THE PROJECT

CHARGE

In 1992, the Department for Religious Education/CCD was charged with the task of developing a curriculum for parish catechetical programs (CCD)-preschool through grade eight. The development of this curriculum was to complement the one already in place for the parochial schools in the diocese which was implemented in 1987.

PREPARATION

To begin this project, dioceses from across the nation were surveyed regarding catechetical curriculum. The specific request was two-fold: 1) to see if the diocese had developed guidelines for religious education and 2) to see if the diocese would share a copy of its work. Thirty-four dioceses responded by sending copies of their catechetical curriculum materials (see subsequent list).

These documents were studied. Eight were selected for use as primary resources and eight were selected as secondary resources (see subsequent list). Selection of particular curricula as resources resided in the determination that the curriculum had the following qualities:

- Comprehensive in nature.

- Sufficient development and detail in horizontal guidelines, goals and objectives.

- Clarity and consistency in language.

- Degree of practical adaptability and applicability to the specific religious education parish - based format.

- Adequate description of overall philosophy and goals of the catechetical mission and of various components and ministries therein.

- Developed description of both the psychological profile and catechetical needs of the child on each level/in each grade.

- Clear articulation of the purpose of the document, of suggested implementation and of expected outcomes.

- Basis in solid theological/methodological/catechetical norms as established by Church teaching and norms.

In addition, each of the major publishers of catechetical materials was contacted and asked to submit the appropriate scope and sequence charts. Great care was given, as well to the examination and study of the Catholic Schools Catechetical Curriculum Guidelines which are already in place in the Diocese of Pittsburgh.

Other resources for this project were the major catechetical documents of the Church, namely: The General Catechetical Directory, The National Catechetical Directory, The Catechism of the Catholic Church, The Teaching of Christ, and The Sacraments of Initiation Policies for The Diocese of Pittsburgh.

FORMATION OF COMMITTEE

In September of 1992, a Plenary Committee was identified (see subsequent list). The committee was given the overall charge to develop the curriculum guidelines under the direction of Mr. Brian Keane, the Director of the Department for Religious Education/CCD. These guidelines would include:

- An overall introduction.

- A profile of the child on each level.

- Learner based objectives.

- Content focus on the four aims of catechesis (message, community, worship, and service) for each grade level.

- Concepts for review.

- Prayers.

- Scripture references.

- Vocabulary.

The Plenary Committee divided itself into grade-level sub-committees to begin the detailed work. Some sub-committees worked on the introductory information, others on specific grade level curricula - preschool through grade six curricula, junior high curricula, curricula for sacramental preparation, and the profile of the child.

For each grade, the message portion of the curriculum is provided in declarative statements. This component outlines in specific terms the Church teaching which the students are expected to know at the completion of each catechetical level/grade. The community, worship, and service portions are written in affective terms. This information is geared toward developing the whole child (an education of the mind, heart, and soul).

The profile of the child was developed to provide background for the catechist. A description is provided of the child at each level which includes the following components: faith, physical, social/emotional, and cognitive development. Notes are provided for the catechist at the beginning of each profile section suggesting how the catechist can appropriately foster such development in the catechetical setting. For a variety of reasons, children of mixed ages are often found in each grade level. As a result, general profiles of the child are also provided at each major level: primary, intermediate, junior high. A rationale for the importance of background considerations is provided in the Guidelines article that follows, as well as in the background for catechist section.

As this project unfolded, there was ongoing consultation with curriculum experts, as well as with special needs resource personnel. Attention was given to the cultural diversity which constitutes this local Church. The section on Background for Catechists contains an article on specific helps for catechists working with students with disabilities. The Sacraments of Initiation Policies for the Diocese of Pittsburgh were integrated into these curricula guidelines as well.

EDITING

Once the work of the subcommittees was completed, the document was edited to assure theological and catechetical completeness and consistency with regard to grammar, language, length, and style. Miss Sharon Tyborowski, Director for Catechesis was appointed to coordinate this effort. Under her direction, the document was then completely indexed to The General Catechetical Directory, The National Catechetical Directory, The Teaching of Christ (4th edition) and The Catechism of the Catholic Church. These references serve as a resource to the catechist toward adult understanding of the subject matter. Finally, appropriate notations have been made to the intersection of this document with The Sacraments of Initiation Policies for the Diocese of Pittsburgh regarding catechesis for sacraments. Notations have also been made regarding the timely introduction of the Catholic Vision of Love lesson plans within this curriculum in grades five through eight.

Upon completion of the initial editing, the project was submitted to Father Kris Stubna, Secretary for Education for the review process and ultimate approval.

These guidelines have been developed in light of the special needs and circumstances of this distinct community within our parishes. Religious education for children who attend private and/or public schools presents special challenges. The limited amount of time for catechesis our children experience in a formal setting maximizes the need for quality catechesis. Faced also with the reality that a number of our children have limited contact with our parish community outside this formal setting, it becomes a matter of extreme importance that they are nurtured in an atmosphere of welcoming and acceptance. Due to family circumstances, children sometimes attend religious education in a parish that is not their worshipping community. This can lead to further isolation and an inability to claim an identity as a Catholic. These children are often enrolled in programs which share physical space with others, whether in a parish or public facility. This can also lead to a sense of non-belonging in their parish community. Finally, their catechists, who have a deep sense of their vocation to this ministry, are often not professionally trained educators. There is a great need, then, to equip these volunteer catechists with the professional skills necessary for classroom management and developmental sensitivities.

To address these particular needs and concerns, parishes have developed various formats for religious education. In addition to the usual classroom setting in a parish school of religion model, other models for catechesis are emerging: family centered catechesis, lectionary-based catechesis, small faith sharing communities, Liturgy of the Word for children, and family neighborhood clusters. These alternative models are being studied closely to determine their effectiveness in fulfilling the catechetical mission.

These guidelines are intended to provide a basic set of expectations for each grade level. It is important to note that these guidelines state the minimal requirements of a student at a particular grade level. Although parish religious education formats vary, it is the expectation of the diocese that by the stated grade level a student would be able to articulate the foundational beliefs expressed.

The National Catechetical Directory offers us an integrated vision of catechesis. "This ministry is trinitarian and christocentric in scope and spirit, consciously emphasizing the mystery of God and the plan of salvation which leads to the Father through the Son, in the Holy Spirit...The most important task of such catechesis is to provide, through the witness of committed adults, an environment in which young people can grow in faith" (NCD #47, CCC #426).

The four dimensions of catechesis provided in the National Catechetical Directory remind us that the formation of a Catholic person is the privilege and responsibility of the entire community. Thus, every religious education program should include:

THE MINISTRY OF WORD The source of catechesis, which is also its content, is one: God's word, fully revealed in Jesus Christ and at work in the lives of people exercising their faith under the guidance of the magisterium (GCD #45, CCC #5, CCC #2688). "At the heart of catechesis we find the Person of Jesus of Nazareth" (CT #5). The primary and essential object of catechesis is the mystery of Christ. The character of catechesis has the two-fold objective of maturing the initial faith and of educating the true disciples of Christ by means of a deeper and more systematic knowledge of the person and mission of our Lord Jesus Christ (CT #19). All good catechesis inspires the disciple to search for even greater knowledge. It is vital to hand on to our children a knowledge of the faith that is reasonable and provides for them a source of meaning for their lives. It must deal with all the essentials in a systematic way.

THE MINISTRY OF COMMUNITY "Such a community catechizes its members by its very life and work, giving witness in a multitude of ways to God's love as revealed and communicated to us in Christ" (NCD #45, CCC #7). In the formation of a disciple, the community by its very nature teaches and models what it means to be a follower of Jesus. The community supports a child's faith journey by offering an atmosphere of acceptance and welcome. In public worship the community expresses its desire to become more and more the visible sign of the presence of Jesus in this world. In this family the child sees, and therefore seeks, a love of the Word, a dedication to the life of service, a reverence for the living presence of Jesus Christ in the Eucharist. Practically, a community financially is called to support religious education by providing qualified personnel and resources necessary for teaching the faith. Finally, a community must always be in the process of discernment that calls forth those individuals who are given the authority to teach in the name of the parish, as well as providing the many volunteers it needs for various programs.

THE MINISTRY OF WORSHIP "The liturgy and sacraments are the supreme celebration of the paschal mystery. They express the sanctification of human life. As efficacious signs which mediate God's loving, saving power, they accomplish the saving acts which they symbolize" (NCD #44, CCC #1074). Catechesis necessarily flows from and leads to the sacraments, especially the Eucharist which is the "summit toward which all the activity of the Church is directed" and "the font from which all her power flows" (SC 10). The deepening of faith consequently leads one to a more profound appreciation of the sacraments and the need to live a full sacramental life in the Church.

THE MINISTRY OF SERVICE "Concern for and ministry to the poor, disadvantaged, helpless and hopeless are signs that the Church is a servant" (NCD #45, CCC #2443-4, 2448). The work of catechesis is to offer the vision that service to our brothers and sisters is not an option of the Christian life, but integral to the Gospel. As the 1971 Synod of Bishops reminded us, "social justice is a constitutive element of the Gospel message." All catechetical activity should include opportunities for serving the Church, at the local, national, and the universal levels, as well as serving the needs of our brothers and sisters everywhere.

PRESCHOOL

Theme: Our love for God's gifts and our sense of wonder grow as we become more aware of God's creation. God made each of us someone special. Each of us wonders about ourselves and other living things. ALL people and living things can be signs of God's goodness to us.

GIVEN THE COGNITIVE LEARNING EXPERIENCES DEVELOPING THE MESSAGE - AND THE COMMUNITY, WORSHIP, AND SERVICE COMPONENTS APPROPRIATE FOR PRESCHOOL, STUDENTS WILL DEMONSTRATE AT THE END OF THIS GRADE LEVEL THE FOLLOWING UNDERSTANDINGS:

MESSAGE

..We become aware of God through nature, people, and events in daily

life GCD #45; NCD #55; TTOC pp.32, 33 & 34, 38; CCC #32-34, 41, 51-53, 293.

..We are grateful to God our loving Father and Creator for all the beautiful gifts He has given us NCD #140; TTOC p.337; CCC #224, 341, 357 & 358.

..We proclaim and experience the love and care of God NCD #55, 92; TTOC pp.34, 36-37, 59; CCC #301, 303.

..As a child of God each of us shares God's life in a special way NCD #116; TTOC pp.326, 409; CCC #355, 356.

..God has something special in life for each of us to do GCD #66 & 78; NCD #177 &

180; TTOC p.316; CCC #2226.

..God made ALL people of every age, race, culture, and ability NCD #156, 157; TTOC

pp.56, 294; CCC #225, 360, 361, 1934.

..God made each of us to love Him, and be His child now and always

NCD #84, 86; TTOC p.21; CCC #1, 163, 1023.

..God has given us the ability to make and do many things NCD #17, 19, 85; TTOC

pp.57, 60 & 61; CCC #307, 2427-2428.

..God created each of us as a helper and co-worker NCD #156, 160; TTOC pp.56 & 57,

60-61; CCC #307, 372-373, 1879, 1931-1932.

..Our parents who give us life, love, care, and provide for us are a very special and

wonderful gift from God NCD #177; TTOC pp.296, 298, 299-300; CCC #2215.

..Playmates and classmates are meant to be our friends TTOC pp.56 & 57, 59; CCC

#1878, 1879.

..Friends are also gifts from God NCD #102, 158; TTOC p.59; CCC #1878, 1879.

..God is the maker of the world and of all created things NCD #51; TTOC pp.41,

42-43; CCC #338.

..God loves us and keeps us in His care at all times NCD #55, 85; TTOC pp.36 & 37;

CCC #301, 303, 305.

..God is all-loving and all-forgiving NCD #124, 125; TTOC pp.36-37, 70-71; CCC #211,

218-221, 733.

..Prayer is talking to God NCD #140; TTOC p.336; CCC #2559.

..We are called to pray every day GCD #25; NCD #140; TTOC p.343; CCC #2659,

2660.

..Jesus listened to and talked to people in a loving way NCD #53, 154; TTOC pp.109

-110; CCC #458, 459.

..Mary is the Mother of Jesus NCD #106; TTOC pp.89-90; CCC #495.

..Sacred images, e.g. statues, pictures, crucifix, are reminders of God's presence in our

lives NCD #147; TTOC pp.365-366, 499-500; CCC #1667-1668, 1674, 2132.

