Planning – Year 5 – Local Church – Mission - Week 1
Explore:
Discussion about: The mission of inspirational leaders, community,
charities.
Carry out a class research project on various charities and culminate
with a presentation/assembly/collage
Reveal: Learning Focus 1
L.O. To develop an understanding of Jesus’ message for the poor and
being able to
Good News for the poor(based on Isaiah 61:1-2,10-11)
The spirit of God has been given to me.
God has sent me to bring good news to the poor,
to comfort the broken hearted,
to set free those who are imprisoned
to proclaim that the time has come
when God will shower blessings on his people.
My heart is filled with joy,
with praise and thanks to God.
I feel as if God has surrounded me in love,
as if God has wrapped me up in a cloak of blessings.
I feel like a bride dressed for her wedding, adorned in
jewels.
For just as surely as the earth sends up green shoots
Just as surely as the garden makes seeds grow,
so will God bring love and justice and praise to people.
God’s Holy People or ‘People of God’
This name reminded the Jewish people
that God chose them. The early
Christians and the Church today use
the same name. It is a reminder that
the Church is the People God calls to
be one family.
Recognise some religious stories - AT1 (i)
Recognise some of the messages within the story through symbol
and pictures (as highlighted) AT1 (i)
Re-tell the message of Isaiah AT1 (i).
Re-tell the message of Isaiah through pictures and words for people
today (Poster) (AT1 (i))
Make links between the story and beliefs – AT1 (i)
Make links between the passage from Isaiah and Christian belief (L3)
using the table below.
Sentence/Phrase
Good News to the
poor
Free those who are
imprisoned
Surrounded me in
love
Meaning
Help those less
fortunate.
Christian Belief
Giving to and caring
for others.
Show more understanding of the stories and their effect on people’s
beliefs – AT1 (i)
Describe and show a deeper understanding of some of the stories
and how they affect what people belief and how they live (L4)
Sentence/Phrase Meaning
Good News to
the poor
Help those less
fortunate.
Christian Belief Ways that we,
and others ‘live
this out’
Giving to and
Collecting for/
caring for
fundraising
others.
Surrounded me
in love
Wrapped me up
in a cloak of
blessings
God brings love
and justice
Reveal: Learning Focus 2
L.O. To learn more about Jesus’’ mission and to be able to
Recognise how we and others can follow Jesus’ mission - AT1 (iii)
Draw a pathway/road and draw or write things on it which shows
how we follow Jesus’ mission.
Describe ways in which we live it out - AT1 (iii)
Using the Scripture and words above, describe ways in which we can
‘live out’ the mission of Jesus, just as the apostles did. AT1 (iii)
Give reasons for our actions - AT1 (iii)
Using the table below, explore each scenario and then think of a
reaction, giving reasons for your choice, in light of learning about the
mission of Jesus. AT1 (iii)
Scenario
Someone is all alone
in the playground.
Your friend is
unpleasant to you
Reaction
Reason
Go to them and invite Jesus asks us to love
them to play.
one another and care
for each other
Speak with them, sort Reconciliation,
out the problem
forgiveness.
Show an understanding of how religious belief shapes lives – AT1 (iii)
Using some of the Scripture passages mentioned and text below,
imagine you are one of the apostles. Write about why you decided to
follow Jesus and his mission, what beliefs shaped your decision and
say why?
All of life is a journey—a journey of love. Each of us has been called by the Lord to
walk with Him, to share His life and love with His people. Open your heart to Jesus’
call in your own life
These twelve disciples went forth throughout the known parts of the world and
continued to show His greatness with all modesty and uprightness.
From Jerusalem there went out twelve men into the world. These men were
uneducated and of no ability in speaking. But by the power of God, they proclaimed
to every race of men that they were sent by Christ to teach the word of God to
everyone.
Reveal: Learning Focus 3 & 4 amalgamated, using LF3 to introduce
LF4.
L.O. To understand more about the diocese and its mission, and to
be able to
Recognise some religious signs and symbols (AT1 (ii))
Invite the pupils to draw and label symbols linked with the diocese
(Bishop’s crozier, mitre, crest) and location within the map- AT1 (ii)
Describe some religious actions and symbols – AT1 (ii)
Invite the pupils to design an information sheet on our Bishop and
diocese. Within it, describe some of the actions and symbols which
are associated with both the Bishop and his diocese – AT1 (ii)
Give reasons for religious actions and symbols - AT1 (ii)
Complete the above task but invite the pupils to include reasons,
such as: a crozier is used to symbolise a shepherd’s crook, thereby
leading his flock - AT1 (ii)
Show an understanding of how religious belief shapes lives – AT1 (iii)
Imagine you are a new bishop; write a letter to the parishes
informing them of your mission in the diocese and how they can play
their part in it.(AT1 (iii)).
Please see: catholic-ew.org.uk for further information.
Reveal: Learning Focus 5
Jesus’ prayer for his friends (based on John 17:11-12; 20-23)
“Holy Father, I am coming to you.
Keep my friends safe.
They belong to you.
Keep them close to you and to each other.
Let them be as close as I am to you.
I kept them close to you.”
“Father, I pray for these my friends
and for all those in the future whom they will bring to know me.
Just as you and I are one,
I pray that my friends will always be one with us and with one another.
I pray that they will be so at one with one another,
that everyone will know that you sent me,
and that you have loved them as you have loved me.”
L.O. To understand that Jesus wants us all to live together in unity
and love with him and
To recognise some religious words and phrases - AT1 (ii)
Using one of the phrases from the above prayer (for example:
Father, I pray for these my friends) invite the pupils to draw or paint
a picture to represent this.
To describe some religious phrases and actions – AT1 (ii)
Choose 6/8 of the phrases from the prayer and describe how the
apostles might act these out in their day to day life.
To give reasons for the actions of the disciples – AT1 (iii)
Prepare a debate about the difficulties encountered by the disciples
in sharing Jesus’ mission: give reasons for certain action by them.
To show understanding of how religious belief shapes lives – AT1 (iii)
As above (within the debate), but higher order task, inviting pupils to
show more understanding of how religious belief shaped the lives of
the disciples (give further examples, explain reasons why!).
Refer to http://www.bbc.co.uk/religion/0/18395824 for further
information and detail on the 12 apostles.
Reveal: Learning Focus 6
L.O. To understand that Christians are united through their love for
Jesus and;
To recognise some religious signs and symbols - AT1 (ii)
Invite the pupils to choose the Christian signs and symbols from a
selection of Christian and secular signs and symbols, place these in
their books and label.
To describe some religious signs and symbols – AT1 (ii)
As above, but also describe what some of them mean.
To give reasons for some of the signs and symbols – AT (ii)
Pupils are invited not only to describe but also to give reasons why
certain symbols are used
For excellent definitions, refer to:
http://christianity.about.com/od/symbolspictures/ig/Christian-Symbols-Glossary/
To show understanding of how religious belief shapes lives – AT1 (iii)
Invite the pupils to choose 6 symbols and use these to explain, not
only their meaning but how they would help a Christian in their
belief.
For example, the crucifix would represent Jesus’ sacrifice for us all, so
we too should remember what Jesus did for us and live good lives as
he would want us to.
Planning – Year 5 – Eucharist – Memorial Sacrifice - Week 1
Explore:
Discussion about how memories are kept alive.
Memories – read Wilfred Gordon McDonald Partridge
http://youtu.be/usnOEnTXabw
Invite pupils to bring in mementoes and photographs linked to special
memories
Prepare memory bubbles or clouds to display and to also be used in a
Liturgy/prayer reflection.
Reveal: Learning Focus 1 - ASSESSED TASK!
L.O. To develop an understanding of the Passover and to be able to:
Recognise some signs and symbols linked to the Passover - AT1 (ii)
Invite the pupils to draw and label some of the signs and symbols of
Passover AT1 (ii) – L1
Describe some signs and symbols linked to the Passover - AT1 (ii)
Do as above but add descriptions to these – AT1 (ii) – L2
To give reasons for some of the actions and symbols of Passover –
AT1 (ii) – L3
Provide pupils with some key words, picture and symbols and invite
them to complete the following table:
Symbol/Action
Lamb
Description
Reason for use
Lamb is eaten on Passover,
was also sacrificed
commemorates the paschal (lamb)
sacrifice made the night the ancient
Hebrews fled Egypt
Salt water
sweet salad of apples, nuts, wine,
and cinnamon
Represents the mortar used by the
Hebrew slaves to make bricks.
Unleavened bread
Charoset
Bitter herbs
http://www.dummies.com/how-to/content/the-symbolic-foods-at-a-passover-seder.html
To show understanding of how religious belief shapes lives – AT1 (iii)
Create a snapshot through the keyhole of what happened at
Passover from the point of view of Moses or his wife and how it
changed their lives and the effect it had on them. AT1 (iii) – L4
www.bbc.co.uk/learningzone/clips/the-passover-story/6599.html
Reveal: Learning Focus 2
L.O. To develop an understanding of the Last Supper and to be able
to:
http://www.bbc.co.uk/learningzone/clips/the-last-supper/676.html
Recognise the story of the Last Supper - AT1 (ii)
Invite the pupils to draw and label the Last Supper scene. - AT1 (i)-L1
Retell the Last Supper story – AT1 (i)
The pupils use their own words to tell the Last Supper story
(newspaper, diary entry, role play, story board) – AT1 (i) – L2
To make links between the Last Supper and beliefs – AT1 (i) – L3
Share with pupils the following and unpick further, then write their
own based on this and other research. AT1 (i) – L3
The Last Supper is the final meal that, according to Christian belief, Jesus
shared with his Apostles in Jerusalem before his crucifixion. The Last Supper is
commemorated by Christians especially on Maundy Thursday. Moreover, the
Last Supper provides the scriptural basis for the Eucharist also known as "Holy
Communion" or "The Lord's Supper".
To describe and show understanding of religious sources, beliefs,
ideas, feelings and experiences linked to the Last Supper – AT1 (i)
Prepare an information sheet on the Last Supper for a non-Christian.
Research the following:
The Last Supper – Luke 22: 7-23
The Eucharist – memorial sacrifice
El Greco or Leonardo da Vinci – depictions of the Last Supper
Christian beliefs of sacrifice, body and blood of Jesus, those who are
followers of Christ and partake in the Sacrament of the Eucharist
become his friends, as those gathered at the table of the Last
Supper.
Bring all these together (linking them) – not always easy!
Reveal: Learning Focus 3
L.O. To understand that the Eucharist keeps the memory of Jesus
alive and to be able to:
http://www.bbc.co.uk/learningzone/clips/the-last-supper/676.html
Recognise some signs and symbols linked to the Eucharist - AT1 (ii)
Invite the pupils to draw and label some of the signs and symbols
linked to the Eucharist. - AT1 (ii)-L1
Describe some of the signs and symbols linked to the Eucharist – AT1
(ii)
Invite the pupil to describe some of the signs and symbols linked to
the Eucharist – AT1 (ii) – L2:
In the liturgy and in all sacraments simple elements from life are brought
forward and made sacred. Light, water, clothing, oil, hands, bread and
wine are transformed from ordinary objects into the gift of God’s grace
and presence with us, and we too are transformed into images of Christ.
http://www.togetheratonealtar.catholic.edu.au/craft/dsp-content.cfm?loadref=36
A very good link relating to the Eucharist
To give reasons for the signs and symbols used – AT1 (i) – L3
Invite the pupils to go further that the previous activity and give
reasons e.g. Oil - For the Jewish people, our ancestors in faith, anointing with oil
meant setting the person apart for a particular mission. Just as royalty and Priests
are anointed for a particular mission, so are we as Christians given a particular
mission to be Christ in the world today.
AT1 (i) – L3
To describe and show understanding of religious sources, beliefs,
ideas, feelings and experiences linked to the Last Supper – AT1 (i)
Prepare a simple PowerPoint or storyboard on the Eucharist for
children preparing to receive Jesus in Holy Communion to help
explain to them what is happening and what they need to pay
attention to. AT1 (i) – L4 (with sufficient detail!)
Refer to the link below, very good!
http://www.bbc.co.uk/religion/religions/christianity/ritesrituals/eucharist_1.shtml
Reveal: Learning Focus 4 (amalgamate with LF6 - share both Contents)
L.O. To understand that the Eucharist is a sacrifice (one we can ‘live
out’) and to be able to (too much???)
Recognise some signs and symbols linked to the Eucharist - AT1 (ii)
Invite the pupils to draw their own picture which symbolises the
Eucharist and sacrifice within (crucifix) - AT1 (ii)-L1
Describe some of the signs and symbols linked to the Eucharist – AT1
(ii)
Invite the pupils to describe some of the signs and symbols linked to
the Eucharist and sacrifice, produce a picture/information mini guide
– AT1 (ii) – L2
To make links to show how feelings and beliefs affect their own and
others behaviour – AT2 (i) – L3
Invite the pupils to write an advertisement for a L’Arche volunteer,
explaining what sort of person is required, their values and personal
skills. AT2 (i) – L3
To show understanding of how belief in the Eucharist shapes a
Christian’s Life – AT1 (iii) – L4
Design a Charter to Life by based on the beliefs, experiences and
messages within the Eucharist. AT1 (iii) – L4 (how do Christian ‘live it
out’?).
Link below gives good guidance on this!
http://www.apostleshipofprayer.org/LivingtheEucharist.pdf
Reveal: Learning Focus 5
L.O. To develop an understanding of the Eucharistic prayer II and to
http://catholic-resources.org/ChurchDocs/RM3-EP1-4.htm
Recognise some of the words and phrases from the prayer - AT1 (ii)
Invite the pupils to draw their own pictures with some of the text
from the prayer (AT1 (ii)-L1) for example - ‘he took bread and, giving
thanks, broke it’
Describe some of the words and phrases from the prayer – AT1 (ii)
Invite the pupils to describe some of the words and phrases from the
Eucharistic Prayer II – AT1 (ii) – L2
For example:
It is truly right and just, our duty and salvation, always and everywhere to give
you thanks – this is said at the beginning of the Prayer and we remember to
thank Jesus for everything.
To give reasons for religious actions and phrases – AT1 (ii) – L3
As above, but pupils would need to give reasons for the actions and
words .AT2 (i) – L3. For example:
It is truly right and just, our duty and salvation, always and everywhere to give
you thanks – this is said at the beginning of the Prayer and we remember to
thank Jesus for everything because it is our duty to remember him and his
sacrifice.
To show understanding of how belief in the Eucharist shapes a
Christian’s Life – AT1 (iii) – L4
Design a Charter to Life by based on the beliefs, experiences and
messages within the Eucharist Prayer II. AT1 (iii) – L4 (how do
Christian ‘live it out’?).
Refer to following link:
http://www.apostleshipofprayer.org/LivingtheEucharist.pdf
Planning – Year 5 – Lent/Easter – Sacrifice - Week 1
Explore:
Discussion about giving and refusing to give (appreciating the cost of
giving).
Story of a young carer:
http://www.bbc.co.uk/schools/pshe_and_citizenship/personal_wellbeing/
Refer to the activities on page 142, these could also culminate in a
debate with the motion: Never too difficult to give
Reflection on Significance
The life that I have
Is all that I have
And the life that I have
Is yours.
The love that I have
Of the life that I have
Is yours and yours and yours.
A sleep I shall have
A rest I shall have
Yet death will be but a pause.
For the peace of my years
In the long green grass
Will be yours and yours and yours.
Reveal: Learning Focus 1
L.O. To realise that Lent is an opportunity to grow spiritually
Lent is the Church’s seasons for discerning
and doing good.
In the Christian Year, Lent precedes and
prepares for Easter. It is a penitential season
and a time of spiritual growth. If people want
to be followers of Jesus, they must be
prepared to notice what others need and then
see what they can do to help. During Lent
this is traditionally put into practice through
prayer, fasting and almsgiving. Christians
make Lenten promises saying what they
hope to do during Lent.
Recognise some of the stories linked to Lent - AT1 (i)
Invite the pupils to draw and label the story of Jesus spending 40
days and 40 nights in the desert – AT1 (i) – L1
Retell the story of Jesus in the desert – AT1 (i)
Invite the pupils to role play, draw and /or write the story, describing
the events and characters involved – AT1 (i) – L2
Use link to cartoon of story - http://youtu.be/O5bfxGNMY9c
Give reasons for your actions – AT1 (iii).
Invite pupils to make their own Lenten calendar. Leave a section on it
to reflect each week on how your actions have shaped your life and
that of others. AT1 (iii) – L3
Describe and show understanding of the beliefs, scripture and stories
linked to Lent. AT1 (i)
Design an information booklet on ‘Lent’. Include some of the related
scripture and sources (as below), its meaning and how Christians act
during this time and why, due to their beliefs. AT1 (i) – L4
The "we" of the Church is the community in which Jesus brings us together (cf. Jn
12:32), faith is necessarily ecclesial. And it is important to remember and to live this
during Lent: each person must be aware that the penitential journey cannot be faced
alone, but together with many brothers and sisters in the Church.
