Curricular - Archdiocese of GlasgowReligious Education ...



Month/Season: May Class: Primary 6 Level: Second

|Strands of Faith : | | | | |

|Experiences and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

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| | |Class: Teacher explains to the class that the month of May has the liturgical colour of | | |

|Hours of God |I can hear, read and recall the |green and asks the children to help in dressing the class altar with a green cloth. |Green Altar Cloth | |

|RERC 2‐15a |narrative of the marriage feast at |Teacher places a statue or a picture of Mary on the altar and explains to the children |Statue/Picture of Mary | |

|I can recognise Mary's |Cana (John 2: 1‐12), and I can |that the month of May is a special month of the year when we pray to Mary, the mother of | | |

|significance within the |recognise that Mary intercedes for us |Jesus. | | |

|Catholic tradition and I know|when we call upon her in prayer. |Teacher leads the class in praying an Our Father, Hail Mary and Glory be to the Father | | |

|that celebrating her feast | |around the May Altar. | | |

|days and praying to God | | |Words of Holy Virgin by | |

|through Mary can enrich my | |Class: Teacher explains to the class that during May we praise Mary by singing special |God’s Decree | |

|life. | |hymns in her honour. Teacher begins to teach the children the hymn Holy Virgin by God’s |Internet | |

| | |Decree (words attached to planner). | | |

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| | |Available on: | | |

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| | |Class: Teacher distributes the bibles and asks the children to locate John 2: 1‐12. |The Wedding Feast of Cana | |

| | |Teacher discusses the Marriage Feast of Cana with the children. What happened at the |Worksheet. | |

| | |wedding? What did Mary ask Jesus to do? Why did he not change the water to wine of his | | |

| | |own accord? Why is this a very important miracle? Children complete The Wedding Feast | | |

| | |of Cana Worksheet. | | |

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| | |Class: Teacher discusses with the class the meaning of Mary intercedes for us when we | | |

| | |call upon her in prayer. In the story of the Wedding Feast at Cana did Mary change the | | |

| | |water into wine? Who changed the water into wine? Why did Jesus not want to perform | | |

| | |the miracle? Why did he decide to change the water into wine? Mary intercedes for the | |Children can hear, read and|

| | |wedding party and we can also ask Mary to intercede for us. When we pray the Hail Mary | |recall the narrative of the|

| | |we pray the words ‘Holy Mary pray for us sinners now and at the hour of our death. Amen.’| |marriage feast at Cana. |

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| | |We are asking Mary to pray for us. We often ask Mary to intercede for us when we are | | |

| | |praying for someone who is sick, going for a job, etc. John Paul II said “Mary places | | |

| | |herself between her Son and mankind in the reality of their wants, needs and sufferings.”| | |

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| | | | |Children can recognise that|

| | |Class: Children are given out intercession papers to complete and these could be placed | |Mary intercedes for us when|

| | |in a special box and then placed on the May altar. | |we call upon her in prayer.|

| | | |Box | |

| | |Class: Teacher continues to teach the children the hymn Holy Virgin by God’s Decree. |Intercession Sheets | |

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| | |Class: Teacher leads the class in praying the Rosary throughout the month of May. | | |

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| | |Class: Teacher revises the story of Fatima (see October RERC planner). | | |

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| | |Class: Teacher explains to the class that Lourdes is a little town n France but is a | | |

| | |world centre of pilgrimage. Every year thousands of people visit Lourdes, many of them | | |

| | |sick or troubled, to visit a shrine where Mary appeared to a girl called Bernadette. | | |

| | |Children should locate the town of Lourdes in a map of Europe. Teacher will listen or | | |

| | |watch the Story of Bernadette. | | |

| |I am familiar with, and can engage |A useful website is: |Atlas | |

| |with, the message of the story of |Class: Children will use reciprocal teaching skills of clarifying, questioning and |Internet | |

| |Lourdes and Fatima |summarising to interrogate an abridged Story of Bernadette Text (attached to planner). |(If possible) The Song of | |

| | |Class: Children will make a storyboard of the life of Saint Bernadette (attached to |Bernadette DVD | |

| | |planner). | | |

| | |Class: Teacher shows the class an image of Our Lady of Lourdes (attached to planner) and | | |

| | |divides the children into groups to discuss the message of the story of Lourdes. They | | |

| | |will recall the story and examine the picture. An information sheet about the message |Story of Bernadette Text | |

| | |of Lourdes is attached to the planner. The groups come together to share their findings.|Dictionaries | |

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| | |Class: Teacher continues to teach the children the hymn Holy Virgin by God’s Decree. | |Children will recall the |

| | |Class: Teacher explains that a Torchlight Marian Procession takes place each evening at |Storyboard Template |story of Lourdes. |

| | |9.00 pm as it has done since 1872. An information sheet on the Torchlight Marian | | |

| | |Procession is attached to the planner. The children can place their own petition online | | |

| | |at: | | |

| | | of Our lady of | |

| | |Class: Teacher shows the children images of the candles used at the Torchlight Marian |Lourdes | |

| | |Procession (attached to planner). Children are asked to design and make their own candle|Information sheet about |Children will engage with |

| | |holder and candle. |the message of Lourdes |the message of Lourdes. |

| | |Class: Teacher explains to the children that a special prayer to our lady called the |Paper | |

| | |Memorare invites us to ask the Blessed Mother for her assistance and her grace, | | |

| | |especially when we feel most troubled in our daily lives. Teacher leads the children in| | |

| | |praying the Memorare (attached to planner). | | |

| | |Class/School: Children participate in a simple Marian procession singing Holy Virgin by |Information Sheet on | |

| | |God’s Decree and carrying their candles in their candle holders. This could take place |Torchlight Marion | |

| | |at a school assembly or prayer service. |Procession | |

| |I can engage more deeply in |Class: Teacher reminds the children of the Sorrowful mysteries and how these recount the |Internet | |

| |traditional Marian devotions, |Passion and Death of Jesus. | | |

| |particularly in simple processions, |The agony in the Garden | | |

| |and in reciting the Rosary. |The Scourging at the Pillar | | |

| | |The Crowning with Thorns |Images of Lourdes Candles | |

| | |The carrying of the cross |Paper | |

| | |The Crucifixion |Cardboard |Children can participate |

| | |A useful website is: |Wooden sticks |more deeply in a Marian |

| | |Class: The teacher discusses each mystery with the class and how these narratives came |Art Materials |procession. |

