Who Made the Wonderful World?Christianity

Who Made The Wonderful World?Christianity

Name of Unit:
Who Made The Wonderful World? (Creation) / Faith:
Christianity
Phase in which this unit should be taught: EYFS / Recommended Year Group (if specified:) Reception
Previous Learning:
Pupils’ own experiences.
Possibly: ‘Who Cares For ThisSpecial World and Why?’ (Creation) - Depending on where this unit is placed in the school’s RE Curriculum Map.
Areas of Learning & Development: Understanding The World; Personal,Social and Emotional Development; Communication and Language.
What This Unit Teaches:
Concepts of valuable and precious;
What Christians believe about creation;
The Bible;
The natural world;
Each individual is unique and precious;
Thankfulness;
The Church;
Harvest Festival;
Sharing the gifts of creation. / This unit includes learning about Harvest and so it would be most suited to being taught in the Autumn Term when schools are celebrating Harvest Festival.
Key RE Vocabulary:
Valuable, special, precious,treasured, unique, Christian, God, Creator, Bible, beginning, Creation, natural, nature, World, wonderful, beauty, detail, look after, human beings, care, love, thankfulness, celebration, church, Harvest, Harvest Festival, share.
Spiritual, Moral, Social and Cultural Development:
Reflection;
Developing a sense of ‘awe and wonder;’
Appreciation, thankfulness, generosity and sharing;
Listening to one another;
Developing an awareness of others and their viewpoints;
Coping with worries and supporting others;
Attitudes and behaviour towards the natural world,care towards creation. / Sensitivities:
Be aware and mindful of pupils’ religious and cultural backgrounds -please be aware that Muslims are not permitted to draw / act out any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to the creation story in ways that do not compromise their faith.
Please be sensitive towards:
Family units and their differences;
Looked After Children;
Any bereavements in family units;
Pupils and families who live in poverty themselves.
Possible Further Thinking and Extension Activities:
Opportunities for pupils to further explore and respond to the natural world through a variety of media,e.g. art and design, music, dance, poetry, etc.
Links to festivals with the theme of thankfulness / creation in other faiths and cultures that members of the class may be celebrating. / This unit has been written with reference to the Prime and Specific Areas of Learning and Development in ‘Developmental Matters.’
It may be beneficial for practitioners to consider how this prepares pupilsas a foundation for future working within Learning About Religion, (Attainment Target 1) and Learning From Religion, (Attainment Target 2) in Religious Education.
Future Learning:
Possibly: ‘Who Cares For ThisSpecial World and Why?’ (Creation) - Depending on where this unit is placed in the school’s RE Curriculum Map.
Key Stage 1: ‘What Responsibility Has God Given people For Taking Care of Creation?’
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 1
Pupils should:
talk about what is precious to them;
begin to explain why something is precious to them;
understand that Christians believe we are precious to God.
Areas of Learning and Development.
Personal, Social and Emotional Development:
All aspects;
(30-50 months, 40-60+ months.)
Communication and Language:
Listening & Attention, Understanding, Speaking;
(30-50 months, 40-60+ months.) / What Is Precious To You?
Direct Teaching:
Teacher to bring in and share one or two objects with the pupils that are precious to them.
Explain why, (e.g. a photograph of a family member and the love that they have for them, etc.)
Encourage pupils to share their precious object(s) with the rest of the class. Ask them to explain why it is precious, what makes it precious, etc.
Activities:
Make a display of ‘precious’ objects, pupils to write captions alongside each object explaining why;
Think of other words which help us to understand the word ‘precious,’ e.g. special, valuable, meaningful and treasured, etc.
Plenary:
Explain that Christians believe that each one of us is precious and treasured by God.
Why do the pupils think that Christians believe this?
Read Matthew 10:29-31 to see what the Bible says about how precious we all are and unpack this with the pupils. / Prior home learning:
Pupils to bring in something that is precious to them.
Resources:
Special objects, e.g. teddy, photograph, etc.
The Bible.
Sensitivities:
Please be aware of sensitivities around family, religious and cultural backgrounds.
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 2
Pupils should:
be familiar with the Christian story of creation as found in The Bible;
know that Christians believe God made the world.
Areas of Learning and Development.
Understanding The World:
The World;
(30-50 months, 40-60+ months.)
Personal, Social and Emotional Development:
Making Relationships;
Self-confidence and self–awareness;
(40 - 60+ months.)
Communication and Language:
All aspects;
(30 - 50 months, 40 - 60+ months.) / How Do Christians Believe The World Began?
Direct Teaching:
Talk with the pupils about how they begin their day, (check their understanding of ‘beginning’.)
Discuss other ‘beginnings’ e.g. the beginning of a story, starting school, etc.
Encourage pupils to think about the world.
How do they think it began?
Share with the pupils the Christian story of creation using ‘The Beginners Bible’ or another appropriate translation or other version of this story.
Discuss the story with the pupils. What do they think of the story? What was their favourite part of the story and why?
Activities:
Encourage pupils to retell the creation story using pictures or props;
Draw, paint or create in other media their favourite part of the creation story;
Look at ‘wow’ pictures of creation and respond using words, music and art, etc;
Create their own piece of creation that they would like God to have created.
Plenary:
Revisit the creation story using ‘The Creation – The Beginners Bible’ YouTube clip.
Why do the pupils think that this is such an important story for Christians?
What question would they like to ask God about His creation?
What do they think that the creation story teaches us? / Ensure pupils understand that the creation story is from The Bible.
(Christians and Jews believe in the same creation story. This story is found in The Bible and The Torah.)
Resources:
‘The Beginners Bible’ by Lion Hudson
/ Other appropriate translations of The Bible;
Other versions of the Christian creation Story;
Pictures / props of the creation story;
Materials and media for drawing, painting or creating in other media;
‘Wow’ pictures of creation;
YouTube Clip ‘The Creation – The Beginners Bible.’
Sensitivities:
Please be aware that Muslims are not permitted to draw any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to the creation story in ways that do not compromise their faith.
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 3
Pupils should:
talk about the Christian story of creation as found in The Bible;
know that Christians believe God made the world;
talk about and respond to the natural world;
think about how we should look after and treat the natural world.
Areas of Learning and Development.
Understanding The World:
The World;
(30 - 50 months, 40 - 60+ months.)
Personal, Social and Emotional Development:
Self-confidence;
(40 - 60 months.)
Communication and Language:
Understanding, Speaking;
(40 - 60+ months.) / What Is Special About The Natural World?
Direct Teaching:
Briefly recap the Christian story of creation using pictures or props.
Share some of the pupils’ responses from the last lesson e.g. pictures, paintings, ‘wow’ pictures, etc.
Activities:
Take the pupils for a walk in the school grounds or local area:
Encourage them to look and listen really carefully and closely;
Ask the pupils to identify aspects of nature as in the creation story;
Look at seasonal changes, e.g. blossom, colour of leaves etc.
Listen to the sounds of the natural world around them, e.g. water,birds, animals, human beings, etc;
Take photographs or sketch elements of the natural world;
Draw out with the pupils:
* How wonderful the natural world is;
*The ‘uniqueness’ of creation, e.g. each leafand flower is different;
*The beauty in nature;
*The attention to detail in nature;
* The usefulness and purpose of the natural materials in the world, e.g. water, plants, trees, drink, food,etc.
Plenary:
Explain that Christians believe all these things show God as the designer / maker / creatorof the world.
What do the pupils think creation tells Christians about God, what He is like and the kind of God that He is?
From what we have seen, heard, felt and learnt, what does this teach us about how we should look after and treat the natural world? / Risk assessment for local walk;
Extra adults to accompany pupils on walk if off-school premises.
Resources:
Pupils’ responses from the last lesson e.g. pictures, paintings, ‘wow’ pictures, etc.
magnifying glasses, cameras, iPads, sketch books, pencils, pens, range of art media, etc.
Sensitivities:
Please be aware that Muslims are not permitted to draw any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to the natural world in ways that do not compromise their faith.
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 4
Pupils should:
know about similarities and differences between them and their friends;
be aware of some of the things that make themprecious and unique;
know that Christians believe that God created and loves all human beings.
Areas of Learning and Development.
Understanding the World:
People and Communities,
The World;
(30 - 50 months, 40 - 60+ months.)
Communication & Language:
All aspects;
(40 - 60+ months.) / What Makes Us Unique?
Direct Teaching:
Create a display of baby photographs from the class and ask the pupils if they can identify who is which baby?
Discuss the similarities and differences between the babies and also the similarities and differences between the pupils now.
Help pupils to recognise that each one of them is special, they are the only person exactly like them and there is no-one else anywhere in the world who is exactly the same as them, they are unique.
Look at family photographs.
Talk about how family units may be different, but they are all special and valuable families.
Discuss the importance of belonging, each one of them belongs and is loved by their own family unit. They are ‘precious’ and ‘unique.’
Activities:
Activities to demonstrate ‘uniqueness’ could include:
Self portraits;
Drawing portraits of each other;
Thumb prints;
Handprints;
Sharing their skillsand talents with others;
Writing what they notice is a special quality about someone else in the class / members of their family.
Plenary:
Read Psalm 139:13-14.
Unpack these Bible verses with the pupils.
What do they think that these Bible verses mean?
Explain that Christians believe that God has made them and that they are unique, special and really loved and always loved by God. / Home Learning:
Ask pupils to bring in a photograph of themselves as a baby and also one of their families.
Resources:
Baby photographs from the class;
Family photographs from the class;
Mirrors;
Art and writing materials;
The Bible,
Psalm 139: 13-14 from The International Children’s Bible or another appropriate translation.
Sensitivities:
Please be sensitive towards:
Family units and their differences;
Looked After Children;
Any bereavements in family units;
The cultural and religious backgrounds of pupils
Please be aware that Muslims are not permitted to draw any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to uniqueness in people in ways that do not compromise their faith.
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 5
Pupils should:
know that Christians believe God designed and created all living things;
know that Christians believe each living thing is precious and is loved and cared for by God.
Areas of Learning and Development.
Understanding The World:
The World;
(40 - 60+ months.)
Communication and Language:
Listening and attention,
Understanding,
Speaking;
(40 - 60+ months.) / What and Who Do Christians Believe Is
Precious To God?
Direct Teaching:
Look at sparrows in the school grounds or show some pictures / video of them.
Talk about sparrows, e.g. what sparrows look like? Where they live? What they eat? What sound the make when they sing? etc.
Who do Christians believe created sparrows?
Tell the story of “The Very Worried Sparrow” by Meryl Doney;
Discuss what the sparrow worried about? (Food to eat, building his nest, finding a friend, safety of his family, etc.)
What made his worries go away?
Ask pupils if they ever have similar worries?
How do they deal with their worries?
Activities:
Pupils draw / paint / write / represent in other art and design / craft media scenes from ‘The Very Worried Sparrow;’
Pupils role play the story of The Very Worried Sparrow;’
Pupils draw and write what they are worried about and next to their worry, what they do to help them stop being worried;
Pupils act out their worry and the pupils act out helping them deal with that worry;
Write / draw worries in a worry box which can then be shared with the rest of the class in the Plenary and the other pupils / teacher can give advice to the pupil with that worry;
Plenary:
If the Worry box activity has been done, the class together shares the worries and the other pupils / teacher can give advice to the pupil with that worry.
Read Matthew 10: 29-31
Unpack these Bible verses with the pupils.
What do the pupils think that these Bible verses mean?
Explain that Christians believe that God doesn’t want anyone to worry about anything. They believe that because God loves everyone, He will take care of people and provide for them . . . just like he did for the worried sparrow! / Resources:
Photographs and video clips of sparrows, their nests and of them in action;
“The Very Worried Sparrow” by Meryl Doney;
Selection of art and design, craft and writing materials;
Worry box and worry slips;
The Bible
Matthew 10:29-31 from The International Children’s Bible or another appropriate translation.
Sensitivities:
Please be aware that Muslims are not permitted to draw any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to the story of “The Very Worried Sparrow” in ways that do not compromise their faith.
Please be sensitive to the worries that pupils may have, gauging whether each pupil wants to share their worry/ies or not with others.
Learning Objectives / Suggested Teaching Activities / Points To Note
Session 6
Pupils should:
Know that Harvest is important to Christians;
Recognise that Harvest Festival is a time for Christians to say ‘Thank You’ to God;
Know that we should all be thankful for what we have;
Consider how we can share the gifts of creation with others.
Areas of Learning and Development.
Understanding The World:
People and Communities,
The World;
(30 -50 months, 40 - 60+ months.)
Communication and Language:
All aspects;
(40 - 60+ months.) / Why Is Harvest Important?
Direct Teaching:
Show some pictures of Harvest produce being displayed in a Church for Harvest Festival.
Ask the pupils questions about the pictures, (e.g. What can you see in this picture? Where do you think this is? Why is the produce on display? What might the people be thinking who have put this produce on display? etc.)
Encourage pupils to share any personal experiencesthat they may have had of a Harvest Festival.
Introduce the concept and distinctively Christian value of thankfulness, explaining that Harvest reminds Christians of all the good ‘gifts’ God gives them and that they need to say “Thank You” to Him.
Why is it important to say “Thank you?”
Why do the pupils think that Christians feel that they need to say “Thank you” to God for Harvest?
Discuss with the pupils what happens to the produce / other items / money that is collected at Harvest Festival.
Do they think that this part of Harvest is important?
Why do they think that, as well as celebrating what we have, it is important to give to others who do not have as much as we do?
Activities:
Pupils contribute to a class collage of what they are thankful for;
Pupils individually record what they are thankful for and why;
Invite the school incumbent / other clergy to speak to the pupils in class about Harvest and why it is celebrated by Christians;
Pupils could visit the parish church to look at the Harvest produce on display;
Decorate the school / church for Harvest Festival;
Create something (a worship item,) that can be used in the Harvest Festival.
Plenary:
Harvest reminds Christians of all the good things God gives them. A time to say thank you to God in a practical way.
Also an opportunity to highlight the plight of others in the world less fortunate than us and to do something to help them.
Share what members of the class are each thankful for and also what we can each do to share the gifts of creation with others. / Home Learning:
*Pupils can be invited to bring an item of produce to contribute to a school or church Harvest Festival;
*Pupils could also be encouraged to bring in something they are thankful for.
Links can be made with the distinctively Christian value of thankfulness;
Links can be made with thankfulness as a value in other faiths and cultures, as appropriate to the make-up of the class community.
Resources:
Photographs of Harvest displays,
art and design and craft materials,
writing materials,
the Incumbent / other clergy,
parish church,
Harvest produce,
Harvest decorations,
materials for worship – Harvest Festival
Sensitivities:
Please be aware that Muslims are not permitted to draw any parts of Allah’s (God’s) creation and so Muslim pupils need to be given the chance to respond to thankfulness in ways that do not compromise their faith.
Pupils and families who live in poverty themselves.

Southwark Diocesan Syllabus for Religious EducationSouthwark Diocesan Board of Education