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KS2 Christian Belief enquiry: Harvest Explore!

What does ‘Harvest’ mean to believers in UK and overseas? What on earth has harvest got to do with

heaven? Gratitude in action - How do beliefs inspire action?

KS2 Unit Linked to RE Guidelines

Pupils will reflect on the importance of food for survival and the production and availability of food in UK and overseas. They will recognise that people

have different attitudes and levels of access to food, depending on where they live. They will reflect on how belief in God as provider, inspires

personal gratitude and can motivate action on behalf of others in both times of plenty and poverty. To understand the context for Christian harvest

festivals pupils will consider the Jewish festival of Sukkoth, Feast of Tabernacles, in the Old Testament, which Jesus would have celebrated. They will

investigate how the Christian harvest festival has adapted and changed over time, in order to understand what ‘harvest’ means to Christian believers

today in the UK and overseas. Through participating in a ‘Harvest Question Time’ pupils will compare and contrast how Harvest is celebrated

individually, locally and globally, for example in the UK and overseas (Mozambique) They will reflect on what they can learn from their overseas

neighbour in relation to harvest. They will look at examples of Harvest worship from UK and overseas and consider what the lyrics communicate

about beliefs. Pupils will reflect on the fact that Jesus describes himself as ‘Lord of the Harvest’ and how this impacts believers lives and the rituals

and purpose of Harvest festivals themselves. In the light of their learning they will consider the concept of ‘harvest of righteousness and the question

‘what on earth has harvest got to do with heaven?’

They will evaluate the impact that organisations like Christian Aid, Tear Fund, and Diocesan Companions for example Angola, London, Mozambique

Association (ALMA), can have on people’s lives –for example being motivated by the commandment to love your neighbour as yourself, and to share

‘first fruits’ in terms of friendship, time, expertise and resources .

Pupils will have opportunities to activate a practical expression of gratitude, arising from the learning journey (class or whole school) to share with the

local church or linked community overseas, for example in Mozambique. Ideas include designing a ‘live’ campaign for a charity supported by the local

church or planning and leading a school harvest festival (Plan of action to be decided by the children)

Opportunities to engage directly with the key concept of loving your neighbour as yourself’, and to engage with citizenship objectives are built into the

work through the Diocesan Companion, ALMA network of partnerships between churches and schools in the UK and in Mozambique. Pupils are able

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to explore ‘live relationships’ between Christian believers in their local church communities and communities in Mozambique that enable them to

compare and contrast aspects of Christianity as it is expressed in the UK and overseas’.

Encouraging pupils to consider key questions: ‘What does Harvest mean to me?’ ‘How do Christians respond to the belief that God provides

everything?’ and ‘What on earth has harvest got to do with heaven?’ may prompt pupils’ to consider their own experiences and creative ways that

they might express these.

Where this unit fits in:

This unit builds upon previous on Christianity and provides an insight into the teachings of Jesus, his life and ministry and its impact on believers. Key prior

knowledge and understanding of the outline of God’s story for mankind from Genesis to Revelation, the concept of Salvation needs to be in place

to enable meaningful exploration of ‘what loving your neighbour as yourself’ means to a Christian, and its impact on the church and society. The

unit will make significant connections to pupils’ own understanding of who is your neighbour, and what it means to love your neighbour. Part of the learning

from Christianity that is planned is to consider questions about citizenship and beliefs motivation actions for themselves.

The unit enables pupils to make links to foundations of Christian morality and the concept of giving in the two great commandments: Love of God (expressed through the last days and death of Jesus), God as provider, and Jesus commandment to love your neighbour as yourself

(explored by pupils through live relationships between local UK and Mozambican churches and meanings of harvest, and how it is celebrated locally and globally.

The unit will provide these opportunities.

Pupils have opportunities to consider a range of views about ‘harvest’ and how its meaning and celebration of harvest has changed over time

From the study of sources of authority within religion ~ Bible stories from the old Testament and the gospels pupils will be able to examine and develop reasoned viewpoints about what ‘harvest means to a Christian locally and globally, and how they interpret the commandments to ‘Love God and Love your neighbour as yourself’. They will encounter some diverse views about ‘harvest’, and how Christian believers are motivated to share their first fruits with others.

In this example, viewpoints from Christianity will be considered. Any school may plan to address the questions of the unit with reference to another religious tradition.

Pupils will be able to think about their own experiences of harvest, loving God and loving other people through sharing what they have.

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ATTITUDES FOCUS: Pupils will explore attitudes of:

Self Awareness: Feeling confident about expressing beliefs about the importance of Jesus teachings, the concept of harvest and loving our neighbours Respect for all: Developing skills of listening and a willingness to learn from others’ views about Harvest and Christian example, even when different from

their own. Open-mindedness: being willing to learn and gain new understanding from others people’s beliefs about Harvest and how Christians express their beliefs

and love for God and their neighbour through Harvest Celebrations and giving to others. Appreciation and wonder: Developing pupils’ capacity to respond to questions about the impact Harvest, and the ways in which belief in God as provider

and Jesus as Lord of the Harvest is an inspiration for Christian people today.

