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Religious Education Modules Year 6 Advent to Christmas - Religious Education Modules Year 6

Advent to Christmas - Religious Education Modules Year 6 Advent to Christmas - Religious Education Modules Year 6 Advent to Christmas - Religious Education Modules Year 6 Advent to Christmas -









Stage 3 ModuleYear 6

http://

www.antiochian.org/christianeducation/tree-jesse

Advent to Christmas

Module Focus

For Advent: Students will reflect on the symbolism of the Jesse Tree, which is significant in the story of Advent. During this module students will also look at the hope created by prophets in times of trouble and that the message to stay alert and remain hopeful is still important to us today.

For Christmas: Christmas is the fulfilment of God’s promise of salvation and students are invited to reflect on the birth of Jesus in light of Jesus’ life, death and resurrection. Students will also explore their responsibilities as a member of a Christian family, particularly to the poor and marginalised during Advent and Christmas.

OutcomesGRHD S3.1a: Identifies and expresses ways in which God calls all to share in the work of creating and renewing the Kingdom of God.J S3.2a: Relates the stories of the Life, Death and Resurrection of Jesus to the Church’s liturgy.S S3.5a: Identifies the nature and purpose of Biblical writings through which all are invited to share eternal life.

Y e a r 6 A d v e n t t o C h r i s t m a s – S t a g e 3 P a g e | 1

Learn About Learn ToGRHD S3.1a: The responsibility to promote justice and peace in the world.

J S3.2a: The significance of the birth narratives Significant biblical characters and the role they played in

Jesus’ birth the role these events have in the liturgical life of the Church Church celebrations of these events

S S3.5a: God’s self-disclosure through the Scriptures

GRHD S3.1a: Identify ways the Holy Spirit inspires Christians to be

peacemakers, bringing justice to the world.

J S3.2a: Demonstrate creatively the relationship of the events of

Jesus’ birth, life, death and resurrection for Catholics Describe the role of selected prophets in these

experiences Explain and reflect upon the significance of these events Articulate the value of participation in formal liturgical

celebrations Describe the impact of these events on their lives today

S S3.5a: read the Scriptures for meaning

DISCIPLESHIP CHALLENGE

Students are challenged to act responsibly in response to God’s call Students are challenged to celebrate Jesus through liturgy Students are challenged to value the richness of the Sacred Scriptures


Catholic DiscipleshipAs Christians, we have a particular way of life to follow in our communities; in worship and prayer and in also the way we treat others each day. We are called to respond to the joy and suffering of others.

On one level it is easy to focus students’ minds on the coming of Jesus; there is so much promise in society leading up to Christmas. For the season of Advent to mean something more than the anticipation of the commercial Christmas it is important that families focus on the religious meaning, the real meaning. Faith can be placed in the context of a family history, just like that of Jesus. Hopefully, students can see that faith is part of their family history and they can then see it as something important bringing the family together.

Prayer Focus

Advent prayer for lighting candles on the Advent wreathhttp://www.loyolapress.com/advent-prayer-for-children.htm

http://www.sacristies-of-the-world.com/?tag=advent-wreath

Core ScriptureIsaiah 11:1-5 The stock of Jesse

Jeremiah 33:14-16 The line of David

Matthew 1:1-17 The Family Tree Of Jesus Christ Luke 2: 1-20 Jesus is born

Scripture in ContextIsaiah 11:1-5 The stock of Jesse


http://www.sacristies-of-the-world.com/?tag=advent-wreath

http://www.loyolapress.com/advent-prayer-for-children.htm

This scripture is an ancient prophecy about the rise of a new Davidic king who would bring back ancient ideas that had been lost under the rule of King Ahaz who was immoral, worshipped pagan gods, practised human sacrifice and engaged in wars. His son, Hezekiah tried to change things and was viewed as a king with special gifts. Hezekiah was probably seen by Isaiah as the shoot coming from the dead stump that the kingship had become. The image of the shoot coming from the stump is one of something growing where nothing should grow… a new shoot that is fresh and tender. The characteristics describing the new leader (believed to be Hezekiah) are now known as the seven gifts of the Holy Spirit.

“When the early Gospel writers were trying to find the words for Jesus, it made sense for them to return to the writings of Isaiah, and the praise of the good king Hezekiah. Remember that Jesus too is of the line of David. So he too is heralded as a Prince of Peace, but not merely on earth as a king, but as one who also lives and reigns in heaven with wisdom, righteousness and justice. …There was no king of Israel in Jesus’ day who could rule with righteousness. They were occupied and oppressed by Rome, so Jesus, rightly understood as the messiah by the Gospel writers, became for them the ruler of the human heart and soul, who could rule from heaven and for all eternity. No matter how bad the current occupation by Rome, or indeed no matter how bad any political leader may be, Jesus commands our soul’s true allegiance. The Apostle Paul picked up this theme, and it united people of many lands who felt oppressed by Rome, and gave them strength to endure and even resist Rome, and to create an alternative kingdom built upon love and grace rather than military might and coercive power.

…Just has Hezekiah was given gifts of the spirit; wisdom, counsel, knowledge, awe and fear of God, righteousness, concern for the meek; in these days Christ gives the same gifts of the Spirit to each of us. The sustaining gifts of life are not just the divine right of kings, but are uncommon gifts for common people. And so in Advent, we prepare the way of the Lord, for one has come and is coming and will come again among us, who will baptize with the fire of the Holy Spirit.”.

- Adapted from http://bloomingcactus.typepad.com/bloomingcactus/2010/12/isaiah-111-10-the-tree-of-jesse.html#sthash.6d1z65aY.dpuf

Jeremiah 33:14-16 The line of David

The prophet Jeremiah was at work in the 600s BCE. It was an insecure time for the people of Judah who were greatly threatened by the Assyrian empire. He was close to the events, but also able to be reflective as he lived just outside Jerusalem and was not involved in the power structure there.

As a prophet, Jeremiah told the truth as he saw it and built hope that a better time would come in the future. The kings of the time ignored his advice with disastrous consequences. However, his words reached beyond his time of prophecy. He presented a vision that the time for change may not be then, but was coming in the future. This understanding has become vital in the themes of Advent, through which we are called to be alert and to keep working towards the future in hope.

Matthew 1:1-17 The Genealogy of JesusIn students’ own families they can find rich and colourful stories that help complete their own history. As with all of us Jesus has his own family history. His birth, in Matthew’s Gospel, is in the context of the story of Judaism. That Jesus is the saviour is supported by his lineage: he is of the royal Davidic family, the family promised as the hope of Israel.

