Key Stage 2 Thematic Units of Work

Transcription

Key Stage 2 Thematic Units of Work
1
Contents
Year 3 Units
Religion: CHRISTIANITY
Area of Study: RELIGION AND THE INDIVIDUAL
Theme: RECONCILIATION AND DISCIPLESHIP
Religion: ISLAM
Theme: SUBMISSION
Religion: HINDUISM
Theme: KARMA AND SAMSARA
Area of Study: SYMBOLS AND RELIGIOUS EXPRESSION
Theme: PARABLES AND THE CROSS
Area of Study: BELIEFS IN ACTION
Theme: KINGDOM OF GOD AND MISSION
Religion: JUDAISM
Area of Study: ENCOUNTERING BELIEFS IN ACTION AND
BELIEFS AND QUESTIONS
Theme: COVENANT AND MITZVOT
Year 4 Units
Area of Study: INSPIRATIONAL PEOPLE
Theme: INCARNATION, SALVATION, SIN
Religion: ISLAM
Theme: RISALAH (message), PROPHETHOOD
Religion: HINDUISM
Theme: AVATAR
2
Religion: SIKHISM
Area of Study: ENCOUNTERING INSPIRATIONAL PEOPLE AND
SYMBOLS AND RELIGIOUS EXPRESSION
Theme: GURU AND IK ONKAR
Area of Study: RELIGION, FAMILY AND COMMUNITY
Theme: BAPTISM / BODY OF CHRIST
Religion: SIKHISM
Area of Study: ENCOUNTERING RELIGION, FAMILY AND
COMMUNITY
Theme: KHALSA AND LANGAR
Year 5 Units
Area of Study: TEACHINGS AND AUTHORITY
Theme: GOSPEL / TESTAMENT
Religion: ISLAM
Theme: REVELATION
Religion: HINDUISM
Theme: YOGA / MOKSHA
Religion: JUDAISM
Area of Study: ENCOUNTERING TEACHINGS AND AUTHORITY
Theme: TORAH
Area of Study: YEAR 5 WORSHIP, PILGRIMAGE AND SACRED
PLACES
Theme: EUCHARIST / PILGRIM PEOPLE
Religion: HUMANISM
Area of Study: ENCOUNTERING BELIEFS AND QUESTIONS
Theme: HAPPINESS / RESPONSIBILITY
3
Year 6 Units
Area of Study: BELIEFS AND QUESTIONS
Theme: TRINITY / IMAGE OF GOD
Religion: ISLAM
Area of Study BELIEFS AND QUESTIONS
Theme: TAWHID / AKHIRAH
Religion: HINDUISM
Theme: BRAHMAN / ATMAN
Religion: BUDDHISM
Area of Study: REVISITING BELIEFS AND QUESTIONS
Theme: BUDDHA / DUKKHA
Area of Study: THE JOURNEY OF LIFE AND DEATH
Theme: FAITH RESURRECTION
Religion: BUDDHISM
Area of Study: ENCOUNTERING THE JOURNEY OF LIFE AND
DEATH
Theme: DHAMMA / NIRVANA
4
Farmington Institute
Beth Boast
June 2009
Key Stage 2
Thematic Units of
Work
eboast@purple.esinet.org.uk
For further information about Farmington Fellowships please
see the Farmington Institute website
http://www.farmington.ac.uk
5
Introduction
These units of work were created in response to a need in my school; we
faced the challenge of changing from a 7 – 12 middle school to a 5 – 11
primary at the same time that we also wanted to embrace a more creative
approach to the curriculum. Having taught Religious Education for many
years, I was struck by how easy it was to teach about religion, and how
very difficult it was to challenge the children to reflect on, analyse and
evaluate larger issues and concepts. Whilst I was developing the
children’s understanding and knowledge of beliefs and practices on one
level, I was aware that I struggled at times to develop their ability to
reflect on their own beliefs, values and experiences on a deeper level.
Children were happy to respond to questions as long as they felt they
knew the “right answer” and talked freely in discussions but often not in a
relevant way. There were many lessons when children were engaged but
seemed to have missed the point; many discussions sidetracked by
seemingly random and unconnected thoughts expressed by children who
earlier had seemed to have very good understanding; some rather
surprising contributions in class when elements of different religions
were mixed together in strange combinations.
It was clear that children were finding it difficult to separate what they
had been taught about different beliefs and traditions when they were also
being asked to find similarities within and between religions often with
months separating the units. It was becoming equally clear that it was
difficult to be really confident that children had understood the deeper
concepts behind expressions of faith and practices. Building in more time
for discussion in class didn’t seem to help; more timid children were still
unwilling to share their ideas and experiences and discussions could be
too easily dominated by a few confident speakers. What I didn’t want was
more superficial sharing; I wanted deeper sharing. How could this be
achieved?
Another problem I tried repeatedly to resolve was striking a balance with
assessment: how could I help teachers to assess a child without relying on
written work such as worksheets? If a lower ability pupil needed help to
access a worksheet or written activity, how could that children be
assessed? What was acceptable evidence of non-written activities? A
photograph of a group of children taking part in role play didn’t show
which child had understood the objective or to what extent. Finding a
solution to help busy non specialist primary teachers was proving
difficult; in an already overcrowded day, what could I recommend that
would be practical and easy to understand?
6
I was searching for answers to the above questions when Helen Matter,
Schools’ Adviser for the Diocese of St Edmundsbury and Ipswich,
suggested a thematic approach using a grant from the Farmington
Institute to release me from teaching responsibilities. With her help, I was
able to devise the aims of this project: to write units of work for non
specialist Key Stage 2 teachers which could help children to
• learn about religious beliefs and practices
• recognise similarities and differences between and within religions
• communicate their ideas clearly, recognising others’ viewpoints
• consider their own beliefs and values and those of others’
• express their own and others’ insights through art and design, music,
dance, drama, poetry, creative writing and ICT
• demonstrate what they know and understand in ways that can be
assessed over a year with repeating assessment criteria so that it is
not necessary to assess the whole class at the same time for the same
activity.
Conclusion
I believe that by approaching the planning from a thematic or conceptual
base, children will find it easier to make links within and between
religions by having an overview of how different practices show a
different approach to an idea. I hope that children will be able to better
understand the beliefs behind religious practices or acts of worship and
that they will see that they are learning about things that have a profound
effect on how people develop as humans – their beliefs, values, feelings
and experiences – and that they are not “doing Christianity” this term.
Using a key theme (such as reconciliation) as a starting point for a unit of
work should help teachers to better understand the real focus of a unit and
its aims; this should help teachers to explore relevant ideas with the
children and to be clearer in what they are trying to assess. Although the
Norfolk Agreed Syllabus has Areas of Study which are already thematic,
it is easy to forget that the religions covered at Key Stage 2 are examples
to illustrate these areas. Exploring ideas and concepts through more open
methods such as art and design, music, dance, drama, poetry, creative
writing and ICT should help children to feel freer to express their
feelings, to think more deeply about their own values and experiences and
to become more confident in sharing with others’ what they believe about
the issues tackled in lessons and what affects them and their lives.
I hope that these units help teachers in their RE work and that they are
useful, practical and easy to use.
7
Long Term Plans
Time allowed for each block is a half term or 6 – 8 hours
Year
3
Religion and the individual
Christianity
Reconciliation
and
discipleship
Year
4
Encountering Beliefs
in Action / Beliefs
and Questions
Christianity
Judaism
Kingdom
Covenant / Mitzvot
of God /
mission
Encountering
Religion,
family and
community
Inspirational
people /
symbolism
Islam
Hinduism
Risalah /
Avatar
prophethood
Teachings and Authority
Islam
Revelation
Christianity
Baptism /
body of
Christ
Encountering
Worship,
pilgrimage
and sacred
places
Christianity
Eucharist /
pilgrim
people
Hinduism
Yoga /
Moksha
Beliefs and Questions
Judaism
Torah /
kedusha
Encountering
Beliefs and
Questions
Christianity
Trinity /
image of God
Islam
Tawhid /
Akhirah
Beliefs in
action
Sikhism
Guru / ik
onkar
teachings and
authority
Christianity
Gospel /
testament
Year
6
Hinduism
Karma
and
Samsara
Inspirational people
Christianity
Incarnation,
salvation, sin
Year
5
Islam
Submission
and Jihad
Symbols and
religious
expression
Christianity
Parables /
cross
Hinduism
Brahman
/ Atman
Buddhism
Dukkha /
Buddha
8
Journey of
Life and
Death
Christianity
Faith
resurrection
Encountering
Religion, family and
community
Sikhism
Khalsa / langar
Encountering
teachings and authority
Humanism
Happiness /
responsibility
Encountering
Journey of Life and
Death
Buddhism
Dhamma / Nirvana
YEAR 3 RELIGION AND THE INDIVIDUAL
– CHRISTIANITY
RECONCILIATION AND DISCIPLESHIP
•
•
Look at the lives and work
of Christians who have
been reconcilers like
Desmond Tutu. What did
he do that helped bring
peace / reconciliation?
•
•
•
Look at what Jesus told his
followers – make peace,
blessed are the peace makers
(Matthew 5) – read the Bible
to see who / what Jesus
thought was special. Discuss
the ideas in the sermon on the
mount.
Make list of beatitudes –
blessed are …..and how they
should be rewarded with each
group contributing. Use
themes of peace and
reconciliation.
•
•
•
•
•
•
•
Reflective storytelling
of the Prodigal Son
(Luke 14)– Godly Play
available? Painting by
Rembrandt plus John
Piper window in
Aldburgh church.
Reflective writing about
feelings of characters in
the story. Was the father
right to take the son
back?
Explore the Christian
idea of being reconciled
to God – how does it
feel to be reconciled
with someone you love?
What bad things might
Christians / humans
have done to estrange
them from God?
•
•
•
The Corrymeela Singers’ work in Northern Ireland – look
at some stories of people helped by the Corrymeela
Community.
Look at song words for Mystery by Roger Courtney – the
pollen of peace / flowers and seeds of love. Look at seeds
and discuss what they grow into. What would flowers of
love look like? Art work to design a seed packet for the
seeds of peace showing what they would look like grown.
Make plant labels explaining what the seeds of love /
peace need to grow - dos and don’ts
Christian belief that there can be no peace until there is
love amongst people – Jesus came to bring peace
between God and humanity
Prayers of confession in church including RC first
confession – possible visitor – priest? Take photos of
the visit and class add captions of what they
remembered him saying.
Explore Peace Child
story by Don
Richardson ISBN 08307-0415-9
Make body sculptures /
freeze framing in drama
to explore scenes /
aspects of the story
•
Explore the theme of
“breaking down the barriers”
through dance. What music
would each group select?
Can they make their own
music? How can they express
their ideas in dance? What
barriers are they trying to
break down?
Look at pictures of statues of reconciliation around the world
– Hands across the Divide – Josef Locke / Slave Triangle –
Stephen Broadbent / Coventry Cathedral – Josefina de
Vasconcelles / Prodigal Son – Margaret Adams Parker.
Drama – what would the statues say if they came to life?
What questions would you like to ask them?
Design a reconciliation statue for the school – where would
you put it? What do you want the statue to mean?
EXPERIENCES AND OPPORTUNITIES
• Visit to War Museum in London
• Drama – the prodigal son and body sculptures of peace child
story
• Design – flowers and plants and reconciliation statue
• Dance and music – breaking down the barriers
• Local faith leader e.g. vicar to visit
9
YEAR 3 RELIGION AND THE INDIVIDUAL
– ISLAM
SUBMISSION
•
•
•
•
•
•
•
Who do we submit to? Why do
we submit to them? What rules do
we obey?
What might happen if we don’t
submit? What rules are
particularly hard to submit to?
Why?
Creative writing about a day
when you do not obey anyone or
follow any rules.
Muslim means one who submits
to the will of Allah. What do you
think God’s rules are? Is it more
important to follow God’s rules
or other rules? Why?
Think of a time when you
didn’t listen to instructions
or follow rules and got lost.
How did you feel? How did
you feel when you were
found/ got home?
Explore the concept of the
right and wrong path. Draw
a map showing what you
might meet on each path.
Some children should be
encouraged to think
figuratively about this as a
metaphor for life / guidance.
The Qur’an contains the
actual words of Allah given
to Muhammad. The
opening Surah (chapter) is
the Al Fatihah – show me
the right path, the straight
path and is said many times
a day in prayers. What do
you think the right path
would be for Muslims?
•
•
•
•
•
Allahu Akbar – the greatness of Allah, Allah is
Great. Why do Muslims think Allah is great and
should be obeyed? Think about the 99 names; why
are there 99 and not 100 or a thousand? Explore
the idea that we can’t know everything about God.
The Merciful, compassionate, all knowing, wise,
generous one, loving, forgiving, source of peace,
creator, protecting friend, guide. CEM booklet
Exploring Islam has some of the names in Arabic.
Allah has no equal, humans are given a position of
honour by Allah.
At birth, Muslims whisper in the baby’s ear why? Explore the idea of what is important to give
guidance to a baby from the start of his / her life.
What would you whisper in a child’s ear? Why?
Write down what you would say and practice on a
doll.
Explore some key rules followed by Muslims e.g. the 5
pillars: Shahadah (declaration of faith), Salah (prayer 5
times a day), Zakah (giving to those in need), Sawm
(fasting during Ramadan) and Hajj (pilgrimage to
Makkah).
Make a simple model in groups with a roof (faith) held
up by 5 labelled pillars of Islam. What happens if you
remove too many of the pillars? Think about the
symbolism of this. This could be done through drama
where the children are the pillars holding up a box
labelled faith
Find a DVD / Espresso / book to show the 5 pillars Pathways of Belief may be OK.
• Asking a Muslim what they find difficult when
submitting to Allah
• Making the 5 pillars model
• Map of right and wrong paths – possible links with
Geography?
• Role play with doll
10
YEAR 3 RELIGION AND THE
INDIVIDUAL – HINDUISM
KARMA AND SAMSARA
•
•
•
Ask the class to think about
good and bad actions – what
are the consequences they
have experienced?
Make a simple flow chart of
someone making good and
bad choices and actions and
what the consequences
might be.
•
•
•
•
•
Every Hindu has a duty in life –
dharma. What are our duties?
What happens if we don’t carry
out our duties?
What are the 4 Hindu duties?
Explore these with the children.
•
Look at a snakes and ladders game – this was a
Hindu game originally and represents making good
and bad decisions in life. Talk to class about karma.
Find some info on karma
In groups, produce some good and bad actions
someone could make in life and what the
consequences might be.
Put the ideas together to make a giant snakes and
ladders game – perhaps on the playground or if not,
on large sheets of paper that could be laid on the
floor. Children could be allocate a section each to
work on or could be given specific jobs so that the
giant game can be made. Encourage children from
other year groups to play the game.
Hindus are aiming for moksha – freedom from
rebirth or samsara. What do Christians believe
happens when you die? Tie in work about heaven
from unit on kingdom of God.
Discuss what it might be like to be released from
the constraints of your body and / or all
responsibilities. What would you do? How would
you feel?
•
Tell the story of Gandhi – what did he think
was his duty? How did he set about it?
• Children could look at things that Ghandi did
or said through the internet. They could work
in groups to produce a mobile showing
different things that Ghandi did or said. Some
useful websites might be
http://www.mkgandhi.org/students/story1.htm
inspiring stories http://www.mkgandhisarvodaya.org/index.html
http://www.quotationspage.com/quotes/Mahatma_
Gandhi/ for quotes
http://www.spca.bc.ca/Kids/KidsClub/Gandhi.asp
for an overview
•
•
Look at the story of Prince Rama
from the point of view of doing
one’s duty. Children could act out
the story through drama.
Make up scenes where people are
doing the right thing or the wrong
thing. What are the consequences?
•
Ask in a Hindu
visitor or arrange a
visit if possible
• DT / art snakes and ladders game
• Drama – Rama stories
• ICT research into Ghandi’s actions to fulfil his duty
• Hindu visitor
11
YEAR 3 SYMBOLS AND RELIGIOUS
EXPRESSION
CHRISTIANITY
PARABLES AND THE CROSS
•
Tenants in the vineyard – Luke 20: 9 – 19 - a parable is a story with meaning and is also a
symbol of a bigger idea. What was Jesus trying to say in this story? What meanings did he want
people to take from this story? OR
Parable of the house on the rock – Matt 7: 24 -28 and Luke 6: 46 -49 – Stories Jesus Told books
by Inkpen and Butterworth tell this story very simply but in a way children really enjoy. Or
http://www.request.org.uk/main/bible/jesus/builders/builders02.htm (this also has a quiz).
What is the symbolism / meaning in this story? What symbolic images are created? (Rock)
Read and explore the story as a class. It could be explored through drama, art or writing.
•
•
•
Make an Easter garden
showing the tomb and the
rolled away stone – model
making – useful websites for
instructions
•
•
•
•
•
•
•
Explore some Easter symbols –
which do you associate with Easter?
What do they mean for you? Look at
the symbols of new life – eggs,
chicks, rabbits, spring flowers,
Look at the cross as a symbol. Why
is it not a sad image for Christians?
Ask the children to make a cross
from natural things found around the
school – leaves, twigs, stones – and
explain the symbolism of their cross.
Look at crosses of all kinds – what
feelings / beliefs are being expressed
in them?
Decorate a cross (lolly sticks?) with
Easter symbols.
•
•
•
A sad day – reflective story or godly play
story for Easter – look at the Easter story and
what it means for Christians.
Create an Easter cycle on paper crosses
where the children draw different parts of
the story like the Stations of the Cross.
Explore the story in senses poems, an
emotions graph, hot seating, poetry, dance,
song, art.
Imagine you were in charge of planning the
Easter Service. You need to include both
joyous and sad elements. Why?
What items would you plan for the service?
In groups, write your own prayers,
readings and songs you would include.
Use the hymn books or Easter hymn
sheets. How would you decorate the
church? Why? Explain any symbols you
use.
• Easter service in church that the children have planned
• Godly play
• Easter experience plus emotions graph, hot seating, poetry, dance, song, picture gallery
• Model making Easter garden
• Making a cross from natural things around the school and explain symbolism used.
12
•
YEAR 3 BELIEFS IN ACTION –
CHRISTIANITY
KINGDOM OF GOD AND MISSION
•
Sent by the Lord am I – a traditional song from
Nicaragua – lyrics are available on line.
•
•
•
•
•
•
•
•
•
Build a throne in the classroom. Explore who
might sit on a throne? Ask children to sit on it and
explain how it makes them feel.
Read the poem – If I Were a King by David
Rumer – www.authorsden.com – and then ask
children to write a poem about what they would do
/ like to happen if they were a king / queen.
Children can sit on the throne to share their poems
with the class.
•
Look at the Christian idea that
Christ means King or anointed
one. What does anointed
mean? Act out a coronation
using the throne you have made
and a willing child. How does
it feel to be the anointed one?
Christians believe that Jesus is
part of God, who is often called
King as well. What is God king
of? What would God’s kingdom
be like? Where is it? How could
you get there if you wanted to
go? What kind of a king do
Christians believe God is? Is he
always a good, kind king?
Explore the children’s views of
what heaven is like (or would
be like if they could make a
heaven) through discussion, art
or poems.
Tell a version of the story of Robin Hood which mentions how “good King Richard” comes
back from the wars and helps / pardons Robin, whereas “bad King John” has been guilty of
causing suffering for the people of England.
Explore with the children what difference a good / bad king can make. Is it easy to be a
king? What would they find hard? Who has to make the decisions? Could you be nice to
everyone all the time? What if one of your subjects had done something wrong? What
qualities does a good king have? What would it be like to be ruled over by a bad king?
Explore the Christian view of heaven with the sheep and goats parable (Matthew 25: 31 – 46)
and / or the Lord’s Prayer (Matthew 6: 10 – 14).
What do Christians think heaven will be like? What tells them about heaven? How can they
try to make a heaven on earth?
Look at what some Christians do to try to improve life on earth for people – use the internet
to find out about good work done around the world by Christian groups.
• ICT Christian mission in the world
• Poetry – If I were a king by David Rumer and children’s own poems
• Discussion or art for view of the kingdom of God / heaven
• Role play of coronation
• Exploring lyrics of Christian songs
13
YEAR 3 ENCOUNTERING BELIEFS IN
ACTION / BELIEFS AND QUESTIONS
JUDAISM
COVENANT AND MITZVOT
•
•
•
Look at what it means to
make a promise. What
does it feel like when
someone you trusted
breaks a promise to you?
Is it hard to make a
promise? To keep a
promise? To break a
promise?
Explore through drama
the thoughts and feelings
connected to making
promises, keeping and
breaking them and the
dilemmas that may cause.
Doing mitzvot - try Pathways of
Belief Judaism – Explore with the
children how they feel when they
have helped people. How does it
feel to have been helped
unexpectedly? How can you help
people? What do you do to help
people? What could you do to
help someone that you don’t do
now? What effect would that
extra help have on someone’s
life?
•
•
•
•
•
•
•
•
•
•
Tell the covenant stories of Noah
(Genesis 6: 9 - Gen 9: 17) and / or
Abraham (covenant Genesis 17: - a lot
about circumcision – not appropriate for
children and covenant after testing
Abraham with Isaac Genesis 22) and /
or Moses (Exodus)
What is the promise being made in this /
these stories? Why are these stories
important to Jews? What do they tell us
about the relationship between the Jews
and God?
Keeping the commandments – Bar Mitzvah –
find DVD or espresso – to find out about what
happens at a Bar Mitzvah.
Reinforce this by using artefacts from a “child’s”
bag which contains things to do with “his” Bar
Mitzvah. These bags can be an ordinary bag
containing various artefacts, photos, cards etc.
What did he use them for? What significance do
they have? How do you think he felt when…?
What promise is being made at a Bar Mitzvah?
What happens if the promise is broken? How
hard is it to keep the promises?
Ask a visitor from the Jewish community to talk to
the children about what it means to commit to the
faith and what he / she promised during his / her
bar / bat mitzvah.
What do they do as mitzvot? Why do they do it?
How does help them in their commitment to their
faith?
Show the class a mezuzah. Ask them to think of a question that they would like to ask about it
and write it down. Tell the children what it is / contains/ goes in a home. How many of the
class have had their questions answered? Try to answer the remaining questions – if you can’t,
see if the questions could be put / emailed / sent to a Jewish visitor.
Look at Deuteronomy 6: 1 – 10. What deal or promise is God making with the Jews? What
must they do to keep their side?
What rules or beliefs are so important to you that you might want to keep them like the Jews
keep the Shema? What code of conduct do you believe in strongly? Ask the class to produce a
sentence or more on what they believe is the right way to behave and write on a little piece of
paper that can be rolled and put into a “mezuzah” that they make from card.
• Visitor in from local Jewish community or a visit to them
• making promises – keeping and breaking them – dilemmas / drama
• make own “rule” and “mezuzah” type container
• exploring artefacts
14
YEAR 4 INSPIRATIONAL
PEOPLE
CHRISTIANITY
INCARNATION,
SALVATION, SIN
•
Set up a book at the main
entrance to the school and
ask all visitors to write
down who they find
inspirational. If the
children don’t know who
each person is, they
should try to find out.
John 15:13 Greater love has no
one than this, that he lay down his
life for his friends.
• Jesus said this – look at what
he might have meant by that.
What would you do for a
person you loved? Christians
believe that Jesus’ sacrifice
meant that they would be
saved from their sins. What
would it mean to save
someone? How would both
people feel? Who can save
you? Think about different
situations and people. Look at
the word “saviour” and what
it means for Christians.
• Explore what the Salvation
Army believes about rescuing
in Jesus’ name – visitor or
visit to citadel locally to se the
work done because of their
beliefs. OR use their website
to have a look at their work.
www1.salvationarmy.org.uk
or local citadels often have
websites too. Think about
why Booth (or another
Christian) was inspired by
Jesus so much that he felt
inspired to make a difference
in the world. What would you
like to do to make a difference
in the world? What inspires
you to choose that difference?
•
•
•
•
•
•
•
•
•
•
•
Cash in the Attic with random objects – discus order of value
or importance.
Look at pictures of cribs / nativity scenes from around the
world – children can Google or you can collect the pictures .
Remind the class of the story so that they are all clear on who
the people are. http://www.worldnativity.com/products has
good pictures for different nativities from around the world
or http://christmasjourney.org.uk/nativity.php - childrens’
display of work.
Who is depicted in a nativity set? How important are they in
the story of Christmas? Ask the class to put the people in
order of importance for themselves and then for Christians.
Why is the little baby the most important person to
Christians? Discuss what Christians believe about Jesus and
his birth / importance.
Work in groups to use clay / Crayola Model Magic /
plasticine to make a little model of the nativity scene. When
they have all made one person, ask them to arrange the scene.
Why have they grouped the figures in that way? Photo their
arrangements and ask them to write speech or thought bubbles
for each figure to explain what they are thinking or feeling.
Look at images of Jesus – CEM or www.rejesus.org has a
section of images of Jesus that would work very well here.
Discuss what the different images of Jesus are like. Why are
there no photos? Which pictures do you like best? Why?
What do you think the painter was trying to say about Jesus?
What qualities was the painter trying to show that Jesus had?
Look at some stories connected to Jesus’ life and how he tried
to help or rescue people.
Children could draw a picture of what they think Jesus was
like and try to show some of their opinions and thoughts of
what Jesus was like.
Look at songs telling Jesus’ life story - many website have
hymn lyrics and some have sound files you can play to the
children. What are these songs telling Christians about Jesus?
What did he do or say that has inspired people do change their
life or to act? See also Salvation Army above.
Look at the story of 3 trees - easy to find online if you use a
search engine e.g. www.word4life.com/threetrees.html. You
will need to cover some aspects of the life of Jesus before you
read the story. What is the point of the story? What aspects of
Jesus’ life are mentioned in the story?
If you were writing a Wikipedia entry for Jesus, what would
you have to include? Remember that the focus is what he did
that inspires people.
• SA visitor or visit to citadel
• Model making of crib figure – art
• Drawings of Jesus with some meanings – art
15
•
YEAR 4 INSPIRATIONAL PEOPLE
ISLAM
RISALAH (message) PROPHETHOOD
•
•
•
•
•
•
•
•
•
If God wanted to give the world a
message, what would it be and who
would deliver it?
Write the messages and create a display.
Explore Muhammmad’s story – the
seal of the prophets – there are lots of
online information, books and DVDs
available. Try Islam for children for
some information.
why are some people chosen to do
special tasks? What special thing can
you do? How does it make you feel to
be chosen to do a job? How do you
think that Muhammad felt when the
angel came? Explore thoughts and
feelings – possibly in poetry.
If you seal an envelope or put sealing
wax on it, what does that mean? If
Muhammad is the seal of the
prophets, what does that mean? Do
you think that the last prophet is the
most important?
If Muhammad was the messenger,
then what was the message? Where
do you think Muslims can find the
message?
Find the Arabic words for Allah
and Muhammad. Think about how
a Muslim would treat these words
with respect.
Decorate the words with (non
living) things or patterns and
display them.
•
•
•
•
•
•
•
•
Think about the story of another prophet – Ibrahim
(Abraham). He was also given messages from God –
one in a line of prophets. Explore the story of the
Kaaba and Ibrahim and what it tells Muslims about
prophets and what God’s messages are.
