rcadcschools.org - a year of faith from lent... · web viewa 3: lent to easter in a nutshell! there...

1

A 3: Lent to Easter In a nutshell!

The content areas: 1. Matthew’s account of the instruction to give alms, pray and fast.2. Matthew’s passion: Palm Sunday to Good Friday3. The Liturgies of Palm Sunday to Good Friday

Outcomes: a. Recognise or use some of the signs, symbols and religious terms which celebrate the

season of Lent (AT 1 (ii) Levels 1-3)

b. Retell part of the passion of Jesus according to Matthew (AT 1 (i) Level 2)

c. Recognise or describe some of the actions which are part of the liturgies of Palm Sunday, Holy Thursday or Good Friday (AT 1 (ii) Levels 1-3)

d. Use religious terms to show an understanding of different liturgies (AT 1 (ii) Level 4)e. Describe and explain the meaning and purpose of a variety of forms of worship (AT 1 (ii) Level 5)

Dates for Easter this year: Shrove Tuesday February 25 Ash Wednesday February 26 Palm Sunday April 5 Holy Thursday April 9 Good Friday April 10 Easter Sunday April 12 (taught next resource)

Change the colour on your prayer table! We are now into Purple!

KIPandfriends. Lent to Easter November 2019

There are three areas of content in this resource: Lent; Matthew’s account of Palm Sunday, Holy Thursday and Good Friday and the Liturgies of Palm Sunday, Holy

Thursday and Good Friday. Look carefully at the levels you wish to aim for: if you want to achieve a Level 5 in At 1

(ii) there are resources on the website to enable you to do this.

2

Changes since the last time this resource was taught!1. Age Related Standards:The Age-Related Standards for Knowledge and Understanding only have been placed alongside the current Level outcomes. This resource has not been adapted to meet the new standards however you will see that much of the content - as it exists now - would meet the new standards.

2. The ‘In a Nutshell’ page. Use this page to assist with your planning. How much time do you have? What will you prioritise: remember, dive, don’t swim.

3.Changes to the contentAdditional information about Lent, particularly about fasting, has been included.

There have been changes made to the assessment strategies: remember they are suggestions only.

Study of the passages of Easter have been simplified to achieve Level 2 At 1 (i) only, to allow more time for work on the Easter Liturgies at this time.

Achievement of Level 5 for AT 1, (ii) provides two options supported by resources from the Finsbury Park Palm Sunday walk and videos. The easier ‘worship’ to explore is Palm Sunday: Holy Thursday is there for those o the way to sainthood!


3

In God’s NameA Resource for Religious Education in Catholic Schools

produced by: Dr. Margaret Carswell

Year A (A 3): From Lent to Easter Spring Term – 2019/2020 school year

Religious Education Topic Planning: THE YEAR OF FAITH UNIT 6: A Virtuous Life


This framework of learning is intended as the second in the Spring Term in the academic year 2019/2020. In keeping with the Liturgical year this resource teaches the practices of Lent and the days of Easter, Palm Sunday, Holy Thursday and Good Friday. Scripture passages are taken from the Gospel of Matthew.

Schools are reminded that this framework is an exemplar resource that models the linear teaching of content according to the Attainment Levels. As always, you are expected to engage with the suggestions this resource contains, make choices and adapt and apply the activities to suit your own school situation. In determining the content to teach you must first decide on the Strand and Attainment level you wish to achieve and choose teaching and learning activities that will teach the content required for achievement of the level. When time is limited, your guiding principle is, as it is with all good education, less content, taught more richly and deeply. Quantity should never supersede quality. This framework is formatted to allow you to annotate your teaching, including changes made for differentiation, as you work through the material. Should you wish to have copies of the planning grids, made from this resource by Christ the King, please contact Romy Hoster or Dee Abbott at Christ the King

4Nihil Obstat Rev Dr Kevin Lenehan

BA (Monash) BTheol (Hons) (MCD) MRelStuds (Leuven) MTheol (Leuven) STL (Leuven) DTheol (Leuven)

Diocesan Censor

Imprimatur Rt Rev Paul Bird CSsR, Bishop of Ballarat

Date 10 February 2014

The Nihil Obstat and Imprimatur are official declarations that a book or pamphlet is free of moral or doctrinal error. No implication is contained therein that those who have granted the Nihil Obstat and Imprimatur agree with the contents, opinions or statements expressed.


5

Key Teachings from the Catholic Tradition. Taken from the RECD ~ (Numbers in brackets refer to the reference numbers in the Catechism of the Catholic Church)Celebration:3.2.1. The Paschal Mystery and the Sacramental Nature of the Church (1113-1116)3.2.2. Who celebrates? (1136-1144)3.2.3. Signs and symbols (1145-1152)A. Signs of the covenant (1150)B. Signs taken up by Christ (1151)C. Sacramental signs (1152)D. Words, actions, singing, music and images (1153-1162)

3.3.4. The Eucharist (1322-1405)A. Definition: the sacrament which represents in the Mass the sacrificial Death of Christ and his Resurrection — making it possible for us to eat his Body and drink his Blood (1323) B. Understanding the sacrament a Scriptural basisC. Celebration (1345-1355)D. Essential elementsH. Appropriating and living this sacrament

AGE GROUP STATEMENTS FROM THE RECD

Pupils will learn about: (5-7)Revelation

The main events, characters and places in the life of Jesus: Palm Sunday, the Last Supper, Good Friday and Easter Sunday

The Church Roles in the communities to which they belong (e.g.

children, parents, parishioners, priest, bishop, Pope) The main aspects of the Eucharistic celebration and

prayers used at the Eucharist Some ways the church celebrates major seasons of the

liturgical year

(7-11)Revelation

The Gospel accounts of key events in the life of Jesus: nativity, presentation, finding in the Temple, baptism, temptations, passion, death, resurrection and ascension

The Church: Ways of taking part in the life and worship of the

domestic and local church (e.g. Celebrating Eucharist, prayer for others, parish activities)

Life in Christ


6

Life in Christ The words of Jesus which speak of his Father’s love

Celebration The story of the Last Supper

The suffering, death and resurrection of Jesus as a sign of love, sacrifice and the source of new life

Celebration Signs and symbols and their significance in liturgy Words and images Jesus used to express communion

(e.g. I am the vine and you are the branches) The structure of the Eucharist The significance of the Church’s names for this

Sacrament the Mass, Eucharist, the Lord’s Supper, the Breaking of Bread

The prayer Jesus taught his friends (Our Father) and its significance

A variety of prayers and prayer forms, formal and informal used for personal and community prayer

OUTCOMES - Linked to Levels of Attainment

This framework has been written to model linear teaching of AT 1 (i) and AT 1(ii). It also includes opportunities for assessment of AT 2 (i). Teachers are reminded that completion of a ‘levelled’ activity does not automatically constitute achievement of that level and that both ongoing and summative assessment should be used to judge the levels at which pupils are working.Outcomes:

a. Recognise or use some of the signs, symbols and religious terms which celebrate the season of Lent (AT 1 (ii) Levels 1-3)

b. Retell part of the passion of Jesus according to Matthew (AT 1 (i) Level 2)c. Recognise or describe some of the actions which are part of the liturgies of Palm Sunday, Holy Thursday or Good

Friday (AT 1 (ii) Levels 1-3)d. Use religious terms to show an understanding of different liturgies (AT 1 (ii) Level 4)e. Describe and explain the meaning and purpose of a variety of forms of worship (AT 1 (ii) Level 5)f. Pray


7Spiritual Outcomes:It is hoped that pupils will develop:

An openness to the story of the Passion of Jesus An appreciation of the liturgy (especially of the major actions of Palm Sunday, Holy Thursday and Good Friday) in

deepening a relationship with God Reflectiveness in prayer

Other Curriculum Links:English: Comprehension of stories/Literacy strategiesArt: Creation of CrossesMaths: PSHE/SMSC: AT 2 links – to questions of meaning and purpose.IT: use of the internetKey Terminology: Passion, liturgy, service, sacrifice, celebration, give alms, pray, fast, procession, adoration, consecration, antiphon, Passover, chasuble, Blessed Sacrament, repose, ciborium, genuflect, Praetorium, Sabbath.

