KEY STAGE 1 UNITS

BAPTISM v Christian welcoming ceremony v Symbolism of water v Symbolism of light

CHRISTMAS: THE CHRISTIAN FESTIVAL (YEAR 1) v Christmas is a Christian festival v The account of the Nativity v Jesus’ birthday is celebrated at Christmas CHRISTMAS: SYMBOLISM OF LIGHT (YEAR 2) v Light is a symbol of goodness v The Advent ring v Light in the Christmas story v The Christingle

CREATION 1 v The natural world v Creation story from Genesis v Caring for creation v St Francis v Life cycles in the natural world v Human life cycle v People as creators DAVID v Life of a shepherd boy v David the musician & poet v Chosen by God to be king v David and Goliath v God hears our prayers EASTER SYMBOLS (YEAR 1) v The cross is a Christian symbol v The symbolism of the Easter egg v Using symbols to recall the events of Holy Week & Easter EASTER IN CHURCH (YEAR 2) v How Christians keep Lent v How the Church celebrates Holy Week & Easter v An Easter service JESUS GROWING UP v Jesus born in a Jewish family v Home life in Nazareth v School life v Jesus in the synagogue v Jesus’ presentation in the Temple v Jesus’ visit to Jerusalem at 12 years of age

JESUS THE TEACHER v Special teachers v Teaching with visual aids v Teaching that God loves us v Teaching about saying sorry v Teaching about putting things right v Teaching about forgiveness JOSEPH v Family relationships v Joseph’s dreams & God’s protection v Joseph tests his family v Family reunion & forgiveness NOAH v Noah’s obedience to God v Noah’s trust in God v God’s promise v Promises PRAYER v Christians pray to God v Praise v Thanksgiving v Saying sorry v Asking for things v Attitudes in prayer SHARING v Giving & receiving v Sharing at Harvest v The boy who shared his lunch v Sharing through love & friendship v God provides for those who trust him v Christians who help those in need THE LOCAL CHURCH v The Church associated with the School v Signs and symbols in the Church v The Church community v Christian worship THE LORD’S PRAYER 1 v God as Father v God as Creator and King v Needs or wants! v Forgiveness v Temptation v Praise

WHO AM I? WHAT IS MY COMMUNITY? v The uniqueness of the individual v God cares for everyone v Individuals make a community v Baptism – belonging to a Christian community

BAPTISM KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS: AT1 Say what baptism is recognises symbolic significance of water (and light. AT2 Communicate personal experience of baptism (own, others, watching video, demonstration) expressing feelings about its meaning.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT1

AT2

To know that baptism/christening is a Christian naming and welcoming ceremony To value home/family experiences

Learn the vocabulary as it is introduced (baptism, christening, font, priest, candle, godparents, promises). Show video/website clip of an Anglican baptism. Ask children to find out if they have been baptised. Make an interactive display of photographs, clothes, cards. Find out about the origins or meanings of their own names.

Refer to Who am I? What is my community? Unit SDBE Places of Worship resource pack by Lynne Broadbent (BBC Education) ISBN 0 56337 470 5 www.request.org.uk/infants/milestones/baby/infantbaptism Video Sarah & Paul pub RMEP Dottie & Buzz, C4 Parental help School artefacts My Christian Life Wayland 0 7502 1298 5 Looking at Christianity: Special Occasions Pub Wayland 0 7502 2240 9

Lessons 2 & 3

AT1

To be able to explain the symbolism of water in baptism To understand the role of parents and godparents

Discuss the uses of water in daily life. Focus on water as a life need and means of cleansing. Wash hands & drink to convey importance. Use the structure of the Anglican service to give details about why babies are baptised & what the role is of parents & godparents. Talk about the symbolic act of using water. Ask priest to simulate baptism in church using a doll, or simulate baptism of doll in class: choose a name, role play parents, godparents, worshippers. Take photos.

Water bottles, bowl, water, towel Common Worship book Arrange visit to church or simulation of baptism in class. Dressing up clothes, doll, bowl, jug, water… digital camera

Lesson

4 AT1&2

AT2

To know the reason for giving the family a candle To know why families have a party when a child is baptised

Look at pictures of simulated baptism. Show a baptismal candle. Talk about how we can shine like lights by what we do & how we live. Think about the use of candles at birthdays and how a baptismal candle might be used Share food and a drink in the class as a baptism celebration party. Communicate understanding of baptism, using pictures and words. Give pupils water droplet shapes and flame shapes on which to record their learning.

Candle & matches Candle flame and water droplet shapes Food & drink

CHRISTMAS: THE CHRISTIAN FESTIVAL YEAR 1

SUGGESTED ASSESSMENT ACTIVITIES AT 1. Recall the events of the nativity. AT2. Ask questions about the nativity and communicate what Christmas means to them.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1 AT1

AT2

To understand that there are lots of festivals and that Christmas is a Christian celebration Express own feelings about Christmas

Make a list of celebrations that pupils know about. Decide on those that are connected with a religion. Have a box of artefacts to help this activity. Are any connected to an event from the past? In circle time encourage pupils to explain any feelings about their own celebrations. Recall what they remember about Christmas. Use a story book to correct wrong information.

First Festivals books, Lion,www.lion-publishing.co.uk Artefacts box containing cards for various festivals, crib figures, a Christmas decoration, Easter egg, baptismal candle, diva light etc A Christmas Story by B Wildsmith Pub: OUP ISBN 0 19 272244 1

Lesson 2 AT1

AT1

To know the account of the Nativity can be found in the New Testament To know that Jesus’ birth is celebrated at Christmas

Explain the Old Testament contains stories & events before the birth of Jesus & the New Testament is about his birth & life. Tell the events of the birth of Jesus. Talk about the characters in the story & their importance. Use a variety of old Christmas cards. Separate the religious from the secular. Have enough for several groups to sequence the Nativity story-display

Beginners Bible Selection of Christmas cards

Lesson 3

AT1&2

To know the main events of the Christmas story

Give choice of activities for pupils to retell the Christmas story:. v Role play with Nativity costumes v Act out the story using puppets v Scan pictures and words onto

computer for pupils to make into a power point presentation or book.

v Provide word bank for pupils to rewrite the story.

v Make a tape recording of the story. Encourage pupils to share what they have learnt about Christmas and what will be special about it for them this year.

Nativity costumes Materials for puppets Word banks, scaffolding Digital pictures Tape player/computers.

