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Stage 3 Module

Year 6Missioning Rite

Module Focus

This module will challenge students to seek ways to bring about the Kingdom of God through living out the virtues such

as compassion, love, and forgiveness. Their call to mission will require them to find ways to bring Christ’s love to those who are least loved as expressed in the core scripture, Mt 25:34-40. They will be challenged to develop ideas and actions

to continue the mission of Jesus in their own lives, in the broader community and global context. Students will learn that

Christians are nourished for a journey of life and mission through liturgy, in particular the rites of the church. Sacramental

rites celebrate and nourish us for the special times and ‘everyday-ness’ of our lives. This module culminates in a missioning rite that is non-sacramental, which nourishes and celebrates the Christian call to mission as disciples of Jesus.

Y e a r 6 M i s s i o n i n g R i t e – S t a g e 3 P a g e | 1

OutcomesPS S3.4b:Explains how Catholics are nourished and sustained as they reach out in service to othersGRHD S3.1a Identifies and expresses ways in which God calls all to share in the work of creating and renewing the Kingdom of GodJ S3.2b Identifies those for whom Jesus shows particular concern

Learn About Learn ToPS S3.4b: Ways that celebration of prayer and liturgy will strengthen

and sustain Christian life.

GRHD S3.1a: The concept of Kingdom of God and servant leadership Equality in the eyes of God The Holy Spirit inspiring Christians to create and renew the

world The responsibility to promote justice and peace in the world

J S3.2b: The marginalised in Jesus’ time The marginalised today Teachings of Jesus in relation to the marginalised

PS S3.4b: Make connections between the mission of the Church

through participation in prayer and liturgy

GRHD S3.1a: Develop and communicate an understanding of

‘Kingdom of God’ Identify ways the Kingdom of God is revealed through

Jesus’ ministry Identify ways the Holy Spirit inspires Christians to be

peacemakers, bringing justice to the world Become critically focused in their judgements

J S3.2b: Determine and define characteristics/profile of a

marginalised group or person in today’s society Formulate and implement a plan of action to address

marginalisation

DISCIPLESHIP CHALLENGE

Students are challenged to reach out and minister to others Students are challenged to act responsibly in response to God’s call Students are challenged to reach out to others in love as Jesus did


Catholic Discipleship

The commission to bring the Kingdom of God to all is the call to spread the word, reaching out to others in love, locally and

globally. If students are moving from the local parish school into a range of secondary schools they can take with the

message they have learnt in those first seven years of schooling: Christ is present in others even when we don’t recognise

him. Thus students on the threshold of adolescence can be supported in their enthusiasm for world by being encouraged to

act locally, to see the worth in recognising Christ in those around them, but also by being made aware of the injustices in the

wider world; and being made aware that those injustices need not exist.

Prayer Focus: Social Justice Prayers

There are many prayers that have been written with a social justice focus. This prayer guides us to be witnesses (“Open my hands Lord”) and to proclaim (“Open my lips Lord”) as we serve Jesus Christ by serving other human beings.

OpenOpen my eyes Lord,

So I can see you in your dirty clothes,on the footpath holding out your hand.

So I can see you crying in despairbecause you were treated as a “dirty immigrant”.

So I can see you in your country suffering from faminebegging for help to plant, to build.

Open my lips, Lord. So that I can cry out,“That’s enough! Come, friends,We have to pick up our Christ,

And set our brothers and sisters on their feet!”

Open my hands, Lord,so we will work to make a world

where each human being has enough food and enough respect.Where every human being can shout,

“It is wonderful to be in this world.”

Singer, C and Hari, A “Open” in Experience Jesus Today 1995, Editions Du Signe, Strasbourg Cedex, France. P. 171

Core Scripture

Mt 25: 34-40 The Judgement


Associated Scripture

James 2: 1-5 Warning against partiality ( a suitable version for children can be found at the end of this module in the Scripture Index).

Luke 13:30; Luke 17:20-21; Mark 10:15; Mark 4:26-31 (concepts of God’s Kingdom)

Scripture In Context:

Mt 25:34-50: The scripture known as ‘the Judgment” is seen as a culmination and explanation to the parables already told in Matthew’s gospel. The Day of Judgement will reveal who showed true compassion and mercy to others. Jesus teaches us a very important lesson about loving and taking responsibility for others. God will judge us not only for the wrong we have done but also for what we have failed to do. Now is the time of God’s mercy for seeking his help and grace to walk in this way of love. As people of God, we should try to love as God loves and live equally with all.

James 2:1-5: James’ epistle was probably addressed to Jewish/ Christian audiences. Here, St James professes that those who show faith in Christ must not judge persons on account of mere outward circumstances and appearances. The poorest person can be richest in faith. It is the role of disciples of Christ to accept and reach out to the marginalised.

Compendium of the Catechism of the Catholic Church

nn.541-546, 567 The Kingdom of God Compendium # Who is invited to come into the Kingdom of God proclaimed and brought about by Jesus?nn. 1881-82, 1892-93 The Human Community

Compendium #What is the relationship between the person and society?

nn. 1886-89, 1895-96 The Human Community Compendium # What else is required for an authentic human society?

nn.1913-17, 1926 Participation in Social Life

Compendium # How does one participate in bringing about the common good?

nn. 830-856 The Church is Catholic Compendium # 166 Why is the Church called “Catholic”?

nn. 1700-1709 (Hu)man: The image of God

Compendium # 358 What is the root of human dignity?


nn. 1928-1948 Social justice Compendium # 411 How does society ensure social justice?

Background for the TeacherThe Kingdom of God

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).

Equality in the eyes of God

The message, repeated over again and again in the Scriptures, is that each of us is uniquely loved by God. There are no favourites and all are deserving of the fruits of the Kingdom. Jesus’ actions modelled this and his preaching reinforced it. For those of us who profess our faith in Jesus the inequality and injustice that exist in the world is a scandal.

Jesus showed God’s love to all by reaching out in a particular way to those whom society marginalised. Mainstream Judaism in the 1st century spurned those who collaborated, mixed with or benefited from the Romans who occupied the country. For this reason tax collectors and prostitutes were alienated. But others too were excluded from Jewish society:


lepers and those with mental disorders. People from other nations – particularly the Samaritans, were treated poorly. Women, in general, had little status and women who were without a husband had even less. Jesus reached out to all these and called them to share in God’s kingdom.

The task for us is to identify the marginalised in our society. Identifying the marginalised in our own world is the on-going task of the disciple of Jesus. It can be easy for contemporary Australians to get caught up in humanitarian ventures but ignore the marginalised around us. Modern psychology attributes much dysfunctional behaviour to feelings of isolation, abuse and rejection. Those who can be most irritating are often those who feel undervalued or dismissed. While it is important for students to be made aware of the great injustices in the world – the plight of refugees, the exploitation of women and children around the world, and the gross inequity of the distribution of wealth – it is equally important that children recognise the symptoms of injustice among those around them. This is particularly important given the tumultuous years of adolescence that lie ahead of them. No young person can ever be too sensitive towards the feelings of others.

Christian Mission

Just as Jesus called his disciples to witness to the Kingdom in a variety of ways so too today all are called to answer the call to discipleship according to the talents and abilities God gave us. For many that will mean living in the world and extending the Kingdom through the way we interact in ordinary, often secular, employment. Some Christians, however, are commissioned to move beyond the security of their homes, and sometimes their homelands, to take Christ’s message and actions to the wider world.

The Christian tradition is a missionary one. It has always sought to include all humankind in the experience and gift of the Kingdom. In the past this often resulted in cultural clashes and indeed took on the form of cultural imperialism. Unfortunately, many of the missionaries who sought to bring Christ’s name to all humankind were supported by rulers and financiers with less noble motives. The word missionary in such a context can have very negative connotations.

Today’s missionaries focus on providing services to the poor that might not otherwise be provided: health care, education and community building. In Australia and overseas this will often mean searching for solutions to the long-term effects of dislocation resulting from colonisation in previous centuries. Catholic missions are more involved in extending the Kingdom through action rather than proselytising. Even so, raising people’s consciousness about the injustice around them can frequently bring Christ’s spokespeople into conflict with those who stand to lose much by the eradication of injustice. In some cases, even today, this had led to missionaries losing their lives for their commitment to the poor and marginalised.

For most of us though, it is our lifestyle in the midst of the world that should give witness to the Kingdom. This means that our lives should be lives of compassion, of love, of forgiveness, and of seeking out ways to bring Christ’s love to those who are least loved.

Catholic Agencies

Organisations such as Caritas, Catholic Mission, St Vincent de Paul and Mission Australia carry on work which has been going on for centuries. Today they are doing the work that we in the Western world consider should be done by governments; but such government intervention has been relatively recent and, it would seem, short-lived. It has been the Church, mostly though religious orders, often founded for that specific purpose, that has carried out the charitable work modelled and taught by Jesus.

There are, of course, other organisations that do similar aim work to agencies of the Catholic Church. At times our Catholic agencies work in partnership with these other organisations, particularly in times of crisis. At other times, though, the work of other organisations can come into conflict with Catholic teaching, particularly where organisations are founded on a humanist philosophy rather than on the Gospels.


While the Catholic Church does not seek to be high-minded about its approach its agencies try to limit the amount of money spent on advertising. This means that its agencies often have a much lower profile than other more visible charitable organisations. Similarly, the Church has raised questions about some of the methods distributing aim to those in need. In particular, the practice of sponsoring individual children has been called into question as it tends to single out individuals to the exclusion of others.

In this short module, therefore, the focus should be on exposing children particularly to the work of Catholic agencies so that children in Catholic schools know that the mission of the Church is being carried on in very practical ways by the Church.

Catholic Discipleship

The commission to bring the Kingdom of God to all is the call to spread the word, reaching out to others in love, locally and globally. If students are moving from the local parish school into a range of secondary schools they can take with the message they have learnt in those first seven years of schooling: Christ is present in others even when we don’t recognise him. Thus students on the threshold of adolescence can be supported in their enthusiasm for world by being encouraged to act locally, to see the worth in recognising Christ in those around them, but also by being made aware of the injustices in the wider world; and being made aware that those injustices need not exist.

Catholic Social Teaching Principles

Catholic Social teaching summarises the Church’s teachings about social justice. It is made up of three elements: principles for reflection; criteria for judgement; and guidelines for action. The principles are:1. The Dignity of the Human Being This is the foundation principle of CST. It emphasises the value of human life; human rights; and the equality of all persons.2. Freedom A basic human right reflecting the liberating mission of Jesus Christ.

3.The Common Good This principle illustrates that we are connected with other people. People must be concerned with the good of others, including the good of the whole human family.

4.Universal Destination of Goods The goods of creation are intended by God to be shared by all. People and nations have no right to waste resources when others are in need.

5. Rights of Workers Workers have the right to dignity, to suitable recompense and conditions and to participate in trade unions.

6.Solidarity because of our social natures, human beings have responsibilities to others, beginning with their families, and extending to their communities, their nation and the whole human family.

7. Preferential option for the Poor and Vulnerable Whilst all people are equal, we must look after those who are most vulnerable first.

8. Stewardship and Sustainability We are all managers of God’s creation. We have a duty to care for that gift for future generations. Economic interests must not override the needs of the environment.

9. Participation people have both a right and duty to participate in decisions that most directly affect them. People should be able to actively shape their own destinies.

10. Subsidiarity Responsibility is given as far as possible to those who are most directly affected by decisions. Whilst support is often needed for communities, decisions should not be overtaken by those


outside the situation. This principle resists over centralism, over active government intervention, oppression and authoritarianism.

**Adapted from writing of Dr Michael Costigan at http://www.ces.org.au/ and Dr Sandie Cornish at http://www.centrecarebrisbane.net.au/

See, Judge, Act, Reflect

Since Vatican II the method of “See, Judge and Act” has been promoted as a way to read the ‘signs of the times’. It was originally used by Cardinal Cardjin in workers’ and students’ movements. It calls us to look at social justice issues firstly in our communities before seeing their place in larger issues of social justice. Action in response to social justice issues does not happen until people reflectively discern what is really happening and what is at stake. Today, the stage of “reflect” is often added to encourage continued analysis after social justice action has been put into place.

Adapted from writing of Dr Sandie Cornish at http://www.centrecarebrisbane.net.au/

The Missioning Rites

We celebrate every aspect of our lives and in prayer and liturgy. Through liturgy, we celebrate the mornings, noons and night times of our lives. In the church’s sacramental rites, we are welcomed, nourished for our life journey, farewelled from our earthly existence and welcomed into eternal life. Our rites of passage are celebrated. All sacraments occur in the name of Jesus Christ. They are the work of the Holy Spirit, and are both gift and call. Sacraments are at the heart of human life, carrying on Jesus’ mission which reveals the true face of God. Sacraments become a place of permanent dialogue between God and people. “The liturgical celebration of the sacrament is a point in time, but it only takes place in a history that goes on” (Beguerie, P. & Duchesneau How to Understand the Sacraments( 1989, SCM Press, Paris) pp.4, 35).

We continue this dialogue with God in the living of our daily lives. The concept of sacrament is not only captured in the seven rituals of the church, but in the fullness of our lives with God. The non sacramental missioning rite is a liturgical way of celebrating the fullness of our lives with God within a focus on our call to mission, which is at the heart of our call to discipleship. It is celebrated with the same sense of sacredness of people, time and space as experienced in the seven sacramental rituals of the church. Whilst the missioning rite therefore, is not one of the seven sacramental rites of the church, it is a sacramental experience as it is a means of celebrating the presence of God within our life stories.


http://www.centrecarebrisbane.net.au/


http://www.ces.org.au/

Student Context

Please adjust tasks to suit the student context of your class.

Developing the Partnership

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

Curriculum LinksIn your planning, please create 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?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.

Creating and renewing the Kingdom of God by reaching out to the marginalised?

Key Concepts

K i n g d o m o f G o d o p p r e s s i o n c a p t i v i t y t r a n s f o r m a t i o n m i s s i o n o f J e s u s

c o m m i t m e n t r e j e c t i o n g l o b a l i s a t i o n m a r g i n a l i s a t i o n m i s s i o n a r i e s

n o u r i s h m e n t t h e o u t c a s t H o l y S p i r i t G o o d N e w s c h a l l e n g e

t y p e s o f p o v e r t y b a p t i s m a l p r o m i s e s c r i p t u r e d i s c i p l e s h i p h y p o c r i s y

c o m m u n i t y w i t n e s s j u s t i c e a n d p e a c e

J e s u s ’ m o d e l o f l o v e

C h r i s t i a n M i s s i o n

p r o c l a m a t i o n s o c i e t y f a i t h b l i n d n e s s C h r i s t i a n i t y

What is Important for Students to Know and Do:

Y e a r 6 M i s s i o n i n g R i t e – S t a g e 3 P a g e | 1 0

Determine ways that Christians, inspired by the Holy Spirit can respond to the call of mission.

Critically respond to Scripture passages which illustrate Jesus’ approach to the marginalised.

Adopt a reflective approach to mission in which action is based on the teaching of Jesus and Catholic Social Teaching.

Identify ways that Christian liturgy supports our journey of Mission.

Commit to a journey of mission through the missioning rite.

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. Injustice occurs not only in global situations but also in our everyday lives. Our response to the marginalised can lead to a personal transformation and may contribute to the transformation of

society. Our commitment to mission is strengthened by participation in liturgy. Our commitment to mission should always be reflective. We can use Catholic Social Teaching Principles or strategies

such as “See, Judge, Act, Reflect” to guide this reflection.

Suggested questions

How are we called to share in the work of creating and renewing the Kingdom of God?

What is the Kingdom of God and how is it different to worldly kingdoms?What can we learn from Jesus about extending the Kingdom of God by reaching out to the marginalised?How can we be witnesses to the Kingdom of God both locally and globally? How does celebrating our commitment in liturgy support us in our journey of mission?


Suggested Teaching, Learning and Assessment ExperiencesHow are we called to share in the work of creating and renewing the Kingdom of God?

Introduce and display the big question. Identify the question’s key words (share, create, renew, kingdom). Students think, pair, share the possible meanings of these words and then come together for a class discussion.

What is the Kingdom of God and how is it different to worldly Kingdoms?

