Suggested Unit Outline Including Teaching Packs

Title: Why do people give presents at Key Stage: 1 Length of unit: 3 lessons Christmas? Year Groups: 1 Cross-curricular links: Literacy; Art; Music Lesson Title of lesson Main points of content / Bible references for Christianity units 1 INTRODUCTORY LESSON Talk about who visits a new baby – and why. Look at the story of the visit of the Wise Men within the context of the whole story (Matthew 1: 18-2: 12) Consider the Who gave presents to baby clues in the story that show Jesus was a very special baby – angels, the star, Jesus? important visitors etc. Look at paintings of this part of the story and explore how the wise men in the pictures express their understanding of who Jesus is. 2 What do the presents mean? Talk about the gifts that people give to new babies, especially those that have some relevance for later in a child’s life e.g. savings, a special book to be filled in as they grow up etc. Recall the gifts that the Wise Men brought – why were they unusual? Look at the hidden symbolism – and what each gift says about the life that Jesus would live. Add speech bubbles to a photocopy of the wise men painting, showing who brought what. 3 EVALUATION LESSON Listen to the Christmas carol ‘In the bleak midwinter’ (words by Christina Rosetti). Consider especially the words of the final verse about bringing gifts for Jesus. If What would you give? they were a wise man, what might they have brought for the baby? Make a lift-the- flap present with your choice of gift inside, along with the reason why. Notes / Background to the unit:  All skills identified in these units are highlighted within the activities section in bold  Where there are links with wider school issues such as SMSC, Every Child Matters and Community Cohesion (Co-Co), these are identified on each lesson plan.  The Biblical account of the visit of the wise men can be found in Matthew 1: 18-2: 12. Although people often think of three kings at Christmas time, there is no evidence that the visitors were actually kings, or that there were only three of them (although three gifts are mentioned, hence the conclusions drawn about there being three magi) – but they were important people. It should also be noted, though often contradicted by Christian art, that the magi probably visited Jesus as a boy, not arriving shortly after the shepherds to see Jesus as a baby  Presents are traditionally given at Christmas as a reminder of the gifts of the wise men, or Magi Unit title: Why do people give presents at Christmas? Age range: Year 1 Lesson title: Who gave presents to baby Jesus? Skills being developed: Reflection; Investigation; Interpretation Lesson: 1 of 3 Cross-curricular links / wider school issues: Art appreciation; Drama; SMSC Learning Objectives Introduction: Learning Through the learning experiences, pupils  Talk about who visits a new baby – and why. outcomes should learn:  Look at the story of the visit of the Wise Men within the context of the e.g. what am I looking for / whole story (Matthew 1: 18-2: 12) what can pupils do better now?

