Christianity:
Jesus
UNIT TITLE:
Revelation:
Stories from the Bible
about Jesus
YEAR GROUP: 5
Lancashire SACRE
RE Syllabus
Non Statutory
Exemplification
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
Lancashire SACRE RE Syllabus
UNIT TITLE: Revelation: Stories from the Bible about Jesus
YEAR GROUP: 5
About this unit:
Year Five
Year Theme: Sacred texts and revered literature
Unit: Jesus: Revelation
This unit enables pupils to examine the belief that Jesus is the perfect expression of God;
he is ‘The Christ’; Son of God; Saviour. The focus is on ‘revelation’, enabling pupils to see
how the Bible’s stories of Jesus’ life and teaching are, for Christian people, the revelation
of the truth about God and human life. Pupils will be enabled to begin to understand the
place of the Bible, and especially the Gospels, in Christian life and faith, and to think for
themselves about questions of revelation, authority, truth and meaning. Pupils are
encouraged to consider what can be learned from Christianity with reference to their own
experiences, beliefs and values. The idea of ‘sacred words’ is used to help pupils focus
their learning.
The starting point for this unit for 9-10 year olds is a selection of key narratives from the New
Testament Gospels that show how Jesus is seen by the Christian communities as a revelation of
the truth about God. These stories are used to generate and explore questions from pupils about
how people might come to their beliefs about God and humanity. Pupils will develop their
understanding of key Christian beliefs: that God was present in the life of Jesus, and that his
teaching and example is a guide for living for the Christian communities. By thinking about ‘sacred
words’ learners will be able to develop their understanding of the place of the Bible in Christian
communities, and to make connections to their own ideas and beliefs about what makes some
words especially significant.
Where this unit fits in:
This unit will help teachers to implement the Lancashire Agreed Syllabus for RE by providing them
with well worked examples of teaching and learning about the year theme of sacred texts and
revered literature that use the concept of revelation as a way to make sense of Christian
understandings of the significance of Jesus.
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 Christian communities draw inspiration and
learning from the past, for the present;

Place, space and scale: the significance of the origins of Christianity in the holy
Land is touched upon;

Identity, community and diversity: the focus on sacred stories picks out
narratives that bind communities together across the world;

Questions of meaning and value: pupils develop and explore their own ideas
about what the teaching of Christianity might mean;

Making connections: good teaching in this unit connects the meanings found in
the stories to pupils’ own developing ability to express meaning.
The unit enables pupils to make links to foundations of Christian morality in the two great
commandments:
Love of God (expressed through the life, teaching and example of Jesus, seen as revelation)
Love of neighbour as of self (explored by pupils as an application of Jesus’ teaching and example,
and with reference the challenges they face to be good and do what is right)
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
This unit and the field of enquiry
Shared Human Experience
 Everybody asks questions about authority:
how do we know what is true? Who can we
trust?
 We all need to be able to make sense of the
search for truth. For some people, truth is
revealed (by God? By life?)
 Anyone can have ‘sacred words’ that mean
more than can be said to them.
 What we believe about questions of authority
and revelation has an impact on how we make
choices.
Living Religious Traditions
 Christians find the answers to their questions
about belief, authority and knowledge through
the Gospels, in the revelation of God in Jesus.
 Christian sacred writings, the Gospels in
particular, are a reference point of Christian
understanding of God’s purposes and truth
 To Christians, Jesus revealed God’s purposes
for humanity.
Beliefs and Values
 Christians believe that God reveals, in
Jesus and in the bible, the truth about life.
 Christians believe that God was revealed
by Jesus. The incarnation – God
becoming human – is the ultimate way for
God to be found.
 If you value a revelation of God, what
difference does it make to life? For
Christians, being guided by the revelation
of God in Jesus and through the Bible
sets an inspiring challenge for life.
 In Christianity, Jesus is the revelation of
God to humanity. The incarnation makes
sense of human life, and makes human
life precious.
The Search for Personal Meaning
 What are my experiences of life’s big
moments?
 What do I believe about the idea of God
being revealed to humanity?
 What can I learn from Christianity about
the idea of revelation?
 Was Jesus a revelation of God? How can
this question be answered?
 Are there any books, stories or texts that
are ‘sacred words’ for me?
The unit will provide these opportunities:
 Pupils have opportunities to consider the concept of revelation with reference to some gospel
narratives about Jesus for themselves, and to think about whether they have any ‘sacred
words.’
