Unit 3 KS2 Key Theme: Teachings and Authority Year 3 Summer Term

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1 Unit 3 KS2 Key Theme: Teachings and Authority Year 3 Summer Term ABOUT THIS UNIT: Work in this unit will enable children to explore Teachings and Authority within Christianity and Hinduism. It will introduce children to the concept of the authority of sacred texts and will enable them to explore the meanings both in their own lives and within the lives of Christians and Hindus. It will build on children s knowledge of Jesus in KS1 Unit 5 Leaders and Teachers. This unit will also introduce children to some of the key areas/ strands of learning in RE. It particularly focuses on AT1 Beliefs, Teachings and Sources and AT2 Meaning, Purpose and Truth. The learning activities are designed to meet the learning needs of visual, oral and kinaesthetic learners. Estimated time for this unit: 12 weeks Focused Religions: Christianity and Hinduism Where this unit fits in: This unit takes place during the Summer term in Year 3 and builds on KS1 Unit 5 Leaders and Teachers. KEY LEARNING OUTCOMES (from the programmes of study) AT1 a) describe the key aspects of religions, especially the people, stories and traditions which influence belief and values c) identify and begin to describe the similarities and differences within and between religions AT2 b) respond to the challenges of commitment both in their own lives and within religious traditions, recognizing how commitment to a religion is shown in a variety of ways c) discuss their own and others views of religious truth and belief, expressing their own ideas clearly KEY STRANDS ADDRESSED BY THIS UNIT AT1 Beliefs, teachings and sources AT2 Meaning, purpose and truth

2 LINKS TO THE EVERY CHILD MATTERS AGENDA Being Healthy: Staying Safe: Enjoyment and Achievement: Making a Positive Contribution: Achieving Economic Well-being: develop important skills of investigation, communication and evaluation develop a discerning, thoughtful approach to life developing pupils learning about the diversity of religious and ethnic groups developing key skills such as investigation/enquiry, communication, interpretation and evaluation developing the key attitudes of open-mindedness, the ability to sustain their own views, disagree respectfully and listen well to others developing a sense of conscience CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT Spiritual Development Discussing and reflecting upon key questions of meaning and truth such as the being of God and values such as justice, honesty and truth Developing their own views and ideas on religious and spiritual issues Moral Development Enhancing the values identified within the curriculum, particularly valuing diversity and engaging in issues of truth, justice and trust Social Development Considering how religious and other beliefs lead to particular actions and concerns Cultural Development Considering the relationship between religion and cultures and how religious beliefs contribute to cultural identity and practice KEY SKILLS Reflection Enquiry - Communication KEY ATTITUDES Respect for All: Readiness to look at and learn from the positive potentialities of diversity and difference Open Mindedness Willingness to seek new truth through learning, study, reflection and discussion

3 Prior learning Vocabulary Resources It is helpful if children have: An understanding that the Christians Holy book is called the Bible In this unit, children will have an opportunity to use words and phrases related to: Truth Honesty Justice Sacred texts Bible Bhagavad Gita This site contains very reasonably priced Hindu books for children such as Illustrated Mahabharatha For Children The Miracle Maker film and web site Teaching RE 5-11 (CEM) Biblos Project series for primary children Everybody Hurts sometimes, Meetings with Mystery and Where are we going? uses an inspired and careful pedagogy to enable learning from the Bible. Teaching Hinduism in the Primary School Pub. Devon SACRE Teaching Christianity in the Primary School Pub. Devon SACRE

