Catholic School Diary - 2015

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Catholic Schools

2015 Student Diary

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Completely customised Faith-based resources Printed in Australia Print prices

Catholic Schools

Customised student diaries Student diaries uniquely designed to meet the needs of your school.

Provide your students with a practical, easy to use resource which encourages positive reinforcement through a range of resources which promote strong values.

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Completely customised

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Design options available

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Study resources

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Binding options

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Vibrant colour covers

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Print prices

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Printed in Australia

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Fourth Su after the nday Epiphany Mark 1: 21-28

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au thority 1 rsonal qu name Your fropeschool – is he on est , or do a es he m

a higher draw his au thority with the de source of power?

In the conte mon spirit, impressing st Jesus prevai the ls, incident. His people who witne s

Customised Diary Designs Encourage your students to read the Bible daily and reflect on the Word.

What makes it Catholic?

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Daily prayers and reflections

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Daily Bible verses

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Catholic prayers

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Stations of the Cross

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Mary in the New Testament

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Mary Mackillop, Australia’s First Saint

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Parables and Miracles of Jesus

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Where to find it in the Bible

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The Catholic tradition

Choose from a range of our faith-based resources, or write your own. Our design options are completely flexible and can be tailored to meet your needs.

Testament

y nciation to Mar Elizabeth of Jesus ple s Jesus to the Tem s in Jerusalem Joseph lose Jesu th are Naz in ejec ted mily visits him community he ear ly Church

The Catholic

Church

The Catholic Church is an ancient and di institution. It verse nu rtures us spir gs an thin all of del mo itually and prov shown as a ai is y d Mar an who y. d d Go Mar co m ng faith in por trait of fo stro ides of rt man to wo those in need ed as a fs and anxieties e. She is por tray rows, griea wide variety . It works thro nces joys and sor of her. She experie ugh in di vi du als and organi ens to him. sations.

So istr ywhere public min his ing is dur s th Jesu e Church in A nd her family visit ustralia? y is in this gospel. Mar ned only briefly of

in

Australia

is his diocese’s chief teacher of doctrine and leader of public worship.

A bishop’s involvement in the activities and ins titution in his diocese s is, in some ins tances, no mo than consent re and encour age ment; in others advice and gui , dance; and, in others, full owner ship and direction.

Provinces an d Me

tropo

litans A province is a grouping of several neighbouring dioceses, forme d to promote common pas toral action in the region.

The senior dio cese is known as metropolitan, Dioceses are ntio the others as e village div hom his ide by d t in Mar k and me suf Ch into Th fragan. cted rist’s Faithful e bishop of the par ishes, eac headed by a wn as being reje h senior dioces par ish priest, in this incident, mily. Jesus is sho known as the ned e is also app ntio me acc oin ally ou ted All cific ntable to the Metropolitan whteo fam by and Dioceses haveily.been bap edia imm bis e Mar y is not spe and ho and cer e has p. tain limited fun tised have righ A par ish is “a cer tain commu responsibilities beyond his hom ctions, but no ts and nity of Christ in the Church, us reaching out In Australia, the of governanc powers ’s est fait abl hfu not the wh a e ish l, re ether or outside his ow Can stably ed within a par are thir ty-thre y hav ge of villa e bee g urin in n n hbo In e dio ord uni ticu dio Au neig cese. on ain lar stralia, there ceses with the Pop Like dioceses, ed (as bishops, Church”. priests or dea a wedding in the e. The Churc par ishes are cons), or taken a diocese as “a Adelaide, Brisba are five provinces : and Jesus attend h def ines usually ter ritorial, bu religious vow (see below). portion of the ne, Melbourn crucifixion t need not be. s Their activity peo Go e, and Per d, ple witnesses Jesus’ wh Syd th Ac of ich is entrusted church law, a in the Church ney. These rou cording to is succinctly exp s par ish is a jur ghly corres to a bishop...” resage or, as “a com sed in the foll Mar y encour to state bound idical per son and can own s her nam exce.erp munity of Ch owing aries, which, am pond n tilyfro and operate m bet s” and never use rist’s faithful thewee ties in Code ong con com fam sid pro oth se of mu era “Mother of Jesu ins Clo per er Ca nio a. tions, enables titutions. In Au non Law : ty and n of faith and ding feas t at Can the bishops to • Sinss. sacraments with their bis ce they share cooperate in nistry at the wed proper ty is ow str alia , most par ish Jesus’ cro hop...”. A dioces matters involv the Church’s ned by a dioces wn at the foot of mission, e usually ing that level all Christ’s fait has a def ined of sec ula rec sised. Mar y is sho an r gov ogn hful have the bo territory and ernment. dy ised in state right com law. promote and the Catholics support aposto to who live there: prises all Source : Austr lic action, alian Catholic by their own suc case with twe initiative, und e birth of Jesus Bishops Religious Ord nty-eight of the h is the Conference, Egypt ert to ww ake flee acc Au s dio er n w.catholic.org.a ord str Jesu ces s alia ing es. However n to their state ry, Joseph and u and condition Used by permis In church law, No initiative, dioceses coverin , there are also five . him sion the visit how se ily gro eve fam g the whole cou ups are known us’ r, can lay claim Religion Time Institutes of Co the title “Cath each for those ntr y: one as to Savers Nazareth nsecrated Life olic” without who belong to Lum us is rejected at ino or of the Pre Soc Ap of the competble bec ss the Chaldean consent Maronite, Me ieties ostolic Life. Th 2011 e , lkite eir members vulnera ent eccaus lesiastical aut community and live in wn as • initi and one for tho and Ukrainian rites Chally hority. one rist’s fait as ythe bind themselv Mar y who is sho wnl ma se who are ser is shohfu freely establish es tive por trait of life under vow family.dirShe ving in the Australian De ect associ be and uld s. They are gov to a way of g shame on her wo brin fen atio who ld ce ns cou son For e a wh e ces. ich ser ve cha erned accord ceiv to their own con mar riag ritable ing a virgin would con or pious pur poses or stit The bishop “go which fos wish promise that approved by the utions, which are usually ver ns the par Christian voc ticular church Pope, in some (diocese) ent ation in the wo ter the local bishop. Th rus ted to him cases by the with Us) . rld, and they may hol with legislative ey cannot wo executive and d meetings to rk in a diocese , without the con judicial power, pur sue these pur poses by sent of the bish in accordance with the law.” common effo op. They can own and ope The rt. rate proper ty not only are som last phr ase is important : and institution , foregoAustralia, the ns e ma pla tte s. In 29 ge rs ir e regularly assets are usu reserv ity to chan y ior ed Your school nam ilit pr to ally op e ab the ow r held by their ill giv n Pop body recognised K e, butisin otherwas he s to e ac in state law. A matterses and alter agenda lop Mar yThM TentheCrights Mand Lumino Press 2011 acKilsib organisation, Ca Mpon yres nat rit ar ion on Time Savers, ou iliti al es int fav tholic Religious Sa om byups (Pa tementgro witmhin ting of individualsne or Australia (the public name of Chun phrase urc tdamda h are legallytodef e edy. bunthe This stara thine the Australian fonr,toa In add our eannern anive rent Conference d. his ditio demands of Leaed 22 on todstr dtspa gov W der rti to w T Your school se s ff ot of e it ing as h m Rel sta h off is sh an s, igio e ice name us Institutes), , the bis all ofpth in ne dent“ We” In irit A hop ostle facilitates The sp someone cooperation and fello e en stu W shany hofavth people in sesteead n we see I belie one.eM wship among of “Ydo all no thooliocthCo e lleges r, thne175 suc ionve. Whe s’ Csto r d e catha the more u” ) atCtent r tCa W worsh r Godsve(Eresponde h d epeth reatot reinspGon odd, an ha x 20 :2 boedyshof iparidwe a ou s, the groups active in Australia tod as M th e ye o us r th st e m ls (Ex 2 Inll nthoet m – g, o paisuse ay. tin we (Ex 2d flood 3) f heav the mFaee Christ 0 :4) need0.:7 ns an lley,en an ther alm ! That’s , hgis tro ew na m Ph ig pin We sh )fire-ravagedthree gio . . d op h ay ce o c sh lid ty n e tan o e ho ly a sis nceiv of l as allekee th cia orn,thoe r th, and , gSo ed ou pdthlan with finan God e families Virpla Weto ur Lo by tin in Jesu nned e Sds th g sh te in m e rd a a so sta b ll H M va of s , bath plight de honou w ho oly S wasactougahryca , ll.

We sh Your school ourteps the Day holyship and rucif ie suffered u pirit, born was all schoolr no name arens or hard (Ex 2 23 he nd d, o W Thenot c

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2

Your school name

s

Saint

Specifications Sizes There are four sizes available, with the B5 size being the most common because of its practical and economic size.

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A5 210 x 148mm

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B5 240 x 170mm

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Quarto 250 x 205mm

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A4 297 x 210mm

A4 – 297 x 210mm

Quarto – 250 x 205mm B5 - 240 x 170mm A5 – 210 x 148mm

Materials Strong, durable materials include; •

plastic coil binding which comes in a variety of colours

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thick polypropylene outer covers which won’t tear

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laminated inner covers printed on thick board (420gsm)

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twin plastic sleeves for timetables and other information

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hard cover binding is also available.

School / College information Important information pertinent to your students and the school/college community can be published in the front of your diary, along with important dates and events noted throughout the diary.

This information may include; •

Mission & Vision statements

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Homework guidelines

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College anthem

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Calendar

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Australian anthem

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Semester planner

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College history

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Goal setting

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College logo or crest

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Bell times

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School policies

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Maps

Your school name

3

How to order Provide 1. Word files of your; - term dates - specific dates to highlight throughout the diary - school/college information, eg: policies and guidelines 2. A copy of your most recent diary 3. Images for the cover 4. Your school/college logo 5. Suggestions for design layout if different to our templates 6. Delivery date

We will provide you with; 1. Design concepts for approval 2. Complete comment enabled PDF proofs 3. Production schedule

On-time delivery We understand the importance of delivering your diaries before the beginning of the new school year. Working closely with you we will create a schedule which identifies key milestones which need to be met. Throughout the production process we monitor the schedule and communicate this with you to ensure we all keep on track.

Suggested timeline: •

Order placed by July

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Proof provided by September

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Sign off by November

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Deliver mid January or earlier if specified

Contact info Your School Diary Openbook Howden Design & Print 2-12 Paul Street | St Marys SA 5000 | 08 8124 0000 sales@openbookhowden.com.au | www.openbookhowden.com.au

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Your school name

2015 • •

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School logo Contact information Student details

Welcome to 2015

YO

O UR S C H O O L LO G

Your School 2 School Street College Park South Australia 5678 p 08 8765 4321 f 08 8765 4231 enquiries@school.com.au www.school.com.au

Name Year Level Home Class House

Your school name

5

Your school/college general information Acceptable use of technology

Arrival

The school provides an extensive and wellresourced ICT network and related technology to support learning and teaching across the curriculum. Students are required to use the school’s ICT infrastructure expressly for educational purposes. Any attempt to break or circumvent the network security or any inappropriate use of or damage to the technology will result in the removal of the individual student’s right to access the network.

Equally, any attempt to access or interfere with staff or student files or work will be dealt with as a serious breach of the school’s ‘acceptable use’ policy. Students must keep their password confidential and be aware of the need for personal network security at all times.

• Students are expected to arrive at school by 8.40 am and to attend Home Group at 8.45 am and all subsequent lessons punctually.

• Students report to Home Group each morning of the week.

• Students who arrive after Home Group must sign in. A reason must be provided for lateness.

Accidents, injury and sickness The school has a sick room situated in Student Services. No drugs or medicines are given to students, except by prior arrangement with parents. The legal responsibility for paying ambulance service fees rest with the parents of the student.

Parents are advised to ensure they have appropriate ambulance cover. Parents are contacted as quickly as possible. Parents need to ensure that their contact details are up to date in case of a medical emergency.

Students at school who are not well are sent home after phone contact with a parent.

Attendance In pages 6 - 15

Leaving class during a lesson • Students who need to leave class during lessons should write a note in their Planner with their destination and time of leaving, have it signed by the teacher and carry the Planner with them.

• Students are required to be accountable for their movements beyond the classroom during scheduled lessons.

Leaving school during the day • Students who are required to leave school early for necessary appointments should have a note in their planner. It should be shown to the Home Group Teacher at the start of the day, to the subject teacher at time of departure. Then sign out in the Focus Room.

Bags St Paul College has a ‘no bags’ policy.

Students must place their bags in their lockers at the start of the school day. All bags must be left in lockers until the end of the school day.

Regular and punctual attendance at school are example spreads is necessary for students to learn effectively and of your customised to achieve success in their learning.

The school uses the following procedures to school diary. promote this attendance and the students’ skillsCustomised of self-organisation. They are based on the • school information expectation that the home and the school will • communicate together when students are away Policies from school.

• Procedures 6

Your school name

Boundaries and out of bounds areas Areas are shown on the map at the back of planner. Out of bounds to students: areas where cars are parked, bike areas other than when depositing or collecting bicycles, the front of the St Paul College Hall, the tennis courts unless playing tennis or handball, the soccer field unless playing sport, behind both Middle School 5 buildings, within 5 metres of the boundaries on the football oval. Students are not to gather on the driveway near gate 2.

Students are not to gather along the front fence.

Canteen ‘healthy eating’ A canteen is operated by permanent staff assisted by volunteer parents. It provides a wide range of foods at reasonable prices.

A circular is sent home early in first term seeking volunteers. If parents wish to offer their assistance directly, contact the canteen on 8765 4321.

Christian Pastoral Support Workers The Christian Pastoral Support Workers provide pastoral care and comfort and support to all students and staff, irrespective of their religious beliefs. The role includes supporting students and the wider school community in a range of ways, such as assisting student in exploring their spirituality; providing guidance on religious, values and ethical matters; helping school counsellors and staff in offering welfare services and support in cases of bereavement, family breakdown or other crisis.

Include as many school pages as you like.

Most schools have up to 32 pages.

Club activities

A range of clubs exist in the School, depending on staff and parent support.

