Wiltshire RE Syllabus
Medium Term planner
Year: 4 / 5
Term: 5
Theme: Pentecost (Symbols and
religious expression: How art expresses
belief and ideas)
Religion: Christianity
Key Question: Do the Pentecost symbols add anything to our understanding of
God?
Learning Objectives: To explore the meaning of the Pentecost symbols and how they
help Christians express their beliefs. To create our own spirited artworks showing beliefs
& ideas that are important to us.
Step 1: Engagement AT2 (1 lesson)
Explore the children’s own ideas about God – If s/he exists, does he have a
physical body or is he some kind of force? If God is invisible, what kind of
symbols could be useful to explain what he is like?
 Do you believe in a God? If so, what is he like? Can you see him? Is he a force or
power? (E.g. Star Wars, May the force be with you; Electricity: you can’t see it,
but you can see its effects) Why do people have different ideas about God?

Look at the Hindu Aum symbol (Brahman is invisible and too big to comprehend,
so Hindus use this symbol to represent him. (Good video clip
www.bbc.co.uk/learningzone/clips/hindu-god-ganesh/4798.html )

Odd one out activity: What’s the same? What’s different about these images?
Why? Why is there a question mark? (Is it only Science that asks questions or do
religions ask big questions too? Are they the same kind of questions?)
Step 2: Investigation AT1 (3 lessons)
Explore the story of Pentecost
 E.g. use the Lego Bible www.thebricktestament.com or find the story in a modern
version of the Bible: e.g. International Children’s Bible / Good News Bible Acts 2,
Kingfisher Children’s Bible “Tongues of Flame”
(Background: Pentecost celebrates the birthday of the church. After Jesus’ death
the disciples were hiding in an upper room in fear of their lives; Jesus had told
them to stay in Jerusalem until he sent the Holy Spirit to empower them.
Pentecost was a Jewish harvest festival, when crowds of Jews from other
countries would descend on Jerusalem.)
Possible activities:
 Encourage the children to ask questions & reflect on how it would feel, e.g.
hotseat Peter or a bystander.
 See attached sheet for a guided visualisation to use with the class; they could
respond on post-its: How would the disciples feel? What questions do they have?
 A news report from Jerusalem; in groups prepare a television report including
interviews with disciples & members of the crowd
 A story board or story map showing the main events of the Day of Pentecost
(include thought / speech bubbles to show how the disciples were changed)
Explore the symbol of fire
Possible activities:
 Use candles to explore symbolism of fire / flames. How does fire change things?
How could the Holy Spirit change Christians? E.g. the disciples received the
courage to go out & share their faith.
 Use the Internet to research Christian art based on flames, e.g. stained glass
windows, banners, vestments etc. Look at
www.gnesiolutheran.com/pentecost_art/ What are the artists trying to convey?
Why did they choose this style / imagery?
Explore the symbol of wind
Possible activities:
 Talk about the children’s experiences of wind (Background: Wind in Palestine
comes from E (destructive & powerful) or W (refreshing & gentle). Both images
are used in the Bible - God an awesome judge or gentle refresher)
 Make wind spinners (pinwheels), decorate with symbols from the Pentecost story.
Step 3: Evaluation AT 2 (1 lesson)
Possible activities:
 Interview a Christian about how they experience the Holy Spirit in their lives.
 Questions to discuss: Why are fire and wind often used as symbols of the Holy
Spirit? Which is more important for Christians: Christmas or Pentecost? Why?
Why do Christians say they need the power of the Holy Spirit? Do the Pentecost
symbols help Christians explain what God is like?
 See attached Fact / Opinion sheet: Sort statements into Fact & Opinion. Which
ones would a Christian agree / disagree with? Why? Which ones do you agree
/disagree with? Why? Diamond 9 activity: Which are the most important? Which
do you agree with most?
Step 4 Expression AT 2 (1 lesson)
Possible activities:
 Choose a piece of Pentecost artwork for a class gallery. Write the exhibition
notes, explaining why they chose that particular piece, the symbolism involved,
what they thought the artist was trying to say.
