What’s it like to belong to the Christian Church in Africa?
Awareness, Mystery and Value (AMV) 2011
Key Stage 2 Unit 4: Key Question [B&D – Areas of Enquiry]
This unit of learning explores WHAT’S IT LIKE TO BELONG TO THE CHRISTIAN CHURCH IN AFRICA? [especially Anglicans in
Zambia]
About this unit of learning
This unit of learning looks at what it means to belong to the Christian faith, with a focus on Africa. It is aimed at pupils in Years 5 and 6, [9-11 year
olds] but could easily adapt to younger pupils, especially in Church schools, or indeed to Church youth groups. Wherever possible, resources are
included so that the unit is ‘ready to go’, making use of links to websites which can be used live, or be downloaded from in advance. This is
strongly recommended as many schools will have things like youtube and vimeo blocked! Most of the material focuses on Zambia, which is
specially linked to the Diocese of Bath and Wells. Many schools may find that their local Church has a special link with a parish in Zambia, which
could be explored as part of this unit.
The main focus here is on young people in Anglican Churches in Africa, using first hand material wherever possible.
The programme of learning aims to engage pupils through activities that may:
• grab attention, produce amazement, engage imagination or create a sense of wonder;
• involve a real-life choice or inspire action;
• affirm identities and sense of belonging, relate to social interests, involve working with others and leaving nobody out;
• offer an authentic experience or encounter, which challenges their own views and extends their understanding of others;
• introduce something new that they feel impelled to share with others; or help them to see the significance of something already familiar.
This will be recorded in a variety of ways, developing skills of working together collaboratively, and making use of ICT skills.
Where the example fits into the curriculum
This example connects with Areas of Enquiry B, ‘Practices and ways of life; Beliefs & Teaching’ and D, ‘Identity, Diversity and Belonging
In terms of ‘experiences and opportunities’’, this connects with several existing KS2 units of learning. It also links with exploring the connections
between Religious Education and literacy. It makes cross-curricular connections with geography, maths, literacy, PSHE and citizenship, music and
dance, art and DT.
Prior Learning:
In Geography and PSHE pupils have learnt about….. .
In RE, pupils have learnt about…
Featured Religions / Beliefs
Christianity in Africa
Focus ‘Key Concepts’
AT 1: Learning ABOUT religion and belief
AT 2: Learning FROM religion and belief
A. Beliefs, teachings and sources
D. Identity, diversity and belonging
✓
!1
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
B. Practices and ways of life
✓
C. Forms of expressing meaning
E. Meaning, purpose and truth
F. Values and commitments
!
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Questions
(a) What are the main world faiths? Where do you find Christians?
(b) What do Christians believe?
(c) Where is Africa? Zambia? How is Zambia different from Britain? Eg: Music, clothes, dance, transport, work.
(d) What might a Church look like in rural Zambia?
(e) What makes a Church a Church? Is it the building or the people? Who ‘belongs’ to the Church?
(f) ‘What we most want is a Bible.’ Just why is the Bible so important for Christians?
(g) How do Christians pray? Why?
(h) How do people join the Church? How do they show they belong? What festivals and holy days are celebrated in Africa?
(i) What festivals and holy days are celebrated in Africa? Is it different from in Britain?
(j) How do Christians live out their faith in Zambia?
(k) What is a missionary? An African priest said: ‘You gave us our faith in the first place, but now your hearts have grown cold, and we
need to come and give you back your faith’… Do you agree?
!2
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Resources
The following texts and e-resources have been developed to be used with the learning activities below.
A variety of websites including:
•
http://www.keynshamparish.org.uk/mission/fiwila-zambia/school-resource-page.php Original material from 20011 visit linked from Keynsham website
•
http://amv.somerset.gov.uk/ Full details of the syllabus for RE: ‘Awareness, Mystery and Value’, including units of work
•
www.reonline.org.uk/ An excellent website collating useful information for RE teachers
•
http://www.bbc.co.uk/religion/religions/ Information about all faiths
•
http://www.request.org.uk/index.php Useful information mainly focussed on Christianity
•
http://www.our-africa.org/zambia Interactive website for children about Zambia [Christian based]
•
http://www.sendacow.org.uk/lessonsfromafrica/resources/ Lots of excellent material to download, including some materials that can be pre-ordered
•
www.bathandwells.org.uk/faithandmission/mdg-toolkit/ Lots of practical examples of Christian faith in action, based on Millenium Development Goals,
which are due to be completed by 2015, although the material will continue to be useful
•
www.glade.org/ A wealth of excellent topic resource boxes which can be hired, plus some useful information online
NB: SOMETIMES VIMEO VIDEO CLIPS MAY BE BLOCKED AT SCHOOL, SO IT MAY BE BETTER TO USE THE DOWNLOAD OPTION AT HOME AND
PUT IT ON A MEMORY STICK!
!
Expectations
By the end of this sequence of learning:
All Pupils:
Most Pupils (majority class
expectation):
Some Pupils:
B3
I can describe some of the things
that are the same and different for
Christians in Britain and developing Africa..
B4
I can use religious language
accurately to describe and compare what
practices and experiences may be involved
in belonging to Christianity in Africa and
Britain.
B5 I can describe why people belong to
different religions and explain how
similarities and differences within
Christianity can make a difference to the
lives of individuals and communities
D5 I can give my own and others’ views
on questions on who we are and on the
challenges of belonging to Christianity and
explain what inspires and influences me.
!
!
D3
I can compare some of the things
that influence me with those that influence
other people.
!
D4 I can ask questions about who we
are and where we belong, and suggest
answers that make reference to people
who have inspired me and others
!
!3
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
These statements are adapted from the ‘Can-do’ levels published on the AMV website at: http://amv.somerset.gov.uk/
!Introduction and links to cross-curricular curricular learning strategies
This scheme of learning was built around three planning questions:
1. What are we trying to achieve?
• A basic understanding of what Christians believe and how they celebrate and practice their faith
• An understanding of what the Christian faith means to Africans, especially Anglicans in Zambia [ref to Mozambique]]
• An appreciation of how Anglican Christians in Zambia demonstrate their faith, including through their Church buildings
•
A forum for pupils to compare and contrast Christians in Britain and Africa
!
2. How do we organise learning to achieve our aims?
• Good resources instantly available; e.g.; short video clips to encourage discussion and curiosity, artefacts boxes
• Develop dialogic questioning skills to challenge children’s thinking about what inspires and influences people
• Hands-on active learning; developing lessons which can either be sequential or used in a carousel with small groups
!How well are we achieving our aims?
•
•
Opportunities for pupils to reflect, and to see things from a different perspective, giving time for quiet
Clear learning intentions and success criteria shared and reviewed with pupil
,
!
THIS MATERIAL COULD BE USED AS THE BASIS OF SEVERAL AFRICA
DAYS AND IS DESIGNED TO BE FLEXIBLE. EG: LESSONS 2,6,8,10 FIT
WELL
TOGETHER
Key
Question: What is it like to belong to the Church
in Africa, especially the Anglican Church in Zambia?
Supplementary Question (a):
Lesson 1: What are the main world faiths? Where do most Christians live?
Learning
objectives
Suggested activities for teaching and learning
Outcomes
Refs and notes
!4
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 1
Pupils will:
•
identify the most
important world
religions,
recognising the
importance of
Christianity.
•
Explore a map of
world religions to
identify which
areas are mainly
Christian
•
Make a visual
record of the
general
breakdown of
world faiths.
In partners, list what you think are the 5 main world religions. Discuss
answers together. Identify and address common misconceptions such as
different denominations of the same faith. Acknowledge other minor religions
identified which are not necessarily covered by this syllabus.
•
What are the main features of each of these religions? Groups could
research different religions. Can pupils identify which countries are mainly
Christian? Can they identify Africa? Zambia? Mozambique? A good
summary of major world religions for children can be found on:http://
resources.woodlands-junior.kent.sch.uk/homework/religion.html
•
Can you find all these different religions in every country or do different
countries/ regions follow different religions? A simple map of world religions
can be found using this link: http://www.kidsmaps.com/geography/The
+World/Sociological/Religions+of+the+World
•
If there were only 100 people in the world, how many do you think would be
Christians? Muslims? Hindus? Buddhists? Other religions? Not with any
religion? Pupils could record this by colouring in a 100 square grid, or simply
listing. Now compare with this website and discuss any surprises or things to
note
http://www.100people.org/statistics_100stats.php?section=statistics
33 Christians, 22 Muslims, 14 Hindus, 7 Buddhists,12 people who
practice other religions, 12 people who would not be aligned with a religion
•
Use maths skills and computer programs to produce a pie chart or bar
chart to represent world religions, using the 100 people statistics, For
younger children provide a set of faith cards that they could arrange in a
bar chart, based on 30 people [see refs and notes for this lesson]
•
!
!
!
!
!
