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					                                 Archdiocese of Cardiff

                               Here I Am topic: ‘Treasures’

                                  Nursery / Reception
Learning Outcomes:

The children have learnt what people treasure.
They have learnt about some of the treasures of God’s world.
They have celebrated, assimilated and applied what they have learnt.

AT1 strand (1): Beliefs, teachings and sources:

Level 1: Recognise some religious stories

Expectations:
Recognise treasures they have and those that other people have.
Recognise that King David loved the world and wrote songs and poems about God’s
treasures.
Recognise what a treasure is and give some examples of their own and others’
treasures.
Recognise some of the treasures of God’s world that David describes in his psalms.

Level 1c
Recognise why we look after our treasures and other people’s treasures. Recognise the
wonder of God’s treasures using phrases from the psalms, the story of Ben Sirah and
his prayer.

AT 2: Reflection on Meaning:

Level 1 strand (i) Talk about their own experiences and feelings.
Level 1 strand (2) Say what they wonder about.
                          Search (Recognise, reflect, respect)
Recognise treasures they have and those that other people have.
Recognise what a treasure is and give some examples of their own and others’
treasures.
Recognise why we look after our treasures and other people’s treasures. (Level 1c)

Suggested activities

  (CHOOSE FROM THE ACTIVITIES BELOW WITHIN THE TIME AVAILABLE)

      Bring in selection of items that are special to you in a decorated box. Share the
       items with the children.
      Provide shoe boxes for the children to decorate - wrapping paper, paint, sequins
       etc to make a special box. Ask the children to fill it with their personal
       treasures - photos, gifts, cards, pictures, baby clothes etc.
      Have a class treasure chest where each child places one special item to keep in
       school. Each day, ask a child to present their treasure and talk about.
      Match treasures to children using pictures and name cards.
      Mystery bags - place a selection of treasures in a feely bag: can we guess who
       they belong to? Who might this be special to and why?
      Display treasures with captions written by the children. ‘I treasure this
       because....’
      Make up treasure bags for characters from stories with little clues to support
       e.g. a glass slipper, a beautiful dress, a magic wand etc.
      Use a box of treasures to play memory games - take one item away. What’s
       missing?
      Have a hot seat where children ask questions of each other about their special
       treasure.
      Go on a treasure hunt around the school collecting a special treasure from each
       member of staff. Can we remember whose was whose and why they were special?
      Make clay pots to keep small treasures in.
      Treasure hunt – follow clues to find treasure. Outdoor Provision
      Make treasure maps, to follow and find treasure.
      Use programmable toys, Beebot, Roamer to direct to treasure
      Make a time capsule of special things from the class to bury
      Draw maps and plans to show where things are hidden: can your friends find
       them?
      Discuss how a treasure can be anything - it might not seem much to others but it
       is special to you.
      Make bird watching hide- provide binoculars to watch the birds- draw different
       birds seen. Outdoor Provision
      In preparation for the relate element: Forest school activities - Sticky pictures-
       use strips of double sided tape on paper - collect natural objects, leaves,
     flowers, twigs, grass etc to stick on. Journey sticks – use a stick and coloured
     thread to wrap around the stick to represent things seen. Use to retell the
     journey and what was seen on return. Nature necklace- collect a variety of
     natural objects to be threaded on to string as a necklace.
     Headbands- use strips of card as headbands, use stapler, sellotape or double
     sided tape to attach leaves, flowers etc.
     Colour walks- colour a strip of card to represent different colours seen on walk.
     Natural pictures – use natural resources to create a picture- arrange stones to
     make a snail etc.
     Make picture frames from twigs and string- place around pictures and
     photographs.
     Collect items and arrange into laminating pouch. Laminate and place on windows.
     Outdoor Provision

Excellent Forest School ideas
    http://www.shropshire.gov.uk/schools.nsf/viewAttachments/FROS-
      7V4JZW/$file/activities.pdf
                                   Revelation (Relate)
Recognise that King David loved the world and wrote songs and poems about God’s
treasures.
Recognise some of the treasures of God’s world that David describes in his psalms.
Recognise the wonder of God’s treasures using phrases from the psalms, the story of
Ben Sirah and his prayer. (Level 1c)

