EDUC3619: Principles of Primary Religious

Education 2
Forward Planning Document
Monica Italiano
The University of Notre Dame, Fremantle

OUTCOMES EYLF
OUTCOME 1:
Children have a strong
sense of identity
Children feel safe, secure, and
supported
Children develop their
emerging autonomy, inter-
dependence, resilience and
sense of agency
Children develop
knowledgeable and confident
self-identities
Children learn to interact in
relation to others with care,
empathy and respect
PRINCIPLES
1. Secure, respectful & reciprocal
relationships
PRACTICES
Holistic approaches
Continuity of learning & transitions
\
OUTCOME 2:
Children are connected with
and contribute to their world
Children develop a sense of
belonging to groups and
communities and an understanding
of the 
 creativity, commitment,
reciprocal rights and
responsibilities necessary for
active community participation
Children respond to diversity with
respect
Children become aware of fairness
Children become socially
responsible and show respect for
the environment
2. Partnerships
Responsiveness to children
Cultural competence
OUTCOME 3:
Children have a strong sense
of well being
Children become strong in their
social and emotional wellbeing
Children take increasing
responsibility for their own health
and physical wellbeing
3. High expectations & equity
Learning through play
Assessment for learning
EARLY YEARS LEARNING FRAMEWORK
OUTCOME 4: OUTCOME 5:
Children are confident and Children are effective
involved learners communicators
Children develop dispositions for Children interact verbally and non-
learning such as curiosity, verbally with others for a range of
cooperation, confidence, purposes
enthusiasm, persistence,
imagination and reflexivity
Children develop a range of skills Children engage with a range of
and processes such as problem texts and gain meaning from these
solving, enquiry, experimentation, texts
hypothesising, researching and
investigating
Children transfer and adapt what Children express ideas and make
they have learned from one meaning using a range of media
context to another
Children resource their own Children begin to understand how
learning through connecting with symbols and pattern systems work
people, place, technologies and
natural and processed materials
Children use information and
communication technologies to
access information, investigate
ideas and represent their thinking
4. Respect for diversity 5. Ongoing learning & reflective
practice
Intentional teaching
Learning environments
AIMS OF RELIGIOUS EDUCATION – Highlight those items that relate to the planned activities PK/K ONLY
Religious Education in the early years
aims to provide students with the
opportunity to discover God in people
and creation by:
Experiencing the created environment, using
all of their senses
Expressing basic ideas about the created
environment in which they live
Sorting and classifying living and non-living
things
Identifying signs of God’s creation
Wondering at what God who created their
world is like
Developing an awareness that by caring for
living and non-living things they are living as
God wants
Discovering things about themselves
Identifying significant others
Recognising people and places of importance
Wondering at all the ways God loves them
Developing awareness that by caring for
people they are living as God wants.
Religious Education in the early years
aims to provide students with the
opportunity to draw on human
experiences of God by:
Identifying the many gifts that God has given Gospels
them
Reflecting on experiences of family, love,
care, forgiveness and community
Exploring a range of human interactions
Demonstrating socialisation into the early
years community
Reflecting on experiences of play and work,
likes and dislikes, belonging and
celebrations
Wondering at God in the midst of human
experiences.
Religious Education in the early years
aims to provide students with the
opportunity to know Jesus by:
Wondering at the person of Jesus in the
Wondering at Jesus’ love for them
Hearing and being immersed in stories about
the life of Jesus
Identifying significant people in the life of
Jesus
Identifying the way that Jesus loved and
cared for people
Engaging in play experiences based on the
stories of Jesus
Responding to stories about Jesus
Exploring and making meaning of Scripture.
Religious Education in the early years
aims to provide students with the
opportunity to live like Jesus by:
Naming ways that people can show love and
be considerate like Jesus
Identifying ways of including people based
on how Jesus included people
Exploring ways of forgiving like Jesus
Identifying ways of choosing to do good
following the example of Jesus
Wondering at the love that Jesus had for all
people
Using their special gifts to help others
Wondering at the ways they can use their
gifts to help people
Knowing special people who like Jesus used
their gifts to hel others in particular ways
– Mary, the mother of Jesus
– Joseph
– Some saints (patron saint of the school or
founding order).

