Name of Unit: Faith: Christianity. How Did Belief In God Affect The Actions of People In The Old Testament?

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1 Name of Unit: How Did Belief In God Affect The Actions of People In The Old Testament? Key Stage in which this unit should be taught: Key Stage 2 Previous Learning: Children will have learnt about some of the Patriarchs of the Old Testament in units covering Judaism. Creation; Noah. Possibly: - The Bible; How Do Advent and Epiphany Show Us What Christmas Is REALLY About? (Depending on where in KS2 the school has placed these units in its RE Curriculum Map) AT1 Learning About Religion Focus: Beliefs, Teachings and Sources. Show that I understand how the story of the Judgement of Solomon can have an impact on Christians today; Describe the similarities and differences between the way Jonah and Daniel reacted to God s command; Make links between David s faith in God and his ability to overcome the doubts of others; Use the evidence from the Bible to show I understand how Ruth showed her devotion to God; Describe similarities and differences between the story of Jonah and Moses and the Burning Bush; Show how Abraham s decision to follow God impacted on him and his family. Faith: Recommended Year Group (if specified:) What This Unit Teaches: Old Testament stories of people whose belief in God affected their actions; Solomon; Jonah; Daniel; David and Goliath; Ruth; Moses; Abraham. That Christians believe God calls us in different ways; Christians believe that God stands by them at all times; We have difficult decision to make in life and the right choices are neither not always the easiest nor the most popular. Key RE Vocabulary: Old Testament; Bible; Solomon; Jonah; Daniel; David and Goliath; Ruth; Moses; Abraham; AT2 Learning From Religion Focus: Values and Commitments. Show that I understand how the story of the Judgement of Solomon can have an impact on Christians today; Suggest some answers to why questions about the motives and reactions of Jonah and Daniel; Describe something I find spiritual and inspiring in a painting; Apply the idea of self-sacrifice to our own actions; Apply the concept of vocation and job to my own dreams, aspirations and hopes; Imagine Sarai s reservations about leaving Ur and suggest Abraham s answers. Cross - Curricular Links: English: debate, persuasion, dialogue, poetry and rap, different genres of writing; Drama; Art and Design: Depictions of David through history, spirituality through art;

2 belief; faith; judgement; choice; sacrifice; self-sacrifice; devotion; vocation; trust; refugee; Patriarch; Prayer; Commandment. Spiritual, Moral, Social and Cultural Development: Spirituality through art, reflection; making right choices, dealing with bullying; friendship, developing empathy, respecting other s choices, work, working collaboratively Music; Dance; PSHE; Citizenship. Possible Further Thinking and Extension Activities: Displays: Making right choices, Promises and God s Commandments. Investigation into meditation and prayer across the world. Future Learning: If not already taught: - The Bible; How Do Advent and Epiphany Show Us What Christmas Is REALLY About? (Depending on where in KS2 the school has placed these units in its RE Curriculum Map) Who Decides? (Bridging / Transition Unit) Sensitivities: Some children may be affected by bullying; Some children may be in situations where they feel powerless, unable to make a choice and / or subject to peer pressure, etc; There are not bad jobs. All jobs are necessary and valuable from toilet attendant to High Court judge; Children who have recently moved, refugee children and those who have experienced turmoil in their lives.

3 Lesson 1 What Does The Judgement of Solomon Teach Christians Today? Pupils should: Show that they understand how the story of the Judgement of Solomon can have an impact on Christians today. Describe a situation where they have had to make a difficult choice and what inspired them to make the right choice. Introduction: If you could have anything in the world, what would it be? What do you give the man who has got everything? Solomon, a king of the Israelites was asked the same question. What do you think he asked for? Read 1 Kings 3:6-15. Highlight what Solomon asked for and what God s conditions were. Main Teaching Show the pupils a video of the story of the Judgement of Solomon. What do you think Christians and Jews understand from this story? What did Solomon do before he made his judgement that Christians might copy before a difficult decision? Have you ever had a tough decision to make? What did you do before you made your choice? What helped you / guided you to make the right choice? Draw out the concept that the right decision is not always the most popular nor the easiest decision. Christians believe God stands by them in all situations and gives them wisdom when they pray. Resources: YouTube: Stories from the Bible Solomon. Sensitivities: Some children may be in situations where they feel powerless, unable to make choices or subject to peer pressure, etc. Activity: Pupils write their experiences of times when they have had to make difficult choices that may not have been popular, both within and outside of school and about what inspired them? Plenary: Make links to when Christians pray and why before making decisions: in life, PCC, Synods, Faith Group, Governors, etc.

4 Lesson 2 What Did Jonah and Daniel Share In Their Response To God? Pupils should: Describe the similarities and differences between the way Jonah and Daniel reacted to God s command; Suggest some answers to why questions about the motives and reactions of Jonah and Daniel. Introduction: Divide the class into two groups: one group to study the story of Jonah (Jonah 1:1-17) and one to study Daniel (Daniel 6:13-28.) Pupils use reciprocal reading techniques to discuss the text: Team Leader, Visualizer, Summariser, Clarifier, Questioner, and Predictor. Pupils to share their stories with each other. Main Teaching: What did God ask of each of these people? How did they react? What are the differences and similarities? Why do you think the two men reacted so differently? How did both men overcome their fears? Teacher to record using Double Bubble. Hot Seat activity to interview Jonah and Daniel about their experiences. Jonah did not want to follow God s commandments but realised that it was the right thing in the end. Daniel did not abandon his beliefs even though they were unpopular among his peers. Resources: Bible narratives, Reciprocal Reading Cards Visualizer to look at imagery in the story. Sensitivities: Some children may be in situations where they feel powerless, unable to make choices or subject to peer pressure, etc. Activity: Pupils write a dialogue / interview between a reporter and one of the characters asking and answering Why? questions based on the story. Plenary: What was the driving force behind both Jonah and Daniel s final response to the call of God? How did this affect their thoughts and actions? Reflect on the guiding lights and where we get our inspiration from which inspires us in the paths that we take in our lives.

5 Lesson 3 How Does David s Faith Show The Strongest Strength? Pupils should: Make links between David s faith in God and his ability to overcome the doubts of others; Describe something they find spiritual and inspiring in a painting. Introduction: Knowledge Harvest: What do you know about David and Goliath? Record key words on the board. Main Part of the Lesson: Tell the story of David and Goliath. This could be read from an accessible version of The Bible, learnt through artwork or watched on a video. What do you think from the story? How was David put down by others in the story? How did he overcome others lack of faith in him? What helped him to do this? What do you think Christians find inspiring about the story of David and Goliath? Why? Look at various depictions of David in the history of Art. Discuss how David is portrayed in each image. Why do you think that the artist portrayed David in this way? What was the artist trying to say in his / her artwork? Why do you think David is such a popular image? How do you think David has been used to strengthen the resolve of Christians through the ages? Draw out that in verse 45 David states that his resolve comes from God. Eliab his brother mocks David: 1 Samuel 17:28; Saul doubts David: 1 Samuel 17:33; Goliath mocks David: 1 Samuel 17:43-44; David states he comes in the name of God: 1 Samuel.17:45. Resources: The Bible; Retellings of the story of David and Goliath through various media; David with the head of Goliath - Guido Reni; David showing Goliath s Head Caravaggio; David and Goliath - Francesco Pesellino; Statue of David Michaelangelo; etc. Sensitivities: Some children may be affected by bullying. Consider the appropriateness of the art for the pupils.

6 Activity: What do you find inspiring about the story of David and Goliath? Make your own piece of inspirational art: painting, music, rap, dance, etc. to say something from the story that it teaches. Alongside their artwork, pupils could provide a commentary to record their thinking behind it, if necessary. Plenary: Share each other s inspirational art, listening to the thoughts and lessons around it.

7 Lesson 4 How Did Ruth Show Self-Sacrifice Christians believe the best choice and What Does This Teach? anyone can make is to put God first. Pupils should: Use the evidence from the Bible to show they understand how Ruth showed her devotion to God; Apply the idea of selfsacrifice to their own actions. Introduction: Ask the pupils to think about different women that they have heard of / know about from The Bible? What was their role? How were they important? What can we learn from them? Tell the pupils that today we are going to hear the story about 2 more important women in the Bible and are going to think about what they teach us and (other) Christians. Main Part of the Lesson: Explain that the story of Ruth is found in The Old Testament. Show the pupils the story of Ruth and Naomi from Testament: The Animated Bible. Alternatively this could be read from an accessible version of The Bible, learnt through artwork or looked at on a PowerPoint. Think and talk about the story. What choices did Ruth make? Why did Ruth have to make these choices? What helped Ruth in making these choices? Do the pupils think that Ruth made the right choices? Why? Make links between Ruth s tough decisions and ones that the pupils have had to make. What promises did Ruth make? Why did she make these promises? Jesus said: Love the Lord your God with all your heart, with all your soul and with all your strength; Love your neighbour as yourself. Resources: Ruth Testament: The Animated Bible. DVD and storybook; Story of Ruth: PowerPoint resources.

8 What do you think this story teaches Christians about friendship and self-sacrifice? Can the pupils think of any other stories that illustrate the same point? Do the pupils know of any stories from the other world faiths that teach this? Activity: Write a diary entry to record and reflect on when have you had to put the needs of someone you care about before your own? Include: What made you decide to do this? Why was this important to do? What was the outcome? What did you learn from doing this? Plenary: How does the Church encourage self-sacrifice and act as a friend to the world?

