Section 1: Beliefs and values

Transcription

1 2 Introduction Scheme of work 3 This section focuses on Christian beliefs about the nature of God, specifically on the belief that there is one God but three persons: father, son and Holy Spirit. It also includes a consideration of the Christian belief that God is the creator of all things. Most of these beliefs are held in common by almost all the Christian Churches, although where there is a specifically Catholic point of view this needs to be highlighted. It is important to keep this in mind throughout the unit. There are two spreads in the Student Book and two lesson plans for the topic of Jesus as the Son of God. This simply reflects the huge range of material that could be covered for what is, above all others, the belief that characterises the Christian faith. The section goes on to discuss the idea of sin and salvation, focusing on the Christian belief that fallen humanity was saved from eternal punishment through the death and resurrection of Jesus. Later it considers quite difficult concepts such as sin and atonement. Finally, the section picks up on the fundamental Christian belief that human beings were created by God in order to love Him and to love each other love of God and others being the meaning and purpose of human existence. Along with Section 2 (Community and tradition) these topics have the potential to be quite dry and unappealing. At the same time they provide an important foundation to a student s understanding of the Catholic faith, and should not be diluted. Rather, teachers should try to find as many ways as possible to present the material in a user-friendly and engaging way. That would suggest as great a use of activities as possible and the use of a medium such as PowerPoint to present the topic in a more visual way. It could also include making use of excerpts from suitable films and documentaries, which can be seen on television from time to time. Many teachers find it useful to record such programmes and build up a resource library. Topics in this section that might lend themselves to this approach include God as Creator and Jesus as the Son of God. There are frequent TV programmes about Creation theories and, around Christmas and Easter times, programmes about the life of Jesus and related topics. Exam questions often ask students to explain why Christians or Catholics believe something to be important for example: Why is belief in the Trinity important for Christians? In the mark scheme, marks are awarded for answers that say, because belief in the Trinity is stated in the creed or belief in the Trinity is taught in the Catechism. As the creed affirms many fundamental Christian beliefs, it is not referred to specifically for every topic either in the Student Book or this Teacher Guide. Similarly, the Catechism of the Catholic Church (CCC) will outline the Catholic teaching on almost every topic covered in the syllabus. Students should be reminded of this, but it is not mentioned repeatedly in either the Student Book or this guide. The resources provided for this section can also be found on the accompanying Resource Browser CD, along with Resource Sheets for each topic. In all cases please see Teacher Guide pages for Lesson plans, suggested teaching, references to Resource sheet(s) and homework tasks. Resources are included as suggestions only and not as a comprehensive guide to all that are available. The Edexcel Student Book is assumed to be the main text (referred to as the Student Book in this suggested scheme of work). All Resource sheets are available on the CD-ROM. Suggested teaching and homework activities 0 Introduction: Beliefs and values A general introduction to the idea that religious believers in general, and Christians in particular, tend to formulate sets of beliefs about God and about how to behave. A simple explanation of the identity of the Catholic Church. 1 God as unity and Trinity The meaning and importance for Christians of believing in God as unity and Trinity. An examination of the Christian belief in one God but as three persons, and the importance of that belief for Christians. 2 God the Father The meaning, and importance for Christians, of believing in God as father. An examination of what Christians believe about the first person of the Trinity, God the father, and why that belief is important for Christians. Suggested resources A map of the world, in which the main religions are indicated by region (see Student Book, page 000). PowerPoint presentation prepared by the teacher showing this map of the world and key features shared by all religions. Resource Sheet 0.1. Large image of a shamrock either drawn onto the board or projected. Simple PowerPoint presentation prepared by the teacher, showing God as unity and God as Trinity. Resource Sheet 1.1: God as unity and Trinity. Resource Sheet 1.2: Qualities of a good father (provides a copy of the prayer Our father ). Image of a father with his children (as in Student Book, page 000). Points to note/ possibilities for SMSC and key skills In many of these lessons there will be an opportunity for group work, and for the sharing of ideas. Occasionally it is proposed that short impromptu debates might take place. There is also the opportunity for students to engage in individual personal research. The shamrock image is the standard one for discussing and explaining the concept of the Trinity. There are alternatives, such as the Trinity shield.

