Diocesan Materials to support the teaching

of Christian Concepts within the Nottingham & Nottinghamshire

Agreed Syllabus for RE

Published October 2013Revised January 2015Revised October 2016Revised August 2017

ContentsConcept Box 1

Atonement 2

Disciple 4

Forgiveness 6

God 8

Gospel 10

Hope 12

Incarnation 14

Reconciliation 16

Resurrection 17

Sacrifice 18

Salvation 19

Sin 20

1.4 Symbols: In what ways are churches important to believers? 21

2.3 Worship & sacred places 22

2.2 Religion, family & community prayer 23

Concept boxIt is suggested that schools build up a ‘concept box’ to support exploring these concepts. The following are ideas to get you started.

Atonement - cross

Disciple - fish badge

Forgiveness - model/statue that shows people with arms around each other

God - plait made of 3 different coloured strands or Celtic Trinitarian

knot

Gospel - copy of the Gospels

Hobbycraft – little book – the Gospels

Hope - rainbow

Incarnation - baby in manger/baby Jesus

Reconciliation - model/picture of hands shaking or people hugging

Resurrection - stone (rolled from tomb)

-picture of sunrise

Sacrifice - purse with money

Salvation - rope

Sin - target board/arrow

AtonementBeing at one with God through Jesus’ death and resurrection

Ways In

Use a jigsaw showing the world. Remove a few pieces before asking child(ren) to put jigsaw together. Use picture on box etc to say this is how it should be. Christians believe God created the world good and complete but it has been spoilt – how has it been spoilt? Find missing pieces and complete jigsaw. Christians believe that one day there will be a new heaven and new earth (Rev.21) because of what Jesus has done through his death and resurrection.

Crossing the divide. Set a challenge for the children to work in groups to cross from one side of the hall or classroom to another without stepping on the floor. Use this idea to explore how Jesus bridged a gap between God and people when he died on the cross.

1.1

Present children with some scenarios where wrong doing is taking place. Ask children to dramatise in small groups and show what should happen to the wrong doer. Talk with children about times when they had to put things right after doing something wrong. Using bridge illustration, explore Christian belief that Jesus paid for the wrongdoing of people by dying on the cross. This means people can become friends with God again even when they have done something wrong. This is what is really important for Christians to celebrate at Easter.

2.1, 2.10Using the incident in ‘War Horse’ by Michael Morpurgo (Book or film) explore the concept of taking a risk on behalf of someone or something else to rescue them from a bad situation. (Scene in the film where the horse gets trapped in barbed wire in no-man’s land. One soldier from each side goes to rescue the horse. They have to work together to free it.) Chapter 16 in the book is more on reconciliation.Hotseat the characters in the incident to discover their thoughts and feelings during the episode.

Note – could also refer to the Christmas Eve truce in World War 1 (1914) when a football match was played in ‘no-man’s land’ between two opposing sides.

Parallel this with what happened at Easter to explore the key Christian belief that Jesus risked everything (i.e. his life) to rescue people from a bad situation. They couldn’t be friends with God because of the wrong things they had done. This is what is really important for Christians to remember at Easter.

1.1 Celebrations & festivals2.1 Belief & questions2.10 Religion and the individual

DiscipleA disciple is someone who follows Jesus, accepts his discipline and follows his way

Ways In Use songs from ‘The Lion King’ – ‘I just can’t wait to be king’ or ‘King for just

one day’. Children to imagine they are king or queen for a day – what would they do?

Play the song/ display the words to the song ‘The Servant King’ (Graham Kendrick) what picture of Kingship does this portray? Christians are called to follow this kind of King. So from the song, what sort of things should Christians be doing?

Use the following activities as appropriate

R3(2009), 1.7, 2.14

Consider the promises made by godparents at a baby’s christening, what practical things could they do to keep their promises? (Part of the role is encouraging a child in their early walk with God.)

2.13Choose from the following Kingdom parables: the mustard seed, the pearl of great price, the sower, the light on the hill, lamp under a bushel. A group mime the parable and the others guess what it is. At the end of each one ask the following questions: I wonder what this parable tells us about the Kingdom of God? I wonder how this parable helps Christians to follow Jesus?

