Heart Speaks to Heart

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1 Young Catholic Disciples Heart Speaks to Heart Young Catholic Disciples A diocese of westminster course for sixth form students General Religious education 1

2 Heart Speaks to Heart Heart Speaks to Heart Young Catholic Disciples A diocese of westminster course for sixth form students General Religious education God has created me to do him some definite service. I have a part in this great work. I am a link in a chain, a bond of connection between persons. God has not created me for nothing Blessed John Henry Newman To discover the plan of life that could make you fully happy, listen to God. God has a plan of love for each one of you. With trust, ask God: Lord, what is your plan for my life? What is your will? I want to fulfil it. Be sure that God will respond. Do not be afraid of the answer God gives you! Pope Benedict XVI Unlike any other teacher, a teacher of Religious Education needs to stop and ponder before delivering any lesson and consider what s/he personally believes about the subject matter being addressed, whether doctrinal or moral. Anonymous 2

3 Young Catholic Disciples Aim This is a one year course offering Sixth Form students in schools and colleges the opportunity to develop their own faith in a practical way by acting as young disciples with children of Primary school age. It is therefore a theoretical and academic course with practical and realised outcomes: To support young Catholic adults on their faith journey, especially but not exclusively, post Confirmation students. To challenge those who have been baptised to affirm the faith into which they have been baptised and make a commitment to Christian discipleship. To help young people consider their career prospects within the teaching profession, caring services or business promoting a culture of vocation. To help young people develop their personal life skills and inter-personal relationships. The course will provide engagement between local primary and secondary schools/colleges displaying partnership and community cohesion. The course will provide evidence of engagement between individual schools, the local Church and the diocese. Objectives To help students realise their own faith journey and challenge them to aspire to a new level of personal faith. To help students grow in their knowledge and understanding of Evangelisation, Catechesis and Religious Education. To help students realise what it means to share their faith, through a practical experience of working with younger children in a Primary school setting or younger students in the secondary school with the support of a specialist teacher. To help students realise a deeper understanding of faith, morality, spirituality and liturgy. Availability The course is accessible to any Catholic Sixth Form student. Sixth Form students of another faith or none may assist or partner a Catholic student in their Primary school work but not lead. Parish It is recommended that local parish priests are informed of students from their parish who are following this course. Words of caution Teachers have a paramount responsibility to ensure the course is not used for any other reason than that described in this book. Teachers need to describe what the course offers and entails. Students can be self-selective but, both the secondary/college teacher and the primary school teacher must monitor individuals to prevent extreme personal opinion or proselytising. 3

4 Heart Speaks to Heart Certification The course has dual certification. Firstly, the Diocese of Westminster will certificate students who have successfully completed the course; Post 16 Certificate in Religious Education Studies. Secondly, if the course is pursued, the National Open College Network (NOCN) will certificate successful students in General Religious Education (NOCN). The structure of the course fulfils the General Religious Education syllabus requirement of 30 guided learning hours (GLH) (The level of entry needs to be determined by the teacher before registering each student in December.) The recommended level of NOCN entry is either Level 2 or Level 3. (Please see Level descriptors and requirements in Appendix 1.) Practical Requirements The secondary school and 6th Form College teacher needs to establish links and good relationships with headteachers and teachers in local Primary schools. A practical engagement with a local faith community, especially a parish, could be a set project within the Autumn term. (E.g. researching the history of the parish or the sacramental preparation programmes.) Students will need to become knowledgeable of the set programmes and syllabuses used in Primary schools as well as the Levels of Attainment teachers use for assessment. Teacher Responsibilities Secondary The Secondary school/sixth Form College teacher is responsible for the following: Delivering the course in full knowledge and engagement with the Levels of Attainment (See Appendix 2) and NOCN Learning Outcomes and Assessment Criteria. Ensuring the commitment of their students to fulfil the requirements of the course, their attendance and punctuality. Visiting students at Primary school at least once. Fulfilling the registration, marking and final grading demands of NOCN. Informing the local parish priest of the course and providing good communication between the students and the parish. Primary The Primary school teacher is responsible for the following: Welcoming the sixth form student into the class, introducing him/her to the children he/she are going to work with. Inducting the sixth form students into the school expectations (e.g. safe-guarding, health and safety, absence reporting, dress code, facilities and practical provisions). Overseeing the work of the sixth form students as they present it in the Primary school. Complete a pro-forma evaluation form. (See Appendix 3.) 4