RESPONSE/EXPERIENCE:

COMMUNITY

.....Experience God's love for His people by celebrating feasts,

listening to Bible stories, and having conversations about God.

.....Experience love and desire to love in return.

.....Understand self as someone special.

.....Appreciate all living things as good because God made them.

.....Value good behavior as something to be imitated.

.....Realize God wants us to love people and forgive them.

.....Understand that God's presence is experienced through parents and other caring

adults.

.....Become aware of the Church as a place where God is specially present and different

members of God's family gather.

.....Understand that Jesus' feelings, e.g. happiness at being welcomed, rejection by

friends, sadness over death, are like our own.

WORSHIP

.....Value the Bible as a special book that tells us about God's love.

.....Participate in prayer through gestures, music, poetry, art, dance, story, and celebration.

.....Participate in simple spontaneous prayer and litany-type prayers,

e.g. "Thank You, God,"

"I Love You, God,"

"For my family, Lord hear our prayer."

.....Experience prayer alone and with others.

.....Become aware of the priest as a special person who represents Jesus and

leads us in prayer.

.....Participate in celebrations for special seasons, Christmas, Easter,

Thanksgiving.

.....Experience the Mass as a very special celebration of God's people.

SERVICE

.....Participate in activities that show we care for the things God made.

.....Develop ways to treat friends kindly.

.....Explore ways to care for family and friends.

.....Become aware of the need to be cooperative and share.

.....Participate in activities that are helpful at home and in class.

SCRIPTURE FOR YOUR REFERENCE

Genesis 1:1-24,31 ... Creation

Mark 10:14 ... Let the children come to Me

Matthew 28:20 ... I am always with you

Colossians 3:16b, 17 ... Always be thankful

Luke 2:4-20 ... Jesus' Birth and the Visit of the

Shepherds

John 20:1-8, 11-16 ... Easter Story

STUDENTS SHOULD BE FAMILIAR WITH THE FOLLOWING TERMS

..We belong to the Catholic Church NCD #93, 94; TTOC p.156; CCC #830-833.

..Special parts of the Church are the crucifix, altar, tabernacle, baptismal font, holy water

font, reconciliation rooms or confessionals TTOC pp. 365-366; CCC #1182-1185.

..The Eucharist is both a special meal that Jesus shares with us and a sacrifice of his

love NCD #120, 121; TTOC pp. 368, 379-380; CCC #1382-1383.

..During the Eucharist (Mass), we remember what Jesus said and did at the last supper

before he suffered and died for us on the cross NCD #120, 121; TTOC p.372; CCC

#1365.

..During the Mass, Jesus is with us in a special way NCD #120; TTOC p.368; CCC

#1373.

..God always forgives us if we ask and are sorry; God gave us a special sacrament of

penance NCD #124; TTOC pp. 424-425; CCC #1431, 1432, 1439, 1847.

..Reconciliation is a special way God shows his love and forgiveness NCD #124; TTOC p.421; CCC #1422, 1440.

..Mary is the mother of Jesus, and Joseph is his foster father NCD #106; TTOC pp. 89,

208; CCC #495, 532.

..Jesus, Mary, and Joseph are called the Holy Family TTOC p. 208; CCC #533, 564.

..Christmas celebrates the birth of Jesus NCD #144; TTOC pp. 75-76; CCC #525.

..Easter celebrates the resurrection of Jesus NCD #144; TTOC p.124; CCC #640, 642,

1169.

RESPONSE/EXPERIENCE:

COMMUNITY

.....Be aware of God's creation and recognize ourselves as unique and special parts of

creation.

.....Understand ways that God has shown us love.

.....Appreciate the different groups to which we belong.

.....Value our own family and extended family.

.....Become aware that baptism makes us part of the larger family of God.

.....Develop a sense of belonging to our parish community.

.....Participate in special events with the parish such as the patron saint's feast, holiday

customs, and blessings.

.....Become aware of ministries in the parish, i.e., pastor, parochial vicar, director for

religious education, catechist, lector, cantor, eucharistic minister, altar server.

.....Appreciate the holiness of family life.

WORSHIP

.....Participate in weekly prayer.

.....Participate in prayer services celebrating: God's creation, baptism, and

forgiveness.

.....Participate with all other Catholics in Sunday Mass where we hear God's Word

and share the body and blood of Jesus.

.....Understand the priest as the person chosen by God to represent Christ in the Church

and who leads us in prayer at Mass.

.....Participate in different forms of prayer, i.e., quiet reflection, guided

meditation, song, spontaneous, petition, thanksgiving, praise, and sorrow.

.....Participate in formal prayer.

.....Participate in activities for advent and lent to appreciate the significance of

these liturgical seasons, e.g., advent wreath, stations of the cross for

children.

SERVICE

.....Become aware of the ways people care for us.

.....Explore ways we can show we care for all of God's creation.

.....Understand that we must love ALL people, even those who are different from us.

.....Value Jesus as a model for the way we all should live.

.....Understand saints as people who lived lives of holiness and service in God's name.

.....Participate in advent and lenten activities that reach out to the

wider community.

SCRIPTURE FOR YOUR REFERENCE

Genesis 1:1-2:4 ... Creation

Luke 1:26-56 ... Annunciation

Luke 2:1-20 ... Nativity

Matthew 2:9b-11 ... Epiphany

Luke 10:25-37 ... Good Samaritan

Luke 19:1-10 ....Zaccheaus

Luke 2:40-52 ....Finding in the Temple

Mark 10:13-16 ... Jesus Blesses the Children

Luke 11:1-4 ... Lord's Prayer

Matthew 21:1-11 ... Jesus' Entry into Jerusalem

Matthew 26:26-29 ... Last Supper

Luke 22:14-20 ... Last Supper

John 20:1-18 ... Jesus Rises from the Dead and Appears to the

Disciples

Luke 24:49 ... Pentecost/Holy Spirit

STUDENTS SHOULD BE FAMILIAR WITH THE FOLLOWING TERMS

..Sin is a break in our relationship with God NCD #98; TTOC pp. 262-264; CCC #386,

1487, 1850.

..If we are sorry, and we seek God's forgiveness in the sacrament of penance, God will

always forgive us when we sin NCD #124; TTOC p.424; CCC #1847.

..God wants us to forgive others NCD #125; TTOC pp. 423-426; CCC #1469, 1829.

..Jesus gave the priest the power to forgive sins in the sacrament of

penance NCD #124; TTOC pp. 421, 424; CCC #1461, 1495.

..In the sacrament of penance we express sorrow for our sins and we are forgiven

NCD #124; TTOC p.432; CCC #1448, 1449-1460.

..Jesus gave us himself in the Eucharist at the last supper NCD #120; TTOC pp. 371- 372; CCC #610.

..In the sacrament of the Eucharist, Jesus continues to give himself to us in the bread

and wine that become his body and blood NCD #121; TTOC p.372; CCC #1333.

..We receive Jesus so that we can become more like Jesus NCD #121; TTOC p. 368;

CCC #460, 752, 1068.

..The Eucharistic Liturgy (Mass) is the most important prayer of the Church

NCD #121, 140; TTOC pp. 360-361, 368; CCC #1324.

..The parts of the Mass are: listening to God's Word, offering ourselves with Jesus to the

Father, and receiving Jesus in communion NCD #121; TTOC p.353; CCC #1346.

RESPONSE/EXPERIENCE:

COMMUNITY

.....Value the family's role of sharing life, welcoming each other,

teaching, and protecting.

.....Understand the Church as the community of Jesus' followers gathered by the Spirit.

.....Accept one's self as belonging to the family of God.

.....Value Sunday as the "Lord's day" when we gather to offer praise and thanksgiving to

God.

.....Appreciate the Prayer of the Faithful at Mass as a way of joining

our prayers with those of the local community and our Church family

throughout the world.

.....Understand there are different ministries in the Church: eucharistic ministers,

lectors, ministers of hospitality, altar servers.

.....Participate in events that honor the religious and cultural heritage of the parish such

as the anniversary of the dedication of the parish church, the feast of the patron

saint of the parish.

WORSHIP

.....Visit (tour) the Church to discover the meaning of the different areas and

objects used at Mass such as the altar, tabernacle, crucifix, chalice, paten, vestments,

baptismal font, stations of the cross, reconciliation room (confessional).

.....Establish a prayerful environment in the classroom.

.....Experience the four types of prayer: praise, thanksgiving, sorrow, and petition.

.....Pray the following:

Act of Contrition

Prayers and responses of the Mass.

.....Experience spontaneous prayer.

.....Understand the Mass as our greatest prayer.

.....Understand these parts of the Mass: we listen to God's Word, offer

ourselves with Jesus to the Father, and receive Jesus in communion.

.....Understand a genuflection before the Blessed Sacrament as a prayer of

reverence.

.....Establish a special place in the classroom for the Bible and identify

this book as God's Word.

.....Practice a daily examination of conscience.

.....Experience being reconciled to God, self, and others through the sacrament of

penance.

.....Appreciate the liturgical seasons of the Church year.

SERVICE

.....Understand that we must include ALL people in our caring and good actions

because God calls us to be responsible for others.

.....Appreciate that we are sent forth to love and serve the Lord, using the

gifts and talents God gave us.

.....Understand that the friends and followers of Jesus act in loving ways and serve others

in need.

SCRIPTURE FOR YOUR REFERENCE

Mark 12:41-44 ... The Widow's Mite

Mark 6:31-44 ... Multiplication of the Loaves

Mark 8:1-10 ... Multiplication of the Loaves

John 17:1-26 ... The Last Supper

Luke 22:7-20 ... The Last Supper

Matthew 26:26-30 ... The Last Supper

Mark 14:22-26 ... The Last Supper

Luke 22:54-62 ... Peter's Denial

Luke 24:13-35 ... Emmaus Story

John 20:19-23 ... Whose Sins You Forgive

Luke 15:11-24 ... The Prodigal Son/Loving Father

Luke 17:11-17 ... The Ten Lepers

Luke 15:1-7 ... The Lost Sheep

absolution

advent

all saints

altar

baptism

baptismal font

Bible

bishop

Blessed Sacrament

Blessed Trinity

blood of Christ

body of Christ

bread

Catholic

chalice

Christ

Christian

Christmas

communion

confess

confession

conscience

consecrate

contrition

creed

crucifix

Easter

examination of conscience

Eucharist

faith

fasting

forgiveness

genuflection

godparents

Good Friday

grace

Holy Thursday

holy week

Immaculate

Conception

Jesus

last supper

lectionary

lent

Lord's day

Mass

ordinary time

parable

parish

paten

penance

Pentecost

petition

pope

praise

prayer

priest

psalm

reconciliation

room

responsibility

resurrection

sacrament of Eucharist

sacrament of

penance

sacrifice

saint

sin

Son of God

sorrow

REVIEW PREVIOUS UNDERSTANDINGS:

... Recall the sacrament of baptism.

... Recall the Blessed Trinity and name the three persons.

GIVEN THE COGNITIVE LEARNING EXPERIENCES, DEVELOPING THE MESSAGE - AND THE COMMUNITY, WORSHIP, AND SERVICE COMPONENTS APPROPRIATE FOR SECOND GRADE, STUDENTS WILL DEMONSTRATE PRIOR TO THE CELEBRATION OF THE SACRAMENT THE FOLLOWING UNDERSTANDINGS:

MESSAGE

... God gives us the freedom to make choices NCD #101; TTOC pp. 55, 60-61, 429; CCC #1730.

... The Holy Spirit helps us to make right choices GCD #63, NCD #126; TTOC p.142; CCC #1433.

... God will always forgive us when we make wrong choices, if we are sorry NCD #125, 126, TTOC pp. 424, 425; CCC #1431, 1432.

... Sin is a break in our relationship with God TTOC p. 262; CCC #1440, 1459.

... God wants us to forgive others NCD #125, 126; TTOC p. 20; CCC #1458.

... God forgives us in many ways NCD #124; TTOC p.266, 422, 425, 426; CCC #1434-1438.

... We can say we are sorry to God with an Act of Contrition NCD #1124; TTOC pp.425-426; CCC #1451.

... The sacrament of penance is the ordinary means of sacramental forgiveness NCD #124; TTOC p.425; CCC #1424, 1484.

... There are other times we ask for forgiveness such as in the Penitential Rite in the Mass CCC #1434.

... Jesus gave us the gift of forgiveness of sins when he appeared to the Apostles after the resurrection (John 20: 19-23) NCD #124; TTOC p. 421; CCC #1441, 1444.

