The King James Bible
Key Stage 1 Scheme of Work
by Lesley Prior (LDBS RE Adviser to Community Schools)
and Jane Savill (LDBS Secondary School RE Adviser)
Key Stage 1 – What is the King James Bible?
ABOUT THE UNIT
PRIOR LEARNING
In this unit, children are invited to consider why the Bible,
particularly the King James Version, is an important text for some
people, including Christians. They will become aware of some of
the different contexts and situations in which the King James Bible
is used and why. Opportunities are provided for them to experience
a selection of some well known extracts from it and to reflect upon
the responses of themselves and others to those extracts. They
are asked to identify a range of criteria for the selection of reading
material of different kinds, including the Bible. They are enabled to
acquire skills and attitudes relevant not merely to Religious
Education, but also to their own personal development. The unit
provides them with a context in which they can both learn about
and learn from, Christianity, particularly various traditions within the
Church of England.
It is helpful if pupils have:
WHERE THE UNIT FITS IN
LANGUAGE FOR LEARNING
This unit has been designed to be delivered as a coherent whole. It
has been planned to cover approximately six hours of curriculum
time. Schools are encouraged to deliver the unit in whatever way
they prefer, but care should always be taken to ensure that the
work planned fulfils the requirements for the appropriate locally
agreed, diocesan or other relevant syllabus. Possible models of
delivery might include offering all or some parts of the unit as:
Through the activities in this unit, pupils will be able to understand,
use and spell correctly words relating to the study of:
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a series of individual, but inter-connected, lessons
a focus for an RE Day or part of an RE Week
a link to the literacy programme or a Book Week
a link to other subjects as part of a cross curricular theme.
However, some teachers may prefer to simply select particular
sections from this unit and integrate these with other existing units
if the need arises.
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had previous opportunities to reflect upon why some books
are important to them and to compare their choices with
those of others
begun to develop the attitudes and skills necessary for
expressing their own points of view, as well as listening and
responding to those of others.
a range of different Christian beliefs, practices and traditions
and belief systems, such as Anglican, Bible (including Book,
Chapter and Verse), Gospel, Nativity and Testament.
Through the activities, pupils will be able to engage in speaking and
listening tasks where they have opportunities to:
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become immersed in the language of the King James Bible
talk about their own choices, ideas and values and contrast
these with those of other people
begin to practise their questioning and research skills
acquire skills and attitudes intrinsic to RE, such as
analysing, discussing, identifying, interpreting and empathy,
respect and sensitivity.
EXPECTATIONS
Most children will: Use words, phrases and other relevant
sayings from the King James Version of the Bible to identify some
key Christian beliefs; begin to describe why some people, including
Christians prefer this Bible to any other, and other do not; show an
awareness that different people have different likes, dislikes and
opinions; ask and respond with sensitivity to questions about their
own preferences and demonstrate a similar sensitivity when asking
questions about, or listening to, those of other people.
Level 2
RESOURCES
As well as a range of books and published resources this unit will be
enhanced by the use of ancient and modern materials from
believers’ sources, including:
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Some children will not have made so much progress and will:
Use some words, phrases and other relevant sayings from the King
James Version of the Bible; recognise that the King James Bible is
important for some people, including Christians; talk about their
own experiences of hearing short extracts from the King James
Bible and their responses to these; identify certain words, phrases
and other sayings from various sources that provoke a positive or
negative reaction in them.
Level 1
Some children will have progressed further and so will:
Use a developing vocabulary of religious, words phrases and other
relevant sayings from the King James Version of the Bible to
explain why it speaks with particular power and resonance to some
people, including Christians; describe how some Christians like to
use the King James Bible in prayer and worship and why; ask
questions about why the King James Bible is an important text for
some people, including Christians; identify what texts are important
for them and why and compare their ideas with those of other
people in an appropriate way and within a culture of mutual trust
and respect.
Level 3
opportunities for children to handle, interact with and read for
themselves different published editions of the King James
Bible, including versions for their own age group
pictures, sound clips or moving image clips showing people
reading the King James Bible in different contexts, including
worship
visits to and from members of faith communities and other
groups.
