HOWDEN CHURCH OF ENGLANDINFANT SCHOOL

Year 2 RE: Belonging- What does it mean to belong ?

Autumn

September – December 2016

This unit builds directly and extends pupils’ learning from the previous Unit 1.3: Worship and festivals with elements of Unit 1.1: Looking at me, looking at you about rites of passage.

The focus is on belonging to a faith and encouragespupils to consider:

  • personal relationships among family, friends and in school life
  • what makes a family and what it means to belong
  • life within a faith family, the distinctive pattern of faith life and what it means to believe and to belong, especially at times of festival
  • shared values influencing rules for family, school, friendship and faith groups, including the importance of keeping promises
  • reflective responses and feelings about belonging to groups at school, home and elsewhere

LEARNING OBJECTIVES

PUPILS SHOULD LEARN / TEACHING ACTIVITIES / ASSESSMENT
Session 1
  • To be able to reflect and consider what it means to belong to a family
  • To be able to explore the roles of special people in their lives and the lives of others
  • To be ale to give reasons why people are special to themselves and others
/ Pupils asked to bring in a photo of their family before this activity as a starting point for their work.
Input
Discuss ‘What makes a family’ and what it means to belong to a family group e.g. loving, caring, helping each other, doing things together and sharing good and hard times together. Discuss examples of family groups e.g. own family, school family, village or local community- are there similarities/differences to how their family and other kinds of families behave?

Main Activity

Pupils to describe their experiences, feelings and memories about their own family life through pictures and captions i.e. a member of their family, a holiday, a new baby, Christmas etc.
‘My family is special because they help me to do lots of things.
My Mum is special because she gives me lots of hugs and kisses.’ / Pupils can describe family groups.
Pupils can say what it means to belong to a family.

Session 2

  • To explore how values provide rules for living
  • To recognize that special rules that religious people follow
/

Input

Discuss school family and how it works - class, group whole school. Talk about new class and making new friends, a new class. Think about the daily events in school and discuss the pattern that it brings to everyday life. Discuss the Hall as a special place when the school meets as a family to worship. Discuss the pattern/routine/rules/leadership, which takes part in assembly-why, are they important?

Main Activity

Pupils to make a list of ‘family rules’ they have to observe in their own homes.
Plenary
Further reinforce the idea of positive rules by reading and talking about the time when Jesus was asked which one of the commandments was the greatest (Mark 12: 28 – 31). Explore with the pupils what this teaches Christians about how they should live their lives. / Pupilsrecognize the need for values for living.
Pupils make links between some religious rules and rules at school.

Session 3

  • To recognize symbols that shows commitment in the life of a religious person.
  • To talk about the importance of promises made by a faith member.
/ Input
In a circle, show the pupils a selection of badges and symbols. Discuss with the pupils what it tells us if someone is wearing/owns one of these items i.e. a sense of belonging to a group like being a member of a family. Reflect upon the idea that symbols/badges usually have pictures and no or little writing.

Main Activity

Pupils to draw and label symbols for themselves, school, being a Christian and other faiths.
Plenary
Discuss with pupils what a person shows the rest of their community when wearing a specific symbols i.e. the promise of behaving in a certain way and their commitment of belonging
Homework/Ext.: pupils to design a symbol for their own family. / Pupils can say why symbols of commitment are important to belonging.
Pupils start to understand why people of faith make promises.
Session 4
  • To find out about how a person of faith lives their life.
/ Input
In pairs, pupils to discuss ways in which people show they belong to Christianity i.e. place of worship/ clothing/special books/artefacts.
Pupils to share their ideas with the teacher, which will record ideas.
Introduce a new faith group – Islam, and watch the DVD clip of family’s typical day. Throughout the film, encourage pupils to think about the similarities and differences which can be celebrated by the different faiths.

Main Activity

Pupils make a comparison of artefacts/rituals which are apparent in a Christian home and a Jewish home
E.g.
Christian / Muslim
Symbol
holy book
place of worship
Clothing
special artefacts
/ Pupils can explain how a person shows religion in their life.
Pupils can compare the daily life of children from two different faiths
Session 5
  • To find out about different religious festivals and rituals
/ Input
Discuss with the pupils family celebrations and rituals, which they have attended/know of.
Scribing pupils’ ideas and thoughts, about the different celebrations and rituals.

Main Activity

In small groups, pupils to act out a family celebration/ritual e.g. a wedding, a christening and list the special food, clothes, gifts, music, special places etc. needed for such an event.
Pupils to give a presentation to the other groups. / Pupils can compare similarities and differences in religious festivals.
Pupils can suggest reasons why festivals are important.
Session 6
  • To find out about different religious festivals and rituals
/ Input
In pairs pupils talk about what happens in their families during a celebration with a focus on travel.
Introduce the festival of Hajj to Muslim families through watching a clip of what happens and where they go/what happens during Hajj.