... The sacrament of penance is a sacrament of healing and a sign of God's mercy and love TTOC pp. 421, 422; CCC #1421, 1428.

... The sacrament of penance celebrates our conversion and God's love and forgiveness NCD #124; TTOC p.425; CCC #1423, 1428.

... The sacrament of penance welcomes us back to close friendship with God and the community NCD #99, 124; TTOC pp. 421, 422, 425; CCC #1422, 1424, 1440, 1443, 1462, 1468, 1469.

... Reconciliation frees us from sin and gives us grace, God's own life TTOC pp. 323, 422; CCC #1468, 1496.

... Reconciliation is necessary for the forgiveness of mortal sin and helpful for the forgiveness of venial sin and the strengthening of virtue NCD #124, 125; TTOC pp. 428-429; CCC #1446, 1447, 1456-1458, 1493.

... The priest is our friend TTOC pp.386-387, 389; CCC #1465.

... Jesus gave the priest the authority to forgive sins in the sacrament of penance NCD #124; TTOC pp. 423, 424; CCC #1441, 1442, 1444, 1461.

... Regular confession is a way to grow in faith NCD #124, 126; TTOC pp.427, 428-429; CCC #1458.

... We examine our conscience to prepare for penance NCD #124, 125; TTOC pp.424, 425-426; CCC #1454.

... The ten commandments are good guides for an examination of conscience NCD #105, 126; TTOC pp.426-427; CCC #1962.

... Penance is a way to make up for our sins NCD #124; TTOC p. 427; CCC #1459, 1494.

... The steps in the Rite of Reconciliation are: NCD #124; TTOC pp.432, 433; CCC #1480, 1491

* confessing our sins TTOC p.426; CCC #1448

* accepting a penance TTOC p.427; CCC #1448

* praying an Act of Contrition TTOC p.425-426; CCC #1451

* receiving absolution TTOC p.424; CCC #1449

* practice of penance TTOC p.427; CCC #1494.

RESPONSE/EXPERIENCE:

COMMUNITY

Students:

..... Realize that we can be selfish and how that selfishness affects other people.

..... Value the role of parents and teachers in making right choices.

..... Understand that there are many wrong choices shown on television and in the media and sometimes through our friends.

..... Understand that family and friends can also help us to make right choices.

..... Realize that as we grow, we learn to be more responsible.

..... Understand that God's grace changes us.

..... Understand that we cannot love God without loving the people around us.

WORSHIP

..... Understand how to examine our conscience.

..... Experience the sacrament of penance.

..... Understand the individual and communal Rites of Reconciliation.

..... Visit the reconciliation room/confessional to become familiar with it and discover the meaning of the objects and furniture in it.

SERVICE

..... Understand that the friends and followers of Jesus act in loving ways.

..... Participate in activities that show a good example to others.

..... Participate in activities to serve others as a way to show love for God and forgiveness and love for others.

SCRIPTURE FOR YOUR REFERENCE

Lk. 22:54-61 Peter's Denial

Jn. 20:19-23 Whose Sins You Forgive

Lk. 15:11-24 The Prodigal Son/Loving Father

Lk. 17:11-17 The Ten Lepers

Lk. 15:1-7 The Lost Sheep

Mt. 18:10-14 The Lost Sheep

Jn. 10:11-15 Good Shepherd

Lk. 10:25-37 Good Samaritan

Lk. 19:1-10 The Story of Zacchaeus

Mt. 13:30 Image of Wheat and Weeds

Psalm 145 Psalm of praise to God's majesty and loving

providence

Mt. 9:1-8 Cure of the Paralytic

Mk. 2:1-12 Cure of the Paralytic

John 20:19-23 Jesus gives the gift of forgiveness of sins

STUDENTS SHOULD BE FAMILIAR WITH THE FOLLOWING TERMS

absolution

baptism

bible

Blessed Trinity

Catholic

Christ

Christian

confess

confession

conscience

contrition

creed

crucifix

examination of

conscience

faith

fasting

forgiveness

Good Friday

grace

holy week

Jesus

lent

mortal sin

penance

petition

praise

prayer

psalm

reconciliation

room

rite of reconciliation

responsibility

sacrament of penance

sin

Son of God

sorrow

stations of the cross

stole

temptation

venial sin

virtue

PRAYERS

... Sign of the Cross

... Our Father

... Hail Mary

... Glory Be

... An Act of Contrition

SIP 116.1 It is the responsibility, in the first place, of parents to lead their children to eucharistic communion with appropriate preparation (CJC 914).

SIP 116.2 Parents should bring their children regularly to celebration of Sunday Mass in order to introduce them to the eucharistic celebration.

This is so for two reasons:

A. First Communion indicates that children are being integrated into the Church's eucharistic life. They must, therefore become familiar with this life in a concrete way.

B. The liturgical Year "unfolds the entire mystery of Christ" and "completes the formation of the faithful" (General Norms for the Liturgical Year and the Calendar, no. 1). Understanding the "mystery of Christ" is required for admission to Holy Communion (CJC 913); celebration of the seasons and feasts of the liturgical year is a primary means for gaining such understanding.

SIP 117 Catechists assist both the progress of the candidates and the growth of the community. (RCIA 16) They should take care that their teaching is:

A. filled with the spirit of the Gospel;

B. adapted to the signs and cycles of the liturgical year;

C. suited to the needs of the candidates;

D. thoroughly grounded in Catholic doctrine (See Nos. 134-135).

SIP 126 Candidates for First Communion are to be led to "full, conscious, and active participation" in the Liturgy of the Eucharist according to the principles of the Directory for Masses With Children. Such participation is their "right and duty by virtue of their baptism" (See Second Vatican Council, Sacrosanctum Concilium, no. 14).

WORSHIP

SIP 144 In the liturgy of First Communion, the following must be considered:

.1 The placement of the candidates in the assembly should reflect both their integration into families and the local community as well as their special presence as candidates for admission to the eucharist. This will admit of a number of practical arrangements in local circumstances.

.2 Where possible, baptismal sponsors of the candidates should be invited to take part in this celebration.

.3 In the selection of music and texts, the principles of normal, good liturgical planning should be employed and reference made to the Directory for Masses With Children and the Lectionary for Masses with Children. Preference should be given to music from the normal repertory of the parish community rather than to acclamations and songs that will not be part of regular eucharistic celebration of the children.

.4 The special focus of the candidates should be on their participation in the action of the eucharist (see No. 126). The candidates should be well prepared to sing the acclamations of the Eucharist Prayer, join in the Lord's Prayer, share the sign of peace, and partake in Holy Communion. Some of them should be involved in the presentation of the gifts (Only the bread and wine for the eucharist - and possibly an offering for the poor-are presented at this time). Other liturgical roles (e.g., greeter, reader, cantor) are better given to other competent young people and adults.

.5 "Before saying 'This is the Lamb of God,' the celebrant may briefly remind the ...children of the preeminence of the eucharist, which is the climax of their initiation and the center of the whole Christian life" (RCIA 329).

.6 Since the communion rite to which they are admitted includes the possibility of sharing in both the eucharistic bread and cup, children should be fully prepared for communion under both forms (including the chance to taste both elements in their unconsecrated form as part of their catechesis). In the Mass of First Communion, they should be able to exercise the options allowed to all communicants: reception of the host in the hand or on the tongue, and the chance to share in the cup of the Lord's blood.

.7 Patterns of the communion procession that include family members escorting the candidates to communion should never be arranged in a way that might embarrass non-communicants.

.8 Though normal decorum should prevail, no special clothing may be required of candidates for First Communion.

SERVICE

SIP 137 After the celebration of First Communion the children are to continue their journey of faith in a type of mystagogical formation.

A. In the period immediately following First Communion, an opportunity should be given for the children and their families to reflect on and enjoy the new experience of sacramental life.

B. Continued opportunities should be given for the children to experience the joyful welcome of closer ties with the community of the faithful (RCIA 246).

C. Continuing catechesis should help the new communicants to deepen their grasp of the paschal mystery through reflection on the Gospel and the teachings of the Catholic Church concerning the eucharist, and, of course, through regular sharing in the eucharist and increasing involvement in the works of charity (RCIA 244).

D. Catechesis should also continue to help the children to develop their Christian conscience, achieve increasing comfort in celebrating the Sacrament of Penance, and pursue a life of discipleship devoted to reconciliation and peacemaking.

_________________________________________________________________

SECOND GRADE - IMMEDIATE PREPARATION FOR FIRST COMMUNION

Theme:

We come to the table of the Eucharist where we eat the body and drink the blood of Jesus. We learn how to live through the Word of God. We learn how to let the Sacrament which nourishes us nourish others and, through us, give life to the world.

REVIEW PREVIOUS UNDERSTANDINGS:

...Recall the sacrament of baptism as one of the sacraments of initiation.

...Recall the Blessed Trinity and name the three persons.

GIVEN THE COGNITIVE LEARNING EXPERIENCES DEVELOPING THE MESSAGE - AND THE COMMUNITY, WORSHIP, AND SERVICE COMPONENTS APPROPRIATE FOR SECOND GRADE, STUDENTS WILL DEMONSTRATE PRIOR TO THE CELEBRATION OF THE SACRAMENT THE FOLLOWING UNDERSTANDINGS:

MESSAGE

... We bless food in our families TTOC pp. 365-366; CCC #1669, 1671.

... Jesus blessed food before He gave it to people CCC #1334-5.

... At the last supper, Jesus changed bread and wine into His body and blood TTOC pp. 353, 371-372; CCC #1323.

... We call the sacrament of the body and blood of Jesus the Eucharist GCD #58, TTOC p. 368; CCC #1328.

... The Mass is the most important prayer of the Catholic Church NCD #120, 121; TTOC pp. 352-353, 360, 368; CCC #1324.

... In celebrating the Mass, Jesus shows his care about the entire people of God TTOC p. 375; CCC #1368.

... The Eucharist is our celebration of unity, reconciliation, and peace NCD #120, TTOC pp. 375, 380; CCC #1325-6, 1393.

... In the Liturgy of the Word, we hear the Gospel stories about Jesus NCD #121, TTOC pp. 340, 399; CCC #1349.

... In the Scriptures, Jesus teaches us that he is the Bread of Life (John 6) TTOC p. 381; CCC #1338.

... In the Liturgy of the Eucharist, we remember and give thanks for Jesus' death and resurrection GCD #58; NCD #120, TTOC pp. 372-373; CCC #1328-1337.

... At Mass, Jesus is present in the Word of God and the Eucharist NCD #120, 121; TTOC pp. 360, 382; CCC #1373.

... The bread and wine of the Eucharist are consecrated by the priest; through the power of the Holy Spirit, these gifts of bread and wine truly become the body and blood of Jesus NCD #121, TTOC pp. 372, 376; CCC #1333, 1353, 1357, 1375.

PRAYERS

Sign of the Cross

Our Father

Hail Mary

Glory Be

Responses of the Mass

THIRD GRADE

Theme: The Church is the people of God, guided by the Holy Spirit, sharing the faith of the apostles in Jesus Christ. The Church continues the work of Jesus today by sharing the Good News, celebrating the sacraments and serving all God's people.

REVIEW PREVIOUS UNDERSTANDINGS:

...Recall that we become members of God's family through baptism.

...Recall that sin breaks our relationship with God and that we can be forgiven by God's grace in the sacrament of penance.

...Recall the four forms of prayer: praise, thanksgiving, sorrow, and petition.

...Recall the following prayers:

Sign of the Cross

Our Father

Hail Mary

Glory Be

Grace before and after meals (optional)

Act of Contrition

Prayers and responses at Mass

...Review the sacraments of Eucharist and penance.

GIVEN THE COGNITIVE LEARNING EXPERIENCES DEVELOPING THE MESSAGE - AND THE COMMUNITY, WORSHIP, AND SERVICE COMPONENTS APPROPRIATE FOR THIRD GRADE, STUDENTS WILL DEMONSTRATE AT THE END OF THIS GRADE LEVEL THE FOLLOWING UNDERSTANDINGS.

MESSAGE

..Jesus tells us about God's kingdom through his words and actions NCD #53; TTOC

pp. 160-161; CCC #547-550.

..Jesus invited His followers to become part of the kingdom of God NCD #53; TTOC pp. 161-162; CCC #551.

..Jesus called the apostles to be servants among his people NCD #154; TTOC pp. 170- 171; CCC #859, 876, 1506.

..Jesus chose Peter as the leader of the apostles NCD #72; TTOC pp. 169-170; CCC

#552-553.

..The Holy Spirit gathered the apostles at Pentecost NCD #92; TTOC pp. 415-416;

CCC #726.

..The Holy Spirit draws Jesus' followers together as one Christian community NCD

#70; TTOC pp. 144-145; CCC #813.

..The Church is the family of God NCD #68; TTOC p. 157, 159; CCC #804, 859, 959,

2233.

..Jesus is still present in the Church especially through the Eucharist and other

sacraments NCD #97; TTOC pp. 359-360; CCC #737, 739, 1076, 1373.

..Bishops, as successors to the apostles, are the leaders of Jesus' people today NCD

#93; TTOC pp. 392-393; CCC #857, 861-862, 877, 880, 886, 888, 893-894.

..The Pope as successor of St. Peter, the first apostle, is the head of the whole Church

NCD #69, 93; TTOC pp. 172-173; CCC #862, 881, 882.

..The Pope and bishops guard the teaching of Christ and help us to understand what we

are to believe GCD #13; NCD #104; TTOC pp. 185-187; CCC #862, 888-892.

..We are called to believe what the Church teaches GCD #63; NCD #104; TTOC

p. 243; CCC #1785.

..We are united in sharing the Eucharist, our beliefs, praying together, and sharing with

others (The Church is One) NCD #72 a; TTOC p.166; CCC #787, 788, 789, 790, 866.

..We listen to God and do what God wants by living in the way Jesus did, loving God,

and caring about others (The Church is Holy) NCD #72 b; TTOC p. 166; CCC #825, 826.

..We welcome ALL people in the whole world; God came to save all people (The

Church is Catholic) NCD #72 c; TTOC pp. 166-167; CCC #831, 835, 868.

..We obey and love the teachings of the apostles and try to live these teachings today

(The Church is Apostolic) NCD #72 d; TTOC p.167; CCC #857, 869.

..The ten commandments and the two great commandments show us how to love God

and others NCD #105; TTOC pp. 247-248; CCC #2052, 2054, 2055, 2062, 2067.

..The Apostles Creed summarizes our basic beliefs as followers of Jesus NCD #45;

TTOC p.510; CCC #167, p. 49 & 50, #187, 194, Part One, Section Two, Ch. 1-3.

..We belong to the Catholic Church, the living body of Jesus Christ today NCD

#68, 93; TTOC pp. 156 & 159; CCC #830, 833, 834.

..We honor Mary as the Mother of God and our mother; we see her as a special model

of faith NCD #106; TTOC pp. 202, 206; CCC #967.

..Stories of saints are examples of people who have responded well to God's grace

NCD #107; TTOC pp. 203-204; CCC #828, 957.

..The saints are examples of faith for us to imitate NCD #107; CCC #828.

..We ask God to show us how to use our talents and abilities best in a vocation as a

sister, brother, priest, deacon, married or single person GCD #66; NCD #94; TTOC

pp.313 & 316; CCC #873.

..Death is the beginning of living with God forever in heaven for those who are faithful

NCD #108; TTOC pp. 467, 468; CCC #1020.

RESPONSE/EXPERIENCE: COMMUNITY

.....Value that as we grow, we learn to be more responsible both for our own good and

the good of others.

.....Appreciate that belonging to the Church involves participating in the faith community

and contributing to it by our gifts.

.....Participate in celebrations that honor the religious and cultural heritage of the parish

such as the feast of the patron saint of the parish, special devotions.

.....Accept responsibility for telling others about Jesus, and building up the family of God

through works of love, justice, and peace.

.....Become familiar with the names and roles of some church leaders on the universal,

diocesan, and parish levels.

.....Understand the role of the Church in helping us to live as Jesus asks us to live.

.....Value the adults in our lives who model a life of faith (e.g. parents, teachers, priests).

WORSHIP

.....Participate with the Church community of God as we gather each Sunday

to celebrate the Good News that Jesus has died, is risen, and will return again.

.....Appreciate the various kinds of prayer, for example, praise, thanks, sorrow, and

petition.

.....Grow in understanding of the Apostles Creed.

.....Pray to Mary, our special mother.

.....Experience the rosary as a means of prayer.

.....Participate in formal, reflective, and spontaneous prayer.

.....Experience opportunities to participate in celebrations of the sacraments of Eucharist

and penance.

.....Deepen our awareness of the four Gospels as Jesus' story.

.....Experience celebrations appropriate to the liturgical seasons.

SERVICE

.....Appreciate that God calls a person to one of various vocations - married

life, religious life, priesthood, or single life.

.....Grow in awareness of the needs of others.

.....Appreciate that we must share our time and talents in ways that show our love for

God and others.

.....Accept that we are responsible for the choices we make.

.....Become familiar with a Church agency that serves the needs of the community.

.....Participate in acts of service for neighbors, friends, family.

SCRIPTURE FOR YOUR REFERENCE

Acts of the Apostles 2:42-47 ... Beginning of the Christian

Community

Acts of the Apostles 2:1-41 ... Descent of the Holy Spirit

Acts of the Apostles 8:26-40 ... Philip and the Ethiopian

John 21:15-17 ... Peter the Shepherd

..All religions that recognize the mystery of God's presence are deserving of respect

NCD #95; TTOC p.220; CCC #838-843.

RESPONSE/EXPERIENCE:

COMMUNITY

.....Appreciate that ALL persons are created in God's image.

.....Understand that all of creation reflects God's existence.

.....Value persons of every race and ability and understand they are of inestimable value

from the unborn to the elderly and terminally ill.

.....Grow in the understanding that the Holy Spirit gives us special gifts and talents for

the good of the community.

.....Reflect upon God's gift of free will and our responsibility for our own actions.

.....Grow in the understanding that sin is freely choosing to do what we know to be

wrong or omitting to do what we know is good.

.....Reflect upon personal failings and sin in relationship to Jesus' law of

love, the ten commandments, and the precepts of the Church.

.....Understand the call from God to exercise our freedom wisely by living moral lives.

.....Develop a simple method for conscience formation and moral decision making.

.....Become aware of the affects of sin that separate us from God and community.

.....Identify ways we can build up the parish family.

.....Participate in celebrations that honor the religious and cultural heritage of the

parish such as customs for saints days, special blessings for holidays and holydays.

WORSHIP

.....Appreciate the cycle of liturgical seasons, major feasts days, and holy days of

obligation throughout the Church year.

.....Establish a prayerful environment in the classroom.

.....Participate in a class level Liturgy of the Eucharist.

.....Prepare and celebrate a class level rite of the sacrament of penance.

.....Participate in prayer services celebrating: God's welcoming us into the Christian

community, God's healing and forgiving presence, and God's unending love.

SERVICE

.....Value all forms of life as a sacred gift.

.....Appreciate that all followers of Jesus are called to the ministry of service through

baptism.

.....Understand that Jesus heals others through us.

.....Appreciate that the love of Jesus continues through us to the world in the Spirit of

God.

.....Understand that all members of families have the right to be treated with love,

respect, and dignity.

.....Grow in the awareness of the continuous need for peace and justice in the world,

with some understanding of world hunger, world peace, human rights, sacredness of

life, and the need to care for the environment as God's creation.

.....Be open to the possibility of God's invitation to the priesthood or religious life.

.....Practice the spiritual and corporal works of mercy.

.....Appreciate the beatitudes as Jesus' invitation to perfection.

SCRIPTURE FOR YOUR REFERENCE

Mark 1:9-11 ... Baptism of Jesus

John 3:1-21 ... Nicodemus

Acts 2:1-4 ... Pentecost

Acts 8:15-17 ... Laying on of Hands

Galatians 5:22-23 ... Fruits of the Holy Spirit

Isaiah 11:2-3 ... Gifts of the Spirit

Mark 14:22-26 ... Last Supper

Luke 24:14-20 ... Last Supper

Luke 24:13-35 ... Emmaus Story

Luke 15:11-32 ... Forgiving Father

John 4:5-26 ... Woman at the Well

Luke 10:30-37 ... Good Samaritan

John 2:1-11 ... Wedding at Cana

Matthew 19:6 ... God has joined together

Ephesians 5:25-33 ... Love Each Other

Mark 3:13-19 ... Commissioning of the Apostles

Matthew 4:18-22 ... Call of the Apostles

Mark 6:12-13 ... Anointing with Oil

James 5:14-15 ... If anyone is ill

STUDENTS SHOULD BE FAMILIAR WITH THE FOLLOWING TERMS

absolution

advent

advocate

anointing of

the sick

apostle

baptism

beatitude

Blessed

Sacrament

Blessed

Trinity

Catholic

celibate

chrism

confirmation

consecrate

conscience

community

compassionate

creed

deacon

death

disciple

easter vigil

Eucharist

faith

fidelity

grace

gifts of the

spirit

gospel

heaven

hell

holy orders

incarnation

initiation

judgment

justice

kingdom of

God

laity

lent

liturgical year

liturgy

liturgy of the

Eucharist

liturgy of the

Word

marriage

mortal sin

mystery

ordain

ordinary time

original sin

passover

prayer

priesthood

purgatory

reconciliation

religious life

revelation

sacrament

sacramental

sacraments

initiation

sacraments

healing

sacraments

commitment

saint

sanctifier

sign

sin

symbol

ten

commandments

venial sin

viaticum

vocation

Word of God

vow

worship

_________________________________________________________________

COMMUNITY

Students Will:

1. Understand they are called to continue Christ's mission of forgiving, healing, and reconciling one another.

2. Create a family and classroom environment where each person is accepted as unique and treated justly.

3. Perceive themselves as part of the Church: the People of God, the Body of Christ.

4. Discuss the future of the Church and what the adolescent role in the Church might be.

5. Appreciate that belonging to the Church means participating in its mission.

6. Accept the invitation and responsibility to become part of parish community experiences.

7. Identify and appreciate special gifts and talents which can be used for oneself and others.

8. Understand their story in light of the story of salvation.

9. Discern the different kinds and levels of commitment determined by different relationships in the community.

10. Develop the skills necessary for building relationships and community life, such as trust, self-disclosure, and communication.

11. Realistically evaluate the limitations of their relationships.

12. Appreciate that all individual moral decisions affect their relationships with self, others, and God.

13. Examine how social ills and injustices affect the lives of all people as well as their responsibility for others even when suffering is perceived as a global experience.

WORSHIP

Students Will:

1. Experience prayer as a deepening of personal relationship with Jesus.

2. Experience various forms of prayer, such as silent meditation, prayer with Scripture, centering prayer, spontaneous prayer, formal prayer, prayer with song, and liturgy of the hours.

3. Develop a habit of daily prayer to seek guidance and discern one's vocation.

4. Plan and participate in class/school liturgies and paraliturgies, such as the rosary and stations of the cross according to the liturgical season.

5. Experience days of reflection and retreats as opportunities for personal spiritual growth.

6. Appreciate the Church's ritual life as pluralistic and multi-cultural.

7. Appreciate the need for the frequent reception of the sacraments of penance and Eucharist as a means of participating in the worship of the Church.

8. Understand the sacraments of initiation as a source of identity.

9. Have memorized the following formal prayers:

Sign of the Cross

Our Father

Hail Mary

Glory Be

Blessing Before Meals

Apostles Creed

Prayers of Aspiration

Mysteries of the Rosary

Act of Contrition

Hail Holy Queen

SERVICE

Students Will:

1. Recognize that in baptism all Christians receive a call to service.

2. Develop ways to put into practice the corporal and spiritual works of mercy.

3. Reflect on and participate in service opportunities for oneself within the parish and local community.

4. Become aware of local and global social concerns.

5. Become involved in service outreach projects, clothing and food collections, and fund-raising drives.

6. Realize how persons give witness to their faith through their work.

7. Identify traditional Catholic saints whose lives were dedicated to service.

8. Interpret the importance of modern witnesses in the Catholic Church.

_________________________________________________________________

JESUS

Theme:

Jesus became man and shared our human experience while remaining God. The Church looks upon Jesus' life, values, and teachings as the fullest revelation of God, His Father.

MESSAGE

1. Jesus as God was also man, conceived by the power of the Holy Spirit GCD #53;

NCD #89; TTOC pp.76-79, 80-81, 91, 96; CCC #464, 469, 480-482, 484.

2. Jesus is the Second Person of the Blessed Trinity GCD #47; NCD #83; TTOC

p.146; CCC #240-242, 253-255.

3. Mary is the Mother of God and model of faith GCD #68; NCD #106; TTOC pp.89,

94-95, 205-206, 499; CCC #509, 721, 722, 963, 967.

