Awareness, Mystery and Value (AMV) 2011:
Key Stage 2 Unit 3 Why do religious books and teachings matter? Focus THE BIBLE [C & F]
This unit explores how the Christian religion and beliefs express values and commitments in written form and how value is attached
to the writing
About this example
This example is intended to provide a set of learning activities for a Year 5 or 6 class.
It was written by Sue Thompson for Elmlea Junior School, Bristol.
Where the example fits into the new primary curriculum
This example will be used as a ‘stand-alone’ sequence of learning within a discrete unit of learning for RE.
Essentials for learning and life. This sample scheme will support pupils to learn how to listen attentively, talk clearly and confidently about
their thoughts, opinions and ideas (Literacy), investigate and communicate (learning and thinking skills) and to develop higher order thinking
skills through the study of the Bible.
Prior Learning
Pupils will have some experience of and practice at being able to put forward a point of view and say why things are important, giving reasons.
They will have looked at religious writings from other faith groups and will have some knowledge of the Bible.
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Featured Religions / Beliefs
Christianity
Areas of Enquiry
AT 1: Learning ABOUT religion and belief
AT 2: Learning FROM religion and belief
A. Beliefs, teachings and sources
D. Identity and belonging
B. Practices and ways of life
E. Meaning, purpose and truth
C. Forms of expression
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
F. Values and commitments
Key Question: Why does the Bible matter?
Supplementary Questions
a)
b)
c)
d)
e)
What different kinds of writing and story are there in the Bible that are important to Christians?
Where in the Bible do the special kinds of writing and stories come from?
How do Christian communities value special books and writings?
What are some of the moral messages that can be found Bible stories?
How can I best express my beliefs and ideas?
Resources
The following texts and e-resources have been used for the sample learning activities below. Teachers are of course, free to vary the resources
suggested here to suit their pupils.
Selection of different types of Bibles
www.request.org.uk/main/bible
Copies of different translations of the Bible
Copies of Lion children’s Bibles
Copy of The Street Bible
Pathways of Belief “The Bible” DVD and teachers’ notes
List of statements about the Bible
www.bbclearningzone clip 7028
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Learning Outside the Classroom
Pupils could have had the opportunity to listen to a Christian speak about the importance of the Bible to their life.
Expectations: C & F are the focus areas of enquiry identified on the previous page
By the end of this sequence of learning:
All pupils:
Most pupils (majority class expectation):
Some pupils:
C3 use religious words to describe some of
the different ways in which people show their
beliefs
C4 describe how religious beliefs, ideas and
feelings are expressed in a range of styles
and suggest what they mean
C5 use a wide religious vocabulary in
suggesting reasons for the ways people
express their faith
F3 link things that are important to me and
other people with the way I think and behave
F4 ask questions about the moral decisions I
and other people make, and suggest what
might happen as a result of different
decisions, including those made with
reference to religious beliefs/values
F5 ask questions about things that are
important to me and to other people and
suggest answers which relate to my own and
others’ lives
These statements are taken from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/syllabus/standardsand-assessment/
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Key Question: Why is the Bible special to Christians?
Key vocabulary: Bible, best seller, inspired word of God, guide, Old and New Testament, books, chapters, Psalms, prophesies, history, laws
and rules, advice, wise sayings, poetry, gospels, letters
Learning objectives
and questions
Lesson 1
Pupils will:
 find out about the
Old Testament (or
Hebrew Bible) and
about the part it
plays in the lives of
Christians and
Jews
 begin to
understand why
the Bible is
important to
believers
Questions:
What is the Bible?
Why is it important to
Christians?
Suggested activities for teaching and learning
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Discuss with pupils if we were going to write a book
about our class what we would include and who would
write it (information about people, rules, significant
events etc.).
Ask children who they think wrote the Bible. (Many
writers).
Tell the children that Christians believe the Bible is the
‘Word of God’ but it doesn’t mean he dictated or wrote
it, but inspired different people at different times to write
about their experience of him.
Hold up a Bible. Ask children to say how many books
they think it contains. (66) But don’t tell them!
Watch the DVD Programme 1
Look at various copies of the Bible so that they become
familiar with it.
Look at Photocards 1 & 2 and ask children to imagine
they were the shepherd boy
Outcomes
Pupils:
 have some knowledge
of the Old Testament
part of the Bible
 can explain what is
meant by “The inspired
word of God” for
Christians
 choose a story to tell
through drama
References, points to note,
resources
Selection of different types of
Bibles
www.request.org.uk/main/bible
Copy of The Street Bible
Pathways of Belief “The Bible”
DVD and teachers’ notes
ACTIVITIES:
Record in a spider diagram important facts about the Bible
or
Say why the Bible is important to Christians
or
In groups, read an OT story from the Street Bible and act it
PLENARY:
Recap on the questions
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Lessons 2
Pupils will:
 read a selection of
Psalms

