Curricular€¦ · Web viewI know that God has given us 10 Commandments and in P3 I will learn about the Fourth and the Seventh Commandments. GLP I know that God commands me, out

RERC Planner:September Primary: 3Month/Season: September Class: Primary 3 Level: First

Strands of Faith : Experiences and Outcomes

Core Learning Learning & TeachingClass/School/Home/Parish

Resources Assessment

Reign of GodP3 RERC 1-24aI have considered ways in which the Catholic Christian community works together to show care for the world and for the needsof all people. I have reflected on the implications of this for my life and that of others.

I know that my school is a Catholic school which, with God’s help, works together with my family, my parish and the whole Church to show care for the world and for the needs of all people.

Class: Teacher discusses with the class what makes their school a Catholic school. How would a visitor to our school know that it is a Catholic school? How do we care for each other? Teacher shows the children the values and aims of their school (example attached to planner) and discusses them with the children.

Class: Teacher discusses with the class the use of logos in advertising and how a simple image can be very powerful. Teacher shows the class some images of popular logos (attached to planner) and the children work with their shoulder partner to name the companies they represent. Children continue to work with their shoulder partner to design a school logo which shows the values and aims of their school.

Class: Teacher reaches the class the hymn How Lucky We Are (lyrics attached to planner).

Class: Teacher explains to the class that their school works together with their family, their parish and the whole church to show care for the world and for the needs of all people. Teacher explains that this is called the Catholic Christian community and discusses with the children how their class/school shows care for the world and the needs of all people- prayers, fundraising, and concerts for senior citizens etc.

Class: Children work in cooperative learning groups to complete the school section of the Venn diagram Catholic Christian Community (attached to planner). This diagram should be printed A3 size.

Home: Children discuss with their parents how as a family they

School Values and Aims

Images of Popular Logos

Lyrics of How Lucky We Are

Catholic Christian Community Venn Diagram

Children know that the Catholic Christian

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Themes:1. Belonging to a Catholic School 2. God made People in His image3. The 4th and 7th Commandments 4. The Holy Trinity 5. The Parable of the Good Samaritan

RERC Planner:September Primary: 3

P3 RERC 1-23aI know that God has given me the freedom to make choices about the way I live my life. I have reflected on how the decisions of my conscience affect my relationship with God and others.GLPHWB 1-23a

I have responded to opportunities to participate in practical action that demonstrates care of my school environment and of all those within it.

I can identify practical ways to show how I can also care for the wider community, particularly during Lent and Advent.

GLP

I have responded to opportunities to reflect prayerfully about the choices I have made throughout the day and I am beginning to recognise that these choices affect my relationship with God, myself and others.

show care for the world and for the needs of all people. In class, children work in their cooperative learning groups to complete the home section of the diagram.

Parish: Teacher discusses with the class how their parish shows care for the world and for the needs of all people. If possible a member of SDVP, SPRED, etc could visit the class to explain their mission. Children work in their cooperative learning groups to complete the parish section of the diagram.

Class: Teacher explains to the class that the intersections of the diagrams are where the school, family and parish work together to show care for the world and for the needs of all people.

Class: Teacher discusses with the class any aspects of the school’s eco review that Primary 3 has responsibility for e.g. litter, school garden. Teacher explains to the class that they are going to make a poster promoting their commitment to caring for their school environment. Children place these posters around the school and are given the opportunity to carry out their eco responsibilities.

Class: Teacher discusses with the class any class or school fundraising campaigns that will be taking place this school year and how they can contribute to these initiatives in practical ways e.g. making cakes to sell, raffles, sponsored activities.

Class: Children work in cooperative learning groups to think of practical ways they can show care for the wider community. Groups come together to share their ideas with each other.

KEY VOCABULARY: Catholic school, Church, needs of all people

Class: Teacher explains to the class that throughout the day we all have to make choices. Some of these choices are easy to make and others are more difficult. Some choices affect only ourselves whilst others affect the people we live with, play with and work at school with. Teacher discusses the choices children make on a daily basis- What shoes to wear? What to watch on the television? Who to play with? Who to play with?

PaperArt Materials

Paper

Choices Diary Worksheet

Choices Scenarios

community works together to show care for the world and for the needs of all people.

Children participate in actions that demonstrate care for their school environment.

Children can identify practical ways to show care for the wider community.

Children show understanding that the choices they make throughout

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RERC Planner:September Primary: 3I can follow and understand rules andprocedures, developing my ability to achievepersonal goals.HWB 1-45bI am aware of the need to respect personalspace and boundaries and can recogniseand respond appropriately to verbal and nonverbalcommunication.RERC 1‐21a I have explored the implications of Jesus' command to love God and love my neighbour.

GLPHWB 1-23aI can follow and understand rules andprocedures, developing my ability to achievepersonal goals.HWB 1-45bI am aware of the need to respect personalspace and boundaries and can recogniseand respond appropriately to verbal and nonverbalcommunication.

I know that God has given us 10 Commandments and in P3 I will learn about the Fourth and the Seventh Commandments.

GLP

I know that God commands me, out of love, to honour my father and my mother (Fourth Commandment: Honour your father and thy mother) and I have been given opportunities with my teacher’s help to explore what this means for me.

Class: Children complete Choices Diary worksheet (attached to planner).

