Key Stage 2 Thematic Units of Work

Transcription

1 Key Stage 2 Thematic Units of Work 1

2 Contents Year 3 Units Religion: CHRISTIANITY Area of Study: RELIGION AND THE INDIVIDUAL Theme: RECONCILIATION AND DISCIPLESHIP Religion: ISLAM Area of Study: RELIGION AND THE INDIVIDUAL Theme: SUBMISSION Religion: HINDUISM Area of Study: RELIGION AND THE INDIVIDUAL Theme: KARMA AND SAMSARA Religion: CHRISTIANITY Area of Study: SYMBOLS AND RELIGIOUS EXPRESSION Theme: PARABLES AND THE CROSS Religion: CHRISTIANITY 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 Religion: CHRISTIANITY Area of Study: INSPIRATIONAL PEOPLE Theme: INCARNATION, SALVATION, SIN Religion: ISLAM Area of Study: INSPIRATIONAL PEOPLE Theme: RISALAH (message), PROPHETHOOD Religion: HINDUISM Area of Study: INSPIRATIONAL PEOPLE Theme: AVATAR 2

3 Religion: SIKHISM Area of Study: ENCOUNTERING INSPIRATIONAL PEOPLE AND SYMBOLS AND RELIGIOUS EXPRESSION Theme: GURU AND IK ONKAR Religion: CHRISTIANITY 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 Religion: CHRISTIANITY Area of Study: TEACHINGS AND AUTHORITY Theme: GOSPEL / TESTAMENT Religion: ISLAM Area of Study: TEACHINGS AND AUTHORITY Theme: REVELATION Religion: HINDUISM Area of Study: TEACHINGS AND AUTHORITY Theme: YOGA / MOKSHA Religion: JUDAISM Area of Study: ENCOUNTERING TEACHINGS AND AUTHORITY Theme: TORAH Religion: CHRISTIANITY 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

4 Year 6 Units Religion: CHRISTIANITY Area of Study: BELIEFS AND QUESTIONS Theme: TRINITY / IMAGE OF GOD Religion: ISLAM Area of Study BELIEFS AND QUESTIONS Theme: TAWHID / AKHIRAH Religion: HINDUISM Area of Study: BELIEFS AND QUESTIONS Theme: BRAHMAN / ATMAN Religion: BUDDHISM Area of Study: REVISITING BELIEFS AND QUESTIONS Theme: BUDDHA / DUKKHA Religion: CHRISTIANITY 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

5 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 5

6 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

7 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

8 Long Term Plans Time allowed for each block is a half term or 6 8 hours Year 3 Religion and the individual Symbols and religious expression Beliefs in action Encountering Beliefs in Action / Beliefs and Questions Christianity Islam Hinduism Christianity Christianity Judaism Reconciliation and discipleship Submission and Jihad Karma and Samsara Parables / cross Kingdom of God / mission Covenant / Mitzvot Year 4 Encountering Religion, family and community Inspirational people Encountering Religion, Inspirational family and people / community symbolism Christianity Islam Hinduism Sikhism Christianity Sikhism Incarnation, salvation, sin Risalah / prophethood Avatar Guru / ik onkar Baptism / body of Christ Khalsa / langar Year 5 Teachings and Authority Encountering teachings and authority Worship, pilgrimage and sacred places Encountering teachings and authority Christianity Islam Hinduism Judaism Christianity Humanism Gospel / Revelation Yoga / Torah / Happiness / testament Moksha kedusha responsibility Eucharist / pilgrim people Year 6 Beliefs and Questions Encountering Beliefs and Questions Journey of Life and Death Encountering Journey of Life and Death Christianity Islam Hinduism Buddhism Christianity Buddhism Trinity / Tawhid / Brahman Dukkha / Faith Dhamma / Nirvana image of God Akhirah / Atman Buddha resurrection 8

9 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 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

10 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? 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. 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? 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. EXPERIENCES AND OPPORTUNITIES 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

11 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. 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. 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. 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 inspiring stories Gandhi/ for quotes 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 EXPERIENCES AND OPPORTUNITIES DT / art snakes and ladders game Drama Rama stories ICT research into Ghandi s actions to fulfil his duty Hindu visitor 11

12 YEAR 3 SYMBOLS AND RELIGIOUS EXPRESSION CHRISTIANITY PARABLES AND THE CROSS Tenants in the vineyard Luke 20: 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: and Luke 6: Stories Jesus Told books by Inkpen and Butterworth tell this story very simply but in a way children really enjoy. Or (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. EXPERIENCES AND OPPORTUNITIES 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

13 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 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. EXPERIENCES AND OPPORTUNITIES 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

14 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 / ed / sent to a Jewish visitor. Look at Deuteronomy 6: 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. EXPERIENCES AND OPPORTUNITIES 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

15 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. has good pictures for different nativities from around the world or - 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 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. 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. EXPERIENCES AND OPPORTUNITIES SA visitor or visit to citadel Model making of crib figure art Drawings of Jesus with some meanings art 15

16 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 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 go into SONGS - A is for Allah about different aspects of the faith Or a sample of children singing can be found 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 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. EXPERIENCES AND OPPORTUNITIES 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

17 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? 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? 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. 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; has many links onto other sites Ask in a Hindu visitor to talk to the children about his / her beliefs. EXPERIENCES AND OPPORTUNITIES 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

18 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. 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. 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? EXPERIENCES AND OPPORTUNITIES 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

19 YEAR 4 RELIGION, FAMILY AND COMMUNITY CHRISTIANITY BAPTISM / BODY OF CHRIST Ask the local vicar / faith leader / diocese who and what work goes on in the wider community where Christians are helping. 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. or or 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. / or Look for other ideas in the Cracking RE project by Margaret Cooling - Rainbow people Desmond Tutu EXPERIENCES AND OPPORTUNITIES 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 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? 19

20 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 htm or 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. EXPERIENCES AND OPPORTUNITIES 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

21 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 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? EXPERIENCES AND OPPORTUNITIES 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

22 YEAR 5 TEACHINGS AND AUTHORITY 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 , 66 70, 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; 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? EXPERIENCES AND OPPORTUNITIES 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

23 YEAR 5 TEACHINGS AND AUTHORITY 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. EXPERIENCES AND OPPORTUNITIES 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

24 YEAR 5 ENCOUNTERING TEACHINGS AND AUTHORITY JUDAISM TORAH 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 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? 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? 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? 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. 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 EXPERIENCES AND OPPORTUNITIES 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