15 – Explore
Godly Play and Discussion
Question ‘Where is the Holy
Spirit present?’ (Appendix 4)
2. Acts 8: 14-17 – Draw a
tongue of fire and write 3
ways the Holy Spirit can
strengthen people. (Appendix
9)
3. Mark 10: 13-16 (Appendix
14a)– Read story, then
students will create their own
senses cube to respond to the
story (Appendix 13)
4. Matthew 8:1-13 (Appendix
14b) – Students write a
paragraph describing a
character from the text and
complete a social media
profile page for this character
(Appendix 7).
Groups to spend ten minutes
at each rotation and then
move on to the next activity.
Students should be finishing
with prayer cloth.
Continue the rotation
activities from previous
lesson, completing the last
two rotations.
Students then write an
individual reflection on one of
the stories from the rotation:
Where could you see the Holy
Spirit and what was its
impact?
Fishbowl Activity: Students
pair up and create 2 circles: 1
outer and 1 inner. Explain that
people in the inner circle and
the interviewers, and those in
the outer circle are the
interviewees. Students to
discuss:
-What they have learnt
-What they have found
interesting
-The fruits of the Holy Spirit
After 2 minutes, students on
the outer circle are to shift 1
place to the left and the
interviewer/interviewee roles
are reversed. This step is to
continue until students have
moved at least 4 times,
ensuring the
interviewer/interviewee roles
are reversed each time
students move.
Reflection time: L5: Student self-assessment.
Begin the lesson with a How did students assess
meditation. Students are to themselves? Were they
find their own space in the honest? What did they enjoy?
room and calming music is to What were some
be played. Ask students to improvements suggested?
think about their learning so
far and what they have Self-assessment sheet to be
enjoyed. Ask students to think displayed in RE portfolio.
about the power of the Holy
Spirit.
After the meditation, students
are encouraged to assess
themselves (Appendix 15)
based on their work ethic
throughout the unit, what
they enjoyed and perhaps any
suggestions of improvement.
Once finished, students can
continue working on their
prayer cubes.
Finish the lesson with a class
prayer, ‘Holy Spirit Prayer’
(Appendix 16).
Assessment
 Assessment

Throughout the unit of work, students will display work samples in their RE portfolio. The RE
portfolio is a display file that is used to display pieces of work students complete in RE throughout
the year. At the end of each unit, students take home their portfolios to share with their families.

A variety of assessment is included throughout this unit. One piece in particular is the Fruits of the
Holy Spirit Flip Book Creation. Students are to show their learning of the fruits of the Holy Spirit in
a creative way.

As the flip book can be difficult and time consuming to create, some templates would already be
previously created for students who may need them, for those who may struggle to create one.
However, students will also be given the opportunity to create their own using coloured card and
printed out labels, following the template provided.

In this assessment piece, students are asked to define each of the fruits of the Holy Spirit using
their own words, as well as provide an illustrated or written example of what implementing these
fruits looks like in daily life.

Prior to working on the flip book, students will participate in 3 lessons which give the students the
opportunity to explore the fruits of the Holy Spirit. Students will also have 2 lessons to work on
their creation, plus the opportunity to work on it at home if they require.

A rubric will be used to assess the Flip Book creation, to check student’s understanding and to
provide feedback on their learning so far. The completed rubric and flip book creation will be
displayed in each child’s RE portfolio. A copy of the rubric and flip book template is provided as
part of this planning document.

Once the flip books have been marked against the rubric, the teacher can gain an insight into each
student’s understanding of the fruits of the Holy Spirit. The teacher can then use this information to
determine whether it is clear the students are confident and proficient in the fruits of the Holy
Spirit. If it is clear that some students are still not quite sure, the teacher will have to follow them
up and check in during the future lessons. This could mean the teacher would have to revisit
teaching the fruits of the Holy Spirit as a whole class, provide extra information in small groups or
have one-on-one conferences. What the teacher does with this assessment information depends
on the number of students that require further assistance and the preferred learning styles of these
students.
Each piece of coloured card is a flap of the flip book. In the space provided, students are asked to
write and/or illustrate their definition of each of the fruits and an example of what it looks like in
daily life. For example, on the red piece of card students define and provide an example of the fruit
Love and on the orange piece, define and provide an example of Joy and so forth. Eventually, it
turns into a flip book of all of the fruits of the Holy Spirit.
 Rubric Assessment

Student: Lesson: Date:

Unsatisfactory Satisfactory Excellent

The student provides a
clear definition of each It is clear that the student understands
A brief definition of each of the fruits are
of the fruits of the Holy Definitions for each fruit are mixed up each of the fruits as they can provide a
Spirit. provided however some confusion is
or not all fruits are defined clearly. thorough definition of each fruit in their
present.
own words.