Interestingly, Matthew’s genealogy differs slightly from the genealogy in Luke’s Gospel. Matthew’s Gospel was composed for a community that was largely still Jewish, and is known as the most Jewish of the four Gospels. It is therefore important that Jesus is linked in Matthew’s genealogy to the great Jewish King David. Joseph plays an important role in this lineage because his family came from the line of David.

Luke was writing for a different community, which was largely Gentile and not so connected with Jewish foundations. Luke’s Gospel is known as the Gospel that best captures Jesus’ universal mission and connection to the poor and outcast. Therefore, his genealogy goes back to Adam, the symbolic beginning of humankind. It may be said therefore, that Luke’s genealogy is written to focus on Jesus’ humanity and his universal mission.

Luke 2: 1-20Jesus’ birth took place in a stable: the event as it has been handed down is told as one of warmth and simplicity. The birth itself reads as if a routine event- a peasant couple on an arduous journey retires for the night in the only available accommodation. The woman is heavily pregnant and her labour begins, a son is born to the couple. What is less ordinary


http://bloomingcactus.typepad.com/bloomingcactus/2010/12/isaiah-111-10-the-tree-of-jesse.html#sthash.6d1z65aY.dpuf

http://bloomingcactus.typepad.com/bloomingcactus/2010/12/isaiah-111-10-the-tree-of-jesse.html#sthash.6d1z65aY.dpuf

about the event is the curiosity and visitors attracted to witness the event. The Angels announce Jesus’ birth, the Good News, preaching that the Promised One has been born;

This very day in David’s town your Saviour was born-Christ the Lord!And this is what will prove it to you:

you will find a baby wrapped in strips of cloth and lying in a manger.

In response to the angel’s announcement the Shepherds desire to see that ‘which the Lord has made known to us’ and set out to find the baby. Luke’s gospel states that once the Shepherds had seen Jesus, ‘they made known the word…and all who heard it were amazed at what the shepherds had told them’. This language suggests that the shepherds are models for what every Christian should do in the world today-spread the Word

Compendium of the Catechism of the Catholic Churchnn. 422 God's fulfilment

nn. 436440 Jesus the Messiah

nn. 5224, 1095 Advent

nn. 711716 Messiah

nn. 761762 Announcement

Background for the TeacherIntroduction

Advent is the first season of the Christian liturgical year. The season of Advent began in Gaul as a three week fast in preparation for the second coming of Christ as judge and Saviour. From Gaul, Advent spread to Rome, but there changed emphasis to become a penitential season in preparation for Christmas. Advent was first mentioned in Rome in the Gelasian Sacramentary in the sixth century. The Roman emphasis was very much on preparation for Christmas. It was Pope Gregory I (589-603) who finally made Advent part of the Roman liturgy.

The length of Advent varied from place to place, lasting from four to six Sundays. In some places it was a kind of 'winter Lent' lasting up to forty days. It was Pope Gregory VII (1073-1085), who fixed Advent at four Sundays. Since the Middle Ages the character of the season has developed as a mingling of joy and penance, with Alleluia being sung but purple vestments used.

The word 'Advent' could be taken to mean 'coming' but that is not how it became the name of this season. In pagan Rome there was the custom of the annual return or visit of the gods; this 'adventus' came to mean the anniversary, and eventually the birthday, of the god. When Rome began to celebrate the birthday of Christ it became the Advent of Christ.

The season of Advent is a season of past, present and future. In terms of the past, it prepares Christians for the commemoration of Christ's historical coming in the feast of Christmas. It reminds us that Christianity is a profoundly historical religion: just as God speaks in the words and events of Jesus' human life, so God speaks in each of our personal histories and in our communal experience. Advent also looks to the future, to the second coming of Christ. The focus here is on the hope that contextualises and gives meaning to all Christian life. Essentially, a Christian is a person who has hope. This hope is built on trust that God will bring all things to their completion, that human life is not meaningless, and that eventually God will establish a 'new heaven and a new earth' where the whole of cosmic reality will be filled with the fullness of God.

Advent is also about Christ coming now into the whole of life. Christian faith immerses us in everything that happens and everything that goes on around us. God is always speaking, if only we had the ears to hear. So Advent confronts us with a Christ who comes now.

Advent reminds us that we live now with the presence of Jesus among us. Our times are the time of what is, and the promise of what is to come: the fullness of the reign of God. God with us is both a present reality and a future event. This is a mystery of our faith. The Advent liturgy speaks to this tension and reminds us that we are called to work together towards the fullness


of the Reign of God.

'Now we watch for the day, hoping that the salvation promised us will be ours when Christ our Lord will come again in his Glory.' (Advent Preface 1)

The Jesse Tree – The Family Tree of Jesus

Students are already aware that they are part of a family and that their family has a story to tell. Many families may have already researched their own ancestry and have photos from past generations.

Students will examine the Jesse tree, which reminds us of the ancestors of Jesus who waited in joyful hope for the coming of the long awaited Messiah. Their patience and hope are part of the Advent message.

Jesse was the father of King David, from whose line Jesus' ancestry can be traced. In the book of Isaiah, the messianic King or perhaps his predecessor, Hezekiah are called 'the sprout of Jesse'.

The Jesse tree as we use it in Advent is a small evergreen tree, a leafless branch, or a cardboard or paper tree on which symbols are placed. These symbols represent some of those who in the course of salvation history helped prepare the way for the Messiah or who were part of Christ's genealogy.

Jesse, the father of King David was an ancestor of Jesus. The prophet Isaiah foretold that the longed-for Messiah would descend from the royal house of David: “A shoot springs from the stock of Jesse, a branch grows out of his roots, a spirit of wisdom and insight, a spirit of counsel and power, and the spirit of the Lord shall rest upon him.” (Is. 11:1-2)

The Jesse tree uses symbols to represent some of those who prepared the way for the coming of the Messiah. It is like a family tree through which the stories of those who preceded Christ are remembered. During the weeks of Advent, symbols are placed on a small evergreen tree or leafless branch, beginning at the bottom with Adam and Eve and moving upward to the topmost symbol, the Chiro representing Christ. As each symbol is hung on the tree, the person it represents and their place in Jesus’ story is remembered.

