ED2618 Principles of Primary Religious Education 1

Assessment 2
LESSON PLANS FROM A RELIGIOUS EDUCATION UNIT
STUDENT NAME: Justin Fiume
STUDENT NUMBER: 20152499
 UNIT OVERVIEW
Year Level Unit Title Salvation Topic Aspect of Human Development
6 Empowered by the Holy Spirit Confirmation Inner strength is something we
admire in others and wish for
ourselves.

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person
The strength of God is greater than human inner strength. This strength is a gift of the Holy Spirit, whom Jesus shares with members of the special community or Church he
instituted. Many of the children will be confirmed in Year Six, this unit is one way the school assists parents to prepare their children for the celebration of the Sacrament of
Confirmation. The Religious Education unit begins by recalling that the soul gives both life to the body and inner strength for goodness. The children then describe and
wonder at experiences in which the soul strengthens people to be heroic in their efforts to do good. This leads people to wonder at God who empowers human beings to
do what is good.

The unit explores ways in which Christian heroes have been strengthened by the Holy Spirit, and how Catholics are promised this strengthening through the Sacrament of
Confirmation. The extent to which this strengthening will grow depends upon their daily prayer, their worship and genuine efforts to live the teachings of Jesus. Finally the
unit explains ways in which Christians are called to live the Beatitudes as key teachings of Jesus which increase the Spirit’s strength in their lives.
Key Understandings and Learning Points
A Wondering at the Creator B The Promise of Christian Salvation C Christian Response

A1 Wondering at experiences of the human spirit
A1.1 States that the soul gives life to the body and, with Father
God’s help, gives inner strength for goodness.
A1.2 Describes situations in which the soul, with God’s
help, strengthens people to be heroic for God.
A1.3 Identifies ways the soul moves people to behave
like God.
A2 Wondering at the Creator of the soul
A2.1 States qualities of the soul.
A3 Attribute: God empowers human beings for good
A3.1 Celebrates that God empowers human beings to
do what is good.
B1 Jesus revealed heroic spiritual strength to obey his
B1.1 Describes ways in which Jesus showed heroic
spiritual strength.
B2 Jesus promised the special strength of the Holy
Spirit to his Church
B2.1 States that Jesus promised the Holy Spirit to his
followers and how this was fulfilled at Pentecost.
B2.2 Evaluates ways society would be different if
everyone used the heroic strength of the Holy Spirit to
do good.
C1 Catholics celebrate the special strength of the
Holy Spirit
C1.1 Presents major stories of followers of Jesus
being strengthened by the Holy Spirit.
C1.2 Identifies ways in which other Christian
heroes have been strengthened by the Spirit.
C2 Catholics celebrate the Sacrament of
Confirmation
C2.1 Describes the words and actions of the Rite of
Confirmation.
 C3 Jesus calls his followers to open themselves to
the Spirit through the Beatitudes
C3.1 Explains how the gifts of the Spirit received
through Confirmation can be developed further
through the Beatitudes.

C4 Continuing to wonder at spiritual strength

given by the Holy Spirit
C4.1 Reviews and expresses the main ideas of the
unit.

Links to General Capabilities

Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal Intercultural
Thinking Competency Understanding

Links to Religious (Cardinal) Capabilities Links to Spiritual (Theological) Capabilities

Fortitude Temperance Justice Prudence Faith Hope Charity
Unit Title Step A Lesson
The Salvation Topic for this unit is: Confirmation The aspect of Human development is: Inner strength is something we admire in
others and wish for ourselves.

The purpose of this step is to assist the development of students’ religious awareness. It aims to help them understand the religious meaning of significant
experiences – an essential step for both Evangelisation and new Evangelisation (see Australian Religious Education – Facing the Challenges).
The students should be provided with opportunities to wonder in A1 and A2. They need to celebrate (rather than merely understand) the related attribute of
God in A3.
The basic questions of the human heart to which the following experiences relate are taken up in the Year 8 – 12 Religious Education units.

