Suggested Unit Outline Including Teaching Packs s2

ASU What does Christianity say about Key Stage: 2 Length of unit: 6 lessons Title: friendships and relationships? Year Groups: 5/6

Lesson Title of lesson Main points of content 1 INTRODUCTORY LESSON Play game of connections. Relationships are connections between people: Mother and child/mum and dad/brother and sister/2 friends/grandma and grandson/teacher What is a connection? What is and pupil/boyfriends and girlfriends/employer and employee a relationship? Team building game Christians believe that people can have a relationship with God – Bible ref:James 2:23 and that a relationship with God will help people to have a better relationship with other people 2 Corinthians 1:4 2 Relationships that go wrong. Work in pairs and interpret how different situations can affect friendships What can we learn from Cain and Abel Genesis 4:1-16 them? Explore how God intervened into the situation Part 1 God wants people to look after each other Celebrate the positive things of being a good friend 3 Relationships that go wrong. Broken friendship – the betrayal of Jesus What can we learn from them? What does if feel like to be betrayed, to be isolated? Part 2 Story of Gethsemane Matthew 26:26-28 Jesus understanding of friendships that fail Why is this story recorded as part of the Easter story?

Guildford Diocesan Board of Education 1 4 How can a broken relationship Forgiveness – turning enemies into friends be mended? The unforgiving servant - Matthew 18:21-35 Unwillingness to forgive creates barriers between people – Matthew 5:25-26 How many times should we forgive? Christians are told they should forgive even their enemies – Matthew 5:43-44 Connection between forgiveness and love 5 Do I see myself as God sees Christians believe that God looks on the inside me? The story of Jesse’s youngest son – 1 Samuel 15:1-16:13 There is something special about all of us which sometimes may seem hidden especially if we do not think that we are special Reflection on what is special about me What special qualities are visible and external things and what are not so visible and internal? Psalm 139 – write own poem to celebrate how special each person has been made 6 EVALUATION LESSON Recap previous 5 lessons What about love? Christians believe that God is love and that belief can help human relationships 1 Corinthians 13: 4 – 8a Christians believe that Jesus is love and therefore that Jesus is God

Notes / Background to the unit:  It is recommended that this RE unit follows alongside Sex and Relationships Education. The aim of the unit is to encourage thinking about the foundations of good relationships that will help to ensure that when the learners are older they are better equipped socially and emotionally to deal with relationships that may become sexual.  This unit addresses SMSC and PSHE  Several of these ideas are based on and can be developed further using the Barnabas website http://www.barnabasinschools.org.uk This website produces material for Collective Worship that links with SEAL ‘New Beginnings’ and ‘Getting on and falling out’  Reference is made to The Barnabas in School Bible ISBN 978 1 84101 564 4

Guildford Diocesan Board of Education 2 Unit title: What does Christianity say about friendships and Age range: Upper KS2 relationships?

Lesson: 1 of 6 Skills being developed: Skills being developed: Reflection; Empathy; Evaluation; Application Lesson title: What is a connection? What is a relationship?

Learning Objectives Introduction: Learning outcomes Play a game of connections: Have items/pictures of people/artefacts in a bag and draw 2 out at random. Through the learning experiences, pupils Challenge the children to find a relationship/connection between any random two e.g. what am I looking for / should learn: what can pupils do better items.  that Christians believe now? Eg: pencil and traindriver…Connection could be that the train driver uses a pencil to ALL: that God wants to be write down changes to the timetable.  can say that Christians connected to people Eg: nurse and old man…connection could be that the nurse is the old man’s great believe that God wants through friendship (ECM grand daughter. to be connected to 3) (SMSC) (PSHE) people through friendship (AT1 L3) Main activities (including skills-based learning): Who do we have ‘connections with? Eg Mother and child/mum and dad/brother and sister/2 friends/grandma and grandson/teacher and pupil/boyfriends and MOST: girlfriends/employer and employee  will be able to express Discuss as a class: what do you think a ‘relationship’ is? Why do you think that we how it would feel if God played the first game? was their friend (AT2  Dictionary definition of a relationship: is a particular type of connection existing L4) between people related to or having dealings with each other Discuss in pairs/make lists:  What do you think makes good connections between people? Eg Having a SOME: favourite sport in common, liking similar music, being part of the same family…  will say that a Resources / Background  How do you keep strong connections between people? relationship with God Listening, talking, spending time together. should change the way  You will need a bag of random that Christians relate to items or pictures others (AT2 L5)

