Jesus Christ Years 7 - 8

Jesus Christ

The Christian claim is simply this: if God is, then God is love; and if God is love, then God is what Jesus is: total self-giving. Or, to put it even more starkly: if God isn’t what Jesus is, there is no God …

In Jesus we, as it were, encounter the impossible in the flesh: we encounter the victim of our hatred returning to us not as our just punishment, or even as our conditional pardon, but as our peace-bestowing mercy and reconciliation, our “salvation” (which actually means “healing”, from the Latin salve).

Jesus is what God looks like “in person”, in “human flesh”. Why? Because this is what absolute love actually looks like in a world marked by hatred, violence, resentment, fear and vengeance—in a word, sin and death. If this is not so, then there is no God.

In GNFL this understanding of Jesus is developed with these theological emphases:

  • The doctrine of the incarnation is principally about us becoming one with God because God becomes one of us. As one of the earliest and strongest defenders of the doctrine of the incarnation, St Athanasius, put it: “God became human so that humanity might become God”. This is the point of the incarnation: human transformation, human divinisation.
  • So, to say that “Jesus is Lord” is to say that if God is not what Jesus is, there is no God; and if God is what Jesus is, then God is love; and we are becoming what Jesus is by the power of that love, who is the Holy Spirit.
  • The fact that Jesus is utterly human is of the very greatest importance to a properly Christian understanding of what it means that he is God incarnate.
  • The fact that he was a Jew is crucial: he was steeped in the Hebrew Revelation, its liturgy and poetry and ethics, its bonds of community and covenant love.
  • The fact that he suffered, worked, prayed, cared, healed, and ate with “sinners” and “righteous” alike; the fact that he befriended men and women, and called them into discipleship; the fact that he was a teacher, healer, worker—a “simple poor peasant” (as opposed to a priest, noble, imperial citizen, etc.)—all this is vital to who Jesus was, and therefore to the Revelation of who God is among us.
  • For it is in and through his humanity—in all its particularity and “scandalous contingency”—that Jesus reveals what God is really like: self-emptying love.
  • Jesus reveals love for what it really is: self-giving for the sake of the one who is loved. Love is not a feeling so much as a desire that the one who is loved should flourish: to love is to want what is good and best for another.
  • Jesus is absolute love made real, made “flesh and blood”, revealing that absolute love is who God really is. How?
  • By giving himself absolutely for those he loved—namely everyone, even those who hated him so much that they tortured him to death, betrayed him to his torturers (like the apostle Judas), denied they knew him (like St Peter, the first pope), abandoned him (like all the other apostles and most of his disciples) or simply ignored him (like the vast majority of people throughout history).
  • His love for all of them was equal because it was absolute: he died for love of us all, and indeed, for each one of us personally. That is how he reveals and embodies the love that is God.

URL link to Theological Conversation chapter (PDF).

 

John 1:1-18 The Word Became Flesh  

Scripture Reference

Luke 2:21-24 Jesus is named and presented in the Temple  

Scripture Reference

NCEC Scripture Commentary

Matthew 5:1-2 The Beatitudes  

Scripture Reference

BCE Scripture Commentary

Luke 6:20-21 Blessings and Woes  

Scripture Reference

BCE Scripture Commentary

Mark 1:15 Jesus Announces the Reign of God  

Scripture Reference

Matthew 4:17 Jesus announces the Reign of God  

Scripture Reference

Luke 4:15-30 Jesus Fulfils Isaiah's Prophecy  

Scripture Reference

BCE Scripture Reference

Micah 6:8 Hear then what Yahweh asks of you ...  

Scripture Reference

Jesus Christ: Jesus of Nazareth Son of God Saviour
  • Jesus of Nazareth lived in a particular historical, social, political and religious context.   
  • Through his teaching and through the way he lives Jesus, fully divine and fully human, reveals God as love and shows us how God wants us to live. 
  • Jesus Christ, who offers hope to the world, embodies the Reign of God that is lived out  in right relationship with God, others and all of life.
  • In his call to discipleship, Jesus challenges us to help offer hope and create a more compassionate and just world for all, especially the poor.
Jesus Christ

Jesus Christ offers hope to the world and calls his followers to discipleship. (TCREK034)

 

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical UnderstandingIntercultural UnderstandingWisdom Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with AsiaSustainabilityCatholicity

Students will investigate aspects of how Jesus lived in a faithful Jewish family. They will then examine Jesus’ ministry in the context of the Jewish community, religious traditions and practices and the society of his day.

