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Tuesday 1st May 2018

When Jesus left, what was the impact of Pentecost?

LO - Offer suggestions about what the description of Pentecost in Acts 2 might mean

 

Use a Pentecost story bucket. It contains lots of things which connect to the story in Acts 2: a fan, a candle, matches, the Lord’s Prayer in lots of languages, French and German phrase books, a crown, a dove, a wrapped present, a speech bubble, a map or blow-up globe, a cloud cut-out, a guidebook, a battery, a bottle of wine. Tell pupils they’re all connected to the day when the followers of Jesus grew from 120 people to over 3,000 people. Can they imagine a story where all these things have a place (you could make a tag-story talking game of this). What might these things represent? Note any ideas

 

Read or tell the story of Pentecost (Acts 2: 1–15, 22 and 37–41). Make it dramatic and exciting — there is fire, tornadoes, accusations of drunkenness, multilingual confusion and 3,000 people changing their lives!

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Tuesday 17th April 2018

Kingdom of God - When Jesus left, what was the impact of Pentecost?

LO - Offer suggestions about what the description of Pentecost in Acts 2 might mean

 

Good King, Good Queen, Bad Queen, Bad King: a role-play game. Each group of four prepares a pupil to be a good or bad king or queen, suggesting some rules or commands they could give to the class: snuffle like a dog, sing like an X Factor loser, spell some hard words, touch little fingers with everyone. Anyone who is late or last to comply is out. How can we tell who is being a good ruler, and who a bad ruler? Consider: if Jesus was queen, or king, what would he want people to do (refer to prior learning)?

 

Pupils created rules like, read your Bible, hold hands,  moo like a cow and jump up and down constantly. We had some bad queens and one good.

 

Remind pupils of their learning about salvation in Unit 2a.5: ‘Why do Christians call the day Jesus died ‘Good Friday’?’ Christians might say it is because it was the day when love saved the human race. Jesus died and was raised to life to bring in a new ‘Kingdom’ where God rules in people’s lives.

 

The Day of Pentecost: Acts 2: 1–15, 22 and 37–41. Set the scene for this event (see Essential Information). Ask pupils to create an emotion graph of six key moments in the story, from the death of Jesus to resurrection and to this story. Decide and explain when the disciples were scared, confused, excited, relieved, amazed, fearful, mystified, and so on. They wanted to show everyone that God rules on earth — but how? What did they need? What might happen next? Label the graph (see Resource Sheet 1).

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Thursday 20th March

LO - Offer suggestions about what the narrative of the Last Supper, Judas’ betrayal and Peter’s denial might mean.

The Last Supper

 

up your classroom without chairs; lead the pupils in to sit around a cloth on the floor. On the cloth have a series of foods that would have been shared at Passover. Have some real unleavened bread and red grape juice. 

 

Tell the pupils the story of the Last Supper. Remind them that Jesus entered into Jerusalem and everyone cheered. Since then he has been telling parables and throwing out people who were selling things in the temple. It seems things are going pretty well. This Passover meal should be a great celebration.

 

Key Point - Tell the pupils that Passover is a festival every year during which Jewish people remember the terrible things that happened them to when they were captive in Egypt, and how they were set free by God and led out of Egypt by Moses. Retell or read the story from a suitable Bible: the Last Supper, from Matthew 26:17–25.

Stop the story before Judas betrays Jesus. You could use the Conscience Alley strategy, with one pupil playing the part of Judas, one line of pupils suggesting why Judas should betray Jesus, and one line of pupils suggesting why Judas should not betray Jesus. 

 

Some reasons for betraying Jesus

  • Judas believed that Jesus was weak by not physically removing the Romans
  • He thought his life was in danger
  • He had never had money before
  • Greed
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20th March 2018

Why do Christians call the day Jesus died 'Good Friday'?

LO – Describe how Christians show their beliefs about Jesus in their everyday lives: for example, prayer, serving others and sharing the message of Jesus

 

Use Resource Sheets 3A and 3B, with a photo of someone washing feet on Maundy Thursday, and some art showing Jesus washing feet. Ask the pupils to respond to the sentence starters about what might be going on in the picture. Explain to the pupils that in John’s Gospel, the writer includes an episode not in Matthew’s account: Jesus washing the feet of the disciples.

 

Retell or read John 13:4–17. Give each pupil an outline of a foot and ask them to write on one side about what Jesus washing the disciples’ feet teaches Christians, and on the other side think of how Christians could follow the example of Jesus by being a servant.