Suggestions for a Staff Meeting on the content of this resource.

1. Provide a copy of the resource for each staff member. Decide, on the basis of the TIME you have available. This may depend on whether you do Passion plays or liturgies during this time. The main content in the resource is clearly divided into two sections:

How does the Church celebrate Lent? Easter PATH A (page 18) is detailed study of the three events of Palm Sunday, Holy Thursday and Good Friday. This

will lead to AT 1 (i) Level 2 retelling ONLY. Easter PATH B (page 22) is study of the liturgies for Palm Sunday, Holy Thursday and Good Friday. This will lead to AT

1(ii) Levels 4 and 5.

The professional content knowledge for these two paths is obviously different so craft your staff in-service around what you choose: have staff read the KIT carefully and then work through the activities outlined in the resource. Remember, it is wise to have all teachers work through material up to level 5 to develop their own understandings and keep the possibility for extension open! Resource 5 contains important information about the particular actions used in the Liturgies on Palm


8Sunday, Holy Thursday and Good Friday. Make sure your teaching staff is familiar with these as they comprise a large part of the content of this resource. Remember that each key action is part of a ‘regular’ Mass, and that it will be enacted differently in each community. 2. Watch videos on key actions:Palm Sunday: https://www.youtube.com/watch?v=qPmW4FKnSSI Palm Sunday procession. Read the comment under the video as it explains what is going on.

Holy Thursday: https://www.youtube.com/watch?v=XS4QkZQ-cugWashing of the feet.

Good Friday: https://www.youtube.com/watch?v=zSd3nRU7tCAVeneration of the CrossIf you wish to aim for Level 5, information on an ecumenical Palm Sunday, celebrated in Islington, is provided. (links on page 28 of this resource and a video on KIPs website)


https://www.youtube.com/watch?v=zSd3nRU7tCA

https://www.youtube.com/watch?v=XS4QkZQ-cug

https://www.youtube.com/watch?v=qPmW4FKnSSI

9

From Lent to Easter Year A - (A3) Spring Term Cognitive Outcomes:

By the end of this framework pupils will be able to:

a. Recognise or use some of the signs, symbols and religious terms which celebrate the season of Lent (AT 1 (ii) Levels 1-3)

b. Retell part of the passion of Jesus according to Matthew (AT 1 (i) Level 2)

c. Recognise or describe some of the actions which are part of the liturgies of Palm Sunday, Holy Thursday or Good Friday (AT 1 (ii) Levels 1-3)

d. Use religious terms to show an understanding of different liturgies (AT 1 (ii) Level 4)

e. Describe and explain the meaning and purpose of a variety of forms of worship (AT 1 (ii) Level 5)

f. Pray

Spiritual Outcomes:

It is hoped that pupils will develop: An openness to the story of the Passion of

Jesus An appreciation of the liturgy (especially of

the major actions of Palm Sunday, Holy Thursday and Good Friday) in deepening a

Age related standards: Knowledge and Understanding ONLY5-7 years Recognise religious stories Retell, in any form, a narrative that corresponds to the scripture sourceRecognise religious beliefsRecognise that people act in a particular way because of their beliefs Describe some of the actions and choices of believers that arise because of their beliefUse religious words and phrases

7-9 yearsRetell a narrative that is accurate in its sequence and details and that corresponds to the scripture source used Describe, with increasing detail and accuracy:

A range of religious beliefsThose actions of believers which arise as a consequence of their beliefs

Make links between: Beliefs and worship giving reasons for actions and choices

Use a range of religious vocabulary

9-11 yearsShow knowledge and understanding of a range of scripture passages that corresponds to the scripture source used.


10

relationship with God Reflectiveness in prayer

Show knowledge and understanding of: ‐ A range of religious beliefsThose actions of believers which arise as a consequence of their beliefs

Show understanding of, by making links between: ‐Beliefs and worship

Use religious vocabulary widely, accurately and appropriately

Focus Question: How does the Church celebrate Lent? Learning Objectives

Teaching & Learning Strategies Pupil Activities including differentiation and on-going assessment


11

All pupils : Use your liturgical calendar to find the season of Lent. Note how we are travelling through the Liturgical year. Mark on a ‘regular’ calendar the significant dates for this Lent and Holy Week: Ash Wednesday


Key Information for Teachers – See KIP The forty-day Season of Lent technically begins on the first Sunday of Lent but for many people Ash Wednesday marks the beginning of the season. Lent concludes on Holy Thursday evening when we gather to commemorate the Last Supper. Lent is a time of preparation for Easter. It is a time to remember and anticipate the events of Easter, particularly that Jesus will be crucified and die. The colour of Lent is deep purple, the colour of penance. It is associated with Royalty and so reminds us of Jesus, who will be recognised as Christ our King at the resurrection.

The word ‘lent’ comes from the Old English word lencten (which means lengthening of days) used to describe the coming of the season of spring. In many other languages the name for the season comes from the Latin word quadragesima for ‘forty’ (such as the Spanish cuaresma and the Italian quaresima).

The number 40 has always been associated with periods of waiting and preparation. It should not be read literally but to mean ‘a long time – a generation’. Moses stayed [on Mount Sinai] ‘for 40 days and 40 nights, without eating any food or drinking any water’ (Ex 34:28) as he prepared to receive the ten commandments. The prophet Elijah walked ‘40 days and 40 nights’ to Mount Horeb (another name for Sinai) (I Kgs 19:8). And, of course, Jesus fasted and prayed for ‘40 days and 40 nights’ in the desert before beginning his public ministry.

Lent officially ends on Holy Thursday when the ‘Triduum’, the three days - Holy Thursday, Good Friday and Holy Saturday, occur. The word ‘Easter’ actually refers to the Sunday of the season, the day of the Resurrection and the season that follows it to Pentecost.

12February 26th; Palm Sunday April 5th; Holy Thursday April 9th; Good Friday April 10th; Easter Sunday April 12.

All pupils: Allow pupils to share their prior knowledge with the traffic light technique. (Give each pupil access to red, orange and green pens. Have them write in their books or on paper what they already know about Lent using the pens: red means they are unsure if they are correct; orange means they think they are right, green means they are certain they are right. Modify the task if you wish and use a sheet of paper which may be written on and passed around so that others can affirm [tick], question [question mark] and disagree with [cross] or add to [write new ideas] suggestions.

All pupils : Explain the season of Lent using KIT and KIP above and below. Present information as a question/answer matching exercise OR on the IWB OR use the information on KIT/KIP and have pupils form a quiz for another class and have a competition OR arrange a cross age activity and have older pupils undertake an activity (above) with a younger class, where older ones act as teachers.

All pupils : Participate in Lenten rituals to celebrate Shrove Tuesday and Ash Wednesday (making of pancakes; liturgy for Ash Wednesday) and explain the traditions that


13accompany these days.

Prepare to Hear the Word

All pupils: Tell pupils that the reading for Ash Wednesday comes from the Gospel of Matthew (Mt 6:1-18). It names the three practices we adopt for Lent: alms giving, prayer and fasting. Resource 1. Explain that this passage also comes from the Sermon on the Mount – like the Beatitudes and the Lord’s Prayer.


Key Information for Teachers – See KIP Shrove Tuesday: The day before Ash Wednesday has a number of names: Fat Tuesday, Shrove Tuesday, Pancake Tuesday. On this day, families would use up foods to prepare to eat very simply during Lent. Typically, eggs, sugar, butter and milk would be used up – hence the tradition of making pancakes on Shrove Tuesday.

Ash Wednesday: On Ash Wednesday ashes are placed on our foreheads in the sign of the cross. The ashes for Ash Wednesday are normally made from the burnt palm branches from Palm Sunday of the previous year. Ashes are an ancient symbol of repentance: when those who wanted to change their way of life sat at the back of the Church in sackcloth and ashes. They also remind us that one day we will die and our desire that, in death, we will be with God. At the distribution of ashes the words, "Remember, you are dust and to dust you shall return" OR "Turn away from sin and be faithful to the Gospel" are said. Both these ‘formula’s’ remind us of our frailty – physically and spiritually – and the call to love life ‘to the full’ during our lifetimes. Ash Wednesday begins a journey of four weeks.

14

o Older pupils: Explain that this passage is sometimes called ‘3 acts of piety’. Have pupils use dictionaries or a thesaurus (or conduct a survey of families) to explore what the word piety means. What would contemporary acts of piety be?

All pupils: Read the passage (Mt 6:1-18) together from the IWB. Invite pupils to listen and read carefully with you. (You will read the Lord’s Prayer so those who learned about this will recognise it.)

All pupils: Explain that the passage is made up of 3 instructions – each instruction begins with a warning…(don’t be like people who…..) and then what to do instead. Find the three instructions and highlight them on the IWB.

Younger pupils: Have pupils turn class or school rules into this structure to practice working with it. eg: when you come into the room don’t….. instead….

Hear and Encounter the Word All pupils: Explore the instructions one at a

time, using the same pattern for each instruction. To give alms: 1. Explain the terminology (see KIT below).2. Act out the two scenes: don’t do this…..do this. 3. Paraphrase the instruction using the pupils’


15own words. ‘When you … don’t…; instead…’

Younger pupils : The three instructions are expressed as symbols (often hands, heart and fish!). Choose one ‘set’ from Google images (Lent images) and have pupils make them in collage or paper mosaic as you learn about each instruction.

o Older pupils: Have pupils find this passage on Bible Gateway. Change the version of the Bible (button top right) for different groups of students: The Way, The Voice; The King James Bible; The Good News

o Compare the versions. Have pupils rate each version against the version in the NRSV (New Revised Standard Version – the Church says is the best most accurate translation): which is the most accurate, the easiest to read, the most modern, the worst! What words are changed? How do they change meaning?

o Explain how the audience they are writing for makes translators use different words, phrases, levels of accuracy. When we study the Bible our task is to get as close to the authors words as we can so we can work out what they (and not the translator) was trying to say. Go back to the NRSV!


16

To pray: 1. Explain the terminology (see KIT below). Google images ‘Nazareth village synagogue’ to see what the synagogue looked like. This was the place of local worship where people gathered for prayer and teaching. 2. Act out the two scenes: don’t do this…..do this. 3. Paraphrase the instruction using the pupils’ own words. ‘When you … don’t…; instead…’

Younger pupils : Focus on the word hypocrite and have pupils make masks of their best, genuine selves. What ‘masks’ with they try to wear this Lent?

o Older pupils: The leaders of the synagogue were the group Matthew’s community were arguing with! How do you think they would have felt about this lesson! Act out their response to this. Include dialogue; image them gathering in a small group to discuss what Jesus has said.

All pupils : Build silent prayer into your class


Key Information for Teachers – See KIP ‘Give alms’ The Greek word which is translated as ‘alms’ means ‘mercy’ – the way Matthew writes it he means active mercy (actions) not just feeling mercy towards someone. The idea of ‘giving alms’ is found throughout Judaism as well as in Islam. In the Old Testament ‘giving alms’ is considered the action of a virtuous or moral person. The Old Testament both praises merciful actions (Prov. 14:21, 31; Isa 58:6-8) and gives instructions on how to take care of the poor (Deut.14:28-29; 21:19-22).

17routine. Focus on being still and quiet…use the word maranatha (Come Lord Jesus) to invite God to ‘sit with’ the pupils.

To fast: 1. Explain the terminology (see KIT below).2. Act out the two scenes: don’t do this…..do this. 3. Paraphrase the instruction using the pupils’ own words. ‘When you … don’t…; instead…’


Key Information for Teachers – See KIP ‘hypocrite’ The Greek word which we take the term hypocrite from is used to describe an actor who hides behind a mask. They are not being true to themselves but rather are ‘putting on a show’. ‘pray’ Be careful not to suggest that Jesus is saying that prayer in the synagogue is wrong or that gathering together to pray in public is wrong (such as we might do to pray the Rosary). He is criticizing those who do their own private personal prayer in places and ways that are intended to ‘show off’, not to pray at all. Pupils should notice that straight after this instruction is the way to pray they learned about last framework – the Lord’s Prayer.

18

Younger pupils : Some people shift the focus of the ‘fast’ and think about ‘having less of themselves’ during Lent and more of ‘others.’ We can ‘fast’ (give up) on not sharing with others, not thinking of others, not watching out for others, not being kind to others. Make purple ribbon bows for pupils to wear. Have them write on their ribbon what they are going to ‘fast’ on during Lent. Wear them during the day.

o Older pupils: The practices of fasting on food is based on the idea that living without some luxury items helps us to recognise how fortunate we are and to be more conscious of those who have much less. Especially in a season when we remember Jesus’ death, we try to offer tiny sacrifices, remembering the huge one he made. However, fasting practices are historically bound: traditionally Catholics are asked to avoid red meat on Ash Wednesday and Good Friday as, in the past, red meat was expensive, a real luxury. However, some foods are now more of a luxury item than some read meat can be very modest. Discuss how we can make sure our Lenten practises are faithful both to the traditional rituals AND the idea behind them.


Key Information for Teachers – See KIP ‘Fasting’ Fasting is the practise of reducing the amount of food we eat; abstinence means giving up a particular kind of food or drink or form of amusement. The rules about fasting have changed across the centuries. In the early Church individual Diocese had their own rules: in some places people were to abstain from (not eat) any meat and animal products; in other areas, fish was acceptable. Pope St. Gregory (who died in 604), wrote St. Augustine of Canterbury, described what happened in Rome: "We abstain

19

Younger pupils : Have pupils consider what Matthew was trying to say to his community. The instructions are very clear: Matthew is critical of the way some people act, he encourages his community to act differently. Divide the class into two and have them all draw a ‘triptych’ (an art work divided into three sections) of someone doing what Jesus asked them to do: half in Jesus’ day (note the dress and buildings and scenery) and now (in your community – marked with local buildings, dress etc).

o Older pupils : Look at the images (Resource 2). Have pupils draw a similar one but with the three ‘audiences’ for Matthew’s instructions as the crowd listening to Jesus.


201. Those who heard Jesus in his lifetime2. Matthew’s Community of ‘confused’ Jews3. The Catholic Community todayUse the 3 keys to have pupils discuss and write about what each group might have thought Matthew was saying to them in each instruction: About God (Jesus)? About people? About the world?.

Respond to the Word Have pupils complete the Lenten calendar in the resource pack. (Resource 3).

