Subtitles
Associated Teachers TV programme
KS1 RE: Exploring Parables: The Good Samaritan
0001 10:00:00:04 10:00:02:07
I played the traveller.
0002 10:00:02:07 10:00:04:12
I played the robber.
0003 10:00:04:12 10:00:07:06
I played the robber.
0004 10:00:07:06 10:00:08:13
I was the priest.
0005 10:00:08:17 10:00:10:03
I was the priest.
0006 10:00:10:03 10:00:12:10
I was the Good Samaritan.
0007 10:00:12:10 10:00:14:07
I was the innkeeper.
0008 10:00:18:14 10:00:22:12
At Fairlop, we try to make sure
each child's faith is represented
0009 10:00:22:12 10:00:24:19
by using the agreed syllabus,
0010 10:00:24:19 10:00:28:01
and we allow children
to explore a religion,
0011 10:00:28:01 10:00:30:13
but also we want them
to respond as well.
0012 10:00:30:13 10:00:33:18
And their response will be
in terms of their own home lives,
0013 10:00:33:18 10:00:35:19
whether that be religious or not.
0014 10:00:35:19 10:00:37:19
My learning intentions
for this lesson
0015 10:00:37:19 10:00:40:19
were for the children
to listen to a faith story,
0016 10:00:40:19 10:00:44:19
to find the meaning within it,
and to relate it to their own lives.
0017 10:00:44:19 10:00:47:15
So I contacted Neil Poole
and asked him to come in,
0018 10:00:47:15 10:00:50:22
and he chose to tell
"The Good Samaritan".
0019 10:00:52:02 10:00:53:02
Morning.
0020 10:00:53:02 10:00:55:23
My name is Neil Poole
and I'm a Christian schools worker.
0021 10:00:55:23 10:00:59:08
My role in visiting schools
in the London Borough of Redbridge
0022 10:00:59:08 10:01:03:01
is to be a friend to the school,
to help the school in any way I can
0023 10:01:03:01 10:01:05:02
with RE,
specifically in Christianity.
0024 10:01:05:02 10:01:09:04
"The Good Samaritan" is a story
that I like and feel confident with,
0025 10:01:09:04 10:01:12:21
because I've used it so many times
in school situations.
0026 10:01:12:21 10:01:15:07
It's a good story on many levels.
0027 10:01:15:07 10:01:19:05
Parables are wonderful because they
have many levels of understanding,
0028 10:01:19:05 10:01:23:04
and you can unpack them and find
different ways of teaching them.
0029 10:01:23:24 10:01:26:06
- Hi.
- Say good morning.
0030 10:01:26:06 10:01:28:05
- Hello, Neil.
- Good morning.
0031 10:01:28:05 10:01:31:11
(Jo) In the first part of
the lesson, I introduced Neil,
0032 10:01:31:11 10:01:35:19
then we started telling the story,
asking the children to be actors.
0033 10:01:35:19 10:01:40:13
After we told the story, we would
try and explore it in a deeper way.
0034 10:01:40:13 10:01:42:23
- Should I start?
- I think they're ready.
0035 10:01:42:23 10:01:44:21
They look ready, don't they?
0036 10:01:44:21 10:01:49:04
This story today is a really
brilliant story that I love so much,
0037 10:01:49:04 10:01:53:12
because it helps us to understand
how we can treat other people.
0038 10:01:53:12 10:01:57:10
(man) The role of
the faith visitor in RE
0039 10:01:57:10 10:02:00:13
is extremely important
for a variety of reasons.
0040 10:02:00:13 10:02:03:06
For the younger children,
it contextualises
0041 10:02:03:06 10:02:06:09
the beliefs and the values
which are being looked at.
0042 10:02:06:09 10:02:09:12
It shows that religion is not
an anonymous, amorphous thing,
0043 10:02:09:12 10:02:11:17
it's located in people's lives.
0044 10:02:11:17 10:02:14:18
Jesus one day is telling a story,
0045 10:02:14:18 10:02:17:19
so I'm going to tell you a story
about Jesus telling a story.
0046 10:02:17:19 10:02:20:03
- Does that sound good?
- (girl) Yeah.
0047 10:02:20:03 10:02:22:18
Once upon a time,
there was a man, a traveller,
0048 10:02:22:18 10:02:25:10
going from Jerusalem to Jericho.
0049 10:02:25:10 10:02:28:07
First thing we need
is someone to be the traveller.
0050 10:02:28:07 10:02:32:22
- Let's have Tommy, shall we?
- I've met you before, haven't I?
0051 10:02:32:22 10:02:37:09
Put your arms in there.