Pupils:
•
can list the main
religions of the world
•
know Christianity is
the largest world
faith
•
can use a world faith
map
•
Can produce a visual
record of the
breakdown of world
faiths
•
D3
I can
compare some of
the things that
influence me with
those that influence
other people. [L3]
•
B5 I can describe
why people belong
to different religions
and explain how
similarities and
differences within
Christianity can
make a difference to
the lives of
individuals and
communities [L5]
Key vocabulary:
Christian, Hindu, Muslim,
Buddhist, Jewish, Sikh.
Teaching strategy / skills
used in this session:
Statistics, mapping skills,
recording and presenting
data.
!
Additional resources/
notes:
Access to the internet
would be useful for this,
also a digital camera and
a set of world faith cards.
!
In a class of 30, it would
work out roughly as 11
Christians, 7 Muslims, 4
Hindus, 2 Buddhists,3
people who practice other
religions,3 people with no
religion
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (b):
Lesson 2: What do Christians believe?
!5
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Learning
objectives
Suggested activities for teaching and learning
Lesson 2
•
Pupils will:
• Explore what
Christians
believe.
• Compare this
with the Nicene
creed
• display this
through a poster/
list
• consider the
meaning of the
trinity.
•
•
•
•
!
!
!
!
!
!
Outcomes
What do Christians believe? In 325 AD the first ecumenical council [made up
from representatives of different Churches] met to agree the details of what they
believed. This ‘Nicene Creed’ is still in use today. Ask children to work in pairs
or small groups and to list what they think are the most important things
Christians believe. [this could be done individually as an initial assessment of
children’s prior knowledge.]
Now show a copy of the Nicene Creed [eg; www.creeds.net/ancient/
nicene.htm ] This could either be on the whiteboard, or individual copies. Read
the creed together. Ask children to highlight what they got right and discuss any
issues which surprised them.
Children could then add more details to their lists or design a poster to show
what Christians believe.
As an extension, pupils may like to consider why the Christian belief in one God
is different from other world religions, and what the ‘Trinity’ means; one God,
three distinct forms. Useful background information to this is found in:
www.bbc.co.uk/religion/religions/christianity/beliefs/trinity_1.shtml NB: The new
statutory inspection of Anglican and Methodist school {SIAMS]
specifically looks for collective worship which reflects the Trinitarian
nature of Christianity
An alternative activity which would fit in well with an Africa introduction day,
would be to explore the meaning of the Trinity and represent it through art;
either a big group collage, or individual pictures or clay work.
!
[The BBC website gives useful info about all major faiths, and this can be useful if a
class member follows a particular belief such as JW] http://www.bbc.co.uk/religion/
religions/
Refs and notes
Pupils:
B3 I can describe
some of the things
that Christians
believe. [Level 3]
Key vocabulary:
Christian, Hindu,
Muslim, Buddhist,
Jewish, Sikh.
Crucifixion,
resurrection, trinity
B4
I can use
Teaching strategy /
religious language
accurately to describe skills used in this
session:
concepts such as
Statistics, mapping
crucifixion and
resurrection and Trinity skills, recording and
presenting data.
using the Nicene
creed. [Level 4]
Additional
resources/notes:
B5 I can describe why internet
Christian belief in one
digital camera
God is different from
other world faiths, with a set of world faith
particular reference to cards.
Copies of the
the trinity [Level 5]
Nicene Creed
.
Visit from local
clergy
The children’s work
could be used to
assess their starting
points in this unit, if
carried out
independently.
!
!
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (c):
!6
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 3: Where is Africa? Zambia? How is this different from Britain? Eg:
Music, clothes, dance, transport, work
Learning
objectives
Suggested activities for teaching and learning
Outcomes
Refs and notes
!7
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 3
Pupils will:
•
Explore where
Africa is using a
globe and atlas
•
Develop their own
research
questions
•
Use a variety of
websites and
artefacts to find
out about life in
Zambia
!
Some of this material could be used as a focus for one lesson in RE, but
Pupils:
there is a lot of useful material here. This material could form the basis for a
•
Have some experience of
whole day/ afternoon of work as an introduction to Africa. It could also be
Zambian culture through videos,
used as the focus for English work for a week or more, researching a
photos and artefacts. Eg; collect
particular focus using the web, note taking and producing a quality piece of
plastic bags and string and make
extended writing which could be put together as a class book.A video of a
a football]
school and choir greeting visitors could be a good introduction: it is at the
bottom of this webpage:
• Can record Zambian artefacts
http://www.keynshamparish.org.uk/mission/fiwila-zambia/school-resourceusing observational drawings,
page.php [it may take a while to download; it lasts about 2 minutes but could
mind maps, etc
be cut short.