5 Young Catholic Disciples Student responsibility Sixth Form students will be responsible for: Preparing a scheme of work to last for six lessons in the Spring term leading to Easter. Preparing activities and resources for these lessons. Completing the NOCN assessments. Attending a one day reflection/retreat to reflect on the course, to pray together and complete any unfinished assessments. And (with guidance notes) to prepare a final liturgical celebration to conclude the course. (This could be a single school or joint project between schools.) Inviting a priest/chaplain to lead a final celebration. Students themselves prepare the liturgy and receive their Diocesan certificates. What follows is NOT a Scheme of Work and neither are they Lesson Plans. They are suggestions to help individual teachers plan their lessons. The highlighted books and pages are useful resource ideas. 5

6 Heart Speaks to Heart Autumn Term (12 one hour lessons) Lesson 1 Faith Journey ( Our Faith Journey Patrick Purnell. Esp. p.69-75, Ways of sharing our faith) Refl ection on fi rst religious experience/memory. Development of the Levels of Faith described by Westerhoff or Fowler. Shared Faith Affi liated Faith Questioning Faith Owned Faith. Discussion Questions: 1. What level are you on now? 2. At what age would you consider most people move from one stage to another? 3. What does Questioning Faith mean? 4. What are the most appropriate ages to receive the sacraments of: Baptism, the Eucharist, Reconciliation and Confi rmation? 5. What are the links between faith development and moral development? Assessment (Reflective Log) No NOCN assessment from Lesson 1. However, students may record their own thoughts in the log. Lesson 2 Child psychology ( How Children Learn J Holt) Refl ection on the introductory article from the book. Development of the debate between cognition and IQ. Perhaps engage in trying different tests. Children s interpretations e.g. double sided statements. Discuss the need to address misunderstanding and confusion. Discussion Questions: 1. Is there a particular way to help children to learn about faith? 2. Are there some issues which must be avoided before a certain age? Assessment (Reflective Log) No NOCN assessment from Lesson 2. However, students may record their own thoughts in the log. 6

7 Young Catholic Disciples Lesson 3 Catholic beliefs (Catechism of the Catholic Church / YOUCAT) Refl ection on their single most fundamental personal religious belief. Development of some basic Christian beliefs and understanding of the vocabulary. Monotheism Incarnation Salvation Trinity Sacrifi ce Resurrection Holy Spirit Eucharist. Discussion Questions: 1. When did you fi rst hear these words and how did you fi rst understand them? 2. When did you reach a more mature appreciation of them and who helped you to gain that appreciation? 3. What alternative words or phrases might you use to explain them to children of different Primary school ages? Assessment (Reflective Log) Suggested questions based on Lessons 1-3: Discuss the nature of spirituality, theology and ethics spirituality, and how they link and manifest in your life today. (1.1) (AT 1.i) Explain your individual position with regards to two key issues within religious debate (e.g. Confi rmation is best received after 18 years of age. The Trinity is the best way of describing the nature of God.) (6.1) (AT 1.ii) Lesson 4 Moral Development (Piaget/Kohlberg) ( An Introduction to Catholic Social Thought Michael Hornsby-Smith) Refl ection on when and how they fi rst became aware of sin, forgiveness and reconciliation. Development of a basic appreciation of the stages of moral development. Preoperational stage: from ages 2 to 7. Concrete operational stage: from ages 7 to 11. Formal operational stage: from age and onwards (development of abstract reasoning). Discussion Questions: 1. What is the best age to introduce the idea of sin to children? 2. How should an educated conscience be developed through school (Primary and Secondary)? Assessment (Reflective Log) Suggested questions based on Lesson 4: Describe how a religious commitment to a moral issue is demonstrated in one issue in everyday life. (2.1) (AT2.i) Evaluate some of the demands of religious commitment to that one moral issue. (2.2) (AT2.i) 7

8 Heart Speaks to Heart Lesson 5 Understanding the historical context of Catholic education in Britain ( Catholic Schools Mission, Markets and Morality. Gerald Grace) Refl ection on the origins and development of Catholic education in England. Development of what is learnt from the history of Catholic education and what it might teach for today and the future. Discussion Questions: 1. Do the distinctive characteristics of a Catholic school identifi ed (but unnamed) in this book refl ect your own personal experience? 2. Would you want to add or change any of these characteristics to support children in Catholic schools today? 3. What is the charism of the Religious Order of your school or a neighbouring school and how is it realised and expressed through the ethos of the school? Assessment (Reflective Log) Suggested question based on lesson 5: Using spiritual and ethical principles explain what position Catholic schools hold in Britain in the C21st. (1.2.) (AT1.i) Lesson 6 Evangelisation Catechesis - Religious Studies Religious Education (The parable of the Sower - Mark 4.) (Religious Education Curriculum Directory for Catholic Schools) Refl ection on how Religious Education was taught to them and how it was received. Development in understanding the meanings of the following: Evangelisation, Catechesis, Religious Studies and Religious Education. Appreciating the differences and how different people receive them differently and at different times of their lives. (Suggested Scripture passages for use: The parable of the Sower (Mark 4:1-9); The Woman at the Well (John 4:1-42); The Road to Emmaus (Luke 24:13-35) Discussion Questions: 1. Act out the parable of the Sower or one of the other two incidents mentioned above. 2. Discuss Jesus explanation of the parable (Mark 4:13-20) 3. Discuss personal experiences of when you received the Word of God in different ways. Assessment (Reflective Log) Suggested question based on Lesson 6: Describe how your idea of God and your idea of right and wrong infl uenced you from the age of (8.1) (AT1.iii) 8

9 Young Catholic Disciples Lesson 7 Other Faith Religious Education ( Meeting God in Friend and Stranger Bishop s Conference Document 2010 CTS) Refl ection on the contribution meeting people of other faiths and learning about other faiths has made to them. Development of the value other faiths bring to our society. What dialogue with members of other faiths actually means in practice. Discussion Questions: 1. Is there any danger to one s own personal faith through learning about other faiths? 2. How many faiths and which faiths should Primary school children learn about? Assessment (Reflective Log) Suggested question based on Lesson 7: Describe elements of prayer, worship, moral or ethical practice in three faith traditions commonly observed in contemporary society. (5.1) (AT 1.ii and AT 2.i) Lesson 8 Faith Community. Faith expressed through a parish or a group within a parish Refl ection on the makeup of a local faith group, consider the origin of the group and its current priorities and means of expression of their faith Development by; visiting the group, reading their literature and interviewing individuals or small groups. Discussion Questions: 1. What expression of this group s faith is visible in the local community? 2. How strong is this group in terms of numbers and commitment? Assessment (Case Study) Suggested research and folder based on Lesson 8: Research and evaluate some of the demands of religious commitment seen in a local faith community /parish either historically or through a sacramental programme. (2.2) (AT1.i and/or AT1.ii and/or AT2.i) 9

10 Heart Speaks to Heart Lessons 9, 10, 11 and 12 Lesson preparation Teachers have professional expertise that they must use to help 6 th Form students in preparation, methodology, delivery and evaluation of lessons but primarily in relating with younger children in faith matters on a heart to heart basis. Students need to prepare lessons for the Spring term on: Jesus in the wilderness, Lent, and the Passion Death and Resurrection of Jesus. Or themes agreed with your local Primary school. Lesson 9 How to prepare a lesson Reflection. Begin with a quite reflection on a gospel passage where Jesus is called, Rabbi, teacher. Then spend a few moments in prayer. Development. Discuss the responsibility of what each individual is embarking on but emphasise the support they will receive from teachers, colleague students and parents. Discussion Question: How can you give of your best to the glory of God? Preparation based on the same model they have been using for their own lessons namely Reflection Development - Discussion and must include the preparation of resource material. Assessment (Practice file) Suggested question based on Lesson 9: Compare how the meaning of life and death are explained in at least two religious traditions for the Pharisees and Sadducees in the gospel. (3.1.) (AT1.i) Discuss how this relates to their own understanding. (3.2.) (AT2.ii) Lesson 10 How to use Scripture and children s literature Reflection. Read the Selfish Giant by Oscar Wilde. Development. Discuss the interpretations of this story in a religious context. Discussion Question: Why might Jesus time in the wilderness (Luke 4) be regarded as myth and symbolic? 10

