developing knowledge, skills and attitudes in re€¦ · web viewself-assessment sheet. key...

(Religious Education)___________________________________________________________________________________________________________________________________

The following sections have been taken from the current Swindon Agreed Syllabus which is in use till 2020

Legal requirements: What does the legislation in England say?RE is for all pupils: RE must be provided for all registered pupils in state-funded schools in England, including those in thesixth form, unless withdrawn by their parents (or withdrawing themselves if they are aged 18 or over).It is a necessary part of a ‘broad and balanced curriculum’. Special schools should ensure that every pupil receives RE ‘as far as is practicable’.

The purpose of RE Religious Education contributes dynamically to children and young people’s education in schools byprovoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality,issues of right and wrong and what it means to be human. In RE they learn about and from religions and worldviews in local, national and global contexts, todiscover, explore and consider different answers to these questions. They learn to weigh up the value of wisdom from different sources, to develop and express theirinsights in response, and to agree or disagree respectfully. Teaching therefore should equip pupils with systematic knowledge and understanding of a range ofreligions and worldviews, enabling them to develop their ideas, values and identities. It should develop in pupils an aptitude for dialogue so that they can participate positively in our society,with its diverse religions and worldviews. Pupils should gain and deploy the skills needed to understand, interpret and evaluate texts, sources ofwisdom and authority and other evidence. They should learn to articulate clearly and coherently theirpersonal beliefs, ideas, values and experiences while respecting the right of others to differ.The purpose of RE is captured in the principal aim, which is intended to be a short-hand version for day-todayuse. Teachers should use it when planning RE, whether long-term or short-term. It should beconsidered as a doorway into the wider purpose articulated above.

Principal aimThe principal aim of RE is to engage pupils in systematic enquiry into significanthuman questions which religion and worldviews address, so that they can developthe understanding and skills needed to appreciate and appraise varied responses to

these questions, as well as develop responses of their own.

The aim(s) of REThe threefold aim of RE elaborates the principal aim.The curriculum for RE aims to ensure that all pupils:1. Know about and understand a range of religions and worldviews1, so that they can: describe, explain and analyse beliefs and practices, recognising the diversity which exists within andbetween communities and amongst individuals identify, investigate and respond to questions posed, and responses offered by some of the sourcesof wisdom2 found in religions and worldviews appreciate and appraise the nature, significance and impact of different ways of life and ways ofexpressing meaning.2. Express ideas and insights about the nature, significance and impact of religions and worldviews, sothat they can: explain reasonably their ideas about how beliefs, practices and forms of expression influenceindividuals and communities express with increasing discernment their personal reflections and critical responses to questionsand teachings about identity, diversity, meaning and value, including ethical issues appreciate and appraise varied dimensions of religion.3

3. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that theycan: find out about and investigate key concepts and questions of belonging, meaning, purpose andtruth, responding creatively enquire into what enables different individuals and communities to live together respectfully forthe wellbeing of all articulate beliefs, values and commitments clearly in order to explain why they may be important in

their own and other people’s lives.

Developing knowledge, skills and attitudes in RE

Investigating – in RE this includes abilities such as: asking relevant questions knowing how to use different types of sources as ways of gathering information knowing what may constitute evidence for understanding religion(s).

Reflecting – in RE this includes abilities such as: reflecting on religious beliefs and practices and ultimate questions reflecting upon feelings, relationships, and experiences thinking and speaking carefully about religious and spiritual topics.

Expressing – in RE this includes abilities such as: explaining concepts, rituals and practices identifying and articulating matters of deep conviction and concern, and responding to religious issues through a variety of media

Interpreting – in RE this includes abilities such as: drawing meaning from, for example artefacts, works of art, poetry and symbols interpreting religious language suggesting meanings of religious texts.

Empathising – in RE this includes abilities such as: considering the thoughts, feelings, experiences, attitudes, beliefs and values of others developing the power of imagination to identify feelings such as love, wonder, forgiveness and sorrow seeing the world through the eyes of others, and to see issues from their point of view, deepening understanding of beliefs and practices.

Applying – in RE this includes abilities such as: using RE learning in new situations making the association between religions and individual community, national and international life identifying key religious values and their connections with secular values.

Discerning – in RE this includes abilities such as: developing insight into personal experience and religion exploring the positive and negative aspects of religious and secular beliefs and ways of life relating learning to life making thoughtful judgements about the personal value of religious beliefs and practices.