Rich Assessment Opportunity:


Assessment Reminder! At Level 1 and 2 of AT 1 (ii) pupils will be able to recognise, describe or explain (give reasons why) we do particular things during Lent. These should be evident in the carriages on the train track. Level 1 pupils will be able to name some of the practices of Lent: Level 2 pupils will be able to describe them; what we do, colours, actions): Level 3 pupils will be able to say why we do these things; what they symbolise, remind us, help us to think about.

21

Outcome: Recognise, use or explain use some of the signs, symbols and religious terms which celebrate the season of Lent (AT 1 (ii) Levels 1-3)

Purchase some smooth stones from a garden shop or centre, large enough for pupils to write onto. Have pupils write the key word of one of the ‘instructions’ onto a stone: pray; give; fast. Place the stones into a bowl on the prayer table. Use them for prayer during Lent. Take a photo of the stones for pupil’s books. Have pupils choose one stone at random and record in their book what the stone asks us to do during Lent and why.


22

PATH AFocus Question: How does the Gospel of Matthew describe the events we celebrate on Palm Sunday, Holy Thursday and Good Friday? AT 1 (i)

Learning Objectives


Prepare to Hear the Word Tell pupils the events of Holy Week according

to Matthew as a ‘story-map’ on the IWB or on ‘lunchwrap’ or a roll of paper. Leave it as a display for reference.

Scene 1: Jesus travels from around Lake Galilee, where he has been teaching and healing, to Jerusalem. Scene 2: He arrives in Jerusalem and a huge crowd gather to meet him. He goes into Jerusalem on a donkey and the people wave branches to greet him. (We remember this event on Palm Sunday)Scene 3: Jesus goes to the Temple mount – an area around the Temple where people used to gather and meet. Some of the leaders of the Jewish people argue with Jesus about the things he has said: he is asked to explain what he has done and said. The Jewish authorities plot to arrest and kill him. Scene 4: Still in Jerusalem. It is Passover time when Jews gather to celebrate their escape from Egypt. Matthew tells us that Jesus gathers with some of his disciples to celebrate the Passover meal. (We remember this event on Holy Thursday)

NOTE: AT 2 Link

The death of Jesus invites thought about the death of all people.

What happens to us when we die? What will it be like to be with God after death? Where is heaven? Will I know I am in heaven?

These are questions of meaning and purpose AT 2 (ii) raised in this study: listen for pupils as they discuss their thoughts and beliefs


23

After the meal is finished Jesus and some of the disciples go out to the Garden of Gethsemane to pray. Judas and some of the Jewish leaders and guards come to arrest Jesus. He is taken to the Jewish leader’s house and tried for ‘blasphemy’ – for misusing God’s name. Scene 5: Next morning Jesus is taken to Pilate’s house where he is tried by Pilate for being a King – the King of the Jews. Pilate sentences him to be crucified. He is taken out to a hill and killed. Jesus dies at 3 o’clock in the afternoon. (We remember this event on Good Friday) Joseph of Arimathea takes the body of Jesus down and places it in a tomb. The Romans place two guards in front of the stone entrance way to stop anyone stealing the body of Jesus. Scene 6: The women go to the tomb to place spices and fragrances around it. It has gone. He is risen! (This event is studied in the Easter to Pentecost framework.)

Hear and Encounter the Word All pupils : From the story-map of events

identify the scenes (2, 4 and 5) that we celebrate on Palm Sunday, Holy Thursday and Good Friday. Read, explore and learn about these three passages (one at a time) using the activities below. Palm Sunday: The Entrance into Jerusalem Mt


2421:1-11Holy Thursday: The Last Supper Mt 26:17-30Good Friday: The Crucifixion and death of Jesus Mt 27:27-51

Younger pupils : For each passage: 1. Find the passage in Matthew’s Gospel online. Bring it up on the IWB. Each passage is a recount: it has a beginning, middle and end but no problem. 2. Divide each passage into scenes (ready to act out). Draw a story-map for each scene. 2. Use the story-map to identify the settings, characters and events. 3. Act the passage out as you read it rom Matthew’s Gospel: each one reads quite well. 4. Write a short summary of each story. KEEP for use in the next section

o Older pupils : Note the titles Matthew uses for Jesus in each passage (make a list). Go back to the birth of Jesus and the ‘O’ antiphons and see if any reoccur here.

o Older pupils: Note when Matthew makes reference to things happening to because of Old Testament predictions: ‘This took place to fulfil’ 21:4, 5) and (‘for it is written’ 26:31). Recall why this would reassure his community of Jews. How would it help answer their questions?

o Older pupils: Have pupils write a


25summary of each story keeping the details correct. Have them ‘audit’ or check each other’s work for accuracy.

o Older pupils: ‘Hot seat’ or ‘Who am I’ a character from each event…or one that is there for all three.

Rich Assessment Opportunity:

Outcome: Retell part of the passion of Jesus according to Matthew (AT 1 (i) Levels 1-2)

Have pupils retell ONE of the events of the week using ice-block stick figures/hand puppets. Pupils will need to use the text to find, name and make each character. Resource 4 Across the class try and have the three stories told in equal number. Pupils could video their performances to integrate IT in their RE.

Older pupils: After assessment, group students into three’s (one telling each story) and have them each tell their smaller part of the whole. Retell the whole passion using your overview story-map, with pupils filling in the specific passages you have


Attainment Target Level Reminder!At Level 1 AT 1 (i) pupils will have partial knowledge of the story. They will require support or will have some details incorrect or missing. At AT 1 (i) Level 2 pupils will be able to retell a story according to Matthew: the characters, setting and events should all be correct.

26studied. This could be performed for younger pupils as a cross age activity.


27

PATH BFocus Question: How do the Liturgies of Palm Sunday, Holy Thursday and Good Friday celebrate the events Matthew describes? AT 1 (ii)

Learning Objectives


Explain that at Easter we remember and celebrate what happened in Jesus’ last week in Jerusalem, in particular what happened on Palm Sunday, Holy Thursday, Good Friday and Easter Sunday. A special, different, action during the liturgies on each of these days reminds of us of what Jesus did and what happened to him. (Easter Sunday will be taught in the next framework; ‘From Easter Sunday to Pentecost’.)

Use the resource pages to explore the action of each day. Resource 5 Palm Sunday

o Read through the Gospel reading we will read on Palm Sunday. Compare the summary you made with this reading: Is it the same as the passage you studied from Matthew’s Gospel? (It IS!)

o Explain the special action of Palm Sunday. Resource 5

o Recall learning about antiphons by


28

remembering the ‘O’ antiphons said during Advent. Pupils may be able to find their work on antiphons in their books.

o Have pupils make branches to remember the entry of Jesus into Jerusalem. Write the beginning of the antiphon ‘Hosanna in the Highest’ on the leaves. Explain that ‘Hosanna’ means ‘save’ or ‘rescue’ so the people are calling out for Jesus to save or rescue them.

o Explain that we can think of this day as one of Celebration – just as the people celebrated Jesus’ arrival into Jerusalem, so we celebrate his life now.

Holy Thursday o Read through the Gospel reading we

will read on Holy Thursday. Compare the summary you made with this reading: Is it the same as the passage you studied from Matthew’s Gospel? (It is NOT.)

o Explain that our Liturgy on Holy Thursday does not use Matthew’s account of the Last Supper; instead it


29

uses John’s account of Jesus washing the feet of some of the disciples.

o Explain the special action of Holy Thursday. Resource 5 Link the action to service – in the time of Jesus people had their feet washed by the servant (or slave) of the family as they arrived, It was a gesture of welcome and kindness after their journey along dusty, dirty roads. Note that Peter doesn’t want Jesus to wash his feet.

What is Peter worried about? What does he feel about Jesus

doing this? o Watch http://www.youtube.com/watch?

v=yjogHX4TwQgo Compare the youtube video with John’s

text. How close is it: compare: setting, characters and events?

o Talk about things we do for people to show that we love them…especially those things that sometimes are not very nice to do (eg changing a baby’s nappy; cleaning up after someone who has been sick; washing people’s dirty smelly clothes.)

o Explain that we can think of this day as one of Service – just as Jesus washed


http://www.youtube.com/watch?v=yjogHX4TwQg

http://www.youtube.com/watch?v=yjogHX4TwQg

30

the feet of some of the disciples so we are called to imitate him and offer service to those around us now.

o Set up a display of a bowl and towel and fill it with actions that show how we can offer ‘service’ to others.

o Resource 7 has the antiphons for the washing of the feet. (recall antiphons from Advent resource)

Good Friday o The passage is very long and worded as

a play. Consider arranging with a KS2 class to watch them enact the events. If not read through ONLY the section in which Jesus dies. Compare the summary you made with this reading: Is it the same as the passage you studied from Matthew’s Gospel? (It IS)

o Explain the special action of Good Friday. Resource 5 Watch http://www.youtube.com/watch?v=vO37DRIGgw0

o Make crosses. http://catholicicing.com/how-to-

bead-a-cross-fun-christian-craft/ ww.wikihow.com/Make-a-St-


http://catholicicing.com/how-to-bead-a-cross-fun-christian-craft/

http://catholicicing.com/how-to-bead-a-cross-fun-christian-craft/

http://www.youtube.com/watch?v=vO37DRIGgw0

http://www.youtube.com/watch?v=vO37DRIGgw0

31

Brigid's-Cross-with-Pipe-Cleaners http://

www.goodtrueandbeautiful.com/2010/03/make-cross-out-of-palm-branch/

o Place the crosses on the prayer table or the wall. Have pupils make a small ‘name tag’ of their name and place it around the crosses as a symbol of adoration.

o Place a crucifix (Cross with Jesus’ body ON it) on your prayer table. Gather pupils prayerfully and pray silently in front of it. Good Friday shows us the level of sacrifice Jesus was prepared to make: we are invited to think of the sacrifices make now.

Rich Assessment Opportunity: Outcome: Recognise, describe or explain an action which is part of the liturgy of Palm Sunday, Holy Thursday or Good Friday (AT 1 (ii) Levels 1-3)Use the images provided in the resources. Resource 6.Have pupils ‘annotate’ each image verbally or in a written/matching response:

1. Can you remember the name we give this day?


http://www.goodtrueandbeautiful.com/2010/03/make-cross-out-of-palm-branch/



32

2. What do we remember about Jesus on this day?3. What special action do we do in Church on this day? AT 1 (i) Level 24. Why do we do this special action? Can you explain how it helps us remember, think about or reflect on

the life of Jesus? AT 1 (ii) Level 3

Challenge to Level 4. Use religious terms to show an understanding of different liturgies (AT 1 (ii) Level 4)

Pupils working at Level 4 will be able to talk about the whole liturgy of Palm Sunday, Holy Thursday or Good Friday. They will be able to describe how the special action links with, or fits, into the whole liturgy. This may be achieved most easily with reference to the call to ‘service’ demonstrate in Jesus’ washing of the feet. Pupils who are able to discuss how ’service’ is found in other areas of the Liturgy may be emerging Level 4. This is a difficult task as it requires students to bring together two bodies of knowledge: general knowledge of the Mass and the particular knowledge of Holy Thursday Mass.

Challenge to Level 5. (Two options – examine Palm Sunday celebrations OR Holy Thursday liturgies)


Attainment Target Level Reminder!

At Level 1 AT 1 (ii) pupils will be able to name the day or days and what we do on one or more of the days. At Level 2 pupils will be able to describe how the key action takes place – what happens. At Level 3 pupils will be able to describe why we ‘do’ these actions: how does each action help us think about the life of Jesus?

33

Pupils describe and explain the meaning and purpose of a variety of forms of worship (AT 1 (ii) Level 5)

The Churches in Islington (St Thomas More, St Olave's, Woodbury Down, St John the Evangelist, Brownswood Park, the United Reform Church and Finsbury Park Methodist Church) gather every year on Palm Sunday to present a united front of the event to the local community. I spoke to Father Clive (Catholic Priest) and Mother Alice (vicar Church of England on Skype about the Palm Sunday walk and their Holy Thursday liturgies. The video is on KIP: it’s not the best video but if you want their thoughts on Palm Sunday and Holy Thursday it is there for you.

Palm Sunday: https://www.islingtongazette.co.uk/news/palm-sunday-in-finsbury-park-william-the-donkey-accompanies-worshippers-on-annual-procession-1-6001840

https://www.indcatholicnews.com/news/36917

https://vimeo.com/353393587 (Video)

In coming together on Palm Sunday, these Churches demonstrate their common belief - yet their distinctiveness.

What are the shared beliefs of those who gather for such Palm Sunday events? o Have pupils identify beliefs drawn from the Palm Sunday reading that all Christian Churches will

use that dayo Make a list of these…remember all Christians share belief in Jesus as God incarnate, in eternal life

with God and in the Bible as the Word of God. Some Christian Churches do not have the pope as their head or celebrate the life of Mary as fully as Catholics do, some Christians do not believe that the bread and wine of communion change their form (transubstantiate) at the consecration.


https://vimeo.com/353393587

https://www.indcatholicnews.com/news/36917

https://www.islingtongazette.co.uk/news/palm-sunday-in-finsbury-park-william-the-donkey-accompanies-worshippers-on-annual-procession-1-6001840

https://www.islingtongazette.co.uk/news/palm-sunday-in-finsbury-park-william-the-donkey-accompanies-worshippers-on-annual-procession-1-6001840

34

These things aside, all Christians, by their name, believe that Jesus was the Christ. We worship the same God and share one common baptism.

Why is it important for all Christians to come together at particular times? Is Palm Sunday a good time to show our common beliefs? Why? Would another day of the year be better? What day? Why? Each individual Christian Church has its own way of expressing our common faith. Is that OK or would it

be better if we all did the same things?

Holy Thursday: Use the video on KIP and compare with each Church does on Holy Thursday. (The Catholics and [High] Church of England do exactly the same although Mother Alice (vicar) notes that some Church of England churches wont celebrate Holy Thursday at all.)


Attainment Target Level Reminder!

At Level 5 AT 1 (ii) pupils will express their understanding of worship in other Christian traditions. In this instance, pupils will note the beliefs that Christians have in common, (evidenced in the shared Palm Sunday worship), as well as the lack of Communion, (evidence that in some areas, Christians have different beliefs. The structure and limits of this task mean that pupils would probably be only emerging or hesitant Level 5 were they able to complete it.

35


36Resource 1: Ash Wednesday Reading

Ash WednesdayThe Gospel reading for Ash Wednesday is PART of the reading you have been looking at. Here is the full text of Matthew 6:1-18 – the indented highlighted section (the Lord’s Prayer) is NOT part of the reading of the day. ‘Beware of practicing your piety before others in order to be seen by them; for then you have no reward from your Father in heaven. ‘So whenever you give alms, do not sound a trumpet before you, as the hypocrites do in the synagogues and in the streets, so that they may be praised by others. Truly I tell you, they have received their reward. But when you give alms, do not let your left hand know what your right hand is doing, so that your alms may be done in secret; and your Father who sees in secret will reward you.‘And whenever you pray, do not be like the hypocrites; for they love to stand and pray in the synagogues and at the street corners, so that they may be seen by others. Truly I tell you, they have received their reward. But whenever you pray, go into your room and shut the door and pray to your Father who is in secret; and your Father who sees in secret will reward you.