Class: Teacher divides the class into drama groups and gives each group a choices scenario (suggestions attached to planner) to act out. Children perform the scenarios and the class decide if the decision taken was good or bad. Children are given time to amend the drama to show a good choice. Children evaluate each other’s performances.

Class: Teacher asks the class to think about the characters in their choices scenarios and how they felt when good choices had been made and how they felt when bad choices had been made. Did Becky think it was funny when her bracelet went missing? Did Simon enjoy the sweets he had stolen? Children divide into their drama groups and discuss how each character felt. At the plenary, teacher explains to the children that the choices we make everyday affect our relationship with God, ourselves and others.

Class: Teacher explains to the class that God wants to help us to make good choices and so he gave us the Ten Commandments to help us understand how we should act towards Him and one another. Teacher reads out the Ten Commandments to the class and discusses them with the children:

1. I am the Lord thy God; you shall not have strange gods before me.2. You shall not take the name of the Lord thy God in vain.3. Remember to keep holy the Lord‘s Day.4. Honour your father and thy mother.5. You shall not kill.6. You shall not commit adultery.7. You shall not steal.8. You shall not bear false witness against thy neighbour.9. You shall not covet thy neighbour’s wife.10. You shall not covet thy neighbour’s goods.

Class: Teacher divides the class into ten groups and gives each group a copy of Commandment Template (attached to planner) printed A3 size and a commandment to be responsible for. Children copy their allocated commandment onto the template and then stain it with cold tea to make it look like an old parchment.

Class: Teacher explains to the class that God commands us, out of love, to honour our father and our mother (Fourth Commandment: Honour your father and thy mother). Teacher

Commandment TemplateArt MaterialsCold Tea

Honour your Father and Mother WorksheetArt Materials

Seventh Commandment Story

Seventh Commandment Scenarios

GLPGod’s Loving Plan CD, Primary 3, Worksheets 2 & 3Following the rules of Circle Time; agreeing and following classrules; identifying positive rules and their benefits – developingrespect for each other, listening to each other, demonstratingcare for each other

the day affect their relationship with God, themselves and others.

Children know that God has given us Ten Commandments.

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I know that God commands us, out of love, to respect other people’s property and not to steal (Seventh Commandment: You shall not steal) and I have beengiven opportunities with my teacher’s help to explore what this means for me.

GLPI have explored the value of rules and I know that they help to keep me safe and secure when I follow them.

I know the two very important rules that Jesus gave us which help us to love Him and to love all those people around us (Matthew 22: 34‐40).

I know that, when I fail to respond to these two very important rules (Commandments) that Jesus gives us, I can say sorry to Him and begin again.

discusses the meaning of honour with the children and where they have heard the word before- roll of honour, maid of honour, badge of honour, etc. Teacher explains that God commands us to respect our father and mother. Teacher poses the question who else do we respect and why do we respect them? E.g. head teacher, policeman, doctor, etc. Teacher explains to the children that we honour our parents by listening to their advice and obeying their instructions. What advice do your father and mother give you? What instructions do your father and mother give you? Do you always listen to their advice? Do you always follow their instructions? How do your parents feel when you do not honour them? How can you show them that you are sorry for not honouring them?

Class: Children complete Honour your Father and Mother worksheet (sensitivity may be needed for children who do not live with their parents).

Class: Teacher explains to the class that even adults honour their father and mother. Teacher may want to share how he/she honours his/her parents. Teacher could use famous people who honour their parents as a good example of following the fourth commandment.

Home: Children interview their parents about the fourth commandment and how children can honour their parents. Children feedback to the class about the results of this interview.

Class: Teacher explains that God commands us, out of love, to respect other people’s property and not to steal (Seventh Commandment: You shall not steal). Teacher reads to the class the Seventh Commandment story (attached to planner) and discusses the story with the children. How did Stevie feel when he discovered his bike was stolen? Do you think the person who stole the bike will ever be caught? Is it still wrong to steal even if nobody knows it was you?

Class: Teacher discusses with the class why it is wrong to steal and what makes it wrong. Is it wrong to steal one pound from a millionaire? Why is it wrong? Is it wrong to steal food if you are very hungry? Why is it wrong?

Class: Children work in drama groups to act out scenarios involving stealing (attached to planner). Children perform their dramas and the teacher asks the children to think about the drama and the consequences of the theft. Who had they stolen from? How did the theft make the person feel? What if you were not caught stealing? How could you make the situation better for the people affected by the theft?

Having the opportunity to participate in different ways ofworking together and taking on different roles – in pairs, ingroups, in teamsHaving the opportunity to discuss different roles throughunscripted drama activities:• freeze framing to identify a reaction or feeling;• hot seating to be able to express a reaction of feelingMay also be linked to preparation for the Sacrament ofReconciliation in some diocesesDiocese of Motherwell Planning exemplar:www.rcdomeducation.org.uk/our-good-work.htmlThe Ten CommandmentsThe Greatest CommandmentLanarkshire RSHP Pack Primary 3 page 36GLPLanarkshire RSHP Pack Primary 3 page 39The importance of having sufficient sleep and physicalexercise.Respect for my body and for other people’s bodies as God’screations.Respect for parents / carers /adultsCaring for othersDiocese of Motherwell Planning exemplar:www.rcdomeducation.org.uk/p3-relationships.html

Children know that the fourth commandment commands us to honour our father and mother.

Children know that the seventh commandment command us to respect other people’s property and not to steal.