The symbols used in a scripture based Jesse Trees are usually:Adam and Eve – a garden: the garden of paradise is their home (Genesis 2:8, 9, 15-23)Noah – a rainbow: this is the promise made by God to his people (Genesis 8:6-12 9:12-16)Abraham and Sarah – stars: Abraham was promised descendants as numerous as the stars (Genesis 15:1-6)Isaac – a bundle of wood (Genesis 22:1-18)Jacob and Rachel - a ladder (Genesis 28:10-19)Joseph – a coat of many colours (Genesis 37:2-36)Miriam – timbrel/tambourine (Exodus 15:20-21)Moses – the tablets of the law (Exodus 19, 20:1-21)Aaron – a rod and serpent (Exodus 7:8-10)Samson – two pillars (Judges 16:23-31)Ruth – a sheaf of corn (Ruth 2:1-7)Jesse – a tree stump (1Samuel 16:8-23)David – a harp (1Samuel 17:40-52, 18:10-15)Solomon – temple (1Kings 5:1-14)Elijah – fiery chariot (2 Kings 2:11-18)Isaiah – an anvil (Isaiah 2:4; 7:14; 9:6-7)Daniel – a lion (Daniel 6:17-24)Jonah – a whale (book of Jonah)Zechariah and Elizabeth – praying hands (Luke 1:5-25)John the Baptist – a figure wearing skins and eating locusts and honey (Matthew 3:1-5, 11:7-15)Joseph – carpenter’s tools (Matthew 1:18-25)Mary – a lily: the white lily is a symbol of purity and fairness (Luke 1:26-38)

Other symbols used on some Jesse trees include creation (a sun), the fall (an apple), Hagar (a well), Judah (a lion), Joshua (a trumpet), Deborah (a palm tree), Hosea (wedding rings) and Ezra (a scroll – for the return).


Symbols that speak of what happened after the birth of Jesus are sometimes added: decorated spheres to indicate that Christ came to save the whole world, stars representing the direction and guidance which Christ gives to our lives, doves for theHoly Spirit, hearts to remind us of God’s love, bells which ring out the good news, and lanterns and candles to emphasise that Jesus is the light of the world.05/12/2004 based on Elizabeth Harrington, Liturgy Commission, Brisbane

Responding to the Advent MessageThrough the readings of the Advent season, the Advent message of joyous expectation is proclaimed. This message can be extended, outside the liturgy itself, to the various forms of catechesis in which we engage. At a time when the Church's inspiration is drawn from Isaiah and John the Baptist, we too can be called to a ministry of reaching out to others that is a witness to the Word of God proclaimed by Isaiah and John the Baptist and which was made flesh in Jesus Christ.

Student Context

Please adjust tasks to suit the student context of your class.

Developing the Partnership

Please make connections between the learning in this module and parents and the wider community.

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

Planning a Quality Learning Sequence for your class

Quality religious education will be achieved only by deep thinking about where you are going and how you plan the learning journey to get there. Begin with the end in mind and then consider how you will build field to meet your goals. Remember that you cannot expect children to develop deep knowledge and understanding, unless you as teacher have deep knowledge and understanding yourself. According to the Quality Teaching Framework, quality teaching will occur when you ask yourself four questions: What do you want the students to learn? Why does the learning matter? What are you going to get the students to do (or produce)? How well do you expect them to do it?The suggested learning sequence has been planned through such a process. However, it cannot be written with the understanding of the student context of each class and relationship to other learning that is happening in the class. It is therefore necessary for you as teacher to plan your own unit, using this module as a support. Doing so is part of your role as an “activist professional” (a teacher who actively works to improve their professionalism).

Suggested Teaching, Learning and Y e a r 6 A d v e n t t o C h r i s t m a s – S t a g e 3 P a g e | 7

Assessment Experiences

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

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

The Liturgical seasons of Advent and Christmas fil l us with Joyful hope

Key Concepts

A d v e n t C h r i s t m a s J e s s e T r e e p r o p h e t f a m i l y t r e e

a n c e s t o r s L i n e o f K i n g D a v i d M e s s i a h s y m b o l s S c r i p t u r e

g e n e a l o g y P r o m i s e L i t u r g i c a l Y e a r K i n g D a v i d p a s t , p r e s e n t a n d f u t u r e

What is Important for Students to Know and Do: Advent is the liturgical season in which we prepare for Christmas. Advent is the beginning of the Church’s liturgical year. The liturgical colour of Advent is purple or dark blue. Pink is used on the third week of Advent. The Jesse Tree is about the geology of Jesus. Whilst the prophet Isaiah may have been talking about good king, Hezekiah, the gospel writers interpreted his words in

regards to Jesus as messiah. The nativity stories are found in the Gospels of Luke and Matthew. The shepherds, angels and wise men were joyful messengers about the birth of Jesus. The feast when we celebrate the visitation of the wise man is called the Epiphany.

Take an active role to respond to God’s call by reaching out to people who are marginalised, especially through the St Vincent De Paul Christmas appeal.

Respond to the readings of the Advent season.

Enduring Understandings: Y e a r 6 A d v e n t t o C h r i s t m a s – S t a g e 3 P a g e | 8

Advent is a season of past, present and future as shown by the Jesse tree. The Jesse Tree shows that Jesus through Joseph was born into the family of the great Jewish King David who was also

born in Bethlehem.

During Advent we can experience and bring to others, joyful hope and happiness as we prepare to celebrate the birth of Jesus, God’s Son.

Suggested Questions

How do we celebrate joyful hope during the Liturgical seasons of Advent and Christmas?

Why are family histories and stories important in our l ives?

Why is the Jesse tree important in our understanding of Jesus as Messiah?

How did prophets l ike Jeremiah and Isaiah help to bui ld our bel ief in a God of past, present and future?

How do we celebrate joyful hope dur ing the Liturgical seasons of Advent and Christmas?

Suggested Teaching, Learning and Assessment ExperiencesHow do we celebrate joyful hope during the Liturgical seasons of Advent and Christmas?

Introduce big question. Brainstorm knowledge of liturgical seasons (colours, length of seasons, time of year etc.). Create a KWL chart about the liturgical seasons of Advent and Christmas.

Advent is a season of joyful hope. Discuss what joyful hope means in a Christian context. Discuss how hope in a Christian sense isn’t the same as hope about something like winning the lottery or a sports game. It is about being able to move forward with God’s support no matter what life puts in front of us. In the season of Advent our hope is joyful because we know that we will soon celebrate how God entered our lives in the person of Jesus (in our celebration of the Christmas season).

