B6-1 Mission, Leadership and Ministry
CLASSROOM OUTCOMES
Values and Attitudes
Knowledge
Skills
It is intended that students will be able to:
1
2
3
4
5
LS
appreciate the importance of
leadership in the life of the
Catholic Church
describe the scope and nature of
leadership roles in the Catholic
Church
articulate an understanding of
different expressions of leadership
in the Catholic Church
argue in favour of
commitment and service
describe specific ministries and
works of service within the
Catholic Church in Australia
identify the variety of ministries
and works of service within the
diocese
discuss different models of
leadership portrayed in the
Scriptures
identify a range of examples of
leadership from the Old and
New Testaments
analyse a range of leadership
models from the Old and New
Testaments
appreciate the example of
mission shown by Jesus
outline criteria for effective
Christian mission in the school,
local church and wider
community
describe ways that members of
the school community participate
in mission
appreciate the call to
leadership and other forms of
service for the baptised in the
Catholic community
articulate the opportunities for
leadership and other forms of
service within the Catholic
community
reflect upon their experience of
leadership and service within the
Catholic community
discuss and illustrate ways
people can help each other
identify works of service within
the school and church
community
describe in some detail works of
service within the school and
church community
SPIRITUAL REFLECTION FOR TEACHERS
In the various works of the church, including education, it is often difficult to find people prepared to take
on leadership positions. When individuals are asked why they didn’t show an interest in a particular role
they often respond with a long list of personal inadequacies that they think automatically disqualify
them.
When we read the Scriptures and consider the various people called by God to leadership it is difficult
not to think that God chose an unlikely bunch. Moses had a speech impediment, David was just a boy,
later a murderer and adulterer; Jonah ran away; and St Paul spent the first half of his life persecuting
Christians.
Jesus called an interesting lot. There was Simon the Zealot, which meant that he was already a
member of a very violent and murderous resistance movement. There was Levi, a tax collector, which
meant he was an extortioner; there were James and John, called the ‘sons of thunder’ because they
wanted to call down lightning on the people who opposed them. Then there were the two who feature in
Mark’s account: Judas Iscariot whose name indicates he was a member of the Sicarii, a subgroup of
Zealots who specialised in stabbing, and Peter who was quick enough to chop off an ear in
Gethsemane, but equally willing to disown his Master and then run away ‘when things got really sticky’.
These stories from the Scriptures remind us that each person is unique and is blessed with many
talents. The stories remind us that God empowered ordinary people to do extraordinary things. God
does not rely on us to be ready and to be properly qualified!
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
LINKS WITH STUDENTS’ LIFE EXPERIENCE

Students would already have some familiarity with the key terms in this unit, including mission,
ministry and leadership. (See B7-1, B8-2 and E10-3)

Students will already have had many experiences of leadership and service in their family, schools,
workplace, sporting activities, etc. They will have opinions and ideas on the variety of styles of
leadership they have experienced. Their own experience can be used as a resource for the
classroom.

It might be useful to explore at least four broad styles of leadership – autocratic, democratic, laissezfaire and participatory, to help students to understand that different situations require different styles
of leadership or that people have a preferred style of leadership.

Student leadership training, either of a student council or group of student leaders, may be used as
an opportunity to pursue the outcomes of this unit. Students may wish to reflect on whether they
think of themselves as leaders.
THE CHURCH’S TEACHING AND LIVED TRADITION

There has been a diversity of ministries within the Church since apostolic times, and leaders have
arisen in accordance with the needs of particular communities.

Since Vatican II there has been much greater understanding that all those who have been baptised
have a responsibility to participate in the saving mission of the Church.