Main Activity

Pupils to describe what happens on Hajj. / Pupils can compare similarities and differences in religious rituals.
Pupils can suggest reasons why rituals are important.
Session 7
  • To explore the idea of belonging and committing to a faith.
/ Input
Teacher to scribe pupils’ knowledge/ideas/thoughts about Islam- what is important to the believer and their life i.e. special places/food/traditions etc. a sense of being a family.

Main Activity

To create a year group display by pupils designing a wall hanging of them to show the contributions they make to the whole school.
Review
Pupils to talk about what it means to belong to a Church of England Infant School. / Pupils can reflect on their feelings and respond to the concept of belonging to groups at school, home and beyond.
Session 8
  • To understand that many values come from holy books
/ Pupils asked to bring in their favourite book from home before this activity as a starting point for their work.
Input
With a partner, pupils to discuss the importance of their favourite book
Why is it their favourite book?
When did they receive it ?
Who gave it to them ?
How do they look after it ?
Pupils have the opportunity to describe their favourite book to the group.
Main Activity
Pupils to describe their favourite book and its significance to them on a bookmark design.
This is my favourite book because ………..
My ……….. gave it to me for …………..
I keep it safe by …………… / Pupils can describe the significance of their favourite book.
Pupils talk about a book that is special to them and say why.
Session 9
  • To understand that many values come from holy books
/ Input
Discuss the importance of the Bible to Christians, used in worship as a special book, a gift from God, passing on precious stories.
Explain to the pupils that the Bible is made up of lots of different books, can they estimate how many books there are?
(39 books in the Old Testament and 27 books in the New Testament)
In pairs ask the pupils to guess what kind of books make up the Bible i.e. poetry, stories, letters, history, biographies, laws and rules.
Main Activity
Pupils to write a list of facts that explain to a person of another faith the significant of the Bible to Christians i.e. number of books, types of books within the Bible, who uses it, where it is used and why it is precious to Christians? / Pupils understand that many values come from holy books.
Session 10
  • To understand that many values come from holy books
/ Input
In pairs pupils to discuss the special books celebrated within Christianity.
Pupils to make a comparison with the Quran and how this text is important to Muslims.
Main Activity
Pupils to make a list of facts describing the importance of the Quran to the Muslim community which gives them the sense of belonging. / Pupils understand that different faiths have their own special books.
Session 11
ENGLISH/COMPUTING LINKS
BLOCK WEEK
  • To retell religious stories which involves a belief
  • To compare a personal response to a belief expressed in a religious story to that of a faith member
/ Input
Begin the Christmas story using the Bible & other storybooks to tell the Christmas Story. Concentrate on the order of events and belief of Christians that Jesus was the Messiah.
Main Activity
Pupils to retell the Christmas story in their own words. By describing each part of the story; angel’s visit, journey to Bethlehem, finding a place to stay, baby Jesus is born, Shepherds visit, and Kings visit. / Pupils can retell religious stories which involve a belief.
Pupils can compare a personal response to a belief expressed in a religious story to that of a faith member
Session 12
  • To explore the idea of belonging and committing to a faith.
/ Plenary
Pupils to explore the following concepts of the Christmas story and answer the following questions:
  • What do we learn from listening to the Christmas story?
  • Why did God promise to send Jesus into the world? The Christian belief that Jesus is the Messiah- what is a Messiah and what was the role of a Messiah?
/ Pupils can suggest reasons why festivals are important.

HOWDEN CHURCH OF ENGLANDINFANT SCHOOL

Year 2 RE: Belonging- What does it mean to belong ?

Autumn

Assessment

AT1 / AT 2
To identify what difference belonging to a faith community might make / To observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship / To identify how different religions answer questions of right and wrong. / To ask and respond to questions about individuals and faith communities do and why / To respond sensitively to expressions of belongings to faith groups. / To express their ideas and opinions in response to questions of right and wrong.

HOWDEN CHURCH OF ENGLANDINFANT SCHOOL

Year 2 RE: Belonging- What does it mean to belong ?

Autumn

Assessment

AT1 / AT 2
To identify what difference belonging to a faith community might make / To observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship / To identify how different religions answer questions of right and wrong. / To ask and respond to questions about individuals and faith communities do and why / To respond sensitively to expressions of belongings to faith groups. / To express their ideas and opinions in response to questions of right and wrong.