| | |from the Gospel accounts of Jesus’ life, death and Resurrection. Children are divided | | |

| | |into pairs and given a mystery of the Rosary to research and are asked to find a relevant| | |

| | |reading from the bible. . The children will complete The Mysteries of The Rosary |Words of the Memorare | |

| | |Worksheet. After all the mysteries have been researched, the children will come together| |Children can pray the |

| | |to share their research with the class and read out their Gospel readings which accompany| |Memorare. |

| | |their mystery of the Rosary. The completed sheets could be made into a book about the | | |

| | |Sorrowful Mysteries of the Rosary and displayed on the May altar. | | |

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| |I can locate the Gospel narratives |Class: Teacher explains how to lead a communal Rosary. Rosary Beads Worksheet and How | | |

| |celebrated in the Sorrowful Mysteries.|to Pray the Rosary Worksheet are attached to the planner. Children are given the | | |

| | |opportunity to lead a communal Rosary in class. | | |

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| | |Home: Children take Rosary Beads Worksheet and How to Pray the Rosary Worksheet home to | | |

| | |lead the Rosary with their family. | | |

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| | |School/Parish: Children participate in May is the month of Mary assemblies or services. | | |

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| | |KEY VOCABULARY: Intercede, Lourdes, Fatima, Marian devotion, Rosary | | |

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| | | |Internet | |

| | | |Bibles |Children can locate the |

| | | |The Mysteries of The |Gospel narratives |

| | | |Rosary Worksheet. |celebrated in the Sorrowful|

| | | | |Mysteries. |

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| | | |Rosary Beads | |

| | | |Rosary Beads Worksheet | |

| | | |How to Pray the Rosary |Children can lead a |

| |I can lead a communal recitation of | |Worksheet |communal recitation of the |

| |the Rosary. | | |rosary. |

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|Strands of Faith : Experiences| | | | |

|and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

| | |Class/School/Home/Parish | | |

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|Signs of God |I know that the Holy Eucharist is the |Class: Teacher discusses with the class the names of the seven sacraments: | | |

|RERC 2‐09b |sacrament in which Jesus Christ |Baptism |Order of the Mass | |

|I can understand that the |nourishes us with his Body and Blood so |Reconciliation |The Holy Eucharist Craft | |

|Eucharist is 'the source and |that we might give ourselves to him and |Holy Eucharist |Information Sheet | |

|summit of the Christian life'.|to others in love. |Confirmation | | |

| | |Marriage | | |

| | |Holy Orders | | |

| | |Sacrament of the Sick | | |

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| | |Teacher explains that the Holy Eucharist is the sacrament in which Jesus nourishes us| | |

| | |with his Body and Blood. Teacher discusses with the class the parts of the Liturgy | | |

| | |of the Eucharist and distributes copies of the Order of the Mass (attached to | | |

| | |planner) to the class. The teacher leads the children in reading the Liturgy of the | | |

| | |Eucharist. Teacher explains to the class that at Mass we are invited to receive the | | |

| | |Body and Blood of Jesus Christ which nourishes us so that we might give ourselves to | | |

| | |God and to others in love. | | |

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| | |Class: Children participate in The Holy Eucharist Craft (List of resources and | | |

| | |instructions attached to planner). | | |

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| | |Class: Teacher explains to the class that during the Liturgy of the Eucharist, the | | |

| |I understand that the Holy Eucharist is |breaking of the bread reminds us of Jesus Christ at the Last Supper. The priest | | |

| |the special sacrament of union with |often uses a large host which he blesses and breaks, retaining some of the broken |Breaking of the Bread | |

| |Christ and communion with his Body, the |pieces to share out at Communion. The breaking of the bread expresses our union with|Worksheet | |

| |Church. |Christ. The Sacrament of the Holy Eucharist not only unites us with Christ but also| | |

| | |unites us with his Body, the Church. The Eucharist intensifies our love for God and | | |

| | |for our neighbour. | | |

| | | | |Children develop |

| | |Class: Children complete Breaking of the Bread Worksheet (attached to planner). | |understanding that the Holy |

| | | | |Eucharist is the special |

| | | | |sacrament of union with |

| | | | |Christ and communion with |

| | | | |his Body, the Church. |

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| | |Class: Teacher reminds the class that in Primary 5 they learned that the Eucharist is| | |

| | |called “the source and the summit” of the Christian life. | | |

| |I can recall from P5 that the Eucharist |Teacher discusses the imagery used in this statement. What do we mean when we use | | |

| |is called “the source and the summit” of|the word source? We often use the expression “the source of a river” and we mean | | |

| |the Christian life. |where the river starts. What do we mean when we use the word summit? We often use | | |

| | |the expression “the summit of a mountain” and we mean the highest point of the | | |

| | |mountain. Teacher explains to the children that the sacrament of the Eucharist is | | |

| | |God’s gift of Himself in Christ to us and is central to our faith. | | |

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| | |Class: Teacher leads a prayer time thanking God for the gift of His Son in the | | |

| | |sacrament of the Eucharist. | | |

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| | |Class: Teacher explains to the class that the Eucharist is called “the summit” of | | |

| | |Christian life because it is the memorial of the mystery of his death and | | |

| |I know that the Eucharist is called “the|resurrection and the sacrament in which we receive the body and blood of Jesus so | | |

| |summit” of Christian life because it is |that we can be nourished for our Christian lives as members of Christ’s Church. | | |

| |the memorial of the mystery of his death|Teacher discusses the meaning of the word “memorial?” What are we remembering? | | |

| |and resurrection and the sacrament in |What is a mystery? Why is the death and resurrection of Jesus difficult to explain? | | |

| |which we receive the body and blood of |What do we receive in the sacrament of the Eucharist? How does it help us to live | | |

| |Jesus so that we can be nourished for |Christian lives as members of Christ’s Church? | | |

| |our Christian lives as members of | |Paper |Children know that the |

| |Christ’s Church. |Class: Children make posters promoting the Eucharist is as “the source and the |Art materials |Eucharist is called “the |

| | |summit” of the Christian life. | |source and the summit” of |

| | | | |the Christian life. |

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| | |Class: Teacher explains to the class that the word ‘Mass’ comes from the Latin word | | |