OUT OF SCHOOL LEARNING
Pupils could:
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begin to use some of the phrases they have learned outside
the school setting
Identify some texts which they enjoy hearing or reading
because of the beauty of the language used within them.
FUTURE LEARNING
Pupils could:
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become more discerning about why they choose to read
certain texts, including different versions of the Bible.
How do we know that the Bible is an important book?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 how and why the
Bible is one of the
most important
books in the world
 how and why the
Bible is the most
important book of
all for Christians
POSSIBLE TEACHING ACTIVITIES
There are a variety of ways in which children can be
prepared for this unit: such ways might include a visit to (or
from) a local church community where there is a particularly
large and impressive Bible, a research activity into the most
popular book in the world, as well as some direct teaching
about the Bible’s importance from a teacher or other
suitable member of staff. In some schools, it might be
appropriate to involve a local priest or minister to assist with
this.
Invite the children to set up a class or library display about
the significance of the Bible. This could include drawings or
photographs, artefacts and if possible, film clips and
recordings of the Bible being read or used in worship.
When the display is completed, analyse the results and talk
to the children about what they have learned as a result of
putting it together. Encourage them to identify a variety of
different reasons to explain the information they have
provided. Begin by discussing the important status the
Bible has for many people – those who read it daily at
home, use it regularly in private and/or public worship or as
a text on which oaths are sworn, such as in court.
Share stories with the children which show the tremendous
significance of the Bible, such as the tale of Mary Jones,
who walked 28 miles to buy her own Bible. Encourage the
children to think about her reasons for doing so and invite
them to reflect on what they value in their own lives in the
way that she valued her Bible.
LEARNING OUTCOMES
[PUPILS]
 talk about or record (in
pictures or words or both)
evidence of the Bible’s
importance in the world
 identify several different
factors which show why
the Bible is an important
book, both for Christians
and some other people
 participate in a hotseating activity where
they take the parts of
characters in the story of
Mary Jones and her Bible
POINTS TO NOTE
 it may be possible to take
the children to visit a
museum or gallery, such as
the British Library, where
there is a large collection of
beautiful and ancient Bible
texts
 sensitivity may need to be
shown to children who
come from homes where
books and reading are not
valued
Why are there so many different types of Bible?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 that there are many
different types of
Bible available
 to reflect on the
similarities and
differences
between the
different types and
begin to give some
reasons for this
POSSIBLE TEACHING ACTIVITIES
In preparation, encourage the children to carry out some
research into different types of Bible and to share their
findings with the rest of the class (or where appropriate with
the rest of the year group or even the whole school).
Display a selection of those findings as a focus for
discussion. Such a display may include: Bibles belonging to
the children’s families and friends and also members of the
wider school community, Bibles located within the school
itself, evidence of online Bibles, (including those for
children) alternative versions such as the Brick Testament
(see www.thebricktestament.com), Braille Bibles and even
Bible artefacts, such as Bible-based toys or items featuring
Bible images or quotations (for example, greetings cards or
tea towels). It would be helpful to make sure that at least
one copy of the King James Version is included!
Wherever possible, draw attention to a wide range of
distinguishing characteristics which indicate that the Bible
takes many different forms, such as the language or
translation used, the age of each text, whether it is
complete or abridged, the inclusion or exclusion of pictures,
the size, the cost and perhaps any evidence of
personalisation, such as a book plate, link to a specific
event (such as a baptism or wedding) or even a family tree.
In conclusion, ask the children why they think there are so
many versions, helping them to consider the needs of
different people at different times and the influence of
personal identity and individual choices.