2.9, 2.14, 2.15, 2.12

Explore how Christians might respond to global issues e.g. human rights, fairness, social justice, environment. Ask ‘from what we know about Jesus what do we think he might do in these situations?’ How would he act? What might his response be? Use examples of Christians who are making their response to these issues now – they are ‘incarnating Christ’ (being Jesus on earth).

2.21(2009)

Whenever pilgrimage is being taught always encourage children to engage with the concept of ‘disciple’ and how pilgrimage is an expression of discipleship.

R3(2009) Celebrating: what do we do and how do we feel?1.7 What does it mean to belong?2.13 Teachings, wisdom & authority2.14 Religion, family & community2.9 Inspirational people in today’s world 2.14(2009) Goodness and Community2.15 & 2.16 Beliefs in Action

ForgivenessGod will forgive and give a fresh start when people are sorry for their sins and willing to change.

Ways In Explore forgiveness through ‘Christianity Topic book 3’ p24. (Currently out of

print but schools may have a copy) by Margaret Cooling pub. RME Use of activity based on poem ‘The Quarrel’ Consider that ‘forgiveness is better than fairness’ Friends making up after falling out.

1.8 Explore the story of Jonah and God’s willingness to forgive the people of

Ninevah. Possible use of Godly Play – story of Jonah. Forgiveness vs fairness in stories of David and Saul, Joseph and his brothers,

Esau and Jacob.

2.4 & 2.1 The thief on the cross. Explore the impact of being forgiven on the cross by the

man himself and those who witnessed it. (Luke 23 v39-43)

2.1The centrality of the concept of forgiveness for Christians at Easter. Explore the type of behaviour that builds bridges between people e.g. forgiveness, trust and love. Christians remember at Easter that Jesus came to mend the broken friendship with God.

The Easter bridge (see details above) The analogy in Narnia stories, particularly the death of Aslan.

2.9 Story of Corrie Ten Boom when she forgives the guard who had some

responsibility for her sister’s death.

1.8 Jewish & Christian stories2.4 Inspirational people from the past2.1 Beliefs & questions2.9 Inspirational people in today’s world

GodThere is a personal being who created the universe for a specific loving purpose and who is known in three distinct ways (Trinity)

Ways In

God as three persons (Trinity). Teacher shows pictures or images that represent themselves as 1 person but known in 3 different ways e.g. husband/father/son etc. Encourage children to consider ways they are known as 1 person but in 3 different ways e.g. daughter/sister/niece.

Water/ice/steam – use these to illustrate they are different states of H2O. Draw on these illustrations to aid children’s understanding of God as 3 persons (Trinity).

R1/R2(2009)

Tell Parable of the Lost Sheep (Luke 151-7) and/or ‘The Good Shepherd’ (John 10 1-14). You could use the Godly Play version which brings the two together. Explore with the children what the stories show about God’s character e.g. caring, never forgets about people, he is with people in all circumstances.

Parable of the Prodigal (Lost Son (Luke 15). Explore with the children what the parable shows about God’s character e.g. always forgiving, loving, will always be present.

1.11(2009) Use adapted prayer from Iona on the Trinity (see ‘Be Anglican through Worship’

pack published by Lichfield Diocese). Ask the children to design a symbol for God which incorporates the ideas expressed in this prayer.

2.9(2009) Use opening line of Apostles creed – what does this line say about who God is

for Christians ‘I believe in God, the Father Almighty, Creator of heaven and earth.’In this unit focus specifically on what it means for God to be known as creator. (Note do not be sidetracked into discussions about the mechanics of creation, the Genesis account is answering the question ‘who created the universe?’, not how it was created.)The following questions might help develop this:

I wonder what sort of creator God is?

I wonder why God created people? I wonder which was the most important day and what that says about

God? I wonder what was ‘good’ about creation?

