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Stage 2 Module

Year 4 Missioning Rite

Year 4 Missioning RiteModule Focus

In this module students will develop an understanding and appreciation of mission as loving service based on Jesus' example as portrayed in Jesus’ washing the disciples' feet (Jn 13:1-15) and his teaching of The Parable of the Good Samaritan (Lk 10: 25-37). Students will research how groups in the parish community are identified with God’s activity and are committed to the mission of Jesus. They will be encouraged to consider practical ways to serve and help others as Jesus did. Their call to mission will be celebrated in liturgy, which will be reflective of the Missioning Rite that will happen in Year 6.

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Outcomes

CD S2.3: Identifies the Church as a community of disciples of Jesus guiding and supporting Christians through moral teaching

and example.

J S2.2: Names and describes the modes of Christ’s presence in the world today

PS S2.4b: Plans and participates in a communal celebration.

Learn About Learn ToCD S2.3

ways of participating in the mission of the Church the Catholic Church as a community of disciples of Jesus Mission as loving service the school and parish foundation orders and their ministries

of loving service

J S2.2

Jesus’ ministry to the marginalised the presence of Jesus in community how disciples follow Jesus’ example of loving service the characteristics of discipleship that Jesus taught , which

still apply to our lives today

PS S 2.4b

liturgy as a means of nourishing our journey of mission liturgy as a means of strengthening our relationship with God

and others

CD S2.3

explore ways of participating in the mission of the Church

give reasons for belonging to a community of disciples name and describe the role and functions of ministries

of service learn about the charism of the founding orders of parish

and school, and its emphasis in the provision of loving service

J S2.2

talk about experiencing Jesus through relationships, especially with the marginalised

identify ways to live like Jesus express their understanding of discipleship pose questions and talk about the implications of the

actions of Jesus for the world today

PS S2.4b

participate in non-Eucharistic liturgy

DISCIPLESHIP CHALLENGE

Students are challenged to be part of the parish and school faith communities Students are challenged to recognise Jesus’ presence in the world and respond accordingly Students are challenged to participate in liturgical celebrations

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Catholic Discipleship

The challenge to Catholic disciples is to walk along side our sisters and brothers in need. We do this by our daily attitudes to life, especially to the marginalised. Parish and school communities support us in our journey as Catholic disciples. Our communities support and are supported by Catholic agencies whose core role is mission. These agencies help school and parish communities to carry on the mission of the Church. Many parishes and schools adopt the charism of the foundation orders of their schools, many of which have particular focuses and projects in mission.

Prayer Focus

The prayer focus for this module is Lectio Divina in Community. The Vatican II Council re-captured the emphasis on scriptures which had been missing in the Catholic tradition for many years. The Vatican Council reminded us that we are nourished for our journey by both the Word and Eucharist. Lectio Divina is a meditative prayerful reading of the scriptures so that our hearts will be filled with their message and we will come to live them out in our daily lives. Lectio Divina may happen alone or with others, leading to “prayer, transformation of life, and through that transformed life, the sharing with others of the mystery of God entrusted to us” (Walker, p.3).

Lectio Divina is a prayer practice that involves the whole person. “Through our senses we read, we meditate using our reason and imagination, and we pray and transform our life with our will. It is not just an interior practice, but one that engages with the issues of our Christian life and prompts us to work with them…The practice of Lectio is not a discrete or isolated event…it takes place within the living of Christian discipleship” (Walker, p.3)

Lectio Divina is always about a theological understanding of the scriptures. We must read the scriptures with a spiritual sense, looking for the messages that transcend the historical sense and have the ability to transform our lives. The main elements of Lectio whether done alone or in community are:

Reading:

Focus attention on the whole text.

Come to know the text well.

Look at the characters, their actions and words. Note the context, related texts and quotes that strike you.

***The reading is just the beginning of the process, leading to meditation and prayer.

Meditation:

“Meditation brings to bear our reason on the text. We look at the text in terms of ourselves. It is here that we come to understand, appreciate and appropriate the divine mysteries that we read about in the Sacred Scriptures…We not only learn about God but also about ourselves. Here we can learn about the God who loves us and calls us to love in return. Here we can look at our own life in terms of the expectations of our divine lover, and see what we need to do to transform our life.”

What does the text tell me:

About the God who speaks to me? About how I should respond to that God? About my faith life? About what I need to do to transform my faith life?

Prayer:

Prayer arises out of our reflection on the text and is particularly focused on the transformation of our lives. It is the climax of the process that began with the reading.

Contemplation:

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The understanding of contemplation in Lectio is a gift from God that will break into our prayer.

Action:

Our Lectio needs to carry over into our lives and be a source of transformation. Sometimes a word or phrase from the reading can be remembered or repeated throughout the day.

