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RELIGIOUS EDUCATION
Early Childhood
University of Notre Dame
EARLY YEARS LEARNING FRAMEWORK
OUTCOMES EYLF
OUTCOME 1: OUTCOME 2: OUTCOME 3: OUTCOME 4: OUTCOME 5:
Children have a strong sense Children are connected with and Children have a strong sense of Children are confident and Children are effective
of identity contribute to their world well being involved learners communicators
Children feel safe, secure, and Children develop a sense of belonging Children become strong in their social Children develop dispositions for Children interact verbally and non-
supported to groups and communities and an and emotional wellbeing learning such as curiosity, cooperation, verbally with others for a range of
understanding of the confidence, creativity, commitment, purposes
reciprocal rights and responsibilities enthusiasm, persistence, imagination
necessary for active community and reflexivity
participation
Children develop their emerging Children respond to diversity with Children take increasing responsibility Children develop a range of skills and Children engage with a range of texts
autonomy, inter-dependence, respect for their own health and physical processes such as problem solving, and gain meaning from these texts
resilience and sense of agency wellbeing enquiry, experimentation,
hypothesising, researching and
investigating
Children develop knowledgeable Children become aware of fairness Children transfer and adapt what they Children express ideas and make
and confident self-identities have learned from one context to meaning using a range of media
another
Children learn to interact in Children become socially responsible Children resource their own learning Children begin to understand how
relation to others with care, and show respect for the environment through connecting with people, place, symbols and pattern systems work.
empathy and respect technologies and natural and processed
materials
Children use information and
communication technologies to access
information, investigate ideas and
represent their thinking
PRINCIPLES
1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice
PRACTICES
Holistic approaches Responsiveness to children Learning through play Intentional teaching
Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
PLANNING OVERVIEW – TERM 3
Year Level Unit Title Salvation Topic Aspect of Human Development
Pre-Primary Me and My Body Jesus Wondering About Our Bodies (A1)
Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The Pre-Primary ‘Me and My Body’ unit covers the Salvation Topic of ‘Jesus’ and the Human Person Topic of ‘Wondering About Our Bodies’. The unit of work centres on the
amazing human body and all it can do, particularly what it can do to show love, just as Jesus did. The unit encourages children to consider the love that God put into creating
human beings, each with unique bodies, personalities, qualities, interests and talents. In the first step of the process, ‘Wondering at the Creator of Our Bodies’, children come to
appreciate how their bodies help them to learn through their five senses. Children are encouraged to express curiosity at God, the creator of their beautiful bodies, who made
each person unique, and who loves each person equally. Children are taught that their bodies are a gift from God, given to them because God loves them. In the second step of
the process, ‘The Promise of Christian Salvation’, children discover that Jesus, just like all human beings, had a body which he used in similar ways to how they use their own
bodies. They also learn that Jesus was sent by God to model to humans how to use their bodies to love one another, just as God loves them. Children explore different ways
they can use their bodies for good, such as helping others and caring for the environment. In the final step of the process, ‘Christian Response’, children explore the Christian
belief that God sent Jesus to teach about God’s love for all of humanity. In this step, children learn that Christians thank God for the gift of their bodies by demonstrating love,
kindness and humility to others. The unit concludes by encouraging children to continue to wonder about their bodies, what their bodies can do, and how they can use their
bodies lovingly, just as Jesus taught.
Like all Religious Education units of work, the ‘Me and My Body’ unit helps to develop children’s religious and spiritual capabilities. Religious capabilities refer to the skills and
qualities required to be religious, namely the theological virtues of faith, hope and charity. (McGunnigle & Hackett, 2015). This unit of work fosters children’s sense of faith
through catechesis activities, particularly through the class ritual/liturgy which concludes the unit. The unit supports children to believe that their growing faith in God and Jesus
helps them to learn to love their bodies and how to use their bodies for good, just as Jesus did. The unit also touches children on a social level by fostering in them a sense of
charity. Children learn that by using their bodies in loving ways towards others, they are treating others with respect, kindness and love, which are the cornerstones of charity.
