AVAILABLE SUMMER 2019 - JUNIOR CYCLE RELIGIOUS EDUCATION FIRST YEAR EDITED BY TOM GUNNING - Soul Seekers
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AVAILABLE SUMMER 2019
JUNIOR CYCLE RELIGIOUS EDUCATION • FIRST YEAR
EDITED BY TOM GUNNING
Introducing Soul Seekers, the new
series for Junior Cycle from Veritas
Soul Seekers is a new series for Junior Cycle Religious The First Year Soul Seekers programme includes six
Education by Veritas that fulfils the requirements modules, the details of which are given below. This
of the new NCCA specifications for Junior Cycle. sampler features Module 1 Belief: Unit 1 The Power
The series has been written in consultation with of Beliefs, Unit 4 Beliefs in a Catholic School, Unit 5
teachers from across the country and provides Beliefs in a Synagogue and Module 1 Reflection and
opportunities for students to engage with the Action.
key skills outlined in the specifications, thereby
equipping them for lifelong learning.
Soul Seekers Table of Contents
F irst Y ear J unior C ycle
MODULE 1 BELIEF Unit 1 Story
Learning outcomes Unit 2 The Four Gospels
1.1 present the key religious beliefs of the five major Unit 3 The Oral and Written Traditions
world religions found in Ireland today Unit 4 Parables
1.3 engage with members of a faith community Unit 5 Miracles
associated with one of the five major world Module 2 Reflection and Action
religions studied in the specification and show
an appreciation of how the religious beliefs of MODULE 3 RITUAL
the community influence the day-to-day life of Learning outcomes
its members 1.6 examine and appreciate how people give
expression to religious belief in religious rituals,
Unit 1 The Power of Beliefs in formal places of worship and other sacred
Unit 2 Beliefs in the Monotheistic Religions spaces
Unit 3 Beliefs in the Eastern Religions 1.7 discuss the significance of non-religious rituals/
Unit 4 Beliefs in a Catholic School celebrations for people’s lives
Unit 5 Beliefs in a Synagogue
Module 1 Reflection and Action Unit 1 The Meaning and Place of Ritual in People’s
Lives
MODULE 2 SACRED TEXT Unit 2 The Elements and Purpose of Ritual in
Learning outcome People’s Lives
1.9 explain what was involved in the development Unit 3 The Rites of Passage as Ritual
of a sacred text that is foundational within Unit 4 Ritual and Worship in Hinduism and Islam
Christianity or Judaism or Islam and consider its Unit 5 Eucharist: The Central Ritual in Catholicism
continued significance for the lives of believers Module 3 Reflection and Action
2
SOUL SEEKERS …
Follows the NCCA specifications
Supports school ethos and vision
Is inclusive of diverse faith
traditions
Is written in student-friendly
language
Supports online learning
Is approved by the Irish Catholic
Bishops’ Conference
Includes videos created specially
for the series
MODULE 4 CHRISTIANITY AND IRISH CULTURE Unit 3 Expressions of Prayer
Learning outcomes Unit 4 Prayer and Pilgrimage
1.4 investigate how Christianity has contributed to Module 5 Reflection and Action
Irish culture and heritage
1.5 explore the presence of religious themes in MODULE 6 COMMUNITIES OF FAITH
contemporary culture through an examination of Learning outcomes
art, music, literature or film 1.2 investigate two communities of faith that have a
significant presence in their locality/region (the
Unit 1 In the Rocky Places communities of faith chosen must be associated
Unit 2 Land of Saints and Scholars with two of the five major world religions
Unit 3 The Church’s Contribution to Ireland studied in the specification)
Unit 4 Christian Themes in Literature, Film, Art 1.10 discuss the importance of dialogue and
and Music interaction between major world religions and
Module 4 Reflection and Action within major world religions in promoting peace
and reconciliation in the world today
MODULE 5 PRAYER
Learning outcome Unit 1 Belonging to a Community
1.8 describe the role of prayer in the lives of people Unit 2 Christian Communities of Faith
of faith Unit 3 A Muslim Community of Faith
Unit 4 Interfaith Dialogue
Unit 1 The Role of Prayer Unit 5 Ecumenism
Unit 2 Images of God and Prayer Module 6 Reflection and Action
3
Expressing Exploring Living our
beliefs questions values
Enquiry
Exploration
Reflection and Action
Soul Seekers empowers students to be involved Soul Seekers uses the three elements, enquiry,
in student-centred learning, enables them to exploration and reflection and action, to lead
engage in research and encourages them to work students through a process that is rooted in the
independently as well as with others. philosophy of the NCCA specifications.
Soul Seekers enables students to acquire real- REQUEST MORE INFORMATION
life skills through engagement with a variety of Contact Caroline Teehan:
materials supported by a wealth of resources on our caroline.teehan@veritas.ie
digital platform.
4
Meet the Soul Seekers Lead Editor
Soul Seekers has been developed by a team of multi-disciplinary
educational experts led by writer and teacher Tom Gunning.