| | |for ‘sent’ (ite missa est) and that, at the end of Mass, we are sent on a mission to | | |

| |I know that the word ‘Mass’ comes from |live the values of the Gospel (these are discussed in detail in a lesson below). | | |

| |the Latin word for ‘sent’ (ite missa |Teacher discusses the meaning of the word mission? What special task have we been | | |

| |est) and that, at the end of Mass, we |assigned? Do you think it is difficult to live the values of the Gospel? Teacher | | |

| |are sent on a mission to live the values|distributes the Order of the Mass and leads the children in reading out The | |Children know that, at the |

| |of the Gospel. |Concluding Rites. | |end of Mass, we are sent on |

| | | | |a mission to live the values|

| | |Class: Teacher explains that just before the Consecration the priest invokes the Holy|Order of the Mass |of the Gospel. |

| |I can recognise that the priest invokes |Spirit on the bread and wine to change them into the Body and Blood of Christ. | | |

| |the Holy Spirit on the bread and wine to|Teacher explains that the word “invoke” means to call upon and so the priest calls | | |

| |change them into the Body and Blood of |upon the Holy Spirit to change the bread and wine into the Body and Blood of Christ. | | |

| |Christ. |Teacher leads the children in reading out the following words from The Eucharistic | | |

| | |Prayer II (attached to planner): | | |

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| | |Make holy, therefore, these gifts, we pray, |The Eucharistic Prayer II | |

| | |by sending down your Spirit upon them like the dewfall, | | |

| | |so that they may become for us | | |

| | |the Body and Blood of our Lord Jesus Christ. | | |

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| | |Teacher then explains that the priest also asks God to fill the people with the Holy | | |

| |I can recognise that the priest also |Spirit so that they can grow in the fullness of charity and become one body. Teacher | | |

| |asks God to fill the people with the |leads the children in reading out the following words from The Eucharistic Prayer II:| |Children can recognise |

| |Holy Spirit so that they can grow in the| | |that the priest invokes the |

| |fullness of charity and become one body.|Therefore, as we celebrate | |Holy Spirit on the bread and|

| | |the memorial of his Death and Resurrection, | |wine to change them into the|

| | |we offer you, Lord, | |Body and Blood of Christ. |

| | |the Bread of life and the Chalice of salvation, | | |

| | |giving thanks that you have held us worthy | | |

| | |to be in your presence and minister to you. | | |

| | |Humbly we pray | | |

| | |that, partaking of the Body and Blood of Christ, | | |

| | |we may be gathered into one by the Holy Spirit. | | |

| | |Remember, Lord, your Church, | | |

| | |spread throughout the world, | |Children can recognise that |

| | |and bring her to the fullness of charity, | |the priest also asks God to |

| | |together with N. our Pope and N. our Bishop | |fill the people with the |

| | |and all the clergy. | |Holy Spirit so that they can|

| | | | |grow in the fullness of |

| | |Class: Teacher explains that nourished by the Eucharist and filled with the Holy | |charity and become one body.|

| |I understand that, nourished by the |Spirit, we can live the Gospel values of Charity/Love, Unity, Peace, Service, | | |

| |Eucharist and filled with the Holy |Holiness and Justice. Teacher explains to the class that they are going to work with | | |

| |Spirit, I can live the Gospel values of |a partner and use a dictionary to find out the meaning of each of the Gospel values. | | |

| |charity/love, unity, peace, service, |Children complete Gospel Value Worksheet. | | |

| |holiness and justice. | | | |

| | |Class: Teacher explains to the class that we must live our life according to these | | |

| | |Gospel values. Still working with their partner, the children discuss and record how|Gospel Value Worksheet | |

| | |they can live their life in school, at home and in the wider community exhibiting one|Dictionary | |

| | |of the Gospel values (Living the Gospel Values Worksheet attached to planner). The | |Children understand that, |

| | |children come together after this activity to share their findings. This activity | |nourished by the Eucharist |

| | |could be repeated to ensure coverage of all Gospel values. | |and filled with the Holy |

| | | | |Spirit, they can live the |

| | |KEY VOCABULARY: Eucharist, source, Mass, ite missa est, sent on a mission, Gospel |Living the Gospel Values |Gospel values of |

| | |Values, One Body. |Worksheet |charity/love, unity, peace, |

| | | | |service, holiness and |

| | | | |justice. |

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|Strands of Faith : Experiences| | | | |

|and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

| | |Class/School/Home/Parish | | |

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|Signs of God |I know all the responses to the Mass and|Class: Teacher distributes copies of The Order of the Mass (attached to planner) to |The Order of the Mass |Children know all Mass |

|RERC 2‐16a |I can actively and prayerfully |the class and the children practice the responses. | |responses. |

|I know that the Mass is at the|participate each time I attend. | | | |

|heart of Catholic community | |School /Parish: Children participate with the responses prayerfully at Mass. | | |

|life and I am developing an | | | | |

|understanding of how to |I recognise the contribution of music to|Class: The teacher explains to the class that the most traditional form of music at | | |

|participate fully in this |liturgy in Church. |mass is an organ but some parishes also allow the use of guitars, violins, flutes, | | |

|celebration. | |etc. Teacher lets the children hear a Gregorian Chant available on: | | |

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| | |Teacher explains that this is a form of liturgical music that originated in monastic | | |

| | |life and accompanied the celebration of Mass. | | |

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| | |Teacher explains to the class that when we sing we pray and when we sing at Mass we | | |

| | |make the Mass more special, more complete. By singing together we become one | | |

| | |together: an outward sign of our unity in and as the Body of Christ. | | |

| | |We normally sing hymns at Mass at: | | |

| | |Entrance | | |

| | |Offertory | | |

| | |Eucharist | | |

| | |Recessional | | |

| | |Teacher explains that we can also sing the most joyful words of the Mass itself, and | | |

| | |by singing them make clear how much they matter. Among these most joyful words are | | |

| | |Alleluia, Hosanna, Amen and it’s these words which above all we delight in singing | | |

| | |together. | | |

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| | |Class: Teacher distributes hymn books and allows the children to choose their | | |

| | |favourite hymns for a Mass. Hymns at Mass Worksheet (attached to planner) | | |

| | | |Hymn Books |Children recognise the |

| | |Class: Teacher shows the class a missal and demonstrates how to find the appropriate |Hymns at Mass Worksheet |contribution of music to |

| | |readings for Sunday Mass. Teacher gives the children the opportunity to reflect on | |liturgy in Church. |

| | |the readings in preparation for Sunday Mass. There are also some good websites which |Missal | |

| |I am growing in my ability to prepare |give the relevant readings for every day of the year and the children could use this |Internet | |

| |for Sunday Mass through reflection on |resource to independently prepare for Sunday Mass. | | |

| |the readings during each week with the | | | |

| |help of my teacher, chaplain and family.| | | |

| | |School/Home: Children could share the content of the Sunday readings with other | | |

| | |classes at school assemblies and with their families. | | |

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| | |Some useful websites are: | | |

