Curricular - Archdiocese of GlasgowReligious Education ...



Month/Season: June Class: Primary 5 Level: Second

|Strands of Faith : | | | | |

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

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|Revealed Truth of God |I know that God reveals himself |God has communicated with us. These events have been recorded and recounted to | | |

|RERC 2-03a |gradually throughout history and |us through the scriptures in the bible. God’s plan to save us has been has been | | |

|I can examine God’s |that the story of this |in action for all eternity and is called “Salvation History.” | | |

|relationship with myself and|self-revelation and | | | |

|others. I have reflected on|self-communication of God to human |Salvation history is a series of covenants with God and His people, each one | | |

|how the gift of faith can |beings, which culminates in the |deepening and broadening the relationship. A covenant is an agreement between | | |

|permeate my whole being. |person of Jesus Christ and which is |God and mankind made through individuals, establishing a sacred bond that cannot | | |

|GLP |recounted in the Old and New |and will not end. Although covenants where frequently violated, the violation | | |

|HWB 2-01a |Testaments, is known as “Salvation |occurs on the side of humanity. God never fails to live up to His promises. In| | |

|I am aware of and able to |History.” |each of the covenants, we can understand them better if we consider three | | |

|express my | |elements: | | |

|feelings and am developing | |the covenant role is the role given to individuals by God to be lived out in | | |

|the ability to talk | |keeping up man’s side of the bargain | | |

|about them. | |the covenant form is that by which the role is made manifest | | |

|HWB 2-02a | |the covenant sign is that by which humanity is made to remember the covenant | | |

|I know that we all | | |Bibles | |

|experience a variety of | |Teacher distributes bibles and asks the class to locate and read Genesis 1:26-31 | | |

|thoughts and emotions that | |and Genesis 2:1-25. Teacher explains to the class that salvation history began | | |

|affect how we | |with Adam in the Garden of Eden. As part of the covenant agreement, God | | |

|feel and behave and I am | |commanded Adam to guard the garden and not to eat the tree of knowledge. | | |

|learning ways of | |However, Adam and Eve failed to keep the covenant by succumbing to the temptation| | |

|managing them. | |of the serpent. Adam and Eve were cast out of the Garden of Eden but God showed | | |

|HWB 2-04a | |them compassion because he never stops loving us, even when we fail to keep our | | |

|I understand that my | |side of the bargain. |Bibles | |

|feelings and reactions | | |Salvation History Worksheet | |

|can change depending upon | | | | |

|what is | | | | |

|happening within and around | |Class: Teacher discusses with the class other stories in the old testament which | | |

|me. This helps | |shows the continuing relationship between God and mankind. The following | | |

|me to understand my own | |scripture readings could be located and read by the class: | | |

|behaviour and the | |God’s covenant with Noah (Genesis 9: 1-17) | | |

|way others behave. | |God command Abraham to offer Isaac (Genesis 22: 1-19) | | |

|HWB 2-08a | |Moses and the Red Sea ( Exodus 14: 1-30) | | |

|I understand that people can| |David’s prayer of thanksgiving 2 (Samuel 7: 18-19) | | |

|feel alone and | | | | |

|can be misunderstood and | |Class: Children could work with their shoulder partner and will select one of the| | |

|left out by others. | |above scripture readings. Children then locate, read and complete Salvation | | |

|I am learning how to give | |History Worksheet (attached to planner). When completed, children share their | |Children know that God‘s |

|appropriate | |findings with the rest of the class. |Order of the Mass |relationship with mankind |

|support. | | |Religious Jotter |has been recorded and |

| | |Class: Teacher explains to the class that God revealed himself above all in the | |recounted in the |

| | |life, death and resurrection of his son Jesus. Teacher explains to the class | |scriptures. |

| | |that when we celebrate Mass, we listen to the words of the Eucharistic Prayer. | | |

| |I know that God has revealed himself|During the Eucharistic Prayer we remember the words and actions of Jesus at the | | |

| |above all in the life, death and |Last Supper when he said, | | |

| |resurrection of his son Jesus, and |“Take this, all of you, and drink from it: for this is the chalice of my blood, | | |

| |in the outpouring of the Holy Spirit|the blood of the new and eternal covenant, which will be poured out for you and | | |

| |at Pentecost and that this |for many for the forgiveness of sins. Do this in memory of me.” | | |

