C3 Christian Goodness - Draft Support Document PDF

SYLLABUS – C3 GOD, RELIGION AND JUSTICE – CHRISTIAN GOODNESS Strand C. God, Religion and Life Human beings seek meaning, value, and happiness in life, both individually and in relationships with others. Many religious traditions propose that this search is met and responded to by a transcendent...

SYLLABUS – C3 GOD, RELIGION AND JUSTICE – CHRISTIAN GOODNESS Strand C. God, Religion and Life Human beings seek meaning, value, and happiness in life, both individually and in relationships with others. Many religious traditions propose that this search is met and responded to by a transcendent power. From this encounter with the transcendent come worldviews, rituals and ethical norms that characterise a religious tradition (link to Prayer, Liturgy and Sacrament). Christians recognise this transcendent other in the relational Trinitarian God (link to Scripture and Jesus) who is both the source and fulfilment of the human quest for unity, truth, beauty and goodness (link to Morality and Justice). This content area grapples with the questions, ‘What is life? How do I find meaning?’ Unit Overview In this unit students will learn that they are created and loved by God. The unit introduces the second story of creation, which speaks of the creative act of God, an outpouring of divine love and goodness, in which we are all called to share. The students are encouraged to explore their own giftedness and identify how they can use their gifts for the good of all. The students will explore ways they can give glory, praise and thanks to God through prayer and the celebration of the Eucharist. The unit finally focuses on sharing God’s love, through the ways we live in right relationship with God and other people, using Jesus as our example. Enduring Understanding Objectives for Strand C Values & Attitudes Students will value and appreciate DRAFT Christian goodness calls us to share our gifts and to live in right relationship with God, self and others. Knowledge & Understanding Students will develop an understanding of Skill Students will and become aware of God’s presence in the action of God in creation, the reality of reflect on the action of God in creation; the world; recognise the religious diversity good and evil and the human search for reason with appropriate information and of humanity; acknowledge the tension meaning in Christian and other traditions present coherent viewpoints; recognise between good and evil; be open to the the reality of good and evil; make need to integrate religion with life informed responses in their search for meaning Outcomes A student Values and Attitudes appreciates how the Eucharist and prayer nourishes our Christian life. (RECVC3) K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 1 | Page  Knowledge and describes how the actions and teaching of Jesus guide us to be witnesses of God’s love. (RECKC3) Understanding Skills identifies that created by God, we have gifts and talents to share for the good of all. (RECSC3) Unit Content 1 Essential Question How is each person alive with the life of God? Learning Focus Students recognise that they are alive with the life of God by Statements of exploring the second story of creation. Learning and Course Explore Genesis 2:5-7 The Second Story of Creation and recognise how human beings were created of both Content the earth (soil) and of God’s own life (God’s breath). Read KWL Book 3 Chapter 2 Created by God, Called to Love p12-13 and explore what makes humans, with a body, soul and freedom to choose, different from all other things created by God. DRAFT recognising how they are known, loved and cared for by God. Explore Psalm 139:1-6,13-14 God Knows Me and identify how life is a gift from God given to us because God loves us. Recognise that God’s love for us, calls us to communion with God and with one another. examining the gifts and talents that God has given to each person. Explore Matthew 25:14-30 The Parable of the Talents (storytelling). Recognise that we all have unique gifts and talents that we need to share for the good of all. Create a thanksgiving prayer service using Genesis 2: 5-7, Psalm 139:1-6,13-14 or Matthew 25:14-30, recognising and celebrating our own gifts and the gifts of others, given by God. Unit Content 2 Essential Question How does Christian goodness call us to develop our relationship with God? Learning Focus Christian goodness calls us to develop our relationship with God by Statements of praying. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 2 | Page  Learning and Course Read KWL Book 3 Chapter 15 Listening and Responding to God p124-125 and recognise how prayer helps Content us build our relationship with God. Explore Luke 11:1-4 The Our Father, recognising that Jesus taught us how to pray and that through this prayer we seek God’s help in our lives. Read KWL Book 3 Chapter 16 Aboriginal Our Father p128 as an interpretation of the traditional prayer. Create a prayer service using Luke 11:1-4 acknowledging that God is always with us, to help us live good Christian lives. celebrating the Eucharist. Explore how in Holy Communion we receive the Bread of Life in the Body of Jesus. Explore the Eucharist as the most important way we build our relationship with God as a Church community, giving thanks to God through, with