LEARNING OUTCOMES
[PUPILS]
 identify the Bible and be
able to distinguish it from
among a variety of other
texts available to them at
home, at school, online or
elsewhere
 talk or write about several
different versions of the
Bible from the display and
why each one has been
produced in that particular
form
POINTS TO NOTE
 appropriate care needs to
be taken of all Bibles, but
especially those which
have particular emotional,
personal and/or spiritual
significance for those who
have loaned them
 copies of some Bibles may
not be suitable for use in
their entirety with very
young children and some
sections of the Brick
Testament will be
inappropriate - teachers
will have to use their
professional discretion to
select appropriate extracts
and monitor children’s
access to the material
 an emphasis on the
respect which should
always be shown to the
Bible (and indeed other
sacred texts) should be a
significant teaching point in
its own right
 sensitivity needs to be
shown to children who
come from backgrounds
where there is little or no
interaction with different
textual forms
How do people choose a Bible?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 that personal
beliefs and
attitudes and other
factors can
influence choices,
for both religious
and non-religious
people
POSSIBLE TEACHING ACTIVITIES
Set up opportunities for small groups of children to think
about how they choose their own reading matter, whether it
is the selection of a book to take home from school, borrow
from the local library or purchase with a book token or some
pocket money. If it is easier, provide them with a preprepared variety of books of many different kinds and ask
them to choose from your selection. Through careful
questioning, help them to identify and explain the reasons
for their choices, focusing on their response to the cover of
their chosen text, its appearance, style and other
distinguishing features, its subject matter, author, level of
difficulty and whether it is familiar or unfamiliar! (Some
young children like to return to a much-loved story time and
time again!). If appropriate, carry out a survey of the most
popular books in the class or in the school as a whole with a
clear emphasis on the reasons for people’s choices.
Remember to highlight that sometimes it is the particular
appeal of the language or distinctive phrasings used by an
author which can influence those choices.
Show the children a range of different Bibles, including
various editions of the King James Version, either from a
selection available in school or perhaps in a local library, a
local church or even a nearby bookshop. Ask the children to
choose the ones they like best and least and to think about
the criteria they have used in making their choices. If time
allows, ask them if their choices would be the same or
different if they were choosing a Bible as a gift for someone
else, such as a baby about to be baptised, an older sibling
studying the Bible in RE at secondary school, a person who
knows nothing about Christianity or a presentation copy for
a Christian community such as a parish or a school.
LEARNING OUTCOMES
[PUPILS]
 publish the results of the
research findings in the
school newsletter, on the
school website or in the
school or local library
 produce ‘A buyer’s (or
borrower’s) guide to the
Bible’ with a partner or in
a small group, either as a
booklet, a PowerPoint
presentation or even a
podcast!
POINTS TO NOTE
 if this unit of work is
planned to coincide with
the school’s celebration of
Book Week, there will be
many opportunities to
make appropriate links with
some associated activities
and events.
Why is the King James Bible so popular with some people?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 appreciate why
and how the King
James Bible is still
treasured by some
people today
 members of some
religious and
non-religious
communities
adapt their choice
of Bible to
accommodate their
beliefs
POSSIBLE TEACHING ACTIVITIES
Share with the children a simple account of the origins of
the King James Bible, emphasising that though it is now
over 400 years old, it is still widely available, widely read
and widely used in worship.
Identify staff, members of the wider school community or
other local people who have a particular fondness for the
King James Bible and prefer it to all other versions. Inform
the children that they are going to have the opportunity to
interview some guests about which Bible they like the best
and why. Encourage the children to prepare and develop
some suitable questions which they can ask them, perhaps
based on their own experiences of similar questions in the
previous section ‘How do people choose a Bible?’
Invite the guests to meet with the children and perhaps start
the session by asking them to choose a Bible from a
selection offered (but do make sure that they are carefully
primed to opt for the King James Version!). Alternatively,
ask them to bring in their own copy from home. Ask the
visitors to emphasise the beauty of the language and the
tradition and the heritage of the text. If appropriate,
encourage them to read short extracts to the children. Allow
plenty of time for the children to ask their questions as well
as receive their answers and ensure that the conversations
are recorded in some form. Help them to compare their
responses with their own and look for similarities and
differences.
LEARNING OUTCOMES
[PUPILS]
 investigate and engage
with an interactive display
on the origins of the King
James Bible and its story
over the last 400 years
 phrase appropriate
questions about why
some people prefer the
King James Bible to other
versions and reflect on
the answers received.
