Tipton St John C of E Primary School Year groups: 4,5,6 Term: Summer Year: (A) 2014/15 Subject: Religious Education Teacher: Mrs Anne Ladbrook

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1 Tipton St John C of E Primary School Year groups: 4,5,6 Term: Summer Year: (A) 2014/15 Subject: Religious Education Teacher: Mrs Anne Ladbrook Theme: Beliefs in Action Key Question: How do we make Moral Choices? How and why do believers care for others and the world? Outcomes: Most pupils will: make connections between the teachings of Paul and Jesus and the work of two or more Christian agencies today make links between the teachings of Islam and the work of Islamic Relief today or an other faith and their charitable work ask and respond to questions about fairness and justice in the world identify the qualities needed to take action to bring about what is right and good reflect upon and express their own ideas and beliefs about treating others with justice and love in light of their learning, through story, art, drama, music and ICT Some pupils will have mostly achieved the norm but still have a few of the criteria to meet: Some pupils will have progressed further and will achieve mastery: Explain the specific relevance of: stories and teachings from Christianity which show human responsibility to ensure justice and fairness for all people: Biblical creation story: Genesis 1-2 Teachings of Jesus and Paul on values and justice and their meaning for Christians today: e.g. Mark (two commandments) Galatians 3:28, 5:22, Romans 12:17-21 describe how the work of one aid agency seeks to practise Christian values of justice locally and worldwide, making clear links with the life and teaching of Jesus. E.g. Christian Aid, Tear Fund, CAFOD; local Christian charities stories and teachings from Islam which show human responsibility to ensure justice and fairness for all people e.g. Muslim practice of charity, zakat. describe the work of an agency seeking to practise religious values of another religion locally and worldwide e.g. Islam: Islamic Relief their own responsibility for treating others with fairness and respect. A few of the children will not have made so much progress and will be working towards the norm: Know about the work of one Christian agency today Make links between the teachings of an alternative faith and their charitable work Start to ask questions about fairness and justice in the world Reflect upon their own views on what influences choices and suggest why people like to help the poor. Notes for next time and subject leader: Formative Assessment ( Diagnotstic) Summative Assessment ( Norm and criterion referenced) Key Learning Objectives This unit explores the application of religious belief. As such it fits into Year 5 or 6. Pupils will learn about the work of two major faith based charities, Alternative Religion such as Islamic Relief and Christian Aid. However, some children may chose to explore another laternative religion of their choice to compare with Christianity. They will develop their understanding of the impact of religion in the world and consider important questions of justice and fairness, thinking for themselves. They will have opportunities to develop attitudes and opinions of their own and to consider key beliefs and teachings in Islamic and Christian traditions. Through their study, they compare the two charities and their work, looking at sources of inspiration that encourage Muslims and other faiths and Christians to act justly. Pupils will consider the personal challenge to themselves to make the world a better place. Vocabulary Charity Fellowship Christianity Fundraising Qu ran Allah Islam Ummah, Zakat Muslim

