1Resource Framework for Religious Education in Catholic Schools in the Diocese of Westminster

produced by: Dr. Margaret Carswell

Year C (C 2): Being a Sacramental People Spring Term – 2015/16 school year

Religious Education Topic Planning: THE YEAR OF FAITH UNIT 6: A Virtuous Life

This framework of learning is intended as the first for the Spring Term in the academic year 2015/2016. Having learned something of the nature of God we now ask where God is - and find out that God is with us in our world, bidden or not! Being sacramental means that we can know God in our everyday lives – the highs and lows, the joys and fears. There is nowhere that God is not! In this resource we look for God in the world and come to understand that knowing God in our everyday helps us to see how the Sacraments celebrate and express this. In this resource our need for healing, physical and social, in the Sacraments of Healing, is studied.

School are reminded that this framework is an exemplar resource that models the linear teaching of content according to the Attainment Levels. 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 framework is formatted to allow you to annotate your teaching, including changes made for

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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)

Church3.2.1. The Paschal Mystery and the Sacramental Nature of the Church (1113-1116)b. ii The Church has a sacramental view of all reality (739)

3.2.2. Who celebrates? (1136-1144)A Liturgy is the action of the ‘whole Christ’ (totus Christus)b The sacramental liturgy

3.2.3. Signs and symbols (1145-1152)C Sacramental signs (1152)D Words, actions, singing, music and images (1153-1162

3.2.5. Seven sacraments (1210)A Definition of sacrament: A sacrament is an efficacious sign of grace, instituted by Christ and entrusted to the Church, by which divine life of grace is dispensed to us through the work of the Holy Spirit (1131)D Redemption is mediated through the seven sacramentsa Christ acts through the sacraments (1084-1085)b Sacraments for healing and sanctification (1123, 1421)

3.3.1. Sacraments of Christian Initiation (1212-1419)3.3.2. Baptism (1213-1274)A Definition: the sacrament which is the birth of the baptized into new life in Christ. In Baptism, Original Sin is forgiven along with all personal sins. By it we become adoptive children of the Father, members of Christ, and temples of the Holy Spirit; it also incorporates us into the Church and makes us sharers in the priesthood of Christ (1279-1280)3.3.3. Confirmation (1286-1314)A Definition: the sacrament in which the gift of the Holy Spirit received at Baptism is confirmed, strengthened, and perfected for living the Christian life and spreading the faith to others; in this sacrament we receive a permanent sign or character so it cannot be repeated3.3.4. The Eucharist (1322-1405)Definition: the sacrament which A re-presents in the Mass the sacrificial Death of Christ and his Resurrection — making it possible for us to eat his Body and drink his Blood (1323)3.4.1. Sacraments of Healing (1420-1532)Human beings are ‘earthen vessels’ A subject to suffering, illness and death, and weakened by sin (1420)a Jesus Christ is our physician and healer (1421)3.4.2. Reconciliation: (1422-1484)A Definition: the sacrament through which sins committed after Baptism can be forgiven, and reconciliation with God and community can be effected (1422, 1425, 1428, 1446)

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33.4.3. Anointing of the Sick: 1499-1525A Definition: the sacrament which gives spiritual healing and strength to a person seriously ill and sometimes also physical recovery (1499-1513)

3.4.1. Sacraments at the Service of Communion (1533-1666)A Ordered to the service of others (1534)a Mission (1535)b Consecration (1535)3.4.2. Holy Orders (1536-1589)A Definition: the sacrament through which a man is made a bishop, priest, or deacon and is given the grace and power to fulfil the responsibilities of the order to which he is ordained.3.4.3. Marriage (1601-1658)A Definition: the sacrament in which a baptized man and a baptized woman form with each other a lifelong covenantal communion of life and love that signifies the union of Christ and the Church and through which they are given the grace to live out this union (1601, 1603, 1613-1616, 1642)

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

The beauty, detail and order in creation Their gifts and growth (e.g. gifts of senses)

The Church (5-7) Relationships they have in the family, at school, in the

parish, neighbourhood, world (5-7) Ways of belonging to the community (5-7)

Celebration (5-7) The place and value of celebrations in family, school

and parish Signs and symbols used by the Church

Life in Christ (5-7) Ways in which they are free to choose Taking responsibility for themselves and towards

others Responses that are not loving and failures to show love

Revelation: (7-11) Responses to creation (e.g. in prayer, art, music etc.)

The Church (7-11) To being 'Church' in the parish, diocese and universal Church Elements of sacramental celebrations (e.g. blessing, exchanging

greetings, praise) Their freedom to choose and responsibility to choose the good

Celebration (7-11) The practice of examination of conscience and its significance for

Christian living The rite of Reconciliation and its significance The Sacrament of the Sick

Life in Christ (7-11) Conscience as a gift to be developed through the practice of

examination of conscience Sin as a failure of love and the love and mercy of God which calls

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4and care

Signs of God’s care and blessings: in creation, in Scripture and in human life

people to sorrow and forgiveness The values of sharing, showing respect and care for others

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 monitoring of AT 2 (i) and (iii). Block 1 provides content for Levels 1 to 3; Block 2 for Levels 4-5 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.Block 1:

a. Recognise, describe or explain that people act in particular ways because of their faith (AT 1 (iii) Levels 1-3)b. Recognise, describe or explain the signs, symbols, words and actions of the Sacraments of Healing (AT 1 (ii) Levels 1-3)

Block 2:a. Explain how religious belief shapes life (AT 1 (iii) Level 4)b. Identify and describe the words, actions and symbols in the Sacraments of Healing (AT 1 (ii) Level 4)c. Describe and explain the meaning and purpose of a Sacrament of Healing. (AT 1 (ii) Level 5)d. Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs (AT 1 (iii) Level

5).

Spiritual Outcomes:It is hoped that pupils will develop:

An appreciation of God’s presence in the world A respect for relationships which bring God’s presence to us An attitude of openness to the Sacraments: words, actions and symbols A willingness to seek God in their own lives A recognition of the need for healing in the world.

