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CCEA Planning Framework for GCSE Religious Studies


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Religious Studies. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Religious Studies:The following skills are assessed in GCSE Religious Studies:

Demonstrate knowledge and understanding of religion, including beliefs, practices and sources of authority; and

Analyse and evaluate aspects of religion and belief, including their significance and influence.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Students will communicate meaning, feelings and viewpoints in a logical and coherentmanner, for example on the debate about euthanasia. They will make oral and written summaries, reports and presentations, taking account of audience and purpose, for example report on updates to the law on assisted dying. They will be able to interpret and analyse a wide range of mathematical data, for example statistics on the divorce rate or the numbers of people converting to a religious faith. Students should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online; preparation of oral and written reports or presentations.Thinking Skills and Personal Capabilities at Key Stage 4Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Students should be able to plan work, for example when carrying out homework;And set personal learning goals and targets to meet deadlines, for example in revisingfor school tests. They should be able to participate in effective teams and accept responsibility for achieving collective goals, for example a group discussion on the issues surrounding human surrogacy. Students should be able to explore unfamiliar views without prejudice, for example different beliefs about God from different world religions.

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Religious Studies specification content. Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

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Planning Framework for GCSE Religious Studies

Unit 1

Unit 1 Content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Key Stage 4 Statutory

Skills and Personal

Capabilities

The birth, development and beliefs of the church

Students should be able to demonstrate knowledge and understanding of, and critically evaluate: the events and

meaning of Pentecost (Acts 2:1-8)

Set the scene for Pentecost – recap on the events leading up to this day.

Watch www.Youtube - saintrockmedia ‘Pentecost’

Read Acts 2:1-8

UICT

Comm - R

Imagine you are one of the disciples in the room – write a blog post about the events. Include as much detail about the events as you can.

Working In twos - Create a table ‘Before/After’ and record ways in which the disciples were changed by the events on Pentecost.

Find out – Why is this day called ‘The Birthday of the Early Church’?

SM

WO

4

http://www.Youtube/


Read 1 Cor.12:1-11

St Paul’s teaching on the church (1Cor.12:1-11, 14-22, 25-27)

List the gifts of the Spirit that Paul mentions. What is the overall purpose of these gifts v7

Watch – www.youtube - 1 Corinthians 12:12-27 sonix77Read 1 Cor. 14-25 and create your own cartoon strip explaining the key teaching of this passage.

Comm – R&W

SM

Unit 1 Content


Content


Skills and Personal

Capabilities

GCSE style question – ‘The Church today should be more like the Early Church.’ Do you agree with this statement? Give reasons for you answer

Comm - W

Resources Bible Internet

5

http://www.youtube/


Unit 1 Content


Content


Skills and Personal

Capabilities

The birth, development and beliefs of the church (cont.)

The characteristics of the Early Church: preaching, teaching, prayer, miracles, hymn-singing and sharing. (Matt. 10:1, 5-14; Acts 2:42, 44-47; 1Cor. 11:23-25; James 2:14-17; Col 3:12-17

Read Matt. 10:1, 5-14; Acts 2:42, 44-47; 1Cor. 11:23-25; James 2:14-17; Col 3:12-17

Make a list of the characteristics of the Early Church.

Discuss in groups - In what ways do you think the Church today is similar to /differs from the Early Church?

Create a table ‘Similar/different’ to record your thoughts.

Comm – R&W

WO

The Apostles’ Creed as a summary of Christian belief, truth and meaning.

Create an ancient scroll and write out the Apostles Creed.

What is a ‘Creed’?

Using www.bbc.co.uk/education/guides/zpxpr82/revision/4 outline the main teaching contained in the Apostles Creed and explain its origins.

Find out – How is the Apostles Creed used in Churches today?

In small groups discuss – ‘Creeds are a useful way to

PS

WO

6

http://www.bbc.co.uk/education/guides/zpxpr82/revision/4


Unit 1 Content


Content


Skills and Personal

Capabilities

explain key Christian beliefs’

Resources Bible Apostles Creed Research materials – textbooks/internet

7


Unit 1 Content


Content


Skills and Personal

Capabilities


how Christianity came to Ireland (by studying the life and work of St Patrick);

Watch www.catholic.org/saints/saint.php?saint_id=89

Make a story board or time line to document the main events in Patrick’s life

Using www.confessio.ie/etexts/confessio_english#01 read Patrick’s ‘Confession’

SM

Comm - R

Working in twos - How would you describe Patrick’s character? Do you think Patrick is a good role model for Christians today?

What were Patrick’s main beliefs about God the Father, Jesus and the Holy Spirit? Discuss in pairs.

WO

Find out – What places can you visit in Ireland that are thought to have close links to Patrick? Mark these places on a map of Ireland.

- When is St. Patrick’s Day and how is St Patrick’s Day celebrated today? How do you think St Patrick would like to be remembered?

- What impact do you think St Patrick had on Ireland?

PS

8

http://www.confessio.ie/etexts/confessio_english#01

http://www.catholic.org/saints/saint.php?saint_id=89


Unit 1 Content


Content


Skills and Personal

Capabilities

how Protestantism emerged as a result of the Reformation

Set the scene – give an outline of what the church was like at the time of Martin Luther.

Using www.request.org.uk/people/history/tudors/ make a summary of the key events in Luther’s life.

UICT, SM

Resources Internet Map of Ireland Patrick’s ‘Confession’

9

http://www.request.org.uk/people/history/tudors/


Unit 1 Content


Content


Skills and Personal

Capabilities


‘Create a blog post ‘Luther goes viral’ – include the ‘big’ questions that Luther was asking and the impact he was having on the Church at that time.

Find out – How did the Pope respond to Luther?

Create a table ‘Before /After’ and list ways in which the church was changed by the impact of Martin Luther.

UICT

SM

In groups discuss - Printing helped to spread the ideas of Martin Luther. What impact do you think social media has on spreading new ideas or ways of thinking? Highlight the biggest advantages and disadvantages.

Extension exercise – www.indepthinfo.com/reformation-leaders/ Find out about others involved in bringing change in the Church at the time of Luther.

WO

Key leadership roles in the Catholic Church and one Protestant Church

church structure in the Catholic Church and one Protestant Church

Define – infallibility, apostolic succession, papacy, schism, cardinal, archbishop, bishop, deacon, hierarchy, Moderator, elder, pastor, priest. Follow up with ‘Taboo’ activity to check understanding.

Research and give a brief outline of the history of the Catholic Church and its structure. www.bbc.co.uk/religion/religions/christianity/catholic/cat

Comm – R&W

SM

PS

10

http://www.bbc.co.uk/religion/religions/christianity/catholic/catholic_1.shtml

http://www.indepthinfo.com/reformation-leaders/


Unit 1 Content


Content


Skills and Personal

Capabilities

holic_1.shtml

www.revisionworld.com/gcse-revision/rs-religious-studies/christianity/church-leadership

Draw a pyramid and label the levels of leadership in the Catholic Church.

Resources Research materials textbooks/ internet

Unit 1 Content


Content


Skills and Personal

Capabilities

Key leadership roles in the Catholic Church and one Protestant Church (cont.)

the meaning of ordination in the Catholic Church and in one Protestant Church; and

Select one Protestant Church - find out about the structure of its leadership and write a summary.

Visiting speaker - Invite a church leader from a Catholic Church and one Protestant Church into school to talk about their ordination and the work that they do.

Using www.dummies.com/religion/christianity/catholicism/the-catholic-sacrament-of-holy-orders/ explain what it

PS

WO

UICT, PS

11

http://www.dummies.com/religion/christianity/catholicism/the-catholic-sacrament-of-holy-orders/

http://www.dummies.com/religion/christianity/catholicism/the-catholic-sacrament-of-holy-orders/

http://www.revisionworld.com/gcse-revision/rs-religious-studies/christianity/church-leadership

http://www.revisionworld.com/gcse-revision/rs-religious-studies/christianity/church-leadership

http://www.bbc.co.uk/religion/religions/christianity/catholic/catholic_1.shtml


means to be ordained in the Catholic Church. Do you think celibacy is necessary?

Find out what ordination means in one Protestant Church such as www.presbyterianmission.org/what-we-believe/ordination/

the role of the priest in the Catholic Church and the role of the minister or pastor in one Protestant Church

Thought shower – What does the role of a church leader involve?

Create a mind map to illustrate the various roles of a church leader.Do you think the role of a church leader has changed in recent times?Discuss – What qualities do you think a Church leader should have?Create a ‘Dates for My Diary’ and imagine the activities that a church leader may be involved in over the period of one week.

GCSE style question – ‘The role of a church leader is not an easy one.’ Do you agree with this statement? Give reasons for your answer.

SM

Comm – T&L

Comm – R&W

Resources Research materials – textbooks/ internet Visiting speaker computer suite

12

http://www.presbyterianmission.org/what-we-believe/ordination/

http://www.presbyterianmission.org/what-we-believe/ordination/


Unit 1 Content


Content


Skills and Personal

Capabilities

Christian Worship

Students should be able to demonstrate knowledge and understanding of, and critically evaluate:

Watch - What is worship? www.request.org.uk/life/spirituality/worship/and www.request.org.uk/life/church/what-happens-inside-a-typical-church/Discuss - What do you think are the essential elements of a Church service? Create a pie chart showing the main elements of worship.

SM

UM

the Mass and an order of service from one Protestant Church

Research – find out what an order of service is like in a Catholic Church (www.bbc.co.uk/education/guides/zwkjpv4/revision/5)

SM

different styles of worship in the Catholic Church and in one Protestant Church

- the tradition of singing and music;

- liturgical and

Describe the order of service for one Protestant Church in detail.How are they similar, how do they differ?

Find out about different styles of worship - liturgical, structured, leaderless and Pentecostal/charismatic. Identify a denomination which practices each.

In groups discuss - What are the advantages and disadvantages of each style?

Comm – T&L

PS

WO

13

http://www.bbc.co.uk/education/guides/zwkjpv4/revision/5

http://www.request.org.uk/life/church/what-happens-inside-a-typical-church/


http://www.request.org.uk/life/spirituality/worship/


Unit 1 Content


Content


Skills and Personal

Capabilities

non-liturgical worship;

- the importance attached to preaching ; and

- the role of the Bible in worship

Investigate how singing and music are used in worship in the Catholic Church and one Protestant Church

Create a mind map highlighting the main reasons why the Bible is used in worship.

PS

Resources Research materials – textbooks/internet materials to make a pie-chart computer suite

14


Unit 1 Content


Content


Skills and Personal

Capabilities

Christian Worship (cont.)

Describe how the Bible is used in worship in the Catholic Church and one Protestant Church.

Explain why preaching is very important in some denominations.

GCSE Style question – ‘Worship should be more about what happens within a person and not externally in the church.’ Do you agree or disagree? Give reasons for you answer.

SM

Comm – R&W

different types of prayer and their purpose in Christian worship

Find out what the main types of prayer are ; adoration, confession, thanksgiving, supplication (petition and intercession) (ACTS) www.dummies.com/religion/christianity/catholicism/a-look-at-key-catholic-prayers/

PS

Write a prayer incorporating each type of prayer.

Explain the role of prayer in the Catholic Church and in one Protestant Church.

GCSE style question ‘Praying is a waste of time.’ Do you agree with this statement? Give reasons for your

Comm – W

15

http://www.dummies.com/religion/christianity/catholicism/a-look-at-key-catholic-prayers/



Unit 1 Content


Content


Skills and Personal

Capabilities

answer. Comm – R&W

Resources Research materials – textbooks/internet computer suite

16


Unit 1 Content


Content


Skills and Personal

Capabilities


the significance of the architecture of church buildings and symbolism of the main church furniture- pulpit;- altar or

communion table;

- lectern;- tabernacle; and- baptismal font

and baptismal pool;

Set the scene – Find out – how many churches do pupils pass on their journey to school? What do these churches look like? Define ‘denomination’

In groups -research – What different styles of church buildings are there? (cruciform, circular, barn style, hall and tower) What message does the style/shape of the building give?

Research or visit a Catholic church and one Protestant Church Draw and label a plan of each church, including the position of the main furnishings. What can the layout tell us about what is most important in that church?

SM

WO

SM

Draw or find an image of the main church furnishings, name the furnishing and explain the significance of each, including its position in the church building.In small groups design your own church building and explain your choice of layout.

Find out – Apart from Sunday services, what else can

WO

SM

17


Unit 1 Content


Content


Skills and Personal

Capabilities

church buildings be used for? Design an information sheet outlining the activities being held in your chosen church for the week ahead.

Resources Research materials – textbooks/internet computer suite images of churches

images of church furnishings

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Unit 1 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of the church festivals for Christians:- Advent;- Christmas;- Epiphany;- Lent;- Holy Week and

Easter;- Ascension;- Pentecost;- Saints’ Days;

and - Harvest; and

Find a pie chart image of the Church Year which highlights the main church festivals. www.pininterest.com

Research each festival – www.request.org.uk www.bbcbitesuze.co.uk , textbooks. Create a booklet entitled a ‘Guide to Christian festivals’ which examines each festival. You should include;

- What/who the festival remembers- When it is celebrated – explain moveable and

fixed festivals- How it is celebrated – customs and traditions,

changes over time- The colour associated with it (where applicable)- Images related to each festival

UM

UICT

PS

Talking heads debate – Are some festivals more important than others? Have some festivals lost their original religious meaning?

GCSE style question ‘The main Christian festivals today have lost their religious meaning’ Do you agree

Comm – T&L

Comm – R&W

19

http://www.bbcbitesuze.co.uk/

http://www.request.org.uk/

http://www.pininterest.com/


Unit 1 Content


Content


Skills and Personal

Capabilities

with this statement? Give reasons for your answer

Resources Research materials textbooks/internet computer suite

20


Unit 1 Content


Content


Skills and Personal

Capabilities

Sacraments and ordinances

the ceremony, symbolism and meaning of baptism and the Eucharist or Communion, in the Catholic and in one Protestant Church

Define – sacrament and ordinance

Watch www.youtube.com/watch?v=hysJSb38mCQ ‘Christian Baptism’ True tube

Research – What is believer’s baptism? What is infant baptism? What do they have in common and what are the main differences? Give an example of a Protestant denomination which practices each. Find out what the Presbyterian Church believes about the covenant in baptism. Which does the Catholic Church practice? What similarities/differences are there between Protestant and Catholic infant baptism?

UICT

PS

Baptism in the Catholic Church. Research the following;

- what age a person is baptised;- where the baptism takes place;- the role of the god-parents;- the main features of the baptism ceremony;- beliefs about baptism; and- symbolism

www.youtube - Catholic Baby Baptism Comm – T&L

21

http://www.youtube/

http://www.youtube.com/watch?v=hysJSb38mCQ


Unit 1 Content


Content


Skills and Personal

Capabilities

Use ‘Thumb tool’ activity to gauge understanding.

Resources Research materials textbooks/internet Visiting speaker

22


Unit 1 Content


Content


Skills and Personal

Capabilities

Sacraments and ordinances (cont.)

Baptism in a Protestant Church. Research the following;

- Infant or adult baptism?- Where the baptism takes place;- Main features of the baptism;- Beliefs about baptism; and- symbolism

SM

Believers baptism www.bbc.co.uk/education/guides/zd9whyc/revision/2

Create a table listing the symbols and their significance that are used in baptism in the Catholic Church and one Protestant Church.

Stick debate -Divide the class into two groups. One will argue for infant baptism and the other for believers. Each pupil has three sticks, one stick is removed each time a pupil contributes to the discussion.

Define key words – Communion, Eucharist, transubstantiation

UICT

WO

Comm - W

23

http://www.bbc.co.uk/education/guides/zd9whyc/revision/2


Unit 1 Content


Content


Skills and Personal

Capabilities

Find out - Why is Communion/Eucharist celebrated in Christian churches? How is it celebrated? www.request.org.uk/life/spirituality/communion-2/www.request.org.uk/life/spirituality/communion/#www.request.org.uk/life/spirituality/roman-catholic-mass/Describe in detail the Mass in a Catholic ChurchDescribe in detail Communion in one Protestant Church

UICT, SM

Resources Research materials textbooks/internet Visiting speaker

24

http://www.request.org.uk/life/spirituality/roman-catholic-mass/


http://www.request.org.uk/life/spirituality/communion/

http://www.request.org.uk/life/spirituality/communion-2/


Unit 1 Content


Content


Skills and Personal

Capabilities


Create a table which includes the following information for the Catholic Church and one Protestant Church;

SM

- who can take communion;- how often is it celebrated;- what is taken during communion;- what is believed about the bread and wine.

GCSE Style question – ‘Describe a baptism ceremony in a Church of your choice.’

Comm – R&W

Resources Research materials textbooks/internet

25


Unit 1 Content


Content


Skills and Personal

Capabilities

The role of the church in contemporary society

how the Christian Church contributes to the local community and community cohesion; and

Watch www.request.org.uk/life/church/what-happens-in-churches-during-the-week/# Make a list of activities that this church offers to the local community.

Working in small groups - Choose one and create a poster highlighting what it offers.Find out – What activities do churches in your area offer to the local community? How do they help to create community cohesion?

UICT

WO

Dartboard evaluation – Did pupils enjoy this activity?

Choose one Christian organisation that supports community cohesion e.g. Corrymeela, 174 Trust

Comm – T&L

UICT, PS

Create a PowerPoint Presentation about its work.

GCSE style question ‘Describe the work of one organisation, community or fellowship which helps bring together Christians from different traditions.’

Comm – R&W

26

http://www.request.org.uk/life/church/what-happens-in-churches-during-the-week/



Resources Research materials textbooks/ internet computer suite PowerPoint

27


Unit 1 Content


Content


Skills and Personal

Capabilities

The role of the church in contemporary society (cont.)

the challenge to the Christian Church of changing moral and social trends

Thought shower – in small groups look at a selection of newspapers and consider - ‘How might the Christian Church be challenged by today’s changing social and moral trends?’ (Some examples may be abortion, same sex marriage, addiction, gender issues, euthanasia, debt, refugees, medical ethics).

WO

Research - For each challenge that you suggest, name one Christian organisation that could help support the church. Using ‘Each one Teach one’ Groups share their findings with the rest of the class.

Research one Christian organisation that helps Christians to face these challenges such as Christians Against Poverty (CAP), Love for life, Scripture Union, Salvation Army, St Vincent de Paul, the Christian Institute.

WO

PS

Create a detailed information leaflet outlining the different aspects of the work the charity is involved in.

In small groups discuss - Aside from charities, how else might Christians be supported in facing changes in social and moral trends?

GCSE style question - ‘The Christian Church has the

Comm – W

WO

28


Unit 1 Content


Content


Skills and Personal

Capabilities

right to speak out against changing moral standards in our society.’ Do you agree with this statement? Give reasons for your answer.

Comm – R&W

Resources research materials – textbooks/internet computer suite newspapers

29


Suggested ResourcesText books

Bible

CCEA Textbooks available at Colourpoint

Websites

www.bible.ca/maps

www.youtube.com

www.youngminds.org.uk

www.request.org.uk

www.bbc.co.uk.bitesize

www.bbc.co.uk/education

www.dummies.com/religion

www.pinterest.com

www.baptistireland.org

www.ireland.anglican.org

www.presbyterianireland.org

www.vatican.va/archive

Textbooks available from Colourpoint Publishers

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Unit 2A

Unit 2A Content


Content


Skills and Personal

Capabilities

The Birth of the Christian Church and Christianity in Ireland

Students should be able to demonstrate knowledge of, and critically evaluate:

Key words: Students should cluster into groups to work out the meaning of the key words for this unit. These may include: Pentecost, Christian, miracle, belief, Church, catholic, ordination, Apostle’s Creed, statues, baptism, Pentecost.

Reinforcement: Students should write a sentence explaining the meaning of each term.

WO

Comm – R&W

The events and meaning of Pentecost (Acts 2: 1-8)

No Easy Answers Board: Students should record any words that they are struggling to understand the meaning of on the No Easy Answer Board.

ICT Research: Students should use computers/ipads to look up www.bible.gateway.com to read Acts 2: 1-8 and answer questions which will be provided by the teacher.

WO

UICT

31

http://www.bible.gateway.com/


Lifelines: Students should design a lifeline sheet to record words, questions and feelings which they had on Christmas Eve at various times of their life.

Debrief: Teacher and students should discuss answers.

Comm – R&W

Unit 2A Content


Content


Skills and Personal

Capabilities

The Birth of the Christian Church and Christianity in Ireland (cont.)

Twitter: Students could choose 5 answers from the previous task and write 5 tweets to explain their feelings. They can design these on the computer/iPad for a wall display.

UICT

Making the link: Teacher and students can engage in a conversation about their feelings about Christmas and talk about how the disciples were feeling as they waited for the gift of the Holy Spirit which Jesus had promised.

Comm – T&L

Resources Bibles www.biblegateway.com Computers/ipads Flipchart pages Multi Media Projector No Easy Answers Board Lifeline Template

32

http://www.biblegateway.com/


33


Unit 2A Content


Content


Skills and Personal

Capabilities


The events and meaning of Pentecost (Acts 2: 1-8) continued

Text book: students should make notes on the events and meaning of Pentecost, as well as its significance for today.

Reinforcement: Students can watch events of Pentecost from a DVD.

Art Work: Students should design a cartoon strip to retell the events of Pentecost.

Comm - W

SM

Facebook Post: Imagine you witnessed the events of Pentecost. You have found this post on your Facebook page: “Just witnessed the most amazing events in Jerusalem today. Anyone else see or hear what happened?

Students should create at least six replies to this post from people who were in Jerusalem that day e.g. a disciple, a Pharisee, a foreigner, a child, etc.

Collage: Students can cluster in groups to create a collage which shows how Pentecost is celebrated in the Catholic Church using various media sources.

UICT

WO

34


Unit 2A Content


Content


Skills and Personal

Capabilities

Extension: Students should use their own knowledge and research to explain the meaning of symbols that are associated with Pentecost.

GCSE Style Question: “Pentecost is only a minor event in the Catholic Church,” Do you agree or disagree? Give reasons for you answer showing that you have considered different points of view.

Reinforcement: Teacher should provide a template to assist students

Comm – R&W

Comm – R&W

Resources Bibles Text books Computer s/ipads Multi Media Projector CCEA Website

GCSE Past Papers Writing Template Newspapers Magazines

35


Unit 2A Content


Content


Skills and Personal

Capabilities


St Paul’s teaching on the Church (1 Cor. 12:1-11, 14-22 & 25-27)

Gifted: Teacher should display the following jobs on the white board or a worksheet. Footballer, Gaelic Player, TV Presenter, Author, Singer, Athlete, Rugby player, Musician, Artist, Actor, Actress. Students should select who they think is the most talented or gifted person for each role.

Comm – T&L

Making the link: Teacher and students can discuss the answers and work out who the class has chosen as the most gifted person for each role. The teacher can explain how God has given special gifts to the Church.

Reinforcement: Teachers can use visual cards to explain the gifts.

ICT Research: Students should read the Bible texts on this unit from www.biblegateway.com and make notes on the key events, characters, meaning and significance of the passages.

UICT

Mind Map: Students should design a mind map showing the name and brief explanation of the special gifts that Jesus’ followers were given in the early Church. Highlight those which are still in use in the Church today.

PS

36



Unit 2A Content


Content


Skills and Personal

Capabilities

The Dream Team: Students will cluster in groups to design a dream sports team. This should include the following information, which sport, name of team, name of players for each position, why each player was chosen.

Debrief: Each group can present their team to the class and explain the strengths of the team and how difficult/easy you found it to work as a team.

WO

WO

Resources Bibles Text books Computer Suite Multi Media Projector CCEA Website GCSE Past Papers

37


Unit 2A Content


Content


Skills and Personal

Capabilities


St Paul’s teaching on the Church (1 Cor. 12:1-11, 14-22 & 25-27) continued

What’s App: Students should read 1 Corinthians 12: 14-22 and write out in what’s app style messages the advice that Paul gives in this passage about the importance of team work.

UICT

Extension: Write an essay on the most important gifts in the Church today.

GCSE Style Question: Explain what difference it would make in the Church today if Christians followed Paul’s advice on teamwork.

Comm - W

The characteristics of the Early Church: preaching, teaching, prayer, miracles, hymn singing and sharing. (Matthew 10: 1, 5-14, Acts 2: 42,44-47, 1 Corinthians 11:23-25, James 2:14-17,

ICT Research: Students should look up the following references on characteristics of the early Church on www.biblegateway.com

Reinforcement: Teachers can design a template to record answers

UICT

38



Unit 2A Content


Content


Skills and Personal

Capabilities

Colossians 3:12-17);Matthew 10: 1, 5-14, Acts 2: 42, 44-47, 1 Corinthians 11:23-25, James 2:14-17, Colossians 3:12-17. Students should make a list and brief explanation of the list of jobs that the disciples were given to do.

Text book: Students can make notes on the main events of the passages, their meaning and significance for today.

Facebook Posts: Imagine you are one of the disciples. Write a number of Facebook style posts to explain a typical week in your life doing the jobs that Jesus has instructed for you to do. Share answers with the class.

SM

UICT

Resources Bibles Text books Computer Suite Multi Media Projector CCEA Website GCSE Past Papers

39


Unit 2A Content


Content


Skills and Personal

Capabilities


The characteristics of the early Church: preaching, teaching, prayer, miracles, hymn singing and sharing. (Matthew 10: 1, 5-14, Acts 2: 42,44-47, 1 Corinthians 11:23-25, James 2:14-17, Colossians 3:12-17)

Careers: Students should design an advert for two of the jobs that the disciples were given to do. Design this on Microsoft Publisher.

Reinforcement: Teacher could show an example they made.

Think of the job title, the essential criteria, the desirable criteria, qualities needed, hours of work, pay etc.

The adverts could be designed on the computer and used as a wall display.

Priority Pyramid: Students should cluster in groups to discuss and complete the following task:

UICT

WO

Have a look again at the jobs the disciples were given to do and as a group put them into order of importance in a priority pyramid.

Debrief: Explain why your group chose this order.

Hoodies: Imagine you lived during the early Church. PS

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Create a design for a hoodie for the disciples for travelling around, “the disciples at work”.

Extension: Students should write a report on the main differences and similarities between a disciple and a priest today.

Comm – R&W

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GCSE Style Question: “The work of a disciple of Jesus was never boring.” Do you agree or disagree? Give reasons for your answer showing that you have looked at different points of view.

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector Careers Department and leaflets Careers websites

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The Apostles Creed as a summary of Christian belief, truth and meaning. Continued

Opinion Finder: Students should look again at the Apostles Creed and answer the following questions which will be written at the top of a page and passed around each group.

What part of the Apostles Creed do you feel is the most important?

Which part brings a sense of hope to your faith?

Which part is the most challenging to believe in as a Christian today?

WO

Music Session: Teachers should distribute or display on the board 3 songs/hymns which are sung at Church. Students should work in pairs to identify which parts of the Apostles Creed are illustrated in the hymns.

ICT Investigation: Students should research Church websites in Northern Ireland to discover which denominations have included elements of the Apostle’s Creed in their statements of faith.

WO

UICT

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Extension: Students should cluster in groups to frame the Apostle’s Creed in contemporary language. Record answer on flip chart paper and share ideas with the class.

GCSE Style Question: “The Apostles Creed is still relevant for Christians today.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

WO

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector Church Hymns CCEA Website Past Papers

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How Christianity came to Ireland (by studying the life and work of St Patrick)

Fact or Opinion: Teacher could organise a fact or opinion task to establish what they know and do not know about St Patrick.

Debrief: Discuss correct answers.

PS

WO

DVD: Students should watch the DVD of St Patrick and then engage in a discussion on the main parts of his life

Reinforcement: Students can design a cartoon strip on the life of St Patrick.

Lifeline: Students should create a lifeline of the key events in the life of St. Patrick.

Comm-T&L

SM

UM

Twitter: Students should imagine they are St. Patrick and create a series of tweets to explain the main parts of his life

Journal: Students should imagine they lived in Ireland during the time of St Patrick. Write a diary account reflecting on the changes that St Patrick brought to Ireland. You could use the following headings:

UICT

SM

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What was life like in Ireland before St Patrick arrived?

Was there any kind of religion?

How did Patrick teach the message of Christianity?

How did Christianity change the lives of people?

Resources Bibles Text books Computer Suite Multi Media Projector DVD on St Patrick Fact or Opinion Task

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How Christianity came to Ireland (by studying the life and work of St Patrick) continued

Photo Gallery: Students should cluster in groups to design a photo gallery to show where and how St Patrick’s Day is celebrated in Ireland

Extension: Students should write an essay explaining what they think were the facts and the fiction about St Patrick.

WO

Comm – R&W

GCSE Style Question: Explain how successful Patrick was in bringing the message of Christianity to Ireland.

Reinforcement: Teacher can discuss ideas with class in advance. Comm-T&L

Resources Bibles Text books Computers/iPads Multi Media Projector Newspapers, Magazines, Internet CCEA Website Past Papers

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Church Government

Hierarchy of authority in the Catholic Church

Key Words: Teacher can display the following key words on the whiteboard and ask students to write a definition of each: hierarchy, authority, pope, cardinal, archbishop, bishop, priest, Vatican, ordination.

WO

Discussion: Students should engage in discussion to establish the meaning of the term, “hierarchy of authority”.

Group Work: Students will work in groups to identify the hierarchy of authority in the following areas of life:

Comm-T&L

WO

A school A Business A Sports Team: e.g. owner, Chairperson, directors, shareholders, Manager, captain, vice-captain and players

Resources Bibles Text books Computers/iPads Multi Media Projector Newspapers, Magazines, Internet CCEA Website Past Papers

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Church Government (cont.)

Hierarchy of authority in the Catholic Church

Making the link: Teacher and students can share ideas from the previous exercise and then teacher can give a presentation on the hierarchy of the Catholic Church.

SM

Guest Speaker: Teacher can invite a priest to give a presentation on the hierarchy in the Catholic Church. Students can ask questions they have prepared in advance.

Text books: Students should make notes on how the Church is organised and the key figures.

WO

Comm – R&W

Reinforcement: Teacher can design a closed procedure exercise for notes.

Character Profiles: Students should design character profiles on the following people in the Church and explain their responsibilities and importance. Present their findings to the class.

SM

Pope, Cardinal, Archbishop, Bishop and Priest

Today At Stormont: Students should write a speech for participation in the following debate: “Money that

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is used to pay the wages for the hierarchy in the Church would be better spent on feeding the poor.”

GCSE Style Question: “There is no need for such a hierarchy of authority in the Catholic Church.” Do you agree or disagree? Give reasons for your answer showing that you have looked at different points of view

WO

Comm – R&W

Resources Bibles Text books Computer Suite/iPads Multi Media Projector

CCEA Website GCSE Past Papers

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Church Government (cont.)

The meaning of ordination and the role of the priest in the Catholic Church

Text books: Students should make notes on the meaning and purpose of ordination as well as the work of a priest.

Guest Speaker: Teacher can invite a priest to give a presentation on the subject of ordination and the different jobs that he would carry out within his parish. Pupils can ask questions they have prepared in advance.

Comm – R&W

WO

Thought Shower: Students should create two thought showers. The first to list and explain the work of a priest in the Church and the second to list and explain his work in the community. Present ideas to class.

Wall Freeze: Students should work with others and use various media sources to design a wall freeze on the “work of a priest.”

Comm – T&L

WO

Letter: Write a letter to your local priest advising him what personal qualities you think are necessary to be a priest.

Comm - W

Comm – T&L

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Reinforcement: Teacher can provide students with a writing frame and discuss the content.

Extension: Write an essay on whether you think a priest can forgive sins or not.

Comm - W

GCSE Style Question: “The Church is out of date believing that priests cannot marry”. Do you agree or disagree? Give reasons for your answer showing that you have looked at different points of view.

Comm – R&W

Resources Bibles Text books Computer Suite/iPads Multi Media Projector

CCEA Website GCSE Past Papers Guest Speaker

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Worship In The Catholic Church

Private worship: using the Bible, prayer, the rosary and icons and statues.

Key Words: Teachers should display key words on the board and ask students to create a definition for each word: prayer, rosary, icons, statues, worship, Eucharist, liturgy, confession, adoration, baptismal.

Reinforcement: Students can use dictionary online to help them find the meaning of each word.

WO

Celebrity Profile: In this section we want to introduce students to the concept of worship. Students should choose a celebrity/sports team and design a profile about them on the following issues: facts about the celebrity/sports team, why they follow them, clothes they have to show their support, any concerts/matches they have attended, how much money it costs to attend concert or buy memorabilia and how they show their support and dedication etc Students can design these on computer.

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Presentation: Students can then present these to the rest of the class.

Making the link: The teacher can discuss the way people have shown dedication to their sports team/celebrity and explain how Christians show their dedication and love to God through worship.

Church Visit: Teacher could arrange a visit to the local Catholic church where the priest can give a guided tour and explanation of the purpose of the following items used in worship:

The Bible Prayer The Rosary Icons and Statues

Comm - T&L

WO

Resources Bibles Computer Suite Markers Multi Media Projector Church Visit

Student Work Book

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Worship In The Catholic Church(cont.)

Private worship: using the Bible, prayer, the rosary and icons and statues. (Continued)

Work Book: Students should complete the relevant section of the booklet prepared by the teacher in advance.

Story Board: Students could design a story board which can be used to teach primary school children about private worship. Students can opt to draw each item or use a photograph.

SM

SM

Guest Speaker: Teacher can invite a representative from the Gideons or The Bible Society to explain their work in distributing the Bible.

GCSE Style Questions: Explain how using these aids to worship help Catholics stay close to God.

WO

Comm – T&L

Resources Bibles Computer Suite Multi Media Projector Church Visit Student Work Book CCEA Website Past Papers

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Worship In The Catholic Church (cont.)

Public Worship: the order of the Mass and the meaning of the Eucharist.

Church Visit: Students should continue their church visit as the priest explains the order of the mass and what the Eucharist means.

Work Book: Students should complete the relevant section in the work book that has been prepared in advance by the teacher.

Facebook Posts: The following questions have been posted on Facebook. Students should write a reply back to each one and discuss with the class:

WO

Comm – R&W

UICT

1. What does the priest do during the Mass?

2. What do the bread and wine represent?

3. What is the Liturgy of the Word?

4. Can you explain the meaning of the Concluding Rite?

5. What are introductory rites?

Extension: Students should write a report on the similarities and differences between the Mass in the Catholic Church and Communion in a Protestant Church.

GCSE Style Question: “Public worship in the Catholic

PS

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church could be made more meaningful for Catholics in the 21st century.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Reinforcement: Teacher can discuss ideas with students and provide them with a writing frame.

Comm – R&W

Comm - T&L

Resources Bibles Computer Suite Markers Multi Media Projector Church Visit

Student Work Book CCEA Website Past Papers

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The role of Mary and the Saints, including Mary as the Mother of God and Mary as guide and role model (for example in prayer

Research: Students should go to the computer room and research information about Mary. They could use these as suggested headings:

Our Lady Her Immaculate conception Her Assumption Virgin Mary

Text Book: Students should make notes on the wording, meaning, purpose and importance of the (Hail Mary and the Rosary.)

UICT

Comm - W

Mind Map: Students should design a mind map listing what they can learn about Mary from the Hail Mary and Rosary.

Stained Glass Window: Students should read carefully the Hail Mary and create a stained glass window using card to illustrate the character of Mary.

Opinion Finder: “Mary is a good role model for Catholics today.” Students should use this statement as the basis for an opinion finder task

PS

SM

SM

Debate: Students should write a speech for participation in the following debate: “This chamber believes that it is better to use your own words in prayer rather than repeating the Hail Mary or Rosary.”

WO

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Spectrum Debate: Use the following statement as a spectrum debate, “The teachings about Mary are based on human ideas and not the Bible.”

Traffic Lights: Teacher to assess what students understand about this topic.

GCSE Style Question: “Catholics should not pray to Mary when they can pray to God directly.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – T&L

Comm – R&W

Resources Bibles Computer Suite Multi Media Projector Internet Student Work Book CCEA Website Past Papers Traffic Lights Questions

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Different types of prayer and their purpose in Christian worship.

ICT Research: Students search the internet to locate the 5 types of prayer used in Catholic worship. Then create a table with their name and meaning:

Adoration Confession Thanksgiving Petition Intercession

UICT

Creativity: Students should work in groups to write their own example of each type of prayer. These can be word processed and used as a wall display.

Faith In Action: Students should write about a time when God has answered one of their prayers. Ideas can be shared with the class.

WO

Comm-T&L

Collage: Students should use various media sources to design a collage that will illustrate the title, “If I could ask God for anything, I would pray for ……”

Priority Pyramid: Record answers from previous task in a priority pyramid.

SM

PS

GCSE Style Question: “The Our Father is a model prayer for Catholics to use today.” Do you agree or

Comm – R&W

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disagree? Give reasons for your answer showing that you have considered at different points of view.

Resources Bibles Computer Suite Multi Media Projector Internet

Church Visit CCEA Website GCSE Past Papers Priority Pyramid Template

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The significance of the architecture of church buildings and symbolism of the main Church furniture.

Church Visit: The teacher could organise a trip to the local Catholic church and arrange with the priest to give the students a presentation on the position and importance of the following church furniture:

Altar Baptismal Font Tabernacle Ambo

WO

Personal Work: Students should then complete the following tasks:

1. Make a sketch of the external shape of the Church;

2. Draw a plan of the inside of a Church and label key furniture;

3. Draw a picture of the ambo, font, tabernacle and ambo;

4. Explain where they are and what they are used for; and

5. How does each help in worship and show the beliefs of the Church

SM

R,W

Visitors Guide: Students should design a booklet SM

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about the Church building and furniture using Microsoft Publisher that could be given to tourists and visitors as a guide to the local Catholic Church.