 

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Tuesday 6th March 2018

LO - Offer suggestions for what the texts about the entry into Jerusalem, and the death and resurrection of Jesus might mean

 

Ask the pupils to write a simple diary piece for Mary for the entry into Jerusalem, Good Friday and Easter Sunday. Each piece must include a picture of the appropriate cross. In her diary, Mary needs to explain why she has included that cross, what has happened on that day, how she feels, and what she thinks the day might mean.

 

Sally Whites diary entry:

 

Dear Diary,

Palm Sunday

Today I was walking into Jerusalem with my son Jesus. He was on his donkey; everyone was walking behind him, praising him, shouting ‘Hosanna.’ I felt proud of him because I was happy to see my son happy and that so many people who don’t know him were praising him. Strangers were laying down clothes and palm leaves for him and his donkey to walk across. I felt very amazed and full of joy. Later that day Jesus went to the temple and I went with him. Jesus saw that people in his Father’s house were using it for a market and for selling things. He got really angry and threw everything around. I had never seen him this angry before. Today was horrifying and I felt very worried and stressed.

 

Good Friday

I felt horrified my son had been arrested. The Romans had put a thorn crown on him and a wooden slate on to his back. My trust in God is slowly fading away, I can’t believe why they chose a murderer to stay alive and instead chose Jesus, my son, the good man, to punish.

I walked with him up the dark hill. The Romans came too. I felt horrified to see my son with the Romans. I feel like they have taken him over. I couldn’t believe my son was going to be nailed to a cross with two other murderers. It looked like he was one of them. I kept thinking that I would have to say goodbye to him when he has not done anything wrong. He was the good man, the healer. Jesus has always done things right. I am confused that God does not want to save him.

Now the Romans were hammering nails into him and the two criminals and slowly lifting them up. The sky went black; my faith in God had gone. Today was a bad day.

 

Easter Sunday

 

It was Sunday night when I walked down to the tomb. When I got there the stone was rolled away, the tomb was empty and Jesus wasn’t there. I was scared that maybe grave robbers had taken him. Then I saw Mad Mary sitting on a rock crying. Someone came up to Mad Mary and said, ‘Why are you crying?’ Mad Mary said, ‘Someone has taken my Lord.’ Jesus said, ‘No I am here.‘ Mad Mary stood up and hugged Jesus. Jesus told her to go and tell everyone that he was alive. Nobody believed her but they all came and saw him. They were all so happy that Jesus had risen from the dead. I felt amazed; I should never have lost my trust in God.

 

Tuesday 21st February 2018

Why do Christians call the day Jesus died ‘Good Friday’?

LO - Offer suggestions for what the texts about the entry into Jerusalem, and the death and resurrection of Jesus might mean

 

Tell pupils that they are going to be writing a diary for Mary, the mother of Jesus, for three important days in Holy Week: Jesus entering Jerusalem (Palm Sunday), the day Jesus died (Good Friday), and the day Jesus came back to life (Easter Sunday). In order to do this they need to listen carefully as you retell the story of Holy Week, using extracts from the Gospels below (remind pupils that the Gospels tell the life and teachings of Jesus: see Essential Information). Use drama or pictures as appropriate.

• Matthew 21:7–11

• Luke 23:13–25, 32–48

• Luke 24:1–12

After each retelling of the story, stop and discuss what Mary might think about this. How does she feel and how did the disciples feel? What do people think about her son at this part of the story? What was surprising about the events, to her and to the disciples? Which cross matches to this part of the story? Why does it match?

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Tuesday 30th January 2018

Why do Christians call the day Jesus died ‘Good Friday’?

LO - Give examples of what the texts studied mean to some Christians

 

Remind pupils of the work they did on Holy Week in KS1. Can they remember any of the events? Show pupils three crosses: a palm cross, a crucifix and a plain cross. Ask pupils which cross links to which aspect of Holy Week. Tell the pupils that one way of categorising these is palm crosses, Friday crosses and Sunday crosses. Show pupils a selection of crosses to sort. Can they explain why the crosses are sometimes given these names?

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What is the Trinity?

 

LO -Offer suggestions about what texts about baptism and Trinity might mean

 

Look carefully at two paintings of the Baptism (for example, by Verrocchio and Daniel Bonnell). Discuss similarities and differences between how the different painters show God. Christians believe God is three in one, Father, Son and Holy Spirit. Ask pupils to list the evidence for this belief in the pictures. Ask the class to make their own pictures of the baptism of Jesus which include symbols for the voice of God and the Holy Spirit.

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  • 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
  • admin@stjeb.school
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