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Halloween
is a festival celebrated, on October 31, in many countries. However,
we are aware that some people have concerns over it. It is our belief
that Halloween, like many other celebrated festivals (Valentine’s
Day) is part of our culture and as such is part of most children's
lives. The following information may be helpful if concerns are
expressed in your school.
The
customs of Halloween derive from both Celtic and Roman influences.
The Celtic festival of Samhain marked the start of the New Year
on 1 November, and was celebrated by Druid priests meeting in dark
oak forests on the night of 31 October to light new fires and offer
animal sacrifices to the gods. The dressing-up and celebrations
that accompanied the festival became merged with the Roman traditions
of Pomona Day, also on 1 November, dedicated to the goddess of fruits
and gardens.
As Christianity spread throughout Europe and Britain, 1st and 2nd
November were adopted as the holy days of All Saints Day (also called
Hallowmas or All Hallows) when saints were honoured and All Souls
Day, to honour the dead. Today’s Halloween celebrations contain
all these influences, such as the apples, nuts and harvest of Pomona
Day, the black cats, magic, evil spirits and death of Samhain; and
the ghosts, skeletons and skulls of All Saints and All Souls.
In
Mexico, Aztec influences are also added to produce the festival
of Los Dias de Los Meurtos, or the Days of the Dead, which takes
place from 31 October to 2 November. It is a time of remembering
and rejoicing, when the spirits of departed ancestors are believed
to return as the Monarch butterflies which fly to the region for
winter protection. Townspeople dress up as ghouls, ghosts and mummies
while skeletons, skulls and coffins are found everywhere, even in
specially shaped chocolate bars and loaves of bread.
(Please
note a simplified version of the above is included for your pupils.
Please see the halloween Pupil Information Sheet.)
This
task is designed specifically to develop skills and does not, in
the initial task, require children to consider design or material
selection. Often, quite appropriately, the majority of time spent
on a task addresses design and evaluation. However, it is also important
to ensure that we provide sufficient opportunities for children
to develop skills, including following instructions.
Ideally,
children should complete this task individually or in small groups
preferably under the supervision of a teacher, classroom assistant
or other adult. Depending on the size and composition of your class
you may feel able to complete these activities as a whole class.
It
would be beneficial if the teacher completed this task before sharing
it with pupils. This would enable the teacher/classroom assistant/other
adult to better understand the nature of the construction and identify
any potential problems a specific group of children may have.
Activity
sheets including instructions and templates for the children to
use are provided.
It
is essential that children are encouraged to cut out and construct
items with care and accuracy, with guidance being given on how best
to do this. The instructions are presented in a step-by-step format
typical of construction kits etc. If the children are not familiar
with this type of instruction you may wish to discuss it with them
before the activity starts. As far as possible, if working in groups,
it will be helpful if groups are made up of children of similar
abilities. This will make it easier to maintain the pace most appropriate
to all group members.
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