and in Jesus. Explore the Confiteor, the Kyrie, the Our Father, the Lamb of God and the invitation to communion “Lord I am not worthy...” and appreciate the Eucharist as a vital source of reconciliation. Explore how the Eucharist nourishes our relationship with God and helps us become signs of Christ’s presence in the world. Unit Content 3 Essential Question Learning Focus Statements of Learning and Course DRAFT How does Christian goodness call us to be signs of God’s love for each other? We are called to Christian goodness so that we can be witnesses of God’s love by using Jesus as an example of how to live. Explore Luke 7:36-50 Jesus Recognises the Gift of Each Person and identify when Jesus acted with Content compassion and respect. Explore Mark 1:40-45 Cure of a Leper and identify when Jesus acted with justice, integrity and love. Recognise how we can be witnesses of God’s love. recognising our responsibility to make good choices. Read KWL Book 3 Chapter 3 God Calls Us to Respect Ourselves and Others p20-21 and recognise that God has given each person the freedom to make choices. Recognise that the choices we make affect ourselves and others. Read KWL Book 3 Chapter 15 Living the Gospel p120 and apply the teachings of Jesus to situations that involve conflict. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 3 | Page  Explore how God’s gift of free will should be used responsibly in living a good Christian life. Student Text: To Know, Worship and Love Book 3rd Edition (2003, James Goold House Publications, Melbourne) Unit Content 1 Unit Content 2 Unit Content 3 Book 3 Chapter 2 Created by God, Called to Book 3 Chapter 15 Listening and Responding Book 3 Chapter 3 God Calls Us to Respect Love p12-13 to God p124-125 Ourselves and Others p20-21 Book 3 Chapter 16 Aboriginal Our Father Book 3 Chapter 15 Living the Gospel p120 p128 Religious Education Priorities Scripture Unit Content 1 Unit Content 2 Unit Content 3 Gen 2: 5-7 The Second Story of Luke 11: 1-4 The Our Father Luke 7:36-50 Jesus Recognises the Creation John 6: 35 I am the bread of life Gift of Each Person Psalm 139:1-6,13-14 God Knows Me Mark 1:40-45 Cure of a Leper DRAFT Matt 25: 14-30 Parable of the Talents Storytelling Unit Content 1 Unit Content 2 Unit Content 3 Parable of the Talents Prayer, Prayers of Tradition Eucharist and Liturgical Praying with Scripture Other Prayer Forms Liturgy and Our Father Rites Hymns of Praise (through Prayers of Thanksgiving Liturgical Year Confiteor innovation on a passage – Prayers of Sorrow Penitential Rite Dan 3: 57–88a) Aboriginal Our Father Doxology of the Eucharistic Prayer of Praise Prayer and response – Amen Angus Dei (Lamb of God) The Lord’s Prayer as prayed in the Communion Rite Eucharist/Eucharist Apostolic Constitution ic Living K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 4 | Page  Marian Mary can be used as an example, when exploring the notion of building our relationship with God through prayer, this Perspectives concept is developed in much more detail in the Year 4 Mary unit. However, it can be explored in Unit content 3 of this Christian Goodness unit. Church Catechism of the Catholic Church Teachings 355 - "God created man in his own image, in the image of God he created him, male and female he created them." Man occupies a unique place in creation: (I) he is "in the image of God"; (II) in his own nature he unites the spiritual and material worlds; (III) he is created "male and female"; (IV) God established him in his friendship. 357 - Being in the image of God the human individual possesses the dignity of a person, who is not just something, but someone. He is capable of self-knowledge, of self-possession and of freely giving himself and entering into communion with other persons. And he is called by grace to a covenant with his Creator, to offer him a response of faith and love that no other creature can give in his stead. 362 - The human person, created in the image of God, is a being at once corporeal and spiritual. The biblical account expresses this reality in symbolic language when it affirms that “then the Lord God formed man of dust from the ground, and breathed into his nostrils the breath of life; and man became a living being.” Man, whole and entire, is therefore willed by God. 363 - In Sacred Scripture the term "soul" often refers to human life or the entire human person. But "soul" also refers to the innermost aspect of man, that which is of greatest value in him, that by which he is most especially in God's image: "soul" signifies the spiritual principle in man. 364 - The human body shares in the dignity of “the image of God”: it is a human body precisely because it is animated by a DRAFT spiritual soul, and it is the whole human person that is intended to become, in the body of Christ, a temple of the Spirit: Man, though made of body and soul, is a Unity. Through his very bodily condition he sums up in himself the elements of the material world. Through him they are thus brought to their highest perfection and can raise their voice in praise freely given to the Creator. For this reason man may not despise his bodily life. Rather he is obliged to regard his body as good and to hold it in honour since God has created it and will raise it up on the last day. 365 - The unity of soul and body is so profound that one has to consider the soul to be the "form" of the body: ie it is because of its spiritual soul that the body made of matter becomes a living, human body; spirit and matter, in man, are not two natures united, but rather their union forms a single nature. 