CHRISTMAS: LIGHT YEAR 2

SUGGESTED ASSESSMENT FOCUS: AT 1 Explain the meaning of the symbols represented by a Christingle AT 2 Communicate whether these symbols mean something personally.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT2

AT1

AT1

To know that Christmas is a celebration of Jesus’ birth To know that light is a symbol of goodness To know that Advent is the time when Christians prepare for Christmas To know the symbolism of the Advent ring

Discuss what symbols are & where they can be found in everyday life. Make links between symbols & safety. Talk about what it means to shine like a light & how we can be as lights in our homes & school. Link with the idea of expectation as Advent calendars windows are opened every day. Make an Advent ring for the classroom with a circle of red candles & the white one in the centre. Talk about the symbolism.

www.topmarks.co.uk/christianity/nativity Symbols e.g. school badge, road signs, candles, traffic lights etc A ready made advent ring or thick circle of card or round tray, foil to cover it, 5 candle holders, 1 white and 4 red candles, some evergreen leaves. Advent Calendar Circle – God’s love never ends Evergreen leaves – God’s love never dies 4 candles - 4 Sundays in Advent White candle - Jesus the light of the world

Lesson 2

AT2

To know the importance of light in the Christmas story

Brainstorm ways in which light is part of the Christmas story. Remember the ‘host of angels’. Imagine you’re a shepherd – in pairs make a list of words to describe their feelings when the angels appeared. Make a collage of light & surround it with the words. Consider the star in the story. How was it a guiding light? Read the account of the journey of the Wise Men. Choose one & write a song he might have sung on the journey.

The Tallest Candle Pub RMEP (Big Book) ISBN 1 85175 180 7 Pictures of angels ‘Rise up Shepherd’ Come & Praise No 116 A version of the Christmas story that includes the Wise Men ‘Riding Out’ Come & Praise No 124 Bible Matthew 2: 1-12 The Christmas Story, Brian Wildsmith

Lesson 3

AT1 &2

To understand the symbolism of the Christingle

1.

Discuss what life would be like without light. When can a light be shining and a person is in the dark? What did Jesus mean when he said ‘I am the Light of the World’? Make Christingles and reflect on their meaning for Christians.

Information sheet on making a Christingle Oranges, cocktail sticks, dried fruit, small soft sweets, white candle & red ribbon.

MAKING A CHRISTINGLE

v Christingle means CHRIST LIGHT The orange represents the world. The fruit & sweets on the four sticks represent the fruits of the earth and the four seasons. The red ribbon represents Jesus’ blood given for the world on Good Friday. The candle represents Jesus as the Light of the World.

v Make a hole in the centre of the orange; tie or pin the red ribbon round the middle of the orange;

place the orange on a flat surface covered with foil & insert candle in the orange. v The origins of the Christingle are said to come from the Moravian Church. Children who were

from poor families brought gifts to the Church on Christmas Eve for those even poorer than themselves. In return the priest gave them oranges decorated with goose quills covered in fruit and containing a candle. Carols were sung and the lighted oranges were taken home for decorations. As they walked they spread the light of Christmas in their community.

v A Christingle ceremony has been developed by the Children’s Society from whom further information can be obtained @ The Children’s Society

Edward Rudolf House Margery St London WC1X 0JL

CREATION KEY STAGE 1

SUGESTED ASSESSMENT FOCUS AT 1Communicate the concept of God as Creator AT 2Express own understanding of having talents and caring for the world.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT2

To experience and respond to the natural world and sense the awe and wonder of creation

Find evidence of God’s creation in the school environment. Identify species. Look at one tree/plant/insect & study its stages of development, either first hand or through pictures. Talk about how things are kept alive & how we should care for living things. Introduce the idea of life & death.

www.request.org.uk/infants/world Wonderful Earth by Nick Butterworth ISBN 1856080056 The Very Hungry Caterpillar by Eric Carle Video The Fall of Freddie Leaf Beginnings & Endings by B Meltonie & R Ingpen Belitha Press ISBN 1 85561 760 9

Lesson 2

AT1

To know the biblical account of Creation

Read about the Creation based on Genesis chapter 2. Discuss the order of creation, use words, pictures, music, song and dance to retell the Biblical story of creation or have a godly play session lesson,

A first look at God, Lois Rock, Lion,ISBN0 7324 0666-8 Beginners or other Children’s Bible The Creation by Brian Wildsmith God’s Quiet things by N Sweetland ISBN 0745942687 Godly Play Volume 2, Berryman,ISBN1-889108-96-0 Stories from the Christian World by David Self Pub Macdonald Young Books ISBN 0 7500 2553 0 Song: Think of a world without any flowers Come & Praise No 17 or He’s Got the Whole World in His Hands No 19

Lesson 3

AT2

To appreciate the role of people in caring for creation

Grow something as a class and take responsibility for it. Observe how plants grow and need to be cared for. Experience the awe and wonder of watching growth. Reflect on the feelings someone who creates something has toward the things he has made. Communicate own role in caring for creation-in drama, words, pictures.

Seeds Song: From the tiny ant. Come & Praise No 79

Lesson 4

AT1 AT2

To know about the life of St Francis Invite selected pupils/carers to bring their pet to school and explain how they care for it. Tell the story of St Francis and discuss what Christians can learn from him

St Francis by Brian Wildsmith pub Oxford ISBN 0 19 279980 0 www.prayerguide.org.uk/stfrancis.htm

Lesson 5

AT1 AT2

To know that human beings are born and will die To understand the happiness and sadness of life and death

NB THIS LESSON MUST BE GIVEN AT AN APPROPRIATE TIME FOR THE CHILDREN AND THE TEACHER . In circle time select a story from the resource suggestions and sensitively allow children to talk about death and their feelings about it. Build in a time of reflection about remembering the good things about a person or pet that has died. Use stories to aid discussions.

Granpa by John Burningham pub Cape ISBN 0 224 0279 2 I’ll Always Love You by Hans Wilheim Pub Knight ISBN 0 34040152 2 Badger’s Parting Gifts by S Varley Pub Anderson ISBN 086264 062 8 Why did Grandma Die? By Madler Pub Blackwell ISBN 086256 001 2 The Patchwork Quilt by V Flournoy ISBN 0 14 050641 1 Little Bear’s Grandad by N Gray Pub Little Tiger Press ISBN 1 85430 637 5 Fred by Posy Simmonds Picture Puffins ISBN 0 14 050965 8

Lesson 6

AT1

AT2

To know that God gives us special talents To be able to express ourselves creatively To realise that our creativity comes from within ourselves.

