Transcript Wiltshire LA

Wiltshire RE Starter Stimulus
Starter ideas for the following key question from the 2011 Agreed
Syllabus:
KS2 11 Why do believers often see life as a journey and what
significant experiences mark this?
This resource aims to provide some stimulus images and ideas to help
pupils begin to address the above question.
It links to the following learning outcome from p59 of the syllabus:
Pupils can:
• suggest some reasons why life is often described as a journey and
express their own metaphors for life, giving their reasons
Many of the slides have notes to give suggestions for use. Look at the
slide show in Normal mode and look for the notes at the bottom of the
page.
Life is… Life is like… Metaphors and similes
• What is life like?
• Have a look at the ideas from some pupils
on the next few slides
• What does their simile or metaphor mean?
Are they right?
What is your simile or metaphor for life?
Come up with your own ideas – be creative
and original!
Life is like…
because…
Life is…
because…
Look at the ideas here, and at the ideas from pupils in your class.
What do they think about life? Choose the words from the grid
below.
• Life is like a holiday… so many choices but
which one to choose?
• Life is like a diamond ring… too precious to
lose
A struggle
Interesting
Hard work
Great fun
Special
An adventure
Dull
Important
Shiny
Many religious people see life as a journey.
In pairs, think of three reasons why life is a
journey.
Some clues are coming below in case you get
stuck (they are not all good clues!)
•
•
•
•
•
•
Because you can get lost
Because it takes ages to pack
Because you are heading for an exciting destination
Because it is dull and boring
Because you can run out of petrol
Because we are following the map given by God, to get to God’s
place – heaven
• Because some travel in a Rolls Royce and others in an old Rover
On the next slide is a road. It represents your journey of life so far. It
begins on the left with your birth but runs off the page because your
life’s journey is still on-going.
• There are three ‘high’ points on this road. Write and/or draw in the
boxes about three important events in your life so far.
• There are two ‘low’ points on this road. Write and/or draw in one or
more of the boxes below the ‘road’ about a time that was not so good
for you.
On a separate piece of
paper, continue the road that
you have yet to travel, mark
all the important events and
times that you hope are
waiting for you (or that you
would like to happen) in the
future.
Next steps:
1. Pupils could explore special moments in the lives of
Christians or Hindus – such as confirmation and marriage;
or the Hindu upanayana or sacred thread ceremony. They
could design one of these “journey of life” road maps for
believers from different religions. Why not include ideas
about what might happen after death? This unit can then
link with KS2 10 Why do some people believe in life
after death and what difference does it make?
2. Identify the key values behind the various markers on the
journey of life and then get your pupils to design their own
rituals and celebrations.
E.g. belonging, family, commitment, readiness to serve,
identity.
What stories, actions and words would they use? Where
would it be held and who would come?
Some possible learning outcomes from this
resource:
L3
• I can ask some questions of my own about the
idea of life as a journey and suggest some
answers to the questions.
L4
• I can describe how someone’s view of life can
have an impact on how they live (e.g. if life is a
journey, they may look forward to a destination).
• I can express my own ideas about life, using my
own metaphor/simile, referring to ideas from
religions or beliefs I have studied