rcadcschools.org - a year of faith... · web viewa 2: people of prayer. in a nutshell! teach only...

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A 2: People of PrayerIn a nutshell!

The content areas: 1. How and what do we celebrate on the Feast of the Epiphany?

2. What are the Beatitudes and the Lord’s Prayer? How do they express Christian belief and life?

a. The Beatitudesb. St Teresa of Calcuttac. The Lord’s Prayer

Outcomes: a. Recognise or use some of the signs, symbols and religious terms to describe and explain the celebration of the Feast of the Epiphany

(AT 1 (ii) Levels 1-3b. Explain the meaning and purpose of the Feast of the Epiphany (AT 1 (ii) Level 4)c. Recognise, describe how and explain why people live the Beatitudes. (AT 1 (iii) Levels 1-3)d. Make links between two sources of revelation: the Beatitudes and Christian life [St Teresa] (AT 1 (iii) Level 4 and AT 1 (i) Level 4)e. Recognise and/or describe the Lord’s Prayer (AT 1 (ii) Levels 1-2)f. Explain why the Beatitudes and the Lord’s Prayer are an important part of Christian prayer and life (AT 1 (iii) Level 3)g. Show understanding of the Beatitudes, the Lord’s Prayer and the Avinu Malkeynu (AT 1 (ii) Level 5)

Where are we on the cycle? We finish the season of Christmas and enter a short time of ‘ordinary time’. During this Spring 1 period the resource always looks at an aspect of prayer, including the Feast of the Epiphany on January 6th.

Links!Last resource (A1) pupils learned about Matthew’s account the birth of Jesus, including the visit of the Wise Men. This resource links to this by acknowledging the Feast of the Epiphany. Both the Beatitudes and the Lord’s Prayer are found in the Sermon on the Mount. The sermon is a very long lesson – it has implications for us in that it imagines the kind of world God dreams for us: God’s garden (C6). There are also connections between this resource and A Virtuous Life (C5) in inviting pupils to linking the beatitudes to the virtues.

M Carswell. A2 People of Prayer 2019/2020

Teach only ONE or BOTH of the prayer forms this resource teaches. (The Lord’s Prayer is easier and takes less time.) OR do both and not do the

Feast of the Epiphany. OR achieve a Level 4 of AT 1 (i) using what pupils have already learned on the virtues (C5) and leave St Teresa out. Whatever

you decide, teach the content to match your outcomes!

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Changes since the last time this resource was taught!

1. Age Related Standards:The Age-Related Standards for Knowledge and Understanding only have been placed alongside the current Level outcomes. This resource has not been adapted to meet the new standards however you will see that much of the content - as it exists now - would meet the new standards.

2. The ‘In a Nutshell’ page. Use this page to assist with your planning.

3. Changes to the resource a. Removal of Level 5 content and assessment: Explain how the Lord’s Prayer, as a statement of belief, has developed. (AT 1 (i) Level 5)

Level 5 content in AT 1 (ii) comparing three prayer forms, remains.b. Addition of content for study of St Teresa of Calcuttac. Options to link to the virtues, taught in C5

4. There is a new song to learn in this resource: ‘Created’ by Mick McIvor. You will find it online (to listen to and download), in the album ‘Dance Around The Lounge Room.’

5. www.thebibledoctor.com has been updated with terminology used in this resource.

M Carswell. A2 People of Prayer 2019/2020 2

http://www.thebibledoctor.com/

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In God’s NameA Resource for Religious Education in Catholic Schools

produced by: Dr. Margaret Carswell

Year A (A 2): People of Prayer Spring Term – 2019/20 school year


This framework of learning is intended as the first in the Spring Term in the academic year 2019/2020. At this time of year the resource always looks at the prayer life of the Church. This resource studies the Feast of the Epiphany and two prayers found in Matthew’s Gospel: the Beatitudes and the Lord’s Prayer. It asks pupils to consider the people they think are Beatitudes People, including St Teresa of Calcutta.

School are reminded that this framework is an exemplar resource that models three things: 1. The linear teaching of content according to the Bishop’s of England and Wales Attainment Target Levels. 2. A process for teaching Scripture, the Composite Model, which honours the expectations of the Church

with regard to the presentation of Scripture in ‘Ministries of the Word.’ 3. Professional learning for teachers, provided in Key Information for Teachers.

As always, you are expected to engage with the suggestions this resource contains, make choices and adapt and apply the activities to suit your own school situation. In determining the content to teach you must first decide on the Strand and Attainment level you wish to achieve and choose teaching and learning activities that will teach the content required for achievement of the level. When time is limited, your guiding principle is, as it is with all good education, less content, taught more richly and deeply. Quantity should never supersede quality. This resource is formatted to allow you to annotate your teaching, including changes made for differentiation, as you work through the material.

These resources are available through subscription ONLY. Please email Margaret Carswell at [email protected]

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mailto:[email protected]

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Nihil Obstat Rev Dr Kevin LenehanBA (Monash) BTheol (Hons) (MCD) MRelStuds (Leuven)

MTheol (Leuven) STL (Leuven) DTheol (Leuven)Diocesan Censor

Imprimatur Rt Rev Paul Bird CSsR, Bishop of Ballarat

Date 12 December 2013

The Nihil Obstat and Imprimatur are official declarations that a book or pamphlet is free of moral or doctrinal error. No implication is contained therein that those who have granted the Nihil Obstat and Imprimatur agree with the contents, opinions or statements expressed.


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Key Teachings from the Catholic Tradition. Taken from the RECD ~ (Numbers in brackets refer to the reference numbers in the Catechism of the Catholic Church)Celebration:3.5.1. What is prayer? (2559-2565)A. The Church at prayer

3.5.2. A universal call (2566-2567)A. God calls every individual to a vital relationship with him experienced in prayer (2558) B. Developing intimacy and communion with Jesus Christ through prayer is an essential aspect in the life of a believer or disciple (CT, no. 5; GDC, no. 80; NDC, §19B; 2560) D. Expressions of prayer can be vocal, meditative, or contemplative (2700-2724) E. The forms of prayer are blessing, adoration, petition, intercession, thanksgiving, and praise (2626- 2649) F. Prayer requires effort and commitment (2729- 2745)

Life in Christ:4.1.3. Beatitude (1720-1724)A. Our response to God’s plan

a Response of love (1828)b He calls us to an attitude of joyc The Beatitudes (1716)

B. Effects of the Beatitudes (1718-1724)


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AGE GROUP STATEMENTS FROM THE RECDPupils will learn about: (5-7)Revelation

Stories of significant people in the Old and New Testament

The ‘Church’ as the People of God made one by Jesus, a community which shares love and life

Relationships they have in the family, at school, in the parish, neighbourhood, world

The Church The ‘Church’ as the People of God made one by Jesus,

a community which shares love and life Relationships they have in the family, at school, in the

parish, neighbourhood, world

Celebration Prayers from Scripture and tradition Jesus prayer to his Father Ways in which people pray in church

Life in Christ How people who heard the Good News of Jesus began

to share a way of life The sign of the cross Passages in Scripture which express joy and trust in

