music/dvd’s - kip and web viewlevel you wish to achieve and choose . ... set up your play...

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

produced by: Dr. Margaret Carswell

Year C (C 4): From Easter to Pentecost Summer 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 resource for the Summer Term in the academic year 2015/2016. It continues learning about Easter by exploring the Season of Easter, the period from Easter Sunday to Pentecost. Belief in the resurrection is presented as one the founding belief of Christians and, together with the coming of the Holy Spirit at Pentecost as the rationale for ‘caritas’; love of God that lead to acts of charity. This unit teaches from the Gospel of Luke and Acts of the Apostles, also written by Luke.

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 differentiation, as you work through the material. Should you wish to have copies of the planning grids,

1

2

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)

Revelation1.4.5. Christ Our Light: Redemption through the Paschal Mystery (514-560)

C The Resurrection of Jesus: redemption accomplished and the promise fulfilled (631-658) a A historical event involving Christ’s physical body i Testified to by those who saw the Risen Jesusii Verified by the empty tombb A transcendent event in which Jesus is no longer bound by space and timei The Resurrection is not a resuscitation or a return to earthly lifec The significance of Christ’s Resurrectioni Confirmation of Jesus’ divinity and of his words and teachings(651,653)ii Fulfillment of the promises in the Old Testament and of Jesus’ earthly promises (652)iii A promise of our own resurrection (1 Cor 15)d We participate in the mystery of redemption through the sacramental life of the Church, especially the Holy Eucharist

D The Ascension and glorification of Jesus culminating in the sending of the Holy Spirit at Pentecost (659-667)a The Ascension marks the entrance of Jesus’ humanity into heaven (659)b Jesus’ promise to be with us forever (Mt28:20); the sending of the Holy Spirit as part of the promise

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

The main events, characters and places in the life of Jesus: Easter Sunday (5-7)

The story of the coming of the Holy Spirit at Pentecost (5-7)

The Church (5-7) Ways of belonging to the community (5-7) [Pentecost]

Celebration (5-7) Prayers from Scripture and tradition (5-7)

Revelation: (7-11) The Gospel accounts of key events in the life of Jesus:

resurrection and ascension (7-11) The Gospel accounts of the coming of the Holy Spirit at Pentecost

and the transformation of the disciples (7-11)

The Church (7-11) How the local Church is ‘good news’ for people and how everyone

can have a part in this (7-11)

Celebration (7-11) A variety of prayers and prayer forms, formal and informal used

for personal and community prayer (7-11)2

3

OUTCOMES - Linked to Levels of Attainment

This framework has been written to model linear teaching of AT 1 (i) and (iii). It also includes opportunities for assessment of AT 2 (i) and (iii). Block 1 provides content for Levels 1 to 3; Block 2 for Levels 3-5 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. Retell some of the events of the Easter Season: the Resurrection, the journey to Emmaus, the Ascension and the Coming of the Holy Spirit at Pentecost; according to the Gospel of Luke and the Acts of the Apostles (AT 1 (i) Levels 1-2)

b. Know that the resurrection of Jesus is a fundamental belief of Christians. (AT 1 (i) emerging Level 3)

c. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)Block 2:

a. Retell the events of the Easter Season from the writing of Luke (AT 1 (i) Levels 1-2)b. Explain how the Resurrection and Post-Resurrection appearances lead to belief in the divinity of Christ. (AT 1 (i) Level 3).c. Make connections between two sources of revelation by finding belief in the resurrection within the Creed. (AT 1 (i) Level 4)d. Show how belief in the resurrection has developed from the time of Jesus to the writing of the Creed and to the present day. (AT 1

(i) Level 5)e. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)f. Show understanding of how belief in ‘caritas’ shapes a whole persons life (AT 1 (iii) Level 4)g. Identify similarities and differences between how people of faith and no faith respond to care of those in need. (AT 1 (iii) Level 5)

Spiritual Outcomes:It is hoped that pupils will develop:

A strengthened sense of belief in the resurrection of Jesus A willingness to accept the obligation to care for those less fortunate than ourselves A sense of how the resurrection provides a way of living

Other Curriculum Links:English: Comprehension of stories/Literacy strategiesArt: Drawing, photography/displaysMaths: Timeline/counting and numberHistory: Chronological order/ TimelinePSHE/SMSC: Personal Reflection

3

4IT: Internet search and gathering of information

Key Terminology: New life, appearances, Ascension, Resurrection, Pentecost, caritas, charity, Easter

FOR HEAD OR REC: Suggestions for a Staff Meeting on the content of this resource.

This resource takes a theory – the resurrection – and explores how it is applied to life in the work of Caritas, Westminster. The resource therefore rotates around the central tenant of AT 1 (i) and (iii) where pupils are asked to find a belief from a scripture story and then apply it.

The key content covered in this resource is the story of Easter – from the resurrection through to the coming of the spirit at Pentecost. Areas you may wish to cover with staff are analysis of the story and, in particular, observation of the Shavu’ot powerpoint to allow teachers to become familiar with this festival as it was celebrated in the time of Jesus. The first Pentecost in Jerusalem was a celebration of Shavu’ot . Use the activities in the resource as the basis of staff professional development. For practical purposes you should also give staff the opportunity to explore the Caritas website prior to beginning study so they can determine which agencies would suit the levels and interests of their pupils.

You might also want to try the AT 2 Big question with staff!

