Bible Unit Year 6: Who Does the Bible Matter To? Does It Matter to Me?

BIBLE UNIT YEAR 6: WHO DOES THE BIBLE MATTER TO? DOES IT MATTER TO ME?

INTRODUCTION:
The following vocabulary is taught: sources, genres, verses, chapters, references, books of the Law, history, poetry, prophets, gospels, letters to the early Church, revelation of John.
Pupils need some prior knowledge of the following concepts: Library, metaphor, research, Old and New Testament, ten commandments, parables.
LEARNING OBJECTIVES:
Recognise the importance of the Bible in laws and sayings in every-day life as well as to Christians and members of other faiths. Articulate what value they place on a portion of scripture personally and why.
ASSESSMENT:
I Can statements for higher and lower achievers are included for formative assessment.
These are based on the eight level scale of the Non Statutory National Framework for Religious Education.
Teachers are encouraged to refer to these at the end of each unit and make a summative assessment of the level pupils are working at. This information can be used by the class teacher for end of year reporting to parents and by the RE coordinator for monitoring the effectiveness of pupils’ learning in RE as part of the school’s ongoing self-evaluation.
EXPECTED END OF UNIT OUTCOMES :
AT1: level4: I can talk about the genres used in different books of the Bible, and how people use them.
AT1 level 5: I can suggest similarities and differences between two types of genre in the Bible and the meaning they may have for different people.
AT2: Level 4: I can articulate what value I place on a portion of scripture/ religious text and explain why.
AT2: Level 5 I can articulate what value I place on a portion of scripture/ religious text and explain why and give a reasoned comparison of my views with those held by someone else.

© SDBE 2011 This unit of work was written and trialled by RE subject leaders in Southwark Diocesan schools to celebrate the 400th anniversary of the KJV Bible and the 200th Anniversary of the founding of the National Society for church schools

BIBLE UNIT YEAR 6: WHO DOES THE BIBLE MATTER TO? DOES IT MATTER TO ME?

KEY QUESTION

LEARNING OBJECTIVES

I CAN ACHIEVEMENT CRITERIA

SUGGESTED TEACHING AND LEARNING ACTIVITIES

RESOURCES

CROSS CURRICULAR LINKS

What is the Bible?
How does it affect our everyday lives? / To know that the Bible is made up of different books of different genreswritten over a period of time.

To reflect on the meaning of the Bible in their lives.

/ AT1
I can identify the different genres in the Bible and know their significance to Christians.
AT2
I can reflect on the way that the Bible influences me. / 1. Use reflective story ‘The Books of the Bible’ to introduce the different genres in the Bible.
2. In groups with large paper children make spider diagram of everything they know about the Bible. Discuss. Introduce the fact that the Bible is made up of different parts and books, compare with a library. Explore how the Bible is made up. Practise looking up references. Game: Challenge a partner to find a reference by giving clues.
3. Give out pictures/statements to represent the books of the Bible. The Books of the Law, History, Poetry, Prophets, The Gospels, The History of the Early Church, Letters, Revelation of John. Sort into genre and order. In groups investigate one of the genres and report back to the class. ICT link: Make a PowerPoint about each genre.
4. Each child to research individual book/books/ genres. Decide how to make class Bible Library display/ diagram/model. (make it different from what pupils did in Y4).
5. Ask: Does the Bible have a special meaning in your life? Ask children to explain the reasons why it is important to them and how it influences their actions.Explore metaphors to describe what the Bible means on a personal level, use art to express personal meaning. / Godly Play J Berryman Vol 2
ISBN 18008241813
KJV website
How people study the Bible:

/l3.php?id=201
Bibles to use to check.
EgBible metaphors:The Bible is like a lighthouse because it lights my way and shows me the good paths to take, etc. /

Literacy.

Creative expression- art/DT/ICT.

KEY QUESTION

LEARNING OBJECTIVES

I CAN ACHIEVEMENT CRITERIA

SUGGESTED TEACHING AND LEARNING ACTIVITIES

RESOURCES

CROSS CURRICULAR LINKS

Who does the Bible matter to?
Does it matter to me? / Recognise the importance of the Bible in laws and sayings in everyday life as well as to Christians.

Articulate what value they place on a portion of scripture personally and why.

/ AT1
I can explain ways in which the Bible is used by many people in everyday life.
AT2

I can explore through art the ways that a piece of scripture/ holy text impact on my life and on the life of others.

/ 1. What are some of the laws included in the Bible? Explain that the Books of Law were written about 3400 years ago by Moses Ask: What influence do they have on our life today?
Recall the 10 Commandments and how they impact on our everyday life at school, at home, in the community and have influenced our justice system.
2. Look at a selection of wise sayings from Proverbs 15 and Proverbs 16. How do they influence the way that Christians behave? What do they teach you about how you should treat others?
3. Share some everyday phrases that have a biblical origin eg
The Good Samaritan (Luke 10: 25-37).
It is better to give than to receive (Acts20:35).
For everything there is a season (Ecclesiastes 3:1).
Love thy neighbour as thyself (Mark 12:31).
Man does not live by bread alone ( Matthew 4: 4).
An eye for a eye and a tooth for a tooth (Luke 6:38-40; Matthew 5:38).
Did you know that they had a biblical origin? Why are they in common/everyday use?
4. Explain that there are Bible notes for adults and children to help them understand the meaning of the Bible in their daily lives. Share some Bible notes together. Explain that they help you to reflect on the meaning of the Bible. Invite a member of the local Church community/ Vicar to explain how they use Bible notes.
5. The famous theologian, Karl Barth said: ‘The Bible is not men’s thoughts about God but God’s thoughts about man’. What did he mean by this? / KJV website
How people study the Bible

Selection of Bible notes for children
eg ‘Topz’ CWR

and ‘Discover Bible notes for young people’ The Good Book Company

KEY QUESTION

LEARNING OBJECTIVES

I CAN ACHIEVEMENT CRITERIA

SUGGESTED TEACHING AND LEARNING ACTIVITIES

RESOURCES

CROSS CURRICULAR LINKS

Do you agree? What does God think about man? How can we find out about what God thinks about man? EgAdam and Eve
(Genesis 3), Jonah (Jonah 1): disobedience,
Moses (Exodus 3): doubting the presence of God, Joseph (Genesis 37): sibling rivalry.
Then ask: Why did He send his Son?’
John 3:16 : For God loved the world so much that he gave his only Son, so that everyone who believes in him may not die but have eternal life.
6. Identify times when you need God to guide, support or encourage you. Find examples in the Bible when God has helped people at difficult times. Choose an art technique to help you to show a time when the Bible helped you. Add a Biblical quotation to illustrate.
7. Articulate what value you place on a portion of scripture/ religious text and explain why. Use art techniques to show the Bible reference and what it means to you. Design a poster/ interpret though collage/ design a stained glass window / make wall hangings/ do a painting.
Share meaningful scripture verses in an assembly or as a wall display. /

Creative expression.