Section B. Lincolnshire Agreed

Transcription

1 ection B Lincolnshire Agreed yllabus for R 2006

2 CONTNT Lincolnshire Agreed yllabus for R Contents and tructure Non statutory support and guidance for R in Lincolnshire is provided on the disc that accompanies this syllabus: ection A The tatutory Agreed yllabus Foreword by Councillor Christine Talbot Introduction: Continuities and changes Aims, teaching objectives and intended learning outcomes for Religious ducation in Lincolnshire Concepts, kills and Attitudes in Religious ducation Programmes of tudy for each age group Foundation ey stages Curriculum Time for Religious ducation Which religions are to be studied? The ources for Religious ducation xpectations, Assessment and Reporting in Religious ducation ection B A scheme of work for the Lincolnshire Agreed yllabus for R Overview: Long term R scheme of work from Foundation tage ey tage ey tage ey tage ey tage ey tage ection C upport and guidance for schools from the Agreed yllabus Conference Paper 1: Legal guidance Paper 2: R, piritual, Moral, ocial and Cultural Development, Personal, ocial and Health ducation and Citizenship ducation Paper 3: R and Inclusion: pecial ducational Needs Paper 4: The Role of the Teacher in R Paper 5: Resources for Learning in R Paper 6: Managing and monitoring the development of R Paper 7: R and Information and Communications Technology Paper 8: lossary of religious terms ection D upport and guidance for schools from the Agreed yllabus Conference Assessment guidance: I can tatements for levels How to Improve learning in R Paper A: How to Make Learning More njoyable in R Paper B: How to Make Learning More Thoughtful in R Paper C: How to Make Learning More ffective in R Paper D: How to Make Learning More Reflective in R Paper : How to Make Learning More Challenging in R Acknowledgements s e c ti o n a s e c ti o n b s e c ti o n c s e c ti o n d

3 ection B A cheme of Work

4 OVRVIW An Outline cheme of Work for the Lincolnshire Agreed yllabus of Religious ducation. The Agreed yllabus Conference intends that these materials should provide teachers with practical help and assistance in implementing the Agreed yllabus for R in Lincolnshire. The cheme of Work leaves schools with considerable flexibility. Most importantly, schools must decide which religions shall be the focus of major learning opportunities and significant learning opportunities at particular key stages. chools can also determine which study units shall be tackled in which order. tudy units for R may be planned to take as little as 6-8 hours of teaching time (perhaps taught over half a term) or as much as hours (perhaps taught over a term). Teachers should plan to provide for appropriate breadth, depth, relevance and interest, taking account of the particular needs of pupils. This scheme of work provides a range of exemplary materials, which may be adapted or used as they stand by schools. There are numerous units for each key stage, described in the long term scheme of work. ome of these are exemplified in detail in the medium term schemes of work. Teachers may also wish to implement the syllabus by using some study units developed especially by their school. uch teacher designed units must implement the attainment targets, aims and expectations of the Agreed yllabus. This material supports the implementation of the Agreed yllabus. While the syllabus itself is statutory and lays down the requirements for schools, and is the basis for the inspection of R, this support material is non statutory, and is provided to guide and support the work of teachers in R. In addition to this Lincolnshire cheme of Work for R, there is a scheme of work for Religious ducation published by the Qualifications and Curriculum Authority (QCA). This was distributed to all schools in ngland as part of the Curriculum 2000 review in the spring of 2000, and further copies are available from QCA (ref. QCA/00/442). QCA s 2000 cheme is found in two booklets, one covering key stages 1 and 2, the other dealing with key stage three. Additionally, new units for R from the DF / QCA are being written to accompany the 2004 National R Framework (non-statutory). These units are likely to be available online to schools early in the life of the 2006 syllabus. While these QCA scheme of work materials are not a part of the Lincolnshire yllabus for R, and are not modeled on the Lincolnshire yllabus, the Agreed yllabus Conference recognises that the QCA schemes of R work provide many good ideas and use planning outlines similar to the one in this syllabus. It will be of considerable assistance to schools in implementing the Lincolnshire syllabus. The long term schemes of work which follow are cross referenced to the QCA (2000) schemes of work as appropriate. 1

5 OVRVIW Overview: Foundation tage R will make a valuable contribution to achieving the early learning goals of the Foundation tage. The R focus is upon the four key concepts of the Agreed yllabus (authority, religious belief and lifestyle, celebration, the sacred) in the context of the young child s own experiences, feelings and understandings. uch teaching will lay valuable foundations in terms of knowledge, experiences, skills and attitudes for religious education at key stage one. The Agreed yllabus particularly notes that well planned play can contribute to children s learning. QCA/99/362 p. 14). The use of stories will be a central element in all of the R topics. Teaching and learning activities should always be appropriate to the age and abilities of the children involved. Teachers may find it helpful to read the Agreed yllabus in conjunction with arly Learning oals (QCA/99/436, IBN: X, or at As with other subjects of the basic curriculum, R has a general relevance to children s learning in the Foundation tage. With regard to the areas of learning in the arly Learning oals, R makes a particular contribution to personal, social and emotional development, language and literacy, knowledge and understanding of the world and creative development. The use of stories will be a central element in all of the R topics. The legal requirement is that all registered pupils in Reception and key stage one are to be taught R unless withdrawn by their parents. This differs from the requirements for National Curriculum subjects. Details are in the pages of legal guidance in ection C of this syllabus. ach of these units is planned in detail for Foundation tage users of the syllabus. 2

6 OVRVIW Unit Title 1. Myself 2. My pecial Things kills and attitudes children are to be taught: Recognise and explore their own feelings Understand why some things are special or precious Main Areas of Learning from the arly Learning oals Personal, ocial and motional Personal, ocial and motional Relevant ey Concepts from the R syllabus Religious beliefs and lifestyles The acred 3. My Friends 4. pecial People to Me 5. pecial times in my life 6. pecial times for me and others stablish effective relationships with other children and adults. Recognise and respond appropriately to key figures in their lives. Recognise special times in their lives and feel good about themselves. Recognise and respond to key religious events throughout the year Personal, ocial and motional Personal, ocial and motional Personal, ocial and motional Personal, ocial and motional, nowledge and understanding of the world Authority Authority Celebration Celebration Religious beliefs and lifestyles 7. Our beautiful world 8. My life 9. Our living world 10.Our special places 11.Our books are special 12.My senses xplore and respond to the natural world and recognise there are some questions that are difficult to answer. Appreciate the wonder of birth and development Care for and respect living things: plants and animals Identify places which are special to themselves and to others. now that books are important sources of information and should be handled with care and respect. Respond to key elements in religion using their five senses. nowledge and understanding of the world nowledge and understanding of the world nowledge and understanding of the world nowledge and understanding of the world Language and literacy Creative development and nowledge and understanding of the world The acred The acred Religious beliefs and lifestyles The acred Religious beliefs and lifestyles. The acred Authority, The acred Religious beliefs and lifestyles 3

7 OVRVIW A Long Term R cheme of Work for ey tage One ey tage 1 (5-7) Pupils are entitled to a minimum of 36 hours of R per year at key stage one. tudy units may occupy between half a term and a term (6-15 hours). In this example pupils would have major learning opportunities with regard to Christianity and Judaism across the key stage, but this is not to be taken as prescriptive. The teaching of the two units on celebration is required. These units envisage a longer time allocation than some others, and can be taught over a term. chools will normally select at least 4 further units from those offered below, or develop units of their own. The length of a unit may vary between half a term and a term (6-12 hours) Teachers planning for the key stage should include: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s R cheme of work. 1. Celebrations for Christians Celebrating major Christian festivals such as Christmas, aster or other festivals. How do Christians celebrate? What stories are told? Does good win over evil? What can we learn from the music, symbols, presents, food, and gatherings? How do people feel when they are involved? Celebration Unit 1C, Celebrations: Why do Christians give gifts at Christmas? 2. Celebrations for members of another world religion (chosen from Judaism, Islam, Hinduism, ikhism, Buddhism) Celebrating major festivals and special occasions from one religion. How are these occasions prepared for and celebrated? What stories are told? Does good win over evil? What can we learn from the music, symbols, presents, food, and gatherings? How do people feel when they are involved? Celebration Unit 2C, Celebrations, eneric 4

8 OVRVIW Further study units selected from: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 3. Visiting a Christian Church xploring worship, artefacts, symbols and community life in one or more local Churches. What happens at the Church? What does it mean? Who belongs to the Church? How does it feel to be involved? What matters to the Christians, and what matters to me? Religious belief and lifestyle for Christians Unit 1F, What can we learn from visiting a Church? 4. What can we find out about the Torah and the Bible? Holy Books for Jews and Christians, including story and artefacts. What makes these books special? How are they used? What do they say? What can we learn from these special books? Authority for Christians and Jews Unit 2A, What is the Torah, and why is it important to Jewish people? 5. tories of authority for Jews and Christians from the Bible Jewish Bible: tories of Abraham, Isaac, Joseph, Moses, amuel, Jonah. Christian New Testament: Parables of Jesus. Who loves these stories, and why do they matter? What are they saying? Authority for Christians and Jews Unit 2B, Why did Jesus tell stories? 6. The ood arth: iving Thanks easonal and Harvest festivals from Christianity and another religion. iving thanks, care for the environment. How do we feel about the earth and its beauties? What do we value in the natural world, and how do we show this? What is praise? How does it feel to thank and be thanked, praise and be praised? Celebration Unit RA, What are harvest festivals? 7. Belonging to a Christian Community igns of belonging in the home, family life and the Christian Church. Welcoming a new baby in a Christening or Dedication. What special actions welcome a new baby? Where do our names come from? How do people show thankfulness? Religious belief and lifestyle for Christians Unit 1B, What does it mean to belong in Christianity? 8. Belonging to a Jewish Community igns of belonging in the home, family and synagogue. What special occasions are celebrated in Jewish homes? What do they mean, and what feelings go with them? What are the special celebrations in my home? Religious belief and lifestyle for Jews Unit 1A, What does it mean to belong? (eneric) 9. Talking about od ights, sounds, smells and tastes in worship. tories, ideas and questions about od from one or two religious traditions. What do we mean by od? What do people say od is like? What do people say od does? How do people talk with od? tories about the love of od, od s care for all people. The acred Unit 1D, Beliefs and Practice (eneric) 10. Any additional study units developed by the school. 5

9 OVRVIW Illustrations Three examples of how a key stage one programme of study might be put together. Illustration One Anyschool plans a key stage one programme of 6 Units (excluding the foundation units taught to children in reception), one each term. Pupils will have major learning opportunities from Christianity and Judaism. Reception Term 1: 16 hours pecial times in my life Term 2: 10 hours Our pecial Places Term 3: 10 hours pecial people to me Year One Year Two Celebrations for Christians Celebrations for members of a world religion (Jews) Visiting a Christian Church What can we find out about the Torah and the Bible? Belonging to a Christian community Belonging to a Jewish community Illustration Two Anotherschool is a small school, with a mixed age reception and year one / two class. The school plans its key stage one R programme in 8 units which each require ten hours of curriculum time, and are taught on a rolling programme. Progression within the key stage is planned by using differentiated tasks. Pupils will have major learning opportunities from Christianity and Judaism. There is also a unit on celebrations for Hindus 8 Units, each of around ten hours of curriculum time. Celebrations for Christians (Christmas) tories of authority for the Jews and Christians from the Bible Celebrations for Jews (Chanukah and Pesach) The ood arth: iving Thanks (Christians and one other world religion: Jews) Celebrations for Hindus (Divali and another Hindu festival) Visiting A Christian Church Talking about od (Christians and Jews) What can we find out about the Torah and the Bible? Illustration Three Onemore chool is delivering R in termly and half termly units. Pupils have major learning opportunities with regard to Christianity and Judaism, and learn about Islam at the end of year two. Year 1: Year 2: Term 1: 12 hours Celebrations for Christians Celebrations for Jews Term 2b 6 hours Belonging to a Christian Community Belonging to a Jewish community Term 3a 6 hours The ood arth: iving Thanks What does it mean to belong? (chool designed unit) Term 3b 6 hours What can we find out about the Torah and the Bible? Talking about od (Muslims and Christians) These three illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 6

10 OVRVIW ey tage 2 (7-11) Pupils are entitled to a minimum of 45 hours of R per year at key stage two. tudy units may occupy between half a term and a term (6-15 hours). In this example pupils would have major learning opportunities (ie at least three terms of study) with regard to Christianity, Islam and Hinduism across the key stage, but this is not to be taken as prescriptive. The teaching of three units on religious belief and lifestyle is required. chools will normally select at least 9 further units from those offered below, or develop units of their own. The length of a unit may vary between half a term and a term (6-15 hours) The medium term scheme of work gives detailed plans for units While planning for units will centre on the areas to explore, questions to examine and key concepts of the Lincolnshire syllabus, teachers will find some assistance with units from the QCA scheme of work. Teachers planning for the key stage should include: One study unit on Christian belief and lifestyle; Two study units on belief and lifestyle in other world faiths (two from Judaism, Islam, Hinduism, ikhism, Buddhism, Judaism) Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 1. Christian beliefs and lifestyle Christian practice in worship and in action. Beliefs and values. What do the actions of Christian worship mean? What do Christians say is good? How do they try to follow Jesus teaching and example? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. Unit 5D: How do the beliefs of Christians influence their actions? 2 further study units on religious beliefs and lifestyle selected from: Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 2. Hindu beliefs and lifestyle Hindu practice in worship and in action. Beliefs and values. What do the actions of Hindu puja / worship mean? What do Hindus say is good? What teachings and examples do they try to follow? How? What sorts of things do they do to put goodness into action in family, community and worship? Religious Beliefs and lifestyle. 3. Muslim beliefs and lifestyle Islamic practice in worship and in action. Beliefs and values. What do the actions of Muslim prayer and worship mean? What do Muslims believe is good? What does the Qur an teach (eg in the opening urah)? What does the example of Muhammad (PBUH) show? What sorts of things do Muslims do to put goodness into action in the family, the home and the wider community? Religious Beliefs and lifestyle. 4. Jewish beliefs and Lifestyle Jewish practice in worship and in action. Beliefs and values. What do the actions of Jewish worship mean? What do Jews say is good? What teachings and examples do they try to follow? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 7

11 OVRVIW Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 5. ikh beliefs and Lifestyle ikh practice in worship and in action. Beliefs and values. What do the actions of ikh worship mean? What do ikhs say is good? How do they try to follow the teachings and examples of the Ten urus? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 6. Buddhist beliefs and Lifestyle Buddhist practice in meditation and in action. Beliefs and values. What do the actions of Buddhist community life mean? What do Buddhists say is good? How do they follow the example and teachings of the Buddha? What sorts of things do they do to put goodness into action? Religious Beliefs and lifestyle. 7. Christian Journeys Christmas journeys, the journey of life. Mary s journey. The journey of the wise men. How do the Christmas stories show what Christians believe about Jesus? Why is Jesus so important to the Christians? Is life like a journey? In what ways? Christian beliefs and lifestyle, celebration Unit 4B: Celebrations: Christmas journeys 8. Beautiful world? Wonderful od? How do people think and feel about the natural world and its wonders? Why should we care for the planet? What do people love about nature? What attitudes should humans have towards animals, plants, the seasons and the wide universe? What questions does the world of nature make us ask? How do religions answer these questions? How do we? The acred 9. ymbolism in Worship at the Cathedral and / or the Mosque xploring the buildings, especially noticing symbolism in architecture, decoration, layout, use and worship. What makes a place sacred? What importance do we give to stillness, quietness, reflection, or worship? Christian and Muslim beliefs, lifestyle and celebration. The sacred Unit 3A: What do signs and symbols mean in religion? Also Units 6A, 6B and Christmas and Divali: What can we learn from the celebrations? xploring the ways Christians and Hindus celebrate two important festivals, and developing understanding of similar and distinctive features of celebrations. What do these festivals mean? What do we know about celebration? What do we celebrate, and why? What stories, foods, music, gatherings and traditions are a part of our celebrations? Celebration Unit 6A: Worship and the community (eneric) Also units 3A, 3B, 4B. 11. Religion in the neighbourhood tudy local Christian and other religious communities, compare with another neighbourhood in another part of the country. Lincolnshire has few religious communities other than Christian ones: this unit would provide for a study of Muslims in Bradford, Hindus in Leicester or Jews in Leeds. What are the similarities and differences between our lives and the lives of children from another religion and another part of the country? Religious belief and lifestyle. Unit 4D: What religions are represented in our neighbourhood? 12. What made people want to follow Jesus? Jesus as teacher and leader in his own time, and today. The sacred tories about Jesus as teacher, healer, leader and lifechanger. What made Jesus a leader? How did the in Christianity and authority Christian religion grow up from Jesus example, teaching and life and death? Unit 3C: What do we know about Jesus? 8

12 OVRVIW Unit Title Areas to explore. Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 13. What is special about the Bible, and why is it important for Christians? How Christians use the Bible: stories, examples of behaviour and teachings. Different Bibles as artefacts. xamples of the range of Bible literature, such as law, gospel, wise sayings. Using the Bible in church, in school, at home. Where do we find inspiration, rules and guidance? Why do we need inspiration, rules and guidance? Authority and the sacred in Christianity Unit 3D: What is the Bible and why is it important for Christians? 14. What can we learn from people of faith today? tories of modern faith leaders, heroes, believers and worshippers. Who do we recognise, from past and present as leaders? Why do people follow them? What if leaders get things wrong? When is it wrong to follow the leader? Christian and Hindu belief and lifestyle Unit 3: What is faith and what difference does it make? 15. What can we learn from the life of Muhammad (PBUH) (Or another key leader or founder of a religion) tories and teachings from Islam. How and why do Muslims honour the Prophet? What stories of the revelation of the Qur an are told? Where, how and when did Islam begin? Where, how and when has it grown? In what ways do Muslims in Britain today remember, honour or follow the Prophet? What can we learn from this study? Authority and the sacred Unit 5A: Why is Muhammad important to Muslims? 16. Where did the Christian Bible come from? Learning about the history of some Bible stories. xamples from the Bible of people who tried to follow or obey od. What do Christians do today to try to follow or obey od? How is the Bible used in Church and at home? In what ways do Christians teach the Bible to their children? Authority in Christianity Unit 5C: Where did the Christian Bible come from? 17. How do Christians try to live out their beliefs about od? xploring values and behaviour, good and bad, in the light of Christian story and teaching. Who are the leaders in Christian communities today? What do they try to do? What sort of examples do Christians want to follow? What about me? What do we say is good, and what bad? Christian beliefs and lifestyle Unit 5D: How do the beliefs of Christians influence their actions? 18. What do the aster celebrations mean for Christians? Jesus death and beyond. What music, food, stories and activities are part of the celebrations? aster celebrations around the world today. aster as a festival of hope. Celebration of new life. What feelings and emotions go with ood Friday and aster unday? How do I express sorrow and suffering, or hope and joy? Celebration Unit 4C: Why is aster important to Christians? 19. What is special about Hindu family life? Puja (worship) at home (and also in the Mandir), the involvement of the wider family, the use of images, gifts, music, songs and sacred stories. What is it like to be growing up as a Hindu in Britain today? Hindu beliefs and lifestyle, the sacred Unit 4A: How and why do Hindus worship at home and in the Mandir? 20. Any additional study units developed by the school 9