Suggested activities

      Read ‘God’s World’ (Here I Am p. 172) and discuss key questions. What did David
       look at in his gardens? Who made this beautiful world? What do you like to look
       at in the garden? Draw/paint pictures.
      Create a small garden area with natural objects- pebbles, logs, twigs, shells,
       flowers and plants etc. Use as an outdoor prayer area. Add baskets and cushions
       for the children to sit outside and enjoy in prayerful reflection God’s creation.
       (wicker pet beds make good, cheap outdoor seats with a comfy cushion) Outdoor
       Provision
      Create outdoor signs to encourage spontaneous prayer ,e.g., ‘thank you God for . .
       . ‘ ‘We praise you God for . . . ‘ Outdoor Provision
      Make a class frieze of God’s creation adding paintings from each child and
       captions.
      Use Psalm 50:10-11 (Here I Am p. 172) to discuss what God wants us to do –
       ‘when you see them, think of me.’ Children illustrate each part of the poem and
       add captions. Use simple story telling package or PowerPoint to add pictures and
       voice clips of the children saying the poem. Add additional lines to the poem
       about what treasures they have seen. Use the same response. These could be
       added to the power point to involve every child.
      Look at nature books and photographs. Place these in prayer areas inside and
       outside.
      Sort things into natural (God’s creations) and man-made.
      Go on a ‘wonder walk’ to look at God’s creation. Go at different times of the day
       in different weathers to see if things look different.
      Discuss the weather - God’s creation - try to count the rain drops - link to Ben
       Sirah’s prayer (Ecclesiasticus 1:1-3,10): Here I Am p. 173. Look at shapes made
       by the rain, how does the rain help us? Use the sand tray, tubs of sand or a little
       dish of sand: look at the sand and feel it; let is run through your hands, see the
       tiny grains, can anyone tell you how many grains there are? Could anyone count
       them? Outdoor Provision
      Write another verse for the prayer of Ben Sirah from observations outside, e.g.,
       God is very wise, God made . . . e.g., blades of grass. Can you count them all? God
       can.
      ‘I wonder’ board – things to find out.
      Use digital camera to record God’s creations on the walk.
Books       ‘Dogger’ by Shirley Hughes
            ‘The Treasure Hunt’ (tales from Percy’s Park) by Nick Butterworth
            ‘The Little book of treasures boxes: Collections for exploration and
            investigation’ by Sally Featherstone and Linda Thornton.

Websites-   www.bigeyedowl.co.uk
            www.communication4all.co.uk
            www.mrspancake.co.uk



Songs –      ‘All things bright and beautiful’
             ‘If I were a butterfly’
            ‘The rain song’
            ‘Water of life’
            ‘Have you seen the raindrops?’

Rain/weather poems/rhymes:
www.bigeyedowl.co.uk
                               Suggested learning activities

                               Here I Am topic: ’Treasures’

                                            Year 1
Learning Outcomes

The children learnt what people treasure.
They have learnt that the world is full of God’s treasures.
They will celebrate, assimilate and apply what they have learnt.

AT1 strand (1): Beliefs, teachings and sources:

Level 1: Recognise some religious stories

Expectations:

Level 1b
Recognise what they treasure and things other people treasure.
Recognise some of the treasures of God’s world.

Level 1a
Recognise what they treasure and why.
Recognise some things other people treasure and how treasures are looked after.
Recognise the story of Solomon, some words or phrases from the Song of Songs and
some of the treasures of God’s world.

Level 2c
Retell how they feel about their treasures.
Retell their favourite phrases from Solomon’s song and Psalm 147 and about how God
cares for the treasures of the world.