There is a clear example

either written or
Some examples provided for each fruit are
illustrated, related to Examples are not clear or not all fruits A clear and thorough example of each of
each of the fruits of the clear and straightforward. Some examples
have an example provided. the fruits is provided.
Holy Spirit. lack clarity.

Presentation is neat,
spelling and grammar are Presentation of flip book is neat and tidy,
Presentation of the flip book is poor
accurate. Presentation is clear and neat. Some and straightforward. Majority of spelling
and spelling and grammar mistakes are
spelling and grammar mistakes are made. and grammar is used correctly. It is clear
present throughout.
this student has put in a lot of effort.

Comments:
Parent Workshop
 Parent Workshop
Prior to the Workshop Presentation:

- Print a copy of the prayer for each member plus spares

- Have PowerPoint displayed on interactive whiteboard
- Have copies of handout for each member
- A copy of the flip book template
- A piece of green card and yellow card for each member
- A small piece of white card for each member
- Pens and pencils (enough for one each)
- Provide a small selection of snacks and drinks provided

Parent workshop outline:

Welcome parents, guardians and families and thank you for attending this informational workshop. It is
lovely to see your continued support. Let’s begin by reading our prayer together.

Read the prayer A Parent’s Prayer together.

Outline the teaching and learning:

In year five this term, students will be exploring the Sacrament of Confirmation. This is in support of the
year sixes who are receiving the sacrament this term, as well as to prepare the year five students for next
year. At this school, we believe it is important that what we teach in the classroom is supported and
modelled in their home lives as well. Therefore, we appreciate your attendance at this workshop.

In the year five unit, Confirmation, there are a number of Key Understandings that are addressed. These
are the over-arching topics that guide the student’s learning.

These are:

- People are free to do good

- Jesus teaches people to freely love and follow God
- Jesus promised to send the Holy Spirit to guide his followers
- The fruits of the Holy Spirit guide people to live as Jesus taught
- Christians recall stories of people guided by the Holy Spirit
- The Sacrament of Confirmation guides people to live as God wants

The students will explore the topic of freedom, what is involved with freedom and how it was given to us by
God. We will explore the process of decision making and the consequences associated, through Children’s
literature, discussions and group work. Students will then begin to identify that truly human behaviour and
true freedom occurs when we live as God wanted, as students learn that Jesus is the model of truly human
behaviour. Through scripture, Godly play, role play and creating a story board, students are given the
opportunity to understand this concept. Students are also taught about the Holy Spirit, that the Apostles
received the Holy Spirit at Pentecost and during the Sacrament of Confirmation, the Apostles hand down
the Holy Spirit. Students learn that the Holy Spirit provides strength and guidance, through the Fruits of the
Holy Spirit.

Ask parents to think about and share what they know about the Fruits of the Holy Spirit.
Discuss.
Share with parents the template of the Fruits of the Holy Spirit Flip books:

Students will have a variety of opportunities to explore the fruits of the Holy Spirit. As a part of their
assessment to check their learning, students will create their own flip book, outlining their own definitions
and examples of each of the fruits. Explain that this will be marked against a rubric.

Explain additional assessment:

Throughout the unit, students will create their own pieces of work. This will include creating a poster
outlining their own decision making process, a storyboard outlining the story of Jesus washing his disciples
feet, a reflection on their group skit performance, the flip book creation and a self-assessment. All of these
pieces of work will be added to their Religious Education portfolio. At the end of the unit, students will have
the opportunity to take this portfolio home and share their work with you.