Prior learning It is helpful if pupils prior knowledge and understanding of the outline of God’s story for mankind from Genesis to Revelation to enable Salvation to be explored and understood in context. They will have studied the units on Christianity at FS2, and Y1 and 2, and recapped on these with the teacher. It would be helpful if they had explored harvest celebrations around the world, and in relation to other religions.

Key Christian

belief In Christian traditions, belief in a triune God as Creator, Jesus as Saviour, Holy Spirit, two key commandments (ref. Old Testament Ten Commandments), sacred text, story and theological ideas contribute to Christian understanding of what it means to be human. Various accounts of the idea of salvation are held among Christians. Christians teach that God in Jesus is the Saviour of the world. The events of Maundy Thursday and Good Friday illustrate the extent of God’s love through Jesus. This Saviour is also a servant to the community, providing for the needs of every human being. The concept of Harvest and the reasons it is celebrated in Christian belief, are rooted in Old Testament references to God as creator and provider for the human race. For example the Garden of Eden was described as a place of plenty and the Israelites relationship with the land was such that following God’s commandments (Moses) assured fruitful harvest, and abundant provision. The Jewish feasts for example Feasts of Tabernacles, celebrate this provision and relationship with God, looking towards the promised land, a physical place of ‘harvest’ flowing with milk and honey. This and other festivals would have been celebrated by Jesus, being from a Jewish background, many of which have a connection with harvest. Jesus described himself as ‘ Lord of the Harvest ‘, sowing seeds for a spiritual harvest, gathering people into the Kingdom of God, to enable them to receiving the overflowing of God's generosity by accepting Jesus as Saviour, the source of God’s provision, and being enough for all. Gratitude over God’s provision of Jesus as Saviour and God’s continuing provision of human needs, overcome human impetus to selfishness / greed and realise God's purposes run through the rituals and liturgy of harvest celebration. Christians celebrate Harvest in different ways, according to their tradition and values. The idea of harvesting and celebrating people’s gifts and talents in loving your neighbour is also highlighted as part of

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the celebrations. Other activities related to ‘Harvest’ ideas, such as giving of tithes, a tenth of what you have to support the work of the church, from the Old testament, is related to the principle of sharing the harvest, such as gleaning wheat for strangers - not to clear wheat to edge of the field; leave low-hanging grapes.

The theme of Harvest underlies Jewish feasts: Barley - Exodus - Passover - Jesus' death and resurrection Wheat - Giving of Torah scrolls (law) - making of one nation - Pentecost Grapes - from Pentecost onwards Olives - Harvest from Oct - Nov - Sukkot / Tabernacles - time of joy when the fullness of the harvest is gathered in (finds its climax in Simhat Torah) Eschatological vision of new Jerusalem is associated with the 'first fruits' of the harvest / rich wines & marrow – Isaiah 25.6 etc. Sharing fruits of harvest as practical giving – Overflowing of God's generosity through those who follow him is symbolic of God's provision being enough for all (i.e. harvest contains impetus to overcome human impetus to selfishness / greed and realise God's purposes Through connection with Sukkot - Feast of tabernacles - the idea that God will dwell with us, even in the desert journey - a reminder of the end of time, when we will dwell with God - i.e. the ultimate fruit of this time, which comes to harvest (cf. Paul's metaphor to describe the resurrection body - 1 Cor 15.42-44)

Vocabulary In this unit, pupils will have an opportunity to use words and phrases related to:

The specific religion: Christianity Saviour, Salvation, Christ, Jesus, Christian, Commandments, Harvest, Provider, first fruits,

righteousness, heaven,

Religion in General: Follower, Founder, God, Belief, Faith, Teacher, Teachings, Belief,

Religious and Human Experiences: Inspiration, servant hood, sacrifice, love, neighbourliness, giving, harvesting, sharing, Harvest,

sowing, reaping, gratitude, poverty, injustice, charity, giving, helping

Citizenship: values, responsibilities, viewpoints, actions, gratitude, campaign

Art: Respond, Research, Reflect, Creative process

Physical object: colour, lines and marks, tone, texture, shape, mood, composition, title, content, message

Visual resources

Church or NGO Posters promoting the message ‘ Love your neighbour as yourself – eg Christian Aid, Oxfam, Sendacow, Tearfund,

Foodbanks

www.ngfl-cymru.org.uk is the Welsh Virtual Teacher Centre. It contains some good materials for teaching to this age group.

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Christian artefacts (images): www.strath.ac.uk/Departments/SocialStudies/RE/Database/Graphics/Artefacts/CAfacts.html Rejesus: http://rejesus.co.uk RE:Quest: www.request.org.uk The National Society supports RE with some books and this website on ‘Encountering Christianity’ www.encounterchristianity.co.uk Miracle Maker Warner Home video / DVD – an almost indispensable help to teaching about Jesus, this 90 minute animated life of Jesus is

supported by a fine website of teaching ideas from the Bible Society UK: www.themiraclemaker.org.uk Pathways of Belief videos and teachers notes. BBC Animated World faiths Prog 1 Life of Christ;

www.traidcraft.co.uk/.../PDF/General/schools_lesson_plan_RE_KS2_T.pdf · Books

RE Ideas: Christianity (ed. Draycott, RE Today: Copiable pack of 50+ lessons for KS2 Christianity Jesus (Developing Primary RE series) RE Today Faith stories (Developing Primary RE Series) RE Today Teaching about Jesus Anthony Ewens & Mary Stone (RMEP) Jesus J Aylett & R Holden-Storey Hodder & Stoughton The Life of Jesus D Stent Blackwell www.christianaid.org.uk www.tearfund.org.uk www.almalink.org

