Thank you for using this resource. We hope it

Thank you for using this resource. We hope it helps you, and your pupils! This advice may help.

PowerPoints cover more than one lesson
The PowerPoint presentation matches a section in the planning provided for this unit of work. This is likely to contain material for more than one lesson. It is important not to speed through the slides without completing suggested activities or discussion. Most sections in the planning, and the matching PowerPoints, will cover two lessons.

Please make sure you prepare and plan with staff
It is critical that delivery, style and speed reflect the needs and responses of pupils. The resource has been designed to support teachers, not to replace you! If this resource is provided as supporting material for HLTAs, cover teachers or non-specialists please ensure you prepare them carefully and plan with them.

We recommend you use the detailed planning as well as this PowerPoint
This PowerPoint is designed to be used with the detailed planning written to support the RE syllabus ‘Believing and Belonging’. We strongly recommend that you use the PowerPoint in conjunction with the planning. Please ask us how to access this if you do not have it.

To feed back and for further support and to access webinar training please email enquiries@penninelearning.com. Dear Teacher…<br>

Where this lesson fits: Having shared who is in their family and who lives in their home in the first session, children will be introduced to objects in homes that can be special. They will reflect on the concept of 'precious' and what it means to different people. As a class, they will reflect on how we can handle special objects with respect.

Points to note: Discussions will take place over several sessions and as part of continuous provision. Be sensitive to children’s family settings. This is a good opportunity to respect the differences between families but that all should be treated equally. Demonstrate respect for special objects by handling them carefully in front of the children.

Religious Education in Early Years settings: Activities may be adapted to suit Reception and Nursery settings. See the full unit plan for links to Early Learning Goals and a full range of ideas for adult-led and independent activities. Further advice about planning for RE in EYFS can be found in the RE syllabus, Believing and Belonging (p 20 – 23).

Further lesson notes and additional ideas may be found in the notes section of some slides (normal or presenter view).

Enrichment ideas: If staff or helpers are willing to bring in and share a special object, use this as an in-depth example, encouraging the children to handle it carefully and to ask questions about it. These questions could be recorded in the style of an interview. Encourage children to ask their own questions and listen to the replies.

Outdoor learning: create a cosy den with special objects to explore. Notes for teachers<br>

Resources needed:
Enhance the home corner with special objects (appropriate for the children to handle independently) such as framed photographs, postcards, souvenirs, a well-loved teddy / doll, a fake candle etc. Religious objects can be added provided they are suitable for children to handle independently.

Prepare a 'feely bag' containing a mixture of special and ordinary objects. Include an object that could be both, for example a shell or pebble.

Stories about lost toys: 'Dogger' by Shirley Hughes ISBN 10- 1862308055

Slide: 9: Begin with a special object from your home, or from another adult's home in the feely bag. Encourage the children to ask you questions about the object to find out clues about it. Give examples using the question words. Ask other adults to model asking questions that the children may not ask such as 'how does it make you feel?'; 'how would you feel if you lost it?'  
Slide: 11: Add a selection of special and ordinary objects to the bag. Pass the bag round and encourage children to take an object out and talk about it. Explain that we don't always know if an object is special or not without someone explaining why.
Slide 12: Use special objects or pictures that children have brought in from home / uploaded to discuss in a small group. If children have not brought anything in, use the drawings produced in the provision-based tasks.
Slide: 15: Make a list of rules together to show how we will treat special objects in our classroom. This can be printed and displayed in the classroom next to the special objects. Notes for teachers<br>