key stage 1 - east hoathly ce primary school & chiddingly ...€¦ · stories jesus told - the...

KS1 Guildford Diocesan Board of Education

Key Stage 1 Why did you make

sure Jesus was called Jesus?

What is it like in heaven?

How did you create the world?

How old are you?


Key Stage 1 Units Contents The Guidelines provide Units on:

• Christianity (not less than 80% of RE time should be spent on Christianity)

• Judaism and Islam (not more than 20% of RE time should be spent on other faiths)

Page

Sample Plans 2

Units

God What is God like? a creator 4

What is God like? a good parent 6

Jesus Christ Who is Jesus? 8

Why did Jesus tell stories? 10

Church What happens in church? 12

What is a church? 14

Worship and prayer How do Christians worship? 16

Why do people pray? 18

Bible Why is the Bible a very important book? 20

What is the Bible about? 22

Christians in action What does it mean to be a Christian? 24

Who are some famous Christians? 26

Christmas How is Jesus’ birthday celebrated? 28

Why are carols sung at Christmas? 29


Page

Easter Why are Hot Cross buns and Easter eggs eaten at Easter? 30

Why are Christians sad and happy at Easter? 31

Other faiths What is important for Jewish children? 32

Why do Jewish children celebrate Shabbat? 34

What is important for Muslim children? 36

2 KS1 Guildford Diocesan Board of Education

Example plans for Key Stage 1 units: Example 1

Autumn

Spring

Summer

Year 1

What is God like? a creator What is the Bible about? How is Jesus’ birthday celebrated?

What happens in church? Who is Jesus? Why are Hot Cross buns and Easter eggs eaten at Easter?

How do Christians pray? Who are some famous Christians? What is important for Jewish children? or What is important for Muslim children?

Year 2

What is God like? a good parent Why is the Bible a very important book? Why are carols sung at Christmas?

What is a church? Why did Jesus tell stories? Why are Christians sad and happy at Easter?

How do Christians worship? What does it mean to be a Christian? Why do Jewish children celebrate Shabbat? or What is important for Muslim children?


Example 2

Year 1

What is God like? a creator Who is Jesus? How is Jesus’ birthday celebrated?

What happens in Church? How do Christians worship? Why are Hot Cross Buns and Easter eggs eaten at Easter?

Why is the Bible a very important book? What does it mean to be a Christian? Why do Jewish children celebrate Shabbat?

Year 2

What is God like? a good parent Why did Jesus tell stories? Why are carols sung at Christmas?

What is a Church? How do Christians pray? Why are Christians sad and happy at Easter?

What is the Bible about? Who are some famous Christians? What is important for Jewish children? or What is important for Muslim children?


Key Stage: 1

Unit title: What is God like? – a creator

Learning objectives Pupils should learn:

Learning outcomes AT1 learning about religions

By the end of the Unit pupils should be able to:

Learning outcomes AT2 learning from religion

By the end of the Unit pupils should be able to: • Christians believe God is the Creator • Christians believe they have a responsibility

to care for God’s creation

• Recount the story of Creation (L1) • Identify some Christian beliefs connected

with this story (L2) • Suggest why Christians care for the world:

plants animals and people (L2)

• Recognize the need to care for creation

(L1) • Respond with suggestions of how to care

for creation • Respond to the awe and wonder of creation

(L2)

Key questions Possible learning experiences AT1 Opportunities to:

Possible learning experiences AT2 Opportunities to:

• How does the Bible explain that God made

the world and everything in it? • What did God think of the world? • How do Christians care for the world they

believe God created?

• Listen to versions of Genesis • Watch a video • Engage in role-play • Look at pictures or sculpture by different

artists • Produce artwork using various media • Clay models • Order the events of Creation in pictures

and writing- photos into RE books

• Discuss how they feel about something they

have made • Decide on a project to improve their

environment • Make close observations of natural things

around them • Listen to Creation music • Perform a dance of Creation • Listen to stories about caring for each

other and the world


Resources / Links with ICT

Key vocabulary Points to note

Encounter Christianity – In creation Wonderful earth In the beginning The story of creation Videos of the natural world Children’s Bibles Pictures or sculpture depicting Creation Digital or video camera for recording role-play or dance. Internet to discover amazing facts about the world. Microscopes or magnifying glasses Stories books about caring for each other, animals or the world.

Creation God Believe Care Respect Love World Nature Wonder Awe

It may be necessary and helpful to address scientific views of the origins of the universe.

Session 1: Characteristics of God? God the creator. Video. Stories. Role play creation story. – class in 7 groups- photos taken.

Session 2: Year R: Sequence and label.- decide how to care for creation. Year 1: draw and sentences. Something they could do to develop sustainability. Year 1: Draw 7 days on circle divided into 7.