Easter is the high point of the Liturgical year. Although the birth of Jesus brought God into the world, in his death and resurrection Jesus established our relationship with God once and for all. This resource focuses on belief that the resurrection of Jesus matters: it is both a fundamental belief of Christians and a mandate to live differently in the world.

AT 2 (i) invites pupils to share their feelings and experiences. Use the following questions to prompt personal reflection and sharing. This could be done during circle time or through personal journaling.

The three days of the Easter Tridiuum (Holy Thursday, Good Friday and Easter Sunday) contain both sad and joyful moments: moments when what happens is frightening and upsetting and hopeful and joyful. What kinds of experiences in our world today could we call ‘good Friday’ and ‘Easter Sunday’ experiences?

The resurrection of Jesus tells us that something positive can come out of something negative. As people gifted with the spirit what can we do to make the world a more positive place. Do something to make the world an ‘Easter Sunday’ place.

This big question is designed to link to the Year of Mercy and the virtues: you may wish to add your own activities to this resource to link it to what your school is doing to acknowledge the Year of Mercy.

4

6

BLOCK 1: From Easter to Pentecost Year C - (C 4) Summer Term

Cognitive Outcomes:

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

a. Retell some of the events of the Easter Season: the Resurrection, the journey to Emmaus, the Ascension and the Coming of the Holy Spirit at Pentecost; according to the Gospel of Luke and the Acts of the Apostles (AT 1 (i) Levels 1-2)


c. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)

Spiritual Outcomes:

It is hoped that pupils will develop: A strengthened sense of belief in the resurrection

of Jesus A willingness to accept the obligation to care for

those less fortunate than ourselves A sense of how the resurrection provides a way of

living

Assessment:

a and b: ‘Gold Star’ story activity

c. Photo chat

6

7

Focus Question: How does Luke record the events from the Resurrection to Pentecost? AT 1 (i)Learning Objectives

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

Prepare to Hear the Word:

Have pupils’ recall what has just happened in the life of Jesus by referring back to the work you did before the half term break. Use images/work samples to retell what has happened so far. (Jesus has come to Jerusalem to celebrate the Passover. After celebrating the Passover meal he went out to pray in the garden of Gethsemane where he was arrested. He was tried by three groups of people: the Jewish Religious Council, Herod [the Ruler of Galilee where his hometown was] and finally Pilate the Roman Governor. Pilate sentenced Jesus to death and he has been crucified and buried. It is now three days after Jesus died…)

Explain that over the next few lessons you are now going to tell the rest of the story (the best part!). Explain that the story/ies you are going to learn about are some of the most important stories for Christians. Without the events you are going to learn about, the Church would never have developed – in these stories we learn once and for all that Jesus really was God; when Jesus rose from the dead and appeared to the disciples we came to know and believe that he truly was God in human form.

Explain that the stories you are going to study were all written by the same author, Luke. Some

NOTE: AT 2 Big questionsEaster is the high point of the Liturgical year. Although the birth of Jesus brought God into the world, in his death and resurrection Jesus established our relationship with God once and for all.This resource focuses on belief that the resurrection of Jesus matters: it is both a fundamental belief of Christians and a mandate to live differently in the world.




This big question is designed to link to the Year of

7

8of them come from the Gospel (his story of the life of Jesus) and others come from his second work, The Acts of the Apostles. The Acts of the Apostles (Acts) tells what happened after the death and resurrection of Jesus as the early Church begins to form.

Mercy and the virtues: you may wish to add your own activities to this resource to link it to what your school is doing to acknowledge the Year of Mercy.

Hear and Encounter the Word:

Key Information for Teachers

The Resurrection begins a new liturgical season: the season of Easter. This season, celebrated with white or gold vestments and altar cloths, includes the Feast of the Ascension and concludes with the Feast of Pentecost.This year, 2016, the Ascension is on May 5, Pentecost on May 15.

Burial Traditions:In the time of Jesus the body would be wrapped in cloth and placed on a stone ‘slab’ within a burial cave or hollowed out part of a hill. It would be left there for a year or more until the flesh had decayed away and only the bones were left. The bones would be collected carefully and then placed in a stone box called an ossuary. Perfumes and spices were placed around the body to keep it smelling fresh as it decayed.

Post resurrection appearances:Luke tells us that Jesus appears to two disciples on the Road to Emmaus, Simon (at a place not named) and then the group of disciples in Jerusalem. The Emmaus story (Lk 24: 13-35) is very well known and easy to tell. If you can, tell this story. If not, the appearance to the group in Jerusalem (Lk 24: 36-49) is shorter and easier to read.Matthew’s gospel records that some people thought Jesus’ body had been stolen by his disciples. The appearances of Jesus to the disciples showed that this had not occurred – Jesus had truly risen from the dead! Belief that Jesus rose from the dead (the resurrection) is one of the most basic beliefs of Christians.

The Ascension:The Ascension recalls and celebrates Jesus’ departure from his life on earth. Luke records the ascension of Jesus in both the Gospel (Lk 24: 50-53) and in his second book, The Acts of the Apostles (Acts 1: 6-12).

8

9

1. The Resurrection:

Remind pupils that on Good Friday Jesus died and his body was placed in a rock burial cave (tomb). Read, tell or place Luke 24:1-12 on the IWB and do a careful reading through it.