‘When you are praying, do not heap up empty phrases as the Gentiles do; for they think that they will be heard because of their many words. Do not be like them, for your Father knows what you need before you ask him.‘Pray then in this way:Our Father in heaven,hallowed be your name. Your kingdom come. Your will be done, on earth as it is in heaven. Give us this day our daily bread. And forgive us our debts, as we also have forgiven our debtors. And do not bring us to the time of trial, but rescue us from the evil one. For if you forgive others their trespasses, your heavenly Father will also forgive you; but if you do not forgive others, neither will your Father forgive your trespasses.

‘And whenever you fast, do not look dismal, like the hypocrites, for they disfigure their faces so as to show others that they are fasting. Truly I tell you, they have received their reward. But when you fast, put oil on your head and wash your face, so that your fasting may be seen not by others but by your Father who is in secret; and your Father who sees in secret will reward you.


37Resource 2: Sermon on the Mount images


38Resource 3: Lenten Calendar

Make a Lenten calendar: This is from 2017 so the dates are WRONG but you could print it, enlarge it and cut the ideas off it and make your own school, class or pupil one….


39

Instructions to help you make your Lenten calendar.Add appropriate symbols to these other dates so you can see where you are aiming for: Palm Sunday; Holy Thursday; Good Friday Decide on your plan for Lent: what prayers you are going to say; what things you are going to do or stop doing! Complete the table to help you decide: PRAY: Prayer/s I can say FASTING: Things I can go without or stop

doingALMSGIVING: Things I will give generously

Decide on a colour code for the ‘kinds’ of things you are going to do: One colour for prayer, a different colour for fasting and a third colour for almsgiving. Anticipate what you want to do on each day and colour in half of every cross with the appropriate colour. At the end of each day think back and see how well you did! If you managed to do what you had planned, colour in the other half showing of the cross …if you did something else instead colour the second half in that colour…if you did both – make it striped!

Leave the bottom half of the cross blank if you completely forgot… and try again the next day! Lent invites us to think about our lives – so this calendar will help you plan and reflect on your Lenten actions!


40

Resource 4: Stick figure/hand puppet outline

See http://img1.etsystatic.com/015/0/7770745/il_570xN.453384509_94a5.jpg for sample figures.


S

http://img1.etsystatic.com/015/0/7770745/il_570xN.453384509_94a5.jpg

41

Resource 5: Special Actions for Palm Sunday, Holy Thursday and Good Friday Liturgies.

Palm SundayThe Gospels of Matthew, Mark and Luke tell us that most of Jesus’ ministry was in the region of Galilee, around Lake Galilee. They also describe the journey that Jesus took to Jerusalem, where he celebrated Passover with his disciples, was arrested, tried and crucified. On Palm Sunday we remember Jesus’ entry into Jerusalem and how the people greeted him.

Reading: Mt 21:1-11When they drew near to Jerusalem and came to Bethphage, to the Mount of Olives, Jesus sent two disciples, 2 saying to them, ‘Go into the village opposite you, and immediately you will find an ass tied, and a colt with her; untie them and bring them to me. 3 If anyone says anything to you, you shall say, “The Lord has need of them,” and he will send them immediately’.4 This took place to fulfil what was spoken by the prophet, saying,5 ‘Tell the daughter of Zion, Behold, your king is coming to you, humble and mounted on an ass, and on a colt, the foal of an ass’.6 The disciples went and did as Jesus had directed them; 7 they brought the ass and the colt, and put their garments on them, and he sat thereon. 8 Most of the crowd spread their garments on the road, and others cut branches from the trees and spread them on the road. 9 And the crowds that went before him and that followed him shouted, ‘Hosanna to the Son of David! Blessed is he who comes in the name of the Lord! Hosanna in the highest!’10 And when he entered Jerusalem all the city was stirred, saying, ‘Who is this?’11 And the crowds said, "This is Jesus the prophet, from Nazareth in Galilee."

Special action: To remember this day we usually have a procession into the Church to begin Mass. People carry and wave branches, often palm branches.


42Here is what the missal says about organizing the procession.

1. The congregation meet at a place away from the church. They are given branches to carry into the church. 2. The Priest wears red vestments. 3. An antiphon is sung as the people process into Church. This one is based on Matthew 21: 9

Hosanna to the Son of David;blessed is he who comes in the name of the Lord,the King of Israel.Hosanna in the highest.

Holy ThursdayMatthew tells us that Jesus gathered to celebrate the Passover with his friends. At this meal Jesus broke the bread and said the words we say at each Eucharist ‘This is my body.’ In the Gospel of John though, Jesus does something different: he washes the disciples feet. On Holy Thursday we do both actions: the celebrating Priest washes the feet of some of his congregation and then we share the Eucharist. In 2013 Pope Francis chose to celebrate Holy Thursday Mass at a young person’s prison where he washed the feet of 10 young men, two of them Muslims, as well as two women.

Reading: John 13:1-15


43It was before the festival of the Passover and Jesus knew that the hour had come for him to pass from this world to the Father. He had always loved those who were his in the world, but now he showed how perfect his love was.They were at supper, and the devil had already put it into the mind of Judas Iscariot son of Simon, to betray him. Jesus knew that the Father had put everything into his hands, and that he had come from God and was returning to God, and he got up from table, removed his outer garment and, taking a towel, wrapped it round his waist; he then poured water into a basin and began to wash the disciples’ feet and to wipe them with the towel he was wearing.He came to Simon Peter, who said to him, ‘Lord, are you going to wash my feet?’ Jesus answered, ‘At the moment you do not know what I am doing, but later you will understand.’ ‘Never!’ said Peter. ‘You shall never wash my feet.’ Jesus replied, ‘If I do not wash you, you can have nothing in common with me.’ ‘Then, Lord,’ said Simon Peter, ‘not only my feet, but my hands and my head as well!’ Jesus said, ‘No one who has taken a bath needs washing, he is clean all over. You too are clean, though not all of you are.’ He knew who was going to betray him, that was why he said, ‘though not all of you are.’When he had washed their feet and put on his clothes again he went back to the table. ‘Do you understand’ he said ‘what I have done to you? You call me Master and Lord, and rightly; so I am. If I, then, the Lord and Master, have washed your feet, you should wash each other’s feet. I have given you an example so that you may copy what I have done to you.’

Special action: We remember Jesus’ action by having the Priest act in the person of Jesus and wash the feet of 12 members of the congregation.

Here is what the missal says about the washing of the feet. 1. 12 people are chosen to have their feet washed. The washing takes place after the homily. 2. The Priest takes off his chasuble if necessary and pours water over each person’s feet. He then dries them. 3. An antiphon is sung. This one is based on John 13:12,13 and 15

The Lord Jesus, after eating supper with his disciples,washed their feet and said to them:


44Do you know what I, your Lord and Master, have done for you?I have given you an example, that you should do likewise.

After Mass ends, everything is taken off the altar and if possible all the crosses are removed from the church. Crosses which cannot be taken from the Church are covered with a veil.

Another special action! After his final meal with the disciples, the Gospels tell us that Jesus went out into the garden of Gethsemane to pray. His disciples were invited to keep him company and to pray with him. We remember this action by staying to pray in front of the Blessed Sacrament after Mass.