 Pupils have opportunities to consider a diverse range of views about questions of authority and
truth.
 From the study of sources of authority within Christianity pupils will be able to examine and
develop reasoned viewpoints on these questions.
 Pupils will be able to think about their own views in relation to questions about ‘sacred words’
and texts that guide or inspire people.
 Experiences and opportunities provided by this unit include creative work, discussion, the use
of ICT for RE learning and well chosen reading, writing, speaking and listening activities for
religious and spiritual learning.
Significant background ideas: links to faith focus
 Revelation is a significant idea in many religious traditions. Human thinking alone may
not enable us to achieve true insight into life: something transcendent is needed. For
example, the Buddhist understanding of enlightenment, or the Muslim accounts of the first
revelation of the Holy Qur’an to the Prophet signify a revelation of insight not available to
everyone. ‘Sacred Words’ in any human life or in any tradition are worthy of study and
attention.
 In Christian thinking, Jesus is the central figure. Through many titles (e.g. Son of God,
Saviour, the Christ, the Word), understanding of Jesus’ revelation of God is developed.
Incidents from the Gospel narratives studied in this unit are selected to show how these
stories express Christian belief, and to raise challenging questions about how we discover
the truth about life and the best way to live. The Bible is presented as ‘sacred words’ for
Christians.
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
 Among non-religious people, spiritual insight may still be valued, though it may not be
described as ‘revelation’. At a prosaic level, when we say ‘I have never realised…’ or ‘I saw
in a flash…’ or ‘In the light of experience, I saw…’ then we refer to the learning of insight,
discernment or spiritual perception that, in Christianity, is associated with the Holy Spirit or
the revelation of God in Jesus. These are important areas for the aims of RE in developing
insight and discernment among pupils in a plural school setting, and require careful thinking
and planning by the teacher. Non religious people may identify ‘sacred words’ or may prefer
to use the language of insight to describe them.
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.
Issues of continuity and progression
The unit builds upon the learning about Jesus done in years FS-Y4, where children have studied
love, new life, the power of Jesus, the concept of salvation and the significance of the sacrifice of
Jesus’ life at Easter for Christians. The unit anticipates a further study of Christian sacred text in
the Year 5 programme unit on the Church. The unit makes a space for some fresh teaching about
the festival of Christmas and uses much material that will not previously have been studied.
KEY STRANDS ADDRESSED BY THIS UNIT
AT 1: Learning about Religion
 Beliefs, Values and Teaching
 Sources of authority
AT 2: Learning from Religion
 Questions of Meaning, Purpose and Truth
The key RE concepts which this unit develops are beliefs and teachings, and
questions of meaning, purpose and truth.
ATTITUDES FOCUS: Pupils will explore attitudes of:
 Self awareness by developing a realistic and positive sense of their own ideas about the
religious concept of revelation and appreciating that beliefs are many and varied;
 Open mindedness by engaging in positive discussion and debate about questions of truth
and being willing to go beyond the surface of the issues to look for insight.
 Appreciation and wonder by following their own curiosity to raise questions about Jesus
and his teaching and exploring some ultimate questions for themselves.
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
Prior
learning
It is helpful if
pupils:
Recap earlier
units from
the year five
theme on
Sacred
writings
Recap earlier
learning
about Jesus,
especially
the Year four
unit on
Sacrifice
Use their
skills in
speaking,
listening,
reading and
writing from
the literacy
strategy to
set high
standards in
their RE work
Vocabulary
Resources
In this unit,
pupils will have
an opportunity
to use words
and phrases
related to:
Specific
religions:
Christianity
New
Testament
Gospel
Scripture
verse
chapter
parable
Son of God
Jesus as ‘the
Word’
Christ
Son of Man
Books suitable for pupils
A variety of Bibles should be available for pupils to examine.
It would be useful to have simplified versions, e.g. Palm Tree Press
Books, for less able readers.
Lion Story Teller Bible
The Christian Bible Pub: Heinemann
Bible through Art from Genesis to Esther by Margaret Cooling
Religious
studies
Authority
Reverence
Revelation
Inspiration
Guidance
Spiritual
Sacred
The language
of shared
human
experience
Insight
Discernment
Spiritual
Books for teachers
Reflections by Rosemary Rivett, RE Today – strategies for using
guided story and silence for learning.