Suggested resource ‘Picturing Creation’ (RE Today) Consider some of the ideas about God from Psalm 8 or Psalm 19 verses 1-6

Use as a stimulus for a P4C session.

2.15(2009)

Cut up each statement from Apostles creed into 2 pieces. Children try to match them up. Read out full version. Ask: what is a creed? (a statement of belief). Why did the followers of Jesus write a creed? (make a statement about what they believed and encourage unity among believers). Why do you think the first part of the creed deals with belief in God? (love God above all things). Child friendly version of the Apostles creed www.catholicmom.comUse The Apostles Creed: a Joyful Story by Victor Hoagland (see www.cptryon.org) Children could be asked to look at sections of the creed (as identified in version above) and suggest what it might mean. Show them ‘Joyful Story’ version. Children could write their own creed for Christians today including a minimum of 3 beliefs about God. (This could also be extended to consider the children’s own beliefs about God).

R1(2009) What stories do Christians love to tell?1.11(2009) Talking about God2.9(2009) Beautiful world – wonderful God?2.15(2009) Ultimate Questions2.11(2015) Extend to include Christianity

GospelThe meaning of ‘gospel’ is ‘good news’. For Christians this means the story and teaching of Jesus coming as saviour of the world.

Ways in

What might be the best news...for you? Your school?... for the world? Town crier activity – create some ‘good news’ headlines and proclaim them

around the school! Consider the angels announcing ‘good news’ to the shepherds. Imagine how

the shepherd might have passed on news of what they saw in Bethlehem.

R4(2009)

Jesus as a special person.Show a picture of the shepherds hearing the good news from the angels (Luke 2). Listen to or sing the carol ’While Shepherds Watched’. Explore what was the good news in the story – coming of baby to be saviour of the world.Possible activities :- organise children into ‘freeze frame’ of the pictureOrganise the children into freeze frame for each verse of the carol. Ask ‘what is the good news?’ in each verse/freeze frame.

1.3

Towards the end of this unit children could be asked ‘If you can only have 3 stories that Jesus told in the Bible – what would they be?’ Children should be encouraged to explain how the stories tell the Good News. Children should be told that the gospels are ‘good news’ and therefore contain only a selection from all of the stories that could have been told about and by Jesus (see John 21

v 25)

2.4

Use the following 10 stories. Children read, act out and freeze at the point of the ‘Good News’ and explain why it is ‘good news’: storm on the lake, healing of Jairus’ daughter, 10 lepers, feeding of 5,000, man lowered through the roof, Zacchaeus, Matthew the tax collector, widow of Nain’s son, wedding at Cana, Mary in the garden.

Use ‘Jesus Mafa’ (pictures from the Cameroon). Show children some of the pictures – ask ‘What is the good news in this picture/story? What do these pictures say about who Christians believe Jesus is? If you had to choose 3 of these to tell the good news of Jesus, which would they be? Why?

2.12

Matthew 11v4&5 – Jesus answering John’s question about his identity in terms of the good news he is bringing and Luke 4v16-21 – Jesus reads from the scriptures, claims to be bringing good news and fulfilling them.

What do these passages reveal about Jesus’ identity and the nature of his ministry?

Passing on the message. Choose stories about Jesus to be given to children in groups. In their group they write what the vicar might say in a 2 minute sermon on the good news of Jesus.

Ask children if they know who has sold more pictures than anyone else? Answer: Annie Valotton, illustrator of the Good News Bible. Look through a Good News Bible – find pictures that you think show good news. Explain how and why.

R4(2009) Special days, signs, beliefs, people

1.3 Stories of Jesus2.4 Inspirational people from the past2.12 Beliefs in action in the world

HopeJesus brings hope that life on earth can be better and that there is life after death with God.

Ways in

Show image of a rainbow – ask children what treasure they would like to find at the end of a rainbow! Encourage children to bring something from home to put in the treasure box and say why it is treasure to them.

Play the song/show the lyrics to ‘Somewhere over the Rainbow’. Talk about what is over this rainbow. Children draw pictures/write about what they would want to find over the rainbow.

