D6-1 Christian Prayer
CLASSROOM OUTCOMES
Values and Attitudes
Knowledge
Skills
It is intended that students will be able to:
1
comment on the importance
of prayer as an expression of
Christian spirituality
explain the significance of prayer
for the individual person and the
community of Christian believers
explore their understanding and
experience of private and
communal prayer and spirituality
2
respect different prayer
practices as expressions of
Christian Spirituality
distinguish different methods of
prayer and their connection to
various expressions of Christian
Spirituality
explore expressions of Christian
spirituality as reflected in the
prayer life of believers
outline the practice of prayer in
the Old and New Testaments in
relation to key persons and
events
research various prayer types from
the Old and New Testaments
3
discuss the practice of prayer
in the Old and New
Testaments
4
suggest ways in which prayer
contributes to a life of
holiness and wholeness
describe the Christian
understanding of holiness as
relationship with God
identify practices, symbols and
texts that contribute to a life of
holiness and wholeness
express an appreciation of
different practices of prayer,
meditation and contemplation
in the Christian tradition
explain the significance of
prayer, meditation and
contemplation in the Christian
tradition
prepare and participate in a variety
of prayer forms from the Christian
tradition
be open to the practice of
prayer and liturgy
recite key communal prayers
describe some symbols and
practices used in prayer
5
LS
SPIRITUAL REFLECTION FOR TEACHERS
“To pray is not to escape from history and the problems which it presents. On the contrary, it is to choose to
face reality not on our own, but with the strength that comes from on high, the strength of truth and love
which have their ultimate source in God.” Power of Prayer, Pope John Paul II, Vatican Letter 8/2/02
Prayer is an essential part of every Christian’s life.
Prayer is embedded in who we are and all that we do - an attitude of the heart.
Prayer is about cultivating a relationship - being present.
Prayer is a conversation - listening as well as talking; reflecting and responding.
Prayer is developing a disposition of trust, surrender, confidence and humility - unclenching our fists
and letting go of control.
How do you respond to the statement that ‘what we pray and how we pray are not as significant as that we
pray’?
From your own experience of prayer, with its struggles and difficulties, what encouragement and practical
guidance will you offer your students?
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
LINKS WITH STUDENTS’ LIFE EXPERIENCE

Students could be assisted to cultivate the practice of meditation and personal prayer. Use of
Scripture, reflections, images, icons, symbols, music and art can be effective supports for prayer.
Charismatic and Taize prayer, along with Bible reflection and other groups, are helpful forms of
communal prayer.

There are many questions for students to consider: What is prayer? What is their personal
experience of prayer? Do they have a personal relationship with God? What have been the
significant steps on their ‘prayer journey’ in life?

From whom have they learnt about prayer? Can they share about a prayerful person whom they
know? Where do they see examples of people at prayer in our society? What has prayer to do with
their lives?
THE CHURCH’S TEACHING AND LIVED TRADITION

Prayer, meditation, spirituality and contemplation have always been part of experience in the
Catholic tradition. Prayer is about relationship with God and it is about life.

Christian prayer is Trinitarian. It is centred on Christ and enabled by the Holy Spirit. It comes from
and is within the Church, and it is directed towards union with God at the end of time.

Devotional prayers such as the Rosary and the Stations of the Cross assist people to develop a
relationship with God. Other ways of expressing spirituality are in liturgical, charismatic, scriptural,
and mystical prayer.

Always the Church encourages the practice of both personal and communal prayer.
CATECHISM OF THE CATHOLIC CHURCH
References
826
Charity is the soul of the holiness to which all are called: it governs, shapes, and perfects all the
means of sanctification. “If the Church was a body composed of different members, it couldn’t lack
the noblest of all; it must have a heart, and a heart burning with love.” (St Therese of Lisieux)
2620
Jesus’ filial prayer is the perfect model of prayer in the New Testament. Often done in solitude and in
secret, the prayer of Jesus involves a loving adherence to the will of the Father even to the Cross
and an absolute confidence in being heard.
2644
The Holy Spirit who teaches the Church and recalls to her all that Jesus said also instructs her in the
life of prayer, inspiring new expressions of the same basic forms of prayer: blessing, petition,
intercession, thanksgiving, and praise.
2857
In the Our Father, the object of the first three petitions is the glory of the Father: the sanctification of
his name, the coming of the kingdom, and the fulfilment of his will. The four others present our wants
to him: they ask that our lives be nourished, healed of sin, and made victorious in the struggle of
good over evil.
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
SCRIPTURE: BACKGROUND INFORMATION

Students are encouraged to use the Scriptures for personal and communal prayer.