Engage in some of these activities to explore and learn about the passage.

o Use the pictures in the resource (Resource 2) to explain what the tomb was like. Note the shape of the stone (rock) used to roll over the opening. Make the tomb found on this link. http://www.mylittlehouse.org/the-easter-story1.html

o Jesus dies on a Friday. Explain that Jewish law said that no-body could work from Friday sunset to Saturday sunset (it was the Sabbath day) so it was Sunday morning before the women could go to the tomb to place perfumes and spices around the body. Role-play the women going to the tomb with spices.

o When the women got to the tomb they found the body had gone! Role-play the conversation between the women and the men in dazzling garments. (Lk 24: 4-6). Use the actual words: ‘He is not here he has been raised!’

o Make a list of how the women must have felt when they were told that Jesus was not there. Contrast their feelings on the way to the tomb and once they had spoken to the men in dazzling garments. Make a banner of

9

http://www.mylittlehouse.org/the-easter-story1.html

http://www.mylittlehouse.org/the-easter-story1.html

10

the phrase ‘He is not here he has been raised!’ in the Liturgical colours of the season: gold and white. Discuss: why are gold and white good colours for celebrating the Easter season?

Talk about some of the ‘commercial’ Easter symbols: eggs and rabbits. Explain that they are intended to represent new life – and to remind us that at Easter Jesus rose from the dead. Engage in some art activities suitable for the season. Keep the message of the resurrection explicit.

2. Jesus appears to the disciples:

Explain that some days after the women had been to the tomb and found the body gone some of the disciples had an experience of Jesus – they met him again! Read, tell or place the story of your choice on the IWB and do a careful reading of it. (Either: The Emmaus story (Lk 24: 13-35) or the appearance to the group in Jerusalem (Lk 24: 36-49) See Key Information for Teachers above).

Make the story sequence in a storyball. (Resource 1)

Talk about what it would be like to meet Jesus and spend time with him. Remind pupils that in their Christmas unit they learned that Jesus was God….explain that some disciples found this hard to accept but that this story is one which really showed this to the disciples. Have pupils imagine they are listening to one of the disciples tell of their experience of meeting Jesus and to pose questions they would like to have asked Jesus had

10

11

they been there.

3. The Ascension:

Explain the words ‘ascend’ and ‘ascension’. (Talk about going up or down stairs/a lift etc.) Read, tell or place Luke 24:50-53 on the IWB and do a careful reading of it.

Have pupils imagine the scene. Focus on the actions/verbs: Jesus takes them out to a village outside Jerusalem, he blesses them and departs (ascends). They return (to Jerusalem) filled with joy. Make a sequence picture of the action of Jesus and the disciples using these verbs as prompts.

Talk about what Jesus might have said to bless the disciples. Remember! A Jewish blessing announced that something or someone WAS ALREADY blessed – it didn’t ask for a blessing! Begin your blessing ‘You are blessed because…..’

Rich Assessment Opportunity:

11

12

Outcomes:a. Retell some of the events of the Easter Season: the Resurrection, the journey to Emmaus, the Ascension and the

Coming of the Holy Spirit at Pentecost; according to the Gospel of Luke and the Acts of the Apostles (AT 1 (i) Levels 1-2)


Remind pupils that the stories of Jesus’ resurrection and appearance to the disciples after his death are our ‘Gold Star’ stories as they show that Jesus was not just another ordinary man; he was God in human form. When Jesus rose from the dead the people around him knew once and for all that he was the Messiah; God in human form – and, as a result, they began a group which told everyone about Jesus and what he had said and done. The Easter Season is our most important season.

Have pupils choose the Easter story they like the best and make a big Gold Star which tells us about the story and what we come to believe about Jesus in this story. (You may prefer to direct younger or less abled pupils to the resurrection story. More able pupils could choose their own story.)In the middle of one side write the name of the story and have pupils sequence the story in its points. On the other side have pupils respond to the sentence ‘Because …[what happened in the story] …….. we believe that ……[…..Hang the stars from the ceiling with the words ‘Jesus is alive’ around them.

NOTE: Because it has been taught explicitly pupils will most likely link their story to belief that Jesus was God in human form. Because it is basically a repetition of what the teacher has taught, this could be considered an emerging Level 3 of AT 1 (i).

Assessment Reminder!

Pupils at AT 1 (i) Level 1 will be familiar with one of the stories they have studied. They will have some details missing or out of order.

At Level 2, pupils will be able to retell one of the stories that have studied. They will have the characters, setting and events correct according to Luke’s account although they will have used their own words.

An emerging Level 3 pupil will have repeated a belief you have taught them; solid Level 3 pupils will be connecting passages to belief themselves.

12

13

More able pupils may be able to find other beliefs of Christians in their story, for example belief that the Holy Spirit is with us and in the church now, belief in life after death; belief in the Trinity. Pupils who are able to link their story to a belief themselves may be considered a sold AT 1 (i) Level 3.

4. Pentecost:

Have pupils find the Acts of the Apostles in a Bible. Read, tell or place Acts 2:1-4 on the IWB and do a careful reading of it. (More able pupils may be able to learn through to Verse 13)

Learn the passage using ‘And Then’ or ‘Mind the Gap’ http://www.teachscripture.com/Encountering-the-Events.php

Focus on how the spirit is described: as wind and like tongues of fire. Use a ‘Y’ chart to explore wind and fire. What does each one feel, move and sound like? Pose the question ‘What is the spirit like if it is like a loud wind or a tongue of fire…?’ What


Luke is the only Gospel writer to describe the activities (actions) of the early community and, therefore, the only writer to describe what happened at and after Pentecost.