Students collect literature about kingdoms. These would include fairy tales and newspaper / magazines clippings of royal families, and stories of past kingdoms e.g. King Arthur. On a retrieval chart, children identify characteristics of worldly kingdoms. These may include things like: power, wealth, having servants and courtiers, special dress, special protocols/ behaviours, living in a palace, having thrones and crowns. Discussion starters:

How does the language we use about kingdoms affect the way we think about roles and power in worldly kingdoms e.g. regal, royal, protocol, nobles, sovereignty, “Your Majesty”, “Your Highness”, throne, hierarchy, rank, order, tradition, etiquette, ceremony.

What might be the positive and negative aspects of worldly kingdoms in today’s society?

Do our images of worldly kingdoms influence the way we think about the Kingdom of God?

Display the term, “Kingdom of God”. Ask students if they think that this Kingdom is similar to the worldly kingdoms just discussed. Divide into groups, each to discuss a short scripture about the meaning of God’s kingdom. Each group constructs a poster, including words that identify the key features of the concept of the Kingdom of God e.g. “welcomes the marginalised”, “is with us now”, “ is within us”, “is growing” etc. Each group presents their poster to the class for discussion.

Jesus said: “What is God’s kingdom like?What story can I use to explain it?It is like what happens when a mustard seed is planted

in the ground.It is the smallest seed in all the world.But once it is planted, it grows larger than any garden

plant.It even puts out branches that are big enough for birds

to nest in its shade.” Mark 4:26-31

“People who are like these little children belong to the kingdom of God.I promise you that you cannot get into God’s kingdom,

unless you accept it the way a child does.” Mark 10:15

“Some Pharisees asked Jesus when God’s kingdom would come.

Jesus answered, “God’s kingdom is not something you can see.

There is no use saying, ‘Look! Here it is’ or ‘Look! There it is.’

God’s kingdom is here with you.” Luke 17:20-21

“People will come from all directions and sit down to feast in God’s kingdom.

There the ones who are now least important will be the most important,and those who are now most important will be least important”. Luke 13:30

Children search the Gospels for other images of the Kingdom of God. Many similes can be found in Matthew’s Kingdom parables e.g. “The kingdom of God is like….” a mustard seed, a treasure found in a field, a net that caught all kinds of fish,” etc. Begin a class Graffiti Wall containing words/ phrases about the Kingdom of God. Add pictures of faces of many


people from different cultures and socio-economic groups, all who are welcome in the Kingdom of God. Continue to add to it as the unit progresses.

Complete a Venn diagram, illustrating differences and connection points between worldly kingdoms and the Kingdom of God (this activity is suitable for formative assessment).

What can we learn from Jesus about extending the Kingdom of God by reaching out to the marginalised?

Create a situation whereby children can experience the meaning of marginalisation. This can happen by drawing a border in the classroom or playground. Whilst most of the class remain inside the area, a few children are marginalised and must remain on the outside. Use this experience as a stimulus for discussion, with questions such as:– What did it feel like being on the inside/ outside?– Have you ever felt marginalised in life situations?– Have you ever realised that someone else was marginalised and reached out to them?– Can everybody be marginalised at some times in their lives?– What groups of people are often marginalised by society?– What groups do you think were marginalised in Jesus’ time? What groups do you think are particularly marginalised

today?– If the kingdom of God is here and now and includes everyone, is it right to leave some people out?

Recall stories from scriptures in which Jesus reached out to the marginalised (e.g. healing stories, Zacchaeus, parables such as the two sons, the lost sheep).

Ask the question: “What would Jesus think about the way that we treat others?” Explore core scripture: Mt 25: 34-40. There is a choral reading of this scripture in “Just Imagine 4”, pp.126-127. Tell students that this scripture from Matthew’s Gospel was his way of bringing together all the points of Jesus’ parables. In pairs, complete a scripture think pad (p. 84, “Into the Deep”) to flesh out the story. Share ideas between groups.

Read a modern social justice narrative and find connections with the Gospel narratives. This may be displayed e.g. in a similarities/differences chart.

Write phrases and investigate depth of meanings that apply from Jesus’ teachings to today’s society e.g.o I was hungry and you gave me food

Providing emergency food for those who have no food Helping communities to become self sufficient in producing their own food Not wasting food or resources so that there will be enough for those with little food Stop impacting hungry people with unhealthy, packaged food which makes profits for big companies. Buy Fair Trade tea, coffee and chocolate when possible.

o I was thirsty and you gave me something to drink Stop polluting waterways so that people have clean water to drink Cut pollution to minimise the effect of global warming which is affecting water supplies

o I was a stranger and you welcomed me Welcome refugees to Australia Welcome new students to school


Welcome new people to our parish Embrace people from all cultures

o I was naked and you clothed me Support clothing appeals from organisations such as Vinnies Buy Fair Trade clothing to support clothing makers in developing countries

o I was sick and you took care of me Give time, not only to those who are sick, but those who are mentally ill, lonely, old, socially or culturally isolated.

o I was in prison and you visited me Visit people or write to people who are isolated e.g. in refugee camps, nursing homes, disabled in their own

homes. Support groups who work with people in prisons and refugee camps.

Students may wish to compare this scripture to the associated scripture from James’ epistle (James 2:1-5). Write prayers of intercession related to these scriptures that may be used in class prayer.

Suggested Assessment Task GRHD S 3.1a o How do you understand the Kingdom of God in life today?o Make two mind maps: 1. Those to whom Jesus offered particular concern

2. Those to whom I should show particular concern.o Make a banner using this part of Matthew’s scripture, “Truly, I tell you, just as you did it to one of the least of

these who are members of my family, you did it to me.”( Mt25:40) On the banner record ways you can positively impact others, particularly those who are marginalised, and thereby do the same to Jesus.

o Write a prayer expressing your actions in the kingdom of God that is here and now, which are inspired by the Holy Spirit.

Pray the Social Justice prayer, “Open”

OpenOpen my eyes Lord,

So I can see you in your dirty clothes,on the footpath holding out your hand.

So I can see you crying in despairbecause you were treated as a “dirty immigrant”.

So I can see you in your country suffering from faminebegging for help to plant, to build.

Open my lips, Lord. So that I can cry out,“That’s enough! Come, friends,We have to pick up our Christ,

And set our brothers and sisters on their feet!”Open my hands, Lord,

so we will work to make a worldwhere each human being has enough food and enough respect.


Where every human being can shout,“It is wonderful to be in this world.”

Singer, C and Hari, A “Open” in Experience Jesus Today 1995, Editions Du Signe, Strasbourg Cedex, France. P. 171

How can we be witnesses to the Kingdom of God both locally and globally? Discuss the difference in our role to the marginalised as a good citizen and a baptised person. As citizens we have

rights and responsibilities. It is our responsibility to contribute in a positive way to society, for which we have the right to be treated well by society (unfortunately this doesn’t always happen). However, as a baptised person, we are called to mission. As our Baptism, the priest says “I baptise you priest, prophet and king.” This means to share in the priestly sacrifice (i.e. to share in liturgy), to be a prophet (i.e. to spread the Good News of the kingdom of God) and to be a king (as in the understanding of ancient kings whose duty it was to care for their people, especially the outcast). Emphasise that God is active in us through the Holy Spirit

Make a chart: “We are baptised to be….. ( examples of the sorts of things that may go in the column are given, but this should be brainstormed with the students).

PRIEST PROPHET KING Share in liturgy Be nourished for our journey

of Mission by the Word of God and by Eucharist.

Participate in the non sacramental rite of mission as a way of being nourished for my role in mission.

Listen to the Word of God, and spread this Word by my own words and actions.

Be of service to others. Put the messages of the Gospel in to action by reaching out to those in need.

Think globally, act locally Try not to marginalise others

in my everyday life. Support organisations which

work to eliminate marginalisation.

If you have not studied in depth the Project Compassion resources for this year, you might like to view the DVD and investigate some of the stories of people in developing countries who have had their lives changed by the work of Caritas (see the upper primary booklet in this year’s Project Compassion kit). Investigate how Caritas are contributing to Millennium development goals. Students can connect to Caritas’ free monthly e-magazine promoting spirituality, justice, action and global education at www.ozspirit.com . Global education officers and volunteers from Caritas are keen to visit schools to discuss mission, and in particular to encourage students to take on the “Be More Challenge” www.bemore.org.au. Catholic Mission also provides great resources and will come to your school to complete workshops such as Pauper’s banquets, in return for fundraising for them.

As a class, students choose a class commitment to mission that they will carry out throughout the year. These will be enacted as children share in the creation and renewal of the Kingdom of God. Students make plans, put plans into action, evaluate their progress and celebrate with liturgy. An action planner for this activity can be found in “Religion Quick Prints” ( Ryan and Elliott, p. 141). It is recommended that students take on the “Be More Challenge” ( www.bemore.org.au )as a coordinated and reflective way of making a difference

Suggested Assessment Task GRHD S 3.1a: Research groups whose work is with those who are particularly marginalised in society today. Great resources are to be found in “My Classes” on the “DBB Social Justice” page. Websites are also listed under “Resources” at the end of this unit. The focus of this assessment is to explore how these groups create and renew the Kingdom of God. Therefore, presentations should begin with a phrase like “Catholic Mission shares in the work of creating and renewing the Kingdom of God”. This would be a good task to


http://www.bemore.org.au/

http://www.bemore.org.au/

http://www.ozspirit.com/

use Multiple Intelligences e.g. children might make a PowerPoint, write a story, create a song etc. The task may ask for information such as logos, vision statements, and projects, always focused on how these organisations share in the work of the Kingdom of God in our world.

Reflecting on their class commitment, the students add “We share in the work of creating and renewing the Kingdom of God” by…. (This part of the assessment may be completed at a later stage than the research task).

How does celebrating our commitment in liturgy support us in our journey of Mission? Children prepare for their commitment liturgy e.g. choose settings, songs, readers. Engage in the Missioning Rite of Commitment - see Liturgy Appendix After liturgy, discuss how participation in the ritual might support us in the journey of mission we are about to undertake

and in our lifelong journey of mission. Discuss how we are living out our baptismal promises to be “priest, prophet and king”. Review big question, reflect on learnings about how we create and renew the Kingdom of God through our action in mission, nourished by liturgy.

Suggested Assessment Task 3.4b Write a reflection about how you are nourished and sustained in your journey of mission. Illustrate as appropriate.


Appendix 1:

See, Judge, Act, Reflect

SEE

Investigate situations in which we are called to mission. Ask questions like:

What is happening? Who is involved? Who is impacting on the situation? What do you think are the causes of the situation? What are the consequences of the situation? Is there anything happening that is hard to see? Are we blind about anything in the situation?

JUDGE

When students think they have a balanced view of the situation, they are asked to make informed judgments through questions like?