God’s love

(7-11)Revelation:

How Jesus spoke of God his Father and the Holy Spirit

The Church Ways of taking part in the life and worship of the domestic and

local church (e.g. celebrating Eucharist, prayer for others, parish activities)

To being 'Church' in the parish, diocese and universal Church

Celebration Ways of taking part in the life and worship of the domestic and

local church (e.g. celebrating Eucharist, prayer for others, parish activities)

To being 'Church' in the parish, diocese and universal Church Elements of sacramental celebrations (e.g. blessing, exchanging

greetings, praise) (7-11) Community prayer

Life in Christ Respect for community values and life of other cultures and other

religious communities

OUTCOMES - Linked to Levels of Attainment

This framework has been written to model linear teaching of AT 1 (ii) and (iii). It also includes opportunities for assessment of AT 2. Completion of a ‘levelled’ activity does not automatically constitute achievement of that level and that both ongoing and summative assessment should be used to judge the levels at which pupils are working.Outcomes:


7a. Recognise or use some of the signs, symbols and religious terms to describe and explain the celebration of the Feast of

the Epiphany (AT 1 (ii) Levels 1-3b. Explain the meaning and purpose of the Feast of the Epiphany (AT 1 (ii) Level 4)c. Recognise, describe how and explain why people live the Beatitudes. (AT 1 (iii) Levels 1-3)d. Make links between two sources of revelation: the Beatitudes and Christian life [St Teresa] (AT 1 (iii) Level 4 and AT 1

(i) Level 4)e. Recognise and/or describe the Lord’s Prayer (AT 1 (ii) Levels 1-2)f. Explain why the Beatitudes and the Lord’s Prayer are an important part of Christian prayer and life (AT 1 (iii) Level 3)g. Show understanding of the Beatitudes, the Lord’s Prayer and the Avinu Malkeynu. (AT 1 (ii) Level 5)

Spiritual Outcomes: It is hoped that pupils will develop: A willingness to pray An openness to people of other faith traditions An appreciation of the role of prayer in deepening a relationship with God A sense of wonder about different styles of prayer

Other Curriculum Links:English: Comprehension of stories/Literacy strategies/Structure of the Lord’s PrayerArt: Storyball, analysis of artistic worksMaths: Exploration of the facets of starsPSHE/SMSC: Exploration of issues about life and the worth of the individual as God’s childIT: use of the internet Key Terminology: Epiphany, Prayer, Blessing, Petition, Sermon, Doxology, Intercession, Beatitude

Suggestions for a Staff Meeting on the content of this resource.

1. Provide a copy of the resource for each staff member. Draw attention to the ‘In a Nutshell’ page. Work out how many lessons you will have this half term. Decide what areas of content you will teach. The resource presents four areas of content: The feast of the Epiphany; The Beatitudes, the Lord’s Prayer and St Teresa of Calcutta. Decide which areas you will teach and how much time you will spend on each. Adjust your outcomes so you match the strand and Level you are seeking. There are many ways to work through this content. Be guided by time you have and your teacher’s confidence.

2. Upskill your staff. M Carswell. A2 People of Prayer 2019/2020 7

8On the basis of what you choose to teach, make sure teachers know the content. Watch the introductory video for this resource; choose key activities students will undertake and do them with staff; print off the KIP posters on the kipandfriends website.

The Beatitudes are much harder to teach than the Lord’s Prayer. If teachers are new to this resource they may be more effective teaching the Lord’s Prayer (and even linking it to St Teresa…just change the prayer they relate Teresa’s life to).


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People of Prayer Year A - (A 2) Spring Term Cognitive Outcomes:

By the end of this framework pupils will be able to:

a. Recognise or use some of the signs, symbols and religious terms to describe and explain the celebration of the Feast of the Epiphany (AT 1 (ii) Levels 1-3)

b. Explain the meaning and purpose of the Feast of the Epiphany (AT 1 (ii) Level 4)

c. Recognise, describe how and explain why people live the Beatitudes. (AT 1 (iii) Levels 1-3)

d. Make links between two sources of revelation: the Beatitudes and Christian life [St Teresa] (AT 1 (iii) Level 4 and AT 1 (i) Level 4)

e. Recognise and/or describe the Lord’s Prayer (AT 1 (ii) Levels 1-2)

f. Explain why the Beatitudes and the Lord’s Prayer are an important part of Christian prayer and life (AT 1 (iii) Level 3)

g. Show understanding of the Beatitudes, the Lord’s Prayer and the Avinu Malkeynu. (AT 1 (ii) Level 5)

Spiritual Outcomes:

It is hoped that pupils will develop: A willingness to pray An openness to people of other faith traditions

Age related standards: Knowledge and Understanding ONLY5-7 years Recognise religious stories Retell, in any form, a narrative that corresponds to the scripture source used Recognise religious beliefsRecognise that people act in a particular way because of their beliefs Describe some of the actions and choices of believers that arise because of their beliefRecognise key figures in the history of the People of God Describe the life and work of some key figures in the history of the People of God Use religious words and phrases

7-9 yearsRetell a narrative that is accurate in its sequence and details and that corresponds to the scripture source used Describe, with increasing detail and accuracy:

A range of religious beliefsThe life and work of key figures in the history of the People of God Those actions of believers which arise as a consequence of their beliefs

Make links between: Beliefs and life, and Beliefs and worship giving reasons for actions and choices

Use a range of religious vocabulary


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An appreciation of the role of prayer in deepening a relationship with God

A sense of wonder about different styles of prayer

9-11 yearsShow knowledge and understanding of a range of scripture passages that corresponds to the scripture source used. Show knowledge and understanding of: ‐

A range of religious beliefsThe life and work of key figures in the history of the People of God Those actions of believers which arise as a consequence of their beliefs

Show understanding of, by making links between: ‐Beliefs and life and Beliefs and worship

Use religious vocabulary widely, accurately and appropriately

Focus Question: How and what do we celebrate on the Feast of the Epiphany? AT 1 (ii)Learning Objectives

Teaching & Learning Strategies Pupil Activities including differentiation and on-going assessment

All pupils : Recall briefly the visit of the wise NOTE: AT 2 Big questions


Key Information for TeachersThe Feast of the Epiphany celebrates the visit of the wise men to the child Jesus. It celebrated on January 6. The word epiphany means ‘manifestation’ or ‘display’. The Feast of the Epiphany celebrates the manifestation of God’s glory in the person of Jesus. It is an ancient festival, recorded by some of the Church Fathers as early as the 3rd century. In the early Church it celebrated four ‘manifestations’ of God; the birth of Jesus, the visit of the wise men, the Baptism of Jesus and the miracle at Cana! Eventually each of these festivals came to be remembered on a different day.

The Feast of the Epiphany today only remembers the visit of the wise men, however, it proclaims and reminds us that God came among us and this should change the way we see things and act. ‘The Feast of the Epiphany is not an ancient version of Halley's comet. It is about how God's glory changes human hearts.’ Fr Richard Leonard

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11men as recorded in the Gospel of Matthew, studied in the last resource. (Mt 2:1-12) Use the information on KIT and KIP (www.kipandfriends.com ) to explain the Feast of the Epiphany. The Feast is part of the Season of Christmas and so it celebrated with the colour white, often with gold trimmings. Refresh your prayer table. Find the Feast on the Liturgical Calendar you used in the Advent to Christmas topic.

All pupils : Teach pupils what the word ‘epiphany’ means ‘manifestation’ or ‘display’: a moment when we see (or hear or feel) the presence of God in us or among us. Find ‘epiphany’ places or moments at school – when we are invited to come close to God, or God feels or seems ‘on display’. Use the term so it becomes familiar to pupils. Acknowledge ‘Epiphany’ pupils at the end of the day.

Younger pupils : Put the simplified opening prayer for the Feast day Mass on the IWB (Resource 1). Note that the prayer mentions the star that led people to find God. Use EEKK partners (eye to eye, knee to knee) to think about how we can be ‘stars’, bringing people to know God. Link to numeracy and investigate and make stars: with varying numbers of points and sizes.

o Older pupils : Put all the prayers for the Feast day Mass on the IWB (Resource 2). Pair or group students and give each group one prayer. Have pupils form an ‘expert group’ and identify words in the

The visit of the wise men invites us to think about gifts; our own, those of the people around us and even how we share the many gifts what we have. Some questions suitable for on-going thought and discussion during this topic could be:

If God were to come among us today what gifts would show our love and commitment?

Is it possible to have an ‘epiphany’ today or do you need a physical ‘display’ of God (does God actually need to be here, with a body)?

Prayer connects us to others who pray similarly. Does the world change when we all want for and ask for the same things?

Spain and some Latin American countries celebrate the giving of gifts on the Feast of the Epiphany, instead of Christmas Day. The day is sometimes called Three Kings Day. Does the giving of gifts on the Feast of the Epiphany add to or detract from the celebrations of the birth of Jesus on Christmas day?


http://www.kipandfriends.com/

12prayer that are unfamiliar: explain these words. Have pupils find:

Any reference to Matthew’s story of the birth of Jesus. What is said? Any reference to the symbols of the Christmas season. Which ones? What do they symbolise?Anything that the prayer asks for – prayers of intercession are prayers of petition – they always ask for something. Any titles given to Jesus. What do these titles say about what we believe about Jesus? How many are from Matthew’s Gospel?

Muddle the class again so that ‘experts’ from different groups sit together and share their findings. In these larger groups have pupils repeat the exercise so that a picture of the whole liturgy is built. Have pupils make some statements about the Feast of the Epiphany Mass in groups:

What does this Mass celebrate about Jesus? What does this Mass celebrate about us? What does it ask for humanity now? What does this Mass challenge us to do or be?

Make sure pupils can justify their comments.

All pupils : The Feast of the Epiphany reminds us that people from all nations are invited to


13know God. Find flags associated with your pupils and then add to them with the flags of other places pupils know (link to other areas of the curriculum if you can). Build a display of flags from as many nations as you can. Notice all those flags with stars on them.

All pupils : Add the Papal Flag, the flag of the Vatican City. http://vatican.com/photos/gallery/vatican_flag-p37

Rich Assessment Opportunity:

Outcome:Recognise or use some of the signs, symbols and religious terms to describe and explain the celebration of the Feast of the Epiphany (AT 1 (ii) Levels 1-3)

Give pupils the template of the star (link below) or have pupils use the one they investigated earlier. On each ‘point’ have them write one thing they have learned about the Feast of the Epiphany. (Paste address into browser)


Assessment Reminder! In AT 1 (ii) pupils will be able to recognise (Level 1) or describe (Level 2) the symbols, story or colour of the Feast of the Epiphany. Questions such as What is the Feast called? What event does this feast remember and celebrate? What is an epiphany? What colour do we use on this feast day? What symbols help us remember the epiphany? will help determine pupil’s level. At Level 3 of AT 2 (ii) pupils will be able to explain (give reasons for) the things they describe. What does this Feast remind or teach us? Why is it good to remember the visit of the wise men? How was the birth of Jesus an epiphany for the wise men? Pupils at AT 1 (ii) Level 4 will use all the prayers and reading of the Feast to explain what we celebrate, why and how. They should use the word ‘Epiphany’ and be able to explain what it means.

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http://vatican.com/photos/gallery/vatican_flag-p37

http://vatican.com/photos/gallery/vatican_flag-p37

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http://www.illinoiswheatweavers.org/images/getstarted/5%20pt%20pattern.jpg

Outcome:Explain the meaning and purpose of the Feast of the Epiphany (AT 1 (ii) Level 4)

Put the sample of the Prayers of Intercession for the Feast of the Epiphany on the IWB or give pupils a copy of them. (Resource 4) Read them with pupils. Note the structure of each one and how the prayers use the symbols and beliefs of the Feast of the Epiphany. Pupils may also be able to find beliefs expressed in the prayers. Have pupils write new prayers for the Feast of the Epiphany Mass using the following areas. Remember each prayer has to ask for something. It is a prayer of petition or intercession.

We pray for our Church: Pray for something that the Feast of the Epiphany celebrates that the Church needs now. Use a title for Jesus found in another prayer used on the Feast of the Epiphany.

We pray for our school: Use one of the symbols of the Feast and write a prayer asking for something for your school.

We pray for people of all nations: Talk about the wise men…use them as an example to follow. Ask for something for the world.

We pray for each of us: The wise men brought gifts. Write a prayer asking for something for you and your class.

After pupils have written their new prayers have them choose one and make a poster display of it. (Use IT if you can). Include a short explanation of how this prayer says something about the meaning and purpose of the Feast of the Epiphany. (If you have a TV screen in your entrance way with the rolling image, have pupils make their prayers and explanations as slides and display them in the front of the school.)

Focus Question: What are the Beatitudes and the Lord’s Prayer? How do they express Christian belief and M Carswell. A2 People of Prayer 2019/2020 14

http://www.illinoiswheatweavers.org/images/getstarted/5%20pt%20pattern.jpg

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life? AT 1 (i) and (iii)Learning Objectives

Teaching & Learning Strategies Pupil Activities including differentiation and on-going assessment

The Sermon on the MountPrepare to Hear the Word

All pupils : Remind pupils that Scripture is an important source of knowing God as in Scripture we learn about Jesus, his ancestors and his earliest followers. Explain that this passage marks the very beginning of the second lesson in Matthew’s Gospel (recall Matthew’s gospel is structured into around 5 ‘lessons.’) The lesson is called the Sermon (lesson) on the Mount because, in Matthew’s Gospel everyone gathers on a hill. Matthew’s community knew that exciting ‘God’ things happened on hills or mountains – they would


Key Information for TeachersThe gathering we often call the Sermon on the Mount is found in two Gospels: Matthew’s and Luke’s. In Luke’s the people gather on a ‘plain’, a flat piece of ground. Matthew’s setting of this event on a hill is a further reason we think that Matthew’s community were Jewish: in Israelite history ‘epiphany moments’ when God manifest Gods-it was generally at the top of a mountain such as when God have the Israelites the gift of the Ten Commandments at Mt Sinai. Matthew seems to want to remind his community of this and tell them that this new teaching of Jesus is like, and equal to in importance, the one given to them by Moses. In fact, some scholars will go as far as saying that one of Matthew’s deliberate intentions is to say that Matthew is saying that Jesus IS the new Moses! Where did this long ‘sermon’ actually occur? We really don’t know. However, there is a traditional site. Google earth will show you a place near Lake Galilee called the Mount of the Beatitudes.