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KEY VOCABULARY: choices, honour your father and mother, Fourth Commandment, Seventh Commandment

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RERC Planner:September Primary: 3Strands of Faith : Experiences and Outcomes



Mystery of GodRERC 1-01aI am discovering God's precious gift of life and reflect on how this reveals God's love for me.

GLPHWB 1-50aI am learning about where living things comefrom and about how they grow, develop andare nurtured.

GLPI understand that God’s creation shows us something of his truth, goodness, beauty and glory and that God intends us to share all of this with him. (CCC 319)

I can marvel at God’s precious gift of life by observing the great diversity of plant and animal life created by God (Genesis 1: 11-13 & 20-25) and I can help to care for it.

Class: Teacher reads to the class Genesis 1: 11-13 & 20-25 and explains that God’s creation shows us how much God loves us and wants us to share in all that he has created. Teacher takes the children a walk around the school grounds/local park to observe creation in their own environment. Children take clipboards and paper and write down all the things they see created by God.

Class: Teacher teaches the class the hymn All Things Bright and Beautiful (lyrics attached to planner).

Class: Children work in cooperative learning groups to make a Creation Mobile (List of Resources, Instructions and Templates attached to planner). Adult assistance is required.

Class: Teacher lets the children watch a clip from YouTube which shows lots of images of God’s creation and they will also hear the hymn All Things Bright and Beautiful :http://www.youtube.com/watch?v=yZq8ZUE6GTU

Home: Children bring in pictures, books, models etc. from home and place them on a Creation Table in the classroom.

School: Children are given a part of the school garden to care for during the month of September and will be involved in picking up litter, weeding, watering planters, planting bulbs, etc.

School: Teacher invites into the class a representative from RSPB, RSPCA, Dog Trust, etc to speak to the class about how we should care for animals.

Class: Children make a leaflet about how to care for a rabbit, goldfish, dog, hamster, etc.

KEY VOCABULARY: God’s precious gift of life

BibleClipboardsPaper

Lyrics of All Things Bright and Beautiful

List of Resources, Instructions and Templates

Internet

Display Table

GLPDiocese of Motherwell Planning exemplar:www.rcdomeducation.org.uk/p3-gods-beautiful-creation.htmlScience topics , e.g.,• Living Things: sorting living and non living things; caring foranimals;• Food, Health and Nutrition• Seasons: Spring & Autumn• FarmingGlasgow SHRE Programme, P3 Lesson 1Lanarkshire RSHP Pack primary 3 page 40www.bibleforchildren.org/languages/english/stories.php• Story 01 (When God made everything)Canticle of the Creatures (St Francis of Assisi)www.appleseeds.org/canticle.htm

Paper

Children develop understanding that God wants us to share in the glory, beauty and goodness of all that he has created.

Children develop understanding that we can help to care for God’s creation.

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http://www.youtube.com/watch?v=yZq8ZUE6GTU




In the image of GodP3 RERC 1-02aI know that a loving God has created me and that my uniqueness can develop according to God's plan for me

GLPHWB 1-10aI recognise that each individual has a uniqueblend of abilities and needs. I contribute tomaking my school community one whichvalues individuals equally and is awelcoming place for all.HWB 1-47aI recognise that we have similarities anddifferences but are all unique.HWB 1-15aI am developing my understanding of thehuman body and can use this knowledge tomaintain and improve my wellbeing andhealth.HWB 1-47bI am aware of my growing body and I amlearning the correct names for its differentparts and how they work.HWB 1-48aI am learning what I can do to look after mybody and who can help me.

GLPI know that God created me, body, mind and soul.

I know that God has created me in his image (Genesis 1: 26-27), that he loves me and that his love for me will never come to an end.

I understand that God created all human beings, male and female, in his own image.

GLPI know that one of the gifts God gives us is the gift of choice, called "free will". and that this is a sign of his love.

I know that sometimes we choose to respond to God’s love, and when we do we become more like Jesus, e.g., loving, compassionate, merciful.

I understand that we can pray to God to help us to make good choices.

Class: Teacher reads to the class from the bible Genesis 1: 26-27 and explains that God created us in his own image. When He created us, he created our body, our mind and our soul and discusses this with the children. What makes up a body? Can you see your body? Can you feel your body? What makes up a mind? Can you see your mind? Can you feel your mind? What makes up a soul? Can you see your soul? Can you feel your soul? Teacher explains to the class that a soul is the part of you that never dies. If we love like God loves, our souls will become like God and we will go to Him.

Class: Children are each given Body, Mind and Soul worksheet (attached to planner) and colour it in to represent the whole person God created- body, mind and soul.

Class: Teacher explains to the class that God created all human beings, males and females, both in His own image. Teacher discusses the similarities and differences between males and females. Can they both have babies? What clothes do they wear? What toys do they play with? Do they have different hobbies?

Class: Children complete Boys and Girls worksheet (attached to planner).

Class: Teacher explains to the class that God loves us very much and that one of the gifts God gives us is the gift of choice, called "free will". Remind children of the Ten Commandments and how we all have to make choices about how to live our life every day. Many of these choices affect not only ourselves but others too. God wants us to use our “free will” to make good choices and when we do this we respond to God’s love and become more like Jesus. Discuss how Jesus lived his life when he was on earth e.g. kind, forgiving, fair, and truthful.

