Level: 4 Grade: 5

The Seven Sacraments: Signs of God’s Presence

In The Seven Sacraments: Signs of God’s Presence students explore each of the
seven sacraments. They explore signs, symbols and rituals. Students explore the
sacraments as sacraments of initiation, healing and service. At the conclusion of the
unit students demonstrate their learning through the planning of a liturgy on
sacramental living.

DOCTRINAL FOCUS
In planning to teach this unit the following references from the Catechism of the
Catholic Church and the Compendium of the Catechism of the Catholic Church
are recommended:

#950 All the sacraments are sacred links uniting the faithful with one another and
binding them to Jesus Christ.
(See Compendium #225 What is the relationship of the sacraments to Christ?)

#1116 Sacraments are ‘powers that come forth’ from the Body of Christ, which is ever-
living and life-giving. They are actions of the Holy Spirit at work in his Body, the
Church. They are ‘the masterworks of God’ in the new and everlasting covenant.
(See Compendium #226 What is the link between the sacraments and the Church?)

#1127 Celebrated worthily in faith, the sacraments confer the grace that they signify.
They are efficacious because in them Christ himself is at work: it is he who baptises,
he who acts in his sacraments in order to communicate the grace that each sacrament
signifies.
(See Compendium #229 Why are the sacraments efficacious?)

#1210 Christ instituted the sacraments of the new law. There are seven: Baptism,
Confirmation, the Eucharist, Penance, the Anointing of the Sick, Holy Orders and
Matrimony. The seven sacraments touch all the stages and all the important moments
of Christian life: they give birth and increase, healing and mission to the Christian's life
of faith. There is thus a certain resemblance between the stages of natural life and the
stages of the spiritual life.
(See Compendium #250 How are the sacraments of the Church divided?)

SPIRITUAL REFLECTION FOR TEACHERS

The gifts we give each other for birthdays are symbols of love, friendship and self-
giving. They not only express the friendship and love that exists between the giver and
the receiver, they also enhance the experience of friendship and love. They may also
be a symbol of God’s love. Each day we can encounter symbols and signs of God’s
love. Jesus Christ is the perfect sign of God’s love. What are the people, places and
times that are signs of God’s love in your life?

The seven sacraments are expressions of a God who embraces, welcomes and
nourishes, who forgives and heals, who loves and lives for the other. Have you
experienced God in any of these ways? In what ways is your life an expression of
love, service, healing and welcome?

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The seven sacraments touch the important stages of life: birth, growth, healing,
commitment and mission. How do you connect the sacraments to these experiences?

LINKS WITH STUDENTS’ EXPERIENCES

Students have varied understandings and experiences of sacraments. Students
belong to local, global and church communities which give them opportunities to serve
others and celebrate significant events. What is the significance of the sacraments for
your students?

The need for healing and restoration of right relationships is real in the lives of
students. Through the media they are confronted with the need for healing between
nations, groups and individuals. How can students be empowered to bring about the
healing that is needed in their lives and the healing that is needed in the world?

EXPLANATION OF SCRIPTURE
Baptism: Rom 6: 3–4
Baptism in this text and in other places in the New Testament is referred to as a burial,
followed by a raising up. As Paul says (and the words of the funeral rite echo him) it is
as if we die with Christ in baptism so as to share in his resurrection. This
understanding of baptism as initiation into the mystery of the death and resurrection of
Jesus Christ is the key understanding of baptism in the New Testament. It establishes
the concept of life out of death as the very pattern of Christian life. Other rich
interpretations of the sacrament, such as cleansing from original and actual sin,
initiation into the community of the Church, becoming children of the family of God,
being saved, flow from this core understanding of the sacrament.

Confirmation: Acts 8: 14–17

Most of the accounts of baptism in the New Testament associate the gift of the Holy
Spirit with the experience of being baptised and in the early Church the two
sacraments were closely related, as they still are in the Eastern tradition. However, as
this account shows, there was also some separation in time between baptism in water
and the laying on of hands, which we associate with the sacrament of Confirmation
and the gift of the Holy Spirit. The apostles go to newly baptised believers in Samaria
to lay hands on them, and they receive the fullness of the Holy Spirit.

