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The Levett School RE- Scheme of Work

KS1/Lower KS2 Cycle 1

Term: Autumn 1 Theme: Commotion in the OceanContent ARE objectives. Activities Useful ResourcesChristianity

To be able to name the Christian Holy Book and retell the first chapter.

To know the term parable.

To know the term miracle.

Are you thirsty?

To know the importance of the Disciples

To know a service held at the church linked to water.

Christian Celebrations – Harvest

Y2:Identify what difference belonging to a faith community might make.

Consider responses to big questions from different religious traditions and worldviews.

Retell some religious and moral stories from sacred writings specified in the key content, recognising the traditions from which they come.

Observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship.

Recognise some different symbols and actions, including prayer, attending a place of worship and reading from a sacred text, which express faith communities’ ways of life.

Y3: Describe a range of beliefs, symbols and actions including rules for living and forms of worship specified in the key content.

To sort religious artefacts, places, leaders etc. as being Christian or non-Christian.

Research and record some additional information about Christianity.

Share The Creation Story focus on Genesis 1:6-10. Discuss and then brainstorm ways to save water. Reinforce the idea of saving water by playing a water relay game in mixed ability.

Create a storyboard of the Creation Story.

Parable: Noah’s Ark (Genesis 6-9), Crafts: Make a boat, what will float? Make a rainbow. PE games.

Jonah and the Big Fish (Jonah), PE games make a whale, songs and poems to recall and recite.

Finger puppets for both stories and to retell using IMovie on IPads, or just record and perform back to the class.

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>Commotion in the Ocean ->

Lesson 1 Introduction Creation Story Miracles Parables Woman in the Well Disciples Baptism

Website Links:http://resources.woodlands-junior.kent.sch.uk/homework/religion /christian.htm

http://www.reonline.org.uk/ks2/tt_nframe. php?topiclist.php&3- 20&http%3A%2F%2Fwww.request.org.uk%2Fmain%2 Fdowhat%2Fbaptism%2Fbaptism00.htm

http://www.educhurch.org.uk/pupils/combs/font.html

http://www.educhurch.org.uk/pupils/combs/font.html

http://www.reonline.org.uk/ks2/tt_nframe.%20php?topiclist.php&3-%2020&http%3A%2F%2Fwww.request.org.uk%2Fmain%252%20Fdowhat%2Fbaptism%2Fbaptism00.htm




http://resources.woodlands-junior.kent.sch.uk/homework/religion%20/christian.htm

http://resources.woodlands-junior.kent.sch.uk/homework/religion%20/christian.htm

Reflect on similarities and differences within and between different religions and worldviews including key rituals, key artefacts, sacred places.

Describe and show understanding of links between stories, beliefs and practices of faith communities specified in the key content.

Demonstrate understanding of different ways of life and ways of expressing meaning including rules for living and forms of worship specified in the key content.

Reflect on the significance for faith members of participating in celebrations, worship and the rituals which mark birth and marriage.

Show understanding of how beliefs, practices and forms of expression influence individuals and communities.

Y4: Respond thoughtfully to a range of sacred writings and the beliefs, teachings and practices of different faith communities specified in the key content.

Show understanding of how beliefs, practices and forms of expression

Miracle Moses and the Red Sea (Exodus 14), - write out the verse in the foot prints or look at the feelings of the Israelites

Jesus Walks on Water (Mark 6:45-56) – science experiment.

Woman at the Well (John 4): Are you Thirsty. Play the cracker challenge. How many can they eat before they feel thirsty?

Jesus Washes the Disciples Feet (John 13:1-17),Soap making idea Wash each other’s’ feet! Provide pitchers of water, bowls, and clean towels for theFoot washing. Share the story of Jesus washing the disciple’s feet found in John 13.Talk about foot washing as a sign of humility and service.

Jesus is Baptized (Matthew 3 or Luke 3),Learn about how water is used in ritual or sacrament at your church. Demonstrate how it is done and read the words from the baptismal worship service, while you demonstrate with a bowl of water and a baby doll.

Harvest Assembly.

influence individuals and communities.

Suggest why belonging to a community of faith may be valuable, both to faith members and in their own lives.

Term: Autumn 2 Theme: Lest We ForgetContent ARE objectives. Activities Useful ResourcesChristianity

To know the main aspects of Christianity.

The main beliefs of Christianity.

To identify Christian special places and explain why they are special.

Name and explain the main Christian festivals.

Understand how the Bible is organised and can navigate my way around it.

To name and know the meaning of the Christian symbols.

Y2:Recognise some different symbols and actions, including prayer, attending a place of worship and reading from a sacred text, which express faith communities’ ways of life.

Identify what difference belonging to a faith community might make.

Observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship.

Y3:Reflect on the significance for faith members of participating in celebrations, worship and the rituals.

Give reasons for the significance of beliefs, practices and forms of expression to individual members and faith communities.

Y4:Respond thoughtfully to a range of

Look at artwork of Jesus - Children create their image of Jesus and then complete Representing Jesus Activity Sheet to reflect on how their image shows Jesus.

Create an illustration of Jesus using materials available. Create their own map to show where Jesus was born and how Christianity spread via the disciples. Including the travels of Paul.

Plan out a freeze frame of aCommandment and then act a freeze-frame of the commandment for others to guess.

Children plan a role-play to explain one of the Ten Commandments. Once planned, children rehearse performing the role play before performing it to the class for them to guess which commandment they have chosen toact out.

Write the Ten Commandments with their own illustrations to explain each one.

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>Christianity

Who and Where Main Beliefs Special Places Special Festivals Holy Book Symbols and Meanings

Website Links:

sacred writings and the beliefs, teachings and practices of different faith communities.

Create a song to explain the Ten Commandments and the key beliefs in Christianity.

Create a modern day version of the Ten Commandments.

Create a presentation of their own to explain about special places in Christianity.

Chose one of the Christian special places to paint a picture of.

Match Pictures Activity Sheetonto Special Places Activity Sheet to the appropriate title for the image. They then add a caption to each image to explain the image and its importance to Christianity.

Create their own play to show and explain one of the main Christian festivals.

Create pancake recipes and then cook the pancakes created.

Given the Bible and chapter to look up and have to locate the verse to match the quote given on Bible Hunt Activity Sheet.

Create a contents page for the Old Testament and for the New Testament, showing the order of the books within each.

Create a Bible book mark, decorating it with names of the books within the Bible.

Create an information sheet to show and explain the symbols of Christianity.

Create a game based on Christian symbols and their meaning.

Term: Spring 1 Theme: It’s a Toy StoryContent ARE objectives. Activities Useful ResourcesSikhism –

To know the main aspects of Sikhism.

The main beliefs of Sikhism.

To identify Sikhism special places and explain why they are special.

Name and explain the main Sikhism festivals.

Understand how the Gurdwara and Guru Granth Sahib is organised and can navigate my way around it.

To name and know the meaning of the Sikhism symbols.



Observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship

Y3:Reflect on the significance for faith members of participating in celebrations, worship and the rituals which mark birth and marriage.

Give reasons for the significance of beliefs, practices and forms of

Read the story of Guru Nanak and how he came to be the founder of Sikhism.

Children sequence and retell the story of Guru Nanak.

Research and then colour in the countries in the world where Sikhs now live.

Sort main beliefs into category headings including equality, one god and other.

Select a Guru and research more about him doing a fact file on them.

Visit a local Sikh temple after this lesson and use the Visiting a Gurdwara Checklist to identify the features theycan locate inside it.

Read the story of the Bandi Chhor

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>Sikhism


Website Links:

expression to individual members and faith communities.

Y4:Respond thoughtfully to a range of sacred writings and the beliefs, teachings and practices of different faith communities.


Divas.

create their own Pop-Up Cards for either Bandi Chhor Divas

Compare festivals and make a poster.

Create their own Guru Granth Sahib.

Take one of the Mool Mantar Cards or Sukhmani Sahib Cards and illustrate it based on the meaning of thesentence from the prayer.

Create collage using pictures and words representing the different Sikh symbols.

Use Ipads and create an information film about what the different Sikh symbols mean.

Term: Spring 2 Theme: People Who Help UsContent ARE objectives. Activities Useful ResourcesPeople of Faith –

Retell the story of Malala Yousafzai’s life.

Identify the Dalai Lama’s beliefs.

Explore Rabbi Jonathan Sacks’ beliefs.

Explain how Fauja Singh’s faith helped him.

Discuss what inspiration means.



Observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part

Malala YousafzaiSelect and illustrate quotes from Malala using the Malala Quotes Activity Sheets. Join these together to create a Malala quotes collage in groups or as a whole class.

Create a Malala’s life story map intheir books, based on what they have learnt about Malala from the videos.

Write a letter to Malala Yousafzai discussing their beliefs about education, comparing them to her

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>People of Faith

Malala Yousafzai Dali Lama Rabbi Jonathon Sacks Fauja Singh Bear Gyrlls How do my beliefs Impact On my Life

Website Links:

Examine the role of beliefs in my life. in acts of worship





education.

Dali LamaTake a quiz on the Dali Lama.

Draw the Dali Lama and write quotes around him.

Rabbi Jonathon SacksInvite members of the interfaith community in.

Visit a place of worship.

Complete respecting each other’s difference activity.

Fauja SinghWatch the video of Fauji Singh – make notes on his life.

Create a comic strip about him overcoming his challenges. Research and compile a table of record of marathon times.

Write a story as his life, or as a biography or information text.

Bear Grylls Use the DVD clip to inspire pupils on Bear Gyrlls.

Select one thing that inspires pupils, write about it or draw it.

Turn list of inspirations into a poem.