Show children a map of Africa; ask them to find Zambia
What is it like in Zambia? Children work in pairs to develop questions
which they can then research. You may like to suggest different
themes to different groups [eg; food, clothes, houses, school, music,
Church, transport, countryside…] Children then research the answers
using sites such as these:
•
http://www.our-africa.org/zambia This is an interactive
website designed for children; introducing them to music,
drums, school, etc
•
www.glade.org/ Borrow a collection of African objects from
‘Glade’ in Somerset or a more local resource centre. On the
glade website, go to ‘country collections’ The Zambia
collections have a wonderful list of contents including uses
for a’ chitenga’ [bright piece of cloth 1m x 2m]
•
http://www.sendacow.org.uk/lessons fromafrica/ scroll down
left hand side menu to countries: Zambia for an excellent
photo pack of rural Zambia which children could explore
using their research questions
•
http://www.sendacow.org.uk/lessonsfromafrica/assets/files/
Make-a-plastic-bag-football.pdf Make a football from old
plastic bags :
•
http://www.activityvillage.co.uk/zambia_flag_printables.htm
this gives the Zambian flag, and a variety of templates using
it.
Extension work; research some of the current issues in Zambia
such as pollution from copper mining and climate change bringing
flooding and unpredictable weather.
•
•
•
Begin to understand the
differences between Zambia and
Britain.
B3 I can describe some of the
things that are the same and
different for Christians in Britain
and developing Africa. [Level 3]
[If used as basis for literacy
lessons]: Develop questions to
research and use a variety of
materials to answer this, using
skills such as skim reading and
note taking to then develop an
extended piece of writing.
Key vocabulary:
Chitenga, jembe drum
Teaching strategy /
skills used in this
session:
Time to explore
artefacts first hand.
Additional resources/
notes:
Topic box can be
borrowed from Glade
resources, Somerset,
!
This can be developed
as much as you have
time for, as it could fit
into a. These
resources are
suggestions to start you
off.
-A collection of old
plastic carrier bags and
a ball of string to make
football.
!8
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (d):
Lesson 4: What might a Church look like in rural Zambia?
Learning
objectives
Lesson 4
Pupils will:
•
Learn about the
main features of
rural Anglican
Churches in Britain
•
compare this with
a rural African
Church.
•
Use photos as a
stimulus for
descriptive writing.
Suggested activities for teaching and learning
•
!
•
!
•
!
•
!
!
!
!
!
!
Ask children what the Church building looks like. How do you know it is a
Church building? A useful worksheet is available below, where children
can fill in the missing labels: http://www.request.org.uk/main/churches/
buildings/anglican_church_jun.pdf
Take a tour inside an Anglican Church in the UK [either visit your local
Church or explore this interactive site where you can pan around inside
an Anglican Church: What do you notice inside this Church?:
www.request.org.uk/main/churches/tours/james/tour.htm
Now look at the outside of this rural Church in Zambia http://
www.keynshamparish.org.uk/mission/fiwila-zambia/school-resourcepage.php What can you see? How is this different from your local
Church? [Each child could have an individual photo downloaded which
they could write about. They could also be asked to describe what they
think might be inside.]
Now give each child a picture of what is inside the Church from the same
webpage. Each child could write about what they see and describe. how
is it different from their local Church.
Outcomes
References and notes
Pupils:
•
B3 can name the
main features of
a Church
building [L3]
•
B4
can
compare a
Church building
in Zambia with
one in the UK.
[Level 4]
•
Key vocabulary:
Tower, porch, belfry, buttress
Altar, pulpit, lectern, font, pew,
window,
Brick, stone, corrugated iron
!
Teaching strategy / skills
used in this session:
Worksheet naming parts of a
Church.
Scrutiny of photos, extended
writing.
!
Additional resources/notes:
This would be a good
opportunity to visit the local
Church and identify the main
features of the building.
.
Homework: can you find out what organisations meet in you local Church/
Church Hall, and what they do when they meet?
!9
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
!
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (e): Links with KS2 programme of Study Unit of Work 1. What is important to me? [A&D]
Lesson 5: What makes a Church a Church? Is it the building or the
people? Who ‘belongs’ to the Church?
Lesson 5
Pupils will:
•
Explore what
makes a Church;
that it is people
and not a building.
•
Discuss the wide
range of people
who meet in the
Church building
•
Watch videos to
gain first hand
experience of what
happens in a rural
Zambian church;
describe their
impressions of this
!
!
!
What is a Church? Is it a building or a group of people who believe in
Jesus? Can you have one without the other? [pupils should hopefully
work out that it is the people who matter, not the building!]
