how has the christian message survived for over 2000 years...
TRANSCRIPT
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Name of Unit: How Has The Christian Message Survived For Over 2000
Years?
Faith: Christianity
Key Stage in which this unit should be taught: KS 2
Recommended Year Group (if specified): Upper Key Stage 2
Previous Learning:
Salvation units;
Incarnation units,
Christian Baptism and Marriage; other religious rites of passage.
AT1 Learning About Religion
Focus: Beliefs, teachings and sources.
AT2 Learning From Religion
Focus: Meaning, purpose and truth.
What This Unit Teaches:
How the Christian message spread in the past;
The Ascension;
What persecution is and why it might inhibit the spread of a message;
Pentecost;
How the Christian Message spread after Jesus’ Ascension and the 1st. Pentecost;
What Pentecost shows about The Trinity;
How Confirmation contributes to the spread of the Christian message;
How Christians believe that the Holy Spirit equips them to share the Christian message and how the confirmation ritual shows this belief.
Key RE Vocabulary:
Christianity, Christian, faith, message, Acts, New Testament, Bible, disciples /
apostles, Ascension, Gospel, belief, persecution, refugee, asylum seeker,
Icthus, Pentecost, Holy Spirit, “Fruits of the Spirit,” Galatians, Trinity, Father,
Son, Holy Spirit, Grace, cross, Creator, Incarnation, Salvation, baptise,
symbol, symbolism, stole, blessing, Admitted To Communion, Confirmation,
confirm, rite of passage, oil, anoint, candle, Confirmation certificate,
Confirmation card, promise, Holy Communion, Eucharist, denomination.
Cross-Curricular Links:
Literacy; Numeracy; Computing; Art and Design; Design and Technology;
Geography; Music; PE; Personal, Social and Health Education; Citizenship.
British Values.
Spiritual, Moral, Social and Cultural Development:
Spiritual: - Writing a message to the world, opportunities for reflection,
writing Confirmation promises;
Sensitivities:
Pupils and / or their families who are refugees or asylum seekers or may
have experienced or know someone who has experienced persecution;
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Moral: - Persecution and its effects;
Social: - Collaborative working, understanding British values;
Cultural: - Links with Buddhist prayer flags, Christians around the world,
persecution because of cultural / race beliefs.
Respectful handling of artefacts.
‘The Great Commission’ video is for discussion as part of this RE unit and
is not being used as part of Collective Worship.
Possible Further Thinking and Extension Activities:
Persecution in our society and our country – against different individuals and groups of people, in its different forms;
Exploration of the similarities and differences between different Christian denominations;
Linking confirmation to Bar and Bat Mitzvah and with other rites of passage in other faiths;
Link with the Jewish festival of Shavuot.
Future Learning:
Possibly: - Salvation Unit(s) that have not yet been taught, (depending on where this unit is placed in the school’s RE Curriculum Map)
- Incarnation Unit(s) that have not yet been taught, (depending on where this unit is placed in the school’s RE Curriculum Map)
Who Decides? (Bridging / Transition Unit)
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 1
Pupils should:
understand the events of
Jesus’ Ascension and how
believers were tasked
with spreading the
message of God;
(AT1)
Be aware of the
necessary ingredients for
a purposeful message
that conveys meaning.
(AT2)
What Ingredients Does a Message Need To Spread?
Introduction:
Ask the pupils to think of ‘a message’ that they have heard today.
Encourage the pupils to think broadly about messages, what a message is
and the different ways in which we hear messages each and every day.
What was a message that the pupils have heard today?
Discuss:
How did they hear / see / read it? Did they have to go somewhere to
receive it or did it come to them? Where were they? Who was it from?
Who gave the message? Was the person that gave the message the
originator of the message or were they passing it on from someone else?
Was the message intended for them to receive or for someone else?
What kind of message was it? e.g. the genre / the tone of it? What
difference has it made to them that they have heard the message? Do they
plan to spread the message any further? Why? / Why not?
How important are messages? Why?
Main Part of the Lesson:
Display an image of the Ethiopian man - Acts 8: 26-39.
Paired Talk: What kind of message would make him change his mind about
something / change his life?
Discuss ideas e.g. an important message, a quality message, etc.
Give background Biblical information about Jesus’ Ascension reading /
telling the pupils the story of Jesus’ Ascension. Make sure that they are
In the Bible, Jesus was crucified,
died, rose from the dead three
days later and then ascended
into Heaven.
Following Jesus’ Ascension, the
Holy Spirit came through wind,
a dove and tongues of fire and
was poured upon Jesus’
followers. This was the first
Pentecost and the birth of the
Christian Church.
In the book of Acts (of the
Apostles,) in The Bible, we
read how the followers of Jesus
began to spread the “Good
News” (gospel) after receiving
the Holy Spirit at Pentecost.
Some disciples, such as Peter,
also spread the gospel before
Pentecost.
Resources:
The Bible,
video clip of the story of Philip
and the Ethiopian;
Gold envelopes;
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
aware that it comes from The Book of Acts in The New Testament of
The Bible, Acts being the “acts” of the apostles.
Explain that Jesus’ Ascension was not the end of his influence on Earth, but
part of His legacy was to task His apostles with the responsibility of
continuing His work here.
After this and the first Pentecost, which we are going to learn about later
in this unit, (but hopefully the pupils will know something already about it from
being in a Church school,) the disciples began to spread the “Good News”
of Jesus’ death and resurrection and the message of God.
Watch / read the story of Philip and the Ethiopian.
Why did this message convince him to become a Christian? What right
ingredients did this message have for it to work? What made this message
so special?
Discuss difficulties of spreading the message in Biblical times. Wonder at
how the message has been spread, despite the difficulties.
Establish the ‘ingredients’ for a message that will spread (e.g. important,
clear, people / another means to explain it, people to understand and
accept it.)
Explain that these ingredients must work as a cycle or the message will
stop being spread.
Activity:
Ask the children to imagine that they have an important message to pass
on to as many people as possible. Give each pair / group a gold envelope
to represent the message.
How would they have spread the message in Biblical times?
How would they spread the message now, in the present day?
Triangles of material cut out
like bunting pieces;
Fabric pens;
Ribbon to tie material triangles
on;
Reflective music.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Individually, pupils to think about what message they would want to
spread around the world?
Have some triangles of material cut out like bunting pieces. These will be
similar to Buddhist prayer flags.
Each pupil to write their message for the world on their piece of material.
These can then be tied onto a line across the classroom or in the school
grounds for the message to be carried by the wind across the world, just
like Buddhist prayers on Buddhist Prayer flags.
(The messages could also be put into a gallery on the school’s website to spread
the messages across the world wide web!)
Plenary and Reflection:
Read the messages to the world.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 2
Pupils should:
be aware of how the
strength of the Christian
message and the
perseverance of Paul
enabled it to survive;
(AT1)
understand how strength
of belief can overcome
persecution. (AT2)
What Might Stop The Spread of a Message
and How Might That Stop Be Overcome?
Introduction:
Ask the pupils to think about the following question:
What feelings or beliefs are important to you?
Discuss.
Main Part of The Lesson:
Move onto discussing these questions with the class: -
What feelings or beliefs are important to your family?
What feelings or beliefs are important to your friends?
What beliefs are important to the school?
Does everyone have to believe the same or are people allowed to
make their own minds up and have their own beliefs: -
in their family?
in their class?
in the school?
in the country?
Is it important that people are allowed to hold their own beliefs of
what is important to them?
Why?
(Links can be made here with British Values)
Link to previous learning by introducing Paul, (see Points To Note) as one
man who spread the Christian message.
Explain that we know about Paul spreading the message by reading about
him in Acts in The New Testament of The Bible.
Show a map of Paul’s travels to tell others the “Good News.” Show video
Saul was a Jew who persecuted
Christians until he heard the
voice of Jesus on the road to
Damascus. (Acts 9) He
became a follower of Jesus,
travelled to many countries to
tell others the “Good News”
and became known as Paul.
Persecution: hostility,
oppression and ill-treatment,
especially because of religious,
cultural, race or political
beliefs.
Resources:
The Bible,
Paul in prison - Acts 16:16-40;
/ Video clip of Paul in prison;
Map of Paul’s journeys,
(many available on the Internet)
Amnesty International website;
Video clips about refugees /
asylum seekers who have been
persecuted because of their
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
clip or read / tell story of Paul in prison. Why was Paul in prison?
Introduce the word ‘persecution’ and define. Are people persecuted
today? Where, when and why are people persecuted today?
