| Year Levels Focus: | Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus. (TCREK020) |
| Aims: |
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| Content Statement: |
Students will be introduced to the Bible as the Word of God. They will be given the opportunity to become familiar with the structure, form and some content of the Bible. They will appreciate the Bible as a collection of sacred books. Students will celebrate the Gospels as the Good News of Jesus. They will explore the life and love of Jesus as recalled in the Gospels. Exploring the parables of the Good Samaritan and of the Sower and the Seeds, they will recognise and experience that Jesus taught using stories (parables). They will reflect upon life in the light of these parables. Students will experience listening to the Word of God as part of prayer and worship. They will explore the structure of the Liturgy of the Word. They will have opportunities to listen, think and reflect on their lives, using Scripture. |
The word “Bible” comes from the Greek word biblia, which is the plural form of the word for “scroll”. The Bible is, in fact, not a single book but a collection of various and disparate texts. The Christian Bible is composed of two major parts, traditionally called the Old Testament and the New Testament. The Catholic version of the Old Testament is very similar to (but not identical with) the Jewish Sacred Scriptures (known as the Tanak, or “the Hebrew Bible”, and which is identical with the Protestant version of the Old Testament). It tells the story of God’s dealings with God’s people Israel. The New Testament is the specifically and uniquely Christian part of the Bible; and it is solely concerned with the person and message of Jesus.
The Bible is an adult book; and should be introduced to children with great care, emphasising to them that it is an adult book they need to grow into understanding in the adult way in which it was intended to be understood. Children need to be alerted to the fact that the Bible is very difficult to understand and very easy to misunderstand.
As adults, teachers need to be aware that the Bible is easily abused, often ambiguous, and even scandalous at times. It touches our humanity at some of its most sensitive places. And it has a great deal to do with life, death, violence, justice, beauty, suffering, meaning, and (of course) love.
Apart from its theological significance, the Bible contains profound anthropological, psychological, cultural and philosophical insights, which have implications for us personally and collectively. It deserves serious engagement at sociological, political, cultural and even aesthetic and artistic levels. Theology takes all of these (and many others) into consideration when it asks, “What does the Bible say about God?—and about us in God?”
In GNFL this understanding of the Scriptures is developed with these theological emphases:
- The Bible is the Church’s book.
- Over the course of many centuries the Church came to recognise that some of the sacred texts of our Jewish ancestors in the faith (the Old Testament) and some of the early Christian texts (especially the Gospels and Epistles) are inspired and inspiring, and revealed and revealing. God’s Spirit (“inspired” = “in-spirited”) breathes life in and through these texts in a unique and lasting way; and they are revealed because they lead us into a truth that is simply beyond our capacity to imagine or come up with on our own.
- The Catholic Church holds the Bible in very high esteem and reads it with great reverence; but it does not teach that God either wrote or dictated it.
- The human writers of the biblical books were fully involved in the work of producing these texts.
- God inspired the biblical authors, and gifted them with the talents of great writers, legislators, poets, liturgists, etc.
- The Scriptures were composed over a long period of time and among a specific people in a specific place—all of which has to be taken into account when interpreting the Scriptures.
- The Bible is not what modern people mean by “history” or “science”.
- The Bible is best described as a kind of “narrative theological anthropology”—that is, the story of humanity in relation to God.
- It tries to say something true, and at a profound level, about the perennial truth about the world and humanity as it is, especially in its relationship to God.
URL link to Theological Conversation chapter (PDF).
- Scripture is proclaimed in prayer and worship as the Word of God.
- Scripture teaches Christians how to live as followers of Jesus.
- In the Gospels we learn about Jesus, his actions, his instruction and his way of teaching.
- Sometimes Jesus taught using stories (parables).
Scripture is proclaimed in prayer and worship as the Word of God. Scripture teaches Christians how to live as followers of Jesus. (TCREK020)
Students will be introduced to the Bible as the Word of God. They will be given the opportunity to become familiar with the structure, form and some content of the Bible. They will appreciate the Bible as a collection of sacred books. Students will celebrate the Gospels as the Good News of Jesus. They will explore the life and love of Jesus as recalled in the Gospels. Exploring the parables of the Good Samaritan and of the Sower and the Seeds, they will recognise and experience that Jesus taught using stories (parables). They will reflect upon life in the light of these parables. Students will experience listening to the Word of God as part of prayer and worship. They will explore the structure of the Liturgy of the Word. They will have opportunities to listen, think and reflect on their lives, using Scripture.
TCREI007
Developing questions for investigating religious ideas, events and rituals (TCREI007)
- developing and posing questions about the Trinity as a community of loving Persons
- generating questions about the Mass and why Catholics say “it is what God does for us”
- asking “why are there different forms of writing in the Bible and why is it not all narrative?”
