The information in this booklet aims to provide all staff with an outline of the Curriculum and the cultural practices that form the

Catholic Identity of St Mary’s Primary School and explain our Catholic Mission.

Updated- January 2019

The Role statements of the SEACS team indicate the specific tasks required for the

discharging of their responsibilities. Contents

1. Emmaus Model – ‘Making Sense, Gaining Access, Responding and Celebrating’ 2. Overview - “Foundational Values of Catholic Identity and Mission.” 3. Accreditation to Work, Teach, and Lead in a Catholic School in the Lismore Diocese 4. Classroom Pedagogy 5. Unit Scope and Sequence 6. Programing requirements 7. Assessment in RE 8. Permeation of units 9. Sacramental Program 10.Making Jesus Real 11.Liturgy and Mass 12.Assembly 13.Prayer 14.Whole School Based Religious Education Program – List of Contents

1. Emmaus Model

The Road to Emmaus Model The Religious Education Curriculum through the seasons of the Liturgical Year, aims to assist the students to; reflect upon, make sense of, celebrate, live more deeply the mystery of Christ as revealed in each person and in relationship with others, the Church, and Creation. For further information on the Emmaus model please visit http://intranet.lism.catholic.edu.au/religiouseducation/Primary/EmmausElements.html

2. Overview of the Foundational Values of Catholic Identity and Mission

The Foundational Values of Catholic Identity and Mission document can be found on the CSO intranet. The school’s Professional Learning Community is built on the foundation of the Diocese mandated guideline document named ‘The Foundational Values of Catholic Identity and Mission’. In accordance with this document the Religious Education Curriculum at St Mary’s provides appropriate teaching and learning opportunities for each student to further develop:

● a knowledge of God’s love made visible in the life, death and resurrection of His Son, Jesus Christ, and the young Christian’s call to respond in faith, love and service

● a knowledge and understanding of God’s revelation in Sacred Scripture, the tradition of the Church, and the working of grace in the holiness of the Saints

● a knowledge and understanding of the Church’s work in today’s world, in which all the baptised share in the mission of Jesus Christ to build the Father’s Kingdom of justice, holiness and peace

● a sense of wonder, joy and delight in responding to the mystery of God’s life shared with us in the Sacraments, in prayer and the other means of grace

● an active participation in the worship of the Church, especially the Eucharistic celebration of the parish community in the Sunday Mass

● an appreciation and love for the history and culture of the Church, both universal and local, and an active participation as a young person in the life of the Church.

● a confidence in making a personal, contemporary witness to Jesus Christ and the faith of the Church

● the capacity to engage with, explore and find meaning in the traditions, Scripture and teachings of the Catholic Church

● a capacity to reflect on life’s experiences in the light of faith.

● The ability to permeate all aspects of their life with the Catholic World View

3. Accreditation to Work, Teach, Lead in the Lismore Diocese This document outlines the requirements of staff if they are to work, teach or lead in the Catholic Diocese of Lismore. It is the responsibility of all staff to be aware of this document and make all efforts to meet the requirements. Catholic School Office support is provided around meeting this need to some extent. All staff have been given a copy of the document which can be found on the CSO intranet. 4. Classroom Pedagogy The teaching practices used in Religious Education are developed and implemented using the same rationale that we use when we design the instruction for the other curriculum areas. The learning cycle procedures are used to ensure that the assessment task is selected and explained. Religious Education content is explained with learning intentions evident, prior to explicit and personalised instruction. WIN groups are used.

Personalised and explicit instruction are provided and learning spaces used to allow all students to embrace and explore the four Emmaus elements.

5. Units Scope & Sequence- This is the order but it will depend on when Easter falls and the sacramental programs. Please check the scope and sequence for the year.

Years K-2 Units Kindergarten Year 1 Year 2

K.1 WELCOME

A – Our Prayer Place B – The Good Shepherd

1.1 BAPTISM A – Belonging B – The Sacrament of

Baptism

2.1 IMAGES OF GOD A – God is like B – Time with God

K.2 LENT AND HOLY WEEK A – The Lost Sheep B – The Washing of the Feet C – The Last Supper