This story is also present in the Jewish and Christian
faiths. Talk about how Abraham is sometimes called
the father of 3 religions.
Find pictures of the Kaaba – possible ICT link
who is the most important person in your life and
why? Discuss with the class what they think.
How did and does Muhammad inspire Muslims? Use
of quotations from Muslims – try online sites (like ask
a believer for Christianity) or email local Muslim
places if possible. Children could write a letter where
they ask a question each. If not, there are many books
/ sites that will have quotes by Muslims about
Muhammad.
Explore artefacts that might be found in a Muslim
child’s room. What do they tell us about his / her
beliefs?
Children’s songs about the Prophet – try
http://www.yusufislam.org.uk – go into SONGS - A
is for Allah about different aspects of the faith Or a
sample of children singing can be found
http://www.astrolabe.com/product/864/We_Love_M
uhammad.html
Discuss what these songs say about Muhammad and
what Muslims think about him. What are they
teaching their children about Allah and Muhammed?
Write a verse of a song for a Muslim to go with a
simple tune like We love Muhammad on
http://www.astrolabe.com/product/864/We_Love_M
uhammad.html
Look at quotes from the Bible and compare what is
said to those from the Qur’an. Are there beliefs that
Muslims and Christians share? Differences? Try a
quotation website.
• ICT – searching for pictures of Kaaba
• Poetry – how it feels to be chosen for an important job / how Muhammad felt
• Write lyrics or music and lyrics for a verse about Muhammad for Muslim children
• Exploring artefacts for a Muslim child
• Ask a Muslim to talk to the children
16
YEAR 4 INSPIRATIONAL PEOPLE
HINDUISM
AVATAR
•
•
•
Ask the class to think
about a supreme ruler of
the universe. What would
his job be? What qualities
would it / he / she need?
Draw a symbolic picture
of the qualities they think
of e.g. large ears for a
good listener. At the end,
discuss whether it matters
whether the person in the
drawing is true to life or
not? Why?
•
•
•
•
Explore some of
Krishna’s childhood
stories – how do they
inspire Hindus?
•
•
•
Avatar = God in human form. If God were human,
what would he / she be like? What would he / she
do? Explore this idea in art or writing. Make a
picture gallery – see also murti models .
Ask them to share their ideas with the rest of the
class. Do their “gods” have anything in common?
What should a god be able to do that a human
can’t? If God were human, would he / she still
have special powers?
Talk about the Hindu concept of avatars. Show to /
find with the class some pictures of murtis
(statues) used by Hindus. What shows us that
these avatars are not humans like the rest of us?
What do you find inspiring about these Gods?
Who are your heroes? What do you admire about
them? Do you try to emulate them?
Make a murti of one of the Hindu
avatars or gods– statue or
sculpture – in clay / Crayola
model magic / plasticine.
Research what Hindus think
about the avatar you have made.
•
•
•
What personality types
are there? Explore
different personalities in
Drama. How can you
tell what a person is like
/is feeling through what
they do or say or move?
Explore the story of Rama as avatar – reflective
storytelling of exile and return – the Ramayana –
Divali story. What special qualities does Rama
show?
How do Hindus celebrate Divali? Pupils could
retell story with drama, writing, art; make divali
lamps; http://www.woodlandsjunior.kent.sch.uk/Homework/religion/diwali.htm
http://www.reonline.org.uk/allre/tt_links.php?17
has many links onto other sites
Ask in a Hindu visitor to talk to the children about
his / her beliefs.
• Drama exploration of personalities
• ICT – finding pictures of murtis
• Rama as avatar – reflective storytelling of exile and return – Ramayana – Divali
• Make a murti – statue or sculpture – clay / Crayola model magic
• Hindu visitor or visit to Hindu centre
17
YEAR 4 ENCOUNTERING
INSPIRATIONAL PEOPLE AND
SYMBOLS AND RELIGIOUS
EXPRESSION
SIKHISM
GURU AND IK ONKAR
•
•
Guru means teacher. Discuss with the class
what makes a good teacher. What qualities
does he / she need to have? Design a good
teacher – work in groups to make drawings
with labels. Share groups work with the rest of
the class. Could make a good display.
Guru comes from GU – RU = Dark to light. Use drama to investigate the feelings and
thoughts you might have in the dark and what affect light would have on that. This could be
followed up with reflective writing.
•
•
•
•
•
•
Tell some stories of young Nanak – was he a
good teacher even then? What tells you that he
was special even when he was young? What do
these stories tell Sikhs about Nanak?
What did he want to teach people?
Look at some pictures of Guru
Nanak. How is he depicted in the
pictures? Do the artists show what is
he like? (halo etc) Explore the
symbols used in this art.
Children can draw someone they
know or admire or are influenced by
in same style with symbols to show
what they are like.
Ask the class to think about where
Guru Nanak’s vision came from – his
inspiration from God.
Think back to work about messages
from God through Muhammad. How
was it different for Nanak?
•
•
•
Find an Ik onkar symbol. If you have a 3D
one it could be hidden in a bag and then
revealed from a bag after children have felt /
explored it.
Tell the class that the symbol is actually
writing which say there is one god which is
what Sikhs believe.
Look at pictures of Sikh places of worship
and see if they can find the symbol.
•
• ICT – site like ask a believer for Christianity – asking questions about what the Gurus
mean to Sikhs or Sikh visitor
• Explore how Guru Nanak is drawn – how can a drawing show what he is like? Explore
symbols in art – draw someone in same style with symbols to show what they are like
• drama about being in darkness and what affect light would have on that
18
•
YEAR 4 RELIGION, FAMILY AND
COMMUNITY
CHRISTIANITY
BAPTISM / BODY OF CHRIST
•
•
Look at different celebrations of Christmas using pictures
from around the world – there are many different web sites
and books that cover this e.g. http://www.the-northpole.com/around/australia.html or
http://www.santas.net/aroundtheworld.htm or
http://www.soon.org.uk/country/christmas.htm
Discuss how Christians are all around the world and are all
part of a world wide community or family which believes
that Jesus was the son of God.
•
•
Look at the prayer that Jesus taught his disciples - Our
father . Discuss what Jesus meant with this prayer. Why
does he call God “Father”? What is he trying to tell
people about God and how they should view God? Does
this mean that we are all children of God and belong to
the same family? Does that mean we should treat each
other differently? How do you treat the people in your
family especially your father?
Look at the Lord’s Prayer in different languages website of the Convent of Pater Noster in Israel has all
languages written up and you can see all the languages
of the world including some past languages no longer
spoken.
http://www.christusrex.org/www1/pater/index.htmlhttp:/
/www.christusrex.org/www1/pater/index.html or
www.christusrex.org
Ask the local vicar / faith leader /
diocese who and what work goes on in
the wider community where Christians
are helping.
•
•
•
•
•
Look for other ideas in the Cracking RE project by
Margaret Cooling - Rainbow people – Desmond
Tutu
Visitor to perform doll baptism and organising
“service”
• ICT look at the pictures of the Convent of the Pater
Noster
• Art work drawing baptism of Jesus and the symbols
involved
•
19
•
Christians = CHRISTians =
belonging to Christ. Do you feel
that you belong to someone?
How does that make you feel?
Ask the children what their
Christian name is. Some will
be able to tell you their first
name. Why is it called a
Christian name if you are not a
Christian? Talk about how
some people say “first name”
instead of Christian name
because of this but long ago in
this country many people got
their name when they were
christened as a baby.
Belonging in the church can be
symbolised in baptism. Look at
different baptisms – Orthodox,
Baptist, Anglican and others.
Discuss what the family feel /
person feels when they are
baptised. What does the water
symbolise? Look at John’s
baptism of Jesus (John 1:19 but
also Matthew 3: 13 / Mark 1: 3)
The symbols in this story could
be explored by the children and
drawn.
Ask a local Christian leader e.g.
vicar to carry out a simulated
baptism with a doll. Children
can act as Godparents and
congregation. Discuss what
happens and how they feel
about making promises.
Children can organise the whole
“service”.
Think about what it means to
join the church – like joining a
family. What would happen to
someone if they joined your
family? How would you make
them feel welcome?
YEAR 4 ENCOUNTERING RELIGION, FAMILY AND
COMMUNITY
SIKHISM
KHALSA AND LANGAR
•
•
•
•
Who would you share your meal
with? Would it only be people you
liked?
If you asked the whole class to a
meal, what would you like to serve
everyone with? Would everyone get
the same food? Would you give your
friends better food that people you
didn’t like? How would that make
others feel? How could you make
everyone feel included and wanted?
Children could draw a picture of
giant plate or saucepan with food in
which people are sharing.
How could we show that everyone is
equal? Explore the Sikh belief that all
humans are equal. One way in which
this is shown is in the Langar in the
Gurdwara – a meal made and shared
by all. Everyone contributes and is
made to feel welcome. Everyone eats
the same food as all are equal.
Espresso has a very good section on
this.
If you are near a Sikh Gurdwara, a
visit might be appropriate. If not,
there are good internet resources or
DVDs.
•
•
•
•
•
•
•
Explore a Sikh festival like Baisakhi with the
children with an emphasis on how it brings the
community together. What are the beliefs
behind the festival? There is a lot of
information on the internet about sikh festivals
as well as books and DVDs.
Look at some of the events as part of the
celebration. How does it make Sikhs feel to
belong to the community? How would a Sikh
feel if he / she has no community for help,
support and to celebrate with?
How would you feel if there was no one with
whom you could share things or celebrate
with?
Possible DT / food connections – find recipes
of festival food that children could make
http://www.infoaboutsikhs.com/sikh_festivals.
htm or
http://festivals.iloveindia.com/baisakhi/index.h
tml has some very good recipes for food
Read the story of the Khalsa to the children. What does it say about
making a commitment to your faith? What would you make that kind of
commitment for? What would you be willing to die for? Life times series –
Growing up from child to adult by Anita Ganeri covers the story well, as
do many other books.
Look at what happens in the Amrit ceremony. Children could act out their
own commitment ceremony, saying what they would make a commitment
to in their own lives.
• Possible DT / food connections – find recipes of festival food that children
could make and serve up a meal to others
• Visit to a Gurdwara where possible
• Drama in their own commitment ceremonies
20
•
YEAR 5 TEACHINGS AND AUTHORITY
CHRISTIANITY
GOSPEL / TESTAMENT
•
gospel (from Old English, gōd spell "good
news") gospel as good news. What was the
good news for Christians? What good news
would you like? How do you react when
someone brings you good news? What feelings
does it create? What kinds of good news are
there? Drama miming news items
what would you want someone to write in your biography? What wouldn’t you want them to write?
Write both versions – explore feelings when good / bad things are exposed – could be in poetry or
drama.
What do Christians think about Jesus? Where do they get their information about Jesus from? What
does the Bible say about Jesus? Are there any bad things written about Jesus in the Bible? Why?
How would Christians feel if someone wrote bad things about Jesus? Why is he important to
them?
•
•
•
•
•
Make a display of good
news the children have
had recently / this year.
This could be in the
form of speech bubbles,
newspaper front pages,
breaking news
tickertapes. Include in
the display some aspects
of the good news for
Christians.
•
•
•
Look at the life of Jesus. Why was he good news for
Christians? Look at some of the main events in his life or the
things he said or did. Ask children to make a list of what they
think are the 10 most important.
Discuss why they think the top 3 on their list of 10 are more
important than other things about Jesus. What might a Christian
put as the top 10 / top 3? Are they different to yours? Why?
Make or design a set of beads which represent the 10 most
important things that Jesus did or said as discussed above e.g.
red bead or a cross for death, gold and green for resurrection, a
white bead or dove shape for baptism etc – use rolled up paper,
Crayola Model Magic, clay, plasticine- whatever is available to
you. String them together on a bracelet for life of Jesus.
Professional examples of this can be found on sale in many
Christian shops / Cathedral shops – see www.roman.com
Children should explain what their beads symbolise and why
they have chosen to make / design them.
Testament means covenant (agreement, promise or contract) or a statement of one’s beliefs or
principles. Who do Christians feel has made a promise? What is the difference between the OT and
NT? How do Christians use the Bible?
Ask a Christian (local priest?) to talk to the children about what the Bible means to them; how and why
they read it and use it for support and guidance. Books would also be able to give this information if a
visitor was unavailable.
Children should discuss who they go to for support and guidance; what books do they think would help
them in their life?
• Drama in showing reaction to good news / acting out good news
• Art / design in making or designing beads
• Poetry or drama in expressing feelings about how people think of you
• Talk to / interview a Christian about the Bible
21
•
ISLAM
REVELATION
•
Look at something hidden then revealed – pop
up books / lift the flap books etc. Explain that
these things are hidden and then revealed.
What does it feel like to have something
revealed to you? Does it make it more special
if you could not see it before but suddenly you
can? Discuss how it makes you feel.
Make boxes with a hidden precious thing
inside
•
•
•
•
•
•
•
Reflect on quotations from the Qur’an
with the class. What do they tell us about
Muslim beliefs or about what Allah
wanted to tell Muhammad?
Make a page each to go into a book or on
a display which shows something hidden
and then revealed – a question which is
answered with a quotation from the
Qur’an when the flap is lifted / the page
opened pops up.
•
•
•
•
Show the class a Qur’an by first washing
your hands, getting it down from the
highest shelf in the room, unwrapping it
and resting it on a stand, all done very
seriously and with concentration. Tell
the class that for some people this book is
the most important book in the world
because every word in it was told to a
special person by an angel. For them,
these are God’s words.
Look at how the Qur’an was revealed to
Muhammed – storytelling with class – try
if possible to know the story by heart or
use a big book that children can share
with you.
Refer again to the book. What do you
think is in the book? What do you think
God wanted to tell people? What is it that
was hidden but then revealed? Discuss.
Ask a Muslim to talk to the children
about what makes the Qur’an special for
them.
Look again at the revelation to
Muhammad. Discuss what was hidden
and then revealed. Discuss with the
children (LFR) - what secret of the
universe would you like revealed to you?
What would you do with this revelation?
Could be expressed as creative writing.
What does the Qur’an teach Muslims about God, the World and
human life? Why does it start “In the name of Allah, Most
Gracious, Most Merciful.” The Holy Qur’an, 1;1
Look at other suras – 16.1 -21, 66 – 70, 77 – 83 for example. Try
also “You who believe, when you rise up for prayer, wash your
faces and your hands up to the elbows, and lightly rub your heads
and wash your feet up to the ankles.” The Holy Qur’an, 5;6
“Your Lord has ordered that you worship none but Him and show
kindness to your parents….Never ….be harsh with them, but speak
to them kindly.” The Holy Qur’an, 17; 23-24
“This is the book; in it is guidance sure, without doubt, to those
who fear Allah; who believe in the Unseen…” The Holy Qur’an,
2: 2-3
•
Discuss - how
important is your
family in guiding
you? Who do
you listen to in
your family? Are
there people
outside your
family that you
pay more
attention to?
• DT links? making a page for a pop up / lift the flap book / pictures to show quotation from the
Qur’an
• Creative writing in what secret they would like to have revealed to them and what they would do
with the revelation
• Storytelling to class
• Muslim visitor
22
HINDUISM
YOGA / MOKSHA
•
•
•
•
Use a large space like hall or playground. Take turns to
guide a partner around who has eyes closed – how does it
feel to guide and to be guided?
Children or teacher could create a “senses” experience to
be lead around blindfolded – being lead to different areas
where there is something to smell, touch, hear etc. Discuss
these experiences. How does a guide help you on your
path? What would happen if you had no guide or you did
not trust your guide?
Could be explored through art or creative writing.
•
Discuss - how important is
your family in guiding
you? Who do you listen to
in your family? Are there
people outside your
family that you pay more
attention to?
Explore the Hindu concept of Moksha (liberation from rebirth). What do Hindus
believe about the journey of life and death? Refer back to the ideas the children had
earlier about this. How does it compare to what a Christian believes?
Where do these ideas come from? Look at extracts or prayers from Hindu scriptures
(e.g. Gayatri Mantra) to see what they teach. What does it tell Hindus about human
life, God and the world?
Discuss with class - where does your path in life lead you? What is the real goal of
life on earth? Draw their own path which shows their own path through life and
death.
Ask in a Hindu visitor to talk to the children
•
•
•
•
Explore how paths and
labyrinths have been used as
spiritual guidance in many
cultures. There are simple
ways to draw a labyrinth –
which is different from a
maze– available from internet.
What is it a metaphor for?
Reflect on life as a journey.
What is the start if the
journey? What is the end?
Look at this from the
children’s beliefs rather than
those of Hinduism at this
point.
•
•
Walking a labyrinth is said to be a relaxing or
cathartic experience; an aid to concentration.
Design a labyrinth on paper; follow it with your
finger slowly, concentrating fully. How does it
make you feel? Does doing this repeatedly make
you feel calmer?
Make a labyrinth with the class perhaps on the
playground. Use boxes, stones, little bean bags,
chalk lines etc as markers. This could be semi
permanent for the whole school to explore at
play times. Explore feelings in walking the
labyrinth through poetry or expressive writing.
Guiding and being guided in a “senses” experience plus creative writing from the
experience
• Visit to Cathedral for their labyrinth e.g. Norwich
• Design and make a labyrinth in school – possible DT link with structures?
• Hindu visitor
23
•
•
YEAR 5 ENCOUNTERING TEACHINGS AND
AUTHORITY
JUDAISM
TORAH
•
Examine extracts from the Tenakh or Jewish Bible – laws, psalms, proverbs, stories –to
understand some of its teachings.
What teachings do they contain about God, the world and human life?
•
•
•
•
•
•
Discuss - what life rules do you
think are the most important?
Whose advice do you listen to?
Make a book of the best advice
that people have given the class
Look at how the Torah is treated, handled, read.
Why is it treated in such a way? Look at how it is
copied, dressing the scroll, using a Yad.
Look at how Jews show respect to the Torah as a
sign of their covenant with God.
How do you take care of something you think is
precious? How do you show respect?
•
•
Look at a Jewish / OT story
and use puppets to act it out.
Children could make their
own character puppets if there
is time. If not, they could
draw faces to make masks of
the characters and act out the
story.
What is meaning of this story
for Jews? What does it tell
them about God, the world
and human life?
•
Consider possible
reasons for reading the
Torah in weekly
portions at the
Synagogue, valuing the
study of the Torah and
celebrating Simchat
Torah every year.
•
•
•
•
•
•
What do you think is an important
message for the world today?
How would you ensure that
people got the message? Would
you do it through television or
radio? Would you try talking or
writing to everyone?
Why is it important for Jews to
have their traditions and teachings
written down and to study them
regularly?
Make scrolls using rolls of card, foil etc with
parchment coloured paper joining them. On
the scroll, children could try writing a short
sentence in Hebrew, extracts from the Tenakh
and / or their own ideas or prayers about
something important to them.
Make mantles and yads – poss DT link with
textiles
HAPs could put on their scroll a short version
of a story from the Jewish scriptures / Old
Testament – easy to find in school bibles
Visitor from the Jewish community or visit to a synagogue
Make scrolls with extracts from the Tenakh and / or their own ideas or prayers about something
important to them. Make mantles and yads – possible DT link
• Making puppets and acting out a Jewish / OT story
•
•
24
•
YEAR 5 WORSHIP, PILGRIMAGE
AND SACRED PLACES
CHRISTIANITY
EUCHARIST / PILGRIM PEOPLE
•
Eucharist comes from the
Greek word meaning
thanksgiving. What are
Christians thankful for? What
are you thankful for? Make a
class thank you for … box
where these can be recorded
and put in the box.
•
•
•
•
•
•
•
•
•
•
Jesus said - Do this in
memory of me – what would
you like people to do in
memory of you?
Make a banner for the local
church about the last supper /
eucharist – ask the vicar /
church member in and
children should ask them what
they would want on such a
banner. What symbols? Why?
What words? Why? Colours?
Children could design
banners; church selects best;
children work together to
make a large banner to give to
church.
Last supper / eucharist – what
is their thankfulness for?
What happens in service
which shows thanks? What
prayers, actions and songs
reflect saying thank you for
the saviour, crucifixion, gift
of Christ etc?
Ask local vicar / priest in to
do a simulated service or ask
if children could go to church
during a service to observe.
Children could make bread
and plan readings for this or
their own pretend service.
What songs will they choose?
Can they find some eucharist
songs from around the world
that a group can learn?
•
•
•
•
•
•
•
•
•
Guided story / acting out as you read the story of last
supper having googled Jerusalem on Google Earth –
get closer and closer as you zoom in.
Hotseating – ask a confident child to be Jesus or one
of the disciples at the last supper so that the others can
ask questions. Teacher could take the role of Jesus is
children weren’t confident.
Why do people go to Jerusalem? Look at a map of the
Holy Land, and mark on it the places where events
happened in Jesus’s life.
Find travel brochures of the Holy Land – where do
they are the most important? Do they have pictures
you could cut out and use? Write your own travel
brochure.
Make a large map with the children – could be a 3D
experience that is laid out in the hall or on playground
– at each place on the map, different groups could act /
tell the story connected to that place. Children going
around the map could have a passport which is
stamped at every station they stop at.
Find someone who has been to the Holy Land and ask
them in to talk about their visit. What did they think or
feel in different places? What did they see that shows
that this is a special place for Christians?
Make a 3D room
where the last
supper took
place. Make
some small
figures for Jesus,
Judas and the
disciples. What
colours will you
dress them in?
•
Find images of the
last supper by
different artists.
Stanley Spencer.
Barcelona –
Segrada familia
carvings. What are
the artists trying to
show about their /
Christians’
beliefs?
As an alternative to the large map make a labyrinth for
the children to walk. At different points, have events
leading up to the last supper and Gethsemane
Visit to Walsingham – history
Model – upper room
Large map and story telling experiences
Making a pilgrimage labyrinth
Learning songs about Eucharist
Visitor of someone who has been to the Holy Land
25
YEAR 5 ENCOUNTERING BELIEFS AND
QUESTIONS
HUMANISM
HAPPINESS / RESPONSIBILITY
•
•
•
Art / poetry / reflective writing about happiness – a time
when they were very happy, or what they think would
make them happy.
Ask the children to look at a recipe (literacy links –
instruction writing) and explore the features. What
might a recipe for happiness look like? What would the
ingredients be? In what proportions? Ask the class to
write their own recipe for happiness.
•
•
•
•
•
•
Discuss with the children - Can people
be happier than they are? Can you
teach people to be happy? Some
schools are trying to improve
children’s happiness. If your school
was going to start happiness lessons,
what do you think they should be like?
What form would the lessons take?
What would the lesson content be?
How could you assess whether the
class were happier at the end of the
lesson?
•
Use a sheet with the Humanist logo in the centre
with arrows pointing inwards towards it. Ask the
children to complete the sheet by writing what
makes a happy human on it. Discuss with the class.
Do the sheet again but from a different approach –
instead of the arrows pointing inwards in a self
centred way, turn them pointing outwards and
complete the sheet with thoughts about how we can
make others happy.
Ask the class to make a list that has responsibilities
which balance the things they think will make them
happy e.g. I want to play with my friends - I must
not interfere with other people who are playing and
upset them.
What makes you happy?
See if you can find the happy
dance that Snoopy does in the
Peanuts cartoons. If snoopy
has a happy dance, what
would your happy dance be?
Ask children to make up their
own happy dance
The Humanist logo is called the
happy human. Ask selected children
to the front to draw someone happy
in 30 seconds. What different views
of happiness are there? Do you have
to be smiling to be happy?
Ask the children to design a new logo
for the Humanist society that reflects
their belief that the best thing we can
do in life is try to be happy.
•
What do Humanists believe
about happiness? Ask a visitor
from the humanist society to
talk to the children about
beliefs about happiness and
responsibility.
•
Creative writing – ask the
children to make up a story
or play to act out about
causing unhappiness /
creating happiness.
• Visitor from the Humanist society or local Buddhist centre.
• Art / poetry / reflective writing about happiness e.g. recipe writing (literacy)
• Happy Dance
• Drama / role play about being happy / unhappy
• Design a new logo for the humanist society.
26
•
YEAR 6 BELIEFS AND QUESTIONS
CHRISTIANITY
TRINITY / IMAGE OF GOD
•
•
Create Mobius strips. How do they
work? Can it be easily explained?
It is like a mystery. Christians
often speak of Jesus as a mystery.
Look at the idea of mystery and
what it means to not know
everything about something. A
mystery is something beyond ideas
and there are different ways of
explaining it. Tell the children that
in this unit they may think of their
own way to explain it.
•
•
•
•
•
•
Explore the Three in One trinity and images of
God. There are many images of the Trinity on
the internet. Try to find ones that shows the
Trinity in different ways e.g. as a native
American. Discuss the images with the children.
Look at Christian songs and prayers – children
could make up their own prayer or song verse –
possible music link
Look at Celtic trinity symbols (e.g. Book of Kells)
and Celtic crosses – discuss what the circle might
means around the cross. Look at the patterns that are
one big loop – symbolic of God as eternal and never
ending. Use St Patrick’s image of the shamrock.
Ask the children to make a tied loop with wool or
string. Cross it over itself to make patterns and swirls
– it is more complicated but still one circle. Make a
three pointed shape with it – it is still one piece
although it has 3 corners.
Children can make their own Celtic type pattern to
show oneness of God. Art.
What is a good mother? Write down qualities as
children think of them. What are the qualities that a
good king should have? A good shield? A good
father? Creator? Judge? Look at these in groups. Share
what they groups have produced for their own word as
you write them up. Discuss who might have all of
these qualities? These are all ways that God is viewed
by Christians. Which of these qualities would you
like to have / be? Would you like to talk to someone
who had all these qualities? Using the words produced
earlier, ask class to list the ones they associate with
God – could be list, spider diagram, poem, picture
with labels.
Design an altar front for a local church. What
images of God / trinity would be suitable?
Ask a member of the church in to discuss
with the children what they would like.
Children should then design an altar front.
Church could pick their favourite which the
children could make if they have time. DT
textiles link.
•
•
•
•
Early Christians came from
a tradition where God was
unseeable; Jesus however
was, so how could they
reconcile the two ideas?
“He is the image of the
invisible God” God was
above them, Jesus was God
along side them, and the
Holy Spirit was God inside
them.
Look at mentions of the
Holy Spirit appearing in the
Bible; Matt 3:13 but same
passage appears in other
gospels; look also the
Pentecost story Acts 2: 1 - 5
Try to find an image of Rublev’s Icon. Try
Website from NZ – emergent Kiwi or
prodigal kiwi – which has a scripted talk that
explains different images in the icon.
Ask the children to work in pairs to give a
talk on the symbols in this image or in others
of your choice.
Visitor from local church to talk about view of God and the mystery of the Trinity so that children can make
an altar front design.
• Mobius strips investigation
• Making up own songs about the trinity / images in art27
•
YEAR 6 BELIEFS AND QUESTIONS
ISLAM
TAWHID (the oneness of God) / AKHIRAH
(the last things)
•
How do you behave when the teacher is not looking? How would you
behave if you were left alone at home? Do you behave differently if
people are watching you? Why?
Akhirah means belief in the last things, judgement and everlasting
life after death. This life is a preparation for the life to come. What
Muslims do in this life is noted down and will be judged on the last
day.