Adapted from Walker, D. Lectio Divina: Sundays of Advent, 2008 Diocese of Broken bay, produced in co-operation with the Bible Society of NSW

Core Scriptures in context

Jn 13:1-15 Jesus washes the disciples' feet

Lk 10:25-37 The Parable of the Good Samaritan

Jn 13:1-15 Jesus washes the disciples' feet Jesus’ action at the Last Supper provides for us a dramatic indicator of the meaning of discipleship. Although he was the ‘Master’ he showed his greatness through his service – symbolic and actual; among all people there is no one greater of lesser; no one more worthy of life or wealth or opportunity, than anyone else. The Gospel of John presents to us a Last Supper in which Jesus delivers a theological discourse on his relationship to the Father, his relationship with his disciples, and the meaning of discipleship. Of the three components of Eucharist – worship, proclamation and service – John chooses to focus on the third: service, as seen in the washing of the feet. Jesus commands his disciples to love one another and to demonstrate that love through acts of service.

The significance of Jesus washing their feet is to make it unquestionably obvious that no matter who we are, it is only in serving others that we serve God. He would also have wanted to be precise in his actions so as to ensure that they were able to demonstrate how all Christians should act towards others.

Lk 10:25-37 The Parable of the Good Samaritan Jesus told a parable to show how wide God's love and mercy is towards all. Jesus' story of a brutal highway robbery was all too familiar to his audience. The road from Jerusalem to Jericho went through a narrow and steep valley surrounded by cliffs. Many wealthy Jews had winter homes in Jericho. This narrow highway was dangerous and notorious for its robbers who could easily ambush their victim and escape into the hills. No one in his right mind would think of travelling it alone.

Why did the religious leaders refuse to give any help when they saw a victim lying by the roadside? Didn't they know that this victim was their neighbour? And why did a Samaritan, an outsider who was despised by the Jews, treat this victim with special care at his own expense as he would care for his own family? Who showed true neighbourly care, compassion and mercy? Jesus makes the supposed villain, the despised Samaritan, the merciful one as an example for the status conscious Jews.

What does Jesus' story tell us about true love for one's neighbour? First, we must be willing to help even if others brought trouble on themselves through their own fault. Second, our love and concern to help others in need must be practical. Good intentions and empathising with others are not enough and lastly, our love for others must be as wide as God's love. No one is excluded. God's love is unconditional.

"Dearest Lord, may I see you today and every day in the person of your sick, and whilst nursing minister to you. Though you hide yourself behind the unattractive disguise of the irritable, the exacting, the unreasonable, may I still recognize you and say: ‘Jesus, my patient, how sweet it is to serve you.’ (Mother Teresa of Calcutta)

Adapted from (c) 2004 Don Schwager http://www.rc.net/wcc/readings/luke1025.htm

The Concept of Loving Service in these Gospel Stories

In his parables, Jesus was challenging his listeners to reflect on the nature of the Kingdom of God. He confronts them with a question: Who is it that might be worthy enough to belong? Jesus explains that each person is expected to show kindness

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and compassion towards others regardless of their social and financial status, physical and intellectual disabilities. All are created in the image and likeness of God and are to be treated accordingly; the Kingdom is not an exclusive club with membership reserved for a few but is open to all.

In both these Scripture passages Jesus overturns the values of his own society. Students may well begin to wonder about what it means to treat others as Jesus would treat them, and how they can do it in their daily lives; as well as what effect their actions might have on the wider world.

Catechism of the Catholic Church for teacher referencenn. 830-856 The Church is Catholic

Compendium # 166. Why is the Church called “Catholic”?

nn. 1213-1284 The Sacrament of Baptism

Compendium # 252. What names are given to the first sacrament of initiation?

nn. 1700-1832 Dignity of the human person

Compendium # 358. What is the root of human dignity?

nn. 19665-1972, 1983-85 Love of God and Neighbour

Compendium #420. What is the New Law of the Gospel?

nn. 1928-1948 Social justice

Compendium # 411. How does society ensure social justice?

http://www.vatican.va/archive/ENG0015/_INDEX.HTM

Background for Teachers

Mission

The concept of mission today is focused on social transformation, built upon Gospel values. The goal of social transformation calls Christians to work towards community renewal, to embrace the greater challenge of being in communion with the world community as well as being in and for their own communities. Mission challenges Christians to explore what Jesus means in the world beyond the Christian community. As prophets for social transformation, Christians must demonstrate a preferential option for the poor and most vulnerable, including those who have physical, financial, spiritual, emotional or intellectual needs. Whilst the ‘charity aspect’ of mission is important in meeting peoples’ immediate needs, the heart of mission involves a transformation of attitudes to life, thereby working towards changing systemic injustice. It is by living a mission of loving service that we bring about the Kingdom of God in our daily lives.