The Book of Proverbs contains many wise two line sayings about God and life. These are based
on observations about creation and human nature Prov 2: 1-22; 6:1-35; 27:2-3.

The Book of Psalms is the major collection of prayers in the Old Testament: for help Ps 59, 74;
thanksgiving Ps 30, 40; and praise Ps 34,104.

Understanding Jesus at prayer is important. He prayed before speaking to people (Mt 14:22-23);
when successful (Lk 11:21); and when distressed (Jn 12:27-28). John 17:1- 26 records one of the
greatest prayers of Jesus – a prayer about his friends, his mission, and his fidelity to God.
Matthew 6:6
Your Father is in that secret place
Jesus makes it clear that prayer, along with almsgiving, is not something to be done ‘on stage’ or ‘for show’.
One is not to be concerned with impressing others - this is the behaviour of actors, the literal meaning of the
word ‘hypocrite’. Prayer is our personal response to God, our ‘Father’. Prayer is the expression of our
mysterious and intimate communion with God. The ‘reward’ given by God is God’s own self-giving to us.
The early desert fathers and mothers drew on this verse as a way to understand contemplative prayer. The
‘inner room’ and ‘secret place’ are interpreted as the heart, the inner person, where God is to be found - ‘the
Father is in that secret place’. To ‘shut the door’ is a conscious decision to shut out distraction, to be
committed to entering into communion with God, to be attentive to God. All are invited to this experience.
The verses which follow remind us there is no need for many words (v. 7), ‘for your Father knows what you
need before you ask him’ (v. 8).
Psalm 131
Tranquil and quiet
Psalms are the prayers of the people. Here we have a very short psalm which is perhaps one of the most
beautiful psalms of trust. Our relationship with God, fostered by such prayers, is like that of a child in its
mother’s arms - “as content as a child” (v 2). The prayer is tranquil and peaceful. The heart has no lofty
ambitions. Life is simple and sweet in the arms of a mother-like God. It is easy to imagine Jesus frequently
praying Psalm 131.
Psalm 31:1-6
I will rejoice in your love
Psalm 31 is a psalm of lament. It is the prayer of someone in a time of ordeal and yet it has great
statements of trust. The imagery is both poignant and reassuring. God is likened to a shelter; a sheltering
rock and a walled fortress. These are all images taken from the life of the writer. Even though the person is
experiencing some kind of hardship or trial there is no doubting the help, protection and support of God. In
fact, in the Gospel of Luke as Jesus is dying he prays part of this psalm, “into your hands I commit my spirit”,
v. 5. There is a tradition that this is a night prayer where the individual person gives their spirit to God while
asleep and unconscious. God gives their life breath or spirit back to them in the morning - a real act of trust.
Is Jesus in Luke’s text seeing death as sleep? In the words of John Donne (1572-1631), “One short sleep
past; we shall wake eternally. Death shall be no more. Death thou shalt die.”
Archdiocese of Sydney
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
SYLLABUS OUTCOMES



be open to the value of prayer, meditation and contemplation in their lives
understand the nature of prayer, meditation and contemplation in the Christian tradition
analyse the elements of prayer, meditation and contemplation in the Christian tradition
Classroom
Outcomes
It is intended that
students will be
able to:
Essential Reading for Teachers
Read 'Essential Reading for Teachers' in Units D7-1 Ways People Pray and D9-3 Mary.

From whatever context and by whatever method, prayer is an expression of what the
person believes about God, and it reflects the person’s relationship with God. Prayer is
response to God’s invitation “I am standing at the door, knocking; if you hear my voice
and open the door I will come in to you" (Rev 3:20).

Prayer is communion with God. Prayer can be understood by considering WHY people
pray. Prayer may be praise of God; it may be thanksgiving for blessings and gifts
received; it may be sorrow for sin; it may be intercession or petition for things needed; it
may be adoration or simply being mindful of being in the presence of God; a prayer of
blessing is one further type of prayer. (See KWL Yr 7, p112.)

Prayer can be understood by its CONTEXT. Praying alone is private prayer. Prayer with
others is communal. Liturgy is the formal, communal prayer of the Church, such as the
Mass, Benediction and Liturgy of the Hours.

Prayerful reading of the Scriptures, sometimes called ‘lectio divina’ CCC 1177, is a great
source of deeper union with God.