Key Understandings and Learning Points

Teacher Background Material
A Wondering at the Creator States that the soul gives life to the body and, with God’s help, gives
inner strength for goodness.
A1 Wondering at experiences of the human spirit
A1.1 States that the soul gives life to the body and, with God’s help, gives ‘The “soul” refers to … that by which (a person) is most especially in
inner strength for goodness. God’s image …’ – Catechism 363
A1.2 Describes situations in which the soul, with God’s help, strengthens “I will give them an everlasting name.” – Isaiah 56
people to be heroic for God. Year six students are preparing for the Sacrament of Confirmation and
will choose a Saint to guide them through their spiritual journey.
A1.3 Identifies ways the soul moves people to behave like God.
Integration with other learning areas
A2 Wondering at the Creator of the soul
 English – Saint research
A2.1 States qualities of the soul.  Art – ‘stained glass’ pictures
A3 Attribute: God empowers human beings for good Classroom management behaviour
 Active collaboration skills are required during ‘Think-Pair-
A3.1 Celebrates that God empowers human beings to do what is good.
Share’ discussion.
Lesson Objectives  Students are to remain reflective and quiet while drawing
Students are able to: their ‘stained glass’ pictures.

1. Recall seven gifts of the Holy Spirit.

2. Recall twelve fruits of the Holy Spirit.
3. Reflect upon the wonder questions and write their responses in the workbook.
4. Draw a ‘stained glass’ window of their Confirmation Saint.
LESSON PLAN ONE A - Wondering at the Creator
Teaching Focus for the Lesson
Key Understanding/Learning Point
Students will come to understand that their Confirmation Saint chose to
serve God and displayed attributes of the Holy Spirit in the process.
A1 Wondering at experiences of the human spirit
A1.1 Illustrates ways in which human beings grow and change.
Through the gifts and fruits of the Holy Spirit, students will promote a
life inspired by their chosen Saint.

Timing Steps of the Lesson Resources

Prior Knowledge
 Students have chosen five potential Confirmation Saints which they have briefly researched.
 Students are aware of many different Saints as the teacher reads the book ‘Saint of the Day’
to the class each morning.
 Students have learned about the gifts and fruits of the Holy Spirit.

5 mins Introduction
Ask three students to hand out the RE workbooks. Book: Saint of the Day by Leonard Foley
Read page 17 from the book ‘Saint of the Day’ by Leonard Foley.

‘Think-Pair-Share’ in their groups through rich questioning.

Students will write their responses in their RE workbook. RE Workbook

Teacher directed:
 How could you show some of these attributes in your own lives?
 Is this Saint familiar to your Confirmation Saint? (optional)
 What gifts or fruits of the Holy Spirit did this Saint show? (optional)
 Strategies for Learning and Teaching

Students will reflect upon the wonder questions about their Saint.
5 mins
Wonder Questions:
 I wonder why my Saint dedicated their life to serving God.
 I wonder what I admire most about my Saint.
 I wonder how I can imitate my Saint in my life.
Students will write these responses in their RE workbook.
Five Saint worksheets
Continue their research from the previous lesson. Students will officially choose their
Confirmation Saint* and create a poster. Encourage students to use their worksheets from A5 cuts of baking paper x40
the previous lesson for any information.
The teacher will hand out A5 baking paper cuts to students and explain the teacher’s
expectations for the task. Teacher shows students an example of a ‘stained glass’ window.

Teacher Requirements:
20 mins The poster should include –
 An image or a symbol of their Saint
 The Saint’s name
 What they are the patron Saint of

Students will use a range of colours to emphasise the mosaic pattern that is required. When
completed, teacher will be display their artwork on the classroom windows.

If students do not complete their work by the end of the lesson.

They will continue in the next lesson.

Students who finish early can use black felt tip pens to finely distinguish the mosaic pattern
in their design.

*Students have spent three terms deciding what Confirmation Saint they are going to choose.
 Conclusion
10 mins Introduce the assessment piece. (Appendix 1)
Ensure students have chosen their Confirmation Saint. Assessment criteria x32
Explain the assessment criteria to the students and give them a copy for their reference.

