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Stage 3 Module (Draft)

Year 5 Lent to Easter

http://www.stalphonsuschgo.org/keepinglent.shtml

Lent to Easter

Module Focus

In this module students will explore the purpose and potential of the Lenten practices of almsgiving, prayer and fasting, exploring the themes of Lent and Easter in a creative and integrated way. Students will be encouraged to reflect on Lent as an opportunity for conversion, not just as a temporary measure but as life changing.

They will study key Gospel accounts of incidents during Jesus' passion and death which demanded decisions of Jesus and others. Insights will be related to the students own critical reflection on their personal decision making.

For their journey into the Easter season students will explore what Jesus meant by the invitation, 'Come, follow me' with reference to the Gospel readings of the Easter Season. They will identify with others who have followed Jesus and their work and will revise their understanding of the establishment of the early Church, it is hoped that they will identify the role of the Holy Spirit in assisting them to live like disciples of Jesus.

Through participation and involvement in the module as well as in whole school Lent and Easter activities and celebrations, students will gain an awareness of the stories, actions and symbols of Lent and Easter.

Outcomes

J S3.2a: Recounts the stories of the Life, Death and Resurrection of Jesus relating them to the Church’s liturgy.GRHD S3.1a: Identifies and expresses ways in which God calls all to share in the work of creating and renewing the Kingdom of God.PS S3.4a: Explains how prayer, sacraments and liturgical action are integral to the faith life of a Catholic.

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Learn About Learn To

J S3.2a the significance of the Easter liturgies significant biblical characters and the role they played in

Jesus’ death and resurrection Jesus’ death for the forgiveness of sins the role these events have in the liturgical life of the Church Church celebrations of these events

GRHD S3.1a faith as a gift from God God’s call to reconciliation the Holy Spirit inspiring Christians to create and renew the

world the concepts of Kingdom of God and Servant Leadership the responsibility to promote justice and peace in the world

PS S3.4a prayer and worship as expressions of religious belief meditative expressions of prayer liturgical action as an active and integral expression of faith

J S3.2a demonstrate creatively the relationship of the

events of Jesus’ birth, life, death and resurrection for Catholics

explain and reflect upon the significance of these events

describe the impact of these events on their lives today

plan liturgies to celebrate the passion and resurrection of Jesus

Articulate the value of participation in formal liturgical celebrations

GRHD S3.1a. identify and discuss ways the kingdom of God

is revealed through Jesus’ ministry identify manifestations of the Kingdom of God read and critically respond to a variety of

Scripture passages develop and communicate an understanding of

‘Kingdom of God’

PS S3.4a reflect on the role of prayer in developing a

relationship with God name ways Catholics enhance a relationship

with God

DISCIPLESHIP CHALLENGE

Students are challenged to celebrate Jesus through liturgy Students are challenged to act responsibly in response to God’s call Students are challenged to embrace Catholic liturgical and sacramental life

Catholic Discipleship

During Lent students are traditionally encouraged to ‘give up’ something; many students find this extremely difficult and after a few days with limited success often become discouraged and return to normal habits. Hence, another Lenten season rolls by and the student remains unchanged. This year the focus for students could be to become especially aware of the support and guidance of the Holy Spirit encouraging, enabling and empowering them. The translation of the Greek word Parakletos (Paraclete) means ‘one who comes to walk alongside’. The Holy Spirit was given freely at Baptism and this gift cemented at Confirmation. Every day as students go about their routine activities and interactions with others, encourage them to be very aware of what they see: parents caring for their children, volunteer workers at their school, peers treating each other with kindness and concern, teachers treating one another courteously and respectfully. The ‘school’ is where the students can be challenged to live out their Christian mission, being attentive to their experiences and developing a reflective and contemplative approach to life.

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Reflection on the Stations of the Cross provides all believers with an opportunity to embrace not only the suffering and intense injustices meted out to Jesus but also to focus on the strength we can embrace from Jesus’ courage. Students are encouraged to develop skills and strategies which assist them to be more aware of their own thoughts and actions, thereby developing a sense of the importance of exercising integrity, in bringing about the Kingdom in their everyday lives.

The resurrection of Jesus offers hope to all believers because it opens the way for new life. Jesus offered his life for all of us out of love. Students are encouraged to be guided by Jesus’ Good News in both celebratory and challenging times. It is difficult for students of this age to fully grasp the implications of ‘journeying with Jesus’. Year 5 students should be given direction and guidance in following in the footsteps of Jesus. In Catholic schools this is expressed in a variety of ways, including; liturgical celebrations, prayer opportunities, community outreach activity, participation in parish celebrations and initiatives, the presentation of Catholic content and beliefs across the total curriculum and most explicitly through religious education lessons.

Prayer Focus

Ignatian ExamenTo be a disciple of Jesus, one should reflect on life… to embrace the joys, to acknowledge the wrongs, to say sorry and to look forward to another day, asking for grace to do so. Jesus prayed and demonstrated to his disciples that it was important to pray and to be reflective. As a faithful Jew, prayer and reflection on Scripture were essential elements of his life. When his disciples said, “Master, show us how to pray”, Jesus gave them the Lord’s Prayer, which contained praise, sorrow, and intercession. He also prayed in different places, in the temple, in the wilderness and in the garden. The Ignatian Examen is a simple and reflective way to pray as a disciple of Jesus.

“The Daily Examen is a technique of prayerful reflection on the events of the day in order to detect God’s presence and discern his direction for us. The Examen is an ancient practice in the Church that can help us see God’s hand at work in our whole experience.

The method presented here is adapted from a technique described by Ignatius Loyola in his Spiritual Exercises. St. Ignatius thought that the Examen was a gift that came directly from God, and that God wanted it to be shared as widely as possible”. http://www.ignatianspirituality.com/ignatian-prayer/the-examen/ (Appendix 1) There are also Apps available to guide the prayer.

There are several ways to adapt the Ignatian Examen, which lends itself beautifully to prayer for children. Here is a simple way:

1. Recall the events of your day- how did your heart feel throughout this day?2. What were the joyful and happy things which occurred today?3. Say ‘thank you’ to God for these blessings.4. Was there something today that upset me or hurt my heart? Do I need to say ‘sorry’ to God about what I did

and know that I am forgiven.5. What particular grace or blessing do I ask God for so I can go forward tomorrow?

Pray either the “Glory be to the Father” or “The Lord’s Prayer”

Core Scripture

Matthew 6:1-6, 16-18 Concerning, almsgiving, prayer and fastingMt 26:36-46 Jesus in the Garden of GethsemaneMk 14:43-46 Jesus Is ArrestedLk 22:66-71 Jesus Is Condemned by the SanhedrinMt 15:1-5, 15 Jesus Is Denied by Peter

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Mark 15: 1-5, 15 Jesus is judged by PilateJn 19:1-3 Jesus Is Scourged and Crowned with ThornsJn 19:6, 15-17 Jesus Bears the CrossMk 15:21 Jesus Is Helped by Simon the Cyrenian to carry the CrossLk 23: 27-31 Jesus Meets the Women of JerusalemLk 23: 33-34 Jesus Is CrucifiedLk 23: 39-43 Jesus Promises His Kingdom to the Good ThiefJn 19: 25-27 Jesus Speaks to His Mother and the DiscipleLk 23: 44-46 Jesus Dies on the CrossJn 14:5-7 I am the way Jn 15:1-5b I am the vineJn 21:15-17 Jesus and Peter Acts 5:12-16 The Jerusalem Church

