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Introduction:
The enclosed scheme of work adheres to the 2007 Sefton Agreed Syllabus.
The topics to be studied are listed below.
Please be aware a specific lesson on Orthodox/Reform Judaism has not been included as it
doesn’t really link to any of the units. However, it is impossible to teach Judaism without
recourse to these traditions so it is expected that pupils are made aware of the similarities
and differences.
In line with School policy, targets will be set each term and pupils will be assessed at the end
of each term by their teacher.
Homework should be set in line with school policy.
Topics to be studied:
Year 7
 Rites of Passage
 Holy Books
 Rules
 Love and Service
 Creation Stories
Year 8
 Beliefs
 Miracles
 Global Issues
 Founders
 Inter-faith Dialogue
Year 9
 Ultimate Questions, Anne Frank and the Holocaust
 Festivals
 Worship
 Pilgrimage
 The History of Religion
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PRIOR TO TEACHING:
Objectives:
Ascertain the levels of RE knowledge within the group – ensure you have assessment
level booklets from previous teacher.
Ascertain reading and writing levels.
Ascertain any special needs of pupils.
Suggested Teaching Methodologies:
1. Explain homework policy.
2. Familiarise yourself with lessons and their content and be fully prepared with any
necessary resources.
3. RESOURCES: - There is a lot of additional information, video clips etc on websites and
in the Religion resource books kept with the REINTEGATION OFFICE at Newfield
School. You are also encouraged to explore these and others that you feel are useful.
Some USEFUL WEBSITES:
COXHOE PRIMARY SCHOOL
http://www.schooljotter.com/showpage.php?id=35527
WOODLANDS:
http://www.woodlands-junior.kent.sch.uk/Homework/religion/christian.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/Islam.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/jewish.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/buddhism.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/hinduism.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/sikhism.html
http://primaryhomeworkhelp.co.uk/Religion.html
http://www.request.org.uk/index.php
http://www.icteachers.co.uk/resources/resources_re.htm#Judaism
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Unit 1: Rites of Passage.
Aims: To know what rites of passage are
To know the importance of rites of passage
To be able to explain what happens at each rite of passage
To be able to explain the symbolism involved in each rite of passage
Lesson 1: My Journey through Life.
Objectives: To know what a rite of passage is
To know why rites of passage are important
To understand that life is a journey
To represent their life as a journey
Resources: Selection of Book from Religion Resource library
Art materials
Suggested Teaching Methodologies:
1. Introduce the topic by discussing what rites of passage are, naming examples and
discussing their importance.
2. Write an introductory paragraph explaining the definition and the rites of passage to
be studied.
3. In books students are to list good and bad things that have happened to them ( or to
others) in their lives – Be sensitive to this – Pupils can use themselves as examples
however note this is very personal and sensitive sharing of information)
4. These events are to be transferred to plain paper in the form of a road with good
events at the top and bad events at the bottom. The year can be a signpost and other
road signs can be included.
Homework: Explain one good and one bad event in detail.
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Lessons 2: Birth.
Objectives: To understand the birth ceremonies that welcome children to their faith
To understand the importance of these ceremonies
To evaluate these ceremonies
Resources:
‘Discovering Religions’ textbooks
‘The Christian Faith and its Symbols’
Information sheets
Suggested Teaching Methodologies:
1. Recap the definition of Rites of Passage.
2. Discuss Christian baptism. .
3. Read and discuss Jewish circumcision. Discuss the reasons for circumcision.
4. Discuss Muslim birth rites. Pupils can produce a guide to Muslim birth rites for young
children.
Homework: a) Write about your baptism/one you have attended/the one on the video.
b) Do you think that religions should have birth rites? Explain your answer.
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Lessons 3: Becoming an Adult.
Objectives: To understand the importance of personal commitment
To understand the importance of becoming an adult member of the community
To understand the difference that this commitment makes
Resources: Seeking Religion – Jewish Experience (Pupil book and Teachers resource book)
Seeking Religion – Christian Experience (Pupil book and Teachers resource book)
Suggested Teaching Methodologies:
1.
Christian Experience Chapter 5 - Believers’ Baptism
http://www.request.org.uk/main/dowhat/baptism/believers_baptism_02.htm
http://www.request.org.uk/unpacked/christian/baptism_believers/baptism_believers.htm
2. Discuss the differences between believer’s baptism and infant baptism.
http://www.request.org.uk/main/dowhat/baptism/infant01.htm
3. Discuss the reasons for some Christians preferring Believers’ Baptism.
4. Pupils to cut and stick worksheet from resource book.
5. Christian Experience Chapter 6 - Confirmation. Discuss, then pupils should represent
what happens in some way.
6. Jewish Experience Chapter 9 - Bar Mitzvah. Read and discuss – pupils should produce a
guide to Bar Mitzvah.
Homework: a) Accounts of these Rites of Passage
b) Which type of baptism do you prefer? Explain your answer.
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Lessons 4: Marriage.
Objectives: To understand the importance of commitment to another within a religious
context
To know the different ways in which marriage is celebrated
To understand the symbolism of actions and objects within the ceremonies
Resources:
The Christian Experience – pupil book and resource book
‘The Christian Faith and its Symbols’
Christian Marriage Service
‘The Muslim Experience’ – pupil book and resource book
Christian Faith and its Symbols http://www.fisheaters.com/symbols.html
http://www.crickweb.co.uk/assets/resources/flash.php?&file=Symbols
Suggested Teaching Methodologies:
1. What happens at a Christian wedding service.
2. Read ‘The Christian Faith and its Symbols’ then produce a table that explains selected
symbols in a Christian wedding.
3. Write about a Christian wedding.
4. Watch the video on Jewish weddings http://www.youtube.com/watch?v=HBthec4v30Q
5. Read the Judaism Experience textbook and explain what happens at a Jewish wedding.
6. Read ‘The Muslim Experience’. Answer some of the questions and produce a table listing
the positive and negative aspects of arranged marriages.
Homework: a) Write about a wedding you have been to/your parents’ wedding or explain
what happens at a wedding
b) Should people who don’t go to Church but say that they are Christians be
allowed to marry in Church?
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Lessons 5: Death and Funeral Rites.
Objectives: To
To
To
To
Resources:
understand what happens at funerals
understand how funerals reflect beliefs about the afterlife
know how funerals help the bereaved
know the symbolism in funerals
The Christian Experience
‘The Muslim Experience’
The Hindu Experience
UTube
Suggested Teaching Methodologies:
1. Discuss what happens at Christian funerals with students, both at Church and at a
crematorium. Discuss the symbolism and meaning of what is said and done.
2. Watch the video on Christian funerals.
3. Explain what happens at a typical Christian funeral.
4. Watch the video on Jewish funerals - examples are found on UTube…
http://www.youtube.com/watch?v=eLZWaZKFQnA
http://www.youtube.com/watch?v=N2sJH4YYxZc
5. Students could produce a step-by-step guide to Jewish funerals.
6. Read about a Muslim Death ( pg 44) .
7. Students could discuss then produce a step-by-step guide to Muslim funerals.
8. Read the textbook on Hindu funerals. Students could explain the importance of the
actions undertaken and of Varanasi.
Homework: a) Write about a Christian funeral service
b) Draw a picture of heaven/hell
c) A detailed review of the sections of the unit they have enjoyed/not
enjoyed
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Unit 2: Holy Books.
Aims: To know why holy books are so important for religious people
To know the names of the main holy books
To know how holy books are used
To know some of the teachings contained in the holy books
Lesson 1: Why are Books Special?
Objectives: To understand why books are important
To know some basic information about holy books
Resources: ‘Why are Holy Books so Important?’ information sheet
Suggested Teaching Methodologies:
1. Brainstorm which books are important to students.
2. Students could list their favourite books then choose one and explain why it is so
special to them.
Lessons 1a: The Christian Bible.
Objectives: To know how the Bible was put together
To understand the differences between the Old and New Testaments
To understand why the Bible is so important for Christians
Resources: The Christian Experience’
The Bible … http://www.request.org.uk/main/bible/bible00.htm
Suggested Teaching Methodologies:
1. Brainstorm what students know about the Bible.
2. Explain how the Bible was put together, how old it is, the differences between the Old
and New Testaments and the different types of books.
3. Read pages 10 - 13
4. Discuss then explain why the Bible is so important for Christians.
5. Students could create their own bookcase of the Bible.
Homework: Look up the Two Great Commandments and explain why Christians live by these
two rules.
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Lesson 2: The Jewish Scriptures.
Objectives: To know the three different parts that make up the Tenach
To know what the Talmud is
To understand the importance of the Jewish Scriptures for Jews
Resources: The Jewish Experience
Torah Scroll
Suggested Teaching Methodologies:
1. Using the textbook, go through and explain the three different parts of the Tenakh.
2. Students could produce an illustrated diagram that explains the three parts.
3. Discuss the Talmud and why it might be important for Jews.
Homework: Write about a book that is important for most people, e.g. The Highway Code.
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Lesson 3: The Islamic Scriptures.
Objectives: To know the importance of the Qur’an for Muslims
To know how the Qur’an was created
To know what the Hadith is
Resources: The Muslim Experience pupil book and resource book
The Qur’an
Suggested Teaching Methodologies:
1. Introduce the Qur’an either by reading the textbook or by producing an information
sheet
2. Explain how the Qur’an was created and why Muslims consider it to be so important.
3. Go through the content of the Qur’an using the textbook.
4. Discuss what the Hadith is and why it is so important.
5. Students to complete activity – page 19 / 20 of the resource book
Homework: Find some of the teachings from the Qur’an
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Lesson 4: The Hindu Scriptures.
Objectives: To know the names of the main Hindu holy books
To know one of the stories in the Hindu holy books
To know why these books are important for Hindus
Resources: The Hindu Experience pupil book and resource book
Information sheets
Suggested Teaching Methodologies:
1. Explain why there are so many Hindu holy books.
2. Read textbook chapter 4 then make a table that contains the main information about
the books. Headings could be: Name, When Written, Number of verses, Other
information.
3. Students can complete task on page 13 resource book.
4. Read and discuss the content of the Mahabharata, the Ramayana and the Bhagavad
Gita.
Homework: Choose one of the books and draw a picture to illustrate it.
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Lesson 5: The Sikh Scriptures.
Objectives: To know the name of the Sikh holy book
To know key facts about the Guru Granth Sahib
To understand why this book is holy for Sikhs
Resources: The Sikh Experience pupil book and resource book
Suggested Teaching Methodologies:
1. Introduce the Guru Granth Sahib by discussing how it is used.
2. Read the textbook chapter 5. Explain what is in the Guru Granth Sahib and why it is so
important for Sikhs.
3. Answer questions page 18 or complete the activity from resource book
Homework: ‘Holy books are too old to be used today.’ Do you agree? Give reasons
for your answer, showing that you have thought about different points of view.
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Unit 3: Rules.
Aims: To know the main rules/laws of the world faiths
To understand the importance of religious rules
Lesson 1: The Importance of Rules.
Objectives: To understand why it is important to have rules
To know why society needs rules
Resources:
Suggested Teaching Methodologies:
1. Discuss then write down the importance of society having rules.
2. Students could write down the rules that they have in their home.
3. These rules could be swapped with another student to see whether the rules are the
same.
4. Write about a time when you broke the rules and the consequences.
Homework: Ask an adult about the rules they had to obey when they were your age.
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Lessons 2: Introduction to Religious Rules.
Objectives: To introduce the variety of religious rules
To discuss the impact of these rules upon a believers’ life
Resources:
The 10 Commandments
http://gardenofpraise.com/mempeg2.htm
Suggested Teaching Methodologies:
1. Read through the 10 Commandments.
2. Discuss their relevance today.
3. Look at website http://gardenofpraise.com/mempeg2.htm - use resources to reinforce
commandments
Homework: Are the 10 Commandments still relevant today? Discuss.
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Lesson 3: Kosher Food Laws.
Objectives: To know the Jewish food laws
To understand the reasons for these laws
Resources: Information sheets
http://www.koshercertification.org.uk/whatdoe.html
The Jewish Experience – page 49
Suggested Teaching Methodologies:
1. Read through the information sheets making a list of the Kosher laws as they appear.
2. Students should copy these laws into their books then design a Kosher Menu.
3. It will need a key and must include at least one starter, main course and dessert that
meat-eating Jews can have.
Homework: Complete the menu.
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Lesson 4: The 5 Pillars of Islam.
Objectives: To know the 5 Pillars of Islam
To understand why these Pillars are important for Muslims
Resources: Information Sheets:
http://www.teachingideas.co.uk/re/fivepillars.htm
http://www.ngfl-cymru.org.uk/vtc/ngfl/b_tidcombe_rct/re/5_pillars.html
Muslim Experience – chapter 8
http://www.teachingideas.co.uk/re/fivepillars.htm
Suggested Teaching Methodologies:
1. Read chapter 8 of the textbook.
2. Look at http://www.ngfl-cymru.org.uk/vtc/ngfl/b_tidcombe_rct/re/5_pillars.html and
discuss with pupils ( good interactive resource)
3. Discuss the importance of these 5 Pillars.
4. Students should draw and label their own version of the 5 Pillars.
Homework: Which 5 Pillars hold up your life? Explain why they are so important.
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Lessons 5: Buddhist Rules.
Objectives: To know the main Buddhist teachings
To know how these teachings affect a Buddhist
Resources: ‘The Buddhist Experience’ textbook and teacher book for resources
Suggested Teaching Methodologies:
1. Read page 12 of the textbook. Discuss then write down the Three Universal Truths.
2. Read page 13 of the textbook. Discuss then write down the 4 Noble Truths.
3. Read page 14 of the textbook. Draw and label the Noble Eightfold Path.
4. Read pages 48-9 of the textbook. Students should write out the 5 Precepts then
illustrate them.
Homeworks: a) Design a new version of the Noble Eightfold Path, e.g. a set of steps
b) If you cannot keep the fifth Precept then you are unlikely to make progress
with the others. Why?
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Lesson 6: Sikh Rules (The 5 K’s).
Objectives: To know the Sikh 5 K’s
To understand why the 5 K’s are so important for Sikhs
Resources: ‘Sikh Experience’ textbook
Information sheets:
Using http://www.schooljotter.com/showpage.php?id=55657 for Coxhow Durham website…
enter Sikhism… http://www.primaryresources.co.uk/online/powerpoint/Sikhism.swf Use this
website for PowerPoint presentation)
The 5 K’s
Suggested Teaching Methodologies:
1. Using primary resources website – show PowerPoint presentation and Discuss the 5 K’s
(some students have done them at KS2) and show students the 5 K’s.
2. Read textbook and discuss.
3. Students should draw and label the 5 K’s.
Homework: Is it important for religious people to wear special clothes? Explain your
answer.
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Unit 4: Love and Service to your Faith and
to Others.
Aims: To understand the effects of religion upon one’s actions
To understand the key concepts enshrined in religious belief that impact upon the
actions of believers
To understand that service to your faith and to others is linked
Lesson 1: Forgiveness in Christianity.
Objectives: To understand the importance of forgiveness in Christianity
To know the key quotes from the Bible that show the importance of
Forgiveness.
Resources: Bible verses:
Matthew 5: 7; 5: 38-48; 6:12; 7:1-5; 18:21-35; 26:52;
Luke 15:11-32
BBC Curriculum Bites video on forgiveness
Suggested Teaching Methodologies:
1. Discuss the concept of forgiveness. Is it possible to forgive everything?
2. Look at some of the Bible passages and discuss the Christian attitude towards
forgiveness.
3. In their own words, students should explain the Christian concept of forgiveness/draw
pictures to illustrate the concept.
Homework: Do you think that it is always possible to forgive? Explain your answer.
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Lessons 2: Christian Love in Service .
Objectives: To understand the impact of Christianity upon one’s actions
To know the life story of one such person
To understand that following Christianity might not always be popular with
the authorities/others
To evaluate the reasons for this person’s actions
Resources: Faith in Action stories - website
http://www.fianationalnetwork.org/our-stories-index.cfm
Suggested Teaching Methodologies:
1. Read one of the stories from Faith in Action.
2. Summarise stories.
3. Ask / explore questions such as…
a. What did the people do – how did it improve their life
b. How did Christianity impact?
c. What choice would you have made?
d. How would you have felt if your friends disagreed with your actions?
e. Do you think what the person did was good – explain your answer
Homework: Background reading or research
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Lesson 3: The Sikh Gurdwara.
Objectives: To know the layout of a Gurdwara
To understand the importance of the Langar in showing that everyone is equal.
Resources: Textbook – Seeking Religion - Sikh Experience - pages 32 – 35
Textbook – Seeking Religion - Sikh Experience – Teacher Resource book
Modern World Religions – Sikhism – pages 24 27
Suggested Teaching Methodologies:
1. Recap/discuss the main features of Sikhism.
2. Read textbooks.
3. Students could draw a Gurdwara – see teacher resource book
4. Discuss the Langar and how it shows equality.
5. Explain which other aspects of Sikh worship promote equality.
Homework: Explain how Sikh worship shows that care for everyone is important.
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Lesson 4: The Sikh Khalsa and Service to Others (Sewa).
Objectives: To understand the history of the Sikh Khalsa
To understand why the Khalsa is so important for Sikhs
To understand the place of Sewa in Sikhism
Resources:
Textbook – Seeking Religion - Sikh Experience
Textbook – Seeking Religion - Sikh Experience – Teacher Resource book
Modern World Religions – Sikhism
Suggested Teaching Methodologies:
1. Recap last lesson, ensuring that students can name the ways in which Sikhs believe that
everyone is equal.
2. Read information on the Khalsa. In their own words students should explain why the
Khalsa shows the importance of service to the faith of Sikhism.
3. Read information on Sewa. Students should list examples of how Sikhs help others.
Homework: ‘You should look after your family and friends before anyone else.’ Do you agree?
Give reasons for your answer.
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Unit 5: Creation Stories.
Aims: To know the various creation stories from different cultures
To understand the importance of creation stories for mankind
To evaluate the veracity of these stories
To compare these stories with the scientific explanation
Lesson 1: Journey to the Stars.
Objectives: To understand the greatness of the world
To engender a sense of awe and wonder for the planet
Resources: Art materials
Google ‘Stilling Exercise’ and obtain this or similar -
http://www.ely.anglican.org/education/schools/collective_worship/pdf/StillingExercises.pdf
Suggested Teaching Methodologies:
1. Introduce the unit.
2. Go through the basics of carrying out a stilling exercise.
3. Carry out the stilling exercise.
http://www.ely.anglican.org/education/schools/collective_worship/pdf/StillingExercises.pdf
4. Students are to draw and write about what they saw.
Homework: Complete classwork.
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Lesson 2: Introduction to Environmental Problems.
Objectives: To know the environmental problems that face our world
To produce artwork that explains the problems
Resources: Art Materials
Alphabet template
Suggested Teaching Methodologies:
1. Students should produce an A-Z list of environmental problems that face the world.
You have to be a little inventive with some letters!
2. Discuss the issues, ensuring that students know what each one is and how it is caused.
3. Produce artwork to explain the problems.
Homework: Read Genesis 1-3.
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Lessons 3-4: The Judaeo-Christian Story.
Objectives: To understand the Genesis creation stories
To know the order of creation according to Genesis 1
To understand the Judeao- Christian explanation of sin
To discuss the problems of the Genesis creation stories
To discuss their veracity
Resources: Genesis 1:1-2:4; 2:4-25; 3:1-24
Pandora’s Box – see information sheet
Creation Stories at:
http://www.innovationslearning.co.uk/subjects/re/information/creation/christian_creation.htm
Suggested Teaching Methodologies:
1. Discuss what students already know about the Genesis creation stories. Ensure that students
know that there are two stories and the reasons for there being two stories.
2. Read Genesis 1 and discuss the veracity of the story. Does the fact that there is a rational
order to the days of creation make the story more believable? How long was a day?
3. Students could produce artwork/a song or a drama about the 6 days of creation.
4. Discuss the importance of the Sabbath.
5. Read Genesis 2 and discuss the second creation story.
6. Students could produce similar work to (3) but should also compare and contrast the two
stories.
7. Is story (2) more or less believable than story (1)?
8. Read Genesis 3 and discuss the nature of evil. Should God have tempted mankind in the first
place? Are we all born with the desire to do evil? Were the punishments fair and equal?
9. Represent the story in some way.
10. Is this story of the entry of evil into the world believable?
11. Compare the Judeao- Christian story with the Greek myth of Pandora’s Box. Are both accounts
trying to explain the impossible? Why are women blamed in both accounts?
12. Discuss stewardship and the quotes that promote this.
13. Discuss whether we are good stewards of our world and what we should do to improve our
world so that future generations can live (mention agape here).
14. Produce poster work/newspaper article/radio script that sets out the problems and potential
solutions.
Homework: a) Weighing up the Genesis accounts of creation explain whether any of the
information can be believed.
b) If the accounts that you have studied do not sufficiently explain the presence
of evil, then what does?
c) Produce a collage made of rubbish.
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Lesson 5: The Islamic Creation story.
Objectives: To know the Islamic creation story
To compare and contrast this with the Judaeo-Christian story
To evaluate the story
Resources: Information sheet
My First Qur’an
Creation stories at:
http://www.innovationslearning.co.uk/subjects/re/information/creation/creation_home.htm
http://www.innovationslearning.co.uk/subjects/re/information/creation/muslim_creation.htm
http://www.beliefs-in-islam.com/
Suggested Teaching Methodologies:
1. Read through the creation story in ‘My first Qur’an’
2. Read information sheet / website information – discuss with pupils
3. Represent the story in some way
4. Compare and contrast this story with that of the Genesis account.
5. Discuss the veracity of the story.
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Lesson 6: The Chinese Creation Story.
Objectives: To
To
To
To
know the Chinese creation story
compare this with the other creation stories studied
discuss its veracity
understand how this story affects belief about the environment
Resources: Information sheets
Creation stories at:
http://www.innovationslearning.co.uk/subjects/re/information/creation/creation_home.htm
Suggested Teaching Methodologies:
1. Discuss the Chinese symbol as students will have seen this. Explain its meaning.
2. Read through the creation story and discuss its meaning and veracity.
3. Students could produce artwork to explain the story.
4. Discuss feng shui and why this is important for many Chinese people.
Homework: Re-design your bedroom so that it obeys the rules of feng shui.
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Lessons 7: Dreamtime (the Indigenous Peoples of Australia).
Objectives: To know the story of Dreamtime
To understand the relationship that the people have with the land
To know how the white settlers affected the lives of the indigenous
peoples
To have an understanding of life as an indigenous person
To evaluate the story of Dreamtime
Resources: Background Information and cloze exercise
The story of Dreamtime - www.dreamtime.net.au
Creation stories at:
http://www.innovationslearning.co.uk/subjects/re/information/creation/australian_aborigines.htm
Task sheets
Aborigine music
Drama
The Crocodile and the Rainbow Bird
Sugar Paper and other art materials
Issues Facing Indigenous Australians Today (Teacher information)
Suggested Teaching Methodologies:
1. Read the background information as students need to know the history.
2. Read the story of Dreamtime .
3. Complete the cloze exercise if required.
4. Go through the task sheet explaining that students will be working in small groups.
5. Students are to work together to produce work to show to the rest of the class. They
do not have to do all of the tasks.
6. Carry out the drama if required.
7. Evaluate the Dreamtime as a creation story.
8. Look at the plight of the indigenous peoples today.
Homework: a) Background research
b) Continuing with classwork
c) Does Dreamtime explain the creation of the world?
d) Describe your favourite place. How would you feel if this was destroyed?
