Jesus Christ Foundation Year

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).

Luke 2:1-20 The Birth of Jesus  

Scripture Reference

NCEC Scripture Commentary

Luke 2:41-51 The Boy Jesus in the Temple  

Scripture Reference

NCEC Scripture Commentary

Luke 1:26-38 The Birth of Jesus Foretold  

Scripture Reference

BCE Scripture Commentary

Godly Play Script

Mark 10:13-16 Jesus Blesses the Little Children  

Scripture Reference

NCEC Scripture Commentary

Godly Play Script

Jesus Christ: Jesus of Nazareth Son of God Saviour
  • Jesus is a human being like us.
  • Jesus lived and learned in a loving family.
  • Jesus teaches about and shows us the love of God, his Father.
  • Jesus cares for us as a friend and brother.
Jesus Christ

Jesus reveals and is God’s love for us. Jesus cares for us. (TCREK002)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability

Students will explore stories about Jesus’ life as a person and a member of a loving family. They will learn that Jesus called God his Father. They will identify Mary as Jesus’ mother and explore how she and Joseph cared for him. They will explore examples of Jesus’ loving care for others and be supported to know that Jesus cares for us as a friend and brother.

Questioning and Theorising

TCREI001

Responding to questions with thoughts, and naming feelings, ideas and decisions (TCREI001)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social Capability Sustainability
  • responding to open questions about where God is present in the world
  • expressing feelings and thoughts about God
  • making choices about how to act towards others and ourselves
  • cultivating self-respect by showing mutual respect
Interpreting Terms and Texts

TCREI002

Listening to stories to learn about characters, words, concepts and values relating to love (TCREI002)

LiteracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical UnderstandingWisdom Aboriginal and Torres Strait Islander Histories and Cultures
  • listening to biblical stories and wondering about their deeper meanings
  • role-playing biblical and other stories (e.g., stories from the lives of the saints)
  • using Godly play dolls to play creatively with biblical stories
  • learning about things that were different about the world Jesus lived in as a child from the way things are now
Communicating

TCREI003

Sharing observations, thoughts, feelings and ideas (TCREI003)

NumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative Thinking Sustainability
  • taking turns to let others speak in prayer time
  • taking turns and listening to others’ thoughts and ideas about how God is love in us, our families and the world
  • visualising and imagining stories about Jesus that show us God’s love for us and acting them out
  • naming the ways that Jesus shows us how to love one another because God loves us first, and making models, drawings or installations to express this to others
  • taking turns to share thoughts and reflections about how God loves us
  • taking turns to share thoughts and feelings about how we experience God’s love in others and in the world
See: Identifying and Reflecting

TCRED001

Using senses to name important words and feelings (TCRED001)

NumeracyCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding Sustainability
  • using senses to name feelings
  • using sight, smell, hearing, taste and touch to provoke responses that identify and reflect on big ideas and significant feelings
Judge: Evaluating and Integrating

TCRED002

Listening and responding to others’ ideas and thoughts. Pondering, and wondering and asking questions about our world (TCRED002)

LiteracyNumeracyInformation and Communication Technology (ICT) CapabilityCritical and Creative ThinkingPersonal and Social CapabilityEthical Understanding Aboriginal and Torres Strait Islander Histories and CulturesAsia and Australia’s Engagement with AsiaSustainability
  • listening and responding to others’ ideas and thoughts about God’s love
  • pondering, wondering and asking questions about how we experience God’s love in our lives
  • drawing some conclusions about how Jesus teaches us to be open to God’s love
Act: Responding and Participating

TCRED003

Applying ideas about what could be done to model for others some loving choices (TCRED003)

LiteracyNumeracyCritical and Creative ThinkingPersonal and Social Capability
  • naming behaviours that reflect being loved by God
  • implementing plans and processes that promote self-respect and mutual respect
  • sharing with others what being loved by God feels like and how it changes us
Achievement Standards

By the end of Foundation Year, students bring their sense of wonder to God as Mystery, as giver of all life and as love, revealed in Jesus, friend and brother. Celebrating God’s love and mystery in the church community, they describe the sacraments as celebrations of God’s presence. Students value both the uniqueness of the human person and the oneness of the human family. They engage with the Word of God through Scripture stories that tell of his love; they identify ways of both experiencing that love in people and in their world and, in turn, sharing it through their own loving actions. They experience prayer as talking to, listening to, and growing in loving relationship with God.

Students will be encouraged to use their imaginations when engaging with Sacramental signs and the Parables of Jesus.

Students listen, engage with and respond to sacred texts and stories, reflect on characters and concepts and share observations, thoughts, feelings and ideas. In diverse ways they express their emerging understanding of and engagement with the teachings of the Catholic Church, with Sacramental signs and with religious events and rituals. Through reflective practices, they develop ways of making loving choices that express care for self, for others and for their world.

Threads:

Pre-unit assessment

Provide a Godly Play provocation of the Holy Family. Follow the child, listen to their conversation and wonderings, record what they say and wonder.

Learning Hook

Share with children the prayer table and the scripture from 'Jesus is the light of the world', John 8:12. Light the candle for prayer and enjoy the light. Then extinguish the candle, sit and invite the children to wonder. Provide some prayer spaces for the children to experience and explore about light.

Surface

(Giving language, facts, and basic concepts structure to lead into deeper learning)

Key Vocabulary: Jesus, God, Prayer, Father Son and Spirit, Mary, Jewish

What was Jesus’ family like?