Associated Scripture

Luke 4:1-12 Jesus in the wilderness

Isaiah 58:6-7 Almsgiving

Core Scripture in Context

Matthew 6:1-6, 16-18; The Sermon on the Mount, containing guidance for Christian living, immediately precedes this particular passage in which Jesus teaches about the importance of almsgiving, prayer and fasting as a means to express the beatitudes. Jesus warns of the dangers of performing such deeds out of the desire for recognition and praise. Jesus urges his followers to speak and do ‘good’ because this is what the Father asks of them as opposed to the ‘hypocrites’ (scribes and Pharisees) who perform good deeds only when they are sure these will be witnessed by others.Often we desire public recognition of our good deeds; however Jesus tells us that this is not the way of discipleship. He urges us to live simply, to be good, kind and generous and to spend time in prayer desiring to come ever closer to the Father. Jesus warns those who perform such deeds solely for recognition sake that they will not receive the rewards reserved for those who truly yearn to see the Father.Jesus often gave long discourses about his nature, these are identified as Jesus’ “I am” sayings, in which Jesus echoes God’s self-revealing name to disclose his own divine nature to the disciples and other audiences. Jesus says that he is going away but that this departure is actually good news for he will prepare a place for them. This place is with the Father.The Stations of the CrossThe origins of the Stations of the Cross can be traced back to the fourth century when Christians, inspired by St Helena (the Emperor Constantine’s mother) began to make pilgrimages to the Holy Land, in a desire to walk in the footsteps of Jesus. The Jerusalem of the fourth century bore little resemblance to the Jerusalem of Jesus’ time, since the Romans had destroyed that city in 70 CE. The pilgrims, therefore, established holy places to remember the incidents of the journey to Calvary, and these became known as “stations”.The traditional fourteen stations as we have come to know them date from the 16th century. They are one of many versions of the stations but became popular following their printing in 1563. Since then they have come to form part of the art and architecture of Catholic churches. The events recorded in these stations are not all explicitly recorded in Sacred Scripture. Nevertheless, they have been honoured by ancient tradition and, as the Gospel of John states: “There are also many other things that Jesus did, but if these were to be described individually, I do not think the whole world would contain the books that would be written.” (Jn 21:25)In this module we follow the Stations of the Cross as prayed by Pope John Paul II in 1991. These particular stations are all directly and explicitly supported by the Gospels. For this reason they are mostly suitable for students growing up with and learning to integrate Sacred Scripture into their lives as Catholic disciples of Jesus.

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While the Stations of the Cross can be prayed at any time, they are traditionally prayed on Good Friday morning, a time when there is no Eucharistic celebration. They are a way of meditating on the events of the Passion and Death of Jesus, linking Scripture to liturgical action, reflection and prayer.The first station: Jesus in the Garden at Gethsemane This station reminds us of the events of Holy Thursday, following Jesus’ Last Supper with his disciples. The anxiety Jesus experiences is the anxiety each of us experiences when faced with seemingly impossible tasks. Jesus seems abandoned by all; even his friends, who have not understood the seriousness of the situation. Yet, despite his anxiety, Jesus places himself completely in the hands of his Father. The second station: Jesus Arrested The evangelist highlights as much irony as possible in this scene. Jesus is arrested as a common criminal. Moreover, he is arrested as if he is someone violent and ready to escape, rather than someone who had completely abandoned himself to the mission laid out for him. He is betrayed by a friend, with a kiss – a symbol of intimate friendship.The third station: Jesus is condemned by the SanhedrinLuke’s version of Jesus before the Council of elders and priests is quite stark. In response to questioning Jesus has only the simplest of replies. It is up to the Sanhedrin to recognize him for who and what he is, or to condemn themselves for their failure to recognize him. He has provided teaching consistent with the Law and the Prophets. His actions usher in the Kingdom of God. He has cured the sick and befriended the outcasts. In the end, it is his closeness to the Father, his identifying with the Chosen One that seals his condemnation. It is not clear whether he is condemned by the Sanhedrin because they were disappointed in the sort of Messiah Jesus claimed to be, or merely because of the claim. What is clear though is that despite the condemnation – blatantly unfair, as it is presented – Jesus is prepared to carry through the Father’s will.The fourth station: Jesus is denied by Peter Throughout the Passion all of Jesus’ work seems to be unravelling. Here his prediction that Peter, who could speak so courageously, would deny his friendship is fulfilled. Peter’s denial is not a “knee-jerk” reaction. He has the opportunity on three occasions to speak up. He is accused as an associate. His very accent gives him away.Peter acts like so many of us under pressure. He becomes to symbol of all those who fail to speak for when we see injustice occurring. He is child in the playground who stands back and lets the bully intimidate a victim. He is the worker who allows a colleague to sink beneath unreasonable demands. He is all those who remain silent while others starve or have their freedom taken away.In all of this, though, the central figure is not Peter, but Jesus. Jesus is the victim. We are reminded of the words of Jesus in Matthew’s Gospel (25: 31ff) where those who fail to feed the hungry and visit the sick and imprisoned are failing in their duty to Jesus. The fifth station: Jesus is judged by PilateMark’s Gospel is spare and rapid. The scenes concerning Jesus’ Passion and death are, by contrast, measured. The attention of the reader is on the suffering and silent Jesus.Again, Jesus does not make claims for his own title. Instead he allows Pilate to opportunity to acknowledge the truth or otherwise of his own words. Pilate is sometimes depicted as an innocent pawn of the Jewish elders. It is unlikely that he was ever such. He was eventually recalled to Rome for abuse of his power. His condemnation of Jesus, therefore, may well have been consistent with his desire to look for easy solutions rather than waste time negotiating and searching for the truth. In this way, Jesus again epitomizes those who suffer at the hands of justice systems which fail them. Pilate treats Jesus as someone who is dispensable – like so many others he would have imprisoned and had executed.The sixth station: Jesus is scourged and Crowned with Thorns Pilate’s disinterest in what happens to Jesus, and his disregard for procedure is exemplified by his handing over of Jesus to the soldiers. Scourging was reserved for those on whom a sentence of guilt had been pronounced. The Roman soldiers assigned to serve in Palestine would not have relished being there. The Jews were notoriously troublesome and Rome’s policy of respecting local conventions would have placed considerable stress on the soldiers whose job it was to keep the peace. In following Pilate’s orders they were relieved of responsibility, and also given the opportunity to vent their disgust at life in Palestine.As the soldiers mock Jesus with a modified salutation (“Hail King of the Jews” rather than “Hail Caesar”) the reader of the Gospel understands the irony: the soldiers mock one even greater than Caesar. In the mocking the words of the prophet Isaiah are recalled: I gave my back to those who beat me, my cheeks to those who plucked my beard; My face I

