ATT 1: Learning about religion and belief
What does the cross mean to Christians?
Engage
What does the
ATT 2: Learning from religion and belief
Children engage with a fun activity based around batman and the bat symbol. cross mean to
Christians?
Suggested
Week 1
Play a clip from a Batman film where the Bat light is shone into the sky or look at photo of bat symbol in the sky (ECRE.co.uk resources)
Discuss how the bat symbol is a sign of hope / salvation to the people of Gotham City.
Play a matching game – matching the symbol to the superhero. Which of the symbols belong to ‘good’ heroes? Which ones show that salvation is coming?
Introduce the idea of what a symbol is and what it can represent.
How do people feel when they see these symbols?
Do you see these symbols in other places? If so, why? (on mugs, t-shirts etc.)
Introduce the key Question: What does the cross mean to Christians?
Enquire
Develop questions with the children about how Jesus inspires Christians.
T: What questions do we need to ask in order to better understand what the cross means to Christians?
Create enquiry questions with the children, ideally these questions should be generated by the children but could include the following:
E.g. Why do some people wear a cross?
Why are there crosses on churches?
Why is it a cross?
Where does the cross come from?
Do Christians have any other symbols?
Do any other religions have a cross as their symbol?

Suggested
Week 2
Explore
How did Jesus inspire Christians?
Suggested
Week 3/4/5
Evaluate
Responding to, analysing and evaluating what they have learned – have we answered our questions?
Are all crosses the same?
Pupils rework questions if appropriate and come to an agreement about what they need to find out.
Activities might include:
Reading a children’s version of the crucifixion to explain where the image comes from
Animated version of the crucifixion (DVDs available from the Diocesan resource centre)
Interview a Christian (Why do you wear a cross?)
Interview a vicar (be careful that the answers are limited and do not answer the whole big question in one go!)
Look through artefact boxes or big books – variety of religions – is there a cross in any of them?
Online research
Teacher led sessions (fact sheets etc.)
Powerpoint of types of crosses ( www.primaryresources.co.uk/re/powerpoint/ cross es_ christianity .ppt
)
Focus on the idea of salvation, hope and sacrifice.
Information for teachers: http://www.bbc.co.uk/religion/religions/christianity/symbols/cross_1.shtml
Do some of the questions have more than one answer? Do different people have different views?
Refer back to ‘enquire’ stage. Have we answered our questions?
Do we have an idea about why the cross is important to Christians?
What does the term ‘salvation’ mean?
Do other religions have special symbols that they use?
Is the cross still an important symbol to Christians today?
REFLECT:

Suggested
Week 5
Express
Expressing knowledge and understanding – children answer the key question
Suggested
Week 6
HOW WOULD YOU FEEL IF YOU WERE IN TROUBLE AND SOMEBODY SAVED YOU? (salvation)
The final task is introduced.
Children answer the Key question ‘What does the cross mean to Christians?’ by decorating/making a cross showing their understanding of the big question in words and pictures (e.g. decorating a cross with the word ‘salvation’ and drawings of someone being saved)
Alternative activities:
 Make palm crosses (depending on time of year)
 Make and share hot cross buns
 Make a necklace or broach (with a cross) to take home for a parent. Could be accompanied with a note saying why crosses are important.
 Plan an assembly based on why crosses are important
Children might undertake peer assessment against the criteria established under ‘Enquire’.

Assessment
Using the level descriptors below, level each child using a best fit method over the whole of this unit.
Level 3
The following level descriptors are covered within this unit of work:
 Describe simply what a believer might learn from religious stories, practices and world views.
 Use some words and symbols from religions and beliefs appropriately and independently.
 Ask questions about religion and belief and explore different answers to them.
 Identify similarities and differences about things that influence them and others.
Level 4
The following level descriptors are covered within this unit of work:
 Describe the impact of religion and belief on peoples’ lives
 Use words and symbols from religions and beliefs correctly when providing descriptions and explanations.
 Provide and be open to a simple challenge to their own views.
 Give reasons why some people inspire or influence them and others.
Level 5
The following level descriptors are covered within this unit of work:
 Develop their own line of enquiry and explain how religious sources and evidence are used by believers to provide answers to questions about life.
 Use an increasingly wide range of vocabulary and symbolism from different religions when providing explanations
 Explain the challenges a believer may have when following their religion or world view.
 Explain their own views on life’s big questions, referring to who or what inspires and influences them.