Outcomes - Primary RE Curriculum - This siteprim-re-modules.dbbcso.org/uploads/8/1/4/7/8147992/... · Web viewWe also hear about what these people experienced and how they spread

Religious Education Modules – Bible Stories ofJesus and People of the New Testament - Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament- Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament - Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament - Religious Education Modules

Stage 1 Module

Bible Stories of Jesus and People in the New Testament

Bible Stories of Jesus and People in the New Testament

Module Focus

Religious Education Modules – Bible Stories ofJesus and People of the New Testament - Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament- Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament - Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament Religious Education Modules – Bible Stories of Jesus and People of the New Testament - Religious Education Modules

In this module, the children will further develop their understanding of the Bible through an early exploration of the New Testament. It will contribute to understanding that the Bible is the inspired Word of God, its value being in our interpretation of what it means in our lives, not in a fundamentalist re-telling of the stories.

Children will see the New Testament not only as the story of Jesus but also the story of how his followers brought his teachings to life after His death and resurrection. They will learn that the stories of Jesus’ life, death and resurrection (the Gospels) were the work of people in those early faith communities who told Jesus’ story in ways that would help their people to develop their faith. We also hear about what these people experienced and how they spread the Word of Jesus, their joys, worries and successes. Whilst these stories were written long ago, we are able to apply them to our own lives, because Jesus’ story is one for everyone.

Bible Stories and People in the New Testament Page | 2

Outcomes

S S1.5: Identifies and recalls stories from Sacred Scripture through which God reveals himself

J S 1.2: Sequences, records and communicates stories about Jesus

GRHD S 1.1: Explores ways a relationship with God is experienced

Learn About Learn To

S S1.5: The Bible as the Word of God New Testament stories revealing God’s love Stories important to the Catholic community The Gospels Other writings of the New Testament

J S 1.2: Jesus’ life Jesus Son of God Jesus’ relationship with the Father Being a disciple of Jesus

GRHD S 1.1: God’s presence in others God’s love is expressed through Jesus The experience of God’s love as expressed in the texts of the New Testament.

S S1.5: Retell specific Scripture stories in their own words Enact stories from the Scriptures Ask questions to clarify meaning Explain what these stories teach

J S 1.2: Locate, research and record Gospel stories Recount stories of Jesus’ ministry Reflect on and express key messages from Jesus’ ministry Name actions appropriate to discipleship

GRHD S 1.1: Describe events that indicate God’s presence in others Describe ways that people of the New Testament experienced a relationship with God.

DISCIPLESHIP CHALLENGE

o Students are challenged to show reverence and appreciation towards the Bibleo Students are challenged to recognise the implications of Jesus’ words and actionso Students are challenged to recognise God’s presence in the world

Catholic DiscipleshipBible Stories and People in the New Testament Page | 3

A love of the Scriptures can only come about through knowledge of them. David Ranson says “Until God’s story touches mine, I cannot come to know God” (REC Conference, 2006). Each time we read the scriptures we can discover something new.

The New Testament calls us to mission as Catholic disciples. Our mission is to evangelise i.e. to be the Good News and to proclaim the Good News. Jesus’ mission was formed by the Old Testament which teaches of our God who entered human history and identified with the victims of the world. Jesus exemplified the reality of our God who cares.

For Jesus there were three levels of mission: personal conversion, community renewal and social transformation. As Catholic disciples, we are called to mission in the same ways.

Prayer Focus

Prayer of thanks after Meals (there are many prayers of thanks after meals of which this is one. Children might prefer to write their own).

Dear LordThankyou for all our gifts in lifeThankyou for our friends and familyThankyou for your gift of creation.Thankyou for the gift of our food that we have just shared.Bless people who are hungry and sad.Bless us that we might be like Jesus.Amen

Core Scripture

Mk 6:35-44; Mt 14:13-21; Lk 9:10-17 Jesus feeds the people (this unit uses Luke’s version from the “To Know , Worship and Love” Big Book, “Jesus Cares for People” but allows for comparison with the version in the other Gospels).Jn 6: 35 I am the bread of life

“I am the bread of life, those who come to me will never be hungry; those who believe in me will never be thirsty”.

Acts 2:42-46 Fellowship in the breaking of bread

A reading from the Acts of the ApostlesThey continued in fellowship with the apostles and in the breaking of bread.

The followers of Jesus spent their time learning from the apostles, and they were like family to each other. They also broke bread and prayed together.Everyone was amazed at the many miracles and wonders that the apostles worked.All the Lord’s followers often met together, and they shared everything they had.They would sell their property and possessionsand give the money to whoever needed it. Day after day they met together in the temple. They broke bread together in different homesand shared their food happily and freely,while praising God.

Scripture in Context


Jesus Feeds the People

“Jesus Feeds the People” is such a significant New Testament Scripture that it is to be found in all four Gospels. John’s Gospel, often called the “spiritual” or “reflective” Gospel goes on to reflect spiritually about this event, capturing its meaning in one of the “I am” sayings, “I am the bread of life”.

For Jesus a miracle such as this was a sign: the act of the miracle spoke a message to all who were listening. The significance of the miracle is found not so much in the physical event as in the discovery of what it means. The act of sharing bread by the disciples is an indication of the role of service for which the disciples were being prepared. The sharing of bread was to become the sharing of Christ himself in the action of the Lord’s Supper.

The symbol of bread is as symbolic today as it was in Jesus’ time and the times of the gospel writers.

“‘Bread’ refers to what we eat every day. But it can also refer to work, a person’s dignity, or the opportunity to learn and receive and be educated. It can mean the freedom to speak, to travel freely, to believe in God and to be able to choose the life one wants to lead. All living creatures deserve this kind of bread! Being a Christian means working toward “multiplication of this bread. It means taking action so that more and more people can feed themselves.” (Singer, C. and Hari,1993, A. Experience Jesus Today Editions du Signe, France).