Give examples of some people today who are being persecuted, e.g. from
the Amnesty International website.
Talk about refugees and asylum seekers.
Show appropriate video clip(s) about refugees / asylum seekers who have
been persecuted because of their faith and message.
Record class thoughts.
Discuss how the early Christians were persecuted and, at that time,
Christians had to often meet secretly and share their faith quietly.
Tell pupils about the Icthus sign, the sign of the fish made up of the Greek
letters that spelt “Jesus Christ, Son of God.”
The Early Christians would draw the sign in the sand if they met someone
else whom they thought was a Christian as well and if that person was,
they would draw a dot in the fish sign as an eye. These were secret signs
to each other that they were Christians and shared the Christian faith.
Activity:
Often people who are persecuted and who have to leave their home
quickly, e.g. refugees, have few possessions, with them, indeed some have
none at all.
Ask the pupils to think about the Christian faith and the message of Jesus
that is at the heart of the Christian faith.
Their task is to design an object that the persecuted Christian could carry
around with them that is symbolic of the Christian message.
faith and message;
Image of the Icthus symbol;
Materials for object
representing the Christian
message;
Cards featuring names of
people who have been / are
being persecuted for their
beliefs, (religious and political,)
around the world,
cards featuring the belief that
they are being persecuted for
and images of the people
involved;
Sensitivities:
Please be sensitive towards
pupils may be refugees or
asylum seekers, have
experienced persecution
themselves or have friends or
family who have had this
experience.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Think what the purpose of this object could be to the Christian in helping
the Christian message continue to survive.
or
Pupils match up cards featuring names of people who have been / are
being persecuted for their beliefs (religious and political) around the
world.
Discuss answers to the match-up activity and display images of the people
involved.
Plenary and Reflection:
What might inhibit the spread of a message?
What effect might persecution have on the spread of a message? Why?
What helps you if and when you are challenged on beliefs that you might
hold?
I wonder . . . how and why messages spread in places of persecution.
When Christianity began, the early Christians were persecuted for their
faith.
How and why has the Christian message that they stood up for survived . .
. for over 2,000 years?
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 3
Pupils should:
make links between the
events of the first
Pentecost and how
Christians feel
empowered to spread
the Christian message;
(AT1)
consider how I live my
life and others live their
lives, considering the
attributes that we try to
live by.
(AT2)
How Did The Christian Message Spread
After Jesus’ Ascension and The First Pentecost?
Introduction:
Recap on the events after Jesus’ death and that Jesus physically left Earth
and ascended to Heaven.
Who would spread the Christian message now?
Main Part of the Lesson:
Tell the pupils about Pentecost.
Read them the story of Pentecost from Acts, ensuring that the pupils are
aware that it can be found in The book of Acts in The New Testament of
The Bible.
Alternatively tell the story, look at paintings / pictures to learn the story
or show a video clip.
Explain how the Holy Spirit was something that would be with the
disciples and would help them and empower them to continue to spread
Jesus’ message and undertake His ministry on Earth.
Talk about the symbols of the Holy Spirit which were apparent at that first
Pentecost and that remind us today of that event.
Discuss with the pupils:
What are the symbols of Pentecost and what do they represent?
As Pentecost was the beginning of the disciples going out to spread Jesus’
message for Him as He had now ascended to Heaven, this
was the beginning of the Christian Church and so is celebrated as the
church’s birthday.
Jesus ‘commissioned’ his
disciples to spread the Good
News to other people,
we can read about this in
Matthew 28:18-20
The Fruits of the Holy Spirit is
a biblical term that sums up
nine attributes of a Christian
life according to St. Paul in his
Letter to the Galatians, "But
the fruit of the Spirit is love,
joy, peace, forbearance,
kindness, goodness,
faithfulness, gentleness and self-
control."
Galatians 5:22-23
Resources:
The Bible:
The Ascension: Acts 1: 6-11,
The First Pentecost: Acts,
Paintings / pictures of the 1st.
Pentecost,
Video clip of the story of the
First Pentecost,
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Pentecost is celebrated by the Christian church each year 50 days after
Easter, 10 days after Ascension Day.
Introduce ‘The Great Commission’ given by Jesus to the disciples before
He ascended: “Go and make disciples of all nations.”
Discuss with the pupils:
What did Pentecost show about the Holy Spirit?