Should this situation be happening? Do you think this is right? What makes it right or wrong? Is there anything that we can do to change the situation? What are my own values, attitudes and assumptions in this situation that may be influencing the way I respond? Is this situation affected by factors such as age, race, cultural differences or similarities, class differences or similarities, religious beliefs?

ACT

The group discusses possible ways of responding to the, guided by question such as :

Is there anything you/we can do, no matter how small, to improve the situation? Is there anything more we need to find out? How can we do this? Is there anyone we can influence to improve things? What action are we going to take? What responsibility do we have as people of faith? What are some of the things that are being done?What would we like to change about ourselves or the situation?What forces (people, institutions, cultural values, etc.) are likely to oppose me/us?What forces are likely to support us?Who will we choose to work with?Who will we ask for support?What are likely implications of our actions for ourselves? for others?

REVIEW

Continual reflection is a vital part of the process . Questions to guide this reflection may include:

Did we do what we planned? Did we achieve the original purpose? Did it change the situation of any person(s)? What difficulties did we come up against? What effect did our action have on us and on others? What did we learn from the action? How did we feel before? During ? After? Is there anything we would do differently? Is there any further action we can take?


Appendix 2:

Catholic Social teaching summarises the Church’s teachings about social justice. It is made up of three elements: principles

for reflection; criteria for judgement; and guidelines for action. The principles are:

1. The Dignity of the Human Being This is the foundation principle of CST. It emphasises the value of human life; human

rights; and the equality of all persons.

2. Freedom A basic human right reflecting the liberating mission of Jesus Christ.

3.The Common Good This principle illustrates that we are connected with other people. People must be concerned with the

good of others, including the good of the whole human family.

4.Universal Destination of Goods The goods of creation are intended by God to be shared by all. People and nations have

no right to waste resources when others are in need.

5. Rights of Workers Workers have the right to dignity, to suitable recompense and conditions and to participate in trade

unions.

6.Solidarity because of our social natures, human beings have responsibilities to others, beginning with their families, and

extending to their communities, their nation and the whole human family.

7. Preferential option for the Poor and Vulnerable Whilst all people are equal, we must look after those who are most

vulnerable first.

8. Stewardship and Sustainability We are all managers of God’s creation. We have a duty to care for that gift for future

generations. Economic interests must not override the needs of the environment.

9. Participation people have both a right and duty to participate in decisions that most directly affect them. People should be

able to actively shape their own destinies.

10. Subsidiarity Responsibility is given as far as possible to those who are most directly affected by decisions. Whilst support

is often needed for communities, decisions should not be overtaken by those outside the situation. This principle resists over

centralism, over active government intervention, oppression and authoritarianism.

**Adapted from writing of Dr Michael Costigan at http://www.ces.org.au/ and Dr Sandie Cornish at




http://www.ces.org.au/

Appendix 3:

James 2:1-5 Warning against partialityMy brothers and sisters, do you with your acts of favouritism really believe in our glorious Lord Jesus Christ? For if a person with gold rings and in fine clothes comes into your assembly, and if a poor person in dirty clothes also comes in, and if you take notice of the one wearing the fine clothes and say, ‘Have a seat here, please’, while to the one who is poor you say, ‘Stand there’, or, ‘Sit at my feet’, have you not made distinctions among yourselves, and become judges with evil thoughts? Listen, my beloved brothers and sisters. Has not God chosen the poor in the world to be rich in faith and to be heirs of the kingdom that he has promised to those who love him?

New Revised Standard Version – Harper Collins Study Bible

Appendix 5:

LITURGY OF THE WORD


MISSIONING RITESetting the scene

Sacred Space: Large glass bowl of water, Cloth/s, Bible, Candle, Photos of student and their journey of Mission; School icons: Mission and Vision Statement; Certificates and crosses for presentation (any others item appropriate to school setting)

Acknowledgement of Country

As we gather to pray, let us acknowledge the traditional custodians of this land, the ………. people. Here they have performed age-old ceremonies of storytelling, music, dance, celebrations, initiations and renewal. We pay our respects to the ……… people and their elders for their care of the land. Let us acknowledge this living culture and its unique role in the life of Australia. May we walk gently on this land.

Opening Prayer

Reader: Student

God of all, you gather us as one people in your love. As a school community we value the chance to work together, and to give of our best, by using the skills and talents you have blessed us with. We appreciate the importance that our school and parish had made so that we can foster a strong community built on friendship and faith. We ask you loving God to bless all the parents and teachers who have supported us throughout our years at our school community. We are called to be disciples, to love one another as Jesus loves us. Help all Christians everywhere to follow Jesus’ example. We ask this in his name

Amen.

Opening Hymn: (choose from selection)

Reader:A reading from the letter of St Paul to the Ephesians 4:4-6; 13; 15.There is one body and one Spirit, just as you were called to the one hope of your calling, one Lord, one faith, one baptism, one God and Father of all, who is above all and through all and in all. Until all of us come to the unity of the faith and of the knowledge of the Son of God, to maturity, to the measure of the full stature of Christ. But speaking the truth in love, we must grow up in every way into him who is the head, into Christ.

The word of the LordAll: Thanks be to God ORA reading from 1 Peter 4:10-11

Each one of you has received a special grace, so, like good stewards responsible for all these different graces of God, put yourselves at the service of others. If you are a speaker, speak in words which seem to come from God; if you are a helper, help as though every action was done at God’s orders; so that in everything God may receive the glory, through Jesus Christ, since to him alone belongs all glory and power for ever and ever. Amen

The word of the LordAll: Thanks be to God


Response to the reading

Hymn: Be the Change – (True Colours Shine - Michael Mangan)

Reader:This reading is from the Gospel of Matthew 25:35-46

Jesus told this story to his disciples about what the final judgement would be like.

My Father has blessed you for I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you made me welcome, lacking clothes and you clothed me, sick and you visited me, in prison and you came to see me.

Then the upright will say to him in reply, “Lord, when did we see you hungry and feed you, or thirsty and gave you drink? When did we see you a stranger and make you welcome, lacking clothes and clothe you? When did we find you sick or in prison and go to see you?And my Father answered, “In truth I tell you, in so far as you did this to one of the least of these persons you did it to me”.

The Gospel of the LordAll: Praise to you Lord Jesus Christ.

Student/s from those who are being ‘missioned/commissioned’ will come forth to speak of their understandings they have come to, since they have experienced the learnings in the modules of work and the actions/ plans they have undertaken in their school/parish community.

Commitment to Discipleship and Mission

All: As we begin a new journey we pray in the name of Jesus, who is our hope, to follow his example to serve others faithfully.

Through the waters of our Baptism we became disciples of Jesus and so we will strive to live a life modelled on his love.

May the same cross – our sign of unity in Christ – draw us together in love.

Presentation of certificates The students names are called out and are presented with certificates of ‘mission’ and a cross from the leader of the liturgy; students remain around the sacred space.Following the presentation the leader asks that all present extend her/his hand over the students as the following prayer is prayed by all.

Blessing Loving God,

Send your blessing upon these young people.

Watch over them as they work in your name

Help them to have the courage to lead by example,

And to respect all, just as your son Jesus taught.

Always willing to listen with their eyes, their ears and their hearts,

We ask this through Jesus your son.

Amen


Concluding Prayer:Reader: Gracious God,

May we who have been blessed by this celebration,

Go forth with willing hearts,

To live out your Mission of love,

In our families and community,

And to support in whatever way we can,

Your Mission in our communities and through out the world

We make this prayer in Jesus’ name.

Amen.

Final Hymn: choose from selection or school song

SONG SUGGESTIONSSpirit Dream (Monica Brown – One People One Land)

Children Of Our Time (Ray Paxton – As One Voice For Kids)

Follow Me (Andrew Chinn – These Hands)

Be the Change – (True Colours Shine - Michael Mangan)

Make a Little Difference (Michael Mangan – Setting Hearts On Fire)

One Family (John Burland – One Family)

One For Others (Trish Watts & Monica O’Brien – As One Voice For Kids)

St Teresa’s Prayer (Michael Mangan – Setting Hearts of Fire)

Make a Little Difference (Michael Mangan – Setting Hearts of Fire)

Justice Cries (Mark Raue-Justice Cries)

The Dream (Mark Raue-Justice Cries)

Justice Anthem (Mark Raue-Justice Cries)

Call us (Mark Raue-Justice Cries)

The Face of God (Mark Raue- Restless Heart)

Appendix 6:

Celebration of ModulesLiturgy Outline

Li turgy Def in i t ion: “work of the peop le” ( i n t h i s c a s e - t h e c h i l d r e n )

A l i t u r gy to c e l eb r a t e mo du le l ea rn in g u su a l ly h as f ou r pa r ts o f wh ic h th es e c an c on ta i n a l l o r s om e on e o f t he s ug ge s t i on s .B ef or e y ou b eg in s ome o th er c on s i de r a t io ns ! !


W he re w i l l t he l i t u r g y b e c e l e b ra te d? Do es n o t h av e to be c e l eb ra te d i n th e ch u r c h o r t h e c la ss ro om . Ou td oo rs i s a p os s i b i l i t y - we a t he r pe rm i t t i n g .

C on s i de r t he p la ce me n t o f c ha i r s an d s ac re d sp ac e . W ho t o i nv i t e? ( p a re n t s , s t a f f , p r i es t e t c )

W E G A T H E R : S et t i ng th e sc e n e Sa cr ed Sp ac e ( c lo th , can d l e , B ib le , i co ns e t c ) t o b e c re a t ed i n th i s p a r t . Pr oc es s io n Hy mn o r s on gs o f we lc ome We lc om e a nd i n t ro du c t i on t o ce le b r a t i on Op en in g p ra ye r

W E L I S T E N : S to r i es Fr om t he B i b l e Ou t l i n e o f wh a t h as b ee n l ea rn t Mu l t im ed i a p r es en ta t i ons Dr am at i s a t i on / d i a l og ue o f s to ry Hy mn s L i tu rg i c a l Mo ve me n t o f s to ry St o r ie s o f t h e i r l i f e a nd fa m i l i es Re la te d n a r ra t i ve s (e g Dre a m t i me s to ry )

W E R E S P O N D :R es po n d i ng t o th e s to r i e s Hy mn o r s on gs L i tu rg i c a l mo ve me n t Pr ay e r s o f I n te rc e s s i on Pr ay e r Mu l t im ed i a p r es en ta t i ons Sh ar in g w or k f r om m od u le ( e g a r t wo rk )

W E G O F O R T H :S en d i n g Fo r t h Re ce ss io n a l h ym n o r s ong s L i tu rg i c a l mo ve me n t Pr ay e r Th an k yo u s t a t e me n t

Liturgy can be followed by offer of hospitality

Possible Resources

T he r es ou rc e s i n d i c a t ed b e l ow a r e re co mm en de d to as s i s t w i t h t he t ea ch in g o f t h i s mo d u l e . P l ea se a dd o t he r s t ha t a re u se d .