Tom is currently on secondment from Loreto Secondary School,
Wexford. He is the author of the Senior Cycle textbooks The Inner
Place and Into the Deep, along with being a contributing author to
the Faith Seeking Understanding series. Tom studied at the Gregorian
University in Rome and received his Masters in Religious
Education from the Pontifical University of Maynooth. He is the
co-author with Fr Michael Drumm of A Sacramental People, Vols I &
2, published by Columba Press, and has lectured at the Mater Dei
Institute of Education on sacramental theology. Tom is also the co-
founder of the Parable Garden Education Project.
GUIDE TO THE SYMBOLS USED IN SOUL SEEKERS
The symbols used in the Soul Seekers exercises correspond to the key areas outlined below:
Managing
Exploration Being literate
myself
Enquiry Communicating Staying well
Managing
Reflection Working with
information
and Action others
and thinking
Being creative Being numerate
Further resources that dig more deeply
into many of the topics covered can be
found in the online digital library. Links
to the digital library will be featured in these
boxes.
5
MODULE 1
Belief
Learning Outcomes STRAND LINKS
2.2 consider responses from one major world
1.1 present the key religious beliefs of the five religion and from a non-religious world-
major world religions found in Ireland view to some big questions about the
today meaning of life, such as, why are we here?
How should we live? What happens when
1.3 engage with members of a faith community we die?
associated with one of the five major world
religions studied in the specification and 2.6 construct a timeline of one major world
show an appreciation of how the religious religion, making reference to key people,
beliefs of the community influence the day- times of expansion and times of challenge
to-day life of its members
3.2 reflect upon and discuss what it means to
1.12 synthesise and consider the insights be moral, why people living in society need
gained about how people express and live to be moral and what are the influences
out their beliefs, religious or otherwise on and sources of authority for a person’s
moral decision-making
6 MODULE 1: BELIEF
The Power of Beliefs
UNIT ONE
Looking at the impact of beliefs, how
they influence our lives; exploring
how beliefs can have a negative or a
positive influence on our lives
8
Beliefs in the
Monotheistic Religions
UNIT TWO
Exploring the beliefs of Judaism,
Christianity and Islam
LO 3.2
Beliefs in the
UNIT THREE
Eastern Religions
Exploring the beliefs of Hinduism and
Buddhism
LO 2.2
The Catholic School as a
UNIT FOUR
Community of Faith
Examining how a Catholic school is a
community of faith
LO 2.6 13
The Synagogue as a
Community of Faith
UNIT FIVE
Examining how a synagogue is a
community of faith
22
Module 1: Reflection and
Action
UNIT SIX
‘Our Catholic School’
presentation/’Imagining a New
Catholic School’ plan/’Advice for First
Years’ article 28
MODULE 1: BELIEF 7
UNIT 1
The Power of Beliefs
IN THIS UNIT I WILL:
❖❖ explore the important role that beliefs play in all our lives
❖❖ explore how beliefs play an important role in people’s lives from a religious
perspective
Reading with understanding LOST IN THE JUNGLE
World War II ended in 1945 with the surrender of
INDIVIDUAL ACTIVITY the Axis powers, among them the empire of Japan.
>> Read the story of Hiroo Onoda and discuss the Japanese soldiers laid down their weapons, but one
questions that follow. Japanese soldier was unwilling to believe that his
country had surrendered.
Hiroo Onoda had heard rumours about
surrendering but dismissed them as propaganda
stories spread by the Allies. So he retreated deep into
the jungle and went into hiding. When the world
Space Exploration
was at peace, Hiroo continued to fight. When he saw
1960
anyone approach, he would lift his rifle and shoot at
them. Nobody could tell him that the war was over
1955 1965 because nobody could approach him.
Television Beatlemania
The years went by. Life all around the jungle
returned to normal, but not in Hiroo’s head. He
1950 1970 continued to believe that the world was at war. He
hunted and foraged in the undergrowth for berries
and root vegetables. He kept his service rifle fully
oiled, cleaned and in perfect firing order. This
1945 1975
continued for thirty years, until eventually it was
decided that Hiroo had to be saved from his own
beliefs and that he might listen to his commanding
War Ends Video Games
officer.
The officer travelled to his hideout. He called on
Hiroo to put down his weapon. The war had ended
thirty years ago, he explained. There was movement
in the bushes and slowly Hiroo emerged. He fell to
his knees and wept uncontrollably. Some people
called Hiroo a hero, but others just scratched their
8 MODULE 1: BELIEF
According to neuroscientists (those who study
the brain), there is no such thing as being smart
or not smart.
heads and didn’t know what to call him. Hiroo left you are very good at some subjects, for instance, but
the forest and spent the rest of his life setting up hopeless at others. According to neuroscientists (those
nature camps for children in Brazil. He died in 2014 who study the brain), there is no such thing as being
at the age of 91. smart or not smart. Rather, they believe, it sometimes
comes down to how much effort you’re willing to put
Listening and expressing myself in and how much belief you have in yourself.
