LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
EXPLORING KINDNESS AND MISSION
LOWER PRIMARY
Learning focus
Students will explore what it means to help others and how small acts of kindness contribute to mission.
Assessment
Formative: Teacher observations during role-playing and discussions.
Student participation in storytelling and scripture-matching activities.
Summative: Artwork illustrating an act of kindness with an oral explanation.
Simple scripture-matching activity connecting their actions to Jesus’ teachings.
1. Picture books on kindness
Read Have You Filled a Bucket Today? by Carol McCloud or Ordinary Mary’s Extraordinary Deed by Emily Pearson.
Discuss: What did the characters do to help others? How did it make people feel?
Ask students to share a time when someone was kind to them.
2. Helping others
Read a short article or story about a child helping their community. Ask simple comprehension questions: Who needed help? What did the person do? How did it make a difference?
Resources
Young but mighty: One student helps thousands of homeless
A fluffy pillow, a warm blanket, a fresh towel and a toothbrush – these are just a list of everyday items that most of us take for granted. But Year 7 student at Sacred Heart College in Sorrento, WA, Vincent Pettinicchio knows to those sleeping rough, a few simple objects can make all the difference.
A teen with a mission
Sophia Skarparis’ campaign to ban plastic bags began as a school project. It’s since led her to a Royal meeting, and has no signs of letting up.
3. Introducing key words
Introduce words such as ‘help,’ ‘kind,’ ‘share,’ and ‘love.’
Use images, role-playing or hand gestures to reinforce the meaning of these words.
Here are simple movements for each word:
• Help – Extend one hand forward as if offering to assist someone.
• Kind – Place both hands over your heart.
• Share – Mime passing an object from one hand to another.
• Love – Make a heart shape with your hands or hug yourself.
4. Scripture exploration
Share a simplified version of The Good Samaritan (Luke 10:25-37).
Ask: How did the Samaritan show kindness? How can we be like him?
Students match pictures of kind actions (eg, sharing, helping) to parts of the story. See list above.
Resources
• The Good Samaritan (My Very First Big Bible Stories Series) by Alex Ayliffe (Illus), Lois Rock
• Children’s Bible Stories: The Good Samaritan from Authentic Media
• The Good Samaritan (Lost Sheep Series) by Andrew Mcdonough
• The Good Samaritan and Other Parables of Jesus by Sophie Piper, Sophie Allsopp (Illustrator)
5. Jesus feeds the 5000 (John 6:1-14)
Explain: Jesus saw people were hungry and helped them.
Discuss: How do we help others in need today? (eg, donating food, sharing with friends).
6. Drawing acts of kindness
Students draw themselves doing something kind, then share their picture with the class. Encourage them to explain what they are doing and why it is important.
7. Class kindness prayer
• Gather students in a circle and invite them to reflect on ways they can show kindness.
• Provide each student with a small paper heart. Ask them to write or dictate a short prayer asking God to help them be kind (eg, ‘Dear God, help me to share with others.’).
• Collect the hearts and create a ‘Kindness prayer poster’ to display in the classroom.
• Conclude with a class prayer, thanking God for the gift of kindness and asking for his guidance in living it out daily.
RECOGNISING MISSION THROUGH ACTS OF SERVICE
UPPER PRIMARY
Learning focus
Students will learn how acts of service contribute to the Church’s mission and reflect on how they can help others.
Assessment
Formative: Reflection journals on personal experiences of service. Class discussions on mission stories and scripture connections.
Summative: Structured action report or a photo essay with captions explaining an act of service.
1. Mission in the real world
Show images or short videos of Catholic organisations helping others (eg, Caritas Australia, St Vincent de Paul).
Ask: What do these people do? Why do they help others?
Brainstorm: How can children participate in helping their community?
