A6-3 New Testament Studies
CLASSROOM OUTCOMES
Values and Attitudes
Knowledge
Skills
It is intended that students will be able to:
1
2
3
4
5
LS
appreciate the New
Testament as the divinely
inspired writings of the early
Church
describe the historical, social,
cultural and religious context in
which the New Testament
writings emerged
outline the process involved in the
development of the New
Testament
appraise some of the
difficulties faced by the
leaders of the earliest
Christian communities
describe the major themes
developed in the Acts of the
Apostles and Letters of Paul
compile information on the range
of audiences to which the Acts of
the Apostles and Letters of Paul
were addressed
discuss the ways the Synoptic
authors reflect the message
of Jesus for their communities
compare the portrayals of Jesus
in the Synoptic Gospels
describe the sources and
development of the Synoptic
Gospels
suggest ways in which the
Gospel of John provides a
particular perspective on the
person and ministry of Jesus
demonstrate familiarity with the
content, style and development
of John’s Gospel
interpret the distinctive imagery
and symbolism of John’s Gospel
appreciate the Book of
Revelation as apocalyptic
writing in its historical context
identify the essential features of
apocalyptic writing
explore the themes and
apocalyptic symbolism in the Book
of Revelation
appreciate the New
Testament as God’s Word
describe some aspects of life in
New Testament times
outline some of the writers and
works of the New Testament
SPIRITUAL REFLECTION FOR TEACHERS
A teacher recalls her recent 20-year school reunion: During the evening, speeches were given by
previous principals, teachers and fellow classmates. I noticed on one of the tables in the hall a display
of our old year books and the school newsletters.
At the front of each yearbook there was a letter from the principal acknowledging the achievements of
the year and the plans for the future. I recalled teachers and peers who had made an impact on me
during these years. I read stories from students recounting different events – excursions, camps and
musicals. As I glanced over the weekly newsletters I recalled more of the daily events and smiled at the
gentle “reminders” the principal included in these newsletters.
In some ways, these year books are not unlike the Gospels. The editor of a yearbook arranges the
content in certain ways to convey certain messages. Similarly, the Gospels provide four different
perspectives; each reflects the message of Jesus for the writer’s community.
The newsletters could also be likened to Paul’s letters. Just as these newsletters attended to daily
activities, acknowledged achievements and addressed areas of concern, so too did Paul. He wrote to
various communities affirming them of their achievements and redirecting them when he felt they had
gone astray.
This insight allows us to consider that the New Testament is not so foreign from our own experience. It
provides us with a tremendous avenue to meet the person of Jesus. It helps us gain some insight into
the life-changing influence he had on the lives of the early disciples.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 55 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
LINKS WITH STUDENTS’ LIFE EXPERIENCE

Many students may want to take responsibility for living out their Christian lifestyle in today’s world.
The New Testament contains many teachings on how to grow and mature in the Christian life.

It is important to capture their interest and enthusiasm for the wealth of material contained in the
Gospels and New Testament letters, if they are to respond in a positive manner. They may also
need some guidance in applying the broad principles of the Christian message to particular concrete
situations.

Senior students are exposed to many types of literature. When students read the New Testament
Scriptures with an understanding of genres, audiences, purposes of writing, cultural settings, etc.
they may find deep meaning and relevance from them within in their own lives. They may have a
limited experience of ‘depthing’ the Scriptures from previous years.

Much exposure of Jesus is through multimedia, contemporary music, film, etc. often provided by
evangelical churches. Few students today discover and explore the depths of Christ’s being and
New Testament messages through the Scriptures themselves.

Difficulties faced by early Church leaders and communities were not always that dissimilar to those
of today.

Students have many misunderstandings about Apocalyptic literature.
THE CHURCH’S TEACHING AND LIVED TRADITION

In the same tradition as Divino Afflante Spiritu (1943) the Second Vatican Council's Dogmatic
Constitution on Divine Revelation, (Dei Verbum) nn 12,13,17-20, has encouraged responsible
Biblical scholarship in order to seek a better understanding and explanation of the meaning of
Sacred Scripture.