Allow time for students to ask any questions.

Encourage students to think about their ‘Saint Box’ overnight.

Brainstorm some ideas for tomorrow’s lesson.
Advise students to talk to their family members about their Confirmation Saint.

Students will have eight school days to complete their project.

Students will present their ‘Saint Box’ to the year fives.

Ask three students to collect the RE workbooks.

Catering for Learner Diversity
Extension – Students can use black felt tip pens to finely
distinguish the mosaic pattern in their design.
Engagement – Students will are to personalise their ‘stained
glass window’ with their own Confirmation Saint and
individualised interpretation of design.
Special Considerations – Students with fine motor difficulties
will be able to draw their picture without using the mosaic design.
For non-Catholic students, allow them to choose their own
spiritual hero.
Evidence of Learning for Assessment and Reporting
Diagnostic:
Think-Pair-Share: Discuss and record information based on ‘Saint of the Day’
Formative:
Research notes: Symbols that represent their Saint.
Anecdotal records (class list): Student achievement of lesson objectives.
Summative:
Visual art piece: ‘Stained glass’ window of their Saint.

Links to General Capabilities

Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal Intercultural
Thinking Competency Understanding

Links to Religious (Cardinal) Capabilities Links to Spiritual (Theological) Capabilities

Fortitude Temperance Justice Prudence Faith Hope Charity
Examples of stained glass windows to inspire the students.
 Appendix 1
Saint Research and Godly Play Script.

Learning Intention: to study a saint and take notes. Write a script about your Saint to match the ‘Godly Saint Box’.
Present the Saint Box to our class and the Year 5 students.

R.E. Outcomes

A Wondering at the Creator – WONDERING AT EXPERIENCES OF THE HUMAN SPIRIT

A1.1 States that the soul gives life to the body and, with God’s help, strengthens people to be heroic for God.

A1.2 Describes situations in which the soul, with God’s help, strengthens people to be heroic for God.

E D C B A
1-20 21-33 34-46 47-59 60

Success Criteria:

Life in chronological order (10) (include Birth/ Birth place)

- Include how your Saint/ Blessed die? (Martyred – red or Natural – white)
How did the Holy Spirit guide or empower the Saint/ Blessed? (3)
What good human qualities did your Saint/ Blessed have? (3)
Did your Saint/ Blessed have to overcome any temptations and/ or struggles? (3)
Why is your Saint/ Blessed a Christian hero? (3)
What fruits and/ or gifts of the Holy Spirit did you Saint/ Blessed show? (3)
When was this saint canonised or beatified by the Catholic Church? (3)
- Include the liturgical colour/ season and feast day of your Saint/ Blessed.
How can your Saint/ Blessed inspire Catholics to live their lives? (3)
What made you decide to choose this Saint/ Blessed? (3)
How is this Saint/ Blessed an example for your life? (3)

GODLY SAINT BOX

Box decorated (5)
Model of the Saint/ Blessed (2)
Material to represent the liturgical season (2)
A prayer to your Saint/ Blessed (2)
Five(5) or more symbols to represent the Saint/ Blessed life (10)

References (2)
Unit Title Step B Lesson
The Salvation Topic for this unit is: Confirmation The aspect of Human development is: Inner strength is something we admire in
others and wish for ourselves.

The purpose of Step B is to show Jesus as the model of truly human behaviour, and then to focus upon how the world of the students’ experience would be
different if all accepted his promise of the power of his Spirit.
One element of the modelling of Jesus was that he revealed heroic spiritual strength to obey his Father (B1). Jesus promised the special strength of the Holy
Spirit to his Church (B2).

