| Year Levels Focus: | The Church is empowered by the Holy Spirit to be a sign of life, hope, reconciliation and service to the world. (TCREK027) |
| Aims: |
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| Content Statement: |
Students will investigate how the early Church was founded on the faith of the early Christians with Peter as leader. It has been continuously empowered by the Holy Spirit as it was at the Pentecost event. They will explore how the Church honours people from all ages who have been inspirational in carrying forward the mission of Jesus. Students will explore the development of Catholicism in early Australia, and the lives of those men and women who were inspirational in carrying forward the mission of Jesus in the early Australian Church. They will develop an understanding that the Catholic Church in Australia is committed to the mission of the universal Church, operating in a structure that is led by the Pope and guided by the Spirit. They will explore how this mission is lived out at a local (parish) and a diocesan level. |
The Church is the “Body of Christ”, the “Temple of the Holy Spirit”, the “Bride of Christ”, the “People of God”, the “Sacrament of Christ”, the “Community of Faith”, the “Communion of Saints”, a “Priestly People”, etc. These are not sociological, political, psychological, philosophical, historical or “scientific” descriptors. They are theological images and metaphors whose meaning is discovered in love—not in our love, but in God’s love, which is revealed in Jesus.
The Church does not exist for itself. It is, by definition, called and sent—down into the depths of the Mystery that loves us, and out on mission to the margins of our world. Mission is not just something the Church does, then. Mission is what she is sent to be and do, because that is what Christ does and is: “good news to the poor, liberty to captives, sight to the blind, a time of the Lord’s favour”.
The Church’s identity is God’s gift to us in Christ because we are first and foremost God’s gift to Christ: “They were yours; you gave them to me” (John 17:6). And through us, as Christ’s Body, unity, holiness, catholicity and apostolicity continue to be God’s gift to the world: “so that the world may know that you have sent me, and have loved them even as you have loved me” (John 17:23). Our unity, holiness, catholicity and apostolicity is, then, the heart of our mission and thus of our identity: at once a call to be (one with God in Christ) and a sending out of ourselves into the whole world to live (in faith, with hope, and, above all, as love).
This call and this sending are the same act in Christ: we are called and sent through him, with him, and in him, united by his Spirit. Apart from a constant focus on Christ, being one, holy, catholic and apostolic would lose its vital meaning. Therefore, in Christ, as his Body, we profess that the Church is “one, holy, catholic and apostolic”.
In GNFL this understanding of the Church as one, holy, catholic and apostolic is developed with these theological emphases:
- It is Christ who is one: completely and authentically himself, “fully integrated”, single-minded, wholehearted, and utterly alive. And as such, he is the unifying power of God at work in us through our sharing in his Spirit as his Body.
- It is Christ who is holy: divine, other, transcendent, marginal, and liminal (these are all part of the meaning of the word “holy” in Scripture). And as such, he is the sanctifying power who gives us his Holy Spirit, the only real source and meaning of the Church’s holiness.
- It is Christ who is catholic: one-with-God and one-with-us, whole-and-inclusive, open to all, and made up of all-into-one. And as such, he is the all-embracing opening up of the Triune God drawing us into the divine communion of love.
- It is Christ who is apostolic: coming from God, sent by God, and forever moving ahead of us leading us into God; and as such, the simultaneous act of grounding us in a living tradition and sending us out into the whole world to live and proclaim the Gospel.
- Being one, holy, catholic and apostolic is the Church’s “radical tradition”.
- As we are called to integrity (“one”), wholeness (“holy”), and communion (“catholic”), so have we been sent in living continuity (“apostolic”) with all those who have gone before us (“tradition”), beginning with Christ himself (which is why this tradition is “radical”, from the Latin radix meaning “root”).
URL link to Theological Conversation chapter (PDF).
- From its beginnings at Pentecost, both the Church as a whole and individuals within it have been guided by the Spirit to model and advance the Reign of God.
- In the story of the Catholic Church in Australia we see an example of the Spirit’s ongoing action.
- The lives of men and women across the ages can inspire and encourage us.
- The Pope, successor of Peter, leads in unity a universal church structured and sent to be a sign of life, hope, reconciliation and service to the world.
