Kirklees and Calderdale Agreed Syllabus for RE 1.1. Which books and stories are special?

Transcription

1 Kirklees and Calderdale Agreed Syllabus for RE 1.1 Which books and stories are special?

2 About this unit: Pupils start by thinking about special books and stories for themselves, offering important links to literacy. They reflect on the meanings (or morals ) in stories, including secular tales and fables. The unit goes on to investigate special books and writings for religious believers, in particular the Bible and the Qur an. Pupils consider why these are special and how they are respected and treated. They hear and think about special stories, some of which are contained in special books. Where this unit fits in: This unit introduces pupils to religious texts, a theme that will be built upon in subsequent years. Units in Years 4 and 5 extend learning by further work on stories and texts. The unit supports the following aims of the syllabus: A2 Sources of wisdom: Retell and suggest meanings to some religious and moral stories, exploring and discussing sacred writings and sources of wisdom and recognising the traditions from which they come. B1 Impact of belief on choices: Ask and respond to questions about what individuals and communities do, and why, so that pupils can identify what difference belonging to a community might make. B3 Different responses to ultimate questions Notice and respond sensitively to some similarities between different religions and non-religious perspectives in their approach to questions of beliefs and meaning The religion studied in this unit: Christianity and Islam, with possible reference to Judaism and Sikhism. It could be widened to reflect the composition of the class or other local circumstances. Estimated teaching time for this unit: 6 hours Vocabulary In this unit, pupils will have an opportunity to use words and phrases related to: Holy Moral Bible Qur an Special Resources A selection of Christian and Muslim stories is provided in the resource pack to accompany this unit.

3 EXPECTATIONS: At the end of this unit Pupils working towards the expected level in Year 1 will be achieving some of the early learning goals and will be able to: Pupils working at the expected level in Year 1 will be achieving some of the KS1 expectations (level 1) and will be able to: Pupils working above the expected level in Year 1 will be achieving the KS1 expectations (level 2) and will be able to: Talk about similarities between themselves and others, and among families, communities and traditions Talk about things which are special to them and how some books are special to religious believers. Explore and ask questions about the meanings of stories Notice how some books are special to religious believers, and identify ways these are treated in particular ways Explore and discuss the meanings of special stories Respond sensitively with their own ideas. ASSESSMENT SUGGESTIONS Write a wish for a wish tree/ display on how we should live our lives based on the morals/ big ideas from the stories. How can we make them happen in our class? You could ask the children how might a Christian and/or a Muslim do this? CONTRIBUTION TO SMSC DEVELOPMENT Opportunities for spiritual development come from exploring the significance of holy writings and the impact these have on the lives of believers. Also through considering ways they can learn from the examples of these special stories. Opportunities for moral development come from considering the morals and teachings of the stories Opportunities for social development come from working together on a class project and through class discussion and questions Opportunities for cultural development come from considering similarities in the teachings of different faiths

4 Teaching and Opportunities Outcomes Wider Why are books special? Describe why some books are special. Ask pupils which is their favourite book? What is it about? Why do you like it? How do you show that you care for it? Explore and find similarities Which books are special to religious believers? Draw a picture of a special book for you and say why it is important to them. The teacher could model this and give an example. How is it looked after? Describe why a book might be special How are special books treated? Discuss how books are special for different people. You could use examples like a recipe book for a cook, atlas for a driver. Then move on to religious books. Which are special for different believers? Show pictures of Bible, Qur an and Torah scrolls and any others as appropriate. A special book for believers is called a holy book. Talk about how holy books are treated with respect How do we treat holy books? Ask children to think of something that has great value to them how do they treat it? E.g. Teddy Bear tucked up in bed, kept with them etc. Think about how believers might treat a special book for them. Focus on the Bible and how this is treated Talk about why it is so special it teaches Christians about God and how they should behave. Talk about how it should be treated shown respect and great care taken with it. Talk about how it is used in church read from the lectern during church services, at home read by individuals and groups. Look at different Bibles or at the pictures of them shown previously. What questions can children come up with? What do the pictures tell you about the importance of the Bible for Christians?

5 Teaching and Opportunities Outcomes Wider Who lives here? Be able to name all the members of their family, especially those who live in their home. Song: How many people live in your house? Who lives in your house? Talk about the different kinds of families there are. Not all families have mum and dad living together but all families are as important as each other. Some families are mum and mum; dad and dad; single parents, etc. Other children may live as part of an extended family. Be sensitive to families with adopted children or Looked After Children. Parents are invited to send in photographs of the child and their family. Ask the children to tell you about their photos. Those who do not bring in photos can still talk about the people who are close to them and who live in their house. Will be able to talk about belonging to their family and say who lives in their house but also talk about other members of their family who may live elsewhere. Discuss with parent/carer of a Looked After Child or an adopted child about how they would like to talk about this aspect of belonging to a family. Give them the opportunity to prepare their child before whole class discussion. What makes a home? Be able to compare and contrast different homes. Many children may have a family pet. These can be included as they will have an emotional connection to them and help to care for them. Reasons for writing: draw the people who live in your house and label them. Can children draw their friend s home and the people in their house? Adult led discussion what is similar and different? Discuss with class/ groups if there is anything special in their house/ home that says it their home? Are there special symbols on the walls e.g. a cross, a picture of Makkah? Can children design a symbol of what their home means to them e.g. a heart? Focus on the Qur an. The Qur an should be treated with great respect as Muslims believe that it is the word of God. Will talk about special symbols in their home.

6 To show how important it is, Muslims keep it covered with a cloth when not in use and on the highest shelf above all other books. If a Muslim is going to read the Qur an he/she will first wash their hands and prepare their minds by saying a short prayer. The Qur an will then be unwrapped and place on a stand to be read rather than putting it on the floor. The Qur an is written in Arabic, which is written from right to left. The first page of the Qur an is, therefore, at the back of the book. Teacher to model how the Qur an is treated by washing hands, getting Qur an down from highest shelf, uncovering, and opening ready to read. Children to come up with questions about what has just occurred. The theme could be extended by considering how other special teachings are treated, such as the Torah or the Guru Granth Sahib. For example, the teacher could model how the Torah is treated by undressing it, and using the pointer (Yad) when reading from it. Children to come up with questions about what has just occurred.

7 Teaching and Opportunities Outcomes Wider How do stories have morals and meanings? What are special stories for Christians? Explore and ask questions about the meanings of stories Choose a story, fable or myth. Through questions, discussion and role play, explore how your chosen story has a meaning behind it. Questions might include: What is the story about? Why is the story told? What is a moral? What moral is taught from it? Retell stories and ask questions about the meaning of these What are the morals of these stories? Look at one or more stories in the Bible, exploring the deeper questions that these raise. Three examples are: The story of Jesus and the paralysed man (Illness, Friendship) The parable of the Labourers in the Vineyard (Fairness, justice) Jesus lost in Jerusalem (Truth, being lost) Retell the stories and explore key questions and meaning with pupils. Questions might include: What is the story about? Why is it in the Bible? What is a moral? What moral is taught from it? What would you have done? Draw a picture and write down the moral of the story.

8 Teaching and Opportunities Outcomes Wider What are special stories for Muslims? What are the morals of these stories? Explore and ask questions about the meanings of stories Look at one or more stories from the Muslim tradition, exploring the deeper questions that these raise. Four examples are: Prophet Muhammad and the Camel (care and compassion) The thief and the water pot (honesty) Good Advice (truth) Walnuts and Watermelons (accepting things as they are) Retell stories and ask questions about the meaning of these Retell the stories and explore key questions and meaning with pupils. Questions might include: What is the story about? Why is the story told? What is a moral? What moral is taught from it? What would you have done? Draw a picture and write down the moral of the story.

9 Teaching and Opportunities Outcomes Wider What messages can we learn from special books? Retell morals from stories Explain how they can make a difference in their lives by following examples from stories Think about all the stories that we have heard and read in this unit. Ask the children can they remember any of the morals to the stories. What were the big ideas e.g. care, love, forgiveness, honesty etc.? Can the children describe how these can apply to their time in school and at home? Use examples of playtime events to help them think about morals etc. Ask the children to write a wish for a wish tree/ display on how we should live our lives based on the morals/ big ideas from the stories. How can we make them happen in our class? Show understanding of the morals of stories Talk about how morals can help us live a good life You could ask the children how might a Christian do this, how might a Muslim do this?