1730 God created man a rational being, conferring on him the dignity of a person who can initiate and control his own actions. “God willed that man should be ‘left in the hand of his own counsel,’ so that he might of his own accord seek his Creator and freely attain his full and blessed perfection by cleaving to him.” Man is rational and therefore like God; he is created with free will and is master over his acts. 1738 - Freedom is exercised in relationships between human beings. Every human person, created in the image of God, has the natural right to be recognised as a free and responsible being. All owe to each other this duty of respect. 1878 - All men are called to the same end: God himself. There is a certain resemblance between the union of the divine persons and the fraternity that men are to establish among themselves in truth and love. Love of neighbour is inseparable from love for God. 2565 - In the New Covenant, prayer is the living relationship of the children of God with their Father who is good beyond measure, with his Son Jesus Christ and with the Holy Spirit. The grace of the Kingdom is “the union of the entire holy and royal Trinity … with the whole human spirit”. Thus, the life of prayer is the habit of being in the presence of the thrice-holy God and in communion with him. This communion of life is always possible because, through Baptism, we have already been united with K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 5 | Page  Christ. Prayer is Christian in so far as it is communion with Christ and extends throughout the Church, which is his body. Its dimensions are those of Christ’s love. Australian Curriculum Cross Curriculum Priorities The General Capabilities ✔ Aboriginal and Torres Strait Islander histories and cultures ✔ Critical and creative thinking Asia and Australia's engagement with Asia ✔ Ethical understanding Sustainability Information and communication technology capability Other important learning identified by the NSW Educational ✔ Intercultural understanding Standards Authority (NESA): ✔ ✔ Civics and citizenship Difference and diversity Work and enterprise DRAFT ✔ Literacy Numeracy Personal and social capability SUPPORT DOCUMENT Scripture Background Information Genesis 2:5-7 The Second Story of Creation In contrast to the first creation account in Genesis 1:3–31, in the second account of creation, Genesis 2:4b–25, the human person is the first of God’s creations rising out of a world that is waterless and lifeless. Formed from earth, the man is imbued with the very breath (ruah) of God. He is given the name ‘Adam’ from ‘Adamah’, meaning an earth creature of flesh and spirit. As this creation account unfolds, there is a strong sense of God’s generosity and providence, especially as the garden grows up to provide for the man’s needs. The man works in cooperation with God, naming the animals and therefore having both dominion over them and responsibility for them. With the creation of the K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 6 | Page  woman, God provides the man with an equal “bone from my bones and flesh from my flesh” (verse 23). This is someone who will share his life and be a companion. Only when the two sexes exist is humanity complete. Psalm 139:1-6, 13-14 God knows me Psalm 139 puts before us an intimate conversation with God, the God who knows us completely just as we are and who is always with us. We really cannot get away from God even if we try very hard, so the Psalmist tells us. In many ways this is a psalm of innocence. Thus it is a good psalm for children. Verses 13-14 tell us that God created the very person that we are. God put us together in the womb. God is intimately involved with the making of each person and in the face of such an enormous mystery the psalmist exclaims with thanks and praise: “For the wonder of myself, for the wonder of your works” (v14). If we look at the Hebrew text for that last line it has “I am wonderful, your works are wonderful” (Ps 139:14). Matthew 25:14-30 Parable of the Talents This parable, like all parables, has different layers of meaning and can be understood in several different ways. In the context in which it was written it urges a responsible use of the Master’s goods, keeping in mind the return of the Master to whom account will need to be given. In those days a ‘talent’ was a measurement of weight used with the heaviest of metals – gold, silver etc. In Jesus day one talent was equivalent to around 6000 denarii (Roman coins), which would have taken a servant about fifteen years to earn. The master in the parable entrusts each of the slaves with an enormous amount and expects when he returns that they will have done something productive with what was given to them ‘…each according to his ability’ (v15). In the early Church this parable addressed the need for the early Christians to be DRAFT energetic and productive with the gift of faith and not to hide it away. The master’s return refers to the judgment when the Son of Man comes to settle accounts. For all of us and particularly for these Year 3 students