Second Half of Summer Term 2012/2013

Support material for

The Year of Faith

Unit 6: A Virtuous Life

The Diocesan Policy on Religious Education (2012) commits the Diocese to support schools in implementing the requirements of the Curriculum Directory and other norms of the Bishops’ Conference. In recent years this Diocesan support for Schools has focussed on agreeing and developing a fuller understanding of the national Levels of Attainment and in improving the teaching of Scripture.

This unit serves two purposes. First, it models the application of these two important areas and so serves as continuing the professional development of Staff in these areas. Second, its content offers explicit support of Pope Benedict’s call for a Year of Faith during 2012-13.

This unit models:

A Scripture process employing the principles described in the new Religious Education Curriculum Directory (RECD),
Content necessary for achievement of the Diocesan understanding of the Levels of Attainmentup to and includingAT 1 (i), (ii) and (iii) Level 5,
Explicit links between the teaching of Religious Education and the new RECD as required by the Diocesan Inspection Framework.
Opportunities by which pupils are invited to consider the Year of Faith.

How this unit may be used:

This unit is provided as an exemplar and set of resources to be used by schools during Ordinary time until the end of the Summer Term.Schools should determine the most appropriate way to use this material.

Schools using an existing published scheme may use this unit within the scheme of work they are currently using by selecting those activities they think are appropriate.

Schools developing their own curriculum based on the liturgical year may also choose to use the activities/blocks as they feel are appropriate.

Schools wishing to choose to use this unit and the subsequent units which follow it, as an independent programme for the yearsimply teach the unit as it stands. Block 1 teaches content from the RECD at Levels 1-3; Block 2 teaches content at Levels 3-4. Teachers, under the guidance of their REC should read the unit carefully and determine where to begin on the basis of pupil knowledge and ability. Once they have entered the unit you should progress as far as you can given time and ability constraints. As this unit will not be repeated next year pupils in different year groups may draw on and cover the same material. Indeed, teachers working on the same material may find it easier to talk about its content, to plan for differentiation and to moderate work samples.

This unit was produced with input from the Advisers of the Diocese of Westminster.

Overview /

Topic Theme: A Virtuous Life

This unit is intended to complete the Year C cycle and the academic year. It follows on from the previous unit and the concept of caritas to explore more fully Church teaching on the cardinal virtues. This unit continues to present Luke’s Gospel as its source by teaching the story of the Good Samaritan as a model for a virtuous life.

Key Teachings from the Catholic Tradition from theRECD

Taken from Section 4.3.5 and 4.4 and 4.6 of the Curriculum Directory
4.3.5. Virtues (1804-1832)
A Virtue (1803)
a Definition of virtue (1803)
b Types of virtue (1804-1832)
c Theological virtues (1812-1829)
d Cardinal virtues (1804,1810-1811)
4.4 The life of the school community will reflect the truth that the human vocation to happiness is not simply personal but social and political. We find fulfillment in society, not in isolation. Concern for the Common Good, the wellbeing of all, is essential. The search for social justice is rooted in respect for the dignity of every human person.
4.6
Love of neighbour involves the whole of creation. It means working for a just society. It includes love for the poor which results in active support of our neighbours locally and globally. It requires us to love the weakest in society, especially the unborn. Love of neighbour means concern for truth and justice in this service of the Common Good. Love of neighbour means respecting the beliefs of Jewish people, and people of other religions in the ways in which they worship and try to live good lives. Love of neighbour also extends even to our enemies who wish us harm.

Content Areas from the RECD

Pupils will learn about:
Revelation:

Stories of significant people in the Old and New Testament (5-7)
The Gospel accounts of Jesus’ public ministry and teaching (7-11)
The Gospel accounts of how the lives of men and women were changed by their encounters with Jesus (7-11)

Church:

Relationships they have in the family, at school, in the parish, neighbourhood, world (5-7)
The way Jesus proclaimed the Good News in what he did and said (5-7)
Opportunities today to live and share life following the example of Jesus (5-7)
The ways Jesus proclaimed Good News to everyone he met and the variety of responses made (7-11)

Celebration:

Ways in which Jesus invited men and women to friendship and discipleship (5-7)

Life in Christ:

Scripture passages which illustrate freedom and responsibility in the choices people made (5-7)
‘Neighbours’ and Jesus’ call to ‘love your neighbour as yourself’ (5-7)
Their freedom to choose and responsibility to choose the good (7-11)

Ways love of neighbour can be shown at home, at church, locally and globally (7-11)
The Christian values which inform love of neighbour and oneself (7-11)

Dominant Strands from Levels of Attainment: AT 1 (i) and (ii)

This unit has been written to model linear teaching of AT 1 (i) and AT (iii).
Block 1 provides content for Levels 1 to 3; Block 2 for Levels 3, 4and 5.
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.

Content of Blocks 1 and 2

Both Blocks 1 and 2 begin by examining the story of the Good Samaritan found only in the Gospel of Luke. The Samaritan provides the stimulus for the identification of the tradition of cardinal virtues taught by the Church. Pupils conclude their study by examining the life of St John Southworth or another appropriate Saint.

Outcomes of Blocks 1 and 2

Block 1:Pupils will become familiar with, retell and draw meaning from the story of the Good Samaritan. (AT 1 (i) Levels 1-3). They will then name and describe the cardinal virtues and link them to the life of St John Southworth. (AT 1 (iii) to Level 3.)
Block 2:Pupils will retell the story of the Good Samaritan before expressing the beliefs that come from this story. (AT 1 Levels 2-3) They will know the cardinal virtues and be able to link them to the characters in the story. (AT 1 Level 4) Study of the life of St John Southworth will allow students to connect the virtues to real life and to the actions of people.

Rich Assessment Opportunities

Block 1:Pupils will demonstrate their learning of Scripture by retelling (orally or in written form) the story of the Good Samaritan using prompt cards if necessary. They will show their understanding of the virtues present in the Good Samaritan through discussion with their teacher.
Block 2:Pupils willdemonstrate their learning of Scripture by critiquing a videoed retelling of the story of the Good Samaritan. They will link the virtues to the characters in the story of the Good Samaritan.

Background Notes for Teachers

Refer to notes in the body of the unit.

The Year of Faith / A Virtuous Life / Overview
The Year of Faith
Linking School, Parish and Home / Insert school
logo here /
Religious Education
Key Idea:A Virtuous Life
This unit is intended to complete the Year C cycle and the academic year. It follows on from the previous unit and the concept of caritas to explore more fully Church teaching on the cardinal virtues. Block 2 introduces the theological virtues. This unit continues to present Luke’s Gospel as its source by teaching the story of the Good Samaritan as a model for a virtuous life.
Unit Content
Pupils begin their study by examining the story of the Good Samaritan found only in the Gospel of Luke. The Samaritan provides the stimulus for the identification of the tradition of cardinal virtues taught by the Church. Pupils conclude their study by examining the life of St John Southworth.
Attitudes and Spiritual Dispositions
It is hoped that pupils will develop:

A sense of a virtuous person
An openness to the virtues that are presented
A willingness to try and love these virtues

Activities to try at home
You 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:

Encourage your child/children to talk about their study of the Good Samaritan. The Samaritan demonstrates a range of qualities, many of them linked to the cardinal virtues of prudence, justice, restraint and courage. As your child engages in this work praise them for the qualities they exhibit, and encourage them to develop others.
Take your child to Westminster Cathedral to visit the tomb of St John Southworth.

An idea for prayer at home
/ Prayer Activity
Loving God, in the story of the Good Samaritan Jesus taught us to be people of virtue; people who live in ways appropriate to a good moral life. As we grow in your company guide our decisions and thoughts so they may be fixed on the people you call us to be.
Amen
The Year of Faith / A Virtuous Life
Block 1 – A model of a Virtuous Life.Year C /
Suggested duration: 5-6 weeks
Cognitive Outcomes / Assessment Opportunities
Students will:
Block 1:

Become familiar with or retell the story of the Good Samaritan according to the Gospel of Luke. (AT 1 (i) Levels 1-2)
Identify the Catholic virtues from the story of the Good Samaritan which we are invited to copy.(AT 1 (i) emerging Level 3)
Recognise, describe, explain some way that these virtues are lived in the people of faith around them. (AT 1 (iii) Levels 1-3)

/ Include:
Outcome a: Oral retelling with story prompts if necessary.
Outcome b:Discussion with teacher
Outcome c:Decorated Cross
Attitudes and Spiritual Dimensions
It is hoped that pupils will develop:

A sense of a virtuous person
An openness to the virtues that are presented
A willingness to try and love these virtues

Key Language
Virtue, Samaritan, Samaria, prudence, justice, restraint, courage,
Other Curriculum links
English: Comprehension of stories/Literacy strategies
Art: Drawing, displays
Maths:counting, graphing,
PSHE/SMSC: Personal Reflection
IT: Internet search and gathering of information
Geography: Mapping
History: The plagues of London
Teaching and Learning Strategies / Resources/Notes
Focus Question: What can we learn from the story of the Good Samaritan? AT 1 (i)
Prepare to Hear the Word:

Remind pupils that one of the best known stories from the Gospel of Luke is the story of the Good Samaritan. Jesus tells this story when a lawyer (someone who explained the religious rules and laws) asked him a question. The lawyer says ‘What must I do to be with God forever?’ Jesus asked the man to tell him what he thinks he should do. The lawyer tells Jesus he should love God and love his neighbour. Jesus says, that is right! But the lawyer isn’t happy and he asks Jesus another question: Who is my neighbour? Jesus doesn’t give the man a list of people who are his neighbour, instead he tells a story.

Explain that the story mentions a person from Samaria – a Samaritan. Find Samaria on a map Explain that many generations ago Jesus’ ancestors (the Jews) argued with the people from Samaria (the Samaritans). Neither group liked or respected the other; both the Samaritans and the Jews thought they obeyed the religious laws better than the other.

Role play some of the ways that a Samaritan and Jew might treat each other if they passed on the road.

Hear and Encounter the Word:

Invite pupils to listen carefully to what the Samaritan does in this story. If you can, tell the story, Luke 10:25-37. Make sure you include the introduction, then tell the story. Use the illustrations as prompts (see Block 1 Resource 1) if you need to. Keep to Luke’s basic story (setting, characters and events and don’t put in any interpretation), but tell the story in your own words. If you read the story, use the Guided Reading strategy (Block 1 Resource 1)

Engage in some of these activities so pupils explore and learn the passage.

Use the pictures in the resources (Block 1 Resource 2 and 3) to have pupils retell the story themselves or use this site to tell the story. STOP at the part where they start talking about the mission work of the community.

Use this youtube link to tell the story (It has pictures only [no spoken audio] so pupils can tell the story as the pictures progress.)

Use Resource 3 to build a character profile of each character: What do we know about them; what do they do in the story; do they behave as we expect them to.

Read verse 36, ‘Which of these three, do you think, was a neighbour to the man who fell into the hands of the robbers?" Pose the question to the pupils. Go back and find all the things the Samaritan does for the injured man. (saw him, was moved with pity, went to him, poured oil and wine on this wounds, bandaged them, put him on his animal, took him to an inn, and took care of him, paid the innkeeper to look after the man). Divide the class into 9 groups to act out the sequence of actions of the Samaritan.
More able pupils may be able to explain why the lawyer would be surprised by the actions of the Samaritan…and why it would have made him think hard about who was his neighbour.
Make a display of the belief: Jesus teaches us that everyone is our neighbour! Ask the pupils to make paint handprints of their hands and cut them out and use them to decorate around the sentence to show all the different people who are our neighbours. Pupils may be able to trace around the hands of members of their family to add to the display.

Respond to the Word

Explain that this story is called an example story because it gives us an example of how to live.
Who do you think is the ‘example’ person (the person we should be like) in this story? (The Samaritan)
What qualities does the Samaritan have? Make a list of the qualities of the Samaritan.
Explain that the Church has a list of qualities it calls virtues. A virtue is a quality that people think is good to have. Write the cardinal virtues on the IWB and explain them: prudence (being thoughtful, careful or wise), justice (being fair to everyone, making sure everyone has what they are entitled to), restraint (thinking before you act, choosing not to be first all the time) and courage (being strong enough to do the right thing even when you are afraid). Use the images to explain. (Block 1 Resource 4). Compare the virtues to the qualities of the Samaritan you identified.
Take the virtues one at a time and explain and explore them.
Role play situations which demonstrate each virtue.
Prudence: A person who is prudent thinks carefully before they do something; they take special care before they make a choice and if they are not sure they don’t do something.
Justice: A person who is just makes sure everyone has turn, has enough to play with and that everyone gets a share.

Restraint: A person who is restrained doesn’t rush forward, they hold back a little bit, they don’t have to be first all the time and they think before rushing in to doing something.
Courage: A person who is courageous tries to be brave when they are frightened; they do the right thing even when they are a bit afraid of doing it.

Make jigsaw tablets of each of the words. (Block 1 Resource 4) Print the words out and cut each one into a rectangular puzzle. Cut the ‘puzzle’ into 4 or 5 ‘pieces’ for pupils to rebuild.
Watch the YouTube story again but watch it to the end where the young boy talks about his work in a local Springs Rescue Mission as he tries to live like the Good Samaritan. Discuss his actions and the virtues he shows.

Use the virtues in your class as you comment on pupils’ engagements and actions so pupils become familiar with them: pupils will be prudent when they think and make good or wise choices, just when they take turns well or make sure everyone is included, act with restraint when they don’t have to be first but hold back a little, courageous when they do something even though they are frightened.
Make a mobile of each word on a coat hanger. Ask pupils to draw or cut out pictures of people acting according to each virtue.
Make different coloured ‘coins’ or tokens out of cardboard for each of the virtues. Give one of each coin to each pupil and see if they can ‘spend it’ by demonstrating the virtue during the day. Collect the coins as they are ‘spent’ and gather the pupils to share how they spent their coin at the end of the day. Count the coins at the end of the day. See which virtue is easiest to ‘spend’. Graph or count the results. Do this for a few days.

Rich Assessment Opportunity: