| Year Levels Focus: | Christians can respond generously to God’s love for all life. (TCREK031) |
| Aims: |
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| Content Statement: |
Students will consider the sacredness of all of life as gift from our loving God. They will be guided in a process of discerning how to be responsible for all aspects of life and how to live with respect for self, others and the world. Conscience is a person’s inner guide that helps them make moral decisions. Through considering the example of Jesus and of other witnesses to this way of living, they will explore the call to live justly in relation to individuals and to groups in various situations in society. Students will engage with the Scriptures, church documents and other relevant texts to clarify understandings about the faith basis for respecting human dignity and responding to social issues. In the light of these teachings, they will explore responsibilities to self, others and society. |
The entire Christian spiritual, ethical and moral “system” is Christian insofar as it begins with God loving us in and through Christ, and ends in our becoming one with that Love, which is nothing less than God’s own self, given to us and known by us as the Holy Spirit. How we address all the spiritual, ethical and moral questions in life as Christians is what happens in between. Or, as St Augustine put it: “Love, and then do what you will”.
Real love is about moving out of oneself towards another in self-gift, while at the same time opening oneself up to another’s gift of themselves to oneself. Christian spirituality and Christian ethics/morality are both grounded in real love really lived.
Real love is about vulnerability, which takes an enormous amount of courage, strength and commitment (or “fortitude”). Real love begins in a kind of wonder before the awe-inspiring, indeed terrifying, mystery of another who loves us. It grows and takes possession of one’s whole being with a profound sense of respect, indeed reverence, for the Other who loves us. And this awe and this reverence are what give rise to the courage, the “fortitude”, to risk everything in committed giving of oneself to that Other in love—which is precisely what is meant by Christian spirituality and ethics/morality, or “the Christian life”.
Real love is about desiring the good of those we love, wanting and working towards the very best for them, desiring that they may flourish according to their nature as the image of God.
In GNFL this understanding of Christian life is developed with emphasis on these theological and anthropological principles:
- Christian ethics/morality is one with Christian spirituality; and both are grounded in the God who loves us, and who therefore enables us to grow in love.
- Real love—God’s love—costs. Real love isn’t cheap. Real love costs, but it is God whom it costs. And God “pays the price”, as it were, in person: Jesus, giving himself even unto death for love of us.
- At its deepest core, the Christian life (spirituality and ethics/morality) is about God and the Spirit.
- Our ethics/morality flows from our spirituality, our encounter with God in Christ; it flows from who we are as Christians, from our life in Christ, from who we are as creatures alive through and with and in the Holy Spirit, the very Self and Life of God loving us.
- To speak of Christian life in a meaningful way, to do Christian moral and mystical theology properly, or to work out a genuinely Christian ethics, we must always begin where we mean to end: in God loving us.
- To do anything less than that—to start with principles, ideals, the law, virtue, values (even “gospel values”), etc.—is to focus on ourselves as though we were anything less than loved-by-God, anything less than destined for communion with God, and with one another in God. To start with any of these things is to reduce our ethics to ideology, our morality to legalism, our spirituality to selfishness, and therefore our theology to idolatry, by reducing ourselves to our egos, and our lives to a meaningless existence between the cradle and the grave.
URL link to Theological Conversation chapter (PDF).
John 13:34-35 Love One Another
Genesis 1:1–2; 2:4-25 Creation Stories
Genesis 1: 1-2 Scripture Reference
BCE Scripture Commentary Genesis 1:1-2
Genesis 2: 4-25 Scripture Reference
BCE Scripture Commentary Genesis 2: 4-25
- We are connected with, and responsible for, all aspects of God’s loving gift of life.
- The witness of good people challenges us to continue to strive for justice and peace.
- Our choices have personal, social and global impact.
- The teaching of Jesus, our Church, and Christian leaders in the human family serve as guides for decisions and actions.