All Catholics are called to service in the broad sense, while the specific ministry of the ordained is
concerned with ordering and co-ordinating all the ministries into a ‘holy order’ designed to further the
progress towards the Kingdom of God.
CATECHISM OF THE CATHOLIC CHURCH
References
783
Jesus Christ is the one whom the Father anointed with the Holy Spirit and established as priest,
prophet, and king. The whole People of God participates in these three offices of Christ and bears
the responsibilities for mission and service that flow from them.
873
The very differences which the Lord has willed to put between members of his body serve its unity
and mission. For “in the Church there is diversity of ministry but unity of mission. To the apostles and
their successors Christ has entrusted the office of teaching, sanctifying, and governing in his name
and by his power. But the laity are made to share in the priestly, prophetical and kingly office of
Christ; they have therefore, in the Church and in the world, their own assignment in the mission of
the whole People of God” (Apostolicam actuositatem 2).
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
SCRIPTURE: BACKGROUND INFORMATION
Students might examine the story of Moses, the most admired leader of the ancient Jewish people. Called by God to
leadership, he retained authority not by dominating people, but because of the example of his goodness and nobility, and
his attempts to help the people he led. See the Book of Exodus.
Jesus' model of leadership was based on service of others, and on his own charismatic authority. The Gospels contain
many examples, among which are Luke 4:18-19, 10:1-12, 10:29-39, 13:10-17, Mark 10:43-45. The early Church
communities were developing a philosophy and framework of leadership and ministry; examples include Acts 1:17, 25
and 6:11-4, Ephesians 4:11-16, Peter 4:9-11, 1 Corinthians 12:4-11, 12-26, 27-30 and 13:4-7, Phillippians 2:3-7 and
James 2:14-17.
Judith: 8-16
A woman of courage
The book of Judith is a dramatic narrative that presents an example of bravery and remarkable leadership on
the part of a woman. Judith, who is the hero, is a widow of some wealth. She consistently resists all
suggestions of remarriage. Her story begins at chapter 8 as the previous chapters simply set the scene of
warfare. Judith’s town of Bethulia is besieged by the Assyrians. Judith is described as “very beautiful,
charming to see” (8:7); she is also very devout (8:8). Despite being a woman, she summons the elders and
berates them for their decision to surrender after 5 days saying “you do not understand anything and never
will” (8:14). Judith is a challenging leader. She insists on trust in God and then having the courage to act.
Judith takes control but wants to act alone. She will not disclose her plan to the men. Chapter 9 shows
Judith at prayer. As a frightened but courageous woman, she prays, “give courage to this widow’s hand”
(9:12). Chapter 10 shows Judith removing her widow’s garments and dressing glamorously. She then sets
out for the enemy’s camp with only her female attendant – two defenceless women of great courage. The
enemy soldiers were “immensely impressed with her beauty” (10:19). She convinces Holofernes, the
undefeated enemy leader, to trust her story that she will help him through the power of God (Chapter 11). He
is so beguiled by her beauty that not only does he believe her but has a banquet at which she is the guest of
honour. Holofernes is seduced by her beauty. However, at the banquet he becomes so drunk that after
everyone has gone he is in her power rather than she in his (Chapters 12-13). As he sleeps, Judith prays
and then cuts off his head with his own sword (13:6-12). She and her maid escape back to Bethulia.
It is a wonderfully enthralling story that needs to be read to fill in all the details. Judith is hailed by the men of
her town as well as the high priests and the Council of Elders of Israel as “the highest honour of our race”
(15:10) - extraordinary praise for a woman in a patriarchal society. Judith in Hebrew means Jewess. Truly
the image of feminine leadership – beauty, goodness, ingenuity, courage, and trust in God.
Jeremiah 1:4-8
The young are called to be prophets
The prophet Jeremiah was destined by God for leadership: “Before I formed you in the womb I knew you”
(1:5). A profound theological statement that is applicable to all of us - God has known us forever. We are all
called before we were conceived. This text using the poetic device of Hebrew parallelism repeats this
thought in a similar way “before you came to birth I consecrated you; I have appointed you as prophet to the
nations” (1:5). A remarkable insight about Jeremiah with meaning for everyone – by our Baptism we are all
anointed as “priest” to serve others; as “prophet” to teach the word of God and as “king” because we all
belong to the reign (or kingdom) of God. These words are part of the Christian rite of Baptism at the
anointing with chrism. Thus our Christian leadership roles begin with Baptism. And like Jeremiah, youth is no
excuse because Jeremiah says – “Look, Lord I do not know how to speak I am a child” (1:6) – God replies
“Do not say I am a child. Go now to those to whom I send you” (1:7). We are all sent as leaders to serve and
teach, always mindful of God’s words: “Do not be afraid for I am with you to protect you” (1:8).
1 Corinthians 13:4-7
Love and leadership
Paul writes to the community in Corinth, a very cosmopolitan city, to discourage the disunity in the group and
to clarify issues of Christian teaching and leadership. The style is pastoral, argumentative and at times tinged
with disappointment and pleading. Here Paul pleads for a loving approach to life. Paul turns love into a
person - a leader perhaps? He personifies love rather than defines it. “Love is always patient and kind”
(13:4). Can we substitute the word “love” as leadership throughout this text? A truly Christian leader is
always patient and kind … It would seem appropriate to do so as Paul wanted leaders in his community to
assume these personal qualities of love.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
SYLLABUS OUTCOMES



