Unit 11 KS2 Key Theme: Beliefs in Action in the World (2) Year 6 Spring Term

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1 Unit 11 KS2 Key Theme: Beliefs in Action in the World (2) Year 6 Spring Term ABOUT THIS UNIT: In this unit pupils gain a knowledge and understanding about christian teaching on behaviour and action. They develop their own understanding that Christians base their behaviour on the teaching of Jesus, and this reflects their christian belief. Through exploring this pupils develop the understanding that beliefs affect action and behaviour. They also explore key beliefs and teachings in Judaism and through learning about Jewish values and commitments pupils will have the opportunity to reflect on their own experiences and feelings. Estimated time for this unit: 1 term Focused Religions: Christianity and Judaism Where this unit fits in: Year 6 Term 2 This unit provides the opportunity to build on work done previously on Christianity in Year 5 and begins to lay the foundation for further study of Christianity in Key Stage 3 and all units, which consider the impact of religious belief on actions. KEY LEARNING OUTCOMES (from the programmes of study) AT1 AT2 (f) Describe and begin to understand religious and other responses to ultimate and ethical questions. (b) Describe the variety of practices and ways of life in religions and understand how these stem from, and are clearly connected to, beliefs and teachings. (e) Reflect on sources of inspiration in their own and others lives (b) Respond to the challenges of commitment, both in their own lives and within religious traditions, recognising how commitment to religion is shown in a variety of ways. KEY STRANDS ADDRESSED BY THIS UNIT AT1 AT2 practices and ways of life values and commitments LINKS TO THE EVERY CHILD MATTERS AGENDA Being Healthy develop a discerning, thoughtful approach to life Staying Safe considering the influence of positive role models. Making a positive contribution contributing positively to pupil s concept of community and their role within it. Achieving Economic Well Being considering how religious beliefs lead to particular actions and concerns; reflecting on global issues. CONTRIBUTIONS TO PUPILS SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT Reflecting on who and what matters in life Developing a sense of conscience and responsibility KEY SKILLS Evaluation of own and others ideas Empathy put self in another person s shoes Synthesis identify values and ideas shared by people of different faith communities. KEY ATTITUDES Self Awareness becoming increasingly sensitive to the impact of their own ideas and behaviour upon other people. Respect for all willingness to make a contribution to a diverse society for the well being of all.

2 Prior learning Vocabulary Resources It is helpful if children have: an understanding of what influences moral values and choices In this unit, children will have an opportunity to use words and phrases related to: Right and wrong Moral values Love Care Concern Beliefs Christianity Judaism Humanist About: - Linvoy Primus Mother Teresa Martin Luther King Desmond Tutu Anne Frank Christian Charities such as Christian Aid, CAFOD and Tear Fund EXPECTATIONS at the end of this unit: Nearly all can: (at level 3) use religious words to describe some of the different ways in which people show their beliefs (AT1) link things that are important to me and other people with the way I think and behave. (AT2) Many can: (at level 4) make links between beliefs (teachings etc.) of different religious groups and show how they are connected to believers lives. (AT1) ask questions about who we are and where we belong, and suggest answers which refer to people who have inspired and influenced myself and others (AT2) Some children will have progressed further and can: (at level 5) describe why people belong to religions and explain how similarities and differences between religions can make a difference to the lives of individuals and communities. (AT1) ask questions about things that are important to me and to other people and suggest answers, which relate to my own and others lives. (AT2)

