© OCR 2009
Contents
Introduction
3
Sample Scheme of Work: Unit B589: Perspectives on World Religions (Judaism)
6
Sample Lesson Plan: Unit B589: Perspectives on World Religions (Judaism)
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24
GCSE Religious Studies A (World Religion(s))
Introduction
Background
Following a review of 14 – 19 education and the Secondary Curriculum Review, the Qualifications
and Curriculum Authority (QCA) has revised the subject criteria for GCSEs, for first teaching in
September 2009. This applies to all awarding bodies.
The new GCSEs have more up-to-date content and encourage the development of personal,
learning and thinking skills in your students.
We’ve taken this opportunity to redevelop all our GCSEs, to ensure they meet your requirements.
These changes will give you greater control of assessment activities and make the assessment
process more manageable for you and your students. Controlled assessment will be introduced for
most subjects.
From September 2012 assessment tasks may be undertaken at any point between release of the
task and the examination series for which the task must be submitted. Centres must ensure that
candidates undertake a task that is valid for submission in the year in which the candidate
intends to submit it.
OCR has produced a summary brochure, which summarises the changes to Religious Studies.
This can be found at www.ocr.org.uk, along with the new specification.
In order to help you plan effectively for the implementation of the new specification we have
produced these Schemes of Work and Sample Lesson Plans for Religious Studies. These Support
Materials are designed for guidance only and play a secondary role to the Specification.
Our Ethos
OCR involves teachers in the development of new support materials to capture current teaching
practices tailored to our new specifications. These support materials are designed to inspire
teachers and facilitate different ideas and teaching practices.
Each Scheme of Work and set of sample Lesson Plans is provided in Word format – so that you
can use it as a foundation to build upon and amend the content to suit your teaching style and
students’ needs.
The Scheme of Work and sample Lesson plans provide examples of how to teach this unit and the
teaching hours are suggestions only. Some or all of it may be applicable to your teaching.
The Specification is the document on which assessment is based and specifies what content and
skills need to be covered in delivering the course. At all times, therefore, this Support Material
GCSE Religious Studies A (World Religion(s))
3 of 29
booklet should be read in conjunction with the Specification. If clarification on a particular point is
sought then that clarification should be found in the Specification itself.
4 of 29
GCSE Religious Studies A (World Religion(s))
A Guided Tour through the Scheme of Work
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This icon is used to highlight exceptionally innovative ideas.
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This icon is used to illustrate when an activity could be taught using ICT
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GCSE Religious Studies A (World Religion(s))
5 of 29
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
JEWISH TEACHING ABOUT
THE ORIGINS OF THE
WORLD
(1 HOUR)
ADDITIONAL TEACHING
ABOUT THE ORIGIN OF THE
WORLD – G–D AS A
PERSONAL CREATOR
(1HOUR)
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TOPIC
RESPONSIBILITY FOR THE PLANET
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

STUDENTS THINK ABOUT HOW THE
WORLD MIGHT HAVE BEGUN

BRAINSTORM IDEAS

WRITE A RECIPE TO SHOW WHAT IS
NEEDED TO MAKE A WORLD (3
SPOONFULS OF OXYGEN, 1 PACK OF
SOIL, 3 LITRES OF WATER...)

READ WHAT IS SAID IN GENESIS ABOUT
CREATION OF THE WORLD


GENESIS CH1 – 2:4
MAKE A CHART/ DIAGRAM TO SHOW
HOW THE WORLD BEGAN ACCORDING
TO GENESIS CH 1

NELSON THORNES -DISCOVERY P.60 61

USE A DIAGRAM FROM BIOLOGY TEXT
TO SHOW A HUMAN BEING. DISCUSS
THE COMPONENTS (SKELETON, FLESH,
BLOOD ETC)

GENESIS 2:5 - 22

READ GENESIS CH 2. DESCRIBE HOW
G–D MADE HUMANS

HOMEWORK –COMPARE THE TWO
ACCOUNTS
POINTS TO NOTE

USE AS BASELINE ASSESSMENT TO
INFORM NEXT STEPS

FORMATIVE ASSESSMENT

FIND OUT FROM SCIENCE
DEPARTMENT WHAT IS COVERED IN
KS3 ON THE HUMAN BODY

ENCOURAGE A VARIETY OF WAYS OF
COMPLETING HOMEWORK
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
SCIENTIFIC THEORIES
ABOUT THE ORIGIN OF THE
WORLD
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

FIVE AMAZING THINGS ABOUT THE
WORLD.... (CONSIDER USING PHOTOS
OF NATURAL PHENOMENA AS
STIMULUS)


