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Objectives and Key Questions
9, 10, 11. Identify aspects of life which may cause people, including people with a faith commitment, to wonder/question.
Is there more to life than meets the eye?
Make simple links between a range of examples of religious expression and the religious beliefs/ideas/feelings which underlie them.
How do religious believers get help at worrying times?
12. Recognise symbols used in Judaism, Hinduism or Islam and recall elements of stories as conveyed through forms of religious expression.
Identify and give a possible meaning or message underlying an example of religious expression.
Make simple links between a range of examples of religious expression and the religious beliefs/ideas/feelings which underlie them.
How do religions help people in life?
13. Respond, in the light of their own experience and thoughts, to stories or pictures which may cause people to wonder/question.
What feelings do people have when someone dies?
14. Respond, in the light of their own experience and thoughts, to stories or pictures which may cause people to wonder/question.
How might we remember people who were close to us who have died?
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Teaching Activities
9, 10, 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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Assessment Opportunities
9, 10, 11. Pupils identify aspects of life which may cause people, including people with a faith commitment, to wonder/question by talking about the most amazing parts of the stories they have been listening to. (E2)
Pupils make simple links between a range of examples of religious expression and the religious beliefs/ideas/feelings which underlie them, by talking about the beliefs, ideas and feelings of the people/characters involved in the stories. (C3)
12. In drawing and commenting upon the selected artefacts, pupils may:
- recognise symbols used in Judaism, Hinduism or Islam and recall elements of stories as conveyed through forms of religious expression; (C1)
- identify and give a possible meaning or message underlying an example of religious expression; (C2)
- make simple links between a range of examples of religious expression and the religious beliefs/ideas/feelings which underlie them. (C3)
13. Pupils respond, in the light of their own experience and thoughts, to stories or pictures which may cause people to wonder/question, by talking about the feelings of the animals in the story. (E1)
14. Pupils respond, in the light of their own experience and thoughts, to stories or pictures which may cause people to wonder/question, by holding up the stick puppets at key points in the story. (E1)
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