13 OVRVIW Illustrations Three examples of how a key stage two programme of study might be put together. Illustration One Anyschool plans a key stage two programme of 12 Units, one each term. Pupils will have major learning opportunities from Christianity, Islam and Hinduism. Year Term 1: 15 hours Term 2: 15 hours Term 3: 15 hours Year 3 Christian beliefs and lifestyle ymbolism in Worship at the Cathedral Christian Journeys Year 4 Muslim beliefs and lifestyle What can we learn from the life of Muhammad (PBUH) Religion in the Neighbourhood (Muslims and Christians) Year 5 Year 6 Hindu beliefs and lifestyles Where did the Christian Bible come from? What is special about Hindu family life? Beautiful World? Wonderful od? What can we learn from people of faith today (Hindus and Christians)? What have we learned about beliefs and religions? (chool designed unit) Illustration Two Anotherschool is a very small school, with a mixed age key stage two class. The school plans a key stage two programme of 8 termly and 8 half termly units. Pupils will have major learning opportunities from Christianity, Islam and Hinduism. This envisages that pupils would work on the same religion, but in progressed and differentiated groups. In term 3b they will all study the same unit, working at appropriate levels. Of course, this unit will be changed to rotate over the four years of the key stage. Year Year 3 Year 4 Year 5 Term 1: Islam 15 hours ymbolism in worship at the Mosque Muslim Journeys (a school designed unit) Muslim beliefs and lifestyle Term 2: Christianity 15 hours Christianity: What is special about the Bible? Why is it important to Christians? Christianity: What made people want to follow Jesus? Christian beliefs and lifestyle Term 3a: Hinduism 6-8 hours Hindu beliefs and lifestyle (part 1) Hindu beliefs and lifestyle (part 2) What is special about Hindu family life? Term 3b: Hinduism and Christianity 6-8 hours Year A: Beautiful World? Wonderful od? (Christians and Hindus) Year B: What can we learn from people of faith today (Christians and Hindus)? Year C: ymbolism in worship in the Mandir and Cathedral. Visits. (Christians and Hindus) Year 6 What can we learn from the life of Muhammad (PBUH) Christianity: What do the aster celebrations mean for Christians? What can we learn from people of faith today? A Hindu example Year D: Religion in the neighbourhood (Christians and Hindus) 10

14 OVRVIW Illustration Three Onemore chool In this school, the emphasis on Christianity reflects the local community which the school serves, while teaching about other religious communities is approached in depth in each year. Years 3 and 4 and Years 5 and 6 can be taught on a rolling programme in a two year cycle. There are twelve units, one per term. Year Term 1 Term 2 Term 3 Year 3 Christian beliefs and lifestyle What made people want to follow Jesus? Hindu beliefs and lifestyle Year 4 Year 5 What is special about Hindu families at home? What s special about the Bible, and why is it important for Christians? What can we learn from people of faith today? (Hindu and Christian) Christian journeys ymbolism in worship at the Cathedral Muslim beliefs and lifestyle Year 6 What can we learn from the life of Muhammad (PBUH)? Beautiful world? Wonderful od? (Muslim and Christian) How do Christians try to live out their beliefs about od? These illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 11

15 OVRVIW ey tage 3 (11-14) Pupils are entitled to a minimum of 45 hours of R in a year at key stage three. tudy units may occupy from 8-16 hours of tuition (between half a term and a term). The suggested study units are not necessarily of the same length. In this example pupils would have major learning opportunities with regard to Christianity, ikhism and Buddhism across the key stage, but this is not to be taken as prescriptive. Teachers planning for the key stage should include: One study unit on the sacred in Christianity Two study units on the sacred in other world faiths (two from Judaism, Islam, Hinduism, ikhism, Buddhism) Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 1. What is sacred in Christianity? What matters most in Christianity? Analysing beliefs about trinity and other key beliefs, Love, forgiveness, truth and other key values. Interpreting the example of Jesus. How do Christians express their ideas of what is sacred (for example in music, poetry, prayer and hymns, architecture, art and life)? The acred Unit 8C: Beliefs and practice (generic) 12

16 OVRVIW Two further study units on the acred in two world religions selected from: Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 2. What is sacred in another world religion? g Buddhism What matters most in Buddhism? Analysing the importance of Buddha, Dhamma (teachings of the Buddha) and angha (the community of monks and nuns). In what ways do Buddhists express and live out the key values of compassion, wisdom and enlightenment? The acred Unit 8C: Beliefs and practice (generic) 3. What is sacred in another world religion? g ikhism. What matters in ikhism? xamining the idea of od as described in the Mool Mantar, the example of the Ten urus and the nature and teaching of the uru ranth ahib. In what ways do ikhs express their ideas of the sacred in community (eg langar), worship, and the ikh way of life? The acred Unit 8D: Beliefs and practice: How do the beliefs of ikhs affect their actions? 4. What is sacred in Islam? Analysing what matters most in Islam. Allah and the revelations to the Prophets, the beliefs in Allah, angels judgment, Tawhid (monotheism) and Iman (faith). In what ways do Muslims express their ideas of what is sacred (eg in calligraphy, architecture, the 99 Names of Allah, the treatment and use of the Qur an)? How does the Muslim way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 5. What is sacred in Hinduism? Analysing what matters most to Hindus. Asking what scriptures guide Hindus? What are the common practices of Hindu worship? How are traditions shared in family and community? What are the key concepts, truths and values which Hindus hold? The supreme, Brahman, and the cycle of life, the law of arma and the forms of the gods and goddesses. Worship in the home and Mandir. How does the Hindu way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 6. What is sacred in Judaism? Analysing what matters most to Jews. Asking about the significance of Torah, the law, the prophets and the writings, for Jewish people. How is faith in the Almighty expressed and lived out? What significance is there in the identity of the Jewish people and the land of Israel? How does the Jewish way of life express the sacred? The acred Unit 8C: Beliefs and practice (generic) 13

17 OVRVIW A range of further study units selected from: Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 7. Truth, tory and Commitment: How do the stories of religions speak and inspire believers today? xploring how believers today find inspiration in their religion and from their scriptures. xploring how some key stories from religions have inspired believers today. Asking how religious authorities are interpreted, such as some stories of the Judaeo - Christian scriptures (eg Abraham, Moses, Amos), stories of the Buddha or the Prophet Muhammad (PBUH). Authority, the sacred 8. Where do we come from? xploring some fundamental questions of life and some of the answers offered. Questions will be drawn from topics such as science, creation, human nature or the nature of evil. xploring how different religions understand human origins, purposes and destinies. xamining different interpretations of life, and exploring the ways authorities are accepted or challenged today. The sacred, authority Unit 9B: Where did the universe come from? 9. Moral codes: justice, fairness, conflict and reconciliation. How do we decide what is good? ncouraging pupils moral development through R. What kinds of moral codes are to be found in different religions? In what ways could religious ways of life help people to live morally? How do people develop values by which to live? What values matter to me, and how are they developing? How do we identify good, right, truth and honesty, or on the other hand evil, wrong, falsehood and hypocrisy? Authority, religious belief and lifestyle Unit 7B: What does justice mean to Christians? 10. xploring mysteries: od, the universe and beyond. How do we know anything in religion? xamining ideas about revelation, religious experience, rationality, ultimate questions and the pursuit of truth. What are the authorities in students own lives? What should we rely on, and of what should we be suspicious? How can humans know what is true? Authority and the sacred Unit 7A: Where do we look for od? 11. What do you worship? What do you believe in? nabling pupils to explore questions of reality, meaning and purpose. What matters most to the pupils? What can be learned from studying worship in two religions? What does worship mean? How does celebration help build community? How does religion relate to the passing of time, change, good and evil? How do religious people express their ideas about ultimate reality or od? What are my ideas? Celebration, the sacred Unit 8: A visit to a place of worship (generic) 12. Pilgrimages: What kinds of things do pilgrims hope to find at their destination? xamining the ways in which religious pilgrimages give pilgrims strength or comfort, courage or hope. xamining the relationships between rituals, lifestyles and beliefs. xploring the ways that rituals such a pilgrimages can transform perspectives, lives and behaviour. Celebration, the sacred Unit 9D: Why are some places special to religious believers? 14

18 OVRVIW Unit Title Areas to explore. Core Questions to examine ey Concepts to develop upport from QCA s 2000 R cheme of work. 13. Journeying through life: Where are we going and how will we get there? xploring the meaning of celebrations and change in life, and the ways religions interpret life. Developing and applying the metaphor of life as a journey. What are life s turning points, crossroads and destinations? What maps can guide us? Religious celebrations of some life cycle events (eg birth, adulthood, marriage, death). Celebration Unit 9A: Where are we going? Rites of passage 14. Festival: Who celebrates what, and why? Learning from a comparison between religious and secular festivities. Taking examples as diverse as Remembrance Day, the Millennium, the World Cup, Martin Luther ing Day, aster, Festivals of the Buddha or uru Nanak s birthday and considering what religions offer in the area of celebration. Celebration, the sacred 15. Community: Where do we belong? xploring questions about identity, interdependence, cooperation and purpose in life. Analysing and interpreting what it means to belong to a religion, or not, and thinking about the ways in which relationships enrich life. What is it like to be a Muslim, or a ikh, in Lincolnshire today? Authority, religious belief and lifestyle Unit 8: A visit to a place of worship (generic) 16. Humans using animals and nature: How do Christians, ikhs and Buddhists respond to environmental issues? xploring attitudes to the world of nature and related ultimate questions. hould humans see themselves as better than animals? What kinds of human use of animals are right and good, or wrong and evil? What views of nature come from religions and from other sources, such as Humanism or science? Religious belief and lifestyle Unit 7: What are we doing to the environment? 17. What can you learn from visiting a religious community / living in a plural society? xamining attitudes which contribute to dialogue, tolerance, respect and sensitivity. xamining teaching and examples on conflict and reconciliation in (eg) two religions. Analysing how religions nurture children and pass on the faith. Considering answers to questions about the meaning of life. Religious belief and lifestyle Unit 8: A visit to a place of worship 18. How can you express spiritual or religious concepts through the arts? xamining some key spiritual concepts in (eg) Christianity and ikhism, focusing on the ways in which Christians and ikhs use the visual arts to express insight into and reverence for Jesus and the Ten urus. Responding for themselves by reflecting upon their own sources of inspiration, or beliefs about the sacred, and expressing themselves through the arts. The sacred, celebration 19. Any additional study units developed by the school. 15

19 OVRVIW Illustrations Two examples of how a key stage three programme of study might be put together. Illustration One Anyschool plans a key stage three programme of 9 Units, one each term. Pupils will have major learning opportunities from Christianity, ikhism and Buddhism. There will be significant learning from Islam and Hinduism in year nine. Year Term 1: 15 hours Term 2: 15 hours Term 3: 15 hours Year 7 Year 8 Year 9 What is sacred in Christianity? Truth, tory and Commitment. How do Christian and ikh stories speak and inspire believers today? Festival: Who celebrates what, and why? Christians and Buddhists. What is sacred in ikhism? What is sacred in Buddhism? Humans using animals and nature. Pupils choose two religions to study. Moral Codes: How do we decide what is good? (Christian and ikh) What can you learn from visiting a religious community? (Buddhist community and Lincoln Cathedral) Community: Where do we belong? Muslims and Hindus. Illustration Two Anotherschool plans a key stage three programme of 18 half termly units. Pupils will have major learning opportunities from Christianity, Islam and Buddhism. There will be significant learning from Judaism and Hinduism in year eight. Year Term 1a: 8 hours Term 1b: 8 hours Term 2a: 8 hours Term 2b: 8 hours Term 3a: 8 hours Term 3b: 8 hours Year 7 What is sacred in Christianity? Where do we come from? Christ-ianity What do you worship? What do you believe in? Christianity Moral codes: How do we decide what is good? Christianity, Islam Journeying Through Life: Where are we going and how will we get there? Christianity, Islam Festivals: Who celebrates what, and why? Christianity, Islam Year 8 What is sacred in Islam? Pilgrimage: What kinds of things do Muslims hope to find through the Hajj? chool designed unit: What is the Qur an? Why is it important to Muslims? chool designed unit: What is sacred to Jews and Hindus? What do you worship? What do you believe in? Jews and Hindus (in continuity with Y7, 2a) Moral Codes: How do we decide what is good? Jews and Hindus (in continuity with Y7, 2b) Year 9 What is sacred in Buddhism? Community: Where do we belong? Buddhism Truth, tory and Commitment: Buddhism The human use of animals and nature. Christianity Buddhism chool designed unit: How does religion challenge racism and prejudice? Christianity Buddhism How can you express spiritual and religious concepts through the arts? Both these illustrations represent good planning to implement the syllabus. Taken together, they illustrate the flexibility which schools have in planning R. 16

20 OVRVIW ey tage 4 (14-16) tudents are entitled to a minimum of 5% of curriculum time, normally around 70 hours across the key stage. It is good practice for teachers planning for the key stage to include major learning opportunities with regard to at least two religions. If students take a C course in a single religion, this is in line with the syllabus, but teaching should not sacrifice breadth for the year old student. chools can plan to meet the requirements of the Agreed yllabus in two different ways: ither: by teaching all students to a nationally accredited short or full C course in Religious tudies or a Certificate of Achievement course. It is good practice, but not a requirement of the Agreed yllabus that such a course will provide major learning opportunities with regard to Christianity and at least one other religion. Note: there is no requirement that all students should necessarily be entered for examinations in such courses. If a school chooses to follow a C course which is based upon one religion only, comparisons with other religions could be made, in order that students may consolidate previous learning. Or: by providing a programme of study based around the Lincolnshire Agreed yllabus. uch a course should provide major learning opportunities with regard to Christianity and at least one other religion. Teachers planning a scheme of work for R at ey tage Four should include study units which enable students to explore both fundamental questions of religion and life, and religious responses to social, moral and ethical questions and issues. A scheme of work should develop students understanding of the concepts of authority, religious belief and lifestyle, celebration and the sacred. For example, units could be: Unit Title 1. Is od real? Areas to explore Core questions to examine xamining questions about the existence, reality and nature of od, the variety of belief, experience and argument. For example, considering concepts such as Nirvana and enlightenment (in the Buddhist tradition), or incarnation, eternal life and revelation (in the Christian tradition). How can visions and claims about od be evaluated? ey concepts to develop The acred 2. How can people know what is true? xamining questions about religious and scientific forms of knowledge. In the search for truth, what is the place of belief, experience, conversion or transformation, argument, reasoning and dispute? What place should be given to the authority of reason, experience, tradition or revelation? Authority 3. What is death? xamining questions about belief concerning human nature, life after death in its different forms and implications for human values and ethics. g concepts of heaven, resurrection (Christian), nirvana, rebirth (Buddhist), moksha, reincarnation (Hindu). Authority, the acred 4. What is the nature of evil? xamining questions about good and evil in human moral choices, and ideas about the nature of evil in religions. Where does evil come from? Are the sources of evil human or superhuman? Can evil be conquered by courage, truth, or goodness? What can be done about personal evils such as bigotry, cowardice, dishonesty, or the global evils of starvation, genocide and gross inequality? What do religions teach and do about overcoming evil? Religious Belief and Lifestyle 17

21 OVRVIW Unit Title 5. How should people make decisions about sexual ethics? Areas to explore Core questions to examine xamining contemporary questions about relationships, marriage and sexuality in the light of the teaching and practice of two religions. What helps people to achieve fulfilling relationships? What do the religions believe, teach and do to support satisfying and lasting relationships between the sexes? ey concepts to develop Religious Belief and Lifestyle, Celebration. 6. Why are the world s resources so unequally distributed? xamining questions about wealth, poverty, justice and fairness on local, national and global scales in the light of religious teaching and practice. xploring the charitable work of religions, and analysing causes of some contemporary problems. What are our responsibilities to each other? Religious Belief and Lifestyle 7. What is meant by the sanctity of life? What answers does this concept provide to ethical questions about birth and death issues? xamining questions about, for example, abortion, embryo technology, birth technologies, euthanasia, ending one s own life and human value in the light of the belief and practice of some religions. What do people believe about the origin of life: is a human life a gift, a burden, an accident or a puzzle? If life is a sacred gift (as some religions teach), what are the ethical implications? And what if life is a kind of cosmic accident? The acred 8. World Religions Today: What can we discover about a particular religion in the contemporary world? xamples could be Buddhism, Christianity, Hinduism, Islam, Judaism, ikhism. xamining the recent history of a religion, its global influence, areas of growth and decline, tension and harmony. What kinds of answers to questions of meaning and purpose does the religion offer? What is the present state of this religion? Where is it going? How do believers see the future? Religious belief and lifestyle 9. Distinctive and imilar. By studying two religions, what can we learn about each one? xamples could focus on the distinctive and similar aspects of two or three religions with regard to belief in od, history, authority or social action in the contemporary world. What is distinctive and what is similar between these two or three religions? Various approaches could be used, such as a comparison between the lives and work of andhi, Martin Luther ing and Malcolm X, or an investigation of the role of scripture in Christianity and Islam, or a study of Buddhist and Jewish responses to evil and suffering. Authority, Religious belief and lifestyle 10. Religion, ethics and the new technologies: How does religion use new technologies? How should we respond to ethical questions raised by technology? xamples could focus on the ethical issues surrounding new technologies, in medicine, with regard to employment, the handling of personal information or the potential of the internet for good (communication, dialogue, religious or spiritual understanding, global awareness) or the opposite (inequality between information rich and information poor, racist use, pornographic exploitation). The use by religious communities of the information technologies can be explored. Authority 11. Any additional study units developed by the school 18

22 OVRVIW R for all students ( ey tage 5 ) Allocation of time for R should be clearly identifiable and should avoid tokenism. At this stage, learning opportunities should be focused upon a range of religions and views of life appropriate to the students and the selected curriculum content. Teachers planning for the key stage should include units selected from those described below, or designed by the school in line with the requirements of the syllabus. The syllabus describes four units: Unit Title 1. Religion and personal identity Areas to explore Core questions to examine Questioning ideas about human nature, life, death and the divine. Drawing on the student s own experience and on contemporary philosophy, psychology and culture. ey concepts to develop Religious belief and lifestyle, the sacred 2. Religion and sexual ethics Questioning ideas about sexuality and ethics in different contexts and relating ethics to ultimate visions about od and / or human life. Drawing on the student s own experience and on contemporary issues and ideas about sexual ethics. Authority, religious belief and lifestyle, celebration 3. Religion and politics Questioning ideas about religions, the state, the secular and the individual. Drawing on the student s own experience and on the ideas of key political and religious leaders and thinkers in the U and worldwide. Authority, religious belief and lifestyle 4. Religion and the arts and media Questioning ideas about how people express their vision and hope in life, and about the ways art, culture and media handle the spiritual and religious. Drawing on the student s own experience and abilities, and on examples from contemporary culture and religion. Celebration, the sacred chools are also free to design their own units for R which implement the requirements of the syllabus. Topics might include: What is theology? Religion and medical ethics; Archaeology and religion; Introduction to the philosophy of religion Christianity in the 21st Century Feminism, ender and Religion Faith in Music: exploring the ways music is used for spirituality Peaceful futures? Religion and reconciliation Plural world: inter religious dialogue. Can we seek the truth together? The Agreed yllabus Conference wishes to draw attention to the CAA / QCA publication Religious ducation (reference: R/95/299, IBN: X) as a source of guidance for schools. 19