Other Curriculum Links:English:The Arts:Humanities:

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5PSHE/SMSC:IT:

Key Terminology: Sacramental principle, Sacraments, healing, anointing, words, actions, symbols, elements, ‘make present’, presence of God, oil, rings, bread and wine, water Sin, Reconciliation, Penance, Contrition

FOR HEAD OR REC: Suggestions for a Staff Meeting on the content of this resource. This resource teaches the principle of being sacramental.The sacramental principle, or sacramental theology, claims that ‘Bidden or not Bidden, God is present.’ Whether this saying was written by Carl Jung, a 19th Century Swiss Psychologist and Psychiatrist, of Erasmus, a Catholic priest in the 13th century, what they believed is clear: that whether you ask for it or not, God is present. This belief is one of the most basic in Christian thought but that it is probably the one we forget most often. The sacramental principle or a sacramental theology means that wherever we are, whatever we are doing, God is present, with us. As adults most of us will have had moments when we have felt a great sense of sacred ‘otherness’. Whether it is in a time of great joy such as at the birth of a child, or a time of fear or despair when the love of those around us ‘carries’ us, or a time when we are at one with nature and just feel an overwhelming sense of awe and wonder at the marvels of creation: for the Christian these are encounters with God…who, whether we ask for it, or want it, or need it, or recognise it, is always with us. Read and discuss the KIT by Thomas Groome.

The seven sacraments of the Church take belief in the sacramental nature of existence into formal rituals that mark moments or experiences in life. Drawing on the pattern and custom of the ordinary sharing of experiences, each of the sacraments use words, actions and symbols (or elements, in the case of Eucharist). As you teach this unit, be mindful of the ways in which you gather to share with loved ones and friends: who gathers? What is said? What ‘nourishment’ is offered? What ‘things’ become symbols of what can not bee seen – love, gratitude, forgiveness, appreciation, devotion. What actions give tangible expression to these beliefs and feelings? Look at Resource 2 for the words, actions and symbols (elements) of the Sacraments.

In this unit pupils are introduced to the sacramental principle and asked to read picture-story books and to find the presence of God in the words, actions and symbols of the story. Have staff bring a picture story to the staff meeting and to share it with another for the presence of God. Is God present in the story: the words that characters say, they actions they undertake or the symbols they use. Make sure you have a good store of books before beginning this resource. These ones may assist you but check your own library for other suitable books.

Grandma’s Gloves by Cecil Castellucci (particularly good for identifying ‘things/symbols’) One Smile by Cindy McKinleyMemorial by Gary Crew

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6Broken Beaks by Nathaniel LachenmeyerGod in Between by Sandy Eisenberg SassoAlways and Forever by Alan DurantFour Feet, Two Sandals by Karen Lynn Williams (particularly good for identifying ‘things/symbols’) Passing On by Mike Dumbleton and Terry Denton (particularly good for identifying ‘things/symbols’)My Grandpa is a Champion by Carl Norac and Ingrid GodonOne Smile by Cindy McKinleyMile High Apple Pie by Laura Langston and Lindsay GardinerGood days and Bad days by Catherine and Laurence AnholtMemory Bottles by Beth Shoshan (particularly good for identifying ‘things/symbols’)Grandpa Bodley and the Photographs by Caroline Castle and Peter Bowman (particularly good for identifying ‘things/symbols’)

Become informed about the Sacraments of Healing. Watch these youtube clips to inform staff about the Sacraments of Healing. Some input form your Priest or a member of your staff about the Sacraments of Healing would be useful here. https://www.youtube.com/watch?v=Cun9F-XCang https://www.youtube.com/watch?v=Wz5-vu6A58E

BLOCK 1: What does it mean to be a Sacramental People? Year C - (C 2) Spring Term

Cognitive Outcomes:

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

a. Recognise, describe or explain that people act in particular ways because of their faith (AT 1 (iii) Levels 1-3)

b. Recognise, describe or explain the signs, symbols, words and actions of the Sacraments of Healing (AT 1 (ii) Levels 1-3)

Spiritual Outcomes:

It is hoped that pupils will develop:c. An appreciation of God’s presence in the world

Assessment:

a. Y chart

b. Puzzle

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d. A respect for relationships which bring God’s presence to us

e. An attitude of openness to the Sacraments: words, actions and symbols

f. A willingness to seek God in their own livesg. A recognition of the need for healing in the world.

Focus Question: Where is God now? AT 1 (iii)Learning Objectives

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

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8Key Information for Teachers (See KIP)

Catholic Christianity emphasizes that the divine-human covenant is enacted within the everyday of life; here is where “it’s at” between ourselves and God. Here God outreaches and engages with us. Here we respond as responsive partners. Nothing is more significant to what makes us Catholic than the sacramental principle. It epitomizes a Catholic outlook on life in the world; if allowed only one word to describe Catholic imagination, we’d have to say sacramental. The sacramental principle means that God is present to humankind and we respond to God’s grace through the ordinary and everyday of life in the world. In other words, God’s Spirit and humankind work together through nature and creation, through culture and society, through our minds and bodies, hearts and souls, through our labors and efforts, creativity and generativity, in the depth of our own being and in community with others, through the events and experiences that come our way, through what we are doing and what is “going on” around us, through everything and anything of life. Life in the world is sacramental—the medium of God’s outreach and of human response. In the classic phrase of Ignatius of Loyola, Christians are invited “to see God in all things.” Understood within the sacramentality of life in the world, the seven sacraments are sacred symbols that mediate God’s grace in Jesus with heightened effect. Each sacrament is a way of encountering the Risen Christ and of receiving the particular grace that the sacrament symbolizes, be that of initiating, empowering, sustaining, forgiving, healing, serving, or bonding. But Catholic Christians should never think of the seven sacraments as apart from life. All must be appreciated as apex moments that heighten and celebrate the sacramentality of life in the world. Baptism symbolizes all human experiences of partnership and community, of belonging and vocation, as it initiates people into the Body of Christ—the Church—to live as disciples of Jesus toward the reign of God. Confirmation symbolizes the human spirit of faith, hope, and love, and continues to initiate into Christian community by “sealing” Christians with the gifts of the Holy Spirit, strengthening them to live their faith in the world. Eucharist symbolizes all that reflects vitality and responsibility, peace and justice, care and compassion— everything that fulfils the covenant— as it celebrates the real presence of the Risen Christ, makes “an offering of praise” to God, bonds Christians into community, sustains them with the “bread of life,” and empowers them “for the life of the world” (John 6:51). Eucharist is “the sacrament of sacraments” (Aquinas’s phrase) for Christian faith the most eminent instance of divine-human encounter. Reconciliation symbolizes all human efforts at forgiveness, peace-making, and clemency as it celebrates God’s never-ending mercy for repentant sinners, mediated through a Christian community. Anointing of the sick symbolizes all human efforts at healing the ill, sustaining the elderly, and consoling the dying as it celebrates and mediates God’s power to restore people to health—spiritual, physical, and psychological—or to give hope for eternal life. Holy orders symbolizes the vocation that everyone has to do worthwhile work, as it officially ordains a person to function as a leader in the Christian community’s ministries of preaching, celebrating sacraments, and enabling the gifts of all to work well together with “holy order.” Copyright © 2002 Thomas H. Groome. Used with permission.