All religions bear witness to the human search for God (CCC 2566). A recognition of the
existence of God is a basic prerequisite for prayer. Thinking about God and longing for
God are aspects of prayer.
It is intended that
students will be
able to:

Prayer is the human response to God's initiative in relationship. An important part of
prayer is to be attentive to God’s Spirit, to listen deeply; it is not only about our human
words or thoughts directed to God.
V respect different
prayer practices as
expressions of
Christian Spirituality

Essentially prayer is an expression of a personal relationship, expressed in mind and
heart, with the living God. (CCC 2558)

Prayer can also be understood by the METHODS used; while each of these methods is
itself a response to God, prayer in turn attunes us and enables us to respond to God in
daily life:
- mental prayer may or may not use words
- vocal prayer uses a set text either spoken or sung (CCC 2700ff)
- prayer using bodily gesture such as dance, arms outstretched…
- meditation is reflection on the Word of God or ‘sacred reading’ (sometimes called
Lectio Divina), engaging thought, imagination, emotion and desire (CCC 2705ff)
- contemplation is silent prayer, attentive to being in union with God (CCC 2709ff)
- centering prayer often uses a mantra and/or Scripture text to focus on the
presence of God (writings of Thomas Keating osb)
- glossolalia is prayer called ‘speaking in tongues’ where a person is caught up in the
power of the Holy Spirit

Spirituality refers to the ‘search for meaning’ beyond the immediate physical or material
aspects of life; Christian Spirituality looks to the person and teachings of Jesus Christ as
the source for that ‘search for meaning’. Note various expressions in Outcome 5.
V comment on the
importance of prayer
as an expression of
Christian spirituality
K explain the
significance of
prayer for the
individual person
and the community
of Christian
believers
S explore their
understanding and
experience of
private and
communal prayer
and spirituality
K distinguish
different methods of
prayer and their
connection to
various expressions
of Christian
Spirituality
S explore
expressions of
Christian spirituality
as reflected in the
prayer life of
believers
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
LINKS WITH A SENSE OF THE SACRED
In Ancient History, the study of religion, death and burial. In Society and Culture, the study of belief systems. In English,
establishing empathy for the experiences of others. In Visual Arts, artistic expressions of prayer and contemplation. In
Drama, the body and voice as instruments of expression. In TAS, the creation of special spaces and structures for
retreat. In PDHPE, the place of inner peace and reflection in developing personal identity.
Suggested
Assessment
Suggested Teaching/Learning Strategies

Students brainstorm responses to the question: What is prayer? In pairs, students write
a separate list including each person’s response and other reflections from the group.
Pairs join with another pair and repeat the process, recording their responses for the
class. Groups present their findings. Could begin with images from ‘People at Prayer’.
(CD Rom, CEO, Sydney)

What is Prayer? – Read and discuss ‘Introductory Remarks’ KWLCathStudies 12.1.
Students share where, when and why they pray.

Mix and Match Exercise based on ‘Essential Reading for Teachers’ for this outcome.
Headings to include: Type of Prayer, Purpose of this Prayer type, Example of this Prayer
type. Having completed the information grid, what does this tell us about prayer?

Read KWLCathStudies 12.1. Prepare students to undertake the ‘Reflective Writing’
exercise after prayer. Have students use this Written Reflection to begin a Prayer
Journal.

In small groups, students discuss their written responses to the following questions:
 What have you learnt about prayer from your family?
 What have you learnt about prayer from your church?
 What have you learnt about prayer from your school?
 Why do whole communities (eg: school, parish) gather to pray?

Reflection/Journal activity: Record the significant steps on your “prayer journey” in life (ie
events; people; learnings; private moments; faith understanding etc.)

Students write a magazine article about a prayerful person whom they know. What is it
that makes that person prayerful? How does this person pray? What is life-changing
about prayer?

“Rocks and Stones” activity using KWLCathStudies 12.3, Praying with the ups and
downs of life (see Sample Teaching Strategy).
Teacher Assessment
The teacher marks the
magazine article about
a prayerful person.
Teacher observes the
contribution of students
to the jigsaw activity.
Self Assessment
Throughout this
module students
develop their own
prayer journal.
Students record their
own
responses/reactions to
a variety of prayer
experiences.
See ‘Reflective Writing’
component in each of
the prayer exercises
KWLCS Ch12, ‘Prayer
and Spirituality’.
Peer Assessment
In groups, students
share their ideas about
prayer in their lives.
Peer Assessment
Students determine
criteria to catagorise
prayer styles.
SelfAssessment
Students journal/
reflection on the Breath
Prayer Chapter 11,
‘Prayer and
Spirituality’, p26 –
Exercise 9.
Teacher Assessment
Teachers observe
students’ developing
understanding as they
research various
expressions of
Christian spirituality.
Teacher marks the
visual summary.






Students interview a range of people to find out how they pray. Have students share the
types (Outcome1) and methods (Outcome 2) of prayer recorded. Students work in groups
to categorise the different types and methods of prayer recorded.
Compare the categories suggested by students with the prayer categories (types and
methods) listed in the Essential Reading for Teachers (Outcomes 1&2).
Make use of KWLCathStudies 12.4 to prepare for Centering Prayer. Read through the
exercise with students. What category of prayer is this? Lead students in an experience
of this prayer. Students reflect on the experience in their prayer journal in the form of a
letter to Jesus, telling him of ideas, desires, feelings and decisions that arose from the
prayer experience. Note: http://www.thecentering.org
Class discussion: What might flow from a life of prayer? (eg: closer relationship with God
and others; inner peace; outreach and concern for others). How is prayer linked with life?
Students research various expressions of Christian spirituality that can be found today,
eg: a Way of life; justice in the world; care for the poor; care for the environment; a sense
of awe with nature; peace movement; solidarity movements etc. Groups present their
findings.
Students create a visual summary of things that they would associate with the spiritual
dimensions of their life.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V discuss the
practice of prayer in
the Old and New
Testaments
K outline the
practice of prayer in
the Old and New
Testaments in
relation to key
persons and events
S research various
prayer types from
the Old and New
Testament
It is intended that
students will be
able to:
V suggest ways in
which prayer
contributes to a life
of holiness and
wholeness
K describe the
Christian
understanding of
holiness as
relationship with God
S identify practices,
symbols and texts
that contribute to a
life of holiness and
wholeness
Essential Reading for Teachers

Prayer in the Scriptures: The Scriptures show people responding to God and God being
made known to people. Abraham, Moses, Elijah and David each respond to God in prayer
(CCC n2570-2584). The leaders are taught how to pray: Samuel learned from Hannah his
mother how “to stand before the Lord” (1 Sam 1:22); Elijah teaches the widow of Zarephath
to believe in the word of God - her child is saved (1 Kings 17:7-24), (CCC 2583).

The Book of Psalms (Psalter) is the greatest collection of prayers in the Old Testament. It is
the prayer book of ancient Israel and the spiritual inheritance of the Christian Churches.
The Psalms arose from the communities of the Holy Land and the Diaspora, but embrace
all creation (CCC 2586).

The Psalms are simple prayers, full of passion and praise for God and they express a great
human desire to be relieved of struggle and pain. While the Psalms are about events of the
past, they praise God and look to the end of time. They express the human response to
God which is still very relevant for us today

Jesus taught his followers to pray (Luke 11:1-4). His relationship to God the Father,
attracted people to him (Mt 18:19; Lk 9:18-21, Lk 9:28-29). Jesus prayed after his baptism
(Lk 3:21), when under pressure from the people (Lk 5:16), before he chose the twelve (Lk
6:12-16) and in his darkest hour (Lk 22:39-44; 23:46).

People are encouraged to pray with faith (Mk 11:22-24) and to pray after being reconciled
with others (Mk 11:25). These dispositions provide a sound basis for all relationships.

Mary's Magnificat (Lk 1:46-55) celebrates the greatness of God. Her spirit rejoices in God.
Her prayer reminds us of the prayer of Hannah at the birth of Samuel (1 Samuel 2:1-10). Lk
1:47-50 expresses Mary’s joy at what God has done for her.

Holiness and Wholeness: In Australian society, young adults may feel it’s undesirable to
be told they are ‘holy’. It is something of a ‘put-down’ to be called a “holy Joe”. The opposite
of holiness is perhaps to be considered worldly and unconcerned with God. To be holy is to
somehow be “God-like” and concerned with the things of God.

Pope John Paul II (1978-2005) said to the youth of the world in 2000: “God calls us to be
His: He wants us all to be saints…to be holy as He is holy.”

Every Christian is called to holiness, which is “the fullness of Christian life and the perfection
of love.” (LG,40) Jesus calls us to this ideal: ”Be holy, as your heavenly Father is holy.” (Mt
5.48) To grow in Christian holiness is to grow in union with Christ. This requires a life of
prayer. We are called to share in the very life of God. This holiness is seen in the lives of the
saints.

Many ‘New Age’ spiritualities can make the false promise of ‘instant happiness’. The way of
true Christian holiness will always mean walking ‘the way of the Cross’. There is no easy,
comfortable path to holiness; it requires asceticism. (CCC 2015) Jesus said: “You must take
up your cross every day.” According to Tradition, it is by struggle or “spiritual warfare” that
the soul makes progress to God, though it is always with God’s grace.

Holiness is not primarily about achieving inner peace, but about union with God and
obedience to God’s will for one’s life. Holiness means being open to the influence of the
Holy Spirit. St Paul says: ..the fruit of the Holy Spirit is love, joy, peace, patience, kindness,
goodness, faithfulness, gentleness, self-control (Gal 5:22). We cannot ‘make’ the fruit of the
Spirit grow within us, but we open ourselves to God’s Spirit. Genuine holiness will show
itself in being loving to others, the opposite of being self-centred.

There is a range of practices which may contribute to a life of holiness. Every holy person
can identify what practices, eg sacraments, meditation, prayer, have assisted them in the
path of holiness.

Wholeness is the ability to balance all parts of the self. It is sometimes used as an
alternative name for the traditional cardinal virtue of temperance (see E6-1). Many people
rightfully seek to be whole, to develop as many parts of themselves as possible or to
balance all parts of the self. Wholeness and holiness are not necessarily the same, but may
well be found in the same person.
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
Suggested
Assessment
Teacher
Assessment
Suggested Teaching/Learning Strategies

Old Testament

Abraham (CCC 2570 – 2573)

Moses (CCC 2574 – 2577)

David (CCC 2578 – 2580)

Elijah (CCC 2581 – 2584)
Teacher inquires
about a student’s
progress in
researching the
practice of prayer in
the Scriptures.
New Testament

Jesus prays (CCC 2599 – 2606)

Jesus how to pray (CCC 2607 – 2615)
Peer Assessment
Share their
understanding of the
research on prayer in
the Scriptures.
Teacher
Assessment
Allocate a group to each of the following prayer sections from the ‘Catechism of the
Catholic Church’:
Jig-saw activity: Students research from the Catechism their allocated areas, and create a
Powerpoint presentation on prayer in their given area. These are presented to the class.
Writing Task: Prayer in the Old and New Testaments.

Students examine prayers found in the Scriptures (see Prayers in the Old Testament and
Prayers in the New Testament ). Create and display a visual response that captures the
message of one of the prayers from Scripture.

Students find one Psalm that has particular appeal. In small groups, students read some
verses from their selected Psalm, and share reasons for choice with the group. See
Scripture Background of this unit and Essential Reading for Teachers in D6-2.

Provide information on Psalms from the Essential Reading for Teachers. In their prayer
journal, students write their own Psalm-Prayer that expresses for them a response to God
in their lives or the lives of the community.
Teacher
Assessment

Observation of class
discussion on
holiness to gauge
students‘
understanding.
Ask students to consider how they might integrate prayer into their daily lives, with a view to
later making the connection to ‘holiness of life’. Students reflect in their prayer journals on
how prayer contributes to their lives (see CCC 2725, 2745, 2752).

Consider KWLCathStudies 12.1 ‘praying on your own’ and ‘connecting prayer with life’ and
12.7 ‘praying and dreaming’. Read and discuss the relevance for students’ lives. Note also
KWLCathStudies 3.5-8.

Discuss with class: What does someone who is holy look like? How do they think? What do
they do? Give examples of someone they know who is holy. In small groups, students
develop a role play in which someone expresses holiness in a real life situation.

See Sample Teaching Strategy based on KWLCathStudies 12.3.

Students think about contemporary music that expresses their relationship with God, or
speaks about holiness and wholeness. Students share this music with the class. Students
reflect on this in their prayer journals.
Teacher marks the
poster that captures
the message of one
of the prayers from
Scripture.
Self Assessment
Students write a
psalm in their prayer
journals that
expresses their
experience of God.
Self Assessment
Students record in
their prayer journals.
Peer Assessment
Using common
criteria, groups
assess each other’s
communal prayer
celebrations.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V express an
appreciation of
different practices
of prayer,
meditation and
contemplation in
the Christian
tradition
K explain the
significance of
prayer, meditation
and contemplation
in the Christian
tradition
S prepare and
participate in a
variety of prayer
forms from the
Christian tradition
Essential Reading for Teachers

There is a richness and variety of prayer and ways of life within the Church. See CCC
2644, 2663, 2684, 2693.

Many of the Religious Orders of the Church have developed methods of prayer and a
particular expression of Christian Spirituality; these orders include Benedictine, Carmelite,
Franciscan and Jesuit (Ignatian). There are many Oblate groups attached to these orders.
Many school communities will draw on the charism and particular insights of their founding
religious order.

