Transcript Slide 1
YEAR 3/4 This unit should introduce children to prayer and help them understand what prayer means to Christians and be able to reflect on their own experiences. Christians believe that prayer facilitates a relationship with God their Father. Prayer can take many forms: individuals talking to God, inspired by a focus, stimulus or aid such as a thing of natural beauty, an icon, a piece of music, a situation. Christians pray to God for help, guidance, praise, thanks, repentance, to express emotion, for themselves and on behalf of others. In the Bible we can find examples of prayer in the Psalms, The Lords Prayer, and the Gospels among others. These ideas by their nature provide active learning opportunities and fulfil the requirements to learn from religion. In order to deliver the learning outcomes as outlined in the P.O.S for AT1 and AT2 please use these ideas in conjunction with the schemes of work already provided Areas of learning UA •Write a prayer UECL •Write a piece of music UA, STU, •Prayer bracelet •Make a presentation to show younger children STU, UECL, UA •Make a flash movie for a given or a written prayer Skills and Attitudes Creative Assessment Prayer net/tree/display – interactive (see pause for reflection) UA, UECL Investigation, Interpretation, Synthesis, Application, Communication, Self-awareness, Respect, Open-mindedness, Appreciation & Wonder. CLE UECL, STU, HGSU Prayer encounter based on activities: Prayer chain, mystery bag, prayer kites CLE Church workshop based on ACTS Adoration, confession, thanksgiving, Supplication Useful websites www.barnabas.co.uk www.interviewwithgod.com www.biblepicturegallery.com CLE Prayer encounter based on Christian , Hindu rituals Spiritual Development Exploring aspects of Christian Prayer 1 This activity is particularly effective when undertaken in conjunction with the local church community. If this is not possible then set up the 4 areas around the school or in the hall. • Set up 4 reflective areas in the church/school based on ACTS [Aspects of Christian prayer =Adoration, Confession, Thanksgiving, and Supplication] • A – adoration area – have a CD (or if possible the organ) playing hymns. Make the CD choice familiar to the children e.g. hymns/songs from Collective Worship. The children chose their favourite piece of music and say why. Discuss the meaning of the words from the hymn. Why would this hymn be important to Christians? How would it help them to pray? • C – confession – a quiet area where children can reflect on things that they have done wrong. Children to drop a stone in a bucket to help say sorry and let go and say goodbye to the things for which they are sorry. How do they feel when they have dropped their stone? How do Christians feel when they pray for forgiveness? • T – thanksgiving – set up a table and display containing posters and artefacts depicting the ‘good’ things in life. Children to write ‘post it notes’ expressing thanks. • S – supplication (asking for help) - a darkened, quiet area containing unlit candles. As they tie a bead on a net/ribbon on a branch children could think about, or if they choose to pray for, someone who they know needs help Prayer Encounter 2 • Set up a selection of activities based on the theme of prayer. • Prayer chains – make a selection of paper chain strips. Children to write a prayer/reflection on a paper strip. Strips to be joined together and hung as chains around the room. • Prayer kite – use kite shape with an ‘ACTS’ on each quadrant. Children to write a prayer/reflection for each of ACTS on kite tails to hang on string below the kite. Display around the room. • Mystery bag – a large bag containing a selection of items related to prayer – beads, holding cross, prayer mat, puja artefacts etc. Children to raise questions and do follow up research. Children to consider ‘what do these items have to do with prayer?’ ‘How would they help believers to pray?’ Prayer Encounter 3 • Set up a darkened, quiet area containing cushions and candles. Play some Taize music. • Children come quietly into the room and settle on the cushions to listen to the music. • Set up a darkened area containing flashing disco lights and play Soul survivor music. • Set up a Hindu shrine area, burn incense and light candles. Play Hindu prayer music. Afterwards ask the children what they were thinking about when they were listening? How could a believer use this environment to talk to God? How did the music/images/atmosphere make them feel? How might people of different faith communities feel? What was the same, what was different? Skills and Attitudes • • • • • • • • • Investigation: I can ask appropriate questions, find and suggest solutions. Interpretation: I can give examples of how humans try to make sense of their experience. I can see implications of actions, events, words & beliefs. Synthesis: I know that others share common values and ideas. Application: I can apply learning gained to my own and others’ beliefs, ideas & experiences. Communication: I can communicate my thoughts, ideas, beliefs & values. Self-awareness: feeling confident about their own beliefs and identity and sharing them; developing a realistic & positive sense of their own religious, moral & spiritual ideas. Respect: developing skills of listening and a willingness to learn from others; being sensitive to the feelings and ideas of others. Open-mindedness: being willing to learn and gain new understanding; engaging in argument, reasonably and respectfully, about religious, moral & spiritual questions. Appreciation & Wonder: recognizing that knowledge is bounded by mystery; appreciating the sense of wonder at the world in which they live. Creative Assessment • • • • • • • • • • In small groups the children work together to produce an interactive display that could be used in the local church or in a school worship/reflection area. Children to have speech bubble shaped post it notes and record each other’s responses as they work. AT1 Level 2- Children can show simple knowledge and understanding of how and why Christians pray Level 3 - Children can begin to identify why the Christian community prays. They can identify some prayers that are important to Christians and the beliefs expressed in some prayers. They can begin to identify the impact of prayer for the Christian community. Level 4 - Children can show understanding of issues raised by belief in the power of prayer. They can suggest how prayer has meaning for those who practice it. They can make links with the practice of prayer in other faiths. AT2 Level 2 - Children can express their ideas about why they and others may or may not choose to pray and respond sensitively to the ideas of others. Level 3 - Children can raise questions about the practice of prayer. Level 4 - Children can express a personal response to prayer. They can describe what inspires and influences them.