Spiritual capabilities stem from one underlying capability: to flourish as whole human beings (McGunnigle & Hackett, 2015). McGunnigle and Hackett (2015) draw on the
cardinal virtues of prudence, justice, fortitude and temperance to frame spiritual capabilities. The Pre-Primary ‘Me and My Body’ unit develops in children a sense of prudence
in terms of their ability to decipher ways they can use their bodies for the common good of all. The unit also centres on justice in such a way that children learn that using their
bodies for good often requires them to treat others fairly.
C1.1 States that Jesus told C1.1 States that Jesus told C2.1 Identifies ways they can C2.1 Identifies ways they can C3.1 Reviews and expresses • Teacher
3 people to love one another people to love one another use their bodies to express love use their bodies to express love what they have learned will
• Teacher presents a large • Teacher asks children to • As children enter the • Teacher leads children in throughout the unit observe
picture of Jesus on the recall Jesus’ ‘special classroom, they choose another Action Prayer (2), • Children participate in a
children
board and asks children to message’. from a range of greetings this time with the focus on class ritual/liturgy. The
taking
identify who it is. • Teacher teaches children on the ‘Morning Greeting thanking God for different theme of the ritual/liturgy
• Children brainstorm ideas the ‘Jesus’ Special Message’ Choice Board’ (see body parts that allow them part in
is ‘Let’s Celebrate Our
about what they know song (see appendix 10). appendix 11) that involve to express love/do good the
them using their bodies to things (see appendix 12). Bodies!’ (see Planned
about Jesus whilst teacher • Teacher invites children to ritual/
scribes around the picture. create actions to express love. The options • Teacher explains the Ritual).
liturgy
• Teacher reads the quote accompany the song, are: activity à Prayers of the and
from John 15:12 from The emphasising that dance o Wave Faithful (see Concept Map
record
International Children’s and liturgical movement is o Hug – Religious/Spiritual
o High five Education). notes in
Bible (see appendix 9) and another way they can use
explains that this quote is their bodies. o Hand shake • Teacher models the writing the
Jesus’ ‘special message’. • Children are invited to o Smile of a prayer of the faithful children’s
• Teacher explains the explore the classroom • Children discuss ways they using the first line of the files.
activity à ‘John 15:12 sacred space and use their bodies at home to Action Prayer (2). Teacher
Mosaic’ (see Concept Map contribute to the space by express love and act these will also
– The Arts)’. Note: The drawing pictures of Jesus out. Children encouraged
comment
words of the quote will be Note: this will follow the to guess what their peers
displayed above the picture mat session, when children are acting out. on the
of Jesus, and the children’s are engaged in other • Teacher explains the children’s
describing words (typed learning centre activities. activity à ‘I Am Helpful overall
and printed by teacher) will Class Prayer Cloth Painting’ learning
be displayed around the (see Concept Map – The through-
picture. Arts). out the
unit of
work.
©The University of Notre Dame 2010 developed by C McGunnigle
CONCEPT MAP
ENGLISH MATHS
• Body part counting à Children
• ‘I can’ statements à Children
count different parts of their body
write a list of ‘I can’ RELIGIOUS/SPIRITUAL EDUCATION and add up how many parts are
statements outlining all the • Godly Play à Children are invited to explore the Godly Play kit for the story of Mark 8:22-25. * * needed to create a whole human
things they can do with their • Sacred space à Children are invited to contribute to the making of the sacred space. Children are being. *
bodies. * * encouraged to think about how it could be set up to reflect the theme of ‘Me and My Body’ e.g. • Roll and grab bones à Children roll
• ‘I can’ statements (religious books about the body, scented candles, pictures of Jesus drawn by them etc. * * * a die and count the number shown.
dimension) (Week 2, Lesson • Sign of the Cross à Children learn about how they use their whole bodies to make the sign of the Children pick up the correct
3)à Children write a list of ‘I cross when they pray. * * number of cotton swabs according
can’ statements outlining all • Gratitude Prayer (Week 1, Lesson 5) à Children write about a body part they are thankful for and to the number rolled. *
why in a prayer e.g. “Dear God, thank you for my ___ so I can ___. Amen”. * * * • Body shapes à Children work in
the ways they can use their
• Action prayer (Week 1, Lesson 5) à Children pray the prayer with accompanying actions. * * small groups to make different
bodies for good (see appendix
• Prayers of the Faithful (Week 3, Lesson 4) à Children write their own prayers of the faithful, which shapes using their bodies. * * * *
7). * *
will be used in the class ritual/liturgy to celebrate the children’s learning. * *
• Prayer à Children write a
prayer to God thanking Him
for their amazing
SCIENCE bodies. * * * ICT
• Heart
* pump experiment à Children • Collage à Children create a collage using the app HEALTH AND PHYSICAL EDUCATION
learn that they can do amazing things PicCollage on their iPads. Children use images • Healthy happy face snack à Children make their own morning tea by using
with their bodies because their heart from Google of people using their bodies for one rice/corn cake, cream cheese, and fruit to create a healthy happy face
good/to show love. * * snack e.g. two banana slices for eyes, a sultana for a nose and an apple slice
pumps blood throughout their bodies.
Children conduct an experiment that for a mouth. * *
demonstrates how the heart pumps • Fun exercise à Children follow teacher’s instructions to participate in some
blood. * * fun exercise e.g. “jog five times on the spot”. *
THE ARTS
• Self-portrait à Children draw/paint a self-portrait of • Yoga à Children are provided with small yoga mats and yoga flashcards and
themselves. A mirror will be set up to help them. * * * encouraged to explore the different poses. *
Content Prayer content is not relevant to Prayer content is somewhat Prayer content is relevant to the Prayer content is relevant to the
• Relevance the task. relevant to the task. task. task and personal to the child.
Writing skills Many spelling and/or Some spelling and/or Most words are spelt correctly. No spelling or punctuation
• Spelling punctuation mistakes. Writing is punctuation mistakes. Writing is Punctuation is mostly used mistakes. Writing is legible and
• Punctuation hard to read. mostly legible. correctly. Writing is legible. neat.
• Neatness
PLANNED RITUAL – ‘Let’s Celebrate Our Bodies!’
Introduction/Gathering
• Children sit in a circle around the ‘I am helpful!’ class prayer cloth.
• Candles, flowers, a cross, rosary beads and a Bible will be displayed in the centre of the circle.
• Parents sit behind children on chairs.
• Reflective music will be played.
• Teacher welcomes children and parents à “Welcome everybody to our Pre-Primary liturgy. Today we are celebrating and thanking God for creating our beautiful
bodies, which we can use to show others that we love and care for them.”
Hymn
• ‘Our Bodies’ song (see appendix 8).
Opening Prayer
• Children use their whole bodies to make the sign of the cross, just as they have been taught.
• Teacher says prayer à “Dear God, we thank you for the special gift of our bodies and all that they can do, especially all that they can do to show love. Amen.”
Reading
• Teacher reads Scripture story from Mark 8:22-25.
• Children perform freeze frames of Jesus healing the blind man.
Hymn
• ‘Jesus’ Special Message’ song (see appendix 10).
SLIDE 3 - The content for what is taught in RE comes from CEWA. CEWA has produced units
of work across early childhood, primary and secondary years. This term in RE, your children
will be diving into the topic of ‘Me and My Body’. The Pre-Primary ’Me and My Body’ unit of
work centres on the amazing human body and all it can do. In particular, the unit focuses on
what our bodies can do to show love, just as Jesus did. There are three steps involved in
each RE unit of work. Each unit follows a similar structure. Step A in the ’Me and My Body’
unit encourages children to wonder about God who created their bodies and to appreciate
how their bodies help them to learn through the five senses. In Step B, children discover
that Jesus used his body, just as we use ours, and that Jesus was sent from God to show us
how to use our bodies for good. In the final step, Step C, children learn that God sent Jesus
to teach us how to use our bodies in loving ways, and that Christians respond to God’s gift
of their bodies with gratitude. Throughout the unit, children are posed with wonder
questions, which encourage them to think deeply and engage with their natural sense of
curiosity.
Being an early years topic, ‘Me and My Body’ links to the Early Years Framework, or EYLF.