 Create their own piece of artwork either using the symbolism of Pentecost, or
inspired by their own beliefs & ideas. E.g. a dance with flame coloured ribbons, a
tissue paper stained glass window, a collage. Look at the NATRE Spirited Arts
website for their annual competition & e.g.s of work from other schools. The 2013
competition includes “Windows on the Soul” and “God: what if…?” The entry form
includes useful prompts for pupils’ writing.
Evidence may include:
 Written work about the first Pentecost e.g. story board or story map.
 Video of Pentecost news report
 Children’s artwork inspired by symbols of wind & fire (annotated to show what
they are trying to express)
Skills and Attitudes focus in this enquiry
Step 1
Engagement
Skills:
Step 2
Investigation
Skills:
Step 3
Evaluation
Skills:
Step 4
Expression
Skills:
Reflect on ultimate
questions and
beliefs
Ask relevant
questions
Use different
sources to gather
information
Draw meaning
from stories,
artefacts, works of
art and symbolism
Identify & express
matters of deep
conviction – not only by
words
Respond to religious
issues using a variety
of media
Develop the power of
imagination
Attitudes:
Attitudes:
Attitudes:
Attitudes:
Self awareness –
feel confident
about their own
beliefs and identity
Curiosity –
recognise that
knowledge is
bounded by
mystery.
Develop their
capacity to respond
to questions of
meaning & purpose
Open-mindedness
– be willing to learn
& gain new
understanding
Be willing to go
beyond surface
impressions
Respect - develop
a willingness to
learn from others,
even when their
beliefs are
different.
Open-mindedness
– be willing to learn
& gain new
understanding
Respect - be sensitive
to the feelings & ideas
of others
Develop their
imagination & curiosity
AT1 Levelled Learning Outcomes
Level 2:
I can sequence events in the Pentecost
story
I can match up Christian beliefs with
Christian symbols and artefacts (E.g.
linking the dove to the Holy Spirit)
I can say what makes the story of
Pentecost special to Christians.
Level 3:
I can investigate a question such as:
what difference does believing in the
Holy Spirit make to Christians?
I can make a link between the story of
Pentecost and Christian experiences of
the Holy Spirit in their lives.
I can describe some symbols that
Christians use when talking about God.
I can make a link between a piece of
Christian art and the belief which inspired
it.
I can make a link between two Christian
artefacts (e.g. candles in church and
robes embroidered with flames) and the
events of Pentecost.
Level 4:
I can show that I understand how the
story of Pentecost can have an impact on
Christians today.
I can describe and link up Christian
beliefs with Christian behaviour, e.g.
belief in the Holy Spirit, linked to prayer
and worship.
I can use the right words to describe my
understanding of the Christian symbols
of fire and wind for the Holy Spirit.
I can show my understanding of what it
means to be a Christian, by describing
how belief in the Holy Spirit affects a
Christian.
AT2 Levelled Outcomes
Level 2:
I can respond sensitively to the ideas and
questions that come from the story of Acts 2.
I can suggest questions about God that are
interesting and hard to answer.
I can talk about how a piece of music/ art can
express a feeling like joy or excitement.
Level 3:
I can ask some questions and suggest some
answers about how the Holy Spirit influences
Christians, and what influences me.
I can prepare a reflection on the ways
Pentecost matters to Christians, making a
link to what matters to me.
I can make links between my own
experiences and feelings and those found in
the story of Pentecost.
Describe something that inspires me to
behave in a particular way.
Level 4:
I can suggest some answers to ‘why’
questions about Christians who believe that
the Holy Spirit guides / empowers them.
I can refer to the teachings of two religions to
show that I understand how e.g. Islamic art
expresses some Muslim spiritual ideas, and
symbols of wind, fire and a dove express
some Christian ideas.
I can describe something I find spiritual and
inspiring in a poem, painting or design.
Resources:
www.bbc.co.uk/learningzone/clips/hindu-god-ganesh/4798.html
www.thebricktestament.com
www.gnesiolutheran.com/pentecost_art/
International Children’s Bible, Good News Bible Acts 2 or Kingfisher Children’s Bible
“Tongues of Flame”
Fact / Opinion sheet Pentecost guided visualisation
NATRE Spirited Arts website
Teacher Reflection:
WWW
EBI
Author: J Kelly