Fellowship in the Breaking of Bread

The memory of the feeding of the five thousand and the story of the Lord’s Supper deeply touched the early Christians for whom the sharing of bread was an important symbol. They wanted to show two things:

The importance of sharing, especially with the poor and marginalised. The importance of sharing at Eucharist through which we become “One body”These two concepts are essential to Christians today (mission~ reach out to the marginalised; communion~ being nourished for our journeys of mission).

In the Acts of the Apostles, we discover how the early Christians tried to live, and how the sharing of bread was an important symbol of their lives and mission.

Catechism of the Catholic Church for teacher reference

nn. 430-451 Jesus Christ, only son of God

Compendium # 83 In what sense is Jesus the Only Begotten Son of God?

nn.541-546,567 Jesus Christ, only son of God

Compendium # 107 Who is invited to come into the Kingdom of God proclaimed and brought about by Jesus?

nn.610-611,621 Jesus Christ, only Son of God

How is Jesus’ offering expressed in the Last Supper?

nn. 767-769 I believe in the Holy Spirit

Compendium #150 What is the mission of the Church?

nn. 128-130 Unity of Old and New Testaments

Compendium # 23 What is the unity that exists between the Old and the New Testaments?


Background for Teachers

The New Testament

The New Testament

The New Testament is the record of God’s new covenant with God’s people, the Good News of salvation in Jesus Christ. There are 27 books in the New Testament, written by about 12 different authors in a time frame of 50-60 years.

All the New Testament writings were collected within a belief in the risen Christ as messiah. Portraits of Jesus Christ on earth are presented by the Gospel writers shown from the point of view of their insights in faith, in order to address the faith needs of their particular communities. The New Testament also contains letters and stories from leading figures of the early church who felt that the people needed advice, encouragement or clarification in order to be members of the Body of Christ. They generally wrote from the position of their own experiences of their own deep faith in Christ. The last book in the bible, the Book of Revelation is different from the other books. Its teaching is concerned with the victory of the Kingdom of God and the lordship of Jesus Christ.

The New Testament writings drew on the writings of the Old Testament , the scriptures that the people of Jesus’ time knew and respected so well. These scriptures were interpreted in light of Jesus as messiah. The basic theological framework of the New Testament is eschatological. That means that it is directed towards the end, the second coming, a time of complete righteousness, full peace and complete fullness where there is no pain, suffering or death. This is only possible because of the Cross and Resurrection of Jesus which has offered salvation in hope of peace, righteousness and love through the gift of the Spirit.

The Gospels

Nearly everything that we know about the life and times of Jesus Christ can be found in the four gospels. There is little about the life of Jesus in other historical works of the time. “The life of a travelling preacher in an obscure corner of the Roman Empire was not likely to find its way into the writings of Roman historians” (Alexander, D. and P, ed.,1973 The Lion Handbook to the Bible, Lion Publishing England, p.468).

The Gospels do not come from Jesus himself. They contain collections of his sayings, but these are always interwoven into the historical story of Jesus’ life and ministry. “They are not books by Jesus but books about Jesus, which at the same time contain a large collection of his teaching” (Fee, G. and Stuart, D. How to Read the Bible for all its Worth, Zondervan,1993, Harper Collins,Michigan, p.114 ).

There are four Gospels in the New Testament, each written to meet the needs of different communities. The Gospels were not written by Jesus’ disciples of the same names, but may have been inspired by them. The Gospels were produced as a result of: the events of Jesus’ life; the interpretation of Jesus’ life in the preaching of Jesus’ disciples in the years following his death; the work of the evangelists in forming the narrative accounts we now know as the Gospels. The Gospel writers would have been influenced by different people of their time, and some parts may have been adapted and re-written by others. There were other Gospels written (such as Thomas and James), but the Gospels of Matthew, Mark, Luke and John were chosen to be the Gospels of the Christian canons.

The first Gospel (Mark) was probably written about 40 years after Jesus’ death. The last Gospel, that of John, was probably written about 100 years after Jesus’ death. The first three Gospels (Matthew, Mark and Luke) have strong similarities and it is likely that Matthew and Luke based their writings on Mark’s earlier Gospel, adjusting their writing to meets the needs of their communities. John’s Gospel, written last, is quite different and is often called “the spiritual or reflective Gospel”. It is a beautiful literary workwhich is interpretative in character, and uses metaphor in sayings such as the “I am…” sayings (“I am the bread of life”, “I am the light of the world” etc).Bible Stories and People in the New Testament Page | 6

Each Gospel provides us with knowledge about the historical Jesus: “It is this Jesus, who was crucified and raised from the dead, whom we now worship as the risen and exalted Lord” (Fee and Stuart, p. 115). They also interpret the story for the needs of later communities who did not live in the basically rural, Jewish setting in which Jesus lived. This, of course makes the story open to people who have interpreted the story in light of their own lives throughout the centuries. Even today, we re-tell Jesus’ story so that it makes sense in our 21st

century lives. These books stand together, complementing each other, each in its own way bearing witness to Jesus.

The Gospel of Mark

Marks’ Gospel is often viewed as the Gospel of Jesus Christ, Son of God. Although this title is not used often in the Gospel (it is used in the introduction (1.1) and the centurion uses it at the foot of Jesus’ cross) it appears to be the climax of faith to which Mark brings his reader.

More frequently, Mark uses the title, Son of Man, which both reveals and conceals the mystery of Jesus. Mark presents us with an everyday Jesus, a man in many ways like ourselves. His relationship with his disciples is very important. The call and response of the disciples and their roles of service are a focus in Mark’s Gospel. For Mark, Jesus is the one who teaches the crowd, with the theme, “the Kingdom of God is at hand”. Miracles feature in the gospel of Mark as a demonstration of the coming of God’s kingdom. Jesus refuses to have himself named as messiah and demands silence from those who discover his identity. Jesus only gives himself this title when he is condemned to death, as it is by his suffering and death that he will establish a spiritual kingdom.