They include: Peer Support Program, Choir, Debating, Public Speaking, Chess, Drama Productions, Concert Band, Pedal Prix, Environmental Group, Christian Fellowship, Amnesty International, Tournament of the Minds and Future Problem Solving.

Counselling centre The Counselling Centre at St Paul’s College centralises the services of the two Counsellors Futures Connect Coordination and the Christian Pastoral Support Workers. Counselling begins with Home Group teachers as part of their pastoral care role. Students are encouraged to approach the Student Counsellors directly should they wish to discuss any matter that concerns them.

Custody It is essential for the school to have accurate and current information about custody and access rights for relevant students. If there is anything that the school should know in this regard, please contact a member of the Administration/Counsellors. This information is strictly confidential and is intended for use to protect the students’ and parents’ rights.

Your school name

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Customise your own school timetable.

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Your school name

10.45 AM

9.55 AM

9.00 AM

8.45 AM

8.30 AM

M/T & T/F

10.35 AM

9.50 AM

9.00 AM

8.45 AM

8.30 AM

WED

12.00 PM

12.50 PM

L4

LUNCH

12.30 PM

11.45 AM

11.00 AM

2.30 PM

3.20 PM

L6

FINISH

TERM 2

AFTER SCHOOL

TERM 1

AFTER SCHOOL

1.40 PM

L5

2.55 PM

2.05 PM

1.20 PM

5 MIN LOCKER PERIOD

11.10 AM

L3

5 MIN LOCKER PERIOD

RECESS

L2

L1

CHAPEL

START

LESSONS

Chapel

HOME CLASS

MONDAY

Chapel

HOME CLASS

WEDNESDAY

EXTENDED

HOME CLASS

THURSDAY

BUSES LEAVE AT 3.30 PM (WEDNESDAYS AT 3.05 PM)

EXTENDED

HOME CLASS

TUESDAY

Chapel

HOME CLASS

FRIDAY

Semester one timetable

8.30 AM

8.45 AM

9.00 AM

9.55 AM

10.45 AM

START

CHAPEL

L1

L2

RECESS

10.35 AM

9.50 AM

9.00 AM

8.45 AM

8.30 AM

WED

12.00 PM

12.50 PM

L4

LUNCH

12.30 PM

11.45 AM

11.00 AM

2.30 PM

3.20 PM

L6

FINISH

TERM 4

AFTER SCHOOL

TERM 3

AFTER SCHOOL

1.40 PM

L5

2.55 PM

2.05 PM

1.20 PM

5 MIN LOCKER PERIOD

11.10 AM

L3

5 MIN LOCKER PERIOD

M/T & T/F

LESSONS

Chapel

HOME CLASS

MONDAY

Chapel

HOME CLASS

WEDNESDAY

EXTENDED

HOME CLASS

THURSDAY

BUSES LEAVE AT 3.30 PM (WEDNESDAYS AT 3.05 PM)

EXTENDED

HOME CLASS

TUESDAY

Chapel

HOME CLASS

FRIDAY

Semester two timetable Include things like: • Lesson timetable • Class times

Your school name

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Term one planner 2015

January 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

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Term two planner 2015

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ANZAC Day

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Parent Interviews

Term planner includes: • Special school dates June • Important 1 events 2 • Holidays 3

Queen’s Birthday

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Your school name

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Term three planner 2015

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Term 3 Commences

Your school name

Term 3 Ends

Term four planner 2015

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Term 4 Commences

Term 4 Ends

Boxing Day Holiday

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Homework timetable Semester one Monday

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Semester two

Include yourSubject Subject own homework timetable.

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Calendar 2015 January S M T W

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Study notes Setting goals

Taking notes

“You don’t have to be a fantastic hero to do certain things – to compete. You can be just an ordinary chap, sufficiently motivated to reach challenging goals.”

- Sir Edmund Hillary, The first climber to ever reach the summit of Mount Everest.

Taking good notes is a three-stage process.

There are things that you should do before, during and after class.

Before class • Get ready to take notes before class by reviewing your notes from the previous class to help you remember what was covered and get you ready to understand new information.

• Complete any assigned readings before you come.

A goal is something that you want to achieve.

Setting goals is the first step to success and to achieving your very best. Clearly defining your aims will help you to be more motivated, to avoid distractions and to be more productive.

Before you can achieve your goals, you need to identify exactly what they are. Write them down in order of importance. For each goal, be clear about exactly what you want to achieve and when you want to accomplish it.

During class

• Take notes during class.

• Listen for “signal statements” that indicate T F W 5 6 T 4 M important points to note. Examples of these 3 2 statements are “this is an important point” and Break your goals down into smaller sub-goals. Assign date “remember that” and “you 1 will need to know a deadline to each sub-goal. For instance, if your Due eek W this for your test!” long-term goal is to become a fighter pilot by the 1 er m in your notes anything your • Be sure toTinclude time you turn 25, a medium-term sub-goal might be teacher repeats or writes on the board or to achieve an A in Maths this year. displays on PowerPoint.

A short-term goal might be to complete your Maths ts homework tonight.

• quickly so that you can include all the enWrite m n assig rk / o w important information in your notes. Write me o H Put your list in a prominent place so that you can ay lia D abbreviated words like you would in a text a r Aust look at it often. Tick off sub-goals asubyou ct achieve S je message, use symbols, such as % for percent, them and reward yourself for your success. day Mon and write short sentences.

26 In order to achieve your goals, make sure that • Use flow charts, diagrams or concept maps to they are: summarise information when appropriate. s e n ce mm 1 Co Term These are easier to understand and to • Realistic and within your abilities, while still remember. providing some challenge for you, day Tues 27 them • Place a ? next to information you’re • Flexible enough that you can adjust unsure about. upward or downward if your circumstances change, After class • Measurable, so that you can monitor your y a d dnes • Rewrite your notes after class if time permits. progress toward a goal and recognise when Weyou 28 If you can type your notes on a laptop in class, have achieved it, this will make it much quicker to tidy them up • Within your control (not dependent on others) afterwards because you won’t need to – unless group work is involved. rewrite them.

Ask your parents, teachers and other significant Thursday • Use your textbook, other students and your people in your life to guide you to setting and 29 teacher to assist in clarifying any questions that achieving your goals. you have. al arniv ing C imm Clever tip... “Begin with the end in mind.”

Clever tip...SwTaking notes in class helps you to stay Stephen Covey focused.

You are thinking about what is being said ay

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you are summarising it and this helps you to understand and remember it.

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rday Satu 31 ay Sund me 01 ol na s ch o

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Managing study time “It’s not the hours you put in your work that count, it’s work you put in the hours.” - Sam Ewing Do the most important things first. This is the most crucial time management principle you will ever learn. The best way to achieve this is to use a study planner to organise your time. You only have so many hours available, so you need to make the best possible use of them.

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In e it h tionsuald somor dhoidingpowear?r k neilsss, uehsy waol quespt, andrce oinf the sdprevnaly fore qW o s th dates and exam dates u see Jesu notdue n lam from your it , es hearllso to sp pliegrhso itnes y be tinag haassignment iglp n ir s liv ho. w read. Ma frLoigmhts hee delemsoof Jeeosuplethwer sto sp th ip the p fofor an ? s r o completing to allocate assignments, wTithhe disssictime nges bu tme begin to this m lv fa re pre emset. His thing mo workingimthinon completing . ciden projects, er shomework some th is o e for there r t shin e h s and studying for tests.

Prioritise the g e y li m Praayomemrit to let mybility to nootidceactitions most importantP things a short break after r, nI c rayfirst. go e a Include Lord . for th r ld when m e we p r wo n . each workALsegment. you’re happy that ord, ces in ou AWhen me . la il p and il over ev a v you’ve allocated all the time that you need for re p your required tasks, mark in your favourite TV programs or other relaxation time. Use these to motivate yourself to complete your work in the time you’ve allocated. rree • Keep your planner up tonnaatutudate, and each day ntt ssigig PPaarreen you only need to focus on the tasks you have4413 turree aatu rr ssigignn scheduled for that day. panic about hheeDon’t TTeeaacc everything else, simply aim to complete the day’s tasks. Cross off things as you accomplish them.

Clever tip... “Do not squander time for that is the stuff life is made of.” Benjamin Franklin

Study notes and life skills • Insert throughout • 30 to choose from Presentation • Contact us for a You’ve probably been told not to “judge a book liststill do, by it’s cover” butcomplete the truth is that people and good presentation is essential for effective diary@openbookhowden.com.au communication.

Whether you are preparing a short essay in class or a massive report after a semester of work, there are some tips that you can use to ensure that your message is communicated as clearly as possible: • Use subheadings to clearly identify each topic. A reader should be able to read only your subheadings and get a good overview of your content.

• Carefully choose fonts that are clear, easy to read and stylish. Comical or especially artistic fonts are not appropriate for formal written work. Choose one, two, or at the most, three, different fonts – one for all headings, one for all body text and one for all labels. Use black ink for body text and a dark colour or black for headings and labels.

• Use a header to identify the title and author and a footer for page numbers.

• Include a title page with details of the title, topic, author, class and teacher.

• Charts and tables are a useful way of presenting information so it is easier for the reader to understand. Make use of formats like these: • A flow chart is useful for a series of steps or a process where one link leads to another.

• A bar chart is good for displaying information that needs to be compared.

• Maps are charts to show special features, locations or events.

• List charts are ideal for listing items based on a theme.

• Tables are a useful way to organise information like numbers, data or facts in rows and columns.

• A pie chart displays data by dividing a whole into its sections.

Clever tip... Find a book or a published report or presentation with a format that you find appealing and take note of design ideas that you could incorporate into your own work.

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Study notes Test and exam tips

Revision

“To dream anything that you want to dream.

That’s the beauty of the human mind. To do anything that you want to do. That is the strength of the human will. To trust yourself to test your limits. That is the courage to succeed.” Bernard Edmonds

“The real object of education is to have a man in the condition of continually asking questions.”

- Bishop Creighton

Every test is different, so it’s wise to ask your teacher for tips on how to best approach exams in your subject. The DETER strategy provides some general tips that are handy to keep in mind for most tests: • Read the directions carefully.

• Examine the test quickly to see what you have to do.

If you have reading time, use it as constructively as possible by reading the longer questions first.

When you read a question, look for key verbs that tell you what to do, like ‘explain’, ‘describe’, ‘define’, ‘identify’ and ‘list’.

• Before you enter the exam room, have an idea of how much time you will spend per mark of each question. Watch the time carefully. Bring a watch if the room clock is not easy to see. If your watch has a stopwatch, start it when the exam begins.

Aim to stick to the suggested time for each part of the exam.

• Answer the easiest items first. These will help you to build your confidence, as well as giving you as many marks as possible in the shortest time. If you get stuck on a difficult item, leave it and come back to it at the end. Attempt every question, even if you can’t complete them all. Sometimes an incomplete answer to a difficult question will give you more credit than a complete answer to a simple one.

• Always allow plenty of time to review your work.

Double check that you have fulfilled all of the requirements of every question as accurately as possible. Make sure you’ve read the instructions fully and marked your answer sheet correctly.

Check spelling, grammar and punctuation.

Clever tip... “Time is marks” as far as exams are concerned, so don’t waste a second. Do all that you can to prepare your mind and your equipment before you enter the exam room.

Revision is one of the most important skills for success in learning anything, but even the best of intentions often get thwarted by the immediate priority of homework and impending assignment deadlines. In order to get into a good habit, allocate time to revise each subject every week separate to homework and assignment time.

Use these principles to help you to revise effectively: • To help you to think about what you are revising, create a set of summary notes for each topic in each subject. Use clear headings for all of the most important things that you need to know and make notes under each from your class notes and textbook. Highlight key terms, concepts, formulae, questions and issues.

These notes will be your most important resource when exam time comes.

• Focus on one subject at a time. Break it down into small, manageable chunks and complete it in stages. This is why it is important to revise throughout the term and not just in the week before the exam!

• If you encounter a concept that you don’t understand, write a list of questions that you can ask your teacher.

• Schedule your revision time when you are rested and feel refreshed. Your concentration levels will be highest at these times.

• Revise in the same manner that you will be tested. If your exam is an oral interview, revise by having someone ask you questions that you can answer out loud. If your test requires you to write answers to questions, revise by answering questions, not by reading or rote learning. If you need to recall information in your exam, practise recalling information in your revision.

• Try to anticipate the questions that you will be asked, write them down and then test yourself by answering them without referring to your notes or your textbook. If you answer a question correctly the first time, don’t revise it further. Go back over the answers you got wrong, learn them again and retest yourself until you get them right.

Clever tip... Revise actively. Don’t just read, write!

And don’t just write, think!

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Under pressure

Here are four more examples of study notes and life skills that you can choose from.

Writing essays

“Stress is when you wake up screaming and you realise you haven’t fallen asleep yet.” - Anonymous

“Either write things worth reading or do things worth the writing.” - Benjamin Franklin

A little stress can be a good thing. It can give you an extra burst of energy that enhances your performance in a challenging situation. But if you’re unable to relax and feel anxious or uptight or experience headaches or mental blanks then your stress has become negative.

When you feel negative stress, there are some things that you can do to manage it: • Your attitude toward your situation is the first step in turning negative stress into positive stress.

A negative attitude only leads to more stress.

Use positive talk. For instance, if you are stressed about an exam, don’t stress yourself about what you don’t know but instead think of it as an opportunity to show how much you do know.

• Getting enough sleep not only makes you more productive but also helps you to maintain a positive attitude.

• A nutritious diet increases your physical, emotional and mental energy. Don’t rely on caffeine, guarana drinks, sweets or junk food to boost your energy levels. After their brief boost has worn off they will leave you feeling sluggish.

• Exercise provides both instant stress relief and long-term health benefits which help you to better manage stress.

• Time management is important for reducing stress. Manage your time well and you won’t feel overwhelmed. Good study techniques will ensure that you understand your work, giving you confidence and reducing anxiety at exam time.

• There are various relaxation techniques that you can use to stay relaxed. Relax your mind and body by taking slow, deep breaths or try progressive muscle relaxation or visualisation (mental imagery).

Clever tip... Don’t keep stress to yourself.

Let off some pressure simply by talking it over with people you trust. Allow them to help you to work on ways to ease your stress.

