Wiltshire RE Starter Stimulus Starter ideas for the following key question from the 2011 Agreed Syllabus: KS1 9 What does it mean to belong? 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 outcomes from p42 of the syllabus: Pupils can: identify symbols of belonging from their own experience and for Christians and at least one other religion, suggesting what these might mean show an awareness that different people belong to different religions retell what happens at a traditional Christian infant baptism /dedication and suggest what actions and symbols mean 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. Some possible learning outcomes from this resource: L1 I can say the name of one thing used at a Christian baptism. I can talk about some group I belong to. L2 I can name some things that show that someone is a Christian. I can ask questions about what matters to Christians, Sikhs and to me

Now look at her picture. Are there any clues? Sarah has blue eyes and blonde hair. She is 6 years old. Can you think of any groups she might belong to? Now look at her picture. Are there any clues? Ask the children to first think about what Sarah might belong to e.g. church, swimming club, family Click to show the picture- what clues can they see now? Click to show her words- although there were some clues to the groups she belonged to you couldn’t see all the clues in just one picture. Hello, I’m Sarah. I am 6 and I go to an infant school in a big town. On Monday night I go to Rainbows and on Sunday I go to Little Kickers, our local under 8’s football team. I belong to a really big family with my mum and dad and 3 brothers.

Now look at her picture. Are there any clues? Gabby has brown eyes and brown hair. She is 8 years old. Can you think of any groups she might belong to? Now look at her picture. Are there any clues? Ask the children to first think about what Gabby might belong to e.g. church, swimming club, family. Will they be the same or different to Sarah - why? Click to show the picture- what clues can they see now? Click to show her words - although there were some clues to the groups she belonged to you couldn’t see all the clues in just one picture. Hello, I’m Gabby. I am 8 and I go to a primary school in the village I live in. On Monday night I go to Brownies and on Sunday I go to a church. It takes place in a school hall. I go to a fun children’s group. I have two brothers in my family, and my mum and dad.

What extra signs of belonging could you add to these pictures now? Now you know about Sarah and Gabby, what extra signs of belonging could you add to this picture? Ask the children to create a belonging picture for themselves. Take care to make it clear that everyone belongs to somewhere - class, school, library, town, club etc. What extra signs of belonging could you add to these pictures now?

Here are three objects to look at: Introduce each of the objects one at a time. Ask what the object is - what do they know about them? Why might we be looking at them in RE? Ask the children to identify each of the objects and talk about what the object might mean to someone who wears it. Explain that each of these objects are symbols of belonging. Ask the children to identify similarities between the symbols Ask the children to identify differences between the symbols Ask the children to identify the odd one out. Why is it the odd one out? Note that as with any odd one out, any of the objects could be chosen. The reason that the child gives will show their understanding of the material.

Leon has shown which he thinks is the odd one out Leon has shown which he thinks is the odd one out. Do they agree or disagree?

Dale has shown lots of things that he knows about the symbols but hasn’t drawn his idea of an odd one out in the middle. What do you think he will put in the middle? Why?

Here are some clues to how some people show they belong to one religion. A memory of when Mum and Granny were baptised As you reveal each picture ask the children to describe what they can see and to predict what these might be clues to. When you have revealed all four, hopefully someone will have identified that these are things that might be seen at an infant baptism in the Christian church. Next ask the children to identify what each thing has to do with baptism, connect the pictures up with the clues in the middle. Sent by Uncle Ian in Scotland Used for scooping water Used to make a cross on the head of the baby and gently poured on the baby.

Next steps: a) Role play Set up the role play for baptism or ask older children to create an area for younger children. Discuss with the children what will be needed. A bowl, water, doll, white dress, shell, card, candle, food for a celebration. Before opening the area discuss all the artefacts and their meaning. Talk about water being used to mark a fresh start with God for Christians. b) Enquire into... Ask the children to identify what they would like to find out more about in infant baptism or another belonging ceremony such as aqiqah in Islam. Infant baptism on video See: www.cleo.net.uk/resources/index.php?ks=1&cur=15 c) Ask a Christian Ask some older children or adults who have been baptised what it means to them. Invite some in to the class to answer questions. Your local vicar would have some things to say. It might be interesting to ask a Baptist in too – to explain their idea of dedication and believer’s baptism.