Year 8: Unit 4a Symbol and Ritual: Sacraments of · PDF filedeﬁ ne and classify the seven sacraments according ... Symbol and Ritual: Sacraments of Initiation 79 A Religious

Unit 4a: Symbol and Ritual: Sacraments of Initiation 77 A Religious Education Curriculum Framework

Year 8: Unit 4aSymbol and Ritual: Sacraments of

InitiationStandardsBy the end of this unit it is intended that students:• value those signs, symbols and rituals which guide and enrich students’ own and other people’s lives• describe sign, symbol and ritual, the nature of the sacraments, and rituals associated with the

sacraments of initiation• classify examples of sign, symbol, ritual and sacrament.

Indicators of Learning

Spiritual Refl ection for TeachersSacraments are moments of refl ection, shared with one another in celebrations that bring together and deepen all our other refl ections about life. Bernard Cooke, Sacraments and Sacramentality

In what ways do the sacraments deepen your refl ections about life? How often do you consider them against the whole tapestry of human experience – or are they compartmentalised like the language we sometimes apply to them? We ‘go to’ a Baptism; we ‘receive’ Communion; we ‘get confi rmed’. Sometimes our terms do not refl ect the dynamic communal nature of sacraments!Your students will also vary in understanding the life-giving nature of the sacraments. How will you approach this diversity when you plan and teach the unit?When we explore the symbolism of the sacraments of initiation we begin to realise how deeply they refl ect our human need for a community. The pouring or immersing in the waters in Baptism, the anointing with oil in Confi rmation, the reception of Jesus in the form of bread and wine in the celebration of the Eucharist all echo the longing for relationship.The symbols and rituals of the sacraments of Christian initiation are the touch of God in our lives. How can you assist students to more fully appreciate the gift of the sacraments of initiation as you explore this unit together?

Values and Attitudes

discuss the value of signs and symbols in their lives

verify the human need to celebrate special events through ritual

contribute ideas towards the celebration of important events in the life of the school

suggest methods for highlighting the communal aspect of the sacraments

propose ways of how fully initiated persons can become involved in the life of the Church

Knowledge

identify signs and symbols in everyday life and in religions

be familiar with how rituals mark special moments in human experience

identify the combination of elements which comprise the structure of various rituals

understand the meaning of a sacrament

comprehend how Baptism, Confi rmation and Eucharist are sacraments of initiation

Skills

assign associations and meanings to various signs and symbols

compare and contrast social and religious rituals

complete a ritual structure for a variety of social and religious rituals

defi ne and classify the seven sacraments according to the life events they celebrate

express the symbols and ritual structure of the sacraments of initiation

1

2

3

4

5

It is intended that students will be able to:

Coming to Know, Worship and Love 78 Units of Work – Year 8

Links with Students’ Life ExperienceSymbols and Rituals in everyday life• Symbols and rituals are part of the everyday life of families and the social interaction of the

young. Teaching should draw out symbols and rituals of the student’s culture – sporting teams, video games, popular music, advertising – as well as those of their family stories and school identity.

• Most students will readily remember and should be encouraged to discuss their First Holy Communion (Year 3) and Confi rmation (Year 6). However teachers should be aware that:– some students may not have received one or both of these sacraments;– some students of the Eastern Catholic Churches will have been confi rmed at Baptism, and

some may also have received fi rst Eucharist at that time;– some students have celebrated Confi rmation prior to the Eucharist;– some students are not Catholic and have not celebrated the Catholic rites of these sacraments.

The Church’s Teaching and Lived TraditionSacraments of Initiation

The concept of sacramentality is fundamental to the Catholic Tradition: God communicates divine life to us and all of creation is a bearer of God’s presence. In the thirteenth century the Church decreed that, of all the sacred rituals, seven were sacraments. In 1547 the Council of Trent solemnly defi ned this and taught that these signs were instituted by Christ and confer the grace they signify. A central concept of Vatican II is that the Church is ‘the sacrament of salvation for the world’ (Dogmatic Constitution on the Church, n 1 and n 48; The Church’s Missionary Activity, n 1 and n 5; The Sacred Liturgy, n 1 and n 5).

In the fi rst centuries the bishop presided at the initiation of adults at Easter after a long period of preparation, the catechumenate. The single celebration included baptism by immersion, a post-baptismal anointing/laying on of hands, and reception of the Eucharist. The growth of the Church resulted in the anointing/laying on of hands by the bishop becoming a separate rite in the Western (Latin) Church. The East kept them united; thus the Eastern Churches celebrate Chrismation (Confi rmation) with Baptism.

Catechism of the Catholic ChurchThe Seven Sacraments of the ChurchIn preparation for the teaching of this unit the following references are recommended:

Part Two, Section One: The Sacramental Economy1113–1134 Sacraments1145–1155 Signs and Symbols1145 A sacramental celebration is woven from signs and symbols. In keeping with the divine

pedagogy of salvation, their meaning is rooted in the work of creation and in human culture, specifi ed by the events of the Old Covenant and fully revealed in the person and work of Christ.