Religious Education in the early years aims to provide students with the opportunity to develop a basic understanding of Catholic life, prayer and Scripture by:
Knowing that prayer is the way that people develop a relationship with God.
Recognising religious symbols including the cross, liturgical colours and holy water.
Knowing simple ways of praying – making the Sign of the Cross, joining hands in prayer, singing.
Engaging in informal prayer experiences i.e. prayers of praise, thanks, sorrow, petition, spontaneous prayers or through song or movement.
Participating in rituals (e.g. Children’s Liturgy of the Word, having a set process for coming to prayer).
Appreciating the importance of Christmas and Easter as special celebrations for the followers of Jesus.
Developing an awareness that God’s family is called the Church.
Coming to know of the relationship between Jesus and the Father.
Developing an awareness that Jesus came to tell people about God’s love.
Meeting the parish priest and knowing of his role in the Church.
Visiting the parish church and learning of its role as the place that gathers God’s family.
Knowing how God’s family celebrates and experiencing liturgies and other appropriate school activities.
Recognising the Bible as the special book that tells people about God’s love.
Observing, manipulating and retelling Scripture stories using pictures and other objects
Participating in ritual to listen to and respond to Scripture.
YEAR: Kindergarten THEME: I Am Me

OVERVIEW: Children wonder about themselves and what makes them different and similar to others. Children learn about God the creator who created all living
things, such as themselves. Children may begin to think of how different each person is and how each person is gifted in their own way, they realise that God who
created our specialness must love them very much. Children should come to realise and celebrate that among the different things they can discover about God, one is
that God loves them. Followers of Jesus teaches people to show who they are in many different ways. When people continue to use their specialness in a loving way
they are living, as God intended.
Throughout this document, lessons generally follow the structure of a 15 minute mat session followed by children transitioning to unstructured play time. During this
time the teacher will invite children to engage in an activity relating to the content of the mat session. The children’s home time prayer throughout this unit is “Loving
God”.
Ideas for WONDER God in People and Human Experiences of Knowing Jesus Living Like Jesus Catholic Practices – Prayer
questions Creation God • Tell the story of the • Invite the Parish Experiences
• I wonder who made • Provide mirrors, tape • Take photos of Visitation. priest to join the • Display ultrasound baby
me? measures to compare children doing their • Tell the story of the children in a prayer pictures on the prayer
• I wonder why God and contrast hand favourite things in Annunciation. ritual and talk to the table with a sign – before
made me the way I prints, foot prints, hair and out of the • Tell of the journey to children. you were born God knew
am? colour, eye colour, etc. classroom. I wonder Bethlehem. • Encourage children to you.
• I wonder how much • Children create a what Jesus liked to • Tell the story of the use their gifts to help • Say thank you prayers for
God loves me? perspex easel painting do when he was Birth of Jesus. each other. the things that make you
• I wonder what I was of a partner. little. • From the stories in special.
like as a baby? • I wonder why I’ve got • I wonder what Jesus Knowing Jesus • Display a Bible, showing
• I wonder what Jesus (for example, brown liked to eat/drink/ introduce that Jesus where we learn about how
was like as a baby? hair) and you’ve got play/wear/play is God’s son. Jesus was born.
(for example, red with... • Raise awareness that
hair)?Discuss • Tell the story of Jesus Jesus came to show
differences and in the Temple as a us God’s love.
similarities. boy and share similar
• Read Whoever You Are stories. Wonder at
by Mem Fox and how Mary and Joseph
discuss differences and felt.
similarities between
students.

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance
Catholic World View and Teacher Witness
As an educator I will provide Teacher Witness and Catholic World View through modelling personal activities such as sharing my own drawing of my
family or myself and telling the children what I believe is special about me. Throughout the unit I will tell the children when I see them using their
specialness to show love and what I think is special about them. I will encourage the children to do the same for their peers. I will also share with the
children how I give thanks to God through prayer and provide spontaneous “teachable moments” about God and bring and understanding of Catholic life
into daily routines. This is evident within learning centre plans. A popular contemporary Catholic focus: caring for the poor and the marginalised
(largely in focus with CEWA) will be presented through looking after people who are “left out”. Bringing the understanding of Catholic life to the
children’s level.
LEARNING AND TEACHING PROGRAM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY ASSESSMENT

