Autumn Term What does it mean to belong?



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Church Schools

RE Scheme of Work

KS1 Year 2
Autumn Term
What does it mean to belong?


WALT and Success Criteria

Main Activities

Resources

Assessment

WALT: explore what it means to belong.
I can talk about the different groups that I belong to and how I show that I belong to these groups.
I can match children with religious symbols on them to their religion as I know these are an outward sign of the religions they belong to.

  • Does anyone know what the word belonging means? Ask the children to discuss it.

  • Do you belong to any different groups? Make a list.

  • How do you show that you belong to different groups? Talk about the different clothes that we wear and things that we do. Talk about our school uniform and how that shows that we belong to a school community.

  • Show the different symbols from different religious groups and talk about how the symbols represent these 6 groups and the people who belong to these groups might wear these symbols.

  • Suggested task: give the children a picture of different children that belong to different religious groups with the symbol on them. Ask them to match the children to their religious group. Higher ability could match statements about what they do in this religious group as well and discuss what they think the religious symbols mean.

6 symbols for the major world religions (RE cupboard)
Children with religious symbols on them (see RE resources)


Sub question: What is meant by belonging?
AT1 (L2) – ‘I can say what some religious symbols stand for.’

AT1 (L2) – ‘I can say some things people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

WALT: explore how people show that they belong to a group.
I can discuss what it feels like to belong to a group such as my school or family.
I can draw myself in my school uniform and write about what it feels like to belong to the school community.


  • What do you all belong to? Talk about how everyone in school belongs to the school community and about how we all belong to a family.

  • How does it feel to belong to your family? (be aware of children in care)

  • How does it feel to belong to this school? Who is in charge? What are our signs that we belong to this school? What rules do we have?

  • Discuss the need for rules in any group. Why do we need rules?

  • Talk about how even religious groups need rules. Briefly discuss the 10 Commandments and how many Christians follow these as a way to live their lives.

  • Suggested task: children to draw themselves in their school uniform and write about what it feels like to belong to this school. Higher ability could write out some of the school or class rules.

  • Plenary: prepare the class for next week’s visit and get them to compose questions to ask their visitor.

10 Commandments


Sub question: How do people show that they belong to a group?
AT1 (L2) – ‘I can say some things people believe.’

AT1 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

WALT: talk to a visitor about what it means to belong to their religion.
I can listen to a Christian visitor talk about why their religion is important to them and ask them questions about this.
I can write about what I learnt from listening to my visitor.

  • Invite a member of the local Church to come in and talk about how it feels to be a member of the Church and how their religion.

  • Ask the visitor to talk about What Christians do together; why they do these things; things that show that they belong; who the person in charge is; any rules; why they want to belong and how their faith affects the way they behave.

  • Allow the children to have time to ask their own questions.

  • Suggested task: ask children to use the sentence starter ‘From listening to our Christian visitor I learnt...’ to record something that they learnt from the visit.

Christian visitor

Sub question: Why is it important for a Christian to belong?
AT1 (L2) – ‘I can say some things people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

AT2 (L2) – ‘I can talk about what happens to others with respect for their feelings.’


AT2 (L3) – ‘I can ask important questions about life’


WALT: understand how a Muslim welcomes a new baby to their community.
I can listen to the special ways in which a Muslim welcomes their baby to the community and say why I think they do this.
I can write about how I would welcome a new baby to a community.

  • How important do you think it is for a religious person to feel like they belong to their group?

  • Do you think people from other religions feel good to be part of a community? Think about how it feels to be part of your school community.

  • Who knows what religion a Muslim belongs to? Show a picture of Muslims worshipping and discuss whether or not the children already know anything about Islam.

  • How do you think a Muslim community might welcome a child?

  • Tell the children that when a Muslim child is born, they hear some very special words which are the first words that all Muslims hear – ‘There is only one God, Allah and Muhammad is His messenger.’ This saying is called the Shahadah.

  • Has anyone got any ideas what this means? Talk about how Muslims call their God Allah and that the belief in only one God is very important, and that a man called Muhammad was the person who spread His message.

  • Show the children a video clip of a Muslim baby having this whispered into their ear if possible – what was going on?
  • Tell the children that many Muslims are very traditional and they also welcome a baby by rubbing something sweet into their gums as the Prophet Muhammad did and 7 days after their birth the baby’s head is shaved to show that they are a servant of Allah and the hair is then weighed and that weight in silver is given to a charity. Why might a Muslim do this?


  • If you were welcoming a baby into the world what would you do?

  • Suggested task: ask the children to draw pictures and write sentences about what they would do to welcome a new baby into their community. Higher ability to write why they would do that.

Video of a Muslim baby having the Shahadah read to them.

Sub question: How do Muslims welcome babies to their community?
AT1 (L2) – ‘I can say some things people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

AT2 (L2) – ‘I can talk about what happens to others with respect for their feelings.’

WALT: explore why a mosque is an important part of the Muslim community.
I can look at pictures of Mosques and say what I think might go inside them.
I can

  • What religion did we learn about last week? Can anyone remember how a baby is welcomed into the Muslim community?