4 Expectations at the end of this unit: Nearly all can (at level2) AT1 use religious words and phrases to identify some features of religion and its importance for some people. They begin to show awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. Pupil friendly version:- I can talk about some of the things that are the same for different religious people. AT2 ask, and respond sensitively to, questions about their own and others experiences and feelings. recognise that some questions cause people to wonder and are difficult to answer in relation to matters of right and wrong, recognise their own values and those of others ask about what happens to others with respect for their feelings. Many can (at level3) Pupil friendly version:- I can.. AT1 use a developing religious vocabulary to describe some key features of religions, recognizing similarities and differences. make links between beliefs and sources, including religious stories and sacred texts. begin to identify the impact religion has on believers lives. describe some forms of religious expression. describe some of the things that are the same and different for religious people. AT2 identify what influences them, making links between aspects of their own and others experiences. ask important questions about religion and beliefs, making links between their own and others responses. make links between values and commitments, and their own attitudes and behaviour. compare some of the things that influence me with those that influence other people. Some children will have progressed further and can: (level 4) AT1 use a developing religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences. they make links between them, and describe some similarities and differences both within and between religions. They describe the impact of religion on people s lives. suggest meanings for a range of forms of religious expression use religious language to describe and compare what practices and experiences may be involved in belonging to different religious groups. AT2 raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments. apply their ideas to their own and other people s lives. describe what inspires and influences themselves and others. ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others.

5 What are sacred texts? that books are very special because, for some people, they contain teachings and truths about God Teaching and Learning activities Assessment Opportunities Links / points to note Introduce books that are very special to us. If possible, have a few very precious books in a basket/box/container. Pick them out one at a time and explain why they are precious to you. Ask if the children have any books which are precious to them? (Might someone have been given a Bible as a Christening present or because they were a bridesmaid?) How should precious books be treated? Where should they be kept? Who looks after them? Explain that you are going to make a display of special books belonging to the class. Ask the children to bring a precious book in from home and explain that in readiness for this they are going to design and make a special place for them. But that you are also going to design and make a special place where sacred texts can be displayed. Discuss with the children what this might look like. Prepare/make the special places. Ask children to bring in any sacred texts (Holy books) they have to make the class display

6 HINDUISM What are the Hindu sacred texts? identify and describe some Hindu sacred texts Remind children about their display. Introduce or use a copy from the children s display, of the Bhagavad- Gita explaining that it is one of the Hindu sacred texts. Show the children what the text looks like. Explain that it is written in Sanskrit but translated into English. Explain that is was written a very long time ago. Hindus believe it to be the word of God. It is complete and perfect. It is not the only Hindu scripture. Hindu eternal truths are recorded in the sacred texts called the Vedas.. The children could make an information book for a KS1 class explaining the different types of Hindu scriptures. This book could be made with great care to reinforce the understanding of a precious book. It could have an attractive cover which would stimulate the interest of the younger children and introduce Sanskrit calligraphy. This book will show whether or not the children have grasped the nature and breadth of the Hindu scriptures. A readable explanation of the Bhagavad-Gita can be found in the introduction to Bhagavad- Gita As It Is Pub. The Bhaktivedanta Book Trust available from: The Bhaktivedanta Book Trust, PO Box 324, Borehamwood, Herts WD6 1 NB Veda means knowledge.. There are 4 Vedas. Each veda is divided into 3 parts: 1. the Samhitas or Mantras hymns 2. the Brahmanas: Rituals 3. the Upanishads or Vedanta: spiritual philosophy The Vedas are the principal authorities of Hinduism (Shruti). There are also a number of other authorities called Smrtis remembered text. These include the Mahabharata and the Ramayana. The Bhagavad-Gita is the most popular Hindu scripture today. It is a part of the Mahabharata. It contains the essential teachings of the Vedas and Upanishads. It represents Hindu philosophy and view of life. A Google search of images - Hindu art provides many colourful images to stimulate the children.

7 What do the Hindu sacred texts say? to explore some Hindu sacred texts to reflect upon what these texts might mean Reinforce the learning from the previous lesson. In the appendix of this unit are a number of extracts from the Bhagavad-Gita. Divide the children into groups and give each group an extract. Ask them to discuss what it means and create a picture/painting/ pastel to explain its meaning. When the task is complete each group can share their understanding of the text with the rest of the class. Explanations of children s understanding of the text. Extracts from the Bhavagad Gita Include: Be peaceful to everyone, even people you don t like and those who are horrid to you. Read words that are peaceful and beautiful. The Holy Books have peaceful and beautiful words in them. Want things that are good and help people. Find light inside you and be like God. Make a display or a book (allow additional pages so that the book can be added to at a later date) could be made of their art work with their explanation and a copy of the text they were given. Sometimes you need to give things up to help people and to please God. If you would like to be like those on heaven, be kind and gentle, find good things in people and forgive them, tell the truth and have lots of energy.

8 What is an avatar? What does an avatar tell us about the nature of God? to explore Hindu beliefs from a story. to suggest answers to the question What does an avatar tell us about the nature of God? Tell the story How can a Demon be Killed. An interactive method of story telling could be used e.g. asking the children to boo every time the demon is mentioned and shout hooray every time Lord Vishnu is mentioned The story could be reenacted by the class In talking partners, discuss what this story tells us about the nature of God Draw the discussion together as a class If a class book was made last lesson the children could add their thoughts about the nature of God Children s thoughts about the nature of God. How can a Demon be Killed can be found in A Tapestry of Tales by Palmer and Breuilly Pub Collins.Hindus believe that there is good and bad in everything but sometimes the bad becomes so powerful that the balance of goodness has to be restored. It is then that an avatar (an incarnation of the god Vishnu) comes into the world to restore the correct balance. Pupils may suggest answers to the key question What does an avatar tell us about the nature of God such as: God cares for people God watches over people God intervenes when evil is taking over the world What does the story of Rama and Sita tell us about the nature of God? to explore the meaning of the story of Rama and Sita to experience some of the preparations for the festival of Divali

9 Two sessions Remind the children of the story How can a demon be killed? Reinforce the teaching of the story good triumphs over evil Introduce another story about the triumph of good over evil The story of Ramayana. Tell/act the story of Ramayana (Use pictures to provide pupil stimulation) In talking partners raise questions from the story As a class discuss the questions raised and explore possible answers Reinforce the answer to the key question Remind children about the work they covered in KS1 on Celebrations. Talk about celebrating the festival of Divali

10 The class could divide into groups to do different activities such as: make puppets,e.g. using lollipop sticks and card outlines and perform the story of Rama and Sita to the class Having explained the use of Rangoli patterns and provided examples, children can make their own Rangoli patterns. Ask them to discuss whether the patterns remind them of anything? How do they feel when they look at the pattern? Which one do they like best? Make Divali lamps from clay and Ghee and a wick A group could produce a Power Point presentation about Divali Ghee is available in tins from Tesco and other stores

11 Who do Hindu s turn to when they need help and guidance? Who do you turn to when you need help and guidance? talk about the feelings children have when they don t know what to do explore the story of Dhurva and discuss how he turned to Lord Vishnu In talking partners ask the children to discuss times when they have not known what to do and they have had to turn to someone for help. Draw their experiences together Ask the children if there is always someone who can sort out their problem or if some problems remain unsolved e.g. You have to play the recorder in front of the school, you have practised and your teacher has helped you but you are still terrified. How can you get the inner strength to play? Follow lesson plans from Festival Matters- Pentecost Y3 Tell the story of Dhruva and how he found the answer. What does this story tell Hindus? Using a picture or statue of Vishnu explain the symbolism surrounding Vishnu Children could research other gods which Hindus worship such as Brahma, Shiva, Durga, Ganesha and identify the aspects of God which they represent Explain the symbolism surrounding a statue of Vishnu The story of Dhurva can be found in Teaching Hinduism in the Primary School published by Devon SACRE. There should be a copy of this publication in school. It also contains information about the god Vishnu.

