Mr.

Stricken’s Nativity Nightmare

A Christmas Unit of Work for Upper Key Stage 2
By Giles Freathy
With Rob Freathy, Karen Walshe, Jonathan Doney & Geoff Teece

Ask-it-all Ava Have-a-go Hugo

Debate-it-all Derek See-the-story Suzie
Interviewer / Participator /
Philosopher / Critic Narrator / Interpreter
Empathiser Experiencer

Based on The RE-searchers: A New Approach to RE in Primary Schools

Mr. Stricken’s Nativity Nightmare
An example of how to teach Christmas to Upper Key Stage 2 using the
RE-searchers approach.
This unit of work demonstrates how the RE-searchers approach can be used to explore two
questions:

- What happened at the birth of Jesus?

- What is the ‘true’ meaning of Christmas?

The unit uses a fictional context to demonstrate how and why these two questions might
present a pressing problem to an individual in a context with which pupils will be familiar.
The fictional Headteacher, Mr. Stricken, has got into trouble with his school’s Governors.
They didn't approve of the Christmas show he wrote for his school last year: Mary and
Joseph go to Mars. The Governors complained that it should have treated the Christmas
story with more respect. Mr Stricken needs the pupils’ help to research the aforementioned
questions.

After doing some wider reading, pupils engage in research to answer these questions on
Mr. Stricken’s behalf. They do this with the assistance of the four RE-searcher characters:

Ask-it-all Ava Have-a-go Hugo

Debate-it-all Derek See-the-story Suzie
Interviewer / Participator /
Philosopher / Critic Narrator / Interpreter
Empathiser Experiencer

For full character descriptors and profiles, please see our free e-book:
The RE-searchers: A New Approach to Religious Education in Primary Schools.
 Mr. Stricken’s Nativity Nightmare

Will four Christmas visitors enable us to help Mr. Stricken?

Lesson 1 Enquiry Question: What do we know, and need to know, to help Mr. Stricken?
Learning Research Activities Challenge Support
Question: Can I Introduction Which What do you
generate Explain to the class that they have received an urgent message – an SOS – a cry for questions know about
questions about help. Show them a video SOS message from a distraught Headteacher, Mr. Stricken, interest you Christmas?
‘Christmas’? who has got into trouble with his school’s Governors (Resource 1.1) most? Why?
(https://www.youtube.com/watch?v=4966dbjfh2E). The Governors didn't appreciate What can
Additional the Christmas show he wrote for his school last year: Mary and Joseph go to Mars. How could you you see in
resources They complained that it should have treated the Christmas story with more respect. It find out the the images?
required: should have been based on what really happened at the first ‘Christmas’, and it should answers you do
Images of events have reflected the 'true’ message of Christmas. The problem is that they didn't tell Mr not know? What
from traditional Stricken what really happened or what is the 'true’ message of Christmas. The class questions
nativity stories. are asked to provide assistance to Mr. Stricken. could we ask
Large pieces of about these
paper (one per Input images?
group). Ask the pupils how they think they could help Mr. Stricken. Ask them what they know
already about the Christmas story. Then repeat the questions whilst prompting them
with images of events from traditional nativity stories. These images can be effectively
sourced from the world-wide web, books, magazines, and so forth. Ask them what
they don’t know and might need to find out. Challenge them to generate questions
about an image of a nativity account using the following openers: What?, Why?,
Who?, When?, and How? Explain that on each table there is a large sheet of paper.
Pupils should use ‘Post-it Notes’ around the edge of the table to recall everything they
know about the topic, and the questions to which they don’t know the answers. One
of David Hyerle’s ‘Thinking Maps’ (e.g. the circle map) could be adapted for this
purpose (https://www.teachingchannel.org/videos/circle-maps-nea) with the pupils’
prior ‘knowledge’ written within the circle and questions arranged within the frame.

Main Activity
In mixed ability groups, pupils continue and complete the activity begun as a whole
class during the ‘input’.

Mini-plenary
Explain that the class have been sent a Christmas present. Reveal the present to the
class. A wrapped shoebox would be suitable (alternatively Resources 1.2 and 1.3 could
be used as a substitute). Explain that the present is from a team of investigators who
research religions. They are called the RE-searchers: DD, AA, SS and HH. Inside the
present are four 'keys', each with a tag on (Resource 1.3). Each key pertains to a
character, and on each label are two question openers. Also in the box is a letter
(Resource 1.2). Read this letter to the class.