4. God called Jesus to be Messiah, bringing good news, healing, and freedom to the poor and oppressed NCD #90; TTOC p.84; CCC #713, 714.

5. Jesus redeemed us from sin and death through His sufferings, death, and

resurrection GCD #50, 54, 62; NCD #90; TTOC pp.113, 119, 120; CCC #601-603.

6. Jesus' mission was to save people from sin, to serve others, and lead them to the kingdom NCD #154; TTOC pp.20, 110-112; CCC #608, 542-545.

7. Beatitudes are a guide to the values of God's kingdom NCD #100; TTOC pp.18, 328; CCC #1716-1717.

8. Jesus gave us a new commandment of love GCD #64; NCD #154; TTOC p.248; CCC #1970.

9. Jesus miracles and parables are dramatic signs of God's power and love TTOC pp.106, 107-108, 131; CCC 546-550.

10. The Gospels are a written expression of how the early Church understood its faith experience and the Risen Christ in their lives GCD #12; NCD #53; TTOC pp.102-103, 128-129; CCC #76, 124-127, 515, 573.

11. Through the power of the Holy Spirit, Jesus is present in the Church, in the sacraments, and in the Christian community GCD #12, NCD #60f, 92, 97; TTOC pp.142, 359-360; CCC #1084-1088, 1107-1109.

SCRIPTURE STORIES TO KNOW/HEAR

1. Luke 2:22-40 Presentation in the Temple

2. Luke 19:9-10; 4:16-21; John 10:10 Purposes of Jesus' Coming

3. Mark 1:23-28 Jesus' power over evil

4. Mark 1:40-45 Jesus' compassion for others; cure of leper

Mark 6:34-44 Feeding the hungry

Mark 10:13-16 Blessing the children

5. Mark 3:13-19; Luke 5:1-11; Luke 6:12-16 The call of the Twelve Apostles, Vocations

6. Luke 11:1-4; 11:5-13 Jesus and the value of prayer

7. John 13:4-17 & 34-35; Matthew 5:43-48 & 19:20-27; Luke 10:25-27 & 6:27-49 "Following" Jesus' Way

8. Matthew 25:14-30; I Corinthians 12:4-11 Service through the use of personal talents

9. Matthew 25:31-46 Jesus' teaching on the Last Judgment

10. John 14:26; 20:19-23; Matthew 28:17-20 Jesus sends the Spirit

11. Matthew 5:1-12 Jesus' Sermon on the Mount

12. Luke 9:28-36 Transfiguration of Jesus

13. John 6:26-69 Foreshadowing of the Real Presence in the Eucharist

14. Matthew 16:15-20 Peter acknowledges Jesus as Messiah

15. Accounts of Jesus nature, miracles, and miraculous cures

16. The Gospel narrations of Jesus' death and resurrection

VOCABULARY

abba

apostle

ascension

assumption

beatitudes

conscience

covenant

disciple

evangelist

gospel

grace

incarnation

kingdom of God

messiah

miracle

new testament

parable

paschal mystery

resurrection

sacrament

trinity

_____________________________________

MORALITY AND MORAL DECISION MAKING

Theme:

Our moral life is a lived response to God's covenant love. The Catholic Christian, prompted by the Holy Spirit, makes choices by asking, "What does the mind and heart of Jesus and the Church tell us about this situation?"

MESSAGE

1. The moral life is an appropriate response to God's covenant love GCD #63; NCD #38; TTOC pp.248-252; CCC #1965-1974.

2. There is a relationship between choices and consequences and between rights and responsibilities NCD #179; TTOC pp.50, 55, 60-61; CCC #1731-1739.

3. There is a bond between freedom and truth. True freedom is the choice to embrace

God's laws TTOC pp. 251-252; CCC pp. 1731-1733.

4. Catholic moral values reflect the heart and mind of Jesus GCD #63; NCD #100; TTOC pp.240, 248-249; CCC #1813.

5. The moral life demands conforming our minds and hearts to that of Jesus Christ

NCD #99, 100, 103, 105; TTOC pp. 239-240; CCC #1694.

6. Every person has the responsibility to form his/her conscience under the inspiration of the Holy Spirit in relationship with God (prayer), the teachings of the Church, and the experience of the People of God GCD #63; NCD #103, 104; TTOC p.243; CCC #1783-1785.

7. There is objective evil TTOC pp.62, 65, 66; CCC #311 TTOC p.246; CCC #1756.

8. There are moral absolutes (right and wrong) GCD #63; NCD #101; TTOC p.246;

CCC #1756.

9. The moral law finds its permanent expression in the ten commandments NCD #105;

TTOC p. 247; CCC #2061-2064.

10. Sin is a rupture in our relationship with God that is always an intentional choice to knowingly do evil GCD #62; NCD #98; TTOC p.262; CCC #1849-1850.

11. There are both venial and mortal sins NCD #98; TTOC p.262; CCC #1855.

12. Skills, such as discernment and critical evaluation, are necessary to help students identify the cultural values that have influenced them GCD #5, 85; NCD #17-22, 103, 105, 158, 170 pt.4; TTOC pp.20-21, 53, 239, 293; CCC #1886-1888.

13. There is a Spirit-filled Catholic response to social issues such as poverty, environmental abuse, violence, and racism GCD #29; NCD #105b; TTOC pp.20-21, 431; CCC #1935-1938.

PRINCIPLES OF FAITH DEVELOPMENT

Profile of the Children

FAITH DEVELOPMENT

PRESCHOOL THROUGH KINDERGARTEN

Children

- need parents and family life as a ground for their faith

- view size, power, and position as reasons for responding to God, parents, and rules

- need to share in common language and rituals of faith

- can begin to develop a personal relationship with God, especially through prayer

- form dispositions toward the world and attitudes toward worship that will last a lifetime

- need continuity and routine to provide order to their world

- focus on images rather than reality

- need help to distinguish imagination from reality

- need assurance that scary wishes do not make bad things come true

- view events in isolation

FAITH DEVELOPMENT

PRIMARY - GRADES ONE THROUGH THREE

Children

- grow in their relationship with God particularly through prayer based on life experience

- vest great authority in parents and other trusted adults

- desire to join in the ritual of the parish community as seen in the desire to participate in penance and Eucharist

- need help in formation of conscience

- begin to sort out reality from imagination based on practical experience

- need concrete experiences to understand concepts and religious truths

- use classes and categories to order actions around them

- can begin to project themselves imaginatively into the position/situation of others

- begin to order the religious world

- view rules as inflexible

- understand reality best in story form

- identify with heroes and heroines of the Bible

- identify with the stories of the Church (lives of saints for example)

- desire to learn about people and their differences

- accept attitudes of parents, teachers, the Church, and other social institutions toward differences in people

FAITH DEVELOPMENT

INTERMEDIATE - GRADES FOUR THROUGH SIX

Children

- continue to grow in their relationship with God through prayer

- view all events in their lives as part of faith

- understand symbols, stories, and religious images of God in a way that can be somewhat literal

- need help to develop their own unique God given gifts

- can take greater roles of responsibility in prayer and worship

- catch the tradition of the past through stories (scripture, Jesus, stories of the Church)

- can identify outstanding role models of the present

- begin to glimpse themselves in the future through observing the virtues and character of heroes and heroines and mature adults

- respond to lived faith witness by willingness to participate in: more systematic presentation of the faith, liturgy, and religious practices

- need help to see the reasons behind Church rules, privileges, and responsibilities

- need help to understand that God desires the good and happiness of everyone

- vest greater importance in their expanding world of school, community, people, and events around the world (the latter brought closer through media)

- can be introduced to care for the aged, persons with disabilities, the poor in the neighborhood and the world, through their expanded involvement with others outside the home

- gain a sense of responsibility and develop care for others by being involved in charitable collections, community clean ups, and other organized events

- begin to have a genuine sense of fairness and equality

- can take others' views into account in bargaining to meet their own needs

- grow in the ability to understand abstract qualities in the future such as justice and injustice by participating now in activities with sharp contrasts between good and evil

GUIDING PRINCIPLES

PRESCHOOL

Catechists

- change activities frequently to accommodate short attention spans. Repeat short and simple songs, poems, and stories often for and with the children. Do not present abstract religious concepts since these are beyond the mental capabilities of the preschool child.

- be sensitive to children who cannot accomplish tasks requiring coordination. Praise attempts at the "process" rather than the "product."

- provide for individual attention to be given to each child. Have a small pupil-teacher ratio.

- promote trust and helpfulness, spontaneity and caring, mutual respect and a sense of wonder through your attitude. Help children develop an appreciation for the simple ordinary things in life; nurture a sense of reverence through informal prayers of praise and thanksgiving.

- employ a basic routine and use clear directions. Ensure a feeling of security within each child by keeping basically the same order of activities. Create an atmosphere where routine and acceptance are taken for granted - no matter how the children differ.

- allow children to experience your love and care for them as a way to know a loving God - religion is more "caught" than "taught." Help children to discover positive attributes of God through parents and a caring environment of Church.

- provide climate and experiences allowing children's self-worth to be raised: affirmation, acceptance, respect, freedom, activities allowing for success. Show sensitivity to children's feelings.

- allow opportunities for making choices as a basis for moral development; children need to make decisions. Provide the stable environment children need for emotional security by providing freedom within limits. Show patience toward children who do not want to participate in group activities. With patience and encouragement, children will eventually join in.

- encourage natural curiosity by providing many sensory experiences. Foster growth in appreciation of use of the senses in addition to the magnificence of all creation.

- help children discover their powers and capabilities as a way to appreciate themselves as unique and special.

- listen patiently to children's attempts to question and verbalize - do not rush through talking sessions.

- are curious about surroundings-are eager to use senses to explore

- may begin to share with a friend; undergo a period of testing "my" world against peers/siblings

- are nearly self-dependent in a routine; however, vacillate between dependence and independence

- appreciate having individuality recognized

- need to feel welcomed and wanted by family and friends

- like making choices; may begin to see wisdom of rules

- crave companionship of peers

- need to know "what comes next"

- like group work and planned experiences, especially parties and celebrations

COGNITIVE DEVELOPMENT

PRESCHOOL - AGE 4

- have a strong sense of wonder and awe about life

- have a strong desire to learn

- are eager for intellectual manipulation

- are becoming more acute in perceptual ability

- are imaginative and creative

- delight in long words

- delight in playful activity such as rhyming

- perceive analogies

- speak in sentences, but have limited linguistic expression of experience

- have fluent expression through play

- are able to tell name, address, and phone number

- are not always able to judge adequately for their own safety

- are animistic (all objects have feelings)

- are anthropomorphic (attribute human characteristics to inanimate objects and to God)

- are in symbolic stage of drawing

- understand and can explain pictures with special characteristics which are exaggerated - even if the results are not often recognized by adults

GUIDING PRINCIPLES

KINDERGARTEN

Catechists

- provide activities involving the whole child (note: in both gross and small motor skills, be sensitive to children who are developing more slowly, avoid frustration for the children). Balance your activities with quiet times and the opportunity for movement.

- give individual attention to children by using their names in a special way. Celebrate birthdays, baptism, and anniversaries. Give praise for accomplishments. Plan social activities and celebrations which revolve around the changing seasons, and the liturgical seasons and feasts in the Church year, which may be inclusive of other family members.

- build on childrens' desire to please others as a first step in deepening a sense of selflessness and concern for others.

- assist children in developing a sense of responsibility and service to others by rotating simple chores. Role play different jobs both in the home and in the community.

- allow the children to make decisions as a basis for developing a social conscience.

- use symbols to enhance learning such as bread, water, light, heart.

- provide brief periods of silence to allow children to focus and internalize what has been learned.

- review and repeat as necessary. Present the same theme in different ways, using different materials or activities - retelling of stories, especially those from the Bible, is a good example.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

KINDERGARTEN - AGE 5

Children

- are physically active, but have less energy than three and four year olds

- are more mature in motor control; hop, skip, are more balanced and poised

- participate in boisterous play

- build with blocks, have continued interest in puzzles

- have greater small muscle control in hands, enabling them to draw, cut

- usually have defined hand preference

- have increased competence in self-care

- are capable of sitting still for longer periods of time (10-15 minutes)

SOCIAL AND EMOTIONAL DEVELOPMENT

KINDERGARTEN - AGE 5

- are strongly influenced by adults and identify with them

- are moving into a larger circle beyond family

- need continuing signs of affection, belonging, encouragement and praise

- like to do what others do; however, dislike being compared to other children, and may be damaged by this

- finish self-initiated tasks and take pride in work; are self motivated and self-sufficient

- are friendly and outgoing; have a good sense of humor, like jokes and tricks

- learn to play in small groups, but still may have difficulty sharing

- need freedom in choosing friends; are expanding their social contact to those outside of family

- develop a social relationship between self and teacher; like to role-play adult situations

COGNITIVE DEVELOPMENT

KINDERGARTEN - AGE 5

- are curious and eager to learn

- learn best through active involvement

- explore world symbols through the sensory mode

- begin to distinguish reality from fantasy

- can symbolize thoughts through drawings

- may enter the "representative" stage of art - expressing their experiences more realistically.