Five common methods of Biblical scholarship can be identified:
- Historical; Source; Form; Redaction; and Literary Criticism.
These methods of interpretation could be employed by students to enhance their study of the New
Testament.

The Church has always stressed the importance of a correct interpretation of the Book of Revelation.
The text does speak to Christians today, offering hope that good will triumph over evil. However,
difficulties arise when people ignore the historical context of Revelation and read it as prophecy of
their own times.
CATECHISM OF THE CATHOLIC CHURCH
References
81
Sacred Scripture is the speech of God as it is put down in writing under the breath of the Holy Spirit.
82
As a result the Church, to whom the transmission and interpretation of Revelation is entrusted, “does
not derive her certainty about all revealed truths from the holy scriptures alone. Both Scripture and
Tradition must be accepted and honoured with equal sentiments of devotion and reverence.”
124
“The Word of God, which is the power of God for salvation to everyone who has faith, is set forth and
displays its power in a most wonderful way in the writings of the New Testament” which hand on the
ultimate truth of God’s Revelation. Their central object is Jesus Christ, God’s incarnate Son: his acts,
teachings, passion and glorification, and his Church’s beginnings under the Spirit’s guidance.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 56 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
SCRIPTURE: BACKGROUND INFORMATION
We learn about Paul from his letters and the Acts of the Apostles. Paul’s missionary life was from about 35 62 AD. Paul wrote in the 40’s and 50’s. He is writing to explain how his communities should live as followers
of Jesus in the first century AD. Paul’s main focus is on the Risen Lord.
It is important to know that the earliest writings of the New Testament are Paul’s letters. Many scholars
attribute seven letters out of a possible 13 to Paul himself; the other six letters have a different style and
thinking, and seem to come from more organised and older Christian communities. In the list below the
books on the left are thought to be definitely from Paul’s hand.
1 Thessalonians
Galatians
1-2 Corinthians
Philippians
Philemon
Romans
Ephesians
Colossians
2 Thessalonians
1 & 2 Timothy
Titus
The First Letter to the Thessalonians
The first letter to the Thessalonians was written about 50 AD and is probably the earliest of Paul’s letters and
the earliest text of the Christian Scriptures. Its purpose is to encourage the faith of the community, for Paul to
show his concern for them and to correct mistaken ideas. It is written with a warm, pastoral style and
encourages them to practise chastity with respect for marriage (4:1-12), to love each other and prepare for
the second coming of Jesus which the early Christians at this stage believed would be very imminent (4:135:11).
Letter to the Galatians
The letter to the people of Galatia describes Paul’s conversion and eventual interview with Peter and James,
the brother of the Lord. (Gal 1:11-24). The style of the letter is argumentative and passionate. Why? Paul
refers to the “Judaisers” who say that the Galatian Christians must be Jews first. Paul is furious and
vehemently opposes the idea. (Gal 5:1-12) He also argues with Peter and even accuses him of being
deceitful. (Gal 2:11-14). It is a very fiery letter.
First Letter to the Corinthians
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 matters such as sexuality, marriage (chapter 7), food, spiritual gifts ,
the Lord’s supper (chapter 11), prophecy and Resurrection (Jesus’ and theirs – chapter 15). The style is
pastoral, argumentative and at times tinged with disappointment and pleading.
The Letter to the Romans
Paul wrote to the Christians of Rome to introduce himself (Rom 1:8-15) and to encourage Christian unity
among the Jewish and non-Jewish of the community (Rom 11-12). It is written using rabbinic argumentation
and Greek rhetoric. It is very much like a theological treatise that explains how God justifies those who
believe through Jesus.
The Book of Revelation
The Book of Revelation is often called the Apocalypse or the Apocalypse of John. It belongs to the
apocalyptic genre as do the Book of Daniel and parts of the Prophets in the Old Testament. The book of
Revelation is unique in the New Testament. It is also the last book of the Christian scriptures. See ‘Essential
Reading for Teachers: Outcome 5’.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 57 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
SYLLABUS OUTCOMES



appreciate the New Testament writings as expressions of faith of the early Christian communities
outline key elements in the New Testament writings
analyse and interpret the sources and themes of the New Testament literature
Classroom
Outcomes
Essential Reading for Teachers
It is intended that
students will be
able to:
See 'Essential Reading for Teachers' in Units A10.3: A Synoptic Gospel and A8-3: The
Setting of the Gospels.
V appreciate the
New Testament as
the divinely inspired
writings of the early
Church
Canon of the New Testament

