Transport/movement re theme: leaders



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School Theme: TRANSPORT/MOVEMENT

RE Theme: LEADERS




Mid Term Plan RELIGIOUS EDUCATION

Years 1+2



Learning Objectives

(Skill, Concept, Attitude)



Com.

Req.


Possible Activities


Resources

The following learning objectives are some of End of Key Stage Statements (EKSS) which are a statutory part of the Carmarthenshire Agreed Syllabus for RE. All the statutory EKSS have been divided between the six units of work in the exemplar schemes of work to ensure that the legal requirements for RE are being met in a balanced way. These are the objectives upon which the schemes of work are based.
Be familiar with some of the stories associated with 2 key religious figures. (ARE 4 EKSS ii)
Express their own feelings, reactions and responses in a creative way. (ARE 10 EKSS i)
Respect other pupils by listening to their opinions and showing regard for their religions. (ARE 10 EKSS ii)
Describe and record their observations using a variety of media. (ARE 10 EKSS iii)
Note ARE 10 i,ii,iii appear in the 6 units as they should permeate all aspects of work.





The amount of time that the possible activities given below will take is dependant on a number of factors. For example, you may wish to look at some topics in depth and therefore take more time. You may wish to address some topics superficially or to omit them altogether. Some topics may be developed further in other curriculum areas. Therefore the suggested ‘lesson’ time is only a very rough guide. What is important is that whatever topics or activities you do, you ensure that the End of Key Stage Statements, noted in the Learning Objectives column, are covered by the end of the unit.


The Carmarthenshire In-service Training course or consultancy ‘‘Religious Leaders” provided by Mary Parry. The course contains detailed information on all the activities noted in this exemplar scheme of work. The course is accompanied by detailed teachers’ notes providing the necessary background information, suggestions for lesson content and exemplar worksheets.



1. Talk about leaders and people who have authority over the children, e.g.:
in school - teachers, dinner lady

at home - parents

in the community - lollipop lady, leaders in clubs e.g. Urdd, swimming club.
Why do we need leaders?







2. Explore the work of leaders in the local church/chapel - e.g. Sunday School teacher, organist. Invite the person into school to talk with the children.

A leader in the local church - e.g. the Sunday School teacher/organist.





3. Explore the work of the local vicar/minister. Invite him/her into school to talk with the children about his/her work.
Note you may wish to do both 2. and 3. above or choose just one of them.


The local vicar/minister




4-5. Listen to stories from the life of Moses as a key figure in the Jewish religion e.g. Moses as a baby, the ten plagues, the Exodus.
Record observations made on the stories in a variety of suitable media.

There are many books available on the life of Moses suitable for KS1 - you probably have one or more in school. One excellent version of the accounts is found in :

The Lion First Bible by Pat Alexander

ISBN 0 7459 3210 X

For line drawings an excellent book is

How to cheat at Visual Aids - Old Testament by Pauline Adams and Judith Merrell pub. Scripture Union






6-10. Listen to, discuss and do practical activities on a variety of stories about the life and teachings of Jesus. Below are listed some stories about Jesus which can be suitable for KS1 and which have not been used in the other units of work in KS1 or KS2.
However, your choice of stories will depend on the time of year in which this unit is being studied, resources in the classroom, stories you have or intend to study in other units with the pupils etc.

  • Jesus as a boy in the Temple


  • Choosing the 12 disciples

  • Jesus healing the paralytic man

  • The poor woman’s offering

  • Jesus welcomes the children to him

  • Jesus cleans the Temple

  • The Easter story (depending of the time of year in which this unit is studied).

As with stories of Moses, there are many books available on stories of Jesus suitable for KS1 - you probably have some favourites in school. Again one excellent version of most of the stories mentioned below are to be found in:

The Lion First Bible by Pat Alexander

ISBN 0 7459 3210 X pub. Lion Publishing

For line drawings an these stories, and a resource to make worksheet, collage etc an excellent book is:

How to cheat at Visual Aids Pauline Adams and Judith Merrell pub. Scripture Union
There are IT activities for pupils on Easter on the NGfL-Cymru website http://www.ngfl-cymru.org.uk They are to be found under Teaching Resources  Key Stage One  Religious Education.