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did not shield from buffets and spitting. The Lord GOD is my help, therefore I am not disgraced; I have set my face like flint, knowing that I shall not be put to shame. (Is 50: 6 - 7)The seventh station: Jesus Bears the Cross Although physically weak Jesus is given his own cross to carry. This was customary, but in John’s Gospel it is a symbol of his moral strength, and how that moral strength is greater than the physical weakness. The scene is somewhat reminiscent of the story of Abraham and Isaac in the book of Genesis, where the son carries the wood (unwittingly) for the sacrifice of his life. (Gen 22: 6) More significantly, though, it shows Jesus doing what he asks others to do, daily: “take up your cross” (Lk 9: 23). Here, Jesus exemplifies his own teaching: he renounces his self-interest and follows the will of the Father.The eighth station: Jesus is helped by Simon the Cyrenian Simon of Cyrene, a passer-by, is conscripted to take Jesus’ Cross. Simon, most probably a Jew from North Africa takes on the task which Jesus’ closest friends should have been prepared to undertake. Naturally, they would not have been allowed to. Jesus, physically weakened by his ordeal may well have been in danger of dying before he reach Golgotha. Simon, it seems, was conscripted in the same way Roman soldiers had the right to conscript local people to carry their gear. Here he becomes the true disciple, carrying his cross behind Jesus.Simon is further identified by his sons Alexander and Rufus whom, it is inferred, were known by the community to whom Mark addressed his Gospel. We know nothing more about Simon. That he was most probably a stranger to Jesus at the time of his conscription highlights the alienation that Jesus experiences.The ninth station: Jesus meets the women of Jerusalem Luke has a special place for women in his Gospel. They alone follow him bravely displaying their devotion. Women were, as we know, of little consequence at this time, but Jesus’ teaching and his inclusion of them among his disciples turns that social convention on its head. His attitude to women is reflected in Paul’s teaching: “There is no longer Jew or Greek, there is no longer slave or free, there is no longer male and female; for all of you are one in Christ Jesus.” (Gal 3: 28)It is likely that when Luke wrote his Gospel, Jerusalem had already been destroyed by the Romans. The words of Jesus, therefore, strike a particularly sombre note in the hearts of the readers of his Gospel.The tenth station: Jesus is crucified Scripture scholars tell us that the place Jesus was taken to be crucified was outside the city. It could well have been the place where refuse was dumped. The manner of crucifixion was not only cruel but it was also humiliating. Condemned criminals were stripped naked – a state of shame for devote Jews, and a source of taunt for their persecutors. Jesus, though, does not blame those who condemned him nor his executioners. They have acted out of ignorance. This model of forgiveness is consistent with Jesus’ teaching on forgiveness. The Greek verb shows us that Jesus “kept saying” that those who were responsible for his crucifixion should be forgiven. It reminds us of Jesus’ response when asked by Peter how many times he should forgive his brother.(Mt 18: 21 – 22)The eleventh station: Jesus promises his Kingdom to the Good Thief The idea of the death-bed conversion stings many who try to lead good lives. Jesus’ teaching is about the unbounded forgiveness of the Father. There is no sense in which we can draw from Jesus’ teaching that it is okay to leave sorrow and repentance to the last minute. Rather, it is a message about the love the Father has. The Good Thief is good because he recognises his sinfulness. The forgiveness of God is always there, waiting for the request from the sinner. Again, the Greek shows us something the English does not: that the thief’s request was repeatedly uttered.Jesus’ promise to the thief tells us something about the Kingdom that is echoed throughout the Gospel: it is not just a Kingdom of the future, but also a Kingdom of “today”. The very repentance of the thief unites him with Jesus. This is the reward for repentance. It is not just a reward to be experienced in the future.The twelfth station: Jesus speaks to his mother and the Disciple While the words of Jesus can be understood at the most literal level as an example of his care for his mother right to his death, John has another meaning which has come down to us through the ages. Mary’s fidelity to God’s will brings her to the foot of the cross. The child she has raised to be a man, she has seen become a charismatic preacher ushering in the Kingdom. For all this she watches him suffer and die in the most horrendous circumstances. It is testimony to her own commitment, not just to her son but to the will of the father. The bond between Mary and the “beloved disciple” can indeed be seen as Jesus asking that disciple to take care of his mother, but more importantly we can see that the “beloved disciple” is a symbol of all beloved disciples.Jesus gives to all disciples his own mother for whom he had such high regard.

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The thirteenth station: Jesus dies on the cross In his death Jesus prays the psalms. In Luke’s version it is Ps 31. In Matthew and Mark it is Ps 22.It was not an unknown practice for Jews of Jesus’ era to utter a single line from a psalm and appreciate, and pray the psalm in its entirety. Both psalms are prayers of trust in God. Both psalms are sentiments consistent with the manner in which Jesus endured his passion. Both psalms are consistent with the manner in which Jesus lived, preached and acted.Descriptions of the passion and death of Jesus are thought by scholars to be from the most ancient of oral sources for the Gospels. It has the evangelists at their most dramatic and symbolic. The whole of Jesus’ mission seems to have been overpowered by the forces of evil. Yet even here there is a sign that something new is emerging. The tearing of the Temple veil destroys the separation of Jew from Gentile. In the death of Jesus all are welcome in God’s Kingdom.The fourteenth station: Jesus is placed in the Tomb Joseph of Arimathaea features in all four Gospels. In Matthews Gospel he is named as a disciple. In John’s Gospel he is called a “secret” disciple. What is clear is that he was not one of the inner-circle, but one of the believers who saw fit to do what he thought needed to be done: give Jesus a decent burial place. He acted; it seems, out of what might be called ordinary human decency. Placed in the tomb all seems lost. Yet the presence of the two Marys taking note of where Jesus was laid to rest (among hundreds, possibly thousands, of other tombs) anticipates the events that are to follow.It is the anticipation of the resurrection that should over-ride our reflection on the passion. Our meditation on the Way of the Cross should teach us something more each time about the human condition: about the propensity of human for evil; about the possibilities of injustice; about the blindness of ignorance. But those reflections should also lead us to hope in the goodness of God’s love; in the presence of the Kingdom; in the possibility and joy of forgiveness.With violence so graphically depicted on film and through computer games, it is easy for students to become fascinated with the macabre. It is important then that they are led beyond the bare facts of the passion and death to its meaning; in particular, its meaning for us today.The Gospel Readings of the Season of Easter The story of the resurrection must be seen in context of the whole story of Holy Week, and in fact of Jesus’ entire life and death. The resurrection brings to light our salvation in the midst of suffering. The cross and the resurrection are united, they cannot be seen alone. The mystery of new life comes from Jesus’ suffering.The Paschal Mystery (the living, dying and rising of Jesus) is at work within us both individually and collectively as we embrace brokenness in our world, knowing that within the pain lives hope. Pope Benedict XVI says that the resurrection is a proclamation of life. “True life –our salvation- can only be found in the reconciliation, freedom and love which are God’s gracious gift. The resurrection holds a message of hope, of transformation and calls us like the people of Israel to “choose life” ( Dt 30:19) Homily in USA, Apr 20, 2008 http://www.nytimes.com/2008/04/20/nyregion/20homily.html?ref=nationalspecial2

The Way, the Truth and the Life (Jn 14:5-7)Jesus is the way which leads to God because he is the truth and the life. Jesus reveals to us the truth about God our Father. 'No one knows who the Father is except the Son and those to whom the Son chooses to reveal him'. (Lk 10:22) In John's Gospel, Jesus lives in the Father and the Father lives in him (Jn 14:10) and through him the Father gives us life. 'I came that they may life, and have it abundantly' (Jn 10:10). Not only does Jesus help us to know the Father; he also brings us a share in the divine life of the Father. Through faith in Jesus revealing the Father, we become sharers in the life of the Father.The Vine and the Branches (Jn 15:1-5b)Jesus uses the image of the vine to describe the intimate relationship and dependence on him of all who wish to be his disciples. Through Baptism the follower of Jesus becomes a branch of the vine and shares the 'real' life which comes from God through Jesus. A branch without fruit is a dead branch. The fruit-bearing branch lives because the life of Jesus flows through it and makes it fruitful. As the living branch of the vine shows more vigorous growth when pruned, so the disciple is capable of developing a more perfect union with Christ and a capacity for greater love for him and for others.Stories of the early church (Acts 5: 12-16)Christians were a small group living in areas where most people belonged to pagan religions or lived among strong Jewish groups. Some were impressed with 'how these Christians love one another' and wanted to join them (Jn 13:34). These early followers of Jesus were first called disciples and later called Christians (Acts 11:26). Four activities were especially important to the early Christians: the Apostles' teaching, the life of the community, the breaking of bread and the prayers.

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Jesus' teachings and example inspire us to make decisions based on truth and love. It is through understanding the story of Jesus that we come to a clear comprehension of how we should lead our lives. In following the example Jesus set for us, and in understanding the Good News he preached, Christians are challenged to be of service to others and in so doing find meaning and fulfilment. The way of Christ leads to life.

Catechism of the Catholic Church for teacher reference

nn. 1163-71 Lent/Easter – The Liturgical YearCompendium # 241 What is the centre of the liturgical season?nn.1434-33, 1490 PenanceCompendium # 301 What forms does penance take in Christian life?nn. 599-605, 620 The Death of JesusCompendium # 118 Why was the death of Jesus part of God’s plan?nn. 613-617, 622-623 Jesus’ sacrifice on the crossCompendium # 122 What are the results of the sacrifice of Christ on the cross?nn.618 The cross of Jesus’ disciplesCompendium # 123 Why does Jesus call upon his disciples to take up their cross? nn.651-655, 658 Jesus’ ResurrectionCompendium # 131 What is the saving meaning of Jesus’ resurrection?nn. 638, 1139 EasterCompendium # 126. What place does the Resurrection of Christ occupy in our faith?

Background for TeachersIntroduction

This module has several components:1. On Ash Wednesday, children will be introduced to the Season of Lent.

This will include: changing the colour of the Sacred Space to purple, and discussing why; celebrating an Ash Wednesday Mass or liturgy; introducing the actions of Lent i.e. prayer, almsgiving and fasting; and

focusing on prayer in Lent and raising money for Project Compassion Whilst the Lenten theme runs in the classroom, teachers should complete teaching their first module of the year, and not begin the actual Lenten module until the third week of Lent (as they learn about Lent every year, it is important to give time to complete other modules).

2. In the fifth week of Lent and Holy Week, the focus will be on the Easter Triduum, through the story of Jesus’ triumphant entry into Jerusalem.

3. For two weeks after Easter, children will continue by learning about the Easter Season. However, they must be aware that the Easter Season lasts for fifty days, and so class prayer should have the Easter theme for that period of time. As the “Alleluia” is returned, maybe, “Alleluia” banners could be prominent in the classroom or school. The sacred space might contain symbols that represent new life.

Ash Wednesday is a special day which is the first day of Lent

The liturgical year is designed to express and celebrate the different aspects of our lives. There are times of great celebration and joy, times when we celebrate the ordinary things of our lives and times of preparation forgiveness and healing. Lent is a season of preparation for the great feast of Easter, a time during which we focus on how we can best be disciples of Jesus. Lent presents us with its challenge to take stock of our lives, to see more clearly what is in our hearts, and to discover what might be calling us out of our comfort zones. It is a time for personal as well as

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group reflection, a time for entering into 'the wilderness' and grappling with the mysteries of life, through which we prepare for Easter when we renew our baptismal vows and celebrate the greatest mysteries of our faith. Lent encourages us to find the sacred in the ordinary as we look at our everyday relationships with God, with others and with creation.

On Ash Wednesday Catholics all over the world come to church to receive ashes on their foreheads. The name of the first day of Lent, Ash Wednesday, comes from the old custom of blessing ashes and marking the foreheads of the people with ashes on this day. The practice was adopted by early Christians from their Jewish heritage where ashes had been used as an expression of sorrow and humiliation. The custom was then often used privately by the early Christians. In medieval times, mourners and penitents often clothed themselves in sackcloth and sprinkled their hands and faces with dust and ashes. It was introduced into the liturgy and became a formal part of the Roman practice in the eleventh and twelfth centuries. Today, the ashes are prepared by burning palms from the preceding Palm Sunday. It has become a public sign of communal faith through which Catholics express our connection in the Cross of Jesus, our connection with creation, our connections with those who are suffering and dying, and our place in the living, dying and rising of Jesus.

As these young children receive the ashes on Ash Wednesday they will learn that the special sign on their foreheads is to remind them to be good and kind to everyone during this time of waiting for Easter to come.

Our call to bring about the Kingdom of God ~ a focus in Lent

In Jesus' life and ministry, the Kingdom of God was the focus of everything that he said and did. Jesus shared his giftedness with all, especially the poor and became the model for unselfish, loving service based on the two great commandments, love of God and love of neighbour.

People who met Jesus were affected by the person he was: his actions and words through which he brought healing and forgiveness. Those who trusted and believed in him experienced a freedom to respond to God's love. Jesus excluded no one from his love and care. His example challenges the Christian community to reach out to all with the same love and care that he showed to others.

The Season of Lent is a time in which we focus on our call to bring about the kingdom of God in our own lives. The actions of almsgiving, fasting and prayer help to direct our minds to injustice in the world and our call to make a difference.

Symbols of Lent and Easter

Symbols: The liturgy of the church depends on the use of symbols. It is important to note the difference between symbols and signs. Signs convey a message or information. Symbols point beyond themselves to a deeper reality and can carry many meanings simultaneously, but there is always a level of unified meaning that the symbol possesses. Symbols gather layers of meaning over time and in a sense their meaning is inexhaustible.

Palms: The palm tree was significant in the Old Testament e.g. both Solomon and Jeremiah used the palm tree as a symbol of straight stature. In Leviticus, the Lord tells Moses to keep the festival of the Lord for seven days with rest on the first day and afterwards on the eighth. “ On the first day you shall take the fruit of majestic trees, branches of palm trees, boughs of leafy willows of the brook and you shall rejoice before the Lord your God for seven days” (Lev 23:40). The city of Jericho, an oasis in the desert, was also known as the “City of palm trees”. Palms were considered as princely trees, were used to symbolise victory and were also an adornment in temples. Palms were a sign of welcome, of public homage and of journey’s end. They were a sign of public acceptance and were waved and strewn in triumphal processions. Palms also provided food and shade for desert travellers, and were probably the first sign of an oasis seen by these people. As such, they became a symbol of finding water by desert travellers.

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Carrying palms is seen as a faithful symbol of Christ’s presence. Not only a sign of Jesus’ kingship, they are a connection with the gift of creation and a reminder of the humility of Jesus’ kinship. Displaying palms in our homes and school throughout Lent is a reminder that Jesus daily enters our lives.

Cross: During Lent, Christians focus on the cross, one of the primary symbols of Christianity. From a tree which brought death, life sprung forth anew. Through the cross, Jesus made himself vulnerable and assumed the condition of a slave so that we may have life. Through his cross of death, Jesus’ majesty was revealed. Our journey as we pray the Stations of the Cross in Holy Week reminds us of our won journey to new life with Jesus.In a way, we sit at the foot of the cross every day. Suffering is a universal part of life, an inescapable part of human existence. However, it is through suffering that we are called beyond ourselves into God’s mystery of love, as expressed through Jesus. Children in a simple way may begin to understand that when we are hurt, sad, sorry or lonely, we grow in special ways. Often we come to feel love from someone who reaches out to us. Jesus knows how we feel and is there with us. Often we learn from our hurt and sadness new ways to behave e.g. we might come to learn how other people feel when they are in pain.

Alleluia: Symbols come to life when we participate in their reality. As the Alleluia is returned to the liturgy, after the Season of Lent we experience the joy and celebration of the Easter Season. “When a person experiences great joy, he/she cannot keep it to him/herself. He/ she has to express it, to pass it on. But what happens when a person is touched by the light of the resurrection, and thus comes into contact with Life itself, with Truth and Love? He/she cannot merely speak about it. Speech is no longer adequate. He/she has to sing. At the Easter Vigil, year after year, we Christians intone this song after the third reading, we sing it as our song, because we too, through God’s power, have been drawn forth from the water and liberated for true life.” Pope Benedict- Easter Vigil Homily, 2009

Other Symbols of Lenten and Easter Season: Whilst S3 children will not study all the symbols of these seasons, they will become aware of some symbols through their participation in school and parish liturgies. There may be occasions when they are discussed in a simple way in class. A brief theology of some of these is included here:

Water has two opposed meanings: In one sense it is a symbol of death. The destructive power of water has been seen in tsunamis. And so it becomes the symbolic representation of Jesus’ death on the Cross: Christ descended into the sea, into the waters of death, as Israel did into the Red Sea. Having risen from death, he gives us life. We are called by our baptism to rise again as new creatures. The other meaning of water is that of the fresh spring that gives life. Without water there is no life. Jesus, water of life gives us the meaning of true life.

Light “At the Easter Vigil, the Church represents the mystery of the light of Christ in the sign of the Paschal candle, whose flame is both light and heat. The symbolism of light is connected with that of fire: radiance and heat, radiance and the transforming energy contained in the fire — truth and love go together. The Paschal candle burns, and is thereby consumed: The cross and the resurrection are inseparable.”

Washing of the Feet “What does 'washing of the feet’, concretely mean? Every deed of goodness for our fellows, especially for the suffering and those held in low regard, is like the service of the washing of the feet. The Lord calls us to do this, step down [from our pedestal], learn to be humble, have the courage to be good and available to accept refusal, and yet trust goodness and persevere in it. http://edition.cnn.com/2014/04/17/world/europe/pope-francis-washes-feet-of-disabled-people/

The Breaking of Bread Having given thanks and praise, the Lord then breaks the bread and gives it to the disciples. Breaking the bread is:

the act of the father of the family who looks after his children and gives them what they need for life. the act of hospitality with which the stranger, the guest, is received within the family and is given a share in

its life. Dividing and sharing brings about unity. Through sharing, communion is created. In the broken bread, the Lord distributes himself.

nourishment for the journey , as Christians we are nourished for our journey of mission representative of the broken body of the “lamb of God”.

“Giving thanks and praise, Jesus transforms the bread, he no longer gives earthly bread, but communion with himself. This transformation, though, seeks to be the start of the transformation of the world – into a world of resurrection, a world of God.”

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Non Liturgical Symbols of Easter:

Children will be familiar with common symbols such as eggs, butterflies, chickens and flowers etc. which are used commercially in the Easter Season. Teachers are challenged to demonstrate how these symbols are representative of the new life that we experience through Jesus’ resurrection. The symbols should therefore be used throughout the fifty days of the Easter Season, so that children come to know that Easter is much more than receiving Easter eggs.

The Liturgical Seasons

The whole mystery of Christ unfolds through the liturgical year. The Paschal Mystery is our core understanding of life ~ we live, die and rise with Jesus Christ every day. We live our lives experiencing many of the things that Jesus did, we die in our pain, worries and suffering and we rise in our hope that Christ is always with us. The liturgical year discloses God as a possibility NOW.

Jesus comes to tell us how to be fully present to God. God’s kingdom is about hungering for fragmented humanity to be brought into one life by the death and resurrection of Jesus. We live that hungering in the cycles of our lives. The Liturgical Year invites us into that hungering. The disclosure of God through Jesus offers a new quality of life.

We live out daily lives in chronos time (forward movement), but religious time is kairos time (time thick with power and meaning). Our liturgical time is fundamentally sacred. Time is itself a gift of grace.

The liturgical year in a way reflects our lives:

There are times of high celebration and joy (in our lives like weddings and birthdays). In the church they are captured in the colour white, Easter and Christmas Seasons and other solemnities.

There are times of preparation, healing and forgiveness. In the church, the colour purple is used in the seasons of Lent and Advent.

There are times of great sadness, but these times are always balanced against the hope of resurrection. In the church different colours are used e.g. red is used on Good Friday.

Most of our lives are lived in order, carrying out the things of day to day lives. Just like the colour of grass and trees, the liturgical colour for ordinary time is green. This is the time when we hear the God’s story as reflected in the stories of the Old Testament people, the stories of Jesus and the stories of those who carried on Jesus’ work in the days of the early church.

The Seasons of Lent and Easter

In the present calendar, Lent lasts from Ash Wednesday to the Mass of the Lord’s Supper on Holy Thursday evening. There are only two days that are set down by the Australian Conference of Bishops as strict days of fasting: Ash Wednesday and Good Friday.

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Lent

EasterTriduum

EasterSeason

Christmas Season

Advent

OrdinaryTime

Solemnities, feasts and memorials

THE LITURGICAL YEARTHE LITURGICAL YEAR

While Sunday is the weekly celebration of Christ’s death and resurrection, there emerged over time an annual celebration of the events that made up the passion, death and resurrection of Christ. Today we call that annual commemoration the Easter Triduum.

The Easter Triduum is the culmination of the entire liturgical year. It begins with the evening Mass of the Lord’s Supper on Holy Thursday, reaches its high point in the Easter Vigil and closes with evening prayer on Easter Sunday. Although the events of the Lord’s Supper, the passion, death and resurrection are celebrated as distinct moments in the life of Jesus, they are essentially one event, the paschal mystery. We are not simply remembering past events, rather we are entering into the Paschal mystery of Christ, as we do in every Mass , in such a way that the unique saving of Christ’s death and resurrection becomes present to us now.

Lent

Lent is the time when Catholics prepare for Easter, the central feast on the Christian calendar. During the season of Lent, a season of forty days, Catholics are encouraged to undertake certain practices designed to assist them to prepare for the great fifty days of Easter. Lenten practices and preparation focus on remembering the life, death and resurrection of Jesus Christ. Our observance of Lenten practices serves a two-fold purpose- to pray with deeper commitment and to genuinely serve the needs of others.

The Lenten season focuses on penance and renewal of baptismal vows; baptism marked our entry into the Church and during Lent we are encouraged to renew our baptismal vows with vigour. Since the Second Vatican Council when the bishops called for the renewal of the season of Lent, the Church has reemphasised the baptismal character of the season.

The season of Lent has a twofold character: primarily by recalling or preparing for Baptism and by penance, it disposes the faithful, who more diligently hear the word of God and devote themselves to prayer, to celebrate the paschal mystery. Constitution on the Sacred Liturgy #109

Our chosen approach to Lent can be viewed as an opportunity to continue our life-long conversion; we recall our baptismal promises and ask ourselves what needs to change in our lives in order for us to live more fully the Gospel values that Jesus taught us. Our journey through these forty days provides us with a vehicle to move even closer to Christ and the way of life that he has exemplified for us.

It is important to note that during Lent the local parish Church will ‘look’, ‘feel’ and ‘sound’ different. The colour purple adorns the Church and in most Churches the flowers are simple if at all. The ‘Alleluia’ verse is also omitted from the liturgy during this time and music is carefully selected to reflect the season. To assist students understanding and experience of such changes it is appropriate to prepare the classroom sacred space accordingly. The space should ‘look’, ‘feel’ and ‘sound’ different and could be enhanced by the inclusion of baptismal symbols, ashes, project compassion box etc.

Prayer, Fasting and Almsgiving

Traditionally Lent has been a time in which followers have been encouraged to steadfastly and particularly observe prayer, fasting and almsgiving. These are practices which Jesus himself endorsed and were also akin to the practices of the leaders of Jewish religion of Jesus’ time. Prayer, fasting and almsgiving are so encouraged because they bring believers to repent and transform their lives in relation to themselves and their relationship with God and others.Fasting and almsgiving can assist us to focus on mission. In our consumer driven society more emphasis is placed on the value of personal material wealth as opposed to just distribution of wealth and responsible use of the earth’s resources. Christians can use Lent as a time to witness to another vision of life that focuses on whom we ‘are’ and what we are called to ‘be’ as opposed to what we ‘do’ and how much we ‘own’. In many schools the Lenten season is a time

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to promote fund raising for the Project Compassion campaign involving schools in supporting the Church’s projects for overseas countries.PrayerPrayer can take many forms and is accessible to all people. The reading of and reflection on scripture is particularly pertinent during Lent; an advantage of the twenty first century is access to the bible on-line with a number of excellent web sites providing daily commentary on the appropriate passage. Catholics are welcomed to prayer through celebration of the Church’s liturgy-the Eucharist. For practising Catholics this ritual is a regular Sunday feature but for others Lent is the perfect season to renew and re-energise such commitment.Personal prayer undertaken during chosen times of the day and structured as a formal or informal time with God is always beneficial but particularly relevant for those looking for ways to ‘do something’ during Lent rather than or in addition to ‘giving something up’. This practice as an ongoing measure also heightens the spiritual potential of Lent as a season of nourishment and growth.

Both communal and personal prayer draw us closer to God as we give ourselves over to listening to the Word in scripture and transferring what we ‘hear’ into the daily living out of our beliefs.