Class: Children complete Just like Jesus worksheet (attached to planner).

Class: Teacher discusses with the class people in the media who have responded to God’ love e.g. Nelson Mandela, Mother Teresa and Founder of Mary’s Meals - Magnus MacFarlane-Barrow etc.

Home: Children are given a homework activity to research someone in the media who has responded to God’s love.

Class: Teacher explains to the class that we can pray to God to help us to make good choices and God will always listen to our prayers. We must remember to listen to God and think about what He is

Body, Mind and Soul WorksheetArt Materials

Boys and Girls Worksheet

Just like Jesus WorksheetArt MaterialsPaper

Words of prayer Our FatherHighlightersGLPQuality Circle Time:Whole school initiatives – Hearing Children’s VoicesRecord of Achievement (RoA) Chart

Children develop understanding that God created us, body, mind and soul.

Children know that God created all human beings, male and female, in his own image.

Children develop awareness that when we choose to respond to God’s love, we become more like Jesus.

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RERC Planner:September Primary: 3HWB 1-05aI know that friendship, caring, sharing,fairness, equality and love are important inbuilding positive relationships. As I developand value relationships, I care and showrespect for myself and others.HWB 1-04aI understand that my feelings and reactionscan change depending upon what ishappening within and around me. This helpsme to understand my own behaviour and theway others behave.

I know that, just as Jesus and others forgive me, I am called to forgive others even when this is difficult. I know that we remember this when we pray theOur Father.

saying to us about making good choices. Children write a personal prayer asking for God’s help in making good choices.

Class: Teacher explains to the children that when we say the Our Father we are saying sorry for the times when we did not make good choices. We are also saying that we will forgive others when they make choices that affect us in a negative way.

Class: Children work with their shoulder partner and highlight the parts of the prayer Our Father (attached to planner) where we say we are sorry and when we say we will forgive others.

Class: Teacher leads a prayer time asking God to help us make good choices. Children read out their personal prayers that they have written.

KEY VOCABULARY: created in God’s image, free will, loving, compassionate, merciful

Gender: differences and similaritiesLearning about my body: physical differences between boysand girlsLearning about keeping my body cleanUsing names of some genital parts (but not learning aboutsexual functions)Healthy Food WeekLanarkshire RSHP Pack Primary 3 pages 36 & 37GLPBounceback: Unit 1 - Core ValuesAs appropriate, links to preparation for the Sacrament ofReconciliationBounceback: Unit 2 - Bouncing back, E Unit 5 - EmotionsIn Reading of fiction - discussion of choices e.g.,• Why does the character feel/behave/answer this way?• What is making her/him feel/behave like this?• How might the character feel/behave after . ?

Children develop understanding that we can pray to God to help us to make good choices.

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Revealed truth of GodRERC 1-04aI can describe God as Father, Son and Holy Spirit and I have reflected on how God can support me in my life.

I have been given opportunities to pray to God the Father, God the Son and God the Holy Spirit.

I have reflected on the narrative of Jesus’ baptism in Mark’s Gospel (Mark: 1: 9-11) and I can identify the presence of the Holy Spirit in this story.

I know that the Father, Son and Holy Spirit are always with me and I can pray at any time for myself, my family and the needs of the world.

I know that God is sometimes called "Abba" by Jesus in the scriptures, which means "Dad" or "Father" (Mark 14: 33-36.) and I know that we have the privilege of doing the same (Galatians 4: 6).

Class: Teacher shows the class the painting The Baptism of Christ by Andrea del Verrochio (image and information sheet attached to planner). Children look at picture and teacher leads by discussion the presence of:

God the Father God the son God the Holy Spirit.

Teacher sets up a Holy Water font in the class and allows the children to bless themselves taking time to reflect on each part of the prayer - Father, Son, and Holy Spirit.

Class: Teacher reads to the class from the bible Mark: 1: 9-11 and by discussion leads the children to identify God the Father and God the Holy Spirit in this story. Teacher explains that the Holy Spirit is often represented in the bible as a dove, tongues of fire and the wind.

Class: Children make a cardboard dove (template, list of resources and instructions attached to planner).

Class: Teacher explains to the class that the Father, Son and Holy Spirit are always with us and we can pray at any time for ourselves, our families and the needs of the world. Teacher explains that we call these requests petitions. Teacher divides the children into cooperative learning groups and they discuss who they want to pray for and then write these petitions into the correct circle in Our Petitions Venn diagram (attached to planner) printed A3 size. Teacher discusses with the class the petitions which belong in the intersections. Petitions are then incorporated into the daily prayers of the class.

Home: Children ask their family members if they wish to be included in their petitions.

Class: Teacher explains to the class God is sometimes called "Abba" by Jesus in the scriptures, which means "Dad" or "Father". Teacher reads to the class from the bible Mark 14: 33-36 and discusses the distress Jesus was suffering and how he prayed to God the Father and called out “Abba.” Teacher explains that we too are given the privilege of calling God “Abba, Father"

Class: Teacher teaches the class the Hymn Abba Father (lyrics attached to planner).

Image and Information Sheet- The Baptism of Christ by Andrea del Verrochio

Holy Water FontHoly Water

Template of DoveArt Materials

Our Petitions Venn Diagram

Bible

Lyrics of Hymn Abba Father

Children can describe God as Father, Son and Holy Spirit.

Children know that they can pray to the Father, Son and Holy Spirit.