the parable can challenge us to use the gifts and abilities the Lord has entrusted to us in a productive, rather than static way. John 6:35 I am the bread of life Bread is one of the main foods that nourishes us and helps us to grow and be strong. Jesus said that he is the Bread of Life. The day after he feeds the crowd with only five loaves of bread ad two fish (John 6:1-14), he said, “I am the bread of life. Whoever comes to me will never be hungry, and whoever believes in me will never be thirsty.” (John 6:35). Jesus is the Bread of Life that helps us to grow strong in holiness and in love. As the Bread of Life, Jesus wants to be one with us body and soul. At the Last Supper, Jesus took bread and said, “Take and eat it. This is my body which is given up for you.” This was not ordinary bread. It was Jesus offering himself to the disciples as a sign of his love. Luke 11:1-4 The Our Father The version of the Our Father in the Gospel of Luke is simpler and shorter than Matthew’s version (Matt. 6:9-13). It is worth the time to compare the two texts and note the differences. Luke is writing for the needs of his community, as does Matthew, hence the variations in the two prayers. The Lucan version here is for a poorer group and reflects this. “Give us each day our daily bread” is a genuine prayer for food for K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 7 | Page  a peasant: just enough bread for one day. “May your name be held holy” - the holiness of the name of God is a very Jewish concept. Indeed God’s name is so holy that it is not pronounced. Luke does not situate the Father in heaven, as does Matthew. Why? Does Luke want to encourage in his community a sense of the presence of God as among them? It would seem possible. “And do not put us to the test” is a simple prayer asking to be protected from temptation altogether. The whole text is an intimate, direct prayer of trust to the Father. It suggests a close and loving relationship with God and those around us. The prayer is saying we need to forgive because God has forgiven us. Luke 7:36-50 Jesus recognises the gift of each person In this passage we find Jesus recognising the good in others. Jesus is compassionate and respectful to a woman whom others see as unworthy. In this scene it is important to remember that Simon was a Pharisee. In an attempt to fulfil the law authentically, the Pharisees acted separately from other groups in society. So, in this passage Simon questions Jesus’ acceptance of the woman. Jesus’ response was very different. We find in the actions of Jesus, a way to respond and direct our actions, so that they can help rather than limit our capacity to be compassionate and responsible people. Mark 1:40-45 Jesus heals a Leper In this text Jesus is approached by a leper for healing. Leprosy is a contagious skin disease which, at that time made the leper ‘unclean’ and as such, not able to participate in the liturgical life of the community. The leper, being unclean was subject to the laws in Chapters 13 and 14 of Leviticus. Lepers were to live apart from the community to separate the ‘clean’ from the ‘unclean’. DRAFT We read in this text (v41) that Jesus was moved with pity, sometimes translated as anger. Whether Jesus was moved by pity or anger, it would seem he felt strongly for this man who was treated with contempt in his society. Although the disease was contagious, requiring separation from others, it was still possible to treat him with compassion. Jesus’ healing shows his power to save even those excluded by the Mosaic law. In v44 Jesus tells the man to go and show himself to the priest and “offer for your cleansing what Moses commanded”. Here Jesus shows his regard for the Mosaic law, which soon in Mark’s Gospel, he is accused of breaking. The levitical priests were the ones who determined who was ‘clean’ and ‘unclean’. Unit 1 Content Background Information Students recognise that they are alive with the life of God by exploring the second story of creation. Explore Genesis 2:5-7 The Second Story of Creation and recognise how human beings were created of both the earth (soil) and of God’s own life (God’s breath). Read KWL Book 3 Chapter 2 Created by God, Called to Love p12-13 and explore what makes humans, with a body, soul and freedom to choose, different from all other things created by God. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 8 | Page When sharing the Genesis account with students, it is important to mention that human beings were created both of the earth (soil) and of God’s own life (God’s breath). The terms ‘body’ and ‘soul’ (KWL Year 3, p14-15) are words used to show that humans, unlike other living things, are made both of the earth and of God’s own life. We are both material and spiritual beings and the student’s book will be useful for teachers when exploring this with their students. In discussing ‘body’ and ‘soul’ with the students, the following implications are most important. Firstly, we are infused with God’s life and therefore we need to reflect God’s life. Secondly, because we are graced with God’s life, we yearn for God and will be complete only in union with God. St Augustine expresses this idea in his well-known words, “You made us for yourselves, O Lord, and our hearts will always be restless until they rest in you”. In trying to present the