1 appreciate the importance of self-esteem and the relational nature of being human explore the essential elements which enable human beings to make mature choices and commitments identify the essential elements which contribute to human beings making mature choices and commitments
2
3
4 appreciate how the vocation of ordained priesthood serves the Catholic community discuss attitudes and values towards the Sacrament of
Holy Orders within the
Catholic community appreciate the sacramental nature of marriage
5 reflect on the range of understandings of marriage, relationships and sexuality within society
LS identify the importance of selfesteem and relationships for human living explain the three dimensions and purposes of the Sacrament of
Holy Orders: bishop, priest and deacon explain the essential element of service intended for the life of the community contained in the Rite of Holy Orders summarise their understanding of the Sacrament of Holy Orders and argue for its significance in the
Catholic community locate passages from the
Scriptures and writings from documents of the Church which identify the Sacrament of Holy
Orders as a form of service in the
Church explain the Sacrament of Marriage explore the Scriptural and
Church teaching on the
Sacrament of Marriage describe the Church’s and society’s understandings of marriage, relationships and sexuality outline simply the Church’s teaching on relationships and marriage examine the sacramental understanding and interconnection of marriage, relationships and sexuality describe how the Sacrament of
Marriage is celebrated
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

 The areas of Marriage and Holy Orders generally capture the imagination and interest of students.
Given the range of family circumstances, sensitivity is called for in drawing on life experience. There will be many happy and secure experiences of family. There can be a great deal of pain and sense of failure after divorce and family break-down. Some family situations are complex and stressful.
 In Holy Orders the focus is on service to the People of God. There is an opportunity to explore the ideals, issues and challenges around priesthood, and to share about a priest who has had a significant influence in their lives and about the image of the priesthood conveyed by the media and film.
 There is the opportunity to explore the ideal and the reality of marriage, and to ask how the Church’s teaching on sexuality, relationships and marriage differs from other views in society. Students are aware of the wide range of options and lifestyles in contemporary society.
 In presenting the Churc h’s teachings, the teacher is not judging those living in various and different circumstances. Rather the teacher seeks to offer the wisdom and ideals of the tradition for the students to consider seriously.
 The Catechism of the Catholic Church affirms Holy Orders and Marriage as two of the seven sacraments. “The purpose of the sacraments is to sanctify the faithful, to build up the body of Christ, and finally , to give worship to God” (CCC 1123). Each sacrament has a personal element (the individual), a community element (others) and a divine element (God).
 The Church always understands sacraments to be, not private functions, but celebrations of the
Church, the sacrament of unity among all the believers.
 A copy of The Rite of Marriage is available from the priests of the parish. Copies of The Rite of
Ordination are usually more available from Bishops. Both can be found in Rites of the Catholic
Church Vols 1 and 2 which are available from Catholic book suppliers, and are available on Labora
Worship CD.
1534 Two other sacraments, Holy Orders and Matrimony, are directed towards the salvation of others; if they contribute as well to personal salvation, it is through service to others that they do so. They confer a particular mission in the Church and serve to build up the People of God.
1536 Holy Orders is the sacrament through which the mission entrusted by Christ to his apostles continues to be exercised in the Church until the end of time: thus it is the sacrament of apostolic ministry. It includes three degrees: episcopate, presbyterate, and diaconate.
1661 The Sacrament of Matrimony signifies the union of Christ and the Church. It gives spouses the grace to love each other with the love with which Christ has loved his Church; the grace of the sacrament thus perfects the human love of the spouses, strengthens their indissoluble unity, and sanctifies them on the way to eternal life (cf Council of Trent: DS 1799).
1533-1666 The Sacraments at the Service of Communion
1536-1600
1601-1666
Holy Orders
Marriage
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