| |revelation originates in, and also |Teacher discusses with the children how Jesus forged a new covenant with his | | |

| |somehow reveals, the inner mystery |people through the church He founded. | | |

| |of God as Father, Son and Holy |Class: Children copy the above words of Jesus into their Religious jotter and | | |

| |Spirit. |learn them by heart. | | |

| | |Class: Teacher explains to the class that The Feast of Pentecost is celebrated on| | |

| | |the Sunday 50 days after Easter. Teacher asks the children to locate Acts 2: | | |

| | |1-13 in the bible and reads the scripture to them. Teacher helps the children |Bible |Children know that during |

| | |to reflect on the story of Pentecost. Where were the people gathered? What did | |the Eucharistic prayer we |

| | |they hear? What did they feel? What could they now do? Why did some people | |remember the words and |

| | |think they were drunk? How would you have reacted? Would you have been | |actions of Jesus at the |

| | |frightened? | |Last Supper. |

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| | |Class: Teacher teaches the hymn The Spirit Lives to Set Us Free (lyrics attached | | |

| | |to planner) to the class. | | |

| | |Available at: | | |

| | |Class: Teacher shows the class the image of Pentecost Art (attached to planner) | | |

| | |on interactive board and discusses the colour, shapes, mood, etc portrayed in the|Lyrics of The Spirit Lives to Set Us | |

| | |image with them. Children are each given a copy of the dove template (attached |Free | |

| | |to planner) to decorate and then come together as a class to decide how to |Internet | |

| | |arrange their doves on a wall or display board to depict a powerful image of | | |

| | |Pentecost. | | |

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| | |Class: Teacher explains to the class that God sent the Holy Spirit to be with us|Computer Image of Pentecost Art | |

| | |always and the Holy Spirit: |Dove Template | |

| | |strengthens our faith |Art Materials | |

| | |informs our conscience | | |

| | |guides us in all moments of our life | | |

| | |At Baptism, we receive seven special gifts from the Holy Spirit. These gifts are | | |

| | |freely given to us to help us live as followers of Jesus and to build up the Body| | |

| | |of Christ, the Church. The Gifts of the Holy Spirit are sealed and strengthened |GLP |Children know that at |

| | |within us at Confirmation. |Diocese of Motherwell exemplar |Pentecost we celebrate the |

| | |These seven gifts help us to respond to the presence of the Holy Spirit in our |.uk/p5-pentecost|gift of the Holy Spirit. |

| | |lives, to make good choices, and to serve God and others. |-holy-spirit-and | |

| | |The Gifts of the Holy Spirit: |prophecy.html | |

| | |Wisdom is the gift of knowing the right choices to make to live a holy life. The |Focus on Sacrament of Reconciliation | |

| | |gift of wisdom helps you to avoid the things that could lead you away from God. |and its purpose in | |

| | |Understanding is the gift of comprehension, or the ability to grasp the meaning |helping to seek forgiveness and to | |

| |GLP |of the teachings of the Church. The gift of understanding helps you be tolerant |heal broken relationships | |

| | |and sympathetic of others. It helps you sense when someone is hurting or in |Discussion of choices made by | |

| |I know that the Holy Spirit |need of compassion. |characters in fiction: | |

| |strengthens my faith, informs my |Right Judgement is the gift that helps you make choices to live as a faithful |• Why does the character | |

| |conscience and guides me in all |follower of Jesus. |feel/behave/answer this way? | |

| |moments of my life. |Courage is the gift that helps you stand up for your faith in Christ. The gift |• What is making her/him feel/behave | |

| | |of courage helps you overcome any obstacles that would keep you from practicing |like this? | |

| | |your faith. |• How might the character feel/behave | |

| | |Knowledge is the gift of that enables you to choose the right path that will lead|after . . .? | |

| | |you to God. It encourages you to avoid obstacles that will keep you from him. |Confidence to Learn approaches | |

| | |Reverence is the gift of confidence in God. This gift of reverence inspires you |(Also covered in Lent) | |

| | |to joyfully want to serve God and others. | | |

| | |Wonder and Awe in God’s Presence is the gift that encourages you to be in awe of | | |

| | |God. The gift of wonder and awe moves you to love God so that you do not want to | | |