Let’s face it, writing essays can be daunting. But, as with all tough tasks, they’re much easier to approach if you break them down into simple steps. Here’s a straightforward procedure that will help you to write most essays: • First analyse the topic and highlight key terms.

• Research the topic. Think about what you already know about the subject and what you might need to know (this is what you need to research). Depending on the nature of the topic, your research should include a wide variety of sources like books, newspapers, journal articles, CD-ROMS and internet sources. As you read through your sources, highlight relevant information that addresses what you need to know about the topic. Be sure to note the details of each source for your bibliography or reference list.

• Take notes by reading the information that you highlighted. Your notes should be brief bullet-points, in your own words and not copied directly from your sources. If you find particularly noteworthy comments that you would like to quote directly, put them in quotation marks in your notes and reference them fully.

• Construct an essay plan by writing the topic at the top of the page and listing the main points underneath. You are now ready to organise your notes under your main points. It’s useful if you’ve typed your notes in the first place as you won’t need to rewrite them. Simply copy and paste them under your main points.

• Writing your first draft is a straightforward process. For each of your main points, you simply need to use your notes to write a paragraph in full sentences. Write the body of your essay in this way.

• Only after you have completed the body, write the introduction. It should contain an overview of the topic and introduce the main points that you will address in the body.

• The conclusion is the final part of an essay, and the last section that you should write. It should state the answer to the essay question and relate it back to the main points in the body of the essay.

• Editing your draft is an important part of constructing an essay that flows smoothly. Check it thoroughly yourself and, if appropriate, ask your teacher or a parent to look at it for you. Make sure your paragraphs are arranged in the right order for it to flow smoothly, check that you’ve answered the question fully and that you’ve kept to the word limit. Remember to always check spelling, punctuation and grammar. Your computer will help, but remember that it can’t check for everything.

• Ensure that your references are complete and construct your reference list or bibliography.

Clever tip: Not sure if a sentence flows smoothly?

Read it out loud and make changes until it’s easy to read.

Add a comma wherever you pause.

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Australian National Anthem

‘Advance Australia Fair’ Australians all let us rejoice, For we are young and free; We’ve golden soil and wealth for toil; Our home is girt by sea; Our land abounds in nature’s gifts Of beauty rich and rare; In history’s page, let every stage Advance Australia Fair.

In joyful strains then let us sing, Advance Australia Fair.

Beneath our radiant Southern Cross We’ll toil with hearts and hands; To make this Commonwealth of ours Renowned of all the lands; For those who’ve come across the seas We’ve boundless plains to share; With courage let us all combine To Advance Australia Fair.

In joyful strains then let us sing, Advance Australia Fair.

Words and music composed by Peter Dodds McCormick proclaimed Australia’s National Anthem by the GovernorGeneral on 19th April 1984. © Commonwealth of Australia

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Notes

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The Catholic Church The Catholic Church is an ancient and diverse institution. It nurtures us spiritually and provides aid and comfort to those in need. It works through a wide variety of individuals and organisations.

So where is the Church in Australia?

Christ’s Faithful

Dioceses

All who have been baptised have rights and responsibilities in the Church, whether or not they have been ordained (as bishops, priests or deacons), or taken religious vows (see below). Their activity in the Church is succinctly expressed in the following excerpt from the Code of Canon Law:

In Australia, there are thirty-three dioceses in union with the Pope. The Church defines a diocese as “a portion of the people of God, which is entrusted to a bishop...” or, as “a community of Christ’s faithful in communion of faith and sacraments with their bishop...”. A diocese usually has a defined territory and comprises all the Catholics who live there: such is the case with twenty-eight of the Australian dioceses. However, there are also five dioceses covering the whole country: one each for those who belong to the Chaldean, Maronite, Melkite and Ukrainian rites and one for those who are serving in the Australian Defence Forces.

• Since they share the Church’s mission, all Christ’s faithful have the right to promote and support apostolic action, by their own initiative, undertaken according to their state and condition.

No initiative, however, can lay claim to the title “Catholic” without the consent of the competent ecclesiastical authority.

• Christ’s faithful may freely establish and direct associations which serve charitable or pious purposes or which foster the Christian vocation in the world, and they may hold meetings to pursue these purposes by common effort.

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The bishop “governs the particular church (diocese) entrusted to him with legislative, executive and judicial power, in accordance with the law.” The last phrase is important: not only are some matters regularly reserved to the Pope, but in other matters the rights and responsibilities of individuals or groups within the Church are legally defined.

In addition to his governing office, the bishop

in

Australia

is his diocese’s chief teacher of doctrine and leader of public worship. A bishop’s involvement in the activities and institutions in his diocese is, in some instances, no more than consent and encouragement; in others, advice and guidance; and, in others, full ownership and direction.

Dioceses are divided into parishes, each headed by a parish priest, appointed by and accountable to the bishop. A parish is “a certain community of Christ’s faithful, stably established within a particular Church”.

Like dioceses, parishes are usually territorial, but need not be. According to church law, a parish is a juridical person and can own and operate property and institutions. In Australia, most parish property is owned by a diocesan body recognised in state law.

Religious Orders In church law, these groups are known as Institutes of Consecrated Life or Societies of Apostolic Life. Their members live in community and bind themselves to a way of life under vows. They are governed according to their own constitutions, which are usually approved by the Pope, in some cases by the local bishop. They cannot work in a diocese without the consent of the bishop. They can own and operate property and institutions. In Australia, their assets are usually held by their own body recognised in state law. A national organisation, Catholic Religious Australia (the public name of the Australian Conference of Leaders of Religious Institutes), facilitates cooperation and fellowship among the more than 175 such groups active in Australia today.

Provinces and Metropolitans A province is a grouping of several neighbouring dioceses, formed to promote common pastoral action in the region.

The senior diocese is known as metropolitan, the others as suffragan.

The bishop of the senior diocese is also known as the Metropolitan and has certain limited functions, but no powers of governance outside his own diocese.

In Australia, there are five provinces: Adelaide, Brisbane, Melbourne, Perth and Sydney. These roughly correspond to state boundaries, which, among other considerations, enables the bishops to cooperate in matters involving that level of secular government.

Source: Australian Catholic Bishops Conference, www.catholic.org.au Used by permission Religion Time Savers Lumino Press 2011

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Catholic Church Rites

Meaning and History Rite is a word which is used to describe the distinctive set of beliefs and form of church organisation. The Western or Roman rite has its foundation in the Christian church which was established in Rome in the early years of the church. In time, the Roman Church spread to countries such as Ireland, France and Spain with the discovery by Europeans of the New World - the continents of North and South America and Australia. The Eastern rite churches have a slightly different tradition. In the early Christian Church, there were strong Christian communities in regions located in modern-day countries such as Egypt and Turkey. From places such as Antioch, Alexandria and Byzantium, other churches spread to areas located in modern-day countries such as the Ukraine, Russia, Syria and Armenia.

In these places, distinctive Catholic Churches were established.

Four Rites The Catholic Church has four Rites: Roman (or Latin), Antiochene, Alexandrian, and Byzantine. In Australia, there are three Eastern Rite Catholic bishops leading the Maronite (an Antiochene tradition) and Ukrainian and Melkite (both Byzantine tradition) Churches.

Pope John Paul II once notably claimed that the Catholic Church breathed with two lungs the Western and Eastern Rites together comprised the Catholic Church.

Similarities and Differences The Eastern Rite Churches have their own distinctive history, languages, prayers and religious customs. Eastern Rite Churches have different emphases in theology, liturgy and Church practice. Eastern rite ordained priests are allowed to be married. Eastern Rite Churches give greater importance to the Holy Spirit than Roman Catholics.

Concrete differences might be noticed in liturgical vestments, hand-held crosses, chanting of prayers, the form of making the sign of the cross and other practices.

Implications While Roman and Eastern Catholic Rites agree on fundamental beliefs such as the sacraments and while they also recognise the authority of the pope, there are some significant differences which distinguish the Rites from each other. If Roman Catholics attended an Eastern Rite liturgy, they would notice a difference in the way of celebrating.

Most of the Mass is sung or chanted. Incense is burned in large quantities. People pay great attention to icons of significant figures in the Christian tradition. In the Eastern Catholic Churches - unlike the Roman Catholic Church - married men commonly minister as ordained priests.

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Because the Catholic Church comprises four Rites, diversity is a feature of Catholic life.

Eastern Catholic Churches are in communion with Rome, their bishops and priests are able to concelebrate the Eucharist with Latin rite (Roman Catholic) priests and bishops. For Eastern Rite Catholics, the sacraments of baptism, confirmation and first communion are celebrated together for children and adults. Children do not need to be “re-confirmed� in the Roman Catholic Church. Differences between the Rites in making the sign of the cross can be noted; all forms of blessing are legitimate and not to be discouraged.

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Jesus’ Miracles in the Gospels Nature Miracles Water into wine at Cana First catch of fish Stilling the storm Feeding of 5,000 Walking on water Feeding of 4,000 Cursing of the fig tree Matthew

John 2:1-11 Luke 5:1-11 Matthew 8:23-27, Mark 4:35-41, Luke 8:22-25 Matthew 14:13-21, Mark 6:30-44, Luke 9:10-17, John 6:1-14 Matthew 14:22-33, Mark 6:45-52, John 6:16-21 Matthew 15:32-38, Mark 8:1-9 21:18-22, Mark 11:12-14

Healings Healing of the royal official’s son Cleansing a leper Cure of Peter’s mother-in-law Healing a paralytic Healing a sick man at Bethesda Restoring a withered hand Healing a centurion’s servant Healing a blind and mute person Healing a woman with haemorrhage Opening the eyes of two blind men Cure of a mute man Healing a deaf and mute man Cure of blind man at Bethsaida Opening the eyes of a man born blind Healing of a man with dropsy Cleansing the lepers Opening blind man’s eyes

John 4:46-54 Matthew 8:2-4, Mark 1:40-45, Luke 5:12-14 Matthew 8:14-15, Mark 1:29-31, Luke 4:38-41 Matthew 9:1-8, Mark 2:3-12, Luke 5:18-26 John 5:1-9 Matthew 12:9-13, Mark 3:1-6, Luke 6:6-11 Matthew 8:5-13, Luke 7:1-10 Matthew 12:22 Matthew 9:20-22, Mark 5:25-34, Luke 8:43-48 Matthew 9:27-31 Matthew 9:32-34 Mark 7:31-37 Mark 8:22-26 John 9:1-41 Luke 14:1-6 Luke 17:12-19 Matthew 20:29-34, Mark 10:46-52, Luke 18:35-43

Exorcisms Demoniac at Capernaum Blind and mute demoniac Gadarene demoniac Mute demoniac Daughter of Syro-Phoenician woman Child with a demon Infirm woman

Mark 1:23-28, Luke 4:33-37 Matthew 12:22-29, Luke 11:14-15 Matthew 8:28-34, Mark 5:1-15, Luke 8:26-39 Matthew 9:32-34 Matthew 15:21-28, Mark 7:24-30 Matthew 17:14-21, Mark 9:14-29, Luke 9:37-43 Luke 13:10-17

Resuscitations The daughter of Jairus The son of the widow of Nain Lazarus 26

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Matthew 9:18-26, Mark 5:21-43, Luke 8:41-56 Luke 7:11-17 John 11:1-44

Jesus’ Parables in the Gospels Parable Reference The house built on rock

Matthew 7:24-27

Luke 6:47-49

New cloth on an old coat

Matthew 9:16

Luke 5:36

New wine in old wineskins

Matthew 9:17

Luke 5:37-8

The sower

Matthew 13:1-23

Luke 8:47-49

Mark 4:1-9

The growing seed

Mark 4:26-29

Weeds

Matthew 13:24-30, 36-43

The mustard seed

Matthew 13:31-32

Luke 13:18-19

Mark 4:30-32

The leaven

Matthew 13:33

Luke 13:20-21

Hidden treasure

Matthew 13:44

Pearl of great price

Matthew 13:45-46

The net

Matthew 13:47-50

The unmerciful servant

Matthew 18:23-35

Workers in the vineyard

Matthew 20:1-16

Two sons

Matthew 21:28-32

The wicked tenants

Matthew 21:33-46

Luke 20:9-19

The marriage feast

Matthew 22:1-14

Luke 14:15-24

The wedding garment

Matthew 22:11-14

Ten bridesmaids

Matthew 25:14-30

The talents

Matthew 25:14-30

Sheep and goats

Matthew 25:31-46

Two debtors

Matthew 25:31-46

Luke 19:12-27

The good Samaritan

Luke 10:29-37

The persistent friend

Luke 11:5-8

The rich fool

Luke 12:16-21

The servants who waited

Luke 12:35-48

The barren fig tree

Luke 13:6-9

The last seat

Luke 14:7-11

The great supper

Luke 14:15-24

The lost sheep

Luke 15:3-7

The lost coin

Luke 15:8-10

The prodigal son

Luke 15:11-32

The prudent steward

Luke 16:1-13

Rich man and Lazarus

Luke 16:19-31

The persistent widow

Luke 18:1-8

Pharisee and tax collector

Luke 18:9-14

Used by permission, Religion Time Savers, Lumino Press 2011

Mark 12:1-12

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Stations of the Cross (Traditional) 1.

Jesus is condemned to death.

2.

Jesus is made to bear the cross.

3.

Jesus falls for the first time.

4.

Jesus meets his mother.

5.

Simon of Cyrene helps Jesus carry his cross.

6.

Veronica wipes the face of Jesus.

7.

Jesus falls the second time.

8.

Jesus speaks to the women of Jerusalem.

9.

Jesus falls for the third time.

10.

Jesus is stripped of his garments.

11.

Jesus is nailed to the cross.

12.

Jesus dies on the cross.

13.

Jesus is taken is taken down from the cross.

14.

Jesus is placed in the tomb.

Notes Pilgrims travelled to the Holy Land to walk in the footsteps of Jesus from the earliest years of the Christian Church. When it became difficult for large numbers of pilgrims to visit the Holy Land, the tradition grew that reconstituted the last steps of Jesus.

The first Stations of the Cross was at the Church of St Stefano, Bologna, in the fifth century. The practice was popularised by the Franciscans in the Middle Ages.

The number of stations and the focus of each one was not settled until the 18th century.