- The Catholic Church in Australia is committed to the mission of the universal Church, led by the Pope and guided by the Holy Spirit.
Sacrament of Holy Orders is addressed in Years 5/6 'Church' and from Yrs 3/4 'Sacraments’
The Church is empowered by the Holy Spirit to be a sign of life, hope, reconciliation and service to the world. (TCREK027)
Students will investigate how the early Church was founded on the faith of the early Christians with Peter as leader. It has been continuously empowered by the Holy Spirit as it was at the Pentecost event. They will explore how the Church honours people from all ages who have been inspirational in carrying forward the mission of Jesus. Students will explore the development of Catholicism in early Australia, and the lives of those men and women who were inspirational in carrying forward the mission of Jesus in the early Australian Church. They will develop an understanding that the Catholic Church in Australia is committed to the mission of the universal Church, operating in a structure that is led by the Pope and guided by the Spirit. They will explore how this mission is lived out at a local (parish) and a diocesan level.
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
See TKWL charts related to students’ knowledge of:
(a) the actions of Mary and early Christians after Pentecost.
(b) people influential in the development of the Church in the early years of European settlement in Australia.
Learning Hook
View Star Shape Matches Chain Reaction (YouTube) to spark discussion of how one idea, action, one event can have an effect that spreads.
Surface
(Giving language, facts, and basic concepts structure to lead into deeper learning)
How do people make choices? What things do people consider when formulating an idea / making a choice?
Discuss ideas and actions that are examples of good or ill.
- Discuss and record examples of single ideas or actions that have developed for good or for ill.
- Consider what might spark the original idea/event and what carries it forward.
- List seemingly isolated events that have led to further outcomes. Include the Pentecost event in this list and link the image of the match flame with the flame symbol used for the action of the Holy Spirit.
- Design flames, and share ideas about why this symbol is used for the Spirit.
How did the apostles, with Mary and early Christians respond to the Holy Spirit?
- Recall the events of Pentecost, noting the empowerment evident in the group through the Holy Spirit.
- Share some of the stories of the actions of the early Christians. (Invite students in groups to summarise a number of stories for each other.)
Consider Mary’s role at this time: relate this to how mothers are present to us, and guide and nurture us in troubled times and share our joy/excitement.
For teacher information: Without Scripture details, we call on understandings gained through tradition. Vatican Council: see quote. “At the time of the original Pentecost, ‘Mary did what a mother would do—she prayed with and for her children in the upper room’” (Gloria Falcao Dodd, Institute of Marian Research, quoted by Carole Zimmerman, in “New Feast Day for Mary, Mother of the Church”, Catholic News Service, as reported by CruxNow, 10 May 2018.
Who are some people in other times who have listened to the Spirit and helped to spread Jesus’ message?
Rebels with a Cause (Understanding Faith [UF], Unit 28, Parts 2 and 3 are useful)
- Share stories of some groups or organisations that have grown from small and challenging beginnings. (View the YouTube animation, Story of Vincent Lingari, with Paul Kelly accompaniment.)
- Draw out the impact of some leading individuals. Identify the way they were empowered by their belief, driven by their passion. Invite students to identify key steps, decisions, actions, motivations.
- Record these motivations for later reference at “Transfer” stage.
How did the Holy Spirit empower the growth of the Church in the early years of European settlement in Australia?
Who were some key people in this growth, and what influence did they have?
Rebels with a Cause (continued): Growth of the Australian Church
- Recap main parts of the story of early European settlement of eastern Australia. Draw attention to the aspect of religion (UF, Unit 28, Parts 2 and 3 are useful; also TKWL, Year 5, chap. 12).
- Build up the picture of development of the Church in the Sydney, Melbourne and Hobart areas, or one chosen area.
- Name key people and create a timeline of developments, for example, a timeline showing the arrival of the first Catholic priests and what they did / development of religious orders in Australia (e.g., Josephite Sisters, Sisters of Charity) and what they did / activities of particular individuals (e.g., Caroline Chisholm, John Joseph Therry) and what they did. The “Early Priests” interactive task (in UF, Stage 2, Unit 28, Part 2) could be of interest.