idea of body and soul, ensure that ‘body’ and ‘soul’ are presented as unified and not as two separate components. KWL wording (Year 3, p14) is particularly helpful for Year 3 students, “The soul is the special kind of human life we have in us.” Whilst the word ‘soul’ refers to the spiritual dimension it cannot be separated from who we are as bodily people. The Catechism of the Catholic Church is very clear on this; 365 The unity of body and soul is so profound that one has to consider the soul to be the “form” of the body…; spirit and matter in man are not two natures united, but rather their union forms a single nature. Students recognise that they are alive with the life of God by recognising how they are known, loved and cared for by God. DRAFT Explore Psalm 139:1-6,13-14 God Knows Me and identify how life is a gift from God given to us because God loves us. Recognise that God’s love for us, calls us to communion with God and with one another. Psalm 139 speaks of how much God loves each person. The amazing thing is that we have done nothing to earn this gift. Life is the gift of God freely given to us because God loves us. Throughout our lives we grow in self-awareness, in relationship with others and relationship with God. It is God’s love in each of us that calls us to communion with God and with one another. The more we respond, the more we are able to grow as the person we are called to be. Students recognise that they are alive with the life of God by examining the gifts and talents that God has given to each person. Explore Matthew 25:14-30 The Parable of the Talents (storytelling). Recognise that we all have unique gifts and talents that we need to share for the good of all. Create a thanksgiving prayer service using Genesis 2: 5-7, Psalm 139:1-6,13-14 or Matthew 25:14-30, recognising and celebrating our own gifts and the gifts of others, given by God. It is important to understand that realising how we are gifted and that others are also gifted has a transforming effect on our lives. It helps us to live the words of Jesus, “You shall love your neighbour as yourself” (Matthew 22:39). There are many examples in the New Testament of Jesus showing respect and love for all and recognising the gifts and talents of people. In Matthew 25:14-30 Jesus tells the story of the three servants K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 9 | Page and the talents given to them by their master. The parable leads us to understand that God gives us all gifts and it is our responsibility to recognise what we have been given and to use it well. As people created in the image and likeness of God, we are each creative and gifted. Each person is an example of God’s creative love and is called to live life to the full and to celebrate his or her own gifts and those of others. The concept of ‘gift’ should be seen in broad terms to include, not simply what they excel in, but all that students recognise they can do and use for good. Helping students to accept themselves as ‘gifted’ influences the relationship they have with God. If a student feels unloved and worthless, he or she will not easily believe that they are loved unconditionally by God, nor will they be able to recognise the inherent goodness and dignity of others. Key factors in developing this are the positive relationships established in the school and the climate established in the classroom. The teacher has a central role in this and needs to ensure that interactions and learning experiences promote the self-esteem of students, affirming them and respecting their dignity and also challenging them to truthfulness. Unit 2 Content Background Information Christian goodness calls us to develop our relationship with God by praying. Read KWL Book 3 Chapter 15 Listening and Responding to God p124-125 and recognise how prayer helps us build our relationship with God. DRAFT Explore Luke 11:1-4 The Our Father, recognising that Jesus taught us how to pray and that through this prayer we seek God’s help in our lives. Read KWL Book 3 Chapter 16 Aboriginal Our Father p128 as an interpretation of the traditional prayer. Create a prayer service using Luke 11:1-4 acknowledging that God is always with us, to help us live good Christian lives. Prayer brings us closer to God. It is one way we can express our relationship with God. Talking with and listening to God helps us to build our relationship with God. Prayer is central to our lives as Christians. The presence of God, the Holy Spirit, inspires us to prayer. When asked how to pray, Jesus replied as is recorded in Luke 11:1-4, with what we know today as the Our Father, or the Lord’s Prayer. This is a prayer of the Church. It is both personal and communal and through this prayer we seek God’s help daily in our lives. Jesus refers to God as Father. Calling God ‘Father’ invites us to be children of trust. God is our provider and parent. The Catechism of the Catholic Church (n2761) speaks of the Lord’s Prayer as a summary of the whole gospel. It is a vital prayer in expressing our relationship with God and with others. In our Catholic tradition there are many ways of praying. Prayer can be private, communal or liturgical. Prayer can be communicated through words spoken or sung and through movement. We can engage in spontaneous prayer or pray using traditional or formal prayer. It is important that children be immersed in a variety of prayer experiences, helping them not only to acknowledge the style of prayer they prefer but to understand and be able to participate in all forms of prayer that are part of our Catholic tradition. In doing so, the teacher introduces the forms of prayer that we commonly experience: prayers of praise, petition, sorrow and thanksgiving (refer to the Catechism 2629-2643). Students will participate in a more detailed unit on prayer in Year 4. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 10 | Page Help students to make the connection between the time they listen, talk and share with family and friends to build relationships, and prayer as being the same experience of talking, listening and being with God. As with any relationship, our relationship with God is only as strong as the time and value that we give to nurturing it. The obstacle to building the relationship is not God, but our own limitations. Christian goodness calls us to develop our relationship with God by celebrating the Eucharist. Explore how in Holy Communion we receive the Bread of Life in the Body of Jesus. Explore the Eucharist as the most important way we build our relationship with God as a Church community, giving thanks to God through, with and in Jesus. Explore the Confiteor, the Kyrie, the Our Father, the Lamb of God and the invitation to communion “Lord I am not worthy...” and appreciate the Eucharist as a vital source of reconciliation. Explore how the Eucharist nourishes our relationship with God and helps us become signs of Christ’s presence in the world. Bread is one of the main foods that nourishes us and helps us to grow and be strong. Jesus said that he is the Bread of Life. The day after he feeds the crowd with only five loaves of bread ad two fish (John 6:1-14), he said, “I am the bread of life. Whoever comes to me will never be hungry, and whoever believes in me will never be thirsty.” (John 6:35). Jesus is the Bread of Life that helps us to grow strong in holiness and in love. As the Bread of Life, Jesus wants to be one with us body and soul. DRAFT When considering our relationship with God through prayer it is important to recognise the centrality of the Eucharist as the prayer par excellence that expresses sacramentally our relationship as the Body of Christ, the Church. The Eucharist is at the heart of the Church’s life and is the central act of the worshipping community. Through the Eucharist we are united to God and to one another through Jesus. It is the sacrament that expresses and nourishes our relationship as the Body of Christ. It is important that the students come to appreciate the Eucharist as a vital source for reconciliation and nourishment as a community. It strengthens our relationships and helps us become a sign of Christ’s presence in the world. There are many opportunities to seek forgiveness during the Mass, particularly during the Penitential Act. During this time, make an effort to recall moments when your thoughts, words and/or actions might have kept you or you prevented someone else from being the person God created you/them to be. Identify a specific word, thought, or action that created an obstacle between you and God and ask for forgiveness. Unit 3 Content Background Information We are called to Christian goodness so that we can be witnesses of God’s love by using Jesus as an example of how to live. Explore Luke 7:36-50 Jesus Recognises the Gift of Each Person and identify when Jesus acted with compassion and respect. Explore Mark 1:40-45 Cure of a Leper and identify when Jesus acted with justice, integrity and love. Recognise how we can be witnesses of God’s love. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 11 | Page In Luke 7:36-50 we find Jesus recognising the good in others. Jesus is compassionate and respectful to a woman whom others see as unworthy. In this scene it is important to remember that Simon was a Pharisee. In an attempt to fulfil the law authentically, the Pharisees acted separately from other groups in society. So, in this passage Simon questions Jesus’ acceptance of the woman. Jesus’ response was very different. We find in the actions of Jesus, a way to respond and direct our actions, so that they can help rather than limit our capacity to be compassionate and responsible people. Similarly, the story of the leper in Mark 1:40-45 shows Jesus acting with justice, integrity and love. In Jesus’ time leprosy was much feared because to get leprosy meant being shunned, having to leave the community and become an outcast. Jesus acted with love and compassion for the leper, recognising him as a person created by God, not a person with a disease who was an outcast. By Jesus acting with justice, integrity and love, the man’s dignity was restored and he was healed and able to live again in relationship with his family and the community. In this section of the unit, students examine the way to interact with others and how actions can reflect the love of God. Such a way of acting is part of an ongoing process. Students look to the important adults in their lives as models of how to interact with others. For primary school children, this includes the classroom teacher. The example we present to students can be powerful. They will know we are Christians by our love! We are called