Creativity: Design the inside of a modern Church building and explain how it would improve church worship.

PS


Reinforcement: Teacher can get students to share ideas with them and draw out rough plan on the whiteboard.

Extension: Write a report to show the different arguments about whether people have to be in church to worship God. Students can research how Christians have to worship God in other places.

GCSE Style Question: “Church buildings should be used for community events and not just for services.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view

Comm – T&L

Comm - W

Comm – R&W

Resources Bibles Computer Suite Multi Media Projector Internet Church Visit CCEA Website GCSE Past Papers

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The meaning and purpose of the church festivals for Christians:

Lifeline: Students should design a lifeline from January to December and put in the dates of key events in their life.

UM

-Advent -Christmas -Epiphany -Lent -Holy Week and Easter -Ascension -Pentecost -Saints’ Days.

Back To Back: Students should engage in a back to back activity to identify the key festivals.

Traffic Lights: Teacher should use task to assess the understanding students have gained on the festivals.

Facebook Photo Gallery: Students should design a Facebook style photo gallery to illustrate the main festivals in the Christian Church.

WO

PS

UICT

Group Work: Students should work in groups to answer these questions:

1. What is a festival?2. Why does the Church have festivals?3. What is the difference between a moveable and a

fixed date?

WO

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Lifeline Template

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Advent

Thought Shower: Students should design a thought shower to describe the feelings you have waiting for a concert to start, waiting for a football match to begin.

Making The Link: Teacher and students should share the answer of the feelings and explain how Advent is a time of waiting and preparation.

PS

WO,T&L-Comm

Comm – T&L


Twitter: Imagine you lived at the time of the birth of Jesus. Write a series of tweets describing your feeling in the weeks leading up to the birth of Jesus.

Research: Students should research different ways that Churches celebrate the festival of Advent.

UICT

SM

Advent Calendar: In groups, students should design an Advent Calendar for the month of December.

Extension: Students should write an essay on the customs which are associated with Advent around the world.

WO

Comm – R&W

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Lifeline Template

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Christmas

DVD: Students should watch a DVD on the Christmas story.

Thumbs Tool: Teacher should read out 10 statements on the main events of the birth of Jesus. Students should use thumbs tool to express their opinion.

Comm – T&L


Acrostic: Students should work to create an acrostic using each letter of the word C H R I S T M A S.

Music: Students should listen to/watch the Christmas song “Feed The World” and in groups discuss and write out ideas on what message Bob Geldoff was trying to get across.

Name That Tune: Teacher should play the first few notes of 20 Christmas Carols and songs and get the students to cluster in groups to write down the names of each song or carol. Mark the answers as a quiz.

PS

WO

WO

Resources Bibles Computer Suite CCEA Website Past Papers

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Multi Media Projector Internet Text Book CD with Christmas carols and songs

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Text Book: Students should make notes on the meaning and importance of Christmas and the symbolism associated with it.

Reinforcement: Teacher can create a worksheet of questions for notes.

Comm – R&W


Christmas Carols: Students should work in groups and design a story board to illustrate a Christmas Carol.

Power Point: Students should research and design a power point with music and pictures to show how Christians celebrate Christmas locally and globally.

WO

UICT

Walking In Their Shoes: Imagine you are a character from the Christmas story. Write a letter to your friend about what you saw and heard.

Assembly: The class could work together, using tasks they have completed in class, to organise a Christmas assembly or Christmas service in school

PS

WO

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Extension: Students should write an essay on how the birth of Jesus fulfilled Old Testament prophecies.

GCSE Style Question: Explain what Churches can do to get the true meaning of Christmas across to teenagers today.

Comm – R&W

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Text Book CD with

Christmas carols and songs

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Epiphany

Mind Movies: Teacher to read half of the story of the wise men and students should create an ending.

Music: Listen to the Twelve days of Christmas. Teacher should explain how this song was originally based on the wise men bringing gifts to Jesus.

Comm-T&L


Jeremy Kyle Show: Students should work in groups to prepare a Jeremy Kyle style interview with the wise men and perform this in front of the class with other students able to ask questions.

WO

Text Book: Students should make notes on the key events, characters, meaning and importance of this story for today.

Comm – R&W

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Facebook Post: This question has appeared on Facebook. Write at least 5 replies to it from different people: “How do Catholics celebrate Epiphany”?

UICT

Resources Bibles Computer Suite www.biblegateway.com Multi Media Projector Internet Text Book CD with Christmas carols and songs

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Lent

Research: Students should research and make notes on the following

Biblical background to Lent Shrove Tuesday Ash Wednesday

PS


Wall Freeze: Using various media sources, students should work in groups to create a wall freeze on things people give up for Lent today.

WO

Using Maths: Students should create a survey on what teenagers give up at Lent. This could be completed in form time with form teacher’s permission. Data can be collated in class to establish the 6 most popular items. Students should record this information on a bar graph or pie chart.

UM

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GCSE Style Question: Explain why Catholics celebrate the festival of Lent today.

Comm – R&W

Resources Bibles Computer Suite CCEA Website GCSE Past Papers Multi Media Projector

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Holy Week and Easter

DVD: Students should watch a DVD on Holy Week and the Easter story

Comm – T&L


Journal: Using information from the DVD and their own knowledge, students should create a journal to describe and explain the events Jesus experienced during Holy Week. Design on computer/iPad.

Twitter: Students should write a series of tweets to describe and explain how they celebrate the events of Holy Week today.

UICT

Comm – R&W

Reinforcement: Students should create a story board to illustrate each day of Holy Week.

Podcast: Students should work in groups to create a podcast on the death and resurrection of Jesus.

PS

UICT

Resources Bibles Computer Suite CCEA Website GCSE Past Papers Multi Media Projector Internet Text Book DVD: Holy Week and Easter

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Revolving Circle: Students can cluster in groups to answer these questions:

1. Did Jesus receive a fair trial?2. Who was responsible for the death of Jesus?3. Do you think the death of Jesus was

necessary?4. What does the resurrection show about the

person of Jesus?5. How do Christians celebrate Holy Week?6. What can churches do to celebrate Easter

more?

WO


T-Shirt: Students should create a design for a t-shirt which could be worn by teenagers to illustrate and celebrate the resurrection of Jesus

Collage: Students should read the verse, “For God so loved the world that He gave His only begotten Son that whosoever believes on Him should not perish but have everlasting life”. John 3 v 16. Now design a collage using newspapers, magazines and internet, to illustrate the meaning of this verse.

PS

Comm – R&W

GCSE Style Question: “Only Jesus should be able to forgive sins, not any human.” Do you agree or disagree? Give reasons for your answer showing that

Comm – R&W

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you have considered different points of view.

No Easy Answers Board: Students to record any questions they are struggling with on the No Easy Answers Board

Debrief: Teacher can address any issues from the NEAB

WO

Comm – T&L

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector

Internet Text Book Newspapers Magazines No Easy Answers Boards

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Ascension

Internet Research: Students should read the Biblical record of the Ascension of Jesus on www.biblegateway.com

Comm - R


Art Work: You are an artist who witnessed the ascension of Jesus. Design a sketch on the scene you witnessed.

Newspaper Report: Students should take on the role of editor of the Jerusalem Times. Write a newspaper report on the events surrounding the Ascension of Jesus. Type up on Computer/iPad.

SM

Comm - W

GCSE Style Question: Explain why the Ascension of Jesus gives hope to Christians today.

Comm – R&W

Resources Bibles Computer Suite/iPads CCEA Website Past Papers Multi Media Projector Internet Text Book

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Pentecost

Bible Reading: Students should read and discuss the events of Pentecost in Acts 1: 1-11.

Comm – R, T&L


Reinforcement: Students should design a cartoon strip to illustrate the events of Pentecost.

Investigation: Students should investigate how Pentecost is celebrated by Catholics and the symbolism associated with it.

SM

PS

Text Books: Students should make notes on the events, characters and significance of Pentecost.

Comm - R&W

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Extension: Imagine you are a priest. Write an article for the Church Magazine to explain how Pentecost is a vital part of the Church today.

SM


Internet Text Book Flip chart

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Saint’s Days

5 Minute Round: Students should be put in groups and given 5 minutes to make a list of the different saints in the Catholic church.

WO


Debrief: Teacher and students should discuss answers and collate the list of saints on the board. Discussion should take place on the characteristics of a saint.

Research: Students should record this list and then research on the internet why each person has been made a Saint.

Comm – T&L

Facebook Profile: Students should choose one saint and design a Facebook profile. The following ideas could be included: picture of the saint; the work they did when alive; dates of when they lived; achievements; and what date they are remembered. Design profile on computer/iPad.

UICT

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GCSE Style Questions: Explain how and why the Catholic Church celebrates Saint’s days

Comm – R&W


Internet Text Book Flip chart

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Sacraments In The Catholic Church

The ceremony, symbolism and meaning of baptism and confirmation

Key Words: Teachers should display key words in a power point and ask the students in groups to write a definition of each word. Key words could include: sacraments, ceremony, baptism, confirmation, Eucharist, communion, godparents.

UICT

5 minute round: Students should work in groups to make a list of the different sacraments in the Catholic church.

WO

Text book: Students should make notes on the meaning and purpose of sacraments and their importance today.

Comm – R&W

Resources Bibles Computer Suite Multi Media Projector

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Sacraments In The Catholic Church (cont.)


Baptism

Guest Speaker/Church Visit: Teacher should arrange a visit to the local catholic church or a visit from a priest to describe and explain the sacrament of baptism. The following issues should be answered by the priest:

WO

1. What age is a person baptised at?2. Where and when does the baptism takes place?3. What role do the godparents play?4. What are the main parts of a baptismal

ceremony?5. What are the main symbols used?

Twitter: In a series of tweets describe a baptism in the catholic Church.

Story Board: Students should create a story board to illustrate the symbols associated with the sacrament of baptism.

PS

Extension: Research and write an essay to explain how the sacrament of baptism is linked to Biblical events. Share ideas with class.

Comm – R&W

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GCSE Style Question: Explain why Catholics believe it is important to be baptised.

Resources Bibles Computer Suite/iPads Guest Speaker Multi Media Projector Internet Text Book Church Visit CCEA Website Past Papers

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Confirmation

Guest Speaker/Church Visit: Teacher should arrange a visit to the local Catholic Church or a visit from a priest to describe and explain the sacrament of confirmation. The following issues should be answered by the priest:

WO

1. At what age is a person confirmed at?2. Where and when does confirmation take

place?3. What are the main parts of a confirmation

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Journal: Students should write an entry in their journal about their confirmation. Include the following ideas. Type on computer/iPad.

Preparation The ceremony Celebrations

UICT

Text Book: Students should make notes on key features and meaning of confirmation and the symbolism associated with it.

Extension: Students can research the origins and purpose of confirmation.

Comm – R&W

PS

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GCSE Style Question: “Sacraments are out of date in the 21st century.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

No Easy Answers Board: Students to record any questions they are struggling with on the No Easy Answers Board.

Debrief: Teacher can address any issues from the NEAB

WO

Comm - T&L

Resources Bibles Computer Suite Guest Speaker Multi Media Projector Internet Text Book CCEA Website Past Papers No Easy Answers Board

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The meaning and importance of the Sacraments of Reconciliation and Anointing The Sick

Reconciliation

Blog: Imagine you are a Priest, write a blog on your Church Facebook page to explain the meaning and importance of the sacrament of reconciliation.

SM

Text Book: Make notes on the features, meaning and significance of the sacrament of reconciliation.

Comm – R&W

GCSE Style Question: “The sacrament of reconciliation is not necessary as we can confess our sin directly to Jesus.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm - R&W

Resources Bibles Computer Suite Guest Speaker

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Multi Media Projector Internet Text Book CCEA Website Past Papers No Easy Answers Board

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Sacraments In The Catholic Church(cont.)

The meaning and importance of the Sacraments of Reconciliation and Anointing The Sick

Anointing The Sick

Research: Students should research the sacrament of Anointing the Sick and make notes on its meaning and importance.

Opinion Finder: Students to use the following statement as the basis for an opinion finder task: “Anointing of the Sick is not needed today.”

PS

PS

Story Board: Students should create a story board to illustrate what happens during the Anointing of the Sick.

Prayer: Write a prayer that could be used for Anointing the Sick.

SM

Comm - W

95


Unit 2A Content


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Capabilities

Twitter: You have seen the following tweet on your twitter feed, “Anointing the sick is a waste of time.” Write at least 6 replies to this tweet.

Extension: Write a report to show how sacraments are linked to events in the Bible. Type up on computer/iPad. Read out in class.

UICT

GCSE Style Question: “Not all of the sacraments are needed today.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Power Point: Students should design a Power Point presentation on one of the sacraments which they have studied that could be presented in a school assembly.

Comm – R&W

UICT

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Text Book

96


Unit 2A Content


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Capabilities

The role of the church in contemporary society.

How the Christian Church contributes to the local community and community cohesion.

Key Words: Teacher should display the key words for this unit on the whiteboard and ask students to establish their meanings. Keys words may include: community, cohesion, charity, contribution, involvement, negative

Reinforcement: Students can use online dictionaries to help them.

SM

Helping people in need: Students should prepare a Power Point presentation on the work of the Catholic Church in helping people in need in the community:

Charity, visiting the sick, fundraisers, collections, hospital visits,

Christmas dinners for the elderly, Food banks

UICT

Links with schools: Students should imagine that they are a priest and write entries in their diary to show how they are involved with schools:

School Assemblies Conducting Mass Counselling Christmas Services Board of governors Easter Services R.E. Classes

Comm – R&W

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Unit 2A Content


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Bringing the community together: Students should work in groups to design a plan for how the priest can work to bring all the community together.

Joint Carol services Fun days at Church halls Visit Protestant schools

WO

Resources Computer Suite Markers Multi Media Projector Internet Text Book Flip Chart Paper

Unit 2A Content


Content


Skills and Personal

Capabilities

The role of the church in contemporary society. (cont.)

How the Christian Church contributes to the local community and community cohesion. (continued)

International Residents: Students should create a poster which could be placed outside the Church to make international residents feel welcome. Poster may include the following:

SM

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A Bible verse e.g. John 3 v 16 Catchy slogan bbq nights the word welcome in different languages English classes homework clubs for kids Bibles in their language

Hoodie: Students should create the design for a hoodie which could be worn by people to show support for people of other nationalities

PS

Today At Stormont: Students should write a speech for participation in the following debate, “This chamber believes that not enough is being done by the Church to bring the community together”

Spectrum Debate: Teacher can organise a spectrum debate on how the Church can be more involved in the local community.

Comm – R&W

WO

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Guest Speakers: priest/pastor/minister

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Capabilities


The Challenge to the Christian Church of changing moral and social trends

Guest Speaker: Teacher could invite a member of the Protestant and Catholic clergy into school to give a presentation and participate in a discussion on how the Church is responding to changes on the following issues:

WO

-Abortion -Euthanasia -Same sex marriage blessings -The age of consent -Alcohol, drug use and gambling -Politics -War and terrorism -Refugees

Question And Answer Session: There should also be a question and answer session when the class can question the clergy with questions they have prepared in advance.

Comm – T&L

Media Wall: Students should collect stories from newspapers, magazines and the internet to design a media wall of the contemporary issues you have been

PS

100


Unit 2A Content


Content


Skills and Personal

Capabilities

studying.

GCSE Style Questions: “The Church is irrelevant in addressing changes in society”. Do you agree or disagree? Give reasons for your answers showing that you have considered different points of view.

Comm – R&W

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Guest Speakers Newspapers Magazines Internet

101


Suggested Resources

Bibles

Good News Bible

NIV Bible

Organisations

The Gideons The Bible Society Church Visits Guest Speakers Church Clergy

Websites


www.opendoors.co.uk

www.releaseinternational.co.uk

www.bbc.co.uk//schools/gcsebitesize

www.ccea.org.uk

DVDs

St. Patrick

Pentecost

Easter Story

Text Books

www.colourpointeducational.com

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http://www.colourpointeducational.com/

http://www.ccea.org.uk/

http://www.bbc.co.uk//schools/gcsebitesize

http://www.releaseinternational.co.uk/

http://www.opendoors.co.uk/



Unit 2B Content


Content


Skills and Personal

Capabilities

The Birth of the Christian Church and the development of Protestantism

Students should be able to demonstrate knowledge of, and critically evaluate:

Key words: Students should cluster in groups to work out the meaning of the key words for this unit. These may include: Pentecost, Christian, miracle, belief, Church, protestant, ordination, Apostle’s Creed, statues, baptism, Pentecost

WO


Reinforcement: Students should write a sentence for each word in context.

No Easy Answers Board: Students should record any words that they are struggling to understand the meaning of, on the No Easy Answer Board.

PS

ICT Research: Students should use computers/iPads to look up www.bible.gateway.com to read Acts 2: 1-8 and answer questions which will be provided by the teacher.

Lifelines: Students should design a lifeline sheet to record words, questions and feelings which they had

UICT

SM

103


Unit 2B Content


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Capabilities

on Christmas Eve at various times of their life.

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The Birth of the Christian Church and the development of Protestantism (cont.)


Debrief: Teacher and students should discuss answers.

Twitter: Students could choose 5 answers from the previous task and write 5 tweets to explain their feelings. They can design these on the computer/iPad for a wall display.

Comm, T&L

Making the link: Teacher and students can engage in a conversation about their feelings about Christmas and talk about how the disciples were feeling as they waited for the gift of the Holy Spirit who Jesus had promised.

WO

Text book: students should make notes on the events and meaning of Pentecost, as well as its significance for today

Reinforcement: Students can watch events of Pentecost from a DVD.

Comm – R&W

105


Unit 2B Content


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Skills and Personal

Capabilities

Art Work: Students should design a comic strip to retell the events of Pentecost.

SM

Resources Bibles www.biblegateway.com Computers/iPads No Easy Answer Board Flipchart Multi Media Projector No Easy Answer Board

Unit 2B Content


Content


Skills and Personal

Capabilities

The Birth of the Christian Church and the development of Protestantis


Facebook Post: Imagine you witnessed the events of Pentecost. You have found this post on your Facebook page: “Just witnessed the most amazing events in Jerusalem today. Anyone else see or hear what happened?

Students should create at least six replies to this post from people who were in Jerusalem that day e.g. a disciple, a Pharisee, a foreigner, a child.

PS

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m (cont.)

Collage: Students can cluster in groups to design a collage on how Pentecost is celebrated in a Protestant Church today using media sources

WO

Extension: Students should use their own knowledge and research to explain the meaning of symbols that are associated with Pentecost.

SM

GCSE Style Question: “Pentecost is only a minor event in the Protestant Church,” Do you agree or disagree? Give reasons for you answer showing that you have considered different points of view.

Reinforcement: Students should provide a template to assist students.

Comm – R&W

Resources Bibles Text books Computers/iPads Flipchart Multi Media Projector CCEA Website GCSE Past Papers Writing Template Newspapers and magazines

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Capabilities



Gifted: Teacher should display the following jobs on the white board or a worksheet; Footballer, Rugby Player, TV Presenter, Author, Singer, Athlete, Musician, Artist, Actor, Actress. Students should select who they think is the most talented or gifted person for each role.

WO

Making the link: Teacher and student can discuss the answers and work out who the class has chosen as the most gifted person for each role. The teacher can explain how God has given special gifts to the Church.

Reinforcement: Teachers can use visual cards to explain the gifts.

Comm – T&L

ICT Research: Students should read the Bible texts on this unit from www.biblegateway.com and make notes on the key events, characters, meaning and significance of the passages.

UICT

108


Unit 2B Content


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Mind Map: Students should design a mind map showing the name and providing a brief explanation of the special gifts that Jesus’ followers were given in the early Church. Highlight those which are still in use in the Church today

SM

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Unit 2B Content


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The Dream Team: Students should work in groups to design a dream sports team. This should include the following information, which sport, name of team, name of players for each position, why each player was chosen.

WO

Debrief: Each group should present their team to the class and explain the strengths of the team and how difficult/easy you found it to work as a team.

Comm – T&L

What’s App: Students should read 1 Corinthians 12: 14-22 and write out in what’s app style messages the advice that Paul gives in this passage about the importance of team work.

SM

Extension: Write an essay on the most important gifts in the Church today.

GCSE Style Question: Explain what difference it would make in the Church today if Christians followed Paul’s advice on teamwork.

Comm - W

Comm – R&W

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Unit 2B Content


Content


Skills and Personal

Capabilities

Resources Bibles Text books Computers/iPads Flipchart

Multi Media Projector CCEA Website GCSE Past Papers

111


Unit 2B Content


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The characteristics of the Early Church: preaching, teaching, prayer, miracles, hymn singing and sharing. (Matthew 10: 1, 5-14, Acts 2: 42,44-47, 1 Corinthians 11:23-25, James 2:14-17, Colossians 3:12-17)

Research: Students should look up the following references on characteristics of the early Church on www.biblegateway.com

Reinforcement: Teachers can design a template to record answers.

PS

Matthew 10: 1, 5-14, Acts 2: 42, 44-47, 1 Corinthians 11:23-25, James 2:14-17, Colossians 3:12-17. Students should make a list and brief explanation of the list of jobs that the disciples were given to do.

PS

Text book: Students can make notes on the main events of the passages, their meaning and significance for today.

Comm – R&W

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Unit 2B Content


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Capabilities

Facebook Posts: Imagine you are one of the disciples. Write a number of Facebook style posts to explain a typical week in your life doing the jobs that Jesus has instructed for you to do. Share answers with the class.

SM

Unit 2B Content


Content


Skills and Personal

Capabilities


The characteristics of the early Church: preaching, teaching, prayer, miracles, hymn singing and sharing. (Matthew 10: 1, 5-14, Acts 2: 42,44-47, 1 Corinthians 11:23-25, James 2:14-17, Colossians 3:12-17)

Careers: Students should design an advert for two of the jobs that the disciples were given to do. Design this on Microsoft Publisher.

Reinforcement: Teacher could show an example they made.

Think of the job title, the essential criteria, the desirable criteria, qualities needed, hours of work, pay, etc.

These adverts could be designed on the computer for a wall display.

UICT

UICT

113


Unit 2B Content


Content


Skills and Personal

Capabilities

Priority Pyramid: Students should cluster in groups to discuss and complete the following tasks:

Have a look again at the jobs the disciples were given to do and as a group put them into order of importance in a priority pyramid.

Debrief: Explain why your group chose this order.

WO

Comm – T&L

Hoodies: Imagine you lived during the early Church. Create a design for a hoodie for the disciples for travelling around, “The disciples at work”.

Extension: Students should write a report on the main differences and similarities between a disciple and a pastor/minister today.

SM

Comm - W

GCSE Style Question: “The work of a disciple of Jesus was never boring.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector Careers Department and leaflets Careers websites

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Capabilities



Website Profile: Students should create a website profile on themselves illustrating at least six values and beliefs that makes them uniquely who they are e.g., religion, political views, style of music etc.

SM

Making the link: Teachers and students should discuss how this informs others as to what they believe in. Teacher can explain how the Apostles Creed is a summary of the Christian beliefs and truth

Comm, T&L

ICT Research: Students should research websites to find the Apostles Creed. Students can make a summary of the key beliefs from the Creed.

Debrief: Teacher and students should engage in a discussion to work out the meaning of each part of the Creed.

UICT

Comm T&L

Reinforcement: Teachers can record answers on the whiteboard

Text book: Students make notes on the structure, meaning and significance of the Apostles Creed

Comm – R&W

116


117


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Power Point: Students should go to the computer suite to design a power point illustrating the Apostles Creed. They can then present these in class.

Collage: Students should choose six parts of the Apostles Creed which they can identify with most or which means a lot to them and design a collage using media sources on the title, “Why I’m a Christian.”

UICT

SM

Opinion Finder: Students should look again at the Apostles Creed and answer the following questions which will be given to each group

What part of the Apostle’s Creed do you feel is the most important?

Which part brings a sense of hope to faith?

Which part is the most challenging to believe in as a Christian today?

WO

Music Session: Teachers should distribute or display on the board 3 songs/hymns which are sung at Church. Students should work in pairs to identify which parts of the Apostles Creed are contained in the hymns.

WO

118


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ICT Investigation: Students should research Church websites in Northern Ireland to discover which denominations have included elements of the Apostles Creed in their statements of faith.

UICT

119


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Extension: Students should cluster in groups and design the Apostle’s Creed in contemporary language. Record answer on flip chart paper and discuss as a class.

WO

GCSE Style Question: “The Apostles Creed is still relevant for Christians today.” Do you agree or disagree? Give reasons for your answer showing that you have considered at different points of view.

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector Church Hymns CCEA Website Past Papers Opinion Finder questions

120


Unit 2B Content


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Skills and Personal

Capabilities



Fact or Opinion: Teacher could organise a fact or opinion task to establish what they know and do not know about St Patrick.

Debrief: Discuss correct answers.

PS

Comm-T&L

DVD: Students should watch the DVD of St Patrick and then engage in a discussion on the main parts of his life.

Reinforcement: Students should design a cartoon strip to illustrate the life of St Patrick.

WO

SM

Lifeline: Students should create a lifeline on the key events of St. Patrick.

Twitter: Students should imagine they are St. Patrick and create a series of tweets to explain the main parts of his life.

UM

UICT

Journal: Students should imagine they lived in Ireland during the time of St Patrick. Write a diary account reflecting on the changes that St Patrick made to Ireland. You could use the following headings:

UICT

121


Unit 2B Content


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Skills and Personal

Capabilities

What was life like in Ireland before St Patrick arrived?

Was there any kind of religion?

How did Patrick teach the message of Christianity?

How did Christianity change people lives?

Resources Bibles Text books Computer Suite Multi Media Projector DVD on St Patrick Fact or Opinion Task

122


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Capabilities



Photo Gallery: Students should cluster in groups to design a photo gallery to show where and how St Patrick’s Day is celebrated in Ireland.

WO

Extension: Students should write an essay explaining what they think were the facts and Fiction about St Patrick.

Comm - W

GCSE Style Question: Explain how successful Patrick was in bringing the message of Christianity to Ireland.

Comm – R&W

Reinforcement: Teacher can discuss ideas with class in advance.

Comm-T&L

Resources Bibles Text books Computes/iPad Multi Media

123


Unit 2B Content


Content


Skills and Personal

Capabilities

Projector Newspapers, Magazines, Internet CCEA Website Past Papers

Unit 2B Content


Content


Skills and Personal

Capabilities


How Protestantism emerged as a result of the Reformation

Timeline: Students should create a timeline of the main events of the reformation. Students should design this on computer/iPad.

UM

Research: Students research the life, work and impact of one of the reformers and their contribution to Protestantism.

PS

124


Unit 2B Content


Content


Skills and Personal

Capabilities

Facebook Profile: Use the information you have researched to design a Facebook profile on the reformer. Design this on computer/iPad.

UICT

GCSE Style Question: Explain some of the ways that the Reformers thought the Church was in need of change.

Comm – R&W

Resources Bibles Text books Computes/iPad Multi Media Projector Newspapers, Magazines, Internet CCEA Website Past Papers

125


Unit 2B Content


Content


Skills and Personal

Capabilities

Church Government

Church organisation in two denominations

Key Words: Teacher should display key words and ask students to define each: Reformation, authority, pastor, government, ordination, Protestant, priesthood, denomination, moderator, minister, elder, deacon.

Comm-T&L

Priority Pyramid: Students will cluster in groups to identify the hierarchy of authority in the following areas of life:

A school A Business A Sports Team: e.g. Owner, Chairman, Directors, shareholders, Manager, captain, vice-captain and players

WO

Making the link: Teacher and students can share ideas from the previous exercise and the teacher can give a presentation on the hierarchy of authority in two Protestant Churches.

Guest Speaker: Teacher can invite two Protestant church leaders to give a presentation on the hierarchy in their Churches. Students can ask questions.

Comm – T&L

Text books: Students should make notes on how the Church is organised in two denominations.

Comm – R&W

126


Unit 2B Content


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Skills and Personal

Capabilities

Character Profiles: Students should design character profiles on the following people in the Church and explain their responsibilities and importance. Present their findings to the class.

Moderator Archbishop Bishop Minister Pastor Elder Deacon

SM

Resources Bibles Text books Computer Suite Multi Media Projector Priority Pyramid Template CCEA Website GCSE Past Papers

127


Unit 2B Content


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Skills and Personal

Capabilities

Church Government(cont.)

The meaning of ordination and the role of the minister/pastor in one Protestant Church

Guest Speaker: Teacher can invite a pastor/minister to give a presentation on the subject of ordination and the different jobs that he would carry out within his Church. Pupils can ask questions they have prepared in advance.

WO

Thought Shower: Students should create two thought showers. The first to list and explain the work of a pastor/minister in the Church and the second to list and explain his work in the community. Present ideas to class.

Comm – R&W

Comm – T&L

Wall Freeze: Students should cluster with others and use various media sources to design a wall freeze on the “Work of a pastor/minister.”

Letter: Write a letter to your local pastor/minister, advising him what personal qualities you think are necessary to be a pastor/minister.

WO

Comm - W

128


Unit 2B Content


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Skills and Personal

Capabilities

Reinforcement: Teacher can provide students with a writing frame.

GCSE Style Question: Explain the ways that Churches are organised differently in two Protestant denominations.

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector CCEA Website GCSE Past Papers Guest Speaker

129


Unit 2B Content


Content


Skills and Personal

Capabilities

Church Government(cont.)

The priesthood of all believers

ICT Research: Students should research the internet to establish which Protestant Churches believe about the priesthood of all believers.

UICT

Brick By Brick: Students should design a brick wall and in each brick write one thing that people who believe about the priesthood of all believers can do for their Church.

PS

Resources Bibles Computer Suite Pastor/Minister Multi Media Projector Church Visit Student Work Book

130


Unit 2B Content


Content


Skills and Personal

Capabilities

Worship In The Protestant Church

Private worship: using the Bible, prayer, Bible reading aids and fellowship meetings.

Key Words: Teachers should display key words on the board and ask students to create a definition for each word: prayer, speaking in tongues, fellowship, worship, Eucharist, confession, adoration, liturgical.

Reinforcement: Students can use dictionary online to help them find the meaning of each word.

PS

UICT

Celebrity Profile: In this section we want to introduce students to the concept of worship. Students should choose a celebrity/sports team and design a profile about them on the following issues: facts about the celebrity/sports team, why they follow them, clothes they have to show their support, any concerts/matches they have attended, how much money it costs to attend concert or buy memorabilia and how they show their support and dedication etc. Students can design these on computer

SM


Comm - T&L

131


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Capabilities

Making the link: The teacher can discuss the way people have shown dedication to their sports team/celebrity and explain how Christians show their dedication and love to God through worship.

Comm - T&L

132


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Capabilities

Worship In The Protestant Church(cont.)

Private worship: using the Bible, prayer, Bible reading aids and fellowship meetings.

Church Visit: Teacher could arrange a visit to a local Protestant church where the pastor/minister can give a guided tour and explanation of the purpose of the following items used in worship:

WO

The Bible Prayer Bible Reading Aids Fellowship Meetings

Work Book: Students should complete the relevant section of the booklet prepared by the teacher in advance for this visit.

Comm – R&W

Story Board: Students could design a story board which can be used to teach primary school children about private worship. Students can opt to draw each item or use a photograph.

SM

Extension: Students should write an essay to explain how private worship is linked to events in the Bible.

GCSE Style Questions: Explain how using these aids to worship help Protestants stay close to God.

SM

Comm – R&W

133


Unit 2B Content


Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite Pastor/Minister Multi Media Projector Church Visit Student Work Book

Unit 2B Content


Content


Skills and Personal

Capabilities


Public Worship:-the order of service of one Protestant Church

Church Visit: Students should continue their church visit as the pastor/minister talks about the following issues:

the order of service the use of music the differences between liturgical and non-liturgical worship purpose of preaching speaking in tongues

WO

-the tradition of singing and music

-liturgical and non-liturgical worship

Work Book: Students should complete the relevant section in the work book that has been prepared in advance by the teacher.

Twitter: Students should write a series of tweet style messages to describe the order of service in a

Comm – R&W

W, R, Comm - T&L

UICT

134


Unit 2B Content


Content


Skills and Personal

Capabilities

Protestant Church. Type up and share with class.

-The importance attached to preaching

-speaking in tongues

Wall Freeze: Students should cluster in groups to create a wall freeze display on a service in a Protestant Church to include ideas such as

Prayers readings singing sermon collection dismissal

WO, PS

Name that Tune: Teacher can play the first lines of Christian hymns/songs and ask students to cluster in groups to make a list of the names of the hymns/songs. Share answers with the class at the end.

WO


Music: Teacher should let the class listen to a traditional hymn and contemporary worship music. Students should then cluster in groups to make a list of differences between the two, e.g. words, instruments etc.

WO

135


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Skills and Personal

Capabilities

FA Cup Final: The Christian hymn “Abide With Me” is played at the FA Cup Final each year. Students should research who wrote the hymn and the meaning of the words.

PS

Extension: Students should research and write an essay on the differences between a Catholic and a Protestant Church service.

SM

GCSE Style Question: “Public worship in the Protestant Church could be made more meaningful for Protestants in the 21st century.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Reinforcement: Students should discuss ideas orally with the teacher

Comm – R&W

Resources Bibles Computer Suite Multi Media Projector Church Visit Student Work Book CCEA Website Past Papers

136


Unit 2B Content


Content


Skills and Personal

Capabilities


Public Worship: Mind Map: Students should design a mind map listing the differences between liturgical and non-liturgical worship e.g. formal, liturgical, structured, leaderless, Pentecostal.

SM

-liturgical and non-liturgical worship

-The importance attached to preaching

-speaking in tongues

Stained Glass Window: Students should design a stained glass window illustrating a pastor/minister preaching a sermon.

SM

Journal Entry: Imagine you are a pastor/minister. Write an entry in your journal on how you prepare your sermon and its purpose.

Spectrum Debate: “Women should not be allowed to take a leading role in worship services.” Students should use this as a spectrum debate.

Comm - W

Comm – T&L

Today At Stormont: Students should write a speech for participation in the following debate: “This chamber

WO

137


Unit 2B Content


Content


Skills and Personal

Capabilities

believes that speaking in tongues is not needed for today” Type up and debate in class.

Resources Bibles Computer/iPad Multi Media Projector Internet

CCEA Website Past Papers Visual Cards

Worship In The Protestant Church(cont.)h

Different types of prayer and their purpose in Christian worship.

ICT Research: Students search the internet to locate the 5 types of prayer used in Protestant worship. Then create a table with their name and meaning:

Adoration Confession Thanksgiving Petition Intercession

Reinforcement: Teachers can use visual cards to explain to students.

UICT

Faith In Action: Students should write about a time when God has answered one of their prayers. Ideas can be shared with the class. Type on iPads.

Comm - W

138


Unit 2B Content


Content


Skills and Personal

Capabilities

Collage: Students should use various media sources to design a collage that will illustrate the title, “If I could ask God for anything, I would pray for ……”

Priority Pyramid: Students should record answers in a priority pyramid.

PS

GCSE Style Question: “The Lord’s Prayer is a model prayer for Protestants to use today.” Do you agree or disagree? Give reasons for your answer showing that you have looked at different points of view.

Comm – R&W

Resources Bibles Computer/iPad Multi Media Projector Internet

CCEA Website Past Papers Visual Cards

139


Unit 2B Content


Content


Skills and Personal

Capabilities


Beliefs about the authority, inspiration, meaning , truth and purpose of the Bible

Guest Speaker: Teacher should invite a representative from the Bible Society or the Gideons to give a presentation on the Bible.

DVD: students should watch the DVD on Mary Jones and discuss the contents with the teacher.

WO

Comm – T&L

Power Point: Students should design a Power Point to summarise this unit.

UICT

The significance of the architecture of church buildings and the symbolism of the main Church furnishings

Church Visit: The teacher could organise a trip to two Protestant churches and arrange with the pastor/minister to give the students a presentation on the position and importance of the following church furniture:

WO

Pulpit Communion Table Baptismal font Baptismal pool

140


Unit 2B Content


Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite/iPads Multi Media Projector Internet Church Visit CCEA Website GCSE Past Papers


The significance of the architecture of church buildings and the symbolism of the main Church furnishings

Personal Work: Students should then complete the following tasks:

Make a sketch of the external shape of the Church.Draw a plan of the inside of the Church and label key furnitureDraw a picture of: pulpit, communion table, baptismal font, baptismal pool.Explain where they are and what they are used for in worship.How does each help in worship and show the beliefs of the Church.

SM

Visitors Guide: Students should design a booklet about the Church building and furniture using Microsoft Publisher that could be given to tourists and visitors as a guide to the local Protestant Church.

UICT

Creativity: Design the inside of a new multipurpose Church building and explain how it would improve church worship.

SM

Comm – T&L

141


Unit 2B Content


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Skills and Personal

Capabilities

Debrief: Teacher can get students to share ideas with them and draw out rough plan on the whiteboard.

Extension: Write a report to show the different arguments about whether people have to be in church to worship God. Students can research how Christians have to worship God in other places.

GCSE Style Question: “Church buildings should be used for community events and not just for services.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Comm – R&W

Resources Bibles Computer Suite/iPads Multi Media Projector Internet Church Visit CCEA Website GCSE Past Papers

142


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Capabilities



Lifeline: Students should design a lifeline from January to December and put in the dates of key events in their life.