The Gospel of Matthew

Matthew’s Gospel is sometimes called “the Church’s Gospel”, as it has left a strong mark on Western Christianity. It is the only Gospel that uses the word ‘church’ (16:18; 18:17). It introduces us to the celebration of the Lord in liturgy. Matthew’s Gospel refers often to the Hebrew Scriptures. Matthew’s Gospel has many Jewish characteristics e.g. he uses the term, “Kingdom of heaven” rather than “Kingdom of God” because Jews do not pronounce the divine name.

In Matthew’s Gospel the Kingdom of God is inaugurated. The Kingdom of God is not the same as the church, but the church is the special place that the Kingdom is manifested in the world. Matthew introduces us to a glorified Lord, as captured by the worship of the magi early in the Gospel. “The fact is that by virtue of his resurrection, Jesus is truly God with us: the name Emmanuel, proclaimed at his birth is given to him on Easter day” ( Charpentier, E .1981 How to Read the New Testament Paris, SCM Press, p. 76)

For Matthew, Jesus is the Son of Man, Lord of all who had final victory at the Resurrection. He sends out his disciples to establish this victory and thus his real mission begins on Easter Day.

The Gospel of Luke

Luke’s work is written in two volumes for Luke is not only responsible for his Gospel, but also for the Acts of the Apostles. Luke wrote mainly for Gentiles who had no Jewish background. Luke, himself a Greek understood the thinking of Gentile people. Luke stressed the reality of the resurrection to these people and kept telling them, “Jesus is alive”. He emphasised that Jesus was the only Lord and called him, “Saviour”. He is not only Lord, but fully human. He is the model of a perfect human being, transfigured by the Spirit, a gift of love to us. The new Christians for whom Luke wrote knew that they were accepted into Israel’s covenant by grace, not by birth. Luke encouraged these people to find themselves in God loving plan.

Luke’s infancy narrative is a prologue to his Gospel. The announcement by shepherds and angels unites Jesus’ humanity and divinity. The shepherds introduce what would become a missionary model for all Christians. Parables are an important feature of Luke’s Gospel.

Luke is the only evangelist to call Jesus, “Lord”. The glory of Easter is reflected back into Jesus’ earthly life. He also calls Jesus “king”, a term that would have been clearer to Greek readers. The spirit of God has


entered Jesus who was conceived by the power of the Spirit. The spirit of God is with Jesus at his baptism and in the desert. In the Acts of the Apostles, Luke tells us that this power is handed on to us.

Jesus has the earthly role of revealing God to us. Luke therefore presents Jesus as a prophet, the new Elijah. Jesus is the friend of sinners and those who are sick, downtrodden and outcast . He is also a great friend of women. Luke’s focus on Jesus’ attitude to those on the margins has made his Gospel important to those who work in social justice. The person of Jesus is at the centre of Luke’s Gospel. Full of love and tenderness, he nevertheless confronts and questions us. We are called to choose Jesus in our lives, just because if who he is.

The Gospel of John

John’s Gospel narrates Jesus’ life in a very different way to the other Gospels (called the synoptics). The Gospel of John was written in light of the personality of the apostle John, but it is likely that it was written by a group of disciples who meditated on the life of John and his teachings. This profound Gospel uses major themes:

The theme of ‘hour’ which indicates Jesus return to his Father. Jesus has always belonged to the Universe. The Word of God, Jesus has come into the world to reveal God to us . Jesus’ hour is preceded by signs that announce God’s love to us.

Belief is important in the gospel. John wants to evoke faith in people. Life, death and love are important themes that are connected in John’s gospel.

The theme of sight. There is contrast between a blind man who sees and people with sight who are blind. Through the story of Thomas we are called to believe in order to see.

Miracles have spiritual reflections. The miracle of bread being shared in the story of the loaves and fishes is told in anticipation of the Last Supper and the messianic banquet, the banquet we will share with God at the end of time. One of John’s “I am” sayings is used here, “I am the bread of life”.

The prologue of the gospel establishes Jesus as the Word, always having existed. The “I am” sayings are metaphors for who Jesus is to humankind.

John’s Jesus is very human who is infinitely respectful of others. John introduces us to the heart of the divine mystery, that will Jesus is completely himself, he is ultimately related to the Father. John’s Christ is the one who reveals the Father to us. Jesus can reveal God because he is the Son of God.

As well as the gospel, John wrote letters to Christian communities telling them that they were in communion with God.

The Writings of the Early Christian Communities

The disciples of Jesus came to explore the mystery of Jesus in light of Jesus’ resurrection and the coming of the Holy Spirit at Pentecost. The disciples:

Preached, to proclaim the risen Christ firstly to Jews and then to Gentiles.

Celebrated their risen Lord in liturgy and especially in the Eucharist

Taught the newly baptised.

“The truly amazing thing about the early Christian preaching is that it did not proclaim religious duties… or even a reforming programme, but a person: one Jesus who was crucified and whom the Christians knew to be alive. They devoted their energies to understanding him better ( from studying the Old Testament) and making him real to people who had never met him…..Above all, it is

crucial to recognise that both the content and the dynamic of their preaching was the Risen One, whom many of them had known and followed.” ( Green, M Early Christian Preaching in Field et al.(ed).1973 The Lion Handbook to the Bible Lion Publishing, Albatross Books, Sutherland Australia).


The Acts of the Apostles

The Acts of the Apostles, according to all the evidence available was written by the gospel writer Luke as a sequel to his gospel, covering a period of about 30 years, from the day of Pentecost to the close of Paul’s imprisonment in Rome. The word ‘acts’ generally refers to the acts carried out by the apostles Peter and Paul, however is really about the acts of the Holy Spirit as Christianity spread throughout the Mediterranean world. The Acts of the Apostles tell us how Jesus’ followers were called to be witnesses in Jerusalem, Judea and Samaria and to the ends of the world.

Luke was a good historian and had first hand information about the early days of the Church as he often travelled with his friend Paul, and stuck by him in his most difficult times. Without the Acts of the Apostles, we would not understand so well the work of the apostle, Paul.

The Letters

The letters make up about one third of the New Testament. The content of the letters is varied, but they all show what the apostles and their followers taught in the early days of Christianity. The writers taught about God as expressed in the life and teaching of Jesus and gave advice about how to live life in the Christian way. The letters give us an idea about the problems that were encountered in the days of the early church and how these issues were addressed. They were written by real people living in real situations and therefore give insight into their world. The New Testament groups the letters according to the authors:

Thirteen in the name of Paul

One anonymous ( letter to the Hebrews)

One by James

Two by Peter

Three by John, and

One by Jude

Paul’s Letters

Paul’s letters were written on his missionary journeys and are probably the first writings about Jesus’ teaching. The journeys have been grouped by scholars to help us understand Paul’s teaching. Paul probably wouldn’t have seen them to be grouped in that way.

Paul first went and established communities of faith. Later he tried to return and see how the communities were going. He wrote letters of support which addressed the needs of the communities as he saw them. That is why the letters have different tones. He first went into the synagogues to teach about Jesus as fulfilment. When Paul was rejected and persecuted, he pressed on to new places confident that he had left the seed. Paul pressed on to the margins of the world as he knew it. He travelled both overland and by sea. Paul travelled about 16,000 kms on foot, in small boats and if lucky on donkeys. His journeys were hard and dangerous. He was beaten, shipwrecked and lost at sea.

Paul travelled west from Galatia to Colossae (a rich farming community), through Ephesus ( Roman centre, hub of trade) where he preached for about three years, then to Philippi ( North East Greece), a community that supported Paul, to Thessalonica ( maybe 1st letter), to Athens ( centre of Greek philosophy where Paul was not so successful) and to Corinth ( with whom he had a lively relationship). He crossed cultural and linguistic divides. He gave us a language to name our faith. Paul only knew Jesus by faith.

Paul:

used his journey to teach about the radical sense of mission emphasised inclusiveness drew theology from Abraham i.e. in your seed all nations of the earth will be included gave impetus to the religion that would emerge


taught of a God who is a God of grace. Grace comes from ‘charis’ meaning beauty, charm, favour, gift. Charis is freely given, it doesn’t have to be earned or won. God finds us loveable, even before we do anything to earn that love. It is freely given, even when we do little to deserve it.

freely offered his love to a hostile world. For Paul, this grace or favour from God was a force. He felt that he was liberated by the force of God’s grace. He summoned others to join a renewed people of God. The spirit according to Paul is the felt experience of God’s love. See Romans 5:1-2,5.

talked in terms of opposites e.g. sin/grace, authority/ freedom. Unfortunately, the readings in liturgy sometimes only show the sin part and leave out its polar opposite.

had a sophisticated understanding of sin:o He did not understand ‘sin’ in the singular. He looked more at sinfulness, using the term

‘hamartia’, meaning a tyrant power or slave master.o He saw sin as a symptom of power. Paul saw that there is no use treating the symptoms of

sin, we must treat the disease i.e. human sinfulness. In Christ, God addresses human sinfulness.

o Sin is about radical selfishness and about destructuring relationships : with God; with fellow human beings; with creation; and with our own bodies.

o (from lecture by Father Brendan Byrne, BBI E-Conference, 2009)

Literary Forms of the New Testament

Just as literature is categorised by genre so too are the works within the Bible.

Examples of literary forms of the New Testament:

Gospel: The Gospels contain the written record of the life and times of Jesus. They were written after Jesus’ death from an oral history that was carefully handed down. They are not biographies as such but the life of Jesus interpreted in light of the needs of the communities for which the Gospel writers were writing.

Miracle stories: These stories generally have five points: An introduction that presents the case

A request for intervention which shows the faith of the person asking for help Intervention from the person from whom the miracle is sought ( often Jesus)

The result Reaction of the spectators

Stories of Call and Response:Stories such as the calling of the disciples or the conversion of Saul (St Paul) are modelled on the call stories of the Old Testament.

Question: Jesus often taught through question e.g “”the question about paying taxes ( Lk 20:19-26/ Mt 22:15-22/ Mk 12:13-17); “the question about rising from death” ( Lk 20:27-39/Mt 22:23-33/ Mk 12:18-27); “The question about the messiah” ( Lk 20:41-44/ Mt 22:41-46/ Mk 12: 35-37)

Sayings: The sayings of Jesus that are remembered e.g. “The stone that the builders rejected has become the cornerstone” (Lk 20: 17)Discourses/Speeches:Farewell discourses are common in the Gospels. Discourses are a key part of Paul’s letters.

Discussion: Discussion often happens between Jesus and the teachers of the Law. Something Jesus says ignites a debate or questions. In the end the real point arises requiring these people to make a choice. They often respond in different ways (e.g. Lk 20:1-8, The Question about Jesus’ Authority)

Genealogy: The Gospel of Mark begins with the ancestry of Jesus showing Jesus’ relationship to King David.

Parables: Narrative stories used to convey a moral message. They are usually designed to shock and turn conventional wisdom on its head. The Gospel parables are open ended stories which allowed people in different situations to find their own meanings.


Sermons: The Gospels tell of Jesus’ sermons e.g. the Sermon on the Mount.

Prophecy: Several people in the Gospels are chosen to speak God’s message e.g. Zechariah (Lk1:67-80).

Codes of Behaviour: Jesus’ New Commandment brought a new Law of Love which was expressed differently to the Law of the Old Testament e.g. the Beatitudes. Pauls’ letters implore people to adopt suitable rules of conduct or standards of behaviour

Poetry/ Song: Songs are sometimes adapted from the Old Testament e.g. Mary’s song of Praise/ the Magnificat is reflective of Hannah’s Song from the Book of Samuel. Like the Old Testament songs they express human emotion and experience.