The Feast of Pentecost ends the season of Easter. On Pentecost Sunday we place red cloths on the altar and the priest wears red.

NOTE: Jesus would have used the Aramaic word ‘ruach’ when he spoke about the spirit. It means breath or wind.

13

http://www.teachscripture.com/Encountering-the-Events.php


14

does each simile tell us about the Spirit?

Luke does not tell us where the Spirit rests. Explore different places it could have landed: head, heart, hands, shoulders etc. Propose where the Spirit could have rested and how this could suggest how the Spirit prompts action. Eg The Spirit resting on someone’s hand might suggest that it prompts us to active work.

Focus Question: How does the Season of Easter compel us to love? AT 1 (iii)Learning Objectives


Recall the work you did in the ‘Being Sacramental unit’ at the start of the year. Recall how you explored the presence of God in our everyday experiences. Look at some of the work you completed. Remind pupils of the theology in the Key Information below. If you did not complete ‘Being Sacramental’, explain the information below.

Explain that seeing Jesus alive and feeling the Spirit come to them made his disciples think about what Jesus had said and what he had taught them. They talked to one another about how Jesus had


Recap on the belief: 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.’ From ‘Being Sacramental’ Block 1.

14

15lived and decided to try to live like he had done. What happened at Easter inspires Christians to live ‘like Jesus’ today.

Explain the word Caritas.o It is a Latin word which means ‘charity’o It is both an action (doing things for other

people) and a ‘virtue’ – how we think and feel and especially our love of God above all things.

Make a list of all the things pupils think are ‘caritas’. (Things that people do for others because they love God.) Categorise the actions as individual actions or things that groups/organisations do. Explain the school ‘caritas’ activities.

Explain that the diocese of Westminster has begun a new organization called ‘Caritas’. Place the symbol of the organization on the IWB. Talk about how it symbolizes the word ‘caritas’. Use the word often during the following lesson.

Use potato printing, red cut out shapes or other art forms to make the Caritas symbol.

Caritas Westminster has joined with several agencies (groups) to support their initiatives. Explain some of the work that Caritas Westminster does; with or without the website. For information on these projects see the Caritas website, www.rcdow.org.uk/caritas on the Our Partnerships tab. A number of initiatives are listed. Two initiatives, Contact the Elderly, and Bow Food Bank initiatives, would be good for students to learn about.

Focus on one of the initiatives and decide to engage in some of the following activities to show support for them.

Elderly Care15

http://www.rcdow.org.uk/caritas

16o Talk about why older people sometimes get

lonely – being housebound or without family. Have pupils write letters to the older members of their family and friends sharing things they have done during the day and reminding them that they are loved.

o Have an afternoon tea for older members of your school/parish community.

o Have pupils bring photos of their older friends and relatives. Make a book or display with the photos. Talk about respect and care for older people.

Food Bank

o Talk to your REC about collecting non-perishable foods to contribute to the food bank. Some groups appreciate a collection of a single item – eg soap or toothpaste.

o Set up your play corner or a maths corner as a food bank with old empty packets. Use these items in maths activities: measuring, weighing, pricing. DON’T sell them – food banks give the food as a gift.

o Have pupils look at supermarket catalogues and plan what you would buy if you had a donation of $100 pounds. Discuss what items are essential and what are luxury.

Sing Everyday God (from Being Sacramental Unit) to remind pupils of the presence of God in everyday. (Youtube link below) Role play the action of the workers in Elderly Care or the Food bank as you sing. http://www.youtube.com/watch?v=VjBMXJniHNs

16

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

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

17


Outcomes:a. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)

Conduct a Photo Chat. Have pupils either draw pictures, cut them out of a magazine, or bring a photo from home (or take some at school) that helps to answer the question ‘What is Caritas?’Invite pupils to explain how their picture or photo tells us about ‘caritas.’Listen to their responses and question them as appropriate:

What does you photo show? Can you remember what we call loving actions towards others? Why do you think the picture is ‘caritas’ – a loving action? Why do you think Christians (people who love God and try to live as Jesus has shown us) do these sorts of things?

Make a display of the pictures with the quote from the Caritas website: Where caritas and love are, God is there’


At Level 1 of AT 1 (iii) pupils will be familiar with some of the individual actions of Christians in bringing caritas to the world. They will have some sense of them but not be able to describe them without assistance. Pupils will need you to help them describe what is happening in their photo or drawing.

At Level 2 pupils will be able to describe some of the individual actions of Christians in bringing caritas to the world. They will be able to describe what people do and when. Pupils will be able to describe their ‘loving action’ in their pictures or photo.

At Level 3 pupils will add to their description of what Christians do by explaining why they do them. Pupils may link the reasons to the life or teaching of Jesus or to the desire of people to live like Jesus. Both reasons would be acceptable. (Response to question: Why do you think Christians (people who love God and try to live as Jesus has shown us) do these sorts of things?

17

18

BLOCK 2: From Easter to Pentecost Year C - (C 4) Summer Term

Cognitive Outcomes:

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

a. Retell the events of the Easter Season from the

Assessment:

a, b, c, d Snapshot book

18

19

writing of Luke (AT 1 (i) Levels 1-2)b. Explain how the Resurrection and Post-

Resurrection appearances lead to belief in the divinity of Christ. (AT 1 (i) Level 3).

c. Make connections between two sources of revelation by finding belief in the resurrection within the Creed. (AT 1 (i) Level 4)

d. Show how belief in the resurrection has developed from the time of Jesus to the writing of the Creed and to the present day. (AT 1 (i) Level 5)

e. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)

f. Show understanding of how belief in ‘caritas’ shapes a whole persons life (AT 1 (iii) Level 4)

g. Identify similarities and differences between how people of faith and no faith respond to care of those in need. (AT 1 (iii) Level 5)

Spiritual Outcomes:

It is hoped that pupils will develop: A strengthened sense of belief in the resurrection

of Jesus A willingness to accept the obligation to care for

those less fortunate than ourselves A sense of how the resurrection provides a way of

living

e, f, g, Storyball

19

20Snapshot Focus Question: How does Luke record the events from the resurrection to Pentecost? AT 1 (i)Learning Objectives


Prepare to Hear the Word:

Recall the events of the Passion briefly to contextualise the next period of time. Have pupils use http://www.readwritethink.org/files/resources/inte


The Resurrection begins a new liturgical season: the season of Easter. This season, celebrated with white or gold vestments and altar cloths, includes the Feast of the Ascension and concludes with the Feast of Pentecost.This year, 2016, the Ascension is on May 5, Pentecost on May 15.

Burial Traditions:In the time of Jesus the body would be wrapped in cloth and placed on a stone ‘slab’ within a burial cave or hollowed out part of a hill. It would be left there for a year or more until the flesh had decayed away and only the bones were left. The bones would be collected carefully and then placed in a stone box called an ossuary. Perfumes and spices were placed around the body to keep it smelling fresh as it decayed.

Post resurrection appearances:Luke tells us that Jesus appears to two disciples on the Road to Emmaus, Simon (at a place not named) and then the group of disciples in Jerusalem. The Emmaus story (Lk 24: 13-35) is very well known and easy to tell. If you can, tell this story. If not, the appearance to the group in Jerusalem (Lk 24: 36-49) is shorter and easier to read.Matthew’s gospel records that some people thought Jesus’ body had been stolen by his disciples. The appearances of Jesus to the disciples showed that this had not occurred – Jesus had truly risen from the dead! Belief that Jesus rose from the dead (the resurrection) is one of the most basic beliefs of Christians.

The Ascension:The Ascension recalls and celebrates Jesus’ departure from his life on earth. Luke records the ascension of Jesus in both the Gospel (Lk 24: 50-53) and in his second book, The Acts of the Apostles (Acts 1: 6-12).

20

http://www.readwritethink.org/files/resources/interactives/timeline/

21ractives/timeline/OR http://www.teach-nology.com/web_tools/materials/bigtimeline/

to build a timeline of what has happened so far.

Explain that over the next few lessons you are going to learn the story of the Easter Season: the stories of Easter Sunday to Pentecost. Explain that these stories are crucial to the development of the Church as what happened in these days and weeks were the reason the Church ever began – these stories are our ‘premium’ or ‘gold class’ stories; without them the Church would never have begun. Explain that all of the stories the pupils will study were written by the same author, Luke. Some of them come from his Gospel (his story of the life of Jesus) and others come from his second work, The Acts of the Apostles. The Acts of the Apostles (Acts) tells what happened after the death and resurrection of Jesus as the early Church begins to form. Have pupils find Luke’s Gospel and the Acts of the Apostles in their Bibles.

Remind pupils that Luke was not at any of the events he writes about, (he was not a witness), he has heard about them from other people and recorded them on the basis of what he has come to believe about Jesus and to pass on to others. His work is a work of (gospel of) faith; not a biography.

Outline briefly what happens next in the ‘life story’ of Jesus. Have them add these events to their timeline before they look at any texts in detail.

o Sunday: The women go to the tomb to anoint the body – it has gone! Jesus has risen from the dead!

NOTE: AT 2 Big questionsEaster is the high point of the Liturgical year. Although the birth of Jesus brought God into the world, in his death and resurrection Jesus established our relationship with God once and for all.This resource focuses on belief that the resurrection of Jesus matters: it is both a fundamental belief of Christians and a mandate to live differently in the world.




This big question is designed to link to the Year of Mercy and the virtues: you may wish to add your own activities to this resource to link it to what your school is doing to acknowledge the Year of Mercy.

21

http://www.teach-nology.com/web_tools/materials/bigtimeline/

http://www.teach-nology.com/web_tools/materials/bigtimeline/

http://www.readwritethink.org/files/resources/interactives/timeline/

22o Some days later: The risen Jesus meets with

groups of peopleo Days later: Jesus explains he must return to

God – he ascends and is lost to their sighto Days later: The Holy Spirit (which Jesus has

promised) comes to the disciples during the Jewish festival of Shavu’ot (Pentecost).

Hear and Encounter the Word:1. The Resurrection:

Read, tell or place Lk 24:1-12 on the IWB. Explore the passage with some of these activities.

o Use the information above and pictures in Resource 2 to explain what a burial tomb and an ossuary look like. Compare the actual tomb with some artistic representations of the scene. (Google images: ‘Resurrection’ or use art books.)

o Luke tells us that Jesus dies on a Friday. Explain that Jewish law said that nobody could work from Friday night to Saturday night (it was the Sabbath) so it was Sunday morning before the women could go to the tomb to place perfumes and spices around the body. Have pupils sequence the story into four sections and to draw what occurs. Annotate how the women’s faith changes through the story.

