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1 *S h * oy r s u t i b n g s e w x o ith b e j o Action packed lesson plans for key stage 2

2 Key Stage 2 Lesson 1 - The Greatest Gift Teaching and Learning Objectives / Attainment targets (QCA non-statutory guidelines) Level 3 / Year 3&4 Pupils describe some religious beliefs and teachings and their importance and how some features are used in festivals and practices. (AT1) Level 4 / Year 5&6 Pupils describe the key beliefs and teachings of the religions studied. (AT1) Assessment / Learning outcomes Describe the preparations for, and the main customs, stories, or beliefs associated with an important festival. Identify some examples of special times or seasons in the calendar of a faith community and explain why they might be celebrated by the community. Lesson Activity 1) Introduction What is the best Christmas present you have ever received and why was it special to you? a) Bring in an example of a favourite Christmas present you have received previously- (not something valuable but something with a special meaning because of, for example, who gave it to you) hidden in a wrapped shoebox. Children have 10 guesses to work out what s in the box- You are only allowed to answer yes or no When they have guessed or run out of guesses, unwrap the box and reveal your favourite present. Explain why it is special to you. b) Ask children to write their favourite Christmas present on a piece of paper and put it in the shoebox. Children take turns to pick paper out of box and guess who the present belongs to. Make 2 points i) Sometimes it doesn t matter to you what the present actually is, it s just the fact that it was given to you by someone special that makes the present special. ii) All these presents in the box are physical objects, which are nice to receive and give us pleasure, but equally you could have written down e.g. a smile from a friend, an invitation to a party, being picked for a team, hug from my nan to show she loves me, etc which are also gifts given to us by others. Children to tell their partner what their favourite non object gift is. Cross-curricular opportunities Teacher s notes Christmas is a very familiar festival to the majority of children in this country. This lesson does not have to be taught immediately prior to Christmas. In fact if taught earlier in the year it allows an objective look at an important Christian festival without being distracted by the trappings of a traditional Christmas.

3 Lesson Activity Cross-curricular opportunities Teacher s notes 2) Main Activity How do Christians celebrate Christmas? Why do they celebrate Christmas in this way? a) Talk to the children about why Christians celebrate Christmas and show photos of churches, nativity scenes, candles etc. If the children celebrate Christmas they may find some similarities with their own celebrations encourage them to look out for additional activities and in particular, what Christians believes about Christmas. Read the Christmas story from the Bible Luke 1:26-20 b) Complete the ICT option 3) Plenary Why is Christmas an important festival for Christians? What gift are they celebrating? Play a well known Christmas Carol Away in a manger Look at the words of the song and discuss what it teaches about the meaning of Christmas for Christians. Giving gifts away at Christmas reminds us that God gave us Jesus he is the greatest gift. ICT Use photos to make a power point presentation on activities and beliefs about Christmas

4 Key Stage 2 Lesson 2 - I ll be there for you Teaching and Learning Objectives / Attainment targets (QCA non-statutory guidelines) Level 3 / Year 3&4 Pupils make links between religious stories and the beliefs or ideas that underlie them. AT1 For the religions studied, pupils describe some religious teachings and their importance. AT1 Level 4 / Year 5&6 Pupils show, using technical terminology, how religious beliefs, and ideas can be expressed in a variety of forms, giving meanings for stories and language. AT1 Pupils ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues. AT2 Assessment / Learning outcomes Suggest the possible meanings or purpose behind the story of the Good Samaritan. Compare the experiences of characters in the stories with their own experience of life. Describe some rules which Christians believe they should follow as part of their religion. Describe the story of the Good Samaritan told by Jesus and suggest possible lessons or meanings which Christians might see in it. Describe some religious codes of conduct which Christians believe should govern their behaviour. Lesson Activity 1) Introduction When might you need someone to help you? a) Present the scenarios on the What would you want someone to do for you? worksheet for the children to discuss. Either complete worksheet, act out situations or hotseat someone for their opinion. The children could invent their own situations. Worksheet can be found at the end of this lesson plan. b) Recap on the part from lesson 1, God gave us Jesus He was the greatest gift to us. Christians believe it is important to help people in need. It tells us to do this in the Bible. Explain that in today s lesson we are going to look at a story that Jesus told to teach Christians that they should help and care for everyone. 2) Main Activity Why did Jesus tell the story of the Good Samaritan? Read the Story of the Good Samaritan from the Bible (Luke chapter 10 verses 25-37) or read The Good Stranger by Butterworth and Inkpen Ask the children to imagine that they were the person who was attacked. How would they feel? What would they want someone to do for them? Then consider how the Samaritan would have felt. Why did he stop to help? Was he scared while he was helping this stranger? How did he feel about spending his own money to help? Do one or both of the following activities (or one of the Literacy activities) a) Complete The Good Samaritan worksheet, which puts the children in the shoes of the man who was attacked. Worksheet can be found at the end of this lesson plan. b) Rewrite the story from the Samaritan s point of view. It could be written as a diary entry. Cross-curricular opportunities Literacy (NLS Term 1) Y3 To write simple playscripts Y4 To write playscripts using known stories as a basis. Y5 To understand dramatic conventions includng how character can be communicated in words and gesture Y6 To manipulate narrative perspective by producing a modern retelling. To use the conventions of journalism to report on events ICT Design Samaritan s diary in Word or Publisher Teacher s notes Most teachers have their tried and tested ways of presenting the story of the Good Samaritan. It is obviously an important story when considering the work of the Samaritan s Purse charity so these activities are designed to help the children understand why the Samaritan acted in the way that he did, as an introduction to Lesson 3 about the work of Samaritan s Purse overseas. Rather than just focusing on the Christian rule that Jesus gave in this story Love your neighbour as yourself, this plan mainly considers the complementary Christian rule Do for others what you want them to do for you that Jesus gave his followers on another occasion in the Bible.