UM

-Advent -Christmas -Epiphany -Easter -Pentecost -Harvest

Back To Back: Students should engage in a back to back activity to identify the key festivals.

Traffic Lights: Teacher should use task to assess the understanding students have gained on the festivals.

WO

Comm – T&L

Facebook Photo Gallery: Students should design a Facebook style photo gallery to illustrate the main festivals in the Christian Church.

UICT

Group Work: Students should cluster in groups to answer these questions:

1. What is a festival?2. Why does the Church have festivals?3. What is the difference between a moveable and

fixed festival?

WO

143


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Resources Bibles Computer Suite Questions Multi Media Projector Internet Newspapers Magazines Traffic Light Questions Back To Back Task



Advent

Mind Map: Students should design a mind map to describe the feelings you have waiting for a concert to start, waiting for a football match to begin.

Making The Link: Teacher and students should share the answer the feelings and explain how Advent is a time of waiting and preparation

PS

Comm – T&L


Twitter: Imagine you lived at the time of the birth of Jesus. Write a series of tweets describing your feeling in the weeks leading up to the birth of Jesus. UICT

Research: Students should research different ways that Churches celebrate the festival of Advent.

Advent Calendar: In groups, students should design an Advent Calendar for the month of December.

PS

WO

144


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Extension: Students should write an essay on the customs which are associated with Advent around the world.

Comm – R&W

Resources Bibles Computer Suite Multi Media Projector Internet DVD on the Birth of Jesus DVD of Feed the World Thumbs Tool Task

145


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Christmas

DVD: Students should watch a DVD on the Christmas story.

Comm – T&L


Thumbs Tool: Teacher should read out 10 statements on the main events of the birth of Jesus. Students should use thumbs tool to express their opinion.

Acrostic: Students should work to create an acrostic using each letter of the word C H R I S T M A S

PS

Music: Students should listen to/watch the Christmas song “Feed The World” and in groups discuss and write out ideas on what message Bob Geldoff was trying to get across.

WO


146


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Capabilities

DVD on the Birth of Jesus DVD of Feed the World Thumbs Tool Task

147


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Name That Tune: Teacher should play the first few notes of 20 Christmas Carols and songs and get the students in groups to write down the names of each song or carol. Mark the answers as a quiz.

PS


Text Book: Students should make notes on the meaning and importance of Christmas and the symbolism associated with it.

Reinforcement: Teacher can create a worksheet of questions for notes.

Comm – R&W

Christmas Carols: Students should work in groups and design a story board to illustrate a Christmas Carol.

WO

Power Point: Students should research and design a Power Point with music and pictures to show how Christians celebrate Christmas locally and globally.

UICT

148


149


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Walking In Their Shoes: Imagine you are one of the characters from the Christmas story. Write a letter to your friend about what you saw and heard.

PS


Assembly: The class can cluster in groups and using tasks they have done in class, organise a Christmas assembly or Christmas service in school.

WO

Extension: Students should write an essay on how the birth of Jesus fulfilled Old Testament prophecies.

Comm - W

GCSE Style Question: Explain what Churches can do to get the true meaning of Christmas across to teenagers today.

Comm – R&W

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Text Book CD with

150


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Christmas carols and songs

151


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Epiphany

Mind Movies: Teacher to read half of the story of the wise men and students should create an ending.

PS


Reinforcement: Students can watch the DVD on the visit of the wise men.

Music: Listen to the Twelve days of Christmas. Teacher should explain how this song was originally based on the wise men bringing gifts to Jesus.

Comm – T&L

Drama: Students could prepare a drama sketch on the wise men.

WO

Jeremy Kyle Show: Students should cluster in groups to prepare a Jeremy Kyle style interview with the wise men and perform this in front of the class with other students able to ask questions.

WO

152


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Text Book: Students should make notes on the key events, characters, meaning and importance of this story for today.

Comm – R&W


Facebook Post: This question has appeared on Facebook. Write at least 5 replies from different people: “How do Christians celebrate Epiphany”? UICT

GCSE Style Question: “Christian festivals have become too commercialised.” Do you agree or disagree? Give reasons for your answer showing that you have considered at different points of view.

Comm – R&W

Reinforcement: Students and teachers can discuss this question together.

Comm – T&L


154


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Internet Text Book

155


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Easter

5 Minute Round: Teachers should ask students to work in pairs/groups to write down all the facts that they know about Easter in 5 minutes. Teacher can collate answers on the board.

WO


DVD: Students should watch a DVD on the Easter Story and discuss the main issues with the teacher.

Journal: Using information from the DVD and their own knowledge, students should create a journal to describe and explain the events Jesus experienced in the events leading up to Good Friday. Design on computer/iPad.

Comm – T&L

PS

Twitter: Students should imagine that they are one of the disciples and write a series of tweets to describe and explain what happened on Good Friday. These can be designed on computer/iPad.

Hoodie: Students should create a design for a hoodie to be worn by teenagers that can be worn to celebrate Easter.

UICT, R

SM

Podcast: Students should work in groups to create a news podcast on Good Friday.

UICT

156


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Reinforcement: Students should design an Easter Card to remember the death of Jesus. These can be designed on computer/iPad. SM

Resources Bibles Computer Suite Multi Media Projector Internet Text Book

DVD: Easter Story

157


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Revolving Circle: Students can cluster in groups to answer these questions:

WO


Did Jesus receive a fair trial?What does blasphemy mean?Who was responsible for the death of Jesus?Do you think the death of Jesus was necessary?How would you describe the actions of the disciples?What does the death of Jesus teach us about sin?

Thumb Tool: Teacher should use a thumb tool task to gauge how much understanding the students have of this topic so far.

T Shirt: Students should create a design for a t shirt which could be used by teenagers to celebrate the resurrection of Jesus.

Comm – T&L

SM

158


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Capabilities

Collage: Students should read the verse, “For God so loved the world that He gave His only begotten Son that whosoever believes on Him should not perish but have everlasting life”. John 3 v 16. Now design a collage using newspapers, magazines and internet, to illustrate the meaning of this verse.

SM

159


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Debrief: Teacher can address any issues from the NEAB.

PS

Comm – T&L


Extension: Write an essay to explain how the death and resurrection of Jesus is a fulfilment of Old Testament prophecies. Type on computer/iPad.

GCSE Style Question: “Only Jesus should be able to forgive sins, not any human.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view

Comm – R&W

Comm – R&W

Internet Research: Students should read the Biblical record of the Resurrection of Jesus on www.biblegateway.com

Art Work: You are an artist who witnessed the ascension of Jesus. Design a sketch on the scene you witnessed.

UICT

SM

Newspaper Report: Students should take on the role Comm - W

160


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Capabilities

of editor of the Jerusalem Times. Write a newspaper report on the events surrounding the Resurrection of Jesus. Type up on Computer/iPad.

GCSE Style Question: Explain why the Resurrection of Jesus gives hope to Christians today. Share answers with the class.

Comm – R&W

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Text Book www.biblegateway.com

161


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Skills and Personal

Capabilities



Pentecost

Bible Reading: Students can read and discuss the events of Pentecost in Acts 1: 1-11.

Comm - R


Reinforcement: Students should design a cartoon strip to illustrate the events of Pentecost. Can be designed on computer/iPad.

SM

Investigation: Students should investigate how Pentecost is celebrated by Protestants and the symbolism associated with it. Write a report.

PS

Text Books: Students should make notes on the events, characters and significance of Pentecost.

Extension: Imagine you are a pastor/minister. Write an article for the Church Magazine to explain why the festival of Pentecost is important for the Church today.

Comm – T&L

Comm - W


162


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Internet Text Book

Flipchart

Unit 2B Content


Content


Skills and Personal

Capabilities



Harvest

5 Minute Round: Students should be put in groups and given 5 minutes to make a list of what they know about Harvest.

WO


Research: Students should research on the internet the origins of Harvest.

PS

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Collage: Students should work in groups to design a collage on how Christians celebrate Harvest today.

WO

Maths: Students Should research Church websites and record in a bar graph the number of festivals each Church in Northern Ireland celebrate.

UM

Resources Bibles Computer Suite Multi Media Projector Internet Text Book

Flipchart

164


Unit 2B Content


Content


Skills and Personal

CapabilitiesSacraments And Ordinances

The ceremony, symbolism and meaning of baptism and communion in two Protestant Churches.

Key Words: Teachers should display key words in a Power Point and ask the students in groups to create a definition of each word. Key words could include: sacraments, ceremony, baptism, immersion, symbolism, communion, godparents.

UICT

5 minute round: Students should cluster in groups to discuss the meaning and purpose of the sacraments and ordinances in the Protestant church.

Text book: Students should make notes on the meaning and purpose of sacraments and ordinances and their importance today.

WO

Comm – R&W

Baptism

Guest Speaker/Church Visit: Teacher should arrange a visit to two local Protestant Churches or a visit from two pastors/ministers to describe and explain the sacrament of baptism. The following issues should be answered by the pastor/minister:

Where and when does the baptism takes place?Why are people baptised?What are the main parts of a baptismal ceremony?What are the main symbols used?

WO

165


Unit 2B Content


Content


Skills and Personal

Capabilities What are the differences in Protestant Churches on baptism?

166


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Capabilities

Sacraments And Ordinances(cont.)

The ceremony, symbolism and meaning of baptism and communion in two Protestant Churches

Twitter: In a series of tweets describe a baptism in a Protestant Church.

UICT

Story Board: Students should create a story board to illustrate the symbols associated with the sacrament of baptism.

PS

Extension: Research and write an essay to explain the differences between infant and adult baptism.

Comm - W

GCSE Style Question: Explain why Protestants believe it is important to be baptised.

Comm – R&W

Resources Bibles Computer Suite /iPads Guest Speaker Multi Media Projector Internet Text Book Church

167


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Capabilities

Visit CCEA Website Past Papers

168


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Communion

Church Visit: Teacher should arrange a visit to two local Protestant churches for a pastor/minister to describe and explain the sacrament of communion. The following issues should be answered by the pastor/minister:

What age can a person take communion at?Where and when does communion take place?What are the main parts of a communion service?What are the main symbols used in communion?

WO

What’s app/Viber: Students should describe in a series of what’s app/viber style messages the main parts of a communion service in a Protestant Church. Type on computer/iPad.

UICT

Text Book: Students should make notes on the key features and meaning of communion and the symbolism associated with it.

Extension: Students should research the links between communion and events in the Bible. Write an essay on this.

Comm – R&W

Comm - W

169


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GCSE Style Question: “Sacraments are out of date in the 21st century.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W




Comm – T&L

Debrief: Teacher can address any issues from the NEAB.

Resources Bibles Computer Suite Guest Speaker Multi Media Projector Internet Text Book CCEA Website Past Papers No Easy Answers Board

170


171


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Confirmation and Church Membership

Guest Speaker/Church Visit: Teacher should arrange a visit to a local Protestant church or a visit from a pastor/minister to describe and explain the sacrament of confirmation. The following issues should be answered by the pastor/minister:

WO

1. What age is a person confirmed at?2. Where and when does confirmation take

place?3. What are the main parts of a confirmation


Journal: Students should write an entry in their journal about their confirmation. Include the following ideas. Type on computer/iPad.

Preparation The ceremony Celebrations

UICT

Text Book: Students should make notes on key features and meaning of confirmation and the symbolism associated with it.

Comm – R&W

172


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Confirmation and Church Membership

Extension: Students should research the origins of confirmation and its purpose in the Church.

PS

GCSE Style Question: “Confirmation is only an excuse for a party and presents.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Reinforcement: Teacher and students together can discuss reasons.

Group Work: In groups, students should discuss the different ways that people become members of the Protestant Church.

Comm – T&L

WO

Letter: Students should imagine they are a Minister or Pastor. Write a letter of advice to a teenage Protestant who is interested in becoming a member of the Church. Type these on iPads/computer and present to the class.

Traffic Lights: Teacher should use this exercise to establish the understanding pupils have gained so far

PS

Comm – T&L

173


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Capabilities

on this topic.

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Text Book

174


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Capabilities

The role of the church in contemporary society.


Key Words: Teacher should display the key words for this unit on the whiteboard and ask students to establish their meanings. Keys words may include: community, cohesion, charity, contribution, involvement, negative.

Reinforcement: Students can use online dictionaries to help them.

Comm – R&W

Helping people in need: Students should prepare a Power Point on the work of a Protestant church in helping people in need in the community:

Charity, visiting the sick, fundraisers, collections, hospital visits,

Christmas dinners for the elderly, Food banks

UICT

Links with schools: Students should imagine that they are a pastor/minister and write entries in their diary to show how they are involved with schools:

School Assemblies Counselling Christmas Services Board of governors Easter Services R.E. Classes

Comm – R&W

175


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Bring the community together: Students can cluster in groups to design a plan for how the pastor/minister can work to bring the community together.

Joint Carol services Fun days at Church halls Visit Protestant schools

WO

176


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International Residents: Students should create a poster which could be placed outside the Church to make international residents feel welcome. Poster may include the following:

PS

A Bible verse e.g. John 3 v 16 Catchy slogan bbq nights the word welcome in different languages English classes homework clubs for kids Bibles in their language

Hoodie: Students should create the design for a hoodie which could be worn by people to show support for people of other nationalities.

Today At Stormont: Students should write a speech for participation in the following debate, “This chamber believes that not enough is being done by the Church to bring the community together.”

SM

Comm – R&W

177


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Capabilities

Spectrum Debate: Teacher can organise a spectrum debate on how the Church can be more involved in the local community.

Comm – T&L

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Guest Speakers: priest/pastor/minister

178


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Capabilities


The Challenge to the Christian Church of changing moral and social trends

Guest Speaker: Teacher could invite a member of the Protestant and Catholic clergy into school to give a presentation and participate in a discussion on how the Church is responding to changes on the following issues:

Comm, T&L

-Abortion -Euthanasia -Same sex marriage Blessings -The age of consent -Alcohol, drug use and gambling -Politics -War and terrorism -RefugeesQuestion And Answer Session: There should also be a question and answer session when the class can question the clergy with questions they have prepared in advance.

Media Wall: Students should collect stories from newspapers, magazines and the internet to design a media wall of the contemporary issues you have been studying.

PS

179


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Capabilities

GCSE Style Questions: “The Church is irrelevant in addressing changes in society”. Do you agree or disagree? Give reasons for your answers showing that you have considered different points of view.

Comm – R&W

Resources Bibles Computer Suite CCEA Website Past Papers Multi Media Projector Internet Guest Speakers Newspapers Magazines Internet

180


Suggested Resources

Bibles

Good News Bible

NIV Bible

Organisations

The Gideons The Bible Society Church Visits Church Clergy

Websites


www.opendoors.co.uk



www.ccea.org.uk

DVDs

St. Patrick

Pentecost

Easter Story

Text Books


181



Unit 3

Unit 3 Content


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Capabilities

The Identity of Jesus


Where appropriate, activities should be considered in the religious, political, social and cultural context of Jesus’ day.

Using a spider diagram students consider the various titles they are known by such as; brother, sister, cousin, student, son, daughter, friend, athlete, footballer.

PS

The meaning and significance of the identity of Jesus, both for His disciples and for Christians today, by studying key events relating to His titles as Son of God, Messiah, Son of Man, Son of David

Create a table for the following titles of Jesus, (Son of God, Messiah, Son of Man, Son of David and Saviour) down the side and their meaning, example reference of when used, significance in Jesus’ time and significance for today along the top.

Define key words; incarnation, virgin birth, prophet, conceived, annunciation, magnificat.

PS

Comm - W

182


and Saviour:

the key events surrounding Jesus’ birth (Matt. 1:18-25; Matt.2:1-12; Luke 1:26-45; Luke 2:1-20)

Read Matt. 1:18-25

Find out why does Matthew refer to prophecy?

Create a flow chart highlighting the main events leading up the birth of Jesus.

Comm – R&W

Resources Bible research materials – textbooks/internet

183


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Capabilities

The Identity of Jesus(cont.)

the key events surrounding Jesus’ birth (Matt. 1:18-25; Matt.2:1-12; Luke 1:26-45; Luke 2:1-20)

Find out what the names ‘Immanuel’ and ‘Jesus’ mean.

In groups discuss - What do these titles tell us about who Jesus is?

Begin a booklet entitled ‘The Birth Of Jesus Through Different Eyes’ – in it write an account of the birth of Jesus from Joseph’s point of view.

PS

WO

SM

Read Luke 1:26-45

In your booklet write an account of the birth of Jesus’ from Mary’s point of view. How might visiting Elizabeth have helped Mary at this time?

Complete ‘Son of God’ in your titles table.

Comm – R&W

Read Luke 2:1-20

Using a map (e.g. www.bible.ca/maps/maps-palestine-33AD.htm), highlight Nazareth and Bethlehem.

Explain why Joseph had to travel to Bethlehem (town of David). Find out - Who Caesar Augustus was and create a Facebook Profile for him.

PS

Find out the status of shepherds at the time of Jesus. What can we learn about Jesus from the fact that shepherds were his first visitors? Comm – R&W

184

http://www.bible.ca/maps/maps-palestine-33AD.htm



Unit 3 Content


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Capabilities

In your ‘Birth of Jesus’ booklet, write an account of the birth of Jesus from the perspective of one of the Shepherds.

Complete ‘Saviour’ in your ‘Titles Table’

Resources Bible Research material – textbooks/internet newspapers/magazines

185


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Capabilities


Jesus’ baptism and temptations (Matt. 3:13-17; Matt. 4:1-11)

Read Matt. 3:13-17

Describe the baptism of Jesus and explain its significance. What can we learn about who Jesus is from his baptism?

Research the practice of baptism (infant and adult) in Christian Churches today.

Comm – R&W

PS

In groups discuss - ‘What is temptation?

Discuss – working in twos - ‘Temptations teenagers might face’. Look at newspapers and magazines as a prompt.

WO

Each one teach one activity describing the various scenarios of temptations.

Create and carry out a class survey on temptations teenagers may face.

WO

UM

Complete a bar chart showing your findings.

Research what help is available for teenagers facing these temptations.

PS

186


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Capabilities


Jesus’ baptism and temptations (Matt. 3:13-17; Matt. 4:1-11)

Read Matt.16:13-20

Create a table for the temptations of Jesus- include the temptation, the response and the wider significance of each temptation. You should use the exact wording from the Bible for each temptation.

Comm - R

Comm – R&W

Discuss – What can we learn about Jesus from the temptations? What can we learn that might help us deal with temptation? How is Lent linked to the temptations of Jesus?

WO

Your friend confides in you that they are struggling with a particular temptation. Write your reply, offering practical advice on how to deal with their situation.

Complete ‘Son of God’ in titles table

GCSE style question ‘If God will always forgive then you can do what you want.’ Do you agree with this statement? Give reasons for your answer.

Comm – R&W

Resources Bible Research material – textbooks/internet newspapers/magazines Bibles ‘Title Table’

187


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Capabilities

The Identity of Jesus (cont.)

Peter’s declaration of faith (Matt. 16:13-20)

Read Matt. 16:13-20

Describe the events.

Find out – what are the differing interpretations of v18-19 regarding Peter?

Comm – R&W

Jesus’ transfiguration (Matt. 17:1-13)

Define - ‘transfiguration’

Read Matt.17:1-13

Comm – R&W

Imagine that you are Peter, write an account of what happened on the mountain. Include who was there, what you saw, what you heard, how you felt and how you reacted.

Find out what Elijah, Moses and the cloud represent.

Complete ‘Son of Man’ in titles table

PS

Resources Bibles ‘Title Table’

188


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Capabilities

The teaching of Jesus

Students should be able to demonstrate knowledge and understanding of, and critically evaluate;

Read Matt. 5:13-16

Working in twos - Draw a large salt shaker and a light bulb and write on them ways in which Christians can be salt and light.

WO

Jesus’ teaching and its contemporary meaning and significance:

Read Matt. 6:5-15

Define ‘hypocrite’

Summarise Jesus’ teaching on prayer.

Comm – R&W

the characteristics of discipleship (Matt. 5:13-16)

Watch www.youtube.com/watch?v=janJmnpstMk – The Lord’s prayer. What ‘types’ of prayer are included in the Lord’s prayer? Why is the Lord’s prayer thought to be a good example of how we should pray?

Re-write the Lord’s prayer in your own words.

UICT

SM

189

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


Unit 3 Content


Content


Skills and Personal

Capabilities

Resources Bible image of a salt shaker and lightbulb internet

Unit 3 Content


Content


Skills and Personal

Capabilities

The teaching of Jesus(cont.)

Jesus’ teaching on prayer (Matt. 6:5-15 Luke 18:9-14)

Read Luke 18:9-14

Watch www.youtube.com/watch?v=2ja8DOBML2I ‘The Parable of The Pharisee and tax Collector – Rod The Ney’

Comm - R

UICT

Create a story board to retell the parable

What do you think Jesus was trying to teach us about prayer from this parable?

SM

190

http://www.youtube.com/watch?v=2ja8DOBML2I


Unit 3 Content


Content


Skills and Personal

Capabilities

Jesus’ teaching on forgiveness (Matt. 5:38-38; Matt. 18:21-35)

Read Matt 5:38-48

Summarise the passage.

Find out – At the time of Jesus what was the context of being ‘forced to go one mile’?

Comm – R&W

PS

Read Matt. 18:21-35 - What did Jesus mean by ‘seventy time seven’?

Watch www.youtube.com/watch?v=n-Dl5dqLz5M Parable of The Unforgiving Servant - Matthew AbelerWrite your own modern day parable about forgiveness.

Make up a catchy slogan which you think summarises Jesus’ teaching on forgiveness.

In groups talking heads debate ‘The standard Jesus sets is just too high!

UICT

SM

WO

Resources Bible research materials textbooks/internet

191

http://www.youtube.com/watch?v=n-Dl5dqLz5M


Unit 3 Content


Content


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Capabilities

The teaching of Jesus(cont.)

Jesus’ teaching on wealth and poverty (Matt. 6:24-34; Matt. 19:16-30

Read Matt. 6:24-34

Make a list of the things we do not need to worry about.

Look up www.youngminds.org.uk/for_children_young_people

SM

Discuss – How can worry affect young people today? Is it possible to not worry? What can help us to cope with our worries?

Design a poster encouraging young people to seek help with their worries.

Read Matt. 19:16-26

Comm – T&L

Comm - W

Watch – www.You tube ‘The Rich Young Man’ Ashley S

Retell the parable.

What do you think prevented the Rich Young Ruler from following Jesus? What might prevent someone today from following Jesus?

UICT

Comm – R&W

What was the belief about wealth at the time of Jesus? What do you think Jesus

Watch www.You tube - ‘A Camel through the eye of a needle’ WWUTT meant in verses23-24

192

http://www.youngminds.org.uk/for_children_young_people


Unit 3 Content


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Capabilities

UICT

Resources Bible computer suite internet

193


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The teaching of Jesus (cont.)

Responses to His teachings (Matt. 13:1-9, 18-23)

Define key words: parable, sower, vineyard, Kingdom of God.

Explore why Jesus taught in parables.

PS

Read Matt.13:1-9 Comm - R

Watch a clip illustrating the Parable of the Sower- www.You Tube ‘The Parable of the Sower – Rod The Ney

UICT

Complete a table highlighting the places where the seed fell, what happened to the seed and the response to God’s word that each soil represents. Key point – the seed represents the Word of God.

Comm – R&W


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195


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The encounters with Jesus

Some of Jesus’ encounters with others

Define key words – phylacteries, Rabbi, hypocrites, oath.

Comm – R&W

Jesus’ encounters with Religious leaders (Matt. 23:1-12, 23-28

Read Matt. 23:1-12, 23-28

Make a list of the ways in which Jesus thinks the religious leaders are not ‘practising what they preach’.

Create a cartoon story board to illustrate the ‘woes’.PS

Jesus’ encounters with women (John 8:1-11)

Watch www.You tube ‘Woman caught in adultery John 8:1-11 Resource 777’

UICT

Write a blog post for the woman including how she felt from the moment she was caught to the moment Jesus speaks with her. Do you think Jesus thought what she had done was OK? Why do you think this?

SM

Resources Bible internet access

196


197


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Capabilities

The encounters with Jesus (cont.)

Jesus encounter with a tax collector (Luke 19:1-10)

Watch www.YouTube - Jesus & Zack - The Story of Zacchaeus the Tax Collector - Animated Christian short film.

UICT

Read Luke 19:1-10 Comm - R

Class discussion onWhat do you think Jesus means in verses 9-10?

Comm – T&L

Imagine you are Zacchaeus, write an account of what happened that day.

Comm - W

Resources Bible Research materials – textbooks/internet You Tube

198


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Capabilities

The encounters with Jesus (cont.)

Jesus’ encounters with leprosy sufferers (Luke 17:12-19)

Read Luke 17:12-19

Summarise the storyComm – R&W

Find out what life was like for leprosy sufferers at the time of Jesus and describe how the lives of these men might have changed after they were healed.

PS

Hot Seating activity – Allocate pupils a character that Jesus encountered; Religious leader, woman, tax collector and leprosy sufferer. Other pupils question them.

WO

GCSE style question ‘Society today has a lot to learn from the example of how Jesus treated other people.’ Do you agree or disagree? Give reasons for your answer showing that you have considered difficult points of view.

Comm – R&W

Resources Bible Research materials – textbooks/internet

199


200


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The death and resurrection of Jesus

The meaning and significance of Jesus’ death and resurrection for Christian truth and identity:

Research the significance of the Passover for Jews at the time of Jesus – text books / internet. Explain the symbolism behind each element of the meal.

Watch a clip of the last Supper e.g. www.You Tube ‘Last Super Jesus Film Project’.

SM

UICT

The Last Supper (Matt. 26:17-30)

Read Matt 26:17-25 and retell the main events.

Imagine you are Judas write a twitter post about how you are feeling whilst sitting at the table with Jesus.

Discuss - What can we learn about Jesus from what he knew about Judas?

Read Matt. 26:26-30

Create a story board of the main events.

Comm – T&L

Comm – R&W

Draw a picture of the bread and wine and write in/around them the new meaning Jesus gave to each.

Research – How is the Lord’s Supper remembered in Churches today? What is meant by the ‘New Covenant’?

PS

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The death and resurrection of Jesus (cont.)

Gethsemane (Matt.26:36-46)

Read Matt. 26:36-46

Retell what happened when Jesus prayed in Gethsemane.

Comm – R&W

Find or draw an image representing Jesus. Write the words that Jesus spoke in Gethsemane in speech bubbles around the image.

SM

Class discussion on

What is meant by the ‘cup of suffering’? Comm – T&L

Class discussion on

What can we learn about Jesus from how He prayed in Gethsemane?

Resources Bible image of Jesus praying in Gethsemane Research materials –textbooks/internet

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Jesus’ arrest (Matt. 26:47-56)

Read Matt. 26:47-56

Describe in detail the arrest of Jesus.

Discuss - Why did Jesus allow Himself to be arrested?

Comm – R&W

Comm – T&L

Jesus’ trials (Matt. 26:57-68:Matt. 27:1-2. 11-31)

Read Matt. 26:57-68

Retell the events.

Find out – What is the Sanhedrin? In what ways was the trial before the Sanhedrin unlawful?

PS

Who was Pilate? Create his Facebook profile.

Why did the Sanhedrin take Jesus to Pilate?

UICT

Read Matt. 27:1-2, 11-26

Describe in detail what happened.

Who was Barabbas?

Complete a ‘Heads and Tails’ exercise entitled ‘Who said this?’ Students are to match key statements from

Comm – R&W

PS

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the text with the correct person/people.

Resources Bible Image of Jesus on the cross heads and Tails exercise (not provided)

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Jesus’ death (Matt. 27:32-61)

Read Matt. 27:32-56.

Divide the class into four groups – the Roman Centurion, Mary the mother of Jesus, a disciple, the chief priests.

WO

Draw or stick an image of Jesus on the cross on to a large page and write the feelings and draw the facial expressions you think your witnesses to the crucifixion would have felt/expressed.

Describe the crucifixion in detail, including the unusual events that took place after it.

SM

Comm – R&W

Read Matt.27:57-61

Describe the burial of Jesus.

Fishbone strategy – Effect ‘Jesus is crucified’.

Find out – Why is the death of Jesus so important to Christians today? How is the death of Jesus remembered by Christians today? How is Jesus’ death seen as a sacrifice? What does the word atonement mean?

PS

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Watch video clip www.request.org.uk/jesus/death-and-resurrection/why-did-jesus-die/


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http://www.request.org.uk/jesus/death-and-resurrection/why-did-jesus-die/

http://www.request.org.uk/jesus/death-and-resurrection/why-did-jesus-die/


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Jesus’ resurrection (Luke 24:1-12; Matt 28:16-20)

Read Luke 24:1-12 Comm - R

Imagine you are one of the women who visited the tomb, write a Twitter post about what you have witnessed.

Describe the resurrection in detail

UICT

Find out – What is Holy Week? How do Christians today remember the resurrection of Jesus? Why is the resurrection of Jesus so important to Christians today?

PS

Create an Easter card highlighting the real meaning of Easter for Christian today.

SM

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Jesus’ resurrection (Luke 24:1-12; Matt 28:16-20)

Read Matt. 28:16-20 Comm - R

Watch www.youtube.com/watch?v=N0wutXAX9B0 Discuss – ‘What is the Great Commission?’

Comm – T&L

Visiting speaker – Invite a Christian/Christian missionary into school to talk about their faith and how the teachings of Jesus impact on how they live their life.

WO

Jesus’ ascension (Luke 24:50-53)

Read Luke 24:50-53

Describe the Ascension of Jesus

Comm – R&W

Resources Bible Visiting speaker research materials – text books/internet

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The Christian Church

The Mass and order of service from one Protestant Church

Define key words – liturgical, non-liturgical, sermon, denomination, sacraments, Holy Communion, Mass.

SM

Different styles of worship in the Catholic Church and in one Protestant Church:- The tradition of

singing and music;

- Liturgical and non-liturgical worship,

- The importance attached to preaching,

- The role of the Bible in worship.

Watch - What is worship? www.request.org.uk/life/spirituality/worship/ and www.request.org.uk/life/church/what-happens-inside-a-typical-church/

Research – find out what an order of service is like in a Catholic Church (www.bbc.co.uk/education/guides/zwkjpv4/revision/5)

Describe the Mass in detail.

UICT

PS

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http://www.bbc.co.uk/education/guides/zwkjpv4/revision/5



http://www.request.org.uk/life/spirituality/worship/


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Describe the order of service for one Protestant Church in detail.How are they similar, how do they differ?

Comm - W

Discuss – What do you think are the essential elements of a Church service?

Comm – T&L

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The Christian Church (cont.)

Create a pie chart showing the main elements of worship.

Investigate how singing and music are used in worship in the Catholic Church and one Protestant Church.

UM

PS

Create a mind map highlighting the main reasons why the Bible is used in worship.

Find out about different styles of worship - liturgical, leaderless, Pentecostal/charismatic, structured. What are the advantages and disadvantages of each?

What type of worship do you think suits you best? Why do you think this?

Explain why preaching is as very important in some denominations

Comm – R&W

GCSE Style question – ‘Worship should be more about what happens on the inside than what happens on the outside.’ Do you agree or disagree? Give reasons for you answer showing that you have considered different points of view.

Comm – R&W

Resources Church visit or research materials – text books/internet images of main church furnishings……

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Research materials textbook/internet

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Find out what the main types of prayer are ; adoration, confession, thanksgiving, supplication (petition and intercession) (ACTS) www.dummies.com/religion/christianity/catholicism/a-look-at-key-catholic-prayers/

PS

different types of prayer and their purpose in Christian worship;

Write a prayer incorporating each type of prayer.

GCSE style question ‘Praying is a waste of time.’ Do you agree or disagree? Give reasons for your answer showing that you have considered difficult points of view.

Comm – R&W

the significance of the architecture of church buildings and symbolism of the main church furniture- pulpit;- altar or

communion table;

- lectern;- tabernacle; and- baptismal font

Set the scene – Find out – how many churches do pupils pass on their journey to school? What do these churches look like? Define ‘denomination’

In groups - research – What different styles of church buildings are there? (cruciform, circular, barn style, hall and tower) What message does the style/shape of the building give?

PS

WO

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and baptismal pool

Research or visit a Catholic church and one Protestant Church.

SM

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Draw and label a plan of each church, including the position of the main furnishings. What can the layout tell us about what is most important in that church?

Design your own church building and explain your choice of layout.Find out – Apart from Sunday services, what else can church buildings be used for?

SM

Design an information sheet outlining the activities being held in your chosen church for the week ahead.

Resources Research materials textbook/internet image of the Church/liturgical year

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the meaning and purpose of the church festivals for Christians:

Find a pie chart of the Church Year which highlights the main church festivals www.pinterest.com

Research each festival - www.request.org.uk, www.bbcbitesize.co.uk

UM

SM

- Advent;- Christmas;- Epiphany;- Lent;- Easter cycle

(Holy Week – Easter Sunday);

- Ascension;- Pentecost;- Saints Days; and- Harvest

Create a booklet entitled a ‘Guide to Christian festivals’ which examines each festival. You should include:

- what/who the festival remembers?- when it is celebrated? – explain moveable and

fixed festivals- how it is celebrated? – customs and traditions,,

changes over time- the colour associated with it (where applicable)- Images related to each festival.

In groups ‘talking heads’ debate – Are some festivals more important than others? Have some festivals lost their original religious meaning?

WO

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http://www.bbcbitesize.co.uk/


http://www.pinterest.com/


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GCSE style question ‘The main Christian festivals today have lost their religious meaning’ Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Research materials textbook/internet image of the Church/liturgical year

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Sacraments and ordinances

The ceremony, symbolism and meaning of baptism and the Eucharist or Communion, in the Catholic and in one Protestant Church

Watch www.youtube.com/watch?v=hysJSb38mCQ ‘Christian Baptism’

UICT

Research – What is believer’s baptism? What is infant baptism? What do they have in common and what are the main differences? Give an example of a Protestant denomination which practices each. Which does the Catholic Church practice? What similarities/differences are there between Protestant and Catholic infant baptism? Describe each ceremony in detail.

SM

Baptism in the Catholic Church. Research the following;

- what age a person is baptised;- where the baptism takes place;- the role of the god-parents;- the main features of the baptism ceremony;- beliefs about baptism; and- symbolism

www.youtube - Catholic Baby Baptism

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Baptism in a Protestant Church. Research the following;

- infant or adult baptism?- where the baptism takes place;- main features of the baptism;- beliefs about baptism; and symbolism.

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Believers baptismal service www.bbc.co.uk/education/guides/zd9whyc/revision/2

What symbols are used in baptism in a Protestant Church of your choice and in a Catholic Church? Create a table listing the symbols and their significance.

SM

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http://www.bbc.co.uk/education/guides/zd9whyc/revision/2


Class debate -Divide the class into two groups. One will argue for infant baptism and the other for believers.

WO

Resources Research materials – textbooks/internet/information leaflets/visiting speaker

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Sacraments and ordinances(cont.)

Define key words – Communion, Eucharist, transubstantiation

Find out - Why is Communion/Eucharist celebrated in Christian churches? How is it celebrated? www.request.org.uk/life/spirituality/communion-2/www.request.org.uk/life/spirituality/communion/#www.request.org.uk/life/spirituality/roman-catholic-mass/

Comm – R&W

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http://www.request.org.uk/life/spirituality/communion/

http://www.request.org.uk/life/spirituality/communion-2/


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Describe in detail the Mass in a Catholic Church.

Describe in detail Communion in one Protestant Church.

Create a table which includes the following information for the Catholic Church and one Protestant Church:

- who can take communion;- how often is it celebrated;- what is taken during communion;- what is believed about the bread and wine; and- how it is distributed.

Comm – R&W

GCSE Style question – ‘Describe a baptism in a Church of your choice.’

Resources Research materials – textbooks/internet/information leaflets/visiting speaker PowerPoint

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The role of the church in contemporary society

how the Christian Church contributes to the local community and community cohesion; and

Watch www.request.org.uk/life/church/what-happens-in-churches-during-the-week/#

Comm – R&W

Make a list of activities that this church offers to the local community.Choose one and create a poster highlighting what it offers.

Find out – What activities do churches in your area offer to the local community? How do they help to bring community cohesion?

Choose one Christian organisation that supports community cohesion e.g. Corrymeela, 174 Trust and Create a PowerPoint about its work.

PS

UICT

GCSE style question – ‘Describe the work of one organisation, community or fellowship which helps bring together Christians from different traditions.’

Comm – R&W

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Resources research materials – textbooks/internet computer suite newspapers

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The role of the church in contemporary society (cont.)

the challenge to the Christian Church of changing moral and social trends

Each one teach one– in small groups look at a selection of newspapers and consider - ‘How might the Christian Church be challenged by todays changing social and moral trends?’ (Such as abortion, same sex marriage, addiction, gender issues, euthanasia, debt, refugees, medical ethics). Report back to rest of the class.

WO

Research - For each challenge that you suggest, name one Christian organisation that could help support the church.

Research one Christian organisation that helps Christians to face these challenges such as Christians Against Poverty (CAP), Love for life, Scripture Union, Salvation Army, St Vincent de Paul.

SM

Create a detailed information leaflet outlining the different aspects of the work the charity is involved in.

In twos, discuss - Aside from charities, how else might Christians be supported in facing changes in social and WO

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moral trends?