RESEARCH KEY THEORIES FROM
CHARLES DARWIN AND CHARLES
LYELL
(1HOUR + HOMEWORK)


THE RELATIONSHIP
BETWEEN RELIGIOUS AND
SCIENTIFIC IDEAS ABOUT
THE ORIGIN OF THE
WORLD
(1 HOUR + HOMEWORK)
RESPONSIBILITY FOR THE PLANET

PREPARE FACT SHEETS / NEWS
REPORT TO SHOW MAIN POINTS OF
BOTH
PHOTOS/ IMAGES FROM INTERNET
RECAP FROM HOMEWORK

DRAW UP A MIND MAP OF ISSUES
IDENTIFIED

CONSIDER DIFFERENT JEWISH
RESPONSES TO THE RELATIONSHIP
BETWEEN BIBLICAL ACCOUNTS AND
SCIENTIFIC THEORIES
= Innovative teaching idea
GCSE Religious Studies A (World Religion(s))

THIS COULD BE COMPLETED AS AN
ELECTRONIC OR HARD COPY OR
CONSIDER CARTOON STRIP FOR THE
ARTISTS

CAN LEAD TO SUMMATIVE
ASSESSMENT

BE SENSITIVE TO ISSUES RELATED TO
CREATIONISM

USE AS BASELINE ASSESSMENT

USEFUL TO BENCHMARK GCSE GRADE
ICT ACTIVITY –USE A VARIETY OF
WEBSITES
HOMEWORK: MAKE A LIST OF ANY
ISSUES YOU CAN SEE BETWEEN
JEWISH AND SCIENTIFIC IDEAS

POINTS TO NOTE

PEARSON OCR RELIGIOUS STUDIES
PHILOSOPHY UNIT 6 P.168 -169

NELSON THORNES -DISCOVERY P.61

PSALM 8: 2-10
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
THE PLACE OF HUMANITY
IN RELATION TO ANIMALS
( 2 HOURS)
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

HOMEWORK –EXAM QUESTION –
‘EXPLAIN HOW THE ACCOUNTS OF THE
CREATION IN THE TORAH SHOW AN
ATTEMPT BY HUMANS TO
UNDERSTAND HOW THE WORLD
BEGAN’

RECAP ON GENESIS ACCOUNT –
ANIMALS MADE BEFORE HUMANS AND
ARE CONSIDERED TO BE OUR
RESPONSIBILITY



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RESPONSIBILITY FOR THE PLANET
EXPLAIN HOW HUMANS MIGHT BE SEEN
TO BE SUPERIOR TO ANIMALS –USE
SAME/DIFFERENT COLUMNS OR A MIND
MAP. COMPARE ANSWERS
HOMEWORK – PREPARE A DEBATE –
HUMANS HAVE A RESPONSIBILITY TO
LOOK AFTER ANIMALS, USING TEXTS
TO SUPPORT YOUR OPINIONS
HOLD DEBATE NEXT LESSON BY
ASKING GROUPS TO PREPARE ONE
SIDE OF THE ARGUMENT AND
NOMINATE SPEAKERS
SUGGESTED RESOURCES

GENESIS CH 1- ESP. V 28 –30

PEARSON OCR RELIGIOUS STUDIES
PHILOSOPHY STUDENT BOOK UNIT 6 P.
169

NELSON THORNES -DISCOVERY P.62 63

DEUTERONOMY 25:4
POINTS TO NOTE

WILL SHOW WHAT HAS BEEN LEARNT
PREVIOUSLY

NOTICE THAT ADAM IS MADE ‘IN G–D’S
IMAGE AND IS TOLD TO NAME THE
ANIMALS AND TO RULE OVER THEM

FORMATIVE ASSESSMENT
OPPORTUNITY
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
ATTITUDES TO ANIMALS
AND THEIR TREATMENT
(1 –2 HOURS +
HOMEWORK)
TOPIC
RESPONSIBILITY FOR THE PLANET
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES

VOTE ON OUTCOME AS A VALUES
CONTINUUM


WRITE UP CONCLUSIONS AS A
SUMMARY

PROVERBS12: 10

USE ’AGREE’ ONE END OF CONTINUUM
AND ‘DISAGREE’ AS THE OTHER END.
ASK STUDENTS TO DECIDE WHERE
THEY ARE ALONG THE LINE AND TO
JUSTIFY THEIR POSITION

CLASS SURVEY – WHO HAS PETS? WHY
DO PEOPLE HAVE PETS AND HOW DO
THEY LOOK AFTER THEM?