2 Suggested teaching and homework activities Suggested resources Points to note/ possibilities for SMSC and key skills Suggested teaching and homework activities Suggested resources Points to note/ possibilities for SMSC and key skills 4 3 God the Creator The meaning, and importance for Christians, of believing in God as the creator. An examination of the Christian belief that God created the universe, and the importance of that belief for Christians. 4 Jesus, the son of God The meaning, and importance for Christians, of believing that Jesus is the son of God. An examination of the Christian belief that Jesus is the Son of God, incarnate of the Virgin Mary, and the importance of that belief for Christians. This lesson focuses specifically on the identity of Jesus. 5 The death and resurrection of Jesus The meaning, and importance for Christians, of the death and resurrection of Jesus. An examination of the Christian belief that Jesus is the Son of God, incarnate of the Virgin Mary, and the importance of that belief for Christians. This lesson focuses on the implications of Jesus death and resurrection. Copies of the Bible. Resource Sheet 1.3: How was the universe created? A suitable image of the transfiguration of Jesus, such as the one in the Student Book (page 000), with the caption: This is my Son. Short PowerPoint presentation prepared by the teacher to help explain why it is important for Christians that Jesus is the Son of God. Resource Sheet 1.4: Names and titles of Jesus. A copy of the biblical account of the transfiguration of Jesus (Matthew 17:1 9). A DVD of a suitable film about the life and death of Jesus, such as Mel Gibson s film The Passion of the Christ or Franco Zeffirelli s Jesus of Nazareth. Resource Sheet 1.5a: The crucifixion. Resource Sheet 1.5b: Jesus death and resurrection. Because Jesus as Son of God is such a huge and important topic there are two spreads on this in the Student Book, each with its own lesson plan. 6 The Holy Spirit The meaning, and importance for Christians, of believing in the Holy Spirit. An examination of the Christian belief in God in the person of the Holy Spirit, and the importance of that belief for Christians. 7 Sin and salvation The meaning and importance of Christian beliefs about salvation from sin. An examination of the Christian concept of sin and the belief that the death and resurrection of Jesus brought liberation from sin and eternal union with God. The importance of that belief for Christians. 8 The importance of loving God The meaning and importance of loving God and how love of God affects Christian lives. An examination of the Christian belief that the primary purpose of life is to love God and to allow that love to affect the way we live our lives. 9 Christian teaching on loving others The meaning and importance of Christian teachings on the love of others (Mark 12:29 31, Luke 10:25 37, Matthew 25:31 46). An examination of the Christian belief that their love for God should also lead them to express their love for others. Copies of St Luke s Gospel. The account of the descent of the Holy Spirit at Pentecost (Acts 2:1 13) to read out in class. Resource Sheet 1.6: The work of the Holy Spirit. Resource Sheet 1.7: Mortal and venial sins. PowerPoint presentation prepared by the teacher, based on the notes below (or those on the relevant spread in the Student Book). A display, perhaps on the black or whiteboard, entitled Love is the meaning of life. Resource Sheet 1.8: The Shema. Copies of the Parable of the Good Samaritan (Luke 10:30 37). Resource Sheet 1.9: Circles of concern. Traditionally the Holy Spirit is the third person of the Trinity. It is, of course, more difficult to ascribe a personality to the Holy Spirit than to God the father or God the son. Salvation is likely to be a difficult concept for many students. One way of approaching it in a more concrete way might be to refer to it in terms of going to heaven. The specification includes a number of topics on the general theme of loving God and others. If lesson time is at a premium, this group of lessons could probably be reduced without sacrificing too much material (particularly in relation to the lessons that relate to a religious community expressing love (1.11 and 1.12) and showing love in the local area (1.13)). The theme of loving others has obvious links with the related non-religious concepts of showing concern for others both locally and in developing countries. 5

3 6 Suggested teaching and homework activities 10 Expressing love for God How love of God is expressed in the life of a religious community. An exploration of the ways in which Christians seek to express their love of God in their everyday lives. 11 How religious communities express their love of others How love of others is expressed in the life of a religious community. An exploration of the ways in which Christians seek to express their love of others in their everyday lives. 12 Showing love for God and others in the local areas How a Christian Church shows love of God and love of others in the local area. An exploration of the ways in which a group of Christians might seek to express their love of God and their love of others in their local area. Examzone This lesson is fairly general and designed to familiarise students with the shape of a question and the approaches needed to answer each part. Suggested resources Resource Sheet 1.10: How do we show we love others? Copies of the Parable of the Sheep and the Goats (Matthew 25:31 46) or students to have copies of the Bible to look this up. Resource Sheet 1.11a: The Parable of the Sheep and the Goats. A collage of photos showing examples of actual suffering around the world today, such as the one that appears in the Student Book on page 000. This could be a PowerPoint presentation. Resource Sheet 1.11b: Amnesty. Resource Sheet 1.12: The corporal works of mercy. You may want to give some advance thought to examples of deprivation and suffering that the students can witness in their own local area. OHP or other means of projecting the sample questions. ExamZone Resource Sheet. Points to note/ possibilities for SMSC and key skills The concept of a religious community here is taken to refer to an identifiable Christian community, such as a parish or a diocese. It could also be taken to refer to a school. Introductory Lesson plan all students will be able to name some of the world s major religions all students will be able to identify some simple beliefs held by some of those religions some students will be able to explain the relationship between the various religions and the regions of the world a few students will be able to explain in detail the common features held by almost all the major religions. opinion about whether the world would be a better place if there was only one religion, with a supporting reason A map of the world, in which the main religions are indicated by region (see Student Book, page 000). PowerPoint presentation prepared by the teacher showing this map of the world and key features shared by all religions. Resource Sheet minutes Display the map of world religions. Explain how it shows religions by region. Hand out the introduction Resource Sheet: World religions. Spend some time explaining how many different religions there are, then focus on Hinduism, Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism. It would help to explain in simple terms a few beliefs from each religion. (You could also ask students if they know anything about them or have any experience of any of the religions.) Identify each religion by region and give the approximate numbers of adherents for each. Mention some of the benefits of having so many religions (such as colourful ceremonials, different insights into the nature of God) and some drawbacks (possible conflict, feeling one religion has more authority than another). Identify the principal Catholic areas of the world such as southern Europe and South America. 7 For the teacher, mark scheme (in the SAMS).

4 8 15 minutes Ask students to complete the introductory Resource Sheet using information they have noted during the lesson. They should record: the main regions of the world where each of the major religions is to be found Lesson plan 1: God as unity and Trinity 9 the approximate numbers of adherents for each religion some of the key beliefs shared by these religions. 15 minutes Examine the common features of the major religions. A PowerPoint presentation would make this much more accessible to the students. Give examples, in simple terms, of some of the key ways in which all religions are similar, and one or two differences. For example: almost all believe in God as creator (although some argue that Buddhism is not theistic) all have sets of beliefs about God and/or what was taught by their founders all have moral values all have rituals and ceremonies most believe in some form of life after death and punishment and reward for the way life has been lived (but some Jews don t, for example). 15 minutes Ask the question: What is Catholicism? This is not an attempt to explain Catholic beliefs, but rather to place Catholicism in context with other Christian faiths. You could approach it historically and diagrammatically (using a dividing line). The early Christian Church divides in the eleventh century between East and West, mainly on the issue of authority. The Western Church divides in the early sixteenth century, mainly on the issue of the authority of the Pope, the role of clergy, and the primacy of the Bible. Broadly there are now Orthodox Christians (in the East), Protestants and Catholics. all students will know that Christians believe in one God all students will know that Christians believe that God is made up of three persons some students will be able to explain why belief in God as unity and Trinity is important for Christians a few students will be able to explain how describing God as three persons might help Christians understand what God is like. opinion about whether Jews, Christians and Muslims all believe in the same God, with a supporting reason Large image of a shamrock either drawn onto the board or projected. Simple PowerPoint presentation prepared by the teacher, showing God as unity and God as Trinity. Resource Sheet 1.1: God as unity and Trinity. Catholics are those who accept that the Pope is the person appointed by Christ to lead the Christian Church. 5 minutes Recap the themes of the lesson. Explain that Christianity is one of the major world religions (the one with the most followers) and Catholicism is part of the Christian Church. There are many different religions around the world, all have their own beliefs and values, but there are things that most religions have in common. 10 minutes Show the image of the shamrock and ask students whether it has one leaf or three leaves? Hopefully you will get both answers. Go on to say that St Patrick of Ireland used the shamrock to explain one of the great mysteries of Christian belief the Trinity. Write God the father, God the son and God the Holy Spirit onto the three parts of the leaf. Ask students to draw the shamrock into their books or files, for revision later. 2 weeks Ask students to consider whether they think it is a good or a bad thing that there are so many different religions, and to explain why. More able students could be asked to find out more about why the Christian Church split between the East and the West in the eleventh century or why the Western Christian Church split in the sixteenth century, and write a brief explanation.

5 10 15 minutes God as unity 10 minutes Discussion Explain more fully that Christians believe in one God and why this belief is important. You could refer to the brief explanation in the Student Book (page 000). Three key points to stress are: before the Jews started to believe in one God, people used to worship lots of gods, including nature and the elements (e.g. sun and thunder) if there is only one God, then the god of the Jews, Christians and Muslims is the same god (you should mention some of the common characteristics of belief in God, e.g. that all teach about how to behave, that we should worship God, the belief in life after death) if we were all created by one God, then we are all brothers and sisters and should live in unity. What kinds of things did people worship in the past and why? In what ways might it be better for all people to believe there is only one God who is like a person rather than a part of the natural world? 2 weeks Ask students to find out more about a pre-christian religion that used to worship many gods, then write a short essay about what they have discovered. They could complete their shamrocks by adding a brief explanation in their own words of what Christians believe about God the father, God the son and God the Holy Spirit. Brighter students might be asked to explain whether they think that imagining God as three persons helps them to understand what God might be like. They could also find out about a present-day religion that believes in more than one god. An activity in which students write about the way they see God will allow the brighter students to answer more theoretically, while weaker students will tend to suggest images (old man, white beard, etc.). Resource Sheet 1.1 provides some quotations from early Christian texts on the subject of the Trinity, and some research research that might be suitable for more able students minutes God as Trinity Explain more fully that Christians believe there are three persons in one God. You should mention that this belief distinguishes them from other monotheistic religions. You could refer to the brief explanation in the Student Book. Describe the division into: God the father as creator, law giver, father of all human beings God the son Jesus, who became man, taught about how we should behave, helped others, died and rose again God the Holy Spirit a more mysterious force at work in the world, inspiring people to live a good life. 10 minutes Writing task Ask students to write a short paragraph explaining whether they believe God exists and why. Ask them to describe how they think about God what images they have in their mind to describe him. 5 minutes Ask students to recap the most important things learned during the lesson. It is important to establish that students know Christians believe both in the unity of God and in God as the Trinity father, son and Holy Spirit. Stress that the Trinity is a difficult idea and that they shouldn t worry if they don t fully understand what it means.

6 12 Lesson plan 2: God the father 15 minutes Point out that one of the ways in which Christians view God is as their father. Explain briefly about God being understood as a father. You could explain such ideas as: God created all people 13 he loves and cares for them all students will be able to explain some of the qualities of a good father all students will be able to understand that Christians call God their father some students will be able to why it is important for Christians to believe that God is their father a few students will be able to understand that Christians believe God, as father, sometimes makes rules and punishes those who disobey him. opinion about whether God acts like a loving father, with a supporting reason Resource Sheet 1.2: Qualities of a good father (provides a copy of the prayer Our father ). Image of a father with his children (as in Student Book, page 000). Recap of previous experience and prior knowledge Students will have considered God as unity and Trinity. They will have learned that one of the ways in which Christians understand God is as their father. he provides for their needs he guides them with rules he sometimes disciplines his children everyone is part of God s family on Earth and in Heaven. 10 minutes Ask students to spend a few minutes reading the prayer Our father. Ask them to write it out again in their own words. Go around the class helping those who do not understand some of the phrases (such as forgive us our trespasses ). 10 minutes Discussion What evidence might Christians point to that shows God acts like a father? Is there evidence to suggest that God does not act like a father? Try to ensure the discussion is balanced, and write some of the best ideas on the board. 5 minutes Summarise the most important points from the lesson. Ask one or two students to name the most important quality of a father and why they chose it. Then remind them that God is seen as father by Christians and recap some of the qualities that support that view of God. You could refer students to the summary for this spread in the Student Book. 10 minutes Display an image of a father with his children or refer students to the photograph in the Student Book, page 000. Briefly ask students to suggest words or phrases that describe what a good father should be like. Record the words on the board. 10 minutes Students could be asked to complete the starter task, either individually or in pairs. They should use Resource Sheet 1.2 to note down the most important words that describe a good father, and explain briefly why they think these qualities are important. 2 weeks Write up a summary of the class discussion. In what ways can God be said to be like a human father? In what ways is he different from a human father? Offer the more able candidates an alternative homework, e.g. Do good fathers punish? Can God be a good father if he makes lots of rules and sometimes punishes those who disobey him?

7 14 Lesson plan 2: God the creator 10 minutes Brief class discussion Why is it important for Christians to believe that God created the universe? There are two important answers you should try to focus on. It shows that God is the origin of everything, meaning he has the authority to guide people about how to live in the world. 15 all students will know that Christians believe God created the universe all students will know that Christians disagree about how and when the universe was created some students will be able to explain why it is important for Christians to believe that God created the universe a few students will be able to explain both the Cause and Effect and the Design arguments to explain creation. opinion about the most likely explanation for the existence of the universe and of human life, with a supporting reason Copies of the Bible. Resource Sheet 1.3: How was the universe created? It means that as God is good, the world is also good and should be looked after. 5 minutes Recap the key points in the lesson: that Christians believe God created the universe, but disagree about whether this was by a single act of creation or through evolution following the Big Bang. 2 weeks Ask students to list the good things in creation (such as beauty of lakes and mountains) and the bad things (such as war and disease). How fair is it to say that God s creation is good? Can humans be blamed for all the bad things? 10 minutes Ask students to read Genesis 1. To familiarise themselves with the story, ask them to create six boxes and record what Genesis says God created on each day. You could ask more able candidates to do some research on the different theories of Creationism and write a short presentation on whether it is acceptable for Christian to believe that the world was created just 10,000 years ago. 10 minutes Hand out Resource Sheet 1.3 (How was the universe created?). After giving some time for the students to read the theories, help them to understand each of them better with a combination of explanation and discussion. 10 minutes Ask the students to write down in their own words what they believe about the creation of the universe, and why they hold that belief. 15 minutes Cause and Effect and Design Give students a brief explanation of both these arguments for the existence of God. Point out that both arguments suggest the existence of the universe indicates that God must exist. Cause and Effect everything (except God) must have a cause, so the universe must have been created by God. Design the world is so intricate and beautiful it must have had a designer, i.e. God. There are notes on this topic in the Student Book, pages You can also point students to straightforward explanations of these arguments in online encyclopaedias such as Wikipedia.