Key Stage: 1

Unit title: What is God like? – a good parent





By the end of the Unit pupils should be able to: • Christians believe God’s relationship to

people is as a loving parent

• Recount some Biblical stories that

demonstrate God’s loving relationship (L1) • Identify the characteristics of God as a

Father or Mother in Biblical material (L2) e.g. O.T. - Moses, Daniel, Noah, N.T. - Lost Son, Lost Sheep, Lost Coin,

The Lord’s Prayer

• Identify how adults show their love to

children (L1) • Respond sensitively to the experiences of

others (L2) • Make a link between being loved and giving

love to others (L3)



• What do Christians believe God is like? • What does the Bible say God is like? • How do Christians respond to God’s love?

• Listen to Bible stories depicting God’s love. • Watch videos of the stories • Drama or role-play the stories • Draw and write storyboards • Display parts of the Lord’s Prayer in artistic

handwriting • Make up questions and answers for the Lost

Son and his father • Sing songs with Father God concepts

• Bring in family photos • Discuss the role of a father or mother figure • Role-play with a parent showing love • Write poems about a significant adult in

their lives • Make a list of what parents do for them • Look at pictures of families discuss what

they are doing • Discuss how they think God shows his love

to people • Make a “Thank you” book • Draw picture sets of

1. them being helped 2. them helping someone




A First Look at God Stories Jesus Told - The Lost Sheep - The Two Sons The Lord’s Prayer for children Children’s bibles and stories Photos from home Pictures of adults, particularly men with children

Love Father God Names of Biblical people Parents Lord’s prayer

Be aware of children whose idea of fatherhood has been damaged.

Session 1: Stories – Prodigal Son http://vineo.com Role play

Session 2: Recording on sheet

CT- Make a link between being loved and giving love to others (L3)

- Assessment sheet


Key Stage: 1

Unit title: Who is Jesus?





By the end of the Unit pupils should be able to: The main events in Jesus’ life Growing up in Nazareth Visiting the Temple at Jerusalem Being baptized by John Choosing his disciples Going to a wedding Healing sick people eg Bartimaeus; the paralyzed man; and the sick girl Helping others eg Zacchaeus; Feeding the 5000 Riding on a donkey into Jerusalem

• Recount outlines of the main events in

Jesus’ life (L1) • Talk about some of Jesus’ disciplesMake a

comparison of Jesus’ childhood with their childhood (L1)

• Recall people Jesus helped (L1) • Relate how people changed when they met

Jesus (L2) • Retell some of the stories of miracles (L1) • Explain why Jesus’ miracles are important to

Christians (L3)

• Make a comparison of Jesus’ childhood

with their childhood (L2) • Identify how they make friends (L1) • Talk about how people, including

themselves, decide who to trust (L2) • Explore feelings of being unique and

special (L 1) • Talk about ways of helping others (L1) • Make links between their own and others’

values and behaviour (L 3) • Explore ideas and beliefs about miracles

(L3)



• Was Jesus an ordinary boy? • What is the same / different about his

childhood, compared to yours a child’s today?

• Why do you think people like Jesus? • Did people change after they met Jesus? • What is a miracle? • Who were Jesus’ friends? • Why is Jesus very important to many

people?

• Make model houses, dress dolls, try the food

of Jesus’ time • Act out Jesus’ baptism • Make an album of people who were Jesus’

friends • Dress up and act out the wedding Jesus

went to • Draw and write strip pictures of Jesus

meeting and helping someone • Make a wall display of people Jesus helped,

with before and after labels • Create a time-line of Jesus’ life • Make up a play about children who want to

find out who Jesus is?

• Write about a day they felt special • A poem about someone special to them • Discuss how we choose friends • Describe a friend • Make a gift or card for someone who is ill. • Have a bring and share picnic. Talk about

the feelings it raises • Collect pictures of weddings they have

been to and talk about what happened



Key vocabul ary Points to note

The Lion Storyteller Bible A First Look at Jesus The magpie’s tale (Zacchaeus) The cat’s tale (Wedding at Cana) The mouse’s tale (Storm on the lake) Digital camera to record children’s actions and write captions to go with them Videos eg Storykeepers Children’s Bibles

Disciple Miracle Unique Faith Trust Baptism Nazareth

Comparing the childhood of Jesus with theirs is to help put Jesus’ life into history Miracles are a way Jesus showed his divinity. Children can be encouraged to acknowledge that these events are mysteries and it is acceptable not to know all the answers to every question about them


Key Stage: 1

Unit title: Why did Jesus tell stories?





By the end of the Unit pupils should be able to: The Gospels in the Bible contain the life of Jesus including the stories he told such as: The lost sheep, coin and son. The Good Samaritan, The wise and foolish man. These stories are called parables and each one has a special meaning Jesus told stories to explain important truths to people

• Retell stories that Jesus told (L1) • Recall that Jesus’ stories were called

parables (L1) • Describe how the stories of Jesus teach

important truths about God and how to live (L 3)

• Begin to identify the effect these stories have on people past and present (L2/3)

• List reasons why people like stories • Identify something they have learnt that has

changed the way they think and act • Explain what they think the meaning of a

parable is (L 2/3) • Respond to the special meaning in

parables and that they are important to some people (L2/3)

• Express how they think the stories might affect someone’s behaviour (L 3)

Key questions Possible learning experiences AT1

Opportunities to: Possible learning experiences AT2 Opportunities to:

• Why do people use stories to teach about

something? • What is a parable? • What do you think these stories mean? • Why did Jesus tell stories? • What effect do you think they had on

people?