be open to involvement in leadership and service activities
distinguish the place of leadership, mission and ministry in the life of the Church
appreciate the call to leadership and other forms of service for the baptised
Classroom
Outcomes
It is intended that
students will be
able to:
V appreciate the
importance of
leadership in the life
of the Catholic
Church
Essential Reading for Teachers
The Nature of Catholic Leadership and Ministry

The Sacraments of Baptism and Confirmation give all Catholics:
the privilege and responsibility of providing leadership among the people they
meet in their daily lives, and
the right to participate in the life and mission of the Church by taking up those
forms of mission for which their gifts are suited.

It is Christ Himself who is the origin of all authority and mission in the Church. There is a
formal, hierarchical structure of leadership to serve the Church. The Pope, Bishop of
Rome and St Peter’s successor, “is the perpetual and visible source and foundation of
the unity of the Bishops and of all the Faithful” (CCC, 882). Individual Bishops are the
“visible source and foundation of unity” in their particular local Churches or dioceses
(CCC, 886). Priests, in turn, provide leadership in the local parish by ‘ordering’ the
exercise of gifts in the Christian community.

Both within the Church and in every aspect of life, there are many opportunities for the
baptised to exercise leadership. Leadership can be by example and by role. To lead by
example can be the most powerful witness. Every ministry and work of service within
the body of the church, however unimportant it may seem, requires people to be willing
to offer leadership.
K describe the
scope and nature of
leadership roles in
the Catholic Church
S articulate an
understanding of
different expressions
of leadership in the
Catholic Church
It is intended that
students will be
able to:
V argue in favour of
commitment and
service
K describe specific
ministries and works
of service within the
Catholic Church in
Australia
S identify the variety
of ministries and
works of service
within the diocese
Ministries in the Church

Ministries are specifically directed to building up the Christian faith community and to
supporting the mission of all the baptised, which is to bring about the ‘Kingdom of God’
proclaimed by Jesus.

‘Ministry’ has a specific ecclesial meaning; ie: it derives its meaning from a proper
understanding of the life of the Church. All Christians are called to ‘holiness of life’, to do
‘good works’ and to ‘live out the mission of the baptised’, but these are not always
ministries.

There are two major categories of ministry: ordained ministry and lay ministry.

Ordained ministry refers to the three dimensions of sacramental ordination: bishop,
priest and deacon (cf: Essential Reading for Teachers in D6-3).

‘Lay ministry’ - There are two categories of lay ministry:
(i) liturgical ministry: where a person has been prepared to participate in a liturgical function,
usually within a local parish (or church community). Examples include lectors, acolytes and
extraordinary ministers of Communion to the sick.
(ii) Ministries in which people have been prepared to serve the community of faith in a
particular way under the authority of the local bishop. Examples include the role of Pastoral
Associate within a parish or hospital, or a catechist within the Confraternity of Christian
Doctrine (CCD), or the ministry of teaching in a Catholic school.

The Church’s understanding of ‘Ministry’ is evolving; all the issues around its proper
meaning are far from resolved. The understanding of ‘lay ministry’ will continue to
develop.

Every diocese has a varied range of specific ministries and other works of service (eg.
music, fund raising, outreach) operating at parish level, which include the liturgical
ministries of Word and Eucharist, as well as those ministries and works which respond
to particular needs within the diocese.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
LINKS WITH A SENSE OF THE SACRED
In General Maths, identify the contribution of Graunt, Karl Gouss, Florence Nightingale, Ronald Fisher, W Edwards
Demming to Statistics. In Physics and Biology, leaders in scientific thought and inquiry: Newton, Galileo and Darwin. In
Ancient History, personalities in their times: Xerxes, Pericles and Julius Caesar. Vocational Education courses (Business
Servicers, Hospitality, Retail, Construction, IT) include customer service, occupational health and safety, and rights and
responsibilities in the workplace. Information Processes and Technology includes communication skills, information
systems and databases.
Suggested
Assessment
Informal Teacher
Assessment
Suggested Teaching/Learning Strategies


Observation of student
responses to the
challenges of Baptism
and Confirmation.

