Unit Overview

Every baptised person has an ongoing responsibility to follow Jesus’ way of life in their thoughts, words and actions. In this unit students will investigate the counter-cultural nature of Jesus’ ministry and how his actions reflect the love of God. They will reflect upon the call to be an authentic witness to a life of faith.

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Enduring Understanding

Jesus’ way of living isn’t always easy.

Objectives

A student will

be aware of their personal responsibility for moral decision-making; recognise that moral decision-making can be both complex and demanding; accept the need to work with compassion for justice in the world; believe in their own potential to effect change
develop knowledge and understanding of Catholic moral teaching, its relationship to moral issues and place in personal decision-making, including its call to work for justice in the world
research into and reflect on Catholic moral teaching; develop the ability to make responsible moral decisions; apply the principles of justice and compassion in their lives

Outcomes

A student

describes how Jesus changed the lives of the people he encountered. (RECKE8)
identifies the core values shown and espoused by Jesus and applies them to contemporary life situations. (RECSE8)
appreciates how the words and actions of Jesus provide a model for Christian living. (RECVE8)

Essential Questions

What were Jesus’ best human qualities? Why is it a good idea to follow Jesus’ example? WDJD (What did Jesus do) that was so great?
How did Jesus change the lives of those he met?
How does Jesus’ commandment of love compel Christians to love and respect our neighbour?
How does being Christian and living by the Gospel values challenge Christians to respond to contemporary issues differently to non-Christians?

Learning Focus & Statements of Learning

Students will deepen their understanding of Jesus’ ‘model of living’ by
- selecting aspects of Jesus’ life which they consider to be significant and worthy of imitation
- considering stories from the Gospels which reveal some of Jesus’ qualities.
- reflecting upon the words and actions of Jesus so as to identify principal themes and messages.
- exploring Luke 7:36-50 – Jesus and Simon the Pharisee
Students will recognise and value the ways in which Jesus influences the lives of others by
- exploring how some people depicted in the Gospels were changed by their encounter with him
- considering the example of some Saints and/or individuals who exemplify the Christian life.
- reflecting upon their own personal relationship with Jesus.
- exploring Luke 10:38-42 – Jesus visits Mary and Martha
Students will develop their understanding of Christian discipleship by
- considering how the Great Commandment serves as the guiding principle for Christian living.
- proposing ways in which they may demonstrate a love and respect of neighbour.
- identifying ways in which Christian living is counter-cultural.
- analysing a range of contemporary life situations and assessing how Gospel values might be applied.
- exploring Matthew 22: 34-40 – The Great Commandment

Compulsory Scripture

Learning Focus 1: Luke 7:36-50 – Jesus and Simon the Pharisee
Learning Focus 2: Luke 10:38-42 – Jesus visits Mary and Martha
Learning Focus 3:Matthew 22:34-40 – The Great Commandment

KWL

Year 8 TKWL Chapter 15:
15.1 Jesus in Matthew’s Gospel, pp197-198.
15.2 Jesus in Mark’s Gospel, pp198-199.
15.3 Jesus in Luke’s Gospel, pp199-200.
15.4 Jesus in John’s Gospel, pp200-202.

Year 8 TKWL Chapter 16:
16.1 What is a Parable? pp204-205.
16.2 Use of Everyday Images pp205-209.
16.3 Kingdom Images, pp209-211.

Year 8 TKWL Chapter 17:
17.1 Justice! pp213-214.
17.2 What is a Just Society Like? pp214-215.
17.4 Some Features of a Just Society, pp217-220.
17.5 Option for the Poor, pp221-225.
17.8 Dignity of Work, pp230-234.

