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Y5: Eucharist/Holy Communion/Lord's Supper/Mass (Syllabus strands 2b, 2c, 2j, 2k, 2t) In this unit pupils learn that, at his final meal with his disciples, Jesus asked them to remember him by the simple act of sharing bread and wine. They learn that, for Christians, bread and wine symbolise the sacrifice made by Jesus for all. They find out about some of the ways in which Christians of different denominations understand, celebrate and experience this act of worship. They gain awareness that people express through art ideas, feelings, experience and understanding that may be difficult to put into words.

General concepts (relating to human experience and/or religious experience) Belief Authority Community Ritual Worship Symbolism Unity, difference, diversity

Specific religious concepts (Christianity)

Eucharist/Holy Communion/Lord's Supper/Mass Christian diversity/denominations Priest Sacrament `Body of Christ'

Y5 Eucharist/Holy

Communion/Lord's Supper/Mass

(referred to throughout the plan as `communion') FOCUS OBJECTIVES Pupils learn to... How do objects sometimes remind us of people? give examples of how objects can remind us of people and events; Invite children to bring in and talk about objects that remind them of particular people. Discuss the difference between these items and a `symbol', something that has meaning for a number of people. (Remembrance Day poppy might be a good example of an object that has symbolic meaning for the community) POSSIBLE ACTIVITIES RESOURCES

OPPORTUNITIES for spiritual, moral, social & cultural development AND RE SKILLS

Why do many Christians eat bread and drink wine together?

understand the connection between the Christian symbols of bread and wine and the `Last Supper'.

Talk about the `Last Supper' (a Passover meal) on the Thursday of the last week of Jesus' life, after his entry into Jerusalem (Palm Sunday) and speaking out in the temple against the hypocrisy of the religious leaders. Jesus knew he was going to die and wanted his friends to remember him and go on receiving God's blessing. Christians still share bread and wine today; they may do this in different ways and use different names for this act of worship. Use the artefacts as a focus for discussion, bringing out the importance of bread and wine as familiar symbols at the time of Jesus.

See www.topmarks.co.uk/Easter/Holy Week.aspx and www.bbc.co.uk/religion/religions/christian ity/holydays/holyweek_2.shtml for information about `Holy Week'

Spiritual ­ reflecting on how ordinary objects take on deep meaning (become symbols)

Enquiry, Reflection, Application

Shabbat artefacts e.g. candles. challah loaves, challah cover, kiddush cup. Elijah's cup (Passover). Communion artefacts e.g chalice, paten, wafers; small communion glasses, bread; cloth; home communion set.

Luke 22 v. 14-23 Exodus 25 v. 30

What might have been the thoughts and feelings of some of those present at the last supper Jesus shared with his disciples?

gain understanding of the `Last Supper' as a significant moment in the last week of the life of Jesus.

Look at some paintings of the `Last Supper' as a focus for discussing the events. Who is present? What are they doing? What might they be thinking and feeling? Which part of the story is being focused on? Why? What is the artist trying to say? The children could do an `odd one out' activity using 3 paintings in order to focus attention sharply on the details; or they could explore the thoughts and feelings of characters depicted through freezeframes or captions; or write an account of the `Last Supper', seen through the eyes of a character in a painting.

www.culham.ac.uk (Resources/Journey through Lent/Maundy Thursday) has links to images of `Last Supper' Using an `image search': Suitable paintings of the Last Supper might be those by Sadao Watanabe (Japanese), Asian Christian Art Association;, `Last Supper 2' from the Coptic Image Archive; `Last Supper' by Sir Stanley Spencer; `The Lord's Supper' from African Mafa; painting by Maria Molinari (South American), See also `The Upper Room' sculpture and notes in `Jesus Through Art' (see resources database)

Spiritual ­ using the stimulus of paintings to reflect on the importance of the `Last Supper' for Jesus and his disciples.

Enquiry, Reflection, Expression, Evaluation

Do all Christians share bread and wine together? Is it always done in the same way?

find out about some of the different ways in which Christians think about and celebrate communion. begin to understand the concept of a `sacrament'.

Talk about some of the different ways in which Communion is celebrated and the fact that some denominations (e.g. Salvation Army and Quakers) do not celebrate it. Children could gain an idea of similarities/differences by filing to the front of the classroom to receive a wafer, and by passing a piece from a loaf to each other, sitting in a circle. (Ensure they realise that this is simulation rather than actual participation). Discusss, for example, whether all are welcome to partake (in some churches, only those who have been baptised, in others `all those who love the Lord'); whether young children can take communion (in some churches, they can, with the approval of their parents, in others only after confirmation);

www.request.org.uk and www.educhurch.org.uk have clear information about different Christian denominations and the practice of communion, or absence of it. The former also has a useful glossary. www.re-xs.ucsm.ac.uk/re/places (accessible through Reonline/'other websites') shows different styles of altar in churches of different denominations.