Main Activity Continued

Each pair of pupils are challenged to generate further questions using the openers
shared on the question keys.

AA: What do you do to celebrate...? What does ....... mean to you?

HH: How does it feel to .... at Christmas? How does a believer feel to celebrate… at
Christmas?
DD: Is it true that....? Is ..... the right thing to do?
SS: What happened in the story of....? How do people understand the story of...
differently?

Plenary
Pupils submit a range of questions to the teacher (including examples made with the
RE-searcher questions keys). Pupils sort the generated questions into open and closed
questions. Ask which questions most interest them, and ask them to suggest what
kinds of investigation would lead to the answers.
Resource 1.1

Mr. Stricken’s SOS

Help… please help! My name is Mr. Stricken. I am the

Headteacher of a small primary school. Last year I wrote my
school’s Christmas play. I thought it was good. The children enjoyed
it and they loved the songs. However, last week the Governors of
my school held an emergency meeting. They said that they hated last
year’s play. They said ‘Mary and Joseph go to Mars’ was not an
appropriate title and the song ‘Clip, clop donkey astronaut’ was
“historically inaccurate”! The Governors said that the Christmas
play should be based on what actually happened at the birth of
Jesus, and should reflect the true meaning of Christmas. The
problem is... I just haven't got a clue about either. Please... I beg
you. Can you and your class help me find out what really happened at
the birth of Jesus, what is the true meaning of Christmas, and help
me to decide what I should call the next Christmas play?
Resource 1.2

Dear Pupils,
We are really pleased that you have
decided to help poor Mr. Stricken and to
save him from another nativity
nightmare. In order to help you complete
this Christmas quest, we will each visit
you in turn. We all like learning about
religions, but in different ways. Prepare for
our arrival by using our question keys. With
our help you just might unlock some secrets
of Christmas. Good luck. We'll see you
soon!
From the RE-searchers
Resource 1.3

What happened in the story of ... ?

How do people understand the story of ... differently?
Resource 1.3

What do you do to celebrate ... ?

What does ... mean to you?
Resource 1.3

How does it feel to ... at Christmas?

How does a believer feel to celebrate …
at Christmas?
Resource 1.3

Is it true that ... ?

Is ... the right thing to do?
Mr. Stricken’s Nativity Nightmare: Lesson 2

Lesson 2: Enquiry Question: What does Dr. Know know?

Learning Research Activities Challenge Support
Question: Can I Introduction To what What have
retrieve Elicit Mr. Stricken’s dilemma from the pupils (e.g. Can you remember why Mr. Stricken extent has Dr. you learnt
information and wrote to us? Can you recall what he needs to find out?). Ensure all pupils are aware that Know’s text from Dr.
show Mr. Stricken needs their help in finding out the answers to the following questions in order answered any Know’s
understanding to write a new play for Christmas: of our text?
of a non-fiction questions, or
text? 1. What really happened at the birth of Jesus? Mr. Stricken’s What do
2. What is the ‘true’ meaning of Christmas? questions? you still
3. What should he call his play? want to
What could know?
Input we do to find
Remind them that last time some pupils suggested we could find out the answers to Mr. out more?
Stricken’s questions from reading relevant books, articles, websites, etc. (If this suggestion
wasn’t made, this might be something you recommend as ‘the first thing to do when How can we
investigating something new’.) Explain that you know someone who thinks he is a bit of a check what
religious expert and who has sent us something to read. Ask the pupils the following Dr. Know has
questions, until they have a clear idea about the purpose of reading, expectations of them told us?
as readers, and strategies that they are permitted/encouraged to use to whilst reading.

 Why are we reading this?

 How should we use this source of information to get what we need?
 How will we read these texts?
 What could we do to help us understand this better?
 What could we do if we do not understand something?
 What information should we note from this?

A suggested strategy might be to highlight text which gives information about what may
have happened at the birth of Jesus in one colour, whilst highlighting text about the
message/meaning of Christmas in a different colour. Pupils could be taught how to take
notes under these two headings.

Main Activity 1
Pupils read ‘Dr. Know’s Notes’ (Resource 2.1: Text adapted from
http://www.bbc.co.uk/schools/religion/christianity/christmas.shtml)
Pupils make notes in the manner/s discussed above. Some pupils may require additional
support upon a second reading.