Artefacts religious artefacts for Christianity are available to purchase from:

Articles of Faith (Tel: 0161 763 6232)

Religion in Evidence / TTS (Freephone 0800 137525)]

ICT (CD Roms / Websites) (Correct at time of publication)

www.natre.org.uk/spiritedarts contains a great range of pupil art work inspired by the life of Jesus.

www.theresite.org.uk

www.re-xs.ucsm.ac.uk/schools/

www.request.org.uk www.sendacow.org.uk

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Contributions to spiritual, moral, social and cultural development of pupils (links directly to framework) Spiritually, by learning about and reflecting on important concepts, experiences and beliefs that are at the heart Christianity, including the concept of God as

Creator and provider, the commandment to Love God, and love your neighbour as yourself, sharing what you have

Morally, by considering what is of ultimate value to pupils and believers through studying the teaching and example of Jesus and impact of his teaching and example for believers, servanthood, generosity, loving your neighbour

Culturally, by considering how beliefs about God as provider and Jesus as ‘Lord of the harvest’ have been expressed through the creative and expressive arts and encountering the creative and expressive arts from differing cultures

Learning Expectations:

At the end of this unit

Learning about: AT1

Pupils working towards the expected level

will be able to

(Level 2):

Use religious words and phrases, (such as saviour, commandment, harvest,) to identify key aspects of OT and NT teachings related to Harvest

Show awareness of how different people describe understand and celebrate harvest

Suggest a meaning from the commandment to love God and love your neighbour that relates to giving at harvest time

Describe how Jesus loved people and inspired other people to do the same eg sharing first fruits

Identify how Christian believers have loved their neighbour at harvest time, for example charities working on behalf of people in poverty.

Pupils working at the expected level

(L3) will be able to

Use a developing religious vocabulary, such as salvation, commandment, , sacrifice, servanthood harvest to describe key aspects of Harvest

Make links between some Christian beliefs and actions related to harvest and Jesus teaching on commandments found in the New Testament, especially about loving your neighbour.

Begin to identify the impact that of OT teaching and NT teaching and example has on a Christian’s life eg how harvest is celebrated and interpreted.

Describe some ways in which Christian beliefs about Harvest have inspired charities working on behalf of people in poverty.

Explain why people in different countries might find it hard to celebrate

Pupils working beyond the expected

level (L4) will be able to

Use a developing religious vocabulary, to show their understanding of what Jesus means to Christians as saviour and how this relates to harvest celebrations.

Express insight into the feelings of the people overseas when crops fail and people are hungry

Make connections between some Old Testament and New Testament stories about Harvest , Jesus as Saviour, and Lord of the Harvest and Harvest celebrations.

Describe simply some different interpretations of Harvest in Christian traditions

Show that they understand why Harvest is interpreted in many different ways through charities working for justice and a fairer world.

Learning from: AT2 Respond sensitively to questions about the

importance of harvest and how it is celebrated

for themselves and others.

Ask and consider some important

questions of their own about the

concept of harvest, why and how it is

Raise and suggest answers to, questions

about the importance of harvest, the

connection with Jesus as saviour and the

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celebrated, making links between their

own and others’ responses.

impact on a believer’s values and

commitments.

ASSESSMENT SUGGESTIONS:

Possible final assessment task: Inspired by exploring the significance of Harvest in the UK and overseas, pupils plan and

implement expressions of gratitude, to use their gifts and talents to love to their neighbour’ either locally or overseas via their

local church ‘Diocesan companions’, for example Angola, London, Mozambique Association (ALMA) network partnership

UK and Mozambique, on the theme of ‘Loving your neighbour’. See www.almalink.org

Their idea needs to be realistic, achieveable, inspiring to others and designed to make a difference to their neighbour (local

or overseas) and reflect their understanding of Christian Harvest. It should use a saying or verse from one of the Bible texts

studied in this unit for a title (give pupils a choice).

Ideas include:

Making a difference – e.g designing and implementing a charity campaign across the school, linked to the local church eg Foodbank – poster design to raise awareness, leading an assembly, organising collecting for a charity

Harvest of gifts to share– linked to Diocesan Companion - creating a gift for local community or organising a fundraiser for an identified need in church-linked overseas community

Pupils could write an explanation: ‘Six reasons why our act of gratitude can make a difference to our local or overseas neighbour (less than 100 words).

Assessment Outcome:

Remember to

Understand OT and NT teachings about Harvest as it relates to God’s provision, loving God and loving your neighbour and the impact of Jesus’ example of servant hood on Christian believers in the UK and overseas (e.g Mozambique via ALMA partnership)

Show that you understand why harvest in the context of loving your neighbour’ is important to Christians. Use ideas from the examples of believers lives you have studied, and from the Bible Suggest what difference your campaign would make to the lives of people in the UK and in Mozambique.