Outline activity:

Now I ask for your participation in two reflection activities. For the first activity, I would like you to reflect on
the fruits of the Holy Spirit. What fruit do you believe is the strongest and most powerful for yourself? What
fruit would you like to work on more? On the green card provided, write down the fruit that is most
prominent for you and why. On the yellow card, write down the fruit you would like to work on more in your
life and how you think you could do this. Once you have written these down, fold your cards and place them
in the box at the front. These responses will remain personal and private, it is simply to be used as a
reflection time, to enable yourself to become immersed in the Fruits of the Holy Spirit. Knowing your
connection to the fruits of the Holy Spirit, is important for supporting your children throughout their learning.

I now want you to imagine yourself as the Holy Spirit. If you were the like the Holy Spirit, providing strength
and guidance to those who need it, what would you say? What advice would you give? Using the paper
provided, please write a small message to your child with a message of strength in something they may
currently be struggling with, or a reminder of something that they are doing well in. Once you have written
your message, place it on your child’s desk for them to read it tomorrow when they come to school.

Questions:

I hope this workshop was educational to you and has given you some guidance on how you can support
your child’s religious education at home. Are there any questions?

Respond to questions/make a time with specific parents to discuss further.

Provide each member with a handout and wrap up work shop:

Here is a handout to take with you with further information to help support your child. Ensure this handout is
accessible in your home, to refer to when discussing your child’s religious education.

Thank you to everyone for your attendance and participation in tonight’s workshop. Please don’t hesitate to
contact myself if you have any further questions or queries regarding your child’s religious education.
 A Parent’s Prayer

Loving God,

You are the giver of all we possess,

The source of all of our blessings.

We thank and praise you.

Thank you for the gift of our children.

Help us to set boundaries for them,

And yet encourage them to explore.

Give us the strength and courage to treat

Each day as a fresh start.

May our children come to know you, the one true God,

And Jesus Christ, whom you have sent.

May your Holy Spirit help them to grow

In faith, hope and love,

So they may know peace, truth and goodness.

May their ears hear your voice.

May their eyes see your presence in all things.

May their lips proclaim your word.

May their hearts be your dwelling place.

May their hands do works of charity.

May their feet walk in the way of Jesus Christ,

Your Son and our Lord.

Amen.
 Parent Handout
A handout to help support the unit of work at home

Key Understandings:
 People are free to do good.
 Jesus teaches people to freely love and follow God.
 Jesus promised to send the Holy Spirit to guide his followers.
 The fruits of the Holy Spirit guide people to live as Jesus taught.
 Christians recall stories of people guided by the Holy Spirit.
 The Sacrament of Confirmation guides people to live as God wants.

The Fruits of the Holy Scripture used

Spirit: throughout:
Love Romans 8: 2-6 Life in the Spirit

Joy Acts 2: 1-4 The Coming of the Holy Spirit

Peace John 13:1-15 Jesus Washes the Disciple’s

Feet
Patience
Acts 8: 14-17 Phillip Preaches in Samaria
Kindness
Mark 10:13-16 Jesus Blesses Little
Goodness Children
Trustfulness Matthew 8: 5-12 Jesus Heals a Centurion’s
Gentleness Servant

Self-Control
Children’s Literature:
Land of Or by Katie Mullaly Stone Soup by Joh J. Muth

Home by Narelle Oliver Memorial by Gary Crew

What can you do at home? Contact Details:

Read and discuss the literature together.
Discuss choices and be a model for
thoughtful decision making.
Discuss and quiz children on the fruits of
the Holy Spirit.
Please don’t hesitate to contact me with
an queries relating to the unit of work.
You are welcome to approach me in the
mornings or via email
20161163@my.nd.edu.au

Make a sacred space in your home

Thank you for your
together.
continued support! Miss
Jodie Kempton
Eucharistic
Celebration
 Planning for Mass

Prior to the celebration:

Display the class prayer cloth students created during the unit, as well as their Fruits of the Holy Spirit Flip Book
creations.

Gather – Introductory Rites

Welcome:

Student 1: Good morning Father, staff, parents and students and welcome to our class Mass. In
Religious Education this term, we have been exploring the freedom we have, the person of Jesus
Christ as a model of truly human behaviour and the strength and guidance of the Holy Spirit.