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| | | | |Children are growing in |

| | | | |ability to prepare for |

| | | | |Sunday Mass through |

| | |Class: Teacher revises with the class that as a mark of respect for the Eucharist, | |reflection on the readings |

| | |Church law requires us to fast for one hour before receiving Holy Communion. This is | |during each week with the |

| |I know of the general requirement of |known as the Eucharistic Fast. Teacher explains that : | |help of their teacher, |

| |Church law that I should fast for an | | |chaplain and family. |

| |hour before receiving Holy Communion. I |1. A person who is to receive the holy Eucharist is to abstain for at least one hour | | |

| |know that this is a mark of respect for |before Holy Communion from any food and drink, except for only water and medicine | | |

| |the Eucharist and is known as the | | | |

| |Eucharistic Fast. |2. A priest who celebrates the Holy Eucharist more than once a day on the same day | | |

| | |can take something before the next celebration even if there is less than one hour | | |

| | |before he receives Holy Communion again. | | |

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| | |3. The elderly (60 years or older), the infirm and those who care for them can | | |

| | |receive the Holy Eucharist even if they have eaten something within the preceding | | |

| | |hour. | |Children know of the general|

| | | | |requirement of Church law |

| | |4. The duration of the Eucharistic Fast is reduced to approximately fifteen minutes | |that they should fast for an|

| | |for those mentioned in Point 3. | |hour before receiving Holy |

| | | | |Communion. |

| | |Class: Class divide into discussion groups and discuss different ways of preparing | | |

| | |for the sacrament of the Eucharist. Class comes together to share their findings | |Children know that this is a|

| | | | |mark of respect for the |

| | |Class: Teacher distributes copies of the Nicene Creed to the class and explains that | |Eucharist and is known as |

| | |this prayer is a symbol of belief for Christians all over the world. The Nicene | |the Eucharistic Fast. |

| | |Creed explains the teachings about the Trinity and also affirms historical realities |Paper | |

| | |of the life of Jesus. Even though the Nicene Creed does not directly quote from | | |

| |I have studied the words of the Nicene |scripture, it is based on biblical concepts and truths. | | |

| |Creed and am deepening my understanding | | |Children develop a deeper |

| |of its meaning. |Class: Children divide into reciprocal teaching groups and use the skills of | |understanding of the words |

| | |clarifying and questioning to develop a deeper understanding of the meaning of the |Copies of the Nicene Creed|of the Nicene Creed. |

| | |Nicene Creed. |Dictionaries | |

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| | |Class: Teacher explains to the class that they are going to be involved in planning a| | |

| | |celebration of the Eucharist. This could take the form of a Mass, a prayer service | | |

| | |or a school assembly. Teacher divides the class into groups and sets each group a | | |

| | |responsibility for the celebration: | | |

| | | | |Children are given the |

| |I have been given opportunities, with |Readings | |opportunity to be involved |

| |support from my teacher and chaplain, to|Prayers |Bibles |in planning a celebration of|

| |be involved in planning a celebration of|Hymns |Missal |the Eucharist. |

| |the Eucharist. |Music |Hymn Books | |

| | |Flowers |Art Materials | |

| | |Pictures/Paintings |Internet | |

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| | |Teacher supports pupils but encourages them to be fully involved in planning the | | |

| | |celebration. | | |

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| | |Home: Children invite members of their family to their celebration of the Eucharist. | | |

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| | |Parish: Teacher invites the school chaplain to visit the class and support the | | |

| | |children in planning their celebration of the Eucharist. If possible the celebration | | |

| | |could take place in their local church. | | |

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| | |Class: Teacher reminds the children that, as a Catholic we have a duty to attend Mass| | |

| | |on Sundays and holidays of obligation. This means that we must organise our time so | | |

| | |that we can fulfil this obligation. Teacher discusses with the children what they | | |

| | |could do to make sure they attend Mass e.g. set the alarm clock, organise travel, | | |

| | |check the times of Mass. Teacher reminds the children of the Third Commandment | | |

| |I know that, as a Catholic I have a duty|(Remember to keep holy the Lord’s Day) and explains that for Jews the Sabbath was | | |

| |to attend Mass on Sundays and holidays |Saturday. Christians, however, transferred the Sabbath to a Sunday, the day of | | |

| |of obligation. I recognise this involves|Christ’s resurrection from the dead. Sunday Mass is important because we gather | | |

| |prioritising my time to do so. I am able|together to publically profess our faith and celebrate Mass with our family, friends| | |

| |to connect this with my understanding of|and members of the congregation. | | |

| |the Third Commandment (Remember to keep | | | |

| |holy the Lord’s Day). |Class: Children make posters advertising the Third Commandment (Remember to keep holy| | |

| | |the Lord’s Day). The finished posters could be displayed around the school. | | |

