2.1. How do Christians and Muslims celebrate new life? KS1 Beliefs, Philosophy and Ethics

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1 Supporting material for the RE Agreed Syllabus in Kirklees, Leeds and Calderdale 2.1 KS1 Beliefs, Philosophy and Ethics How do Christians and Muslims celebrate new life?

2 About this unit: Pupils will learn how babies are welcomed into families. They will think about how it is important to welcome people and especially new babies. They will study initiation rites including infant baptism and the aqiqah and be aware that there are other rituals and ceremonies as well, including non-religious ceremonies. Pupils will be given the opportunity to reflect on the concept of promise and to compare different approaches to welcoming new life. Where this unit fits in: This unit could be delivered in Year 1 or 2 with appropriate adjustments. The syllabus requires the RE curriculum to include the study of Beliefs, Philosophy and Ethics. This unit primarily supports learning about Aims A and B, covering beliefs and philosophy. Specifically, it supports these elements of the syllabus: A. Investigate the beliefs and practices of religions and other world views, including: 1. Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders; 2. Worship and Spirituality: how individuals and communities express belief, commitment and emotion. The religion studied in this unit: This unit specifically addresses Christianity and Islam. The unit also considers how people with no religious faith welcome and name children. It may be extended to other faiths reflecting local circumstances. Estimated teaching time for this unit: 6-8 hours Vocabulary In this unit, pupils will have an opportunity to use words and phrases related to: Family Promises Parents, godparents, sponsors Ritual, prayer Baptism, aqiqah, adhan, font Resources Sophie and the New Baby Catherine and Laurence Anholt (Orchard Books, ISBN ) A New Baby (ORT Stage 5) Roderick Hunt. (ISBN 10: ) Colin s baptism Olivia Bennett/Hamish Hamilton (ISBN ) Online video of baptism ceremony available at and at Meaning of Muslim names: Humanist naming ceremonies:

3 EXPECTATIONS: At the end of this unit Pupils working with support towards the age related expectations will: Find out about different ways of welcoming babies and say what is important Pupils working at the age related expectations (ARE) in Year 2 will be able to: Find out and talk about different ways of welcoming new life; name some artefacts Recognise similarities and differences in welcoming ceremonies for new babies Respond sensitively to the feelings and beliefs of Christians and Muslims Ask and respond to questions about belonging In order to broaden and deepen their learning, some pupils might: Describe different ways people welcome new life and express their own ideas about customs and ceremonies Suggest reasons for the different ceremonies Explore some different beliefs Christians, Muslims and others have about welcoming new life ASSESSMENT SUGGESTIONS The following activities can be used as part of assessment and could be adapted to suit all abilities: Use an Odd One Out game (see resource pack) using photos or artefacts from previous lessons. Talk about which picture is the odd one out and why. Make a comparison table or use sorting circles to discuss what they have found out about Muslim and Christian birth ceremonies. Is there anything we could put in the middle of a Venn Diagram that happens in both religions? CONTRIBUTION TO SMSC DEVELOPMENT Opportunities for spiritual development come from thinking about the ways that people belong to a faith community and make links between their home and religious lives. Opportunities for social development come from exploring events in the lives of children in school, and in the local community. Opportunities for cultural development come from engaging with the local Muslim and Christian communities, through welcoming visitors into school.

4 Key Questions Learning Objectives Pupils should: Teaching and Learning Opportunities Learning Outcomes Pupils: Wider Learning Opportunities / Points To Note Why is important to make someone feel welcome? Consider how we welcome someone new. Discuss how we would welcome a new person in our class, brainstorm things we might do. The teacher might use a bear or doll as new class member to focus ideas on. Explain how to welcome someone and why it is important. This will introduce the next lesson. Teacher may need to research and prepare. Get the children to say something or carry out an action to make the bear/doll feel welcome. These websites may be useful: Think about how the bear/doll feels to be new (could link to moving to Year 3) and how it feels when they have made it welcome. e.com/names Discuss what routines (rituals) the bear will need to learn, e.g. playtime, where to put homework bag. Why do we have these routines? Could give the bear a school jumper, its own homework bag etc as gifts. info/ Additional activities could include: Make a class badge with symbol of class for new member to wear. Dramatise situations a new child might find themselves in. Make a class book on things the children think a new child needs to know e.g. routines. Create a welcome board in the entrance to school. Ask the children to see if they can find out about their name for next week. Why was it chosen? What does it mean? Who chose it for them? Children also asked to bring in a photo of when they were a baby which could be used to create a Guess Who game with the photo of the pupil now underneath.