  • What do you think it feels like to belong to the Muslim community?

  • Show children pictures of different mosques. What do you think these are?

  • Explain how they are Muslim places of worship as every religion has a different building in which they go as a community to worship. Where to Christians go to worship? Do Churches look very different to mosques?

  • Talk about how the mosque is a very important place for Muslims as this is where they gather as a community to give thanks to Allah.
  • Do you think anything else goes on in the mosque? Think about our Church and how it has coffee mornings and fetes and fairs. Talk about how many other things such as a special Muslim school, kid’s clubs, groups for disabled people etc.


  • Could take a virtual tour of a mosque – what can you see?

  • Talk about how in the mosque everyone is seen as an equal part of the community and so this is why they sit on the floor.

  • Where do you go to belong to different groups? Is that building special or is it the community inside it that makes it special.

  • Suggested task: children to draw a building in which they belong to a group (could simply be their school or house) and write about why it is important and what it feels like to be inside that building.

Pictures of the insides and outsides of different Mosques.
Virtual tour of a Mosque.

Sub question: Why is the mosque an important part of the Muslim community?
AT1 (L2) – ‘I can say some things that people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

WALT: explore how it feels to belong to a group.
I can talk about what it feels to belong to a group and how we should behave in that group.
I can draw something that I will do for my family or friends to show invisible love and write about why I will do this.

  • Reflect on some of the things that the children have learnt about belonging to a particular faith.

  • Why do you think people want to belong? Talk about how people want to be liked and loved and belonging to different groups helps them to feel this way.

  • Why do you like belonging to different groups?
  • Do you think it is enough to belong to a group and have beliefs or do we have to put our beliefs into action? Use an example such as being in the Brownies and believing that it is important to get all the badges but then not trying to gain any of them.


  • Introduce the concept of ‘invisible love’ where you show love to people through your actions. Talk about how it is no good believing in something if you are not prepared to act upon that belief.

  • Suggested task: ask children to draw a picture of something that they will do for their family or friends to show invisible love and then write about how and why they will do this.




Sub question: How does it feel to belong to a group?
AT1 (L2) – ‘I can say some things people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’


What is meant by Christian Baptism?


WALT and Success Criteria

Main Activities

Resources

Assessment

WALT: explore how people are welcomed into groups.
I can look at some items and decide how they might help to welcome someone into the Church.
I can design a celebration to welcome a baby into my family, saying what I would do and why.

  • Does anyone know how a Christian baby would be welcomed into the Church? Why would Christians want to welcome babies to the Church?

  • Have a box with a baptism candle, shell, baby doll and baptism card in it.
  • Open the box and allow the children to explore it. What do you think these things are for? How might they help to welcome a baby into the Church?


  • Tell the children that when babies or people (older people can be baptised too!) are welcomed into the Church they are baptised.

  • Think about your work from the last unit, how would you welcome a baby into the world?

  • How would you celebrate the gift of life?

  • Suggested task: ask the children to design in groups or pairs their own celebration to invite a baby into their families. What would they do to welcome the baby and why?

Baptism card, candle, shell and a baby doll

Sub question: Why are people welcomed into the Church?
AT1 (L2) – ‘I can say some things that people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’

WALT: find out what happens in a Baptism.
I can watch a demonstration or video clip of an infant Baptism and say what I think is happening and why.
I can make a Baptism wheel to show the different stages of Baptism.

  • Has anyone ever been to or been baptised or christened? Talk about how for babies these are the same thing.

  • Watch and video of a baptism or invite a vicar in to demonstrate a baptism.

  • What happened? Discuss the significance of the different stages and the idea of creating a cross on the babies head to symbolise the Christian community bound through Jesus.

  • How does this compare to how a Muslim baby is welcomed into the world? Is it very similar or different?

  • Make the children aware of the significance of light and water throughout this ceremony.
  • Suggested task: make a Baptism wheel of the different stages of Baptism (teacher could draw the pictures on the wheel), children to create the wheel and write underneath each picture what is happening and why.


Video clip/ demonstration of infant Baptism
Baptism wheels

Sub question: What happens in a Baptism?
AT1 (L2) – ‘I can say some things people believe.’

AT1 (L3) – ‘I can describe some of the things that are the same and different for believers.’

WALT: find out about why Christians are baptised.
I can listen to the story of Jesus being baptised and say why light and water are symbolic.
I can create my own Baptism card using the symbols light and water.

  • Why do you think Christians are baptised?

  • Tell the children that they are following the example of Jesus who was baptised by John the Baptist using Godly Play.

  • What happened in the story? Which was your favourite part and why?

  • Why was Jesus baptised?

  • Discuss why light and water are symbols of Baptism as the light represents the Spirit of God and the water is supposed to be purifying.

  • Discuss how Jesus was baptised and so Christians have been baptised to be welcomed into the Christian Church ever since.

  • Show the children some baptism cards and allow them to explore them.

  • Suggested task: ask the children to design a Baptism card with the symbols light and water somewhere on them.

