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. Some sections in the planning, and the matching PowerPoints, may provide sufficient material for two or more 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>

About this unit: This unit of work is based on Pathway 4 – Personal Journey. It introduces the concept of ‘belonging’ and establishes a sense of belonging to a family, school, community and the wider world. Pupils will be encouraged to talk about and describe where they live and who lives with them in their home, as well as learning about other aspects of belonging to different communities, including religious communities. 

Where this lesson fits: This is the first session in the pathway 4 unit ‘Who belongs in my family and community?’. Children will explore the concept of belonging to our homes, families and local area. They will describe the features of their house and share their address. 

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. Discuss with parent/carer of a Looked After Child or an adopted child about how they would like to talk about this aspect of belonging to a family. Give them the opportunity to prepare their child before whole class discussion. 
Enrichment ideas: A persona doll can be used to give children an example to relate to.
Outdoor learning: Add houses / buildings blocks to the outdoor area, for example wooden blocks with printed pictures of the children’s houses and local buildings.
Further lesson notes and additional ideas may be found in the ‘Notes’ section of some slides. Refer to the full unit plan for more activities and resources. Notes for teachers<br>

Slide 12: The short video Types of communities for kids - What is a community? [KS1 PSHE] Types of communities for kids - What is a community? [KS1 PSHE] by Muse Wellbeing explains communities in a simple way to match this slide.
Slide 13: Resources for adult led tasks:
‘Harry’s Home’ by Catherine and Laurence Anholt ISBN- 1-84121-603-8 
Google maps: Google Maps
If taking children on a local walk, make sure all children have signed parental permission to leave school. Most schools now ask parents to sign a parental permission form at the start of every year for short walks around the area. 

Slide 14: Resources for continuous provision:
Photographs from the local walk if selected as an adult led activity.
Provide children with map symbols of common features they will pass on their way to school such as houses, shops, parks, crossings etc.
Add real examples of day-to-day objects into the home corner, for example comics, recipe books, calendars, a working clock, a telephone, scales and TV remote. Add items to the home corner that reflect your children's cultural identities.

Slide 16: Swapping places game- call out ‘swap places if…’ and add on different features of families and homes. For example, if you have a brother, sister, cousin, pet; if you live in… (areas around school); if you live near school. End with a swap that will include all the children such as if you're part of the ____ school community. Resources to support this presentation<br>