- have longer attention spans (10-15 minutes)

- can remember and carry out two or three instructions with gradual development of listening skills

- talk without infantile articulation

- can narrate a long tale

- are eager to listen to stories and then retell them in own words

- may talk incessantly

- enjoy activities that allow an exchange of ideas among children

- can focus on detail and begin also to see things as a whole

- do not consider all the evidence in making judgements but will focus on one aspect

GUIDING PRINCIPLES

PRIMARY (GRADES 1-3)

Catechists

- emphasize uniqueness and the people God has given to us who love and care for us.

- concretize experiences by the use of stories, music, spontaneous prayer, and the use of imagination in class reflections.

- be an example for your children. Teach the children that God loves them, by showing them by attitude and action that they are loved.

- praise, reward, and appreciate the children. Enhance the childrens' self-image by your attitude toward each child.

- stimulate thought by including a variety of methods and activities. Distribute responsibility throughout the group which will enable the children to develop self control.

GUIDING PRINCIPLES

FIRST GRADE

Catechists

- help children begin to acquire basic spiritual attitudes through the expression of gestures, since children relate readily to the language of symbols and gestures. Provide frequent opportunities for them to engage in ritual: i.e. processions, offerings, praising, and thanking God in prayer and song.

- help the children move from a moral stage known as self-interest. Endeavor to awaken in them an awareness of the needs and feelings of others. Invite them to reach out to others in love and concern.

- help children acquire an image of God through the stories you read and tell. Images later become more mature concepts and feelings about God. Emphasize the love and providence of God and God's faithfulness by using scripture stories.

- provide example since the children tend to imitate people - one who is conscious of God's presence in the world, in her or his life, one who is joyful, one who is ever striving to follow Christ more closely.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 1

Children

- tire easily physically (and intellectually)

- have short attention spans

- are very active

- prefer play over work

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 1

- are centered on "self"; need help in developing relationships; seek to identify self as unique individuals in family, school, and world

- use "me" a great deal, want desires fulfilled in a short time; only beginning to understand the concept of "our".

- need boundaries of respect and responsibility set, need to be encouraged to share

- grow by identifying with adults who must "model" for child

- exhibit curiosity and enthusiasm

- open and eager to tell about family; need sensitivity to family situations

- may have developed social skills because of preschool environment

- may give "windows to what is within them" through their drawings

- boys and girls may prefer to sit, work, play in separate groups

COGNITIVE DEVELOPMENT

GRADE 1

- can usually think logically about concrete, real objects or personal experience

- learn best by doing, showing, and experiencing

- exhibit difficulty in reversing their thought processes in order to give the reasons that may have led up to a conclusion

- have an excellent facility for memorizing, especially musical or rhyming refrains

GUIDING PRINCIPLES

SECOND GRADE

Catechists

- need to bear in mind children's tendency to confuse past and present experiences because they are still limited in their sense of history and time. Clarify the differences - clarification is especially significant when introducing them to the examination of conscience. Need to assist children in sorting out what is real and relevant to the current examination of conscience, because they generally live in the present.

- show children love in action and attitude, consistently building them up with praise, recognition, and appreciation for the children to understand their personal value.

- help children form their consciences. Need to be careful to react consistently to an action, incident, or situation. (The children will realize that there are differences between what is dangerous, what is improper, what is annoying, what is accidental, and what is sinful).

- help to prepare the children to understand the forgiveness of God. Concentrate on the reality of God's love and mercy as a tremendous gift which God gives to us. Begin to develop a sense of sin and wrong doing.

- set an example for the formation of the children's values through their personal relationship with God, desire for union with God in prayer, and appreciation of the sacraments manifested through frequent reception.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 2

Children

- begin to master "things"

- develop "control" of language

- develop body skills

- become orderly

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 2

- begin to develop real social awareness, but are still somewhat centered on "self"

- begin to develop sense of "community"; accept responsibility to do their part in classroom and home tasks, if assigned according to ability; realize that each person's task is important to the group

- can experience adults outside of family as important "bridges" to move into the world

- find it difficult to accept decisions of group when different from one's own

- can begin to dialogue in small group discussions as opposed to just responding one-on-one to teacher directed questions

- are upset by negative comments, especially from someone in authority

- exhibit curiosity and enthusiasm for life

- boys and girls may prefer to sit/work in separate groups

COGNITIVE DEVELOPMENT

GRADE 2

- able to think logically about concrete, real objects or experiences they have known for the most part

- learn best by doing, showing, and experiencing

- are not ready for interpersonal dialogue

- have difficulty seeing things through another person's point of view

- tend to have their perceptions dominated by their own viewpoints

- begin to generalize

- set standards which are often too high for themselves (which lead to disappointment if the activity proves too difficult)

GUIDING PRINCIPLES

THIRD GRADE

Catechists

- model Christian behavior for children to emulate because third-graders are in the "hero-worshipping" stage. Utilize stories from scripture and from the lives of the saints which include both heroes and heroines.

- help children develop socially and become more aware of the effect they have on a group. Help the children to choose the good that God wills, reject the wrong, and begin to accept greater responsibility for their actions.

- help children to become aware of social ills and human needs resulting from injustice, greed, lack of mercy, violence, and war. Teach them as Christians to use their God-given gifts to respond to the needs of others.

- assume responsibility for involving the children in prayer and in Christian service. Provide example as well as instruction that will encourage the children in a life of prayer and service.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 3

Children

- have greater control of large motor activities and increased mastery of fine motor skills

- enjoy group activities because of improved body coordination

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 3

- are in an age of "I" and "you"

- have increased awareness of social sense; may begin to feel pre-adolescent pressure to wear the right clothes, etc.

- are more ready to share than at an earlier age, sometimes even caring for younger children

- begin to place great emphasis on friendships (best friends begin to develop); best friends may be good dialogue partners in group discussions

- can cooperate in group experiences (with about 4 or 5 others); boys and girls may work best in separate groups; do not want to be criticized or embarrassed in front of the group

- grow into making observations about the world around them, and exercise curiosity for life

- can begin to take responsibility for planning - ex. prayer service

COGNITIVE DEVELOPMENT

GRADE 3

- can do more logical thinking with concrete objects and events in the present

- begin to be able to see things from another's point of view, though not consistently

- are rapidly developing communication skills

- have speaking vocabularies which exceed reading vocabularies

- have an increasing ability to talk with others and not simply to them

- are enthusiastic

- are developing the self-confidence needed to work on projects

- are at peak creativity

- are interested in learning games

- begin to be "data" collectors

- display curiosity about life, nature, and people, but are able to learn more readily from their observations

- are mastering the ability to read and enjoy using this skill

GUIDING PRINCIPLES

INTERMEDIATE GRADES

Catechists

- provide reasonable explanations and increased group activities because the children have developed a longer attention span. Augment the docility and the unquestioning acceptance of adult explanations by capitalizing on the children's interest in sharing in small group discussions.

- foster opportunities to replace interest in fantasy and fairy tale by interest in true-to-life stories that originate in the life of the Church, in their own communities and cultures, as well as in other areas.

- provide group projects in which all the children can be involved because children learn most effectively when engaged in the learning process.

- encourage students to analyze facts and to explore the lived faith of believers, past and present, whose lives they can emulate.

- continue to offer opportunities for meaningful memorization, particularly of certain essential doctrinal statements.

- use daily situations and discussions to help students develop skills in moral decision making. Challenge the students to correlate what they say they believe with their actions.

- include the element of social awareness in prayer experiences and reconciliation services. Move away from a simplified following of the rules and help the children to progress toward a faithful response to a call from the Lord.

- present Jesus as a model and friend. Identify biblical personalities, saints, and people in our own day who are living as Jesus did and who also serve as role models.

- explore more fully doctrines of the creed, commandments, and sacraments. Emphasize the meaning behind law and ritual. Provide explanations that represent the effectiveness of Christ at work in the world today.

- provide guidance and direction.

GUIDING PRINCIPLES

FOURTH GRADE

Catechists

- stimulate the children's creativity through music, art, drama, and related activities. Provide an opportunity for them to express and appreciate religious concepts.

- encourage children to do what is right because it is right, whether it pleases the group or not. Stress the reasons and the values underlying the rules, as well as the importance of right motives.

- make children aware of social ills and human need by helping them to become involved in social justice activities in various ways - e.g. recycling bottles and aluminum, learning not to waste natural resources. Teach that all are called to give of their time, talents, and earthly goods.

- provide opportunities for fourth graders to seek and enjoy short periods of time when they can be alone. Support and nurture this desire and lead the children to prayer by teaching them how to pray and by praying with them: i.e. communal prayer, rote prayers, silent or centering prayer, spontaneous prayer and petitions, meditative prayer, paraliturgies, and prayer services.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 4

Children

- show an improvement in athletic skills; have greater control

- experience a plateau of sorts in physical development

- begin to notice differences between boys and girls

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 4

- become group age "joiners," enjoy team effort

- are full of enthusiasm; have a great sense of humor

- place more importance on conformity rather than individuality; need to belong to the "right" crowd; begin to be influenced by the teen culture

- may experience an increased status with peers and a decrease in dependence on adults (grow beyond the influence of family and friends; however, still need adults for "direction" and approval)

- work cooperatively and evaluate selves in relationship to peers; desire to

choose their own play/work partners; like to work on group projects; are self- confident

- begin to be aware of the opposite sex (display giggling over uncertainty of how to handle these feelings)

- boys join groups of boys and do not expect or experience difficulties

- girls are much more tentative with other girls; exercise a definite ritual of

assimilation into the group (catechists need to pay attention to those who do not

fit in and encourage acceptance)

- are conscious of the world around them

COGNITIVE DEVELOPMENT

GRADE 4

- enjoy intellectual challenges and are beginning to be able to think abstractly

- have a longer attention span and are capable of hard work

- are developing a sense of time

- see the concrete, real world as more important than the imaginative world

- are curious and thirst for knowledge and stimulation

- like to collect and classify things and exercise ability to question and experiment

- grow in reasoning ability and are more able to make moral decisions

GUIDING PRINCIPLES

FIFTH GRADE

Catechists

- accept pre-adolescent restlessness, boredom, and awkwardness as a way to help students experience God's love for them as individuals. Repeat the message of self-worth again and again.

- understand that as peer pressure is a reality and pre-adolescents fear peer rejection, liturgical/sacramental experience rooted in the group is appealing and that community is an inviting concept. Encourage students to participate fully as a group in preparing materials and place for celebrations, playing musical instruments, reading the scripture, dramatizing the Gospel story, carrying the presentation gifts, making decorations, and presenting commentaries.

- encourage the understanding of God as a partner, someone to whom they can talk, someone who affects them personally, someone with whom they can enjoy periods of silence and reflection. Establish a positive attitude toward prayer and its purposes. Offer a variety of prayer experiences: rote prayers, silent or centering prayers, spontaneous prayers and petitions, meditative prayer, paraliturgies, and prayer services.

- educate students in attitudes and behaviors in the cause of peace and justice. Focus on three current areas of concern: world peace, world hunger, and the rights of the oppressed.