Analysing – in RE this includes abilities such as: distinguishing between opinion, belief and fact

distinguishing between the features of different religions recognising similarities and distinctiveness of religious ways of life.

Synthesising – in RE this includes abilities such as: linking significant features of religion together in a coherent pattern connecting different aspects of life into a meaningful whole

making links between religion and human experience, including the pupil's own experience.

Evaluating – in RE this includes abilities such as: debating issues of religious significance with reference to experience, evidence and argument weighing the respective claims of self-interest, consideration for others, religious teaching and individual conscience

drawing conclusions which are balanced, and related to evidence, dialogue and experience.

Developing attitudes in REa) Curiosity and wonder – in RE this includes:

developing imagination and curiosity recognising that knowledge is bounded by mystery appreciating the sense of wonder at the world in which they live developing their interest in and capacity to respond to questions of meaning and purpose exploring the nature of religious practices and teachings being willing to look carefully at ‘the other’ and be open to learning from it following mysterious and profound lines of thinking through, to see where they lead.

b) Commitment – in RE this includes: understanding the importance of commitment to a set of values by which to live one's life willingness to develop a positive approach to life the ability to learn, while living with certainty and uncertainty.

c) Fairness – in RE this includes:

listening to the views of others without prejudging one's response careful consideration of other views

willingness to consider evidence, experience and argument readiness to look beyond surface impressions developing the courage to pursue fairness.

d) Respect – in RE this includes:

being sensitive to the feelings and ideas of others developing skills of listening and a willingness to learn from others, even when others’ views are different from their own being ready to value difference and diversity for the common good appreciating that some beliefs are not inclusive and considering the issues that this raises for individuals and society being prepared to recognise and acknowledge their own bias recognising the rights of others to hold their own views avoidance of ridicule discerning between what is worthy of respect and what is not appreciation that religious convictions are often deeply felt.

e) Self-understanding – in RE this includes:

feeling confident about their own beliefs and identity and sharing them without fear of embarrassment or ridicule developing a realistic and positive sense of their own religious, moral and spiritual ideas and a mature sense of self worth recognising their own uniqueness as human beings and affirming their self-worth becoming increasingly sensitive to the impact of their ideas and behaviour on other people developing the capacity to discern the personal

relevance of religious questions deepening awareness of the role of belief and tradition in identity and culture. f) Open mindedness – in RE this includes:

being willing to learn and gain new understanding engaging in argument or disagreeing reasonably and respectfully (without belittling or abusing others) about religious, moral and spiritual questions developing the confidence in one’s own identity to appreciate the identity of others willingness to seek new truth through learning openness to points of view different from one’s own.

g) Critical mindedness – in RE this includes:

a willingness to examine ideas, questions and disputes about religious and spiritual questions distinguishing between opinions, viewpoints and beliefs in connection with issues of conviction and faith the development of attitudes that distinguish between such things as superstition or prejudice and such things as conviction, personal commitment and

faith the ability to argue respectfully, reasonably and evidentially about religious and spiritual questions.

h) Enquiry - in RE this includes:

a desire to seek after the truth developing a personal interest in ultimate or metaphysical questions an ability to live with ambiguities and paradox the desire to search for the meaning of life being prepared to reconsider existing views critically being prepared to acknowledge bias and prejudice in oneself willingness to value insight and imagination as ways of perceiving reality.

RE and British values RE can make a key educational contribution to pupils’ explorations of British values, and excellent teaching of RE can enable pupils to learn to think for themselves about them.

Questions about whether social and moral values are best described as ‘British values’ or seen as more universal human values will continue to be debated (not least in the RE classroom!), but for the purposes of teachers of RE, the subject offers opportunities to build an accurate knowledge-base about religions and beliefs in relation to values. This in turn supports children and young people so that they are able to move beyond attitudes of tolerance towards increasing respect, so that they can celebrate diversity.

Mutual tolerance Schools do not accept intolerant attitudes to members of the community: attitudes which reject other people on the basis of race, faith, gender, sexual orientation or age are rightly challenged. A baseline for a fair community is that each person’s right to ‘be themselves’ is to be accepted by all. Tolerance may not be enough: RE can challenge children and young people to be increasingly respectful and to celebrate diversity, but tolerance is a starting point. It is much better than intolerance.

