Unit 4: KS1 Key Theme: Believing / Story Year 2 Autumn Term

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1 Unit 4: KS1 Key Theme: Believing / Story Year 2 Autumn Term ABOUT THIS UNIT: Work in this unit will enable children to explore key beliefs and stories within Christianity. It will introduce children to important ideas in religion and will enable them to explore the special place of story both in their own lives and within the lives of Christians. It will also introduce children to the strands of learning in RE which focus on beliefs and forms of expression. The learning activities are designed to meet the learning needs of visual, oral and kinaesthetic learners. Estimated time for this unit: Focused Religions: 10 weeks Christianity Where this unit fits in: This unit takes place during the autumn term of year 2, and links to prior learning on myself, celebrations and belonging. It is an important unit for exploring key beliefs, especially through the use of story. KEY LEARNING OUTCOMES ADDRESSED BY THIS UNIT AT1 a c d explore a range of religious stories and sacred writings and talk about their meanings identify the importance for some people, of belonging to a religion and recognise the difference this makes to their lives. explore how religious beliefs and ideas can be expressed through the arts and communicate their responses. AT2 b d e ask and respond imaginatively to puzzling questions, communicating their ideas. reflect on how spiritual and moral values relate to their own behaviour. recognize that religious teachings and ideas make a difference to individuals, families and the local community. KEY STRANDS ADDRESSED BY THIS UNIT Beliefs, Teachings and Sources Forms of Expression Questions of meaning, purpose and truth Values and Commitments AT1 AT2 LINKS TO THE EVERY CHILD MATTERS AGENDA:- Being Healthy - developing a healthy spirit by: promoting children s self-esteem and the importance of the spiritual dimension of life through a discerning, thoughtful approach to life. Staying Safe - encouraging children to take responsibility for who they are Enjoyment and Achievement - promoting pupils own ideas and providing opportunities to explore and reflect on key questions and values. 1

2 CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT. Spiritual Development Developing their own views and ideas on religious beliefs and stories. Learning about and reflecting upon key questions of meaning Valuing relationships developing a sense of belonging Moral Development Exploring the influences on moral choices on family, friends and the media and how society is influenced by beliefs, teachings, sacred texts, and guidance from religious leaders. Social Development Considering how religious and other beliefs lead to particular actions and concerns. Cultural Development Promoting cultural understanding from a religious perspective through encounters with literature and resources from differing cultures. KEY SKILLS Reflection - Enquiry - Interpretation ATTITUDES FOCUS Appreciation and Wonder - Open Mindedness 2

3 Prior learning Vocabulary Resources It is helpful if children have: Knowledge of some Christian stories and are beginning to understand the word believe In this unit, children will have an opportunity to use words and phrases related to: God Belief Lost and Found Key stories from Christianity and Judaism Fact and Belief card sort Appendix 1 Choosing key beliefs (Appendix 2) Dramatizing a story (Appendix 3) EXPECTATIONS at the end of this unit: Nearly all can: (at level 1) recall religious stories and recognize symbols, and other verbal and visual forms of religious expression. (AT1) talk about their own experiences and feelings and what they find interesting or puzzling. (AT2) Pupil friendly level descriptions: I can. remember a Christian story and talk about it. (AT1 beliefs, teachings and sources) recognise religious art, symbols and words and talk about them. (AT1 forms of expression) talk about what I find interesting or puzzling. (AT2 meaning, purpose and truth) talk about what is important to me and other people. (AT2 values and commitments) Many can: (at level 2) retell religious stories and suggest meanings for religious actions and symbols. They identify how religion is expressed in different ways. (AT1) ask and respond sensitively to, questions about their own and others experiences and feelings. They recognise their own values and the values of others and recognise some questions cause people to wonder and are difficult to answer. (AT2) Pupil friendly level descriptions I can. tell a Christian story and say some things that people believe. (AT1 beliefs, teachings and sources) say what some Christian stories told by leaders/ teachers symbolise. (AT1 forms of expression) talk about some things in stories that make people ask questions. (AT2 meaning, purpose and truth) talk about what is important to me and to others with respect for their feelings. (AT2 values and commitments) Some children will have progressed further and can: (at level 3) make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers lives. They describe some forms of religious expression. (AT1) identify what influences them, making links between aspects of their own and others experiences. They ask important questions about religions and belief, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. (AT2) Pupil friendly level descriptions I can.. describe what a believer might learn from a religious story/ teacher/ leader. (AT1 beliefs, teachings and sources) use religious words to describe some of the different ways in which people show their beliefs. (AT1 forms of expression) ask important questions about life and compare my ideas with those of other people. (AT2 meaning, purpose and truth) I can link things that are important to me and other people with the way I think and behave. (AT2 values and commitments) 3

4 Key questions LEARNING OBJECTIVES Pupils should learn: Teaching and Learning Activities Assessment Opportunities Links / points to note What is a belief? about the difference between a fact and belief (AT1) about the importance of beliefs in religion (AT1) to reflect on their own special beliefs (AT2) Cut out the cards on Appendix A and ask the children (in small groups) to put the cards into two groups (i. facts, ii. beliefs) Group discussion on what are the differences between facts (things we can prove) and beliefs Observation of children s responses Activity links with speaking and listening in English and supports oral learners Use the statements on Appendix B to invite the children to rank order the beliefs in terms of how important they think they are How can I show and share my beliefs? to reflect on their own most important beliefs (AT2) Freeze-Frame and role-play, in groups, what they think are the two most important beliefs from Appendix B. Discuss why they think they are so important? Do all people agree? Compare children s views with that of adults in the class. Activity supports visual and kinaesthetic learners and develops their art work Follow the lesson plans from Festival Matters Harvest Y2 4