WEEK 1 Learning Point: We all Learning Point: I can Learning Point: I can Learning Point: Learning Point: Tuesday:
have different names. think of/say a word to think of and say Sometimes people like My body can do important Checklist with
Human These are a part of who describe me that begins something nice about the same things, things. anecdotal
experiences we are. with the same letter as myself. sometimes people like notes
my name. different things MAT SESSION
PROVOCATION: Display MAT SESSION: Teacher reads story: My Hands Wednesday:
Knowing of children’s full names MAT SESSION: Teacher sings song: MAT SESSION - Aliki
 Work sample -
about Jesus and pictures. (Phonics integration) That Is Me Teacher reads story: Teacher witness: My hands are short rubric
Song (in picture book): Sing again - children Whoever You Are - Mem my favourite part of my body, attached for
MAT SESSION: “A you’re Adorable” encouraged to join. Fox I can use them to write, paint portfolio.
Wonder: Stand up, find someone Discussion: We are all and pray.
Understandin I wonder why we all ACTIVITY and tell them the same and we are all Brainstorm: What can our Friday:
g of Catholic have names? Children complete a something special about different. Sometimes body parts do? [Protective Work sample -
life I wonder why we do not wax crayon wash of them. we like the same things behaviours: what is a school short rubric
all have the same themselves in their as our friends and behaviour?] attached for
name? favourite clothes. ACTIVITY (3-4 sometimes we like portfolio.
Teacher uses prompting children): The children different things. Activity: Students share their
Discussion: Each of us to facilitate a word glue a picture of Children share favourite body part with the
is so special that our starting with the first themselves on the anecdotes. teacher. Teacher photographs
parents have chosen a sound of their name to construction paper. the child showing that body
name just for us. Full write a caption eg Then at the collage ACTIVITY part e.g. holding their hands
name - Christian name Michael is magical. trolley they can cut out Teacher has some out. Teacher scribes the
and surname, is special (Bound as a “Floor items from magazines pictures on power point child’s description of what
because it tells us, and Book” and added to the of things that they like (Interactive WB) about that body part can do that
others, who we are and book corner and such as: dogs, cats, what may be children’s that makes it special. “My
to which family we brought to outside flowers, family favourite things. e,g, _________ are/is important
belong. “I know that mat.) pictures, etc. and add favourite toys, because…”
Amber belongs to the collage trolley items. favourite food,
Murray family!” Explore Learning Teacher scribes “The favourite football team, Explore learning centres.
Centres best thing about me favourite activity at Teacher scaffolds: what body
Wonder: I wonder if is…” kindy. parts to you have to use while
God knows everyone’s Children go the green doing this activity?
name? Explore learning cone if they agree and
centres. the red cone if they
ACTIVITY: Attempt to don’t agree.
write or copy name
(differentiate support). Wonder: I wonder what
Teacher scribes: “I like Jesus favourite… was?
my name because.”
Explore learning
Explore Learning centres.
Centres
 WEEK 2 Learning Point: I can Learning Point: Jesus Learning Point: Ways I Learning Point: Ways I Learning Point: Jesus was Tuesday:
share something special loved children. I am can use my specialness can use my specialness special because he was brave, Anecdotal
Human from my home. We all special to Jesus. to show love. to show love. Jesus used this specialness to notes:
experiences have special things at show love to people that were responses to
our house, they could MAT SESSION (Circle): MAT SESSION MAT SESSION left out. godly play
be different or similar. Godly Play: Jesus and Brainstorm special Song: That Is Me (knowledge of
Knowing the children [Mark things people can do, MAT SESSION (Circle): Jesus),
about Jesus MAT SESSION: 10:13-16]. for example, play Discussion: what is one Godly Play: Zacchaeus the Tax engagement