There are a number of lay movements and organisations in the Church which provide a
way of life, of prayer and spiritual formation, which guide members in their lives, eg: Opus
Dei; Neo-catechumenate; Foccolare Movement.

Charismatic prayer and Taize prayer are some contemporary expressions of popular
communal prayer.

Regular practice of Christian Meditation and Centering Prayer have increasingly been a
help to people in their spiritual lives.

Many experience Peace and Social Justice groups as a form of “prayer in action”. In the
Christian tradition, we do not rely on ourselves alone; we draw our strength from Christ,
who reminds us that “cut off from me you can do nothing” (John 15).

Increasingly, people attend a Retreat from time to time, an opportunity to have an extended
period of prayer and reflection.

Many parishes and dioceses offer opportunities for Bible Study and other forms of prayer
such as Adoration and Marian devotion.

There are many examples of personal or family prayer in Catholic life; these include: Grace
before and after meals; the Rosary; Morning, Evening and Night Prayer; Meditation.

The Liturgy of the Hours, sometimes called Divine Office or the Prayer of the Church, is
prayed by priests, religious and many of the lay faithful.
Archdiocese of Sydney
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
Suggested
Assessment
Teacher
Assessment
The teacher marks
the presentation of
the prayers written
by students.
Self Assessment
Students record in
their prayer journals
their reflections on
the mantra, and the
contribution of
music to their
personal prayer.
Suggested Teaching/Learning Strategies

To follow on from Outcome 4, music can speak profoundly of the movement of God in our
lives. Experience of quiet time listening to, for example, a Taizé chant, or ‘Light of Christ’
(R Zaragoza) from As One Voice. Have students record in their prayer journal a reflection
arising from the experience.

Provide students direction in, and simple experience of: preparation for prayer, meditation,
the Jesus Prayer, lectio divina. See KWLCathStudies 12.1,5,6.

Jigsaw activity: nine simple definitions of Contemplative Prayer (see CCC 2709, 27122719). Follow-up: explore the connection with holiness of life.

Definition and discussion: What is spirituality? Particular spiritualities within the church.

Jigsaw activity – Have students research at least one form of spirituality that can be found
in the Catholic Tradition. e.g. Benedictine; Carmelite; Franciscan; Ignatian; Founding
Religious Order of local school. Identify the distinctive features of the spirituality.
Groups present their findings. Using this information, have students develop a definition of
‘spirituality’. Compare this with the definition given in Essential Reading for Teachers.

Students prepare a book of prayers that would be suitable for a year 7 or 8 class. Prayers
are presented on A4 paper complete with illustrations. Students choose particular themes,
eg prayer for a birthday, prayer before exams, morning prayer etc around which to write
their prayer. The prayers are collated and bound together to form a book of prayers.

Consider KWLCathStudies 12.8 ‘Praying with Thomas at the Resurrection’. Complete this
prayer exercise with the class. Students complete the ‘Written Reflection’ in their prayer
journals.

Research and analysis: Prayer in the life of someone who has known great struggle and
hardship, eg: Victor Frankl; Elle Weisel; see: http://www.smc.gld.edu.au/famecath.htm