Set up the classroom to celebrate Advent in ways such as …o Focal Area- Create a display area to become a focus for the unit, displaying the big question clearly. This area

may include an Advent focussed sacred space and an Advent calendar. An online calendar can be accessed at http://www.smmp.com/Advent/Advent.htm

o Advent Wreath- This could be Australianised by using Australian native leaves such as gum leaves. Children may be invited to guess the meanings of the symbols of the wreath, and then investigate these:

Circular green leaves represent eternity~ no beginning and no end Purple candles represent hope The pink candle represents joy

o Advent Gift- Wrap a present in layers of paper (one for each Advent school day). The children remove a layer each day. Each layer contains a preparation gift such as an Advent prayer or an Advent challenge e.g. “Say ‘hello’ to someone who is not your special friend today”, “Say a special prayer for someone in need


http://www.smmp.com/Advent/Advent.htm

today”, “Give something to the Christmas Appeal today”.o Advent Promises- Make boxes containing Advent promises. These could be hung on an Advent tree. This

tree could be turned into a Christmas tree, by decorating it with tinsel etc. in the final week of school.o Advent Giving Space- Set up a tree or special space to begin collecting items for Christmas appeals e.g. for

St Vincent de Paul Society. o Advent Garden- Set up an Advent garden where prayers or symbols of Advent may be placed. This may be

used as a focal point for prayer. Say a weekly Advent prayer as candles are lit (these may be electronic) or other symbols are introduced. An Advent

prayer for lighting candles on the Advent wreath is available athttp://www.loyolapress.com/advent-prayer-for-children.htm

Why are family history and stories important in our lives?

Home School Activity: Create a simple personal family tree in consultation with parents and extended family members. Discuss the positive aspects of preparing this tree, and also any problems encountered. Children talk with parents about family members on that tree who are no longer with us, and how they may have influenced our lives e.g. talents, looks, traits etc. http://genealogy.about.com/library/free_charts/Family_Tree.pdf Display in classroom.

Each child to discuss a family story or bring in a family memento to discuss in groups. Follow with a class discussion about how family history, stories, mementos, photos etc. are important in our lives and can help to form who we are as people. Children may create a presentation using i-pads.

Tell children that Jesus as well had a family history which was very important to him. We find the history of Jesus’ family in the Gospels of Matthew and Luke. They are slightly different, having some different people in them. This is because Matthew and Luke interpreted them for their communities. Matthew was teaching a very Jewish community so it was important for him to connect Jesus with King David. The Jesse Tree also connects Jesus with King David. Read Matthew’s version (Matthew 1:1-17) in circle with children adding characters one at a time. Note the importance of Joseph who came from the line of King David.

Why is the Jesse Tree important in our understanding of Jesus and what he means to us?

Visit a tree in the local area/ playground and discuss its story e.g.o How old do you think it is? What might have caused special marks on the tree? o What are some of the things/ events it may have seen? o If it could talk what do you think it could tell us?o What changes do you think it would have seen in the past hundred years?

Connect the story of this tree to the family trees that children created…each has a story to tell. Tell children that Jesus has a family story that we hear about in some of the Advent readings. Jesus’ family tree has come to be known as the Jesse Tree as Jesse was the father of the great King, David who is central to Jesus’ family history. Jesus’ ancestors appear throughout the Advent readings. Jesus’ family history (or genealogy) is found in the gospels of Matthew and Luke. They differ slightly as the Gospel writers were making sense of Jesus to their communities:

o Matthew’s community was still very Jewish and so Matthew connected Jesus to the great Jewish King David.o Luke’s community was more gentile (non- Jewish) and so Luke wanted to say that Jesus came for everyone,

and so his family tree goes back to the Adam and Eve story and the beginnings of humankind.

Introduce the Jesse tree as a special tree that tells a very special story in our religious tradition. It began in the Middle Ages as a way that people linked the decoration of Christmas trees to the family story of Jesus. In expert groups, children explore the Jesse tree, its origin, the various symbols of the Jesse tree and the ancestors they represent. Children produce an explanation of each of the symbols to accompany the building of the Jesse tree in the classroom (***** Note, you may come across Jesse trees using different symbols)

http://www.loyolapress.com/the-jesse-tree.htm

http://www.catholicculture.org/culture/liturgicalyear/overviews/seasons/advent/jesse_tree.cfm

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http://genealogy.about.com/library/free_charts/Family_Tree.pdf


http://www.fisheaters.com/customsadvent9.html

Students decide upon symbols to make their own Jesse tree. Researching Jesse tree symbols on the internet will show them many samples made in different ways (e.g. clay, paper etc.). Write a reflection about how knowing about the Jesse tree helps them to understand Jesus as a person and his mission.

http://dce.oca.org/assets/files/resources/jesseTree.pdf

http://cathfamily.org/making-your-own-jesse-tree/

Students present their Jesse trees to each other and perhaps to other classes, explaining why the ancestry of Jesus is important.

How did prophets like Jeremiah and Isaiah help build our belief in a God of past, present and future?

*** It’s best to use a CEV version for these readings, available on Bible Gateway. Explore the scripture that led to the creation of the Jesse tree (Isaiah 11:1-10, but this unit only explores the first part of

this, Isaiah 11:1-5). Tell children that it comes from the writings of one of the prophets, Isaiah. Prophets taught people about how to live in God’s ways, especially if they were having hard times like when they were in exile in Babylon.

Ask students where they hear of the gifts mentioned in this Scripture (in the Sacrament of Confirmation). In the time of Isaiah such gifts were thought to be gifts of kings. Today we know that these gifts are for everyone and being gifted in this way, we are called as disciples of Jesus to use them to reach out to those in need just as Jesus did. Children represent their understanding of this quote visually e.g. make a banner, create Photo Story etc.

Relate this Scripture to another from the prophet Jeremiah (Jeremiah 33:14-16). He worked near Jerusalem when the people were being threatened by people from another country called Assyria. The kings in Jerusalem ignored his advice, so he told people about how change could come in the future. He told people to be alert and to keep working for the future in hope. That’s why readings from Jeremiah, like Isaiah are used in Advent. Create a similarities and differences chart about the two readings.

Sing “ Prophets of Hope” by Trish Watts

Assessment GRHD S 3.1, SS 3.5 Draw a tree and from it draw leaves with the gifts of the spirit seen in Isaiah’s Scripture. Write a reflection about how this Scripture helps us to live as Christians today. Write three things you can do in your own life to use these gifts to make a difference to people who are in need.

How do we celebrate joyful hope in the liturgical seasons of Advent and Christmas?

Discuss how like the prophets of the Old Testament we wait in joyful hope, waiting for someone special who would lead the way for them and save them from their problems. In the Season of Advent we wait in joyful hope for the coming celebration of Christmas, in which we celebrate God entering the messiness of our lives in the person of Jesus.