Children know that God is sometimes called "Abba."

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KEY VOCABULARY: God the father, God the Son, God the Holy Spirit, Abba

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Reign of GodP3 RERC 1-20aI know that I have been called by God to grow in love, justice and peace in my relationships with others.

GLPHWB 1-02aI know that we all experience a variety ofthoughts and emotions that affect how wefeel and behave and I am learning ways ofmanaging them.HWB 1-14aI value the opportunities I am given to makefriends and be part of a group in a range ofsituationsHWB 1-44aI am aware of how friendships are formedand that likes, dislikes, special qualities andneeds can influence relationships.HWB 1-44bI understand positive things aboutfriendships and relationships but, whensomething worries or upsets me, I knowwho I should talk to.

GLPI know that Jesus called his twelve apostles to follow his example of love, justice and peace (e.g., the Washing of the Feet - John 13: 1-15).

I know that God calls me to show love, justice and peace in my relationship with others, throughout my school community.

I can explore the concept of “neighbour” through listening to the Parable of the Good Samaritan (Luke 10: 25-37) and I understand that "neighbour" means more than the people I know.

I have reflected on times when I have loved others as Jesus wishes me to and I have experienced God’s peace and the happiness that this brings to me and to other people.

Class: Teacher revises with the class the names of the twelve apostles (see information sheet) and how Jesus called his twelve apostles to follow his example of love, justice and peace. Teacher reads to the class from the bible John 13: 1-15 when Jesus washes the feet of the disciples and discusses the significance of this act. Why were the disciples surprised? What did Jesus tell them? What message is there for us to follow?

Class: Teacher explains to the class that we should follow in the example of Jesus and show love, justice and peace in our relationship with others, throughout the school community. Children divide into active learning groups and write down how they will achieve showing love, justice and peace within the school community. Children share their findings with the rest of the class.

Class: Teacher reads to the class from the bible the Parable of the Good Samaritan (Luke 10: 25-37) and discusses the story with the children. How do you think the man felt when he was robbed? Do you think he expected a Samaritan to help him? Who acted like a neighbour to the man? Children work with their shoulder partner to complete The Good Samaritan worksheet and then share their answers with the class.

Class: Teacher explains to the class that the greatest commandment of all is “Love the Lord your God with all your heart, with all your soul, with all your strength, and with all your mind”; and “Love your neighbour as you love yourself.” Teacher poses the question to the class - Who is your neighbour? Children work in active learning groups to make a poster about- Who is Our Neighbour?

Class: Teacher teaches the class the hymn A New Commandment (lyrics attached to planner).

Class: Teacher asks the class to think about times they have loved others as Jesus wishes us to and have experienced God’s peace and the happiness that this brings to us and to other people. Teacher asks the children to reflect on how they feel when they have been a good neighbour. Teacher tells the class that there are special awards for anyone in the class who exhibits the qualities of a good neighbour as demonstrated by Jesus. These awards are called Good Neighbour Awards (attached to planner) and the children in the class can nominate a classmate for an award.

School: Good Neighbour Awards are presented to the children at school assembly.

Apostle Information SheetBible

Paper

BibleThe Good Samaritan Worksheet

PaperArt Materials

Lyrics of Hymn A New Commandment

Good Neighbour Awards

GLPQuality Circle Time: Unit 1 - Core Values; Unit 2 - Peoplebouncing backVarious Bible

Children know that Jesus calls us to show love, justice and peace in our relationship with others, throughout my school community.

Children develop awareness that "neighbour" means more than the people we know.

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KEY VOCABULARY: God calls, love, justice, peace; neighbour, relationship, community, Good Samaritan

resources - esp. Parable of Good SamaritanGod’s Loving Plan CD, Primary 3, Worksheet 1Music: singing “In God’s Circle of Love”Glasgow SHRE Programme, P3 Lesson 2Lanarkshire RSHP Pack Primary 3 pages 33-34

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Values and Aims of Saint Andrew’s Primary

School AimsOur School Aims are founded on the shared values, hope and ambitions of our whole school community. They take account of the needs of the pupils and reflect the improvement objectives of East Dunbartonshire Council. The school aims to give a framework from which priorities in the school Improvement Plan will be developed.

Priorities outlined in the annual Improvement Plan are intended to make a major contribution to raising standards of achievement and to enhance the ambitions of St Andrew’s Primary School.

We aim to foster the Catholic character of the school through the promotion of the Gospel values of:

WISDOM, JUSTICE, COMPASSSION and INTEGRITY.

All members of our school community are valued equally as individuals and excel in different ways, regardless of sex, colour or creed. In order to equip the children to function successfully, now and in later life, the staff of St Andrew’s aim to:

1. Provide a happy, secure and welcoming environment where staff are valued and work in close partnership with parents, community and outside agencies for the benefit of all children.

2. Provide a rich and varied curricular experience which develops and enhances each child’s potential for learning, enabling them to become well rounded and fulfilled individuals, including – the physical, emotional, academic, spiritual and social development.

3. Encourage excellence so all children strive to attain the highest possible levels of achievement in a challenging and motivating environment.

4. Employ a range of teaching strategies which take cognisance of different learning styles, talents and skills, suited to the individual needs of all children.

5. Maximise the use of all available resources, both human and material, to support children’s learning in a stimulating and vibrant learning environment.

