Title: What is the Lord s prayer about? Key Stage: 2. 1 INTRODUCTORY LESSON What s in a name? 2 Where on earth is God s kingdom?

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1 Title: What is the Lord s prayer about? Key Stage: 2 Year Groups: Y3/4 Length of unit: 6 lessons Cross-curricular links: Literacy; PSHEE; Citizenship; Drama; Art Lesson Title of lesson Main points of content / Bible references for Christianity units 1 INTRODUCTORY LESSON What s in a name? 2 Where on earth is God s kingdom? 3 Needs or wants? What do we really need? Read the context of Jesus using the Lord s Prayer as a teaching aid. Explain that it s both a prayer and a model to help others pray. Address a variety of envelopes to different famous places, but miss off who lives / works there. Consider how the opening line of a prayer is similar to the address on a letter. What might the term Our Father mean for a Christian? Talk about children s names and any meanings that children know. Look at different names for God what do they mean? How might you wish to address a prayer to God Read the next section of the Lord s prayer Your kingdom come, Your will be done on earth as it is in heaven. Talk about different contexts where people are in charge e.g. ruling our country, in your school, a kitchen, an orchestra, etc. Praying the next part of the prayer is an acknowledgement that God is in charge. Think about school visits you re not in school, but you are representatives of your school wherever you are. The same is true for Christians, who are a part of God s kingdom on earth. Consider how living as Jesus did could bring a little bit of heaven to earth. Write statements on heart shapes. Christians are to pray for help to live life God s way. Make a collection of pictures of 3 things that children say they really need this could be their homework from the week before. On the floor, put two large sorting rings one labelled wants, the other needs. Get children to sort their pictures into the rings. Afterwards, talk together about the items in the needs ring. Show children pictures of children from the developing world & the UN Rights of the Child statements what does the UN say are people s needs? Any there any items they would want to move now? Look at the next section of the prayer Give us today our daily bread. Explain that Jesus didn t just mean food, though that s an important thing for a Christian to acknowledge but all the things that we really need. Reflect on how sometimes we can be the answer to someone else s prayer for daily bread and how. Christians are to pray about the things that they really need. 4 Forgive AND forget? Talk about times when children have needed to forgive another person is it easy? People sometimes talk about forgive & forget what does that mean? Look at statements from the Bible about God s forgiveness (Ps103:12; Micah 7:19; Isaiah 43:25. Use visual props to explain what each means a whiteboard, a globe & a pebble. Give children space to think about ways they could show forgiveness e.g. accepting someone s apology; not reminding the other person what they did; giving someone another chance etc. Write ideas onto stone pebble shapes to display. Christians are to pray that they will be able to forgive as they have been forgiven 5 Is temptation the same as sin? Dress a child up in a superhero costume, with a large W on their chest. Explain that they are a brand new superhero called Will Power and they have the power to resist temptation. In pairs, talk about the different things that Will Power would be able to resist, then bring ideas together as a class. Look at the next section of the prayer and talk together about how sometimes people don t do the right thing, and that this has been happening since the creation of the world! Read the story of Adam & Eve if time allows. But God also gave us a conscience people often do know what the right things to do are but need God s help to do them. Reflect on personal things children are tempted by & write on apple shapes some children may choose not to share these with the class, and should be allowed to keep them private. Christians are to pray that God will help them to do the right thing.