How did Pentecost change the disciples?
Why is Pentecost an important celebration for Christians?
Talk about fruit and how that is what a tree / bush bears, the richness and
best part of a tree / bush. Fruit is good for people and helps them to be
healthy, giving them many benefits.
Talk with the pupils about how fruit is mentioned in The Bible by Paul
when he writes about the Holy Spirit.
Read the Bible verse: “The fruit of the Spirit is love, joy, peace,
forbearance, kindness, goodness, faithfulness, gentleness and self-control."
Galatians 5:22-23.
Why do the pupils think these are called ‘The fruits of the spirit?’
Explain that the disciples believed that the Holy Spirit would make them
‘fruitful’ and equip them to do this job of spreading the Christian message.
The Fruits of the Holy Spirit is a biblical term that sums up nine attributes
of a Christian life.
Watch the ‘Fruits of the Spirit’ song and discuss each ‘fruit.’
How would each one help people to spread the Good News message?
Fruits of the Spirit: Galatians 5:
22-23;
Fruits of the Spirit song:
https://www.youtube.com/watc
h?v=ymNuBZXCK20
Materials for making The Fruits
of the Spirit tree;
Materials for Pentecost
pictures;
‘The Great Commission’
video:
https://www.youtube.com/watc
h?v=ONROQBrbZU8
Sensitivities:
‘The Great Commission’ video
is aimed at Christians. It is
being used here as the basis for
discussion in this RE lesson and
not as part of Collective
Worship.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Activities:
Pupils design and make a ‘fruit’ for a Holy Spirit tree with
the fruit’s name on it.
Choose the fruit shape, colour pattern, texture and font style
appropriately to represent the fruit’s name, (e.g. Kindness.)
On 1 side of the fruit write which fruit of the Holy Spirit’ that fruit is
representing.
On the other side of the fruit write a sentence to indicate how that fruit
would help Christians to continue to spread the Christian message.
or
Represent through art a scene from the events of the 1st. Pentecost.
Pastels, wax crayons, chalk, paint, coloured pencils or felt tip pens, etc.
could be used, particularly in the colours of fire that were present in the
‘tongues of fire, the Holy Spirit being poured upon Jesus’ followers.
Plenary:
Watch ‘The Great Commission’ as an example of a Christian video about
spreading the Gospel message.
How effectively does the video show how the message can be spread and
what the ‘Great Commission’ means?
How does Pentecost affect Christians (and us) now?
Assemble the Holy Spirit tree and share the links between the art and the
‘fruit.’
What are ‘The Fruits of the Spirit?’
How do they influence Christians and yourself?
How do The Fruits of the Holy Spirit influence our lives?
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 4
Pupils should:
be able to describe
Christian beliefs of The
Trinity, explaining the
sources of these beliefs;
(AT1)
consider how The Trinity
has enabled the Christian
message to continue
today, giving meaning,
purpose and truth in
Christians’ lives.
(AT2)
What Does Pentecost Show About The Trinity?
Introduction:
Discuss and recap what we have learnt about Pentecost so far.
Pupils in pairs to spread the message of what is the story of Pentecost?
Main Part of the Lesson:
What do we mean by The Trinity?
In small groups, pupils thought shower into a mind map anything / all that
they personally know / that you understand by The Trinity.
Trinity Sunday is celebrated 1 week after Pentecost each year by the
Christian Church and is when Christians particularly focus on The Trinity.
Explain that The Trinity is at the heart of Christianity and is how
Christians try to understand God as 3 in 1.
Trinity = tri-unity or the 3-in-1.
Ask the pupils if they know / can think of what the 3 parts of God are?
Father, Son and Holy Spirit.
Where have the pupils heard of “Father, Son and Holy Spirit” before?
For Christians, God is experienced in three ways as God the Father, God
the Son and God the Holy Spirit.
The creeds, said regularly in Anglican worship by the congregation, include
the statements:
“I believe in God, the Father almighty….
I believe in Jesus Christ, his only Son, our Lord ….
You can read more about
Trinity explained through the
‘cube’ at ‘Three-personal God’
by CS Lewis:
http://ldolphin.org/CSLtrinity.ht
ml
Resources:
The Bible:
The First Pentecost: Acts;
Jesus commands his disciples to
baptise “in the name of the
Father, the Son and the Holy
Spirit.”
