Year Two

  • Achievement Standards
  • Knowledge, Understandings and Skills
  • Elaborations
  • Sample Units

Learners understand Christian beliefs and teachings through different perceptions of God and life. They understand the influence of teachings and actions of Jesus in his own time and are aware of roles and responsibilities within the Catholic Church community.

Learners understand how sacraments relate to the lives of believers.
Learners understand the moral messages in texts. They understand some factors that influence moral behaviour and the consequences of just and unjust actions.
They understand purposes of a variety of prayers and rituals.

The content at this year level involves four strands of Beliefs, Sacraments, Morality and Prayer. These strands are interrelated and should be taught in an integrated way.

Key Inquiry Questions for students?

How can I show care for all of Creation –
myself, others and the natural world?
What is the Bible?
What stories do I know about Jesus?
What was life like for Jesus growing up in first century Palestine?
How do I make good choices?
What is important in the Sacrament of Baptism?
What prayers can I pray?
I wonder what prayers I can pray?
Who is Mary?
I wonder what Mary’s life with Jesus was like?
How does prayer help me to grow in friendship with God and as a person?
I wonder how I can express my thoughts and feelings in my prayers?

 

I wonder what I can do to care for myself, others and creation?
I wonder why people like to tell stories?
I wonder if I can remember some the stories of Jesus?
I wonder what life was like when Jesus was growing up.
I wonder if I can make good choices?
I wonder why Baptism is important to Christians?

Achievement standards

By the end of year two, students explain that the Bible is important to Christians. They know that a narrative tells a story about Jesus and parables are stories or riddles that Jesus told to help teach people about God and they can retell a narrative or a parable. They compare and contrast some of the cultural and social background of the Gospels with ours e.g. family, food, housing, transport.
By the end of year two, students name the most common sacramental elements, words and actions from the rite of Baptism.
By the end of year two, students recall scripture that shows Jesus as loving and just. Students name ways they can show love and act responsibly in family, school and community.
By the end of year two, student recite  the Hail Mary and Our Father. Students identify reasons to pray. Students select appropriate symbols for prayer. Students know that Lent begins on Ash Wednesday.   Students demonstrate an understanding of the life of Mary.

Achievement Standard Elaborations

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Belief

 

Knowledge and Understanding

God’s invitation is to respond to other people with love.
God’s invitation is to respond to creation with love.
CCC 221

 

Skills

Students typically will:

present ways they can respond to others with love.

What is the Bible? I wonder what is in the Bible?
For Christians, the Bible is a sacred book.
The Gospels are stories that teach about Jesus.

explain that the Bible is important to Christians
know that a narrative tells a story
know that parables are stories or  riddles that Jesus told to help teach people about God.

What was life like for Jesus growing up in first century Palestine? I wonder what life was like when Jesus was growing up?

Mary is the Mother of Jesus. She made loving choices.
CCC 492,508, 531, 533
Jesus lived in a family in Nazareth.
Jesus influenced people.
Jesus shows us the way God wants us to live.
CCC 1717, 1724

 

 

retell a narrative or parable
compare and contrast cultural and social backgrounds of Jesus with today e.g. food, family, housing, transport.

Sacraments

 

Knowledge and Understanding

What is important in the Sacrament of Baptism?
I wonder why Baptism is important to Christians?

The call of Baptism is to share in the mission of Jesus as a member of a loving family and parish community.
CCC 1223, 1267

 

Skills

Students typically will

share ways they can be loving members of a family.
share ways they can be a loving member of a community.

Baptism uses symbols of water, sign of the cross, anointing with oil, putting on a white garment, lighting a candle, the profession of faith.

name the most common sacramental elements from Baptism.

The essential rite of Baptism consists of immersing in water or pouring water on a person’s head, whilst praying to the Father, the Son, and the Holy Spirit.
CCC 1235-1245

Godparents help the parents and the child to grow in faith. 
CCC 1255

identify words and actions in the rite of Baptism.

The Church celebrates Jesus through special seasons of the Liturgical year.
Lent is a time when Jesus invites me to be loving and forgiving towards others.
Lent begins on Ash Wednesday.
We listen again to the story of Easter.

retell the story of  the first Easter
explain the meaning of Lent
know that Lent begins on Ash Wednesday

We remember Mary preparing for the birth of Jesus during Advent.
We prepare for the celebration of the birth of Jesus.
CCC 1163-1171

discuss how Mary is a model for us.
demonstrate an understanding of the life of Mary.
explore the meaning of giving gifts.

Morality

 

Knowledge and Understanding

God’s love for us enables us to love others.

 

Skills

Students typically will:

name ways they can show they love God, others, themselves and the world.

How do I make good choices?
I wonder if I can make good choices?
We have a responsibility to respect ourselves, others and all creation.
CCC1745

name ways they can act responsibly in family, school and community.

What stories do I know about Jesus?
I wonder if I can remember some of the stories of Jesus?

Jesus teaches us how to live justly.
CCC459, 2196
We follow  Jesus example  in making loving choices and taking responsibility.
CCC 125-126, 459

 

 

recall scripture that shows Jesus as loving and just.

Prayer

 

Knowledge and Understanding

What prayers can I pray?
I wonder what prayers I can pray?
Jesus teaches his disciples to pray the Our Father
CCC 2601
Traditional Prayer: Sign of the Cross, Hail Mary and Our Father.
Jesus hears our prayers.
Jesus prays.
CCC 2599, 2600

Skills

Students typically will:

recite the Hail Mary and Our Father

I am with God in prayer and God is with me.
CCC 2604, 2560
I can ask for help and guidance in prayer for myself and others.
CCC 2647
Prayer is a way of expressing emotions when relating to God e.g. Praise, happiness, sadness, joy etc.

identify reasons to pray.

I am with God in prayer and God is with me.
CCC 2604, 2560
I can ask for help and guidance in prayer for myself and others.
CCC 2647
Prayer is a way of expressing emotions when relating to God e.g. Praise, happiness, sadness, joy etc.

Prayer involves rituals, symbols, celebrations and silence.
CCC 2663

participate in class rituals.
select appropariate symbols for prayer.

Beliefs

Knowledge and Understandings Possible ElaborationsSuggested Scripture
God’s invitation is to respond to other people with love.
God’s invitation is to respond to creation by caring for our world.
Record qualities of family members and friends that are suggestive of what Christians believe God is like.
Create picture and/or word flow charts showing how all of creation is interdependent.
Present ways to respond to others with love.
For Christians, the Bible is a scared book.
The Gospels are stories that teach about Jesus.
Introduce the Bible as our important book because it is the Word of God. Select a place/table for it. Children could design a cloth or decorate a
selected scripture quote to place along the table. Talk about the way we care for and love this book.
Mary is the Mother of Jesus. She made loving choicesCreate a peoplescape that symbolises the qualities of Mary as a role model for the church community.
Identify the loving choices Mary made.
Create a story map of “Finding Jesus in the Temple.”
Godly Play
The boy Jesus in the Temple p. 147
Young Children and Worship ISBN 9780664250409
I wonder how Jesus felt when he was finally old enough to go to the Temple by himself.
I wonder how Mary and Joseph felt when they couldn't find him.
Goldy Play Book 8 - Mary the mother of Jesus.
Infancy Narratives
Matthew and Luke
The boy Jesus in the Temple
Luke 2:41-52




Calling of the disciples
All Gospels
Jesus lived in a family in Nazareth.
Jesus was a Jew.
Jesus influenced people.
Jesus shows us the way God wants us to live.
Prepare a tasting table of Judaic foods: unleavened bread, dates, cottage cheese, honey and melon(other foods as available), for student sampling.
Gather information on homes, families and food in first century Palestine.
Create a village scene showing important components such as a well. Teach words e.g. temple, synagogue, scrolls, etc.
Show where Jesus lived on a map or globe.
Refer to Jesus’ times and compare and contrast his life with ours.
Create a before and after chart depicting Jesus' influence on others.
Using Expressions No 2. Jesus as a Child, explore festivals, games and food of the time.
Recall Gospel stories of Jesus’ invitation to love others and people’s responses. Retell a Gospel story from the point of view of one of the characters. Design a consequences wheel on a character who met Jesus
Wondering :
I wonder what it feels like to be lost?
I wonder if you have ever been lost?
I wonder how you knew you were lost?
I wonder who noticed that you were missing?
Godly Play
The boy Jesus in the Temple p. 147
Young Children and Worship ISBN 9780664250409
I wonder how Jesus felt when he was finally old enough to go to the Temple by himself.
I wonder how Mary and Joseph felt when they couldn't find him.
Matt 4: 18-22
Jesus blesses children
Mark 10:13-16; Luke 18: 15-17.