That would mean that we are all far more capable
WHAT DO YOU THINK? than we think. So what holds us back? Very often,
1. What feeling did Hiroo’s beliefs create in him? like Hiroo, it all comes down to our beliefs. These
2. How did they affect his life? beliefs are called self-limiting beliefs and they are
3. Were his beliefs a good or bad influence? Why? very powerful. Neuroscientists would argue that
self-empowering beliefs are very important in how
OUR BELIEFS well we get on in school or in life. Review the table
As you sit in your new classroom in first year, you on the next page for some examples of both.
might believe certain things about yourself: that
MODULE 1: BELIEF 9
AN EXPERIENCE A SELF-LIMITING BELIEF A SELF-EMPOWERING BELIEF
I could never play basketball I’m no good at sports. Not all sports need hand–eye
because I’ve no hand–eye co-ordination. I’ll try athletics!
co-ordination.
My best friend became friends There’s something wrong with Friendships change all the time.
with someone else in fifth class. me. We can still be friends, and I can
make new friends.
I was never in the cool group in I’m not popular. In the real world, popularity
school. means nothing. Being a good
friend is what counts.
Everyone is musical in my family I’m not talented. I just haven’t found my talent yet.
except me.
Using digital technology to access content Knowing myself
DIGITAL WORK PERSONAL REFLECTION
>> Log on to the digital library to see a video on >> Take some time to reflect on the role that beliefs
what some students say about their beliefs and play in your life. Can you identify some of the
how they influence their lives. Then discuss different beliefs that you have? Are they self-
these questions as a class: limiting or self-empowering? What impact do
1. Do you think a person’s beliefs are important? they have on your life and do you need to take
Why or why not? any action? You will find the table on the next
2. How do their beliefs affect the lives of the people page in your workbook. Fill it in to identify the
you saw in the video? beliefs in your life.
10 MODULE 1: BELIEFACTION THAT NEEDS
BELIEF SELF–LIMITING? SELF–EMPOWERING? IMPACT ON MY LIFE
TO BE TAKEN
1
2
3
THE POWER OF RELIGIOUS BELIEFS
Empowering beliefs motivate
us to grow and develop our
potential. If we believe that we
can do something, we are more
likely to succeed in doing it.
People’s religious beliefs also
strongly influence how they live
their lives.
Learning with others
THINK, PAIR, SHARE
>> Make a list of any beliefs you are aware of that
are part of any religion in your locality. How do
people express these beliefs? How do they show
or practice their beliefs in what they do in their
daily lives? Look at the table below for examples,
then come up with two more examples, share
them with your partner, and then share them
with your class.
BELIEF PRACTICE
Catholics believe Jesus is present in the Eucharist They go to Mass on Sundays and sometimes on
weekdays.
Buddhists believe in the teachings of the Buddha. In their temples they have statues of the Buddha.
Muslims believe Mecca is a special place of They have a special pilgrimage called the Hajj
religious significance. when they visit Mecca.
Hindus believe in many gods. They have special shrines in their homes where
they can worship the gods.
Jews believe the Sabbath is a day of special religious Jews visit the synagogue on the Sabbath.
significance.
MODULE 1: BELIEF 11Listening and expressing myself
WHAT DO YOU THINK?
>> What do you think are some beliefs shared by
members of the main world religions? Here are
two; can you come up with more?
–– We are loved and we are asked to share this
love with others.
–– We have been given the earth as a gift. We are
empowered to mind it for future generations.
REFLECTING ON LEARNING
❖❖ What effect do self-limiting beliefs have on your life and how do you deal
with them?
❖❖ How can you strengthen your self-empowering beliefs so that they might
lead you to a more fulfilled life?
12 MODULE 1: BELIEF UNIT 4
The Catholic School
as a Community of Faith
IN THIS UNIT I WILL:
❖❖ explore the development of Christianity
❖❖ examine how the Catholic school acts as a community of faith
CHRISTIANITY: A TIMELINE organise themselves. They appointed leaders called
presbyters. Later they would be known as priests.
LO 2.6 STRAND 2 LINK
They also appointed bishops and deacons. One
After Jesus rose from the dead and appeared to his role that the priests, deacons and bishops fulfilled
disciples, he promised that he would send them was that of leading the people in ritual. At the Last
the Holy Spirit to be with them during the difficult Supper, Jesus had blessed and shared bread and
times ahead. His followers would miss him and they wine among them. He told them that the bread and
needed strength to spread the Good News he had wine had been changed into his Body and Blood.
taught them. Jesus promised, ‘The Helper, the Holy He asked them to come together to do what he had
Spirit whom the Father will send in my name, will done in memory of him. He also promised that when
teach you everything and make you remember all I they did this, he would be with them. After he was no
have told you’ (Jn 14:26). At Pentecost the followers longer with them, the early followers of Jesus began
of Jesus received the Holy Spirit and they began to to gather in each other’s houses to bless and share
preach openly that he was the Messiah. bread and wine. In the Acts of the Apostles we are
His followers, the early Christians, began to told the early Christians ‘… remained faithful to the
teaching of the apostles,
to the brotherhood, to
the breaking of bread
and to the prayers’ (Acts
2:42).