The Eucharist: Jn 6: 51–54

This brief excerpt is taken from Jesus Christ’s discourse on the bread of life. It follows
John’s account of the feeding of the multitude. Jesus Christ refers to himself as the
bread of life, and insists that it is through eating his flesh and drinking his blood that
real life, eternal life, is assured. It is easy to feel sympathy with those who protest at
this language. But John, writing perhaps for a divided and wavering community years
after the death and resurrection of Christ, wants to reiterate in the strongest possible
terms the centrality of Jesus Christ as the way to eternal life, and the significance of
the Eucharist, the eating and drinking of the body and blood of Christ, as the
matchless way of sharing directly and completely in the life of Jesus Christ.

Reconciliation: Jn 20: 22–23

A powerful experience of reconciliation took place on the evening of the Resurrection.
In a closed room the frightened disciples were hiding in fear and, it may be imagined,
in shame and grief. Fear, shame and grief are the inevitable outcomes of the sinful
state of human beings. Though he had been betrayed and deserted, Jesus Christ
came among the disciples without recrimination or accusation, and with a greeting of

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peace. He breathed his Holy Spirit into them and entrusted them with dealing with the
sins of others, and sharing the forgiveness and peace they have received from him.
This authority is handed on from the apostles to the bishops and priests of the Church.

Anointing of the Sick: Jas 5: 14–15

The origins of this sacrament are clearly seen in this letter of the early Church. The
elders of the community (presbyters – priests) were called when someone was sick,
and the patient was prayed over and anointed with oil, a substance widely used
medicinally in the ancient world, and still used to massage and strengthen the body.
But it was not only the body which was healed and strengthened. The letter also refers
to the forgiveness of sin, the inner healing this sacrament brings.

Marriage: Jn 2: 1–2
Marriage is a social and legal reality as well as a sacrament. Most societies have
rituals and rules concerning the union of men and women and the formation of a new
family. Jesus’ presence at this marriage in Cana at which he first manifested his glory
in such abundance conveys the way the Church understands the love of man and
woman, and sees their love and union as a sacramental sign of how God loves us,
and of how deeply, faithfully and lavishly Christ loves the Church (cf. Eph 5: 23).

Holy Orders: 1 Tim 4: 14

That the Church was organised and ordered from earliest times is conveyed by many
references in the Acts of the Apostles and the Letters. Those chosen as either
overseers (episcopoi), presbyters or deacons were called to their office of service and
leadership by the laying on of hands. This brief reference to the ‘ordination’ of Timothy
by the laying on of hands makes it clear that spiritual gifts of preaching and teaching
are conveyed in the action. They are not to lie unused, but are to be employed for the
building up of the Christian community.

POSSIBILITIES FOR PRAYER AND WORSHIP

 In groups, prepare three prayer celebrations related to the three main groupings of
sacraments: Initiation, Healing, and Service of Community. Use symbols or
symbolic actions, readings and prayers from the rites, music, song, and pictures if
they are helpful (e.g. a sick person, a married couple). All join in these celebrations
at an appropriate time during the unit.

 Prepare a class PowerPoint reflection on what it means to be ‘lost’. Use images

and songs that express this reality in human life, i.e. people we would consider to
be ‘on the edge’ of, or lost in, society. Include the reading of Lk 15: 4–7. Reflect on
how we can be a healing, welcoming and forgiving community.

 In the parish church celebrate the First or Second Rite of Reconciliation as a class.
Prepare the readings, songs and reflections for the celebration. The reflection in
KWL, 2nd edn, Year 5, Chapter 5, p. 63 may be helpful as an examination of
conscience.

 Pray using Gal 3: 26–29. Use reflective music, read the text, pray for the different
‘groups’ in your community and ask God for the gift of unity. Choose appropriate
symbols and rituals to use.

 Invite a priest or deacon to visit your class. After discussing the role he plays in the
Church pray a class prayer over him. Invite the students to raise their hands and
pray the prayer in KWL, 2nd edn, Year 5, Chapter 13, p. 133.

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 Invite a married couple to your class. After discussing what the sacrament of
Marriage means for them, invite the students to raise their hands and pray a
prayer of thanksgiving over them.

 Have a time of Lectio Divina (sacred reading). Use a scripture passage such as Mt
26: 26–30:
 Read the passage slowly.
 Invite the students to choose from it a word or short phrase.
 Allow a few minutes of silence for them to meditate on the word or
phrase (this can be done with the breathing).
 Conclude by rereading the passage together.

 Students plan a whole-school or class Mass, e.g. a Votive Mass of the Holy
Eucharist. Students take part as lectors, musicians, singers, participants in
processions (Gospel Procession, Procession of Gifts), altar servers, and as those
who prepare the liturgical environment beforehand.

 With the parish priest, plan a celebration of Eucharistic Adoration and Benediction.
Ensure that the students have the prayers and responses on cards so that they
can participate more fully. Within the celebration allow time for silent prayer. The
students may wish to pray the ‘Jesus’ prayer (as a mantra) during the silent time.

Related Chapters – KWL, 2nd edn, Year 5: Chapter 4, The Seven

Sacraments; Chapter 5, Reconciliation and Healing; Chapter 13, The
Sacrament of Holy Orders; Chapter 14, We Receive Jesus in the Eucharist;
Chapter 15, We Worship Jesus in the Eucharist.

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Faith concepts: sacrament, ritual, initiation, healing, service, sign, symbol, presence, community, celebration.

Seeking understanding:
What is a sacrament?
Why do Catholics celebrate the seven sacraments?
What symbols, signs and rituals are used?

Understandings:
Sacraments are sacred rituals of the Catholic Church that bring God’s love and help people to celebrate God’s
work in them and in the community.
The sacraments welcome people, heal people and help them to live in service to the community.
Each sacrament focuses on important times in people’s lives when they celebrate their relationship with God.

Scripture Text: Mt 25: 34–46.

Unit specific learning:

Students will learn about Students will learn to Students will undertake to
Knowledge and Understanding Reasoning & Responding Personal & Communal Engagement
 The meaning of the signs, symbols, rituals  Make connections between secular and  Develop a personal journal.
and gestures in the seven sacraments. sacred signs, symbols, rituals and  Participate in a class Mass.
 What constitutes a sacrament. gestures.  Collaborate within a small group to plan
 Why Catholics celebrate seven  Represent their thoughts and ideas about communal prayer.
sacraments. symbols.
 The significance of the sacraments  Formulate questions, opinions and values
classified as sacraments of Initiation, and provide reasons for their thinking.
sacraments of Healing and sacraments of  Express their interpretation of Scripture.
Service.

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 PHASES OF STUDENT INQUIRY

Additional Reading for Teachers Orientation to Inquiry Assessment:

What do students already know, think or feel in relation for learning, as learning, of learning
to the topic? What are students’ questions about the
topic? What experiences and reflections can we offer
students to become engaged with the topic?
 Learning Journals
Students begin a prayer and reflection
journal.
This will be filled out throughout the
unit for students to record and monitor
their new learning and reflections.

Signs: A sign is something that gives  Signs and Symbols Assessment for Learning
information, instruction or warning. Generally, The teacher presents a display of This task will provide some information about
a sign has a relatively clear and simple signs common to the students, e.g. how students understand and perceive
meaning. Jesus, referring to new shoots on a road signs, exit signs, danger signs. secular sign and symbol.
tree, comments that they are a sign that Students identify what each sign
summer is coming. Red traffic lights are a represents. In pairs or small groups,
sign that cars should stop. students classify the signs on large
pieces of paper under headings, e.g.
Symbols: A symbol, on the other hand, is an
information signs, instruction signs,
action or object that is capable of touching
warning signs. These are displayed
people at many levels and can have many
around the room.
layers of meaning. A symbol invites us to
make a response and it draws people into Present a display of symbols common
the reality it represents. to the students, e.g. a ring, a peace
sign, a dove, a birthday cake, a heart
An example of a symbol is a kiss. A kiss is
or a rose. Students identify what each
not exactly identifiable with the love it
symbol represents. The teacher
represents but it is a gesture that conveys
directs a class discussion/brainstorm
and actually deepens the love of which it is a
on symbols known to the students.
symbol, and in doing so binds closer those
Students choose six symbols and
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who exchange the gesture. Of course a kiss construct their own representation for
means little if the partners do not love each these. In what ways are signs and
other, and it can be a sign of treachery; for symbols the same? In what ways are
example, Judas betrayed Jesus Christ with a they different?
kiss.
The symbols of Christian life and faith,
especially the sacraments, have a similar
role in our lives of faith. Each of the
sacraments has special words, signs and
actions which draw us into the life of God and
bind us to the Body of Christ, the Church. The
sacraments affirm the goodness of the
material world since it is through physical
realities such as bread, wine, oil, water, touch
and words animated by the Holy Spirit that we
are drawn into Christ’s life.
 Comparison of Signs and Symbols
Students use different resources, e.g.
Internet; commentaries; KWL, 2nd
edn, student text, etc. to find their own
working definition for a sign and a
symbol. Students can record and
illustrate their definitions in their
learning journals.