to Christian goodness so that we can be witnesses of God’s love by recognising our responsibility to make good choices. DRAFT Read KWL Book 3 Chapter 3 God Calls Us to Respect Ourselves and Others p20-21 and recognise that God has given each person the freedom to make choices. Recognise that the choices we make affect ourselves and others. Read KWL Book 3 Chapter 15 Living the Gospel p120 and apply the teachings of Jesus to situations that involve conflict. Explore how God’s gift of free will should be used responsibly in living a good Christian life. As Christians, we understand that all life is a gift from God. As human beings we have grace and dignity because we have been created in the likeness and image of God. Through this gift of life we share in God’s own life. We acknowledge that each person has the freedom to accept and develop his or her gift, or to reject it. We have been given the gift of free-will and we are meant to use this gift responsibly in living a full and authentic human life. ‘Free will’ enables us to reflect on what is right and just, and to make good decisions about how to live in relationship with God and others. The gift of life is lived out in relationship to others – we are ‘persons-in-community’. Our claims to individual rights are always to be experienced within the social context of community. To live in right relationship with others challenges us to make decisions based on love, respect and justice. Human beings show their love for God by showing love to others and respecting their grace and dignity. In sharing the gift of ourselves we reflect God’s love to others. We act in love based on truth, compassion and justice in the ordinary events of our life. Our actions speak to others of who we are and who they are as human beings created in the likeness and image of God. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 12 | Page  Resources Storytelling Scripts Parable of the Talents YOUCAT Q2: Why did God create us? Q58: What does it mean to say that man was created “in God’s image”? Q60: Why is Jesus the greatest example in the world? Q62: What is the soul? Q63: From where does man get his soul? Q208-223: Questions relating to Eucharist. Q286: What is freedom and what is it for? Q287: But doesn’t “freedom” consist of being able to choose evil as well? Q290: How does God help us to be free men? Q343: How does the Church help us to lead a good, responsible life? DRAFT Q511-522: Questions relating to the “Our Father”. Websites https://www.togetheratonealtar.catholic.edu.au/ K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 13 | Page  Glossary communion Latin Communio, fellowship, a common sharing (Woods 2002). Eucharist ( Greek eucharistia, thanks-giving.) This word first appears in Christian writings late in the first century. In the New Testament, the meeting at which the Christians gathered in order to remember Jesus' death and resurrection was called the Lord's Supper and later became known as the Eucharist. The sacrament of the Eucharist is the celebration of the death and resurrection of Christ in the Mass and is the central act of worship of the Catholic community. Eucharist also refers to the consecrated bread and wine (Woods, 2002). free will Free will The ability of human beings to make life choices without being forced by anybody else or by anything in themselves (Woods. 2002) soul The life spirit of a person; the spark of life that makes me ME. The Hebrews did not accept the soul to be separate from the body, as the Greeks did. New Testament writers speak of the ‘spirit’ as the life-giving force of a person (Woods, 2002). DRAFT witness A person who is present and sees an event take place. Someone who declares some truth about God and Jesus. When we live good lives as Christians we give witness to others of our faith (Woods, 2002). K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 14 | Page  THE PARABLE OF THE TALENTS Unit C3: Matthew 25: 14-30 YOU WILL NEED Gold box, Bible, book stand, candle Beige felt underlay Brown road Brown piece of felt to cover the one talent 2D templates (printed and laminated): o Master o Master’s house o 3 servants (Note darker slave not to be servant 3) o 5 talents x 2 o 2 talents x 2 o 1 talent PREPARATION - Invite the children to enter the storytelling space, have them seated in a semicircle, ready to listen to the story. Ensure that all DRAFT materials are prepared in a gold box and that a Bible is in close proximity, elevated off the floor on a book stand. TELLING THE STORY - Story is a key part of our faith tradition. Young children, with their capacity for intuitive learning, are particularly able to find meaning through story. Hold the Bible in your hands... This story comes from our Sacred Scripture, the Bible. We find this story in the New Testament, in the Gospel of Matthew. It is a special story called a parable. Jesus told these stories to his followers as a way of teaching them important lessons about life and about God. Place the Bible back on the stand. Smooth out the underlay in the middle of the storytelling space. Place the road on top of the underlay. Place the house at the top of the road closest to you. Hold the 2D image of the Master as you say: There was once a wealthy man who was about to go on a long journey. Place Master in front of the house K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 15 | Page Place the three servants around the Master Before leaving, the Master called his servants and gave them responsibility for his riches. Move servant 1 closer to the Master. Hold the 5 talent image for the students to see, as you say: To one servant, the Master gave five talents. In those days just one talent was worth a great deal of money. Place 5 talents in front of servant 1. Move servant 2 a little closer to the Master. Hold the 2 talent image for the students to see, as you say: To another servant he gave two talents. Place 2 talents in front of servant 2. Hold the 1 talent image for the students to see, as you say: And to the third servant he gave one talent. Place 1 talent in front of servant 3. Move Master down the road and then right off to the side, as you say: Then the Master went away. DRAFT Move servant 1 and 5 talents half way down the road then off to your left, as you say: The servant who had received five talents immediately traded with them and made 5 more talents. Place second 5 talents with the first in front of Slave 1. Move servant 2 and 2 talents half way down the road then off to your right, as you say: In the same way, the servant who had received two talents made two more talents. Place second 2 talents with the first in front of servant 2 Move servant 3 and 1 talent to the left of the house, as you say: But the servant who had received the one talent went off and dug a hole in the ground and hid his master’s money. Place black piece of felt over the 1 talent Move Master up the road to his house, as you say: After a long time the master returned. He wanted to hear what the servants had done with his money while he was away. Move servant 1 and both sets of 5 talents to the Master: K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 16 | Page The one who had received the five talents came forward, bringing five more talents, saying, “Master you gave me five talents, see I have made five more.” Point to the Master His master was delighted, “Well done, good servant; you have been very responsible with a few things, I will put you in charge of many things. Move servant 1 and talents to the side of the house Come share your master’s joy.” Move servant 2 and both sets of 2 talents to the Master: The one with the two talents also came forward saying, “Master you gave me two talents, see I have made two more.” Point to the Master His master was delighted, “Well done, good servant; you have been very responsible with a few things, I will put you in charge of many things. Move servant 2 and talents to the side of the house DRAFT Come share your master’s joy.” Move servant 3 and one talent to the Master Then the one who had received one talent also came forward saying, “Master I knew you were a strict man, so I was afraid. I looked after your talent by hiding it in the ground. Slide the talent to the Master Here it is. But his master replied, “You lazy servant! You should have at least put my money in the bank! Slide the talent to Slave 1 Take the talent away from him; give it to the one with ten talents!” WONDERING - Following the story, “I wonder” statements engage children with the story and invite reflection. Wondering together teaches the art of dialogue, of listening to others, accepting and learning from others’ ideas and contributions. Sit back, pause for a moment, look up at students, and then wonder about the story together. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 17 | Page I wonder…. how the servant felt when they were given 5 talents (repeat for two and one). how the master felt, giving the talents to the servant to look after. why the master rewarded the servant who made more from what they were given. why the servant who buried the money in the ground was not rewarded. what Jesus meant when he said, “Come share your master’s joy.” what the master expected the servants to do with the riches he gave them. who the master might really be. what this parable is really about. Carefully pack the story materials back into your basket. Ensure that children are watching so they know how to pack the materials away should they choose to engage with the story during exploring. EXPLORING - Provide an opportunity for individual/small group exploration in order to respond to the story. This provides students with time to focus on and explore the story or aspects of it, which have significance for them. For this reason, students choose from a variety of material and types of work. This is an opportunity for students to respond to what they have heard in whatever way they choose, it should be seen as an DRAFT prayerful opportunity for dialogue between the student and God. PRAYER - Conclude the session with prayer. Children come closer to God through the experience of prayer. Teachers help students to pray by praying with them, providing a variety of prayer experiences. These may include laying of hands over students' works, spontaneous prayer, prayer related to the Scripture, prayers found in KWL, informal or formal prayers, or a hymn. Carefully pack story materials back into your basket. Ensure that children are watching so they know how to pack the materials away and where to find them. K-10 Religious Education Syllabus – C3 – Christian Goodness – DRAFT SYLLABUS & SUPPORT DOCUMENT 18 | Page