Literary Techniques: Techniques such as simile, metaphor and personification are used in the Gospels e.g. “You are like salt for the whole human race” (Mt 5: 13);” I am the bread of life, those who come to me will never be hungry” (Jn6:35)

Letters: Occasional writings, generally replying to questions from a community or dealing with particular issues for them.

Epistles: Sermons or teachings by leaders of the early church on particular topics.

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 LinksIn your planning, please make links with other Key Learning Areas.

Planning a Quality Learning Sequence for your class

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

What do you want the students to learn? Why does the learning matter? What are you going to get the students to do (or produce)? How well do you expect them to do it?


The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

Suggested Teaching, Learning and Assessment Experiences

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

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

Bible Christians Faith Kingdom of God New Testament

communities resurrection apostles scriptures miracles

portrait encouragement storytelling journey relationships

meal Gospels grace service messiah

letters disciples New Covenant call and response Church

The New Testament teaches me how to live like Jesus

Key Concepts

What is important for Students to Know and Do


The Bible is a collection of stories and other writings about God and God’s people. Bible stories were told by many people before they were written down. There are two main parts of the Bible, the Old and New Testaments. The New Testament consists of the Gospels and the letters and stories of the people who

followed in Jesus’ footsteps. There are four Gospels, Matthew, Mark, Luke and John. The Gospels of Matthew, Mark and Luke are quite similar. John’s Gospel was written much later

and is quite different.

Listen to and experience the stories of the New Testament. Celebrate New Testament stories in prayer and liturgy.

Enduring Understandings

Even though the stories of the New Testament happened long ago, they have meaning for us today.

The four Gospels help us to learn about Jesus. We learn to follow Jesus through the New Testament stories. New Testament writings about bread had meaning for the people of the time, and still have

meaning for us today.

Suggested Big Question

How do New Testament stories help us to live like Jesus?

Suggested Essential QuestionsWhat are the Gospels and what do they teach us about how to live like Jesus?

What do the stories of the early church teach us about living in Jesus’ way?How do we celebrate New Testament stories in prayer and liturgy?Review: How do New Testament Stories help us to live like Jesus?

Suggested Teaching, Learning and Assessment Experiences

How do New Testament stories help us to live like Jesus? Display big question with a variety of bibles and other resources such as Scripture dolls/ felt kits etc.

What are the Gospels and what do they teach us about how to live like Jesus?


If the class includes children of other faith traditions, you might like to invite parents in to talk about their sacred writings. Discuss how it is important for people to tell their story of faith/ beliefs. Tell an Aboriginal dreaming story.

Have a collection of some old, historical items e.g. old letters, old photos, and heirlooms. Compare to modern items such as i-phones, IWBs

o Discuss what children think is old and what is new. Brainstorm and record. Ask questions like, “Who has an old car?” “How old is it?” ( maybe only 10 years old)

o Tell children that we talk of the Bible in old and New Testaments. Wonder…How old? How new? Tell children that even the New Testament is old to us… it’s more than 2000 years old!!!) It contains the stories about Jesus in the Gospels and also stories and letters from the followers who followed Jesus’ ways after he died.

Establish prior understandings about the Bible:o Ask children what they already know about the Bible. Record understandings and also

misunderstandings (e.g. children might still think that the entire bible is the story of Jesus’ life).o Ask children if they have heard of the Old and New Testaments. Brainstorm stories they know

from the Bible and write them on cards/ IWB, displaying under the headings “Old and New Testaments”. Check if their answers are correct using a large picture bible and move cards/story names if they are ibn the wrong category. As a class, talk about the two testaments, emphasising that the New Testament contains the stories of Jesus and the stories of his followers after his life.

Explicit instruction about the books of the New Testament:o There are four books in the New Testament that tell the story of Jesus’ life. They are called the

Gospels. The Gospels have some of the same names as some disciples of Jesus… Matthew, Mark, Luke and John, but they were not the writers. The Gospels were written 40 years or more after Jesus died.

o There are other stories and letters that came after Jesus’ death which were about how Jesus’ followers carried on his messages.

o The writers were trying to teach the people about Jesus and get them to follow his ways. The stories had been passed down and retold to make sense to each community with each retelling changing the story in some way but the meaning remained the same. They are similar but each has its own way of teaching about Jesus. Today, we build up a picture of Jesus using all four Gospels and the other writings of the New Testament.

Home/school connector : With a parent/ caregiver, collect some things in a ‘treasure box’ that will ‘create a picture’ of someone in your lives e.g. a grandparent. Items might include photos, drawings, something they like, words to describe them.

Share the posters/ displays in class. Discuss how we can learn about someone we don’t know from such a ‘portrait’: In a way the Gospels are like this. Each of them builds up a picture of Jesus.

Discuss how artists also create a picture of Jesus. Look at a display of pictures of Jesus and talk about what children think the artist was trying to say about Jesus , you can find some at http://www.rejesus.co.uk/site/module/faces_of_jesus/ http://www.religionfacts.com/jesus/image_gallery.htm

Create individual portraits of Jesus based on the children’s own image of Jesus. Have children explain the reasoning behind the features.

Discuss some of the stories and other writings that we find in the Gospels:o Parables (teaching stories)o Healing and other miracle stories (like the stories in which people with leprosy were healed)o Sayings (like the “ I am sayings from John’s Gospel such as “I am the Good Shepherd”)o Stories about what happened in Jesus’ life ( birth stories which are only in Matthew and Luke’s

Gospels, the stories of Jesus’ death and resurrection which is in all the Gospels)o Brainstorm stories they may know from each category. Record.


http://www.religionfacts.com/jesus/image_gallery.htm

http://www.rejesus.co.uk/site/module/faces_of_jesus/

Explore a story that happens in all four Gospels, the Feeding of the Five Thousand .Tell children that there are some small differences in Matthew, Mark and Luke’s stories, but John’s story is quite different. The Gospel writer John had special sayings and one came in this story, “I am the bread of life.” Experience the story in ways such as…

o Read Luke’s version using the “To Know, Worship and Love” big book, “Jesus Cares for People”.