• Make a collection of stories Jesus told in

various forms eg books, Bibles, pictures, videos

• Read, retell, watch the stories • Re-enact stories using drama, Lost coins in

the classroom, building bricks used in the sand etc

• Collage of lost and found pictures • Match story titles to their hidden meaning eg

‘you are forgiven’ – the lost son • A class book about the things Jesus taught

through the parables eg God loves individuals

• A class list of why people like stories eg

humour, pictures, imagination, understand situations

• Discuss how learning can change our thinking and behaviour eg learning spellings helps us to write correctly, learning the Highway Code helps us cross the road safely

• Draw and write about being lost and found with the feelings involved. Recount from their own experiences

• Wall picture of strong brick foundations labelled eg love, care, respect for others and for self, honesty




Stories Jesus Told series: The Good Stranger The House on the Rock The Lost Sheep The Two Sons The Precious Pearl The Rich Farmer Ten Silver Coins Digital camera for freeze shots of drama

Jesus Parable Bible Gospel Meaning Truth Behaviour / love, care / respect etc

It is the intention of this unit to look at a range of parables, in order for children to be introduced to Jesus’ teaching Ensure that children are encouraged to explore the religious significance of the parables eg God’s love for people even when things go wrong.


Key Stage: 1

Unit title: What happens in church?






1 Christians meet together in church for many reasons and for different services or events : • Sunday services • Christenings/baptisms • Weddings • Funerals

2 Church services may include : • Bible readings • Singing • Praying • Preaching/teaching

3 Key people’s names and jobs • Vicar or Rector or Curate

• Describe why Christians meet in church (L1) • Discuss some of the different services that

take place in church, including happy times and sad times (L2)

• Name some of the elements that make up a church service (L1)

• List the key people who work in church and explain what they do (L2)

• Explain why Sunday is a special day for Christians and how they spend it (L3)

• Discuss special occasions and why it is important to mark them (L1)

• Reflect on their own feelings and others’ in a church at a service or a special occasion, identifying the reasons (L3)

• Show respect for others and their places of worship (L2)

Key questions Possible learning exper iences AT1 Opportunities to:


• When do Christians meet in church? • Why do they meet together? • What is worship? • What happens during services? • Who are the key people in a church? • What special occasions are celebrated in

church services?

• Visit local Anglican church and another of a

different denomination if possible, and look for evidence of what happens there

• Listen to a local vicar/minister talking about his/her work and showing the special clothes

• Look at books/pictures/photos about different church services

• Watch video extracts from different services • Hear examples of songs, music and prayers • that are used in services – discuss different

styles of worship • Act or mime what takes place in some of the

special services

• Discuss groups that children may belong to,

where they meet, what they do, distinguishing clothes or rituals, how belonging makes them feel

• Reflect on why people mark important occasions or landmarks in their life with a church service

• Describe their own and others’ feelings when attending a “special” service

• Talk about how happy times and sad times are marked and remembered

• Share experiences of visiting churches for differing reasons




My Christian Faith The Path that runs by the church Introducing Sarah and Paul – book plus video Sarah and Paul again – book plus video Lucy’s Sunday Cracking Infant RE magazine “Belonging” (Autumn 2002) “Special Occasions” (Spring 2002) Orders of services Pictures/photographs Videos of services Range of bibles Hymn/song books Prayer books www.cist.org/pv/index.htm www.learningalive.co.uk/pathways www.theresite.org.uk http://re-xs.ucsm.ac.uk www.Educhurch.org.uk www.request.org.uk

Church Christians Sunday Service Hymns Songs Choruses Prayer Bibles Hymn books Prayer books Preaching/teaching Vicar / Rector / Minister / Pastor / Curate Sunday-school teacher Worship Wedding Christening/baptism Funeral Harvest


Key Stage: 1

Unit ti tle: What is a church?






• Christians meet together in a church • The furniture of a church and its uses • The exterior features of a church • Symbols in a church building • The church is not just a building but also a

family of Christian people • The roles and responsibilities of the church

members • Anyone can go to a church

• Recognize that church is a special place for Christians (L1)

• Suggest what identifies the church as a building for worship (L2)

• Identify one or more external feature(s) (L1) • Name the key interior features of a church

(L1) • Explain what the furniture and fittings are

used for (L2) • Recognize and suggest meanings for some

symbols within a church showing how they link with beliefs (L3)

• Describe some of the roles members of a church have (L2)

• Think about places which are special to them (L1)

• Talk about why people (including themselves) behave differently in different places (L2)

• Respond sensitively to the church building (L2)

• Compare their experiences of visiting a church (L2)

• Identify their role and responsibilities in the family and at school (L1)

• Make a link between commitment and responsibilities (L3)



• Where do Christians meet? • What are the key interior features of a

church and what are they used for? • How can you recognize a church from the

outside? • What Christian symbols can you find in a

church and what do they mean? • What do the people of the church have to

do?

