Pentecost – Serving – Serving – Year 4
LEARNING FOCUS 1: Pentecost
Illustrate in a way of your choice e.g. writing, drama,
ICT etc, what this scripture passage tells us about what
Christians believe about the power of the Holy Spirit. AT1 (iii) – L3
Write an article entitled ‘Power of the Spirit’ describing
the kind of lives that Christians are living in the present
because of the power of the Holy Spirit and give reasons
for their actions. AT1 (iii) – L3/2
Use a religious painting that depicts Pentecost and
describe the feelings of the people in the painting. AT1 (iii) – L2
Paint a picture depicting the events of Pentecost to be
displayed in the National Gallery. Write a synopsis to
accompany the painting in no more than 100 words. AT1 (i)/(iii) – L2/3
LEARNING FOCUS 2: The Holy Spirit gives courage to Peter and John
Write a character sketch of either Peter or John, giving
reasons for their actions. At1 (iii) – l3
Having read ‘We cannot keep silent’, work in a group to
prepare and present a short drama about an aspect of
life today called ‘Not afraid to speak out’. AT1 (iii) – L2/3
Identify key themes from ‘We cannot keep silent’ and
use these to write a poem or an article entitled ‘Amazing
Courage’, showing how religious belief in the Holy Spirit
shapes life. AT1 (iii) – l4
Prepare a set of questions for Peter and John to find out
why they did what they did. Use these to interview Peter
and John through an interview scenario. AT1 (iii) – L2/3
LEARNING FOCUS 3: The Ethiopian receives the new life of Jesus.
Imagine you are the Ethiopian. Write a letter to the
Queen to describe your encounter with Philip. Give
reasons to show how this meeting has changed you. AT1 (iii) – L3
Using the story of the Ethiopian, write an article for
the parish newsletter showing an understanding of the
story, and making links to how Christians spread the
Good News today. AT1 (i) – l3
Write a guide for younger children on how to read one
of the Gospels. Give an outline of what might be found
in the Gospel, the outline of the story and how it might
affect the reader. At2 (i) – l3
LEARNING FOCUS 4: The story of Paul.
Hold a class debate using the example of Paul and the
Gentiles, using reasons to convince the Gentiles to live
like Jesus. Record ideas in any way e.g. visual/audio etc. AT1 (iii) – L3
Create a character sketch of Paul before he became a
follower of Jesus. Write a second character sketch of Paul
after he became a follower of Jesus. How did he change
and why? AT1 (iii) – L3/4
Transporting a character. Imagine you are Paul today
and many people are turning out at the O2 Arena to
listen to you. Your task is to help people to understand
how the Holy Spirit is working today in the Church in the
same way as we read in the Acts of the Apostles. AT2 (i) – L3/4
LEARNING FOCUS 5: Paul spreads the good news.
Look in the Bible (references given above) and make a
list of all the letters Paul wrote to people living in certain
places. Using the map from the website match, up the
names of the people with the names of the places for
example Galatia – Galatians in Turkey.At1 (i) – L3/4
Write a diary extract, based on the events of Paul’s
experiences on his journeys. Include a record of how you
think he felt and why. AT1 (i) – L2,3,4.
Set up a series of scenarios which reflect daily life e.g.
falling out on the playground. Using the Gifts of the
Holy Spirit e.g. love, joy and peace, patience, kindness,
goodness, trust, gentleness, faithfulness and self-control,
resolve the situation giving reasons for the gift you have
chosen. AT2 (i) – L3/4
LEARNING FOCUS 6: The Holy Spirit gave Paul new life and happiness.
Use some Widgit symbol-supported text to illustrate how
Paul was feeling. AT1 (iii) - SEN
Make a booklet about Paul. Make reference to his
message, his journeys, his hardships, his advice and his
beliefs. AT1 (iii) – L2.3.4
Ask the pupils to imagine that they are Paul. Invite them
to prepare a talk/write a speech for the class. They are
to include how he feels and what he believes and how
this has helped him to stay strong. Hold a question time
following the speech. AT1 (iii), AT2 (i) – L3
Thought for the Day is a short reflection broadcast every
day on Radio 4. It is based on a religious issue, belief
or question. You have been invited to speak on the
programme for about 2 minutes and the title you have
been given is – ‘A whole new way of living’. Write your
script showing how belief in the Good News and the
coming of the Holy Spirit at Pentecost shapes the lives of
Christians today. AT1 (iii) – L4/3
Reconciliation – Inter-relating – Building Bridges – Year 4
LEARNING FOCUS 1: Everyone is loved by Jesus.