Respectful attitudes In the RE curriculum attention focuses on developing mutual respect between those of different faiths and beliefs, promoting an understanding of what a society gains from diversity. Pupils will learn about diversity in religions and worldviews, and will be challenged to respect other persons who see the world differently to themselves. Recognition and celebration of human diversity in many forms can flourish where pupils understand different faiths and beliefs, and are challenged to be broad-minded and open-hearted.

Democracy

In RE pupils learn the significance of each person’s ideas and experiences through methods of discussion. In debating the fundamental questions of life, pupils learn to respect a range of perspectives. This contributes to learning about democracy, examining the idea that we all share a responsibility to use our voice and influence for the wellbeing of others.

The rule of law In RE pupils examine different examples of codes for human life, including commandments, rules or precepts offered by different religious communities. They learn to appreciate how individuals choose between good and evil, right and wrong, and they learn to apply these ideas to their own communities. They learn that fairness requires that the law apply equally to all, irrespective – for example – of a person’s status or wealth. They have the opportunity to examine the idea that the ‘rule of law’ focuses specifically on the relationship between citizens (or subjects) and the state, and to how far this reflects or runs counter to wider moral codes and precepts.

Individual liberty In RE, pupils consider questions about identity, belonging and diversity, learning what it means to live a life free from constraints. They study examples of pioneers of human freedom, including those from within different religions, so that they can examine tensions between the value of a stable society and the value of change for human development.

At no time will Crowdys Hill school attempt to indoctrinate the pupils through its RE teaching. Parents have the right to remove their child from RE lessons after consultation with school.

A. Know about andunderstand a range ofreligions and worldviews.

B. Express ideas and insightsabout the nature, significanceand impact of religions andworldviews.

C. Gain and deploy the skillsneeded to engage seriouslywith religions andworldviews.

A1. Most pupils toRecall and name differentbeliefs and practices, includingfestivals, worship, rituals andways of life, in order to find outabout the meanings behindthem.

B1. Most pupils toAsk and respond to questionsabout what individuals andcommunities do, and why, sothat pupils can identify whatdifference belonging to acommunity might make.

C1. Most pupils toExplore questions aboutbelonging, meaning and truth sothat they can express their ownideas and opinions in responseusing words, music, art or poetry.

A2. Most pupils to Retell and suggest meaningsto some religious and moralstories, exploring and discussingsacred writings and sources ofwisdom and recognising thetraditions from which they come.

B2. Most pupils toObserve and recountdifferent ways of expressingidentity and belonging,responding sensitively forthemselves.

C2. Most pupils toFind out about and respondwith ideas to examples of cooperationbetween people whoare different.

A3. Most pupils toRecognise some differentsymbols and actions whichexpress a community’s way oflife, appreciating somesimilarities betweencommunities.

B3. Most pupils toNotice and respondsensitively to some similaritiesbetween different religions andworldviews.

C3. Most pupils to Find out about questions ofright and wrong and begin toexpress their ideas and opinionsin response.

Some pupils toDescribe and makeconnections between differentfeatures of the religions andworldviews they study,discovering more aboutcelebrations, worship,pilgrimages and the rituals whichmark important points in life, inorder to reflect on theirsignificance.

Some pupils toObserve and understandvaried examples of religions andworldviews so that they canexplain, with reasons, theirmeanings and significance toindividuals and communities.

Some pupils toDiscuss and presentthoughtfully their own andothers’ views on challengingquestions about belonging,meaning, purpose and truth,applying ideas of their own indifferent forms including (e.g.)reasoning, music, art and poetry.

Some pupils toDescribe and understandlinks between stories and other

Some pupils toUnderstand the challenges ofcommitment to a community of

Some pupils toConsider and apply ideasabout ways in which diverse

aspects of the communities theyare investigating, respondingthoughtfully to a range ofsources of wisdom and to beliefsand teachings that arise fromthem in different communities.

faith or belief, suggesting whybelonging to a community maybe valuable, both in the diversecommunities being studied andin their own lives.

communities can live togetherfor the wellbeing of all,responding thoughtfully to ideasabout community, values andrespect.

Some pupils toExplore and describe a rangeof beliefs, symbols and actions sothat they can understanddifferent ways of life and ways ofexpressing meaning.

Some pupils toObserve and considerdifferent dimensions of religion,so that they can explore andshow understanding ofsimilarities and differenceswithin and between differentreligions and worldviews.