Mini-plenary
Ask:
 Does this text answer any of our questions about Christmas?
 Does this text answer Mr. Stricken’s questions?
 To what extent?
 Should the information be believed? Why / why not?

Explain to the pupils that to test the effectiveness of their reading strategies they are going
to see how many questions in ‘Dr. Know’s Nativity Quiz’ they can get right (also see
Resource 2.1).

Main Activity 2
Pupils complete ‘Dr. Know’s Nativity Quiz’ in pairs (Resource 2.2)

Plenary
Share the answers to ‘Dr. Know’s Nativity Quiz’ (Resource 2.3). Pupils consider how well
they did. Ask pupils whether the text answered any of their own, the class’ or Mr. Stricken’s
questions about Christmas? Discuss what we could do next to find out more, and to test the
information Dr. Stricken has provided.
Resource 2.1

CHRISTMAS
Christmas is normally celebrated
on the 25 December (7 January
for Orthodox Christians).
Christmas is a Christian holy
day and festival that marks the
birth of Jesus who Christians
believe to be the Son of God.
The story of Jesus' birth and the events
surrounding it can be found in the Bible in
the book of Matthew, Chapters 1 and 2, with a
different version of the story in Luke,
Chapters 1 and 2.
These two gospels tell the story differently. Many
believe that this is because they each wrote for a
different audience. It is thought that Matthew wrote
for Jews, while Luke wrote for non-Jews (Gentiles).
'Nativity' is the word often used for the story of
Jesus' birth. Both gospel accounts are often used to
piece together one nativity story. This is a summary
of the nativity story:
 Jesus was born to a woman called Mary who was
engaged to Joseph, a carpenter, in the town of
Bethlehem.
 Before Jesus was born, Mary was visited by an
angel who told her that she would give birth to a
baby and that the baby would be called Jesus,
also sometimes known as Emmanuel, which means
'God with us'
 Jesus was born in Bethlehem. Joseph and Mary had
gone there to take part in a census. It was
Joseph's home town.
According to tradition when Mary and Joseph arrived
in Bethlehem the local inn was already full with
people returning for the census. The innkeeper let
them stay in the rock cave below his house which was
used as a stable for his animals. It was here, with
the animals, that Mary gave birth to her son and laid
him in a manger (a feeding trough).
Luke and Matthew both say that visitors came to the
baby Jesus. In Matthew's account, wise men visit
Jesus. They had followed a star that led them to
Jesus and they presented him with gifts of gold,
frankincense and myrrh. These were signs of kingship
and holiness. Luke tells how humble and poor
shepherds were led to Jesus by an angel. For
Christians this is often used to show that Jesus came
for all people of all races and backgrounds.
Matthew's story includes more. It says Joseph was
warned in a dream to escape to Egypt with Jesus and
Mary. This was because King Herod was going to kill
Jesus. So during the night, they started out on the
journey to Egypt where they remained until after
Herod's death.
Resource 2.2

‘Dr. Know’s Nativity Quiz’

Question 1: Christmas day marks:
a) The arrival of the Magi (wealthy wise men who believed
the stars could teach them things)
b) The crucifixion of Jesus
c) The birth of Jesus
Question 2: Who do Christians believe to be the Son of God?
Question 3: Which two books of the Bible contain the main
stories about the birth of Jesus?
a) Matthew
b) Mark
c) Luke
d) John
Question 4: In the text, what reason is suggested to explain
why Matthew and Luke tell different stories?
a) Matthew and Luke only included their favourite parts of
the story.
b) They were both inventing the story and came up with
different events.
c) They were writing for different audiences who would be
impressed by different events and ideas about Jesus.
Question 5: Which Gospel writer is meant to have been writing
primarily for a Jewish audience?
a) Matthew
b) Luke
Question 6: As well as reading the gospels, in what other way
is the story of Jesus’ birth remembered?
1) Photographs from the time
2) Videos from the time
3) An annual festival
Question 7: According to the text, what does Luke think
Christmas is all about?

Question 8: Luke tells a story of shepherds visiting Jesus

instead of Magi. According to the text, why is this?

Question 9: According to the text, what does Matthew think

Christmas is all about?

