Christianity: Jesus
UNIT TITLE
Founders and
Leaders:
Is Jesus a
saviour?
YEAR GROUP: 3
Lancashire SACRE
RE Syllabus:
Non-statutory
exemplification
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 1 13/02/2016
TITLE OF UNIT: Founders and Leaders: Is Jesus a
saviour?
YEAR GROUP: 3
About this unit:
In this unit for 7-8 year olds, pupils will focus on exploring the teaching and example of Jesus and
on Christian beliefs about Jesus today. They will be able to answer questions about Jesus as an
inspiration to Christians and others, and to understand the idea of Jesus as a saviour in Christian
thinking. Stories of Maundy Thursday and Good Friday are used to explore the Christian concept
of salvation in ways appropriate to the age group. Through examining select examples from the
Gospels, they will learn about the impact of Jesus upon Christian living. Opportunities to
understand the key concept of salvation are built in to the work, which particularly focuses on the
link between beliefs and behaviour in living religious traditions: if a Christian believes Jesus is a
saviour, what difference does it make?
The unit focuses on the idea of salvation in the Christian traditions, and on Jesus as saviour. In
exploring the reasons why Christians call Jesus ‘saviour’, and through thinking about the meaning
of the stories of Maundy Thursday and Good Friday, pupils will be able to think for themselves.
Questions such as ‘Does humanity need saving?’ and ‘Who did Jesus save?’ may lead on to
questions about pupils’ own experiences.
Where this unit fits in:
This unit builds upon the FS, Year 1 and 2 Units on Christianity, which focused upon love, new life and
stories of power and miracles. It is the major place where pupils will get a sense of the outline of Jesus’
life and lays the foundations for work in later key stage 2 units on Easter / Sacrifice, Revelation and
Reconciliation. The unit will make significant connections to pupils’ own understanding of what it means
to be human. Part of the learning from Christianity that is planned is to consider questions about
salvation for themselves.
This unit in the whole primary curriculum
As the Rose review proposes new structures for the primary curriculum, teachers need to
think about how these units connect with the big ideas of human, social and environmental
understanding. This unit connects to the big ideas in substantial ways:

Time and change: the unit shows how stories and concepts from the origins of
Christianity are used and loved today by Christian communities;

Place, space and scale: pupils will engage with a range of religious practice from
different examples of world Christianity;

Identity, community and diversity: there is a focus on the ways that shared
stories and celebrations promote identity;

Questions of meaning and value: pupils explore the meaning and value of the
idea of salvation for Christian communities;

Making connections: good teaching in this unit will link up beliefs and behaviour:
what difference does believing make to life?
The unit enables pupils to make links to foundations of Christian morality in the two great
commandments:
 Love of God (expressed through the last days and death of Jesus)
 Love of neighbour as of self (explored by pupils through reflection on the meanings of salvation and
the roles of different characters in the stories of Maundy Thursday and Good Friday)
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 2 13/02/2016
This unit and the field of enquiry
Shared Human Experience
 Questions about the human condition relate to
whether we need to be ‘saved’ from ourselves,
from evil, from death.
 The idea of salvation, from God, from within,
or in community, is widely explored in religion.
 What we believe about questions of salvation
has an impact o how we live.
Beliefs and Values
Christians believe that
 Jesus preached a gospel of good news:
 God’s love is universal and when we
experience failure, God can save us from evil,
from ourselves and from death.
 The story of Good Friday expresses the depth
of divine love and opens a spiritual path from
despair to hope, from death to life.
Search for Personal Meaning
 What can I learn from Christianity about the
idea of salvation?
 When people fail, or are disappointed with
themselves, what can be done to make a
fresh start?
 What do I believe about being saved, about
guilt and about making fresh starts?
Living Religious Traditions
 Christianity offers resources for exploring
questions about how God reveals himself
through the Easter story.
 The events and remembrance of Maundy
Thursday and Good Friday present the
Christian community’s belief in divine salvation
 What does it mean to believe in this salvation?
Varied answers come from within the
community.
.
The unit will provide these opportunities.
 Pupils have opportunities to consider a range of views about questions of what it means to
be human, and about salvation.
 From the study of sources of authority within religion ~ Bible stories from the gospels ~
pupils will be able to examine and develop reasoned viewpoints about Christian ideas of
salvation. They will encounter some diverse views about the key idea of salvation.
 In this example, viewpoints from Christianity will be considered. Any school may plan to
address the questions of the unit with reference to another religious tradition.