(Matthew 28:1);
Visual aids that could illustrate
the idea of The Trinity, as
suggested;
Rublev’s Icon,
(Pictures available in Google
Images);
Large version diagram that
shows relationships of the
person of The Trinity,
(as illustrated in the Suggested
Teaching Activities);
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
I believe in the Holy Spirit ……”
Each statement refers to one of the three ‘persons’ of the Trinity (tri-unity
or the three-in-one) and sets out how the first Christians came to
understand God and the beliefs they subscribe to today.
Explain how Christians feel that these 3 parts of God are all equally
important. Although they are separate, they are all together.
Some examples to try and illustrate the Trinity are: -
∆ Same but different:
Using water – freezing, drinking and boiling to represent idea of God being
present in 3 forms.
∆ The Triangle:
Talk about a triangle, how the 3 sides are all part of the triangle and
together they make up the triangle.
∆ The Cube:
Make a cube with opposite sides painted red, yellow, blue.
Is it blue all the way through? Or red? Or yellow?
The cube is made up of 3 dimensions, height, length and
width.
Each represents 1 person of The Trinity, but all 3
together make up a cube, you cannot separate the 3
dimensions or else it ceases to be a cube.
∆ Trinity Plaiting:
A classic 3 in one activity. Use a variety of materials to plait e.g. pipe
cleaners, rope, silky scarves and strips of material.
Different colours also useful e.g. green, red and gold.
See someone making the sign
of the cross, the ‘Brother
Francis’ video on ‘You-tube’ is
very short and simple:
http://www.youtube.com/watch
?v=yq36oI-OuvQ
Materials for making stoles;
Celtic blessings and prayers like
those of David Adam in ‘A
Celtic Daily Prayer
Companion.’
Sensitivities:
Please be sensitive towards
pupils may be refugees or
asylum seekers, have
experienced persecution
themselves or have friends or
family who have had this
experience.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Introduce the idea of Christians thinking about God in three ways, but
how the ideas are interrelated.
How could different colours show these different persons?
∆ St. Patrick:
Tell the story of St Patrick and how he tried to explain The Trinity by
using a 3 leafed shamrock. He looked around him for a ‘three in one’
symbol and used it to help him explain the Christian idea of God.
∆ Rublev’s Icon:
Show a picture of Rublev’s Icon to the pupils.
One of the most famous icons ever painted, this represents
The story of Abraham and the three visitors (story can be found in Genesis.)
However the painting may be read as an image of the Holy Trinity.
What can people learn about The Trinity from this icon?
∆ Show this classic diagram which shows relationships of the persons of
the Trinity to pupils and ask them to talk about the Christian idea of
the Trinity.
Look at the words of the Grace often used in worship:
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
“May the grace of our Lord Jesus Christ
and the love of God
and the fellowship of the Holy Spirit be ….”
Of all prayers it is particularly Trinitarian in its content.
Explained the words to pupils so they have a sense of what Christians
believe about the work of each member of the Trinity. Perhaps as
follows…..
An awareness what it means to have God as Father – celebrating His
love, His creation, etc.;
An awareness of how God shows His grace, (kindness and generosity,)
through Jesus His Son – the One who demonstrates God’s love to the
world and who is God‘s way of bringing us forgiveness;
An awareness of how God works in our lives through the Holy Spirit,
e.g. as ‘the One who comes alongside us.’
Making the Sign of the Cross:
See someone making the sign of the cross.
The ‘Brother Francis’ video on ‘YouTube’ is very short and simple. Maybe
you have a staff member who can demonstrate.
There may be Christian pupils who are happy to show the movements or
pupils could help a persona doll make the sign.
Talk about:
How, why and when is the symbol used?
What do the words mean for Christians?
Father, Son and Spirit are how Christians talk about God. The thumb and
two forefingers held together represent the Trinity, while the other two
fingers held together against the palm represent Jesus as human and divine.
Drawing upon the pupil’s background of Religious Education and
Collective Worship, explore Christian beliefs of God as the:
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Father: - Creator;
Son: - Incarnation and Salvation, God as human who lived among us;
Holy Spirit: – God’s presence, power and blessing in action, sent to us,
among us and over us, the spirit of God on and with everything.
Why was and is each of the 3 parts of 1 God necessary?
How have each of these parts helped the Christian message survive for
over 2,000 years?
Jesus commands his disciples to baptise “in the name of the Father, the
Son and the Holy Spirit.”
(Matthew 28:19)
So what does Pentecost show about The Trinity?
Recap about the symbols of the Holy Spirit which were apparent at that
first Pentecost and that remind us today of that event.
Discuss with the pupils:
What are the symbols of Pentecost and what do they represent?
What symbols could represent God as Father, God as Son, and God as
Holy Spirit?
What symbols could represent God as The Trinity?
Activities:
Pupils design and make a miniature stole for Trinity Sunday that could be
worn by the incumbent or another member of the clergy in church.
The stoles can be drawn and made out of paper or made out of material
decorated by collage They need to be particularly for Trinity Sunday and
so should represent The Trinity. They can include symbols that pupils have
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
seen already or that they are creating that they think symbolise The
Trinity.
Pupils need to think carefully about what they will include on their stole
for Trinity and need to write a label to accompany the stole on a display
indicating why they have chosen the different symbols and the design that
they have included on their stole.
Plenary:
Share the stoles with the rest of the class.
The clergy could also be invited into the class to see the stoles and read /
hear the thinking behind the designs of them.
End by looking at and listening to a Celtic Prayer and Blessing.
Many blessings are Trinitarian in formula. Look for Celtic blessings and
prayers like those of David Adam in ‘A Celtic Daily Prayer Companion’
e.g.
May God the Father bless us;
May Christ take care of us;
May the Holy Spirit enlighten us
All the days of our life. … From the Book of Cerne.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 5
Pupils should:
consider the beliefs that
Christians are promising
in Confirmation and
explain the sources of
these beliefs;
(AT1)
reflect on promises that
they might make to help
them live a purposeful life
with good meaning.
(AT2)
How Does Confirmation Contribute To
The Spread of The Christian Message?
Introduction:
Ask the pupils to think of things that their parents have done for them as
adults, because they are considered too young to do them themselves at
the moment?
Why were the pupils considered too young to do these things themselves
at their age?
Will they ever do them themselves?
What will be different about the pupils when they do those things for
themselves? (hopefully!)
Main Part of the Lesson:
Explain that today you going to learn about a rite of passage for Christians.
Re-cap what a rite of passage is.
Think about rites of passage outside faith and those inside faiths,
encouraging the pupils to remember their earlier work on Baptism and
Marriage.
What does it mean when you ‘confirm’ something?
Saying that something is definite, something that was done / said / arranged
before.
The rite of passage for Christians being learnt about today is called
Confirmation.
A Christian is confirmed when they are a teenager or older, it varies from
church to church and when the person wants to be confirmed.
Confirmation is the point in the
Christian journey at which
Christians affirm for
themselves the faith into which
they have been baptised. They
express their intention to live a
life of committed Christian
discipleship.
In an increasing number of
Anglican churches, children are
Admitted to Communion some
years before their
Confirmation.
In the Roman Catholic Church,
it is traditional for people to
have their First Communion
and then are confirmed later.
Not all Christian
denominations, (groups within
Christianity) regard
confirmation in the same way,
e.g. in the Methodist Church
Christians enter into
membership of the church
alongside the confirmation
ritual.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Ask the pupils what do you think Christians are confirming?
The promises about following the Christian faith made for them by their parents
and Godparents when they were baptised / christened.
If someone was not baptised when they were younger, they are baptised
before their Confirmation and are confirming their own promises that
they have made as a new Christian.
Many churches now admit children to Communion when they are younger
and so if this has happened, the person being confirmed is confirming the
promises that they made at that rite of passage. As they are now older,
hopefully they understand them in more detail and so can make the
decision even more for themselves.
When a Christian is confirmed, they are confirming that they are a
Christian, their full membership as a member of the Christian Church.
They can begin to receive Holy Communion if they have not previously
had their First Communion.
(The following can be used as stand alone activities or can be combined.)
Use of video clips, (See Resources)
Discuss:
What happens during confirmation?
Why do you think each part happens?
What do you think this rite of passage means to Christians?
Why do you think it is important to a Christian that they are
confirmed?
Resources:
Confirmation videos:
What Happens At
Confirmation:
http://request.org.uk/life/rites-
of-passage/confirmation-
video/#
Catholic Confirmation:
https://www.youtube.com/watc
h?v=bawzl1c2Vsg
Confirmation artefacts;
Christian visitor who has been
confirmed;
Confirmation Promises and the
Confirmation Service is
available in Common Worship,
on the Church of England
website under the Prayer &
Worship tab.