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Lesson 8: The Humanist (Scientific) Creation Story.
Objectives: To understand the Humanist creation story
To evaluate this story
To compare and contrast this story with the religious ones studied
Resources: Information sheets
http://ssscott.tripod.com/Bigbang.html (for the picture)
Creation Story at:
http://www.innovationslearning.co.uk/subjects/re/information/creation/humanist_creation.htm
Suggested Teaching Methodologies:
1. Read through the information sheets.
2. Students could draw their own timeline of the Big Bang Theory (this would be a good
ICT lesson if you could book a room as students could look up the dates of the
dinosaurs etc).
3. Discuss the veracity of this story and whether God can fit in. (NB. Many Christians
accept that God created the world but that evolution also occurred.)
Homework: From our studies of creation stories, how do you think that the world was
made?
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Unit 1: Beliefs.
Aims: To know the key beliefs that make up the major world faiths
To be able to discuss similarities and differences between the world faiths
To understand how religious beliefs affect life, the choices people make etc
Lessons 1: The Birth of Jesus/The Incarnation.
Objectives: To know the Synoptic Gospel accounts of Jesus’ birth
To know what the Bible says and what it doesn’t about Jesus’ birth
To discuss the veracity of the Virgin birth
To know and understand the Prologue to John’s Gospel
Resources: The Bible
Prologue to St John’s Gospel
Information sheet on Incarnation
Art materials
Suggested Teaching Methodologies:
1. Brainstorm what pupils think they know about the birth of Jesus then go through what
the Bible actually says.
2. Read through Matthew and Luke’s accounts – discuss
3. Pupils can note the main points discussed
4. Read the Prologue to John’s Gospel.
5. Introduce the term ‘The Incarnation’.
6. Discuss the meaning of the Prologue then produce artwork to express Christian beliefs
about the Incarnation.
Homework: a) Explain why Christmas is so important for Christians
b) Explain how your family celebrates Christmas
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Lesson 2: The Crucifixion.
Objectives: To understand what happened at a crucifixion
To know the exact details of Jesus’ crucifixion
To know why the crucifixion is so important for Christians
Resources: Biblical accounts
Christian Experience pupil book pgs 4, 14, 45
Suggested Teaching Methodologies:
1. Discuss the mechanics of crucifixion, cause of death etc.
2. Read and discuss biblical accounts of Jesus’ crucifixion.
3. Discuss the concept of ‘atonement’
4. Students could write an account of the crucifixion as if they were a witness to it.
5. Students could role play the Crucifixion.
Homework: Complete the written account
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Lessons 3: The Resurrection.
Objectives: To know the story of the resurrection
To understand that the accounts differ
To understand the importance of the resurrection for Christians
To examine the arguments for and against the resurrection
To look at some of the resurrection appearances
Resources: Biblical accounts
Christian Experience pupil book pg 14
Suggested Teaching Methodologies:
1. Discuss the resurrection and take a straw poll of students’ for/against/not sure.
2. Read and discuss an account of the resurrection of Jesus
3. Produce a table of arguments for and against the resurrection.
4. Explain why the resurrection is so important for Christians. Refer to atonement once
again.
Homework: Was Jesus raised from the dead? Explain your answer.
35
Lesson 4: The Apostles’ Creed.
Objectives: To understand what a Creed is
To understand the importance of Creeds
To know the content and meaning of the Apostles’ Creed
Resources: The Apostles Creed
Suggested Teaching Methodologies:
1. Explain what Creeds are and why they are so important for Christians. Relate this
especially to the early years of Christianity before the Bible was produced.
2. Read through the Apostles’ Creed and discuss its meaning.
3. Pupils to write their own ‘creed’ of beliefs
36
Lesson 5: The Trinity.
Objectives: To know the concept of the Trinity
To know the three parts of the Trinity
To understand the roles of each part of the Trinity
Resources: Christian Experience pupil book chapter 4
Christian Experience teacher resource book, chapter 4 / 4a
3 Candles
Suggested Teaching Methodologies:
1.
2.
3.
4.
Discuss the Trinity and its roles.
Go through the various symbols for the Trinity.
Read through the activity sheet.
Answer the questions.
Homework: Design a new symbol for the Trinity.
37
Lesson 6: The Jewish Messianic Age.
Objectives: To understand Jewish beliefs about the Messiah
To understand that beliefs vary
Resources: ‘Jewish Experience pupil book page 16
Isaiah 52:13-53:12
Suggested Teaching Methodologies:
1.
2.
3.
4.
Read the textbook and discuss the main Jewish beliefs.
Read the accounts of the suffering servant from Isaiah.
Produce artwork/written work to illustrate the concepts of the Messianic Age.
Discuss different opinions amongst different Jewish groups.
Homework: a) If the Messiah came today what would you want him to do?
b) Are the problems of our world caused by us? If so, why should God intervene?
38
Lessons 7: Hindu Samsara (Karma, Dharma, and Moksha).
Objectives: To understand the key Hindu beliefs
To understand the impact that these beliefs might have upon one’s actions
Resources: ‘The Hindu Experience pupil book
Modern world Religions pupil book
Suggested Teaching Methodologies:
1. Read the textbook and discuss the key definitions.
2. Discuss Samsara and how it might affect your actions.
39
Lesson 8: Brahman in Many Forms.
Objectives: To understand the Hindu belief in Brahman
To know the names of the main Hindu Gods and Goddesses
To recognise that the many gods make up the one
Resources: The Hindu Experience pupil book
http://www.woodlands-junior.kent.sch.uk/Homework/religion/hinduism.htm
Artefacts
Suggested Teaching Methodologies:
1. Discuss the role of Brahman and the Trimurti – a diagram on the board usually works
well.
2. Show the images of the gods that we have in school.
3. Read through the textbook/information sheet.
4. Draw and label the main gods.
Homework: Draw a new image of one of the gods.
40
Lesson 9: Buddhist Karma, Samsara and Nirvana.
Objectives: To understand these Buddhist beliefs
To know the impact that these beliefs have upon the way a Buddhist lives
Resources: ‘The Buddhist Experience pupil book and resource book
Modern world religions Buddhism pupil book
Wheel of Life diagram
Suggested Teaching Methodologies:
1. Read and discuss the concepts and write down the key definitions.
2. Note where Buddhist beliefs differ from those of Hindus.
3. Add labels to the student diagram of the Wheel of life.
Homework: Explain the Wheel of Life in your own words.
41
Lesson 10: One God and Re-incarnation in Sikhism.
Objectives: To understand the Sikh belief in monotheism
To understand the Sikh belief in re-incarnation
Resources: ‘The Sikh Experience pupil book and resource book’
http://primaryhomeworkhelp.co.uk/religion/sikhism.html
Modern World religions Sikhism
Suggested Teaching Methodologies:
1. Discuss the main Sikh beliefs.
2. Depict the key beliefs
Homework: Which parts of the unit have you enjoyed? Why? Which have you not? Why?
42
Unit 2: Miracles.
Aims: To know examples of miracles in different world faiths
To discuss the veracity of the miracles studied
To understand the importance of miracles for religious belief
Lesson 1: Chanukah.
Objectives: To know the definition of a miracle
To know Jewish accounts where miracles have occurred
To discuss the veracity of these miracles
Resources: The Jewish Experience
Dreidel Instructions: - http://www.activityvillage.co.uk/make_a_dreidel.htm
Colouring pages: http://www.activityvillage.co.uk/hanukkah_coloring_pages_av.htm
Suggested Teaching Methodologies:
1. Discuss the definition of a miracle and introduce the topic.
2. Jewish Experience pupil book - Read and discuss Chanukah.
3. Answer questions
4. If time allows, students should make then play the Dreidel game.
Homework: Could this miracle have happened? Explain your answer.
43
Lessons 2: Pesach.
Objectives: To know the story of Pesach
To understand the significance of the story
To know how Pesach is celebrated
Resources: Jewish Experience pupil book and resource book
Story of Pesach
Seder Plate
Matzah and Charoset
Suggested Teaching Methodologies:
1. Read and discuss page 40.
2. Discuss why Pesach is so important for Jews.
3. Resource page 35 - the Seder Plate.
4. Draw and label a Seder Plate.
5. Eat some of the food.
Homework: Draw and label the 10 plagues.
44
Lesson 3: Shadrach, Meshach and Abednego.
Objectives: To know the story
To discuss its importance for Jews
To understand why religious people will die for their faith
R3sources: Copy of Story: http://www.dltk-bible.com/cv/three_faithful_men-cv.htm
Daniel 3
Suggested Teaching Methodologies:
1. Read the story of Shadrach, Meshach and Abednego.
2. Represent the story in some way.
3. Discuss the importance of this story for Jews.
4. Discuss whether it is right for people to die for their beliefs.
Homework: Should religious people be prepared to die for their beliefs? Is there anything
that you would be prepared to die for?
45
Lessons 4: Christian Miracles.
Objectives: To know the three types of miracles in the Gospels
To be able to give an example of each
Resources: Biblical accounts
Suggested Teaching Methodologies:
1. Go through the three types of miracle in the Gospels: healing, nature and in Jesus’ own
life (the resurrection).
2. Put pupils in groups . Each group to consider one of the following suggested readings
and report back…
3. Read the story of the healing of the paralysed man from Mark 2:1-12.
4. Represent the story in some way, ensuring that students know the link between
illness/disease and sin at the time of Jesus (link this with Glen Hoddle’s statement?).
5. Read the healing of the sick man from John 5: 1-18 and represent the story.
6. Read the calming of the storm from Luke 8:22-25 and represent the story.
7. Read the feeding of the 5000 from Luke 9:10-17 and represent the story.
8. Read the wedding at Cana from John 2: 1-12 and represent the story.
9. Discuss the veracity of these stories. What do they show about Jesus?
Homework: a) Complete classwork
b) Write your own story about a miracle.
46
Unit 3: Global Issues.
Aims: To understand the global issues that face humanity today
To understand the religious response to some of these global issues
War.
Lessons 1: The Christian View of War.
Objectives: To know the Christian attitude to war
To know the reasons behind this attitude
To know Holy War and Just War theories
Resources: textbooks and Bible passages
‘Recent Wars’
Suggested Teaching Methodologies:
1. Discuss Christian attitudes to war.
2. Go through Holy War and Just War theories.
3. Discuss the pro-war Bible passages.
4. In groups students could produce poster work that explains the Christian view on war.
5. Discuss ‘Recent Wars’ . Discuss whether each war was just.
Homework: a) Is it ever right to fight? Explain your answer.
b) Is it possible to have a Just War in the modern age?
47
Lesson 2: Christian Pacifism.
Objectives: To know Christian attitudes to pacifism
To know the Bible quotations that back up these views
Resources: Bible
Suggested Teaching Methodologies:
1. Recap Christian attitudes to war.
2. Read the relevant pacifist Bible passages and discuss.
3. Produce poster work that explains the pacifist views.
4. Mention Quaker views on war and the way that they were treated in WW1.
Homework: Is it possible to be completely pacifist? Does this make you a coward?
48
Lesson 3: Islamic Views on War.
Objectives: To understand Islamic views on war
To correctly define the term ‘jihad’
To dispel stereotypes and prejudices about Jihad
Resources: Information sheets
Suggested Teaching Methodologies:
1. Discuss the common conception of Jihad and try to dispel prejudices and stereotypes.
2. Read through the information sheets.
3. Compare the rules for Military Jihad with the rules for Just War.
4. Using information sheet students should produce group work that sets out the rules
for Jihad.
Homework: a) Explain to a non-Muslim what Jihad actually is.
b) Research Mahatma Gandhi
49
Lesson 4: Mahatma Gandhi.
Objectives: To know the story of Mahatma Gandhi
To understand why he acted as he did
To discuss why he was successful
Resources: Information sheets on Mahatma Gandhi
Suggested Teaching Methodologies:
1. Go through the research from last time’s homework. Put the main points on the board.
2. Read information on … and represent the story of Mahatma Gandhi in some way.
3. Discuss Gandhi’s actions. Did he achieve what he set out to do? Was non-violence just
an excuse for cowardice?
Homework: What are the advantages and disadvantages of non-violence?
50
Lesson 5: The Assisi Peace Declaration.
Objectives: To know the Assisi Peace Declaration
To understand the implications for the world of complete peace
Resources: The Assisi Peace Declaration
http://imaginepeace.com/archives/3587 - John Lennon Internet clip on Peace
Peace – What if?
Suggested Teaching Methodologies:
1. Read through and discuss the Peace Declaration.
2. Write what would happen for individuals, the country and the world if there was total
worldwide peace with no wars.
3. Go through each comment and rank them in order of their possibility – 1 being the
action that you think could most likely happen going down to the least likely.
4. Discuss the results.
5. Produce a poster/poem/piece of writing explaining the importance of peace.
51
Wealth.
Lesson 6: Christian Attitudes.
Objectives: To understand Christian attitudes to wealth
To know Jesus’ teachings on wealth
Resources: Contemporary Moral Issues – create statements for pupils to discuss
Mark 4: 18-19;
Matthew 6: 19-21;
Matthew 25: 31-46;
Luke 16:19-31
Suggested Teaching Methodologies:
1. Contemporary Moral Issues – create statements for pupils to discuss
2. Rea Discuss the Bible passages and whether it is possible to live by them.
3. Read the sections on gambling and usury and discuss.
a. Answer: Is gambling wrong? Is usury wrong?
4. In groups use the Bible passages and produce a poster/poem/collage about the
Christian attitude to wealth.
Homework: Is it right for footballers to earn millions whilst others who have essential
jobs do not?
52
Lesson 7: Islamic Attitudes.
Objectives: To understand Islamic attitudes towards wealth
To understand the importance of Zakat
Resources:
Seeking Religion – The Muslim Experience Textbook
Seeking Religion – The Muslim Experience Teacher resource book
Modern World Religions – Islam
Specials – Islam ( Christine Moorcroft) Page 8
Folens Specials – Islam – Page 30 – p36
Suggested Teaching Methodologies:
1. Recap the 5 Pillars of Islam from Year 7.
1. Read and discuss - Specials – Islam ( Christine Moorcroft) Page 8
2. Produce a poster that explains what Zakat is and when it can be used.
Homework: Should all religious people have to give a certain amount of money to
charity?
53
Lesson 8: Jewish Attitudes.
Objectives: To understand Jewish attitudes to wealth
To know the two types of Jewish charity
Resources: Folens Judaism Judaism
Modern World Religions – Judaism
Seeking Religion – The Jewish Experience textbook
Seeking Religion – The Jewish Experience teachers resource book
Suggested Teaching Methodologies:
1. What is the Jewish attitude to wealth and charity – research and discuss .
2. Write down a definition with examples of the two different types of charities / giving.
3. Produce two cartoon strips/pictures showing the good use of wealth and the bad.
Homework: Complete classwork.
54
Unit 4: Founders.
Aims: To know the life histories of the founders of some of the world faiths
To understand the importance of these people for adherents of these faiths
To understand how God spoke to these people
Lesson 1: People who are Important to me.
Objectives: To understand the qualities that make some people important to us
To link these qualities to how religious people feel about their founders
Resources:
information on your chosen person / people
See book self of Religion and History resources for possible books
Suggested Teaching Methodologies:
1. Introduce the unit.
2. Students should list people that are important to them with a few words of
description.
3. Students should choose two of these people, draw pictures of them then describe in
detail their importance.
4. Link the response of the students to how religious people feel about their founders.
Homework: Research Abraham
55
Lessons 2: Important Jewish People.
Objectives: To know the life stories of important Jewish leaders
To understand why these people are important for Jews
Resources: ‘Discovering Religions – Judaism’
1 Samuel 16: 1-13; 17: 1-11, 41-54; 2 Samuel 11-12:23
Abraham and Moses videos
Suggested Teaching Methodologies:
1. Discuss what students know of Abraham (from last lesson’s homework).
2. Watch the video and discuss.
3. Represent Abraham’s life in some way.
4. Do the same for Moses.
5. Read the Bible stories of David’s life.
6. Produce a cartoon version.
7. Was God right to kill the child?
Homework: a) Research Moses.
b) Does God allow innocent people to suffer? If so why?
56
Lessons 3: Muhammad.
Objectives: To know the life story of Muhammad
To understand why Muhammad is so important to Muslims
Resources: ‘The Muslim Experience’
‘Discovering Religions – Islam’
Suggested Teaching Methodologies:
1. Discuss what students already know about Muhammad.
2. Using the resources produce an individual project about Muhammad.
Homework: a) Continue project.
b) Why is Muhammad so important to Muslims?
57
Lesson 4: Rama and Sita.
Objectives: To know the story of Rama and Sita
To know why this story is so important
Resources:
Rama and Sita play script
Rama and Sita information sheets
Artefacts of Rama and Sita – resource cupboard
Suggested Teaching Methodologies:
1. Read through the story.
2. Discuss its importance and what it teaches.
3. Put students into groups and allow them to act out the play.
Homework: What does this story teach Hindus?
58
Lessons 5 : Siddharta Gautama.
Objectives: To know the story of Siddharta
To understand why Siddharta is so important to Buddhists
Resources: ‘The Buddhist Experience’
Cartoon Strip
Suggested Teaching Methodologies:
1. Read pages 6-7 and answer question 1.
2. Describe how Siddharta was brought up.
3. Read pages 8-9 and draw 4 pictures to illustrate the 4 people that Siddharta
encountered.
4. Read pages 10-11 and draw a picture to illustrate what the Buddha witnessed as he sat
under the Bodhi tree.
Homework: a) Research the life of the Buddha.
b) Continue classwork.
59
Lessons 6: The Sikh Gurus.
Objectives: To know the names of the Sikh Gurus
To know key facts about each one
Resources: Modern World religions – Sikhism’
Suggested Teaching Methodologies:
1. Read through the textbook.
2. Put the students into groups of two or three.
3. Students are to produce project work about the Sikh Gurus.
Homework: Continue project work
60
Unit 5: Inter-faith (denomination) Dialogue.
Aims: To know examples of inter-faith dialogue
To know the importance of inter-faith dialogue
Lesson 1: Corrymeela.
Objectives: To know the history behind the ‘troubles’ in Northern Ireland
To know what the Corrymeela community is
To understand why Corrymeela is so important
Resources:
Information sheets
http://www.corrymeela.org/
http://www.corrymeela.org/sitepage/whoweare.aspx
http://www.corrymeela.org/sitepage/citizenship.aspx
http://www.creni.org/contents/resources/stepping_out/
Suggested Teaching Methodologies:
1. Create and go through the information sheets - discuss
2. Read through the information sheet on Corrymeela.
3. Fill in the worksheet individually.
a. write what you think Corrymeela does to help people.
b. write down two questions that you would like to have answered.
c. write down the three most important things that you have learned from this
activity.
d. write down 4 things which Corrymeela could do in the 21st century to ‘help the
world’.
Homework: Has Corrymeela made any difference in Northern Ireland? Explain your answer.
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Lesson 2: Israel and Palestine.
Objectives: To know the nature of the problems between Jews and Muslims in
Palestine
To know the work of one inter-faith group who try to bring reconciliation
and peace between Jews and Muslims
Resources: Information sheets
http://en.wikipedia.org/wiki/Israeli%E2%80%93Palestinian_conflict
Suggested Teaching Methodologies:
1. Discuss what students know about the conflict in Palestine.
2. Create and go through the time line and discuss its contents.
3. Get visual aids from internet – copy and print for pupils… Give out the visual images
then fill in
a. ‘I see… for example…
b. Image 1 = 2003 suicide bomber kills 16 Israelis and injures over 100 on a bus in
Jerusalem,
c. Image 2 = 2005 Palestinian boy from a refugee camp throws stones at an
Israelis jeep,
d. Image 3 = 2000 young Arab women protest against Israel’s continued aggression
against Palestinians,
e. Image 4 = 1989 Palestinian woman yells at Israeli soldiers who have just
arrested one of her sons.
Discuss pupil responses
Homework: Do you think that the peoples of Palestine will ever be able to live in peace?
Explain your answer.
62
Lesson 3 Taize.
Objectives: To know the work of Taize
To understand why Taize is so important
Resources: Taize video
www.taize.fr
information on Brother Roger’s death
Suggested Teaching Methodologies:
1. Using website - Discuss Taize.
2. Watch a video.
3. Take brief notes about what Taize does and why it is important.
4. Bring it up to date by ensuring that students know of Brother Roger’s death through
being stabbed.
63
64
Unit 1: Ultimate Questions, Anne Frank and
the Holocaust.
Aims: To understand humanity’s struggle with ultimate questions
To understand how religions can provide answers to ultimate questions
To know an example of innocent suffering
To understand arguments to explain suffering
To learn lessons from history
Lesson 1: Stilling Exercise.
Objectives: To be able to take part in a stilling exercise
To identify some ultimate questions
To understand that religion provides answers to ultimate questions
Resources: Stilling exercise
Suggested Teaching Methodologies:
1. Introduce the unit by discussing its content then have students write down an
introduction.
2. Discuss the definitions of ultimate questions and how religions try to answer some of
these.
3. Carry out the stilling exercise. Ground rules will need to be established as regards
behaviour, trust etc.
4. Art work and/or written work should be undertaken after the stilling exercise finishes.
Homework: Complete the art/written work
65
Lesson 2: Ultimate Questions that Concern Us.
Objectives: To understand that everyone has ultimate questions
To know that there are different types of questions
To be able to give examples of these questions
Resources: Types of Questions Information Sheet
Suggested Teaching Methodologies:
1. Discuss the different types of questions that people can ask.
2. Ensure that students know which type are ultimate questions.
3. Students to write examples of different types of questions.
4. Identify the ultimate questions that concern the class.
5. Identify the ultimate questions that concern most people.
Homework: Ask an adult what their ultimate questions are.
66
Lessons 3: A Detailed Examination of One Ultimate Question.
Objectives: To explore how Christianity and other world faiths respond to one
Ultimate question
To compare this response with their own
Resources:
Suggested Teaching Methodologies:
1. Choose one ultimate question.
2. Students should study this from a Christian and/or many world faiths perspective.
3. Students should produce work that explains religious responses to the ultimate
question tackled and their own response.
Homework: a) Individual work on this ultimate question.
b) Do religions answer ultimate questions convincingly? Explain.
67
Lesson 4: Religious and Scientific Approaches.
Objectives: To understand that religion and science explain key concepts differently
To explore any possible links between religion and science
Resources: ‘ Ingredients of a Human’ information sheet
Bible - Psalm 139
Suggested Teaching Methodologies:
1. Discuss key concepts where science and religion differ in their explanations, e.g. what
makes a human being, the creation of the world (briefly only).
2. Give out the information sheet on the ‘ingredients’ of a human. Compare with what
Psalm 139 says.
3. In pairs, one student can produce artwork on the religious explanation and the other an
explanation of the scientific answer.
Homework: Research the Holocaust
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Lessons 6-11: The Problem of Suffering: Anne Frank and the
Holocaust.
Objectives: To
To
To
To
To
To
know what the Holocaust was
understand why the Nazis targeted the Jews and other minority groups
know why some people persecute others
know about the life of Anne Frank
discuss possible responses to the Holocaust
understand lessons that should be learned from the Holocaust
Resources: Anne Frank DVD
Hotel Rwanda DVD
Anne Frank’s Diary - Book
Holocaust DVD
The Jewish Experience – pupil book and resource book chapter 16
Information sheets – some online at…
http://history1900s.about.com/od/holocaust/tp/holocaust.htm
Extract from ‘Night’ by Elie Wiesel online at …
http://www.sparknotes.com/lit/night/
‘Persecution’ poem – use this as an example or find similar…
http://www.warpoetry.co.uk/persec-jews.htm
Suggested Teaching Methodologies:
1. This is a mini project which will take place over a number of weeks …
2. Introduce the Holocaust by discussing what it was, when it happened etc. Students
need a detailed paragraph in their books to explain this.
3. Chapter 16 read and discuss plus look at images in resource book – do activities
4. Watch extracts from the video and discuss the issues raised.
5. Read selected pages of the Diary. I suggest pages 1-13, 19-31, 46-48, 53-55, 65-72,
107-110, 118-125, 129-131, 161-163, 196-199, 244-245, 266-268, 276-279, 310-312,
332-336, the Epilogue.
6. To break up the reading students could draw the diagram of the Annexe and list the
occupants of the Annexe and those who helped them. It is not necessary for students
to do a whole load of written work whilst reading.
7. Discuss how Jews have responded to the Holocaust.
8. Read and discuss then illustrate the ‘Persecution’ poem.
69
9. Read and discuss the extract from ‘Night’.
10. Discuss the lessons that should be learned from the Holocaust, e.g. using your vote, not
voting for the BNP, standing up for others.
Homework: a) Research Anne Frank’s life
b) What are your first impressions of Anne?
c) Write your own diary of a typical day
d) What would you find difficult if you had been Anne in hiding?
e) Write your own poem/draw a picture to explain your thoughts on persecution
70
Unit 2: Jewish and Muslim Festivals.
Aims:
To know the Jewish and Muslim festivals not studied elsewhere in the scheme
of work.
To know what these festivals celebrate
To know how these festivals are celebrated
Lesson 1: Rosh Hashanah and Yom Kippur.
Objectives: To know what these festivals commemorate
To know how they are celebrated
Resources: Textbook - ‘Modern World Religions – Judaism
Textbook and Teacher resource book – The Jewish Experience
Shofar information
Coxhoe website :
http://www.schooljotter.com/showpage.php?id=55656
Suggested Teaching Methodologies:
1. Read the textbook and discuss the Shofar.
2. Students to draw and label a Shofar.
3. Students should explain the meaning of each festival and how each is celebrated.
Homework: Produce your own set of resolutions.
71
Lesson 2: Sukkot.
Objectives: To know what the festival celebrates
To know how it is celebrated
To know why this festival is important for Jews
Resources: Textbook - ‘Modern World Religions – Judaism
Textbook and Teacher resource book – The Jewish Experience
Information of Sukkot
Coxhoe website
http://www.schooljotter.com/showpage.php?id=55656
Suggested Teaching Methodologies:
1. Read the textbook.
2. Describe what the festival commemorates.
3. Take notes on the symbolism of the held objects.
4. Design your own Sukkah.
Homework: Complete your own Sukkah.
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Lesson 3 – Id-ul-Fitr.
Objectives: To know what the festival celebrates
To know how it is celebrated
To know why this festival is important for Muslims
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
http://atschool.eduweb.co.uk/carolrb/islam/islamintro.html
Id cards
Coxhoe durham website
http://www.schooljotter.com/showpage.php?id=35527
Suggested Teaching Methodologies:
1. Read the textbook.
2. Describe the main details of the festival.
3. Design an Id card.
Homework: Complete the Id card.
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Lesson 4: Id-ul-Adha.
Objectives: To know what the festival celebrates
To know how it is celebrated
To know why this festival is important for Muslims
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
http://atschool.eduweb.co.uk/carolrb/islam/islamintro.html
Suggested Teaching Methodologies:
1. Read the textbook
2. Describe the main details of the festival.
3. Mention Ummah and ensuring that all Muslims can celebrate the festival.
4. Read information on halal and compare and contrast it with kosher food.
5. Should non-religious people celebrate religious festivals? Explain your answer.
74
Unit 3: Worship.
Aims: To know examples of worship in the main world faiths
To understand the importance of worship for religious adherents
To understand the benefits of worship for religious adherents
Lesson 1: Celebrating the Christian Sacraments.
Objectives: To know the 7 Sacraments
To understand why and how these Sacraments are used
To study one Sacrament (the Eucharist) in detail
Resources:
Textbook and Teacher resource book – The Christian Experience
Suggested Teaching Methodologies:
1. Introduce the unit.
2. Go through the definition of a Sacrament and the 7 Sacraments .
3. Read/discuss the Eucharist using the textbook as an aid if needed.
Homework: Explain in your own words why the Eucharist is so important for
Christians.
75
Lesson 2: Christian Prayer and Meditation.
Objectives: To know why Christians pray
To know the different types of prayer
To know the content and meaning of the Lord’s Prayer
Resources:
Textbook and Teacher resource book – The Christian Experience
Lord’s Prayer
Rosary Beads
Suggested Teaching Methodologies:
1. Discuss the reasons why Christians pray.
2. Discuss whether God answers prayer.
3. Go through the different types of prayer.
4. Go through the Lord’s Prayer and identify the different types of prayer in it.
5. Look at the Rosary Beads and explain their use.
6. Write out the Lord’s Prayer and illustrate it.
Homework: Write your own prayer.
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Lesson 3: Shabbat and the Kiddush Cup.
Objectives: To know what happens at Shabbat
To understand the importance of Shabbat for Jews
To know the rules of Shabbat for Orthodox Jews
Resources:
Textbook - ‘Modern World Religions – Judaism
Textbook and Teacher resource book – The Jewish Experience
Suggested Teaching Methodologies:
1. Read through the textbook – pages 28 - 29 .
2. Answer question section .
3. Discuss and give examples of how Orthodox Jews celebrate Shabbat.
Homework: Explain to a friend why you have to leave school early in the winter months
and how you celebrate Shabbat.
77
Lesson 4: Muslim Salat.
Objectives: To understand the importance of Salat for Muslims
To know what Muslims do when they pray
To understand the importance of the Jumu’ah prayers on Friday
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
Prayer Mats and compass
Suggested Teaching Methodologies:
1. Discuss Salat and show the prayer mats and compass.
2. Read the textbook and answer the questions.
Homework: List the advantages and disadvantages of praying 5 times a day.
78
Lesson 5: Muslim Sawm.
Objectives: To understand why Muslims fast
To know why fasting is so important for Muslims
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
Suggested Teaching Methodologies:
1. Read the textbook and discuss why Muslims fast and the rules followed during
Ramadan.
2. Students could produce a guide to Ramadan for visitors to a Muslim country.
Homework: Complete the guide.
79
Lesson 6: Hindu Puja.
Objectives: To understand how Hindus worship
To know what happens at Puja
Resources:
Textbook - ‘Modern World Religions – Hinduism
Textbook and Teacher resource book – The Hindu Experience
Ideas Bank religious education – Hinduism – pages 22 – 23
Ideas Bank religious education – Hinduism – page 18
Textbook – life in a Mandir
Worksheet – puja tray
Information sheets
Puja Tray
Suggested Teaching Methodologies:
1. Read through the information sheets and show the Puja Tray.
2. Students should draw and label a Puja Tray and answer the tasks on the sheets ( Ideas
Bank) .
3. Read and describe worship in a Mandir ( Ideas Bank page 18 - 19)
Homework: Describe a shrine in a home.
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Lesson 7: Hindu Meditation and Yoga.
Objectives: To know the different types of yoga available to Hindus
To understand why Hindus believe that all types of worship are allowed
Resources:
Textbook - ‘Modern World Religions – Hinduism
Textbook and Teacher resource book – The Hindu Experience
Suggested Teaching Methodologies:
1. Read textbook and ensure that students understand what meditation is and why it is
carried out.
2. Students could produce a table that explains the different types of yoga.
Homework: Which type of yoga do you prefer? Which do you dislike?
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Lesson 8: Buddhist Puja.
Objectives: To know the layout of a Buddhist shrine
To know how Buddhists meditate
Resources:
Textbook - ‘Modern World Religions – Buddhism
Textbook and Teacher resource book – The Buddhist Experience
‘The Buddhist Experience’
Suggested Teaching Methodologies:
1. Read textbook and draw a typical Buddhist shrine.
2. Read and discuss mantras.
3. Undertake task - page 39.
Homework: Produce your own mantra that describes your personality.
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Lesson 9: Buddhist Meditation.
Objectives: To know the different types of meditation
To understand why Buddhists meditate
To know how Buddhists meditate
Resources:
Textbook - ‘Modern World Religions – Buddhism
Textbook and Teacher resource book – The Buddhist Experience
Suggested Teaching Methodologies:
1. Discuss the reasons for mediation and the possible benefits.
2. Read textbook.
3. Produce a table that explains the key facets of each type of meditation.
Homework: Which type of meditation do you prefer? Explain.
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Lesson 10: Monasticism, Prayer Wheels and Prayer Flags.
Objectives: To understand why many Buddhists become monks
To know how prayer wheels and flags are used
To know why mandalas are used
Resources:
Textbook - ‘Modern World Religions – Buddhism
Textbook and Teacher resource book – The Buddhist Experience
Prayer Wheel
Prayer Flag
Mandala and calm music
Suggested Teaching Methodologies:
1. Read and discuss the importance of monks within Buddhism.
2. Read and show the prayer wheel and flag.
3. Put on calm music and allow students to colour a Mandala.
Homework: Complete the Mandala.
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Lesson 11: Sikh Worship.
Objectives: To know how Sikhs worship
To understand how Sikh beliefs are expressed in worship
Resources:
Textbook - ‘Modern World Religions – Sikkhism
Textbook and Teacher resource book – The Sikh Experience
‘Discovering Religions – Sikhism’
Suggested Teaching Methodologies:
1. Read and explain why the Langar is so important for Sikhs.
2. Read and explain how Sikhs worship in a Gurdwara.
3. Students could design a building that would be suitable for use as a Gurdwara.
Homework: Which type of worship have you preferred? Which have you disliked?
Explain your answer.
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Unit 5: Pilgrimage.
Aims: To know what a pilgrimage is
To know where pilgrims might go
To know why religious people go on pilgrimage
To understand the benefits of pilgrimage
Lesson 1: Why go on a Pilgrimage?
Objectives: To know the definition of ‘pilgrimage’
To understand why people go on pilgrimage
To know the benefits of pilgrimage
Resources:
Stilling Exercise – based on … ‘The Woodland Pool/The Peaceful Place’
Suggested Teaching Methodologies:
1. Introduce the unit.
2. Go through the definition of a pilgrimage and discuss why people might go and the
benefits they might accrue.
3. Carry out the stilling exercise.
4. Produce art work/written work on the stilling exercise.
Homework: Research some places of pilgrimage.
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Lessons 2: Medieval Pilgrimage.
Objectives: To know the main places of medieval Pilgrimage
To understand why medieval people went on pilgrimage
Resources:
Medieval Pilgrimage worksheets and information
Atlases
Suggested Teaching Methodologies:
1. Discuss the reasons for medieval people going on pilgrimage
2. Produce an illustrated diary of a medieval pilgrimage
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Lesson 3: Modern Christian Places of Pilgrimage.
Objectives: To know the names of modern Christian places of pilgrimage
To know briefly why each place is visited by pilgrims
Resources:
Places of Pilgrimage Today
Information sheets
Suggested Teaching Methodologies:
1. Discuss places of Pilgrimage toady and why people go there on pilgrimages.
2. Pupils to write summarise discussion.
3. Discuss and record pupil own thoughts on pilgrimages
Homework: Research Lourdes
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Lessons 4/5: Study of a Christian Place of Pilgrimage (Lourdes).
Objectives: To know why Lourdes became a place of pilgrimage
To know what pilgrims do at Lourdes
To understand the benefits of visiting Lourdes
Resources:
Lourdes information sheets
Suggested Teaching Methodologies:
1. Introduce the task and decide layout of brochure.
2. Research Lourdes / follow on from homework set previous week
3. Students should complete and produce a pilgrimage brochure for Lourdes.
Homework: Continue brochure
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Lesson 6: A Jewish place of Pilgrimage (Jerusalem).
Objectives: To know why Jerusalem is a place of Jewish pilgrimage
To know what Jews can do in Jerusalem
Resources:
Textbook - ‘Modern World Religions – Judaism
Textbook and Teacher resource book – The Jewish Experience
Internet
Suggested Teaching Methodologies:
1. Discuss the reasons for Jerusalem being a place of pilgrimage for Jews.
2. Using the information, produce a leaflet that explains the attractions of Jerusalem for
Jewish pilgrims.
Homework: Complete information leaflet.
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Lessons 7: The Hajj.
Objectives: To understand the importance of going on the Hajj
To know what pilgrims do whilst on the Hajj
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
Information sheets
Suggested Teaching Methodologies:
1. Read textbook and produce an information sheet that explains the ‘rules’ for the Hajj.
2. Using textbook and other resources, produce an illustrated poster that explains where
pilgrims go and what they do on the Hajj.
Homework: Explain why the Hajj is so important for Muslims.
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Lesson 8: Pilgrimage in Hinduism, Buddhism and Sikhism.
Objectives: To know where pilgrims from the above faiths visit
To understand the importance of these places of pilgrimage
Resources:
Textbook - ‘Modern World Religions
Textbook and Teacher resource books
Internet
Suggested Teaching Methodologies:
1. Put the students into groups and give each group one of the religions.
2. Students are to produce postcards/guide books etc to describe their given religion’s
place(s) of pilgrimage.
Homework: Complete classwork.
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Unit 6: The History of Religion.
Aims: To know the basic history behind some of the main world faiths
To understand how different groups within religions came about
Lessons 1: The History of Christianity.
Objectives: To know the early history of Christianity
To know how the different branches of the Church came about
Resources:
Textbook and Teacher resource book – The Christian Experience
Suggested Teaching Methodologies:
1. Using chapter 2 of textbook - Discuss the three main branches of the Church.
2. Using the textbooks, produce a timeline of the main events of the Christian Church.
3. Produce information sheets on the three main branches of the Church.
Homework: ‘There should only be one type of Christian Church.’ Do you agree?
Explain your answer.
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Lesson 2: The Jewish Diaspora.
Objectives: To understand what happened at the Diaspora
To understand the impact that the Diaspora has had on the Jewish faith
Resources:
Textbook - ‘Modern World Religions – Judaism
Textbook and Teacher resource book – The Jewish Experience
Jeremiah 52
Psalms 42, 43, 137
‘By the Rivers of Babylon’ – Boney M
Suggested Teaching Methodologies:
1. Read the textbook and discuss why Jews live all over the world today.
2. Read the Biblical accounts and discuss the Diaspora and its impact on Judaism. (NB
Psalm 137 = By the Rivers of Babylon.)
3. Students could write out one of the Psalms and illustrate it.
Homework: Imagine being made to leave your home for a foreign country. What would find
most difficult?
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Lesson 3: Muslim Groups.
Objectives: To know the names of the two main Muslim groups
To know the reasons for the creation of these two groups
To understand how these groups differ in beliefs and practices
Resources:
Textbook - ‘Modern World Religions – Islam
Textbook and Teacher resource book – The Muslim Experience
Suggested Teaching Methodologies:
1. Read the textbook(s) and discuss the main differences between Shi’ah and Sunni
Muslims.
2. Discuss modern day situations where Shi’ah Muslims have been involved. Stress that
most Muslims are completely peaceful.
3. Produce an information booklet about Shi’ah and Sunni Muslims.
Homework: Explain the difficulties that Muslims might have if they live in a Western
country.
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Lessons 4: Different Buddhist Groups.
Objectives: To know the names of the different Buddhist groups
To know why there are different Buddhist groups
To understand how these groups differ in beliefs and practices
Resources:
Seeking Religion - ‘The Buddhist Experience’ pages 20, 22-27
Suggested Teaching Methodologies:
1. Read through the information about each type of Buddhism.
2. In groups, students should produce poster work/fact sheets about each type, ensuring
that it is obvious where the similarities and differences lie.
Homework: Continue mini project.
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