Teacher reminds Wonder: music, sing, draw, be way you’ve used your Collector [Luke 19:1-10]. etc.
children that it is What was your helpful, etc. specialness to show Wonder: I wonder why the
“Special Show and Tell favourite part of the Wonder: I wonder how love today? people didn’t want Jesus to Friday:
Understandin Day”. Teacher shows story?
 people use their go to Zacchaeus’ house? Anecdotal
g of Catholic something special she What did Jesus say to specialness to show Teacher reads: Elmer - I wonder how Zacchaeus felt notes (add to
life brought from home and his friends? 
 love? David Mckee when Jesus chose him? Tuesday’s):
models ‘showing and How did Jesus make the I wonder if Jesus used Discuss: How was Elmer responses to
telling’ the class. little children feel specialness to show special? Discussion: Jesus was special godly play
(Children have brought welcome? 
 love? How did the other because he was brave, Jesus (knowledge of
in something special How do we know Jesus I wonder how Jesus elephants use their used this specialness to show Jesus),
from home to share and loved the little could have used his specialness to show love to people that were left engagement
talk to small group children? specialness to show love to Elmer? out. etc.
about.) I wonder how I am love? How did this make
Children move into special to Jesus? Elmer feel? Explore learning centres.
groups and take turns Sing: I am Special Godly play kit left on the mat
to share. Items are then Explore learning for the children to explore.
displayed for the day on Explore learning Explore learning centres. Teacher adds
a table. centres. Godly play kit centres. While children elephant soft toys to
left on the mat for the are playing, and mat play for children to
Explore learning children to explore. throughout the reenact/discuss the
centres - Children can remainder of the week, story.
visit the sharing table. the teacher will tell
(objects must stay in children when they are
that centre). using their specialness
to show love and take a
photo of it. The teacher
will add a caption to
the printed photo and
put it on the class
display “Using Our
Specialness to Show
Love.”
 WEEK 3 Learning Point: Learning Point: The Learning Point: Other Learning Point: We can Learning Point: Experience a Monday: work
Everyone is special. Bible is where we can people can make me pray to God to say Catholic prayer ritual sample
Human God and the Church learn about Jesus. feel special and thank you. [Children practice end-of-unit
experiences want us to look after important. Ritual]. Wednesday:
people who have been MAT SESSION: MAT SESSION (Circle): Work sample -
left out. Discuss: Who is Jesus? MAT SESSION: “We can pray to God to MAT SESSION short rubric
Knowing Where do we learn Jesus wants us to show say thank you.” Teacher reminds children that attached for
about Jesus MAT SESSION about Jesus? people that they are Children are handed on Monday their parents have portfolio.
Revisit yesterday’s Teacher shows a bible. special. their artwork from been invited to come to kindy
discussion: Jesus was What is this? Who is this I wonder who makes yesterday (or a picture for a special prayer. Teacher
special because he was book written about you feel important? of their family from the outlines what will happen and
Understandin brave, Jesus used this about? I wonder how other belonging tree if expectations. Explain
g of Catholic specialness to show A bible has lots of people can make you absent), one at a time Catholics like to gather
life love to people that stories, lots of them feel special? they place these in the together to pray to God.
were left out. tell us about Jesus, who When we make people middle of the circle.
he was and what he feel special we are Song: That Is Me
Brainstorm: When have did. The bible is how shining our light! Teacher: Thank you God Godly Play: Jesus and the
you seen someone being we know Jesus was or these special people children [Mark 10:13-16].
left out? When have you special and brave and Teacher sings song: in our lives that make Wonder: What was your
been left out? that he used his “This Little Light of us feel important. We favourite part of the story?