ISSUES TO CONSIDER INCLUDE THE
USE OF ANIMALS –
1)
OR FOOD/ CLOTHING –IS IT RIGHT
TO KILL ANIMALS TO EAT OR FOR
FUR/ LEATHER
2)
FOR MEDICAL/ COSMETIC TESTING
IS THERE A DIFFERENCE BETWEEN
THE TWO?
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GCSE Religious Studies A (World Religion(s))
POINTS TO NOTE
DEUTERONOMY 5:12-14

NELSON THORNES -DISCOVERY P.62

PEARSON OCR RELIGIOUS STUDIES
ETHICS UNIT 2 P.170

WWW.NAVS.ORG

ENCOURAGE PERSONAL DECISION
MAKING BASED ON LEARNING RATHER
THAN SEEKING AGREEMENT.

CAN BE USED TO STRETCH &
CHALLENGE STUDENTS OR TO HELP
LESS ABLE BY PROVIDING WRITING
FRAMES

USE THIS AS A TIMED STARTER –IT
WILL TAKE OVER A LESSON
OTHERWISE

WORKS WELL AS A RESEARCH TASK
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
RESPONSES TO
ENVIRONMENTAL ISSUES
TOPIC
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
3)
WORK & LEISURE –HORSE RIDING,
WORKING ANIMALS, BLOOD SPORTS,
ZOOS

PRESENTATION ON FINDINGS FROM
RESEARCH, LINKED TO JEWISH VIEWS

HOMEWORK –EXPLAIN HOW THE IDEA
THAT HUMANS ARE MORE IMPORTANT
THAN ANIMALS INFLUENCES JEWISH
VIEWS ON ANIMAL TESTING FOR
MEDICAL RESEARCH

(1 HOUR)

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RESPONSIBILITY FOR THE PLANET
USE PHOTOS FROM NEWS/MAGAZINES
TO SHOW A WIDE VARIETY OF SCENES
OF POLLUTION/NATURE/NATURAL
BEAUTY. STUDENTS TO RANK THEM
ACCORDING TO DAMAGE BEING DONE
TO THE WORLD
INVESTIGATE ONE OR MORE OF ACID
RAIN, DESTRUCTION OF THE OZONE
LAYER, INDUSTRIAL WASTE, GLOBAL
WARMING AND EXPLAIN HOW THEY
ARE AFFECTING THE QUALITY OF LIFE
NOW AND IN THE FUTURE
SUGGESTED RESOURCES

GENESIS1: 27

(SEE ABOVE FOR OTHER REFERENCES)

HTTP://FLATPLANETPROJECT.COM

MAGAZINES, NEWSPAPERS, NEWS
ITEMS, ADVERTS, ANY MEDIA
POINTS TO NOTE

STRUCTURED DEBATE WILL PROVIDE A
WIDE RANGE OF VIEWS THAT WILL
NEED UNDERPINNING BY THE FAITH
PERSPECTIVE TO MAINTAIN
RELEVANCE. SUMMATIVE ASSESSMENT

TOPICAL AREA OF STUDY

INNOVATIVE IDEA

FORMATIVE ASSESSMENT

STRETCH & CHALLENGE
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
CONCEPT OF
STEWARDSHIP
TOPIC
RESPONSIBILITY FOR THE PLANET
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE

BRAINSTORM WAYS IN WHICH
INDIVIDUALS CAN HELP TO REDUCE
ENVIRONMENTAL DESTRUCTION –
RECYCLING, REUSING, CUT DOWN ON
WHAT IS USED, USE SAFER PRODUCTS
ETC

PEARSON OCR RELIGIOUS STUDIES
PHILOSOPHY UNIT 6 P. 159

FORMATIVE ASSESSMENT

WWW.GREENPEACE.ORG.UK

WWW.FOE.CO.UK

PAIRED WORK –CONSIDER THE ROLE
OF A STEWARD AT A FOOTBALL
MATCH/ ENTERTAINMENT AND
IDENTIFY THE JOBS THAT THEY ARE
EXPECTED TO DO


GROUP WORK –DECIDE HOW THIS
MIGHT RELATE TO THE IDEA OF
STEWARDSHIP IN THE WORLD. WRITE A
JOB DESCRIPTION FOR A JEWISH
PERSON WHO IS TO LOOK AFTER THE
ENVIRONMENT AND THE WORLD AS A
WHOLE. WHAT SKILLS WOULD THEY
NEED? WHAT WOULD THEY NEED TO
PAY ATTENTION TO?
LOOK AT A DESCRIPTION OF A
STEWARD ON THE WEB TO SEE WHAT
FUNCTIONS THEY PERFORM. ASK FOR
PERSONAL ANECDOTES OF
EXPERIENCES AT LARGE EVENTS TO
SHOW WORK OF STEWARDS