Class Prayer based on the The Lord’s Prayer. See Sample Prayer Celebration.
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
CELEBRATION: PRAYER AND LITURGY
THE LORD’S PRAYER
Preparation:
Create a focus for prayer with the Bible opened at Matthew 6: 9-13, and a candle, reminding us of
Christ the light.
Make a copy of the Response (as below) for each student.
A CD Player.
Gathering:
A student lights the candle and says: Let us remember that we are in the holy presence of God.
Hymn:
Light of Christ – R. Zaragoza (As One Voice)
Prayer:
Lord Jesus, You taught us to call God “Our Father”.
We thank you for revealing to us the Father
who is all holy, all knowing and all loving,
who is compassionate and merciful, gracious and forgiving.
May we come to know and experience God our Father more in our lives.
We make this prayer in Your name. Amen.
The Word:
With quiet music playing, the candle and Bible are taken from the sacred space and processed
around the room. The Word (Mt 6.9-13) is proclaimed by a student who has prepared the reading
beforehand. The Bible is elevated at the end of the reading, as the student says:
The Gospel of the Lord.
All:
Praise to you, Lord Jesus Christ.
(Pause to reflect on the words of the Gospel. Quiet music in background)
Response:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Leader:
All:
Our Father,
You are a loving, caring Father.
Who art in heaven
Our great God who made and rules all creation.
Hallowed be thy name
We praise and glorify your holy name.
Thy kingdom come
May your peace reign in our lives, in our school and the world.
Thy will be done
May we do what you know is the best for us.
On earth as it is in heaven
So we will be one with you always.
Give us this day our daily bread
What we really need to live happy lives.
And forgive us our trespasses
Through the power of Jesus who loves us and gave his life for us.
As we forgive those who trespass against us
Help us to forgive both our friends and our enemies,
And lead us not into temptation
Fill us with your love and give us the strength to turn away from sin
But deliver us from evil
Jesus, we need you in our lives
Shared Prayer:
Allow time for students to contribute their own prayers of petition.
Prayer:
Breathe in me, O Holy Spirit, that my thoughts may be holy.
Act in me, O Holy Spirit, that my work, too, may be holy.
Draw my heart, O Holy Spirit, that I love what is holy.
Strengthen me, O Holy Spirit, to defend all that is holy.
Guard me, then, O Holy Spirit, that I always may be holy. AUGUSTINE OF HIPPO
Blessing: (led by teacher)
May you come to know God our Father who loves you with an unconditional love. Response: Amen.
May you come to know God our Father who is rich in mercy and slow to anger. Response: Amen.
May you come to know God our Father who calls you to true freedom and fullness of life with Him. Response: Amen.
Archdiocese of Sydney
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
SAMPLE TEACHING STRATEGY
Outcome 1:
‘Rocks and Stones’ Activity
Incorporating To Know Worship and Love: Catholic Studies 12.3 Praying in the ups and downs of
life - Deadly sins and life-giving virtues



Read KWLCathStudies 12.3 and complete ‘Imagining’ exercise.
Following the Imagining exercise, encourage students to think about people who have
influenced them in the past year.
Have a volunteer read aloud the following script:
We use the word ‘rock’ in many different ways – rock solid, rock’n’roll, rock of
ages, rock concert, rock-a-bye-baby, and rock on! Someone is negatively referred to as
having “rocks in the head.” Yet, someone can be given a supreme compliment by being told
he or she is “like a rock.”
We also use the word ‘stone’ in many different ways. “He’s stoned” is a bad thing.
“She’s stone-cold sober” is a good thing. Someone who is cold has a heart of stone. Sticks
and stones can break my bones. Then there are the famed Hollywood stones: Sharon and
Oliver. There are stones that we skip across the water’s surface, and stones whose
surfaces cause them to be sold for thousands of dollars. There’s stone soup and rolling
stones. Of these rolling stones, some gather no moss and some gather for concert tours. Of
course, the biggest thrill imaginable is having your picture on the front of ‘Rolling Stone’.
Throughout Scripture, there are many references to rocks and stones. Stones can
be implements of death, or they can be living stones. But these references tell us about our
condition as human beings.
When we stop to reflect on our lives, it is good to pause, slow down, and ask
ourselves, as the Scriptures are read, What kind of stones or rocks are we? How are we
instruments of harm? How are we living stones?
Puls, Ruth (2002), Activities for Teens: 77 Ways to Build Catholic Identity. Pflaum
Publishing Group, Dayton. p86

Before the class, prepare 12 cards, each card containing the text of one of the following
Scripture passages:
Matthew 3:9; Matthew 16:18; Matthew 27:66; Matthew 4:3; Matthew 23:37; Mark 16:3-4;
Matthew 7:9; Matthew 27:51; Luke 19:40; Matthew 7:24-25; Matthew 27:59-60; John 2:6.

Volunteers take one card and prepare to read it to the group. Encourage students to pay
close attention to the words of Scripture see what being described as rocks and stones
says about us. After the Scripture passages have been read, point out how rocks and
stones can be positive or negative.

Have a container with enough river stones (or similar) for each student to take one. Invite
each student to take a stone. Have them write on their stones (using paint pens) a virtue or
other good quality they would like to be mindful of during the year. Allow for them to
decorate their stones. Encourage students to keep the stone as a reminder of their goals.