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Remind pupils that Christians believe that God came into the world in the person of Jesus. Recall that Christians call this belief the incarnation. Brainstorm some of the things that pupils recall Jesus said or did during his lifetime. Sum up/explain: People who knew Jesus (God) in his lifetime learned from him: They listened to what Jesus said, they watched what he did and they followed how he lived – and, because Jesus was God they learned about God and what God wanted for them and for the world. But in the course of time, Jesus returned to being God, pure spirit. So now we do not have ‘God’ to look at or listen to or watch. But in spite of that, Christians believe that, although God might not be with us in a physical form, God’s spiritual presence remains with us.

Use the KIT information to explain that Catholics believe that God is present in our everyday. Express this fundamental belief on a handprint: have pupils trace around their hand and write in the middle: We believe that God is present all the time, in everything we do. Cut out the hands and display them in a circle on the wall, fingers out, palms touching. As you look at your display explain to pupils that over the next lessons you are going to be ‘noticing God’ around you – in people, places, actions (what people do), music, art - everywhere…so that they can understand the Christian belief that God is all around us. (As the unit progresses you will fill in the space in the middle. If you do not make the display, keep the hands as you will need them later.)

Sing Everyday God throughout the unit. (Youtube link) http://www.youtube.com/watch?v=VjBMXJniHNs

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10God is present in Creation:

Invite pupils to bring little ‘natural’ things to school and put them in a box on your prayer table. Bring some yourself. As you add to your collection talk to pupils about God’s presence in creation. We can find God in the natural world – and creation tells us something about God. Fine details might remind us that God is ‘amazing’ – like the small patterns on a leaf or shell or the tiny petals on a flower. Items that are bigger or stronger (stones, twigs) might remind us that God can be strong for us – like when we need support or someone to count on to help us. God can be like a rock – something to stand firm on. Shells can remind us that God can be like a shield to protect us from harsh or thoughtless words. Seeds/seed pods can remind us that God can bring things to life….that God can encourage us when we are disappointed or sad. Seeds also remind us that for Christians, life does not end in death, it goes on with God.

Once the collection has a number of items in it ask pupils to select the one they like best and to express what it teaches us or reminds us of God. ‘When we look at the …… we remember that God is……..’ You might do this by taking photos of them with the item and have them writing an explanation, getting them to draw it and explain or asking them to share their choice verbally in think, pair, share.

Talk to pupils about the natural world now – in winter. Give them challenges for their ‘homework’ or walk to school. Ask them to find an iced up puddle or a bare tree or a robin or an icicle hanging from something or frost. If the weather allows it, take pupils outside to find these things and photograph them. Print photos and put them inside your circle of hands with the words: Even in the winter, God is here in the ice and snow,

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11in our cold (steamy) breath and in hot drinks and cozy fires.

Draw an outline of ‘wellies’ – have pupils draw their favourite wintertime activity – God is here in the laughter and fun of winter!

God is present in People:

Remind pupils that in all of creation, people are a very special part. Christians believe that people are made in the image and likeness of God – not in our looks as God has no body – but in our spirit. We are most like God when we act like God! Sometimes we forget but when people act with kindness, or generosity, or care, or when we forgive or say we are sorry, we are showing God’s presence in us to those around us. Read some picture stories (see list in Staff Meeting suggestion) to explore the presence of God in people – in what they say, do and use. Follow a simple process:

o Read the storyo Use verbal ‘comprehension’ questions or a

literacy strategy (eg story map) to establish that pupils understand the basic storyline

o Focus on one page or character. Read the text on that page again and ask pupils if they can sense where God is…. It could be in the words someone says, in the actions they do, in the things (objects) they have or use, make or give.

o Find another page and repeat the exercise.o Do this with a number of books over a week

or so.Collate your responses on a summary chart. In __(title of book)_ we found the presence on God in…(the words/action/symbols)…..

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NOTE: In the next section we focus on the words, actions and symbols of the sacraments. If possible begin to differentiate between these ‘ways’ of experiencing God’s presence as you read and explore the stories.

The words and actions we use are fairly easy to see and understand as the presence of God. Harder is our use of symbols - items that carry meaning we cannot touch or hold. A child brings a flower to school – the flower becomes a symbol of God’s love or kindness or generosity or thoughtfulness; another makes a card to say sorry or happy birthday – these also are symbols (things) that carry God’s presence. Gifts from those we love make God’s love present: a lock of hair or first tooth, first shoe or piece of clothing all reveal the presence of God. We take extra care of these ‘sacred’ items as they are precious: not in their monetary value but in being ‘things’ which make God present to us.

Colour photocopy some of the book covers and put them inside the hand circle. Write the words: In the words, actions and things (symbols) of people, God is here.

These books may be useful however most ‘good’ picture-story books will be able to be used. Prepare suitable ones in advance.

God is present in Us!

When pupils are able to find the presence of God in picture stories invite the pupils to consider their

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13own actions, words and items as a sign of the presence of God. Explain that if we can see the presence of God in picture stories we should be able to see it in our own ‘stories’; the stories of our days at school and our play with our friends and our time with our families. Choose from these activities to explore this idea.

o Make a large copy of Resource 1 (or with older pupils give them one each). Put a photo or drawing of the class in the middle. Invite pupils to watch for someone in the class doing or saying something that shows that God is present. When they notice something someone has done/said have them cut one of the images from Resource 1 and paste it around the edge of your photo. Make a ‘paper quilt’ of the children’s work. (You could do this activity with calico and make a real quilt if you wanted to.)

o Make a photo-story of ‘A day at School’. Take pictures of the class involved in various activities. At the end of the day print out the photos and make the photos into a book. Write a text noting the presence of God in what has been captured in each photo.

o Innovate on the story Good Days Bad Days. Use the text as it appears in the book but have pupils illustrate their own ‘school’ version of it, showing God’s presence in the school in words, actions and things of the class.