Create an ‘inspirational’ poster.

How do my beliefs Impact on my LifeCompare challenges that pupils have overcome. Discuss them.

Use their example of challenge and write a short story.

Use the Ipads to create a small movie clip.

Select one of the people of faith they have learnt about and compare the similarities and differences in beliefs and actions.

Term: Summer 1 Theme: Rumble in the JungleContent ARE objectives. Activities Useful ResourcesIslam –

Explain where Islam was foundedand who founded the Muslim faith.

Explain the key beliefs held by Muslims.

Explain the key features in a Muslim’s place of worship.

Name and explain the key Muslim festivals.

Explain what the Muslim holy book is and how it is used.

Recognise the main symbol associated




Y3:Reflect on the significance for faith

Create a song to help support their memory of the prophets sent by Allah.

Draw own world map and clearly label Saudi Arabia.

Use the jigsaw resource and match up the pieces to show the map.

Act out the Five Pillars of Islam.

Research the Five Pillars of Islam.

Watch the key beliefs of Islam – BBC.

Write out using calligraphy as practice the key beliefs.

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>Islam


Website Links:

with Islam. members of participating in celebrations, worship and the rituals which mark birth and marriage.




Create a pictorial representation of the main beliefs in Islam.

Write a guide to explain the main beliefs held by Muslims.

Turn the classroom into a Mosque.

Visit a Mosque.

With shoeboxes, create a Mosque using DT and ART skills. Label the features.

Use playdough to make a model.

Create a presentation about Mosques using paper or ICT – PPT.

Create a documentary - Split the class into groups, research and present the festivals.

Make a leaflet about one of the festivals stating how it is celebrated.

Pupils to make their own special book based on the ideas of the Qur’an. The book could have chapters like toys, environment, home and school.

Pupils to create their own mobile of symbols.

Make an item of jewellery using the star and the crescent.

Create an Islamic pattern, which

includes the star and the crescent symbol.

Term: Summer 2 Theme: Let’s Get MovingContent ARE objectives. Activities Useful ResourcesThe Bible –

To understand what makes texts sacred.

To know who wrote the Bible.

To explore different text types of the Bible and their authors.

To explore different text types in the Bible.

To understand how stories are used in the Bible to teach lessons.

To explain how Christians use the Bible and why is it important.

To compare a personal sacred item to the Bible.







Sacred or Not?Sort children into small mixed-ability groups of three or four. Give each group the Sacred or Not? Sorting Cards. Children then work together to sort the cards into the items they think are sacred, and the items they think are not sacred.

Research the answer to one of their questions about the Bible and record their answer.

If technology is available, ask children to take a photograph of something they think is sacred. Can they add a caption to their photograph, explaining why the item is sacred?

Author Profiles: Give each child a Bible Author Fact Sheet and a Bible between each pair or group. Can they record their facts by making notes on a whiteboard or in their books using a fact file template but should ensure they have enough facts to be able to answer questions in an ‘Author Interview’. What book of the Bible did this author write? When/where, did the author write this book of the Bible? How did they know what to write?

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 1>The Bible

What are Sacred Texts? Who wrote the Bible? Stories, Songs and Psalms. Speaking in stories. How do Christians use the Bible? What is sacred to you?

Website Links:


Interview: Can pupils use their information learnt and answer an interview style questions about their author?

Text Tasting Session: Guided Reading session:Sing a Psalm! Rehearse a Wise Old SayingsCompare the difference in Letters and Laws.

From One Text Type to Another:Pupils to be given a type of text. Can they convert it to another? Converting a story into a song, or a law into a letter.

Create music for a Psalm.

Create a guide to the different types of books in the Bible. Children could choose what form this would take, but could produce a poster, leaflet, ‘How to’ or video guide, etc.

Retell a Bible Story by using a comic strip, or speaking in a role in a comic. Then show time. Can pupils present their Bible story as a class drama?

Share with the class something that they study outside of school. This could be a sport, musical instrument, language or anything else. They may demonstrate or simply talk to the class about how they study and why it is important to them.

Create a bookmark with studying tips for Christians to use as they read the Bible.

Debate Time: Children will choose a book or item that is important to them and prepare a verbal argument for why that thing is sacred. Can they convince their classmatestheir item is sacred?

KS1/Lower KS2 Cycle 2

Term: Autumn 1 Theme: Zoom to the MoonContent ARE objectives. Activities Useful ResourcesN/A Y2:








Term: Autumn 2 Theme: It’s raining, it’s pouringContent ARE objectives. Activities Useful ResourcesN/A Y1:

Term: Spring 1 Theme: The Romans Content ARE objectives. Activities Useful ResourcesJudaism –

To explain who founded Judaism and where it began.

To explain the main beliefs of Judaism.

To know which places are special to


Identify what difference belonging to

Covenant:Create a cartoon strip to show key parts in the Story of Abraham.

Write a diary entry from Abraham to describe the day he made the covenant with God.

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 2>Judaism

Who and Where Main Beliefs Special Places Special Festivals Holy Book

Jews.

To name a Jewish Festival.

To explain what the Jewish Holy Book is and how it is used.

I can identify the Jewish symbols.

a faith community might make.






With use of the Abraham script -Recreate the story with adultSupport.

The Ten Commandments:Can children create their own rules for school or home? Create a commandment for the class book.

Act out Moses receiving the ten commandments from God and film to share with class.

Paint one of the ten commandments. Another child has to guess which commandment it is.

Show through dance one of the ten commandments and another child has to guess which commandment it is.

Synagogue: Label the pictures of key objectsin the synagogue and write a briefexplanation.

Draw their own map of the Synagogue and label the important places.

Recreate the Synagogue in your classroom and discuss about the main parts.

Draw a picture of the Western Wall in Jerusalem.

Matzot: Play a game where there are three

Symbols and Meanings

Website Links:

unleavened loaves of bread on top of each other on a desk. Take the middle loaf and break it. Hide the largest piece in the classroom. Tell children to look for the hidden piece and explain that whoever finds it will win a prize.

Pupils to create their own special meal.

Write a newspaper report about the celebration of Passover happening.

Torah: Take tea paper in pairs and attempt to write some Hebrew letters. Stick dowel rods on either end or roll together to make a scroll. Tie string around finished scroll.

Using clay or playdough make your own Yad. Remember to include the finger at the end to point with.

Symbols:Create a leaflet of all the important symbols.

Identify the symbols and then match them up.

Create a Hamsa design by drawing round your hand and then painting a design.

Make a Menorah candle using any spare art resources.

Term: Spring 2 Theme: Happily Ever AfterContent ARE objectives. Activities Useful ResourcesN/A

Term: Summer 1 Theme: ColoursContent ARE objectives. Activities Useful ResourcesHinduism –

To explain who founded Hinduism and where it began.

To explain the main beliefs of Hinduism.

To know which places are special to Hindus.

To name and explain Hindu Festivals.

To explain that Hindus have multiple Holy Books.

I can identify the Hindu symbols.






Location:Where Was Hinduism Founded? Give children a Map of Hinduism circa 900 BC and ask them locate and colour in the region on their Labelled World Map. Which modern countries were the place where Hinduism originated and began to grow? In which country is the River Indus located now?Beliefs:Pupils are given key words to write their explanation of the key concepts in their own words.

Select a deity, research more about it and record what they have learnt.

Compare and contrast two Hindu deities.

Create a short video of Hindu beliefs.

Special Places: Explain the similarities and differences between worship at home and at the mandir.

See Teacher Shared> Teaching File> Curriculum> RE> KS1&LKS2> Cycle 2>Hinduism


Website Links:



Compare the features of different Hindu temples around theWorld.

Visit a local Hindu Temple.

Research the different types of offerings that Hindus give as part of Puja.

Festival: Retell a Hindu Festival, Holi and Diwali. Compare and contrast two stories and how Hindus celebrate two different festivals.

Create a Diwali inspired paper chain or lanterns.

Create their own Diwali pop-up cards.Holy Book:Identify the part of the holy book that may need to be referred to.

Children contemplate the theme of good vs evil, by sorting characters using The Story of Rama and Sita.

Symbols:Create a collage using pictures and words representing the different Hindu symbols.

Term: Summer 2 Theme: Marvellous Me!Content ARE objectives. Activities Useful ResourcesBuddhism - Y2: Buddha: See Teacher Shared> Teaching File>

To explain who founded Buddhism and where it began.

To explain the main beliefs of Buddhism.

To know which places are special to Buddhists.

To name and explain the major Buddhist Festival.

To explain that Buddhists have multiple Holy Books.

I can identify the Buddhist symbols.








Create a film version of the Buddha’s life. Children act out examples of things the Buddha would have taught people.

Make a clay/playdough model of the Buddha.

Make a song about the Buddha.

Beliefs:Design a board game where certain actions mean the player has to go back to the beginning and other positive actions would lead to getting closer to the finish.

Design a computer game where certain actions would affect a player progressing to the next level or not. Demonstrate through dance the Buddhist beliefs regarding the life cycle, Karma, Enlightenment and Nirvana.

Temple: Paint a picture of outside a BuddhistTemple write about how Buddhists worship to explain the picture.

Write a diary entry on a Buddhist’s day of worship at a temple. Explain important things they would need to do to prepare for worship.

Using the internet, find out about different Buddhist temples around the world. Do they all look the same or do

Curriculum> RE> KS1&LKS2> Cycle 2>Buddhism


Website Links:

they look different to each other?

Festivals: As a class recreate bathing the Buddha, take it in turns to pour the water. Why do Buddhists bathe the Buddha?

Make a presentation on a computer or on paper to explain to others how Buddhists celebrate Wesak.