POINTS TO NOTE
 remember that it is not only
religious people who
believe that the King
James Bible is of
tremendous worth – others
value it too for the beauty if
its language and its
historical significance
 if you give the visitors the
opportunity to read short
extracts from the King
James Bible, make sure
that they can do this
beautifully – alternatively,
find extracts read by well
known actors on the
internet!
When is the King James Bible read today?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 that some religious
believers use the
King James Bible
in prayer and
worship, both
public and private
 the King James
Bible has
importance beyond
its use in prayer
and worship both
public and private
POSSIBLE TEACHING ACTIVITIES
Talk with the children about the ways in which Christians
use the Bible. For those who already know something about
Christian practices and traditions (either from previous work
in RE and/or personal experience), this should not take too
long, but others may require more support through the
careful use of relevant stimuli, such as visits to and from
Christian communities (particularly Anglican ones), film clips
or direct input by a knowledgeable teacher. Encourage the
children to think carefully by phrasing questions which
begin with key words, such as ‘who?’, ‘how?’, ‘where?’ and
‘why?’, as well as ‘when?’ The discussion should make
reference to the Bible’s place within public and private
prayer and worship, the importance placed upon becoming
familiar with Bible texts (particularly those which focus on
the life and teachings of Jesus), its role in offering moral
teaching and guidance and its ability to offer comfort.
In light of the learning which took place in the previous
section, invite them to reflect again upon why the King
James Version is preferred by some Christians. Help the
children to look up some of the most famous Bible
passages of all, in the King James Version and compare
and contrast them with other translations of the same texts
or storybook versions based on them. Ask them to consider
the similarities and differences between them and to talk
about the advantages and disadvantages of each one.
Tell the children that some people who are not Christians
still like to read the Bible, especially the King James
Version and see if they can suggest any reasons for this,
such as it is interesting to know what other people believe,
the stories are exciting even if they are not true, or simply
that it sounds beautiful.
LEARNING OUTCOMES
[PUPILS]
 give reasons in words
and/or pictures for the
ways in which Christians
use the Bible
 explain the use of the
King James Bible by
some Christians,
particularly some
Anglicans, using several
different sources of
evidence
 talk about why some
people who are not
Christians value the King
James Bible as
something they like to
read
POINTS TO NOTE
 remember that the King
James Version of the Bible
is most widely used within
branches of the Anglican
communion (Church of
England)
 take care to avoid the
assumption that all
Anglicans use or have a
fondness for the King
James Version of the Bible
 take care to avoid the
assumption that all
Anglicans place the same
degree of emphasis on the
Bible in their own lives and
worship
What do we think about the King James Bible?
LEARNING OBJECTIVES
PUPILS SHOULD LEARN
 that they can apply
their own principles
about their choice
of reading matter
to their response to
passages or
quotations from the
King James Bible
 to identify some of
the key issues
which may affect
the future of the
King James Bible
POSSIBLE TEACHING ACTIVITIES
Share with the children some carefully chosen extracts from
the King James Bible – these might be well known stories
from the Old or New Testaments or stories that Jesus told,
such as the Good Samaritan or the Prodigal Son.
Alternatively, choose well known sayings from the King
James Bible. Read them slowly, then pause for a few
moments of silence to allow the children to absorb them,
then read them again, repeating the process as often as
you think necessary or helpful. Ask the children to identify
any words or phrases which may have had particular
resonance for them. Invite them to consider what they think,
how they felt while listening and what they would like to ask
about what they have heard. Be prepared for both positive
and negative responses! (This approach is called ‘lectio
divina’.)
Ask the children to reflect on what they have learned during
the unit about the King James Bible and the various factors
which influence their own and others’ choice of text.
Finally, invite them to consider if they feel that the King
James Bible will survive in the future for another 400 years
and to give reasons for their answers.
LEARNING OUTCOMES
[PUPILS]
 apply what they have
learned within the
particular context of their
own future choices about
what to read and why
 be able to talk about what
they like and dislike about
the language of the King
James Bible
 make some predictions
about the future of the
King James Bible and
give their reasons
POINTS TO NOTE
 ‘lectio divina’ is an
approach to engaging with
the Bible text which has
been used within the
Church for centuries and
has its roots in the
Benedictine traditions