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53 48 Unit 1 - Theme: Christian Beliefs & Lifestyles uggested time: 15 hours 1 term. Refer to ey tage 1 Units 1, 3, 7 & 9. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:1 Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them. B1:2 Responding to such questions with reference to the teachings and 2 TA Y Religions Content ey questions Assessment Opportunities Christianity ey Concepts Religious Beliefs & Lifestyle uggested Resources Resources teachers might use include: Copies of the Bible. ymbols of the Trinity or sketches showing symbols, plus artefacts such as lapel badges, brooches and other jewellery depicting Celtic designs showing three parts in one whole. Christian creeds. chool and class rules. tory books or video stories retelling and illustrating selected Bible stories. Information about Christian charities. tories of the lives of famous Christians. Church information boards, newsletters and magazines. Christian artefacts used in services and aids for prayer. The Lord s prayer. A copy of the Christian marriage service, showing the promises made by couples WORHIP - What is worship? What do children know already? - Children to write a description of the school s acts of collective worship. - Children to plan an act of worship in groups/as a class. - Look at the various elements of worship in school and compare with an act of worship in a Christian church. - xplore how and why Christians pray and worship together on their special weekday unday and for festival day worship. - Look at and discuss the range of artefacts used in Christian worship e.g. Bible, the minister s clothing, crosses, candles, communion items, music, incense. - xplore the reasons why churches are special places for Christians. - Contrast an everyday act of worship (in school and/or in church) with a special act of worship eg Festivals:- Harvest, Christmas, aster Ceremonies: baptism, marriage, funerals (if appropriate). PRAYR - tudy Jesus teaching and example of prayer and consider the meaning of the Lord s prayer. - Considering what pupils would pray about if they had to produce a prayer for the dedication of a new church. IDA OF OD - xplore children s ideas of od, extend to other children and adults in school, (use discretion). - Over a period of time recall/record where they see or hear the word od eg. Cenotaph, church notice board, words of hymns, TV or radio programmes, National Anthem, newspapers, books. - From our findings discuss how od is thought of by different groups of people in society - What do you think about when you hear the word od? - Why do you think it is important for our school to have a daily act of collective worship? - Can you name the various elements of a Christian service? (e.g. hymns / songs, use of music, Bible readings, message, prayer, silence, reflections, use of light). - Choose a festival / ceremony, can you describe some of the special things that happened at it? - What do Christians mean by the word TRINITY? - Why do Christians believe that od is a loving father? - How did Jesus deliver od s message? - What can Christians do today to be more like Jesus? - How do Christians know what is right and wrong? - Where can Christians learn about the Christian rules and values? - Do you think Jesus was a good teacher? Why/why not? - Who is your local church leader? What do they do? - How does your local church get involved in the community? - How does your local This work can be assessed by: Pupils choose a story Jesus told or an event from his life which teaches Christians how they should live their lives, and retell it, explaining what the story teaches Christians, and how Christians might be able to put the teaching into practice. (AT1, level 2) Pupils write an explanation of what Christianity teaches about how Christians should behave towards others. Pupils can explain where the teaching comes from, and provide examples of the behaviour being put into practice in the lives of Christians. (AT1, level 3). Pupils can state their own ideas about od plus some different beliefs about od for example, those of peers or of various faiths including Christian beliefs, and explain how they think the different beliefs are reflected in different practices. (AT2, level 3). CHM OF WOR

54 practices of religions, and to their own understanding and experience. B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2 Develop positive attitudes of respect toward other people who hold views and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about od and understand Christian belief and teaching about od. now and understand what Christians believe Jesus taught about od s intended way of life, and consider Jesus teachings in the light of their own rules for living. TH TRINITY - Learn about the Christian belief about one loving od involved with the world, and belief in the Trinity: od the Father ie. a loving parent and creator of the world, life giving. od the on ie. Jesus showing through human words and actions what od is like. od the Holy pirit ie. The power of od Working through people (in history:- Disciples, Florence Nightingale, Mother Theresa, t. Hugh and today:- charity Workers, local priest, bishop, Christian Celebrities). - Children can discuss and write about their own beliefs about od. - Children to study symbols of the Trinity and Christian creeds. RUL AND VALU - Develop understanding of some Christian rules and values (eg. 10 commandments (xodus 20) and the teachings and actions of Jesus) (ermon on the Mount Matthew 5-7). - xplore values presented in the beatitudes (sayings of Jesus in Matthew 5/Luke 6) and what each beatitude means to Christians putting them into practice today. - Consider class and home rules and pupils own rules for living in a) school, b) in the family, c) in society. - Putting od s rules into practice study of parable from Jesus about how Christians should try to live their lives, such as the lost son (Luke 10) or the unforgiving servant (Matthew 18). What can be learned from Jesus teaching? church s involvement in the community life benefit the people it serves? - What else do you think the church should provide for the community? kills to be taught Investigation Application Reflection xpression mpathy Interpretation ynthesis valuation Attitudes to be developed Commitment Fairness Respect nquiry Appreciate why Christians take part in charitable deeds, and know something of the kinds of actions Christians are involved with. 49 now and understand why Christians worship together and ways in which they serve the community. 2 TA Y CHM OF WOR

55 50 Unit 2 - Theme: Hindu Beliefs & Lifestyle uggested time: 15 hours 1 term. Refer to ey tage 1 Units 2 & 9. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B2 Develop positive attitudes of respect towards other people who hold views 2 TA Y Religions Content ey questions Assessment Opportunities Hinduism ey Concepts Religious Beliefs & Lifestyle uggested Resources alt and water (to illustrate concept of Brahman ) Artefacts including some murtis (images of gods and goddesses). Books of names and meanings. Items to make up a model Hindu shrine Puja tray, flowers, murtis, food, water, decorations/garlands, cloth, incense. Pictures, books and video clips of a Mandir (Hindu temple). Diva lamp. Prayer beads. Begin by exploring children s existing knowledge of Hinduism Brahman & Hindu gods and goddesses xplain to the children that the Hindus believe there is one supreme, great power or universal spirit and this is Brahman, who does not take any human form or characteristics. The concept of Brahman is illustrated to Hindus by salt being dissolved into water. alt is present but unseen in every drop of the water, as Brahman is present in everything in the universe. - Learn that the sacred symbol used to represent Brahman is called Aum. Hindu prayers begin with this sound. Hindus believe that this power can be best understood through the worship of Hindu gods and goddesses. There are 3 deities which Hindus believe help them to best understand aspects of Brahman Brahma the creator god Vishnu the preserver and maintainer of life hiva the destroyer god of life, death and rebirth Together they are know as Trimurti - Learn about some of the other gods and goddesses that form part of Hindu worship e.g. rishna, anesha, Lakshmi, ali, Hanuman. Note Hindu gods and goddesses can take many forms and names to display different aspects of the divine. Teachers will want to avoid the dangers of confusion. For example hakti, ali, Parvati, Durga are all to be understood as aspects of divine feminine energy. This could be illustrated by children giving themselves different names/titles depending on the situation they are in eg. the carer, friend, quarreller, peacemaker, entertainer etc. They can illustrate their characteristics in pictorial form or through drama. Hindu Worship - Learn that Hindu worship of gods/goddesses is called puja and this can take place in the home or the Hindu temple (Mandir). - xplain and describe a Hindu shrine and if possible set up a - What is your understanding of Brahman to Hindus? - What is the Trimurti? - Why do you think some Hindu gods/goddesses have many different names? - Why do you think some Hindu gods/goddesses have animal characteristics? - What is a shrine? - Why would a Hindu have a shrine in their home? - What are the components of a Puja tray and how are they used in Hindu worship? - What do Hindu s do before they go into the Mandir and why? - What do Hindu s believe are their duties? - What do you think your duties are in life? - Why is it important to always do your best in your jobs? - What do Hindu s say is good or right? - Why was andhi called Mahatma? - Why do Hindu s believe it is wrong to hurt or kill an animal? Do you agree? - Why is the cow a sacred animal to some Hindu s? This work can be assessed through tasks such as these: Pupils write about what Hindus believe about Brahman. Pupils write about Hindu gods and goddesses and how worship helps Hindus to understand aspects of Brahman. (AT1, level 3). Pupils share ideas about what their duties are at home, at school and in life generally and relate these duties to the Hindu belief in dharma. (AT2, level 3). Pupils make up a newspaper interview with a Hindu in which sensitive questions are posed and appropriate answers provided from a fictitious Hindu. The interview is about what my faith means to me and includes aspects of the Hindu s beliefs and practices which have been covered in this unit of work. (AT2, level 4) CHM OF WOR

56 and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about od s character and understand Hindu belief and teaching about Brahman and Hindu gods and goddesses. now and understand how Hindus worship their gods and goddesses and that this worship can take place in the home and in the temple and that certain times of the year are special for Hindus. Appreciate Hindu teachings about dharma (duty) through family life. Understand that Hindus regard life as a journey... model Hindu shrine in the classroom using some artefacts: a Murti (image of god/goddess), puja tray, simple gifts eg. flowers, food, water, decorations for the shrine. - Describe how Hindus prepare for worship in the temple (Mandir). - Describe and discuss an act of worship in the Mandir. Teach about the use of hymns (bhajans), prayers and offerings to the deities, arti (welcoming ceremony using lamps and incense). Festivals - Learn that certain times of year are special for Hindus ie. Durga Puja or Navaratri the nine nights festival (autumn term), Divali the festival of light (autumn term), Holi the spring festival of colours (spring term), Janmashtami, rishna s birthday (summer term / August) - Learn how and why Hindus celebrate these festivals. Ceremonies - Choose a special occasion for Hindus and explore some of the ways in which Hindus celebrate them ie. birth and naming ceremonies, marriage, funerals (if appropriate). - Compare with their own experiences of similar ceremonies. Lifestyle - Learn that many Hindus regard life as a journey of 4 stages. The ultimate goal is to be united in Brahman. Hindus believe the real self is reincarnated after death to another life as part of a continual cycle. - Investigate the word duty and let children define duty in their own words. - Discuss Hindu ideas of duty (dharma), to always do your best. uch duties include honesty, kindness to animals and people, thoughtfulness, worship. - Discuss these duties in the light of their perceptions of their own duties at home, at school and in life generally. Mahatma andhi - Find out about the life of andhi and how he showed the teachings of Hinduism in his life. kills to be taught Investigation Application Reflection xpression mpathy Interpretation ynthesis Attitudes to be developed Commitment Fairness Respect Food - Investigate why some Hindus are vegetarian, and how this relates to the idea of harmlessness (ahimsa). - Why the cow is a special or sacred animal in Hindu traditions. - Why some Hindus fast. 51 Learning from Hinduism - What can be learned from Hindu belief and lifestyle? How does it relate to pupils own ways of life? - How are pupils developing their own understanding of beliefs and religion? - How does belonging to a Hindu family influence life? What groups do pupils belong to, and what are their roles? 2 TA Y CHM OF WOR

57 52 Unit 3 - Theme: Muslim Beliefs & Lifestyle uggested time: 15 hours 1 term. Refer to ey tage 1 Units 2 & 9. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B2 Develop positive attitudes of respect towards other people who hold views 2 TA Y Religions Content ey questions Assessment Opportunities Islam ey Concepts Religious Beliefs & Lifestyle uggested Resources Books of babies names and meanings. Poster or list of 99 names of Allah and their meanings. Qur an, Qur an stand and bowl of water with soap and towel. tory of revelation of Qur an to Muhammad (pbuh). xamples of Islamic art and patterns, including names of Allah and Muhammad (pbuh) in Arabic. Books with information about the 5 pillars of Islam. chool rules and/or rules for living from other faith(s). Prayer mat and compass. Books with information about times of Muslim prayer and Muslim prayer positions. Books, posters or video with information about mosques. tory of the two Muslim brothers. Books/posters about Hajj and Makkah. Books, posters or video about Muslim home life, food laws, birth and naming ceremonies and dress. Begin by exploring children s existing knowledge of Islam:- - Research meaning and reasons for choice of pupils names. - Introduce concept of the Muslim word for od: Allah. - Inform children that Muslims know and use 99 names for Allah. Consider some of their meanings eg. Compassionate, merciful, almighty, holy, all-knowing, the judge. Belief: hahadah First Pillar of Islam - Teach children about the hahadah which is fundamental to the Islamic religion and is their declaration of faith:- There is no od except Allah, Muhammad is the prophet of Allah (The 1st pillar of the 5 pillars of Islam). Peace be upon him (pbuh) - Inform children of the importance of the words peace be upon him which is said or written after every mention of Muhammad (pbuh) or any of the Islamic prophets out of respect and reverence. - Teach children about the Islamic greeting As-alamu-Alaykum (Peace be upon you). Compare this with other greetings. Islam has peace at its heart. - Learn about the 5 most important components of Muslim worship, the 5 pillars of Islam. Compare the codes of conduct relevant to pupils today in family, school and society. Prophet Muhammad (pbuh) - xplain what Muslims believe about prophets ie. there were others before Muhammad (pbuh), who was the final prophet sent by Allah. - Learn how Muhammad (pbuh) was chosen by Allah to be his final messenger. - Tell the story of Bilal, a freed black slave appointed by the Prophet to become the first Muezzin, giving the call to prayer. Prayer: alah econd Pillar of Islam - Learn about Muslims preparation for prayer (wudu-ablution), positions, frequency of praying, prayer mats and patterns and orientation to Makkah. - Look at and discuss a range of artefacts used in Islamic worship eg. Qur an, prayer mat, compass. - Learn about the importance of Friday prayers. - What do you already know about Islam? - What is the Muslim word for od? - How do Muslims describe Allah and why? - Who was Muhammad (pbuh)? - What is a prophet? - How did Muhammad (pbuh) receive and pass on Allah s message? - How was Muhammad (pbuh) chosen by Allah? - What is a pillar? What does a pillar do? Why do Muslims call their rules and values pillars? - How do Muslims pray? - What makes Friday a special day for Muslims? - What is a mosque? - What is an Imam? - What is the most important book to Muslims? - How should we treat such special books? - What is Zakah? - What ways do you or your family help others in your community? - When do Muslims fast and why? - How do Muslims celebrate the end of Ramadan? - Why do Muslims visit Makkah? - How do Muslims prepare for the Hajj? - What happens during the Hajj? How does it feel? This work can be assessed through tasks such as these: Pupils write about what Muslims believe about od, and describe some of Allah s characteristics. Pupils explain what kind of art appears in pictures, prayer mats and in mosque design, and can explain the link between what Muslims believe about od and how art is used in Islam. (AT1, level 3). Pupils share ideas about what their rules for behaviour are, and where they get them from. Pupils can relate their experiences of how to live their lives with Muslim belief in the importance of the Qur an in determining behaviour. (AT2, level 3). Pupils write about why Muslims perform Hajj and what Hajj entails, explaining the processes, and can empathise with how going on Hajj makes a difference to a Muslim s life. Pupils know that different experiences have meaning in a CHM OF WOR

58 53 and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about od s character and understand Muslim belief and teaching about Allah. now and understand Muslim belief about the Qur an, how it should be treated, and the importance of its teaching. now about the significance of the Prophet Muhammad (pbuh). now and understand what the 5 pillars of Islam are, and the significance they hold for Muslims. Understand that Muslims practicing the 5 pillars of Islam do so out of obedience of Allah. Appreciate what Islam teaches about following Allah through family life. - Learn about Friday Prayers at a Mosque. - ive the children an overview of the role of the Islamic Imam (key figure, leader of prayer). - Learn about the minaret, the tower at a mosque from which the prayer call is made. - Consider the role of prayer for pupils and those they know. What can they learn from Islamic prayer? To whom, how and why do many people pray? Why do others not pray? - For what reasons do pupils think Muslims pray? The Holy Qur an - Introduce a Qur an and its stand and demonstrate the respect given to it. - Learn of the value Muslims place on the Qur an and its contents. - Look at some short passages or prayers from the Qur an and discuss why the children think it s so important to Muslims. These could be used for literacy activities. Almsgiving: Zakah Third Pillar of Islam - Research Muslim charity or almsgiving Zakah, and the ways in which Muslims help and care for the world wide Muslim community (Ummah). Discuss why and how is Zakah performed and who benefits. Fasting: awm Fourth Pillar of Islam - tudy Muslim obedience to Allah by abstention and fasting during Ramadan. - Learn about the celebration of Id-ul-Fitr. Pilgrimage to Makkah: Hajj - Fifth Pillar of Islam - Investigate why Muslims place such value on the Hajj. - Learn about what happens during the Hajj including the festival of Id-ul-Adha. - Learn about their preparation for the Hajj. - Learn about how clothing at Hajj symbolises equality for all humans before Allah. Learning from Islam - What can be learned from Muslim belief and lifestyle? How does it relate to pupils own ways of life? - How are pupils developing their own understanding of beliefs and religion? - How does belonging to a Muslim family influence life? What groups do pupils belong to, and what are their roles? 2 TA Y Christian s life, and can write about the significance of any experience of their choice in a Christian s life. (AT1, level 4). Pupils make up a newspaper interview with a Muslim, in which sensitive questions are posed and appropriate answers provided from a fictitious Muslim. The interview is about What my faith means to me, and includes aspects of the Muslims belief and practice which have been covered in this unit of work. (AT2, level 4). kills to be taught Investigation Application Reflection xpression mpathy Interpretation ynthesis Attitudes to be developed Commitment Fairness Respect CHM OF WOR

59 54 Unit 4 - Theme: Jewish Beliefs & Lifestyle uggested time: 15 hours 1 term. Refer to ey tage 1 Units 2, 4 5, 6, 8 & 9. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are 2 TA Y Religions Content ey questions Assessment Opportunities Judaism ey Concepts Religious Beliefs & Lifestyle uggested Resources A Bible. Copy of the 10 Commandments. Photographs, posters, video of interior and services in a synagogue. Miniature Torah scroll. Items and artefacts to create a habbat table. Photographs and pictures of Jewish life. tories of habbat and ynagogue. Begin by exploring chidren s existing knowledge of Judaism. od Teach pupils about Jewish belief in one good od, who created the world and cares for it and all people. Tell pupils creation stories from enesis 1 and 2. Discuss, then pupils work in pairs to list the attributes and character of od according to Jewish belief. Pupils study the hema (ancient Jewish prayer incorporating the words of Deuteronomy 6.4-9, beginning Hear O Israel: The Lord our od, the Lord is one ) in nglish, and learn about the significance and use of the Mezuzah (cylindrical box placed on doorposts to hold the hema) and the tefillin (box containing hema tied on forehead or left arm near the heart by Jewish men). tudy the first four of the Ten Commandments and discuss what they mean and consider their significance to Jews. In pairs, pupils discuss and list what these commandments teach Jews about od. Pupils then write about and illustrate how a Jew might put two of the first four commandments into practice in their lives. Teach pupils about Yom ippur, the Day of Atonement, when Jews repent of their sins and judge their behaviour, and make amends with those they need to. Pupils write about things they repent of, or regret thinking, saying and doing, then tear up their work into a communal pot. hare with a partner then discuss with the whole class how this felt afterwards. Pupils write about how and why they think Yom ippur helps Jews relationships with others and with od. The Torah Look at photographs, posters, video and books showing a synagogue interior and services in the synagogue, and learn about where, how and reasons why the Torah scroll is kept in the synagogue. Teach pupils about the significance of the Torah scroll being paraded and read from in synagogue services. If possible, look closely at a miniature Torah scroll artefact in class. Pupils choose a time when the Torah scroll is stored, paraded or read from in the synagogue, and paint a picture depicting it. Talk about the role and work of the scribe and the significance of the Torah to Jews, and pupils write about what they think the Torah means to Jews. - What do Jews believe about od? - What does the Bible teach Jews about the creation of the world? - What does the hema teach Jews about od? - What is a Mezuzah and why do many Jews have them in their homes? - What do you have in your house that reminds you of people, things or od? In what ways do they remind you? - What are tefillin, and how and why do some Jews use them? - What are the first four of the Ten Commandments, and what do they teach Jews about how they should behave towards od? - Do you have rules that you live your life by? What are they and why do you have them? Which rules do you find hardest and easiest to keep? - What happens at Yom ippur, and why? - What does it feel like when you repent of things you have done wrong and start afresh with relationships with others? - What is the efer Torah (the Torah croll) and how is it made? - Where is the Torah kept and how is it looked after? - What is the Torah dressed with? - Why do Jews use a yad when reading from the Torah in the synagogue? This work can be assessed through tasks such as these: Pupils choose a story that they have heard about one of the Jewish forefathers and retell it, explaining what the story teaches Jews about their religion and how they can learn from it. (AT1, level 2). Pupils write an explanation of what Judaism teaches about how Jews should behave towards each other. Pupils can explain where the teaching comes from and provide examples of the behaviour being put into practice in the lives of Jews. (AT1, level 3). Pupils can explain what happens at Yom ippur and how it helps Jews relationships with others and with od. (AT2, level 2) Pupils share ideas about what their rules for behaviour are and where they get them from. Pupils can relate their experiences of how to live their lives with Jewish belief in the importance of the Torah in determining behaviour. (AT2, level CHM OF WOR