| | |offend him by your words or actions. | | |

| | |Fruits of the Holy Spirit | | |

| | |When we cooperate with the graces and gifts we receive from the Holy Spirit, we | | |

| | |grow as followers of Jesus. We see the effect of the Holy Spirit’s presence in | | |

| | |our lives in special qualities and attitudes that we develop as we grow in faith.| | |

| | |The Church identifies these qualities and attitudes as the fruits of the Holy | | |

| | |Spirit. The 12 fruits of the Holy Spirit are signs that the Holy Spirit is alive | | |

| | |within us and helping us live the Catholic faith in our daily lives. | | |

| | |Love: We exhibit the virtue of charity, or love, by our unselfish devotion and | | |

| | |care for God and our neighbour. | | |

| | |Joy: We live with joy when we recognise that true happiness comes, not from money| | |

| | |or possessions, but from knowing and following Christ. | | |

| | |Peace: We are freed from worrying about trivial things because of the inner peace| | |

| | |we experience with God in our hearts. We work and pray for peace throughout the | | |

| | |world. | | |

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| | |Patience: We demonstrate patience by treating others with thoughtfulness and | | |

| | |tolerance. We know that we can overcome the temptations and sufferings of life | | |

| | |because God is always with us. | | |

| | |Kindness: We live the virtue of kindness by treating others as we want to be | | |

| | |treated. | | |

| | |Goodness: We exhibit goodness when we honour God by avoiding sin and always | | |

| | |trying to do what we know is right. | | |

| | |Gentleness: Gentle people act calmly and avoid actions that might lead others to | | |

| | |anger or resentment. | | |

| | |Faithfulness: We are faithful when we live out our commitment to the teachings of| | |

| | |Jesus, the Scriptures, and the Catholic Church. | | |

| | |Self-control: We exercise self-control by working to overcome the temptations we | | |

| | |face and by trying always to do God’s will. | | |

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| | |Class: Teacher divides the class into active learning groups and shows them | | |

| | |examples of posters depicting the Gifts and Fruits of the Holy Spirit (attached | | |

| | |to planner). Each group is asked to design and make a poster promoting either | | |

| | |the Gifts or the Fruits of the Holy Spirit and then will give a presentation to | | |

| | |the rest of the class about how they help us to live as followers of Jesus. | | |

| | |KEY VOCABULARY: conscience, Salvation History, revelation, Pentecost | | |

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| | | | |Children develop |

| | | | |understanding that the Holy|

| | | | |Spirit strengthens my |

| | | | |faith, informs my |

| | | | |conscience and guides me in|

| | | | |all moments of my life. |

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| | | |Examples of Posters of the Gifts and | |

| | | |Fruits of the Holy Spirit | |

| | | |A2 Paper | |

| | | |Art Materials | |

| | | |Lined Paper | |

|Strands of Faith : Experiences| | | | |

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

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

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|RERC 2-04a |I recognise that God is a loving |The mystery of the Most Holy Trinity is the central mystery of Christian faith and | | |

|I can identify the three |community of three persons and I know |life. It is the mystery of God in himself. It is therefore the source of all the | | |

|persons in the Holy Trinity |that we call this the Mystery of the |other mysteries of faith, the light that enlightens them. It is the most fundamental | | |

|and I have reflected on how I |Most Holy Trinity. |and essential teaching in the "hierarchy of the truths of faith". The whole history | | |

|can honour the Holy Trinity. | |of salvation is identical with the history of the way and the means by which the one | | |

| | |true God, Father, Son and Holy Spirit, reveals himself to men "and reconciles and | | |

| | |unites with himself those who turn away from sin." | | |

| | |Catechism of the Catholic Church | | |

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| | |Class: Teacher asks the class if they can explain the meaning of the word Mystery. | | |

| | |Teacher then explains that a mystery is something that we cannot understand fully in |Image of The Heavenly and | |

| | |our earthly life. Teacher explains to the class that God is a loving community of |Earthly Trinites by | |

| | |three persons; God the Father, God the Son and God the Holy Spirit. We call this |Bartoleme Murillo | |

| | |The Mystery of the Most Holy Trinity. Each person in the Most Holy Trinity is | | |

| | |distinct, with special characteristics, yet are all divine. The Most Holy Trinity is| | |

| | |the central mystery of the Christian faith and is at the heart of who we are as | | |

| | |Christians. Teacher shows the class an image of a painting of The Most Holy Trinity-| | |

| | |The Heavenly and Earthly Trinites by Bartoleme Murillo (attached to planner) and | | |

| | |discusses how the Father, the Son and the Holy Spirit are portrayed. How has the | | |

| | |artist painted each person of the most Holy Trinity? Why is the Holy Spirit | | |

| | |represented as a dove? Why do you think the artist painted Jesus as a child? Why | | |

| | |do you think the artist painted God the father as an older man? How does the | | |

| | |painting make you feel? | | |

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| | |Class: Teacher shows the class an image of the Shield of the Most Holy Trinity | | |

| | |(attached to planner) and explains that this shield shows us what God is and what God| | |

| | |is not e.g. The Son is God but is not the Father. The children are asked to make |Image of Shied of the Holy| |

| | |statements about other facts they can determine from the shied about the Most Holy |Trinity |Children can identify the |

| | |Trinity. Children are asked to complete The Most Holy Trinity worksheet (attached |The Most Holy Trinity |three persons in the Holy |

| | |to planner). |worksheet |Trinity and know that we |

| | | | |call this |

| | | | |the Mystery of the Most Holy|

| | | | |Trinity. |

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| | |Class: Teacher explains to the class that when we say the Creed , we are | | |

| | |expressing our faith and honouring God as Father, Son and Holy Spirit. Teacher | | |

| | |displays the words of the Nicene Creed (attached to planner) to the children and | | |

| |I recognise that, when I say the Creed, |explains that every time we go to Mass, during the Liturgy of the Word, we proclaim | | |

| |I am expressing my faith and honouring |our faith by saying the Nicene Creed. |Order of the Mass | |

| |God as Father, Son and Holy Spirit. |The class participate in praying the Nicene Creed. |Words of the Nicene Creed |Children know the words of |

| | | | |the Nicene Creed. |

| | |Home: Children take home the words of the Nicene Creed to learn by heart and to pray | | |

| | |with their family. | | |

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| | |Class: Teacher displays the words of the Nicene Creed and the class pray together. | | |

| | |Teacher discusses with the class the words of the Nicene Creed that honour God as | | |

| | |Father, Son and Holy Spirit and starts to compile a list on the whiteboard e.g. God |Nicene Creed Worksheet | |

| | |our Father as maker of heaven and Earth, God the Son was born of the Father before | |Children recognise that, |

| | |all ages, God the Spirit who has spoken through the prophets. Children are asked to | |when saying the Nicene |

| | |complete the Nicene Creed worksheet (attached to planner). | |Creed, they are expressing |

| | | | |their faith and honouring |

| | | | |God as Father, Son and Holy |

| | |KEY VOCABULARY: Creed, profession of faith, mystery, Most Holy Trinity | |Spirit. |

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|Strands of Faith : Experiences| | | | |

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

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

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|Son of God |I can identify the geographical |Class: Teacher displays a world map/atlas and helps the children to locate the region|World Map/Atlas | |

|RERC 2-06a |locations of places associated with |which was part of the Holy Land in biblical times when Jesus was on earth. Teacher |Maps of Israel in New | |

|I have examined some |Jesus and the Holy Land: Judea, Galilee,|then displays a map of Israel in New Testament Times (attached to planner) on the |Testament Times | |

|political, social, historical |Bethlehem, Nazareth, Jerusalem, Jericho,|interactive whiteboard and asks the children to identify: | | |

|and religious elements in |Samaria, the Sea of Galilee, the Jordan.|Judea, | | |

|first-century Palestine and |I can investigate how long it would have|Galilee, | | |

|gained an understanding of |taken to travel between these places. |Bethlehem, | | |

|Jesus’ life on earth., social | |Nazareth, | | |

| | |Jerusalem, | | |

| | |Jericho | | |

| | |Samaria | | |

| | |the Sea of Galilee | | |

| | |the River Jordan. |Teacher’s Information | |

| | |Teacher explains to the class that these places are all associated with Jesus and are|Sheet on Geographical | |

| | |written about in the bible in the New Testament. A teacher’s information sheet on |Locations Associated with |Children can identify on a |

| | |these geographical locations is attached to planner. A Separate map and information |Jesus |map geographical locations |