Christians can respond generously to God’s love for all life. (TCREK031)
Students will consider the sacredness of all of life as gift from our loving God. They will be guided in a process of discerning how to be responsible for all aspects of life and how to live with respect for self, others and the world. Conscience is a person’s inner guide that helps them make moral decisions. Through considering the example of Jesus and of other witnesses to this way of living, they will explore the call to live justly in relation to individuals and to groups in various situations in society. Students will engage with the Scriptures, church documents and other relevant texts to clarify understandings about the faith basis for respecting human dignity and responding to social issues. In the light of these teachings, they will explore responsibilities to self, others and society.
TCREI010
With guidance, identifying questions about religious ideas, events or rituals, and considering our theories, thoughts and feelings in relation to the Christian worldview (TCREI010)
- developing probing questions about the limits of our understanding of God’s infinite and absolute goodness, truth and beauty
- reflecting on why and how we should respect others and care for our planet
- exploring how the Holy Spirit inspires us to act in our families, society, Church and world
- wondering about the mysterious ways in which God constantly surprises and challenges us
TCREI011
Being familiar with stories of the Old and New Testaments and the many ways they and other media tell stories and use words and symbols to help us discover meaning (TCREI011)
- identifying and defining terms used in Scripture and the Catechism to make a graffiti wall
- comparing and contrasting parallel Gospel narratives (in Matthew, Mark and Luke) to identify how and why they are alike and how and why they are different
- developing glossaries of terms and definitions used when understanding the sacraments
- interpreting Scripture passages (using commentaries) where Jesus teaches his disciples how to pray (i.e., as models of how to pray rather than as formula prayers)
TCREI012
Communicating religious or spiritual ideas and information in a variety of ways: oral, graphic, written, multi-modal (TCREI012)
- discussing issues of social justice, human rights, and personal ethics, and their implications for Christians today
- using critical commentaries, analysing the message and meaning of the Beatitudes, and their implications for our own lives
- creating a Beatitude Calendar for the season of Lent or Advent: for every day, one positive action of wholehearted love for God and neighbour, compassion, mercy, forgiveness, peacemaking, honesty, fairness, nonviolence, justice
- expressing something of the invisible/unknowable mystery of God through one of the arts (musical, visual, performative, etc.)
TCRED010
Making personal or group observations, naming ideas and questions that are important for living as persons and/or communities in a local or global context (TCRED010)
- presenting contrasting views on a global issue, e.g., poverty in the world today, slavery, climate change
- investigating and writing reflectively about the implications of trading fairly for rich countries like Australia and for poor countries like East Timor
- using reputable media, chronicling stories of good news where people demonstrate human kindness and compassion for others
- identifying impoverished communities that need prayerful solidarity, advocacy and material support, e.g., after a natural disaster or war
- exploring how the Exodus story reveals God’s love as something very concrete, practical and even political
TCRED011
Weighing up competing values and choices and making a contribution to dialogue about worthwhile principles for living responsibly locally or globally (TCRED011)
- examining competing values in the classroom, the community or the nation, and dialoguing and naming core principles for a just society
- listening to Scripture, and identifying an imperative to act with compassion towards others
- considering alternative views about the rights of the child, and identifying what it would mean to treat all children (including the unborn) justly and compassionately
TCRED012
Personally and collectively exploring options and commitments that could gain improved outcomes in local or global contexts and, where possible, taking some form of action (TCRED012)
- setting goals and making commitments, personally and collectively (as a class or school)
- addressing bullying in the classroom or the school and implementing strategies to deal with it
- drawing up an agreement (“covenant”) with each other as a class or school by identifying actions, attitudes and beliefs (i.e., “rules”) that give direction, security and protection for everyone
- faithfully observing some simple and helpful spiritual practices, e.g., daily meditation and prayer, periods of silence and stillness, deep and active listening to each other
By the end of Year 6, students can acknowledge the constant goodness of God, reflect on and identify God’s action in their lives in the light of Scripture, and identify ways to respond to his love for all of life. They can explain how Jesus Christ, Son of God, sent by the Father, offers hope to the world and describe how the Church, empowered by the Holy Spirit, is to be a sign of life, hope, reconciliation and service. They can recognise the movement of the Holy Spirit in various forms of Christian prayer and worship, in the seven Sacraments and in the lives of those who witness to the Reign of God. They can identify the Sacrament of Confirmation and describe its symbols and Rite as an outpouring of the Holy Spirit that empowers Christians to witness through ministry and service. They can recognise that the Catholic Church shares in their search for knowledge and understanding about God with other faiths.