If Muslims believe this, how would that change the way they live
their lives? The Qur’an contains the actual words of Allah given to
Muhammad. The opening Surah (chapter) is the Al Fatihah – show
me the right path, the straight path and is said many times a day in
prayers. What do you think the right path would be for Muslims?
•
•
•
•
•
•
•
•
What questions would the
children like to ask about life
and death? Send selected
questions to different faith
communities to find out how
they answer. Groups can
collate the responses as they
come in.
What questions do Muslims
ask about life and death? Ask
in a Muslim and talk to him /
her about he / she believes.
•
Make a book to go
at reception /
office to ask
visitors to say
what they believe.
•
What are the main
articles of Muslim
belief? Investigate
with the class –
possible group
work – so that they
can make a
booklet or a poster
or presentation to
the class. This
could be done
through a
powerpoint
presentation
•
Find quotes from
the surahs about
heaven, life and
death – surah
30:14 – 16, surah
69: 13 – 37
about judgement.
Surah 17: 18 -19
about striving for
the hereafter.
Surah 2: 156,
surah 20:57
returning to
Allah.
•
•
•
The Qur’an says that on the last day the living
and the dead will be raised and brought to the
plain of judgement. Each person will be given
the book of their life. What do you think about
the idea of good and evil being sorted out in a
final judgement?
Why are people saddened by death? Did you
know someone who died? How did that make
you feel? Discuss with children how death has
had an impact on them. Talk about how people
cope with death and bereavement. Is there a
visitor who could come in for this e.g. school
nurse / counsellor / learning mentor? How do
they help people to cope? Reflect on death as a
chance to celebrate someone’s life.
If you were given a book of your life, what good
things would be recorded? What bad things?
Make a book which records some of the good
deeds in your life or in the life of someone you
knew who has died.
•
Try to find some images of Muslim
Heaven in Persian art. What do the
images tell us about what Muslims
believe about life after death?
Could they represent their idea of
heaven without using images of any
living things?
Discuss with the children what they
believe about what happens when
people die.
• Muslim visitor
• Make a book of good deeds
• Presentation / booklet / poster /
powerpoint to the class
• Make a book to go at reception /
office
• Send questions to faith communities
and collect responses
28
YEAR 6 BELIEFS AND
QUESTIONS
HINDUISM
BRAHMAN / ATMAN
•
•
•
•
•
Ask the class to tell
you what they have
remembered about
previous units on
Hinduism. Most will
remember different
gods.
Explain that for
Hindus, they are all
part of one truth, one
being called Brahman.
What do Hindus teach their
children about God?
Explore the stories told to
explain the nature of Brahman –
the salt in the water,
pomegranate seeds and
Svetaketu the student.
www.vedantaatlanta.org/stories/Svetaketu.html or
www.teachingideas.co.uk/re/file
s/hinduteachchildrenaboutgod.p
df
What does this teach children
about the nature of God?
•
•
•
•
•
Look at www.woodlandsjunior.kent.sch.uk which has good
general information about Hinduism.
Try also www.hindukids.org (stories,
festivals etc) and
www.hinduism.about.com which has
a kids section.
Create a fact file.
Brahman is everywhere and in everything. There is nothing
without Brahman. Discuss with the children - if God was in
everything, what difference would that make to how you treat
the world, people and animals?
Make up pictures of nature, the world around us, school,
people etc where they are made up of the word Brahman –
like pointillism but with words creating the picture in
different colours. Should be done in a very detailed way so
that from a distance you can’t see the separate words.
•
Brahman is not like the Judeo/ Christian view of God;
Hindus believe that Brahman is the nature of truth,
knowledge and infinity (Taittariya Upanishad). Think
about that with the children. What is truth? What is
infinity? Think about the biggest number you can and
then add one. Think about the stars in the sky; the
grains of sand on a beach; the molecules in a tree or
person; think of the vast numbers in the universe and
that is still not infinite. Look at symbols of infinity
like a circle or an 8 shape. Can the class think of
another symbol?
•
•
•
Look at the concept of Atman (immortal soul or
true self). Discuss with the children what makes
you, you? What makes you unique? Do you belief
that there is a soul (Christianity) or life force
(Buddhism) or true self that is part of each person?
Ask the children to try to draw their atman.
Christians believe that if you lead a good life you
will go to heaven. Hindus believe that your actions
affect who you are and what happens to you in the
next life.
Investigate Karma (actions), samsara
(reincarnation), moksha (liberation from rebirth).
People want to escape the cycle of life and death
so that they can be at one with Brahman.
•
Ask in a Hindu visitor to ask
him / her about the beliefs
Hindus have of Brahman and
Atman.
• Hindu visitor
• Make up pictures of nature, the world around us, school, people etc where they are made up of
the word God – like pointillism but with words -art
• Drawing your atman – art
• ICT researching Hindu beliefs
29
•
YEAR 6 REVISITING
BELIEFS AND
QUESTIONS
BUDDHISM
•
Recap the main points of the
Buddha life story again and
ask the children to work in
groups to act it out. Freeze
frame them at different
points and ask the
characters what they are
thinking or feeling. Drama
•
•
•
•
•
Think of a time when
you were unhappy or
suffered. Explore that
with the class. Look at
the concept of
suffering – Dukkha
and the four Noble
truths. Discuss with
the class - what are
your thoughts about
the 4 noble truths?
Make a collage of
pictures / text from
magazines / internet
showing different
forms of Dukkha e.g.
famine, war, wanting
more, poverty,
homelessness,
bullying, crying etc.
Ask in a visitor from a
local Buddhist centre
or arrange a visit.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Explain to the children that Buddha is seen as a guide, teacher,
historical, enlightened person but not viewed as a god. For
Buddhists the question of whether there is a creator or personal
God is unanswerable and less important than asking other
questions about life. Quest creation stories DVD explains this
very well. A man who asks lots of questions is said to be like
someone who has been shot with an arrow asking questions about
where it came from and what it is made from – unnecessary
questions that are not going to help him.
Draw a little cartoon man shot with an arrow. Around him write
some questions where he needs to know the answers (where can I
get help, do I need a doctor?) and some questions which are
unnecessary (why did I leave the house today, what is the arrow
made from?)
What questions do you have about life, God, the world? (possible
overlap with Islam unit year 6). Make a list.
Look at the life story of Buddha through reflective questions. As
you tell the story, ask the children pertinent questions at selected
points to make them reflect on the story:
What did his father want for him?
How can a parent protect a child from everything? Should
children be protected from all things?
Do you think the prince should stay in the palace or not?
When he leaves the palace what do you think he might see that
will surprise him?
What do you think he was thinking as he returned to the palace?
What do you think he is going to do now? etc
Discuss with the class - Why do Buddhists choose to leave the
question of God unanswered?
What are atheists and agnostics?
Why do some people say that you can’t “know” about God? Use
the list of ultimate questions from the children to ask them to draw
some cartoon people of different beliefs – atheist, agnostic,
Buddhist, Christian; other faiths could be represented depending on
time. Put speech bubbles around each person showing how they
might answer the children’s ultimate questions in different ways.
Make a short animated story about what the Buddha said or
some aspect of his life - poss links with ICT – digital blue
software? If possible.
Visitor or visit to Buddhist centre
Collage of text and images to show aspects of Dukkha
Reflective storytelling – life story of Buddha
Make a short animated story - ICT – digital blue software?
Drama act out Buddha life story
30
•
YEAR 6 THE JOURNEY OF LIFE AND
DEATH
CHRISTIANITY
FAITH RESURRECTION
•
•
•
•
•
•
•
•
Read The Wish List by Eoin Colfer with
the children. What does it say about life,
death, heaven and hell?
Also covered in Islam unit
- why are people saddened
by death? Did you know
someone who died? How
did that make you feel?
Discuss with children how
death has had an impact on
them. Talk about how
people cope with death and
bereavement. Discuss what
happens at a Christian
funeral.
Is there a visitor who could
come in for this e.g. school
nurse / counsellor / learning
mentor? How do they help
people to cope?
Reflect on death as a chance
to celebrate someone’s life.
Make a wall of memories
celebrating people who have
died in poetry such as
haiku.
Discuss with the children - Do
you think how you have lived
will affect what happens when
you die?
If you believe that you are
going to go to heaven or hell
depending on your behaviour,
would you try harder to behave
well? What do you think
“behaving well” means for a
Christian?
Recap Buddhist / Hindu views
about reincarnation. Discuss
with class – if you believe that
you are going to be
reincarnated, would that have
an impact on the way you live
your life now? In what way?
•
•
•
•
•
•
•
If life is a journey, what is the end of the
journey? What do Christians believe about life
after death? Look at quotations from the Bible.
What do they tell Christians about Heaven / hell.
Look at some Christian songs that talk about
Heaven. Ask the children to write a verse about
heaven to go with a simple tune that they already
know.
Ask the children to express Christian views of
Heaven through Art work and / or reflective
writing about heaven. This could take the form
of a small book or poster for Christian children.
Try to encourage HAPs to include some
quotations from the Bible about Heaven.
Recap Year 3 work - Mary Chapin Carpenter
song – My Heaven. Write own version of song
lyrics.
Look at Extracts from A Pilgrims Progress – video clips
available on line. Discuss how the work is allegorical.
Who are the characters who help / hinder Christian on
his journey? Look at the connection between names and
characteristics. Through drama, ask the class to act out
scenarios with some of the characters e.g. hope,
Obstinate, Pliable etc.
Ask the class to make up their own characters. Would
they help or hinder Christian? Could be written or
through art / drama.
Look at the story of Pilgrim’s Progress as a life of faith,
as a journey, race or battle. What is it a journey, race or
battle for? What is the goal for Christians? For you?
Discuss.
Work in groups to make a “board game” of Christian’s
journey through the story. This could be done literally as
a board game or as a large physical experience that the
children have to walk through as Christian, meeting
characters alone the way played by children in the class.
See Jerusalem unit in year 5 Pilgrim people unit.
•
Compare beliefs of life after death with other
religions the children have explored.
• Recap of year 3 unit - Mary Chapin Carpenter song
– My Heaven. Write own version of song lyrics.
• Art work / reflective writing about heaven for
Christian children.
• Drama / art work. Can they make up their own
characters? Would they help or hinder Christian?
• Make board game or large interactive drama
experience for story of Pilgrim’s progress.
31
YEAR 6 ENCOUNTERING THE JOURNEY OF LIFE
AND DEATH
BUDDHISM
DHAMMA / NIRVANA
•
•
•
Look at Buddhist teachings
about Nirvana – how is this
achieved?
Explore Buddhist beliefs
about what it might mean to
be released from the circle
of birth, life and rebirth.
Nirvana is not like Heaven.
Can Nirvana be expressed
through colours and
symbols in art? Ask the
children to think about
words they associate with
Nirvana – possibly these
could be incorporated into
the art work or expressed in
a piece of creative writing.
Ask the class to think about
being enlightened and
reaching the state of
Nirvana. What important
questions would they like to
ask someone who was
enlightened? What answers
do they think they might
receive?
•
Ask in a Buddhist visitor to talk
to the children or arrange a visit
to a Buddhist centre.
•
Look at the Buddhist story of Kisa
Gotami – on Clear Vision DVD but
can be found in many different
places including wikipedia and the
Clearvision website. What does it
say about Buddhist attitudes about
suffering, grief and death? What
meaning would a Buddhist see in
this story?
Look at the story of Angulimala
(also on website). What meaning
would a Buddhist see in this story?
Children could act out the stories –
drama.
•
•
•
•
•
•
•
why do Buddhists choose
to leave the question of God
unanswered? LFR What are
atheists and agnostics? Why
do some people say you
can’t “know” about God?
Explore what Buddhists believe about death / life /
reincarnation / samsara / nirvana / karma /
enlightenment. Recap work on the Four Noble Truths.
Look at the Eightfold Path.
Make spiral like a spring in clay / wire / papier mache
to represent birth and rebirth upwards to Nirvana or a
simpler form as a circle as the cycle is unending until
enlightenment. A good material to use is bubble wrap
around wire or pipe cleaners. On to the spiral pin /
write main life events or milestones that are important
in someone’s life. Add the teachings of the Eightfold
Path and the Four Noble Truths.
What can go at the end of the spring shape to show
enlightenment? Discuss some symbolic ways that this
could be shown.
Ask the class to consider the similarities and differences
between Buddhist beliefs and those of other religions
the children have encountered, especially Christian
views of what happens after death. Why are there so
many beliefs about what happens after death? THIS IS
A RECAP OF THE CHRISTIAN LIFE AND DEATH
UNIT. If this has already been covered, use it as a quick
revision exercise.
•
•
•
•
•
•
•
Use the Clearvision website www.clearvision.org to explore Buddhist beliefs and
teachings. Use the link to
www.dharmagames.org which has non violent
computer games for the children to play which
teach them about the teachings of the Buddha.
Ask the children to make a poster of 10 things
they have learned from playing the games.
Visitor or visit. Contact a local Buddhist centre.
Stories – Kisa Gotami or Angulimala – drama
Make spiral to represent birth and rebirth upwards – art
Nirvana – art, poetry or other creative writing
ICT dharma games
32
Farmington Institute Scheme of Work by Beth Boast 2009
Year 3 Units
These units are planned on the expectation that they will be taught in blocks rather
than discrete one hour lessons; however, that does not mean that they cannot be taught
in that format. The total time that the units should take vary but overall should meet
the requirements of the Norfolk Agreed Syllabus which states that RE should be
allocated a minimum of 5% curriculum time i.e. approximately 45 hours per year at
Key Stage 2 and that each area of study should be seen as requiring the equivalent of
one half term’s work in Religious Education i.e. no less than 6 hours. Therefore these
units have been planned to take between 6 and 9 hours each. Although not all aspects
of RE can be assessed, there are assessment opportunities built in to these units where
appropriate. The majority of pupils at the end of Key Stage 1 are expected to have
achieved Level 2. These units are planned around Levels 2 and 3 with some elements
of Level 4 where appropriate, although pupils should achieve Level 4 at the end of
Key Stage 2.
Religion: ISLAM
Theme: SUBMISSION
Religion: HINDUISM
Religion: JUDAISM
Area of Study: ENCOUNTERING BELIEFS IN ACTION AND
BELIEFS AND QUESTIONS
Christmas (not included)
33
Year 3
Reconciliation Statue at Coventry Cathedral by Josefina de Vasconcelles
34
Photo by Alex Thomson
First Steps
The main focus of this unit comes from the theme of reconciliation;
between people and also between Christians and God. It is one way in
which to explore the Area of Study Religion and the Individual from a
Christian viewpoint. It concentrates on the main question “what is
expected of a believer following a religion and the impact of belief on
people’s lives?” The unit starts with the children’s own experiences of
conflict and reconciliation, explores the meaning of reconciliation
through story or art and then moves onto the teachings of Jesus: love
between people, the peacemakers, the story of the prodigal son and the
nature of forgiveness. Children then look at how Jesus’ teachings have
been implemented in real life situations such as the Corrymeela
community in Northern Ireland and the work of a leading Christian figure
such as Desmond Tutu. The Christian desire to be reconciled with God is
also explored.
Consider the best place to teach this unit in the year. It is meant to be
taught with the other two units on Religion and the Individual (Hinduism
and Islam) but does not necessarily have to be taught first. Does it have
any cross curricular links that you can tie in e.g. a World War II topic /
drama? Are there any visits planned that might have links to this unit?
When are they taking place? Do you want to book a visit or visitor to
coincide with this unit? How much advance planning will that need?
Would it be better at the start or the end of the unit? Will there be a cost
implication? What resources do you already have in school that could be
used? Do you have text books in school that could be used to give
information to the children or teachers? If the text is not useful, are there
pictures in the books that children might find useful? Do you have any
artefacts that will be useful in this unit? Can software like Espresso help
you?
Finally, how will you assess what they children have achieved? How will
you keep a record their work when it is not a written piece? Encourage
the children to write on photos you take of their activities expressing what
they felt and thought when they were working and to reflect on what they
have learned by doing the activity.
Starting the Unit
• Ask the class to think about a time when they had an argument with
someone or a “falling out” with a friend. How did it happen? How did
they feel at the time? Were they able to become friends again? How?
How did it feel to be friends again? Who has experience of an
35
argument that did not lead to a “making up”? How did that feel?
Encourage the children to talk about their own experiences and to
listen to those of others. Introduce the word reconciliation. How does
it feel to be reconciled? What might happen if no one was ever
reconciled? (PSHE)
• Explore Peace Child – a story by Don Richardson (ISBN 0-83070415-9) with the children. This is about missionaries trying to teach a
tribe about God and Jesus through the use of “redemptive analogies”.
Some of the text is available through Google book search – it will give
you a flavour of the style of the book and some of the events. Draw
out the theme of reconciliation with the children. Using a large space,
ask the class to make body sculptures / freeze frames / living tableaux
to explore some of the scenes / aspects of the story that either you
have highlighted as being the most relevant or that they have chosen
as being particularly striking. Ask children why they have chosen that
pose and what they are thinking at that point. Take digital photos as
the children work which can then be printed out and given to children
– ask them to write on the picture (or on post it notes to stick on the
photo) what they were thinking / what the statue was thinking. This
can then be kept as evidence. (Drama)
AND / OR
• Look at some pictures of statues of reconciliation around the world –
some suggested are Hands across the Divide by Josef Locke, the Slave
Triangle statues by Stephen Broadbent (the most easily found on the
internet seems to be the one in Richmond, Virginia USA but the other
two in the triangle are in Benin and Liverpool), Reconciliation statue
at Coventry Cathedral by Josefina de Vasconcelles and the Prodigal
Son by Margaret Adams Parker. If you are lucky there may be a
reconciliation / peace statue or memorial near you that you can
photograph or visit. I was fortunate that a friend’s brother, Alex
Thomson, works in Coventry and was kind enough to take photos for
me for this unit – they are available as part of the project. Otherwise,
use a search engine to find reconciliation statues or memorials and
show them to the class. You might find it easier to create a
powerpoint or word document with the ones you prefer. You could
print and laminate some so that they can be passed around the class.
Explore with the class what is happening in the statues. What is the
sculptor trying to show us or tell us in his / her work? Which do you
prefer and why? Are the titles of the statues meaningful? In what way?
What does reconciliation mean in each of these statues? Is
forgiveness the same as reconciliation?
36
• Ask the class to work in groups (according to what statue they are
using) and to repeat the body sculptures / freeze frames / living
tableaux exercise (drama) if you did not choose to explore the story
above. If you have already done this, you could ask the class to think
about what the statues might say if they came to life. What questions
would you like to ask them? Questions can be oral, scribed by a
classroom assistant if you have one or written by children. Some
could be kept as evidence of assessment. (Drama)
Possible assessment opportunity
AT2 L2 pupils ask, and respond sensitively to, questions about their
own and others’ experiences and feelings OR
AT2 L3 they ask important questions about religions and beliefs,
making links between their own and others’ responses OR
AT2 L4 pupils raise, and suggest answers to, questions of identity,
belonging, meaning, purpose, truth, values and commitments.
• Ask the class to think about what the main point of reconciliation is. If
you were asked to design a reconciliation statue at school, where
would you put it? Why? Design / draw / paint / model a reconciliation
statue for the school showing where you would put it and why, and
what you want the statue to mean to people when they look at it. (Art)
Developing the Theme
• Christians believe that there can be no peace until there is love
amongst people and that Jesus came to bring peace between God and
humanity. Look at what Jesus told his followers and listeners in the
Sermon in the Mount – make peace, blessed are the peace makers,
offer the other cheek, love your enemies and pray for your persecutors
(Matthew 5: 1 – 16, 38 - 48). Read these extracts from the Bible with
the class to see who / what Jesus thought was important. Discuss the
ideas in the Sermon on the Mount.
AT1 L3 – make links between beliefs and sources
• Put the children in pairs or small groups. Ask each pair to think of a
sentence starting “blessed are the ….” and what reward they will be
given. Put the sentences from different pairs / groups together to make
a list of beatitudes that can be displayed / copied by the children as a
model. Remember to use themes of peace and reconciliation where
possible.
• Use reflective storytelling of the Prodigal Son (Luke 14) with the class
–a Godly Play set might be available for this – see
37
www.godlyplay.org.uk. These are sets of simple wooden and cloth
equipment that are used in reflective storytelling with a script based on
questions that encourage the children to reflect on what is happening
in the story, as well as the motivation, thoughts and feelings of the
characters. There is a painting by Rembrandt which looks at this story
and also some churches have windows telling this story – check out
your local area. e.g. the John Piper window in Aldburgh church.
Explore the feelings of the characters in the story. Was the father right
to take the son back? Discuss with the class. Ask children to write a
simple version of the story, expressing the thoughts and feelings of the
characters. Low Ability Pupils could be asked to draw a picture of the
characters in the story with speech bubbles scribed by a class room
assistant / helper / a more able pupil. MAPs could write a simple short
version and HAPs should be encouraged to refer to the bible story
without copying it. The emphasis should be on reconciliation and
feelings in the story.
AT1 L2 – retell religious stories.
AT2 L2 – in relation to matters of right and wrong, recognise their
own values and those of others
• Explore the Christian idea of being reconciled to God – how does it
feel to be reconciled with someone you love? What bad things might
Christians / humans have done to estrange them from God? What
might make God cross with someone? Why is it important that
Christians are reconciled with God? Recap the work done at the start
of the unit about their own experiences of this.
• Investigate the Prayers of Confession in church including the Roman
Catholic first confession. This could lead to a visitor e.g. the local
Catholic priest coming into the school to explain what this means for
him and his congregation, and to be interviewed by the children about
what reconciliation with God means. They could also ask him about
the differences between Christian groups. Take photos of the visit and
ask the class afterwards to add captions of what they remembered him
saying.
• Find information about the The Corrymeela community’s work in
Northern Ireland and look at some stories of people helped by the
Corrymeela Community. This is available through Cracking RE
from The Stapleford Centre although it can also be found through
the internet – www.corrymeela.org. Why were Christians fighting
each other? What differences are there between Catholic and
Protestant Christians? Why did some people decide to stop fighting
38
and start the reconciliation process? What affect did it have on some
people? What beliefs do some Christians share?
AT1 L2 – begin to show awareness of similarities in religions OR
AT1 L3 – describe some key features of religions, recognising
similarities and differences
• Look at song words for The Pollen of Peace by Roger Courtney (can
be found in the Complete Come and Praise BBC) – the pollen of
peace comes from the flowers and seeds of love that Christ has
sown. Look at seeds from a packet and discuss what they grow into.
What would flowers of love look like? Ask the children to design a
seed packet for the seeds of peace showing what they would look
like grown. Ideas explored more fully in Cracking RE. (science) (art)
• Make plant labels explaining what the seeds of love / peace need to
grow - dos and don’ts
Reviewing
• Look at the lives and work of Christians who have been reconcilers
like Desmond Tutu. What did he do that helped bring peace /
reconciliation? Can the children identify the theme of reconciliation in
the work of someone like Desmond Tutu? Have they understood
enough to be able to show why he does what he can to help with peace
and reconciliation? Can they make a direct link to a faith / belief /
teachings of Jesus in the Bible and the work done by Christians in the
world?
AT1 L3 – begin to identify the impact religion has on believers’ lives
• Explore the theme of “breaking down the barriers” through dance.
What music would each group select? Can they make their own
music? How can they express their ideas in dance? What barriers are
they trying to break down?
• Visit to War Museum in London? or to a reconciliation statue if
appropriate
• Drama
• Design and art
• Dance and music
39
Year 3
Religion: ISLAM
Theme: SUBMISSION
View towards Mount Cook NZ
Photo by Beth Boast
40
First Steps
The main focus of this unit comes from the theme of submission; this is
what Islam means - submission to the will of Allah. It is one way in
which to explore the Area of Study Religion and the Individual from a
Muslim viewpoint. It concentrates on the main question “what is
expected of a believer following a religion and the impact of belief on
people’s lives?” The unit starts with the children’s own experiences of
what submission means; it does not necessarily mean being weak or
giving up; children reflect on to whom they submit and whose rules they
follow. The unit then moves on to explore how Muslims view Allah and
some rules or religious practices reflect their desire to submit to Allah’s
will and the impact that this may have on a believers’ life. Children are
then asked to explore the idea expressed in the opening Surah (chapter) of
the Qur’an: the Al Fatihah (show me the right path, the straight path) and
show what they have understood about what the right path for Muslims is
and what this means in terms of the life they lead in submitting to Allah
and following his path.
taught with the other two units on Religion and the Individual (Hinduism
and Christianity) but does not necessarily have to be taught in any
particular order. Does it have any cross curricular links that you can tie in
e.g. PSHE (rules we follow)? Are there any visits planned that might have
links to this unit? When are they taking place? Do you want to book a
visit or visitor to coincide with this unit? How much advance planning
will that need? Would it be better at the start or the end of the unit? Will
there be a cost implication? What resources do you already have in school
that could be used? Do you have text books in school that could be used
to give information to the children or teachers? If the text is not useful,
are there pictures in the books that children might find useful? Do you
have any artefacts that will be useful in this unit? Can software like
Espresso help you?
Please bear in mind that Muslims do not draw pictures of God and the
Prophet Muhammad. It would be offensive to them if children were asked
to do so in class.
41
Remember that Muslims often use pbuh (peace be upon him) after the
name of Muhammad. I haven’t done so here to save time, not through a
lack of respect.
Starting the Unit
• Ask the children to think about a wrestling match. When a wrestler
gives up and admits that the opponent is stronger, what does he do /
say? Hopefully one of the children will know the word submission.
How does the wrestler feel when he submits? Is he angry because he
has been beaten? Does he want revenge? Does he feel relieved
because his pain and suffering has stopped? Who do we submit to?
Why do we submit to them? How do we feel about submitting? What
are the good things about accepting that there is someone who is in
charge of us and who is stronger? What do they do for us that helps
us?
• What rules do we obey or submit to? What might happen if we don’t
submit? What rules are particularly hard to submit to? Why? Ask the
class to produce a short piece of creative writing about a day when
they do not obey anyone or follow any rules. (Literacy). LAPs could
be given a writing frame which starts each paragraph for events during
the day; MAPs should be able to write a short piece and HAPs should
be encouraged to write a story if they can.
• Allahu Akbar means the greatness of Allah, Allah is Great. Why do
Muslims think Allah is great and should be obeyed? Think about the
99 names. What do they tell us about what Muslims think about
Allah? Muslim means one who submits to the will of Allah. What do
you think God’s rules are? Is it more important to follow God’s rules
or other rules? Why? Discuss.
• At birth, Muslims whisper in the baby’s ear - why? What words do
they whisper? Explore the idea of how it is important to give guidance
to a baby from the start of his / her life. What would you whisper in a
child’s ear? Why? Write down what you would say and practice on a
doll. What rules would you want a child of yours to follow?
• Explore some key rules followed by Muslims e.g. the Five Pillars:
Shahadah (declaration of faith), Salah (prayer 5 times a day), Zakah
(giving to those in need), Sawm (fasting during Ramadan) and Hajj
(pilgrimage to Makkah). What does each pillar entail? What impact
42
does each pillar have on a believer trying to submit to the will of
Allah?
• Make a simple model in groups with a roof (labelled faith or Islam)
held up by 5 pillars labelled as the five pillars of Islam. What happens
if you remove too many of the pillars? Think about the symbolism of
this. This could be done through drama where the children are the
pillars holding up a box labelled faith. Can you submit to the will of
Allah and not try to follow all five of the Pillars?
AT1 L2 use religious words and phrases to identify some features of
religion and its importance for some people OR
AT1 L3 use a developing religious vocabulary to describe some key
features of religions; begin to identify the impact religion has on
believers’ lives; describe some forms of religious expression
• Ask a Muslim visitor into class to talk about he / she tries to submit
to Allah. What do they find difficult / easy / enjoy about their
faith? Do they feel like the wrestler discussed at the start of the
unit? What do they feel is the right path for them to follow through
life? Take photos of the visit and ask the class afterwards to add
captions of what they remembered him / her saying.
• Ask the class to reflect on the commitments made by believers and
what they are committed to. Muslims try to follow the rules
because they value them, are committed to them and are trying to
submit to the will of Allah. Why do you follow rules? What do
you value? What rule or code of behaviour do you follow that
shows that you think it is important e.g. not bullying, looking after
other people’s things?
AT2 L3 make links between values and commitments, and their own
attitudes and behaviour
Reviewing
• Ask the children to think of a time when they didn’t listen to
instructions or follow rules and got lost as a consequence. Encourage
them to think quietly for a moment about it without talking. Ask
children to work in pairs to explore this idea. Explain that they should
take it in turns to ask questions about their partner’s experience e.g.
how did you feel when you were lost? Why did you get lost? Did you
do as you were told? Was it an accident? Did you panic? How did
43
you get home? Did someone find you? How did you feel when you
were found/ got home? Share some of the stories with the class.
AT2 L2 pupils ask, and respond sensitively to, questions about their
own and others’ experiences and feelings
• Explore the concept of the right and the wrong path. Draw a map with
the class showing what you might meet on each path. Ask the
children to think about a path as a metaphor for life / guidance through
life / making the right or wrong decisions. HAPs will be able to grasp
this figurative idea and should be encouraged to draw their own map
through life / decision making. LAPs who find difficulty
understanding this idea could draw a map of how to get from school to
home with the safe / right path marked on it. (Geography)
• For Muslims, the Qur’an contains the actual words of Allah given to
Muhammad. The opening Surah (chapter) is the Al Fatihah (show me
the right path, the straight path) and is said many times a day in
Would it be different to your path that you have explored above? In
what way? Can the children show that they have understood what it
means for a Muslim to submit to the will of Allah? Do they
understand that the right path for a Muslim is to try to follow all the
rules set out in the Qur’an because they are the word of God? Can
they explain how following the Five Pillars of Islam has a profound
affect on the lives of believers?
•
•
•
•
•
Visit from a Muslim
Making the 5 pillars model
Map of right and wrong paths – possible links with Geography
Role play with doll
Creative writing about a day of not obeying
44
Year 3
Religion: HINDUISM
Tissue paper lotus flower
Photo by Beth Boast
45
First Steps
The main focus of this unit comes from the themes of karma and
samsara; the circle of birth, life, death and rebirth; good actions being
rewarded in this life or the next. It is one way in which to explore the
Area of Study Religion and the Individual from a Hindu viewpoint. It
concentrates on the main question “what is expected of a believer
following a religion and the impact of belief on people’s lives?” The
unit starts with the children’s own experiences of good and bad actions
and their consequences; they then explore the ideas around incarnation
and contrast Hindu beliefs about life after death with those of Christians.
They explore karma in a huge game of snakes and ladders and reflect on
the idea of doing one’s duty and acting for good through some of the
stories of Lord Rama. How beliefs affect a believers’ outlook and actions
is explored in a brief study of the life of a Hindu such as Ghandi.
taught with the other two units on Religion and the Individual
(Christianity and Islam) but does not necessarily have to be taught in any
particular order. Does it have any cross curricular links that you can tie in
e.g. art or drama? Are there any visits planned that might have links to
this unit? When are they taking place? Do you want to book a visit or
visitor to coincide with this unit? How much advance planning will that
need? Would it be better at the start or the end of the unit? Will there be a
cost implication? What resources do you already have in school that
could be used? Do you have text books in school that could be used to
give information to the children or teachers? If the text is not useful, are
there pictures in the books that children might find useful? Do you have
any artefacts that will be useful in this unit? Can software like Espresso
help you?
Starting the Unit
• Ask the class to think about good and bad actions – what are the
consequences they have experienced when they have done
something good or bad? How does it feel to do something good or
bad? Model how to make a simple flow chart of someone making
good and bad choices and actions and what the consequences might
46
be. Ask the class at each decision point what the options and
consequences are e.g. Bob walked to school and on the way he found
a bag. What are his choices – good and bad? What might happen if
he chooses the right option? The wrong option? What might happen
to him next because he has taken that decision? Follow the little
story through as the children guide you with examples.
AT2 L2 in relation to matters of right and wrong, recognise their
own values and those of others
• Make up scenes where people are doing the right thing or the wrong
thing. What are the consequences?
• Talk to the children about the Hindu belief in karma. Hindus are
aiming for moksha – freedom from the cycle of birth, life, death and
rebirth (samsara). The more good you do now, the better your next
life will be and the closer you might move to being released from the
circle of birth and rebirth. Discuss the concept of reincarnation with
the children and the role of Karma in it.
• Discuss what it might be like to be released from the constraints of
your body and / or all responsibilities.
• Christians believe in doing good and in a life after death but not in the
same way. What do Christians believe happens when you die? Why
do they think you should do good things? Reflect the similarities and
differences between the two religions. Explain to the children that noone can know for sure what happens when you die – it is a mystery.
AT2 L2 recognise that some questions cause people to wonder and
are difficult to answer
• If you want to assess how much the children have understood about
the similarities and differences between the two religions, ask the
children to draw a straight line which represents a Christian view of
life. Ask them to label birth, childhood, adulthood, old age events on
the line in the right place, using it like a time line. What do Christians
believe happens at the end of the line when they die? Ask the children
to show this with a picture or a few sentences. Then ask them to
consider life as a spring or circle to show what Hindus believe about
life and death. They should show birth, life and death on the circle or
47
spring and then try to show what Hindus believe happens when you
die.
AT1 L3 - describe some key features of religions, recognising
similarities and differences.
• Look at a snakes and ladders game – this was a Hindu game originally
and represents making good and bad decisions in life. In groups,
produce some good and bad actions someone could make in a lifetime
and what the consequences might be. Put the ideas together to make a
giant snakes and ladders game – perhaps on the playground or if not,
on large sheets of paper that could be laid on the floor in the hall or on
a large wall. Play the game. Make sure that the children understand
the idea that doing a good deed will bring rewards but they might not
be in this lifetime for Hindus. Also draw out the idea that a belief in
karma has an impact on how a believer behaves.
• Look at the story of Prince Rama from the point of view of doing
one’s duty and doing good deeds. Children could act out a story
through drama.
AT1 L2 – retell religious stories and suggest meanings for religious
actions and symbols.
• Ask a Hindu visitor into class to talk about he / she feels about
karma and reincarnation. Take photos of the visit and ask the class
afterwards to add captions of what they remembered him / her
saying.
Reviewing
• Tell a simple version of the main events in the life of Gandhi. What
good things did he do? As a Hindu, why did he do them? What did he
think was his duty? How did he set about doing what he believed was
right?
• Children could look at things that Ghandi did or said through the
internet. They could work in groups to produce a mobile to hang in the
classroom, a booklet or poster showing different things that Ghandi
did or said e.g. with a picture of Ghandi with speech bubbles with
some of the things he said or did. Some useful websites might be:
http://www.mkgandhi.org/students/story1.htm inspiring stories
http://www.mkgandhi-sarvodaya.org/index.html
48
http://www.quotationspage.com/quotes/Mahatma_Gandhi/ for quotes
http://www.spca.bc.ca/Kids/KidsClub/Gandhi.asp for an overview.
Make sure that the children are able to understand what they are using
from the internet as a lot of the websites are too hard for them. Look at
them first to select the most appropriate for your children. It might be
useful to group HAPs, MAPs and LAPs so that all children can access the
work. LAPs could be asked to find concrete information about Gandhi
such as birth, death, main events in his life; MAPs could find quotes
relevant to doing good and his faith; HAPs could make links between
what he said or did and how that is a reflection of Hindu beliefs.
• DT / art snakes and ladders game
• Drama
• ICT research into Ghandi’s actions to fulfil his duty / do right or to
find quotes showing that he was a man of peace and who wanted to
do good.
• Hindu visitor if possible
49
Year 3
Auckland Cathedral NZ
Photo by Beth Boast
50
First Steps
The main focus of this unit comes from the themes of parables and the
cross; parables are stories with deeper meanings and are therefore a kind
of symbol. It is one way in which to explore the Area of Study Symbols
and Religious Expression from a Christian viewpoint. It concentrates on
the main question “How are religious and spiritual ideas expressed?”
The unit starts with the children’s own experiences of everyday symbols
and what a symbol is; fables and stories with morals or deeper meanings.
Children look at some parables of Jesus and explore the ideas in the
stories through art, drama or creative writing. Easter symbols are
investigated through various activities as well as work on the Easter story
and what it means to Christians. Children are asked to create their own
cross from natural things found around the school and to explain the
symbolic meanings they have incorporated. This can form part of an
assessment, as can the suggested activity which allows children to plan an
Easter service for the school.
Consider the best place to teach this unit in the year. It is a stand alone
unit and can be taught at any point in the year; however, given its strong
focus on Easter, it would be most suitable in the weeks leading up to
Easter. If you decide to ask the children to create an Easter service,
please bear in mind that this unit will need to be allocated enough time to
allow the children to create, plan, organise and rehearse their Easter
presentation. Think about whether this unit has any cross curricular links
that you can tie in e.g. literacy (fables) / drama / and Easter service or
assembly? Are there any visits planned that might have links to this unit?
coincide with this unit? Can you book the local church so that the
children’s Easter assembly can take place there? Do you want to invite
parents? How much advance planning will that need? Would a visit or
visitor be better at the start or the end of the unit? Will there be a cost
you?
51
Starting the Unit
• Show the children some pictures of everyday symbols and ask
what they mean. What does a symbol do? What is a symbol?
• Tell them one of Aesop’s fables. Who has heard stories like this
before? It has a special meaning at the end like a lesson – it is
supposed to teach you something. This is the moral. Discuss what
the moral if the story is. Explore the idea that some stories have
hidden meanings that are like symbols – they are something simple
that stands for a more complex idea. (Literacy)
• Read the parable of the Tenants in the Vineyard – Luke 20: 9 – 19.
What was Jesus trying to say in this story? What meanings did he
want people to take from this story?
AND / OR
• Read the parable of the wise man who built his house on the rock –
Matt 7: 24 -28 and Luke 6: 46 -49. This story is also done very nicely
in the Stories Jesus Told books by Inkpen and Butterworth. It can also
be found at
http://www.request.org.uk/main/bible/jesus/builders/builders02.htm
(this also has a quiz). What is the symbolism / meaning in this story?
What symbolic images are created? (Rock)
• Whichever parable you choose, read and explore the story with the
class. It could be explored through drama, art or writing.
• Explore some Easter symbols – which do you associate with Easter?
What do they mean for you? Look at the symbols of new life – eggs,
chicks, rabbits, spring flowers etc. Why are they used by Christians
at Easter?
• A sad day – reflective story or godly play story for Easter – look at
the Easter story with the children and what it means for Christians.
• Look at the cross as a symbol. Why is it not a sad image for
Christians? Look at crosses of all kinds – what feelings / beliefs are
being expressed in them?
52
• Create an Easter story on paper crosses where the children draw
different parts of the story like the Stations of the Cross. Put them
up around the room / hall / school.
• Explore the Easter story in senses poems, an emotions graph, hot
seating, poetry, dance, song, art. (drama, art, PSHE, music, literacy).
This is an opportunity to group the children according to ability and
to give each group a different way of exploring the story.
• Make an Easter garden showing the tomb and the rolled away stone –
there are many different useful websites for instructions – I found very
clear instructions on www.just4kidsmagazine.com but there are many
others. Most Easter activity books for children will have basic
instructions.
• Alternatively, children could decorate an egg shell with Easter
symbols and use it as a little plant pot and plant a seed or a seedling or
preferably something fast growing like cress. (science)
Reviewing
• Look at the cross as a symbol. Why is it not a sad image for
Christians? Take the children outside (weather permitting) and ask
them to make a cross from natural things found around the school –
leaves, twigs, stones – and then ask the class to look at each cross
(laid out on playground if not too windy) and explain the
symbolism of their cross to the rest of the class. They can do this
individually or in groups. Responses should include statements
like: the stones at the ends of the cross symbolise the nails that held
Jesus on the cross…I have used a mixture of green and dead leaves
to show that Jesus died but was resurrected to live again….
Photograph the crosses and then ask the class to write what
symbols there are in their crosses as well as what they learned
when making it, how they felt and what they thought. This can be
very powerful and has been done very successfully at St Margarets
CEVAP school in Ipswich.
• Decorate a cross with Easter symbols. What symbols have the
children been able to identify as part of the Easter tradition? Can
they explain to you why they have used them and what they mean
to Christians?
• Ask the class to imagine that they are in charge of planning the
Easter Service. They need to include both joyous and sad elements.
Why? What items would they plan for the service?
53
• In groups, ask the children to write their own prayers, readings and
songs they want to include. Use hymn books or Easter hymn
sheets – there are a lot of songs for Christian children on the
internet. One site I found was www.familyworship.org.uk but there
are many others. Discuss how they would decorate the church and
why they would choose to decorate in that way. What symbols
would be appropriate? The children should be able to explain any
symbols they want to use. LAPs will need support in this – perhaps
the children could be ability grouped.
AT1 L2 – retell religious stories and suggest meanings for
religious actions and symbols.
AT1 L3 make links between beliefs and sources, including
religious stories and sacred texts
AT1 L3 describe some forms of religious expression
• Easter service in church that the children have planned including
their own lyrics for songs and prayers / readings
• Godly play
• Easter experience plus emotions graph, hot seating, poetry, dance,
song, picture gallery (drama, art, PSHE, music, literacy)
• Model making Easter garden (?DT) or egg shell plant pot (science)
• Exploring parables – Literacy?
54
Year 3
Foil crown
Photo by Beth Boast
55
First Steps
The main focus of this unit comes from the themes of the Kingdom and
mission; the idea of heaven as the kingdom of God and of Jesus and God
as Kings is a common theme in Christian worship. Mission is a strong
manifestation of Christian belief turned into action. It is one way in
which to explore the Area of Study Beliefs in Action in the World from
a Christian viewpoint. It concentrates on the main question “How do
religions respond to global issues?” The unit starts with the children’s
own experiences of what it means to be a king; qualities that a king needs
and what happens when the king does not have these qualities. Children
consider how God / Jesus is viewed as a king as well as in other ways and
investigate views of what Heaven might be like in the Bible as well as in
a personal way through discussion, art or creative writing. The unit then
encourages children to think about how belief in Heaven and God as Lord
and King enables Christians to go into the world on mission work to help
others. Organisations such as CAFOD, Christian Aid, Salvation Army,
local Christian community work in the wider world to help people
because of their beliefs.
unit that can be taught at any time during the year. Does it have any cross
curricular links that you can tie in e.g. poetry / art / ICT / drama? Are
there any visits planned that might have links to this unit? When are they
taking place? Do you want to book a visit or visitor to coincide with this
unit? How much advance planning will that need? Would it be better at
the start or the end of the unit? Will there be a cost implication? What
resources do you already have in school that could be used? Do you have
text books in school that could be used to give information to the children
or teachers? If the text is not useful, are there pictures in the books that
children might find useful? Do you have any artefacts that will be useful
in this unit? Can software like Espresso help you?
You may need to research websites for Christian organisations before the
children are asked to as many have very informative sites but they are not
in language that children of this age can easily understand.
56
Starting the Unit
• Using a chair and fabric, card etc, build a throne in the classroom.
Explore with the children who might sit on a throne. Ask children to
sit on it and explain how it makes them feel.
• Read the poem – If I Were a King by David Rumer – this can be
found on www.authorsden.com . Ask the children to write a poem
about what they would do / like to happen if they were a king / queen
ruling over a kingdom. They can use the Rumer poem as a model.
Children can sit on the throne to share their poems with the class.
(literacy) LAPs could be given a writing frame which has the start of
lines so there is less writing for them; HAPs should be encouraged to
think about more intangible things like peace, harmony etc.
• Tell a version of the story of Robin Hood which mentions how “good
King Richard” comes back from the wars and helps / pardons Robin,
whereas “bad King John” has been guilty of causing suffering for the
people of England.
• Explore with the children what difference a good / bad king can make.
Is it easy to be a king? What would they find hard? Who has to make
the decisions? Could you be nice to everyone all the time? What if
one of your subjects had done something wrong? What qualities does
a good king have? What would it be like to be ruled over by a bad
king?
• Look at the Christian idea that Christ means King or anointed one.
What does anointed mean? Act out a coronation using the throne you
have made and a willing child. How does it feel to be the anointed
one?
• Christians believe that Jesus is part of God, who is often called King
as well. What is God king of? What would God’s kingdom be like?
Where is it? How could you get there if you wanted to go? What kind
of a king do Christians believe God is? Is he always a good, kind
king? Look at some of the ways Christians refer to God – King, father,
creator, judge, shield, rock etc. What does this tell you about how
Christians view God?
• Explore the Christian view of heaven with the sheep and goats parable
(Matthew 25: 31 – 46) and / or the Lord’s Prayer (Matthew 6: 10 –
57
14). What do Christians think heaven will be like? What tells them
about heaven? How can they try to make a heaven on earth?
AT1 L3 make links between beliefs and sources
• Mary Chapin Carpenter has a song (lyrics can be found on the internet
or a copy is included in the resources) called My Heaven. It is quite a
slow tune, but the lyrics could be used to explore what a personal view
some people have of heaven. It comes from the album Between Here
and Gone 2004 Sony Music. I recommend that you cut some of the
lyrics to keep them shorter and easier to use; also there are some
references to grandparents who have died being in heaven – this may
cause some distress to some pupils and you must use your professional
judgement as to which sections you wish to use, if any.
• Explore the children’s views of what the kingdom of heaven might be
like (or would be like if they could make a heaven) through
discussion, art, poems or preferably a combination of all three. Why
does everyone have a different view of heaven? This could be an
opportunity to ability group the children and give them a different task
– painting, poems, creative writing; or to group the children in mixed
ability groups where each person has a different task about heaven.
AT2 L2 recognise that some questions cause people to wonder and
are difficult to answer
Reviewing
• Look at what some Christians do to try to improve life on earth for
people – use the internet to find out about good work done around the
world by Christian groups. Christian Aid has a kidzone which might
be useful. Can the children make links between what Christians do to
help people and why they do it? Can they make links between the
action and the belief? Do they show an understanding that for many
Christians this leads them to completely change their lives in an effort
to help others (charity workers, NGOs, Salvation Army, Christian Aid,
CAFOD etc) Use ICT to try to find out about the work of Christians,
making sure that the children are always aware of the link between the
beliefs and actions.
• Investigate what the local church community does to help people.
Can a member of the church visit to talk to the children about why
they help people? Do they only help fellow Christians or do they help
anyone? Why? Is there anyone that a Christian would not help? Why?
58
• Ask a member of the Salvation Army if he / she can visit the school,
or if possible arrange a visit to a local citadel where good work is
done. Why do some Christians do so much to help other people?
What do they believe about heaven and making a heaven on earth?
What impact does this have on a believer’s life?
AT1 L3 – begin to identify the impact religion has on believer’s lives.
• ICT Christian mission in the world
• Poetry – If I were a king by David Rumer and children’s own
poems
• Discussion, art and / or poetry for each child’s view of the kingdom
of God / heaven
• Role play of coronation
• Possible visit or visitor from a Christian charity or group like the
Salvation Army.
59
Year 3
Religion: JUDAISM
Area of Study: ENCOUNTERING BELIEFS IN
ACTION AND BELIEFS AND QUESTIONS
A BarMitzvah kippah
Photo by Beth Boast
60
First Steps
The main focus of this unit comes from the themes of covenant and
mitzvot; the idea of promises made between God and the Jews / God and
humankind as well as the good deeds that Jews believe are important as a
daily part of their faith. It is one way in which to encounter some aspects
of the Areas of Study Beliefs in Action in the World and Beliefs and
Questions from a Jewish viewpoint; it is not meant to cover the whole of
the areas of study. It concentrates on the main questions “How do
religions respond to global issues?” and “what is expected of a
believer following a religion and the impact of belief on people’s
lives?” The unit starts with the children’s own experiences of making
promises; it then moves on to stories from the Old Testament exploring
promises and commitments made between God and the Jews. Children
look at what promises are made at a Bar Mitzvah ceremony and doing
Mitzvot in the world – good deeds or actions – in their own community or
in the wider world. They explore their own experiences in doing good
deeds. Children are encouraged to reflect on what promises,
commitments, codes of behaviour they think are important and to create a
mezuzah like box to store their thoughts. Finally they are asked to show
what they have learned in the unit by discussing and asking questions
about artefacts that a Jewish child might have and their significance.
unit that can be taught at any time during the year. Does it have any cross
curricular links that you can tie in e.g. poetry / art / ICT / drama? Are
there any visits planned that might have links to this unit? When are they
61
Starting the Unit
• Look at what it means to make a promise. What does it feel like when
someone you trusted breaks a promise to you? Is it hard to make a
promise? To keep a promise? To break a promise? Ask the class to
share their thoughts and feelings around the room.
• Explore through drama the thoughts and feelings connected to making
promises, keeping and breaking them and the dilemmas that may
cause.
• Tell the covenant stories of Noah (Genesis 6: 9 - Gen 9: 17) to the
class. Discuss what happens in the story and why God sent the flood.
What was the rainbow a symbol of? What was God promising?
AND / OR
• Tell the story of Abraham (covenant Genesis 17: - a lot about
circumcision – not appropriate for children and covenant after testing
Abraham with Isaac Genesis 22). Discuss with the class what
promise God was making in the story. Is it a promise like the one
with Noah? Discuss the test that God gave Abraham. Do you think it
was fair? Drama could be used with this story to encourage the
children to reflect on what they main characters in the story were
thinking – freezeframing or hotseating.
AND / OR
• Tell the story of Moses (Exodus) and the promises made. What
promises are made? You will need to simplify these without loosing
sight of the main point which is promises being made. Some
children’s bibles will miss this point. Exodus 6: 3 – 9 when God
recalls his covenant with Abraham, Isaac and Jacob and intends to
honour it. Broken promises by the Pharaoh through the story as he
says he will let the Hebrews go but then changes his mind. Exodus 20
-23 – commandments and God says that if they obey His rules, he will
look after them.
• What is the promise being made in this / these stories? Why are these
stories important to Jews? What do they tell us about the relationship
between the Jews and God? Is it a friendship? Is it a deal? Jews call
God “Adonai” in prayer which means Lord. What does this say about
their view / relationship with God?
62
• Research with the class what happens at a Bar or Bat Mitzvah. What
promise is being made at a Bar Mitzvah? What happens if the promise
is broken? How hard is it to keep the promises?
• Look at another commitment to the faith – Mitzvot – doing good and
helping others. Explore with the children how they feel when they
have helped people. How does it feel to have been helped
unexpectedly? How can you help people? What do you do to help
people? What could you do to help someone that you don’t do now?
What effect would that extra help have on someone’s life? Ask the
children to produce a drawing / painting / piece of drama about when
they have performed a mitzvah. What did they do? How did it make
them feel? How did the other person feel? Why is it important to do
good things for other people? What other religions have they
experienced that believe that doing good is important? Can they make
any links between beliefs / actions across different religions?
• Look at Mitzvot in the wider world. What about Jewish charities?
What can the children find out about them? Try ICT so that the
children could research the work done around the world by Jews to
help others. Google Jewish charities – there are many web sites that
will provide information. Could a representative from a Jewish charity
come into school to talk to the children about what they do and why
they do it? Do they only help Jews? Why?
• Ask a visitor from the Jewish community to talk to the children about
what it means to commit to the faith and what he / she promised
during his / her bar / bat mitzvah. Ask the visitor also what they do as
mitzvoth and good deeds for others. Why do they do it? How does
help them in their commitment to their faith?
• Show the class a mezuzah. Ask them to think of a question that they
would like to ask about it and write it down. Ask the children to see
if they can suggest any answers to their own questions using their
knowledge of religion, worship and the unit so far.
AT2 L3 ask important questions about religion and beliefs
AT2 L4 raise and suggest answers to questions of identity,
belonging, meaning, purpose, truth, values and commitments
63
• Tell the children what it is / contains/ where it goes in a home. How
many of the class have had their questions answered? Try to answer
the remaining questions – if you can’t, see if the questions could be
put / emailed / sent to a Jewish visitor.
• Look at Deuteronomy 6: 1 – 10. What deal or promise is God
making with the Jews? What must they do to keep their side?
• What rules or beliefs are so important to you that you might want to
keep them like the Jews keep the Shema? What code of conduct do
you believe in strongly? Ask the class to produce a sentence or more
on what they believe is the right way to behave and write on a little
piece of paper that can be rolled and put into a “mezuzah” that they
make from card e.g. look after the world – don’t pollute / reuse
recycle reduce because the world is too beautiful and unique to
destroy stupidly or treat other people with respect and care because
we are all human / God’s children etc.
Reviewing
• Reinforce the work on Bar Mitzvah and doing Mitzvot by using
artefacts from a “child’s” bag which contains things to do with “his”
Bar Mitzvah / how he might help people. These bags can be an
ordinary bag containing various artefacts such as a kippah (skull cap),
a Jewish child’s book about some aspect of Bar Mitzvah or faith, some
Hebrew writing, photos or a family celebration (made up or from clip
art), Bar Mitzvah cards and so on. Include some entries in a diary
showing things like “helping Granny to tidy up spare room”, “go to
old peoples’ home to do some gardening” or "listen to Deborah read
for 10 minutes to help her get her merit sticker at school”. Include
some non religious things like pencils, stickers, reading book and so
on that a child of another or no faith might also have in a bag. You
may have many of these things in school in your Jewish artefact
collection. They are also available in a bag as a set “a ….. child’s
collection” from companies like TTS for about £50 - £70 depending
on religion.
• Explain to the class that your neighbour’s son has just been making
promises at a special ceremony, and he has let you borrow his bag so
that the class can have a look at some of his things. Bring them out of
the bag one by one. Encourage the children to ask questions about
what they are being shown and for them to suggest answers to these
questions. If none are forthcoming, you should ask the class with
questions such as “I wonder what he uses this for? Is this special for
his religion or something that you have? What significance do they
have? How do you think he felt when…? What does he do to help
64
people?” You might also like to ask the class to believe that you have
found the bag in school and are going to look through it to see if there
any clues as to whom it might belong.
• Which children are able to correctly identify the items that are of
religious significance? Which can make links between the ceremony
and the beliefs underpinning it? If you are going to assess this, ask the
children to write down what they have seen and what they know.
LAPs could pick out the items and talk to the teacher / helper / LSA
about their significance; MAPs and HAPs could draw and write about
them.