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Key questions

LEARNING

OBJECTIVES TEACHING AND LEARNING (Including experiences and opportunities)

LEARNING OUTCOMES POINTS TO NOTE and

Resources

Lesson 1

What does

harvesting

involve?

How can we

define

harvest?

What does

harvest mean

to someone

in the UK or

overseas?

To define the

process of

harvesting

To identify

products of

harvest

needed for

human

survival

To consider

the idea of

harvesting and

products of

harvest and

that they might

mean different

things to

people living in

different parts

of the world

Starter

How is the word Harvest used? What does ‘harvesting’

mean to a farmer and to ourselves?

Creating a class definition

Ask children to explain their experiences of harvesting food/

show children pictures of people in the UK and overseas

harvesting crops e.g on farms using farm machinery such as

combine, baler, grain drier, or in the wild e.g., fruit-picking –

apples, strawberries, blackberries

Encourage pupils to describe what they see happening–

creating a word bank: cutting, picking, gathering in,

combining, drying, gleaning, processing, packaging,

working together

Work in small groups to create a definition for the process

of ‘harvesting’ that could apply in the UK and overseas

Consider the products of UK harvest and how they

originate

animal products such as eggs, milk, cheese

crops providing cereals– process of preparing the

ground, sowing seed, gathering in, processing

fruit and vegetables

Pupils could plant some wheat grain (or bird seed) in a seed

bed and nurture it throughout the unit, harvesting it, once it is

ripe to engage with the growing and harvesting process and

seasons.

Ask pupils to identify who does the work to ensure we have

I can talk simply about the

process of harvest and use

words like ‘sowing’ ‘growing,

gathering’ to help me create

definition for harvest

I can respond to examples of

people harvesting crops in the

Uk and overseas and make

comparisons for myself.

The unit uses the big idea

of ‘gratitude in action’ –

sharing first fruits with

others as a core concept,

inspired by Christian belief

in the idea of God as

Creator and provider .

Point out that Christians

believe Jesus is real (not

like the Disney heroes)

and that people have been

inspired by Him for 2000

years, in their millions to

give up good things in their

lives, to help others.

A website that provides

an introduction to

harvest festivals around

the world

http://www.harvestfestiv

als.net

Diocesan Companion

ALMA www.almalink.org

using ALMA photographs

from Mozambique showing

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these products, and what their role is in food production–

farmers, growers, supermarkets, parents and carers

Main activity

What do human beings need to survive?:

Show them bowl of fruit and vegetables, packets of cereal,

bags of flour, cartons of juice and milk, bottle of water,

eggs, bread, pictures of supermarkets

Invite pupils to use their knowledge of nutrition and

choose three items that a human being needs to survive,

and explain why they need them.

Where do people get their food from in the UK and

overseas?

Divide pupils into two groups: group one could make an

inquiry about: where food is sourced for a family in their

family e.g shop, supermarket, allotment. Invite them to

brainshower how many different food products they might

use in a day, or a week.

Group two could make a comparison with a community

overseas (for example via Diocesan Companion ALMA

www.almalink.org

Using ALMA photographs from Mozambique showing

people farming, gathering and selling food in markets, or

Christian Aid or Oxfam Harvest resources.

Plenary

Why do different religions and different countries

celebrate harvest? What might inspire them to celebrate

in the UK and overseas?

Discuss the idea of celebrating harvest in times of plenty and

in times when there is less than enough. In what situations

people farming, gathering

and selling food in

markets, or Christian Aid

or Oxfam Harvest

resources.

Christian Aid

www.christianaid.org.uk

Oxfam www.oxfam.org.uk

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might people have more than they need, or not enough? How

might this affect their belief in God as provider?

Lesson 2

What are the

key beliefs

about God’s

provision of

food for human

beings in the

Bible?

How does

God’s

provision for

the Israelites in

the wilderness,

inspire

believers

today?

Why do some

Christian

believers

celebrate

Sukkoth and

harvest in the

To explore

Key Jewish

Festivals that

influence

Christian

concept of

Harvest

To understand

that some

Christians

celebrate

Jewish

festivals as

Jesus was

described as

doing, when

he was on

earth.

To understand

that Old

Testament

and Jewish

beliefs and

stories

influence

Starter

What do Christians believe about God’s provision for

human beings in terms of physical food

Christian beliefs in one God as creator of the world and

provider for human needs originate in the Book of Genesis.

Here God is described as creating man in his own image, and

putting him in charge of animals and seed bearing plants for

human beings to care for and use for food.

See Bible Text: Genesis 1 v 27-31

http://bible.oremus.org/?ql=276069866

What attitude to Creation and food does this text suggest to

Christian and Jewish believers?

What attitudes do we have towards animals and plants, in

terms of the importance of looking after them, and relying on

them for food and drink? Consider different viewpoints

inspired by belief eg. Buddhist, Judaism, Hinduism, Islam

Main activity:

Investigate the relationship for Jewish and Christian believers between obedience to God’s Laws and the productivity of the land. In the Old Testament and in the Jewish Torah there are many references to how Jewish people followed God’s laws about treating land carefully to produce good crops, for example sharing the harvest by gleaning wheat for strangers,

Identify the core beliefs that

Christians have about God as

provider, and the impact they

have on their attitude towards

food.