Key Understandings and Learning Points Teacher Background Material

B The Promise of Christian Salvation
B1 Jesus revealed heroic spiritual strength to obey his Father
B1.1 Describes ways in which Jesus showed heroic spiritual strength.
B2 Jesus promised the special strength of the Holy Spirit to his Church
B2.1 States that Jesus promised the Holy Spirit to his followers and how
this was fulfilled at Pentecost.
B2.2 Evaluates ways society would be different if everyone used the
heroic strength of the Holy Spirit to do good.
Lesson Objectives
Students are able to:
1. Discuss the Godly Play questions in partners.
2. Identify connections between Pentecost and Confirmation.
3. Interpret Pentecost Bible verses and write it in their script.
States that Jesus promised the Holy Spirit to his followers and how this
was fulfilled at Pentecost.
‘Confirmation … gives us a special strength of the Holy Spirit to
spread and defend the faith by word and action as true witness, to
confess the name of Christ boldly, and never to be ashamed of the
cross …’ – Catechism 1303
The focus in this unit is followers of Jesus becoming confirmed
members of the Catholic community through the Sacrament of
Confirmation.
Integration with other learning areas
 Drama – re-enactment of Pentecost (Godly Play)
 Drama – write a draft script in a group
 English – interpreting poems and rhymes (psalms)
Classroom management behaviour
 Students actively participation Godly Play by listening and
concentrating.
 Students will individually reflect during their prayer time.
LESSON PLAN TWO B – The Promise of Christian Salvation
Teaching Focus for the Lesson
Students will learn that through the acquisition of the Holy Spirit they will be
able to respond to God’s call and live life layed out by Jesus. Key Understanding/Learning Point
The Godly Play will demonstrate the promise that was fulfilled at Pentecost
when the Holy Spirit came down to the apostles, appearing as tongues of fire B2 Jesus promised the special strength of the Holy Spirit to his Church
over them [Acts 2:3]. B2.1 States that Jesus promised the Holy Spirit to his followers and how
this was fulfilled at Pentecost.
The Holy Spirit then gave them the special spiritual power that they needed
to understand the Christian message, and to have the courage to teach it to
others [e.g. Acts 2:5-47].

Timing Steps of the Lesson Resources

Prior Knowledge
 Students can recall the gifts and fruits of the Holy Spirit.
 Students are reverent when participating with a Godly Play.

Introduction

5 mins Ask three students to hand out the RE workbooks. RE Workbooks

Students recall the gifts and fruits of the Holy Spirit (these are displayed around the classroom).
Extension: challenge them to write the fruits and gifts in their workbooks then call upon students to
list them.

Invite the students to the floor. Discuss with the students that Jesus promised the Holy Spirit to all Bible or prepared script
who follow him. The Holy Spirit can help them to develop the kind of heroic strength that Jesus
showed.
Read Luke 24:49 and Acts 1:5-8.
 Strategies for Learning and Teaching

10 mins Teacher models how Confirmation, through Godly Play, help students to understand the role of the Godly Play Set for Pentecost +
Holy Spirit in Pentecost story. Script

(Think-Pair-Share) Godly Play Questions:

 What was your favourite part?
 What was the most important part?
 What could you leave out that won’t affect the story?
 Where can you see yourself in the story?

Students will write questions on worksheet.

Grouping strategy: Teacher will use a deck of cards and require students to group with the Butchers paper
corresponding number (e.g. four aces are one group). Textas
Students are to consider the ‘General Questions’ and write down the responses on butchers paper.
This will be divided into four sections with each group member given one box to fill in.

10 mins General Questions:

 Why were the Apostles gathered in one place?
 How did the Apostles know that they had received the Holy Spirit?
 What was the sign that the Apostles had received the Holy Spirit?
 What change occurred in the Apostles after they received the Holy Spirit?

Wonder Questions:
 I wonder what the connection is between the story of Pentecost and Confirmation.
 I wonder how I can share my gifts of the Holy Spirit.

Prepared script x32

In these groups, invite students to recall the events of the Pentecost Godly Play [Acts 2:1-13]. Each
group will create a plan to create their own Godly Play based on the events of Pentecost.
iPads x32
Provide each student with a script from the Bible, students will reword this into their own words for
their script. Students will use Google Docs on the iPads to collaborate as a team.
 Conclusion
5 mins
Ask three students to collect the RE workbooks.