Student 2: Please stand for the entrance hymn, ‘Welcome to All’ by Andrew Chinn.

Entrance Hymn: Welcome to All by Andrew Chinn

The Greeting

Penitential Rite

Gloria (Feast Days)

Opening Prayer

Focus – Liturgy of the Word

Reading/s:

Student 3: Romans 8:2-6

Student 4: Acts 2:1-4

Responsorial Psalm: Tell the Good News that God has saved us. Psalm 96:1-3

Gospel Acclamation (sung)

Gospel

Homily

Prayers of the Faithful:

Student 4: We pray for all of our Church leaders throughout the world, including Pope Francis, our
Bishop Michael, and our Father. May they continue to provide loving support and guide us through
our faith journey. Lord hear us.

All: Lord hear our prayer.

Student 5: We pray for our world. For a world that finds peace, a world that continues to love and
support each other through times of hardship. May everyone find strength in the fruits of the Holy
Spirit to live as Jesus did. Lord hear us.
All: Lord hear our prayer.

Student 6: We pray for those less fortunate than us. For all the people who go hungry in the world,
for all those feeling despair and all of those who are poor and struggling, may they find strength in
God’s love. May they receive our prayers and thoughts. Lord hear us.

All: Lord hear our prayer.

Student 7: We pray for our community. That all continue the work of Jesus and live the best lives
they can. We pray for people in our community who are suffering. May they find strength in God’s
love and our support. Lord hear us.

All: Lord hear our prayer.

Student 8: We pray for our school. For our principal, all staff and our students. We pray for the
health and well-being of our families. May they continue to live out and represent our good values.
Lord hear us.

All: Lord hear our prayer.

Reflect – Liturgy of the Eucharist

Offertory: Students 9 and 10 bring the bread and wine to the Father at the altar.

Offertory Hymn: Come to the Table by John Burland

Preparation of the Gifts

Prayer over the gifts

Eucharistic Prayer ( I, II or III for children)

Sanctus [Holy, Holy] (sung)

Memorial Acclamation (sung)

Amen (Sung)

Lord’s Prayer

Sign of Peace

Lamb of God

Communion

Communion Hymn: Take This and Eat by John Burland

Prayer after Communion

Respond – Concluding Rite

Blessing and Dismissal

Recessional Hymn: Never Walk Alone by Rend Collective

 Welcome to All

By Andrew Chinn

Welcome to all, welcomed as Christ! Listen and attend

with the ear of your heart. Many paths but one journey,
we work, love and pray
Open hands, open hearts, This is our way!
To pray we are called, to be one with our God. May our
hands join in prayer, together as one in peace, in stillness,
in the singing of hearts guided in prayer, one body we are.
To love we are called, to love just like Christ. May our
hands reach out all through our lives. Be the hands of
Jesus, be the face of God. May our hearts beat as one,
one in God’s love.
To work we are called, in the Spirit of God.
May our hands work together, be hope for the world with
Christ as our guide. We walk in God’s way to work in
God’s love, all our lives all our days.

Chinn, A. (2017). Welcome to All. Retrieved from http://www.butterflymusic.com.au/documents/Welcome%20To%20All-%20LYRICS.pdf

 Romans 8: 2-6

Life in the Spirit

For the law of the Spirit of life in Christ Jesus has set you free
from the law of sin and of death. 3 For God has done what the
law, weakened by the flesh, could not do: by sending his own
Son in the likeness of sinful flesh, and to deal with sin, he
condemned sin in the flesh, 4 so that the just requirement of the
law might be fulfilled in us, who walk not according to the flesh
but according to the Spirit. 5 For those who live according to the
flesh set their minds on the things of the flesh, but those who
live according to the Spirit set their minds on the things of the
Spirit, 6 To set the mind on the flesh is death, but to set the
mind on the Spirit is life and peace. 7 For this reason the mind
that is set on the flesh is hostile to God; it does not submit to
God’s law—indeed it cannot, 8 and those who are in the flesh
cannot please God.

