KEY STAGE 2 SAMPLE SCHEMES OF WORK

 
UNIT 7 (Year 3,4)
Language Psychology
Expressions of Belief
This unit explores how religions employ signs, symbols and the arts to express aspects of human nature.
Contributors to the unit include: David Allinson (St Vigor and St John CofE VA Primary School), Dave Francis (Associate Adviser) and Sara Franklin (Winscombe Woodborough Community Primary School).

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Essential information about this unit

PROGRAMME OF STUDY LEARNING OPPORTUNITIES

Pupils should be given the opportunity to:

a) consider how people express information, ideas, feelings and beliefs in a variety of ways:
i signs and symbols - eg emblems and badges, dress, food, artefacts, greetings, rituals, language;
ii artistic expression - eg drama, dance, music, drawing, painting, sculpture, architecture, poetry, stories;
iii universal symbols - eg colour, light, darkness, wind, sound, water, fire, silence;

b) express their ideas, feelings and beliefs in a variety of ways, eg prayer, conversation, drama, dance, music, drawing, painting;

c) reflect upon the underlying meaning of different forms of expression: signs and symbols, artistic expression, universal symbols (see above).

NB Sensitivity needs to be shown when asking pupils to share their ideas about God. Members of some faiths might find it inappropriate, for example, to ask pupils to draw pictures of God.

WHERE THIS UNIT FITS IN

This unit is designed for Year 3/4 – Spring or Summer Term. It connects with units 1, 4, 10, 11 and 12 in dealing with aspects of human identity and experience and with units 3 and 5 in dealing with ways of expressing religious ideas, beliefs and feelings.
FEATURED FAITH(S): Christianty and Hinduism
TIME: This unit is planned for 12 sessions of 1 hour each.

RESOURCES:

  • Small collection of badges, symbols and logos.
  • Photos from the internet or Charity Newsletters.
  • Animated Bible Stories video and Activity Book ('Quest', 1997, Channel 4 Learning).
  • Christine Howard, 1995, Investigating Artefacts, RMEP.
  • Animated World Faiths video and Teachers' Guide ('Quest', 1997, Channel 4 Learning).
  • Picture (eg from the Animated World Faiths Teachers' Guide) or murti of Krishna.
  • Selection of Christian and Hindu artefacts.
  • Digital camera and use of ICT suite.
  • Somerset SACRE, 2002, Other Dimensions: how religious education may contribute to personal, social and health education and citizenship at Key Stages 1 and 2, Somerset CC.
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    OBJECTIVES FOR LEARNING AND ASSESSMENT

    C1 Recognise symbols used in Christianity and Hinduism and recall elements of Christian and Hindu stories as conveyed through forms of religious expression.
    C2 Identify and give possible meaning or message underlying examples of Christian and Hindu expression.
    C3 Make simple links between a range of examples of religious expression and the religious beliefs/ideas, feelings which underlie them.
    D1     Identify aspects of their own identity/personality/experience.
    D2 Identify aspects of others' own identity/personality/experience, including religious aspects.
    D3 Compare aspects of, and influences on, their own identity/personality/experience, including religious aspects, with those of others.

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