6. Develop and promote leadership skills at all levels – staff, pupils and the whole community, to provide the highest quality education.

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Popular Logos

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http://www.google.co.uk/imgres?q=volkswagen+logo&hl=en&sa=X&biw=1920&bih=862&tbm=isch&prmd=imvnsa&tbnid=KKPG8GFO7udg-M:&imgrefurl=http://www.epslogos.net/Eps_logo_V/Volkswagen_Logo.html&imgurl=http://www.epslogos.net/images/logos/V/300/VOLKSWAGEN-1.gif&w=300&h=294&ei=tHw-UMDNJeme0QW_6YAo&zoom=1&iact=hc&vpx=1340&vpy=528&dur=453&hovh=222&hovw=227&tx=135&ty=139&sig=112239420970612735256&page=1&tbnh=126&tbnw=129&start=0&ndsp=59&ved=1t:429,r:46,s:0,i:243%00%E5%A1%B9%EF%92%81%E1%B4%BB%E4%A1%BF%E2%B2%AF%E5%B6%82%E8%97%84%E6%8C%A7%00%00%EA%AE%A5


How Lucky We AreHow lucky we areWhen we can all play togetherBut we can be sadOn a day with no friends, whatever.

It’s better by farTogether in any weatherWe will have more funWhen we are all oneThere’s the spirit of joy within us.

We want our school to beA place for everyoneTo do some work and have some funWhere people feel that they belongWe ask God’s Holy SpiritTo be active hereTo make an atmosphere of joy and peace and love

How lucky we are when we do our work togetherBut it can be hardOn our own trying to find an answerIt’s better by farIn school with our class and teacherThen we do our best, our folks are impressedThere’s the Spirit of Peace within us

We want our school to beA place for everyoneTo do some work and have some funWhere people feel that they belongWe ask God’s Holy SpiritTo be active hereTo make an atmosphere of joy and peace and love

How lucky we are when we can all pray togetherFor we can forget to take time to be still and peaceful.It’s better by far knowing always that God is with us,Whatever may come, we will be as one,There’s the Spirit of Love within us.

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The Seventh Commandment - Thou Shall Not Stealby Deacon Tom Frankenfield

Once there was a cheerful boy named Stevie who lived on the outside of a great city. This is a story about a heartbreaking event that happened to Stevie on his birthday.

“….Happy Birthday to Stevie, Happy Birthday to you!” The sound of his birthday song was still in Stevie’s ears as he peddled his brand new bicycle to the swimming pool close to his home. This was a great day! Stevie’s smile was beaming and inside his felt a special joy. For a birthday gift,

his parents had just bought him the bicycle he had always wanted. Now he was riding it for the first time! It was the perfect birthday gift! He was truly a lucky guy.

Stevie was meeting all his friends at the swimming pool for a great afternoon of splashing, swimming and diving. Plus, his parents had arranged for a pool party with lots of food and balloons. It was his birthday and Stevie felt like the luckiest guy in the whole world.

Stevie pulled his shiny new bike into the pool’s parking lot; leaned his bicycle against the fence and ran to meet those friends who had arrived early. This was a great day and all he could think of was how special he was. When he was inside the pool, his time was spent jumping into the water and somersaulting off the diving board. About an hour into Stevie’s party, his friend Debbie asked about his new bike. Stevie was happy to show off the bike to Debbie.

Debbie and Stevie ran to the outer fence to get a good view. Stevie looked but the bike was not there. A shocked look overcame Stevie’s face. He mumbled in a low gravely voice, “Where is my new bicycle?” He and Debbie ran outside the pool complex and walked all around the parking area. No bicycle! They asked the manager, too. No luck! Before he knew it, everyone the pool had emptied and everyone was looking for Stevie’s new bike.

Now for the bad news! Someone had stolen his brand new bicycle. All Stevie could do was sit and cry! His heart seemed broken. Soon Stevie’s mother came and held Stevie in her arms. Like all mom’s she could feel his pain and she just held him close to her. When the time was right, she began to talk to Stevie.

“Stevie, this is a very sad thing that has happened, especially on your birthday. I am so sorry” said Stevie’s mother. Stevie just snuggled closer and cried harder.

Stevie’s mother said further, “Stevie, when God gave Moses the 10 Commandments, He made a special point to tell us not to steal. Stealing is a very bad thing to do and it causes very much pain for the innocent people who lose their valuables. It also makes the person who steals very evil.

She said further, “God calls us to share things with others but sometimes people break God’s laws and it causes pain. Nobody feels that pain more than you do, my lovely Stephen.”

They returned to the Birthday party but the day was not as wonderful as it had been before the bike was stolen.

My friends, this story does not have a happy ending like most of my stories. Stealing is not a happy subject. Stevie’s heart was broken and a wonderful day was damaged by the greed and bad actions of selfish people. May God bless you and may you never have anything of yours stolen.

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Seventh Commandment Scenarios1. A girl finds a purse in the cloakroom. She opens it up looking for

a name and finds a five pound note. Impulsively she takes the five pound note and puts it in her pocket and then leaves the purse in the cloakroom.

2. A teenager waits for a young boy walking home from school. He threatens to beat him up unless he hands over all his money. The boy empties his pockets’ and hands over 80p. The teenager runs away laughing.

3. A boy is in a music shop and sees a CD that he has always

wanted but does not have enough money to pay for it. He slips it into his pocket and leaves the shop without paying. The security guard does not notice him and he thinks he has got away with the theft.

