WHO AM I? WHAT IS MY COMMUNITY?
KEY STAGE 1
National“I Can”
statements / “I CAN” ATTAINMENT STATEMENTS FROM THE NON-STATUTORY NATIONAL FRAMEWORK
AT1 (B) PRACTICES AND WAYS OF LIFE
AT2 (A) IDENTITY AND BELONGING
/AT1 (B) PRACTICES AND WAYS OF LIFE
LEVEL 1: Use the right names for things that are special for Christians
LEVEL 2: Talk about some of the things that are the same for different religious people
LEVEL 3: describe some of the things that are the same and different for religious people/
AT2 (A) IDENTITY AND BELONGING
LEVEL 1: Talk about things that happen to me
LEVEL 2: ask about what happens to others with respect to their feelings
LEVEL 3: Compare some of the things that influence me with those that influence other people
.
I CAN STATEMENTS FOR THISSDBE UNIT / COMMENT ON ANY SPECIFIC ASSESSMET ACTIVITY COMPLETED /
LEVEL 1: say some of the things I would expect to find in a Christian community
LEVEL 2: Talk about some of the things that are the same for all communities
LEVEL 3: describe some of the things which might be different for people in different religious communities. /LEVEL1: I can talk about how my community helps me
LEVEL2: ask other people what their community means to them and how they play their part
LEVEL3: compare my thoughts about what matters in a religious community with those of others
CLASSATTAINMENT
(Please attach work sample, photo, oral response sheet, as appropriate) / NUMBERS OF PUPILS WORKING AT LEVELS (Some schools may wish to keep a class list tick sheet record over the year) /
COMMENT ON PUPILS ABOVE AND BELOW EXPECTED LEVEL
/COMMENT FOR NEXT STEPS IN PUPILS’ LEARNING AND TEACHERS’ METHODS OF DELIVERY.
LEARNING OBJECTIVES
/ACTIVITIES
/RESOURCES
Lesson 1AT2 / To understand that each individual is special and has a unique identity / Refer to a birthday chart. Talk about what makes a person special on the inside.
Thoughtshower words that describe peoples’ qualities. Examine portraits by a range of artists. Make self -portraits using mirrors and create a ‘portrait gallery’ of class members.
Watch a clip of a baptism or naming ceremony from another faith and reflect on how the person is helped to be special.(Links with KS1 Baptism unit)
Reflect on things that help you to know you are special and unique. / www.educhurch.org.uk
www.request.org.uk/infants
Copies of portraits by a range of artists.
Art materials, mirrors. Photographs of members of the class. Books about names. Information about naming ceremonies from other cultures
Lesson 2
AT1
AT2 / To know that the Bible teaches that God cares for us all as individuals
To reflect on the Christian understanding of the character of God as taught by Jesus / Read or tell the story of the Prodigal Son.
Talk about the emotions of the father at different points in the story. Write these words on happy and sad faces. How was the eldest son equally special to his father?
Why did Jesus tell this story? What did he want his listeners to believe about God?
What did the Lost Son have to do to receive God’s love?
Reflect on what the story says about the character of God and what pupils learnt personally from thinking about the emoptions of the characters. / Luke 15: 11-32
Dragons asnd Monsters,Chris Hudson, BRF IBSN 1 84101 206 8
Lesson 3
AT2
AT1 / To realise that individuals make a community
To recognise the Ten Commandments in the Bible as rules God gave his people / Look up the meaning of ‘community’ in a dictionary.Discuss how the class and the school are communities. Identify different communities within class and school.
Talk about examples of working together,what is needed from the individual and the need for rules.
Tell the rules in the Bible for Christians Discuss which relate to school or class rules.Act out situations where they help individuals be a community.
Think about other things that make community eg events and celebrations
Pupils share what they think helps make a community. Draw/ write/present their own experiences of belonging to the class or another community including the commitments involved by them and others. / Dictionaries
The Ten Commandments for Children Lois Rock IBSN 7807459397604
Class rules
Harvest, Christmas, Lent, fairs, carol singing, concerts, special assemblies.
Lessons
4 and 5
AT1
AT2 / To recognise that the church school is a part of the local church community
To discover what is distinctive about my school as a church school / Go on a walk around the school looking for signs that it is a church school. make a list of findings.Think about things that you can’t see which make you know it’s a church school. Present and discuss the findings.
Pupils share what they like best about being in a church school.
Get each pupil to prepare a question to ask your school’s vicar/priest about his/her role in the local community and in the school.Vote to choose 4 questions to ask and invite him/her to see the work done on the unit and answer the questions raised. / camera
Lesson 6
AT 1
AT 2 / ASSESSMENT FOCUS I CAN……
LEVEL 1: say some of the things I would expect to find in a Christian community
LEVEL 2: Talk about some of the things that are the same for all communities
LEVEL 3: describe some of the things which might be different for people in different religious communities.LEVEL1: I can talk about how my community helps me
LEVEL2: ask other people what their community means to them and how they play their part
LEVEL3: compare my thoughts about what matters in a community with those of others / Recall , reflect on and assess learning from this unit.Let pupils present/draw/write/act out an aspect of “My ideal community”
Use to present a school assembly if appropriate.
11
Draft revision SDBE units of work with I can statements 2006-7