Name the members of the Holy Family &  give examples of how Mary and Joseph cared for Jesus

  • Share photos of or illustrate and name the students’ families.
  • Engage in a Godly Play of the Holy Family. Encourage wondering about Jesus’ family.
  • Consider the nature of babies and how they are loved and cared for. Share stories, e.g. Babies by Gyo Fujikawa or Ten Little Fingers and Ten little Toes by Mem Fox may be useful.
  • List ways that parents show love and care.
  • Build up a chart of how Mary and Joseph’s showed care and love for Jesus.

Recognise and join in the praying of the Hail Mary

  • Understanding Faith, Unit 11 Part 2. Conduct a Ritual prayer that includes the Hail Mary prayer.

Share examples of how Jesus learned within his Jewish family

  • View on YouTube: Jesus Growing Up and Jesus in the Temple (Saddleback Kids).
  • Share stories and thoughts about how we learn from others, by showing and teaching us.
  • Discuss different family structures and the importance of the whole extended Jewish family into which Jesus was born.
  • Discuss different practices that people have in other traditions and settings.
  • Explore the blessing of children in the Jewish tradition.
  • Share the story of Jesus, within His Jewish tradition, being presented in the Temple as a baby. See To Know Worship and Love: 16 Jesus Family.
  • Present in Godly Play style or read from the Gospel and provide opportunity for students to view Jesus presented in the Temple.
  • Encourage wondering and the expression of questions and thoughts.
  • Nazareth Village: see how Jesus grew up by viewing snippets from Nazareth Village: Jesus’ Childhood Home (YouTube).

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 does Jesus tell and show me he is my friend?

Investigate some qualities of Jesus as a friend

  • Explore the qualities of good friends and explain why and how friends show these qualities.
  • Interview family members or others about what they see as the qualities of a real friend.
  • Research examples of Jesus showing these qualities.

Engage with the story of Jesus blessing the children and express something of what this causes them to wonder about

  • Share the story of Jesus and the children, invite students to role play or to explore in other ways. Encourage wondering about the story and its characters.
  • Build up a list that describes Jesus’ actions towards the children.
  • Share Godly Play: Jesus and the Children.
  • Explore Free bible images video: Jesus and the Children or Snap chat drama: Jesus and the Children.
  • Offer a guided meditation based on the story to support the students in being in the experience with Jesus.
  • Give students time to sit with Jesus in the story, to look, to talk and to listen. Nurture prayerful response.
  • Songs: Jesus, My Friend, by John Burland or Hold My Hands by Andrew Chinn.

Prayerfully reflect on His words: “I have called you my friends…You are my friends” and pray in response

  • Share stories of times with friends when there is just a peaceful silence.
  • Create an atmosphere that supports reflection and prayer.
  • Share the story Quiet by Tomie de Paola and provide the opportunity for students to experience reflection and quiet prayer with the words “I have called you my friends.You are my friends”.

Transfer

(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)

How does Jesus tell and show me he is my friend?

Participate in Ritual Prayer that celebrates Jesus as Friend

  • Ritual Prayer Outline (in unit planner).

Create a visual that shows Jesus as our loving friend and the actions that show we, too, are his friends

  • Recall the examples and qualities of Jesus as friend. Reflect on real life examples.
  • Support students to develop and illustrate a two-column chart showing Jesus’ example and their own actions.
  • Invite the design of a mural with Jesus in the centre and invite students to draw themselves around Jesus their friend.

Resources

52 Interactive Bible Stories. Love like Jesus. (Page 55).

BimBam. How to say the Jewish Blessing over children. YouTube.

Burland, John. Jesus, My Friend. YouTube.

Chinn, Andrew. Hold my hands

Crossroad Kids Club. God's Story, Jesus was like us. YouTube.

de Paola, Tomie. Quiet. YouTube.

Fox, Mem. Ten Little Fingers and Ten Little Toes.

Fujikawa, Gyo. Babies. YouTube.

GNPI. Little Children Blessed. Vimeo.

Godly Play, The Holy Family. (Note suggest asking a CIE or school based specialist to perform for you - only use YouTube examples as a last resort).

Godly Play, Jesus and the Children. YouTube. (Note suggest asking a CIE or school based specialist to perform for you - only use YouTube examples as a last resort).

Ignatius Press. Presentation in the Temple. YouTube.

Image Provocations. Free Bible Images

Jesus' Childhood Home in Nazareth. YouTube.

Nazareth Village: A look at how Jesus grew up and what inspired His parables. YouTube

Saddleback Kids. Jesus Growing Up. YouTube.

Saddleback Kids. Jesus in the Temple. YouTube.

Snapchat Drama. Jesus Blesses the Children.

SSPM. Breakfast with Jesus. YouTube.

When Jesus was a little boy. YouTube. (Note suggest audio only).

Understanding FaithUnit 11 Part 2. Online Subscription.

United Synagogue. Blessing Children on a Friday night. YouTube.

Other supporting resources:

Keffer, Lois. Jesus is with us. (Big Book).

MacClennan, Carole. When Jesus was young: stories crafts and activities for children.

Martin, Peter. Jesus Detective.

McCombs, Margi. When Jesus was a little boy.

Morales, Rosanna. Jesus is within us.

Morales, Rosanna. Jesus is within us : Educator's Guide.

* Unless otherwise noted, items listed under “Resources” are books.