Here is what the Missal says about adoration of the Blessed Sacrament.1. After the Prayer after Communion, the Priest takes the Blessed Sacrament to a place of repose

prepared in a part of the church or in a chapel. 2. The Priest places the ciborium in the tabernacle. After a period of prayer and adoration the Priest and

ministers genuflect and return to the Church. 3. People are invited to continue adoration before the Blessed Sacrament during the night.


45

Good FridayAll of the Gospels tell us that after Jesus is arrested he is tried and then sentenced to be crucified by Pilate the Roman Procurator. The Gospels of Matthew, Mark and Luke say Jesus died at 3 o’clock.

Reading: The Lectionary presents the Gospel reading for Good Friday (Jn 18:1 – 19:42) as a play.

Narrator: Jesus left with his disciples and crossed the Kedron valley. There was a garden there, and he went into it with his disciples. Judas the traitor knew the place well, since Jesus had often met his disciples there, and he brought some soldiers to this place together with a detachment of guards sent by the chief priests and the Pharisees, all with lanterns and torches and weapons. Knowing everything that was going to happen to him, Jesus then came forward and said,Jesus: Who are you looking for?N: They answered,Group: Jesus the Nazarene.N: He said,J: I am he.N: Now Judas the traitor was standing among them. When Jesus said, ‘I am he’, they moved back and fell to the ground. He asked them a second time,J: Who are you looking for?N: They said,G: Jesus the Nazarene.N: Jesus replied,J: I have told you that I am he. If I am the one you are looking for, let these others go.N: This was to fulfil the words he had spoken: ‘Not one of those you gave me have I lost.’ Simon Peter, who carried a sword, drew it and wounded the high priest’s servant, cutting off his right ear. The servant’s name was Malchus. Jesus said to Peter, KIPandfriends. Lent to Easter November 2019

46J: Put your sword back in its scabbard; am I not to drink the cup that the Father has given me?N: The cohort and its captain and the Jewish guards seized Jesus and bound him. They took him first to Annas, because Annas was the father-in-law of Caiaphas, who was high priest that year. It was Caiaphas who had suggested to the Jews, ‘It is better for one man to die for the people.’Simon Peter, with another disciple, followed Jesus. This disciple, who was known to the high priest, went with Jesus into the high priest’s palace, but Peter stayed outside the door. So the other disciple, the one known to the high priest, went out, spoke to the woman who was keeping the door, and brought Peter in. The maid on duty at the door said to Peter,Maid: Aren’t you another of that man’s disciples?N: He answered,Peter: I am not.N: Now it was cold, and the servants and guards had lit a charcoal fire and were standing there warming themselves; so Peter stood there too, warming himself with the others. The high priest questioned Jesus about his disciples and his teaching. Jesus answered,J: I have spoken openly for all the world to hear; I have always taught in the synagogue and in the Temple where all the Jews meet together: I have said nothing in secret. But why ask me? Ask my hearers what I taught: they know what I said.N: At these words, one of the guards standing by gave Jesus a slap in the face, saying,Guard: Is that the way to answer the high priest?N: Jesus replied,J: If there is something wrong in what I said, point it out; but if there is no offence in it, why do you strike me?N: Then Annas sent him, still bound, to Caiaphas, the high priest.As Simon Peter stood there warming himself, someone said to him, Someone: Aren’t you another of his disciples?N: He denied it saying,P: I am not.N: One of the high priest’s servants, a relation of the man whose ear Peter had cut off, said,High Priest Servant: Didn’t I see you in the garden with him?N: Again Peter denied it; and at once a cock crew. KIPandfriends. Lent to Easter November 2019

47

They then led Jesus from the house of Caiaphas to the Praetorium (Pilates’s headquarters). It was now morning. They did not go into the Praetorium themselves or they would be defiled (unclean) and unable to eat the passover. So Pilate came outside to them and said,Pilate: What charge do you bring against this man?N: They replied,Caiaphas: If he were not a criminal, we should not be handing him over to you.N: Pilate said,Pilate: Take him yourselves, and try him by your own Law.N: The authorities answered,Group: We are not allowed to put a man to death.N: This was to fulfil the words Jesus had spoken indicating the way he was going to die.So Pilate went back into the Praetorium and called Jesus to him, and asked,P: Are you the king of the Jews?N: Jesus replied,J: Do you ask this of your own accord, or have others spoken to you about me?N: Pilate answered,P: Am I a Jew? It is your own people and the chief priests who have handed you over to me: what have you done?N: Jesus replied,J: Mine is not a kingdom of this world; if my kingdom were of this world, my men would have fought to prevent me being surrendered to the Jews. But my kingdom is not of this kind.N: Pilate said,P: So you are a king then?N: Jesus answered,J: It is you who say it. Yes, I am a king, I was born for this, I came into the world for this; to bear witness to the truth, and all who are on the side of truth listen to my voice.N: Pilate said, KIPandfriends. Lent to Easter November 2019

48P: Truth? What is that?N: And with that he went out again to the Jews and said,P: I find no case against him. But according to a custom of yours, I should release one prisoner at the Passover; would you like me, then, to release the king of the Jews?N: At this they shouted:Group: Not this man, but Barabbas.N: Barabbas was a brigand (criminal/robber).Pilate then had Jesus taken away and scourged (whipped); and after this, the soldiers twisted some thorns into a crown and put it on his head, and dressed him in a purple robe. They kept coming up to him and saying,Group: Hail, king of the Jews!N: and they slapped him in the face.Pilate came outside again and said to them,P: Look, I am going to bring him out to you to let you see that I find no case.N: Jesus then came out wearing the crown of thorns and the purple robe. Pilate said,P: Here is the man.N: When they saw him the chief priests and the guards shouted,Chief Priests and Guards: Crucify him! Crucify him!N: Pilate said,P: Take him yourselves and crucify him: I can find no case against him.N: The Jews replied,Group: We have a Law, and according to the Law he ought to die, because he has claimed to be the son of God.N: When Pilate heard them say this his fears increased. Re-entering the Praetorium, he said to Jesus,P: Where do you come from?N: But Jesus made no answer. Pilate then said to him,P: Are you refusing to speak to me? Surely you know I have power to release you and I have power to crucify you?N: Jesus replied


49J: You would have no power over me if it had not been given you from above; that is why the one who handed me over to you has the greater guilt.N: From that moment Pilate was anxious to set him free, but the Jews shouted,Group: If you set him free you are no friend of Caesar’s; anyone who makes himself king is defying Caesar.N: Hearing these words, Pilate had Jesus brought out, and seated himself on the chair of judgment at a place called the Pavement, in Hebrew ‘Gabbatha’ (a seat on the pavement outside his headquarters.) It was Passover Preparation Day, about the sixth hour. Pilate said to the Jews,P: Here is your king.N: They said,Group: Take him away, take him away. Crucify him!N: Pilate said,P: Do you want me to crucify your king?N: The chief priests answered,Group: We have no king except Caesar.N: So in the end Pilate handed him over to them to be crucified.

