INCARNATION CHRISTIANITY - KS2 Background: This presentation aims to introduce KS2 children to the concept of Incarnation in Christianity. The idea of incarnation is important to all Christians and is emphasised particularly by the Eastern Orthodox churches. The idea that God became human is crucial to the beliefs that (a) God knows what it is like to suffer as a human being, (b) the person of Jesus provides a perfect model of what it means to live as God wants people to live and (c) in Jesus, God fulfilled the Law of Moses and the teaching of the prophets: he thus became the ‘Great High Priest of Salvation’. Only if Jesus was fully God and man could his death on the cross and resurrection to new life open the way for people to be ‘saved’ from the consequences of wrong-doing (sin) and to share in the resurrection.
Why are Christians amazed at the incarnation? The Big Question Why are Christians amazed at the incarnation? Ask pupils to reflect on the question in this slide. Does anyone recognise the word ‘incarnation’ and can say what it might mean? Explain that the word ‘incarnate’ means having a body and usually refers to something invisible. Explain that the word ‘incarnation’ is important to Christians and some other religions. The Christian belief is that God came to earth in human form as a baby, called Jesus. One name given to Jesus was ‘Emmanuel’ which means ‘God with us’. Ask the pupils, ‘Why might Christians be amazed at the incarnation?’ Encourage them to reflect on their own and share their ideas with another pupil before feeding back to the class. Explain that after some activities they will be asked the question again. Some pupils might already reflect on the Christian belief that an all-powerful God could choose to take the form of a vulnerable human child.
Names for God Think pair share: Think of as many words to describe a Christian understanding of God as you can. Speak to another pair and increase your list. Ask pupils to engage in this activity and then to share their ideas with the whole class. Make a list on the board and offer a few examples if necessary, e.g., king, shepherd, love, rock, father. Introduce three ‘omni’ words: omnipotent, omnipresent, omniscient. Explain that omni’ means ‘all’, so these words mean all-powerful, all knowing and always present, everywhere. Ask the pupils to make a note of these words and meanings.
Describing a baby Think pair share: What words would you use to describe a baby? What does a baby need to stay alive, to be cared for and to grow? Ask the pupils to engage in this activity and again record their ideas on the board. Bring out the thought that a baby cannot live or grow without human love and care. Offer a few examples if necessary, e.g., tiny, food, drink, clothed, nappies, love. Challenge pupils with the idea that, if it is true that God became a baby, what they think the limitations of God’s powers might be? Could God in the form of a human being, still do anything that a non-human God could do?
Activity Christians believe that God became ‘One of us’ when he was born as the baby Jesus. Use your lists of qualities of God and those of a new born baby to create a design with your group illustrating the word ‘Incarnation’. Explain that the Christian belief in the incarnation means that God became ‘One of us’. God was like us but different. Remind pupils of their lists of qualities of God and a new born baby and ask them to engage with the activity on this slide in small groups. Provide them with materials such as tissue paper and card to complete the task. Permit them create any design in 2 or 3 dimensions. Ask the groups firstly to agree the words they want to include for God and for ‘baby’, and then to map out a rough outline of a design. Ask them to allocate different roles in producing the design before starting. After completing the design, encourage the rest of the class to ask questions of each group in turn and to comment constructively and positively on the interpretation of ‘incarnation’.
Project this image and ask the pupils: How does this picture show incarnation? Would they add/delete anything to make incarnation better understood? Can they identify aspects of (a) God’s presence and (b) the vulnerability of a baby?
Project this image and ask the pupils: How does this picture show incarnation? Would they add/delete anything to make incarnation better understood? Can they identify aspects of (a) God’s presence and (b) the vulnerability of a baby? Ask the pupils what they think the problems and the joys might be in believing Jesus to be both God and human.
Going Deeper! How can God be a person? Show the pupils these two pictures. Can they identify them as Jesus and Krishna? Can they suggest what they might have in common? Explain that Christians generally believe that only Jesus is the incarnation of God, while Hindus believe that Krishna is one of many incarnations of God (though a very important one). Point out that Hindus also believe that Jesus is an incarnation and that everyone, in a sense, has God within them. That is why they say ‘Namaste’, meaning ‘I greet the God within you’ when they say hello. Ask the pupils to reflect on the question on this slide and to share their ideas with the class. Remind them of the Christian belief in God as omniscient, omnipotent and omnipresent to deepen their thinking.
Why do you think Christians are amazed at the incarnation? Ask the pupils the original question ‘Why do you think Christians are amazed at the incarnation?’ Encourage them to write their own answer on a sticky note and leave it on the wall as they leave the room.