Gift of the Religious Orders
- Present the stories of the key (chosen) figures within (chosen) religious orders and raise awareness of their impact on the lives of the people. Discuss the understanding of “charism”.
- Share the story of Mary MacKillop through to her canonisation in 2010 as Australia’s first saint, with an annual feast day on 8 August.
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)
How have people responded to the Holy Spirit in different places and times?
In order to revisit the concept of tradition, it would be helpful to include a number of the “saints of tradition” in the research focus and to draw on more contemporary examples, for instance, St. Teresa of Kolkata (Mother Teresa).
- Research how a chosen model/s from across the ages responded to and was/were empowered by the Spirit. Saints Fun Facts or Online with the Saints Book/App might be of interest. Catholicicing.com has printables of paper chains of saints, printable crafts. View select titles from the Saints & Heroes series.
- Analyse life stories to identify key developments and motivations. Record these motivations for later reference at “Transfer” stage.
- Examine/revisit the stories of chosen people significant in the development of the Church in early Australia. Interrogate their vision, their plans, their experiences, their feelings.
- Invite students to research individual stories and build a store of information that can be used to compare, identify similarities and differences in their motivations, experiences and responses on their journeys.
- Discover in some of their writings references to the people, words or practices that influenced them. Identify something of their awareness of the movement of the Holy Spirit. Record these motivations for later reference at “Transfer” stage.
Where might response through the Holy Spirit be needed now?
Identify areas/issues for attention and improvement and reflect on how the Holy Spirit might move us to action.
- Share and examine news articles / clips of interviews about current issues, i.e. through the lens of Laudato Si’, social justice, humanitarian work for refugees and asylum seekers etc.
Transfer
(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)
Continue to explore: Where might response through the Holy Spirit be needed now?
- Listen to the song, Come dance with me, by Andrew Chinn. Reflect on the story and message of the song; invite students to develop a storyboard of the text and to consider and record their own place in this ongoing story.
- Support students to analyse specific current social issues. Invite students to suggest actions or solutions based on the values and approaches identified in the lives of those who so influenced the development of the Church in its early days in Australia.
- The picture storybooks A is for Activist by Innosanta Nagara, We are all Greta by Valentina Giannella, could expand thinking and support ideas for action steps.
What would Jesus do? What would (exemplar x) do? What will I do?
To tie in with unit development, the associated task is to be linked to discoveries or thoughts about the individuals or groups studied in relation to social movements, to saintly lives or to the development of the Church in the early years of European settlement of Australia.
- Challenge students to identify an area of current social need and then to map out a plan they might adopt in response.
Resources
Catholic Online. Saints Fun Facts.
Chinn, Andrew. Come dance with me.
“Early Priests”. Interactive Task. In Understanding Faith. Stage 2, Unit 28, Part 2. Online Subscription.
Giannella, Valentina. We are all Greta.
Nagara, Innosanta. A is for Activist.
Nagara, Innosanta. A is for Activist. YouTube.
Powell, Madeline. Saints & Heroes.
Remery, Michel. Online with the Saints.
Remery, Michel. Online with the Saints. App.
Star Shape Matches Chain Reaction. YouTube.
Story of Vincent Lingari (with Paul Kelly). YouTube.
To Know, Worship and Love. Year 5, Chapter 12.
Understanding Faith. Unit 28, Parts 2 and 3. Online Subscription.
Zimmerman, Carol. Catholics get chance to celebrate, think about Mary with new feast day.
Other Supporting Resources:
Doyle, Bernadette et al. The story of Mary Mackillop.
Miles Kelly. 100 Facts : Saving the Earth.
Miller, Les. 25 Questions about Catholic Saints & Heroes.
Murphy, Sally. Meet Mary MacKillop.
Pentecost explained with LEGO! YouTube.
Ryan, Maurice. Learning Links to the Catholic Church in Australia.
RyaN, Maurice. Learning Links to the Environment.
Ryan Maurice & Grajczonek, Jan. Learning Links to Mary Mackillop.
Ryan, Maurice. Learning Links to Saints & Heroes.
* Unless otherwise noted, items listed under “Resources” are books.