Question 10: Matthew tells a story of Magi visiting Jesus

instead of shepherds. Can you think why?
Resource 2.3

Dr. Know’s Nativity Quiz Answers

Q1. C

Q2. Jesus

Q3. A&C

Q4. C

Q5. Matthew

Q6. 3

Q7. Jesus came for all people regardless of their background.

Q8. Answers will vary. Look for answers which recognise that being a shepherd must not have
been a very impressive job for someone to do and it is therefore surprising that they are the
first visitors to God’s son. Look for children who make a link between this and the answer to
Q7.

Q9. The birth of a holy king

Q10. Answers will vary. Look for answers which suggest Jesus was important, predicted, like a
King, important to people all around the world or holy.
Mr. Stricken’s Nativity Nightmare: Lesson 3

Lesson 3 Enquiry Question: Can seeing the links between stories help us understand the Christian meaning of Christmas?
Learning Question: Research Activities Challenge Support
Can I use non- Introduction Why is it Why was it
religious stories to Show the pupils an image from Kung-fu Panda, The Lego Movie, and the Christian surprising that surprising
improve my story of Jesus (see Resource 3.1). Ask them what the three stories are, and what people began that Po was
understanding of a happens in each. Ask them what all three stories have in common. Depending on to think Jesus chosen to be
religious story like who has seen the films the answers may or may not be enlightening! Explain that was their the Dragon
See-the-story in all three stories a prediction is made (prophecy) that someone is going to arrive Messiah and Warrior?
Suzie? to save them, but the person who turns up is not what they expected. For saviour?
instance: Why was it
Using the surprising
(1) In Kung Fu Panda a legend promises a Dragon Warrior; a master of great skill
information that Emmet
who will be granted the secrets of the universe by reading the Dragon Scroll.
you now was chosen
Grand Master Oogway (the elderly tortoise) surprisingly identifies an over-weight
know, what to be the
panda, Po to be the Dragon Warrior even though he doesn’t know any kung fu
should Mr. ‘Special
moves. As the Dragon Warrior, it falls to him to save the local village from the evil
Stricken call one’?
enemy Tai Lung.
his Christmas
(2) In The Lego Movie, the wizard Vitruvius warns the evil Lord Business of a play? What do we
prophecy where a person called the "Special" will find the Piece of Resistance know about
capable of stopping the Kragle and saving everyone from Lord Business. Joseph and
Surprisingly, the special turns out to be Emmet an ordinary construction worker Mary?
with no special qualities or creativity.
(3) Explain that something similar can be said about Jesus. The Jewish people at
the time were expecting their Messiah and saviour. They thought he would be a
King. Ask: What do you expect a king to be like? Ask them why a baby born in a
manger (food trough), to a carpenter and his young wife, might not have seemed
like a new born king. Tell them that the Jewish people at the time thought their
Messiah would be a saviour who would defeat their enemies, and give them back
the land God had promised them. Display pictures of Jesus healing a soldier’s ear
from his arrest in the Garden of Gethsemane and of his crucifixion. Ask them what
is happening in these two pictures. Ask them why Jewish people might have
struggled to accept this was the Messiah they were waiting for.
Input
Explain that this is the kind of activity that See-the-story Suzie enjoys (display
image of Suzie) – she make links between different stories and the different ways
people understand them. Explain a little more about Suzie using the See-the-story
Suzie profile from the RE-searchers e-book. Tell them that today we are going to
try to help Mr. Stricken by following Suzie’s example. She has sent us this text
message: Try to use non-religious stories, such as The Lego Movie and Kung Fu
Panda, to see why is it surprising that people began to think of Jesus as their
Messiah and saviour?
Tell the pupils that they must go to their tables in pairs to open their See-the-story
Suzie envelope. Inside the envelope are images from all three stories (Resource
3.1). Pupils must arrange the images to complete the answer grid (Resource 3.2)
with one column designated for the answers for each story.
Main Activity
Pupils complete the grid in mixed ability pairs. Where possible group pupils who
haven’t seen either of the films with pupils who have.
Extension: Pupils consider why is it surprising that people began to think of Jesus
as their Messiah and saviour? Using the information they now know, what title
might Mr. Stricken use for his Christmas play?
Plenary
Go over the answers (Resource 3.3). Ask: Why is it surprising that people began to
think of Jesus as their Messiah and saviour? How could we find out more?
If you were a Gospel writer like Matthew, and Jewish people were struggling to
believe that Jesus was the Messiah and saviour, what would you tell them?
How has being like Suzie helped you in your learning today?
Were you good at making links between two stories? Were you good at using one
story to help you understand another?
Resource 3.1
(Movie stills from Kung Fu Panda, Dreamworks, 2008, and The Lego Movie, Warner Bros., 2014.)