Close with this short prayer:
We come to Jesus, ”the living stone, rejected by the builders”, but chosen and precious in
the sight of God. We ask that we, like living stones, may be built into a spiritual house, to
become a holy people giving glory and honour to God. Amen.
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
RESOURCES
To Know Worship, Love Catholic Studies, (2006), James Goold House Publications, Melbourne, Vic
To Know Worship, Love Catholic ethical thinking, (2005), James Goold House Publications, Melbourne, Vic
Teacher Resources
Catechism of the Catholic Church, (1994), St Paul’s Publications, Sydney
Labora Worship CD, (2001), The Liturgical Commission, Brisbane
O’Donnell C, Into the Classroom: Worship, Prayer and Ritual, Veritas Warehouse Publications.
http://www.veritas.ie/veritas/asp/product.asp?pr_code=1853907766
Sweeney J, (2000), Praying With Our Hands: 21 Practices of Embodied Prayer from the World’s Spiritual
Experiences, Skylight Paths Publishing
Reid I, (1998), Meditations from the Iona Community, Wild Goose Publications
Dotterweich Kass P, Prayer Services for Teens: 34 Resources for Special reasons and Church Seasons
(CD Rom) Pflaum Publishing
Ryan M (ed), (2004), Heartlines: Prayer Resources for a Contemporary Spirituality Social Science Press
Dexter P E, (1996), 25 Guided prayer services for middle graders, Twenty-Third Publications
Alsonso T et al, (2004), As morning breaks and evening sets, St Mary’s Press
Alsonso T et al, (2004), As morning breaks and evening sets CD Psalm canticles and hymns for the Liturgy
of the hours, GIA Publications
Tullio R, (2004), Chill out with God: prayers for young people, St Paul’s Publications, Strathfield, NSW
Atkins P & Atkins R, Cool prayers everyday prayers for young people, Rosemary & Peter Atkins, St Aiden’s
Parish, Remuera, Auckland, NZ.
McCulloch P, (2001), Encountering Jesus: 20 guided meditations on His life & teaching, Ave Maria Press
Rigsby S & Mason S, (2005), Exploring the Sunday Lectionary Cycle B : a teenager’s guide to the readings,
Paulist Press
Give your gifts: prayer services, GIA Publications
Mitch F, (1997), Let’s begin with prayer: 130 prayers for junior and senior high schools, Ave Maria Press,
Notre Dame, Ind
East T, (2004), Total youth ministry: ministry resources for prayer and worship, St Mary’s Press, Winona,
Minn
Braden-Whartenby G, (2000), One day retreats for junior high youth, St Mary’s Press
Calderone-Stewart LM, (1997), Prayer services for teens: book 1: rock, aloe plant, children of God, St
Mary’s Press, Christian Brothers Publications, Winona, Minn
Calderone-Stewart LM, (1997), Prayer services for teens: book 3: water, four seasons, ojo de Dio, St Mary’s
Press, Christian Brothers Publications, Winona, Minn
Watts T & Lord G, (2005), Sanctuary: where heaven touches the earth, Willow Publishing Pty Ltd,
Brookvale, NSW
Classroom Resources
Catholic Youth Bible: RSV Catholic Version
Multimedia
www.sacredspace.ie Sacred Space: Daily Prayer Online
http://www.cptryon.org/prayer/links.html World Wide Web Sources on Prayer
http://churchresources.info/pray/ Daily Prayer Online
http://www.prayingeachday.org/ Praying Each Day
http://www.taize.fr/en Taize Prayer
http://www.thecentering.org : Centering Prayer and Lectio Divina with Fr Thomas Keating osb
http://www.wccm.org : Christian Meditation with Fr John Main osb
http://ronrolheiser.com : A guide to Christian spirituality with Fr Ron Rolheiser
http://www.alcoholics-anonymous.org/ : The spirituality of Alcoholics Anonymous
http://www.eriebenedictines.org : Benedictine Prayer
http://www.franciscanfriarstor.com : Franciscan Prayer
http://www.creighton.edu/CollaborativeMinistry/daily.html : A Resource for daily prayer
http://landru.i-link-2.net/shnyves/prayer.html#Texts : Classic texts in Prayer and Spirituality from the Catholic
Tradition
People at Prayer: 24 digital images from around the world Resource Centre, Catholic Education Office,
Sydney
As One Voice (Volumes 1 and 2)
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
UNIT EVALUATION
Evaluation by Teachers
During the course of the module the teacher should make notes in answer to the following questions:

To what extent were students able to be open to the value of prayer, meditation and contemplation in
their lives?

To what extent were students able to understand the nature of prayer, meditation and contemplation
in the Christian tradition?

To what extent were students able to analyse the elements of prayer, meditation and contemplation
in the Christian tradition?

To what extent were classroom outcomes achieved?

Which teaching/learning strategies would you use again?

Did the assessment strategies effectively assist students to demonstrate achievement of the
classroom outcomes?

Were there other resources for teachers or classroom resources that were used in this unit?
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12
Archdiocese of Sydney
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Unit D6-1 Christian Prayer
Stage 6: Years 11 and 12