Guildford Diocesan Board of Education 3 Evaluation: Christians believe that people can have a connection/relationship with God. What do you already know about the Christian faith that could be evidence for that fact? Eg Stories of Jesus relating to people in the bible, Jesus caring for people, God talking to people in the old testament - Moses and the burning bush.

Play any team building game where the members have to listen and talk to each other. Here is an eg: 1) Arrange the children into groups (an even number of children - between 8 and 12 - in each group) 2) Tell the children to stand in a tight circle (facing inwards). Everyone should put their left hand in the circle, and hold someone else's left hand. 3) Now everyone, should put in their right hand, and hold someone else's right hand. 4) WITHOUT letting go of each other's hands, the children should untangle themselves! It is possible, if they talk and listen to each other.  Other ideas: www.teachingideas.co.uk/pe/contents01games.htm

Plenary/Extending the thinking: Reflection:  Christians believe that God wants to have a connection/‘relationship’ with people as a friend.  ‘And the scripture was fulfilled that says, Abraham believed God, …….. and he was called God's friend.’ James 2:23 Empathy: How would it make you feel if God was your friend? What difference would it make to your life if God was your friend?

Application: Christians believe that God ‘comforts us in all our troubles, so that we can comfort those in any trouble with the comfort we ourselves have received from God.’ 2 Corinthians 1:4

What do you think this verse means to Christians?

Guildford Diocesan Board of Education 4 Unit title: What does Christianity say about friendships and Age range: Year 5/6 relationships?

Lesson: 2 of 6 Skills being developed: Reflection; Empathy; Investigation; Application Lesson title: Relationships that go wrong. What can we learn from them? Part 1

Learning Objectives Introduction: Learning outcomes Stick labels on the backs of the children with names from list of suggestions below. They should find their other half, but in response to questions others can only Through the learning experiences, pupils answer with ‘yes’ or ‘no’; likewise they themselves can only say ‘yes’ or ‘no’ when e.g. what am I looking for / should learn: what can pupils do better questioned. Here are some possible pairings: now?  Prince Andrew and Prince Charles; Liam and Noel Gallagher; Harry and William;  that jealousy, unfairness, Ant and Dec; Andrew and Peter (disciples of Jesus); Jamie and Andy Murray; ALL: favouritism, bullying, Les and Rio Ferdinand; Dick and Dom. (Add in any other well-known pairings  will say that jealously, fear, secrets, bad temper, from your own school, community or even well-known book characters.) favouritism etc will impatience can damage damage relationships(AT2 L3) relationships (ECM 2) Main activities (including skills-based learning): (SMSC) (PSHE) Ask the children to work in the pairs they have just formed or ‘pairs of pairs’ making a foursome. They should become a group of friends. Now using the following list of MOST: make-or-break friendship words, call out some randomly and ask the group to  will be able to talk about interpret what this would mean dramatically for the friendship of the group: the consequences of jealousy, difficulties, unfairness, sadness, favouritism, success, bullying, fear, behaviour and suggest secrets, new arrivals to the group, good news, bad temper, impatience. strategies to change the behaviour (AT2 L4) Read the story of Cain and Abel (see Barnabas Bible page 15 or Genesis 4:1-16) Talk to the class about which of the brothers the children identify with most? Which seems the most likeable? Do they see some aspects of their own characters here? SOME: Or the characters of others they know?  will apply the lessons of Empathy: Invite the class to tell the story from different points of view eg the the story to life today parents - Adam and Eve, each of the brothers (AT1 L5) Application: Link the themes of this story to life today. How do situations escalate into becoming something as bad as this?