Pupils will be able to think about their own experiences of change or salvation
Significant background ideas:
This links to the faith focus: refer to the Curriculum Support Materials on CD1 of the 2006
Lancashire Syllabus.


In Christian traditions, belief in God as creator is a key to understanding the world and
human nature, and sacred text, story and theological ideas contribute to Christian
understanding of what it means to be human. Various accounts of the idea of salvation are
held among Christians. Christians teach that God in Jesus is the saviour of the world. The
events of Maundy Thursday and Good Friday illustrate the extent of God’s love through
Jesus. This saviour is also a servant to the community.
The idea of Salvation is important in Christianity because it gives Christians hope that
God’s love supports people in their experience of failure, or despair, including those who
are alienated and unloved. This leads some Christians to emulate Jesus in the service of
the most disadvantaged or excluded people.
Estimated teaching time for this unit: 7 hours. It is recognised that this unit provides more
teaching ideas than a class will cover in 7 hours. Teachers are invited to plan their own use of
some of the learning ideas below, ensuring depth of learning rather than covering everything.
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 3 13/02/2016
ATTITUDES FOCUS: Pupils will explore attitudes of




Self Awareness: Feeling confident about expressing beliefs about the importance of Jesus and the
idea of salvation
Respect for all: Developing skills of listening and a willingness to learn from others’ views about
Jesus, even when different from their own.
Open-mindedness: being willing to learn and gain new understanding from others people’s beliefs
about Jesus and salvation.
Appreciation and wonder: Developing pupils’ capacity to respond to questions about the
importance of Jesus, and the ways in which he is an inspiration or a saviour for Christian people
today.
Prior
learning
It is helpful
if pupils
have
studied the
units on
Christianity
at FS2, and
Y1 and 2,
and
recapped
on these
with the
teacher.
Vocabulary
Resources
In this unit, pupils
will have an
opportunity to use
words and phrases
related to:
The specific
religion:
Christianity
Saviour, Salvation
Christ, Jesus
Christian, Teacher
Rabbi, Bread
Shepherd, Light
Parables, Disciple
Trinity, Miracle
Crucifixion,
Resurrection,
Visual resources
 A selection of images of Jesus from a variety of sources and
historical periods See below and Google Image
 Christian artefacts
 Picturing Easter by Lat Blaylock and Victoria Ikwuemesi, RE Today,
2008 is a pack of pictures, CD and book on the themes of this unit.
 www.ngfl-cymru.org.uk is the Welsh Virtual Teacher Centre. It
contains some good materials for teaching to this age group.
 Christian artefacts (images):
www.strath.ac.uk/Departments/SocialStudies/RE/Database/Graphi
cs/Artefacts/CAfacts.html
 Rejesus: http://rejesus.co.uk
 RE:Quest: www.request.org.uk
 The National Society supports RE with some books and this website
on ‘Encountering Christianity’ www.encounterchristianity.co.uk
 Miracle Maker Warner Home video / DVD – an almost
indispensable help to teaching about Jesus, this 90 minute
animated life of Jesus is supported by a fine website of teaching
ideas from the Bible Society UK: www.themiraclemaker.org.uk
 Pathways of Belief videos and teachers notes. BBC
 Animated World faiths Prog 1 Life of Christ;
 Picturing Jesus Packs A and B Lat Blaylock RE Today (see
publishers catalogues for wide selection)
Religion in General:
Follower, Founder
God, Belief
Faith, Teacher.
Religious and
Human
Experiences:
Inspiration,
excitement,
disappointment,
betrayal,
remembrance,
failure,
despair
elation,
wonder,
bewilderment
Celebration
Festival
Reflection
Books
 RE Ideas: Christianity (ed. Draycott, RE Today: Copiable pack of
50+ lessons for KS2 Christianity
 Jesus (Developing Primary RE series) RE Today
 Faith stories (Developing Primary RE Series) RE Today
 Teaching about Jesus Anthony Ewens & Mary Stone (RMEP)
 Jesus J Aylett & R Holden-Storey Hodder & Stoughton
 The Life of Jesus D Stent Blackwell
Artefacts religious artefacts for Christianity are available to
purchase from:
Articles of Faith (Tel: 0161 763 6232)
Religion in Evidence / TTS (Freephone 0800 137525)]
ICT (CD Roms / Websites) (Correct at time of publication)
www.natre.org.uk/spiritedarts contains a great range of pupil art work
inspired by the life of Jesus.
www.theresite.org.uk
www.re-xs.ucsm.ac.uk/schools/
www.request.org.uk
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 4 13/02/2016
Contributions to spiritual, moral, social and cultural development of pupils( links directly to
framework)