(use ONLY this section with younger pupils – Block 1)They then took charge of Jesus, and carrying his own cross he went out of the city to the place of the skull, or, as it was called in Hebrew, Golgotha, where they crucified him with two others, one on either side with Jesus in the middle. Pilate wrote out a notice and had it fixed to the cross; it ran: ‘Jesus the Nazarene, King of the Jews.’ This notice was read by many of the Jews, because the place where Jesus was crucified was not far from the city, and the writing was in Hebrew, Latin and Greek. So the Jewish chief priests said to Pilate,Group: You should not write ‘King of the Jews’, but ‘This man said: I am King of the Jews’.N: Pilate answered,P: What I have written, I have written.N: When the soldiers had finished crucifying Jesus they took his clothing and divided it into four shares, one for each soldier. His undergarment was seamless, woven in one piece from neck to hem; so they said to one another,Soldiers: Instead of tearing it, let’s throw dice to decide who is to have it.N: In this way the words of scripture were fulfilled: KIPandfriends. Lent to Easter November 2019

50‘They shared out my clothing among them.They cast lots for my clothes.’This is exactly what the soldiers did.Near the cross of Jesus stood his mother and his mother’s sister, Mary the wife of Clopas, and Mary of Magdala. Seeing his mother and the disciple he loved standing near her, Jesus said to his mother,J: Woman, this is your son.N: Then to the disciple he said,J: This is your mother.N: And from that moment the disciple made a place for her in his home.After this, Jesus knew that everything had now been completed, and to fulfil the scripture perfectly he said:J: I am thirsty.N: A jar full of vinegar stood there, so putting a sponge soaked in vinegar on a hyssop stick they held it up to his mouth. After Jesus had taken the vinegar he said,J: It is accomplished;N: and bowing his head he gave up the spirit.

N: It was Preparation Day, and to prevent the bodies remaining on the cross during the sabbath – since that sabbath was a day of special solemnity – the Jews asked Pilate to have the legs broken and the bodies taken away. Consequently the soldiers came and broke the legs of the first man who had been crucified with him and then of the other. When they came to Jesus, they found that he was already dead, and so instead of breaking his legs one of the soldiers pierced his side with a lance; and immediately there came out blood and water. This is the evidence of one who saw it – trustworthy evidence, and he knows he speaks the truth – and he gives it so that you may believe as well. Because all this happened to fulfil the words of scripture:Not one bone of his will be broken,and again, in another place scripture says:They will look on the one whom they have pierced.After this, Joseph of Arimathaea, who was a disciple of Jesus – though a secret one because he was afraid of the Jews – asked Pilate to let him remove the body of Jesus. Pilate gave permission, so they came and took it away. Nicodemus came as well – the same one who had first come to Jesus at night-time – and he brought a KIPandfriends. Lent to Easter November 2019

51mixture of myrrh and aloes, weighing about a hundred pounds. They took the body of Jesus and wrapped it with the spices in linen cloths, following the Jewish burial custom. At the place where he had been crucified there was a garden, and in the garden a new tomb in which no one had yet been buried. Since it was the Jewish Day of Preparation and the tomb was near at hand, they laid Jesus there.

Special action: To remember this day there is no Mass; while we receive communion, there is no consecration during the liturgy; the Body of Christ is brought from the Tabernacle where it has been placed on Holy Thursday night. The altar is kept bare; without a cross, without candles and without cloths. Finally, there is adoration of the cross before communion.

Here is what the missal says about the Good Friday Liturgy.1. We have our liturgy at three o’clock to remember the time that Jesus died. Our liturgy has three parts:

Liturgy of the Word, the Adoration of the Cross, and Holy Communion. 2. The Priest wears red vestments. When he enters the church he does so silence, he walks to the altar

and lies in front of it to pray. 3. After the Prayers of Intercessions Adoration of the Cross takes place. In some parishes the cross comes

into the Church covered in a violet veil and is uncovered as part of the liturgy. In others it comes into the Church uncovered. Candles are placed at each side of the cross and the congregation are invited to come forward and genuflect in front of it or to touch or kiss it.


52Resource 6: Images for Assessment


53

Resource 7: Antiphons for Washing of the Feet

These antiphons are said or sung while the washing of the feet is happening.

Antiphon 1After the Lord had risen from supper,he poured water into a basinand began to wash the feet of his disciples:he left them this example.

Antiphon 2The Lord Jesus, after eating supper with his disciples,washed their feet and said to them:Do you know what I, your Lord and Master, have done for you?I have given you an example, that you should do likewise.

Antiphon 3Lord, are you to wash my feet? Jesus said to him in answer:If I do not wash your feet, you will have no share with me.V. So he came to Simon Peter and Peter said to him:—Lord, are you to wash my feet . . .V. What I am doing, you do not know for now,but later you will come to know.—Lord, are you to wash my feet . . .


54Antiphon 4If I, your Lord and Master, have washed your feet,how much more should you wash each other's feet?

Antiphon 5This is how all will know that you are my disciples:if you have love for one another.V. Jesus said to his disciples:—This is how all will know . . .

Antiphon 6I give you a new commandment,that you love one anotheras I have loved you, says the Lord.

Antiphon 7Let faith, hope and charity, these three, remain among you,but the greatest of these is charity.V. Now faith, hope and charity, these three, remain;but the greatest of these is charity.


55

From Lent to Easter

Linking School, Parish and Home

Insert school logo here

Religious Education Key Idea: From Lent to Easter This unit is intended as the second for the Spring Term in the academic year 2019/2020. The season of Easter celebrates the most basic belief of our Christian faith: the resurrection of Jesus. Although Easter Sunday is not taught in this framework, the season and events that lead to it are presented to pupils. Unit ContentThis framework explores the Season of Lent and the events of Palm Sunday, Holy Week and Good Friday, as we find them in both the Gospel of Matthew and the liturgy of the Church. Attitudes and Spiritual DispositionsIt is hoped that this framework helps pupils develop:

An openness to the story of the Passion of Jesus An appreciation of the liturgy (especially of the major actions of Palm

Sunday, Holy Thursday and Good Friday) in deepening a relationship with God

Reflectiveness in prayerActivities to try at homeYou are the first educator of your child in faith.

Your child’s learning in religious education will be much higher if you and the school are engaged in talking about the same ideas and beliefs. Help your child by trying one or more of these activities while this unit is being taught:

Lent begins on Ash Wednesday. Talk with your children about the ways in which your family lives the Lenten practises of giving alms (giving to charity especially), prayer and fasting.

o Give alms: collect for a charity – food, clothing or money.

o Pray: In the last framework pupils learned the Our Father. Pray prayers of thanks recognising that we have what we need: food, safety, people who love us.

o Fast: Make an area of ‘fasting’ your goal: ‘fast’ on criticism, intolerance, greed and gossip this Lent. Remember the Bishops requirement for fasting and abstinence for those between 18 and 60

An idea for prayer at homePrayer Activity


56Loving God, As we begin the season of Lent, help us to be thoughtful about how we are living. Make our actions more reflective of you and your love for us so that we might come closer to you and ready to celebrate your resurrection at Easter. We ask this through Jesus Christ our friend and companion. Amen


57

ReferencesChildren’s Literature

Teacher ResourcesYOUTUBESee body of the framework.

BOOKS USED IN THE WRITING OF THIS FRAMEWORKBrown, Fitzmyer and Murphy; The Jerome Biblical Commentary Chapman: London, 1993

Dunn and Rogerson; Commentary on the Bible Eerdmans: Cambridge, 2003

Levine and Brettler; The Jewish Annotated New Testament Oxford University Press: Oxford, 2011

Book series by Daniel O’Leary: START WITH YOUR HEART (see website below)

www.nelsonprimary.com.au/1/695/14/start_with_your_heart.pm

USEFUL WEB SITESwww.thebibledoctor.com

Kip and Friends:

www.Kipandfriends.com

Other links in body of framework.

MUSIC/DVD’s


http://www.Kipandfriends.com/

http://www.thebibledoctor.com/

http://www.nelsonprimary.com.au/1/695/14/start_with_your_heart.pm

rcadcschools.org - a year of faith from lent... · web viewa 3: lent to easter in a nutshell! there...

Documents