Curriculum Design for 3-5 Year Olds on Religion Theme

This curriculum design focuses on teaching religion to 3-5 year olds through inquiry-based and play-based learning approaches. The curriculum is based on human culture and includes five lesson plans on art, visual arts, music, drama, and videos. The curriculum aims to enhance creativity, collaboration, and group learning among students while building their understanding of different religions and their respect towards them.

Assessment 3 Curriculum
Design

Table of Contents
INTRUDUCTION...........................................................................................................................3
Theme of the week:.....................................................................................................................3
Context of the class:.....................................................................................................................3
Timeframe of Theme Delivering:................................................................................................3
RATIONALE OF CURRICULUM.................................................................................................3
Explanation of inquiry-based approaches implemented in the curriculum design......................3
Clear Basis of Curriculum on themes from human culture.........................................................4
Critical reflection on relationship between theories and pedagogy.............................................4
CURRICULUM DESIGN...............................................................................................................5
Comprehensive design of one-week curriculum for 3 to 5 years’ children on Religion Theme.5
Learning objectives, learning activities and assessment plan for each lesson.............................6
REFERENCES................................................................................................................................1

INTRUDUCTION
Curriculum design is the process of creating the whole blueprint of the course which is
basically cover the activities, lesson, assessment etc. This is prepared by the teacher for their
student with the aim of enhancing the understanding of students on specific theme. The present
assessment will cover the one-week curriculum design on theme “Religion” for students of 3 to 5
years including five-day lesson plan.
Theme of the week:
The selected theme for this week learning is Religion. It is because developing the
understanding of different religion and their respect among the children is most important part of
Early Year Childhood learning (Tannebaum, 2018).
Context of the class:
The context of the class is that build the religion understanding among 3 to 5 year children
through five lesson plans such as art or drawing, songs or music, visual arts such as toys, drama
and video program.
Timeframe of Theme Delivering:
The timeframe required to deliver the Religion learning theme is 1 month. It means different
religions learning should be provided to students of 3 to 5 years within a month in weeks’
session in order to build the understanding on students of religions and its importance (Yusra and
Lestari, 2018). The religion themes are delivered within one month to the students and after
every week the assessment has been plan for the student to check their understanding level on the
theme.
RATIONALE OF CURRICULUM
Explanation of inquiry-based approaches implemented in the curriculum design
In the one-week curriculum design, the inquiry-based learning approach has been
implemented by me in order to engage students of 3 to 5-year age in the real world connections
and environment. The inquiry based learning is one of the best approach which a tutor can used
in order to design and develop best curriculum. This helps the student to engage in the problem
solving and experimental learning. Further, I have also incorporated the play-based learning in
the one-week curriculum design in order to provide best learning on Religion theme to students.
The play-based learning is one of the type of early childhood learning based on open play and

child-led (Memon, Alhashmi and Abdalla, 2021). For example, I have implemented or
incorporated the play based learning such as toys, games, video, art or drawing, songs etc. within
the one-week curriculum design with the aim that 3 to 5 years’ children can able to learn
different religion names, symbols, worship music and songs etc.
Clear Basis of Curriculum on themes from human culture
The basis has been selected by me for the one-week curriculum design is human culture and
the theme selected is Religion. It means I have design a curriculum or timetable for one week
which is basically based on Religion theme. In this week, I will teach students about the different
religions name, symbol, their culture, religion scenarios etc. in order to build their confidence
among own religion and respect towards other religion. Religion is basically providing people
something on which people can believe in, provide sense of structure and build a connection
between group of people follow similar beliefs (Thompson, 2019). Thus, I have selected religion
theme or based one-week curriculum on this. Further, I will provide five-day lesson plan to
students and further plan assessment to check their learning.
Critical reflection on relationship between theories and pedagogy
Learning theories is an organised set of principles which state the individual capability of
acquiring, retaining and recalling any concept, theme or knowledge. Pedagogy is the method and
practice of teaching which basically involve theoretical concept and academic subject. As per my
opinion, the relationship between theories and pedagogy is such that pedagogy is the study of
theory of education. I have used learning theories such as play-based and inquiry based learning
theory in the present one-week curriculum design on Religion theme. This has helped me in
enhancing my pedagogy skills. With the help of different lesson plans using different learning
material has helped me to reach different students and creating teaching with the help of which I
am able to focus on student needs as well as aptitudes. In order to teach religion learning and
build understanding of different religion on the students of age group 3-5 years, I have planned
five lesson plan (Schina and et.al., 2020). In the first lesson plan, I have used art and drawing
materials in which I have asked students to draw different religions symbol on page and colour
it. With the help of this, I am able to enhance student’s religion understanding along with the

drawing and art skills. This is one of the best example of relation between learning theory and
pedagogy.
However, using pedagogy to develop a course or curriculum is quite time consuming for me
as it required learning new technology such as video playing etc. Not only that, the pedagogy
practice of education also became boring for the students because of listening to one person for
longer time. Thus, to reducing the chances of students getting bored during the course, I have
planned five different lesson such as art, songs, drama, video and visual arts. Involving this
learning tool in the learning has helped me to enhance the learning of 3 to 5 years’ students on
Religion theme (Susilo, Kartowagiran and Vehachart, 2018). During drama lesson, I am able to
make sure than each student take part in the drama and act properly in order to remind particular
religion scenario for example Hinduism religion Lanka Dahan scene. This visual arts, drama and
videos is one of the best way I have used in order to build the trust and respect of the students on
their own religion along with the other religion. This has enhanced my own learning,
communication as well as teaching skills.
CURRICULUM DESIGN
Comprehensive design of one-week curriculum for 3 to 5 years’ children on Religion Theme
Days Lesson or Learning Plan Time Period
Monday Religion learning through
Arts
40 – 45 minutes
Tuesday Religion Learning through
visual arts such as toys
30 – 35 minutes
Wednesday Religion Learning through
music or songs
40 – 50 minutes
Thursday Religion Learning through
drama
1 to 1.5 hours
Friday Religion learning through
videos
30 minutes – 1 hour

Learning objectives, learning activities and assessment plan for each lesson
Lesson Plan 1: Religion learning through arts
Learning objectives:
 The objective of this lesson plan is to build the different religion symbol understanding
among children.
 The objective of this learning is to enhance creativity, fostering collaboration and group
learning among students.
Learning activities:
 The learning activities of this lesson plan is art or drawing of different religion symbols.
Assessment Plan:
 The assessment of this lesson is that all 3 to 5 years’ students need to make or draw
religion symbol of Islam, Judaism, Buddhism and Pagan religion (Karimian and et.al.,
2018).
Lesson Plan 2: Religion Learning through visual arts: Toys
Learning objectives:
 The learning objective of this lesson plan is to build understanding of different religion,
building spiritual, cultural and social norms.
 The objective of this learning to build understanding of different religion gods and how
they look like.
Learning activities:
 The learning activities of this lesson plan is visual arts such as Toys and games.
Assessment Plan:
 The assessment for this lesson learning which students need to complete is learning name
of different religions and their god name with the help of toys.

Lesson Plan 3: Religion learning through songs or music
Learning objectives:
 The objective of this lesson plan is to build the understanding of religion songs and music
among the children.
 The learning objective of this lesson plan also includes development of inner peace
among children along with elevating negative mood (Wong, 2019).
Learning activities:
 The learning activities of this action plan is listening and signing different religion songs.
Assessment Plan:
 The assessment plan for students under this lesson is to learn and sing Hillsong worship,
azan, Hinduism worship songs.
Lesson Plan 4: Religion Learning through Drama
Learning objectives:
 The objective of this lesson plan is to build the understanding of religious scenarios
among the students through drama.
 The objective of this learning lesson also includes building confidence, concentration and
communication skills among the students.
 The learning objective also includes enhancing student learning of different religions
languages.
Learning activities:
 The learning activities of this lesson plan includes drama and acting of different religious
scenarios.
Assessment Plan:
 The assessment of this lesson learning is that different groups of student need to conduct
a drama in the class such as Christianity drama, Islam and Buddhism.

Lesson Plan 5: Religious learning through videos
Learning objectives:
 The objective of this learning lesson is to build the respect and responsibility of different
religions among student through video programs.
 The learning objective of this lesson plan is to enhance the concentration, emotional
attachment and attention power of children.
Learning activities:
 The learning activities of this lesson plan includes different religion program videos such
as Islamic video, Buddhism video, Christianity videos etc.
Assessment Plan:
 The assessment of this lesson plan is that all students need to go through with the religion
videos at home as well and answer the question ask by teacher.

REFERENCES
Books and journals
Karimian, Z. and et.al., 2018. Reaching consensus: a review on sexual health training modules
for professional capacity building. Health promotion perspectives. 8(1). p.1.
Memon, N. A., Alhashmi, M. and Abdalla, M. eds., 2021. Curriculum Renewal for Islamic
Education: Critical Perspectives on Teaching Islam in Primary and Secondary Schools.
Routledge.
Schina, D. and et.al., 2020. The integration of sustainable development goals in educational
robotics: A teacher education experience. Sustainability. 12(23). p.10085.
Susilo, M. J., Kartowagiran, B. and Vehachart, R., 2018. Modeling of cultural effect on school
autonomy at religion-based school in Indonesia. Jurnal Pendidikan IPA Indonesia. 7(3).
pp.364-375.
Tannebaum, R. P., 2018. Teaching about religion within early childhood and elementary social
studies: exploring how preservice teachers perceive their rights and responsibilities as
educators. Journal of Social Studies Education Research, 9(4), pp.30-48.
Thompson, J. D., 2019. Predatory schools and student non-lives: A discourse analysis of the Safe
Schools Coalition Australia controversy. Sex Education. 19(1). pp.41-53.
Wong, M. Y., 2019. Current teaching practice for religious education in Hong Kong:
implications for ‘learning from religion’. Journal of Beliefs & Values. 40(2). pp.133-145.
Yusra, K. and Lestari, Y. B., 2018. Integrating Attitude, Knowledge and Skills in K-13 English
Lesson Plans: Explorations into Teachers’ Agentic Roles in Materials Development. The
Asian EFL Journal Quarterly March 2018 Volume 20. Issue 3, p.176.
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