Some pupils toDiscuss and apply their ownand others’ ideas about ethicalquestions, including ideas aboutwhat is right and wrong and whatis just and fair, and express theirown ideas clearly in response

These general outcomes are related to specific content within the key question outlines/units. The chosen units have been taken across Key stage 2 and 3 and adapted as necessary to engage with the pupils. These outcomes are taken from the end of Key Stage 1 and 2 and are most appropriate for pupils at our school. All pupils in the main school have a distinct RE lesson each week which is under the umbrella of My Future My World. The pupils in the Thematic Learning Centre may have a distinct lesson or have RE included within the topics they are covering.

Year 7

Brief overviewRE is taught following the Swindon Agreed Syllabus. Topics covered during this year are- if God is everywhere, why go to a place of worship? What is so radical about Jesus?, What difference does it make to believe in The Torah and being God’s holy people? , and What is good and challenging about being a Sikh in Britain today?

Keywords: Worship- Artefact Symbol Jesus Christian Bread red wine Cross Pulpit Font Church Altar communion prayer worship holy

Jesus - Testament Jesus Parable God Belief Ministry Teachings forgiveness radical sacrifice crucifixion influence cross

Jewish - Shabbat Passover Moses Exodus Plagues Challah bread celebration Synagogue Commitment Kosher

Sikh - Gurdwara; Bangle; Shorts Identity Guru Granth Sahib Guru respect 5K’s uncut hair sword comb service equality Langar Gurmurkhi

Careers statement:RE helps pupils become successful learners by enabling them to:• develop important skills, knowledge and understanding of themselves, others and the world in which they live.• build progression from simple skills such as naming, recognising and recalling, to complex and demanding skills such critical evaluation.

RE helps pupils become confident individuals by enabling them to:• express their own ideas and responses in a variety of ways• share their own views, ideas and experiences,

RE helps pupils become responsible citizens by enabling them to:• develop both respect and sensitivity to other people’s beliefs and values;• learn about and from the contribution of religion and belief both locally and globally.

RE encourages an ability to see things from another’s viewpoint and to be able to hold a discussion with another person in a reasoned manner; to think about personal choices they make; to think of ways to develop positive relationships with others; and to think about their own impact on the world and other people. Pupils learn tolerance, respect of others, self-awareness, ability to discuss and communicate their feelings and ideas, awareness of the world beyond themselves, critical thinking, awareness and greater understanding of fellow workers, neighbours.

All this is of value in the work place in helping students develop their work skills and their ability to work with other people.

R.E. Scheme of Learning

Year 7Weeks Key Learning

ThemeResources Key Learning Marking and

Assessment Progress booklet using CHP

A range which may include:

Quizzes Questioning

Self-assessment sheet

Key vocabulary page1-11 If God is

everywhere, why go to a place of worship?

Christianity

media clipsArtefactsDVDChurchPicturesInteractive whiteboard

Students will be more able to: Recall and name some key features of places

of worship Christian - font, altar, pulpit, shape of building etc.

Explore that all churches do not look the same and how and why are they different

Describe the most important parts of the building to worshippers and give their own opinion

talk about a place where people might say or feel God is somehow more ‘present’ in a church? What is special about these places?

Explore and discuss why some Christians meet in Cafes etc. to worship? What are the important parts of worship?

Understand the importance of gathering together as people to worship

reflect on communion as part of worship and what it means to Christians

Consider the question: what is worship- prayer, singing, reading the Bible?

describe the most important things that happen of a place of worship for the community

Explain how things people do in church help them worship

Consider makes a place special to them and

SMSC EmpathyFeelings and valuesCreativityreflectionevaluation

IT 2 paint a pictureMedia clips

ILS IT skillsCommunitycitizenship

Numeracy Shapenumber

Communication DiscussionquestioningKey vocabularyExploring ideasGiving opinions

why?

Weeks Key Learning Theme

Resources Key Learning Marking and Assessment

Progress booklet using CHP


Quizzes

Questioning


Key vocabulary page12-20 What is so

radical about Jesus?

Christianity

Biblesmedia clipsArtefactsInteractive whiteboardPostersbooks

Students will be more able to:

Explain why one action or teaching of Jesus’ was considered radical

Understand and recall the story of the Good Samaritan as a radical message expressing the idea of loving everyone

Understand and explore the parable of the lost son and Jesus ideas on forgiveness

To reflect on their own attitudes to forgiveness- how easy is it to forgive people?