Teach the concept that God gives people special talents to use. Make a list of talents of those in the class. Discuss how these help people to care for God’s world and make people creative too. Let pupils to use their individual creativity to communicate their concept of God and responsibility to use talents and care for the world. Eg. Paint or draw a picture, write a poem or story, compose or perform a piece of music or dance. Share responses and reflect on a psalm or song praising God for His Creation

Art/drawing materials Musical instruments Songs: Thank you for ev’ry new good morning Junior Praise No 230. Praise the Lord in the rhythm of your music Come & Praise No 33

DAVID KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Recall the events of Davids life AT 2 Communicate how David was close to God and draw a personal lesson from his life.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lessons

1 AT1

To know that David in the Bible was a shepherd boy, a musician & a poet

Talk about what a shepherd does & what qualities are needed – bravery, love of animals, knows sheep by name etc. David’s family lived in Bethlehem. (Refer to Jesus birth in Bethlehem). Read about David’s early life from the Beginner’s Bible. Make some simple references to the meaning of words in Psalm 23 & use percussion instruments to compose vv1-3 quiet music, v 4 fearful music, v 5 joyful music, v 6 calm, happy music.

Pictures of sheep, shepherds Big Book: A Song of David, Abingdon Press ISBN 0-687-07065-1 Beginner’s Bible Ladybird Bible Stories – David. ISBN 0721495206 The Lord is My Shepherd by Kerston Hamilton (Chariot Books) Song: The Lord is my shepherd Junior Praise No 244 Percussion instruments

Lesson 3

AT1

AT2

To know how David was chosen by God to be King To recognise it was the smallest and youngest that was chosen

Talk about what it feels like to be the youngest or smallest in your family or school. Introduce the idea that we are all special to God (link from FS unit What makes us Special) Tell the story of the choosing of David as King and act it out.

1 Samuel 16 Beginner’s Bible Dressing up clothes, crook, toy sheep Song: I’m Special Junior Praise No 106

Lesson 4

AT1

To know how David was victorious over Goliath

Tell the story/show video. Talk about it means to be strong and what makes someone strong. Make outlines of David and Goliath showing their relative sizes and get pupils to compose thought bubbles for each character. Discuss results and make a class list of things that David might have said about God after he had defeated Goliath.

1 Samuel 17 Beginners Bible Video David & Goliath 1 Samuel 17: 34-37.

Lesson 5

AT2

To know that David was close to God and draw a personal lesson from his life.

Recall Psalm 23 and explain that David trusted God and prayed to God. Read the list composed in the last lesson and make it into a prayer that David might have said to God, before meeting Goliath and how he would have praised God afterwards. Ask pupils to think of a quality they admire about David and give them the choice of writing their own prayer to God asking for this quality in their life or writing a poem about it. These prayers could be added to the class prayers used in class assembly/at the end of the school day.

Play quiet background music to create a calm, creative atmosphere in class

EASTER: SYMBOLS YEAR 1

SUGGESTED ASSESSMENT FOCUS AT 1. Recall the symbolism of the Easter egg for Christians. AT 2. Express own feelings about Easter

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1 AT2

AT1

AT1

To know the cross is a Christian symbol To know that on Good Friday Christians remember Jesus’ death on the cross

Play music that reflects sadness & despair. In circle time encourage pupils to contribute ‘My saddest day was…’ Talk about things that make others sad. Watch The Easter Story Discuss how the mood of the crowd changed on Good Friday. Discuss where crosses are seen today.. Make/buy & share hot cross buns. Discuss the symbolism especially of the action of the yeast to make them rise! On a purple cloth talk about & assemble symbols associated with suffering & the events of Good Friday.

www.topmarks.co.uk/christianity/easter Mood music. Beginners Bible video Hot cross buns Purple cloth, bowl of water & towel (Pilate in Matthew 27:24), different crosses, a crucifix, hot cross bun, nails, crown of thorns, Judas’ coins (Matthew 26:14-16), dice (John 19:23-24).

Lesson 2

AT1

AT2

To know that on Easter Day Christians celebrate Jesus’ resurrection To know why we have Easter eggs

In circle time encourage pupils to talk about ‘The best day of my life’. Talk about ways to make people happy. Read about Jesus’ resurrection. On a white or gold cloth assemble artefacts associated with the joy of Easter. Refer to the process of the hatching of a chick & what is needed for new life to come from an egg. The empty tomb is often likened to the empty egg. Decorate eggs with patterns, varnish them & blow them!! Make egg shaped cards.

Children’s Bible The Easter Story by B Wildsmith White or gold cloth, flowers, eggs, simnel cake (11 marzipan balls on top represent the disciples minus Judas), fish symbol, empty cross, Paschal Candle. Hard-boiled eggs painted red is a Greek tradition for Easter.

Lesson 3

AT1&2

To be able to recall the events of Holy Week & Easter by using some of the symbols Assessment: 1. Recall the symbolism of the easter egg for Christians. 2. Express own feelings about Easter

Refer to the artefacts on the displays made in lessons 1 & 2. Pupils should be able to identify the events of Holy Week & Easter Day from each one. (An assessment task) Using as many symbols as possible make an Easter tree. Reflect on the displays and Easter tree and ask pupils to draw/write/explain their own feelings about Easter

Twigs from trees not in leaf but in bud, tissue paper flowers, decorated egg shapes, Icthus fish, alpha & omega Greek letters & crosses & fine thread or ribbon . www.cptryon.org/prayer/child/lent/holywk

EASTER IN CHURCH YEAR 2

SUGGESTED ASSESSMENT FOCUS AT1 Recall what Christians do at Lent and Easter. AT2 Ask questions about how Easter is celebrated in the local church. Reflect on personal experience of Easter celebrations.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson

1 AT2

AT1

To know that Lent is a time when Christians prepare for Easter To know how the Church helps Christians to think about the season of Lent

What does your school do for Lent? Talk about giving up or taking on something for Lent & why Christians do this. How might you spring clean yourself? Talk to the priest about the significance of purple vestments & hangings used in Lent. Are more changes made for Holy Week? Using knowledge from Y1 (Easter symbols) design a stole using the symbols associated with Jesus’ death on Good Friday.

Information about the school Lent project Arrange for priest to visit school or the class to visit church Examples of Lent stoles from the church Easter Symbols unit for Y1

Lesson

2 AT1

AT2

Lesson 3

AT1

AT2

To know how the Christian church celebrates Jesus’ death & resurrection To be able to recall some of the events of Holy Week & Easter Recall what Christians do at Lent and Easter. Reflect on personal experience of Easter celebrations.