Display the words “Paschal Mystery” and discuss. This means the living, dying and rising of Jesus. As Christians, we live out the Paschal Mystery every day. Jesus is with us as we “live” our daily lives. Jesus “dies” with us, in other words he is there with us in all our worries and pain. Jesus “rises” with us, meaning that he is there as hope that we can move forward no matter what our lives bring. In the Season of Christmas, we celebrate how God became human in Jesus and lived a life just like us. In Advent, we prepare in joyful hope for this coming.

Investigate how the parish celebrates Advent e.g.:o Research the symbols, signs, colours, music etc. that the church uses in Advent. Investigate how these are





designed to create mood and draw people into the spirit of the season. Children discuss why they think purple (or dark blue) and pink are used in Advent and white in Christmas.

o Invite priest, deacon or liturgical representative from the parish to explain the celebration of Advent in the parish.

o Students visit the Church and take photos of the Advent symbols. Create a photo collage/ Photo Story, make a poster etc.

Each week, read the Sunday readings and note the different themes that emerge. As the culmination of the Advent unit, read the story of the birth from Luke. Note that the story of the wise men does

not appear in this version… it is only in the Gospel of Matthew. People have joined the two stories together to create the legend we hear every Christmas. Explore Luke’s story by completing tasks such as:

o Using Lectio Divina, read the story once having children after say one word or phrase that struck them. Read the story a second time…this time children say a word or phrase that struck them and why. Write or draw a reflection afterwards. End by saying a prayer.

o Complete a similar technique using a piece of art. The first time, children state something they see and why it struck them. The second time, they state something that struck them and why. Children might like to Google Search different artists with different approaches and styles. Here are some great artists to use:

Sieger Koder “Rosenberg Nativity”


http://www.google.com.au/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0CAcQjRxqFQoTCJelrcbr2ccCFcQdpgodw3UAeA&url=http://www.amazon.co.uk/Sieger-Koder/e/B00JIAX7RG&psig=AFQjCNGyI6AOYnG_O8pzlyT-rHFJoWldVQ&ust=1441334494797929

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He Qi Nativity

Nerius Patrick Che Nativity

o Hot seat the characters concerning what they saw and how they felt and reacted.o Write a journal entry as if you were one of the characters in the story.o Compare the story of Mary and Joseph not being able to find anywhere to stay in Bethlehem to the stories of

refugees today. Sing “ No Room for you tonight” by John Burland on his “ Christmas Star” album Role play politicians debating our approach to refugees (one politician being for our policy of turning

back the boats and another being a supporter of refugees). Discuss how governments can affect peoples’ attitude to refugees by their policies. Write a card to support to a refugee (children may not be able to write a Christmas card due to the variety of religious traditions of refugees).

Read the readings for Christmas eve and Christmas day of this liturgical year and discuss themes. Suggested Assessment JS 3.2 Make a poster showing the journey from Advent to Christmas and how these

seasons are celebrated in the parish. at the centre choose one Advent reading and one Christmas reading to illustrate and connect . On a connecting symbol write how these stories are connected.

Discuss ways we can create joyful hope for people who are marginalised including refugees and homeless people. As Year 6 students, take leadership in social justice for Advent such as for the St Vincent De Paul Christmas Appeal.


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Appendix 1:

The Jesse TreeUsed with permission Sydney CEO

YOU WILL NEED: Purple cloth for underlay Christmas tree or branch of tree in bucket with rocks or sand or drawing of tree with branches on cardboard on wall 2D illustrated symbols laminated to put on Jesse Tree Big Books (borrowed from K-2)

Old Testament Stories (K), Joseph the Dreamer (Yr 1), Moses (K-2), King David (K), Jonah (K),

Students are seated in a semi-circle ready to listen to the story. Go to the shelf and carry the materials as you would the Bible. Place these beside you.

Begin by rolling the purple cloth in front of you and say:Purple is the colour for getting ready. It is the colour of Advent which is the beginning of the Church’s year. In the season of Advent we get ready to celebrate the great feast of Christmas. Advent is also a time of waiting, longing and preparing for Christ’s coming at the end of time.

Bring over the tree in bucket or put up cardboard with drawing of tree on wall.


During Advent we use symbols to help us prepare for the coming of the Saviour. These symbols remind us of people who waited and prepared the way for the long awaited Saviour.

Pointing to the tree say:The name Jesse Tree comes from the words of the prophet Isaiah (11:1-2), “A shoot shall come out from the stump of Jesse, and a branch shall grow out of his roots”. Jesse was the father of King David and the Bible tells us that Jesus would be born “of the house of David”.

Sit back and say:As we prepare for the great feast of Christmas, we remember some of God’s people who recognised that God was with them through some surprising events in their lives.

Bring out, one at a time, laminated illustrations of symbols representing the people of God mentioned in the story. Use the scripts below as you place the symbols on the branches. The students may be able to help you recall / re-tell the stories. You might only do two or three at a time. Engage the students with recalling and wondering about each of the symbols and the characters’ stories. Students might wish to hear / read some of the stories again. The K-2 Big Books could be utilized for this purpose.

Noah and the Ark - image of the Ark and animalsThe story of Noah is a very old story. Evil and violence had filled the earth. God told Noah to make an ark for himself, his family and two of all the animals and birds. He was to take food and provisions. Then waters came and flooded the earth and washed away all the evil people and all living creatures. Noah, who had been faithful to God, and all his family and every creature on the ark were saved. Eventually the waters dropped and the earth dried and Noah and his family and all the animals came out of the ark. God blessed Noah and his children and told them to “be fruitful and fill the earth.” God made a covenant with Noah and all creatures, promising that never again would the earth be flooded and all life washed away. He placed a rainbow in the sky which would be a reminder of this covenant God made with the earth. I wonder if you remember any more of the story of Noah and the Ark. (You might borrow the Kindergarten Big Book ‘Old Testament Stories’ for students to revisit the story.) I wonder if you know another time when God told people to “be fruitful and fill the earth.”I wonder what the rainbow in the sky means to you.

Abraham and Sarah - image - stars in the skyThe history of God’s chosen people begins with Abraham and Sarah. In faith Abraham and Sarah obeyed God’s command to leave their home country. On their journey they discover that God is with them in every place. Abraham is promised as many descendents as the stars in the heavens. Although very old at the time Sarah has a son, Isaac, who marries Rebekah and they have children and these children have children and so begins the great family which is as many as the stars in the sky and the grains of sand on the seashore. (You might borrow the Kindergarten Big Book ‘Old Testament Stories’ for students to revisit the story).I wonder if there’s something else you can remember about Abraham and Sarah.I wonder if anyone remembers Sarah’s reaction when God first told them they would be the parents of a great nation.I wonder what you like about the story of Abraham and Sarah.

