Understanding Fasting

Curriculum Area and Level

Religious Education
Key Stage 2, Year 4
Aligned to the UK National Curriculum: Exploring beliefs and the impact of religion on individuals and communities. Focus on the significance and practice of fasting across different faiths.

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Lesson Objectives

1. Knowledge: Students will understand the purpose and significance of fasting in different religions, such as Christianity (Lent), Islam (Ramadan), and Judaism (Yom Kippur).
2. Skills: Students will engage in critical thinking by comparing religious practices and discussing personal reflections.
3. Experiential Connection: Students will participate in a hands-on "Fast Reflection Challenge" to explore self-control and gratitude.

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Overview and Materials

Lesson Duration: 40 minutes
Class Size: 11 students

Materials Needed:

• A large A3 sheet titled "What is Fasting?" for brainstorming
• Flashcards with fasting practices in different religions
• A ‘Sensory Fasting Box’ (small items like sweets, crisps, grapes, and a small bottle of water)
• Pre-prepared "Reflection Journals" (small stapled booklets with space for notes and drawing)
• A sand timer (3 minutes)
• Colouring pencils/crayons
• Laminated cards with reflective questions

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Lesson Structure

1. Starter Activity (5 minutes)

Title: What’s Missing?

1. Begin by showing the students a tray of random items that they can see but not touch (e.g., small snacks, fruit, water, a picture of their favourite meal).
2. Cover the tray and ask:
   • "Which items do you remember the most? Why do these stand out to you?"
3. Explain that this activity symbolises that we often overlook what we have until it’s ‘out of reach.’ This will lead into the idea of fasting as a practice to appreciate and reflect.

Transition: Write the word FASTING on the board and invite students to brainstorm what they think it might mean. Record these ideas on the A3 sheet.

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2. Main Teaching (15 minutes)

Mini-Lecture and Discussion (8 minutes)

1. Explain fasting: "Many religions practice fasting as a way of being closer to their faith, showing gratitude, or reflecting on their actions."
2. Use flashcards to introduce fasting in:
   • Christianity: Lent (giving up something that’s important to you, like sweets or TV).
   • Islam: Ramadan (abstaining from food, drink, and bad actions from sunrise to sunset to develop empathy for those in need).
   • Judaism: Yom Kippur (fasting as a way to repent and reflect on actions).
   • Reinforce: While the purpose varies, a common theme is self-discipline and reflection.

Discussion

• Ask students: "Can you think of something you could give up for a day that’s important to you?"
• Link the conversation back to gratitude and how fasting builds empathy.

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Activity: “Fast Reflection Challenge” (7 minutes)

"What’s it like to want something, but not have it?"

1. Introduce the Sensory Fasting Box. Students will each receive (but not eat/touch) a small item from the box (e.g., a sweet or grape).
2. Set the sand timer for 3 minutes and challenge students to practise self-control and not touch their items. Use this opportunity to explain how fasting helps people reflect on their actions and the needs of others.
3. Once the timer is up, invite them to eat or hold their item, then discuss:
   • "How did it feel to wait?"
   • "Does practising patience change the way you view what you have?"

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3. Plenary and Reflection (10 minutes)

Reflection Journals Activity (5 minutes)

• Provide students with their Reflection Journals.
• Ask them to write or draw one thing they feel grateful for and one thing they find challenging to give up. Encourage creativity with the colouring pencils provided.

Big Circle Reflection (5 minutes)

• Sit in a circle and use laminated reflective question cards to spark conversation:
  • "Why do you think fasting is important to some people?"
  • "How might fasting help us think about those who don’t have enough food?"
• Reinforce that fasting is not just about giving something up; it’s about understanding, reflecting, and growing stronger as a person.

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Extension for Early Finishers

Students who finish their reflection journal early can collaboratively create a "Gratitude Poster" with the title: "Things We Are Grateful For." Provide them with sticky notes or spare paper to add their ideas, which can be displayed in the classroom.

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Assessment Opportunities

• Check understanding during the discussion by listening for thoughtful responses and engagement.
• Use the Reflection Journals to assess whether students can identify the emotional and reflective aspects of fasting.
• Monitor the "Fast Reflection Challenge" for demonstration of patience and self-control.

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Teacher Notes

• Be sensitive when discussing fasting as some students may already be practising it for religious or personal reasons.
• Ensure no one feels judged or uncomfortable during discussions.
• Highlight that fasting can mean different things to different people and that it’s about inner growth, not competition.
• Encourage reflection rather than perfection in their responses.

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Follow-Up Activities

1. Class Debate: “Should everyone try fasting at least once in their lifetime?”
2. Cross-Curricular Connection: Research how hunger impacts children globally (link to Geography).