| Year Levels Focus: | Christians reflect on the action of God in their lives in the light of Scripture, the Word of God. (TCREK028) |
| Aims: |
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| Content Statement: |
Students will deepen their understanding of the Scriptures as the Word of God. They will explore the different types of writing in the Bible as The Judeo-Christian Scriptures. Students will appreciate that the Hebrew Scriptures Old Testament tell the story of the Israelite people and of their covenant relationship with their loving God. Students will deepen their appreciation that the Gospels are the core of the Church’s prayer and teaching. They will identify the significant place held by the Gospels in every celebration of the Eucharist. They will explore how the New Testament Scriptures teach us about Jesus and the early Christian communities. They will have the opportunity to become familiar with the writings of the early Christian Church through engagement with some texts from the Acts and the letters. Students will be supported to reflect on their lives, using Scripture as “a lamp for my feet and a light for my path” (Ps 118[119]:105). They will be encouraged to identify and memorise brief Scripture phrases that hold meaning for their lives. |
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).
The Hebrew Writings and Christian Scriptures contain different writing genres
Your Word is a light to my feet and a light for my path - Psalm 119:105
Myth/Allegory - Genesis 1 Scripture Commentary: Genesis 1: 1 - 2: 4 - The First Creation Story BCE
History - 1 Samuel 16:1-13
Prophecy - Isaiah 42:1
Law - Deuteronomy 30:14
Wisdom writing - Sirach 6:14-17
Psalm - Psalm 139:1-12
Poetry - Psalms (see various in Bible or online)
Parable - Matthew 13:33
Narratives Infancy - Matthew 1:1-2:32 Scripture Commentary: Matthew 1:18-25 The Birth of Jesus BCE; Luke 1:2
Passion - Matthew 26, 27, 28 The Passover with the Disciples – NCEC Scripture Commentary Matthew 26:17-30 ; NCEC Scripture Commentary Mark 14-16 Jesus Prays in Gethsemane ; Mark 14-16 The Resurrection of Jesus – NCEC Scripture Commentary Mark 16:1-8 ; Godly Play Script ; Luke 22-24 ; John 13 - 21
Miracles - Matthew 14:13-21
Letters - 2 Corinthians 1:1-2
Final Greetings and Benediction 2 Corinthians 13:11-13
The Hebrew Writings tell the story of the people of Israel and their covenant relationship with God
Burning Bush Exodus 3
Plagues Exodus 7-12
Passover Exodus 12-13
Crossing the Red Sea Exodus 14:15
Desert Exodus 16
Ten Commandments Exodus 20 Scripture Commentary Exodus 20:1-21 - Ten Commandments BCE
The Golden Calf Exodus 32
Covenant renewed Exodus 34:10-35
Abram named Abraham Genesis 17:5, 7-8 Scripture Commentary Genesis 17: 1-8, 15-19, 21-22 - God’s Promise to Abraham and Sarah BCE
Mission for Moses Exodus 3 1-10
Covenant Israel Exodus 19:5
Covenant David 2 Sam 7, 8-29
The Christian Scriptures teach us about Jesus and the early Christian communities
Pentecost Acts 3:1-26
Stephen’s arrest Acts 6:8-7
Saul and Barnabas Acts 11:19-30
Peter’s escape Acts 12:1-19
The Gospel of God’s saving love invites disciples to live Christian lives
Rich Young Man Mark 10:17-31 Scripture Commentary Mark 10:17-31
Talents Matthew 25:17-30
Washing disciples’ feet John 13:1-20 Godly Play Script
Forgive seventy times seven Matthew 18:21-22
Scripture Commentary Matthew 18: 21-35 - Parable of the unforgiving servant BCE
The Gospels are at the core of the Church’s prayer and teaching
I am the Way, the Truth and the Life. No one comes to the Father except through Me John 14:6
New covenant in my blood Luke 22:20
- The inspired authors of the sacred books of the Bible present God’s Word in different literary forms and in ways that reflect different social settings.
- The Old Testament tells us of God’s loving covenant with, and loving actions for, his people and reveals his plan for salvation through Jesus.
- The New Testament teaches us about Jesus and the early Christian communities.
- The Gospels contain the foundation of our faith and are at the core of the Church’s prayer and at the centre of Church teaching about how our lives are meant to be lived.
- The Scriptures speak of God’s love, help us to pray and guide our lives.