Ask for information about local church services. What happens on Palm Sunday? How is Good Friday marked? Are there any processions of witness with other churches? What does witness mean? What happens on Easter Day? Write a poem focusing on the events of Palm Sunday, Good Friday or Easter Day. Try to capture the mood of the occasion. Arrange for the work to be displayed in church for Easter. As a class recall the ways Christians celebrate Easter in church. Pupils choose one they found most interesting. They can draw/write/make a model/talk about what it is, why it is done and why they have chosen it.

http://www.educhurch.org.uk/ Church service information from the parish church or churches attended by pupils Beginners’ Bible Easter story materials, posters, videos, artefacts. Prepare display

Lesson 3

AT1&2

To be able to share knowledge of the Easter story with others Assessment:

1. Recall what Christians do at Lent and Easter.

2. Ask questions about how Easter is celebrated in the local church. Reflect on personal experience of Easter celebrations .

Make a list of things that could be included in an Easter service. Prepare an act of worship to present to the key stage or school. Divide the class into groups to a) write Easter prayers, b) dramatise a reading, c) prepare a dance of celebration, d) read some poems (lesson 2), e) prepare an advert for the service, f) choose songs g) explain symbolism on stole (lesson 1), h) write ‘Why Easter is so important for Christians’.

Arrange an act of collective worship John 20: 1-9

JESUS GROWING UP KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Re call landmarks of Jesus childhood and compare with own. AT 2 Express how one could be a light in the world.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT 1

To know that Jesus grew up in a Jewish family and learn about Jesus’ home life in Nazareth

Read through the book ‘If I had lived in Jesus time’. Find Nazareth, Bethlehem & Jerusalem in an atlas or map at the end of a Bible. Talk about the differences in ways of life then & now. Set up role play area as a Jewish home with rugs, cushions, water jugs, fruit etc Talk about a day in the life of the family – going to the well, helping in the carpenter’s shop, following the sheep, lighting oil lamps. (Link with CDT skills to construct a Jewish home) Select an Old Testament story Jesus would have heard from Mary or Joseph to read.

http://www.reonline.org.uk/allre/nframe.php?http:// I had lived in Jesus time by Peter Graystone & J Thomas pub Scripture Union ISBN 0 86201 900 1 Bible atlas Rugs, cushions, food pots, bowls lamps etc Beginner’s Bible Boxes, materials, dolls house figures etc Pictures for ideas. Children’s Illustrated Bible by Dorling Kindersley

Lesson 2&3 AT1

AT2

To know about school life for Jesus To know that Rabbi means teacher To compare how Jesus learnt with how we learn. To know the Torah scrolls are kept in the Ark in the synagogue

Discuss the culture of the time when only boys went to school and learnt a limited curriculum. Talk about the things they would miss not learning about. All synagogues have the Torah scrolls displayed in the Ark. Jesus would have worn a prayer shawl to read and pray. Find out about the Hebrew alphabet.(could make scrolls art/CDT) Pupils recall in words/pictures/diagram, some similarities and differences between Jesus’ childhood and their own.

Teachers resources: How the Bible came to us by Meryl Doney (Lion) ISBN 0 85648 574 8 Guide to the Bible (Scripture Union) ISBN 0 86201 410 7 MY Jewish Faith, Rainbow Big Book,ISBN 0 237-52046-X Stories from the Jewish World by Sybil Sheridan pub Macdonald Young books ISBN 0 7500 2555 7 Scroll-making materials

Lesson 4

AT1

To know that the synagogue is a Jewish place of worship. To know the accounts of Jesus’ visits to the Temple in Jerusalem: i) to give thanks for his birth

Discuss why a special building helps people to worship God. Talk about why things used for worship are beautifully decorated & treated with respect. Explain that Jesus was presented in the Temple. Discuss how thankful Mary & Joseph were at Jesus birth. Why were they happy? Talk about Simeon & Anna’s faithfulness in waiting for the Messiah. How this show Jesus did was special? Use verse 32 as basis for circle time. Light a candle & talk about the effects of candlelight. (link to other units: Baptism & Christmas Light)

Jesus as the Light of the World is a title He gave himself. Discuss what that means and write ideas on candle flames for display.

Luke 2: 22-38 Candle John 8:12

Lesson 5

AT1

AT2

To know the accounts of Jesus’ visits to the Temple in Jerusalem: ii) when he was 12 years old

Jesus at 12 Years old. Talk about times when pupils have been lost or separated from adults. Read the account from the Bible. Identify with the feelings of Mary & Joseph when they couldn’t find Jesus. Reintroduce the words rabbi & synagogue. Dramatise the events. Talk about Jesus’ response ‘I must do my Father’s work’. What Father did he mean? What work did he mean? How was he different from other boys? Look at verse 52. How can we please God? Each pupil uses a candle flame shape to record how they might want to please God and be a light in the world. Reflect on thoughts, listen/sing together.

Luke 2: 41-52 Teaching Christianity by Seaman & Owen National Society ISBN 0 7151 4912 1 Jesus bids us shine Junior Praise No 128

JESUS THE TEACHER KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Recall the meaning of a story Jesus taught. AT 2 Communicate a lesson they could or have learnt from a story Jesus taught.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT 2

AT 1

To appreciate the qualities of a teacher To know that Jesus used familiar objects to teach people about God & the uniqueness of everything He created

Talk about adults in their lives and make a list of the qualities they most admire in them. Use an example of a story recently read or told in class to talk about how we can use imagination to enter the lives of characters and learn deep lessons from stories. Read from Luke 12: 6-7 Talk about ways that birds are cared for in winter. Look at sparrows in the school grounds or show pictures. Explain that in Jesus’ time (& still today in some countries) birds were caught for food & sold in markets. Tell the story of ‘The Very Worried Sparrow’. Reflect on the song ‘God knows me’.

www.request.org.uk/infants/bible www.request.org.uk/infants/jesus A first look at Jesus, Lois Rock, Lion,ISBN0 9 780745924977 Dragons and Monsters www.brf.org.uk Bible Pictures of sparrows The Very Worried Sparrow by Meryl Doney (Lion) Come & Praise No 15

Lesson 2

AT1&2

AT1

To know that teachers use stories to help pupils understand more about the world To appreciate that Jesus taught that God loves everyone & that each person is special to Him

Use godly play technique or visualisation method to tell a bible story-eg. The Lost Sheep. Follow with free response time. Discuss the way the story was told and how this affected what we thought about it.

