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Overview of Case Study
The Learning Targets for this Case Study were:
Describe and make connections between different features of the religions and world views they study, discovering more about celebrations, worship, pilgrimages and the rituals which mark important points in life in order to reflect thoughtfully on their ideas;
Describe and understand links between stories and other aspects of the communities they are investigating, responding thoughtfully to a range of sources of wisdom and to beliefs and teachings that arise from them in different communities
Explore and describe a range of beliefs, symbols and actions so that they can understand different ways of life and ways of expressing meaning;
Observe and understand varied examples of religions and world views so that they can explain, with reasons, their meanings and significance to individuals and communities;
Understand the challenges of commitment to a community of faith or belief, suggesting why belonging to a community may be valuable, both in the diverse communities being studied and in their own lives;
Observe and consider different dimensions of religion, so that they can explore and show understanding of similarities and differences between different religions and world views;
Discuss and present thoughtfully their own and others’ views on challenging questions about belonging, meaning, purpose and truth, applying ideas of their own thoughtfully in different forms including (e.g.) reasoning, music, art and poetry;
Consider and apply ideas about ways in which diverse communities can live together for the well-being of all, responding thoughtfully to ideas about community, values and respect;
Discuss and apply their own and others’ ideas about ethical questions, including ideas about what is right and wrong and what is just and fair, and express their own ideas clearly in response.
Week One:
Week One:
We looked at who William Booth was and how he followed his religious beliefs to start to provide assistance to his community. His gift was soup, soap and salvation and so we have explored what this meant to people at the time as well as how it is still a valuable gift in today’s society. This naturally led us to the origins and work of the Salvation Army.
Week Two:
Week Two:
We then looked at Sikhism including what Sikh beliefs are and what they can teach us about wealth and poverty. We focused on how selfless Sikhs are and ways that they support those people who need it. Sikhs give to charities, provide food for communities, raise money, volunteer and much more. All gifts that we can consider. We looked in particular at the ‘Langar’ and how Sikhs have created this to support those that need it.
Crew Longley retelling the story of Guru Nanak and the Chapati. We heard the story when we were learning about langar.
Unfortunately due to COVID restrictions we were unable to visit the Gurdwara, therefore we experienced the 'Langar' in our own classrooms. The children sat on the floor to symbolise equality, washed their hands, took of their shoes and tasted some chappatis and chutney (vegetarian). The children enjoyed the experience and learnt a lot from it. The children learnt that the 'Langar' is a community kitchen that is found inside the Gurdwara. It is also a place where Sikhs cook, eat and share meals throughout the day. Sikhs feel that it is important to serve others especially those who are poor and vulnerable.
Week Three: Christianity
Week Three: Christianity
We then focused on Christianity and in particular we looked at the story of the Three Wise Men and how they each gave a gift to the baby Jesus with what they felt was the most valuable gift they could offer. The children reenacted the story and then recreated a more modernised version including gifts that they think would be valuable to a baby born today. The children were really thoughtful with their ideas and it demonstrated yet again that we all consider different gifts to be valuable - there is no one correct answer.
This week we also looked at Christingle and the significance of this for Christians. We learnt about the history of the Christingle tradition including when it began and where. The children also learnt about the different parts and what they represented including the candle to represent the light of the world, the orange to represent the world, the sticks to represent the four seasons, the sweets to represent the fruits of the world and the red ribbon to represent the blood when Jesus died (for Christians). All of the children enjoyed making their own Christingles.
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