- questioning and reflecting on how Pope Francis is pope, just as St Peter was the first pope
- formulating questions about, and writing examples of, ways that the Spirit of Jesus lives in others and the church community
TCREI008
Being familiar with some of the most significant stories of the Old and New Testaments and discussing characters and meanings (TCREI008)
- learning words from glossaries of significant words from the Old Testament and the sacraments, e.g., covenant, initiation, sin, reconciliation
- using a range of methods including digital technologies to plan and conduct an information search about the different genres in the Bible, including parables, proverbs, narratives, psalms, miracle stories, etc.
- defining and explaining the different genres of writing found in the Bible
TCREI009
Representing and communicating religious or spiritual ideas and information using diagrams, models and simple reports (TCREI009)
- researching biblical lands and creating three-dimensional maps of geographical areas that relate to important Old Testament stories
- gathering Scripture quotations around a series of themes and making a class mural, story maps or a class big book
- writing student-derived examples of Scripture genres based on biblical texts (e.g., writing a letter to a friend who is far away, encouraging her or him to stay strong and keep going even though she or he is alone)
- retelling Scripture passages illustrating different genres and making shadow puppet plays
TCRED007
With guidance, identifying questions about religious ideas, events or rituals and recording ideas, thoughts and feelings (TCRED007)
- developing searching questions about how the mystery of God helps us grow in wisdom and understanding
- reflecting individually or collectively using imaginative prayer and meditation, journalling, reflective writing
- inviting a guest speaker (e.g., the parish priest) to class to ask him questions, using a Q and A style format, about the Mass, God, the Church, or his vocation
- designing simple surveys to find out what students understand about questions such as “How is the Church animated by the Spirit?”
- using a range of methods including digital technologies to plan and conduct an information search about the teachings of Pope Francis and what he says about the Church today
TCRED008
Weighing up values and ideas to make connections. Sharing thoughts and suggestions with others. Reflecting, contributing to group dialogue, generating questions and drawing conclusions regarding principles for living responsibly, personally and in society (TCRED008)
- examining individually and collectively the idea of covenant
- listening to the stories of the Old Testament prophets
- examining our own actions and decisions in the light of their example
- weighing up choices
- sharing thoughts and suggestions about how families can live more like a loving community
TCRED009
Responding at the personal level or, with others, designing, sharing and, where possible enacting, a simple action plan towards improving specific situations at school or beyond (TCRED009)
- organising and leading an assembly prayer using Scripture, calling us to trust in God to find peace
- constructing visual representations or mosaics highlighting how the sacraments are celebrations of the presence of God in our lives
- journalling during Lent or Advent to invite Jesus into our choices, and living love by practising gratitude and acts of kindness
- creating a class or school prayer calendar using appropriate Scripture passages
By the end of Year 4, students can acknowledge that they and all human persons are created in the image of God, and that Jesus (God-with-us) reveals for us that God—Father, Son and Holy Spirit—calls each one of us into a loving relationship with him and each other. They can recognise that Jesus’ loving example, as witnessed in the Gospels, informs the choices and guides the actions of those who follow him. They can recognise that, in the community of the Church, followers of Jesus celebrate God’s loving presence through the liturgy, and are nourished by the sacraments and by his Word in Scripture to live like Jesus. They can identify the Eucharist and describe its ritual elements as the celebration at the heart of Christian prayer and life. They can recognise that Jesus through his sharing of his Holy Spirit is present in the Church and its sacraments, and they can describe how the Spirit enlivens and guides us to be healing, forgiving and reconciling people. They can identify the way we celebrate God’s healing and forgiveness, and describe their ritual elements through the sacraments of Penance and of the Anointing of the Sick.
Students can explore, pose questions about and respond in a variety of ways to religious experiences, texts and stories. They can reflect on living responsibly and can develop, share and enact a response at the personal level and/or a simple plan of action at the school or local level.
Pre-unit assessment
A true/false quiz testing the following (or similar): The Bible is one very big book (T/F); It took forty years to write the Bible (T/F); We can learn about Jesus through the Gospels (T/F); Jesus made up stories (T/F); We use the Bible in praying (T/F)...
And/Or...
A multiple-choice quiz building on the following (or similar): The Bible is … ; The Bible was written by … ; It took … years to write the Bible; Stories about the life of Jesus are in … ; Jesus told stories about … ; We celebrate the Scriptures when/by … .
Learning Hook
(a) Use an activity like finding hidden words (cf. Bored Panda.com: Find the Hidden Words, for samples that can be copied and printed) or
(b) Fit words inside a shape, for example, “family” inside a heart, “moon” inside a crescent.
Surface
(Giving language, facts, and basic concepts structure to lead into deeper learning)
Key Vocabulary: Bible, Scripture, Word of God, genres, oral, Old Testament, New Testament, Jewish, scrolls, Christian, Gospel, chapter, verse, parables, proclaim, Liturgy of the Word, responsorial psalm, response, acclamation
How are words and stories powerful?