4. It is Halloween night and all the younger children in the street are out trick and treating. They have collected lots of sweets, nuts, money and apples. Some older children see them and demand that they give them what is in their bags. The younger children are frightened and hand everything over and then run home crying.

5. Gran is very forgetful and cannot find where she has left a bag of toffees. She asks her grandson to help her look for them. He finds them in a cupboard and slips them into his bag to eat later. He tells Gran that he cannot find them and she thanks him for helping her to look and she says not to worry she might find them tomorrow.

6. A family is on holiday and is staying in a hotel. It is time to pack up and return home. A girl likes the nice, fluffy towels that belong to the hotel. She packs a towel into her suitcase and thinks the hotel has lots of towels they will never notice one is missing.

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All things bright and beautiful, All creatures great and small,All things wise and wonderful,The Lord God made them all.

Each little flower that opens,Each little bird that sings,He made their glowing colours,He made their tiny wings.

All things bright and beautiful,All creatures great and small,All things wise and wonderful,The Lord God made them all

The purple-headed mountain,The river running by,The sunset and the morning,That brightens up the sky;

All things bright and beautiful,All creatures great and small,

All things wise and wonderful,The Lord God made them all

The cold wind in the winter,The pleasant summer sun,The ripe fruits in the garden,He made them every one;

All things bright and beautiful,All creatures great and small,All things wise and wonderful,The Lord God made them all

The tall trees in the greenwood,The meadows for our play,The rushes by the water,To gather every day;

All things bright and beautiful,All creatures great and small,All things wise and wonderful,The Lord God made them all.

All Things Bright and Beautiful

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Name_____________________________ Date_____________

We all make choices every day. Complete the Choices Diary below. Write in the choices you had to make and who it affected.

Time of Day Choice Who did the choice affect?

After you wake up

In class before interval

During interval

In class before lunch

Lunch time

Afternoon in class

Arriving home

Evening

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Choices Drama Scenarios1. John and Simon were at a supermarket just looking around. John dared Simon to take some sweets from a bag that was torn open. Simon slipped a couple of toffees and some mint creams in his pocket. Then they walked quickly to the door. Simon was sweating he was so nervous. He knew his mum would be disappointed in his behaviour.

2. Shirley and Stephanie were playing at Becky's house. Shirley really liked the new birthday bracelet that Becky had got for her birthday. Stephanie was jealous of Becky and told Shirley to put the bracelet in her pocket. She said they would give it back later and that they were just going to play a joke on Becky.

3. Mark and Joe are home alone playing video games. When Joe goes to get a snack he notices that his dad left an unopened can of beer in the back of the fridge. He pours a little beer in a cup and asks Mark if he wants a sip.

4. Mary and Susan are best friends and always play together in the playground. A new girl called Jane arrives in their class. Jane looks lonely at playtime and Mary wants to ask her to play with her and Susan. Susan does not want to ask her and tells Mary if you play with Susan I will no longer be your best friend.

5. Dad asks John to look after his little sister Helen because he has to make a phone call. John is annoyed because he wants to play his video game. Helen wants to play with John but he ignores her and she gets upset. Dad hears her crying and asks John what is the matter. John says he doesn’t know why she is crying.

6. Mark wants to try out his older brother George’s new skateboard but his brother says not to take it because he wants to try it out first. Mark sneaks into his bedroom when George is at school and takes the skateboard out into the driveway to try it out. Mark tips the skateboard over and scratches the paint. Mark does not know what to do and decides to return the skateboard to George’s bedroom and say nothing.

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Commandment Template

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Name_____________________________ Date_____________

Honour Your Father and Mother

Draw a picture here of your mother and father.

Complete the sentenceI honour my father and mother when I

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Creation Mobile

Adult assistance will be needed

You will need: Templates 1-7 printed on cardboard Scissors Glue Wool or String Art Materials White Cotton Wool Feathers Glitter

Instructions: Colour the pig, star, bird, fish and message templates Cut out the templates, fold in half so the pieces line up nicely

and glue together Decorate the star with glitter and the bird with feathers Cut out the cloud templates and stick white cotton wool over the

cardboard Punch holes in the corners and in the middle of the clouds Cut along the dotted lines and slide the pieces together Tie string/wool to the animal templates and attach to the corners

of the clouds Tie a longer piece of string/wool to the message template and

attach to the middle of the clouds Tie one last piece of string to the top of the cloud and hang from

the ceiling!

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Pig Template

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Star Template

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Fish Template

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Bird Template

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Message Template

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Cloud Template - 1

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Cloud Template - 2

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Name________________________ Date________________

Colour in this person to show that God created us body, mind and soul.

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Name________________________ Date________________

Boys and Girls

Complete the table below to show the difference between the choices boys and girls might make.

Boys Girls

Toys

Books

Sport

Food

Games

Fashion

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Name________________________ Date________________

Just Like Jesus

I am like Jesus when

Draw yourself beside Jesus.

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Our Father

Our Father who art in Heaven, Hallowed be thy name;

Thy kingdom come Thy will be done

On earth as it is in heaven. Give us this day our daily bread;

And forgive us our trespasses As we forgive those who trespass against us;

And lead us not into temptation, But deliver us from evil.

