SOUTHWARK DIOCESAN BOARD OF EDUCATION 2006

GUIDANCE ON RELIGIOUS EDUCATION AT FOUNDATION STAGE IN A CHURCH SCHOOL

- Page 2 -

GUIDANCE ON RELIGIOUS EDUCATION AT FOUNDATION STAGE

IN A CHURCH SCHOOL SHOULD RELIGIOUS EDUCATION TAUGHT IN THE FOUNDATION STAGE? Religious Education (RE) is statutory for all pupils registered on the school roll which includes children in the Foundation Stage (FS) when they reach five years old. When a child enters a Church school they are joining a community where Christian principles are practiced and experiencing the Christian religion first hand. Pupils will come from various religious and non-religious backgrounds and it is particularly important to help them make sense of the expressions of religion that they experience in their church school. RE is an important part of educational provision throughout the FS in all schools because pupils are beginning to explore the world, make relationships, and develop moral understanding. The curriculum which follows the Early Learning Goals (ELG) should include explicit weekly learning objectives for religious education. In a church school it is appropriate that the focus is on Christianity but it is also important that the stories, traditions and festivals of other religions represented by families in the school or the wider community are taught at an appropriate level of understanding. Experiencing religious and cultural diversity in a positive way is an important part of the introduction to school life. The curriculum may vary from year to year depending on the religious and cultural diversity represented among members of the class. HOW SHOULD IT BE PLANNED? There should be explicit weekly learning objectives for RE. Learning objectives for religious education will “fit” into four of the ELG, namely, Knowledge and understanding of the world, Personal Social and Emotional development, Creative development and Communication, Language and Literacy. Religious concepts should be planned into cross curricular topics and teaching about festivals and celebrations delivered at the appropriate time of year. Extensive use should be made of the children’s’ own experiences, reflective storytelling, visitors from faith groups and visits to local places of worship to promote understanding of religion through first hand experiences in an environment which encourages children to reflect deeply and ask questions. HOW CAN IT BE DELIVERED? Southwark Diocesan Board of Education schemes of work include 6 half term units on Christianity for pupils in the Reception year.They are entitled: What makes us special?, Christmas Birthdays, Right and Wrong, Easter new Life, God’s Wonderful World and What makes a Place Special? In addition Foundation Stage practitioners will use material on other faith festivals and celebrations as appropriate in their community. The teacher needs to incorporate religious education learning intentions into the weekly plans, making creative use of the range of engaging learning experiences provided across the curriculum each day. These will include direct teacher input, activities for experiential learning and self selection and opportunities should be taken to observe and assess religious understanding and spiritual development as part of good early years practice. The following guidance material should help teachers’ planning and delivery: Pages 3-6 Learning intentions for Religious Education related to the Early Learning Goals. Pages 7,8 An example of Reception Class Medium Term Plan based on: What makes us special? Page 9 Suggestions for RE resources for the Early Years setting. Page 10 Guidance on teaching about festivals

- Page 3 -

LEARNING INTENTIONS FOR RELIGIOUS EDUCATION AT FOUNDATION STAGE RELATED TO THE EARLY LEARNING

GOALS

Early Learning Goal: Personal Social and Emotional Development

Learning Intentions Related to Religious Education

Resources Specific List on Page

Children will be able to t Have a developing awareness of their own needs, views

and feelings and be sensitive to the needs, views and feelings of others.

t Understand what is right, what is wrong and why. t Understand that people have different needs, views,

cultures and beliefs that need to be treated with respect.

t Understand that they can expect others to treat

their needs, views, cultures and beliefs with respect. t Maintain attention, concentrate and sit quietly when

appropriate.

t To know that you are valued. t To be able to express feelings and know that this will

be accepted. t To know that you have a place and that you will be

noticed and taken care of. t To develop self-confidence, self-esteem and an

understanding of right and wrong. t To develop respect for others, themselves, for other

living things and for their surroundings. t To develop ideas relating to fairness, honesty,

truthfulness, respect, forgiveness, sharing, dependence and independence.

t To develop social, cultural and personal values. t To know that many different people can be our

friends. t To develop the ability to understand and reflect upon

religious and cultural beliefs. t To understand that religion and culture are important

to people. t To develop an understanding of the role and

importance of the family. t To be able to empathise. t To develop an understanding about the lives and work

of the people in the school and in the wider community.

t A variety of role-play

opportunities, eg birthdays, celebrations, weddings.

t A variety of dolls representing

different cultures. t Small world people depicting

festivals. t Visits and excursions linked to

various places of worship. t Parents, helpers and visitors who

will share experiences relating to their religion and culture.

t A large selection of fiction books

which enable them to develop ideas on fairness, right and wrong, etc and a variety of non-fiction and fiction books which give information on different faiths.