Parables
The mustard seed
Matthew 13:31-32; Mark 4:30-32; Luke 13:18-19

The Leaven
Matthew 13:33; Luke 13:20-21

The Lost sheep
Luke 15:3-7

The lost coin
Luke 15:8-10

Sacraments

Knowledge and UnderstandingsPossible ElaborationsSuggested Scripture
Baptism opens the door to the other sacraments.
Baptism is a ceremony that celebrates the presence of God for all.
The call of Baptism is to share in the mission of Jesus as a member of a loving family and parish community.
Name symbols and actions that are part of the celebration of Baptism.
Recall the story of Jesus’ Baptism.
Godly Play
Jesus is Baptized
Young Children and Worship ISBN 9780664250409
I wonder how they felt when they came out of the water.
I wonder if it was hard to wait for the special Son of God
Create a culture wheel with three concentric circles – a member of the Church, things I do, ways I act.
Jesus’ Baptism in the river Jordan.
Mark 1: 9-11
Matthew 3: 13-17
Luke 4: 21-22
Baptism uses symbols of water, sign of the cross, anointing with oil, putting on a white garment, lighting a candle, the profession of faith. Have symbols of Baptism on a prayer table.
Use water and oil for blessing prayers in the classroom.
Complete a retrieval chart to explain the sacred actions and symbols of Baptism.
Re-enact a Baptism ceremony in the classroom and record ideas and experiences on a retrieval chart.
The essential rite of Baptism consists of immersing in water or pouring water on a person’s head, whilst praying to the Father, the Son, and the Holy Spirit.
Have children record their re-enactment using a flip camera.
Collect photos of family Baptisms and display.
Baptism is usually been administered to children, however, any person can be Baptised at any age.Invite a parishioner who has been involved in the RCIA to speak to the students about the comparisons with an adult Baptism and a child’s baptism.
Complete a postcard strategy form the point of view of a child celebrating Baptism and/or an adult celebrating Baptism.
Godparents help the parents and the child to grow in faith. Have children who have been Baptised identify their Godparents and interview them about what occurred during the celebration of Baptism.
Complete a Y chart listing what the celebration of baptism looks like, sounds like and feels like.
The church celebrates Jesus through special seasons of the Liturgical year.
Lent is a time when Jesus invites me to be loving and forgiving towards others.
Lent begins on Ash Wednesday.
We listen again to the story of Easter.
Listen and respond to the Infancy Narratives and the Passion Narratives.

Using Godly Play wonder about the story of Jesus in the Faces of Easter.
Infancy narratives and Passion narratives
We remember Mary preparing for the birth of Jesus during Advent. We prepare for the celebration of the birth of Jesus.Discuss how Mary is a model for us.
Using Godly Play The Mystery of Christmas, wonder about Mary and how she felt duing the Annunciation, Visitation and the birth of Jesus.
I wonder what Mary was thiniking as she rode on the donkey to Bethlehem.
I wonder how Mary felt when she saw the angel Gabriel

Explore the meaning of giving gifts.
use children's literature books to expand the qualities of gift giving.
Look at the Caritas website for ideas on how we can give to those who have less. Contact Vinnies to be a part of their Christmas appeal.

Morality

Knowledge and UnderstandingsPossible ElaborationsSuggested Scriptures
God’s love for us enables us to love others. Listen to and tell stories of people who reflect God’s goodness and love in the world.
Make a paper chain/contribute to a class chain (of words) of ways that they can show love for others.
We have a responsibility to respect ourselves, others and all creation.Write a class or personal acrostic poem based on the word, ‘sharing’.
Brainstorm ideas about how to behave responsibly in the classroom, the school grounds, and the community.
Jesus teaches us how to live justly.Explore Jesus’ commandment of love and reflect on ways that they can follow this in their own lives. The Golden Rule
Matt 7: 12
We follow Jesus example in making loving choices and taking responsibility.Create and illustrate a big book showing the loving actions of Jesus towards others – what did he do e.g., ate meals with them, touched them, spoke to them etc.
Share life experiences that illustrate moral messages in religious and other texts.
Create character profiles of individuals from scripture stories and in other texts whose lives have changed because of the choices they made.
Complete a T-chart that links “things Jesus did” with “things we can do”
Use liquid pictures, freeze frames to break open the Scripture.
The Greatest Commandment
Matt 22: 34-40
Lk 10: 25-28
Mk 12:28-34

Prayer

Knowledge and UnderstandingsPossible ElaborationsSuggested Scripture
Jesus teaches his disciples to pray the Our Father
Traditional Prayer: Sign of the Cross, Hail Mary and Our Father.
Jesus hears our prayers.
Jesus prays.
Engage in spontaneous and structured prayer
Collect prayers for use in a class prayer book addressing different purposes.
Create a big book to illustrate key phrases contained within the Hail Mary and/or the Our Father.
Analyse scripture telling of the times Jesus spent in prayer. eg 5 w’s – who what when where why.
Concerning Prayer – the Lord’s Prayer
Matthew 6: 9-15
Luke 11: 1-4
I am with God in prayer and God is with me. Create a prayer space in the classroom where children gather daily. Praying in the desert, praying in the garden of Gethsemane, our Father
I can ask for help and guidance in prayer for myself and others.Introduce prayer starters
Jesus help me to….