Bible Gateway. (n.d.). Life in the spirit. Retrieved form https://www.biblegateway.com/passage/?search=romans+8&version=NRSV

Acts 2: 1-4
The Coming of the Holy Spirit
2 When the day of Pentecost had come, they were all together
in one place. 2 And suddenly from heaven there came a sound
like the rush of a violent wind, and it filled the entire house
where they were sitting. 3 Divided tongues, as of fire, appeared
among them, and a tongue rested on each of them. 4 All of
them were filled with the Holy Spirit and began to speak in
other languages, as the Spirit gave them ability.

Bible Gateway. (n.d.). The coming of the holy spirit. Retrieved from https://www.biblegateway.com/passage/?search=acts+2&version=NRSV

Come to the Table

 By John Burland
Refrain

We come to the table of the Lord

As one body formed in your love

We come to the table of the Lord

As one body formed in your love

Verse 1

Bread broken and shared to nourish us

Bread broken and shared to nourish us

At the table of the Lord

At the table of the Lord

Refrain

Verse 2

Cup poured out so we will never thirst

Cup poured out so we will never thirst

At the table of the Lord

At the table of the Lord

Refrain

Bridge

Come, come share with me

Come, come to my feast

Refrain x2

Burland, J. (2004). Come to the table. Retrieved from https://www.sixmaddens.org/?p=222

Take This and Eat

 By John Burland

Chorus

Take this and eat; this is my Body.

Take this and drink; this is my Blood.

This is my life, given for you.

Do this in memory of me.

Verse 1

Jesus and the twelve gathered for the feast.

He looked at them with love and said,

“Eat with me. This is the Passover; when we were set free.

My sacrifice will be God’s covenant anew.”

Chorus

Verse 2

“Gather in my name and remember me.

Share this meal together, and united we will be.

Nourished by my Body, nourished by my Blood.

I am with you always. I come that you may live!”

Chorus

God invites us to a Holy Meal.

The sacrifice of his life, that we might be healed.

His presence within us strengthens us to love.

We are sent into the world to serve in his name.

Chorus

Burland, J. (2013). Take this and eat. Retrieved from https://www.pflaum.com/newsite/wp-content/uploads/2017/05/TIJ-Lyrics.pdf

Appendix
Appendix. 1

Retrieved from htps://landofchildrensbooks.com

Appendix. 2
Appendix.3

Godly Play Set up – Jesus and his disciples

Appendix. 4

John 13: 1-15

Jesus Washes the Disciple’s Feet
13 Now before the festival of the Passover, Jesus knew that his hour had come
to depart from this world and go to the Father. Having loved his own who were
in the world, he loved them to the end. 2 The devil had already put it into the
heart of Judas son of Simon Iscariot to betray him. And during supper 3 Jesus,
knowing that the Father had given all things into his hands, and that he had
come from God and was going to God, 4 got up from the table, took off his
outer robe, and tied a towel around himself. 5 Then he poured water into a
basin and began to wash the disciples’ feet and to wipe them with the towel
that was tied around him. 6 He came to Simon Peter, who said to him, “Lord,
are you going to wash my feet?” 7 Jesus answered, “You do not know now what
I am doing, but later you will understand.” 8 Peter said to him, “You will never
wash my feet.” Jesus answered, “Unless I wash you, you have no share with
me.” 9 Simon Peter said to him, “Lord, not my feet only but also my hands and
my head!” 10 Jesus said to him, “One who has bathed does not need to wash,
except for the feet, but is entirely clean. And you are clean, though not all of
you.” 11 For he knew who was to betray him; for this reason he said, “Not all of
you are clean.”
12 After he had washed their feet, had put on his robe, and had returned to the
table, he said to them, “Do you know what I have done to you? 13 You call me
Teacher and Lord—and you are right, for that is what I am. 14 So if I, your Lord
and Teacher, have washed your feet, you also ought to wash one another’s
feet. 15 For I have set you an example, that you also should do as I have done to
you.

Bible Gateway. (n.d.). Jesus washes the disciples feet. Retrieved from https://www.biblegateway.com/passage/?search=john+13&version=NRSV
Appendix. 5

Godly Play Script

Jesus Washes the Disciple’s Feet

You will need:

- Jesus character
- Disciple’s character
- Small hand towel
- Small jug of water
- Small bowl
- Small Table

Ask students to sit in a semi-circle, facing yourself and the Godly Play box. Unpack
the Godly Play box reverently and begin setting up the characters, as you explain to
the class that this is the story of Jesus washing the disciple’s feet.