Copy (or have pupils draw) their responses to the activity you chose. Put them inside the hand circle. Write the words: In our words and actions and things (symbols), God is here.

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Rich Assessment Opportunity:

Outcomes:a. Recognise, describe or explain that people act in particular ways because of their faith (AT 1 (iii) Levels 1-3)

Christians believe that God is present all around them: in creation, in people, in themselves. Invite pupils to think about the implications of their learning: people who believe that God is present all around them (believers) try to take care in the world because it is God’s place. They also take care of each other and of themselves because people too are ‘God’s place.’ Invite pupils to complete a Y chart as a tool to help them express their learning. For each ‘third’ use the questions:

Level 2:o How might a believer (someone who believed in God’s presence in the everyday) take care of creation?o How might they take care of others?o How might they take care of themselves?

Level 3: As they complete their Y chart, ask them about each action:o Why would a believer want to do these things?o Why would it be important for a Catholic to act this way?

NOTE: AT 2 (i)Thought and discussion about our values and feelings is the domain of AT 2 (i) where pupils talk about their own feelings (Level 1), ask and respond to questions about the feelings of others (Level 2), and make links to show how

Assessment Reminder!

At Level 1 of AT 1 (ii) pupils will be able recognise, or have some awareness, that people who believe act in particular ways. They may talk with you about the kinds of things that believers do. In recognising this they will require prompting and leading. They will not be able to name or describe things independently.

At Level 2 pupils will be able to describe the things that believers do: Level 3 they will be able to explain why these actions are a response to faith. Given that discussion of what people do is likely to be accompanied by why they do these things pupils may achieve Level 3 fairly easily. .

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15feelings and beliefs affect their behavior and that of others. (Level 3). In completing this task pupils are working in the realm of AT 2.

Focus Question: How do we celebrate the presence of God in Church? AT 1 (ii)Learning Objectives

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

Explain that because Christians believe God is with us in our everyday lives when we, Catholic Christians, gather to celebrate as a community we continue to use words, actions and symbols to express this belief. Explain that there are seven special celebrations when we stop to acknowledge and celebrate God’s presence in our lives: these are called The Sacraments.

List all the seven Sacraments on the IWB: Baptism, Eucharist, Confirmation; Penance (sometimes called Reconciliation) and Anointing of the sick; Marriage and Holy Orders (Ordination). Group the sacraments into Sacraments of Welcome (Baptism, Eucharist and Confirmation) Healing (Penance and Anointing of the Sick) and

Key Information for Teachers (See KIP)

‘Liturgical Celebration is not about inviting God into the "secular" lives of parishioners. Nor is it about inviting "parishioners' "secular" lives into the holiness of the Church on a Sunday morning. Rather it is the sublime ritual for making explicit what is already and always at the heart of our loves, our lives and our pain, thus healing and encouraging us, revealing to us that God's brightest presence is hidden in our darkest places’.

Fr Daniel O’Leary, Tablet.

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16Commitment (Marriage and Holy Orders).

Watch this short clip on the Sacraments. The clip has no spoken text so you can introduce and explain the words, actions and symbols as the images are on the screen. https://www.youtube.com/watch?v=s4povr2vuN8

Words: Enlarge the speech bubbles on Resource 2. These contain the words said at each Sacrament. Have pupils cut them out. On the back of each ‘bubble’ have pupils either draw or write the name of the Sacraments which they are used in. ‘I baptize you…’ – Baptism; ‘I absolve you…’ – Penance/Reconciliation; ‘Let your spirit come…’ – Eucharist; ‘Be sealed with…’ – Confirmation; ‘Through this holy anointing…’ – Anointing of the Sick; ‘My brethren, let us implore…’ Holy Orders/Ordination; ‘I…take you….’ Marriage.

Actions: Explain that in each Sacrament, as the words are said an action is performed. Use Resource 2 to find the action that matches the words. Sometimes the action involves touching, raising or using a symbol or element. Find these on Resource 2 as well.

Symbols: Develop a visual glossary of some of the symbols of each sacrament: hands being held in blessing over something; water; oil; wedding rings; chalice/paten

Give pupils the sheets of Resource 2 and the

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17images from their own visual glossary. Have them make another quilt with the words, actions and symbols/elements of the Sacraments around the edge. Put the names of the seven Sacraments in the middle square.

Have pupils role play the actions, words and use of symbols together.

Play Sacrament Bingo http://www.bingoforchristians.com/images/img28.gif

Pictures to colour – choose wisely! http://freecoloringpages.co.uk/?q=sacraments

Rich Assessment Opportunity:

Assessment Reminder!

At Level 1 of AT 1 (ii) pupils recognise some religious signs and symbols and use some religious words and phrases. In this unit pupils at Level 1 might be able to remember some of the words used in the Sacraments, or name some of the symbols used in them. They might also be able to the names of the symbols of elements that are part of the Sacrament.

At Level 2 pupils use religious words and phrases to describe some religious actions and symbols. Pupils will be able to say what some of the words or actions are, what the symbols or elements are and how they are used. They will also be able to say who performs the action or who says the words.

At Level 3 pupils use a developing religious vocabulary to give reasons for religious actions and symbols. They will explain why the Church uses particular words, actions or symbols/elements in a Sacrament.

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Outcomes:a. Recognise, describe or explain the signs, symbols, words and actions of the Sacraments of Healing (AT 1 (ii)

Levels 1-3)

Have pupils make a puzzle about one sacrament of healing using Resource 3. In three pieces put the words, action and symbol of one of the Sacraments of healing (Confession or anointing of the Sick). In the forth piece put the name of the Sacrament. As pupils make their puzzle, speak to them about their understanding.

Note: Making the puzzle alone does not demonstrate any particular level. Pupils ‘level’ will be evident in their conversation with you Listen for key phrases as you speak to them… ‘The Priest does this because… , ‘We use the [symbol] to remind us that…’

BLOCK 2: What does it mean to be a Sacramental People? Year C - (C 2) Spring Term

Cognitive Outcomes:

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

a. Explain how religious belief shapes life (AT 1 (iii) Level 4)

b. Identify and describe the words, actions and symbols in one Sacraments of Healing (AT 1 (ii) Level 4)

c. Describe and explain the meaning and purpose of both Sacraments of Healing (AT 1 (ii) Level 5)

Assessment:

a. Book review

b. Extended writing

c. Extended writing

d. Debate

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d. Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs (AT 1 (iii) Level 5).

Spiritual Outcomes:

It is hoped that pupils will develop:e. An appreciation of God’s presence in the worldf. A respect for relationships which bring God’s

presence to usg. An attitude of openness to the Sacraments: words,

actions and symbolsh. A willingness to seek God in their own livesi. A recognition of the need for healing in the world.

Focus Question: What is the sacramental principle? AT 1 (iii)Learning Objectives

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

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20Key Information for Teachers (See KIP)

Catholic Christianity emphasizes that the divine-human covenant is enacted within the everyday of life; here is where “it’s at” between ourselves and God. Here God outreaches and engages with us. Here we respond as responsive partners. Nothing is more significant to what makes us Catholic than the sacramental principle. It epitomizes a Catholic outlook on life in the world; if allowed only one word to describe Catholic imagination, we’d have to say sacramental. The sacramental principle means that God is present to humankind and we respond to God’s grace through the ordinary and everyday of life in the world. In other words, God’s Spirit and humankind work together through nature and creation, through culture and society, through our minds and bodies, hearts and souls, through our labors and efforts, creativity and generativity, in the depth of our own being and in community with others, through the events and experiences that come our way, through what we are doing and what is “going on” around us, through everything and anything of life. Life in the world is sacramental—the medium of God’s outreach and of human response. In the classic phrase of Ignatius of Loyola, Christians are invited “to see God in all things.” Understood within the sacramentality of life in the world, the seven sacraments are sacred symbols that mediate God’s grace in Jesus with heightened effect. Each sacrament is a way of encountering the Risen Christ and of receiving the particular grace that the sacrament symbolizes, be that of initiating, empowering, sustaining, forgiving, healing, serving, or bonding. But Catholic Christians should never think of the seven sacraments as apart from life. All must be appreciated as apex moments that heighten and celebrate the sacramentality of life in the world. Baptism symbolizes all human experiences of partnership and community, of belonging and vocation, as it initiates people into the Body of Christ—the Church—to live as disciples of Jesus toward the reign of God. Confirmation symbolizes the human spirit of faith, hope, and love, and continues to initiate into Christian community by “sealing” Christians with the gifts of the Holy Spirit, strengthening them to live their faith in the world. Eucharist symbolizes all that reflects vitality and responsibility, peace and justice, care and compassion— everything that fulfils the covenant— as it celebrates the real presence of the Risen Christ, makes “an offering of praise” to God, bonds Christians into community, sustains them with the “bread of life,” and empowers them “for the life of the world” (John 6:51). Eucharist is “the sacrament of sacraments” (Aquinas’s phrase) for Christian faith the most eminent instance of divine-human encounter. Reconciliation symbolizes all human efforts at forgiveness, peace-making, and clemency as it celebrates God’s never-ending mercy for repentant sinners, mediated through a Christian community. Anointing of the sick symbolizes all human efforts at healing the ill, sustaining the elderly, and consoling the dying as it celebrates and mediates God’s power to restore people to health—spiritual, physical, and psychological—or to give hope for eternal life. Holy orders symbolizes the vocation that everyone has to do worthwhile work, as it officially ordains a person to function as a leader in the Christian community’s ministries of preaching, celebrating sacraments, and enabling the gifts of all to work well together with “holy order.” Copyright © 2002 Thomas H. Groome. Used with permission.

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Display the following quote or image (image http://ep.yimg.com/ca/I/islandireland_2265_1620056 on the IWB: Bidden or not bidden, God is present. Have pupils work in small groups and use table graffiti boards to explore what pupils think the saying means. (A Graffiti board is a very large sheet of paper, a whiteboard or chalkboard, where students engage in a written discussion. The purpose of the Graffiti Wall strategy is to help students “hear” each other’s ideas and respond to what is written. Large paper and multiple pens work well so pupils can read and write as they feel inclined.)

Have groups report back to the class. ‘Bundle’ similar ideas until you come to agreement about what the saying means.

Explain that people are not sure who wrote this saying: some say it was written by Carl Jung, a 19th

Century Swiss Psychologist and Psychiatrist; others say it originally came from Erasmus, a Catholic priest in the 13th century. Whoever wrote this, though, obviously believed something about the presence of God: that whether we ask for God to come and be with us or not, God will be there. Explain that this belief is one of the most basic in Christian thought but that it is probably the one we forget most often.

Explain that over the next 4-6 lessons pupils are going to investigate the belief that ‘Bidden or not, God is present.’ Choose picture-story books that will reveal God’s presence. Read them through in advance so that you are familiar with them and are able to talk to pupils about the

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presence of God visible in them. For book titles see Suggestions for Staff Meeting at the front of this resource OR use novels/books pupils have or are currently reading. Give pupils the DIGA task-sheet. (Resource 4 - you may wish to enlarge it to A3 size)

Stage 1: (2-3 lessons)

o Pair pupils. Give each pair one of the picture -story books and a DIGA tasksheet. Pupils should complete their own sheet even if most of the information is the same – section 4 will be a personal response. Explain that each picture story is a narrative. Fill in the top section with the title and genre.

o Pairs are to accept the premise that God is present in the story. With their partner pupils should read the story carefully. They should ask you about any words or ideas they do not understand. Pupils should then complete the first section of the DIGA investigation: Describe what the story is about.

o Partners should then complete the second section: Interpret the story. They should say what they think the author is trying to say.

o Partners then complete a second

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interpretation: looking for the presence of God. Pupils should look at the text and illustrations and see if they can see the presence of God: in the words characters say, in the actions they do, in any symbols in the story.

o Once the class have studied their books and gathered their information come together. As a class discuss and compare their findings. Generalise (draw conclusions) about the findings. Pupils should make statements about what both groups found – they should draw conclusions about whether the statement ‘Bidden or not Bidden, God is present’ is true. Does this story provide evidence of God’s presence, bidden or not bidden? If they have found evidence of the truth of this statement, where can the presence of God be seen and heard?

o Have pupils complete section 3 on their sheet.

o Leave section 4 Application empty at this time.

Stage 2:

Repeat the process, this time with short newspaper articles. Make sure you choose articles from the local paper which show people caring for others fairly

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explicitly. Remember though that even tragic stories have ‘heroes’ who reveal God’s presence.

Build a display of your DIGA investigations so pupils can read the work of others.

Gather all the generalizations and conclusions together (perhaps on a graffiti board). Keep for later.

Final stage:

Have pupils complete Section 4 of the DIGA process: Application. This section should be done individually by pupils.

Go back to the Generalisations and Conclusions you collected from your DIGA investigations about the ‘truth’ of the statement, ‘Bidden or not bidden, God is present.’ Hopefully your findings will provide evidence of this reality and show the presence of God in the world. Explore the implications of this belief: If a Christian holds to this belief (that God is present in the everyday) how will they act in their everyday lives? What might we see believers doing? What qualities might they strive for in their relationships?

Explain what Catholics call the sacramental principle. See KIT. The sacramental principle (or belief) begins with the view that God is in the world and able to be known and experienced there – everyday. Christians interpret their life experiences believing that they convey God’s presence… ‘wrapped’ in the actions, words, feelings, compassion and life of all of creation – including humans.

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Discuss the implications of this belief for Christians. Do an EEKK activity (where pairs of pupils sit opposite each other eye to eye and knee to knee) and have pupils discuss the sorts of things that a believer might do as a result of belief in God’s presence in everyday life. Because the focus of this AT strand is real life actions – not liturgical or ritual celebrations – focus pupils responses to everyday living. Yes, believers will attend Church but the focus of AT 1 (iii) is a believers’ ordinary life. Scaffold the pupils thinking with questions such as:

o If a Christian believed that God were in the room with them….

How might they speak to one another?

What choices might they make about being generous?

What things might they avoid? What place might prayer hold in their

lives? What decisions might they make

about spending money? How might they show their faith? What life choices might they make? How would you spot a believer? What

might they be doing? What qualities would a believer

demonstrate? What values would be important to

them?

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Rich Assessment Opportunity:

Outcomes:a. Explain how religious belief shapes life (AT 1 (iii) Level 4)

Take pupils back to your starting point: discussion of the belief that ‘Bidden or not Bidden, God is present.’ Remind them that this ‘sacramental principle’ is what Christians believe.

Ask pupils to prepare a book review on the story they have read and studied. The review should choose one saying, action or symbol from the story and link it to being sacramental and the life of a believer. Scaffold the review with some of these sentence starters:

Assessment Reminder!

Pupils at AT 1 (iii) Level 3 pupils will not only be able to describe what someone might do, they will be able to explain why they do it. In your questioning of pupils they should be able to link belief and action. eg ‘They would/might….. because they believe that God is present all around them and so they want to …..’ Level 3 pupils will be able to link belief and action however they will not have realised that belief informs all of a believers life – they will still be naming and identifying individual actions.

Pupils at Level 4 will understand that everything that a believer does will be guided by the principle that God is present. This understanding will be expressed in statements which draw conclusions and begin to form generalisations. The links between belief and action will be clear.

Pupils at Level 5 will have to propose how people might respond to a different situation because of their belief/non-belief. Their argument would include an example of how people might act differently because of their faith. You may need to propose a particular situation to elicit this response.

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o Christians believe that God is present in the world everyday and that we can experience God’s presence around us. In the book ______________ we see the presence of God in _______________ (review)

o Someone who believed in God’s presence in the world might undertake particular actions such as_____ (description – Level 2) because….(reason why – movement to Level 3)

o Believing in God’s presence is called the sacramental principle. Someone living this principle would… (draw conclusions…generalise – think big not specific examples) Level 4

NOTE: AT 2 (i)Thought and discussion about our values and feelings is the domain of AT 2 (i) where pupils talk about their own feelings (Level 1), ask and respond to questions about the feelings of others (Level 2), make links to show how feelings and beliefs affect their behavior and that of others. (Level 3) and show how own and others’ decisions are informed by beliefs and values. In completing this task pupils are working in the realm of AT 2.In order to move to Level 5, pupils would need to explain what beliefs and values inspire and influence them and others

Focus Question: How do the words, actions and symbols of the Sacraments of Healing reconcile, renew and heal? AT 1 (ii)

Learning Objectives

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

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Explain that because the Church recognizes that God is present everyday it celebrates this presence with special rituals that mark some of the events of life more formally. These formal, ritual celebrations are called the Sacraments, and there are seven.

List all 7 sacraments in their ‘family groups’.

o Initiation: three celebrations that mark a person’s entry into the Church.

Baptism, Eucharist and Confirmation

o Healing: two celebrations that mark our need for reconciliation with ourselves, others and God and which strengthen us when we are physically sick.

Key Information for Teachers (See KIP)

‘Liturgical Celebration is not about inviting God into the "secular" lives of parishioners. Nor is it about inviting "parishioners' "secular" lives into the holiness of the Church on a Sunday morning. Rather it is the sublime ritual for making explicit what is already and always at the heart of our loves, our lives and our pain, thus healing and encouraging us, revealing to us that God's brightest presence is hidden in our darkest places’.

Fr Daniel O’Leary, Tablet.

The word ‘sin’ is used by the Church to refer to those actions in our lives which destroy or break ourselves and our relationships (with people and God). Sins are deliberate (they are not accidents). Sometimes we sin as individuals, and sometimes we sin as a whole community. For example, as a community we are responsible for the care for all creation, but sometimes as a community we live in a way that damages our environment. “Sin damages or even breaks the personal relationship between people and God, the Sacrament of Penance repairs or restores it.” Maurice Ryan. Expressions 2 p 65

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Penance (sometimes called Reconciliation) and Anointing of the Sick

o Commitment: two celebrations during which individuals make lifelong commitments

Marriage and Holy Orders.

Explain that you are going to be exploring the Sacraments of Healing. Read Broken Beaks by Nathaniel Lachenmyer to the class. It was one of the suggested books for the DIGA task but will still work well here. Pose comprehension questions to ascertain pupils know the characters and events of the story. Recall the previous activity – did the group studying this story find the presence of God in words, actions and symbols?

o What/who are the two main characters? What do we know about them from the story?

o What/Who are the other characters?

o What happens? – sequence the story in 5 short sentences

Use talk partners to interpret the story

o The story is called Broken Beaks (plural) – who or what is ‘broken’ in this story?

o List the characters and for every person or bird say how they are broken.

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o What sort of healing is required by these ‘breaks’?

Explain that the two Sacraments of Healing heal us in different ways but that, as Sacraments, both use words, actions and symbols to express belief.

Penance/Reconciliation Give pupils a ‘mad minute’ to try and remember

and write down everything they know about the Sacrament of Penance (most often called Reconciliation). Gather this information together. Clarify as necessary as you teach the Sacrament.

Explain that the Sacrament of Penance heals our broken relationships. During the Sacrament we say we are sorry for what we have done which has harmed ourselves , another or our relationship with God. The church calls these deliberate wrong actions, sins. See KIT for an explanation of sin.

Read Broken Beaks again and ask pupils to listen for evidence of sin in the story. (Times when people deliberately choose to act against one another) Have them make notes as the story is read and then to share their thoughts once it has been finished. Explain that we can sin by actively doing something (sins of commission - sins that you commit) but that we also sin when we fail to do something positive (sins of omission – sins that are as a result of doing nothing). Note the phrases in the book that indicate the sin of those involved.

Play Relative Morality. Which character/s in the story is the most sinful (makes the worst choice).

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Which characters commit the sin of commission? Which ones commit the sin of omission?

Write a prayer of sorrow for the birds who failed to help their friend or the people who failed to help the homeless man. What would they ask for forgiveness for?

NOTE: The following sequence of activities does not assume pupils have celebrated the sacrament of Penance (Reconciliation). If they have, draw on their recollections and understandings of what happened.

Introduce the Sacrament of Penance (Reconciliation) to pupils with either youtube:

o https://www.youtube.com/watch?v=tvo0OCcp600

o https://www.youtube.com/watch?v=Wz5- vu6A58E

Explain that in the Sacrament of Penance (Reconciliation) the person saying sorry (called the penitent) says a prayer of sorrow (called an act of contrition). In this prayer they name the things they have done wrong and ask for forgiveness for them. Read a formal act of contrition. (For Number 3 see http://www.catholic.org/prayers/prayer.php?p=2122 ).

http://www.stbern.net/files/Act_of_Contrition.png

Explain that after the act of contrition the Priest

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uses words and actions to give absolution to the ‘penitent’ that absolves (forgives and removes) any wrong they have done. He says ‘I absolve you of your sins…’

Explain that as the Priest says the words of absolution he holds his hand over the penitent’s head. This is an action of gentle forgiveness and healing.

Is there an action of healing in the story? Look at the illustrations. Make handprints with suggestions on how to act for healing of self, others and the world.

The Sacrament of Penance does not have a strong symbol but the colour purple is worn by the Priest. Purple is the colour of penance – of being conscious of our failings and our need for forgiveness and healing. It is winter. A time to feed the birds. Make bird feeders out of milk containers and decorate or hang them with purple ribbons etc. Google milk container bird feeder images for ideas.

Anointing of the Sick Explain that while the Sacrament of Penance heals

our sinfulness and need for forgiveness, the Sacrament of Anointing of the Sick strengthens us when we need physical healing.

Watch the section of the Youtube Sacraments 101 clip where the structure of the sacrament is described and modelled.

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(https://www.youtube.com/watch?v=hEppjWNO2y4 Look for the words, actions and symbols of this Sacrament.

Explain the words, symbol and action of the Priest. The symbol used in the sacrament of Anointing is oil. First the Priest makes the Sign of the Cross on the forehead and then on the palms of both hands. As he does this he says ‘Through this holy anointing may the Lord in his love and mercy help you with the grace of the holy spirit and may the Lord who frees you from sin save you and raise you up.’

Explain why oil is used in this Sacrament. Oil, (generally olive oil) was used as an ‘ointment’ in the time of Jesus to heal physical illness. We see this in the story of the good Samaritan who bathes the injured man with oil. Oil was also used in a ritual when Saul, David and Solomon were anointed as the king of Israel. It strengthened them for the tasks ahead. Since that time Oil has been sued to symbolise healing and strengthening. The Sacrament of Anointing strengthens, in mind and spirit, those who are physically unwell.

Create a prayer ritual of healing. Choose a reading, write prayers of healing and have a ritual of ‘anointing’ with oil. Decide what words you will say as you anoint (make the sign of the cross) each others hands (for eg ‘Hands made to heal). Make perfumed oil: use cooking oil and drop a few drops of perfumed oil or perfume into it.

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Rich Assessment Opportunity:

Outcomes:b. Identify and describe the words, actions and symbols in one Sacrament of Healing (AT 1 (ii) Levels 3 and 4)

Have pupils choose one of the Sacraments of Healing and:

i. Describe the words, actions and symbols of this Sacrament? (Level 2)

1. Who says/does/uses what?

ii. Explain why we use these words, actions and symbols.

1. We use these words actions and symbols because they show/remind us/express (Level 3)

iii. How do these words, actions and symbols express the meaning of this Sacrament? (Level 4)

c. Describe and explain the meaning and purpose of both Sacraments of Healing (AT 1 (ii) Level 5)

The final page of Broken Beaks talks about the bird and man falling asleep in a world without Broken Beaks. As a class decide on areas of ‘brokenness’ in our school or world.

How are people ‘broken’ in our world? How do the Sacraments of Healing help to heal the brokenness?

Assessment Reminder!

Pupils at AT 1 (ii) Level 3 pupils will use a developing vocabulary to explain what is done and why. Pupils need to describe the words actions and symbols and for Level 3 why they are used – what they express.

At Level 4 pupils will be able to make generalisations about the Sacrament of Healing of their choice. They will have a sense of how the individual parts (words, actions and symbol) contribute to and explain the whole liturgy, what it tries to express and celebrate.

Pupils at Level 5 will be able to discuss two forms of worship. In this activity, the final question invites pupils to compare the two sacraments of healing and to describe how they compliment each other in offering healing to the world.

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How do the two sacraments together offer healing to our world?

d. Identify similarities and differences between peoples’ responses to social and moral issues because of their beliefs (AT 1 (iii) Level 5).

AT 2 Debates/AT 2 wall display: Choose one or both!

1. Accepting our weaknesses and saying we are sorry for our hurtful or wrong actions is undervalued in today’s world.

2. The world would be a better place if we all practiced reconciliation more often

In order to achieve Level 5 AT 1 (ii) pupils would need to identify two perspectives: one born of a commitment to faith. Use your AT 2 wheel to monitor pupil conversation and participation. http://www.kipandfriends.com/uploads/2/3/7/5/23753282/at_2__ii__spinner.pdf

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RESOURCESResource 1: Quilt

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Choose the image which matches the actions pupils see around them. Add others of the pupils own design, or choice.

Enlarge or shrink images as necessary. Glue around the edge of the central image.

eg:

Co-operating

Sharing

Taking care

Protecting

Saying sorry

Inviting someone

Being a good friend

Comforting

Listening

Challenging

Being generous

Caring

Resource 2: Words and actions of the Sacraments

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(notice that Anointing of the Sick and Confirmation look similar [anointing with oil] except that the Bishop (in Mitre) usually presides at confirmation.

‘I absolve you of your sins…’

‘Let your spirit come upon these gifts to make them holy so that they may become for us the body and blood of our Lord, Jesus Christ’

‘I baptise you in the name of the Father and the Son and the Holy Spirit’

‘Through this holy anointing may the Lord in his love and mercy help you…’

‘Be sealed with the gift of the Holy Spirit’

I, (name), take you (name), to be my (wife/husband), to have and to hold from this day forward, for better or for worse, for richer, for poorer, in sickness and in health, to love and to cherish; from this day forward until death

‘My brethren, let us implore God the Father almighty to multiply His heavenly gifts in these servants of His whom He has chosen for the office of the priesthood. May they fulfil by His grace the office they receive by His goodness; through Christ our Lord.’

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Resource 3: Puzzle template

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Resource 4: DIGA Template

You are to undertake a DIGA investigation!

DIGA is a tool which helps you organise your thinking and come to conclusions

What is the title of your book or article? What sort of writing is it? (narrative, report, poem, song etc)

Section 1: DESCRIBE

What happens in this story/article? (name the character and explain what happens to them)

Section 2: INTERPRET

Talk about what do you think the author is trying to say? Then write two messages that come from the story/article.

Section 2a: INTERPRET (again!)

Where can you see the presence of God in this story/article?

In Words?

In Actions?

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In Symbols?

Section 3: GENERALISE – Draw conclusions!

Compare your findings with another group. Make some general statements about what you both found. Begin: We think that God’s presence …..

Conclude: Does your book provide evidence of the saying that ‘Bidden or not bidden, God is present’?

Section 4 APPLY

Look around you. If the saying is true, God is present now. Can you see evidence of God’s presence as you sit in your class watching what is going on? Write about Gods presence in your classroom.

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Being a Sacramental People - Year CLinking School, Parish and Home

Insert school logo here

Religious Education

Key Idea:Having learned something of the nature of God we now ask where God is - and find out that God is with us in our world, bidden or not! Being sacramental means that we can know God in our everyday lives – the highs and lows, the joys and fears. There is nowhere that God is not! In this resource we look for God in the world and come to understand that knowing God in our everyday helps us to see how the Sacraments celebrate and express this. In this resource our need for healing, physical and social, in the Sacraments of Healing, is studied.Attitudes and Spiritual Dispositions

Spiritual Outcomes: It is hoped that pupils will develop:

a. An appreciation of God’s presence in the worldb. A respect for relationships which bring God’s presence

to us

c. An attitude of openness to the Sacraments: words, actions and symbols

d. A willingness to seek God in their own livese. A recognition of the need for healing in the world.

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.

Healing is for the both body, mind and soul. It settles our fears, it takes away the sadness or our wrong-doing and it clear the way of obstacles which bind us. The best way to teach your children about healing is to be open and generous in your healing: your gift of it and your reception of it from those who love you.

An idea for prayer at homePrayer Activity

Loving God,At every moment of our lives you are present to us, God, in gentle compassion, in strengthening guidance and in and loving forgiveness. Help us to recognize you around us, especially in our actions and words so that our being in the world helps heal it of fear and hurt and doubt. We ask this through Jesus who taught us to love. Amen.

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References

Children’s Literature

Grandma’s Gloves by Cecil Castellucci

One Smile by Cindy McKinley

Memorial by Gary Crew

Broken Beaks by Nathaniel Lachenmeyer

God in Between by Sandy Eisenberg Sasso

Always and Forever by Alan Durant

Four Feet, Two Sandals by Karen Lynn Williams

Passing On by Mike Dumbleton and Terry Denton

My Grandpa is a Champion by Carl Norac and Ingrid Godon

Mile High Apple Pie by Laura Langston and Lindsay Gardiner

Good days and Bad days by Catherine and Laurence Anholt

Memory Bottles by Beth Shoshan

Grandpa Bodley and the Photographs by Caroline Castle and Peter Bowman

Teacher Resources

YOUTUBE

Everyday God (song)

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http://www.youtube.com/watch?v=VjBMXJniHNs

The sacrament of Anointing of the Sick

Background for teachers:

http://www.youtube.com/watch?v=hEppjWNO2y4&list=LPMKNm8fdAk3A&index=1&feature=plcp

Showing the Sacrament:

http://www.youtube.com/watch?v=k8HGLOrsios&feature=autoplay&list=LPMKNm8fdAk3A&playnext=1

BOOKS

Merrell, Judith. 2001, New Ideas for Creative Prayer, Scripture Union, England.

O’Brien, K. and White, D. 2001, The Thinking Platform: Strategies to foster Whole Brain Thinking in the Cooperative Classroom, K.D. Publications, Marayong.

O’Brien, K., White, D. and Todd, S. 2003, Into the Deep: Strategies to foster ‘DEEP’ Thinking in the Religious Education Classroom, K.D. Publications, Marayong.

Ryan, Maurice. 2003, Expressions: A Religion Series for Catholic Primary Schools, Social Science Press, Australia.

USEFUL WEB SITES

MUSICEveryday God

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