Stones Rationale Stones have been used from time immemorial to mark significance. We can recognise/appreciate the significance accorded by others. As human beings, we all experience significant events, milestones. We too can accord significance to stones. Title “Stones” Aim SENSING MEANINGFULNESS Children will understand the significance of some special stones to some people. Objectives Pupils will: * Gain some understanding of Stone Circle constructions and standing stones in Scotland * See pictures of stones that tell us something * From the text of video develop an understanding that the positioning of a stone can be important Link with 5–14 Art – decorate stone Link with ACfE Confident individuals Responsible citizens Is this part of a series Stones; Earth and Clay Introduction This assembly outline is designed to be delivered to a departmental group. It is also suitable for whole school/stage/class assemblies. Pupils enter assembly hall to Celtic music backing a Powerpoint of different stones: a fossil, a round stone shaped by the sea, a piece of lava, quartz, a gemstone, coal, flint etc Stimulus * Every child is given a small stone to hold in palm of hand * Once all of assembly participants in place, scripted monologue [by pupil/teacher] focusing in specific characteristics of stone/s on each Powerpoint slide * Video presentation of Callanish, Kilmartin or other stone circle with reference to position, size and time * Video extends to cover other facts ‘that stones can tell us’ — milestone, stepping stones, grave stones, monuments * Words written in stone are words that should last for all time; tombstones, war memorials, Ten Commandments Guided Reflection A stone can stand as a symbol for something in our lives; a little stone for an irritant, a large pebble to represent my importance in the school family. Response * In own class/stage group, pupils select a very small, pea-sized pebble to represent something about themselves they feel is not very good/important/praiseworthy. Pupils try to walk a few steps with this stone in their shoe. All sit together in a circle with reflective music playing. Pupils can then, one by one, take their stone to adult, who can give them an appropriate response statement. For example: PUPIL: ‘this stone reminds me that sometimes I tell lies/am unkind/can be greedy’. Pupil drops their stone into bucket of water. ADULT gives response: ‘but I can choose now to tell the truth’, ‘can choose to be kind’, ‘can choose to share’ and so on * Children can name a stone as one of their positive characteristics. Every child selects / brings in a stone to represent themselves/one of their positive characteristics. One by one children add their stone to a cairn at the school entrance. These stones can be painted, then varnished, to be individually recognisable by children. * Create a labelled display of identified stones, of photographs of local significant stones, of information about Scottish/UK standing stones and ancient monuments Evaluation (a) Observation of pupils during assembly; discussion with pupils post assembly. Evaluation (b) Discussion with Staff Consultative Committee and with whole staff group at appropriate points in school quality assurance process. Stones Running Order Running Time Minutes Activity Personnel Resources Action 0-3 3 Entry and gathering time Direction as people arrive CD player Music 3-7 4 Video 1 DVD player Projector DVD disc 7-11 4 Pupils collect and examine stone Circle group leaders Rough, small, stones 11-14 3 Video 2 DVD Player Projector DVD disc 14-18 4 Stone in my shoe Circle group leaders — 18-28 10 Circle sharing Circle group leaders Smooth, larger, stones Bucket of water, per circle 28-30 2 Summary and outline of painting and cairn Circle group leaders — Learning and Teaching Scotland — Religious Observance Template Submitted by The Church of Scotland 2007