• Compare photographs, videos, books, and CD ROMS of church buildings

• Visit the local church • Draw a class or individual plan of the interior

of a church • Make a 3D model of a church and its

furniture • Observational drawings of the exterior,

interior or key features • Photographs of interesting parts of the

building, displayed with captions • Find Christian symbols in the church eg a

cross, dove, rainbow, etc • Learn about the significance of colours in the

• Draw a picture of somewhere special for them and explain why it is special

• While visiting the church sit quietly and reflect on the experience

• Talk about other churches they have visited and why and what they felt about them

• Draw, paint or make a collage of themselves caring at home or school or in a family community

• Discuss what a commitment is to their club or family etc.

• Talk about how artists use colour to portray a mood. Refer back to the use of colour in church furnishings.


church • Make a stained glass window collage with

some symbolism • Design a visitor’s leaflet • List the roles and jobs members of the

church do for each other e.g. Vicar preaching, Organist, flower arranger, coffee maker, gardener, cleaner

• Interview members of a church about their role, commitment, their skill

• Make a questionnaire and record interviews with different church members about why the church is special for them

• Draw, paint or make a collage of people in the church doing their jobs and caring for each other

• Paint their own colour mood pictures



‘Be a Church Detective’ Folens photo pack Websites: Church web sites. http://re-xs.ucsm.ac.uk/re/places/ www.request.org.uk www.fours.co.uk/re Pathways of Belief video -The Church Digital camera Tape recorder Christian artefacts ICT Paintbox to design a stained glass window The local church Members of the church Visiting Christian Places of Worship

Church Spire Steeple Tower Gargoyle Gravestones Lectern Pulpit Font Altar, Communion Table Banners Pews Organ Stained glass Commitment Respect Vicar / Rector / Curate Saint

Emphasize that the word “church” can be used in 2 ways – as the building where Christians meet together to worship and as the people in the church.

n.b. the word “school” is used in a similar way. Prepare the children for the way they respect the building. Give children time and space to reflect on the atmosphere of the building.


Key Stage: 1

Unit title: How do Christ ians worship?






• Christians go to church to worship but can worship anywhere

• The wonder and beauty of the world inspires Christians to worship God as Creator

• The Bible has prayers and songs of worship that Christians often use in their worship

• Christians worship by - Singing - Praying - Reading the Bible - Dancing

• Recognize features of worship including the Lord’s Prayer (L1)

• Identify how Christians worship and what their actions mean (L2)

• Recognize that some features of worship are characteristic of more than one religion (L2)

• Identify aspects of own experience and feelings in material studied (L1).

• Realise that worship can be a response to questions that cause people to wonder (L2)

• Respond sensitively to the experiences and feelings of others (L2)

Key questions Possible learning expe riences AT1 Opportunities to:


• What is worship? • How is worship different from saying ‘thank

you’?

• Observe and talk about weather, seasons, intricacy, beauty, strength and power in the natural world. Bring in/ encourage children to bring in tiny flowers, shells with intricate patterns etc., photos of sunsets, crashing seas and mountains.

• Look at prayers and poems of this kind in the Bible. Read/listen to simplified version of the beginning of Psalm 33. Share lines between group. Memorise. Make big pictures. Perform.

• Talk about how psalms were written – David worshipped God even when things were very difficult.

• Listen to story of Paul and Silas singing praise in prison (Acts 16) and act out.

• Discuss meaning of worship – expressing

• Write own prayer / poem and read/listen to each others

• Listen to children’s worship songs. Write a worship song (as class?) and illustrate

• Reflective discussion


worth, value • Visitor from a church using flags and ribbons

in worship to demonstrate how they are used

• Design and make a banner that Christians might use.

• Watch video showing dance being used in worship. Learn song ‘When the spirit of the Lord’ and create dance to accompany it with percussion.

Resources / Links w ith ICT


Use digital camera to take photos of new life/ awe-inspiring scenery Flags used in worship Material for banners Jesus through Art CDs of hymns and modern Christian music e.g. ‘Out of the Ark’ children’s worship songs and different types of music Video extracts including dance in worship e.g. Living it Out Glimpses of Heaven – poems and prayers of mystery and wonder’. Cracking RE Summer 2000

Worship Praise Prayer Wonder Symbol Appropriate Celebrate Banner

Worship – expressing worth, value.

Encourage acceptance of variety of forms of worship


Key Stage: 1

Unit title: Why do people pray?






• Christians believe God is holy, loving, forgiving, and helpful and believe that he listens to them.