ALL:  the sequence of events Main activities (including skills-based learning):  Identify the different of Jesus’ birth  Look at paintings of this part of the story people in the  the significance of the  Reflection: Allow children plenty of time to share personal responses paintings (AT1 L1) story of the Wise Men to the painting (good for AT2). Use careful questioning to extend their  share their own thinking. Also allow them to ask any questions that they want to know thoughts and feelings  that artists use about the painting answers to – other children might have their own really good answers. (AT2 L1) symbolism in their It’s important that children feel that at this stage, there are no wrong pictures to convey answers, and therefore they should show sensitivity and respect for the MOST: deep meanings and views and opinions of others.  talk about the beliefs (SMSC)  Investigation / Interpretation: Talk about the different physical different physical gestures of the wise men in the pictures, what they might mean and gestures of the wise Resources / how they express their understanding of who Jesus is (see Resources men and what they section). might mean (AT1 L2) Background  Talk about ways that people show respect for important people today.  show sensitivity to the fact that other people  You will need to make your room as In groups (perhaps during drama), re-enact the gestures shown by the may have different dark as possible for the first part of kings and explore how they demonstrate submission (bowing of head; this lesson. The National Gallery online opinions to them (AT2 has lots of examples of the visit of the being physically lower by kneeling; removing of hats etc.) Ask your L2) Magi – try their ‘zoomable’ paintings, more able children to see if they can find other clues within the story as you can get really close that show Jesus was a very special baby SOME: www.nationalgallery.org.uk  In paintings of this part of the story, Plenary/Extending the thinking:  be able to draw the wise men are usually shown  Encourage your more able children to take a lead in a discussion about conclusions about wearing grand clothes (often king-like) the other clues in the story that show Jesus was a very special baby – other clues within the to show their rank and importance. story that show Jesus’ They will often be shown kneeling angels announcing the birth, the star, important visitors etc. before baby Jesus, showing their importance (AT1 L2/3) recognition of who he is. They bring gold, frankincense and myrrh – symbols of kingship, priesthood and burial. You don’t need to go into much detail at this point, as the next lesson covers this  In Jesus’ day, it was believed that the appearance of a new star in the sky announced the birth of a king, which is why the magi followed it! The gifts they brought were traditionally those offered to kings. Unit title: Why do people give presents at Age range: Year 1 Christmas? Lesson title: What do the presents mean? Skills being developed: Reflection; Interpretation; Expression Lesson: 2 of 3 Cross-curricular links / wider school issues: Literacy (speech /think bubbles); Art appreciation Learning Objectives Introduction: Learning Through the learning experiences, pupils  Reflection: Talk about the gifts that people give to new babies, outcomes should learn: especially those that have some relevance for later in a child’s life e.g. e.g. what am I looking for / savings, a special book to be filled in as they grow up etc. If children what can pupils do better still have some of the gifts they were given at birth, they could bring now? them in to add interest to this part of the lesson ALL:  Christians believe that Main activities (including skills-based learning):  recall the gifts brought  Recall the gifts that the Wise Men brought – why were they unusual? by the wise men (AT1 God gave Jesus, like a L1) present, to the world  Interpretation: Look together at the hidden symbolism – and what Christians believe each gift says about the life that Jesus would live.  talk about gifts that people give to babies  the significance of the  Expression: Add speech bubbles to a photocopy of the wise men (AT2 L1) story of the Wise Men painting, showing who brought what. More able children should be able and the symbolism of to add what each gift means as well. MOST: their gifts  Tell the story of the wise men’s visit to a partner. Also ask your more  explain the Christian  Epiphany is the time to able children to think whether there’s anything in this part of the story roots of the tradition remember this part of that helps to answer the question ‘Why do people give presents at of giving presents at Christmas?’ Christmas (AT1 L2) the Christmas story  Reflection: Allow children some time to ask their own questions about  retell the story of the the story – is there anything that puzzles them? Resources / Wise Men (AT1 L2) Background  Christians believe that the gifts SOME: brought by the wise men, as well  make links between as being those traditionally the meaning of the offered to kings, are symbolic of Plenary/Extending the thinking: Christian beliefs about Jesus: as  Talk together – does this part of the story answer the question ‘Why do gifts of the Wise Men King (gold); priest – a go- people give presents at Christmas?’ and Christian beliefs between, between God and men  Explain that Christians also believe that God gave Jesus, like a gift, to about Jesus (AT1 L3) (frankincense); and sacrifice or the world (John 3:16) What do children think that this means? death (myrrh). In John 19:39, reference is made to myrrh as one of the burial spices that embalmed Jesus’ body.  The festival of Epiphany is on Jan 6th, and recalls the visit of the magi to Jesus. It also marks the end of the Christmas period. In some countries, it is called Three Kings’ Day. Unit title: Why do people give presents at Age range: Year 1 Christmas? Lesson title: What would you give? Skills being developed: Reflection; Investigation; Expression; Empathy Evaluation Lesson Cross-curricular links / wider school issues: Literacy (captions); Music; Art; DT Learning Objectives Introduction: Learning Through the learning experiences, pupils  Talk about Christmas presents – giving and receiving – and the feelings outcomes should learn: associated with them. e.g. what am I looking for /  Which is best – giving or receiving? Why? Encourage more able children what can pupils do better to make comparisons now?  Christians believe that (see Resources / Background section) God gave Jesus, like a Main activities (including skills-based learning): present, to the world  Listen to the Christmas carol ‘In the bleak midwinter’ (words by ALL:  the significance of the Christina Rossetti).  draw a gift they would story of the Wise Men  Reflection: Display a copy of the words for children to see. Consider choose for Baby Jesus especially the words of the final verse about bringing gifts for Jesus. If and say why they and the symbolism of chose it (AT1 L1) they were a wise man, what might they have brought for the baby? their gifts  share experiences of (You may wish to remind children of the discussion at the start of gift-giving (AT2 L1) lesson 2) Resources /  Expression: Make a lift-the-flap present with your choice of gift inside, Background along with the reason why. These could be decorated with MOST:  in their choice of gift,  Children working at level ‘Christmassy’ bits on the front to add a design to the ‘wrapping paper’ reflect something of one are likely to choose  More able children should be encouraged to really think about how they (like the wise men) will reflect Christian belief about the importance of the story of the gifts that babies are given Nativity (AT1 L2) today. Those working at Jesus in their choices or if their gift might be symbolic of Jesus’ adult life in some way  talk about whether level two may choose they think it’s better something more related to Plenary/Extending the thinking: to give or receive gifts the story of Jesus in the  Exchange the ‘gifts’ together, and find out who brought what and why (AT2 L2) stable e.g. a blanket to keep him warm; a pillow for his head etc. Any level SOME: three children should  make links between choose something linked their choice of gift and the story / Christian with Christian belief about belief (AT1 L3) Jesus and the life he would  compare attitudes to live. giving and receiving  Most children should be (AT2 L3) able to give logical reasons for their choices – their reasons may also help to confirm the appropriate level Assessment sheet for RE Unit: Why do people give presents at Christmas? Year: 1

AT1 AT1 AT1

 draw a gift they would choose for Baby  in their choice of gift, reflect something  make links between their choice of gift Jesus and say why they chose it (AT1 L1) of the story of the Nativity (AT1 L2) and the story / Christian belief (AT1 L3)

AT2 AT2 AT2

 share experiences of gift-giving (AT2 L1)  talk about whether they think it’s better  compare attitudes to giving and to give or receive gifts (AT2 L2) receiving (AT2 L3)

Names: Names: Names: