Jesus Christ Early Years

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 2:8-18 The Birth of Jesus  

In that region there were shepherds living in the fields, keeping watch over their flock by night.

Luke 15 The Parable of the Lost Sheep  

Now all the tax collectors and sinners were coming near to listen to him.

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
Early Years Learning Framework Tracking Understanding

Belonging

  • Children through discussions and sharing time compare and contrast 'my family' to Jesus’ family, through drawings, art, 3D construction and conversation.
  • Record the children’s observations and contributions during Circle Time.

Being

  • Observations of what children know and understand about Jesus and his family.
  • Portfolio, photos, drawings, recordings of understandings about Jesus and his family.
  • Observations of conversations about Jesus and his family.
  • Children experience games Jesus played and communicate 'their favourite', and why.

Becoming

  • Observations of words, actions and attitudes that demonstrate students are beginning to understand how Jesus loved others and wants us to love others.
  • Observations of children make loving choices.
  • Children engage with the Godly Play materials exploring Jesus and his family.
Threads:

Prior Understanding

  • Provide as a learning/inquiry centre or on a provocation table different images, icons, symbols of Jesus from different times, cultures. 
  • Invite the children to wonder and use the language of thinking dispositions to express connections and their wonderings. 
  • Provide a provocation of the Holy family 
  • Follow the child, listen to their conversation and wonderings record what they say, wonder and question

Vocabulary - prayer, scripture, Psalm, shepherd, sheepfold

Points of Provocation

  • Share the prayer table and the scripture from Jesus is the Good Shepherd Psalm 23, light a candle for prayer and enjoy the light. Then extinguish the candle, sit and invite the children to wonder.
  • Share Godly Play / Scripture stories - One at a time and over a few weeks present the following stories and leave them at a table for children to revisit and wonder, record children’s comments and questions. Invite children to draw, paint, build, construct a response to the provocations. The Holy Family, The Good Shepherd parable box, The Good Shepherd (Wooden Godly Play figures).
  • Play and sing songs/ Psalms of the Good Shepherd ‘Hi God’ albums I, II, III, IV.

I Wonder Questions

Belonging

  • Who Jesus is?
  • If Jesus lived in a family?
  • Is Jesus’ family like mine?
  • If Jesus loved his mother (Mary) and step-father (Joseph)?
  • His Father in heaven (God)?
  • What did Jesus enjoy doing with his family?

Being

  • How I can know Jesus?
  • How I can talk to Jesus?
  • If Jesus can be my friend?
  • What Jesus was like as a little boy in his family?
  • What games did he play? What food did he eat? What his house was like? What clothes did he wear?

Becoming

  • How Jesus teaches us to love?
  • If I can be like Jesus?
  • What can I do to show love?
  • How I can show love to others? 

Environment

Belonging

  • Create a display of family photos and include images of Jesus, Mary and Joseph
  • Invite children to bring in images of their family to make the link, this is Jesus’ family,  this is my family. 
  • Engage with Godly Play figures of the Holy Family 

Being

  • Gather images of the land of Israel, a globe, maps of the land of Israel, Images of Shepherd looking after their sheep in Israel, images of a sheepfold, Inn, buildings from the ancient world. 
  • Provide provocation images, artefacts of materials and games from the time of Jesus. E.g. stones, sticks, spinning tops, hopscotch, jacks, whistles, toy animals on wheels. 
  • Share Middle Eastern food for children to try and share. (e/g. Last Supper in Holy Week) Rice, chicken, grapes, Arabic bread, Zaatar, Matzah bread.

Becoming

  • Explore 3D models of the sheep, shepherd, sheepfold 
  • View Holy Pictures of the Good Shepherd 

Godly Play

  • The Holy Family
  • The Good Shepherd parable box
  • The Good Shepherd (Wooden Godly Play figures)

Resources

Class Resources

  • To Know, Worship and Love
  • The Good Shepherd Big Book 
  • Nativity Plays for children 
  • The Christmas Story for Children, Max Lucado
  • Start with Your Heart series on Jesus: Jesus, Our Teacher 
  • Catholic Children’s Bible Big Book Stories

Teacher Resources