year 2 unit 5 leaders & teachers - diocese of · pdf filemakes a good leader play a game...

Unit 5 KS1 Key Theme: LEADERS AND TEACHERS Year 2 Spring Term

ABOUT THIS UNIT: Work in this unit will enable children to explore Leaders and Teachers within Christianity and Judaism. It will introduce children to the concept of leaders and teachers and will enable them to explore the meanings both in their own lives and within the lives of Christians and Jews. It will build on children’s knowledge of Jesus in Unit 1 Myself It will also introduce children to some of the key areas/ strands of learning in RE. This unit particularly focuses on Beliefs, teachings and sources and Values and commitments. The learning activities are designed to meet the learning needs of visual, oral and kinaesthetic learners. Estimated time for this unit: 12 weeks (including Easter) Focused Religions: Christianity and Judaism Where this unit fits in: This unit takes place during the Spring Term of Year 2 and builds on the previous unit 3 Belonging. KEY LEARNING OUTCOMES (from the programmes of study) AT1 a) explore a range of religious stories and sacred writings, and talk about their meanings c) identify the importance, for some people, of belonging to a religion and recognize the difference this makes to their lives AT2

b) ask and respond imaginatively to puzzling questions, communicating their ideas e) recognize that religious teachings and ideas make a difference to individuals, families and the local community KEY STRANDS ADDRESSED BY THIS UNIT AT1 Beliefs, teachings and sources AT2 Values and commitments LINKS TO THE EVERY CHILD MATTERS AGENDA Being Healthy - develop a discerning, thoughtful approach to life Staying Safe - exploring how in religions and beliefs people took risks to highlight their beliefs and values Enjoyment - promoting pupils’ own ideas and providing opportunities to explore and Achievement and reflect on key questions and values Making a Positive - developing the key attitudes of open-mindedness, the ability to Contribution sustain their own views, disagree respectfully and listen well to others Achieving - considering how religious and other beliefs lead to particular actions Economic Well-being and concerns

CONTRIBUTIONS TO PUPILS SPIRITUAL,MORAL, SOCIAL AND CULTURAL DEVELOPMENT Spiritual Development

�� Developing their own views and ideas on religious beliefs and stories

Moral Development

�� Considering what is of ultimate value to pupils and believers through studying the key beliefs, teachings from religion and philosophy on values and ethical codes of practice

Social Development

�� Considering how religious and other beliefs lead to particular actions and concerns

KEY SKILLS Reflection – Enquiry - Empathy KEY ATTITUDES Respect for All: Developing skills of listening and willingness to learn from others

Prior learning Work on Jesus

Vocabulary leaders teacher healer

Resources Books about leaders Tenach (Jewish scripture) Bible – various version Videos – e.g. animated Bible The Miracle Maker

EXPECTATIONS at the end of this unit: Nearly all can: (at level 1 )

• use some religious words and phrases and recognize and name features of religious life and practice. They can recall key features of religious stories

• talk about their own experiences and feelings, what they find interesting and puzzling and what is of value and concern to themselves and to others

Pupil friendly descriptors I can

• remember a Jewish or Christian story and talk about it.

• talk about what is important to me and to other people Many can: (at level 2 )

• use religious words and phrases to identify some features of religion and its importance for some people. They begin to show an awareness of similarities in religions. Pupils retell religious stories and suggest meanings for religious actions and symbols.

• ask and respond sensitively to questions about their own and others’ beliefs Pupil friendly descriptors: I can ………

• tell a Jewish or Christian story and say some things that Christians believe

• talk about what is important to me and to others with respect for their feelings

Some children have progressed further and will: (at level 3)

• use a developing religious vocabulary to describe some key features of religions, recognizing similarities and differences. They make links between beliefs and sources, including religious stories and sacred texts. They begin to identify the impact religion has on believers’ lives.

• identify what influences them, making links between aspects of their own and other’s experiences. They ask important questions about religion and beliefs, making links between their own and others’ responses. They make links between values and commitments and their own attitudes and behaviour.

Pupil friendly descriptors: I can ……..

• describe what a believer might learn from a religious story

• link things that are important to me and other people with the way I think and behave.

Key questions LEARNING OBJECTIVES Pupils should learn:

Teaching and Learning Activities Assessment Opportunities Links / points to note

What makes a good leader?

• begin to identify qualities of leadership

• to reflect upon whom they trust

• Play a game – I am thinking of someone who is…….. And ask children to identify the leader who is being described e.g. Headteacher, captain of a football team

• Children can then, in pairs, describe to each other a leader who they know

• Ask the children what qualities make these people leaders

• Why do you trust a ‘leader’?

• Make a display of leaders and list the qualities of leaders

Discussion Written work for display

As an introduction allow the children to choose a person they know who is a leader to them. Accept any qualities t that the children offer. These can be discussed at a later date.

Why is Abraham so important to Jews and Christians? What was Abraham chosen to be?

• to begin to interpret Abraham’s ‘calling’

• identify with a person in the story

• Play ‘Simon says’

• Discuss how the game works (you have to be obedient to the instruction)

• Tell the story of the call of Abraham (Genesis 12 v1-9) and discuss Abraham’s obedience to G-d.

• Using digital photographs of the children or children’s paintings of themselves, make a display with speech bubbles showing how they would have reacted had they been Abraham and G-d had spoken to them. Ask them to explain their response.

Children explain their responses in written or verbal form.

Jews do not write the name of G-d, this abbreviation is used instead. Always treat the Tenach (Jewish scripture) with respect. The Bible also has the same story. This too should always be treated with respect. Teaching point – Abraham’s obedience to G-d. The speech bubbles should contain children’s responses to G-d’s command to leave home and move to where He tells them e.g. ‘I don’t want to leave my home’ or ‘Can my cat come too?’



What is a covenant?

• to explore the meaning of covenant

• Divide the class in two and give Team ‘A’ of the class a sweet each on the understanding that, if asked, they will promise to give their sweet to someone in Team ‘B’ who doesn’t have one. Then ask Team ‘A’ to give to Team ‘B’ their sweet. (They have had to give away their sweet without knowing, i.e. in faith, whether or not they will be rewarded.) Explain that they have given their sweet away because they promised that is what they would do. Teacher to Reward Team ‘A’ with a replacement sweet.

• Tell the story from Genesis 15v1-6 (G-d’s covenant with Abraham) with pictures of the sky at night.

• Refer back to the sweets and explain that Abraham didn’t know if G-d would keep his promise; he had to have faith.

• In talking partners, discuss a time when you have had to trust a promise made by someone. Was the promise kept?

• The children could make a star lit sky which illustrates the infinite number of children Abraham would have.

Children explain G-d’s promise to Abraham.

The children need to experience ‘faith’ by trusting that they will be rewarded. Google images search will provide a variety of pictures of the sky at night. The land G-d promised (Genesis 15 v18-21) Abraham is the land we know as Israel today. Teaching point- Abraham believed G-d’s promise; he had faith. G-d kept his promise to Abraham. G-d chose Abraham to be the father of all nations.

Key questions LEARNING OBJECTIVES

Pupils should learn: Teaching and Learning Activities Assessment Opportunities Links / points to note

What sort of leader was Moses?

• retell the story of Moses and the burning bush

• consider their own responses

• Tell and ask the children to act out (with props) the story of Moses and the burning bush. Exodus 3v1-13

• Discuss Moses response. (Why me?) How would the children feel?

• But what if? Set a scenario e.g. I would like you to go to the headteacher and tell her/him that our class is going home now (make sure this isn’t the end of the school day!) Ask the children to think about this for a minute and then discuss with their talking partner why they might not want to do this? What excuses can they think up to avoid having to do this?

Share children’s responses.

• Tell (not read) the children how Moses argued with G-d.

• Ask them to draw a picture to explain how they think G-d might have responded.

• Share a selection of the pictures and responses

• Share with the children G-d’s response to Moses. Why do you think Moses responded the way he did?

Children’s responses to the scenario.

G-d could have been angry with Moses for making excuses. He could have rejected Moses as a leader. Abraham was obedient; Moses argued and tried to get out of obeying G-d.

Key questions LEARNING OBJECTIVES

Pupils should learn: Teaching and Learning Activities Assessment Opportunities Links / points to note

What does it mean to look at someone’s heart? What does this tell you about a ‘good’ leader?

• to retell the anointing of David by Samuel

• to talk about what G-d says makes a good leader

• Play a game which requires a leader. Mark the leader in some way e.g. a coloured band or a sticker

• Ask the class how they knew who was the leader. Explain that this is what the prophet Samuel did to David to mark him as G-d’s chosen king.

• Explain that you are going to tell the story of Samuel anointing David. (I Samuel 16v1-13) and ask the children why David might make a good leader.

• Ask the children to write on a heart shape the things they think would show David might be a good leader

Qualities the children identify

G-d looked for obedience above all in David. He looked for what was in his heart. David did do things wrong but he turned to G-d for forgiveness and was loyal to G-d throughout his life. This is why he was such a great king.



Why did people follow Jesus?

• to identify who you would follow without question

• to retell the story of Jesus calling his disciples

• You are asked to join a once in a life time opportunity e.g. Singing in a girl band/boy band, playing for Manchester United, what would make you follow that person and take the opportunity?

• In talking partners ask the children to discuss why they would follow this person.

• Draw together some of the children’s ideas and write them on a board.

• Design a simple assault course.

• 3 blindfolded children go through the course at the same time and each child is instructed by their own guide. Each child should listen only to the voice of their own guide. Teaching point – what it means to be a follower, compare with the disciples following Jesus.



