F1 have been enjoying their Diwali Day and have been practising their drawing skills.
Click on the link below to see how they’ve got on…
Category : RE
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We had a wonderful time celebrating the festival of Diwali.
We used paint and cotton buds to very carefully decorate our Mendhi hands.
To celebrate the festival of light we used a flickering simulated candle surrounded by sweet treats. We loved eating our sweet treats afterwards.
Blake enjoyed some intensive interaction with Mrs Robinson acting out the story of Rama and Sita, using their small world characters.
This week Foundation Stage have loved learning, exploring and celebrating all things Diwali! We loved reading the story of the first Diwali… the story of ‘Rama and Sita‘ and had great fun acting out the story with props! In continious provision we have explored Rangoli patterns, Mendhi hands and made some fabulous Diva pots! We have enjoyed learning about Hindu traditions and the festival of light!
In Year 4 this term, we are exploring what it means to a follower of a faith to belong to their community. So far, the children have explored what it means to belong to the Jewish Community by listening to Charlie, a young boy, who feels immensely proud of his faith and demonstrates upmost respect to the Jewish rules, values, traditions and customs it imparts.
You can access the link below to see how Charlie has helped us gain new knowledge about his religious community:
https://www.bbc.co.uk/teach/class-clips-video/religious-studies-ks2-what-is-judaism/zfbhf4j
To extend our learning, we explored various symbols which have significant meaning for the Jewish Community such as the Torah (Hebrew Bible), the Kippah (a hat worn by men and boys in the Synagogue), the Tallit (a prayer shawl), the Menorah (a candelabrum) and the Kiddush Cup (used in special ceremonies/blessings). This led to a discussion of the symbols we see in our everyday life and the meanings they have within our own communities that we belong to.
We all feel that Charlie has helped us to understand better how he, as a follower of the Jewish faith, feels about belonging to his religious community and as a result can compare his feelings with those of our own in relation to the communities we all belong to eg: Family, Friends, Clubs, Christopher Pickering, Phase 3/4 and many more. Thanks Charlie!
In today’s lesson we used a range of different sources to look at how and where different faiths and worldviews worship. From these sources we were able to explain what similarities and difference they had. We focused on looking through the social sciences lens at how people worshiped in their own way. The class really found it interesting that humanists don’t have a specific place to worship but that they find anywhere in nature the best place. They were amazed at what some religious places looked like on the inside from their local area.
In Year 1 we had the opportunity to go visit our local church St Nicholas. We discovered what happens in a church, what is means to belong to a church and what different symbols and artefacts mean to Christians.
In Year 1, we have been looking closely at different symbols and their meanings. First, we identified why it is important to belong to different clubs and groups.
Then we sorted which symbols belong to each club. Peach found that she is a member of Christopher Pickering school, dance club and more! It is important to be a part of different clubs to become part of the community.
“In a club you get to make new friends”- Peach
It was exciting to see symbols from different religions such as Christianity, Islam and Humanism and learn why they are special to them.
“The cross is important to Christians and their faith”.
As Theologist this term, we have been exploring the lives of faith members who have performed heroic deeds as well as those who have dedicated their lives to a cause to help others.
Firstly, we considered the individuals in our own lives who we considered to be heroes for the selfless acts they perform in putting the needs of others before their own…
Parents and Grandparents
Siblings and extended family members
Friends
Teachers and Teaching Assistants
The NHS
The Emergency Services
The Armed Forces
We then explored the life of Emperor Nero, which linked with our study of the Romans in History, and considered the effect he had upon those who followed the Christian faith. The children were unanimous in their conclusion that Nero was definitely not a Saint or a Hero due to his selfish need to suppress the freedoms of those civilians who followed the Christian faith resulting in their persecution for his own entertainment.
The life and commitment of William Wilberforce, who hailed form Hull, was then explored in relation to how his determination and dedication to his cause had a significant impact upon the slave trade during is lifetime. The children unanimously agreed that Wilberforce was a true Hero and selfless man who put the needs of others before his own. He demonstrated empathy for those who had been taken as slaves and was both brave and resilient in continuing his campaign even though it took 18 years for the changes to begin to be accepted by those in Parliament.
We then reflected upon the teachings of the four Patron Saints of the United Kingdom and considered the way in which their dedication to their faith helped others. The children agreed that Saint George(England), Saint Andrew (Scotland), Saint David (Wales) and Saint Patrick (Ireland) remained true to their Christian beliefs in their passion to help others and spread the word of Jesus. Did you know that an individual can only be given the title of Saint after they have passed away and as long as they have lived a holy life and done a miraculous deed? A fact worth knowing!
The children have also reflected upon the key events of Holy Week and considered why Easter is the most important celebration for Christians. Upon watching the events of Holy week online, a class discussion allowed children to voice their opinions as to how key individual’s acted and felt at relevant points throughout the events of Holy Week:
Palm Sunday – People were overjoyed when Jesus travelled into Jerusalem
The Annointing – Jesus was telling people to respect one another and love one another
The Last Supper and Arrest – Jesus was aware of what was to happen; Judas was overcome with temptation; His friends left because they feared the Romans
The Crucifixion – Religious leaders were jealous of Jesus; The Religious leaders pressured the Romans to vote for Jesus to be crucified; Followers of Jesus were overcome with sadness; Jesus was brave to sacrifice himself; the Roman soldier realised that Jesus was a special man and felt guilty for what was happening; Judas was remorseful
The Resurrection – Jesus rose again because he was the son of God; His followers were happy because he returned to them before going to Heaven.
I am sure you will agree that our children in Y4 have once again worked hard in R.E this term and have gained both knowledge and insight into what makes and individual a Saint or a Hero.
Year 2 have been learning about the importance of Palm Sunday and what it means to Christians.
We read a story about Palm Sunday then re-enacted Jesus arriving into Jerusalem on the back of a donkey. We had a very excited crowd waving palm leaves to welcome Jesus.
We also wrote the key words and phrases on a palm leaf template.
This week in RE, Year 1 have been listening to the Buddhist faith story ‘The Monkey King‘.
We really enjoyed the story and how kind the Monkey King was to his followers.
We talked about how Buddhists listen to this story and it helps them to be kinder to each other just like The Monkey King was to his followers and how the King was kind to The Monkey King after he saved the monkeys.
We thought how we could be kind to each other just like the monkeys in the story.
We also talked about how Buddhists cherish this story as it is a value of their faith and one they believe represents their God.
We had chance to act out the story of ‘The Monkey King’ and enjoyed retelling each other what happened.