o Use Guided Meditation allowing the children to respond in their own way (drawing, writing etc) o Sing the song, ”Five thousand people” ( Catholic Mission CD, if you don’t have this CD ring

Catholic Mission)o Dramatise the story / make up a rap or any other creative exploration of the storyo Rita Wintour dramatisation, “ Many are fed but few understand” (p.25 “Just Imagine”)o Scripture storytelling (see Appendix 1)o Watch and respond to You Tube versions of the story, which usually combine the Gospel

versions: http://www.youtube.com/watch?v=Uw_yYrgoHv0

o Use Ipad or Tablet Bible Apps to explore the scripture

Jointly complete a ‘Story Senses’ Board (after a discussion maybe children can work in groups to display a sense per group). Imagine that you are a child present at this event .Think about how the senses may have been experienced at the time, and then illustrate in a Story Board:

o SEE: What would you see with so many people there? What would it have been like to see Jesus and his disciples? How crowded would it have been? What would have the weather been like? Do you think it would have been sunny/ cloudy/ windy?

o HEAR: What do you think that Jesus said? What would all the people be saying? o TASTE: What would have the bread and the fish tasted like? Would it have been good if you

were really hungry?o SMELL: Could you smell the bread? Would it make you want to eat?o FEEL: What did the soft leave of bread feel like? Were the crusty on the outside?

Discuss what the Gospel writers wanted to teach the people, and then discuss what that meant about a sharing God and what that means for our lives.

The stories of the “Feeding of the Five Thousand” in the Gospels of Matthew, Mark and Luke are similar, but as often happens, John’s story is quite different. You could read each version and prepare a similarities and differences chart. Note that Mark and Matthew follow up the story by another feeding story, “The Feeding of the Four Thousand” ( Mt14:32-39, Mk 8:1-10) which shows how significant the theme of sharing with hungry people is in these Gospels.

In John’s story, he mentions a boy with the basket of bread and fish which is not in the other versions. John’s Gospel has lots of sayings by Jesus. At the end of this story, Jesus uses one of them, “I am the bread of life.” Read a children’s version of John’s story ( Appendix 2)

o Discuss what this might mean. Why would bread give life? If we had nothing else to eat, would bread keep us alive? Share a fresh loaf of bread or make bread allowing the mixture to rise in a warm place. See if parent helpers can cook it in the canteen and then bring back for the students to share. Discuss what it smells, tastes and feels like. How can we connect the idea of bread giving life to what Jesus means for us.

Prepare a basket of ‘bread’ to be included on the class sacred space. Label each loaf of bread with a gift that Jesus gives us, e.g. love, forgiveness compassion, reaching out etc Display under the banner of “I am the Bread of Life”.

Discuss what children have learnt from “Feeding of the Five Thousand” these stories.

TEACHING POINTS~

From Matthew, Mark and Luke’s version, we learn things like:


http://www.youtube.com/watch?v=Uw_yYrgoHv0

Jesus taught people to share

Jesus noticed when people were hungry/ in need and did something about it

Jesus shared with everyone, he didn’t leave anyone out

Jesus taught his disciples to serve and share with others

From John’s Gospel, we learn things like:

God knows our needs

Jesus later shared himself with people in the Eucharist, so the symbol of sharing bread was important in Jesus’ life.

We are fed by God in many ways e.g. in our learning, growing, praying, sharing etc.

We are called to come to God by trying to be like Jesus.

Suggested Assessment Task SS1.5, JS1.2: Sequence the story of the Feeding of the Five Thousand (Luke’s version) using things such as a story map, flow chart or movie strip. Utilise Apps such as ShowMe or Educreations. Children represent ways that they can do things that share in the way that Jesus taught us in this story.

What do the stories of the early Church teach us about living in Jesus’ way? Explicit teaching:

o Tell children that after Jesus died, his friends continued to teach the Good News. The Gospel writer Luke told the stories of these people. The people who took the Good News to the communities were called the apostles and Luke’s second book is called the ‘Acts of the Apostles’.

o The apostles also taught and wrote letters to the people to help them to live in Jesus’ way. St Paul travelled all around the Mediterranean area by boat, on donkey and by foot teaching people about Jesus. He was beaten, shipwrecked and abused at times and still kept going. The new Christians knew that bread was an important symbol for Jesus and they shared bread together in Jesus’ name. The apostles knew stories like the “Feeding of the Five Thousand” and the “Last Supper” and they taught about sharing with bread as a symbol. Maps of Pauls’ journeys are available at

http://www.copticarchitecture.com/copticmyrtle/High_School.htm

Read the core scripture to the children (Acts 2:42-46) . Explore this scripture, demonstrating the actions of the apostles, by activities such as…dramatising, making a photo story, doing an echo mime (see Appendix 3) etc.

o They met together in their homes

o They broke bread together

o They prayed together

o They talked together

o They healed sick people

o They shared stories about Jesus

o They taught the people how to live in Jesus’ way

o They gave money to the poor

o They went to the temple to praise God

Sharing food was important to Jesus, and it was important to the apostles and to the people of the early



church and it is important to us today. But not everyone has enough food to eat. Think about all the people who are hungry in the world today. Imagine that you could change that. How would you try? Who do you know that tries to feed the hungry today? What can you do in your life to make a difference? Children might choose to do something that can support people in developing countries through Caritas, Catholic Mission, Vinnies or another organisation of compassion. See Resources for websites.

Introduce prayer of thanks after meals discussing how we thank God for being nourished by what we eat, but also by many blessings that God gives us every day. This prayer can be said each day. The children can write their own, or use the suggested prayer (see Appendix 4 or Prayer Focus).

Home school connector : Encourage families to share a meal together at the dinner table. Encourage them to say a prayer of thanks, to think about family and friends, to think about people living in poverty who don’t have enough to eat and to think about the way that Jesus showed us to live. Ask them to have a meal in which fresh bread is broken and shared. At the meal, invite the children to share the story of the Feeding of the Five thousand with their families.

Suggested Assessment Task GRHD S 1.1, SS 1.5 Make a prayer clock which children can show how they do similar things to the people of the early church today to build our relationship with God. Cut out hands for a clock to fit a large paper plate/cardboard. Draw two circles around the edge of the card about 4 cm apart. Write numbers on the clock in the inside of the clock. On the outer circle, write examples of how they can live like Jesus. Attach the hands of the clock and set hands to 12 o’clock. Each time they live like Jesus, move the minute hand forward. Use as a thanksgiving prayer at the end of each day.

Clock template available at http://mathworksheetwizard.com/index.php?wizard=kindergarten-time-clock

How do we celebrate New Testament stories in Prayer and Liturgy? When preparing a class Mass, go through the Gospel beforehand discussing what it says to us. Ask children

to listen out for the Gospel during Mass. Discuss after Mass. Prepare a Liturgy of the Word with the children, using the scriptures from this unit (see Appendix 5). Let

children dramatise the scriptures in some way. In the preparation, discuss with children how it is important that we keep hearing the stories and thinking about what they mean in our lives.

Song suggestions~

Michael Mangan:

Take and Eat (Sing Your Joy and This is the Time)

Bread of Life (Setting Hearts on Fire)

John Burland:

Share this Meal with Me (Celebrating the Sacraments)

Do This in Memory of Me (Celebrating the Sacraments)

Andrew Chinn:

In the Footsteps of Jesus (Many Roads, One Journey)

Take, bless, break and give (Wherever I Go)

Forward in Faith (People of Peace)

When children attend school Masses, prepare them to listen to the scriptures, notice when that happens in Mass. After Mass discuss these scriptures.

Discuss how we should be grateful for the food we have to eat and how we should care for people who have little to eat. Learn a prayer of thanks after meals and say it after lunch each day. Children may like to write a


http://mathworksheetwizard.com/index.php?wizard=kindergarten-time-clock

class prayer of thanks and say that instead.

How do the writings of the New Testament help us to live like Jesus?

Reflect upon all the learnings of the unit. Ask the children “Do you agree that the New Testament scriptures can help us to live like Jesus?” Children sit in circles and have a circular conversation about this question. A reporter from each group reports a summary of the discussion to the whole class.

Children reflect on something they can do to build their relationship with God and make their lives better that they have learned from the scriptures studied in this unit. Use school values/PBL expectations to make connections to their everyday life. Children write a promise on a scroll and then try to put their promise into action. Continue to monitor throughout the term/year to develop their understanding that this is a way of being a disciple of Jesus.


Appendix 1

Scripture Storytelling- Too Many to Feed

TOO MANY TO FEED

Used with permission, Sydney CEO(Luke 9:12-17)

YOU WILL NEED:

Green felt underlay 7 wooden figures: Jesus, 2 disciples, crowd: 3 adults, 1 child Pictures of five loaves and two fish 2 little baskets Class Bible

Children are seated in a semi-circle ready to listen to the story. Carry the materials carefully from the story self to the story area and place beside you.

Place class Bible in front of you with your hand on it.

This story comes from our special book, the Bible.

Place Bible beside you.

Lay out the felt material in front of you.

Jesus and his disciples were in the countryside.

Place Jesus on the felt to your right. Place the disciples and the people in a crowd to your left facing Jesus.

Jesus had been speaking to the crowds of people all day about the Kingdom of God.

Move disciples in front of Jesus as though speaking to him.

In the afternoon, the disciples told Jesus that he should send the crowds away. There was nothing for them to eat, and they were getting hungry.

Move Jesus to the middle, with the crowd on one side and the disciples on the other.

Jesus told the disciples that they should give the people something to eat.

Move disciples closer to Jesus. Disciples show Jesus five loaves and two fish.

The disciples told Jesus they only had five loaves of bread and two fish. That wouldn’t feed all the people who were there. Jesus told the disciples to get the people to sit down in groups.

Move disciples to the crowd. Move people into two groups.

Hold the bread and fish in front of Jesus.

Then Jesus took the bread and fish, raised his eyes to heaven, said the blessing, and broke the bread.

Move the disciples to take the food from Jesus and then move them to give it to the groups of people.

He gave the food to the disciples who handed it out to the people.


Have the disciples take the baskets and collect the food scraps from the people.

When everyone had had enough to eat the disciples collected the scraps of food that hadn’t been eaten. They filled twelve baskets with the scraps left over!

Place hand behind Jesus.

Even though Jesus started with only five loaves and two fish, everyone in the crowd had enough to eat!


Appendix 2

Feeding the Five Thousand John 6:1-14 This is a shortened version, with words changed to facilitate children’s’ understanding,

Feeding of the Five Thousand: The Gospel of JohnJesus crossed Lake Galilee.

A large crowd had seen him work miracles to heal the sick, and those people went with him.

It was almost time for the Jewish festival of Passover, and Jesus went up on a mountain with his disciples and sat down.

When Jesus saw the large crowd coming toward him, he asked Philip, “Where will we get enough food to feed all these people?” Philip answered, “Don’t you know that it would take almost a year’s wage just to buy only a little bread for each of these people?”


Andrew, one of the disciples spoke up and said, “There is a boy here who has five small loaves of barley bread and two fish. But what good is that with all these people?”

The ground was covered with grass, and Jesus told his disciples to have everyone sit down. About five thousand men were in the crowd. Jesus took the bread in his hands and gave thanks to God. Then he passed the bread to the people, and he did the same with the fish, until everyone had plenty to eat.

The people ate all they wanted, and Jesus told his disciples to gather up the leftovers, so that nothing would be wasted. The disciples gathered them up and filled twelve large baskets with what was left over from the five barley loaves.


The next day many people came back. They started grumbling because Jesus said that the bread came from heaven.

Jesus told them, “Stop grumbling. No-one can come to me unless the Father wants them to come. Everyone who listens to the Father will come to me.