The world around us provides plenty of evidence of brokenness. There is poverty, hunger, violence, oppression, war, family dysfunction; the list can seem endless. Into such a world Jesus came with a message of hope: these ills can be cured, by us. His actions of healing and his words of reconciliation are indicative of what the world can and should be: a world of the healed and forgiven. Jesus’ example, his teaching and his promise that the Kingdom of God would be realised through following his way lay the ground for us in our acceptance of the challenge to transform the world. As we participate in this transformation we too participate in extending that Kingdom.

The Kingdom of God

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The concept of the Kingdom of God has been open to a range of interpretations through the ages and continues to be a difficult concept for adults – let alone children - to come to terms with. Evidence in the Gospels indicates that Jesus’ use of the term Kingdom of God led both his followers and his enemies to a similar interpretation: that he was heralding in a new temporal order. The synoptic gospels (Matthew, Mark and Luke) use the concept of the Kingdom of God as the central theme for Jesus’ life and mission. The kingdom is revealed in the person of Jesus in narratives of these gospels, in particular through miracle stories and parables.

Matthew’s Gospel shows Jesus working very hard to get through to those listening that he is speaking about both the here and now and the future; that the Reign of God starts here and is completed in heaven: that what we do is inextricably linked with the completion of the Kingdom. In his parables, explanations and action he makes it explicit that the Kingdom is a Kingdom of justice and peace. The task for the Christian is to build such a Kingdom here and now and enjoy its fruits in heaven.

St Paul also talks about the kingdom. In his letter to the Romans (14:17), he describes a kingdom that is characterised by righteousness, peace and joy in the Holy Spirit.

The Kingdom of God is unlike the political kingdoms of this world. Those kingdoms seek power and wealth as their source of authority. The Kingdom Jesus challenges us to join is one which service is central to the authority. Just as Jesus became a servant, so too do the members of his Kingdom need to embrace a service that leads others to freedom from violence and oppression.

It is important to understand that such service is not to be confused with servitude. It is a service that empowers other to seek the Kingdom, to seek justice, peace and freedom from the materialism (the denial of the spiritual) that dominates the world.

The Kingdom of God is present here and now, signalling the existence of the “…gracious, forgiving and redeeming presence of (God) in the world…This kingdom is open to all, and all are invited into it, but it is given …preferentially to those who are marginalised, that is, the poor, the afflicted, the oppressed, the captives…” (LK 4:18) (Phan, 2001, p. 4).

Who is my neighbour?

Jesus’ message of transformation begins very firmly with us. His teaching about solidarity with all of humankind was a challenge to the Jews of his time because they equated being “chosen” with being “apart”. Jesus, however, wanted them to see that they were chosen to reach out to others, and that this reaching out was indicative of those who were chosen by God.

This challenge, though, is just as much for us because we are a country whose majority population comes from migrant stock.

The parable of the Good Samaritan is about helping those in need, certainly, but it primarily answers the question: who is my neighbour? The short answer is: everyone without distinction. In the Gospel of John the loving service aspect of Eucharist is the key in the Washing of the Feet. To whom is service given? Again, the answer is: everyone without distinction.

The Christian Role of Loving Service

Jesus emphasizes that true disciples places all others ahead of themselves. Throughout the gospels he uses the examples of children (who had little status in his society) and guests who place themselves in the least prominent position at table. This humility that Jesus teaches and demonstrates is indicative of his knowledge of the Father’s love and the Father’s greatness. The challenge is less that Christians become servants of those in power than it is that all become servants of each other. This can only come about when one’s smallness in the universe is realized; and one’s preciousness in the eyes of the Creator.

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There are some people whose whole lives are devoted to walking beside by supporting the poor and outcast. Some work as volunteers, others as professionals through church organisations, others, still, work as members of religious orders.

Some of the work being done by these people answers the most basic of human needs: feeding the starving, washing and tending the sick, sometimes as basic as being with the dying so that they do not leave this life feeling abandoned. For all of these activities Jesus’ washing of his disciples’ feet is a practical metaphor.

Most of us will be confronted with daily opportunities to show Christ’s love to others, particularly those isolated or alienated by those around them. In schools such isolation can occur because each student is struggling to establish an individual identity; few mean to be cruel to others but those who are excluded feel the hurt, intentional or otherwise. This presents a constant challenge to young people and is a way they can live out their mission at a practical and local level.

Church is a community in which the kingdom is experienced and celebrated, and where the future life with the Triune God is already happening. The church works for the kingdom because its mission is to witness and proclaim it. The parish is a faith community, enriched by the Holy Spirit, which has a responsibility to bring about the Kingdom of God through its ministries of loving service. Within the parish community exist a variety of gifts and ministries of service which contribute to the growth and well-being of people in the parish and the community beyond the parish and church.

Many parishes frame their ministry of loving service within the charism of their founders. These charisms are particular theologies of spirit whereby the Holy Spirit is seen to be active in human existence, working through people working deep into our inner cores.

Student ContextPlease cater for the student context of your class in your planning of this module.

Developing the PartnershipPlease make connections between the learning in this module and parents and the wider community.

Curriculum LinksIn your planning, please make links with other Key Learning Areas.

Planning a Quality Learning Sequence for your class

Quality religious education will be achieved only by deep thinking about where you are going and how you plan the learning journey to get there. Begin with the end in mind and then consider how you will build field to meet your goals. Remember that you cannot expect children to develop deep knowledge and understanding, unless you as teacher have deep knowledge and understanding yourself. According to the Quality Teaching Framework, quality teaching will occur when you ask yourself four questions:

What do you want the students to learn? Why does the learning matter? What are you going to get the students to do (or produce)? How well do you expect them to do it?

Key Concepts

Kingdom of God New Testament Priesthood by Baptism Transformation hope

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Marginalisation Commitment Mission Globalisation healing

Liturgy Good News Nourishment Reconciliation Forgiveness

Proclamation God’s Word Challenge Poverty Life journey

Loving service Scripture Founding orders Peace example

Faith Discipleship Witness Love Gift of giving

Justice Christianity Neighbour Participation Blessed and broken

Community/parish Parable Transform Reflective action charism

The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

Suggested Teaching, Learning and Assessment Experiences

These are suggested teaching and learning experiences. The essential part of teaching this module is that you, as teacher have deep knowledge and understanding of the subject matter. Reading in depth the “Background for the Teacher” and “Scripture in Context” will give you the basic understanding you need.

It is essential to use the whole module to plan your own unit. You might like to change the questions to suit your class. Your unit should be written in acknowledgement of the student context of your class. The suggested learning experiences are meant to be adapted for this purpose. You should design learning experiences for the purpose of formative and summative assessment. When designing quality learning experiences and assessments, they must address the outcomes, learning intentions and success criteria based on the enduring understandings of the module.

We are active participants in Jesus’ model of loving service

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What is important for Students to Know and Do

Reflect upon “Who is my neighbour?”Investigate the understanding of loving service as distinct from other types of service e.g. in shops, restaurants etc.Explore examples of Christ’s presence in the world today through those who offer loving service e.g. in the parish,

community and family and in Catholic organisation such as Caritas, Catholic Mission.Identify and put into play actions which lead to a commitment to mission.Research how the foundation orders of the school and parish have offered loving service.Investigate the effects of globalisation on local, national and global communities.

Enduring Understandings

By virtue of our Baptism, all Christians have responsibility to bring about the Kingdom of God through mission by living Jesus’ values.

The Kingdom of God challenges society to place the needs of the marginalised first. Christians can bring about the Kingdom of God by being of service to our neighbours.Jesus taught us and showed us how to serve others. This model of loving service is exemplified by Jesus’ washing of his

disciple’s feet and by his teaching of the parable of the Good Samaritan.People in parishes, both Religious and lay people are witnesses to Christ as they bring about the Kingdom of God through

their work in various ministries.Many parishes and school carry out loving service through the charism of their foundersWe are nourished for our journey of mission in liturgy, by both Word and Eucharist.Giving loving service can lead to both personal and societal transformation.

Suggested Big Question

How can we be transformed by participating in a loving service of mission?

Suggested Essential Questions

What is service and how does it affect our lives?

What was Jesus’ loving mission of service and how do we participate in it?

How does our parish community live out its Baptismal promises to bring about the Kingdom of God through a loving service of mission?

How are we nourished for our journey of mission?

Suggested Teaching, Learning and Assessment Experiences

How can we be transformed by participating in a loving service of mission?

• Introduce and display the big question. Identify key words from the question and display. Establish prior knowledge of these terms through discussion. As the unit progresses, students add phrases under the terms which explain a depth of

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understanding from a Christian point of view. Examples of questions to lead discussions:

TRANSFORMATION

• In what ways have you seen things transformed? (e.g. houses by being redecorated; gardens by adding new plants; brides by beautiful clothing, hair and make-up; movie characters, especially those in films such as ‘Lord of the Rings’.

• What language do the media use to make us think that it is important to be transformed physically? Why do you think they do this (maybe to sell products)? How can such campaigns affect the self esteem of people? Do you think that physical transformation is the most important kind of transformation?

• In what other ways can we be transformed (emotionally, intellectually, spiritually, and socially)?

PARTICIPATION

• In what ways do we participate in society?• What rights and responsibilities do we have to participate in society?• Do we have choices to participate?• Do we allow everyone to participate in our class, school?• Are there people in the world who do not have the right to participate (e.g. to work, vote, practice their religion of choice,

marry from choice etc)? Why do you think this is so? Do you think this can be changed?

