Celebrating Belonging Together

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Overview

Unit Title: Celebrating Community Together

Lesson 1 of 6
Lesson Title: Introduction to Community and Belonging
Duration: 60 minutes
Class Size: 30 pupils
Year Group: Year 4 (Ages 8–9)
Subject: Religious Education
Key Stage: KS2 (Lower)
Curriculum Reference: Religious Education – The Agreed Syllabus for Religious Education in England

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Curriculum Intent

This lesson directly supports pupils in locating their identity within wider communities, a key component of RE at Key Stage 2, particularly:

• Understanding the diverse nature of communities both religious and non-religious.
• Exploring concepts such as belonging, shared values, and togetherness.
• Recognising that values and commitments are central to the sense of belonging in a group or belief system.

This lesson works to develop spiritual, moral, social and cultural development (SMSC) by engaging pupils in reflecting on their role and values in their own community settings and by appreciating those of others.

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Learning Objectives

By the end of this lesson, pupils will be able to:

1. Explain what ‘community’ and ‘belonging’ mean in everyday terms.
2. Identify three different types of communities they are part of.
3. Describe how individuals can contribute to and feel included in a community.
4. Begin comparing their own experiences of belonging with those from religious traditions.

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Key Vocabulary

• Community
• Belonging
• Contribution
• Inclusion
• Shared values
• Identity

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Resources Required

• A1 Paper + Marker Pens
• Sticky Notes
• Large Floor Map of the UK (optional but powerful)
• Mini-whiteboards and pens
• Cut-out shapes (e.g., puzzle pieces or people chains)
• Display board space for ongoing work across the unit
• Basket or box labelled: Belonging Bin

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Lesson Structure

⏱️ 0–10 mins – Engage & Explore: Circle Talk – Where Do You Belong?

Activity: Pupils sit in a circle. Teacher introduces a large “Belonging Basket” and pulls objects out one by one – a school jumper, family photo, picture of a mosque/church, sports kit, Scouts badge, a pet toy, etc.
Prompt Questions:

• “Who might this belong to?”
• “What community do you think this shows?”
• “Where do you feel you belong most?”

Children briefly describe a group they belong to (school, family, club, faith group, etc.).

🧠 Pedagogical Note: Builds community and encourages oral literacy’s development through structured talk.

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⏱️ 10–25 mins – Whole Class Input: What is a Community?

Teacher Input:

• Define community and belonging, writing the words on the board.
• Discuss a range of communities: religious, cultural, local, school, sports.
• Mini whiteboard quiz: “Is this a community or not?” Show quick examples (a family, a crowd watching a match, a church group, a person walking alone).

🎯 Creative Thinking Task:
Teacher unrolls a large floor map of the UK. Ask: “Can you name different communities across the UK?”

Children place sticky note flags where their families are from or where they know people. Highlight how we’re all part of local, national and global communities.

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⏱️ 25–40 mins – Paired Activity: Build-a-Community Puzzle

Materials: Puzzle piece templates (or human chain shapes).
Each pair decorates their piece to represent a community they’re part of. They must:

• Name the community
• Add a motto or value
• Draw or symbolise shared activities or beliefs

💡 Extension: Pupils include a religious or belief-based community if relevant.

At the end, all puzzle pieces are assembled into a “We All Belong” display, symbolising the class as a unified but diverse community.

🧠 Higher-order thinking prompt: “Does everyone in a community believe exactly the same thing? Why or why not?”

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⏱️ 40–50 mins – Discussion Circles: Belonging in Faith Groups

Divide the class into small circles (6 per group).

Scenario Discussions:
Each group receives a scenario card describing a child feeling left out or included in a setting (e.g., Amir not knowing a prayer, Sarah joining in Eid celebrations, David being invited to a friend’s Diwali event).

Pupils use sentence starters:

• “I think this shows belonging because…”
• “Maybe they could feel included by…”
• “This reminds me of when…”

Teacher circulates, scaffolding with questions like:

• “How do religious or belief communities help people feel they belong?”
• “What might make someone feel left out?”

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⏱️ 50–55 mins – Reflection: The Belonging Bin

Pupils write down one word or short phrase that represents what belonging means to them (e.g., “friendship”, “being accepted”, “helping out”). Drop into the “Belonging Bin”.

Teacher reads aloud a selection anonymously.

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⏱️ 55–60 mins – Plenary & Review

Return to the words "Community" and "Belonging" written on the board. Ask:
🔄 “How would you describe these words now?”
👌 Thumbs up/down to statements:

• “Communities are only about religion.”
• “I belong in more than one community.”
• “Everyone feels belonging in the same way.”

Introduce the next lesson: Faith Communities Around Us – pupils should ask their family to talk about any communities they are part of and be ready to share.

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Assessment Opportunities

• Informal formative assessment through circle discussions and pair work.
• Observation of language used in group tasks.
• Responses added to the “Belonging Bin” give insight into pupil understanding and values.
• Class puzzle offers a visual baseline of their understanding of community.

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Differentiation Strategies

• SEND: Support with visual symbols during discussions; adults can scribe on puzzle pieces; mixed ability pairing.
• EAL: Use pictures/icons to help represent communities and offer sentence starters.
• Higher Attainers: Encourage links between community and values, especially faith-based concepts of belonging.

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Cross-Curricular Links

• PSHE: Friendship, inclusion, identity and acceptance.
• Geography: UK map, understanding where communities are geographically.
• Art/DT: Visual construction of the class ‘Community Puzzle’.

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Extension Activity (Optional)

Ask pupils to take home a mini puzzle piece and talk with someone at home about a community they both belong to. They can decorate the piece to contribute to the growing class display over the week.

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Teacher Reflection Notes

• How engaged were pupils when exploring personal and faith-based communities?
• Did any pupils show particular insight or misconceptions?
• How might this foundational understanding shape future lessons on religious practices and festivals as expressions of community?

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Next Lesson: Faith Communities Around Us

📝 Pupils will explore specific religious communities in the UK and reflect on how faith groups support belonging through rituals, places, and shared beliefs.

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Let children discover that they are not just part of a class, but part of something larger and meaningful. Through RE, we build not only knowledge—but belonging.