The early Christians
also marked special
times in the year when
they remembered Jesus
and the key events in his
life. This special calendar
became known as the
Liturgical Calendar.
The most important
time was Easter when
MODULE 1: BELIEF 13Early Christian Church
THE GREAT SCHISM (1054)
REFORMATION (1500s)
Roman Catholic Orthodox
Church Churches
Protestant
Denominations
include
Anglican (Church of
Ireland), Evangelical,
Protestant
Methodist, Presbyterian, Churches
Baptist, Quaker, Lutheran
they remembered Jesus’ death and resurrection. The that eventually were gathered together to form the
most important day in the week was Sunday because New Testament. To this day, when Christians meet
Jesus rose from the dead on a Sunday. When they as a community they have sacred places, times and
gathered together they met at first in their homes symbols, and they read from their sacred text, the
but later, as their numbers grew, they met in bigger Bible, in order to remember their founder and his
buildings called churches. These celebrations of the teachings.
Eucharist were led by ordained ministers, priests or Throughout history there were times when
bishops. Christians disagreed with each other on teachings
The first Christians also began to write down the about Jesus. These disagreements led to divisions
stories about Jesus. Until then stories about Jesus within Christianity. The word for a division within the
were passed on by word of mouth. This was called Church is a ‘schism’. The first great schism occurred
the oral tradition. But when people who witnessed in 1054. The Church split in two, into the Roman
key events in Jesus’ life began to die, the community Catholic Church under the leadership of the Pope
decided that it was necessary to record the events and the Orthodox Church under the leadership of the
of Jesus’ life in writing for their descendants. Four Patriarch. In the sixteenth century there was another
main accounts were written about Jesus’ life. They split which is called the Reformation. After that
are called the Four Gospels and were written by there was the Roman Catholic Church, the Orthodox
Matthew, Mark, Luke and John. The gospels can be Church and the Protestant Churches. Another term for
found in the second part of the Bible. the different Christian Churches is denominations.
Despite the divisions that have occurred
Note: You will learn more about the Four Gospels throughout history, all Christians today strive
in Module 2 ‘Sacred Text’. to build good relationships across the divisions
because Jesus wanted his followers to be united. The
When the early Christians met in their sacred term for the efforts Christians make to build good
places on Sundays or on special occasions such as relationships with each other, despite divisions, is
Easter, they read from the gospels or other books ‘ecumenism’.
14 MODULE 1: BELIEFEvaluating my learning Using digital technology
WRITTEN WORK RESEARCH
1. When did the followers of Jesus receive the Holy >> If you are in a Catholic school, that school will
Spirit? more than likely be connected to a religious
2. Name three different leadership roles that order or to a Catholic diocese. Find out as much
developed within early Christianity. of the following information as you can in the
3. Name two sacred times that emerged in digital library about your school:
Christianity. 1. Which religious order runs your school?
4. How did the early Christians remember stories 2. Who was the founder of that religious order?
about their founder? 3. What is the story of that founder?
5. Identify two different splits or schisms that 4. What are the beliefs of the religious order?
occurred in the early Christian Church. 5. What are the values of the religious order?
When you have found the answers to these
questions you will have an understanding of the
ethos of your school.
A COMMUNITY OF FAITH: THE CATHOLIC SCHOOL
Today there are a variety of schools catering to
the different types of faith communities that live Log on to the
in Ireland. There are Jewish and Islamic schools, digital library
Christian schools such as Church of Ireland and look up
schools, Catholic schools and Orthodox schools. ‘Founding
There are many Catholic schools in Ireland, both Stories’ to find a list
primary and post-primary. Most Catholic schools of religious orders
have a founding story which tells how the school was and the schools they
established. It is usually linked to the man or woman set up.
who set up the religious congregation.
‘There is no longer Jew
or Greek, there is no
longer slave or free,
there is no longer male
and female; for all of you
are one in Christ Jesus.’
(Gal 3:28)
MODULE 1: BELIEF 151. E xpressing B eliefs in a C atholic S chool Expressing belief: The sacred space
In Unit 2 we examined the key beliefs in A Catholic school will probably have a sacred space
Christianity. A Catholic school is a Christian school. or a special room called a prayer room. This is a
Catholicism is a Christian denomination. Here are room set aside for religious activities only and is
some of the ways in which beliefs are expressed in a the room where the Eucharist will be celebrated.
Catholic school: The Blessed Sacrament is kept in a special container
called a tabernacle. A teacher might also bring a
❖❖ The characteristic spirit and values of class group to this room for meditation or a prayer
Christianity are evident in school life. service because it has a special atmosphere that
❖❖ The school community celebrates important helps people to be silent, to meditate or to pray.
Catholic rituals like the Eucharist.
❖❖ A sacred space is provided where people can Expressing belief: Christian festivals
gather to pray in private or together. In a Catholic school, the entrance hall will often
❖❖ The school community marks important be the place that is used when the school wants to
Christian festivals like Christmas and Easter. mark special religious occasions in the school year
❖❖ The school community expresses its beliefs in like Christmas or Easter. Religious objects, pictures
the teachings of Jesus through social action and symbols will be placed here so that people who
and through the way in which people treat one are visiting will know they are entering a Catholic
another in the school. school that has a range of beliefs that are important
to that school community. They will become aware
of the vision and identity of the school.
Photo by Tiernan Dolan
Tabernacle in St Mel’s Cathedral, Longford, designed by Imogen Stuart and Vicki Donovan
16 MODULE 1: BELIEFA crib is an important symbol because it tells
the story of the birth of Jesus.
Listening and expressing myself Every week, Christians celebrate the Eucharist, to
remember the Last Supper that Jesus shared with his
WHAT DO YOU THINK? disciples on the night before he died. In the Easter
1. Why is it important to be aware of the founding ceremonies, people remember and celebrate the
vision of a school? death and resurrection of Jesus. At Christmas, people
2. Why is it important to have a special room in remember and celebrate the birth of Jesus.
the school that is set aside for religious activities
only? How should this room be treated by Christmas in school
everyone in the school? The school community can also remember the birth
of Jesus in a variety of ways. A crib is an important
2. R ites and R ituals symbol because it tells the story of the birth of
Throughout the year, people gather to celebrate key Jesus. The crib might be put in a prominent location
moments in their lives such as births, deaths and in the school along with a Christmas tree. In this
weddings by taking part in rites and rituals to mark way the foyer or entrance hall can be made into a
the occasion. (You will learn more about rites and sacred space. An advent wreath may also be created
rituals in Module 3.) to mark the different Sundays in Advent. The school
might encourage the students to put on a nativity
play or a Christmas carol service.
MODULE 1: BELIEF 17Easter in school and resurrection of Jesus. The seasons of Advent,
Christians prepare for Easter by marking the forty Christmas, Lent and Easter are especially linked to
days that Jesus spent in the wilderness after he was those key events.
baptised by John the Baptist in the River Jordan.
This period is known as Lent. Christians often take A dvent
on a special activity or give up something during Advent is the time when Christians prepare for
Lent. They also make an extra effort to think about the celebration of the birth of Jesus. It begins four
others and their needs. The school might celebrate Sundays before Christmas and ends on Christmas
the Eucharist each week during Lent. Eve. The Liturgical Year begins on the first Sunday of
Advent. During Advent the feast of the Immaculate
Learning with others Conception (8 December) celebrates the importance
of Jesus’ mother Mary in the Church.
THINK, PAIR, SHARE
>> Make a list of the things that the schools you C hristmas
have attended did or do to celebrate Christmas The liturgical season of Christmas begins on
and Easter. Discuss your answers with the Christmas Eve. On Christmas day, Christians
person beside you and then share them with the celebrate the birth of Jesus and the coming of the
rest of the class. light of hope and love into the world. Twelve days
after Christmas day, the Church celebrates the feast
THE LITURGICAL YEAR of the Epiphany. The Magi are placed in the crib and
The Liturgical Year marks the special events in because they were non-Jews their arrival signifies
Jesus’ life. The year follows a cycle of feast days and that Jesus is the saviour of the whole world.
seasons that remember in particular the birth, death
18 MODULE 1: BELIEFAD V E NT
ISTMAS
The Immaculate CH R
Conception Christmas Day
Holy Family
Mary, Mother
of God
Epiphany
RY TIM
D I NA
OR E
The Baptism
of the Lord
The Presentation
RY of the Lord
O RDINA TIME
Trinity Sunday
Feast of the Body and
Blood of the Lord
The Assumption of the LENT
Blessed Virgin Mary
All Saints’ Day
Ash Wednesday
All Souls’ Day
Palm Sunday
Feast of Christ
the King
UUM
TRID
Holy Thursday
Good Friday
Holy Saturday
Easter Vigil
E A ST E R
Easter Sunday
Ascension Day
Pentecost Day
L ent E aster
Lent is the liturgical season of preparing for the The Easter Triduum (three days) begins on Holy
death and resurrection of Jesus. It lasts for forty Thursday. A special Eucharist remembers the
days, recalling the forty days that Jesus spent in the Last Supper. On Good Friday the arrest, trial and
wilderness after his baptism. The first day of Lent crucifixion of Jesus are remembered with special
is Ash Wednesday when Christians have ashes ceremonies. The Easter Vigil on Holy Saturday
put on their forehead. Palm Sunday recalls Jesus’ night remembers the resurrection of Jesus from the
entry into Jerusalem before his death. Lent ends on dead. The paschal fire is lit to symbolise how the
Holy Thursday morning as Christians prepare to light and hope of the resurrection overcomes the
celebrate the special three days of Easter. despair of death.
MODULE 1: BELIEF 19Trinity Sunday
Christians celebrate the mystery of the three
persons of the Trinity: Father, Son and Holy Spirit.
The Assumption of Mary the mother of Jesus
This takes place on 15 August and recalls how
Mary was taken into heaven. Pilgrimages to places
associated with Mary take place.
All Saints and All Souls
These two days on 1 and 2 November allow
Christians to remember and pray for all who have
died and gone to heaven.
3. S ocial A ction
The Easter season begins on Easter Sunday when Jesus spent much of his time helping other people,
the story is told of the followers of Jesus finding the especially those most in need. He performed
empty tomb. The angel tells the women that Jesus miracles to heal people who were sick or who
is risen and to go and tell his other followers. On had disabilities. If a person was excluded from
Ascension Day the ascension of Jesus to his Father society, Jesus included them and urged others to
is recalled and on Pentecost Sunday Christians do the same. In many of his parables and in the
celebrate the coming and gift of the Holy Spirit. way he treated other people, Jesus taught about
compassion and forgiveness.
O rdinary T ime The Catholic school expresses these beliefs by
Ordinary Time is the period outside of the seasons encouraging students to be socially aware. Whenever
of Advent, Christmas, Lent and Easter. Some events people join together to help others in need in society,
which are important are: it is called social action.
20 MODULE 1: BELIEFEvaluating my learning
WRITTEN WORK
1. Name three key beliefs in a Catholic school.
2. Identify two key ways in which a Catholic school
expresses its beliefs.
3. Identify how the founding story could be
❖❖ At Christmas the school might collect money or presented in a Catholic school.
food for the St Vincent de Paul Society or another 4. Identify two examples of how a Catholic school
charity. expresses its beliefs through social action.
❖❖ The school might participate in the Shoebox 5. Give two reasons why it is important for a
Appeal, with students filling a shoebox with gifts Catholic school to have a sacred space.
for children in need in other countries.
❖❖ Catholic organisations like Trócaire hold special Being spiritual
collections for people in need during Lent. The
school might hold different events to collect money. PERSONAL REFLECTION
❖❖ The school might become involved in activities >> Watch the video ‘Team Hope 2015
to raise awareness for care of the environment. Christmas Shoebox Appeal’ to see how
children react when they receive their
Listening and expressing myself shoeboxes at Christmas , then answer these
questions.
WHAT DO YOU THINK? 1. What feelings do you have when you watch this
>> Can you think of other examples of your school video?
helping people in need through social action? 2. This is an example of how a school community
1. Were you involved in any of the activities? If so, helps others. Based on this video, why is it
did you enjoy it? Will you get involved again? important to get involved in social action
2. Can you think of any activity that might be a projects like this? What social action activities
good idea for the school to become involved in? might you be able to get involved in?
REFLECTING ON LEARNING
❖❖ How do the beliefs in a Catholic school influence that school? Do the
beliefs have a good influence? Why or why not?
❖❖ What other types of schools might have different beliefs? How might
they be different to the beliefs of a Catholic school?
MODULE 1: BELIEF 21 UNIT 5
The Synagogue
as a Community of Faith
IN THIS UNIT I WILL:
❖❖ explore the Jewish moral code of the Ten Commandments
❖❖ examine how the Jewish synagogue acts as a community of faith
THE JEWISH MORAL CODE: THE TEN COMMANDMENTS
LO 3.3 STRAND 3 LINK
The Jews call themselves the Chosen People
because God invited them into a relationship with
him. They became his people and God promised
that he would be their saviour and protector. The
earliest Jews found it challenging to follow just
one God when there were lots of gods to choose
from. During their history, the Jewish people had to
learn to worship only one God through a series of
covenants. When the Jews entered into a covenant
with God it became a very special, sacred agreement.
The most important covenant that the Jews made
with God was when Moses received the Ten
Commandments on Mount Sinai after they were
freed from slavery in Egypt.
The Ten Commandments are very important for
the Jews because they act as their moral code. This
means that the Ten Commandments tells them what
are the right and wrong things to do.
Log on to the digital library and look up
‘World Religions – Judaism’ to find out
more about the story of when the Jews
were slaves in Egypt and how they were saved
on the night of Passover.
MOSES AND THE TEN COMMANDMENTS
22 MODULE 1: BELIEFListening and expressing myself important stories that the
Jews have written down Log on to
WHAT DO YOU THINK? throughout their history the digital
1. What are the advantages for a religion to have a so that they will never library to
moral code? be forgotten. The most find out more
2. Look up the Ten Commandments in Exodus important stories are about about Abraham
20:1-17. Why was it important for God to give the the special agreements or and the Hebrew
Jewish people a written code? covenants that God made scriptures.
3. Do you think the Ten Commandments were with his people.
written in that order for a reason? Why might
some argue that the first commandment is the I nside a S ynagogue
most important for the Jewish people? When the Jews gather together as a community in
the synagogue, the most important thing they do is
THE SYNAGOGUE read their sacred texts from the Torah. Jews can go
One feature of the five major world religions is that to the synagogue every day but the most important
they all gather together to worship as a community day is the Sabbath: the special day set aside to meet
of faith. Jews gather together to worship God in the together as a community to pray to God and reflect
synagogue. on their sacred texts. The Jewish Sabbath begins at
At the time of Jesus, every town or village would sundown on Friday evening and ends at sundown
have had its own synagogue. This was a sacred building on Saturday evening.
set aside for religious activities. The synagogue is the All synagogues face east so that they are pointed
focus for the Jewish community because it contains towards Jerusalem. In some synagogues, men and
their sacred texts. The sacred texts contain the most women sit separately.
MODULE 1: BELIEF 23The Ten C ommandments FEATURES OF A SYNAGOGUE T he S tar of D avid
Above the Ark is a copy of The Star of David is one
the Ten Commandments. T he E ternal L ight of the symbols of Judaism.
It reminds Jews how they This is a light that is kept David was one of their most
should live their lives and burning in front of the Ark important kings. He built the
most importantly that there at all times. It is another way original Temple in Jerusalem
is only one God. This is the the Jews demonstrate their and he protected the Jewish
most important belief in belief that the Torah scrolls people from many of their
Judaism. are very important. enemies when they returned
from slavery in Egypt.
T he B imah
T he A rk The Bimah is a raised S eating
The Ark is the focal point platform in the centre of the Orthodox and Reform are
of the synagogue. All seats synagogue. This is where the two different traditions
point towards the Ark as it Torah scrolls are read during within Judaism. In Orthodox
contains the scrolls of the a Sabbath service. It is raised synagogues there is separate
Jewish sacred texts called the to show that Jews believe seating for men and women.
Torah scrolls. The Torah is the Torah scrolls are very In a Reform synagogue they
written in Hebrew. important. sit together.
The Temple in Jerusalem Mount Sinai, and was housed in an important room
At the time of Jesus, the most sacred place for in the Temple. The Temple no longer exists, but
the Jews was the Temple in Jerusalem because Jews can still visit the Western Wailing Wall, which
it contained the Ark of the Covenant. This was is part of the ruins of the original Temple that was
a special container which held the original Ten destroyed by the Romans in 70 CE.
Commandments that Moses received from God on
24 MODULE 1: BELIEFEvaluating my learning Learning with others
WRITTEN WORK THINK, PAIR, SHARE
1. What is the name of the building where Jews >> If you visited a Jewish synagogue, what
gather to worship? important beliefs would you be able to identify
2. Why does the synagogue face east? from the features of the synagogue? Share your
3. Name the symbol of Judaism that you might find answers with the person beside you and then
in a synagogue. discuss them with the rest of the class.
4. What features of the synagogue are linked to its
sacred texts?
THE SYNAGOGUE AS A COMMUNITY OF FAITH
I mportant P eople R ites and R ituals S acred T imes
❖❖ The Rabbi ❖❖ Bar Mitzvah and Bat ❖❖ The Sabbath Service
❖❖ Chazan Mitzvah ❖❖ The Passover
❖❖ Gabbai ❖❖ Marriage ❖❖ Yom Kippur
❖❖ Funerals
MODULE 1: BELIEF 25IMPORTANT PEOPLE C hazan
T he R abbi The chazan is a member of the Jewish community
The Rabbi is the leader of the Jewish community. who leads the people in prayer during the
The Rabbi leads the synagogue service on the synagogue service. The chazan also leads the
Sabbath. The Rabbi can be male or female community in singing during the service. Jews do
depending the Jewish tradition the synagogue not play musical instruments in the synagogue
belongs to (Orthodox or Reform). The Rabbi so leading the community in singing is very
removes the Torah scrolls from the Ark and then important.
reads them from the bimah. This is an important
part of the synagogue service. The Rabbi also leads G abbai
the celebration of The Gabbai is the person who has responsibility
marriages, funerals and for the Torah scrolls and reads the scrolls from the
Bar and Bat Mitzvahs. bimah. It is an important role in the community
because the most important part of the synagogue
service is to read from the Torah scrolls.
The Rabbi is the
leader of the Jewish
community.
RITES AND RITUALS F unerals
B ar M itz vah and B at M itz vah Jewish funerals can take place in a variety of
A Jewish boy or girl around twelve years of age places including the synagogue. It is a time for
takes part in a special ceremony to mark them the community to gather around the family of
becoming an adult Jew. In Orthodox Judaism, the person who has died. There are many special
boys celebrate Bar Mitzvah. In Reform Judaism, rituals surrounding death in a Jewish community
boys celebrate Bar Mitzvah and girls celebrate Bat and the body is usually buried within twenty-four
Mitzvah. It is a very special ceremony because after hours.
it, the boy or girl can read from the Torah scrolls
during a synagogue service. The boy or girl is
now fully part of the Jewish community.
M arriage
Jewish marriages are celebrated in the
synagogue and the Rabbi leads the ceremony.
The couple exchange vows, and blessings
are given to the couple. The ceremony is
followed by a special celebratory meal. At
the end of the ceremony, a glass is broken to
remember the sadness of the destruction of
the Temple in Jerusalem even on the happy
occasion of marriage.