Formal Teacher
Assessment

Presentation of
interview/s with
person/s in Catholic
leadership roles.





Teacher Assessment
Research of a Catholic
organisation
Preparation for ministry
experience with this
organisation and
log/journal (see Formal
Assessment in
Outcome 5).
Peer or Teacher
Assessment
Local parish research
task – Ministry in the
Parish.
Formal Teacher
Assessment
Research of a Catholic
organisation and
journal relating to
experience of ministry.
(Can be incorporated
into school’s Ministry
Program or senior
retreat if applicable)
Or Research task
about the
establishment and
services of a Catholic
organisation.









Recall an incident when you witnessed someone acting as a leader in a difficult
situation; share memories in a group; write a description of it.
In groups, prepare a role play which shows a leader, who is appointed or who emerges,
to resolve a problem in various scenarios: sport, military, office, school, family,
government, friendship group - create scenarios. What style of leadership is used?
Discuss the range of leadership styles. See links to students’ life experience. Ask/reflect
– style which most appealed? Qualities of a good leader/ greatest challenge of being a
leader?
Summarise or research the roles and duties of student leaders or members of your
student council. Interview them about their role and personal model of leadership.
+3-3 exercise: eg: a leader is friends with everyone; men make better leaders; a good
leader must always be out in front; there are many different types of leaders etc.
Students name and describe the leadership roles they are aware of within the Catholic
community
Read and complete activity in KWLCathStudies 5.4. Review the commitments made by
parents and godparents during the sacrament of Baptism.
Review briefly the Rites of Baptism and Confirmation. What assurances and challenges
are being presented by these two sacraments? How do the students experience the
presence and power of the Spirit?
Interview or research people in various roles of Catholic leadership: priests; youth
minister; pastoral associate; teachers; parents etc. Establish their perception of their
role, the most significant, satisfying and challenging parts of their Catholic leadership.
Record interview or research (verbatim or key questions) with view to reporting back.
Distinguish between ‘Lay Ministry’ and the broader ‘works of service’. See Essential
Reading for Teachers.
Create a mind map of the various ministries and ‘works of service’ which are exercised in
the school community. Discuss: what is involved in these ministries and works?
Construct a group or individual collage of the ministries and ‘works of service’ with which
your/other parish is involved.
Identify the range of ministries and works of service with which the Catholic Church in
Australia is involved.
Read and complete activity KWLCathStudies 5.5. Discuss the extent to which our
everyday work can be considered ‘vocation’. See also: KWLCathStudies 3.6; 5.1-2; 5.4;
5.10
Research a Catholic organisation that provides a service in your community. Arrange a
visit to this organisation, summarise its role and services. Participate as a volunteer in
this organisation and complete a journal reflecting upon your experience of ministry with
this organisation.
Arrange a guest speaker to provide examples of ministry in the Church and wider
community.
Ministry in the Parish – Web search (eg: www.sydney.catholic.org.au ) What types of
ministries are held by people in this parish? What other works of services do they offer?
Gather two pieces of evidence. What do these reflect about the parish or the universal
church?
Stimulus reading: KWLCathEthics Ch 5 (summary activity pp116-7). What draws people
to serve others? What do they gain from the experience? Can you argue in favour of
commitment and service as being essential aspects of a happy and fulfilling life?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V discuss different
models of leadership
portrayed in the
Scriptures
K identify a range of
examples of
leadership from the
Old and New
Testaments
S analyse a range
of leadership models
from the Old and
New Testaments
It is intended that
students will be
able to:
V appreciate the
example of mission
shown by Jesus
K outline criteria for
effective Christian
mission in the
school, local church
and wider
community
Essential Reading for Teachers
Leadership in the Old and New Testaments

The Old Testament illustrated four distinct forms of leadership, that of king, priest, judge
and prophet:
- kings received their position as a gift from God, and were expected to use it in the service
of God's people (eg: David: 2 Samuel 11:1-5, 14-17, 26-27; Solomon: 1 Kings 3)
- priests studied and interpreted God's word in the Scriptures; they offered sacrifices and
performed other sacred rites (eg: Eli: 1 Samuel 2:11ff; Ezra: Nehemiah 8:9)
- judges acted as leaders of the people in times of crisis (eg: Deborah: Judges 4:1-6, 14,
23)
- prophets were courageous people who acted as social critics, urging people at all levels of
society to live with justice and integrity (eg: Jeremiah 1:4-10; Isaiah: 6:1-8)