Resources:
Project Compassion 2025 School Films
What's it like to be a Mini Vinnie? Our Lady Star of the Sea
Mini Vinnie Squad by Bishop Hogarth Catholic Education Trust
Mini Vinnies by Kellie Mico
2. Exploring Catholic Social Teaching
Read a short article about a Catholic mission project helping those in need.
Discuss: What problem did they solve? How did faith motivate their actions?
Students answer comprehension questions focusing on the mission’s impact.
Resources:
• ‘Mission of the heart’
Catholic Mission works to ensure the far corners of the world are not forgotten.
• Making a difference one step at a time
Students at Mount St Benedict College in Pennant Hills, NSW, are living out the spirit of justice within their community. One of our young writers shares how their annual Caritas Trek makes a difference in the lives of those in desperate need of hope, while raising awareness about their rights.
3. Understanding key concepts
Introduce terms like justice, solidarity, and dignity through a brief discussion. Provide simple explanations and relatable examples (eg, justice – treating everyone fairly, solidarity – standing together, dignity – respecting each person’s worth).
In small groups, students:
• Create their own definitions in their own words.
• Think of real-life examples or situations where these values are shown.
• Share their ideas with the class.
Optionally, compile their definitions into a class poster or booklet.
4. Scripture exploration – Mission in the Gospel
Read The Good Samaritan (Luke 10:25-37).
Discuss: Why did Jesus tell this story? How does it show mission in action?
Students write a modern version of the story, setting it in their school or community.
5. Jesus heals and serves others
Explore stories where Jesus serves others (eg, healing the blind, feeding the hungry).
Ask: How can we follow his example in everyday life?
Jigsaw activity:
• Form home groups – Divide students into small groups (eg, groups of 4-6). Each student in the home group will learn about a different story.
• Assign expert groups – Students move into expert groups, where each group focuses on one Bible story (eg, healing the blind, feeding the hungry).
Here are six Bible stories that illustrate how Jesus heals and serves others:
• Jesus Heals the Blind Man (John 9:1-12) – Jesus restores sight to a man born blind.
• Jesus Feeds the Five Thousand (Matthew 14:13-21) – Jesus multiplies loaves and fish to feed a large crowd.
• Jesus Washes the Disciples’ Feet (John 13:1-17) – Jesus humbly serves his disciples by washing their feet.
• The Good Samaritan (Luke 10:25-37) – A parable about showing mercy and caring for others.
• Jesus Heals the Ten Lepers (Luke 17:11-19) – Jesus heals ten men with leprosy, but only one returns to thank Him.
• Jesus Raises Jairus’ Daughter (Mark 5:21-43) – Jesus brings a young girl back to life, showing his compassion and power.
Expert groups study their story – They read or listen to the passage, discuss key points, and answer:
• What did Jesus do?
• How did this show love and service?
• How can we follow His example?
Experts return to home groups – Each student teaches their home group about their assigned story.
Class reflection – Discuss: What do these stories teach us about serving others? How can we apply Jesus’ example in our lives?
6. Reflection on service
Students write about a time they helped someone or plan an act of service they will do.
Share ideas in small groups.
You can support students by using the RAFT strategy (role, audience, format, topic) to guide their writing:
• Prewriting: Use graphic organisers to brainstorm ideas and outline key points.
• Drafting: Encourage students to write a first draft focusing on ideas rather than perfection.
• Revising: Use peer or teacher feedback to refine content, ensuring clarity and structure.
• Editing: Check for grammar, spelling, and punctuation.
• Publishing: Share final pieces through a class display, reading aloud, or a class book.
Providing sentence starters and model texts can further support students in structuring their writing effectively.
7. ‘Acts of mission’ class book
Each student writes or illustrates an act of kindness or service they have done or will do.
Combine the pages into a class book on mission.
MISSION AS FAITH IN ACTION
LOWER SECONDARY
Learning focus
Students will understand mission as an expression of faith and reflect on their role in service.
Assessment
Formative: Guided reflection essays and multimedia reflections. Discussion circles exploring personal engagement with mission.