Part Two, Section Two: The Seven Sacraments of the Church1212 Initiation1212 The sacraments of Christian initiation – Baptism, Confi rmation, and the Eucharist – lay the

foundations of every Christian life. The sharing in the divine nature given to men through the grace of Christ bears a certain likeness to the origin, development, and nourishing of natural life. The faithful are born anew by Baptism, strengthened by the sacrament of Confi rmation, and receive in the Eucharist the food of eternal life. By means of these sacraments of Christian initiation, they thus receive in increasing measure the treasures of the divine life and advance toward the perfection of charity.

1213–1284 Baptism1285–1321 Confi rmation1322–1498 Eucharist


Explanation of Scripture used in this unit• Jesus used symbol and metaphor in his teaching, e.g. Luke 5:3–7, The Lost Sheep. In John’s

Gospel Jesus is presented in a sacramental way, e.g. ‘to have seen me is to have seen the Father’ (John 14:9). For Paul, Jesus is the image of God (2 Corinthians 4:4).

• One passage relating to each of the sacraments of initiation is outlined below. Further passages for each sacrament are:

– Baptism: Matthew 28:18–20; Mark 1:9–11; 10:13–16; John 3:1–6; Romans 6:3–4; Galatians 3:27– Confi rmation: Ezekiel 36: 24–28; John 14:15–17, 23–26; 16:5–7, 12–13; Acts 2; Ephesians 4:1–6– Eucharist: John 6; Acts 2:42–47; 1 Corinthians 10:16–17, 11:23–26

John 3:1–6 Nicodemus (Baptism & Prayer – Indicator 5)

The Nicodemus story is found only in the Gospel of John. It features a Pharisee who comes to Jesus at night. Night and darkness/day and light feature frequently in this Gospel. The implication here is that now Nicodemus is in the dark, but through Baptism he will come into the light. Nicodemus uses the plural ‘we’ suggesting that other Pharisees were supporters of Jesus. The Pharisees on the whole were a sincere group of lay people who, like Jesus, wanted to help people live lives of holiness.

The phrase ‘kingdom of God’ in verse 3 is unusual as it is the only time it is used in this Gospel – the other three Gospels use the phrase frequently. John prefers ‘life’ or ‘eternal life’. Being ‘born through water and the Spirit’ (3:5) refers to Christian baptism. The understanding of baptism for the later Christian community came from Jesus.

John 6:1–15 The Bread of Life (Eucharist – Indicator 5)

All four Gospels record this event, attesting to its signifi cance in the tradition. However, each writer presents the story with different emphasis and details; a comparative reading is worthwhile (Matthew 14:13–21; Mark 6:32–44; Luke 9:10–17). John alone links it with the festival of Passover. Later Christian commentators establish Eucharistic connections with this scene. Jesus gives thanks for the food, which was a common Jewish custom before eating. The word ‘eucharist’ is derived from the Greek word for thanksgiving. But for us the Eucharist is more than thanksgiving. Note that there are twelve baskets or hampers of food left over, a signifi cant number for Jews.

In addition to the miracle of the multiplication of the loaves and fi sh by Jesus, this passage shows the miracle of sharing. It begins with a child who gives up all the food he has, in fact probably the food for his entire family. Then Jesus shares this precious food with the crowd, who in turn share it with each other to the extent that there is an enormous surplus. The left-overs are lavish in a society of peasants who eke out a living from the land. Does this represent the abundance of God’s gifts to us, when a child was willing to share everything he had? What are the implications for the Eucharist?

Ephesians 4:1–7 Unity in the Spirit (Confi rmation – Indicator 5)

These verses begin the second part of Paul’s letter to the Ephesians. It is about identity as a follower of Christ, and therefore appropriate in a unit on Confi rmation, where a person confi rms their identity within the Church.

Paul draws our attention to four of the fruits of the Holy Spirit (4:2). These four qualities should be a part of everyday life for a Christian. ‘Bearing with one another in love’ is a call for tolerance, since it literally means to put up with one another, with kindness. We should overlook our neighbour’s faults in the hope that they will do the same for us.


Indi

cato

rs o

f Lea

rnin

g(i

ncor

pora

ting

Val

ues,

Kno

wle

dge

and

Skill

s)

1. It is

inte

nded

tha

t st

uden

ts

will

be

able

to:

V d

iscu

ss t

he v

alue

of s

igns

an

d sy

mbo

ls in

the

ir li

ves

K i

dent

ify s

igns

and

sym

bols

in

eve

ryda

y lif

e an

d in

re

ligio

ns

S as

sign

ass

ocia

tions

and

m

eani

ngs

to v

ario

us s

igns

an

d sy

mbo

ls.

Ess

enti

al R

eadi

ng fo

r Tea

cher

s

• Si

gns

are

mor

e ge

nera

l and

less

ric

h in

mea

ning

tha

n sy

mbo

ls. A

sig

n is

any

thin

g th

at p

oint

s to

or

repr

esen

ts s

omet

hing

els

e, s

uch

as s

mok

e, a

nat

ural

si

gn o

f fi r

e, o

r a

red

traf

fi c li

ght,

a co

nven

tiona

l sig

n fo

r a

car

to s

top.

• A

sym

bol r

epre

sent

s an

uns

een,

deep

er r

ealit

y. U

nlik

e sig

ns, s

ymbo

ls ar

e ca

pabl

e of

touc

hing

peo

ple

at m

any

leve

ls an

d ca

n ha

ve m

any

layer

s of

mea

ning

. Sym

bols

draw

peo

ple

tow

ards

the

real

ity th

ey s

igni

fy. S

ymbo

ls m

ay n

ot m

ean

the

sam

e th

ing

to e

ach

pers

on.

• So

me

natu

ral s

igns

hav

e be

com

e un

iver

sal s

ymbo

ls.

The

se a

re s

o de

eply

roo

ted

in h

uman

ity t

hat

they

cu

t ac

ross

tim

e an

d pl

ace.

For

exa

mpl

e, w

ater

is a

un

iver

sal s

ymbo

l tha

t co

mm

unic

ates

a r

ange

of

mea

ning

s in

clud

ing

life,

reb

irth

and

cle

ansi

ng.

• T

hese

sym

bols

gen

eral

ly h

ave

a na

tura

l rel

atio

nshi

p w

ith w

hat

they

sta

nd fo

r. O

nce

agai

n, w

ater

: in

bapt

ism

it s

ymbo

lises

new

spi

ritu

al li

fe a

nd t

he

was

hing

aw

ay o

f sin

, tw

o m

eani

ngs

dire

ctly

rel

ated

to

the

eve

ryda

y fu

nctio

ns o

f wat

er.

Sugg

este

d Le

arni

ng/T

each

ing

Stra

tegi

es

• T

his

unit

lend

s its

elf t

o th

e de

velo

pmen

t of

an

ongo

ing

port

folio

of w

ork

that

com

bine

s el

emen

ts

of s

elf,

peer

and

tea

cher

ass

essm

ent.

An

outli

ne fo

r us

ing

the

port

folio

app

roac

h in

thi

s un

it is

incl

uded

at

end

of t

his

unit.

• K

WL

Cha

pter

10

intr

oduc

es t

he c

once

pts

of s

ign

and

sym

bol.

• If

the

loca

l situ

atio

n is

app

ropr

iate

, tak

e st

uden

ts fo

r ‘a

wal

k ar

ound

the

blo

ck’ t

o re

cord

the

ir

obse

rvat

ions

of s

igns

and

sym

bols

.

• St

uden

ts w

ork

on t

heir

ow

n to

com

plet

e th

e si

gn

and

sym

bol a

ctiv

ity in

KW

L p.

138.

Stu

dent

s th

en

form

sm

all g

roup

s to

cho

ose

the

mos

t si

gnifi

cant

ex

ampl

e fr

om e

ach

cate

gory

and

pre

sent

the

se t

o th

e cl

ass,

expl

aini

ng t

he r

easo

ns fo

r th

eir

choi

ces.

• St

uden

ts d

raw

, pai

nt o

r cr

eate

sym

bols

mea

ning

ful

to t

hem

and

sha

re in

gro

ups.

• Id

entif

y th

e sy

mbo

ls a

nd m

eani

ng in

var

ious

pa

rabl

es/s

tori

es o

f Jes

us.

Poss

ible

Ass

essm

ent

Teac

her A

sses

smen

t

Obs

erva

tion

of s

tude

nt

exam

ples

and

exp

lana

tion

of

sign

s an

d sy

mbo

ls.

Peer

Ass

essm

ent

Stud

ents

ass

ess

smal

l gro

up

pres

enta

tions

usi

ng a

sim

ple

mar

king

sca

le.

Self-

Ass

essm

ent

Stud

ents

cho

ose

a w

ork

sam

ple

rela

ting

to C

atho

lic s

ymbo

ls fo

r in

clus

ion

in t

heir

por

tfolio

. An

expl

anat

ion

of w

hy t

hey

chos

e th

e pi

ece

of w

ork

shou

ld a

lso

be

incl

uded

.

Year

8 U

nit

4a: S

ymbo

l and

Ritu

al: T

he S

acra

men

ts o

f Ini

tiatio

n

STA

ND

AR

DS

By th

e en

d of

this

uni

t it i

s in

tend

ed th

at s

tude

nts:

• va

lue

thos

e si

gns,

sym

bols

and

ritu

als

whi

ch g

uide

and

enr

ich

the

stud

ents

’ ow

n an

d ot

her p

eopl

e’s

lives

• de

scri

be s

ign,

sym

bol a

nd ri

tual

, the

nat

ure

of th

e sa

cram

ents

, and

ritu

als

asso

ciat

ed w

ith th

e sa

cram

ents

of i

nitia

tion

• cl

assi

fy e

xam

ples

of s

ign,

sym

bol,

ritu

al a

nd s

acra

men

t.


2. It is

inte

nded

tha

t st

uden

ts

will

be

able

to:

V v

erify

the

hum

an n

eed

to

cele

brat

e sp

ecia

l eve

nts

thro

ugh

ritu

al

K b

e fa

mili

ar w

ith h

ow r

itual

s m

ark

spec

ial m

omen

ts in

hu

man

exp

erie

nce

S co

mpa

re a

nd c

ontr

ast

soci

al a

nd r

elig

ious

ritu

als.

• C

omm

unal

sym

bols

are

tho

se r

ecog

nise

d by

a

com

mun

ity fo

r us

e in

a p

artic

ular

set

ting.