It's gonna be quite big...
0052 10:02:37:09 10:02:39:07
- Stand in the middle.
- Look at that!
0053 10:02:39:07 10:02:42:08
That looks gorgeous.
You look like a traveller.
0054 10:02:43:22 10:02:46:17
I loved that the children
could identify with the story
0055 10:02:46:17 10:02:48:21
by wearing the costumes
that I brought in.
0056 10:02:48:21 10:02:52:20
Each person involved in the story
was able to have a costume
0057 10:02:52:20 10:02:58:09
which made them look different
and enabled them to feel that part.
0058 10:02:58:09 10:03:01:13
And suddenly some robbers
came and attacked him.
0059 10:03:01:13 10:03:04:05
Pretend to attack him,
and he has to...
0060 10:03:04:05 10:03:08:02
That's it. Grab him.
Take his coat off.
0061 10:03:08:02 10:03:12:07
Take his coat off. Tommy, you lay on
the floor, cos they really hurt you,
0062 10:03:12:07 10:03:16:19
and you run off with the coat
and all the goods. Over that way.
0063 10:03:16:19 10:03:20:01
Parables are very complex stories
that have many layers,
0064 10:03:20:01 10:03:23:06
and I think sometimes teachers
can talk about the meaning
0065 10:03:23:06 10:03:26:11
without allowing children to
explore the parable themselves.
0066 10:03:26:11 10:03:30:03
We tackled the difficulty
of parables in today's lesson
0067 10:03:30:03 10:03:33:01
by allowing the children
to be part of the story,
0068 10:03:33:01 10:03:37:16
and then allowing them to explore
what the story might mean for them.
0069 10:03:37:16 10:03:39:23
Can you remember
what the story was about?
0070 10:03:39:23 10:03:44:06
Who can remember what the story
was about? Anybody remember?
0071 10:03:44:06 10:03:47:08
- Billy, you start us off.
- Erm... Jesus.
0072 10:03:47:08 10:03:49:20
It was a story that Jesus told.
0073 10:03:49:20 10:03:52:10
Well done.
You were listening really well.
0074 10:03:52:10 10:03:55:12
- Who else is in the story, then?
- Robbers.
0075 10:03:55:12 10:03:58:17
- What did they do to him?
- They hurt him.
0076 10:03:58:17 10:04:02:00
They hurt him. And did they
take care of him afterwards?
0077 10:04:02:00 10:04:04:00
- No.
- What did they do?
0078 10:04:04:00 10:04:07:05
- Leaved him.
- They left him on his own?
0079 10:04:07:05 10:04:11:09
Did they take his clothes?
Took his jacket as well?
0080 10:04:11:09 10:04:13:23
And then he looks up -
look up, Tommy -
0081 10:04:13:23 10:04:17:19
and he can see somebody coming,
someone who might help him.
0082 10:04:17:19 10:04:19:18
We need someone
who's gonna help him.
0083 10:04:19:18 10:04:22:08
Here we go. Here's the costume.
0084 10:04:22:08 10:04:25:13
This person coming along is a
priest. Someone like to be a priest?
0085 10:04:25:13 10:04:27:15
(Bill) In RE,
what you're trying to do
0086 10:04:27:15 10:04:30:09
when you're using stories
from any tradition
0087 10:04:30:09 10:04:33:11
is to say they're important
to people from those traditions,
0088 10:04:33:11 10:04:36:16
but they're almost like treasure
chests which can be opened up
0089 10:04:36:16 10:04:41:19
by people from any or no tradition,
and they can find meaning there too.
0090 10:04:41:19 10:04:43:21
But we must be careful, too,
0091 10:04:43:21 10:04:46:23
because we would also want
part of the teaching
0092 10:04:46:23 10:04:50:18
to show this is a particularly
significant teaching in that form
0093 10:04:50:18 10:04:52:17
for people of
a Christian background.
0094 10:04:52:17 10:04:55:05
"Ooh. What's happened?
Someone's got hurt."
0095 10:04:55:05 10:04:57:05
"But it's nothing to do with me."
0096 10:04:57:05 10:04:59:16
"The robbers who did this
might still be here."
0097 10:04:59:16 10:05:03:15
"I'm gonna be attacked if I help.
I can't stay. I'm gonna have to go."
0098 10:05:03:15 10:05:08:02
So he carried on walking.
So you walk past Tommy.
0099 10:05:08:02 10:05:12:05
All the way. That's it.
Keep going. All the way over there.
0100 10:05:12:05 10:05:15:11
So that was the first person who
could have helped, but he didn't.