Begin a Class Prayer Book with examples of children’s prayers
Luke 3:21-22 when Jesus prayed at his Baptism
Prayer is a way of expressing emotions when relating to God e.g. Praise, happiness, sadness, joy etc.
Students draw a picture of themselves talking to God, which shows the different ways and reasons for praying.

Using a Y chart identify what prayer might look like, sound like make the participant feel.

Teacher gathers a collection of prayers and children decide the purpose of the prayer – to praise, the ask for help, to inspire, to say sorry. Etc.

Children design their own praise prayer and display on prayer flags in the classroom.
Luke 9: 28-32 Jesus went up the mountain to pray with Peter, John and James.

List of Resources for Year Two Sample Units:

Year Two - List of Full Resources

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Year Two - Resources

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Inquiry Unit Proforma
Word document

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Year Two - Review and Balance of Coverage of Knowledge and Understandings
Word document

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Year Two - Review and Balance of Coverage of Knowledge and Understandings
PDF document

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The sample units below are to be modified and adapted to your own teaching style and the learning needs of your students. 

Year Two - Lent and Easter
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Year Two - Lent and Easter
PDF document

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Year Two - I wonder what I know about Jesus
Word document

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Year Two - I wonder what I know about Jesus
PDF document

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Year Two - Loving Choices
Word document

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Year Two - Loving Choices
PDF document

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Year Two - Baptism
Word document

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Year Two - Baptism
PDF document

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Year Two - I wonder about praying
Word document

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Year Two - I wonder about praying
PDF document

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Advent teaching strategies and resources

Knowledge and Understanding Skills Activities Resources
During Advent, we remember Mary preparing for the birth of Jesus.The students could set up an altar in honour of Mary in the classroom
Read a story that has the theme of waiting
Explore scenarios of waiting for something. Students placed into groups of three or four and role play times of waiting and anticipation, eg waiting for a bus, waiting in line at the tuckshop, waiting for food to cook, waiting for the birth of a baby, waiting for a holiday, waiting for school to break up, waiting for a birthday or special celebration, waiting at the doctor’s surgery.
Discuss expressions, words and feelings associated with waiting. Display associated words - anxious, excited, hopeful, nervous, frustrated, eager, energized, keen, restless, keyed up, confident, expectant, optimistic, positive, heartened, encouraged. Dramatise each word with body movements and facial expressions. What do our hands do when we are ……………? What do our faces do when we are ……………?
Invite an expectant mother to come in and talk about waiting for the birth of her baby.
I wonder:
- How did Mary feel as she waited for the birth of Jesus?
- What sorts of things would Mary do to prepare for his birth?
- Is there anything we need to do to be ready to celebrate Jesus’ birth at Christmas?
David’s Waiting Day’ by Bernadette Watts
Mary is a model for us

Christmas teaching strategies and resources

Knowledge and UnderstandingsSkills ActivitiesResources
Mt 2:1-3, 7-11, 13-16, 19-20I wonder
· Why the wise men brought gold, frankincense and myrrh
· Why King Herod was angry when he heard what the wise men were looking for
· How Joseph and Mary felt about having to go to a new land
· How I would feel if I was in danger and had to leave my home
· Why the wise men came to visit Jesus
Lee Maine (1992) The Three Wise Men
Jesus was born in Bethlehem. His mother’s name was Mary. Her husband’s name was Joseph.
After Jesus was born, wise men came to see him. They had seen his star in the east. They gave him gifts of gold, frankincense and myrrh.Follow the Star –Michael Mangan
When King Herod heard that the wise men had found a new king in Bethlehem, he was very angry. He sent his soldiers to find Jesus in Bethlehem but they did not find him. God sent an angel in a dream to warn Joseph so that Joseph took Mary and Jesus to Egypt where they would be safe. They stayed in Egypt until it was safe for them to go home. Create a nativity scene in the classroom. The children could make figures from playdough. This clip gives some ideas:

http://www.youtube.com/watch?v=_75k8R17ThI
“The cat and mouse carol” – Leigh Newton from Christmas in the scrub
They went to live in Nazareth. Collect a large number of Christmas cards that picture biblical scenes of the nativity of Jesus. Ask the students to name the characters in the cards. Recount that character’s part in the story of Jesus. Choose one card tell the story of the card, creating incidents and dialogue, asking questions. Choose one card and act out the scene.

Wrap a symbolic present from each member of the class to give to the baby Jesus.