AT1 L2 – use religious words and phrases to identify some features
of religion and its importance for some people
AT1 L3 – use a developing religious vocabulary to describe some
key features of religions…
•
•
•
•
•
•
•
Visitor in from local Jewish community or a visit to them
making promises dilemmas – drama
Abraham story – drama
Handling and asking questions about artefacts
ICT researching Jewish charity work
Making their own mezuzah like box
Art or writing about what they do to help other people
65
Year 4 Units
achieved Level 2. These units are planned around Level 3 with some elements of
Level 2 and Level 4 where appropriate, although pupils should achieve Level 4 at the
end of Key Stage 2.
Religion: ISLAM
Religion: HINDUISM
Theme: AVATAR
Religion: SIKHISM
Area of Study: ENCOUNTERING INSPIRATIONAL PEOPLE AND
SYMBOLS AND RELIGIOUS EXPRESSION
Area of Study: RELIGION, FAMILY AND COMMUNITY
Religion: SIKHISM
Area of Study: ENCOUNTERING RELIGION, FAMILY AND
COMMUNITY
66
Year 4
Area of Study: INSPIRATIONAL PE0PLE
Soft Nativity Set
Photo by Beth Boast
67
First Steps
The main focus of this unit comes from the themes of incarnation,
salvation and sin; the Christian belief that Jesus was God made flesh,
sent to earth to save us from our sins. This is one way in which to
explore the Area of Study Inspirational People from a Christian
viewpoint. It concentrates on the main question “why do some figures
e.g. founders, leaders and teachers, inspire religious believers?” The
unit starts with the children’s own experiences of what has value and
what value is given to Jesus by Christians. Children are encouraged to set
up a book for visitors in school (or ask them in person if possible) to see
who the visitors have found inspirational and how they have altered their
life / behaviour / attitude as a result of this inspiration. Children find out
about the people mentioned by visitors. The unit then looks at songs and
stories told by Christians about Jesus and what they tell us about what he
did that Christians find inspirational. They think about the ideas of sin,
salvation, sacrifice and incarnation, asking questions and reflecting on
others’ answers. Children discuss who inspires them. They are then asked
to show what they have learned in the unit by looking at images of Jesus
by different artists, and then to produce their own image which shows
some elements of why Jesus has inspired people.
taught with the other two units on Inspirational People (Hinduism and
Islam) but does not necessarily have to be taught first. Is there another
unit included here that would better suit your needs in this term? Does it
have any cross curricular links that you can tie in e.g. music, storytelling
in literacy, art? Are there any visits planned that might have links to this
unit? When are they taking place? Do you want to book a visit or visitor
to coincide with this unit? How much advance planning will that need?
you?
68
Starting the Unit
• Bring in a random selection of things from home and tell the children
you are going to make a show like Cash in the Attic with the objects.
Give the objects to selected children and ask them and the class to put
them in a line in order of value. What discussion does this create with
the children? Have any of them suggested that rarity or sentimental
value adds to value? Are they able to put the items in order?
• Hand out nativity sets or look at pictures of cribs / nativity scenes
from around the world – children can Google (ICT link) or you can
collect the pictures and hand them out to groups.
http://www.worldnativity.com/products has good pictures for different
nativities from around the world but there are many online sites that
you could look at. http://christmasjourney.org.uk/nativity.php has a
display of children’s work.
• Look at who is depicted in a nativity set. How important are they in
the story of Christmas? Ask the class to put the people in order of
importance for themselves and then for Christians. Are the children
able to explain why they have ordered the figures in that way? Is there
a difference between their views and the Christian view? Why?
• Ask the class to arrange the figures in a traditional way like Christians
do at Christmas. Most will put the baby in the middle. Why? What
does this say about what Christians believe? Why is the little baby –
the smallest person in the set - the most important person to
Christians? Discuss what Christians believe about Jesus and his birth /
importance. Remind the class of the story of the birth of Jesus, looking
particularly at the Christian belief that Jesus was God made flesh on
earth – this is called incarnation.
• Work in groups to use clay / Crayola Model Magic / plasticine /
kitchen roll tubes to make a little model figures for the nativity scene.
(DT or art link) They could draw the figures if you do not have a lot of
time or even cut out outline pictures you photocopy for them. When
they have all made one figure, ask them to arrange the scene the way
they think reflects the importance of the figures. Why have they
grouped the figures in that way? Photo their arrangements and ask
them to write speech or thought bubbles for each figure to explain
what they are thinking or feeling. (ICT link if the children use the
photo in a document and add text)
• Set up a book at the main entrance to the school and ask all visitors
to write down who they find inspirational. If the children don’t know
who each person is, they should try to find out.
69
• Look at songs or stories which show different aspects of Jesus - God,
human, saviour and so on. Many websites have hymn lyrics and some
have sound files you can play to the children. Ask your music teacher
to see what resources are available in school. Incarnation is mentioned
in many songs about Jesus e.g. Once in Royal David’s City, He came
down that we may have … (Iona Community). Stories that might be
suitable include the stilling of the storm (miracle worker, God like
qualities, not human); the lost sheep (teacher, someone who
understands the nature of God); the Garden of Gethsemane (prayer,
asking to be spared, acceptance, self sacrifice, non violence). Don’t try
to cover all of the stories about Jesus’ life – think about what the story
tells us about how Jesus is viewed. Think about why the gospel writer
chose to include that particular story about Jesus instead of another.
What did the gospel writer want us to learn about Jesus from that
story? Remember the focus of the unit. What are these songs or stories
telling Christians about Jesus? What did he do or say that has inspired
people do change their life or to act in a way that tries to emulate
Jesus? See also Salvation Army in previous units.
• The above songs and stories can be explored through guided
storytelling, drama, music, art as you choose.
• Look at the story of 3 trees - easy to find online if you use a search
engine e.g. www.word4life.com/threetrees.html. You will need to
cover some aspects of the life of Jesus before you read the story. What
is the point of the story? What aspects of Jesus’ life are mentioned in
the story?
• If you were writing a Wikipedia entry for Jesus, what would you have
to include? Remember that the focus is what he did that inspires
people. LAPs could be given a framework to write in so that they are
clearer on what the objectives of this writing is.
AT1 L3 make links between beliefs and sources, including religious
stories and sacred texts.
AT 1 L3 begin to identify the impact religion has on believers’ lives
• John 15:13 Greater love has no one than this, that he lay down his life
for his friends. What is meant by that? What would you do for a
person you loved? Would you lay down your life?
AT2 L3 – make links between values and commitments, and their
own attitudes and behaviour.
70
• Christians believe that Jesus’ gave his human life - a sacrifice - so that
humankind could be saved from their sins. What would it mean to
save someone? How would both people feel? Who do you think can
save you? Think about different situations and different people who
save. What different things can you be saved from? Look at the word
“saviour” and what it means for Christians.
• What are sins? What have you done wrong in your life that you are
sorry for? Is there anyone who has no sins? If you sin, does that mean
that you will go to hell? How bad does a sin have to be? Ask a local
vicar / priest in to discuss this – a contrast might be found in the RC
and Anglican churches. What questions do the children have about
sin, salvation and the incarnation of Jesus?
Possible Assessment opportunity
AT2 L3 ask important questions about religion and beliefs, making
links between their own and others’ responses
AT2 L4 raise and suggest answers to questions of identity, belonging,
meaning, purpose, truth, values and commitments
• Explore what the Salvation Army believes about rescuing in Jesus’
name – visitor or visit to citadel locally to se the work done because of
their beliefs. OR use their website to have a look at their work.
www1.salvationarmy.org.uk or local citadels often have websites
too. Think about why Booth (or another Christian like Mother
Theresa) was inspired by Jesus so much that he (she) felt inspired to
make a difference in the world. What would you like to do to make a
difference in the world? What inspires you to choose that difference?
• Look at some stories connected to Jesus’ life and how he tried to help
or rescue people.
Reviewing
• Look at images of Jesus – CEM or www.rejesus.org has a section on
images of Jesus that would work very well here. Discuss what the
different images of Jesus are like. Why are there no photos? Which
pictures do you like best? Why? What do you think the painter was
trying to say about Jesus? What qualities was the painter trying to
show that Jesus had that are inspirational? This could be used as an
assessment in writing / discussion
71
• Children could draw a picture of what they think Jesus was like and
try to show some of their opinions and thoughts of what Jesus was like
– art .
• Look at the work of a Christian who was inspired by the life and
teachings of Jesus and who, in turn, was an inspiration to others e.g.
Mother Theresa, Elizabeth Fry. Can the children show that they
understand what it means to be inspired by someone, and how the
chosen person was inspired and in turn was inspirational. This could
be done as a presentation to the class, a poster, a little booklet or as a
short piece of writing depending on the ability of the child.
Information on Elizabeth Fry can be found from various sites
including BBC
http://www.bbc.co.uk/schools/famouspeople/teachers/index.shtml
The 'Famous People' website looks at the life and times of ten famous
people: Isambard Kingdom Brunel, Christopher Columbus, Elizabeth
Fry, Henry VIII, Edward Jenner, Florence Nightingale, Samuel Pepys,
Pocahontas, Mary Seacole and George Stephenson. The site supports the
history curriculum at Key Stage One and its requirement for young
children to find out about significant men, women and children and
events from the recent and more distant past, including those from Britain
and the wider world. The selection of people was made to reflect different
time periods and to introduce the wider world aspect. This site has been
designed to be easy to use by the children themselves. The site will work
best for the child if an adult initially makes them familiar with the help
icon and its function. ICT
• SA visitor or visit to citadel or visitor to talk about who has inspired
them to change their life in a certain way
• Model making of crib figure – art
• Drawings of Jesus with some meanings – art
• ICT various activities
• Keeping a visitor book to ask about inspiration people
• Local Christian faith leader to talk about sin
• Drama, art, storytelling, music for stories and songs about Jesus
• Possible presentation to the class about a famous Christian who was
inspirational because they themselves were inspired by Jesus.
72
Year 4
Religion: ISLAM
Prayer Mat
Photo by Beth Boast
73
First Steps
The main focus of this unit comes from the themes of risalah (message)
and prophethood; Muslims believe that the Muhammad is the
messenger of Allah, who revealed the truth to Muhammad through the
Angel Gabriel. It is one way in which to explore the Area of Study
Inspirational People from a Muslim viewpoint. It concentrates on the
main question “why do some figures e.g. founders, leaders and
teachers, inspire religious believers?” The unit starts with the
children’s own experiences of what God’s message to the world might be
and who they would pick as a messenger; children are asked to recall
what Christians believe about prophets or messengers of God from other
religions e.g. Old Testament and Jesus. Children then look at stories
about Muhammad that show why he is an inspiration to Muslims. They
explore what it feels like to be chosen to do something special, possibly
through poetry. Children use the qur’an and songs relating to Muhammad
to help them understand why he inspires Muslims and are encouraged to
write a verse of a song for a Muslim child. If there is time, children could
explore the story of Ibrahim and how he inspires Muslims. Children look
at artefacts that a Muslim child might have in his / her room and what
they tell us about Muslim beliefs. In reviewing the unit, children are
asked to show what they have understood in explaining how and why
Muhammad is an inspirational figure through symbolic art.
taught with the other two units on Inspirational People (Hinduism and
Christianity) but does not necessarily have to be taught in a particular
order. Is there another unit included here that would better suit your needs
in this term? Does it have any cross curricular links that you can tie in
e.g. art / symbols / music? Are there any visits planned that might have
Espresso help you?
74
lack of respect.
Starting the Unit
• Ask the children to think about this question: If God wanted to give
the world a message, what would it be and who would deliver it?
Would it be someone very important? Would the message be
believed? What would God want to say in the message? Discuss.
• Children should write the messages that they think would be sent and
create a display – perhaps on little scrolls or made to look like little
emails from God. They could draw pictures of who their messenger
would be and explain why they thought of that image.
• What do Christians believe about God’s message? Do the children
remember any stories about when God has sent a message? Remind
them about stories like Noah (Old Testament Judaism and
Christianity) and stories of Jesus from the previous unit. Muslims
think of Jesus as a prophet but that Muhammad was the seal (last and
most important) of the prophets. They do not believe that Jesus was
the son of God. Use this opportunity to recap on Jesus / Muhammad
differences.
features of religions, recognising similarities and differences
• Look at the Shehadah – the declaration of faith which is the first of the
five pillars of Islam. It says “There is no god but Allah and
Muhammad is his messenger”. What does this tell us about what
Muslims believe about God and Muhammad? They call Muhammad
the seal of the prophets. What does it mean if you seal something? If
you seal an envelope or put sealing wax on it, what does that mean? If
you have sealing wax you could show the children how letters and
documents used to be sealed to show that they were finished / not to
be reopened / official. If Muhammad is the seal of the prophets, what
does that mean? Do you think that the last prophet is the most
important? What does it say about Muhammad that Allah did not need
to have any more messengers after him?
75
• Explore Muhammmad’s story – there are lots of online information,
books and DVDs available. Try Islam For Children for information.
Remember that the focus of the unit is why Muhammad inspires
Muslims.
stories and sacred texts
• Why are some people chosen to do special tasks? What special thing
can you do? How does it make you feel to be chosen to do a job?
Explore with the children how Muhammad might have felt when the
Angel appeared to him. How did it feel to be God’s messenger?
Explore thoughts and feelings associated with being chosen to do
something special – possibly in poetry or drama.
AT2 L3 … make links between aspects of their own and others’
experiences
• If Muhammad was the messenger, then what was the message? Where
do you think Muslims can find the message? You could explore some
quotations from the Qur’an about Muhammad and what Allah tells
him. See also year 5 unit on teaching and authority.
• Ask “who is the most important person in your life and why?” Discuss
with the class what they think.
• How did and does Muhammad inspire Muslims? Ask a visitor or use
of quotations from Muslims – try online sites (ICT links) (like ask a
believer for Christianity) or email local Muslim groups if possible.
Children could write a letter where they ask a question each. (literacy
links) If not, there are many books / sites that will have quotes by
Muslims about Muhammad and why he inspires them.
http://www.religioustolerance.org/isl_qura.htm or
http://thinkexist.com/quotes/quran/ or http://www.the-prophetmuhammad.net/islam/quotations_from_quran.html (quite difficult in
places) or http://www.eislamicarabic.com/islamic-quotes.html
(prayers in Arabic and English) or http://www.squidoo.com/religiousquotes (quotes from different religions including Islam) but there are
many different sites that you can look at.
• If pupils are asking questions, possible assessment opportunity with
AT2 L2 ask and respond sensitively to questions about their own
and others’ experiences and feelings or AT 2 L3 ask important
questions about religion and beliefs …
76
• Explore Muslim children’s songs about the Prophet – try
http://www.yusufislam.org.uk – go into SONGS - A is for Allah
about different aspects of the faith or a sample of children singing can
be found at
http://www.astrolabe.com/product/864/We_Love_Muhammad.html
• Discuss what these songs say about Muhammad and what Muslims
think about him. What are Muslim children taught about Muhammed
through songs like this? Write a verse of a song for a Muslim child to
go with a simple tune like We love Muhammad on
http://www.astrolabe.com/product/864/We_Love_Muhammad.html or
use a simple tune that all the children know already. The children
could work in groups on their lyrics – they should be able to comment
on what their words say about Muhammad as well as how it shows
how he inspires Muslims. If you have the opportunity, children could
make up their own tune which they could play to the rest of the class
or which you could record.
• If you have time, you could ask the class to think about the story of
another prophet – Ibrahim (Abraham). He was also given messages
from God – one in a line of prophets. Explore the story of the Kaaba
and Ibrahim and what it tells Muslims about prophets and what God’s
messages are. Children could make a model of the Kaaba from a box,
with a painted or cloth covering. Find pictures of the Kaaba –
possible ICT link? This story is also present in the Jewish and
Christian faiths. Talk about how Abraham is sometimes called the
father of 3 religions.
AT1 L2 begin to show awareness of similarities in religions or
features of religions recognising similarities and differences
• Exploring artefacts for a Muslim child – look at what might be
found in a Muslim child’s room and what they tell us about their
beliefs. Use any artefacts you have in school or use pictures of
things that are easily found on the internet. Remember to include
things that any child might have in their room e.g. TV , books,
homework, toys etc.
Reviewing
• Find the Arabic words for Allah and Muhammad. Ask the children to
think about how and why a Muslim would treat these words with
77
respect. Write about what they have learned about why and how
Muhammad inspires Muslims. LAPs may find it easier to explain
their picture to an adult who can scribe for them or who can simply
assess them and note down that there was enough oral evidence for an
assessment.
• Decorate the words with (non living) things or patterns and display
them.
• Ask the children to show Muhammad in a painting but explain that
they can’t show him like they could if they were painting Jesus.
Explain that Muslims find it very disrespectful to show Muhammad in
a picture. Ask them to think about how he inspires Muslims and to
paint some of the feelings and experiences they have looked at in the
unit to show how Muhammad is viewed e.g. bright happy colours to
show he is loved; gold or white used as a symbol that he was chosen
by Allah; a symbol to show that he was the seal of the prophets;
something to show that he was special etc using shapes, colours,
textures, symbols. Write a paragraph to show what their paintings
mean.
• Ask the children to think about who has inspired them; what did they
do, what do you do to change your life / behaviour / attitude in
response to that inspiration? Draw / find a picture of that person and
write about this. Why is that person valuable to you? If you had to
order the people in your life in terms of value, where would this
person go in your list? LAPs may find it easier to explain their picture
to an adult who can scribe for them or who can simply assess them
and note down that there was enough oral evidence for an assessment.
AT2 L3 make links between values and commitments and their own
AT2 L3 identify what influences them, making links between aspects
of their own and others’ experiences
AT2 L4 describe what influences themselves and others
• ICT – searching for pictures of Kaaba
• Poetry – how it feels to be chosen for an important job / how
Muhammad felt
78
• Write lyrics or music and lyrics for a verse about Muhammad for
Muslim children
• Ask questions of believers about why Muhammad inspires them –
email (ICT) or letter (literacy)
• Painting using symbols, colour etc for Muhammad. Art
• Exploring artefacts for a Muslim child
79
Year 4
Religion: HINDUISM
Theme: AVATAR
Storytelling doll
Photo by Beth Boast
80
First Steps
The main focus of this unit comes from the theme of Avatar; avatar
means a deity incarnate; a god in human form. It is one way in which to
explore the Area of Study Inspirational People from a Hindu viewpoint.
It concentrates on the main question “why do some figures e.g.
founders, leaders and teachers, inspire religious believers?” The unit
starts with the children’s own experiences of the nature of deity and
symbolic representations of aspects of deity. They explore the belief that
Hindus have in one supreme being (Brahman) who has many aspects
shown in different gods, goddesses and avatars like a person can show
different sides of him / herself; this is explored in drama and / or creative
writing. Hindus find them inspirational; children are encouraged to find
out why and to express their own opinions on how / why an avatar can be
an inspiration through art. The unit then looks at stories connected to
Rama and their significance for Hindus. Children are asked to show what
they have understood in the unit by taking a story about an avatar and
explaining what there is in it that would be inspirational for Hindus. If
possible, children will have the opportunity to talk to a Hindu about who /
what has inspired them to change their life in some way.
taught with the other two units on Inspirational People (Christianity and
Islam) but does not necessarily have to be taught in any particular order.
Is there another unit included here that would better suit your needs in
this term? Does it have any cross curricular links that you can tie in e.g.
art / drama? Are there any visits planned that might have links to this
unit? When are they taking place? Do you want to book a visit or visitor
to coincide with this unit? How much advance planning will that need?
you?
81
Starting the Unit
• Ask the class to think about a supreme ruler of the universe. What
would his job be? What qualities would it / he / she need? Draw a
symbolic picture of the qualities at the front of the room as they
think of them e.g. large ears for a good listener, big muscles for
powerful. At the end of the drawing, discuss whether it matters
whether the person in the drawing is true to life or not? Why?
Remind the class about symbols and how they stand for bigger or
more complex ideas.
• In groups, give the children a title for a supreme ruler / god /
superhero such as Lord of Time or Ruler of Justice or God of Love.
Ask them to draw a symbolic representation of this ruler and then
present it to the class, explaining their symbols.
• Discuss what personality types there are. Explore different
personalities in drama. How can you tell what a person is like /is
feeling through what they do or say or move? Ask them to do
everyday tasks in the way that a grumpy / happy / fearful person
would. Can a person have different personalities? Are grumpy people
always grumpy?
• Explain that the word Avatar means a god in human form – incarnate.
Recall that Jesus is called God Incarnate by Christians who believe he
is part of God made in human form. If God were human, what would
he / she / it be like? What would he / she / it do? Who would God
want to talk to? Who would believe that person was really God?
Would you? Explore this idea in art or creative writing.
• Ask them to share their ideas with the rest of the class. Do their
“gods” have anything in common? What should a god be able to do
that a human can’t? If God were human, would he / she still have
special powers?
• Talk about the Hindu concept of avatars. Link this to the drama work
done on personality – Hindus believe that there is one supreme being
who has many forms as gods and goddesses, who have many avatars
when they have come to earth with humans. They show different
aspects of Brahman the one supreme being like a person can show
different personalities. Show to the class (or find with them some
online pictures) of murtis (statues) or gods / goddesses / avatars used
by Hindus. What shows us that these avatars are not humans like the
rest of us? What do you think are the symbols used in murtis? e.g.
82
durga riding a tiger, Shiva dancing on a demon. There are many
websites that will show you murtis. Here are some:
http://www.mandir.org/mandir/murtis.htm (about murtis in the mandir –
temple)
http://www.alibaba.com/productgs/213329813/Resin_Hindu_Gods_Hinduism_Gods_Murti.html (sales)
http://www.moortiarts.com/ (lots of pictures)
http://www.gmb.in/ (lots of pictures)
• Discuss - what do you find inspiring about these gods / goddesses /
avatars? Which figure do admire most? Why? What quality does this
god / goddess / avatar show that you find an inspiration? Make a
drawing (or 3D murti from clay / plasticine / Crayola model magic) of
the god / goddess / avatar that you most admire, explaining why you
have chosen that figure.
religion and its importance for some people.
features of religions…
• Explore the story of Rama as avatar through reflective storytelling of
exile and return – the Ramayana – Divali story. What special qualities
does Rama show? How might he be an inspiration to others?
• How do Hindus celebrate Divali? Pupils could retell the story with
drama, writing, art; make divali lamps; http://www.woodlandsjunior.kent.sch.uk/Homework/religion/diwali.htm has some good
information or http://www.reonline.org.uk/allre/tt_links.php?17 has
many links onto other sites, although Divali is one of the best
resourced stories in most schools and on the internet.
• Ask a Hindu visitor in to school if possible to discuss what they
feel about avatars / famous Hindu people / teachers with the
children. Who do they find inspirational? What have they changed
in their lives as a result of being inspired by these beliefs?
Reviewing
Look at other stories connected to avatars. If possible, have some
laminated so that they can be passed around the class. Ask the children to
83
pick a story and use it to explain what a Hindu might find inspirational in
it / what it tells us about Hindu belief in these inspirational figures. LAPs
may need a person to read to them and help in drawing out what they
understand.
• Who are your heroes? What do you admire about them? Do you try to
emulate them? How? What do your heroes do that have made you
change your attitude or behaviour in some way? Look at the unit on
year 4 Christianity Inspirational People. If you are using this unit
before the Christianity unit, you may want to build the following in
here:
• Ask the children to think about who has inspired them; what did they
do, what do you do to change your life / behaviour / attitude in
response to that inspiration? Draw / find a picture of that person and
write about this. Why is that person valuable to you? If you had to
order the people in your life in terms of value, where would this
person go in your list?
If you have already covered this in the Christian or Muslim unit, you
could remind the children of the work they did at that point.
• Drama exploration of personalities
• ICT – finding pictures of murtis
• Rama as avatar – reflective storytelling of exile and return –
Ramayana – Divali
• Make a murti – statue or sculpture – clay / Crayola model magic or
drawing – art
• Visit or visitor in school
84
Year 4
Religion: SIKHISM
Area of Study: ENCOUNTERING INSPIRATIONAL
PEOPLE AND SYMBOLS AND RELIGIOUS
EXPRESSION
Ik Onkar symbol in brass
Photo by Beth Boast
85
First Steps
The main focus of this unit comes from the themes of guru and Ik
Onkar; guru means teacher and Ik Onkar reflects a belief that there is
one God. It is one way in which to encounter the Areas of Study
Inspirational People and Symbols and Religious Expression from a
Sikh viewpoint. It concentrates on the main question “why do some
figures e.g. founders, leaders and teachers, inspire religious
believers?” and “how are religious and spiritual ideas expressed?”
The unit starts with the children’s own experiences of dark and light
expressed through art, poetry, creative writing or dance; thoughts about
the qualities of a good teacher are also explored. The children then look at
pictures of Guru Nanak and learn some stories told about him,
investigating how he inspired his followers who were inspirational in
turn. They then look at the symbol used to express believe in one God
and its use in Sikhism before looking at symbols in other religions. To
review the unit, children should create a piece of work showing
similarities and differences between Sikhism and other religions they
have looked at.
Consider the best place to teach this unit in the year. It is meant to be a
stand alone unit but could be taught close to the other Sikh unit for year 4
on Khalsa and Langar. If it is taught before the Christian, Muslim and
Hindu units, the review activity will have to be moved into the last unit
you cover on inspirational people. Does it have any cross curricular links
that you can tie in e.g. dance / drama / poetry? Are there any visits
planned that might have links to this unit? When are they taking place?
Do you want to book a visit or visitor to coincide with this unit? How
much advance planning will that need? Would it be better at the start or
the end of the unit? Will there be a cost implication? What resources do
you already have in school that could be used? Do you have text books in
school that could be used to give information to the children or teachers?
If the text is not useful, are there pictures in the books that children might
find useful? Do you have any artefacts that will be useful in this unit?
Can software like Espresso help you?
86
Starting the Unit
• Guru means teacher. Discuss with the class what makes a good
teacher. What qualities does he / she need to have? Ask the class to
work in groups to design a good teacher - drawings with labels. Share
the groups work with the rest of the class. This could make a good
display.
• Guru comes from GU – RU = Dark to light. Use drama to investigate
the feelings and thoughts you might have in the dark and what affect
light would have on that. If you can, make the classroom very dark
and ask the children to think about what thoughts, feelings and
memories they have associated with the dark. Then light a candle and
repeat the exercise thinking about light; then repeat in full light. This
should generate enough material for the children to talk or write about
their feelings and experiences of light and dark. This could expressed
in reflective writing, poetry, art or dance.
• Look at some pictures of Guru Nanak. Many can be found in text
books or on the internet. How is he depicted in the pictures? Do the
artists show what he was he like as a person? How do they try to tell is
something about the Guru? Explore the symbols used in this art.
• Ask the class to think of someone that they admire. Ask them to draw
that person in the same style with symbols to show what they are like /
what people to think about them. Art.
• Tell the children some stories of Nanak – was he always a good
teacher? What tells you that he was special even when he was young?
What do these stories tell Sikhs about Nanak? What did he want to
teach people / what are the stories meant to teach people?