0101 10:05:15:11 10:05:19:07
Isn't that really sad? That's
terrible. He didn't stop and help.
0102 10:05:19:07 10:05:22:05
I was happy with the version
that Neil chose,
0103 10:05:22:05 10:05:25:11
because I think
even young children at this age
0104 10:05:25:11 10:05:28:12
still need to know
key vocabulary within a story,
0105 10:05:28:12 10:05:31:12
and it's very important
that they hear traditional stories
0106 10:05:31:12 10:05:33:04
as well as modern stories,
0107 10:05:33:04 10:05:37:20
and so I was happy with the words
"Samaritan" and "priest",
0108 10:05:37:20 10:05:43:22
because children need to understand
the context in which the words come.
0109 10:05:43:22 10:05:46:12
And when the priest
saw the person,
0110 10:05:46:12 10:05:50:01
he's thinking,
"I'm too busy. I can't stop."
0111 10:05:50:01 10:05:53:21
"I've got things I need to do."
You walk by this side.
0112 10:05:53:21 10:05:58:04
Keep going over that way. You're
not helping either. Well done.
0113 10:05:58:04 10:06:03:17
A long time went by, and Tommy
looked up and he saw someone coming.
0114 10:06:03:17 10:06:06:23
So we want someone to be the
Samaritan, a person who does help.
0115 10:06:06:23 10:06:08:18
You gonna be the Samaritan?
0116 10:06:08:18 10:06:11:06
- Is that all right, Miss?
- Yeah, it's a good idea.
0117 10:06:11:06 10:06:14:01
Put your arm in there. Excellent.
0118 10:06:15:15 10:06:19:05
(Bill) Traditionally in RE,
teachers have been less willing
0119 10:06:19:05 10:06:22:22
to take the stories apart,
to dissect them, to play with them,
0120 10:06:22:22 10:06:26:23
because of respect for the faith
background from which they come.
0121 10:06:26:23 10:06:31:01
I think probably now teachers
are far better at doing that,
0122 10:06:31:01 10:06:35:17
and the secret in RE might be to
dissect the story, to come at it...
0123 10:06:35:17 10:06:38:05
to unpack its many meanings,
0124 10:06:38:05 10:06:41:03
while still trying to be respectful
0125 10:06:41:03 10:06:43:13
for the tradition
from which it comes.
0126 10:06:43:13 10:06:47:24
Having a visitor into the classroom
is almost like a safeguard for that,
0127 10:06:47:24 10:06:50:04
because they can give
their own views,
0128 10:06:50:04 10:06:52:21
they can respond to
children's and teachers' views,
0129 10:06:52:21 10:06:55:17
and that almost makes
the exercise safer.
0130 10:06:55:17 10:06:58:13
(Neil) And look at Tommy.
Can you look sort of...
0131 10:06:58:13 10:07:02:04
"Oh, poor Tommy." Sad face.
Can you do a sad face?
0132 10:07:02:04 10:07:04:08
Excellent. Come right up to him.
0133 10:07:04:08 10:07:08:06
And he helped the traveller get up.
OK, you can stop walking now.
0134 10:07:08:06 10:07:12:00
Help Tommy get up. Help him get up.
Up you get, Tommy.
0135 10:07:12:00 10:07:15:24
And pretend he's got cuts
on his arms and put some cream on.
0136 10:07:15:24 10:07:21:08
Can you do that? Put some cream
on his arms. On his shoulder.
0137 10:07:21:08 10:07:24:00
Excellent. Give him a drink.
0138 10:07:24:00 10:07:26:18
Excellent.
Does that feel better, Tommy?
0139 10:07:26:18 10:07:29:02
Tommy felt so much better.
0140 10:07:29:02 10:07:31:12
And the Samaritan
didn't just leave him there.
0141 10:07:31:12 10:07:34:24
He took Tommy to the nearest hotel.
0142 10:07:34:24 10:07:37:22
We'll pretend this is the hotel,
where the table is.
0143 10:07:37:22 10:07:40:20
Take it slowly,
cos we don't want to hurt him.
0144 10:07:40:20 10:07:43:02
Cos poor Tommy had nothing left.
0145 10:07:43:02 10:07:45:13
And when he got to the hotel,
he stopped.
0146 10:07:45:13 10:07:48:10
And, Tommy,
you can sit on the floor.
0147 10:07:48:10 10:07:52:07
No, no, stay where you were,
cos you're still acting.
0148 10:07:52:07 10:07:53:19
This is the hotel.
0149 10:07:54:00 10:07:56:19
The answer to a parable
is not to be afraid of it,
0150 10:07:56:19 10:07:58:12
not to think
you can't touch it,
0151 10:07:58:12 10:08:01:02
but actually to say,
"There's a message here."
