Download Unit 3 KS2 Key Theme: Teachings and Authority Year 3 Summer

Unit 3
KS2
Key Theme:
Teachings and Authority
Year 3
Summer Term
ABOUT THIS UNIT:
Work in this unit will enable children to explore Teachings and Authority within Christianity and
Hinduism. It will introduce children to the concept of the authority of sacred texts and will enable them
to explore the meanings both in their own lives and within the lives of Christians and Hindus. It will
build on children’s knowledge of Jesus in KS1 Unit 5 Leaders and Teachers.
This unit will also introduce children to some of the key areas/ strands of learning in RE. It particularly
focuses on AT1 Beliefs, Teachings and Sources and AT2 Meaning, Purpose and Truth.
The learning activities are designed to meet the learning needs of visual, oral and kinaesthetic
learners.
Estimated time for this unit: 12 weeks
Focused Religions: Christianity and Hinduism
Where this unit fits in: This unit takes place during the Summer term in Year 3
and builds on KS1 Unit 5 Leaders and Teachers.
KEY LEARNING OUTCOMES (from the programmes of study)
AT1
AT2
a)
describe the key aspects of religions, especially the people, stories and
traditions which influence belief and values
c)
identify and begin to describe the similarities and differences within and
between religions
b)
respond to the challenges of commitment both in their own lives and
within religious traditions, recognizing how commitment to a religion is
shown in a variety of ways
c)
discuss their own and others’ views of religious truth and belief,
expressing their own ideas clearly
KEY STRANDS ADDRESSED BY THIS UNIT
AT1 Beliefs, teachings and sources
AT2 Meaning, purpose and truth
LINKS TO THE EVERY CHILD MATTERS AGENDA
Being Healthy:
develop important skills of investigation, communication and evaluation
develop a discerning, thoughtful approach to life
Staying Safe:
developing pupils’ learning about the diversity of religious and ethnic
groups
Enjoyment and
Achievement:
developing key skills such as investigation/enquiry,
communication, interpretation and evaluation
Making a Positive
Contribution:
developing the key attitudes of open-mindedness,
the ability to sustain their own views, disagree respectfully and listen
well to others
Achieving
Economic
Well-being:
developing a sense of conscience
CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL
AND CULTURAL DEVELOPMENT
Spiritual Development
•
Discussing and reflecting upon key questions of meaning and truth such
as the being of God and values such as justice, honesty and truth
•
Developing their own views and ideas on religious and spiritual issues
Moral Development
•
Enhancing the values identified within the curriculum, particularly valuing diversity and
engaging in issues of truth, justice and trust
Social Development
•
Considering how religious and other beliefs lead to particular actions and concerns
Cultural Development
•
Considering the relationship between religion and cultures and how religious beliefs contribute
to cultural identity and practice
KEY SKILLS
Reflection – Enquiry - Communication
KEY ATTITUDES
Respect for All:
•
Readiness to look at and learn from the positive potentialities of diversity and difference
Open Mindedness
•
Willingness to seek new truth through learning, study, reflection and discussion
Prior learning
Vocabulary
It is helpful if children
have:
In this unit, children will
have an opportunity to use
words and phrases related
to:
An understanding that the
Christians Holy book is
called the Bible
Truth
Honesty
Justice
Sacred texts
Resources
Bible
Bhagavad Gita
http://www.desikids.co.uk/shop
This site contains very reasonably
priced Hindu books for children
such as Illustrated Mahabharatha
For Children
The Miracle Maker film and web site
www.themiraclemaker.org
Teaching RE 5-11 (CEM)
Biblos Project series for primary
children – Everybody Hurts
sometimes, Meetings with Mystery
and Where are we going? – uses an
inspired and careful pedagogy to
enable learning from the Bible.
Teaching Hinduism in the Primary
School Pub. Devon SACRE
Teaching Christianity in the Primary
School Pub. Devon SACRE
Expectations at the end of this unit:
Nearly all can (at level2)
AT1
•
use religious words and phrases to identify some features of religion and its importance for
some people. They begin to show awareness of similarities in religions. Pupils retell
religious stories and suggest meanings for religious actions and symbols. They identify how
religion is expressed in different ways.