The EYLF is an Australian framework that guides early childhood educators in delivering
quality teaching and learning experiences to young children. The EYLF comprises five
outcomes which guide educators in their practice. Outcome 1: Children have a strong sense
of identity, is linked to our unit this term as the unit develops in children a sense of
confidence in their bodies and a sense of who they are. The unit links to Outcome 2:
Children are connected with and contribute to their world, as it teaches children how to use
their bodies for good. Outcome 3: Children have a strong sense of wellbeing, is linked to the
‘Me and My Body’ unit as the unit delves into children’s five senses. The unit is linked with
Outcome 4: Children are confident and involved learners, as it involves children in
experiences that encourage a sense of curiosity, creativity and reflectiveness. Finally, the
unit links to Outcome 5: Children are effective communicators, as it offers opportunities for
children to discuss, communicate and respond.
SLIDE 4 - The Bishops’ Mandate was written by the Bishops of WA to reaffirm the
importance of WA Catholic schools in fulfilling the mission of the Catholic Church to
spread the Good News. The document sets out how RE is to be taught in Catholic
schools across the state. The Mandate states that parents are the first educators of
their children, which means you have a vital role in nurturing your child’s religious faith
and also in contributing towards the Catholic ethos of our school through active
participation in its life and practices. There are many things you can do to support your
child’s RE learning at home. In general, a great way to support your child’s RE learning
is to read scripture stories to them. Children’s bibles are often good places to start as
they put the stories in language that is easy for children to understand. Taking your
child to Mass and praying with them is also very beneficial. When your child goes to
Mass, not only do they get to experience the Catholic faith first-hand, but they also feel
that they are part of a community. Talk to your child about things they are grateful for,
or about nice things they did for others throughout their day. Delving into your child’s
sense of gratitude helps build their relationship with God. In terms of the ’Me and My
Body’ unit, you can focus your child’s attention on their senses when they are outside
in nature. Get them to think about the things they can see, hear, feel, touch, smell and
taste. You can also praise them when they use their bodies in loving ways, and make
links to Jesus; for example, you can say something like “thank you for helping me fold
the washing today. You used your body to do a kind thing, just as Jesus did.”
SLIDE 5 - I thought I would just go through three of my most frequently asked questions in
relation to RE and Catholic schools. The first is ‘What if my child isn’t Catholic? Do they still
need to participate?’ This question comes up a lot, particularly at the beginning of the year.
My answer to parents who ask this is that when you made the decision to send your child
to a Catholic school, you agreed that they would participate in the learning of the Catholic
faith. I also highlight that as a Catholic school, we do not in any way discriminate against
other religions, so all children and families are welcome to share in our faith. The second
question I often get asked is ‘Why is RE important in the early years?’ My answer to this is
that RE in the early years sets the foundation for later RE learning, so it really is vital. It is
important that children are introduced to RE concepts early so that they can understand
more complex concepts as they progress to higher year levels. RE also promotes a sense of
worthiness and fosters children’s sense of natural curiosity. My third and final frequently
asked question is ‘What will my child learn in RE?’ When responding to this question, I tell
parents that their child will learn about the Catholic faith and all it entails, including
significant traditions, celebrations, symbols and people. I tell parents that their child will
learn that they are a precious child of God who is loved deeply, and that they will be given
opportunities to wonder about God who created them.
Before we finish up, does anyone have any other questions they would like to ask? If
anyone has anything they would like to ask me privately, I am happy to speak with them
after we finish or feel free to contact me via email.
CONCLUSION - That brings us to the end of the evening. Thank you all for
coming once again. Remember, if you have any questions please do not
hesitate to ask. Feel free to stay around for a while and help yourself to a
cup of tea or coffee.
APPENDICES
God made my ears, eyes, nose and mouth (point to each); my legs, arms, hands and feet (touch each part).
God made every little bit of me. My body is hard to beat (hug self).
God loves my ears, eyes, nose and mouth (point to each); my legs, arms, hands and feet (touch each part).
God loves every little bit of me. God’s love is hard to beat (thumbs up sign).
This is a story about Jesus healing a blind man, a man who cannot see.
Move the blind man figure and the two villager figures towards the Jesus figure.