| | |on the River Jordan is also attached. | |of places associated with |

| | | |Teacher’s Information |Jesus and the Holy Land. |

| | |Class: Teacher explains to the class that Jesus was born around the time that the |Sheet on the River Jordan | |

| | |Roman Empire had expanded throughout the Mediterranean region, creating a network of | | |

| | |land and sea routes used for transportation and communication.  Since Jesus and his | | |

| | |followers were not wealthy Roman diplomats or military leaders but mostly fishermen | | |

| | |and s farmers, they likely travelled by foot to the villages and towns in the | | |

| | |region.  Walking between the towns listed in scripture literally meant that Jesus and| | |

| | |his followers would have spent much of their time hiking through fields and valleys, | | |

| | |up mountains and cliffs and relying on others for their food and water. Travel was | | |

| | |fraught with difficulty and danger due to the threat of heat and exhaustion, cold and| | |

| | |hunger and peril from wild animals. | | |

| | | |Maps of Israel in New | |

| | |Class: Teacher distributes Maps of Israel in New Testament Times to the class and |Testament Times | |

| | |explains how to use the scale bar. Teacher then shows the children how to work out |Travelling in New |Children can investigate how|

| | |the length of time it would take to walk between Bethlehem and Jerusalem at an |Testament Times Worksheet |long it would have taken to |

| | |average walking speed of three miles per hour. Children then complete Travelling in|Ruler |travel between two places on|

| | |New Testament Times worksheet (attached to planner). | |a map. |

| | |Class: Teacher explains that during his time on earth, Jesus reached out and showed | | |

| | |friendship and tolerance to people who were considered outcasts. Such people were: |Bibles | |

| | |tax collectors (Mark 2: 15-17) since they worked for the Roman Authorities and often |Paper/Cardboard | |

| | |cheated people |Art Materials | |

| |I can recognise groups of people who |shepherds (Luke 2: 8) because their job kept them away from worship and community | |Children will recognise |

| |were considered outcasts in Jesus’ time:|life, and they were often blamed for stealing | |groups of people who were |

| | |people from Samaria (John 4: 5-10) who had their own Temple and had fought with | |considered outcast in Jesus’|

| |tax collectors (Mark 2: 15-17) since |Jewish people for many centuries | |time. |

| |they worked for the Roman Authorities |lepers (Mark 1: 40-45) who caused fear because of their contagious and disfiguring | | |

| |and often cheated people |disease | | |

| |shepherds (Luke 2: 8) because their job | | | |

| |kept them away from worship and |Teacher divides the class into four active learning groups and gives each group one | | |

| |community life, and they were often |of the above readings to locate, read and discuss. Each group will then prepare and| | |

| |blamed for stealing |present a presentation to the class about their scripture reading and how Jesus | | |

| |people from Samaria (John 4: 5-10) who |showed friendship and tolerance toward the outcasts. Children will be given access | | |

| |had their own Temple and had fought with|to resources such as paper, cardboard, etc to use in their presentation. | | |

| |Jewish people for many centuries | | | |

| |lepers (Mark 1: 40-45) who caused fear |Class: Teacher explains to the class that in the time of Jesus, many people were | | |

| |because of their contagious and |superstitious and believed that lepers, the blind, the disabled, etc were cursed by | | |

| |disfiguring disease |God. Jesus reached out to them, offering them acceptance and healing, and invited | | |

| | |them into the Kingdom of God. Teacher distributes bibles and asks the class to | | |

| | |locate John 9: 1-7 and asks one of the children to read the story aloud to the class.| | |

| |I understand that while many people |Teacher discusses the miracle with the children. What did the disciples ask Jesus | | |

| |considered the outcast and disabled to |about the man’s blindness? How did Jesus reply? What did Jesus mean by declaring he | | |

| |be cursed by God, Jesus reached out to |was, “The light of the world?” What did Jesus do with the mud? What happened to the| | |

| |them, offering them acceptance and |blind man? Do you think that Jesus helped to change attitudes towards the blind? | | |

| |healing, and invited them into the | | | |

| |Kingdom of God e.g., the cure of the man|Class: Children are divided into active learning groups and asked to write and | | |

| |born blind - John 9: 1-7 cures of |perform a short play about the cure of the blind man. Teacher reminds the class | | |

| |Gennesaret - Mark 6: 53-56. |about how to write a script e.g. stage directions, props. | | |

| | |Children will then peer evaluate each groups performance. | | |

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| | |Class: Teacher distributes bibles and asks the class to locate Mark 6: 53-56 and asks| | |

| | |a child to read the story aloud to the class. Teacher discusses the events of | | |

| | |Jesus healing the sick in Gennesaret with the children. What do you think Jesus and |Bibles | |

| | |his disciples had been doing? Why do you think everyone was so happy to see Jesus? |Paper | |

| | |What sort of |Props for Play | |

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| | |people wanted to meet Jesus? What happened when Jesus touched them? How do you | | |

| | |think they felt? | | |

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| | |Class: Teacher shows the class newspaper headlines and articles and discusses with | | |

| | |the children how they attract the reader’s attention e.g. alliteration, photographs. | | |

| | |The children are asked to write a newspaper article describing what happened at | | |

| | |Gennesaret when Jesus healed the sick. They could make a newspaper with a name | | |

| | |appropriate to the time and include adverts, the weather, etc. | | |

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| | |Class: Teacher explains to the children that there are people in our society today |Newspapers | |

| | |who are treated unfairly because they are poor, sick, homeless, refugees etc. |Bibles | |

| |I am able to identify those who are |Teacher discusses how they are treated unfairly e.g. they have no friends, no one |Paper | |

| |outcasts and are treated unfairly in |wants to sit beside them, people complain when they move in to live beside them, |Art Materials | |

| |today’s society, and how Christians are |people shout nasty comments at them, no one will give them a job. Teacher reminds | |Children will develop |

| |called to affirm the dignity of every |the children how Jesus treated outcasts and asks them to think about how Jesus would | |understanding that Jesus |

| |human being, created in the image and |treat those in our society who are discriminated against. Teacher explains that as | |reached out to those who |

| |likeness of God |Christians we are called to respect and treat with dignity every human being, created| |were considered outcasts, |

| | |in the likeness of God. | |offering them acceptance and|

| | | | |healing, and invited them |

| | |Class: Teacher explains to the class that they are going to play a special game. The| |into the Kingdom of God. |

| | |class is divided into three random groups, each group's assigned a colour on which | | |

| | |treatment is based. One gets royal treatment, one gets treated the same as always | | |

| | |and one is ostracised. For example, the first group receives a special treat such | | |

| | |as being allowed to play with construction toys, while the second group has to read a| | |

| | |library book silently. The third group has to do a page from a textbook and then has| | |

| | |to clear up after groups one and two. Teacher discusses the fairness of this | | |

| | |situation with the children. Was it fair that one group got preferential treatment? | | |

| | |How did it make the other groups feel? Do you think this is a fair way to treat | | |

| | |children at school? | | |

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| | |Class: Teacher asks the children to bring in cuttings from newspapers or magazines | | |

| | |showing the diversity in human beings. The children work in groups discussing how | | |

| | |these people are similar and how they are different. The groups come together to | | |

| | |discuss their findings. Teacher explains that members of the human race have more | | |

| | |similarities than differences. | | |

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| | |Class: Children design a poster promoting anti discrimination values and these could | | |

| | |be displayed around the school. | | |

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| | |KEY VOCABULARY: the Holy Land, Judea, Galilee, Bethlehem, Nazareth, Jerusalem, |Newspaper cuttings showing|Children develop awareness |

| | |Jericho, Samaria, the Sea of Galilee, the Jordan, tax-collectors, shepherds, |the diversity of the human|of those treated unfairly in|

| | |Samaritans, lepers, Roman authorities, outcasts, dignity, image and likeness of God, |race |our society and how as |

| | |kingdom of God | |Christians we are called to |

| | | | |respect them and treat them |

| | | | |fairly. |

| | | |A3 Paper | |

| | | |Art Materials | |

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Names_______________________________ Date___________

Salvation History

Title__________________________________________________

Bible Reference__________________________________________

Read the bible reference very carefully, then write what you think the story teaches us about the relationship God has with his people. Draw a picture in the box.

Pentecost Art

Dove Template

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The Spirit Lives to Set Us Free

The Spirit lives to set us free,

Walk, walk in the light.

He binds us all in unity,

Walk, walk in the light.

Walk in the light,

Walk in the light,

Walk in the light,

Walk in the light of the Lord.

Jesus promised life to all.

The dead were wakened by his call.

He died in pain on Calvary.