specialness to show Mine” will do our best to What did Jesus say to his
Teacher: Our Pope tells love. Sing again - children make other people feel friends? 

us to look after people Teacher flicks through encouraged to join. special too and shine How did Jesus make the little
in our world who are bible stopping at book our light. Amen. children feel welcome? 

left out because that’s marks to list familiar Activity: Draw a picture How do we know Jesus loved
what God wants us to stories to the children. of someone that makes Song: This Little Light the little children?
do. Those people are These are all from the you feel important. of Mine I wonder how I am special to
special too! bible! Teacher scribes “___ Jesus?
Wonder: I wonder if makes me feel special Explore learning
Activity: Paint or draw you’ve ever seen a when …” centres. Sacred space Children are invited to share
you acting like Jesus bible before? I wonder for prayer left on the any questions or concerns for
and looking after where you may have Explore learning mat for the children to Monday’s prayer.
someone who is left seen a bible? centres. explore and reflect.
out. Our Godly play stories Explore learning centres.
are from the bible.

Explore learning
centres. Godly play kits
left on the mat for the
children to explore.
 PAINTING/ COLLAGE CONSTRUCTION

• Use mirrors for investigating and drawing
facial features. 
 • Create houses for the people.
[I wonder why God makes all our faces so
different? 
 [I wonder if I will grow bigger than this tower
I wonder why we have different coloured
eyes?]
• Take photos of the children – use this to
create a collage of their faces.
• Create a painting of their favourite thing/
the thing they like doing most.
DRAMATIC PLAY
• Include hats, dolls, prams, home furniture.
Create outdoor or indoor cubby houses.
• Include various phones to talk to God about
‘What I have been doing’.
• Use computers to send God a message.
[I wonder what I should tell God about myself?
I wonder if God already knows everything about
me?]
• Dress up: characters from godly play.
INVESTIGATION TABLE
• Have mirrors, tape measures or wool,
magnifying glasses to use in investigating
and measuring.
• Make fingerprints and look at them
through a magnifying glass. Compare
fingerprints with a friend.
• Measure and compare hand size, foot size,
height, etc. 

[I wonder how big Jesus’ hands/ feet
were?]
• Favourite storybooks about people.
INDOOR PLAY
WEEKS: 2,3,4
• Incorporate people into the block corner.
• Create a tower as high as themselves.
one day?
I wonder what I will be when I grow up?
I wonder what God wants me to be when I
grow up?]
PLAY-DOUGH TABLE
• Use mirrors for replicating facial features
• Face shaped play-dough mats
• Different colours of play-dough (different
colours for skin).
• Use laminated pictures of the children’s
faces as play-dough mats. Can use their
own face or a classmates. Investigate
similarities and differences.

BOOK CORNER DRAWING / WRITING CENTRE

• All the Ways to Be Smart - Davina Bell & Allison Colpoys Create a class big book of ‘Things We Love’. 

• Whoever you are - Mem Fox I wonder if other people love the same things we love? 

• The Wonderful Things You Will Be - Emily Winfield Martin I wonder what Jesus loves? 

• In My Heart: A Book of Feelings - Jo Witek I wonder why God loves us so much?
• We Are All Equal - P Crumble & Jonathan Bentley • Children create their own name label.
• When I Grow Up - Tim Minchin • Trace around a child’s body and fill outline with pictures of
• I am Human - Susan Verde
things we love.
• I’m Australian Too - Mem Fox
• Giraffes Can’t Dance - Giles Andreae
• Elmer - David McKee
 CLIMBING AREAS
Key Teaching Points
• Using our specialness to look after
each other and stay safe.
• How can we stay safe while climbing?
• Waiting our turn is staying safe and
using our specialness to show love.
• Some people are better at climbing
than others - that is because we are all
special and good at different things.
Because someone can climb up high
doesn’t mean we all can. Knowing our
limits is part of staying safe.
• Obstacle course: things my body can
do.
MAT PLAY
• Children’s laminated pictures
made into face puzzles.

 • Godly play kits from unit
• Class floor book (from unit) to
read, recall/discuss and look
at.
ART/CRAFT TABLE
• Perspex screen paintings.
• Nature crafts: gathering baskets/bowls,
easels, paper. Discuss special things
about nature.
OUTDOOR PLAY
WEEKS: 2,3,4
SAND and WATER PLAY
• Looking at reflections in the water surface
- Does it look exactly the same as a mirror?
- Can you still tell who is who?
- Can you see your special features?
- What is your favourite part of your face?
- Can you still see your reflection when you splash the
water?
• Can you build a sand castle as tall as you?
- Are you and your friend the exact same height?
- Who’s sandcastle would have to be taller?
NATURAL ENVIRONMENT
• Wondering at God who created everything
• I wonder if God made different kids off…
(e.g. trees) on purpose. I wonder if he
thinks they are special like us.
• Finding “specialness" in nature.
• Favourite flower or favourite insect - we
don’t all have the same favourites, that is
part of our specialness.
• I wonder how we can look after God’s
special creation?
CREATIVE PLAY
[Link to “what will I be when I grow
up”]
• Outfits/ props that link to dream
professions/ aspirations e.g. fire
fighter costume, doctor office,
mini classroom and whiteboard.
• We all want to be different things
when we grow up and that is part
of what makes us special.
INVESTIGATION
• Use mirrors for investigating and
drawing facial 

