| Year Levels Focus: | The Word of God is shared when we read the stories of God’s love in the Bible. (TCREK004) |
| Aims: |
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| Content Statement: |
Students will be introduced to the Bible as a collection of books that contains many stories of God’s love. They will be supported towards developing an understanding that the Bible is the Word of God that Christians share and respect as Sacred Scripture. Students will be introduced to the Gospels as the Good News of Jesus, God’s Son. They will explore Gospel stories about Jesus, who shows and tells of God’s love. Through a focus on the parable of the Good Shepherd they will encounter Jesus’ way of teaching through stories and parables. Students will experience the prayerful use of Scripture as individuals and as a group. Students will be introduced to simple practices that foster stillness and nurture a prayerful response to God’s love. Students will experience Gospel stories about Jesus’ life, actions and messages. They will be encouraged to reflect on Jesus’ example and, like Jesus, to respond to God’s love in the way that they live. |
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 Bible is a collection of books about God’s love.
- We treasure the Bible as Sacred Scripture, the Word of God.
- The Gospels are the Good News of Jesus, God’s Son.
- The Scriptures can help us to pray and to live the way Jesus lived.
The Word of God is shared when we read the stories of God’s love in the Bible. (TCREK004)
Students will be introduced to the Bible as a collection of books that contains many stories of God’s love. They will be supported towards developing an understanding that the Bible is the Word of God that Christians share and respect as Sacred Scripture. Students will be introduced to the Gospels as the Good News of Jesus, God’s Son. They will explore Gospel stories about Jesus, who shows and tells of God’s love. Through a focus on the parable of the Good Shepherd they will encounter Jesus’ way of teaching through stories and parables. Students will experience the prayerful use of Scripture as individuals and as a group. Students will be introduced to simple practices that foster stillness and nurture a prayerful response to God’s love. Students will experience Gospel stories about Jesus’ life, actions and messages. They will be encouraged to reflect on Jesus’ example and, like Jesus, to respond to God’s love in the way that they live.
TCREI001
Responding to questions with thoughts, and naming feelings, ideas and decisions (TCREI001)
- 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
TCREI002
Listening to stories to learn about characters, words, concepts and values relating to love (TCREI002)
- 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
TCREI003
Sharing observations, thoughts, feelings and ideas (TCREI003)
- 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
TCRED001
Using senses to name important words and feelings (TCRED001)
- 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
TCRED002
Listening and responding to others’ ideas and thoughts. Pondering, and wondering and asking questions about our world (TCRED002)
- 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
TCRED003
Applying ideas about what could be done to model for others some loving choices (TCRED003)
- 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
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.
Pre-unit assessment
As a class, complete a KWL chart of what students already know about the Bible to gain an understanding of current knowledge.
Learning Hook
Ask students to bring a selection of their favourite books (or choose a book from their school library) and explain what they like about the book and/or the stories within. Discuss the purpose of a book and how authors and/or illustrators use words and pictures to tell a story or teach a message. Read some of the chosen stories and identify the messages in those books. This will help them to make connections between ‘God’s book’ (the Bible) and other books.
As part of this exercise you could also explore Frances Watts' and David Legge's books, Parsley Rabbit's Book about Books and It's a Story, Rory! There may be other cross-curricular English connections to be made with this unit.
Surface
(Giving language, facts, and basic concepts structure to lead into deeper learning)
Key Vocabulary: library, Bible, testament, Old Testament, New Testament, Gospels, shepherd, procession, lectern
Describe the Bible as a collection of books about God's love
- Share stories about visits to libraries, describe what is in a library, its purpose and how it is used by those who visit it. How is the library helpful? On YouTube: The Library Song (Sesame Studios) or the books Library Lion by Michelle Knudsen, Lucy's Book by Natalie Jane Prior or Lola at the Library by Anna McQuinn may be useful to share.
- Consider a collection (series) of books, e.g. Dr Seuss, Grug, Where's Wally?, and discuss why they can be classified as a collection.
- Inspect a collection of favourite books and discuss why they are special to the owner.
- Arrange an 'unveiling' of a bible that is presented to the class as a special treasure and wonder about how its stories tell us about God's love.
- View and list thoughts after viewing on YouTube: What is the Bible? or God's Story: The Bible (Crossroad Kids' Club).
List the ways of showing reverence for God's Word in the Bible
- Participate in activities that enable students to consider and demonstrate the care taken when handling something precious.
- Share stories about special or precious words or messages, and how they are treasured, how they are held in our memories, how they help us.
- Engage in prayerful reflection on Psalm 19:10 "More to be desired are they than gold, even much fine gold" (God's Word).
- Arrange a procession of the Bible as a sign of holding His Word (rather than the book) in reverence and honour.
- On YouTube: Praise Ye The Lord Hallelujah (Listener Kids) or Sing Hosanna - Ho Ho Ho Hosanna (Sing Hosanna) might be fun to learn and sing for daily prayer during this unit.
Name the Christian Scriptures as the New Testament
- Share stories of the preparations that happen before and after a special event, including the birth of a baby.
- Develop visuals that show the preparation time, the great event and the time that follows. Make connections with the span of the Old and New Testaments.
- Find the Bible marker (pre-prepared by the teacher) that shows the beginning of the New Testament. Discuss the scope of the stories in the Old Testament section of the Bible and explore how the New Testament starts with the Good News of Jesus.
- Depict this unfolding in a visual way, e.g. make a ribbon line with Jesus in the middle, and the sections on either side marked as the Old and New Testaments.
Identify the Gospels as the Good News of Jesus
- Identify, describe and discuss good news events and stories; students explain what makes an event 'good news' and depict its impact on those involved.
- Share ideas about how God kept His loving promise of Jesus: God kept his Word. Share Bible stories that tell the story of His love.
- Celebrate the Good News of Jesus, perhaps with a simple 'good news' party.
- On YouTube: Good News (Vineyard Kids) or Jesus is the Great, Good News (The Good News Club) might be fun to learn and sing for daily prayer during this unit.
Listen to Gospel readings and recount a chosen story
- View on YouTube: Why Read the Bible? (Crossroad Kids' Club). Discover that Jesus' stories in the Gospels tell about God's love again and again.
- Over a few days, students listen to two or three Gospel stories, reflect on them, pray with them, respond and find messages about God's love.
- Students share how a favourite story helped them to see or learn more about God's love.
- Engage with Jesus as the Good Shepherd and, through Godly Play or similar, explore the story of The Lost Sheep. Encourage I Wonder statements.
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)
Engage with and express some wonderings about the story of The Good Shepherd and The Lost Sheep
- Participate in Godly Play or similar, to enter in to and express wonder about The Good Shepherd story.
- In small groups, create Y charts of the attributes of The Good Shepherd. Compare and sort to create a class version.
Share feelings about God's love as shown in The Good Shepherd and The Lost Sheep stories
- Share thoughts and feelings about The Good Shepherd and The Lost Sheep. Using a set of emotion cards may be useful for this activity.
- Create images of God's love.
Reflect on The Good Shepherd story and celebrate the message in prayer and song
- The following resources may be useful in exploring this theme: Guide Me, Good Shepherd, by Andrew Chinn, My Shepherd, by John Burland, The Lord is My Shepherd, by Good News Club (YouTube), and The Lord is My Shepherd - Psalm 23, Doxa Deo Kids (YouTube).
Share opinions about why The Good Shepherd story and other Gospel stories are considered 'Good News'
- Participate in a circle activity that encourages the sharing of thoughts and opinions.
Transfer
(Learning experiences that help students engage with deeper understandings that can be applied in their own lives)
Explore in the style of Christian Meditation the mantra "I know my sheep and they know Me" or "My sheep listen to My voice"
- The teacher demonstrates the mantra practice and students participate in a meditation experience using the mantra.
Ponder the story's special and personal message of God's love
- On a sheep outline (black line master), write a word or draw a symbol of God's message of love. Create a class mural of The Good Shepherd.
- Respond in a variety of ways to the statement, "The Good Shepherd looks after me".
Consider ways of showing to others the love God has for all of us and choose an action in response
- Share stories about being lost (and found) and make connections with The Good Shepherd story.
Explore the question: "How can I be like Jesus, The Good Shepherd?" and choose a way to respond in practice
- Students discuss and then respond creatively to illustrate a person who is like The Good Shepherd in their lives and illustrate how they too, can be like Jesus.
Resources
Burland, John. My Shepherd. YouTube.
Burland, John. My Shepherd. Song.
Catholic Children's Bible. The Good Shepherd.
Chinn, Andrew. Guide me, Good Shepherd. Song.
Crossroad Kids Club. God's Story: The Bible. YouTube.
Crossroad Kids Club. What is the Bible? YouTube.
Crossroad Kids Club. Why read the Bible? YouTube.
Doxa Deo Kids. The Lord is my Shepherd - Psalm 23. YouTube.
Knudsen, Michelle. Library Lion.
Listener Kids. Praise Ye The Lord Hallelujah. YouTube.
McQuinn, Anna. Lola at the library.
McQuinn, Anna. Lola at the library. YouTube.
Music Ministers Hub. Hallelu! Hallelu! Hallelu! Hallelujah! YouTube.
Prior, Natalie Jane. Lucy's book.
Sesame Studios. The Library Song. YouTube.
Sing Hosanna. Sing Hosanna - Ho Ho Ho Hosanna. YouTube.
The Good News Club. Jesus is the great, good news. YouTube.
The Good News Club. The Lord is my Shepherd. YouTube.
To Know Worship and Love. The Good Shepherd.
Vineyard Kids. Good News. YouTube.
Watts, Frances and Legge, David. Parsley Rabbit's Book about Books.
Watts, Frances and Legge, David. It's a Story, Rory!
Other supporting resources:
Berryman, Jerome and Mitchell, Lois. The Good Shepherd.
Berryman, Jerome. Teaching Godly Play: how to mentor the spiritual development of children.
Butterworth, Nick. Stories Jesus Told.
Dodd, Sarah. Legs : the tale of a meerkat lost and found.
Jeffers, Oliver. Lost and found.
Jesus, The Good Shepherd : Resource Pack
Hoffman, Mary. Lost and Found : parables Jesus told.
Rock, Lois. Best loved parables : stories Jesus told.
Saddleback Kids. The Lost Sheep. YouTube.
The Lion illustrated Bible for children
* Unless otherwise noted, items listed under “Resources” are books.