• Ask the class to think about where Guru Nanak’s vision came from –
his inspiration from God. He was inspired by God and in turn he has
inspired many followers. Look at some information about the other
Gurus who came after Guru Nanak. Ask the children to work in
groups or individually to write / discuss / make a poster about what
one of the Gurus did that was inspirational for Sikhs. They can then
87
share their thoughts with the rest of the class. This may be an
opportunity to organise the groups in mixed ability or in LAP / MAP /
HAP groups as you choose. In mixed groups, children could be
organised so that they have specific jobs to do to contribute to the end
product / presentation. Single ability groups could have help from an
adult or groups could be given different Gurus to research and give a
presentation about. LAP groups should be given easy to read
information and pictures; MAPs and HAPs should be encouraged to
research independently as far as they can.
religion and its importance for some people.
features of religions…
• Find an Ik Onkar symbol. If you have a 3D one in school it could be
hidden in a bag and then revealed from a bag after children have felt /
explored it. If not, they are easy to find on the internet – print,
laminate and cut it out so that it can still be passed around. Ask the
class to suggest what it might be and see if they can use their
knowledge from other units to think of feasible answers.
• Tell the class that the symbol is actually writing which says there is
one god. Can they remember which other religions they have studied
which also believe that there is one God? Can they think of symbols
used by other religions? Investigate these symbols if there is time.
• Look at pictures of Sikh places of worship and see if they can find the
symbol. It should not be too hard to find – usually pictures of
Gurdwaras show the symbol on the flag outside as well as the
building. Children could use the internet to try to find some pictures of
the symbol. ICT
• Ask a Sikh visitor to talk to the children about what the belief in one
God means to them and what they have changed in their life as a result
of being inspired by Guru Nanak or another Guru. If this is not
possible, ask the children to prepare questions that could be emailed to
a local Sikh centre or website.
AT2 L2 ask and respond sensitively to questions about their own and
others’ experiences and feelings or
AT 2 L3 ask important questions about religion and beliefs …
88
Reviewing
• Think back to work about messages from God through Muhammad
and what Christians believe about Jesus. Ask the children to consider
what similarities there are between religions, especially with regard to
inspirational figures. They should be able to make a Venn diagram
showing similarities and differences. They could make the circles the
same colour as is used in RE for religions e.g. blue for Judaism, green
for Islam etc and use the symbols they have investigated above. More
able children should be encouraged to do some independent research
from library books, school text books or the internet. LAPs will need
support with this activity.
• Ask a visitor in to school or ICT – use a site like ask a believer for
Christianity – asking questions about what the Gurus mean to
Sikhs
• Explore how Guru Nanak is drawn – how can a drawing show
what he is like? Explore symbols in art – draw someone in same
style with symbols to show what they are like
• Drama, dance, poetry, creative writing about being in darkness and
what affect light would have on that
• ICT looking for pictures of how the symbol IK Onkar is used in
Sikhism.
89
Year 4
Area of Study: RELIGION, FAMILY AND
COMMUNITY
Font at St Michael’s Church, Beccles
90
Photo by Beth Boast
First Steps
The main focus of this unit comes from the themes of baptism and the
body of Christ; the symbolic cleansing of sins and accepting Christ into
one’s life and belonging to the Christian church. It is one way in which to
explore the Area of Study Religion, Family and Community from a
Christian viewpoint. It concentrates on the main questions “how do
religious families and communities practise their faith and what are
the contributions this makes to local life? The unit starts with the
children’s own experiences of a sense of belonging and moves into their
knowledge of baptism. What happens at a baptism is investigated through
a simulated service organised by the children, who are then encouraged to
think about welcoming people into a group and making promises of
joining. They think about Christians around the world who pray using the
words of the Lord’s Prayer and some similarities and differences in how
Christians around the world celebrate Christmas.
taught as a stand alone unit but it makes sense to start this work after the
unit on Jesus as an inspirational figure as it covers a lot of work about
Jesus. Does it have any cross curricular links that you can tie in e.g. art /
drama? Are there any visits planned that might have links to this unit?
coincide with this unit? How much advance planning will that need?
you?
Starting the Unit
• Look at the word Christian and ask the class what word they can see
inside it = CHRISTians = belonging to Christ. What is Christ? It
means messiah or anointed one (kings are anointed with chrism, a
91
consecrated oil used in rituals). Christians believe that Jesus was the
Christ and that they belong to Christ. Do you feel that you belong to
someone? How does that make you feel? Is it good to belong? What
does it feel like if you don’t belong?
• Think about what it means to join a group like Christians do – like
joining a family or a class. What would happen to someone if they
joined your family? How would you make them feel welcome?
Children could make a little booklet about joining their family or class
– what would it need to contain to help? What information would it
need? What else apart from information makes a person feel wanted
and as if they belong? LAPs will need some support if this is a writing
task – you could ask the children to give an oral presentation to the
class instead.
• Ask the children what their “Christian” name is. Some will be able to
tell you that this means their first name. Why is it called a Christian
name if you are not a Christian? Talk about how nowadays some
people say “first name” instead of “Christian name” because of this
but long ago in this country many people got their name when they
were christened as a baby. Use a baby name book to find out what
the children’s names mean and where they come from – which ones
are actually found in the bible? If a name is in the bible, it will
probably be from a Hebrew tradition and not actually “Christian” per
se. Internet sites are useful for finding out where names come from
and the children are usually very interested to find out where their
own name comes from and what it means – try
http://babynamesworld.parentsconnect.com/ or
http://www.zelo.com/firstnames/index.asp
http://www.babynamespedia.com/etymology/m (quite difficult for the
children but very comprehensive)
• How many of the children have been baptised or have been to a
baptism? What can they tell the class about it? Encourage the class to
talk about a baptism they may have been to; some may have photos
that they are happy to show the class. Talk about how they felt as well
as what happened.
• Belonging in the church can be symbolised in baptism. Look at John’s
baptism of Jesus (John 1:19 but also Matthew 3: 13 / Mark 1: 3). The
symbols in this story could be explored by the children in drama or
drawings.
92
AT1 L3 – make links between beliefs and sources, including sacred
stories and texts
• Look at baptisms in different Christian traditions – Orthodox, Baptist,
Anglican and others as you choose. Discuss what the family feel /
person feels when they are baptised. What promises are made? What
does the water symbolise?
• Ask a local Christian leader e.g. vicar to carry out a simulated baptism
with a doll. Tell the children that they are going to organise everything
for the service. What do they need to know? The children should ask
questions which can be used as an assessment and then should try to
find out the answers to what they need to know by looking in books,
asking on line, asking the local faith leader who will be leading the
service, asking at home or using the internet.
meaning, purpose, truth, values and commitment
• The children work in groups to organise the service, making
invitations and certificates to give to the Godparents and the person
being baptised. They could write out the order of service and the
promises made by parents and Godparents. Children can act as
Godparents and congregation and take photos which can be used later;
they can bring cards they have made and pictures of presents they
might give to the baby. Afterwards, use the photos to go over what
happened and what significance each part of the ceremony has for
Christians. Children could write underneath each picture - this could
be used as an assessment. This may be an opportunity to organise the
groups in mixed ability or in LAP / MAP / HAP groups as you choose.
In mixed groups, children could be organised so that they have
specific jobs to do to contribute to the “ceremony”. Single ability
groups could have help from an adult or groups could be given
different jobs to do. LAP groups should be help and an adult to keep
them focused; MAPs and HAPs should be encouraged to work
independently as far as they can.
93
• What promises does a person have to make to join the church?
Discuss what they are and how they feel about these. Would they
make those promises? Why?
• Look at the prayer that Jesus taught his disciples - Our father. Discuss
what Jesus meant with this prayer line by line. Why does he call God
“Father”? There are many ways that Christians refer to God; why do
you think that Jesus used the word “Father” rather than any other?
Does it make a difference praying to pray to a God you call father
rather than Lord? If God is our father, does that mean we are all His
children? Are we all brothers and sisters? Does that mean we should
treat each other differently? How do you treat the people in your
family especially your father? Discuss.
• Look at the Lord’s Prayer in different languages – the website of the
Convent of Pater Noster in Israel has all languages written up and you
can see all the languages of the world including some past languages
no longer spoken e.g. Old English. Look at it with the children. If
you have any children who speak a language that is not English, look
at their language and ask them to read it out loud. This has ties with
Modern Foreign Primary Languages Framework. See the website at
http://www.christusrex.org/www1/pater/index.htmlhttp://www.christu
srex.org/www1/pater/index.html or www.christusrex.org
AT1 L3 make links between beliefs and sources including religious
stories and texts
• Explore with the children how Christians put their faith into action
in service of the wider community because of their beliefs. Try to
interview / write to / email a chaplain of a local hospital or hospice;
a person of faith in a seamen’s mission or homeless shelter;
Christians who work with local agencies and community in
different ways. The local diocese would be able to tell you a list of
people who help in the community in some way or the local church
leader. This is something that could be discussed if / when the local
vicar comes in to talk to the children about baptism.
Reviewing
• Discuss how Christians are found all around the world and are all part
of a world wide community or family which believes that Jesus was
the son of God. Look at different celebrations of Christmas using
pictures from around the world – there are many different web sites
and books that cover this e.g. http://www.the-northpole.com/around/australia.html or
94
http://www.santas.net/aroundtheworld.htm or
http://www.soon.org.uk/country/christmas.htm Remember that some
information the children find will be secular practices – keep them
focused on religious events.
• If the celebrations on the web sites above are all about Christmas, and
all the people celebrating are Christians, why don’t they all celebrate
in the same way? Look at how birthdays / Christmas / holidays etc are
celebrated in the children’s homes to show diversity. What are the
similarities and differences? Children could produce a list of
similarities and differences within the Christian world wide
community.
• Other ideas can be found in the Cracking RE work by Margaret
Cooling - Rainbow people – Desmond Tutu.
• Visitor to perform doll baptism / drama organised by the children in
groups.
• ICT look at the pictures of the Convent of the Pater Noster and access
the different languages – Primary languages framework link.
• Art work drawing or drama to show the baptism of Jesus and the
symbols involved
• Making booklet about how to make someone feel as if they belong
95
Year 4
Religion: SIKHISM
Area of Study: ENCOUNTERING RELIGION, FAMILY
AND COMMUNITY
Sikh artefacts
Photo by Beth Boast
96
First Steps
The main focus of this unit comes from the themes of khalsa and langar;
belonging to the faith that you have made a commitment to and sharing
food as an act of welcome and equality. It is one way in which to explore
the Area of Study Religion, Family and Community from a Sikh
viewpoint. It concentrates on the main question “how do religious
families and communities practise their faith and what are the
contributions this makes to local life? The unit starts with the
children’s own experiences on sharing food and equality; it explores the
langar at a Gurdwara and the beliefs connected to it. The children learn
about the Khalsa and the commitments made in joining; they investigate
the Sikh festival of Baisakhi and prepare a feast for every to make and
share together, reflecting on what it means to belong to a faith
community.
stand alone unit and can be taught at any point in the year. However it
makes sense to teach this unit after the Inspirational People / symbols unit
in year 4 as the children will then be aware of who Guru Nanak was and
some information about other gurus. Does it have any cross curricular
links that you can tie in e.g. DT food technology / drama? Are there any
visits planned that might have links to this unit? When are they taking
place? Do you want to book a visit or visitor to coincide with this unit?
How much advance planning will that need? Would it be better at the
start or the end of the unit? Will there be a cost implication? What
If you prepare the feast, think about who will pay for the ingredients; how
many helpers will you need; do you have the facilities in school for all of
the children to help in some way; what food allergies do the children or
guests have? Are all the parents happy for the children to take part?
97
Starting the Unit
• Imagine you are making a meal. What meal are you making? Who
would you share your meal with? Would it only be people you liked?
• If you asked the whole class to a meal that you were making, you
would have to work very hard. Who do you think should help you?
Would everyone get the same food? Would you give your friends
better food than people you didn’t like? What if there are vegetarians
in the class? What if the teachers were invited? Would they have to
help in the same way or would they be treated differently? Why? How
would that make others feel? How could you make everyone feel
included and wanted? How could we show that everyone is equal at
your meal? If everyone gets the same, should they all help in the same
way?
• Explore the Sikh belief that all humans are equal. One way in which
this is shown is in the Langar in the Gurdwara – a meal made and
shared by all. Everyone contributes and is made to feel welcome.
Everyone eats the same food as all are equal. Espresso has a very
good section on this but you can find information in text books and
through the internet. Children could contribute to a large display
picture of giant plate or saucepan with food in which people are
sharing – they could all draw a dish / meal they like and a person to
add to the display.
• Show a DVD / video / Espresso clip about the langar in a Gurdwara
with the sound off. The children could write some questions about
what they are seeing. These could be used to assess
meaning, purpose, truth, values and commitment
Then play it with the sound on and ask the children to think about how
much they had understood in their own commentary that was correct.
• Visit a Sikh Gurdwara if possible. If not, there are good internet
resources or DVDs. What happens in a Gurdwara that shows what
Sikhs believe? Ask the children to make a list / booklet / poster to
show what happens connected to the Sikh beliefs behind the actions.
AT1 L2 identify how religion is expressed in different ways
98
• Read the story of the Khalsa to the children. Life Times series –
Growing up from Child to Adult by Anita Ganeri covers the story
well, as do many other books. Look at what happens in the Amrit
ceremony.
• What does it say about making a commitment to your faith? What
would you make that kind of commitment for? What would you be
willing to die for? Children could act out their own commitment
ceremony, saying what they would make a commitment to in their
own lives. They could make their own symbols like the Sikh 5 Ks.
What would serve as symbols of your own commitments and
beliefs? This could be done in clay / plasticine / model magic
(Crayola) or as a drawing or list. Children could find real items
that serve as symbols from home, or pictures from the internet that
they gather together into one document. ICT / DT links
AT2 L3 make links between values and commitments, and their
own attitudes and behaviour
Reviewing
• Explore a Sikh festival like Baisakhi with the children with an
emphasis on how it brings the community together. What are the
beliefs behind the festival? There is a lot of information on the
internet about Sikh festivals as well as books and DVDs.
• Look at some of the events that form part of the celebration. How
does it make Sikhs feel to belong to the community? How would a
Sikh feel if he / she had no community for help, support and to
celebrate with? How would you feel if there was no one with whom
you could share things or celebrate with?
• Ask in a Sikh visitor and ask him / her about what it means to belong
to a faith community.
• If possible, find recipes of festival food that children could make and
let them work in groups to make a feast that they could invite people
to. http://www.infoaboutsikhs.com/sikh_festivals.htm or
http://festivals.iloveindia.com/baisakhi/index.html has some very
good recipes for food some of which are not too complicated and
don’t have too many ingredients. There are possible cost
implications and perhaps helpers needed to supervise. Possible links
to DT food technology. What about food allergies and health and
99
safety issues involved? Take photos that can be used later to see
what they children have remembered about the act of sharing,
community, beliefs.
• Ask the children to reflect on how making the food and sharing it
with a large group made them feel. Was it better or worse that doing
it alone? Why?
• Use the photos from the feast to ask the children to show what they
have learned from the unit. LAPs will need help with the written
aspect of this – they could be asked to help in making a video of the
food making / sharing sessions with a voice over / commentary
which would explain what was happening but which would also
explain what they have understood.
AT1 L2 identify how religion is expressed in different ways
• Possible DT / food connections – find recipes of festival food that
children could make and prepare for a class / school feast
• Visit to a Gurdwara where possible or visitor
• Drama in their own commitment ceremonies
• Display pictures of sharing food by children
100
Year 5 Units
achieved Level 2. These units are planned around Levels 3 and Level 4, although
pupils should achieve Level 4 at the end of Key Stage 2.
Religion: ISLAM
Theme: REVELATION
Religion: HINDUISM
Religion: JUDAISM
Area of Study: ENCOUNTERING TEACHINGS AND AUTHORITY
Theme: TORAH
Area of Study: YEAR 5 WORSHIP, PILGRIMAGE AND SACRED
PLACES
Theme: EUCHARIST / PILGRIM PEOPLE
Religion: BUDDHISM / HUMANISM
Area of Study: ENCOUNTERING BELIEFS AND QUESTIONS
Theme: HAPPINESS / RESPONSIBILITY
101
Year 5
Family bible
Photo by Beth Boast
102
First Steps
The main focus of this unit comes from the themes of gospel and
testament; the good news preached by Christ. It is one way in which to
explore the Area of Study Teaching and Authority from a Christian
viewpoint. It concentrates on the main question “What do sacred texts
and other sources say about God, the world and human life?” The
unit starts with the children’s own experiences of what they would like to
be written about them and recall Jesus as a significant figure; the different
approaches from Matthew and Luke take about his birth and his
importance to Christians. Children reflect on what it means to receive
good news and what good news there is in the bible for Christians. They
investigate the different writings in the bible and their importance for
Christians with an emphasis on writings about Jesus. Children consider
what they think are the most important.
Consider the best place to teach this unit in the year. It was written as a
stand alone unit and can be taught at any point in the year. Work the
children have previously covered on Jesus would feed into this unit well
and would mean less new work that had to be covered. Does it have any
cross curricular links that you can tie in e.g. a DT / drama? Are there any
visits planned that might have links to this unit? When are they taking
place? Do you want to book a visit or visitor to coincide with this unit?
How much advance planning will that need? Would it be better at the
start or the end of the unit? Will there be a cost implication? What
Starting the Unit
• Discuss with the class what a biography is. (literacy links) Ask the
class to consider what could be written about their lives. What would
you want someone to write in your biography? What wouldn’t you
want them to write? Ask the children to try to write a paragraph about
both versions if they can. Ask them to explore their feelings when
103
good and bad things are written. This could be done through poetry or
drama.
• Recap with the children what they can recall about what Christians
think about Jesus. Where do Christians get their information about
Jesus? What does the Bible say about Jesus? Are there any bad things
written about Jesus in the Bible? Why? How would Christians feel if
someone wrote bad things about Jesus? Why is he important to them?
• Look at the birth of Jesus in the Gospels of Matthew (kings visit) and
Luke (shepherds). What are the main differences? Why do you think
that the kings and the shepherds don’t actually appear in the same
story? Who was Matthew trying to impress? Who was Luke trying to
impress / influence? What were the writers trying to tell people about
Jesus?
• gospel (from Old English, gōd spell "good news") – the word
gospel means good news preached by Christ. Ask the children
what they think the good news was for Christians. What good news
would you like? How do you react when someone brings you good
news? What feelings does it create? What kinds of good news are
there? Drama miming news items
• Make a display of good news the children have had recently / this
year. This could be in the form of speech bubbles, newspaper front
pages, breaking news tickertapes. Include in the display some
aspects of the good news for Christians that the children have
thought of.
• Look at some of the stories from the life of Jesus. Why was he
good news for Christians? Look at some of the main events in his
life or the things he said or did. This could be done as independent
research using children’s bibles where the children are asked to
work in pairs to find out about 3 (or 5 or more) things that were
written about Jesus in the bible. They would need to be able to
explain what had been written and why they think it is important
for Christians. Does it count as good news for Christians? They
could be asked to present their findings to the class, or to make a
poster, booklet or as a more formal piece of writing.
AT 1 L3 make links between beliefs and sources, including religious
stories and texts
104
AT 1 L4 use a developing religious vocabulary to describe and show
understanding of sources, practices, beliefs, ideas, feelings and
experiences
• After the above work has been shared with the rest of the class, ask
the children to make a list of what they think are the 10 most
important things that were written about Jesus. Discuss why they
think the top 3 on their list of 10 are more important than other
things about Jesus. What might a Christian put as the top 10 / top 3?
Are they different to yours? Why? This could be done as a debate in
the class where children have to defend the choices they have made.
stories and texts
experiences
AT2 L4 describe what inspires and influences themselves and others
• Make or design a set of beads which represent the 10 most important
things that Jesus did or said as discussed above e.g. red bead or a
cross for death, gold and green for resurrection, a white bead or dove
shape for baptism etc – use rolled up paper, Crayola Model Magic,
clay, plasticine - whatever is available to you. String them together
on a bracelet or string to represent the life of Jesus. Professional
examples of this can be found on sale in many Christian shops /
Cathedral shops – see www.roman.com. Children should be able to
explain what their beads symbolise and why they have chosen to
make / design them in a written piece or orally to the class.
• How do Christians use the Bible? Ask a Christian (local priest?) to
talk to the children about what the Bible means to them; how and why
they read it and use it for support and guidance. Books would also be
able to give this information if a visitor was unavailable.
• Children should discuss who they go to for support and guidance;
what books do they think would help them in their life? What
guidance would they like to help guide them through life? Make
imaginary “How to…” book covers with titles showing what help /
guidance they think they need in life e.g. How to make friends, how to
pass tests, how to learn to drive etc.
105
Reviewing
• Where have they heard the word “testament”? What is the difference
between the Old Testament and New Testament? Testament means
covenant (agreement, promise or contract) or a statement of one’s
beliefs or principles. Who do Christians feel has made a promise to
them? Who have they made a promise to? What beliefs are shown in
the bible e.g. Jesus was the son of God?
• Use suitable bibles (depending on reading skills of the children) so
that they can investigate the content of the bible – stories, history,
poetry, rules, proverbs, teachings etc. Ask the children to make a list
of what kinds of writings there is in a bible and what a Christian might
use it for e.g. prayer, guidance, support, teaching, information,
inspiration. Ask them to make a special section for those parts of the
bible dealing with the life of Jesus. Why might a Christian read these?
How are they different to the rest of the bible?
• Drama in showing reaction to good news / acting out good news
• Art / design in making or designing beads
• Poetry or drama in expressing feelings about how people think of
you
• Talk to / interview a Christian visitor about the Bible
• Making “How to…” book covers
106
Year 5
Religion: ISLAM
Theme: REVELATION
Soft book
Photo by Beth Boast
107
First Steps
The main focus of this unit comes from the theme of revelation; the
words of Allah revealed to the Prophet Muhammad by the angel Jibril. It
is one way in which to explore the Area of Study Teaching and
Authority from a Muslim viewpoint. It concentrates on the main
question “What do sacred texts and other sources say about God, the
world and human life?” The unit starts with the children’s own
experiences in hidden and revealed things like life the flap books and hide
and seek. They discuss what is special to them that they treat with
respect and look at the revelation of the Qur’an to Muhammad and its
importance to Muslims. Using quotations from the Qur’an, children
investigate what it tells Muslims about God, the world and human life.
Children reflect on what truths they would like to be revealed to them and
then use quotations from the Qur’an to develop the theme of revelation in
making a lift the flap page to go in a class book answering their questions
about God, the world and human life.
taught with the other two units on Teaching and Authority (Hinduism and
Christianity) but does not have to be taught in any particular order. Does
it have any cross curricular links that you can tie in e.g. DT (book
making) / drama? Are there any visits planned that might have links to
this unit? When are they taking place? Do you want to book a visit or
help you?
lack of respect.
108
Starting the Unit
• Look at something hidden then revealed – pop up books / lift the flap
books. Show the class a selection or ask them to bring some in from
home. They may have made them in DT in the past and so may have
experience of how they are made. Explain that these things are hidden
and then revealed. Ask them to think about when they have played
hide and seek. What is it like when you find someone? What does it
feel like to have something revealed to you? Does it make it more
special if you could not see it before but suddenly you can? Discuss
how it makes you feel.
• Show the children how to make a net of a cube (Numeracy links) and
use it to make little boxes out of card. Inside the box put something
important – this could be a real object the children have brought from
home. However, as these objects might get lost, it is better to put a
photo or piece of card that the children have written / drawn on to
show what is important / precious / special to them. Surround the
object / photo / card with tissue paper like a gift. Ask the children to
share their boxes with others, who can look to see what was hidden
that others find precious. Ask the children to discuss with those they
have shared with – why is it important to you? What do you do to
show that this is important to you? How do you feel about it? How
would you feel if anything bad happened to it? You could use the
boxes as a display.
• Show the class a Qur’an by first washing your hands, getting it down
from the highest shelf in the room, unwrapping it and resting it on a
stand, all done very seriously and with concentration. Tell the class
that for some people this book is the most important book in the world
because every word in it was told to a special person by an angel. For
them, these are God’s words. How can they tell that it is a special
book? Could they see that you were treating it with respect?
• Ask the class to think about what they treat with great care. What do
they do to show that it is special to them? Ask them to share their
thoughts with the rest of the class.
• Look at how the Qur’an was revealed to Muhammed through
storytelling with class – try if possible to know the story by heart or
use a big book that children can share with you. There may be
something on a DVD or Espresso that will help if you are not
confident with the story. It will be in any text book about Islam.
109
•
Refer again to the copy of the Qur’an. What do you think is in the
book? What do you think God wanted to tell people? What is it that
was hidden but then revealed? Discuss what the children think might
be revealed by God and what was written down in the book.
• Reflect on quotations from the Qur’an with the class. What do they
tell us about Muslim beliefs or about what Allah wanted to tell
Muhammad? Try using the internet to find some quotations – there are
many sites that have quotations but some might be too difficult for the
children – select the ones that best fit the focus here. What does the
Qur’an say about human life, God and the world? Try
http://www.religioustolerance.org/isl_qura.htm or
http://thinkexist.com/quotes/quran/ or http://www.the-prophetmuhammad.net/islam/quotations_from_quran.html (quite difficult in
places) or http://www.eislamicarabic.com/islamic-quotes.html
(prayers in Arabic and English) or http://www.squidoo.com/religiousquotes (quotes from different religions including Islam) but there are
many different sites that you can look at.
• What does the Qur’an teach Muslims about God, the World and
human life? Why does it start “In the name of Allah, Most Gracious,
Most Merciful.” The Holy Qur’an, 1;1
• Look at other suras – 16.1 -21, 66 – 70, 77 – 83 for example. Try also
“You who believe, when you rise up for prayer, wash your faces and
your hands up to the elbows, and lightly rub your heads and wash your
feet up to the ankles.” The Holy Qur’an, 5;6
• “Your Lord has ordered that you worship none but Him and show
kindness to your parents….Never ….be harsh with them, but speak to
them kindly.” The Holy Qur’an, 17; 23-24
• “This is the book; in it is guidance sure, without doubt, to those who
fear Allah; who believe in the Unseen…” The Holy Qur’an, 2: 2-3
• Ask in a member of the Muslim community to talk to the children
about the importance of the Qur’an or if possible arrange a visit to a
mosque.
Reviewing
• Look again at the revelation to Muhammad. Discuss what was
hidden and then revealed. Discuss with the children - what secret of
the universe would you like revealed to you? What would you do
with this revelation? Could be expressed as creative writing. Ask the
children to think of some questions they would ask if they were able
110
to have a truth revealed to them. Can they suggest any answers to
the questions that are raised? Can they tell you how other religions
might answer the questions? If they are able to do this, you may
want to use this as an assessment.
AT2 L3 ask important questions about beliefs and sources…
meaning, purpose, truth, values and commitments.
AT1 L3 describe some key features of religions recognising
AT1 L4 describe some similarities and differences both within and
between religions
• Use these questions to ask the children to make a page each to go
into a large class book or on a display which shows something
hidden and then revealed – a question about God, human life or the
world (see above) which is answered with a quotation from the
Qur’an when the flap is lifted / the page opened pops up.