The

cr

ucifi

x is

a p

ower

ful s

ymbo

l for

the

bel

ievi

ng

com

mun

ity. B

y re

pres

entin

g th

e de

ath

and

resu

rrec

tion

of Je

sus

it in

vite

s, ev

en p

ersu

ades

, the

be

lieve

r to

par

ticip

ate

in t

he r

ealit

y it

repr

esen

ts.

Rit

ual

• H

uman

bei

ngs

have

an

inna

te p

rope

nsity

for

ritu

alis

ing

sign

ifi ca

nt m

omen

ts a

nd e

xper

ienc

es in

th

eir

lives

.

• R

itual

is a

n or

gani

sed

patt

ern

of s

ymbo

lic a

ctio

ns

and

wor

ds w

hich

mem

bers

of a

com

mun

ity u

se t

o in

terp

ret

and

enac

t si

gnifi

cant

exp

erie

nces

. Ritu

al is

al

way

s co

mm

unal

. Sec

ular

cel

ebra

tions

(e.

g. a

birt

hday

par

ty o

r gr

adua

tion)

and

rel

igio

us w

orsh

ip

are

exam

ples

of r

itual

.

K

WL

p. 13

9–14

1 ex

plai

ns a

ran

ge o

f tra

ditio

nal

Cat

holic

sym

bols

. Stu

dent

s ch

oose

a v

isua

l or

wri

tten

form

at t

o sh

ow t

heir

und

erst

andi

ng o

f the

ro

le t

hese

pla

y in

Cat

holic

tra

ditio

n.

• St

uden

ts a

naly

se e

lem

ents

of a

ritu

al t

hey

have

vi

ewed

or

expe

rien

ced,

e.g

. Oly

mpi

c G

ames

, C

omm

onw

ealth

Gam

es, s

ortin

g ha

t sc

ene

from

H

arry

Pot

ter a

nd th

e Ph

iloso

pher

’s St

one,

Ope

ning

Sc

hool

Mas

s. St

udy

the

sym

bols

, act

ions

, rol

es o

f pa

rtic

ular

peo

ple

and

orde

r of

eve

nts.

• U

se t

hese

exp

erie

nces

as

the

basi

s fo

r ex

plor

ing

ritu

al. S

tude

nts

coul

d w

ork

alon

e or

in a

gro

up.

Expl

ore

the

who

le b

read

th o

f hum

an b

irth

deat

h ex

peri

ence

:–

Des

crib

e th

e ev

ents

tha

t hu

man

bei

ngs

cele

brat

e th

roug

h ri

tual

s.–

Wha

t hu

man

nee

ds a

re m

et t

hrou

gh t

he u

se o

f ri

tual

?–

How

do

ritu

als

mar

k sp

ecia

l mom

ents

in h

uman

ex

peri

ence

?–

Wha

t m

akes

the

diff

eren

ce b

etw

een

a re

ligio

us

and

a so

cial

ritu

al?

Allo

cate

var

ious

soc

ial r

itual

s (e

.g. b

irth

day

part

y, gr

adua

tion,

sch

ool a

ssem

bly,

Oly

mpi

c G

ames

, etc

.) to

gr

oups

for

disc

ussi

on o

f the

ir p

urpo

se a

nd m

eani

ng.

Self-

asse

ssm

ent

Stud

ents

cho

ose

the

piec

e of

w

ork

whi

ch b

est

illus

trat

es t

heir

un

ders

tand

ing

of t

he n

atur

e of

ri

tual

and

its

role

in h

uman

ex

peri

ence

for

incl

usio

n in

the

ir

port

folio

.

Stud

ents

com

plet

e a

refl e

ctio

n:

Wha

t di

d I l

earn

abo

ut r

itual

? W

hy d

id I

choo

se t

his

item

to

incl

ude

in m

y po

rtfo

lio?

Teac

her A

sses

smen

t

Obs

erva

tion

of s

tude

nt

disc

ussi

on o

f the

vid

eo c

lip/

expe

rien

ce a

nd t

he s

ubse

quen

t re

spon

se t

o th

e sp

ecifi

c ar

eas

rela

ting

to t

he u

nit

outc

omes

.


3. It is

inte

nded

tha

t st

uden

ts

will

be

able

to:

V c

ontr

ibut

e id

eas

tow

ards

th

e ce

lebr

atio

n of

im

port

ant

even

ts in

the

life

of

the

sch

ool

K i

dent

ify t

he c

ombi

natio

n of

el

emen

ts w

hich

com

pris

e th

e st

ruct

ure

of v

ario

us

ritu

als

S co

mpl

ete

a ri

tual

str

uctu

re

for

a va

riet

y of

soc

ial a

nd

relig

ious

ritu

als.

Rit

ual S

truc

ture

• R

elig

ious

ritu

al, e

nter

ed in

to in

faith

, est

ablis

hes

com

mun

icat

ion

with

the

sac

red

and

has

the

pow

er

to t

rans

form

bel

ieve

rs. U

sing

sym

bols

in a

ctio

n,

part

icip

ants

rem

embe

r, ce

lebr

ate,

and

inte

nsify

an

even

t.