0152 10:08:01:02 10:08:05:08
"I can adapt this message,
change the players to somebody else,
0153 10:08:05:08 10:08:08:12
but still keep the message."
That's exactly what Jesus did.
0154 10:08:08:12 10:08:12:16
If he was here now, those parables
would be totally different.
0155 10:08:12:16 10:08:16:22
The Samaritan didn't think with
his head, because they'd be enemies.
0156 10:08:16:22 10:08:20:08
He thought with his...
What's in there?
0157 10:08:21:08 10:08:23:06
Heart? His heart.
Can you say that?
0158 10:08:23:06 10:08:25:20
- He thought with his...
- (children) Heart.
0159 10:08:25:20 10:08:29:05
He had compassion.
Can you say "compassion"?
0160 10:08:29:05 10:08:32:18
Let's get it on our faces.
Say "compassion".
0161 10:08:32:18 10:08:34:06
Stories can be adapted,
0162 10:08:34:06 10:08:37:20
and it's really important
you don't tell a story too rigidly,
0163 10:08:37:20 10:08:40:03
and that you allow some flexibility
0164 10:08:40:03 10:08:42:15
between the storyteller
and the children,
0165 10:08:42:15 10:08:46:12
which will obviously allow them
to access the story more readily.
0166 10:08:46:12 10:08:49:22
What was the story trying
to tell us? What do we have to do?
0167 10:08:49:22 10:08:52:22
- (girl) Be sensible.
- Be sensible, yes.
0168 10:08:52:22 10:08:55:22
- And what else? David?
- Be good.
0169 10:08:55:22 10:08:59:11
Be good. But how? How was
the Samaritan a good person?
0170 10:08:59:11 10:09:02:22
What did the Samaritan do
that made him a good person?
0171 10:09:02:22 10:09:06:15
- He helped the traveller.
- He did help the traveller.
0172 10:09:06:15 10:09:08:23
- Did he know the traveller?
- Yeah.
0173 10:09:08:23 10:09:10:11
Did he know him?
0174 10:09:11:11 10:09:15:01
I don't think he did. I don't think
he knew the traveller at all.
0175 10:09:15:01 10:09:18:11
And yet he bent down,
didn't he, Jade, and helped him.
0176 10:09:18:11 10:09:22:06
And that's the message of the story,
that we should help other people.
0177 10:09:22:06 10:09:24:19
And I think that's really
important, isn't it?
0178 10:09:24:19 10:09:29:09
Now we need someone to be the
innkeeper. Who should we choose?
0179 10:09:29:09 10:09:31:12
Shall we have a girl?
That'd be nice.
0180 10:09:31:12 10:09:32:12
Casey.
0181 10:09:32:12 10:09:34:19
Would you like
to be the innkeeper?
0182 10:09:34:19 10:09:38:06
I've got a country and western
waistcoat for you to wear.
0183 10:09:38:06 10:09:40:02
Turn round, Casey.
0184 10:09:40:02 10:09:42:06
You've got to slip the arms in.
That's it.
0185 10:09:42:06 10:09:46:11
RE has a significant place in
the curriculum for many reasons.
0186 10:09:46:11 10:09:52:01
The lesson with the reception class
this morning showed some of them.
0187 10:09:52:01 10:09:55:24
It showed that it can involve
children, of even a very young age,
0188 10:09:55:24 10:10:01:09
with matters relating to beliefs
and values in a digestible way.
0189 10:10:01:09 10:10:04:24
You know what the Samaritan said
to the innkeeper?
0190 10:10:04:24 10:10:07:18
"This is my friend
who's been injured,
0191 10:10:07:18 10:10:09:20
and I want you to look after him."
0192 10:10:09:20 10:10:14:16
And he gave him some money. Can you
pretend to give her some money?
0193 10:10:14:16 10:10:18:08
That's it. That's good. And he said,
"If you need any more money,
0194 10:10:18:08 10:10:21:18
I'll come back in a day or two
and I'll pay some more."
0195 10:10:21:18 10:10:25:11
Are you gonna look after the poor
traveller who's been injured?
0196 10:10:25:11 10:10:28:17
So he waved goodbye
to the innkeeper.
0197 10:10:28:17 10:10:31:06
Wave goodbye to Tommy.
0198 10:10:31:06 10:10:34:21
And then you can go back
and sit down. Well done.
0199 10:10:34:21 10:10:39:12
And that's the end of the story.
Wasn't that a fantastic story?