To save the lost like you and me.

We know his death was not the end.

He gave his Spirit to be our friend.

The Spirit lives in you and me,

His light will shine for all to see,

Gifts and Fruits of the Holy Spirit Posters

Name______________________________ Date___________

The Most Holy Trinity

Write sentences in the boxes about each person of the Most Holy Trinity.

The Heavenly and Earthly Trinites by Bartolome Murillo

Shield of the Most Holy Trinity

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,

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.

Name_______________________________ Date_______________

The Nicene Creed

Read the Nicene Creed carefully and complete the table below with statements that explain what the prayer tells us about God the Father, God the Son and God the Holy Spirit.

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|God the Father |God the Son |God the Holy Spirit |

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|Maker of heaven and earth |Only Begotten Son of God |The giver of life |

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Map of Israel in New Testament Times

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Information Sheet on Geographical Locations Associated with Jesus

Judea: Judea was a regio within the land of Israel and was part of the Roman province Syria. It was governed by a procurator, an official of the Roman Empire, Pontius Pilate being the most well known.

Galilee: The region is sometimes called the district of Galilee or the province of Galilee. The region includes the towns of Nazareth and Cana, as well as the Sea of Galilee. The childhood and early ministry of Jesus took place in Galilee

Bethlehem: This is where Jesus was born to Mary who was betrothed to Joseph. They were there in response to a decree that a census was taking place of the entire Roman world by the emperor Caesar Augustus. Due to large crowds, no accommodation was available and Jesus was born in a stable.

Nazareth: This is where Jesus grew up.  After John the Baptist was imprisoned by Herod, Jesus moved from Nazareth to Capernaum.

Jerusalem: This was the city Jesus was heading to on His way to the Cross.  As He entered Jerusalem, while riding on the back of a young donkey, large crowds went before Him; they were placing their cloaks and palm branches upon the road and shouting, "Hosanna to the Son of David!  'Blessed is He who comes in the name of the Lord! 'Hosanna in the highest!" Jerusalem was the centre of Jewish religious life; the Temple was located there.

Jericho: was a town Jesus passed through on His way to Jerusalem and the Cross.  As He was leaving, a blind man by the name of Bartimaeus began shouting, "Jesus, Son of David, have mercy on me!"- Bartimaeus wanted Jesus to heal his blindness.  After speaking with Bartimaeus, Jesus said to him, "Go, your faith has healed you" and immediately he received his sight and followed Jesus along the road.

Samaria: Samaria was a region in the land of Israel. Samaria was known for its rich agriculture, wheat and barley, grapes and olive vineyards. The New Testament makes many mentions of Samaria and the Samaritans. Jesus passed through Samaria on His way to Jerusalem and on His way back, He came to Sychar, a Samaritan city, and spoke to a woman from Samaria at Jacob's well.

The Sea of Galilee: This is where Jesus walked upon the water.  Much of Jesus' ministry took place around the Sea of Galilee.

The River Jordan

The River Jordan is a river which flows into the Dead Sea. It is considered to be one of the world's most sacred rivers. Along its course, the Jordan feeds two lakes: the Hula (now almost completely drained) and the Sea of Galilee

In its course from the Sea of Galilee to the Dead Sea, the Jordan travels a winding 230 kilometres, covering just 105 kilometres in a straight line.

The River Jordan is where Jesus was baptized by John the Baptist.  Immediately following His baptism, heaven was opened, and the Spirit of God (the Holy Spirit) was seen descending like a dove and lighting upon Him.  A voice was also heard from heaven saying, "This is My beloved Son in whom I am well pleased."

Name__________________________________ Date___________

Travelling in New Testament Times

If Jesus and his followers were walking at an average speed of three miles per hour, work out how long it would have taken them to travel between two places. Using the scale bar on the Map of Israel in New Testament Times, complete the following table.

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|Places |Distance |Time Taken to Travel |

|Nazareth and Bethlehem | | |

|Jerusalem and Cana | | |

|Jericho and Nazareth | | |

|The Sea of Galilee and Bethlehem | | |

|Jerusalem and Nazareth | | |

|Cana and Jerusalem | | |

|Jericho and Jerusalem | | |

[pic][pic][pic]

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Themes:

1. Salvation History

2. Pentecost

3. First–century Palestine

God the Holy Spirit is

God the Father is

God the Son is

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