•
What people use your local Church? You could use a Parish magazine to
see what organisations/ services meet in your local Church, or pool ideas
from the children. [Point out that some of these groups are just using the
building!]
•
Why do people come to Church services? Produce a spider diagram,
working in groups. [This will be easier if the school uses the Church for
some of its collective worship so children have first hand knowledge]
•
What do you think it might be like in a Zambian Church? Go to http://
www.keynshamparish.org.uk/mission/fiwila-zambia/school-resourcepage.php Scroll to Lesson 5. This takes a while to download. This is a
lively song and it pans all round the Church.
•
Ask children to record their impressions of life inside a Zambian Church.
Bring attention to: youth choirs [possibly several] ,The Mothers’ Union [in
white and blue uniforms] ,Boys’ Brigade [in their uniforms] You may like to
allocate different things to look out for to different groups of children
before you watch.
Ask children to imagine what it is like being in one of these choirs, with no
music, possibly one drum for accompaniment, and no electric light at night
when they practise.[it gets dark at 6pm all year round]
[possible homework for next week: can you bring any Bibles from home?]
•
Pupils:
•
can understand
that a Church is
a group of
people who
share the same
Christian faith,
not just a
building. [L3-4]
•
can list different
groups of people
who are part of
the church in
Zambia
•
can visualise
what it must be
like to be in a
choir in rural
Africa [L4-5]
Key vocabulary:
Choir, Mothers’ Union, priest,
Boys’ Brigade, uniform
Worship, thank, confess,
prayer requests, praise, choir
!
Teaching strategy / skills
used in this session:
Discussion, observation,
spider diagrams, writing
!
!
!
!
!
!
Additional resources/notes:
consider inviting local clergy
to explain what happened in
local Church
!10
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
!
!
!
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (f): Links with KS2 programme of Study Unit of Work 2: What can we learn from the life and teaching of Jesus?
[B&E]
Also links with Unit of Work 3. Why do religious books and teachings matter? [C&F]
Lesson 6: ‘What we most want is a Bible.’ Just why is the Bible so
important for Christians?
Learning
objectives
Suggested activities for teaching and learning
Outcomes
References and notes
!11
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 6
Pupils will:
•
Consider why the
Bible is important
to Christians
•
read a well known
Bible passage and
consider the
message it gives.
•
Share this together
so that as a class a
range of important
bible messages
are covered.
Prior activity; ask children to bring in Bibles they have at home to show the
class.
•
•
Explore why the Bible is so important to these young people. http://
www.keynshamparish.org.uk/mission/fiwila-zambia/school-resource-page.php
lesson 6. The first clip is 2 minutes, and shows the youth choir; notice how one
young man holds his Bible. The second shows a young girl from the girl’s friendly
society asking for a Bible so they can study it together.
In groups, have a look at the Bibles children have brought in. Explain that the
Bible is a library; a collection of books. Look at the Old and the New Testament;
explain that the New Testament is about the life and teachings of Jesus and early
Church leaders. Explain the Bible has been translated. There are many versions
of the Bible in English; you may like to make a list of all the versions in the room.
You may like to choose a verse and read out the different versions to compare
them.
Explain that the Bible is the world’s best selling book. The following is a
suggested list of important Christian message from the Bible. The class could
be divided into groups to each look at a different passage and summarise the
key message for the passage; maybe to use in a display.
•
Jesus is the only way to God [John 14, 1-7]
•
Prayer; talking to God [Matthew 6, 5-14]
•
Miracles; Water into wine, [John 2, vs 1-11]
•
Repent of your sins… [Matthew 3, 1-3, Acts 3, v19]
•
Forgiveness… seventy times seven [ Matthew 18; 21- 35]
•
Love one another [Matthew 22, 34-40]
•
Christian charity; [Matthew 25,35-40]
Why do you think the Bible is important to Christians?
Pupils:
•
Know that the
Bible has been
translated into
English and that
there are many
versions
•
Use the Bible to
understand
some of the key
messages of
Christianity;
including helping
people around
them, forgiving
people, and
loving one
another
Key vocabulary:
Bible, Old testament, New
Testament, Jesus, Christian
!
Teaching strategy / skills
used in this session:
Small group work using
passages from Bible
Additional resources/notes:
Collection of different versions
of Bible, online Bible, class
set of Bibles
The RE:Quest site has useful
information about the Bible
In Zambia there are over 70 languages spoken, but English is the official language.
What do you think would be best for the young girl wanting to study the Bible; one in
English or in her own local language?
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (g): Links with KS2 programme of Study Unit of Work 2: What can we learn from the life and teaching of Jesus?
[B&E]
Lesson 7: What is prayer? How do Christians pray and why?