5 Lesson Activity Cross-curricular opportunities Teacher s notes 3) Plenary What rules did Jesus give his followers about helping people? a) Recap the scenarios from the beginning of the lesson. Think about the things you said you want to happen next. Would you be willing to do those things for someone else? Even if it was someone you didn t like? Why do you think the stranger helped when no-one else did? Maybe he knew how he would feel if he was the injured person. This is a good picture of a rule that Jesus gave to his followers which is sometimes called The Golden Rule and is found in Matthew chapter 7 verse 12 Do for others what you want them to do for you (Good News Bible.) b) Make posters of the golden rule to display around the school

6 Key Stage 2 Lesson 3 - Hope for the World Teaching and Learning Objectives / Attainment targets (QCA non-statutory guidelines) Level 3 / Year 3&4 Pupils compare aspects of their own experiences and those of others. They make links between values and commitments, including religious ones, and their own attitudes or behaviour. AT2 Level 4 /Year 5&6 They ask questions about matters of right and wrong and suggest answers that show understanding of moral and religious issues. AT2 Assessment / Learning outcomes Explain why sharing and caring are important and describe some rules about these which Christians believe they should follow. Describe some basic human needs among people and families in different cultures and suggest ways these needs can be met. Lesson Activity 1) Introduction What s the connection? a) Play Connections with a partner. Think of an object, then think of a string of objects it could be connected to and see where you end up in 10 moves. E.g. Table Fish Tables need chairs, chairs have legs, so do dogs, dogs chase cats, cats eat birds, birds can fly, so do aeroplanes, aeroplanes take you on holiday, on holiday you go swimming in the sea- so do fish. b) Can they connect the word Me with Swaziland? 2) Main Activity What are the needs of the families we send shoeboxes to? a) Look at the photos. Photos can be found at the bottom of the page. Discuss how the children may feel. (Children could turn their thoughts into poems). b) Discuss how for Christians the story of the Good Samaritan is connected with children like this who need help. Christians believe that they should not ignore them but do everything they can to help them even if they are strangers. They believe they should do this to obey Jesus rule which we learnt about in lesson 2 Do for others just what you want them to do for you. c) Explain that this is what the charity Samaritan s Purse is trying to do. Can the children work out where the charity got its name from? d) Watch the OCC dvd. Discuss what difference the arrival of Samaritan s Purse with the shoeboxes made to these children. In some countries many families do not have access to clean drinking water. Samaritan s Purse is working with local villages to change this situation. Order our new water DVD by going to resources. 3) Plenary What can we do to meet these needs? Have a few moments quiet for everyone to think about why they want to help Operation Christmas Child. Will what they put in the shoeboxes be the greatest gift they give this year? Then discuss the practicalities of what you are going to do. (refer to Samaritan s Purse literature for instructions on how to organise the shoeboxes) Cross-curricular opportunities Geography QCA unit 15 The Mountain Environment QCA Unit 22 A contrasting locality overseas QCA Unit 24 Passport to the world Literacy NLS term 1 Y5 To convey feelings, reflections or moods in a poem Y6 To write own poems experimenting with active verbs and personification ICT For information on Swaziland go to or go to then click Images and enter Swaziland in the box to search for pictures/maps etc PSHE/Citizenship Programme of Study 1a,2a,2c,2e,2h,4a,4b QCA Unit 5 Living in a diverse world QCA Unit 7 Children s rights human rights

7 What would you want someone to do for you? Imagine that you find yourself in these situations. Write or draw what you hope would happen next. 1 2 You missed a penalty in your football match on Saturday. Some team members are blaming you for losing the match. What do you want someone to do for you? Your teacher has told you to work in pairs on a Maths question. You are worried because you don t understand it as well as your partner does. What do you want someone to do for you? 3 4 You are out shopping with your mates. You ve lost your purse. How are you going to get home without your bus fare? What do you want someone to do for you? You ve started at a new school. You have moved from a different area of the country and do not know anyone. It s the first playtime. What do you want someone to do for you?

8 The Good Samaritan Imagine you are the man who got attacked in the story of the good Samaritan. 1 2 The robbers have just gone. You re lying on the dusty road. How do you feel? What do you shout? Two people have just gone past. They didn t help you. How do you feel now? Send a text to a friend. 3 4 A Samaritan is approaching. You re sure he won t help. How do you feel now? Write your thoughts. You re recovering at the inn. The Samaritan brought you here and paid the bill out of his own purse. How do you feel now? Send an to the Samaritan to thank him.

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