Unit 8A What does Jesus’ Incarnation mean for
Christians today?
RE
Year 8
About the unit
Expectations
This unit looks at the ways in which Christians today find meaning in the accounts and
stories of Jesus’ life, especially those associated with his birth. Using a variety of written and
visual sources, pupils learn and understand some of the ways in which Christians celebrate
Jesus’ birth. The unit offers opportunities for pupils to examine and reflect upon the concepts
of incarnation, virgin birth and salvation. Pupils develop their understanding of a Christian
sacred text. They evaluate the relationship between belief and practice for a Christian
believer today.
At the end of this unit
This unit is expected to take approximately 7 hours.
Where the unit fits in
This unit is to be taught in year 8. It builds on unit 1C ‘Celebrations: why do Christians give
gifts at Christmas?’ and unit 4B ‘Celebrations: Christmas journeys’ in the key stage 2
scheme of work by looking for the deeper meaning behind Christmas celebrations and their
importance to the Christian faith.
This unit helps to prepare pupils for GCSE RE/RS by developing their understanding of the
relationship between scripture, modern practice and belief.
most pupils will: explain the stories associated with Christmas and explain concepts of
incarnation, salvation and love in Christianity; describe some of the ways the Christmas
story offers meaning to the lives of Christians today; list some Christian perspectives on
the purpose of Jesus’ life and the value of human life; identify beliefs of others and express
their own views, explaining their reasons; express their own values and commitments,
relating their insight to the study of Christianity; reflect on questions about the purpose of
human existence, formulating their own response to such questions
some pupils will not have made so much progress and will: describe the main Christian
beliefs associated with Christmas and understand something of the concept of incarnation;
identify and consider some basic questions about human experience posed by the
Christmas story and celebrations, and consider their own response to such questions;
identify beliefs of others and express their own views, giving at least one reason
some pupils will have progressed further and will: evaluate critically the Christian belief
in Jesus as saviour; analyse what beliefs lie behind Christmas celebrations; begin to
explain Christian practice and ways of life in relation to their historical and cultural
contexts; describe some Christian values concerning love, service and sacrifice
Prior learning
It is helpful if pupils have:
• knowledge of the Christmas story and celebrations
• been taught something of the importance of Christmas to Christianity
• been taught some of the ways in which religious people try to serve others in their local
community
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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Language for learning
Through the activities in this unit pupils will be able to understand, use and spell correctly
words relating to the study of:
• religion, eg faith, prophecy and mission
• Christianity, eg incarnation, salvation, forgiveness
Speaking and listening – through the activities pupils could:
• listen for a specific purpose, note the main points and consider their relevance and validity
Reading – through the activities pupils could:
• select relevant information and link to their information, from a range of sources
Writing – through the activities pupils could:
• group sentences into paragraphs that are clearly focused and well developed
• show relationships between ideas by links which show purpose, eg in order to, so that, and
reservations, eg although, unless, if
Resources
As well as a range of textbooks and published resources, this unit will be enhanced by the
use of original ancient and modern materials from Christian sources, including:
• biblical source material
• resources from a variety of media – visual, video and poetic resources that exemplify ideas
within the units
• Christian artefacts – icons and paintings
• a classroom visit from a member of the Christian community
Out-of-school learning
Pupils could:
• visit Christian churches to see how Jesus is portrayed in works of art
• visit a museum or art gallery to look at the ways in which the Christmas story and
especially the Incarnation have been portrayed visually across the centuries
• talk to Christian leaders about their beliefs on the Incarnation and the Virgin Birth
Future learning
Pupils could go on to:
• develop critical thinking about the Incarnation, studying a wider range of responses to
Christian belief in the nature of God and the Trinity
• study in greater detail how Christians seek to follow Jesus’ example in helping others
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
• explain the term Messiah
• identify how Christians and
Jews understand the concept
of rescue
• An up-to-date rescue story that shows
bravery and risk would introduce the
idea of Jesus coming to save the
world.
• It is good practice to use a version of
the Old Testament that is easily
understood by the pupils.
• Teaching should clarify the distinction
between ‘prophecy’ and ‘prophesy’,
and ‘prophet’ and ‘profit’.
• Language for learning: the writing task
requires careful organisation of ideas
and information. A prompt list of key
points or questions will help, as will a
reminder of appropriate link words.
Some pupils may benefit from using a
writing frame.
Who is the Messiah?
• to use the terms Messiah and • Look at an account of a modern-day rescue story. Give pupils some
prophecy correctly
situations where they have to make decisions about how to rescue people.
• to understand how Christians
Talk about the concept of rescue and how Christians believe that God sent
interpret the Old Testament as
Jesus to rescue humankind from sin. Discuss the concepts of sin.
prophecy about the coming of • Inform the pupils who Isaiah was and about the period in which he wrote.