Explore the idea of sacrifice by Jesus- Giving his life for others

Understand the importance of the cross as a symbol of that sacrifice and hope to Christians today

Explore their own attitude to sacrifice and putting others first- What would they sacrifice?

Offer an opinion on how Jesus’ radical message should affect Christians today

Make connections between some of Jesus’ teachings and the way Christians live today

SMSC EmpathyValuesrespectreflectioncuriosity

IT Media clipsWordPowerPoint

ILS respectcooperation and teamworkcommunity

Numeracy Numbermoney

Communication Listening skillsDiscussionQuestioningRoleplayKey vocabularyExpressing opinions

Discuss idea of WWJD- What Would Jesus Do when faced with different situations? What would he want his followers to do?

Reflect on and discuss what impact following Jesus’ example and teaching would have on the school/local community/world?

Suggest some ideas about good ways to treat others, arising from their learning

reflect on values important to them work cooperatively with their peers respond sensitively to the ideas of others

including those belonging to a faith community.





Quizzes Questioning


Key vocabulary page

21-30 What difference does it make to believe in…?

Torah and God’s chosen people

Judaism

ArtefactsMedia clipsFoodBooksPostersInteractive whiteboard


understand having a faith affects all parts of life

understand Jews belief as Gods holy people- chosen and told in the Torah

explore the idea of special food and think about any rules they have about what they eat

recall the idea of Kosher food and have an awareness of what keeping Kosher means

SMSC RespectCultureDiversityreflectvaluesconsideration of others

IT InternetWord/ Clicker6

ILS community

know why Shabbat is a holy day for Jews and how it is celebrated

reflect on the concept of a day of rest and their personal response

discuss what helps build a sense of belonging and identity

understand the importance of Passover as God rescuing his chosen people

Recall the story of Passover and how God helped the Jews

Understand why the Pesach meal is important, what happens and the symbolism of the food.

To reflect on their own beliefs and how it influences themselves

respond sensitively to the ideas of others including those belonging to a faith community.

respectcitizenship

Numeracy Timenumber

Communication Exploring ideasDiscussionKey wordsGiving opinionsquestioning





Quizzes Questioning


Key vocabulary page31-39 What is good

and what is challenging about being a teenage Sikh in Britain today?

media clipsGurdwara visitArtefactsBooksposters


Explain how Sikh teenagers express their faith in Britain today. Think about and ask questions about their

own sense of belonging and identify, what influences them? how do they express their identity?

Understand Sikh s use a different language for worship. How easy is it to learn? Find out about

SMSC DiversityCulturerespectempathyconsequences of actionsreflection

IT PowerPointWord / Clicker 6

ILS Community

Gurmurkhi, the language developed by Guru Nanak.

Think and discuss the difficulty of learning another language for worship

Explore the idea of wearing different thing -clothes etc. help express identity- uniforms etc.

Explain and discuss Sikh’s wear the 5 k’s as part of their identity- What are they? What could be the challenge of wearing the 5k’s today

Understand the importance of the Gurdwara to worshippers. What happens there? How might it be a challenge to young Sikhs to attend?

Understand the importance of service to others for Sikhs -Sewa. How do young people practice this?

to reflect on the teaching of Guru Nanak about hard work and honesty- The honest work of Lalo story reflect upon the communities to which they

belong and respond sensitively to the ideas of others including those belonging to a faith community.

Developing relationships with otherscitizenship

Numeracy numbermoney

Communication VocabularySpeaking and listeningRespecting others views



Year 8

Brief overview

RE is taught following the Swindon Agreed Syllabus. Topics covered during this year are – Why is there suffering? Are there any good solutions? , Should happiness be the purpose of life?, Does religion help people to be good? and What does it mean to be a Muslim in Britain today?

Keywords:

Suffering- Buddha Buddhism Eightfold Path Four Noble Sights Four noble Truths Wheel Death Sick Old holy man Gautama actions Nirvana charity

Happiness- meditation Buddha Dukka values Mother Teresa happiness Christian

Being good- golden rule scripture guidance morals

Muslim- Equality Qur’an beliefs teaching 5 Pillars Islam prayer Hajj Muslim Makkah

Careers statement:

RE helps pupils become successful learners by enabling them to:• develop important skills, knowledge and understanding of themselves, others and the world in which they live.• build progression from simple skills such as naming, recognizing and recalling, to complex and demanding skills such as synthesis and critical evaluation.