The next lesson will require students to begin creating their Godly Play as well as their script that will
be performed to a small group of year Two’s.

Conclude the lesson with a prayer:

Spirit of wisdom and understanding, enlighten our minds to perceive the mysteries of the universe in Book or prepared script
relation to eternity. Spirit of right judgment and courage, guide us and make us firm in our baptismal
decision to follow Jesus' way of love. Spirit of knowledge and reverence, help us to see the lasting
value of justice and mercy in our everyday dealings with one another. May we respect life as we work
to solve problems of family and nation, economy and ecology. Spirit of God, spark our faith, hope and
love into new action each day. Fill our lives with wonder and awe in your presence which penetrates
all creation.
Amen.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting
Extension – Students create their own questions that link to the Godly Play.
Engagement – Students will contribute to discussion during the Godly Play. Formative:
Special Considerations – Teacher will integrate the student with physical Information recall: identify the gifts and fruits of the Holy Spirit.
disabilities into a task with the support of an EA. Group planning: understand the way the Holy Spirit can empower us and
make a link to their daily lives, link to Pentecost.

Links to General Capabilities

Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal Intercultural
Thinking Competency Understanding

Links to Religious (Cardinal) Capabilities Links to Spiritual (Theological) Capabilities

Fortitude Temperance Justice Prudence Faith Hope Charity
 The Mystery of Pentecost
(Godly Play Script)

Scripture
Acts 2

Material
The material for The Mystery of Pentecost is on one of the New Testament shelves.
It is a red parable box that contains:
 red felt underlay
 Blu-tac/Play-dough for pegs to stand
 12 wooden peg people
 small box containing 12 shields with symbols (optional)
o Andrew - white X-shaped cross on blue background
o Bartholomew - three knives
o James (son of Zebedee) - three scallop shells and a sword
o James the Less (son of Alphaeus) - saw
o John - cup and serpent
o Jude - sailboat
o Matthew - three money bags
o Phillip - cross with two loaves of bread
o Thomas - builder’s square and spear
o Simon Peter - upside-down cross and crossed keys
o Simon the Zealot - book and fish
o Matthias - sword and book
o Mary of Nazareth – baby (optional)

Movements Words

Walk slowly to the shelf and pick up Watch carefully where I go so you will always know where to find
the box with the materials for The this material.
Mystery of Pentecost. Carry it
carefully to the circle and set the box
beside you. Sit quietly while you feel
the story forming in you.

Pick up the gold box with mystery This is the Mystery of Pentecost.
and amazement.

Move the box to your side with the
lid propped up on the side facing the
children so they won’t be tempted to
peek at what is coming out of the
box next.
I wonder what could be inside? This looks like a parable box, but
it is red. It must be like a parable and yet not be a parable. I have
an idea. Let’s look inside and see what is there.

Take out the underlay. Leave it There are some things inside to tell the story, but there is nothing
crumpled in the middle of the circle else to put down to help us get ready. I guess all we can do, then is
for a moment and then smooth it out. begin.

Pause and begin.


