Strand C - God, Religion and Life Year 10

C10 – Ecumenism and Interfaith Dialogue

celinthomaskonnayil

Unit Overview

Though all religions seek to understand and make sense of the world and our place in it, they each have a distinct set of beliefs and practices that help their believers to do so. This unit allows students to explore the emergence of diverse expressions that exist within Christianity and the beliefs and practices of the Abrahamic traditions. Students will also be encouraged to develop an appreciation of the importance of ecumenical and interfaith dialogue as ways for religious believers to work together in promoting understanding and acceptance.

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Enduring Understanding

Respect for others includes understanding and accepting the diverse ways different religious traditions seek truth and meaning in life.

Objectives

A student will

  • will value, appreciate and become aware of the various expressions of God’s presence in the world; recognise the religious diversity of humanity; acknowledge the tension between good and evil; be open to the need to integrate religion with life
  • develop knowledge and understanding of the action of God in creation, the reality of good and evil and the human search for meaning in Christian and other traditions
  • reflect on the action of God in creation; reason with appropriate information and present coherent viewpoints; recognise the reality of good and evil; make informed responses in their search for meaning

Outcomes

A student

  • details the core beliefs and practices of the major Christian denominations and some of the non-Christian Faith Traditions. (RECKC10)
  • analyses and classifies aspects of commonality and difference between the Christian denominations, and also between the Abrahamic faiths. (RECSC10)
  • appreciates both the challenges and opportunities associated with religious diversity. (RECVC10)

Essential Questions

  1. How is our common Christian heritage expressed in different Churches? Catholics, Anglicans, Lutherans, Pentecostals, Presbyterians, Baptists. . . are they all Christians?
  2. What do the Abrahamic faith traditions have in common? What are some of the ways religion is (lived and) practised in Australia today?
  3. How do people of faith deal with diversity? Why and when do people from different faith traditions get together and what do they do?

Learning Focus & Statements of Learning

  • Students will deepen their understanding of the Christian Tradition by
    • examining the emergence and development of various denominations.
    • identifying and appreciating what the major Christian denominations share in common.
    • investigating and identifying the principal beliefs, practices, and religious and social structures associated with various denominations.
    • exploring John 17: 20-23 – Jesus prays for all believers
  • Students will deepen their understanding of the nature of religion by
    • examining the religious profile of the Australian community within a global context.
    • considering some of the core elements common to the major religious traditions.
    • exploring the principal beliefs, and the place of religious rituals and Sacred texts, in the Abrahamic faith traditions.
    • exploring Genesis 22:17-19  – Abraham and his offspring
  • Students will recognise the complexities associated with religious diversity by
    • assessing the progress of the ecumenical movement in the search for unity among Christians.
    • investigating local, national and international examples of, and approaches to, inter-faith dialogue.
    • considering the challenges to understanding, cooperation and harmony between religions and religious believers.
    • exploring Luke 24: 13-35 – The Walk to Emmaus

Learning Focus 1: John 17: 20-23 Jesus prays for all believers
Learning Focus 2: Genesis 22:17-19 Abraham and his offspring
Learning Focus 3: Luke 24: 13-35 The Walk to Emmaus

CCC 816,820,821, 822 The Church is one   
CCC 830- 838 The Church is Catholic 
CCC 839-845 The Church and non-Christians
CCC 2570-2573 God’s promise and the prayer of faith 
Decree on Ecumenism 
Nostra Aetate

Year 10 TKWL Chapter 6: East and West: One Faith in Many Communities

We Gather…as a community and prepare to hear the Word of God

Introduction: In 2017, many Christians and churches across the world  commemorated 500 years since Martin Luther raised concerns about the abuses in the Church of his time (1517 – during the time of the Reformation).
St Paul reminds us that God has reconciled us through Jesus Christ and that the love of Christ compels us to be people of reconciliation. Let us praise God together in the unity of the Holy Spirit.

Opening Prayer: Loving God, you are the origin and goal of all living things. Open our hearts and our eyes. Teach us to be loving, accepting and gracious, so that we may grow in the unity which is your gift. To you be honour and praise, now and forever. Amen

We Listen…
to the Word of God as it is proclaimed because Scripture is the heart of a liturgical celebration.

Scripture: 2 Corinthians 5:14-20
This Scripture passage emphasises that reconciliation is a gift from God, intended for all of creation. As a result of God’s action, each person is called to proclaim this reconciliation in their words and their actions. Just as Jesus died for all, ambassadors for Christ are asked to no longer live for themselves but to live for him who died for them. The world needs people who will break down barriers, build bridges, make peace, and open doors to new ways of life in the name of the one who reconciled us to God, Jesus Christ.

