Key QuestionU2.5:Is it better to express your religion in arts and architecture or in
charity and generosity?
LO: I can show an understanding of the value of sacred buildings and art
• Talk about the excitement of discovering new places. What could be behind the wardrobe door?
• Ask the children to think of a special place for them which they enjoy. Children can brainstorm their feelings when thinking about their special place. Link the emotional language used through PSHE/SEAL: excited, full of wonder, curious, inspired, amazed, anxious. With ‘Talking Partners’ explain the brainstorms to each other.
• As a class, discuss places that are of special importance to different children. If they could go to one place on earth in their lifetime, where and why? Ask where the special places that they have been to are and what is special about them. Are they places to be alone in or to share with others? Is there a difference? Are our special places outdoors, or inside buildings?
• Discuss what ‘sacred’ means and how special places for those with a faith are considered to be sacred places, places for worship.
• Children to complete the sentences:
o A special place I’d love to visit is... because...
o A place where I feel very good is... because...
o A place that is sacred for others, but not for me is...
o Some people think the whole earth is sacred because... I think...
o I believe that religious buildings are all sacred / are not all sacred because…
• Draw attention to some famous examples of spiritual and religious buildings and prepare pupils for the next part of the unit. What cathedrals, temples, mosques or other holy places do they know of? Why are these places there? Who loves them?
Unfortunately not the ones with chocolate chips.
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