School Theme: TRANSPORT/MOVEMENT

RE Theme: LEADERS



Mid Term Plan RELIGIOUS EDUCATION

Years 3+4/First Cycle



Learning Objectives

(Skill, Concept, Attitude)



Com.

Req.

Possible Activities


Resources

The following learning objectives are some of End of Key Stage Statements (EKSS) which are a statutory part of the Carmarthenshire Agreed Syllabus for RE. All the statutory EKSS have been divided between the six units of work in the exemplar schemes of work to ensure that the legal requirements for RE are being met in a balanced way. These are the objectives upon which the schemes of work are based.

Give an outline of the story of two key religious figures and describe the role of a modern religious leader. (ARE 4 EKSS iii)


Show confidence in sharing their own ideas, views and responses with others. (ARE 10

EKSS i)
Listen to a visitor, ask appropriate questions and show respect for others by recognising their right to hold views different from their own. (ARE 10 EKSS ii)


Record and classify their observations. (ARE 10 EKSS iii)
Note ARE 10 i,ii,iii appear in the 6 units as they should permeate all aspects of work.





The amount of time that the possible activities given below will take is dependant on a number of factors. For example, you may wish to look at some topics in depth and therefore take more time. You may wish to address some topics superficially or to omit them altogether. Some topics may be developed further in other curriculum areas. Therefore the suggested ‘lesson’ time is only a very rough guide. What is important is that whatever topics or activities you do, you ensure that the End of Key Stage Statements, noted in the Learning Objectives column, are covered by the end of the unit.

Two useful general CD Roms on RE in KS2 are:


Exploring World Religions pub Granada Learning

World Religions - An Illustrated Encyclopedia pub. Sparrowhawk & Heald




1. Revise from Key Stage 1 some of the leaders which the children follow.


  • Why do you listen to these people?

  • What qualities does a good leader possess?

  • What sort of leader would you choose as e.g. a football captain, the leader of a country, a youth club leader, a religious leader in the local community?






2+3 Look at the work of the local vicar/priest/minister. Investigate a week in his/her life. Invite him/her to school to talk about his/her work.


The local vicar/minister

Special People - Folens by Louis Fidge and John Williams





4. Look at the work of a leader of another faith community - e.g. the Rabbi (Judaism) or the Imam (Islam)

Special People - Folens by Louis Fidge and John Williams




5-8 Jesus as the key figure of Christianity. Help the children to understand the importance of Jesus to Christians. Give an outline of his life, teachings and the beliefs that Christians have about him. It is important that the children have such a framework so that they can make sense of stories that they have heard, or will hear in the future about Jesus.
An idea for a framework of Jesus’ life may include:
birth narratives

Jesus in the temple at 12

Jesus’ baptism

Jesus chooses his disciples

Some of Jesus’ teachings, including parables

Jesus performing miracles

Religious leaders plotting against Jesus

The crucifixion and resurrection


Obviously you will not have time to teach all these stories during the term (although you may wish to include some stories in Collective Worship which would help to re-enforce the work in RE). What you teach during these lessons will depend upon the children’s knowledge of Jesus and stories that you have studied with the children in the past in other RE units. You should briefly revise stories which you feel the children know well - e.g. the birth narratives, putting them into the context of the life of Jesus.
You could create a time-line of Jesus’ life on the classroom wall, with children producing pictures etc. to slot into the timeline.
Discuss with the children why they think that Jesus is so important to Christians.