We Respond…
with a ritual action such as a reflection on the Word, Prayers of the Faithful, Powerpoint, a ritual action and/or singing.

Leader: In our world we build walls that divide us and stop us from creating community and unity. We bring before you the stones that build these walls:

*12 stones are named and brought forward to build a wall (use covered boxes): Lack of love; hate and contempt; false accusation; discrimination; persecution; broken communion; intolerance; religious wars; division; abuse of power; isolation; pride.

*As each stone is placed, the stone bearer makes a statement such as e.g. For when we have failed to love. All respond: Lord, forgive us.

* When the wall is complete place a large candle in front of the wall (along with a basket of small individual candles) and all respond: Loving God, look upon this wall that separates us from you and from one another. Forgive us our sins. Heal us. Help us to overcome the walls of division and make us one in you.

Action:

*The stone bearers break down the wall and form it into a cross ensuring the large candle is still prominent (music can be played). Ask all students to collect a small candle and light it from the large candle or from one another.

Leader: Loving God, we give you thanks for reconciling us and the whole world to yourself in Christ. By the power of the Holy Spirit transform our hearts of stone. Help us to be people of reconciliation and heal the divisions in our churches so that we may better serve as your instruments of peace in the world. Amen

We Go Forth…
into the world to do what we proclaim and to give witness to the fact that we are disciples and followers of Christ. Use a final prayer, a blessing, a song or hymn.

Leader: The light that you now hold represents warmth, security and community. It is a symbol of Christ which we are asked to take into this world, into the dark places where there is fighting, hatred and division that prevents our united witness of Christ’s love. Receive the light of Christ and carry it into the dark places of our world. Be people of reconciliation. Be ambassadors of Christ!

Leader: We call out to you, most merciful God: let all who seek reconciliation experience your help so that they may proclaims your mighty deeds of love! We ask this in the name of your Son, Jesus Christ our Lord.

All: Amen

Leader: May the blessing of Almighty God, the Father, and the Son, and the Holy Spirit come upon you and remain with you forever.

All: Amen

Leader: Go in God’s peace.

All: Thanks be to God.
Useful links 

Australian Curriculum

Cross Curriculum Priorities

The General Capabilities

 

Aboriginal and Torres Strait Islander histories and cultures http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-ahc.gif

 

Critical and creative thinking   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-cct-1.gif

 

Asia and Australia’s engagement with Asia  

 

Ethical understanding   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-eu.gif

 

Sustainability  http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-se.gif

 

Information and communication technology capability   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-ict.gif

Other important learning identified by the NSW Educational Standards Authority (NESA):

Intercultural understanding   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-iu.gif

  

Civics and citizenship http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-cc.gif

 

Literacy   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-l.gif

Difference and diversity http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-dd.gif

 

Numeracy   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-n.gif

 

Work and enterprise http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-we.gif

Personal and social capability   http://news.boardofstudies.nsw.edu.au/images/content/icon-k10-psc.gif

Life Skills

Religious Education for students studying a Life Skills program is developed from the unit outcomes, resulting in the Learning Focus and Statements of Learning. Students may demonstrate achievement of these learning statements independently or with support designed to meet the needs of the student. Such support may include:

  • the provision of extra time to complete tasks
  • physical and/or verbal assistance from others
  • the provision of technological support
  • the assistance of a scribe
  • participating in a group task
  • providing verbal or artistic responses along with written ones.

A student

  • explores major Christian denominations and describes examples of Ecumenism and Interfaith Dialogue. (LRECKSC10)

A student studying a Life Skills program will be able to:

  • deepen their understanding of the Christian Tradition
    • identify the major denominations of Christianity.
    • describe some common Christian beliefs.
    • outline an example of Ecumenism and/or Interfaith Dialogue.

Who believes in Jesus Christ?
How is our common Christian heritage expressed in different Churches? Catholics, Anglicans, Lutherans, Pentecostals, Presbyterians, Baptists. . . are they all Christians?

LSC10 1.1

  1. Students watch Week of Prayer for Christian Unity 2015
  2. Provide students with the names of a variety of Christian denominations and have the students place these into groupings such as Anglican, Catholic, Orthodox, Protestant, Pentecostal.
    Use http://ministryblue.com/denominations.html

LSC10 1.2

  1. Students locate an image or images that represents Christianity.
  2. Give a reason as to why this /these image represents Christianity.
  3. using the images students answer- What do all Christians believe?

LSC10 1.3

  1. Students go to the Columban Interfaith Dialogue Resource

  2. Locate an example of Interfaith Dialogue.

  3. Write 2-3 points outlining this example.

Supporting Documents

Learning Experience 1

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Learning Experience 2

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Learning Experience 3

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