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| | |KEY VOCABULARY: Mass, music ministry, Church Law, Creed, Sunday obligation. | | |

| | | | |Children develop an |

| | | | |understanding of the Third |

| | | |Paper |Commandment (Remember to |

| | | |Art Materials |keep holy the Lord’s Day). |

|Strands of Faith : Experiences| | | | |

|and Outcomes |Core Learning |Learning & Teaching |Resources |Assessment |

| | |Class/School/Home/Parish | | |

| | | | | |

|Reign of God |I am aware of the responsibility to |Class: Teacher reminds the class about the ten commandments (copy attached to |Ten Commandment Template | |

|RERC 2‐23a |inform my conscience when making choices|planner) and how it is our responsibility to use these commandments to inform our | | |

|I know that God has given me |about the way I live my life, through |conscience when making choices about the way we live our lives. Teacher discusses | | |

|the freedom to make choices |daily prayer and faithfulness to the |the ten commandments with the children and how you should reflect on these before | |Children are aware of the |

|about the way I live my life. |teaching of the Church. |making a decision. | |responsibility to inform |

|I have reflected on how the | | | |their conscience when making|

|decisions of my conscience | |Class: Children write out the Ten Commandments on the Ten Commandment Template. | |choices about the way they |

|affect my relationship with | | | |live their life, through |

|God and others. |I am discerning God’s plan for me, in |Class: Teacher explains to the class that we can also pray to the Holy Spirit asking |Prayer to the Holy Spirit |daily prayer and |

| |every moment of my life, with the |for support in helping us to make the correct choice. Teacher reads to the class the| |faithfulness to the teaching|

| |support of the Holy Spirit and the |Prayer to the Holy Spirit (attached to planner) and gives each child a copy affording| |of the Church. |

| |community of the Church. |them time to reflect on the words and meaning of the prayer. Teacher should | | |

| | |incorporate the Prayer to the Holy Spirit into the daily prayers said in class. | | |

| | | | | |

| | |Home Children take the Prayer of the Holy Spirit home to pray with their family. | | |

| |I can recognise that I am strengthened | | | |

| |by the Holy Spirit and the sacramental |Class: Teacher reminds the class of the Seven gifts of the Holy Spirit which they | | |

| |life of the Church in my decision |received at the Sacrament of Confirmation: | | |

| |making. |Wisdom |The Seven Gifts of the | |

| | |Understanding |Holy Spirit Worksheet | |

| | |Right Judgment | |Children recognise that they|

| | |Courage | |are strengthened by the Holy|

| | |Knowledge | |Spirit and the sacramental |

| | |Reverence | |life of the Church in their |

| | |Wonder and Awe. | |decision making. |

| | |Teacher discusses with the children how these gifts strengthen our ability in |Decisions Worksheet | |

| | |decision making. | | |

| | | | | |

| | |Class: Children complete The Seven Gifts of the Holy Spirit Worksheet (attached to | | |

| | |planner). | | |

| | | |The Eighth Commandment | |

| | |Class: Teacher explains to the class that we are all faced with decisions every day |Discussion Sheet | |

| | |of our lives. Some of these decisions are small and insignificant but others are | | |

| | |major and as well as affecting ourselves can affect others too. Teacher asks the | | |

| | |children to suggest different types of decisions they make every day. God has | | |

| | |promised us that the holy Spirit will support us in decision making but we must | | |

| | |listen to what he is saying. | | |

| | |Teacher explains that we can also speak to God through prayers when we are faced with|List of Tenth Commandment | |

| | |a really tough decision. We can also ask the advice from someone who we respect and |Drama Scenarios | |

| | |trust. | | |

| | | | | |

| | |Class: Children complete Decisions Worksheet (attached to planner). | | |

| | | | |Children know that God |

| | | | |commands us, out of love, to|

| | | | |be truthful at all times in |

| | |Class: Teacher reminds the class that God command us, out of love, to be truthful at | |deeds and words. Children |

| |I know that God commands me, out of |all times in deeds and words. Teacher reads out the eighth commandment: You shall | |know that faithfulness to |

| |love, to be truthful at all times in |not bear false witness against your neighbour. Teacher discusses with the children | |this commandment will bring |

| |deeds and words. I know that |how you feel when you have not been truthful and how it affects your relationship | |peace in their relationships|

| |faithfulness to this commandment will |with God and others. Teacher divides the class into discussion groups and hands out | |with themselves and others |

| |bring peace in my relationships with |The Eighth Commandment Discussion Sheet. The groups have to read and discuss the |Mask Template printed on | |

| |myself and others (Eighth Commandment: |statements and then come to a decision about their faithfulness to the eighth |cardboard | |

| |You shall not bear false witness against|commandment. | | |

| |your neighbour). | | | |

| | | | | |

| | |Class: Teacher reminds the class that God command us, out of love, not to be overly | | |

| | |attached to material possessions, including the duty to resist the temptation to be | | |

| |I know that God commands us, out of |jealous of other people’s possessions or relationships. Teacher reads out the tenth | | |

| |love, not to be overly attached to |commandment: You shall not covet your neighbours goods. Teacher discusses with the | | |

| |material possessions, including the duty|children how you feel when you have been jealous of other people’s possessions or | |Children know that God |

| |to resist the temptation to be jealous |relationships and how it affects your relationship with God and others. | |commands us, out of love, |

| |of other people’s possessions or |Teacher divides the class into drama groups and gives each group a scenario from the | |not to be overly attached to|

| |relationships (Tenth Commandment: You |list attached to the planner to dramatise. They must first of all show someone | |material possessions, |

| |shall not covet your neighbours goods). |unable to resist the temptation to be jealous and then show the same person resisting| |including the duty to resist|

| | |the temptation to be jealous. | |the temptation to be jealous|

| | |The children perform their dramas to the class and by class discussion analyse the | |of other people’s |

| | |consequences for the person and for others of being unable and being able to resist | |possessions or relationships|

| | |the temptation to be jealous of other people’s possessions or relationships. | | |

| | | | | |

| | | | | |

| | |Class: Teacher explains that popular similes are as green with envy and as proud as a| | |

| | |peacock. These similes describe two very strong emotions. Children are given a mask| | |

| | |(attached to planner) to decorate, one side expressing jealousy and the other side | | |

| | |expressing pride. | | |

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| | |Class: Teacher explains that within the Catholic Church we are guided by the priests | | |

| |I can recognise that the Pope and the |in our parishes, Bishops in our Diocese and the Pope in the Vatican. We look to | | |

| |Bishops have teaching authority in the |priests, the Pope and Bishops for guidance in our faith and direction in our moral | | |

| |Church and that we look to them for |life. | | |

| |guidance in our faith and direction in | | | |

| |our moral life. | |Internet | |

| | |The Pope is the bishop of Rome and is the Head of the Catholic Church. He is chosen | | |

| | |from the cardinals by a unanimous vote to lead the church. His responsibilities | | |

| | |include overseeing all decisions made by the Catholic Church, protecting the deposit | | |

| | |of faith and seeking that the Church's mission on earth is being conducted. He is | | |

| | |the spokesman of the Church and when new issues arise he is responsible for | | |

| | |discerning the position of the Church based on Its doctrine, morals and tradition. | | |

