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Consideration of how important people such as great spiritual teachers can be deified by their followers.

For 10-14 year olds. Originally written by Dick Powell, updated in April 2019.

Learning Outcomes

Emerging

• Explain two key beliefs about Jesus and Gautama Buddha
• Explain what beliefs about Jesus and Gautama can be seen in an image of each

Expected

• Offer a view as to how far the ‘original’ message of Jesus and Gautama can be updated for future ages
• Offer a view as to how far humans tend to make their own meaning when it comes to religious teachings

Exceeding

• Give an example of an allegory or myth and explain the purpose of this type of thinking
• Give an example of a historical account and explain the purpose of this type  of thinking

Key words and concepts

General

Deity: an alternative word used to describe (a) God or a goddess, or the Supreme Being.

Deification: the word to describe the process by which godlike or extra-ordinary powers are placed on humans to show their supernatural status.

Christianity

God: the word given to the Supreme Being in the Christian tradition. Usually meaning a personal, creator Being who interacts with his creation in various ways, and is considered the first attribute of the Trinity – i.e. God the Father.

Incarnation: The concept that God is able to take human form, and in Christianity the incarnation is in Jesus of Nazareth.

Christ: a Greek word meaning Messiah, or chosen one (of God).

Messiah: a Hebrew word literally meaning the anointed human (by oil) of God. Became a figure in later Jewish theology of a person who would liberate the Jews from oppression – like King David.

Son of God: a Christian term relating to a title given to Jesus demonstrating Jesus’ relationship with God.

Miracle: a supernatural event usually performed outside the laws of natural occurrences.

Trinity: The belief that God is Three-in-One or the Trinity. The core of the Nicene Creed states the acceptance of God as Creator and Father, belief in Jesus as the Son of God, and faith in the Holy Spirit that permeates and reinforces the work of the Church.

Buddhism

Buddhism: Buddhism can be divided into 3 main groups: Theravada, Eastern Buddhism and Northern Buddhism. While these groups share certain core beliefs, there are some differences in interpretation. The main difference with the Mahayana (a kind of Buddhism adopted in Eastern and Northern Buddhism) is the belief that Nirvana / Nibbana is not the ultimate goal of Buddhism. Instead everyone should aim to become a Bodhisattva and eventually a Buddha and help with the salvation of all beings. Theravadins, on the other hand, believe that, while the Bodhisattva path is the best possible goal, it is not for everyone, only the noble few. The majority of people should aim for Nibbana / Nirvana.

Re-birth: Existence is a cycle of birth and death through samsara going on indefinitely until a person can be liberated (Nibbana / Nirvana). Rebirth is like flame passed from one candle to another – not an immutable soul passed from body to body as in Hinduism.

Bodhisattva: for Mahayana Buddhists a bodhisattva a being who is destined for Enlightenment or Buddhahood but who postpones final attainment of this in order to help all living beings to attain it.

Theravada: literally meaning the Way of the Elders, this is generally considered the principal tradition of Buddhism. It was established in Sri Lanka and South East Asia and is now found in Thailand, Vietnam, Cambodia and Burma as well as Sri Lanka.

Mahayana: Mahayana Buddhism is a later development of Theravadin teachings and generally speaking is to be found in countries to the north of India in Asia such as Tibet, China, South Korea and Japan. Mahayana Buddhists see Buddhas and many Bodhisattvas as transcendent and beings to whom devotions and worship can be offered.

Sakyamuni: Siddhartha Gautama also known as Shakyamuni / Sakyamuni (sage of the Shakyas).

Upaya: skill-in-means – the ability to adapt a message to needs of the audience: a skillful way of teaching a great truth. See the parable of the Burning House in Buddhism.

Some of these terms are also key concepts. Here is some further background to some of these to help you prepare for the teaching and learning activities:

Trinity: The central beliefs of Christianity are summed up in the Nicene Creed which is recited each Sunday by Christians of most denominations in their act of worship, usually the Eucharist or Lord’s Supper. The Nicene Creed was drawn up in 325CE by the Council of Nicaea in order to defend the orthodox faith from various heresies that had arisen. This Creed is the belief that God is Three-in-One or the Trinity. The core of the Nicene Creed states the acceptance of God as Creator and Father, belief in Jesus as the Son of God, and faith in the Holy Spirit that permeates and reinforces the work of the Church. God the Father, God the Son, and God the Holy Spirit (2 Corinthians 13:14).

Messiah: a core concept in Christian and Jewish thought with a rich and ancient history stretching back to the time of King David. In Hebrew, originally meaning ‘the anointed’ one (as King David was with holy oil) it came to refer in New Testament times to a human character with king-like qualities who would free the Jewish people from all oppressors. It is likely that Jesus refused to accept this title, even though the word Christ is the Greek form of Messiah, preferring the title prophet. However, the title stuck and the early followers of Jesus probably called ‘Nazarenes’ by outsiders came to be known as Christians – or followers of the Christ – the anointed one sent by God to save his people from the realm of evil.

Trikaya: this is a word describing the three dimensions or bodies of the Bodhisattva concept and is an excellent, if complex, example of the way in which deification occurs from the human Theravadin Buddha character through to a vast cosmic Mahayana pantheon. The three dimensions of the Bodhisattva being the human nature of Gotama, the supernatural entities through which the dharma is transmitted, and the cosmic dimension of the dharma.

Bodhisattva: Mahayana Buddhists see Buddhas and many Bodhisattvas as being transcendent. This leads to devotional activities and worship. In Pure Land Buddhism, for example, faith in the Buddha Amitabha (or Amida) is emphasised. Adherents believe that faith and devotion will mean Amitabha will help them be reborn in the Pure Land he created in which Enlightenment is guaranteed.

Learning activities

Explain that the students are going to explore the lives and characters of two great religious founders in an attempt to discover what they thought about themselves, what their followers thought about them, and what people think about them today.

The intention of these learning activities is for students to gain an appreciation of the idea that ordinary people impose their own interpretations on events, people and experiences and that over the course of time people develop ideas which might differ from the intention of the original author but which might become mainstream ideas.

The focus of this lesson is Jesus of Nazareth and Siddhartha Gautama. Explain that both figures probably existed historically but that questions will be asked of the students about how this can be established. Suggest that the activities here will show how followers within the belief traditions of both figures, Christianity and Buddhism, have interpreted over time, sometimes gradually, sometimes quickly, the life and teachings of Jesus of Nazareth and Siddhartha Gautama so that the outcome we have in the 21^st century might be different from the original intention of that founder. Suggest to the students that the learning activities hope to show that we need to appreciate that religious ideas develop over time, and are influenced by communities and cultures, and other historical events.

Remind the students that although some people today think of Jesus of Nazareth as the Son of God, and Siddhartha Gautama as man who attained Enlightenment, and then escaped from being reborn through Nirvana. The learning activities might demonstrate that we need to be critical about what these words mean.

Show different images of Jesus and Gautama Buddha. Can students identify them? How are they able to do this? Discuss if Jesus and Gautama Buddha would have really looked like this.

Create a set of images of Jesus in different cultural forms, some with a message intended by the artist, some telling a story of Jesus; life. For example; show a black, Chinese and Indian Jesus; search ‘Church Ads.net’ for Christian messages cleverly communicated with advertising campaigns; stories form Jesus; life such as miracles or the events of Holy Week. In pairs, students try to identify the meaning of the image for Christians, a message the artist or creator is trying to portray, and whether it would have made sense to 1st Century Jews, Jesus’ followers and companions.

Remind students of the trials of Jesus and if necessary provide the students with the Bible reference to the trial of Jesus by Herod (Luke 23: 6-12) to read in pairs.

As an individual exercise, suggest that they write a short report as a journalist for a newspaper as if they were at the trial and if they had the chance to ask Jesus some questions about his motives and actions, how he felt about his treatment, and how he sees the outcome. Encourage students to share their reports.

Return to the images of Siddhartha Gautama. Ask if students are less familiar with the stories of Siddhartha Gautama than Jesus of Nazareth. If so, ask them if this will affect their judgements, ideas, understanding of Gautama better or worse than Jesus?

Find a similar set of images of Gautama Buddha, such as in different cultural forms (Thai, India, Chinese, etc); at different points in his life (as a prince, starving, as a teacher, reclining prior to attaining Nirvana); and ways the Buddha image is used today, such as an ornament, in a Buddhist shrine, in association with mindfulness as therapy etc. ask pairs to conduct a similar discussion as for Christianity: what is the meaning of the image for Buddhists, what message is the artist trying to communicate, would the message make sense to North Indian people 2.5 thousand years ago?

Remind students of the story of the Buddha –find a clip online or retell the story of his early life, the 4 sights, and his renunciation of his life as a prince. Working in groups of three or four, ask students to present up to five similarities and differences between Jesus and Siddhartha, stressing not only physical ways but also ways they tried to find meaning in life.

Introduce a Stilling exercise of the type below:

A stilling exercise

Teachers of RE are usually familiar with stilling exercises. Follow your own procedures or use all or some of the following. After the exercise the students will be required to write a question on a sticky note and share this with their partner.

Allow the students to find a comfortable and secure place to sit or lie..

Once settled, lead the students in a breathing exercise so that they can become more focussed – this one is often used – instruct the students in an even and quiet voice to place their hand on their heart and listen for a heartbeat, ask them to feel the rhythm, and to see if it is slowing down or even, rapid or calm. Ask them keep their attention on their heartbeat and breathe regularly and calmly; and once they feel their breathing is in tune with their feelings of calm, to place their hand beside their sides and to listen carefully to the exercise. Hold the silence…

In a calm but quiet voice, taking pauses when necessary ask the students to see a path in front of them leading from the classroom to a delightful place in nature… it could be wide…. Or narrow…. winding…. Or straight… following a stream, or a coastal path ….to a forest or in the mountains… wherever the student feels most comfortable.