These traditional lists of stations combine biblical material with Christian legends about Jesus’ Passion. In recent times, alternative lists of the stations have been proposed that select only biblical material.

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Mary in the New Testament Luke 1:26-38 Luke 1:39-56 Luke 2:1-7 Luke 2:21-38 Luke 2:41-52 Luke 4:16-30 Luke 8:19-21 Acts 1:13-14

The Annunciation to Mary Mary visits Elizabeth The birth of Jesus Mary takes Jesus to the Temple Mary and Joseph lose Jesus in Jerusalem Jesus is rejected in Nazareth Jesus’ family visits him Mary in the early Church community

Luke provides a highly positive portrait of Mary. Mary is shown as a model of all things an ideal disciple of Jesus should be. She is portrayed as a woman of strong faith in God who cooperates with God’s will for her. She experiences joys and sorrows, griefs and anxieties about her son and what happens to him.

Mark 3:31-35

Mary and her family visit Jesus during his public ministry

Mary is cast in a negative light in Mark and mentioned only briefly in this gospel. Mary is shown as a leader of Jesus’ family. Jesus is shown as being rejected by his home village of Nazareth (Mark 6:1-6). While Mary is not specifically mentioned in this incident, Mark relates the story of Jesus reaching out beyond his home and immediate family.

John 2:1-11 John 19:25-27

Mary and Jesus attend a wedding in the neighbouring village of Cana Mary witnesses Jesus’ crucifixion

John refers to Mary as the “Mother of Jesus” and never uses her name. Mary encourages Jesus to begin his public ministry at the wedding feast at Cana. Close family ties between Jesus and Mary are emphasised. Mary is shown at the foot of Jesus’ cross.

Matthew 1:18-25 Matthew 2:13-21 Matthew 12:46-50 Matthew 13:53-58

The birth of Jesus Mary, Joseph and Jesus flee to Egypt Jesus’ family visit him Jesus is rejected at Nazareth

Matthew provides a positive portrait of Mary who is shown as initially vulnerable because her pregnancy outside marriage could bring shame on her family. She is shown as the one who fulfils the ancient Jewish promise that a virgin would conceive a son who would be called Emmanuel (God with Us).

Used by permission, Religion Time Savers, Lumino Press 2011

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Start to read and enjoy the Bible Did you know that the Bible is the all-time best seller and most widely read book in the world?

The Bible is quoted more often than any other piece of literature and has had more influence on our language, customs and the laws than any other book ever published.

Finding God’s answers to personal problems Why has the Bible been so popular for so long? Because in it God speaks to our needs and gives us answers. Jesus said, “Come to me, all you who are weary and burdened and I will give you rest” (Matthew 11:28). The Apostle Peter wrote, “Cast your anxiety on Him (God) because He cares for you” (1 Peter 5:7). Even though the Bible is an ancient book its message is very important and relevant. In fact that’s one of the main reasons for its continued, consistent popularity. The following table lists some of life’s most common troubles and where to find answers from the pages of the Bible:

Where to find help when you are: Afraid Psalm 34:4, Matthew 10:28, 2 Timothy 1:7, Hebrews 13:5,6 Anxious Matthew 10:16-39, Philippians 4:6, 1 Peter 5:6,7 Bereaved Matthew 5:4, 2 Corinthians 1:3,4 Bitter or critical 1 Corinthians 13 Defeated Romans 8:31-39 Depressed Psalm 91, Psalm 118:5-6, Luke 8:22-25 Discouraged Psalm 23, Psalm 42:6-11, Psalm 55:22, Matthew 5:11,12, 2 Corinthians 4:8-18, Philippians 4:4-7 Doubting Matthew 8:26, Hebrews 11

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Lonely Psalm 23, Hebrews 13:5,6 Needing protection Psalm 32:8, Psalm 91, Philippians 4:19 Needing guidance Psalm 32:8, Proverbs 3:5,6 Needing peace John 14:1-4, John 16:33, Romans 5:1-5, Philippians 4:6,7 Prayerful Psalm 4, Psalm 42, Luke 11:1-13: John 17, 1 John 5:14,15 Sick or in pain Psalm 38, Matthew 26:39, Romans 5:3-5, 2 Corinthians 12:9,10, 1 Peter 4:12, 13,19 Sorrowful Psalm 51, Matthew 5:4, John 14, 2 Cor. 1:3,4, 1 Thessalonians 4:13-18

Facing a crisis Psalm 121, Matthew 6:25-34, Hebrews 4:16

Tempted Psalm 1, Psalm 139:23,24, Matthew 26:41, 1 Corinthians 10:12-14, Philippians 4:8, James 4:7, 2, Peter 2:9, 2 Peter 3:17

Faith fails Psalm 41:9-13, Luke 17:3,4, Romans 12:14,17,19,21, 2 Timothy 4:16-18

Thankful Psalm 100, 1 Thessalonians 5:18, Hebrews 13:15

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In trouble Psalm 16, Psalm 31, John 14:1-4, Hebrews 7:25 Worried Matthew 6:19-34, 1 Peter 5:6,7

Teachings about some of life’s problems:

Revenge Matt. 5:43 -48 Worldliness 1 John 2:15-17

Christian virtues and character: Abundant life John 10:10

Adversity Matthew 10:16-39

Cleanliness 2 Cor. 7:1

Anger Matthew 5:22-24

Contentment 1 Timothy 6:6

Anxiety Matthew 6:19-34

Courage Psalm 27:14

Conceit Luke 18:9-14

Diligence Romans 12:11

Death John 11:25,26

Endurance Luke 21:9-19, 2 Timothy 2:3

Doubt Matthew 14:28-31

Faith Matthew 8:5-13, Mark 11:22-24

Enemies Matthew 5:43-48

Faithfulness Matthew 25:23

Excuses Luke 14:15-24

Forgiveness Mark 11:25,26, Ephesians 4:31,32

Extravagance 1 Timothy 6:7-12 Faultfinding Matthew 7:1-5 Fear Luke 12:5 Greed Luke 12:15-31

Freedom John 8:31-36 Fruitfulness John 15:1-8 Godliness Titus 2:11-14

Hatred Matt, 5:43-48 Judging Matthew 7:1 Pride 1 John 2:15-17 Your school name

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s r e y a Pr The Apostles’ Creed The Ten Commandments (Paraphrased and with “We” Instead of “You”) We shall have no other Gods (Ex 20:2–3) We shall not worship idols (Ex 20:4) We shall not misuse the name of God (Ex 20:7) We shall keep the Sabbath Day holy (Ex 20:8) We shall honour our parents (Ex 20:12) We shall not commit murder (Ex 20:13) We shall not commit adultery (Ex 20:14) We shall not steal (Ex 20:15) We shall not give false testimony (Ex 20:16) We shall not covet (Ex 20:17)

I believe in God, the Father almighty, Creator of heaven and earth, and in Jesus Christ, his only Son, our Lord, who was conceived by the Holy Spirit, born of the Virgin Mary, suffered under Pontius Pilate, was crucified, died and was buried; he descended into hell; on the third day he rose again from the dead; he ascended into heaven, and is seated at the right hand of God the Father almighty; from there he will come to judge the living and the dead.

I believe in the Holy Spirit, the holy catholic Church, the communion of saints, the forgiveness of sins, the resurrection of the body, and the life everlasting.

Sign of the Cross

Amen.

In the name of the Father, and of the Son, and of the Holy Spirit. Amen.

Family

Hail Mary Hail Mary, full of grace, the Lord is with thee.

Blessed art thou among women, and blessed is the fruit of thy womb, Jesus.

Holy Mary, Mother of God, pray for us sinners, now, and at the hour of our death.

Amen.

Glory be to the Father Glory be to the Father, and to the Son, and to the Holy Spirit.

As it was in the beginning, is now, and ever shall be, world without end. Amen.

May our family, Lord, be the place where each person is fully realised; where all our hope for the future is nourished, where fidelity is fostered, life honoured a sign to all believers of the depth of God’s love.

May we realise that good is in action, not simply an intention, and strive for the ultimate horizons which are always before us.

Friends Father, guide us in the selection of friends and give us the wisdom to choose well.

Bless us with strong friendships and help those who have no friends.

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Prayers Help us to find friends who love us in spite of our faults;

to overcome my habit of rushing into things and causing hurt to others and myself.

Friends who encourage us to be worthwhile and help us be mindful of their best interests. Amen.

Oh Jesus, slow me down, and help me to become more reflective, and to think more about others than myself.

Morning Offering

Morning Prayer

Father, thank You for a night of rest and for the gift of this new day.

• Make the sign of the cross and say: In the name of the Father and of the Son and of the Holy Spirit. Amen.

We thank You for being with us to give meaning to what we do.

Thank You for loving us and for giving us courage to share your love with those we meet today. Amen.

Give me also determination to do what pleases You, and to preserve in it until the end.

• You can also say this prayer: Thank you, Father in heaven, through your Son Jesus Christ, for protecting me all night from harm and danger.

• Protect me today from all sin and evil, so that everything I do will please you.

I put myself and all I have into your hands.

Send your holy angel to be with me, so that the devil will have no power over me. Amen.

Patience

Evening Prayer

Sometimes, Lord, I get carried away and I do or say things I should never think of doing or saying. I’m so impulsive, Lord, and when I do things impulsively without any thought of the consequences, I always regret my own thoughtlessness.

• Make the sign of the cross and say: In the name of the Father and of the Son and of the Holy Spirit. Amen.

Prayer for Sense of Vocation in Life Lord, help me to direct my life so that it will be pleasing to You. Send Your Holy Spirit into my heart, to guide me, and show me what it is You want from me.

Lord, give me some of Your patience.

Teach me to think before I act, and help me

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Then say the Apostles’ Creed and the Lord’s Prayer.

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Then say the Apostles’ Creed and the Lord’s Prayer.

• You can also say this prayer: Thank you, Father in heaven, through your Son Jesus Christ, for being good to me and protecting me today.

• Forgive me all the wrong things I have done.

Protect me tonight.

I put myself and all I have into your hands.

Send your holy angel to be with me, so that the devil will have no power over me. Amen.

Lord’s Prayer Our Father, who art in heaven, hallowed be thy name; thy kingdom come, thy will be done on earth as it is in heaven.

Give us this day our daily bread, and forgive us our trespasses, as we forgive those who trespass against us; and lead us not into temptation, but deliver us from evil.

Prayer of the blind man at Jericho Luke 18:38 Prayer of the repentant thief Luke 23:42 The Beatitudes Matthew 5:3-11 Prayer of the centurion at Capernaum Matthew 8:8 Triumphal entry into Jerusalem Matthew 21:9 Jesus’ agony in the garden of Gethsemane Mark 14:36 Christ, first born of the dead Colossians 1:11-20 Paul’s blessings in Christ Ephesians 1:3-10 Paul’s blessing of glory Romans 15:5-6 Paul’s blessing of peace Philippians 4:7-9

Prayers in the New Testament

Paul’s prayer of thanksgiving 1 Corinthians 1:4-5, 8

The Magnificat (Mary’s prayer of praise) Luke 1:46-55

Song of the suffering Christ 1 Peter 2:21-24

Prayer of Simeon (Nunc Dimittis) Luke 2:29-32

Song of Moses and the Lamb Revelation 15:3-4

Song of Zechariah Luke 1:68-79 Elizabeth’s blessing for Mary Luke 1:42 Song of the angels Luke 2:14

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Australia’s

First

“Never see a need without doing something about it.”

Mary MacKillop This statement by Saint Mary MacKillop is an assertion to strive for, but a daunting one. Many of the students, staff and parent body of our Catholic Colleges see people in need. In the past year we have responded to the fire-ravaged regions and flood devastated lands with financial assistance.

The school notes the plight of some families who suffer from loss or hardship and endeavours to assist them. In the school grounds the bruised knee and suffering student is assisted by the college nurse.

We strive to respond to those in need but it is an ambitious organisation that can say they never faulted, yet that is the intention of Mary MacKillop: never miss a need.

Little wonder that she galvanised so many young women to follow her. In 30 years she attracted 1100 sisters to join her newly formed order to teach young children. Perhaps part of her magnetism 36

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was her ability to change plans, forego favourites and alter agendas to give priority to the needy.

The spirit of this motto demands our attention. When we see someone in need we must respond and stop the car, the shopping trolley, the meeting, the Mass, the planned outing or the holiday. Phew! That’s a tough call.

Prayer: St Mary MacKillop, help us to see those in need, inspire us to make a quick response.

Amen.

Lord Jesus, forgive us for the many times we have ‘walked past on the other side’.

For some of us disregard has become a habit, help us to see and respond to the needy as Saint Mary did. Amen.

Saint

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Notes

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2015 Welcome term one

YO

My goals for the term:

O UR S C H O O L LO G

My goals

Action plan

Result

My goals

Action plan

Result

My goals

Action plan

Result

My goals

Action plan

At the beginning ofResult each term: • List goals • Action plan • Record results Your school name

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January/February Subject

Homework / assignments

26 Monday

Australia Day

27 Tuesday

Term 1 Commences

28 Wednesday

29 Thursday

30 Friday

31 Saturday 01 Sunday 40

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Swimming Carnival

Term 1 Week 1

C U T

Mark 1:21-28 Capernaum is a small village on the northern shore of Lake Galilee. It was probably the home base for Jesus after he moved from his childhood home village of Nazareth sometime early in adult life. As is often the case in the gospels, Jesus is shown teaching and preaching in the local synagogue. Synagogues in Galilee in Jesus’ time were gathering places for local Jewish communities . They may have been an actual building, though some seem to have been an open public space where peop le could gather for prayer and commun ity celebrations , hear preaching on the Torah – the Jewish law – and other commun ity events. So, it is not unusual that a loca l teacher and preacher with a growing repu tatio n as a healer would be heard in the local syna gogue.

Mar k relates an intense encounter betw een Jesus and a local man who appears to be possessed by a demon spirit. The dem on spirit, speaking through the man, ques tions Jesus’ authority and his intentions – is Jesus intending to destroy people? The stor y confront s the gospel reader with basic ques tions abou t Jesus’ authority – is he on a personal ques t, or does he draw his authority from a higher source of power? In the contest with the demon spirit, Jesus prevails, impressing the people who witness the incident. His fame begins to spread.