1.2 LENT AND HOLY WEEK A – A Journey from Ashes B – A Journey to Remember

2.2 LENT AND HOLY WEEK A – Ash Wednesday and Lent B – Holy Week

K.3 THE EASTER SEASON A – He is Risen! B – Jesus is Alive

1.3 THE EASTER SEASON A – Alleluia, Jesus is Alive B – The Ascension C – The Holy Spirit Comes

2.3 THE EASTER SEASON A – The Women at the Tomb B – Jesus, Light of the World C – Pentecost People

K.4 BELONGING TO GOD’S PEOPLE A – We Visit the Church B – We Gather for Mass

1.4 NOURISHED BY GOD A – Together at Mass B – To Love and Serve

2.4 THE CHURCH’S SIGNS AND SYMBOLS A – The Church’s Year B – Water of Life C – Symbols of the Church

K.5 GOD’S GREAT FAMILY A – Abraham and Sarah B – Jesus’ Family

1.5 STORIES OF GOD’S PEOPLE A – The Bible B – Called by God

2.5 REFLECTING GOD’S GOODNESS A – The Commandment of

Love B – Saints

K.6 GOD IS WITH US A – The Birth of Moses B – David C - Jonah

1.6 LOVE ONE ANOTHER A – Living as Friends B – Forgiveness C – Giving Thanks

2.6 RECONCILIATION A – The Loving Father B – The Sacrament of Penance

K.7 GOD’S CREATION A – Praising God B – God’s Promise

1.7 CREATOR GOD A – In the Beginning B – Sabbath Time

2.7 CARING FOR ALL CREATION A – Who is my Neighbour? B – With All Creation

K.8 ADVENT AND CHRISTMAS A – Waiting and Getting

Ready B – The Christmas Story

1.8 ADVENT AND CHRISTMAS A – Mary Said ‘Yes’ B – Jesus is Born

2.8 ADVENT AND CHRISTMAS A – Waiting and Hoping B – A New Light

This is the order but it will depend on when Easter falls and the sacramental programs. Please check the scope and sequence for the year.

Years 3 – 6 UNIT Scope and Sequence

Year 3 Year 4 Year 5 Year 6

3.1 Created by God: A Gift to Share

4.1 Living the Law of Love

5.1 The Reign of God: Reaching Out in Justice

6.1 The Reign of God: Breaking Down the Barriers

3.2 Lent: A Time for Reaching Out in Love

4.2 Lent: A Time to Make Choices

5.2 Lent: A Time for Growth

6.2 Lent: A Time for Building a Just World

3.3 Easter: A Time to Celebrate the Presence of the Risen Lord

4.3 Easter: A Time to Live the Good News

5.3 Easter: A Time for Hope & New Life

6.3 Easter: A Time to Celebrate Hope in the Risen Lord

3.4 Pentecost: The Holy Spirit gives us Strength

4.4 Pentecost: The Holy Spirit gives us Courage

5.4 Pentecost: Celebrating the Presence of the Holy Spirit

6.4 Confirmation: Celebrating the Gift of the Holy Spirit

3.5 Called to be Saints

4.5 Mary, Mother of God: First Among the Saints

5.5 The Catholic Church in Australia has a Special Story

6.5 Mary: Faithful Disciple

3.6 Relationships: Sharing God’s Love

4.6 One with God’s Creation

5.6 Creation – A Change of Heart

6.6 The Bible: Our Sacred Story

3.7 Eucharist: Jesus is With Us

4.7 Prayer: Being with God

5.7 We Celebrate the Sacraments Part I

6.7 We Celebrate the Sacraments Part 2

3.8 Advent to Christmas: A Time for Responding in Love

4.8 Advent to Christmas: A Time for Journeying in Hope

5.8 Advent to Christmas: A Time to Prepare and Celebrate

6.8 Advent to Christmas: A Time for Longing and Fulfilment

6. Programming requirements

● Check with Scope and sequence for the selected year. This years is https://docs.google.com/document/d/1Gr3bGwzghFgUiCu3p_kepgXs-4sUzoH8IahGNIyNORU/edit

● Doctrine and scripture statements need to be displayed in the learning space. They need to be created

and saved in the programming section under Religious Education. Please use the following format https://docs.google.com/document/d/1oV_pFUFBObfUHam2Et-JE-8cZf8YoixGZDISwL1b_hQ/edit

● Prayer focus needs to be set up to align with the unit being taught. Please use the liturgical calendar

to ensure the correct prayer cloth is being used. to ensure we are using the correct liturgical colours and seasons please refer to the following site: http://www.togetheratonealtar.catholic.edu.au/craft/dsp-content.cfm?loadref=35 Your classroom sacred space should include:

● Coloured cloth to represent the liturgical season ● Liturgical symbols ● Bible - NRSV Catholic Edition ● Candle ● Crucifix ● Doctrine and scripture statement

● Ensure you are using the correct template when programming and save these under the 2019 unit

folder on the drive. These templates can be found: http://intranet.lism.catholic.edu.au/religiouseducation/Primary/REPrimaryCurriculum.html

● Every unit ends with a liturgy held in the learning space.