There are a variety of books suitable for children on these stories. A simple version of all of the stories can be found in The Lion First Bible by Pat Alexander pub. Lions Publishing
TV programme/Video - The Miracle Maker
For line drawings an these stories, and a resource to make worksheet, collage etc an excellent book is:

How to cheat at Visual Aids Pauline Adams and Judith Merrell pub. Scripture Union

There are IT activities for pupils on Christmas and Easter on the NGfL-Cymru website http://www.ngfl-cymru.org.uk They are to be found under Teaching Resources  Key Stage Two (or Key Stage One)  Religious Education.






9+10 Give an outline of the life, teachings and significance of a key religious figure of another religion - e.g. Moses (Judaism).
You could look at the outline of Moses’ life in more detail than in KS1 -e.g. Moses as a baby, Moses kills an Egyptian, Moses flees to Midian, Moses as leader of the Israelites, the ten plagues, the Exodus, Moses receiving the 10 Commandments.
Discuss why the children think that Moses is an important person to the Jews.
Alternatively you could look at the outline of Muhammad’s life and his importance to Muslims.

There are a variety of books available for children on Moses e.g
Moses by Dilwyn Hunt pub. Oliver and Boyd.
Video/Television Programme: Animated Stories - Moses
For line drawings an these stories, and a resource to make worksheet, collage etc an excellent book is:

How to cheat at Visual Aids Old Testament Pauline Adams and Judith Merrell pub. Scripture Union


School Theme: TRANSPORT/MOVEMENT

RE Theme: PILGRIMAGE







Mid Term Plan RELIGIOUS EDUCATION

Years / Class 5+6 Second Cycle



Learning Objectives

(Skill, Concept, Attitude)



Com.

Req.


Possible Activities


Resources

The following learning objectives are some of End of Key Stage Statements (EKSS) which are a statutory part of the Carmarthenshire Agreed Syllabus for RE. All the statutory EKSS have been divided between the six units of work in the exemplar schemes of work to ensure that the legal requirements for RE are being met in a balanced way. These are the objectives upon which the schemes of work are based.

Be familiar with stories, customs and activities associated with an important place of pilgrimage. (ARE 1 EKSS iii)

Show confidence in sharing their own ideas, views and responses with others. (ARE 10

EKSS i)
Listen to a visitor, ask appropriate questions and show respect for others by recognising their right to hold views different from their own. (ARE 10 EKSS ii)


Record and classify their observations. (ARE 10 EKSS iii)
Note ARE 10 i,ii,iii appear in the 6 units as they should permeate all aspects of work.





The amount of time that the possible activities given below will take is dependant on a number of factors. For example, you may wish to look at some topics in depth and therefore take more time. You may wish to address some topics superficially or to omit them altogether. Some topics may be developed further in other curriculum areas. Therefore the suggested ‘lesson’ time is only a very rough guide. What is important is that whatever topics or activities you do, you ensure that the End of Key Stage Statements, noted in the Learning Objectives column, are covered by the end of the unit.



The Carmarthenshire In-service Training course or consultancy ‘‘Pilgrimage” provided by Mary Parry. The course contains detailed information on all the activities noted in this exemplar scheme of work. The course is accompanied by detailed teachers’ notes providing the necessary background information, suggestions for lesson content and exemplar worksheets.
Two useful general CD Roms on RE in KS2 are:

Exploring World Religions pub Granada Learning

World Religions - An Illustrated Encyclopedia pub. Sparrowhawk &Heald




1. Talk about ordinary journeys - what journeys do the children make daily?
Talk about special journeys that the children have made e.g. going on holidays, going to visit relatives, going to see a special football/rugby game.
To where did they travel? Why? How did they feel whilst travelling? How did they travel? What did they do during the journey? What did they wear? What did they take with them? etc.








2. Revise the idea of special places - their own special places, special places in the community and special places for religious people.
Introduce the idea that some people travel for religious reasons. These journeys are called ‘pilgrimage’ and the people who make the journey are called ‘pilgrims’. They travel to special places with a religious significance.
Talk about the difference between a tourist and a pilgrim.