RE encourages an ability to see things from another’s viewpoint and to be able to hold a discussion with another person in a reasoned manner; to think about personal choices they make; to think of ways to develop positive relationships with others; and to think about their own impact on the world and other people. Pupils learn tolerance, respect of others, self-awareness, ability to discuss and communicate their feelings and ideas, awareness of the world beyond themselves, critical thinking, awareness and greater understanding of fellow workers, neighbours.


Religious Education Scheme of Learning Year 8Weeks Key Learning


AssessmentProgress booklet using CHP


Quizzes Questioning


Key vocabulary page

1-9 Why is there suffering? Are there any good solutions?

Christianity, Buddhism and world views

Artefacts

Posters

Media clips

Music

books


Think about why people suffer- the causes and types of suffering- emotional, physical etc.

describe how Prince Gautama became known as the Buddha and his desire to end suffering after seeing the 4 Noble Sights

Describe and show knowledge of the key teachings of the Buddha – The Four Noble Truths especially 1st and 2nd Noble Truth.

Think about the idea of the Middle Way to help stop suffering

Consider the concept of reincarnationand how this impacts how a Buddhist lives

• reflect on the Eightfold Path as a way to help end suffering

Explore how does belief then affect the actions a Buddhist makes

Reflect on the Christian idea of stopping suffering by helping others. Jesus says to

SMSC Identity

Values

Reflection

Consequences

choices

reasoning

empathy

IT Internet

PowerPoint

Publisher

Media clips

ILS Community

citizenship

healthy lifestyle

his followers ‘you help one of my brothers/sisters, you help me’.

Discuss -Is there suffering because humans do not help each other? Look at the work of a Christian charity such as foodbank. Helping the homeless

make links between their own values and those of others.

Give a religious view on why people suffer

Think about ways to stop suffering in the world


developing relationship with others

Numeracy Number

time

Communication Roleplay

Discussion

Key words

Exploring ideas

Reflecting

Explaining ideas





Quizzes Questioning


Key vocabulary page

10-18 Should happiness be the purpose of life?

Christianity and

Artefacts

Posters

Media clips

Music

books


reflect on what is happiness? To give examples of what makes them happy

explore what is important things in their life? To reflect and think about the idea – Can we have

find happiness in material things or do we need more?

think about how Christians believe part of happiness is found in making the world a better

SMSC Diversity

Reflect

values

empathy

moral choices

Buddhism place to think about the command in Matthew 22.37-39

to’ love God and to love your neighbor as yourself’.

Reflect on the work of Mother Teresa as an example of sharing God’s love and making the world better for people

To think on her sayings about be a drop in the ocean- How can they make a difference for others? What could they do?

Have an understanding of the Buddhist idea of Dukkha and connect the Buddhist idea of ending need for things to helping find happiness


IT Internet

PowerPoint

Publisher

Media clips

ILS Developing relationships with others

Citizenship

Community

Numeracy Number

time

Communication Discussion

Key vocabulary

Exploring ideas

Evaluating ideas





Quizzes Questioning


Key vocabulary page

19-28 Does religion Artefacts Students will be more able to SMSC Reflection

help people to be good?

Many religions and world view

Posters

Books

Music

Media clips

Internet

think about what influences how they behave discuss what rules they have to guide them-

where do they come from? Talk about how we learn the difference

between right and wrong. Is it always clear? How do people know?

Express ideas about right and wrong, good and bad for themselves, including ideas about love, forgiveness, honesty, kindness and generosity

Explore the Golden rule and its meaning Give examples of living out the Golden Rule

Explain that religions have holy scriptures to guide believers to be good

Is it sometimes difficult for believers to follow the guidance?

Recall and talk about some rules for living in religious traditions

Explore examples of people in the news being good and consider what has inspired them to good actions?

Explore idea of religious moral rules with non-religious. E.g. Peter Singer’s charity @The life you can save’

Explore the actions of an inspirational religious individuals (e.g. Desmond Tutu, Dame Cecily Saunders). Consider how their religious faith inspired and guided them in their lives.


Curiosity

Evaluation

Respect values

investigation

IT Media clipsPowerPointWord

ILS Community

Citizenship

Developing relationships with othersNumeracy time

number

Communication Key vocabulary

Reflection

Discussion

Reasoning

Questioning

Exploring ideas

Weeks Key Learning


AssessmentProgress booklet using CHP


Quizzes Questioning


Key vocabulary page

29-38 What does it mean to be a Muslim in Britain today?

Islam

Books Inc. Qur’an

media clips

Interactive whiteboard

artefacts


Describe the Five Pillars of Islam and give examples of how these affect the everyday lives of Muslims

Identify three reasons why the Holy Qur’an is important to Muslims, and how it makes a difference to how they live

Make connections between Muslim practice of the Five Pillars and their beliefs about God and the Prophet Muhammad. Understand the importance of Shahadah (belief in one God and his Prophet);

Explore the practice, meaning and significance of the Five Pillars of Islam as an expression of ibadah (worship and belief in action).

Describe how Muslims pray salat (daily prayer) and how this connects them to Allah

Explore the idea of sawm (fasting) What is their response to this idea?

Expire the idea of zakat (alms giving); as an important way of thinking about God’s

SMSC Respect

Values

Reflection

Diversity

Empathy

Exploring ideas

tolerance

IT Word/Clicker 6

Media clips

PowerPoint

ILS Community

Relationships with others

CitizenshipNumeracy Money

Number

generosity and thinking of others

Understand Hajj as a holy journey and recall elements that pilgrims experience.

Explore how does keeping the 5 Pillars affect the lives of Muslims, moment by moment, daily, annually, in a lifetime?

Consider how the 5 Pillars of Islam guide Muslims in their relationship with Allah and others–prayer, Hajj, giving to others etc.

are able to talk about why relationships are important to themselves and others, including those from a faith community.

respond sensitively to the ideas of others by expressing feelings and ideas.

reflect upon what are authorities for them and what guides and inspires them in their life.

time


Reflection

Discussion

Reasoning

Questioning

Exploring ideas



SMSC

IT

ILS

Numeracy

Communication

Year 9

Brief overviewRE is taught following the Swindon Agreed Syllabus. Topics covered during this year are: Do we need to prove God’s existence? , Does living biblically mean obeying the whole Bible?, How do people express the Spiritual through music and art?, and Is death the end? Does it matter?

Keywords:

God Exists- Christian Trinity Jesus Holy Spirit Creation Theological Theory exist proof belief Allah 99 Names of Allah

Living biblically- Bible gospels guide justice freedom equality peaceful Martin Luther King individual

Spiritual through music and art- Mandala image represent expression spiritual

Death the end- Heaven mourning death burial cremation ashes hell resurrection Christian grief afterlife memorial

Careers statement:

RE helps pupils become successful learners by enabling them to:• develop important skills, knowledge and understanding of themselves, others and the world in which they live.• build progression from simple skills such as naming, recognizing and recalling, to complex and demanding skills such as synthesis and critical evaluation.



RE encourages an ability to see things from another’s viewpoint and to be able to hold a discussion with another person in a reasoned manner; to think about personal choices they make; to think of ways to develop positive relationships with others; and to think about their own impact on the world and other people. Pupils learn tolerance, respect of others, self-awareness, ability to discuss and communicate their feelings and ideas,

awareness of the world beyond themselves, critical thinking, awareness and greater understanding of fellow workers, neighbours.


Religious Education Scheme of LearningYear 9





Quizzes Questioning


Key vocabulary page1-10 Does living

biblically mean obeying the whole Bible?

Christianity

DVDPostersTextbooksArtefactsBooksLaptopsMedia clips

Students will be more able to:• think about what is important in their

lives• explore how they have learnt about

how they should or choose to behave

• understand the idea of the bible as a guide for living for Christians

• to know the Bible has different types of writing in different sections- Old/New Testament, Gospels, etc.

• explain the importance of the Gospels as showing teachings of Jesus to Christians

• explore the life of Martin Luther King following the Bible teaching in his work for Justice and equality

• consider the ‘I have a dream’ speech and

SMSC DiversityCultureRespectEmpathy

IT PowerPointWord/clicker6publishermedia clips

ILS Communitycitizenshiprelationships with others

Numeracy Timenumber


make a personal response to dreams for a better world

Talk and ask questions about their own and other experiences of growing up and who/what influences their own and others’ lives, including those belonging to a faith community.

Make links between their own values and those of others.