• Tell the story of Jesus calling his disciples Luke 5v1-11

• Ask the children why they think that the disciples followed Jesus. Write down some of their ideas.

• In talking partners, children could reflect on what might have prevented/questioned the idea of following Jesus.

• Explain that some things in life do not have answers to them.

• Recap/ teaching point – Jesus is a very special leader to Christians. Christians believe that he is the Son of God.


Teaching and Learning Activities

Assessment Opportunities Links / points to note

What kind of leader was Jesus?

• to explore Jesus’ teaching to ‘Do to others as you would have them do to you’.

• to consider their own feelings

• Ask the children how they like to be treated and reflect on how they treat others. Record key words they

suggest.

• Read Luke 6v31

• Discuss what this could mean.

• Make up a class story about a child who loses their favourite toy. Ask half of the class to make up an ending to the story which reflects Jesus’ teaching to do to others as you would have them do to you and the other half to make up an ending where Jesus teaching has been ignored.

• Read aloud the two different endings and explore the children’s feelings about them.

• Make a chart on which acts of kindness can be recorded and celebrated.

Individual contributions of suggestions for the story which show understanding of the key question

Shirley Hughes’ story of Dogger

or Marcus Pfister’s The Rainbow Fish could be a starting point. Consider other stories in children’s literature that reflect Jesus’ teaching.


Teaching and Learning Activities

Assessment Opportunities Links / points to note


• to talk about the story of the healing of Jairus’ daughter

• to recognize that Jesus healed people

• Ask the children in talking partners, to talk about a time when they have been unwell. What happened to them? Who looked after them? Did anyone help make them better?

• Introduce and tell the story of

the healing of Jairus’ daughter Luke 8v40-42a and v49-56

• Retell the story asking the children to act it out, with props if possible.

• Ask the children what this story tells us about Jesus (that through God’s power He healed people)

Key Assessment Activity – Remind the children about the leaders they have learnt about (Abraham, Moses, King David, Jesus) Ask the children to identify the attributes of a good and loving leader that they have learnt about during this unit. Create a poster /picture with them self as a leader in the centre around which they can write the attributes of a good leader modelled by Abraham, Moses, King David and Jesus.

In the Bible two healing stories are interwoven in this text. Only use the story of Jairus’ daughter on this occasion. Teaching point: Jesus was a healer as well as a teacher. Some of the attributes that the children might use are: Obedience Trusting Presence Authority Love Ability to listen Knowledgeable Strong personality but a gentle nature Choosing the ‘right’ team




• to talk about the Easter story

• Read the first part of the Easter story (Palm Sunday and Good Friday) from a children’s version of the Bible

• Divide the class into two, one half focusing on the events of Palm Sunday and the other half on Good Friday. Discuss how the children feel when they are celebrating/ when they are sad. What colours would they use to represent their feelings?

• Each half of the class should complete one third of the collage

NB You will need the help of an additional adult with this lesson to supervise one of the groups. You need to prepare a wall sized template (found in the appendix of this unit) on which to build the collage. The Easter story can be found in Matthew Chapters 26-28 Mark Chapters 14-16 Luke Chapters 22-24 and John Chapters 18-21


• to recall the events of Good Friday and Easter Day

• to know that Christians believe that Jesus rose from the dead and lives again and that he is alive today

• Ask the children to recall the Easter story. Explain that they are now going to hear the amazing and exciting part of the story.

• Read the second half of the story – Easter day, the empty tomb, finding Jesus alive. Explain that Christians believe that Jesus loved the people so much that he was willing to die for them. Because He died for them Christians who believe in Jesus can have eternal life. This is why Christians call Jesus their saviour.

• Divide the class into two halves, one completing the last third of the collage and the other completing the cross in the middle of the collage

Appendix 1 can be used to record feelings about the Easter story.

Appendix 1 STAINED GLASS WINDOW

FORMATIVE GRID

LEADERS AND TEACHERS

A leader I know about is

………………..

My hero is

…………………

because

………………………….

I think the qualities a leader should

include

…………………..

When I hear the word Jesus I think of

………………

………………..

A person I would follow is

………………….

because

………………………

When I hear the word God I think of

…………………

SUMMATIVE GRID

LEADERS AND

TEACHERS

Abraham is special to Jews because

…………………

An important teaching

of Jesus is

……………………..

………………..

I have learnt that the

qualities of a leader are

………………

I think covenant means

………………

………………..

Jewish people would

say G-d is like a

…………………….

or a

……………………

A story when Jesus healed somebody

was when

……………………

……………………

Moses is important

because he

………………

…………………

I think people followed

Jesus because

…………………

……………………..

………………..

year 2 unit 5 leaders & teachers - diocese of · pdf filemakes a good leader play a game...

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