R1(2009)

Story of Noah (Genesis 6 v 9-22, ch 8 v14, 21-22, ch 9 v11-17). Focus on the rainbow at the end of the story. The rainbow was a sign of God’s promise to never again flood the earth and to always make sure that there is enough for everyone. Ask children what promises they could make to help God do this. Use treasure box and children imagine what they can promise to do, hold it in their hands and place in treasure box.

1.3 Luke 4 v18-19. Show/read to children these words or show scene from ‘The Miracle Maker’ where Jesus is in the synagogue at Nazareth and reads these words from Isaiah. Identify with children what hopes there are for the future. Unpack what these phrases mean. Explore stories in the New Testament where Jesus fulfilled those hopes, e.g. healing blind man, healing woman with haemorrhage, healing paralysed man (’faith has set you free’), Zacchaeus, healing of leper.

2.9

Show the final scene from ‘The Miracle Maker’. Questions that relate to this scene – e.g. what would this have meant to Tabitha? I wonder what it means for Christians today? Matthew 28 18-20

Focus on words in Matthew 28 v19 – ‘Go in to all the world...!’ e.g. story of Eric Liddell – Olympic athlete missionary in China

Linvoy Primus - his story can be found on the ‘Faith and Football’ website www.faithandfootball.org.uk. (see next page for further details).

The website gives information about the work of five footballers who work through the organisation:

Linvoy PrimusDarren MooreRory FallonJoel WardBobby Hassell

The charity supports these footballers in being positive role models in their communities. They head up projects such as:Community leagues in Inner CitiesThe Extra Time Literacy scheme for infant school readersSocial Enterprise and Business Challenge in secondary schoolsTeam Talk Life Skills and Football programmeThe website tells the story of Linvoy and the other footballers and gives examples of where they are bringing hope based on their Christian faith.

The website will need reviewing and presenting by teachers but this material will certainly reach boys in the classroom.

The Friary Centre in West Bridgford

*Research

What hope do these people/organisations seek to bring to those they help? Identify the reasons these Christians take part in these activities. (Link to Jesus’ teachings and example).

2.20(2009)

In exploring the story of the leper it is important to draw on the concept of hope – the hope that was restored to the man – it was more than just a physical healing – what did it mean for him in other aspects of his life. (See reconciliation).

___________________________________________________________________

R1(2009) What stories do Christians love to tell?1.3 Stories of Jesus2.9 Inspirational people in today’s world2.20(2009) Learning about God from stories about faith

IncarnationGod became human in Jesus and took on a human body. Christians look at him and see what God is like.

Ways In

Suitable for all. Talk about who is the most powerful person in the school – what would they have to give up if they become an KS1 child? What would he/she miss? What couldn’t they do? etc. Explore the giving up of power etc.

Suitable for KS2. Giving up control – creator becoming part of his own creation. Storytelling or writing activity – imagine yourself as an author who finds themselves as a character within a story they have written. Describe what happens to that character and any dangers they may have to face. Draw out that Christians believe Jesus willingly became part of his own creation because he loved people. He became part of our story, subject to its dangers.

R3(2009)

‘God in our shoes’. Ask some of the children to dress up in costumes appropriate for a number of different roles e.g. nurse, policeman, firefighter, teacher, parent. Ask them to imagine what they would have to do and how they would feel in that role. Talk about this. During the discussion explore the Christian belief that God’s Son became one of us and understands what it is like to be human.

1.1

Use a set of nativity figures – ask children to put them in order of importance – greatest least. Talk about choices made. Arrange figures as in nativity scene, comment on arrangement i.e Jesus in middle, all other figures look at him as central figure. Why might this be? Play song ‘What if God was one of us?’ – Joan Osbourne. If you could ask God one question what would it be?

2.10, 2.13

Begin with nativity figure activity from R3 unit. Use ‘Picturing Jesus’ packs (RE Today) as a source. Focus on a range of works of art depicting the nativity. How do artists depict the centrality of Jesus to the Christian message? You could use the picture from ‘Picturing Jesus pack 1’ – ‘Manger and gift bringers’ from the Philippines. Ask if there is any suggestion that God might be part of the picture? (Use as a stimulus for P4C session).

Use dark paper to create a night sky. In the heart of this paint a crib scene. Show that God is present in the picture. Use idea identified in pictures by other artists to help you. Think about what God had to give up. See if you can show this on the picture as well.

___________________________________________________________________

R3(2009) Celebrating: what do we do and how do we feel?1.1 Celebrations & festivals2.10 Religion and the individual2.13 Teachings, wisdom and authority

ReconciliationPeople being brought back into a friendship with God and other people.

Ways In

Story of 3 boys – 2 have a fight – what should the other one do? Next day at church one boy hears the words of Jesus ‘Happy are those who work for peace; God will call them his children.’ He hears a song about God calling us to make friends. He’s decided what to do.Groups of 3 children freeze frame what the 3 boys were doing the next morning.

Statues of reconciliation come to life.Statue of 2 figures reaching out (Derry statue of reconciliation). 2 children to recreate statue under instruction from rest of class. (1 instruction at a time).

‘Peace Child’ – a story about making peace between tribes in Papua New Guinea. (Make sure a children’s version is used.) There is a musical produced by ‘Out of the Ark’ based on this story.

1.2, 1.5

Explore the stories of: Joseph and his brothers; Esau and Jacob. See also concept of forgiveness.

2.11, 2.4, 2.9, 2.14

Explore Jesus’ words ‘Blessed are the peacemakers’. Christians who have been reconcilers e.g. Archbishop Tutu, Terry Waite Design a statue of reconciliation for your school. Reconciliation work of Coventry Cathedral. 2 stories that illustrate reconciliation – Gordon Wilson & Sybil Phoenix.

1.2 Myself1.5 Leaders: What makes some people inspiring to others2.1 Beliefs and questions2.4 Inspirational people from the past2.9 Inspirational people in today’s world2.14 Religion, family and community

Resurrection

The belief that Jesus rose from the dead and that Christians will be raised at the ‘Last Day’ and will live forever with God.

Ways in

Use an appropriate story to explore Christian concept of resurrection e.g. ‘Waterbugs & Dragonflies’

Explore the transformation of the caterpillar to a butterfly. (Same creature, but a different way of being). Link to disciples meeting Jesus on road to Emmaus – not recognising him until he broke the bread – Luke 24 v13-33

1.1

What is heaven like? Use Nicholas Allan book ‘Heaven’ as a stimulus. Children could respond using different media to create their idea of heaven.

Godly Play presentation ‘The Mystery of Easter’ could be used with KS1 or KS2 to explore a Christian understanding of the resurrection.

2.1, 2.5

Display picture from ‘Picturing Easter’ (RE Today). ‘He is Risen’ by He Qi. From China see questions on back of picture. Alongside this read a version of the resurrection story. Ask the children to create a symbol of the resurrection. A variety of media could be provided.

The Easter Angels by Bob Hartman. Read the story with the class. Go through again stopping at appropriate points to ‘hot seat’ the two angels. Different children could be chosen to be the angels at each point. Key teaching point: transformation brought about by the resurrection.

1.1 Celebrations & festivals2.1 Beliefs and questions2.5 The journey of life and death

Could be considered within : R2(2009), 2.10

SacrificeJesus gave his life in place of his humanity and his death somehow paid for the sins of the whole world.

Ways in

1.1 Use the story of ‘Dogger’ (Shirley Hughes). Explore the idea of giving up something precious for the sake of someone else. Focus on feelings of those involved/

‘Harry Potter and the Deathly Hallows’ pages 529-564

Use these activities as appropriate in the units identified.

Explore the story of Hannah and Samuel (1 Samuel ch1). Talk around the idea that Hannah was giving God her MOST precious gift. Activity – children imagine Hannah taking Samuel to the Temple where he was going to work. Imagine she gave him a letter to explain what she was doing. Write what you think was in the letter.