8 16 Lesson plan 4: Jesus, the son of God 10 minutes Explain the incarnation This is a difficult idea, so try to explain it as simply as possible. It must include the ideas that: 17 all students will know that Christians believe that Jesus is God all students will know that this is the fundamental belief for all Christians some students will be able to explain why it is so important for Christians to believe that Jesus is the Son of God a few students will be able to explain how the Incarnation makes Christianity differ from other religions, whose founders are not considered divine. opinion about whether it is essential for Christians to believe that Jesus is the Son of God, with a supporting reason A suitable image of the transfiguration of Jesus, such as the one in the Student Book (page 000), with the caption: This is my Son. Short PowerPoint presentation prepared by the teacher to help explain why it is important for Christians that Jesus is the Son of God. Resource Sheet 1.4: Names and titles of Jesus. A copy of the biblical account of the transfiguration of Jesus (Matthew 17:1 9). Mary was Jesus mother, but God, not Joseph, was his father Mary was a virgin 15 minutes Discussion Jesus birth was a miracle Jesus was both God and man, which is a difficult concept to understand. Ask the class to discuss the Catholic belief that Mary was a virgin when Jesus was born and remained so, she and Joseph not having children of their own. Try to draw out these conclusions. Mary s willingness to stay a virgin shows her commitment to God. Mary being a virgin, Jesus birth shows God s power. Brothers and sisters could have led to confusion would they have been partly divine? 15 minutes Why is it important for Christians that Jesus is the Son of God? If you have prepared a presentation in PowerPoint, you could show it now. Alternatively, the topic is covered in the Student Book, pages 000, or you could have the key points written up as a poster. If Jesus is the Son of God: he can forgive sins his teachings have great authority he can raise the dead to eternal life in Heaven he is alive now and we can talk to him and be helped by him. 15 minutes Prepare an image of the transfiguration of Jesus for the students to look at, such as in the Student Book, page 000. Refer to the caption This is my beloved son. Point out that Christians believe Jesus is God s son. Explain that, since this does not mean father in a biological sense, in this lesson you will consider exactly what the word means for Christians when they refer to God as father. Ask students to write down as many different uses and meanings of the word son as they can (biological, foster, term of affection, etc.). They work in twos or groups, perhaps with a little competition to see which group can think of the most. Then list some of the examples on the board. 5 minutes Ask students to suggest the most important things they have learned in this lesson. As part of this recap, mention the key themes: the Christian belief that Jesus is the Son of God the Incarnation the Virgin Birth. 2 weeks Students could be asked to read the account of the Transfiguration. And then draw a picture of the scene in the form of a poster for a church noticeboard. More able students could be asked to write a short essay: What do you think is the most important reason for Christians to believe that Jesus is God? Why did you choose that reason? Resource Sheet 1.4 provides an activity that asks students to find Gospel passages relating to the various titles given to Jesus. It also asks them to carry out their own research into the meaning of these titles. It is an activity that might be suitable for more able students.

9 18 Lesson plan 5: The death and resurrection of Jesus 15 minutes What did Jesus do to offend the Jewish and Roman authorities? You could ask for suggestions, but should lead students to the two key points: the Jewish leaders thought he was saying and doing things that undermined the Jewish faith 19 the Roman governor feared his popularity and the possibility of rebellion against Roman rule. all students will know that Christians believe Jesus died on the cross and rose again three days later all students will know that the death and resurrection of Jesus are the most important of all Christian beliefs some students will be able to explain why belief in the death and resurrection of Jesus is so important for Christians a few students will be able to explain what is meant by saying Jesus rose spiritually rather than physically. opinion about whether the resurrection of Jesus is essential to the Christian faith, with a supporting reason A DVD of a suitable film about the life and death of Jesus, such as Mel Gibson s film The Passion of the Christ or Franco Zeffirelli s Jesus of Nazareth. Resource Sheet 1.5a: The crucifixion. Resource Sheet 1.5b: Jesus death and resurrection. 15 minutes Why is the death and resurrection of Jesus so important? Ask students to discuss and come up with a list of points, then put the list on the board. Alternatively, refer students to the points listed in the Student Book, pages You should explain each idea briefly for example: Christians believe it shows God s love for humankind it means people are saved from their sins it proves that Jesus is divine (i.e. that Jesus is God) it gives the hope of life after death Jesus is alive today and can help Christians live good lives. 5 minutes Ask students to recap on the most important things learned in this lesson. It is important to establish that students know that Christians believe the death and resurrection of Jesus proved Jesus was God, and brought salvation to humankind. Resource Sheet 1.5b provides a complete the sentence activity. It could be used at the end of the lesson as a short test of what the students have remembered, and to reinforce the key points of this difficult topic. 15 minutes Show an extract from a film about the death of Jesus that concentrates on some aspect of the process of crucifixion. 15 minutes What did crucifixion entail? Refer to an image of the crucifixion, such as the one in the Student Book, page 000. Hand out Resource Sheet 1.5a about the process of crucifixion. Give students a few minutes to look at the various words associated with a crucifixion. Then, through discussion and explanation, help them to understand what crucifixion actually entailed. Ask students to record on their Resource Sheets what caused the death of someone who was crucified. 2 weeks Ask students to write a short essay explaining whether or not they think the resurrection of Jesus is an important Christian belief. Would there be so many Christians today if Jesus had not risen? Stronger candidates could be asked to do some research on the question of the empty tomb. What do Christians who say that the resurrection of Jesus was spiritual rather than physical believe happened on Easter Sunday and the days following?

