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Wednesday 21st February 2018

What is it like to follow God?

LO - Make simple links between promises in the story of Noah and promises that Christians make

Remind pupils that God in the Noah story was trying to do away with evil in the world and make it a better place. In groups, list what they think we could do without from today’s world in order to make it a better place. Ask pupils to split their list into two categories: ‘Things we could stop’ and ‘Things we can’t stop’. Discuss together how pupils in the class think they could help to stop items on the first list, and pick two or three that everyone in the class will work hard to discontinue

Ask pupils to think about the covenant between God and the creatures he created in the Noah story. Both humans and God had conditions they needed to stick to. Pupils should think about one thing that they could do to make their table/group in class a great place to work. Write table contracts: on a large piece of paper each pupil writes down their promise of one thing they will do to help their table/group. The paper should then be signed by all group members. Discuss God’s sign of the rainbow as a reminder of his promise, and other ways people remember things: for example, sticky notes on the fridge. Pupils decide on what they are going to do to help them remember their promises in the contract and then carry out their decisions.

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What is it like to follow God?

LO -Make clear links between the story of Noah and the idea of covenant

Present pupils with a situation: their mum/dad/guardian has told them to help build a yacht. The adult has instructions showing how to do this. The pupils must leave school and begin building immediately because their family needs to sail away on the yacht as soon as construction is finished, and will never return to their normal lives. Are pupils happy to go and build the yacht? Would they like to sail away? What would they miss from their normal lives? Do they think this seems a sensible plan? How surprised are they by the adult’s behaviour?

Hot-seat Noah at different points in the story. What is he doing? Why? How is he feeling? In the Bible text, Noah does not actually speak (not until 9:25). Why do pupils think this is the case? Discuss how much trust Noah must have had in God to continue with his actions. You could hot-seat other members of Noah’s family. It must have been hard for them too.

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How do festivals and family life show what matters to Jews?

LO – Describe how Jews show their beliefs through worship in festivals, both at home and in the wider communities

The Talmud code tells Jews to say ‘thank you’ 100 times a day. Children were tasked with keeping a ‘Gratitude Diary’ over the Christmas period to see if there are benefits of expressing gratitude regularly.

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How do festivals and family life show what matters to Jews?


Passover Meal 22.11.17

After learning about the story of Moses and it's significance to the Jewish people, the class investigated the symbolic meaning of all the foods on the Seder plate used for the Passover meal.

Can you remember the symbolic meaning of the following items:


  • Parsley dipped into salt water
  • Horseradish
  • Charoseth
  • lamb shank bone
  • Egg
  • unleavened bread
  • wine


Some of the foods didn't taste the best, which may explain the odd faces pulled in some the pictures.

  • St James' & Ebrington C. of E. Primary School
  • Pear Tree Close, Chipping Campden, Gloucestershire,
  • GL55 6DB
  • Ebrington Site
  • Hidcote Road, Ebrington,
  • Gloucestershire, GL55 6NQ
  • 01386 840634