Summative: Portfolio of mission engagement or an action plan for service.
1. Young changemakers – Jigsaw activity
Form home groups – Divide students into small groups. Each student will become an expert on a different case study.
Expert groups – Students move into expert groups, where they read and discuss one case study from the provided resources. They answer:
• What motivated the young changemakers?
• What impact did they have?
Return to home groups – Each expert shares their case study, summarising key points and insights.
Class reflection – Discuss common themes: What drives young people to make a difference? How can we apply these lessons in our own communities?
Resources:
Interfaith experiences
Building bridges through interfaith encounters: Catholic Mission’s Interfaith Encounters program exposes students to a variety of faiths and cultural backgrounds.
A journey through faith and culture:As students explore the importance of multiculturalism, it helps to have experiences that bring the lessons they learn to life.
School formation activities/incursions
Down by the billabong: From a small fish tank to four large ponds, Holy Family Primary School is walking the walk (or rather, swimming the swim) when it comes to environmental action and sustainability.
A liturgy of reflection: Preparation is the key to the staging of any successful event.
Breaking down the age barriers: Sacred Heart College in Geelong, Victoria, is changing the way leadership roles are made available to students, and it means more students have the opportunity to step up and contribute to the community.
What does ‘social justice’ mean in schools?: A Mount St Joseph Girls’ College social justice leader talks about the importance of social justice groups.
Wellbeing initiatives
A positive push: Fostering fitness with a focus on mental health.
Support crew: Students at one Melbourne Catholic school are rolling out the welcome mat in a most supportive way.
A big sister to walk with you: Buddy systems in schools are a welcoming first step towards an inclusive community.
Service learning/social justice initiatives
Making a difference one step at a time: Students at Mount St Benedict College in Pennant Hills, NSW, are living out the spirit of justice within their community. One of our young writers shares how their annual Caritas Trek makes a difference in the lives of those in desperate need of hope, while raising awareness about their rights.
Youth volunteering teaches about faith: One school community devotes itself to acts of service and kindness in a week designed to help young people learn the joys of volunteering.
School and community interconnected: Social justice interweaves into the lives of Catholic school students.
Bridging worlds: St John Bosco students involved in cultural exchange are making a difference through a fun and creative fundraiser.
Can do: Sometimes a task can be overwhelming, but success comes when we pick ourselves up and continue.
2. Pre-reading vocabulary exercise
Before you read the article, let’s familiarise ourselves with some key terms:
Tapestry: A piece of fabric with pictures or patterns, often woven by hand. In this article, it’s used metaphorically to describe different faiths coming together to create something beautiful.
Question: What do you think a ‘tapestry’ might represent in the context of different religious communities working together?
Interfaith: Involving or occurring between different religions or faiths.
Question: Can you think of a situation where people of different religions might work together? What could they achieve?
Outreach: The act of reaching out to help others, especially in a community service or charity context.
Question: Why is outreach important for communities, and how can it help people in need?
Charity: Voluntary giving to help those in need, or an organisation that helps others.
Question: What are some examples of charitable activities that you or your community participate in?
Collaboration: The action of working together with others to achieve a common goal.
Question: Why is collaboration important for organisations that want to make a bigger impact?
3. Read
Read ‘Stronger together’ by Thea Kurniawan who writes that when religious communities work together, they really make a difference.
Class reading instructions
Read the article carefully: As you read, think about how different religious groups are working together and what impact their collaboration has on society.
Highlight key examples: Pay attention to the examples of how different religious communities are collaborating in the article, such as Vinnies Australia, Penny Appeal Australia, Turbans 4 Australia and Anglicare.
Look for connections to interfaith dialogue: Consider how the article connects to the broader theme of interfaith dialogue and cooperation in creating positive change.
Take notes: Jot down any new terms or ideas that stand out to you during the reading.
After reading comprehension questions
Main idea: What is the main message of the article? How does the author describe the importance of interfaith collaboration?