The Catholic Church celebrates seven  Fold Away Assessment for Learning
sacraments: Box 1 This task will provide some information about
Baptism through which Christians are the knowledge, perceptions and experiences
brought into the Church and filled with the Box 2 students bring to the unit around sacred sign
Holy Spirit through immersion in or pouring of and symbol.
water. Box 3
Confirmation through which Christians are
confirmed in the Holy Spirit and strengthened Box 4
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for service in Christ through the laying on of
hands and anointing with oil (chrism). Combined Wisdom
The Eucharist through which we are drawn This activity encourages students to
into union with Christ and the Church through contrast and compare their thinking. A
eating and drinking of the true body and blood large piece of paper is folded into five
of our Lord Jesus Christ. or six horizontal folds. Students are
Reconciliation or Penance through which grouped, each group with a large
our sins are forgiven by the mercy of God as piece of paper. Each student writes
the priest, with extended hand, pronounces their definitions of a sign and a
the words of absolution. symbol, and folds the paper over. The
Anointing of the sick through which the sick next student in the group repeats this.
experience God’s care and forgiveness and
are strengthened to bear their suffering When all have recorded their
through laying on of hands and anointing with definitions they unfold their sheet and
oil. read the alternative responses. The
Marriage through which a man and a woman group then composes definition,
commit themselves forever to each other incorporating their combined wisdom.
through an exchange of vows witnessed by
the Church in its priest and (usually) its
people.
Holy Orders through which men are
consecrated to the service of the Church
through laying on of hands and the prayer of
ordination.
The seven sacraments are not just moments  Connecting Scripture To
in our lives and in the life of the Church. The Sacraments
community, through these rituals in the Read Mt 25: 34–46. In groups
Church, comes together and celebrates the students discuss the type of actions
presence of God in everyday life. Students Jesus Christ was praising.
need to understand the connection between
They choose one of these actions to
the sacraments and their ordinary lives. This
role play. In their role play they should
excerpt from Matthew’s Gospel shows the
only use gestures and no words (or
sacramentality of everyday actions and
minimal words).
choices. Christ is encountered in everyone
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we meet. The sacraments are mocked if we
ignore Christ in each other. To encounter
Christ in the sacraments commits us to
encounter him in everyday life. Help them
translate the needs described in the gospel
into situations they might encounter: Have we
made the new student welcome? Have we
helped the child without lunch or the students
struggling with their work? Have we been kind
to those who need friends in the playground?

Additional Reading for Teachers Development Assessment:

What experiences and religious texts will provide new for learning, as learning, of learning
learning for students? What skills will students need in
order to work with these resources? What strategies
and tools will enable students to think and reflect on
these experiences and texts? How will students process
their thinking and learning?
Jesus Christ gave us the Church and the  Gestures – Homework Activity Assessment for Learning
sacraments as the way in which believers Gestures are used daily within the Ths task will provide some information about
could experience his presence, receive his family, friendship groups and within how students understand secular and sacred
grace and hear his word throughout time. No- our Church community. Students draw gesture.
one can live a truly Christian life apart from up three columns on a new page in
the Church and the sacraments. their journals. The headings are
‘Gestures at Home’, ‘Gestures with
Rituals and gestures are as fundamental to
Friends’ and ‘Gestures at the Mass’.
the celebration of the sacraments as they are
to human life itself. Even such a simple action Over the week students are asked to
as waking up in the morning would be difficult record those gestures witnessed
or uncomfortable without the recurrent words under each heading. At the end of the
and actions that smooth the passage into the week students share their recorded
day: ‘Good morning! Did you have a good observations.
sleep?’ Reading the paper, putting the kettle
From this information they can
on, etc. are all repeated rituals which become
compose a definition of what a gesture
the way in which we negotiate living together.
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Other examples of more public rituals are is.
birthday parties, football matches,
graduations, etc. These have the effect of
uniting people and allowing significant
emotions to be expressed and words to be
said.
Religious ritual shares aspects of any human
ritual but is also concerned with helping
believers experience and understand the
meaning of an original religious event.
The Eucharist is the most clear example of
this. At every Eucharist we gather to
remember and make present the saving
death and resurrection of Jesus Christ, and to
share in the sacrifice and sacred meal he left
us through his words and actions at the Last
Supper. For 2000 years Christians have
gathered and repeated this action, seeking to
experience it anew and to understand its
meaning.
Here are some definitions of the word  Exploring Rituals Assessment for Learning
ritual: Rituals are important in our lives. They This task will provide information about the
 Any action or set of actions involve actions, words and symbols, knowledge, perceptions and experiences of
symbolising the feelings or all working together. ritual that students bring to the unit
relationships that people have towards
Students brainstorm types of rituals,
each other and the world around
and each choose one ritual. Working
them.
in small groups, students complete the
 An established way of carrying out
table, filling in the information under
religious rites and ceremonies.
each heading:
 A book containing the instructions,
prayers and ceremonies that are to be An example:
used by the Church’s minister in the Ritual – A Birthday
celebration of the sacraments, Movements and gestures
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 blessings and devotions. Example: blowing out candles on a cake.
(Collins Dove Dictionary for Young Actions are often repeated
Catholics, Laurie Woods) Example: Wishing the person a happy birthday.
What does this ritual help us to remember and
Religious ritual, entered into in faith, celebrate?
establishes communication with the Example: The person’s birth date.
sacred and has the power to Use important words
transform believers. Using symbols in Example: Happy Birthday, Congratulations.
action, participants remember, Happens in community
celebrate, and intensify an event. Example: With family and friends.
People actively take part
Example: Singing Happy Birthday together.