Talk with children about their precious things. Make a ‘precious things’ display and put a label on each item to say why it is precious. Christians believe Jesus was the most precious gift God could give to the world because they believe he is God’s son and he was given to the world with much love.

P4C: Stimulus - Miracle Maker DVD temptations scene. Gather first thoughts/questions; discuss ways in which the concept of ‘Sacrifice’ is illustrated through the temptations Jesus faced here; give opportunity for children to ask their own questionswork together to make these into philosophical questionsvotediscuss questions with most votes.

1.1 Celebrations & festivals2.1 Beliefs and questions2.4 Inspirational people from the past2.9 Inspirational people in today’s world

Salvation

Saving as ‘help and rescue’,

situations needing changing.

Ways in

Place a rope in front of children. Ask them how they would use the rope to rescue someone.

Children draw a scene from a children’s film where a rescue takes place. Attach to rope with pegs. Class to guess the scene/film.

Ask children who might rescue them from a dangerous situation.

1.1

Jesus’ name – what does it mean? In Hebrew Jesus is ‘Joshua’ = ‘one who saves’ or ‘saviour’

Cross as a symbol of Jesus giving his life to rescue others. Hence it is important as a symbol within the baptism service.

2.1 Jesus as saviour – what kind of saviour? Refer to the temptations of Jesus

to be a King or powerful leader. Jesus said that he came to seek and to save the lost (Luke 15v11-31), to serve rather than be served (washing the disciples’ feet (John 13v1-17).

What did Jesus say about himself? Ref pgs 26/27 Diocesan support materials for Agreed Syllabus.

Stories of rescue e.g. Zacchaeus Worship songs that talk of Jesus as saviour e.g. ‘My Jesus my saviour’,

‘Wonderful Saviour’ Involvement of Christians in local community in terms of service, offering

rescue and help in Jesus’ name e.g. Salvation Army. The importance of both spiritual and social ‘salvation’. What do people

need to be rescued from? E.g. Story of paralyzed man (Mark 2). Water into wine (John 2) – rescuing the host from embarrassment; pointing to Jesus’ powers as spiritual saviour.

1.1 Celebrations and festivals2.1 Beliefs and questions

SinSin is about being ‘wide of the mark’ and less than perfect.

Ways in

Give all children a sheet of A5 paper and some strips of paper. Draw a face on the paper. Fold in half. Cut slits from fold outwards (but not to end). Thread strips through the slits in the face. This can be used to illustrate what Christians believe sin does – it spoils the original creation.

If possible use a child-friendly archery set! Use it to illustrate that it is very difficult to hit the centre of the target. (‘Sin’ is a word that has its origin in an archery term meaning ’wide of the mark’).

1.10(2009)

AT2 What is a threat to the ‘good earth’? Using a piece of playdough/plasticine/clay the teacher (or children themselves) creates something special. Someone then ‘accidentally’ spoils it. Talk about how that feels? When has it happened to you? Bible says God created everything and saw it was good but because Adam and Eve didn’t follow God’s instructions, it got spoiled. This meant that Adam and Eve didn’t have a close friendship with God anymore – how would you feel if a friend spoilt something special you had made? Write a prayer to God about your feelings.

2.10, 2.13

Explore an Anglican prayer of confession e.g. See http://www.churchofengland.org/prayer-worship/worship/texts/psalter,-collects-and-other-resources/confessions.aspx Choose words that describe ways of missing God’s marks. Reflect on personal examples (not necessarily for sharing with others). What is the answer to this problem in the prayer? What is the outcome of the prayer?

Read the story, watch film, or use Godly Play in Moses receiving 10 Commandments.

How easy/difficult is it to keep these commandments?How might people ‘miss the mark’ on any of these? (Refer to Jesus’ words about thoughts and words coming from inside a person that can spoil the person not just their actions). Ask children to identify which is the most important commandment.

Display Jesus’ words in Mark 12 v28-34,the greatest commandment to love God and to love your neighbour. This summarises the 10 commandments, so Jesus doesn’t say don’t keep the 10 commandments. Explore the context in which Jesus says these words.