Set up disciples and Jesus to be standing around the table. Have the jug, bowl and
small hand towel to the side.

“Now before the festival of the Passover, Jesus knew that his hour had come
to depart from this world and go to the Father. Having loved his own who were
in the world, he loved them to the end. The devil had already put it into the
heart of Judas son of Simon Iscariot to betray him.”

Hold up Judas.

“And during supper Jesus, knowing that the Father had given all things into
his hands, and that he had come from God and was going to God, got up from
the table, took off his outer robe, and tied a towel around himself”

Grab Jesus and the towel.

“Then he poured water into a basin and began to wash the disciples’ feet and
to wipe them with the towel that was tied around him.”

Pour the water from the jug into the bowl, and move Jesus around to all of the
disciples.

“He came to Simon Peter, who said to him, “Lord, are you going to wash my
feet?” Jesus answered, “You do not know now what I am doing, but later you
will understand.”

Hold Jesus and one of the disciples together.

“Peter said to him, “You will never wash my feet.” Jesus answered, “Unless I
wash you, you have no share with me.” Simon Peter said to him, “Lord, not my
feet only but also my hands and my head!” Jesus said to him, “One who has
bathed does not need to wash, except for the feet, but is entirely clean. And
you are clean, though not all of you.” For he knew who was to betray him; for
this reason he said, “Not all of you are clean”
“
After he had washed their feet, had put on his robe, and had returned to the
table, he said to them, “Do you know what I have done to you?”

Place Jesus back at the table and put the jug, bowl and towel to the side.

“You call me Teacher and Lord—and you are right, for that is what I am. So if I,
your Lord and Teacher, have washed your feet, you also ought to wash one
another’s feet. For I have set you an example, that you also should do as I
have done to you.”

Wonder Questions:

I wonder how Judas felt?

I wonder how Jesus felt, knowing that someone was going to betray him?

I wonder why Jesus washed his disciple’s feet?

I wonder why Peter said what he said?

I wonder what Jesus meant when he said ‘For I have set you an example, that you
also should do as I have done to you,’?
Appendix. 6

Never Walk Alone by Rend Collective

You are my Shepherd

Faithful forever
Your hand is strong
When my faith is weak

Close as my heartbeat
You won’t forsake me
You are the love
That will carry me

I won’t be afraid
I will trust Your heart and say

I will never, ever, ever walk alone

You are with us, for us, always holding on
Though I wander your love goes further
You are my hope and future
I will never walk alone

Questions may haunt us

Casting their shadows
Still You're the hope
And the fire in me

I will not tremble

I will not stumble
You are my courage
My bravery

I won’t be afraid
I will trust Your heart and say

I will never, ever, ever walk alone

You are with us, for us, always holding on
Though I wander your love goes further
You are my hope and future
I will never walk alone

Surely Your Goodness and Mercy

Will light up the way set before me
Surely Your grace will pursue me
All my days all my days

I will never, ever, ever walk alone

You are with us, for us, always holding on
Though I wander your love goes further
You are my hope and future
I will never walk alone

AZlyrics. (2015). Never walk alone. Retrieved from https://www.azlyrics.com/lyrics/rendcollective/neverwalkalone.html

Appendix. 7
Mosbacker, K. (2018). Facebook Template (Handout). Retrieved from https://www.teacherspayteachers.com/Product/Facebook-Template-
Handout-260839
Appendix. 8
Appendix. 9

Acts 8: 14-17

Philip Preaches in Samaria

14
Now when the apostles at Jerusalem heard that Samaria had
accepted the word of God, they sent Peter and John to
them. 15 The two went down and prayed for them that they
might receive the Holy Spirit 16 (for as yet the Spirit had not
come upon any of them; they had only been baptized in the
name of the Lord Jesus). 17 Then Peter and John laid their
hands on them, and they received the Holy Spirit.

Bible Gateway. (n.d.). Philip preaches in Samaria. Retrieved from https://www.biblegateway.com/passage/?search=acts+8&version=NRSV

Appendix. 10
Appendix. 11

Each piece of coloured card is a flap of the flip book. In the space provided, students are asked to
write and/or illustrate their definition of each of the fruits and an example of what it looks like in
daily life. For example, on the red piece of card students define and provide an example of the fruit
Love and on the orange piece, define and provide an example of Joy and so forth. Eventually, it
turns into a flip book of all of the fruits of the Holy Spirit.
Appendix. 12a

Lord Guide Me

Lord Jesus, there are times when I don’t know what to do for the best.

Guide me Lord at these times.

Show me that your way is the best way.

I want to do what is good and loving for others and myself.

Amen.
Appendix. 12b

Research websites:

Oscar Romero

http://www.catholicsocialteaching.org.uk/themes/community-
participation/stories/oscar-romero-option-poor/

https://www.catholicnewsagency.com/news/pope-oscar-romero-was-a-martyr-
who-fought-violence-with-love-46498

St Stephen

https://www.catholic.org/saints/saint.php?saint_id=137

http://saintsresource.com/stephen-the-martyr

*Websites will be posted on class Weebly for easy student access

Appendix. 13
Appendix. 14a

Mark 10: 13-16

Jesus Blesses Little Children
13
People were bringing little children to him in order that he
might touch them; and the disciples spoke sternly to
them. 14 But when Jesus saw this, he was indignant and said to
them, “Let the little children come to me; do not stop them; for
it is to such as these that the kingdom of God belongs. 15 Truly I
tell you, whoever does not receive the kingdom of God as a
little child will never enter it.” 16 And he took them up in his
arms, laid his hands on them, and blessed them.

Bible Gateway. (n.d.). Jesus blesses little children. Retrieved from https://www.biblegateway.com/passage/?search=mark+10&version=NRSV
Appendix. 14b

Matthew 8: 5-12

Jesus Heals a Centurion’s Servant

8 When Jesus had come down from the mountain, great crowds followed
him; 2 and there was a leper who came to him and knelt before him, saying,
“Lord, if you choose, you can make me clean.” 3 He stretched out his hand and
touched him, saying, “I do choose. Be made clean!” Immediately his leprosy
was cleansed. 4 Then Jesus said to him, “See that you say nothing to anyone;
but go, show yourself to the priest, and offer the gift that Moses commanded,
as a testimony to them.”5 When he entered Capernaum, a centurion came to
him, appealing to him 6 and saying, “Lord, my servant is lying at home
paralyzed, in terrible distress.” 7 And he said to him, “I will come and cure
him.” 8 The centurion answered, “Lord, I am not worthy to have you come
under my roof; but only speak the word, and my servant will be healed. 9 For I
also am a man under authority, with soldiers under me; and I say to one, ‘Go,’
and he goes, and to another, ‘Come,’ and he comes, and to my slave, ‘Do this,’
and the slave does it.” 10 When Jesus heard him, he was amazed and said to
those who followed him, “Truly I tell you, in no one in Israel have I found such
faith. 11 I tell you, many will come from east and west and will eat with
Abraham and Isaac and Jacob in the kingdom of heaven, 12 while the heirs of
the kingdom will be thrown into the outer darkness, where there will be
weeping and gnashing of teeth.”

Bible Gateway. (n.d.). Jesus heals a centurion’s servant. Retrieved from https://www.biblegateway.com/passage/?search=matthew+8&version=NRSV
Appendix. 15

Self-Assessment
Name: Date:

Learning Statements Disagree Agree Strongly

Agree
I worked to the best of my ability.
I learnt something new in this unit.
I enjoyed the activities in this unit
I can use the information I have learnt
in my life

Please read the learning statements and tick the

correct box.

Answer the questions below.

What was your favourite part about the unit?

What was one interesting thing you have learnt?

What could you improve on?

What would you like done differently next time?

Appendix. 16

Prayer to the Holy Spirit

Come, Holy Spirit, fill the hearts of your

faithful.
And kindle in them the fire of your love.
Send forth your Spirit and they shall be
created.
And you will renew the face of the earth.

Lord,
By the light of the Holy Spirit,
You have taught the hearts of your faithful.
In the same Spirit,
Help us to relish what is right
And always rejoice in your consolation.
We ask this through Christ our
Lord. Amen.
References

References
AZlyrics. (2015). Never walk alone. Retrieved from
https://www.azlyrics.com/lyrics/rendcollective/neverwalkalone.html

Bible Gateway. (n.d.). Jesus blesses little children. Retrieved from

https://www.biblegateway.com/passage/?search=mark+10&version=NRSV

Bible Gateway. (n.d.). Jesus heals a centurion’s servant. Retrieved from

https://www.biblegateway.com/passage/?search=matthew+8&version=NRSV
Bible Gateway. (n.d.). Jesus washes the disciples feet. Retrieved from
https://www.biblegateway.com/passage/?search=john+13&version=NRSV

Bible Gateway. (n.d.). Life in the spirit. Retrieved form

https://www.biblegateway.com/passage/?search=romans+8&version=NRSV

Bible Gateway. (n.d.). Philip preaches in Samaria. Retrieved from

https://www.biblegateway.com/passage/?search=acts+8&version=NRSV

Bible Gateway. (n.d.). The coming of the holy spirit. Retrieved from
https://www.biblegateway.com/passage/?search=acts+2&version=NRSV

Book Creator. (n.d.). Book Creator. Retrieved from https://bookcreator.com

Burland, J. (2004). Come to the table. Retrieved from https://www.sixmaddens.org/?p=222

Burland, J. (2013). Take this and eat. Retrieved from https://www.pflaum.com/newsite/wp-

content/uploads/2017/05/TIJ-Lyrics.pdf

Canva. (n.d.). Canva. Retrieved from https://www.canva.com

Catholic Education Western Australia. (n.d.). LA9 resource sheet. Retrieved from
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5.3%20Confirmation?dl=0&subfolder_nav_tracking=1

Catholic Education Western Australia. (n.d.). Sample parent letter. Retrieved from
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5.3%20Confirmation?dl=0&subfolder_nav_tracking=1

Catholic Education Western Australia. (n.d.). Sample teaching and learning. Retrieved from
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5.3%20Confirmation?dl=0&subfolder_nav_tracking=1

Catholic Education Western Australia. (n.d.). Teacher background material. Retrieved from
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Chinn, A. (2017). Welcome to All. Retrieved from

http://www.butterflymusic.com.au/documents/Welcome%20To%20A
ll-%20LYRICS.pdf

Kiddle. (2019). Kiddle Retrieved from https://www.kiddle.co

Loyala Press. (n.d.). A Parent’s Prayer. Retrieved from https://www.loyolapress.com/our-catholic-
faith/prayer/family-prayers/a-parents-prayer

Loyala Press. (n.d.). Prayer to the Holy Spirit. Retrieved from https://www.loyolapress.com/our-
catholic-faith/prayer/traditional-catholic-prayers/prayers-every-catholic-should-know/prayer-
to-the-holy-spirit

Mosbacker, K. (2018). Facebook Template (Handout). Retrieved from

https://www.teacherspayteachers.com/Product/Facebook-Template-Handout-260839

Mullaly, K. (2015). Land of Or. Park City, Utah: Faceted Press.

Popplet. (n.d.). Popplet. Retrieved from http://popplet.com

Religious Education Archdiocese of Perth. (n.d.). Resource sheets 7a-7c: The Pentecost story.
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https://www.dropbox.com/sh/bw42c621lodt7vr/AAA340FJVXxR_kcpMsvLv08ta/Primary/Ye
ar%205?dl=0&subfolder_nav_tracking=1

Religious Education Archdiocese of Perth. (n.d.). The Spirit Frees: Confirmation Year 5. Retrieved
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ar%205?dl=0&subfolder_nav_tracking=1

Rend Collective. (2015). Never walk alone. [Video file]. Retrieved from
https://www.youtube.com/watch?v=rRwpP7xiF_E

YellowBrickCinema – Relaxing Music. (2016). 3 hour brain power study music. [Video file].
Retrieved from https://www.youtube.com/watch?v=b9nooPrbCCA&t=1828s