● Once a year your stage needs to organise a breakfast and a liturgy for the parent community.

● Ensure you are up to date with the prayer posters that state what prayers are to be covered in your

program and place these in your program.

● For programming resources please use the following site http://intranet.lism.catholic.edu.au/religiouseducation/Primary/REPrimaryCurriculum.html

● The KWL books need to be sent home with the children once per unit. Ensure the book goes home

with instructions and is placed in a clear envelope marked with the child’s name on it.

● Programmes will be evaluated and sent to CSO. Please check the calendar to see when programs are checked and that you have followed all procedures. A copy of the evaluation sheet is as follows https://drive.google.com/drive/folders/1NqEc2XOQbFYDlWCjW5P0g4WTDxIedOu7

● Units that are permeated will be evaluated using the following template

https://docs.google.com/document/d/1C6ykMGBFv3V-FbZKJKRF_AgQdQ7SnU8H-xKGjqN7Vuk/edit

● CLF connection for Religious education https://docs.google.com/document/d/1-Y7sB4d6h5tY3gLINga0LHREh0NNk0EnkmdmDU5nZMM/edit

● The core scripture passages that need to be covered are: See mapping grids ● Head, Heart and Hands need to be incorporated into permeation. For some examples please visit

https://docs.google.com/document/d/1p0iduEypjktjotVybbTNStzRmvOzYz2Xs-GjQJdwa7g/edit

Whole school Approach to teaching RE - lessons need to be a minimum of 40 mins and can not be split lessons Warm ups- The development of Religious Literacy requires an emphasis on reviewing prior knowledge, vocabulary, comprehension, symbols and gestures specific to the unit content, Scripture and KWL that has been covered throughout the year. This may also include teachings of our faith, histories & traditions. Learning Intentions/success criteria Sequence -

What does planning look like using the Storytelling process?

● KNOW THE STORY - Detailed read, context, genre, structure, background info etc ● TELLING THE STORY - Commencing with storytelling using 2D/3D materials. Revisit the story over

a number of days and expose the students to a variety of ways of hearing the story e.g., locating in the Bible and reading, TKWL, Understanding Faith, guided meditation

● WONDERING - Always have wondering questions after hearing the story, even if it’s only 2 or 3 (some wondering questions can relate to Making Sense Element). There might also be wondering questions the students have.

● EXPLORING - Multiple opportunities to explore the story in more depth. Have a variety of activities (don’t use the same activity every unit), different group structures, give students choice Note: some exploration activities may relate to the Making Sense, Gaining Access and Responding elements of the Emmaus Process.

● PRAYER - Traditional or spontaneous prayer. Can also contribute to prayer celebration to conclude unit

Please visit the following site for more information http://intranet.lism.catholic.edu.au/religiouseducation/Primary/TeachersToolkit/TeachersToolkit-Classroom.html This is dependent on how long your lessons are, how many lessons you have and how much content you have to get through etc - Teacher judgement is needed.

Examples of Warm up activities. In this time you can revise previous content. Some examples are as follows:

● Use questions from previous year 6 RE test. There are many engaging ways to do this. Another resource is also ‘Kahoot’ and search for ‘Yr 6 RE test’ and it has the Woolgoolga school emblem. The previous tests and some quizzes can be found here: here:http://intranet.lism.catholic.edu.au/religiouseducation/Primary/Year6RETest.html

● Kahoot ● Google quiz - an example

https://docs.google.com/forms/d/114vHymZ0_UV5nMFiIfDN-jJ3k-5crlQaevZ4UbjeY0c/edit Sequence example -programming example

● Teach the content from your program using engaging pedagogy. An example for scripture would be: Learning Intention- To know and understand the story of Pentecost.

Day 1- Retell the story of the Pentecost Acts 2:1-8 The first Pentecost - Introduce the children to this scripture reading using a youtube clip 33 The Holy Spirit Comes. Wondering Whole Class exploring - uncovering the meaning Spontaneous prayer Day 2 - Read the Bible together Wondering Small group exploring Children given the sheet with the pictures of pentecost and place these in order together with a partner. Ensure there is a correct example for the children. Once the children have completed this task we will display on the wall. Prayer - age specific prayer

Day 3 KWL Wondering Individual Exploring Retell the scripture passage using one of the following activities - Exploring stations

What medium are you using?

Art watercolours, pencils

Playdough

Writing- Express the feelings of one of the followers of Jesus before AND after Pentecost

or

Individual exploring - How does the story relate to my life today?

Prayer - Lectio Divina

This can be done during or at the end of the unit. Celebration

Task 4: - Thursday

Group 1 - Sacred Space- Children select the symbols for the prayer focus and set up the prayer focus for the celebration. This group will also select art pieces for the prayer focus.

Group 2 - Prayers of the faithful- These children can select from the list of prayers or they can write their own

Group 3- Readings- children choose from the readings and organise who is going to be a reader

Group 4- Drama/ art- This group role play the Gospel reading and also select art pieces that can be used in the role play Create a Liturgy of the Word. Select appropriate readings, hymns and prayers. You may like to choose from the ones provided in the resource sheets

Responding -

Task 5 (in RE workbooks)

1. What do these activities tell me about God’s love? 2. What do these activities tell me about how God wants me to live? 3. What is the challenge for me to live as God wants me to live? 4. How do I/ can I meet these challenges? 5. How could my life change if I do accept the challenge to use my gift of strength more to continue the mission of Jesus?

● If you have several scripture passages to cover you would select the scripture passage that is bolded.

Responding examples/discipleship Examples of how to put Intentional Discipleship into our RE programs (this is like including the Emmaus element of “Responding”- where we actually get students to DO something practical.

Stage Example

ES1 K.4 - How do we love and serve the Church? By showing reverence and respect.

- Serving others through giving (collections) - Buddy System: Relationships (How do we treat

each other in the church, classroom, playground and at home?)

- St Vincent De Paul (loving and serving others in need through the eyes of the Church).

Stage 1 1.4 - How do students care for others? How do they share? Action - Be grateful for the food they have. Don’t waste food. Be aware that others do not have access to nourishing food and water like we do.

1.6 - Forgiveness, friendship, gratitude (link prayer before meals),Sharing/kindness Making Choices. What would Jesus do? 1.7 - Rest and quiet and reflecting. When do we rest? When do we contemplate. Did I do the best I could today? Have I been the best person I can be? Did we shine ? AWARENESS EXAMEN, Christian Meditation. 1.8 - Giving and Waiting Waiting - How do I wait? I can prepare and reflect on self. Do you help others when waiting? Does your family come together to wait and prepare? What emotions do you feel? Are you excited? Link to Christmas Appeal. 2.5 Reflecting God’s Goodness - Reflecting on scripture ‘The Commandment of Love’ and inviting the children into a simple Lectio Devina, responding and acting internally in prayer. - Choose a saint and identify a quality- demonstrate this quality and action it in their life. In reflection time write down this action.

Stage 2 3.7 Eucharist: Jesus is with us! - How do we live the good news of Jesus? - Students can share examples of their positive

interactions with others eg. playground and home

- Created prayers for a class or school liturgy or mass

- Children share a prayer before their dinner with their family, making connections to the last supper

Stage 3 SCRIPTURES People saw “the adultress woman” Jesus saw “the woman” (refer to Thomas Edison’s mum and the letter from his school referring to him- belief in him) At Presentation in the Temple/Annunciation Mary did

5.5 The Catholic Church- ● What advice does Jeremiah give to the exiles?

Refugees, who is the spokesperson for them? Sonia Kruger

● Caroline Chisholm ● Invite a priest into the classroom ● Celebrating our Journey- ask children to talk

about their own journey- Catholics and Non-Catholic.

6.5: Mary McKillop as role model “Never see a need without doing something about it”. Co-construct a list of things that match this example. “35 Acts of MJR” - whole school initiative. Try and achieve all these things by the end of the term. 6.5 Mary as faithful disciple

1. How do we treat women in our midst? School,(casual teachers) home, community, church, country, world? Devise ways to promote the fair, respectful treatment of women. What does our behaviour say about us as people?

2. Mary said “YES’ even when she didn’t

not understand what God’s plan was for her but she held it in her heart and waited….we need time to reflect on God’s word and intention for us….?

understand God’s will and the implications. In what ways can you say “YES” to challenging situations/God’s plan for you? Identify a challenging situation for you, highlight opportunities for you to face this challenge- eg. testimony to peers, supporting others on bus amongst secular students.

5.4 Pentecost: Celebrating the Presence of the Holy Spirit.

● In groups, prepare a multimedia presentation that reflects the presence of the Holy Spirit in our lives. Students use images and music (Song) to communicate their message.

Assessment in RE Assessment For, As and Of Learning The purpose of assessment is to gather valid, reliable and useful information about student learning in order

to: · monitor student achievement in relation to outcomes · guide future teaching and learning opportunities · provide ongoing feedback to students to improve learning. The type of assessment activity and the way evidence of learning will be gathered will vary, depending on the: · outcomes being assessed · evidence to be gathered · teaching and learning activity · context · students’ learning needs. Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding. Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning. Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. It usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback. CLF connections Rich Curriculum

· Provides deep knowledge and understanding of Religious Education content by developing key concepts with clear and explicit links to prior learning.

· Develops inspiring and rigorous learning experiences using the Emmaus Paradigm which is central to the Religious Education Curriculum.

· Differentiates and adjusts curriculum planning for learners in catechesis. · Allows opportunities to develop and articulate religious literacy as learners engage in

exploration of doctrine, scripture, prayer and Catholic Teaching. · Students undertake assessment for, as and of learning, which is used to inform

planning in catechesis.

Pedagogy

· Accompanies the learner to develop a deeper understanding of Religious Education concepts through purposeful, meaningful and relevant pedagogy.

· Draws upon a range of multimodal digital and non-digital resources and personal experiences to support the learner and engage them in catechesis.

· Encourages learners to reflect on Christ-centred learning experiences and prayer to strengthen their relationships.

· Transfers religious experience and beliefs to make meaningful connections with other Key Learning Areas.

· Empowers the learner by developing opportunities for intentional student discipleship.

Engaging and Adaptive Environments

· Witnesses authentic commitment to the Catholic tradition through building relationships and trust in an inclusive and adaptive learning environment.

· Provides learning environments clearly focused on pedagogy where explicit expectations are articulated and monitored in the Catechesis classroom.

· Considers the connected local and global perspectives from individual and family members, to parish communities expanding to diocesan and global Catholic contexts.

· Fosters a safe, supportive and secure environment that models, reinforces and identifies Christian ways of relating to others.

· Fosters a sense of belonging due to an awareness of the Church community’s Sacraments of Initiation.

· Facilitates a rich learning environment by using a variety of appropriate resources to support the Religious Education curriculum.

Culture of Learning

· Fosters parish school community learning about Catholic values, tradition, identity and mission through evangelisation.

· Develops and maintains a Christ-centred learning environment to encourage learners to gain deeper insights and new knowledge.

· Provides students with collaborative experiences to explore and challenge their thinking about Catholic values, teachings and scripture.

· Uses problem solving, critical thinking and creativity to build on students’ prior knowledge and understanding of catechesis.

· Creates learning experiences inclusive of the religious beliefs, cultural knowledge and social backgrounds of students.

Learning Community

· Establishes a culture of excellence by consistently setting high expectations for students as they engage in Religious Education/Catechesis.

· Shares a vision of the Kingdom of God and collaborates about practical ways to act justly.

· Seeks opportunities for students to establish faith filled partnerships built on collaboration, trust and inclusivity within a vibrant learning community.

· Stimulates, supports and challenges learners to develop their understanding of catechesis.

Leadership for Learning

· Organises meaningful learning experiences with a clear moral, educational and spiritual purpose.

· Uses current research and professional standards to improve teaching practices in Catechesis.

· Articulates explicit learning goals in catechesis classes. · Makes available quality professional learning experiences for teachers to enhance

learning outcomes of students. · Collaborates in professional learning teams to nurture a shared vision and mission

related to Catholic Identity and Mission. · Develops leadership within the school community to build teacher capacity for the

key learning area, Religious Education.

7. Permeation of unit The Catholic Worldview guides us in becoming who God called us to be, namely, fully human. It enables us as Christians to have a map of how we are to transform our lives and that of the wider culture in which we are immersed. The Catholic Worldview must underpin and be expressed in the complete life of a Catholic Parish School. Units that are required as of 2019 to be permeated are:

● English ● Science ● History and Geography ● Mathematics- one cycle per semester.

For resources please use the following site. http://clf.lism.catholic.edu.au/central-faith-statement/1-catholic-worldview-permeation-statement/

8. Sacramental Program Reconciliation

● From 2019, available for Year 3 children and children in Years 3-6 who have not received their Reconciliation and who are baptised.

● Reconciliation will be taught as part of the First Holy Communion Sacrament. ● Education occurs at school and home. School unit is provided. ● Parents will be asked to register their children for the Sacrament of Reconciliation/First Holy

Communion at the commencement of the year and attend a meeting before the Sacrament is celebrated.

Notes required: 1. Invitation to receive the Sacrament sent home at the commencement of the year and again

one month before the Sacrament, both with return slips to indicate they wish to receive the Sacrament.

2. Invitations to the parent information evening with a return slip to indicate attendance. Parents unable to make the meeting need to meet with the Priest before the Sacrament.

First Holy Communion: ● Available for Year 3 and children in Years 4-6 who have not made their First Eucharist and

have received the Sacrament of Confirmation. ● Parents will be asked to register their children for the Sacrament of First Holy Communion

by the end of February. ● Parents will be required to attend the Mandatory parent meetings and make a commitment to

support their children. ● Education occurs at school and home. School unit is provided. ● First Holy Communion – choice of one of Saturday evening or Sunday Morning are made

available by the Parish Priest. These days are normally around the Feast of Corpus Christi/ Body and Blood of Christ.

Notes required: 1. Invitation to receive the sacrament sent home at the commencement of the year and again two

months before the sacrament (Date of First Holy communion will be known by then) and one week before classroom instruction of the sacrament begins. All notes with return slips to indicate if they wish to receive the sacrament.

2. Invitations to the parent information evening with a return slip to indicate attendance. Parents unable to make the meeting need to meet with the Priest before the sacrament.

Confirmation: ● Available for Year 2 and children in Years 3-6 who have not been confirmed. ● Education occurs at school and home. School unit is provided. ● Parents will be asked to register their children for the Sacrament of Confirmation at the

commencement of the year. ● Parents will be required to attend the Mandatory parent meetings and make a commitment to

support their children. ● The date for this Sacrament is set by the Bishop and the format of the celebration is set by the

Bishop. Notes required:

1. Invitation to receive the Sacrament sent home at the commencement of the year and again two months before the sacrament (Date of Confirmation will be known by then) and one week before classroom instruction of the Sacrament begins. All notes with return slips to indicate if they wish to receive the Sacrament.

2. Invitations to the parent information evening with a return slip to indicate attendance. Parents unable to make the meeting need to meet with the Priest before the Sacrament.

3. A housekeeping note to candidates and their family advising of the Confirmation Liturgy time and date, revisiting correct behaviours for the Liturgy and requesting Sponsor details and Confirmation Names.

Consistent communication with the Parish Priest is essential

9. Making Jesus Real (MJR)

MJR is a programme designed to foster a relationship with Jesus that is real to the students and relevant to their daily lives. Making Jesus Real is centred around the belief that we are the image of Jesus to all people around us. We are His representatives and our actions should reflect His values taught in the Gospel. Jesus told us that we are all part of His family and that the way we treat others should be reflective of the way we would treat Him.

Making Jesus Real is specifically linked to school policies and teaching programmes across the Key Learning Areas. These

include the values of: showing care and compassion, respect, honesty and trustworthiness, understanding, tolerance and inclusion. These values also encourage students to do their best, treat others fairly, be responsible for their actions and follow school rules and procedures.

Today, more than ever, with so many pressures from TV, the internet, computers games and society in general, parents and teachers need to have greater support and communication. This assists in presenting sound Christian Values that the children will need as they come to make valued decisions in life. It is very important that parents and teachers are supportive of one another and that there is good communication between school and home. It is detrimental to the child if one believes the child’s story without consulting the parent or teacher.

We call Making Jesus Real a programme but it is really just a Christian way of life. We live our daily lives and the best results occur when we take the opportunity to stop and REFLECT each day for 60 seconds and ask, “Where was Jesus in my life today?”

Our Making Jesus Real Scope and Sequence is

Week Term 1 Term 2 Term 3 Term 4

2 Welcome Build a bridge

Believe in yourself The future lies in your hands

3 Encourage

Taking the Good with the Bad

People skills Honesty and trust

4 Sorry

Forgiveness Be determined Class spirit

5 Thanks

Sense of humour Anger management Mental toughness

6 Positive

Team work makes the dream work

Be a grinner and a winner not a moaner and groaner

Responsibility

7 Be a giver

Happiness comes from doing the right thing

Communication Taking the consequences

8 Reflection

Self discipline Happiness Resilience

9 Active Listening

Search for the hero inside yourself

Be a diffuser not an escalator

Make the most of what you have been dealt with

10 Happy Chappy

Challenge yourself to be the best you can be

Build a bridge and get over it

What goes around comes around

10. Liturgy and Mass Children will attend Mass once a week at St Mary’s Church. The Mass begins at 9:15 on Monday morning. Procedures for the weekly Mass:

● The bus will be provided for transportation to and from the church. This will require 2 trips. ● The children need to be on the bus at 8:45 am. Rolls will need be completed on paper and given

to Lisa. The TA can stand at the bus and sign the students off as they get on the bus. They then complete the roll with the remainder of the students and then send this roll to the office.

● The teacher will go on the first trip with the children and wait at the church for the next trip. ● Teachers are required to take the small mass book for the children,

The children conclude each unit with a mini liturgy in the learning space. Once a year each stage will offer a breakfast and liturgy celebration. The organisation for the breakfast and liturgy celebration

● The leadership team will cook the bacon and eggs on the BBQ. Teachers to mingle with the parents

● Purchasing of the items for breakfast will be done by the Admin team. Please refer to the following list https://docs.google.com/document/d/1vb8y5wCL6Dm02GXs-5pJpDvynygRR3u66t3xoYGzUOU/edit

● Invite will be completed by the SEACS leader and handed to Admin to copy and administer ● Clean up completed by the Teacher assistant and the leadership team

The liturgy is organised by the stage teachers and given to the SEACS leader 2 weeks before the liturgy. The liturgy will need to be authentic to the children’s learning and needs to be practised so the liturgy runs smoothly. This is a time for the students to display an extensive knowledge of the curriculum taught in the classroom. If the curriculum in both classes can not go together please lead 2 different liturgies and don’t combine them as a stage. A prayer experience should be provided every week and prayers are offered for relevant aspects of our lives and issues discussed during the week. The Prayer process should be morning prayer, prayer before and after meals, Christian meditation and the day ending with an Awareness Examine. Each classroom teacher needs to follow the prayer poster that is offered for each class and ensure the children know these prayers. There are Masses and Liturgies offered throughout the year and each stage leads a liturgy. This the roster is: Stage 1 Mother’s Day, Stage 3 Remembrance day, Stage 2 ANZAC, K Father’s Day. When children/adults leave the Church or School hall they are to leave silently and reverently. Please ensure this happens.

11. Assembly

The whole community will gather together at least once per week for prayer and to celebrate and demonstrate each other’s news and gifts and recognise our achievements through presentation of school and class awards. Year 6 is responsible for hosting an assembly and will present class work, information and presentations and also investigate the MJR theme for the week.

12. Prayer

● Follow the prayer poster to ensure you are covering the correct prayers for the allocated year. They can be found at http://intranet.lism.catholic.edu.au/religiouseducation/Primary/TeachersToolkit/TeachersToolkit-Classroom.html

● Children participate in prayer before and after meals during the day. ● For daily prayer in the learning space please use the following link

http://intranet.lism.catholic.edu.au/ourcatholicschool/Pages/Prayer.html ● Prayer bags need to be sent home with the students regularly. Ensure you have kept a copy of who

the bag has been sent home with so you can follow up with that child if the bag isn’t returned to school and also to ensure equity. It is up to the SEACS leader to provide the bags but it is then up to the classroom teacher to maintain the bags throughout the year. Ensure the bags have a response to prayer book, book with prayers in it, a set of coloured pencils, a prayer cloth that is clean and not torn, a battery operated candle, a set of rosary beads and a crucifix.

Christian Meditation

“Be still and know that I am God”, (Ps 46:10). For more information on Christian Meditation please visit this school developed website https://christianmeditationatstmarys.weebly.com/ Christian Meditation is a whole school community focus at St Mary’s Primary school; but what is Christian Meditation? Christian Meditation can be explained best in terms of three modes that are distinct from one another only by a distinction of reason. All three have the same one goal of silence before God; the first is the simple mantra, the second the mantra with some imaginative helps, the third the direct pursuit of silence. All three come under the one umbrella described by Laurence Freeman in these eloquent words: For the desert monks the first goal of life seen as a spiritual process was to reach purity of heart. This gospel term and Beatitude of Jesus is echoed in all traditions. It empowers us to "see God, "not as an object of perception or as an abstract concept or as a fantasy projection of wish fulfilment, but in and as reality. Seeing God, according to the Christian tradition, is the true meaning of life and to reach this goal is to find the happiness that lies at the spiritual core of every human act and desire. The vision of God is an experience of communion rather than observation. Christian Meditation is organized to carry out the tradition of purity of heart and seeing God, the promise of the beatitude and the goal of all Christian life. May its practice continue to renew the Christian world.