 Holy Orders
Variety of ministries - 1 Cor 12:4 - 28
The ‘Twelve’ - Mk 3:13-19; Matt 10:1-4; Lk 6:.12-16
Apostles - Acts 1:15-26; Jn 20:21; 2 Cor 11:5,13; 1 Thes 2:7
The ‘Seven’ - Acts 6:1-7, Acts 8; Deacons - Phil 1:1; 1 Tim 3:8-13
Elders - Acts 11:30, 15:2,4,6; 1Tim 3:5-9; Tit 1:5-9.
 Marriage
Supremacy of marriage - Gen 2:18-3:20
Passion in love - Song of Songs 2:16, 8:6f; Human love - Micah 6:6-8
Faithfulness - Hosea 2:21f; Equal rights in marriage - 1 Cor 7:2-4
Union of Christ and Church - Eph 5:1f, 25-32;
Divorce - Mk 10:12f; Lk 16:18.
The tender and loving words of this tex t speak of God’s covenant with, or marriage to, the people. The marriage metaphor is entirely appropriate as one of the greater forms of love. It is used frequently in the biblical texts, especially in the prophet Hosea, to describe the relationship we have with God. Here marriage is associated with such words as integrity and justice, tenderness and love. Faithfulness and knowledge are also part of the relationship. The Hebrew words ( hesed, rahamim ) are technical covenant vocabulary denoting the extraordinary relationship God has with the people of Israel, and they with each other. A relationship of intimacy – truly knowing the other with a faithful love that lasts forever. It is a genuine and serious commitment.
These beautifully descriptive words may be used also to describe the ideals of married love. A love that is in harmony with all creation. A love that is leavened with integrity, that is just, tender and faithful. A love that reflects the love of God and makes the world a better place simply by its presence. The words of Hosea represent the spirituality of the Sacrament of Marriage very accurately. Through that sacrament and their love, c ouples “come to know God” (v. 22)
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 on, among other things, sexuality and marriage. The style is pastoral, argumentative, at times tinged with disappointment and pleading. Here Paul pleads for a loving approach to life. “Without love I am nothing at all” (13:2) only by loving does the Christian really exist. Paul turns love into a person. He personifies love rather than define it. “Love is always patient and kind” (13:4). Paul mentions the many gifts of the early community but these will end. “Love does not come to an end” (13:8). Paul refers to maturity so necessary in marriage and indeed in all relationships. Paul is not speaking specifically of married love here although his sublime words are certainly appropriate. Whatever our lifestyle, everyone is called to love - it is the greatest vocation of all. “And the greatest of these is love” (13:13).
The letter to Timothy is, as its name suggests, to an individual named Timothy. So we are privileged to share a very private correspondence. Paul is setting himself up as a model for Timothy and encouraging him to persevere despite hardships. Paul himself is a prisoner it seems. The fourth chapter is very personal in tone and appears to be written by Paul before his death.
The letter refers to Paul’s commissioning of Timothy - “when I laid my hands on you”. This is certainly a sign of commissioning to undertake some special role in the life of the early Christian community. In any genuine life call we are gifted by God with “power and love” (1:7) by God’s own grace (1:9) and called to be holy
(1:9).
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

It is intended that students will be able to:
V appreciate the importance of selfesteem and the relational nature of being human
K explore the essential elements which enable human beings to make mature choices and commitments
S identify the essential elements which contribute to human beings making mature choices and commitments
 identify and explore the essential elements which enable human beings to make mature choices and commitments
 explain the significance of the celebrations of the Sacraments of Marriage and Orders
 analyse and explain elements of sacrament, ritual and prayer in the celebration of the sacraments at the service of community
 At the beginning of this unit, there is a focus on human personhood and personal maturity.
These are foundational to life and important for making further life choices and commitments such as marriage and ordained priesthood.
 Human persons are relational by nature. Most human beings find their deepest happiness and fulfillment in mutually loving relationships with others. People are best able to enter into mature relationships and commitments when they have sufficient psychological maturity, in particular a healthy self-respect, self esteem and a sense of personal autonomy.

A capacity to love others assumes self esteem, that is, a felt sense of one’s inherent confidence, dignity and freedom. This is to value one ’s individuality and uniqueness. It is the capacity to see oneself with the same delight and expectation with which God sees each person.

Catholic tradition states that every person is born in the image and likeness of God, is flawed by original sin and is redeemed in Christ.