Maybe there is something more to this man ?

Prayer Lord, we pray for the abilit y to notic e times and places in our wor ld when good actions prevail over evil. Amen.

Bible verse • Devotion Parent signature • Prayer Teacher • sign ature Important dates •

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Parent / teacher / students notes

ER

Due date

Fourth Sunday after the Epiphany

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M T W T F S S M T W T F S S 2 3 4 5 6 7 8 9 10 11 12 13 14 15

February Subject

02 Monday

03 Tuesday

04 Wednesday

05 Thursday

06 Friday

07 Saturday 08 Sunday 42

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Term 1 Week 2 Homework / assignments

C U T

Mark 1:29-39 In the ancient wor ld, many people belie ved various illnesses and irrational behaviou r were due to possession by a demon or dem ons. In the ancient Jewish wor ld, demons coul d lead people astray, cause illness, inflic t harm and were associated with physical and ritua l impurity. In the gospels, demons are portrayed as real and forceful opponents of peop le. In a wor ld where mental and physical illnes ses were not well diagnosed or understo od, special clinics for people suffering this kind of distress did not exist . These people lived in the community among family and frien ds.

Those who could exorcise demons were in high demand to alleviate the symptom s and ease the burdens on family carers. In the gospels, exorcisms are the mos t com mon type of healing miracle. It seems likely that Jesus of Nazareth had gained a repu tation for himself as a healer with the abilit y to drive out demons. In our modern wor ld we migh t ques tion the existence of supernatural spirits and their abilit y to inhabit human bod ies to make them ill or perform unsociable acts .

Nonetheless, Jesus in his culture was widely acknowledged as a person who coul d cast out demons and restore a person’s heal th. Despite the cons tant writing in the gospels abou t demons, we learn little abou t them.

Instead, the gospel authors focus on the activ ity of demons in Jesus’ wor ld. In the gospel contest between Jesus and demonic forces, Jesus always wins .

Prayer Lord, we pray for those who are afflic ted with mental and emotional distress. Ame n.

Parent signature Teacher signature 43

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Parent / teacher / students notes

ER

Due date

Fifth Sunday after the Epiphany

H

M T W T F S S M T W T F S S 9 10 11 12 13 14 15 16 17 18 19 20 21 22

February Subject

09 Monday

10 Tuesday

11 Wednesday

12 Thursday

13 Friday

14 Saturday 15 Sunday 44

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Term 1 Week 3 Homework / assignments

C U T E

Parent / teacher / students notes

ER

Due date

Transfiguration Sunday

H

M T W T F S S M T W T F S S 16 17 18 19 20 21 22 23 24 25 26 27 28 1

Mark 9:2-9 In this passage, Mar k emphasises a them e in his stor y of Jesus that recurs througho ut his gospel. The theme is the blindness of his chosen disciples . For Mar k, the ones whom Jesus chose to follow him and who rem ained closest to him cons tantly misunder stan d Jesus’ intentions for his public ministry. We see another example of this misunder stan ding in the intriguing stor y of the transfiguratio n of Jesus . Mar k tells us that Jesus took Pete r, James and John up a high mountain. There, Jesus is transfigured – his clothes become dazz lingly white, brighter than any human blea ch could make them. In addition to this extr aord inary appearance, the disciples witness the prophet Elijah and Moses, the leader of the Heb rews who saved the people from slavery under Phar aoh. What can we make of this highly symbolic scene? Moses and Elijah seem to represent the law and the prophets of Israel.

Moses, Elijah and now Jesus will be glori fied in death. But the disciples do not seem to comprehend this idea . Peter wants to make three tent s and remain on the mountain . Jesus requires them to move on, to Jerusalem , and along the way experience suffering and death.

The way of discipleship will be diffic ult.

Prayer Lord, we pray for the abilit y to see wha t is good and right in our wor ld, and not be blinded by distr actions. Amen.

Parent signature Teacher signature 45

February Subject

16 Monday

17 Tuesday

18 Wednesday

19 Thursday

20 Friday

21 Saturday 22 Sunday 46

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Term 1 Week 4 Homework / assignments

C U T E

Parent / teacher / students notes

ER

Due date

First Sunday in Lent

H

M T W T F S S M T W T F S S 23 24 25 26 27 28 1 2 3 4 5 6 7 8

Mark 1:9-15 John the Baptist and Jesus figure prom inently at the start of Mar k’s gospel. Some scholars have suggested that Jesus began his adult life as a follower of John the Baptist befo re setting out on his own with some of John’s followers .

John the Baptist is cert ainly a major char acter in the four gospels. He is mentioned 90 times in the New Test ament, and is the four th mos t mentioned char acter in the New Test ament after Jesus , Peter and Paul. Jesus and John the Baptist have many things in common . Both were seen as prophets by the peop le they met . Both men called the Jewish peop le to change their ways . Both attracted large crowds to hear their message as well as a core group of disciples . Sometimes, peop le confused Jesus and John the Baptist with each other. (Mark 8:28 ). Both men were seen as potential threats to political leaders; both were executed by those leaders. But, Jesus and John the Baptist had their differenc es. John lived a simple life in the wilderness; Jesus moved from village to village. John did not perform miracles; Jesus was known as a miracle wor ker. Jesus stopped baptising people while John continued to baptise (Joh n 4:2) .

We will never know the full extent of the connection between the two men, but both achieved, despite their humble back grounds, pivotal roles in wor ld history.

Prayer Lord, we acknowledge the role of John the Baptist in the stor y of Jesus and the faith of Christians. Amen.

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February/March Subject

23 Monday

24 Tuesday

25 Wednesday

26 Thursday

27 Friday

28 Saturday 01 Sunday 48

Your school name

Homework / assignments

Term 1 Week 5

C U T E

Parent / teacher / students notes

Second Sunday in Lent

ER

Due date

H

M T W T F S S M T W T F S S 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Mark 8:31-38 Mar k presents Jesus as another pass ionate Jewish prophet who preaches a mes sage of God’s power and the need for peop le to repent, change their ways , and follow God’s ways . Jesus accepts the core belief of his Jewish religion that God is the king of Israe l and the entire universe. But God’s rebellious creation has not responded appropriately to God’s gracious gift of creation : Satan and sin have assumed an unaccept able dominance over people’s lives . In accordance with God ’s promises, God will soon establish right ful rule by gathering a scat tered Israel back together as one holy people. This struggle again st sin and evil sometimes demands forceful actions and words from Jesus . In this speech, Jesus does not promise his followers that his way is easy, but he does assure them that the rewards are more bountiful than anyt hing they could attain in the wor ld as they know it. The way Jesus expresses his emerging plan abou t the kingdom of God, God is not style d as a fearsome, remote or disengaged king . The “good news” preached by Jesus reve als God who delights in showing the fullness of life, justice for all people and a sense of reversal in the corr upt order that has emerged in the wor ld of his time.

Prayer Lord, we pray that we are always willin g wor kers for justice and compassion.

Ame

n.

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March Subject

02 Monday

03 Tuesday

04 Wednesday

05 Thursday

06 Friday

07 Saturday 08 Sunday 50

Your school name

Term 1 Week 6 Homework / assignments

C U T E

Parent / teacher / students notes

ER

Due date

Third Sunday in Lent

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M T W T F S S M T W T F S S 9 10 11 12 13 14 15 16 17 18 19 20 21 22

John 2:13-22 Jesus stages a raucous, public demonst ration in the Jerusalem Temple early in his publ ic ministry. John recounts how Jesus fashi oned a whip of cords and proceeded to drive out the sheep and cattle and put an end to commercial trading. The image of a whip cracking Jesus has puzzled gospel read ers. The incident seems out of place –a sole exam ple of a violent response to local circumsta nces .

Jesus’ action seems to be direc ted again st the merchants conducting trading activities in the Temple. We should note that these traders provided services required by Jewish law for people who wished to wor ship in the Temple.

Money-changers took the travellers’ foreign coins and exchanged them for Jewish coins in accordance with the requirements of the Torah. In the Temple precincts , dove sellers provided birds for those seek ing puri fication by mak ing sacr ificial offer ings in acco rdance with Torah. We could think of the incid ent in the Temple as a prophetic action that symbolised God’s demand for change in the ways of the people. In Jewish tradition , these symbolic actions were a standard featu re in the repertoire of the prophets . Isaia h walked naked in public to dramatise the conq uest of Egypt and Ethiopia by Assyria and the threat the people of Israel faced (Isaiah 20:1 -6).

Jeremiah (19-20) sma shed an earthenw are jug in front of the elders and people of Jerusalem as a sign of God’s impending judgmen t.

Prayer Lord, we pray for those prophets in our wor ld who call our attention to issues of justi ce.

Amen.

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March Subject

09 Monday

10 Tuesday

11 Wednesday

12 Thursday

13 Friday

14 Saturday 15 Sunday 52

Your school name

Term 1 Week 7 Homework / assignments Adelaide Cup

C U T E

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Due date

Fourth Sunday in Lent

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M T W T F S S M T W T F S S 16 17 18 19 20 21 22 23 24 25 26 27 28 29

John 3:14 -21 John’s gospel is different in many ways from the other three – Matthew, Mark and Luke – which share many common features together.

One distinguishing feature of the gospel of John is the style of writing. John’s writing is ofte n poetic, direc t and theologically sophistica ted.

He communicates complex ideas abou t Jesus and his message in a poetic and rhythmic al fashion. We have an example of John ’s distinctive style in this passage from his gospel.

Here the rhythm and poetry are crea ted by the repetition of key words and ideas. Look at the way John uses the image of light and dark ness .

This contrasting image is repeated over and over. The rhythm compounds the idea and provides emphasis and impact. The imag e of light and dark ness is used to explain why some people rejec t God’s salvation – some people prefer dark ness (evil and corr uption) – rather than the light offered by the Son of God . This kind of writing abou t Jesus , like so muc h of John’s gospel appeals to the sense. Read ers can feel, smell, hear, touch and taste wha t John is writing abou t. For John, the invisible God can be imagined by those on earth through the power of strong, poetic images.

Prayer Lord, we pray for the abilit y to sens e and feel God’s gift of creation. Amen.

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March Subject

16 Monday

17 Tuesday

18 Wednesday

19 Thursday

20 Friday

21 Saturday 22 Sunday 54

Your school name

Term 1 Week 8 Homework / assignments

C U T E

Parent / teacher / students notes

Fifth Sunday in Lent

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Due date

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M T W T F S S M T W T F S S 23 24 25 26 27 28 29 30 31 1 2 3 4 5

John 12:20-33 This scene provides an important insig ht into how the author of John’s gospel wan ts to portray Jesus . The focus of this scen e is a conversation between Jesus and his followers abou t his death. In the gospels, Jesus is often shown as troubled and sorrowful in relation to his impending death and suffering. John paints a different picture. In John’s gospel, as he faces his impending death at the hands of the Roman authorities, Jesus appears peac eful and conf ident. He is not afraid of his fate and he stands up resolutely against those who oppose him. John does not regis ter notes of sadness or fear or distress at his inevitable fate.

Instead, John paints Jesus as a man of glory.

Jesus does not ask God to save him from his fate, but rather he requests that he be able face it so that God’s name will be glori fied. A voice from heaven replies: “I have glori fied it, and I will glorify it again”. This is not the image of a fearful victim but an image of the Son who does the wor ks his Father has given him to do for the salvation of the wor ld.

Prayer Lord, we pray for the cour age to do the things we know to be right . Amen.

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March Subject

23 Monday

24 Tuesday

25 Wednesday

26 Thursday

27 Friday

28 Saturday 29 Sunday 56

Your school name

Term 1 Week 9 Homework / assignments

C U T E

Parent / teacher / students notes

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Due date

Liturgy of the Passion

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M T W T F S S M T W T F S S 30 31 1 2 3 4 5 6 7 8 9 10 11 12

Mark 15:1-39 This reading from Mar k introduces us to one of the principal char acters in the stor y of Jesus .

Pontius Pilate was the Roman governor of Judea. His jurisdiction included Jerusalem , the city where Jesus was arrested. We know a little abou t Pilate from sources outs ide the gospels. He came to Judea in the year 26 CE and stayed there for ten year s. He lived in Caesarea Mar itima on the Mediterr anean coas t and came to Jerusalem during the great Jewish festivals, such as Passover, in order to over see security arrangements and to ensure public order when people arrived in large numbers and passions and unruly beha viour could become a feature of life. Pilate knew how to keep tight control over the affai rs of the local population. He allowed the Jewish High Pries t and his council of elders to maintain responsibility for much of the government of the people. But, Pilat e remained in char ge on matters of life and death. Only he had the authority to condemn a Jewish person to execution. So, Jesus finds himself in the presence of Pilate, on trial for char ges that carr ied a death sentence . The trial of Jesus before Pilate is very brief . A few ques tions are posed but Jesus is reluc tant to give expansive answers; he cert ainly does not plead for his life. Pilate then enters Chri stian history by handing Jesus over to be flogged and executed.

Prayer Lord, we pray for justice for all those political prisoners who are arrested and char ged by corr upt authorities. Amen.

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March/April Subject

30 Monday

31 Tuesday

01 Wednesday

02 Thursday

03 Friday

04 Saturday 05 Sunday 58

Your school name

Homework / assignments

Term 1 Week 10

C U T H

Good Friday

ER E

M T W T F S S M T W T F S S 6 7 8 9 10 11 12 13 14 15 16 17 18 19

John 18:1-19-42 Due date

Parent / teacher / students notes

This page from John tells the stor y of the arrest of Jesus in the Garden of Geth semane, across the Kidron valley from the Jeru salem Temple. This scene is recounted in all four gospels, but John includes in his vers ion some features not mentioned by the othe rs. One element of John’s account is particula rly interesting. John says that Jesus is arre sted by a contingent of Roman soldiers and offic ers from the Jewish Temple guards. This mixed contingent of Jews and Romans is not mentioned by the other gospels auth ors who say that Jesus is arrested only by Jewi sh Temple guards sent by the chief pries ts. There is a clear conf lict in the accounts betw een John and the others. We do not really know why the accounts differ. If we accept John ’s account, there is a conspirac y between mem bers of the Jewish leadership and Roman milit ary authorities to remove Jesus from the public sphere. If we accept the others’ acco unt, Jesus’ arrest is a direc t result of members of the Jewish leadership in Jerusalem seek ing to remove Jesus . Both groups mus t have seen Jesus as a threat to the public order and the security of the Jewish nation. Which account do you think is more likely ? You migh t want to think abou t the reasons why anyone would want Jesus detained and removed from his public role.

Prayer Lord, we remember in our prayer the suffering of Jesus as he faced those who exec uted him.

Amen.

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April Subject

Term 1 Week 11 Homework / assignments

06 Monday

07 Tuesday

08 Wednesday

09 Thursday

10 Friday

11 Saturday 12 Sunday 60

Your school name

Term 1 Ends

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Due date

Second Sunday of Easter

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M T W T F S S M T W T F S S 13 14 15 16 17 18 19 20 21 22 23 24 25 26

John 20:19-31 None of the gospel authors reflects at leng th on the nature of their writing nor on their reasons for writing their gospels. A rare exception to this aspect of the gosp els comes at the end of this passage. John tells his readers why he has writ ten his gosp el: “these are writ ten so that you may come to believe that Jesus is the Messiah, the Son of God, and that believing you may have life in his name”.

This insight from the gospel author help s us to read his gospel with greater clarity and understand the meaning of his stor ies of Jesus .

First , he admits that not ever ything that Jesus did in the presence of his disciples has been recorded in this gospel. The author is not attempting to record ever y facet of Jesus’ life and career. This gospel is not meant to be a biography like we would understand such a wor k. John, for example, does not inclu de infor mation on the birth and early year s of Jesus – details we would expect to read in a modern biography. The selec tion of events included in this gospel has been guid ed by the desire to increase the faith of believers in Jesus and his message. The gospel stor ies are writ ten so that believers will have life.

It is a promise of joy and fulfilment.

Prayer Lord, we are grateful for the stor ies of Jesus’ life and career that we have in the gosp els.

Amen.

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Notes

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Your school name

2015 Welcome term two

YO

My goals for the term:

O UR S C H O O L LO G

My goals

Action plan

Result

My goals

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My goals

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My goals

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April/May Subject

27 Monday

28 Tuesday

29 Wednesday

30 Thursday

01 Friday

02 Saturday 03 Sunday 64

Your school name

Homework / assignments Term 2 Commences

Term 2 Week 1

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Fifth Sunday of Easter

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M T W T F S S M T W T F S S 4 5 6 7 8 9 10 11 12 13 14 15 16 17

John 15:1-8 Grapes and wine were features of the daily diet of Jews in Jesus’ time. People wou ld be used to seeing grape vines growing and farmers tending their vines, especially around harvest time. Jesus uses this common image of a vine to explain to his followers abou t his identity, his relationship to God the Father, and his relationship to his followers . First , in trying to understand what Jesus means by the use of the image of the vine, we need to reca ll that the idea of the people of Israel as a vine is one regularly used by biblical authors. The prophet Isiah (5:1-7) claimed that “the vineyard of the Lord of host s is the house of Israel” and many biblical authors followed this idea . So, the claim by Jesus to be the true vine and his Father the vine grower is one that build s on his Jewish beliefs and teachings. As we saw in the previous week’s reading from John , God is responsible for providing good shep herds for the people. In this reading, God is resp onsible for tending the vine and ensures an abundant supply of fruit . The wor k of the farm er who tends the vines includes pruning “to make it bear more fruit”. John’s audience wou ld hear this saying both as a warning and as a comfort: any feared persecutions –pruning –the y experienced because they followed Jesus would ensure their faith was stronger and their lives more fruit ful.

Prayer Lord, we value the care of loving peop le.

Amen.

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May Subject

04 Monday

05 Tuesday

06 Wednesday

07 Thursday

08 Friday

09 Saturday 10 Sunday 66

Your school name

Term 2 Week 2 Homework / assignments

C U T E

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Sixth Sunday of Easter

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M T W T F S S M T W T F S S 11 12 13 14 15 16 17 18 19 20 21 22 23 24

John 15:9-17 In this reflection, Jesus focuses on the idea of friendship. He tells his followers they are his friends. He explains what friendship means to him. He says that they are his friends, and not his slaves. Slaves are bound to a mas ter; they are not free. Their lives are miserable . Friends are not bound to another person; they are free. Their lives are joyful. Jesus tells his friends that he is saying these things “so that my joy may be in you and that your joy may be complete”. Jesus has already shown what he will do for his friends. John has already told his readers (John 11:3. 44) how Jesus resto red life to his friend Lazarus who had been dead for four days . Jesus’ friendship gives life to his friends. Another feature of the frien dship Jesus offer s is the abilit y for friends to spea k frank ly, even boldly, to one another. Moses was a friend of God who could speak to God with boldness (Exodus 32:11-14). Just like Moses, the friends of Jesus can speak frank ly to God “so that the Father will give you wha tever you ask in my name”. The kind of friendship that Jesus has offered his followers is to be the same kind of friendship Jesus’ followers are to show to each other: “this is my com mandment; that you love one another as I have love d you”.

Prayer Lord, we pray for our friends and all the blessings they bring to our lives . Ame n.

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May Subject

11 Monday

12 Tuesday

13 Wednesday

14 Thursday

15 Friday

16 Saturday 17 Sunday 68

Your school name

Term 2 Week 3 Homework / assignments

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Seventh Sunday of Easter

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M T W T F S S M T W T F S S 18 19 20 21 22 23 24 25 26 27 28 29 30 31

John 17:6 -19 This passage from John is in the form of a prayer to God the Father by Jesus . This passage comes towards the end of John ’s gospel, just before Jesus is arrested and executed by the Roman authorities.

In this long prayer, Jesus prays for his followers . In his prayer, he says he glorified God the Father on earth “by finishing the wor k you gave me to do”. Jesus will be glorified by God now that he has completed his wor k. Jesus will now return to eter nal life with the Father, to the same existence he had “in your presence before the wor ld existed”. Jesus sends his disciples into the wor ld to continue his wor k. His disciples are those chosen by God and who rece ived the revelation which Jesus brought.

The disciples will continue to wor k “in the wor ld” that Jesus is abou t to leave. Jesus asks God the Father to provide protection for his disciples since many “in the wor ld” do not belie ve in Jesus and are hostile to his wor k. For John’s original readers and for Christians thro ughout the centuries , this prayer of Jesus has provided comfort and re-a ssur ance. Jesus may not be with them any longer in their daily exist ence, but God’s protection endures. The followers of Jesus remain closely united to Jesus and his wor k; they also remain united with one another as they continue Jesus’ miss ion.

Prayer Lord, we pray that we will discover wor k that is fulfilling and satisfying. Amen.

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May Subject

18 Monday

19 Tuesday

20 Wednesday

21 Thursday

22 Friday

23 Saturday 24 Sunday 70

Your school name

Term 2 Week 4 Homework / assignments

C U T ER E

Day of Pentecost

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M T W T F S S M T W T F S S 25 26 27 28 29 30 31 1 2 3 4 5 6 7

John 15:26-27, 16: 4-15 Due date

Parent / teacher / students notes

In John’s gospel, Jesus is concerned to re-a ssure his followers of God’s cont inuing presence among them after he is no longer with them in their daily lives . In this reading we learn of an important feature of Jesus ’ promise to his followers . Jesus says he will send an Advocate from the Father. The origi nal Greek term recorded by John is paraclete.

This word can be translated as a verb which mea ns “to call to one’s side”. It was a term ofte n used in cour t proceedings throughout the Rom an Empire where an advocate was com missioned to assis t a person in a legal dispute.

The advocate, or paraclete, would provide support and comfort to the person experienc ing the pressure and tensions of a cour t trial.

So, Jesus uses the image of a paraclete or com forter to describe the spirit of God who will cont inue to be with the people on earth. The para clete is described in a number of places in John ’s gospel. In this passage, the paraclete is described as a witness, as one who will testify on behalf of Jesus . This testimony will match and conf irm the testimony abou t Jesus the disciples will give. The paraclete will continue Jesus’ “lawsuit” against the wor ld: “he will prove the wor ld wrong because they do not believe in me”.

Prayer Lord, we pray we can recognise signs of your comforting spirit in our wor ld. Ame n.

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May Subject

25 Monday

26 Tuesday

27 Wednesday

28 Thursday

29 Friday

30 Saturday 31 Sunday 72

Your school name

Term 2 Week 5 Homework / assignments

C U T ER E

Trinity Sunday

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M T W T F S S M T W T F S S 1 2 3 4 5 6 7 8 9 10 11 12 13 14

John 3:1-17 Due date

Parent / teacher / students notes

Spor ts fans in the United States ofte n capture the attention of television cameras whe n they hold up in the third row of a basketba ll (football, baseball, hockey…) game a sign with the message “John 3:16”. For many Chri stians, this gospel passage is central to their religious faith : “For God so loved the wor ld that he gave his only Son…”. Jewish religion cont ains many stor ies of fathers and their sons . To the Jewish audience for John’s gospel, emp hasis on the bonds between a father and his son would cert ainly trigger memories of other stor ies close to their hear ts. They would almo st cert ainly be prompted to think of Isaac , the “only son” whom Abr aham loved but was willing to sacr ifice in obedience to God ’s command. Now, in John’s gospel ther e is another stor y of an “only son” who is loved by his father who will be offered up to death for the sake of others. In John’s gospel, Jesus’ death is not primarily presented as a sacr ifice, but more as a victory over evil, and therefore a source of joy and celebration for the believers in Jesus .

Prayer Lord, we pray for fathers throughout the wor ld that their example to their child ren is one they will wish to follow. Amen.

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June Subject

01 Monday

02 Tuesday

03 Wednesday

04 Thursday

05 Friday

06 Saturday 07 Sunday 74

Your school name

Term 2 Week 6 Homework / assignments

C U T E

Parent / teacher / students notes

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Due date

Second Sunday after Pentecost

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M T W T F S S M T W T F S S 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Mark 3:20-35

Mar k tells us that Jesus was from Naz areth, a village in the southern part of Galilee.

Nazareth was small, maybe as few as 400 people in Jesus’ time. We can imagine it as the kind of place where ever yone knew ever yone else’s business and where extended family relationships meant that anyone in need was taken in and cared for. The stor y that Mar k tells abou t Jesus in this passage is set in Nazareth. At some point in his adul t life, Jesus had moved away from his home villag e, probably to live in the fishing village of Capernaum on Lake Galilee. Now, at the start of his public ministry, Jesus returns to Nazareth and is greeted by his family who still live there and the neighbours who knew him when he was young. Surprisingly, his family is not happy with the cour se his life has taken in preaching and teaching abou t the king dom of God. They try to restr ain him. The loca ls repeat what turns out to be common char ges made against Jesus during and after his public ministry: he has gone mad ; he has been possessed by a demon spirit; and, he is an agent of Satan. Jesus refu tes all these char ges.

He then goes on to claim an extr aord inary thing. His real family is not his mother and his extended network of relatives; his real family are all those who do God’s will.

Prayer Lord, we offer a prayer of thanksgiv ing for our family. Amen.

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June Subject

08 Monday

09 Tuesday

10 Wednesday

11 Thursday

12 Friday

13 Saturday 14 Sunday 76

Your school name

Term 2 Week 7 Homework / assignments Queen’s Birthday

C U T E

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Due date

Third Sunday after Pentecost

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M T W T F S S M T W T F S S 15 16 17 18 19 20 21 22 23 24 25 26 27 28

Mark 4:26-34 In chapter 4 of Mar k’s gospel, the auth or records a number of Jesus’ stor ies whe re he explains the nature of the kingdom of God, mos tly using parables – brief stor ies drawn from daily life and usually cont aining a twis t or surprise. In this chapter, many of thes e stor ies compare the kingdom of God with the mar vellous grow th of seeds and the abundant harvest that occurs at the end of the grow th cycle. In this passage, Jesus takes the example of a mus tard seed as the focus of his teaching.

The mus tard tree begins life from a very small seed. Its beginnings are small and unremar kable. But once it is establish ed, it becomes a very large shrub, indeed, greater than all other shrubs. Typically, a mus tard tree could grow up to two or three metres high. Its branches provide space for “the bird s of the air to make nest s in its shade”. For Mar k’s readers, the idea of a mus tard tree would provide some ready idea s and unde rstanding abou t God’s kingdom. While the king dom may be small now, one day it will emerge as a powerful force drawing in and sust ainin g people from all over. The coming of God’s kingdom is inevitable, so no one shou ld be discouraged or impatient abou t its arriv al. The kingdom is present among the peop le already, but God will ensure that it grows to its full extent.

Prayer Lord, we pray for the eyes to see the signs of God’s kingdom already present in our wor ld.

Amen.

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June Subject

15 Monday

16 Tuesday

17 Wednesday

18 Thursday

19 Friday

20 Saturday 21 Sunday 78

Your school name

Term 2 Week 8 Homework / assignments

C U T E

Parent / teacher / students notes

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Due date

Fourth Sunday after Pentecost

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M T W T F S S M T W T F S S 22 23 24 25 26 27 28 29 30 1 2 3 4 5

Mark 4:35-41 In the ancient wor ld, a stor m at sea was something to be feared. Imagine you are in a flimsy boat in the middle of a stor m of fierce winds, crashing waves and driving rain.

Add to your confusion a sense, held by man y in the ancient wor ld, that the sea was a sym bol of the forces of chaos and evil that stru ggle against the goodness of God. Dur ing a wild stor m, you could easily become conv inced that the forces of evil are winning the batt le. Mar k tells a stor y of a stor m on the Sea of Galilee in which Jesus and his disciples are caug ht up.

The Sea of Galilee is a prime location for a stor y abou t a stor m. Actually a fresh water lake abou t 13 kilometres long and four kilometres across at its widest point, it rests in a bowl created by surrounding hills.

Because it is quite shallow, when the winds whip down the leng th of the lake and the weather closes in, the waves rise quite shar ply. You would not wish to be out on the lake in any kind of craft .

While the disciples in Mar k’s stor y pani c, Jesus remains calm, even remaining asleep in the stern of the boat . The disciples ask him to help. He calls on the wind to cease, and calm is restored. The disciples are ama zed.

Who could this person be?

Prayer Lord, we pray for calmness and stab ility in our lives when things become chaotic. Ame n.

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June Subject

22 Monday

23 Tuesday

24 Wednesday

25 Thursday

26 Friday

27 Saturday 28 Sunday 80

Your school name

Term 2 Week 9 Homework / assignments

C U T E

Parent / teacher / students notes

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Due date

Fifth Sunday after Pentecost

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M T W T F S S M T W T F S S 29 30 1 2 3 4 5 6 7 8 9 10 11 12

Mark 5:21-43 In this stor y, an unnamed woman appr oaches Jesus . She “had been suffering from hæmorrhages for twelve year s. She had endured much under many physician s and had spent all that she had” (Mark 5:25 -6).

Here is a woman in great distress who is insis tent in her approach to Jesus . She has been let down by the “health system”– she has spen t (was ted?) all her financial resources on physicians without a successful resolutio n to her pain and suffering. Things were getting wor se, in fact. Ever yone she has appr oached has failed her. She resorts to an alter native form of health care –this one free and accessible. She approaches Jesus from behind without his awareness of her presence , touches his cloak and immediately “felt in her body that she is healed of her disea se”.

The focus of this stor y is on the woman’s health and her faith : her miraculous healing is available also to those with faith in Jesus even when Jesus is not direc tly conscious of the desired healing (the woman approach es Jesus’ without his knowledge and a cure is effec ted by her touching his garment without his knowledge of her intention) . The wom an is held up as a model of faith in the com munity.

Prayer Lord, we pray for those who suffer from chronic illnesses who experience the fear and despair. Amen.

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June/July Subject

Term 2 Week 10 Homework / assignments

29 Monday

30 Tuesday

01 Wednesday

02 Thursday

03 Friday

04 Saturday 05 Sunday 82

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Term 2 Ends

C U T E

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Due date

Sixth Sunday after Pentecost

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M T W T F S S M T W T F S S 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Mark 6:1-13 All Christians are aware of Jesus’ back ground as a carpenter from Nazareth. With the image of Jesus the carpenter so common in Christianity, we would conf idently expe ct to find a number of stor ies in the gosp els abou t Jesus’ woodworking skills . Surprisingly, this is not the case. In fact, for our knowledg e of Jesus as a carpenter we are reliant upon one sentence in all the gospels. That sent ence appears in this passage from Mar k: “Is not this the carpenter?” ask the Nazareth villag ers when Jesus returns with his disciples . The word used by Mar k is the Greek term , tekton–a wor ker in hard materials such as wood, stone and ivory. A tekton in Nazareth could help to build part s of houses – such as the roof, doors, lock s and window lattic es.

Nazareth houses were mos tly made of mud-bricks, field stones and earthen floors, so the contribu tion of a tekton was limit ed. A tekton could make ploughs and yoke s for farmers and wor k on large building projects .

The job required a fair degree of tech nical knowledge and skill, strong muscles and sweat.

When he returns to his village, Mar k records those who knew him when he was a village tekton are surprised that he has retu rned with a powerful message and ama zing achievements . They wonder abou t the source of his power.

Prayer Lord, we pray for the people who wor k with their hands to provide us with the thing s we need to live a comfortable life. Ame n.

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Notes

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2015 Welcome term three

YO

My goals for the term:

O UR S C H O O L LO G

My goals

Action plan

Result

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My goals

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July Subject

20 Monday

21 Tuesday

22 Wednesday

23 Thursday

24 Friday

25 Saturday 26 Sunday 86

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Term 3 Week 1 Homework / assignments Term 3 Commences

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Ninth Sunday after Pentecost

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M T W T F S S M T W T F S S 27 28 29 30 31 1 2 3 4 5 6 7 8 9

John 6:1-21 This stor y from John tells one of the best known stor ies from the gospels – the miraculous feeding of five thousand on the shores of the Sea of Galilee. In fact, this is the only miracle stor y that appears in all four gospels. John has some elements in his version that do not appear in the other thre e, but the plot of his stor y and the intentions of the author are mos tly similar. This stor y of feeding of a large crowd with bread and fish has an echo in the stor y of the feeding of the Hebrew slaves in the desert when they were fleeing slavery under Phar aoh in Egypt. Now , Jesus will be the one who saves the peop le by feeding them. The stor y is rich in mea ning and symbols for understanding Jesus’ mes sage of the kingdom of God. For example, Jesus takes the loaves of bread provided by the boy from the crowd following Jesus . Then, follo wing the Jewish custom of saying a prayer of blessing before shar ing a meal, Jesus offer s a prayer of thanksgiving, and then breaks the brea d for distr ibution to the people gathered around.

This series of actions: taking, blessing, breaking and giving is the same as that perform ed by a Catholic pries t at a celebration of the eucharist . This saving meal performed

by Jesus mirrors the eucharist that Christians have celebrated for centuries .

Prayer Lord, we give thanks for the food we receive and for those who helped to prepare it.

Amen.

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July/August Subject

27 Monday

28 Tuesday

29 Wednesday

30 Thursday

31 Friday

01 Saturday 02 Sunday 88

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Homework / assignments

Term 3 Week 2

C U T E

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Tenth Sunday after Pentecost

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M T W T F S S M T W T F S S 3 4 5 6 7 8 9 10 11 12 13 14 15 16

John 6:24-35 This passage in John’s gospel requires the reader to understand a stor y from the Hebrew scriptures –the Old Test ame nt as Christians call them. The stor y in the book of Exodus (chapter 16) is well known.

Moses leads the Hebrew slave people out of Egypt.

They are headed for the promised land that is flowing with milk and honey. But they seem to be marooned in the desert and the people begin to grumble. They are thirs ty and hungry.

Some think they might have been bett er off in slavery back in Egypt. These mur mur ings reach Moses. He assures the people that God will provide for them. Each mor ning after that , the people wake to find manna covering the desert floor and their camp. The man na was like “cor iander seed, white and the taste was like wafers made with honey” (Exodus 16:31).

Jesus uses this stor y of survival and divin e inter vention to explain to his followers something of his own identity. Just as God gave the Hebrew slaves bread from heaven when they were in danger of perishing , so God gives Jesus , the bread from heav en, “to give life to the wor ld”.

Prayer Lord, we give thanks for the bread we receive each day that sust ains us. Amen.

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Eleventh Sunday after Pentecost

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M T W T F S S M T W T F S S 10 11 12 13 14 15 16 17 18 19 20 21 22 23

John 6:35, 41-51 In the reflection on the previous wee k’s stor y from John’s gospel, we read the stor y of the Hebrew slave people being saved in the desert by the bread that miraculously appeared on the ground around their camp.

Stor ies of bread are common in the bible, and the readers of John’s gospel would have been familiar with many of them and the way that biblical authors used the idea of brea d to advance their idea s abou t God’s prot ection and support for the people. But ther e was another source of understanding abou t bread – people in the ancient wor ld ate lots of it.

Indeed, people in Jesus’ time ate very little else besides bread. Archaeologist s have studied the dent al remains of people from Galilee and determined from the incidence of perio dont al disea se and ground down and missing teeth that bread and grain formed their prim ary diet. Many young people suffered from iron deficiencies, so meat and fish were not common in their diet, despite the abun dance of fish available in Lake Galilee. So, brea d was what kept people alive. Mos t bread in the Galilee was made from wheat, or less commonly from the largely indigestib le millet.

Bakers were common wor kers in Galil ean villages and used ovens not unlike thos e today.

John says that Jesus was the bread of life.

John’s audience knew how essential bread was to their daily lives .

Prayer Lord, give us this day our daily bread.

Amen.

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August Subject

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Twelfth Sunday after Pentecost

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M T W T F S S M T W T F S S 17 18 19 20 21 22 23 24 25 26 27 28 29 30

John 6:51-58 This reading from John’s gospel cont inues a long section in his gospel reflecting on bread, its place in the life of the people and the repetition of the saying that Jesus is the bread of life. This stor y relies for its effec t on a misunder standing between Jesus’ mes sage abou t his role and mission and the audi ence who take his message liter ally, rather than in the way Jesus’ intended. The stor y begi ns with Jesus telling his audience that he is the living bread that came down from heaven.

This bread is Jesus’ flesh. The people who hear this statement are puzzled and confused : how can this man give his flesh for them to eat?

The confusion is based on a conf lict betw een Jesus’ use of an image to explain his role and his audience think ing he meant this imag e to be a liter al fact rather than a symbol. The original readers of John’s gospel would be awa re of the confusion. They would understan d the conf lict. In their celebrations of the eucharist , they ate the bread that promised them eter nal life with the living God. They knew they were not liter ally eating Jesus’ flesh, but they shared a belief in the eucharist and how it represented Jesus’ promises; whoever eats this bread will live forever.

Prayer Lord, we pray that we may understan d the promises of the kingdom of God with out confusion. Amen.

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John 6:56-69 A number of stor ies in the gospels relat e how some people who met Jesus , witnesse d his activities and heard his preaching, rem ained unconvinced by him. Some chose to walk away. This passage in John provides an example of people walk ing away from Jesus and his message. But, this stor y has a twis t.

The people who walk away from Jesus are among his close followers , not those who have merely expressed a passing interest.

They have already demonstrated their conf idence and faith in Jesus as God’s agent. Yet, they now decide to leave his group of followers . John tells us that those who walk away from Jesus find some of his teachings challenging: “This teaching is difficult; who can accept it?” We do not really know from John’s stor y wha t exac tly they found difficult abou t Jesus’ teac hing. We can guess that the readers for whom John wrote would have understood from their own experience that continuing to belong to the Christian Church meant they had to accept the “hard sayings” of Jesus , as well as the comforting and joyful assurances offer ed by membership of the Church.

Prayer Lord, we pray for cour age to accept the challenging events we experience in our lives .

Amen.

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Thirteenth Sunday after Pentecost

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Fourteenth Sunday after Pentecost

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Parent / teacher / students notes

Mark 7:1- 8, 14-15, 21-23 The gospels often report discussion s between Jesus and the Phar isees abou t issues of how to best inter pret the Jewish Law. In man y cases, the discussions are quite robust. Jesus is forthright abou t his views. The gosp el authors show less sympathy for the Phar isees and their perspectives on the issues being discu ssed. In this passage, Mar k relates a leng thy discussion between Jesus and some Phar isees and Jewish lawyers (known as scribes by the gosp el authors) on ques tions of Jewish law.

We need to understand a few things abou t the Phar isees to better understand this passage.

Like Jesus and his followers , the Phar isees were Jewish lay people–not pries ts–w ho were passionately committed to living acco rding to the Jewish law. The Phar isees were very popular among Jewish people of Jesus ’ day. All four gospels tell many stor ies of Jesus inter acting with, talking abou t and eatin g with Phar isees . In this passage, the dispute between Jesus and the Phar isees ranges broa dly over ques tions of Jewish law: ritual purity, laws abou t what foods can be consumed, and the obligations to offer support to othe rs. Mar k sets out Jesus’ views on these issues.

We are less well infor med by Mar k what the Phar isees thought abou t these issues. Mar k’s inten tion is to show Jesus as the authority on Jewi sh law.

Mar k presents Jesus as God’s legitimat e agent in showing people how to live an auth entic life.

Prayer Lord, we pray that we can learn how to speak with those with whom we disagree.

Amen.

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M T W T F S S M T W T F S S 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Mark 7:24-37 We have established a number of time s in these reflections that Jesus of Nazaret h was a Jew. In this stor y, we see an aspect of his Jewish herit age that we seldom see in the gospels. Jesus meets and talks to a Gen tile. A Gentile was the description given by Jews to a person who was not Jewish. One of the surprising features of the four gospels is that Jesus speaks to very few people who are not Jewish. In this passage from Mar k we read of a rare event – a meeting between Jesus and a Gentile – this time a woman who lives in the region just to the south of Galilee. The few examples in the gospels of Jesus inter acting with Gentiles mus t have caused som e to wonder whether Jesus’ message was exclusively addressed to Jews and no one else.

Mar k seems to be aware of this ques tion. The Gentile woman knows abou t Jesus .

She has a sick daughter and asks if Jesus can help her.

Eventually, Jesus agrees to help. The incident is used by Mar k to demonstrate that Jesus ’ message is indeed intended for Jews and Gentiles . Mar k’s readers can be assu red that what Jesus did for Jews , he also did for Gentiles . God’s kingdom includes all people.

Prayer Lord, we pray that we are able to reac h out to others from all walk s of life. Amen.

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September Subject

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Sixteenth Sunday after Pentecost

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M T W T F S S M T W T F S S 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Mark 8:27-38 For the early Christians, a nagging ques tion surrounded the identity of Jesus of Naz areth.

If Jesus was indeed the Messiah, the Saviour, the agent of God’s kingdom, why did he experience such an horr ific and undi gnified death–execution on a cross at the hand s of Roman milit ary authorities? Mar k tells a stor y at this mid-point of his gospel to clari fy this point. Jesus asks his disciples what peop le are saying abou t his identity. They reply with a range of mist aken idea s: some think Jesus might actually be John the Baptist who was executed by Herod Antipas. After all, Jesus and John seemed to have much in com mon in their preaching and teaching. Others think that Jesus might be one of the prophets of Israel, even one of the great prophets such as Elijah.

Interestingly, this poll of popular opin ion does not include anyone think ing Jesus is the Messiah. So, Jesus asks his disciples spec ifically, who they think he is. Peter replies that the disciples think Jesus is the Messiah. To this Jesus explains that the Messiah mus t be rejec ted by religious leaders and be executed and then rise from the dead in three days . So, Jesus conf irms what happens to him when they reach Jerusalem is all part of God ’s plan.

He is in fact the Messiah, even if the events in Jerusalem look horr ific and devoid of hope.

Prayer Lord, we pray that we can maintain hope in our lives , even when the future appe ars bleak.

Amen.

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September Subject

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Seventeenth Sunday after Pentecost

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M T W T F S S M T W T F S S 21 22 23 24 25 26 27 28 29 30 1 2 3 4

Mark 9:30-37 The middle section of Mar k’s gospel recounts the jour ney of Jesus and his followers from Caesarea Philippi in the north of the country all the way to Jerusalem in the south.