GCSE style question - ‘The Christian Church has the right to speak out against changing moral standards in our society.’ Do you agree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources research materials – textbooks/internet

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Suggested ResourcesBible


Websites

www.bible.ca/maps

www.youtube.com


www.request.org.uk




www.pinterest.com





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http://www.vatican.va/archive

http://www.presbyterianireland.org/

http://www.ireland.anglican.org/

http://www.baptistireland.org/


http://www.dummies.com/religion

http://www.bbc.co.uk/education

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


http://www.youngminds.org.uk/

http://www.youtube.com/

http://www.bible.ca/maps



Unit 4

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The Identity of Jesus

The meaning and purpose of the titles of Jesus, both for His disciples and for Christians today, by studying key events relating to His titles Son of God, Messiah, Son of Man, Son of David and Saviour.

Where appropriate, activities should be considered in the religious, political, social and cultural context of Jesus’ day.

Using a spider diagram students consider the various titles they are known by such as brother, sister, cousin, student, son, daughter, friend, athlete, footballer.

PS

Create a table for the following titles of Jesus, (Christ, Messiah, Son of David, Son of God, Saviour) down the side and their meaning, example reference of when used, significance in Jesus’ time and significance today along the top.

SM

Jesus’ birth (Matt. 1:18-25)

Define key words; incarnation, virgin, prophet, conceived.

Read Matt. 1:18-25 Find out why does Matthew refer to prophecy?

Comm – R&W

PS

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Create a flow chart highlighting the main events leading up the birth of Jesus.

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Using a map ( www.bible.ca/maps/maps-palestine-33AD.htm), highlight Nazareth and Bethlehem.

PS

Define ‘Immanuel’. What does this tells us about who Jesus is?

Comm – R&W

Complete ‘Jesus’ on the table of titles.

Resources Bibles Research materials: textbooks/internet map

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visitors from the East (Matt.2:1-16)

Read Matt.2:1-16

Create a timeline highlighting the main events surrounding the visit of the Magi.

UM

Highlight Jerusalem and Bethlehem on your map.

Research – Text book/ internet the gifts, gold, frankincense and myrrh, and their meaning.

PS

GCSE style question ‘God still speaks through dreams and visions’ Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view. Discuss

Comm – R&W

Resources Bibles Research materials, textbooks/internet

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the ministry of John the Baptist (Matt. 3:1-17)

Read Matt. 3:1-12

Create a profile for John the Baptist including; where he lived, what he ate and wore, the message he preached, the prophecy he fulfilled, comparison with Elijah, a picture, who he was waiting for, his fans and his haters.

PS

Highlight the desert of Judea on your map.

Research the Pharisees and Sadducees and create a table comparing their main beliefs.

PS

Read Matt. 3:13-17 Describe the baptism of Jesus and explain its significance. What can we learn about who Jesus is from His baptism?

Comm – R&W

Research – How is baptism conducted in Christian Churches today?

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Resources Bibles Research materials, textbooks/internet map

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the temptation of Jesus (Matt. 4:1-11)

Discuss ‘What is temptation?

Discuss – working in twos - ‘Temptations teenagers might face’ Look at newspapers and magazines as a prompt. ‘Each one teach one’ on the findings.

WO

Complete a class survey on temptations teenagers face and present your findings using a bar chart.

Research what help is available for teenagers facing these temptations.

UM

SM

Create a table for the temptations of Jesus- include the temptation, the response and the wider significance of each temptation. You should use the exact wording from the Bible for each temptation.

Comm – R&W

Discuss– what can we learn about Jesus from the temptation? What can we learn that might help us deal with temptation? How is Lent linked to the temptations of Jesus?

Comm – T&L

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Complete ‘Son of God’ in titles table.

Your friend confides in you that they are struggling with a particular temptation. Write your reply, offering practical advice on how to deal with their situation.

PS

GCSE style question ‘If God will always forgive then you can do what you want.’ Do you agree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bible titles table temptation case study newspapers/magazines

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Peter’s declaration about Jesus (Matt.16:13-20)

Read Matt. 16:13-20

Describe the events.

Find out – what are the differing interpretations of v18-19 regarding Peter?

SM

PS

the Transfiguration (Matt. 17:1-13)

Read Matt.17:1-13

Imagine that you are Peter, write an account of what happened on the mountain. Include who was there, what you saw, what you heard, how you felt and how you reacted.

Comm - W

Find out: What Elijah, Moses and the cloud represent. PS

Complete ‘Son of Man’ in titles table.

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Resources Bible titles table

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Jesus’ entry into Jerusalem (Matt. 21:1-11)

Watch a DVD/You Tube clip of Jesus triumphant entry into Jerusalem.

Comm – T&L

Read Matt. 21:1-11 and compare with the detail in the video clip –

Discuss - How accurate was the clip?

Comm - R

Write an eye witness account of the events. Think about what you saw, heard, did and felt. You should also include the differing attitudes towards Jesus that you saw in the crowd.

Comm – R&W

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What was significant about Jesus riding a donkey? How did this fulfil prophecy? How is this event remembered today?

Complete Son of David in title table.

Resources Bible DVD/You Tube clip Titles table internet

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Jesus the miracle worker


Define key words: miracle, miraculous, leprosy, controversial, contemporary.

In pairs - Thought shower ‘What is a miracle?’

WO

The healing miracles Jesus performed, taking account of their controversial nature and of their contemporary meaning and significance for Christian truth and witness:

a leprosy sufferer (Matt.8:1-4)

Read Matt.8:1-4

Retell the story of Jesus healing the leprosy sufferer.

Research – Text books/internet leprosy at the time of Jesus.

Create a table ‘Before and After’ highlighting how the leprosy sufferer’s life may have changed since being healed.

Lepers were often treated as outcasts at the time of Jesus. Discuss – Who might be treated as an outcast in our society today? Do Christians have a responsibility to care for outcasts today?

SM

UM

Comm – T&L

Lepers were often treated as outcasts at the time of Jesus. Discuss – Who might be treated as an outcast in our society today? Do Christians have a responsibility to care for outcasts today?

Extension work - Research the work of the Leprosy SM

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Mission today.

Resources Bibles research materials – text books/ internet

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Jesus the miracle worker (cont.)

a Roman officer’s servant (Matt. 8:5-13)

Research and describe the general relationship between the Jewish people and the occupying Roman army at the time of Jesus.

PS

Read Matt. 8v5-13 Comm – R&W

Retell this account in the form of a story board. Use the exact words from the Bible when quoting what was said.

Discuss - What do you think Jesus meant when He said ‘I tell you the truth, I have not found anyone in Israel with such great faith’.

What can we learn about Jesus from this event? Why might some Jewish leaders be angry after this event?

WO

Resources Bibles research materials – text books/ internet

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a paralysed man (Matt. 9:1-7)

Read Matt. 9:1-7 Summarise the key events. Comm - R

Discuss – Why did some of the teachers of the law think that Jesus was blaspheming? What does blaspheming mean? Do you think Jesus was blaspheming? Why/Why not?

Comm – T&L

Find out – How were women and children generally treated at the time of Jesus? How do you think women and children are treated in society today?

PS

Write a brief summary outlining differences/similarities between then and now.

PS

Resources Bibles research materials image of the ruler and the woman reaching out to touch Jesus’ cloak

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an official’s daughter and a sick woman (Matt. 9:18-26)

Read Matt. 9:18-26 Comm – R&W

Write an account of the events.

Draw or find an image of the ruler asking for Jesus to come and woman reaching out to touch Jesus’ cloak. Choose a colour each for the ruler and the woman. Round the image write words describing how you think each of them felt just at the moment the woman was healed.

PS

Find out – Describe how the Sabbath was regarded by Jews at the time of Jesus.

SM

Resources Bibles research materials image of the ruler and the woman reaching out to touch Jesus’ cloak

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a man with a paralysed hand (Matt. 12: 9-14)

Read Matt. 12:9-14 and Retell the events.

What does this event tell us about the Pharisees?

What does this event tell us about Jesus?

Comm – R, W, T&L

Define the word hypocrite

Consider the poem ‘Do It Anyway’ which is thought to have been written by Mother Teresa.

Discuss the poem and consider what might stop us doing the good we could do.

Write your own version of the poem.

Comm – T&L

Examine modern day miracle case studies www.request.org.uk

GCSE style question Do you think the Christian Church does enough to challenge prejudice and discrimination in our society? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

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Resources Bible Research materials – textbooks/internet ‘Do It Anyway’ Mother Teresa (poem) computer suite

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The Kingdom of God

The meaning and significance of Jesus’ teaching on the Kingdom of God for both His listeners and for contemporary Christian values:

Define key words: parable, sower, vineyard, Kingdom of God

Explore why Jesus taught in parables

Read Matt.13:1-9, 18-23

Comm – R&W

SM

the parable of the Sower of Seed (Matt. 13:1-9, 18-23)

Watch a clip illustrating the Parable of the Sower www.YouTube The Parable of the Sower- Rod The Ney

Complete a table highlighting the places where the seed fell, what happened to the seed and the response to God’s word that each soil represents. Key point – the seed represents the Word of God.

PS

the Parable of the Weeds (Matt. 13:24-30, 36-43)

Read Matt. 13:24-30 Create a story board retelling the parable.

Read Matt. 13:36-43 and summarise the meaning of the parable

SM

Comm – R&W

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http://www.YouTube/


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The Kingdom of God (cont.)

the Parable of the Workers in the Vineyard (Matt. 20:1-16)

Watch www.youtube - Parable of the workers in the vineyard akikona0128

Draw a large clock face and mark on it the various times that the workers were hired.

UICT

Retell the events firstly from the point of view of a worker hired early in the morning and then from the point of view of a worker hired at the ‘eleventh hour’. Discuss - Was it fair? Explore the meaning of the parable – textbooks/internet. ‘Freeze frame’ activity. Catch the mood of individual workers at different stages of the day.

Comm – T&L

the Parable of the Wedding Feast (Matt. 22:1-14)

Read Matt. 22: 1-14 Comm – R&W

Retell the parable.

Explore the meaning of the parable for those listening to Jesus and for us today– textbooks/internet.

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http://www.youtube/


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Resources Bible You Tube textbooks internet

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The Kingdom of God (cont.)

the Parable of the Lost Sheep (Matt. 18:10-14)

Read Matt. 18:10-14Watch – www.youtube Parable of the Wedding Banquet David Edgren

UICT

Retell the parable.

Explore the meaning of the parable – textbooks/internet.

SM

Select a parable from those listed above and create a modern day version of the parable in either written, PowerPoint or video format.

SM

Discuss ‘The main aim of the parables was to provoke a response from the listener.’ Do you agree or disagree? Explain why.

Do you think parables are a good teaching tool?

Comm – T&L

Resources Bibles You Tube textbooks internet

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The Death and Resurrection of Jesus

The meaning and significance of Jesus’ death and resurrection for Christian truth and identity.

Thought shower – In twos consider who might want Jesus dead and why.

WO

The plot against Jesus (Matt 26: 3-5)

Read Matt. 26:3-5

Find or create an image of the chief priests and elders assembled at the palace of Caiaphas. (www.faithbibleministries.files.wordpress.com/2010/12/3-elders-judging-church-discipline.jpg ) On the image write the feelings that they may have had and what you think was motivating them. Why did they not want to kill Jesus during the feast?

Create a time line for the days leading up to Jesus death. Mark on the plot to kill Jesus.

Comm – R&W

PS

Judas agrees to betray Jesus (Matt. 26:14-16)

Read Matt 26:14-16

Imagine you are Judas, write a twitter post after you leave the chief priests.

PS

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http://www.faithbibleministries.files.wordpress.com/2010/12/3-elders-judging-church-discipline.jpg

http://www.faithbibleministries.files.wordpress.com/2010/12/3-elders-judging-church-discipline.jpg


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Discuss - Why do you think Judas agreed to betray Jesus?

Mark Judas agreeing to betray Jesus on your timeline.

Comm – T&L

Resources Bibles text books internet image of the Chief priests and Elders plotting

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The Death and Resurrection of Jesus (cont.)

The Passover meal and the Last Supper (Matt. 26:17-35)

Research the significance of the Passover for Jews at the time of Jesus – text books / internet. Explain the symbolism behind each element of the meal.

Watch a clip of the last Supper www.YouTube ‘Last Super Jesus Film Project’

PS

UICT

Read Matt 26:17-25 and retell the main events. Mark the Last Supper on your timeline.

Comm - R

Imagine you are Judas write a twitter post about how you are feeling whilst sitting at the table with Jesus. ‘Hot Seating’ activity. Individual pupils take on the role of Judas and are asked questions by the rest of the class.

WO

Discuss - What can we learn about Jesus from what he knew about Judas?

Comm – T&L

256

http://www.YouTube/


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Resources Bible image representing Jesus textbooks internet

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Read Matt. 26:26-30

Create a story board of the main events.

Comm – R&W

Draw a picture of the bread and wine and write in/around them the new meaning Jesus gave to each.

Research – How is the Lord’s Supper remembered in Churches today? What is meant by the ‘New Covenant’?

SM

PS

Read Matt. 26:31-35

Describe in detail Jesus’ prediction of Peter’ denial.

Comm- R&W

Imagine you are Peter, write a blog post describing the Last Supper and how you feel after Jesus predicts your denial.

Mark Jesus’ prediction of Peter’s denial on your timeline.

PS

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Resources Bible image representing Jesus textbooks internet

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Read Matt. 26:36-46

Retell the praying of Jesus in Gethsemane.

Comm – R&W

Find or draw an image representing Jesus. (www.questforthebeatitudes.org/wp-content/uploads/2015/10/Jesus-praying-in-Gethsemane.jpe ) Write the words that Jesus spoke in Gethsemane in speech bubbles around the image.

What is meant by the ‘cup of suffering’? What can we learn about Jesus from how He prayed in Gethsemane?

UICT

SM

The events at Gethsemane (Matt. 26:36-56)

Read Matt. 26:47-56

Describe in detail the arrest of Jesus.

Comm – R&W

Discuss - Why did Jesus allow Himself to be arrested?

Mark Jesus praying in Gethsemane and His arrest on

Comm – T&L

260

http://www.questforthebeatitudes.org/wp-content/uploads/2015/10/Jesus-praying-in-Gethsemane.jpe

http://www.questforthebeatitudes.org/wp-content/uploads/2015/10/Jesus-praying-in-Gethsemane.jpe


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your timeline.

Resources Bible ‘research materials – textbooks/internet


Jesus before the Jewish council (Matt. 26:57-68)

Mark Jesus praying in Gethsemane and His arrest on your timeline.

Comm – R&W

Read Matt. 26:57-68

Retell the events.

Find out – What is the Sanhedrin? In what ways was the trial before the Sanhedrin unlawful?

PS

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Mark Jesus’ trial before the Sanhedrin on your timeline

Resources Bible ‘Heads and Tails’ exercise research materials – textbooks/internet

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Jesus before Pilate (Matt. 27:1-2, 11-26)

Who was Pilate? Why did the Sanhedrin take Jesus to Pilate?

Read Matt. 27:1-2, 11-26

Who was Barabbas?

Comm – R&W

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Describe in detail what happened.

Complete a ‘Heads and Tails’ exercise entitled ‘Who said this?’ Students are to match key statements from the text with the correct person/people.

WO

Mark Jesus’ trial before Pilate on your timeline.

Discuss - From these events, what do we learn about the character of Pilate, Jesus and the chief priests and elders?

Comm – T&L

Discuss - ‘The power of a crowd can be a dangerous thing.’ Students may want to research example of crowds working together for good and also times when crowds have got out of control with disastrous results.

PS

Resources Bible computer suite heads and tails exercise (not provided) internet

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Jesus is mocked (Matt. 27: 27-31)

Read Matt. 27:27 - 31 Comm – R&W

Find or draw an image of the soldiers mocking Jesus.

http://www.warrencampdesign.com/heartyBoys/images/matthew/matthew.27.27/31.jpg

UICT

Working in small groups - Around the image describe what the soldiers did and the feelings that may have motivated them.

WO

Mark the mocking of Jesus on your timeline.


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http://www.warrencampdesign.com/heartyBoys/images/matthew/

http://www.warrencampdesign.com/heartyBoys/images/matthew/


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Jesus’ crucifixion and death (Matt. 27:32-61, 65-66)

Discuss- Do you think these soldiers would have behaved like this if they had been on their own with Jesus? How can others influence us?

Watch a clip of the crucifixion www.YouTube ‘Visual Bible - Gospel According to Matthew – Crucifixion:

Comm – T&L

UICT

Divide the class into four groups – the Roman Centurion, Mary the mother of Jesus, a disciple, the chief priests. Draw or stick an image of Jesus on the cross on to a large page and write the feelings and draw the facial expressions you think your witnesses to the crucifixion would have felt/expressed.

WO

Describe the crucifixion in detail, including the unusual events that took place after it.

‘Fishbone strategy’ activity – Effect ‘Jesus is crucified:

Read Matt.27:57-61, 65-66Describe the burial of Jesus.

Comm – R&W

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http://www.YouTube/


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Discuss - Why do you think Pilate ordered a guard to be put at the tomb?

Mark the death and burial of Jesus on your timeline.

Comm – T&L

Find out – Why is the death of Jesus so important to Christians today? How is the death of Jesus remembered by Christians today? How is Jesus’ death seen as a sacrifice?What does the word atonement mean?

PS

Watch video clip www.request.org.uk/jesus/death-and-resurrection/why-did-jesus-die/

UICT

Watch video clip – www.YouTube – ‘The burial to the Resurrection of Christ Matthew 27:57 to 28:20’

UICT

Resources Bible research materials textbooks/ internet image of soldiers mocking Jesus

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http://www.YouTube/


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Jesus’ resurrection (Matt. 28. 1-10)

Read Matt. 28.1-10 Imagine you are Mary Magdalene, write a Twitter post about what you have witnessed.

Comm – R&W

Describe the resurrection in detail. Mark the resurrection on your timeline.

Find out – What is Holy Week? How do Christians today remember the resurrection of Jesus? Why is the resurrection of Jesus so important to Christians today? Create an Easter card highlighting the real meaning of Easter for Christians today.

PS

Mark the resurrection of Jesus on your timeline.

Resources Bible research materials – textbooks /internet

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The role and nature of Christian discipleship


Define disciple.

Read Matt. 4:18-22

Describe the calling of the first four disciples.Comm – R&W

Jesus’ teaching on discipleship considered in relation to modern pluralist societies and to issues of identity, belonging, meaning, practical application, truth and values:

Read Matt. 9:9-13.

Describe the calling of Matthew.

Find out – At the time of Jesus, what was the social status of tax collectors? Why was this? What do you think Jesus meant in verses 12-13?

PS

Jesus calls His disciples (Matt. 4:18-22, 9:9-13)

Read Matt. 5:13-16

Working in twos - Draw a large salt shaker and a light bulb and write in them ways in which Christians can be salt and light.

WO

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The demands of discipleship (Matt. 5:13-16, 16:24-26)

Read Matt. 16:24-26

Summarise what Jesus said. Comm – R&W

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The role and nature of Christian discipleship (cont.)

Find out – How many of Jesus’ twelve disciples were eventually killed because of their faith?

Research an organisation which works with Christians who are persecuted in our world today such as Open Doors, Release international, Aid to the Church in Need.

PS

The pressure of discipleship (Matt. 26:69-75)

Read Matt. 26:69-75

Imagine you are Peter, describe the events Comm – R&W

273


Research the life of at least one famous follower of Christ such as Kaka, Bear Grylls, Martha Collison (Great British Bake Off), Ruan Pienaar, Wiehahn Herbst and Paul Marshall (Ulster Rugby).

WO

Create a PowerPoint highlighting what their faith means to them.

In small groups discuss ‘It is easy to be a follower of Christ today’.

SM

WO

Resources Bible research materials/internet computer suite

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Teaching from the Sermon on the Mount on anger, revenge and love of enemies (Matt. 5:21-26, 38-48)

Watch - www.youtube.com/watch?v=6xS5cK2fKYkch Sermon on the Mount: Matthew 5:21-26, 33.

Read Matt. 5:21-26, 38-48

Create a table with two columns - ‘You have heard that it was said’ and ‘But I tell you’. Fill in the Old Testament teaching and the teaching of Jesus.

UICT

T&L – R&W

Jesus’ teaching on forgiveness (Matt. 18:21-35)

Watch www.youtube.com/watch?v=n-Dl5dqLz5M Parable of The Unforgiving Servant - Matthew Abeler

Write your own modern day parable about forgiveness.

UICT

SM

Listen to ‘You Tube – Toby Mac - Forgiveness [Lyrics] ft. Lecrae’.

Write your own rap/song highlighting the key Christian beliefs about forgiveness.

T&L – R&W

GCSE style question - ‘God will always forgive.’ Do you agree with this statement? Give reasons for your answer showing that you have considered different points of view.

275

http://www.youtube.com/watch?v=n-Dl5dqLz5M

http://www.youtube.com/watch?v=6xS5cK2fKYkch


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Resources Bible YouTube internet computer suite PowerPoint

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Jesus’ attitude to religious observances (Matt. 6:1-18)

Read Matt. 6:1-18.

Define ‘hypocrite’

Comm – R&W

Summarise Jesus’ teaching on giving, prayer and fasting.Watch www.youtube.com/watch?v=janJmnpstMk – The Lord’s prayer.What ‘types’ of prayer are included in the Lord’s prayer? Why is the Lord’s prayer thought to be a good example of how we should pray?

UICT / SM

276

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


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Re-write the Lord’s prayer in your own words. PS

Find out – Do Christians still fast for religious reasons today?

PS

Resources Bible research materials – textbooks/internet

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Jesus’ attitude to money and wealth (Matt. 22:15-22, 19:16-26)

Read Matt. 22:15-22. Describe the events.

What can we learn from this passage about the Pharisees?

What can we learn from the passage about Jesus?

Comm – T&L

Read Matt. 19:16-26

Watch – You tube ‘The Rich Young Man’ Ashley S

Retell the parable.

What do you think prevented the Rich Young Ruler from following Jesus? What might prevent someone today from following Jesus?

Watch www.Youtube - ‘A Camel through the eye of a needle’ WWUTT

What was the belief about wealth at the time of Jesus? What do you think Jesus meant in verses 23-24?

SM

The Great Comission (Matt 28:16-20)

GCSE Style question – ‘Explain some of the ways in which Jesus made the parables meaningful to His listeners.’

Read Matt. 28:16-20. Describe the events.

Team Talk: Working together in groups, students

Comm – R&W

Comm – R, T&L

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http://www.Youtube/


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should design a team talk that would be given by the following people in each situation: 1.A football manager to his/her team before the F.A. Cup Final. 2. A teacher to their GCSE class before an exam. 3. A general before his soldiers go to war. 4. A parent before their child goes on X Factor.

Making the Link: Teacher and students should share the answers and then discuss how The Great Commission was like a team talk that Jesus gave his disciples.

Facebook Profile: Choose one of the disciples and design a facebook profile page to illustrate the instructions that Jesus gave them for the Great Commission.

Extension: Imagine you are a disciple. Write an entry in your journal to describe how you felt when Jesus gave you the news of what your new tasks were.

GCSE Style Question: “The Church is successful today in carrying out the instructions of the Great Commission.” Do you agree or disagree? Give reasons for your answer showing you have looked at different points of view.

WO

Comm – T&L

UICT

Comm – W

Comm- R&W

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Resources Bible You Tube Visiting speaker

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Suggested ResourcesBible


Websites

www.bible.ca/maps

www.youtube.com


www.request.org.uk




www.pinterest.com





www.leprosymission.org.uk

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http://www.leprosymission.org.uk/

http://www.vatican.va/archive

http://www.presbyterianireland.org/

http://www.ireland.anglican.org/

http://www.baptistireland.org/


http://www.dummies.com/religion

http://www.bbc.co.uk/education

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


http://www.youngminds.org.uk/

http://www.youtube.com/

http://www.bible.ca/maps



Unit 5

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The Identity Of Jesus

The meaning and significance of the identity of Jesus, both for His disciples and for modern Christians, by studying key events relating to His titles as Son of God, Messiah, Son of Man, Son of David and Saviour

Library: Teacher will take students to the school library where they should gather information on the titles of 20 books, the names of the authors and the types of books they are.

Making The Link: The teacher and students should discuss answers and then make the link on how the Bible is structured like a library with Mark being the author, title of the book and how it is a Gospel.

PS, SM

Comm -T&L

Who Am I ?: Teachers to display 5 pictures of celebrities on a power point and students will cluster in groups to create the titles that could be given to each celebrity e.g. David Beckham – footballer, captain, model, businessman, dad, son, grandson.

WO, PS

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Debrief: Students will share their answers with the class.

Comm – T&L

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The Identity Of Jesus (cont.)

5 Minute Round: Students will be given 5 minutes to create a list of Titles that are used for Jesus in the Bible. Each group to present answers to class

WO, PS

ICT Research: Students will use ipads/computers to locate the following references from Mark’s Gospel on www.biblegateway.com and identify which title of Jesus is being used in each passage.

UICT

Reinforcement: Teacher could create a template with references.

Mark 1 vs 1-3, 4vs 35-41, 6vs 30-44, 8 vs 27-33, 9 vs 2-13, 10 vs 35-45, 10 vs 46-52, 11 v 1-11.

Resources Bibles Laptop Magazines Projector Flipchart ipads/Computer Suite www.biblegateway.com Internet School Library

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Reinforcement Template

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The identity of Jesus (cont.)

The ministry of John the Baptist (Mark 1 vs 1-13)

Key Words: Students will cluster in groups to identify the meaning of the following words: Miracle, Son of God, Messiah, Son of Man, Son of David, Saviour, Transfiguration, Paralysed.

WO

Reinforcement: Students can use online dictionaries to assist them.

Back To Back: Teacher will read the story of John the Baptist. In pairs the students should then engage in a back to back task to recall the story.

W, PS

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Text book/Internet: Students should make notes on Jesus Christ, Son of God, purpose of Baptism, the significance of Jesus’ baptism.

Facebook Profile: Students should research and design a facebook profile on John the Baptist. This can be designed on the computer.

SM

UICT

Guest Speakers: Teacher could invite two Church leaders into school to give a presentation on adult and infant baptism. The students will then ask the pastor/minister/priest questions which they prepared in advance.

Comm – T&L

Resources Bibles Flipchart paper Markers Internet ipads/Computer Suite

Text Books Guest Speakers: Minister/Priest/Pastor Multi Media Projector

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Peter’s Declaration About Jesus (Mark 8 vs 27-33)

Mind Movies: Students should create an ending to the story of Peter’s Declaration about Jesus.

PS

Whats app/Viber: Design a whats app/viber chat to retell the conversation which took place between Jesus and Peter. Design on ipads/computers.

UICT

Text book/Internet: Make notes on the following issues: Christ, The Messiah, the significance of this story.

SM

Extension: Research the internet for information and write an essay on the background, meaning and importance of the Title Messiah.

Traffic Lights: Teachers should use this task to assess pupils’ understanding of the story.

Comm – R&W

PS

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Resources Bibles Internet Computers/ipads

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The Transfiguration (Mark 9 vs 2-13)

You tube/DVD: Watch a video clip of The Transfiguration.

Twitter: Students should create at least 10 tweets to retell the events of the Transfiguration in their own words.

Comm – T&L

UICT

Reinforcement: Teachers to create a close procedure exercise for students

Mind Map: Imagine you are one of the disciples who witnessed the Transfiguration. Write down words and questions to describe how you felt.

Comm – T&L

PS

Text book/Internet: Make notes on the following issues – Transfiguration, Son of Man, Moses and Elijah, the reaction of the disciples, what the disciples learnt about Jesus.

Comm – R&W

GCSE Style Question: “Explain how the events of the Transfiguration changed the opinions of the disciples towards Jesus.”

Comm – R&W

Resources Bibles Internet Computers/ipads You

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Tube Text Books Multi Media Projector CCEA Website: GCSE Past Papers Traffic Lights

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Jesus’ entry into Jerusalem (Mark 11 vs 1-11)

Reading: Students to read the story of the entry of Jesus into Jerusalem.

Fact or Opinion: Teacher can create 6 statements to read to the class who will decide if they are fact or opinion.

Comm - R

PS

Making The Link: Watch video clips of football team having a procession after winning a trophy or medals, Discuss what senses can be used to describe the event and link to Jesus’ entry into Jerusalem.

Podcast: Students should cluster in groups to design a news style podcast of Jesus entering Jerusalem. They should include the main events, interviews with

Comm – T&L

UICT, WO

289


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eyewitnesses and interviews with the disciples

Artwork: You are an artist who was present at the entry of Jesus into Jerusalem. Draw your most memorable scene from this event.

Text book/Internet: Make notes on the following issues – Son of David, importance of Jerusalem and significance of the main events.

SM

UICT

Investigation: Students should research the library and internet to prepare a power point on the importance of Jerusalem in Bible days.

Opinion Finder: Students can write and explain their answer to the question: “Why was it a surprise that Jesus entered Jerusalem on a donkey.”

SM

Comm – R&W

Resources Bibles DVD/You Tube Jesus entering Jerusalem and Jesus calming the storm CCEA Website GCSE Past Papers Text books Internet Multi Media Projector

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Calming the storm (Mark 4 vs 35-41)

DVD: Watch the account of Jesus calming the storm and discuss the main parts of the story.

Text book/Internet: Students should make notes on the following issues: teacher, fear, nature miracle, significance of key events.

Comm – R&W

SM

Collage: The disciples suffered from fear. Another word for fear is phobia. In groups, students should make a list of phobias and then using pictures from the media, they should design a collage explaining what the phobias are.

WO

Extension: Students should investigate the extent to which Christians suffer for their faith today and prepare a power point on their findings. Students could use websites such as www.releaseinternational and www.opendoors

PS

Guest Speaker: Invite a representative from Open Doors NI to give a presentation on Christians who suffer for their faith today.

Comm – T&L

Comm – R&W

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GCSE Style Question: “How can the story of Jesus calming the storm give hope to Christians who are facing trouble today.”

Resources www.biblegateway.com Text books ipad/Computer Suite Newspapers Magazines Bibles Multi Media Projector

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Jesus feeds the 5,000 (Mark 6 vs 30-44)

ICT: Students should look up Jesus feeding the 5,000 on www.biblegateway.com and answer questions prepared by the teacher.

UICT

TV Report: Students should work in groups to design a TV Report on the story. Students should then perform this in front of the class.

WO

Extension: Write an essay on the following question. “Christians are not doing enough to alleviate starvation in the world. Evaluate this issue.

SM

Resources www.biblegateway.com Text books ipad/Computer Suite Newspapers Magazines Bibles Multi Media Projector

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The Request Of James and John (Mark 10 vs 35-45)

Bible Reading: Students should read the story on James and John and engage in an oral question and answer session.

Mind Map: Students to create a mind map for notes on the following issues: teacher, cup and baptism, key events of the story, meaning and significance for Bible times and for life today.

Comm – T&L

SM

Reinforcement: Template could be used to guide students e.g. questions.

Big Brother: Imagine you are going into the Big Brother House. Select any 10 people that you would choose to go into the house with you. Give 2 reasons why you picked each person.

PS

Making The Link: Discuss how many important people or celebrities did you pick? Why did you leave other people out? Link into the story of James and John’s request.

Big Brother 2: If we were to follow the teaching of Jesus in this story, make a list of 10 people that we should invite into Big Brother House. Discuss answers with the class.

Comm – T&L

Comm – T&L

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GCSE Style Question: “Christians should treat all people the same. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.”

No Easy Answers Board: Students to write up issues they don’t understand.

Comm – T&L

SM

Resources Bibles Text Books Internet Multi Media Projector CCEA Website GCSE Past Papers Template Writing Frame No Easy Answers Board

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Blind Bartimaeus (Mark 10 vs 46 – 52)

Bible Reading: Read the Bible account of Jesus healing the Blind man.

Comm - R

Odd One Out: Teacher to read out 5 groups of 4 words and students will decide which word is the odd one out.

PS

Facebook Profile: Students can research the internet/magazine/newspaper on a famous Christian. Design a Facebook Profile on the importance of faith in their lives. E.g. Bernhard Langer (golfer), Kaka (footballer), David Luiz (Chelsea footballer), Andrew Trimble/Ruan Piennar (Ireland Rugby), Bear Grills (Adventurer) Debbie Flood (Olympic Rower). Share with class.

SM, UICT

Text book/Internet: Make notes on the main issues - the titles Jesus and Son of David, the meaning of the story and the role of faith.

Comm – R&W

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Debrief: Students can share what they are finding easy and difficult.

Comm – T&L

Revolving Circle: “Son of God is the most important title for Jesus.” This statement should be used as a revolving circle task with the students.

WO

Guest Speaker: Invite a guest speaker to give a talk about the importance of their Christian faith, e.g. Andrew Trimble or Stephen Baxter (Crusaders FC)

WO

Today At Stormont: Students will be asked to prepare a speech for a debate on the following motion: “This Chamber believes that Christians should be free to express their faith in public.”

SM

Resources Text books Bibles CCEA Website GCSE Past Papers Multi Media Projector Computer Suite Magazines Newspapers Guest Speaker

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Jesus The Miracle Worker

The healing miracles Jesus performed, taking account of their controversial nature and their contemporary meaning and significance for Christian truth and witness.

You Tube: Watch “Miracle on Stairwell B” the events of 9/11.

Making The Link: Discuss the film, define what a miracle is and link this to miracles in the Bible.

UICT

WO, Comm – T&L

Case Studies: Students to get examples of modern day miracles from newspapers and other forms of media and design a collage explaining why they are miracles e.g. a person being healed, surviving an accident, etc.

PS

ICT: Teacher should give students a list of references for this section and ask them to look up www.biblegateway.com and locate the name of each miracle and the type e.g. healing, nature and raising the dead.

UICT

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Jesus The Miracle Worker (cont.)

Maths: Students research the types of miracles Jesus performed and design a bar graph showing the results: raising the dead, healing and nature.

PS

Key Words: Students should cluster in groups to define key words and discuss with the class: miracle, healing, paralysed, faith, Sabbath and Pharisees.

WO

Debrief: Teacher and students to discuss the meaning of each word.

WO

Resources Internet Bibles Magazines Text books Mind movies task

Newspapers Multi Media Projector Graph Paper You Tube: Miracle on Stairwell B

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A man with an evil spirit (Mark 1 vs 21-28)

Mind Movies: Teacher will read half of the story and ask students to create an ending.

PS

Text book/Internet: Students should make notes on the following issues – Holy One of God, demons, meaning and importance of the story etc.

UICT

Reinforcement: Students design a comic strip on Jesus healing the man.

PS

Blog: Imagine you are the man who was healed by Jesus. Write a blog about the day Jesus healed you and what difference it has made in your life.

Extension Research: Students should investigate Jewish beliefs on the Messianic Title used here, “Holy One Of God.” Share with class.

Comm - W

PS

Resources Bibles Text book Internet CCEA Website GCSE past

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papers Multi Media Projector Writing Frame

304


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Jesus heals many people Mark 1 vs 29-34)

Bible Reading: Students should read the story from the Bible in class.

Text book/Internet: Students should make notes on the following issues: the illnesses Jesus healed, the attitude of Jesus to women and the importance and significance of this story for today.

Comm - R

UICT, SM

Spectrum Debate: Teacher will engage students in a spectrum debate to express their opinions how women were treated in the days of Jesus.

WO

Investigative Research: Students should research the internet to investigate how Jesus treated women differently from the Religious leaders.

SM

GCSE Style Question: “Women and men are treated equally today”. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Reinforcement: Teachers should provide students

Comm – R&W

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with writing frame.

Resources Bibles Text book Internet CCEA Website GCSE past papers Multi Media Projector Writing Frame

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A man with a dreaded skin disease (Mark 1 vs 40-45).

You Tube: Watch video clip on you tube of Jesus healing the man with the dreaded skin disease. Discuss key characters and events.

Viber/Hangouts: Retell the story in about 10 viber/hangouts style messages.

Comm – T&L

Comm – T&L

Text book/Internet: make notes on key events of the story: background to leprosy; how lepers were treated; why a person showed themselves to the priest; how and why Jesus treated lepers differently and lessons for today.

Class Discussion: What was life like for people who had leprosy? How would he have been treated as an outcast? What can we learn from the story about how we treat people today?

SM, UICT

WO

Guest Speaker: A representative from the Leprosy Mission in Northern Ireland could be invited into the school to give a presentation on their work. Pupils could prepare questions in advance.

WO

Extension: Write a report that could be sent to your local MP outlining examples of people who are treated as outcasts in our society; the suffering they experience

SM, Comm - W

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and what difference it would make if we followed the example of Jesus.

Resources Guest Speaker from the Leprosy Mission Bibles Text books Multi Media Projector You Tube ipads/computers

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A paralysed man (Mark 2 vs 1 -12)

Recall: Teacher will read the story to the class. Students will work together in groups to create an account of the story from memory.

WO

Walking In My Shoes: Imagine you are the paralysed man. Write a letter to your friend, explaining what life was like before you were healed and how life has changed for you now. Read letters in class.

Comm – R&W

Instagram: Divide an A3 page in 4 and retell the story by drawings only that you could post on Instagram.

Opinion Finder: The following issues should be used to create an opinion finder task: the meaning of Son of Man; the meaning of “your sins are forgiven”; the reaction of the crowd and the role of faith.

PS

PS

GCSE Style Question: “Jesus had the authority to forgive sins.” Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Reinforcement: Teacher can discuss issues and give

Comm – R&W

Comm – T&L

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out writing frame.

Resources Bibles Text Books Computer Suite/ipads Internet Multi Media Projector www.biblegateway.com CCEA Website GCSE Past Papers

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A man with a paralysed hand (Mark 3 vs 1-6)

Reading: Read the story of the man with the paralysed hand.

Back To Back: Teacher can use this task to identify key events of story.

Comm – R&W

WO

What’s App/Viber: Retell the story in what’s app/viber messaging style.

Text book/Internet: Make notes on the following issues: the Sabbath law, why the Jewish leaders were angry and importance of the story for today.

UICT

SM

Today At Stormont: Pupils should prepare a speech to debate the motion – “This house believes that Sunday should be kept as a special day.”

SM

The Jeremy Kyle Show: Class to work in groups to prepare a Jeremy Kyle style interview. You can include the following characters – Jeremy to ask the questions, the man who is healed, a disciple and a Pharisee.

Extension Research: Research and write a report on the main differences between the Sabbath and Sunday

WO, PS

Comm – R&W

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today.

Resources Bibles Text Books Computer Suite/ipads Internet Multi Media Projector www.biblegateway.com CCEA Website GCSE Past Papers

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Jairus’ Daughter (Mark 5 vs 21-24, 35-43)

ICT: Ready the story of Jesus healing Jairus’ daughter on www.biblegateway.com and answer the questions from your teacher.

Drama: In groups students prepare a sketch to act out the story in front of the class.

UICT

WO

Case Study: Research a story from the media about someone who has been healed today and prepare a profile of their life before and after the healing.

SM

Text book/Internet: Make notes on the key issues: Jairus, Jesus’ power over death, healing today and the importance of key events in the story.

SM

GCSE Style Question: “People cannot be healed today.” Give reasons for your answer showing that you have considered different points of view.”

Comm - R&W

Resources Bibles Text Books Computer Suite/ipads Internet Multi Media Projector www.biblegateway.com CCEA

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Website GCSE Past Papers

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A woman with a haemorrhage (Mark 5: 25-34)

Recall: Teacher to read this story to the class. The students should work in pairs to recall the main events of the story from memory.

Comm – T&L

Text book/Internet: Students to make notes on the following issues- the key events and characters, the meaning of the story for Bible times and today and the role of faith.

SM

Collage: Design a collage in groups using stories from the media on “women in positions of power today”. Examples could include – politics, sport, business.

Extension: Imagine you are a woman living in Bible times. Write your journal explaining how challenging life is for you.

WO

Comm – R&W

Investigation: Students should investigate the role and treatment of women in Bible times. Using this information they should write an essay on the following topic – “How has life changed for women today compared to Bible times.” Share with the class.

Comm – R&W

PS

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Priority Pyramid: Design a priority pyramid to put in order of importance the changes for women since Bible days.

Resources Bibles Newspapers Magazines Computer Suite Text books………….Multi Media Projector White Board

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The Syro-Phoenician woman’s daughter (Mark 7: 24-30)

Reading: Read this story and discuss the woman’s opinion of Jesus.

Comm – T&L

Textbook/Internet: Students should make notes on the following issues - events and characters of this story, meaning for Bible times and today.

UICT

Blog: Imagine you are the woman who was healed by Jesus. Write a blog to explain what you thought of Jesus before and after you met him and how he changed your life.

SM

Research: This woman was a Gentile. Find out as much information as you can about who Gentiles were. This can be then used as a class discussion.

PS, Comm – T&L

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Power point: The Gentiles were looked upon as unclean. Prepare a power point on a group of people today who are considered unclean, e.g. Dalit people in India. Information available on www.operationmobilisation

UICT

Extension: Write an essay on why Gentiles were considered unclean.

GCSE Style Question: “There should be no difference between Jews and Gentiles”. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.”

Comm – R&W

Thumb Tool: Teacher should engage students in a thumb tool exercise to assess what they have learnt in this story.

PS

Resources Bibles www.uk.om.org Computer Suite Internet CCEA Website GCSE Past Papers Text Book

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A boy with an evil spirit (Mark 9: 14-29)

Text book/Internet: Students should read the story from the Bible and make notes on the following issues – the key events of the story and their meaning and significance for today.

UICT

Twitter: Imagine you are the young boy who was healed by Jesus. Write a series of tweets to explain what you were like before you were healed, how Jesus healed you and what life is like for you now.

UICT, SM

Art Work: You are an artist who witnessed this miracle. Sketch a scene of what you saw.

Guest Speaker: This boy suffered from fits like the results of epilepsy. Invite a medical person/school nurse to give a talk on epilepsy and how it affects a person.

PS

WO

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Extension Task: Write an essay on the importance of faith in this story.

Class Discussion: What do you think Christians today can learn from this story?

Comm – T&L

WO

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Maths: Students could design a questionnaire on “do you believe in miracles today”? They could get their form class to complete this in registration time. The findings could be recorded on a pie chart.

UM, SM

GCSE Style Question: Explain why you think Jesus performed miracles.

Comm – R&W

Reinforcement: Discuss ideas and provide writing frame.

Comm – T&L

No Easy Answer Board: Students will record any answers they are struggling with or unresolved questions which they have.

PS

Resources Bibles CCEA GCSE Past Papers Questionnaires Internet Guest Speaker No Easy Answer Board

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The Teachings Of Jesus

The meaning and significance of the teaching of Jesus on the Kingdom of God and the Sabbath in relation to contemporary Christian values and commitments.

Key Words: Students should cluster in groups to define the meaning of the following words: Kingdom, parable, symbolism, disciple and Passover.

WO

Reinforcement: Students should give students a close procedure task.

SM

Lifeline: Students should choose a country that has a monarchy and design a lifeline showing the monarchs during the last two hundred years.

PS

Making the link: Teacher should discuss the profiles with the class and then make the link with the Kingdom of God.

Comm – T&L, WO

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The Teachings Of Jesus (cont.)

The coming of the Kingdom (Mark 1: 14-15)

Bible Reading: Students should read the passage and discuss the main issues with the teacher.

Comm – T&L

Text book: Students should make notes on the key events and characters, as well as the meaning of the story for today.

SM

Dingbats: Dingbats are visual word puzzles which can introduce the idea of a parable as a story with a hidden meaning. Teachers should look up dingbats website and display ten of these on the board or on a template and ask the class to work out the well-known phrase hidden in each dingbat.

PS

Debrief: Students can share their answers with the class and discuss what they found challenging or easy about this task.

WO

Resources Bibles Internet Text books Multi Media

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Projector Laptop You Tube – Through Gates of Splendour ipads/computer Dingbats

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The Parable Of The Sower (Mark 4: 1-20)

Making the link: Teacher and students should share the answers above and then engage in a discussion on – what is a parable? What is an allegory? Why did Jesus use parables?

Comm - T&L

Internet Research: Students should use www.biblegateway.com to read the Parable of the Sower and then answer questions that the teacher has designed for them.

UICT

Discussion: Students should discuss and make notes on the main events, characters and meaning of the story for Bible times and today.

WO

Art Work: In groups students should design a comic strip on the Parable of the Sower to include the types of ground, what happened and meaning.

SM

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The Parable Of The Sower (Mark 4: 1-20) cont.

DVD: Class should watch the DVD The Cross and the Switchblade and make a list of ways that people reacted to the message that David brought to them about God.

Comm – T&L

Drama: Students should work in groups to create a modern day version of the Parable of the Sower illustrating people’s reactions to hearing about Jesus. Students can perform this in front of the class.

WO

Extension: Students should write an essay on the extent to which the Kingdom of God is present today. Students could think of issues such as, interest in Church, the Bible and obeying the 10 Commandments.

Comm – R&W

GCSE Style Question: “The Kingdom of God must be in the future. There is no sign of it today”, Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles CCEA GCSE Past Papers DVD: The Cross and the Switchblade Internet Computer Suite Textbooks

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The Lamp On A Stand (Mark 4:21-23)

Bible Reading: Read the story from the Bible. Discuss and make notes om its meaning and importance for today.

Comm – T&L

Group Work: Students should work in groups to answer the following questions: When and where do people use lights? How can Christians obey the teaching of Jesus to be a light? Students can consider ideas such as honesty, kindness, caring for people in need, mission work, etc.

WO, PS

Guest Speaker: A guest speaker from Operation Mobilisation Northern Ireland or another Christian missionary organisation can be invited into school to give a presentation on how their work is following the teaching of Jesus to be a light to the world.

WO

Power Point: Students should look up www.operationmobilisation and prepare a Power Point on the work they do help others. Students could include, countries they work in, how they help people etc.

UICT

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Extension: Students should write an essay on how successful Christians are on being a light today.

Comm – R&W

Resources Bibles CCEA GCSE Past Papers Case Studies Internet Guest Speaker

www.operationnmobilisation Textbooks

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The Parable Of The Growing Seed (Mark 4: 26-29)

Recall: Students should describe the main events of the story in their own words.

Comm – R&W

Twitter: Students should design a twitter type feed to discuss the following symbolism used in the story, the man, the seed, the field, the soil, the fruit and the harvest e.g.

SM

Tweet: Any ideas on what you think the man in the story stood for?

Reply: People today trying to tell others about Jesus.

UICT

Priority Pyramid: Students should design a priority pyramid on the different ways that this story can be interpreted.

Text book/Internet: Students should make notes on the meaning, symbolism and significance of the story.

PS

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Text

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books Internet Ipads/computer Priority Pyramid Template

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The Parable Of The Mustard Seed (Mark 4: 30-32)

Bibles: Class should read the Parable of The Mustard Seed and make notes its symbolism, meaning and significance.

Making the Link: Teacher can give a talk on the mustard seed and how it starts off as something very small but grows into something big. Explain how Christianity started off as being very small but has grown into the world’s biggest religion today.

Comm – T&L

Comm – T&L

Internet Research: Christianity started off with a small number of people but today it has grown to billions of followers. Research the internet to find out the numbers of Christians in 20 countries of the world.

Art Work: Using the information you have researched, design a poster to show how Christianity has expanded globally.

UICT

SM

Collage: A bird is often used by Jews to symbolise Gentiles. Jesus was teaching that Christianity was for everyone. Using the verse John 3 v 16 to design a collage to show how the Christian message is for all people.

SM

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Opinion Finder: Teacher should create an opinion finder task based on the statement “the Church is successful in reaching out to all types of nationalities today.”

Comm – T&L

Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet ipads/computer Text Book Newspapers Magazines

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Jesus and the children (Mark 10: 13-16)

Bible Reading: Students should read the story about Jesus and the children, and answer questions the teacher will provide.

Text book/Internet: Students should make notes on the meaning of the story and its significance for today.

Comm – R&W

SM

Facebook Post: The following two questions have been posted on facebook. Write a reply to each one. What does this story tell us about Jesus’ attitude to children? Why do you think Jesus used children in this story?

PS

ICT Investigation: Students should research the internet to compile a list of activities that Churches have for children and young people.

UICT

GCSE Style Question: The Church is not doing enough to cater for the needs of children and young people today. Do you agree or disagree. Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet ipads/computer Text Book

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Newspapers Magazines

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Entry into the Kingdom (Mark 10: 17-31)

Recall: Teacher should read the story of the Rich Man. Teacher should provide the story on strips of card and ask the class to find the correct order. Each group will then share their solution.

Comm – T&L

What’s App/Viber: Students should design a what’s app/viber style description of the conversation between Jesus and the Rich young man.

SM

Text book/Internet: Make notes on the story including the teaching of the camel and the eye of a needle, why the man left feeling sad, what Christians can learn.

SM

Group Work: Students should divide a flipchart page in half and create a list of problems that money causes and a list of the benefits of money.

WO

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Entry into the Kingdom (Mark 10: 17-31) cont.

Priority Pyramid: Students should make a list of 10 things they would do if they won the lottery and then record them on a priority pyramid.

PS

Case Study: Students should obtain an example from the media of how winning the lottery has ruined a person’s life. Examples can be found on www.dailymail.co.uk Students should share how money has caused misery

PS, UICT

Jeremy Kyle show: Students should be divided into groups. Each group should be assigned a character e.g. a businesswoman, a minister/priest, a person who has been ruined by the lottery and a person who loves the lottery. Groups should then prepare a short talk on the issue, “Love of money is the root of all evil or money is the source of happiness.” Each group selects one person to present their opinion and be questioned.

PS, Comm – T&L

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GCSE Style Question: “Explain why the disciples would have found it hard to understand the attitude of the Rich Man.”

Comm – R&W

Resources Bibles CCEA GCSE Past Papers Case Studies Internet www.dailymail.co.uk Text Book Priority Pyramid Template

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The Greatest Command (Mark 12: 28-34)

Reading: Read the story as a class and discuss the following issues, what are commandment ? Why did Jesus say this was the greatest commandment ? How did the scribe reply to Jesus ?

Comm – T&L

Art Work: Design a poster to show the meaning of the Greatest Command.

SM

Newspaper Report: Students should write a newspaper report on how society today does not follow this commandment and what the benefits would be if they did follow it. Reports should be typed on computers.

UICT, SM

Extension: Write an essay on why teenagers today find it difficult to obey the greatest commandment.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet ipads/computer

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Text Books

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Jesus’ attitude to the Sabbath (Mark 2: 23-28)

Mind Movies: Class should look up www.biblegateway.com Read the story and answer question provided by the teacher.

UICT

Text book: Students should make notes on the meaning and importance of the story, including the importance of the Sabbath in Bible times and today.

Comm – R&W

Spectrum Debate: Teacher will read out some rules or laws associated with the Jewish Sabbath and pupils will engage in a spectrum debate.

WO

GCSE Style Questions: “The teachings of Jesus are still relevant for today.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet ipads/computer

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Text Books

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The Death And Resurrection Of Jesus

The meaning and significance of Jesus’ death and resurrection for Christian truth and identity

Quiz/Questionnaire: Teachers should organise a quiz or questionnaire with the class to assess their existing knowledge of the topic

Comm – T&L

Key Words: Teachers should provide the meanings of key words to the students, including, temple, resurrection, Gethsemane, crucifixion, Passover, denial, betrayal.

Comm – T&L

Jesus goes to the temple (Mark 11: 15-19)

Blog: Students could imagine they are a disciple of Jesus and write up each story from the Death and Resurrection of Jesus as a blog. Each blog can be added to every time they read a new event. (this will help them to grasp the whole topic.)

SM

ICT: Students should look up www.biblegateway.com and read the story of Jesus at the temple. Students should write their first blog on this story and answer the questions provided by the teacher.

SM, UICT

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Resources Bibles CCEA Website GCSE Past Papers Text books Internet Quiz/Questionnaire

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The Death And Resurrection Of Jesus (cont.)

Jesus goes to the temple (Mark 11: 15-19) cont.

Text book/Internet: Students should make notes on, the meaning and significance of Jesus at the temple, including the role of the temple and the reaction of Jesus.

Comm – R&W

Extension: Students can write an essay on the role of the temple in Judaism.

Comm - W

GCSE Style Question: “Religious buildings should only be used for religious events.” Do you agree or disagree? Give reasons for your answer showing that you have looked at different points of view.

Comm – R&W

Reinforcement: Students should be provided with a writing frame.

Resources Bibles CCEA Website GCSE Past Papers Case Study

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Internet Teachers Questions Text Books

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The plot against Jesus (Mark 14:1-2)

Blog: Students should record their second blog about this event.

Case Study: Teacher should provide students with a case study of an historical figure who engaged in a “plot” and discuss its purpose and effects.

SM

Comm – T&L

Making the Link: Teachers should make the link between the historical plot and student life experiences of people plotting against them. The final link can be made to understand the Jewish plot against Jesus.

Comm – T&L

5 Minute Round: Students can create a list of words to describe how the victims of each plot felt.

Comm – T&L

Class discussion: The teacher and students should engage in a discussion and then make notes about the Passover and why the leaders decided not to arrest Jesus during the festival.

WO

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Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet

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Judas agrees to betray Jesus (Mark 14: 10-11)

Blog: Read this part of the story and make an entry of it in your blog.

Comm – R&W

Making the Link: Students should make a list of examples of people who have been betrayed by someone in films, books, tv programmes, soaps etc. Discuss these as a class and the feelings involved and consequences. Teacher should then make the link to how Judas betrayed Jesus.

WO, PS

Text Message: Imagine you are Judas, write three text messages to your friends explaining the following – Why I betrayed Jesus. How I felt when I got the money. What it was like when I saw Jesus again.

Comm – R&W

Extension: The previous task can be used as an extension task except this time the students should write up the work in the form of a journal.

Resources Bibles CCEA Website GCSE Past Papers Case Studies

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Internet

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The Passover meal and the Last Supper (Mark 14: 12-26)

Bible Reading: Students should read the Bible account and make the next entry in their blog.

Text book: Students should make notes on the key events and meaning of the story. They should also examine its significance for Christians today.

Comm – R&W

SM

Interview: Students should work in groups to design an interview with someone who was present at the Last Supper. Questions might include:

Tell us what happens at the Jewish Passover? What was the atmosphere like at the start? How did Jesus give new meaning to the bread and wine? Who did Jesus say would betray Him? Interviews can be performed in class

WO, PS

UICT

Guest Speaker: Teacher could invite a member of the Northern Ireland Jewish community to give a presentation on the background, meaning and significance of the Passover.

WO

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Picture Board: Students should design a picture board to explain the food and drink taken at the Passover meal and what they mean.

SM

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The Passover meal and the Last Supper (Mark 14: 12-26) cont.

Church Visit: Teacher could arrange a visit to a local Church where the minister/pastor/priest could explain and demonstrate the background to communion, its symbolism and how it is celebrated.

WO

PowerPoint: Students should design a Power Point to show how communion is celebrated in at least two different Churches.

UICT

Extension: Students should research and write an essay on the similarities and differences between the Passover and Communion.

Comm – R&W

GCSE Style Question: “The Christian Church spends too much time on sacraments and not enough time on helping others.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Traffic Lights: Teacher should use the traffic light task to assess the knowledge and understanding

Comm – T&L

SM

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students have gained in this story.

Resources Bibles CCEA GCSE Past Papers Case Studies Internet

Guest Speaker Church Visit

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Jesus predicts Peter’s Denial (Mark 14: 27-31

DVD: Watch a video clip of when Jesus predicted Peter’s denial of Jesus and then write up your blog on it.

Reinforcement: Students can design a cartoon strip of this story.

Comm – T&L

SM

Conscience Alley: Teacher could create a number of awkward situations where people might be tempted between telling the truth and denying any knowledge of it. Students should share ideas with the class.

PS

A Night In The Life Of Peter: Imagine you are Peter. Make a list of all the feelings you had when Jesus said that you would deny him.

SM

GCSE Style Question: “We should not be too harsh on Peter for what he did.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – T&L

Resources Bibles CCEA Website GCSE Past Papers Scenarios Multi Media Projector Internet DVD on Jesus’ prediction.

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Conscience Alley Task

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The events in the Garden of Gethsemane (Mark 14: 32-50)

DVD: Watch the DVD of the events of Jesus in the Garden of Gethsemane and answer the questions prepared by teacher.

Textbook/Internet: Make notes on the key events and their meaning from this story. They should also examine its significance for Christians today.

Comm – T&L

UICT, SM

Blog: Write up the next part of your blog for this event

Wall Freeze: Working in groups students should create a wall freeze using various media sources, illustrating the ways in which a teenager’s faith could be tested today.

SM

WO

Mind Map: Jesus was on the verge of dying. Create a mind map to show the thoughts that might have been going through His head.

Today At Stormont: Students should write a speech which can be used to debate the issue, “This chamber believes that no good can come from suffering.”

PS

Comm – R&W

Research: Students should research the life of a famous Christian such as Andrew Chan from the Bali 9. Write a report on why he was in prison, how he coped with the thought of dying and how he faced

SM, PS, UICT, R, W

SM, PS, W, R

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death.

GCSE Style Question: Explain how this event may bring support to Christians who are suffering for their faith today.

Resources Bibles CCEA Website GCSE Past Papers Case Studies Internet

Text Books ipads/computers Newspapers Magazines

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Jesus before the Jewish Council (Mark 14: 53-65)

DVD: Students should watch this part of the DVD and write record the events in their blog.

Discussion: Teacher and students should discuss and then make notes on the main events, characters and meaning of the story, as well as its significance for Christians today.

Comm – T&L

Reinforcement: Students should design a comic strip to illustrate the events of this story.

Podcast: Students should work in groups to prepare a Sky News style podcast on Jesus before the Jewish Council.

SM

WO

Research: Students should work in pairs to research information on the internet on the following questions: What does the word blasphemy mean? What is the Sanhedrin ? Explain the false evidence that was brought against Jesus? Why did the High Priest tear his clothes?

Twitter: Write a tweet from the Sanhedrin to explain why you couldn’t sentence Jesus to death?

WO

Extension: Students should investigate other times when Jesus was accused of blasphemy in Mark’s

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Gospel.

GCSE Style Question: Explain what Jesus meant when He said that He would destroy the temple.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Text book Internet DVD Multi Media Projector ipads/computers

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The Roman trial and mocking (Mark 15: 1-20)

DVD: Students can watch the DVD and discuss the main events of the story.

Comm – T&L

Text book: Students should record the story in their blog and then make notes on the key events, meaning and significance for Christians today.

SM

Facebook Profile: Students should research and design a facebook profile on Pilate.

UICT

The Jeremy Kyle Show: Class should be divided into groups and assigned a different character from the trial of Jesus. Prepare your evidence on what you witnessed, to be questioned by the teacher and class in an interview style debate.

WO

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The Roman trial and mocking (Mark 15: 1-20) cont.

Legal Team: Imagine you are a group of lawyers who saw the trial of Jesus. In groups, list reasons on whether you think Jesus received a fair trial.

WO

Mind Map: Students should prepare a mind map on the feelings and thoughts going on in Pilate’s head.

PS

Imagine You Are Pilate: Write a speech to be read in front of the class explaining what decision you would have made about Jesus.

Extension: Investigate why you think Pilate gave into the crowd.

SM

GCSE Style Question: “Pilate was totally responsible for Jesus’ death”. Do you agree or disagree? Give reasons for your answer showing you have considered at different points of view.

Comm – T&L

Resources Bibles CCEA Website GCSE Past Papers Text books

364


Unit 5 Content


Content


Skills and Personal

Capabilities

Internet DVD Multi Media Projector

365


Unit 5 Content


Content


Skills and Personal

Capabilities


Jesus’ crucifixion and death (Mark 15: 21-41

DVD: Watch the DVD on the crucifixion and death of Jesus. Students should record this event in their blog.

Text book/Internet: Students should make notes on, the key events, meaning and significance for Christians today.

Comm – T&L

UICT

Drama: Students should work in groups to design a drama sketch on the journey Jesus took from His trial to His crucifixion.

WO

Art: Imagine you were an artist who witnessed the events of Jesus. Choose one scene from this story and draw a picture from it.

SM

Power point: Design a Power Point on the key events of Jesus’ crucifixion and death set to a religious song, which could be used for an Easter service or assembly in your school.

UICT

366


Unit 5 Content


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Skills and Personal

Capabilities


Jesus’ crucifixion and death (Mark 15: 21-41) cont.

What’s App/Viber: Imagine you witnessed the death and crucifixion of Jesus. Create a what’s app/viber style conversation between Jesus and the men on the other two crosses.

SM

Investigation: Explain how these events fulfilled Jesus’ prediction at the Last Supper, e.g. bread and wine.

Comm – R&W

Extension: explain the supernatural events that took place at this event.

SM

GCSE Style Question: “Only Jesus can forgive our sins”. Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers DVD on this event Internet Text books

367


368


Unit 5 Content


Content


Skills and Personal

Capabilities


Jesus’ burial (Mark 15: 42-47)

ICT: Students should look up this event on www.biblegateway.com and record the details on their blog. Students should then complete task from teacher.

UICT

Discussions: Students should discuss and make notes on the key events of the story and its importance for Bible times and today etc.

Comm – R&W

Reinforcement: Students should create a mind map to explain the feelings and fears which were going through the minds of the women.

SM

The Legal Team: Students should work in groups and imagine they were lawyers who were present at the burial of Jesus to discuss and answer the following questions:

WO

369


Unit 5 Content


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Skills and Personal

Capabilities


Jesus’ burial (Mark 15: 42-47)

Why did they have to seek Pilate’s permission for Jesus’ body? Why was a stone put across the entrance of the tomb? Why was the body wrapped in cloths? Students can share answers with the class.

Comm – T&L

Investigation: Students should investigate who Joseph of Arimathea was and create a profile of him.

PS

Extension: Students should research the internet and write an essay on Jewish burial rituals.

UICT

GCSE Style Question: Explain the significance of the way that Jesus was buried.

Comm – T&L

Resources Bibles A3 pages CCEA GCSE Past Papers DVD Internet

370


Unit 5 Content


Content


Skills and Personal

Capabilities

Text books www.biblegateway.com ipads/computers

371


Unit 5 Content


Content


Skills and Personal

Capabilities


Jesus’ resurrection (Mark 16: 1-8)

DVD: Watch this part of the story and then make a record of it in the final part of your blog.

Art Work: Create a picture story book which could be used to teach primary school children about the resurrection of Jesus.

Comm – T&L

SM

Investigation: Students should investigate the ways that people celebrate Easter around the world and write a report on it.

SM

Collage: Students should create a collage in pairs on the symbols associated with the resurrection.

WO

Hoodie: Students should create a design for a hoodie to celebrate the resurrection of Jesus.

SM

Resources Bibles Text books CCEA Website GCSE Past Papers Internet DVD Multi

372


Unit 5 Content


Content


Skills and Personal

Capabilities

Media Projector

373


Unit 5 Content


Content


Skills and Personal

Capabilities



GCSE Style Question: Explain how belief in the resurrection gives hope to Christians today.

Comm – T&L

Newspaper Report: Imagine you are a newspaper reporter. Students should design the front page of the Jerusalem Times on the resurrection of Jesus. Pupils could include, headline, account, interview with eyewitnesses.

UICT

Twitter Students can work in pairs to create tweets on how the following characters feel when they hear about the resurrection of Jesus: Pilate, the disciples, the women, the Roman soldiers, the women and the Jewish leaders.

WO

UICT

374


Unit 5 Content


Content


Skills and Personal

Capabilities

Resources Bibles Text books CCEA Website GCSE Past Papers Internet DVD Multi Media Projector

375


Unit 5 Content


Content


Skills and Personal

Capabilities



Today At Stormont: Students should prepare a speech on the following: “This chamber believes that the resurrection of Jesus Christ really happened.”

SM

Research: Students should cluster in groups to research the internet on www.biblegateway.com to find references on people who met Jesus after His Resurrection. Design an interview with them for a documentary, “Proof That He Is Risen.”

WO, UICT

Priority Pyramid: Students should design a priority pyramid to record the various proofs that Jesus is risen.

SM

GCSE Style Question: “The resurrection proves that Jesus is the Son of God” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

376


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Capabilities



Reinforcement: Teachers should engage in discussion with the students and provide them with a writing frame.

Comm, T&L

Debrief Students should read out their answers to the rest of the class.

No Easy Answer Board: Students should write down on a post it note any issues they have struggled with or cannot get an answer to on this topic. This should then be placed on the no easy answer board.

WO

Resources Bibles CCEA GCSE Past Papers No easy answer board Internet

377


Unit 5 Content


Content


Skills and Personal

Capabilities

Ipads/computers www.biblegateway.com Priority Pyramid Templates.

378



Unit 5 Content


Content


Skills and Personal

Capabilities

The role and nature Of Christian discipleship

Jesus’ teaching on discipleship considered in relation to modern pluralist societies and to issues of identity, belonging, meaning, purpose, truth, values and community cohesion.

Key Words: Students should work in pairs with dictionaries or online to work out the meaning of the following key words: disciple, community, commitment, society.

Reinforcement: Students can use online dictionaries to assist them.

WO

UICT

Celebrity Profile: In this section we want to introduce students to the concept of discipleship as being a follower. Students should choose a celebrity/sports team and design a profile about them on the following issues, facts about the celebrity/sports team, why they follow them, clothes they have to show their support, any concerts/matches they have attended, how much money it costs to attend concert or buy memorabilia and how they show their support.


Comm – T&L

379


Unit 5 Content


Content


Skills and Personal

Capabilities

Making the link: Teacher should explain how a disciple is a follower of Jesus and the cost, calling pressures involved.

Comm – T&L

Resources Bibles Computer Suite/ipads Text book www.biblegateway.com

Newspapers Magazines Multi Media Projector

380


Unit 5 Content


Content


Skills and Personal

Capabilities

The role and nature Of Christian discipleship (cont.)

Jesus calls His disciples (Mark 1:16-20; 2:13-17)

Mind Movies: Teacher should read part of the story and students to create an ending to it.

PS

Text book: Student should make notes on key events of the story, their meaning and significance for today.

Comm – R&W

DVD: Students should watch the video on the life of David Wilkerson or Mother Theresa from you tube to highlight the role of catching people in the Kingdom of God.

Comm – T&L

Resources Bibles CCEA GCSE Past Papers Case Studies

381


Unit 5 Content


Content


Skills and Personal

Capabilities

Internet ipads/computers DVD: The Cross and the Switchblade

382


Unit 5 Content


Content


Skills and Personal

Capabilities


Jesus Chooses the twelve (Mark 3:13-19)

Football Manager: Students are to take on the role of a football/rugby/gaelic manager and pick their perfect team to play in a cup final. Why did you choose these players? What qualities have they?

PS

Class Discussion: Share your ideas with the rest of the class on how you look for qualities such as skill, honesty, hard work, team player, reliable and able to follow instructions.

Comm – T&L

Careers: Design a job advert for your local newspaper entitled: “Disciples wanted”. You can include ideas such as age, experience, skills, wages.

SM

Making the link: Then discuss the idea of What is a disciple? Link into the concept of Jesus choosing his 12 disciples. Discuss ideas such as type of person and qualities required.

Comm – T&L

383


384


Unit 5 Content


Content


Skills and Personal

Capabilities


Jesus Chooses the twelve (Mark 3:13-19)

Scroll Of Honour: Now that you have looked at the qualities needed to be a disciple, students should make a list of people today they think would make good disciples. You can include – relatives, friends, teachers and celebrities.

Comm – T&L

Extension: Students should write an essay on the similarities and differences between the disciples of Jesus and Pastors/Ministers/Priests today. Consider issues such as gender, work, pay, living conditions.

PS

Resources Bibles CCEA GCSE Past Papers Case Studies Internet ipads/computers DVD: The Cross and the Switchblade

385


Unit 5 Content


Content


Skills and Personal

Capabilities


The challenge of witnessing (Mark 6:1-6)

Group work: Teacher can read the story to the class and the students should then work in groups to write out the story from memory.

WO

Text book/Internet: Students should make notes on the key events of the story and its meaning. Comm- W

Mind Map: Imagine one of your friends in class becomes a famous celebrity. Create a mind map on the feeling you would have. Comm – T&L

Making the link: Teacher and students should share the ideas from previous task and then discuss how people of Nazareth could not accept the authority of Jesus.

Comm – T&L

386


Unit 5 Content


Content


Skills and Personal

Capabilities


The challenge of witnessing (Mark 6:1-6)

Walking In Their Shoes: Jesus asked the disciples to talk to others about Him. Make a list of people and situations where you would find it easy/difficult to tell others about Jesus.

PS

Case Study: Look up www.dailymail.com or other media source and find an example of a Christian who was arrested for sharing their faith. What were the main challenges?

UICT

Extension: In pairs discuss the role and importance of faith in the stories of Jesus. WO

GCSE Style Questions: Explain the challenges which people today face in our society today when sharing their faith.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Case Studies

387


Unit 5 Content


Content


Skills and Personal

Capabilities

Internet Text book www.dailymail.com ipads/computers

388


Unit 5 Content


Content


Skills and Personal

Capabilities


The mission of the twelve (Mark 6: 7-13)

ICT Research: Students will look up www.biblegateway.com to read the mission of the 12. Make a summary of the story in their own words.

UICT

Reflection: Students should make a list of 5 personal goals or targets they have for their life and how they will achieve them.

SM

Making the link: Teachers and students can discuss the answers and talk about how Jesus gave the disciples instructions and goals for their mission. Comm – T&L

T Shirt: Students could create the design for a T Shirt for the disciples.

SM

Resources Bibles CCEA Website GCSE Past Papers www.biblegateway.org Computer Suite www.doulos.org Careers Department

389


390


Unit 5 Content


Content


Skills and Personal

Capabilities


The mission of the twelve (Mark 6: 7-13)

Careers: Research what qualifications and skills are required to be a Minister/Pastor/Priest today.

UICT / SM

Investigation: Students should look up the internet for www.doulos.org and explain how the people on board this ship are carrying out Jesus’ mission. Students can create a profile on: countries they work in, work they do, people they help, how they depend on God and the message they bring.

UICT

Work Experience: Your group has been sent on work experience to a Church which has very few members. Create a programme of activities for the Church which would encourage people to come to it. Do this in pairs.

WO

GCSE Style Question: “The Church is successful in getting its message across to young people today.” Do you agree or disagree? Give reasons for your answer showing that you have considered at different points of view.

Comm – R&W

391


Unit 5 Content


Content


Skills and Personal

Capabilities

Resources Bibles CCEA Website GCSE Past Papers www.biblegateway.org Computer Suite www.doulos.org Careers Department

392


Unit 5 Content


Content


Skills and Personal

Capabilities


The cost of being a disciple (Mark 8: 34-48)

Reading: Students should read the story and make notes on the events, meaning and significance of this teaching by Jesus on cost of discipleship.

Comm – R&W

Fitness Journal: Students should research a famous athlete such as Carl Frampton, Jessica Ennis or Usain Bolt and design a journal on their average day highlighting the sacrifices they have to make to be a world champion.

SM

Making the link: Teacher and students should discuss the sacrifices of an athlete and then consider the sacrifices Jesus said his disciples would make.

Comm – T&L

Evaluation: Students should compile a list and explain which sacrifices of an athlete and disciple would effect them the most.

PS

Resources Bibles CCEA Website GCSE Past Papers Various Media Sources Computers/ipads Guest Speaker from Open Doors NI You Tube: Jim Elliott, Through

393


Unit 5 Content


Content


Skills and Personal

Capabilities

Gates of Splendour

394


Unit 5 Content


Content


Skills and Personal

Capabilities


The cost of being a disciple (Mark 8: 38-48)

DVD: Watch the DVD on You Tube on the life of Jim Elliott – Through Gates of Splendour. Students should make a list and discuss the ways in which the missionaries had to make sacrifices for God.

Comm – T&L

Guest Speaker: Teacher can invite a representative from Open Doors NI to give a presentation on the cost and dangers of being a disciple of Jesus. WO

Collage: Students in groups, should use various media sources to design a collage entitled, “The cost of being a disciple of Jesus.”

WO

GCSE Style Question: “It is difficult for young people to be Christians today.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Various Media Sources Computers/ipads Guest Speaker from Open Doors NI You Tube: Jim Elliott, Through

395


Unit 5 Content


Content


Skills and Personal

Capabilities

Gates of Splendour

396


Unit 5 Content


Content


Skills and Personal

Capabilities


Coping with temptation (Mark 9: 42-50)

Bible Reading: Students should read the Bible passage and complete task set by teacher.

Comm - R

Text book/Internet: Students should make notes on the events, meaning and importance of the story. Comm – R&W

Drama: In groups students should create a sketch about how an issue might cause a young Christian to be unfaithful to God. Perform the sketch in front of the class, e.g. alcohol, relationship.

WO

Reflection: After all drama sketches have been completed students can suggests ways that each young person could have coped with the temptation.

Comm – T&L

WO

Resources Bibles CCEA Website GCSE Past Papers Computer/ipads Text book

397


Unit 5 Content


Content


Skills and Personal

Capabilities

Internet

398


Unit 5 Content


Content


Skills and Personal

Capabilities


Coping with temptation (Mark 9: 42-50)

Making The Link: Class should discuss what Jesus teaches about people who tempt Christians. Comm – T&L

Reinforcement: Students can design a comic strip advising young Christians today how they can handle temptation, based on what Jesus taught. SM

Extension: Students should write an essay on the use of symbolism in this passage and what effect it has for the reader. T&L – R&W

GCSE Style Question: “Temptation is too strong for Christians to resist.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Bibles CCEA Website GCSE Past Papers Computer/ipads Text book

399


Unit 5 Content


Content


Skills and Personal

Capabilities

Internet

400


Unit 5 Content


Content


Skills and Personal

Capabilities


The question about paying taxes (Mark 12: 13-17)

ICT Research: Students should read the story on www.biblegateway and make notes on the main events, meaning and significance of the story.

UICT

Making the link: Teacher should engage in discussion with the class on the imagery on coins today and then explain about a Roman coin. Comm – T&L

Art Work: Design a poster to show the meaning of Jesus’ words, “Render to Caesar the things that are Caesar’s and unto God the things that are God’s”.

SM

Research: Use the internet to research these issues: the tax system that was used in Palestine, who the Pharisees were, how they tried to trick Jesus. UICT

Resources Bibles CCEA Website GCSE Past Papers www.releaseinternational.com www.opendoors.com Computer Suite Text books

401


402


Unit 5 Content


Content


Skills and Personal

Capabilities


The Widow’s Offering (Mark 12: 41-44)

Bible Reading: Read the story and make notes on the key events.

Reinforcement: Design story board on the Widow’s Offering.

SM, W, R

Twitter: Students should create a series of tweets from the widow to retell her story.

SM

Research: Students should use the internet to research what the temple treasury was used for and write an essay on the findings

UICT

Walking in your shoes: Imagine you were in the temple that day. Write a letter to your friend telling them what lesson you think Jesus was teaching.

SM

Resources Bibles Internet Text books Computers/ipads Multi Media Projector CCEA Website Past Papers Priority Pyramid Template

403


404


Unit 5 Content


Content


Skills and Personal

Capabilities


The Widow’s Offering (Mark 12: 41-44)

Facebook Blog: You have just posted the following blog on facebook, “It is wrong for Christians to be rich.” Create 5 replies that people might send back to you. Students might include a business woman, a charity worker, a teenager, a priest/pastor/minister.

SM

Power Point: Students should research and prepare a Power Point on a Christian celebrity such as Kaka, the Brazilian footballer who uses their money to help others.

UICT

GCSE Style Question: Explain what Christians can learn from the story of the widow’s offering.

Comm – T&L

Priority Pyramid: Record answers to the previous task In a priority pyramid.

Comm - W

405


Unit 5 Content


Content


Skills and Personal

Capabilities

Resources Bibles Internet Text books Computers/ipads Multi Media Projector CCEA Website Past Papers Priority Pyramid Template

406


Unit 5 Content


Content


Skills and Personal

Capabilities


The pressure of discipleship (Mark 14: 66-72)

ICT Research: Students should read the story on www.biblegateway and make notes on the main events, meaning and significance of the story.

UICT

Mind Map: Students should create a mind map to explain the feelings and questions that went through Pete’s mind when he denied Jesus.

SM

What’s App Profile: Students should compile the information from Mark’s Gospel to design a What’s App profile on Peter.

SM

Journal Entry: Imagine you are Peter, make an entry in your journal for the following events, Before you denied Jesus, why you denied Him, the moment you realised what you had done, the journey home and how you slept that night

Comm – T&L

Resources

407


408


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Content


Skills and Personal

Capabilities


The pressure of discipleship (Mark 14: 66-72)

Extension: Peter shows us that failing God is not the end of our faith. Write a reply back to this statement. Share with class. Comm – R&W

GCSE Style Question: “Peter was a good role model for Christian’s today”. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Graffiti Wall: Students should write down on a post it note something they enjoyed and something they found difficult in this unit of work. These post it notes can then be placed on the graffiti wall in the classroom.

WO

Debrief: Can be used to address issues in the previous task.

Comm – T&L

Resources Bibles CCEA Website GCSE Past Papers www.biblegateway.com Computer Suite Text books Graffiti Wall

409


Suggested Resources

Bibles

Good News Bible NIV Bible

Organisations

The Gideons The Bible Society Release International Open Doors NI Church Clergy Church Visits The Leprosy Mission

Operation Mobilisation Tearfund Trocaire

Websites


www.opendoors.co.uk



www.ccea.org.uk

DVDs: St. Patrick Pentecost Easter Story The Cross and the Switchblade You Tube: Kaka, Through Gates Of Splendour, David Luiz, The Bali 9

Text Books


410



Unit 6

Unit 6 Content


Content


Skills and Personal

Capabilities

Personal And Family Issues

Christian views on the meaning and purpose of sexual relationships taking account of the diversity of ethical positions within Christianity and the role and importance of celibacy

Introduction to topic – definition of key words such as – heterosexual, homosexual, virginity, chastity, celibacy. In pairs or groups pupils match key words to correct definition.

WO

Research: Working in small groups, find out Biblical and contemporary Christian views on the following:

WO

411


Who created sex? Who is sex designed for? What is the purpose of sex?

Comm – T&L

In what context should sex be experienced?

Reference could be made to the following Bible passages:

Genesis 2v24, Exodus 20v14, Mark 10v9, Ephesians 5v25-33

412


Unit 6 Content


Content


Skills and Personal

Capabilities

Personal And Family Issues (cont.)

Christian views on the meaning and purpose of sexual relationships taking account of the diversity of ethical positions within Christianity and the role and importance of celibacy

Research the life of or interview someone who has chosen to live a life of celibacy for religious reasons such as a Priest or Missionary.

SM

Reference may be made to www.request.org , Church Websites, Magazines, The Bible and Newspapers.

SM

Blog: Write a blog entitled, ‘Sexual relationships - 2 views I agree with and 2 views I disagree with:

Extension: Write a letter to your Pastor/Minister/Priest about your views on celibacy.

Comm - W

Resources Newspapers Laptop Guest speaker Magazines Projector Flip chart paper Computer Suite Bibles Internet CCEA GCSE Past Papers

413


414


Unit 6 Content


Content


Skills and Personal

Capabilities


Attitudes to same sex relationships considering the range of Christian views.

Case Studies: Read and discuss two contrasting case studies about same sex relationships.

Comm - R

Research a range of Christian views on same sex relationships.

SM

Record the main attitudes and use these to write a speech or create a report outlining the main attitudes.

Comm – T&L

GCSE Question: “Marriage should be between one man and one woman.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view. You should refer to Christianity.

Comm – R&W

Resources Bible Case studies (not provided)

415


Unit 6 Content


Content


Skills and Personal

Capabilities


Christian teachings about the benefits and challenges of marriage and divorce, taking account of the ethical positions within Christianity.

DVD: Pupils to watch relevant clips from TV series FRIENDS (www.youtube.com ) dealing with marriage and divorce.

Thought Shower: Using the clips and their own ideas, pupils could design a thought shower on A3 page on the following areas:

WO

UICT

“Benefits of being married” “Problems during a marriage.”

“Reasons why people divorce.” “Advantages and disadvantages of divorce.”

Research main Christian teachings on marriage and divorce.

www.request.org.uk/?s=marriage+and+divorce

www.bbc.co.uk/education/guides/z7w2fg8/revision

Create a marriage preparation booklet outlining the main Christian teachings on marriage, highlighting possible challenges that may arise and where help and support may be found (Such as www.marriagecare.org.uk www.catholicfamily.org.uk

SM

416


Unit 6 Content


Content


Skills and Personal

Capabilities

www.careforthefamily.org.uk )

Suggested texts Genesis 2v24, Exodus 20v14, Matthew 19v7-9, Mark 10v9, 1 Corinthians 7v10-9, Ephesians 5v25-33, Ephesians 6v1-4

Extension: Imagine you are Ross or a famous celebrity. Create a tweet on your Twitter account about the advantages and disadvantages of your divorce.

UICT

Resources Text books Magazines Flipchart Internet Friends DVD Computer Suite

Bibles Multi Media Projector

417


Unit 6 Content


Content


Skills and Personal

Capabilities


Different types of family and the importance of the family unit in society.

Text book/internet: Pupils should identify the main types of family.

www.bbc.co.uk/education/guides/zj8qn39/revision

UICT

Discuss - What does the family unit contribute to society?

Comm – T&L

‘Consequence wheel’ activity – Impact of the family unit on society.

Create a spider diagram to show your findings.

WO

Design a Collage on the main types of family and why families are important in society.

SM

Resources Internet Research materials

418


419


Unit 6 Content


Content


Skills and Personal

Capabilities


Alternatives to marriage including civil partnerships and cohabitation.

Research: various forms of media to identify the main alternatives to marriage that celebrities use. In pairs pupils should create an interview with a chosen celebrity about their type of relationship.

WO

GCSE Question: “Marriage is out of date for the modern world we live in.” What do you think? Give reasons for your answers showing that you have considered different points of view.

Comm – R&W

Suggested texts: Genesis 2 v24, Exodus 20 v14, Matthew 19 v7-9, Mark 10 v9, 1 Corinthians 7 v10-9, Ephesians 5 v25-33, Ephesians 6v1-4

KWL activity – Pupils record in pairs what they already know on the topic and what they would like to learn.

WO

Resources Card Bibles Internet Computer Suite

420


Unit 6 Content


Content


Skills and Personal

Capabilities

CCEA GCSE Past Papers

Multi Media Projector

421


Unit 6 Content


Content


Skills and Personal

Capabilities

Matters Of Life And Death

The debate about abortion, taking account of social, political, Biblical, Church and other ethical viewpoints.

Genesis 1v27, Exodus 20v13, Psalm 139v13-16a, Jeremiah 1v5, Luke 1v39-44.Establish key Christian beliefs about life. What is meant by ‘sanctity of life’?www.request.org.uk/issues/life-and-death/sanctity-of-life/ www.request.org.uk/issues/life-and-death/abortion/

UICT

You tube: Watch a video clip from You Tube on various opinions on abortion.

Comm – T&L

Design a Story Board on the Development Of A Foetus In The Womb: Include Day/Week, what features are formed and pictures.

PS

Choose at least four people from the following categories and research their differing views on abortion: Politicians, Church Leaders, Celebrities, Parents, Males, Females and Teenagers. Record your findings in a bar graph.

SM

Resources Card Bibles Internet Computer Suite

422


Unit 6 Content


Content


Skills and Personal

Capabilities

CCEA GCSE Past Papers

Multi Media Projector

Unit 6 Content


Content


Skills and Personal

CapabilitiesMatters Of Life And Death (cont.)

the views of pro-life and pro-choice groups, the status of the embryo, sanctity of life and alternatives to abortion

Guest Speaker: Invite Love For Life into school to do a presentation.

Case Studies From Media Sources on women who are against abortion and had abortions: Class discussion on the main issues and in groups pupils should answer the questions, What was their reason for having or not having an abortion? What advice were they given? How did they make their final decision? Do you agree or disagree with them.

WO

Comm – T&L

423


Unit 6 Content


Content


Skills and Personal

CapabilitiesCreate a flow chart highlighting the alternatives to abortion.

SM

Advice Page: You write an advice page in a teen magazine. A 16 year old girl who is pregnant writes to you who wants to have an abortion. Write a letter back to her about the alternatives to abortion.

PS

DVD: Watch the last 15 minutes of the film The Boy In The Striped Pyjamas and discuss the idea of the sanctity of life.

Comm – T&L

424


Unit 6 Content


Content


Skills and Personal

Capabilities

Matters Of Life And Death (cont.)

the views of pro-life and pro-choice groups, the status of the embryo, sanctity of life and alternatives to abortion

Extension Task: The class will be having a debate on, “Abortion should be allowed in Northern Ireland.” Write your speech for this debate.

SM

KWL activity – Pupils complete activity by recording what they have learnt.

SM

GCSE Question: “Abortion is always wrong and should never be acceptable.” Do you agree or disagree? Give reasons for your answer showing that you considered different points of view.

Comm – R&W

Resources Boy In the Striped Pyjamas DVD CCEA GCSE Past Papers Text books Bibles

Case Studies Magazines Internet Multi Media Projector

425


Unit 6 Content


Content


Skills and Personal

Capabilities


The debate about euthanasia, taking account of social, political, biblical, church and other ethical viewpoints, and the distinction between the different types of euthanasia (passive and active, voluntary and involuntary)

Key Words: Define – euthanasia, passive, active, voluntary, involuntary, assisted dying, assisted suicide. Words should be displayed on the board and pupils will work in small groups to establish the meaning of these. ‘Fist to five’ activity to check understanding.

WO

Text Book/Internet: Pupils to make notes on the different types of euthanasia.

Comm – R&W

Case Study/DVD: Watch BBC news documentary on Tony Nickilson, the man with Locked In Syndrome. In groups make 2 lists of arguments. 1. Why Tony should not be allowed to die and 2.Why Tony should be allowed to die.

Comm – T&L

Extension Task: Watch a video clip on Nick Vujicic from You Tube and write a Newspaper article on his life and how he copes with his disabilities.

SM

426


Unit 6 Content


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Skills and Personal

Capabilities

Find out about euthanasia in other countries www.bbc.co.uk/news/world-34445715

Resources Newspaper Websites for information on Ronnie Hill Cicely Saunders website BBC Documentary on Tony Nickilson

Text books You Tube clip on Nick Vujicic Bibles Multi Media Projector Guest Speaker

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The contribution to of the Hospice movement

Define palliative care. Guest Speaker: Invite a representative from the Hospice Movement into school to give a presentation on their work.

WO

Internet Research: the work of the Hospice Movement and design an information leaflet. You can use www.cicelysaundersinternational.org

UICT

The debate about capital punishment, taking account of social, political, biblical, church and other ethical viewpoints.

Collage: Pupils should research the story of Andrew Chan and the Bali 9. In groups design a collage to tell the story of his life and death. You can include pictures, details of the prisoners and what politicians, Church leaders and human rights groups said about their deaths.

WO

Extension: Imagine you are Andrew Chan write a diary account about your early life, crimes, arrest and life on death row.

GCSE Question: “The death penalty should not be used today.” Do you agree or disagree? Give reasons for your answer showing you have considered different

PS

Comm – R&W

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points of view.

Resources Bibles Computer Suite CCEA GCSE Past Papers Text Books Internet

Text books Multi Media Projector

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The aims of punishment, including deterrence, protection, reform, vindication and retribution

Text Book/Research: Identify and explain the aims of punishment; deterrence, protection, reform, vindication and retribution. Complete ‘Each one Teach one’ activity.

SM

Outline the strengths and weaknesses of each one. Define capital punishment.

Comm – T&L

www.bbc.co.uk/education/guides/zvs3d2p/revision

www.request.org.uk/issues/social-issues/crime-and-punishment-2/

GCSE Question: “Explain what you think is the best way to punish a person today.”

Comm – R&W

Resources Bibles Computer Suite CCEA GCSE Past Papers Text

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Books Internet


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The issues of repentance, forgiveness, justice and restorative justice

Internet Research: Teachers should give students a list of Bible references. They should look up Bible Gateway and explain what they teach about: repentance, forgiveness, justice and restorative justice.

UICT

Suggested Texts: Genesis 1v27, Exodus 20v13, Psalm 139v13-16a, Jeremiah 1v5, Luke 1v 39-44

Watch a DVD clip www.youtube ‘The Mission – Repentance’ from YouTube. Write down your thoughts on the imagery of the weight being released as symbolic of being forgiven.

Comm – T&L

Watch the two clips listed below and write down your thoughts on each.

http://www.bbc.co.uk/education/clips/z9nd2p3 http://www.bbc.co.uk/education/clips/z2r6sg8

Comm - W

Resources Bibles Computer Suite CCEA GCSE Past Papers Internet

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Developments in bioethics

The nature of human infertility and the means to overcome it

Group Work: Pupils should work together to define the key words fertility, infertility, conception, foetus, embryo, uterus, surrogacy, bioethics, in vitro fertilisation (IVF), artificial insemination, reproduction, surrogacy.

WO

Text Books: Identify the range of ways to overcome human infertility.

Comm – R&W

The role of in vitro fertilisation treatment in overcoming human infertility and issues

Mind map: Create a mind map on issues and questions which arise from IVF. www.request.org.uk/issues/life-and-death/in-vitro-fertilisation-ivf/ www.bbc.co.uk/news/magazine-24725655

Comm – T&L

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arising from this treatment.

GCSE Question: “IVF is playing God.” Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Comm – R&W

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Developments in bioethics (cont.)

The status of the embryo, the moral problems associated with destroyed embryos and embryo experimentation

‘Giant steps’ activity: Pupils begin in a straight line and take a giant step forward when they agree with statement;When do you think human life begins?Is an embryo a real life? Is it OK to freeze embryos?Do you think it is okay to experiment on embryos to find cures for illnesses?What do you think God would say about embryo experimentation?

PS

Class Debate: “This class believes that embryo research and embryo experimentation should be allowed to help cure diseases.” Prepare a speech that you will use in this debate.

WO

Resources Text books Bibles CCEA GCSE Past Papers Multi Media Projector

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The issues surrounding human surrogacy

DVD: Watch episode from TV Series Friends where Phoebe becomes a surrogate mother for Frank. www.youtube.com

UICT

In groups you should discuss the following questions:

1. Do you think Phoebe was right to become a surrogate mum?

2. Describe the different emotions that Phoebe went through during the pregnancy.

3. If you were a Christian what advice would you give Phoebe.

4. Explain how hard it was for Phoebe to give the twins up.

5. What do you think God would say to Phoebe and Frank?

PS

WO

SM

Extension: Imagine you are Phoebe. Write your diary entry dealing with your struggles and feelings during the pregnancy for the following key times; when you find out you are pregnant; you discover you are

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expecting twins; you feel the first kick of the babies; the days leading up to your due date; when the twins are born and when you had the twins over to your brother. months of your pregnancy.

Resources Internet Friends DVD Bibles

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The role of the Human Fertilisation and Embryology Authority in regulating developments in bioethics

Research information on the Human Fertilisation And Embryology Authority in regulating developments in bioethics.

UICT / SM

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Create a spider diagram highlighting its key responsibilities.Use this information to design a poster advertising their work.

Comm – T&L

Biblical and church teaching that is relevant to new reproductive technologies

Pair Work: Research Biblical and church teaching related to the issues around new reproductive technologies.

Create a table highlighting these views.

WO

Comm - W

Suggested Texts: Exodus 20v13, Psalm 139v13-16(a), Jeremiah 1v5, 1 Samuel 1v9-18

Extension: “People should not interfere with Gods plan of reproduction.” Do you agree or disagree. Show that you have thought about different points of view and include Christian teaching.

Comm – T&L

Resources Bibles

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Contemporary Issues In Christianity

The causes and types of prejudice and discrimination, including race, religion, gender and disability

Group Work: Pupils should define these key words – race, discrimination, religion, gender, disability, prejudice. Share ideas with the class.

WO

Collage: Using magazines, newspapers and other forms of media, pupils should work together to design a collage on the causes and types of discrimination. Follow up with ‘Each One Teach One’ activity.

WO

Biblical and church opinions on prejudice and discrimination

Poster: Choose 3 key verses/quotations and include them to design a poster on prejudice and discrimination which could be put on every Church noticeboard.

SM

Resources Bibles

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Contemporary Issues In Christianity (cont.)

Bible teaching on responsibility towards people in need

Guest Speaker: A Church leader could be invited into the school to give a talk and then answer questions created by pupils on prejudice, discrimination and helping people in need.

WO

Suggested verses Genesis 1v27, Amos 5v24, Matthew 6v1-4, Matthew 7v12, Matthew 22v39, Matthew 25v31-46, Luke 10v25-37, Galatians 3v28.

GCSE Question: “Churches are doing enough to help the less fortunate in our society.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Guest Speaker CCEA GCSE Past Papers

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The causes and characteristics of poverty: local, national and global, and the distinction between absolute and relative poverty

Group Work: Pupils to work together to define key words – local, national, global, absolute and relative poverty.

WO

Profile: Research charity websites and locate real life stories. Choose one story and design a profile of a child whose life has been affected by poverty.

PS

Text Books: Make notes on local, national and global poverty.

Comm - W

Assembly: Design a Power Point for use in assembly comparing the life of a child in poverty in Europe and the life of a child in poverty in Africa. You can deal with issues such as: water, food, shops, education, housing, health, etc.

SM

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The work of one organisation fighting poverty and injustice, for example Christian Aid, St Vincent de Paul, Salvation Army, Trocaire.

Guest Speaker: Invite a speaker from one of the charities into school to give a presentation of the work they do.

WO

Leaflet: Design a leaflet on a programme such as Publisher advertising the work of one Charity organisation.

PS

Resources Bibles Multi Media Projector Guest Speakers Computer Suite Internet

Whiteboard Text books

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Contemporary issues in Christianity (cont.)

Ways in which individuals and communities can respond to and support both fair trade and campaigns for justice.

School Trip: Teacher could organise a trip to the local supermarket to allow the children to identify fair trade products. Manager could give a talk on the fair trade policy and how popular these products are.

WO

Fairtrade Journal: Pupils could keep a diary log for a week taking note of any fair trade products they use at home.

SM

Letter: Pupils to write a letter to their MLA outlining the need to have more fair trade products in shops, what the advantages are and who they help.

Comm – R&W

Suggested Texts: Genesis 1v27, Amos 5v24, Matthew 6v1-4, Matthew 7v12, Matthew 22v39, Matthew 25v31-46, Luke 10v25-37, Galatians 3v28.

Resources Bibles Text Books Supermarket Computer Suite

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Internet

Multi Media Projector Template

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Modern Warfare

The causes of war and the ‘Just War’ tradition in Christianity and its continuing relevance for today

Define key words/terms: weapons of mass destruction, morality, nuclear deterrence, human costs, economic costs, refugees, civilian, pacifist.

Comm – R&W

Follow up with ‘Taboo activity’ on key words/terms. PS

Pair Work: Research the media to establish the causes of wars through history. Record findings in a bar graph. www.bbcbitesize.co.uk

SM / UICT

What If? After discussing the Just War, the teacher will provide the class with a template of 20 wars in history. Pupils should write beside each one what would have happened if the Just War Theory had been followed.

PS

Resources Bibles Text Books Supermarket Computer Suite Internet

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Multi Media Projector Template

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Modern Warfare (cont.)

The ethics of modern warfare, including the use of weapons of mass destruction, and the morality of nuclear deterrence

You Tube: Watch the DVD Clip on the American Bombing of Hiroshima. Class to describe what they saw and heard in oral or written format using their five senses. Record answers on board.

WO

Extension: Imagine you lived in Hiroshima. Write an account of what happened for your local newspaper. These should then be word processed.

Comm - W

Class Discussion: To establish the arguments for and against war.

Comm – T&L

GCSE Question: “A Christian should never fight in a war.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources You Tube Bibles Newspapers Magazines

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Computer Suite

Multi Media Projector White Board

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The debate about the human and economic cost of war and the victims of war, including refugees, child soldiers and innocent civilians

Research the cost and impact of modern war on victims. Find out the cost of recent wars UK has been involved in and compare to the spending on other areas such as education and health. www.gov.uk

SM / UICT

Create a bar chart to illustrate. UM

Collage: Design a collage in groups to illustrate the human and economic cost. Each group to give an explanation of their collage to the class.

WO

Extension: Write an essay ‘Is the cost of War too high?’

Comm – R&W

Resources You Tube Bibles Newspapers Magazines

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Computer Suite

Multi Media Projector White Board

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The debate about pacifism, taking account of different religious and ethical viewpoints

Case Studies: Teacher should distribute two case studies to the class. One about a pacifist and one about a soldier. From these case studies the class should establish a list of arguments for and against pacifism.

WO

GCSE Question: “A Christian should always be a pacifist.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Suggested texts: Ecclesiastes 3v1, 3, 8, Matthew 5v9, Matthew 5:38-39, Matthew 26v52.

Resources Bibles CCEA GCSE Past Papers Case Studies Internet

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Bible


Newspapers

Relevant magazines

Websites

www.youtube.com

www.request.org.uk




www.gov.uk

www.cicelysaundersinternational.org

www.marriagecare.org.uk

www.catholicfamily.org.uk

www.careforthefamily.org.uk

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The Existence Of God


Key words: Students should cluster in groups to work out the meaning of key words for this unit. These may include: existence, agnostic, atheist, theist, design, experience, cause, scientific, evolution, creationism.

WO

Discussion: The teacher and students should discuss the answers and agree on a correct definition for each word. These should then be recorded by the students in written format in a glossary of technical terminology, which should be updated as they progress through each unit.

Comm – T&L

Reinforcement: Students should write a sentence for each of these words in their correct context.

Comm - W

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Resources Computers/ipads Flipchart Multi Media Projector Newspapers Text Book Graph papers Magazines

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The Existence Of God (cont.)

The meaning of the terms theist, atheist and agnostic;

5 Minute Round: Teacher should display 20 famous quotations on the board and give the class 5 minutes to cluster in groups to decide if they are from an agnostic, an atheist or a theist. Answer to be recorded on flipchart paper.

WO

Twitter: Students could be given the opportunity to create statements of their own to define an agnostic an atheist and a theist, and record them as twitter style posts.

SM

456


Using Maths: Students could research the internet to establish which of these three categories famous celebrities fit into. Findings can be recorded in a bar graph or pie chart.

UM

Debrief: Students should share their answers with the class.

WO

Resources Computers/ipads Flipchart Multi Media Projector Newspapers

Text Book Graph papers Magazines

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Arguments for the existence of God, including the strengths and weaknesses of each and evidence to support or reject each argument

Mind Map: Students should be asked to design a mind map of ideas on why people believe in God. Discuss ideas and collate answer on the whiteboard.

WO

Priority Pyramid: Students should record the previous answers in a priority pyramid.

Comm – T&L

Visual Stimulus: Teacher should display a number of images in a Power Point and ask the students to work out what happened first? or what CAUSED it? e.g. a football in the back of the net, a famous painting.

PS

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Resources Computers/ipads Flipchart Multi Media Projector Priority Pyramid TemplateText Book Internet Dominoes

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the First Cause argument and Thomas Aquinas

Making The Link: Teacher should explain the ideas of Thomas Aquinas and the principles of the First Cause Argument, using relevant illustrations.

Comm – T&L

Reinforcement: Teacher can use a practical illustration to reinforce this concept by showing them the effect of the dominoes.

Comm – T&L

Spectrum Debate: Teacher should engage the students in a spectrum debate on the strengths and weaknesses of the first cause argument.

WO

Text Book/Internet: Students use text book or internet to make notes on the First Cause Argument, along with the main strengths and weaknesses of the case.

SM

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the First Cause argument and Thomas Aquinas

Facebook Post: You have found this post by a theist on your facebook page, “The First Cause argument clearly makes a lot of sense and is totally logical to me in proving the existence of God.”

Students should create at least 3 replies to this post saying why you agree with it and 3 replies saying why you disagree with it. Students can share their ideas with the class.

SM

Lifeline: Students should research and create a lifeline on the life and work of Thomas Aquinas with particular reference to his contribution to the First Cause Argument.

UICT, SM

Opinion Finder: The following statement should be written on a flipchart page for an opinion finder task: “Thomas Aquinas is irrelevant for today.”

Comm – R&W

Resources Computers/ipads Flipchart Multi Media Projector Priority Pyramid Template Text Book Internet Dominoes

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the argument from design and William Paley

Music: Students should watch Indescribable by Laura Story on YouTube. Students can discuss the message this song gets across about nature and a designer or how nature may point towards the existence of a designer.

Comm – T&L

Making The Link: Teacher and students should discuss their answers and introduce the argument of design for the existence of God by William Paley and his illustration of the watch.

Comm – T&L

Textbook/Internet: Student should make notes on William Paley and the arguments for and against the Design Argument, etc.

SM

You Tube: Students should watch the video on YouTube – Louie Giglio We Are Wonderfully Made and discuss what evidence he gives to support the Design Argument.

Comm – T&L

PS

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Resources Bibles Text books Computers/ipads Flipchart Multi Media Projector YouTube: Louie Giglio We Are Wonderfully Made YouTube: Indescribable By Laura Story

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the argument from design and William Paley

Ask The Audience: Imagine you are Louie Giglio. An atheist tells you they don’t believe the Design Argument for the existence of God. Write down how they would argue their case and how you reply. Read out to the class.

Comm - W

Collage: Students should cluster in groups. Using photos from various media sources or real items such as leaves and flowers to create a collage entitled “Nature: the evidence of a designer.” Students can focus on the intricacy, power and size of nature.

WO

Extension: Students should keep a journal for a week and write an entry each time you see or hear something which illustrates the design argument. SM

GCSE Style Question: Explain why some writers use the image of a watch to support the existence of God.

Comm – R&W

Resources Bibles Text books Computers/ipads Multi Media Projector CCEA Website GCSE Past Papers Newspapers

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Magazines

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the argument from religious experience

5 Minute Round: Students should be given 5 minutes to work in groups to make a list of ways that religious experience may support the existence of God, e.g. miracles, prayer, healing etc., Discuss answers as a class.

WO

Miner Miracle: Watch the video on YouTube: A Miner Miracle: Five years after the Chilean Rescue.

Blog: Imagine you were one of the miners write a blog about what happened and how this miracle lead you to belief and faith in God.

Comm – T&L

Extension: Students write a report on the importance of miracles for belief in God in world religions.

Case Study: Students should research examples of people who have believed in God as a result of having had their prayer answered.

Comm – R&W

Text Book/Internet: Students should make notes on the strengths and weaknesses on the argument from religious experience.

GCSE Style Question: “Experiencing God through worship is the best proof for belief in the existence of

Comm – R&W

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God.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Resources Bibles Text books Computers/ipads Multi Media Projector CCEA Website GCSE Past Papers Newspapers Magazines

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the moral argument Conscience Alley: Teacher should present a scenario to the class. “Imagine they are walking along the road. An old woman drops her purse as she gets into the taxi. The taxi drives off before they can give the money back.”

Task- Students can work in groups to design a moral compass i.e. make a list of people they would go to for advice on what to do, explain what each person advises them to do, how many are giving the same sort of advice.

WO

Making The Link: Teachers and students can discuss answers and make the link with the idea of the moral argument.

Comm – T&L

Moral Maze: Students should work in groups to discuss and answer the following questions:

How do we feel when we do something wrong? How do we decide if something is right or wrong? What do we mean by the Moral Law? How does the moral law lead to belief in God? What are the strengths and weaknesses of the moral argument?

WO

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Resources Bibles Text books Computers/ipads Multi Media Projector Flipchart ipads/computers CCEA Website GCSE Past Papers

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the moral argument Moral Compass: Students can share their answers with the class and reflect on what they have written in the light of other ideas.

Comm – T&L

Extension: Students should look up the Bible reference, Romans 22 vs 14-15 and write a report on how you think what Paul is saying is supportive of the moral argument.

Comm – R&W

Today at Stormont: Students should write a speech for participation in the following debate. “This chamber believes that the moral argument is unsuitable for the 21st century.” Debate should be held in class.

WO

GCSE Style Question: “None of the arguments for the existence of God are convincing.” Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Comm – R&W

Resources Bibles Text books Computers/ipads Multi Media Projector Flipchart ipads/computers CCEA Website GCSE Past Papers

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The debate between creationism and science about the origin of the universe:

10 Minute Round: Teacher should give students 10 minutes to work in groups to discuss and list the main arguments between science and creationism about the origin of the universe.

WO

Reinforcement: Teacher can orally engage with students to define the meanings and principles of creationism and science.

Comm – T&L

Discussion: Each group can share their answers with the class as teacher collates a list on the board.

Comm – T&L

Resources Bibles Text books Computers/ipads Multi Media Projector Flipchart ipads/computers

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creation stories from two different world religions

Research: Students should read and make notes on the creation accounts from two different world religions.

Comm – R&W

Power Point: Students should design a Power Point in pairs on the two creation accounts that they have studied. They could present these in class.

UICT

Extension: Students could write an essay on the similarities and differences in the two creation accounts they have studied.

Comm – R&W

Resources Bibles Text books Computer Suite Multi Media Projector Church Hymns CCEA Website Past Papers

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the views of two different world religions on how people relate to the universe and the place of humanity in the created order

Who Am I?: Teachers to display 5 pictures of celebrities on a Power Point and students will work in groups to list the different roles that each celebrity has in life e.g. David Beckham – footballer, captain, model, businessman, dad, son, grandson.

UICT, PS

Reinforcement: Teacher will engage in discussion to guide students.

Comm – T&L

Making The Link: The teacher and students should discuss answers and then make the link of how people relate to the universe and our role in the created order.

Comm – T&L

Collage: Students, using pictures from magazines, newspapers and the internet, should cluster in groups to create a collage entitled “Me in my world.” They can look at our role as humans in the created order e.g. relationship with animals, animals we can eat, use for work, our role as stewards, etc. Students can present these to the class.

WO

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the views of two different world religions on how people relate to the universe and the place of humanity in the created order (cont.)

Facebook Post: You find the following post on your facebook feed from an agnostic, “What is my role on planet earth? A carefree creatue or a helpful human? Please advise” Write 3 replies that an atheist might give and 3 replies that a theist might give.

Comm – T&L

Carbon Footprint: Students should keep a journal for a week and record food they eat, transport they use and energy they make use of.

SM

Self-Evaluation: At the end of the week they could write a self-evaluation on how good/bad a steward of the earth they have been.

SM

Priority Pyramid: Record answers from previous task to illustrate the changes students need to make in order to take better care of planet earth

Comm – T&L

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Resources Bibles Text books Computers/ipads Magazines

Multi Media Projector Newspapers Priority Pyramid template

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Scientific ideas about the origins of the universe and people, including a basic understanding of Big Bang and evolutionary theories.

Story Board: Students should create a story board to illustrate the theory of the big bang. Comm – T&L

What’s App: Students should create at least 5 what’s app style messages to explain arguments against the big bang theory. SM

Today At Stormont: Students should write a speech for participation in the following debate, “This chamber believes that a bang causes chaos and destruction, not order and beauty. Therefore the big bang is an illogical theory for the origins of the universe.”

PS

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Lifeline: Students in groups/pairs, should create a lifeline to show the main thinkers and ideas behind the evolution theory.

WO

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Scientific ideas about the origins of the universe and people, including a basic understanding of Big Bang and evolutionary theories.

Investigation: Students should look up what religious texts say which could be used to argue against evolution and the big bang.

Comm – T&L

Reinforcement: Teacher could give students a template with references to guide their thinking.

Comm – R&W

Extension: What religion do you think is best equipped to deal with science?

PS

GCSE Style Question: “The theory of evolution is the most easily believed for how we came into existence.” Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Comm – R&W

Resources Bibles Text books Computers/ipad

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Lifeline Template Multi Media Projector CCEA Website Past Papers Lifeline Template

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The nature of God


Key Words: Teacher should display key words and ask students to define each: monotheism, polytheism, immanence, transcendence, omnipotent, omniscient, omnipresent, omnibenevolent.

Comm, T&L

Ways of understanding and describing God, using the following terms:

Debrief: Students should discuss answers with the teacher to establish the correct meaning for each word.

5 Minute Round: Teacher should give students 5 minutes to work in groups, to create a list of words they would use to describe God.

WO

-immanence, transcendence

-omnipotent, omniscient, omnipresent, omnibenevolent,

-knowable, unknowable

-monotheism, polytheism

Research: Teacher should provide students with a template containing the key terms for describing God. Students should research the internet to establish the correct meaning and examples of each term.

Picture Story Board: Students should be given large sheets of card to design a picture story board to illustrate the key terms.

UICT

SM

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Music: Teachers should play well know religious music, using songs from YouTube which have lyrics. Students can identify the key terms or definitions to describe God which are being used in each song.

Comm – T&L

Resources Bibles ipads/Computers Multi Media Projector Internet Music from YouTube

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The nature of God (cont.)





Twitter: Students should choose the terms which they think are the most suitable to describe God in the 21st

Century and create a series of tweets to explain their choices. Students can then create a series of replies from an atheist to challenge their views.

Art Work: Students should design a poster to illustrate the meaning of one of the key terms of God.

UICT

SM

Counselling: Students should work in groups and read the following scenarios. Imagine they are a pastor/minister/priest. Cluster in groups to decide which terms about God would be most appropriate to use in trying to bring hope and comfort to each person. Explain why.

WO

A young person loses their job.

A man is left paralysed after a car accident.

A teenager is cheated on by their boy/girl friend.

A lady is unsure of what country to go to as a

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missionary.

A woman loses her baby in the middle of her pregnancy.

Reinforcement: Teacher can give an example to students to guide them e.g. “I would use the words omnipotent and knowable when talking to the man left paralysed after a car accident because the word knowable would remind the person that God is personal to us like a Father whom we can talk to. Also the word omnipotent gives them hope that God is all powerful and can heal them.”

Resources Bibles Computer Suite Markers Large Card Multi Media Projector Scenarios

486


Unit 7 Content


Content


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Capabilities

The nature of God (cont.)





ICT Task: Students could type these answers up on ipads/computers and then share them in a class discussion.

UICT

Advice Page: Students should take on the role of editor of the Church magazine. Choose one of the previous scenarios which has been published in your magazine. Write a letter in your advice page to offer support and comfort to the person which can be found in God.

PS, UICT

Extension: Students should write an essay explaining how some of the terms used to describe God can be true, despite the contradictions involved.

Comm – R&W

487


Unit 7 Content


Content


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Revolving Circle: “God is remote and distant, therefore He cannot be involved in the lives of people today.” Teachers should use this statement as the basis for a revolving circle task.

No Easy Answers Board: Students should record any questions they are struggling with on the No Easy Answer Board

PS

Comm – T&L

Resources Bibles Computers/ipads Multi Media Projector Symbols

Images Guest Speaker No Easy Answer Board

Unit 7 Content


Content


Skills and Personal

Capabilities

The nature of God(cont.)

Contrasting beliefs about the nature of God.

Guest Speakers: Teacher can ask two people from different religious traditions into school, to give a presentation to the class on their beliefs about the nature of God e.g. a Christian Pastor and a Jewish Rabbi.

Comm - T&L

488


Question Time: Students can have the opportunity to put questions to the guests which have been prepared in advance.

Wall Freeze: Students in groups could create a wall freeze using symbols and images to explain how these can be used to represent the nature of God in two different religions.

Comm – T&L

WO

GCSE Style Question: “Religious believers should not think of God as a human being.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Traffic Lights: Teacher can use traffic lights task to assess how students are understanding this unit of work.

Debrief: Teacher to take time to discuss any issues from traffic lights task.

Comm – T&L

Resources Bibles Computers/ipads Multi Media Projector Traffic Lights Task


489


Unit 7 Content


Content


Skills and Personal

Capabilities

The problem of evil and suffering


Key Words: Teacher should display key words and phrases and ask students to define each: natural suffering, moral evil, providence, innocent, contrasting, existence.

Comm – T&L

Reinforcement: Students should be allowed to use online dictionaries.

Group Work: Students should discuss answers with the teacher to establish the correct meaning for each word. These definitions can be recorded in the glossary of terminology.

WO

Resources Bibles Computers/ipads Internet Multi Media Projector Text Book CCEA Website GCSE Past Papers

490


Unit 7 Content


Content


Skills and Personal

Capabilities

The problem of evil and suffering (cont.)