| | | | | |

| | |A Bishop oversees a diocese, which is a collection of local parishes; and an | | |

| | |archbishop administers an archdiocese, which is just a really large diocese. He is | | |

| | |responsible for teaching, governing, and sanctifying the faithful of his diocese, | | |

| | |sharing these duties with the priests and deacons who serve under him. | | |

| | | | | |

| | |A priest is in charge of a single parish. The priest answers only to two men, his | | |

| | |Bishop and the Pope. He lives in the midst of the people and celebrates Mass and | |Children can recognise that |

| | |administers many of the Sacraments. He is also charged with caring and looking after| |the Pope and the Bishops |

| | |God’s people in his parish or wherever he is placed by his Bishop. | |have teaching authority in |

| | | | |the Church and that we look |

| | |Class: Using the Internet, the children research the role of the Pope and their local| |to them for guidance in our |

| | |Bishop. | |faith and direction in our |

| | | | |moral life. |

| | | | | |

| | |KEY VOCABULARY: conscience, discern, God’s plan for me, sacramental life, decision | | |

| | |making, faithfulness, peace in my relationships, Pope, | | |

| | |Bishops, Commandments, Eighth Commandments, Tenth | | |

| | |Commandments. | | |

| | | | | |

| | |* Pentecost is a movable feast so should be checked on the liturgical calendar. If | | |

| | |the feast falls in May please refer to first lessons of the June Planner. | | |

| | | | | |

Holy Virgin, by God’s Decree

Holy Virgin, by God’s decree,

you were called eternally;

that he could give his Son to our race.

Mary, we praise you, hail, full of grace.

R. Ave, ave, ave, Maria.

By your faith and loving accord,

as the handmaid of the Lord,

you undertook God’s plan to embrace.

Mary we thank you, hail, full of grace.

R. Ave, ave, ave, Maria..

Joy to God you gave and expressed,

of all women none more blessed,

when in mankind your Son took his place.

Mary, we love you, hail, full of grace.

R. Ave, ave, ave, Maria.

Refuge for your children so weak,

sure protection all can seek.

Problems of life you help us to face.

Mary, we trust you, hail, full of grace.

R. Ave, ave, ave, Maria.

To our needy world of today

love and beauty you portray,

showing the path to Christ we must trace.

Mary, our mother, hail, full of grace.

(R.)

Name: Date:

The Wedding Feast at Cana

Read John 2:1-12 and think about the events in this Gospel reading. Answer the following questions in sentences.

What is the first thing Mary says in John 2:3?

What does Mary mean?

How does Jesus reply to Mary in John 2: 4?

What does Mary tell the servers to do in John 2: 5?

What is the main message in this Gospel reading?

Intercession Sheet

The Story of Saint Bernadette

Bernadette was born in a small town in France called Lourdes. Her family was very poor and had to share one cold room. The only way to keep warm was to burn sticks which the children had to collect.

One cold winter's day, Bernadette, her sister, Tionette, and her friend, Jeanne, were gathering firewood beside a river. They had been out all day and it was now growing dark. Tionette and Jeanne set off for home, crossing the icy cold river in their bare feet. Bernadette hesitated. She didn't want to cross the river because it was so cold and she felt getting her feet wet might bring on her asthma.

Tionette and Jeanne called to her from the other side of the river. Bernadette was just about to follow them across, when she heard the sound of a great wind. She looked round and out of a cave in the rock, came a beautiful young lady. She wore a sparkling white dress and a veil. She smiled at Bernadette and beckoned to her to come closer. Bernadette could not believe what she was seeing but she was not afraid. She knelt down and began to pray. The lady prayed with her. After a while, the vision of the lady disappeared.

Tionette and Jeanne returned to find Bernadette kneeling. They urged her to hurry across the river. Bernadette put her foot in the water. It felt warm. On the way home, Bernadette told Tionette and Jeanne about the beautiful lady. They didn't believe her. Bernadette's mum did not believe her either. "Such nonsense!" she said, "you are never to go back to that cave again".

Bernadette pleaded with her mum and, after three days, she was allowed to return to the cave. She saw the beautiful lady and, again, they prayed together. After that, Bernadette went to pray with the lady, day after day. People got to hear about Bernadette and her vision and large crowds followed her to the cave. But no one, except Bernadette, could see the vision of the beautiful lady.

Some people said Bernadette was mad and laughed at her. Others said she was lying and shouted at her. She was slapped and spat upon. She was spoken to by her teacher, her priest, the local police and other important people who came all the way from Paris. All of these people wanted Bernadette to say that her vision of the beautiful lady was not real.

Bernadette answered all their questions in a quiet, gentle way. But she would not give up her belief that her vision of the beautiful lady was real.

Name_______________________ Date ___________

Storyboard of the Life of Saint Bernadette

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The messages the Blessed Virgin Mary gave at Lourdes, France in 1858 are summarized as follows:

1. It is an appreciation from heaven of the definition of the dogma of the Immaculate Conception, declared four years prior (in 1854).

At the same time, she presents herself as Mother and model of purity for the world in need of this virtue.

2. It is an exaltation to the virtues of poverty and humility accepted in a Christian way by having chosen Bernadette as an instrument of her messages.

3. An important message in Lourdes is the Cross. The Blessed Mother repeats that the most important thing is to be happy in the other life,

even though it is necessary to accept the Cross to achieve happiness.

4. The importance of prayer, the rosary, penance, and humility (kissing the ground as a sign); a message of infinite mercy for sinners and for the

care of the sick.

Important points for reflection about the visible signs in the first apparition which include great spiritual teachings:

1. Surrounded by light: this is a symbol of the light of faith which we receive at Baptism. Faith is the light of life with which we should shine

before the world. We should transmit the brilliance of faith by our sanctity of life.

2. The light was tranquil and profound: in our Christian faith we find repose for our souls.

3. Of incomparable beauty, there is nothing like it here on earth: work unceasingly to acquire the true beauty of soul so that it is pleasing for

God to contemplate.

4. White dress, pure and delicate, never has anyone been able to imitate: our soul should be dressed in purity and be delicate before God;

sin stains our white dress.

 

5. Bare feet, on top of which is a brilliant rose : bare feet preach to us about the evangelical poverty of the Gospels which is a beautiful and sublime

virtue that to those who practice it Jesus has promised himself the Kingdom of Heaven. The luminous rose is a call to be the fragrance of Christ

to all, the divine fragrance of the Gospels.