Bible stories The Complete Guide to Godly Play volume 3 ISBN 1-889108-97-9 Berryman The Lost Sheep- Luke 15:3-7

Lesson 3

AT1 &2

To know when to say sorry To understand that Jesus taught the importance of saying sorry & forgiving people

Talk about what saying sorry means. Is it easy or hard? Share examples of ways that people say or show they are sorry. How does it feel when someone says sorry to you? Do we always forgive them? Does it make a difference if we love the person? Make up scenarios of everyday events where something goes wrong & it is put right. Use role-play. Discuss ways of forgiving. Use the story ‘Guess how much I love you’. Set up a conversation between Jesus and Peter based on Matthew 18:21–22. Talk about the huge numbers referred to. Relate it to the Bible verses. What do both really mean?

‘Guess how much I love you’ by Sam McBratney Pub: Walker 0744 56180 9 Matthew 18: 21-22 Organise scenarios for role play

Lesson 4

AT1 AT2

Lesson 5

AT2

To know the parable of the Lost Son To know about making things right with a person or situation To be able to apply Jesus’ teaching about forgiveness To know about making things right with a person or situation

Tell the story of the Prodigal Son using godly play, or another technique. Discuss what the story teachers about saying sorry and being forgiven. Make sure pupils understand the main point. The son knew he had done wrong and came back to his father to repent of his sin. His father was delighted, celebrated and gave him the very best. The son didn’t think he deserved it and his brother was jealous because of all the fuss his brother received. When sinners repent God is overjoyed and welcomes them back with open arms! God loves everyone who will come to him. Through drama, mime or movement discuss and explore the best ways of resolving conflict. and making things right. Recall aspects of Jesus’ teaching that have helped us know how to make things right with a person or situation. Share and reflect on these lessons.

Luke 15: 11-32 The Selfish Giant by Oscar Wilde Pub: Penguin 0140 50383 8

Lesson 6

AT1 AT2

Recall the meaning of a story Jesus taught. Communicate a lesson they could or have learnt from a story Jesus taught.

Each pupil chooses one of the stories. They recall it in their own way and they say what they have learnt from it about: Jesus, God, being special, what being sorry and being forgiven mean.

JOSEPH-note this is a complicated story, best done with Year2 KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Recall main points of God‘s plan for Joseph’s life. AT 2 Communicate how lessons from Joseph can help us handle things (eg jealousy, hardship, leadership, forgiveness,)

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT2

AT1

To appreciate that all families have good & bad times and to understand sibling rivalry To know what made Joseph’s brothers jealous

Discuss in pairs two good things & one difficult thing about being with a brother, sister or cousin. Watch part of a video or tell the beginning of the story of Joseph & his brothers. Talk about the brothers’ feelings. Were they right to be jealous? Should Jacob have given Joseph the coat? Listen to song from Joseph & His Amazing Technicolour Dreamcoat reflect on words. Make a big paper outline of a coat, give each pupil a piece of brightly coloured paper on which they write down something they want to do to improve relationships in their family, to stick on the coat. Reflect on the comments, share and display.(if class agrees)

www.topmarks.co.uk/judaism/joseph Bible – Genesis 37 Video Testament series BBC Ladybird Bible story – Joseph ISBN 0721405754 Joseph & His Amazing Technicolour Dreamcoat tape/CD/video

Lesson 2

AT1

AT2

To know about Joseph’s dreams

Recall and discuss the meaning of the dreams. Draw the symbols from Joseph’s dreams & explain their meaning. Draw yourself asleep with a dream bubble describing your dream. Dramatise the story to the point where the brothers go home to tell Jacob about Joseph. Talk about Jacob’s feelings & those of the brothers. Make up a drama that explores sibling rivalry.

Lesson

3 AT1

AT 2

To understand that God used Joseph’s gift of being able to interpret dreams To be able to explain the king’s dreams To recognise how God protected Joseph To relate the feelings and experiences of Joseph to things they face personally.

Read or watch the account of Joseph explaining dreams when he was in prison. Use the song from the show & make up a dance about the king’s dreams. Discuss how things are changing for Joseph. Compare his despair as a slave & his power at court. Talk about the fact that life has its good & bad times. Pupils record some examples of good and bad times from Joseph’s life and from their own lives.

Bible – Genesis 40 & 41 Song from Joseph. T. Rice/A Lloyd Webber

Lesson 4

AT1

To know how Joseph tested his brothers

Explore what a famine is, find out about places experiencing famine today and talk about what it must be like. Discuss the desperation of Joseph’s brothers. Read or watch the part of the story where the brothers come to Egypt to ask for corn. How did Joseph feel towards his brothers? Was he right not to tell them who he was? What was his motive? Was it fair? Read Genesis 37 again. Explain how the original dreams had come true.

Newspaper pictures and website information from Christian Aid, Tear fund, Oxfam. Genesis 42, 43, 44 Bible/video

Lesson

5 AT1

AT2

Lesson 6

AT 1

AT2

To know about the joy of the united family of Jacob & his sons To understand the benefits of forgiving

Recall main points of God’s plan for Joseph’s life. Communicate how lessons from Joseph can help us handle things (eg jealousy, hardship, leadership, forgiveness,)

Finish reading/watching the story. Role-play the time when Joseph told his brother who he was. Discuss Joseph’s feelings and the brothers’ feelings. Were any of the feelings the same? Did both sides need to forgive? What was the result? Role play the time when Joseph met Jacob again. Did he have to forgive any of his sons? Would he have any regrets? As a class, reflect on the part God played in Josephs’s life. You may like to listen to some of the songs. Get pupils to communicate : An important thing they have learnt about God’s plan for Joseph. A lesson they have learnt from their own life from Joseph.

Genesis 45-46

NOAH KEY STAGE 1

Remember this is not a children’s story! Think about the difficult questions raised from the biblical text e.g. How can I believe in a God who uses ‘natural disasters’ to punish people? How far has the story been taken out of context and used in themes about animals, weather, water, colour, transport or worse!! What image does it give of God? Issues that can be addressed however are: hope, promises, trust & faith, obedience, responsibility towards God’s creation and puzzling questions. Enjoy the story with care! SUGGESTED ASSESSMENT FOCUS AT 1 Re-call the symbolic significance of the rainbow AT 2 Relate an aspect of learning from the story eg. obedience, trust, or promises to their own life.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT1

To be able to retell the story of Noah & know it can be found in the Old Testament part of the Bible

Read the story as a class. Use a Noah’s ark model or pictures to illustrate the telling of the story. Explain it is a very old story from the Old testament. Jesus’ parents would have told it to him. Give pupils pictures of the story to sequence and get them to think of questions they have about it and what their favourite part is. Make outline of ark for class display.

Beginner’s Bible and other versions. Noah’s ark model or pictures Collection of animals. Songs about the story. Materials for class display

Lesson 2

AT1

AT2

To understand how Noah obeyed God To know the difference between obedience and disobedience

Act out the building of the ark; emphasise the hard work; talk about loading the ark with food; talk about what the builders might be saying and thinking about Noah. Introduce the concept of obedience. Act out scenarios where people need to be obedient and discuss reasons. Talk/write/draw about their own experiences of doing the right thing.(write on brown paper and stick on wooden part of ark on display) Share thoughts about why God chose Noah and the sort of person God chooses to do a job for him.

Lesson 3

AT1

AT2

To know that Noah trusted God To understand what trust means

Play a trust game eg. in pairs of one leading a blindfolded partner round the room. Imagine and discuss how Noah and his wife might have felt during the flood. What must it have been like to be alone in the world? Talk about Noah’s trust in God. What does it mean to trust someone? What does it mean to trust in God? (Get pupils to write their answers on water droplet or wave shapes and add to the display.)

Lesson

4 AT1

AT2

To know that the rainbow was a sign of God’s promise to Noah never to destroy the world again To understand about making and keeping promises

Find out about how and when rainbows form in the sky. Recall the end of the story and what God said about the rainbow. Discuss what a promise is. Share promises we might make . Add a rainbow to the display with an explanation of its significance and examples of promises.. Give pupils opportunity to reflect on their learning about obedience, trust or promises from the story. Ask them to choose one to write about and illustrate in their books.

Prisms and Rainbow pictures. Use the completed frieze as a visual aid to think about the meaning of the story.

PRAYER KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Know that prayer is talking with God and can take the form of praise, thanking, saying sorry and asking. AT 2 Share experiences and ideas for personal prayer.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT2

To know why Christians pray

Discuss why people pray. What are they doing? Who are they talking to? Make the analogy of a telephone call with a speaker and a listener. Make a list of times when people might pray to God. Discuss the variety of things they might want to pray about. Use circle time to encourage pupils to share their experiences of praying. Have a time of silence.

www.request.org.uk/main/action www.refuel.org.uk/curric/festivals/lent/giving Tins & string, old telephones and mobiles

Lesson 2

AT1

Lesson 3

AT2

Lesson 4

AT2

Lesson 5

To know there are different types of

prayer

Praise – prayers telling God how great he is. Read Psalm 150. Learn song ‘Praise the Lord in everything’. Use percussion to accompany the words. Thank you Prayers – Thought shower things to thank God for. Make a thank you prayer book with words & pictures. Use them for class thank you prayers. Sorry Prayers –Use circle time. Put a candle in the centre as a focus. Talk about things we do wrong & bad things that happen in the world that we want to say sorry to God for. Discuss how we say sorry and demonstrate ways of showing it (handshake, kiss, hug, letter, including in a game etc). Act out scenarios. Asking Prayers – for healing, helping – avoid material requests! Make prayer flowers – petals to be added with pupils own prayer requests. Display them.

Bible Come & Praise No 33 Percussion instruments Candle Circles of coloured card. Petal shapes to match.

Lesson

6 AT1

AT2

To learn that prayer can be in any language or style

To understand that the sincerity of the person praying is important to God

Tell the account of the Pharisee and the Tax Collector. Talk about what it means and why Jesus told the story. Act out the parable with exaggerated movements. Sequence the story in words and pictures.

Luke 18:9-14 Dressing up clothes

Lesson

7

AT 1&2

To learn a famous Christian prayer God be in my head & in my understanding. God be in my eyes & in my looking. God be in my mouth & in my speaking. God be in my heart & in my thinking. God be at my end & at my departing.

Prepare an outline of a head and upper body. Write each phrase of the prayer separately. Explain that the prayer has been used by Christians for hundreds of years. Read the prayer. Discuss each line placing the sentence on the appropriate part of the ‘body’. Explain that Christians are asking God to be with them in all parts of their lives and that they believe God is with them when they die. Pupils record in their books the five different types of prayer and say something that they have learnt about prayer.

Outline of head & upper body. Prayer written out.

SHARING KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Know why sharing is important to Christians AT 2 Suggest practical opportunities for Christian sharing in class or school

LEARNING OBJECTIVES ACTIVITIES RESOURCES Lesson

1 AT2

To appreciate that sharing can benefit the giver and the receiver

Tell a story about sharing. Use circle time, divide the group in two, one half talks about their experiences of sharing something & the other group speak about feelings of receiving. Ask pupils to bring in one piece of fruit each. Make a fruit salad to eat together. Reflect on the saying: ‘hands have to be open both to give & receive and what we already know from the bible about sharing. Start a display of overlapping hand shapes describing what sharing involves.’

Story: A Game to Share by M Huffman ISBN 0819807338 ‘Martin Shares His Cloak’ by R Schindler Fruit Key Questions: How do we show that a gift is welcome or rejected? What do all people share?

Lesson 2

AT 2

To understand that Harvest is a time for sharing with those less fortunate than us

Discuss how the school celebrates harvest. Thought shower words connected to harvest & sharing, within categories of nouns & adjectives, verbs & adverbs. Pair up the words and use them to make poems about harvest sharing. Reflect on own response.

www.request.org.uk/infants/festivals/harvest The Selfish Giant by Oscar Wilde Key Questions: How do people share what the earth provides? What might make people act selfishly? What would make the world a better place?

Lesson 3

AT1

AT2

To learn that God works miracles To know that the New Testament contains stories about sharing To understand how sharing can help others

Tell the story of the boy who shared his lunch and enabled Jesus to demonstrate his power by feeding 5000 people. Imagine you were on the hillside and saw this happen. Talk to a partner & say what you felt about it, draw yourself watching and write your thoughts in a thought bubble.

Beginners Bible John 6:1-13 or Bible book about The Feeding of the 5000 Paper plates, art equipment. Key Questions: What do you gain by sharing? What other miracles did Jesus perform? What does it mean to say sharing costs?

Lesson 4

AT2

To understand that sharing can be shown through love and friendship

Use role play situations to explore v Sharing time with someone in

their family who isn’t well v Sharing friendship with someone

who is lonely in the playground v Sharing love with a grandparent

or other relative v Sharing friendship with a new

person in the class Get pupils to reflect on the question: “For what part of your character would you want to be remembered?”