Every person ideally has the capacity to make informed choices about life and living.
Making mature choices, a healthy adult seeks to integrate the joys and sorrows, the surprises and unexpected turns that are part of every life.
 All responsible adults have the right and duty to choose their profession and state of life
(CCC 2230). Increasingly, and for a variety of reasons, people live a single life. Single people can contribute greatly to the good of the human family (CCC 2231).
 For both Marriage and Holy Orders, the Church places strong emphasis on appropriate preparation. Preparation for Marriage looks beyond the wedding day and any immediate attraction between the two people involved, to consider if they have the maturity to make a free and responsible choice to commit to a lifelong, faithful partnership before God (CCC
1632).

Those who receive Holy Orders and Marriage are already consecrated by Baptism to share in the common priesthood of all the faithful. These sacraments give particular consecrations for a life directed towards others.
It is intended that students will be able to:
V appreciate how the vocation of ordained priesthood serves the Catholic community
K explain the three dimensions and purposes of the
Sacrament of Holy
Orders: bishop, priest and deacon
S summarise their understanding of the
Sacrament of Holy
Orders and argue for its significance in the
Catholic community
Read 'Essential Reading for Teachers' from units D7-2, D8-3, D9-1 and D10-2.
The Sacrament of Holy Orders

The Sacrament of Holy Orders confers a sacred power for the ministry of deacon, priest or bishop in the Church. In the Catholic Church this sacrament is received only by men. There are three degrees celebrated in the Rites of Ordination: deacon, priest and bishop.
 The ministry of Bishop is the fullest expression of Sacrament of Holy Orders. Bishops are leaders of local Churches (called Dioceses) and also members of the College of Bishops.
As members of the College of Bishops, together with the Pope (Bishop of Rome) they exercise authority over the whole Church (Lumen Gentium, 22 ).
 By ordination, Bishops receive the Holy Spirit for the mission of teaching, sanctifying and governing the Church. Only Bishops can ordain. They are original ministers of
Confirmation; however, in some pastoral circumstances they delegate this role to priests.
Bishops also have responsibility for overseeing the celebration of all sacraments ( Lumen
Gentium , n.26).
Together the Bishops of the world make up the ‘College of Bishops’ having responsibility for leading and guiding the Church.
 Priests are ordained as co-workers of the Bishop (CCC 1562). They exercise pastoral ministry in the part of the local Church to which the Bishop has appointed them. Priests celebrate the Eucharist in two roles: as leader of the local assembly (People of God) and in the person of Christ, head of the Body, the Church. The primary task of the priest is to proclaim the Word, and they are the ordinary ministers of the Sacraments of Baptism,
Eucharist, Penance and Anointing of the Sick.
 Deacons share in the Sacrament of Holy Orders through ordination to the ministry of Word and Service. They assist the bishop and priests in the diocese for which they are ordained.
Deacons preach, baptise, officiate at weddings and funerals and dedicate themselves to various ministries of charity (CCC 1570).
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

In the Sciences, practising male and female scientists, collaboration in research and development and collection and analysis of data. In PDHPE, importance of relationships to health. In Dance, movement and expression of the human body. In TAS, home management. In Society and Culture, personal and social identity, the role of family and kinship, socialisation and human maturity. In Vocational Education subjects, balancing rights and responsibilities of the workplace with those of family and personal life. In English, the depiction of religion, love, relationship, marriage and family life in literature and popular media.
Self Assessment
Personal reflection on marriage as reflected in art
Peer Assessment
Sharing of responses on what is a vocation.