Spiritual and social ­ reflecting on the fact that Christians take communion together, because they believe they should live as one, as Jesus wanted. Cultural ­ awareness of different traditions in communion in different denominations.

the significance of the priest in distributing the elements of bread and wine (in some churches only the male priest handles the elements, in others there might be a female priest/ minister and/or lay people); what happens to bread and wine that are left over (always disposed of carefully, often consumed by the priest); what happens if people are unable to get to church (communion is taken to people at home, in hospital etc.) Some churches have short, weekday communion services. It might be possible for the class to observe one of these. Or invite a Christian leader(s)/person(s) into the classroom to talk to the children about the meaning of communion for him/her. The visitor could be asked to take the model of the questions presented on the `Request' website (What am I doing? Why am I doing this? How do I feel? What does it mean?) and give their own response to these questions. The children could then write entries for this website, based on the input received. Introduce the term `sacrament' (see notes). Explain that bread and wine are symbols that remind Christians of Jesus, but that they are also more than symbols; Christians believe that through sharing bread and wine together they come very close to Jesus (are `united with Christ') and receive a blessing from God that gives them peace and strength, enabling them to live better lives. The communion service often ends with words like these: `Go in peace to love and serve the Lord.'

Enquiry, Reflection

What does Communion mean for Christians today?

gain further understanding of the significance of Communion for Christians today by interpreting modern Christian art.

Look at the painting, `The Breaking of the Bread', by German artist, Sieger Koder. How can we tell that it depicts the impact of the `Last Supper' in Holy Communion rather than the historical event? Talk about the range of people around the table, their expressions and body language, and the fact that the face of Jesus is only visible as a reflection. Sieger Koder was a front-line soldier in the Second World War as well as a professional artist and, later, a priest, so he must have come face to face with great suffering. In the `Picturing Jesus' notes, someone commenting on the picture says, `I find this a hopeful painting'. Do the children agree? Look at objects/details, expressions, body language, shape and colour. OR Look at the painting, `The Last Supper', by Australian artist, Margaret Ackland, which also depicts a range of people around the table. This painting emphasizes, through the central menorah, the Jewish background of Jesus. Is it likely that he would he have been thinking about the development of a new religion called Christianity? Would he have any idea that the sharing of bread and wine would become a central act of worship for its followers for many hundreds of years to come? Again, the face of Jesus is not visible, but those around seem to be looking at and listening to him intently. What might he be saying? What might be the significance of the weeping figures at each side? The children could write a commentary for one of these paintings, explaining what it expresses about the significance of the `last supper' for today.

`Picturing Jesus' Pack A (see resources database) for this painting and notes about it. (N.B. the painting is named in this resource as `The Last Supper', but you will find it on the internet as ` The Breaking of the Bread')

Spiritual and social ­ reflecting on how the painting expresses a sense of togetherness through Communion

Enquiry, Reflection, Expression (awareness of art as a means of expressing belief) Application (applying knowledge of Communion in order to interpret paintings) Evaluation

`Picturing Jesus' Pack B (see resources database)

Notes relating to some of the terms used in this plan

Altar: The `table', often the focal point in a church, from which bread and wine are dedicated to God and then distributed. Body of Christ: The bread used in communion symbolises the body of Christ. Christians also use this phrase to describe the Church or community of believers, who, together, represent `the body of Christ' alive in the world today. Eucharist, Holy Communion, Lord's Supper and Mass are terms used, by different Christian denominations, to denote the sharing of bread and wine to remember the sacrifice of Jesus. `Eucharist' means `thanksgiving' and is commonly used by Anglicans; `Mass' is used by Roman Catholics; `Holy Communion' and `Lord's Supper' are widely used, especially by non-conformist denominations. (See glossary at www.request.org.uk). Passover: The Last Supper was a Passover celebration. In the course of the Seder meal, a cup of wine is poured for Elijah and the door is opened as a symbolic gesture of welcoming the prophet. Elijah is considered to be the forerunner of the Messiah who, in Jewish thought, is associated with the removal of all suffering and the introduction of God's kingdom. Priest: a priest is an ordained minister of the Roman Catholic, Anglican or Orthodox Church. The `priestly' function of the minister (as God's representative or intermediary) is viewed differently in different Christian denominations. This is reflected in church buildings ­ the altar stands out as a place of central importance in churches where the role of the priest is particularly significant. Sacrament: This is sometimes defined as `the outward sign of an inner blessing'. Communion and baptism are probably the two most wellknown Christian sacraments, instigated by Jesus. Shabbat: The two plaited loaves on the Sabbath table symbolise the double portion of manna received by the Hebrews each Friday morning on their journey through the wilderness after their escape from Egypt; they are a sign of God's love and protection.

Possible assessment statements Most pupils can explain that sharing bread and wine (`Eucharist', `Holy Communion', `Lord's Supper', `Mass') is a key act of worship for many Christians because it reminds them of the life, death and continuing presence of Jesus. They know that not all Christians share bread and wine and, for those that do, there are different ways of doing this. They can explain why sharing with others (as `One Body') is an important aspect of Communion. (L4) Some pupils can describe what happens in a Christian Communion service and explain simply the significance of the bread and wine that are used, linking these to the story of the `Last Supper'. They respond to at least one view of what Holy Communion means for a Christian, giving their own comments or questions. (L3) Some pupils can explain the symbolism of bread and wine and suggest meanings in Communion rituals. They explain why Communion is regarded as a `sacrament' by many Christians and compare and contrast beliefs and practices relating to Communion in some different denominations. They consider thoughtfully some of the issues raised by these differences. (L5)

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