• Ev

ery

ritu

al h

as a

rhy

thm

and

org

anis

ed s

truc

ture

. In

very

gen

eral

ter

ms,

ritu

als

are

dram

atic

act

ions

in

fi ve

part

s:–

prep

arat

ory

activ

ities

in o

rder

to

‘leav

e th

e or

dina

ry’

– bu

ildin

g up

and

gra

dual

tak

ing

on o

f the

hol

y–

the

pivo

tal t

ime

and

actio

n–

the

win

ding

dow

n–

rite

s of

exi

t an

d ‘re

turn

to

ordi

nary

’

• T

he o

ffi ci

al r

itual

cel

ebra

tions

of t

he C

hurc

h ar

e ca

lled

the

Litu

rgy.

The

cel

ebra

tion

of t

he s

acra

men

ts

is p

art

of t

he L

iturg

y.

• It

is im

port

ant

that

stu

dent

s un

ders

tand

the

di

ffere

nce

betw

een

a ‘p

erfo

rman

ce’ a

nd

part

icip

atio

n in

the

Mas

s.

• U

se t

he o

utlin

e in

Ess

entia

l Rea

ding

to

assi

st

stud

ents

in u

nder

stan

ding

the

str

uctu

re o

f a

relig

ious

ritu

al. R

elat

e th

ese

poin

ts t

o a

com

mon

lit

urgi

cal e

xper

ienc

e th

at t

he c

lass

has

par

ticip

ated

in

, suc

h as

the

sch

ool’s

Inau

gura

l Mas

s.

• Br

ains

torm

rel

igio

us r

itual

s th

at a

re c

eleb

rate

d du

ring

the

sch

ool y

ear.

Emph

asis

e th

e co

mm

unal

an

d tr

ansf

orm

ativ

e na

ture

of t

hese

ritu

als.

Wha

t di

d yo

u fi n

d m

eani

ngfu

l or

insp

irin

g in

thi

s ex

peri

ence

? C

ompl

ete

a jo

urna

l refl

ect

ion

and/

or a

refl

ect

ion

on

a sc

hool

Mas

s or

oth

er li

turg

y.

• St

uden

ts w

ork

in s

mal

l gro

ups

to d

esig

n an

d pr

esen

t a

shor

t ri

tual

tha

t ce

lebr

ates

an

impo

rtan

t ev

ent

in

the

in t

he li

turg

ical

cyc

le o

f the

Chu

rch

or in

the

life

of

the

sch

ool.

Prep

arat

ion

will

incl

ude

aspe

cts

such

as

the

the

me,

the

env

ironm

ent

for

the

ritu

al,

read

ings

and

res

pons

es, t

he u

se o

f sym

bols

and

m

usic

, the

rol

e of

ritu

al le

ader

s an

d th

e w

hole

co

mm

unity

and

any

oth

er a

reas

tha

t en

hanc

e th

e ce

lebr

atio

n.

• G

roup

s pr

esen

t th

eir

ritu

als

– th

ese

coul

d be

ro

ster

ed a

s th

e pr

ayer

to

com

men

ce e

ach

Rel

igio

us

Educ

atio

n le

sson

.

Teac

her A

sses

smen

t

Prov

ide

a su

mm

ary

shee

t of

the

st

ruct

ure

of a

rel

igio

us r

itual

(in

form

atio

n in

Ess

entia

l Rea

ding

). St

uden

ts p

rovi

de a

n ex

ampl

e of

ea

ch s

ectio

n ba

sed

on a

rel

igio

us

ritu

al t

hey

have

exp

erie

nced

.

Self-

asse

ssm

ent

Stud

ents

eva

luat

e th

eir

cont

ribu

tion

to t

he g

roup

tas

k an

d ad

d th

is s

elf-r

evie

w o

r jo

urna

l refl

ect

ion

to t

heir

po

rtfo

lio.


4. It is

inte

nded

tha

t st

uden

ts

will

be

able

to:

V s

ugge

st m

etho

ds fo

r hi

ghlig

htin

g th

e co

mm

unal

as

pect

of t

he s

acra

men

ts

K u

nder

stan

d th

e m

eani

ng o

f a

sacr

amen

t

S de

fi ne

and

clas

sify

the

sev

en

sacr

amen

ts a

ccor

ding

to

the

life

even

ts t

hey

cele

brat

e.

Sacr

amen

t

• T

he s

acra

men

ts a

re s

acre

d si

gns

of G

od’s

life

whi

ch

enab

le t

hose

who

cel

ebra

te t

hem

to

shar

e m

ore

fully

in G

od’s

life.

KW

L p.

143.

• A

sac

ram

enta

l sig

n is

effi

caci

ous:

it ef

fect

s (m

akes

ha

ppen

) w

hat

it si

gnifi

es a

nd s

igni

fi es

wha

t it

effe

cts.

Jesu

s C

hris

t is

the

pri

mor

dial

Sac

ram

ent

sinc

e he

m

ost

clea

rly

com

mun

icat

es G

od’s

life

to h

uman

ity.

• T

he C

hurc

h is

a s

acra

men

t of

Chr

ist’s

abi

ding

pr

esen

ce in

the

wor

ld. K

WL

p. 14

4–14

5.

• T

he C

atec

hism

of t

he C

atho

lic C

hurc

h di

vide

s th

e se

ven

sacr

amen

ts a

s fo

llow

s an

d em

phas

ises

tha

t th

ey t

ouch

all

the

stag

es a

nd im

port

ant

mom

ents

of

life:

– Sa

cram

ents

of I

nitia

tion:

Bap

tism

, Con

fi rm

atio

n an

d th

e Eu

char

ist.

– Sa

cram

ents

of H

ealin

g: Pe

nanc

e an

d A

noin

ting

of

the

Sick

.–

Sacr

amen

ts o

f Ser

vice

and

Com

mitm

ent:

Mar

riag

e an

d H

oly

Ord

ers,

KW

L p.

146–

149.

• K

WL

Cha

pter

11

defi n

es ‘s

acra

men

ts’ a

nd p

rovi

des

a su

mm

ary

of t

he c

ateg

orie

s of

Initi

atio

n, H

ealin

g, Se

rvic

e an

d C

omm

itmen

t.

• In

pai

rs o

r sm

all g

roup

s di

scus

s th

e fo

llow

ing

stat

emen

t fr

om K

WL

p. 14

5:‘T

o sa

y so

met

hing

is m

yste

riou

s do

es n

ot m

ean

that

w

e kn

ow n

othi

ng a

bout

it. I

t m

eans

we

do n

ot

unde

rsta

nd e

very

thin

g ab

out

it.’

U

se e

xam

ples

to

pres

ent

an e

xpla

natio

n of

you

r un

ders

tand

ing

of t

his

text

.

• St

uden

ts p

rodu

ce a

n ex

plan

atio

n fo

r th

eir

port

folio

th

at s

how

s an

acc

urat

e un

ders

tand

ing

of C

atho

lic

teac

hing

reg

ardi

ng t

he s

acra

men

ts.

KW

L p.

146–

147.

• St

uden

ts d

evel

op a

vis

ual s

umm

ary

show

ing

thei

r un

ders

tand

ing

of t

he s

acra

men

ts o

f Ini

tiatio

n,

Hea

ling,

Serv

ice

and

Com

mitm

ent.

KW

L p.

148.

Thi

s is

add

ed t

o th

e po

rtfo

lio.

Teac

her A

sses

smen

t

Obs

erva

tion

of s

tude

nt

unde

rsta

ndin

g of

‘mys

tery

’ in

rela

tion

to t

he s

acra

men

ts. T

est

stud

ents

abi

lity

to c

lass

ify

sacr

amen

ts in

to t

hree

mai

n ca

tego

ries

.

Self-

asse

ssm

ent

Stud

ents

com

plet

e a

wri

tten

se

lf-re

view

for

this

out

com

e ba

nd u

sing

the

follo

win

g qu

estio

ns:

Wha

t di

d I l

earn

from

thi

s se

ctio

n?

How

cou

ld I

impr

ove

my

wor

k?

How

do

I fee

l abo

ut m

y pr

ogre

ss

in m

y po

rtfo

lio?


5. It is

inte

nded

tha

t st

uden

ts

will

be

able

to:

V p

ropo

se w

ays

of h

ow fu

lly

initi

ated

per

sons

can

be

com

e in

volv

ed in

the

life

of

the

Chu

rch

K c

ompr

ehen

d ho

w B

aptis

m,

Con

fi rm

atio

n an

d Eu

char

ist

are

sacr

amen

ts o

f ini

tiatio

n

S ex

pres

s th

e sy

mbo

ls a

nd

ritu

al s

truc

ture

of t

he

sacr

amen

ts o

f ini

tiatio

n.

Sacr

amen

ts o

f Ini

tiat

ion

• C

hris

tian

Initi

atio

n is

the

pro

cess

by

whi

ch a

n in

divi

dual

com

es t

o fu

ll m

embe

rshi

p in

the

Chr

istia

n co

mm

unity

.

• Fo

r ad

ults

and

ado

lesc

ents

thi

s id

eally

is a

chie

ved

thro

ugh

the

Rite

of C

hris

tian

Initi

atio

n of

Adu

lts

(RC

IA).

Man

y pa

rish

es u

se t

his

proc

ess,

whi

ch is

m

arke

d by

four

sta

ges

and

thei

r as

soci

ated

ritu

als.

Idea

lly, t

he c

atec

hum

en c

eleb

rate

s th

e th

ree

sacr

amen

ts a

t th

e Ea

ster

Vig

il lit

urgy

.

• Ba

ptis

m is

the

pri

mar

y sa

cram

ent

of in

itiat

ion

in

whi

ch t

he b

aptis

ed e

nter

into

a n

ew li

fe o

f uni

on

with

God

and

the

Chr

istia

n co

mm

unity

. It

is

conf

erre

d by

imm

ersi

on o

r po

urin

g of

wat

er.

• In

Con

fi rm

atio

n, a

noin

ting

with

chr

ism

on

the

fore

head

and

the

layi

ng o

n of

han

ds c

onfi r

ms

the

pres

ence

and

act

ion

of t

he H

oly

Spir

it in

the

life

of a

pe

rson

and

his

/her

inco

rpor

atio

n in

to t

he b

ody

of

the

Chu

rch.

• By

rec

eivi

ng t

he E

ucha

rist

one

par

ticip

ates

fully

with

th

e w

hole

com

mun

ity in

the

cel

ebra

tion

of t

he

savi

ng m

yste

ry o

f Jes

us’ d

eath

and

res

urre

ctio

n.

As

with

all

the

othe

r sa

cram

ents

, cel

ebra

tions

of t

hese

sa

cram

ents

exh

ibit

a m

ix o

f uni

vers

al a

nd c

omm

unal

re

ligio

us s

ymbo

ls a

nd r

eadi

ly id

entifi

abl

e ri

tual

st

ruct

ures

.

• K

WL

prov

ides

a c

hapt

er o

n ea

ch s

acra

men

t of

in

itiat

ion:

Cha

pter

12,

Bap

tism

; Cha

pter

13,

Con

fi rm

atio

n;

Cha

pter

14,

Euc

hari

st.

• U

sing

mat

eria

l fro

m t

hese

cha

pter

s e.

g. R

esea

rch

Act

ivity

on

KW

L p.

169

(Bap

tism

), A

ctiv

ity K

LW p

. 17

9 (C

onfi r

mat

ion)

, Res

earc

h A

ctiv

ity K

WL

p. 19

5 or

Tes

t You

r K

now

ledg

e K

WL

p. 19

5 (E

ucha

rist

). O

ther

sch

ool a

nd p

aris

h re

sour

ces

will

hel

p st

uden

ts c

ompl

ete

a ra

nge

of a

ctiv

ities

and

tas

ks t

o co

ntri

bute

to

the

deve

lopm

ent

of t

heir

por

tfolio

.

• G

uest

spe

aker

s fr

om lo

cal p

aris

hes

can

help

st

uden

ts t

o le

arn

mor

e ab

out

the

RC

IA. B

ackg

roun

d in

form

atio

n ca

n al

so b

e fo

und

at ‘E

–Cat

holic

200

0’:

<htt

p://w

ww

.eca

thol

ic20

00.c

om/r

cia/

rcia

.sht

ml>

. T

his

info

rmat

ion

will

hel

p st

uden

ts p

repa

re a

su

mm

ary

of R

CIA

bas

ed o

n th

e fo

llow

ing

ques

tions

fr

om t

he s

ite:

– W

hat

does

the

Cat

holic

Chu

rch

offe

r?–

How

doe

s a

pers

on b

ecom

e a

Cat

holic

?–

Wha

t do

es t

he R

CIA

jour

ney

invo

lve?

– W

ho a

ccom

pani

es t

he p

erso

n on

thi

s jo

urne

y?

Teac

her A

sses

smen

t

Stud

ent

pres

enta

tion

of

info

rmat

ion

on q

uest

ions

rel

atin

g to

the

RC

IA.

Mat

eria

ls p

repa

red

and

pres

ente

d in

por

tfolio

s in

re

latio

n to

eac

h of

the

sa

cram

ents

of i

nitia

tion.

Peer

Ass

essm

ent

Stud

ents

wor

k in

pai

rs t

o re

view

ea

ch o

ther

’s co

mpl

eted

por

tfolio

, us

ing

a si

mpl

e cr

iteri

a sh

eet.

Self-

asse

ssm

ent

At

the

conc

lusi

on o

f the

uni

t st

uden

ts w

rite

a c

over

lett

er t

o pl

ace

at t

he s

tart

of t

heir

po

rtfo

lio –

‘Wha

t m

y po

rtfo

lio

show

s ab

out

my

prog

ress

in

stud

ying

Sac

ram

ents

of I

nitia

tion’

.


Celebration: Prayer and LiturgyThe liturgy below draws on the symbolism of light. As part of the preparation, students could use paint or marking pens to decorate a candle with their name, and an appropriate symbol. Ensure candles are in suitable holders.

A large white candle should be used as the primary symbol of the liturgy. Water in a vessel (preferably clear) should be prominently placed in the prayer space. Make the space as dark as possible to emphasise new life in Christ, symbolised through the water and light. Students should be prepared beforehand for the procession of the candle and the reading of Scripture.

Suggested celebration based on John 3:1–6Gathering: Students enter the space in silence bringing with them their individual candles.

Leader: We gather together in the knowledge that we are in the presence of our loving God. We pray together by making the Sign of the Cross: In the name of the Father and of the Son and of the Holy Spirit. On Good Friday we remember the death of Jesus and his burial in the darkness of the tomb. During the Easter Vigil the light of the Paschal Candle replaces this darkness. This light symbolises the Resurrection of Jesus and his triumph over sin. In Baptism we died to sin and rose to a new life in Christ. This was our initiation into God’s family, represented by our Church community. As the candle moves around our prayer space today we refl ect on the light it gives in the darkness. This is the light Jesus gives to our lives. This is the light we are called to give to our world.

The Procession of the Candle: The student who has prepared for this role enters the prayer space carrying the lit candle. At

three positions (previously organised) he/she stops and says clearly: Christ our Light. The assembly responds: Thanks be to God. When the procession is completed the candle is placed in the bowl of water that has been prepared prior to the commencement of the prayer.

Leader: The water in which the candle now stands is symbolic of the water of Baptism. The immersion in water during Baptism is the sign of our new life in Christ. The water and light together are symbols of the grace we received at the time of our Baptism. As we hear the Word of God we refl ect on this gift of life and hope in our lives.

The Word: The student who has prepared the Scripture reading goes to a prominent position and proclaims John 3:1-6, concluding with the words: The Gospel of the Lord.

All: Praise to you, Lord, Jesus Christ.

Leader: As a reminder of our faith and the presence of God in our lives we will light our candles from the central candle.

The teacher should use a taper to facilitate the process. Students move to the teacher one at a time to have their candle lit using the taper. Students then return in silence to their places. When all the candles are lit the leader says:

We now place our prayers for ourselves and the world in God’s hands.

Response: Christ, be our light.

Leader: In times of darkness when we are worried and uncertain (Response) When we lack courage to choose the right path (Response) For those in our communities who are experiencing any form of suffering (Response) For our world, that we may live in harmony seeking justice for all God’s people

(Response) We give thanks to God for the new life we have received through the Resurrection by

praying together the ‘Glory Be’. Glory be to the Father, and to the Son and to the Holy Spirit. As it was in the beginning, is now and ever shall be, world without end. Amen.

An appropriate hymn could be played at this point, for example: ‘Christ, Be Our Light’.

Leader: Let us go from this time of prayer to live as Christ’s light in the world. Go in peace to love and serve the Lord.

All Thanks be to God.


Possible Assessment Tasks

TASK 1: Developing a Portfolio

PURPOSETo demonstrate that the students have understood symbols and rituals.

ACTIVITYDeveloping a portfolio: The portfolio is a selection of work that showcases the students’ developing understanding of a topic. Therefore, students will still be required to submit a wide range of activities. Students will also need a medium for presenting the pieces of work developed specifi cally for the portfolio. This could be a folder that students make and illustrate with images refl ecting the content of this unit. It could also be a more creative format of student choice. For guidelines, visit <http://www.anglit.net> (Israeli English Teachers’ Website) which explains how one can develop a good portfolio.

Developing Criteria: It is important that each student has a copy of the unit dimensions. Students can be involved in developing a set of criteria for assessing each stage of the unit. This will improve their understanding of the dimensions.

Self-Review: This is a critical component of portfolio assessment, as it requires students to review their progress throughout the unit as well as at its conclusion. Formative assessment occurs with each item chosen for inclusion in the portfolio. Questions that can be the basis of formative assessment include:

– What did I learn from completing this task?– What did I do well?– How well does my item meet the criteria for this section?– How can I improve this item before I hand in my completed portfolio?– How do I feel about my performance?– What problems were encountered in completing this task?

At the conclusion of the unit students complete a cover letter describing their progress in this unit.

ASSESSMENTA set of criteria is essential. A display of completed portfolio work for viewing by other members of the school community raises the profi le of the task. Feedback from parents, after sighting some of the completed work, throughout the study of the unit and at its conclusion is also a signifi cant factor.

Goal Student Samples

5 marks 4 marks 3 marks 2 marks 1 mark

Indicator 1Indicator 2Indicator 3Indicator 4Indicator 5

An explanation regarding the allocation of marks for each indicator needs to be incorporated in full. Peer assessment using a copy of the same grid can also be incorporated at this fi nal stage of the unit.


ResourcesEssential ReadingThe Rites of the Catholic Church 1990, Volume 1, Study Edition. Pueblo Publishing, New York.Fahey, P 1993, Rites to Life. St Pauls Publications, Strathfi eld.Flannery, Austin OP (GE) 1975, Vatican Council II: The Conciliar and Post Conciliar Documents:

Lumen Gentium, Dogmatic Constitution on the Church; Ad Gentes Divinitus, Decree on the Church’s Missionary Activity; Sacrosanctum Concilium, Constitution on the Sacred Liturgy. Liturgical Press, Minnesota.

Teacher ResourcesDilasser, M (ed.) 2000, The Symbols of the Church. Liturgical Press, Collegeville MN.Liddy, S & Welbourne, L 1999, Strategies for Teaching Religious Education. Social Science Press,

Sydney.Martos, J 1995, What are Sacraments? Catholic Update, Sydney.Offi ce for Worship, The Summit, Journal of the Liturgical Commission, Catholic Archdiocese of

Melbourne, Offi ce for Worship.Stravinskas, P 2003, Understanding the Sacraments. Ignatius Press, San Francisco.

Classroom ResourcesDriedger, P 2002, Our Sacramental Life. Ave Maria Press, Notre Dame, Indiana.Matheson, P 1995, Seasons of Celebrations. Ave Maria Press, Notre Dame, Indiana.Martos, J 2002, Sacraments: Celebrations of God’s Life. Harcourt Religion Publishers, Florida.Morrissey, J et al. 1998, Out of the Desert, Book 2, Ch. 6. Longman, Melbourne.

Websites<www.resource.melb.catholic.edu.au> (Liturgy resource section)<http://www.ecatholic2000.com/rcia/rcia.shtml> (RCIA)

Unit Evaluation

In evaluating the indicators of learning the teacher could consider the following:

• What indicators are there that students have grown in their appreciation of the signs, symbols and rituals which enrich their lives?

• How well do students describe sign, symbol, ritual, the nature of the Sacraments and rituals associated with the Sacraments of Initiation?

• How effectively can students classify examples of sign, symbol, ritual and sacrament?

• To what extent did students engage in the process of portfolio assessment?

• Are there standards that were not achieved?

• What changes (if any) would you make if you were teaching this unit again?