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16have remembered the giving of the commandments on Mount Sinai – so they would have listened carefully to this lesson. Both the Beatitudes AND the Lord’s Prayer are found in the Sermon on the Mount.

o Older pupils : Use Google Earth to find the Mount of the Beatitudes on the shores of Lake Galilee. Explain that in Matthew’s Gospel this ‘long lesson’ from Jesus happens on a mountain; in Luke’s Gospel, it happens on a plain – flat place. We remember that Matthew is writing for a Jewish community so we think he places this very important teaching on a hill to remind the people of Moses, who also gave them an important teaching on a mountain – Mt Sinai.

o Older pupils : Explain that Matthew has gathered all Jesus’ sayings onto one lesson. It would have been a very long ‘sermon’ had it happened just like this. Have pupils look through the Gospel to find out where the lesson begins (Mt 5:1) and ends. (Mt 7:29) Have pupils search Google images to find artistic images of the scene.

o Older pupils: Put the references in Resource 5 on the IWB and have pupils find some of these well-known sayings and stories of Jesus that Matthew has placed within this lesson.

Younger pupils : Set the scene for the story by enacting Mt 5:1-2 in an appropriate place (gathering place in your room, area outside,


17hall, library etc. You play the part of Jesus – gather the disciples and crowd around you)

Jesus sees a great crowdHe goes up a mountain and sits downThe disciples come to himJesus begins to teach them

Younger pupils : Use this image of the traditional site to add to your explanation. http://drewhaninger.com/wp-content/uploads/2012/09/sermon-on-mount-from-sea-of-galilee-1024x431.png Explain that, according to Matthew, this ‘sermon’ (which is a collection of a huge number of sayings that Jesus used) goes on for a very long time!

All pupils : Contextualise the Sermon on the Mount by recalling your work in the previous unit with the second Genesis creation account. (In the Beginning… Autumn Term Unit 1). Remind pupils that the Genesis accounts imagine God creating a beautiful world including the first people who are ‘made like God’ (Gen 1) or have God’s ‘breath in them’ (Gen 2). Look at the belief handprints that pupils made – have pupils read the beliefs concerning people and how we should care for one another. Explain that the Sermon on the Mount help us understand the kind of world God imagines for us.


http://drewhaninger.com/wp-content/uploads/2012/09/sermon-on-mount-from-sea-of-galilee-1024x431.png



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The Beatitudes:

Hear and Encounter the Word: The Beatitudeso Older pupils : Look at some of the many

blessings that Jews pray. Each one begins with the same words: Barukh atah Adonai Eloheinu melekh ha’olam, which means Blessed are You, Lord our God, Ruler of the Universe. (note Adonai (“Lord” – Jews do not say God’s name.) The blessing then continues to say why God is so wonderful. Note that it is God that is blessed, not us. http://www.myjewishlearning.com/article/everyday-blessings-rituals/


Key Information for TeachersWhen we Catholics pray a ‘blessing’ we are usually asking God to bless us, to give us some positive experience or attribute: peace, or gentleness or strength.

Blessing prayers (berakhah) are very common in Judaism. Berakhot (plural) are recited both as part of the Synagogue service and as a response, or sometimes a prerequisite, to a wide variety of daily occurrences. Berakhot are easy to recognize: they all start with the word barukh (pronounced ‘Ba rook’ meaning ‘blessed’ or ‘praised’).

The Jewish understanding of berakhot (blessings) is very different from our own. The Hebrew word barukh is not a verb asking God for something, it is an adjective announcing God’s greatness! When Jews say a berakhah (blessing), they are not asking God to bless them they are announcing that God is blessed (great) because they something they have received.The most obvious example we have in Catholic liturgy of this, Jewish, meaning of blessing is when we announce ‘Blessed are you Lord God of all creation, through your goodness we have this… bread and wine… to offer’ in the Liturgy of the Eucharist.

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http://www.myjewishlearning.com/article/everyday-blessings-rituals/#Rainbow


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o This next link presents some of the blessings being sung: the first words are in Hebrew the rest in English. Watch and learn the common words at beginning, Barukh atah Adonai Eloheinu melekh ha’olam. https://www.youtube.com/watch?v=n8dgVQanfvc

Have pupils make up some blessing prayers in the Jewish style announcing or proclaiming how good God is. Begin each blessing ‘Barukh atah Adonai Eloheinu melekh ha’olam and then add why we are blessed.

Younger pupils : Explain that Jews (including Matthew and his community) have a wonderful habit of making announcements about how great (blessed) God is. They recite a blessing every time they dress or eat or sleep. Read or Tell Mt 5: 3-12. Place the passage on the IWB. Read the passage again.

o Older pupils: Have pupils find the Beatitudes in Matthew’s Gospel.

All pupils : Explain that this passage is called The Beatitudes. The word ‘Beatitudes’ is from the Latin word for ‘blessing’. Each blessing is an individual saying. Explain the difference between Christian and Jewish blessings – use


https://www.youtube.com/watch?v=n8dgVQanfvc

https://www.youtube.com/watch?v=n8dgVQanfvc


20KIT above – see KIP also. (Kip and Friends website).

All pupils : Note the structure of each blessing: ‘Blessed are’….(a group of people who are blessed now – they are not waiting to be blessed). Notice that some people are blessed because they need something; others are blessed because of their positive attitude or actions. Call this person ‘the subject’ or ‘the one who is blessed.’‘For they will’…. These people are blessed because something is going to happen to/for them in God’s kingdom. Call what is going to happen at this event ‘the result.’

Younger pupils : Have pupils read the beatitudes in the ‘round’. Half the class read the start (Who is blessed) and the other half read the result. Give pupils the beatitudes and have them cut each one in half – showing who is blessed and what they will receive. Paste them in their books in two lists: who is blessed; what will they receive.

Younger pupils : Focus on the blessings announced at verses 4, 6 and 9. Highlight these on the IWB. Explain the meaning of words: (See KIT below: Mourn; Hunger and thirst for Righteousness; Child of God; Peacemaker.)

Younger pupils : Group pupils into three groups and give them one blessing per group (give the more able ‘hunger the thirst for righteousness’). Have pupils work on large paper to draw two concentric circles (One inside the other). Have them draw people doing what the beatitude says…(mourning


21hungering and thirsting, being peacemakers) in the inner circle. Have them then draw what God gives them (comfort, as children of God).