Song; Magic Penny (Alleluya A&C Black)

Story: The Oar by Michael Rosen ISBN 1 85485 002 4

Lesson 5

AT1

To know that God provides for people when they really trust him

Share the Old Testament story of the widow sharing her last meal with the prophet Elijah. Discuss the question: When might people give until there is nothing left? Talk about what it means to trust someone. Play a trust game. Summarise learning from the Bible.story.

1Kings 17: 8-16 Pitta bread

Lesson 6

AT 1

AT 2

To understand that Christians believe God cares about how we treat others To know about Christian organisations that help people in need. Suggest practical opportunities for Christian sharing in class or school

Key Questions: What is the difference between really needing something and wanting something? What did Jesus mean when he said it was hard for a rich person to be a Christian? Tell the story of The Poor Widow and re-tell it through role-play emphasising body language. Why did Jesus commend her? Select one agency/charity that your school supports at Harvest, Christmas, or Lent etc. Find out their aims & examples of their practical work. Talk about collections for charity and attitudes to giving. Think of ways that children can ‘give’ other than money. Link this to Lent projects. Each pupils suggests practical way of sharing.

Luke 21: 1-4 http://www.globalgang.org.uk/ Christian Aid materials for schools are free Tearfund, Oxfam, Hospice movements, old people’s homes etc

THE LOCAL CHURCH KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Be able to say what happens in church and what identify font, lectern, pulpit, and altar. AT 2 Communicate own experience of worship in a church, pose questions about worship/ the church community and own feelings about belonging/not belonging

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT1

To know the name, location and history of the church attached to the school

Look at a local map and find out where the church is in relation to the school. Many churches are high, discuss why this might be so. What shape is the church from the air? Find out how long the church has been there. If appropriate, tell the story of the saint after whom the church is named. Think about a time you were in a church:

o Visualise where you went/sat o What could you see? o What did you hear? o What did you have to do? o How did you feel? o What was most special to

you? Tell/draw/model/write about it

Local map Church website Clip art for church shapes A first look at the church, Lois Rock Lion ISBN 0 7324 0737 0 Contact priest for information about the church. Photograph of the church Oxford Book of Saints

Lesson 2

AT1&2

To be able to identify the priest and know what his/her job entails To realise that the cross is the sign used to show people how to recognise the church building

Look at own or educhurch web site to find out about vicars role and what happens in church. Prepare questions to ask the priest about the variety of his/her work in one week. Allocate questions for pairs of pupils to write out ready to ask vicar when we visit his church. Free time to look at pictures, books, web

www.educhurch.org.uk Arrange for priest to talk to class. Artefacts www.request.org.uk/infants World map or globe. A-cross the world CMS resource £10 Available: Partnership House

To be able to identify the cross both inside and outside the local church & know its importance for Christians

sites. Pictures of crosses. In circle pass round crosses talk about central significance of cross as symbol in Christian church Apart from the church where else is a cross found? Is it always a Christian symbol?

157 Waterloo Rd SE1 8UU Tel: 020 7928 8681 Artefacts: Cross and crucifix.

Lesson 3

AT1

AT2

To be familiar with the inside of the local church and why Christians go to church To be able to recall information about the church as well as feelings of being there

Visit the church: v Identify crosses- count, draw… v Take photos and learn names and use of

pulpit, lectern, altar,font.-label on picture worksheet

v Ask vicar questions about his work- T records answers on laptop or tape.

v Watch video of service v Do senses trail to focus on personal

feelings and thoughts.

Pictures and labels of parts of church to find and match. Questions for vicar (each prepared and to be read by pupils) Laptop or tape player Camera Senses trail set up candles, tape of worship music, sweets, rubbing materials

Lesson 4

&5 AT1

AT2

To realise the Church is like parts of a body working together with each part having an important role in making the body work Consider own feelings about belonging and taking part To appreciate how many years the church has been in the community and how many Christians have worshipped there

Recall learning from visit. Brainstorm the things that happen there, who does them and the contribution to the community. Emphasise that the work is done out of peoples desire to follow the teachings of Jesus and express their love of God. Make a class display of church v Draw bricks on a big outline of the

church and write the things that happen there, the people who work there and the ways it serves the community.

v Make an information leaflet or power point presentation to tell people about the cross, lectern, pulpit and alter and their central importance to worship.

v Include photos of the senses trail from the visit and get each pupil to make a one sentence comment about it.

v Have answers to the questions asked of the vicar or tape recording of his interview.

Make a card to say thank you to the vicar and invite him to see the class display

Pictures taken Art materials Access to ICT

Lesson 6

AT1 &2

To be able to recall information about the church as well as feelings of being there

Compare thoughts from lesson 1 with what pupils know and think now. Share learning experiences with another class/parents/vicar through ICT presentation, telling or a display.

Lesson 7

AT2

AT2

To appreciate that people volunteer to work at the church as part of their service to God To realise the Church is like parts of a body working together with each part having an important role in making the body work Assessment: 1. Be able to say what happens in church and what identify font, lectern, pulpit, and altar. 2.Communicate own experience of worship in a church, pose questions about worship/ the church community and own feelings about belonging/not belonging.

THE LORD’S PRAYER KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Say the Lord’s Prayer AT 2 Communicate a personal understanding of one element of the Lord’s prayer

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson 1

AT1

AT2

To know that Jesus taught his disciples the Lord’s Prayer To know that the Lord’s Prayer is used by Christians throughout the world

Find the prayer in the Bible. Try to get a translation of the 2 words ‘Our Father’ in languages that are spoken in your class. Find countries the children know on a globe. Explain ‘Pater Noster’ is the Latin version. Give each child a copy of the English words that you use in school, help them to say the correct words! Decorate the text to show it is a special prayer for Christians.

www.request.org.uk/infants/prayer Matthew 6:9-13 or Luke 11:2-4. Globe

Lesson 2

AT2

AT1

OUR FATHER……. To know who they can trust and how they can be caring people To understand the concept of God as a loving and caring Father

Describe/draw some of the people who care for us. Talk about how to show care for others. Who/what makes them feel safe? Refer to stories pupils know eg. St Francis caring for animals & birds. Why did he care? Refer to a story of someone trusting God and God caring for them eg. David facing Goliath. Reflect on learning from Bible about God as a carer of all people.

Bible St Francis (Big Book) St Francis by Brian Wildsmith. Oxford. 0 19 279980 0 1Samuel 17

Lesson 3

AT1

AT1

THY KINGDOM COME……… To recognise God as Creator

Talk about how God might have felt when he had finished creating the world. Learn the song ‘When God made’… etc Cut out pictures from magazines & make a display about God’s World. Make a list of things everybody can do to make the world a better place. What symbols relate to a king?

When God made the garden of creation Come & Praise No 16 Magazines/catalogues

To realise that Jesus was a special king Remind pupils of Jesus riding into Jerusalem on Palm Sunday. Use banners saying JESUS IS KING to act out and reflect on the events.

Come & Praise No 128

Lesson 4

AT1

AT2

GIVE US THIS DAY OUR DAILY BREAD……. To know that the Bible teaches that God provides daily needs. To be able to reflect upon their own needs & wants

Find out how school meals are prepared. What is needed for this to be done every day? How do we say thank you to those who prepare our food at home? Read & talk about the Old Testament story of God providing the Israelites with manna daily as they wandered in the wilderness. Talk about the difference between wanting something & needing it. Make 2 lists. Are they the same for everybody? Reflect on own attitude to needing and wanting and what it means to ask for Daily Bread. Think about children who don’t have enough to eat. How could we help them?

Exodus 16 Beginners Bible “Manna,Quail,Water”

Lesson 5

AT2

AT1

FORGIVE US OUR SINS….. To know the difference between right & wrong To know that God forgives us when we are really sorry

Talk about things that make people cross. How do they behave? How important & difficult is it to say sorry? Draw/write about 2 things that cause most problems in the playground. Suggest what can be said or done to put things right. Tell the story of Zacchaeus. Dramatise the events. Learn the song. Talk about Jesus’ attitude to Zacchaeus. What affect did it have? How was it different to the attitude of the crowd? What do we learn about forgiveness and making things right from this story? Pupils draw/write/share a personal response from the story.

The Magpie’s Tale by N Butterworth & M Inkpen pub Harper Collins Luke 19:1-10 Junior Praise No 300

Lesson 6

LEAD US NOT INTO TEMPTATION

Look at school/class rules. Do they help you do the right thing? Does it matter if

AT2

AT1

AT2

To know the difference between temptation and sin To understand why Jonah was tempted and the consequences of his disobedience. To know that God cares for us and protects us

you break a rule & aren’t found out? Talk about the word ‘conscience’. Discuss with a partner something wrong they have been tempted to do. What helps you not give in to temptation? Read the story of Jonah. Talk about how hard it was for him to obey God. Emphasise how God kept Jonah safe even when he was disobedient. Draw faces showing how Jonah felt at different times during the story (cross, scared, sorry, relieved, fed up).

Children’s Bible Teaching Christianity at Key Stage 1 by Alison Seaman & Graham Owen. Pub NS/CHP

Lesson 7

AT2

AT1

AT1

THINE IS THE KINGDOM, THE POWER AND THE GLORY FOR EVER AND EVER To begin to understand the idea of praise To be able to recall the main teachings in the Lord’s Prayer To know it is a prayer used by Christians throughout the world

Put together a collage of faces of everyone in the class & arrange them in a large circle. Head the display WE PRAISE. In the centre of the circle put drawings of things we do to praise God, e.g. singing, praying, dancing, thinking, and loving. Make actions for every phrase of the Lords Prayer and say it together with actions (teach to the rest of the school)

11

WHO AM I? WHAT IS MY COMMUNITY? KEY STAGE 1

SUGGESTED ASSESSMENT FOCUS AT 1 Communicate what happens at a baptism and why. AT2 Share own experiences of belonging and the commitments involved by self and others.

LEARNING OBJECTIVES ACTIVITIES RESOURCES

Lesson

1 AT2

To understand that each individual is special and has a unique identity

Pupils could ask their parents how their names were chosen and whether these link to special meanings or special people. (Be aware of cultural & religious naming conventions.) Refer to a birthday chart. Talk about what makes a person special on the inside. Brainstorm words that describe peoples’ qualities. Examine portraits by a range of artists. Make self -portraits using mirrors and create a ‘portrait gallery’ of class members. Watch a clip of a baptism or naming ceremony from another faith and reflect on how the person is helped to be special.

www.educhurch.org.uk www.request.org.uk/infants Copies of portraits by a range of artists. Art materials, mirrors. Photographs of members of the class. Books about names. Information about naming ceremonies from other cultures

Lesson 2

AT1 AT2

To know that God cares for us all as individuals To reflect on Jesus’ teaching

Read or tell the story of the Prodigal Son. Talk about the emotions of the father at different points in the story. Write these words on happy and sad faces. How was the eldest son equally special to his father? Why did Jesus tell this story? What did he want his listeners to believe about God? What did the Lost Son have to do to receive God’s love? Recall learning from the story.

Luke 15: 11-32 Dragons asnd Monsters,Chris Hudson, BRF IBSN 1 84101 206 8

12

Lesson

3 AT2

To realise that individuals make a community

Look up the meaning of ‘community’ in a dictionary.Discuss the class as a community and different communities represented in the school. Talk about examples of working together,what is needed from the individual and the need for rules. Tell the rules in the Bible for Christians Discuss which relate to school or class rules and how they help individuals be a community. Think about other things that make community eg events and celebrations Pupils share what they think helps make a community. Draw/ write/present their own experiences of belonging to the class or another community including the commitments involved by them and others.

Dictionaries The Ten Commandments for Children Lois Rock IBSN 7807459397604 Class rules Harvest, Christmas, Lent, fairs, carol singing, concerts, special assemblies.

Lesson 4

AT1

AT2

To know that baptism/christening is a sign of belonging to the Christian community – the Church To know the symbolism of the cross as a mark of being a Christian Communicate what happens at a baptism and why.

(link to Baptism unit) Encourage pupils to share their experiences of baptism/christening. Collect photographs and artefacts for a display. Watch a video or discuss what happens at a baptism. Talk about the symbolism of water and the sign of the cross. Identify the people involved and their responsibilities. Talk about making promises. In circle time suggest things you would hope for the baby in the future. Make a list focusing on non-material things! Pupils explainwhat happens at a baptism and why.

Photographs. Picture of a font. Baptismal candle, cards, certificates, christening robe, family mementos. Refer to Baptism unit SDBE Key vocabulary: baptism, christening, promises, godparents, font, candle, cross, water. Dressing up clothes. Visit preparations. School camera