Lay out the wooden pegs in a
rectangle, leaving an open space for
a doorway
Place all the symbols of the Twelve,
except the symbol for Matthias (the
sword and book), inside the
rectangle. There is no symbol for
Judas.
Move the symbols for the disciples
outside Jerusalem and place them in
a circle.
With your hands turned up, raise
your hands upward together.
Turn your hands over and hold them
over the circle of disciples and then
allow one hand to move slowly down
and lightly touch the disciples. Move
the symbols back into the rectangle
of Jerusalem.
Add the symbol of Matthias to the
group, which is now inside
“Jerusalem.” Crowd them together in
the centre of the rectangle made from
the brown strips.
Light the candle in the middle of the
room to represent the flame of the
Holy Spirit.
Place the symbols of the Twelve
radiating out from “Jerusalem.”
Thousands of years passed. Then Jesus died on the cross, but
somehow he was still with the people around him as he is with us.
They kept seeing him, and they couldn’t let him go. Then one day
something amazing happened.
The disciples were in Jerusalem.
Here they are: Peter, James, John, Andrew, Phillip, Bartholomew,
Matthew, Thomas, James the Less, Simon, and Jude. There are
only eleven disciples because Judas had already killed himself.
Jesus took them outside Jerusalem to a Mountain called Olivet, or
as far as Bethany.
Jesus then went up, and soon the Holy Spirit would come down.
The eleven disciples went back into the city. They were full of joy
and went to the Temple to pray.
They then went to the upper room and, with God’s help, decided
that Matthias would take Judas’ place.
On Sunday the Twelve were together again. Suddenly there was a
sound like a mighty wind rushing in to be with them. It was the
Holy Spirit. They became so full of its power that they seemed to
be on fire. Their tongues burned in their mouths. They were so
excited that people wondered what was going on.
When the disciples went out on the street, there were people there
from many different countries. They spoke many different
languages.
Everyone could see that the Twelve had come close to God - and
God had come close to them - in a new way. It no longer mattered
that they spoke different languages.
The disciples had become apostles! They went out into all the
world to tell this story.
Ever since, Pentecost has been celebrated to remember that day.
Sit back and look at story for a
moment, then begin the wondering.

 I wonder what part of the story you like best?

 I wonder what the most important part could be?
 I wonder where you are in the story? What part is about you?
 I wonder if we can leave out any part of this story and still have all
the story we need?
 I wonder if you have ever come close to something like this?
 I wonder if there is anything in our church that reminds you of this?

After the wondering is over, put the

story away carefully. Return the
lesson to its spot on the shelf. Then
return to your spot in the circle and
dismiss the children one by one to do
their work.

Reference:
Jerome W. Berryman, The Complete Guide to Godly Play Volume 4: 20 Presentations for Spring (2003), pp. 120-125.
An example Godly Play set for Pentecost
Godly Play
Confirmation
It is very important that all Godly
Play activities are done slowly
and reverently.

Place a red coloured cloth on the

floor and discuss the use of the
colour red at Pentecost.

Place the characters around a

table with a tea light candle in the
middle. Tell the story of
Pentecost to the class and light
the candle to represent the
entrance of the Holy Spirit.

Finish the activity with wonder

questions that relate to the
learning point.
Holy Spirit Yr 6
Unit Title Step C Lesson
The Salvation Topic for this unit is Confirmation. The aspect of Human development is: Inner strength is something we
admire in others and wish for ourselves.
To experience the Christian Promise requires personal Christian conversion [General Directory for Catechesis 53].
In the words of Jesus, this means people must [Mark 1:15]: Repent, and believe the gospel.
In Step C Religious Education contributes to their New Evangelisation by helping the students to understand what is involved in repenting and believing.
Religious education needs to help the students discover ‘what exactly faith in Jesus Christ is’ [General Directory for Catechesis 75].

Key Understandings and Learning Points Teacher Background Material

C Christian Response
Integration with other learning areas
C1 Catholics celebrate the special strength of the Holy Spirit
C1.1 Presents major stories of followers of Jesus being strengthened by the  English – Informative poster
Holy Spirit.  Art – Colour and design
C1.2 Identifies ways in which other Christian heroes have been strengthened by  Health – Reflection time
the Spirit.
Classroom management behaviour
C2 Catholics celebrate the Sacrament of Confirmation
C2.1 Describes the words and actions of the Rite of Confirmation.  Active collaboration skills are required when working on the
poster (prompt cards/checklist).
C3 Jesus calls his followers to open themselves to the Spirit through the  The classroom volume should be moderate.
Beatitudes
C3.1 Explains how the gifts of the Spirit received through Confirmation can be
 Students will remain at their desks for prayer and reflection.
developed further through the Beatitudes. 
Explains how the gifts of the Spirit received through Confirmation

can be developed further through the Beatitudes.
C4 Continuing to wonder at spiritual strength given by the Holy Spirit
C4.1 Reviews and expresses the main ideas of the unit.
Lesson Objectives ‘The Beatitudes … respond to the desire for happiness that God has
Students are able to: placed in the human heart. (They) teach us the final end to which God
calls us…’ – Catechism 1725, 1726
1. Discuss the Godly Play questions in partners.
2. Identify connections between Pentecost and Confirmation.
3. Create a poster (partners) of their allocated Beatitude.
LESSON PLAN THREE C – Christian Response