Best Seller M Cooling Bible Society
Bible Toolkit Series 1-3 M Cooling Bible Society
RE Ideas: Christianity, ed. Draycott, RE Today
Developing Primary RE: Words of Wisdom, Joyce Mackley, RE
Today.
Picturing Easter by Lat Blaylock and Victoria Ikwuemesi, RE Today,
2008
Developing Primary RE: Jesus ~ his importance to believers, Joyce
Mackley, RE Today.
Teaching RE: Sacred Writings 5-11 CEM/RE Today
Teaching RE: The Bible 5-11 CEM / RE Today
Primary RE in practice: Is it true? CEM / RE Today
Artefacts
A range of artefacts associated with the Bible are useful for this
unit
Religious artefacts available to purchase from:
Articles of Faith (Tel: 0161 763 6232)
Religion in Evidence (Freephone 0800 137525)]
Web and ICT
 http://bible.gospelcom.net The Bible Gateway: access to
different translations and full texts of the Bible ~ easy to search
and use.
 www.biblesociety.org.uk is an excellent starting point for
understanding the /bible in the Christian community today. The
site often offers teachers good ideas.
 The Gideons, a Bible-distributing charity, have a useful website
at www.gideons.org.uk
 http://www.cleo.net.uk is the main site for the Cumbria and
Lancashire Education Online, and offers access to an expanding
range of high quality resources for RE topics.
 www.request.org.uk is a well illustrated Christian site to use with
reference to stories of Jesus and the modern use of the Bible.
 www.ngfl-cymru.org.uk is the Welsh Virtual Teacher Centre. It
contains some good materials for Christianity for this age group
 www.reonline.org.uk is a good gateway site.
 www.godlyplay.org.uk provides details of this pedagogical
approach.
DVD / Video / visual
 Film versions of the life of Jesus such as
 The Miracle Maker DVD / Video available from the Bible Society

‘The greatest story ever told’ – available VHS or DVD. Brings
the gospels to life.
 Channel 4 Animated Bible Stories
 Godly Play activities: Jerome W Berryman, The Complete Guide
to Godly Play
 BBC Pathways of Belief : Christianity
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
Contributions to spiritual, moral, social and cultural development of pupils
 Opportunities for spiritual development come from thinking about sources of
inspiration and insight in their own lives
 Opportunities for moral development come from considering the challenges of the
moral teachings of Jesus about love, enemies, kindness to the stranger and
forgiveness
EXPECTATIONS:
By the end of this unit
Pupils working at level three
will be able to:
o describe some of the
contents of the Bible,
especially the gospels in
the New Testament
o identify some reasons why
the Bible is important to
Christians
o Describe some ways
Christians use the Bible,
personally and in the
community
o Be able to identify sources
of guidance or inspiration in
their own lives.
o Give a thoughtful reply to
the question ‘What is
revelation?’
Pupils working at level 4 will be
able to
o Show that they understand
some different perspectives
on the life story of Jesus
o Show that they understand
how the Bible is used by
Christians as a source of
guidance and teaching;
o be able to understand how
‘sacred words’ can inspire,
guide, challenge or comfort
people
o Use the vocabulary of
religion to apply their
learning to their own
selection of ‘sacred words’
o Apply the idea of
‘revelation’ to Jesus and
the Bible
Pupils working at level 5 will be
able to
o Explain the varied impacts
of the Bible in Christian life
and community
o Use accurately and
thoughtfully the language of
revelation and the sacred
to explain the place of the
Bible in the Christian
community
o Express clear and
thoughtful views about
what makes some words
‘sacred’
o Express ideas of their own
about what Christians
believe about Jesus and
the Bible as revelations of
God’s truth.
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
ASSESSMENT SUGGESTIONS
Teachers will be assessing work throughout this unit through continuing assessment for
learning . Below is a learning task that could be used towards the end of the unit. The task
aims to elicit engaged and reflective responses to the material studied throughout the unit
across the ability range.
What words are sacred to Christians? What words are sacred to me? Why?
This is a group task, to create a class book of ‘Sacred Words’ in two chapters. The first
chapter can be called ‘The Word: What is sacred to Christians?’
Each pupil can choose a single saying or a part of the narrative of one of the gospels
which they think might be sacred for Christians, and say:
o What it means
o Why they think it matters to Christians
o How a Christian might use the text today
o What kind of song a Christian might make out of the text.
o Why it might be a ‘sacred word’
Pupils can illustrate their chosen text using calligraphy skills.
Bind these pieces of work together in a class book.
Secondly, each pupil is asked to select some words that really mean a lot to them. Song
words? A proverb? A favourite poem? Other wise words?
Pupils prepare to put their chosen text into ‘chapter two’ of the class book. It can be
called ‘Our Words of Wisdom’. Adults can contribute too.
For their own texts, pupils should say:
o Why it was chosen
o What it means to them
o How it has an impact on them
o What other people think of their choice of ‘wise words’ or ‘sacred words’.
When the class book has been produced, discuss in circle time with the children:
o What does it reveal?
o Is it holy or sacred or special?
o In what ways is it like the Bible?
o In what ways is it different from the Bible?
Lat Blaylock / Lancashire SACRE / Non-Statutory Unit / Y5 Bible and Revelation 02/03/2016
Key
questions
LEARNING
OBJECTIVES
TEACHING AND LEARNING
What do
we mean
by a ‘life
story’?
Pupils will
learn to:
How do we know about lives from the
past or from far away?
 Work in groups to identify and discover
information about someone in the school,
community or wider society.
 Identify at least three ways they could
acquire information about the person.
How could they share this information with
others? Which information is stated and
which needs to be inferred?
 Discuss which methods were most
successful and which might reveal the
most accurate information.
 Read different accounts of the same story
e.g. The Three Little Pigs told from wolf’s
point of view, ‘Cinderella and Alex and the
Glass Slipper’, ‘Shrek’, Monsters Inc’,
‘Fifteen Rats and a Ratcatcher’. These
stories introduce the very important idea
of perspective or point of view.
 Teach the pupils about biography (try
looking at two different biographies of a
famous star of sport or entertainment) and
life stories, reminding them of literacy
work.
 Give them some examples from the
Gospels about the life story of Jesus.
What can we learn from the Bible’s
‘biographies’ of Jesus?
 Use New Testament accounts to identify
clues about Jesus’ identity. Select ten or
more short extracts from the Gospels and
ask pupils to work out what each extract
reveals about the kind of person Jesus
was. Examples to include healing,
forgiving sins, resisting temptation, and
fulfilling what he knew would be a difficult
final trial
 This information could be represented
visually, in writing or portrayed through
role play.
 Write captions e.g. ‘Jesus is/did’ to display
around a figure representing Jesus.
 Discuss when and how Christians might
use the stories e.g. worship, private study,
for art, in teaching their children, at a
festival, as a reminder.
 Show the pupils that four biographies might
all have different perspectives on Jesus’
life story: there are many more different
views today.
How do
we know
about
Jesus?
[SHE]
Know that
people or
events can
become
known in
different ways.
Develop their
understanding
of a life story,
a biography
and a gospel.
Begin to think
about the
ways a point of
view makes a
difference to
telling a story.
What kind
of person
do the
Gospels
show
Jesus
was?
[LRT/B&V]
Become
familiar with
stories that
reveal aspects
of Jesus’
nature.
Develop
understanding
of how
Christians see
the life story of
Jesus as
significant or
sacred.
LEARNING
OUTCOMES
POINTS TO
NOTE
Identify and
describe
some of the
ways a
person or
event may be
known (L3).
This
introduction
can be linked
to the literacy
framework
,from which
pupils should
have
developed
awareness of
some
features of
life stories
and
biographies.
It is fair to say
that a Gospel
is a ‘special
kind of
biography’.
Make links
between
sources of
information
and the point
of view of a
writer. (L3)
Identify some
stories about
Jesus (L2).
Describe
some of the
qualities
attributed to
Jesus,
making links
to the stories
told about
him (L3)
It’s important
for children to
realise that
the 4 Gospels
are written by
four people.
Why might it
be good to
have four ‘life
stories’ of an
important
person?
Show
understandin
g of how
Christians
show the
significance
of these
stories (L4)
8
What do
Christians
believe
about
Jesus?
[LRT/B&V]
How do I
answer
questions
about my
own
identity?
[SPM]
Develop
understanding
that for
Christians
Jesus is both
human and
divine.
Use in context
some of the
titles by which
Christians
refer to Jesus,
including
Christ, Son of
Man, Saviour,
Son of God.
Consider the
importance of
names for
people
Connect
names to
identities
Develop
awareness of
who they are
or might
become,
thinking about
questions of
identity
Who was Jesus? Who is Jesus?
 Investigate titles given to Jesus in the
Gospels and the impact he had on people
who encountered him e.g. the disciples,
Jesus’ enemies, the common people of
Israel.
 Teach the class that Christians call Jesus
by many names. Some of these can be
seen in any local church, or in various
examples of Christian music for worship.
Why does this happen? Ask pupils to think
of all the names they could think of for
their mum, or dad. How many do they
get? Then teach pupils with examples
about names of Jesus in Christian worship
such as Jesus, Christ, Son of Man,
Saviour, Son of God.
 Pupils might represent Christian beliefs
about Jesus using colours, textures or
patterns in word art, paintings, weavings,
banners or collage.
 Help the pupils to be clear that ‘Who Was
Jesus?’ is a question to be answered
historically. Who Is Jesus? Is a question
that can be answered with beliefs.
What’s in a name? Do our names say who
we are?
 Get each pupil to devise four clues that give
information about themselves. These
could be written or visual, but not too
obvious.
 They should consider who or what is
important to them and the qualities they
would like people to remember about
them. Use these to play a ‘Who am I?’
game in groups or as a whole class.
 Ask for information about names and where
they come from. Give pupils time to ask at
home about where their name originated,
why it was chosen and what it means.
 If each pupil had two sons and two
daughters, what names would they like to
choose and why?
 If instead of names we had character
badges, with four words on them to
describe us, what words would we
choose? What would others choose?
 What would Jesus’ character badge have
said? Choose four words. This activity
provides a good link to the next lesson.
Describe
some of the
names used
by Christians
for Jesus.
(L3)
Make links to
the ‘names’
we give to
those who
matter most
to us. (L3)
Use a
modern
translation of
the Bible as
well as
examples of
online Bibles
and Bibles in
different
languages.
Show
understandin
g of why
Christians
regard Jesus
as more than
human (L4).
Describe
some ways
people make
choices
about names
(L3)
Begin to
identify
aspects of
themselves
that they feel
they would
wish others
to recognise
(L3).
Make links
between
Jesus’
character
and his
‘names’ (L3).
This piece of
work sets up
some links
between
names and
identity.
These links
are important
to understand
Jesus in the
Christian
community,
but just as
important in
making RE
relate to
pupils own
lives.
9
What do
Christians
do with
their holy
book?
[LRT/SPM]
Discuss the
ways the Bible
is treated and
what this
shows about
the believer’s
view of the
scriptures.
Reflect on
which texts are
important to
their lives and
why
How do Christians use the Bible?
 Discuss how Christians use the Bible, e.g.
for both public and private worship; in
church and at home; for guidance,
teaching, prayer; as a basis for songs.
 Listen to some modern Christian music
inspired by the Bible, and read together
the original Bible verses that are referred
to.
 Consider: what from our society will people
still be turning into songs in 2000 years
time?
 Invite a Christian visitor to talk about the
use of the Bible in his or her life. Are there
any differences in the way they use the
Bible? Especially consider how the Bible
can be a challenge to some people –
stories of famous Christians furnish many
examples.
 Discuss whether there is anything in the
children's lives that they would value in
the way that Christians value the Bible.
 Discuss the importance of the family Bible
in past generations.
 Discuss the Gideon Society and why they
provide Bibles in public places, e.g. hotels,
hospitals. There are always stories on
their website to consider:
www.gideons.org.uk – choose ‘It works’
from the ‘Bible’ menu.
Describe
ways in
which the
Bible is used
today (L3)
Think for
myself about
what the
bible might
reveal to a
Christian,
and show my
understandin
g in
questions
and answers
(L4)
10
What is it
that
makes the
Bible so
widely
read and
studied?
[LRT]
Describe their
own most
important
books
Know that the
Bible is the
world’s bestselling book
and know
some basic
facts about it.
Know that for
Christians, the
Bible is the
main reference
for teaching,
guidance and
worship: learn
about the
impact of the
bible for
Christians.
How do
Christians
use the
Bible to
answer
questions
about
Jesus’
identity?
[B&V]
Learn that the
Bible contains
four books that
tell Jesus’ life
story, the
Gospels.
Begin to
understand the
shape and
main events of
Jesus’ life
story.
How popular is the Bible? Why is it a
bestseller?
 Brainstorm different types of writing found
in a library. Draw out categories, e.g.
adventure stories, historical stories,
science fiction, poetry.
 Use the example of the Bible Society
(www.biblesociety.org.uk) to teach about
the Bible as best seller.
 Give them five minutes in pairs to
brainstorm all they know about the Bible
and then complete a collective class
record of the information. If necessary,
supplement the list with some statistical
information about Bible sales.
 Help children to organise the information
into categories and give each category a
heading, e.g. people of the Bible, sales
information. Give children a selection of
resources about the Bible and ask them to
find out one new piece of information. Add
this to the ‘collective knowledge’ in
appropriate categories. Invite children to
identify the gaps in the categories. Is there
any information about the date(s) when
the material was written, the languages
used or the writers themselves?
 Ask the children to work in pairs to identify
one question about the Bible. Help them
to think of productive questions. Relate
the questions to the categories and write
them down.
 Ask pupils to identify, sort, rank and
evaluate some factors in the bible as a
best seller. Why do so many get sold
every year?
What does the Bible teach Christians
about Jesus?
 Ask pupils to sequence the events from the
life of Jesus that they know: these might
include annunciation, birth, baptism,
teachings and healings, last supper,
betrayal, death, empty tomb.
 Ask pupils to devise DVD covers for a film
of the gospels. If they were filming the life
story of Jesus, who would they cast in the
lead role and why? What would the DVD
cover say about the movie? (This activity
crystallises the learning in a creative
context)
 Speculate: if the Christians did not have a
Bible, then what would be left of their
religion? What does this show about how
important the sacred words are to the
Christians?
Gather and
present
descriptive
information
about the
bible as a
best seller
(L3)
This section
of the work
can connect
well to the
use of
narrative in
the literacy
strategy for
Year 5.
Describe the
Gospels and
their contents
in relation
Jesus’ life
story (L3).
Express my
own
understandin
g of the
reasons why
the Bible is
so popular
(L4)
I can express
and apply
ideas of my
own about
the Bible
stories
through a
thoughtful
response to a
design task
[L4]
11
What have
we
learned
about the
sacred
words of
the
Christians
?
What is
there to
learn
about
sacred
words an
myself?
[SPM]
What words are sacred to Christians?
What words are sacred to me? Why?
 This is a group task, to create a class book
of ‘Sacred Words’ in two chapters. The
first chapter can be called ‘The Word:
What is sacred to Christians?’
 Each pupil can choose a single saying or a
part of the narrative of one of the gospels
which they think might be sacred for
Christians, and say:
o What it means
o Why they think it matters to
Christians
o How a Christian might use the
text today
o What kind of song a Christian
might make out of the text.
o Why it might be a ‘sacred word’
 Pupils can illustrate their chosen text using
calligraphy skills.
 Bind these pieces of work together in a
class book.
 Secondly, each pupil is asked to select
some words that really mean a lot to them.
Song words? A proverb? A favourite
poem? Other wise words?
 Pupils prepare to put their chosen text into
‘chapter two’ of the class book. It can be
called ‘Our Words of Wisdom’. Adults can
contribute too.
 For their own texts, pupils should say:
o
Why it was chosen
o
What it means to them
o
How it has an impact on them
o
What other people think of their
choice of ‘wise words’ or ‘sacred
words’.
 When the classbook has been produced,
discuss with children:
o What does it reveal?
o Is it holy or sacred or
special?
o In what ways is it like the
Bible?
o In what ways is it different?
Show that I
understand
some
different
ideas about
how the Bible
is used by
Christians as
a source of
guidance and
teaching (L4)
Understand
how ‘sacred
words’ can
inspire,
guide,
challenge or
comfort
people (L4)
Apply the
idea of
‘revelation’ to
Jesus and
the Bible for
myself (L4)
This final task
can provide
evidence of
achievement
from the
whole class.
It is a high –
choice task,
so it can be
differentiated
across a wide
ability range
by the
teacher if
appropriate.
The task
works well if
taught in
association
with the Y5
literacy units
on stories
from other
cultures or on
persuasive
writing.
Express clear
and
thoughtful
views about
what makes
some words
‘sacred’ (L5)
Express my
ideas about
what
Christians
believe about
Jesus and
the Bible as
‘revelations
of God’s
truth’ (L5).
Lat Blaylock / Lancashire SACRE 2009
12