Focus on self-esteem and the essence of human beings as relational. Teacher could lead in with some television/film/song, eg Friends, The Simpsons, Simon & Garfunfel’s I am a rock .
 Students are invited to explore personal experience and meaning of: friendship, family relationships, loneliness, longing, self-esteem, desire to be needed, and experience of not being needed. What makes for your deepest happiness? Do others complete you? What does choice and commitment mean for you?
 Identify how relationships and sexuality are portrayed in current television programs. Break class into groups. Assign a different relationship/sexuality to each group. Students use
KWLCathStudies 5.6-7 and KWL CathEthics 6.4-8, to explain Church teaching on the assigned relationship. Report back to class.
 Read and explore the nature of fidelity in marriage (KWLCathEthics 6.5) then critically analyse the portrayal of love in some popular songs. When is the notion of faithful love understood and presented?
 Explore marriage, relationships and sexuality as they have been portrayed in art, eg.
Reginald Marsh Coney Island portrays disconnectedness in sexual relations; Gustav Klimt
Death and Life portrays intimacy and connectedness; Frida Kahlo A Few Small Nips portrays the impact of betrayal in relationship. It is worthwhile for teachers to prepare a range of artworks using Google Advanced Image Search. Allow students to experience the art and explore what it portrays about marriage, relationships and sexuality.
 Identify the qualities of a good friendship (eg loyalty, forgiveness etc.) and compare this with the qualities of a good marriage.
 Single and Married life. See KWLCathStudies 5.6-7. Discuss the concept that both states of being have a valid place in society today, and both involve the element of choice.
Stimulus material and case studies from Understanding Faith : Commitment and Ministry.

What is a vocation? Read the calling of some biblical characters, eg Old Testament prophets, Jesus, Paul, and note their responses. Explore the understanding of vocation in
KWLCathStudies 3.1-2, 3.8, 5.1-4 and 11.8-9.
Teacher
Assessment
Teacher establish that students have a clear understanding of the work of a priest as service to the community.
Self Assessment
Students reflect, after each activity, their understanding of role of bishops, priests and deacons.
Peer Assessment
Share Mind Maps and compare against criteria provided by teacher.

Students watch the film Vocation which shows an interview of 4 church leaders, a Rabbi,
Anglican minister, an Imam and a Priest who reflect on the question: “How do they fulfill their religious vocation?”
 Read John 13:1-15, J esus washes the disciples’ feet, and compare with the role and life of the High Priests at the time of Jesus’ ministry (see video
Son of God , BBC Worldwide Ltd,
2001). Students explain what Jesus expected of his disciples after his death and resurrection.
 Students view an excerpt of Molokai (the story of Fr Damien) as an extraordinary example of the role of a missionary priest. Write a review for other young adults.
 Students have to write short profiles on a deacon, diocesan priest, order priest, monk, missionary, bishop. Students watch either the video Priests or Priests 24/7 , provide them with a collage page of information from Glavich, Called to Love, Ch 2, ‘Vocation to
Priesthood; read KWLCathStudies 5.8.

Students use the website www.catholicozvocations.org.au to compare the role of diocesan priests with the role of religious priests.

Invite a Parish Priest or priest from a religious community to talk to the students outlining his role in service to the community

Discuss the value and understanding of ordained priesthood within the Catholic
Community. See KWLCathStudies 5.8, 6.5, 12.10, 13.5-7 (see Sample Teaching Strategy).

In pairs, students create a Mind Map outlining the role of Bishops, Priests, and Deacons and their ministry in the service of the Church community and share their Mind Map with another pair. Note place of promoting ecumenism (see KWLCathStudies 7.8-9; 13.7).
Archdiocese of Sydney
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

It is intended that students will be able to:
V discuss attitudes and values towards the Sacrament of
Holy Orders within the Catholic community
K explain the essential element of service intended for the life of the community contained in the Rite of Holy Orders
S locate passages from the Scriptures and writings from documents of the
Church which identify the
Sacrament of Holy
Orders as a form of service in the
Church
It is intended that students will be able to:
V appreciate the sacramental nature of marriage
K explore the
Scriptural and
Church teaching on the Sacrament of
Marriage
S explain the
Sacrament of
Marriage

There was the need for order in the very early Christian Church which emerged in Apostolic times after the life, death and resurrection of Jesus. Presbyters (elders) were appointed in each town and were given Episcopal (supervisory) roles; these included celebrating the liturgy, concern for the moral and religious conduct of the believers, caring for the needy and ensuring sound teaching. 1 Timothy 3:1, 2 Timothy 1.6-9 and Titus 1.5 offer us an insight into these emerging roles.