Jesus outlined his mission and ministry in Luke 4:18-19; the Spirit is upon him; he has been
anointed to bring ‘good news’ of liberation and healing and to proclaim the ‘good news’ of
the Kingdom (or reign) of God. In Luke, Jesus’ life of prayer is inextricably linked to Jesus’
ministry and leadership (Luke 3:21; 5:16; 6:12-16).

There are other examples offered in the New Testament: Peter, Paul, Timothy, Priscilla &
Aquila (Acts 18.26), Phoebe (Rom 16), Lydia (Acts 16:14).

Leadership within the community is a call to serve the needs of others. At the Last Supper
Jesus offered an example of servant leadership by washing the feet of his disciples and
saying "You call me Master and Lord, and rightly; so I am. If I, then, the Lord and Master,
have washed your feet, you must wash each other's feet. I have given you an example so
that you may copy what I have done to you" (Jn 13:13-15).

Inspired by Christ, true leadership is the capacity to put one’s gifts at the service of
community. It is not about putting oneself first or seeking honours and power for its own
sake.
Christian mission, ministry and leadership

Contemporary understandings of Christian leadership must be rooted in the Gospel
example of Jesus and his disciples. In the person of Jesus, leadership is clearly linked to
service. Leadership and mission within the school, local Church and wider community is a
call to serve the needs of others in a way that empowers them and offers them true life and
hope. Christian leadership is ideally co-responsible, shared and collaborative.

By exercising leadership within a community, individual persons take on the Christian
responsibility not only to serve others but also to set an example through the Christian
values which direct their lives. Each person has particular gifts and talents which can be
used to build up community.

Authentic Christian mission, ministry and leadership are characterised by an openness to
the Will of God and a spirit of service to others. Both the Old and New Testaments show
that God calls people to serve him, despite whether they feel worthy or ready or qualified.
Like Jesus, every Christian will experience moments of choice and testing in their mission
and/or ministry.

Christian mission, ministry and leadership are not to be judged by criteria of success or
failure in the professional sense. They are grounded in a radical dependence on God and a
desire to place one’s gifts at the service of the community and the building up of the
‘Kingdom (or reign) of God’.

In 1 Corinthians 12:12-26, St Paul uses the image of a human body whose parts have
different functions, but all work together for the good of the whole. St Paul pointed to the
great variety of gifts and services existing within the community and the range of ministries
such as prophecy, teaching, preaching, healing, speaking in and interpreting tongues.
S describe ways
that members of the
school community
participate in mission
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 74 -
Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
Suggested
Assessment
Suggested Teaching/Learning Strategies
Teacher Assessment

Recount of an Old
Testament leader.

Observation of group
work in Old Testament
leadership examples.

Observation of
responses to Judith
task.

or response to
selection of the twelve
apostles task.




Using newspapers and other forms of media, students find pictures and descriptions of
leaders in the world and their local community. Discuss the range and models of
leadership portrayed.
Mix and Match Grid on Old Testament leaders: column 1: king, priest, judge and prophet;
column 2: outline characteristics of these four roles; column 3:locate specific examples of
the four distinct roles of leadership. See Essential Reading for Teachers.
Recount a particular leader’s story; identify the perceived ‘weaknesses’ or ‘ordinariness’
of that person. See Spiritual Reflection for Teachers for examples including Moses,
David, Jonah, Paul and Mary. Discussion: how these ‘unlikely’ leaders, with God’s grace,
became significant people in Judaic/Christian tradition? Message?
Group work task to discuss or present an Old Testament example of leadership and
ministry from one of the following references: Jeremiah 1:4-8, Jonah 1;1-15, Judith 4-8,
Judges 4:4-10 and 1Kings 19:9-13.
A closer study of a woman as leader in the Book of Judith chapters 8-16. (See Scripture
reflection in this unit.) Demonstrate why Judith has been referred to as “a woman of
courage”.
Describe how Jesus’ model of leadership was based on service. Students can locate
their own examples or base responses on the references from Scripture Reflections of
this unit. (See ‘Scripture: Background Information’ of this unit)
Jesus’ selection of the twelve apostles is another example of leadership in the Gospel
accounts. Identify and discuss the type of men selected. Describe the men and women
who travelled with Jesus. Discuss: “Jesus empowered ordinary people to do
extraordinary things.” and “God does not wait for us to be ready and to be properly
qualified.” Reference: Mt 10:1-16 Jesus chooses the twelve; Mk 6: 7-13 Jesus sends the
disciples out in pairs.
‘Love and Leadership’ exercise – With reference to 1 Cor 13:4-7 (see Scripture
reflections), substitute the word “love” with ‘the true Christian leader’. Students discuss,
then explain the challenges this raises for Christian leaders.
Peer Assessment