Guildford Diocesan Board of Education 5 Resources / Background Talk about how: someone else’s success can trigger jealousy; jealousy, when nursed, can become  If you would like to extend the work hatred; of the class you could adapt this hatred often seeks revenge; revenge looks for an opportunity to hurt the other lesson to be used with half the person; and hurt can get out of hand, producing anger, sworn enemies and worse. class while the other half follow a Empathy: Can the class create freeze-frames (see Barnabasinschools.org.uk for lesson called: explanation if necessary) of some of these scenarios to explore the feelings linked ‘Exploring Friendship using Bible to the breakdown of friendship? Stories 2: Esau and Jacob - Double trouble’ on Refer to the story again – Investigate how God stepped into the situation to stop it www.barnabasinschools.org.uk falling apart. For example: Outlines for Circle Time/PSHE and God spoke to Cain very clearly. He knew that his heart wasn’t really in the worship SEAL themes using Bible Stories that he had offered. God warned Cain that danger was lurking, but he left the choice of what to do up to  As the plenary the children can Cain then feed back to each other the God gave Cain a chance to own up and say sorry—but Cain fobbed God off with main points to be learnt from each the words: ‘Am I supposed to be looking after my brother?’ story. God did punish Cain—God doesn’t pretend that bad things have not happened, but… God also protected him (Genesis 4:15). God did not give up on Cain. Christians believe that God does not give up on us. From this example, what can we learn when dealing with breakdowns in friendships?  Can the class devise a five-step plan that may help friends to stay together when that friendship is under pressure?

Plenary/Extending the thinking: In the Bible story, it is clear that God wants people ‘to look after each other’, contrary to what Cain says (see Genesis 4:9 and also 1 John 3:11-12, which is a New Testament comment on this story).

In a time of reflection, focus on those who are feeling uncared for, who have lost friends or who are the victims of hatred. Then, celebrate the positive things about being a good friend.

Lesson: 3 of 6 Skills being developed: Reflection; Empathy; Interpretation; Evaluation Lesson title: Relationships that go wrong. What can we learn from them? Part 2

Learning Objectives Introduction: Learning outcomes Jesus experienced the full force of broken friendship in the Garden of Gethsemane when he was arrested. He had offered friendship with God to all who came to him e.g. what am I looking for / Through the learning experiences, pupils but now that friendship was thrown back in his face as the tide turned and people what can pupils do better should learn: chose to become his enemies instead. Only hours before, in the Upper Room, he now? had old his disciples that they were his friends and so great was his love that he  that Christians believe would lay down his life for them. In the following Bible story that friendship is ALL: that Jesus is able to betrayed by a kiss, denied by one of his closest friends and abandoned by the rest.  will make a connection empathise with those Jesus experienced the pain of broken friendship. between the story of  Christians believe that Jesus took all this into the grave and then, through the Jesus’ betrayal and the who have suffered resurrection, made available a new power to choose friendship with God again. Christian belief that rejection (ECM 2) Jesus is able to  that Christians believe empathise with people Main activities (including skills-based learning): that God wants to be who have been rejected Game: (AT1 L3) connected to people Empathy: Set the group off, milling about the room calmly but then suddenly call through friendship (ECM out one person’s name. Now all the rest should do their best to avoid that one 3) (SMSC) (PSHE) person and isolate them, keeping as far away as possible. Freeze the situation and MOST: explore how it feels to be treated like this. Make sure you do this again, calling out  will be able to contrast other children to be the isolated one, so that no one feels got at. aspects of true friendship with betrayal Next tell the story of Gethsemane (The Barnabas Schools’ Bible number 303 or of friendship (AT1 L4) John 13:21-30 and Matthew 26:26-28) from a hidden spectator’s point of view. Set up some covered chairs around your room for your class to hide behind like bushes and trees in a garden. Also darken the room as much as you can. Tell them SOME: Resources / Background that they are observers of the story late that night on the Thursday before Easter.  will be able to explain Jesus arrives just after midnight with his friends, hoping to find some time to pray. why the betrayal story is an important part of the