LOVING SERVICE

*** To be addressed in first essential question***

MISSION

• What do you understand mission to be?• Does mission only refer to activities in distant countries?• Do we all have a role in mission?• Where can we learn about mission?

What is service and how does it affect our lives?

• Create a class mind map about ways that children are served in their lives (e.g. at home, on planes, in restaurants, in shops, at school, at the doctors, in hotels). Collect media/internet cuttings about service. Identify key features of service as it occurs in society (e.g. protocol, manners).

• Ask students if the service they receive when it is paid for is different from service they receive by carers (parents, doctors/ nurses, teachers). How is it different? Why do you think this is so? Could this be called loving service? Are there people who don’t receive loving service from people in their lives?

• Invite someone who serves in the community to come and talk about their caring role of service (e.g. principal, priest, parent, nurse).

• Home school connector: Children discuss with their parents/ carers the importance of their role of service in their families.• In cooperative groups, children discuss questions such as :

What is it like to serve and to be served?Do you think it is important to experience both being served and serving others?What do you think are key behaviours when people serve and are served? Do you think these would be different when you are out in society or when you are home? Does everyone respond to service in appropriate way?

What was Jesus’ loving mission of service and how do we participate in it?

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• Brainstorm Gospel stories in which Jesus served others and record (examples may include the Wedding Feast of Cana, the Feeding of the Five Thousand, The Washing of the Feet, healing stories). Discuss similarities and differences between the sort of service that Jesus offered and taught about, to the types of service in modern society that we have discussed. Discuss that Jesus both taught about service and demonstrated loving service by his actions.

• Introduce the core scripture (Jn 13:1-15 Jesus washes the disciples' feet) through the technique of Lectio Divina (shared in community). This is a method of slow meditative reading of scripture, in search of personal contact with God. Children will need to quieten their bodies and minds, bringing their whole being into focus. For the stages of Lectio Divina shared in community see Appendix 1.

• Children may like to dramatise the story using Rita Wintour’s play, “Washing Smelly Feet” in “Just Imagine”(pp.71-72) or chorus play, “Jesus washes the disciples’ feet ( p. 16).

• Discuss the situation of Jesus washing the disciples’ feet at the Last Supper. (It was a common practice to wash guests’ feet because they had walked on dusty roads. It was normally done by servants. No-one had done it at that Passover meal, so Jesus washed the feet of the guests, another example of how Jesus’ challenged accepted traditions to demonstrate his mission of love).

• At the Last Supper, Jesus demonstrated his role as servant leader. Brainstorm the qualities that Jesus showed about servant leadership e.g. unconditional love (including to those who would betray him), humility, self, gift through service, hospitality, communion with all. Discuss ways in which Christ’s presence in seen in the world today through people who are servant leaders, especially those who reach out to the marginalised. Use the “Face of God” song (Mark Raue on ‘A Restless Heart’ CD or ‘Catholic Mission’ CD) to develop the concept of how we are the face of God (Christ’s presence) today and must reach out to others both locally and globally.

• Suggested Assessment JS 2.2, “Jesus, Servant Leader” Use words and pictures to describe Jesus’ role of service, as described in the story of the Washing of the Feet. Use Apps such as ShowMe, Educreations or websites like Wordl or Tagxedo.

• Write a story about someone who is the face of God today as they reach out to the marginalised OR make a PowerPoint/ Photo Story or write a song/poem about being the Face of God today through servant leadership.

• Discuss how Jesus taught about loving service as well as demonstrating it in his life. The story of the Good Samaritan is an example of a parable in which the quality of loving service is shown. Experience the story by choral reading, readers’ theatre or drama. A chorus play can be found in Just Imagine (pp. 27-30) A Readers’ Theatre may be found in Appendix 2.

• Draw out the depth of this text by exploring the world of the text, the world behind the text and the world in front of the text. Look at the map and picture of the road from Jerusalem to Jericho to establish the setting for the story (see Appendix 3). By knowing the background of the text, it is possible to emphasise the importance of the concept of neighbour, especially considering the deep hatred that existed between Samaritans and Jews.

• The World of the Text: Jesus’ World -The road from Jerusalem to Jericho is steep, descending 1,158 metres over 29 kilometres. -The Levite was a temple functionary from the priestly tribe of Levi. He and the priest would have probably been returning from a temple function. They probably did not want to touch someone who was injured or possibly dead because of impurity. -The relationship between Samaritans and Jews was the result of centuries of bigotry and hatred, and was both political and religious. During the time of the Babylonian exile of the Jews, the Samaritans had intermarried with pagans who worshipped idols. They were considered heretics and outsiders by the Jews.