Act out the story of The Lost Sheep. Include words that
describe your feelings of being lost and found and why
the good shepherd should go and look for the sheep. AT1 (i)/AT2 (i) 0 L2/3
Describe your image of God, represented here by the
Good Shepherd and what that means for Christians. How
might Christians live out their live in the light of this
teaching? Give reasons for their actions. AT1 (iii) / AT2 (ii) – L2/3
With a partner, discuss why you think God would go in
search of the ‘lost one’. AT2 (ii) – L2/3
Design a ‘map’ for a Christian who may be ‘lost’ – include
on it ‘signposts’ of advice and ways to live their lives. AT1 (iii) – L2
LEARNING FOCUS 2: Sin and examination of conscience.
Describe the ways in which God’s law of love can be
broken – thinking, saying or doing anything that spoils
or breaks friendship with God or with other people. It is
also choosing not to do something which again results in
breaking friendship with God and other people. Write a
short story/account to illustrate one of these occasions. AT1 (iii) – L2
Think of a way you can build a bridge to reach out to
someone you have hurt or offended today. Give reasons
for the ways you choose. At1 (iii) – L3
Using a range of pictures, symbols, images and text,
create a PowerPoint presentation entitled ‘Building
Bridges’ which explores how we, as Christians, can
build ‘bridges’ of friendship and goodness through our
thoughts and actions. Links can also be made to relevant
Scripture passages/quotations. AT1 (i) – L3
LEARNING FOCUS 3: The Sacrament of Reconciliation: contrition.
Write out the different names for this sacrament and what
they mean and give reasons why you think they are good
names. AT1 (ii) – L3
With a talk-partner, think of ways in which being sorry
might be expressed in our daily lives. Explore some of the
ways you would explain this to a younger child, helping
them to appreciate and have contrition. Explain how they
might feel if they do that. AT1 (iii) – L2/3
Compile a glossary of words associated with the
Sacrament of Reconciliation. Create three columns; one
for the word, the second for its meaning and a third one
called ‘in daily life’ where examples of the meaning of
the word can be recorded; e.g. Reconciliation - bringing
together - you can build bridges with someone when you
forgive them or they forgive you. AT1 (ii) – L2/3
Take time to pause and reflect. Write your own prayer of
sorrow to God. It will be called an Act of Contrition. AT1 (ii) – L2/3
LEARNING FOCUS 4: Penitential rite 1 and 2.
In groups, choose some Scripture readings, prayers
and songs/hymns, music and a picture that would be
suitable for a class celebration of Reconciliation. Share
the reason for the choice. AT1 (i) / (ii) – L3
Come together as a class to celebrate a simple liturgy of
Reconciliation. Choose prayers etc. from the group work,
light a candle and prepare the classroom. Finishing with
an Act of Contrition and a hymn of thanksgiving. AT1 (ii) – L3
Add to your glossary. In pairs or small groups, discuss
any additional words/phrases and their meaning. AT1 (ii) – l2/3
LEARNING FOCUS 5: Absolution.
Write a suitable prayer for the priest and penitent to say
together. AT1 (ii) – l2
Create a PowerPoint, illustrating God’s love and peace.
With a talk-partner, discuss the kind of penance that
might be helpful to someone who has received the
Sacrament of Reconciliation. Explain your reasons and
the possible effect it might have on the person. Share
your findings. AT1 (iii) – L3
Reflect on some of the ways you wish to do better.
Compose a prayer about this and the help/support you
seek from the Holy Spirit. AT1 (ii) – L2/3
LEARNING FOCUS 6: Bridge building in the Christian community.
Individually or in pairs, write about an occasion, real or
imaginary, when each of Paul’s signs have been used. Give
some reasons for the words spoken/actions taken. AT1 (iii) – L3
Write a story, imaginary or real, about a person who
reaches out to another to ‘build a bridge’. Research the life
of someone special (a saint or someone you know). AT1 9iii) – L2/3
Write a letter to a friend saying why you are friends and
how you might continue this friendship in the future. Try
to refer to/use some of the Scripture used within this
topic. AT1 (i) – L3
Universal Church – World – God’s People – Year 4
LEARNING FOCUS 1: The Communion of Saints: showing people what God
is like.
Individually, with a partner or in a group, invite the
children to research a saint: it might be a saint of
their school, parish church, their name or the name of
someone in their family. They could use the internet
or books. (The Friends of Jesus series may be helpful).
Share the findings with the class. Encourage the children
to discover some of the ideas, beliefs, feelings and
experiences particular to the saint of their choice. AT2 (i) – l3
Have key facts about the saints you have discussed in
the lesson. The children match these key facts with the
correct saint. AT1 (iii) – L2
Hot-seating activity – encourage the children to prepare
some questions to ask “a saint” which will help them
develop a deeper understanding of the beliefs/life of the
saint. At2 (i) – L2/3
Invite children to take out their Book of Qualities or
look at the collection of words from the Reflection on
Significance in Explore. Can these qualities be matched
to the profile of any of the saints they have learnt about?
Ask the children to add further qualities. AT1 (iii) / AT2 (i) – L2/3
LEARNING FOCUS 2: Christians are invited to be saints.
Invite the children to produce a mind map on paper or
using mind mapping software – “What kind of person
would I really like to be?” AT1 (iii) – L2/3
A question for the children to work with, “If you were
the Pope, what messages would you give to children?”
Prepare a speech to give to your class. In it make a link
to one of Jesus’ stories or explain why it is important to
follow God’s way. At1 (i) – L3
Create a class collage display, which can be added to as
the topic progresses – “Living a saintly life” – include
pictures, drawings, poems, prayers , recent events etc. AT1 (iii) – L2/3
LEARNING FOCUS 3: Oscar Romero – a recent martyr showing us what
God is like.
Ask the children to design a memorial for Oscar Romero.
They may wish to include a quote from Oscar Romero,
or a poem to sum up his life. Show them some examples
of memorials and look at the murals in the PowerPoint
presentation at cafod.org.uk/comeandsee. At1 (iii) – l2/3
Invite the children to work individually or in groups to
answer two contrasting questions:
• How and why is Oscar Romero remembered?
• How would you like to be remembered?
AT1 (iii) – L3
Hot-seating activity – one child plays the role of Oscar
Romero. The children ask questions relating to why
Romero behaved as he did, exploring his beliefs,
decisions, ideas and experiences. AT1 (iii) – L3/4
LEARNING FOCUS 4: An ordinary person showing us what God is like.
Using Colossians 3: 10-11 (God’s Story 3, page 147)
design a phrase or motto to live by (or a brief mission
statement) for us to use in our lives. Decorate and share
these with our class/school. AT1 (i) – L3
Discuss with a partner or in a group the different gifts
the other person or people have (for example, they may
be good at maths; can play the recorder; listen to others;
can offer good advice; can write interesting stories etc.)
Create a mind map of ‘Our Gifts’. How does this show
us a picture of what God is like? How
can these gifts be used to help others
in our school, our local area and
our sisters and brothers around the
world? AT2 (i) – L3
Invite the children to write a
letter to a younger child in the
school, telling them what they have
been learning about saints and, in
particular, how they can live their
lives to show what God is like and
why it would be good to do so.
Invite the children to convey
the gifts/qualities they have
through a piece of writing, music,
picture or dance/movement. At2 (i) – L3
LEARNING FOCUS 5: Blessed Teresa of Calcutta – living out what she
believed.
Hot-seating Blessed Teresa – one child plays the role of
Blessed Teresa. The children ask questions about why
she behaved as she did. AT1 (iii) – L2/3
Look at the CAFOD website to find out more information
about the latest emergencies that CAFOD is supporting.
Why is CAFOD involved in emergency work? Discuss
how your school could help. Consider writing to your
headteacher explaining why you think your class should
support CAFOD’s emergency work, referring to Christian
values, Paul’s advice and the example of Blessed Teresa. AT1 (iii) – L2/3
Create a series of scenarios which involve having to
make a decision/choice. “Freeze frame” these so the
children can provide suggestions for what to do next, in
the light of what they have been learning. Give reasons
for your decisions/actions. At2 9i) – L3
Look up God’s Story 3, page 148, and read the advice that
Paul gives the Thessalonians about how to behave. Write
an obituary (that is something written about a person
after they have died) for Blessed Teresa and make a link
between her life and the advice that Paul gave to the
Thessalonians.
LEARNING FOCUS 6: Martin Luther King – showing the love of Jesus in his
life and actions.
Ask the children to record in thought bubbles their
dreams for the world (for example, ‘I have a dream that
one day people will no longer be poor’). Create a class
collage/display using these. The children could write
their ideas in a poem, prayer or speech. AT1 (iii) – L2/3
Study some images or archive footage. Imagine you are
a reporter at the time. Record your feelings/opinions in
the form of a diary extract or newspaper report. Try to
include quotations from those who were there. Create
“mock” interviews within the classroom. AT2 (i) – L2/3
Hold a class discussion: “How can I/we follow the
example of Blessed Teresa or Martin Luther King?”
Think about our thoughts, actions and daily lives. At1 (iii) – L2/3