11 Young Catholic Disciples Assessment (Practice file) Suggested question based on Lesson 10: Compare how the meaning of life and death are explained in at least two religious traditions in children s literature. (3.1.) (AT1.i) Discuss how this relates to their own understanding. (3.2.) (AT2.ii) Lesson 11 How to use Art and the expressive arts with children Reflection. Silently meditate on/with a piece of music. Development. Discuss a particular famous artistic impression of a biblical story. Discussion Questions: Do artistic impressions help or hinder personal faith development? How might you use drama and role play with children to educate them religiously? Assessment (Practice file) Suggested question based on Lesson 11: Compare how the meaning of life and death are explained and depicted through art in at least two religious traditions. (3.1.) (AT1.i) Discuss how this relates to their own understanding. (3.2.) (AT2.ii) Lesson 12 How to help children pray Explain the different purposes of prayer PRAISE, THANKSGIVING, PETITION and PENITENCE. Go on to consider the most appropriate forms of prayer for younger children in a given context and environment (e.g. saying formal prayers in groups, silent meditation etc.). Assessment (Group discussion) Suggested question based on Lesson 12: Discuss prayer as a key element of practice within religious faith. (4.1.) (AT1.ii) 11

12 Heart Speaks to Heart Spring Term (10 one hour lessons) 4 lessons preparing in school/college and 6 leading lessons in Primary schools or lower year group in secondary school) Students should make an introductory visit to the Primary school at some time within the first three weeks in order to agree the practical arrangements. Primary school teachers decide the number of children senior students should take in a small group, the duration of the lesson and the location of the groups. Prepare six (6) lessons Teach six (6) lessons Summer Term (2 one hour lessons plus a retreat perhaps overnight Fri pm to Sat am and possibly linking with another school/college.) Evaluation of the course a. For the benefit of the students they taught b. For their own personal benefit Plan a liturgical celebration for the Primary school children taught. Include in the celebration a presentation of certificates the Diocesan certificate, Post 16 Certificate in Religious Education Studies, perhaps with the Primary school teachers and inviting the parents of Sixth Form students and local clergy. Assessment (Essay) Describe a relationship between religious belief, personal faith and lived experience in the context of teaching in a Primary school. (7.1) (AT 2.ii) 12

13 Young Catholic Disciples Appendix 1 NOCN General Religious Education - Level 2 Summary Achievement at Level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgment subject to overall direction or guidance. Knowledge and understanding Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems. Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work. Application and action Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been. Autonomy and accountability Take responsibility for completing tasks and procedures. Exercise autonomy and judgment subject to overall direction or guidance. Assessment activities Case study O Project O Written question & answer/test/exam O Role play/simulation O Essay O Practical demonstration O Report O Group discussion O Oral question and answer O Performance/exhibition O Written description (1,000 words) O Production of artefact O Reflective log/diary P Practice file O (O = Optional; P = Prescribed) 13

14 Heart Speaks to Heart Level 2 Unit Unit Title: General Religious Education Level: Two Credit Value: 3 GLH: 30 NOCN Unit Code: DD1/2/QQ/002 QCDA Unit Reference Number: D/600/2898 LEARNING OUTCOMES (Total 8) The learner will: 1. Develop an understanding of spirituality, theology and ethics. 2. Understand the demands of religious commitment in everyday life. 3. Reflect on questions of life. 4. Understand methods of engaging in religious practice. 5. Understand different faith traditions within contemporary society 6. Develop their own faith or belief position. 7. Understand the relationship between religious belief, personal faith and lived experience 8. Develop skills to be able to respond to opportunities responsibilities of life experiences. ASSESSMENT CRITERIA (Total 11) The learner can:: 1.1. Discuss the nature of spirituality, theology and ethics and how they link and manifest in society today Explain a current affairs issue by using spiritual and ethical principles Describe how a religious commitment is demonstrated in everyday life Evaluate some of the demands of religious commitment Compare how the meaning of life and death are explained in at least two religious traditions Discuss how this relates to their own understanding Describe key elements of practice within religious faith Describe elements of three faith traditions commonly observed in contemporary society Explain their individual position with regards to two key issues within religious debate Describe a relationship between religious belief, personal faith and lived experience in a specific context Describe the use of theological and ethical thinking as a and response to their own personal experience. 14