understand why the
Psalms might be
important/helpful to
Christians
Questions:
What are the Psalms?
Why were the Psalms
written?
Recap with the pupils on previous lesson. Remind them of:
o Some of the contents (history, laws, life stories etc.)
o The 2 parts (OT & NT)
o How many books it contains (66)
o What Christians believe about it
Tell the children about a part of the Bible called the Psalms
(Brief Summary: The Book of Psalms is a collection of prayers,
poems, and hymns that focus the worshiper's thoughts on God in
praise and adoration. Parts of this book were used as a hymnal in
the worship services of ancient Israel. The musical heritage of the
psalms is demonstrated by its title. It comes from a Greek word
which means "a song sung to the accompaniment of a musical
instrument.")
Tell the pupils that many of the Psalms were written by many
people but 73 were attributed to David
The common themes are worship, wisdom, sin & evil, judgement,
justice and many foretell the coming of the Messiah. Lead on to
the ideas below
We can bring all our feelings to God—no matter how negative or
complaining they may be—and we can rest assured that He will
hear and understand. The psalmist teaches us that the most
profound prayer of all is a cry for help as we find ourselves
overwhelmed by the problems of life.
Read a selection of Psalms
Pupils:
 know that the Psalms
were written by many
people and can identify
some of the themes found
in the themes
Psalm 55 v 5-6

Psalm 145 v 1-2
can express an emotion,
belief, idea or feeling and
write about it in the form
of a Psalm
Bible(s)
Psalm 69 v 1-3
Psalm 23
Psalm 42 v 1-4
ACTIVITY:
Write a Psalm based on an emotion, belief, idea or feeling you
would like to express
PLENARY:
Some pupils read their Psalms if they are comfortable doing so
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Lesson 3
Pupils will:
 find out about the
New Testament
and the part it plays
in Christians’ lives

understand why the
Psalms might be
important/helpful to
Christians
Question:
What would I find in the
New Testament?
Talk about who Jesus was
Use the map to show the places with which he is linked
Recap on what the New Testament is and why it is important to
Christians (see teachers’ notes)
Show the timeline activity and complete in groups or together
Tell the pupils that there are 4 gospels (Matthew, Mark, Luke and
John) and that these tell the story of Jesus
(NB – gospel means “good news”)
ACTIVITY 1:
In groups on large pieces of paper write ideas of what you would
find in the New Testament
MINI PLENARY:
Draw each group’s ideas together
ACTIVITY 2:
Look at some key gospel passages to see why the writers of the
gospels talked about Jesus and his message as “Good News”
Record in a spider diagram or a piece of writing
Pupils:
 know that there are 4
gospels and they can
explain some of the
stories found in them
Pathways of Belief DVD
(The Bible) and
teachers’ notes
Use own Bibles and
select from these
references:
Matthew 1 v 20
Matthew 2 v 2
Matthew 3 v 16-17
Matthew 4 v 10
Matthew 4 v 23
Luke 5 (Mark 2 1-12)
Luke 6 v 20
Luke 6 v 27
Mark 10 v 10
Luke 17 v 11-19
Mark 14 v 9
Mark 16 v 9 & 20 or
Lions Children’s Bibles
p 167-169
p 179-180
p 184-185
p 189-190
p 218-219
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Lesson 4
Pupils will:
 learn the meaning
of the word
“parable”
 research some of
the parables that
Jesus told
Question:
What is a parable and
why did Jesus tell
them?
Start a discussion with the pupils on what a parable is
(a short story, told to illustrate a religious idea or a moral idea)
Tell the pupils that Jesus used situations that his followers would
be familiar with e.g.
farming, fishing, lost items, situations with neighbours, working,
earning money, rich people, praying, building on good foundations,
etc.
Ask pupils what messages they think Jesus would want to convey
through parables
Look at The Lost Son sequence on the DVD again and identify the
key messages
Pupils:
 know what a parable is
The Bible DVD
Children’s Bibles

can tell some parables
and explain their
meanings

produce their own
interpretation of a parable
ACTIVITY:
Choose another parable (there are 39 to choose from)
Either:
Recount it and give an explanation of the intended
message/teaching
or
Produce a piece of interpretative artwork to illustrate a parable,
then explain the message/teaching
or
Allocate everyone in the class a different parable and ask them to
produce a piece of artwork. Then collate all pieces of work into a
combined piece
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Lesson 5/6
Pupils will:
 prepare questions
for a visiting
Christian
 through listening to
his/her answers
learn about the
value/importance
the speaker places
on the Bible
Question:
Why is the Bible
special to …?
Explain to the pupils that they will have the opportunity to hear a
local Christian speak about the importance of the Bible to them
ACTIVITY 1:
In pairs or groups, pose questions to ask the Christian about the
Bible. These questions should be those that help them to
understand what it is about the Bible that makes it so special to the
person
E.g.
How often do you read your Bible?
Do you have a favourite part?
Do you believe it all?
Do you find some parts difficult to understand?
Why do you think it is important to read the Bible?
Pupils:
 can pose high quality
questions to help them
understand why the Bible
is important to a Christian

Christian speaker
listen to answers and
record the key points
ACTIVITY 2:
Ask the questions and make notes on the speaker’s responses
ACTIVITY 3:
Make a mind map on the theme:
Why the Bible is important to …
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Lesson 7
Pupils will:
 consider some
given statements
about the Bible and
decide on their
importance
Question:
What are my ideas
about the importance of
the Bible?
Lead into this lesson by showing the clip (7028) about Marie Jones
and how she saved for 6 years to buy her own Bible
Explain that the Bible can have importance for many different
reasons to many different people.
Give pupils a list of statements about the Bible
e.g.
o It helps people when they are in trouble
o It teaches us what people are like
o It is the inspired word of God
o It tells the history of the Jewish people
o The Bible has transformed the world
o People are willing to die for it
o It contains a life-changing message
o It connects you to History’s most important figure
Pupils:
 have experience of
analysing a series of
statements about the
Bible

List of statements about the
Bible
www.bbclearningzone
clip 7028
clip 311
can express their own
ideas and beliefs through
a ranking activity
ACTIVITY 1:
Make a ranking ladder, placing the statements in order of
importance
ACTIVITY 2:
Justify your reasons
PLENARY:
Show BBC clip Updating the Bible to hear a very modern version
of the creation story (311)
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RECORD OF ATTAINMENT
KS2 Unit 3:Why do religious books and teachings matter? THE BIBLE (C & F) Year 5/6
All pupils: (Level 3)
Most pupils - majority class expectation:
(Level 4)
Some pupils: (Level 5)
C3 use religious words to describe some of
the different ways in which people show their
beliefs
F3 link things that are important to me and
other people with the way I think and behave
C4 describe how religious beliefs, ideas and
feelings are expressed in a range of styles
and suggest what they mean
F4 ask questions about the moral decisions I
and other people make, and suggest what
might happen as a result of different
decisions, including those made with
reference to religious beliefs/values
C5 use a wide religious vocabulary in
suggesting reasons for the ways people
express their faith
F5 ask questions about things that are
important to me and to other people and
suggest answers which relate to my own and
others’ lives
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