2 6 EVALUATION LESSON Amen! Ask children to think quietly about something they would like to see in their perfect world. Look at final section of the prayer Yours is the kingdom... Amen. Explain that Amen means so be it, and it s a way of telling God that you wish what you ve prayed would come true. Christians are to pray that one day, God s kingdom will come and to look forward to that day. Look at Rev21:4 & talk about what this new kingdom might be like. What might they want to say Amen to in the light of this unit? Give children space to write their own response or create art inspired by one of the themes within the prayer. Notes / Background to the unit: All skills identified in these units are highlighted within the activities section in bold Where there are links with wider school issues such as SMSC, Every Child Matters and Community Cohesion (Co-Co), these are identified on each lesson plan. The output of these lessons could form an ongoing interactive display that gets added to each week. This unit is designed to both teach children about this prayer, and give them opportunities to think about the issues that Jesus was raising, as well as giving them opportunities for personal reflection. You may wish not to do this but doing it does provide good opportunities for assessing AT2! This unit is not about prayer generally, but about this prayer specifically. You may feel that children need to do a little preparation for this unit if prayer is something that is not very familiar to them as a concept. The Lord s prayer is divided into different sections for the purposes of this unit: Our Father in heaven, your name is holy ; Your kingdom come, your will be done on earth as it is in heaven ; Give us today our daily bread ; Forgive us our sins as we forgive those who sin against us ; let us not be led into temptation, but keep us safe from evil ; for Yours is the kingdom, the power and the glory, for ever and ever, Amen. In lesson 4, there is a good link with the ASU What can we learn about the Christian faith from the Chronicles of Narnia? There may also be some good links you could make to your school s behaviour policy within this unit, especially in lesson 4

3 Unit title: What is the Lord s prayer about? Age range: Y3/4 Lesson title: What s in a name? Skills being developed: Investigation; Interpretation; Empathy; Expression Lesson: 1 of 6 Cross-curricular links / wider school issues: Literacy; SMSC; ECM; Co-Co that Jesus taught people how to pray using the model of the Lord s prayer that Christians often pray this prayer (SMSC) that this prayer is prayed in Christian communities all over the world You will need some blank envelopes for this lesson, addressed to different places that the children might know e.g. Buckingham Palace, 10 Downing Street, your school etc. The story of Jesus teaching his disciples to pray is found in Matthew 5 If you wanted to introduce the children to the whole prayer in a different way, there is a godly play style version on the Barnabas in schools website under the tab RE ideas. Allow extra time for this. Ask children what they know about praying & prayer collect thoughts on the board Read the context of Jesus using the Lord s Prayer as a teaching aid. Explain that it s both a prayer to pray and a model to help others pray. Talk about any models they have used during literacy sessions and why a model is a good teaching method Investigation: In groups, give children a copy of the Lord s Prayer and ask them to highlight different ideas that they think are being expressed by Jesus in the prayer. Highlight in another colour any parts they don t understand Go through the different sections that children have identified and compare them with the version that we will be using in this unit (see main unit overview). Also explain that this prayer is the most famous Christian prayer and is prayed all over the world. Section 1: Our Father in heaven, your name is holy : Address a variety of envelopes to different famous places, but miss off who lives / works there. Can children identify who the letters are to? Consider how the opening line of a prayer is similar to the address on a letter. Empathy: consider what the term Our Father might mean for a Christian Interpretation: Talk about children s names and any meanings that children know e.g. Sarah princess. Now look at different names for God that children might know e.g. Creator, Lord etc. what do they mean? Expression - Using the model: this first section encourages Christians to praise God for who he is. What impact might praying this part of the prayer might have for Christians e.g. if God is holy, then what...? How might you wish to address a prayer to God e.g. Your name is...? Use WordArt to show your ideas. More able pupils challenge More able children should be encouraged to justify their choice, using their knowledge of Christianity / the Bible to back them up Plenary/Extending the thinking: Share together the ideas that children have put together as alternative openings for the Lord s prayer and display on your ongoing display board. Look at the Lord s prayer in different languages find the countries where they might be prayed on a map. What does this show about the Christian faith? be able to interpret the language of the Lord s prayer (AT1 L2) be able to respond sensitively to the suggestions of others (AT2 L2) be able to identify the different ideas expressed within the Lord prayer (AT1 L3) be able to use the model of the Lord s prayer to develop their own ideas (AT2 L3) be able to identify sources for the description they choose for God (AT1 L3/4) consider the impact that this part of the prayer might have for a Christian (AT2 L3/4)

4 Unit title: What is the Lord s prayer about? Age range: Y3/4 Lesson title: Where on earth is God s kingdom? Skills being developed: Reflection; Interpretation; Expression; Application Lesson: 2 of 6 Cross-curricular links / wider school issues: Art; PSHEE; ECM; Co-Co that Christians believe that God is in charge of everything (ECM2) (SMSC) that Christians believe God s kingdom exists both in heaven and on earth (SMSC) that Christians form God s kingdom on earth that being a part of God s kingdom has an impact on a Christian s behaviour (ECM2) **If time allows, you could look at sections from the book of Revelation (the final book in the Bible) where the disciple John is given a vision of what heaven is like. As homework before the next lesson, children will need to bring in 3 pictures of things that they say they really need. Talk about different contexts where people are in charge e.g. ruling our country, in your school, a kitchen, an orchestra, etc. Reflection: What does it mean for someone to be in charge? Does it just mean that they can boss everyone around? Section 2: Your kingdom come, Your will be done on earth as it is in heaven Interpretation: Read the next section of the Lord s Prayer together. Praying the next part of the prayer is an acknowledgement that God is in charge. Give pupils (pairs or groups) a sheet with two large circles on it one labelled heaven, the other earth. Children should draw / write their ideas about what God s kingdom in heaven and on earth means. Also ask them to write any wondering questions around their circles to talk about later. Allow no more than 10mins for this. Share thoughts together. (**see Resources section) Talk together about school visits you re not in school, but you are representatives of your school wherever you are. The same is true for Christians, who are a part of God s kingdom on earth. Expression - Using the model: this part of the prayer encourages Christians to pray for help to live life God s way. Consider how living as Jesus did could bring a little bit of heaven to earth look at some specific stories if you think it would help focus children s ideas. Write statements about how Christians might demonstrate this on heart shapes e.g. Living as God s kingdom on earth means.... Display these on the ongoing display More able pupils challenge Application: Again, more able children should be asked to consider what impact praying this part of the prayer might have for Christians e.g. if they say that God is in charge, how might it change their reactions to a range of events / problems? Ask children to suggest specific scenarios. Plenary / Extending the thinking: Reflection: Allow some quiet thinking time, maybe with music playing: How might our school / community / world be a different place if everyone lived their life this way? Discuss together: Is it easier for God s will to be done in heaven or on earth? Why do they think that? Set homework for children to find before the next lesson (see Resources) be able to suggest ideas about what God s kingdom in heaven and on earth might be like (AT1 L2) be able to share views on the idea of being in charge (AT2 L2) identify how Christians can live as Jesus did (AT1 L3) express their own thoughts about this (AT2 L3) consider how God being in charge would change the way Christians live (AT1 L4) apply their ideas by suggesting specific scenarios (AT2 L3/4)

5 Unit title: What is the Lord s prayer about? Age range: Y3/4 Lesson title: Needs or wants? What do we really need? Skills being developed: Reflection; Empathy; Interpretation; Expression; Application Lesson: 3 of 6 Cross-curricular links / wider school issues: ECM; SMSC; Co-Co that wants and needs are different things and what makes them different (ECM5) that every human being has the right to have their basic needs met (e.g. shelter, care, water, food, education) (ECM1,2,3,4,5) (Co Co) that Christians believe God is the provider of their needs spiritual as well as physical (SMSC) For this lesson, children will need to have brought in 3 pictures of things they say they need. If you haven t set it as homework (see previous lesson), then allow time within the introduction for children to draw pictures. Children may raise questions about why there are still hungry people in the world if God is the provider. Christians believe that sometimes other peoples plenty / greed can have much wider consequences e.g. ¼ of all the food in our supermarkets is thrown away what does this say about our world? Reflection: Make a collection of pictures of 3 things that children say they really need their homework from the week before. On the floor, put two large sorting rings one labelled wants, the other needs. Get children to sort their pictures into the rings. If they all go into the needs ring, then that s fine! Talk together about the items in the needs ring. Show children pictures of children from the developing world & the UN Rights of the Child statements what does the UN say are people s needs? Empathy: Any there any items they would want to move from the needs ring now? Why? Section 3: Give us today our daily bread This part of the prayer encourages Christians to pray about the things that they really need. Interpretation: Ask children to think whether they think Jesus was just talking about bread. If not, then what did he mean? Explain that Jesus didn t just mean food, though that s an important thing for a Christian to acknowledge but all the things that people really need. Look again at the UN statements & talk together about how children themselves have these basic needs met. Explain that Christians also believe God provides spiritual food his word, food for their souls. Look at the story of Jesus in the desert (Matthew 4:1-11) & the things he said to Satan (quotes from the Old Testament) especially man shall not live by bread alone.. Read together Proverbs 30:8-9 Lord... give me only my daily bread. Otherwise I may have too much and disown you & say Who is the Lord? or I may become poor and steal, and so dishonour the name of my God. Jesus would ve known this scripture too. Talk about what children think is being said. Expression: On a paper plate, children draw things that they would consider their daily bread they could make this a personal reflection, or things that Christians would say God has provided. More able pupils challenge Application: Again, more able children should be asked to consider what impact praying this part of the prayer might have for Christians e.g. in recognising that needs and wants are very different things, then they might need to say no to things that they want rather than need. Plenary / Extending the thinking: Reflection: Reflect on how sometimes we might be the answer to someone else s prayer for daily bread. Talk together about how we might provide for the needs of others whose needs are not always met e.g. buying fair-trade, supporting charities, not buying things we don t need (this may have interesting repercussions with BOGOF buy one get one free offers!) What might a Christian s response to this be? be able to identify ways in which God provides (AT1 L2) be able to appreciate that what they think is a need might not be to another person (AT2 L2) be able to explain what Christians believe about daily bread (AT1 L3) be able to explain the difference between needs and wants & compare their own ideas with others (AT2 L3) consider ways in which Christian belief sometimes means taking action (AT1 L4) consider whether their learning might have any impact on their own lives (AT2 L4)

6 Unit title: What is the Lord s prayer about? Age range: Y3/4 Lesson title: Forgive AND forget? Skills being developed: Reflection; Empathy; Interpretation; Expression Lesson: 4 of 6 Cross-curricular links / wider school issues: PSHEE; Drama; ICT; SMSC; ECM that forgiveness is a choice, not a feeling (ECM4) (Co Co) that Christians believe God forgives them when they repent of things they have done wrong (SMSC) that Christians believe they should forgive others as they have been forgiven by God (SMSC) You will need a small whiteboard, a globe and a pebble for this lesson. You will also need a bag of pebbles & a bowl for the response to this lesson. The main part of this lesson requires that children think of some scenarios where people are being wronged in some way. You may feel it s more appropriate to write the situations yourself in order to present enough challenge and get children past the he kicked someone in the playground situations! There may also be some good links you could make to your school s behaviour policy within this lesson e.g. As a church school, we try to follow Jesus example. Reflection: Talk about times when children have needed to forgive another person is it easy? Why? People sometimes talk about forgive & forget what does that mean? Is it always possible to forget? Is there anything that children think is unforgiveable? Empathy: Also give children space here to make personal reflections in silence, or with reflective music playing, about things that they have been forgiven for / have forgiven others for, and how it felt. Section 4: Forgive us our sins as we forgive those who sin against us. Notice that there are two statements about forgiveness in the same sentence. Christians are to pray that they will be able to forgive as they have been forgiven Look at one of the statements in the Bible about sin Roman 3:23 (ie everyone sins because no one is perfect like God) Look at statements from the Bible about God s forgiveness (Ps103:12; Micah 7:19; Isaiah 43:25) Interpretation: Use visual props to explain what each means a whiteboard, a globe & a pebble and match each to the appropriate verse. Get children to explain what each visual image shows about God s forgiveness. Talk about what it means to show repentance. How are repentance and forgiveness connected? Look at Jesus teaching about forgiveness in Luke 17:3-4. Talk about the challenges this might create for Christians living their lives following the example of Jesus. Expression: Divide the class into groups. Each group needs to think of a situation where someone has done something really wrong to another person. You need to act as producer here, and encourage children to think of situations that present a degree of challenge. In drama, each group should act out their scenario, then ask another group to act as directors to show how the character(s) might show forgiveness. Allow other groups to comment on what they might do differently. Take digital photos for children to annotate back in class, explaining what was happening in each scene and how forgiveness was shown in each case. Display these as part of your ongoing display. Reflection / challenge: Does another person need to show repentance before you can forgive them? Talk with a partner then gather responses as a class. Look at Jesus prayer on the cross (Luke 23:34) What might a Christian say to that same question? More able pupils challenge Give more able children the challenge of thinking how this might translate into real life situations. Plenary / Extending the thinking: Reflection: Children are going to be given space to make their own personal response to this lesson using pebbles (Isaiah verse from start of lesson) as a visual reminder. Give each pupil a pebble to take away as a reminder of how much God had forgiven them. If they wish to, they can then place it anonymously into the bowl when they have forgiven someone else / needed to ask for forgiveness correctly use key words e.g. forgiveness / repentance in context (AT1 L2) be able to think of a situation where forgiveness needs to be shown (AT2 L2) describe what a Christian believes about forgiveness (AT1 L3) be able to compare their ideas about forgiveness with others (AT2 L3) describe how Jesus teaching about / example of forgiveness would have an impact on a Christian s life (AT1 L4) apply their ideas about forgiveness to their own and others lives (AT2 L4)

7 Unit title: What is the Lord s prayer about? Age range: Year3/4 Lesson title: Is temptation the same as sin? Skills being developed: Reflection; Empathy; Interpretation; Investigation; Evaluation; Expression Lesson: 5 of 6 Cross-curricular links / wider school issues: Literacy; PSHEE; SMSC; ECM that Christians believe that only God is sinless (SMSC) that Christians believe that everyone is tempted to do wrong things (ECM 1) (SMSC) (Co Co) that Christians also believe God can help them resist temptation (SMSC) You may need to think of some temptation scenarios for the main activities section of the lesson to get children started Christians believe that only God is sinless and that all humans sin during their lives. Romans 3:23 explains this. Empathy: Show children the famous quote from Oscar Wilde I can resist everything except temptation. What did he mean? What things do children find it hard to resist? Dress a child up in a superhero costume, with a large W on their chest. Explain that they are a brand new superhero called Will Power and they have the power to resist temptation. Reflection: In pairs, talk about the different things that Will Power would be able to resist, then bring ideas together as a class. Is having will power enough? Christians believe not. Section 5: Do not let us be led into temptation and keep us safe from evil Christians are to pray that God will help them to do the right thing and resist temptation Interpretation: Look at the next section of the prayer and talk together about what it means to be led into temptation who does the leading? Why do children think the idea of temptation is linked with evil.. Investigation: Read the story of Adam & Eve from Genesis 3 to illustrate how temptation has been happening since the creation of the world, and that no-one is immune to it (not even Jesus in the desert)! Model a temptation trail exploring how temptation quickly and easily changes into sin, and then blame e.g. Eve listens to the serpent Eve eats the apple Adam listens to Eve Adam eats the apple they hide from God and blame each other. Investigate whether a temptation always leads to a sin. Evaluation: Do children think that Adam & Eve knew that they were doing the wrong thing? Consider how Christians believe that God also gave people a conscience people often do know what the right things to do are but need God s help to do them. Expression: Children take some of the ideas that they thought of at the start of the lesson and make a temptation trail showing how giving in to temptation e.g. telling a lie to get themselves out of trouble can ultimately lead to much worse trouble. More able pupils challenge: Look at verses in 1 Corinthians 10:13 & Hebrews 2:18. How might Jesus be a real help to Christians resisting temptation? Is temptation the same as sin? Why / why not? Present findings to class. Plenary / Extending the thinking : Reflection: Children to reflect on personal things they are / might be tempted by & write on apple shapes some children may choose not to share these with the class, and should be allowed to keep them private. be able to explain the concept of temptation (AT1 L2) be able to reflect on their own experiences of temptation (AT2 L2) be able to say that Christians believe that everyone is tempted to do wrong (AT1 L3) realise that there are consequences of yielding to temptation (AT2 L3) be able to explain the difference between temptation and sin (AT1 L4) consider how Jesus might be a real help to Christians resisting temptation (AT2 L4)

8 Unit title: What is the Lord s prayer about? Age range: Year 3/4 Lesson title: Amen! Skills being developed: Reflection; Investigation; Empathy; Expression; (Application) Evaluation Lesson Cross-curricular links / wider school issues: Literacy; Citizenship; PSHEE; Art; ECM; SMSC that Christians believe that one day, this world will end and God s kingdom will come heaven on earth (ECM1) that the Lord s prayer is a personal prayer as well as a corporate prayer (SMSC) The main themes within the Lord s prayer are, in lesson order: holiness; lordship; provision; forgiveness; temptation; hope. Children may have other ideas, so use theirs as well! You will need to have copies of the Lord s prayer for children to use as models. You will also need a range of art materials available for children to use. If you have more time or want to use this as a direct springboard for Literacy, pupils could write a newspaper-style report / critique afterwards based on what they have seen in the gallery Reflection: Ask children to think quietly about what their perfect world might look like and imagine that one day it will happen (you may need to give some examples to get the ball rolling!) Section 6: Yours is the kingdom, the power and the glory, now and for ever, Amen! Christians are to pray that one day, God s kingdom will come and to look forward to that day. Investigation: Look at final section of the prayer Yours is the kingdom... Amen. Explain that Amen means so be it, and it s a way of telling God that you believe what you ve prayed will come true. Look at Revelation 21:3&4 & talk about what this new kingdom might be like. What might they want to say Amen to in the light of this unit? Empathy: Talk together about the fact that as well as being prayed out loud by a congregation, it is also used by Christians as a personal prayer, to reflect on their own lives Give children personal reflection time before embarking on the main task for this lesson. Encourage them to think about whether they think this prayer has any relevance for them personally. Display the whole Lord s prayer on the whiteboard and ask children to identify the main themes contained within it for them to use as inspiration (see Resources section) Expression: Either: Children space to write their own response to this unit as a poem or prayer, using the model of the Lord s prayer as a writing frame. or create a piece of art using their chosen medium, to express their ideas about one of the themes contained within the Lord s prayer. Their art should be accompanied by a written piece explaining any symbolism / religious ideas they have expressed. More able pupils challenge : Application: In addition, more able children should write a short comment about why they think Christians still pray this prayer and the impact it has, 2000 years after Jesus taught it, to be used as display notices. Plenary / Extending the thinking: Display the work produced within this lesson and allow children to view it quietly with reflective music playing. You could open this gallery to other classes if you wished. Reflection: Afterwards, children to choose someone who s work interested them to talk to about what they did and why / sit with a partner and reflect on what they have seen. be able to identify the main themes in the Lord s prayer (AT1 L3) be able to use these as inspiration for their own work (AT2 L3) be able to explain the beliefs / symbolism expressed within their work using religious vocabulary (AT1 L3) be able to identify ideas that others have expressed & compare them with their own (AT2 L3) describe the impact of praying this prayer on a Christian s life (AT1 L4) consider the value of this prayer for a Christian and for themselves (AT2 L4)

9 Assessment sheet for RE Unit: What is the Lord s prayer about? Year: 3&4 AT1 AT1 AT1 be able to identify the main themes in the Lord s prayer (AT1 L3) be able to explain the beliefs / symbolism expressed within their work using religious vocabulary (AT1 L3) describe the impact of praying this prayer on a Christian s life (AT1 L4) AT2 be able to use these as inspiration for their own work (AT2 L3) AT2 be able to identify ideas that others have expressed & compare them with their own (AT2 L3) AT2 consider the value of this prayer for a Christian and for themselves (AT2 L4) Names: Names: Names: