||An example of a good RE learning activity|
Use p36. Selected as part of medium and long term planning.
Teachings and authority:
(What sacred texts and other sources say about God, the world and human life.)
...raises this important question:
Either use an example question from p36, or create your own. Use guide to writing key questions in the appendix. Bear in mind the key concepts on p36 to ensure an appropriate
|Who is Jesus and who am I?|
This unit relates to the following Agreed Syllabus requirement:
Select appropriate E-M-L objectives from p35.
Through exploring and responding, pupils should be taught to:
• explore, discuss and reflect on the meaning of some religious and moral stories, sacred writings and sources, placing them in the context of the belief system;
• make links between beliefs, values and commitments and their own behaviour and attitudes.
|RE outcomes - levelled(AT1 & AT2)
Specifically, we want them to be able to...
...so that they can say “I can do X”
Use the levels of attainment on p73, matched to the age and ability of your pupils to create clear outcomes/success criteria, balancing AT1 and AT2. (Write for one or two levels, as appropriate to the age and ability of your children.)
• I can think of two ways to describe myself and how others see me.
• I can pick out two different ways some people thought about Jesus and how he thought about himself.
• I can use similes to show how I see myself and how others see me.
• I can describe how people saw Jesus and how he saw himself.
• I can use my learning in RE to reflect on who I am and how others see me.
• I can show understanding of how Jesus was seen by others and how he saw himself
It’s important that pupils develop...
Use the guidance in Appendix G and Appendix I. Identify appropriate skills and attitudes.
Skills of reflection, application, interpretation, making links and expressing their own ideas, as outlined below.
Attitudes of self-awareness.
So we’ve selected this material to address the question.
Ensure the content is relevant to the question.
Pupils will do this by using the “I am” sayings of Jesus to learn from Christianity about their own identity and sense of belonging. They will:
• think about how they see themselves and how others see them;
• apply this to how people in Jesus’ day saw Jesus and how he saw himself;
• make links between the “I am” sayings of Jesus and Christian beliefs about him;
• express their own ideas and understanding of Christian beliefs through poetry.
The “I am” sayings are found in John’s Gospel. Jesus says he is:
• the bread of life (John 6:35)
• the light of the world (John 8:12)
• the gate (John 10:9)
• the good shepherd (John 10:11)
• the resurrection and the life (John 11:25)
• the way, the truth and the life (John 14:6)
• the vine (John 15:1).
This is how we are going to get our pupils to be able to develop the identified skills – using some engaging stimuli and some compelling learning experiences.
Use the learning process on p47 to help devise suitable learning opportunities.
1. Explore how pupils see themselves: answer the question “Who am I?” Use a range of similes to help describe themselves: E.g “If I were a flower I would be a ____ because ____”.
Explore how pupils think others see them. Use similes again: E.g. “My parents would say that I am like a rose...beautiful but spiky sometimes.”
Use the similes to produce a poem: Who am I? They say that I am... but I say... This
could produce some great display material!
2. Give some brief, clear information about different people around in Jesus’ time: Pharisees, his disciples, the women who followed him, children who encountered him, Samaritans, Zacchaeus, Peter. Pupils use this information to say how these people saw Jesus. Use similes again. E.g. The Pharisees say that Jesus is like a sword because his words were strong and sharp.
3. Look at the seven “I am...” sayings of Jesus. Let pupils read these metaphors and talk about what Jesus meant when he said that he was “the Good Shepherd”, for example.
4. Write a poem. Jesus asks “Who am I? They say that I am... but I say...”
Use the similes from activity 2 and the metaphors from activity 3.