Year 5 and 6
Does religion bring peace or conflict?
ATT 1: Learning about religion and belief
ATT 2: Learning from religion and belief
When in history have religious beliefs created conflict and when have
What do I feel strongly about and does it sometimes lead me to either
they brought peace?
bring peace or conflict?
Engage
Sporting conflict: play a game eg. football or rounders without a referee. Discuss what happens.
Use film clips – Narnia, Incredibles, Star Wars. What are the reasons for the conflict in the clip?
Refer to historical conflict – make cross-curricular links with history eg WWII (include discussion on Christmas day ceasefire)
Tudors etc and discuss the reasons for these conflicts.
Enquire
Develop questions
with the children
linked to the big
questions.
Introduce big question: Does religion bring peace or conflict?
T: What questions do we need to ask in order to better understand whether religion brings peace or conflict?
Create enquiry questions with the children, ideally these questions should be generated by the children but could include the
following:
E.g. What things are worth fighting over?
When has religion brought conflict?
When has religion brought peace?
Do religious people fight?
What is peace? What is conflict?
Why do terrorists kill?
Do religions tell people to fight?
What do different religions say about peace or conflict?
Is disagreeing the same as conflict?
What is forgiveness?
Who forgives?
*At this stage, after discussion with the children, identify that there are two aspects to this big question – a personal
level & a national level. Sort questions into two groups accordingly. From this point on, follow the Explore to Express
stages as 2 separate units, taking one to completion as a class before starting the other.
Explore
(Need some
prepared resources
eg extracts from
religious texts)
Evaluate
Responding to,
analysing and
evaluating what
they have learned –
have we answered
our questions?
Personal level:
Split the children into groups.
Activities to explore may include:
 Analysis of extracts on forgiveness from Bible & Qu’ran
(provided by teacher) Look at difference between Old &
New testaments.
 Look at ‘eye for an eye’; - Jewish & Islamic; compare to
Christian.
 Explore key teachings eg Buddhist 8 fold path.
 Explore self–defence: Islamic teachings
 Look at parable of prodigal son.
 Explore real life examples of forgiveness – Truth &
Reconciliation Commission in S Africa; Jews forgiving
Nazis etc.
 Consider how some religious groups eg Amish expect
community to follow same teachings & if not, exclude
people from the community – how is this conflict?
 Are there any rituals which express forgiveness? (eg
Confession)
Discussion –have we answered our questions?
What have we found out?
What do you think about this question?
What have we learnt about forgiveness?
Why is it important to forgive (religious & non-religious)
How do we show forgiveness?
Is violence/ conflict ever right?
National level:
Split the children into groups.
Activities to explore may include:
 Study of Reformation ( if linking to Tudors), leading into
N Ireland
 Crusades
 9:11
 Any recent terrorist act eg Kenya shopping mall
 Analysis of extracts on peace or conflict from Bible &
Qu’ran (provided by teacher)
 Explore key teachings eg Buddhist 5 Precepts; 10
commandments
 Look at religious practice eg many Hindus being
vegetarian – how does this link to violence?
 Conscientious objectors during WWI & WWII
 Internet research to find organisations in different
religions who are working for peace.
Discussion –have we answered our questions?
What have we found out?
What do you think about this question?
What have we learnt to support conflict? Oppose conflict?
How are the religions different? Same?
Conscience alley to focus both points of view.
What is your opinion? Human continuum – where would you
stand on a line between: religion brings peace/ religion brings
conflict?
Express
Expressing
knowledge and
understanding –
children answer the
key question
Write their own confession.
Express the emotions of peace/ conflict in art
Present the tension between peace & conflict in drama; using
knowledge of one religion’s teachings.
A videoed debate – within the same religion – 2 people with
different points of view. Within a class, different groups
could take a different religion. (This helps children realise not
all Christians think the same etc)
Present comparison of different religions.
Write a letter to an editor or politician expressing how they
feel about a particular conflict.
Assessment
Using the level descriptors below, level each child using a best fit method over the whole of this unit.
Level 3
Level 4
Level 5
The following level descriptors are covered within this
unit of work:

Describe simply what a believer might learn
from religious stories, practices and world
views.

Use some words and symbols from religions
and beliefs appropriately and independently.

Ask questions about religion and belief and
explore different answers to them.

Identify similarities and differences about
things that influence them and others.
The following level descriptors are covered within
this unit of work:

Describe the impact of religion and belief on
peoples’ lives

Use words and symbols from religions and
beliefs correctly when providing
descriptions and explanations.

Provide and be open to a simple challenge to
their own views.

Give reasons why some people inspire or
influence them and others.
The following level descriptors are covered within
this unit of work:

Develop their own line of enquiry and
explain how religious sources and evidence
are used by believers to provide answers to
questions about life.

Use an increasingly wide range of
vocabulary and symbolism from different
religions when providing explanations

Explain the challenges a believer may have
when following their religion or world view.

Explain their own views on life’s big
questions, referring to who or what
inspires and influences them.