Teaching Focus for the Lesson Key Understanding/Learning Point

Students receive the Confirmation gift of special spiritual
C3 Jesus calls his followers to open themselves to the Spirit through the
strengthening by the Holy Spirit. Through their sponsors and
family, students can further develop this in their daily life.
Beatitudes
Students also need to keep trying to live as Jesus taught according C3.1 Explains how the gifts of the Spirit received through Confirmation can be
to the Beatitudes. developed further through the Beatitudes.

The word ‘beatitude’ means a special kind of happiness, a

happiness of ecstasy with God. This is the happiness of heaven.

Timing Steps of the Lesson Resources

Prior knowledge
 Students continue to prepare for their Confirmation.
 They are learning about the capabilities of the Holy Spirit
 Students can recall the Ten Commandments and can link to the beatitudes. RE Workbooks

5 mins Introduction
Ask three students to hand out the RE workbooks.

Use red/green cards strategy (diagnostic)

Do you know or have you heard of the Beatitudes?

Briefly discuss the idea (if required).

Beatitude: The Greek makarios meaning blessed or happy. It is the promise Jesus gave to
those who develop the basic attitudes he identified as necessary to experience God
[Matthew 5:3–12].
 Strategies for Learning and Teaching

15 mins Students sit on the floor. Book: The Beatitudes for Children by Rosemarie
Read the book (modelled reading) ‘The Beatitudes for Children’. Gortler and Donna Piscitelli
 Discuss the Beatitudes in the book and, as a class, define each one on the whiteboard.

Rich Questioning:
 Do you know of any person who show these qualities? White board and marker
 How can you show any of the Beatitudes in your own lives?

Students work in partners to create a poster of one allocated Beatitude.

15 mins
The poster needs to include:
Blank A4 paper x20
 The phrase and the reference from the Bible.
 A symbol that resembles the Beatitude (refer to the book).
 An example of what it means to show that particular beatitude.
 An example of how the class can show the beatitude within the school or at home.

Information available in Appendix 2.

Conclusion
5 mins
Each partner will present their poster stating their beatitude and one example of how they
can live out this Beatitude.
Students will then put their posters on the teacher’s desk which will later be displayed on
the classroom wall.

Ask three students to collect the RE workbooks.

 Catering for Learner Diversity
Extension – Identify a person (famous or personal) that display a
particular beatitude attribute and how.
Engagement – ‘The Beatitudes for Children’ (Children’s literature)
will inspire students for their beatitudes poster.
Special Considerations – Teacher will integrate the student with
physical disabilities into a task with the support of an EA.
Evidence of Learning for Assessment and Reporting
Formative:
Red/Green cards (whole class): Assess level of understanding.
Anecdotal records (class list): Student achievement of lesson objective (poster).
Summative:
Visual art piece (partners): Complete the allocated Beatitude poster.

Links to General Capabilities

Literacy Numeracy ICT Critical and Creative Ethical Behaviour Personal Intercultural
Thinking Competency Understanding

Links to Religious (Cardinal) Capabilities Links to Spiritual (Theological) Capabilities