0200 10:10:39:12 10:10:44:06
Shall we give all our actors
a big clap? Well done. Fantastic.
0201 10:10:44:06 10:10:47:13
Increasingly in schools
across the country,
0202 10:10:47:13 10:10:50:03
stories like the parable
of the Good Samaritan
0203 10:10:50:03 10:10:53:00
are used in RE lessons
where the class is diverse.
0204 10:10:53:00 10:11:00:00
We would encourage children to bring
their own backgrounds and insights
0205 10:11:00:00 10:11:03:21
in order to search out what the
meaning is in the story for them.
0206 10:11:03:21 10:11:07:05
One person in the group
listening to Jesus said:
0207 10:11:07:05 10:11:09:24
"But I don't understand.
Who is my neighbour?"
0208 10:11:09:24 10:11:13:09
So Jesus said,
"Everybody is our neighbour."
0209 10:11:13:09 10:11:17:16
So the person sitting next to you
today is your neighbour.
0210 10:11:17:16 10:11:21:06
Can you look at them?
Say, "Hi, neighbour."
0211 10:11:21:21 10:11:25:16
Excellent. So even though
you might not always play with them,
0212 10:11:25:16 10:11:29:05
if you see them in trouble,
what will you do? You will...
0213 10:11:29:05 10:11:30:07
Will you help them?
0214 10:11:30:07 10:11:32:06
- (girl) Yeah.
- Yes, of course.
0215 10:11:32:06 10:11:35:04
I think the session was
very valuable for the children.
0216 10:11:35:04 10:11:39:00
I think it really improved
their cooperation skills,
0217 10:11:39:00 10:11:41:07
the fact that they needed
to work together.
0218 10:11:41:07 10:11:45:11
They understood the meaning of the
story from a Christian perspective.
0219 10:11:45:11 10:11:47:17
I also feel that
the next step would be
0220 10:11:47:17 10:11:50:09
to invite somebody
from a different faith community
0221 10:11:50:09 10:11:54:08
to perhaps share a faith story, and
to examine the meaning behind that.
0222 10:11:54:08 10:11:58:04
Can you think of any times
where you've helped somebody?
0223 10:11:58:04 10:12:01:02
- My mum.
- What happened with your mum?
0224 10:12:01:02 10:12:05:02
- How did you have to help her?
- My mum fell over.
0225 10:12:05:02 10:12:08:09
Oh, dear.
And did you just run past?
0226 10:12:08:09 10:12:10:03
- What did you do?
— I helped her.
0227 10:12:10:03 10:12:13:05
- How did you help her?
- Picked her up.
0228 10:12:13:05 10:12:14:13
You picked her up?
0229 10:12:14:13 10:12:18:03
What about in the playground, Amy?
Have you ever helped anybody?
0230 10:12:18:03 10:12:20:17
When Charlotte pushed William over,
0231 10:12:20:17 10:12:24:06
I heard him crying
and helped him up.
0232 10:12:24:06 10:12:28:19
Did you? What did you do then?
Did you just run off and leave him?
0233 10:12:28:19 10:12:31:14
- What did you do?
- I played with him.
0234 10:12:31:14 10:12:34:13
Serena, can you think of a time
when you helped somebody?
0235 10:12:34:13 10:12:37:09
- I helped my dad.
- How did you help him?
0236 10:12:37:09 10:12:40:12
He fell, and I picked him up.
0237 10:12:40:12 10:12:44:11
He fell over and you picked him up?
Then what did you do?
0238 10:12:44:11 10:12:49:22
I put him in a chair
and got him some food and a drink.
0239 10:12:49:22 10:12:53:02
Oh. That's so...
And did it make him feel better?
0240 10:12:53:02 10:12:55:19
So how did you feel
when you helped Daddy?
0241 10:12:55:19 10:12:58:10
- Happy.
- Did you feel warm inside?
0242 10:12:58:10 10:13:01:08
Did it make you feel happy inside?
That's lovely.
0243 10:13:01:08 10:13:05:03
- And how do you think he felt?
- Happy.
0244 10:13:05:03 10:13:08:18
Yeah. I bet he was glad
you helped pull him up.
0245 10:13:08:18 10:13:12:05
Why do you think we should help
people? Why is that important?
0246 10:13:12:05 10:13:14:10
- Because it's kind.
- It's kind.
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And it's really important
to be kind, isn't it?
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I think in today's lesson that
message certainly came across.
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At playtime today,
I had children coming up to me
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saying they were looking for
children who needed a friend,
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who needed somebody to help them.
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We want to be helpful.
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Yay!
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Visiontext Subtitles: Paul Murray
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