Students can develop appropriate questions and, using a range of communication forms, present their ideas and understandings. They can reflect on, discern about, develop and enact courses of action in response to issues that they identify to be important locally or globally.
Pre-unit assessment
Ask students to relate their decision-making process to a specific scenario, for example, a local issue relating to neglect of creation, and ask them to propose a possible solution.
Learning Hook
Make two copies of a scene/graphic. Cut one laminated copy into a number of jigsaw pieces to match the number of students in the class. Give each student a piece of the jigsaw and have the class build the whole. (The other copy will serve as a guide.) Draw a conclusion about the importance of everyone’s piece of the puzzle—an image of all the interconnections in our world.
OR
Living in harmony: An activity consisting of (1) forming students into a circle; (2) unwinding a thread from a ball of wool between non-adjacent students, criss-crossing the thread across the circle; (3) cutting the thread at one place, so (4) highlighting the impact of one action on an interconnected pattern.
Surface
(Giving language, facts, and basic concepts structure to lead into deeper learning)
What’s our place in the web of life?
Discuss and explain our place in the web of life.
- Through resources such as picture storybooks, photo galleries, video clips or a variety of items from the environment, introduce the idea of the interconnectedness of life. On YouTube, The Butterfly Effect: Interconnectedness of Humans and the Natural World, by Cain Landry, might be useful.
- Ask students to develop diagrams expressing the interconnectedness of all aspects of creation. (On YouTube, the song, I am the Earth, by Glyn Lehman [777loveisall] is both reflective and positive.)
- Recall the story of St Francis’ simplicity and love of all of life. Present the text of his canticle or an adaptation of it.
- Read or view an Australian First Nations creation story (The Creation of Trowenna). Read and view a creation story from another culture (www.bigmyth.com might be useful). Groups of students could look at creation stories from different cultures to build a bigger picture.
- Present the Christian creation stories (cf. Understanding Faith [UF], Unit 57, Part 1, p. 3, slideshow, “God Creates Heaven and Earth”; YouTube video, Creation [Genesis 1–2]; UF, Unit 57, Part 1, p. 3: students recount Genesis 1–2 story; UF, Unit 57, Part 1, p. 5, slideshow, “The Garden of Eden Genesis 2:4-25).
- Ask students to illustrate the sequence/message.
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)
What can help us take our rightful place?
Describe what can help us take our place in the web of life.
- Consider that the many stories of creation are ways of presenting the wonder of life. (Discuss similarities and differences and search for a main common message/purpose.)
- Focus on the beauty and wonder of the created world.
- Sharing items from nature and pieces of art, music and poetry could inspire students. Inquire about the revelation of God in creation, his “work of art”.
- Consider the value of and care taken with a precious gift or work of art. Examine stewardship and “stewardship of creation” (cf. UF, Unit 57, Part 4, pp. 1–5).
- Discuss the impact of our actions ... for building or for weakening. (a) Offer opportunities for students to experience God in stillness and prayer. (b) Using the examen or something similar, reflect on times when unloving choices have broken our harmony with God, others, our world. Explore the renewal of relationships through sorrow and forgiveness.
- Restoring harmony: Investigate Jesus’ words about and interaction with aspects of the created world—lilies of the field, birds of the air, the wheat fields, lambs, children.
- Illustrate with visuals and text. Cf. YouTube: Matthew 6:26: look at the birds of the air…; Lilies of the Field.
- Investigate what the Church teaches about responsibility for “our common home”. There are useful resources on catholiccreationcare.com. Access the Laudato Si' animation by CAFOD, as a prelude to more fully studying or researching sections of the document. Why care for the environment? by Breaking the Habit on YouTube could also be used.
- Compare the two presentations (text and animation) of the message and draw out similarities and differences.
