1. The Catechesis of The Good Shepherd A liturgical model for the teaching of scripture. Presented by Cindy Plater Student number S0017186

2. Contents of presentation What is Catechesis ? Who developed the model? Influences behind the development of the Catechesis of the Good Shepherd. The four assumptions of a child observed by Sofia Cavalletti. How does the model work? Introduction video The Atrium. Possible links to Religious Education curriculum. Evaluation.

3. What is Catechesis? Catechesis: Origin from the mid 18 th century from Latin and Greek as ‘oral instruction’ (Oxford online dictionary) Catechism: Is defined as ‘a summary of the principles of a religion in the form of questions and answers’ (Australian Concise Oxford Dictionary, 2004) Based on these definition we begin to see how the model is based on oral instruction in religious education, using both questions and answers. The Catechesis of the Good Shepherd is a way of teaching people religion based on Catholic beliefs.

4. Who developed the Catechesis of the Good Shepherd? Sofia Cavalletti – born August 21, 1917 in Rome. Died 2011 Through the preface written by Jerome Berryman cited in Sofia Cavalletti ‘The Religious Potential of the child’ (1973) he describes how the very room where Cavalletti was born and then became her study from which she worked from. Hewbew scholar who was influenced by the work of Maria Montessori and Eugenio Zolli. 1954 Cavalletti was approached by a friend to teach religion her seven year old son. Through Cavalletti’s teaching of religion to children her work was noted by a teacher Miss Costa Gnocchi at a Montessori school in Rome. Since 1954 partnership of teaching with Gianna Gobbi who was teacher and lecturer in the Montossorian ways (Berryman, 1973 cited in Cavalletti).

5. Maria Montessori (1870 – 1952) Overcame adversity to become one of the first female physicians. Work with children with disabilities and who were often labelled ‘defective’ or ‘idiot’ children through her work in the asylum in Italy. This is where she first began her interest in children’s cognitive and physical development. 1907 set up a program to care for children of migrant workers in slum areas of Rome. The Children’s House began. The rooms were furnished by Montessori with child sized furniture and materials are placed at the child’s level. Open rooms that children were able to explore (indoor and outdoor areas). Children enjoy purposeful play that was often based on household routines or roles. Influences

6. Maria Montessori (1870 – 1952) Continued Isaacs (2007) lists the observations by Montessori as children: being capable of extended periods of concentration enjoying repetition and order having self motivation delighting in silence, harmony of the environment. Children develop in stages that can be linked to physical and cognitive levels: 1. The absorbent mind from conception to 6 years ( birth to 3 years unconscious absorbent, 3 – 6 years conscious absorbent) 2. Childhood - 6 years to 12 years 3. Adolescence – 12 years to 18 years Montessori approach lies in the unique relationship between the respect and trust in the child's ability to construct themselves ( Isaacs, 2007).

7. Eugenio Zolli (1881 – 1956) Chief Rabbi of Rome 1940 - 1945 During the World War II Germany took over Rome and Zolli went into hiding. During this time of hiding Zolli has been remarked on as having visions of Jesus and as such influenced his transition into Christianity (Goldberg, 2015). Baptised as Catholic in 1945 Hebrew professor. Zolli and Cavalletti met in her first Hebrew class as an undergraduate after the war (Berryman, 1973 cited in Cavalletti). Influences

8. The four assumptions of a child observed by Sofia Cavalletti Since Cavalletti partnership of teaching with Gianna Gobbi she observed four assumptions of children’s learning based on religious instruction. 1. Assumes that all children experience God. And as such can enter into an already existing relationship with God through scripture. 2. Children have a global experience of God through two ways. The experiences touches the child’s total being and does not function in isolation from cognitive or physical development. Natural Essential to make us human. 3. Human beings are not fully developed unless this sense of religious potential is stimulated and growing. 4. The religious language of Judeo – Christianity is very powerful and works as an agent to describe, evoke and experience God.

9. How does the model work? The model is a parish based program and therefore not for the direct use in school wide classrooms or curriculum. The three levels of learning, the learning environment and the structure of the learning. Three levels of learning are:  Level 1 (ages 3 – 6 years) Focus ‘Who is God/ Jesus?’  Level 2 (ages 6-9 years) Focus ‘What is God’s plan?’  Level 3 (age 9 -12 years) Focus ‘What is God calling me as co-worker in the Kingdom?’

10. How does the model work? (Continued) Learning environment – Atrium  Sacred space designed for children and focused on nurturing children’s Christian life (Goldberg, 2015).  Rooms near or attached to the church.  Place designed for worship and learning.  Child sized furniture, resources, figures and play items reflecting the scripture story of the Good Shepherd.  Reflecting aspects of Berryman Godly play with learning spaces for play with the symbols of the church and mass.

11. How does the model work? (Continued) Structure of learning. o Groups of children of 8-10. o Weekly attendance, 90 mins sessions Cavalletti and Coulter (1994) describe the flowing process. 1. Telling the parable 2. Listening and reflecting together 3. Proclaiming God’s Word 4. Presenting the materials 5. Praying together 6. Inviting children’s responses

12. Click on the image of the Good Shepherd and watch the introduction video.

13. Links to the Religious Education curriculum. The use of the Catechesis of the Good Shepherd in the classroom links to one part of the vision of Religious Education (see below). The teaching about religion. The second part of the vision for Religious Education is teaching people how to be religious in a particular way which involves aspects of cultural diversity and other religious beliefs. Both aspects are needed in order to challenge students to be cultural agents in the light of the Gospel and authentic witnesses to the mission of Jesus Christ in the world today (Elliott & Stower, et al 2013, p. 11). However the Catechesis of the Good Shepherd presents limitations. The model focuses on students who have prior religious knowledge and who’s family is often connected with a parish.

14. SWOT! Evaluation

15. References Cavalletti, S. (1973). The religious potential of the child. Ramsey: Paulist Press. Cavalletti, S., Coulter, P., Gobbi, G., & Quattrocchi Montanaro, S. (1994). The good shepherd and the child a joyful journey.(1994). United States of America: Catechesis of the Good Shepherd Publications. Elliott, M., Stower, L., Rush, K., Lavercombe, P., Connors, M., Robinson, J., Olley, P., … Whannell, C. (2013). Religious Education Archdiocese of Brisbane. Brisbane, Australia. Catholic Education Archdiocese of Brisbane. Goldburg, P. (2015). Lecture notes, Module 3: Models of biblical education. Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2013). Approaches to early childhood education (6 th ed.). United States Of America: Pearson.