Story of Jesus being baptised using Godly Play
Baptism cards/ invitations.

Sub question: Why do Christians baptise people?

AT1 (L2) – ‘I can tell a religious story and say some things that people believe.’


AT1 (L2) – ‘I can say what some religious symbols stand for.’

AT2 (L2) – ‘I can talk about what happens to others with respect for their feelings.’


WALT: explore what Baptism means to Christians.
I can explore a picture of Baptism and understand that adults can be baptised too.
I can understand that Baptism is the beginning of a life journey and write about what I would wish for a newborn baby’s life.

  • Recap why people are baptised.

  • Is it just babies that can be baptised?

  • Show a picture of Archbishop John Sentamu baptising adults outside of York Minster. What can you see? What is happening?

  • Talk about how adults are welcomed into the Church and the Christian community by being baptised and like Jesus was, they are fully immersed.

  • What do you think it feels like to be baptised?

  • Talk about how baptism is the beginning of a life journey.

  • If you were watching a baby get baptised, what would you wish for its life?

  • Suggested task: draw a baby being baptised and write about what you would wish for its life ahead.

Picture of Archbishop John Sentamu baptising adults outside of York Minster.

Sub question: Why do Christians baptise people?
AT1 (L2) – ‘I can say some things people believe.’

AT2 (L2) – ‘I can talk about what happens to others with respect for their feelings.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.




How do light and dark impact on the Christmas story?
About this unit: In this unit children will learn about Advent as a time of preparation for Christians as they approach Christmas. They learn that the birth of Jesus was foretold by the Old Testament prophets. They reflect upon the symbolism of light in the Christmas story and celebrations. They will reflect upon the difference they can make in their communities.


WALT and Success Criteria

Main Activities

Resources

Assessment

WALT: explore how light makes us feel.
I can talk about my experiences of light and dark and how they make me feel.
I can write a poem about my experience of light, focusing on my thoughts and feelings.

  • Darken the room and get the children to close their eyes light a candle (or use the electric candles) and ask the children to open their eyes.

  • How did you feel in the dark, what did you feel like when you saw the light, did the light remind you of anything, what difference did the light make to the darkness?

  • Can you think of any ideas in Christianity that are based on light? (such as in the creation story and Jesus being the light of the world)

  • Suggested task: write simple poems about their experience of light, focusing on their thoughts and feelings.

Electric/real candles

Sub question: How do the light and dark make me feel?
AT1 (L2) – ‘I can say some things that people believe.

AT2 (L2) – ‘I can talk about what is important to me.’


WALT: understand why Jesus is the light of the world.
I can look at some artwork and say what it tells me about light and Jesus,
I can write about a person who is good and caring about other people.

  • Give children a selection of Christmas cards (both secular and religious) and ask the children to sort them into two categories – ones that show light and ones that don’t.

  • Pick out ones with Jesus on them – do these show light? Discuss how Christians feel that Jesus is the light of the world as he brightened up the world and had a light in him (goodness) and this is why light and dark play a big part in the Christmas story.

  • Look at the picture of Jesus entitled ‘The Light of the World’ by William Holman Hunt’ – who do you think the person is? What message is this picture trying to tell us?

  • Suggested task: draw a picture or write about someone you know who is good, kind and caring about other people.

  • Plenary: explore the Advent Wreath and how Jesus is represented in this.

Selection of religious and secular Christmas cards.
Picture – The Light of the World by William Holman Hunt
Advent Wreath

Sub question: What do Christians mean when they say Jesus is the light of the world?
AT1 (L2) – ‘I can say what some of the art is about.’

AT2 (L2) – ‘I can talk about what is important to me.’


WALT: explore why light is important in the story of the Three Wise Men.
I can talk about why the Star of David is important in the Christmas story.
I can write about who my guiding light is and why and understand why Christians would see Jesus as their guiding light.

  • Explore the story of the Three Wise Men (links to year 1 scheme of work where they will have studied this story), act out using the Crib to remind the children of it.

  • How is light represented in this part of the birth of Jesus story? The star is used as the guiding light for the wise men in Matthew’s gospel story.

  • Show the children a picture of the star. Why is it usually a six point star? Talk about how it is called the Star of David and it is used because Jesus was from the Jewish house of David.

  • Who is your guiding light? Who do you look up to for guidance?

  • Suggested task: on the six points of the star have 6 boxes entitled My guiding light: teaches me to, shows me, helps me, helps me, shows me, helps me see that and get the children to fill this in for their guiding light. Can be differentiated – see p18 of Christmas a year-by-year approach (RE cupboard).

  • Plenary: repeat the activity together but for a Christian using Jesus.

Crib
Three Wise Men story from Matthew’s gospel
Star of David (religious symbols box RE cupboard)
Star of David sheet with boxes coming off it.

Sub question: How else is light important in the birth of Jesus?

AT1 (L2) – ‘I can tell a religious story and say some things that people believe.’

AT2 (L2) – ‘I can talk about what is important to me and to others with respect for their feelings.’




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