Make a Wesak lantern.

Holy Book:Create a guide sheet to explain to someone else about the Tripitaka, how it came to be written and its key parts.

Draw a picture of the Tripitaka.

Symbols: Draw or sketch a Buddhist symbol.

Make an item of jewellery with a Buddhist symbol on.

Upper KS2 Cycle 1

Term: Autumn 1 Theme: You Are What You EatContent ARE objectives. Activities Useful ResourcesCommitment across Religions - Y5:

To explain what commitment means.To create a commitment card and identify one action they must take

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 1>

To understand what commitment means and how it can be demonstrated in different ways.

To explain how commitment is demonstrated in coming-of-age rituals.

To understand and explain why people make sacrifices.

To summarise the importance of fasting in Islam.

To identify how commitment is shown through marriage ceremonies.

To reflect on how I show commitment in my own life.

To explain what happens in a Jewish Bar or Bat Mitzvah.

To explain what is meant by sacrifice.

Explain what is meant by fasting and how it is important to Muslims.

To explain what happens in a religious wedding ceremony.

Discuss different ways of showingcommitment to something or someone.

Y6:To share ideas of how people showcommitment in their lives.

To compare religious and non-religious coming-of-age rituals.

I can recognise religious sacrifices and nonreligious sacrifices.

To discuss how fasting is used as ademonstration of commitment.

Discuss different ways people showcommitment to a partner and why.

To use what I have learned about religious commitment ceremonies and practices to create own ceremony for commitment.

each week in order to commit time and energy to achieving their goal.

Find a quote from their favourite celebrity, which discusses what they did to demonstrate commitment to their career.

To write about the coming of age ritual of the character they have chosen. They will specifically focus onwhat the coming-of age ritual is, how they prepare for the ritual and how they show commitment. State how that ritual is similar to anotherreligious or non-religious coming of age ritual.

Research a coming-of-age ritual from another religious or non-religious viewpoint.

Paint their interpretation of one of the coming-of-age rituals they have learned about in the lesson.

Mind map – Benefits of sacrificing and then are these relating to time, money, health, other people and the planet.

Use a variety of visual means to represent the benefits and statistics.

Make one sacrifice in their lives over the next week. What will they choose to give up and what are themreasons behind doing so? What

Commitment across Religions What is commitment? Growing in commitment Sacrifice Fasting Marriage How to remain committed

Website Links:

benefits have they found from making that sacrifice?

Watch and listen to the online video clip.

Muslim speaker in to talk to the class.

Create their own fact file about Sawm.

Conduct their own research and find another example of religious fasting.

Write a diary entry from the perspective of a Muslim retelling their experiences during Ramadan. Can they explain why fasting is such an important commitment for a Muslim? Can they explain thoughts and feelings during the fast?

Create their own piece of artwork which depicts one part of a Hindu marriage ceremony.

Design outfits for a Hindu bride and groom on their wedding day. Use symbolic colours in their design and research traditional Hindu wedding clothing.

Create a visual representation of commitment without using any words. Which images will they choose to symbolise commitment? Their artwork could be used to contribute to a class display.

Record themselves, using a camera or tablet, verbalising what commitment means to them.

Term: Autumn 2 Theme: British HistoryContent ARE objectives. Activities Useful ResourcesHumanism –

To explain the difference between atheism and humanism.

To know at least two of the humanist thinkers and their beliefs.

Identify the key humanist thinkers.

Understand key similarities and differences between humanist thinkers.

Y5 I can explain what a world view is.

I can identify the key ideas of influential humanist thinkers.

To know and understand the ideas of humanist thinkers.

To create a symbol representing a value. To consider scenarios and decide how humanists might respond.

Y6:To name and describe the ideas of key influential and humanist thinkers.

To show and explain the understanding of a humanist thinker.

Understand the key similarities and differences between humanist thinkers.

Brainstorm worldviews for some religions and their knowledge of them.

Create a jigsaw 3 x 3 to show the influences that affect their views.

Create an instant display of all the things that influence the views of your class.

Create a graph of the different worldviews of the children in the class.

Influential Thinkers, read and research about:George Eliot Charles DarwinMarie CurieMary Wollstonecraft

Humanist thinkers, read about: Y5: Margaret Knight, Jim Al-Khalili, Alice Roberts, Jawaharlal Nehru, Richard Dawkins, Y6: Bertrand Russell, Albert Einstein and Sam Harris.

Highlight the key ideas. The children carefully choose 6 key ideas and write them down. Complete a sentence

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 1> Humanism

Influential Thinkers Humanist Thinkers Main Beliefs Symbols and Meanings Living a Good Life

Website Links:

stating whether or not they agree with those ideas. Compare similarities and differences.

Create a storyboard to create a sketch which includes the key ideas.

Create a presentation of the key ideas.

Create an information booklet

Create a poster of the mains beliefs and symbols or an advertisement to join the group.

Create a quiz for their group and allow the class to answer it.

Create a stop frame animation (using a programme such as Scratch, iMovie or Windows Moviemaker) with the Happy Human symbol doing things that make people happy.

To write a blog about meeting a humanist in a new class at school.

Term: Spring 1 Theme: Antarctica Content ARE objectives. Activities Useful ResourcesN/A

Term: Spring 2 Theme: Colours

Content ARE objectives. Activities Useful ResourcesIslam –

Explain where Islam was foundedand who founded the Muslim faith.

Explain the key beliefs held by Muslims.

Explain the key features in a Muslim’s place of worship.

Name and explain the key Muslim festivals.

Explain what the Muslim holy book is and how it is used.

Recognise the main symbol associated with Islam.






Respond thoughtfully to a range of sacred writings and the beliefs, teachings and practices of different faith communities.


Create a song to help support their memory of the prophets sent by Allah.

Draw own world map and clearly label Saudi Arabia.

Use the jigsaw resource and match up the pieces to show the map.

Act out the Five Pillars of Islam.

Research the Five Pillars of Islam.

Watch the key beliefs of Islam – BBC.

Write out using calligraphy as practice the key beliefs.

Create a pictorial representation of the main beliefs in Islam.

Write a guide to explain the main beliefs held by Muslims.

Turn the classroom into a Mosque.

Visit a Mosque.

With shoeboxes, create a Mosque using DT and ART skills. Label the features.

Use playdough to make a model.

Create a presentation about Mosques using paper or ICT – PPT.

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 1> Islam


Website Links:

Create a documentary - Split the class into groups, research and present the festivals.

Make a leaflet about one of the festivals stating how it is celebrated.

Pupils to make their own special book based on the ideas of the Qur’an. The book could have chapters like toys, environment, home and school.

Pupils to create their own mobile of symbols.

Make an item of jewellery using the star and the crescent.

Create an Islamic pattern, which includes the star and the crescent symbol.

Term: Summer 1 Theme: Planet XContent ARE objectives. Activities Useful ResourcesN/A

Term: Summer 2 Theme: Paint Me a Picture Content ARE objectives. Activities Useful ResourcesWorship across Religions –

To consider how worth is determined and what has worth to me.

Y5:Recognise some different symbols and actions, including prayer, attending a place of worship and reading from a sacred text, which express faith

Worship Spinner: Create a paper spinner, showing their item of worth and how it is displayed in their lives. Display one thingor person that they are passionate

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 1> Worship across Religions

Having Worth

To reflect upon how music makes us feel and why it is used for religious worship.

To discuss why and how religious believers pray.

To compare expressions of worship in art.

To investigate how artefacts are used as objects of worship within different religions.

To explore what religious freedom is and how people use it.

communities’ ways of life.







about in picture form on the outer layer of the Worship Spinner. The inner layer contains four sections for the children to complete in pictures or symbols to show how their lives/ actions/behaviours reflect their object of worth.

Display the spinners around a big heart, to give a visual representation of what has great worth to the children. Children could write synonyms of ‘worth’ to be added around the display.

Musical Response:Children to be given each piece of music a score and write two sentences to show what they observe as they listen and how the music makes them feel.

Choose a song, hymn or chant and put actions, movement and/or percussion to it. Turn this into a performance.Identify similarities and differences between different styles of worship in different cultures around the world.

Prayers: Write their own prayers. Explain that these prayers can be to a god if children choose, or can be to something else, such as nature or a force that children imagine.Encourage children to think what the aim of their prayer will be, whether it will be special to them or a prayer for

Music Prayer Art Artefacts Freedom

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everyone, and how it might make the person-praying feel.

Create the prayer: Some religious believers like to write their prayers down or make art as they pray. Children can spend some minutes in quiet thinking about something they would like to ask for, or to say thank you for, and create art as they do so, using paints, pencils or any other art materials they choose.

Art:Using what they know about religious art and the use of colour and pattern, children design their own worship-inspired art.

Children choose a famous religious artwork and create their own interpretation of it, using any art medium they want.

Artefacts Experts:Arrange children in mixed-ability groups. Give half of the groups the Puja Tray and the other half of the groups the Prayer Beads. In their group, children find out as much as they can about their artefact, recording their findings on their whiteboards. Then, rearrange the groups so that a pair of puja tray fact-finders is grouped with a pair of prayer beads fact-finders. Within their new group, each pair shares their findings.

Children choose a religion to design a new religious artefact for. For example, children could choose Christianity and design a newchalice for communion, or choose Judaism and design a new menorah.

Children research different religious artefacts using Jewish Artefacts Photos, Buddhist Artefacts Photos, Sikh Artefacts Photos, Hindu Artefacts Photos.

Arguing for Religious Freedom: Children share their own opinions about religious freedom by creating a short argument to present to the class.

Research Nelson Mandela / Ghandi / Martin Luther King.

