KEY STAGE 1 SAMPLE SCHEMES OF WORK

UNIT 5 (Year 1)

Milestones in Family Life

Ontology
Language

This unit explores how religions express aspects of life’s journey in a variety of creative ways. It was first developed by Kay Church (Ubley CofE Primary School), Dave Francis (Associate Adviser) and North Somerset teachers.

Download this unit

View this unit by …

Other units

WORD file
PDF  

Essential information about this unit

Objectives and Key Questions

5. Respond, in the light of their own experience and thoughts, to stories or pictures which may cause people to wonder/question.
Who was Moses and why was he important?

 

 

 

 


6. Recognise symbols used in Judaism and recall elements of the story of Moses.
How should we welcome new members of our school / class / group?
Identify aspects of life which may cause people, including people with a faith commitment, to wonder/question.
How have we changed since birth?

 

 

 

 

7. Identify and give a possible meaning or message underlying an example of religious expression.
How do different religions welcome babies into their communities?

 

 

 


8. Make simple links between a range of examples of religious expression and the religious beliefs / ideas / feelings which underlie them.
What signs do Christians use to show their belief at an infant baptism?

Teaching Activities

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. 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. 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)

Assessment Opportunities

5. -

 

 

 

 

 

 

 


6. Pupils recognise symbols used in Judaism by recalling elements of the story of Moses as prompted by the use of pictures and symbols representing parts of the story. (C1) Pupils identify aspects of life which may cause people, including people with a faith commitment, to wonder/question, if they identify more than just physical changes to themselves since they were babies. (E2)

 

 

7. -

 

 

 

 

 


 

8. Pupils make simple links between a range of examples of religious expression and the religious beliefs / ideas / feelings which underlie them by describing their freeze-framed role plays in terms of Christian ideas or feelings about the infant baptism. (C3)
Back to home page