Gradually there developed the threefold order of episcopoi (bishop), presbyteroi (elder or priest), and diakonoi (deacon), as outlined above. It took several centuries for this structure to be firmly established. Teachers may wish to read further on the historical developments and a full understanding of the Sacrament of Holy Orders (cf: CCC 1536-1600).
 The image of the ordained priest today is a combination of several roles found in the very early Christian communities: celebrant of the liturgy, disciple, apostle and presbyter-bishop.
 As well as the priests ordained to serve the local Church in a particular Diocese, some members of Religious Communities are ordained priests eg Benedictines, Franciscans and
Jesuits. They exercise ministry in the local Church according to the charism of their religious community.
 Since the Second Vatican Council (1962-1965), the permanent diaconate, which can be conferred on married men, has been restored. (CCC 1571)

Marriage is a relationship of personal intimacy, love and public commitment between a woman and a man. It is the act of adults who have reached a point of personal maturity, ready to form a new relationship with one another and with society.
 In Genesis 2:34 the first account of Biblical marriage is described. Throughout the Old

Testament (Hebrew Scriptures) marriage is understood in context of fidelity. The early
Church gave Christian meaning to marriage. St Paul indicated this in “Husbands should love their wives just as Christ loved the Church (Eph 5:25).
 For the first three centuries after Christ, marriage in Roman society was well organised legally and ceremonially. It was named one of the sacraments in the twelfth century.
The Council of Trent, in 1563, established marriage in the canonical form: requiring the couple to present to the parish priest to exchange consent. This was largely to combat the abuse of illegitimate marriages. Husband and wife enter into the sacrament; the priest officiates on behalf of the church.

The Second Vatican Council enhanced the ritual of sacramental Christian marriage.
Examination of the Rite of Marriage is one way of focusing on the Church's teaching on marriage.
 The Church teaches that marriage is an indissoluble bond, a 'conjugal covenant of irrevocable personal consent' ( Gaudium et spes, n.48). It demands fidelity in mutual selfgiving.

Since God, in whose image man and woman are made (Gen 1.27), exists in a life-giving communion of love (the Trinity), Christian marriage must always be open to the creation of human life.
 The home is the first school of Christian life and parents the principal educators of their children in faith.
 The sacramental nature of marriage means that a couple receive the grace to make a daily commitment to remain faithful to one another “in sickness and in health, for better, for worse”; in other words, to remain faithful in all circumstances and to give witness to a covenant of love renewed daily.
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

Teacher
Assessment
Teacher marks reflection for use of appropriate Scripture passages and relevant quotations from Church documents.
Student
Assessment
Students reflect on their own attitude toward the
Sacrament of
Ordination.
Peer Assessment
Peers assess contribution of the members of their group in the ‘Six
Thinking Hats
’ task.
Rate group members on:
- staying within the role of the assigned role, and
- participation.

View the scene from Star Wars where it is revealed that Luke Skywalker is the son of a Jedi
Knight and he is being chosen by Obi-Wan Kenobi. Students write a reflection on what might be going through Luke’s mind. Share reflection with the class. Use as a stimulus to discuss the nature of a ‘calling’. Other films explore this, eg: Lord of the Rings .
 Discuss the concept of Service both in the school setting and in society in general. Who are the different personnel who are employed in the service of others? What are ‘service industries
’? The difference between serving and servitude?
 Scripture Search of key texts: 2 Tim 1:6-9 (see reflection in this unit); 1 Tim 3:5-13; Titus
1.5-9; s tudents to write a short commentary on how these relate to ‘holy orders’.

Students read and analyse the three Prayers of Consecration (Deacons, Priests, Bishops) to identify the essential work of each contained in the Rite of Ordination.

Divide class into five groups: Deacon - Parish Priest
– Religious Priest – Missionary Priest
– Bishop. Students brainstorm personal qualities a person might need to fulfil the role assigned to their group and report back to class. Compare and contrast the qualities.
 Discuss the value and understanding of ordained priesthood within the Catholic
Community. See KWLCathStudies 5.8, 6.5,12.10, 13.5-7 (see Sample Teaching Strategy).
 KWLCathStudies 5.8 identifies some elements in the process of discernment to a priestly or religious vocation. Create a personal reflection booklet to guide a person through the discernment process. The booklet should contain prayer stimulus, Scripture, quotes from
Church documents, and quotes from the lives of priests.
 Discussion: Challenges and concerns facing the ordained priesthood in the Catholic
Church. The impact of sexual abuse issues on the perception and attitude towards priests.
Teacher
Assessment
Assess homily for an understanding of the
Catholic view of marriage.
Self Assessment
Students reflect on change in their understandings about the Sacrament of
Marriage.