!12
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Learning
objectives
Lesson 14
•
Relate prayer to
personal
experience
•
Consider how
Christians pray
•
Reflect on why
Christians pray
Suggested activities for teaching and learning
Outcomes
In a recent survey, young people aged 18 -30 were asked if they prayed
and if so had they prayed in the last month. How many do you think had
prayed? 88%.
In talk partners, list five reasons people may pray?
Collect reasons given on whiteboard; you may like to divide board into 4
and put them under headings of ACTS; Adoration, Confession,
Thanksgiving, Supplication[ asking for help].
Ask children how the prayers of people in this country and Zambia may be
different. Children could write a prayer for each section from the two
different perspectives.
Or, give a copy of the Lord’s prayer to each pair. Ask children to divide it
up into the 4 sections of ACTS. Why do they think this is a good prayer?
Ask children to rewrite the prayer for a class that is 2 or 3 years younger
than them; these could be used in collective worship.
It might also be appropriate to ask children to think about people who do
not believe in God. Might they want to pray in certain situations? Who
would they pray to?
Pupils…
Consider why
people pray
Know the main
parts of the Lord’s
prayer and can
explain this to
someone younger
Can identify how
prayer in Zambia
will be the same
and also how it
might differ.
.
References and notes
Key Vocabulary:
Pray adoration, confession,
supplication, thanksgiving
Teaching strategy / skills used in
this session:
Small group work
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Resources:
Individual copies of the Lord’s prayer
The Bath and Wells Diocesan
Resources Centre stock an excellent
CD with downloadable materials on
the Lord’s Prayer’ a music resource
for schools and Churches, with
additional materials for 30 assemblies
and a primary RE day.
wendyhousemusic.co.uk
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!13
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (h): Links with KS2 programme of Study Unit of Work 2: What can we learn from the life and teaching of Jesus?
[B&E]
Lesson 8: How do people join the Church? How do they show they
belong?
Learning
objectives
Suggested activities for teaching and learning
Outcomes
References and
notes
!14
Christianity with an African perspective © Farmington Trust
!
Lesson 7
Pupils will:
•
Explore the
meaning of
Christian baptism
and compare a
baptism in Britain
with one in
Mozambique
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•
•
•
•
•
•
•
•
What’s it like to belong to the Christian Church in Africa?
In pairs, list 5 things you can use water for. Note especially the idea of
making things clean. Explain we are going to look at baptism. Ask if any
of them have been to a baptism/ christening?
Challenge pupils to work with a partner/ small group to make a list of all
the organisations children can belong to locally. How do you join?
What special service is used when someone joins the Church? Look at
Acts Chapter 8, verses 34-39; What does the Ethiopian ask Phillip to do
and why?
What happens in a baptism? It would be good to demonstrate on a doll,
and maybe let children ‘baptise’ the doll, if this is done in a reverential
way. Key points are that baptism is a ‘turning away’ from bad things and
turning to God. www.request.org.uk/main/basics/christian/christian00.htm
Why do you think that some people are baptised as adults and some as
babies? [ http://www.request.org.uk/index.php Click on ‘Christianity
unpacked’, then ‘being a Christian’ then ‘infant baptism’ compared with
‘Believers’ baptism’,
Now look at three photos of baptisms in the sea in Mozambique. What do
you think the man in the boat is thinking? How would you answer him?
www.irisglobal.org go to ‘multimedia, photos, Jesus our life in
Mozambique, photos 53-55
The RE:Quest site also has useful materials on confirmation. How is this
different from baptism?
What other important events do Christians celebrate in Church?
[marriage, funeral]
!
Pupils:
B3
I can describe
some of the things that are
the same and different for
Christian baptism in Britain
and developing Africa.
[Level 3]
B4
I can use religious
language accurately to
describe and compare
what practices and
experiences may be
involved in Christian
baptism in Africa and
Britain. [Level 4]
B5 I can describe why
people have different views
about when people should
be baptised and how this
can make a difference to
the lives of individuals and
communities [Level 5]
!
Key vocabulary:
Baptism , confirmation,
marriage, funeral, holy
communion
!
Teaching strategy /
skills used in this
session: Discussion,
small group work,
interpreting photos
!
Additional resources/
notes:
A visit from the local
priest could be useful,
maybe ‘baptising’ a doll.
Download the Anglican
order of service for a
baptism
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Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (i]
Lesson 9 : What festivals and holy days do Christians celebrate in Africa?
Is it different from in Britain?
