The Agreed Syllabus for Religious

Education in Northamptonshire

Non-Statutory Exemplification

Title: Books and Stories in Christianity:

What do Christians learn from the
Bible?
Year Group: 1/2

 The Agreed Syllabus for Religious Education in
Northamptonshire

Non-Statutory Exemplification

Title: Books and Stories in Christianity: What do Christians

learn from the Bible?
Year Group: 1/2
About this unit:
This unit enables pupils to begin to understand how the Bible and the stories it contains influences
the way Christians lead their lives.
The focus is on the importance of the Bible and its teachings to people of the Christian faith and
the impact it has on their beliefs and practices. Pupils will engage in activities that will allow them to
begin to understand why Jesus told stories in his teaching and why they are important to believers,
and to think for themselves about questions to do with stories and why some are sacred and
important in religion.
Pupils are encouraged to consider what can be learned from the stories that Jesus told and how
they affect peoples beliefs, with examples and teaching referring to their own experiences, beliefs
and values.

Where this unit fits in:

This unit will help teachers to implement the Northamptonshire Agreed Syllabus for Religious
Education by providing them with well worked examples of teaching and learning about the theme
of books and stories in Christianity. The focus is on the stories that Jesus told to his followers by
using the concepts of belief, authority and revelation to explore how and why some stories are
important to followers of a religion.

This unit contributes to the continuity and progression of pupils learning by exploring more stories
from the Christian faith, developing further from the Foundation Stage unit, What can we learn
from stories from different religions?
The unit builds upon learning about Christianity in the Foundation Stage and through other units in
Key Stage One and links with the Key Stage One unit about The Torah.
The unit anticipates a further study of stories from different religions and of sacred texts in Key
Stage Two.

Estimated teaching time for this unit: 10 hours. It is recognised that this unit may provide more
teaching ideas than a class will cover in 10 hours. Teachers are invited to plan their own use of
some of the learning ideas below, ensuring depth of learning rather than trying to cover everything,
and linking with other curriculum areas as appropriate to maximise learning opportunities and
experiences.

Key Fields of Enquiry addressed in this unit:

AT 1: Learning about Religion and Belief

Beliefs, Values and Teaching
Ways of Expressing Meaning

AT 2: Learning from Religion and Belief
Questions of Meaning, Purpose and Truth

The core RE concepts that the unit develops are:

Belief (Christians believe that the Bible is holy because it was written by people inspired by their
belief in God);
Authority (Holy books have authority because the contents are seen as inspired by God);
Revelation (People who wrote holy books felt inspiration from outside themselves).

Attitudes Focus
This unit will help pupils to explore attitudes of:
Self-awareness by becoming increasingly knowledgeable about sacred stories from other
religions and aware of stories that are important to them and why;
Open mindedness by engaging in positive discussion and debate about the importance of
these stories and the affect it has on the way people live their lives.

The unit will provide these opportunities for pupils:

To consider the concept of story and its importance to Christians;
To consider a diverse range of views about questions of belief and how it is affected by
sacred stories;
From the study of Christianity, pupils will be able to think about their own experiences and
views in relation to questions of belief and story telling;
Experiences such as role-play, drama, creative art, story telling, thinking skills, and use of
ICT.

Background information for the teacher:

In Christian thinking, the Bible, made up of the Old and New Testament, acts as a guide for living
and inspiration to be reflected upon. It is made up of commandments, stories and poems.
The New Testament contains the stories of and about Jesus. It follows his life from birth to after
death, and the work of his followers.
The stories Jesus told are referred to as parables and were used to help people understand how
God wished them to live.

Many religious traditions use story as a way of engaging with followers and believers:
In Muslim thinking, the Qur'an is viewed as a series of teachings, the word of Allah as given
to the Prophet Mohammed (pbuh);
In Jewish thinking, the Torah, meaning teaching, is seen as the will of God. Orthodox Jews
see it as the word of God and therefore to be taken literally whilst more progressive Jews
see it as being written by man and therefore open to interpretation.

Vocabulary & Concepts Resources
In this unit, pupils will Teachers might use:
have an opportunity to Christian visitor to talk about their favourite Bible story;
use words and phrases Selection of Bibles;
related to: Special books;
Pictures of stories to be used;
Specific religions Props such as sling, pebbles, cloak for David and Goliath, toy
animals i.e. sheep, pigs, money, coins, toy fencing;
Christianity A visit to a church to see where the Bible is kept and used;
Belief Percussion instruments.
Bible
Friendship Web
Jesus The National Association of Teachers of RE (NATRE) has two
New Testament excellent web starting points for these issues:
Old Testament www.natre.org.uk/spiritedarts enables pupils to view and judge
Parables numerous works of pupil art on key Biblical stories and spiritual
Religion ideas from young people.
Special Online searchable sacred texts from different religions at:
www.ishwar.com
Try www.reonline.org.uk for a good general gateway to RE
materials.
www.request.co.uk
www.bbc.co.uk/education

Books
Wonderful Earth - N. Butterworth and M. Inkpen ISBN 185 60800 56
Stories Jesus Told - N. Butterworth and M. Inkpen ISBN 0 5510307
20
Five Minute Bible Stories - Lois Rock ISBN 0-7457-4757-3

Film and video

Dottie and Buzz (Ch 4)
Sarah and Paul (RMEP)
Contributions to spiritual, moral, social and cultural development of pupils:
Opportunities for spiritual development come from considering others beliefs and becoming
aware of their own;
Opportunities for moral development come from recognising the lessons the stories are trying
to teach.

EXPECTATIONS: At the end of this unit.
Pupils working at level 1 will be Pupils working at level 2 will be Pupils working at level 3 will be
able to: able to: able to:
Name the Bible as the special Retell a story Jesus told and what Make a link between how a
book for Christians. (AT1) it means to a Christian person. Bible story is used in church
Recall some of the stories in (AT1) and how it may have an impact
the Bible. (AT1) Identify things that are important on a Christian child. (AT1).
Talk about a favourite story to themselves. (AT2) Use religious or spiritual
from those studied. (AT2) Respond sensitively to stories vocabulary such as Bible, New
about people from the Christian Testament, Old Testament,
religion. (AT2) parable (AT1).
Ask some questions and
suggest some answers about
how the Bible influences
Christians and what influences
me. (AT2).
ASSESSMENT SUGGESTIONS

A formal assessment of each pupil is neither required nor desirable for every RE unit. Continuing use
of Assessment for Learning methods is best.
Teachers can assess this work by setting a learning task towards the end of the unit. The task aims
to elicit engaged and reflective responses to the material studied throughout the unit, across the
ability range.

With a talking partner pupils could list the Bible stories looked at over the unit and Babble Gabble
their favourite story to partner explaining why it is their favourite.
They then describe what might the story mean to a Christian child? Less able pupils could look at
pictures around the room depicting scenes from the stories. Can they match stories to pictures?

Higher attaining pupils: To extend this work, ask pupils to describe ways in which one or more of the
Bible stories might affect the life of a Christian child and reasons why.

UNIT TITLE: Books and Stories in Christianity: What do Christians learn from the Bible?

Key Question: What makes a book special?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To know that Show pupils a book that is special to you and explain why. I can talk about a (Note this lesson has links with unit on
different books are Ask pupils to bring in their own special books and talk about book that is important the Torah).
special to people. them. Are they family heirlooms? Old/new? to me.
Discuss how they would feel if their book was lost or (AT2 L1)
To consider how to damaged. How should they treat each others special books?
treat things with
respect. Explain that a visitor is coming to school to talk about their The visitor should be a Christian, e.g.
special book. the local vicar, who is happy to come
and share their special book and
In pairs, write down three questions that you think no one favourite story.
else will ask. Ask them to choose their favourite one. Collect
and make a list to make sure there are not too many
duplicate questions.

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Key Question: What makes a good story?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To recognise a Begin a story with the words Once upon a time then stop. I can think and talk Links with Literacy.
story. about my experiences
Ask the pupils what they were expecting. Discuss storytelling. of storytelling. Pupils might like to bring in their
To talk about my What is a story? Who tells stories? Where do stories come (AT2 L1) favourite books from home to make a
favourite story. from? What kind of stories do they like best? Why do people display.
like stories? I can say why a story
To talk about the Explain that Jesus was a storyteller and that we will be is my favourite. (AT2 Some pupils find it hard to talk about
different reasons looking at some stories he told. L1) favourite books but will be able to talk
people have about favourite film or television
different favourite Pupils talk about, write or tape their responses to above stories.
stories. questions. I can identify key
Discuss one or two stories they know. Do they have points of a story. (AT1
messages or meanings? L1)

Ask pupils to select a favourite story. Ask them to think I can retell and
carefully about the story and their favourite part in it. Ask suggest meaning for
them to draw a picture to illustrate this part of the story and my favourite story.
then write about or describe why they like this part best. (AT1 L2)
Higher attaining pupils could construct a book cover for their
favourite story with a summary of the story on the back and
their explanation of why this is their favourite story. They
could also add details of the meaning or message of this
story.

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Key Question: Why is the Bible special to Christians?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To know that the Invite the vicar (or another Christian) into school to talk about I can name the book
Bible is special to why the Bible is special to them. that is special to
Christians. Christians.
Ask them to explain how they use their Bible, when they read (AT1 L1)
To know some it, why it is important to them, etc.
reasons why the I can identify some
Bible might be Ask them to tell the pupils which story is their favourite and reasons why the Bible
special to why. is special to
Christians. Ask them to retell their favourite story to the pupils. Christians.
Pupils ask questions. (AT1 L2)
Visitor explains what the story is all about and why it is
important to them. How does it guide them in their own life?

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Key Question: What stories are in the Bible?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To know some of Have a number of different Bibles to show the pupils. Let I can recognise some Check stories chosen have not been
the main stories them take time to explore them and to see that although they of the stories found in covered in other units of work or in YR.
found in the Bible are different they all contain the same stories. the Bible.
and suggest (AT1 L1)
reasons for their Refer back to the visit from the Vicar and the stories they
importance for talked about. With support, help pupils to find them.
Christians. Ask the pupils what they notice. (That the Bible is made up of
lots of different stories and they have meanings that are
important to Christians.)

Select one or two stories from Old and New Testament to

work with. Choose versions that make the stories clear
and relevant to the pupils.

What follows are only some examples of activities that

teachers could do. Ensure that the pupils are given the
chance to consider what each story might mean to
Christians today.

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Key Question: How did the world begin?

Learning Suggested Teaching and Learning Learning Outcomes Points to note

Objectives
To know that Have a box of artefacts to help tell the story of the Christian creation. I can tell someone what Be careful not to repeat
Christians Take the items one at a time as the story unfolds and place along a happens in the stories used in other units.
believe God strip of black cloth. Encourage pupils to think about/ reflect on story Christian creation story.
created the with questions such as: (AT1 L1)
world. - I wonder what you think is the most important Creation.
- I wonder what the world would be like without I can put parts of the
To reflect on the - Which of these things is special to you? Why? Creation story in the
natural world. End by asking pupils to look around the room and see if they can find correct order.
an object that would fit into one of the days and place it there, i.e. (AT1 L2)
To suggest how model examples, candle, flowers, pictures, water, etc.
we could look Explain why the story is important to Christians (belief that God created I can talk about how it
after this world. world). feels to create
Take the children on a walk or to a place where they can see a wide something myself and
variety of natural things. (Or show lots of pictures). how it would feel to
Look at the things in detail. What can they see? Encourage them to have my creation
look really closely. spoiled.
Ask pupils to find and draw something they find fascinating. Display (AT2 L1)
pictures with pupils thoughts.
Explain that you are going to make a class poem about the creation of I can ask some
creatures according to the Creation story. The poem begins with God questions about
asking, What should the animals I make be like? creation and its
Thought shower as many types of animal as possible and then ask puzzling mysteries.
children to choose one of them and to say why it is special. Depending (AT2 L2)
on the age/ability of the pupils, it may be useful to have a collection of
toy animals for the children to look at. Make up a line to explain:
Peacock - we should be bright and colourful.
Mouse - we should be small and quiet etc.
The class poem can then be performed and concluded with God
saying, I will choose them all!
Return to consider the importance of the creation story for Christians
today.