• The World behind the Text: Luke’s World -Luke wrote for an audience that included Jews and Gentiles, Romans and non Romans. One of his main aims was to demonstrate how the scriptures could give birth to a church that included everyone. Luke’s Gospel is an enlightened social commentary. The story of the Good Samaritan is an example of inclusiveness, in particular reaching out to outsiders.

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• The World In Front of the Text: What does it mean? In particular, what does it mean in our lives today? -The ‘Parable of the Good Samaritan’ is a story in which Jesus teaches the ways of the kingdom. Preceded by a description of Jesus’ relationship with the Father (“No-one knows who the Son is except the Father, and no one knows who the Father is except the Son and anyone who chooses to reveal him,” Lk 10:22), Jesus describes how we can reveal the Father by considering the question, “Who is my neighbour?” Jesus changed the accepted meaning of neighbour, as the Jewish people had previously only regarded their neighbours as other Jewish people. According to Jesus, a neighbourly person is one who bestows kindness, not only to loved ones or those who are familiar and accepted, but to everyone, especially those ‘on the outside.’ This Gospel calls us to consider who is our neighbour. In the Kingdom of God, which is one of openness and inclusivity, everyone is our neighbour.

• Discuss who are their ‘neighbours’ in the different contexts in which they live. Consider especially those who are outsiders. Students should consider indigenous, multicultural, religious and gender perspectives. Discuss ways of reaching out to others.

• Pray a Good Samaritans’ Prayer

Along the Road

Lord, you call us to Good Samaritans.

You call us to serve you in the world,

following your Good News plan.

We find joy in being able to help our brothers and sisters!

Lord, we are your friends.

We want to walk with you along your path of life.

Good Samaritans welcome those who are rejected.

Good Samaritans talk to and respect those who have been isolated.

Good Samaritans bring hope to those who have failed,

and they reach out to those who are ridiculed!

Good Samaritans see the stranger as a brother or sister.

Oh Lord, give us the strength of Samaritans

as we walk your path of life.

Singer, C and Hari, A “Along the Road” in Experience Jesus Today 1995, Editions Du Signe, Strasbourg Cedex, France. P. 131

• Suggested Assessment Task JS 2.2 Think of a situation today in which a Good Samaritan reaches out to an outsider. Write a story, create a movie strip or make a Photo Story about your scenario. Explore Comic Maker App

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• Create a table in which you list people who are your neighbours in different life situations. Create a plan to reach out to a person/ people from one of these categories. At the end of this module, evaluate your progress by reflecting deeply upon your actions

Who is my neighbour?

In my home environment

With my friends and social groups

At school In my local and Australian community

In the global community

How does our parish community live out its Baptismal promises to bring about the Kingdom of God through a loving service of mission?

• Investigate our baptismal promises. The promises may also be reviewed by singing and reflecting upon the words of “Yes, Lord I Believe” (John Burland in ‘And with your Spirit’ © 2011). For each promise, children reflect upon what it means for their mission of loving service e.g. Do you reject sin, so as to live in the freedom of God’s children? Try to live in the ways that Jesus showed us, reaching out to all God’s children (everyone).

Do you believe in God, the Father almighty, creator of heaven and earth? Recognise that all people and creation are the face of God in the world today.

Do you believe in Jesus Christ, his only Son, our Lord, who was born of the Virgin Mary, was crucified, died, and was buried, rose from the dead, and is now seated at the right hand of the Father? Live in Jesus’ ways, recognising that we live, die and rise with Jesus every day (we live with him in our daily experiences, die in our pain and rise in our hope). Do you believe in the Holy Spirit, the holy Catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and life everlasting? As baptised people, we carry on the mission of Jesus in our world.

• Discuss the parish community as a community of disciples. Discuss how it helps our mission of loving service to live out our Baptismal promises in community.What benefits are gained by doing things in community? How does community help us to build values?What do we gain by serving alongside others in parish?

• Research how people in the parish community live out their mission of loving service. Invite some people from particular ministries to talk to the class about their activities and how they see their work as a means of bringing about the Kingdom of God.

• If the parish has a particular charism from its founders, investigate this charism through websites (see Appendix 5).• Suggested Assessment CDS 2.3 Imagine that you are a person who has the duty to evaluate the quality of loving service

in your parish. Record what you see under the following headings: Essential qualities and characteristics you see in those who offer loving service Groups who have particular roles of serviceDescribe how those who serve are examples of discipleshipWays to encourage more people to offer serviceChoose a phrase/sentence from scripture that captures the loving service that happens in your parish.

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How are we nourished for our journey of mission?

• Discuss how we are nourished for our life journeys by both Word (the Scriptures) and Eucharist.