Christians reflect on the action of God in their lives in the light of Scripture, the Word of God. (TCREK028)
Students will deepen their understanding of the Scriptures as the Word of God. They will explore the different types of writing in the Bible as The Judeo-Christian Scriptures. Students will appreciate that the Hebrew Scriptures Old Testament tell the story of the Israelite people and of their covenant relationship with their loving God. Students will deepen their appreciation that the Gospels are the core of the Church’s prayer and teaching. They will identify the significant place held by the Gospels in every celebration of the Eucharist. They will explore how the New Testament Scriptures teach us about Jesus and the early Christian communities. They will have the opportunity to become familiar with the writings of the early Christian Church through engagement with some texts from the Acts and the letters. Students will be supported to reflect on their lives, using Scripture as “a lamp for my feet and a light for my path” (Ps 118[119]:105). They will be encouraged to identify and memorise brief Scripture phrases that hold meaning for their lives.
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 in pairs to consider two questions: (1) What is the Bible? (2) What do we learn about God and God’s people in the Bible? Record responses on Sentence Strips for repeated revisiting and analysis as the unit progresses. (Ask students to label their strips True or False as they gain new insights.)
Learning Hook
Display of a valued Bible, of familiar books demonstrating different writing styles/genres, and of a selection of J.K. Rowling’s Harry Potter books.
Surface
(Giving language, facts, and basic concepts structure to lead into deeper learning)
Key Vocabulary: symbolic story/narrative, psalm, covenant, Noah, Abraham, Israel, David
Why are there so many different kinds of writing in the Old Testament?
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Study a range of books; talk about them and their authors. Note the different kinds of books: their different purposes, presentations, writing styles.
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View an interview with, for example, J.K. Rowling, to promote discussion about the process of writing. See on YouTube: J.K. Rowling on How She Created Harry Potter, which is 5 minutes long, (poor resolution), but it provides fascinating information. See also How J.K. Rowling Named Everything in the HP Universe (uploaded by Bryan Seeker, YouTube), which is 3 minutes in duration and captivating. Consider the facts and figures about the popularity of the Harry Potter series ... and of the Bible (which is also a collection of books).
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Identify and discuss different authors and genres (narratives, history, poetry, wise sayings, psalms, Gospels, parables, miracle stories, letters, apocalyptic) found in the Bible (cf. Understanding Faith [UF], Unit 26, Part 1, p. 5, “Overview of the Old Testament”). View on YouTube: Episode 10: What Are the Parts of the Bible? (3MC), but focus on the Old Testament, noting its sections (the Teaching [Torah], the Prophets, the Writings), which prepare the way for the New Testament.
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Select books from the Bible that illustrate a variety of genres.
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Make a class display of the genres with key texts drawn from them to illustrate their various literary styles.
How is the Old Testament a book of promises?
- From an initial exploration and understanding of promises, confirm an understanding of covenant, the two-way bond between God and his people (covenant: con + venire: with + to come—coming together). View on YouTube: Covenants (The Bible Project); end at 5 mins 5 secs. Ask students to summarise the key points, and to name covenant people.
- Identify Noah, Abraham, David on the Bible timeline.
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 is the structure for some of the various literary styles?
Investigate the form of some of these literary styles, for example, psalms and parables (Noah and God’s promise)
- Explore the story of David, the shepherd boy who would become king, the author of the Psalms (cf. UF, Unit 26, Part 5, pp. 5–6; Unit 42, Part 5, pp. 6–10).
- Discuss some of the Psalms in the light of David’s life—their images of nature, the changing seasons and weather, caring for sheep, being strong beside God in the face of troubles.
- Concerning the promise to Noah, the focus is not so much on the ark but on the understanding of symbolic narratives, messages and, in this instance, the giver of the promise, that is, God (cf. UF, Unit 26, Part 1, pp. 5–9; Part 7, p. 2). Investigate the purpose of symbolic narratives and the key messages in the story of Noah.
- Research about stories related to floods. Invite students to collate information, and to compare and contrast symbolic narratives with the stories from different times and cultures.
- Encourage and explore students’ questions.
- Reflect on the rainbow as a sign of God’s promise.
- Discuss the importance of promises—the trust involved.
- Explore the rainbow image in relation to people who bring promise, hope, joy and colour. Write my (someone) is Rainbow poem.
- Concerning the covenant with Abraham (cf. UF, Unit 42, Part 5, p. 1): Explore Abraham’s relationship with God. Note that God changed Abraham’s name earlier from Abram to Abraham—meaning “father of a multitude” (Genesis 17:5, 7-8). Discuss possible reasons for the change of name. Pose theories about its significance.