!15
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Learning
objectives
Lesson 8
Pupils will:
•
Investigate
Christian holy days
and festivals
Suggested activities for teaching and learning
•
•
•
•
•
•
Outcomes
In partners, can you list 5 important Christian festivals and holy days?
Pupils:
Make a list together. [useful list under ‘Key vocabulary’]
• Can identify the
In groups, use your list to research more, possibly using the following
main festivals
headings: When? What do Christians do? Why? Spend time exploring
and holy day
celebrations under www.request.org.uk/unpacked/unpacked.htm .
celebrated by
Children could use a simple grid table to record their answers.
Christians
You could share children’s ideas, to produce an overall grid of festival and
holy days. You could provide a grid ; cut out the details of the different
holy days and see if pupils can correctly work out which description goes
under each heading; Suggested names of headings could be: name of
festival, what happens, and why.
You may like to discuss some of the UK traditions associated with festivals
like Christmas and identify how much of this is really about the actual
meaning of the day.
Holy Communion is an important Christian sacrament; can children make
the link with the Easter story?
Do children think that these celebrations might be different in an African
Church? In what way?
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References and notes
Key vocabulary:
Advent, Christmas, Lent,
Easter, Ascension Day,
Pentecost, Trinity, Baptism,
Holy Communion,
Teaching strategy / skills
used in this session:
Group work; practical activity
Additional resources/notes:
See suggested activities
including appendix grid.
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Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (j): This links with KS2 unit of work 9. How should we live and who can inspire us? [B&F]
!16
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 10 – 11 How do Christians live out their faith in Zambia?
Learning
objectives
Lesson 9 - 10
Pupils will:
Look at real examples
of how Christians in
Zambia are living out
their faith, though the
Millennium
Development Goals.
Suggested activities for teaching and learning
Outcomes
This could be developed into a carousel of 4 activities, repeated over 2/ 4 weeks, or it could be
developed through literacy as topic work, leading to either an extended piece of writing, or a series
of presentations developed by pupils for use in collective worship, etc.
•
•
•
Discuss in pairs: what is most important; to go to Church and worship
God, or to do good helpful things? This has always been an
interesting point of discussion for Christians – faith or works?
Read together Matthew 25,v 35 onwards; when did I see you hungry
and feed you?
Children work in groups using materials from the projects listed
below which show the Church in action in Zambia. They then present
their findings to the class or develop this for use in collective worship.
The Bath and Wells Diocese has been committed to helping Zambia develop, through the
Millennium Development Goals [MDGs]. The website below gives practical examples of how the
Church in Zambia is helping people in practical ways.www.bathandwells.org.uk/faithandmission/
mdg-toolkit/
This can give the focus to several lessons and could be used as a carousel
over several weeks or as material for a focus day, several classes rotating
around through the day.
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MDG 1; eradicate extreme poverty and hunger; Circles of Hope, Food security
MDG 2; Achieve universal primary education; Future Hope
MDG 3; Promote Gender Equality and Empower Women; Designing a Better Future, Overcoming
Poverty
MDG 4; Reduce Child Mortality; Nets For Life
MDG 5; Improve Maternal Health; Safely Delivered
MDG 6; Combat HIV/AIDS. Malaria and other Diseases; Going the extra mile, Circles of Hope,
Vestina
MDG 7; Ensure environmental Sustainability; Women at the Well
MDG 8; A Global Partnership for Development; Together we can end Poverty
References and notes
Pupils:.
Through looking at
some of the work of
the Anglican Church
in Zambia,
Key vocabulary:
MDG: Millennium
Development Goals, poverty.
HIV/AIDs. Malaria, education
B3
I can describe
some of the things that are
the same and different for
Christians in Britain and
developing Africa..
D3
I can compare
some of the things that
influence me with those
that influence other people.
D4 I can ask questions
about who we are and
where we belong, and
suggest answers that
make reference to people
who have inspired me and
others
D5 I can give my own and
others’ views on questions
on who we are and on the
challenges of belonging to
Christianity and explain
what inspires and
influences me.
Teaching strategy / skills
used in this session:
!
!
Additional resources/notes:
Photos of each project can be
downloaded from this website
to use in class work if access
to computers is limited.
!
!17
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Key Question: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
Supplementary Question (k]:
Lesson 12: What is a missionary? An African priest said: ‘You gave us our
faith in the first place, but now your hearts have grown cold, and we need
to come and give you back your faith’… Do you agree?
Learning
objectives
Suggested activities for teaching and learning
Outcomes
References and notes
!18
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Lesson 14
•
Learn about how
Christianity came
to Africa
•
To challenge
stereotypes and
compare faith in
Africa with faith
in Britain
•
To take time to
reflect on the
lessons Africa
has to teach us
!