1.10(2009) The Good Earth: Giving thanks2.10 Religion and the individual2.13 Teachings, wisdom and authority

1.4 Symbols: In what ways are churches important to believersDuring a church visit take the opportunity to explore some Christian concepts as you look at the artefacts/parts of the building.

Concepts

Nave

Salvation (‘nave’ is from ‘navis’ = ‘the ship of salvation’). What does this suggest about the church? What sort of place is it? What might it have offered safety from in the past? What about now?

Cross Resurrection, reconciliation, gospel, forgiveness, atonement, salvation

Crucifix Sacrifice, atonement, sin, salvation

Altar Sacrifice, atonement, hope, forgiveness, God

Pulpit Gospel, disciple, salvation, hope, reconciliation, forgiveness

Font Disciple, hope

Stained glass window Look carefully at the stained glass windows. What biblical stories do they depict? What concepts are being illustrated?

2.3 Worship & sacred placesBuilding on unit 1.4 ask the children to identify which concepts connect to each artefact or part of the building. In doing so they should be encouraged to explain why they have made these connections, e.g. font would connect with ‘disciple’ and ‘hope’. ‘Disciple’ because Christening is the start of a journey of discovery, what it means to follow Jesus i.e. being a disciple. ‘Hope’ because of the links with new life and welcoming that new life into the church community.

Eucharist

Use the liturgy – See http://www.churchofengland.org/prayer-worship/worship/texts/additional-eucharistic-prayers.aspx

Identify the concepts that are explored in the liturgy. Using the definitions of the concepts, consider what actions Christians might engage with as a result of this liturgy

2.2 Religion, family & community: PrayerUsing prayer to explore Christian concepts.

What do you learn from the Lord’s Prayer about key Christian concepts? E.g. about being a disciple, gospel (including the Kingdom).

Look at other Christian prayers e.g. The Prayer of St Francis of Assissi. For each prayer identify the concepts

Other prayers can be found in ‘Be Anglican through Worship/ published by Lichfield Diocese.E.g. Iona Worship Prayer, St Ignatius Loyola, St Richard of Chichester. Collects from the Anglican liturgy could also be used – useful resource ‘Pathways to Prayer’ published by Worcester Diocese

Choose a concept and write a prayer that focuses on the concept.

Foundation Stage 2 (2009 Agreed Syllabus)R1 What stories do Christians love

to tell?God; Hope

R2 Questions that puzzle us GodR3 Celebrating: What do we do

and how do we feel?Incarnation; Disciple

R4 Special days, signs, beliefs, people

Gospel

Key Stage 1

1.1 Celebrations and festivals Salvation; Resurrection; Incarnation; Atonement; Sacrifice

1.2 Myself? Reconciliation1.3 Stories of Jesus Hope; Gospel1.4 Symbols Explore through visiting a church using

concepts approach1.5 Leaders Reconciliation1.7 What does it mean to belong? Disciple1.8 Jewish and Christian stories Forgiveness1.11

Talking about God God

1.10

The Good Earth: Giving thanks Sin

Key Stage 2

2.1 Beliefs and questions Salvation; Sacrifice; Resurrection; Reconciliation; Forgiveness; Atonement

2.2 Religion, family and community: Prayer

Exploring Christian concepts through prayer

2.3 Worship and sacred places Exploring concepts through visit to a place of worship

2.4 Inspirational people from the past

Sacrifice; Reconciliation; Gospel; Forgiveness

2.5 The journey of life and death Resurrection2.9 Inspirational people in today’s

worldSacrifice; Reconciliation; Hope; Forgiveness; Disciple

2.10

Religion and the individual Incarnation; Sin; Atonement

2.12

Beliefs in action in the world Gospel

2.13

Teachings, wisdom and authority

Incarnation, Disciple, Sin

2.14

Religion, family and community Reconciliation; Disciple

2.15

Beliefs in action in the world Disciple

Key Stage 2 (2009 Syllabus)

2.9 Beautiful world? Wonderful God?

Sin; God

2.15

Ultimate Questions God