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 5

Children

- are unpredictable; are a cause of irritation to themselves and others; worry about body development

- see body as an embarrassing object because of the vast differences in rate of change among this age group

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 5

- are strongly influenced by the group; need to be like peers

- are in a transition time between adolescence and the peaceful years of

middle childhood; are unpredictable, having both spurts of high and low energy at the same time

- may act/dress older than their age; need help to cultivate virtues like modesty and

consideration for others

- are developing close friendships

- need help to identify feelings and how to act upon them in a positive manner - (giggling covers up emotions regarding the opposite sex)

- like quiet time (ex. reading) and time with peers (ex. playing complex games)

- do not want to risk being laughed at; may avoid answering orally in a large group; enjoy small group discussions better; prefer recording and reporting back to the large group

- are influenced by media and advertisements; are attracted to and value whatever enables them to experience physical/mental control over their environment

- are idealistic; are beginning to ask questions about themselves and their lives; are aware of problems in their families and world

- have feelings close to the surface; worry about looks, self, family, almost all think they are different; experience self-consciousness and sensitivity to criticism

COGNITIVE DEVELOPMENT

GRADE 5

- think on a factual/concrete level

- are able gradually to form abstract ideas/concepts based on experience

- manifest intense curiosity, a thirst for new experiences and a desire to collect, organize, and correlate factual material

- enjoy making collections of all kinds

- tend to see details more clearly than the main idea

- are able to observe people, situations and form conclusions about them

- search for explanations and are beginning to work with universals

- can memorize details but should always have this coupled with understanding

- have attention spans that usually exceed 20 minutes

- like to read, can participate in activities with complicated rules, can think chronologically, enjoy being silly, and delight in playing with the double meaning in language

GUIDING PRINCIPLES

SIXTH GRADE

Catechists

- realize the fact that sixth graders are more aware of social problems, that they indeed have a strong sense of social justice, which results in their willingness to help others, even at some risk or actual cost to themselves. Lead students in the study of the scriptural history of God's identity with the oppressed and his action to deliver the Israelites from slavery in Egypt.

- provide a safe and secure setting for exploring questions and doubts. Provide a forum for students to explore their feelings, as they try to integrate the reality of their life experience with their religious beliefs.

- teach young people to pray, keeping in mind that learning to pray is more important than learning prayers. Provide opportunities so that the boys and girls unite themselves to God with spontaneity and joy. Encourage silent prayer, for example, after the narration of a Gospel passage or at unforeseen moments created by nature or by the interaction of the children.

Note: (some school districts now include sixth grade in middle school).

PROFILE OF THE CHILDREN

PHYSICAL DEVELOPMENT

GRADE 6

Children

- are in a transitional stage of physical maturation

- experience unevenness in every level; e.g., have propensity to be energetic and active at one time, extremely fatigued shortly afterwards

- vacillate between high and low moods (physical and/or emotional)

- can experience the onslaught of puberty

SOCIAL AND EMOTIONAL DEVELOPMENT

GRADE 6

- regard the influence of parent/teacher as weaker than that of peers

- continue to be in transition between adolescence and middle childhood, often feel like they do not belong (between elementary and middle or junior high)

- need to accept themselves as male or female and to deal with others on those terms; have a growing interest in clothes, although not necessarily how to care for them!

- can experience negative conditioning and ignorance as primary problems in psychological development

- continue to develop close friendships

- are developing self-image; allow self-worth to be prominently influenced by peer groups

- need significant adults for guidance/support to enable them to make wise decisions about real issues; begin to develop ideas about life's work

- dislike being embarrassed or criticized in front of friends, especially by parents; need caring groups (family, friends) for belonging

- experience confusion, curiosity, uncertainty, and experimentation in behavior which tends to accompany their search for personal identity

- enjoy examining their roots and stories of their families and groups to which they belong as they search for their identity

COGNITIVE DEVELOPMENT

GRADE 6

- can use their minds to a greater degree

- tend to be very intellectual; are preoccupied with facts, reasons, and discovery through experimentation

- can work effectively with universal and deductive reasoning in arriving at conclusions

- may still need grounding in concrete objects and situations when dealing with abstract ideas

- continue to see details more clearly than main ideas

- prefer working with the concrete rather than the abstract

CCD GUIDELINES

SPECIAL RELIGIOUS EDUCATION

The present day represents the age of inclusion for persons with disabilities. Most children with disabilities who come to a parish religious education program will already be in an inclusive education program in their public school. They are learning side by side with their typical peers.

When children with disabilities are in a parish religious education program, they are to be in a regular classroom with support. The key to successful inclusion is support. Special children learn their faith side by side with their typical peers of the same chronological age. Even if a child has mental retardation, he or she is not to be placed with children younger than himself/herself. This type of placement does not respect the dignity of the human person.

Children learn best when they learn together. When children with disabilities are with their typical peers, it is often the typical child who benefits the most. Typical children have the opportunity to grow in understanding, acceptance, and compassion when they grow together with special children. All of this interaction is a healthy preparation for adult life.

The Department for Persons with Disabilities is available to assist a parish whenever a child with a disability is enrolled in the religious education program. The staff of the department will assist in training the catechists and/or volunteers who wish to work with students who have disabilities.

TEACHING CHILDREN WITH DISABILITIES: SOME IMPLICATIONS

This fact sheet is for:

* catechists whose pupils now include children with disabilities

* special education teachers who are experienced with one kind of disability but wish to

know something about others

* administrators and supervisors who want to know more about directing the catechesis of

all children, including children with disabilities.

Dealing with a child who has disabilities is dealing first with a child. All children learn differently, and the catechist's challenge comes in recognizing and adjusting to the individual. Thus, the ideas that follow are simply suggestions, which catechists are to accept, reject or modify to match the needs and characteristics of individual children.

In general, when a student with a disability enters a regular class:

1. Obtain background information prior to the student's enrolling in your class, if possible. You will find pertinent information about teaching children with the same type of disability in journals, books, and magazines.

2. Elicit assistance from resource room teachers, therapists, and other professionals involved in the care of the child.

3. Ask the student and parents or guardians about special provisions or adaptations that may help the student.

4. Encourage the student to be as independent as possible. It may require effort on your part to keep from helping the student with a difficult task. If it is within the student's ability, encourage but don't intrude.

5. Discuss the nature of the disability with the other students when appropriate. Your attitude toward the student with a disability will determine largely how the class responds. Emphasize that all students are more alike than different.

When working with a student who has mild retardation:

1. Set realistic goals for the student, keeping environment and abilities in mind.

2. Carefully sequence learning activities, from easy ones to difficult ones.

3. Use concrete concepts and simple phrases in your explanations.

4. After a lesson, clarify any problems the student may have.

When working with a student who has a severe disability:

1. Work closely with parents to choose goals, teaching methods and evaluation strategies. Try to keep home and school programs consistent.

2. Use materials, reinforcers, and methods that are chronologically and physically age appropriate.

3. Emphasize repetition and provide opportunities for using the skill once it has been learned.

4. Promote skill generalization; teach the same skill in diverse settings.

5. Provide as many opportunities for interaction with typical peers as possible.

6. After a lesson, clarify any problems the student may have.

When working with a student who has a learning disability:

1. Use highly structured methods. Tell the student exactly what is expected.

2. Understand that a learning disability may cause inconsistent performance.

3. If the child has a receptive language problem, use short sentences and simple vocabulary at first.

4. Allow students who have difficulty with written language to use tape recorders or the reproduced notes of fellow students.

5. Use self-correcting materials for immediate feedback without embarrassment.

6. Provide ample opportunities for drill and practice.

7. After a lesson, clarify any problems the student may have.

When working with a student who has emotional or clinical problems:

1. Provide adequate structure in the learning environment. Let the student know what is expected, but also indicate where there may be some flexibility.

2. Reinforce appropriate behavior; ignore inappropriate behavior. Model and explain what constitutes appropriate behavior.

3. Expect improvement on a long term basis. Understand that small gains may take time to become permanent.

4. Be sensitive to individual differences. Try to create an atmosphere in which students are respected and learn to respect others.

5. After a lesson, clarify any problems the student may have.

When working with a student who has visual problems:

1. Before the school year begins, acquaint the student with the classroom and the building.

2. Teach other students the sighted guide technique or other ways to help without sacrificing the student's independence.

3. Keep background noise to a minimum.

4. Speak in a normal tone of voice.

5. Encourage the student to use a tape recorder or other special equipment in class.

6. Note that most religious ed materials can be adapted to braille if this is what the student uses.

7. Set an example for the other students in the class by describing the things you see and relating them to their sounds.

8. Give the student ample opportunity and assistance to structure personal space.

9. Find out how much residual vision the student has and make sure that lighting is appropriate.

10. After a lesson, clarify any problems the student may have.

When working with a student who has a physical disability or other health impairment:

1. Ask the student about aids and adaptations he or she may use.

2. Find out from parents or therapists what physical or medical limitations the child has, if any.

3. Don't do unnecessary things for the student. If he or she appears to want help, ask first.

4. Encourage the student to participate as much as possible in the regular class routine.

5. After a lesson, clarify any problems the student may have.

When working with a student who is deaf or has hearing impairments:

1. Before the catechetical year begins, acquaint the student with the classroom and the building.

2. Seat the student where he or she can see your lips clearly.

3. Don't speak with your back to the class or with a bright light behind you. Don't inadvertently cover your mouth when you speak. Try not to pace or walk around as you speak to the class.

4. Body language and gestures help students with hearing impairments understand the message.

5. Speak in a normal tone of voice.

6. Become familiar with hearing aids or any other special equipment the student may use.

7. Write assignments and directions on the board or on handouts. Have a hearing student take notes for a student with hearing impairments.

8. If the student uses the services of an interpreter, do not talk to the interpreter. Rather, talk directly to the student. The interpreter will translate what you say; there is no need to funnel requests or questions through the interpreter.

9. After a lesson, clarify any problems the student may have.

For more specific information, write for fact sheets on specific disabilities.

Department for Persons with Disabilities

Diocese of Pittsburgh

135 First Avenue, First Floor

Pittsburgh, PA 15222

ATTITUDES

Teacher Attitudes and Expectations

Your attitudes toward students with disabilities set the tone of the classroom and shape the interactions among students. One important aspect of attitude is expectation. Research findings have repeatedly emphasized the influence of teacher expectation on student performance. If teachers expect students to have behavior problems, students may very well fulfill this expectation.

Labels may affect expectations. Frequently, labels introduce a set of preconceived characteristics (stereotypes) causing a teacher who is assigned a class including a student with a disability to envision a specific behavior pattern before even meeting the student. You should be aware of your own attitudes and expectations and should ascribe to labels no greater import than the information they provide about how the student learns and what the student needs.

Student Attitudes

Placing students with disabilities into the "mainstream," or regular class, does not guarantee that they will be liked, accepted, or chosen as friends by their peers. Without careful attention by sensitive catechists, such a placement could even be a harmful experience.

You will find that working closely in advance with the parents, the student, and the resource or special class teacher, may be instrumental in preparing the student with disabilities for regular classroom experiences.

To prepare the class for the entry of a student with disabilities, focus on student similarities rather than differences. Deal forthrightly and comfortably with students' questions, letting them know it is all right to discuss disabilities. Two other approaches can promote positive

relationships among students: encourage cooperative learning tasks and establish ways for students to help each other.

COOPERATIVE LEARNING

In small groups, students work together on tasks that encompass all the students' abilities. Cooperative learning is the opposite of competition, which may not be fair to all students with disabilities. To teach cooperation, the catechist must be ready to help by:

1. Giving the student with the disability a structured role in the group.

2. Showing that each member of the group has different skills.

3. Emphasizing that the best work will need everyone's contribution.

4. Teaching typical students and students with disabilities how to cooperate.

5. Adapting the tasks so that the student with a disability can succeed. This may mean giving group members different tasks, and varying the amount of work each member receives, or using improvement rather than performance as a measure of success.

PEER TUTORING

Another way to promote acceptance among students is to encourage them to help each other. They do it all the time, informally. Given a little training, students can learn how to teach and encourage their peers, and in the process they can improve their understanding of the subject and of themselves.

Students with disabilities do not always need to be on the receiving end. Their strengths can be used to help their classmates, and they can develop confidence in so doing. Students have great gifts of faith to share with their classmates.

Peer teaching will not work without some guidance from catechists. In regular sessions with the tutors, catechists can demonstrate methods of instruction and answer specific questions, especially about the tutor's feelings.

One unexpected benefit of the peer teaching approach is the effect it may have on the rest of the students. Students may begin to look out for their new friend in other situations outside the classroom. As students see their classmates assuming the tutor role, they may become interested as well, and associating with students who have disabilities may take on greater status. Above all, some real contact is being made between students who might otherwise never have gotten to know each other.

ORGANIZING THE ENVIRONMENT

THE PHYSICAL STRUCTURE

Catechists organize the learning environment all the time, consciously or unconsciously. There are some very simple steps a catechist can take to maintain order. For example, desks can be grouped in ways that encourage or discourage interaction among students, and learning centers can be set up to structure independent work or provide for small group instruction. Areas for rewards and punishment (time-out space) can also be designated.