A prophecy The legend of the Dragon Warrior The Jewish Scriptures

Lord Vitruvius Grand Master Oogway The Prophets

Like past Jewish heroes, be a great king like King David, and law
Build anything, at speed with no instructions Receive the Dragon Scroll and defeat Tai Lung giver like Moses

Emmet Po Jesus

Wyldstyle and Vitruvius

Master Shifu and the Furious Five Many in the Jewish community

Vitruvius ghost believes Emmet can save the world.

According to Matthew’s gospel it is the Magi
Master Shifu
Resource 3.2

1. Where did the

prediction come
from?

2. Who kept the

prophecy alive?

3. What is the predicted

saviour supposed to
be able to do?

4. Who is the surprise

saviour?

5. Who is
disappointed?

6. Who is the first to

recognise this saviour
is special?
Resource 3.3
1. Where did the prediction
come from?

A prophecy The legend of the Dragon Warrior The Jewish Scriptures

2. Who kept the prophecy

alive?

Lord Vitruvius Grand Master Oogway The Prophets

3. What is the predicted

saviour supposed to be
able to do?
Build anything, at speed with no instructions
Like past Jewish heroes, be a great king like King
Receive the Dragon Scroll and defeat Tai Lung David, and law giver like Moses

4. Who is the surprise

saviour?

Emmet Po Jesus

5. Who is disappointed?

Wyldstyle and Vitruvius

Master Shifu and the Furious Five Many in the Jewish community

6. Who is the first to

recognise this saviour is
special?
Vitruvius ghost believes Emmet can save the
world. According to Matthew’s gospel it is the Magi
Master Shifu
Mr. Stricken’s Nativity Nightmare: Lesson 4

Lesson 4 Enquiry Question: Was the Gospel of Matthew written for a Jewish audience?
Learning Question: Research Activities Challenge Support
Can I check Introduction Would a Which lines
whether Display the See-the-story profile from the RE-searchers e-book. Remind them of Jewish reader of Matthew’s
Matthew’s birth her approach and priorities. Explain that Suzie was delighted last time by your be persuaded version of
story was written ability to make links between Mary and Jesus’ story and two well-known films. She by Matthew’s Jesus’ birth
for a Jewish was so impressed by your efforts that she would like you to use your story-linking gospel? story suggest
audience using skills once more to test some information that Dr. Know provided. Explain that Dr. Jesus was a
See-the-story Know told us that many people think that Matthew wrote his Gospel for Jewish Has being like King who
Suzie’s methods? readers who were waiting for their Messiah. Remind the pupils that the Jewish See-the-story would save
people expected their Messiah (king and saviour) to be: Suzie helped them?
us find out
- Just like the one promised in the scriptures by the prophets. information What other
- Linked to their heroes from the past, like Moses who was saved by God for Mr. parts of the
as a baby when Pharaoh ordered all the Hebrew baby boys to be killed; Stricken? story make
who saved his people and led the Jews out of Egypt. Jesus seem
- A great king like King David. How like a special
- A trusted law giver like Moses, who had given them the 10 successful baby?
Commandments. have you been
using Suzie’s
Input methods?
Model reading a version of Matthew’s birth narrative, highlighting events which
Matthew may have included to persuade a Jewish audience that Jesus was the Have you
Messiah (Resource 4.1). been able to
spot clues in
Main Activity the text that
Pupils read Resource 4.1 (a version of Matthew’s birth narrative) highlighting suggest
events which may have persuaded a Jewish audience that Jesus was their Messiah Matthew was
and saviour using the ‘key’ provided in Resource 4.2. writing for a
Jewish
Bronze Award: Highlight pink any lines which suggest Jesus was a King who would audience?
save them
Silver Award: As for bronze, but also highlight yellow any lines which suggest
Jesus was predicted by the prophets
Gold Award: As for Silver, but also highlight blue any lines which suggest Jesus was
linked to Jewish heroes like Abraham; red any lines that suggest Jesus would be
like Moses; and green any lines which suggest it was part of the plan that Jesus
would be recognised as important by non-Jews first.

Plenary
How far do you think a Jewish reader of the time would have been persuaded by
Matthew’s gospel?
Has being like See-the-story Suzie helped us find out information for Mr. Stricken?
Do we know what really happened? Do we know what the ‘true’ meaning of
Christmas is? What should he call his play?
How successful have you been at using Suzie’s methods? Have you been able to
spot clues in the text that suggest Matthew was writing for a Jewish audience?
Resource 4.1

Matthew 1:18 - 2:16 International Children’s Bible (ICB) Abridged

So there were 14 generations from Abraham to David. And there were 14 generations from
David until Jesus Christ was born.

The Birth of Jesus Christ

18
Mary was engaged to marry Joseph. But before they married, she learned that she was
going to have a baby. She was pregnant by the power of the Holy Spirit. 19 Mary’s husband,
Joseph, was a good man. He did not want to disgrace her in public, so he planned to divorce
her secretly.
20
While Joseph thought about this, an angel of the Lord came to him in a dream. The angel
said, “Joseph, descendant of King David, don’t be afraid to take Mary as your wife. The baby
in her is from the Holy Spirit. 21 She will give birth to a son. You will name the son Jesus.[a]
Give him that name because he will save his people from their sins.”
22
All this happened to make clear the full meaning of what the Lord had said through the
prophet: 23 “The virgin will be pregnant. She will have a son, and they will name him
Immanuel.”[b] This name means “God is with us.”
24
When Joseph woke up, he did what the Lord’s angel had told him to do. Joseph married
Mary. 25 And Joseph named the son Jesus.

Wise Men Come to Visit Jesus

2 Jesus was born in the town of Bethlehem in Judea

during the time when Herod was king. After Jesus
was born, some wise men from the east came to
Jerusalem. 2 They asked, “Where is the baby who
was born to be the king of the Jews? We saw his
star in the east. We came to worship him.”
3
When King Herod heard about this new king of the
Jews, he was troubled. And all the people in Jerusalem were worried too. 4 Herod called a
meeting of all the leading priests and teachers of the law. He asked them where the Christ
would be born. 5 They answered, “In the town of Bethlehem in Judea. The prophet wrote
about this in the Scriptures:
6
‘But you, Bethlehem, in the land of Judah,
you are important among the rulers of Judah.
A ruler will come from you.
He will be like a shepherd for my people, the Israelites.’” [A promise made in Micah 5:2]
7
Then Herod had a secret meeting with the wise men from the east. He learned from them
the exact time they first saw the star. 8 Then Herod sent the wise men to Bethlehem. He said
to them, “Go and look carefully to find the child. When you find him, come tell me. Then I
can go worship him too.”
9
The wise men heard the king and then left. They saw the same star they had seen in the
east. It went before them until it stopped above the place where the child was. 10 When the
wise men saw the star, they were filled with joy. 11 They went to the house where the child
was and saw him with his mother, Mary. They bowed down and worshiped the child. They
opened the gifts they brought for him. They gave him treasures of gold, frankincense, and
myrrh. 12 But God warned the wise men in a dream not to go back to Herod. So they went
home to their own country by a different way.

Jesus’ Parents Take Him to Egypt

13
After they left, an angel of the Lord came to Joseph in a
dream. The angel said, “Get up! Take the child and his mother
and escape to Egypt. Herod will start looking for the child to
kill him. Stay in Egypt until I tell you to return.”
14
So Joseph got up and left for Egypt during the night with the
child and his mother. 15 Joseph stayed in Egypt until Herod
died. This was to make clear the full meaning of what the Lord
had said through the prophet. The Lord said, “I called my son out of Egypt.”[c]

Herod Kills the Baby Boys

16
When Herod saw that the wise men had tricked him, he was very angry. So he gave an
order to kill all the baby boys in Bethlehem and in all the area around Bethlehem who were
two years old or younger.
Resource 4.2

PREDICTED BY THE
PROPHETS

LINKED TO JEWISH
HEROES LIKE ABRAHAM

THE NEW KING WHO WAS

GOING TO SAVE THEM

LIKE MOSES – SOMEONE

THEY COULD TRUST TO
HELP THEM UNDERSTAND
GOD’S RULES

RECOGNISED BY OTHERS
FIRST
Mr. Stricken’s Nativity Nightmare: Lesson 5

Lesson 5 Enquiry Question: What does Christmas mean to Christians today?