- Identify the main message contained in both presentations. (Cf. Pope Francis’ TedTalk on YouTube—choose the most pertinent sections. Some students might also study Pope Francis’ letter, “Human Ecology and Environmental Ecology Walk Together”—see text in UF, Unit 57, Part 4, p. 11. On YouTube, Sr. Bubbles Bandojo, RC, Web of Life, is a song written in response to the Pope’s Laudato Si’. Explore examples of care for, or degradation of, the earth.)
- Investigate levels of care or of need (cf. UF, Unit 57, Part 4). Ask students to engage with a range of materials, to analyse their responses, form opinions, consider responsibilities.
- Research about and discuss areas of development, exploitation or neglect that have impacted on (a) our world and its people; see resources on Caritas Australia website (b) within our Australian setting. Closer to home, consider the beauty of God’s creation in Australia (cf. UF, Unit 41, Part 1, p. 3; Roar Media, Beautiful Australian Landscape and Animals, YouTube). Investigate the levels of care or of need surrounding our unique landscape, flora and fauna as some of our country’s special expressions of God’s creation.
- Investigate the process of See, Judge, Act as support towards making decisions for the common good. See Vinformation.org for an interactive explanation.
Transfer
(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)
How can we be life-givers for our created world?
Devise ways we can be life-givers for our created world.
- Find our place: consider possible responses and plan for action.
(a) Living in harmony with creation. Listen to the YouTube songs, The Earth Is My Home, by Kids for Saving Earth. - Plan for and evaluate action points towards “restoring harmony” in some situations of need (cf. on YouTube: Change the World in Five Minutes: Everyday at School).
(b) Plan for and evaluate action points towards “restoring harmony” in some situations of need in our Australian setting (cf. the YouTube song, An Australian Blessing, by Andrew Chinn).
Resources
ABC Education. The Creation of Trowenna. (Tasmanian First Nations Dreaming).
Bandojo, Bubbles. Web of Life. YouTube.
Breaking the Habit. Why care for the environment? YouTube.
CAFOD. Laudato Si’ Animation. YouTube.
Chinn, Andrew. An Australian Blessing.
Chinn, Andrew. An Australian Blessing. YouTube.
Creation (Genesis 1–2). YouTube.
Francis (Pope). “Human Ecology and Environmental Ecology Walk Together”. In Understanding Faith, Unit 57, Part 4, p. 11. Online Subscription.
Francis (Pope). Laudato Si’. On Care for Our Common Home.
Francis (Pope). TedTalk : Why the only future worth building includes everyone. YouTube. (Note: first few minutes and last few minutes may be enough)
“The Garden of Eden: Genesis 2:4-25”. Slideshow. In Understanding Faith. Unit 57, Part 1, p. 5. Online Subscription.
“God Creates Heaven and Earth”. Slideshow. In Understanding Faith. Unit 57, Part 1, p. 3. Online Subscription.
Kids for Saving Earth. The Earth Is My Home. You Tube.
Landry, Cain. The Butterfly Effect: Interconnectedness of Humans and the Natural World. YouTube. (Note: Choose most relevant sections.)
Lehman, Glyn. I Am the Earth. YouTube.
Lilies of the Field. YouTube.
Matthew 6:26: Look at the birds of the air... YouTube.
NFSA. Change the World in Five Minutes: Everyday at School. YouTube.
Roar Media. Beautiful Australian Landscape and Animals. YouTube.
Understanding Faith. Unit 41, Part 1, p. 3. Online Subscription.
Understanding Faith. Unit 57, Part 4, pp. 1–5, 11. Online Subscription.
Other supporting resources:
Saddleback Kids. Don't Worry (Matthew 6: 25-34). YouTube.
SoulPancake. How to change the world (a work in progress) - Kid President. YouTube.
Theissen, Harmony. The Butterfly Effect We Are Connected. YouTube.
The creation of Trowenna: a story from the Neunone People of Bruny Island. Sharing Our Stories Series.
* Unless otherwise noted, items listed under “Resources” are books.