Throughout this process they will consider how Jesus Christ, God’s Word, reveals who God is, offers hope to the world and shows how God wants us to live.

They will explore and reflect on selected texts of the Gospels in order to identify what Jesus taught about the Reign of God. Similarly, they will examine how Jesus Himself embodied the Reign of God.

They will reflect upon Jesus’ call to discipleship and its challenge to relate to others, especially the poor, with justice and compassion.

Students will prayerfully consider and discern realistic and practical ways through which, in discipleship, they can live out the Reign of God and offer hope to the world of today.

Skills for Learning : Questioning and Theorising

TCREI013

The students will identify and use a variety of Catholic, Christian sources to investigate, reflect on, summarise and discuss key findings about the Catholic Tradition. 

  • Sources may include Liturgy, Scripture, Magisterial documents, writings of Saints, contemporary Christian authors, iconography, architecture, sacred art and sacred music.
Skills for Learning : Interpreting Terms and Texts

TCREI014

The students will begin to read and interpret Scripture using literal and spiritual senses. 

Coming soon

Skills for Learning : Communicating

TCREI015

The students will communicate their knowledge and understanding of key doctrinal concepts using appropriate forms, vocabulary and terms. 

Coming soon

Skills for Living : Identifying and Reflecting (See & Reflect)

TCRED015

The students will reflect on their reading and interpretation of Scripture as a "light for the path" of their daily living (Ps. 119:105).

Coming soon

Skills for Living : Evaluating and Integrating (Judge)

TCRED016

The students will identify, examine and reflect on personal attitudes, values and behaviours in the light of Catholic teaching.

Coming soon

Skills for Living : Responding and Participating (Act)

TCRED017

The students will consider ways to transfer into daily life (through attitudes, values and behaviours) understandings gained of Catholic teaching.

Coming soon

Achievement Standards

By the end of Year 8, students indicate developing understandings of the living unity of God: Father, Son and Spirit and of God as Mystery and Love. They explore, reflect on and describe God’s covenant relationship with humanity and the related loving call for each person’s response. Describing sin as a choice to live for self at the expense of others, students can explain how this damages relationship with God, others and all of life and calls for a change of heart. Students explain how Jesus Christ, in revealing God as love, offers hope to the world and calls his followers to discipleship. They identify how Jesus Christ, fully divine and fully human, embodies and brings about the Reign of God. Describing the Church  as a community of disciples sent out, they explain how it proclaims the Good News and seeks to serve God’s mission. They describe the Church’s missionary and prophetic nature and explain how the action of the Spirit continues to guide and inspire Christians in reading and responding to the signs of the times. Students explain that a sacramental way of viewing the world sees God in every-day things, people and events. They give examples of how, through the Sacraments, the Church recognises and celebrates the transformative presence of God through ritual, sign, symbol and word. Students explain how living the Christian Life grows out of and is sustained by relationship with Jesus. They reflect on and detail how the life and  teachings of Jesus, the teachings of the Church and the lives of Christian witnesses and the practice of prayer can inform conscience for decision-making and action. They will identify examples of how our sinfulness, to choose to live for oneself at the expense of others, contrasts with Jesus’ teaching and values. Students study and meditate on the Scriptures, the Word of God, which reveal God’s love and they explain how  this study and prayer can nurture relationship with Jesus and can help guide our lives. Students  recognise that effective Christian Prayer is transformative and they  identify examples of prayer leading to a deeper love for God and to growth in loving care for one another and all of life.    

Students investigate, reflect on, summarise and discuss key findings about the Catholic Tradition using a variety of Catholic Christian sources. They begin to demonstrate their application of the literal and spiritual senses for the interpretation of selected Scripture. They use appropriate forms, vocabulary and terms to communicate their doctrinal knowledge and understanding. Students self-reflect on their reading and interpretation of selected Scripture. They identify and reflect on their attitudes, behaviours and values, examining and identifying ways to transfer their knowledge and understanding of Catholic teaching to their own attitudes, values and behaviours.

Threads:

Pre-unit assessment

Learning Hook

Surface

Deep

Transfer

Resources