Jesus
Then read Isaiah 92, 96–7 and 111–3 and ask pupils to make a list of qualities
• to reflect on the concept of
that the passage says the Messiah will have. Contrast these with the nature
rescue
of sins.
• As the class go through the list, explain the concept of the Messiah in
greater detail, and what the name of Jesus means.
• Pupils write their answers to the questions What does Isaiah tell the Jews
about what the Messiah was to be like? How important is the concept of
rescue to Christians?
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
What happened at Jesus’ birth?
• about the content of one
• Show a video of the birth story of Jesus or works of art illustrating it. Then
• identify theological concepts
biblical account of the birth of
read John 11–14 and ask pupils to identify who ‘the Word’ is, what He will do.
of the Incarnation in the Bible
Jesus
Talk about the concept of incarnation. Discuss the ways in which the
• explain concepts related to
the Incarnation, eg the Virgin
• about the meaning of the birth
presentation of the birth of Jesus in John 1 11–14 differs from the more familiar
Birth
story for Christians today
accounts in Matthew and Luke.
• about the meaning of the term • Give pupils three versions of John 1 11–14, eg from Good News, New
International Version and Revised Standard Version bibles, and give a list of
incarnation
concepts to identify, eg Jesus as God’s son, Jesus as one who brings light,
Jesus as human, Jesus and truth, Jesus and darkness. Ask pupils to locate
the concepts in the three versions and explain what they think the concepts
could mean about Jesus.
• Ask pupils to answer these questions after teacher input What does the
name Jesus mean? Why is the Virgin Birth important to some Christians?
What was unusual about where Jesus was born? What were two of the titles
the angels gave Jesus and why did they choose them?
• Design a survey sheet that the pupils can use to collect Christians’ views on
why the Christmas story is still important, and what they do at Christmas to
celebrate the story. The survey can be done for homework.
• Ask pupils to design a Christmas card based on John 1 11–14. This will involve
interpreting the theology of John’s version and require them to explore the
symbolism.
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• The video Jesus, based purely on the
Gospel of Luke, would work well in
this context.
• When giving pupils a survey to do be
clear about how many people they
must ask as a minimum. Some pupils
may need help in identifying people to
ask.
• ICT: pupils could use a spreadsheet
or database to record, present and
analyse the data from their
questionnaire.
• An alternative activity could be for
pupils to contrast biblical narratives
with ‘Christmas card’ theology.
RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
What beliefs about Jesus does Christmas reveal?
• to analyse their surveys to
identify relevant information
• about concepts and practices
to do with Christmas
• the importance of Christmas
to Christians today
© QCA 2000
• Analyse pupils’ surveys by discussing as a class the responses. Ask pupils • identify Christian concepts to
to make a rough list of the concepts about Jesus as they emerge throughout
do with Christmas,
eg celebration, thankfulness,
the discussion.
awe
• Looking at Luke 126–38, 21–20, ask pupils to identify where the concepts that
they have on their list come from in the story. Write up a report on the class • describe some of the ways in
surveys identifying what they show about Christian beliefs.
which Christians celebrate
• Investigate how these concepts are celebrated by Christians throughout the
Christmas and explain why
world at Christmas through reading some written sources as a class. Ask
they do so
pupils to write about what Christians do at Christmas to celebrate Jesus’
• identify concepts involved in
birth and why. Ask pupils to write a poem or a piece of prose to go into a
the Incarnation from a biblical
church magazine for Christmas on ‘What Christmas should mean’.
account
• explain the meaning of
Christmas to Christians
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• Language for learning: writing a report
on the class surveys requires clear
structure and focus so pupils will need
reminders of, or help with, how to
group sentences into paragraphs
which are clearly focused and in
developed English.
• English: the writing of poems could
provide a cross-curricular link to
English.
• ICT: the poems or prose could be
word processed.
• The poems or prose could also be put
on display, or published in the school
magazine.
RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
• explain what Christians mean
by ‘love’
• describe how Jesus showed
love in his life
• identify how Christians could
be affected by the example of
Jesus
• reflect on the importance of
love in their lives
• Language for learning: this lesson
gives opportunity for pupils to
research for homework or as an
extension task how these stories are
interpreted by Christians today,
providing opportunity to select
relevant information from a range of
sources.
• present findings on a spider
diagram about the ways in
which an organisation/person
shows love in action
• evaluate the
organisation/person’s actions
• To prepare the pupils for the Christian
visitor in the next lesson, a homework
activity could be to plan some
questions which will explore issues
arising from prior learning.
• This section can connect with work on
justice in year 7.
What was Jesus like when he grew up?
• about the Christian concept of • Ask pupils to work in pairs to define ‘love’. Share definitions and decide as a
love
class which ones are the best and why. Now ask the pupils to think of
• about the two stories that
examples of how people show their love – display a list of their examples.
illustrate how Jesus showed
Read John 316 and ask the pupils what this verse from the Bible is saying
love
about God’s love. Ask the pupils to write down the verse and explain
• how these stories are used by
underneath how love is shown.