10 20 Lesson plan 6: The holy spirit 15 minutes Hand out Resource Sheet 1.6 (The work of the Holy Spirit). Ask students to read the various passages from St Luke s Gospel as indicated on the spider diagram and to explain in their own words what the Holy Spirit is doing on each occasion. You may need to go round the class helping some students with their writing. For example, for Luke 1:35 they could write that the Holy Spirit descended on Mary so that she would become pregnant with Jesus minutes points from the story. all students will know that Christians believe the Holy Spirit to be one of the three persons in the one God all students will know that Christians believe God the Holy Spirit is present in the world to help people live good lives some students will be able to explain the kinds of qualities that Christian believe are gifts of the Holy Spirit a few students will be able to explain the reasons why it can be difficult to admit to being a Christian (or any religious believer in any faith), and how the Holy Spirit may help people in this situation. opinion about whether it is more difficult to live a Christian life in the twenty-first century than in the time of the apostles, with a supporting reason Copies of St Luke s Gospel. The account of the descent of the Holy Spirit at Pentecost (Acts 2:1 13) to read out in class. Resource Sheet 1.6: The work of the Holy Spirit. 10 minutes Pentecost 15 minutes Discussion The Apostles were afraid and were hiding. The Holy Spirit came down in two of the forms mentioned in the lesson fire and wind and gave them courage. The Apostles then went out and risked their lives to speak about Jesus and to try to win converts to the Christian faith. Read out the account of Pentecost (Acts 2:1 13) to the class. Emphasise the following How may the Holy Spirit be needed today? You could ask such questions as: How difficult is it to be a Christian today? Are some people embarrassed to say they are Christians? Is it acceptable to say you are a Christian in school? What qualities are needed to live a Christian life in twenty-first century? How might the Holy Spirit help people in these situations? 15 minutes Christians believe that the work of the Holy Spirit can sometimes be described using the images of fire, water and air. Ask students to make a list of the good things that each of these three can do (e.g. fire brings warmth, water brings growth, air breathes life, etc.). This could be a small group exercise with groups being given just one each of the three to think about. Ideas could then be presented and written on the board. 5 minutes Ask students to recap on the most important things learned in this lesson. They should mention the following. Christians believe the Holy Spirit is God. The work of the Holy Spirit can seem mysterious and is often described using images such as fire, water and air. The Holy Spirit works in the world to guide and inspire Christians to live good lives. 5 minutes Explain briefly the key points about Christian belief in the Holy Spirit, as follows. The Holy Spirit is one of the aspects ( persons ) of God. The Holy Spirit works in the world to give Christians the qualities they need to live good lives. 2 weeks Students could be asked to research the life of a modern Christian martyr such as Oscar Romero or Maximilian Kolbe. What challenges did they face trying to be good Christians? What qualities did they need? How might they have been helped by the Holy Spirit? The work of the Holy Spirit is mysterious, sometimes hidden, but can be understood better using the images of fire, water and air for example, that the Holy Spirit brings growth, refreshment and new life to people who may need help and strength. More able students could be asked to research the eventual fate of some of the apostles that went out preaching about Jesus at Pentecost. They could be asked to comment on whether it was more difficult to be a Christian then than now.

11 22 Lesson plan 7: Sin and salvation all students will be able to explain what is meant by the term sin all students will be able to explain simply the ideas of Heaven, Purgatory and Hell some students will be able to explain what is meant by the Catholic teaching that Jesus saved men and women from their sins a few students will be able to understand the principles of self-sacrifice and atonement as they relate to the Christian teaching about the death of Jesus. opinion about whether people would behave differently if they knew Hell didn t exist, with a supporting reason Resource Sheet 1.7: Mortal and venial sins. Recap of previous experience and prior knowledge This lesson develops a theme introduced in Lesson 1.5, The death and resurrection of Jesus. 10 minutes Discussion 10 minutes Salvation What might Heaven, Purgatory and Hell be like? Would people behave differently if they knew there was no such place as Hell? Show students suitable images of Hell (e.g. images from medieval art, such as those by Bosch, and more modern representations). You could refer students to the image of Hell in the Student Book, pages Give a simple presentation of the Church s teaching about salvation. God is good and forgiving, and doesn t want people to be punished. Jesus was sent to teach us how to live a good life. Jesus died on the cross to bear the punishment for the sins of the world. The concept of atonement may need to explained in relation to the death and sacrifice of Jesus. 15 minutes Ask students to return to the resource sheet. They should choose three examples from their list of sins that they consider to be venial and three they consider to be mortal sins, and explain why they have chosen to put them into these categories. 5 minutes Ask students to recap on the most important things learned in this lesson. Lead them to two essential issues: 23 the Christian meaning of sin, and the ideas of eternal reward and punishment the Christian teaching about salvation, brought about by the death of Jesus. 15 minutes Hand out Resource Sheet 1.7 (Mortal and venial sins). Invite students to suggest various sins and list them on the sheet. You could also write them on the board. 10 minutes Sin, Heaven and Hell Give the students a simple breakdown of Catholic teaching on sin and salvation. Sin is disobeying the will/law of God. Those who die without sins are rewarded in Heaven but those who die with unforgiven sins are punished. Purgatory a temporary place of purification for those whose sins are less serious (venial sins), before they go to Heaven. Hell eternal punishment for those who die without having repented of serious sins (mortal sins). 2 weeks Refer students back to their list of sins on Resource Sheet 1.7. Ask them to try to explain why people sometimes behave like this. Do all these sins have something in common? Brighter candidates could be asked to write a short story in which someone has done something wrong, but someone else takes the blame and the punishment. They should also explain the possible reasons why a person might be willing to do this.

12 24 Lesson plan 8: The importance of loving God 15 minutes Christians think that loving is the whole meaning of existence. Ask students to write a short paragraph recording some of the other things people might say make being alive worthwhile. Then invite some students to volunteer their ideas. 15 minutes Discussion 25 all students will understand that Christians believe God created human beings as an act of love all students will understand that Christians believe loving should be the motivation for any moral action we perform some students will be able to explain why showing love for God, whom we cannot see, can be difficult a few students will be able to explain how showing love can be an explanation of the meaning of human existence. opinion about whether it is possible to love God in the same way as we love our parents, with a supporting reason PowerPoint presentation prepared by the teacher, based on the notes below (or those on the relevant spread in the Student Book). A display, perhaps on the black or whiteboard, entitled Love is the meaning of life. Resource Sheet 1.8: The Shema. Refer students back to their list of ways of loving their parents, family or friends. Can they think of similar ways in which they show their love for God in their everyday lives? Answers such as worshipping God and obeying him will lead well into Lesson 1.10 about expressing love for God. Try to draw out the idea that showing love for God is difficult because he seems far away, and we cannot see him. Mention St John s teaching that those who claim to love God, who they cannot see, must love their fellow human beings, who they can see. 5 minutes Recap on the lesson. One of the most important questions asked by human beings is: What is the meaning or the point of life? Summarise the Christians answer as follows. God created human beings to show them love. He also created them to give love back to him and to show love to their fellow human beings. 10 minutes Jesus said we should love God as children love their fathers. Ask students to make a list of the ways in which they show love for their parents, family or friends. You could start them off with some suggestions, or refer them to a starter list on the relevant spread in the Student Book. You could then invite students to offer suggestions, which could be written on the board. 15 minutes Love is the meaning of life 2 weeks Students could be asked to try answering a question similar in style to part b) questions in the exam: Christians should love God in the same way as they love their parents. Do you agree? Develop at least two reasons to explain your point of view. For stronger students, suggest the following short essay: St Augustine once said: Love and do what you will. Do you agree that any action is acceptable provided it is motivated by love? Is it possible to lie, or even to kill someone out of love? Resource Sheet 1.8 (The Shema) asks students to find out more about the Jewish prayer that exhorts Jews to love God with all their heart and all their soul and all their might. It would give more able students an insight into the Judeo- Christian belief that the love of God is the first and most important of the commandments. PowerPoint presentation. Give a summary of Christian teaching about the importance of love. Key points should include: the Catechism teaches that we were made to love and serve God God created human beings to love them, and to ask for love in return loving God and others is the whole meaning of our existence Jesus said that love of God and others summarises every other law and commandment loving God as our father is central to the Christian religion.