Individually, students respond to the statement:
Marriage is…
 Opening discussion for the class: What is marriage? Why marriage? Why does marriage matter? Why does it make a difference to society? What is the attitude to marriage in society? Do you hope to marry?

Students could bring a photo of an older married couple.
Share something of the couple’s story. What do the stories suggest to the students about marriage?
 The scriptural foundations of marriage: Reading selected passages from both Hebrew and
Christian scriptures eg Genesis 1 and 2, Hosea 2:19-20; Ephesians 5:21-23, 1 Corinthians
13:1-13, Romans 12:9-21; Matthew 19:4-6. Examine the Judaic/Christian understanding of marriage.

Examination of the Wedding Industry through websites, magazines and bridal fares. What does it reflect about our society’s attitude to marriage? How does this compare with the
Christian perspective? Is marriage and family life still recognised as essential to the wellbeing of society? (Note: Marriage in popular film; see KWLCathStudies 9.6.)
 Discussion: Why is there a thriving bridal/wedding industry but not a thriving marriage preparation industry? Importance of preparation? What are the implications?
 Define a ‘sacrament’. Suggest some ways that a husband and wife can be sacraments to each other and the rest of the Church. How can th ey be a sign of Jesus’ presence?
 Read through the Rite of Marriage and identify what it teaches about marriage as a sacrament.
 Prepare a brief homily that a priest might give who is witnessing the marriage of a couple in a Catholic Church. Base this on Scripture and the Ritual for Marriage.
 Discuss why the Catechism of the Catholic Church describes Marriage and Holy Orders as
“Sacraments at the Service of Communion”, KWLCathStudies 5.6, 5.8.
 In groups, create a collage responding to the statement: “Marriage is more than falling in love” or “Marriage is more than the fairytale wedding day.” Stimulus material: an excerpt from My Big Fat Greek Wedding . Incorporate Scripture and Church teaching on the
Sacrament of Marriage into the collage. Students share collages with the other groups.
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

It is intended that students will be able to:
V reflect on the range of understandings of marriage, relationships and sexuality within society
K describe the
Church’s and society’s understandings of marriage, relationships and sexuality
S examine the sacramental understanding of marriage, relationships and sexuality

Sometimes a couple must acknowledge that they are not able to live their marriage commitment. Annulments are Church declarations that the conditions necessary for true marriage (freedom and true psychological maturity) were not present at the time the marriage was contracted. These declarations are determined, at the request of the couple, after due process of inquiry conducted by a marriage tribunal.
 The Church acknowledges divorce as a human and secular reality. Christian marriage, however, is indissoluble and the Church teaches that remarriage after divorce is contrary to
God's law.
 Separation, divorce and remarriage are all sources of pain for the Christian community.
Though Canon Law of the Catholic Church does not allow divorced and remarried persons to take part in the Eucharistic communion, they form part of the communion of the Church.

The Catholic teaching is that the full expression of sexual union is reserved for marriage between a man and a woman. In the Catholic understanding, c ohabitation (‘living together in a de facto relationship) demeans the gift of our sexuality and falls short of the ideal. See
To Know, Worship and Love Catholic ethical thinking for senior students.

In the Ca tholic understanding, homosexual acts are “intrinsically disordered”. However, the
Church acknowledges that the homosexual person does not always choose their orientation and must be accepted with respect, compassion and sensitivity, and not be subject to unjust discrimination. See To Know, Worship and Love Catholic ethical thinking for senior students.
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

Teacher
Assessment
Observation of responses to
Marriage is…
Has there been a shift in learning and perception?
Self Assessment
Students reflect on any change in their understanding of the
Sacrament of
Marriage.

Prepare an imaginary or real
“marriage timeline” to explore the reality of living out the committed love of marriage: 6 mths, 1 year, 5 year, 10 year, 15 year, 25 year, 40 year…
Include issues such as: housing; finances; children; sickness; work commitments; running a home; dealing with stress; celebrations; deaths in the family….
 Read KWLCathEthics 6.3-6 and KWLCathStudies 5.6, 6.3. Discuss what should be included in a marriage education course to assist couples in creating a marriage that is truly sacramental. Create a brochure to advertise this course, Pastoral Preparation for Marriage; if possible, have a recently married person describe their preparation course.
 Read KWLCathEthics 6.6-12 as the basis of a discussion on the ethical questions surrounding marriage, sexuality and relationships today: eg sex before marriage, living together, having children outside of marriage, homosexual “marriage”, contraception, genetic testing.
 Marriage trends in today’s society: What are the issues? What does the divorce rate indicate about the state of marriage today? Discussion about separation, annulment and divorce.
See In Search of Meaning, pp168ff (see Resources).

Individually, students respond again to the statement:
Marriage is…
Has there been a shift in learning and perception?

Invite the school chaplain or Parish Priest to address the students about the way he and others help a couple prepare for marriage, and the documentation that needs to be completed. Examples of documentation can be found in Understanding Faith.
 Examine the Catholic Rite of Marriage (see Understanding Faith ). Each section of the Rite is recorded on a large sheet of display paper and the students
’ comments and suggestions are recorded to use as a resource for the Assessment Task on Creating a Nuptial Mass Booklet.
Refer to Glavich, Called to Love, pp109
–111.

Invite 2 married staff members to share with the class their recollections of marriage preparation. Ideally one should have been married for a much longer time than the other to illustrate the changes in approach that have occurred over the past 30 years.
 Images of a Christian Marriage. “A Circle of Warmth” from
Understanding Faith . Invite 4 students to read these images, then encourage the class to add further images.
 Examine a selection of readings (see Lectionary) and music frequently chosen by couples for use in their wedding ceremony. Students to reflect on the possible reasons for the choice.
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

Provide each student with a square piece of construction paper or cloth (all should be the same size) and art materials. Students design wishes or blessings for a newly married couple or newly ordained priest. During the liturgy these will be brought out and put together to form a ‘blessing quilt’ symbolising the unity of the
Church and unity in marriage.
The Marriage is… poem and artistic expression of thanksgiving for those living out the Sacraments of Holy
Orders and Marriage (prayer, song, art work) created during lesson time may be incorporated into the liturgy or sacred environment.
Summoned By Love, Trisha Watts
Alternatives: Gather Us O God, Monica Brown or One Bread, One Body, John Foley
(prayed by leader or together)
Today we gather to give thanks for the expression of God’s love lived out in the sacraments of service.
(Pause) Loving God, You created us in love to share your divine life. Love is our origin; love is our constant calling; love is our fulfilment in heaven.
Thank you for the gifts you have given us that enable us to reach out in love to others. We pray for those who serve you daily in ordained, consecrated and lay ministries.
Thank you for the love of man and woman that is made holy in the sacrament of marriage; becoming the mirror of your everlasting love. May the love of all married couples grow and endure. Fill their lives, and ours, with the joy that comes from loving others as you love us.
Thank you for the gift of love in our lives. Help us to appreciate those we love and not take each other for granted.
We pray this in the name of Jesus the Christ. Amen.
(Adapted from the Rite of Marriage, Preface for Nuptial Mass, #117)
1 Corinthians 13:1-13 (share out each verse of the reading), and at the end read by one person.
Students bring out thei r ‘quilt squares’ and one by one they are pieced together in the form of a ‘blessing quilt’ to create a blessing on the Sacraments of Holy Orders and Marriage and a symbol of unity. As the ‘quilt square’ is brought out, student may wish to state a relevant verse: “Love is……”
Students could pray together Psalm 112 or Psalm 128 or another suitable responsorial psalm.
Loving God, you have called us to life and gifted us in many ways. Through Baptism you have sent us to continue the mission of Jesus by sharing our love with others. Strengthen us to respond to your call each day. Help us to become all you desire of us. Inspire us to make a difference in the lives of others. Lead us to choose the way of life you have called us to.
We pray this in the name of Jesus the Christ. Amen
Be Not Afraid ( Bob Dufford)
Archdiocese of Sydney
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

Use DeBono’s
strategy, discuss the value and understanding of the ordained priesthood within the Catholic Community.
Read and discuss
, 5.8, 6.5, 12.10, 13.5-7.
1. Identify question for discussion: Imagine one of your friends, in a few years time, indicates that they feel called to become a priest. That they will find meaning in life through service to others in the priesthood. What are some of the possible responses to this news?
2. Define the “Hat” categories. Remind students they will be playing a role.
 Red Hat: Emotional – expresses feelings without fear of reprisal
 Black Hat: The Negatives – tends to be a “wet blanket” - looks at downside
 Yellow Hat: Supreme Optimist – everything is positive – looks on bright side
 Green Hat: Lateral Thinker – imaginative and creative – ideas and possibilities
 White Hat: Logical Thinker – looks at reality of situation – specific examples
 Blue Hat: Teacher – controls flow of discussion
3. Divide class into five groups and allocate each group a Hat type.
4. Give each group a list of people from the Catholic community – friends, family members,
Parish Priest, Bishop, etc. The group brainstorm possible responses of each of those people from that particular perspective.
5. A representative shares the responses with the whole class.
This sample teaching strategy could be used in a similar way to discuss the value and understanding of Marriage. In step 5, the group could be made up of a teenager, a single adult, a happily married couple, a priest, a marriage counsellor (see KWLCathStudies 5.6).
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

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
Fahey P, (1993), Rites to Life, St Paul’s, Homebush, pp9-11, 67-77
Pennock M, (1990), The Sacraments - Celebrating the Signs of God’s Love , Teacher Manual, Ave Maria
Press, Notre Dame, Indiana
Stoutzenberger J, (1992), Celebrating Sacraments, St Mary’s Press, Winona, MN
Rites of the Catholic Church Vols I and II
Dominian J, (2004), Living Love Darton, Longman and Todd, London
Glavich M K, (2000), Called to Love: Your Christian Vocation, Ave Maria Press, Indiana
Koch C, (1988), Creating a Christian Lifestyle, St Mary's press, Winona, MN
Martos J, (2003) Celebration of God’s Life: Sacraments , Harcourt Religion, Florida
McCarty M, (2001), Christian Vocations , Harcourt Religion, Florida
McDonald M, (1995), In Search of Meaning: Growing together in faith 4 , Dove, Melbourne
Pennock M, (1990), The Sacraments - Celebrating the Signs of God’s Love , Student Manual, (1990) Ave
Maria Press, Notre dame, IN
Reichert R, (1999), Crossroads: Sacraments , Brown-Roa, US
Santa T S, (2001), The Essential Catholic Handbook of the Sacraments , Liguouri, Missouri
Stoutzenberger J, (1992), Celebrating Sacraments, St Mary’s Press Winona MN
Understanding Faith: Commitment and Ministry, Emmaus Publications, Port Macquarie NSW
What does the Bible say about The Simpsons (Connect Bible Series)
What does the Bible say about Friends (Connect Bible Series)
Films: Priests 24/7; Holy Orders; Son of God , (2001) BBC Worldwide Ltd
Molokai (The Story of Fr Damien), (1999); Romero ; Star Wars , (1977) (re-issue, re-mastered 1997)
My Big Fat Greek Wedding www.acbc.catholic.org.au www.catholicozvocations.org.au www.catholicvocation.org.au www.openbook.com.au/shop http://www.catholicaustralia.com.au/page.php?pg=milestones-marriage http://www.vocations.cathcomm.org/vocations/home.html http://www.sgs.org.au/notices.htm
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Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

During the course of the unit the teacher should make notes in answer to the following questions:

To what extent were the students able to identify and explore the essential elements which enable human beings to make mature choices and commitments?

To what extent were the students able to explain the significance of the celebrations of the Sacraments of
Marriage and Orders?

To what extent were the students able to analyse and explain elements of sacrament, ritual and prayer in the celebration of the sacraments at the service of community?

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 D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12

Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 198 -
Unit D6-3 Sacraments at the Service of Communion
Stage 6: Years 11 and 12