Pupil friendly version:- I can ……
• talk about some of the things that are the same for different religious people.
AT2
•
•
•
•
ask, and respond sensitively to, questions about their own and others’ experiences and
feelings.
recognise that some questions cause people to wonder and are difficult to answer in relation
to matters of right and wrong,
recognise their own values and those of others
ask about what happens to others with respect for their feelings.
Many can (at level3)
Pupil friendly version:- I can ……..
AT1
•
•
•
•
•
AT2
•
•
•
•
use a developing religious vocabulary to describe some key features of religions,
recognizing similarities and differences.
make links between beliefs and sources, including religious stories and sacred texts.
begin to identify the impact religion has on believers’ lives.
describe some forms of religious expression.
describe some of the things that are the same and different for religious people.
identify what influences them, making links between aspects of their own and others’
experiences.
ask important questions about religion and beliefs, making links between their own and
others’ responses.
make links between values and commitments, and their own attitudes and behaviour.
compare some of the things that influence me with those that influence other people.
Some children will have progressed further and can: (level 4)
AT1
•
•
•
•
AT2
•
•
•
•
use a developing religious vocabulary to describe and show understanding of sources,
practices, beliefs, ideas, feelings and experiences.
they make links between them, and describe some similarities and differences both within
and between religions. They describe the impact of religion on people’s lives.
suggest meanings for a range of forms of religious expression
use religious language to describe and compare what practices and experiences may be
involved in belonging to different religious groups.
raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth,
values and commitments.
apply their ideas to their own and other people’s lives.
describe what inspires and influences themselves and others.
ask questions about who we are and where we belong, and suggest answers which refer to
people who have inspired and influenced myself and others.
Key questions
What are sacred
texts?
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning activities
•
that books are very special
because, for some people,
they contain teachings and
truths about God
•
•
•
Introduce books that are very
special to us. If possible, have a
few very precious books in a
basket/box/container. Pick them
out one at a time and explain
why they are precious to you.
Ask if the children have any
books which are precious to
them? (Might someone have
been given a Bible as a
Christening present or because
they were a bridesmaid?) How
should precious books be
treated? Where should they be
kept? Who looks after them?
Explain that you are going to
make a display of special books
belonging to the class.
Ask the children to bring a
precious book in from home
and explain that in readiness for
this they are going to
design and make a special
place for them. But that you are
also going to design and make
a special place where sacred
texts can be displayed.
Discuss with the children what
this might look like.
Prepare/make the special
places.
Ask children to bring in any
sacred texts (Holy books) they
have to make the class display
Assessment Opportunities
Links / points to note
Key questions
HINDUISM
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
•
• identify and describe some
Hindu sacred texts
What are the Hindu
sacred texts?
•
Remind children about their
display. Introduce or use a
copy from the children’s
display, of the BhagavadGita explaining that it is one
of the Hindu sacred texts.
Show the children what the
text looks like. Explain that it
is written in Sanskrit but
translated into English.
Explain that is was written a
very long time ago. Hindus
believe it to be the word of
God. It is complete and
perfect. It is not the only
Hindu scripture. Hindu
eternal truths are recorded in
the sacred texts called the
Vedas..
The children could make an
information book for a KS1
class explaining the different
types of Hindu scriptures.
This book could be made
with great care to reinforce
the understanding of a
precious book. It could have
an attractive cover which
would stimulate the interest
of the younger children and
introduce Sanskrit
calligraphy.
Assessment Opportunities
This book will show whether or
not the children have grasped the
nature and breadth of the Hindu
scriptures.
Links / points to note
A readable explanation of the
Bhagavad-Gita can be found in
the introduction to BhagavadGita As It Is Pub. The
Bhaktivedanta Book Trust
available from:
The Bhaktivedanta Book Trust,
PO Box 324,
Borehamwood,
Herts
WD6 1 NB
Veda means knowledge. . There
are 4 Vedas. Each veda is
divided into 3 parts:
1. the Samhitas or Mantras
hymns
2. the Brahmanas: Rituals
3. the Upanishads or
Vedanta: spiritual
philosophy
The Vedas are the principal
authorities of Hinduism
(Shruti). There are also a
number of other authorities
called Smrtis – remembered
text. These include the
Mahabharata and the
Ramayana.
The Bhagavad-Gita is the
most popular Hindu scripture
today. It is a part of the
Mahabharata. It contains the
essential teachings of the
Vedas and Upanishads. It
represents Hindu philosophy
and view of life.
A Google search of ‘images’ Hindu art provides many
colourful images to stimulate
the children.
Key questions
What do the Hindu
sacred texts say?
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
•
• to explore some Hindu
sacred texts
• to reflect upon what these
texts might mean
Divide the children into
groups and give each group
an extract. Ask them to
discuss what it means and
create a picture/painting/
pastel to explain its meaning.
•
When the task is complete
each group can share their
understanding of the text
with the rest of the class.
Make a display or a book
(allow additional pages so
that the book can be added
to at a later date) could be
made of their art work with
their explanation and a copy
of the text they were given.
Links / points to note
Extracts from the Bhavagad Gita
Include:
Reinforce the learning from
the previous lesson. In the
appendix of this unit are a
number of extracts from the
Bhagavad-Gita.
•
•
Assessment Opportunities
Be peaceful to everyone, even
people you don’t like and those
who are horrid to you.
Read words that are peaceful
and beautiful. The Holy Books
have peaceful and beautiful
words in them.
Want things that are good and
help people.
Explanations of children’s
understanding of the text.
Find light inside you and be like
God.
Sometimes you need to give
things up to help people and to
please God.
If you would like to be like those
on heaven, be kind and gentle,
find good things in people and
forgive them, tell the truth and
have lots of energy.
Key questions
LEARNING OBJECTIVES
Pupils should learn:
What is an avatar?
• to explore Hindu beliefs
from a story.
What does an
avatar tell us about
the nature of God?
• to suggest answers to the
question What does an
avatar tell us about the
nature of God?
What does the story
of Rama and Sita
tell us about the
nature of God?
• to explore the meaning of
the story of Rama and Sita
• to experience some of the
preparations for the festival
of Divali
Teaching and Learning Activities
•
Tell the story How can a
Demon be Killed. An interactive method of story telling
could be used e.g. asking the
children to boo every time
the demon is mentioned and
shout hooray every time Lord
Vishnu is mentioned
•
The story could be reenacted by the class
•
In talking partners, discuss
what this story tells us about
the nature of God
•
Draw the discussion together
as a class
•
If a class book was made
last lesson the children could
add their thoughts about the
nature of God
Assessment Opportunities
Links / points to note
How can a Demon be Killed can
be found in ‘A Tapestry of Tales’
by Palmer and Breuilly Pub
Collins
.Hindus believe that there is
good and bad in everything but
sometimes the bad becomes so
powerful that the balance of
goodness has to be restored. It
is then that an avatar (an
incarnation of the god Vishnu)
comes into the world to restore
the correct balance.
Children’s thoughts about the
nature of God.
Pupils may suggest answers to
the key question What does an
avatar tell us about the nature of
God such as:
God cares for people
God watches over people
God intervenes when evil is
taking over the world
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
Two sessions
• Remind the children of the story
How can a demon be killed?
Reinforce the teaching of the
story – good triumphs over evil
• Introduce another story about
the triumph of good over evil
The story of Ramayana. Tell/act
the story of Ramayana (Use
pictures to provide pupil
stimulation)
• In talking partners raise
questions from the story
• As a class discuss the questions
raised and explore possible
answers
• Reinforce the answer to the key
question
• Remind children about the work
they covered in KS1 on
Celebrations. Talk about
celebrating the festival of Divali
Assessment Opportunities
Links / points to note
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
The class could divide into groups to
do different activities such as:
•
make puppets ,e.g. using
lollipop sticks and card
outlines and perform the
story of Rama and Sita to
the class
Having explained the use of Rangoli
patterns and provided examples,
children can make their own Rangoli
patterns.
•
Ask them to discuss whether
the patterns remind them of
anything?
•
How do they feel when they
look at the pattern? Which
one do they like best?
•
Make Divali lamps from clay
and Ghee and a wick
•
A group could produce a
Power Point presentation
about Divali
Assessment Opportunities
Links / points to note
Ghee is available in tins from
Tesco and other stores
Key questions
Who do Hindu’s
turn to when they
need help and
guidance?
Who do you turn to
when you need
help and guidance?
LEARNING OBJECTIVES
Pupils should learn:
•
talk about the feelings
children have when they
don’t know what to do
•
explore the story of Dhurva
and discuss how he turned
to Lord Vishnu
Teaching and Learning Activities
•
In talking partners ask the
children to discuss times when
they have not known what to do
and they have had to turn to
someone for help.
•
Draw their experiences together
•
Ask the children if there is
always someone who can sort
out their problem or if some
problems remain unsolved e.g.
You have to play the recorder in
front of the school, you have
practised and your teacher has
helped you but you are still
terrified. How can you get the
inner strength to play?
•
Tell the story of Dhruva and
how he found the answer. What
does this story tell Hindus?
•
Using a picture or statue of
Vishnu explain the symbolism
surrounding Vishnu
•
Follow lesson
plans from
Festival MattersPentecost Y3
Children could research other
gods which Hindus worship
such as Brahma, Shiva, Durga,
Ganesha and identify the
aspects of God which they
represent
Assessment Opportunities
Explain the symbolism
surrounding a statue of Vishnu
Links / points to note
The story of Dhurva can be
found in Teaching Hinduism in
the Primary School published by
Devon SACRE. There should be
a copy of this publication in
school. It also contains
information about the god
Vishnu.
Key questions
LEARNING OBJECTIVES
Pupils should learn:
CHRISTIANITY
• to explore the Bible
What is the Bible?
• to understand that many
Christians believe that the
Bible is the inspired word of
God
What does the
Bible mean to
Christians?
Teaching and Learning Activities
•
Where do you
get your guidance
from?
•
•
•
•
•
Using Bibles that have been
brought in by the children and
are on the display table and
Bibles you have in school, ask
the children to identify the two
main sections i.e. Old
Testament and New
Testament. Explain that the Old
Testament tells about the
relationship between God and
the Jews and the New
Testament tells us about Jesus
and the Early Church.
Explain that each section
contains a number of different
books, poetry, history, law and
so on. Make a template of a
book cover on which the
children can illustrate the type
of books found in the Bible.
Teaching point – the Bible, for
many Christians, is “a window
to God”. Explain to the class
that they are going to look
through some of the ‘windows’
Ask the class to find or display
the text of
2 Timothy 3 v16-17. In talk
partners, discuss what this
might mean for Christians
Explain that the Bible gives
guidance to Christians as to
how to live their lives.
Ask the children to discuss
where they get their guidance
from.
Assessment Opportunities
Links / points to note
The Bible is a book which
describes the relationship
between human beings and
God. The Old Testament (OT)
tells stories of God’s dealing
with individuals and nations.
Two major themes running
through the OT are:
The redemption of mankind
God’s Covenant .
In the New Testament (NT) tells
of Jesus’ teaching, miracles and
prophecy. Jesus is rejected and
crucified. But He rises from the
dead in triumph. He sends his
disciples out in the power of the
Holy Spirit to carry His message
of love and forgiveness to the
four corners of the earth. The
final book of the Bible is
Revelation which describes the
future of the world and
humanity.
Points raised by the children.
The Gideon Bible says in the
introduction “Come to it with
awe, read it with reverence,
frequently, slowly, prayerfully.”
You might like to put this
quotation on your display table.