Upper KS2 Cycle 2

Term: Autumn 1 Theme: Radical Reactions / Chemical Chaos Content ARE objectives. Activities Useful ResourcesN/A

Term: Autumn 2 Theme: SpookyContent ARE objectives. Activities Useful Resources

N/A

Term: Spring 1 Theme: Walk Like an Egyptian Content ARE objectives. Activities Useful ResourcesJesus the Healer –

To explain the concept of a miracle.

To retell a healing miracle.

To consider different viewpoints.

To express reactions and emotions involved in healing.

To use music to explain scripture.

To summarise who ‘Jesus the Healer’ is.






Respond thoughtfully to a range of sacred writings and the beliefs, teachings and practices of different

Healing: Complete a healing sheet – encourage children to think of different ways in which they may need healing, who heals them and why that person heals them.

Children to create a painting of different types of healing needed today and who might perform the healing.

Retelling: Read Mark Chapter 2 – guided reading questions.

Pupils to create their model house and rewrite the story.

Create a newspaper report to explain the miracle that occurred.

Create an IT presentation of the story of Jesus’ miracle, including images.

Man at Bethesda:Write a newspaper report.

Write a diary entry from the viewpoint of the paralysed man. Talk about his

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 2> Jesus the Healer

Miracles Paralyzed man Man at Bethesda Servant Healing Touch Miracle Stories

Website Links:

faith communities.


feelings before healed and after, as well as the healing itself.

Act out the miracle.

Servant:Write a song to retell the miracle of The Centurion’s Servant.

Create an animation to retell the healing miracle using modelling clay and digital cameras.

Healing Touch:Write one verse of a song about themiracle to the tune of ‘Twinkle, Twinkle, Little Star’.

Write a magazine article about the woman who was healed and how the healing happened. Children can include witness statements and interviews.

Miracle Stories: To carry out their own project on one of the miracles: Water into Wine Walking on Water Raising of Lazarus Calming the Storm Feeding the 5000 Healing the Blind

Term: Spring 2 Theme: Banged UpContent ARE objectives. Activities Useful ResourcesJustice and Freedom - Y5: Freedom: See Teacher Shared> Teaching File>

Moral Dilemmas (right and wrong)

To examine the concept of freedom.

To examine the concept of justice.

To compare concepts of justice.

To describe the influence of religious and non-religious worldviews on the human rights movement.

To describe the influence of religious views and non- violent protest movements.

To examine the concepts of freedom and justice and how they might conflict.








Children to select examples of religious or non-religious definitions of freedom and match them to the dictionary definitions.

Study the story of Moses in the Exodus – watch Prince of Egypt.

Research the concept of Moksha (Hinduism) or Dharma (Buddhism) in more depth.

Justice:

Study Moses in the Exodus / Story of King Dog Silver (Buddhism). Compare and contrast the two stories.

Write an explanation about Jewish, Christian and Buddhist ideas of justice, using examples from all the stories.

Justice Stories:

Children read, compare and contrast stories about justice. Guided Reading: Holy Cakes Story, the CryingCamel Story and Rama Goes into Exile Story.

Children act out one of the stories and film it scene by scene. Using video editing software (e.g. iMovie) children annotate the story in terms of the actions of different people, whether they were being just or unjust and why.

Curriculum>RE> UKS2> Cycle 2> Justice and Freedom

What is Freedom? What is Justice? Justice Stories Human Rights Non-Violent Protests Which is more important?

Website Links:

Children write a story with a dilemma and ensure that the resolution includes a just solution to the problem.

In pairs or small groups, children sequence the Holy Cakes or Rama Goes into Exile Story Cards, examining key points in the story where actions occurred that were just or unjust and why. Human Rights: Children sort human rights into a table/ Venn / Carroll diagram.

Children select a Human Right or one of the Rights of the Child and create a poster illustrating it with examples of how that right can be exercised.

Non-violent protest:Children select and read about key figures in the history of the non-violent protest movementand write an explanation text focusing on how beliefs have affected the actions of individuals. Martin Luther King and Non-Violence Information SheetMahatma Gandhi and Non-Violence Information SheetAung San Suu Kyi and Non-Violence Information SheetNelson Mandela and Non-Violence Information SheetJohn Hume and Non-Violence

Information Sheet

Which is more important?Debate it! Children write a balanced argument using their notes and the points of view expressed during the debate.

Children create a short film, including green screening if appropriate, making three key points to support their point of view.

Children discuss justice and freedom with a visitor from either a religious ornon-religious organisation.

Children take one type of freedom and research the origins of the idea in greater depth.

Term: Summer 1 Theme: MetamorphosisContent ARE objectives. Activities Useful ResourcesCreation stories / Theory of Evolution -

To retell and know the Judeo- Christian story of creation.

To compare the creation stories of the Abrahamic religions.

To understand the Hindu creation story.

To explain Sikh beliefs about creation.



Observe and recount different ways of expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part

Judeo-Christian: Sequence the story of the creation story.

Write the Judeo-Christian Creation Story using the differentiated Judeo-Christian Creation Story Word Mats

Create a piece of music to describe and tell the story.

Comparing Religions: Sequence the Islamic Creation Story then compare it with the

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 2> Creation Stories

Judaism and Christianity Comparing Creation Stories Hinduism Sikhism Types of Creation Stories Comparing Creation Stories

Website Links:

To classify creation stories.

To compare creation stories.

in acts of worship





Judeo-Christian creation story.

Retell the Islamic Creation Story in their own words using the Islamic Creation Story Word Mat.

Write an explanation for why they think religions have creation stories.

Hindu: Test each by creating a quiz.

Act out the creation using drama.

Use animation and modelling clay to recreate and retell the story.

Sikhism:Create a poster explaining Sikh beliefs about creation.

Research what the different Guru’s wrote about creation in the Guru Granth Sahib.

Different creation stories:Theory of Evolution Big Bang Theory Chinese Creation Story Aboriginal Creation Story

Children create a PowerPoint presentation (or using any alternative suitable presentation software) of one of the creation stories using illustrations, text and audio.

Create a Creation Story Fact file

Compare:Work in pairs to select a creation story from a world religion and a contrasting creation story to compare.

Video the presentations from all children. Discuss how to present information clearly and give them a chance to re-film their presentations.

Create an exhibition of the presentations for parents or other classes in the school. Allow feedback to be left for the presentations. Could even have a vote for the most effective presentation and a small prize.Children use the key features of all creation stories to write a creation myth of their own.

Term: Summer 2 Theme: CreateContent ARE objectives. Activities Useful ResourcesPeace across Religions –

To explain the meaning of the word ‘peace’.

To explain how different religious view peace.

To state the similarities and differences between each religion’s view on peace.



Observe and recount different ways of

Peace: Create a checklist of acts of peace for children to try to achieve in a week.

Children create an acrostic poem for ‘peace’.

Children research the word ‘peace’ in different languages around the world.

Peace Across Religions:

See Teacher Shared> Teaching File> Curriculum>RE> UKS2> Cycle 2> Peace across Religions

Peace Peace across religions Comparisons Inner Peace Community Cohesion Symbols of Peace

Website Links:

To explain how some religious use their inner peace to find peace and can reflect on this technique.

To explain how religions focus on community cohesion to bring about peace.

To recognise key peace symbols.

expressing identity and belonging to faith groups, including wearing clothing and symbols and taking part in acts of worship





HinduismBuddhismIslam Sikhism Judaism Christianity

Peace Poster - Split the class into six groups and give each group a different religion to focus. Each group will create a poster on peace within their specified religion.

Act out a key story or view on peace from a particular religion. Another member of the class has to guess which religion’s view on peace you are acting out.

Paint each of the six religion’s view on peace by painting key people or key images.

Comparisons: Children create a hanging dove as a symbol of peace and decorate each side with symbols of the linked religions.

Create a song to explain similarities and differences within different religion’s view of peace.

Children create a guide leaflet to explain to others about similarities and difference within different religion’s view of peace.

Inner Peace: Children create their own mindfulness colouring sheet for another child to colour in.

Children attempt breathing meditation by sitting quietly and comfortable and focusing simply on their breathing as a way to clear their minds.

Cohesion: Children complete Pyramid of ActionsActivity Sheet to organise their opinions on the importance ofactions and explain each choice by linking to peace promotion.

Create a poster to explain community cohesion and promote its importance in achieving peace.

Children investigate Fairtrade products and the difference Fairtrade makes to lives around the world.

Symbols of Peace: Design a new symbol of peace and write about how their new symbol signifies and promotes peace by answering the questions.

Using the symbol designs created in this lesson, children make their own jewellery with their symbol of peace on it.

Children create their own song lyrics

about peace. Children may either use the tune to a song they already know or create their own tune.

KS3 National Curriculum Year 7

Term: Autumn 1 Autumn 2

Theme: Life and Death Theme: Health

Content ARE objectives. Activities Useful ResourcesThe Bible-Old Testament

Introduction to the Bible and JudaismBible Bookcase

Y7: I can investigate different ideas Christians have.

Understand how Christians beliefs influence their lifestyles.

Explain what Christians hold to be holy or sacred.

Understand some of the ways Christians believe that Jesus was unique.

See SOW in more depth See Teacher Shared> Teaching File> Curriculum> RE> KS3>Y7>Old Testament>

Have my own views and beliefs based on what I know.

Explore some moral and religious questions.

Reflect on what they value most, or hold sacred.

Term: Spring 1 Spring 2

Theme: Power Theme: Nature

Content ARE objectives. Activities Useful ResourcesIntroduction to Sikhism

What is sacred about Sikhism?Y7: Explain what Sikhs hold to be holy or sacred.