PEER LED FORMATIVE ASSESSMENT

RESEARCH TU B’SHEVAT AND DESIGN
A LEAFLET TO SHOW WHAT HAPPENS
PEARSON OCR RELIGIOUS STUDIES
PHILOSOPHY UNIT 6 P. 171

NELSON THORNES DISCOVERY P. 63

CAN BE USED SUMMATIVELY AND LEAD
TO EXAM REVISION
(1 HOUR + HOMEWORK)

= Innovative teaching idea
GCSE Religious Studies A (World Religion(s))
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
10 HOURS
TOPIC OUTLINE
TOPIC
RESPONSIBILITY FOR THE PLANET
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
AND EXPLAIN WHY
RELIGIOUS TEACHINGS
RELATED TO
ENVIRONMENTAL ISSUES
1 HOUR REVISION/ RECAP
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
FIND OUT WHAT HAPPENS AT ROSH
HASHANAH AND EXPLAIN HOW THIS
REFLECTS JEWISH TEACHING ON THE
ENVIRONMENT

HOW ARE JEWS EXPECTED TO TREAT
THE LAND?

LEVITICUS 25:7-11

GENESIS 1:26, 2:19-20

PSALM 24:1

PSALM 8:6

PROVERBS12: 10

DEUTERONOMY 25:4 / 5:12-15

LEVITICUS 25:7-11
POINTS TO NOTE

STRETCH & CHALLENGE

THESE CAN BE USED IN CONJUNCTION
WITH THE TWO PREVIOUS SECTIONS
OR AS A STAND ALONE SECTION
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC
WAR, PEACE AND HUMAN RIGHTS
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
WAR:


PSALM 34:15


ISAIAH 2:4

MICAH 4:3-4
CONSIDER CONFLICT BETWEEN SMALL/
LARGE GROUPS, INDIVIDUALS,
NATIONS, AND INTERNATIONAL.

EXODUS 20:13

BASELINE ASSESSMENT

HOLY WAR –

JOSHUA:1
A)
AS COMMANDED BY G-D (THE
ENEMY HAS ATTACKED FIRST)

NELSON THORNES DISCOVERY P.192

A NUMBER OF TOPICAL EXAMPLES MAY
BE SUGGESTED. FIND OUT WHAT HAS
BEEN COVERED IN HISTORY TOPICS.
USE WEB BASED NEWS REPORTS TO
FOCUS IDEAS
DEUTERONOMY 21:23-25
B)
OPTIONAL –CONFORMING TO THE
CONDITIONS OF A JUST WAR


STRETCH & CHALLENGE
PROVERBS 25:21

FORMATIVE ASSESSMENT
ATTITUDES TOWARDS WAR

( 1 HOUR+ HOMEWORK)

BRAINSTORM WHAT WE MEAN BY
‘CONFLICT’ IDENTIFY A VARIETY OF
DIFFERENT CONFLICTS
INVESTIGATE THE JEWISH IDEAL OF
PEACE USING TEXTS
C) PRE-EMPTIVE WAR

RULES OF WAR

HOMEWORK -RESEARCH A NUMBER OF
RECENT CONFLICTS. ANALYSE
WHETHER YOU THINK THEY WOULD BE
CONSIDERED HOLY WARS BY JEWISH
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GCSE Religious Studies A (World Religion(s))
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC OUTLINE
TOPIC
WAR, PEACE AND HUMAN RIGHTS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
CRITERIA
THE CONCEPT OF BEING
VICTIMS OF WAR

LISTEN TO’ BY THE RIVERS OF
BABYLON’ AND CONSIDER WHAT THE
SONG IS ABOUT

TRACK BY BONY M OR TRADITIONAL
BALLAD

LOOK AT THE JEWISH EXILE IN
BABYLON (SIXTH CENTURY BCE) AND
DISCUSS WHAT IT MUST HAVE BEEN
LIKE TO BE AN EXILE

BOOK OF EZEKIEL

VICTIMS OF THE SHOAH –RESEARCH
EVENTS IN 19309 –45. READ ‘NIGHT ‘ BY
ELIE WIESEL

LIFE OF ANNE FRANK (DIARY, DVD)

LIFE OF ELIE WIESEL FROM THE
INTERNET
(1 HOUR + HOMEWORK)

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HOMEWORK – ‘THERE ARE NO
WINNERS IN A WAR’ DISCUSS WITH
REFERENCE TO JEWISH EXPERIENCES

STRETCH AND CHALLENGE

SUMMATIVE ASSESSMENT
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC
WAR, PEACE AND HUMAN RIGHTS
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
VIOLENCE & PACIFISM:


ATTITUDES TOWARDS THE
USE OF VIOLENCE
VALUES CONTINUUM –IS WAR EVER
RIGHT?
USE THIS TO RECAP WHAT HAS BEEN
STUDIED IN PREVIOUS LESSONS

FIND OUT WHAT SHALOM MEANS AND
CONSIDER HOW IT IS USED IN DAILY
LIFE. HOW DOES THIS INFORM ABOUT
THE JEWISH IDEAS ABOUT PEACE?

