TEACHING ACTIVITIES

2. Look at photographs the pupils have brought in. Invite them to talk about their photo and explain the occasion and what was particularly special about it. Write down some of their answers ready to add to a ’Milestones Tree’. (5a,d)
Ask pupils to help you group all the photos according to type, eg, birthdays, weddings, and discuss similarities and differences between them. Point out any symbolism illustrated in the photos, eg, wedding rings, special clothes, religious settings and symbols. Record more of the pupils’ comments for later display. (5c)

3. Tell the pupils you are going to start a ‘Milestones Tree’ which will ‘grow’ during the rest of the year, starting with birth and growing up and sprouting branches to indicate possible milestones’ in people’s lives. There will also be links with religious people and events. This could be displayed on poster paper on a class or corridor wall. With permission, put the pupils’ photos on the Milestones Tree at appropriate points.
Discuss children's milestone events so far. Perhaps invite a parent or grandparent to talk about their life and significant milestones. (This could be a member of a faith community.) (5a)

4. See 'Points to note: Lesson 4'. Discuss the excitement surrounding the birth of a new baby in the family. In Circle Time, pass a ‘new’ baby doll around, encouraging each pupil to think of a name for the baby. Ask pupils why it might be important to get a good name. Tell them the meaning of some religious leaders’ names: Jesus means ‘God will help’; Krishna means ‘The one who attracts’, Muhammad means ‘Praiseworthy’, Moses means ‘Drawn out of the water’. Do they know why their own names were chosen?
Use a ‘meanings of names’ guide to look up pupils’ names and ask them to draw or paint a portrait of themselves with their names and corresponding meaning or how they got their name. Explain that everyone’s name is special. (5b)

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5. Ask pupils to help you select baby pictures from a selection from different countries / cultures / religions. Add a selection including, eg Jesus, Krishna as a baby to the display along with scribed comments made by pupils about the birth of a baby. Explain that every life is precious and that people who belong to religions sometimes remember how precious life is when they tell stories about the birth and childhood of their founders / leaders.
Tell the story of the birth of Moses from a Children’s Bible and explain that Moses grew up to be the leader of his people. Show children pictures or symbols of the story, such as the bulrushes and the basket Moses was hidden in. (5b,c)

6. See 'Points to note: Lesson 6'. Ask pupils to recall the story of Moses, using some pictures to aid recall, and explain that we can never know how important a person may become in our life.
Invite the Reception teacher to come in and say what they do to welcome their new class and make everyone feel a part of the school community.
Ask pupils about ways of welcoming people to a variety of different groups, eg a new school, ‘Rainbows’, ‘Brownies’, ‘Cubs’. What feelings might be experienced by the new person, and by those who already belong? (5b)
Ask pupils to draw or paint a picture of themselves as a baby being welcomed into their family. Ask them to say how they have changed since then; physically, mentally, emotionally, eg, things they can do now that they couldn’t before they came to school. (5a)

7. Tell pupils about the way that Christian, Hindu, Muslim or Jewish families welcome a new baby, using resources such as Home and Family for Islam or Judaism, or Accessing RE 1, for Hinduism (see resources). Compare this with welcoming a child in Christianity, by showing a video about infant baptism, such as Watch: Places of Worship, or Dottie and Buzz, or the one on the RE:Quest website (see resources).
Freeze-frame the video at key points and ask pupils what they notice and what questions they might like to ask. Select some questions to add to the Milestones Tree. (5b)

8. See 'Points to note: Lesson 8'. Role play a Christian infant baptism in a home-corner, following pattern advised in Home and Family (see above) and making use of Christian artefacts. Arrange for washing of a doll and describe how the water changes. Make a link with washing hands and with the Christian idea of being washed clean for God in baptism.
Ask pupils to identify important actions that are part of the ceremony and to ‘freeze-frame’ their own role play at important moments and say what is happening. These moments could be captured on a digital camera and pictures added to the Milestones Tree. (5c)

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9, 10, 11. See 'Points to note: Lessons 9-11'. Explain to pupils that there are many times in life when we are starting out on new adventures. Ask pupils for examples relating to the immediate future and later in life. (5a)
Explain that many people worry about the future and that religions offer believers help at these times.
Decide to focus on Hinduism, Islam or Judaism.
For Hinduism, use the story of Ganesha and use the recommended methods in A Gift to the Child (see resources). Explain that, for Hindus, Ganesha can remove all obstacles in the way of a happy life. Many Hindus pray to Ganesha before a test or at the start of a new life, such as at a marriage ceremony.
For Islam, use the story of Bilal’s Call to Prayer and use the recommended methods in A Gift to the Child. Explain that, for Muslims, Bilal is an example of courage and determination and the value of praying every day.
For Judaism, use the story of Angels to introduce the account of Jacob’s Dream in A Gift to the Child. You can then either follow the programme in A Gift to the Child, which leads on to the Christian story of The Revelation to Zechariah and the Muslim story of The Revelation to Muhammad, or use the Hebrew Bible story of Daniel to illustrate more Jewish ideas about angels and revelation. Explain that the belief in angels shows that God values every person including their inner feelings. (5b,c,d)
Whichever examples are chosen, ask pupils about the parts of the stories they find most amazing and about the beliefs, ideas and feelings of the people/characters involved in the stories. Add a selection of ideas above the Milestones Tree.

12. Display the artefacts used during the work on this unit and remind pupils about the stories. Ask pupils to choose one artefact and take turns talking in groups about the object or picture chosen. Encourage them to draw their object and to write any words they associate with it. (5c)
Ask them to tell you how it is linked to the stories of Ganesha / Bilal / angels. Make a record of pupils’ level of response, according to how much they have understood of the symbolism and / or meaning of their chosen item(s). Prompt pupils to deepen their level of response by asking ‘why?’ questions. (5d)

13. Explain that a fear that people often have is the death of a loved one. The examples of worship, prayer and belief pupils have just been thinking about help many people to cope with their fears of death, but sadness and grief are normal feelings to have at those times.
Read Badger’s Parting Gifts (see resources) and discuss the feelings of the animals in the story.
Focus on the positive ending to the story, ie, the gifts and memories left his friends. Allow opportunities to discuss further if pupils wish to share experiences. (5a,b,c,d)

14. Make stick puppets with a happy face on one side and a sad face on the other. Allow opportunities to discuss what makes us happy and sad.
Re-read the story of Badger’s Parting Gifts and encourage pupils to empathise with the characters’ feelings by holding up appropriate face on puppets. Explain that, for many people, death is not the end. Most Christians, Hindus, Muslims and Jews believe that there is some form of life after death. We will be sad for ourselves because we miss the person we loved, but perhaps their spirit or soul is happy in the next life.
Plenary: focus upon the Jewish custom of lighting a candle to remember their loved ones – Yahrzeit (lit. ‘Year Time’). Light a candle and encourage pupils to imagine what Badger’s friends would remember if they were present. Add their ideas to different branches of the Milestones Tree. (5a,b,c,d)

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