Some people brought a blind man to Jesus and begged him to touch the man.
Move the blind man figure and Jesus figure behind the building figure.
So Jesus took the blind man’s hand and led him out of the village
Place the blue circle fabric in the hand of the Jesus figure’s and put in on the eyes of the blind man figure.
Then he spit on the man’s eyes. He put his hands on the blind man and asked, “Can you see now?”
Place the hands of the Jesus figure on the eyes of the blind man figure.
Again Jesus put his hands on the man’s eyes.
Tilt the head of the blind man figure up to the sky again.
Then the man opened his eyes wide. His eyes were healed, and he was able to see everything clearly.
I wonder:
• I wonder in what ways Jesus used his body in the story?
• I wonder why Jesus used his body in these ways?
• I wonder why Jesus did such a kind thing to the blind man?
Appendix 6 – Bible Passage for Mark 8:22-25 From The International Children’s Bible
Verse 1
Jesus loved those who were sick.
Jesus loved those who were sick.
Jesus loved those who were sick.
We can love like Jesus.
Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.
Verse 2
Jesus loved the lonely people.
Jesus loved the lonely people.
Jesus loved the lonely people.
We can love like Jesus.
Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.
Verse 3
Jesus loved the children.
Jesus loved the children.
Jesus loved the children.
We can love like Jesus.
Chorus
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
‘Love one another as I have loved you’.
is Jesus’ special message.
Verse 4
Jesus loved everyone.
Jesus loved everyone.
Jesus loved everyone.
We can love like Jesus.
Overview
McGunnigle, C., & Hackett, C. (2015). Spiritual and religious capabilities for catholic schools. eJournal of Catholic Education in Australasia, 2(1), 1-30. Retrieved from
https://researchonline.nd.edu.au/ecea/vol2/iss1/6/
Lessons
Catholic Diocese of Ballarat Education. (n.d.). Parable of the lost sheep: Luke 15:3-8. Retrieved from
https://www.ceoballarat.catholic.edu.au/media/uploads/rec_godlyplay_scripts/TheLostSheep.pdf
Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. Me and My Body. Perth: CEOWA.
The Holy Tales: Bible. (2014, November 7). The blind man sees: New Testament stories: Children’s bible stories: Holy tales bible stories. [Video file]. Retrieved from
https://www.youtube.com/watch?v=srHjB5X63Qw&frags=pl%2Cwn
The Kidboomers – Kids Music Channel. (2017, February 23). Five senses song: Songs for kids. [Video file]. Retrieved from
https://www.youtube.com/watch?v=vXXiyIGqliE&frags=pl%2Cwn
Pearson, E. (2002). Ordinary Mary’s extraordinary deed. Layton, UT: Gibbs M. Smith.
Concept Map
ICT
infobells. (2014, April 13). God’s love is so wonderful: Nursery rhymes [Video file]. Retrieved from https://www.youtube.com/watch?v=Ju38Sdc2cSg
KidSpring Children’s Ministry. (2015, October 4). When I look: Preschool worship song [Video file]. Retrieved from https://www.youtube.com/watch?v=4iW9MN7vMpQ
Book corner
Fox, M. (2009). Ten little fingers and ten little toes. London, United Kingdom: Walker Books.
Showers, P. (1993). The listening walk. New York, NY: HarperCollins Publishers.
Sweeney, J. (2018). Me and my amazing body. New York, NY: Ballantine Books.
Turner, P. (2017). When God made you. Colorado Springs, CO: Waterbrook Press.
Outdoor Play
Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. My and My Body. Perth: CEOWA.
Catholic Education Western Australia (CEWA). (n.d.) Religious education. Retrieved from https://www.cewa.edu.au/learning-and-wellbeing/learning-programs/religious-
education/
Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, being & becoming: The early years learning framework. Canberra: DEEWR.
Grajczonek, Jan. The early years religion program: Placing the emphasis on how young children learn. Religious Education Journal of Australia, 28(2), 3-8. Retrieved from
https://search.informit.com.au/documentSummary;dn=522545601979837;res=IELHSS
Rymarz, R. (2014). So you’re teaching religion! Some strategies for the beginning. Ontario, CA: Novalis.