TEACHER LED BASELINE ASSESSMENT

ALSO AT END OF SECTION TO
EVALUATE IMPACT OF WORK DONE

PREPARATION CAN BE BEGUN AS
HOMEWORK

BY REVISITING AT END OF SECTION
YOU CAN EVALUATE IMPACT OF WORK
DONE

SUMMATIVE ASSESSMENT

ATTITUDES TOWARDS
PACIFISM



EXAMINE ATTITUDES THAT WAR MAY
BE THE BEST WAY TO GAIN PEACE, IN
SELF DEFENCE OR TO RIGHT A WRONG
SUGGESTED RESOURCES

NELSON THORNES DISCOVERY P.192 193

PEARSON RELIGIOUS STUDIES OCR
PHILOSOPHY UNIT 4 P. 111-112

JOSHUA 8:1
INVESTIGATE THE CONCEPT OF LEX
TALIONIS.

JOEL 3: 9-10

ETHICS OF THE FATHERS 1:18
IN GROUPS PREPARE A STRUCTURED
DEBATE FOR OR AGAINST WAR AS A
MEANS OF SOLVING DIFFERENCES.
HOLD DEBATE

MICAH 4:1A; 3-4

EXODUS 21:23-24
POINTS TO NOTE
REPEAT VALUES CONTINUUM, THIS
TIME FROM POINT OF VIEW OF JEWISH
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GCSE Religious Studies A (World Religion(s))
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC OUTLINE
TOPIC
WAR, PEACE AND HUMAN RIGHTS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
TEACHINGS
REASONS FOR THESE
ATTITUDES
(2 HOURS + HOMEWORK)
HUMAN RIGHTS:

SUMMARY –FROM VALUES DRAW OUT
INDIVIDUALS TO ‘HOT SEAT’ THE
REASONS FOR THEIR VIEW AS A
MEMBER THE JEWISH FAITH

CAN LEAD TO SUMMATIVE
ASSESSMENT –PEER OR TEACHER LED

SUMMATIVE ASSESSMENT TO INDICATE
GCSE TARGET IF MARKED ACCORDING
TO LEVELS OF RESPONSE

HOMEWORK ‘WAR IS NEVER/ALWAYS
JUSTIFIED’ –EVALUATIVE DISCUSSION

STRETCH & CHALLENGE

WANTS & NEEDS STARTER –CARDS
WITH ‘ESSENTIAL’ AND OTHER ITEMS.
STUDENTS HAVE TO CHOOSE 6
ESSENTIALS, THEN 3, AND THEN 1.
(ALMOST IMPOSSIBLE TO DECIDE)

CAN LINK TO PSHE KS4 POS.

INNOVATIVE IDEA

BASE LINE ASSESSMENT

FORMATIVE ASSESSMENT


CAN BE COMPLETED USING ICT
FORMATIVE ASSESSMENT CAN LEAD
TO SUMMATIVE (CHOICE AND
THE DECLARATION OF
HUMAN RIGHTS


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
CARDS COULD INCLUDE- AIR, WATER,
FOOD, TV/ELECTRONIC EQUIPMENT,
CLOTHES, BIKE, MONEY, ETC
LOOK AT DECLARATION AND
DISCUSS/MIND MAP THE ESSENTIAL
POINTS
MAKE A LEAFLET TO HIGHLIGHT THE
IMPORTANCE OF SOME OF THE
STATEMENTS ON THE DECLARATION

UNICEF BOOKLET OF HUMAN RIGHTS
(AVAILABLE FREE FROM UNICEF).
POSTERS OF THE DECLARATION (AS
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC OUTLINE
TOPIC
WAR, PEACE AND HUMAN RIGHTS
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
ABOVE)
ATTITUDES TOWARDS
HUMAN RIGHTS
(2 OR 3 HOURS +
HOMEWORK)




CIRCLE ACTIVITY – BEGIN WITH ‘IT’S
NOT FAIR WHEN...’ GO ROUND WITH
EACH STUDENT COMPLETING THE
STATEMENT. (ALLOW ‘PASS’ IF
REQUIRED)
TEXT TASK - JEWISH TEACHING ON
SOCIAL INJUSTICE. USE TEXTS TO
EXPLAIN WHAT IS TAUGHT ABOUT HOW
OTHERS SHOULD BE TREATED
DISCUSS WHAT A JEWISH RESPONSE
TO INJUSTICE MIGHT BE. USE
EVIDENCE FROM TEXT TASK TO
SUPPORT RESPONSES