Understand some of the ways Sikh’s express their belief in God.

Explore and express a response to some Sikh values.

Respond to some teachings of the Sikh Gurus.

Know and understand what it means to belong to the Sikh religion.

See SOW in more depth See Teacher Shared> Teaching File> Curriculum> RE> KS3>Y7>Sikhism>

Term: Summer 1 Summer 2

Theme: Yorkshire Theme: War

Content ARE objectives. Activities Useful ResourcesLO - To explore the Muslim view of God.

L4 – Recall 3 facts about the Islamic faith.

L5 – Explain the Islamic view

Who is Allah?Starter: On mini w-boards, pupils write down two questions that they would like to ask about Islam. Read a few aloud and write on

Mini White-boards.Power point.

‘Alien Abduction’ worksheet: PP slide 7.

of God.

L6 – Compare your ideas of God to the beliefs of Islam.

main white-board. Does anyone in the class know any of the answers already? Discuss but do not answer if not.

Task 1: Pupils given worksheet and try to fill in as much information as possible while watching the video. They then have 3-5 minutes to gather extra information from other pupils. Have any of their questions been answered by this video?

Focus on what was said about God, as a class, discuss what they gathered from the video and explore what he meant by it.

Task 2: Pupils split their page in half with headings: ‘Muslim view of God’ and ‘My view of God.’ Use two colours. Begin to fill the Muslim view with discussion points but leave space for extra. THINK.PAIR.SHARE – Pupils should think about and discuss their personal view of God before filling that column with their ideas. (Option to use Arabic YouTube song of 99 names of Allah.)

Task 3: Introduce 99 names of Allah, discuss the meaning of the examples given; are any of them the same or similar to their own ideas of God? Choose some to add to their column of Muslim beliefs.

Info: Discuss and teach what the word ‘Muslim’ means = surrender to the will of Allah.

Task 4: Pupils to fill the thought cloud with pictures to represent the characteristics of

Thought cloud worksheet on white card.PP slide 10.

their view of God compared to the Muslim view.

EXT1: On the back, in the middle of cloud, explain what the following names mean, when used to describe Allah: The First and the Last, The Sustainer, The Judge, The Humiliator.

LO - To explore the life of Muhammad and examine his influence on Islam.

L4 – Describe key events in Muhammad’s life.

L5 – Explain how Muhammad changed the lives of those around him.

L6 – Compare our own lives and beliefs to Muhammad’s.

Who was Muhammad?Starter: Pupils begin by answering the question, ‘What are the most important things that you want in your life?’ Answers can be written on post-it notes and stuck on the board. Nominate a pupil to read some out and discuss the feedback as a class.

Task 1: Pupils chosen to read the coloured boxes explaining Muhammad’s life. Switch to the next slide and see how much information pupils can remember – spider diagram with brief notes/facts. Make it a race: Time it – 90 secs.EXT1: Read p30 in textbook and add to notes.

Task 2: In books: answer the questions to reflect on Muhammad’s life and his belief. EXT2: Make a list of all the people that live as a good example, showing us that there is more to life than money. (e.g. Mother Theresa, celebrities that give to charity)

Discuss: Pupils should reflect on the impact Muhammad would have made on the lives of those he spoke to and fill the thought clouds with their ideas. ‘How would you feel if someone came along and said that the way you lived your life was completely wrong? Why?’

Power-point

Post-it notes

‘Religions to inspire – Islam”

Worksheet – final slide of PP

Task 3: Many people opposed Muhammad because he was telling them to live another way. In pairs, discuss what an opponent might say to someone to turn them against Muhammad: What would an opponent of Muhammad say to each of these people?

Task 4: Read through the rules Muhammad lay down and write down in books ‘Which rules do you think each of the people would find it hard to follow and why?’

Plenary: Do you agree or disagree with Muhammad’s beliefs and instructions? Pupils Move to the relevant side of the room and have to explain their answers.

LO - To explore the ceremony that takes place when a Muslim is born.

L4 – Describe how Muslims welcome their babies into the world.

L5 – Explain why this is important to Muslims.

L6 – Analyse the impact this has upon a family.

What happens when a Muslim is born?Starter: 5 minute word-search for pupils to re-familiarise themselves with Islamic Key Words. Spot check individuals understand concepts.

THINK.PAIR.SHARE. Pupils discuss the questions in pairs and share thoughts with the class.

TASK 1: As a class read the cartoon story on p22-23 of the ‘Inspire’ textbook and pupils list the different sunnah’s carried out into their books. Go through the powerpoint, discussing each sunnah and allowing time for pupils to write a sentence of explanation for each one. For the Adhan – pupils think about what words they would want their baby to hear first. Video clip shows Adhan.For Tahnik – take a packet of dates for the class to try. Pupils should think about what the sweetness represents and why Muhammad

Powerpoint.

Word-search. Keywords pdf.

‘Religions to inspire – Islam

http://www.youtube.com/watch?v= e0ozVLUTXj4

Buy dates.

Word doc. SEN doc available.

Homework/ Extension:All Muslim names have religious significance, but all names have a

http://www.youtube.com/watch?v=e0ozVLUTXj4

http://www.youtube.com/watch?v=e0ozVLUTXj4

did this.Aquiqah – Pupils to read slide aloud, discuss and ensure all pupils understand.

TASK 2: Pupils complete their own storyboard by drawing and filling in boxes to represent the different sunnah’s carried out when a Muslim baby is born.

EXT: Questions to be answered in books.

TASK 3: As a class, reflect on how it would feel to be a Muslim family member of a newborn baby. Then pupils write a diary entry/account of the aquiqah ceremony focusing on what happens, why it happens and how they felt about it.

Plenary: Pupils choose which level they think they have achieved and give evidence of knowledge on a post-it note. Then stick it on the level line on the board.

meaning.Find out what your name means. Does that influence the way you see yourself?

LO - To investigate into why people convert to Islam.

L4 – Explain what the term ‘convert’ means.

L5 – Suggest reasons why people may convert to Islam.

L6 – Analyse the impact that becoming a Muslim has upon a person.

Why are people converting to Islam?Starter: In pairs, what does the word ‘convert’ mean? Pupils should try and use it in a sentence. Discuss and record definition in books.

Introduce the idea of white British people converting to Islam.

Task 1: Watch two video clips telling personal stories of converts and pause to discuss different ideas: why did they convert? What has changed in their lives since? Family reactions? Pupils then answer questions in their books using discussion points and videos.

PPT

http://www.youtube.com/watch?v=xpPAttWvv1s&feature=related

http://www.youtube.com/watch?v=53xM0Ze8gz8&feature=related‘Personal story’ doc and ‘A conversion story.’

http://www.youtube.com/watch?v=53xM0Ze8gz8&feature=related

http://www.youtube.com/watch?v=xpPAttWvv1s&feature=related

Task 2: Gather feedback with focus on Q5 and set homework. You may want to read the personal stories in class.

Task 3: Pupils are to imagine that they have chosen to convert to a religion that their family and friends don’t follow.They are going to write them a letter, explaining their choice and trying to help their family understand that this is the right decision for them. *p30 in World Lit ToolkitBrainstorm ideas of content as a class and talk through brief structure outline for a letter.

Plenary: Ask Pupils to read letters aloud to prove they’ve met the learning obj.

Optional – ‘Make Me a Muslim’ BBC Documentary – you may choose to use clips or watch the whole programme (1 hour).

http://www.youtube.com/watch?v=xq7khMFo5RA

Home Work/ Extension: Use the written ‘Personal Stories’ to create a story board. The story board must explain the different things involved when someone converts to Islam.

LO - To examine the role of the five pillars of Islam.

Level 4 – Describe the purpose of the Five Pillars.

Level 5 – Explain what each Pillar represents.

Level 6 – Analyse the impact the Five Pillars would have on a Muslim.

What are the Five Pillars of Islam?Starter: In pairs, discuss where have pupils seen pillars being used? What is their purpose? How do they work?

Optional Activity: Play Jenga in groups: When was the tower strongest? Muslims believe that the Five Pillars offer their religion a strong structure for the whole community to follow. It keeps their faith going.Introduce the 5 Pillars and ask pupils to compare the idea to other religions (eg 10 commandments). Play video clip and pupils should make notes in their books about each pillar.

Task 1: Use the PPT to explore the pillars in

PP

Jenga

http://www.youtube.com/watch?v=oU8ETEet2Es

http://www.youtube.com/watch?v=oU8ETEet2Es

http://www.youtube.com/watch?v=xq7khMFo5RA

more detail and pupils should record info on rectangle post-it notes. *Write each pillars name across the middle. (This is a very brief introduction so no need to over-complicate info)There is an opportunity to discuss questions on the PPT, look at the prayer mat and calculate 2.5% of income.

Task 2: Follow the instructions given to build a ‘temple.’ The Pillars are to be made out of card and the post-it notes with info stuck onto them. Alternatively: Pupils could stick the post-its into their books and write a poem/rap about the role of each pillar in pairs. Use the video clips to inspire.

Plenary: Which Pillar would you find the most difficult to keep if you were a Muslim? Have 5 different areas of the room representing each pillar for pupils to move to. Pupils must explain their answers.

http://www.truetube.co.uk/film/islam-and-rap

http://www.youtube.com/watch?v=Rs9oDvYHihc

LO - To explore the reasons for fasting and the effects it has upon Muslims.

L4 – Describe what Sawm is and when it takes place.

L5 – Explain why Muslims choose to Fast.

L6 – Evaluate the effect that Sawm has on the Muslim community.

Why do Muslims fast?Starter: In books, pupils list everything they have eaten and drank in the last 24 hours. Read some out.

Task 1: Pupils are to fill in the worksheet on Sawm as you go through the PPT.

Task 2: Watch the video clip and add to notes of fasting. Focus on how difficult it can be for Muslims to take part in Ramadan in the UK. Discuss this before watching and again after. Any new thoughts?

PPT

Handout

http://www.truetube.co.uk/film/great-british-ramadan

Paper-plates.

http://www.truetube.co.uk/film/great-british-ramadan

http://www.youtube.com/watch?v=Rs9oDvYHihc

http://www.truetube.co.uk/film/islam-and-rap

Task 3: Pupils draw on paper-plates the food that they would miss the most if they had to fast for a month.

Discuss the impact that fasting would have of the Muslim community: bring them closer together etc.

Plenary: Pupils create an acrostic poem (RAMADAN) that focuses on why Muslims take part in Sawm and the impact it has upon the community.

LO - To explore the differences between Muslim women and women in the secular western world.

L4 – Describe the different stereotypes placed on women today.

L5 – Explain why Muslim women wear certain clothes.

L6 – Compare a Muslim view of women to a secular view.

How are women treated?Starter: On mini-whiteboards pupils write down a definition for ‘stereotype’ and try to give an example of one. Discuss and explain the definition using picture slide for examples.

Task 1: Pupils have an A5 piece of coloured paper, folded in half. A thinking point per section: what are the main differences between men and women? What are women expected to do in today’s society? What stereotypes are placed on women today? Stick this into books. And discuss feedback.

Introduce the stereotype that all Muslim women are ‘oppressed’ and that the way they dress is seen as a form of oppression. Ask the pupils, what they feel and think when they see a Muslim woman dressed like this? Focus: Many people think that Muslim women are forced to wear this, but actually it’s a choice made by them

Task 2: Read the story on p57-59 and answer

PPTMini-w’boards.

A5 coloured paper; one each.

Religions to inspire – Islam Textbook.

the questions below.EXT: ‘Do you think women would be respected more if they covered themselves up?’ Split the room in half to represent ‘Yes’ and ‘No’ – allow pupils to move around the room and explain answers.

Set Homework - Print out and bring in pictures of: The Hijab, The Burqa &The Niqaab

Task 3: Collect and handout magazines (or just covers on PP slide) for students to look at and answer questions about them. **Highlight the contrast to Muslim dress. Does the media encourage, apply pressure to or degrade women?Volunteer two students to read out the Qur’an quotes and discuss their meaning: do pupils see benefit from dressing this way?

Task 4: Read the Muslim poem and Use it as inspiration to write a poem that explains the impact that the media has on our view of women in society.

Plenary: On mini-whiteboards, What difficulties might a Muslim woman face because of the way she dresses?

Magazines OR colour print out of slide 11.

Mini w’boards.

LO - To explore the challenges faced everyday by Muslims in Britain.

L4 – Recall different key facts about Islam that we have learnt so far.

L5 – Describe the challenges that Muslims face living in Britain.

What’s it like being a Muslim in Britain?Starter: Quiz PPT to refresh knowledge so far.

Task 1: On mini-white boards for the first picture, pupils describe what they can see in the picture and then what it tells us about Muslims in Britain. For the second picture, write up into books.

Quiz PP and a prize.

Mini-w’boards.

L6 – Empathise with Muslims and explain how it would feel to live in Britain.

Introduce to new words: Empathy/Empathise. Explain that we’re trying to understand how it feels to be a Muslim in Britain.

Task 2: In pairs, brainstorm what they think is hard about being a Muslim in the UK and create a class list on the board. (You will refer to this later so keep it.)Task 3: Create a story about a day in the life of a Muslim, and turn it into a drama script or a labelled storyboard. It must be focused on the challenges that arise from their specific area: food, Ramadan or dress. *If there’s time, present to class.

EXT: Write down two questions in their books that they’d like to ask a Muslim.Plenary: Using the list you made earlier on the board, pupils should decide which is the most difficult thing about being a Muslim in Britain and explain why?

Slides 12-15

LO - To recognise and know Islamic art.

LO1: To understand some features of Islamic art.

LO2:To have considered the differences between this and other forms of art.

Islamic ArtStarter: When you think of Islamic Art, what images come to mind? List in back of books and discuss.

Use slides to introduce ideas about Islamic Art (crime to draw Muhammad or Allah etc). The difference between Art and calligraphy.

Task 1: Pupils think of a word, quote or phrase that means a lot to them and write it in their best handwriting. They can be creative and think about the shape that they write in. Take time and decorate it to make it look special.

Task 2: Pupils study the pictures taken from

PPT

Word doc – handout

PP Hand out.

Mosque decorations and complete the Geometric Art on word doc and on PP hand out.

Task 3: Pupils then complete the outline of the Mosque by decorating it, using examples as inspiration.

EXT: Pupils can design, colour and create their own cardboard Mosque model. Using the patterns that they have learnt today.

Plenary: Islamic Art or not?

PDF- Build a Mosque

AssessmentUnit

Assessment Pupils are to choose an area of focus and create a leaflet on Publisher. It is to be aimed at people their age: colourful, eye-catching, easy to read, informative. Use level guide


Term: Autumn 1 Autumn 2

Theme: War Theme: Plants

Content ARE objectives. Activities Useful ResourcesThe Bible – New TestamentWhat is the New Testament?

Y8: Be increasingly aware and sensitive to the diversity of religious culture.

Explore aspects of their own identity, communities and sense of belonging.

Appreciate some of the rich potential of social and cultural development in a plural community, country and world.

See SOW in more depth See Teacher Shared> Teaching File> Curriculum> RE> KS3>Y8>New Testament>

Term: Spring 1 Spring 2

Theme: Africa Theme: Horror

Content ARE objectives. Activities Useful ResourcesNew Topic: Buddhism

What is Buddhism?Y8:I can investigate different ideas Buddhists have.

See SOW in more depth See Teacher Shared> Teaching File> Curriculum> RE> KS3>Y8>Buddhism>

Understanding how Buddhists beliefs influence their lifestyles.

Term: Summer 1 Summer 2

Theme: NatureTheme: Keeping Safe

Content ARE objectives. Activities Useful ResourcesNew Topic: Hinduism

What is Hinduism? See SOW in more depth See Teacher Shared> Teaching File>

Curriculum> RE> KS3>Y8>Buddhism>


Autumn, Spring and Summer Theme: Religion and EthicsAO2: Analyse and evaluate aspects of religion and belief, including their significance and influence.

1. Pupils will develop their knowledge and understanding of religious and non-religious beliefs. 2. Pupils will develop their ability to construct well-argued, well-informed, balanced and structured written arguments, demonstrating their depth and breadth

of the topics studied. 3. Pupils will reflect on and develop their own values, belief, meaning, purpose, truth and their influence on human life. 4. Pupils will reflect on, develop their own values, beliefs and attitudes in the light of what they have studied, and contribute to their preparation for adult life in

a pluralistic society and global community.

Term: Autumn 1 Theme: Fitting In Content ARE objectives. Activities Useful Resources

Money

Is life all about the money?

Session 1, 2 & 3.

To discuss, analyse and evaluate the role of money in our lives.

Describe how money is viewed in society.

Explain Christian teachings on money.

Evaluate whether

Session 1:Analyse Jessie J Price Tag Lyrics and discuss meaning of the song and its implications as a class.Pupils then Think Pair Share and list 5 things, which are more important than money. Pupils to give reasons for their choices.

Read articles on footballers’ salaries and discuss. Draw comparisons to average wages, discuss questions such as is it fair that they earn such a large wage in comparison to other people?

Read and discuss as a class article on lottery winners and whether or not money can buy happiness.

https://www.youtube.com/watch?v=3ZrEdFVadTE(Video explaining eye of a needle teaching)

Jessie J – Price Tag Lyrics.

Articles on footballers salaries.

Articles on lottery winners.

https://www.youtube.com/watch?v=3ZrEdFVadTE

money can buy happiness. Investigate what materialism means. (Higher ability only)

Create a piece of work to illustrate the idea that “money can’t buy you happiness”. This could be something creative like a collage, a piece of written work explaining the teachings, a poem, a song, a news story (with explanation of how it applies to this saying).Session 2:Investigate and analyse Christian teachings on money and wealth in pairs.

Session 3:Look at wealth in other religions e.g. In Buddhism: Siddhartha Gautama – create a story board or comic of the story, or in Islam: Zakah. Create an information leaflet or poster.

Christian teaching on money.

Story of Siddhartha Gautama.

Islam: Zakat Information.

Money

Is life all about money?

Session 4

To effectively apply lesson knowledge to an evaluation question, using references to religion.

Describe how money is viewed in society.

Explain Christian teachings on money.

Evaluate whether money can buy happiness.

Planning the big debate question

Introduce the big debate question, “Life’s all about the money”.

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their ideas as to how they will answer the question. 3) Complete answer.ONLY USE WRITING FRAMES WHERE NEEDED AND GRADUALLY REMOVE THESE AS PUPILS DEVELOP.

For some groups you will need to break down the planning process into arguments for, arguments against, get them to think about their own view. Having a small class debate may also be good before they start writing the question.

Peer assess answers in pairs/groups. Each table can then choose the best answer to read out.

Complete reflection question on a speech bubble: ‘What have you personally learnt this lesson?” attach this to your display board.

Analyse and evaluate planning sheet.

How to plan and answer worksheet.

Term: Autumn 2 Theme: Drugs

Drugs and Alcohol

Are drugs and alcohol really

that bad?

Drugs and Alcohol

Sessions 1, 2 & 3.