Guildford Diocesan Board of Education 7 Focus on the different sounds that the hidden spectators will probably hear from overall Easter story (AT behind the bushes including: 1 L5) several footsteps coming through the undergrowth a settling down of a group amongst the leaves and roots of some olive trees a few people walking off alone (Jesus and his three closest disciples) the groans of a prayer particular words from that prayer, namely ‘not my will but yours be done’ the sound of snoring later the sound of marching feet coming towards you the sound of a kiss sounds of fighting sounds of running away soldiers marching away

Empathy: Occasionally stop the narrative to invite the children to come up with how they feel about what they are hearing. Jesus experienced being thoroughly let down that night. Judas gave him a kiss, which should have been a sign of affection but in fact was the cue for Jesus’ arrest. The disciples all ran away. Later in the courtyard near where Jesus was being tried, his best friend Peter denied even knowing him. Make a list of all the qualities the children associate with being a true friend and then compare that list with the events and the reactions of disciples that night. Jesus knew all about friendship that fails. Evaluation: Why do you think this is recorded as part of the Easter story? Why might this be important to Christians today who hear about what happened?

Plenary/ Extending the thinking: As a reflection together print off the word FRIENDSHIP in large letters and then cut up the individual letters. Place these in the right order in the centre of your circle. Then as you talk about friends who have fallen out with each other, break up the letters, scattering them around randomly. Interpretation: For Christians, the fact that Jesus experienced all this is very important. To illustrate this, reform the letters as a cross.

Lesson: 4 of 6 Skills being developed: Reflection; Empathy; Interpretation; Evaluation; Application Lesson title: How can a broken relationship be mended?

Learning Objectives Introduction: Learning outcomes Reflection Introduce the topic of forgiveness and its relationship to turning enemies into friends Through the learning experiences, pupils by making or adapting a die. Print off some labels to stick on to the different sides e.g. what am I looking for / should learn: with the following phrases: what can pupils do better  to explore some of the now? challenges of forgiveness I find it hard to forgive others when… I find it hard to forgive others because… ALL: (ECM 1) I find… unforgivable.  can say that Christians  that Christians believe I would forgive others but… believe that God wants I can only forgive others if… to be connected to that God wants to be people through connected to people True forgiveness means…  Ask the children in turn to throw the die and then to complete the sentence that is friendship (AT1 L3) through friendship (ECM uppermost. This should get some discussion going. 3) (SMSC) (PSHE) MOST: Main activities (including skills-based learning):  will make links between Read the parable of the unforgiving servant on Page 253 of the Barnabas in unwillingness to forgive Schools Bible or in Matthew 18:21-35 and breakdown in  Make the parable very visible by piling up lots of coins of different denominations relationships (AT1 L4) on one side of a table (include some notes if you dare!) and a comparable but much smaller pile of just a few pence on the other side. Imagine the reactions to being let off from one or the other of these different amounts by a bank or credit SOME: company.  will consider the Explore how the class feel about this. Now tell the story from the Bible about the challenges of forgiving unforgiving servant (Matthew 18:21-35) and help the children to unravel its meaning enemies (AT2 L6) for themselves. Guildford Diocesan Board of Education 9 Empathy: Perhaps some of the following questions might help the discussion: Resources / Background I wonder why the king let off the man with the big debt? I wonder how the forgiven man felt?  This lesson is based on a PSHE I wonder how the members of his family felt? lesson from I wonder why he then went away and behaved so differently towards others? www.barnabasinschools.org.uk I wonder what the others in the story thought of him?  A possible extension is the parable I wonder what Jesus means by his comment that the servant didn’t know what it of the Prodigal son (Luke 15:11- means to be able ‘to forgive from his heart’ (18:35) 32) a very well know story about Unwillingness to forgive creates barriers between people, which grow harder and forgiveness by the father and lack harder to break down the longer the situation is allowed to continue. Read what of forgiveness by the brother. Jesus had to say about this in Matthew 5:25-26. Evaluation: Back in the Genesis story, following the murder of Abel by Cain, the breakdown in friendship led to a 77-fold revenge (Genesis 4:24). Jesus turns this whole idea upside down with his words to Peter by speaking of a 77-fold forgiveness. Discuss with the class whether they think that this is really practical/possible. Reflection: Now look at Matthew 5:43-44, where Christians are told they should forgive even their enemies. How can people ever hope to do this ‘impossible thing’?

Plenary/ Extending the thinking:  Reflection: Martin Luther King JR ‘We must develop and maintain the capacity to forgive. He who is devoid of the power to forgive is devoid of the power to love. There is some good in the worst of us and some evil in the best of us. When we discover this, we are less prone to hate our enemies.’  Interpretation: Discuss the connections between forgiveness and love.  Application: Friendship is for-giving… but it doesn’t come quickly. It’s like building a paper chain between objects, link by link. Every time we forgive, we strengthen the possibility of a link-up.

In a time of reflection, create some ‘forgiveness paper chains’ made up of chains with the word ‘forgiveness’ written on each. String these between some symbols or words for those things, which build barriers between people such as: distrust and fear angry words and ignorance jealousy and unfairness

Lesson: 5 of 6 Skills being developed: Reflection; Investigation; Application; Expression Lesson title: Do I see myself as God sees me?

Learning Objectives Introduction: Learning outcomes Produce two wrapped presents and set them on your focus table at the start of your assembly. (One should be large, beautiful and extravagantly wrapped. The other Through the learning experiences, pupils should be in some scruffy brown paper, loosely tied together. In the first there e.g. what am I looking for / should learn: should be a small plastic ring and in the second a valuable gold ring (possibly a what can pupils do better  that Christians believe wedding ring).) now? that God looks ‘inside’ a Chat about the presents and what they look like etc…… Open the presents and discover the plastic ring in the large one and the valuable ALL: person ring in the other.  will be able to say that  that Christians believe Things aren’t always what they seem, are they? Sometimes it’s hard to see which Christians believe that things will be special. Special things might be a bit hidden and we can be fooled into God looks ‘inside’ a that each person is person (AT1 L3) unique and special to thinking that some things are more special than they really are. That’s what happened for young David in the story we are going to read. No one God (ECM 4) (SMSC) thought he was special. He was the youngest of eight brothers, who were probably (PSHE) all stronger, cleverer and better liked than him. He was generally overlooked, it MOST: seems, and given rubbish jobs. In his case it was looking after the sheep all day,  will know that Christians while the others got to do more glamorous things. believe each person is Listen to what happened once when God sent Samuel to find a new king to replace special to God (AT 2 L4) King Saul, who had ended up disappointing God. SOME: Resources / Background Main activities (including skills-based learning): Investigation: Read the story from The Barnabas Schools’ Bible, story 117  will makes links  Bibles (Jesse’s youngest son) or 1 Samuel 15:1-16:13 between the Christian belief that God looks  Music What questions do you want to ask about the story? ‘inside’ and the impact Christians believe that God sees what is on the inside, in a person’s heart, and that belief has on the doesn’t just judge by the outward appearance. To everyone’s surprise it was David things that are wrong who was the one God wanted to have anointed. Just imagine how the brothers felt! inside a person (AT 2 It was probably rather like the sisters felt about Cinderella! L6) Guildford Diocesan Board of Education 11 And David never forgot that God saw that he was special. That is true for each one of us, too. There’s a something special about all of us, which sometimes may seem hidden and hard to see, especially if we don’t think we’re special. This often happens because we don’t look a certain way, say certain things or have certain friends. David discovered it was ‘good to be me’, because God made him and had a job for him that only he could do. Reflection: Have the following list displayed so that everyone can see it easily. Play some beautiful music while the children think about: I wonder what are the things about me that God would say are special? I wonder whether there are some hidden things in others that I fail to see as special? I wonder if I have sometimes been tricked into thinking that it’s the biggest and the brightest things that are most special? I wonder what small things today will turn out to be the most important and special things such as something that I say, some small job that I do, some special thought that I have? Application: Divide into groups and give each group a list of things that may make a person special. Some of these are very visible and outer things, others are more inner qualities. Give each group an outline of a large person on a piece of A3. Ask the group to decide which words/phrases from the list should go inside the person and which should go outside the person. Here is the possible list to choose from: A person is special who… has lots of money/is sporty/is kind-hearted/has a posh voice/is good at sharing/wears good clothes/is good at telling jokes/is strong/is good at making things/is clever in class/is good at listening/is good at writing/looks beautiful/handsome/has a nice smile/is good at drawing/is good at music Talk this over first in groups and then as a class.