COULD USE A PHOTO OF AN INCIDENT
HIGHLIGHTING INJUSTICE TO PROMOTE
IDEAS

LEVITICUS 19:33-34

LEVITICUS 25:17

AMOS 5:23-24

AMOS 6:3-6

PEARSON RELIGIOUS STUDIES OCR
PHILOSOPHY UNIT 4 P. 115
JUSTIFICATION REQUIRED AT HIGHER
LEVELS)

AIM TO RAISE AWARENESS ABOUT
INJUSTICE ON A PERSONAL LEVEL

INNOVATIVE IDEA

ICT –FINDINGS CAN BE SUMMARISED IN
A PRESENTATION.

STRETCH & CHALLENGE

SUMMATIVE ASSESSMENT
HOMEWORK – WHAT IS THE JEWISH
RESPONSE TO SOCIAL INJUSTICE?
1 HOUR REVISION & RECAP
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GCSE Religious Studies A (World Religion(s))
= ICT opportunity
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Sample GCSE Scheme of Work
= Innovative teaching idea
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= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC
PREJUDICE AND EQUALITY
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
PRINCIPLE OF EQUALITY


TEACHING ABOUT
EQUALITY FROM THE
TORAH

STUDENTS MAKE UP ACROSTICS
USING THE WORD DIVERSITY
WHAT DOES THE TORAH SAY ABOUT
EQUALITY?
(1 HOUR + HOMEWORK)


SUGGESTED RESOURCES
THE CONCEPT OF JEWS AS A ‘CHOSEN
PEOPLE’
THE IDEA THAT ‘THE RIGHTEOUS OF
ALL NATIONS WILL INHERIT THE
WORLD’

GENESIS 1:27

LEVITICUS 19:33-34

ISAIAH 2:2-4

PEARSON OCR RELIGIOUS STUDIES
ETHICS UNIT 5 P 142

EXODUS 19:5-6

TALMUD
POINTS TO NOTE

POSSIBLY START WITH –

DIFFERENT INDIVIDUALS VALUING
EVERYONE REGARDLESS (OF) SKIN,
INTELLIGENCE, TALENTS OR YEARS
(INNOVATIVE IDEA)

BASELINE ASSESSMENT

COULD USE PICTURES/ STORYBOARD
TO SHOW KEY IDEAS

CAN BE COMPLETED AS ICT

FORMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT
 HOMEWORK – ‘THE MAIN AIM IS TO LIVE
AT PEACE WITH OTHER PEOPLE AS
= Innovative teaching idea
GCSE Religious Studies A (World Religion(s))
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC OUTLINE
TOPIC
PREJUDICE AND EQUALITY
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
GRAFFITI WALL –‘WHO IS MY
NEIGHBOUR?’ WRITE ANSWERS ON
POST IT NOTES AND PUT ON WALL


INNOVATIVE STARTER

BASELINE ASSESSMENT
USING TEXTS DISCUSS AND
SUMMARISE THE VIEWS HELD BY JEWS
CONCERNING THE WAYS THEY
SHOULD TREAT THOSE OF DIFFERENT
RACES.

LEVITICUS 19:33-34

ISAIAH 2:2-5

GENESIS 11:6-9

CAN BE COMPLETED USING ICT –
PUBLISHER OR SIMILAR

NELSON THORNES DISCOVERY P.154
EXPLAIN THE ORIGINS OF DIFFERENT
LANGUAGES AND THE REASONS GIVEN
FOR DIFFERENT NATIONS

PEARSON OCR RELIGIOUS STUDIES
ETHICS UNIT 5 P. 142-143

SUMMATIVE ASSESSMENT
EQUALS’ DISCUSS FROM A JEWISH
PERSPECTIVE.
RACISM


DIFFERENT VIEWS
ABOUT PREJUDICE &
EQUALITY IN RELATION
TO RACE
PRACTICES IN
RELATION TO RACISM



(2 HOURS + 1 HOUR
PRESENTATION)

= Innovative teaching idea
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LARGE SHEET PAPER/ POST IT NOTES/
MARKER PENS. OR CAN BE DONE ON
WHITEBOARD
HOMEWORK –SUMMARISE JEWISH
ATTITUDES TOWARDS RACISM
= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC
PREJUDICE AND EQUALITY
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES
GENDER



DIFFERENT VIEWS
ABOUT PREJUDICE &
EQUALITY IN RELATION
TO GENDER

THE ROLE OF WOMEN
IN CHRISTIAN SOCIETY
PAIRED WORK – LIST WAYS IN WHICH
MEN AND WOMEN ARE TREATED
EQUALLY/ OR ARE NOT TREATED
EQUALLY. SHARE WITH OTHERS IN
CLASS
ATTITUDES OF
ORTHODOX/PROGRESSIVE JEWS
ABOUT THE ROLE OF WOMEN IN THE
SYNAGOGUE AND AT HOME
(2 HOURS + HOMEWORK)

RELIGION
ATTITUDES TOWARDS
OTHER RELIGIONS IN
RELATION TO:

SUGGESTED RESOURCES
HOMEWORK – DESCRIBE AND
ACCOUNT FOR THE DIFFERENT
ATTITUDES TOWARDS THE ROLE OF
WOMEN IN THE ORTHODOX AND
REFORM TRADITIONS.
PAIRED WORK –MAKE A SET OF 4
RULES FOR LIVING THAT WOULD BE
UNIVERSAL. COMPARE WITH OTHER
GROUPS AND THEN MAKE A CLASS
LIST.
= Innovative teaching idea
GCSE Religious Studies A (World Religion(s))

PEARSON OCR RELIGIOUS STUDIES
ETHICS UNIT 5 P. 143

NELSON THORNES DISCOVERY P.155

NELSON THORNES JUDAISM WITH
JEWISH MORAL ISSUES P. 78 -79

PROVERBS 31:10- 31

GENESIS 3:16
POINTS TO NOTE

BASELINE ASSESSMENT

CAN BUILD UP TO A GROUP
CONSENSUS

FORMATIVE RESEARCH WITH STRETCH
CHALLENGE POTENTIAL.

CAN BE DOCUMENTED IN NOTES,
NEWSPAPER ARTICLE

SUMMATIVE ASSESSMENT

PERSONAL VALUES WITH STRETCH &
CHALLENGE POTENTIAL IF
JUSTIFICATION IS ASKED FOR
= ICT opportunity
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Sample GCSE Scheme of Work
UNIT B589: PERSPECTIVES ON WORLD RELIGIONS (JUDAISM)
SUGGESTED
TEACHING
TIME
8 HOURS
TOPIC
PREJUDICE AND EQUALITY
TOPIC OUTLINE
SUGGESTED TEACHING AND
HOMEWORK ACTIVITIES

MISSIONARY WORK


EVANGELISM

ECUMENISM
(2 HOUR + HOMEWORK)
JEWISH CONCEPT–ALL SHOULD
FOLLOW THEIR OWN FAITH BUT KEEP
TO THE NOAHIDE CODE

FIND OUT THE CONTENT OF THE
NOAHIDE CODE AND COMPARE
SIMILARITIES WITH GROUP IDEAS.

HOT SEAT - AS A JEW WHY MIGHT THE
IDEA OF ACCEPTING OTHERS AND
LIVING PEACEFULLY BE CONSIDERED
AN OBLIGATION (USE TEXTS TO
SUPPORT ANSWER)

EXPLORE THE REASONS WHY MANY
JEWS ACTIVELY DISCOURAGE
CONVERSION TO THE FAITH

HOMEWORK –EXPLAIN WHY ONLY
JEWS NEED TO FOLLOW THE 613
MITZVOT.
SUGGESTED RESOURCES
POINTS TO NOTE

PEARSON OCR RELIGIOUS STUDIES
ETHICS UNIT 5 P. 144

FORMATIVE ASSESSMENT

CAN BE ICT BASED- MAKE A CHART TO
SHOW COMPARISON.

DEUTERONOMY 23:8-9

INNOVATIVE IDEA

ISAIAH 42: 6-8

LEVITICUS 19:33-34

NELSON THORNES DISCOVERY P.156

SUMMATIVE ASSESSMENT
REVISION & RECAP
(1 HOUR)
= Innovative teaching idea
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= ICT opportunity
GCSE Religious Studies A (World Religion(s))
Sample GCSE Scheme of Work
= Innovative teaching idea
GCSE Religious Studies A (World Religion(s))
= ICT opportunity
23 of 29
Sample GCSE Lesson Plan
Unit B589: Perspectives on World Religions
(Judaism)
The relationship between religious and scientific ideas about the origin of the
world
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students will be able to analyse religious and scientific responses to the beginning
of the world
Objective 2
Students will have an opportunity to explore whether different beliefs and theories
are in conflict
Objective 3
Students will be able to evaluate the evidence and make a personal response
about the relationship between religion and science
Objective 4
Students will be able to evaluate a response to the question from a Jewish
perspective
Recap of Previous Experience and Prior Knowledge

Students will have studied Jewish teaching and beliefs about the Creation of the world

Students will have studied scientific theories that seek to explain how the world began

Previous homework - make a list of any issues you can see between Jewish and Scientific
ideas –will prepare for this lesson
Content
Time
Content
10 minutes
Provide a number of natural objects –patterned stone, shells, leaves, tree bark
etc. If possible use hand held magnifiers (from science?). Students have the
opportunity to examine the objects, sketch or comment on them.
10 minutes
On a prepared chart (or using template electronically) answer questions about
the objects:

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Could you make this?
GCSE Religious Studies A (World Religion (s))
Sample GCSE Lesson Plan
20 minutes

Could any human make it?