3 Key questions How should a Christian live their lives? Who is my Neighbour? How do Christians serve their neighbours? LEARNING OBJECTIVES Pupils should learn: that we all make decisions about how we live our lives. that we make our own choices based upon our beliefs and values. that Jesus gave two particular sayings which Christian try and follow in life. that Christians believe that all people are neighbours to be loved as they love themselves. that stories can be used to teach something beyond their face value. that religion could have something to teach them about how they should live. that belief without action is meaningless that the teaching of Jesus is intended to be reflected in the lives of Christians that Jesus teaching, although set in a particular culture and religious context has modernday implications and guides Christian living today Teaching and Learning Activities Assessment Opportunities Links / points to note Read or tell a story which contains a moral dilemma and ends with a decision being made. Discuss the story in pairs or small groups. What do they base their decision on? Are there any rules that they follow? Introduce the idea of a belief that helps make a decision in the story. Using the two sayings of Jesus ask pupils to write an ending to the story. Use story of Good Samaritan from Parables Project OR Read, but stop at relevant points to ask, Why did the Priest and Levite not stop? Explain that Jews and Samaritans were from different religious and racial groups and would not have anything to do with each other before reading. What happens in that part of the story and then ask What do you think will happen with the Samaritan? Revisit Jesus teachings on The Sermon on the Mount. See Unit 5 Religion and the Individual. Also see the parable of The Sheep and the Goats, Matthew 25: Children can ask their parents and other adults what the parable of The Sheep and the Goats means. Responses can be discussed, illustrated and displayed. Use role play/drama to act out the story putting own endings to the dilemma. Use Drama or role play to demonstrate a situation that shows who our neighbour is today. Write a golden rule for How we should treat our neighbours. Deuteronomy 6:5, Leviticus 19:18 and Luke 10: Link through exploring ideas about rules and why we need them. Examples of stories (with mainly American themes) can be found on Luke 10: 9-37 Link to a contemporary of Jesus, Rabbi Hillel. (See appendix) Agencies that could be used: - Christian Aid, Tear Fund, and CAFOD. Individuals might include: - Mother Teresa, Desmond Tutu, Martin Luther King, Linvoy Primus.

4 Key questions How do Jews express their duty to God and others? LEARNING OBJECTIVES Pupils should learn: I identify key passages from the Torah, e.g. The Ten Commandments, Deuteronomy 5 and see Micah 6: 8. outline Jewish Faith in Action. that both the Jewish religion and the teachings of Jesus stress the importance of love for God and love for your neighbour. Teaching and Learning Activities Assessment Opportunities Links / points to note How are these teachings reflected in the work of individuals or the work of organisations? Research the work of a Christian Agency. What is it and why does it do what it does? Investigate the life of a Christian person who has dedicated his or her life to helping others. (Offers further opportunities to explore living the Christian message in challenging situations.) Read the Shema Prayer and ask pupils to write it in their own words. Make a Mezzuzah and write out a copy of the Shema prayer. Research the work of a Jewish Charity. What is it and why does it do what it does? Find out about Rabbi Akiva who was prepared to die for his faith. Using material covered in this unit write In what ways do religious teachings guide individuals and organizations? What are the difficulties in living out these teachings in today s world? Think of a situation where the challenge is to live out your beliefs with people who are very different. (Use quote from Chief Rabbi to support this assessment) Children can respond to: Do we need reminders to do good things? (This can be explored from an AT2 perspective as a reflection.) In what ways are Jews and Christians reminded and directed to live their lives? Wouldn t human beings do the right thing anyway? We are as big or as small as the space we make for others who are not like us. (Rabbi Jonathan Sacks, Chief Rabbi) Shema Prayer (see appendix). Work covered in Autumn Term Year 6 covers background to Judaism. will help with Jewish Charities. Links back to Holocaust. What is a Humanist? What do Humanists believe? to appreciate a belief system that is not religious. that Humanism offers another way of living a different approach Look up the meaning of the word humanist. Children can research from the British Humanists Association website. Who are Humanists? What do they believe? Why do people become humanist? See the British Humanist Association website. They also provide resources fro the Primary School.

5 Key questions LEARNING OBJECTIVES Pupils should learn: Teaching and Learning Activities Assessment Opportunities Links / points to note Discuss what happens at a Humanist ceremony for a birth or marriage. How and in what ways is it different from a Christian ceremony? Role play a structural debate on why it is or is not necessary to believe in God in order to live a good life. As a follow up children can be invited to reflect on and respond, through a variety of ways, including their own points of view. Follow lesson plans from Festival Matters- Easter Y6

6 FORMATIVE GRID A belief I have that causes me to act in a certain way is I am inspired by I think the work Faith means BELIEFS IN CTION IN THE WORLD I think the most important christian beliefs are When I hear the word Hunamist I think of. I think Jewish people would believe

7 SUMMATIVE GRID Christians try to liee their lives by An individual who tried to put their beliefs into action was Their actions included I now know a Humanist is A key christian story about helping your neighbour was when BELIEFS IN ACTION IN THE WORLD Humanists believe that The Shema prayer reminds Jewish people that. My most important beliefs are Some of the Ten Commandments include

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