Prayer

We Gather…as a community and prepare to hear the Word of God	Leader: Lord, open my lips. Response: And my mouth shall proclaim your praise. Glory be to the Father, and to the Son, and to the Holy Spirit, as it was in the beginning, is now and ever shall be, world without end. Amen. Alleluia. ANTIPHONS – All pray Antiphon if applicable: Advent: Jerusalem, lift up your head and see the power of your king. Behold, your Saviour is coming to free you from your chains. Lent: Behold, now is the acceptable time; behold, this is the day of salvation. Easter: Your sadness will be turned to joy. Alleluia. All pray: Psalm 97.
We Listen… to the Word of God as it is proclaimed because Scripture is the heart of a liturgical celebration.	See *Universalis* and follow the links in the left-hand sidebar to ‘Readings at Mass’ and read the Gospel of the day. Pause for silent reflection Leader: O Lord, rescue my soul from death. Response: And keep my feet from stumbling. NOTE: The simple Benedictine Morning Prayer uses the same Gospel reading each day of the Week I/II cycle, that is, Monday Week I Morning Prayer uses Tobit 4:14-16, 19. For the sake of classroom prayer, where only one prayer from the Office is being prayed in the day, using the Gospel of the day makes more sense.
We Respond… with a ritual action such as a reflection on the Word, Prayers of the Faithful, Powerpoint, a ritual action and/or singing.	BENEDICTUS ANTIPHON – All pray: Blessed be the Lord, the God of Israel; he has come to his people and set them free. (Alleluia) BENEDICTUS – All pray: Blessed be the Lord, the God of Israel; he has come to his people and set them free. He has raised up for us a mighty saviour, born of the house of his servant David. Through his holy prophets he promised of old that he would save us from our enemies, from the hands of all who hate us. He promised to show mercy to our fathers and to remember his holy covenant. This was the oath he swore to our father Abraham: to set us free from the hand of our enemies free to worship him without fear, holy and righteous in his sight all the days of our life. You, my child, shall be called the prophet of the Most High for you will go before the Lord to prepare his way, to give his people knowledge of salvation by forgiving them their sins. In the tender compassion of our God the dawn from on high shall break upon us, to shine on those who dwell in darkness and the shadow of death, and to guide our feet on the road of peace. Glory be to the Father, and to the Son, and to the Holy Spirit, as it was in the beginning, is now and ever shall be, world without end. Amen. Alleluia. Our Father – All pray.
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.	CONCLUDING PRAYER – Father of might and power, every good and perfect gift comes down to us from you. Plant in our hearts the love of your name, increase our zeal for your service, nourish what is good in us and tend it with watchful care. We make our prayer through Christ our Lord. May the peace of God, which passes all understanding, Be with us throughout this day. And with all those we love. Amen. This prayer taken from The Benedictine Handbook. Anthony Marett-Crosby, Editor, pp138-140.
Useful links	Universalis The Benedictine Handbook .

General Capabilities

Australian Curriculum
Cross Curriculum Priorities		The General Capabilities
	Aboriginal and Torres Strait Islander histories and cultures		Critical and creative thinking
	Asia and Australia’s engagement with Asia		Ethical understanding
	Sustainability		Information and communication technology capability
Other important learning identified by the NSW Educational Standards Authority (NESA):			Intercultural understanding
	Civics and citizenship		Literacy
	Difference and diversity		Numeracy
	Work and enterprise		Personal and social capability

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.

Outcome

A student

locates and recounts stories of encounter from the Gospels and identifies core Gospel values. (LRECKSE8)

Content

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

deepen their understanding of Jesus’ ‘model of living
- use the Bible to identify some core ‘Gospel values’.
- retell an episode from the Gospels describing how a person was changed by their encounter with Jesus.
- develop a creative response to the ‘Great Commandment’.

Examples of Essential Questions

What were Jesus’ best human qualities?
Why is it a good idea to follow Jesus’ example?
WDJD (What did Jesus do) that was so great?
What is a Gospel value?

Examples of Teaching and Learning Experiences

LS7E 1.1

Students are provided with a list of Gospel values (see Sense of the Sacred Gospel Values – A Summary Statement) and are to choose six values and define these values in their own words.
Possible Gospel Values: Hope, Compassion, Reconciliation, Love and Sacredness of Life.
Students are to complete a mix and match activity where the above Gospel values and the following scripture passages are provided to the student/s and he/she is to decide which Gospel value is being addressed in the scripture passage.
Scripture Passages (with answers): Luke 22:39-46 (Hope), Mark 1:40-45 (Compassion), Mark 2:1-12 (Reconciliation), John 8:1-11 (Love) and Mark 10:13-16 (Sacredness of Life).
Student/s chooses his/her favourite Gospel value and passage from the mix and match activity in part (b) and explain why he/she likes this passage and value the most.

LS7E 1.2

Read Luke 19:1-10, and for the chosen passage answer: How was Zacchaeus changed after he met Jesus? Students are to retell this story (perhaps in a modern context, depending on the ability of the individual student) in the form of a comic strip (see Comic Life) or by retelling the story from the point of view of a family member or friend of Zaccheaus.

LS7E 1.3

Read the Great Commandment from Matthew 22:34-40. Student writes a journal response about the ways he/she lives out the commandment of love. Student/s think of a particular time when they have shown love of God and neighbour and tell this “story” in a creative manner, such as, a sculpture, painting, drawing or picture book.

References to KWL

Year 8 TKWL Chapter 15: The Great Commandment, p197.

Scripture

Luke 22:39-46
Mark 1:40-45
Mark 2:1-12
John 8:1-11
Mark 10:13-16
Luke 19:1-10
Matthew 22:34-40

E8 – Alive in Christ