• Christians believe God wants people to talk to him about anything

• People pray using - their own words / prayers from books

• People pray - on their own / with other people

• Explain why Christians pray (L2) • Identify some beliefs Christians hold about

God which makes them want to pray (L2) • Identify some of the beliefs in the Lord’s

Prayer (L2)

• Identify aspects of own experience and feelings



• What is prayer? • Why do people say thank you? • Why do people say sorry? • What does ‘Amen’ mean?

• Look at well-known prayers (including the Lord’s Prayer and thank you and sorry prayers). Make individual thank you cards writing on the front something a Christian would say ‘thank you’ for. Choose a favourite prayer to write out and illustrate and say why you like it and what it tells people about God.

• Make a class collection of prayers

• Say why they like a particular prayer • Discuss why they like talking to particular

people • Discuss what they talk about to their special

friends



‘The Grumpy Day’ ‘Best-Loved Prayers’, ‘365 Children’s Prayers’, ‘Ladybird: ‘The Lord’s Prayer and other prayers.’ Cracking RE Summer 2000/’Tell Me’ graphic by Andras Simon P31/2 I can talk to God A First Look: Prayer

Pray Prayer Amen

Because prayer involves an individual response to God, no child should be required to pray. Some children, however, enjoy praying aloud. Experience of listening to these children pray inspires confidence for those children who would benefit from having prayer modelled.


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Key Stage: 1

Unit title: Why is the Bible a very important book?





By the end of the Unit pupils should be able to: • Books can be special / important to people • The Bible is a very important book for

Christians • Christians believe God speaks to them

through the Bible • The Bible has two sections • The Bible contains significant stories of

God’s people in the Old and New Testament • The Bible helps some people learn about

God and their lives

• Explain why the Bible is a very important

book for Christians (L2) • Identify and describe key features of the

Bible (Old Testament, New Testament, chapters, verses, stories, letters poems etc) (L2)

• Explain when and how Christians use the Bible (L3)

• Explain how books can be special and talk

about their own special book (L1) • Respond sensitively to other people’s

special books (L2) • Talk about how stories have affected the

way they live and compare their experience with other pupils’ (L3)



• What is your special book and why is it

special to you? • What is the Bible? • What is it about? • Why is the Bible a special book for

Christians? • When and how do Christians use the Bible?

• Handle different types of Bibles (eg Lectern

Bible, Pocket Bible, and Children’s Bible) • Make a time line showing that the Old and

New Testaments were written before and after the birth of Jesus

• Invite a Christian speaker to come into school to explain how the Bible affects their daily life

• Find out why the Bible is important to Christians, by brainstorming ideas as a class, or by interviewing Christian friend / family

• Use books, videos, photographs, virtual web-sites and CD-ROMs to investigate how the Bible is used by people and in different places of worship

• Bring in a book they consider to be special

and reflect on why the book is special, how they use it and how they look after it.

• Discuss whether they value their book in the same way as Christians value the Bible

• Compare the importance of books for different purposes: story book, poetry book, cookery book, map book, Bible, puzzle book.

• Talk about stories which have affected the way they live




Bibles eg Lectern Bible, Pocket Bible, Children’s Bible Photographs / pictures eg Christianity Photo packs - Folens Virtual visit web-sites Videos eg Pathways of Belief, Testament -The Bible in Animation Big Books eg My Christian Faith

Bible Special Old Testament New Testament Chapter Verse Christians God Jesus Stories Letters Poems

Care should be taken when planning this unit to avoid unnecessary repetition, ie when addressing the New Testament, note that there is a separate unit on ‘Jesus’ which covers Jesus’ life and the stories Jesus told.


Key Stage: 1

Unit title: What is the Bible about?





By the end of the Unit pupils should be able to: • The Bible contains stories about God and

people • The Bible contains advice on life • Some key stories about Old Testament

characters Eg Jacob, Joseph, Moses, Joshua, David, Samuel, Daniel, Jonah • The New Testament contains the stories

about Jesus and the beginning of the church

• Retell some stories from the Old Testament

and suggest why they are important to Christians (L1/2/3)

• Give an example of a Christian belief about God that is in the Bible (L2)

• Explain that stories about Jesus come from the New Testament (L1)

• Give an example of advice for living from the Bible (L2)

• Identify aspects of their own experience and

feelings (L1) • Identify interesting and puzzling aspects of

the stories (L1) • Respond sensitively to others ideas,

viewpoints and feelings (L2/3) • Consider whose advice is important to them

and others (L1)



• What is the Bible about? • Who are the stories about? • Why do people like reading the Bible?

• Find out about the stories of some Old

Testament characters • Use role-play and ‘hot-seating’ to explore the

reasons for the actions of the characters in the stories

• Find the beginning of some stories in the Old Testament and the New Testament

• Interview a Christian about their favourite Bible story

• Talk about what they think the characters

learnt about God • Set-up ‘What if...’ pairs to think about

making choices.



A First Look at the Bible Lion Storyteller Bible Lion First Bible

Old Testament New Testament


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Key Stage: 1

Unit title: What does it mean to be a Christian?





By the end of the Unit pupils should be able to: • Christians are ordinary people who try to

show God’s love to other people • Christians try to follow Jesus’ example and

his teaching • Christians believe God loves them and

forgives them

• Retell story of the life of a Christian (L1) • Recognize features of religious life and

practice by how Christians live (L2)

• Identify aspects of own experience and

feelings in material studied (L1) • Respond sensitively to the experiences and

feelings of others, inc. those with a faith (L2)

• Respond sensitively to the values and concerns of others, inc. those with a faith, in relation to matters of right and wrong (L2)

• Compare aspects of their own experiences with those of others, identifying what influences their lives (L3)



• What things has … done to show us what a

Christian believes? • How does … show God’s love to other

people? • How would Christians feel that God has

helped people through…? • How has … helped people? • How has … helped people know about God? • How has being a Christian changed his/her

life?

• Listen to stories of Christians – past and

present, famous and local – e.g. Terry Waite, Rachael Cooke, Cliff Richard, David Powe. Arrange for a local Christian to visit to talk about how their faith is expressed in daily life.

• Dramatise suitable stories. • Make a Salvadorean cross to show the life

of one of these - either as an individual or as a group. After being displayed for a while, these could be assembled into a class book with captions typed on the computer.

• Discuss how being a Christian has influenced these people – how has it changed the way they live?

• Draw an outline shape to represent

themselves and draw inside important events in their own life




Cracking RE Summer ’97 p30 and various issues for biographical information Expecting the Impossible The Risk Takers Still More Lives to Inspire

Actions Christians Express Inspire Past/present Local Influence

Material in resources needs retelling for younger children Local Christians may be contacted through parents and school prayer group as well as local churches.


Key Stage: 1

Unit title: Who are some famous Christians?





By the end of the Unit pupils should be able to: • The lives of some Christians throughout

history who followed Jesus example. • Some famous Christians became Saints. • Christians believe anyone can be a follower

of Jesus • Christians believe God loves all people

equally

• Recount or retell stories of famous

Christians e.g. St Peter. St. Paul, St. Patrick, St Francis, St. Nicholas, Dr Barnardo, Florence Nightingale, Gladys Aylward, Mother Teresa (L1)

• Identify their behaviour, which was Christ-like (L2)

• Describe how their lives changed and affected others (L3)

• Respond sensitively to the lives of these

Christians (L2) • Realize that a Christian faith influences

people’s decisions (L2) • Identify what influences their own lives (L3) • Make a link between Christian values and

behaviour (L3)



• What is a Saint? • How do Christians behave? • Why did these Christians become famous? • How does a Christian’s behavior affect

others?

• Listen or read the stories of famous

Christians • Watch a video of their lives • Listen to a tape • Order the life of a famous Christian in

pictures and words • Make a timeline • Write a letter as if you are the person • Place where they lived on a map • Copy some Bible verses that link their

behaviour with Jesus’ example • Invite a local famous Christian into school to

talk about their life and faith.

• Make up a list of questions for the famous

Christian • Compare the difficulties with the successes • Discuss what influences their behaviour in

the playground or classroom. • Drama or dance aspects of their lives e.g.

the children living in the streets for Dr Barnardo




Videos Books Maps Photos or pictures of the people and places they lived Find information on the internet or on CD roms Digital camera to record behaviour in the playground Time line - Christian Lives from Twenty Centuries Stories of Everyday Saints

Saint Christian Behaviour Values Caring Sharing Sacrifice or give up Pray Trust Neighbour


Key Stage: 1 Yr1

Unit title: How is Jesus’ birthday celebrated?





By the end of the Unit pupils should be able to: • The story of Jesus’ birth • How his birthday is celebrated by Christians

• Give a simple account of the story of Jesus’

birth (L1) • Identify Christmas traditions which link with

the Christmas story (L2)

• Talk about how a baby’s birth is celebrated

today (L1) • Identify the differences surrounding Jesus’

birth and a baby born in England today (L3) • Talk about Christmas traditions and listen to

other people’s experiences (L2)



• What is the story of Christmas? • Is it a birthday? • What happens on Christmas Day?

• use Nativity figures to tell the story • create a crib in the classroom • hear the story using videos or books • make decorations / cards which link with the

Christmas story

• Invite a mother in to talk about what a new

baby needs • Compare a birthday party with Christmas

Day • Talk about Christmas traditions



The Lion Christmas Bible The Essential Christmas Book Jesus’ Christmas Party The Christmas Book Sleepy Jesus

Nativity Crib Manger Angel Bethlehem


Key Stage: 1 Yr1

Unit title: Why are carols sung at Christmas?





By the end of the Unit pupils should be able to: • Angels gave messages from God - to Mary - to the shepherds • People today sing carols to remember the

story and send cards with messages of peace and joy

• Tell the story of the angel Gabriel’s visit to

Mary and of the angels who surprised the shepherds (L1)

• Recognize and sing a few carols about the Christmas story (L1)

• Identify cards which depict the Christmas message in pictures and/or words and explain their significance (L2/3)

• Talk about who gives them messages (L1) • Respond sensitively to the feelings and

actions of others when a message comes to them (L2)

• Think about some of the questions about the story of Christmas which puzzle them and compare them with other people’s (L3)



• What is an angel like?

