Diocesan Materials to support the teaching

of Christian Concepts within the

Nottingham & Nottinghamshire

Agreed Syllabus for RE

Published October 2013
Revised January 2015

Revised October 2016

Revised August 2017

Contents

Concept Box1

Atonement2

Disciple4

Forgiveness6

God8

Gospel10

Hope12

Incarnation14

Reconciliation16

Resurrection17

Sacrifice18

Salvation19

Sin20

1.4Symbols: In what ways are churches important to believers?21

2.3 Worship & sacred places22

2.2 Religion, family & community prayer23

Concept box

It is suggested that schools build up a ‘concept box’ to support exploring these concepts. The following are ideas to get you started.

Atonement- cross

Disciple- fish badge

Forgiveness- model/statue that shows people with arms around each other

God- plait made of 3 different coloured strands or Celtic Trinitarian knot

Gospel- copy of the Gospels

Hobbycraft – little book – the Gospels

Hope- rainbow

Incarnation- baby in manger/baby Jesus

Reconciliation- model/picture of hands shaking or people hugging

Resurrection- stone (rolled from tomb)

-picture of sunrise

Sacrifice- purse with money

Salvation- rope

Sin- target board/arrow

Atonement

Being at one with God through Jesus’ death and resurrection

Ways In

  • Use a jigsaw showing the world. Remove a few pieces before asking child(ren) to put jigsaw together. Use picture on box etc to say this is how it should be. Christians believe God created the world good and complete but it has been spoilt – how has it been spoilt? Find missing pieces and complete jigsaw. Christians believe that one day there will be a new heaven and new earth (Rev.21) because of what Jesus has done through his death and resurrection.
  • Crossing the divide. Set a challenge for the children to work in groups to cross from one side of the hall or classroom to another without stepping on the floor. Use this idea to explore how Jesus bridged a gap between God and people when he died on the cross.

1.1

Present children with some scenarios where wrong doing is taking place. Ask children to dramatise in small groups and show what should happen to the wrong doer. Talk with children about times when they had to put things right after doing something wrong.

Using bridge illustration, explore Christian belief that Jesus paid for the wrongdoing of people by dying on the cross. This means people can become friends with God again even when they have done something wrong. This is what is really important for Christians to celebrate at Easter.

2.1, 2.10

Using the incident in ‘War Horse’ by Michael Morpurgo (Book or film) explore the concept of taking a risk on behalf of someone or something else to rescue them from a bad situation. (Scene in the film where the horse gets trapped in barbed wire in no-man’s land. One soldier from each side goes to rescue the horse. They have to work together to free it.)Chapter 16 in the book is more on reconciliation.

Hotseat the characters in the incident to discover their thoughts and feelings during the episode.

Note – could also refer to the Christmas Eve truce in World War 1 (1914) when a football match was played in ‘no-man’s land’ between two opposing sides.

Parallel this with what happened at Easter to explore the key Christian belief that Jesus risked everything (i.e. his life) to rescue people from a bad situation. They couldn’t be friends with God because of the wrong things they had done. This is what is really important for Christians to remember at Easter.

1.1Celebrations & festivals

2.1Belief & questions

2.10Religion and the individual

Disciple

A disciple is someone who follows Jesus, accepts his discipline and follows his way

Ways In

  • Use songs from ‘The Lion King’ – ‘I just can’t wait to be king’ or ‘King for just one day’. Children to imagine they are king or queen for a day – what would they do?
  • Play the song/ display the words to the song ‘The Servant King’ (Graham Kendrick) what picture of Kingship does this portray? Christians are called to follow this kind of King. So from the song, what sort of things should Christians be doing?

Use the following activities as appropriate

R3(2009), 1.7, 2.14

  • Consider the promises made by godparents at a baby’s christening, what practical things could they do to keep their promises? (Part of the role is encouraging a child in their early walk with God.)

2.13

Choose from the following Kingdom parables: the mustard seed, the pearl of great price, the sower, the light on the hill, lamp under a bushel. A group mime the parable and the others guess what it is. At the end of each one ask the following questions: I wonder what this parable tells us about the Kingdom of God? I wonder how this parable helps Christians to follow Jesus?

2.9, 2.14, 2.15, 2.12

  • Explore how Christians might respond to global issues e.g. human rights, fairness, social justice, environment. Ask ‘from what we know about Jesus what do we think he might do in these situations?’ How would he act? What might his response be? Use examples of Christians who are making their response to these issues now – they are ‘incarnating Christ’ (being Jesus on earth).

2.21(2009)

  • Whenever pilgrimage is being taught always encourage children to engage with the concept of ‘disciple’ and how pilgrimage is an expression of discipleship.

R3(2009)Celebrating: what do we do and how do we feel?

1.7What does it mean to belong?

2.13Teachings, wisdom & authority

2.14Religion, family & community

2.9Inspirational people in today’s world

2.14(2009)Goodness and Community

2.15 & 2.16Beliefs in Action

Forgiveness

God will forgive and give a fresh start

when people are sorry for their sins

and willing to change.