Christians today
• Using the Bible read extracts from Jesus’ life that show how he showed love,
eg Luke 517–26, 840–56. Ask the pupils to read the stories in groups and list
• to reflect on the importance of
love in their lives
what Jesus did and how his actions showed love. As a class, discuss their
ideas and ask them what they think these stories teach Christians today.
Ask pupils to write up their research under the title ‘How Jesus showed love
in his life, and what I think these stories teach Christians today’. Ask pupils
to consider the importance of love in their lives, and answer the question
Could they enjoy life without love?
• For homework pupils can research examples of what churches do to show
love, taken from some church notice sheets, magazines and notice boards.
• Pupils could also be encouraged to link these examples to related
information or evidence from other sources.
How do Christians show love today?
• about one organisation/person • Produce a spider diagram showing examples of what churches do to show
love in action, eg feeding the homeless, kids’ club.
who shows love in action
• Watch a video of a modern-day example of love in action, eg Tear
• to evaluate the
Fund/Christian Aid/Jackie Pullinger, asking pupils to note down ways in
organisation/person’s actions
which the organisation/person shows love in action. Imagine what this work
means for people living in difficult situations.
• Discuss pupils’ lists, and then ask them in groups to answer questions on
the organisation/person, eg explain how far you think ‘X’ shows love in
action, making sure that you give examples to back up your points.
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
• explain in writing the
importance of salvation in
Christianity, with reference to
biblical examples
• Language for learning: this
explanatory writing can be supported
by prompts on key points and on
useful link words of purpose.
• It is important that pupils understand
clearly what expectations you have of
them when receiving visitors. To make
the best use of visitors it is important
to brief them well on what pupils have
been studying and on objectives for
the lesson.
• If a visit is to be arranged it would be
best to invite a range of
individuals/organisations whose
beliefs reflect a wider concept of
salvation.
• Language for learning: pupils should
be prepared to listen for a specific
purpose, to note the main points and
consider their relevance and validity.
Class or group discussion afterwards
can help pupils to share and check
their notes and discuss the
importance and relevance of the
points. This would prepare pupils for a
homework task to write up an account
of the visit.
How important is salvation to Christians?
• the importance of salvation in • Recap the changes love in action may mean for people. Discuss words that
Christianity
describe the move from evil to good.
• how to read and interpret
• Read Luke 151–7 and ask pupils to think about why Jesus is telling this
biblical material
parable. Explain that Jesus didn’t just show love through his actions – he
• to prepare a set of appropriate
also did it through his teaching.
questions to put to a visitor
• Recap John 316 and the meaning of Jesus’ name and what Christians
believe about the purpose of his birth. Discuss the concept of salvation.
From what? To what?
• Ask pupils to answer in writing What does the parable of the lost sheep tell
us about Jesus’ purpose? What does it tell us about the concept of
salvation? How does the parable link to John 3 16?
• Introduce the visitor to the class and ask them to talk about John 3 16. Then
allow the pupils to question the visitor about salvation, and which they think
is more important: what you believe or what you do, and how they may be
connected.
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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LEARNING OBJECTIVES
PUPILS SHOULD LEARN
POSSIBLE TEACHING ACTIVITIES
LEARNING OUTCOMES
PUPILS
POINTS TO NOTE
Why is Christmas an important Christian festival?
• to evaluate Christian beliefs
about the Incarnation
• to select, organise and
structure information in a
piece of extended writing
© QCA 2000
• Referring back to the first lesson in this unit and the list of qualities that were • explain Christian beliefs about • The piece of extended writing could
prophesied about the Messiah, ask pupils to think about ways in which they
the Incarnation
be used for RE assessment purposes.
can see Jesus fulfilling them.
• produce a piece of extended
• There is opportunity to use IT skills
• Ask the class to discuss their thoughts, and go on to discuss why they think
writing of at least 300 words,
here, if pupils were to word process
Christmas is an important Christian festival.
with effective use of clearly
their work.
• Look at specific internet resources relating to Christmas, eg Christmas in
focused paragraphs and an
• Language for learning: the skeleton
Bethlehem in the Holy Land section of www.megastories.com, and make
appropriate sequence
plan or framework might outline a
use of them to compare what Christmas means to different people.
possible sequence, with subheadings
• Give pupils the task of completing a piece of extended writing: What is the
for each paragraph. Some pupils may
meaning of Jesus for Christians today, referring especially to the
need a set of topic sentence stems to
Incarnation? Give the pupils a set time to plan their answer and to write it
support their writing. They may also
up, and set a minimum of 300 words. Ask them to refer to ideas from each
benefit from reminders of useful
lesson in this final piece of writing.
punctuation displayed in the
classroom or modelled on the task
sheet.
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RE-Unit 8A What does Jesus’ Incarnation mean to us today?
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