As they set off, do they think Jesus

22

23

will have risen?

On the way do they expect to find an empty tomb?

When they get to the tomb what do they think has happened?

What is the moment when they suddenly believe?

o Role play and extend the conversation between the women and the men in dazzling garments. (Lk 24: 4-6). Use the actual words: ‘He is not here he has been raised!’

o Discuss: Traditionally we use gold and white to celebrate the Easter season. Discuss if these colours represent to events and the beliefs that come from these events. Do painting, drawing, decorating in gold and white.

o Talk about some of the ‘commercial’ Easter symbols: eggs and rabbits. Explain that they are intended to represent new life – and to remind us that at Easter Jesus rose from the dead. Use shop catalogues (online and paper) to find and evaluate the commercial products available at Easter. Do we remember the message or just the chocolate?

2. Jesus appears to the disciples:

Divide pupils into pairs or small groups and give them the appearance on the road to Emmaus OR the appearance in Jerusalem. ((Lk 24: 13-35 and

23

24

Lk 24: 36-49) See Key Information for Teachers above). More competent readers will do better with the Emmaus story.

Have each group read their passage carefully and to use a Y chart to analyse it. (In each section of the Y place one question below.)

o Who are the characters?

o Where does this event take place?

o What happens? (Describe the events in four or five dot points)

Bring groups together to compare the findings on their Y chart: what do the stories have in common? What are the differences?

Divide the groups up again and have them focus on the moment the disciples come to know it is Jesus. Have pupils gather the information fro each text on another Y chart.

o What does Jesus say to the disciples?

o What does he do?

o How do the disciples react?

Bring groups back together again: Compare the second Y chart. Leave groups together to draw conclusions: What do both stories teach us?

o About people? (That sometimes we are slow to realize; that sometimes we don’t see what is right here; that sometimes we need to be shown things before we know etc…)

o About Jesus? (That Jesus was alive!)

24

25

3. The Ascension:

Explain the words ‘ascend’ and ‘ascension’. Read, tell or place Lk 24: 50-53 on the IWB. Do a careful reading. (ie Read the passage carefully explaining any words, roles or customs).

Luke tells us that Jesus ascends into heaven. Perhaps a better way of saying this is that Jesus went to be God once again. Often we talk about God being above us…in heaven, but the Church teaches us that God is all around us. Above us? Yes! Around us? Yes! Behind us? Yes! Relate the presence of God back to earlier work completed about the presence of God in the work in being Sacramental. Have pupils write a different ending from verse 51 to try to explain better where Jesus went.

Luke tells us that Jesus blessed the disciples. Talk about what Jesus might have said in this blessing. Remember! A Jewish blessing announced that something or someone WAS ALREADY blessed – it didn’t ask for a blessing! Begin your blessing ‘You are blessed because…..’

Invite more able pupils to compare the two passages which describe the Ascension: Lk 24: 50-53 and Acts 1: 6-12. Use a Y chart or other graphic organizer to gather the information: characters; events (plot) and setting. Discuss:

o Which account is longer?

o Which account is more detailed?

25

26

o Are there any direct contradictions between the two passages?

o What beliefs do BOTH stories contain?

Why might Luke have recorded the event differently? (Remember he was not there! He has heard about the ascension from other people!) Does one story emphasise one aspect of the story more? Once story ends the Gospel, one story begins the journey of the Church. Does the position of the story explain some of the difference?


Outcomes:a. Retell the events of the Easter Season from the writing of Luke (AT 1 (i) Levels 1-2)b. Explain how the Resurrection and Post-Resurrection appearances lead to belief that Christ was God in human

form. (AT 1 (i) Level 3).c. Make connections between two sources of revelation by finding belief in the resurrection within the Creed. (AT 1

(i) Level 4)d. Show how belief in the resurrection has developed from the time of Jesus to the writing of the Creed and to the

present day. (AT 1 (i) Level 5)


Pupils at AT 1 (i) Level 2 will have the details of the stories intact according to Luke’s Gospel.

At Level 3 pupils will be able to link Christian beliefs to the passages they are drawn from. (page 6)

At Level 4, pupils will engage with two sources: Page 4 should show expression of belief in both Scripture and the Tradition (Creed.) They will be able to see the beliefs found in Scripture expressed in the Creed.

At Level 5 pupil’s books will be complete and show the development of belief in the resurrection and incarnation across 4 periods of time.

26

27

Explain that in Matthew’s gospel Matthew records that some people thought that the disciples has stolen Jesus’ body. Remind pupils that the resurrection, the appearances of Jesus to the disciples and the ascension showed that this had not occurred – Jesus had truly risen from the dead! Belief that Jesus rose from the dead is the most fundamental belief of Christians; it informs belief that Jesus was God in human form (Incarnate).

Have pupils make a ‘snapshot book’, poster or display of events they have learned about:

1. A title cover page: From the Resurrection to Pentecost

2. Page 1: A drawing or summary of what happened: the Resurrection

3. Page 2: A drawing or summary of what happened: An appearance to the disciples

4. Page 3: A drawing or summary of what happened: The Ascension

5. Page 4: The Creed: How does the Nicene Creed express belief in the resurrection? (Recall the Creed by going back and looking at the work pupils completed in the first unit Beginning with Belief.)