Sensitivities:
NATRE offers guidance on the
storage and use of artefacts:
http://www.natre.org.uk
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Use of artefacts:
For example: oil, candles, Confirmation certificates, Confirmation cards,
etc. Follow guidance for handling artefacts (see Resources)
What are each of these artefacts?
What are the common themes of them?
What do they tell you about Confirmation?
What does this rite of passage (Confirmation) that these artefacts are
used at mean to Christians?
Why do you think it is important to a Christian that they are
confirmed?
Invite in a member of the school community / congregation / incumbent
who has been confirmed to share with the pupils their experience of
passing through this rite of passage.
Pupils could pre-prepare questions similar to those used during and after
the video clips.
Activities:
Ask pupils to think about promises that they might make to help them live
a purposeful life with good meaning.
Show and read pupils the promises that confirmation candidates make at
their Confirmation.
What do the pupils think these promises mean?
Ask the pupils to reflect on the promises and write their own version of a
set of Confirmation promises to include all that they think a Christian
should be promising as they pass through this rite of passage in their
journey of faith.
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Plenary:
How does Confirmation contribute to the spread of the Christian
message today?
How has Confirmation contributed to the survival of the Christian
message for over 2000 years?
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Lesson 6
Pupils should:
suggest reasons for the
similar and different
beliefs which Christians
and other people hold,
explaining how religious
sources have helped the
Christian message survive
for over 2,000 years;
(AT1)
reflect on the messages
that touch their life and
the lives of others, why
the messages affect
people and how the
messages influence
themselves and different
people.
(AT2)
How Has The Christian Message Survived
For Over 2,000 Years?
Introduction:
Watch and listen to a video clip of London 2012 Olympic Torch Relay.
Main Part of the Lesson:
Ask the pupils who remembers the Olympic Torch Relay?
Talk about the story behind the Olympic Torch and the Olympic Torch
Relay.
What is the tradition of an Olympic Torch and the Olympic Torch
Relay?
Why is there an Olympic Torch?
Why is there an Olympic Torch Relay?
What is the purpose of the Olympic Torch Relay?
Who has carried the Olympic Torch on the relay?
Where has the route been on the Olympic Torch Relay?
Does the Olympic Torch Relay change / help anything?
If so, what?
Why has the tradition of having an Olympic Torch Relay before the
Olympic Games each time been so important?
How does the Olympic Torch Relay spread a message?
Why do the organisers of the Olympics want to spread that particular
message?
What message is the Olympic Torch Relay spreading?
Ask pupils / adults who witnessed the Olympic Torch relay to share their
experience of the relay and of the message that they felt they got from
witnessing it.
Resources:
Video Clip of London 2012
Olympic Torch Relay:
Montage is available on the
London 2012 Olympic Games
BBC DVD
or other video clips available
via Google;
Olympic torch information and
images: -
London 2012:
https://www.youtube.com/watc
h?v=SL9kAqNbYug
Rio de Janeiro 2016:
http://www.rio2016.com/tocha
olimpica/en
How Has The Christian Message Survived For Over 2000 Years? Christianity
Southwark Diocesan Board of Education
Southwark Diocesan Syllabus for Religious Education
Learning Objectives AT1 AT2 Suggested Teaching Activities Points To Note
Look at the symbolism used in the Olympic torches in London 2012 and
Rio 2016: -
Why were these designs chosen for the torches?
What do the designs say?
How do the designs help the spread of the message?
How do the designs contribute to the message of the Olympic Torch?
Is there anything similar between the Olympic Torch, the Olympic Torch
Relay and the spread of the Christian message?
If so, what?
Activity:
Pupils design and / or make a torch that represents how the message of
Christianity has spread, how it has survived for over 2,000 years and how
it continues to spread.
Pupils should produce an explanation to accompany their design ideas /
finished torch, which justifies and illustrates their choices of design,
materials, shape, colours, patterns, symbols, words, etc. and links them to
their learning throughout this unit.
Plenary:
Hold a ‘gallery’ event to enable children to share their Christianity
Torches and learning.
The Christianity Torches could also be used in the class’ own Christian
Torch Relay.