FastingFasting involves voluntarily going without food and should link us to concerns for those whose lives are predominantly spent experiencing the naked, tearing pain of hunger and deprivation. We are reminded of those who suffer daily because of poverty often resultant from unjust economic and political structures. By our Baptism we are commanded to show Christ’s love to the world, especially those who are marginalised.

Abstaining from meat also traditionally linked the wealthier to the very poor, as they seldom would have been able to afford to include meat in their meals. There still of course are the very poor in our local communities and overseas; our savings through fasting can be donated to alleviate their plight. It is important to remember that the purpose of abstaining from meat is to have a sparse and simple meal, reminding us of how difficult life is for others; compensation by eating exotic seafood (such as lobster and oysters) hardly encourages us to be mindful of our suffering brothers and sisters.

To truly experience the richness of fasting that resource which is saved (money by abstaining from purchase, time away from television, etc.) should be devoted to a worthwhile opportunity which deepens our relationship with the Father (e.g. time spent in prayer, with family, volunteering in the community, money to Project Compassion etc.).

AlmsgivingAlmsgiving is about ‘giving away’ something and is intimately linked to the concept of stewardship; the management of God’s gracious gift, treating all things, including the earth and life as belonging to God. Christian stewards choose to share their gifts by words and deeds with others. Almsgiving involves voluntarily denying oneself of privileges in order to give alms (food, time, talent or money) to those less fortunate. Again, it helps students to more fully experience and understand this concept if they have a tangible way of helping others (e.g. Project Compassion, support for a local community initiative, sustainable recycling projects which honour and respect God’s creation, opportunities to listen to guest speakers from various support agencies, etc.).

The Celebration of Easter Triduum

The structure of the Triduum as we know it has a long history. At first the early Church celebrated the total Easter event of the death and resurrection of Christ in the course of a single Easter vigil. Over the centuries the three day celebration emerged to include Holy Thursday, Good Friday and Easter Sunday commencing with the celebration of the Easter Vigil. For the purposes of this module the focus should be on the joyful resurrection of Jesus as a sign of God’s approval for Jesus’ life.

Holy Week and the Last Supper (Lord’s Supper)

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The Easter Triduum of the passion and resurrection of the Lord begins with the evening Mass of the Lord's Supper, reaches its high point in the Easter Vigil, and closes with evening prayer on Easter Sunday, the Sunday of the Lord's Resurrection. (Roman Missal: Calendar nn.18-19)

The Last Supper on Holy Thursday evening was a special meal. Whether originally a Passover meal or a farewell meal, it was celebrated with a view to the coming of the Kingdom of God. By sharing broken bread and wine poured out as his flesh and blood, Jesus gave his disciples a share in the power of his death to make atonement for sins and to establish a new Covenant.

The Jewish people regard the Passover as the most important meal of the year. During this celebration families gather to remember and share the story of how Yahweh saved the Hebrews from slavery. A special plate of six different foods is prepared for this celebration. Each food reminds the family of a part of the story. An egg is symbolic of spring and new life. Watercress / parsley is symbolic of new foods in spring and thankfulness to God for new life. Salt water symbolic of the tears shed by the Hebrews under slavery in Egypt. Morer / horseradish, a bitter herb symbolises the slavery and sorrow that the people experienced. Haroses (made by grinding apples, almonds and raisins) is symbolic of the mortar used to build clay bricks for the Egyptian masters. Roasted lamb shank eaten on the first Passover night is symbolic of the death of the oldest child in each of the Egyptian houses. As in the celebration of Eucharist unleavened bread and wine is also shared.

The story of the Last Supper, and its links to the Eucharist, challenges the students to think symbolically and to recognise symbols, including words and images.

'Eucharist' is a Greek word that means Thanksgiving. The first Jewish Christians celebrated the Eucharist in small groups in their homes in the context of the customary ritual of a Jewish meal. Simple warmth and hospitality marked home worship in the early Church. The home atmosphere expressed the meaning of Eucharist as the sacred in the midst of everyday community life. Eucharist symbolised the unity of Christians gathered in the name of one Lord in a shared meal. The Jewish community called their home liturgies a meal of shalom which means a meal of peace and friendship.

The Easter Season

Eastertide includes the whole period of fifty days starting with Easter Vigil and concluding at Pentecost. It commemorates Jesus' Resurrection, Ascension and the coming of the Holy Spirit.

'The Resurrection of Jesus is the crowning truth of our faith in Christ, a faith believed and lived as the central truth by the first Christian community; handed on as fundamental by Tradition; established by the documents of the New Testament; and preached as an essential part of the Paschal mystery along with the cross' (CCC 638)

We are called to Christian Life

The differences between people are part of God's plan that humankind live in harmony in relationship to one another. Paradoxically, these differences which celebrate our uniqueness can also lead to both oppression and prejudice. The equality of human dignity demands that all Christians work to reduce excessive social and economic inequalities.Subtle and not so subtle pressures are brought to bear on people's attitudes, values and beliefs concerning self, relationships and the ideal life. Students of this age bracket are generally beginning to experiment with different forms of dress, language, music and behaviour in the process of establishing with peers significant relationships that support an emerging sense of identity and need for independence.

Many people, past and present, have demonstrated ways in which lives can be spent in the service of others. In research activities, students and teachers may choose to focus on people who have contributed actively to the improvement of human life and the development of peoples.

As St. Paul says a saint is someone with a deep commitment to Christ. Through their witness, the love of God has been experienced, whether through their preaching, writings, miracles, inspirational example or some extraordinary work. Lent to Easter Stage 3 Year 5 Page | 15

Saints have shown how to live particular attributes of Christ in daily life, e.g. caring for the sick or facing suffering, even death, rather than being unfaithful to God. When research is conducted into the life of many a saint it often becomes obvious that this person was a regular human being just like you or me.

Church members, who care for the sick, teach, help the marginalised and rejected or who provide guidance and counselling are effective signs of Christ wherever they work. Christians serve others in different capacities as professionals, as members of voluntary organisations, as individuals, as parishioners in support of parish projects or as citizens in support of the initiatives of community organisations. All are signs of Christ to friends, acquaintances and strangers.

All Christians are called to be signs of Christ's mercy, love and care to others. The way we lead our lives can be a powerful witness to the Christian message of love for one another. 'Truly I tell you, just as you did it to one of the least of these who are members of my family, you did it to me.' (Mt 25:40)

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

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

Curriculum LinksPlease note connections with other KLAS and cross curricular perspectives in your planning.

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

What do you want the students to learn? Why does the learning matter? What are you going to get the students to do (or produce)? How well do you expect them to do it?The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

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Lent is a season of preparation for the great feast of Easter and a time to focus on how we can be disciples of Jesus.

Key Concepts

Lent Easter Ash Wednesday Almsgiving Fasting

Prayer Almsgiving Passover Symbols Season

Caritas Project Compassion Kingdom of God Holy Week Holy Thursday

Last Supper

(Lord’s Supper)

Good Friday Easter Triduum Christian Passion

Resurrection Eucharist Thanksgiving Disciples Waiting

Celebration Paschal Mystery Liturgy Conversion Examen

Suggested Teaching, Learning and Assessment Experiences

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

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

What is important for Students to Know and Do

The church celebrates different seasons, just like there are seasons in our year.

The season of Lent lasts for 40 days.

In Lent, we pray, we give to people in need and sometimes fast as a sign of our change of heart.

The liturgical colour of Lent is purple.

On Holy Thursday we celebrate the Mass of the Lord’s Supper

The Mass of the Lord’s Supper is the beginning of three special days called the Easter Triduum.

In Holy Week, we remember the journey to Jesus’ death on the Cross and celebrate his resurrection.

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We celebrate the Easter Season for fifty days.

The liturgical colour of the Easter Season is white (the church’s colour for celebration).