60 55 different from their own. Pupils will be enabled to: Consider their own beliefs about od s character and understand Jewish belief in one good od. now and understand Jewish belief about the Torah, how it should be treated and the importance of its teachings and know about the significance of some of the Jewish forefathers. Realise the significance of the 10 Commandments to Jews and how they put these into practice. Appreciate what Judaism teaches about following their faith through family life. Tell pupils about the laws and rules in the Torah, and study the 5th to 10th of the Ten Commandments. Discuss what pupils think each of the commandments mean, and why pupils think those commandments were given to the Jews by od. Pupils work in groups of 3 or 4 and choose one of the commandments and produce two dramas illustrating how, in one chosen situation, the commandment could (1) have been broken and how (2) it could have been kept. Pupils consider some of the laws regarding behaviour towards others in Leviticus 19:11-18, in particular the rule in verse 18, love your neighbour as yourself. Pupils create a poster to illustrate how Jews should keep both this rule and one of the other rules of their choice. xplore with pupils stories from the Torah, such as stories about the lives of the families of Abraham, Isaac, Jacob and Joseph. Tell pupils stories from the life of Moses, including the story of od giving the Torah at Mount inai. Tell pupils about the Tenakh (Jewish bible), and what it consists of. Choose some stories from it to tell pupils, such as stories from the lives of the prophets lijah and Isaiah. The Jewish home: habbat and ashrut Teach pupils about habbat (Holy day abbath) and how Jewish families prepare for it. Lay a habbat table in the classroom, and talk through the rituals of the Friday night meal, and their significance for Jews. Teach pupils about the rules for habbat and the focus being on quality family time. Discuss important family times, pupils experience, and what happens to them to make them special. Teach pupils about the Havdalah ceremony (blessing to mark the end of abbath) and how the spice box reminds Jews of the sweetness of habbat throughout the coming week. Pupils write a description of the Havdalah ceremony (the end of habbat) giving the meaning of the rituals, and explain what they have learned about the importance of habbat and the family in Judaism. Teach pupils about ashrut (Jewish food laws) and osher food, involving what can and cannot be eaten, and what can and cannot be mixed. Teach pupils about how a osher kitchen is kept. Pupils make a menu for a Jewish family party, keeping ashrut laws. Learning from Judaism - What can be learned from Jewish belief and lifestyle? How does it relate to pupils own ways of life? - How are pupils developing their own understanding of beliefs and religion? - How does belonging to a Jewish family influence life? What groups do pupils belong to, and what are their roles? 2 TA Y - How is the Torah used in worship? - What does the Torah mean to Jews? - Do you have any special favourite or holy books that you look after? Why are they special to you, what do they mean to you, and why? How do you care for them? - What are the 5th to 10th of the Ten commandments, and why do you think od gave them to the Jews? - In what ways do you think it is important to have rules in communities? - What rules do you have in school or groups you belong to, and why do you think the rules exist? - What other rules do Jews have to keep other than the Ten Commandments? - What does the Torah tell you about the lives of the patriarchs and matriarchs? - What do Jews believe happened to Moses on Mount inai, and why is it important? - What is the Tenakh and what do you know about it? - What do the Jewish stories about lijah and Isaiah mean? - What is habbat and what does it mean to Jews to celebrate it? - What happens at the Friday night habbat meal, and why? - What special family times do you enjoy, and what makes them special? How do you prepare for them? - What rules are associated with habbat? - What happens on aturday evening? - What food laws do Jews keep to, and why? 3) kills to be taught Investigation Application Reflection xpression Interpretation ynthesis Attitudes to be developed Commitment Fairness Respect elf-understanding CHM OF WOR

61 56 Unit 5 - Theme: ikh Beliefs & Lifestyle uggested time: 15 hours 1 term. Refer to ey tage 1 Units 2 & 9) Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2 Develop positive attitudes 2 TA Begin by exploring pupils existing knowledge of ikhism Y Religions Content ey questions Assessment Opportunities ikhism ey Concepts Religious Beliefs & Lifestyle uggested Resources Ik Onkar symbol ( there is only one od ) Copy of the Mool Mantar. Pictures, images of uru Nanak and other urus. Photographs/ video of the gurdwara. ome translated extracts of texts from the uru ranth ahib. The 5s (esh uncut hair, angha comb, ara wrist band, achera short trousers, irpan sword) od xplore pupils ideas of what od is like. xplain to pupils the ikh belief in one od, who has no image or human form, and is the creator and sustainer of the world. ikhs believe od is Truth. how pupils the Ik Onkar symbol and explain its meaning. tudy a copy of the Mool Mantar (First hymn composed by uru Nanak), the ikh basic statement of belief, and what it teaches ikhs about the description of od. Pupils consider and develop a basic statement of their own beliefs. The urus Teach pupils about uru Nanak (founder of ikhism), the first uru, finding out about his upbringing, and hearing some stories from his early life. Tell the story of his call, when he disappeared for 3 days whilst bathing. Discuss what pupils think happened to him. Tell pupils about his journey and his teaching about od. Pupils learn about stories of some of the other urus, for example: uru Arjan (the fifth guru) who compiled the Adi ranth (holy book), built the olden Temple, and was the first ikh martyr. uru Har obind (the sixth uru) who is remembered at the ikh festival of Divali for helping to have prisoners released. uru Tegh Bahadur (the ninth uru) who was martyred for the principle of religious tolerance. Talk about martyrdom and ask pupils to consider what causes they think are worth living or dying for, and why. Pupils learn about uru obind ingh (the tenth uru), and how he founded the halsa, the community of the pure to which all initiated ikhs belong at Baisakhi. An annual festival to mark this founding is celebrated. The uru ranth ahib and the urdwara Use photographs and/or video to introduce pupils to the urdwara (uru s house ikh place of worship). Learn about the uru ranth ahib (the scriptures of of ikhism, the living uru ) and how it is looked after and treated in the urdwara, when it is read. Find out about how worship is carried out in the urdwara, involving hymns and prayers and reading from the uru ranth ahib. Discuss what books and words are special to pupils, why, and what specifically - What does the Mool Mantar teach ikhs about od? - How do ikhs explain their ideas about od? - Who was uru Nanak? - Why is uru Nanak important to ikhs? - What was uru Nanak s early life like? - What happened to uru Nanak that caused him to start teaching people about od? - What did uru Nanak do and what did he teach people about od? - Who were the urus who followed uru Nanak? - Why are the urus important to ikhs? - What kinds of examples did the urus set for ikhs? - Why is uru obind ingh important to ikhs and what did he do? - What is the halsa? - What would you have done if you were there at Baisakhi? - Is there anything you think is worth living for or dying for? What is it? - What is the uru ranth ahib? - How is the uru ranth ahib treated? What do you think it means to This work can be assessed through tasks such as these: Pupils choose and retell one of the stories they have heard about the urus explaining what the story teaches ikhs about their religion and what they can learn from it. (AT1, level 2). Pupils can explain what the 5s are, why some ikh children wear them and why they are important to them. (AT2, level 2). Pupils write an explanation of what ikhism teaches about how ikhs should behave towards each other. Pupils can explain where the teaching comes from and provide examples of the behaviour being put into practice in the lives of ikhs. (AT1, level 3). Pupils can explain how the values ikhs hold manifest in their lifestyles. Discuss what is prohibited in the life of a ikh and discuss what prohibitions they CHM OF WOR

62 of respect towards other people who hold views and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about od s character and understand ikh belief and the teachings of the urus. now and understand ikh belief about symbols of identity and what they represent. Appreciate what ikhism teaches about following od and the effect this has on their lifestyles and values. now and understand the importance of the uru ranth ahib to ikhs. they have learnt from them. ikh values and lifestyle Teach pupils about ikh values of sharing (vand chhakna) and service (sewa) to others, represented by the langar (kitchen attached to the urdwara, serving free food to anyone who comes). Consider its importance for ikhs. What does it mean to eat together? xplore other ikh values such as earning one s living by honest means (irat karna), acceptance of od s will (hukam) and equality of gender, race and creed. xplore what values pupils have, why they hold them, and how they manifest them in their own lifestyles. Teach pupils about ikh prohibitions in lifestyle - Not eating meat that has been ritually slaughtered; most ikhs are vegetarians. - Not using tobacco, alcohol or harmful drugs. Discuss what prohibitions pupils think they themselves should have in their own lifestyles, and why. ikh symbols and identity Pupils learn about symbols which indicate ikh belief, and investigate their meaning: - Ik Onkar, there is only one od; - handa, the ikh symbol Introduce pupils to the 5s worn by halsa ikhs esh (uncut hair), kangha (comb), kara (a steel wrist band), achera (short trousers), kirpan (sword) xplore what each represents and why it is worn. Pupils share what symbols they wear and use, and what symbols they are aware of in the community. What do these symbols represent? Why are they important? How could they be respected? Pupils design symbols of their own identity or belonging and explain meanings. Learning from ikhism - What can be learned from ikh belief and lifestyle? How does it relate to pupils own ways of life? - How are pupils developing their own understanding of beliefs and religion? - How does belonging to a ikh family influence life? What groups do pupils belong to, and what are their roles? ikhs? - How do ikhs worship in the urdwara? - What happens in the langar, and why? - What ikh values does the langar represent? - What other values do ikhs hold and how do they show their beliefs through how they live their lives? - What are your values and how do you show what matters to you through how you lead your life? - Why are most ikhs vegetarian? - Why do you think ikhs are not allowed to use tobacco, alcohol or harmful drugs? - What symbols are used or worn by ikhs and what do they represent? - What is the relevance and meaning of the Ik Onkar and handa symbols? - What are the 5s, and why do some ikhs wear them? - What symbols do you wear or use and what do they represent? - What symbol can you invent to show your identity or your allegiance to a particular group which you belong to? themselves should have in their own lifestyles and why. (AT2, level 3). kills to be taught Investigation Application Reflection xpression mpathy Interpretation ynthesis valuation Attitudes to be developed Commitment Fairness Respect elf understanding CHM OF WOR Y TA 2 57

63 58 Unit 6 - Theme: Buddhist Beliefs & Lifestyle uggested time: 15 hours 1 term. Refer to ey tage 1 Units 2 & 9 Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:1 Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them. B1:2 Responding to such questions with reference to the teachings and Buddhism ey Concepts Religious Beliefs & Lifestyle uggested Resources Newspapers for examples of suffering. Photographs/ pictures of monks, and nuns from the Buddhist community, and of lay Buddhists. Photographs or video of the Buddhist Vihara (temple). Different photographs or images of Buddha. Artefacts associated with Buddhist meditation eg. An eight spoked wheel. 2 TA Y Religions Content ey questions Assessment Opportunities Begin by exploring the pupils existing knowledge of Buddhism The Buddha Tell pupils stories of iddattha otama (Indian prince who later became known as the Buddha) including some of the following: His birth His upbringing as a prince The story of the four sights and his renunciation of a luxurious prince s palace life His years in the forest learning meditation The Buddha s enlightenment His teaching of the Middle Way His death Pupils write a description of what they think iddattha s first week might have been like, having decided to leave the palace and his riches and power behind, as he heads off in the hope of finding answers to the problems of suffering and the unsatisfactoriness of life. Teach pupils that the Buddha is not a od to be worshipped, and that Buddhism has no belief in od. Consider different images of the Buddha and the symbols of teaching they use. The Buddha s teaching (Dhamma) xplore the Buddha s teaching of Five Precepts, by which Buddhists refrain from:- Harming or killing any living things Taking what is not given to them Being over-indulgent Using wrong speech Taking drugs or drink Pupils write about and illustrate examples of Buddhists keeping each of the Five Precepts. Pupils debate in pairs the reasons for having moral codes, and make up their own ideal code of five moral precepts. Teach pupils about the Four Noble Truths, in which the Buddha taught: Life involves suffering uffering comes from selfish desire and greed, and makes life unsatisfactory uffering can be stopped by getting rid of selfish desire and greed The way to get rid of selfish desire is to follow the Middle Way, keeping to the Noble ightfold Path. Collect newspapers for pupils to work in pairs to find examples of suffering. Pupils record their research in a table, recording, in brief, the suffering, and suggesting alongside reasons why they think the suffering has occurred. In a third column, pupils suggest ways in which the particular suffering could have been avoided from occurring in the first place, and a fourth column suggesting ways in which the suffering could be alleviated. Pupils share and discuss their work. - Who was iddattha otama? - What was foretold at his birth? - What did he discover on his trips out from the palace? - How did the sights he saw change him? - Why do you think people suffer? - What is life like when everyone is selfish and greedy? - What did Prince iddattha decide to do with his life, and why? - What do you think it would be like to give up everything you have? - What do you think you would have done if you were Prince iddattha? - If you were born into a royal family, what kind of person do you think you would be, and what would you do with that power? - Why do you think iddattha went to the forest to learn meditation? - What do you think happened when the Buddha received enlightenment? - What do Buddhists believe about the Buddha? - Why do you think the Buddha taught the Five Moral Precepts to his followers? - Do you think having moral rules to live by is a good or bad idea, and why? - If you had to make up five moral rules for everyone to keep, what would they be, This work can be assessed through tasks such as these: Pupils write about what Buddhists believe about the Buddha and why they do not worship him as a od. Pupils can recount some of the Buddha s teachings and provide examples of the resulting behaviour being put into practice in the lives of Buddhists. (AT1, level 3). Pupils can explain how the values Buddhists hold manifest in their lifestyles and relate this to the Five Moral Precepts. Discuss what they themselves think they should be committed to and refrain from and why. (AT2, level 3). Pupils write about the Buddhist belief in the Noble ightfold Path and how this helps Buddhists to overcome difficulties in their lives. Pupils can understand that Buddhists use the teachings and example of the Buddha as a source for strength and meaning in their lives (AT1, level 4). Pupils make up a CHM OF WOR

64 59 practices of religions, and to their own understanding and experience. B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. Pupils will be enabled to: Consider their own beliefs about od s character and understand Buddhist beliefs and the teachings of Buddha (dhamma). now about the enlightenment of the Buddha and the effect this had on his life. Understand that Buddhists turn to the 3 treasures for help and refuge the Buddha, the Buddha s teachings (the Dhamma) and the Buddist community (the angha). Pupils study the Noble ightfold Path, which the Buddha taught as the way out of suffering. It consists of: Right understanding Right thought Right speech Right action Right livelihood Right effort Right mindfulness Right concentration Pupils choose two of the eight teachings they most agree with, and write about why they think they would be effective ways out of suffering, giving practical examples to illustrate their opinions. The use of an eight spoked wheel could help to illustrate the Noble ightfold Path. Buddhist tories Tell pupils stories from the life of the Buddha (known as Jataka tales) or stories he taught which illustrate his teaching. Pupils explore the moral message to the stories, or the Buddhist values they exemplify. Pupils work in small groups of 3-4 to choose their own value or moral message they would like to get across to others, and create a story which illustrates the message, which they can dramatise for the rest of the class. The class guesses and discusses what they think the moral behind the drama is. The Buddhist Community (angha) Teach pupils about the Three jewels, and that Buddhists turn to the Three Treasures for help and refuge: The Buddha The Buddha s teaching (the Dhamma) The Buddhist community (the angha) Discuss who and what pupils turn to when they want help and refuge. Do they turn to different people for different kinds of help? In what way? xplain that the Buddhist community is made up of ordained monks, nuns and priests and also of lay people, all of whom try to follow the example led by the Buddha of how to live their lives, and to follow the Buddha s teaching. Discuss with pupils what teaching or example is worthy of following, and what ideals they try to follow themselves. Where have these come from? In what ways is it easy, and in what ways is it hard to live a good life? Talk about the Buddhist Vihara (temple), and if possible, look at photographs, books or video about the Vihara. Teach pupils that there will be an image of the Buddha at the Vihara which is not worshipped but communicates tranquility and compassion, and sets an example to Buddhists, who often meditate in the shrine room. Learning from Buddhism - What can be learned from the Buddhist way of life and teaching? How does it relate to pupils own ways of life? - How are pupils developing their own understanding of beliefs and religion? - How does belonging to a Buddhist family or community influence life? What groups do pupils belong to, and what are their roles? 2 TA Y and why? - What do Buddhists believe are the Four Noble Truths? - What do you think about the Four Noble Truths? - What is the Noble ightfold Path and why do you think it helps Buddhists out of suffering? - Which elements of the Noble ightfold Path do you most agree or disagree with, and why? - What values do Buddhists have? - What stories did the Buddha tell or are told about his life to illustrate moral messages or Buddhist values? - What do you think are important values or morals to teach others? - What did the Buddha teach his followers? - What do you think about the Buddha s teaching? - Where do you turn to for help and refuge? - What group or community do you belong to, and how does it support or help you? - Why do you think meditating in the Vihara helps Buddhists? newspaper interview with a Buddhist, in which sensitive questions are posed and appropriate answers provided from a fictitious Buddhist. The interview is about What my faith means to me and includes aspects of Buddhist understanding and lifestyle which have been covered in this unit of work. (AT2, level 4). kills to be taught Investigation Application Reflection xpression mpathy Interpretation Discernment ynthesis valuation Attitudes to be developed Commitment Fairness Respect elf understanding nquiry CHM OF WOR

65 60 Unit 7 - Theme: Christian Journeys uggested time: 8-15 hours -1 term. Refer to ey tage 1 Unit 1. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:1 Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them. B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. 2 TA Y Religions Content ey questions Assessment Opportunities Christianity ey Concepts Religious Beliefs & Lifestyle Celebration uggested Resources Maps. Pictures, photographs of different types of transport. Photographs of the children at different ages. tory books illustrating selected stories of aints, Missionaries, pilgrimages, church leaders and Bible stories about journeys. Artefacts or pictures and photographs of items needed for a journey. Information on different charities. Pictures of aints, statues. Bible. - Brainstorm ideas about the meaning of the word journey, suggest purposes for journeys. - Discuss journeys children have made, reasons for making them, mode of transport and associated feelings. - Planning a journey:- essentials ie. map, food, provision for shelter etc. - Comparison of a New Testament journey eg. Mary s journey to Bethlehem, Jesus going to Jerusalem as a boy with a similar journey made in the 21st century. Depending on the term in which this unit is delivered:- Christmas journeys Journey of Mary and Joseph to Bethlehem, journey of the magi / wise men via Herod, the escape to gypt of Mary, Joseph and Jesus (Matthew chapters 1+ 2). aster journeys Jesus Journey to Jerusalem (leading up to Palm unday), route to the cross (Luke chapters 19 and 23) Journeys of t. Paul from New Testament Conversion of aul journeys of Paul, reasons why Paul travelled so far to tell people about Jesus (his mission), plot Paul s journeys on a map, discuss the reasons why he wrote so many letters (stories selected from The Acts of the Apostles chapters 13-22). Consider some key texts from t Paul s writing, to see what might be learned from them, eg I Corinthians 13, alatians 5 verse 22, Romans 8 verses Journeys of aints t Christopher the Patron aint of Travellers t Francis of Asissi Journeys of Patron aints eg t Patrick, t David Journeys of Missionaries Discuss the meaning of the word missionary:- - tory of ladys Aylward, discuss why she made her journey to China and what motivated her to make the journey - Journeys made by Mother Teresa from her home in Yugoslavia, to being a nun in Ireland, to teaching in India and working with the poor in Calcutta. The work of the Missionaries of Charity. - What is a journey? - What has been the best journey they have made and why? - How have journeys changed over the years? - What could have happened on the journeys in Jesus story, to a) Bethlehem, b) gypt, c) Jerusalem? - Where would you find examples of Paul s letters? - Why did Paul write letters? - Why were Paul s letters so important to the people who received them? - Where did the aint you have chosen journey to? What was the purpose of their journey? - What is a mission? Have you ever had a mission? Does everyone have a mission in life? - How did ladys Aylward s faith inspire her? - Do you think Mother Teresa felt her work was worth it? Why? What inspired her? - Have you ever helped a charity? And why? - What charities has our school supported over the past few years? How did our support help other people? - What is a pilgrimage and why do Christians make them? - If you were to make a This work can be assessed through tasks such as these: Pupils choose a story of a journey made by a Christian and retell it identifying why the person made the journey and what motivated him/her to undertake the mission. They could make a life map for the person chosen. (AT1, level 2). Pupils explain the aims of one particular charity and understand how their support makes a difference to the lives of the recipients of their work. Pupils give reasons why there are some people in the world who rely on the support of charities and volunteers. (AT2, level 2). Pupils write an explanation of what Paul wrote in his letters about how Christians should behave towards others. Pupils can explain where the teaching comes from and provide examples of the types of behaviour Christians would display as a result of reading Paul s letters (then and now). CHM OF WOR

66 Pupils will be enabled to: Consider their own feelings about making journeys and understand the beliefs and values of others who have made journeys. Appreciate why many Christian missions take people away from their homes. Consider their own life as a journey and what skills and qualities are needed to take them on their journey in the future. Journeys of Modern Day Missionaries - Work of Christian charities eg. Christian Aid s work to strengthen the poor that all may share in the feast of life, to tackle issues of poverty and inequality. - Investigate Christian charities supported by local church. - Personal mission of Mary Jones story of Mary Jones and her bible. The work of the Bible ociety. - Talk with someone whose Christian mission has taken them away from home. Christian Pilgrimages - Pilgrim Fathers, the ociety of Friends - Pilgrimages to the Holy Land to see the sacred sights. - Routes of pilgrimages to sacred sights around the world. - Pilgrimages made by Christians to Lourdes in France and/or Walsingham in Norfolk, Iona in cotland. Journeys of Church Leaders - Investigate journeys made through life of local church leader ie. place of birth, training, first appointment, other positions they ve had to present date. - Prominent Christian leaders journeys through life eg The Pope, Archbishop Desmond Tutu. The Journey of Life Look back on children s life and their journey from birth to present day. Compile a record of this journey ie. chart, photographs, pictures. Identify the things they have valued and that were worth aiming for. Journey through life in the future. Discuss what skills and qualities they will need to help them travel through adolescence to adulthood. Discuss children s hopes and aspirations for the future. What maps guide us in life? What are the wrong turnings, and what are the right paths? How do we know? What can pupils learn from the Christian journeys they have been studying? pilgrimage where would it be to and why? - How is your life like a journey? - If you were to pack a bag to help you on your journey through life what would you put in it ie. skills and qualities as well as material objects? - What can you learn from the Christian journeys you have studied? (AT1, level 3). Pupils create an information leaflet about a hypothetical charity they are forming showing that they have identified the recipients and their needs and the cause of the need and how they will undertake the giving of aid. Consider how their charity is different from or similar to a chosen Christian charity. (AT2, level 3). kills to be taught Investigation Reflection xpression mpathy Analysis valuation Attitudes to be developed Commitment Fairness Respect elf understanding nquiry CHM OF WOR Y TA 2 61

67 62 Unit 8 - Theme: Beautiful World, Wonderful od uggested time: 8-15 hours - _ - 1 term. Refer to ey tage 1 Unit 6 & 9 & Foundation tage Units 7 & 9) Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:1 Developing awareness of some of the fundamental questions of life raised by human experiences, and of how religious teachings can relate to them. B1:2 Responding to such questions with reference to the teachings and practices of religions and to their own understanding and experience. B1:3 Reflecting on their own beliefs, values, perceptions and experiences in the light of their study of religion. Christianity & at least one other ey Concepts The sacred uggested Resources A collection of natural objects. Possible visit to a place of natural beauty. Materials about the beauty of the animal world. Photographs, posters, videos of natural wonders. uitable versions of Christian creation stories. tory of the arden of den. Pictures and information about extinct and endangered plants and wildlife. Information leaflets / promotion materials from a range of environmental organisations. Pictures, poems and music depicting the awe and wonder of the natural world. The Countryside Code. Books, pictures, videos of religious festivals celebrating the natural world. 2 TA Y Religions Content ey questions Assessment Opportunities - tart with natural objects from the local environment or a visit to a local natural environment discuss what is beautiful and how it came to be there. - Talk about why some things are beautiful to some people. ive reasons why not all people find the same things attractive. - ive opportunities for the children to explore the wider world outside of their immediate experience eg. natural wonders, volcanoes, deep sea, space, polar regions, rain forests, favourite animals, birds and plants etc. - xplore how various groups of people throughout history have explained how the world came to be in existence. xamine and consider religious creation stories and the functions they might serve. - Read the Biblical creation stories in enesis 1 and 2 noting the order in which things were created and od s response to his creation. - If the children were able to create a perfect world, what would they leave in and what would they take out? - Tell the Biblical story of the arden of den, Adam and ve s responsibilities to the world and their disobedience of od s rule (enesis 3). - xplore ways in which we can actively care for our world, starting with our own school grounds, moving on to the local environment and the wider world. - Tell stories of animals and plants that are now extinct eg. dodo, passenger pigeon. - Discuss the present situation with endangered species plants and animals. - Write a letter to next generation about an animal or plant which could become extinct in the future. - Learn about the work of environmental organisations eg. reenpeace, Friends of the arth, Animal Rights organisations, Worldwide Fund for Nature, RPCA, RPB, Forestry Commission etc. - Discuss the concept that od is all around us and we can sense od in nature. Who believes this? Who does not? - Consider ways in which artists, poets, musicians throughout history have responded to the natural world through their particular artistic talents. - ncourage children to show their own responses to an aspect of the natural world through art, music, poetry etc. - Why do you think your chosen object is beautiful? - Being in a beautiful environment how does it make you feel? - What is the most beautiful thing you have ever seen? - How did it make you feel? - Why do you think there are so many different stories about how the world was created? - Why do you think Jews and Christians believe od created the world in the order he did? - What might the story of Adam & ve tell us about looking after the world? - Are there times when we do things we shouldn t to our beautiful world? - Why should we look after our world? - How can we care for our environment? - Why is the Harvest festival an important occasion for Christians? - What have you learned aboiut festivals like ukkot (Jewish) or Holi (Hindu)? - Why is there a need for environmental organisations? - Is it right that environmental organisations put pressure on people to change their ways? - Are people ever justified in breaking the law for a Pupils retell the story of Adam & ve explaining what the story teaches about od and his intentions for mankind. (AT1, level 2). Observe pupils responses (in discussion) to the aims of an environmental organisation eg. reenpeace, RPB and also to the teachings of a religion about care of the world. (AT2, level 2). Pupils write about the reasons why Christians hold a Harvest festival and what this entails. They compare this with a festival from another religion celebrating the natural world. Pupils should demonstrate an awareness of the importance to people of faith of giving thanks to od. (AT1, level 4). Pupils interview a partner (in role of an environmental campaigner) for a TV or radio programme on the subject of their mission. ensitive questioning should draw out reasons for their beliefs and discover whether this is a result of a religious CHM OF WOR

68 B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. Pupils will be enabled to: Begin to appreciate the beauty of the natural world and make their own responses to it. Understand the responsibilities they have in caring for our world. Consider their own beliefs about creation and understand the Christian beliefs about the creation of the world. now and understand what the Bible teaches about the relationship between od and mankind and how mankind destroyed their privileged position in od s world. - Consider the Country Code, create their own rules to look after their own environment. - Introduce some religious festivals focusing on giving thanks for the natural world. These might include: Christian Harvest Festival Jewish Tu B hevat (celebration of trees) & ukkot (thanksgiving for the harvest) Hindu Holi (Festival of love & harvest) - Consider the ways in which different religions teach their followers to care for the world eg. Hindu duty (Dharma), Buddhism (Five Moral Precepts), ikhism (uru Nanak s teachings), Christian look at the words of hymns and read biblical texts, Romans 1 v 20, Psalm 8 and Psalm Discuss what the world would be like without any:- colour, light, trees, flowers, water, birds etc (choose one). - Children can bring their own natural object in to discuss why it is essential to preserve. - Write a comment on the natural world as it is now the importance of protecting and caring for it and in the home put this response away in a safe place to be opened and read in the future when they are grown up, or display them as leaves on a tree of the future. - Consider what can be learnt from the study. How do we express thanks for natural beauty? Does a beautiful world suggest a wonderful od? What are the responsibilities of the human race for the beautiful world? What are our own responsibilities? cause they believe in? - Does a beautiful world suggest a wonderful od? - What are the responsibilities of the human race for the beautiful world? What are our responsibilities? belief. (AT2, level 4). kills to be taught Reflection xpression mpathy Interpretation Discernment Analysis Attitudes to be developed Respect elf understanding Fairness nquiry CHM OF WOR Y TA 2 63

69 64 Unit 9 - Theme: ymbols in Religion: worship at the Cathedral and / or the Mosque uggested time 8 15 hours - _ - 1 term. Refer to ey tage 1 Units 1, 3, 7 & 9 & QCA Units 3A, 5B, 6B & 6) Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices. Learning From Religions & Responding to Human xperience B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. Christianity Islam ey Concepts Religious beliefs & lifestyle The sacred Celebration uggested Resources Collection of everyday signs and symbols. ymbols of dove, olive branch and rainbow. Objects which evoke memories and stories. Pictures of Christian/Islamic signs, symbols and patterns. Floor plans of churches, cathedrals and mosques. Photographs of churches, chapels, cathedrals and mosques. Visit to local Christian buildings and / or Lincoln Cathedral and / or visit to an 2 TA Y Religions Content ey questions Assessment Opportunities - Look at signs around the school and local area. Discuss their meaning. Why are they important? - Look at symbols used on food packages, sport and on clothes. Discuss their meanings. - xplain the difference between a sign and a symbol. The pupils can create their own symbols to represent everyday objects. - Look at the symbols of a dove, a rainbow and an olive branch. xplore the meanings and the uses of these symbols today. Find their origins in the story of Noah s Ark (important in three major religions Christianity, Judaism and Islam). - Ask the children to think about objects they own which evoke special meanings to them. - Discuss how these objects are now symbols representing a story or memory. - Introduce the children to the following religious metaphors from the Bible od is my rock Psalm 18 v 2. Jesus is the light of the world John 8:12. The Lord Is My hepherd Psalm 23. Discuss words that pupils connect with these three images (ie. rock, light, shepherd). Choose those which may explain why a religious believer might use such metaphors. - Discuss the need to have a special place of their own. - Children to investigate special places for others in their lives. Teacher to share with children their own special place. Where is their special place? Why is it special? What does sacred mean? - Collage, art entitled My pecial Place. - Discuss religious special places using pictures and videos. Bring in artefacts which may be found in a religious special place eg. Christian church Bible, cross, candles Islamic mosque Qur an and stand, symbols and patterns. - Introduce the word sacred and discuss areas in a Christian or Islamic place of worship which would be sacred to members of the faith. - xamine and unpack the meanings of signs and symbols in places of worship. How are they to be respected? - how pictures of several Christian symbols eg. a cross, dove, fish, angels, candles, halo. Discuss their meaning. - On a visit to their local parish church and/or the Cathedral look for symbols already discussed in class. (It would be desirable to make a visit to a local community church followed by a visit to a cathedral). - Look for other symbols in the church/cathedral and discuss what they might mean paying particular attention to the following: Font its use in baptism symbolising the entry into the Christian faith. tained glass windows how do they represent stories from the Old and New Testament and lives of saints? Consider use of light and colour. These were originally put into church windows to symbolise stories for those who could not read. Altar look at any symbols that may be displayed on the altar eg. cross, chalice. tatues discuss the stories that pupils know about the person/object the stories represent eg Virgin Mary (Birth of Jesus), aint Peter (eys to Heaven, denial of Jesus). What are the functions and symbolism of the lectern, pulpit, choir stalls, Cathedra (Bishop s seat), tombstones, gargoyles, carvings, spires, tower. NB. If using Lincoln Cathedral pay particular attention to the screen and the symbols used - Why are symbols important? - How is a sign different from a symbol? - What are the three symbols used to depict the story of Noah s Ark? What do they mean? - Why did John refer to Jesus as the light of the world? - Why did the first Christians wear the sign of the fish? - Name three symbols (seen in the church/cathedral/ mosque) - What do they mean? - What does the word sacred mean? - Why is it important to have a quiet place in church, at home, at school, in a mosque? - Why do Muslims always face in the same direction for prayer? - What value do we give to stillness, quiet, reflection and thoughtfulness? - How do pupils show respect or love for who or what is most important to them? Pupils can identify some religious symbols and metaphors and begin to suggest their meanings. (AT1, level 2). Pupils write about why Christians take part in the ucharist service and what the symbols in the act represent explaining the actions involved and empathise with how taking the ucharist can make a difference to a Christian s life. Pupils go on to identify a major component in an act of worship undertaken by members of another religious faith. (AT1, level 4). Observe pupils responses to being in a sacred place (church/cathedral/ mosque) and their understanding of the importance of symbolic artefacts to followers of that particular faith. (AT2, level 2). Pupils can talk about what symbols, objects, places are sacred to Christians/Muslims and relate these to their own experiences of the importance of symbols, objects and places which are special to them. Pupils understand the value of respect for diversity. (AT2, level 4). CHM OF WOR

70 Pupils will be enabled to: ain an understanding of the importance of symbols and their use in everyday life, as an aid to evoke memories of events or stories. Identify some religious symbols and some symbolic actions in a religious context and explain that metaphors, symbols, actions and objects convey religious meaning. how how religious beliefs can be expressed through art and architecture. Name some parts of a religious building and religious objects and say why they have value for members of religious communities. Islamic mosque. Christian / Islamic photographs and artefacts found in religious buildings. Islamic prayer mat. Videos of worship in Christian church / Islamic mosque. Lincolnshire schools Lincoln Cathedral file within it and the nave (which can be likened to an upturned ship). Look at the shape and plan of the Cathedral, compare this with the shape of the cross. - Make a list of the symbols seen in the church/cathedral. Are some symbols used more often than others? What meanings come from the symbols? - Observe how many different ways the cross is represented in the building. - Look at the different parts of the church/cathedral and learn about the worship activities that take place in each area. Consider which areas are best suited to stillness, quietness, reflection, prayer or praise as part of Christian worship. - Pupils to learn about the key components of a Christian Communion (ucharist) service and the fundamental beliefs behind this symbolic act. Pupils can find out where in the church/cathedral this takes place and what objects are used as part of the communion act. - It would be useful if the pupils attended an act of worship at the church/cathedral after their study of it paying particular attention to the use of the different areas and symbols. Alternatively, they might meet a Christian visitor, and ask questions about what they have been learning. Islamic Mosque If possible, arrange a class visit to an Islamic Mosque. - Look at pictures, images and videos of mosques, both inside and outside. Ask the children to be detectives looking at the pictures to identify features of the building which give clues about how it might be used eg. shape, common features. Are there any signs or symbols? Are there any clues about how the building has anything in common with other buildings they have seen? - Introduce the children to the fact that a mosque is a sacred place for Muslims, where they can meet together to pray to od and study the Qur an. - The main features of the mosque include: a washing area to enable Muslims to wash themselves carefully as a way of preparing for prayer and showing respect for od. A tower or minaret this is to call Muslims to the mosque for prayer. A main room, the prayer hall for prayer usually with a screened-off area for women (men and women do not pray together). A Mihrab, or niche, to show the direction of Makkah. - Inform the children that Muslims do not use images or pictures of living things because the Qur an (sacred writings) forbids this. Muslims use beautiful patterns instead, sometimes based on geometric shapes, sometimes on plant shapes and sometimes using the shapes of Arabic writing as symbols instead of images and pictures. - Discuss the meaning of prayer. Children should be aware that Muslims must pray 5 times a day (alah one of the 5 pillars of Islam). Muslims always pray facing the holy city, Makkah. In the mosque look for the symbol in the main prayer room which shows the direction of Makkah to show Muslims the direction to face for prayer. - Discuss some reasons for taking off shoes in a special or sacred place. - Discuss reason why Muslims use prayer mats to pray on and how some prayer mats will have a compass attached to enable Muslims to find the direction for Makkah. Look at the patterns and symbols used on a prayer mat. - Discuss the symbolism used by Muslims of the moon and star (Islam guides and lights the way through life, symbolised by the moon and star). kills to be taught: Investigation Reflection xpression mpathy Interpretation ynthesis Attitudes to be developed Respect elf understanding 65 Learning from the symbols of worship. - Make opportunities for children to reflect on what is sacred to them in the light of their learning from Christians and Muslims. - What makes a place sacred? - What value do we give to stillness, quiet, reflection and thoughtfulness? - How do pupils show respect or love for who or what is most important to them? 2 TA Y CHM OF WOR

71 66 2 Unit 10 - Theme: Christmas & Divali: What can we learn from the celebrations? uggested time 8 15 hours - _ - 1 term. Refer to ey tage 1 Units 1,2, 6 & 7 NB This unit offers an example of approaches to R for mixed age classes. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices. A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B1:3 Reflecting on their own beliefs, values, perceptions and Christianity Hinduism ey Concepts Celebration uggested Resources Books to show pupils, illustrating special times of others, eg. rites of passage, festivals etc. Hindu stories of Rama and ita and the story of Lakshmi and the pearls and the poor washerwoman. Artefacts and photographs belonging to pupils which are associated with special events in their own lives. Murtis or pictures of Rama, ita, Lakshman, Hanuman, Ravana and Lakshmi. Divali cards, diva lamps and/or clay or plasticine and a nightlight or ghee and cotton wool. Newspapers for pupils to look through for examples of good triumphing over evil (or vice versa). Copies of the Bible. tories and pictures about Christmas involving angels and the star of Bethlehem. Used Christmas cards to sort; a mix of religious, secular and traditional. Artefacts associated with TA Y Religions Content ey questions Assessment Opportunities - Pupils write about their own experiences of special times, occasions, ceremonies and important events. Discuss what makes these special times stand out. xplore what pupils believe about these occasions and what makes them special. Lower 2 pupils write about what the occasion meant to them; upper 2 pupils write a newspaper report describing the occasion and its meaning and symbolism. Display. - Introduce murtis or pictures of characters in the Ramayana (Hindu poem telling the story of Rama, ita and Ravana). xplore the symbolism of the figures. Hear the story of Rama and ita, emphasis on the triumph of good over evil. Learn how the festival of Divali celebrates the triumph of good over evil. Younger pupils choose a character in the story and write about and illustrate a series of snapshot occasions in the story. Older pupils choose a good and an evil character in the story and write about their perspective on the events. - how pupils a murti of Lakshmi. Discuss the story of Lakshmi and the poor washerwoman and the string of pearls and making fresh starts at the beginning of the year. Discuss the feelings associated with losing and being lost, finding and being found. Older pupils write a poem about how they think they might have felt if they were (a) the queen losing then finding her necklace or (b) Lakshmi not being able to find any light, then finding the poor washerwoman s home. - Discuss the belief that good triumphs over evil. Younger pupils make diva lamps and/or Divali cards, considering appropriate messages to include. Older pupils work in pairs to produce a short speech proposing or opposing the motion this house believes good triumphs over evil. Follow up the lesson with younger pupils displaying their divas and cards and older pupils introducing a debate about whether or not good triumphs over evil. List and discuss goodies and baddies in children s film and story. Talk about pupils own experiences and knowledge of national and international news items and vote on the motion. - The story of the visit of abriel to Mary, the trip to Bethlehem, the birth and the visits by shepherds and magi. xplore who Christians believe Jesus is, the significance of his birth on earth, the meaning of the gifts given by the magi. Younger pupils in groups act a scene from the Christmas story, write about the experience and feelings they have of the character they played in the drama. Older pupils learn about the - What has been a special time in your life and why? - Where would you find the story of Rama and ita? - How did the story of Rama and ita end? Was it a good or bad ending? - Have you ever lost anything precious, if so how did this make you feel? - Can you think of any other stories you have heard in which good triumphs over evil? Make a long class list. - Why do Hindu s light diva lamps at Divali time? - How do you think a Hindu child feels at Divali time? - Where would you find the stories of the birth of Jesus? - How does light play an important part in the story of the Nativity? - At Christmas which celebrations are directly related to the Nativity story? - What does the word celebration mean? - What can we learn from the two festivals we have studied for ourselves? - What are the most important events in the year for pupils? Why? How are they celebrated? This work can be assessed through tasks such as these: Ask pupils to retell the story of Rama and ita, identifying Hindu belief about Rama and Ravana, and explaining what the meaning behind the story is (that it shows the triumph of good over evil). (AT1, level 2). Observe pupils responses (in discussion) of others experiences of special times, occasions or events in their lives. (AT2, level 2). Pupils write a paragraph explaining what some Hindus do to celebrate Divali and how it expresses Hindu beliefs about od, and also write a paragraph explaining what some Christians do to celebrate Christmas and how it expresses Christian beliefs about od. (AT1, level 5). Upper 2 pupils write a report of the debate they had on this house believes good triumphs over evil, outlining briefly the two opposing arguments and the result of the debate, expressing CHM OF WOR

72 67 experiences in the light of their study of religion. B2 Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. Pupils will be enabled to: xplain the stories behind the Hindu celebration of Divali and the Christian celebration of Christmas, and the significance and meaning of some of the events in the stories. now and understand the significance of these two festivals for believers, what the beliefs are behind the stories and the customs of celebration. Consider what they have learnt for themselves from the Hindu and Christian stories, reflecting on themes such as good and evil, light and darkness. Consider what the most important events are in their own lives, and what they mean to pupils themselves. celebrating Christmas, eg Advent calenders, crib sets. xamples of Christian Christmas words and songs. Matthew and Luke stories, look up the passages in the Bible and list in columns what each respective author included in their version of the first Christmas. - xplore the experience in the Christmas story of supernatural happenings such as the involvement of angels and the appearance of lights visits to Mary, Joseph, lizabeth and the shepherds and the star of Bethlehem. Read pupils a short guided visualisation text telling the story of the star of Bethlehem or one of the appearances of an angel. Discuss light as a symbol for Jesus and the use and significance of candles in Christian celebrations of Christmas. Remind pupils that they learned about the significance of light at Divali for Hindus. Discuss pupils thoughts on the angels, and what they think Christians believe about the significance of light and the role of angels as messengers. Younger pupils use paint and collage to illustrate the importance of light at Christmas or angels in the Christmas story. Older pupils produce a poster using collage and writing to illustrate light as a symbol for Jesus, or produce a poster illustrating feelings associated with light and with darkness. - Working in mixed-age pairs, pupils brainstorm a list of the ways in which Christians celebrate Christmas. Feedback ideas, then pupils make two lists separating distinctively Christian celebration (eg. making nativity cribs), from celebration which has no particular religious place (eg. Christmas food/parties). Younger pupils then sort Christmas cards into religious and non-religious. Are some traditional cards harder to categorise? In pairs, older pupils write about what they think the beliefs behind some of the customs are. Both groups present their work to the class and discuss as a whole the beliefs behind other customs. - Consider the question: Is Christmas for everyone, or just for the Christians? - Recap work covered in this unit of work, checking memories for knowledge and understanding. Ask all pupils to choose a special time and/or place from what they have learnt about during this unit of work on Celebration. Write about and illustrate the time and/or place explaining what makes it stand out, and what its special significance is for the believer, outlining what beliefs, experiences, feelings and emotions are associated with the celebration. 2 TA Y their own opinion on the subject. (AT2, level 5). kills to be taught Reflection xpression mpathy Interpretation Discernment valuation Attitudes to be developed Fairness nquiry CHM OF WOR

73 68 Unit 11 - Theme: Theme: Religion in the Neighbourhood uggested time 8 15 hours - _ - 1 term. Refer to ey tage 1 Units 7 & 8. Intended teaching & learning outcomes Learning About Religions & xploring Human xperience A1 Acquire and develop knowledge and understanding of Christianity and the other principal religions represented in reat Britain and their associated beliefs, experiences and practices. A2 Acquire and develop knowledge and understanding of some of the influences of life experiences, beliefs, values and faith traditions upon individuals, communities, societies and cultures. Learning From Religions & Responding to Human xperience B1:2 Responding to core questions with reference to the teachings and practices of religions, and to their own understanding and experience. B2 Develop positive attitudes of respect towards other people who hold views 2 TA Y Religions Content ey questions Assessment Opportunities Christianity ither Hinduism, Islam or Judaism ey Concepts The acred Religious Beliefs & Lifestyle uggested Resources Teachers might use: As well as a range of published resources, teachers may like to use: BBC Broadcasts and videos: Watch (faith stories on Judaism and Islam), Pathways of Belief (2 programmes on Judaism with programmes on Islam and Hinduism from ummer 2001) Folens publish some useful picture packs on particular religions. Leicestershire LA have a CD Rom picture pack of faith communities in Leicester. The Bradford Inter Faith ducation Centre ( ) has many useful publications about its local faith communities. Resources which enable children to gain a better understanding of their own local religious communities eg. Parish profiles, church newsletters, magazines, notice boards. A visitor from the faith community prepared to answer questions devised by In a county like Lincolnshire, many pupils have little experience of multicultural and multi faith Britain. This unit is built upon a study of the local Lincolnshire neighbourhood, compared and contrasted with a multicultural neighbourhood, in which a religious community can be studied. Teaching might include: - Activities which help pupils to understand more about the religious communities in their own locality, eg. learning about Methodist, Baptist, and Roman Catholic chapels and churches, asking questions of a visitor from a Christian church, making a guide book or picture pack for their village/town which includes the Christian buildings and communities. - A study of a contrasting neighbourhood in which a religious community flourishes eg. Hindus, Muslims or Jews in Leicester, Bradford or Leeds. Parallel activities to those which helped them understand their own community, and the history and place of religion within it.. - Making an on line connection with a school from the community they are studying and contrasting and comparing life in their community with another community, by swapping writing about the local area. - Drawing up in small groups lists of twenty contrasts between a typical child from their own school and a child from a school where most pupils belong to the religion being studied. - Make some lists of advantages and disadvantages for both communities: asking (for example) is it easy to be religious/christian/muslim in Lincoln/Leeds? What is hard about it? - Discuss and develop Wish lists for the future of the two communities studied, or for a multi religious nation. This could be written up in groups as a recipe for harmony. - An art and design talk, to design symbols, illustrations, postcards or T-shirts for sale in the two religious communities they have studied and write about why they are appropriate. - Discussion activities which help children to notice the complex and detailed ways in which religion impacts upon the lives of believers. tories and artefacts are worth exploring for their illustrative potential in this area. - Learning from diversity. What could Lincolnshire schools learn from religious communities in Bradford, Nottingham or Leicester about their religions, and about how to live - What can we notice about the differences and similarities between people s beliefs and ways of life? - What different groups do people belong to in the U? - What differences to our ways of life does religion make? - How does studying a community different from ours help us to learn about our own community? - How do people show respect or love for what is sacred to them? - What are the good things about living in a society of different cultures and religions? - What kinds of behaviour make for the good life for all people? Teachers might asses this work by setting tasks such as: Design and draw, in groups, a picture pack which shows in eight carefully chosen pictures what community life is like for members of the two religions studied. (AT3, level 2). Use the listing task to express an understanding of what belonging to a religion involves in a community, and note clearly what is characteristic of each of two religions. (AT5, level 4). kills to be taught mpathy Discernment Attitudes to be developed Fairness Respect CHM OF WOR

74 and beliefs that are different from their own. Pupils will be enabled to: Develop their understanding of two religions represented in reat Britain, and their influence upon individuals, communities and society. the pupils. harmoniously in communities where people believe different things? Note: Links with eography: this unit of R can be very effectively linked with 2 geography programmes of study. Develop positive attitudes of respect towards other people who hold views and beliefs that are different from their own. CHM OF WOR Y TA 2 69

75 ey tage Three xamples cheme of Work Materials for the Lincolnshire R Agreed yllabus The following five units of work for key stage three offer teachers planned suggestions to support and guide implementation of the 2000 R syllabus. The units are titled: 1. What is sacred in Christianity? (Y7 or 8) 2. What is sacred in ikhism? (Y7 or 8) 3. Community: Where do we belong? (Y8 or 9) 4. How can you express spiritual or religious concepts through the arts? (Y8 or 9) 5. What uses do humans make of nature and animals? (Y8 or 9) ey tage 3 These five units do not, of course, cover the whole of the key stage, but they do provide illustrative materials of the ways in which schools might approach the delivery of R at this key stage, responding to the wishes of secondary teachers in consultation. Teachers attention is also drawn to the cheme of Work for R published by the Qualifications and Curriculum Authority in pring 2000, and sent free to all schools. Additional materials for schools from Df / QCA may also become available during the life of this syllabus. QCA s schemes of work contains much that may help teachers in Lincolnshire to deliver this Agreed yllabus. A blank outline of the planning grid is included in this section for school use.

76 70 3 TA Y Outline Planning heet - Title: What is acred in Christianity? ey tage 3 Year(s) 7 or 8 Notes: Work on this topic might involve lessons. This will be used by many schools as a core unit, and will set the groundwork for much other work on Christian religion and on the concept of the acred. Teachers may find it useful to draw on units from the QCA cheme of work about incarnation and resurrection in teaching this unit. Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning CHM OF WOR Religions Christianity Concepts The acred kills Investigating Analysing Reflecting Discerning ynthesising xpressing Attitudes Commitment Fairness nquiry Pupils will be enabled to: xplain what Christians hold to be holy or sacred. Understand some of the ways Christian believe that Jesus was unique. Begin to reflect for themselves on what they value most, or hold sacred. Analyse some Christian accounts of the sacred, and develop their own ideas about these. xplore and express a response to some artistic and creative approaches to the acred in Christianity. Teaching might include: Comparing and contrasting Christmas and incarnation narratives from two or three of the ospels (Matthew, Luke or John). What do the writers believe about the meanings of the story? Teaching about Christian understandings of the way the life of Jesus illustrates the meaning of love. Asking: What would a life of perfect love be like? Was Jesus like that? Pupils might write stories about a life of love. Comparing and contrasting accounts from two gospels of the story of ood Friday and the first aster day. What do the writers believe about the meanings of the story? xamining what contemporary Christians say about the risen Jesus stories. What is sacred here? Investigating how the texts of the stories behind Christmas and aster have inspired artists, musicians and / or film makers to express their insight into the stories: How would pupils film or illustrate such stories? Investigating some ways in which Christians symbolise and understand od in Jesus (incarnation, trinity). Analysing why Christians believe human life, love, forgiveness and self sacrifice are sacred, and how these values are exemplified in Jesus life. Reflecting upon what is sacred to Christians about Jesus. Developing pupils own self understanding through exploring questions such as: who do I follow? Whose disciple am I? What would I be willing to live for? To die for? What is sacred to me? valuating Christian accounts of what is sacred in the light of their own understanding and experiences. Teaching might assess this work by: etting a group task to prepare a report: choose three artefacts which show some things that are sacred to Christians. For each artefact, explain: what does it symbolise? What does it say about the sacred in Christianity? What is its importance to Christians today? (AT 1, Learn about religion, level 4: pupils connect beliefs and teachings of Christianity with other features, such as celebration or meaning expressed symbolically. They use terms accurately) Asking pupils to design an expression of what they hold sacred, and write a short piece of liturgy, prayer, poetry or other text to explain it. (AT2, learn from religion, level 4: pupils refer to the sacred in Christianity when asking and answering questions about that which they hold sacred) As well as a range of text books, video and ICT resources, teachers might use: Artefacts from the Christian religion which express the sanctity or uniqueness of Jesus. Film, art, music, video or text which is used in Christian worship. Bible text from the ospels which expresses Christian belief about Jesus. orting and ranking activities using anonymous pupil statements about what matters most to them. The key questions about the sacred for key stage three from the syllabus.

77 Outline Planning heet - Title: What is acred in ikhism? - ey tage 3, Year 7 or 8 Notes: Work on this topic might involve 8-12 lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning 71 Religions ikhism Concepts The acred kills Investigating Analysing Reflecting mpathising ynthesising xpressing Attitudes Commitment Fairness nquiry Pupils will be enabled to: xplain what ikhs hold to be holy or sacred. Understand some of the ways ikhs express their belief in od, eg in worship at the urdwara. Respond for themselves to some teachings of the ikh urus. Begin to reflect for themselves on what they value most, or hold sacred. Analyse some ikh accounts of the sacred, and develop their own ideas about these. xplore and express a response to some ikh values. 3 TA Teaching might include: Investigating some stories of commitment and revelation in the ikh tradition, eg stories from the life of uru Nanak and uru obind ingh. What were they committed to? What did they believe? Analysing the Mool Mantar s exploration of the idea of od: One, truth, creator, without form, without enemies, beyond time, not incarnated, self existent. Responding to ikh ideas about the divine: do pupils understand the concept of od held by ikhs? What questions does this raise for them? Developing understanding of the link between belief and the worship of the urdwara. What is sacred here? Why does langar (the common meal or kitchen) play such an important role? xamining the values of the urus: equality of race, creed, gender: What would uru Nanak s message to our society be? Who teaches wisdom in our society? What makes a uru worthy of following? Reflecting on the ideas of sewa (service to humanity) and Nam imran (meditation on the scriptures). What support or challenge do these practices provide to ikhs? What supports and challenges me? xamining empathetically what British ikhs today say about their faith and tradition, its value, influence and what it holds sacred. Developing pupils own self understanding through exploring questions such as: who do I follow? Who would my uru be? What service to humanity matters to me? What kinds of equality do I build up? What is sacred to me? (skills of synthesis) Y Teaching might assess this work by: etting a group task to prepare a report: choose three artefacts which show some things that are sacred to Christians. For each artefact, explain: what does it symbolise? What does it say about the sacred in Christianity? What is its importance to Christians today? (AT 1, Learn about religion, level 4: pupils connect beliefs and teachings of Christianity with other features, such as celebration or meaning expressed symbolically. They use terms accurately) Asking pupils to design an expression of what they hold sacred, and write a short piece of liturgy, prayer, poetry or other text to explain it. (AT2, learn from religion, level 4: pupils refer to the sacred in Christianity when asking and answering questions about that which they hold sacred) As well as a range of text books, video and general resources about ikhism, teachers might use: Artefacts: Pictures of the Ten urus and key events from their lives. Resources which show what a urdwara is like inside. Tape or CD music from ikh sources. The Mool Mantar, ikh statement of belief in od. Websites which give access to contemporary ikh ideas and reflections. CDRom: Living ikhism from I-seek. Authentic resources from the ikh community in Britain, eg the ikh Missionary ociety, 10 Featherstone Road, outhall, Middx, UB2 5AA. CHM OF WOR

78 72 3 TA Outline Planning heet - Title: What is acred in ikhism? - ey tage 3, Year 7 or 8 Notes: Work on this topic might involve 8-12 lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Y Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning CHM OF WOR Religions ikhism Concepts The acred kills Investigating Analysing Reflecting mpathising ynthesising xpressing Attitudes Commitment Fairness nquiry Pupils will be enabled to: xplain what ikhs hold to be holy or sacred. Understand some of the ways ikhs express their belief in od, eg in worship at the urdwara. Respond for themselves to some teachings of the ikh urus. Begin to reflect for themselves on what they value most, or hold sacred. Analyse some ikh accounts of the sacred, and develop their own ideas about these. xplore and express a response to some ikh values. Teaching might include: Investigating some stories of commitment and revelation in the ikh tradition, eg stories from the life of uru Nanak and uru obind ingh. What were they committed to? What did they believe? Analysing the Mool Mantar s exploration of the idea of od: One, truth, creator, without form, without enemies, beyond time, not incarnated, self existent. Responding to ikh ideas about the divine: do pupils understand the concept of od held by ikhs? What questions does this raise for them? Developing understanding of the link between belief and the worship of the urdwara. What is sacred here? Why does langar (the common meal or kitchen) play such an important role? xamining the values of the urus: equality of race, creed, gender: What would uru Nanak s message to our society be? Who teaches wisdom in our society? What makes a uru worthy of following? Reflecting on the ideas of sewa (service to humanity) and Nam imran (meditation on the scriptures). What support or challenge do these practices provide to ikhs? What supports and challenges me? xamining empathetically what British ikhs today say about their faith and tradition, its value, influence and what it holds sacred. Developing pupils own self understanding through exploring questions such as: who do I follow? Who would my uru be? What service to humanity matters to me? What kinds of equality do I build up? What is sacred to me? (skills of synthesis) Teaching might assess this work by: etting pupils to write an encyclopedia entry, or internet home page for uru Nanak, answering the question: What is sacred to ikhs? (AT1, level 4: pupils describe key beliefs of ikhs, and understand how ikh beliefs and ideas are expressed, using ikh terms accurately.) etting pupils to consider a summary of uru Nanak s teaching, and develop in the light of it some sentences for a better world of their own, explaining how their ideas would change family, school, locality, nation or world for the better. (AT 2, level 4: pupils respond to the lives of key ikh figures, referring to ikh teaching about what is sacred and understanding the value of respect for diversity) As well as a range of text books, video and general resources about ikhism, teachers might use: Artefacts: Pictures of the Ten urus and key events from their lives. Resources which show what a urdwara is like inside. Tape or CD music from ikh sources. The Mool Mantar, ikh statement of belief in od. Websites which give access to contemporary ikh ideas and reflections. CDRom: Living ikhism from I-seek. Authentic resources from the ikh community in Britain, eg the ikh Missionary ociety, 10 Featherstone Road, outhall, Middx, UB2 5AA.

79 Outline Planning heet - Title: Community: Where do we belong? (ikhism, Islam) - ey tage 3 Year 8 / 9 Notes: Work on this topic might involve 8-10 lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning Religions Islam ikhism Concepts Authority Religious belief and lifestyle kills Investigating Interpreting Applying valuating Analysing Attitudes nquiry mpathy Respect Pupils will be enabled to: Develop their knowledge and understanding of what it means to belong to the ikh and the Muslim religions. Be increasingly aware of and sensitive to the diversity of religious culture. xplore aspects of their own identity, communities and sense of belonging, in the light of their learning from religions. Appreciate some of the rich potential of social and cultural development in a plural community, country and world. Teaching might include: Comparing and contrasting the views and experiences of belonging of ikhs, Muslims and members of the teaching group. This study could explore questions about interdependence, identity, co-operation and community. Taking note of the nature and experience of racial, religious and gender prejudice, and of the call from Islam and ikhism to treat all humans with justice. Teaching about stories from historic and contemporary ikhs and Muslims that point to the values of the community. nquiring into the religious complexion of Lincolnshire, the ast Midlands, ngland and the U: How would it compare to live in Lincoln, Leicester, Belfast, Bradford or Birmingham? This study could use internet links to schools in other parts of the country. xamining how some Muslims and ikhs experience prejudice and discrimination. Considering ways of reducing prejudice, for example by legislation, education, dialogue and encounter. Developing a charter for a plural society. valuating what the school does to promote inter - cultural and inter religious understanding: what steps are effective? What more could be done? What attitudes are common? What challenges would uru Nanak or the Prophet Muhammad (pbuh) issue to our school? nabling students to reflect on their own attitudes and values with regard to respect for those who live and believe differently to themselves. Applying their learning from religion. Teaching might assess this work by: etting students to devise a questionnaire that explores attitudes to religious and cultural diversity, to run a survey and analyse the results. (AT1, level 6: pupils use their knowledge and understanding to explain what it means to belong to a faith community, corretly employing religious terms.) iving students a choice between a number of reflective writing tasks that show empathy with believers from the ikh and Islamic traditions, for example: What do you think would be the most difficult or challenging parts of being a teenage ikh in a school like ours? (150 words). (AT2, level 5: Pupils make informed responses to ikh s identity, values and commitments, exploring sensitively ideas about what is sacred). As well as a range of text books, video and ICT resources, teachers might use: Visits, visitors or internet contacts with Muslims and ikhs. Authentic insider materials from, for example, the ikh Missionary ociety, 10 Featherstone Road, outhall, Middlesex, UB2 5AA. Or from Reflect, the Islamic magazine for thinking young Muslims, publishers: Muslim ducational Trust, 130 troud reen Road, London N4 3RZ. A range of textbooks on ikhism and Islam. ome examples of ikh and Muslim responses to racism. CHM OF WOR Y TA 3 73

80 74 3 TA Y Outline Planning heet - Title: How can you express spiritual or religious concepts through the arts? (Christianity, ikhism) - ey tage 3, Year 8 or 9 Notes: This unit of work will be enhanced by co-operation with expressive arts teaching. Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning CHM OF WOR Religions Christianity ikhism Concepts: Celebration The acred kills: Investigating Reflecting xpressing Discerning Interpreting Attitudes: Respect nquiry Pupils will be enabled to: xplain how some examples of ikh and Christian art relate to religious stories, questions, beliefs and symbols; Develop their knowledge of how ikhs and Christians express their understandings of the acred in visual and musical forms; Consider what they might learn from ikhs and Christians in relation to their own expression of meaning, belief and value Teaching might include: Research to find examples of how ikhs and Christians use the arts in their faith, worship, celebration and expression of belief, for example in painting, sculpture, fabric and textiles, music, liturgy, poetry and other forms. xploring what some ikh and Christian artists have to say about their work. imulating the judging of a competition to select works of art for use in a place of worship, and considering the spiritual criteria which might be applied to them. Considering key examples of architecture as an expression of the spiritual, ikh examples could include the olden Temple at Amritsar, or a British urdwara. Christian examples could include Lincoln Cathedral, a local church building or an example from somewhere else in the world. Comparing examples of ikh and Christian art with the textual sources which lie behind them, analysing how a religious story is communicated in a painting. Listening to a range of music for worship from ikh or Christian sources, and analysing various ways in which ideas about od or the acred are expressed; Considering questions about why it is hard to put ultimate ideas into words: Can we talk accurately about od? Can we express our deepest emotions? What helps us to do this? Doing some creative work of their own, to express their visions, values or ideas about od or the acred in art, music, story, poetry or some other medium. Applying their learning from religions to their own beliefs, values and / or spiritual reflection with discernment, through discussion or written work: What could I communicate about the spiritual dimensions of life? Teaching might assess this work by: ive pupils one or two examples of artwork from the religions studied, and ask them to write gallery notes of 150 words to explain the spiritual aspects of the work (AT1, level 5: pupils explain how communities use different ways to express their religion and understanding of the sacred) Ask pupils to choose a concept that means a lot to them (eg love, goodness, od, hope) and devise a work of art to express their idea in depth (AT2, level 5: pupils respond to some ultimate questions of meaning, exploring sensitively their idea of the sacred) As well as a range of text books, video and ICT resources, teachers might use: Art of the ikh ingdoms Artefacts: Pictures of the Ten urus and key events from their lives. Resources which show what a urdwara is like inside. Tape or CD music from ikh sources. Christian art and artefacts Tape or CD music from Christian sources, eg Taize, Iona or oul urvivor. Access to resources of the design, music, dance, drama or art departments, to develop pupils own expressive abilities using R concepts and ideas. m responses to racism.

81 Outline Planning heet - Title: What uses do humans make of nature and animals? (Buddhism, Christianity) - ey tage 3 Year 8 or 9 Notes: Work on this topic might involve lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning 75 Religions Buddhism Christianity Concepts Religious belief and lifestyle kills Investigating Analysing ynthesising valuating Attitudes nquiry Fairness Respect Pupils will be enabled to: Investigate a variety of ideas, including religious ideas about the human use of animals. Develop their understanding of how religious beliefs about animals and nature in Buddhism and Christianity influence the lifestyles of believers. Consider their own beliefs and attitudes to the human use of animals, in the light of learning from Buddhism and Christianity xplore some moral and religious questions about the human use of animals, evaluating issues for themselves. 3 TA Teaching might include: Researching and examining the different ways we use animals (for food, clothing, sport, work, pleasure, medical or cosmetic research, as pets etc). Asking how we see the animal and natural world: as in our care, or under our control? As having rights, or as there for our benefit? As under us, under od or what? Considering the questions of origins and purposes that underlie different views of the natural world, including Buddhist and Christian views. xamining what Christians and Buddhists do, say and teach with regard to the natural world in scriptures, sacred writings and in the contemporary world. Reading the sacred texts of Buddhists and Christians, and examining how they are interpreted with regard to the human use of animals. urveying and analysing opinions about questions to do with animal killing, cruelty, animal use for sport or pleasure, vegetarian and vegan diets. Analysing what views of nature come from science, from religions, or from other sources such as Humanism. Considering their own attitudes to nature and the animal world, and noting what moral consistency might require. xpressing their ideas about the topic through inverted cartoons, in which animals are seen treating humans in the ways we commonly treat them. Developing Buddhist, Christian and personal codes of guidance for the ethical human use of animals. valuating the role of religion in animal welfare, eg the Christians origins of RPCA, the Buddhist commitment to harmlessness. Y Teaching might assess this work by: etting ß Testing knowledge and understanding of what has been taught. (AT1 Level 5: pupils explain how beliefs and teachings make a difference to individuals and communities) etting a task in which pupils apply the teaching of a particular religion to a new ethical dilemma or problem, eg how would a Buddhist or a Christian react if their job required involvement with animal testing of medicines? Why? What guidance is there in sacred text, tradition or story? (AT 1 and 2 level 7: pupils relate religious authorities and beliefs to their context and evaluate commitments using appropriate evidence.) Using the cartoons activity or the code of guidance task to develop pupils expression of personal responses to the issues considered. (AT2, level 6: pupils relate religious perspectives on moral issues to their own views with sensitivity) As well as a range of text books, video and ICT resources, teachers might use: Materials from some of the agencies working in this field (RPCA, IFAW, the Countryside Alliance) Materials from some of the religious groups concerned with this area: Christian cology Link, The Clear Vision Trust (Buddhist, FWBO). The Assisi Declarations. Books which particularly address the issues, eg R in Practice: Whose World? (CM, 2000) CHM OF WOR

82 76 3 TA Y Outline Planning heet Blank for school use. Title: ey tage / Year(s) Notes: Work on this topic might involve 8-12 lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Teaching and learning activities A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Assessment Opportunities uggested resources for learning CHM OF WOR Religions Pupils will be enabled to: Teaching might include: Teaching might assess this work by: Teachers might use: Concepts kills Attitudes

83 ey tage 4

84 4 77 Religions TA Christianity, Islam Concepts Religious belief and lifestyle The sacred. kills Investigation Application Analysis Reflection valuation Attitudes Fairness Commitment Y Outline Planning heet - Title: Why are the world s resources so unequally distributed? (Christianity, Islam) - ey tage 4, Year 10 or 11 Notes: Work on this topic might involve 8-12 lessons Religions, concepts, skills and attitudes Aims and intended learning outcomes Pupils will be enabled to: xamine questions about wealth, poverty, justice and fairness on local, national and global scales in the light of religious teaching and practice. xplore the charitable work of religions Analyse causes of some contemporary problems. Consider their own commitments: What are our responsibilities to each other? Teaching might include: Teaching and learning activities. A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Brainstorming key questions about wealth, poverty, global inequality and related topics, and considering how such questions could be answered. Research activities to do with poverty and wealth: who is rich? Why? Who is poor? Why? Why do 387 people control half the world s wealth? Why is witzerland so rich, and omalia so poor? Research activities to do with religious responses to the key questions: what do Christian and Muslim texts say about money and inequality? What do charities such as Christian Aid and CAFOD or Islamic Relief and Muslim Aid do to alleviate, address or challenge poverty and inequality? What is effective? What relationships are there between religion, charity, inequality and economics? Developing understanding of key concepts: Zakat, almsgiving, tithing, charity, inter dependence, responsibility, absolute and relative poverty, global inequality, justice, jubilee. xamining the life and experience of some people who are committed to reducing inequality, including Christian and Muslim believers. Analysing the teaching of Jesus about money and wealth, and considering its application today. Analysing the teaching of the Qur an and the example of the Prophet about money and wealth, and considering its application today. Role playing a charity advertising and marketing campaign, including posters, a 30 second video advert, and the selection, planning and use of information about global inequality: who gives to charity and why? xamining the use of National Lottery good causes money: does the lottery reduce inequality? Discussing the application of religious teaching to economic issues of wealth and poverty: if people followed the teaching of Christianity, or Islam, what kind of society would develop? Designing a flow chart to show what factors contribute to a particular situation of poverty and inequality. Developing a personal response to the issues studied: What are my responsibilities in a world where children have been dying each day from the preventable diseases of poverty? What can I learn from Islam and Christianity about this? Assessment Opportunities Teaching might assess this work by: etting an essay question on an aspect of the religious and moral issues studied, and marking it to C criteria. etting an investigative task, such as the analysis of the impact of one of the charities studied. Using one of the teaching activities, such as the advertising and marketing campaign, or the flow chart design, to assess evidence of what students have achieved. uggested resources for learning As well as a range of textbooks, video and ICT resources, teachers might use: tudy of organisations such as Christian Aid, Cafod, Tear Fund, Islamic Relief, Muslim Aid, the Red Crescent. uch organisations often maintain good up to date web sites. Publications from the World Faith Development Dialogue. A Wealth of Faiths, O Brien, Palmer and Prime, WWF, R in Practice: What Matters? CM, Looking Inwards, Looking Outwards, ed Mackley, CM, 1997 What the Churches ay, ed. Johnson, CM, 1995 What does Islam say? Ibrahim Hewitt, Muslim ducational Trust, 1998 CHM OF WOR

85 Outline Planning heet - Title: How can Humans now the Truth? - ey tage/year(s) Y10 or 11 Notes: Work on this topic might involve lessons Religions, concepts, skills and attitudes Religions Christianity Islam Concepts Authority The acred kills Investigating Reflecting Discerning Analysing valuating Attitudes nquiry elf Understanding Respect Aims and intended learning outcomes Pupils will be enabled to: xamine and recognise some different ways of knowing (eg scientific, from experience, through insight, relying on authority). xplore the idea that knowledge is not always academic or intellectual. Understand that human knowledge develops through argument, study, discussion, evidence gathering, and examine the role of belief, the idea of proof and the development of convictions. xplore religious concepts such as revelation, spiritual experience and conviction. Teaching and learning activities. A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Teaching might include: Brainstorming and categorising of different uses of words such as know, proof, evidence, certainty, conviction, belief. roup discussion of key questions: How do we know? How do we form our beliefs? What is the difference? What are the big influences on beliefs in our society? Do we really know we are not dreaming? roup consideration of stimulating case studies and examples of how people who are Christian, Muslim or Atheist have formed their beliefs and convictions about the spiritual. urvey and data collection work on some key questions of belief identified by the students. This could be among other pupils, or among adults. The collection of such data may provide opportunities for the use of ICT skills in R. Data can be compared with published survey information. The chance to consider how some scientists, Christian, Muslim and non-religious, address questions such as those concerned with origins and purposes in life. Research and analysis: Why do Muslims believe Allah s word is given in the Holy Qur an? Why do Christians believe in the resurrection of Jesus from the empty tomb? What are the key beliefs of Muslims and Christians? What evidence do Muslims and Christians offer to support their beliefs? What arguments surround these beliefs? Developing my own creed: activities to enable reflective and discerning application of learning about Muslims and Christians to their own belief systems, and their own sense of knowing and conviction. Assessment Opportunities Teaching might assess this work by: Looking for appropriate levels of response to oral and written work, for example from the research and analyse task or an exploration of religion and science. (tudents analyse and account for different views of religious beliefs using appropriate evidence and examples, AT1 Level 8) etting structured questions from C R / R examination papers. Using the task developing my own creed to provide evidence of learning from religion. (tudents give an informed and well argued account of their own views and commitments in the light of different religious idea encountered, showing sensitivity towards diverse viewpoints, AT2 level 8) uggested resources for learning As well as a range of text books, video and ICT resources, teachers might use: The Question is (Video: 4 programmes from CM) R in Practice: Is it True? CM, Looking for Proof of od, Robert irkwood, Hodder. Thinking about od (Harrison and ippax) Religion in Focus: Christianity 1997, Religion in Focus: Islam 1999, Orchard, Wright, Clinton, Lynch and Weston (Pub. John Murray) Resources from the British Humanist Association, 47 Theobald s Road, London WC1X. Various creeds and statements of belief from Islam, Christianity and non-religious sources. A writing frame for dealing with students own responses to questions of belief. CHM OF WOR Y TA 78 4

86 4 79 TA Y Outline Planning heet - Title: What is death? - ey tage 4,Year 10 or 11 Notes: Work on this topic might involve lessons. This topic may be emotive and challenging for some students, and particularly sensitive teaching will be needed to deal with those in any class who may have recent or traumatic experience of bereavement. There is considerable professional support for the view that avoiding or hiding the topic of death from young people is more likely to be damaging than facing up to the questions painful experience can raise. Religions, concepts, skills and attitudes Religions Christianity Islam Concepts The acred Authority kills Investigating xpressing mpathising Reflecting Discerning Attitudes nquiry elf-understanding Respect Aims and intended learning outcomes Pupils will be enabled to: xplain what Christians and Muslims believe about death and life after death. Understand how these beliefs are rooted in traditions and sources of authority. xplain links between beliefs about death and the ways Muslims and Christians live their lives. Describe how beliefs about death are reflected in practice of funerals and support for the bereaved. Reflect upon the ways they think about loss, grief, bereavement, death and afterlife in the light of their learning from religion. Teaching and learning activities. A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Teaching might include: athering and presenting information about Christian and Muslim beliefs, ideas, practices and experiences of death, funerals and grief. ncouraging students to ask and explore ultimate questions about life and death, and the answers, meanings and purposes Christians and Muslims offer to these questions. Considering the importance we might attach to remembering the dead. What would students want to be said of them in their memory? Looking at and discussing music, art and texts in which Christians and Muslims express their ideas of heaven and hell, and their hopes of the afterlife, analysing some of the symbol, metaphor, emotion and belief expressed. Considering some of the ways people remember the dead, for example through memorials, graveyards, mementos, anniversaries, planting trees and flowers; reflecting on the value and meanings of such practice. Developing understanding of Christian and Muslim belief through a study of prayers, texts and liturgies used when someone has died. uggesting how non-religious people might use texts and rituals to express sorrow, find consolation or bring families and communities together for support in times of grief. xploring some arguments, experiences and evidences for and against the ideas that humans have a soul, or that there is a heavenly realm, or that evil is punished in the next life. Asking students to think about the psychological processes of grieving, dealing with loss, disbelief, anger, regret and acceptance. xamining the role of faith in accepting death. Discussing the ways death is sometimes hidden or forgotten, or ignored by our society and comparing this with other cultures and customs xploring the question: what happens when we die? xploring answers, including my own answers. Assessment Opportunities Teaching might assess this work by: Asking students to write answers to examination / C questions on the subject of life after death in Islam and Christianity. etting the task: write a commentary on a funeral liturgy, showing how beliefs about life after death are expressed through words and music. Asking students to take the role of a faith community leader writing a sympathetic letter of condolence to a community member. Providing an (optional?) opportunity for students to express their own thoughts and experience about this topic through dance, music, poetry or other creative arts. uggested resources for learning As well as a range of textbooks, ICT and video resources, teaching could make use of: Art work Music Hymns Poetry Readings Liturgies Text Video CDs Funeral Customs There are some interesting websites on the topics of death and afterlife (see Resources section CHM OF WOR

87 80 4 Outline Planning heet - Title: Religion, ethics and the new technologies: a) How does religion use new technologies? b) How should we respond to ethical questions raised by technology? - ey tage 4, Year 10/11 Notes: Work on this topic falls into two sections. ach might involve 6-8 lessons. The unit makes links with the Curriculum 2000 ICT programme of study for key stage four. The unit is unusual, being placed on the frontier between R and the ICT curriculum, but it provides one way for the R curriculum to relate to work related contexts, and provides a place to tackle one of the difficult issues on the ICT curriculum. The questions in the title are for students, but their learning from religion will involve a study of how Christians, Muslims and / or Buddhists use, analyse and criticise some new technologies. Religions, concepts, skills and attitudes Religions Christianity Islam Buddhism Concepts Authority Ultimate Questions kills ICT skills Investigating Interpreting Discerning Attitudes nquiry Fairness TA Aims and intended learning outcomes Pupils will be enabled to: Use ICT to explore some wide ranging uses of the internet and other technologies by religious communities, developing ideas, sharing information and broadening their awareness of the religious dimensions of life. Review the role and place of religion in the new ICTs. xamine some religious perspectives on technological progress and the information revolution Reflect critically on the impact of ICT on their own and others lives, considering the ethical and moral issues that arise. Y Teaching and learning activities. A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept. Teaching might include: a) How does religion use the new technologies? Application of skills in ICT to a study of Christian, Muslim, and / or Buddhist uses of the world wide web and the internet, asking what opportunities and problems religious communities find through the new technologies, eg is virtual community inferior to real community? Is the medium indistinguishable from the message? What happens to religious authority and authenticity when anyone can post anything on the world wide web? nquiry into the reasons why some religious people are very positive about new communications technologies, and others find them dangerous, with a focus on ethical questions. Analysis of some religious web sites, eg a virtual church, discussion groups, cameras on places of pilgrimage. tudents in groups might consider biases, interpretations and good and bad features of particular sites (considering ideas, interest, profundity, not just layout, visual appeal or ease of use), and report back. Researching, designing and developing home pages and web sites for some of the religions, communities or organisations (e.g. charities) studied in R. g: What would The Buddha, or Jesus Christ, or the Prophet Muhammad (PBUH) put on their home pages, if they had one? b) How should we respond to ethical questions raised by technology? Investigation of ethical issues which are posed sharply by information and communications technologies. ey questions could include: Why is racism a problem on the internet? Does new technology encourage mere mortals to play od? What does that mean? hould internet pornography be controlled by law? Why hasn t the ICT revolution benefited the poor as much as the rich? Does the freedom of the internet belong only or mostly to the rich? Why? Investigation of the positive impact of ICT on communities the world of work, communications, the free availability of information and possibilities of dialogue and global understanding. Discussing and debating some of the ethical questions identified. Considering the limits of virtual reality : what is missing from human life if we relate only or mostly through a machine? Considering the ways in which ICT could widen or narrow the inequality between rich and poor. valuating some of the social and moral impacts of ICT on human communities. Assessment Opportunities Teaching might assess this work by: etting the homepage design task as an assessment, with reference to Christianity, Islam or Buddhism. etting the task involving comparing two religious web sites using clear criteria and suggesting developments. etting the task of drawing up a comparative list of the positive and negative ways an aspect of ICT influences a social setting. This would test evaluative skills. Asking students to write answers to examination / C style questions on the subject of ethics, media and ICT. Asking students to write a proposal for reducing inequality of access to ICT: why the poor should get the first go on the computer. uggested resources for learning Teachers might use: As well as a range of ICT and R textbooks, teachers could use: ome key R websites (there is a list in the resources section of the syllabus). The ICT curriculum orders for Curriculum 2000 od on the net by Vernon Blackmore, 1999, Marshall Pickering. The Centre for Computing and ocial Responsibility, De Montfort University ( BCTA publications on ICT and ethics. Resources from inside faith communities which offer social and ethical views of the information revolution. The New Internationalist magazine Resourcing this area of work is difficult. Teachers are encouraged to share any resources that help them. The Resources section of the Agreed yllabus gives some starting points for R and ICT. CHM OF WOR

88 4 81 Religions Concepts kills TA Y Outline Planning heet - Blank for school use. - Title: Notes: Work on this topic might involve 8-12 lessons Religions, concepts, skills and attitudes (these refer to the major areas of focus in the unit) Aims and intended learning outcomes (these broad aims draw on the 2 ATs and the ey Questions in the yllabus, making them specific to this age group and content) Pupils will be enabled to: Teaching and learning activities (these suggestions support planning: teachers will rightly shape a unit of work themselves. A balance between learning about religions and exploring human experience [AT1] and learning from religions and responding to human experience [AT2] must be kept in all units). Teaching might include: ey tage / Year(s) Assessment Opportunities (making reference to the 8 level scale of attainment in the syllabus, and C descriptions of attainment, suggesting appropriate ways of setting classroom assessment tasks and monitoring pupils achievements) Teaching might assess this work by: uggested resources for learning (this column might include suggestions for artefacts, video, books, visits etc, but we recognise that schools will sometimes rely on published resources) Teachers might use: CHM OF WOR Attitudes

89 ey tage Five xamples (ixth Form R) cheme of Work Outline Planning heets The following four units of work for key stage five / offer teachers planned support and guidance for implementing the new R syllabus. The units are titled: 1. Is it good that there is evil? 2. Is the universe an accident? Are we an accident? 3. Who makes the rules? 4. hould I care? lobal poverty and the individual ey tage 5 These units do not, of course, cover the whole of the key stage, but they do provide illustrative materials of the ways in which schools might approach the delivery of R at this key stage. Where students follow a recognised nationally accredited course, such as the A or A2 or C in R, then this will enable them to meet the requirements of the syllabus. All of the units can refer to the core questions of the syllabus about beliefs and lifestyles, celebrations, the sacred and authority. A format that refers to the enrichment curriculum, including reference to key skills, has been used for these units.

90 82 Title: Is it good that there s evil? uggested religions or belief systems to focus upon: Christianity, Judaism, students own beliefs Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference. Area of tudy & ey Questions What is the problem of evil for theists (e.g. Christians, Jews)? Could there be a powerful, loving od? What explanations of the origin, nature and meaning of evil do religions offer? How can the nonreligious engage with questions about evil? Is evil illusory? Who is to blame for evil in the world? Does a universe with human freedom require the possibility of evil? Possible teaching activities and opportunities for students 1. Opportunities to explore (eg) Christian and Jewish thinking about the nature of evil; 2. Chances from novels, biography or film to encounter and consider examples of religious responses to evil; 3. Chances to engage with the philosophical arguments surrounding the problem of evil. 4. Opportunities to develop their own views and opinions about the nature and origin of evil. How can we decide what are the worst things in the world? 5. What is evil? xploration of the nature of evil, looking at religious, psychological, social and other accounts of the nature of evil, examples and arguments which focus on the question: Are humans evil? 6. xplorations of the ways two different religions respond intellectually to evil, for example Christian theodicy, or ways the Jewish scriptures wrestle with the questions, eg in Job or cclesiastes. 7. xplorations of some practical responses to evil from different religions, eg Primo Levi s or lie Wiesel s responses to the holocaust, the fight against apartheid by Desmond Tutu, Frank Chicane or Farid sack. 8. xamining how dramatists deal with evil, through the use of role play and dramatic activity. 9. Opportunities for students to respond with their own ideas and vision of evil and good, perhaps artistic, poetic, philosophical or in some other form. Learning outcomes tudents will be able to discuss critically such questions as: If od is all powerful, and allloving, why is there evil in the world? Why do religious believers continue in their faith despite the reality of evil? Is od to blame for evil? What philosophical arguments do believers offer in response to the problem of evil? What are your own views about the nature of evil? tudents might tackle a responsive task in groups. One example might be to research some examples from religious and other resources of the imagery of evil, and analyse what they show about the views of those who produced them. tudents could present findings to younger pupils, eg in Year Nine. This unit offers students many opportunities for spiritual, moral and cultural development, and for engaging with their own ideas about evil. Points to note: (including key skills) The unit links naturally with curriculum studies in, for example, philosophy, psychology, literature and drama. With regard to key skills, teaching might develop students abilities in working with others and communication. 5 TA Resource suggestions: Imagining vil, Brian Horne, DLT 1996 The Puzzle of vil, Peter Vardy, Fount Curriculum bites 1 and 2 BBC 2003, 2005 R in Practice: Why do we uffer? d. Mackley and Johnson, CM, Looking Inwards, Looking Outwards, J. Mackley, CM 1997 Holocaust Poetry, ed. chiff, Fount, If This is a Man, Primo Levi, Vintage, Philosophy of Religion, Advanced Teaching Pack, P. Cole, Arnold. A Beginner s uide to Ideas, Reaper and mith, Lion Beginning Philosophy, P. Mullen, Hodder Matters of Life and Death: uffering, C. Wright and. Haines, Lion. The Trouble with od, R. endrick, Walter. Films: scape from obibor, chindler s List, existenz, the Matrix, Munich. Qur an, Liberation and Pluralism by Farid sack, One World, 1996 Ideas and Perspectives: ixth form study pack, Hodder, Y cheme of Work Planning heet Y TA FIV Years CHM OF WOR

91 Title: Is the universe an accident? Are we an Accident? uggested religions or belief systems to focus upon: Christianity, Islam, scientific paradigms of reality, student s own beliefs. Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference. cheme of Work Planning heet Y TA FIV Years Area of tudy & ey Questions Possible teaching activities and opportunities for students Learning outcomes Points to note: (including key skills) Resource suggestions: 83 What do scientists have to say about the origins of the universe (astrophysics) and of humanity (evolutionary biology)? How do scientists reflect their own views, Christian, atheistic, or from another faith, in their explanations? Does the universe have a cause, purpose, meaning or destiny or is it a vast accident? Did od create, or are we pure, blind chance? What is the history of the frontier between religion and science? Is this an open frontier, or a closed border? 1. Opportunities to examine the ultimate questions arising from our developing understanding of our place in the universe, including scientific, religious and philosophical understandings; 2. Opportunities to relate learning in R to scientific studies in for example evolutionary biology or astrophysics; 3. Chances to consider their own responses and understandings of questions about origins and meaning. 4. Using video, examine the arguments between scientists about human and world origins; 5. Consider through reading and discussion some religious responses to advancing scientific human knowledge about questions of origins; 6. xamine a specific question within the science and religion debate in depth, for example: Why has creation science been more influential in the UA than in the U? What is John Polkinghorne s definition of a unified Christian and scientific perspective on our origins? What problems arise for atheists in dealing with the idea of cause and the beginning of the universe? 7. Plan and participate in a debate (between two teachers?) on an issue in science, philosophy and religion. 8. Write an evaluative summary of the course, which articulates a personal perspective on the issues covered. tudents will be able to discuss critically such questions as: What can scientific disciplines, including biology and astrophysics tell us about cosmology? What theories of human nature are implied by different scientific and religious world views? Is the universe accidental or planned? What is the origin of life on our planet? tudents might tackle a responsive task in groups. One example might be: review collaboratively a number of internet sites which deal with questions about origins. Plan in small groups their own site which would be useful to year olds interested in questions of origins. This unit would enable the enrichment of A and A2 examination courses in, for example, physics or biology. The focus should examine how scientists world views (including religious views) may influence, and be influenced by their scientific work. ood teaching will avoid simplistic opposition between religion and science. With regard to key skills, teaching might develop students abilities in critical thinking and problem solving. 5 The Question Is... CM video pack by Prof. Russell tannard, 1996 Curriculum bites 1 and 2 BBC 2003, A uide to cience and Belief, Michael Poole, 2nd edition, Lion, od Talk: cience Talk, A. Brown,. Hookway and M. Poole, Lion, 1997 Ideas and Perspectives: sixth form study pack, Hodder, od and cience, A. R. Peacocke, CM, How to Understand od, Dominique Morin, CM. Religion and cience: Advanced Teaching Pack, Mel Thompson, Hodder. od, the Big Bang and tephen Hawking, David Wilkinson, Monarch. Beginner s uide to Ideas, Reaper and mith, Lion. Thinking about Religion, P. Mullen, Arnold. Is od a Virus? John Bowker, PC, cience and the oul, Angela Tilby, PC, Quarks, Chaos and Christianity, John Polkinghorne, PC The Way the World Is, John Polkinghorne, Triangle, TA Y CHM OF WOR

92 84 Title: Who makes the rules? uggested religions or belief systems to focus upon: Christianity, ikhism, student s own beliefs Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference. Area of tudy & ey Questions How can we decide what is good? What is meant by relative morality, and by absolute morality? What is conscience? What do various theories of ethics have to say about what is good? What are my own ethics? Where have they come from? How do they promote human well being? Are humans free to make ethical choices? What constrains us? Possible teaching activities and opportunities for students 1. Opportunities to examine the moral teachings of ikhs and Christians, analysing the influence of sacred writing, tradition, reason and practice on contemporary ethics. 2. Opportunities to develop clearer ideas about how people develop their own ethics and values in religious, social, political and personal contexts. 3. Chances to think for themselves about hypocrisy, ideals and practicalities, ethical failure and forgiveness. 4. Review sections of textbooks about ikh and Christian ethics, taking note of diversity within the faiths, deducing from them underlying values or principles. 5. Discussing the ethical implications of theism and atheism. What do Humanists say about the rules? 6. xamining a range of moral problems, asking how a Christian, a ikh or the students themselves would go about tackling the challenges. 7. Comparing ethical principles from religious traditions (eg Christian, ikh), ethical traditions (eg gotistical, Humanist, antian, Utilitarian, ituationist, Relativist) and their own perspectives. 8. Focusing on some contemporary issues (eg environmental ethics, sexual ethics, the human use of animals, biotechnology and ethics, global capitalism and ethics) and applying insights from different schools of thought to problems and questions arising. 9. Considering the idea that the human community in the global village needs a new ethic to share: the work of the U government on shared values, the work of Hans ung and others on a global ethic. Learning outcomes tudents will be able to discuss critically such questions as: If everyone followed uru Nanak s teaching, or Jesus teaching, what sort of school, family, city, country or world would we get? Why do people so often fall short of their ethical ideals? Is everyone a hypocrite? What would a global ethic be like? Why should anyone sign up for it? What are my own ethical foundations? Where have I got them from? Do I live up to them? tudents might tackle a responsive task in groups. One example might be simulating a values forum to try and thrash out some agreement about shared values for a whole community (see R Today, 15.1, Autumn 1997). Points to note: (including key skills) This unit offers students many opportunities for moral development and citizenship studies. The unit links naturally with curriculum studies in, for example, sociology, literature, psychology and philosophy. With regard to key skills, teaching might develop students abilities in working with others, critical thinking and communication. 5 TA Resource suggestions: The ikh Missionary ociety publishes a range of helpful booklets: 10 Featherstone Road, outhall, Middlesex, UB2 5AA. Making Moral Decisions, Holm and Bowker, Pinter, et Your Heart on oodness, Hunt, Crotty and Crotty, Collins Dove, The Puzzle of thics, Peter Vardy, Fount. R in Practice: Is it Fair? d. Mackley and Johnson, CM, The Moral Maze, David Cook, PC, The piritual Heritage of the Human Race,. Bushrui, One World, Ultimate Visions, Reflections on the Religions we Choose, M. Forward, One World, Ideas and Perspectives: sixth form study pack, Hodder, Faith Values and Religious ducation, Alison eaman (ed) hap Working Party, Looking Inwards, Looking Outwards, Mackley (ed) CM, Dilemmas and Decisions, L. Blaylock, (ed), CM, Y cheme of Work Planning heet Y TA FIV Years CHM OF WOR

93 Title: hould I Care? lobal poverty and the individual uggested religions or belief systems for study: Buddhism, Islam, Christianity, students own beliefs. Note: A unit like this could be the subject of a general studies course, and enrichment course or a day conference. cheme of Work Planning heet Y TA FIV Years Area of tudy & ey Questions Possible teaching activities and opportunities for students Learning outcomes Points to note: (including key skills) Resource suggestions: 85 Why do children die daily from the preventable diseases of poverty? Who is responsible for global inequality? How could inequality be reduced? What do the religious traditions studied have to say about poverty, wealth and equality? What is the role of charitable and compassionate activity in response to poverty and global inequality? Is there to be an end to poverty and inequality? What of the future? 1. Opportunities to learn about the lives of those in some of the world s poorest countries, eg udan, Haiti, Bangladesh or ast Timor; 2. Opportunities to consider and respond to questions about development, justice and political economy in the light of principles from ethics and religions; 3. The chance to relate their learning to their own situations in contemporary Britain, asking the questions: What can we do? Is charity enough? 4. tudents in groups use geographical, business studies or economics research skills and sources to build up a picture of a country with a very low NP per capita, with an emphasis on life for the people, and plan a presentation to the rest of the group. 5. tudents examine the work of Christians, Buddhists or Muslims to alleviate, challenge or end poverty through the study of different approaches such as charity, and fair trading. This might include a business study of an organisation like Traidcraft (ateshead), which aims to trade fairly, or a product such as Cafedirect, or Divine chocolate, which challenges exploitation of commodity producers. 6. tudents discuss examples and causes of global inequality, and likely futures, with particular reference to growing global interdependence and our own participation. They devise flow charts on the causes of poverty. 7. tudents reflect on the interaction between the personal, social, political and global. This session could use poetry as a stimulus for student s own poetry, and examine the role of values from religions such as compassion, love for neighbour, awareness. tudents will be able to discuss critically such questions as: Why do 387 people own half of the world s wealth? What would a world where money was fairly used be like? What do the religions studied have to say about the use of money, both individually and in society? For the 21st century, what hope is there that inequality and poverty will be reduced or eliminated? Can religious study inform or influence business studies and economics? tudents might tackle a responsive task in groups. One example might be: tudents plan and deliver a role play game to a class of younger (12-13 year old?) pupils. xamples include The Trading ame, The Paper Bag ame, Trading Trainers (Available from Christian Aid). This unit offers students many opportunities for moral and social development. The unit links naturally with curriculum studies in, for example, conomics and Business tudies, travel, tourism, geography, politics, history or other social science subjects. With regard to key skills, teaching might develop students abilities in working with others, problem solving, communication and numeracy. 5 Organisations: The aruna Trust (Buddhist) Christian Aid, CAFOD, Tear Fund (Christian) Islamic Relief, Muslim Aid, Red Crescent (Islamic) New Internationalist magazine Freedom: Human Rights ducation Pack. Amnesty with Hodder, Buddhism: A hort Introduction, lostermaier, One World, Who Runs the World? Madely, ullivan and Woodroffe, Christian Aid, 1994 It s not fair, Christian Aid, A Wealth of Faiths, O Brien, Palmer and Prime, Christian Aid / New conomics, Poverty and Wealth, Taking Issue, BBC TV broadcast (with booklet from CM). Forgiveness (Programme 1, R Collection), BBC broadcast. Teach Yourself thics, Mel Thompson, Hodder. ex, drugs and dinner, Alexei ayle, hire from CAFOD video. Capital and the ingdom, T. orringe, PC, The Moral Maze, David Cook, PC, Make Poverty History Campaign materials. TA Y CHM OF WOR

94 ACNOWLDMNT Acknowledgements This syllabus has been dependent on many people s contributions. rateful thanks are expressed to: The Members of the tanding Advisory Conference on R and of the Agreed yllabus Conference: Mr B Ahmed Mrs J Austin Councillor Mrs P A Bradwell Councillor L C Burke Miss C Cameron Miss C Collin Mrs C Dring Mr D ould Mr J Haden Rev McDonald Mr N McFarlane Mrs A Parry-Jones Mr P taves Councillor Mrs C A Talbot Mrs C Tovey Miss C Turner Mrs C Williamson Ms C Wright The Teachers Working roup: Ms C Acheson Head of R tickney William Lovell Church of ngland chool Mrs J Austin Headteacher, Lincoln Manor Leas Infant chool Mrs Paulette Bissell Diocesan chools R Adviser Mr T Darby CfBT chool Improvement ervice Mr R Mayes CfBT chool Improvement ervice Mrs Morrison Headteacher Boston John Fielding chool Mr P taves Lincoln Diocesan Director of ducation Mrs C Williamson Head of R Lincoln Joseph Ruston Technology College Ms C Wright Headteacher leaford t Botolph s Church of ngland chool, Quarrington Lat Blaylock ditor R Today and Consultant to Lincolnshire ACR All teachers who responded to questionnaires and consultations for their time, energy and insight. All pupils, schools and teachers who took time and trouble to prepare illustrations for the syllabus, and all those featured in photographs: the pictures bring life to the syllabus and show what good R is like Copyright Lincolnshire County Council 2006