5 Who loves you? Who do you love? Share the story of the Lost Sheep (see Appendix 3) Invite the children to think about why Jesus told the parable of the lost sheep. Have you ever forgiven anybody? Why do you forgive people? Explore how the story illustrate how each one of us is equally important to God and that if we go away from him he wants us back in his family Discuss who you miss when they are not there (when family members have to go away work etc) and parallel to how God misses people who are lost Use the parables in Luke: 15 about being lost (focus on the Prodigal Son) Invite the children to reflect on a time they had done something that they shouldn t have. What was it like? What did it feel like to be forgiven? Use feedback from children to establish their understanding of the story The Lost Sheep by Nick Butterworth and Mick Inkpen (Lion) is a really good version of the Lost Sheep Using freeze frame retell the story of the Prodigal Son with all the children taking part in the story Ask the children to share what they think the key characters in the story (the Father, the two brothers) were feeling Children draw picture/write letter to say sorry and ask for forgiveness 5

6 What do Christians believe? about key beliefs about God, love and forgiveness to retell key parts of the story Indicate to the children that for some people, belief in God is really important. Invite somebody from the Church to come to explain why they think believing in God is important to them. Children to devise questions (about Love, Forgiveness and God) for visitor prior to visit. Key Beliefs identifies in units 1 and 2 include God as Creator, and God as a loving God How do Christians express what they believe? How is belief shown through the psalms? how art can express key beliefs and ideas. (AT1) to relate key Christian psalms to their own feelings and experience. (AT2) Children create their own illustrations to highlight a key belief as illustrated in Psalm 8. Record as class display/collage As a class children to re-write Psalm 8 in their own words. The QCA site ( has lots of website links including the museum of psalms Ian White (christian musician) has produced a series of CD s built around the psalms ( What do I remember most? to recap previous learning within the unit. to reflect on how their learning in RE links to their own experiences and feelings. Using the summative grid as a stimulus children record their responses to key the stories / beliefs they have encountered. Summative grid can be used to highlight gains in children s learning. Now follow the lesson Plans from Festival Matters Christmas Y2 6

7 FORMATIVE GRID The people I believe in are because When I hear the word God I think of.. If I ruled the world my 3 most special rules would be.. My best friend is I really like them because. MY BELIEFS - MY STORY The world is a special place because.... A story that helped me think was when My favourite story is. because I think Christians might believe in. 7

8 APPENDIX 1 FACT OR BELIEF YOU CHOOSE! London is the capital of England There is a God Love is very important Human beings cannot live without water Pop music is the best music In Manchester United were the Premiership Champions The Queen of England is called Elizabeth The world is very beautiful Dogs have four legs Cats are very bossy animals Friends are special to us Our school is the best in the world! Humans need food to live Burgers and pizza are the best food = 4 Bonjour means hello in French Whales live in the sea Whales are scary! Cows provide milk There are different religions in the world Chips are made from potatoes Chips taste great and are good for you 8

9 APPENDIX 2 WHICH BELIEFS ARE REALLY IMPORTANT? Below are different beliefs. With a friend choose which 3 beliefs you think are the most important. BELIEFS I believe that... friends are great and can help us. it s important to have lots of toys and games. love is the most important thing in life. it s OK to make fun of other children football is more important than helping your friends it s OK not to look after our world. it doesn t matter how much we eat. being happy is really important. being smart in my clothes is more important than being a nice person. it s good to share. toys are more important than friends. sometimes we can feel sad. 9

10 APPENDIX 3 THE STORY OF THE LOST SHEEP (an active approach!) Ask the children to sit straight and place their hands on their thighs and tell them to copy your words and actions, starting with their left hand on their left thigh and changing to their right hand on their right thigh. Ask them to slowly build a rhythm (similar to we re going on a bear hunt). Once the rhythm is going ask the children to repeat your words and copy your actions. Teacher One day, there s a shepherd Children He s got a hundred sheep One day, he counts his sheep One, two, miss a few 97, 98, 99 oh no, what s this? One s missing. Where s it gone? It s not in the field We ll have to find it - here we go Open the gate, close the gate (mimic action of opening and closing the gate) Where s the sheep? It s not in the field Oh no! What s this? It s long grass We ll have to go through it Here we go (imitate - using hands swishing through long grass) It s not in the long grass Where s the sheep? Oh no! what s this We ve come to a mud-bank We ll have to splodge through it (imitate lifting feet very high to splodge through mud) It s not in the mud-bank! Where s the sheep Oh no! what s this? 10

11 It s a river There s no bridge We ll have to swim! Here we go (imitate swimming actions with exaggerated strokes!) Where s the sheep? Not in the river Where s the sheep? Oh no! What s this? It s a mountain! It s very tall! We ll have to climb it Here we go! (use exaggerated actions of climbing a mountain, pausing to rest, having a drink etc) Look near the top Stuck in the bush! There s the sheep It s very heavy It s very smelly It s getting dark! We ll have to hurry - Lift up the sheep (imitate taking the sheep out of the bush and placing over the shoulders) Here we go! The next set of actions are done very quickly to indicate rushing back from the mountain Teacher Children Down the mountain (imitate action) (imitate action) Across the river (imitate action) Through the mud-bank (imitate action) Through the long grass (imitate action) Into the field (imitate action) Open the gate, shut the gate (imitate action) The sheep is safe! (imitate action) The shepherd is pleased (imitate action) 11

12 Teacher Children Thanks for listening (imitate action) Your were great! (imitate action) The story can be followed up through key questions e.g. Why does the shepherd not give up on the sheep? Is the shepherd s journey hard? How does the shepherd feel when the sheep is safely back? Why d you think Jesus told this story? Do you think Christians might believe God is like a shepherd? 12