15 Young Catholic Disciples NOCN General Religious Education - Level 3 Summary Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgment within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Knowledge and understanding Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine. Interpret and evaluate relevant information and ideas. Be aware of the nature of the area of study or work. Have awareness of different perspectives or approaches within the area of study or work. Application and action Address problems that, while well defined, may be complex and non-routine. Identify, select and use appropriate skills, methods and procedures. Use appropriate investigation to inform actions. Review how effective methods and actions have been. Autonomy and accountability Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others. Exercise autonomy and judgment within limited parameters. Assessment activities Case study Role play/simulation Group discussion Oral question and answer Written description Reflective log/diary Practice file O O O O P (1,000 words) O O (O = Optional; P = Prescribed) 15

16 Heart Speaks to Heart Level 3 Unit Unit Title: General Religious Education Level: Three Credit Value: 3 GLH: 30 NOCN Unit Code: DD1/3/QQ/002 QCDA Unit Reference Number: J/600/3382 LEARNING OUTCOMES (Total 8) The learner will: 1. Develop an understanding of spirituality, theology and ethics. 2. Understand the demands of religious commitment in everyday life. 3. Reflect on questions of life. 4. Understand methods of engaging in religious practice. 5. Understand different faith traditions within contemporary society. 6. Develop their own faith or belief position. 7. Understand the relationship between religious belief, personal faith and lived experience. 8. Develop thinking skills to be able to respond to opportunities and responsibilities of life experiences. ASSESSMENT CRITERIA (Total 10) The learner can: 1.1. Compare and contrast the nature of spirituality, theology and ethics in how they manifest in society today Critically discuss a current affairs issue by using spiritual and ethical principles Critically discuss the demands of religious commitment in everyday life Evaluate how the meaning of life and death are explained in at least two religious traditions Relate their own beliefs regarding some questions of life to one religious tradition Explain key elements of practice within religious faith Compare and contrast elements of three faith traditions commonly observed in contemporary society Justify their individual position with regards to a key issue within religious debate Critically discuss relationships and tensions between religious belief, personal faith and lived experience in a specific context Apply theological and ethical thinking skills to develop and evaluate a plan to respond to some likely life experiences in the near future. 16

17 Young Catholic Disciples Appendix 2 Levels of Attainment & NOCN General Religious Education Accreditation for this course as a LEVEL 2 ONLY Lessons Assessment Criteria Level of Attainment Method of Assessment and 6.1 (AT 1.i) and (AT1.ii) Reflective Log and 2.2 (AT2.i) and (AT2.i) Reflective Log (AT1.i) Reflective Log (AT1.iii) Reflective Log (AT1.ii) and (AT2.i) Reflective Log (AT1.i and/or AT1.ii and/or AT2.i) Case Study and 3.2 (AT1.i) and (AT2.ii) Practical File (AT1.ii) Group Discussion Reflection/Retreat Day 7.1 (AT2.ii) Essay TOTAL All eleven (11) covered 5 different methods of assessment 17

18 Heart Speaks to Heart Appendix 3 Heart Speaks to Heart Young Catholic Disciples A diocese of westminster course for sixth form students General Religious education EVALUATION FORM (To be completed by the Primary school teacher at the end of the Spring term and sent to the Secondary school teacher responsible for the course) Name of Primary School: Primary School Class teacher: Name of Sixth Form student: (Please grade 1 4 with 1 for excellent) Attendance: Punctuality: Lesson preparation: Lesson presentation: Relationships with children: Comments: Name: Signature: Date: 18

19 Young Catholic Disciples Prepared with the support of and with thanks to primary and secondary school advisers plus teachers and chaplain at; Finchley Catholic High School, Loreto College and Maria Fidelis School. (Education Department, Diocese of Westminster December 2012) Design by Mark Nash 19

20 Heart Speaks to Heart 20