KS 1 Template Examples

Transcription

1 KS 1 Template Examples Key Stage: 2 Panoramic Q2 Is happiness the purpose of life? Example of content to be (Please give three or four areas which could be explored within this unit) Pupils consider a fundamental question of life, learning from other people s thoughts as well as their own experience. They learn about the difference between material and spiritual values and recognise that people with different religious or non- religious perspectives may come to similar conclusions, considering specific ideas from Christianity, Buddhism and Humanism. They explore the link between what we think or believe, how we act or behave and how happy we make ourselves and other people. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this This will build on any previous learning about religion and belief in KS1, including particularly any work on Christianity, Buddhism and/or Humanism. It will provide a foundation for other KS2 units such as: What does it mean to take your religion or beliefs seriously? How and why do Buddhists show compassion to all beings? How do people with non- religious worldviews decide what is a good life?

2 Key Stage: 2 Panoramic Q4 Why do people make pilgrimages? Example of content to be (Please give three or four areas which could be explored within this unit) Pupils learn about some of the possible reasons why a person may travel to a sacred place. They explore how pilgrimage is an important part of spiritual life for many religions and how it differs from a journey which is a holiday. They will learn through secular and religious examples protocols and rituals specific to some major world religions. Prior /subsequent units on this theme how does this unit fit in with other units / is this the introduction to this Prior study in KS1: How and why do people pray? How do people show they are thankful for what they have? (this relates to reasons for some people to go on pilgrimages, as an act of thanksgiving) Subsequent study in KS2: What does it mean to take your religion or worldview seriously? What does submission to Allah mean for Muslims in everyday life?

3 Key Stage 2 Panoramic Q6 If God made the world, why isn't it perfect? Pupils will study the biblical story of creation, some of the concepts arising from it (including temptation, sin and the fall of humankind) and the use of metaphorical language. They will consider basic philosophical ideas about evil in the world and why the world is not perfect, including examples from contemporary culture. They may explore the concept of free will. After their exploration pupils will address the question of what a perfect world would be like. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this In KS2 they may have learned about the biblical creation story in 'Why do people believe different things about how the world began?' This may link to How and why do Buddhists try to show compassion to all beings? It may lay the foundation for the KS3 unit, How far is suffering caused by human action?

4 Key Stage: 2 Panoramic Q7 Why do people believe different things about how the world began? Pupils will learn about different views regarding creation, including creation stories from two or more different religious traditions in their sacred texts (e.g. Christian/Jewish narratives in the book of Genesis and the Islamic account in the Qur'an). They will look at non religious beliefs about the origins of the world and its inhabitants, such as the theory of evolution. Pupils can generate their own questions and research these for themselves, including the different ways people interpret some of the religious teachings about origins. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this This builds on the KS1 unit, 'How do people show they are thankful for what they have?' (Harvest) It can be followed by the KS2 unit, 'If God made the world, why isn't it perfect?' and also provides a foundation for the KS3 unit, 'What is the relationship between religion and science?'

5 Key Stage 2 Christianity Q14 What does the parable of the Good Samaritan mean for Christians today? Example of content to be (Please give three or four areas which could be explored within this unit) Pupils learn how Jesus used parables to show his followers the way he wanted them to live. They hear the parable of the Good Samaritan from Luke 10 verses considering the roles of the key characters, the central question, Which one of them do you think was a neighbour to the man who was attacked by robbers?' and the teaching of Jesus based on the story. Pupils will explore the work of a Christian charity that puts this Christian teaching into action. They will consider the connection between helping those who are outside of their society (the refugee, the homeless, the very poor and so on) with the promise of eternal life and heavenly reward. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this In KS1 pupils will have visited the local church and learned about who Jesus was/is and also about the importance of the Bible to Christians ('What can we learn about Christianity by visiting a local church?'). They may have learned about parables. Elsewhere in KS2 pupils will look at other Christian teachings and how they are applied in people's lives e.g. in the unit ' Why did Jesus tell parables about forgiveness?' and 'How and why do Christians help local people in need?' In KS3 this theme will be studied more widely and deeply in the unit 'How do Christians apply scriptural teachings to the world today?'

6 Key Stage: 2 Christianity Q17 How and why do some Christians (and people from one another tradition) help local people in need? In this unit pupils develop their understanding of the impact of religion in the world and think for themselves about questions of justice and fairness. They consider key beliefs and teachings in the Christian tradition and another one (e.g. Sikh or non religious). They compare the work of the two charities/support programmes, looking at sources of inspiration to act justly for members of the traditions they are learning about. Towards the end of this unit pupils consider the personal challenge to make the world a better place and to relate what they learn to their own questions about values and commitment. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this This unit builds on work at KS1 such as 'How do we know how to be good?' and What makes a text sacred? It also builds on knowledge and understanding developed through the unit on 'What can we learn about Christianity by visiting a church' and other similar units depending on the second tradition chosen here e.g. 'What can we find out about Sikhism by visiting a gurdwara?' It can provide a foundation for other KS2 units such as 'How and why do Muslim organisations help those in need?', ' What does sewa (service) mean to Sikhs?' or 'How do (choose two traditions) work for justice and equality?' It contributes to work at KS3 such as ' On balance, has religion made the world a better place?', ' How do Christians apply scriptural teachings to the world today?' or ' What do Humanists believe about the purpose of life?'

7 Key Stage: 2 Christianity Q19 What can we find out about Christianity through the creative arts? Pupils will explore examples of Christian art from different contexts, including visual arts and possibly other forms (music, drama). They will consider how art is used as a vehicle for ideas and emotions, the diversity between different cultural contexts (e.g. depictions of Jesus in African and English paintings or statues) and the links between biblical text, key beliefs and religious experience and how art and/or music may help to engage believers in worship in different Christian traditions. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this This unit can build on the KS1 unit, 'What can we find out about Christianity by visiting our local church?' It can also build on or lead towards a KS2 school designed unit on the diversity of global Christianity. It also provides a foundation for a KS3 unit on 'What is the relationship between religion and art?'

8 Key Stage: 2 Specific Traditions Q28 How and why do Muslim organisations help those in need? Pupils develop their understanding of the impact of religion in the world. They consider key Islamic beliefs and teachings, before moving on to compare the work of two or more Muslim charities. They learn to make links between other aspects of Islam and the principle of zakah. Towards the end of this unit children should consider the personal challenge to make the world a better place and to relate what they learn to their own questions about values and commitments. Prior / subsequent units on this theme how does this unit fit in with other units / is this the introduction to this This unit needs to build on introductory work on Islam in KS1 'Why do some Muslims fast during Ramadan?' and/or 'What can we find out about Islam by visiting a mosque?' It links well with other KS2 units on Islam: 'What does submission to Allah mean for Muslims in everyday life?' and/or ' What do Muslims believe about the origins and authority of the Qur'an?' It could also be paired with a unit exploring a similar theme in other traditions such as 'How and why do Christians + one other tradition help the homeless locally?' At KS3, this would provide a good foundation for a unit such as 'How does the example of the Prophet Muhammad help Muslims to practise the Five Pillars?'