Circle Time Special People

Overview

This 60-minute session, divided into three 20-minute circle times, introduces EYFS pupils (nursery & reception) to key special people in Abrahamic religions: the vicar (Christianity), rabbi (Judaism), and imam (Islam). Designed to align with the statutory framework for Religious Education in the Early Years Foundation Stage, the session uses simple language, multisensory learning, and active participation to nurture knowledge, respect, and curiosity about different faiths fundamental to British values.

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National Curriculum Links & Learning Outcomes

Early Years Framework – Religious Education

• Understanding the World – People, Culture and Communities: Children talk about past and present events in their own lives and in the lives of family members; know about similarities and differences between themselves and others; and among families, communities, and traditions.

• Personal, Social and Emotional Development: Children develop a positive sense of themselves and others and form positive relationships.

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I Can Statements (Success Criteria)

• I can name a special person from Christianity, Judaism, and Islam.
• I can say where these special people help others (church, synagogue, mosque).
• I can join in actions and simple sentences about what special people do.
• I can create or join in a simple related craft or role-play activity.
• I can show respect while learning about different religions.

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Timing: 20 minutes

Learning Intentions

• I can recognise that a vicar helps people at church.
• I know a vicar tells people about God and Jesus.
• I can join in with a story about being kind.

Resources Needed

• Mystery bag containing: small cross, Bible or picture of a Bible, small toy church or picture of church
• Story props or book for “The Good Samaritan” simplified version
• Materials for making cross collage (coloured paper shapes, glue, card)
• Space for role-play church area with chairs or cushions

Teaching & Learning Activities

1. Hook: Mystery Bag (5 mins) Show items one by one, ask: “What is this?” when revealing cross, Bible and church. Explain: “These are things we find in a church. A special person here is called a vicar.”

2. Teach with Actions (5 mins) Repeat simple phrases with actions:

• “A vicar helps people learn about God.” (Hand to ear)
• “People go to church to pray.” (Hands together)
• “Vicars tell stories from the Bible and help people be kind.” (Open hands, smile)

3. Story Time (5 mins) Narrate a simple version of The Good Samaritan focusing on kindness and helping others. Encourage children to join in with key repeated words (e.g., kind, help).

4. Activity Options (5–7 mins - choose one or both)

• Role-play “church”: Children sit, one child pretends to be vicar welcoming people.
• Make a simple cross collage with paper shapes.

Differentiation Strategies

• For SEN or younger children, focus on repeated simple phrases and actions.
• For more able children, encourage them to use their own words to say what vicars do or ask questions.

Extension Activity

• Children who finish early or grasp quickly can draw their own church or vicar to narrate what they imagine.

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Session 2: Special Person – The Rabbi (Judaism)

Timing: 20 minutes

Learning Intentions

• I can say a rabbi helps people at a synagogue.
• I can say a rabbi teaches from a special book called the Torah.
• I can make a simple craft related to Judaism.

Resources Needed

• Mystery bag with Star of David picture, pretend Torah scroll (rolled paper on sticks), picture of a synagogue
• Materials to make mini Torah scroll (paper, pencils, ribbon) or Star of David craft (paper triangles, glue)

Teaching & Learning Activities

1. Hook: Mystery Bag (5 mins) Reveal Star of David, scroll and synagogue picture. Ask: “What could this be?” Then explain: “This is a synagogue. A special person here is a rabbi. Rabbis teach people from the Torah, a special book.”

2. Teach with Actions (5 mins) Repeat simple sentences:

• “A rabbi teaches from the Torah.” (Open hands like a book)
• “People go to a synagogue.” (Point to picture/building) Explain that the Torah is a very important book for Jewish people.

3. Story / Video (optional 5 mins; if not, extend activity) Tell a simple Creation story or show a brief explanation of what happens inside a synagogue.

4. Activity (5–7 mins)

• Children make their own mini Torah scroll by rolling paper around pencils and tying with ribbon OR
• Construct simple Star of David shapes by sticking triangles together.

Differentiation Strategies

• Support SEN learners by focusing mainly on actions and matching shapes.
• Challenge more able learners to talk about how teaching helps people, or to count the triangles making the Star of David.

Extension Activity

• Encourage children to share something they learned with a partner or try to say “rabbi” and “Torah” clearly.

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Session 3: Special Person – The Imam (Islam)

Timing: 20 minutes

Learning Intentions

• I can say the imam is a special helper in a mosque.
• I know an imam helps people pray.
• I can design a simple prayer mat.

Resources Needed

• Mystery bag with prayer mat, picture of mosque, and prayer beads (tasbih if available)
• Blank paper prayer mats and colouring materials (pens, pencils, crayons)

Teaching & Learning Activities

1. Hook: Mystery Bag (5 mins) Show prayer mat, mosque picture, and beads. Ask: “Where do you think these are used?” Explain: “This is a mosque and a special person here is called an imam. The imam helps people pray.”

2. Teach with Actions (5 mins) Repeat phrases with actions:

• “An imam helps people pray.” (Hands up or together)
• “People go to a mosque.” (Point to the picture/building) Show a simple, respectful prayer posture (hands raised).

3. Story / Video (optional 5 mins) Share a simple story about kindness and helping, linking to prayer and Islamic values. Or briefly discuss what happens in a mosque.

4. Activity (5–7 mins) Children colour and decorate paper prayer mats with patterns inspired by those found in mosques. Explain that these mats help people pray quietly and respectfully.

Differentiation Strategies

• Use stencils or shapes for SEN children to decorate mats easily.
• Offer more complex patterns or encourage symmetry for advanced learners.

Extension Activity

• Lead a short quiet reflection with children sitting silently on their mats for 30 seconds, fostering calm and respect.

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Final Whole-Class Wrap Up (Optional 5–10 mins)

• Gather children together after all sessions.
• Invite simple sorting game with objects or pictures relating to church, synagogue, mosque.
• Say together: “Different people, different places… but all help people learn about God.”
• Praise children for listening and learning about friends who believe differently.

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Assessment and Reflection

Teachers should observe:

• Participation in circle time conversations and actions.
• Ability to recall special people’s names and places.
• Engagement and creativity in craft/role-play.
• Respectful attitudes shown during quiet reflection or listening.

Use informal assessment through questioning, observing, and gathering feedback in the next reading group or continuous provision time.

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Additional Differentiation and Inclusion Notes

• Use visual cues, simple vocabulary and gestures consistently to support EAL and SEN pupils.
• Provide one-to-one or small group support during activities if needed.
• Incorporate multi-sensory resources (touching objects, movement) to embed learning.
• Allow children to express ideas verbally, artistically or through actions according to their preferred style.

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This lesson plan is carefully structured to reduce cognitive load through short, spaced sessions, gradually building understanding of different Abrahamic religions, respecting EYFS children's developmental levels, with a gentle introduction to diversity in faith and culture embedded in the National Curriculum's EYFS framework. It supports a nurturing classroom environment that reflects the values of the Church of England setting in Cumbria, encouraging curiosity, empathy and respect.