I am the bread that gives life! No one who comes to me will ever be hungry. No one who has faith in me will ever be thirsty. I have told you already that you have seen me and still do not have faith in me. Everything and everyone that the Father has given me will come to me, and I won’t turn any of them away.


Appendix 3

Echo Mime

WORDS ACTIONS

They met together in their homes Place hands together to make a roof shape

They broke bread together Make a breaking action

They prayed together Join hands together as if to pray

They talked together Open and shut hands quickly to make a chattering sign

They healed sick people Stroke arms

They shared stories about Jesus Open up hands as if opening a book

They taught the people how to live in Jesus’ way Open hands and move forward as if sharing

They gave money to the poor Pretend to take money from pocket and give it away

They went to the temple to praise God Raise hands to the sky


Appendix 4

Prayer of Thanks after Meals

Dear Lord

Thankyou for all our gifts in life

Thankyou for our friends and family

Thankyou for your gift of creation.

Thankyou for the gift of our food that we have just shared.

Bless people who are hungry and sad.

Bless us that we might be like Jesus.

Amen


Appendix 5

Ancient Scrollhttp://ninjaradio.files.wordpress.com/2009/07/scroll1.jpg

(Please acknowledge when using this picture)


http://ninjaradio.files.wordpress.com/2009/07/scroll1.jpg

Appendix 6Children’s Liturgy of the Word

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

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 hospitality


Resources

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.

TeacherCarlson, M. (1997). Gold and Honey Bible. Oregon: Multnomah Publishers.

Hari, A and Singer, C (1995) Discover the Old Testament Today Sign Publishing Company

O’Brien, K. & White, D. (2001). The Thinking Platform. Marayong: K. D. Publications.

Pohl, M. (2000). Learning To Think, Thinking To Learn. Australia: Harker Brownlow Education.

Ryan, M. (2003) Expressions. A Religion Series for Catholic Primary Schools. Tuggerah: Social Science Press.

White, D. et al. (2003). Into The Deep. Marayong: K. D. Publications

Woods, L (1996) The Christian Story. ACU Press. North Sydney

Reehorst, J(2002) Guided Meditations for Children. Florida. Harcourt Religion Publishers

Audio VisualThere are a variety of DVDs/ videos about the Gospels. Check your own school resources.

Literature Jesus Cares for People by Blythe, Moffat, Murray, O’Shea, Taouk, Woods (2005)To Know, Worship and

Love James Goold House Publications

MusicFive Thousand People Catholic MissionMonica O’Brien and David Putney To Live Like Jesus © 2001 As One Voice for Kids No. 160Traditional Jesus Loves Me As One Voice for Kids No 46Kathy Sherman I Will Walk with You Jesus ©1993 As One Voice for Kids No.10Michael Mangan Take and Eat Sing Your Joy This is the TimeMichael Mangan Bread of Life Setting hearts on FireJohn Burland Share This Meal with Me Celebrating the SacramentsJohn Burland Do This in Memory of Me Celebrating the SacramentsAndrew Chinn In the Footsteps of Jesus Many Roads, One JourneyAndrew Chinn Take, Bless, Break and Give Wherever I GoAndrew Chinn Forward in Faith People of Peace

Search song/hymn categories for

John Burland http://www.johnburland.com/ Andrew Chinn http://www.butterflymusic.com.au/needasong.html#8 Michael Mangan http://www.litmusproductions.com/index.php/song-search.html

InternetBible Stories and People in the New Testament Page | 28

http://www.litmusproductions.com/index.php/song-search.html

http://www.butterflymusic.com.au/needasong.html#8

http://www.johnburland.com/

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

Online Aboriginal Dreaming stories Dust Echoes www.abc.net.au/dustechoes/

Kid Cyber http://www.kidcyber.com.au/topics/austaboriginalmyth.htm

You Tube versions of Gospel stories (animated)

Jesus feeds the 5000 http://www.youtube.com/watch?v=SlbXhoHpIz8

Feeding 5000 http://www.youtube.com/watch?v=f3DHdSi_860

Bible Story- Jesus Feeding 5000 People http://www.youtube.com/watch?v=fY17oDZ0vHg

John’s version (with actors http://youtube.com/watch?v=L6TjOhnv1Nk

Storytelling

http://storybird.com/

Make short art-inspired stories

http://www.capzles.com/

Capzles social storytelling

Pictures





General

http://www.caritas.org.au/?gclid=CJOir6zrpb8CFcEJvAodjUwAJg

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

http://www.vinnies.org.au/?gclid=CKXmk9Prpb8CFU8JvAodlo4ADA

http://wallwisher.com/

http://www.wordle.net/

http://www.tagxedo.com/

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

http://www.ning.com/

http://www.wikispaces.com/

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

Useful Apps


http://wild.biblesociety.org.au//wild/index.php

http://www.wikispaces.com/

http://www.ning.com/

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

http://www.tagxedo.com/

http://www.wordle.net/

http://wallwisher.com/

http://www.vinnies.org.au/?gclid=CKXmk9Prpb8CFU8JvAodlo4ADA

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

http://www.caritas.org.au/?gclid=CJOir6zrpb8CFcEJvAodjUwAJg





http://www.capzles.com/

http://storybird.com/

http://youtube.com/watch?v=L6TjOhnv1Nk

http://www.youtube.com/watch?v=fY17oDZ0vHg

http://www.youtube.com/watch?v=f3DHdSi_860

http://www.youtube.com/watch?v=SlbXhoHpIz8

http://www.kidcyber.com.au/topics/austaboriginalmyth.htm

http://www.abc.net.au/dustechoes/

http://missionandreligiouseducation.dbbcso.org/

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

Educreations PuppetPals Show Me Comic Maker


Documents

Outcomes - Primary RE Curriculum - This siteprim-re-modules.dbbcso.org/uploads/8/1/4/7/8147992/... · Web viewWe also hear about what these people experienced and how they spread