Joseph – image – coat of many coloursJoseph was the son of Jacob. One day Jacob gave Joseph a coat of many colours. Joseph’s eleven brothers were jealous, and so they kidnapped him and sold him into slavery in Egypt. There, with God looking after him, Joseph rose to a position of power. When famine came to the land of Joseph’s father and brothers, they went to Egypt for food. Joseph was the governor. He gave his brothers plenty of food but he also tested them to see if they had changed. When he saw that they had changed he greeted them with the words, “I am your brother Joseph.” (The story is worth re-visiting in the Year One Big Book ‘Joseph the Dreamer’). Students could be encouraged to generate their own wondering statements).


I wonder if you remember anything else in the story of Joseph. I wonder how the brothers felt when Joseph greeted them as their brother.I wonder how Joseph’s father felt when he saw his son again.

Moses – image – Tablets of the CommandmentsMoses was one of the greatest leaders of the Hebrew people. God chose Moses to free the Hebrew people from slavery in Egypt. As Moses tended his flock near the mountain of Horeb, he saw a burning bush and heard the voice of God telling him to take off his sandals as he was standing on holy ground. It was here that God called him to lead the Israelites out of slavery in Egypt.

You may remember the story of Moses asking Pharaoh to let his people go. Finally Moses was able to lead the people out of Egypt, through the Red Sea and into freedom. It was here in the desert on Mt Sinai that God gave Moses the Ten Commandments, the laws that guide us all in the best way to live.(You might borrow the K-2 Big Book ‘Moses’ for students to revisit the story).

I wonder if anyone remembers the story of Moses’ birth. I wonder which part of Moses’ story you like the most.I wonder why Moses is considered such an important leader of God’s people.

Ruth – image – gathered barleyThe symbol of gathered barley reminds us of Ruth who collected grain from the fields of an Israelite farmer. Do you remember Ruth’s story? Shewas a foreigner who married an Israelite. After her husband’s death Ruth looked after her mother-in-law, Naomi and returned to her husband’s land and remained faithful to his family and God. Later she married the farmer, Boaz in whose fields she worked, and God blessed her goodness by giving her a son named, Obed. Obed became the father of Jesse and Jesse was the father of the great Jewish king David.

I wonder why the story of Ruth is important. I wonder what we can learn from Ruth and her life.

Jesse – image – branch growing from roots of a treeIt was in the family line of Jesse that Jesus was born in fulfilment of the prophecies.Many years after Jesse lived, the prophet Isaiah would speak of the coming of the Messiah and would trace Jesus’ ancestry back to Jesse, the father of King David.

King David – image – crownGod chose David to be king. David had great faith in God. He trusted God and tried to obey him. David made many mistakes, but he continued to turn to God for forgiveness and guidance. Israel became a strong nation under his leadership. (You might borrow the Kindergarten Big Book ‘King David’ for students to revisit the story.)I wonder if you can remember the story of David being anointed as King or the story of David and Goliath.I wonder what we can learn about God… about David in each of these stories.I wonder what else you know about King David.

Isaiah – image – scroll of the prophet with words from IsaiahIsaiah is one of the great prophets in the Old Testament, who gave hope to the Israelites that peace, would come to their nation. He also spoke of the birth of a special child who would be called ‘Emmanuel’ which means ‘God is with us’.

Jonah – image – large fish


Jonah is the prophet who does not want to go where God sends him. He tries to run away from God. He boards a boat, God sends a storm and Jonah is tossed overboard and swallowed by a large fish. Jonah prays to God to forgive him. He is saved and he then does what God wants and takes the message of salvation to the people of Ninevah. (You might borrow the Kindergarten Big Book ‘Jonah’ for students to revisit the story.)I wonder what else you remember about Jonah.I wonder why Jonah didn’t want to follow God’s call and go to Ninevah.I wonder if you’ve ever felt like that.

John the Baptist – image – camel hair coatJohn was the son of Zechariah and Elizabeth. He was Jesus’ relative. He announced the coming of Jesus. When John grew up he preached that the people should turn away from sin and be baptized. He baptized many people in the river Jordan, including Jesus.

Mary – image – mother and childGod sent the angel Gabriel to Mary in Nazareth. The angel told her that God was with her and that she was chosen among all women to bear God’s son, whom she should name Jesus. Her trust and faith in God enabled her to do what God asked of her, to be the mother of God’s son, Jesus.You may wish to include reading and work on Luke 1:26-38 – The Annunciation at this point - see Unit Content 3

Joseph of Nazareth – image – carpentry toolsJoseph, a descendant of David, worked as a carpenter. An angel appeared to him and told him that Mary had conceived a son by the power of the Holy Spirit, and this son would be named Jesus. He loved and protected Jesus, the Son of God, as his foster son. He also loved and cared for Mary, his wife.You may wish to include reading and work on Matthew 1:18-25 – The Birth of Jesus - see Unit Content 3

Jesus – image – child in mangerWe know the rest of the story. God was faithful to the promise and Jesus, son of God was born in Bethlehem. You may wish to include reading and work on Luke 2:1-20 and Matthew 1:18-24 – The Birth of Jesus - see Unit ContentI wonder what the birth of Jesus means for you.I wonder how the prophets and holy people knew that God was speaking to them. I wonder how we can know what God is saying to us.I wonder how we prepare ourselves for the season of Christmas.I wonder how we can be a sign of God’s presence in our world.I wonder if you know people in this world who point the way to Jesus.


Appendix 2:Scripture

Person Scripture references on which stories are based. Students are not expected to read all of these as some are a number of chapters.