AT 2: Reflection on Meaning:

Level 1 strand (i) Talk about their own experiences and feelings.
Level 1 strand (ii) Say what they wonder about.
Level 2 strand (i) Ask and respond to questions about their own and others’ experiences
and feelings
Level 2 strand (ii) Ask questions about what they and others wonder about and realize
that some of these questions are difficult to answer.
                        Search (Recognise, reflect and respect)
Recognise what they treasure and things other people treasure.
Recognise what they treasure and why. (Level 1b)
Recognise some things other people treasure and how treasures are looked after.
(Level 1a)
Retell how they feel about their treasures. (Level 2c)

Suggested activities

  (CHOOSE FROM THE ACTIVITIES BELOW WITHIN THE TIME AVAILABLE)

      Introduce the topic by sitting the children in a circle around a treasure
       chest/gold covered box or something attractive. Ask the children what they
       think is in it. Open it up and show them some of your own treasures – photos,
       teddy etc. Uncover to discover.
      Invite the children to bring their own ‘treasure’ to school. Invite them to tell
       everyone why it is special. Make the prayer corner into a ‘Treasure corner’ with
       beautiful materials, jewels, candles and ask the children to leave their treasure
       in the prayer corner. Emphasise the need to look after each others’ treasures.
      Place ‘treasure’ in the sand pit for the children to find. Continuous Provision
      Have an outdoor treasure hunt with clues for the children to follow. Outdoor
       Provision
      Organise a mini-beast hunt
      Decorate a ‘treasure’ box
      Grow cress and make sandwiches for a picnic
      Home/school link: questionnaire to find out what parents and grandparents
       treasure and why. If items are brought in, show and tell.
      Make a class toy box for all children to add their favourite toy – something they
       treasure. Continuous Provision
      Make a display on the wall with photos, pictures, paintings of favourite toys they
       treasure.
      Make a class ‘Treasury’ and include favourite songs, poems, memories, etc
      Make a class book entitled, ‘Rules for taking care of those we treasure’. Children
       to write the rules.
      Treasure making in craft area Continuous Provision
      Making treasure maps – mark making Continuous Provision
                                     Revelation (Relate)

Recognise some of the treasures of God’s world. (Level 1b)
Recognise the story of Solomon, some words or phrases from the Song of Songs and
some of the treasures of God’s world. (Level 1a)
Retell their favourite phrases from Solomon’s song and Psalm 147 and about how God
cares for the treasures of the world. (Level 2c)

Suggested activities
    Read ‘Solomon’s Song’ to the children (Here I Am p. 172). Go for a walk outside
     or to the park. Take photos/rubbings/drawings of God’s treasures or collect
     natural items. Display with stars (linked to Psalm 147) and add photograph of
     each child to show they are God’s treasures. Outdoor Provision
    Make an individual collage using a number of phrases from Solomon's Song (Level
       2c)
      Divide the class into small groups and give them 2 lines from Psalm 147 (Here I
       Am p. 172-173) Let the children choose instruments to represent the 2 lines.
       Perform the psalm as a class. Video and play back to the children. (Level 2c)
      Decorate a plant pot and plant a bulb/seed to look after and grow into their
       ‘treasure’
      Compose a class litany of praise:
       ‘For trees and flowers……..thank you God!’
      Make a treasure for someone in the class
      Learn the song ‘Treasure all around’ (Rejoice 1 23)
      Bring in a photograph of themselves. Add their photo to a display board one at a
       time saying ‘I am one of God’s treasures’
      Make a model of themselves out of playdough/plasticine
      Prayer corner – writing thank you prayers for God’s treasures Continuous
       Provision
      Circle-Time: discuss how we care for others and for pets, the environment, etc.
       Encourage spontaneous prayer of thanks and praise.

Stories

See Nursery/Reception
Fran’s Flower, Lisa Bruce
Titch, Pat Hutchins
Sam plants a sunflower, Kate Petty
The Tiny Seed, Eric Carle
Ten Seeds, Ruth Brown
                              Suggested learning activities
                              Here I Am topic: ‘Treasures’
                                        Year 2

Learning outcomes:
Children have learnt what is treasured by different people and why.
Children have learnt about God’s treasure – the world and its people.
They have celebrated, assimilated and applied what they have learnt.