13 26 Lesson plan 9: Christian teaching on loving others 15 minutes Who is our neighbour? Circles of concern Explain that in the Parable of the Good Samaritan, Jesus teaches us to love our neighbour. But the problem is, who is our neighbour? You could hand out Resource Sheet 1.9 (Circles of concern) or ask students to copy the diagram from the Student Book. 27 Explain how the image of circles of concern works. all students will be able to explain simply Jesus teaching about the Good Samaritan all students will be able to explain that Christians consider everyone, near and far, to be their neighbour some students will be able to explain how the example of Jesus helps Christians know how to behave towards others a few students will be able to explain fully the concept of circles of concern. opinion about whether it is possible to love everyone, even our enemies, with a supporting reason Copies of the Parable of the Good Samaritan (Luke 10:30 37). Resource Sheet 1.9: Circles of concern. Recap of previous experience and prior knowledge Remind students that in the previous lesson on the importance of loving God (Lesson 1.8), they discussed the idea that one way of showing love for God is by loving each other. 10 minutes Discussion In pairs or groups students should discuss who might be in need among their own family and friends, in their own town or local community, in the wider world. Ask students to write their examples within the circles on the diagram. Ask some students to share with the class a selection of the examples they have placed into their circles of concern diagram. This could lead to a discussion about ways they might be able to offer help and support. 10 minutes Give a brief summary of the example Jesus showed about loving others (you could refer to the Student Book, pages ). He mixed with outcasts from society tax collectors, collaborators with the Romans, prostitutes, etc. He took the risk of getting close to lepers and helping them. He went against the belief of his time that you should love your friends and hate your enemies. His example of loving outcasts has been followed by brave Christians ever since, for example by Mother Theresa of Calcutta. 5 minutes Recap the main points of this lesson, as follows. 10 minutes Give out copies of the Parable of the Good Samaritan or ask students to go to Luke, Chapter 10 in their bibles. Ask them to read the parable, then ask them to explain what they think it means. Use the discussion as an opportunity to explain the enmity between Jews and Samaritans. Ask students to think of examples of such enmity in the modern world. Jesus taught us to love our neighbour, whoever and wherever they may be. He meant we should help people in all three sections of the circles of concern, even when it is dangerous to do so. It is possible to show love even to those who are far away. 15 minutes Ask students to write in their own words a parable based on the Good Samaritan, but using modern-day enemies and scenes from the modern world. 2 weeks Ask students to do some research and to think about: enemies in the modern world areas in the world where there is great hatred who are the outcasts in modern-day society. They could then prepare a short presentation or essay about their conclusions. More able students could be encouraged to offer concrete examples of what they think Jesus might have done or taught to try to put right the problems in the modern world.

14 28 Lesson plan 10: Expressing love for God 15 minutes Teacher presentation Try to summarise the ways in which Christians can show love for God under four headings (these are explained more fully in the Student Book, pages ): Prayer talking to God, as we talk to our parents, sharing thoughts and concerns 29 Worship which shows respect for God all students will be able to describe ways in which people express love for others all students will be able to describe some of the ways in which Christians show their love for God some students will be able to summarise ways of showing love for God under a series of headings, such as worship and obedience a few students will be able to see how the ways in which Christians show their love for God derive from the ways in which we show love and respect for our fellow human beings. opinion about the most important ways in which Christians might show love for God, with a supporting reason Resource Sheet 1.10: How do we show we love others? Recap of previous experience and prior knowledge This lesson builds on the previous lesson on the importance of loving God (Lesson 1.9). 15 minutes Discussion Obedience not subservience, but following God s guidance Respect for others because Christians believe we are all children of God. A fifth, and current, issue that relates to how we love God is respect for the Earth. State that if we want to show love for God we should respect the world he has created. Invite students to say whether they agree. In what ways do humans show disrespect for the Earth and for God s creation? 5 minutes Recap the following key ideas from the lesson. There are many ways in which we show someone we love them. To show love for God, Christians pray, worship, show obedience, respect others and respect God s creation. 10 minutes Hand out Resource Sheet 1.10 (How do we show we love others?). Ask students to think of someone they love and respect very much (such as a parent, grandparent, carer, relative or friend) and to think of nine ways in which they show this love. Then ask them to put the nine ways into a Diamond 9 pattern on the resource sheet. You may need to explain how a Diamond 9 works (with the most important at the top, down to the least important at the bottom). 15 minutes Group work 2 weeks Students should use the ideas they came up with concerning the best ways for Christians to show love for God, and explain why they selected those particular ideas. Stronger students can be asked to research the work of CAFOD, in particular what it does to raise awareness of global warming and other dangers threatening the planet. Students should also try to explain why CAFOD, as a Catholic charity, thinks this work is so important. Ask the students to work in small groups to try to answer a similar question: How do Christians show love for God? Allow each group 5 minutes to come up with as many ideas as they can about how Christians might show love for God. Some of these ideas may well be based on their responses in the Diamond 9 exercise. Then ask for feedback and put the ideas onto the board. Make sure students add the top five ideas in the space provided on the resource sheet.