Spiritually, by learning about and reflecting on important concepts, experiences and beliefs that are at
the heart Christianity, including the concept of Jesus the saviour.
Morally, by considering what is of ultimate value to pupils and believers through studying the teaching
and example of Jesus;
Culturally, by considering how beliefs about Jesus as saviour have been expressed through the creative
and expressive arts and encountering the creative and expressive arts from differing cultures
EXPECTATIONS:
At the end of this unit AT1 AT2
Pupils working towards the
expected level will be able to
(Level 2):

Use religious words and phrases,
(such as saviour, communion) to
identify key aspects of Jesus’ life
and teachings.

Show awareness of how different
people describe Jesus

Suggest a meaning from a story of
Jesus or a symbol of Jesus.

Retell some stories of Jesus and
talk about Jesus saving other
people.

Identify how Jesus has been
represented in different ways.

Respond sensitively to questions
about the importance of Jesus for
themselves and others.
Pupils working at the expected level
(L3) will be able to

Use a developing religious
vocabulary, such as salvation,
saviour, resurrection, forgiveness,
communion) to describe key
aspects of Jesus’ life and
teachings.

Make links between some
Christian beliefs and some stories
about Jesus found in the New
Testament, especially about Jesus
as saviour.

Begin to identify the impact that
believing in Jesus as saviour has
on a Christian’s life.

Describe some ways in which
Jesus has been represented in art
or music

Ask and consider some important
questions of their own about
Jesus, making links between their
own and others’ responses.
Pupils working beyond the
expected level (L4) will be able to

Use a developing religious
vocabulary, to show their
understanding of what Jesus
means to Christians as saviour.

Make connections between
some New Testament stories
about Jesus and Christian
beliefs about salvation.

Describe simply some different
interpretations of Jesus’
teaching and life.

Show that they understand why
Jesus is portrayed in many
different ways in art.

Raise and suggest answers to,
questions about the importance
of Jesus and the impact that
believing in him as saviour
would have on a believer’s
values and commitments.
ASSESSMENT SUGGESTIONS:
A formal assessment of each pupils is neither required nor desirable for every RE unit. Continuing use of
assessment for learning methods is best.
Possible final assessment task:
Pupils are to imagine that they have been asked by a local Church to design a new stained glass window,
which celebrates the life and teachings of Jesus. It is to be called ‘Jesus the Saviour’. Their design needs to be
eye catching, inspiring and informative and show the importance of Jesus for Christians today. It should use a
saying or verse from one of the gospels for a title (give pupils a choice, including examples from the stories of
Maundy Thursday and Good Friday). Pupils to write an explanation: ‘Six reasons why our design for ‘Jesus the
Saviour’ is good’ (less than 100 words).
Assessment Outcome:
Remember to
 illustrate important moments from Jesus’ teachings / life which show the significance of Jesus as a saviour
for Christians
 Show that you understand why ‘Jesus the saviour’ is an important to Christians.
 Use ideas from works of art you have studied and from the Bible
 Suggest why your design would be suitable for a Church near you.
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 5 13/02/2016
Key
questions
Who is an
inspiring
person?
Do some
inspiring
people
save
others?
[SHE]
How do
Christians
express
their belief
about
Jesus as a
saviour?
[LRT/B & V]
LEARNING
OBJECTIVES
To consider
the idea that
we are all
inspired by
other people
sometimes.
To consider
the idea that
some
inspiring
heroes save
other people
from danger.
That there is
no authentic
visual image
of Jesus;
To make links
between
artistic images
of Jesus and
the artist’s
beliefs and
background;
To
understand
how images
of Jesus are
expressions
of faith and
worship;
To select
artistic images
thoughtfully.
TEACHING AND LEARNING
(Including experiences and opportunities)
LEARNING
OUTCOMES
POINTS
TO NOTE
Salvation: what’s that?
 Ask pupils in pairs to make lists of heroes
in movies that they like – Shrek, Buzz
Lightyear, Simba the Lion King, Mr
Incredible and so on. What do these heroes
have in common? Why do people like
them? Do these heroes save others? What
does this mean? How do we show who our
heroes are?
 Discuss with pupils the idea of salvation:
get them to give examples of ‘real world’
heroes in sport, music, TV, film, or other
parts of life. Are some of these heroes
saviours? What would a person do who
was inspired by each of these? Show a
Disney clip in which someone is saved, and
discuss the idea.
 Focus on the idea of ‘salvation’ with
pupils: what does it mean? Explain that in
this unit of RE we are going to find out why
Jesus is a saviour to Christians. Point out
that Christians believe Jesus is real (not
like the Disney heroes) and that people
have been inspired by Him for 2000 years,
in their millions (not like the ‘heroes’ on
TV).
Is Jesus a saviour because of his life
story?
 If you were writing a book about someone,
what important details would include?
Collect ideas.
 Explain that although the Gospels say a lot
about what Jesus said and did, there is no
written description of him and paintings
were not done until at least 150 years after
his death. Why do they think this is?
 Explain that all images of Jesus are
influenced by the artist’s experiences,
beliefs and background.
 They are to think about the following
questions: What do you notice about the
way that Jesus is drawn in this picture?
What do you think the artist is trying to say
about Jesus? What did the artist get from
the Bible? What did the artist add to the
Bible themselves?
 Ask pupils to think about the idea that Jesus
is a saviour. Which images express this
idea best? How and why?
I can talk
simply about
salvation and
use words like
‘rescue’ ‘save’
and ‘help’ to
do so.
The unit
uses the
big idea of
salvation
as a core
concept,
but also the
idea of
Jesus as
an
inspiration.
This latter
idea makes
space for
learning
from
religion
particularly
for those
who are
not
Christians
but may yet
find Jesus’
teaching
inspiring.
Links to Art
Links to
ICT
There are
many
photo
packs
available
that contain
different
images of
Jesus.
I can respond
to stories of
rescue and
heroes for
myself.
Respond
sensitively to
some images
of Jesus from
the global
Christian art of
today.
Identify
similarities and
differences in
the way in
which Jesus
has been
portrayed
Describe what
the images of
Jesus show
about the
beliefs of the
artist
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 6 13/02/2016
Some good
examples
can be
found on
the web:
www.rejesu
s.org is a
good
starting
point.
6
Why do
Christians
call the day
when their
saviour
died ‘Good
Friday’?
To make links
between the
stories of
Maundy
Thursday and
Good Friday
and belief in
Jesus as
saviour.
[B&V]
To
understand
how stories
about Jesus
last supper
and his
crucifixion
connect to the
idea that
Jesus is a
saviour.
What do
Christians
do to
remember
the last
supper and
Jesus as
saviour?
[LRT / B&V /
SPM]
To describe
what happens
at a service of
communion /
Eucharist
To make links
between the
Last Supper
and the
worship of the
Eucharist.
How do Christian artists show Jesus as
the saviour in the stories of Maundy
Thursday and Good Friday?
 Pupils look at a number of pictures of Jesus,
including images of the washing of the
disciples’ feet, the last supper, the betrayal
of Jesus, the trials of Jesus and the
crucifixion. Tell the stories associated with
these images.
 Ask pupils what the artists might think of
Jesus. Do they like him? Believe in him?
Think he is important? Worship him? Call
him saviour? Explore the ways the artists
express their ideas.
 Tell the story of Barabbas, the thief released
instead of Jesus. Did Jesus save him?
 Tell the story of the thieves crucified with
Jesus: one, who asked Jesus to remember
him, was told by Jesus on the cross that
they would meet that day in Paradise. Did
Jesus save him?
 Ask and consider in discussion why
Christians think Jesus death saved the
world.
 Who was Jesus rescuing? How? Write an
account/conduct a television interview from
viewpoint of a bystander, Disciple, guard,
Pilot etc. which presents their reaction to
events. Focus on Jesus’ words/actions,
especially to Judas, court, and on cross to
thieves and God.
 Examine the symbolism of cross/crucifix as
representing death, salvation/resurrection
and design their own version.
 Explore Christian response to Saviour in
music and art. E.g. hymns, songs,
paintings, sculpture, stained glass.
Why do Christians use bread and wine as
reminders of Jesus?
 Show pupils how Christians celebrate
Eucharist / The Lord’s Supper / Holy
Communion.
 Explore the symbols of bread and wine,
making connections to the stories and art of
the last supper,
 Discuss the importance of physical
reminders to the children – what do they
treasure because it reminds them of some
important day?
 Consider the idea that the bread and wine
are symbols of salvation.
Describe the
stories of
Jesus and
his last
supper, trials
and death.
Show, using
the right
words, my
understandin
g of the
meaning of
these stories
to
Christians.
Describe
some ways
in which
bread and
wine remind
Christians of
Jesus.
Raise and
consider
questions
about how
the symbols
of bread and
wine
connect to
Jesus’ life
and his
status as the
Saviour to
Christians
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 7 13/02/2016
Select the
images you
use with
care, to be
appropriate
for the age
group, and to
enable a
serious
exploration
without being
frightening.
Picturing
Easter (RE
Today 2008)
is a suitable
resource.
This work
may link up
well with the
section below
about the ‘I
am’ sayings
of Jesus – he
described
himself as’
Bread of Life’
and ‘The
True Vine’.
Higher
achieving
pupils will
make these
links for
themselves
7
What can
we write to
show that
we
understand
the idea of
a saviour?
To use verbal
forms of
expression to
clarify and
deepen their
understanding
of salvation
creatively.
[B&V / SPM]
What kind
of image of
Jesus’ last
days would
I create?
[SPM]
To reflect
upon their
own
interpretations
of stories and
teachings of
Jesus.
How can we express our understanding of
salvation?
 Review what the pupils have learned so far.
A good way to do this uses the final
minutes of the DVD Film ‘The
Miraclemaker’.
 Pupils could write a poem (acrostic, haiku,
sonnet, Easter card verses) or a prayer, or
a drama script (‘What Barabbas did next’?)
to explore the idea of Jesus as rescuer or
saviour. An alternative would be to write
about the ideas: Rescuers, Saviours and
Helpers, instead of explicitly about Jesus.
 This work should focus on exploring
characteristics / qualities they regard as
important. Include possibilities for change,
how this could be brought about and who
could help them.
Can I plan an art work about Jesus and
salvation?
 If appropriate, pupils could create their own
picture of Jesus thinking carefully about
what they want to show about Jesus, the
setting for their picture and what they want
Jesus to be doing.
 They should explain why they have drawn
Jesus like this. One way of doing this is to
give the pupils a choice of five or six parts
of the stories or sayings of Jesus from
Maundy Thursday and Good Friday to
illustrate (this task anticipates the final
assessment task in this unit).
Apply the
ideas I’ve
learned about
Jesus as
saviour for
myself.
Links to
literacy can
be made in
this lesson.
Ask questions
about the
meaning and
purpose of the
different
interpretations
of Jesus’ life
and teachings.
In art
education,
the first
planning
may be
done as a
pencil
sketch in
preparation
for the later
task.
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 8 13/02/2016
8
Who did
Jesus say
he was?
Metaphors
for a
saviour.
[B&V]
To
understand
the symbolic
language
used for
Jesus
To reflect on
the meaning
of the
statements
that Jesus
made about
himself
To
understand
the
importance of
these sayings
for Christians
What kind
of image of
‘Jesus the
Saviour’ for
the 21st
Century
would
pupils like
to create?
[SPM]
To express
their own
ideas,
understanding
and insight
into the
meaning and
significance of
Jesus’ life and
teaching in a
contemporary
context.
Symbols and signs: was Jesus a saviour?
 Start by asking the pupils to symbolise
themselves: “If I was an animal, a car, a
colour, an item of clothing, a kind of food, a
place anywhere on earth, I’d be…
because…” Discuss what this means and
whether it is easy or hard. Sharing the
results in a quiz (‘Who is like a Rolls
Royce? Who is like a silk robe?’) is good
fun.
 Working with symbolic objects: Give each
group an object or picture that represents
one of the ‘I am’ sayings. Possible objects /
pictures: a loaf of bread; a candle, a picture
of: a shepherd or sheep, a signpost, a door,
a vine branch or some grapes, an empty
grave or an image of an angel.
 Pupils are to discuss the following questions:
What is this object? What does it / he / she
do? Why might it / he / she be important?
Feedback ideas
 Jesus and the seven symbols he chose for
himself. Give each group a copy of the ‘I
am saying’ that relates to their object. What
do they think Jesus was trying to say about
himself? Feedback ideas.
 Understanding symbolic language: Pupils
are to explain the meaning of the ‘I am’
sayings using words and pictures.
 Pupils could be given an outline of a person
either blank inside or divided into 7
sections. Pupils are to create an image,
draw a picture for one or all of the ‘I am…’
sayings inside this outline and explain what
it means.
 This lesson sets the assessment of the unit
in motion (refer to the assessment section
above)
 Pupils are to imagine that they have been
asked by a local Church to design a new
stained glass window, which celebrates the
life and teachings of Jesus. It is to be called
‘Jesus the saviour’. Their design needs to
be eye catching, inspiring and informative
and show the importance of Jesus for
Christians today. It should use a saying or
verse from one of the gospels as it’s title
(give pupils some examples to choose
from). Pupils to write an explanation of why
their design is a good one (less than 100
words).
 This task enables links to the art and design
curriculum.
 A package like ‘Kids Paint’ can be used to
make initial designs ideas, linking to the
ICT curriculum
Describe
what the
symbols
used in the ‘I
am’ sayings
show about
Jesus
Identify /
describe the
importance
of Jesus for
Christians
using
religious
vocabulary
(e.g.
inspiring
person,
saviour)
Ask
important
questions
about the
purpose and
meaning of
the symbolic
language
used to
describe
Jesus
I can
express my
own
understandin
g of Jesus
through
creative
work.
I can apply
my own
thinking to
the issues
and respond
thoughtfully
to the
imaginative
possibilities
of the task.
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 9 13/02/2016
The seven
sayings
below do not
show Jesus
just as a
‘good man’.
This unit tries
to bring out
the
uniqueness
of Jesus for
Christians.
The ‘I am’
sayings can
be found in
John 6:35;
9:5; 10:7:
10:14; 11:25;
14:6; 15;5.
Links to
literacy and
the use of
metaphorical
language
Links to NC
Art and
Design 2c:
“use a variety
of methods &
approaches
to communicate observations, ideas
and feelings,
and to design
and make
images and
artefacts.”
9
Is Jesus
still
important
today?
[LRT / SPM]
To develop
skills in
questioning
AOTs (Adults
other than
teachers)
Why Jesus is
important to
Christians
today
(About the
importance of
Jesus for
other faiths)
To reflect
upon who is
important in
their life
What have
we learned
about why
Christians
believe
Jesus is a
saviour?
[B&V / SPM]
To respond
thoughtfully to
Christian
beliefs about
Jesus and to
articulate
some beliefs
and values of
their own.
Looking up to other people.
 Create a class list of all the people they look
up to. What do they admire/like about these
people? How would someone else be able
to tell that this person is important to you?
 Pupils could bring a picture of this person
and this could form part of a class display.
 Invite a Christian to talk to the class about
why Jesus is important to them and the
difference believing in Jesus makes to their
life. (If possible, you could also invite in a
Muslim to talk about the importance of
Jesus in their faith: Isa / Jesus is a Prophet
to Muslims, but not a saviour). Students to
ask questions to the visitor. If possible
record these visits, with pupils as camera
operators.
 Pupils are to write an introduction to the
recording of their visitor explaining who the
person is and why Jesus is so important to
them.
 Pupils consider if anyone is as important to
them and discuss what makes a person
matter to others in this kind of way.
Identify the
impact that
believing
Jesus is the
saviour will
have on a
Christian’s
life
Who is Jesus?
 Arrange for the review of these pieces of
assessed work as a class, and plan a final
discussion.
 If possible get a local Christian (perhaps a
parent?) to visit, comment on the children’s
work and answer questions.
 Remind pupils of the idea of ‘saviour’. Can
they respond to this idea for themselves?
What do they think about Jesus and his
followers today?
I can
respond
thoughtfully
to the
Christian
idea that
Jesus is a
saviour.
Ask
important
questions
about
religion and
beliefs,
making links
between
their own
and other’s
responses
Describe
what
inspires and
influences
themselves
and others
I can
describe the
beliefs of the
Christians
and my own
beliefs.
This activity
enables
pupils to
progress in
their own
search for
personal
meaning.
Links to
Literacy:
May be
helpful to get
the pupils to
prepare
questions
before the
visit
The pupils
may like to
think about
writing a
letter to the
visitor
explaining
about the
visit or/and a
thank you
letter after
the visit
Visitors to the
RE
classroom
make the
most
powerful
contribution
when their
work with
children is
well planned
and focused.
Lat Blaylock / Lancashire SACRE Jan 09
Lat Blaylock / Lancashire SACRE / Scheme of Work / Year Three, Jesus Salvation. 10 13/02/2016
10