Learning Outcomes (Differentiated)

Duration Theme Subject focus Age group 1 hour Nature RE, PSHE, Art, History Year 5

Resources required

An outdoor area Branches Images of trees from folklore and mythology (available from our website) String to tie wishing rods on to wishing tree

Adult Support Generally circulating and providing assistance/scaffolding where necessary Support investigation through appropriate questioning, allowing the children to find out for themselves Practical assistance with creating wishing rods/tying onto tree Ensuring behaviour regulations and area boundaries are adhered to Distributing materials and resources

Follow up activities Investigate historical uses of plants and trees with our Anglo-Saxon Art lesson Explore your school grounds further with our Journey Sticks lesson Find out further cross-curricular outdoors activities from the Woodland Trust Watch the Best of Bristol virtual fieldtrip about the importance of your local woodlands and wild areas

Learning outcomes (differentiated) MUST recognise the importance of trees to folklore and mythologies from around the world SHOULD understand the history and function of wishing trees COULD apply their understanding of trees and belief systems by creating their own wishing tree

Starter and teaching input In groups, children should look at images of Yggdrasil, a Green Man, and a Christmas tree. What do they notice? What do they think the pictures have in common?

Explain that trees and plants have played a key part in religions, folklore and belief systems throughout history. The life cycle of deciduous trees, with an annual death and revival of foliage, has made them symbols of growth, death and rebirth: in contrast, evergreen trees are sometimes considered symbols of immortality. Trees are often seen as the homes of tree spirits, like the Green Man in the image picture, and many ancient religions involved worship in sacred groves. The image of the Tree of life occurs in various mythologies: in Norse tradition, Yggdrasil (the world tree) has branches reaching up into the sky, and roots deep into the ground, making a link between heaven, the earth, and the underworld. A wishing tree is also a common object in many parts of the world. Throughout Europe, pilgrims have tied ribbons or rags to tree branches in exchange for healing or good luck. In Celtic folklore, beech trees are associated with wishes: fallen beech branches were seen as invitations from the wishing fairies, and if you wrote your wish on one of these and stuck it into the ground, or tied it to the branches of the tree, the fairies would collect the ‘wishing rod’ (and may then grant your wish!).

Activity Explain that pupils are going to create their own ‘wishing trees’. If possible, pupils could collect their own sticks to write wishes on, but pre-gathered sticks could also be used. Children could decorate their sticks and add names, and then tie them to branches of a tree in the school grounds. (Some children may struggle with the fine motor skills needed to do this, and adult or peer help may be needed.) The wishing tree could then remain for other pupils and school visitors to decorate with their own wishes, as a permanent artwork and place for reflection and hope.

If it’s not possible to use a real tree, pupils could create individual wishing tree artworks instead: the sticks they’ve collected could represent tree trunks, and with wishes written on gathered leaves.

Plenary Allow children to share their wishes with the class. Recap understanding of trees as folklore, and ask children to think of their own examples. Discuss trees in literature: they often represent wisdom, such as Treebeard in Lord of the Rings, or magic, like Enid Blyton’s Faraway Tree. As people throughout history have associated trees with special knowledge and powers, it would be very interesting to talk to trees and find out what they think! Pupils to come up with one or two questions that they would like to ask a tree, and share with the class.

Extension tasks Research the folklore of a particular tree species Write a diary as a tree spirit Take a tree rubbing, and add a face, to create your own Green Man spirit

Curriculum links Fits with RE and PSHE guidance Art  To improve mastery of art and design techniques, including drawing, painting and sculpture with a range of materials.

English: Spoken Language  Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

Physical Education  Take part in outdoor and adventurous activity challenges both individually and within a team