- Page 4 -

Early Learning Goal: Creative Development

Learning Intentions Related to Religious Education

Resources Specific List on Page

Children will be able to: t Express and communicate their ideas, thoughts and

feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making and a variety of songs and musical instruments.

t Respond in a variety of ways to what they see, hear,

smell, touch and feel.

t To express own ideas. t To be able to empathise with others. t To know that you can express/explore feelings safely. t To observe how religious artists use colour for

different reasons. t To express opinions about religious pictures and

recognise characters and symbols.

t A variety of music, songs and

poems to listen to and appreciate.

t A suitable space in which to move freely and expressively.

t Small world provision either used on the table top or be combined with large construction materials. Inside and outside.

t Role-play areas t Creative areas containing a large

range of paper, card and collage materials.

t A selection of drawing materials, brushes, glues and other craft tools, found materials – boxes, cylinders, etc.

t A variety of malleable materials, eg clay, play-dough, cornflour, sand and water.

t A selection of the works of famous artists, sculptors, etc.

t A variety of artefacts, objects, plants, etc as a stimulus for close observation work.

- Page 5 -

Early Learning Goals:

Knowledge and Understanding of the World Learning Intentions Related to

Religious Education Resources

Specific List on Page Children will be able to: t Find out about past and present events in their own

lives and in those of their families and other people they know.

t Begin to know about their own cultures and beliefs and

those of other people.

t To recall and talk about own past religious and cultural

experiences . t To describe significant religious and cultural events of

family or friends. t To develop the ability to be tolerant and to accept

that others may have different beliefs and values. t To develop the ability to understand and reflect upon

religious and cultural beliefs. t To develop respect for others. t To develop an understanding about the lives and work

of the people in the school and in the wider community.

t To know that there are times in their own lives when

they want to say thank you.

t Small world people

depicting/representing a variety of cultures.

t Photographs pupils bring to share.

t Senses trail of local church and

participation in school service in church.

t Parents, helpers and visitors

who will share experiences relating to their religion and culture.

- Page 6 -

Early Learning Goal:

Communication Language and Literacy Learning Intentions Related to

Religious Education Resources

Specific List on Page

Children will be able to: t Show an understanding of the elements of stories,

such as main character, sequence of events and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how.

t Retell narratives in the correct sequence. t Enjoy listening to and using spoken and written

language and readily turn to it in their play and learning.

t Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions.

t Use language to imagine and re-create roles and experiences.

t Use talk to organise, sequence and clarify thinking, ideas, feelings and events.

t Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs and rhymes.

t To be able to talk about religious stories and relate

them to own experiences. t To express ideas and recount experiences in sequence. t To re-read frequently a variety of familiar religious

texts, eg big books, story books, toddlers’ bible, prayers,

t To use knowledge of familiar texts to re-enact or re-

tell to others, recounting the main points in correct sequence.

t To retell and role-play religious stories and events

from own experiences.

t Role-play resources. t Story props. t Toddlers’ Bible, Beginners’ Bible t Books, story props, puppets. t Large books, taped stories, tape

recorders. t Provision for writing areas inside

and outside.

- Page 7 -

FOUNDATION STAGE HALF TERM PLAN FOR RELIGIOUS EDUCATION FOLLOWING SDBE UNIT WHAT MAKES US SPECIAL? THE PLAN INCLUDES ONGOING SPONTANEOUS LEARNING OPPORTUNITIES COVERING THE EARLY LEARNING GOALS AND EVENTS, OUTINGS,

VISITORS PLANNED. SUGGESTED ASSESSMENT FOCUS AT1 Recall a bible story in which Christians’ learn that people are all special to God and Jesus. AT2 Talk about people who are special to them and why. WEEK

LEARNING OBJECTIVES

AT PLANNED ACTIVITIES ONGOING SPONTANEOUS LEARNING OPPORTUNITIES

RESOURCES, EVENTS, OUTINGS, VISITORS

1

2

3

4

To know that each person is unique and special To reflect on who is special to each of us and why To know they are part of a Christian church school community To know that God loved everyone so much he sent Jesus to tell us about him To learn about some of the special people we read about in the Bible who have a special relationship with God.

AT2

AT1

AT1 AT2

AT1

AT2

Paint/draw portraits of themselves. Look at photos of each other as babies, discuss ways they have changed, play guess who? Show Christian part of “Say Hello to” and introduce church school and vicar Learn about the Parable of the Lost Sheep Talk about how we know God loves us and where we can learn that God loves us. Introduce Moses as a special person in the bible. Tell the story of Moses as a baby. Discuss people who care for them and what makes them special Make a book about people who care for us

§ Make DT models of special things

§ Make finger puppets of family

§ Build construction houses for play people families

§ Get to know where things are kept in classroom

§ Talk about personal experiences in class and group circle times and review times

§ Use imaginative talk in role, puppet and small world play

§ Listen attentively in group times, play and to audio tapes

§ Converse with others in all classroom areas

§ Make up own stories inspired by

Settling in routines Invite a mum with new baby in (Visits from nurse and dentist) (Visit to local library) Vicar visiting class www.dottieanddbuzz.co.uk/prog2 Say Hello To…from www.retoday.org Beginners Bible and videos The Lost Sheep by Butterworth & Inkpen ISBN 055102873 4 (Black History celebration week) Toddler’s or Beginners Bible and videos

- Page 8 -

WEEK

LEARNING OBJECTIVES

PLANNED ACTIVITIES

SPONTANEOUS AND ONGOING LEARNING OPPORTUNITIES

RESOURCES, EVENTS, OUTINGS, VISITORS

5

6

7

To know Jesus was a special storyteller and able to do wonderful things because he was the Son of God Talk about people who are special to them and why. Understand that people like to celebrate things that are special to them. To know that religion is important to people and learn that Hindus celebrate Divali To know the story of Rama and Sita

AT1 AT2

AT2 AT2

AT1 AT2

AT1

AT2

.Celebrate Harvest Festival with the school Learn a song about Jesus caring for people Use book about people who care for us to reflect on what makes people special Recall own special celebrations with family and friends eg. birthdays Show Hindu part of “Say Hello to” And introduce Diwali as a special Hindu celebration. Use poster and dvd resources to retell the story of Rama and Sita then dramatise it using Indian music and forest sound effects. Light a diva/night light and talk about how lighting a candle makes them feel.

§ books, festivals, celebrations poems, pictures, music

§ Write cards, invitations, lists, books, labels, signs, messages, instructions, and letters.

§ Explore books, and artefacts about Christianity

§ Get to know our vicar

Harvest Festival service in church Class Birthday calender Say Hello To…from www.retoday.org www.childseyemedia.com Festivals video/dvd and Posters

SUGGESTED ASSESSMENT FOCUS AT1 Recall a bible story in which Christians learn that people are all special to God and Jesus. AT2 Talk about people who are special to them and why. Look out for pupils’ developing the skills of reflection and empathy in everyday activities.

- Page 9 -

SOME SUGGESTIONS FOR RELIGIOUS EDUCATION RESOURCES FOR THE FOUNDATION STAGE IN CHURCH SCHOOLS PLAY ARTIFACTS:

1. Soft play items representing various religious festivals from TTS www.tts-shopping.com tel: 0800318686 or Articles of Faith www.articlesoffaith.co.uk Tel:01617636232

2. Wooden Cross and wooden letters from Toybox Crafts Ltd. www.toybox.org tel:01494432591 E.g. 30cm high hand painted cross from El Salvador £10 individual letters 10cm tall £3 each

3. Persona Dolls www.persona-doll-training Dolls who live in the class and have a “Persona”- a variety of dolls and teaching resource information suitable for RE and PSHE.

BIG BOOKS: 4. Puddles books by Gill Vaisey and “puddles” soft toy.

www.booksatpress.co.uk E.g. “A wet and windy harvest for Puddles” £13-99 ISBN 0-9547220-4-3

5. Teddy Horsley Big Books from RMEP £15 www.scm-canterburypress.co.uk Tel: 01603624483 Videos and small books available, the stories are about a bear whose adventures introduce him to basic ideas underlying the major Christian Festivals and themes.

CLASS BOOKS 6. From Lion www.lion-publishing.co.uk tel:01235465500

v My Very First Prayers and My Very First Bible £9-99, £10-99. v Bartimouse series: Aboard the Ark, The Harvest Garden, The Christmas Mystery Goodings and Dorsey £4-99 v First Festivals: Harvest, Christmas, Easter, £8-99 each v All about: God, Jesus, Bible, Prayer, Lois Rock and Anne Leplar £6-99 each v God’s Quiet things by Nancy Sweetland and Rick Stevens £4-99

7. From Barnabas www.brf.org.uk (check the barnabas pages) Tel: 01865 319701 v Easy Ways to Seasonal Fun/Bible Fun for the very young, Vicki Howie £9-99 v The Easter/Christmas Alphabet £3-99

DVD/CD 8 from REtoday services www.retoday.org Say Hello To… 9 Child’s eye media festivals DVD and story posters www.childseyemedia.com

- Page 10 -

NOTES ON PLANNING FESTIVALS

v Decide clear learningoutcomes from the Early Learning Goals.

v Choose those festivals which pupils in the class will be able to relate to.

v Teach the name of the faith within which the festival is celebrated and decide key vocabulary to use.

v Teach the festival at the time of year it occurs.

v Wherever possible make use of visitors to talk about the festival and use video resources so pupils realise these are real events celebrated by real

people.Avoid cultural and gender stereotyping. v When enacting a festival make it clear to parents that pupils are not being asked to participate as a member of a particular faith or culture would, but are

being given an educational experience to enrich their learning. v Choose appropriate resources for example Child’s eye media festivals DVD and story posters www.childseyemedia.com and REtoday services’ Say Hello to…www.retoday.org