Ways In

  • Explore forgiveness through ‘Christianity Topic book 3’ p24. (Currently out of print but schools may have a copy) by Margaret Cooling pub. RME
  • Use of activity based on poem ‘The Quarrel’
  • Consider that ‘forgiveness is better than fairness’
  • Friends making up after falling out.

1.8

  • Explore the story of Jonah and God’s willingness to forgive the people of Ninevah. Possible use of Godly Play – story of Jonah.
  • Forgiveness vs fairness in stories of David and Saul, Joseph and his brothers, Esau and Jacob.

2.4 & 2.1

  • The thief on the cross. Explore the impact of being forgiven on the cross by the man himself and those who witnessed it. (Luke 23 v39-43)

2.1

The centrality of the concept of forgiveness for Christians at Easter. Explore the type of behaviour that builds bridges between people e.g. forgiveness, trust and love. Christians remember at Easter that Jesus came to mend the broken friendship with God.

  • The Easter bridge (see details above)
  • The analogy in Narnia stories, particularly the death of Aslan.

2.9

  • Story of Corrie Ten Boom when she forgives the guard who had some responsibility for her sister’s death.

1.8Jewish & Christian stories

2.4Inspirational people from the past

2.1Beliefs & questions

2.9Inspirational people in today’s world

God

There is a personal being who
created the universe for a
specific loving purpose and who is
known in three distinct ways (Trinity)

Ways In

  • God as three persons (Trinity). Teacher shows pictures or images that represent themselves as 1 person but known in 3 different ways e.g. husband/father/son etc. Encourage children to consider ways they are known as 1 person but in 3 different ways e.g. daughter/sister/niece.
  • Water/ice/steam – use these to illustrate they are different states of H2O. Draw on these illustrations to aid children’s understanding of God as 3 persons (Trinity).

R1/R2(2009)

  • Tell Parable of the Lost Sheep (Luke 151-7) and/or ‘The Good Shepherd’ (John 10 1-14). You could use the Godly Play version which brings the two together. Explore with the children what the stories show about God’s character e.g. caring, never forgets about people, he is with people in all circumstances.
  • Parable of the Prodigal (Lost Son (Luke 15). Explore with the children what the parable shows about God’s character e.g. always forgiving, loving, will always be present.

1.11(2009)

  • Use adapted prayer from Iona on the Trinity (see ‘Be Anglican through Worship’ pack published by Lichfield Diocese). Ask the children to design a symbol for God which incorporates the ideas expressed in this prayer.

2.9(2009)

  • Use opening line of Apostles creed – what does this line say about who God is for Christians ‘I believe in God, the Father Almighty, Creator of heaven and earth.’

In this unit focus specifically on what it means for God to be known as creator. (Note do not be sidetracked into discussions about the mechanics of creation, the Genesis account is answering the question ‘who created the universe?’, not how it was created.)

The following questions might help develop this:

I wonder what sort of creator God is?

I wonder why God created people?

I wonder which was the most important day and what that says about God?

I wonder what was ‘good’ about creation?

Suggested resource ‘Picturing Creation’ (RE Today)

  • Consider some of the ideas about God from Psalm 8 or Psalm 19 verses 1-6

Use as a stimulus for a P4C session.

2.15(2009)

  • Cut up each statement from Apostles creed into 2 pieces. Children try to match them up. Read out full version. Ask: what is a creed? (a statement of belief).Why did the followers of Jesus write a creed? (make a statement about what they believed and encourage unity among believers). Why do you think the first part of the creed deals with belief in God? (love God above all things). Child friendly version of the Apostles creed

Use The Apostles Creed: a Joyful Story by Victor Hoagland (see Children could be asked to look at sections of the creed (as identified in version above) and suggest what it might mean. Show them ‘Joyful Story’ version. Children could write their own creed for Christians today including a minimum of 3 beliefs about God. (This could also be extended to consider the children’s own beliefs about God).

R1(2009)What stories do Christians love to tell?

1.11(2009)Talking about God

2.9(2009)Beautiful world – wonderful God?

2.15(2009)Ultimate Questions

2.11(2015)Extend to include Christianity

Gospel

The meaning of ‘gospel’ is ‘good news’.
For Christians this means the story and
teaching of Jesus coming as saviour of
the world.

Ways in

  • What might be the best news...for you? Your school?... for the world?
  • Town crier activity – create some ‘good news’ headlines and proclaim them around the school!
  • Consider the angels announcing ‘good news’ to the shepherds. Imagine how the shepherd might have passed on news of what they saw in Bethlehem.

R4(2009)

  • Jesus as a special person.

Show a picture of the shepherds hearing the good news from the angels (Luke 2). Listen to or sing the carol ’While Shepherds Watched’. Explore what was the good news in the story – coming of baby to be saviour of the world.

Possible activities :- organise children into ‘freeze frame’ of the picture

Organise the children into freeze frame for each verse of the carol. Ask ‘what is the good news?’ in each verse/freeze frame.

1.3

  • Towards the end of this unit children could be asked ‘If you can only have 3 stories that Jesus told in the Bible – what would they be?’ Children should be encouraged to explain how the stories tell the Good News. Children should be told that the gospels are ‘good news’ and therefore contain only a selection from all of the stories that could have been told about and by Jesus (see John 21 v 25)

2.4

  • Use the following 10 stories. Children read, act out and freeze at the point of the ‘Good News’ and explain why it is ‘good news’: storm on the lake, healing of Jairus’ daughter, 10 lepers, feeding of 5,000, man lowered through the roof, Zacchaeus, Matthew the tax collector, widow of Nain’s son, wedding at Cana, Mary in the garden.
  • Use ‘Jesus Mafa’ (pictures from the Cameroon). Show children some of the pictures – ask ‘What is the good news in this picture/story? What do these pictures say about who Christians believe Jesus is? If you had to choose 3 of these to tell the good news of Jesus, which would they be? Why?

2.12

  • Matthew 11v4&5 – Jesus answering John’s question about his identity in terms of the good news he is bringing and Luke 4v16-21 – Jesus reads from the scriptures, claims to be bringing good news and fulfilling them.

What do these passages reveal about Jesus’ identity and the nature of his ministry?

  • Passing on the message. Choose stories about Jesus to be given to children in groups. In their group they write what the vicar might say in a 2 minute sermon on the good news of Jesus.
  • Ask children if they know who has sold more pictures than anyone else? Answer: Annie Valotton, illustrator of the Good News Bible. Look through a Good News Bible – find pictures that you think show good news. Explain how and why.

R4(2009)Special days, signs, beliefs, people

1.3Stories of Jesus

2.4Inspirational people from the past

2.12Beliefs in action in the world

Hope

Jesus brings hope that life on

earth can be better and that

there is life after death with God.

Ways in

  • Show image of a rainbow – ask children what treasure they would like to find at the end of a rainbow! Encourage children to bring something from home to put in the treasure box and say why it is treasure to them.
  • Play the song/show the lyrics to ‘Somewhere over the Rainbow’. Talk about what is over this rainbow. Children draw pictures/write about what they would want to find over the rainbow.

R1(2009)

  • Story of Noah (Genesis 6 v 9-22, ch 8v14, 21-22, ch 9v11-17). Focus on the rainbow at the end of the story. The rainbow was a sign of God’s promise to never again flood the earth and to always make sure that there is enough for everyone. Ask children what promises they could make to help God do this. Use treasure box and children imagine what they can promise to do, hold it in their hands and place in treasure box.
  • 1.3 Luke 4 v18-19. Show/read to children these words or show scene from ‘The Miracle Maker’ where Jesus is in the synagogue at Nazareth and reads these words from Isaiah. Identify with children what hopes there are for the future. Unpack what these phrases mean. Explore stories in the New Testament where Jesus fulfilled those hopes, e.g. healing blind man, healing woman with haemorrhage, healing paralysed man (’faith has set you free’), Zacchaeus, healing of leper.

2.9

  • Show the final scene from ‘The Miracle Maker’. Questions that relate to this scene – e.g. what would this have meant to Tabitha? I wonder what it means for Christians today? Matthew 28 18-20
  • Focus on words in Matthew 28 v19 – ‘Go in to all the world...!’

e.g. story of Eric Liddell – Olympic athlete missionary in China

Linvoy Primus - his story can be found on the ‘Faith and Football’ website (see next page for further details).

The website gives information about the work of five footballers who work through the organisation:

Linvoy Primus

Darren Moore

Rory Fallon

Joel Ward

Bobby Hassell

The charity supports these footballers in being positive role models in their communities.

They head up projects such as:

Community leagues in Inner Cities

The Extra Time Literacy scheme for infant school readers

Social Enterprise and Business Challenge in secondary schools

Team Talk Life Skills and Football programme

The website tells the story of Linvoy and the other footballers and gives examples of where they are bringing hope based on their Christian faith.

The website will need reviewing and presenting by teachers but this material will certainly reach boys in the classroom.

  • The Friary Centre in West Bridgford

*Research

What hope do these people/organisations seek to bring to those they help? Identify the reasons these Christians take part in these activities. (Link to Jesus’ teachings and example).

2.20(2009)

  • In exploring the story of the leper it is important to draw on the concept of hope – the hope that was restored to the man – it was more than just a physical healing – what did it mean for him in other aspects of his life. (See reconciliation).

______

R1(2009)What stories do Christians love to tell?

1.3Stories of Jesus

2.9Inspirational people in today’s world

2.20(2009)Learning about God from stories about faith

Incarnation

God became human in Jesus and

took on a human body. Christians

look at him and see what God is like.

Ways In

  • Suitable for all. Talk about who is the most powerful person in the school – what would they have to give up if they become an KS1 child? What would he/she miss? What couldn’t they do? etc. Explore the giving up of power etc.
  • Suitable for KS2. Giving up control – creator becoming part of his own creation. Storytelling or writing activity – imagine yourself as an author who finds themselves as a character within a story they have written. Describe what happens to that character and any dangers they may have to face. Draw out that Christians believe Jesus willingly became part of his own creation because he loved people. He became part of our story, subject to its dangers.

R3(2009)