Examples of collaboration: Identify at least two examples from the article where religious communities have worked together to address social issues. What were the outcomes of these efforts?
Faith-based organisations: How do organisations such as Vinnies Australia, Penny Appeal Australia, Turbans 4 Australia, and Anglicare contribute to their communities? What makes their work interfaith?
Broader impact: Why does the author mention that ‘many lesser-known, non-Christian faith-based groups also make significant contributions’? What does this suggest about the diversity of interfaith cooperation?
Scripture connection: The article mentions the biblical call to love and serve others from Matthew 25:35-40. What message does this passage communicate about serving others? How does this connect to the work described in the article?
Reflection: In your own words, explain how interfaith dialogue and collaboration can help create a more united and supportive society. Why do you think it’s important for people of different faiths to work together?
4. Real-world mission experiences
Read testimonies from Catholic mission workers.
Analyse the challenges and rewards of mission work.
Resources
My first social justice experience
We asked members of our young writers’ community to share their first experiences of social justice.
Following a call
Donna Mulhearn has stared war in the face, survived constant missile attacks and has been taken hostage by fighters in Fallujah, Baghdad, but her overseas pilgrimage to spread the message of non-violent action continues to be a powerful and inspirational act of hope and peace.
Against the grain
Why would you give up an Olympic career to be a nun? Sister Melissa Dwyer of the Canossian Daughters of Charity can tell you.
Pulling back the veil
Conor Ashleigh’s passion for social justice led him around the globe. Then he discovered photography as a powerful way of sharing the experiences of those he encountered.
Overcoming silence – the time is now
Stephanie Lorenzo has gone from raising money to support trafficked women in Cambodia and Australia, to joining a global campaign to empower and advocate for women in leadership positions in the Catholic Church.
What we learn from the poor
Do we mission to the poor, or do they mission to us? In 2012, Lana Turvey left Australia to spend just over a year in Zambia working with Catholic Mission. It was in Zambia she witnessed what evangelisation truly is.
Shepherding kids
The School of St Jude in Tanzania is helping provide children with a better future.
Sharing light in Uganda
The life of a teenage girl in Mannya, Uganda, is very different to the life of a teenage girl in Australia. Wanting to support these girls so they might have more opportunities, teenager Sarah Kenworthy decided to turn to her community.
5. Theological terms
Introduce terms like ‘missionary discipleship,’ ‘preferential option for the poor.’
Students create infographics explaining these concepts.
4. The call to justice
Read Matthew 25:35-40 (‘Whatever you did for one of the least of these . . .’).
Debate: What does this passage ask of us today?
5. Jesus sends out his disciples
This activity connects Scripture with modern missionary efforts, helping students understand how they can embody the call of Jesus in their own lives.
Read and Reflect – Begin by reading passages where Jesus sends out his disciples (eg, Matthew 28:16-20, Luke 9:1-6, Mark 6:7-13). Discuss:
• What does Jesus ask his disciples to do? (Matthew 28:19-20 – ‘Go therefore and make disciples of all nations.’)
• How does he prepare them for their mission? (Luke 9:3 – ‘Take nothing for the journey, no staff, no bag, no bread, no money.’)
• What challenges did they face? (Mark 6:11 – ‘And if any place will not welcome you or listen to you, leave that place and shake the dust off your feet.’)
Compare with modern missionary work – Discuss how Jesus’ mission for his disciples compares to modern missionary work.
• How do modern missionaries spread the Gospel today? (Romans 10:14 – ‘How, then, can they call on the one they have not believed in?’)
• What challenges do they face in today’s world?
Class discussion – Reflect together: How can we live out the call to spread the Gospel in our daily lives? (Matthew 5:14-16 – ‘You are the light of the world . . . let your light shine before others.’)
6. Consolidation activity – Action plan for service
Students outline a personal or group project addressing a need in their community.