3. For the rest of the unit look at different places of pilgrimage. Below are some examples. Note however, you are not expected to do all of these. Try to do one famous Christian pilgrimage site - e.g. Bethlehem, one pilgrimage site from another religion e.g. Makkah and one Welsh pilgrimage site e.g. St David’s.
Bethlehem
Revise the birth account of Jesus. Discuss why the children think that many Christians choose to go on a special journey to Bethlehem. Explain what pilgrims see and do there. How do you think that Christians feel there?
Jerusalem - Christianity
Revise incidents in Holy Week with the children. - e.g. Palm Sunday, the Last Supper, the Crucifixion, the Resurrection. Discuss why the children think that many Christians choose to go on a special journey to Jerusalem. Explain what pilgrims see and do there. How do you think that Christians feel there?



Pilgrimages by Celia Collinson & Campbell Miller pub. Hodder and Stoughton

The chapters on Bethlehem and Jerusalem contains very useful background information


Excellent Internet site on Pilgrimage - Bethlehem and Jerusalem

re-xs.ucsm.ac.uk/schools.re/pilgrimage/


Holiday Brochures











Lourdes
Tell the children the story of St Bernadette in Lourdes. Explore them what happens there today. Talk about the type of people who go on a pilgrimage to Lourdes. In what ways does the pilgrimage help them?
Jerusalem - Judaism and The Western Wall
Explain that Jerusalem is important to Jews as well as Christians. Give the children some details about the Temple in Jerusalem and explain that since 70AD only the Western (Wailing) Wall remains. Explain some of the things that Jews do at the Wall.
Discuss: Why do you think the Wall is so important to many Jews? Why do you think many Jews want to make a pilgrimage there? How do you think they feel there?
Makkah - Pilgrimage in Islam
Explain to the children that pilgrimage is an important part of the Muslim faith. One of the five main rules of Islam says that everyone should try to go on a pilgrimage to Makkah (Mecca), the holy city of Islam, once in their lifetime.
Explain what the pilgrims do once they arrive in Makkah, and the significance of these actions - e.g. everyone wears the same type of clothing - a plain white garment, to show that everyone is equal in the eyes of Allah. Tell the children that at the time of year when Muslims make the pilgrimage there are millions of pilgrims in Makkah at the same time. How do you think that this makes the Muslims feel?


The story of Bernadette and Aideen’s Story from the pack A Gift for the Child by Michael Grimmitt, Julie Grove etc. (This pack is expensive. It is available on loan from the RE Resource centre in Trinity College.

The Internet Site - RE-XS (see above)


Pilgrimages by Celia Collinson and Campbell Miller pub. Hodder and Stoughton
Excellent Internet site on Pilgrimage - Judaism - Jerusalem and the Western Wall

re-xs.ucsm.ac.uk/schools.re/pilgrimage/


Travel brochures

Pilgrimages by Celia Collinson and Campbell Miller

Islam - RE Ideas Bank by Christine Moorcroft pub Folens

Pilgrimage by Jon Mayled pub. Wayland
In addition, most general books on Islam contains information and pictures of the Hajj.
Video Hajj - Pilgrimage to Mecca. Pub. Christian Education Movement (can be borrowed from Trinity College RE Resource Centre)

Excellent Internet site on Pilgrimage - Hajj:



re-xs.ucsm.ac.uk/schools.re/pilgrimage/
Artefacts: Pilgrim’s clothes




Pilgrimage in Wales - St David’s or Our Lady of the Taper, Cardigan.
Explain to the children why these places have special significance to Christians - the historical background. Tell them about pilgrimages to these places today.
Take the children on a visit to either of these places. If possible let them walk a small part of the way as pilgrims would do. Discuss how they felt. How do they think that the pilgrims feel.


A visit to St David’s Cathedral or Our Lady of the Taper, Cardigan
Various leaflets and artefacts which can be obtained at the two places.





and Ceredigion






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