!
Background information
Display a large map of Africa on the whiteboard. Ask the children to think
back to the Stories around Jesus’ birth [Christmas]. Did Jesus ever go to
Africa?! [his parents fled to Egypt when he was very young]. Explain that
the Romans adopted Christianity so it spread quickly to all the countries
they ruled, including North Africa. Christianity did not spread to Southern
and Central Africa until fairly recently, in the 19
missionaries arrived, originally to try and halt the slave trade. One such
man, Dr Livingstone went missing and when he was eventually found by
the Victoria Falls in Zambia, he was greeted with ‘Dr Livingstone I
presume?!’
In Zambia, the people followed various traditional religions, but these
fitted in well to pave the way to Christianity and now Zambia is officially a
Christian country and 87% of them are Christians.
There are many different denominations, and most Church leaders are
local Zambians, so western missionaries are not needed any longer.
•
Consider what poverty means… is it just to be hungry or not
have many possessions? Or is it to have no hope, friends, love,
purpose?
•
Watch the video ‘We are living in the Dreamland’. [length:
2minutes] http://www.keynshamparish.org.uk/mission/fiwilazambia/school-resource-page.php
[Lesson 13] This is sung
by children in an orphanage in Zambia, where there is little to
eat. How could this possibly be a dreamland? [Jesus said
‘blessed are the poor, Luke 6,20]
•
An African priest said: ‘You gave us our faith in the first place, but
now your hearts have grown cold, and we need to come and
give you back your faith’. Do you agree?
Pupils…
Understand something
of the history of
Christianity in Africa
D3
I can
compare some of the
things that influence
me with those that
influence other
people.
D4 I can ask
questions about who
we are and where we
belong, and suggest
answers that make
reference to people
who have inspired me
and others
D5 I can give my
own and others’ views
on questions on who
we are and on the
challenges of
belonging to
Christianity and
explain what inspires
and influences me.
Key Vocabulary:
Christianity, missionary, conversion
poverty
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Teaching strategy / skills used in
this session:
Discussion and reflection
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Resources:
To gain background information about
the history of Christianity in Africa, you
may like to listen to this 30 minute
radio programme
http://www.bbc.co.uk/worldservice/
africa/
Select Christianity, then see link to a
useful radio programme giving more
details of history.
RECORD OF ATTAINMENT; ONGOING ASSESSMENT to inform summative judgment; print extra copies to cover whole class
KS2, Unit 4: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
NAME
All Pupils: Level 3
Most Pupils (majority class expectation): Level 4
Some Pupils: Level 5
!19
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
Use this to keep a
classlist and note
the date you see
evidenc e of a
particular level
B3
I can describe some of the things
that are the same and different for Christians
in Britain and developing Africa..
D3
I can compare some of the things
that influence me with those that influence
other people..
B4
I can use religious language accurately to describe and
compare what practices and experiences may be involved in
belonging to Christianity in Africa and Britain.
!
D4 I can ask questions about who we are and where we
belong, and suggest answers that make reference to people who
have inspired me and others
B5 I can describe why people belong to different religions and
explain how similarities and differences within Christianity can
make a difference to the lives of individuals and communities
D5 I can give my own and others’ views on questions on who
we are and on the challenges of belonging to Christianity and
explain what inspires and influences me.
/PTO for continuation
!
RECORD OF ATTAINMENT; ONGOING ASSESSMENT to inform summative judgment; print extra copies to cover whole class
!20
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
KS2, Unit 4: What is it like to belong to the Church in Africa, especially the Anglican Church in Zambia?
NAME
All Pupils: Level 3
Most Pupils (majority class expectation): Level 4
Some Pupils: Level 5
Use this to keep a
classlist and note
the date you see
evidenc e of a
particular level
B3
I can describe some of the things
that are the same and different for Christians
in Britain and developing Africa..
D3
I can compare some of the things
that influence me with those that influence
other people..
B4
I can use religious language accurately to describe and
compare what practices and experiences may be involved in
belonging to Christianity in Africa and Britain.
B5 I can describe why people belong to different religions and
explain how similarities and differences within Christianity can
make a difference to the lives of individuals and communities
D5 I can give my own and others’ views on questions on who
we are and on the challenges of belonging to Christianity and
explain what inspires and influences me.
!
D4 I can ask questions about who we are and where we
belong, and suggest answers that make reference to people who
have inspired me and others
!21
Christianity with an African perspective © Farmington Trust
What’s it like to belong to the Christian Church in Africa?
!22
Christianity with an African perspective © Farmington Trust