• Suggested Assessment PS 2.4b: Plan a communal celebration that focuses on our mission of loving service. Children will have different roles and the teacher will need to keep anecdotal evidence of their contribution to the liturgy. The scriptures from the module may be used. There are some excellent songs based on loving service. Use the liturgy plan (see Appendix 6) to help plan the unit (see resource list).

• Reflect upon the big question in relation to learnings from the module.

Appendix 1 Lectio Divina in Community

(A) Listening for the Gentle Touch of Christ the Word(The Literal Sense)

In a prayer circle, children listen quietly to the first reading of the scripture. Children learn that it is important to be receptive to the Word of God. Children must come to know that prayer, including scriptural prayer is not about knowledge or concepts about God, but about letting God be within them. They are asked to let the words of God act upon their hearts. During the reading they are asked to be attentive to a part that stands out for them.

After the reading, children sit in silence and repeat a word or phrase in their hearts that has meaning for them.

There may be a short sharing time in which each participant says a word or phrase, with no elaboration.

(B) How Christ the Word speaks to ME(The Allegorical Sense)

The passage is read by another person, followed by one or two minutes of silence. The focus of this reading is to reflect upon “Where does this reading touch my life today?” In this stage, children are asked to put aside their defences, masks and words and to let God into their hearts. Optional sharing after this reading may begin with phrases such as “ I hear… I see…”

(C) What Christ the Word Invites me to DO(The Moral Sense)

The reading is read a third time by another person. During two or three minutes of reflection, children think about what they believe God wants them to do this week.

Children may continue reflecting by journaling.

They may then share their reflections, paying particular attention to the reflection of the person to their right.

Each participant prayers for the person to their right.

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Appendix 2

Readers’ Theatre – The Parable of the Good Samaritan

THE PARABLE OF THE GOOD SAMARITAN

Reader: A teacher of the Law came up and tried to trap Jesus.

Teacher of the Law: Teacher, what must I do to receive eternal life?

Jesus: What do the Scriptures say, how do you interpret them?

Teacher of the Law: Love the Lord your God with all your heart, with all your soul, and with all your mind, and love your neighbour as you love yourself.

Jesus: You are right, do this and you will live.

Reader: But the teacher of the Law wanted to justify himself, so he asked Jesus, “Who is my neighbour?”

Jesus: Once there was a man who was going down from Jerusalem to Jericho past when robbers attacked him, stripped him, and beat him up, leaving half dead.

It so happened that a priest was going down that road, but when he saw the man, he walked past on the other side.

In the same way, a Levite came along, went over and looked at the man, and then walked past on the other side.

But a Samaritan who was travelling that way came upon the man, and when he saw him, his heart was filled with pity. He went over to him, poured oil and wine on his wounds and bandaged them; then he put the man on his own animal and took him to an inn, where he took care of him. The next day, he took two silver coins and gave them to the innkeeper and said:

Samaritan: Take care of him, and when I come back this way, I will pay you whatever else you spend on him.

Jesus: In your opinion, which one of these three acted like a neighbour towards the man attacked by the robbers?

Teacher of the Law: The one who was kind to him.

Jesus: You go, then, and do the same.

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Appendix 3

http://www.circleofprayer.com/cana.html

http://aseekingspirit.wordpress.com/2009/01/29/on-the-jericho-road/

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Appendix 4

Baptismal Promises

Do you reject sin, so as to live in the freedom of God’s children?

Do you believe in God, the Father almighty, creator of heaven and earth?

Do you believe in Jesus Christ, his only Son, our Lord, who was born of the Virgin Mary, was crucified, died, and was buried, rose from the dead, and is now seated at the right hand of the Father?

Do you believe in the Holy Spirit, the holy Catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and life everlasting?

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Appendix 5

Foundation Orders Websites

Sisters of Good Samaritan the Order of St Benedict.

http://www.goodsams.org.au/html/home/home.htm

Sisters of Mercy

http://www.mercy.org.au/

Brigidine Sisters

http://www.brigidine.org.au/

Sisters of St Joseph

http://www.sosj.org.au/

The Dominican Sisters

http://www.opeast.org.au/

Society of the Divine Saviour (Salvatorians)

http://www.sds.org.au/

Augustinian

http://www.augustinians.org.au/

Congregation of St Michael the Archangel (Michaelite Fathers)http://www.michaelites.ca/congregation/founder-father-bronislaw-markiewicz.html

Scalabrinian Fathers – Scalabrinian Congregation

http://www.scalabrini.asn.au/

Spiritanshttp://www.spiritan.ie/2012/

Fransalian Fathers - Missionaries of St Francis De Sales

http://www.fransalians.com/

Jesuits – The Society of Jesus

http://www.jesuit.org.au/

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Appendix 6Children’s Liturgy of the Word

Liturgy OutlineLiturgy Definition: “work of the people” (in this case - the children)

A liturgy to celebrate module learning usually has four parts of which these can contain all or some one of the suggestions.

Before you begin some other considerations!! Where will the liturgy be celebrated? Does not have to be celebrated in the church or the classroom. Outdoors is a possibility - weather permitting. Consider the placement of chairs and sacred space. Who to invite? (parents, staff, priest etc)

WE GATHER: Setting the scene Sacred Space (cloth, candle, Bible, icons etc) to be created in this part. Procession Hymn or songs of welcome Welcome and introduction to celebration Opening prayer

WE LISTEN: Stories From the Bible Outline of what has been learnt Multimedia presentations Dramatisation/ dialogue of story Hymns Liturgical Movement of story Stories of their life and families Related narratives (eg Dreamtime story)

WE RESPOND:Responding to the stories Hymn or songs Liturgical movement Prayers of Intercession Prayer Multimedia presentations Sharing work from module (eg artwork)

WE GO FORTH:Sending Forth Recessional hymn or songs Liturgical movement Prayer Thank you statement

Liturgy can be followed by offer of hospitality

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Resources

Note: The resources indicated below are recommended but not essential to assist with the teaching of this module. Please locate those available in your school and add to those below.

Teacher

Carlson, M. (1997). Gold and Honey Bible. Oregon: Multnomah Publishers. Hari, A. and Singer, C. 1993. Experience Jesus Today. Understanding the Gospel. France: Editions Du Signe.

O’Brien, K. & White, D. (2001). The Thinking Platform. Marayong: K. D. Publications.

Ryan Reehorst, J. 2002. Guided Meditations for Children. United States of America: Harcourt Religion Publishers., M. (2003) Expressions. A Religion Series for Catholic Primary Schools. Tuggeran: Social Science Press.

Walker, D. Lectio Divina: Sundays of Advent, 2008 Diocese of Broken Bay, produced in co-operation with the Bible Society of NSW

White, D. et al. (2003). Into The Deep. Marayong: K. D. Publications

White, D et al (2206) Deep Thinking: An essential for Learning Marayong: K. D. Publications

Wintour, R. (2000). Just Imagine. Mountjoy Enterprises. Brisbane.

Wintour, R. (2002). Just Imagine 2. Mountjoy Enterprises. Brisbane.

Woods, L (1996) The Christian Story. ACU Press. North Sydney

Audio Visual

Literature

Music

John Burland ‘And with your Spirit’ © 2011

Search song/hymn categories for hymns at:

John Burland http://www.johnburland.com/ Andrew Chinn http://www.butterflymusic.com.au/needasong.html#8 Michael Mangan http://www.litmusproductions.com/index.php/song-search.html

InternetMission and Religious Education (Lighthouse) http://missionandreligiouseducation.dbbcso.org/

www.catholicmission.org.au

http://www.caritas.org.au

http://touchoffire.com/biblestorymain.htm

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http://www.vinnies.org.au

http://www.missionaustralia.com.au/

FOUNDATION ORDERS OF SCHOOLS AND PARISHES IN THE DIOCESE OF BROKEN BAY

Sisters of Good Samaritan the Order of St Benedict.

http://www.goodsams.org.au/html/home/home.htm

Sisters of Mercy

http://www.mercy.org.au/

Brigidine Sisters

http://www.brigidine.org.au/

Sisters of St Joseph

http://www.sosj.org.au/

The Dominican Sisters

http://www.opeast.org.au/

Society of the Divine Saviour (Salvatorians)

http://www.sds.org.au/

Augustinian

http://www.augustinians.org.au/

Congregation of St Michael the Archangel (Michaelite Fathers)

http://www.michaelites.ca/congregation/founder-father-bronislaw-markiewicz.html

Scalabrinian Fathers – Scalabrinian Congregation

http://www.scalabrini.asn.au/

Spiritans

http://www.spiritan.ie/2012/

Fransalian Fathers - Missionaries of St Francis De Sales

http://www.fransalians.com/

Jesuits – The Society of Jesus

http://www.jesuit.org.au/

Storytelling

Make short art-inspired stories http://storybird.com/

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Capzles social storytelling http://www.capzles.com/

General

http://www.caritas.org.au/?gclid=CJOir6zrpb8CFcEJvAodjUwAJg

http://www.catholicmission.org.au/

http://www.vinnies.org.au/?gclid=CKXmk9Prpb8CFU8JvAodlo4ADA

http://wallwisher.com/

http://www.wordle.net/

http://www.tagxedo.com/

Interactive Bible Map http://wild.biblesociety.org.au//wild/index.php

Useful Apps

Superbook Bible App

The Holy Bible Bible for kids The Pope App

Educreations PuppetPals Show Me Comic Maker

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