• Listen to / watch the story • Act the story of the shepherds’ night • Sort Christmas cards for shepherds and

angels, and the message inside • Learn ‘While shepherds watched their flocks

by night’ and other Christmas story-based carols, and explore what the words mean

• Listen to different messages and act out a

response to each • Imagine meeting an angel – what would you

like to ask them? • Enjoy different Christmas songs and talk

about why they enjoy them, and what puzzles them



Carol Angel Shepherd Flocks Glory


Key Stage: 1 Yr1

Unit title: Why are Hot Cross buns and Easter eggs eaten at Easter?





By the end of the Unit pupils should be able to: Christians remember • the death of Jesus on Good Friday • Jesus came back to life on Easter Sunday

• Recognize the symbols of the crucifix and

the cross (L1) • Identify the traditions of special foods to

remember special days (L1) • Explain why chocolate eggs are eaten at

Easter (L2)

• Identify special occasions when they eat

special food (L1) • Respond sensitively to the experiences and

feelings of others (L2)

Key ques tions Possible learning experiences AT1 Opportunities to:


• Why is there a cross on some buns? • Why are chocolate eggs eaten at Easter?

• Hear a simple story of Jesus’ death and

coming back to life again • Talk about the difference between crucifixes

and crosses • Notice crosses in church, in the church yard,

worn as necklaces, badges • Handle stone egg-shapes and look at

pictures of hatching eggs – talk about new life

• Make clay crosses • Have an Easter Egg hunt

• Make a display of special times in their lives

and the ways they like to mark them • Make and eat Hot Cross Buns • Share rituals from home for finding / eating

Easter Eggs



Good Friday Easter Sunday Cross / crucifix


Key Stage: 1 Yr2

Unit title: Why are Christians sad and happy at Eas ter?




Learning ou tcomes AT2 learning from religion


Christians feel • Sad on Good Friday because Jesus

died and many friends ran away • Happy on Easter Sunday because Jesus

came back to life and talked to his friends

• Know the story about the death of Jesus and that Christians believe God forgives them because Jesus died (L1)

• Understand and explain why the friends of Jesus ran away (L1)

• Realize how happy the friends of Jesus were when they saw him alive again (L2)

• Describe how Easter is remembered by Christians in their churches (L3)

• Begin to realize that these facts have a significance for Christians today (L2)

• Begin to understand why Christians want to celebrate the Resurrection of Jesus (L2)

• Realize that there are not always easy answers to difficult questions (L2)



• What happened to Jesus on Good Friday? • How did his friends feel? • What did they do? • What happened on the first Easter Sunday? • How did the friends of Jesus feel then? • How do Christians today remember these

events?

• Read / watch a video • Make an Easter Garden and tell the story

using it • Look at pictures/ paintings of events • Produce own art work of events • Record story in “Storyboard form” • Create a dance or mime with instruments to

express the feelings of Jesus’ friends

• Discuss what makes pupils sad/ happy • What makes other people sad or happy? • Consider why the friends of Jesus were first

very sad and frightened but this changed to happiness

• Make cards / gifts which can make people happy

• Talk about people’s or pets’ deaths – rituals and remembering



Children’s Bible The Miracle Maker - video Jesus through Art

Good Friday Easter Sunday Disciples Resurrection Feelings

Discussing pupils’ emotions, particularly sad ones may raise issues that will have to be dealt with sensitively Some pupils may find this story raises puzzling questions that need to be taken seriously


Key Stage: 1

Unit title: What is important for Jewish children?





By the end of the Unit pupils should be able to: • The Synagogue is the Jewish place of study,

community and worship • The Torah is the Jewish holy book • Jewish boys and men wear a kippah • Jewish people meet on a Saturday • Jewish people eat special food

• Name the synagogue as the Jewish place of

worship (L1) • Describe some of the features of a

synagogue and explain their religious significance (L3)

• Identify how and where the Torah is kept (L2)

• Demonstrate how the Torah is read (L1) • Make a link between the Torah and parts of

the Bible (L3) • Name a kippah (L1) • Explain the significance of the kippah (L2)

• Name different places people go to worship

and learn (L1) • Explain what it means to treat something

with respect (L2) • Identify books that are of value to them and

why (L1) • Name when and why they wear special

clothes (L1) • Respond sensitively to the practices of

those of the Jewish faith (L2) • Make a link between special clothes and

their religious significance (L3)

Key questions Possible learni ng experiences AT1 Opportunities to:


• What is special about the Synagogue for

Jews? • How is the Torah special to Jews?

• Look at photographs, posters, books or a

virtual visits Website of a synagogue • Make a model of a synagogue showing key

features • Handle a replica Torah, demonstrate reading

the Hebrew with a yad • Make a scroll • Look at and design a kippah • Have a visit from someone who goes to the

synagogue

• Draw or write about places in school or

outside where they go to worship or learn with others e.g. assembly-hall, library, and church.