Plenary /Extending the thinking : Expression: Using David’s Song (Psalm 139), story 135 in The Barnabas Schools Bible, as a starting place; invite the class to write their own poems to celebrate how special each one of them has been made. As a framework use the following: Opening line: I’m special; I’m unique; there’s no one quite like me… Last line: So, I just want to thank you, God, for making me me.

Alternatively, why not devise an acrostic based on their name that celebrates their ‘special ness’.

Guildford Diocesan Board of Education 12 Unit title: What does Christianity say about friendships Age range: Year 5/6 and relationships?

Evaluation Lesson: 6 of 6 Skills being developed: Reflection; Synthesis; Application Lesson title: What about love?

Learning Objectives Introduction: Learning outcomes Have 5 large sheets of paper around the room with the title of each of the past 5 Through the learning experiences, pupils lessons. e.g. what am I looking for / should learn: Give the children the opportunity to ‘call out’ anything that they remember about the lessons… what can pupils do better  Christians believe that now? God is love (ECM Main activities (including skills-based learning): 1,2,3,4,5) (SMSC) (PSHE) Reflection, synthesis, application ALL:  Give the children 3 different coloured post it notes (eg green, pink, blue) for each  will know that Christians large sheet (have them write their name on each one if you want to keep an believe that God is love accurate record of their thinking). Allow the children to work in mixed ability pairs and begin to understand as this will support their thinking and reinforce what they have learnt. The post the impact that makes its can begin with… on believers (AT 1 L3) Resources / Background  Green – I enjoyed…  music  Pink – I think …  Blue – I would like to ask… 5 large sheets of paper and 3  MOST: different coloured post it packs The post its can be stuck onto the appropriate large sheet when the children are  will be able to say what ready. they think God’s love is Perhaps you could play some music in the background during this activity. (The like (AT2 L4) Beatles ‘All you need is love…)

SOME: Plenary/ Extending the thinking:  will be able to ask questions about the relationship between Reflection God and Jesus (AT 2 In your own words or in small groups write a definition about love. What do you L6) Guildford Diocesan Board of Education 13 think ‘love’ is? ‘Love is……..’

Think about these words. ‘Love is patient and kind; it is not jealous or conceited or proud; love is not ill- mannered or selfish or irritable; love does not keep a record of wrongs; love is not happy with evil, but is happy with the truth. Love never gives up; and its faith, hope, and patience never fail. Love is eternal.’ 1 Corinthians 13: 4-8a Christians believe that Jesus lived out these words and that you can substitute the word ‘Love’ for ‘Jesus’ in these words.  Spend some quiet time thinking about these words and about love. Perhaps you could try to learn the words.  What difference might this interpretation of love have on my relationships?

Further extension:  If Christians believe that God is love and that Jesus is love, what connection is there between God and Jesus? (Jesus is God)

Guildford Diocesan Board of Education 14