As you walk down the path you come to a small tree which has lots of branches. This is called the Tree of Troubles, and as you come to it, you pause …. and take any trouble you might have off your shoulders and hang it on the tree before you move off again..

You come to a small gate, it is bright green and as you pass through the gate you notice how all the flowers and trees, bushes and grass have become incredibly colourful and bright. The sun is shining, warm and it is exactly how you want it to be…

You notice a small tree to one side and underneath sits a man meditating cross legged. He is still and calm. His eyes are focused on a point a few inches from his nose. His hands are cupped in front of him on his lap. His name is Siddhartha.

As you approach him he opens his eyes and smiles in welcome. He looks kind… contented… happy and you have so many questions you want to ask him. He says “ask one question about me, but remember that words are valuable and you need to make them count”….

You ask the question. You wait and listen carefully for his answer…

You bow and say thank you – and you turn away back to gate… you go through it…. smiling as you pass the tree of troubles as you know those problems aren’t quite so bad now, and back to the classroom… and when you’re ready…

You open your eyes.

Follow up to the stilling exercise

Ask students to write down their question on the sticky note but not to show it to anyone at this point. Encourage students who couldn’t think of a question to think of one now.

Ask students to share their experiences as precisely as they can with a partner, discussing such questions as: What was the path like? What was the gate like? What did the man look like? Did the image of the man you saw have any features you could recognise? How did he act? How did he respond to your question? What question did you ask – if you think you can share it? Did you think of an answer that you might be given? What answer might we expect from a Buddhist? What answer might be given by a non-Buddhist?

Now consider these extremely challenging questions:

• Does it sometimes happen that what we imagine becomes our reality?
• Do we possibly impose on our reality what we would like rather than what is there?
• How do we go about answering these questions?
• Where should we look to find the answers to life’s deepest questions?
• What impact might answers to life’s deepest questions have on individuals?

Explain that the next learning activity moves on to an examination of story and texts, in order to show that many religious stories are not meant to be factual, nor written as factual by the authors, but interpretations by humans of human experiences. So some idea of what constitutes a story might be useful and the means by which students understand the tools that define these stories is helpful so this can be applied to religious stories – because the problem is that the words look similar, but have very different meanings, are easily confused and often Students might require access to computers in order to investigate the stories with which they are unfamiliar.

Explain that there are different ways of understanding stories from religious traditions. Ask them to work in groups of four to agree definitions and examples of five main types of religious story – firstly discussing and writing on sticky notes their own definitions; then looking at and discussing the definitions provided below and placing on the sheets with the examples.

Types of Story:

• Allegory
• Historical Account
• Legend
• Myth
• Parable

Suggested Definitions:

Allegory: A story using examples from nature to explain a moral or spiritual truth.

Historical Account: Description of what is actually believed to have happened, based on eye-witness testimonies.

Legend: A story using supernatural language to explain something about the relationship between humans and God.

Myth: An old or ancient story with some basis in historical fact.

Parable: A short story told to illustrate a moral point.

Examples:

• David and Goliath
• The Creation story in Genesis 1
• Robin Hood
• Coyote trickster
• The Good Samaritan
• The birth stories of Jesus
• The enlightenment of Gautama
• John Bunyan’s Pilgrim’s Progress
• Aesop’s story of the Fox and the Grapes
• Aesop’s story of the Tortoise and the Hare
• Icarus and Daedalus
• Dickens’ Christmas Carol
• Krishna’s birth
• Jesus’ parable of The Sower
• The Buddhist story of Kisa Gotami and the Mustard seed
• Atlantis
• Animal Farm by George Orwell
• Plato’s story of the cave
• King Arthur and the Round Table
• William Tell
• One Thousand and One Nights

Explain to the students that both Buddhism and Christianity have their own sacred texts and these are not only over 1500 years old or older but have also developed, been edited and have many assumptions in them about the faith. Such texts contain a mix of different types of story. Provide students with background information about Christian and Buddhist texts with the quotations on the Crucifixion of Jesus and Buddha’s Parable of the Burning House.

Ask students to focus on the story of Jesus’ crucifixion, e.g., how crucifixion was a Roman form of execution, not Jewish; how a purple cloak is meant to symbolise the kingship of Jesus, as purple was a colour reserved for royalty; how the charges against Jesus suggested he was being executed for treason and maybe rebellion against the Romans; how Jesus’ death is confirmed by the words “breathed his last”; how a leading Roman soldier made a statement about Jesus.

Ask students to read the five quotations from the story of the crucifixion of Jesus aloud to a partner.

Ask students to discuss the following questions in pairs or small groups:

1. consider how this story would fit into the whole Christian story.
2. If Jesus is referred to as the Son of God, what do you think the centurion meant by this, as he has just seen Jesus stripped, beaten and nailed to a cross?
3. What do you think the term ‘Son of God’ means?
4. Do you think the term ‘Son of God’ means that Jesus has the same characteristics and qualities as God? If so how does this work?
5. If this is an eye-witness account of the event, what would your thoughts be seeing someone spoken of in this way in his death?
6. Is it possible that the death of Jesus is interpreted by his followers to fit what they think rather than what Jesus thought of himself?

Now ask students to focus on the Buddhist Parable of the Burning House, noting that the story comes form the Lotus Sutra, and that there is no evidence to suggest that the Buddha actually spoke this text. It probably reflects the development of Buddhist thought and the manner in which his teachings are intended to help people understand his teachings. For Mahayana Buddhists, the Buddha has become a cosmic figure. He is eternal and has appeared in many forms in history to guide and comfort humans. The noblest form of the Buddha is as a Bodhisattva, who devotes himself to attaining Nirvana or ‘awakening’ for all beings. The parable may be seen as an example of upaya, (skilful means), in this case: a story about how something that is not actually ‘true’ in a literal way, being used as a skilful way of helping people to understand a larger ‘truth’.

Ask students to read the Parable aloud, in pairs, one paragraph at a time.

Ask students to discuss the following questions in pairs or small groups:

1. consider how this story would fit into the overall Buddhist story
2. Why do you think the children did not heed their father’s warning about the fire?
3. In what ways are people today like the children in the story?
4. What might wake people up to the way people waste their lives today?
5. Do you think it matters whether this story was told by the Buddha or not? Why / Why not?

As a summary activity, ask students to work in small groups on a poster or digital presentation that compares the Christian and Buddhist stories. They should use pictures and text and ensure that they have included:

1. similarities in the way Christians and the Buddhists may think about Jesus and the Buddha;
2. different beliefs people hold about Jesus and the Buddha;
3. answers to big questions that Christians and Buddhists can understand when they reflect on (a) the crucifixion and (b) the parable of the burning house;
4. some of their own questions about the meaning and purpose of life that are raised in the two stories, e.g., suffering of innocent individuals, the role of God in the world, the impact of the Buddha’s teaching on individuals and the world;
5. suggested answers to those questions that might be given by (a) Christians and (b) Buddhists;
6. their own reflections on questions of ‘truth’.

An enquiry into an icon of Christ the Teacher.

For 3-5 year olds. Originally written by Emma McVittie. Updated in April 2019.

Key words and concept

Icon: painting or mosaic of Jesus, Mary, a saint, or a Church feast. Used as an aid to devotion, usually in the Christian Orthodox tradition.

Devotion: (in a religious context) an act of worship which usually involves prayer.

Orthodox: (i) the Eastern Orthodox Church consisting of national Churches (mainly Greek or Slav), including the ancient Eastern Patriarchates. They hold the common Orthodox faith, and are in communion with the Patriarchate of Constantinople. (ii) Conforming to the creeds sanctioned by the ecumenical councils, e.g., Nicaea, Chalcedon.

Belonging: can be defined in a variety of ways including a sense of belonging through connections to: people, places, groups and communities. Belonging can enhance our sense of identity and aid the development of relationships within particular groups and communities.

Symbolism: the use of one object / picture to represent another object, idea, action or thought. Widely used in religion and can evoke a sense of emotion and an affinity with an individual’s faith.

Learning activity

Each activity is designed to have 10-15 minutes of teacher led input either as a whole class or in small groups, followed by children engaging in related activities.

Stage 1: Christ the Teacher:

Show the children icon of Christ the Teacher. There are many images online. This icon shows Jesus holding an open book, has hand raised and a halo around his head.

Ask the children some of the questions from the selection below, which can be tailored to specific age groups:

• Who is it?
• What are the letters for?
• What does the book say?
• What is the mark on his hand?
• What’s the shape on his head for?
• What can you see?
• What part of the icon do you see first?
• Why do you think this is?
• What did you notice next?
• Where do you think you might find it?
• Who is in the painting?
• What is the person holding?
• What do you think the artist was thinking about when they painted this?
• What might a Christian think about the icon?
• What do you think about this piece of art?
• What do you like?
• Is there anything you don’t like?

Would you change anything about it?

Invite and record children’s own questions. Keep them visible and answer them when you can.

Explain to the children that an ‘icon’ is a painting or mosaic of Jesus, Mary, a saint, or a Church feast. It is used as an aid to devotion (prayer and worship), usually in the Christian Orthodox tradition.

Ask if the children have any questions of their own about the icon.

Now ask the children where they think they might see a picture like this? You might want to display a selection of pictures for children to choose from, e.g. a church, a school, a house. Explain that you might see it in all of those places but especially in churches in the Orthodox tradition.

Find images of Orthodox churches and cathedrals online- show children a selection, showing icons and the richly painted walls and woodwork.

Explain to the children that icons are usually found in a Christian Orthodox place of worship but also in other Christian places too.

Give small groups a selection of icon pictures to look at, gathered from the internet. Look for icons of:

• Jesus as a baby with Mary
• Jesus and his disciples
• Jesus and the saints
• Scenes form Jesus’ life

Give pupil five minutes to choose the one they like the best and to think of a reason why they like it.

Ask the children to show their picture to the class and take it in turns to share it and say why they like it.

Stage 2: Symbols

Show children some of the images of the stained glass windows, asking the same questions as in stage 1 with the additional ones below, if appropriate:

• How do you think these are made?
• What do you think the person is doing?
• What do you think the person is holding?
• What do you think the colours tell you?

Explain the meaning of some of the windows and introduce the idea of symbolism being a way to say something but without words.

Can they think of ways to say things without using words? Ask children to mime: Hello, goodbye, I’m tired, I’m grumpy, thank you.

In small groups with an adult, can they think of a picture or a symbol to ‘say’ these things, e.g. draw round their hand to say hello or goodbye.

You can also use road signs, commercial symbols, charity symbols and mascots.

Work with the class to think about a picture for class stained glass window and the colours and symbols you might use and why. [The outline can be drawn for the children and then completed using a variety of media.] Throughout the activity, ask the children about what symbolism they want to use and why.

Stage 3: Symbolism from world religions

This can be split into 3 short sessions

Session A

Remind children about the icons and the stained-glass windows they have looked at and tell them that as well as symbols being used in religious worship and celebrations that actions and music are also used. All these things help people to feel part of their religious group/community.

Ask children to sit in a circle quietly and explain that they are going to close their eyes and listen to some special music.

Play The ‘Hallelujah Chorus’ from Handel’s Messiah and ask the children to think of one word to describe how it made them feel.

Explain that the words were taken from the Christian Bible by a composer named George Frideric Handel over 300 years ago.

Session B

Now ask the children to watch some dancing from the Hindu tradition. There are many clips online.

Ask the children to think about a question they would like to ask about what they have seen, share the questions with the class and display.

Session C

Explain to the children that Islamic art patterns have no beginning and no end – ask children to create their own using a variety of media such as pastels, paints, chalk, water and food colouring, drawing in sand. Along the lines of ‘taking a pencil for a walk’ rather than creating geometric patterns at this stage.

Bringing it all together

Ask the children to report back on what have seen and heard: what was their favourite and why?

Explain that these different ways of showing belonging are also about a person’s thoughts, feelings and ideas (their identity). Work with small groups to either compose some music, make up a special dance or design a pattern based on Islamic art. Ask them to relate their ideas to themselves and what kind of person they think they are.

Stage 4: Personal signs and symbols

Ask children if they belong to any groups e.g. football, dance, rainbows etc. Do they have to wear anything special when they go to the group? Do they follow special routines there?

Explain that sometimes people who belong to / follow a religious faith wear special symbols to show belonging. You could use pictures of such items as: a cross, a hijab, a kippah, a tilak mark, a turban.

It is useful to be able to have the objects available for the children to handle at this stage.

Encourage children to ask questions about the objects:

• What is it used for?
• When is it used / worn?
• Who wears it?
• Why do they wear it?

Ask the children to give their views on each item.

In small groups support children to think of a special symbol for themselves. This can then be made using a variety of media. When all the children have made their own identity symbol, they can be put together to create a symbol of the whole class.

An exploration of the contribution of Christian and other groups and individuals to the community.

KS 2&3. Originally written by Dave Francis & Tina Ward. Updated April 2019.

Learning Outcomes

Emerging

• Offer a definition of ‘community’, including at least three factors
• Explain, with reference to two examples, how working as a community might help achieve goals

Expected

• Define ‘community’, including one religious non-religious and one non-religious factor
• Offer a supported view as to what enables communities to work together to achieve hopes and dreams
• Offer a supported view as to the contribution of religion and belief in a community achieving their goals

Exceeding

• Contrast religious support in the community with non-religious support
• Offer a supported view as to whether there is a difference on religious and non-religious supports to the community

Key words and concepts

religion: ‘an organised collection of beliefs, cultural systems, and world views that relate humanity to an order of existence’ (Wikipedia, as at 10/02/2014). But note that ‘religion’ cannot really be captured in a single definition. Where are the dividing lines between religion and culture, and religion and ethnicity? Can religious identity be properly separated from other ways of identifying oneself?

belief: acceptance that something exists or is true, especially where there is no actual proof. Also refers here to religious convictions, e.g., that God answers prayers.

atheism: the belief that there is definitely no God.

atheist: one who believes that there is no God.

agnosticism: the position of not knowing, or not being sure about the existence of God.

agnostic: one who believes that it is impossible to know whether there is a God.

theism: belief in the existence of God or gods.

theist: one who believes in God or gods.

humanist: a person who follows a life system of values and beliefs that is based on the idea that people are basically good and that problems can be solved using reason instead of religion.

community: usually referring to a small social unit or group of people that share a set of values. Can be understood as referring to people who live in a specific geographic area or to a ‘virtual’ group connected, e.g., via the internet, by a common interest.

responsibility: having a duty to deal with something or having control over someone.

voluntary: in this sense, referring to work done without payment.

inspiring: filling with encouragement to do something, especially something creative, ambitious or helpful; sometimes accompanied by an elevated feeling.

character: qualities that distinguish a person, e.g. type of temperament, qualities of mind, their ‘nature’, attitudes or dispositions.

Learning activities

This scheme is designed to take place over several sessions with one or two years in between Parts 1 and 2, e.g., Part 1 in Year 4, and Part 2 in Year 6. Alternatively, the scheme could be undertaken as a cross-phase unit from primary to secondary schools.

You will be using clips from the film Rise of the Guardians. 

Part One

Explain to the pupils that they are going to finding out some more about the place where they live and the groups and individuals in their local communities: the focus here is on Christianity and humanism, but you could choose different worldviews as appropriate. Pupils will be able to explore the things that interest them most in this context and what they start to investigate in their present class, they will be able to follow up in one or two years’ time. The key concept for investigation is ‘community’.

Ask the pupils to talk to a partner about their ideas of the local community: what different groups are they aware of? What different buildings, including religious buildings are they aware of? Do they know people, including in their own family, who are involved in any voluntary activities? What celebrations or processions are they aware of? Have they been to any big family events recently: baptisms, naming ceremonies, weddings, funerals? Which ones had a religious context and how could they tell?

Get some feedback and then ask them in pairs again to think of different community leaders, e.g., mayor, council leader, priest, imam, minister, vicar, rabbi, sports coach, music group director, cubs/scouts/guides/brownies leader etc. and to talk about what each one might do to fulfil his / her role. What do they think makes a good leader of a community? Where do they think that religious belief might make a difference?

Focus attention on the idea of people’s hopes and fears and dreams and nightmares. Introduce the film, Rise of the Guardians, and play an extract: Scene 2, where the main characters are introduced: the Guardians whose task it is to protect children’s hopes and dreams, and ‘Pitch Black’, the character who wants to replace hopes and dreams with fears and nightmares. Stop the film where the Easter Bunny says, ‘Jack Frost is many things but he is not a Guardian’ (6’ 27”)

Ask pupils to say what they think about these characters and what might make a good ‘guardian’ for children. What do they think is the biggest influence on themselves and others: hopes and dreams, or fears and nightmares?

Next, play Scene 5, where ‘North’ (i.e. Santa Claus) questions Jack Frost about his character and uses a Russian Doll to illustrate his point. Stop the film when Jack says, ‘I don’t know’ (2 minutes). [You could use a Russian Doll, if you have one, to illustrate the point.]

Ask pupils to think of the layers of a person’s ‘character’. Ask them to reflect on what they show to the outside world and what is kept hidden deep inside. What kinds of things might be at a person’s centre? Can they give examples of hidden strengths that might emerge at times of need? Make a list of suggestions on the board.

Ask pupils to draw the outline of a person in the middle of a page, to select at least three words from the class list to describe ‘hidden qualities’ that could best help people and to write them inside the outline. Then, from each word, encourage them to draw an arrow moving outside the outline and to describe a situation where that quality might be of help, e.g.,

• honesty — admitting you have broken your mum’s flower-vase;
• or calmness — not panicking in an emergency;
• or loving — forgiving someone who has offended you.

Next, focus pupils’ attention on the idea of the power of belief and play Scene 12 where the boy Jamie talks with his toy rabbit and then Jack Frost. Stop the film just after the point where the Easter Bunny says, ‘He made you believe… in me?’ (4’ 45”).

Ask pupils to say what they think this part of the story is about and what questions they would like to ask about it? Point out the questions that go deeper into the meaning of the story. How do their own ideas and questions compare with others in the class? Do they think that believing in such things as Jack Frost, the Tooth Fairy, the Easter Bunny, the Sandman (creator of pleasant dreams) and Santa Claus are a waste of time, or is there a point to such belief? What happens when children stop believing in such characters?

Next, play Scene 13 where the Guardians and the children make a stand against Stop the film where Jamie says, I’ve got it. I know what we have to do’ (6’ 30”).

Ask pupils to say what they think is important in this scene. In what sense have the children ‘grown up? How important do they think it is that the other children supported Jamie when he decided to stand up against Pitch? What questions would they like to ask Jamie or the other children if they could? Can they say whether they, or anyone they know, have been helped by anyone to overcome their fears and nightmares?

Ask them to ‘hot seat’ (a) Jamie and (b) Pitch. Choose pupils to take their parts and ask the rest of the class to take turns asking them questions and noting the replies. Some pupils might like to suggest alternative replies.

Finally, play Scene 14 where the Sandman returns, defeats Pitch and restores the children’s dreams, and Scene 15 where Jack becomes a Guardian and tells Jamie that he has become a Guardian too. Stop the film when Jack and the Guardians take off in the sleigh and the children wave (6’ 46”). There’s no need to include the final lines of the film where Jack says, ‘If the Man in the Moon tells you something, believe him!’, as this may be somewhat of a distraction!

Ask pupils to say what message they think this scene is giving about human beings. What questions would they like to ask (a) Jack Frost and (b) Jamie? What answers do they think these two characters would give to their questions? In what sense might this film be called a ‘religious’ film?

Encourage pupils then to work in small groups to produce a poster in two halves indicating in words and drawings: hopes and dreams on one side and fears and nightmares on the other.

When the pupils have finished or are close to finishing their designs, ask them to add comments on how being part of a community might help (a) fulfil some of the hopes and dreams (b) keep people safe against their fears and nightmares. Ask them to visit other pupils’ designs so that they can compare ideas.

Explain that the class is now going to enquire into a big question: ‘What is the contribution of religion and belief in the community? They will have the chance to identify important features, to reflect upon them and to apply them to their own situation.

Display a series of pictures (at least A4 size) of different community events and features around the room, such as:

• A food bank
• Bereavement counsellor or prison visitor
• Religious charity shop
• Religious funeral
• Religious youth group or festival
• A demonstration or protest
• Military chaplain
• People offering comfort to someone in trouble
• People worshipping in a church or cathedral
• A religious ritual
• Street evangelists
• Sunday school

Ask the pupils to circulate around the displayed pictures for a while and then to stand by the picture they find most inspiring, interesting, confusing or different. Go round the class asking for explanations, then ask the pupils to move again if they want to, to stand by the picture they now find most inspiring, interesting, confusing or different.

Take the two most popular pictures and move them to a prominent position at the front of the class. Share some key aspects of knowledge about the chosen pictures, e.g., which religious/belief tradition the picture features, if any, and some of the beliefs and/or practices of the group.

Encourage the pupils in groups of 5 or 6 to come up with one or at most two questions comparing the two pictures; remind them that ‘open’ questions that go beyond the pictures themselves are likely to be harder to answer and more interesting. Ask them to write their questions on A3 paper. These can then be displayed around the room, on a cleared floor space or on tables.

Ask pupils to circle round the displayed questions. If possible pupils can add comments and extra questions on Sticky Notes and put them on each A3 paper. Invite comments and links. Clear up any ambiguities and ask pupils to stand by their favourite question. Narrow these down by single transferable vote system until one question remains. Ask the group whose question is voted for by the class to explain their rationale and their thoughts. Tweak the question if necessary to make more open / philosophical.

Issue pupils with two tokens / cards, indicating the maximum number of contributions to the discussion that can be made. Steer the enquiry around the main question, building towards better understanding of the issue(s) being raised by the pupils. [In a large class, invite the question generators to make some summary comments about what has been said, indicating, with respect, where they agree or disagree.] Invite a few more comments from those who have not said anything or much, up to this point.

Self-evaluation: pupils raise hands according to whether they have done the things indicated at the start. Did they identify some important features of religion and belief in the community? Did they reflect on what these features might mean? Did they apply their reflections to their own lives?

Part Two (To take place over several sessions in the Middle / Secondary school, e.g., in Year 5, 6 or 7)

Remind pupils (and inform new pupils) of the investigation being undertaken into the contribution of religion and belief in the community, the film Rise of the Guardians, the pictures of community events and features, and the question(s) they came up with in the first part of the investigation.

Explain that they are going to take this investigation to a deeper level, enquiring into specific contributions of religion and belief groups locally and how their practices / ways of living reflect beliefs about what is most important in life.

Get pupils to recall parts of the story of the Rise of the Guardians. Bring out the idea that ‘Pitch Black’ is trying to destroy children’s hopes and dreams and replace them with fears and nightmares. The characters who fight against him represent hopes and dreams: Santa, the Easter Bunny, the Tooth Fairy, the Sandman and Jack Frost.

Show pupils Scenes 14 and 15 near the end of the film, where the children get together against ‘Pitch Black’ and say, ‘I do believe in you. I’m just not afraid of you’, and the scene where the Sandman returns and Jack tells Jamie that he has also become a kind of Guardian (6’ 46”). Stop the film before the final sentence about the Man in the Moon.

Ask pupils to say what they see in the film that perhaps they didn’t see when they first watched it. Bring ideas of community and responsibility into the discussion.

Ask pupils to then work in small groups to produce a poster of messages learnt from the film. Ask them to reflect on what people can do today to fight fears and nightmares. Prompt their thinking by pointing out that distress, anxiety, loneliness, feelings of worthlessness, etc, all have causes, and provide a list of such possible causes: bullying, violence, poverty, addiction, hunger, disease, illness, lack of love and affection, inequality. Can they add others?

Engage the small groups in a ‘Give an example’ activity, where they agree on a good example of where such causes [bullying, violence, poverty, addiction, hunger, disease, illness, lack of love and affection, inequality] have led or could lead to making life worse for people. Get some feedback from the groups on their examples and ask them to say how they think such problems can be solved. Are such problems easier for people to solve if they are members of communities?

Show pupils the list of possible contributions made by religion and belief communities on page 4 above. Ask them to narrow the list down to the one or two that seem most interesting or important to them. Can they give reasons for their selection?

Ask pupils to prepare for the visit of a member of a local community of religion/ belief by preparing questions they would like to ask about their beliefs and practices as members of that group. [Invite and prime your visitor to expect such questions!]

At the next session, introduce a visitor from a particular community group to the class. Encourage the visitor to offer a brief presentation outlining how they came to be in that group and on what sort of activities the group engages in, including any festivals, celebrations, and different sorts of religious and other meetings. Then invite pupils to ask their questions.

When questions and answers are exhausted, encourage pupils to work in small groups on a (digital) presentation that addresses the question, ‘What did religions and beliefs ever do for us?’ If it’s possible for your visitor to stay, encourage them to circulate around the groups offering suggestions and insights. Remind pupils about their work on the Rise of the Guardians film, and ask them to add any ideas they have on:

• the way different groups, including religious and humanist groups, might have an impact on people’s hopes and fears, dreams and nightmares;
• why people may belong to different religion and belief communities;
• what challenges that might bring;
• whether having religious beliefs makes a difference;
• further unanswered

Ask pupils to work on their presentations ready to show in the next session.

Allow some time for pupils to complete their presentations and then to show a selection. [Others could be made ready for upload to the school website.] Offer feedback in terms of pupils achievements in answering the set question.

An investigation into how feminism has led to different interpretations of the Bible.

KS4&5. Originally written by Bob Bowie. Updated in April 2019.

LEARNING OUTCOMES

Emerging

• Offer an argument based on evidence as to how Christianity/ the Bible could be seen as sexist
• Explain two different interpretations of the Fall

Expected

• Using a feminist framing, critique a biblical text
• Set out and compare two contrasting interpretations of the Fall, referring to text
• Offer a supported answer to the question; ‘what can be learnt from feminist interpretations of the Bible?

Exceeding

Compare and contrast two different feminist interpretations of the Fall

Key words and concepts

Hermeneutics: How we read, understand and handle texts, especially those written in another time or in a very different life context.

Biblical Hermeneutics: The process of understanding the Bible using doctrinal, historical and critical approaches.

Biblical Criticism: Making sense of the Bible through a better understanding of the history and culture of the times.

Demythologizing the Bible: An approach to understanding that sought to remove the other-worldly outdated understandings in the Bible to find what was thought to the essential ethical understanding.

The Fall: the event in the Garden of Eden where Adam and Eve disobeyed God and ate from The Tree of the Knowledge of Good and Evil (Gen. 2 and 3).

Feminism: Movements which aim to establish women’s equal rights. A feminist is an advocator or supported of the rights and equality of women and so can be male or female.

Christian feminism: This movement seeks to understand the equality of men and women in terms of morality, society, spirituality and Christian leadership. One major area of work is in the reinterpretation of Christian doctrine. Another is in the movement for ordination.

Feminist theology: A movement found in several religions that reconsiders religion from a feminist perspective, reinterpreting existing interpretations of religion, which have tended to be exclusively or largely made by men.

Feminist theory: Thinking that seeks to understand gender inequality examining women’s social roles and lived experience.

Patriarchal/Patriarchy: A system that puts and keeps women in submissive and/or subservient role to men.

Reader response: Making sense of the Bible through personal prayer and meditation and reflection on words from the Bible and life experience.

Sexism: Beliefs, attitudes and actions that see women as second class to men.

Inequality: A basic value position that gives more recognition and importance to one ‘kind’ over and against ‘another’.

Women’s liberation: a movement that opposes inequality, patriarchy and sexism in an attempt to secure equal rights in all areas of life.

Women’s ordination: This practice of some religions and some Christian denominations is an area of dispute both across religions and within Christianity.

Learning activities

Explain to the students that they are going to conduct two investigations to work out what can be learnt from feminist interpretations of the Bible. Each investigation has a focus statement and some ‘tabloid headlines’. The headlines are used to characterise the learning investigation at each stage but could also be a template for producing media accounts of the examinations.

The investigations should enable students, working in small teams, to produce TV style interviews with characters in the stories examined and with the Feminist commentators in the Resource. Newspaper stories can be written to reflect sexist interpretations of the stories, in the style of tabloid revelations, with follow up denials and alternative accounts of what really happened, generating the sense of the interpretation.

Learning investigation 1: Christian comments on women and feminist comments on Christianity 

Tabloid Headline: SEXIST RELIGION OR RELIGION MADE SEXIST?

Introduce the students to some of the controversy surrounding women and Christianity. Explain that they are going to investigate why some people might think the Bible, or Christianity, is sexist and to examine the thinking of some feminist theologians who in different ways respond to the question of sexism in the Bible or Christianity.

Give the following quotations. Ask students to find three challenging or unexpected quotes. Encourage them to decide in small groups: which of the quotes are most striking to them and to write a written response.

Tertullian (about 155 to 225 CE):

“Do you not know that you are each an Eve? The sentence of God on this sex of yours lives in this age: the guilt must of necessity live too. You are the Devil’s gateway: You are the unsealer of the forbidden tree: You are the first deserter of the divine law: You are she who persuaded him whom the devil was not valiant enough to attack. You destroyed so easily God’s image, man. On account of your desert even the Son of God had to die.”

Augustine of Hippo (354 to 430 CE). He wrote to a friend:

“What is the difference whether it is in a wife or a mother, it is still Eve the temptress that we must beware of in any woman……I fail to see what use woman can be to man, if one excludes the function of bearing children.”

Thomas Aquinas (1225 to 1274 CE):

“As regards the individual nature, woman is defective and misbegotten, for the active force in the male seed tends to the production of a perfect likeness in the masculine sex; while the production of woman comes from a defect in the active force or from some material indisposition, or even from some external influence.”

Martin Luther (1483 to 1546):

“If they [women] become tired or even die, that does not matter. Let them die in childbirth, that’s why they are there.”

Matilda Josyln Gage, et. al, “1876 Declaration of Rights” on the rights of women

“…we declare our faith in the principles of self-government; our full equality with man in natural rights; that woman was made first for her own happiness, with the absolute right to herself – to all the opportunities and advantages life affords for her complete development; and we deny that dogma of the centuries, incorporated in the codes of nations – that woman was made for man – her best interests, in all cases, to be sacrificed to his will. We ask of our rulers, at this hour, no special favors, no special privileges, no special legislation. We ask justice, we ask equality, we ask that all the civil and political rights that belong to citizens of the United States, be guaranteed to us and our daughters forever.”

Pope John Paul II (1995)

“Woman’s identity cannot consist in being a copy of man, since she is endowed with her own qualities and prerogatives, which give her a particular uniqueness that is always to be fostered and encouraged… To all in our age who offer selfish models for affirming the feminine personality, the luminous and holy figure of the Lord’s Mother shows how only by self-giving and self-forgetfulness towards others is it possible to attain authentic fulfillment of the divine plan for one’s own life.”

Statement by “Christians for Biblical Equality” a conservative Christian organization

“…the Bible, properly interpreted, teaches the fundamental equality of men and women of all racial and ethnic groups, all economic classes, and all age groups, based on the teachings of scripture as reflected in Galatians 3:28: ‘There is neither Jew nor Greek, there is neither slave nor free, there is neither male nor female; for you are all one in Christ Jesus.’ ”

Jerry Falwell

“Most of these feminists are radical, frustrated lesbians, many of them, and man-haters, and failures in their relationships with men, and who have declared war on the male gender. The Biblical condemnation of feminism has to do with its radical philosophy and goals. That’s the bottom line.”

Randall Terry, head of Operation Rescue

“…make dads the godly leaders [of the family] with the women in submission, raising kids for the glory of God.”

Anon, “Why women need freedom from religion,” pamphlet

“The various Christian churches fought tooth and nail against the advancement of women, opposing everything from women’s right to speak in public, to the use of anesthesia in childbirth…and woman’s suffrage. Today the most organized and formidable opponent of women’s social, economic and sexual rights remains organized religion. Religionists defeated the Equal Rights Amendment. Religious fanatics and bullies are currently engaged in an outright war of terrorism and harassment against women who have abortions and the medical staff which serves them.”

Ask students to write a newspaper column under this headline:

SHOCK REVELATIONS. EQUALITY HUMAN RIGHTS COMMISSION INVESTIGATES ACCUSATIONS OF SEXIST DISCRIMINATION IN SO CALLED COMPASSIONATE RELIGION

Alternatively, they could produce a report on an investigation into what Christianity is really all about, identifying aspects of the Christian tradition that seem sexist.

Now introduce some responses to misogyny in Christian thought. For example search online for ‘Mary Daly quotes’. Other Christian feminists are Daphne Hampson, Elisabeth Schüssler Fiorenzaand Phyllis Trible. Search You Tube for modern Christian feminist posts and videos.

Can students define the term ‘thealogians’ (with an ‘a’ instead of an ‘o’)? Teach that the Greek word for Goddess is Thea or Theia, rather than Theos (the masculine ‘God’). Are Christian feminists Thealogians?

Thealogians argue the job of Feminist Thealogy is to:

• Correct mistaken patriarchal interpretations of the Bible;
• Search the Bible for anti-patriarchal sources;
• Provide a better ethical framework to change Christian understanding of all creatures;
• Reinterpret religion from a feminist perspective based on women’s experience and not tradition;
• Move away from religion as something which upholds patriarchal systems.

Make the ‘Five Feminist Theologians/ Thealogians’ Resource into separate cards for each of the five thinkers. Divide students into small groups and issue each group with one card. Ask them to express in a single sentence or two how their thinker has responded. This could be done with groups looking at the information on their card and responding initially to what they seem to be saying. For example, instruct them to ‘read the card with the information on your thinker and try to agree with your group on the three key things your person is saying’. So students might suggest, for example, ‘I think she is saying ….’

In a plenary session, ask each group to report on their three key things to the whole class, listen to each other’s reports and then give some initial responses. [Until the students have sought to apply these interpretative perspectives that the thinkers have, it may be difficult to for them to see the implications of these perspectives but this provides an opportunity to ask the class, ‘how do you think each of these women might view x or y?’ for some hypothesis work.]

Ask students to write a magazine column under this headline: WE TALK TO FOUR INSIDERS WHO REVEAL THE TRUTH ABOUT CHRISTIANITYʼS SEXISM! Here, the article author (or news item presenter) interviews four of the feminist thinkers capturing their beliefs about Christianity and their feminism.

Learning Investigation 2: Adam and Eve

Part A: Tabloid Headlines:

SULTRY TEMPTRESS SEDUCES ADAM AND LOSES EDEN FOR ALL OF US! WAS IT ALL EVE’S FAULT?

Ask students to apply the different kinds of feminist thinking introduced in Investigation 1 to interpret the Adam and Eve text, and to evaluate some questionable representations of Adam and Eve and the ideas they convey.

Read, with students, the account of the creation of Eve in Genesis 2:4-25 and her role in the Fall in Genesis 3. It is important to read the actual text and begin there, in a suitable translation, instead of beginning with an enactment or video impression of the account for example, as these inevitably involve interpretation.

Ask the whole class for their thoughts on the following questions:

• Why do you think this story is so important in Christian tradition? [Some reference to the place of the creation story in wider Christian belief could be made if they are unfamiliar with it: that it is commonly read from at Church; that some Christians believe it to be the literal account of the creation of the world; that others see it metaphorically or symbolically as having meaning but not actually happening as if it was history.]
• What is meant by ‘The Fall’? [It is essential that the doctrinal importance of the Fall is understood. If women play a key role in the fall then their status is affected for all time. Theologically, the Fall is the reason for the corruption in the world as we experience – the fallen world is a terrible place with all of its imperfections. Christians say that people need saving from this place but there was once a time and a place when life was good, back in the garden of Eden.
• Is it important to believe that the Adam and Eve narrative reflects an historic event that really happened? [Many Christians see the story simply as an expression of the Jewish people trying to understand the world as they saw it, and trying to find a reason for life being hard while at the same time believing in a creator God.]
• Which parts of the story appear to support the authority of men over women, i.e. patriarchy?

Ask students then to work in pairs or threes to consider briefly the following ‘unpacking questions’:

1. How and why is Eve made, according to the text?
2. What is the role of Eve in this account?
3. How is she punished? What do you think about that?
4. What questions does this story ask about the place of women in Christianity? Is it their fault?

Gather feedback. Ask students to discuss then suggest interpretations of the myth of Eve.

Part B. How is the story of Adam and Eve depicted in medieval pictures? Tabloid Headline:

DODGY ARTISTS BESMIRCH HONOURABLE EVE WITH ‘PAGE 3’ PAINTINGS OF GENESIS!

Move students’ focus to how some Christians in medieval times interpreted and depicted this story. This will show how it was interpreted in different times and places.

Explain that in medieval Christianity no one really questioned the existence of Adam and Eve or the Garden of Eden. The depictions of the story in paintings of the time provide an impression of what artists thought about the Creation story. Within these depictions certain attitudes and interpretations can be perceived. [Students may well have engaged with the idea of propaganda in history which could be drawn upon for comparison.]

Show the students a selection of mediaeval depictions of the creation story, such as:

• Adam and Eve, from the ‘Stanza della Segnatura’:
• Adam and Eve – Lucas Cranach the Elder:
• Adam and Eve – Hans Holbein:
• The Temptation of Adam – Masolino:
• The Fall of Adam – Hugo van der Goes:

Explain that the pictures chosen here are an example of one of the things feminist thinkers are concerned about so they illustrate the problem. Ask students to look at these images alongside the text and (a) pick out any ideas that appear to have been placed into the story and (b) decide whether the artist was reading other things into the account or was he revealing the implicit messages in the text itself?

Explain that this discussion is a key question for feminist theology – is it that the interpretation is wrong, or is it the source itself that is the problem? [These could be looked at together as a class or in groups if the images are printed. These could be compared with traditional easily available images on Adam and Eve which do not so clearly reveal elements that feminist thinkers are concerned about.]

Encourage students to write down their answers to the following questions:

• What messages might the artists be trying to convey in these images?
• Why might it be argued that these images reflect patriarchal or sexist images of God?

Ask all the students to then produce their own caricature of the Genesis account emphasising the text and the interpretation. They could use a tabloid-style headline such as, “IT WAS EVE WHAT DONE IT!” with a by-line such as, “While the Bible just says she offered the fruit to him, insiders speak out in our exclusive report to reveal she was starkers at the time and the serpent was her sister”

Part C. How might Christian feminists respond differently to these images and texts?

Give pairs 5 minutes to sketch or write ‘Genesis 3 from Eve’s point of view’ in four frames, images or sentences. Share ideas. Is the story changed?

Ask students for their reflections on the Genesis accounts so far: are the stories in themselves sexist or is it the interpreters throughout history (usually men) who are sexist in their interpretation? Are they in need of reinterpretation or do they need to be rewritten?

Return to quotes or texts from the Christian feminists studied previously. Using these views, work in pairs to evaluate the myth of Eve: what is the main message, what is its purpose, what is its value?

Break the students up into small groups made up of individuals who had been studying different feminist thinkers so all are represented in the groups. Supply them with very large sheets of paper with the Genesis text inserted in the middle and some of the mediaeval Adam and Eve images round the outside. Ask each group to build an ideas map of feminist interpretations of the creation story by writing in notes on the interpretations of the feminist thinkers around the key phases of the story and next to the images. What might each thinker say, at each point? These could be highlighted in different colours. Students should demonstrate where the different feminist thinkers might agree or disagree about the interpretation of each significant part of the text by making connections on the sheets. The groups should aim to depict the possible interpretations of the story.

Once the ideas maps are complete, students should share their findings with the rest of the class.

A final report on their investigations will then enable students to demonstrate their ability to analyse and evaluate the biblical text in relation to feminist and other points of view. Ask them to compile their reports under the key question: What can be learnt from Feminist interpretations of the Bible? Ask students to include in their reports (which could be presented in a variety of ways) the following features:

• their own research into sexism in the Bible, with comments on methods used;
• different interpretations of the story of Adam and Eve in different times and places;
• personal views on the importance of feminist interpretations of the Bible

An investigation into how different artistic and musical forms inspired by Biblical texts have been used to express Christian beliefs about peace, including the idea of divine.

For 7-11 year olds. Originally written by Rachel Woods, updated in April 2019.

Learning Outcomes

Emerging

• Offer a meaning of the word ‘peace’
• Make a link between Christian belief and the idea of peace with reference to a piece of Christian art or music

Expected

• Show understanding of two Christian concepts, such as forgiveness and justice, through talking or writing
• Identify an aspect of a painting and explain how it links to a Christian idea

Exceeding

• Make a link between a Christian idea or belief and a biblical text read
• Suggest, with reference to Christian art or music, why these pieces were created

Key words and concepts

The Peace of God: In the book of Genesis, in the Bible, all the creatures are described as being in harmony with one another and at peace with God. Before the temptation of Adam and Eve, Adam is described as walking with God in the cool of the day. As a result of the falling of Adam and Eve into sin in the Garden of Eden, after they had eaten the fruit from the tree of knowledge of Good and Evil, Christians believe that all humans failed to be obedient to God, and so were separated from God’s love. A core belief in Christianity is that Jesus’ sacrificial death on the cross for the sins of every human being, enabled all people to receive the peace of God, through restored relationship with God the Father, God the Son and God the Holy Spirit, and with other people.

Reconciliation: The belief that situations, relationships between people and God can be put right.

Restoration: The belief that God, through Jesus death and resurrection, offers healing, wholeness, justice, peace in people’s lives.

Inspiration: Here, referring to an uplifting influence or feeling (that some believe could be divine) that motivates or qualifies a person to communicate moral or religious ideas or truths in a creative way. People who observe the results of that creativity may in turn be ‘inspired’ to change their life in some way, or look at life differently.

War and Spiritual battle: War may be understood as the opposite of peace, both in military and relationship terms. That there is a constant spiritual battle between life and death, good and evil is a core belief in Christianity. Christians believe that Christ’s death on the cross was the ultimate victory over sin and death, making it possible for people to be at peace with God and in relationships with one another.

The Trinity: Christianity is a monotheistic religion which teaches that God has three ways of being. These are the Father, Jesus the incarnate and the Holy Spirit working in the world. The Trinity is held to be one God working in harmony in three different ways.

Incarnation: The doctrine that God took human form in Jesus Christ. It is also the belief that God in Christ is active in the Church and in the world.

Christ/Messiah: The anointed one. Messiah is used in the Jewish tradition to refer to the expected leader sent by God, who will bring salvation to God’ s people. Jesus’ followers applied this title to him, and its Greek equivalent, Christ, is the source of the words Christian and Christianity.

Pacifist: a person who believes in pacifism or is opposed to war or to violence of any kind.

The Parables: g., The parable of the prodigal, or lost son. Jesus communicated about the Kingdom of God, and God’s relationship with people through stories, using everyday situations and objects.

Ritual: The Peace: a part of some church services where people offer one another a sign of peace, by shaking hands, or greeting with a kiss on the cheek.

Ritual: Eucharist: A service celebrating the sacrificial death and resurrection of Jesus Christ, using elements of bread and wine (also known as Holy Communion).

Learning activities

The learning activities below are based around art and music expressing Christian beliefs. A full table is given. These pieces of art and music should be easy to find online, but you will want to identify them before you start teaching.

Explain to the pupils that amongst the most powerful ways of expressing important ideas are the use of art and music, and that as a class you are going to look at how different artistic and musical forms inspired by Biblical texts have been used to express Christian beliefs about peace, including the idea of divine peace.

As a class, create a mind map harvesting all that the pupils know about peace in Christianity and comparisons with other religions. Remind them, for example, that peace – ‘shalom’ – is an important idea in Judaism and that peace – ‘salaam’ – is in the root of the word ‘Islam’.

Explain that ‘peace’ is one of the main themes of the Bible (it appears around 250 times) and that many artists and composers have tried to communicate its importance. Remind the pupils that the Bible was written down over several hundred years and ask them why they think peace might have been such an important idea over this length of time. Is it still an important idea for us today? Encourage pupils to share their ideas on why this might be so. Explain that one way of gaining insights into this big idea is to investigate artistic and musical expressions and to think of how this might inspire us today.

Arrange the pupils into groups of three and give each group one key text from the Christian Bible and examples of the following visual art, music, and songs (including lyrics).

Old Testament

New Testament

Working with art

Show the class the following pictures: Jan Breughel – ‘Adam and Eve in the Garden of Eden’, Paul Hobbs – ‘Three in One,’ Raphael – The Mond Crucifixion, Craigie Aitchison – ‘Crucifixion’, ‘Rembrandt – Return of the Prodigal Son’, Charlie Mackesy – sculpture The return of the Prodigal Son’ (NB without the pupils seeing titles and descriptions)

Ask the pupils to describe what they see in the works of art and to consider the idea that ‘peace’ is not just ‘the absence of war’.

Give them the titles of the works of art and ask them to match these with the pictures. Encourage them to say how the title might help to understand more about the theme, and where or how they see Peace communicated in these works of art? [Remind them about of the idea of peace being a great theme of the Bible – see above.]

Ask them what they know about Christian ideas of forgiveness, reconciliation, justice and restoration and whether these ideas appear to feature in the artworks. How might these ideas help us understand what these artists were communicating about the Christian concept of ‘the Peace of God’? How might they help us go further than thinking of peace as more than just the end of a conflict?

Encourage pupils to record any views, observations, and comments they have about peace and the different ways in which the works of art express it, and add them to a working wall display.

Now arrange the pupils into groups of four and ask each group to comment on the works of art under three headings – subject, atmosphere and message. Ask them to write any questions the work of art raises, what they agree with and what they disagree with.

Each group then meets up with another group and compares works of art. They could then try to answer one another’s questions and explain what they agree and disagree about. Ask them to describe and interpret the meaning of:

• the ideas they notice in each individual work of art;
• the similarities they notice between any two or three of the works of art;
• the differences they notice between any two or three of the works of art.

Each group can then feedback to the whole class and pupils can be encouraged to research any unanswered questions. Any new ideas can be added to an ongoing ‘Ideas about the Art of Peace’ record.

Conduct a vote for the work of art that pupils think most effectively communicates Christian beliefs about peace. The results and reasons given can be added to the working wall display.

Explain that to get further insights into how the idea of peace can really make a difference to us today, it is worth examining the Bible texts that inspired the different works of art. Provide pupils with the Bible texts: Genesis 1 and Matthew 26 v 32- 66 or a children’s version and ask them to search for evidence or make inferences and deductions about the Christian beliefs about peace from the texts.

Lead a short period of reflection, encouraging pupils to think about how the texts and works of art might inspire people to search for peace in their own lives.

Following the reflective time, ask each group to write a label for the works of art, describing their response to them, and about how the content of the Bible text might be reflected in the artwork.

Ask them to further consider what difference these art works could make to a Christian believer’s understanding of peace, and what response they might inspire from a believer and non-believer. What are their own reflections on the ‘search for peace’? What would life be like if more people looked for this kind of peace? Encourage them to add to the ‘Ideas about the Art of peace’ working wall display.

Extend pupils’ understanding by introducing them to the examples of sacred music, both orchestral choral and solo pieces inspired by the same Bible texts, as the different works of art. [See above for samples.]

Ask the pupils such questions as:

• Why have the pieces of music been given these titles?
• What do you think the composer or song writer believes about peace?
• What do you think the composer or singer believes about God?

Ask the pupils to work in pairs to either create a piece of art, or write their own song lyrics responding to the stimulus ‘Finding Peace’, using the artwork, texts and music as stimuli. Encourage pupils to choose their own titles, to feature Christian ideas about ‘the Peace of God’ in their responses and to provide some accompanying notes to explain the ideas that they present.

When the pupils have completed their work give them an opportunity to present a selection to the whole class. Ask them to say which religious groups they think might share these ideas or think differently. Are there any groups’ ideas they think have not been represented in the pupils’ creative reflections? What might those groups think?

Encourage them to add any last questions and answers about what peace might mean to Christians, themselves and others to the ‘Ideas about the Art of Peace’ working wall display.

As a further assessment activity pupils could be asked to choose the content, artwork and design for a website homepage on the theme of inspiring others to explore how Christian and other ideas about peace are communicated through different art forms.

A consideration of forgiveness in relation to Christianity.

KS2&3. Originally written by Mary Myatt, updated in April 2019.

Learning outcomes

Emerging

• Retell the story of the Prodigal Son, explain one meaning of the story
• Explain at least two aspects of the story and what they may symbolise

Expected

• Explain the story of the Prodigal Son through two different viewpoints
• Give an account of what the story tells readers about forgiveness
• Answer the question, with evidence; ‘how hard is it to forgive? What is it like to be forgiven?’

Exceeding

• Make a connection between the story and modern examples of forgiveness

Key words and concepts

Parable: a short story with something for people to think about in their own lives.

Prodigal: wasteful, extravagant or foolish.

Forgiveness: letting go of anger and resentment.

Redemption: rescue from sin.

Reconciliation: restoring of respect between people who have hurt one another.

Love: affection, kindness, compassion.

Mercy: forgiveness and kindness.

Jealousy: negative thoughts of fear and resentment.

Selfishness: personal concern regarded as higher than concern for other people.

Pride: an inflated sense of personal importance.

Greed: wanting more than is needed.

Parable: this comes from the Greek, meaning comparison or analogy. Many Christians refer to the parables Jesus told as ‘earthly stories with heavenly meanings’.

Redemption: – this means to ‘buy out’ and originally meant buying freedom for a slave. For Christians it means that through dying on the cross, Jesus bought freedom from sin for all people.

Forgiveness: – this means to give up resentment or to grant pardon. For Christians, it is an important idea – as people ask forgiveness from God for their wrong doings they are also expected to forgive those who have done wrong to them.

Grace: – the unconditional love which Christians believe God has for humans.

Reconciliation: – the restoring of good relationships after a break up. For Christians, Jesus’ death on the cross reconciled human beings to God.

Learning activities

This lesson planning is built around the story of the Prodigal Son from Luke 15: 11-32. Later in the learning process pupils will read this biblical text but start by introducing the story through a video or animation, or through a graphic bible. Your first task is therefore to locate the story of the Prodigal Son in a format suitable for your pupils.

As preparation for watching the video ask pupils to complete the following stems:

• The times I want my own way are when …
• I realise I’ve made a mistake when …
• It can be hard to say sorry when …
• It can be hard to forgive when …

Explain to the pupils that they are going to be watching a video about the story of the lost, or prodigal, son. Prodigal means wasteful, extravagant or This is a story Jesus told.

Remind pupils that Jesus told parables as a way of helping people understand what God wants them to do with their lives. Some people say that parables are an earthly way of telling a heavenly story.

Jesus had been telling a number of stories or parables to help people understand what God is like. Some of the people Jesus was talking to were tax collectors and sinners and others were important people in the Jewish community called scribes and Pharisees. They were not happy that Jesus was talking to sinners as well as to people who lived within the law.

Ask each of the pupils to look at the video through the eyes of either the father, the ‘good’ son or the lost (prodigal) son.

At the end of the video ask each pupil to spend a few minutes drawing a fortune On a sheet of A4 the vertical axis is marked on a scale of 1 to 10 (1 is sad, worried, anxious and 10 is happy, exhilarated, joyful). The horizontal axis is marked 1 to 10 to represent different stages of the story. This shows what the character in the story was thinking or feeling at different stages in the story. Once pupils have completed the fortune graph ask them to compare notes, i.e., those who had looked at the story through the eyes of the father to talk together, the good son and the lost (prodigal) son groups to work together.

Bring the groups together as a class and draw out the main themes of the pupils’ findings. How do these compare with the findings from the question stems which the class did before watching the video? Who do the pupils think Jesus meant the characters in the story to represent? What might Jesus have wanted his followers to think about in their own lives? E.g. When might they have acted like the father? Are their times in peoples’ lives when they might have acted like the good son and at other times like the lost (prodigal) son?

What questions could pupils ask about the decisions which each of the characters in the parable made? What might have happened if the father had acted differently? What if the good son and the lost (prodigal) son had acted differently?

Now read the story from the Bible (Luke 15: 11-32) with pupils.

Divide the story into sections: the father giving his sons his fortune: the younger son leaving to explore the world: the hard times for the younger son: the homecoming. Ask pupils to work in pairs on one of the sections. Encourage them to discuss their ideas on the most interesting or puzzling aspects of their section of the story. What are the two or three things that they think are most important about this section of the story? Ask them to choose one key point to explain to the other groups – i.e. what the key point is and why it is significant?

Ask pupils to think about a time when they have made a mistake and been forgiven. Ask them to create a paper chain. On one side of each paper chain, ask them to write the key words for what it felt like to be forgiven.

Now ask pupils to think about a time when they have forgiven someone for something which has hurt them. How hard was it? What did it feel like? On another paper chain, ask them to write the key words for forgiving someone else. Is there a difference between the two types of paper chain? Create a wall display with the heading: ‘The Forgiveness Project’

Ask pupils to research another Biblical reference on forgiveness: Colossians 3 v 13 ‘Bear with each other and forgive whatever grievances you may have against one another’. Ask pupils to summarise the reference and think of two questions they would want to ask a Christian about the Biblical quotes.

Ask pupils to create images in pairs representing ‘forgiveness’: and ask them to say how these images relate to the parable of the lost (prodigal) son.

Consider some examples in the world today where forgiveness has made a Ask pupils in groups to look at one of the following examples where the principles of forgiveness have been at the heart of the work:

• Corrymeela
• Foundation for peace
• The Iona community
• The Taizé community
• Truth and reconciliation in South Africa

Ask pupils to work in pairs to research one of the examples above. They should find out the answers to these questions: What is the main focus of the work in this organisation? Why does this organisation exist? Why would someone get involved in this organisation?

As each group feeds back to the rest of the class, ask them to collect the main ideas on a grid. [For a sample grid download the pdf of this resource at the bottom of the page.]

Ask pupils to fill a backpack with heavy items which represent carrying heavy burdens e.g., resentment, hurt, bitterness, anger, revenge. Using examples from the accounts on the websites above, ask them to describe what it feels like to carry the heavy burden from the point of view of some of the people they have researched.

Ask them to write a song/poem or create artwork which shows what it is like when that is removed. Make links to the idea of forgiveness.

Final personal reflection:

• This is what I set out to do …
• This is what I found hardest …
• This is what I learned from doing this work …
• If another group were going to explore this, they could also think about … and this would make it even better: …

An investigation about prayer from a Muslim perspective.

For 8-12 years. Originally written by Abdullah Trevathan, updated in April 2019.

Learning Outcomes

Emerging

• Compare and contrast verbal and non-verbal communication
• Offer a supported view as to what sort of communication prayer is

Expected

• Explain, with examples, the purposes of verbal and non-verbal communication
• Use a passage from the Bible or Qur’an to explain the purpose of prayer in Christianity, Islam or both
• Answer the question, with evidence’ ‘why do people pray?’

Exceeding

• Offer a supported view as to how far prayer is a religious form of communication
• Using information about Christian and Muslim prayer, contrast prayer in the two religions

Key words and concepts

communication: the exchange and sharing of information, ideas and feelings through different means such as speaking, writing and reading

non-verbal communication: communicating without words

body language: the deliberate, conscious or unconscious use of the body in conveying meaning to others through gestures, postures and actions

interpretation: the act of understanding and explaining that understanding to others

symbolic: a thing which represents something else

Orthodox Church: An early established yet extant Christian church and community located mainly in Southeastern and Eastern Europe as well as Egypt and Syria

Minaret: the tower attached to the Mosque used fr the purpose of calling people to the prayer : the adhan

Adhan : the call to prayer

salah: the name of the muslim prayer performed five times a day

Wudhu: the ritual abulution before the prayer

Rak’ah: one cycle of movement within the prayer. Different prayer times have a different number of cycles

Qiblah: the direction of Mecca to which a Muslim faces during the salah

body language (in prayer) – the use of the body to communicate through symbolic physical movements or positions whilst in prayer

non verbal communication (in prayer) – this refers to aspects of the prayer generally that focuses that involve the body to the exclusion of verbal aspects

salah (muslim prayer) consisting of takbir, qiyyam, rukhu, sajdah and taslim; which are the names of the different positions in the prayer, each having their own symbolism.

Learning activities

The following activities are structured in a manner which is heavily scaffolded for the teacher initially but later tapers off. In this way, while the first and second sessions are laid out in more detailed form, to be used, discarded or adapted as required; by the third session there is less session detail and more content.

One integral aspect to all of these activities is the emphasis on getting the pupils to try and interpret. An essential aspect of RE is that it should help pupils in learning how to make meaning out of things – and interpretation is an aspect to this. It must be stressed to them that it is not important whether their answers are the correct ones held by people of the given faith but that they have made meaning out of what is before them. The faith interpretation can be provided afterwards. Strangely, more often than not the pupils’ interpretations are connected to and sometimes enrich the faith interpretation.

The following breakdown of activities is suggested:

1. Philosophy for Children discussion around verbal and non-verbal communication and its relation to the act of prayer.
2. Activity based session on non-verbal and body language.
3. Sketching and discussing different Muslim prayer movements, learning further information about the call to prayer and aspects of the mosque associated with prayer in Isla.

Session 1

Aims

1. To bring pupils to have some understanding of communication as a means of expressing information, ideas, thoughts, signals, feelings and emotions to others.
2. To bring pupils to have some understanding that communication can be verbal or non-verbal, (or a mixture of both).
3. To bring pupils to understand that non-verbal communication can be as effective as verbal communication.
4. To bring pupils to understand that prayer is also a type of communication and can be both verbal and non-verbal.

In this initial session pupils are asked through the medium of philosophy for children to distinguish the act of communication. There are many things which people do, but they do so unconsciously and part of philosophy is to distinguish and highlight such things to build awareness, consciousness and depth to such human activities. Children are as capable of this as adults.

In this first session the teacher should try to mediate and steer, (but most importantly not dominate) a conversation allowing the pupils understanding that communication is a process of exchanging information, ideas, thoughts, signals, feelings and emotions. In the process of communicating the ‘sender’ uses a type of communication to a ‘receiver’.

Explain that there are basically two types of communication – verbal and non-verbal – and that praying is a form of communication that has verbal (sound, words, speaking and language) and non-verbal forms (gestures, touch, body language, posture, eye contact and facial expression). Non-verbal language can be extremely effective and in fact research shows that 80% of inter-personal communication is through body language.

Activity 1

Have some Marcel Marceau and Jerome Murat clips set up for pupils to watch. Ask pupils to make up three implicit questions about what they have seen, stressing that implicit questions are different than explicit questions. Implicit questions arise from seeing the mime, (i.e. more universal questions; ‘Can people communicate without words?’). Explicit questions are about the mime, (i.e. How does the mime artist make it seem as if there really is a wall?’) If the teacher considers it necessary provide a few examples? Try to steer the questions towards questions like the following :

• How can people communicate?
• Why do people communicate?
• Who do people communicate with?
• What do people communicate with?
• Is communication only through using words?
• Can you communicate without words?
• How could you communicate without words?
• Write the questions on the board and get the pupils to vote on two questions to discuss. Start the discussion by asking the pupils who posed these questions why they asked these questions. Then open the discussion to others, teacher may have to interject from time to time to steer the discussion towards the aims set out.
• After some time try to conclude the discussion by summing up the conversation and writing the summary of this on the board.
• Split the class into groups. Then show the pupils a picture of someone praying, or in a contemplative moment in a place of worship or outdoors. Issue pupils with three of the following questions below per small group. Ensure a mix of questions, so that each group has questions about prayer as well as general communication questions. Ask them to agree a response to each question in their group and to say what they think a religious believer might answer, especially in terms of how they think a that person might benefit from certain forms of communication and certain forms of prayer:
• Why do people pray?
• Is praying communicating?
• Who or what do people think they are communicating with when they pray?
• Can you be not religious and pray?
• Can you be an atheist and pray?
• Is prayer a very serious matter?
• Is praying just another way of asking?
• Could someone pray without words?

Session 2

This session is about getting pupils to be aware of how they can communicate without words by using their bodies. The class should be split into different groups of about 4 – 5 pupils each. A series of activities could be set up in the classroom and the different groups move around the room engaging in these for approx. 10 minutes each.

Aims

1. To further develop the idea for pupils that body language and non-verbal communication can be as expressive, (if not more) than verbal communication
2. To get the pupils to apply some of their gained experience of body language and non-verbal aspects of idea of prayer.

Activity 1

Pupils work together to list different ways of expressing feelings in non- verbal ways. Point out that at least some of these will be offensive but all can be very powerful, so need to be used with care!

Activity 2

Teach pupils how to play ‘Charades’. After the rules and format of the game are quickly explained ask pupils to choose one of the following quotations from the Qur’an, (paraphrased for easier comprehension) and start acting them out:

‘…surely by remembering God the hearts are made peaceful’ (Quran 18: 28)

‘…be patient with what people say against you, and pray constantly to God… so that you may have joy’ (Quran 20:130)

‘And be regular in prayer at the two ends of the day and at the approaches of the night: because good things takes away bad things’ (Qur’an 11:114)

‘..there are those who think about God standing, and sitting, and lying on their sides’ (Quran 3:191)

‘…give to the poor and bow down your heads with others who bow down in prayer’ (Quran 2 : 110)

Activity 3

Have 8 different ‘tableau’ scenarios written down. Examples :

1. People showing a variety of reactions when suddenly coming upon someone praying by a busy roadside.
2. A group of people who are looking for something lost with one of them very happy and thankful at suddenly finding it.
3. A football player falling to the ground on his knees after scoring a crucial goal.
4. A mother and father with their reluctant children, telling them to pray.
5. A group of people begging someone in authority on some urgent matter but who is rather haughtily ignoring them.
6. A group of people who have just received something special with only one very thankful person amongst them.
7. A playground scene where a fight is just about to break out with someone begging his friend not to get involved while others are egging him on.
8. A car scene with onlookers where one driver is very angry and the other is admitting having committed an error and is saying sorry.
9. A person asking forgiveness from someone whose feelings they have hurt with a crowd of people around them

Each group must pick one of these and make the scenario, freezing in their position. Use a digital camera to make a photo of each

After this get the whole class together, show the tableau photographs and get them describe their reactions, demonstrate some of the charades sequences,

Remind them of the discussion concerning the type of communication in prayer. Ask them in their groups to think of some of the things they have seen which shows a prayerful attitude through the body positions. Ask the children to think up words that believers might use to describe these positions and expressions and what types of prayers the positions might resemble?

Prayer in Islam

Show an image or video of the prayer positions in Islam. Using all the questions and ideas generated about the nature and purpose of prayer, and the nature and forms of communication, talk about what each position seems to be saying or symbolizing.

Sketch each position, labelling it to explain what each action communicates.

Learn about aspects of the mosque that enable prayer, such as:

• The minaret to call from
• The Adhan, or call to prayer
• The washing area so Muslims are spiritually clean before they pray
• The show rack to store shows which are removed for prayer
• The collection of prayer mats or large carpeted floor, to ensure the floor is clean for those wishing to pray
• The mosque angled towards Mecca, called Quibla, the direction Muslims face to pray all over the world

Listen to the Adhan, there are many clips on you Tube.

Look at images of Mecca in Saudi Arabia, birthplace of Islam and home of the Hajj, where all Muslims face and they pray.

Prepare a brief amount of information on each aspect of the mosque. Ask groups to conduct further research and make explicit links between their aspect of the mosque and how it aids prayer. Create a class collage entitled: The Mosque: a House of Prayer

Culham St Gabriel’s has teamed up with award-winning film-makers, TrueTube, to produce seven exciting new films to support Key Stage 1 RE. These excellent five minute films are already rating as the most popular on TrueTube. Together with the well-worked out lesson plans that accompany each film they make a substantial resource for introducing key ideas in six major religions.

Each film revolves around a little girl called Charlie and her loveably inquisitive soft toy, Blue. Together, Charlie and Blue investigate an RE-inspired question and they meet people from different religions and beliefs who can help them find the answers they are looking for, enabling Key Stage 1 children to learn alongside them.

Script-writer: Kath Yelland

Lesson Plans: Emma McVittie, Linda Whitworth, Dave Francis and Bob Ayres

Zippity-zip, let’s go on a trip! Charlie takes her favourite soft toy (and best friend) Blue back to school to see the display her class has made to show different beliefs about the soul. Does believing in a soul make someone behave differently?

Download the teacher notes

Charlie and Blue in the Classroom (About the Films)

Find out more about how the Charlie and Blue films and teacher notes can be used in primary classrooms.

Culham St Gabriel’s has teamed up with award-winning film-makers, TrueTube, to produce seven exciting new films to support Key Stage 1 RE. These excellent five minute films are already rating as the most popular on TrueTube. Together with the well-worked out lesson plans that accompany each film they make a substantial resource for introducing key ideas in six major religions.

Each film revolves around a little girl called Charlie and her loveably inquisitive soft toy, Blue. Together, Charlie and Blue investigate an RE-inspired question and they meet people from different religions and beliefs who can help them find the answers they are looking for, enabling Key Stage 1 children to learn alongside them.

Script-writer: Kath Yelland

Lesson Plans: Emma McVittie, Linda Whitworth, Dave Francis and Bob Ayres

Zippity-zip, let’s go on a trip! Charlie and her favourite soft toy (and best friend) Blue go to a Church where they meet Chris to find out why Christians give to charity, and why they do their best to follow Jesus by helping other people.

Download the teacher notes

Charlie and Blue in the Classroom (About the Films)

Find out more about how the Charlie and Blue films and teacher notes can be used in primary classrooms.

Face to Faith brings students of different religions and cultures together using digital technology to connect schools in 19 countries.

Many users of RE:ONLINE may be interested in using Face to Faith, a fantastic resource provided by the Tony Blair Faith Foundation. Find out more about it here and visit: http://tonyblairfaithfoundation.org/projects/facetofaith

What is Face to Faith

Face to Faith is the Tony Blair Faith Foundation’s Global Schools programme, active in a wide range of schools in countries across the world.

Face to Faith:

– gives students the opportunity to interact directly with their peers from around the world to dialogue about the range of faiths and beliefs, values and attitudes that they hold. This occurs safely through facilitated videoconferences and a moderated online community.

– supports teachers by providing a rich range of high quality, engaging and appropriate materials to help them prepare their students for dialogue.

– talks about culture and identity, but always emphasises Faith and Belief, because those two things can play a very positive role in our world, yet are almost always referred to in a negative way.

– emphasises Similarity and Difference – finding the ways in which we are similar to other people is often easy, but discovering the ways in which we are different gives us much more opportunity to learn.

– supports the development of key skills for global citizenship, including respectful dialogue, information technology, cooperation, conflict mediation, reflection, global awareness and faith literacy.

– is a set of flexible materials; designed to fit alongside, and enhance existing curriculum requirements.

Read the following for more information on video conferencing:

Face to Faith and an Introduction to Video Conferencing

Curriculum Materials

Examples of Modules

Face to Faith have kindly provided the following example materials to illustrate the modules available to subscribers: