Marvellous Minster

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The contents page will tell you where specific information can be found.&#160;&#160;

Some words will appear in the glossary at the end.&#160;

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What is Christianity?

Show this prior to a visit to your local Church or at the beginning of your trip.

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Have the pupils plan their outline in pencil on A4 paper. Once they are happy with their design, instruct the pupils to trace their pencil in a thick black marker pen. 

Place acetate sheet over their design and trace the black marker with the metallic pen ensuring all lines are connected. 

Use colourful ink to fill the spaces in their design. 

Panoramic View of Hull Minster - <a href="https://www.hullminsterheritage.org/panorama">https://www.hullminsterheritage.org/panorama</a> Creation and Christian Responsibility - <a href="https://www.natre.org.uk/uploads/Free%20Resources/Christianity%20Stewardship%20KS1%20.pdf">https://www.natre.org.uk/uploads/Free%20Resources/Christianity%20Stewardship%20KS1%20.pdf</a> The story of Creation - <a href="https://www.natre.org.uk/uploads/Free%20Resources/Christianity%20Creation%20KS1%20.pdf">https://www.natre.org.uk/uploads/Free%20Resources/Christianity%20Creation%20KS1%20.pdf</a> Is the Whole World Sacred - <a href="https://www.natre.org.uk/uploads/Member%20Resources/Home%20learning/Updated/F1%205-7%20RE%20Today%20and%20NATRE%20Home%20Learning%20mem%20World.pdf">https://www.natre.org.uk/uploads/Member%20Resources/Home%20learning/Updated/F1%205-7%20RE%20Today%20and%20NATRE%20Home%20Learning%20mem%20World.pdf</a> Hull Minster - https://hullminster.org/

Texture Rubbing Activity and Example

Using A4 paper and a wax crayon, look for interesting textures around the Church to trace.

Here are some examples of interesting textures we found at Hull Minster.

Welcome to this E-Book!&#160; Inside you will find some information and activities you are able to do in your local church.&#160;

We will explore some key ideas about Religious Education, History and Art for KS1.&#160;

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BBC (2022). What is Christianity? Available at: <a href="https://www.bbc.co.uk/bitesize/topics/ztkxpv4">https://www.bbc.co.uk/bitesize/topics/ztkxpv4</a> [accessed on 29.03.22] Department for Children, Schools and Families (2010). Religious Education in English Schools: Non-Statutory Guidance 2010. Available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190260/DCSF-00114-2010.pdf">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/190260/DCSF-00114-2010.pdf</a> [accessed on 29.03.22] Department for Education (2013). The National Curriculum in England. Available at: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/425601/PRIMARY_national_curriculum.pdf</a> [accessed on 29.03.22] The Church of England (2022). Hull Minster. Available at: <a href="https://hullminster.org/">https://hullminster.org/</a> [accessed on 29.03.22] Twinkl (2020). Baptism Sequencing. Available at: <a href="https://www.twinkl.co.uk/resource/baptism-sequencing-t-tp-2660589">https://www.twinkl.co.uk/resource/baptism-sequencing-t-tp-2660589</a> [accessed on 29.03.22] Twinkl (2019). Places of Worship Church. Available at: <a href="https://www.twinkl.co.uk/resource/cfe-re-16-r8657-places-of-worship-church-activity-sheet">https://www.twinkl.co.uk/resource/cfe-re-16-r8657-places-of-worship-church-activity-sheet</a> [accessed on 29.03.22]

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The children should know where the people and events they study fit within a chronological framework. You can use a timeline to give such events context.&#160;

Can you find the oldest part of the church? Can you find the newest part of the church? How do you know? What clues are there? How could we find out if you’re right?

For this activity, we suggest you place the children in allocated groups with an adult to explore your local Church. You can use our example worksheet below for the children to identify and name features of the Church.

Organise a tour of your Church with volunteers or Religious Leaders to ensure the children are aware of key features.

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KS1 Objectives - 5 s - 5

Religious Education Baptism: the Christian religious rite of sprinkling water on to a person's forehead or of immersing them in water, symbolising purification or regeneration and admission to the Christian Church. Celebration: acknowledge (a significant or happy day or event) with a social gathering or enjoyable activity Christianity: the religion based on the person and teachings of Jesus Christ, or its beliefs and practices. Church: a building used for public Christian worship. Creation: the creating of the universe, especially when regarded as an act of God.&nbsp; Minster: a large or important church, typically one of cathedral status in the north of England that was built as part of a monastery Religious Leaders: a person who is recognised within a particular religion as having authority within that body. Worship: the feeling or expression of reverence and adoration for a deity

How does a place of worship support learning?

Keryn Siddle Jasmine Haywood Toby Pike

Religious Education (RE) in KS1 can begin to pose ‘big questions’ to children, to develop an understanding of contemporary society, diversity and morality. RE offers opportunities for personal reflection as well as contributing to wider subjects within the curriculum such as citizenship and the humanities. In KS1, children should have a basic understanding of the main faiths in the United Kingdom, with a focus on Christianity.

In KS1, the National Curriculum states that children should be using a range of materials to creatively design and make products, inspired by drawings, paintings and sculpture. By using source materials such as stained glass windows, children can utilise their imagination and creativity by designing their own version. A range of texture, colour, pattern, line and shape can be found within your local Church which can offer opportunities for discussion around differences and similarities between approaches to art and design. The children at this stage should be able to identify techniques and apply these in their own work.

The purpose of history in KS1, according to the national curriculum, is to introduce children to the concept of chronology and understanding where key events sit within the larger timeframe of history. They should be able to recognise similarities and differences across differing time periods and use common historical vocabulary to discuss these. The study of history in KS1 should encourage children to ask questions and the children learn some of the ways in which we can find answers to questions about the past.

&#160; &#160;The children should be able to identify similarities and differences between ways of life in different periods. A storyboard could be used to depict different ways &#160;of life throughout time.

What events and people can you find that are shown around the church? E.g paintings/cenotaphs/memorials etc. &nbsp; Who/what are they? How is it/are they shown? How do you know what/who it is? What can you learn from it? Can you order all the people/events you have found in chronological order?

If you're able to enjoy a tour of your local Church, you can use the PDF below as a sorting activity to correctly order the sequence of a Christian Baptism. You can also use the video below to introduce discussion about the beliefs behind Christian Baptism.

My Life, My Religion: Christian Baptism

Sorting Activity.pdf

History Cenotaph: A Statue built to remember an important event or person. Chronological: The order in which things happen. Memorial: Something built to remember an important event or person. Art &amp; Design Pattern: a repeated decorative design Shade: the darkening or colouring of an illustration or diagram with parallel lines or a block of colour Texture: the feel, appearance, or consistency of a surface or substance. Trace: copy (a drawing, map, or design) by drawing over its lines on a superimposed piece of transparent paper.

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