Ask important questions about

religion and beliefs, making links

between their own and other’s

responses

Understand that Jewish beliefs

and traditions influence Christian

Harvest celebration beliefs and

rituals Harvest

Recognise that many Christian

believers celebrate Jewish

festivals, inspired by their belief

that through belief in Jesus they

gain a Jewish heritage and be

encouraged in their own faith.

Genesis 1 v 27-31

Christian Conservation

organisation re

www.arocha.org for

examples of beliefs and

actions related to care of

God’s Creation

N.B Sukkoth and other Jewish feasts would have been celebrated by Jesus, because he was a Jew, by birth

Many Messianic Jews and

other Christians celebrate

Sukkoth, as part of their

worship and thankfulness

for God’s protection and

provision. They also

celebrate the idea that God

will dwell with his people

Jew and Gentile, even in

the desert journey - a

reminder of the end of

time, when Christians

believe that they will dwell

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UK and

overseas?

How do Old

Testament

Laws that

Jewish

believers

follow inspire

Christians in

relation to food

and belief in a

God who

provides?

Christian

believers

not clearing wheat to the edge of the field, leaving low-hanging grapes

Activity 1

Exploring Sukkoth: Many Christians are inspired by the

example of the Jewish people today, and their customs. For

example Sukkot or Succoth, The Feast of Tabernacles is

the Jewish equivalent of the Christian harvest festival that

reminds Jewish people of God provided for the

Israelites(Jewish people) in the wilderness for forty years, as

they escaped from slavery in Egypt.

See Leviticus. 23:42-43, that inspires Jewish people to

celebrate Sukkoth, where God told Moses to command the

people "On the first day you shall take the product of hadar

trees, branches of palm trees, boughs of leafy trees, and

willows of the brook" (Lev. 23:40), and "You shall live in

booths seven days; all citizens in Israel shall live in booths, in

order that future generations may know that I made the

Israelite people live in booths when I brought them out of the

land of Egypt"

In the Jewish calendar in early autumn believers remember

the harvest of fruit and grapes, and the journey of the Jews

through the desert to the Promised Land when God protected

them and provided food for them every day. For this event

huts are put up in the synagogues and in people's gardens,

families gather in them to eat their meals to remember and

show gratitude for God’s faithfulness.

http://www.bbc.co.uk/learningzone/clips/a-jewish-boys-

sukkot/3577.html

Activity 2 Making a booth from recycled materials: Pupils

with God in eternity. the

ultimate fruit of this time,

which comes to harvest

Messianic Jews are Jewish

people who have

converted from Judaism to

Christianity, but maintain

Jewish customs, including

celebrating festivals, and

worship

During the festival of Sukkoth there are processions and services held in the synagogues to remind them of how many hundred of years ago the priests would carry palm branches and sing hymns. People carry fruit with them as a reminder of how beautiful things are. In one hand they carry the etrog fruit which is like a lemon. In the right hand they carry a bunch of leaves known as a lulav. This is a palm, willow and myrtle branch. The palm stands for uprightness, the willow stands for humility and the myrtle stands for faithfulness. Together it means brotherhood and peace.

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could work together to make a small model hut from recycled

materials, imagine that they have stayed out overnight in the

hut, and write a diary entry from the viewpoint of a Jewish

believer about how it helped them feel close to God as Creator

and provider.

Many Messianic Jews and other Christians celebrate Sukkoth,

as part of their worship and thankfulness for God’s protection

and provision. They also celebrate the idea that God will dwell

with his people Jew and Gentile, even in the desert journey - a

reminder of the end of time, when Christians believe that they

will dwell with God in eternity. the ultimate fruit of this time,

which comes to harvest

Plenary:

Food and meals are central in Jewish belief and family llife.

They pray a blessing over their food at mealtimes.

How might a Christian believer follow this example and show

thankfulness to God for their food?

e.g saying grace at meal times to acknowledge God as the

provider of the food, and to express gratefulness to farmers

and cooks who make it available to us. See Christian

blessings and graces at mealtimes resource for examples to

investigate

.

See Christian blessings

and graces at mealtimes

resource for examples to

investigate

Also Christian belief in

tithing’, giving a tenth of

earnings, or first fruits from

harvest

Lesson 3

What

difference does

celebrating

Harvest make

to a Christian

believer?

To investigate

the history of

the Harvest

Festival

celebration in

Christianity

To explain the

Starter

Recap previous lesson - What difference does celebrating

Harvest make to a Christian believer?

Brainshower special events that the class have experience of?

Pose the question: Why do you think Christians celebrate

Harvest?

Main Activity

I can recall the facts about the

history of the Harvest festival

I can explain the key beliefs

about Harvest in Christianity

I can describe the significance of

Pentecost – wheat

harvest, agricultural

festival in Jewish tradition

a time of giving thanks for

harvest. New Testament

Jesus disciples received

the Holy spirit and

remembered Moses

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How has the

celebration of

harvest

changed over

time?

What

influences

Harvest

celebrations

today?

key beliefs

about Harvest

in Christianity

To understand

the

significance of

Harvest to a

Christian

believer in the

UK and

overseas

Exploring the history of Christian Harvest celebrations in UK

and how it has changed over time. See this website to get an

overview of the facts about Harvest and its History

http://projectbritain.com/harvest/index.html (Woodlands Junior

School)

Activity 1

Explore Lamas,(Loaf Mass) This was celebrated on the 1st

August at the start of harvest, when a loaf of bread from the

first sheaves of ripened corn is made and given to the local

priest to used as the communion bread in a special

thanksgiving Harvest mass for the first fruits, dedicating the

Harvest to God, and asking for his blessing upon it. This

custom ended when Henry VIII in the 16th Century, broke

away from the Catholic church. However in 1843 Harvest in

the UK was first officially celebrated when Rev R S Hawker,

vicar of Morwenstow, Cornwall revived Lamas the Loaf Mass,

but at the end of the Harvest season in the autumn.

Activity 2 Making bread: Pupils could work in groups to

make loaves of bread and reflect on what it might mean to a

Christian believer to celebrate Loaf Mass at the beginning of

Harvest in a rural area.

Plenary

In what ways might it be different for someone living in a city

celebrating harvest?

What might Harvest mean to someone living in a country

where there are environmental problems, such as drought or

flooding, e.g Mozambique?

What might influence their attitude? In what ways could faith in

Harvest to a Christian believer in

the UK and overseas

http://projectbritain.com/ha

rvest/index.html

Woodlands Junior

resource

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God help in this?

Lesson 4

How do

Christians

celebrate

Harvest in the

UK and

elsewhere?

How does

‘Gratitude’

value link to

Harvest?

Understand

the main

components of

a Harvest

celebration

and that what

happens is

often symbolic

Be able to

explain why

Christians

celebrate

harvest and

show gratitude

in different

ways

Starter

Explore what Christians do at Harvest time in different

parts of the world

Show pictures of good and bad harvest. Remind them that

Harvest can be bad in Britain and Europe due to weather

patterns, not just in countries suffering from drought or

other environmentally related problems.

Harvest Festivals still take place in lean times - Why? What

difference does the celebration make to a believer and their

community?

Pupils use a number of photographs of Christians celebrating

harvest in the UK and overseas– including gathering produce,

attending the church. They should identify what they think is

happening and what is common in the photographs.

Main Activity

How can we find out more about how Christians celebrate

Harvest in the UK and overseas (e.g.Mozambique)?

Divide pupils into two groups, one to explore Harvest in the

UK and one to explore Harvest in Mozambique

Forming a community of enquiry - Generating and using

Key questions – preparing questions for ‘Harvest Question

time’. Session 5

Plenary

What kinds of questions are better than others (open and

Contribute to a brainshower

‘what is a harvest festival in a

Christian community in the Uk

or overseas?’

Creating a community of

enquiry about how Christians

celebrate harvest in different

countries

Recording ideas about harvest

in the UK and overseas and

making comparisons.

See Christian Aid

Resource Pack

See ALMA Harvest photos

Contact local church to

ask if clergy and members

of the congregation could

contribute to panel

members for ‘Harvest

Question time’

Global Explorers website

(www.christianaid.org.uk/le

arn)

15

close questions)

Who do we want on our panel to help our community of

enquiry about Harvest in the UK and overseas?

Lesson 5

What kinds of

questions are

helpful for a

community of

enquiry?

What

difference can

asking key

questions make

to gathering

knowledge?

Choose

effective key

questions to

form a

community of

enquiry about

harvest

Use listening

and recording

skills to for

community of

enquiry

‘Harvest Question time’

Starter

The harvest question time provides a good stimulus for

community of enquiry using the preparation process in

Lesson 4

Introductory questions for each panel member:

What does harvest mean to you?

How do you celebrate Harvest?

Have you ever celebrated harvest in another country?

What was different about it?

Children’s key questions to follow on for each panel member

Reflection time between each question: Children are given

time to discuss the panel members response and record ideas

on sheets

Pupils should listen to each question and to the answers

given by the panel members,

Time will be given for reflection for example to discuss the

response with their neighbour and writing down thoughts and

ideas to enrich learning.

Plenary Reflection

How has your idea of harvest changed from taking part in

Harvest Question time?

How would you describe the differences and similarities

Take part in a community of

enquiry

Record ideas and thoughts from

panel’s answers.

Explain what has been learnt

and the difference it makes to

understanding about how and

why Harvest is celebrated

Hosting the Harvest

Question time in the local

church works well,

especially if it is timetabled

at the same time as the

church is celebrating

harvest, as displays and

posters will be in situ ready

for the festival.

Panel: Ensuring panel

members represent UK

views and other countries,

e.g. Mozambique. Panel

members could be invited

to choose two personal

objects to symbolise

‘harvest’ and explain why

they have chosen them

16

between harvest in the UK and overseas to someone else?

Lesson 6

What forms of

worship are

used as part

of the Harvest

celebration in

the UK and

overseas?

How do the

psalms and

other forms

of worship

communicate

a believer’s

viewpoint

about food

and Harvest?

To identify

examples of

worship such

as psalms and

prayers that

show how

Christian

believers link

food with

beliefs about

God

To understand

why special

hymns and

prayers are

used at

Harvest times?

Starter What forms of worship are used as part of the

Harvest celebration in the UK and overseas?

Find out what pupils already know about different forms of

congregational worship in UK and overseas(e.g Mozambique):

singing, prayer, speaking, dancing, creating artwork, flower

arrangements, banners. How does the school celebrate

harvest? What songs and prayers are used? Look at some

examples e.g. UK – we plough the fields and scatter.

Main activity

How do the psalms and other forms of worship communicate a

believer’s viewpoint about food and harvest?

Look at Bible Text Psalm 104

http://bible.oremus.org/?ql=276068692

Ask pupils to imagine that they are reading the psalm from a

believer’s viewpoint and think about how it inspires them to

believe in God as Creator and provider of food to all living

creatures.

What other times in a believers life might prayers be used that

express gratitude for God’s provision? Eg graces at

mealtimes, The Lord’s Prayer

Listen to and read the lyrics of Harvest hymns and songs

from the UK and overseas.

e.g – ‘We plough the fields and scatter’ or another harvest

hymn

Lyrics: http://www.songandpraise.org/we-plough-the-

fields-and-scatter-hymn.htm

Recording and video

Give examples of worship that

show how Christian believers

link food with beliefs about God

Explain ways that the hymns

and prayers used in worship at

times of Harvest celebration

strengthen believers faith in God

as provider

Give reason Christian believers

are inspired to write hymns,

songs and prayers for Harvest

time

Psalm 104

Other Creation related

Psalms 8, 19, 29, 65, 104,

139

The Lord’s Prayer

The Lord’s Prayer

resource

We plough the fields and

scatter resources:

lyrics:

http://www.songandpraise.

org/we-plough-the-fields-

and-scatter-hymn.htm

Recording and video

http://www.bing.com/vi

deos/search?q=we+pl

ough+the+fields+lyrics

&qpvt=we+plough+the

+fields+lyrics&FORM=

VDRE#view=detail&mi

d=476EF79B659B4EC

E4630476EF79B659B

4ECE4630

17

http://www.bing.com/videos/search?q=we+plough+the+fiel

ds+lyrics&qpvt=we+plough+the+fields+lyrics&FORM=VD

RE#view=detail&mid=476EF7vB659B4ECE4630476EF79

B659B4ECE4630

Lyrics, melody and video

http://www.bing.com/videos/search?q=we+plough+the+fiel

ds+lyrics&docid=608005874342694760&mid=CE8DA33C

A92C6645CAE6CE8DA33CA92C6645CAE6&view=detail

&FORM=VIRE5#view=detail&mid=CE8DA33CA92C6645

CAE6CE8DA33CA92C6645CAE6

Consider what might inspire the hymn or song writer to

compose a piece for Harvest celebration.

How does worship and celebrating harvest help

strengthen a Christian believer’s faith in God as provider,

and develop a sense of gratitude to God?

Plenary

Pupils work in pairs to write a hymn or song, choreograph a

dance, compose a poem or acrostic grace from a believer’s

viewpoint to show gratitude to God for food and water

Ensure that there is a good

balance of western and

non-western examples of

songs and prayers.

Encourage pupils to

research in their families

for favourite songs and

prayers to contribute to the

enquiry.

Lesson 7

Why is Harvest

festival used as

an opportunity

share with

others in the UK

and overseas?

How do the

choices and

actions of

Investigate

how Christians

use Harvest

Celebrations

to show love to

their

neighbours?

Explore how

believers

actions

express beliefs

Starter

Ask pupils to think about the idea that Christians are

inspired to love other people as part of their worship and

love for God. What has this got to do with Harvest?

Discuss the idea that Christians are motivated by their belief in

Jesus as Saviour, that he gave his life on behalf of others on

the cross, and gave the command to love your neighbour and

while on earth demonstrated ways to love the poor.

Consider the question: How is how helping people at harvest

time a way that Christians follow Jesus example of ‘love your

neighbour as yourself - giving to the poor?

Describe ways in which

Christian communities are

inspires by Harvest time to show

love to their neighbours?

Explain how the acts of loving

their neighbour communicate

core Christian beliefs and values

Explain what the Kingdom of

God means and ‘Harvest of

righteousness

Foodbank

http://www.trusselltrust.org/

foodbank-projects

This website gives

background information

about poverty issues and

list of Foodbanks and

examples of real life

stories

18

Christian

believers at

Harvest time

express their

core beliefs in

Jesus as

Saviour and in

the gift of

eternal life?

What does the

concept of

harvest of

righteousness

mean in

Christian belief?

How are

believers

inspired by

Harvest to show

gratitude and

help others?

and values

about Harvest

Christians believe that their effort should be in building the

Kingdom of God on God’s values, in preparation for Jesus

return. They ask the Holy spirit to inspire and help them to

love their neighbours e.g. working with others who share the

same vision to set up Trussel Trust setting up foodbanks

http://www.trusselltrust.org/foodbank-projects

. Read ‘ real life stories about the different it makes to people

http://www.trusselltrust.org/real-stories

Main activity 1

Discuss the Christian concepts of righteousness and the

kingdom of God. Christians believe that when they put their

trust in Jesus as Saviour, repent of their sins and ask God for

forgiveness, Jesus, who is holy and righteous comes to dwell

in them, through the power of the holy spirit. They are

motivated by gratitude for the new life that God gives them to

build the kingdom of God in preparation for Jesus return at the

end of time.

Read the text from the Bible New Testament 2 Corinthians

9:10 http://bible.oremus.org/?ql=278253337

“He who supplies seed to the sower and bread for food will

supply and multiply your seed for sowing and increase the

harvest of your righteousness.”

Questions to think about:

How does this text help explain Christian belief that God

partners with people in spreading the Gospel of Jesus as

saviour and growing God’s Kingdom?

Main Activity 2

e.g St George’s Church

Southall’s local link to the

Foodbank is in Acton

www.ealing.foodbank.org.u

k

Water Aid

www.Wateraid.org

Christian Aid

www.ChristianAid.org

ALMA

www.almalink.org

19

Gather key questions to ask representative from the church

community to explain the ‘kingdom of God, and what it means

for Christians to be helping to build it.

What motivates them to care for others and the difference they

hope their actions make to people’s lives.

What does the local church do for their local and overseas

neighbours at Harvest time? How do people work together to

help others?

Ask a representative of the local church about the local and

overseas charities they support. Find out how the class/school

could participate to help ‘love their neighbours at Harvest time’

Investigate charities that promote Harvest as a time to

consider and help the people in poverty or affected by poor

harvest because of drought, floods or earthquakes in the

poorest parts of the world.

Plenary

Work in groups to brainshower a Harvest campaign for a ‘real-

life’ initiative either linked to the support given by the local

church to charities such as Foodbank or Christians Aid, or a

charity already supported by the school.

Find out about the local Foodbank linked to the local church

and other organisations

This activity could form the basis of the extended

reflection

Lesson 8

Extended

reflection –

Gratitude in

action

To consider

ways of

supporting our

‘neighbours’

in terms of

Extended Reflection - Gratitude in Action

Starter

Choose an extended reflection that suits the class. This could

I can respond thoughtfully to the

Christian concept of Harvest and

how celebrations are

opportunities to show love to

your neighbour

Liaising with the local

church to link in with their

community outreach

priorities releases

opportunities for

sustainable partnership

20

How do

Christian

believers

communicate

their faith

through Harvest

celebrations or

campaigns?

How can the

arts be used as

a tool to

communicate

Christian beliefs

and values?

What have we

learned about the

impact of Jesus

teaching ‘to love

God and love your

neighbour, on

Christian

believers?

What difference

does learning

about ‘loving your

neighbour’ make

to me?

fundraising

campaigns

To

communicate

Christian belief

and values

through

creative

process for an

artwork for the

church

community

overseas

be linked to charity links in partnership with the local church,

for example:

Design and lead a harvest festival for the school

in partnership with the local church

Plan and implement a real-life charity campaign in

partnership with the local church

Possible starting points for artwork:

Previous learning from Harvest Explore: e.g. what

does harvest mean to Christians today, in the UK

and overseas?

Bible text related to ‘love your neighbour’ and

‘harvest of righteousness. on Jesus’s teaching on

the commandment to ‘Love your neighbour as

yourself’

The Gleaners painting in the National Gallery,

London

Tree of life with 'Fruits of the Spirit' and pupils

examples of loving others using these gifts -

Galatians 5

Creative process: Using the church space and involving

parents, church members where possible

introducing the brief e.g. for creating artwork or

designing a fundraising campaign

working in groups with a group leader appointed

who overseas team work throughout the creative

process- (considering your neighbour in team work -

I can work in a team to create

artwork, or a campaign for a

fundraiser to show love to my

neighbour

I can reflect on my learning

about Harvest ‘Loving your

neighbour as yourself’ UK and

Mozambique

and citizenship

http://resources.woodlan

ds-

junior.kent.sch.uk/custom

s/harvest.html

Examples

http://www.youtube.com

/watch?v=WBIazkBB9K4&s

afe=active

we plough the fields and

scatter

all things bright and

beautiful

Mozambique and Africa

http://www.cafod.org.uk

/Education/Primary-

schools/Food

Assessment

opportunities: Lesson 7

21

see related guidelines)

researching and visualising ideas using agreed

starting points

presenting initial group ideas to the class - inviting

feedback on how concepts ideas/learning about

baptism has been communicated

reflecting on and refining ideas in preparation for

translation into chosen medium

translating ideas into agreed outcome in partnership

with parents, staff, church members

Possible outcomes:Banners on a theme, designs for

windows, altar cloths, priests vestments, resources for

children, fundraising campaign

Plenary:

What did we enjoy about creating a gift for our neighbours

either locally or overseas? How did it help us understand the

impact of loving your neighbour as yourself, on our neighbours

and ourselves?

and the applied learning in

the extended creative

reflection – (‘Gratitude in

Action) allows for useful

assessment opportunities

both of theological

understanding and

personal reflection.

Guidelines for maximising

the educational and

citizenship values from

partnership work with local

churches and overseas

neighbours is included in

the RE with Soul website.