After the death and resurrection of Jesus, there was a sharing of stories and memories
about him among the very early followers. Then early writings and testimonies which were
collected and edited during the first century AD. The letters of Paul and others to the early
Church communities.
K describe the
historical, social,
cultural and
religious context in
which the New
Testament writings
emerged

In 1546 the Council of Trent defined the list of books which had been accepted as Sacred
Scripture by the Church since the fifth century. The New Testament canon refers to the list
of 27 books which are recognised as the rule or norm for Church teaching.

Three criteria were used for inclusion in the canon:
derivation from the apostles
wide circulation and acceptance throughout various churches
reflection of the traditions of the early Christian community.

For further details on the process involved in the development of the New Testament and
the context in which it was written, consult Perkins pp1-21.
S outline the
process involved in
the development of
the New Testament
It is intended that
students will be
able to:
V appraise some of
the difficulties faced
by the leaders of the
earliest Christian
communities
K describe the
major themes
developed in the
Acts of the Apostles
and Letters of Paul
S compile
information on the
range of audiences
to which the Acts of
the Apostles and
Letters of Paul were
addressed
Acts of the Apostles

Many scholars attribute the Acts of the Apostles to the author of Luke's Gospel.

Written Circa 85 AD, Acts records the spread of Christianity from its small beginnings on
Pentecost to every corner of the Roman Empire.

Two major themes can be identified in Acts: the central role of the Holy Spirit; the good
news is for all people, Jews and Gentiles.

Acts can be divided into: The Prologue: Acts 1:1-11; The Church in Jerusalem: Acts 1:125:42; Witness in Judea and Samaria: Acts 6:1-12:25; Missionary Journeys: 13:1-28:31.
Letters

Scripture scholars recognise that the 13 Pauline letters in the New Testament can be
distinguished between those which have immediate authorship: Romans; 1 and 2
Corinthians; 1 Thessalonians; Galatians; Philippians and Philemon and those which are
commonly attributed to Paul and are clearly shaped in the Pauline tradition: Ephesians,
Colossians, 2 Thessalonians, 1 and 2 Timothy and Titus.

Paul wrote his letters according to need and in response to specific issues.

Some of the key theological themes are: Salvation by faith (Rom 5:1-20); The Church as the
Body of Christ (1 Cor 12:12-30); Salvation through Jesus' death and resurrection (1 Cor
15:1-19) - Participation in the resurrection of Jesus (1 Cor 15:20-29); The role of suffering in
God’s plan for salvation (Phil 2:1-18); The nature and effects of sin (Rom 8:1-17);The role of
the Spirit in the life of the Church (Gal 5:16-23); Christ as central to the history of salvation
(Col 1:15-20)
Paul’s influence on the Church

In his correspondence with the early Christian communities, Paul influenced the future life
of the Church, not only through his theological insights, but also, by providing the basis for
the institutional development of the Church, setting down rules of conduct, norms of
behaviour and organisational guidelines. However, this practical dimension to Paul’s letters
reflects the social, cultural and historical context of the times (eg 1 Cor 11:5-6; 14:34) and
therefore certain aspects of his teachings no longer have the same significance or
relevance for the contemporary Church.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 58 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
LINKS WITH A SENSE OF THE SACRED
In all Sciences and several KLAs, students assess the reliability of information from various sources; eg, things portrayed
in mass media compared with their presentation in scientific journals. In Ancient and Modern History, usefulness and
reliability of evidence; investigating history through case studies and personalities; Ancient Near East and Rome.
Suggested
Assessment
Suggested Teaching/Learning Strategies
Informal Teacher
Assessment

Teacher designs a quiz on the contents/writings of the New Testament to test students’
prior knowledge. See KWLCathStudies 11.1-4.
Observe students
working in groups.

Explore with students how we determine what is an accurate account of history and what is
‘the truth’. For example, whose voice is heard? Whose experiences are recorded? Do we
only hear the voice of the ‘winners’ and the powerful? This could be introduced by sharing
the Spiritual Reflection for Teachers in this unit, then through examining the study of
History; the ‘truth’ of many popular magazines; the record of the school in the School
Annual.

Read KWLCathStudies 11.1 and allocate Scripture references to groups. Note the ‘voices’
of the people. Each person in the group identifies their ‘voice’ and what they understand by
it.

In groups, students are to research the historical, socio/cultural and religious context of
Jews and Gentiles in 1st century Palestine. Report back to class.

Complete KWLCathStudies Activity 11.4. Students respond to question: What does this tell
you about the early Christian leaders developing a “canon” (or set of writings) about the
Christ event and the experience of the early Church?

Students to depict how the Canon of the New Testament came about (see Essential
Reading). This could be done in a visual/spatial way, by use of graphics, painting or
collage, by PowerPoint, by writing poetry or narrative.

Based on activities in Outcome One, students identify what problems and issues they think
may have arisen in the early Christian churches.

Students examine specific sections of the Acts of the Apostles that demonstrate the themes
of ‘the influence of the Holy Spirit’ and ‘the good news for all’. Students respond to these
questions: (1) Explain how these themes are still relevant today? (2) If Luke (the writer of
Acts) was writing to a new Christian community in your area today, what issues may need
to be addressed?

View the film ‘Peter and Paul and the Christian Revolution’. Read KWLCathStudies 11.6-7
and 2.2. Set a ‘What if’ scenario, eg What if it had been decided at the Jerusalem Council
not to allow Gentiles to be Christians? How might Christianity have developed differently?
Options may be displayed in a ‘Scriptural detour’ format to portray the possible alternative
paths of Christianity. See: ‘Into the Deep’, p119.

Research Paul’s life and his influence on the early Church. Students could access
www.resource.melb.catholic.edu.au; go to the Scripture section which leads to other
websites.

Divide the 13 Pauline Letters within the class, approximately 2 students per letter. Each
group is given a square of calico, felt, glue and any other craft supplies they may need to
artistically represent the themes (or issues) and the audience of their letter. Students are to
take notes on these as they are presented to the class. The calico squares will be joined
together and each group will explain their artistic representation to the class. The finished
article could be hung in a prominent place in the classroom and/or used in class prayer.
Written task: Report in detail about the Pauline letter explored, or prepare a summary of the
key issues addressed in the Pauline letters.
Peer Assessment
Students listen and
comment on ‘voice’
they read about.
Students respond to
their peers.
Formal Teacher
Assessment
Depiction of Canon
of Scripture.
Self Assessment
Reflection on the
main themes of the
Acts of the Apostles
and how this would
affect them in
contemporary
society. What
themes would Luke
need to be writing
about today. This
could be shared with
the group.
Peer Assessment
Students swap ‘What
if’ scenarios and
discuss the
consequences.
Teacher
Assessment
Students would be
assessed on their
collage. Criteria
could be drawn up
before the students
begin.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 59 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
Essential Reading for Teachers
The Synoptic Gospels (See ‘Essential Reading for Teachers’, A10-3)

Biblical scholarship has identified the close literary relationship between the three synoptic
Gospels of Mark, Matthew and Luke.

Attempts to explain and reconcile the similarities with the discrepancies in Mark, Matthew
and Luke have become known as the Synoptic Problem (Perkins, pp51-77).

Although they present a common view of Jesus’ ministry, each synoptic account should be
appreciated for its unique and distinct perspective. For further study on each of the three
Gospels (refer to Mark, Matthew, Luke respectively in Perkins pp203-213, 214-228, 229-241;
also series by Michael Fallon). Refer particularly to the circumstances of each author’s
community.
S describe the
sources and
development of the
Synoptic Gospels

The Gospels interpret Jesus theologically, expressing that interpretation in the literary form of
narrative.