ListeningDiscussionevaluation





Quizzes

Questioning


Key vocabulary page30-38 Is death the

end? Does it matter?

Christianity, Buddhism,Non-religion and world views

Media clipsPostersMusicArtefactsBookslaptops


Reflect on why people die, what images and ideas of death do they have.

Reflect how Christian hopes and expectations are expressed in the words of a Christian funeral service.

explore the Buddhist idea of samsara- the cycle of birth and rebirth

Describe Christian attitudes to death and life after death e.g. belief in heaven

Explore how beliefs about death have an impact on how someone lives their life.

Explore some human attitudes and reactions to life and death e.g. mourning, cryogenics and make

SMSC EmpathyBeliefsRespectCuriosityreflectioncreativity

IT InternetWordPowerPointMedia clips

ILS Developing relationships with othersCommunitycitizenship

Numeracy Timemoney

their own response to these.

• Reflect on the ideas of burial and cremation and give a personal response-What would they want at their funeral?

Encounter the Humanist idea of ‘the one life we have’- lack of afterlife as a reason to make the best of this one- what do they think

• Respond to the concepts of life after death, idea of heaven/hell, resurrection and judgement.• give consideration to how they would want to be remembered

Explain one answer to the question: is death the end?

Respond sensitively to their own and others questions and ideas about death which they find interesting or puzzling

Communication ReasoningKey vocabularyEvaluatingDiscussionquestioning





Quizzes

Questioning


Key vocabulary page

20-29How do people express the Spiritual through music and art?

media clipsInteractive whiteboardArtefactsBooksPhotoslaptops


• Understand what spirituality is• Give an example of spirituality• discover how spirituality can be experienced

in art and music• think about the impact on believer’s emotions

SMSC EmpathyDiversityRespectReflectioncreativity

IT PowerPoint

Christianity, Buddhism, Islam and Sikhism

and faith

• explore different cultural images of Jesus in Christian art and give a personal response

• reflect on what does this show us about what Jesus means to Christians

• know about the Buddhist idea of sand mandalas to aid meditation

• create a sand mandala to help understand the Buddhist idea of impermanence

• discuss and think about their own response when having to destroy the Mandala they have created

• understand the Muslim art does portray God so does not use people or animals

• explore Sikh music central in worship and the Scriptures written in melodies to help understand God better.

• Think about their response to different music and its impact on them emotionally- How does it make them feel?

• give their own views and respond sensitively to the ideas of others including those belonging to a faith community

Word/Clicker 6Media clips

ILS Developing relationships with othersCitizenshipcommunity

Numeracy Timenumber

Communication QuestioningReasoningDiscussionKey vocabularyevaluation





Quizzes

Questioning


Key vocabulary page11-19 Do we need

to prove God’s existence?

Why do some people believe God exists?

ChristianityMuslim

Media clipsBooksPicturesMusicLaptopsartefacts

Students will be more able to: Reflect on what do people believe in -the

unproven such as ghosts, aliens etc. Consider their own ideas about God – If God

exists what is God like to them? Discuss whether we can prove or disprove the

existence of God? Have an awareness terms theist, atheist and

agnostic and give examples of statements that reflect these beliefs (B.

Contrast one argument for the existence of God with a non-theistic worldview

Give two reasons why a Christian believes in God and one why an atheist does not

Reflect on what Christians say about God’s existence- the Teleological argument as designer

Contrast and consider what do Scientists say about God - cosmology – Big Bang Theory

explore some of the names of God and metaphors for God in the Bible (e.g. God as Father, Spirit, Son, eternal, almighty, holy, shepherd, rock, fortress, light).

Understand and show knowledge of the Christian idea of God – the Holy Trinity

Explore the idea of the 99 names of Allah in helping to understand what God is like

Explore what impact believing in God might make on the way someone lives his or her everyday life.

ask questions of importance and give personal responses

give their own views about the existence of God and respond sensitively to the ideas of others including those belonging to a faith community

SMSC ValuesRespectreflectionbeliefscreativityempathycuriosity

IT Word/Clicker 6PowerPointMedia clips

ILS CommunityCitizenshipDeveloping relationships with others

Numeracy timenumber

Communication DiscussionEvaluationQuestioningDeveloping opinions



SMSC

ITILS

Numeracy

Communication

developing knowledge, skills and attitudes in re€¦ · web viewself-assessment sheet. key...

Documents