Learning Question: Research Activities Challenge Support
Can I conduct an Introduction Which of the What did our
interview about Introduce the class to Ask-it-all Ava using the profile from the RE-searchers e- questions visitor tell us
Christmas like Ask- book. Explain that Ava thinks the best way to learn about Christmas is to ask helped us to get about
it-all Ava? real religious people alive today our questions and to try to understand what the best Christmas?
Christmas means to them now. understanding
of our visitor? Have you been
Input able to ask Ava
Explain to the class that we have a visitor who is going to tell us what they How successful questions?
believe about Christmas. Pupils must listen intently as they will be challenged have you been
to remember as much as they can and write it down afterwards. using Ava’s
methods?
Main Activity 1
Pupils complete the activity identified above. Pupils in groups of mixed ability Why do you
threes list everything they were told. think that might
be?
Mini-plenary
Explain that the pupils must now generate as many Ask-it-all Ava questions as How helpful
they can using Ask-it-all Ava question openers: was Ask-it-all
- Why is …. important to you? Ava?
- How does it feel to….?
- How does believing … impact on your lives? Have we
- When did you first…? answered any
of Mr.
Main Activity 2 Stricken’s
Pupils begin to interview the visitor using the prepared questions. questions?
This time with the additional challenge of being able to develop new
questions on the spot which build on the answer just given.

Plenary
Ask: Which of the questions helped us to get the best understanding of our
visitor?
How successful have you been using Ask-it-all Ava’s methods?
How helpful was Ask-it-all Ava?
Have we answered any of Mr. Stricken’s questions?
Do we know what really happened at the ‘first’ Christmas?
Do we know what is the ‘true’ meaning of Christmas?
What should he call his play?
Mr. Stricken’s Nativity Nightmare: Lesson 6

Lesson 6 Enquiry Question: What is it like to be charitable at Christmas time?

Learning Question: Research Activities Challenge Support
Can I explain why Introduction How might Why are
Christians give up Introduce the class to Have-a-go Hugo using the profile from the RE-searchers e-book. Christians we making
their time at Explain Hugo thinks that the best way to learn about Christmas is to have-a-go at the feel to be the food?
Christmas to help kinds of things Christians do at Christmas, to experience the festival as much as like a undertaking
others? believer experiences it as possible. work, What has
knowing they this got to
Resources: Input are doing it do with
Recipe Explain that Christians consider baby Jesus to be a gift from God to humans; the for God? Christmas?
Ingredients greatest gift of all. Christians believe that God gave up his only son to bring love, hope,
wisdom and forgiveness to the world, even though he knew that humans would make How How does
Jesus suffer and die. Show pupils a range of pictures from nativity images (Mary, successful it feel to do
OTHER Joseph, Shepherds, Inn Keeper and Magi). Ask: Who else gives gifts in the nativity have you something
CONSIDERATIONS: story? been using for other
Have-a-go people?
Are any pupils Explain that at Christmas time many Christians give up their time, money, food, etc. to Hugo’s
allergic to any of the help people who are less fortunate than themselves. Watch: methods?
ingredients?
https://www.youtube.com/watch?v=A9ol18xph0o&list=PL7L42bBlNtlMYcYBOAZ9GBs Why do you
Are there any RYjBO9Iybm think that
existing events at might be?
which this charity Explain that the class are going to have a chance to make something to sell for charity.
sale might be held? Ask the pupils for whom they think they should raise money at Christmas time and How helpful
why? Pupils decide which charity to support. Challenge pupils to use the ingredients was Have-a-
This lesson could be and recipes on their table to make some ‘nobake cheesecake’ (see go Hugo?
situated at any stage http://www.bbcgoodfood.com/recipes/3430/nobake-orange-cheesecake) or
in the teaching equivalent. Before beginning the pupils must wash their hands thoroughly. Pupils must Have we
sequence after be aware that they must not taste any of the ingredients and the cheesecake will be answered
Lesson 2. sold for charity at break time / lunchtime / after school. Pupils may buy some at this any of Mr.
time. Dedicated Have-a-go Hugos can staff the stall. Stricken’s
Do pupils and questions?
parents need to be Main Activity
prepared for / Pupils make the cheesecakes (or equivalent) at their tables in small groups.
involved in this
event? Mini-plenary
Pause. Ask pupils to reflect on how they are feeling making something for someone
else. Is it hard or easy not to taste some of the ingredients? How might Christians feel
when undertaking work, knowing they are doing it for God?

Main Activity 2
Pupils continue to make their dishes and present them as best as they can.

Plenary
Ask: How do you feel having made something for someone else. Is it hard or easy not
to taste some of the ingredients? How might Christians feel undertaking work,
knowing they are doing it for God?
How successful have you been using Have-a-go Hugo’s methods?
How helpful was it being Have-a-go Hugo? Have we answered any of Mr. Stricken’s
questions?
Do we know what really happened? Do we know what is the ‘true’ meaning of
Christmas? What should he call his play?
Mr. Stricken’s Nativity Nightmare: Lesson 7

Lesson 7 Enquiry Question: What should Mr. Stricken tell the Governors?
Learning Question: Research Activities Challenge Support
Can I evaluate Introduction Have you any What do
different points of Introduce the class to Debate-it-all Derek using the profile from the RE-searchers e- evidence to you think is
view and justify my book. Explain Derek thinks that the best way to learn about Christmas is to decide support your true about
own view like whether beliefs about Christmas are true through thinking and discussion. beliefs? Jesus’
Debate-it-all Derek? birth?
Input How
Explain to the pupils that they are going to hear three different pieces of advice for Mr. successful Who
Stricken. The pupils must decide with whom they agree the most, and what advice have you disagrees
they would offer Mr. Stricken. It should be made clear that these are just three points been using with you?
of view, and that they need not agree totally with any of these viewpoints. Debate-it-all Why?
Derek’s
Voice 1: “Mr. Stricken should tell the Governors that the Christmas play is going to methods?
include parts of both the Gospel of Luke and the Gospel of Matthew because I believe Why do you
they are both true. The writers just chose to include different elements of the same think that
story because they wanted their readers to know different things about Jesus. I believe might be?
this because the stories are in the Bible and I believe this is God’s word. The play
should be called ‘A King for All’ because Jesus is presented both to shepherds and wise How helpful
men from a different country.” was Debate-
it-all Derek?
Voice 2: “Mr. Stricken should tell the Governors that no one knows what really
happened at the Birth of Jesus. Matthew and Luke give the only two accounts of what Have we
happened and even they don’t agree. One has shepherds and one has wise men. It answered
seems like Matthew added things into the story to persuade Jewish people that Jesus any of Mr.
was the Messiah. Mr. Stricken should tell the Governors that the Christmas play should Stricken’s
be about the meaning of the Christmas story and should not worry too much about questions?
historical accuracy as we don’t know what really happened.”

Voice 3: “Mr. Stricken should tell the Governors that we neither know what happened
at the birth of Jesus nor can say what is the ‘true’ meaning of Christmas. Amongst
Christians, some think Christmas is all about the gift of love. Others believe it is about
the arrival of a King to save everybody. Others about God coming to earth to be at one
with us. Non-Christians may think the meaning of Christmas is no longer about Jesus,
but about being together as a family, showing love and care to everybody. Some
people, both religious and non-religious, don’t celebrate Christmas at all. The
Christmas play should have a mixture of religious and non-religious songs and scenes.”

Main Activity
Pupils sit in a circle, holding a debate, following these steps:
1. Pupils talk to one another about their initial thoughts.
2. Pupils demonstrate they are ready to speak by holding their hands out, palm
facing the centre of the circle, to signify that they have something to offer to
the group. Pupils say what advice they would give to Mr. Stricken. The last
speaker invites the next speaker to contribute by name.
3. The teacher mediates the discussion: summarising what has been said by
different parties and asking pupils to clarify, exemplify and respond to
counter examples. The teacher invites pupils to agree and disagree with the
contributions to the group with reference to reasons and evidence. Ensure
that all of Mr. Stricken’s questions are addressed.

- Do we know what really happened?

- Do we know what is the ‘true’ meaning of Christmas?
- What should he call his play?

4. Pupils reflect on their final answers to these questions in their pairs. Pupils
are invited to offer their final answers to the whole group.

Plenary:
Ask: How successful have you been using Debate-it-all Derek’s methods?
How helpful was it being Debate-it-all Derek? Which of the researchers has been most
helpful this term to us as we have tried to answer Mr. Stricken’s questions?