RELIGIOUS STUDIES CURRICULUM

Transcription

1 RELIGIOUS STUDIES CURRICULUM Topic: Caring for our Environment Strands: The Bible and Christian Belief; Christian Ethics and Ethical Theory; Meditation, Prayer and Worship; Faith in Action Stage of Development: Early Childhood (EC) Years K-PP Rationale: Students are often taught the Creation story at an early age as it is easy and it s the first group of stories in the Bible. Students are encouraged to understand the messages of good stewardship which comes through these creation stories. They and their families may be recycling at home and students are starting to become more aware of the world around them. This unit teaches students to put these two things together and instead of looking at the creation story as a literal story, its aim is to take some of the principles from it and apply it to life. One of those is to care for the world that God has created. Having spent some time on the environment it is easy to move into the topic of prayer and places that can be used for stillness and prayer. It is helpful to start teaching students early about prayer and stillness as they can develop some skills that can be used later in life to build resilience as well as develop a productive prayer life. Australian Curriculum: 1. General Capabilities: Literacy, ICT, Critical and Creative, Personal & Social 2. Cross-Curricula Priorities: Sustainability Links to other Learning Areas: English - Library Studies, ICT, Health Key Questions: What are some of the key stories from the Old Testament? (B+CB) What is prayer? (M,P+W) What are sacred spaces, objects, rituals? (M,P+W) Why is it important to care for others and for God s creation? (FiA) What can I do to help in my classroom, school, and neighbourhood? (FiA)

2 Key Concepts: Sacred Testament Sacred spaces Creation Stewardship Sustainability Knowledge & Understanding: Understand that Christians believe that the Bible reveals certain truths to them e.g. the nature of God, Jesus life, death and resurrection. (B+CB) Know that the Bible also contains many truths within the stories, even if the stories are only a human attempt to convey a great truth e.g. the creation stories. (PoR) Understand that there are different beliefs about creation both from a Christian perspective and from that of other religions, and that the Bible itself contains different creation stories. (B+CB) (PoR) Know the connection between saying Amen and making someone else s prayer one s own. (M,P+W) Understand prayer is integral in the lives of many people (M,P+W) Understand there are prayers that can be shared with others, such as the Lord s Prayer, grace, the School Prayer, prayers for special occasions (M,P+W) Know that music, song, word and action are part of worship and celebrations and are forms of prayer. (M,P+W) Understand that there are special places where they can experience stillness, silence, prayer and reflection. (M,P+W) Understand there are many prayers common to Christians all over the world. (M,P+W) Know how to do different classroom or community jobs that contribute to the common good. (FiA) Understand how their actions can make their classroom, school, or neighbourhood a better place.(fia) Attitudes and Values: The Bible guides Christians in their spiritual and moral lives. (B+CB) Demonstrate openness and respect for the beliefs of others. (PoR) Students develop a sense of reverence, respect, community, peace and joy as they learn about and experience prayer and worship. (M,P+W) By working together, we learn from each other, solve problems, and take good care of each other and the world we live in. (FiA)

3 Skills: Listen to Bible stories(b+cb) Comprehend Bible stories(b+cb) Re-tell Biblical stories (B+CB) Locate and identify places and objects associated with prayer and worship. (M,P+W) Pray silently and out loud. (M,P+W) Pray using written and impromptu prayers. (M,P+W) Pray individually and in groups. (M,P+W) Practice stillness and silence as forms of and means to meditation, prayer and worship. (M,P+W) Identify classroom and community jobs that help others and create a positive community. (FiA)