The joyful word, “Alleluia” is not used in Lent, but is used with great joy during Eastertime.

Participate in the actions of Lent.

Pray with a Lenten and then an Easter focus.

Support Project Compassion

Enduring Understandings

The Church season of Lent begins on Ash Wednesday and continues for forty weekdays and six Sundays

The season of Lent concludes with the Mass of the Lord’s Supper on Holy Thursday

Lent is about transformation; becoming more like Christ; a season of penance and renewal

Prayer, fasting and almsgiving are traditional Lenten practices aimed at deepening our relationship with God

Like Jesus did we take, break, bless, thanks and give bread and wine at Eucharist.

Jesus as a faithful Jew celebrated a Passover meal as his last supper with his friends before his death.

Easter is the greatest feast of the Church year.

We celebrate Jesus’ resurrection with great joy for 50 days.

During the Season of Easter many of the Gospels recall how Jesus during his public life described himself as 'The

Way' and extended an invitation: 'Follow Me'.

As Christians we are called to respond to the needs of all. The Scriptures provide us with examples of how Jesus

asks us to do this.

Suggested Big QuestionHow do the seasons of Lent and Easter empower me to be a disciple of Jesus and follow him?

Suggested Essential Questions

What is the Season of Lent and what are the traditional Lenten practices of prayer, fasting and almsgiving?How do the practices of prayer, fasting and almsgiving deepen our relationship with God?What are the events of Jesus' passion and death in Holy Week and how does it demonstrate Jesus’ courage?How did the risen Jesus empower his apostles and us as disciples to live His message?

Suggested Teaching, Learning and Assessment Experiences

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***The teaching of this module will include 3 days preparation in the week of Ash Wednesday. This will allow children to complete their first module. As Lenten modules are taught every year, K-6, it is not necessary to spend a full 6 weeks on Lent and Holy Week. However, it will be necessary to celebrate Ash Wednesday, change the liturgical colour to purple, introduce Project Compassion and have a Lenten prayer theme throughout the season.***

Introduce the big question ‘How do the seasons of Lent and Easter empower me to be a disciple of Jesus and follow him?’

Allow students to participate in a unit pre-test to determine their depth of understanding and prior knowledge.

Explore the meaning of the words ‘encouraging’, ‘enabling’ and ‘empowering’. Include these on the class word wall.

Discuss the role and the qualities of a disciple.

Use reflective prayer regularly in class for students be able to analyse their day as disciples. Using the Ignatian Examen

model, students may be asked to pray in this way…

Thank God for…

Help me to understand why…

Look at my day and realise…

Next time I will…

Keep with me Jesus as I…

What is the season of Lent and what are the traditional Lenten practices of prayer, fasting and almsgiving?

Set up a sacred space area in the classroom, drawing the students’ attention to the symbols and colours of Lent. Introduce/revise the words prayer, fasting and almsgiving. Ask for students to respond with their own connections to these words.

Brainstorm possible Lenten promises and allow students time to develop personal promises. Display these in the classroom or make/provide a vessel/area to keep them safe for the duration of Lent.

Explore the meaning of and background to Shrove Tuesday with the class and discuss why we need to prepare for Lent. See Understanding Faith Stage 3 Lent and Easter: Our Journey of Salvation – Part 2 The Lent and Easter Cycle https://primary.understandingfaith.edu.au/

Students attend Ash Wednesday liturgy. Change the liturgical cloth on prayer table to purple. Set up the Project Compassion box. Discuss how things will change in Lent. Use both Chapter 3 ‘Lent’ in ‘To Know, Worship and Love’ Book 5 and the Understanding Faith website https://primary.understandingfaith.edu.au Stage 3 Lent and Easter: Our Journey of Salvation – Part 3 The Colours of Lent and Holy Week

Third week of Lent, begin teaching the module

How do the practices of prayer, fasting and almsgiving deepen our relationship with God?

Invite the parish priest to talk with students about how prayer, fasting and almsgiving can deepen our relationship with God.

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Teacher using a variety of resources, such as, the Background for Teachers in a Reciprocal Reading strategy during English time; leads the students through a deeper understanding of each of these practices;

1. Prayer Students list some traditional prayers they know and discuss the reasons they pray and times of day they pray. How can prayer deepen our relationship with God?

Students discuss Jesus’ journey to the desert and how and why he may have prayed. Students’ imagine they spent 40 days in the desert and complete a ‘Y Chart’. What was difficult about the time? How did you communicate with God? What were the sorts of things you asked for? Why did you pray? See Understanding Faith Stage 3 Lent and Easter: Our Journey of Salvation – Part 5 Stations along the way. https://primary.understandingfaith.edu.au/

Use Apps such as ‘3 Minute Retreat’ or ‘Sand Draw’ to create a quiet prayerful atmosphere where students can pray and reflect.

2 Fasting Students define fasting See Understanding Faith Stage 3 Lent and Easter: Our Journey of Salvation – Part 5 Stations along the way https://primary.understandingfaith.edu.au/

Meditate the concept of fasting through the story of Jesus in the Wilderness (Lk4:1-12). Consider the temptations and how Jesus responded to each of them. When we fast during Lent, how do we deepen our relationship with God?

3 AlmsgivingExplore the concept of almsgiving with the passage from Isaiah 58:6-7 and the Understanding Faith resource Stage 3 Lent and Easter: Our Journey of Salvation – Part 5 Stations along the way https://primary.understandingfaith.edu.au/

As disciples of Jesus, how and why is almsgiving our responsibility during Lent? Through Almsgiving, how do we deepen our relationship with God? Use the Caritas online resource. Project Compassion http://www.caritas.org.au/projectcompassion

ASSESSMENT PS S3.4a; J S3.2a: Students then research Prayer, Fasting and Almsgiving further and create a multimedia presentation.

What are the events of Jesus’ passion and death in Holy Week and how does it demonstrate Jesus’ courage?

Discuss the events of Holy Week and construct a timeline. Students reflect on each event and create a visual calendar depicting key images, phrases and words using related scripture passages. These could be displayed around the classroom.

Using the Core Scripture, complete a Scriptural Probe (Into the Deep, p60) to deeply reflect on the key events of Holy Week, particularly Jesus’ journey carrying the cross. Use Chapter 6 ‘Holy Week’ in ‘To Know, Worship and Love’ Book 5 for background information and scriptural passages.

View the slideshow ‘By the Way of the Cross’ on the Understanding Faith website to introduce the Stations of the Cross and the journey Jesus took. Stage 3 Encountering God through Liturgy Part 6 Special Liturgical Celebrations https://primary.understandingfaith.edu.au/ORUse the artworks http://www.holyspiritinteractive.net/prayers/stationsofthecross2/default.asp as a reflective sacred space for reflecting on the scriptures.

Use the website ‘Stations of the Cross – Children and their families walk with Jesus’ http://www.loyolapress.com/assets/lp/stations-of-the-cross-powerpoint.swf

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Over a period of at least a week, discuss the different stations, praying and personally reflecting on each one.Watch the representation of The Stations using shadow puppets https://www.youtube.com/watch?v=HwkznTGOFAc

Explore the concept of courage. Children recall a time when they were courageous. Children are asked to reflect on: how did you feel, who was there to encourage/support you, what sense of achievement did you have after, is this a scenario you would repeat again, what did you learn about yourself?

Complete the meditation ‘Jesus Carries His Cross’ (Guided Meditations for Children Reehoerst, J. p243) with an emphasis on the crosses that we each carry and how it is related to our own lives.

Children are given the outline of a cross to write key words and phrases that connect their own experiences to that of Jesus.

ASSESSMENT JS 3.2a; PS S3.4a Students view ‘Ash Wednesday and Lent in Two Minutes’ https://www.youtube.com/watch?v=m3L3c23MfC0 and are then given the opportunity to create their own titled ‘Stations of the Cross and Jesus’ Courage in Two Minutes’ using iPad etc.