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The Baptism of Christ by Andrea del Verrochio

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Information SheetThe Baptism of Christ by Andrea del VerrochioThe Baptism of Christ is a famous painting made by da Vinci’s master, Andrea del Verrochio at circa 1472 in his studio in Italy. The painting was completed by Verrochio in collaboration with his apprentice, da Vinci who painted and finished the details of some parts of the painting, particularly the angel. The painting was an altarpiece commissioned by the monks of the San Salvi Church near Florence.

The painting of The Baptism of Christ was mainly done by Verrochio using tempera on wood. The painting depicts St. John the Baptist during the baptism of the Lord Jesus Christ as according to the Gospels of Luke, Mark and Matthew. Two angels on the left side of the painting complete the four figures in the artwork. The scene illustrated by the painting includes God’s extended arms painted with golden rays and dove with its wings widely spread, a halo with cruciform is painted on top of Jesus’ head and another halo on top of St. John the Baptist. The two angels are holding Jesus’ clothes. The angel on the left side is the part done by Leonardo da Vinci. He used oil, which was at that time a new medium in painting.

Verrochio was an artist whose artistic talents were shown in his paintings, metalwork and sculptures. He was running his own workshop along with his apprentices who turned out also to be great artists of the Renaissance era along with da Vinci. His apprentices, aside from Leonardo da Vinci, were Botticini, Botticelli, and Lorenzo de Credi. According to history, The Baptism of Christ is the last painting by Verrochio who then focused his artistic gift on sculptures and metalwork. It is from this fact that gossips were passed saying that Verrochio was so ashamed of himself because Leonardo’s painting of the angel was superior to his. He said that a boy’s understanding of colours was far superior to his and swore to never touch colour again.

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Dove Template

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How to make a Dove

You will need: Template printed on white cardboard Scissors Glue Art Materials

Instructions: Colour the pieces of the body as appropriate Cut out all the pieces of the dove Glue the large rectangle to make a cylindrical shape for the

dove’s body Glue the head onto the front of the body Glue the wings and tail onto the back of the body Fold the feet and glue the tabs to the inside of the body

Our Petitions

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Our Needs

The Needs of the World

The Needs of Our Families

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Abba,Father

Abba, Father, send your SpiritGlory Jesus Christ!Abba, Father, send your SpiritGlory Jesus Christ!

Glory, Hallelujah Glory Jesus Christ!Glory, Hallelujah Glory Jesus Christ!

I will give you living water...

If you seek me you will find me…

If you listen you will hear me…

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The Twelve ApostlesThe original twelve apostles may be considered, with one exception (i.e. Judas), to be some of the most fortunate people that ever lived. Often referred to simply as "The Twelve," they were chosen by Jesus Christ Himself, and actually lived and worked with Him during His Ministry.

The names of The Twelve are listed in 4 places in The Bible(Matthew 10:2-4, Mark 3:16-19, Luke 6:12-19, Acts 1:13) with some minor differences due to the various uses of first, family, or nicknames at different times.

Simon. More generally known as Peter. The brother of Andrew. A fisherman from the Sea of Galilee. Considered to be the most impulsive of the group, always ready to speak up, and swing a sword on occasion (e.g. the cutting off of a man's ear at the time of Jesus' arrest). Some traditions hold that he was eventually crucified, upside down, by the Romans. There has been a very long debate as to whether or not he was actually the first pope.

Andrew. He was active in bringing people to Jesus, including his brother Peter.

James. James was the older brother of John. He was the first of The Twelve to be martyred.

John. See The Apostle John and The Island Of Patmos Philip. From Bethsaida, as were Andrew and Peter. Eventually martyred,

possibly at Hierapolis. Bartholomew. He was one of the disciples to whom Jesus appeared at the

Sea of Tiberias after His resurrection. He was also a witness of the Ascension.

Thomas. He was also called Didymus which is the Greek version of his name. Not easily convinced, he has the nickname "Doubting Thomas" because he wanted to actually see and touch Jesus after His Resurrection. Certainly a good witness for us today, because he wanted indisputable proof of what he was expected to report about, and he got it.

Matthew. Formerly a tax-collector at Capernaum, he became one of the more prominent apostles.

James. Known as James the Younger, or James the Less, he wrote the epistle which bears his name.

Thaddaeus. Also known as "Judas the brother of James;" while John probably referring to the same person speaks of "Judas, not Iscariot."

Simon the Zealot. The Zealots were a nationalistic sect with very strong political views. There seemed to be a wide variety of personalities among the apostles.

Judas Iscariot. The traitor. Matthias. To bring the number back up to twelve after Judas fell away,

Matthias was chosen by the remaining eleven apostles.

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Name ___________________________________ Date _________

The Good Samaritan Match the questions with the answers you choose.

Have you ever helped anyone who was hurt and upset? Write the story and say how you think you were a real friend, just as Jesus taught.

How would you feel?

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Lyrics of a New Commandment

A new commandmentI give unto you,

That you love one anotherAs I have loved you,

That you love one anotherAs I have loved you.

By this shall all men knowThat you are my disciples,

If you have love one for another.By this all men know

That you are my disciples, If you have love one for another.

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Good Neighbour AwardI ______________

Present this Good Neighbour AwardTo

For

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Documents

Curricular€¦ · Web viewI know that God has given us 10 Commandments and in P3 I will learn about the Fourth and the Seventh Commandments. GLP I know that God commands me, out