Younger pupils : Have them draw conclusions: the beatitudes say that God is good because if we…., we will be ….. (‘Mourning’ is the easiest blessing to explore.)

o Older pupils : Have pupils make a T chart for each beatitude. On the left put the ‘subject’ title as it is found in the Beatitudes. Have them name/write about/draw a contemporary situation when someone might find themselves as the subject (in mourning, seeking justice,) and on the right side name/write/draw what they receive.

o Older pupils : Choose a question to debate or discuss. 1. Are some Beatitudes ‘more important’ than others? Put the Beatitudes in order of priority.2. Do some beatitudes ‘absorb’ others…eg if you are a person of mercy then you will offer comfort to those who mourn. Choose one or two that encompass all the others. 3. Do some Beatitudes place a bigger obligation on us? Which ones are the hardest? Why? What prevents us from living them? 4. Recall what you know about Matthew’s community. Which Beatitude would have been most reassuring to


22them? 5. What Beatitude challenges our community most, now? What does our world need most?

All pupils : Now the tricky bit! As God has no physical body God’s greatness is announced partly in those people who bring the support that some of the beatitudes talk about. As Christians we believe that God’s kingdom has begun – Jesus announced that it had arrived in his lifetime and we believe that our role is to ‘be Godly’ (link to previous resources [C5]) and to build it during our lifetimes. The Beatitudes announce that God is great because when you need, your needs will be met. So how will that happen? The short answer is ‘us!’ The beatitudes give Christians a kind of ‘code of conduct’ which invites us to be Godly (God-like) and adopt or take up certain attitudes and behaviours to ‘be God’: to be people who offer comfort; to be people who seek righteousness; to be people who seek peace. Have pupils turn their Beatitude into a statement of ‘if’ and ‘then’. Eg In God’s kingdom, if I am mourning, then I will be comforted. I can offer comfort to others by….In God’s kingdom if I act as a peacemaker I will be called a child of God. I can be a peacemaker by…In God’s kingdom if I am teased when I do the right thing I will know God. I can stand up for what is right by….

o Older pupils : Matthew wanted his


23community to know something about God: he announces what he thinks of God in his list of Beatitudes. His community would have listened to them as statements of ‘what was’ not as something being asked for. What do pupils think Matthew was saying about God?

o Turn the Jewish beatitudes (which announce something) into Christian prayers of blessing, in which we ask God for something. Use the structure: Loving God we know that you promise…. (the result). Help us to be/give us…/inspire us to…/

All pupils : The Beatitudes have been made into a song. Learn or sing it! Are the lyrics of the song the same as those in Matthew’s Gospel or have they been changed? https://www.youtube.com/watch?v=qwSkmzw8dY8

All pupils : Add to your ‘Matthew’ information wall (begun in the last unit) with any new information you have learned about Mathew or his writing.


https://www.youtube.com/watch?v=qwSkmzw8dY8

https://www.youtube.com/watch?v=qwSkmzw8dY8

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Those wanting to teach content for achievement of Level 4 (AT 1) need to connect the Beatitudes to


Key Information for TeachersPoor in Spirit – to be humble Kingdom of Heaven –Matthew doesn’t use the phrase Kingdom of God as Jews do not say the term ‘God’, instead saying Adonai, which means Lord. The phrase Kingdom of Heaven means that ideal place in which God will reign as king. Mourn – to grieve for something or someone. To feel sadness over the loss of something. Most often we think of mourning in the context of death however it is possible to feel sadness for the loss of a home, country, sense of self or friendship. Meek – meek means not taking advantage of your position. It doesn’t mean weak!Inherit the earth – to gain the world! Not literally, but to gain everything that matters: love of God. To hunger and thirst for righteousness – the Hebrew word for ‘righteous’ or ‘righteousness’ can be translated as ‘upright’ or ‘straight’; the opposite of righteousness is to wander off the path and become lost. To hunger and thirst for righteousness implies that you want and need to stay on the right path! Be Filled – be content; satisfied. Not arrogant, but confident.Merciful/mercy – to be compassionate/to receive compassion. One of the two attributes (characteristics) of the nature of God. The other one is justice. Pure in heart – to try to let ‘goodness' rule your heart and mind To see God – to know God; to have a sense of God in your lifePeacemaker – someone who seeks peace tries to resolve conflict without aggression or fighting. Genuine peace requires justice for both parties and that peace can come from within, as a sense of contentment or calm. To be called a child of God – the idea that we are children of God comes from the concept of God as a parent, most often called our father, who cares for us, protects us and nurtures us. Persecuted for righteousness sake/ Revile and persecute you and utter all kinds of evil – Matthew uses strong language to console his audience who are being persecuted for their beliefs. History will show that faith is often the reason for hatred and fear. It should not be so. Pupils’ knowledge of persecution may be more appropriately expressed as ‘doing the right thing’ even when others tease or ridicule you.

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25another source of revelation. Use either St Teresa (below) OR refresh student knowledge on the virtues learned in C5 and connect the Beatitudes to them.(The Aged Related Standards talk of connecting Beliefs and life, and worship)

St Teresa of Calcutta

Respond to the Word: All pupils : Christian tradition is full of people

who have tried to announce God greatness through living the beatitudes. They make the announcement of God’s care a reality for those around them. One who is well recognised for her love to humanity is St Teresa of Calcutta.

All pupils: Learn about St Teresa of Calcutta. Make a class timeline of her life. Use Resource 8 to build a display of Teresa’s life: her birth place, family, the Loreto sisters in Ireland, her time in India, her work with the poor, her canonisation etc. Use maps, information and lots of pictures from the internet. The timeline could be made as a road from Macedonia to Rome.

o Older pupils. This information could be found in the websites listed on the Resource as an independent task if desired.

All pupils : A further connection to the virtues could be made by noting the virtues that St Teresa would have needed at each stage of her journey.


26 All pupils : Have pupils respond to the life of St

Teresa with statements…eg (eg St Teresa lived a message of hope/inspiration/challenge by…OR St Teresa taught the dignity of all people by…OR St Teresa announced God’s greatness in her work by…

All pupils: Read the prayers that St Teresa liked to pray. Choose one that is appropriate to the age of pupils (eg St Francis or Pope Paul VI) and make it your prayer for the week. https://www.motherteresa.org/her-favorite-prayers.html


Outcome: Recognise, describe how and explain why people live the Beatitudes. (AT 1 (iii) Levels 1-3)

Have pupils make an acrostic poem of information about St Teresa of Calcutta, what she did (L 1, 2) and why (L3).

Outcome: Make links between two sources of revelation: the Beatitudes and Christian life [St Teresa] (AT 1 (iii) Level 4 and AT 1 (i) Level 4)


Assessment Reminder! At Level 1, 2 and 3 of AT 1 (iii) pupils will recognize and/or describe the Beatitudes. Pupils will use what they have learned about St Teresa of Calcutta and describe and explain her actions as a person of faith living the beatitudes.

At Level 4 AT 1 (iii) pupils will draw on St Teresa’s whole life, finding examples from across her life to link to the Beatitudes.