Create a checklist or set of criteria: What makes an organisation Christian?
Oral Presentation of an
outstanding person
today.

Read 1 Corinthians 12:12-26. Discuss the implications of this passage for student
leaders, the school community, the Catholic community and the global community. Write
an Explanation of the implications of this passage on one of the above levels or groups.
Consider KWLCathStudies 4.6-7; 6.5-6; 12.7; 13.7.
Teacher Assessment

Using KWLCathStudies 5.5 – 8 design a jigsaw focusing on the choices people make in
living the Christian vocation.
Media portfolio of
leadership

Read the Christian understanding of vocation and mission, as expressed by J H
Newman. See KWLCathStudies 5.4. Students write a prayer/journal response to this in
the form of a ‘prayer of the faithful’, praying for the help or guidance they need.
Participate in the Prayer Celebration. See Sample Prayer in this unit.

Presentation to class: tell the story of an ‘outstanding’ person in the Church, either
famous or not well known; past or present. Note: outstanding could mean ‘living an
authentic Christian life’ and/or ‘a broken/ addicted person who has learnt to rely on God’.

Students to view the film ‘The man who planted trees’ as an example of leadership and
ministry. Students prepare response on the ideal of Christian leadership. Is there a
preferred style of leadership in the Church?

Read Luke 22.24-27. Answer and discuss the following: (i) To whom did Jesus compare
the arguing disciples? (ii) Whom did he say they should be more like? (iii) What does this
story teach us about leadership and ministry?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 75 -
Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
V appreciate the call
to leadership and
other forms of
service for the
baptised in the
Catholic community
Essential Reading for Teachers
Leadership and Ministry in Practice

The contemporary Church, like the early Church, places strong emphasis on working out
the mission of the Church at local as well as universal levels, and on the collaborative
sharing of the gifts of all its members.

In their future lives, most students will experience ministry as members of the laity. There
are a range of ways in which they may exercise a ministry or work of service (note the
difference) in the church:
K articulate the
opportunities for
leadership and other
forms of service
within the Catholic
community
- Liturgy eg Children’s liturgy, Lectors, Eucharistic minister, Music, Offertory procession,
- Catholic Education eg Catechists, adult education centres, Catholic schools, parish
faith groups
- Youth Ministry eg youth groups, drop-in centres
- Family Welfare eg marriage preparation, Centacare, community support services
- Pastoral Care eg St Vincent de Paul, Social Justice groups, prison visiting, special
appeals
- Prayer and Spirituality eg participating in or leading a Bible Study or Christian
Meditation Group or Prayer Group, working on retreat teams
- Social Activities eg organising parish functions & events, seniors' group
- Administration eg parish pastoral council, building fund.
S reflect upon their
experience of
leadership and
service within the
Catholic community

Over the past twenty years in Australia as elsewhere there has been a greater interest
among lay Catholics to study Scripture and Theology. Members of the laity are increasingly
taking on the responsibility of leadership and service within their Church communities.

Students will already have had many experiences of leadership and service in their family,
schools, workplace, sporting activities, etc. They will have opinions and ideas on the variety
of styles of leadership they have experienced. Their own experience can be used as a
resource for the classroom.

Student leadership training, either of a student council or group of student leaders, may be
used as an opportunity to pursue the outcomes of this unit.

Christian leadership is distinguished from other forms of leadership; it must always draw its
life and direction from Jesus Christ and its success cannot be judged simply by worldly
standards of material success or profit or style.
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
Suggested
Assessment
Teacher Assessment
Formal assessment of
Diary/log/journal of
Ministry experience.
Suggested Teaching/Learning Strategies

Read the ‘White Rose’ case study and complete the questions. See KWLCathStudies
5.9. To what extent did the actions of these young people demonstrate their ‘call to be
Christian’? Who strengthened and inspired them? Further examples?

Reflect upon the student leadership programs and experiences in your school, eg: Peer
Support, selection and preparation of Student Representative Council (SRC), leadership
camps/retreats. Students analyse the role of these programs, service/s provided,
initiatives and leadership involved.

Case Study (film or other): significant Christian leaders. Examples may include
Archbishop Romero: El Salvador; Frederic Ozanam: St Vincent de Paul; Maximillian
Kolbe: WW II prisoner; Pope John XXIII: Vatican II; Sr Helen Prejean: “Dead Man
Walking”; Martin Luther King: “I Have a Dream”; Fr Ted Kennedy: Aboriginal ministry in
Sydney. (Check websites eg: http://www.smc.qld.edu.au/famecath.htm for many
more.)

Social Justice/Outreach group/s within the school – Outline the purpose of this group
and describe the activities involved. Both now and beyond school, what are some ways
students would be interested in reaching out to others.

Hypothetical Parish Dilemma, from 77 Activities for Young Catholics, ‘The Parish Gift’.
Scenario: Donation left to Parish to be spent in the current financial year in accordance
with Gospel priorities. See KWLCathStudies 6.5-6. See Sample Teaching Strategy.
Informal Assessment
Observation of case
study work.
Or investigation of an
organisation that
provides senior student
or post-school
immersion programs.
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
CELEBRATION: PRAYER AND LITURGY
PRAYER: ONE BODY, MANY GIFTS
Preparation
Students should be familiar with J H Newman’s quote Ch 5 Vocation and Life p6, John 13:13-15 ‘Jesus
washes the disciples’ feet’ and 1 Cor 12:12-26, the passage referred to in Outcome Band 4 (Essential
Reading)
Prepare a prayer space/sacred environment, quiet music for the gathering central lit candle, smaller candle
to pass around and if not at the entrance, a space in the environment for the ‘washing of hands’ to occur.
Resources






Bowl/basin and water
Towel
David Hass “We are Called” As One Voice Vol 2
T. Watts & M. O’Brien “Act Justly” As One Voice Vol 1
Candles
Student’s prayer as written in Outcome 2 strategies.
GATHERING
Ritual:
Students enter the prayer space/sacred environment symbolically washing their hands at the entrance or a
particular place in the room. The teacher then dries the hands of the first student who in turn does the same
for the next student, and so on. Alternatively, the teacher can dry the hands of each student, or a student
leader or representative may perform this for fellow students.
Opening prayer:
Lord God,
you have loved us into life and given us many gifts.
you call us to serve you just as Jesus served his disciples.
We ask you to be with us as we gather in the name of Jesus your son. Amen.
LISTENING/HEARING
1 Corinthians 12:12-26 One Body with Many Members - a student who has prepared the text to read.
RESPONDING
One student to read J H Newman’s quote Ch 5 Vocation and Life
Students then given the opportunity to read the intercessory prayers they wrote in class. The smaller of the
two candles is passed around the circle and students have the option of praying aloud whilst holding the
candle, or holding the candle whilst silently reflecting on their prayer before passing the candle on to the next
student.
SENDING FORTH
Lord God, we offer to you these prayers and the prayers of our hearts.
We ask for your guidance and strength as we seek to love you and serve you.
We make this prayer through Jesus Christ your son. Amen.
A closing prayer could also be a communal prayer/ school prayer or a passage such as:
Micah 6:8 “What God Requires”
Closing song such as: ‘We are called’ – David Hass, As One Voice Vol 2
‘Act Justly’ – T Watts & M O’Brien, As One Voice Vol 1
Archdiocese of Sydney
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
SAMPLE TEACHING STRATEGY
Outcome 5:
An opportunity for leadership and service within the Catholic community
See To Know Worship and Love Catholic Studies 6.5-6
Teacher Directions





Read the scenario which is about how to make use of a substantial donation to the parish.
Adapt the number of roles to the size of your group. If your group is large, ask young people to form two or more
groups for this activity. If your group is small, reduce the number of roles.
Have young people choose roles to take in a discussion of the scenario.
Provide copies of Handout 2: Wish List (below), one for each participant.
Read, or have a volunteer read, the scenario aloud to the group.
Student Directions
Your parish has been given $50,000 by a very generous parishioner. The money must be spent during the current fiscal
year. The donor’s only request is that the parish use the money in such a way that it reflects Gospel priorities. The
people of the parish have been asked how they would like the money spent. They have come up with a long “wish list”.
You are responsible for distributing the money and explaining what Gospel priority is being reflected.
Seated at the discussion table are:
The pastor; a member of the parish council who has to discern priorities; a member of the school staff; a member of the
youth ministry team; a member of social justice committee; several parishioners who want to do the best for everyone.
Your task:



Come up with a plan to use the money. Remember, you cannot put it into savings. This money must be used
this year with potential to have long term benefits.
Then decide whether the spending plan reflects Gospel values.
If necessary, make changes in the plan to reflect Gospel values.
Handout
Wish List

Youth ministry - $18,500 to purchase a van and $3,000 to fund a Habitat for Humanity project

Religious education - $22,500 to fund a new special education program

Seniors - $5,000 to provide hot lunches for the elderly

The prayer group - $36,000 to build a Eucharistic chapel for prayer and private devotion

The committee responsible for the nursery - $4,000 to pay someone to coordinate the nursery during
Masses

The parish secretary - $4,000 to purchase a new copier

The social justice committee - $5,000, or ten percent of the donation, to go to the poor

The pastor - $18,000 to repair the leak in the rectory roof

The school principal - $20,000 for tuition aid for families who need help

The contemporary music group - $6,000 for new hymnals

Elderly and handicapped parishioners - $32,500 to make the parish buildings more accessible

The pastoral associate - $2,200 for camera and sound & lighting equipment to videotape Masses for parish
shut-ins, and $750 for a video series for Baptism preparation for new parents

The Confirmation coordinator - $500 to replace the Confirmation banners

The men’s club - $3,000 to install and maintain a satellite dish to improve TV reception

The liturgy committee - $25,000 to fund an evangelization revival featuring Christian rock artists and
dynamic preachers

The groundskeeper - $450 to repair a lawn tractor

The church organist - $17,500 to repair the organ

The building and grounds committee - $50,000 to repair the parking lot
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
RESOURCES
To Know Worship and Love Catholic Studies, (2006), James Goold House Publications, Melbourne, Vic
To Know Worship and Love Catholic ethical thinking, (2005), James Goold House Publications, Melbourne,
Vic
Teacher Resources
O'Grady J, (1991), Disciples and Leaders: The Origins of Christian Ministry in the New Testament, Paulist
Press, New York
Puls R, (2002), Activities for Teens: 77 Ways to build Catholic Identity, PfLaum, Dayton OH
Tohill A, (2004), Passion for Justice: A Social Justice Teaching Resource, St Vincent de Paul Society
Victoria
To Know, Worship and Love: Year 8, (2003) James Goold House Publications, Melbourne, Vic
(Baptism: Chapter 12, Confirmation: Chapter 13)
Classroom Resources
The Bible
Stoutzenberger J, (2000), Celebrating Sacraments (3rd edition) St Mary's Press
Multimedia
Dead Man Walking
Romero
No Time Like Now: The Life and times of Frederic Ozanam: Video and notes
The Man Who Planted Trees
http://www.justpeace.org/romero4.htm
http://www.osjspm.org/cst/themes.htm
http://www.ojsspm.org/cst/q_rights.htm
http://www.vinnies.org.au
http://www.ccjpoz.org/
http://www.erc.org.au/index.shtml
http://www.kidshelp.com.au/home_KHL.aspx?s=6
http://www.cathcomm.org/cathcomm/pdf/0306SnapshotJune.pdf
http://www.cecnsw.catholic.edu.au/ccd/index.html
http://www.centacare.org.au/counselling.html
www.sydney.catholic.org.au
http://www.smc.qld.edu.au/famecath.htm
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Unit B6-1 Mission, Leadership and Ministry
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 involvement in leadership and service activities?

To what extent were students able to distinguish the place of leadership, mission and ministry in the life of
the Church?

To what extent were students able to appreciate the call to leadership and other forms of service for
the baptised?

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?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 82 -
Unit B6-1 Mission, Leadership and Ministry
Stage 6: Years 11 and 12