4 Caring for our Environment Lesson Lesson Structure Resources Notes & Assessment 1 Caring for our World Read to the students picture story book re caring / not caring for our world / environment) Students discuss why it s important to care for our world Students represent (e.g. draw) how they care for their pet, garden, pick up their rubbish, put appropriate items in recycle bin, etc Lorax by Dr Seuss Where the Forest Meets the Sea Jeannie Baker, Fish out of water Dr Seuss, The Piggy Book Anthony Browne 2 Re-cycle? Students discuss what is recycled at home. (cans, paper) Brainstorm ideas and set up recycling project for class / school (e.g. mulch bin, paper). Recycle Bin 3 The wonder of Nature 4 The Creation Story Students identify aspects of the natural environment that generate feelings of wonder. (e.g. flowers, shells, leaves, photos of garden, beach, butterfly, etc ) Students bring in items of beauty from natural environments to contribute to a Creation Table (e.g. flowers, leaves, bark, petals, photographs, jar of sand, etc) Perhaps go to the gardens of school and bring back pieces of nature. Share reasons for their selections. Read the story of creation while students look at their Creation Table Students investigate, discuss, sequence and represent the Creation on Storyboard. Pictures of creation that can go together as a storyboard. nts/world/world.pdf (Worksheet) Check with grounds staff before picking plants! Try not to teach the story of creation as a literal explanation of the way the world began but as a poetic story that teaches us that God is in control and is The Creator.

5 5 God s Creation 6 Places of Quiet Students recall story of Creation on Storyboard / Die/ Mural. Have each child draw a picture of one of God's creations: sun, moon, stars, animals, people, etc. Students can assemble their pictures together on a cube (die), mural or quilt. In our beautiful world, students discuss that there are times when people might like to be alone or have some quiet time. nts/world/world03.php Resources to make cube or mural. Photos or pictures of sacred places. Some parents will believe that the Creation story should be understood literally so be aware of this also. Many Christians understand it as a mythical story. Teacher recounts or identifies by photo a special or sacred place (i.e. sanctuary) where he/she spends time for stillness and silence, prayer and reflection. Students view various stimulus posters / pictures / photos of different settings and identify those they believe would be good for quiet time (e.g. under a tree yes scary forest no, public swimming pool no on my bed - yes). Using calendars and magazines, students cut and paste places Theses are places I would like to be alone for some quiet time / these are places where I would not like to be alone. Pictures of places that would be good for quiet time. Calendars and magazines for students to cut up. 7 Garden of Gethsemane Students reflect that Jesus would often seek out parts of the natural environment when he wanted to think, contemplate, pray, etc. Teacher recounts to students the story of Jesus meeting with his apostles/friends in the Garden of Gethsemane to pray (John 18:1-11) and/or the story of Jesus spending 40 days in the desert (Matt 4:1-11) John 18:1-11 Matthew 4: 1-11 Pictures of people praying in quiet places (easy to get from Google Pictures)

6 8 Places of Prayer Students discuss Who do you talk to when you are happy, or sad, or worried, or pleased about something? Maybe you talk to your mum or dad. Maybe you tell a friend, or a grandparent. Christians believe that they have an extra-special friend that they can talk to about anything - God. When Christians talk to God, it's called praying. (Source: Students view Prayer website... either with the teacher or individually with headphones. Students discuss the different people they see. nts/prayer/prayer00.php This is a great website, you could either use it with the whole class or students could do it themselves if they have earphones as it reads out the information so students don t have to be able to read. Students practise the various postures of prayer shown on the website. Complete one of the activity sheets and discuss. 9 Students review some of the different ways that Christians can pray (i.e. at home, in Church, while walking, lying down, eyes open or closed, hands together, head bowed or not, kneeling, singing, dancing, reading, on their known or together with others, etc) Poster paper. Students create a Did You Know poster about Christians Praying include digital photos of students depicting some of the different ways and places that people can pray (i.e. at school, while walking, sitting, with eyes open or closed, while lying down, kneeling, in church, under a tree, on my bed, etc). 10 Read to the students the School Prayer School Prayer Discuss its meaning and retell in student-friendly-kindergarten speak School Hymn Students sing the School hymn Students investigate other prayers including Grace and the Lord s Prayer.

7 Students brainstorm what they would like to include in their special Class Prayer Write a special class prayer. Assessments: Retelling the Creation Story Recalling ways we can be good carers / stewards of God s creation Review of the different ways of praying Reciting the School Prayer Reciting the Lord s Prayer Other Resources: What happens when Children Pray by Evelyn Christenson, Joy Dunn Keenan Open our Hearts 5 minute meditations by Michael Mangan & Anne Frawley-Mangan (Litmus Productions, 2010)