5 Key Questions Learning Objectives Pupils should: Teaching and Learning Opportunities Learning Outcomes Pupils: Wider Learning Opportunities / Points To Note How do you welcome a baby into your family? Why are babies special? What gifts would you like to give a new baby? Why? What do names mean and why are they important? Consider how a new baby is welcomed into the world and why this is. Think about the importance and meaning of names. Use pictures brought in by children to create a Guess Who game with the photo of the pupil now underneath. Talk about how babies names are chosen. Look at what the children have found out about their own names, meanings and reasons for the choice. Do any names mean the same thing? Is anyone named after someone else? Is there a story to go with your name? Share in pairs and in class. Some families choose names for religious reasons give some examples, and discuss why they might be chosen. Choose two dolls, and decide on meaningful names one Muslim, one Christian name. Explain to the children that we need to make these babies belong how might we do that? Introduce the idea that someone familiar to them is having a baby, using a story or character. What does a new baby need? Produce a Mind Map to illustrate all the things that need to be done to prepare for a new baby e.g. room, cot, etc. Why is a baby precious? What do we mean by precious? How would you welcome this new baby? Presents, cards it is the baby s birth that is being celebrated. Introduce the idea of symbolic gifts e.g. could give an apple to show you want the baby to be healthy. Reflection/circle time close eyes and visualise something they would like to give to the baby. Say what some names mean and why this is important for some people. They know about what a new baby needs and why a baby s birth is celebrated. They can understand the importance of new life and why it is precious. Meanings of names provide a rich source for discussion see resource list for websites. Set up an interactive display if possible of things the baby might need based on the children s suggestions. Children could make something for the new baby, or bring something from home to go on the display. Stories: Sophie and the New Baby Catherine and Laurence Anholt (Orchard Books, ISBN ) A New Baby (ORT Stage 5) Roderick Hunt. (ISBN 10: )

6 Leeds Agreed Syllabus for RE 4.1 KS2 Beliefs, Philosophy and Ethics How are important events remembered in ceremonies?

7 About this unit: This unit will explore festivals of light from Judaism, Sikhism, Hinduism, Paganism, Chinese New Year, Ancient Civilisations. It will consider how some festivals use light as a representation of hope, joy, remembrance and reflection. Where this unit fits in: This unit helps to fulfil the following requirements of the syllabus: A. Investigate the beliefs and practices of religions and other world views, including: 3. Beliefs and authority: core beliefs and concepts; sources of authority including written traditions and leaders; 4. Worship and Spirituality: how individuals and communities express belief, commitment and emotion. The religion studied in this unit: Judaism, Sikhism and Hinduism. It also includes material related to Paganism, Ancient civilisations and Chinese New Year. This unit could be adapted to include other festivals and seasons of light such as Diwali or Advent. Estimated teaching time for this unit: 6-8 hours Vocabulary In this unit, pupils will have an opportunity to use words and phrases related to: Freedom Oppression Interpretation Celebration Shared values Remembrance Reflection Resources Ed. Joyce Mackley, Exploring Celebrations (Celebrating Diwali: Hindu and Sikh perspectives, Hannukkah: What s the real meaning of this Jewish festival?), RE Today Services, 2008 Ed. Fiona Moss, Opening Up Hinduism (What does Diwali mean to Hindus?, Doing Diwali better in Religious Education), RE Today (Has a whole section on Hannukah including Chanukah stories by each candle) (background to winter solstice and other light festivals) (clip of what Yule is about) (song about The Green Man) (information and worksheets)

8 EXPECTATIONS: At the end of this unit Pupils working towards the age related expectations will: Recognise and describe some festivals Ask questions about the festivals and respond sensitively Begin to express ideas about festivals involving light Pupils working at the age related expectations (ARE) for Year 4 will be able to: Describe the different festivals, making links between them. Explain and give reasons for the celebration of each festival Express ideas and opinions about what light represents In order to broaden and deepen their learning, some pupils might: Compare and contrast the different festivals and the meanings behind them Respond with a range of ideas to explain how light can represent different things ASSESSMENT SUGGESTIONS Have the question Why is light a symbol of good winning over evil? Pupils to answer in a paragraph using examples from different festivals. Pupils working towards the expected level will begin to express ideas and opinions about how light is represented in some festivals. Pupils working at the expected level will discuss different views and ideas about how light was used as a representation of good overcoming evil. Pupils working above the expected level will respond with a range of own ideas of how light is a representation of more than just goodness (hope, remembrance, reflection, freedom). CONTRIBUTION TO SMSC DEVELOPMENT Opportunities for spiritual development come from thinking about how others have overcome difficulties and these have created opportunities for reflection and celebration; Opportunities for moral development come from considering issues about what is good and evil, standing up for the oppressed, thinking of others before yourself; Opportunities for social development come from exploring different ways of celebrating; Opportunities for cultural development come from exploring the different festivals.

9 Key Questions Learning Objectives Pupils should: Teaching and Learning Opportunities Learning Outcomes Pupils: Wider Learning Opportunities / Points To Note Why is the light of Hannukah so important to Jews? Why does it help Jews focus on their belief in G_d? Retell the story of the Maccabees. Describe how light is an important part of the story. Explain why Jews use Hannakah to reaffirm their beliefs. Have several Menorah for the children to investigate (or pictures). What do the pupils think these are for? Read a version of the Maccabees overcoming Antiochus. Divide the story into 8 parts and, using flame head dresses and role play props, ask the pupils to read the parts whilst the others re-enact the scenes. Have key elements of the story oil, candles, the Maccabees for discussion purposes as to why these are important. Why do the pupils think that Jews celebrate this story? Why is lighting the candles important? Pupils could write their answers to the key questions on candle shaped card. Have a candle lit in the middle of a circle of pupils. Ask the pupils to just concentrate on the flame. Ask them how this would help Jews to reflect on how having faith had helped the Maccabees overcome Antiochus. Retell the story. Suggest meanings for the representation of light. Explain why Jews light Hannukah candles. Consider how this was a liberation story. Can the pupils link this to other stories of liberation? How does this compare to Palestine vs Israel or other areas where people are being oppressed? Have a mini celebration involving potato latkes, dreidel and gifts. Outdoor Learning: Story Circle/chair: Retell/act out the stories in this unit. Candles/ lanterns campfire provide a focus for reflection on light and dark.

10 Key Questions Learning Objectives Pupils should: Teaching and Learning Opportunities Learning Outcomes Pupils: Wider Learning Opportunities / Points To Note How does the story of Guru Hargobind and the prisoners compare with the story of the Maccabees? How is light important to Sikhs during Bandi Chor Divas? Why does this story remind Sikhs to help others? Retell the story of Guru Hargobind and the release of the prisoners. Describe how the lights at Amritsar were special. Suggest links between the Maccabees and Guru Hargobind. Have a large cloak or piece of material for the pupils to look at. Ask the pupils to all try to hold onto a part of it. Is it possible? What could they do so that everyone could hold it? Read the story using pictures or props of Guru Hargobind (a brief version is available in Exploring Celebrations, see resources). Discuss this with the pupils. If possible, have a row of lights for the pupils to walk through. How does this make them feel? How would Guru Hargobind have felt? How would the prisoners have felt? Remind the pupils of last week s Maccabees story. Pupils to discuss links between the two. Have key words; liberation, freedom, light, belief, selflessness Pupils to choose one of the words and use it in a sentence to explain a link between the two stories. Retell the story. Describe similarities and differences between faith stories. Show understanding that faiths teach moral values. Exploring Celebrations (see resources) has alternative suggestions and resources for this lesson. (Ed. Joyce Mackley, Exploring Celebrations) Make links to people held prisoner unfairly now or in the past (eg Nelson Mandela). The Guru should not be represented by a human if you choose to reenact the story.

11 Leeds Agreed Syllabus for RE 6.4 KS2 Beliefs, Philosophy and Ethics How does growing up bring responsibilities and commitments?

12 About this unit: One of the core purposes of RE is to develop pupils ability to reflect on their own beliefs, values and feelings about their own lives and about the world around them. This unit focuses on this personal quest, starting with an exploration of the responsibilities and opportunities that arise as young people grow into adulthood. It investigates religious and secular responses to growing up, including rites of passage. As part of the study, pupils consider their own values, beliefs and commitments. Where this unit fits in: The unit helps to fulfil the following requirements of the syllabus: A. Investigate the beliefs and practices of religions and other world views, including: 2. Worship & Spirituality: how individuals & communities express belief, commitment, emotion. B. Investigate how religions and other world views address questions of meaning, purpose and value, including: 2. Ultimate Questions of belonging, meaning, purpose and truth. C. Investigate how religions and other world views influence morality, identity and diversity, including: 2. Identity and Diversity: diversity among and within religions and other world views; individual and community responses to difference and shared human values. The religion studied in this unit: These include Christianity, Judaism and Sikhism but could be extended to other religions as appropriate. Estimated teaching time for this unit: 8 hours Vocabulary Resources In this unit, pupils will have an opportunity to use words and phrases related to: Rites of passage Confirmation, Baptism, Amrit, Bar mitzvah, Bat mitzvah Rights, responsibilities Growing up, adulthood These are included in the resource file accompanying this unit and in the notes column of each section of the scheme of work

13 EXPECTATIONS: At the end of this unit Pupils working towards the age related expectations will: Pupils working at the age related expectations (ARE) for Year 6 will be able to: In order to broaden and deepen their learning, some pupils might: Describe the rights and responsibilities that come with growing up Describe and compare different rites of passage. Discuss their own beliefs and ideas and compare these with others. Describe and understand the rights and responsibilities that come with growing up Explore and describe rites of passage, comparing a range of religious and secular approaches, responding with insights about the importance of these ceremonies Reflect on their own beliefs, principles and values reasonably Evaluate different arguments about the rights and responsibilities of teenagers and the ages these should be applied ASSESSMENT SUGGESTION Pupils prepare a presentation on different rites of passage and the promises they can make for their own future based on personal beliefs and values. CONTRIBUTION TO SMSC DEVELOPMENT Pupils spiritual development is enhanced by considering their own beliefs and values and those of others. Their social development is nurtured through cooperating and working as team members in activities in this unit Cultural and moral development is built through studying a range of responses to adulthood from different faiths and perspectives

14 Key Questions When do children become adults? What are some of the rights and responsibilities that come with this? What is a rite of passage? Which rites of passage mark transition to adulthood? Learning Objectives Pupils should: Explore the rights and responsibilities that come with growing up Explain what is meant by a rite of passage, giving examples Consider and evaluate the question of when a young person might be said to have reached adulthood Teaching and Learning Opportunities Discuss at what age people become an adult. Carry out a secret ballot or ask pupils to form a line across the class depending on their opinion. Discuss this. How do people decide? At what age can you.? Do a quiz on the rights and responsibilities gained at various ages (eg criminal responsibility, voting, leave school, etc). Pupils write a sentence or paragraph starting I think you become an adult at.. because.. Consider the different stages in life. Collect ideas of key events in a person s life in pairs. Pupils draw a time line. Discuss the ceremonies that mark stages in life eg 18 th birthday party, wedding or partnership ceremony, funeral. These may be religious or secular. Introduce concept of rite of passage. The phrase may include secular events but is a particular religious term for certain ceremonies. See chart in resource file. Discuss the ceremonies that mark becoming an adult eg Bar/Bat Mitzvah, confirmation/believers baptism etc. These could be added to timeline. Learning Outcomes Pupils: Enquire into the responsibilities, rights and ceremonies connected to growing up Investigate religious ceremonies or rites of passage connected to adulthood Consider and evaluate arguments about the age of responsibility Wider Learning Opportunities/Points To Note Teachers are advised to devise their own quiz on At what age can you? based on current laws and issues of interest to pupils. You could include: part time work, full time work, bank account, driving a motorcycle or car, owning a pet, buying alcohol etc. A simplified chart of rites of passage is provided in the resource file. Recap the concept of rite of passage and some of the rites. You could, use the PowerPoint slides Wipeout included in the resource folder or adapt this for your own use. Prepare a balanced argument on the question. Children should be left to decide for themselves whether to follow a religion. Encourage pupils to include different views and reach a conclusion.

15 Key Questions When and how do we make promises? Why are these important? What happens when promises are kept or broken? Learning Objectives Pupils should: Consider different kinds of promises and the importance these have in different situations Teaching and Learning Opportunities Introduce the concept of promises. How are promises a part of rites of passage (secular or religious)? Explain that promises run through our study of rites of passage and we will also return to this theme in our final lesson and as part of the assessment task. Show pupils a variety of visual promises. For example a banknote with the words, I promise to pay the bearer (goes back to when sterling was on the gold standard); a wedding ring; a godparent s card. What do these represent? Learning Outcomes Pupils: Evaluate the importance and significance of promises Wider Learning Opportunities/Points To Note A selection of different promises is provided in the resource file. Teachers could add their own. Give pupils a series of promise statements (eg marriage vows, a promise to tidy bedroom, a work contract, a personal resolution, etc.) Discuss to whom the promise is given (self, God, parent, friend, partner etc). Which are harder, which easier? How important is each? How difficult would it be to keep? In pairs pupils could list and discuss promises they have made or received (care may be needed). Which are the most difficult? Which the most important?

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