Help students to explore vocabulary and texts to collate examples of powerful words and stories.
- Have some fun with word riddles and muddled words. Play “Find the Hidden Words”—words within pictures— on Bored Panda.com.
- Share The Word Collector, by Peter H. Reynolds (also on Youtube). Why does the author close with the words, “The Beginning”?
- Develop a chart like the inside cover of the book, made up of the words students find interesting, strong, confusing …
- Read (or view) Ish, by Peter H. Reynolds. Consider the power of Leon’s words in the story and the effect of Marisol’s actions on his outlook. Read (or view) Words and your heart, by Kate Jane Neal. Discuss instances when students have had similar experiences.
- Invite students to build up a chart “Words are … helpful, cruel, encouraging …”.
How is the Bible the Word of God?
Help students to explore the Bible to become familiar with its contents and message/s.
- View the Vimeo in which author and illustrator Peter H. Reynolds discusses his creative process. Note the different styles of The Word Collector and Ish, written for different purposes, with different messages.
- Discuss an author’s writing process and introduce the concept of the development of the books of the Bible.
- Consider the development from oral storytelling to written form, and show examples in the Bible of narrative, poetry, legal texts, wise sayings ...
- Explain about the reference system of book, chapter and verse.
Provide some opportunities for some simple book, chapter, verse hunts. - Tell a story about a special person sending a loving and important message to a child and how the child reacted. Consider simple messages: notes in lunch boxes, loving texts, special words.
- Share Scripture texts that tell of God’s love and present them as personal messages to individual students.
- Ask parents to write a secret letter to their child and gather these for use in a simple prayer celebration.
Deep
(Learning experiences that lead on from beginning experiences to questioning more deeply and exploring ideas in different ways to lead to making connections between faith and life)
- Revisit the process of writing from first ideas or from an oral tradition. Investigate oral tradition, writing, papyrus, scrolls …
- View on YouTube: Theology: How Is the Bible Divinely Inspired? (3 mins). This could be appropriate for students or helpful in giving teachers ways of considering God’s “breathing through” / inspiring an author’s words. Invite students to develop a simple diagram that shows what influences an author of one of the books of the Bible and how God “breathes through” / inspires the author.
- Encourage questions and wonder together about the Bible as the Word of God.
- Explore how the Scriptures have been treasured by the Jewish people, beautifully illustrated by Christian monks, preserved in times of conflict, taken to war, used in prayer and used as inspiration for great deeds. (Read or view: The Ink Garden of Brother Theophane, by C.M. Millen, view on YouTube, The History of the Bible, Animated, National Geographic). Students could illuminate their own Scripture passage (and/or experiment with making paints from natural colours in fruits/vegetables).
- Celebrate the Bible as God’s Word through a simple ritual that incorporates parents’ messages, highlights the Bible, and draws together reflections about the power of word and story.
How did Jesus reveal God’s Word?
Note: these are examples only of ways to explore this concept...it is not expected that they would all be completed.
- Tell a story of a parent sending a child into danger to deliver an important message. Explore the parent’s torn feelings; consider what is asked of the child, the trust placed in the child, the implications if the message isn't received. The Giant and the Sea by Trent Jamieson has some parallels to explore.
- Build on the responses to messages from parents to encourage students to consider Jesus as God’s most precious message to us: God sent a living message; he sent his Son.
- Reflect on texts such as: “For God loved the world so much”; “No one has greater love than this ... to give up his only Son”. Listen to the song, God’s Love Is ... , by John Burland.
- Through the use of an anchor chart or another resource, and with the sharing of some Scripture text, support the students to develop a display that indicates major events in Jesus’ life.
- Discuss what Jesus showed or taught about aspects of God’s love through those events or words. Build up a chart in the form of an abecedary: “Jesus shows that God’s love is all-embracing, boundless, comforting …”
- Consider how Jesus taught through his actions but also through parables. Encourage questions about Jesus’ choice of this storytelling style. View on YouTube: How to read the Bible, The parables of Jesus (BibleProject). Consider and practise the kind of listening required to hear the stories of Jesus.
- Use Godly Play/similar to explore the Parable of the Sower and the Seed (Matthew 13:1-9). Use a (hard) copy of the Bible when reading the parable to students.
- Encourage students to raise questions, to wonder, to discuss what they hear as the message (cf. Understanding Faith [UF], Unit 27, pp. 4–5).
- Recall gestures, responses prayed in response to the Gospel, for example, “Lord, be in my + mind, on my + lips and in my + heart”.
- Discuss the reason for, and value in, preparing ourselves; and review and/or explore other supportive practices. Offer the experience of lectio divina, using phrases from the parable.