Here are some stimulus questions to guide students in the ‘Action plan for service’ activity. These questions will help students reflect on their service project in a structured way, while connecting the action to their faith and the example of Jesus.
Identifying the need
• What is a specific need in your community that you think should be addressed?
• How did you become aware of this need?
• Why is this need important to you and others in your community?
Planning the project
• What actions can you take to address this need?
• Who can help you with this project? (eg, friends, family, local organisations)
• What resources will you need to make this project successful?
Setting goals
• What is the main goal of your project?
• How will you measure the success of your project?
• How long will it take to complete the project?
Jesus’ example
• How does this project reflect Jesus’ call to serve others? (Matthew 25:35-40 – ‘For I was hungry and you gave me something to eat . . .’)
• How can you ensure that your project promotes love, kindness, and justice in your community? (Matthew 22:39 – ‘Love your neighbour as yourself.’)
Reflection and impact
• How will your project make a difference in the lives of others?
• What do you hope people will learn from your project?
• How will you share the outcomes of your project with others?
7. Multimedia reflection
Students create a video, blog post, or podcast about mission in action.
Here are some stimulus questions to guide students in planning their multimedia reflection project. These questions will guide students in thoughtfully planning their multimedia reflection while connecting the activity to their personal faith and understanding of mission.
1. Understanding mission in action
• What does ‘mission in action’ mean to you?
• How do you see people living out their faith through service and helping others? (Matthew 25:35-40 – ‘For I was hungry and you gave me something to eat . . .’)
• Who are some examples of people or groups who live out mission in your community or around the world?
2. Choosing your focus
• What specific story or example of mission will you highlight in your video, blog, or podcast?
• Why did you choose this example? What makes it meaningful or impactful?
• How does this example connect to your own faith or values?
3. Research and gathering content
• What information do you need to include to effectively tell your story?
• Who could you interview or gather quotes from to add depth to your project?
• What visuals, music, or sounds could help communicate the message in your video or podcast?
4. Relating to scripture and faith
• How can you connect your mission story to Scripture? (Matthew 28:19-20 – ‘Go therefore and make disciples of all nations.’)
• How does your story reflect Jesus’ teachings about love, service, and justice? (Mark 10:45 – ‘For the Son of Man came not to be served but to serve.’)
5. Audience and impact
• Who is your target audience for this project?
• What message do you want them to take away from your video, blog, or podcast?
• How will you inspire others to take action or think more deeply about mission in their own lives?
6. Reflection and personal connection
• How has this project helped you understand the importance of mission and service?
• In what ways do you feel called to live out mission in your own life after completing this project?
• How can you continue sharing and living the message of your project beyond the classroom?
MISSION IN CATHOLIC TRADITION AND PRACTICE
UPPER SECONDARY
Learning focus
Students will explore the theological foundations of mission and apply them to real-world issues.
Assessment
Formative: Theological discussions, interviews with community members.
Summative: Service-learning report, scriptural/theological analysis.
1. Mission in Catholic Social Teaching
Examine excerpts from Laudato si’ and Fratelli Tutti. Discuss how these teachings influence mission today.
Explorations: The cry of the earth, the cry of the poor
One of the main messages of Pope Francis’ environmental encyclical, Laudato si’, is that Catholics wanting to build a better world need to heed both the voices of the poor and marginalised, and the impact of human beings on creation.
What is integral ecology?
Five years ago, Pope Francis published his environmental encyclical, Laudato si’: On Care for our Common Home. One of the ideas that emerged from this landmark document was ‘integral ecology’. In this feature, we explore what this means, and why it’s so important to the way Catholics understand our relationship to God, each other and creation.
Some key points from Laudato si’
Here are some of the key points from the encyclical Laudato si’.
Praise God for Laudate Deum
Pope Francis wants to see the necessary transition away from a fossil-fuelled world to the widespread use of clean and renewable energies.
Fratelli Tutti: seeking the common good
Pope Francis’ latest encyclical letter Fratelli Tutti is, as we might have anticipated, a reflection on our times.
2. Church and mission
Read about Catholic organisations involved in global justice. Compare different mission models (charity v justice-based approaches).
Resources
Catholic mission
St Vincent DePaul society
Jesuit Mission
Caritas
Jesuit refugee service
3. Read
Read ‘Youth volunteering teaches about faith’ where Indiana Donnelly writes how one school community devotes itself to acts of service and kindness in a week designed to help young people learn the joys of volunteering.
Pre-reading vocabulary exercise
Before reading the article, let’s go over some important terms. Understanding these words will help you better grasp the article’s ideas:
• Service learning: A teaching method that combines community service with learning objectives, helping students apply what they learn to real-world situations.
Question: How might community service help students learn in ways other than academic lessons?
• Mercy: Compassion or forgiveness shown toward someone whom it is within one’s power to punish or harm.
Question: How do you think mercy connects to acts of service and volunteering?
• Common good: The benefit or well-being of all people in a community.
Question: Why is it important to consider the ‘common good’ when participating in service activities?
• Empathy: The ability to understand and share the feelings of another person.
Question: How can empathy play a role in volunteering and working with others?
• Ethics: Moral principles that govern a person’s behaviour or the conducting of an activity.
Question: How do ethics influence the way we treat others, especially when volunteering or helping people in need?
Class reading instructions
• Read the article thoroughly: As you read, focus on the different ways volunteering and service learning are connected to personal growth, faith, and Catholic social teachings.
• Identify key themes: Pay attention to the themes of mercy, community service, and how faith is expressed through action. Look for examples of how students participate in various activities and what they learn from the experience.
• Reflect on the Scriptures: The article links volunteering to Christian teachings. Keep in mind the scriptures mentioned (Hebrews 10:24-5 and 1 Peter 4:9-11) and think about how they relate to the idea of serving others.
• Take notes: Jot down key points and thoughts about how the students’ experiences during Community Action Week shape their understanding of service and faith.
After reading comprehension questions
These questions will guide you through the article, helping you better understand how volunteering can teach valuable lessons about faith, community, and personal growth.
• Main idea: What is the central message of the article? How does volunteering help students understand their faith and community responsibility?
• Service learning: How does the concept of service learning, as described in the article, connect students’ actions to their education? Give examples of what the students do during their volunteer work.
• Personal and spiritual growth: According to the article, what personal and spiritual benefits do students gain from participating in Community Action Week? How do these experiences help them reflect on their values?
• Catholic Social Teachings: How do the activities during Community Action Week align with Catholic social teachings? In particular, how does the focus on the ‘common good’ shape the students’ approach to service?
• Empathy and ethics: How do volunteering and service activities help students develop empathy and a better understanding of their ethics? Can you relate this to your own experiences with volunteering?
• Scripture connection: The article mentions Hebrews 10:24-5 and 1 Peter 4:9-11. How do these scriptures support the idea of service and hospitality in the context of the article?
• Reflection: Based on the article, what do you think are the long-term impacts of service learning on young people? How might these experiences influence their actions in the future, both in their communities and in their faith lives?
4. Advanced theological concepts
Explore ‘integral human development,’ ‘evangelisation through action.’ Students present on these topics. These questions will help students explore these advanced theological concepts and prepare thoughtful presentations that connect faith with action.
Understanding integral human development
What does ‘integral human development’ mean, and how does it relate to the dignity of the person? (*Pope Francis, Laudato si’ 157 – ‘The human being is the purpose of all creation.’)
Evangelisation through action
How can our actions serve as a form of evangelisation? What role does service play in spreading the Gospel? (James 2:26 – ‘Faith without works is dead.’)
Connecting faith and development
How does the Church’s understanding of human development go beyond just material needs and include spiritual, social, and cultural aspects?
Practical examples of evangelisation through action
Can you think of specific examples where faith-based actions have led to positive change in communities or individuals? How did these actions reflect the Gospel message?
Impact on personal faith
How do these concepts of integral human development and evangelisation challenge or inspire your personal faith and actions in the world today?
5. The Beatitudes in action
Analyse how the Beatitudes guide mission work today. These questions will encourage students to analyse the relevance of the Beatitudes in contemporary mission work and challenge them to consider how they can embody these values in their own lives.
• What are the Beatitudes, and how do they describe the values of the Kingdom of God? (Matthew 5:3-12)
• How do the Beatitudes challenge us to live out our faith in today’s world, especially in mission work? (Matthew 5:3 – ‘Blessed are the poor in spirit, for theirs is the kingdom of heaven.’)
• Can you identify real-life examples where the Beatitudes are being lived out in mission work today? What actions reflect these blessings?
• How do the Beatitudes offer guidance for responding to contemporary issues such as poverty, injustice, or conflict? (Matthew 5:9 – ‘Blessed are the peacemakers, for they will be called children of God.’)
• How can you live out the Beatitudes in your daily life? How might they influence your own actions in serving others or contributing to a mission? (Matthew 5:7 – ‘Blessed are the merciful, for they will be shown mercy.’)
6. Living the Gospel today
Discuss how Jesus’ teachings can be applied to contemporary social issues. These teachings can be used to explore how Jesus’ values offer guidance for addressing and responding to the pressing social issues of today.
• Love your neighbour as yourself
Teaching: ‘Love your neighbour as yourself.’ (Matthew 22:39)
Contemporary application: This teaching challenges us to act with compassion, justice, and care for others, particularly in addressing issues like poverty, inequality, and discrimination.
• Blessed are the peacemakers
Teaching: ‘Blessed are the peacemakers, for they will be called children of God.’ (Matthew 5:9)
Contemporary application: Encourages active efforts to promote peace in situations of conflict, whether in local communities, international relations, or within families.
• Feed the hungry, clothe the naked
Teaching: ‘For I was hungry and you gave me something to eat, I was thirsty and you gave me something to drink . . .’ (Matthew 25:35-40)
Contemporary Application: Calls for addressing hunger, homelessness, and social injustice through service, charity, and systemic change.
• Care for the sick and marginalised
Teaching: ‘I was sick and you looked after me. . .’ (Matthew 25:36)
Contemporary application: Challenges us to respond to health crises, provide care for the marginalised, and address disparities in healthcare access and quality.
• Do unto others as you would have them do unto you
Teaching: ‘So in everything, do to others what you would have them do to you . . .’ (Matthew 7:12)
Contemporary application: Encourages a culture of respect, empathy, and fairness in our interactions, particularly in issues like human rights, social justice, and economic inequality.
Activity
This framework encourages understanding, reflection, and application of Jesus’ teachings to today’s world.
• Introduce teachings: Briefly explain key teachings of Jesus (eg, Love your neighbour, Peacemakers).
• Connect to contemporary issues: Discuss how these teachings apply to modern social issues (eg, poverty, racism).
• Reflection: Encourage students to think about how they can apply these teachings in their lives.
• Group discussion: Have students share examples of how others live out these teachings in action.
• Conclusion and commitment: Summarise insights and challenge students to make a personal commitment to act on these teachings.
7. Writing a theological analysis
Students write an essay connecting mission to scripture and Catholic teaching.
Essay question: In what ways does the Catholic understanding of mission, as expressed in Scripture and Church teachings, guide the Church’s role in addressing contemporary social issues? Discuss specific biblical passages and Catholic doctrines that inform the Church’s mission to serve others.
This question encourages students to explore the connection between Catholic mission, Scripture, and teachings, while considering the practical application in today’s world.
8. Public presentation
Students present findings on mission-related topics in a panel discussion (assembly is a good forum, or a house meeting). Alternatively, students can make a video.