Pentecost – Serving – Energy – Year 3 learning focus 1



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Pentecost – Serving – Energy – Year 3


LEARNING FOCUS 1 : The Ascension: Jesus goes back to his Father but

promises to send the Holy Spirit.

Imagine you are one of the disciples after Jesus had left.

Express your feelings in poetry / drama / writing / art.

(Choose an appropriate medium.) AT2 (i) – L2/3

Put one of the apostles in the ‘hot seat’. Ask questions

about how he felt after Jesus had gone and why he felt

that way. AT2 (i) – L2

Write a list of words to describe how the disciples felt.

Why have you chosen these words? AT1 (iii) – L2

In groups, make a tableau to depict how the disciples felt

when Jesus left them. Take photos and put captions to

them to give reasons for their ‘poses’. AT1 (iii) – L2/3

Recap the first three Glorious Mysteries of the Holy

Rosary:

• Resurrection of Jesus: God’s Story 3 page 126,


Matt 28 :1-10.

• Ascension of Jesus: God’s Story 3 page 132,

Acts 1: 6-11.

• Descent of Holy Spirit: God’s Story 3 pages 132-133,

Acts 2: 1-43.

Make links between these Mysteries and the Scripture

passage above. Give the children the stories. In groups,

‘role play’ these Mysteries. At key points, freeze frame

each story and invite questions from the children

regarding what they are wondering about. Highlight

common questions which may be difficult to answer. – all above; AT1 (i) – L2/3

LEARNING FOCUS 2 and 3: The coming of the Holy Spirit.

Make a collection of all the words in the passage which

describe people who are bursting with energy or have

no energy. AT1 (iii) – L2

Make a pinwheel with energy words on the sails. Use

‘energy’ colours. Take it outside when completed and

blow in the wind to see effect. Make links between the

energy the wind gives to move the pinwheel and that

given by the Spirit to ’move’ the apostles. Pin onto the

topic display. (These will be needed in the concluding

liturgy in RESPOND) AT2 (i) – L2/3

Use musical instruments to accompany the story of the

coming of the Holy Spirit. Perform it for the rest of the

class and explain your choice of musical accompaniment

to them. AT1 (ii) – L2

Use the image from God’s Story 3 page 133. Imagine

you are the follower of Jesus in blue addressing the

crowd. Write your script in a big speech bubble, telling

them how the power and energy of the Pentecost

experience has changed you and the wonder and awe

you experienced. AT2 (ii) L2/3
A television company is going to broadcast ‘Question

Time’ from your school. From your class, elect a panel of

‘apostles’ to speak. Prepare questions to ask them about

how their beliefs and feelings regarding the energy

and power they experienced at Pentecost affected their

behaviour. AT2 (i) – L3

LEARNING FOCUS 4: The Church celebrates Pentecost.

Invite the priest or deacon to come in and make links

between how we celebrate Pentecost in the parish today

and what happened at Pentecost. Prepare questions

about these links beforehand to ask the priest or deacon

when he visits. AT1(i) – L3

Describe how a parish might celebrate the feast of

Pentecost. What would you notice about the Sunday

Mass and suggest how the parish family might also

celebrate together after Mass. AT1 (iii) – L2

Learn a hymn about the Holy Spirit. AT1 (ii) – L2

LEARNING FOCUS 5: The Holy Sprit energises us.
Create a symbol to show one of the different forms of

energy. On it, write a poem about the kind of person you

would be if you had this energy that the Holy Spirit brings. AT1 (ii) – L2

Research and investigate the ways in which people in:



a your parish community

b your local community

c the global community

use the energy, the gifts the Holy Spirit gives, for themselves and others. AT1 (iii) – L2


LEARNING FOCUS 6: The gifts of the Holy Spirit.
Using a dictionary or thesaurus, ask the children to look

up the definition of each of the gifts of the Holy Spirit.

Then, in groups, using magazines etc. create a montage to

depict each of the gifts of the Spirit, demonstrating how

the gifts are used by believers today. AT1 (iii) – L2/3

Ask the children to put the gifts of the Spirit in their order

of importance and give reasons for their choice and say

how that gift might help others. AT1 (ii) – L3

Give each group of children a particular gift of the Spirit

to work with. Ask them to demonstrate to the rest of

the class through any medium they choose (e.g. dance,

drama, art, PowerPoint presentation) how Christians

might use that gift today. AT1 (iii) – L2

Create symbols for each of the gifts of the Holy Spirit and give reasons for your creations.

AT1 (ii) – L3

Reconciliation – Inter-relating – Choices – Year 3


LEARNING FOCUS 1: Two sons make choices.
Write/draw/act your own up-to-date story to illustrate

choosing the good and the consequences. AT1 (i) – L2

Make a PowerPoint of your story. AT1 (i) – L2/3

Make a storyboard of the choices made by each son and

add these to the display. AT1 (iii) – L2/3

Imagine you were in the Temple the day Jesus told the

story. Write a letter to a Christian community

making links between what you heard and

how that might help a Christian make choices. AT1 (i) – L3

A television company is going to broadcast

a new programme called ‘Choices’ from your

school. The focus is the Scripture story of

the Two Sons in Matthew 21: 28-31. Set up a

panel made up of ‘both sons and their father.’