features.
• Have mirrors, tape measures or
wool, magnifying glasses to use in
investigating and measuring.
• Book: “Lifesize” Children
investigate how they are different
to a variety of animals.
BIKE PLAY
Key Teaching Points
• Using our specialness to look after each
other and stay safe.
• Sharing the equipment is using our
specialness to show love.
 PHYSICAL
• Things my body can do… E.g. “show
me how your body can run!”
• Climbing
• Bike play
• Dancing/ actions to songs
• Collage/ painting - fine motor
development
• Writing name - fine motor
development
SOCIAL/ EMOTIONAL
• Self-identity: talking about what
makes me me.`
• Self-esteem: telling each other what is
special about us.
• Autonomy is directing own learning
through play centres.
• Children develop an understanding of
and respect for diversity. We may have
similarities but we are all different/
special.
• Using our specialness to show love.
DEVELOPMENTAL
DOMAINS
SPIRITUAL/ MORAL
• I am Me - Knowing themselves can
lead to a sense of contentedness. If
I know myself, I can relate to Jesus.
• Children develop an understanding
of and respect for diversity. We may
have similarities but we are all
different/ special.
• Using our specialness to show love.
• Wondering at/ being present in
God’s creation.
• Wondering at how we can make
others feel important.
• Looking at reflections in water -
connecting with nature.
CREATIVE/ AESTHETIC
[Link to “what will I be when I grow up”]
Outfits/ props that link to dream professions/
aspirations e.g. fire fighter costume, doctor
office, mini classroom and whiteboard.
• Perspex screen paintings.
• Nature crafts: gathering baskets/bowls,
easels, paper. Discuss special things about
nature.
• Nature: Favourite flower or favourite
insect.
• Use mirrors for investigating and drawing
facial 

features.
• Create a painting of their favourite thing/
the thing they like doing most.
• Collage of their face and things they like
doing most.
COGNITIVE/ LANGUAGE
• Godly play kits from unit
• Class floor book (from unit) to read,
recall/discuss and look at.
• “The best thing about me
is…” (assessment).
• Book Corner
• Responding to wonder questions
• Class discussion.
PLANNED ASSESSMENT - 1 formal assessment that links to a key understanding or learning point, develops higher order thinking skills and comprehensively
assesses student learning.

[Teacher highlights rubric based on interactions and observations of the child completely activity (week 1, Wednesday). Student circles face in self-assessment.]

RUBRIC: “The best thing about me is…”

Amber Murray
ABOVE STANDARD AT STANDARD WORKING TOWARDS STANDARD
Can independently state one or more Can state one positive thing about Can state one positive thing about
positive things about themselves with themselves. themselves with prompting.
reasoning.

SELF-ASSESSMENT

I’m thinking I need help!

I’ve got this!
hard.
PLANNED RITUAL - PRAYER
[Children’s artwork from the unit is displayed around the space]

Gather
Teacher: Welcome everyone to our gathering here at kindy this morning. God we ask that you please look over us, as we join together in your
name and thank you for making us all special. Please stand and join us in singing “That Is Me”.

Song: That Is Me

Listen
Godly Play: Jesus and the children [Mark 10:13-16].

Reflect and Respond

Wonder Questions:
What was your favourite part of the story?

What did Jesus say to his friends? 

How did Jesus make the little children feel welcome? 

How do we know Jesus loved the little children?
I wonder how I am special to Jesus?

Go Forth
Teacher: God we pray that all of us in Kindy can take our light into the classroom and playground today and every day to make someone else’s
day a little brighter. Please stand and join us in singing “This Little Light of Mine”.

Song: This Little Light of Mine

Sign of the cross.

Teacher: Thank you for gathering with us today in prayer. Family and friends we would love if you could guide you child outside for a play or a
walk in the sunshine, and say your goodbyes when you’re ready.

PARENT INFORMATION NIGHT - 5 slides, notes of presentation, rationale of RE in the early years

Slide 2 Presenter Notes:

After prayer - Turn to the person next to you, introduce yourselves, please share: why do
you send your child to a catholic school?