AT 1: Strand (i) Learning about religion: Beliefs, teachings and sources:
Level 1: Recognise some religious stories
Level 2: Retell some special stories about religious events and people
Level 3: Make links between religious stories and beliefs
(You may have children working at any or all levels)

AT 2: Strand (i) Learning for religion: Engagement with own and others’ beliefs and
values
Level 1: Talk about their own experiences and feelings
Level 2: Ask and respond to questions about their own and others experiences and
feelings
Level 3: Make links to show how feelings and beliefs affect their behaviour and that of
others

AT 2: Strand (ii) Learning from religion: Engagement with questions of meaning and
purpose
Level 1: Say what they wonder about
Level 2: Ask questions about what they and others wonder about and realize that some
of these questions are difficult to answer
Level 3: Compare their own and other people’s ideas about questions that are difficult
to answer

Expectations
Level 2b
Retell what they treasure and why.
Retell that the Bible tells of God creating the world and loving everything and
everyone.

Level 2a
Retell what they and others treasure and why.
Retell, from the work done, words and phrases that describe the world and its people
as God’s treasures.

Level 3c
Make links between their own and others’ feelings about treasures and words and
phrases, from the work done, that describe how God loves all creation.
                        Search (Recognise, reflect and respect)
Retell what they treasure and why. (Level 2b)
Retell what they and others treasure and why. (Level 2a)

Suggested activities

(CHOOSE FROM THE ACTIVITIES BELOW WITHIN THE TIME AVAILABLE)

      Invite parents/grandparents/Godparents/someone from the community to talk
       about something they treasure
      Children to prepare their own questionnaire using ICT to take home for their
       parents/grandparents to complete: what do you treasure most? Why do you
       treasure it?
      Discuss the results of the questionnaires and sort treasures: how are treasures
       similar or different
      List reasons why people treasure things
      Illustrate Chief Seattle’s treasure
      Write about and illustrate what they treasure about their time in the infants.
      Plant sunflower seeds and runner beans for the children to care for during the
       holidays
      Circle-time: looking after God’s treasures – discuss environmental issues
      Make signs for the outdoor area to encourage everyone to look after it
      Link to Forest School activities: appreciating God’s world through planting and
       growing
                                  Revelation (relate)
Retell that the Bible tells of God creating the world and loving everything and
everyone. (Level 2b)
Retell, from the work done, words and phrases that describe the world and its people
as God’s treasures. (Level 2a)
Make links between their own and others’ feelings about treasures and words and
phrases, from the work done, that describe how God loves all creation. (NB use of
Scripture) (Level 3c)

Suggested activities

      Children to make an interactive story of the creation of the world on the
       computer or Velcro story board Genesis 1: 3,9,20.24-26 (the world is a treasure)
       God’s Story 2, p. 9-10 (notes p. 94) Level 2b

      Study the following three Scripture passages and write a litany of praise
       describing what God says about the world and its people he has created and how
       much he loves them. Level 3c Children could invent their own sentence start
       and response.See p.173 HIA ‘Glory to God in the highest and peace..’etc
   e.g. Lord God, heavenly King, you look after me when…………. Response: Glory to God in
   the highest!
   Lord God heavenly King, you protect me when……. Response: Glory to God in the
   highest!
   Lord God Heavenly King, you guard me when….
   Lord God Heavenly King, you keep me safe when……..

   Lord God heavenly King, I mean more to you than the wild flowers in the garden.
   Response: We give you thanks!
   Lord God heavenly King, I mean more to you than……..etc.

   Almighty God and Father, you made the sun that lights up the darkness.
   Response: We praise you for your glory!



          o Isaiah 27: 3-4,6 (God’s love and care) God’s Story 2, p. 47 (notes p. 97)
          o Luke 12: 27-28 (‘Think about the wild flowers’) God’s Story 2, p. 69 (notes
            p. 99)
          o Psalm 19: 1-6 (The wonder of creation) God’s Story 2, p. 28 (notes p. 96)
          o Genesis 1: 3, 9, 20, 24-26

   (Level 2a would only evidence a list of words and phrases from the readings that
   describe the world and its people as God’s treasures.
    e.g. God made the light. God saw that it was good.
     God made the water. God saw that it was good etc.
     God guards me.
     God protects me.
     God keeps me safe etc.)

   Use ‘Tuff Spot’ to create the world and all its treasures
   Create a large frieze of God’s creation
   As the story of creation is being read, use different music for different parts
    of the story of creation, whilst children make a creation dance.
   Design large posters about God’s creation, using the scripture references
    studied, to describe how God loves all creation
   Make posters to encourage others to look after God’s world

				
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