6. Page 5: How does your school acknowledge the resurrection?

7. Page 6: The events of the Easter season are important for Christians because they express the belief that ….

Pupils could use drawings of the events, images from the internet, a favourite phrase or word from the passage and/or a short dot-point retelling of events in completing their booklet.

NOTE:

1. If you wish to use this activity for assessment of AT 1 (i) Level 2 make sure you tell pupils to include al the details you require: characters, setting and events.

2. This activity tracks through periods in time suitable for AT 1 (i) Level 5: from the life of Jesus, through to the Nicene Creed (300’s), through to a modern period (your school).

27

28

4. Pentecost:

Watch the Shavu’ot powerpoint to explain the customs and rituals of Shavu’ot (Pentecost) in the First Century. Have pupils make notes about the festival in the time of Jesus. Make sure pupils understand that this was (and still is) a Jewish religious festival. Christian celebration of Pentecost occurs at the same time as Shavu’ot now but remembers a different event – the coming of the Holy Spirit.

Have pupils learn Acts 2:1-13 using ‘And Then’ or ‘Mind the Gap.’ http://www.teachscripture.com/Encountering-the-Events.php

Luke does not record what the disciples did or said at the arrival of the Holy Spirit. Group pupils into groups of 4 to 6 and have them create and present a ‘Moving Tableau’. (In a moving tableaux each participant proposes one action or phrase the disciples could have used as the spirit came to them. Actions or phrases must be different and each person must begin and end their movement with their hands to their left and right and open (palms up) at shoulder height. This is necessary, as when the tableaux comes together participants


Luke is the only writer to describe what happened at Pentecost as he is the only Gospel writer to describe the activities (actions) of the early community. (Paul does so in his letters as well).

The Feast of Pentecost ends the season of Easter. On Pentecost Sunday we place red cloths on the altar and the priest wears red.

28



http://www.teachscripture.com/Diocese-of-Westminster.php

29perform their movement one at a time, touching the hand of the next person in a ‘passing on’ action as they finish their own movement. This touch becomes a signal for the next person to start their action.) When each team member has decided on their movement/action the group can then perform their tableaux. Person one does their action, finishing by touching the hand of the next person. Person 2 begins, does their movement and touches the hand of the third person and so on. After each person has done their movement and set the next person off, they freeze. Thus the action is passed on rather like a Mexican wave. To get an even better effect join group together or do your tableau as a class.

Focus on Verses 5-13. Luke describes the crowd as being bewildered, amazed and astonished by what the disciples told them and by the way they spoke (in many languages). Repeat the Moving Tableaux this time with the reaction of the crowd.

Focus on Verses 5-13: Luke says that some thought the disciples were drunk. (vs 13). Write a reply to the accusation, explaining what has happened and what the disciples have come to believe. Compare with what Luke says (Acts 2:22-24)

Focus Question: How does the Season of Easter compel us to love? AT 1 (iii)Learning Objectives



Pentecost:Jesus would have used the Aramaic word ‘ruach’ when he spoke about the spirit. It is a feminine word which means ‘breath’ or ‘wind.’

Caritas:Caritas has joined with several agencies to support initiatives. Information on these projects is on the Caritas website, www.rcdow.org.uk/caritas on the Our partnerships tab.

29

http://www.rcdow.org.uk/caritas

30

Respond to the Word: Have pupils make a Y chart to explore wind,

breath and fire. What do they feel, move and sound like? How is the spirit like a breath? Like the wind? Like fire? How is it different from a breath, wind or fire?

Luke does not tell us where the Spirit rests. Explore different places: head, heart, hands, shoulders etc. Propose where the Spirit could have rested and how this could have suggested the way it prompts action. Eg the Spirit resting on someone’s hand might suggest that it prompts us to active work.

Christians believe that they are compelled to show their faith by their actions of love towards others. Explain the word Caritas.

o It is a Latin word which means ‘charity’o It is both an action (doing things for other

people) and a ‘virtue’ – our love of God above all things.

Explain that the diocese of Westminster has an organization called ‘Caritas’. Have pupils find the website for them. (Google or go to rcdow.org.uk/caritas). Have pupils examine the website for information:

o What symbol do they use? How does it represent caritas?

o What quotes does the website use to explain 30

31its beliefs and purpose?

o What agencies are Caritas Westminster supporting?

Have pupils summarise the work of Caritas in short action/belief statement sentences that include what Caritas do and why they do it. (eg Caritas Westminster supports…..because they believe that….. Try and include as many ‘beliefs’ as possible: (Caritas … because they believe that Christian life obliges care or people/that people are made in God’s image/that justice means people should share equitably/that making sure people have enough is a way of bringing about the kingdom of God etc.) Pupils may wish to use quotes from the Caritas website in their sentences. These sentences will be used later.

Explain that Caritas Westminster is part of Caritas International. Show pupils the website for Caritas Internationalis (www.caritas.org) (CAFOD is a member of Caritas international.) Look at the Caritas International website and see how Caritas support people worldwide.

Research task for AT 1 (iii) Level 5 content:

Divide the class up so that research on some of the initiatives is covered. Pupils could work together or individually. They will need to access computers and the internet. Pupils need to:

o Examine the chosen agencies for a description of the work they do and for why they do this work.

o Have pupils write short action/belief statement sentences that say what the agency does and why they do it.

31

http://www.caritas.org/

32

Compare the action/belief sentences for Caritas Westminster and the agencies it supports. What is the same? What is different? Conclude about the beliefs of those who support the needy. Note that those who charitable work are not always people of faith. Discuss:

o What distinguishes Christian acts of charity from other acts of charity?

o If you don’t do charitable work because of your love of God, can the work still be called caritas?


Outcomes:a. Recognise, describe and give reasons for the actions of ‘caritas’ by Christians. (AT 1(iii) to Level 3)b. Show understanding of how belief in ‘caritas’ shapes a whole persons life (AT 1 (iii) Level 4)c. Identify similarities and differences between how people of faith and no faith respond to care of those in need.

(AT 1 (iii) Level 5)


Pupils at AT 1 (iii) Level 2 will be able to describe the work of Caritas. At Level 3 pupils will be able to explain why Caritas undertakes this work by making clear links to their Christian belief.

Pupils working at AT 1 (iii) Level 4 will have a more global sense of caritas as a way of life and be able to name several practical actions and attitudes of someone trying to live this value.

Pupils working at AT 1 (iii) Level 5 will have noted that some agencies do ‘caritas’ for reasons other than Christian ones. Magic Breakfast and Contact the Elderly do not claim religious affiliation yet the work they do is clearly an action of charity. Pupils at Level 5 will know that care of those in need is not only a Christian obligation: many people with no faith actively care for others. What distinguishes Christian action is the underpinning belief that people, made in the image of God, have innate dignity and value, beyond what they do or personally achieve.

32

33Have pupils make a storyball (Resource 1) detailing the work and rationale (reasons for) of Caritas Westminster. The storyball should describe and explain (in writing or pictures) the work that Caritas is doing. Pupils might use a quote in their explanation. (Level 3)Extend from the actions of Caritas as an organisation to someone who lives caritas – the verb. Have pupils include a page in their storyball which describes the life of someone they have studied who they think lives ‘caritas’. People studied in previous resources include Pope Francis, St John Southworth or Nelson Mandela. A class or school saint might also be appropriate. (Level 4)

Level 5 could be achieved by asking pupils to draw conclusions about the way that people, those with faith and those with no faith, respond to the needs of those less fortunate. Pupils could include a page in their storyball about the different reasons people have for their acts of charity.

33

34

RESOURCESResource 1: How to make a storyball

I strongly suggest you make a storyball before you begin working with pupils so you know how it works.

This activity could be a good cross-age activity where older pupils help their younger ‘buddy’ prepare their ball in advance.

Have each pupil:

1. Cut 4-8 circles about 15 cms in diameter in firm cardboard. The cardboard must be able to be folded in half so don’t make it too thick.

2. Fold each circle in half.

3. Make a ball with the ‘pages’ by placing the folded edges into the centre of the ball. Show pupils the ball you have made.

4. Explain how the ball works as a book – with the half circles being pages in the ball. Number the pages so that pupils know what order to one to complete their story.

5. Have pupils complete their retelling of the story so that when the ball is hung up the story can be read.

34

35

Remind pupils that they need to make sure their story has the setting, characters and events in their retelling.

35

36

Resource 2: Tomb and Ossuaries

36

37

37

38

38

39

39

40

From Easter to Pentecost - Year CLinking School, Parish and Home

Insert school logo here

Religious Education

Key Idea:This resource continues learning about Easter by exploring the Season of Easter, the period from Easter Sunday to Pentecost. Belief in the resurrection is presented as one the founding belief of Christians and, together with the coming of the Holy Spirit at Pentecost as the rationale for ‘caritas’; love of God that lead to acts of charity. This unit teaches from the Gospel of Luke and Acts of the Apostles, also written by Luke.Attitudes and Spiritual Dispositions

Spiritual Outcomes: It is hoped that pupils will develop:

A strengthened sense of belief in the resurrection of Jesus

A willingness to accept the obligation to care for those less fortunate than ourselves

A sense of how the resurrection provides a way of living

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.

Easter is a time of reflection, thanksgiving and celebration. Make a point of undertaking some charitable works: give time, money or your support to someone who needs it.

An idea for prayer at homePrayer Activity

Loving God, In loving you we are called to love others in practical and real ways. May we have eyes to see the needs of those around us and the hearts and minds to do something about meeting them. Amen

40

41

ReferencesChildren’s Literature

Hope and New Life, An Easter Story by Jonny Zucker and Jan Barger

The Easter Story (Candle Bible for Kids)

The Easter Story by Brian Wildsmith

The Easter Story. Lion Hudson Publishers.

Teacher Resources

BOOKS USED IN THE WRITING OF THIS FRAMEWORK

Brown, 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 SITES

www.thebibledoctor.com

Kip and Friends:

www.Kipandfriends.com

Other links in body of framework.

MUSIC/DVD’sTaize: Jesus remember meWere you there when they crucified my LordThere is a green hill far awayAbba FatherWhen I needed a neighbor were you there?

41

http://www.Kipandfriends.com/

http://www.thebibledoctor.com/

42

Walk with me, Oh my LordHere I Am

42

music/dvd’s - kip and web viewlevel you wish to achieve and choose . ... set up your play...

Documents