13. Mini Vinnies

The following is the process for Mini Vinnies ● Teachers/ SEACS leader are to ask for expressions of interest from the class cohort. Once numbers

are established the decision will be made regarding stage groups or all working together. ● Mini Vinnies lesson are to be held once a fortnight. ● There will be a designated Mini Vinnies coordinator. ● Mini vinnies will be held either in stage groups or a whole group together in the hall. The following

will take place: Stage groups

❏ Stage groups will be formed and one lesson per fortnight will be held. ❏ This will be the procedure- The mini vinnies group will be in one room and those students

that are not interested in mini vinnies will have a lesson in the other stage room on the Principles of Catholic Social teaching. The resource that we are using is http://www.caritas.org.au/learn/catholic-social-teaching

Whole group

❏ The whole group will gather in the hall and the coordinator will lead the sessions with the other delegated teachers.

❏ Those students that are not interested in mini vinnies will have a lesson in the other stage room on the Principles of Catholic Social teaching. The resource that we are using is http://www.caritas.org.au/learn/catholic-social-teaching

● Kindergarten and Year 1 are not included but may choose to investigate the Principles of Catholic Social Teaching

The fundraisers that mini vinnies will lead are: ● Pyjama Day - Winter appeal ● Christmas Appeal

-Hamper baskets - Children bring in non - perishable grocery items. Hamper list will come from St Vincent dePaul. - Fundraising idea set by the Mini Vinnies group.

The resources that can be used for mini vinnies are: https://youthnsw.vinnies.org.au/

Resource Links for teaching Religious Education

https://formed.org/

http://www.resourcemelb.catholic.edu.au/index.cfm

https://www.looktohimandberadiant.com/

http://intranet.lism.catholic.edu.au/religiouseducation/

https://igniteyouth.com/fuel/

13. List of Contents of the Religious Education School Based Program –

Available in digital format on the CSO website and the St Mary’s drive

1 Introduction – Synopsis of program 1.1. School Mission Statement Reflection 1.2. The School Overview 1.2.1. Foundational Values Outline 1.2.2. Time Allocation 1.3. The Year Level Overviews 1.3.1. Outcomes Scope & Sequence 1.3.2. Units Scope & Sequence 1.3.3. Teaching & Learning Strategies 1.4. The Unit Outlines 1.4.1. Rationale/Overview 1.4.2. Learning Sequence 1.4.3. Student Assessment Tasks 1.4.4. Evaluation 1.5. KLA Assessment & Reporting Plan 1.6. School Policy Statement 1.7. Celebration, Prayer and Worship 1.7.1. Church Celebrations 1.7.2. Classroom Celebrations 1.7.3. Prayer and Scripture 1.7.4. Sunday Gospel 1.8. Sacramental Program 1.8.1. Confirmation 1.8.2. Eucharist 1.8.3. Penance

ELABORATION OF PROGRAM

2 Information Support Document 2.1 Part A - Acknowledgements 2.2 Part B – The Religious Education Curriculum 2.3 Part C – Program Support Documents 2.4 Part D - Resources 3 Foundation Statement and Overview of Content Strands 3.1 Foundation Statements 3.2 Description of K-2 Content Strands 3.3 Description of 3-6 Content Strands 4 Overview of Syllabus Outcomes 4.1 Early Stage 1 4.2 Stage 1 4.3 Stage 2 4.4 Stage 3 4.5 RE outcomes scope and sequence 5 Overview of RE Units 5.1 List of K-2 Units. 5.2 K-2 Grade four term overview. 5.3 List of Year 3-6.

5.4 3-6 Grade for term overviews. 5.5 Descriptions of RE units K-6. 6 Year level overview – outcomes, assessment, scripture, doctrine, content, student expectation. 7 Prayer, Scripture and Feasts and Solemnities 7.1 Sunday Gospels overview. 7.2 Prayers of tradition and of the liturgy overview. 7.3 Scripture overview Old and New Testament. 7.4 Calendar year overviews of Feasts and Solemnities. 7.5 Combined prayer and scripture overview for year levels. 7.6 Class Mass Roster. 7.7 Copies of prayers. 8 Assessment Plan, Matrix, Tasks, Reporting Samples 9 Sacraments 9.1 Reconciliation 9.2 Confirmation 9.3 Eucharist 10 Liturgy 10.1 Worship plan 10.2 Liturgical texts and documents held by the school 10.3 School mass checklists 10.4 Resource – making the most of Mass. (Hard copy only) and local DVD 10.5 Ritual structure of the Roman rite. (Hard copy only) 10.6 Planning guide – Eucharist version 1,2,3. 10.7 Planning guide – Liturgy version 1,2,3. 10.7c General intercessions plan. 10.8 Church Tours – Scope and Sequence and DVD’s 10.9 My Mass Book - Responses during the Mass 11 Strategic Plans 11.1 RE and FS Strategic Plan 2018 11.2 St Mary’s Catholic Identity and Mission Plan 2018