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https://www.motherteresa.org/her-favorite-prayers.html

27Have pupils Google images ‘sayings of St Teresa of Calcutta’ and download some they think reflect what the beatitudes announce or imply. Have pupils write a short reflection on why St Teresa was, herself, a beatitude! (an announcement of God’s greatness)

Who was she? What did she do? What did she say? (What is the quote you have chosen evidence that she was a beatitude?)How was St Teresa’s whole life shaped or changed by her faith? (AT 1 (iii) Level 4 and AT 1 (i) Level 4) Justify your answer with examples.

Alternative assessment:Outcome: Make links between two sources of revelation: the Beatitudes and Christian tradition [The virtues] (AT 1 (ii) Level 4 and AT 1 (i) Level 4)

In C5 pupils learned about the virtues. Have pupils examine each beatitude and determine what virtues are evident in both the subject and the result. What virtues does someone need in order to live the beatitudes? Pupils able to do this would be connecting the tradition and scripture and so working at Level 4 AT 1 (i)

THIS IS THE END OF TEACHING ABOUT THE BEATITUDES

The Lord’s Prayer

Hear and Encounter the Word: All pupils : Explain that another part of

Matthew’s Sermon on the Mount is Jesus teaching the Lord’s Prayer. Explain that it is sometimes called the ‘Our Father’ because of the first two words.

o Older pupils : Read the giving of the Lord’s Prayer, Mt 6:1-15. Look at the setting. Read the passage. Have pupils break the passage into three scenes and make a story-map of the event.


28 All pupils: Focus on Mt 6:9-13 Use the IWB.

Note the structure of the prayer. (Resource 6)1. The prayer begins by talking about God – it calls God ‘Our Father’. Remind pupils that when we call God ‘Our Father’ we remember two things: that God is ‘our’ God: a God for all people, and that God is like the perfect father – loving and protecting us. 2. The prayer tells us that God’s name is holy. Remind pupils that the commandments tell us to use God’s name carefully as well; recall previous learning – Jewish people do not say God’s name; when they come to God’s name in the Bible they say Adonai, which means Lord, instead.3. The prayer then asks for some things for us. Prayers which ask for things are called Prayers of Petition. Find these ‘petitions’ in the Lord’s prayer.

That God’s kingdom comeThat God’s will be doneThat we receive daily breadThat God forgives us our trespassesThat we are not led into temptationThat we are delivered from evil

Younger pupils : Choose from these activities to explore the Lord’s Prayer1. Find images of Jesus teaching (Google images Jesus teaches the disciples) and find those that could be the Lord’s prayer (look for the setting on the mountain)

2. Write prayers on similar themes to those found in the Lord’s Prayer. Make sure they


29ask for something! …That we help bring God’s kingdom to the world…That we act thinking of how God would want us to act…That we are ‘fed’ (nourished, cared for each day)…That we are forgiven for poor choices…That we are not tempted to do the wrong thing…That we are kept safe from things that hurt and harm us

3. Make a ‘cube’ or ‘spinner’. Create a symbol for the 6 prayer themes above and place one symbol on each face of the cube or spinner. Use it in your class prayer – pray a prayer of petition asking for what the cube or spinner determines.

4. Make scrolls of the Lord’s Prayer. Print off a copy of the prayer in a nice font (or have pupils write it out) and have pupils make it look old with tea stains and a ripped edge. Roll the scrolls up and tie with raffia or something similar.

o Older pupils : Choose from these

activities to explore the Lord’s Prayer 1. Note that Matthew’s version it is different from the prayer we say now. Have pupils compare Matthew’s account of the Lord’s Prayer with the one we learn and say now. (Resource 7)

2. Luke’s version is different, for his


30different audience (community). Compare the three versions of the Lord’s Prayer (Matthew’s Luke’s and the one we say now)

3. Go back to the actual text. Read it again. Note that Jesus criticizes some people. Have pupils draw the actions of these people: sounding a trumpet when giving to charity; standing on street corners praying. Explain the figurative nature of these actions: Discuss ‘pride’ – how being proud of something is good but not being arrogant about it or thinking you are better than others because you have done it. Find modern day examples, especially in sport or competition activities.

4. Find images of Jesus teaching (Google images Jesus teaches the disciples) and find those that could be the Lord’s prayer (look for the setting on the mountain)

5. Write prayers of petition (prayers that ask for something) similar to those in the Lord’s Prayer in contemporary language and a contemporary setting.That we help bring God’s kingdom to the worldThat we act thinking of how God would want us to actThat we are ‘fed’ (nourished, cared for each day)


31That we are forgiven for poor choicesThat we are not tempted to do the wrong thingThat we are kept safe from things that hurt and harm us

Listen to Janet Mead’s version of the Lord’s Prayer. It was a hit in the 1970’s! https://www.youtube.com/watch?v=DZF9rsgKZHw

Respond to the Word


Outcomes:


Prayer Prayer is a wonderful way to respond to learning. Pray the Lord’s Prayer at the end of each day. Invite pupils to either read from their scroll or to lead the prayer by heart. Gather the pupils as Jesus gathered the disciples and the crowd: have them stand (as if on a hill) and lead the prayer to the congregation at their feet.

Assessment Reminder! At Level 1 of AT 1 (ii) pupils will recognize the Lord’s Prayer. They will know what it is called and may know parts of it. They may know that Jesus gave it to the disciples. At Level 2 pupils will have more comprehensive knowledge of the prayer. They will know how and when it was given to the disciples and they will know something about its structure. They will know what it is called. They may know that the prayer we say is a little but different from the one found in Matthew’s Gospel. At Level 3 they will be able to explain why the prayer is important for believers. They may say that it helps them know how to act, or that it reminds them that they should try to help the kingdom come, or that God is like a father to us.

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https://www.youtube.com/watch?v=DZF9rsgKZHw

32Recognise or describe the Lord’s Prayer (AT 1 (ii) Levels 1-2)Explain why the Lord’s Prayer is an important part of Christian prayer and life (AT 1 (iii) Level 3)Print off a page with the Lord’s Prayer in middle of it (with gaps all around). Have pupils paste speech bubbles or stars on the side at appropriate spots. Have the bubbles/stars filled out with completed statements:

This prayer is called…You can find the Lord’s prayer in ….I pray this prayer when (time or reason)/because….I like this sentence best in this prayer because….I think this prayer is important because….I think people like to pray this prayer because….

Outcome: Show understanding of the Beatitudes and the Lord’s Prayer. (AT 1 (ii) Level 5)Pupils have learned about two prayer forms in this topic. They vary in structure and purpose but each one says something important for Christian life. Our Jewish friend Shoshanna has written to pupils explaining the links between the Lord’s Prayer and Avinu Malkeynu, a Jewish prayer meaning ‘Our Father Our King.’ Have pupils find and read her letter to them on Kip and Friends. Watch and read the lyrics of the prayer https://www.youtube.com/watch?v=qzao0OgoXnM

Have pupils complete a Y chart for each of the three prayers: the Lord’s prayer, the Beatitudes and the Avinu Malkeynu. In each section of the Y note the structure, style and purpose of each prayer – encourage them to use the religious vocabulary: Petition or Intercession and Blessing to describe the style of prayer.