Where did it come from?

How might an atheist scientist answer these questions?

How might a scientist who believes in G–d answer them?

How might a Jewish believer answer them?
Divide class into groups
Prepare a debate – Science provides the answers to the question’ how the world
began’ so we don’t need religious ideas.
15 minutes
Hold debate
5 minutes
After vote, students write their own conclusions using evidence from the debate
Homework
Write up a full response to the question from the perspective of the Jewish faith
using evidence from previous lessons
GCSE Religious Studies A (World Religion (s))
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Sample GCSE Lesson Plan
Unit B589: Perspectives on World Religions
(Judaism)
The concept of being victims of war
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students will have the opportunity to empathise with victims of war
Objective 2
Students will be able to explore one or more example of victimisation of the
Jewish people
Objective 3
Students will be able to evaluate the influence of being victims of war on the
Jewish people
Recap of Previous Experience and Prior Knowledge

Students will have studied the concepts of war and conflict in Judaism and considered a
variety of types of conflict and the justification for them
Content
Time
Content
10minutes
Listen to’ By the rivers of Babylon’ and consider what the song is about. Read
Psalm 137 and discuss the link between the two stimuli.
10 minutes
Think/ pair/ share:

What might the exiles have felt when they left their homeland?

What might they miss whilst in exile?

How might they try to keep memories and traditions alive?
(Be aware of any students who might be in a similar situation . This can be used
positively but requires sensitivity)
20 minutes
Watch ‘The Diary of Anne Frank’ -DVD
20 minutes
Choose from:

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Make diary entries for Anne to show how the victimisation of the Jews
affected her
GCSE Religious Studies A (World Religion (s))
Sample GCSE Lesson Plan

Write a letter from Anne

Make a magazine article about her (could use ICT)
(there is a lot of potential work here, depending on time available)
Extension –consider using information about survivors – Schindler’s Legacy for
example, or visit/ use information from Beth Shalom, the Holocaust Memorial
centre in Nottinghamshire, or from the Imperial War Museum
Homework
There are no winners in a war’ Discuss with reference to Jewish experiences
Mark according to Levels of Attainment
GCSE Religious Studies A (World Religion (s))
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Sample GCSE Lesson Plan
Unit B589: Perspectives on World Religions
(Judaism)
Attitude towards other religions lesson 1 of 2
OCR recognises that the teaching of this qualification above will vary greatly from school to school
and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach
but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1
Students will be able to find out and analyse Jewish attitudes towards other
religions
Objective 2
Students will be able to consider and challenge their own attitudes to other
religions
Objective 3
Students will be able to begin to understand the importance of keeping their
Covenants
Recap of Previous Experience and Prior Knowledge

Studied the concept of prejudice and discrimination and the effects on individuals

Explored Jewish attitudes towards racism and gender issues
Content
Time
Content
Starter:
Set a puzzle/ word problem that has a number of possible ways to a solution.
5 minutes
Explain that this highlights the Jewish belief that G-d wishes everyone to follow
their own religion as this is what has been chosen for them.
Main:
15minutes
Examine the Noahide Code (will need copies available for students):
Worship only G-d
Do not blaspheme
Do not murder
Do not steal
Do not commit adultery
Do not be cruel to animals
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GCSE Religious Studies A (World Religion (s))
Sample GCSE Lesson Plan
Establish a system of law and order so that everyone can live together in
harmony.
10 minutes

Discuss what is included, what it suggests about the way everyone (as this is
universal according to Jews) should behave

What would students add/ change?
Main:
Tasks –a variety of different options depending on the ability of the group;
20 minutes

Chart in words and pictures to illustrate the key concepts

Design a leaflet to highlight how a person should behave
Stretch by using additional quotations to demonstrate how the Torah shows how
Jews should behave towards others (Deuteronomy 23:8 -9; Isaiah 42:6-7)
10 minutes
High five (or three) – the most important rules for all people are........
The next lesson should be developed to look specifically at attitudes towards missionary work,
evangelism (or lack of it) and ecumenism.
GCSE Religious Studies A (World Religion (s))
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