The difference between natural suffering and moral evil.

Mind Map: Students should cluster in groups to create a mind map of examples of natural suffering and moral evil.

Using Maths: Students can draw graphs to show the most popular answers.

WO

UM

Picture Board Round: Teacher could display 15 images of natural suffering and moral evil and ask the students to place them in their categories and explain why.

PS

Media Gallery: Students should work in groups to create a media gallery, using cases from internet, newspapers and magazines, on natural suffering and moral evil.

WO

Text Book/Internet: Students should make notes on the differences between moral and natural evil/suffering.

UICT

491


Unit 7 Content


Content


Skills and Personal

Capabilities

Resources Bibles Computers/ipads Internet Multi Media Projector Text Book CCEA Website GCSE Past Papers

492


Unit 7 Content


Content


Skills and Personal

Capabilities


Theories about the origin, nature and purpose of evil and/or suffering.

Investigation: Students should use the internet to investigate a variety of theories about the origin, nature, and purpose of evil and suffering. Students could write a report under the following headings

Fallen human nature

A test of faith

Free will

Divine Punishment

The devil/satan

Comm – R&W, UICT

Reinforcement: Teacher can provide students with a close procedure style task to assist their thinking.

Mix And Match: Students should cluster in groups to create a list of films/tv programmes/books which have examples of evil and suffering. Students should write beside each example what they think is the cause/origin for each from the list they have studied in previous task.

WO

493


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Capabilities

Resources Bibles Computer/ipad Markers Multi Media Projector Internet


494


Unit 7 Content


Content


Skills and Personal

Capabilities


Theories about the origin, nature and purpose of evil and/or suffering.

Using Maths: Students should share ideas with class and teacher can collate a tally chart on the board for each source. Students can then design a bar graph to illustrate the data for each source.

UM

Art Work: Design a poster based on John 3 v 16 to illustrate how Jesus’ death showed there is a purpose to suffering.

Comm – T&L

Why Suffering? Students should study the life/account of a religious character and explain how they believed there was a purpose to their suffering, e.g. life of Job or Corrie Ten Boom.

SM

Opinion Finder: Use the following statement as an opinion finder task, “Nothing good can come from suffering.”

GCSE Style Question: “Free will can produce more harm than good.” Do you agree or disagree? Give reasons for your answer showing that you have

SM

Comm – R&W

495


Unit 7 Content


Content


Skills and Personal

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considered different points of view.

Resources Bibles Computer/ipad Markers Multi Media Projector Internet


496


Unit 7 Content


Content


Skills and Personal

Capabilities


How the existence of evil and/or suffering challenges the existence of God and religious truth, and the issues presented by innocent suffering and God’s providence

You Tube: Students should watch the video on YouTube Beyond The Gates of Splendor Part 1 and Part 2 about Jim Elliott and his missionary friends who were killed while working with the Auca Indians in Ecuador.

Evaluation: Having watched the video, students can cluster in groups to discuss the following questions and share their answers with the class.

Comm – T&L

WO

What was the reaction of the families on hearing the men had been killed?

What was the attitude of the Media to the news?

Why might some people question God about what happened?

Why might this kind of suffering create problems for religious believers?

Why might this story challenge and strengthen the faith of religious believers?

How did the families of the men explain this tragedy?

497


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Capabilities

Back To Back: Students can engage in a back to back task on the key events.

PS


Thought Shower: Students should imagine that they are a relative of the missionaries. Create a thought shower in groups to illustrate the feelings, doubts, questions, and fears you might have had when you heard about the tragedy.

WO

Resources Bibles Computer Suite/ipads Back To Back Task Multi Media Projector Internet YouTube: Beyond The Gates of Splendor Part 1 and Part 2 Flipchart

498


Unit 7 Content


Content


Skills and Personal

Capabilities

The problem of evil and/or suffering (cont.)

How the existence of evil and/or suffering challenges the existence of God and religious truth, and the issues presented by innocent suffering and God’s providence (continued)

Facebook Post: You discover this Facebook post on your feed, “The existence of suffering proves there is no God or that God must be cruel and uncaring” Create at least 5 replies from different people in response to this post. Students may consider issues like the power, love and goodness of God.

Comm - W

Extension: Jim Elliott famously said, “He is no fool who gives what he cannot keep to gain what he cannot lose”. What do you think he meant by this in light of the suffering he endured and how might it help religious believers cope with evil and suffering.

PS

GCSE Style Question: Explain why the existence of evil and suffering might be a problem for religious believers today.

Comm – R&W

499


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Reinforcement: Teacher can discuss the question orally with students and then provide them with a writing frame.

Comm – T&L

Resources Bibles Computer Suite/ipads Back To Back Task Multi Media Projector Internet YouTube: Beyond The Gates of Splendor Part 1 and Part 2 Flipchart

500


Unit 7 Content


Content


Skills and Personal Capabilities

The problem of evil and/or suffering (cont.)

Two different ways in which world religions explain the existence of evil and/or suffering in the world.

DVD: Students should watch the film, “The boy in the stripped pyjamas” and discuss the issues it raises about evil and suffering.

Spider Diagram: Students should design a spider diagram with suggestions on how two contrasting religions might explain these events.

Comm – T&L

PS

Research: Students should research and record the teachings of two contrasting religious traditions on how they explain the existence of evil and suffering.

SM

GCSE Style Question: “No religious argument can justify the existence of evil in the world”. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Thumb Tool: Teacher can use the thumb tool task to assess what areas of the work the students are finding: enjoyable, interesting and challenging.

Comm – T&L

Resources Bibles Computer Suite/ipads Thumb Tool Questions Multi Media Projector

501


Unit 7 Content


Content


Skills and Personal Capabilities

Internet CCEA Website GCSE Past Papers

Unit 7 Content


Content


Skills and Personal

Capabilities

Experiencing God

Different ways in which believers experience God in two world religions, including how God is revealed through:

Key Words: Teacher should display key words and phrases and ask students in pairs to define each: sacred, texts, revelation, general revelation, special revelation, hallucinations, miracles.


Comm – T&L

-sacred texts-religious leaders and religious example-worship


Comm – T&L

5 Minute Round: Teachers should give students 5 minutes to create a list of ways in which get to know what their friends ae like. E.g. sleep overs, going shopping, confiding in them, listening to music, same

PS

502


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sports team.

Making The Link: Teachers and students can discuss answers and then make the link to how believers experience God.

Priority Pyramid: Students should design a priority pyramid using answers from previous task.

Text Book/Internet: Students should make notes on how God is revealed through, sacred texts, religious leaders and example and worship.

Comm – T&L

SM

Resources Bibles Computer Suite Priority Pyramids Template Multi Media Projector Internet Pictures of famous religious leaders

503


Unit 7 Content


Content


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Capabilities

Experiencing God (cont.)


Sacred Texts

Investigation: Teachers should display a series of texts from two different religious texts such as The Bible and The Torah and ask pupils to work out what each text is revealing about God e.g. Genesis 1v1 reveals that God is the Creator of the world.

Comm – T&L


Character Profiles: Students should use the information to design two profiles on what each religion believes about God.

SM

Extension: Students should continue research from texts on the internet to establish what is revealed about God.

Resources Bibles Computer Suite Priority Pyramids Template

504


Unit 7 Content


Content


Skills and Personal

Capabilities

Multi Media Projector Internet Pictures of famous religious leaders

505


Unit 7 Content


Content


Skills and Personal

Capabilities



Religious Leaders And Religious Examples

Spot The Celebrity: Teacher should put pictures of 20 famous religious leaders on a Power Point. Students can identify the person and religion.

PS / WO


E.g. Mother Theresa, Ghandi, David Livingstone, Martin Luther King, Corrie Ten Boom, Kaka, David Luiz, Stephen Baxter.

Hall Of Fame: Students should choose characters from the previous task or their own choice and in groups design a hall of fame display which will include: photo, what they achieved, how they lived and how their lives reflect or reveal the nature of God.

SM

GCSE Style Question: Explain how one religious believer has experienced God through caring for others.

Comm – R&W

Resources Bibles Computer Suite Priority Pyramids Template

506


Unit 7 Content


Content


Skills and Personal

Capabilities

Multi Media Projector Internet Pictures of famous religious leaders

507


Unit 7 Content


Content


Skills and Personal

Capabilities



Worship

YouTube: Teachers can show a number of video clips of different styles of worship in different religions.

Comm – T&L


Group Work: Students can work in groups to identify what each kind of worship reveals about God e.g. hymn singing, charismatic worship, meditating, praying, taking the sacraments.

WO

Story Board: Students can create a storyboard on how forms of religious worship reveal God.

Debrief: Discuss with students how each task has helped their learning.

SM

GCSE Style Question: Explain how believers from one religious tradition you have studied experience God through worship.

Reinforcement: Teacher could discuss how to structure the answer with students and provide them with a writing frame.

Comm – R&W

Resources Bibles Computer Suite www.biblegateway.com

508


Unit 7 Content


Content


Skills and Personal

Capabilities

Multi Media Projector Internet Text Book YouTube: Apollo 8 Message to Earth

509


Unit 7 Content


Content


Skills and Personal

Capabilities


the nature and importance of revelation, including the difference between general and special revelation, and a consideration of whether revelation can lead to religious faith

Text Book/Internet: Students should make notes on the nature of general and special revelation, the differences between and their importance in leading people to religious faith in two religious traditions.

Comm – R&W

10 Minute Round: Teacher should allow the students 10 minutes to draw a line down the middle of a flipchart page and compile a list of examples of special revelations in one column and general revelations in the other column. Students can discuss and share examples with the class.

WO

Power Point: Students can research and prepare a Power Point on someone who has had a special revelation. Students can explain: the details of the revelation, why it was a special revelation and how it lead to a conversion.

UICT

510


Unit 7 Content


Content


Skills and Personal

Capabilities

You Tube: Teacher can play the video from YouTube, Apollo 8 Message to Earth and discuss how this was an example of general revelation.

Comm – T&L

Resources Bibles Computer Suite www.biblegateway.com Multi Media Projector Internet Text Book YouTube: Apollo 8 Message to Earth

511


Unit 7 Content


Content


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Capabilities


the nature and importance of revelation, including the difference between general and special revelation, and a consideration of whether revelation can lead to religious faith. (cont.)

Today At Stormont: Students should write a speech in preparation for a debate on the following, “this chamber believes that special revelation is much more convincing than general revelation.”

Comm - W

Debate: Students should type their speech before reading it out in class.

UICT

Self-Evaluation: Students should reflect on their work after listening to the class and decide if they would make any changes to their own opinion.

SM

512


Unit 7 Content


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Skills and Personal

Capabilities

GCSE Style Question: Describe an example of special revelation from one religious tradition that you have studied.

Comm – R&W

Resources Bibles Computer Suite/ipads Multi Media Projector Internet Text Book CCEA Website Past Papers

513


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Examples of revelation from sacred texts, history and the modern world including:

Facebook Posts: Students should choose two characters from different religious texts, one who has had their prayer answered and one whose prayer remained unanswered, e.g. Abraham, Daniel etc. Students should retell these examples of revelation by a series of facebook tweets.

Comm – R&W

-answered and unanswered prayer

-miracles and

-visions

Comic Strip: Students should design a comic strip to retell these two stories.

SM

Extension: Do you think these are valid ways of experiencing God? Make notes and explain.

T&L - W

Newspaper Report: Students can research and write a newspaper report about two historical figures from two religious traditions who have experienced a miracle.

Comm – R&W

514


Unit 7 Content


Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite/ipads Multi Media Projector Internet Text Book CCEA Website Past Papers

515


Unit 7 Content


Content


Skills and Personal

Capabilities


Examples of revelation from sacred texts, history and the modern world including:

Journal Entry: Students should research two characters from the modern world who have experienced revelation of God through visions, e.g. Brother Yun. Write a Journal entry for each character to describe their vision and what they learnt about God.

Comm – R&W

-answered and unanswered prayer

-miracles and

-visions

Stained Glass Window: Students should choose a scene from one of the visions they have researched and create the design for a stained glass window to illustrate it.

SM

Guest Speaker: Teacher should invite a speaker from Open Doors NI or Release NI to explain how God is revealing himself to people from different religions across the world today

Comm – T&L

Extension: Write an essay to explain how a modern day character has experienced God through visions.

GCSE Style Question: “It is not possible for religious believers to experience God today.” Do you agree or disagree? Give reasons for your answer showing that

Comm – R&W

516


Unit 7 Content


Content


Skills and Personal

Capabilities

you have considered different points of view.

Resources Bibles Computer Suite/ipads CCEA Website Past Papers Multi Media Projector Internet

517


Unit 7 Content


Content


Skills and Personal

Capabilities


Challenges to religious experience, including lack of evidence, hallucinations or wish-fulfilment.

Facebook Post: You have just noticed this post on your facebook feed, “The Pastor in my Church says that he has had visions from God that we are going to build a brand new Church with cinema and leisure centre. He also believes it will be a place where he can perform healings”

Task one: Write a series of replies to this facebook post from someone who does not believe in such experiences. Students might like to use the following areas of concern, lack of evidence, they are hallucinations, a money making scam, wishful thinking.

Comm – T&L

Task Two: You should then reply to each of the criticisms which have been made.

SM, PS, W, R

GCSE Style Question: “Personal religious experience such as conversion is the only sure way of experiencing God.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

518


Unit 7 Content


Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite/ipads CCEA Website GCSE Past Papers Multi Media Projector Internet Text Book

519


Unit 7 Content


Content


Skills and Personal

Capabilities

Life After Death

Two different ways in which world religions understand the afterlife, including belief in resurrection, reincarnation and final judgement

Key Words: Teacher should display key words and phrases and ask students in pairs to define each: reincarnation, judgement, afterlife, soul, near death experiences, illusionary.

Comm – T&L



Comm – T&L

Final Round: Students can cluster in groups to make a list of words and phrases that come into their minds when they think about Heaven and Hell.

WO

Resources Bibles Computer Suite /ipads Magazines Newspapers

520


Unit 7 Content


Content


Skills and Personal

Capabilities

Multi Media Projector Internet Flipchart

521


Unit 7 Content


Content


Skills and Personal

Capabilities

Life After Death(cont.)


Making The Link: Students can share answers with the class and teacher can make the link with the concept being taught in this unit of the afterlife and contrasting views which are held by religious traditions.

PS

Research: Teacher can give students a list of beliefs which are held by contrasting religions about the afterlife, e.g. reincarnation, final judgement etc. Students can research the meaning of each belief.

SM

Reinforcement: Teacher can discuss each belief with the student and provide them with a template to complete their work on.

Comm – T&L

Collage: Students should work in groups to create a collage illustrating the different beliefs about the afterlife.

Extension: Explain which belief gives most hope to an

WO

522


Unit 7 Content


Content


Skills and Personal

Capabilities

ill person.

Resources Bibles Computer Suite /ipads Magazines Newspapers Multi Media Projector Internet Flipchart

523


Unit 7 Content


Content


Skills and Personal

Capabilities



Maths: Students should conduct a survey among their year group about “What do you believe about what happens after death – Heaven, Reincarnation or Nothing? Teachers and students should collate data in class and design a pie chart to illustrate their findings.

WO, UM

GCSE Style Question: Outline some arguments a person might use to prove that there is life after death.

Comm – R&W

Non-religious views on the soul and the afterlife.

Text Book: Students should make notes on non-religious views about the soul and the afterlife.

SM, R, W

GCSE Style Question: “A person who believes that death is the end has a miserable quality of life.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

524


Unit 7 Content


Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite /ipads Multi Media Projector Internet Text Book CCEA Website GCSE Past Papers

525


Unit 7 Content


Content


Skills and Personal

Capabilities


Possible ‘proofs’ of life after death, including near death experiences and claims to have remembered past lives, and opinions about the extent to which these experiences are real or illusionary.

Case Study: Students should be provided with a case study about a person who claims to have had a near death experience e.g. Pam Reynolds. Discuss the nature of the experience and its validity.

Comm – T&L

Twitter: A friend of yours has just issued the following tweet, “Just back from my holidays in Japan. Had the most incredible NDE (Near Death Experience).”

Comm – R&W

Task One: Create at least 6 replies from people who would not agree with the idea of an NDE.

GCSE Style Question: The possibility of a near death experience is too much to expect anyone to believe.”

Comm – R&W

526


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Capabilities

Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Resources Bibles Computer Suite /ipads Multi Media Projector Internet Text Book CCEA Website GCSE Past Papers

527


Unit 7 Content


Content


Skills and Personal

Capabilities


How different beliefs in the afterlife affect the way believers live in this life.

Music: Teacher should play the song “My Way” by Frank Sinatra. Students should cluster in groups to reflect on the line, “I did it my way” and discuss which belief regarding the afterlife could adopt this as their motto.

WO

Application: Students should cluster in groups to discuss these questions:

If you believe death is the end of existence then how are you likely to live your life?

How would a believer in reincarnation approach life?

How would a believer in Heaven and hell approach life?

Which belief is most likely to make you a good citizen?

Comm – T&L

528


Unit 7 Content


Content


Skills and Personal

Capabilities

GCSE Style Question: “The belief in final judgement creates a sense of justice”. Do you agree or disagree? Give reasons for your answer showing you have considered different points of view.

Unit 7 Content


Content


Skills and Personal

Capabilities


How different beliefs in the afterlife affect the way believers live in this life.

Reinforcement: Should discuss issues with the teacher and use a writing frame to help them structure their answer.

Comm – T&L

No Easy Answers Board: Students can write on post it notes any issues they have with this topic and then display them on the No Easy Answers Board.

Comm – T&L

529


Unit 7 Content


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Skills and Personal

Capabilities

Debrief: Address the issues posted on No Easy Answers Board.

Resources Bibles Computer Suite /ipads No Easy Answers Board Multi Media Projector

Internet CCEA Website Past Papers

530


Suggested Resources

Bibles

Good News Bible NIV Bible

Organisations

Release International Open Doors Religious Leaders CCEA

Websites


www.opendoors.co.uk



www.ccea.org.uk

www.philosophyofreligion.info

www.reonline.org.uk

DVD s

The Boy In The Stripped Pyjamas Corrie Ten Boom The Cross and the switchblade Videos on YouTube for Jim Elliott, Kaka, LouieGiglio, Apollo 8, Indescribable

Text Books

www.colourpointeducational.com News papers Magazines

531



Unit 8

Unit 8 Content


Content


Skills and Personal

Capabilities

The formativehistory of Islam


Key words: Students should cluster in groups to work out the meaning of key words for this unit. These may include: culture, Islam, formative, Caliph, tradition, Qur’an, Hijrah.

Comm – R&W


Comm – R&W

Reinforcement: Students should write a definition for each of these words.

532


Resources Computers/ipads Flipchart Multi Media Projector Internet Text Book Lifeline Template

533


Unit 8 Content


Content


Skills and Personal

Capabilities

The formativehistory of Islam (cont.)

the life and career of Muhammad according to the different traditions of Islam;

5 Minute Round: Teacher should display 20 facts about the life of Muhammad on the board and give the class 5 minutes to work in groups to decide if they are true or false. Answer to be recorded on flipchart paper. Each group will take it in turn to share their answers.

WO/ PS

Research: Students could research the internet to establish the main events of the life of Muhammad.

UICT

Lifeline: Using this information, students should create a lifeline on the life of Muhammad.

Textbook: Students will make notes on the life and career of Muhammad

Comm – R&W

Facebook Profile: Students should design a facebook style profile on the character of Muhammad. This could then be designed on the computer/ipad.

SM

534


Unit 8 Content


Content


Skills and Personal

Capabilities

Resources Computers/ipads Multi Media Projector Text Book Internet

CCEA Website GCSE Past Papers Writing Frame Fact or Opinion Task

535


Unit 8 Content


Content


Skills and Personal

Capabilities


the life and career of Muhammad according to the different traditions of Islam; (cont.)

Story Board: Students should create a story board to illustrate one key event in the life of Muhammad.

Comm – T&L

Extension Task: Students should research and write an essay on some of the differences about Muhammad from the different traditions of Islam. Students can read their answers to the class.

SM

Fact or Opinion: Teacher and students should engage in a fact or opinion task about the traditions and culture which Muhammad was born into.

Collage: Students should work in groups to design a collage on what Muslims believe are the main achievements in Muhammad’s life. They can use pictures from various media sources and consider issues such as, the black stone, his reception of the Qur’an, his message to the people.

PS

WO

GCSE Style Question: Muhammad is a good example of a religious leader. Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – T&L

536


Unit 8 Content


Content


Skills and Personal

Capabilities

Reinforcement: Teacher can discuss ideas with the class and provide them with a writing frame.

Comm – T&L

Resources Computers/ipads Multi Media Projector Text Book Internet

CCEA Website GCSE Past Papers Writing Frame Fact or Opinion Task

537


Unit 8 Content


Content


Skills and Personal

Capabilities


the careers and achievements of the four Rightly‐Guided Caliphs

Class Discussion: Teacher and students should engage in a discussion to establish what a Caliph is and their role within the religion of Islam.

Comm – T&L

Character Profiles: Students should design a character profile on each of the Caliphs.

PS

Twitter: Students should design at least six twitter style posts on each of the four rightly guided Caliphs to explain what Muslims believe were their main achievements.

UICT

Textbook/Internet: Students should make notes on the careers and achievements of the Four Rightly Guided Caliphs and their importance for Islam today.

Comm – R&W

Resources Text books Computers/ipads Flipchart Multi Media Projector

538


Unit 8 Content


Content


Skills and Personal

Capabilities

CCEA Website GCSE Past Papers Statements for spectrum debate

539


Unit 8 Content


Content


Skills and Personal

Capabilities

Sacred writings


Key words: Students should cluster in groups to work out the meaning of key words for this unit. These may include: revelation, Qur’an, compiled, prophet, Hadith, Sharia Law.

Comm – T&L


Comm – T&L

540


Unit 8 Content


Content


Skills and Personal

Capabilities

Resources Text books Computers/ipads Flipchart Multi Media Projector

541


Unit 8 Content


Content


Skills and Personal

Capabilities

Sacred writings (cont.)

the origins of the Qur’an as revelations given to Muhammad;

5 Minute Round: Students should be given 5 minutes to cluster in groups to make a list of characters, events and teachings that they know are found in the Qur’an. Discuss answers as a class.

WO

Picture Board: Students should design a picture board to outline the chronology of the process of the revelation of the Qur’an.

Comm – T&L

Journal Entry: Imagine you were alive at the time when the revelations were given to Muhammad. Write an entry in your journal to explain the main events of what happened and how the people reacted.

Comm – R&W

Today At Stormont: Students should write a speech on the following issue, “This chamber believes that the Qur’an is out of date for Muslims today.”

Comm – R&W

Resources Text books Computers/ipads Flipchart Multi Media Projector Internet

542


Unit 8 Content


Content


Skills and Personal

Capabilities


the nature and meaning of the Qur’an and the process by which it was compiled;

Textbook/Internet: Students should make notes on the nature and structure of the Qur’an and explain how it was compiled.

ICT Research: Students should research information on the nature and compilation of the Qur’an, including the following areas:

Comm – R&W

PS

1.How it is divided into Suras

2.How each Sura starts

3.How the Qur’an is treated with respect by Muslims

4.The main themes of the Qur’an

5.Becoming a hafiz

Powerpoint: Using the information above, students should design a power point on what they have learnt on the nature and compilation of the Qur’an. Students can present these to the rest of the class.

UICT

Opinion Finder: “The hafiz is very important in Islam.” Use this statement as the basis for an opinion finder task.

PS

543


Unit 8 Content


Content


Skills and Personal

Capabilities

GCSE Style Question: “The Qur’an is a book written by a human, not by God.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Text books Computers/ipads CCEA Website Past Papers Internet Multi Media Projector

544


Unit 8 Content


Content


Skills and Personal

Capabilities


the significance and purpose of the traditions (Sunnah, Hadith) of the Prophet and his companions for the practice of Islam;

Making The Link: Teacher and students should engage in a discussion to make the link of how the traditions are recognised as sacred writings.

Comm – T&L

Textbook/Internet: Students should make notes on the different traditions and explain their purpose and significance.

Comm – R&W

Reinforcement: Teachers may provide students with the notes as a cloze procedure exercise.

Comm – R&W

Mind Maps: Students should cluster in groups to make a list of ways that the different traditions provide Muslims with guidance on how to practise their religion. Students may focus on ideas such as the five daily prayers as given in the Hadith.

WO

Resources Text books Computers/ipads Multi Media

545


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Content


Skills and Personal

Capabilities

Projector Flipchart CCEA Website GCSE Past Papers Magazines Newspapers

546


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Skills and Personal

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the significance and purpose of the traditions (Sunnah, Hadith) of the Prophet and his companions for the practice of Islam;

Collage: Students should work in groups to design a collage on: Islamic Practices According To The Traditions. Students can use a variety of media sources to illustrate their ideas.

Facebook Post: You find the following post on your facebook feed: “The Hadiths are not relevant for the modern 21st Century.” Write at least 4 replies that a Muslim might give to this post

Comm – R&W

GCSE Style Question: Explain the significance of the Qur’an for Muslims.

Comm – R&W

Resources Text books Computers/ipads Multi Media

547


Unit 8 Content


Content


Skills and Personal

Capabilities

Projector Flipchart CCEA Website GCSE Past Papers Magazines Newspapers

548


Unit 8 Content


Content


Skills and Personal

Capabilities


the meaning, purpose and relevance of Sharia, the religious law of Islam, as applied in different communities;

Making The Link: Teachers and students should engage in a discussion to establish the meaning and importance of Sharia law.

Comm – T&L

ICT Investigation: Students should use the internet to investigate the main teachings of Sharia Law.

UICT

Collage: Students should design a collage using examples from newspapers and other media sources to show how Sharia Law is put into practice in both Muslim and non-Muslim countries.

Comm – R&W

Powerpoint: Students should research a charity such as Open Doors and design a power point on how Sharia Law impacts the lives of non-Muslims.

UICT

Resources Text books Internet Multi Media Projector

549


Unit 8 Content


Content


Skills and Personal

Capabilities

ipads/computer suite Newspapers Magazines

550


Unit 8 Content


Content


Skills and Personal

Capabilities


the meaning, purpose and relevance of Sharia, the religious law of Islam, as applied in different communities;

Today At Stormont: Students should write a speech on the following topic which will be read out as part of a debate: “This chamber believes that Sharia Law should be introduced in UK/Ireland.”

Comm – T&L

Legal Team: Students should work in groups as a legal team to investigate the following issues:

WO

1. How crimes such as murder, theft, adultery, etc. are punished under UK/Irish Law and then compare how they are punished under Sharia Law.

2. What are honour killings? Do you think these are fair?

UICT

Journal Entry: Imagine you are a Muslim living under Sharia Law. Describe what life is like for you e.g. dress, home, marriage.

Comm – T&L

Resources Text books Internet Multi Media Projector

551


Unit 8 Content


Content


Skills and Personal

Capabilities

ipads/computer suite Newspapers Magazines

552


Unit 8 Content


Content


Skills and Personal

Capabilities

Beliefs andpractice


Key words: Students should be divided into groups to work out the meaning of key words for this unit. These may include: prophet, Tawhid, nature, Pillars, interpretation, rituals, Shahadah, Salah, Wudu, Sawm, Hajj, Zakat, worship. Mosque, Sunni, Shi’a, Sufi, whirling dervishes, Imam, worship, Hadith.

WO, PS


Comm – T&L

Back To Back: Teacher could use these key words as the basis for a back to back task.

PS

Resources Bibles Text books Computers/ipads Multi

553


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Capabilities

Media Projector Flipchart Back To Back Task

554


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Content


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Capabilities

Beliefs andPractice (cont.)

the unity and nature of God in Islam;

Presentation: Teacher can display the Shahada and meaning of the Tawhid on a Power Point slide and explain it to the class.

Comm – T&L

Discussion: Teacher and students can the engage in a discussion about the role and importance of the Shahada in the life of a Muslim and the significance of Tawhid in Islam.

Comm – T&L

Group Work: Having discussed these two ideas, students should work in groups to make a list of similarities and differences about God between Islam and other religions, e.g. Christianity and Judaism.

WO

Resources Text books Computers/ipad Multi Media Projector CCEA Website GCSE Past Papers

555


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Content


Skills and Personal

Capabilities

556


Unit 8 Content


Content


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the relevance and role of the prophets in Islam;

Textbook/Internet: Students should make notes on the meaning and importance of prophets in Islam and identify the key prophets.

Comm – R&W

Story Board: Students should choose 5 of the key prophets in Islam and create a storyboard to explain the importance and teaching of each one.

Comm – R&W

Facebook Profile: Students should choose one of the prophets in Islam and design a facebook style profile on him.

UICT

Extension: Students should write an essay on the main prophets which Christians and Muslims have in common and discuss their differences.

Comm – R&W

Resources Text books Computers/ipad Multi Media Projector CCEA Website GCSE Past Papers

557


Unit 8 Content


Content


Skills and Personal

Capabilities


the relevance and role of the prophets in Islam;

Twitter: Imagine someone has written the following question on your twitter feed. “Why is Muhammad called ‘The Seal Of The Prophets”? Create at least 4 tweets in response to this question. Type on computer.

UICT

Opinion Finder: “No prophet offers advice for young Muslims today.” Students should use this statement as an opinion finder task.

PS

No Easy Answer Board: Students will record issues they have on the board.

Debrief: Teacher to address issues on the No Easy Answer Board.

Comm – T&L, R&W

GCSE Style Question: “The teachings of the prophets are not relevant for Muslims living in a multicultural society.” Do you agree or disagree? Give reasons for your answer, showing that you have considered different points of view.

Comm – R&W

Resources Text books Computers/ipad Multi Media Projector

558


Unit 8 Content


Content


Skills and Personal

Capabilities

CCEA Website GCSE Past Papers No Easy Answer Board Opinion Finder Task

559


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Skills and Personal

Capabilities


the purpose and practice of the Five Pillars of Islam, as interpreted in Sunni and Shi’a traditions:

Investigation: Students should be taken to the computer suite to investigate the following information and record answers in a mind map. UICT

1. Identify the five pillars of Islam.

2. Describe the duties and rituals associated with each one.

3. Explain the purpose of each ritual.

4. The importance of each for Muslims today.

Reinforcement: Teacher can create a more structured worksheet to guide pupils in what they are looking for.

Collage: Students should cluster in groups to design a collage on the 5 pillars of Islam. Various media sources can be used to illustrate each one. Students can then present their collage to the class.

Comm – T&L

WO

Group Research: Students should cluster in groups to research how Sunni and Shi’a Muslims interpret the pillars differently. They can present their findings as a PowerPoint, spray diagram or another visual format.

PS

560


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Capabilities

Resources Internet ipads/Computers Multi Media Projector Newspapers

Magazines

Unit 8 Content


Content


Skills and Personal

Capabilities


Shahada; Research: Students should be taken to the ICT Suite to research the background and purpose of the Shahada in Islam.

UICT

Thought Shower: Students should design a mind map to explain the meaning of the Shahada.

SM

561


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Capabilities

Twitter: Imagine you are a teenage Muslim. Write a series of tweets on your twitter feed, explaining to your friends why the Shahada is so important for you as a young Muslim.

UICT

Class Discussion: The class and teacher should engage in a discussion about how appropriate the Shahada is in a multi-cultural society that we live in today.

Facebook Post: You have found the words of the Shahada posted on your Facebook feed. Write a series of replies from a different people who do not belong to the Islamic Religion.

Comm – T&L

PS

Resources Internet ipads/Computers Multi Media Projector Newspapers

Magazines

562


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Capabilities


Salah; Textbook/Internet: Students should make notes on the meaning, practices and purpose of Salah as a pillar of Islam.

Podcast: Students should work in groups to design a podcast describing what happens at Salah, including the positions of prayer and what each position means etc.

UICT

WO

Newspaper Report: Imagine you are a reporter for your local newspaper. Research the differences between Salah and Du’a and write a report on your findings.

SM / PS

Picture Board: Students should create a story board on the process of Wudu.

Comm – R&W

Extension Task: Imagine you are a Muslim student. Write an entry in your journal explaining the benefits and difficulties for your daily life of having to practice Salah.

Comm – R&W

Comm – T&L

563


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Capabilities

Traffic Lights: Use this task to assess what students have learnt so far.

Resources Text Books ipads/computers Multi Media Projector Internet

Traffic Lights Task

564


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Sawm; Facebook Post: The following three questions have been posted on your facebook feed. Write your response to each of the questions:

Comm – R&W

1. What do Muslims mean by the word ‘Sawm’?

2. Why do Muslims practice Sawm?

3. What happens if you do not obey the rules?

Advice Page: Students should take on the role of editor of a teenage magazine. A Muslim teenager writes to you explaining how they are having trouble observing Sawm and are afraid to approach their parents. Write a letter in your advice page to offer support and guidance to the teenager.

PS

Reinforcement: Teacher can provide students with a writing frame.

Art Work: Students should design a poster illustrating the celebration of Eid-ul-Fitr.

Spectrum Debate: “Eid-ul-Fitr has become too commercialised.” Students should engage in a

Comm – T&L

WO

565


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Skills and Personal

Capabilities

spectrum debate on this issue.

Resources Textbooks Computers/ipads Multi Media Projector Internet

566


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Beliefs and Practice (cont.)

Hajj; Map Work: Students should design a map tracing the journey of Hajj.

Comm – R&W

Investigation: Students should investigate the meaning, customs, events and importance of Hajj.

PS

Story Book: Using the information from your investigation, students should now create a story book which will explain the journey of Hajj. This could then be designed on the computer/ipad.

Comm – R&W

Debrief: Students should share one thing they learnt from these activities.

Comm – T&L

Resources Textbooks Computers/ipads Multi Media Projector Internet

567


568


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Zakat; Power Point: Students should research a Muslim Charity and then design a Power Point on their work.

Blog: Students should work in pairs to write a blog for the two questions below:

UICT

WO

1. Explain the rules of Zakat for Muslims.

2. What are the differences between Zakat and Saqadah?

Extension: Students should write an essay explaining why you think it is the job of the government and not individual people to look after the poor.

Comm – R&W

GCSE Style Question: “Pilgrimage is a good way for Muslims to show their devotion to God.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view

Reinforcement: Teacher can discuss ideas with the students and record them on the whiteboard.

Comm – R&W

Resources Whiteboard Computers/ipads Multi Media Projector

569


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Skills and Personal

Capabilities

CCEA GCSE Website Past Papers

570


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Skills and Personal

Capabilities


the identity and diversity of differing traditions within Islam:

Investigation: Students should research the internet to investigate information on the main differences between different traditions within Islam. Students may look at areas such as, origins, beliefs, leadership, interpretation of Hadiths, dress and saints.

UICT

– Sunni;– Shi’a; and– Sufi.

Jeremy Kyle Show: Students should cluster in groups to prepare a Jeremy Kyle style show interviewing Muslims from the three traditions about their differences. Students can perform this in class.

WO

Resources Whiteboard Computers/ipads Multi Media Projector

571


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Content


Skills and Personal

Capabilities

CCEA GCSE Website Past Papers

572


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Content


Skills and Personal

Capabilities


Muslim teaching about resurrection, judgement and life after death;

Text Book/Internet: Students should make notes on the Muslim teaching about resurrection, judgement and life after death.

Comm – R&W

Mix and Match: Teacher should display about 20 quotations or statements and ask the class to work in groups to decide if they are Christian beliefs, Muslim beliefs. Or belong to both. Pupils to share their answers.

PS

Extension: Students should write a report on the differences and similarities between Islamic and Christian teaching about resurrection, judgement and life after death.

Comm – R&W

Resources Internet Computers/ipads Mix and match Activity Multi Media Projector

573


Unit 8 Content


Content


Skills and Personal

Capabilities

Text Book CCEA Website GCSE Past Papers

574


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Content


Skills and Personal

Capabilities


the meaning and purpose of public worship, referring to both the mosque (including its design and symbolism) and the Imam;

Art Work: Imagine you are an artist draw a poster of the outside of a Mosque.

Comm – T&L

Visitor Guide: Students should design a booklet on Publisher that could be used as a visitor guide for people wanting to see around the Mosque. Students could include the following information:

UICT

1. A plan of the inside of a Mosque with key features.

2. A key guide explaining the location and purpose of each feature

3. The importance of art in Islam.

4. How the Mosque is used for the community.

Media Gallery: Students should work in groups to design a media gallery of pictures from Mosques around the world. Students can use pictures from internet, newspapers, magazines etc. They can include

WO

575


Unit 8 Content


Content


Skills and Personal

Capabilities

some details about each Mosque.

Resources Computer/ipad Multi Media Projector Internet CCEA Website GCSE Past Papers

576


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Content


Skills and Personal

Capabilities


the meaning and purpose of public worship, referring to both the mosque (including its design and symbolism) and the Imam;(continued)

Presentation: Students can then present their work to the rest of the class.

Order Of Service: Students should cluster in groups to design an order of service which will explain the key parts of a typical service on Friday.

WO

WO

Careers: Students should design a job description advertising for an Imam for a Mosque. Students should consider issues such as: skills, qualities, education and experience.

Comm – T&L

Journal Of An Imam: Students should imagine that they are an Imam and write an entry in your journal describing the work you do on a typical Friday

Comm - W

Extension: Write an essay on the following question, “Should Muslims be allowed time off work to attend Friday prayers in a Mosque?”

Comm – R&W

577


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Debrief: Students can read out and discuss each other’s essays.

Comm – T&L

GCSE Style Question: “Muslim leaders are not doing enough to make Mosques available for the whole community.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Resources Computer/ipad Multi Media Projector Internet CCEA Website GCSE Past Papers

578


Unit 8 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of personal worship, referring to the daily prayer cycle and religious observance in the home;

Textbook/Notes: Students should make notes on personal worship, including prayer and religious observance in the home.

Comm - W

Mind Map: Imagine you are a Muslim parent. Create a mind map explaining the role that religion plays in your life at home.

Comm – R&W

Interview: Students should work in pairs to design an interview with a Muslim teenager about the role of religion in their life. Students could ask questions such as:

WO, PS

1. What does it mean for you to be a Muslim?

2. Explain what it is like for you as a Muslim living in UK/Ireland.

3. Tell us about the role that religion plays in your life

579


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Capabilities


at home.

4. Explain why it is sometimes hard for Muslim teenagers to fit in with their friends because of their religion.

5. Do you ever have arguments with your parents because your religion does not allow you to do something?

6. What do you think are the differences between a Christian and a Muslim?

Students can perform interviews in front of the class and discuss the issues.

Comm - T&L

Resources Text Books Computer Suite/ipads Mind Map Templates Multi Media Projector Internet

580


Unit 8 Content


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Skills and Personal

Capabilities

Festivals, specialdays and rites ofpassage(cont.)


Key words: Students should be divided into groups to work out the meaning of key words for this unit. These may include: Ramadan, Eid-ul-Fitr, Eid-ul-Adha, rites of passage, ceremony, festival, observance, fasting, sacrifice, Ibrahim.

Comm – R&W


Comm – R&W

Reinforcement: Teacher could design a mix and match style exercise for the students to complete.

SM

581


Unit 8 Content


Content


Skills and Personal

Capabilities

Resources Flipchart Paper Computer Suite/ipads Odd One Out Quiz Multi Media Projector Internet Not Easy Answer Board

582


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Content


Skills and Personal

Capabilities


the meaning and purpose of the chief festivals and special days of Islam:

Odd One Out: Teacher should prepare an odd one out quiz for students to answer in groups. Students will then discuss answers.

WO

Investigation: Students should research the internet to compile as much information as possible on the chief festivals of Islam. Students should focus their investigation on ideas such as the meaning and purpose of each festival, as well as how each one is celebrated.

UICT

– Ramadan;– Eid‐ul‐Fitr; and– Eid‐ul‐Adha;

Not Easy Answer Board: Students can record issues they are struggling with.

SM

Mind Map: Student should record the information they have gained in the form of a mind map for each festival.

Comm - W

Resources Flipchart Paper Computer Suite/ipads Odd One Out Quiz Multi Media Projector Internet Not Easy Answer Board

583


584


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Power Point: Students should cluster in pairs and use the information that they have gained in the investigation task to create a Power Point on one of the festivals. Students can present their work to the rest of the class.

UICT


Newspaper Report: Students can design a newspaper report on the “key festivals in Islam”. These can then be designed on the computer/ipad.

UICT

Comm - W

Collage: Students should cluster in groups and use pictures from various media sources to create a collage entitled, “How Muslims celebrate festivals.” Students may include issues such as: food, clothing, customs, religious observances and symbolism associated with each festival.

WO

Extension Task: Students could prepare a report on the challenges that a Muslim might face in celebrating their festivals in Northern Ireland.

Comm - W

Resources Computer Suite/ipads Newspapers Multi Media

585


Unit 8 Content


Content


Skills and Personal

Capabilities

Projector Internet Magazines Flipchart Thumb Tool Questions

586


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Capabilities



Story Board: Imagine you are a Muslim student who has just arrived in Northern Ireland. Design a story board to explain the religious meaning associated with each festival.

Comm – R&W


Back To Back: Students should engage in a back to back exercise to identify the customs associated with these festivals.

Comm – T&L

Thumb Tool: Students should use this method to show how much they have understood.

PS

Questionnaire: Students should design a questionnaire to be carried out within their year group to establish if they think schools should cater for Muslims who want to practice their religious festivals. Students could seek permission for these to be carried out during form/registration time.

PS, WO

587


Unit 8 Content


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Capabilities

Resources ipads Computer Suite Writing Frame Multi Media Projector Internet


588


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Capabilities



Twitter: Students should imagine that they are a Muslim student and create a series of tweets to describe and explain what they do during Ramadan and why this festival presents challenges for them.

UICT


Today At Stormont: Students should write a speech in preparation for a debate on the following topic: “This chamber believes that Islamic festivals belong to the past and are no longer relevant for Muslims today.”

SM

Presentation: Students can read these speeches as part of a class debate.

Comm – T&L

589


Unit 8 Content


Content


Skills and Personal

Capabilities

GCSE Style Question: “Religious Festivals have become too commercialised.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

Debrief: Teachers can discuss the question orally with the students and provide them with a writing frame.

Comm – T&L

Resources ipads Computer Suite Writing Frame Multi Media Projector Internet


590


Unit 8 Content


Content


Skills and Personal

Capabilities

Festivals, specialdays and rites ofpassage (cont.)

the role and importance of:

– birth rites;– Marriage and the marriage ceremony (considering also the nature and role of divorce); and– Funeral and mourning rites

Facebook Post: Imagine you are a Muslim parent. Write a post on your facebook page explaining the role and importance of birth rites to your non-Muslim friends.

Art Work: Students should divide an A3 page into four parts to illustrate the birth rites within Islam.

SM

Comm - W

DVD: Students could be provided with the opportunity to watch a DVD of a Muslim wedding ceremony.

Comm – T&L

Blog: Students should describe the key parts of a typical Muslim marriage ceremony in the form of a blog.

Comm – T&L

591


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Extension: Students should work in groups to prepare a list of similarities and differences between a Muslim and a Christian marriage ceremony.

WO

Resources Computers/ipads Traffic Lights Questions CCEA Website GCSE Past Papers Multi Media Projector Internet YouTube

592


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– birth rites;– Marriage and the marriage ceremony (considering also the nature and role of divorce); and– Funeral and mourning rites

Journal Entry: Imagine you are a Muslim woman. Write an entry in your journal to explain your experience of an arranged marriage. You should explain how you got married. Your feelings towards this. The actual marriage and what life has been like for you in the marriage.

Comm – R&W

SM

GCSE Style Question: Explain Muslim attitudes towards divorce. You may refer to a variety of traditions within Islam.

Comm – R&W

Traffic Lights: Teacher can engage students in a traffic lights task to assess their understanding of what is required in the previous task.

PS

593


Unit 8 Content


Content


Skills and Personal

Capabilities

Resources Computers/ipads Traffic Lights Questions CCEA Website GCSE Past Papers Multi Media Projector Internet YouTube

Unit 8 Content


Content


Skills and Personal

Capabilities

Contemporaryissues


Key words: Students should be divided into groups to work out the meaning of key words for this unit. These may include: tradition, community, haram, halal, hijab, culture, status, society, controversial.

Comm – R&W

Discussion: The teacher and students should discuss the answers and agree on a correct definition for each word. These should then be recorded by the students in

Comm – T&L

594


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Content


Skills and Personal

Capabilities

written format in a glossary of technical terminology, which should be updated as they progress through each unit.

Reinforcement: Teacher could allow students to use an online dictionary to assist them with this task.

UICT

Resources Case Studies Computer/ipad Suite Multi Media Projector Internet

595


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Capabilities

ContemporaryIssues (cont.)

The role and status of women

Research: Students should research the internet to get information on the role and treatment of women within Islam in the following areas of life: marriage, relationships, education, work dress.

UICT, SM

Thought Shower: Students should create a thought shower to record the information from the previous task.

Comm – R&W

Case Study: Students should be provided with several contrasting case studies on Muslim women and discuss how the role and treatment of women is different within Islam e.g. women in Saudi Arabia having to wear Islamic clothes compared to some women in UK and Ireland wearing western style clothes.

Comm – T&L

Facebook Profile: Students should use the information from their research and what they have learnt so far about the status of women in Islam to design a facebook style profile on each of the

SM, UICT

596


Unit 8 Content


Content


Skills and Personal

Capabilities

following:

1.A traditional Muslim woman

2.A Muslim living in a Christian country

3.A Muslim celebrity

Resources Case Studies Computer/ipad Suite Multi Media Projector Internet


The role and status of women

Self-Evaluation: Students should reflect on the role and status of Muslim women. They should then make a list of “Ten modern rules” which could be used for Muslim in the 21st Century.

PS

Spectrum Debate: Students should engage in a spectrum debate comparing the status and treatment of women in Christianity and Islam.

Comm – T&L

GCSE Style Question: “The status and role of women is out of date and dangerous for women living in a multi-cultural society. “Do you agree or disagree? Give reasons for your answer showing that you have

Comm – R&W

597


Unit 8 Content


Content


Skills and Personal

Capabilities

considered different points of view.

Reinforcement: Teachers and students should engage in a discussion to compile a list of ideas and agree on how to structure the answer.

Comm – T&L

Resources Bibles Computer Suite/ipads Multi Media Projector Internet Text Book CCEA Website GCSE Past Papers Spectrum debate statements

598


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Capabilities


Issues relating to personal lifestyle:– diet: food preparation, haram and halal as theyrelate to food and prohibition of alcohol;

Research: Students should research the internet to make a list of foods which are considered as haram for Muslims.

Comm – R&W

Media Poster: Students should use the answers from the previous task to design a media poster on A3 card using pictures from newspapers and magazines. Students can work in groups and present their work to the class.

WO

Restaurant Menu: Students should create a three course menu that could be used in a halal restaurant.

SM

Discussion: Teacher and students should engage in a discussion about the challenges presented to Muslims living in UK and Ireland due to haram and halal food laws.

Comm, T&L

Letter: Imagine you are a teenage Muslim. Write a letter to your Christian friends telling them why you

SM

599


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Skills and Personal

Capabilities

are not allowed to drink alcohol

GCSE Style Question: Explain some of the Islamic food laws.

Comm – R&W

Resources Computer Suite/ipads CCEA Website GCSE Past Papers Multi Media Projector Internet Case Studies

600


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Capabilities


dress: the hijab, concept of modesty; and

Story Board: Students should create a story board to illustrate and explain the key types of dress which are used in Islam.

PS

Case Studies: Teacher should provide students with case studies dealing with different views on wearing the hijab. Students should discuss each case study and then create a list of arguments for and against its use.

Comm – T&L

Today At Stormont: Students should write a speech to participate in a debate on the following issue: “This chamber believes that the hijab is a symbol of oppression rather than an expression of faith.”

SM

GCSE Style Question: “Schools should do more to help Muslim students practice their religion in schools.” Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

Comm – R&W

601


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Content


Skills and Personal

Capabilities

Resources Bibles Computer Suite/ipads CCEA Website GCSE Past Papers Multi Media Projector

Internet Textbooks

602


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Skills and Personal

Capabilities


attitudes to money: gambling, paying of interest (usury); and

Group Reflection: Teacher could display key Islamic teachings as a Power Point on the board. Students should then work in groups to discuss and answer the following questions on each teaching:

WO

1. Explain the meaning of this particular teaching.

2. What guidance does it give to Muslims?

3. What difficulties would Muslims have in putting this into practice in a multi-cultural society?

Comm – R&W

4. Do you think the teaching makes it easier or more difficult for Muslims to integrate into UK/Irish society?

5. How does this differ from Christian or Jewish teaching?

Resources Bibles Computer Suite/ipads CCEA Website GCSE Past Papers Multi Media Projector

603


Unit 8 Content


Content


Skills and Personal

Capabilities

Internet Textbooks

604


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Skills and Personal

Capabilities


the practice of Islam in a non‐Muslim society.

Cinema and Television: Students should work in groups to create a list of challenges which Muslims encounter when they live in a non-Muslim society. Students should refer to films and television programmes which deal with these issues and could consider ideas such as food, holiday, religious observances and dress.

WO

UICT

Facebook Post: A Muslim teenager wrote the following post on their facebook page: “I just don’t feel accepted by society because of my religion. Advice would be most welcome”. Write at least four responses offering guidance to the teenager from the characters below:

PS

1. The local Imam. 2. A Muslim celebrity. 3. A Liberal Muslim.

4. A Christian friend. 5. You personally.

GCSE Style Question: “It is too much to ask teenage Muslims to obey all the Islamic rules in the 21st Century.” Do you agree or disagree? Give reasons for your answer showing that you have considered various points of view.

Comm – R&W

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No Easy Answers Board: Students can write on post it notes any issues they have with this topic and then display them on the No Easy Answers Board.

Debrief: Address the issues posted on No Easy Answers Board.

Comm – R&W

PS

Resources Bibles Computer Suite /ipads Multi Media Projector Internet Flip chart No Easy Answer Board CCEA Website GCSE Past Papers.

606


Suggested Resources

Organisations

Release International Open Doors CCEA for GCSE Past Papers

Websites


www.opendoors.co.uk



www.ccea.org.uk (Religious Studies microsite)

www.religiouseducation.co.uk

www.reonline.org.uk

www.bbc.co.uk/religion/religions/islam

Text Books

A student’s Approach To World Religions, Hodder Murray - Watton

Islam In Today’s World, Hodder Murray – Lynch, Clinton, Orchard and Weston

Media

News papers Magazines Internet

607



Unit 9

Unit 9 Content


Content


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Capabilities

The formativehistory ofJudaism


Define key words - polytheism, monotheism, patriarch, covenant, circumcision.

Comm – R&W

the call of Abraham and of Moses;

Create a biography of Abraham including; his birth, his calling (outlining the covenant), arriving in Egypt, separating from Lot, renewal of God’s call, his first son, his second son, the test of offering Isaac, his death and his significance for Jews today.www.encyclopedia.com/people/philosophy-and-religion/judaism-biographies/abraham www.chabad.org/library/article_cdo/aid/112356/jewish/Abraham-Our-Father.htm

UICT

Create a biography of Moses including; his birth, his life as a prince of Egypt, fleeing Egypt, God’s call, the ten plagues, the Exodus, the Ten Commandments, his death and his significance for Jews today.www.encyclopedia.com/people/philosophy-and-

SM

608

http://www.encyclopedia.com/people/philosophy-and-religion/judaism-biographies/moses

http://www.chabad.org/library/article_cdo/aid/112356/jewish/Abraham-Our-Father.htm

http://www.chabad.org/library/article_cdo/aid/112356/jewish/Abraham-Our-Father.htm

http://www.encyclopedia.com/people/philosophy-and-religion/judaism-biographies/abraham

http://www.encyclopedia.com/people/philosophy-and-religion/judaism-biographies/abraham


religion/judaism-biographies/moses www.chabad.org/library/article_cdo/aid/73398/jewish/Moses.htm

Resources Internet Textbooks

609

http://www.chabad.org/library/article_cdo/aid/73398/jewish/Moses.htm

http://www.chabad.org/library/article_cdo/aid/73398/jewish/Moses.htm

http://www.encyclopedia.com/people/philosophy-and-religion/judaism-biographies/moses


Unit 9 Content


Content


Skills and Personal

Capabilities

The formativehistory ofJudaism (cont.)

the nature and purpose of God’s covenant with the Jews and their responsibilities to Him;

Students should explore the concept of God’s covenant and working in twos create a table of God’s promises and the responsibilities of the Jews. Students should create a comparison table of the advantages and disadvantages of being God’s covenant people.

WO

Comm – R&W

the importance of Jerusalem and the land of Israel for Judaism as interpreted by different traditions of Judaism;

Working in groups, research the importance of Israel for different traditions of Judaism today. Create a poster highlighting the key reasons for its importance.

Comm – R&W

Working in pairs, using images of the city of Jerusalem, Mount of Olives, the wailing (Western) wall, Masada and Yad Vashem create a tourist leaflet informing readers of the Jewish religious and cultural significance of each place.www.bbc.co.uk/education/guides/zgg9mp3/revision www.ijs.org.au/Jerusalem-a-Jewish-Perspective/default.aspx

SM

UICT

610

http://www.ijs.org.au/Jerusalem-a-Jewish-Perspective/default.aspx

http://www.ijs.org.au/Jerusalem-a-Jewish-Perspective/default.aspx

http://www.bbc.co.uk/education/guides/zgg9mp3/revision


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Text books internet

611


Unit 9 Content


Content


Skills and Personal

Capabilities

Sacred writings

the meaning of the three divisions of the Hebrew Bible:

- Torah; - Nevi’im; and - Ketuvim;

Research the three divisions of the Hebrew Bible, Torah, Nevi’im (The Book of the Prophets), Ketuvim (The Book of Writings

UICT

Create a table showing the books in each.

Explain the significance of each for Jews today.‘Judaism – A brief outline’ by Rabbi David Singer

Comm – R&W

www.bimbam.com/torah-texts/#torah www.bimbam.com/torah-texts/#prophets www.bimbam.com/torah-texts/#writings www.britannica.com/topic/Hebrew-Bible www.bbc.co.uk/education/guides/z6xpr82/revision/2

PS

612

http://www.bbc.co.uk/education/guides/z6xpr82/revision/2

http://www.britannica.com/topic/Hebrew-Bible

http://www.bimbam.com/torah-texts/#writings

http://www.bimbam.com/torah-texts/#prophets

http://www.bimbam.com/torah-texts/#torah


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Judaism – A brief outline (Rabbi David Singer) Internet textbooks

613


Unit 9 Content


Content


Skills and Personal

Capabilities


the origins and formation of the Mishnah and the Talmud and their relevance for contemporary Judaism

Research the Talmud. Students should create a Powerpoint on the Talmud explaining how it is made up of the Mishnah and Gemara. How were the texts compiled? Students should also include how the content is relevant for Jews today.

WO

SM

www.quora.com/In-Judaism-what-is-the-difference-between-the-Mishnah-and-the-Talmud www.bimbam.com/torah-texts/#talmud www.bbc.co.uk/education/guides/z6xpr82/revision/2

Comm – R&W

‘Judaism – A brief Outline’ – Rabbi David Singer

‘Fist to Five’ activity to help assess understanding. PS

614


http://www.bimbam.com/torah-texts/#talmud

http://www.quora.com/In-Judaism-what-is-the-difference-between-the-Mishnah-and-the-Talmud

http://www.quora.com/In-Judaism-what-is-the-difference-between-the-Mishnah-and-the-Talmud


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Judaism – A brief outline (Rabbi David Singer) Internet textbooks

615


Unit 9 Content


Content


Skills and Personal

Capabilities

Beliefs andpractice

the identity and diversity of differing traditions within Judaism:

- Orthodox;- Reform; and- Liberal

traditions;

Research differences between Orthodox, Reform and Liberal traditions.

PS

Working in small groups, use findings to create a poster for each group. Using photograph(s) of an orthodox Jew to place in the centre of the poster and write the key beliefs around the image. Repeat for Reform Jews. Beliefs about interpreting the Torah, the role of women, dress code, worship and family life should be included.

UICT

PS

www.ijs.org.au/Variants-within-Judaism/default.aspx www.bbc.co.uk/education/guides/z6xpr82/revision/3 www.differencebetween.net/miscellaneous/religion-miscellaneous/difference-between-orthodox-and-reform-judaism/

WO

616

http://www.differencebetween.net/miscellaneous/religion-miscellaneous/difference-between-orthodox-and-reform-judaism/




http://www.ijs.org.au/Variants-within-Judaism/default.aspx


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Text books Internet

Unit 9 Content


Content


Skills and Personal

Capabilities


teachings on the nature of God;

Using the internet and relevant textbooks - Find out what Jews believe about the nature of God.

Define key words – omniscient, omnipresent, omnipotent, eternal www.bbc.co.uk/schools/gcsebitesize/rs/god/judaismrev1.shtml

SM

Comm – R&W

Create a mind map highlighting the key beliefs about the nature of God. Images may be added to aid learning.

617

http://www.bbc.co.uk/schools/gcsebitesize/rs/god/judaismrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/rs/god/judaismrev1.shtml


Unit 9 Content


Content


Skills and Personal

Capabilities

What is the ‘Shema’? How is it used in public and private prayer?www.myjewishlearning.com/article/the-shema/www.myjewishlearning.com/article/words-to-the-shema-and-its-blessings/GCSE style question ‘ Describe what Jews believe about God’www.bbc.co.uk/education/clips/zqkq6sg Write out and decorate the words of the Shema. Consider how Jews would treat the name of God in written form.

UICT

Find out what a mezuzah is and how it is used by Jews today.www.jewishvirtuallibrary.org/the-mezuzah Students should make their own mezuzah.

www.jewishmuseum.org.uk/domains/jewishmuseum.org.uk/local/media/downloads/How To Make Your Own Mezuzah Jewish Museum.pdf

PS

WO

Resources Internet / Text books

618

http://www.jewishmuseum.org.uk/domains/jewishmuseum.org.uk/local/media

http://www.jewishmuseum.org.uk/domains/jewishmuseum.org.uk/local/media

http://www.jewishvirtuallibrary.org/the-mezuzah

http://www.bbc.co.uk/education/clips/zqkq6sg


Unit 9 Content


Content


Skills and Personal

Capabilities


the role of Torah and of mitzvot in Jewish life, as interpreted by different traditions of Judaism; and

Find out – what is mitzvot? www.jewishvirtuallibrary.org/mitzvot www.reference.com/world-view/torah-important-4db1dfc7e9836f5b#

SM

Find out – What is Beit Din? Students could examine the role of Beit Din in modern Judaism.www.myjewishlearning.com/article/the-beit-din/

SM

Students should list the Ten Commandments. Working in groups, looking at a selection of newspapers students should select at least two articles and apply the guidance of the commandments to each.‘Talking Heads’ Debate ‘The Ten Commandments are as relevant now as when they were first received.’

WO

619

http://www.myjewishlearning.com/article/the-beit-din/

http://www.reference.com/world-view/torah-important-4db1dfc7e9836f5b

http://www.reference.com/world-view/torah-important-4db1dfc7e9836f5b

http://www.jewishvirtuallibrary.org/mitzvot


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Internet / Text books

620


Unit 9 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of public worship, referring to:

- the role of the synagogue;

- Shabbat; and- the Rabbi and

the Chazan.

Thought shower ‘Places of worship’ – Students write down the names of various places of worship.Introduce the Synagogue as the place of public worship for Jews.www.bbc.co.uk/education/guides/zcc86sg/revision/1

Describe a typical Jewish worship service.

WO

Comm - W

Research; Working in small groups, students should find out the meaning of the following; siddur, chumash Tallit, Tzitzit, Bimah, Sifrei Torah, Yad, Menorah/Chanukkiah, Tefflin, Minyan, Shabbat, Ner Tamid, Aron Kodesh (the Holy Ark), Rabbi, Chazzan. Their findings should include an image and brief description of each term. Follow up with ‘Taboo’ activity to check understanding.

SM

www.truetube.co.uk/lesson-plan/synagoguewww.religionfacts.com/synagogue www.chabad.org/generic_cdo/aid/365929/jewish/Synagogue.htm

UICT

621

http://www.chabad.org/generic_cdo/aid/365929/jewish/Synagogue.htm

http://www.chabad.org/generic_cdo/aid/365929/jewish/Synagogue.htm

http://www.religionfacts.com/synagogue

http://www.truetube.co.uk/lesson-plan/synagogue

http://www.bbc.co.uk/education/guides/zcc86sg/revision/1


Unit 9 Content


Content


Skills and Personal

Capabilities

Create a Podcast which could be used during a tour of a Synagogue.

UICT

Resources Textbooks Judaism – A brief outline by Rabbi David Singer Internet Visit to Synagogue

622


Unit 9 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of public worship, referring to:

- the role of the synagogue;

- Shabbat; and the Rabbi and the Chazan.

Visit a synagogue and find out what role it plays in the local community and the lives of those who attend. Students should also find out about the role of the Rabbi and Chazan. What challenges do the local Jewish community face?

SM

Students could write a job description advertising for a Rabbi for a synagogue. Students could think about necessary qualifications, character, skills, abilities and duties.

Comm - W

GCSE style question ‘Explain why prayer in the synagogue is central to Jewish life.’

Comm – R&W

623


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Textbooks Judaism – A brief outline by Rabbi David Singer Internet Visit to Synagogue

624


Unit 9 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of personal worship, referring to daily prayer and religious observance in the home;

Find out what Jews believe about prayer and how often they should pray. What might a Jew use to help them with prayer?

PS

Investigate the use of the tallit, tzitzit, kippah and mezuzah. www.bbc.co.uk/religion/religions/judaism/worship/prayer_1.shtml

Write a paragraph outlining Jewish beliefs about prayer.www.youtube.com/watch?v=oeTxu3kw33w - The Story of the Jews...The Indiana Story: Jewish Traditions

WO

Find out about the Shabbat; its origins, rules of Shabbat, preparations, Shabbat in the Synagogue and the home, the Shabbat meal and how Shabbat ends.

Key words; Shabbat, Kiddush, kosher, kashrut

Comm - W

SM

625

http://www.youtube.com/watch?v=oeTxu3kw33w

http://www.bbc.co.uk/religion/religions/judaism/worship/prayer_1.shtml

http://www.bbc.co.uk/religion/religions/judaism/worship/prayer_1.shtml


Unit 9 Content


Content


Skills and Personal

Capabilities

www.youtube.com/watch?v=ITxfUOlsIfIwww.chabad.org/library/article_cdo/aid/93784/jewish/Shabbat-Recipes.htm

Comm – T&L

Resources Text books Internet Judaism – A brief outline by Rabbi David Singer

626

http://www.chabad.org/library/article_cdo/aid/93784/jewish/Shabbat-Recipes.htm

http://www.chabad.org/library/article_cdo/aid/93784/jewish/Shabbat-Recipes.htm

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


Unit 9 Content


Content


Skills and Personal

Capabilities


the meaning and purpose of personal worship, referring to daily prayer and religious observance in the home;

Describe the Shabbat meal. Comm - W

Create a table outlining the laws of Kashrut. Comm - W

Working in twos, create your own menu for the Shabbat meal.

WO

Create an information leaflet outlining Jewish belief and practice around the Shabbat.

UICT

Resources Text books Internet Judaism – A brief outline by Rabbi David Singer

627


628


Unit 9 Content

Learning Outcomes or

Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Key Stage 4 Statutory Skills and Personal

Capabilities

Festivals, special days and rites of passage

the meaning and purpose of the chief festivals and special days of Judaism:– Rosh Hashanah;– Yom Kippur;– Pesach; and– Sukkot;

Students should investigate each of the festivals; Rosh Hashanah, Yom Kippur, Pesach and Sukkot. For each they should identify the origins of the festival, key words and their meaning, how and when the festivals are celebrated and why they are important for Jews today. Findings may be presented in a table.

WO

UM

www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4762/jewish/What-Is-Rosh-Hashanah.htm www.chabad.org/holidays/JewishNewYear/template_cdo/aid/177886/jewish/What-Is-Yom-Kippur.htm www.chabad.org/holidays/passover/pesach_cdo/aid/871715/jewish/What-Is-Passover-Pesach.htm www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4784/jewish/What-Is-Sukkot.htm

SM

In groups students should be allocated a festival to research in more detail.

‘Each one Teach One’ - Findings may be presented in large poster format or PowerPoint to the rest of the class.

UICT

PS

629

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4784/jewish/What-Is-Sukkot.htm

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4784/jewish/What-Is-Sukkot.htm

http://www.chabad.org/holidays/passover/pesach_cdo/aid/871715/jewish/What-Is-Passover-Pesach.htm

http://www.chabad.org/holidays/passover/pesach_cdo/aid/871715/jewish/What-Is-Passover-Pesach.htm

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/177886/jewish/What-Is-Yom-Kippur.htm

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/177886/jewish/What-Is-Yom-Kippur.htm

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4762/jewish/What-Is-Rosh-Hashanah.htm

http://www.chabad.org/holidays/JewishNewYear/template_cdo/aid/4762/jewish/What-Is-Rosh-Hashanah.htm


Unit 9 Content



Suggestions for Teaching and Learning Activities Supporting Key Stage 4 Statutory Skills and Personal

Capabilities

If possible, recreate a Seder meal in the classroom.

Talking heads debate: ‘This house believes that religious observances of events in ancient history are no longer important today.’

GCSE style question ‘Describe the importance of Rosh Hashanah for Jews today.’

Comm – T&L, L

Resources Internet Textbooks

630


Unit 9 Content


Content


Skills and Personal

Capabilities



Guess who? Teacher should show a photo of themselves (and if possible other members of staff) when they were a tiny baby.

Thought shower – How do we mark/celebrate the birth of a baby?

PS

the Brit Milah and the naming of girls;

Explain the Brit Milah (circumcision of baby boys) and B’rit Bat (naming of baby girls)www.chabad.org/library/article_cdo/aid/1472861/jewish/The-Circumcision-Ceremony-in-a-Nutshell.htm www.reformjudaism.org/brit-bat-ceremony-welcoming-baby-girl

WO

Students should write a paragraph describing these ceremonies and outlining their historical roots.

Comm – W&L

Create an invitation to a child’s Brit Milah - www.googleimages.co.uk

SM

631

http://www.googleimages.co.uk/

http://www.reformjudaism.org/brit-bat-ceremony-welcoming-baby-girl

http://www.reformjudaism.org/brit-bat-ceremony-welcoming-baby-girl

http://www.chabad.org/library/article_cdo/aid/1472861/jewish/The-Circumcision-Ceremony-in-a-Nutshell.htm

http://www.chabad.org/library/article_cdo/aid/1472861/jewish/The-Circumcision-Ceremony-in-a-Nutshell.htm


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Textbooks internet

632


Unit 9 Content


Content


Skills and Personal

Capabilities


Bar Mitzvah and Bat Mitzvah;

Thought shower – When does a person become an adult?

Watch www.youtube.com/watch?v=tEBnpxhb0rc as an introduction to Bat and Bar Mitzvah.

UICT

Research Bar and Bat Mitzvah – Findings should be presented as a ‘Fact File’ and include the following;

Bat Mitzvah - age, preparations, tefillin, mitzvah, Aliyah, the celebrations, bar mitzvah speech, mitzvah project.

PS

Bar Mitzvah – age, preparations, mitzvah speech, mitzvah project, mitzvahs especially given to women, the celebrations

Imagine you are celebrating your Bar/Bat Mitzvah. Write a blog entry for the morning of the celebrations and for the day after.

PS

GCSE style question ‘Bar Mitzvah is not about joining the Jewish community, it’s about pleasing your parents? Do you agree? Give reasons for your answer showing that you have considered different points of

WO

633

http://www.youtube.com/watch?v=tEBnpxhb0rc


Unit 9 Content


Content


Skills and Personal

Capabilities

view.

Resources Textbooks internet

Unit 9 Content



Suggestions for Teaching and Learning Activities Supporting Key Stage 4

Statutory Skills and Personal Capabilities


the marriage ceremony (considering also the nature and role of divorce); and

Students should research and describe a Jewish wedding.

www.bbc.co.uk/religion/religions/judaism/rites/weddings_1.shtml

Students should then re-enact a Jewish wedding with a narrator explaining the various rituals. ‘Freeze Frame’ activity – Pupils freeze during role play and other pupils have to describe what is happening in the ceremony

UICT

634

http://www.bbc.co.uk/religion/religions/judaism/rites/weddings_1.shtml

http://www.bbc.co.uk/religion/religions/judaism/rites/weddings_1.shtml


Unit 9 Content



Suggestions for Teaching and Learning Activities Supporting Key Stage 4

Statutory Skills and Personal Capabilities

the ceremonies and rites associated with death;

Find out what Jews believe about divorce and write a paragraph outlining the key beliefs. Key words; Get, Bet Din.

SM

www.bbc.co.uk/schools/gcsebitesize/rs/relationships/jumarriagedivorcerev2.shtml Using the following words, students should describe Jews rites associated with death; tachrichim, tallit, keriah, Shema, flowers, Shiva, Kaddish, Sheloshim, Yahrzeit.

www.bbc.co.uk/schools/gcsebitesize/rs/death/judeathritesrev1.shtml

Comm – R&W

Resources Textbooks Internet Materials to re-enact a Jewish marriage

635

http://www.bbc.co.uk/schools/gcsebitesize/rs/death/judeathritesrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/rs/death/judeathritesrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/rs/relationships/jumarriagedivorcerev2.shtml

http://www.bbc.co.uk/schools/gcsebitesize/rs/relationships/jumarriagedivorcerev2.shtml


Unit 9 Content


Content


Skills and Personal

Capabilities

Contemporaryissues

the role and status of women;

Students should research the role of women in Judaism. Using their findings and their existing knowledge gained through the course so far, students should debate, ‘This House believes that the role of women in Judaism is different, but equal to, that of men.’

PS

Students may find it interesting to ‘Google’ famous Jewish women such as Dr. Janet Yellen is Chairwoman of the United States Federal ReserveSheryl Sandberg is the COO of Facebook Susan Wojcicki is the CEO of YouTube.Lisa Kudrow, actress.

WO

UICT

636


Unit 9 Content


Content


Skills and Personal

Capabilities

Resources Text books internet Judaism – A brief outline by Rabbi David Singer

637


Unit 9 Content


Content


Skills and Personal

Capabilities


issues relating to personal lifestyle:- dietary laws:

kosher and terefah, separation of milk and meat;

Dietary laws; Students should find out the meaning of kosher and terefah and explain the three elements to kosher (which animals are kosher, how they are slaughtered and separating milk and meat).

Comm – R&W

www.youtube.com/watch?v=ifKFC4jYqS8 www.youtube.com/watch?v=TYk0KeYhqYQ

SM

Working in groups students should allocated one of the three elements of the Kosher to investigate. Their findings should be presented in poster or PowerPoint format to the rest of the class.

Where have the rules for kosher come from?

WO

In groups, students could create a menu for a Jewish restaurant, either milk or meat.

Illustrate a how a Jewish kitchen might be arranged.

Resources Text books internet Judaism – A brief outline by Rabbi David Singer

638

http://www.youtube.com/watch?v=TYk0KeYhqYQ

http://www.youtube.com/watch?v=ifKFC4jYqS8


639


Unit 9 Content


Content


Skills and Personal

Capabilities


orthodox dress; Students should research the different items of Jewish clothing, kippah, tallit, tefilin, gartel. Findings should be presented in poster format and include an illustration and explanation of its purpose and how it is used.Students should also investigate the dress of Ultra-Orthodox Jews and present an image with a brief description.www.myjewishlearning.com/article/haredim-charedim/

WO

SM

prejudice and discrimination and the Jewish experience of persecution; and

Students could interview a member of the Jewish community when on their visit to the synagogue to understand some of the difficulties facing Jewish people in Belfast today.

How can non-Jews support the local Jewish community?The Holocaust; Research the main events of the Holocaust

UICT

www.myjewishlearning.com/article/the-holocaust/ www.bbc.co.uk/bitesize/ks3/history/20th_century/holocaust/revision/5/

Find out how Jewish people remember the Holocaust; Yom Hashoah, including the Siren sounded in Israel.www.myjewishlearning.com/article/yom-hashoah-

640

http://www.myjewishlearning.com/article/yom-hashoah-holocaust-memorial-day/

http://www.bbc.co.uk/bitesize/ks3/history/20th_century/holocaust/revision/5/

http://www.bbc.co.uk/bitesize/ks3/history/20th_century/holocaust/revision/5/

http://www.myjewishlearning.com/article/the-holocaust/

http://www.myjewishlearning.com/article/haredim-charedim/


Unit 9 Content


Content


Skills and Personal

Capabilities

holocaust-memorial-day/ Working as a class, create a presentation on the Holocaust which could be used in an Assembly on Holocaust Memorial Day.

GCSE Style question ‘Remembering the past helps us not to make the same mistakes again.’ Do you agree or disagree? Give reasons for your answer showing that you have considered different points of view.

PS

Resources Text books internet materials to make presentation

641

http://www.myjewishlearning.com/article/yom-hashoah-holocaust-memorial-day/


Unit 9 Content


Content


Skills and Personal

Capabilities


how an influential Jew contributes towards contemporary society.

What do the movies Jaws, The BFG, The Adventures of Tin Tin, War Horse, Bridge of Spies, Catch me if you can, have in common? Steven Spielberg

WO

UICT

Students could research and write a fact file on an influential Jew such as Mark Zuckerberg, Steven Spielberg, Daniel Day-Lewis, Scarlett Johansson, Elie Wiesel, Gene Wilder.

SM

Resources Internet magazines newspaper articles

642


Suggested Resources

TextbooksCCEA Recommended textbooksJudaism – A brief outline by Rabbi David Singer (available from the Belfast Jewish Community - www.belfastjewishcommunity.org.uk)

Websites

www.bbc.co.ukhttp://www.bbc.co.uk/educationwww.reonline.org.ukwww.encylopedia.comwww.chabad.orgwww.ijs.org.www.bimbam.com www.quora.com www.differencebetween.net www.myjewishlearning.com www.jewishvirtuallibrary.org www.reference.com www.youtube.com www.reformjudaism.org www.bbc.co.uk/bitesize www.truetube.co.uk www.jewishmuseum.org.uk www.britannica.comwww.belfastjewishcommunity.org.uk

643

http://www.belfastjewishcommunity.org.uk/

http://www.britannica.com/

http://www.jewishmuseum.org.uk/

http://www.truetube.co.uk/

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

http://www.reformjudaism.org/

http://www.reference.com/

http://www.jewishvirtuallibrary.org/

http://www.myjewishlearning.com/

http://www.quora.com/

http://www.bimbam.com/

http://www.ijs.org/

http://www.chabad.org/

http://www.encylopedia.com/

http://www.reonline.org.uk/

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