9 Lesson 5 How Does The Story of Moses Show A Sense of Vocation? Pupils should: Describe similarities and differences between the story of Jonah and Moses and the Burning Bush. Apply the concept of vocation and job to you own dreams and aspirations. Introduction: Review prior learning about Moses and the Flight from Egypt (Pesach (Passover.)) Check that the pupils know and understand the story of Moses If not, teach them it. Main Teaching: Moses and the Burning Bush: Exodus 3:1 4:14 (or a retelling, e.g. Moses - Testament: The Animated Bible. ) Make links between Moses reluctance to return to Egypt and Jonah s reluctance to go to Nineveh. Record on the board using Double Bubble style graphic organiser. Christians believe that God calls people to work for Him. Why do you think God called Moses? Discuss what a vocation is. Who do you think has a vocation? Why do they think this? What is the difference between a job and a vocation? Priests, monks and nuns are types of religious vocation. How do you think a person discerns that God is calling them to a vocation? The local priest, monk or nun could be invited to speak to the pupils about their vocation.) Explain there are other types of vocation as well. e.g. teacher, doctor, Christians believe that are called by God to be better Christians in every aspect of their lives. Vocation does not necessarily mean paid work. Resources: Moses - Testament: The Animated Bible. DVD and storybook; The Burning Bush in Bible Stories retold by David Kossoff. Sensitivities: There are not bad jobs. All jobs are necessary and valuable from toilet attendant to High Court judge.

10 nurse, etc. How does the story of Moses show a sense of vocation? Activity: How do people choose their jobs? Children to produce a time capsule piece of writing about a job for themselves for their future. It could include: a) their dream job, b) a job linked to something they like to do, c) a job that is possible what qualifications, skills, interest, qualities and experience do you need to make it possible? They need to explain why they would like to do this particular job and consider if and how they feel it is a vocation for them. Plenary: Should a person s salary be linked to their contribution to society? Why? / Why not? How is a person s contribution to society through their job / vocation recognised? What reward might a Christian feel that they receive for being able to do their job / live out their vocation? How does this motivate them? Is this the same / similar for members of other faiths?

11 Lesson 6 How Was Abram s Trust In God a Challenge Abraham is known as Abram until his But Also a Reward? circumcision Genesis:17. Pupils should: Show how Abram s decision to follow God impacted on him and his family and imagine Sarai s reservations about leaving Ur and suggest Abram s answers; Introduction: Ask the children to thought shower what they think of when they see / hear the word refugee? Talk about the myths around refugees and give some accurate information about their plight. Watch a news report / television programme / video clip about refugees. What do the pupils think from what they have watched / listened to? What is the human side of refugees stories? Resources: The Bible; Abraham Testament: The Animated Bible. DVD and storybook; Copies of God s promises made to Abram on individual strips of paper / card for sorting; Camera and printer. Ask questions about the moral decisions they and other people make and suggest what might happen as a result of different decisions, including those made with reference to religious beliefs / values. Main Part of the Lesson: Watch the story of Abraham on Testament The Animated Bible. Alternatively tell the story from The Bible of God s call to Abram: Genesis 12:1-9 or this could be learnt through artwork, etc. Abram was the first to be called by God and is revered in Islam, and Judaism. Explain to the pupils how Abram is the same person as Abraham, Abraham was known as Abram originally. How would you feel if you were told you had to move house? How would you feel about moving from a house to living in a tent? Consider the thoughts and feelings of the people you would have to leave behind and yourself. Sensitivities: Refugee children, pupils who have recently moved and those who have experienced turmoil in their lives. Re-read the story. What did God promise Abram? What did Abram and his family have to give up? How do you think Abram felt about this?

12 Why do you think they felt like this? How do you think Sarai and the rest of Abram s family felt about this? Why do you think they felt like this? What could have happened if Abram had made a different decision? Activity: Rank the promises God made to Abram in order of most compelling. Give reasons for your order and discuss. Imagine you were Abram trying to persuade your wife Sarai and nephew Lot to leave Ur and come with you on your journey to Canaan. In groups, improvise and act out the scene and the conversations between the different characters. Record each group s work with a photograph that can be stuck into each pupil s book for them to record beside the photograph their thoughts about the character that they played including the impact of Abram s decision, how belief in God affected the actions of Abram... and his family. Plenary: Why do you think Abraham is such an important person in Islam, and Judaism? Elicit from the children that Abraham is credited as the first person to acknowledge one God in European / Mediterranean culture. Islam, and Judaism are collectively known as the Abrahamic religions and share many of the same stories.