• Put the pages together to make a display or a large class book which
can be used as a teaching tool for other year groups about Islam / the
next year.
stories and texts
experiences
• DT links? making a page for a pop up / lift the flap book / pictures
to show quotation from the Qur’an
• Creative writing in what secret they would like to have revealed to
them and what they would do with the revelation
• Storytelling to class
• Making nets and cubes to make “gift” boxes – numeracy
• Visit or visitor
111
Year 5
Religion: HINDUISM
Labyrinth
Photo by Beth Boast
112
First Steps
The main focus of this unit comes from the themes of yoga and moksha;
the path you take through life and the liberation from the circle of life,
death and rebirth. It is one way in which to explore the Area of Study
Teaching and Authority from a Hindu viewpoint. It concentrates on the
main question “What do sacred texts and other sources say about
God, the world and human life?” The unit starts with the children’s
own experiences of mazes and labyrinths and asks them to draw their
own labyrinth which they then follow with their finger on paper as an aid
to concentration and meditation. Children could then make a senses
labyrinth which they guide a classmate through and then change roles;
this helps children to reflect on being guided through life and the
metaphor of life as a journey along a path that twists and turns. This leads
into a discussion about guidance in life and how the lack of guidance can
affect someone’s life. Children look at the Hindu beliefs of yoga and
moksha and where the teachings come from in the scriptures. They then
explore their own ideas by drawing their own path which shows their own
path through life. Children could make a large labyrinth that they could
walk – perhaps on the playground.
taught with the other two units on Teaching and Authority (Christianity
and Islam) but does not have to be taught last of the three. Does it have
any cross curricular links that you can tie in e.g. imagery in literacy / DT?
Are there any visits planned that might have links to this unit? When are
they taking place? Do you want to book a visit or visitor to coincide with
this unit? How much advance planning will that need? Would it be better
at the start or the end of the unit? Will there be a cost implication? What
in this unit? Can software like Espresso help you? If you build a
labyrinth, are there any health and safety issues that you should think
about?
113
Starting the Unit
• Ask the class to take a pencil and draw a wandering line on a piece of
paper. Now ask them to follow the line with their finger. Was it
difficult? Did they get lost when the lines crossed over? Was it
confusing?
• Ask the children what they know about mazes and labyrinths. Have
any of them walked a maze or labyrinth? What did it feel like? Was it
hard or easy? Was it confusing?
• Find some pictures of mazes and labyrinths. Explain that they are two
different things and ask the children to see if they can identify what
makes them different. A labyrinth is unicursal – it only has one path
that winds about – you can’t get lost. A maze has many paths and you
have to choose which path to follow – you can get lost. This unit is
concerned with labyrinths only NOT mazes, so try to focus on them at
this point.
• Investigate how to draw a labyrinth. There are simple ways that the
children will be able to do with some support. Many are easily found
on the internet. Try www.lessons4living.com/drawing.htm which has
an animation of how to draw a labyrinth. www.labyrinthcompany.com
rents out labyrinths and sells finger labyrinths and shows how they can
be drawn. One of the simplest set of instructions is found on
www.healingway.org.uk/labyrinth.html. The Labyrinth Society
website will allow you to find a labyrinth near you and look at pictures
of labyrinths all over the world from different cultures and eras.
• Explore how paths and labyrinths have been used as spiritual guidance
in many cultures and as a metaphor for life’s journey (possible
Literacy links with metaphors and imagery in writing). What is it a
metaphor for? Reflect on life as a journey. What is the start if the
journey? What is the end? Look at this from the children’s beliefs
rather than those of Hinduism at this point. They will refer back to this
later in the unit as they look at Hindu beliefs.
• Ask the children to use the instructions you have found and to draw a
simple labyrinth on paper. They should then try to follow it with their
finger slowly. This is supposed to be an aid to concentration,
meditation and calming. Ask the children to try to clear their minds as
they follow their line. Do they feel calmer after one time? Try it
several times. Do they feel different? Discuss.
• Use a large space like hall or playground. Take turns to guide a partner
around who has eyes closed – how does it feel to guide and to be
guided?
114
• Children or teacher could create a “senses” experience to be lead
around blindfolded – being lead to different areas where there is
something to smell, touch, hear etc. Discuss these experiences. How
does a guide help you on your path? What would happen if you had no
guide or you did not trust your guide? For this, you could set up the
different experiences or you could split the class in two. Set A make
the senses areas and guide Set B through; then Set B make a different
set of areas and guide Set A through. Discuss safety before children
are allowed to guide a blindfolded child around.
• This could be explored through art, poetry or creative prose writing,
where children are encouraged to think about how it feels to guide or
be guided; what the journey is like when you can’t see what is ahead;
the metaphor of life as a journey along a path that twists and turns.
• Discuss - how important is your family in guiding you? Who do you
listen to in your family? Are there people outside your family that you
pay more attention to? What happens if there is no one to guide you?
What might happen to a person who had no guidance in their life?
• Explore the Hindu concepts of Yoga (path) and Moksha (liberation
from rebirth). What do Hindus believe about the journey of life and
death? Discuss reincarnation and refer back to the ideas the children
had earlier in the unit about this. What do the texts say about God,
the world and human life? Try to find quotations on the internet
which could show what Hindu scriptures say about these.
• Ask the class the think about how Hindu beliefs about life and death
are different from Christian beliefs. What are the differences? This
could be a discussion or a written assessment.
between religions
• Where do Hindu ideas come from? Look at extracts or prayers from
Hindu scriptures (e.g. Gayatri Mantra) to see what they teach Hindus
about the path through life. Use some of the scriptures / information
the children have about Hindu beliefs to create a new labyrinth.
Along the line or inside the pathway the children should write what
Hindus believe. Use the quotations they have found on the internet to
help with this.
115
stories and texts
experiences
Reviewing
• Discuss with class - where does your path in life lead you? What is
the real goal of life on earth? Draw their own path which shows their
own path through life (and death if they have views about what
happens when you die). LAPs and MAPs will perhaps draw a simple
line which follows the events in their life so far and some events they
want to happen in later life. HAPs should be encouraged to try a more
in depth approach, expressing life as a labyrinth or circle (depending
on their views). The children could also draw this from a Hindu point
of view, or a Christian one as a contrast.
AT2 L4 apply their ideas to their own and other people’s lives
• Make a labyrinth with the class perhaps on the playground. Use
boxes, stones, little bean bags, chalk lines etc as markers. This could
be semi permanent for the whole school to explore at play times.
Explore feelings in walking the labyrinth through poetry or expressive
writing.
• Guiding and being guided in a “senses” experience – art, poetry or
creative prose writing from the experience
• Visit to a labyrinth e.g. Norwich Cathedral
• Design and make a labyrinth in school – possible DT link with
structures?
• Literacy links with metaphors and imagery in writing.
• Finding quotations from Hindu scriptures on internet (ICT)
116
Year 5
Religion: JUDAISM
Area of Study: ENCOUNTERING TEACHINGS AND
AUTHORITY
Theme: TORAH
Miniature Torah scroll
Photo by Beth Boast
117
First Steps
The main focus of this unit comes from the theme of Torah; the “law”;
writings which set out how Jews should live, including laws about caring
for others. It is one way in which to encounter the Area of Study
Teaching and Authority from a Jewish viewpoint. It concentrates on the
main question “What do sacred texts and other sources say about
God, the world and human life?” The unit starts with the children’s
own experiences of rules and guidance; what advice is good and who they
trust to give them good advice. Children are asked to give advice to the
people of the world through a video clip. The unit then moves on to look
at what the Tenakh has to tell Jews about God, the world and human life.
The treatment of the Torah, particularly important as God’s laws, is
explored and children are asked to reflect on what the treat with great
care and why. They make scrolls with mantles and yads. Children
explore Jewish stories (Old Testament stories are the easiest to find) and
act them out with puppets or masks they have made, exploring what the
stories tell Jews about God and the world. The discuss why it is important
for Jews to have their traditions and teachings written down.
stand alone unit but as it shares the same area of study as the units from
Christianity, Hinduism and Islam it makes sense to put it with those units.
However, it can be taught at any time in the year. Does it have any cross
curricular links that you can tie in e.g. DT / drama? Are there any visits
118
Starting the Unit
• Start each session with the children by asking them to remember
something – a short verse, a saying, a rule or a list. At the end of each
session ask who can remember it. You will be coming back to this
later in the unit when you discuss why it is important to have
important things written down. It should serve as something that you
can refer back to as a way of making the children understand that it is
hard to keep a lot of information in your head all the time.
• Discuss with the children - what life rules do you think are the most
important? Look at school rules, but also rules at home and personal
ethical rules about right and wrong. Ask the children to reflect on how
these rules help them, guide them; what would happen if you didn’t
follow the rules? Do they know children who don’t follow the same
rules as they do? Do those children behave in the same way?
AT2 L2 in relation to matters of right and wrong, they recognise
their own values and those of others
• Whose advice do you listen to? Do the people around you always
give you good advice? Who do you give advice to? How does
advice help people?
• Ask children to write out a piece of advice that can be added
together to make a book of the best advice that people have given
the class.
• What do you think is an important message for the world today?
How would you ensure that people got the message? Would you do
it through television or radio? Would you try talking or writing to
everyone? Discuss with the class. They could make a video clip of
their best advice to the world or telling the people of the world
what they should do.
• Examine extracts from the Tenakh or Jewish Bible – laws, psalms,
proverbs, stories –to understand some of its teachings. The Torah
(law), Nevi’im (prophets) and Ketuvim (writings) form the Tenakh.
What teachings do they contain about God, the world and human life?
Find information about the Tenakh and if possible use quotations from
the writings to see what it says about God, the world and human life.
119
Try http://www.squidoo.com/religious-quotes (quotes from different
religions including Judaism) but there are many different sites that you
can look at.
• Look at how the Torah is treated, handled, read. Why is it treated in
such a way? Look at how it is copied, dressing the scroll, using a Yad.
• Look at how Jews show respect to the Torah as a sign of their
covenant with God. The Torah is treated as being particularly special
as it is viewed as God’s law. A Torah scroll is handwritten in Hebrew
by a scribe following strict rules; it takes about a year to complete one
scroll. Scrolls are dressed in ornamented covers called mantles and are
kept in the synagogue in the Holy Ark. A portion (sidrah) of the Torah
is read weekly in the synagogue and it is considered a great honour to
be “called to the Torah” to make a blessing. When the annual cycle of
readings ends, it begins again at a joyful celebration called Simchat
Torah. The Torah contains 613 laws (mitzvot) which set out how Jews
should live, including laws about caring for others, looking after the
environment, kosher (permitted) food, worship and festivals. Try
Espresso although there will be information and pictures in any text
book about Judaism.
• Ask in a member of the Jewish community to talk about the Torah or
if possible arrange a visit to a synagogue.
• How do you take care of something you think is precious? How do
you show respect for something that is important to you? Discuss with
the class.
• Make scrolls using rolls of card, foil etc with parchment coloured
paper joining them. On the scroll, children could try writing a short
sentence in Hebrew, extracts from the Tenakh and / or their own ideas
or prayers about something important to them.
• Make mantles and yads – possible DT link with textiles
• HAPs could put on their scroll a short version of a story from the
Jewish scriptures / Old Testament – easy to find in school bibles
Reviewing
• Look at a Jewish / OT story together with the class and draw out what
it tells Jews about God, the world or human life. Ask the children to
work in groups to look at other stories and use puppets to act it out.
Children could make their own character puppets if there is time –
hand or finger, shadow or string. If you are short of time, they could
120
draw faces to make masks of the characters and act out the story.
Groups could be given different stories to explore so that they can
show their play to the rest of the class without a lot of repetition. The
easiest stories to find are in the Old Testament but you can look on the
internet or ask a member of the Jewish community to tell a story that
has particular meaning for Jews. The stories could be differentiated.
LAPs could be given a simple version of a story; MAPS and HAPS
could be encouraged to finds their own stories in a children’s bible.
• Remember to ensure that the children not only act out the play but that
they also explain - what is meaning of this story for Jews? What does
it tell Jews about God, the world and human life?
stories and texts
experiences
• Ask the children to recall the sayings, rules or stories that you have
been asking them to remember every session. How much can they
remember? What make it easier to remember them? Discuss why it
is important for Jews to have their traditions and teachings written
down and to study them regularly – remembering accurately over
many thousands of years; to help people to have all the information
in one place; no one can remember all of the writings etc.
• Visitor from the Jewish community or visit to a synagogue
• Make scrolls with extracts from the Tenakh and / or their own ideas or
prayers about something important to them. Make mantles and yads –
possible DT link
• Making puppets and acting out a Jewish / OT story
• Video clip of advice to the people of the world - ICT
121
Year 5
Area of Study: WORSHIP, PILGRIMAGE AND
SACRED PLACES
Theme EUCHARIST / PILGRIM PEOPLE
Eucharist artefacts
Photo by Beth Boast
122
First Steps
The main focus of this unit comes from the themes of eucharist and
pilgrim people; thanking God through the sharing of wine and bread and
special places of Christian pilgrimage. It is one way in which to explore
the Area of Study Worship, Pilgrimage and Sacred Places from a
Christian viewpoint. It concentrates on the main question “Where, how
and why do people worship, including the importance of some
particular religious sites?” The unit starts with the children’s own
experiences of giving thanks and moves onto the events of the last
supper. Stories about Jesus’ life and works are connected to places in the
Holy Land and children are asked to write a travel brochure for Christian
visitors and to make a large map of the area that other children could
“visit”; “passports” would be stamped as they visit each place where the
children will tell them a story about what Jesus did in each place.
Children look at what happens during worship in the eucharist; they
explore how Christians give thanks at this time. Children work with
members of the local church to design a banner about the last supper /
eucharist which the children then present to the church.
stand alone unit although as there is quite a lot about the life of Jesus and
the last supper, you may want to tie it in to Easter. Does it have any cross
curricular links that you can tie in e.g. DT / literacy / drama? Are there
any visits planned that might have links to this unit? When are they
in this unit? Can software like Espresso help you? If you are making the
banner, what resources do you have? Will you need to order felt / fabric
paint etc?
123
Starting the Unit
• Eucharist comes from the Greek word meaning thanksgiving. What
are you thankful for? Make a class “thank you for…” box where these
can be recorded and put in the box. What are Christians thankful for?
• Explore the story of the last supper having googled Jerusalem on
Google Earth – get closer and closer as you zoom in. Use a guided
story technique or ask selected children to act out the story as you read
it aloud.
• Hotseating – ask a confident child to be Jesus or one of the disciples at
the last supper so that the others can ask questions. You could take
the role of Jesus if the children aren’t very confident.
• Make a 3D room where the last supper took place. Make some small
figures for Jesus, Judas and the disciples. What colours will you dress
them in?
• Find images of the last supper by different artists. Try Stanley
Spencer and the cathedral in Barcelona – Segrada familia carvings.
What are the artists trying to show about their / Christians’ beliefs?
• Why do people go to Jerusalem? Look at a map of the Holy Land, and
mark on it the places where events happened in Jesus’ life. Explore the
stories connected to different places. Possible Geography links
• Find travel brochures of the Holy Land – where do they recommend
that visitors go to / think are the most important places to visit? Why
do you think this is? Do the brochures have pictures you could cut out
and use? Write your own travel brochure for a Christian visitor who
wants to see where Jesus was. (literacy links) LAPS will need some
support with this. HAPS should be encouraged to use text books and
the internet to find out more information.
• Make a large map of the Holy Land with the children – could be a 3D
experience that is laid out in the hall or on playground – at each place
on the map, different groups could act / tell the story connected to that
place. Children “visiting” / going around the map could have a
“passport” which is stamped at every station they stop at.
AT1 L3 – make links between beliefs and sources including religious
stories and texts
124
AT1 L4 – use a developing religious vocabulary to describe and show
experiences.
• As an alternative to the large map, make a labyrinth for the children
to walk. At different points, have events leading up to the last
supper and Gethsemane rather than the whole of Jesus’ life.
Labyrinths are covered in the Year 5 Hinduism unit on Yoga and
Moksha.
• Find someone who has been to the Holy Land and ask them in to talk
about their visit. What did they think or feel in different places? What
did they see that shows that this is a special place for Christians? Do
they have any photos they could show?
• Look at what happens at communion / Lord’s supper / eucharist
service. What are Christians thankful for? What happens in service
which shows thanks? What prayers, actions and songs reflect saying
thank you for the saviour, crucifixion, gift of Christ to the world etc?
Look at some prayer and songs that reflect that Christians are
thankful.
• Ask local vicar / priest in to do a simulated service or ask if children
could go to church during a service to observe.
• Children could make bread and plan their own readings for this or
their own pretend service. What songs will they choose? Can they find
some eucharist songs from around the world that a group can learn
like a choir?
AT1 L3 – make links between beliefs and sources including religious
stories and texts
AT1 L4 – use a developing religious vocabulary to describe and show
experiences.
Reviewing
• Discuss with the children that Jesus said - Do this in memory of me –
what would you like people to do in memory of you?
• Make a banner for the local church about the last supper / eucharist –
ask the vicar / church member in and children should ask them what
they would want on such a banner. What symbols? Why? What
words? Why? Colours?
125
• Children could design banners; the church could be asked to select the
best design and then the children could work together to make a large
banner to give to church. This could then be presented.
• If possible arrange a visit to a place of pilgrimage like Walsingham. If
not possible, see if you can invite in someone who has been to a place
of pilgrimage.
•
•
•
•
•
•
•
•
•
•
Visit to Walsingham – history link
Model making – upper room of the last supper DT links
Large map and story telling experiences
Making a pilgrimage labyrinth alternative to map
Learning songs about Eucharist or planning a eucharist service
ICT google earth getting closer to Jerusalem
Hotseating for last supper – drama
Exploring maps of the Holy Land – geography links
Writing a travel brochure of the Holy Land for Christians – literacy
Make a banner for the local church – design and textiles DT link
126
Year 5
Religion: HUMANISM
Area of Study: ENCOUNTERING BELIEFS AND
QUESTIONS
Theme: HAPPINESS and RESPONSIBILITY
Happy model by Year 6 pupil
Photo By Beth Boast
127
First Steps
The main focus of this unit comes from the themes of happiness and
responsibility; how people can find happiness and what responsibilities
people have in life. It is one way in which to encounter the Area of Study
Beliefs and Questions from a Humanist viewpoint. It concentrates on the
main question “what key beliefs do people hold about God, the world
and humans?” The unit starts with the children’s own experiences of
what makes them happy expressed through discussion, dance and creative
writing. Children look at the idea that you can help people to become
happier and what Humanists believe about happiness and responsibility.
Children reflect on what they think about happiness and responsibility.
stand alone unit and can be taught at any point in the year. Does it have
any cross curricular links that you can tie in e.g. dance / drama? Are there
Starting the Unit
• Discuss with the children - What makes you happy?
• See if you can find the happy dance that Snoopy does in the Peanuts
cartoons – use a search engine – there are lots of simple examples of
the dance on the internet. If Snoopy has a happy dance, what would
your happy dance be? Ask children to make up their own happy
dance.
• Art / poetry / reflective writing about happiness – a time when they
were very happy, or what they think would make them happy.
128
• Ask the children to look at a recipe (literacy links – instruction
writing) and explore the features. What might a recipe for happiness
look like? What would the ingredients be? In what proportions? Ask
the class to write their own recipe for happiness. – LAPs may need a
writing frame.
• Discuss with the children - Can people be happier than they are? Can
you teach people to be happy? Some schools are trying to improve
children’s happiness. If your school was going to start happiness
lessons, what do you think they should be like? What form would the
lessons take? What would the lesson content be? How could you
assess whether the class were happier at the end of the lesson? This
could take the form of a written exercise or a discussion. Children
could write a lesson plan – LAPs will need a writing frame.
• The Humanist logo is called the happy human. Ask selected
children to the front to draw someone happy in 30 seconds. What
different views of happiness are there? Do you have to be smiling
to be happy?
• Ask the children to design a new logo for the Humanist society that
reflects their belief that the best thing we can do in life is try to be
happy.
• What do Humanists believe about happiness and responsibility?
Ask a visitor from the humanist society to talk to the children about
beliefs about happiness and responsibility. What do they believe
about God, human life and the world? If this is not possible, find
out about the Humanist society through the internet. Try
www.humanism.org.uk and www.humanismforschools.org.uk
which has lesson plans, assembly ideas, “toolkits” and whiteboard
presentations for different key stages. Toolkit 2 should be useful in
this unit.
• Ask the children to make up a story or play to act out about causing
unhappiness / creating happiness - creative writing or drama links.
• Ask the class to make a list that has responsibilities which balance the
things they think will make them happy e.g. I want to play with my
friends - I must not interfere with other people who are playing and
upset them.
129
Reviewing
• Use a sheet with the Humanist logo in the centre with arrows pointing
inwards towards it. Ask the children to complete the sheet by writing
what makes a happy human on it. Discuss with the class.
• Do the sheet again but from a different approach – instead of the
arrows pointing inwards in a self centred way, turn them pointing
outwards and complete the sheet with thoughts about how we can
make others happy.
• What similarities and differences are there between Humanist beliefs
about God, the world and human life and beliefs of religions that the
children can remember?
between religions
• Visitor from the Humanist society or ICT research.
• Art / poetry / reflective writing about happiness e.g. recipe writing
(literacy)
• Happy Dance
• Drama / role play about being happy / unhappy
• Design a new logo for the humanist society.
130
Year 6 Units
achieved Level 2. These units are planned around Level 4 with some elements of
Levels 3 and 5 where appropriate, although pupils should achieve Level 4 at the end
of Key Stage 2 and Level 5 or 6 at the end of Key Stage 3.
Religion: ISLAM
Area of Study BELIEFS AND QUESTIONS
Religion: HINDUISM
Religion: BUDDHISM
Area of Study: REVISITING BELIEFS AND QUESTIONS
Religion: BUDDHISM
Area of Study: ENCOUNTERING THE JOURNEY OF LIFE AND
DEATH
131
Year 6
Celtic pattern embroidery
Photo by Beth Boast
132
First Steps
The main focus of this unit comes from the themes of trinity and the
image of God; God as Father, Son and Holy Spirit. It is one way in
which to explore the Area of Study Beliefs and Questions from a
Christian viewpoint. It concentrates on the main question “what key
beliefs do people hold about God, the world and humans?” The unit
starts with the children’s own experiences of mystery through Mobius
strips. They explore Celtic and other Christian symbols of trinity and try
to make their own complicated pattern that represents oneness. They
investigate how the Holy Spirit is seen in the Bible and how the trinity is
expressed in Christian art and music in different ways. They create their
own image or song to try to explain the ideas. They talk to a member of a
local church to find out about their views on the image of God / Trinity
and use them to design an altar cloth which could then be selected by the
church and made by the class. Children work together to prepare a talk
like an expert or teacher to explain symbolism in a selected image of God
/ trinity.
taught with the other two units on Beliefs and Questions (Hinduism and
Islam) but does not necessarily have to be taught first. Does it have any
cross curricular links that you can tie in e.g. art / DT? Are there any visits
Starting the Unit
• Create Mobius strips. (maths links possible here) A mobius strip is a
long strip of paper made into a loop with a half twist put in) Try
http://mathssquad.questacon.edu.au/mobius_strip.html for easy ideas
133
and instructions or www.dadcando.com. There is a picture by Escher
which shows this – Mobius Strip II (Red Ants). How many sides does
it have (inside and outside). Colour the strip by starting at the join on
the outside and work your way around. What happens? (you keep
colouring until you come back to where you started) So how many
sides does it have? How is this possible? Cut the loop in half along the
strip. What happens? Do you get 2 new loops? (one large loop). Try
cutting the loop starting about one third of the way down and keeping
that distance all the way down (like peeling an apple in one strip).
What happens? (you get a big loop with a little one connected to it).
Try putting two twists in the circle and cut it. Try different things with
the strips. How do they work? Can it be easily explained? It is like a
mystery. Christians often speak of Jesus as a mystery.
• Look at the idea of mystery and what it means to not know everything
about something. A mystery is something beyond ideas and there are
different ways of explaining it. Tell the children that in this unit they
may think of their own way to explain it.
• Look at Celtic trinity symbols (e.g. Book of Kells – try
http://historymedren.about.com for lots of free images or
www.celticnetwork.com for general information) and Celtic crosses
and designs– try www.celticcolours.com for information and images.
Discuss what the circle might means around the cross. Look at the
patterns that are one big loop – symbolic of God as eternal and never
ending. Use St Patrick’s image of the shamrock – three leaves but
one plant.
• Ask the children to make a tied loop with wool or string. Cross it
over itself to make patterns and swirls – it is more complicated but
still one circle. Make a three pointed shape with it – it is still one
piece although it has 3 corners.
• Children can make their own Celtic type pattern to show oneness of
God. Art.
• Early Christians came from a tradition where God was unseeable;
Jesus, however was clearly visible to them and the disciples, so how
could they reconcile the two ideas? “He is the image of the invisible
God.” They decided to explain that God was above them, Jesus was
God along side them, and the Holy Spirit was God inside them.
• Look at mentions of the Holy Spirit appearing in the Bible; Matt
3:13 but same passage appears in other gospels; look also the
Pentecost story Acts 2: 1 - 5
134
• Explore the Three in One / trinity and images of God. There are
many images of the Trinity on the internet. Try to find ones that
show the Trinity in different ways e.g. as a native American. Discuss
the images with the children. They could create their own visual
representation of the Trinity. Try www.faithclipart.com or
www.textweek.com has a lot of images that might be useful.
• Look at Christian songs and prayers that mention the image of God
or the Trinity. Children could make up their own prayer or song
verse – possible music link. E.g. www.truevinemusic.com has a
good song called Glory Be which explores the trinity.
AT1 L4 use a developing religious vocabulary to describe and show
experiences.
AT1 L5 explain how religious sources are used to provide answers to
ultimate questions…
• Design an altar front for a local church. What images of God / trinity
would be suitable? Ask a member of the church in to discuss with
the children what the church would like / is appropriate. Children
should then design an altar front. The Church could then pick their
favourite design which the children could make. DT textiles link.
• Try to find an image of Rublev’s Icon. Look at Rublev’s Icon:
contemplating the Trinity, Inwardly and Outwardly by Paul Fromont
– can be found through the prodigal kiwi site. This explains different
images in the icon.
• Ask the children to work in pairs to give a talk on the symbols in this
image or in others of your choice.
Reviewing
• What is a good mother? Write down qualities as children think of
them. What are the qualities that a good king should have? A good
shield? A good father? Creator? Judge? Look at these in groups.
Share what they groups have produced for their own word as you
write them up. Discuss who might have all of these qualities? These
are all ways that God is viewed by Christians. Which of these
qualities would you like to have / be? Would you like to talk to
someone who had all these qualities?
• http://www.ceosyd.catholic.edu.au has teacher notes and ideas about
views of God found in the Bible.
135
• Using the words produced earlier, ask class to list the ones they
associate with God – could be list, spider diagram, poem, picture
with labels.
• Visitor from local church to talk about view of God and the mystery of
the Trinity so that children can make an altar front design.
• Mobius strips (numeracy links here – investigations and shape)
• Children could make up their own prayer or song verse – possible
music link
• Design an altar front for a local church. DT textiles link.
• Prepared talk on images – speaking in Literacy links
136
Year 6
Religion: ISLAM
Shehadah from soft book
Photo by Beth Boast
137
First Steps
The main focus of this unit comes from the themes of Tawid and
Akhirah; the oneness of Allah and the last things - everlasting life after
death. It is one way in which to explore the Area of Study Beliefs and
Questions from a Muslim viewpoint. It concentrates on the main
question “what key beliefs do people hold about God, the world and
humans?” The unit starts with the children’s own experiences of how
their behaviour might change if they are being watching and their actions
recorded; this is linked to the Muslim belief that angels are recording
what people do in a book of their life, ready for the day of judgement.
Children are asked to think of questions they would like the answers to
about life and death; they are then sent to faith communities and the
responses used to feedback to the class or to make a display with
information showing the similarities and differences in faiths – this is
ongoing through the unit. A Muslim visitor can be asked about their
beliefs. Images of heaven are explored. Main Muslims beliefs are
investigated and views on God, the world and humans are explored.
taught with the other two units on Beliefs and Questions (Hinduism and
Christianity) but does not necessarily have to be taught in a particular
order. Does it have any cross curricular links that you can tie in e.g.
maths / ICT / drama? Are there any visits planned that might have links
to this unit? When are they taking place? Do you want to book a visit or
help you?
lack of respect.
138
Starting the Unit
• Discuss with the children - How do you behave when the teacher is
not looking? How would you behave if you were left alone at home?
Do you behave differently if people are watching you? Why? Does
it depend on who is watching? Ask the children to work in pairs to
produce a little scene where someone behaves differently when
someone is watching / not watching. Drama
• Akhirah means belief in the last things, judgement and everlasting
life after death. This life is a preparation for the life to come. What
Muslims do in this life is noted down and will be judged on the last
day. Muslims believe that at the end, there will be a Judgement Day
when the living and the dead will be brought before Allah and
handed a book of their life. Angels have been recording good and
bad deeds / thoughts in the book for every person’s life. If the book
is put into their right hand, they will go to heaven (al’ Jannah – the
garden or paradise). Heaven is a place with streams, flowers, plants
like a garden where they will be happy forever. If they are given the
book in their left hand they will go to hell (Jahannan – place of fire
and torment forever).
• As Muslims believe this, how would that change the way they live
their lives? The Qur’an contains the actual words of Allah given to
Muhammad. The opening Surah (chapter) is the Al Fatihah – show
me the right path, the straight path and is said many times a day in
What would they have to do to make sure that they went to Heaven?
Discuss with the class. Would you change the way you behave if you
believed that angels were recording everything? What might you do
differently?
• What questions would the children like to ask about life and death?
Ask them to work in pairs to think of some questions that they have
about life and death. Some of these will hopefully be ultimate
questions so point out to the children that there isn’t only one way
of answering questions like these. Put the questions on the board /
paper and ask the class to categorize them a) questions we could
answer ourselves in school (not ultimate probably) b) questions we
can’t answer but that could be sent to a believer such as a local
vicar / member of a faith community / regular faith visitor / website
139
such as Ask a Believer so they can try to answer. Try to find out
the answers in school (fact based questions) and to ask believers
for their views. Children can work in groups to pick suitable
questions to send to a faith community – one religion per group.
Try also the Humanist Society for their views. LAPs will need
support for this. LAPs should be encouraged to try to find out the
contact addresses through the internet (you will need to monitor
this).
AT2 L5 ask and suggest answers to questions of identity,
relating them to their own and others’ lives.
• Make a book to go at reception / school office to ask visitors to the
school to say what they believe about life after death or to answer
the questions the children have raised. Appoint a couple or children
to check the book once a day and add any new responses to the end
display.
• What questions do Muslims ask about life and death? Ask in a
Muslim and talk to him / her about he / she believes.
• Try to find some images of Muslim Heaven in Persian art. I found
these difficult to find. What do the images tell us about what
Muslims believe about life after death? Could they represent their
idea of heaven without using images of any living things? Ideas of
heaven are explored more fully in a Christian Life and Death unit
in year 6.
• Discuss with the children what they believe happens when people
die.
• Muslims have to submit to the will of Allah. What do they have to
do / believe that will help them get into heaven? What are the main 6
articles of Muslim belief? Investigate with the class – possible group
work – so that they can make a booklet or a poster or presentation to
the class. This could be done through a powerpoint presentation.
• Try www.muslim-ed-trust.org.uk which gives an idea of what
Muslims teach their children about Islam.
• The 6 articles of belief are:
Tawhid – oneness (of God)
140
Nabi and Rusul – prophets and messengers
Kutub – divinely revealed books (Qur’an)
Mala’ikah – angels
Qiyamah – judgement day
Qadr - fate
Alternatively, as a lot of this information can be hard to find in terms
that the children can understand, find out about what Muslims believe
about God, human life and the world.
• Find quotes from the surahs about heaven, life and death – surah
30:14 – 16, surah 69: 13 – 37 about judgement.
• Surah 17: 18 -19 about striving for the hereafter.
• Surah 2: 156, surah 20:57 returning to Allah.
• There are many website that offer quotations. Try
www.religioustolerance.org or http://thinkexist.com or
www.quotemountain.com or www.landofwisdom.com.
experiences.
ultimate questions and ethical issues …
• The Qur’an says that on the last day the living and the dead will be
raised and brought to the plain of judgement. Each person will be
given the book of their life. What do you think about the idea of
good and evil being sorted out in a final judgement?
• Why are people saddened by death? Did you know someone who
died? How did that make you feel? Discuss with children how death
has had an impact on them. Talk about how people cope with death
and bereavement. Is there a visitor who could come in for this e.g.
school nurse / counsellor / learning mentor? How do they help
people to cope? Reflect on death as a chance to celebrate someone’s
life.
• If you were given a book of your life, what good things would be
recorded? What bad things?
• Make a book which records some of the good deeds in your life or in
the life of someone you knew who has died.
Reviewing
• When the information from different faith communities comes in
during the course of the unit, ask each group “in charge” of that
141
religion to tell the class what replies have been sent. The responses
could form part of a display or when all of the information is in,
ask the class to make a large Venn diagram (numeracy links) on a
wall that each group can add information to – one circle for each
religion who responded with the common beliefs in the
overlapping areas. This could be done with large PE hoops on the
floor and children could put their information on cards in the
appropriate spaces. Colour coding will make this easier to read.
You could ask the children to use colours used in RE for each
religion – Christianity = purple, Islam = green, Hinduism = red,
Judaism = blue, Buddhism = orange, Sikhism = yellow (can be
hard to read). Humanism could be in any colour. If no response
comes from a faith community and no information can be found to
answer a question, then put it in the display as unanswered – part
of a mystery that could be part of an ongoing investigation. LAPs
will needs support with this. HAPs could add their own responses
and beliefs if they chose. (L5)
between religions.
AT1 L5 understand that similarities and differences illustrate
distinctive beliefs within and between religions and suggest
possible reasons for this.
• Muslim visitor
• Make a book of good deeds
• Presentation / booklet / poster / powerpoint to the class ICT /
literacy / speaking on beliefs
• Drama acting out a scene
• Sending questions to faith communities and collating answers
possibly through a Venn diagram (maths links)
• Make a book to go at reception / school office
142
Year 6
Religion: HINDUISM
Puja set
Photo by Beth Boast
143
First Steps
The main focus of this unit comes from the themes of Brahman and
Atman; the one supreme being (like a God) and the true self (like a soul).
It is one way in which to explore the Area of Study Beliefs and
Questions from a Hindu viewpoint. It concentrates on the main question
“what key beliefs do people hold about God, the world and humans?”
The unit starts with the children’s own experiences of Hinduism from
previous units and the concept of truth and the infinite. The unit looks at
the nature of Brahman and Brahman’s presence in all things, which the
children try to reflect in art. They use traditional stories to explore how
Hindus try to explain the nature of Brahman. They reflect on the concept
of Atman and their own ideas about true self or soul. They use the
internet to find out more about Hindu beliefs about God, the world and
human life.
taught with the other two units on Beliefs and Questions (Christianity and
Islam) but does not necessarily have to be taught in ant set order. Does it
have any cross curricular links that you can tie in e.g. art / ICT? Are there
Starting the Unit
• Ask the class to tell you what they have remembered about
previous units on Hinduism. Most will remember different gods.
• Explain that for Hindus, they are all part of one truth, one being
called Brahman.
144
• Brahman is not like the Judeo/ Christian view of God; Hindus believe
that Brahman is the nature of truth, knowledge and infinity
(Taittariya Upanishad). Think about that with the children. What is
truth? Can you see it? Touch it? Explain it?
• What is infinity? Think about the biggest number you can and then
add one. Think about the stars in the sky; the grains of sand on a
beach; the molecules in a tree or person; think of the vast numbers in
the universe and that is still not infinite. Look at symbols of infinity
like a circle or an 8 shape. Can the class think of another symbol?
Look at pictures of the universe / the natural world to help LAPs who
may have trouble with visualisation.
• Brahman is everywhere and in everything. There is nothing without
Brahman. Discuss with the children - if God was in everything, what
difference would that make to how you treat the world, people and
animals? Would you still eat meat? Would you treat people differently
if you thought God was in everything? Would you look after yourself
more? Would you have a higher opinion of yourself?
AT1 L4 describe the impact of religion on people’s lives
• Make up pictures of nature, the world around us, school, people etc
where they are made up of the word Brahman – like pointillism but
with words creating the picture in different colours. Should be done in
a very detailed way so that from a distance you can’t see the separate
words.
• What do Hindus teach their children about God? Explore the stories
told to explain the nature of Brahman – the salt in the water,
pomegranate seeds and Svetaketu the student. They can be found at
www.vedanta-atlanta.org/stories/Sveta-ketu.html or
www.teachingideas.co.uk/re/files/hinduteachchildrenaboutgod.pdf
although there are many other sites that have the stories. You can try
doing the things in the stories if you want – dissolving salt in water
(science links) and cutting open a pomegranate or other fruit to show
children.
• What does this teach children about the nature of God?
• Look at the concept of Atman (immortal soul or true self). Discuss
with the children what makes you, you? What makes you unique? Do
145
you belief that there is a soul (Christianity) or life force (Buddhism) or
true self that is part of each person? Ask the children to try to draw
their atman.
• Hindus believe that your actions affect who you are and what happens
to you in the next life. Investigate Karma (actions), samsara
(reincarnation), moksha (liberation from rebirth). People want to
escape the cycle of life and death so that they can be at one with
Brahman. Look at www.woodlands-junior.kent.sch.uk which has
good general information about Hinduism. Try also
www.hindukids.org (stories, festivals etc) and
www.hinduism.about.com which has a kids section. ICT links
• Create a fact file about what Hindus believe about God, the world
and humans. This could be done in a word document, powerpoint,
booklet, poster; group or individual.
• Ask in a Hindu visitor to ask him / her about the beliefs Hindus have
of Brahman and Atman
Reviewing
• Ask the children to present what they have found out Hindu beliefs
about God, the world and human life. Could be used as an
assessment.
experiences.
• Hindu visitor
• Make up pictures of nature, the world around us, school, people etc
where they are made up of the word God – like pointillism but with
words -art
• Drawing your atman – art
• ICT researching Hindu beliefs
146
Year 6
Religion: BUDDHISM
Area of Study: REVISITING BELIEFS AND
QUESTIONS
Buddha face by year 6 pupil
Photo by Beth Boast
147
First Steps
The main focus of this unit comes from the themes of Buddha and
Dukkha; Buddha means enlightened one and Dukkha means suffering. It
is one way in which to explore the Area of Study Beliefs and Questions
from a Buddhist viewpoint. It concentrates on the main question “what
key beliefs do people hold about God, the world and humans?” The
unit starts with the children’s own experiences of suffering or
unhappiness and views of suffering in the world. They look at the four
Noble truths and what Buddhists believe about ultimate questions.
Children learn about the life of Buddha through story and drama and
reflect on his choices. Children look at the beliefs of atheists and
agnostics and find similarities and differences between their own beliefs
and those of other faiths. They talk to a Buddhist about these views. If the
equipment is available, children are encouraged to make a short
animation about the Buddha or Buddhist beliefs; alternatively they could
make small statues of Buddha having researched Buddhist symbolism in
art.
stand alone unit but could be taught next to the year 6 Buddhism unit on
the Journey of Life and Death. There are links here to the year 6 Islam
unit on Beliefs and Questions which you might want to consider before
you decide where this unit will be taught. You may decide to teach it in
the autumn term as the Buddhism units also can be linked to the year 5
unit on Humanism. Does it have any cross curricular links that you can tie
in e.g. art / ICT / drama? Are there any visits planned that might have
Espresso help you?
148
Starting the Unit
• Think of a time when you were unhappy or suffered. Explore these
times with the class, looking at how they felt and how the situation
was resolved. Did the sad time last forever?
• Make a collage of pictures / text from magazines / internet showing
different forms of Dukkha e.g. famine, war, wanting more, poverty,
homelessness, bullying, crying etc.
• Look at the concept of suffering – Dukkha and the four Noble truths
of the Buddha. Discuss with the class - what are your thoughts about
the 4 noble truths? Do you think that the Buddha was right? What do
you think it would be like to be enlightened and not suffer any more?
• Explain to the children that Buddha is seen as a guide, teacher,
historical, enlightened person but not viewed as a god. For Buddhists
the question of whether there is a creator or personal God is
unanswerable and less important than asking other questions about
life. Quest creation stories DVD explains this very well. A man who
asks lots of questions about God, the world and life is said to be like
someone who has been shot with an arrow who is asking questions
about where it came from and what it is made from – unnecessary
questions that are not going to help him.
• Draw a little cartoon man shot with an arrow. Around him write some
questions to which he needs to know the answers (where can I get
help, do I need a doctor?) and some questions which are unnecessary
(why did I leave the house today, what is the arrow made from, why
do bad things happen to me?)
• What questions do you have about life, God, the world? (possible
overlap with Islam unit year 6 – depends if this unit has been taught
before the Islam unit. If the children have already spent a long time
working on ultimate questions, make this a short list as revision; if
not, spend some time encouraging the children to think of ultimate
questions that are difficult to answer). Make a list than can be shared
with the class and used later in the unit.
149
AT2 L5 ask and suggest answers to questions of identity,
relating them to their own and others’ lives.
• Look at the life story of Buddha through reflective questions. As
you tell the story, ask the children pertinent questions at selected
points to make them reflect on the story:
• What did his father want for him?
• How can a parent protect a child from everything? Should children
be protected from all things?
• Do you think the prince should stay in the palace or not?
• When he leaves the palace what do you think he might see that will
surprise him?
• What do you think he was thinking as he returned to the palace?
• What do you think he is going to do now?
• How do you think he felt as he left everything behind? What would
you miss the most if you had to leave everything behind?
• What do you think about what the wise men in the forest were trying
to do?
• Is Buddha’s middle way the best?
• Can you free the mind by ignoring the body?
• What do you think happened to the Buddha when he reached
enlightenment? How do you think it felt?
• Would you like to become enlightened?
• What do you think that Buddha thought when he was old?
• Recap the main points of the Buddha life story again and ask the
children to work in groups to act it out. Freeze frame them at
different points and ask the characters what they are thinking or
feeling. Drama
• Discuss with the class - Why do Buddhists choose to leave the
question of God unanswered? Does it matter if there is a God?
• What are atheists and agnostics? Explore the meanings with the
class. Ask them to reflect on what they believe about God.
• Why do some people say that you can’t “know” about God? Is God
too big a concept for us to grasp? (possible overlap with year 6
Hinduism unit).
• Use the list of ultimate questions from the children to ask them to
draw some cartoon people of different beliefs – atheist, agnostic,
Buddhist, Christian, themselves; other faiths could be represented
150
depending on time. Put speech bubbles around each person showing
how they might answer the children’s ultimate questions in different
ways.
experiences.
between religions.
distinctive beliefs within and between religions and suggest possible
reasons for this.
• Ask in a visitor from a local Buddhist centre or arrange a visit.
Reviewing
• Make a short animated story about what the Buddha said or some
aspect of his life - possible links with ICT – digital blue software? If
this is not possible, children could make small statues of the Buddha
using some of the symbols associated with Buddhist art. Explore the
different hand positions – mudras – which have symbolic meaning.
Use plasticine, clay, Crayola model magic etc.
•
•
•
•
Visitor or visit to Buddhist centre
Collage of text and images to show aspects of Dukkha
Reflective storytelling – life story of Buddha
Make a short animated story - ICT – digital blue software? Or make a
small statue of the Buddha incorporating some Buddhism symbolism
– art / DT
• Drama act out Buddha life story
151
Year 6
Headstone Church of St Peter and St John, Kirkley, Lowestoft
152
Photo by Beth Boast
First Steps
The main focus of this unit comes from the theme of faith resurrection;
Christian beliefs about the journey of life and death and views of Heaven.
It is one way in which to explore the Area of Study The Journey of Life
and Death from a Christian viewpoint. It concentrates on the main
question “why are some occasions sacred to believers and what do
people think about life after death?” The unit starts with the children’s
own experiences of death and funerals. Children are encouraged to reflect
on death as an occasion to celebrate someone’s life and to express the
happy memories in poetry or reflective writing. They talk to people who
deal with death and bereavement. They reflect on whether a belief in life
after death changes the way people behave from their own, Christian and
Buddhist viewpoints. They investigate Christian beliefs about Heaven
and Hell in the Bible and Christian songs. They try to write a verse of a
song about Christian heaven and explore views of heaven through art or
writing. The children look at the allegorical story of Pilgrim’s Progress by
John Bunyan and explore the characters through drama. They end the unit
by finding similarities and differences between religions about life and
death, reviewing previous work.
Consider the best place to teach this unit in the year. It is designed as a
stand alone but contains a review of other religions which means it may
be best suited to the end of the year. Since the children need a certain
degree of emotional maturity to be able to discuss these issues, the
summer term seems the best place to me; this has to be your choice
however. Please be careful when discussing death and bereavement
with children – think about their personal circumstances and be
sensitive to their needs. The Wish List by Eoin Colfer is a children’s
book with some interesting ideas about what happens when you die. A
girl is send back to earth as her good and bad deeds in life are too
balanced for her to be selected for heaven or hell. She must try to do
good in order to get into heaven but is hindered by hell trying to make her
slip up. I recommend that this is read to the children in small sections
throughout the unit. Does it have any cross curricular links that you can
tie in e.g. art / music / drama? Are there any visits planned that might
have links to this unit? When are they taking place? Do you want to book
a visit or visitor to coincide with this unit? How much advance planning
153
Espresso help you?
Starting the Unit
• Read The Wish List by Eoin Colfer with the children. What does it
say about life, death, heaven and hell?
• Also covered in Islam unit - why are people saddened by death? Did
you know someone who died? How did that make you feel? Discuss
with children how death has had an impact on them. Talk about how
people cope with death and bereavement. Discuss what happens at a
Christian funeral. Ask in a local vicar / faith leader to talk about how
he / she deals with funerals and helping the bereaved.
• Think about the possiblity of another visitor who could come in for
this e.g. school nurse / counsellor / learning mentor / local doctor
(possibly a parent)? How do they help people to cope?
• Reflect on death as a chance to celebrate someone’s life. Make a wall
of memories celebrating people who have died in poetry such as
haiku.
• Discuss with the children - Do you think how you have lived will
affect what happens when you die?
• If you believe that you are going to go to heaven or hell depending on
your behaviour, would you try harder to behave well? What do you
think “behaving well” means for a Christian?
AT2 L4 describe what inspires and influences themselves and others
• Recap Buddhist / Hindu views about reincarnation. Discuss with class
– if you believe that you are going to be reincarnated, would that have
an impact on the way you live your life now? In what way?
AT1 L5 … explain the impact of beliefs on individuals and
communities
154
• If life is a journey, what is the end of the journey? What do Christians
believe about life after death? Look at quotations from the Bible.
What do they tell Christians about Heaven / hell.
• Look at some Christian songs that talk about Heaven. Ask the
children to write a verse about heaven to go with a simple tune that
they already know.
• Ask the children to express Christian views of Heaven through Art
work and / or reflective writing about heaven. This could take the
form of a small book or poster for Christian children. Try to
encourage HAPs to include some quotations from the Bible about
Heaven.
• Recap Year 3 work - Mary Chapin Carpenter song – My Heaven.
Write own version of song lyrics. The Mary Chapin Carpenter song
(lyrics can be found on the internet or a copy is included in the yr 3
resources) called My Heaven. It is quite a slow tune, but the lyrics
could be used to explore what a personal view some people have of
heaven. It comes from the album Between Here and Gone 2004 Sony
Music. I recommend that you cut some of the lyrics to keep them
shorter and easier to use; also there are some references to
grandparents who have died being in heaven – this may cause some
distress to some pupils and you must use your professional judgement
as to which sections you wish to use, if any.
experiences
ultimate questions…
• Look at a plot overview and extracts from A Pilgrims Progress by
John Bunyan – video clips are available on line through video google
or www.youtube.com. You can get extracts free from
www.ccel.org/ccel/bunyan/pilgrim.html. Wikipedia also has extracts
you can use as well as good plot summary with the main characters.
Discuss how the work is allegorical.
• Who are the characters who help / hinder Christian on his journey?
Look at the connection between names and characteristics. Through
drama, ask the class to act out scenarios with some of the characters
e.g. Hope, Obstinate, Pliable, Despair, Ignorance etc.
• Ask the class to make up their own characters. Would they help or
hinder Christian? Could be written or through art / drama.
155
• Look at the story of Pilgrim’s Progress as a life of faith, as a journey,
race or battle. What is it a journey, race or battle for? What is the goal
for Christians? For you? Discuss.
• Work in groups to make a “board game” of Christian’s journey
through the story. This could be done literally as a board game or as a
large physical experience that the children have to walk through as
Christian, meeting characters along the way played by children in the
class. See Jerusalem unit in year 5 Pilgrim people unit.
Reviewing
• Compare beliefs of life after death with other religions the children
have explored.
between religions
distinctive beliefs within and between religions and suggest possible
reasons for this.
• Visitor – e.g. vicar to talk about dealing with funerals and helping
the bereaved.
• Poetry work to celebrate people’s lives
• Recap of year 3 unit - Mary Chapin Carpenter song – My Heaven.
Write own version of song lyrics.
• Art work / reflective writing about heaven for Christian children.
• Drama / art work. Can they make up their own characters? Would
they help or hinder Christian?
• Make board game or large interactive drama experience for story
of Pilgrim’s progress.
156
Year 6
Religion: BUDDHISM
Area of Study: ENCOUNTERING THE JOURNEY OF
LIFE AND DEATH
Lotus flower
Photo by Beth Boast
157
First Steps
The main focus of this unit comes from the themes of Dhamma and
Nirvana; the “truth” or teachings of the Buddha and the release from the
cycle of reincarnation to the blissful state of enlightenment. It is one way
in which to encounter the Area of Study the Journey of Life and Death
from a Buddhist viewpoint. It concentrates on the main question “why
are some occasions sacred to believers and what do people think
about life after death?” The unit starts with the children’s own
experiences of Buddhism and the idea of enlightenment leading to
Nirvana. The children explore their ideas of Nirvana through art and
expressive writing. They think of questions they would like to ask
someone who has reached enlightenment and think of some answers they
might receive. Children learn about the teachings of the Buddha with the
Four Noble Truths and the Eightfold Path. They make a physical
representation of the cycle of life and death leading to enlightenment and
Nirvana. They talk to a Buddhist, explore Buddhist stories and use
Buddhist ICT games to learn about what Buddhists believe. They review
their learning by looking for similarities and differences between
religions.
Consider the best place to teach this unit in the year. It is designed as a
stand alone unit but I feel it is best taught after the Year 6 Buddhist unit
on the Buddha. There is overlap in this unit with other year 6 reviews
where the children look for similarities and differences between religions.
You will need to consider if this review of learning is necessary
depending on what units have already been covered. Does it have any
cross curricular links that you can tie in e.g. art / ICT / drama? Are there
158
Starting the Unit
• Ask the children what they know about Buddhist beliefs from a
previous unit. If this is their first encounter with Buddhism, ask
them what they know, if anything, and recap the story of who the
Buddha was.
• Look at Buddhist teachings about Nirvana – how is this achieved?
• Explore Buddhist beliefs about what it might mean to be released
from the circle of birth, life and rebirth.
• Nirvana is not like a Christian view of Heaven. Can Nirvana be
expressed through colours and symbols in art? Ask the children to
think about words they associate with Nirvana – possibly these could
be incorporated into the art work or expressed in a piece of creative
writing.
• Ask the class to think about being enlightened and reaching the state
of Nirvana. What important questions would they like to ask
someone who was enlightened? What answers do they think they
might receive?
meaning, purpose, truth, values and commitments
AT2 L5 ask and suggest answers to questions of identity, belonging,
meaning, purpose, truth, values and commitments relating them to
their own and other’s lives
• Explore what Buddhists believe about death / life / reincarnation /
samsara / nirvana / karma / enlightenment. Recap work on the Four
Noble Truths.
• Look at the Eightfold Path. What do you think you would find the
most difficult?
AT1 L5 explain the impact of beliefs on individuals and
communities
• Ask the children to make a spiral like a spring in clay / wire /
papier mache to represent birth and rebirth upwards to Nirvana or a
simpler form as a circle as the cycle is unending until
enlightenment. A good material to use is bubble wrap around wire
or pipe cleaners. On to the spiral pin / write main life events or
milestones that are important in someone’s life. Add the teachings
159
of the Eightfold Path and the Four Noble Truths as you get closer
to the top of the spiral.
• What can go at the end of the spring shape to show enlightenment
and Nirvana? Discuss some symbolic ways that this could be
shown.
• Ask in a Buddhist visitor to talk to the children or arrange a visit to a
Buddhist centre.
• Use the Clearvision website www.clear-vision.org to explore
Buddhist beliefs and teachings. Use the link to
www.dharmagames.org which has non violent computer games for
the children to play which teach them about the teachings of the
Buddha.
• Ask the children to make a poster of 10 things they have learned
from playing the games.
• Look at the Buddhist story of Kisa Gotami – on Clear Vision DVD
but can be found in many different places including wikipedia and
the Clearvision website. What does it say about Buddhist attitudes
about suffering, grief and death? What meaning would a Buddhist
see in this story?
• Look at the story of Angulimala (also on website). What meaning
would a Buddhist see in this story about how to live your life?
• Children could act out the stories – drama.
Reviewing
• Ask the class to consider the similarities and differences between
Buddhist beliefs and those of other religions the children have
encountered, especially Christian views of what happens after death.
Why are there so many beliefs about what happens after death?
THIS IS A RECAP OF THE CHRISTIAN LIFE AND DEATH
UNIT. If this has already been covered, use it as a quick revision
exercise.
• Visitor or visit. Contact a local Buddhist centre.
• Stories – Kisa Gotami or Angulimala – drama
• Make spiral to represent birth and rebirth upwards – art
• Nirvana – art, poetry or other creative writing
• ICT dharma games
160
Photos
Statue photos by Alex Thomson who gives his permission for them to be used by
teachers using these units. All other photos by Beth Boast.
161
162
163
164
165

Key Stage 2 Thematic Units of Work

Transcription

Similar documents

Sales Sheet

PRAYER CARE SHARE GET`M THERE

Access the version of the image

Our Mission - First Christian Church (Disciples of Christ) at Salida

This War is Real! - Issues in Education

A. His Word is True

Raising Up a Standard

Open PDF

Through the Fifth Gospel - Jerusalem Center for Biblical Studies