Students participate in class/ whole school Holy Week Liturgy.

How does the risen Jesus empower his apostles and us as disciples to live his message?

Teacher displays artwork (see below) and asks the following questions

How does this artwork represent the Resurrection of Jesus?What signs, symbols or colours represent this event?How is the tomb represented?Why might the light be shining from behind the cross?Whose arms might be outstretched? How might we be represented in this artwork?

Use the link on Together at One Altar website: Christ for Others http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=52 to reflect on the Poem ‘Christ Has No Body’ By St Teresa of Avila. Explore ways that we represent the body of Christ today.

Use resources such as the Caritas websitehttp://www.caritas.org.au/projectcompassion for Project Compassion resources. Consider daily examples shown by the students at home/school/community.

ASSESSMENT GRHD S3.1a: Students create their own active Mission Statement that shows their understanding of being the face of Jesus to those around them e.g. my mission is to be a friend to others, I will therefore try to include other people when I play; or my mission is to help other people, I will therefore try to follow the school rules

Students once again reflect on the big question ‘How do the seasons of Lent and Easter empower me to be a disciple of Jesus and follow him?’

Students create a personal response to this question with a photo, song, poem, music, letter, dance etc. (Possible home task)

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ASSESSMENT GRHD S3.1a, J S3.2a, PS S3.4a Students complete a unit post-test to determine their depth of understanding at the completion of the unit.

Appendix 1

Ignatian Examen

How Can I Pray?

A great way to pray is to look for God’s presence in your life. More than 400 years ago St. Ignatius Loyola encouraged

prayer-filled mindfulness by proposing what has been called the Daily Examen. The Examen is a technique of prayerful

reflection on the events of the day in order to detect God’s presence and to discern his direction for us. Try this version

of St. Ignatius’s prayer.

1. Become aware of God’s presence. Look back on the events of the day in the company of the Holy Spirit. The day

may seem confusing to you—a blur, a jumble, a muddle. Ask God to bring clarity and understanding.

2. Review the day with gratitude. Gratitude is the foundation of our relationship with God. Walk through your day in the

presence of God and note its joys and delights. Focus on the day’s gifts. Look at the work you did, the people you

interacted with. What did you receive from these people? What did you give them? Pay attention to small things—the

food you ate, the sights you saw, and other seemingly small pleasures. God is in the details.

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3. Pay attention to your emotions. One of St. Ignatius’s great insights was that we detect the presence of the Spirit of

God in the movements of our emotions. Reflect on the feelings you experienced during the day. Boredom? Elation?

Resentment? Compassion? Anger? Confidence? What is God saying through these feelings?

God will most likely show you some ways that you fell short. Make note of these sins and faults. But look deeply for other

implications. Does a feeling of frustration perhaps mean that God wants you consider a new direction in some area of

your work? Are you concerned about a friend? Perhaps you should reach out to her in some way.

4. Choose one feature of the day and pray from it. Ask the Holy Spirit to direct you to something during the day that

God thinks is particularly important. It may involve a feeling—positive or negative. It may be a significant encounter with

another person or a vivid moment of pleasure or peace. Or it may be something that seems rather insignificant. Look at

it. Pray about it. Allow the prayer to arise spontaneously from your heart—whether intercession, praise, repentance, or

gratitude.

5. Look toward tomorrow. Ask God to give you light for tomorrow’s challenges. Pay attention to the feelings that

surface as you survey what’s coming up. Are you doubtful? Cheerful? Apprehensive? Full of delighted anticipation?

Allow these feelings to turn into prayer. Seek God’s guidance. Ask him for help and understanding. Pray for hope.

St. Ignatius encouraged people to talk to Jesus like a friend. End the Daily Examen with a conversation with Jesus. Ask

forgiveness for your sins. Ask for his protection and help. Ask for his wisdom about the questions you have and the

problems you face. Do all this in the spirit of gratitude. Your life is a gift, and it is adorned with gifts from God. End the

Daily Examen with the Our Father.

- See more at: http://www.ignatianspirituality.com/ignatian-prayer/the-examen/how-can-i-pray/#sthash.O7nHT9Kd.dpufAppendix 2

Liturgy Outline

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

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

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

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

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Children’s Liturgy of

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

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

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

Liturgy can be followed by offer of hospitalityResources

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

Teacher

Caritas Australia. Project Compassion Kit

Carlson, Melody.1997. Gold & Honey Bible. Oregon: Multnomah Publishing.

Hari, A. & Singer, C. 1993. Experience Jesus today. Strasbourg, France: OCP Publications.

Leninger, J. 1989. The beginner's Bible. Oregon: Questar.

O’Brien, Kate & White, Dan. 2001. The Thinking Platform. Strategies to foster Whole Brain Thinking in the Cooperative Classroom. Marayong: K.D.Publications.

O’Brien, Kate & White, Dan. 2003. Into the Deep. Marayong: K.D.Publications.

Pohl, Michael.2000. Teaching Complex Thinking. Critical-Creative-Caring. Victoria, Australia: Hawker Brownlow Education.

Reehorst, Jane. 1986. Guided meditations for children. Dubuque, Iowa: Brown.

Treston, Kevin. 2000. Stories and Seasons. Saints and Feasts for Catholic Schools and Parishes. Brisbane: Creation Enterprises.

Wintour, R. 1999. Sacred Celebrations for Lent. Brisbane: Mountjoy Enterprises

Wintour, R. 2000. Just Imagine. Brisbane: Mountjoy Enterprises

Wintour, R. 2002. Just Imagine 2. Brisbane: Mountjoy Enterprises

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Wintour, R. 2004. Just Imagine 3. Brisbane: Mountjoy Enterprises

LabOra Worship

Literature

Beginners Bible

To Know, Worship and Love

Music

Internet

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

Project Compassion http://www.caritas.org.au/projectcompassion

Pope Benedict’s Homily April 20 2008 http://www.nytimes.com/2008/04/20/nyregion/20homily.html?ref=nationalspecial2

Prayer ideas

Ten things children should know about Prayer http://www.rwf2000.com/CH/Praychil.htm#top

Some good suggestions for use with children http://www.crmin.org/prayerguide/children.html

www.livingwellmedia.com.au/cathkids

Ignatian Examen http://www.ignatianspirituality.com/ignatian-prayer/the-examen/

Understanding Faith https://primary.understandingfaith.edu.au (REC has username & Password)

Lent in two minutes https://www.youtube.com/watch?v=m3L3c23MfC0

Prayer Site - STATIONS OF THE CROSS FOR CHILDREN

http://www.loyolapress.com/assets/lp/stations-of-the-cross-powerpoint.swf

Watch the representation of The Stations using shadow puppets https://www.youtube.com/watch?v=HwkznTGOFAchttp://www.loyolapress.com/assets/lent/stations-of-the-cross-for-children.pdf

http://www.loyolapress.com/assets/lp/stations-of-the-cross-powerpoint.swf

http://www.ainglkiss.com/stations4kids/k1.htm

Stations of the Cross Artworks http://www.holyspiritinteractive.net/prayers/stationsofthecross2/default.asp

Poem ‘Christ Has No Body’ By St Teresa of Avila http://www.togetheratonealtar.catholic.edu.au/live/dsp-content.cfm?loadref=52

Online Bible https://www.biblegateway.com/

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

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Storytelling

Make short art-inspired storieshttp://storybird.com/

Capzles social storytellinghttp://www.capzles.com/

Pow toon http://www.powtoon.com/

General

http://wallwisher.com/

http://www.wordle.net/

http://www.tagxedo.com/

http://www.ning.com/

http://www.wikispaces.com/

Prezihttp://prezi.com/

Wix http://www.wix.com/

Useful Apps

3 Minute Retreat Sand Draw Lectio Divina Ignatian Examen

Superbook Bible App The Holy Bible Bible for kids The Pope App

Educreations PuppetPals Show Me Comic Maker

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