Along the way, Mar k records a number of discussions between Jesus and his followers abou t what it means to be a disciple of Jesus . In fact, Mar k uses the image of a jour ney to explain the way of discipleship: the jour ney will be long ; they will suffer along the way ; there is no place for the exercise of power or pres tige amo ng his followers ; and, the jour ney will end in death.

But, the rewards of being a disciple will be great – far greater than what a pers on could achieve in the wor ld apar t from Jesus .

Unfortunately, Jesus’ followers in Mar k cons tantly misunder stand these key teachings.

In this passage, Jesus asks his followers what they had been discussing on their way to Capernaum. This reduces them to silen ce; they had been discussing who will be the one with the mos t pres tige. Jesus places a child among them and says his followers mus t receive Jesus like they would a child who has no significant power or legal status.

To serve a child is to do a good deed without expe cting that a child can return the favour. His followers mus t be servants who cannot expect any earthly rewards for their wor k.

Prayer Lord, we pray for the wisdom and hum ility to be a servant of others. Amen.

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Mark 9:38-50 Jesus was known by people he enco untered as an exorcist. An exorcist was someone who could drive out demon spirits with pray ers and solemn rituals. In the ancient wor ld, many people believed various illnesses and irrational behaviour were caused by possessio n by a demon spirits. Today, almost no one believes this to be true. But, in Jesus’ day, peop le thought demons could lead people astray, cause illness, inflic t harm and were asso ciated with ritual impurity. This meant a faith ful Jew could not participate in the rituals of their religion while the demon remained.

So, Jesus became well known as a person who could cast out these demon spirits and retu rn the person to a full and healthy life in the community. Jesus was not the only one with the power to cast out demons. Whe n his followers tell him that someone who is not a member of their group is casting out demons in Jesus’ name, Jesus think s this is a good thing and discourages his followers from stop ping him. Jesus think s that anyone doing a good deed for others in his name will be unlik ely to speak poorly abou t him: that person will share the same reward as Jesus’ followers .

This statement shows Jesus’ toler ance towa rds those who share his goals and aspir ation s. His group is not to be an exclusive cliqu e, but rather be open and welcoming of othe rs.

Prayer Lord, we offer our prayers of thanksgiv ing for people in the wor ld who do good thing s for others. Amen.

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Eighteenth Sunday after Pentecost

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M T W T F S S M T W T F S S 28 29 30 1 2 3 4 5 6 7 8 9 10 11

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Twenty-First Sunday after Pentecost

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M T W T F S S M T W T F S S 19 20 21 22 23 24 25 26 27 28 29 30 31 1

Mark 10:35- 45 In Mar k’s gospel, Jesus seems to have trouble in getting his followers to understan d his teachings abou t the kingdom of God . In many of the stor ies Mar k relates, the disci ples closest to Jesus seem blind to his mes sage, or even obtuse abou t their part in his mov ement.

When the other gospel authors tell similar stor ies abou t Jesus’ followers , they tend to tone down this aspect of Mar k’s acco unt. In this stor y, James and John, two of the prominent male disciples whom Jesus calls from their fishing boat on Lake Galil ee early in his public ministry, now approach Jesus asking for significant leadership roles in the coming kingdom. They are seek ing power, statu s and pres tige for themselves. But Jesus has disappointing news for them. A place in God’s kingdom requires suffering. Also, it is not up to Jesus to determine who achieves statu s in the kingdom. He concludes by telling them that any of his followers who wish to be considered great mus t be a servant of others. Disc ipleship requires service and putting your self last. Mar k tells many other stor ies where the disci ples fail to understand this aspect of Jesus’ teac hing abou t the kingdom of God.

Prayer Lord, we pray for the strength to beco me servants of others. Amen.

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Twenty-Second Sunday after Pentecost

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M T W T F S S M T W T F S S 26 27 28 29 30 31 1 2 3 4 5 6 7 8

Mark 10: 46-52 In Mar k’s stor y, Jesus and his followers are mak ing their way down from their hom e in the northern region of Galilee to Jerusalem where Jesus will be executed and his disciples will scat ter. Near the end of this jour ney, Jesus meets a blind man named Bartimae us as his group is leaving Jericho. The village of Jericho is near the Jordan River and abou t 20 kilometres to the north-ea st of Jerusalem. So, the encounter occurs just as Jesus and his followers are abou t to head up into the hills towards Jerusalem. At the start of this long jour ney, Jesus had healed another, unna med blind man in a village in Galilee called Bethsaida . That healing had been mad e gradually and with some effor t on Jesus ’ part .

Now, another blind man eagerly seek s Jesus’ help. His sight is restored immediately and Bartimaeus joins Jesus on his jour ney to Jerusalem. Mar k seems to use these stor ies of miraculous healings of blind men to explain to his readers abou t faith in Jesus , the natu re of discipleship and the way that those close to Jesus can be blind to his message and intentions . These blind men are able to see clear ly what Jesus intends for them and for all those who accept his teachings.

Prayer Lord, we pray that our jour ney in life is one of insight and fine surprises . Amen.

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October/November Subject

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Twenty-Third Sunday after Pentecost

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M T W T F S S M T W T F S S 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Mark 12:28-34 Jesus of Nazareth was a Jew. He was an observant Jew who seems to have been well educated in the teachings of the Jewi sh law expressed in the Torah – the first five books of the Jewish bible. In this stor y, Mark show s Jesus contemplating a ques tion that was com monly asked of Jewish religious teachers and holy people. We need to understand a few things abou t Jewish law and culture in orde r to appreciate Mark ’s stor y. First , the Jewi sh law comprised 613 teachings. We can think of these teachings as guidance on the way to live a life in the presence of God. Twice a day, obse rvant Jews would pray the shema – the pass age from the book of Deu teronomy that begins, “Hear, O Israel, the Lord our God, The Lord is One”.

Shema is the Hebrew word for listen , or hear.

Observant Jews are commanded to listen for God’s presence in their lives and wor ld. The shema asks Jews to love the one and only God with all their hear t, soul, mind and stren gth – that is, with all available resources.

Jesus says that all 613 laws of Torah can be sum marised in two of those commandments – love of God and love of neighbour. Mark ’s stor y show s Jesus to be a gifted teacher of the Jewish law who could explain profound concepts in understandable ways .

Prayer Lord, we pray for the teachers of abilit y and care we have met in our lives . Amen.

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November Subject

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Twenty-Fourth Sunday after Pentecost

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M T W T F S S M T W T F S S 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Mark 12:38- 44 This reading from Mar k contrasts char acters who are identified by Jesus as models for how he wishes his followers to act. The first char acters mentioned in the stor y are Jewish scribes. Scribes were essentially lawy ers. They were educated in the Jewish religious law and were consulted on matters of Jewish life and culture. Jesus condemns them for their hypocrisy. Actually, he does not cond emn all Jewish scribes, just those who search for honour and pres tige for themselves among the people. Jesus think s that some of thes e religious lawyers wore fine clothing and prayed at leng th in public just so they could attract the admiration of those around them. Inste ad, Jesus points to a poor widow who dona tes all her meagre savings – two copper coin s – to the treasury of the Temple in Jerusalem . Jesus think s this offer ing to support the wor k of the Temple is tiny in comparison to the large amounts of cash donated by rich peop le around her. Yet, Jesus says the poor widow’s donation was much more significant because she gave ever ything she had, while the rich people gave from their abundance. Mar k uses these stor ies of scribes and a poor wido w to explain what Jesus requires from his followers .

Prayer Lord, we pray for those in our commun ity who wor k for the poor and mar ginal ised without concern for their own hono ur or glory. Amen.

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Twenty-Fifth Sunday after Pentecost

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M T W T F S S M T W T F S S 16 17 18 19 20 21 22 23 24 25 26 27 28 29

Mark 13:1-8 This passage presents a puzzle that has kept scholars busy for generations. The stor y is abou t Jesus and his disciples in the Jeru salem Temple. All are admiring the grand surr ounds when Jesus tells his followers that one day, the Temple will be destroyed. Jesus tells them what meaning they will be able to appl y to this event when it occurs. He says that whe n the disciples witness wars , earthquakes, destruction and famines, they will think that the end of time has arrived. He tells them to maintain their faith and remain steady when things look grim. Now, here is the puzz le.

When Jesus was with his disciples in Jerusalem, the year was around 30 CE. In fact, the Jerusalem Temple was destroyed by the Romans in the year 70 CE. So, many scholars have wondered, did Mar k know abou t this destruction, when “not one stone will be left here upon another” ? If Mar k did know abou t this event, we might be able to say with conf idence when Mar k’s gospel was writ ten – sometime after the year 70. Or, was Mar k reporting a prediction of Jesus , and the destruction had not yet occurred whe n Mar k wrote his gospel. How would you solve this puzzle? Is this a prediction of future events, or a report of things that had already happ ened ?

Prayer Lord, we give thanks for the scripture s and the depths of meaning they cont ain. Ame n.

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November Subject

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Twenty-Sixth Sunday after Pentecost

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M T W T F S S M T W T F S S 23 24 25 26 27 28 29 30 1 2 3 4 5 6

John 18:33-37 This passage is John’s dramatic account of the confront ation between Jesus and Pont ius Pilate. Pilate was the prefect of Judea, the ultimate rank ing official of the Roman Empire stationed in that area . He was based in Caesarea Mar itima , a Mediterr anean seaside city, but he came to Jerusalem durin g the major Jewish festivals in order to supe rvise his troops and to quell any trouble that might be brewing. The Jewish authorities have sent Jesus to Pilate. The Roman authorities allow ed the Jewish high pries t and his council of advi sers to maintain responsibility for a number of law and order issues but they did not have the right to issue an execution order. Only the Rom an authorities could order a person’s deat h. The Jewish authorities, according to John , are concerned that Jesus and his followers will upset the Romans, potentially provokin ga Roman crackdown on all aspects of Jewish life.

They decide that it is better that Jesus be handed over to the Romans, rather than risk a full-scale milit ary attack on the natio n. Pilate assesses the char ges against Jesus – is Jesus a king ? Yes, but not a king of this wor ld.

In the face of dominant Roman power and impending doom, Jesus is resolute and calm. He will not bow down to the political power that Pontius Pilate represents. He maintains his commitment to the truth, right up to the point of his own death.

Prayer Lord, we pray for all political prisoners throughout the wor ld. Amen.

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November Subject

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First Sunday of Advent

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M T W T F S S M T W T F S S 30 1 2 3 4 5 6 7 8 9 10 11 12 13

Luke 21:25-36 This passage presents some of the mos t complex material in the whole of Luke ’s gospel. Jesus is look ing to the future and what it means for those who follow him. This style of writing in the gospels is complex because it combines stor ies abou t Jesus and his public ministry with perspectives of the gosp el authors who are writing these stor ies abou t sixty year s later. The gospel authors have knowledge of what has occurred in the decades since Jesus’ public ministry.

They take this knowledge of subsequent events and write them back into the stor y of Jesus . In their stor ies, then, Jesus is shown havin g knowledge of what occurs after his death and resurrec tion. Jesus tells his disciples that armies will surround and destroy Jerusalem and the Temple (they did) . He says that Chri stians will be persecuted for believing in Jesus (they were). He says that when his followers see these things happening, they should know that the kingdom of God is near. These stro ng sayings abou t the end times were desig ned to comfort the followers of Jesus who saw their wor ld changing and felt that God had abandoned them. Luke’s stor ies offer support, assurance and comfort.

Prayer Lord, we pray that we will maintain hope and cour age in times of stress. Amen.

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November/December Subject

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Second Sunday of Advent

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M T W T F S S M T W T F S S 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Luke 3:1-6 The author of Luke’s gospel shows a greater interest in history than the other gosp el writers. In this gospel passage, we see Luke’s interest in history coming through. He begins his stor y of Jesus’ public ministry by locating it accurately in his time and place – like any good historian would do. Luke follows the example set in Mar k’s gospel: Jesus’ public mini stry will be introduced to the wor ld through the preaching of John the Baptist. Unlike Mar k, however, Luke the historian identifies the major figures who exercise authority in the region where John the Baptist and Jesus will preach and teach. Luke identifies the year as the fifteenth in the reign of Tiberius Caesar (which would be around 28 or 29 CE) . Herod Antipas is the Jewish ruler of Galilee, Jesus’ home region whose authority to rule his Jewish subjects is given by Caesar. Pont ius Pilate is the Roman prefect of Judea, a region to the south of Galilee. Annas and Jose ph Caiaphas are High Pries ts located in Jerusalem.

The High Pries t was the supreme auth ority in Jewish religion. But more than historical timing is involved here. At the end of the gosp el, Luke will relate how all these figures of authority will be involved in the exec ution of Jesus in Jerusalem.

Prayer Lord, we pray that leaders from all walk s of life exercise their responsibilities with justi ce and mercy. Amen.

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December Subject

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Term 4 Week 9

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Third Sunday of Advent

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M T W T F S S M T W T F S S 14 15 16 17 18 19 20 21 22 23 24 25 26 27

Luke 3:7-18 In this passage from Luke’s gospel, the author tells how John the Baptist prepares the way for Jesus as the Messiah. Some peop le who meet John the Baptist think that he is the Messiah, but Luke tells us that he poin ts to Jesus and identifies him as the prom ised saviour of the people. We probably should not be too surprised if people who met both men had difficulty separating them. They shared much in common. Both John and Jesus will meet violent deaths at the hands of authorities who feel threatened by their public teaching and wor k among the people. Both John and Jesus stand in the tradition of the prop hets of Israel who called on all the people to live their lives with compassion and justice. Both Jesus and John are God’s agents who trave l around the country preaching God’s message of hope and redemption. The message that both men preached was open to all. Both men seem to have attracted a great deal of interest and attention among the people. Crowds came to hear them speak. Some scholars won der whether at some point in his career, Jesus might have been a member of John’s group, but we will never have the evidence to conf irm this idea . In any case, the gosp el authors feature John the Baptist prom inently in their stor y of Jesus , so we can imag ine a close connection between the two men.

Prayer Lord, we pray for the abilit y to live lives of justice and compassion. Amen.

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