Students with special needs may need special equipment. For example, young children with physical problems may need to use a prone board while doing fine motor tasks, because positioning in a certain way gives them the greatest control over their movements. Therapists will advise you about these kinds of special needs, but incorporating the special equipment into the classroom routine will be of help.

Seating considerations are another important aspect of physically structuring the class. Children with hearing impairments who rely on lip-reading skills will naturally need seating that gives them a clear view of the catechist or other speaker with adequate lighting on the speaker's face. Children who are easily distracted may be best placed near quiet self-directed classmates, rather than beside other children who are easily distracted. Students with visual impairments should be situated so that it is easy for them to find their seats and equipment (braille writers, low vision aids, or other aids).

SUMMARY

Adequate support, the catechist's own attitudes, and a willingness to learn about specific disabilities are all facets of successful inclusion. In addition to structuring the physical environment, success will also be fostered by a well defined plan of classroom management. Such a plan should include carefully reasoned steps and consequences for discipline, reinforcement for positive behavior, and strategies for helping a student cope with failures. Verbalizing the mental process while using specific skills and strategies and helping students to develop learning strategies that include self-encouragement and self-monitoring can also assist students with special needs in the learning process. Being attentive to the needs of individual students does require extra planning, patience, and great energy. As a catechist comes to better know the needs of each student, he or she will become not only a better catechist of students with disabilities but a better catechist for all students.

The Sign of the Cross Mt. 28:19

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

Amen

TTOC pp. 152, 344, 508

CCC p. 62, #233

Simple Prayers

Jesus, I love You.

Thank You, God.

God how great You are.

TTOC pp. 336-337, 344

CCC #2637-2639

Our Father Mt. 6:9-13

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.

Amen

TTOC pp. 344, 357-358, 507

CCC #2759, 2761, 2777-2865

Hail Mary Lk. 1:28,42

Hail Mary,

full of grace! the Lord is with you; blessed are you among women, and blessed is the fruit of your womb, Jesus. Holy Mary, Mother of God, pray for us sinners, now and at the hour of our death.

Amen

TTOC pp. 344, 508

CCC #2676-2677

Glory Be

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

TTOC pp. 344, 508

CCC #2628

Glory to the Father

Glory to the Father, and to the Son, and to the Holy Spirit; as it was in the beginning, is now, and will be forever.

Amen

TTOC p. 344

CCC #2628

A Morning Prayer

God, our Father, I offer you today all that I think and do and say. I offer it with what was done on earth by Jesus Christ, Your Son.

Amen

TTOC p. 356

CCC #2698

Prayer Before Meals Jn. 6:11

Acts 27:35 (The Lord prayed at meals)

Bless us, O Lord, and these Your gifts which we are about to receive from Your goodness, through Christ our Lord.

Amen

TTOC p. 512

CCC #2698

Prayer After Meals

We give You thanks, almighty God, for all Your goodness. You live and reign now and forever.

Amen

TTOC p. 512

CCC #2698

Acts of Contrition

My God,

I am sorry for my sins with all my heart.

In choosing to do wrong and failing to do good, I have sinned against you whom I should love above all things.

I firmly intend, with your help, to do penance, to sin no more, and to avoid whatever leads me to sin.

My God, I am sorry for my sins with all my heart. In choosing to do wrong and failing to do good, I have sinned against you whom I should love above all things. I firmly intend, with your help, to do penance, to sin no more, and to avoid whatever leads me to sin. Our Savior Jesus Christ suffered and died for us. In His name, my God, have mercy.

O my God I am heartily sorry for having offended you; and I detest all my sins because of your just punishments, but most of all because they offend you my God who are all good and deserving of all my love. I firmly resolve with the help of your grace to sin no more and to avoid the near occasion of sin.

TTOC pp. 344, 426

CCC #1451

Responses to Prayers at Mass

Refer to Parish Worship Guide (Missalette)

Apostles Creed

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; the third day He rose again from the dead. He ascended into heaven, sits at the right hand of God, the Father almighty. From there He shall 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 life everlasting.

Amen

TTOC pp. 344, 510

CCC pp. 49 & 50

Nicene Creed

We believe in one God, the Father, the Almighty, maker of heaven and earth, and of all that is seen and unseen.

We believe in one Lord, Jesus Christ, the only Son of God, eternally begotten of the Father, God from God, Light from Light, true God from true God, begotten, not made, one in Being with the Father.

Through Him all things were made. For us men and for our salvation He came down from heaven; by the power of the Holy Spirit He was born of the Virgin Mary, and became man.

For our sake He was crucified under Pontius Pilate; He suffered, died, and was buried.

On the third day He rose again in fulfillment of the Scriptures; He ascended into heaven and is seated at the right hand of the Father.

He will come again in glory to judge the living and the dead, and His kingdom will have no end.

We believe in the Holy Spirit, the Lord, the giver of life, who proceeds from the Father and the Son. With the Father and the Son He is worshipped and glorified. He has spoken through the Prophets.

We believe in one holy catholic and apostolic Church. We acknowledge one baptism for the forgiveness of sins. We look for the resurrection of the dead, and the life of the world to come.

Amen

TTOC p. 356

CCC pp. 49 & 50

The Rosary

The Rosary is a meditative prayer. It consists of a series of beads on which we pray traditional prayers such as the Creed, Our Father, Hail Mary and Glory

Be while we think about special events in the life of Jesus and Mary.

Begin praying the rosary with the cross. Pray the Sign of the Cross and the Apostle's Creed. On the first bead pray one Our Father, on the next three beads a Hail Mary each and on the following bead one Glory Be to the Father.

Begin the first decade with the medal, say one Our Father and then ten Hail Marys on the row of beads following it. After the decade pray one Glory Be to the Father. Continue the remaining decades with an Our Father on each single bead and ten Hail Marys on each row of beads. Conclude each decade with a Glory Be to the Father.

As you pray each decade, think of one of the Joyful, Sorrowful, or Glorious Mysteries, or a special event in the life of Jesus and Mary.

The Five Joyful Mysteries <

(Monday & Thursday)

1. The Annunciation

2. The Visitation

3. The Birth of Jesus

4. The Presentation of Jesus in the Temple

5. The Finding of Jesus in the Temple

The Five Sorrowful Mysteries

(Tuesday & Friday)

1. The Agony in the Garden

2. The Scourging at the Pillar

3. The Crowning with Thorns

4. The Carrying of the Cross

5. The Crucifixion and Death

The Five Glorious Mysteries

(Wednesday, Saturday & Sunday)

1. The Resurrection

2. The Ascension

3. The Descent of the Holy Spirit upon the Apostles

4. The Assumption of Mary into Heaven

5. The Crowning of Mary in Heaven

TTOC pp. 344, 509

CCC #2708

Pray the Hail Holy Queen prayer to finish the Rosary

Hail, Holy Queen, Mother of Mercy, our life, our sweetness and our hope! To you do we cry, poor banished children of Eve; to you do we send up our sighs, mourning and weeping in this valley of tears. Turn, then, most gracious advocate, your eyes of mercy toward us, and after this our exile, show us the blessed fruit of your womb, Jesus. O clement, O loving, O sweet Virgin Mary!

TTOC pp. 509-510

CCC #2677

Prayer for the Faithful Departed

Eternal Rest grant unto them, O Lord, and let Perpetual Light shine upon them. May they rest in peace.

Amen

TTOC p. 513

CCC #958

Prayer to the Holy Spirit

Come, Holy Spirit, fill the hearts of Your faithful, and enkindle in them the fire of Your Love. Send forth Your Spirit and they shall be created, and You shall renew the face of the earth. O God, Who does instruct the hearts of the faithful by the light of the Holy Spirit, grant us by the same Holy Spirit, a love and relish of what is right and just, and a constant enjoyment of His comforts. Through Christ our Lord.

Amen

TTOC p. 516

CCC #2671

The Way of the Cross (Stations)

The Way of the Cross commemorates the passion, death, and resurrection of our Lord, Jesus Christ.

1. Jesus is condemned to die.

2. Jesus takes up His cross.

3. Jesus falls the first time.

4. Jesus meets His Mother.

5. Simon helps Jesus carry His cross.

6. Veronica wipes the face of Jesus.

7. Jesus falls the second time.

8. Jesus meets the women of Jerusalem who mourn for Him.

9. Jesus falls 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 down from the cross.

14. Jesus is laid in the tomb.

Amen

TTOC p. 352

CCC #2669

Act of Faith

O my God, I firmly believe that You are one God in three divine Persons: Father, Son, and Holy Spirit. I believe that Your divine Son became man and died for our sins, and that He will come to judge the living and the dead. I believe these and all the truths which the holy Catholic Church teaches, because You have revealed them. In this faith I desire to live and die.

Amen

Act of Hope

O my God, trusting in Your promises and the infinite merits of Jesus Christ, our Redeemer, I hope for the pardon of my sins and the graces I need to serve You faithfully on earth, and to obtain eternal life in heaven.

Amen

Act of Love

O my God, I love You above all things with my whole heart and soul, because You are infinitely good and deserving of all my love. I love my neighbor as myself for love of You.

Amen

TTOC pp. 344, 510-511

CCC #2656-2658

Magnificat

My soul proclaims the greatness of the Lord and my spirit rejoices in God my Savior; for he has looked with favor on his lowly servant, and from this day all generations will call me blessed. The Almighty has done great things for me; holy is his Name. He has mercy on those who fear him in every generation. He has shown the strength of his arm, He has scattered the proud in the conceit of their heart. He has cast down the mighty from their thrones, and has lifted up the lowly. He has filled the hungry with good things, and sent the rich away empty-handed. He has come to the help of his servant Israel for he remembered his promise of mercy, the promise he made to our fathers, to Abraham and his children for ever.

Amen

TTOC p. 514

CCC #2619

Prayer of St. Francis

Lord, make me an instrument of your peace. Where there is hatred, let me sow love; where there is injury, pardon; where there is doubt, faith; where there is despair, hope; where there is darkness, light; and where there is sadness, joy. O Divine Master, grant that I may not seek so much to be consoled as to console; to be understood as to understand; to be loved as to love. For it is in giving that we receive; it is in pardoning that we are pardoned; and it is in dying that we are born to eternal life.

Amen

CCC #2683, 2684, 2692

Reference for the whole section CCC #2688

APPENDIX IV

Older students might be enriched by contact with the following local treasures.

Highlights in the Diocese

A visit to St. Paul Cathedral, 108 N. Dithridge Street, Pittsburgh, PA 15213, 621-4951.

A visit to the relic collection and Stations of the Cross at St. Anthony Chapel, Troy Hill.

A visit to diocesan archival displays for special events at Synod Hall, 125 N. Craig Street, Pittsburgh, PA 15213, 621-6217.

A visit to St. Paul Seminary, 2900 Noblestown Road, Pittsburgh, PA 15205, 921-5800.

An Historic Church Building in Each Deanery

Beaver Deanery

St. Cecilia Church, Rochester - 1837

(SS. Peter and Paul, Beaver - 1830,

Oldest Parish)

Butler Deanery

St. Peter Church, Butler - 1821

Central Deanery

St. Paul Cathedral, Oakland - 1834

Greene Deanery

St. Ann Church, Waynesburg - 1839

Lawrence Deanery

St. Agatha Church, Ellwood City - 1895

(St. James the Apostle, New Bedford - 1845, Oldest parish)

North Central Deanery

St. James Church, Wilkinsburg - 1869

(St. Joseph, Verona - 1866, Oldest Parish)

North East Deanery

St. Mary Church, Sharpsburg - 1917

(St. Mary Assumption, Glenshaw - 1840, Oldest Parish)

North Side Deanery

St. Peter Church, North Side - 1871

(Most Holy Name of Jesus, Troy Hill - 1868, Oldest Parish)

North West Deanery

St. Alphonsus Church, Wexford - 1840

South Central Deanery

St. Mary Czestochowa Church, McKeesport - 1893

South East Deanery

St. Agnes Church, West Mifflin - 1867

South Hills Deanery

St. Anne Church, Castle Shannon - 1889

South Pittsburgh Deanery

St. Mary of the Mount Church, Mt. Washington - 1873

St. Wendelin Church, Carrick - 1873

South West Deanery

St. Philip Church, Crafton - 1839

Washington East Deanery

St. Agnes Church, Richeyville - 1867

Washington West Deanery

Immaculate Conception Church, Washington - 1855

Many other churches, contemporary or historic, in each deanery are lessons in themselves in terms of church art and architecture, furnishings, stained glass windows and statuary.