STUDY UNIT
Key Stage 2
Beginnings
Learning Objectives:
Pupils will
Possible teaching and learning strategies
Potential curriculum links
1. Show awareness of the sanctity of life (AT2)
a) Be able to reflect on the importance society gives to the
birth of a baby
Look at cards, gifts, birth announcements etc. Talk about
why we feel like this. How can we ensure babies are kept
safe?
b) Be able to reflect on their own unique nature and that of
others
Create a collage of pictures of babies and insert the words
which describe people’s feelings about them. Write or
perform song(s) to celebrate the birth of a child. Pupils
share possessions/photographs/symbols of their own early
childhood. Create a class display if possible.
c) Express thankfulness for the birth of a child
Create a collage of pictures of babies and insert the words
which describe people’s feelings about them. Write or
perform song(s) to celebrate the birth of a child. Pupils
share possessions/photographs/symbols of their own early
childhood. Create a class display, including images derived
electronically if possible.

Citizenship/
PSHE,
Creative
thinking,
Communication
2. Know about and understand two birth/naming ceremonies (AT1)
a) Know and understand the key rituals and terminology
associated with birth/naming ceremonies
Pupils brainstorm what they already know about secular and
religious celebrations. Research two ceremonies using
books, posters, the internet, DVDs and interviews. Use a
drama strategy, such as hot-seating, to deepen pupils’
understanding. Present work in display format (AT1, S2,
L3).
Assessment
AT1, S2, L3
b) Identify and understand the significance of key symbols
In groups, pupils examine a range of artefacts and symbols
linked to birth/naming ceremonies and identify to which
religious tradition they belong. Pupils create their own
symbols/cards etc to celebrate the birth of a baby and
explain their meaning to the rest of the group.
c) Know and explain the key commitments and beliefs
which underpin the ceremonies
Pupils examine brief texts to understand the beliefs and
commitments of parents and others. Discuss in groups and
then share their views.
d) Know where key rituals occur
Pupils investigate where ceremonies occur. If possible,
make a visit to see the place.


Discuss why some take place in religious buildings and
others in the home or secular setting, with reference to
Humanism where appropriate.
99, 20
Citizenship/
PSHE
Enquiry
Information
processing,
Reasoning,
Communication
3. Be able to reflect on beginnings (AT2)
a) Be able to reflect on beginnings in their own lives
Talk about their births and their earliest memories. Talk
about other beginnings in their lives and record them in a
private diary or share them in pairs.
b) Explain in simple terms why human beings have special
rituals to mark these occasions
Talk about why we make times special: explore ideas about
sacredness and the need to mark deep human experiences.
Discuss reasons for jealousy or fear associated with the
birth of a child. Pupils create art/written work to
symbolise/describe their own beginnings. (AT2, S5, L3)

Communication
Assessment
AT2, S5, L3