Prepare questions to ask them about why

they made the choices they did and how their

choices affected other people. Reflect on the

activity and record how what you have heard

may affect how you and others make choices

in future. AT2 (i) – L2/3


LEARNING FOCUS 2: The meaning of sin and the examination ofconscience.

Write a guide for to making good choices, including an

explanation for younger children of what it means to

examine your conscience. AT1 (iii) – L2/3

Develop a scenario about doing bad things and good

things, dramatise it, record it with a video camera or

digital camera and have a debate about it… AT2 (i) – L3

Introduce the following prayer to the children. Allow

them to record it in some way. AT1 (iii) – L2

A prayer for help and guidance:


Holy Spirit, you are with us when we choose.

For our good choices and the joy of making them, we

thank you.

For the joy they bring us and others, we thank you.

For our wrong choices, we are sorry.

For the hurt we have done to others, we are sorry.

Help us to take time to think.

We ask you to help and guide us, Amen
LEARNING FOCUS 3: God has forgiven you.

Through art/dancing/drawing/mime/recording or any

other means retell the story of the Prodigal Son. AT1 (i) – L2

Find some words which describe the father and write

a character sketch of him. Say how he is like God our

loving Father. AT1 (iii) – L2

Imagine you are the son or the father and tell your story,

giving reasons for your thoughts and actions. AT1 (iii) - L3

Look at the picture of the Prodigal Son. Ask the children

to write a commentary on it to explain to people visiting

the art gallery what the picture is about and what

meaning it might have for life. AT2 (i) – L3



LEARNING FOCUS 4: The Sacrament of Reconciliation.
Make a glossary of the new words which have been learnt.

Act of Sorrow: give the children a copy of this prayer. Talk

about its meaning and explain that grace is the touch

of God’s love in our lives. (There may be local parish

versions of this. If so use these.) Ask the children to write

their own prayer of sorrow. AT1 (ii) – L2


O my God because you are so good,


I am very sorry that I have sinned against you

and with the help of your grace I will not sin again.

Amen AT1 (ii) – L2/3

LEARNING FOCUS 5: What happens at the Sacrament of Reconciliation.

Make a Reconciliation booklet to help a person

understand the different steps in celebrating the

Sacrament of Reconciliation and what they mean.

Include ideas for prayer and perhaps some words of

Jesus. AT1 (ii) – L2/3

Continue to add to the glossary.

Use the stages of the Sacrament to make a storyboard or a PowerPoint presentation providing some explanation for each stage. AT1 (ii) – L2/3



LEARNING FOCUS 6: Thanksgiving for God’s love.

Give each child a copy of the text on an A4 sheet, with

the text in the middle and a margin for the children to

work in pairs to read the text and talk about it together,

explaining different aspects. AT1 (i) – L3

Select all positive words in the passage e.g. love, respect,



encourage etc and give examples of what people might

do to be loving, respectful etc. AT1 (i) – L3

Research someone who might be an example of the

kind of person Paul is speaking about e.g. Ita Ford,

Maximillian Kolbe, Esther John etc. (see Recent Friends

of Jesus by Victoria Hummell). Explain how they were

followers of Jesus. AT2 (i) – L3

As a class, create a Litany of thanks and sorrow. Invite children to add their own words.

For choices that made me

glad. Thank you God.


For choices that made

others glad. Thank you

God………… AT1 (ii) – L2/3
Universal Church – World – Special Places – Year 3
LEARNING FOCUS 1: Special places for Jesus.

Give the children a map (see cafod.org.uk/comeandsee)

with all the places that were special to Jesus clearly

marked. Children to write about which event happened

there and why it is special to Jesus. They could then

relate that to special places for them (e.g. the River

Jordan is special to Jesus as he was baptised there. St.

Mary’s Church is special to me because this is where I

was baptised). AT1 (i) – L2/3

An alternative activity would be for children to match

the events in Jesus’ life with the location where they

took place (see Special places for Jesus matching activity

at cafod.org.uk/comeandsee). AT1 (i) – L2/3

Collect photographs of the places that may be special

to the children and ask them to name the equivalent

special place for Jesus (e.g. local maternity hospital –

stable at Bethlehem; their local church – Temple). Ask

the children to say what happened at each special place. AT1 (i) – L3

Invite the children to choose and retell their favourite

story about Jesus, stating where it happened, why it was

special and explaining why it is a special place for people

today. AT1 (i) – L2/3


LEARNING FOCUS 2: Special places for the Christian community.

On the internet, the children may research one site of

Christian pilgrimage – they could choose a ‘local’ site of

pilgrimage or a site from somewhere else in the world.

Feed back the findings to the class, encouraging children

to show how people’s beliefs affects their behaviour.AT2 (i) – L3

In the past, pilgrims often returned from their

pilgrimage with a badge to show where they had been.