Pupils should then comment on The similarities and differences between the three prayers The most important thing/s (belief/s) that the Lord’s Prayer and the Beatitude expresses? Why prayer is important to Jews and Christians.


https://www.youtube.com/watch?v=qzao0OgoXnM

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Assessment Reminder! At AT 1(ii) Level 4 will be show an understanding of different forms of worship. The Beatitudes and the Lord’s Prayer enable believers to offer praise and worship of God.

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RESOURCESResource 1: Opening Prayer for Mass on the Feast of the Epiphany

Collect (Opening Prayer) – simplified

O God, on this day you revealed your Only Begotten Son to the world with the help of a star. May we, who know you already by faith, come to know you more fully. We ask this prayer through our Lord Jesus Christ, your Son,who lives and reigns with you in the unity of the Holy Spirit,one God, for ever and ever.


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Resource 2: Prayers for Mass on the Feast of the Epiphany

Entrance Antiphon (Said by the congregation as the Priest walks to the altar at the beginning of Mass)Behold, the Lord, the Mighty One, has come; and kingship is in his grasp, and power and dominion.

Collect (The Opening Prayer)O God, who on this day revealed your Only Begotten Son to the nations by the guidance of a star, grant inyour mercy, that we, who know you already by faith, may be brought to behold the beauty of your sublimeglory. Through our Lord Jesus Christ, your Son, who lives and reigns with you in the unity of the Holy Spirit,one God, for ever and ever.

Prayer over the Offerings of Bread and Wine (Said by the Priest once the gifts of bread and wine have been brought to the altar)

Look with favour, Lord, we pray, on these gifts of your Church, in which are offered now not gold orfrankincense or myrrh, but he who by them is proclaimed, sacrificed and received, Jesus Christ.Who lives and reigns for ever and ever.

Communion Antiphon (Said by the congregation just before we receive communion)We have seen his star in the East and have come with gifts to adore the Lord.

Prayer after Communion (Said by the Priest after everyone has received communion)Go before us with heavenly light, O Lord, always and everywhere, that we may perceive with clear sight andrevere with true affection the mystery in which you have willed us to participate.Through Christ our Lord.


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Resource 3: Prayers of Intercession for Mass on the Feast of the EpiphanyPrayers of Intercession (sometimes called Prayers of the Faithful) are offered at every Mass after the homily. Prayers of Intercession allow us to express our needs and to ask God to listen to us and to help us.

Introduction: Leader: The wise men followed the star and found Christ. Let us ask our God for what we need.

Prayer 1: We pray for the Church: that our Church will lead people to you just as the star led the wise men. Lord, hear us.All: Lord, graciously hear our prayer.

Prayer 2: We pray for our school: that our school will be a light to the community around us showing people the way to God. Lord, hear us.

All: Lord, graciously hear our prayer.

Prayer 3: We pray for people of all nations: that all people will join with us in loving God. Lord, hear us.All: Lord, graciously hear our prayer.

Prayer 4: We pray for each of us: that we might be ‘gifts’ to our families and friends. Lord, hear us.All: Lord, graciously hear our prayer.

Conclusion: Leader: Loving God, you sent your son to be part of our human family. Help us to live like him by looking for ways in

which we can help and support others. We ask this in the name of Jesus.All: Amen.


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Resource 4: Assessment. Prayers of Intercession to write Introduction:

Leader: The wise men followed the star and found Christ. Let us ask our God for what we need.

Prayer 1: We pray for the Church: that…..Lord Hear UsAll: Lord, graciously hear our prayer.

Prayer 2: We pray for our school: that …..Lord Hear UsAll: Lord, graciously hear our prayer.

Prayer 3: We pray for people of all nations: that…..Lord Hear UsAll: Lord, graciously hear our prayer.

Prayer 4: We pray for each of us: that …..Lord Hear UsAll: Lord, graciously hear our prayer.

Conclusion: Leader: Loving God, you sent your son to be part of our human family. Help us to live like him by looking for ways in

which we can help and support others. We ask this in the name of Jesus.All: Amen.

Resource 5: Well-known sayings in the Sermon on the Mount


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Look up these passages and see what they say!

o The Beatitudes Mt 5:3-11

o Salt and Light Mt 5:13-16

o Love for your enemies Mt 5:43-48

o About prayer (and the Lord’s Prayer) Mt 6:5-15

o About treasure Mt 6:19-21

o The Golden Rule Mt 7:12


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Resource 6: The Lord’s PrayerWhat is the structure of the Lord’s Prayer?

The prayer begins by addressing God. By using the term ‘our’ we remember that this prayer ‘belongs’ to all Christians. It unites all people

who believe that Jesus was the Christ; the incarnation of God. To call God ‘Father’ is to say that, like an ideal parent, God loves and protects us. It also reminds us

that God is where we come from – we call God the origin of our being’ - God is our creator who breathed life into us. This reminds us of the Creation accounts that tell us how ‘like God’ we are.

To say that God’s name is ‘hallowed’ is to recognise that God’s name is sacred and not to be used disrespectfully. You may remember something you learned about the Jewish tradition of saying God’s name.

The prayer then has a list of 6 petitions (prayers that ask for something). That God’s kingdom come That God’s will be done on earth at it is in heaven That we might receive ‘daily bread’ That God forgives us our trespasses (as we forgive those who trespass against us!) That God will not lead us into temptation That God will deliver us from evil

The prayer finishes with Amen – which means, simply, ‘It is.’ It’s a way of saying, ‘Yes, I agree!’


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Resource 7: Compare Matthew’s Lord’s Prayer to the one we say now.Matthew 6:9-13

Our Father in heaven,

_________________________________________________________________________________________________________

Hallowed be your name.

_________________________________________________________________________________________________________

Your kingdom come.

_________________________________________________________________________________________________________

Your will be done on earth as it is in heaven.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Give us this day our daily bread.

_________________________________________________________________________________________________________

And forgive us our debts as we have forgiven our debtors.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________


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And do not bring us to the time of trial but rescue us from the evil one.

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________

How is the prayer we say now, the same as or different from, the way Matthew recorded it?


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Resource 8: The life of St Teresa of Calcutta.

Born. St Teresa of Calcutta, Agnes Gonxha Bojaxhiu, was born in Macedonia on August 26, 1910.

As a child. Her parents, father, Nikola, and mother, Drana, were devoted Catholics. Agnes’ father died when she was 8 years old, and Agnes and her mother became very close. Agnes’ mother was deeply committed to care for the poor as a response to her faith. She often welcomed those less fortunate into their home, offering hospitality and care. Agnus worked alongside her, learning from her mother that all people, especially those who have nothing, deserve care and love.

Becoming a religious sister. When Agnes was 12 she first felt a calling to religious life. Six years later, in 1928 aged 18, Agnes decided to become a nun and moved to Ireland to join the Sisters of Loreto in Dublin. She took the name Sister Mary Teresa after Saint Thérèse of Lisieux. The Loreto Sisters (also known as The Institute of the Blessed Virgin Mary) were founded by Mary Ward, a woman from Yorkshire, in 1609. They were, and are, dedicated to the education of girls and established schools all over the world.

Moving to India. In 1929, as a novitiate, Sister Mary Teresa travelled to Darjeeling, India. Two years later, after making her first vows she was sent to Calcutta (now Kolkata), where she taught history and geography at Saint Mary's High School for Girls. On May 24, 1937, Sister Mary Teresa took her final vows of poverty, chastity and obedience as a Loreto sister. As was the custom for Loreto nuns, after taking her final vows she took the title ‘Mother’ and became known as Mother Teresa. Mother Teresa continued to teach at Saint Mary's, and in 1944 she became the school's principal.

Mother Teresa’s life in Calcutta was one of working to alleviate the hardship of the poor through education, however, in 1946, Mother Teresa felt a further call, this time to leave teaching and work in the slums of Calcutta aiding the city's poorest and sickest people. Since Mother Teresa had taken a vow of obedience to the Loreto Sisters, she could not leave her convent without official permission. In January 1948 she finally received approval to pursue religious life in a new way and so in August of that year Mother Teresa left the Loreto Convent in the blue-and-white sari that she would wear in public for the rest of her life. After six months of basic medical training, Mother Teresa went into Calcutta's slums to help the poorest of the poor.


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Founding a religious community. Joined initially by twelve former pupils, by 1950 Mother Teresa had established a new religious order of Sisters called the Missionaries of Charity. Their mission was to care for (in Mother Teresa's words) "the hungry, the naked, the homeless, the crippled, the blind, the lepers; all those people who feel unwanted, unloved, uncared for throughout society, people that have become a burden to society and are shunned by everyone."Today the order has over 4,500 Sisters running orphanages and homes for those dying of AIDS. They run charity centres worldwide caring for poor and homeless around the world. They are easily recognised in the Blue and white sari Mather Teresa herself wore. The order itself has also grown. In 1963, Brother Andrew founded the Missionary Brothers of Charity; in 1979 a Contemplative branch of the Brothers was added. In 1984 an order of Priests, the Missionaries of Charity Fathers, was founded. All those committed to life as a Missionary of Charity (abbreviated to MC after their name) live a simple life of poverty. Sisters, brothers and Priests commit themselves to life with few items: a few pieces of clothing, simple plates and cutlery, sandals, a crucifix, and a set of rosary beads. They live without television, radios or items of convenience. They neither smoke nor drink alcohol. They beg for their food.

Honours during her lifetime. In 1979 Mother Teresa received the Nobel Peace Prize for her humanitarian work.

Death. She died on September 5, 1997.

Becoming a saint. The process which leads to someone being declared a Saint in the Catholic Church is a little bit like a trial. First, someone mounts a case to argue that the person they nominate is worthy of being called a Saint. Others, called the ‘devil’s advocate’, are then appointed to look into the person’s life to see if there is any reason they could not be given this honour. If they can find nothing then the process can continue. Two miracles, unexpected cures that cannot be explained by scientists, must be attributed to the person. That means that people begin to pray to the ‘candidate’ and the Church waits to see if their prayers are answered. In 2002 the Vatican recognised that a woman was cured after she prayer to Mother Teresa to intercede for her. Mother Teresa was then declared ‘Blessed Teresa of Calcutta’ on October 19, 2003 by Pope John Paul II. She was half-way there! A second miracle was attributed to Mother Teresa in 2015 when a man was healed of a brain tumour after praying to Blessed Teresa. With two miracles now accepted by the Church Mother Teresa was canonized on September 4, 2016. Pope Francis led the canonization mass, declaring to the thousands of people who had gathered in St Peter’s Square, that ‘after due deliberation and frequent prayer for divine assistance, and having sought the counsel of many of our brother bishops, we declare and define Blessed Teresa of Calcutta to be a saint, and we enrol her among the saints, decreeing that she is to be


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venerated as such by the whole church.’ Pope Francis spoke about Mother Teresa’s life of service in his homily. ‘Mother Teresa, in all aspects of her life, was a generous dispenser of divine mercy, making herself available for everyone through her welcome and defence of human life, those unborn and those abandoned and discarded,’ he said. ‘She bowed down before those who were spent, left to die on the side of the road, seeing in them their God-given dignity. She made her voice heard before the powers of this world, so that they might recognize their guilt for the crime of poverty they created.’ He called on everyone to follow the example of St Teresa. ‘Mercy was the salt which gave flavour to her work, it was the light which shone in the darkness of the many who no longer had tears to shed for their poverty and suffering,’ he said. ‘May she be your model of holiness.’

Mother Teresa was often called ‘the saint of the gutters’ during her lifetime. Despite the amazing work she did, and the enormous legacy she left behind, Mother Teresa was modest about who she was. She said of herself, ‘By blood, I am Albanian. By citizenship, an Indian. By faith, I am a Catholic nun. As to my calling, I belong to the world. As to my heart, I belong entirely to the Heart of Jesus.’

Sources: https://www.biography.com/religious-figure/mother-teresahttps://www.motherteresa.org/prayer.html (This is the official website)


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People of Prayer - Year ALinking School, Parish and Home

Insert school logo here

Religious Education Key Idea: This framework of learning is intended as the first in the Spring Term in the academic year 2019/2020. At this time of year the resource always looks at the prayer life of the Church. This resource studies the Feast of the Epiphany and two prayers found in Matthew’s Gospel: the Beatitudes and the Lord’s Prayer. It asks pupils to consider the people they think are Beatitudes People, including St Teresa of Calcutta. Attitudes and Spiritual Dispositions

Spiritual Outcomes: It is hoped that pupils will develop: A willingness to pray An openness to people of other faith traditions

An appreciation of the role of prayer in deepening a relationship with God

A sense of wonder about different styles of prayer

Activities to try at homeYou are the first educator of your child in faith. Your child’s learning in religious education will be much greater if you and the school are engaged in talking about the same ideas and beliefs.

Pray the Lord’s Prayer with your child each nigh at bedtime. Find a copy of it online and print it out as a mini poster for their room or the fridge.

An idea for prayer at homePrayer Activity

Our father who art in heaven, hallowed be thy name. Thy kingdom come, thy will be done, on earth as it is in heaven. Give us this day our daily bread and forgive us our trespasses as we forgive those who trespass against us. And lead us not into temptation but deliver us from evil. Amen


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ReferencesChildren’s Literature

Teacher ResourcesBOOKS USED IN THE WRITING OF THIS FRAMEWORKBrown, Fitzmyer and Murphy; The Jerome Biblical Commentary Chapman: London, 1993

Levine and Brettler; The Jewish Annotated New Testament Oxford University Press: Oxford, 2011

USEFUL WEB SITESwww.thebibledoctor.com

Kip and Friends:

www.Kipandfriends.com

Other links in body of framework.

MUSIC/DVD’sIn resource.


http://www.Kipandfriends.com/

http://www.thebibledoctor.com/

rcadcschools.org - a year of faith... · web viewa 2: people of prayer. in a nutshell! teach only...

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