Scheme Of Work
Subject: Religious Education
Class: 2V
Number of students:
Student/Class Characteristics: Mixed Ability
Number of topics in scheme: 5 [As per school specification]
Overall Course Aims
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To assess the students basic knowledge of religion and religious concepts.
Further develop what knowledge they have.
To introduce students to a series of concepts and paradigms.
Encourage students to read and learn beyond basic concepts of thought.
To familiarise students with the phenomenon of religion, religious thought and
contemporary influence.
To promote and nurture an interest in and awareness of the power, potential and
possibilities of thought, religious existence and human nature.
Involve all students in a wide range of oral and written exercises including debating,
and class discussion
To present each lesson in an interesting and exciting way using a wide range of
resources and a mix of teaching methodologies to ensure students don’t become
disengaged.
To promote active learning within the classroom.
Learning Outcomes
At the end of this scheme students will have:
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Learned about some of the basic philosophical/conceptual premises which affect
everyday life and thinking.
Identified sources of human behavioural influence.
Received an introduction to Morality.
Identified sources of morality.
Learned about the relationship between morality and philosophy i.e. ethics.
Learned about the existence of morality in different cultures world
Examined a variety of concepts e.g. free will.
Learned about the distinction between natural law, governmental law and
religious law.
Learned about the relationship between morality and religion.
Learned about social justice.
Explored the relationship between morality and citizenship.
Examined how the above concepts affect societies at large.
Applied prior learning and skills to new material.
Engaged with moral/ethical dilemmas.
Demonstrated their knowledge of new subject matter.
Completed a series of class tests and written assignments
Sequential List Of Topics
September – December
Section F – The Moral Challenge: Part 1 – 5
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September 2nd– My Rules/Ice Breakers
September 4th – Worldviews/P4C
September 7th – Worldviews/P4C
September 9th - Morality
September 11th - Morality
September 14th – Free to choose
September 16th – Action and consequence
September 18th – Action and consequence
September 21st – Relationships
September 23rd – Revision
September 25th – Test
September 28th – Codes of behaviour
September 30th – Codes of behaviour
October 2nd – Sources of morality
October 5th – The 10 Commandments
October 7th – The commandments of love
October 9th – The wisdom of others
October 12th – Revision
October 14th – Test
October 16th - Developing morality (i)
October 19th – Developing morality (ii)
October 21st – Developing morality (iii)
October 23rd – Conscience
October 26th – Revision
November 2nd - Test
November 4th - Making moral decisions
November 6th - Making moral decisions
November 9th – Making moral decisions
November 11th - Social justice
November 13th – Respect for life
November 16th - Care for the earth
November 18th – Moral failure
November 20th – Healing broken relationships
November 23rd - Revision
November 25th - Test
November 27th – Law and personal morality
November 30th - Law and personal morality
December 2nd - Law and Religious morality
December 4th – Law and Religious morality
December 7th - Revision
December 9th - Revision
December 11th - Revision
December 16th – Christmas Test
December 18th - Christmas class
Rationale For Sequencing Of Topics
According to school guidelines, this classgroup will begin the year with Section F – The
Moral Challenge. Given that this content is related to one of the five core branches of
Philosophy, it is my intention to spend three lessons introducing the students to the topic via
a number of accessible contemporary mediums e.g. social media, Youtube clips etc.
Furthermore, this introduction should serve as a neat platform from which the textbook
content may be expounded. This topic should tie in neatly with the student’s previous
learning on world views and different cultures. The content taught in this section is
imperative to children’s ability to conceive the way in which law governs the world and how
the person’s actions are formulated from upbringing and psyche to physical/verbal
manifestation. Their ability to apply prior learning/understanding to new material will be
challenged frequently in the form of oral questions, hypothetical scenarios and group
discussions, in addition to summative assessments. I intend to test students’ understanding of
content with moral/ethical dilemmas, as well as written exams at the end of each sub-topic.
Teaching And Learning Methods To Be Used
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Teacher led activities.
Student directed activities.
Oral questioning.
Written assignments.
Problem solving and decision making exercises.
Presentation and interpretation of data.
Self-assessment activities.
Peer assessment activities.
Philosophy for Children
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Use of the Socratic method
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Activity based learning.
Discussion.
Visual, auditory, tactile and kinaesthetic learning styles.
Numeracy – I have devised a method of logical reasoning through the form of
simultaneous equations.
Group work.
Pair work.
Support students development in literacy in numeracy by challenging and developing
their speaking, listening and written skills, with attention paid to the school’s literacy
and numeracy policy.
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Material / Equipment To Be Used
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Roll book.
Textbook: Religion for Living
A variety of hand-outs.
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Worksheets
Homework sheets
Games e.g. Chinese whispers, Musical chairs.
Real life applications and authentic assessments.
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OHP.
Coloured markers.
White board.
Past Junior Certificate exam papers.
Ted Talks
P4C [Philosophy for Children]
PowerPoint presentations.
YouTube clips.
Google images.
Humans of New York
Resources from various websites e.g. www.tes.com, www.primaryresources.com
Strategies for Assessment
Assessment of Learning
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Assessment of learning will take place during each lesson by oral questioning, written
assignments, group work and various exercises.
Open and closed, higher and lower order questions will be asked throughout the
course of each lesson.
Moving about the class and checking the students work.
Students will be assigned written homework after every lesson.
Oral questions will be asked at the beginning of each class to recap the material
covered in the previous lesson.
Oral and visual checking of homework.
There will be a series of questions at the end of each lesson to assess that new
material has been understood.
Students will be assessed summatively in the form of monthly revision tests, as well
terminal exams both the mid-term and Christmas periods.
Assessment for Learning
Provide students with lesson aims and objectives at the start of each lesson.
Higher and lower order questions throughout each lesson and also at the end of each
lesson to assess the material covered during the lesson. Effective questioning will help
students see the links between new material and prior learning to push them towards
more precise thinking and expression.
The use of feedback: I will use the ‘sandwich’ method when given written feedback in
students’ copies. This feedback will aid the development of the student.
Written assignments will assess students’ ability to apply the knowledge from the
classroom to their work.
Questioning techniques that will generate interesting discussion
Questioning named students to test understanding and recall.
Monitoring the progress of students engaged in writing/group assignments in class.
Observation of students’ level of engagement with class work.
A series of oral questions employed to test understanding, as well as knowledge.