To discuss, analyse and evaluate the harmful effects of drugs and alcohol.


Describe the health and social problems of drugs and alcohol.

Explain Christian teachings on drugs and alcohol.

Evaluate whether alcohol and drugs should be banned.

Session 1: Complete human outlines to show health and social problems caused by drugs and alcohol. Fact sheets can be given if these are needed but try and get pupils to think for themselves first.

Pupils then move about the room to collect and share ideas (play Ed Sheeran A Team at same time as it links to the task), adding new ideas in green, followed by sitting down and watching A Team video and class discussion where they can also record new ideas in green.

Think about the wider implications of using drugs and alcohol, e.g. on family life, society as a whole (a huge number of offenders in prison are addicted to drugs and alcohol and are in prison because of their addiction, e.g. stealing to be able to buy drugs).

As a class read and discuss the magazine article about a model who became a drug addict and how it ruined her life.

Create a piece of work to illustrate the damage that drugs and alcohol cause.This could be something creative like a collage, a piece of written work explaining the teachings, a poem, a song, a news story (with explanation of how it applies to this saying).

Session 2:(Higher ability)Use a highlighter to highlight Christian teachings about drugs and alcohol. Use one colour for FOR and one colour for AGAINST. Class discussion to ensure pupils understand these teachings and when they could be used.

(Lower ability)Select some Christian teachings for pupils to analyse and discuss.

Session 3: Research attitudes to drugs and alcohol in another religion. Islam.

Human outlines Use of IPads to research.

A Team Video – Ed Sheeran. https://www.youtube.com /watch?v=UAWcs5H-qgQ

Magazine article:https://www.marieclaire.com/health-fitness/ a26443838/top-doctor-opioid-addict/

Christian teachings of drugs and alcohol.

Islamic teachings of drugs and alcohol.

2 To effectively apply lesson knowledge to

Planning the big debate question Analyse and evaluate planning sheet.

Are drugs and alcohol really

that bad?

Session 4

an evaluation question, using references to religion.

Describe the health and social problems of drugs and alcohol.

Explain Christian teachings on drugs and alcohol.

Evaluate whether alcohol and drugs should be banned.

Introduce the big debate question, “No one should use drugs or alcohol”.

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their ideas as to how they will answer the question3) Complete answer ONLY USE WRITING FRAMES WHERE NEEDED AND GRADUALLY REMOVE THESE AS PUPILS DEVELOP.




How to plan and answer worksheet.

Term: Spring 1 Theme: Different Cultures

Refugees

Why should we help

refugees?

Sessions 1, 2, 3.

To discuss, analyse and evaluate the refugee crisis and how we should respond.


Describe what help refugees need and

Session 1:Start by explaining what a refugee is as pupils may not know.There has been a lot in the Newspapers and on the News this year about refugees. Ask pupils to write down anything they have seen on the News or read about refugees. Then read news article by Warsan Shire and ask pupils to write down what they learn from reading this article. Class discussion and feedback could be done through speak for my team.

Read the poem “Home” by Warsan Shire and highlight some of the reasons why people become refugees, what life is like as a refugee and the difficulties refugees have to face. Complete the reflection question after reading the poem. Class discussion and feedback could be done through speak for my team.

BBC - http://www.bbc.com/culture/story/20160425-theres-more-to-warsan-shire-than-the-beyonc-video

Warsan Shire Poem https://austinrefugees.org/home-a-refugee-poem/Feedback sheet

https://austinrefugees.org/

http://www.bbc.com/culture/story/

why.

Explain Christian teachings on helping refugees.

Evaluate whether everyone has a responsibility to help refugees or not.

There is a feedback sheet for the Warsan Shire article and poem that can be used by the group to record their ideas.

Pupils read the magazine article about Syrian refugees.Write down why so many Syrians have become refugees, include information such as what has happened in Syria, what has happened to people living in Syria, why people have had to leave Syria.

Create a piece of work to illustrate the idea that refugees are ordinary people who need help.

Session 2:Pupils analyse Christian religious teachings. Pupils read each one and discuss how it might apply to how Christians will treat refugees.

Session 3: Research how another religion is helping refugees e.g. Sikhism (Lots of media attention on this lately)

https://www.bbc.co.uk/news/topics/c34j1pzymn2t/syrian-refugees

Children’s Refugees stories – https://www.savethechildren.org/us/what-we-do/emergency-response/refugee-children-crisis/refugee-stories

Refugees

Why should we help

refugees?

Session 4


Describe what help refugees need and why.

Explain Christian teachings on helping refugees.

Evaluate whether everyone has a responsibility to help


Introduce the big debate question, “We all have a duty to look after refugees”.

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their ideas as to how they will answer the question3) Complete answer ONLY USE WRITING FRAMES WHERE NEEDED AND GRADUALLY REMOVE THESE AS PUPILS DEVELOP.


https://www.savethechildren.org/us/what-we

https://www.bbc.co.uk/news/topics/c34j1

refugees or not. Peer assess answers in pairs/groups. Each table can then choose the best answer to read out.


Term: Spring 2 Theme: The Planet

The Planet

The planet in crisis

Sessions 1, 2 & 3

THIS IS THE ASSESSMENT

UNIT.

To discuss, analyse and evaluate the harmful effect people are having on the environment.


Describe what damage humans are causing the planet.

Explain Christian teachings on looking after the planet.

Evaluate whether humans have a responsibility to care for the planet.

Session 1: Explain to pupils that they will have 3 sessions to prepare for their assessment. Do not reveal the assessment question in this first preparation lesson.

Pupils to be given the following information to analyse before answering the Big Debate Question at the end of the unit. Pupils to work independently for the assessment task. Use SEN strategies and support as required for pupils.

It may be helpful to have a debate/discussion on whether they agree that the planet is in crisis. DO NOT DEBATE THE ASSESSMENT QUESTION.

Research activities in planning sessions 1- 3:

Session 1: Pupils read facts about global warming and destruction and make a note of what all humans are doing to the planet, how we are destroying it, points of concern.

Session 2: Analyse ‘Can earth be earth’ poem to gain some extra ideas about why we are all responsible for the planet. What does it mean? Why was it written?

Session 3: Analyse and research into Christian teachings on stewardship/looking after the planet.

Lower Ability - Will need to be given the above information in a

Information on global warming and destruction.

Poem – Ed Hoffmeisterhttps://www.poemhunter.com/poem/can-earth-be-earth/

https://www.poemhunter.com/

simplified format. The Planet

The planet in crisis

Sessions 4


UNIT.

To discuss, analyse and evaluate the harmful effect people are having on the environment.


Describe what damage humans are causing the planet.

Explain Christian teachings on looking after the planet.

Evaluate whether humans have a responsibility to care for the planet.

Lesson 4: Assessment Question (20-30mins)

Give pupils 5-10mins to look over last lessons content before the assessment begins.

Pupils to work independently for the assessment task

“Abuse of the environment is impossible to stop”.

Evaluate this statement. In your answer you: Should give reasoned arguments in support of this statement Should give reasoned arguments to support a different point of

view Should refer to religious arguments May refer to non-religious arguments Should reach a justified conclusion. (12 marks)

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their ideas as to how they will answer the question3) Complete answer


**See at the end of the SOW for the assessment criteria. **

Term: Summer 1 Theme: Travel

Capital punishment

Sessions 1, 2 & 3

To discuss, analyse and evaluate the arguments for and against capital punishment.

To effectively apply lesson knowledge to

Session1: Explain what capital punishment is, as some may not know. Explain that despite it being abolished in the UK, it still happens in many countries around the world. Highlight that it has been debated 4 times (check this as it may have increased by now) since abolishment in parliament to bring it back into UK law.

Pupils complete opinion questionnaire on Capital Punishment. Followed

Opinion questionnaire on Capital Punishment.

Can a person be born evil? Article. https://www.bbcearth.com/blog/%3Farticle%3Dare-babies-born-good-or-evil/

https://www.bbcearth.com/blog/%253

an evaluation question, using references to religion.

Describe what capital punishment is and when it may be used.

Explain Christian teachings on capital punishment.

Evaluate whether humans have the right to take human life in this way.

by class discussion. Pupils may discuss their answers as they complete the questionnaire.

Read the article “Can a person be born evil?” As you are reading, think about whether or not some people might be born evil and can never reform or be rehabilitated (this means they can never change their evil ways and live a normal life in society because they will always be a danger to others). When you have finished, discuss your ideas with your table. Feedback using talk for my team.

Pupils Think Pair Share and make a list of crimes you think deserve to be punished by capital punishment. Class discussionExplain why you think these crimes deserve capital punishment.

Session 2: Read the information on Christian attitudes to capital punishment and complete a table to show the different views. Pupils can work in pairs to complete the task.What do you think are the reasons for these different attitudes?

Session 3:Pupils to watch an episode of “Trevor McDonald Life on Death Row” (on YouTube). There are two versions of this. The most recent was filmed in 2018.

Christian attitudes on capital punishment. https://www.bbc.co.uk/bitesize/guides/zhmhgk7/revision/3

https://www.youtube.com/playlist?list=PLKLYdlwQ1baNeEWZelkhJEgEVnvLpnPEv

Capital punishment

Session 4


Describe what capital punishment is and when it may be used.


Introduce the big debate question, “No one should agree with capital punishment”.

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their

https://www.youtube.com/playlist?list=PLKL

https://www.bbc.co.uk/bitesize/

Explain Christian teachings on capital punishment.

Evaluate whether humans have the right to take human life in this way.

ideas as to how they will answer the question3) Complete answer ONLY USE WRITING FRAMES WHERE NEEDED AND GRADUALLY REMOVE THESE AS PUPILS DEVELOP.