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Key Question: Does bigger mean better?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To retell the story Mime part of the story to the pupils, as David. Now take on I can suggest what Links with PSHE and anti bullying.
of David and the mantle of the expert (Hot Seat) and invite pupils to ask the story might mean
Goliath. questions while you are still in role. Reveal and tell the story for a Christian today. See Drama Conventions Glossary in
in this way. (AT1 L2) the Support Materials.
To recognise why
the story is Stand up from the chair and invite pupils to describe what sort I can say how
important to of person David was. Place on the chair sticky notes with Christians treat each
Christians. pupils thoughts. other because of their
faith.
Create a sculpture of the scene using pupils in freeze (AT1 L2)
positions. Then ask pupils to create the communal voices of
the characters and stand behind the characters voicing the I can respond to
thoughts or words of David, Goliath and possibly other stories of bravery with
characters. my own ideas.
(AT2 L2)
Discuss which part of the story they feel is most important
and why.
What is the meaning of the story?
Why did David behave the way he did? Would they have
done the same?

Refer back to the story of David and Goliath. Ask pupils to

turn to partner and tell them the story with as much detail in
three minutes and then switch roles.
Explain the meaning of the story to Christians today.
Can children think of a time either they or a friend has been
bullied or if they have ever picked on someone in an unkind
way?
Discuss how the story helps Christians to know how to treat
each other.

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Key Question: How should we treat our friends?

Learning Suggested Teaching and Learning Learning Outcomes Points to note

Objectives
To recognise ways Use pictures to show a story of friends quarrelling and then making up. I can identify with the Link with PSHE and SEAL
in which our (Bel Mooney stories could be used here.) feelings involved in Relationships.
actions can affect breaking up, making up
others. Ask pupils to suggest what they think happened. Invite pupils to share and saying sorry. (AT2
times they have fallen out with their friends and how they say sorry L2)
To retell the story and make up.
of Zaccheus. In pairs, ask pupils to role-play some simple situations and how they I can talk about saying
might resolve them. Freeze-frame and invite thoughts. Can anyone sorry and forgiving
To suggest else help? How do we feel when we are sorry? people and say why it
reasons for In groups, write down ways arguments and quarrels can be resolved. matters.
wanting to change Explain that sometimes we need someone to show us what we are (AT2 L2)
actions. doing wrong.
I can talk about what
Recap on previous work. Mime part of the story of Zaccheus meeting happened to Zaccheus
Jesus and invite pupils to ask questions. when he climbed the
Tell the story of Zaccheus to the pupils and ask them to complete the tree.
sentences in the role of Zaccheus: (AT1 L1)
I havent any friends because
Im climbing the tree because I can retell a story from
Jesus has been to my house. the Bible and suggest
Now I want to what it might mean to a
Encourage pupils to share their sentences with rest of class and use Christian.
them to discuss Zaccheus and how/why he changed. (AT1 L2)

Why did he change? Can pupils think of times they have changed or
would like to?

Consider what the meaning of this story is for Christians today.

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Key Question: Why did Jesus tell stories?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To know why Talk about Jesus as a good storyteller who told some of the most well known I can retell Bible Choose one or two of
Jesus told stories in the world. Explain Jesus told stories to teach people about God and how stories. (AT1 L1) the Parables to look at
stories. they should live. These are called Parables and have a special meaning. in depth, rather than
I can express my own looking at all three.
Tell the pupils the story of the Good Samaritan (Luke 10). Talk about the main ideas about stories of
characters and discuss backgrounds. Ask the pupils which person they would bravery, kindness Links with literacy and
have expected to stop and help the injured man and who did help. Explain that, for and friendship from P.S.H.E.
Christians, being a good neighbour means being a friend to everyone. the Bible. (AT2 L2)
Folens Ideas Bank
Break down story into scenes for pupils to express action through mime. Draw big Bible Stories N.T.
hands and thought bubbles on a white board and retell the story, pausing at key Book 1 is useful.
moments for pupils to suggest thoughts and actions of the various characters. See The Lost Sheep
Write these ideas inside the shapes. by Nick Butterworth
and Mick Inkpen and
Give the pupils sheet with large speech bubbles. If they were watching the events, The Lost Coin by
what would they say to the people who walked by? What would they say to the Nick Butterworth and
Samaritan? Mick Inkpen for
suitable versions.
Pupils to draw a picture of their friend and complete the sentence: A good friend is
---------.

Why is this story important for Christians today? What is it telling Christians to do?

Ask the pupils if they have ever lost anything precious to them and how it felt. Did
they find it?

Tell story of the Lost Sheep (Luke 15) and discuss meaning with the pupils. Talk
about what Jesus is saying about the nature of God and the nature of the people.
(God as a forgiving father. Each one of us is unique and important.)
Talk about being sorry and making amends.

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 Give pupils cut out shapes of sheep and shepherds. On shapes, write down words
of how the sheep and shepherd were feeling.

Pupils could write or talk about one time they did something wrong, were sorry and
were forgiven and tried hard not to repeat the action.

What is the meaning of this story for Christians today? What difficulties might there
be in trying to follow the teachings?

Tell pupils the story of the Lost Coin.

Hide a number of plastic or chocolate coins around the room. Say that you have
lost them and need help with finding them.

Discuss meaning of the parable. (Christians believe that God thinks each person is
special and important even when we do wrong.)

Link story with the Lost Sheep and with their own experiences of losing and finding
something.

Discuss why the coin was so special.

Children to retell story in pictures or to complete sentence: Finding the coin was
important because..

Return to the meaning of the story for Christians. What difficulties might it present?

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Key Question: How is the Bible treated in church?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To know where the Recap with the pupils where the stories you have been I can make a link
Bible is kept and looking at are from. between how a Bible
how it is used in Tell a talk partner at least three things they have learnt about story is used in
church. the Bible. church and how it
may have an impact
To reflect upon Share with class and discuss why Christians read the Bible on a Christian.
and respond to today. (AT1 L3)
what has been Use pictures, DVDs (such as Sarah and Paul) or a visit to
learned about the show where the Bible is kept in church and how it is treated. I can describe what I
Bible. What clues are there that it is a special book? have learned about
the Bible. (AT1 L3)
Use an enlarged picture of a Bible and ask pupils to write
speech bubbles to place around it to explain something they
know about the Bible, its stories and its importance for
Christians.

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Key Question: What have I learned during this unit?

Learning Suggested Teaching and Learning Learning Points to note

Objectives Outcomes
To retell a story With a talk partner, list stories looked at over the unit. Have I can remember and Links with Literacy; speaking and
from the Bible and pictures around the room depicting scenes from the stories. tell someone things listening.
say why it is my Can they match stories to pictures? about my favourite
favourite. Bible story.
Babble gabble favourite story to partner and explain why it is (AT1 L1)
their favourite. What might the story mean to a Christian
child? How might that story affect the life of a Christian child? I can retell a story
from the Bible and
Give pupils time to write / word process and draw pictures of suggest what it might
their favourite Bible stories to put in a big class book. mean.
(AT1 L2)

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