Teacher B re th e r t on , Ba rb a r a An n . 19 97 . Y ou a nd M e Go d : P ra ye r T h em es a n d Gu id e d M ed i t a t i on s fo r Ch i l d r en , We n tw or th

F a l l s : S o c i a l S c i en ce P res s .

H ar i & S in ge r , A lb e r t . 199 3 . Ex pe r ie nc e Je s u s To da y : U nd er s t an d i ng t h e Go sp e l . B ro ok v a l e : JH P Ma rk e t i n g a nd D is t r i b u t i o n .

R ee ho r s t , Ja ne . 1 99 1 . Gu i de d M ed i t a t i o n s f o r C h i l d r en 2 : H o w t o Te a ch C h i l d re n to P ra y U s i ng S c r ip tu re . U .S . A . B ro wn R O A Pu b l i s h i ng Me d i a

W hi te , O ’B r i en , To dd , Dan . 2 00 3 . I n t o th e De ep : R i ch T ea ch in g S t ra t eg ie s fo r t h e Re l i g i o us E du c a t i on C la ss ro o m. Ma ra yo ng : K .D . Pu b l i c a t i o n s .


W in to u r , R in a Ju s t I ma g i ne Se r i es 1 -4 : C r ea t i ve W ay s o f P r es en t i ng S c r ip tu re . B r i s ba n e : Mo un t j o y En te rp r i se s

W in to u r , R in a . 19 98 . S a c r ed C e l eb r a t i o ns : L i t u r g i es f o r Ch i l d r en . B r i sb an e : M ou n t j o y En te r p r i s es .

L ab Or a W or sh ip

Literature

MusicT he re a r e ma ny s on gs ab ou t m i ss io n a nd d i s c i p l es h i p . He re a re s om e su gg e s t i o ns :

As One Voice for kids.2002. Australia: Willow Connections and Openbook Publishers

“ Th e K i ng do m in Me ” Je n C ha ra d i a i n a lb um “ R e ne w Ou r He ar t s ” ©2 0 03

“ I n t he F oo ts te p s o f J es us ” A nd re w Ch in n i n a l bu m “ Ma ny R oa d s , O ne J o u rn ey ” © 2 00 7

“ Fa ce o f Go d” M a rk R au e i n a l bu m “R e s t l es s He a r t ” © 20 0 3

“ Th e Dr e a m” M ar k Ra u e i n a lb u m “ Ju s t i c e Cr ie s ” © 2 0 02

“G a t he r on t he Ro ad ” Je n C ha ra rd ia i n a l bu m “ A t t h e We l l “ © 20 07

“ I f n o t f o r t he k i ng do m” M ic h ae l Ma n g an i n a lb um “ T ru e Co lo u r s S h i ne ”© 2 0 07

“ Ra d i a t i n g Ho pe ” M ic ha e l M a ng an i n a l bu m “ T r u e Co lo u r s Sh in e ” © 20 07

“ Th e G a l i l e e So n g” F ra nk A n de rs on i n a l bu n m “ Th e Ga l i l e e so ng ” © 2 00 1

“M ak in g a D i f f e r en c e ” J ohn B ur la nd i n a l bu m “ L e t ’ s C e l eb ra te T oo ! ” © 19 98 D is cu ss

Websites

M is s i on a n d Re l i g i o u s Ed uc a t i on ( L i g h t ho us e ) h t t p : / / m i ss io na nd r e l i g io us e d uc a t i o n .d bb cs o . o r g / [email protected] (email)

www.catholicmission.org.au

http://www.campaignforeducation.org/

http://www.globalgateway.net/

http://www.un.org/cyberschoolbus/poverty2000/intro.asp

http://www.caritas.org.au/education/

http://www.redcross.org.au/default.asp http://www.youthoffthestreets.com.au/ http://www.missionaustralia.com.au/

http://www.brokenbay.catholic.org.au/

O th e r w eb s i te s

h t t p : / / w a l lw i s he r . co m/

h t t p : / / w ww .w or d l e . ne t /


http://www.wordle.net/

http://wallwisher.com/

http://www.brokenbay.catholic.org.au/

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

http://www.youthoffthestreets.com.au/

http://www.redcross.org.au/default.asp

http://www.caritas.org.au/education/

http://www.un.org/cyberschoolbus/poverty2000/intro.asp

http://www.globalgateway.net/

http://www.campaignforeducation.org/

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

mailto:[email protected]

http://missionandreligiouseducation.dbbcso.org/

h t t p : / / w ww . t ag xe do .c om /

h t t p : / / w ww .s u r ve ym on ke y . co m/h om e/

h t t p : / / w ww .n in g . c o m/

h t t p : / / w ww .w ik i s pa c e s . co m/

M ak e sh o r t a r t - i ns p i re d s t o r i e s h t t p : / / s to ry b i rd . c o m/

C ap z l es so c i a l s to ry te l l i n g h t t p : / / w ww .c ap z l e s . co m/

Literature

Useful Apps

3 Minute Retreat Sand Draw Lectio Divina Ignatian Examen

Superbook Bible App

The Holy Bible Bible for kids The Pope App


http://www.capzles.com/

http://storybird.com/

http://www.wikispaces.com/

http://www.ning.com/

http://www.surveymonkey.com/home/

http://www.tagxedo.com/

Educreations PuppetPals Show Me Comic Maker


Documents

DRAFT 2013 - Primary RE Curriculum - This siteprim-re-modules.dbbcso.org/.../4/7/8147992/s_3_year_6… · Web viewIn the past this often resulted in cultural clashes and indeed