Church in Wales Primary School
Foundation Phase R.E. Scheme of Work
Strand (Range): Jesus / Term: Spring 1Year Group: Reception
Learning Objectives:
· Think about Jesus’ childhood.
· Think about what sort of people they are.
Aim: All children working towards attaining Outcome 3 RE skill / Literacy Numeracy Framework
Elements:
Literacy
Speaking
· Talk about things from their experience and share information
· Use words, phrases and simple sentences
· Express what they like dislike
· Speak audibly
· Contribute to role-play activities using relevant language
Listening
· Show that they have listened to others e.g. by drawing a picture
Handwriting Grammar Punctuation Spelling
· Hold writing instrument appropriately
· Write from left to right
· Discriminate between letters
· Distinguish between upper and lower letters
· Use correct initial consonant by beginning to apply phonic knowledge
Numeracy
Using data skills
Collect and record data, Present and analyse data, Interpret results
· Sort and classify objects using one criterion
Core Skills/A.f.L / Links
(Values, S.E.A.L. and P.4.C) / Suggested Skill Development (including resources)
[Learning Activities]
Spiritual Development
· Can share ideas about things which are important.
· (Outcomes 1-2-3)
Communication
· Ask questions about themselves, other people and living things, and listen to the answers.
(Outcomes 1-2-3)
Personal Social Wellbeing
· Can say how they feel.
(Outcomes 1-2-3) / SSEAL – Going for goal
Values – Perseverance Cycle A
Responsibility Cycle B
(See detail in ‘Values for life’ File – Shahne Vickery) / Think about Jesus’ childhood.
· Introduce the unit by asking the children who are their family members that live with them and ask who Jesus’ family members were. You may wish to display nativity figures as a focal point as the children reveal their names. Ask the children - What do they already know about Jesus’ childhood? Ask them to think, pair share questions they would like to know about his childhood. The teacher scribes the ideas and discusses how they could find out about these comparative questions asked. Create a line of enquiry. You may search the internet, look for picture clues or watch a video (see link below.) or Hot Seat and adult dressed as Jesus. Assist the children in developing their questions by relating the questions to themselves e.g. What clothes do you wear? Do you go to church? (Jesus was Jewish, would have attended the temple, observed the Sabbath and attended festivals) What jobs do your parents do? When you go outside what things do you see? What games do you play or like doing? Where do you go to learn? Alternatively a persona doll from Jesus’ time could be used.
Select as appropriate from the following on activities:
· Provided a variety of materials so the children can design their typical small world village with children during Jesus’ time. (The children could make flat roofed buildings and use wooden pegs and materials o create the figures)
· Provide role play clothes and typical toys and artefacts Jesus may have used with his friends e.g. stones as marbles, OXO in sand and a stick, racing and tag games etc.
· Mystery bag
· Learn the songs that relate to the fact God made us unique eg. ‘Whether you’re one or whether you’re two three or four or five…. It’s good to be alive.’
http://www.bethanyaroma.com/SundaySchoolChoruses/WhetherYouAreOneo.ppt#259,3,
Plenary:
· Ask the children to reflect upon their lives compared to Jesus’ as a child.
Useful websites:
http://www.youtube.com/watch?v=dn0iwWrkgb0
You may wish to use the first two to five minutes to talk about Jesus’ birth and visit to the temple.
Spiritual Development
· Can share ideas about things which are important.
(Outcomes 1-2-3)
Communication
· Ask questions about themselves, other people and living things, and listen to the answers.
(Outcomes 1-2-3)
Personal Social Wellbeing
· Can say what they like/dislike.
· Can say how they feel.
· Are aware of the feelings of those around them.
(Outcomes 1-2-3)
Thinking & Problem Solving
· Are competent in identifying problems and coming up with solutions to solve them.
(Outcomes 1-2-3) / SSEAL – Going for goal
Values – Perseverance Cycle A
Responsibility Cycle B
(See detail in ‘Values for life’ File – Shahne Vickery) / Think about what sort of people they are.
· Using the story ‘Wonderful Earth’ as a prompt - encourage pupils quickly by looking at the pictures, recall the creation story. Stop on the page before the mirror. Ask the children if they can remember the last wonderful thing God created? (You!)
· Next encourage the children to think about their features hair, skin or eye colour, height, whether they have straight hair, curly etc. Then their characteristics (kind, helpful, loving – try to encourage positive aspects) and talents (sporting, musical, voluntary, clubs etc.) This could be done physically where the children sort themselves into groups i.e. ‘Simon says…..’
· Alternatively, discuss with the children that we can be good in lots of different ways - body (sport), maths, friendship, leader etc. Explain that these attributes and qualities are all different but all valuable. Sit children in a circle and introduce them to the idea that we are all good at something. Through Circle Time, get the children to say in turn what they think they are good at. Provide them with a sentence starter, such as “I am good at ______”, or Welsh starters such as Dw i’ n hoffi… Dw i’n ddim yn hoffi…. etc.
Follow on Activity:
· Encourage the children to draw a picture of themselves and either draw, write, have scribed by an adult what qualities they have.
· Alternately using the i-pad the children could video or photograph something they are good at.
Plenary:
· Play ‘Guess Who’ – The teacher to suggest the criteria (e.g. if you have brown hair, if you like football), for the pupils to guess who we are talking about from the descriptions given. Use the plenary to reveal that Christians believe that God made us all unique and with special gifts, and we are all special to him.
Resources:
Wonderful Earth’ by Butterworth and Inkpen (ISBN 1-85608-005-6)
Please bear in mind that the above activities should not be taught in isolation but can be used as a starting point to ‘enhance’ other activities around the class so that the children can further explore and record their ideas.
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