• Bring in a book that is of value to them; explain why it is valuable and where it is kept.

• Discuss how they would like people to treat their valuable thing, and therefore how they would treat things belonging to others.

• Draw or make models of the special clothes they wear and say why they wear them.




Photographs of a synagogue e.g. Folens Virtual visits site Artefacts from Resources Centre I am a Jew My Jewish Faith

Holy Torah Synagogue Valuable Kippah Prayer shawl Scroll Ark Yad


Key Stage: 1

Unit title: Why do Jewish children celebrate Shabba t?


Learning outc omes AT1 learning about religions



By the end of the Unit pupils should be able to: • Shabbat is a time of rest. It recalls God

resting on the seventh day after creation • Shabbat and the Friday Night Meal are an

important part of Jewish family life • Shabbat lasts from sunset on Friday to

sunset on Saturday and has symbols that mark its beginning and its end

• Shabbat is an opportunity for teaching Jewish children about their religion

• Say when Shabbat is celebrated (L1) • Identify key elements of the Shabbat meal

and their symbolism (L2) • Name some of the Shabbat artefacts and

describe how they are used (L2) • Recognize how Shabbat is a rest from work

and a special family time (L1) • Make links between the symbols of Shabbat

and their religious significance (L3)

• Talk about when their families have special

times together (L1) • Explore the idea of a special day in the

week (L2) • Identify elements of a special meal for them

and their significance, e.g. candles on a birthday cake, mince pies (L2)

• Recognize why rest is important (L1) • Compare how they learn things from their

families, identifying influences in their lives (L3)



• When is Shabbat celebrated? • How is Shabbat celebrated? • What makes Shabbat different from the rest

of the week for Jewish children? • How does Shabbat help Jewish children to

learn more about their faith?

• Re-enact what happens at the Friday night

meal • Use a video, or read from books • Act out what happens at the end of the

Shabbat meal • Handle Shabbat artefacts and describe how

they are used during the family meal • Make a challah loaf and talk about why it is

different from a normal loaf of bread

• Talk about special times with their families • Draw a family tree and label things they

have learnt from different members • Make a zigzag book of the days of the

week, depicting times for rest and family times

• Talk and draw about a special meal for them and their family rituals, e.g. candles on the birthday cake, Christmas dinner or tea




Places for Worship - video Shabbat - video Digital camera for pictures of artefacts. Video or digital camera for recording the classroom re-enactment of the Shabbat meal The Seventh Day is Shabbat

Shabbat Challah Work Rest Havdalah Spices Kippah Family time

It is the intention of this unit for pupils not only to recall facts about what happens on Shabbat, but to demonstrate an understanding of the central meaning of Shabbat for Jewish families as a time set apart from the rest of the week.


Key Stage: 1

Unit title: What is important for Muslim children ?





By the end of the Unit pupils should be able to: • Muslims follow a religion called Islam which

began with Muhammad (pbuh) and calls God ‘Allah’.

• How Muslims pray • The Qur’an is their special book – Muslims

believe it has the messages Allah gave Muhammad (pbuh)

• The Mosque is where Muslims meet and pray

• Ramadan is a time of fasting

• Recognize features of Muslim life and

practice (L1) • Explain how Muslims pray (L2) • Explain why the Qur’an is so important (L2) • Describe what happens in Ramadan and

make links with Lent (L2)

• Respond sensitively to the experiences and

feelings of others including those with a faith (L2)



• Who was Muhammad (pbuh)? • How do Muslims pray? – washing, clothing,

timing, direction, mats • What is the Qur’an? • What happens in a mosque? • What happens in Ramadan?

• Look at special clothing worn for prayer and

a prayer mat. Design a prayer mat with compass points on it. Find out direction of Makkah

• Talk about how the Qur’an is treated. Look at the Qur’an. Copy some Arabic writing.

• Visit a mosque or see pictures of a mosque and find out what happens there

• Draw the symbol for Islam. Find out when it gets light and dark at Ramadan in England this year. Find out how long daytime lasts – i.e. how long without food.

• Talk about different ways people pray • Discuss what makes a building special • Consider why some books are so special • Invite a visitor to talk about his/her

experiences of Ramadan. Imagine not eating at fruit break and lunch-time when it is Ramadan




Surrey RE site http://www.fours.co.uk/re Islam - Religions through Festivals Islam - Ideas Bank RE I am a Muslim What I Believe Box of artefacts – prayer mat, clothing Religious Artefacts in the Classroom Something to share Yaseen’s Book Photopacks

Muslim Islam Muhammad (pbuh) Allah Qur’an Mosque Ramadan Id

The name of Muhammad is always followed by the letters p.b.u.h. meaning Peace be upon him. It is a sign of respect to follow this practice.

What is itlike in

heaven?

How did you create the world?

How old are you?

key stage 1 - east hoathly ce primary school & chiddingly ...€¦ · stories jesus told - the...

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