Fortitude Temperance Justice Prudence Faith Hope Charity
Symbol examples for Beatitudes
Beatitude
Matthew 5:3
"Blessed are the poor in spirit, for
theirs is the kingdom of heaven."
Matthew 5:4
"Blessed are those who mourn,
for they shall be comforted."
Matthew 5:5
"Blessed are the gentle, for they
shall inherit the earth."
Book: The Beatitudes for Children
Explanation
Moral Crisis
Often overwhelmed by personal
problems.
Repentant
Sees beyond consequences of
his wrongdoing into the real
offenses done to others.
New Life!
A genuine recognition of past
failures opens his heart to God's
ways for his life.
Appendix 2
Example
"Poor in spirit" describes the
result of going through a
personal moral crisis in which he
realizes he has horribly failed.
"Mourn" describes a person who
becomes aware of his personal
offense to God and the pain that
he has brought to others by his
sinful behaviour.
"Gentle" describes a person's
humbled spirit which is finally
willing to live by God’s principles
of life.
Matthew 5:6
"Blessed are those who hunger
and thirst for righteousness, for
they shall be satisfied."
Matthew 5:7
"Blessed are the merciful, for
they shall receive mercy."
Matthew 5:8
"Blessed are the pure in heart,
for they shall see God."
Matthew 5:9
"Blessed are the peacemakers,
for they shall be called sons of
God."
Matthew 5:10
"Blessed are those who have
been persecuted for the sake of
righteousness, for theirs is the
kingdom of heaven.”
Matthew 5:11-12
"Blessed are you when men cast
insults at you, and persecute
you, and say all kinds of evil
against you falsely, on account of
Me.”
"Rejoice, and be glad, for your
reward in heaven is great, for so
they persecuted the prophets
who were before you.”
http://www.foundationsforfreedom.net/References/NT/Gospels/Matthew/Matthew05-1_12Beatitudes.html
Note:
Jesus first teaches us the eight (nine) principles of the Kingdom of God better known as the Beatitudes. Each
principle is a key to living a godly life. Each brings a blessing from God. They are focused positively on what we
should be like rather than on what we should not do. Although they are in perfect agreement with the Ten
Commandments, they are different. They do not merely keep us from evil but lead us to the truth. Because of the
power of the Holy Spirit in our lives, the people of God can have the love and holiness of God dominate their lives.
Holy Standard
He looks beyond himself for new
standards of conduct and
embraces God’s strength to
obtain what he so desperately
desires.
Love
Seized by his own unworthiness,
he reaches out to others with
compassion.
Other Motivated
Refusing to focus on himself, he
sincerely opens his heart to what
God and others desire.
Reconciler
Seeking God's best in others
opens oneself up for God’s
peace to enter the lives of others.
Endurer
Finding meaning in life not in
easy or pleasant treatment but in
obedience to the King.
Endurer
Finding meaning in life not in
easy or pleasant treatment but in
obedience to the King.
"Hunger and thirst for
righteousness" describes a
man's relentless pursuit of God's
righteous standards which he
can only gain from God.
"Merciful" is a tender compassion
for those in the wrong around
them. Because he too has been
forgiven, he cares for the special
needs of those around him.
"Pure in heart" speaks not of a
person's old heart but his new
heart and motivation. God has
given the ability to seek the
welfare of others above the
desires for oneself.
"Peacemakers" describes those
who are no longer protecting
their own self-interests but
seeking to implement God's
principles of truth and
graciousness in the relationships
around them.
The word “Persecuted” depicts
those who have clearly made
important decisions about the
world to come. They have
chosen to value what the King
treasures rather than those
things that man is attracted to by
his eye and ear.
The word “Persecuted” depicts
those who have clearly made
important decisions about the
world to come. They have
chosen to value what the King
treasures rather than those
things that man is attracted to by
his eye and ear.
References

Bucknell, P.J. (2013). The Beatitudes. Retrieved from

http://www.foundationsforfreedom.net/References/NT/Gospels/Matthew/Matth
ew05-1_12Beatitudes.html

Catechism of the Catholic Church. (2017). The Celebration of the Christian Mystery.
Retrieved from
http://www.vatican.va/archive/ccc_css/archive/catechism/p2s1c2a1.htm

Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary
RE Units. Unit title. Perth CEOWA.

Foley, L. (2013). Saint of the Day (7th ed.). Cincinnati, OH: Franciscan Media.

Gortler, R. & Piscitelli, D. (2009). The Beatitudes for Children. Huntington, IN: Our
Sunday Visitor