2 Learning strategies/skills and attitudes Research, comprehension, discussion, listening, describing, making links, understanding beliefs and actions, application of fairness and justice, prioritising, explaining Expressing through art and poetry Resources Web: Islamic Relief: (Hilal s world for children) Christian Aid: (site for teachers) (site for children) (main site) Spirited Arts: images of children s work and writing on the theme of this unit (from competitions in ) DVD / Video / visual: The Islamic Relief Website has video for classroom use available. Christian Aid publish a pack called We re changing our world including DVD and classroom resources..it meets the needs in this unit very effectively quoting code P389B (DVD pack) BBC Broadcasts and videos: e.g. Pathways of Belief: 2 programmes on Islam from Summer 2001 BBC Learning Zone Clips Library has many of these clips ready to use. There is a very good selection of authentic materials about Islam for children available from the Islamic Foundation in Leicestershire: Story books, audio and video tapes and posters are all useful. PCET, Folens and Nelson publish some useful photo / picture packs on particular religions. Leicestershire SACRE has a CD Rom picture pack of faith communities in Leicester. The Bradford Inter Faith Education Centre ( ) has many useful publications about its local faith communities. website for the National Association of Teachers of Religious Education: follow links to Children Talking, a database of children making quotes about changing the world. Week Key Learning Objectives (For each week) *These should be cut and pasted onto weekly timetable. 1 Intriguing question: What do I know about charities already? I can make a link between my own ideas about wealth and poverty and the work of charities I can apply the ideas of fairness, justice and equality Espresso: Faiths Activities (Showing support and extension) *These should be cut and pasted onto weekly timetable. Challenge pupils to make the longest list of all the charities they can think of with a partner. See who can get twenty or more. Make the point that some charities help humans, some help animals, some help in Britain, some in the whole world. Talk about how fundraising is often what charities ask children to do, but in this work we are not doing fundraising (which should always be voluntary) but are learning about the ways two charities want to change the world. Use these two quotations to provoke the children to think about what s wrong with the world. What do they mean? What if everyone followed these ideas? o Jesus said I have come that people might have life, and have it in all its fullness. (John s Gospel, 10:10) o The Qur an teaches You who believe: those who spend their wealth in Allah s way are like a grain that grows seven ears, and every ear a hundred new grains. God gives to whom he will. God is all-embracing (Surah II: 261) Ask the pupils how they would like to change the world. They might draw before and after cartoons Evaluation/Assessment Can the children..? Can the children ask and respond to questions about fairness and justice in the world? Compare the two charities, one Christian and one from another fiath and fill in a similarities and differences chart. Compare some charities from different faiths. Compare the work fof charities of different faiths and comment on the fairness and justify their point of view. 2 Intriguing question: How and why does Islamic Relief try to change the world? I can describe a project of Islamic Relief I can describe a project of Islamic Relief, making links Plenary: Christian Aid can provide local volunteers to visit schools over most of the UK. Research and prepare an schools@christianaid.org for more information. How and why does Islamic Relief try to change the world? Tell pupils a story of the Prophet about wealth and poverty, and identify attitudes that help the poor and attitudes that don t. Look at some sayings and teachings of Islam about the Ummah, Zakat and wealth and poverty, and consider what difference they would make to life today if everyone followed them. This will include the practices of Zakat in some detail: giving 1 out of 40 to help Can children make links between the teachings of Islam and the work of Islamic Relief today?

3 between the beliefs and actions of Muslims those less fortunate. Use the web and published resources to discover more about the charity Islamic Relief. Find out about some particular projects the charity has undertaken, and ask and answer questions such as: o Who supports Islamic Relief? Why? o What does Islamic Relief do to make a difference? Does it work? o Does Islamic Relief follow the teachings of Islam? In what ways? o What do you think is good about the charity? If you were devising an internet campaign from Islamic Relief to get more donations to respond to a particular disaster, what web pages, s, and other resources would you use? How would you make the fundraising successful? Design a web page to help Islamic Relief Which disaster are you responding to? How would you get people to donate to Islamic Relief? Design a web page. Research a project supported by Islamic relief. How does this project reflect the beliefs of Islam through the actions of the Muslims? 3 Intriguing question: How and why does Christian aid try to change the world? I can retell a story of Jesus about generosity and fellowship I can describe a project of Christian Aid I can describe a project of Christian Aid, making links between the beliefs and actions of Christians Plenary: Do you think that if you make a donation, you should have a say in how it is spent? How and why does Christian Aid try to change the world? Listen to a story of Jesus about wealth and poverty, asking and answering questions about Christian attitudes to wealth and poverty. E.g. Matthew 19: Look at some sayings of Jesus about helping people, fellowship and generosity (e.g. The Good Samaritan, Luke 10:25-37). Respond by applying the ideas: what would happen if everyone did this? Investigate and report on some projects of Christian Aid and its partners to change the world, asking & answering questions such as: o Does Christian Aid make a difference? o Who supports Christian Aid? Why? o Does Christian Aid put Jesus teaching into action? o What do you think is good about the charity? Use the Christian Aid Transformers resource (available at to explore the work of the charity. Watch the online Transformers video clip and use the real life stories to discover the work of two Christian Aid partner projects. Children write a report on a project, stating what Are the children making links between the teachings of Christianity and the work of Christian Aid? Re write the story of the good smaritan in their own words. How does the story reflect Christian behaviour? Research the work of Christian aid and comment upon what it does and if it makes a difference. Report on two Christian aid partner projects and state what makes the lin between Christian belief and Christian behaviour. 4 Intriguing question: Will I make a difference to the world in my lifetime? I can make links between my own ideas about fairness and generosity with the work of the two charities I can apply the ideas of fellowship and ummah to my own attitudes to issues of global fairness and justice Plenary: Revisit the transformers video clip. Do they think it is a good use of the donators money? Viewpoints and attitudes: what do I think? Consider the idea that generosity or kindness can change the world. Pupils share and develop their own concepts of helping each other, and think about ideas of Ummah (Islam) or fellowship (Christianity). What has made our world so unfair? What can be done to make it fairer? Can children make a difference? Can people make poverty history? Play the Paper Bag Game to discover what it is really like to be poor. The game is Can children identify the qualities needed to take action to bring about what is right and good? Are the children able to reflect upon and express their own ideas and beliefs about treating others with justice and love in light of

4 available to download for free at Use some reflective work or silence. Ask pupils to write a meditation, prayer or other text that expresses their response to unfairness in the world. Ask them to devise a logo or image to show why everyone should work against the evils of disaster and poverty. Examples of children s work on these topics can be seen on the web gallery: and pupils can enter a competition there. their learning,? May use one of the examples from the web gallery to copy or alter slightly and illustrate. Write a prayer for meditation expressing a response to unfairness in the world. Having written their own, write a critique of some of the prayers on the web gallery. If they were a judge what comments would they make to the competitor? 5 Intriguing question: How can I express my ideas about unfairness in our world through a creative piece of work? ( 3 or 4 sessions to produce an extended piece of work.) Am I able to assess progress of my own learning? I can describe a problem and make a link to my own response though my art work I can apply my ideas about wealth, poverty and changing the world in an imaginative way, using religious ideas in my art work Plenary: Look at examples of work and compare to own. Work in pairs or threes. How can I express my ideas in creative work? Using themes like Rich and Poor or Fair and Unfair or Change the world pupils are challenged to create a piece of work that expressed their own ideas in response to the unit. This activity needs to provide space for pupils to think creatively and then engage with an issue. A careful process of development, perhaps moving from sketching, shared ideas and peer review to watercolour, pastel, collage or some other medium is good. A review of the NATRE spirited arts entries on fairness and justice models this activity well for pupils. Examples of children s work on these topics can be seen on the web gallery: and pupils can enter a competition there. The activity is good for visual learners. When the piece of art work is completed, writing about the work for entry in a class gallery will take place. Write a critique to accompany the work in our class gallery. Or write a critique for someone else s piece of work. an alternative for the linguistically gifted writing poetry on this theme is effective too. Can the children reflect upon and express their own ideas and beliefs about treating others with justice and love in light of their learning, through story, art, drama, music and ICT? Summative Assessment: What have I learned about the two charities? Will it make a positive difference to me? Produce the gallery booklet for the exhibition. Plenary: When the gallery is complete, invite parents in to share the art works. The children can have a booklet to make comments in mark their favourites etc. Role playing world development Set up a role play for pupils. In a group of five, give them seven different requests for aid from situations of need e.g. an earthquake in Pakistan, drought in Somalia, poverty in Sudan, a medical education project in Bangladesh, a cyclone in Burma and so on. Put a price tag on each project. Tell pupils that they are the grants committee for one of the charities, and they have to rank the seven bids in order: which have the best claim for support from the charity? Why? Put two groups one representing Christian Aid, one representing Islamic Relief, together and ask them to compare their answers. Have the children understood the link between religion and making moral choices?

5 Ask individual pupils to record their learning in response to these questions: What was your role in the activity? Which three projects did you think most deserved support? Why? What do you think the Prophet would say about your chosen projects? What do you think Jesus would say about your chosen projects? What did you notice that is similar between Christian Aid and Islamic Relief or your chosen alternative religious charity? What differences did you notice? Imagine yourself in 15 years time. Would you apply for a job with a charity like Islamic Relief or Christian Aid? Why or why not?