The Gospels (and the entire New Testament) were written after the death and resurrection of
Jesus and were the end result of a long process of development:
(i)
words and actions of Jesus during his lifetime
(ii)
oral proclamation and letters of the Apostles, disciples and early communities
(iii)
the writings themselves
(iv)
agreement on the Canon (1546 Council of Trent).
It is intended that
students will be
able to:
The Gospel of John
V discuss the ways
the Synoptic
authors reflect the
message of Jesus
for their
communities
K compare the
portrayals of Jesus
in the Synoptic
Gospels
V suggest ways in
which the Gospel of
John provides a
particular
perspective on the
person and ministry
of Jesus
K demonstrate
familiarity with the
content, style and
development of
John’s Gospel
S interpret the
distinctive imagery
and symbolism of
John’s Gospel
John’s Gospel reflects a unique approach in its presentation of Jesus, his teaching and ministry.
Although this fourth Gospel complements the material in the Synoptics, it differs from them in the
following ways:
chronology of events and the depiction of individual episodes
wording and the use of traditional sayings – much use of imagery and symbolic
language
purpose and function of miracles
portrayal of the reactions of some Jews to Jesus
understanding of discipleship - use of messianic titles and explicitness of Jesus’ divinity
appreciation of the significant role of the Holy Spirit in the life of the Church
understanding of the Church’s existence in history.
The Fourth Gospel, that is, the Gospel of John, is very different from the other three. It is often
referred to as the mystical or spiritual Gospel. However, like the others, it arises from the
thoughts and needs of its community. While it is probably later than the other three Gospels (90100 AD) it seems to have been composed in layers so that some sections may be more historical
than the Synoptic Gospels (Mark, Matthew and Luke). In the Gospel of John, Jesus is presented
as reflecting on himself and his mission but has little to say about the poor. Jesus also speaks in
long discourses as distinct from the shorter pithy sayings of the Synoptics.
The fourth Gospel follows a different time frame. Jesus’ public life is slightly longer in John –
three years as against one year in the Synoptics (Mark, Matthew, Luke). The chronological
pattern of John is also different: Jesus is in and out of Jerusalem and Galilee in the Fourth
Gospel, whereas in the other three, the adult Jesus only visits Jerusalem once. Such distinctions
may seem unimportant but they do point to the fact that all the Gospels present Jesus according
to their prayerful reflections and creative interpretations.
The Jesus of John is theological and spiritual. John’s Gospel presents Jesus reflecting on himself
with many images and metaphors. These are presented as the “I am” statements, such as: I am
the light of the world (8:12; 9:5); I am the gate of the sheepfold (10:7); I am the good shepherd
(10:14); I am the true vine (15:1); I am the resurrection (11:25); I am the bread of life (6:35); I am
the way, the truth and the life (14:6). Perhaps John, more than the Synoptic Gospels, asks the
question “Who is Jesus?” This Gospel presents the mystical and poetic beauty of the Christ
Event.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 60 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
Suggested
Assessment
Informal Teacher
Assessment
Students letter about a
particular event or their
collections from the
print media. Have
students engaged with
the exercise?
Teacher Assessment
Marking of Writing Task
on Infancy Narratives.
Suggested Teaching/Learning Strategies






Self Assessment
Student reflection on
the “I am” statements
and the reflection on
the representation of
the religious symbols in
John.
If possible, students are to write an account of a past event which they have all shared or
remembered, eg. a Year 7 camp; Jubilee; Confirmation; a Sport event; a national event;
a shared film scene. Decide on the purpose and style of writing. Choose the audience
and the particular aspects of the event they wish to portray. Afterwards, across the class,
note consistencies and inconsistencies, similarities and differences. Are some accounts
more ‘correct’ than others? Why or why not? Encourage students to draw out the parallel
with the writers of the Synoptic Gospels.
Alternative activity: Collect several media accounts, eg. from different newspapers, of the
same event. Ask students to compare and contrast these in light of above questions.
Draw a parallel with the writers of the Synoptic Gospels.
See KWLCathStudies 11.5. Activity: Outline the similarities in the portrayal of Jesus by
Matthew, Mark and Luke. What was the aim of each of the Synoptic writers (Matthew,
Mark and Luke) in writing their Gospels? See also A6-1, Outcome 3, Essential Reading
for Teachers; KWLCathStudies 2.2; 2.6-10; 9.8; 11.5.
Compare the two infancy narratives: Matthew 1:18-2.11 and Luke 2:1-40. Students may
use the categories: the role of Mary; the role of Joseph; birthplace; Jesus’ bedding;
visitors; gifts; ruler; date of circumcision; sacrifice given at presentation in temple; town or
region of new hometown; major emphases and insights being explored.
Writing Task: Compare and contrast the two infancy narratives from Matthew and Luke.
Teacher to provide scaffold.
Compare and contrast the following accounts of the same event, eg Matt 12.9-14; Mark
3.1-6; Luke 6.6-11.

John has Jesus identify himself in nine key ‘I AM’ statements. Divide class so that the
nine ‘I am’ images can be explored and reflected upon using the Scriptural ‘think pad’
See Into the Deep, p82.

Complete Analysis Activity KWLCathStudies 11.5. See also KWLCathStudies 9.8; 12.9;
13.3.

Students to read John 1:1-14. How does it compare with the beginning of the Synoptics?
What was John’s intention by beginning his Gospel this way? (Note: new creation; new
Adam. See KWLCathStudies 3.4)

Consider the dualistic images of: light and darkness, life and death, belief and unbelief,
truth and untruth, knowledge and ignorance, love and hatred, above and below. Students
to read references to some of these symbols from John and represent them creatively.
After presenting to the class, lead reflection on the experience of these images in their
lives; is it always an either/or experience?

Note the following strategy requires careful preparation by teachers. Students to watch
‘The Matrix’ in their own time. The film deals with the questions of ‘what is real’ and ‘what
is the truth’. Many argue that it draws on John’s Gospel. Key excerpts of the film need to
be viewed twice; between the two viewings, students to research on the film by looking at
some websites including:
http://www.hollywoodjesus.com/matrix.htm
http://www.facingthechallenge.org/matrix.htm
http://www.awesomehouse.com/matrix/
http://www.christiananswers.net/spotlight/movies/pre2000/i-thematrix.html
Peer Assessment
Observing the
representation of their
peers and analysing
why they appealed to
them.
On the second viewing, the students will be able to distinguish clearly between the film
and John’s Gospel. Students write a Response to the following statement: “The film
‘The Matrix’ is an effective medium in providing a relevant modern interpretation of the
Gospel of John”.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 61 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
Classroom
Outcomes
It is intended that
students will be
able to:
Essential Reading for Teachers
The Book of Revelation/Apocalyptic Writing

The Book of Revelation is unique in the New Testament. It is also the last book of the
Christian scriptures. The author is an early Christian prophet or visionary named John
but otherwise unidentifiable. Most scholars argue that it was written during or close to
the end of the reign of the Emperor Domitian (81-96). The style as its name suggests is
apocalyptic as well as prophetic, epistolary and often like a Greek drama. The imagery
in true apocalyptic style is often bizarre with some grotesque and nightmarish
descriptions. But the basic message is to encourage and reassure those who are
suffering in any way that good will ultimately prevail.

When the Book of Revelation was written, the apocalyptic genre was common in
Judaism. This highly symbolic literary style was used to give hope and encouragement
to a persecuted people, in time of trial and temptation. Characteristic of this style, the
author of the Book of Revelation is both pessimistic about the present and hopeful about
the future end of time.

The Book of Revelation is a Christian apocalypse and so the author has adapted some
of the essential features of the apocalyptic genre to suit his purpose, namely that Christ
will ultimately triumph over evil. It is important to appreciate the historical context,
purpose and audience to whom Revelation was addressed, thereby avoiding a literal
interpretation of its message in the modern day context.

The Book of Revelation is often called the Apocalypse or the Apocalypse of John. It
belongs to the apocalyptic genre as do the Book of Daniel and parts of the Prophets in
the Hebrew scriptures. The Greek word ‘apocalupsis’ means “an uncovering, a
revealing, a revelation”.

Apocalyptic writing could be defined as ‘a revelation given by God through an otherworldly being to a human being’. Apocalyptic literature is intended to interpret present
earthly circumstances in the light of the supernatural world of the end times
(eschatology). It is often a “code literature” to encourage those who are persecuted or
oppressed in any way to assure them that good will triumph. This type of literature
provides a coping mechanism during a time of alienation or crisis. It cannot be identified
with a single social movement or theology, but comes from diverse traditions.
V appreciate the
Book of Revelation
as apocalyptic
writing in its
historical context
K identify the
essential features of
apocalyptic writing
S explore the
themes and
apocalyptic
symbolism in the
Book of Revelation
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 62 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
Suggested
Assessment
Teacher
Assessment
Choose an
appropriate
teaching/learning
strategy for
assessment.
Suggested Teaching/Learning Strategies

Ask students to describe a language/code used to talk to their friends when they were
young. One could also discuss various sports and the particular language used which
would not mean anything to others outside that sporting culture.

Students to read Revelation 1:1-3. What is John about to ‘reveal’ or ‘unveil’?

Check Essential Reading for Teachers or a reliable Catholic commentary. Class
completes a Dictogloss or Cloze exercise on the ‘Book of Revelation as apocalyptic
writing’. See Sample Teaching Strategy.

Students read and complete activities in KWLCathStudies 11.10.

Sample study: Revelation, Chapter 21 – ‘the new heaven and the new earth’. Divide this
chapter into three sections: 21.1-14; 21.9-14; 21.15-27. Ensure students have paper for
reflections. (Teachers may wish to provide the text.) After a reflective reading of each
section, allow students time to express in words or symbols anything that captured their
attention. After a complete reading of Chapter 21, share their reflections in pairs. Then
allow students further time to complete their reflections.

After reading Chapter 22 alone, prepare a creative explanation of chapters 21 and 22 for
early secondary students.

Consider some of the 35 artistic images by Pat Marvenko Smith which depict scenes from
the Book of Revelation. See: www.revelationillustrated.com/shop/ Choose a number of
the images. Read and reflect on the text from the Book of Revelation and consider the
accompanying artistic image. How does the artistic image relate with the text?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 63 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
CELEBRATION: PRAYER AND LITURGY
PRAYER TO HONOUR JESUS, THE GOOD SHEPHERD
A sacred environment: as the candle is lit reminding the students of Christ, the light of the world.
Today we reflect in a special way on the image “I am the good shepherd”…..
Gathering
Lord God, we thank you for the gift of your word.
Open our hearts and minds to hear your word
which you speak to us today.
We make this prayer in the name of Jesus your son. Amen.
Reading: John 10:11-15
Response: Pray Psalm 23 in choir: (verses 1,3,5 are prayed by one group; verses 2,4,6 by another)
1. The Lord is my shepherd,
I shall not want;
2. He makes me lie down in green pastures.
He leads me beside still waters;
3. He restores my soul.
He leads me in paths of righteousness for his name's sake.
4. Even though I walk through the valley of the shadow of death,
I fear no evil; for you are with me;
your rod and your staff, they comfort me.
5. You prepare a table before me in the presence of my enemies;
you anoint my head with oil, my cup overflows.
6. Surely goodness and mercy shall follow me all the days of my life;
and I shall dwell in the house of the Lord for ever.
Reflective Questions
Reflect on a time in your life when you experienced God leading you like a shepherd,
just as we prayed in the psalm.
Are there other images from nature that remind you of God’s presence?
What were the times in your life when you felt you were in danger?
How have you experienced God as a shepherd to you?
Concluding Prayer
God and Father of our Lord Jesus Christ,
we follow with faith the call of the shepherd
whom you have sent to be our hope and strength.
May we listen to the sound of his voice,
lead our steps in the path he has shown,
that we may know the strength of his outstretched arms
and enjoy the light of his presence forever. Amen.
Recessional Hymn:
From As One Voice (Vol 1) :
No 1 ‘A shepherd I will be to you’ by Kevin Bates;
No 26 ‘The Lord is my shepherd’ by Brian Bonniwell;
No 33 ‘Shepherd me, O Lord’ by Marty Haugen;
No 66 ‘Because the Lord is my shepherd’ by Christopher Walker;
No 144 ‘Crimmond’ (Traditional);
No 160 ‘Like a shepherd’ by Bob Dufford.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 64 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
SAMPLE TEACHING STRATEGY
Outcome 5:
Identify the essential features of apocalyptic writing
Joint Cloze Passage on The Book of Revelation and Apocalyptic Symbolism. See
KWLCathStudies 11.10
Instructions
 Divide class into two equal groups
 Distribute Student A cloze to one, and Student B cloze to the other
 Students complete the cloze
 Pair up a student A and student B to discuss and peer assess their responses
Student A
The Book of ___________ is the final book of the New _________ . “This book unveils some of the
__________ activities soon to occur in the life of Jesus Christ” (Revelation 1:1). The author of Revelation
_________ a form of Jewish literature called apocalyptic literature, often used by the Jewish _________ at a
time of crisis.
Apocalyptic literature used _________, visions and _________ to convey a message. Some symbols were:
 A trumpet is the _____________
 The sharp __________ is the word of God
 The lamb is ___________
 The beast is the _____________
 The number ____ symbolises the whole world
Revelation ends on a note of ________. There will be a ________ creation, a new heaven and a new
_________, represented by the New Jerusalem. The reign of God will overcome all the dangers the
____________ were experiencing at that time.
Student B
The Book of Revelation is the _________ book of the _________ Testament. “This book unveils some of the
future __________ soon to occur in the ________ of Jesus Christ” (Revelation 1:1).
The author of __________ wrote a form of Jewish literature called _________ literature, often used by the
_________ people at a time of crisis.
Apocalyptic ___________ used dreams, _________ and symbols to convey a __________. Some symbols
were:
 A __________ is the divine voice
 The sharp sword is the word of _______
 The ________ is Jesus
 The ________ is the emperor
 The number 4 symbolises the whole ________
Revelation ends on a note of hope. There will be a new _________, a new heaven and a new earth,
represented by the New Jerusalem. The reign of God will overcome all the dangers the Christians were
experiencing at that time.
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 65 -
Unit A6-3 New Testament Studies
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
Perkins P, (1988), Reading the New Testament, Paulist Press,
Fallon M, (1997), The Gospel according to St Matthew, Chevalier Press, Sydney
(note similar titles on the study of the Gospels of Mark, Luke, and John)
Kohlenberger, John R III (Editor), (1993), Concise Concordance to NRSV, Oxford University Press, New
York.
Pennock, M, (2003), Encountering Jesus in the New Testament, Ave Maria Press, Notre Dame, IN
Saunders R, (1996), Outrageous Women, Outrageous God, E J Dwyer, Sydney
Goosen G & Tomlinson M, (1999), Studying the Gospels, an Introduction, Harper Collins Religious, Australia
Throckmorton, Burton (1979) Gospel Parallels, Thomas Nelson Publishers, New York
Classroom Resources
The Bible (New Revised Standard Version)
Goosen G & Tomlinson M, Studying the Gospels - an introduction, EJ Dwyer, 1994 National Centre for
Religious Studies New Zealand, Understanding Faith, Australian Edition, (No 28 Biblical Studies 1
pp24-36 - An introduction to Apocalyptic Literature)
Pennock M, (1992), Living The Message of the New Testament, Ave Maria Press
White D et al, Into the Deep
Toritto J, (1990), Exploring the Gospels of Matthew, Mark, and Luke, St Mary’s Press, Winona, Minnesota
Multimedia
http://www.americancatholic.org/Newsletters/SFS.asp
http://www.hollywoodjesus.com/matrix.htm
http://www.facingthechallenge.org/matrix.htm
http://www.christiananswers.net/spotlight/movies/pre2000/i-thematrix.html
www.REsource.melb.catholic.edu.au (see: the scripture section)
Peter, Paul and the Christian Revolution (ABC Production)
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 66 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
UNIT EVALUATION
Evaluation by Teachers
During the course of the unit the teacher should make notes in answer to the following questions:

To what extent were students able to appreciate the New Testament writings as expressions of faith
of the early Christian communities?

To what extent were students able to outline key elements in the New Testament writings?

To what extent were students able to analyse and interpret the sources and themes of the New
Testament literature?

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 items of reading for teachers or classroom resources that were used in this unit?
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 67 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12
Archdiocese of Sydney
RELIGIOUS EDUCATION CURRICULUM
- 68 -
Unit A6-3 New Testament Studies
Stage 6: Years 11 and 12