EYFS and Key Stage 1 This relates to the following Programme of Study and Scheme of Work :

1. Special People EYFS and Key Stage 1 This relates to the following Programme of Study and Scheme of Work : EYFS: Special People KS1: Special People - Jesus

2. Skills and Attitudes Investigation, Interpretation, Synthesis, Application, Communication, Self-awareness, Respect, Open-mindedness, Appreciation & Wonder. Kinaesthetic Role play – story of Zacchaeus Tea party Making cakes and biscuits together ~ links to role play Friendship walk Auditory Story bag ‘Footprints’ The Good Samaritan Beatles ~ ‘With a little help from my friends’  Special People Key learning Children to recognise that Jesus is a special person to Christians. They can recall some stories about Jesus, stories that he told and some aspects of his life. Children can talk about people who are important to them. Visual Story Bag ‘The small man’ Images of children from around the world.  Spiritual Development 

3. Kinaesthetic Are there any times of the year when we have special tea parties? ~ birthdays, anniversaries, after school tea, relations visiting Who do you invite? Encourage children to make link to people who are special to them What do you have at your tea party? Imagine you have someone special coming for tea ~ invitations, role play area tea party set up or outside Role play linked to SEAL unit ‘Getting on and Falling out’ Make a class recipe for a Friendship cake e.g. take a large cup of caring, a spoonful of forgiveness etc. Make or decorate cakes /gingerbread together. Zacchaeus story ~role play [useful resource – Lion Storyteller Bible] Areas of learning Personal development Skills for learning and life Responsible citizens Historical, geographical and social understanding Understanding English, communication and languages

4. Visual • The story bag ‘The Small man’ – see resources Observe the story of Zacchaeus. Follow up with Small World play Questions for discussion: when have you ever been too small to see what is going on? How does it feel? What do you think it feels like to be laughed at or pushed out? What would you do if you were Zacchaeus? What was it that made Zaachaeus so happy? Why do you think Jesus chose Zacchaeus? Why were the people angry? What makes you feel good inside? • Explore how artists express their understanding of this story and encourage the children to do the same ~ poster [ link to art. See resources – biblical art] •  younger children in circle time talk about how greed and selfishness make people lonely. Pass around a sad face whilst doing this. Talk about putting things right and having a fresh start. Read the storybook: ‘The Selfish Crocodile’ by Faustin Charles and Mike Terry •  Older children in circle time spend time in quietness thinking about the things that spoil friendship while passing around a paper chain • Photograph or draw special friend or friends and write some words about why you like them • Find measure and draw the tallest and shortest person [link to maths] • Start a class book about Jesus as a special person, laminate and put in the book corner – this could be added to during the year Areas of learning Mathematical understanding Understanding the arts Historical, geographical and social understanding

5. Auditory • Listen to tape recording of playtime noise and chatter, discuss what you hear, how it makes you feel in the playground. How does playtime help friendships grow? • Listen to Beatles music ~ ‘With a little help from my friends’ – talk about what makes a good friendship Possible stories: • Musical footprints ~ when the music stops children stand on a pair of footprints • ‘Footprints’ story from Story bags and /or Road of choices. – see resources • Good Sammy from Parable Fun. • The Bluebell woods from Through the year with Timothy Bear • Use the people to tell the story and children can use the Small World to retell the story. • encourage the children to create an act of worship based on the story that your class could lead. Things to think about might be: how you will present the story; drama, dance and music you could use; prayers of reflection. • Link to Friendship ingredients, have a reflective display – open book for adding ingredients e.g. see ‘Pause for Reflection’ pack • Listen to Friendship poetry Areas of learning • Understanding the arts ~ looking at different shoes. I wonder who they belong to? Make footprints shoes and feet • Mathematical understanding ~ size of shoes, counting in pairs • Understanding English, communication and languages ~ Elves and the shoe maker story

6. Resources • www.biblical-art.com >biblical subject > New Testament > Gospels, Jesus, public ministry: encounters • www.sermons4kids.com > art by Henry Martin, scroll to PowerPoint slides • www.Jesusmafa.com > mini posters • Handbook for RE in Foundation Stage Solihull • Good Sammy in Parable Fun for Little ones by Renita Boyle ISBN 9 78141014913 • ‘Footprints’ and ‘The small man’ in Bible Story bags by Margaret Cooling ISBN 9 78841015323 • Through the year with Timothy Bear by Brian Sears ISBN 9 781841013947 • www.selfsufficientish.com-friendshipcake • www.familyfriendpoems.com>sharingmixture • SEAL Resources – Getting on and Falling out • People who care for me – Dottie and Buzz www.dottienadbuzz.co.uk • The Selfish crocodile by Faustin Charles and Mike Terry • Pause for Reflection pack – Jumping Fish publications www.gloucester.anglican.org/education/resources/

7. Creative Assessment Opportunities • Children can identify and talk about the ingredients needed to develop friendship e.g. class recipe book-i.e.. instead of flour-kindness. • Children can retell stories about Jesus' friends and friendship through art/role-play.

8. Skills and Attitudes • Investigation: I can ask appropriate questions about what makes a good friend/ find qualities of friendship. • Interpretation: I can give examples of how Jesus was kind to his friends and other people. I can talk about how my actions can affect others. • Synthesis: I know that others share common values and ideas. • Communication: I can communicate my thoughts, ideas, beliefs & values. • Self-awareness: feeling confident about their own beliefs and identity and sharing them; developing a realistic & positive sense of their own religious, moral & spiritual ideas. • Respect: developing skills of listening and a willingness to learn from others; being sensitive to the feelings and ideas of others. • Open-mindedness: being willing to learn and gain new understanding; engaging in argument, reasonably and respectfully, about religious, moral & spiritual questions. • Appreciation & Wonder: recognizing that knowledge is bounded by mystery; appreciating the sense of wonder at the world in which they live.