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
Assessment Opportunities
Two sessions
What does the
Bible teach about
God?
What is a parable?
What does this
story say about the
nature of God?
What does it mean
to forgive
someone?
• to express understanding of
some Christian texts
through art.
• to explore the meaning of a
parable
• to reflect on what it means to
be forgiven
Possible texts to use:
Exodus 34v6-7 & 2 Peter 3v9
Genesis 1v27
Romans 3v22-23 & Isaiah 59v2
Romans 5v8
Matthew 1v21 & Luke 2v10-11
John 6v 38 & John 10v30
John 10v11 & John 6v35
John 15v5 & John 8v12
1 Corinthians 15v20
Matthew 24v30
Roman10v9
Matthew 19v21
Luke 6v37-38
Mark 12v28-31
Exodus Ch 20 is the 10
Commandments and 10 children
could work on one each.
• Explain to the children that they
are going to make some ‘windows’
to show what Christians believe
God is like. Each pair of children
will be given two Bible verses to
find. Ask them to discuss what
these verses tell Christians about
God. Each pair has two tasks:
• Each child creates a picture
(paint/draw/pastel)
to show their understanding of
one of the verses they have been
given. Then they have to explain
their picture in ‘illuminated’ writing.
All of the pictures created can be
put into window frames and made
into a wall display.
•
Explain that the class is going to
explore a parable. Explain the
meaning of ‘parable’.
•
Tell the story of the Prodigal
Son. Luke 15 v11-32 from The
Parables Project OR
•
In talking partners, children
discuss questions they would
like to ask about the story.
•
Make a list of the questions and
explore possible answers.
•
Introduce the key question What
does this story say about the
nature of God?
Links / points to note
A parable is a story which
explains a religious truth or
truths
Children’s verbal responses.
NB ‘to feed the pigs’ – this was
the ultimate indignity for a Jew,
not only was the work distasteful
but pigs are ‘unclean’ animals to
Jews.
The pods referred to in v16 are
the seeds of a carob tree.
V22-23 The best
robe…ring….sandals….feast –
each of these was a sign of
position and acceptance.
The forgiving love of the father
symbolises the mercy of God
and the older brother’s
resentment is like the attitude of
Key questions
Why is the Bible an
important book?
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
•
In partners talk about a time
when you have been
forgiven. How did you feel?
Have you forgiven anyone?
•
Write about and explain your
favourite part of the story.
•
Make up a TV advertisement
for selling the Bible. You will
need to research why it is a
‘best seller’, how many
languages it has been
translated into and so on.
To promote it in your advert
you will need to explain what
it contains and why it is an
important book for
Christians.
Assessment Opportunities
Children’s writing.
The activity opposite is the
focused assessment activity for
the unit.
Links / points to note
the pharisees and the teachers
of the Law who opposed Jesus.
FORMATIVE GRID
Some books might be
‘holy’ because
……………………………
……………………………
……………………………
When I hear the word
authority I think of
…………………………
…………………………
…………………………
An important
teaching I know from
Christianity is
…………………………
…………………………
…………………………
Something I know
about Hinduism is
……………………………
……………………………
…………………………….
TEACHING AND
AUTHORITY
When I hear the word
good I think of
……………………………
……………………………
……………………………
When I hear the word
evil I think of
……………………………
……………………………
……………………………
SUMMATIVE GRID
In my live I am guided
by
…………………………
…………………………
…………………………
A PARABLE Jesus
told was
…………………………
……………………......
The Bible is important
to Christians because
…………………………
…………………………
…………………………
TEACHING AND
AUTHORITY
A special story in
Hinduism was when
…………………………
…………………………
………………………….
Key teachings from
Hinuism include
…………………………
…………………………
…………………………
I think this parable
means
…………………………
…………………………
I think Christians
believe God is like a
……………………………
……………………………
And a
……………………………
……………………………
I would like to learn
more about
……………………………
……………………………
……………………………
The things I remember
most from this unit are
……………………………
……………………………
……………………………