The Pope concluded “Living Lent in a more intense and evident ecclesial
communion, overcoming individualism and rivalry is a humble and precious sign for
those who have distanced themselves from the faith or who are indifferent”.
Emeritus Pope Benedict XVI
Reveal: Learning Focus 2
L.O. To understand how and why Judas betrayed Jesus and to:
Recognise some religious stories - AT1 (ii)
Invite the pupils to draw and label some of the story from Mark 14:
10-11 - AT1 (i)-L1
Retell the Betrayal of Jesus by Judas – AT1 (i)
The pupils use their own words to retell the story (newspaper, diary
entry, role play, story board) – AT1 (i) – L2
To give reasons for actions by believers – AT1 (iii) – L3
Role-play moral decision making with a Conscience Alley to explore
Judas’ betrayal of Jesus. Two rows of children give different advice to
the pupil playing Judas. At the end ‘Judas’ has to decide which advice
to take and explain why. AT1 (iii) L3
To show understanding of how religious belief shapes life AT1 (iii) L4
The level of questioning should be monitored in order to ensure a
degree of giving reasons and explaining why certain actions were
taken and decisions made.
Reveal: Learning Focus 3
L.O. To learn about the significance of Holy Thursday and Good
Friday (amalgamate LF3 & 4 - use both contents) – enough coverage?
Recognise some religious stories - AT1 (i)
Invite the pupils to draw or paint scenes from Holy Thursday and/or
Good Friday AT1 (i)-L1
Retell some of the special stories – AT1 (i)
The pupils use their own words to retell one or both of the stories
(newspaper, diary entry, role play, story board) – AT1 (i) – L2
To give reasons for actions by believers – AT1 (iii) – L3
Write a report from Pilate to Caesar, the Roman Emperor, informing
him of the trial of Jesus. Try to explain the actions of the High Priest
and the Council. Give reasons for your decision. AT1 (iii) L3
To show understanding of how religious belief shapes life AT1 (i) L4
Use the activity on page 148 – exploring the painting of The Agony in
the Garden by Bellini – exploring how the disciples felt, what they
believed and what they learned.
Reveal: Learning Focus 5
L.O. To understand and learn more about the Stations of the Cross
and to
Recognise some Lent/Easter stories - AT1 (i)
Invite the pupils to design some of their own ‘Stations’ AT1 (i)-L1
Retell some of the Lent/Easter stories – AT1 (i)
The pupils use their own words to describe what is happening in
each picture/scene – AT1 (i) – L2
To make links between Lent/Easter stories and beliefs – AT1 (i) – L3
As above, however the description also makes links between the
events and what Christians belief (as below). AT1 (iii) L3
Christians believe, according to Scripture, that Jesus came back to life, or was
raised from the dead, three days after his death on the cross. As part of the
Easter season, the death of Jesus Christ by crucifixion is commemorated on
Good Friday, always the Friday just before Easter. Through his death, burial, and
resurrection, Jesus paid the penalty for sin, thus purchasing for all who believe
in him, eternal life in Christ Jesus.
To show understanding of how religious belief shapes life AT1 (i) L4
Use the activity on page 150 – making the booklet for a younger child
and including experiences, feeling and beliefs (need to explore this
further- excellent resource below to support this activity) – AT1 (i)-L4
http://www.cptryon.org/prayer/child/stations/01.html
Reveal – Learning Focus 6
L.O. To understand and learn more about Easter Sunday, the
Resurrection and to:
Recognise some Easter stories - AT1 (i)
Invite the pupils to design their own picture board of Easter
AT1 (i)-L1
Retell some of the Easter stories – AT1 (i)
The pupils could create their own record/collage of events describing
what happened – AT1 (i) – L2
To make links between Lent/Easter stories and beliefs – AT1 (iii) – L3
Write a letter to a local shop giving reasons why they should stock
religious Easter cards relating your reasons to Christian beliefs,
scripture, your ideas, feelings and experiences. You may also wish to
design the card! AT1 (iii) – L3
To show understanding of how religious belief shapes life AT1 (iii) L4
Make a leaflet entitled ‘Why Easter is important to Christians’
describing how belief in the Easter story shapes the lives of
Christians. Use Church’s Story 3 to refer to scripture, liturgy and
beliefs. AT1 (iii) – L4 - Refer to the following link:
http://www.bbc.co.uk/schools/religion/christianity/easter.shtml