The Eucharist is the ‘source and summit’ of  Signs, Symbols, Rituals: Class
Christian life and all the other sacraments are Mass
orientated to it. Before or after the Mass draw the
students’ attention to the many signs,
Bread and wine are its central signs. Bread
symbols and gestures used at the
represents all food – without food we cannot
Eucharist. Ask the students to record
live. Bread symbolises God’s free giving of all
the signs, symbols and gestures they
that sustains us, and, because it is made by
noted in their journals. Talk with the
human hands, it also represents us, our lives
class about the many meanings of
and our labour.
these.
Wine too is a natural substance produced by
human skill and labour. It symbolises both
rejoicing and the dimension of life beyond the
ordinary.
These simple but profound elements are the
means chosen by Jesus Christ to become the
mode of his continuing presence among his
people and the way in which we participate in
his offering to God on the cross, the eternal
sacrifice. ‘When we eat this bread and drink

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this cup we proclaim your death Lord Jesus
until you come in glory’ (Memorial
Acclamation III).
 Sacraments
As an orientation to the sacraments
students read KWL, 2nd edn, Year 5,
Chapter 4, pp. 53–55. From the text
students devise a table to represent
which sacraments fall under each of
the three main headings: ‘Sacraments
of Initiation’, ‘Sacraments of Healing’
and ‘Sacraments of Service’.

Actions and words are very closely linked in  Research Project on Sacraments Assessment of Learning
the celebration of the sacraments. Indeed, Students are placed into seven Students’ presentations will indicate how they
even if the symbolic actions are already in groups. Each group is given one understand the significance of sign, symbol
themselves a language, it is necessary that sacrament to research. Students can and gesture in religious ritual and in the
the words of the rite accompany and give life use the KWL, 2nd edn, student text for celebration of sacraments. It will demonstrate
to these actions. more information on their sacrament. how students relate symbol, sign and gesture
(Compendium of the Catechism of the to the religious concepts of initiation, healing
Catholic Church) In their research the students will need or service and how they relate these
to: categories of sacraments to the early
Moreover, every sacrament is celebrated in  Describe their sacrament, its Christian community of the New Testament.
the context of the life of the Church and the signs, symbols, rituals and The presentation will provide information on
Word of God. gestures. how students perceive and value the meaning
 Describe why Catholics celebrate of celebrating sacraments for Catholics.
Words, signs and symbols of each of the this sacrament.
sacraments:  Include a key scriptural reference
Baptism: Water and the words of baptism are for their sacrament (these can be
essential. Chrism, a white garment and a found in the ‘Explanation of
lighted candle help explain the meaning of Scripture’ in this unit).
baptism further.
Invite students to add their own
Confirmation: Anointing with chrism, laying
questions for research and to work out
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on of hands and words of the bishop. ways they might find responses to
The Eucharist: Bread, wine, words of their questions, e.g. interviews, guest
consecration are essential. Many other speakers, conversation with a family
prayers and actions surround the core. member, email, web search, videos,
Penance: The words of absolution which may ‘ask an expert’, religious texts such as
be accompanied by the extending of the copies of the rites.
priest’s hand over the penitent.
Students can present their project in
Anointing of the Sick: The laying on of
any format, but it must include all the
hands, anointing with oil and the words of
above information.
blessing.
Marriage: The exchange of vows which is Examples:
essential and the exchange of rings which  Drama: Roleplay/dramatisation
symbolises the love and fidelity of the one  Media and visual arts: Diorama,
spouse for the other. 3D model, PowerPoint
Holy Orders: The laying on of hands, the presentation
anointing with oil, the prayer of consecration  Mathematics: Diagram
are essential. The clothing with vestments  Music: Folio of religious songs
and presentation of chalice and paten explain  English: Chart, banner, oral
the priestly role.
presentation