Pilgrims to the shrine of St James at Compostella in

Spain wore a shell badge. Ask the children to design a

badge for one of the special places of pilgrimage they

have learnt about today. They could describe these to the

class, giving reasons for their choice of design. AT1 (ii) – L3

Plan and go on pilgrimage to your local church. Invite

the children to suggest suitable prayers or activities for

their outing. Take photographs of your pilgrimage. AT1 (ii) – L2/3

Ask the children to research the practices of Christian

pilgrimage-journey, individual prayer, group prayer

etc. Look at the websites of pilgrimage tour operators

to see the daily events of a pilgrimage. List some of the

activities which take place during a pilgrimage. Discuss

in groups what these are and why they happen and give

reason why this is important for Christians. AT1 (iii) – L3

Invite someone in who has recently been on a

pilgrimage. Individually, in groups or as a class, prepare

questions for the pilgrim. Find out why that place

was special for them and their reasons for going on

pilgrimage. AT1 (iii) – L3

LEARNING FOCUS 3: Holy places of worship.

Set up a special place of pilgrimage around the

school hall or school grounds (similar to a treasure

hunt). Children find cards (use images from previous

PowerPoint presentations) with pictures of holy places

of worship on them. Then, on an answer sheet, fill in

what the place is, why it is special and for whom. AT1 (ii) – L2/3

Children to write about a place of worship that is

special to them, giving reasons why they go to this

place. Compare this place to another place of worship

somewhere else in the world. Include what is different

and similar about these places of worship. AT1 (iii) – L3

Create a special place of prayer in the classroom. Include

global pictures/artefacts/symbols from around the

world to remind us to pray for our global neighbours. AT1 (ii) – L2/3

With the children, create a special place of prayer

outside, using various materials. In groups, children

could create a design for a special place of prayer. The

prayer area could include a prayer focus, prayer cards,

candles and areas of quiet reflection for the children to

spend some time being still and quiet with God. AT1 (ii) – L2/3

LEARNING FOCUS 4: The world as a special place for the Christian

community.

Look up the word ecology: it is about everything working

in harmony, as God planned it. In groups produce some

ideas for bringing more harmony into your school

environment e.g. grow something to enjoy and share,

tidy a messy area etc. Work out a plan and present it to

the class for action and say why this is important for

Christians. AT2 (i) – L3

Invite the children to explore the CAFOD Picture


My World website, illustrating special places for the

different children around the world. For example, see

teacher’s notes page to explore and identify some of

the places in Rwanda, Cambodia and Brazil that may be

special for people living there. AT2 (i)/(ii) – L2/3

Hold a class debate, encouraging the children to think

about and discuss a statement, such as “The World is

ours – act now before it’s too late!” Debate for/ against

the statement. Draw out of the discussions why, as

Christians, we act in certain ways. AT2 (ii) – L2/3


LEARNING FOCUS 5: Respecting our world as a special place.

Individually invite the children to complete the Taking

Action worksheet based on the PowerPoint about

different ways of taking action to respect God’s world

(see CAFOD website at cafod.org.uk/comeandsee).

Children to describe the action being taken and why. AT1 (iii) / AT2 (i) – L3

Invite the children to work in groups to think of an

issue that is spoiling our world (e.g. climate change,

pollution). Together, encourage the children to agree

what action they will take to improve the situation,

because our world has been given to us by God, to enjoy,

to share and to take care of. An example of an action

might be to find out about recycling in the local area. AT2 (i) – L3

Invite the children to write an acrostic poem using the

letters of the words RESPECT at the start of each new

line, linking this to how we look after God’s world. Write

the poems on cut-out leaves (using recycled paper

where possible) and attach all the leaves to the branches

of a tree for a class display. AT1 (iii) – L3

For more activities relating to respecting our world, see

CAFOD’s livesimply poster set (Go Green with CAFOD). AT1 (iii) – L2/3


LEARNING FOCUS 6: We have a special place in our hearts where

God dwells.

Pope Benedict spoke about ‘hearts speaking to hearts’.

Ask children what they think it means to be able to speak

to God through their hearts, and ask children to write a

message to God on a heart template and take it home to

keep. At1 (iii) – L2/3

God is always in our hearts. Gather the children together

for a quiet moment to recognise the times that they have

been aware of God in their hearts, in good times and in

difficult times. AT1 9iii) – Level 1, 2, 3

Invite children to think about what they would like to tell

Rosena about the good times and difficult times in their

lives. Record in an appropriate way e.g. interview one

another with video, digital cameras and microphones. AT2 (ii) – L2/3

Invite the children to prepare a short prayer or to

complete a paper heart template with an intention on it to

place in the prayer focus area. AT1 (ii) – L2/3



Say the following prayer together

God, thank you for having a special place in our hearts.

Help us to take time to be still,

To know that you are always there in good times and

difficult times.

Fill our hearts with your Holy Spirit.

Amen




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