12 CHRISTIANITY What is the Bible? What does the Bible mean to Christians? Where do you get your guidance from? to explore the Bible to understand that many Christians believe that the Bible is the inspired word of God Using Bibles that have been brought in by the children and are on the display table and Bibles you have in school, ask the children to identify the two main sections i.e. Old Testament and New Testament. Explain that the Old Testament tells about the relationship between God and the Jews and the New Testament tells us about Jesus and the Early Church. Explain that each section contains a number of different books, poetry, history, law and so on. Make a template of a book cover on which the children can illustrate the type of books found in the Bible. Teaching point the Bible, for many Christians, is a window to God. Explain to the class that they are going to look through some of the windows Ask the class to find or display the text of 2 Timothy 3 v In talk partners, discuss what this might mean for Christians Explain that the Bible gives guidance to Christians as to how to live their lives. Ask the children to discuss where they get their guidance from. Points raised by the children. The Bible is a book which describes the relationship between human beings and God. The Old Testament (OT) tells stories of God s dealing with individuals and nations. Two major themes running through the OT are: The redemption of mankind God s Covenant. In the New Testament (NT) tells of Jesus teaching, miracles and prophecy. Jesus is rejected and crucified. But He rises from the dead in triumph. He sends his disciples out in the power of the Holy Spirit to carry His message of love and forgiveness to the four corners of the earth. The final book of the Bible is Revelation which describes the future of the world and humanity. The Gideon Bible says in the introduction Come to it with awe, read it with reverence, frequently, slowly, prayerfully. You might like to put this quotation on your display table.

13 What does the Bible teach about God? What is a parable? What does this story say about the nature of God? What does it mean to forgive someone? to express understanding of some Christian texts through art. to explore the meaning of a parable to reflect on what it means to be forgiven Two sessions Explain to the children that they are going to make some windows to show what Christians believe God is like. Each pair of children will be given two Bible verses to find. Ask them to discuss what these verses tell Christians about God. Each pair has two tasks: Each child creates a picture (paint/draw/pastel) to show their understanding of one of the verses they have been given. Then they have to explain their picture in illuminated writing. All of the pictures created can be put into window frames and made into a wall display. Explain that the class is going to explore a parable. Explain the meaning of parable. Tell the story of the Prodigal Son. Luke 15 v11-32 from The Parables Project OR In talking partners, children discuss questions they would like to ask about the story. Make a list of the questions and explore possible answers. Introduce the key question What does this story say about the nature of God? Children s verbal responses. Possible texts to use: Exodus 34v6-7 & 2 Peter 3v9 Genesis 1v27 Romans 3v22-23 & Isaiah 59v2 Romans 5v8 Matthew 1v21 & Luke 2v10-11 John 6v 38 & John 10v30 John 10v11 & John 6v35 John 15v5 & John 8v12 1 Corinthians 15v20 Matthew 24v30 Roman10v9 Matthew 19v21 Luke 6v37-38 Mark 12v28-31 Exodus Ch 20 is the 10 Commandments and 10 children could work on one each. A parable is a story which explains a religious truth or truths NB to feed the pigs this was the ultimate indignity for a Jew, not only was the work distasteful but pigs are unclean animals to Jews. The pods referred to in v16 are the seeds of a carob tree. V22-23 The best robe ring.sandals.feast each of these was a sign of position and acceptance. The forgiving love of the father symbolises the mercy of God and the older brother s resentment is like the attitude of

14 In partners talk about a time when you have been forgiven. How did you feel? Have you forgiven anyone? Write about and explain your favourite part of the story. Children s writing. the pharisees and the teachers of the Law who opposed Jesus. Why is the Bible an important book? Make up a TV advertisement for selling the Bible. You will need to research why it is a best seller, how many languages it has been translated into and so on. To promote it in your advert you will need to explain what it contains and why it is an important book for Christians. The activity opposite is the focused assessment activity for the unit.

15 FORMATIVE GRID When I hear the word authority I think of Some books might be holy because An important teaching I know from Christianity is TEACHING AND AUTHORITY When I hear the word good I think of Something I know about Hinduism is. When I hear the word evil I think of

16 SUMMATIVE GRID In my live I am guided by The Bible is important to Christians because A special story in Hinduism was when. A PARABLE Jesus told was... I think this parable means TEACHING AND AUTHORITY Key teachings from Hinuism include I think Christians believe God is like a And a I would like to learn more about The things I remember most from this unit are