Unit 3: KS1 Key Theme: Belonging (to God) (Israelites) Year 1 Summer Term

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1 Unit 3: KS1 Key Theme: Belonging (to God) (Israelites) Year 1 Summer Term ABOUT THIS UNIT In this unit children draw upon their own understanding of belonging, and then relate this to what Christians from different traditions understand about belonging. They look at what Jesus taught about children, and how the church welcomes children into its family. They think about how people show they belong and what is special about belonging. There is opportunity to provide an introduction to belonging within the context of Judaism. Estimated time for this unit: One term Focused Religions: Christianity and Judaism Where this unit fits in: This unit builds on prior learning in Christianity and Judaism. KEY LEARNING OUTCOMES (from the programmes of study) AT 1 c. identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives d. identify and suggest meanings for religious symbols and begin to use a range of religious words. AT 2 c. identify what matters to them and others, including those with religious commitments, and communicate their responses e. recognise that religious teachings and ideas make a difference to individuals, families and the local community. KEY STRANDS ADDRESSED BY THIS UNIT AT 1 AT 2 Practices and ways of life Identity and belonging

2 LINKS TO THE EVERY CHILD MATTERS AGENDA Being Healthy - helping children to develop a discerning, thoughtful approach to life. Being Healthy - helping children to promote their self-esteem and recognise the spiritual dimension of life. Staying Safe - highlighting the importance of developing good relationships and respecting differences between people Enjoyment and Achievement - providing lively, challenging learning activities, including story, music, drama, ICT, group and class discussion, which stimulate pupils mental and emotional development Achieving Economic Well-being - considering how religious and other beliefs lead to particular actions and concerns CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT Spiritual development valuing relationships and developing a sense of belonging Spiritual development developing their own views and ideas on religious and spiritual issues Social development considering how religious and other beliefs lead to particular actions and concerns Cultural development considering the relationship between religion and cultures and how religious beliefs contribute to cultural identity and practices KEY SKILLS Reflection, Enquiry, Empathy KEY ATTITUDES Respect for all and Open-Mindedness

3 Prior learning Vocabulary Resources It is helpful if children have: Had previous opportunities to discuss and think about the idea of belonging. In this unit, children will have an opportunity to use words and phrases related to: Belonging Commitment Christianity, e.g. Jesus, baptism, christening, cross. Judaism, e.g. Bar- Mitzvah Teaching Christianity in the Primary School Teaching Judaism in the Primary School Pictures font, baptism, baptism by immersion. Some examples of baptism cards, a cross on a chain, fish badge. A version of Matthew 3: 13-17; the story in the Bible of the baptism of Jesus, which contains language that is suitable for this age group. (Children s Story Bible) EXPECTATIONS at the end of this unit: Nearly all can: ( at level 1) AT 1 b use some religious words and phrases to recognise and name features of religious life and practice. recall religious stories and recognise symbols, and other verbal and visual forms of religious expression. Pupil friendly level descriptions: I can use the right names for things that are special to Christians and Jews. AT 2 d talk about their own experiences and feelings, what they find interesting or puzzling and what is of value and concern to themselves and to others. Pupil friendly level descriptions: I can talk about things that happen to me.

4 Many can: (at level 2) AT 1 b AT 2 d use religious words and phrases to identify some features of religion and its importance for some people begin to show awareness of similarities in religions retell religious stories and suggest meanings for religious actions and symbols identify how religion is expressed in different ways. ask, and respond sensitively to, questions about their own and others experiences and feelings. They recognise that some questions cause people to wonder and are difficult to answer. In relation to matters of right and wrong, they recognise their own values and those of others. ask about what happens to others with respect for their feelings. Pupil friendly level descriptions: I can talk about some of the things that are the same for different religious people. Some pupils will have progressed further and can: (at level 3) AT 1 b use a developing religious vocabulary to describe some key features of religions, recognising similarities and differences. They 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. describe some of the things that are the same and different for religious people. Pupil friendly level descriptions AT 2 d identify what influences them, making links between aspects of their own and others experiences. ask important questions about religion and beliefs, making links between their own and others responses. They make links between values and commitments, and their own attitudes and behaviour. compare some of the things that influence me with those that influence other people.

5 Key questions What does your name mean? How did Abraham How did Jacob How did Joseph How did Moses LEARNING OBJECTIVES Pupils should learn: Teaching and Learning Activities Assessment Opportunities Links / points to note Children to explore, through websites, baby name books etc, what there names mean, and where their names came from. Children to illustrate their name with pictures of what it means. Children to explore story of Abraham and his name changing from Abram to Abraham- Promising he will be the father of all nations. Sing Father Abraham Genesis 17: 4-8, 15-17, Genesis 21:1-4, 5-8 Abraham & Sarah s Surprise from 100 Bible Stories DVD 5 Explore promises that they have made and that have been made to them. Children to draw picture of Abraham and label Abraham believed God or similar. Start Concertina book of smaller picture, with a sentence showing what is special about Abraham. Jacob s Stairway to Heaven DVD 2, Genesis 35:9-13 Note change of name to Israel and reinforces promise to Abrahama. Sing We are Climbing Jacob s Ladder Explore Promise made to Jacob Children to draw picture and label Add to concertina book Tell Story of Joseph from Children s Bible/DVD. Children to act out story of Joseph with prompts to support. Show section of Prince of Egypt where Moses sets God s people 5 Point to Note God kept his Promise! Over the unit build up a display under Abraham with stars in the sky (illustrating the number of descendants are as numerous as the stars in the sky). Add a star for each person from the following lessons. Then add a picture/name of the children in the class.

6 Ten commadments How did Samuel How did David (anointing of David) (David and Goliath) free. Explain how God kept his promise to the Israelites and that they were his people ( belonging to him) Children to watch David and Goliath from DVD 4 of 100 Bible Stories and 100 Bible Songs or similar to tell the story of David and Goliath. 6

7 FORMATIVE GRID I belong to In my family I am I think belonging means BELONGING I think Christians show they belong by Jewish people show they belong to their faith by I show I belong to my school by. 7

8 SUMMATIVE GRID In Christian baptism special symbols include They are special because I now think belonging means The most important things / people I belong to are because Christians think forgiveness is important because BELONGING Jewish people have special objects / clothes to show they belong. These include In Bar and Bat Mitzvah Jewish children show they belong by The most important things I have learnt about belonging include The Christians think church is important because. 8