Complete reflection question on what they have personally learnt this lesson.Complete reflection question on a speech bubble: ‘What have you personally learnt this lesson?” attach this to your display board.

Term: Summer 2 Theme: The Final Solution

War- What is it good for?

Sessions 1, 2, 3 & 4


UNIT.

To discuss, analyse and evaluate the problem of war.


Describe why war happens.

Explain Christian teachings on war.

Evaluate whether war is ever justified or not.

Explain to pupils that they will have 4 sessions to prepare for their assessment. Do not reveal the assessment question in this first preparation lesson.

Pupils to be given the following information to analyse before answering the Big Debate Question at the end of the unit. Pupils to work independently for the assessment task. Use SEN strategies and support as required for pupils.

It may be helpful to have a debate/discussion on whether they agree that the planet is in crisis. DO NOT DEBATE THE ASSESSMENT QUESTION.

Session 1: War What is it good for lyrics analysis and completion of tasks on sheet using Think Pair Share. Play the song as they complete the task (Edwin Star “war what is it good for”). Followed with class discussion which can be done through talk for my team.

Pupils create a spider diagram about war, including facts, statistics, cost, deaths.

Read the newspaper article about the war in Syria, “Slaughter of the innocent”. Highlight any facts which show the horror of war. Share your thoughts and feelings with people on your table.

Edwin Star – War what is it good for. https://www.youtube.com/watch?v=dpWmlRNfLck

Newspaper article https://www.thejournal.ie/syrian-violence-has-worsened-since-ceasefire-says-un-501789-Jun2012/

https://www.theguardian.com/world/2006/jul/29/israelandthepalestinians.syria

https://www.bbc.co.uk/bitesize/guides /zbygjxs/revision/1

https://www.bbc.co.uk/bitesize/guides

https://www.theguardian.com/world/2006/

https://www.thejournal.ie/syrian-violence

https://www.youtube.com/

Session 2: Create a piece of work to illustrate the meaning behind the song “War what is it good for”.

Session 3: Different attitudes to war. In pairs/groups, discuss and record the main reasons why Christians agree/disagree with war. This can be done as a paired activity with different pairs teaching each other the different religious views.

What are the main similarities in their attitudes to war?

Session 4/5:Research how another religion views war e.g. The Islamic Just war theory or Ahimsa in Hinduism.

Lower Ability - Will need to be given the above information in a simplified format.

IPads. Reading material.

The Islamic Just war theory

Ahimsa in Hinduism.


Session 6


UNIT.

To discuss, analyse and evaluate the problem of war.


Describe why war happens.


Evaluate whether war is ever justified or

Case study: World War TwoIn the following clip you will hear Neville Chamberlain declare war with Germany in 1939. Britain declared war on Germany after it had invaded Poland. See clip: https://www.bbc.co.uk/bitesize/guides/zbygjxs/revision/9

For reflection and discussion1. Was World War Two a just war?2. Did it meet the criteria of the Just War theory?3. Was the war fought according to the criteria of the Just War

theory?4. What would pacifist Christians say about the war?

https://www.bbc.co.uk/bitesize/guides/zbygjxs/revision/9

not.


Session 7&8


UNIT.

To effectively apply lesson knowledge to an evaluation question, using references to religion.Describe why war happens.


Evaluate whether war is ever justified or not

Session 7&8: Assessment Question (20-30 minutes)

Give pupils 5-10mins to look over last lessons content before the assessment begins.

Pupils to work independently for the assessment task

“No religious believer should ever agree with war”.

Evaluate this statement. In your answer you: Should give reasoned arguments in support of this statement Should give reasoned arguments to support a different point of

view Should refer to religious arguments May refer to non-religious arguments Should reach a justified conclusion. (12 marks)

YOU COULD:1) Use the “analyse and evaluate” planning sheet to help formulate arguments for and against the statement.2) Use the “how to plan and answer” sheet for pupils to plan out their ideas as to how they will answer the question3) Complete answer


**See at the end of the SOW for the assessment criteria. **

Assessment Mark Scheme for Spring 2 Assessmentmark scheme

“Abuse of the environment is impossible to stop”.

Evaluate this statement. In your answer you: Should give reasoned arguments in support of this statement

Should give reasoned arguments to support a different point of view Should refer to religious arguments May refer to non-religious arguments Should reach a justified conclusion. (12 marks)

Target: AO2: Analyse and evaluate aspects of religion and belief, including significance and influence Pupils may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited:

Arguments in support

There are so many people in the world the environment is certain to be abused, damaged or destroyed. There is great demand on resources like oil, wood, minerals, etc. People abuse the environment to survive e.g. need for wood and energy for cooking. Modern lifestyles and technology demand resources. Use of fossil fuels causes pollution. CFCs in fridges are destroying the ozone layer. Carbon

emissions from vehicles, power stations and factories are causing climate change (the greenhouse effect) and acid rain, etc. It is impossible to turn the clock back once it has started to happen. There are increasing amounts of waste are being created by a throwaway society. People are demanding more and more – the Earth cannot

cope: forests are being destroyed, plastic and non-biodegradable materials are causing pollution and pesticides are getting into the food chain. People are more concerned with practicing dominion than stopping abuse of the environment, etc.

Arguments in support of other views

People should be concerned about future generations and encourage sustainable development. Harm the planet and it affects us all so it should be an important priority to stop abuse e.g. reduce, recycle, reuse. Take action to prevent animal habitats being destroyed and species becoming extinct. Religions teach to be good stewards and to look after mother earth. Humans have been given responsibility to care for the world for God and

should live sustainably. Earth summits show that things can be done, etc. Education changes the way people behave. More efforts by more people makes more difference. We can pass laws to protect the environment and punish transgressors. Campaigns have been effective in the past so will be in the future, e.g. reintroducing species / ant plastic.

Level Criteria Marks

4 A well-argued response, reasoned consideration of different 10-12

points of view.

Logical chains of reasoning leading to judgement(s) supported by knowledge and understanding of relevant evidence and

information.

3

Reasoned consideration of different points of view.

Logical chains of reasoning that draw on knowledge and understanding of relevant evidence and information.

7-9

2

Reasoned consideration of a point of view.

A logical chain of reasoning drawing on knowledge and understanding of relevant evidence and information OR

Recognition of different points of view, each supported by relevant reasons/evidence

4-6

1 Point of view with reason(s) stated in support 1-3

0 Nothing worthy of credit 0

Assessment Mark Scheme for Summer 1 Assessmentmark scheme

“No religious believer should ever agree with war”.

Evaluate this statement. In your answer you: Should give reasoned arguments in support of this statement Should give reasoned arguments to support a different point of view Should refer to religious arguments May refer to non-religious arguments Should reach a justified conclusion. (12 marks)

Target: AO2: Analyse and evaluate aspects of religion and belief, including significance and influence Pupils may include some of the following evidence and arguments, but all relevant evidence and arguments must be credited:

Arguments in support War is an organised conflict between states.

Mark out of 12 Grade12 911 810 79 6

7-8 56 45 3

3-4 21-2 10 U

A common cause of war is to defend yourself against an aggressor. The United Nations tries to avoid wars by getting countries to discuss their problems. The idea of the sanctity of life teaches Christians that life is sacred and should not be destroyed. The Commandment that can be used against war is 'You shall not kill'. To gain land and resources is NOT a condition for a Just War. Most Christians believe that war can sometimes be legitimate and right, though not desirable. Pacifists believe that war is never acceptable. Quakers are encouraged to protest against all wars. Most Christians believe that war should be avoided if possible, and should only be undertaken if all efforts to resolve an issue by peaceful

means have failed. Many Christians see war as the result of a failure to live by God's standards. There are many promises in the Old Testament that war will come to an end in the perfect Kingdom of God. The Just War theory was first developed by St Thomas Aquinas.

Arguments in support of other views

The Islamic Just war theory – Ahimsa in Hinduism – Ahimsa is one of the ideals of Hinduism. It means that one should avoid harming any living thing, and also avoid the

desire to harm any living thing. Ahimsa is not just non-violence - it means avoiding any harm, whether physical, mental or emotional. A holy war is a war fought for God and religion. The Bible does not clearly answer questions of war and peace but gives Christians guidelines on how to work for peace and justice. Arguments for nuclear weapons - The possession of nuclear weapons has kept the major world powers from coming to war since 1955, out of

fear of what might happen (mutually assured destruction). The knowledge of nuclear weapons cannot be removed. It is preferable for the major powers to have these bombs for deterrence than for an unstable dictator to use them in war.

Islam : Jihad: the origins, meaning and significance of jihad in Islam; the difference between lesser and greater jihad; the conditions for declaration of lesser jihad including reference to Surah 2:190, 22:39; divergent understandings of jihad within Islam; the importance of jihad in

the life of Muslims. Islam: Muslim understandings about Islam as a religion of peace and how this may be understood in the life of a Muslim.

Level Criteria Marks

4

A well-argued response, reasoned consideration of different points of view.

Logical chains of reasoning leading to judgement(s) supported by knowledge and understanding of relevant evidence and

information.

10-12

3

Reasoned consideration of different points of view.

Logical chains of reasoning that draw on knowledge and understanding of relevant evidence and information.

7-9

2

Reasoned consideration of a point of view.

A logical chain of reasoning drawing on knowledge and understanding of relevant evidence and information OR

Recognition of different points of view, each supported by relevant reasons/evidence

4-6

1 Point of view with reason(s) stated in support 1-3

0 Nothing worthy of credit 0

Mark out of 12 Grade12 911 810 79 6

7-8 56 45 3

3-4 21-2 10 U

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