- Listen on YouTube to the songs, Open My Eyes, Lord, by Jesse Manibusan; I Light a Candle, by Andrew Chinn, or Go Light Your World, Chris Rice).
- Ask how and why we proclaim the Word of God. (This section deals with the concept of proclamation and is the curriculum plan’s central place for exploring the Liturgy of the Word.)
- Investigate the meanings of “proclaim”: to announce, to reveal or demonstrate. Explore (and practise) the kind of delivery related to “proclaiming” and the skills and approach involved.
- Create banners, posters or verbal presentations announcing events.
- Analyse how typeface colour, size and font; sound, images and actions (sometimes processions) are used to enhance proclamation.
- Investigate the structure of the Liturgy of the Word (cf. Together at One Altar: The Liturgy of the Word).
- Invite the parish priest to visit and discuss the importance of this part of the Mass.
- Note the use of words, song, actions, signs, colour. Encourage and explore questions.
- Discuss the procession of the Word that highlights the Gospel during the Liturgy of the Word at Mass.
- View on YouTube: Disney’s “Easter Parade at the Magic Kingdom”. What do processions show us?
- Why do we have a procession of the Book of the Gospels (which is the book from which the Gospel is read)? What actions do we do during this time? Why do we sing Alleluia?
- What do we do just before the Gospel is read? Demonstrate the three signs of the cross (over forehead, lips, heart) and the associated words: “Lord, be in my + mind, on my + lips and in my + heart”.
- Consider the importance of “tuning in” to the words that are proclaimed. (Revisit the listening practices discussed and practised in connection with the parable of the Sower and the Seed.)
- In response to the statement that follows each of the first and the second readings, that is, “The word of the Lord”, we answer, “Thanks be to God”.
- Explore the welcome acclamation for the Gospel and support students to become familiar with a sung Alleluia acclamation.
- In response to the statement that follows the Gospel, that is, “The Gospel of the Lord”, we answer, “Praise to You, Lord Jesus Christ”.
- Connect with the kind of listening explored and practised when engaging with the parable. Offer a prayer experience based on the Liturgy of the Word and drawing on the Scripture, listening practices, and responses explored and practised.
- Study the song, Tell the Good News, by Andrew Chinn. Make symbols representing some of the key words, and sing the song in the context of prayer.
Transfer
(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)
- Using a template that supports the development of a ritual prayer invite students individually to create a draft of a ritual prayer that has the Sower and the Seed as its Scripture base.
- Invite students to then use their own drafts to collaborate in forming the outline of a class ritual prayer that draws on all of the key learning points from the unit.
- (For teachers’ information: In general, prayer services follow a basic pattern:
—gathering/introduction: song, greeting, opening prayer;
—the Word of God: reading/s, reflection/silence;
—response/ shared prayer: petitions, traditional prayers;
—sending forth: closing prayer, blessing, song.
In addition, a prayer service may include gestures and rituals.
Resources
BibleProject. How to read the Bible: The parables of Jesus. YouTube.
Burland. John. God’s Love Is ... . YouTube.
Chinn, Andrew. I Light a Candle. Song.
Chinn, Andrew. Tell the Good News. Song.
Disney. “Easter Parade at the Magic Kingdom”. YouTube.
Glavitch, Mary Kathleen. Enriching Faith. Lessons and Activities on the Bible.
“Find the Hidden Words”. On Bored Panda.com.
Jamieson, Trent. The Giant and the Sea.
Manibusan, Jesse. Open My Eyes, Lord. YouTube.
Millen, C.M. The Ink Garden of Brother Theophane.
Millen, C.M. The Ink Garden of Brother Theophane. YouTube (Poor Resolution).
National Geographic. The History of the Bible, Animated. YouTube.
Neal, Kate Jane. Words and your heart.
Neal, Kate Jane. Words and your heart. YouTube.
Reynolds, Peter H. Ish.
Reynolds, Peter H. Ish. YouTube.
Author and illustrator Peter Reynolds discusses the inspiration behind two of his picture books. Vimeo.
Reynolds, Peter H. The Word Collector.
Reynolds, Peter H. The Word Collector. YouTube.
Rice, Chris. Go Light Your World. YouTube.
Theology: How Is the Bible Divinely Inspired? YouTube.
Together at One Altar: The Liturgy of the Word.
Understanding Faith. Unit 27, pp. 4–5. Online Subscription.
Other Supporting Resources:
Edwards, Nicole & Uribe, Luisa. What a wonderful word : a collection of untranslatable words from around the world.
Dowley, Tim. The Story of the Bible.
Miller, Les. 25 Questions about the Bible.
Miller, Les. 25 Questions about the Mass.
Robinson, Kathryn. The Bible : God's great book of books [Big Book]
* Unless otherwise noted, items listed under “Resources” are books