Image

Noah Genesis 7:1-5, 17-23, 8-17 ArkAbraham & Sarah Genesis 12: 1-7 & Hebrews 11:8 stars in the skyJoseph (the dreamer) Genesis 37:2-36; 39:1-46:34 coat of many coloursMoses - Birth Exodus 2:1-10 Tablets of the CommandmentsMoses - Burning Bush Exodus 3:1-12Moses - The Exodus Exodus 14-15Moses - Ten Commandments Exodus 20:1-17Ruth Ruth 1:16-18, 22 gathered barleyJesse Isaiah 11:1-2 branch growing from the roots of treeDavid anointed as King 1 Sam 16: 1-13 CrownDavid and Goliath 1 Sam 17Isaiah Isaiah 7:14-15; 9:5-6 scroll with words of IsaiahJonah Jonah 1-4, (4 short chapters) large fishJohn the Baptist Matthew 3:1-11 camel hair coatMary Luke1:26-38 mother & childJoseph of Nazareth Matthew 1: 18-24 carpentry toolsJesus Luke 2:1-20, Matthew 1:18-24 child in manger

Scripture: (http://www.catholic.org/phpframedirect/out.php?url=http://www.nccbuscc.org/nab/bible/index.htm)

MatthewChapter 1:1-17

1 The book of the genealogy of Jesus Christ, the son of David, the son of Abraham. 2 Abraham became the father of Isaac,

Isaac the father of Jacob, Jacob the father of Judah and his brothers. 3 Judah became the father of Perez and Zerah, whose

mother was Tamar. Perez became the father of Hezron, Hezron the father of Ram, 4 Ram the father of Amminadab.

Amminadab became the father of Nahshon, Nahshon the father of Salmon, 5 Salmon the father of Boaz, whose mother was

Rahab. Boaz became the father of Obed, whose mother was Ruth. Obed became the father of Jesse, 6 Jesse the father of


http://www.catholic.org/phpframedirect/out.php?url=http://www.nccbuscc.org/nab/bible/index.htm

David the king. David became the father of Solomon, whose mother had been the wife of Uriah. 7 Solomon became the father

of Rehoboam, Rehoboam the father of Abijah, Abijah the father of Asaph. 8 Asaph became the father of Jehoshaphat,

Jehoshaphat the father of Joram, Joram the father of Uzziah. 9 Uzziah became the father of Jotham, Jotham the father of Ahaz,

Ahaz the father of Hezekiah. 10 Hezekiah became the father of Manasseh, Manasseh the father of Amos, Amos the father of

Josiah. 11 Josiah became the father of Jechoniah and his brothers at the time of the Babylonian exile. 12 After the Babylonian

exile, Jechoniah became the father of Shealtiel, Shealtiel the father of Zerubbabel, 13 Zerubbabel the father of Abiud. Abiud

became the father of Eliakim, Eliakim the father of Azor, 14 Azor the father of Zadok. Zadok became the father of Achim, Achim

the father of Eliud, 15 Eliud the father of Eleazar. Eleazar became the father of Matthan, Matthan the father of Jacob, 16 Jacob

the father of Joseph, the husband of Mary. Of her was born Jesus who is called the Messiah. 17 Thus the total number of

generations from Abraham to David is fourteen generations; from David to the Babylonian exile, fourteen generations; from the

Babylonian exile to the Messiah, fourteen generations.

Luke 2: 1-20

1 In those days a decree went out from Caesar Augustus that the whole world should be enrolled. 2 This was the first

enrolment, when Quirinius was governor of Syria. 3 So all went to be enrolled, each to his own town. 4 And Joseph too went up

from Galilee from the town of Nazareth to Judea, to the city of David that is called Bethlehem, because he was of the house and

family of David, 5 to be enrolled with Mary, his betrothed, who was with child. 6 While they were there, the time came for her to

have her child, 7 and she gave birth to her firstborn son. She wrapped him in swaddling clothes and laid him in a manger,

because there was no room for them in the inn. 8 Now there were shepherds in that region living in the fields and keeping the

night watch over their flock. 9 The angel of the Lord appeared to them and the glory of the Lord shone around them, and they

were struck with great fear. 10 The angel said to them, "Do not be afraid; for behold, I proclaim to you good news of great joy

that will be for all the people. 11 For today in the city of David a saviour has been born for you who is Messiah and Lord. 12 And

this will be a sign for you: you will find an infant wrapped in swaddling clothes and lying in a manger." 13 And suddenly there

was a multitude of the heavenly host with the angel, praising God and saying: 14 "Glory to God in the highest and on earth

peace to those on whom his favour rests." 15 When the angels went away from them to heaven, the shepherds said to one

another, "Let us go, then, to Bethlehem to see this thing that has taken place, which the Lord has made known to us." 16

So they went in haste and found Mary and Joseph, and the infant lying in the manger. 17 When they saw this, they made

known the message that had been told them about this child. 18 All who heard it were amazed by what had been told them by

the shepherds. 19 And Mary kept all these things, reflecting on them in her heart. 20 Then the shepherds returned, glorifying

and praising God for all they had heard and seen, just as it had been told to them.

LukeChapter 3:10-14

10 And the crowds asked him, "What then should we do?" 11 He said to them in reply, "Whoever has two cloaks should share

with the person who has none. And whoever has food should do likewise." 12 Even tax collectors came to be baptised and they

said to him, "Teacher, what should we do?" 13 He answered them, "Stop collecting more than what is prescribed." 14 Soldiers

also asked him, "And what is it that we should do?" He told them, "Do not practice extortion, do not falsely accuse anyone, and

be satisfied with your wages."

Isaiah


Chapter 11:1

1 But a shoot shall sprout from the stump of Jesse, and from his roots a bud shall blossom.

SamuelChapter 16:1-13

1 The LORD said to Samuel: "How long will you grieve for Saul, whom I have rejected as king of Israel? Fill your horn with oil,

and be on your way. I am sending you to Jesse of Bethlehem, for I have chosen my king from among his sons." 2 But Samuel

replied: "How can I go? Saul will hear of it and kill me." To this the LORD answered: "Take a heifer along and say, 'I have come

to sacrifice to the LORD.' 3 Invite Jesse to the sacrifice, and I myself will tell you what to do; you are to anoint for me the one I

point out to you." 4 Samuel did as the LORD had commanded him. When he entered Bethlehem, the elders of the city came

trembling to meet him and inquired, "Is your visit peaceful, O seer?" 5 He replied: "Yes! I have come to sacrifice to the LORD.

So cleanse yourselves and join me today for the banquet." He also had Jesse and his sons cleanse themselves and invited

them to the sacrifice. 6 As they came, he looked at Eliab and thought, "Surely the LORD'S anointed is here before him." 7 But

the LORD said to Samuel: "Do not judge from his appearance or from his lofty stature, because I have rejected him. Not as man

sees does God see, because man sees the appearance but the LORD looks into the heart." 8 Then Jesse called Abinadab and

presented him before Samuel, who said, "The Lord has not chosen him." 9 Next Jesse presented Shammah, but Samuel said,

"The LORD has not chosen this one either." 10 In the same way Jesse presented seven sons before Samuel, but Samuel said

to Jesse, "The LORD has not chosen any one of these." 11 Then Samuel asked Jesse, "Are these all the sons you have?"

Jesse replied, "There is still the youngest, who is tending the sheep." Samuel said to Jesse, "Send for him; we will not begin the

sacrificial banquet until he arrives here." 12 Jesse sent and had the young man brought to them. He was ruddy, a youth

handsome to behold and making a splendid appearance. The LORD said, "There-anoint him, for this is he!" 13 Then Samuel,

with the horn of oil in hand, anointed him in the midst of his brothers; and from that day on, the spirit of the LORD rushed upon

David. When Samuel took his leave, he went to Ramah.

JeremiahChapter 33:14-16

14 The days are coming, says the LORD, when I will fulfil the promise I made to the house of Israel and Judah. 15 In those

days, in that time, I will raise up for David a just shoot; he shall do what is right and just in the land. 16 In those days Judah shall

be safe and Jerusalem shall dwell secure; this is what they shall call her: "The LORD our justice."

ZephaniahChapter 3:14-20

14 Shout for joy, O daughter Zion! sing joyfully, O Israel! Be glad and exult with all your heart, O daughter Jerusalem! 15 The

LORD has removed the judgment against you, he has turned away your enemies; The King of Israel, the LORD, is in your

midst, you have no further misfortune to fear. 16 On that day, it shall be said to Jerusalem: Fear not, O Zion, be not

discouraged! 17 The LORD, your God, is in your midst, a mighty saviour; He will rejoice over you with gladness, and renew you

in his love, He will sing joyfully because of you, 18 as one sings at festivals. I will remove disaster from among you, so that none

may recount your disgrace. 19 Yes, at that time I will deal with all who oppress you; I will save the lame, and assemble the

outcasts; I will give them praise and renown in all the earth, when I bring about their restoration. 20 At that time I will bring you

home, and at that time I will gather you; for I will give you renown and praise, among all the peoples of the earth, When I bring


about your restoration before your very eyes, says the LORD.

Appendix 3:

Celebration of ModulesLiturgy Outline

Li turgy Def in i t ion: “work of the peop le” ( i n t h i s c a s e - t h e c h i l d r e n )

A l i tu rg y t o ce le br a te m od ul e le ar n i ng us ua l l y ha s fo ur p a r t s o f w h i c h t he se c a n co nt a i n a l l o r s o me o ne o f th e su gg es t io ns .

Be fo re y o u be g i n s om e o t he r co ns id er a t i on s! ! Wh er e w i l l t h e l i t u rg y be ce le b r a t ed ? D oe s no t ha v e to b e ce le b r a t e d i n t he ch u r ch o r t h e c l as s ro om . Ou td oo rs i s a p os s i b i l i t y - w ea th e r pe rm i t t i ng . Co ns id e r th e p l a c em en t o f ch a i r s a n d sa c r ed s pa ce . Wh o to i n v i t e ? (p a r en ts , s t a f f , p r i e s t e t c )

W E G A T H E R : Se t t i n g t he s ce ne S ac re d S pa ce ( c l o t h , ca n d le , B i b l e , i c on s e t c ) t o be c r ea te d i n t h i s pa r t . P ro ce ss i on H ym n o r so ng s o f w e l com e W el co me an d i n t r o d uc t i o n to c e l eb ra t i o n O pe n i n g p r ay e r

W E L I S T E N : St o r ie s F ro m th e B ib le O ut l i ne o f w ha t ha s bee n l e a r n t M ul t i me d ia p re se n t a t i on s D ra ma t i sa t i o n / d i a l o g ue o f s to ry H ym ns L i t u r g i ca l M ov em en t o f s t o r y S to r i es o f t he i r l i f e and f a m i l i e s R e l a t ed na r r a t i v e s ( eg Dr ea mt im e s t o r y )

W E R E S P O N D :Re sp on d in g to t he s t o r i e s H ym n o r so ng s L i t u r g i ca l m ov em en t P ra ye rs o f I n t e r ce ss ion P ra ye r M ul t i me d ia p re se n t a t i on s S ha r i ng wo rk f r o m mod u l e (e g a r tw or k )

W E G O F O R T H :Se nd in g F o r th R ec es s i o na l hy mn o r son gs L i t u r g i ca l m ov em en t P ra ye r T ha nk yo u s t a t e m en t


Liturgy can be followed by offer of hospitality

Possible Resources Th e r es ou rc es i n d i c a t ed b e lo w a r e r e c om me nd e d to as s i s t w i th t h e te ac h i n g o f t h i s mo du le . P le as e a dd o th e rs t ha t a re us ed .

TeacherO’Brien, Kate and White, Dan. 2001. The Thinking Platform. Marayong: K.D.Publications

Ryan, Maurice and Elliott, Mark. 1999. Religion Quick Prints. Katoomba: Social Science Press

Wintour, Rina. Just Imagine Series 1-4 Brisbane: Mountjoy Enterprises.White, D., O’Brien K., and Todd, S., Into the Deep © 2003 KD Publications

Woods, Laurie. 1993. The Bible: God’s Word. Blackburn: Collins Dove

LabOra Worship

Literature

Music “No Room for you tonight” by John Burland on “Christmas Star

“ Prophets of Hope” by Trish Watts

Websites

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

Advent Calendarhttp://www.smmp.com/Advent/Advent.htm

Advent Prayer


Genealogy/ Family treeshttp://genealogy.about.com/library/free_charts/Family_Tree.pdf












http://genealogy.about.com/library/free_charts/Family_Tree.pdf


http://www.smmp.com/Advent/Advent.htm

Teaching Tools

Venn Diagram http://www.readwritethink.org/files/resources/interactives/venn_diagrams/ or http://www.classtools.net/education-games-php/venn_intro

Time line generator at http://www.teach-nology.com/web_tools/materials/timelines/

Other websites

http://wallwisher.com/

http://www.wordle.net/

http://www.tagxedo.com/

http://www.ning.com/

http://www.wikispaces.com/

Make short art-inspired stories http://storybird.com/

Capzles social storytelling http://www.capzles.com/

Useful Apps

3 Minute Retreat Sand Draw Lectio Divina Ignatian Examen

Superbook Bible App

The Holy Bible Bible for kids The Pope App

Educreations PuppetPals Show Me Comic Maker


http://www.teach-nology.com/web_tools/materials/timelines/

http://www.classtools.net/education-games-php/venn_intro

http://www.classtools.net/education-games-php/venn_intro

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

draft 2013 - primary re curriculum - this...

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