- FIRST DECIDE HOW LONG YOUR UNIT IS - YOU DON’T NEED TO FILL IN EVERY BOX FOR EVERY UNIT. SOME UNTIS WILL BE A LIGHTER TOUCH.
- DECIDE WHICH COGNITIVE PROCESSES YOU ARE DOING.
- AGREE FOCUS ACTIVITIES. USE THE GREEN WRITING AS PROMPTS AND ADD OR DELETE ACCORDINGLY
SUMMARY OF UNIT: 2a.1 What do Christians Learn from the Creation Story?
- God the Creator cares for creation, including human beings.
- As human beings are part of God’s good creation, they do best when they listen to God.
- The Bible shows that God wants to help people to be close to him – he keeps his relationship with them, gives them guidance om good ways to live (such as the 10 commandments), and offers forgivenss even when they keep falling short
- Christians believe God made our wonderful world and so we should look after it.
- The Bible tells a story (in Genesis 3) about how humans spoiled their friendship with God (sometimes called ‘the Fall’)
- This means that humans cannot get close to God without God’s help
- Christians show that they want to be close to God too, through obedience and worship, which includes saying sorry for falling short.
COGNITIVE PROCESSES
/ PLANNING FOR LEARNING
/ ACTIVITY
THESE COULD BE TAKEN FROM THE ACTIVITIES IN TH UNIT
EXAMPLES OF ACTIVITIES AND PRODUCTS / ASSESSMENT
ASSESS AGAINST THE PLANNING FOR LEARNING COLUMN
POSSIBLE ASSESSMENT QUESTIONS
Help children identify ‘wow’factors in nature / Ask children to collect examples of the colours of the rainbow, (or as many different shades of a particular colour) found in nature
Ask children to record the sounds of nature they can hear
Tell the creation story from Genesis 1 1-25 in child friendly language and create a time line of events - show how this is at the start of the Big story / Focus on why they think something is wonderful and share ideas
Place the concepts of God and Creation on a timeline of the Bible’s Big Story
Make clear links between Genesis 1 and what Christians believe about God and Creation / Children identify the ‘wow’ factor of being human / Recap on the creation story from Genesis 1 1-25 using guided visualisation (Resource Sheet 1) – count how many goods are in the story
Now think about humans – in pairs draw or take a photo of something human-made that has the wow factor.
Read Genesis 1:26-31 focus on the idea of being made ‘in the image of God’ and of being given control over the early.
Show the picture of the overgrown garden – explain the idea of being stewards and caretakers
Look at case studies (resource sheet 3) of the different ways Christians might try to look after the world. / Making connections activity on page 3 - agree one thing they can do to help make the world ‘very good’.
How else might humans do a good job of looking after the world?
Describe what Christians do because they believe God is Creator (for example, follow God, wonder at how amazing God’s creation is; care for the earth in some specific ways. / Recap on Creation story and how it as the start of the ‘Big Story’
Share the story of Adam and Eve
Talk about people’s ideas and responses
Offer suggestions about what the story of Adam and Eve might show about human nature and how to act.
Describe how and why Christians might pray to God, say sorry, forgive and ask for forgiveness.
Make links between what stories in the Bible say about human being s, and pupil’s own ideas about how pupil’s should behave.
©Tatiana Wilson 2016
1. Remembering:acquire, arrange, define, describe, choose, find, identify, know, list, label, order, pick,
quote, recite, relate, locate, match, memorize, name, outline, recall, recognise, record, repeat, reproduce, state, tell /
- Make a list of the main events..
- Make a timeline of events.
- Make a facts chart.
- Write a list of any pieces of information you can remember.
- List all the ....in the story/article/reading piece.
- Make a chart showing...
Describe what happened at...?Who spoke to...?Find the meaning of...?
What is...?Which is true or false...?What happened after...? How many...?
Who was it that...? Can you name the...?Describe what happened at...?
Who spoke to...? Find the meaning of...?What is...? Tell in your own words
Where?Who?
2. Understanding:
compare, differentiate, explain, express, distinguish, give an example, illustrate, infer, interpret, locate, paraphrase, predict, represent, restate, review, summarise, translate
/
- Cut out or draw pictures to show a particular event.
- Illustrate what you think the main idea was.
- Make a cartoon strip showing the sequence of events.
- Write and perform a play based on the story.
- Retell the story in your words.
- Paint a picture of some aspect you like.
- Write a summary report of an event.
- Prepare a flow chart to illustrate the sequence of events.
Who was the key character...? Can you distinguish between...? What differences exist between...?Can you provide an example of what you mean...?
Can you provide a definition for...?
3. Applying:
apply, develop, demonstrate, dramatise, employ, illustrate, interpret, organise, relate, translate, use, /
- Make a scrapbook about the areas of study.
- Take a collection of photographs to demonstrate a particular point.
- Make up a puzzle game using the ideas from the study area.
- Make a clay model of an item in the material.
- Write a textbook about... for others.
Can you group by characteristics such as...?What factors would you change if...?
Can you apply the method used to some experience of your own...?
What questions would you ask of...?From the information given, can you develop a set of instructions about...?Would this information be useful if you had a ...?
4. Analysing:
FOR FS AND KS1 from here may be new
analyse, categorize,classify, compare, contrast, deduce, detect, differentiate, discover, discriminate, dissect, distinguish, examine, experiment, inquire, inspect, investigate, probe,
survey, scrutinize, separate /
- Design a questionnaire to gather information.
- Make a flow chart to show the critical stages.
- Construct a graph to illustrate selected information.
- Make a family tree showing relationships.
- Put on a play about the study area.
- Write a biography of the study person.
- Prepare a report about the area of study.
- Arrange a party. Make all the arrangements and record the steps needed.
- Review a work of art in terms of form, colour and texture.
- Review a film
Why did ... changes occur?Can you compare your ... with that presented in...?
Can you explain what must have happened when...?How is ... similar to ...?
What are some of the problems of...?Can you distinguish between...?
What weresome of the motives behind...?What wasthe turning point in the game?What was the problem with...?
5. Evaluating:
appraise, argue, assess, choose, compare, conclude, consider, criticize, decide, deduce, estimate, evaluate, infer, judge,
rate, select, validate,
value, /
- Prepare a list of criteria to judge a ... show. Indicate priority and ratings.
- Conduct a debate about an issue of special interest.
- Make a booklet about 5 rules you see as important. Convince others.
- Form a panel to discuss views, e.g. "Learning at School.".
- Write a letter to ... advising on changes needed at...
- Write a report.
- Prepare a case to present your view about...
Are you a ... person?How would you feel if...?How effective are...?
What do you think about...?
6. Creating:
FOR KS2 this may be new
arrange, assemble, collect, combine, compose, construct, create, derive, design, develop, document, elate, formulate generalize, invent, modify, organize, originate, plan, prepare, predict, produce, propose, set up, tell, write /
- Design a building for worship.
- Write about your feelings in relation to...
- Write a TV show, play, puppet show, role play, song or pantomime about...?
- Design a record, book, or magazine cover for...?
- Make up a new language code and write material suing it.
- Sell an idea.
- Devise a way to...
- Compose a rhythm or put new words to a known melody.
Can you writea new recipe for a tasty dish?Can you develop a proposal which would...?