cafod.org.uk/comeandsee Integrating Global Justice into your curriculum

Learning Objectives: by the end of the session, you will have A knowledge of the principles of CAFOD Universal Church units. 2.A chance to explore the CAFOD Universal Church units and their related resources. 3.An understanding of how these fit with your current RE programme.

CAFOD Scheme of Work – The Universal Church The Universal Church topics, written by CAFOD, provide a series of learning objectives, lesson plans, activities and resources which enable teachers to teach children about the principles of Catholic Social Teaching which is at the heart of Scripture and the tradition of the Catholic Church. The topics support schools to embed a global dimension across the whole school curriculum, referring particularly to the Catholic Ethos of the school. They provide a chance for children to learn about global justice issues and give them the chance to put their faith into action.

Catholic Social Teaching - reflection Principles of Catholic Social Teaching

How are the units structured? The units are written to last 4 weeks with 2 ½ hours RE teaching per week. (In line with the Bishop’s conference guidelines) Each unit its split into 3 sections: Explore (1 week) This is the introduction to the topic where the children’s life experience is explored, the question(s) it raises are wondered at, shared, investigated and their significance reflected upon. Reveal (2 weeks) This is the heart of the unit where knowledge and understanding of the catholic faith is revealed through the word, in scripture, Catholic Social Teaching, tradition, doctrine, prayers, and Christian living. Respond (1 week) This is where the learning is assimilated, celebrated and responded to in daily life.

Units Nursery/Reception – Our world Year 1 – Neighbours Year 2 – Treasures Year 3 – Special Places Year 4 – God’s People Year 5 – Stewardship Year 6 – Common Good

Universal Church planning A look at the CAFOD plans for the Universal Church Topics.

Scriptural references at the heart of learning

Scripture background notes Matthew 25: This powerful passage in Matthew’s gospel is the last ‘big speech’ of Jesus before he dies. As if to highlight the importance of this message of Jesus to his disciples, Matthew states, “Jesus had now finished all he wanted to say”. So… listen carefully and take it seriously. It is significant that whilst Jesus is described as ‘King’, he immediately identifies himself with the hungry and thirsty, the stranger, the poor person deprived even of clothing and those who are alone in sickness or languishing in prison. Hardly the description of a king! So what kind of king is Jesus? The people on Jesus’ right, whom he calls to himself, did not realise it was Jesus in those they served and helped – they were unselfish, showing compassion towards their sisters and brothers because they felt this was the just and respectful thing to do – not because they were looking for any reward. So what is this saying to us today? Do we act out of justice or pride? Does the way we behave towards ‘the least of these’, come from the heart, or because our external actions make us look ‘good’? If you read a little further, we see that those on the left make excuses saying, ‘but we didn’t know it was YOU, Jesus!’ implying that they might have been kinder if ‘the least’ had looked different. To both of these groups, Jesus says, ‘It was me!’. Which group am I in? Should I ask myself if I am ‘choosy’ about the respect and justice I show towards my deprived and oppressed sisters and brothers – at home and abroad? Do I ‘do things’ for people overseas and ignore the needy in my class or neighbourhood? Do I neglect my suffering sisters and brothers across the world and say ‘charity begins at home’? Take a look at the work of CAFOD on respect and justice for all. Think about a person who has improved the lives of others by the work s/he has done. Look around, see the image of God in everyone...you did it to me.”

Challenging questions

Group Activity (ICT) Look at the materials on the website either through: (then click on Universal Church) Or Go to the year group that interests you and explore the resources thinking about these points: Look at the content in Explore/ Reveal /Respond FOCUS ON REVEAL How would you adapt the key questions/ suggested activities for your class? What key questions/ suggested activities would you like to add? Look at the poster for your year group. How will you use the poster over the 4 weeks? What questions does the poster evoke in you / in your children? What will the children learn by using the poster?

How can the Universal Church units be integrated into your current RE curriculum?

How can the CAFOD Universal Church topics enhance the SMSC provision in your school?

Evaluating pupils’ spiritual, moral, social and cultural (SMSC) development When considering how well the school promotes pupils’ SMSC, inspectors take into account the impact of the range of opportunities provided for them to develop their self-esteem and confidence. Defining spiritual, moral, social and cultural development Pupils’ spiritual development is shown by their: beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Pupils’ moral development is shown by their: ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues.

Pupils’ social development is shown by their: use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively interest in, and understanding of, the way communities and societies function at a variety of levels. Pupils’ cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

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