 Presentations of Learning
During these presentations the rest of
the class takes notes. They need to be
informed that they will be completing
the table below in the next lesson,
using their notes.

Additional Reading for Teachers SYNTHESIS Assessment:

How will students demonstrate their understandings, for learning, as learning, of learning
beliefs, values, skills and feelings in relation to the
topic? How will students take action based on their
learning? What strategies and tools will enable students
to discern their action, to plan and implement action and
to evaluate their action?

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  Collation from Research Project Assessment for Learning
From their notes taken during the Students need to classify their knowledge and
above presentations, students understandings of each of the seven
complete the table below: sacraments in order to apply that knowledge
to the following task.
Sacrament Symbols Rituals/ Purpose/
Used Gestures Description
Used

 Game of Snap: Assessment of Learning

In pairs students create a set of 14 This task will indicate what students know
cards. On seven of the cards they about each sacrament and how students
write out each sacrament. On the understand the meaning of each of the
other seven they write a short sacraments.
description of each sacrament drawing
on the information from the project
presentations. When finished, they
shuffle the pack and play a game of
‘Snap’.
 Class Liturgy: Sacramental Living Assessment of Learning
The students develop their own class This group assessment will provide
liturgy on the theme ‘Sacramental information about the students’ abilities to
Living’. reflect on and use their knowledge of symbol,
sign, gesture and ritual to apply it to a
Students are placed into five groups.
classroom communal prayer context. It will
Each group prepares a section of the
provide information about how students
class liturgy.
understand the purpose of the structure of
The group is responsible for: liturgy and ritual and their skills in creating
 setting the prayer table using any communal prayer in collaboration with others.
symbols or signs of their choice
 choosing appropriate music
 writing the Introductory Prayer,

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 Prayers of the Faithful and a
closing prayer
 creating a way to proclaim the
scripture reading, Mt: 25: 34–46
 choosing or writing a final
reflection or prayer and blessing.

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 RESOURCES

To Know, Worship and Love, 2nd Edition

Year 5: Chapter 4, The Seven Sacraments; Chapter 5, Reconciliation and Healing; Chapter 13, The Sacrament of Holy Orders; Chapter 14, We
Receive Jesus in the Eucharist; Chapter 15, We Worship Jesus in the Eucharist.

Teacher Resources
White, D, O’Brien, K & Todd, S 2003, Into the Deep, KD Publications, NSW.
Catholic Education Office 2003, Exploring Rituals: Archdiocese of Sydney: Religious Education Curriculum, Primary Year 5, Catholic Education
Office, Sydney.

Websites
The RESource website has a sacraments section that includes an introduction to the sacraments and sacramentality and provides resources
for teachers on the sacraments of Initiation and the sacrament of Penance.
<http://www.resource.melb.catholic.edu.au/>

RE Quest has information for students on Baptism, Confirmation and the Catholic Mass.
<http://www.reonline.org.uk/allre/nframe.php?http://www.request.org.uk/main/dowhat/baptism/baptism.htm>
<http://www.reonline.org.uk/allre/nframe.php?http://www.request.org.uk/main/dowhat/communion/communion01.htm>

RCL has information for students on the Eucharist, Confirmation and Reconciliation.
<http://www.faithfirst.com/RCLsacraments/index.html>

The Benziger website has some information for teachers and for students about Reconciliation and Eucharist.
<http://www.mhschool.com/benziger/sacrament/index.html>

RELIGIOUS EDUCATION STANDARDS

This unit may be used to assess some of the Level 4 standards.

Students explain Christian signs and symbols drawing on personal insights that are informed by Scripture, Tradition, liturgy, culture and life.
Students express the significance of ritual in the Catholic Tradition by planning and evaluating prayer, liturgical and sacramental
experiences.

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