6. Her hands always together, with the Holy Rosary in fervent prayer, praying always without ceasing: prayer is our constant nourishment,

the breath of our soul, all the virtues are born in the soul that prays.

Our Lady of Lourdes

The Torchlight Marian Procession

The Torchlight Marian Procession takes place each evening at 9.00 pm as it has done since 1872.

The welcoming of pilgrims and announcements begin at 20.45.

The Evening Procession begins from the Priory and ends in the square in front of the Rosary Basilica. Between torches, pilgrims carry a statue of Our Lady (a copy of the Cabuchet statue of the Blessed Virgin).

During the Procession, the pilgrims walk in groups behind their pilgrimage banner. Everyone is invited to carry a lighted candle in their hand – a reminder of Baptism.

At the end of the Procession, the Priests and Bishops present give the Blessing.

The Rosary is not a prayer wheel and it does not encourage the repetition with the lips of ready-made formulae. It is with the aid of these words that we enter into the life of Christ, remembering his birth, this childhood (Joyful Mysteries), his adult life, his death (Sorrowful Mysteries) and his resurrection (Glorious Mysteries). It is a means of coming closer to him.

The Mass at 11.00pm. in the Grotto

After the Procession, the pilgrims are invited to attend the last Mass of the day at the Grotto of the Apparition.

The celebrant chooses his theme from the Masses in Honour of Our Lady or from the Masses for Various Needs and Occasions. This Mass is to give thanks for all the graces received at the Sanctuary during the day.

This Mass at the Grotto is celebrated every day, including Sunday, from the beginning of the Pilgrimage Season. The Mass will be celebrated in French or Italian.

Practical Information

• The procession lasts about 1½ hours.

• It is possible for pilgrims to recite the Rosary in different languages. They must present themselves in front of the Rosary Basilica 30 minutes before the Procession begins.

• To take part in the Choir it is necessary to present oneself in front of the Rosary Basilica no later than 8.30pm. It is open to pilgrims of all languages

• Candles are bought in the town before entering the Sanctuary.

Candles at Lourdes

Names _____________ _________________ Date __________

The Mysteries of the Rosary

Your task:

• investigate a mystery of the rosary

• record your findings

• explain your sources.

Your Mystery ______________________________________

We found our mystery in the Bible in the Gospel of ………………………..

Chapter………. Verse/s ……………

Name ________________________ Date ____________

Rosary Beads

How to Pray the Rosary

➢ Make the Sign of the Cross

➢ Pray the Nicene Creed.

➢ Pray the Our Father

➢ Pray three Hail Marys

➢ Pray the Glory be to the Father

➢ Announce the name of the mystery.

➢ Pray an Our Father.

➢ Pray ten Hail Marys.

➢ Pray the Glory be to the Father.

➢ Make the Sign of the Cross.

The Memorare

REMEMBER, O most gracious Virgin Mary, that never was it known that anyone who fled to thy protection, implored thy help, or sought thy intercession was left unaided. Inspired with this confidence, I fly unto thee, O Virgin of virgins, my Mother; to thee do I come; before thee I stand, sinful and sorrowful. O Mother of the Word Incarnate, despise not my petitions, but in thy mercy hear and answer me. Amen.

Holy Eucharist Craft

[pic]

You will need:

• Templates 1 and 2

• Scissors

• Glue

• Yellow cardboard

• Background paper

• Glitter/plastic jewels/sequins etc

1. Cut out host template and fold host so that it opens like a door with the picture of Jesus inside.

2. Fold yellow cardboard in half and put the flat side of the chalice template on the folded edge. Draw around template and cut out. When you open it you will have a complete chalice.

3. Glue chalice to your background paper and decorate it with crayons, markers, glitter, plastic jewels, sequins, etc.

4. Glue host above the chalice making sure the door opens the correct way. Draw a cross on the outside of the host.

Name___________________________ Date_________________

Breaking of the Bread

During the Liturgy of the Eucharist, the priest breaks the bread. The Holy Eucharist is the special sacrament of union with

Template 1 for Holy Eucharist Craft

Template 2 for Holy Eucharist Craft

Eucharistic Prayer II

P: It is truly right and just, our duty and our salvation,

always and everywhere to give you thanks, Father most holy,

through your beloved Son, Jesus Christ,

your Word through whom you made all things,

whom you sent as our Saviour and Redeemer,

incarnate by the Holy Spirit and born of the Virgin.

Fulfilling your will and gaining for you a holy people,

he stretched out his hands as he endured his Passion,

so as to break the bonds of death and manifest the resurrection.

And so, with the Angels and all the Saints

we declare your glory,

as with one voice we acclaim:

Holy, Holy, Holy Lord God of hosts.

Heaven and earth are full of your glory.

Hosanna in the highest.

Blessed is he who comes in the name of the Lord.

Hosanna in the highest.

You are indeed Holy, O Lord,

the fount of all holiness.

Make holy, therefore, these gifts, we pray,

by sending down your Spirit upon them like the dewfall,

so that they may become for us

the Body and Blood of our Lord Jesus Christ.

At the time he was betrayed

and entered willingly into his Passion,

he took bread and, giving thanks, broke it,

and gave it to his disciples, saying:

TAKE THIS, ALL OF YOU, AND EAT OF IT,

FOR THIS IS MY BODY,

WHICH WILL BE GIVEN UP FOR YOU.

In a similar way, when supper was ended,

he took the chalice

and, once more giving thanks,

he gave it to his disciples, saying:

TAKE THIS, ALL OF YOU, AND DRINK FROM IT,

FOR THIS IS THE CHALICE OF MY BLOOD,

THE BLOOD OF THE NEW AND ETERNAL COVENANT,

WHICH WILL BE POURED OUT FOR YOU AND FOR MANY

FOR THE FORGIVENESS OF SINS.

DO THIS IN MEMORY OF ME.

Eucharistic Prayer II (continued)

The Mystery of Faith

C: We proclaim your Death, O Lord,

and profess your Resurrection

until you come again.

Or:

When we eat this Bread and drink this Cup,

we proclaim your Death, O Lord,

until you come again.

Or:

Save us, Saviour of the world,

for by your Cross and Resurrection

you have set us free.