Slide 3 Presenter Notes:

• RE is the first learning area of a Catholic School.
• It is mandated we teach RE at this school.
• The EYLF is an overarching framework that guides teaching and learning in Kindy.
Slide 5 Presenter Notes:

• As parents you are the first and primary

educators of your child.
• Taking learning home (or into another
context) makes it more “real” for
children.
• Hopefully sharing things that you think
make each other special is an enjoyable
bonding experience for the family.

Thank you and any questions?

We will be holding a prayer gathering on

Monday week 5. Family and friends are all
welcome! More information is in your parent
letter.
APPENDICES – copies of resources used in lesson plans: Bible passages, worksheets, resource sheets, learning activities.

THAT IS ME! Alphabetically speaking you're okay

Tune: Frère Jacque
Look in the mirror U Made my life complete
Look in the mirror V Means you're very sweet
What do you see? W, X, Y, Z
What do you see? It's fun to wander through
Someone very special The alphabet with you
Someone very special To tell you what you mean to me
That is me!
That is me! I LOVE MY FAMILY
Some families are big (spread arms wide)
LOVING GOD (HOME TIME PRAYER) Some families are small (bring arms closer together)
Two little eyes to look at God. (Point to eyes)
 But I love my family (cross arms over chest)
Two little ears to hear his Word. (Point to ears)
 Best of all!
Two little feet to walk in his ways. (Tiptoe steps)

Two little lips to sing his praise. (Point to lips)
 THIS LITTLE LIGHT OF MINE
Two little hands to do his will. (Hold hands up and wriggle fingers) Words and music traditional African-American Spiritual
And one little heart to love him still. (Cross hands on heart) This little light of mine, I’m going to let it shine.
This little light of mine, I’m going to let it shine.
A YOU’RE ADORABLE This little light of mine, I’m going to let it shine,
A You're adorable Let it shine; let it shine all the time.
B You're so beautiful
C You're a cutie full of charms THE LITTLE CHILDREN AND JESUS (Matthew 19:13-16)
D You're a darling and 13 People were bringing little children to Jesus for him to place his
E You're exciting and hands on them, but the disciples rebuked them. 14 When Jesus saw
F You're a feather in my arms this, he was indignant. He said to them, “Let the little children come
to me, and do not hinder them, for the kingdom of God belongs to
G You look good to me such as these. 15 Truly I tell you, anyone who will not receive the
H You're so heavenly kingdom of God like a little child will never enter it.” 16 And he took
I You're the one I idolize the children in his arms, placed his hands on them and blessed
J We're like Jack and Jill them.
K You're so kissable
L Is the love light in your eyes

M, N, O, P
I could go on all day
Q, R, S, T
JESUS AND ZACCHAEUS (Luke 19:1-10)
19 He entered Jericho and was passing through. 2 And behold, there was
a man named Zacchaeus. He was a chief tax collector and was rich.
3 And he was seeking to see who Jesus was, but on account of the crowd
he could not, because he was small in stature. 4 So he ran on ahead and
climbed up into a sycamore tree to see him, for he was about to pass that
way. 5 And when Jesus came to the place, he looked up and said to him,
“Zacchaeus, hurry and come down, for I must stay at your house today.”
6 So he hurried and came down and received him joyfully. 7 And when
they saw it, they all grumbled, “He has gone in to be the guest of a man
who is a sinner.” 8 And Zacchaeus stood and said to the Lord, “Behold,
Lord, the half of my goods I give to the poor. And if I have defrauded
anyone of anything, I restore it fourfold.” 9 And Jesus said to him, “Today
salvation has come to this house, since he also is a son of Abraham.
10 For the Son of Man came to seek and to save the lost.”

POWERPOINT: “My Favourite _____ Is…”
 BODY PATRTS: “My _________ are/is important because…”
REFERENCES*

Aliki. (2000). My Hands. New York: NY: HarperCollins

Catholic Education Office of Western Australia. (2014). Let the Little Children Come To
Me. Perth, WA: Catholic Education Office of Western Australia.

Fox, M. (2007). Whoever You Are. San Diego: CA: Harcourt Children’s Books.

Mckee, D. (1997). Elmer. Paris, France: Ecole des Loisirs

Wise, F. (2016). A You’re Adorable. Lisarow, NSW: Scholastic Education.

*Images: Pexels (royalty free)