26 MODULE 1: BELIEFSACRED TIMES Y om K ippur
T he S abbath service The Jewish new year begins with Rosh Hashanah,
The Sabbath service takes place on Saturday which occurs in Autumn. Ten days later Jews
morning. The Rabbi begins by reading a psalm celebrate Yom Kippur. This is a time when Jews
from the Hebrew scriptures. The Ark is opened seek forgiveness for their sins. They reflect on how
and the Torah scrolls are brought in a procession they can be more faithful to the moral code of the
to the bimah where they are read. A special pointer Ten Commandments. The community gathers in
called a yad is used so as not to touch the scrolls the synagogue for a special service and the Rabbi
in order to protect them. The Rabbi then teaches teaches about how to live according to the laws in
the community about the readings from the Torah the Torah scrolls.
scrolls.
T he P assover
Jews celebrate one of the most important times in
their history with the annual springtime festival
of Passover. They remembers their escape from
slavery in Egypt. The Jewish community gathers
in the synagogue to listen to the story of Passover
and reflect on what it means for their lives today. A
special meal called the seder meal is celebrated in
the home.
Evaluating my learning Reflection and action
WRITTEN WORK PERSONAL REFLECTION
1. When does the Jewish community gather >> Research shows that some people who belong
together? to communities of faith live longer, are happier
2. Why does the Jewish community gather and say they have a greater sense of belonging in
together? their lives.
3. What stories do they listen to from their sacred 1. In your opinion, what are the advantages of
texts? belonging to a community of faith?
4. What important people lead them in their 2. Are there any disadvantages?
celebrations? 3. Do you belong to a community of faith? If you
5. What event does the Jewish community celebrate do, what are the advantages or disadvantages?
during Passover?
REFLECTING ON LEARNING
❖❖ The key beliefs that Jews have about God are reflected in the features of the
synagogue and in their sacred times and rites and rituals. What were the
features that you found most interesting? If you met a rabbi, what questions
would you ask him or her about the synagogue?
MODULE 1: BELIEF 27 UNIT 6
Reflection and Action
You will now reflect on the material you covered in
this module and put what you learned into action.
OPTION 1: ‘OUR CATHOLIC SCHOOL STORY’ PRESENTATION
Key skills:
❖❖ Working with others
❖❖ Being creative
❖❖ Being literate
❖❖ Managing information and thinking
❖❖ Communicating
❖❖ Camera/phone to take pictures
>> Working in groups of three or four, create a ❖❖ Copy to record what you find
presentation on how your Catholic school ❖❖ Pens, pencils for drawing or taking notes
displays its Catholic ethos. Your presentation ❖❖ Map of your school – you’ll need one if it’s
can be displayed on an A2 sheet or in PowerPoint a big new school!
form and should be made up of text and images.
Find evidence in your school of how the following FOLLOW-ON ACTIVITY
aspects of Catholic school life are expressed: Are there some areas where the school could
❖❖ the founding story as part of the school’s identity improve? Were there areas where you found no
❖❖ school life based on certain values evidence? What can you do to implement new
❖❖ sacred space where people can pray ideas into your school?
❖❖ sacred times such as Christmas and Easter
❖❖ involvement in social action or care for the
environment
28 MODULE 1: BELIEFOPTION 2: ‘IMAGINING A NEW CATHOLIC SCHOOL’ PLAN ❖❖ How would you show that the school cares for
the environment?
Key skills:
❖❖ Being creative >> Write up details on each point to show how you
❖❖ Being literate would develop that new building into a school
❖❖ Managing information and thinking displaying the Catholic ethos and include the
following elements:
>> Working on your own, imagine that you have ❖❖ pictures of important people from the founding story
been given a new building for a Catholic ❖❖ details on sacred objects to be displayed
secondary school. What would you have to do ❖❖ details on how the school will be involved in
to transform that building into a place that social action projects
reflected a Catholic school with that founding ❖❖ details on recycling activities, for example, to
story? Consider the following: show the school cares for the environment
❖❖ How would you create a sacred space or prayer ❖❖ details on statues and pieces of art work to be
room? displayed
❖❖ Where would you put pictures of the founder?
❖❖ How would you demonstrate or display the
founding story of the school?
❖❖ How would you display the characteristic spirit Log on to the digital library to see
and values of the school? a video on how a new building in
❖❖ What sacred objects would you place around the Wexford was transformed into a school
school to show that it is a Catholic school? based on the founding story of Mary Ward, the
❖❖ How would you display evidence that the school is foundress of the Loreto Order.
involved in social action and charitable projects?
MODULE 1: BELIEF 29OPTION 3: ‘ADVICE FOR FIRST YEARS’ ARTICLE >> Include the following:
❖❖ a title for your article
Key skills: ❖❖ an introduction detailing the difficulties first year
❖❖ Being creative students can face
❖❖ Being literate ❖❖ tips for how to manage each of these difficulties
❖❖ Managing information and thinking ❖❖ the importance of looking out for others and
being kind to others
>> Working on your own, write a short article giving ❖❖ a conclusion on where first year students can go
advice and tips to incoming first year students to for advice or help
on how to navigate life in their new school. In order to help you with your article, you might like
Include the most important tips for surviving to interview some second year students or current first
the first few weeks in secondary school, e.g. the year students and ask them what issues they think
layout of the school, the names of teachers, etc. incoming first year students might need help with.
30 MODULE 1: BELIEF© Veritas 2019
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