P: Therefore, as we celebrate

the memorial of his Death and Resurrection,

we offer you, Lord,

the Bread of life and the Chalice of salvation,

giving thanks that you have held us worthy

to be in your presence and minister to you.

Humbly we pray

that, partaking of the Body and Blood of Christ,

we may be gathered into one by the Holy Spirit.

Remember, Lord, your Church,

spread throughout the world,

and bring her to the fullness of charity,

together with N. our Pope and N. our Bishop

and all the clergy.

____________________

In Masses for the Dead, the following may be added:

Remember your servant N.,

whom you have called (today)

from this world to yourself.

Grant that he (she) who was united with your Son in a death like his,

may also be one with him in his Resurrection.

____________________

Remember also our brothers and sisters

who have fallen asleep in the hope of the resurrection,

and all who have died in your mercy:

welcome them into the light of your face.

Have mercy on us all, we pray,

that with the Blessed Virgin Mary, Mother of God,

with the blessed Apostles,

and all the Saints who have pleased you throughout the ages,

we may merit to be coheirs to eternal life,

and may praise and glorify you

through your Son, Jesus Christ.

Through him, and with him, and in him,

O God, almighty Father,

in the unity of the Holy Spirit,

all glory and honour is yours,

for ever and ever.

C: Amen.

Name___________________________ Date_________________

Gospel Values

Use a dictionary to find the meaning of each Gospel value. Remember to choose a meaning that is relevant to how Jesus lived his life as written in the Gospels.

|Gospel Value |Meaning |

|Love/Charity | |

|Unity | |

|Peace | |

|Service | |

|Holiness | |

|Justice | |

Name___________________________ Date_________________

Living the Gospel Values

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|I can show the Gospel value of _______________ in school by |

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|I can show the Gospel value of _______________ at home by |

|I can show the Gospel value of _______________ in the wider community by |

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The Ten Commandments

|I am the LORD your God. You shall worship the Lord your God and Him only shall you serve. |

|You shall not take the name of the Lord your God in vain. |

|Remember to keep holy the Sabbath day. |

|Honour your father and your mother. |

|You shall not kill. |

|You shall not commit adultery. |

|You shall not steal. |

|You shall not bear false witness against your neighbour. |

|You shall not covet your neighbour's wife. |

|You shall not covet your neighbour's goods. |

Ten Commandment Tablet Template

Prayer to the Holy Spirit

Come Holy Spirit, fill the hearts of your faithful and enkindle in them the fire of your love. Send forth your Spirit and they shall be created. And You shall renew the face of the earth.

O, God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit we may be truly wise and ever enjoy His consolations, Through Christ Our Lord, Amen.

Name______________________ Date___________

The Seven Gifts of the Holy Spirit

Name______________________ Date___________

Decisions

Think about some of the decisions you have had to make recently. Choose one of them and complete the table below.

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|Was it a small or a major decision? |

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|How would it affect you or others? |

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|What helped you to come to a decision? |

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Eighth Commandment Discussion Sheet

Eighth Commandment: You shall not bear false witness against your neighbour.

Discuss each statement below and come to a group decision about its faithfulness to the eighth commandment.

1. Spreading rumours about others is fine as long as it is true.

2. The truth is very important because we need to trust each other.

3. It is permitted to lie to get out of trouble.

4. It is all right to gossip.

5. Not telling the truth affects my relationship with God.

6. Telling stories about yourself to make you look better than you are is okay.

7. It is all right to tell a lie to keep peace in a family.

8. Telling the truth makes you feel better about yourself.

The Tenth Commandment Drama Scenarios

1. Your friend wins a prize for the best dancing at the school disco.

2. Your sister gets a more expensive present for Christmas.

3. Your brother wins a prize in a painting competition.

4. The boy who sits next to you in class gets more marks than you in the

spelling test.

5. Your best friend is invited to another child’s house for their tea.

6. Someone in your class gets the trainers you really want.

7. Your mum and dad are always saying how beautiful your sister is.

8. You fell in a race which you thought you would win.

9. All your friends are going on holiday abroad and you are just staying at home.

10. You are not picked to be in the school football team.

Mask Template

Name______________________ Date___________

Hymns at Mass

Look through the hymn book and choose your favourite hymns for each part of the mass.

|Entrance Hymns |

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|Offertory Hymns |

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|Eucharistic Hymns |

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|Recessional Hymns |

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The Nicene Creed

I believe in one God,

the Father almighty,

maker of heaven and earth,

of all things visible and invisible.

I believe in one Lord Jesus Christ,

the Only Begotten Son of God,

born of the Father before all ages.

God from God, Light from Light,

true God from true God,

begotten, not made,

consubstantial with the Father;

through him all things were made.

For us men and for our salvation

he came down from heaven,

[At the words that follow up to and including 'and became man,' all bow.]

and by the Holy Spirit

was incarnate of the Virgin Mary, and became man.

For our sake he was crucified under Pontius Pilate,

he suffered death and was buried,

and rose again on the third day

in accordance with the Scriptures.

He ascended into heaven

and is seated at the right hand of the Father.

He will come again in glory

to judge the living and the dead

and his kingdom will have no end.

I believe in the Holy Spirit,

the Lord, the giver of life,

who proceeds from the Father and the Son,

who with the Father and the Son

is adored and glorified,

who has spoken through the prophets.

I believe in one, holy,

catholic and apostolic Church.

I confess one baptism

for the forgiveness of sins

and I look forward to the resurrection of the dead

and the life of the world to come. Amen.[pic][pic][pic]

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Themes:

1. Marian Traditions

2. The Eucharist

3. The Mass

4. The Eighth and Tenth Commandment

(

Copy of the Cabuchet statue

carried by pilgrims.

Mary our Mother, please

intercede for

______________________________________

______________________________________

Holy Mary, Mother of God, pray for us sinners now and at the hour of our death. Amen.

(

((

(

Draw a picture of the mystery here.

Write about the mystery here.

Mary our Mother, please

intercede for

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Holy Mary, Mother of God, pray for us sinners now and at the hour of our death. Amen.

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Instructions

Below each tongue of fire you will see a line is drawn

On the top of the line write the name of a gift of the Holy Spirit.

Below the line write a word or words which describe the meaning of the gift.

Instructions

On one side of this mask draw and colour a face that shows jealousy.

On the other side draw and colour in a face that shows pride.

The Gospel Value of________________________

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