- Consider the importance of names and their place in relationships.
- Reflect on a personal relationship with God. Listen on YouTube to the song, He Knows My Name.
- Invite students to complete a mind map about how the song reflects personal relationship with God.=
- Offer quiet prayer time with Isaiah 43:1: “I have called you by your name; you are mine” (cf. on YouTube the song, You Are Mine, by David Haas.
- Investigate the covenant with Abraham, Genesis 17:9-10.
- Invite students to prepare a table with two columns. Record and illustrate, on one side, God’s promise and, on the other, the commitment asked in return.
- Consider the covenant with Moses, Exodus 3:1-10 (cf. UF, Unit 26, Part 1, p. 5; Part 2, pp. 7–9; Printable Activity, Part 3, p. 4).
What mission was Moses given?
What promise did God make when Moses hesitated?
- How does knowing God is with us affect us in our daily life? Invite students to illustrate examples from home, school, community.
- God reveals his name to Moses, Exodus 3:14. What characteristics would students use to describe God from this text? Share reasons. How might Moses feel at this time?
- Read the book, Believe, by Dan Zadra and Kobi Yamada (on YouTube: The “Believe” Book, Compendium Inc.).
- Invite students to illustrate how, with hope, they can fulfil some of their tasks, plans or dreams.
- Recall the story of Moses receiving the Ten Commandments (view on YouTube: 13: God’s Covenant with Israel, Unfolding Word).
- Explain the parts of this covenant.
“Now therefore, if you will indeed obey My voice and keep My covenant, then you shall be a special treasure to Me above all people” (Exodus 19:5). - Similarly to previously, invite students to prepare a table now with four columns:
(1) a record or illustration of the words of God’s promise, (2) a statement of the commitment asked in return, (3) a Scripture text that speaks to students, and (4) an illustration of responding to God’s voice in daily life.
Transfer
(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)
Transfer-oriented learning experiences are planned to occur throughout and within the “Deep” stage for the specific purposes of this unit.
The covenant with David
- View on YouTube: 17: God’s Covenant with David (Unfolding Word). To keep the focus on the covenant, finish the clip at 3 mins 24 secs.
- Invite students to discuss the information shared and then to develop a storyboard to capture and communicate it.
- Design the storyboard so that it also captures David the psalmist at all stages of his life.
- Develop a parallel storyboard showing the span of students’ own lives, with illustrations to show God’s presence and some related texts from the Psalms.
Covenant with us
- View on YouTube: What is the New Covenant? (GQM). Invite students to identify and discuss the part Jesus plays in fulfilling God’s promises through the New Covenant “in his blood” (Luke 22:20).
- Invite students to investigate the “Because I Said I Would” movement, to reflect on the final frames of The Thread clip, and to add to it sketches about how they will continue God’s story of keeping loving promises—to God and/or to others.
Resources
Covenants. The Bible Project. YouTube.
Episode 10: What Are the Parts of the Bible? 3MC. YouTube.
Got Questions Ministries. What is the New Covenant? YouTube.
Haas, David. You Are Mine. YouTube.
He Knows My Name. Version 1. YouTube. — with lyrics.
He Knows My Name. Version 2. YouTube.— with lyrics.
How J.K. Rowling Named Everything in the HP Universe. Bryan Seeker. YouTube.
J.K. Rowling on How She Created Harry Potter. YouTube. (Note: Poor Resolution on Video).
“Overview of the Old Testament”. In Understanding Faith. Unit 26, Part 1, p. 5. Online Subscription.
Printable Activity. In Understanding Faith. Unit 26, Part 3, p. 4. Online Subscription.
Understanding Faith. Unit 26, Part 1, pp. 5–9. Online Subscription.
Understanding Faith. Unit 26, Part 2, pp. 7–9. Online Subscription.
Understanding Faith. Unit 26, Part 5, pp. 5–6. Online Subscription.
Understanding Faith. Unit 26, Part 7, p. 2. Online Subscription.
Understanding Faith. Unit 42, Part 5, pp. 1, 6–10. Online Subscription.
Unfolding Word. 13: God’s Covenant with Israel. YouTube.
Unfolding Word. 17: God’s Covenant with David. YouTube.
Zadra, Dan, and Kobi Yamada. Believe.
Zadra, Dan, and Kobi Yamada. The “Believe” Book. Compendium Inc. YouTube.
* Unless otherwise noted, items listed under “Resources” are books.