ks2 what can we learn from religious leaders? · what can we learn from religious leaders? age...

Cumbria SACRE Religious Education Support: Primary Unit of work 2013

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Cumbria SACRE

RE Agreed

Syllabus

Support for

Teachers through

Planned

Investigations

Unit title:

What can we

learn from

religious

leaders?

Age Group: 7-11


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Title of the Investigation: What can we learn from religious leaders? YEAR GROUPS: 3 / 4 / 5 / 6

ABOUT THIS UNIT: Throughout this unit, pupils will investigate the significance of leaders in religion. Planned examples are given from Buddhism, Christianity, Islam, Judaism, Hinduism and Sikhism but teachers should not tackle all six religions. They should follow the guidance in the Cumbria Agreed Syllabus that at KS2 teachers should focus on Christianity and two religions (one Eastern & one Western) plus some knowledge of aspects of others.

Learners should have the opportunity to focus on the impact of these leaders today. Both ancient and contemporary leaders should be studied – various examples are given, and teachers are encouraged to use others. Children are encouraged to raise important questions, such as ‘Who was the Prophet Muhammad and why do people follow him today?’ ‘What is the role of an Imam as a leader and how do Muslim families live out their faith?’ ‘Why might Buddhists want to be like the Buddha?’ ‘What can we learn from stories of Guru Nanak?’ ‘In what ways did Moses lead the people of God?’ ‘What can we learn from a Hindu leader?’ This unit of work is intended to enable pupils to further develop skills in methods of enquiry, which will then encourage pupils to consider and describe aspects of leadership, thinking for themselves about who and what influences and inspires their and others’ lives.

The work in this unit is laid out with suggestions for younger pupils first in each lesson, progressing to more demanding tasks. Many Cumbria teachers work with mixed age classes, and differentiation is important for all teaching of RE.

The Enquiring Process in the Cumbria Agreed Syllabus is at the heart of good RE and is exemplified in this unit:

Good RE:Informative

Knowledge

Building

Understanding

Enquiring

Questioning

Investigating

Expressing

Active

Responsive

Reflective

Evaluative

Responsive


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Estimated time for this investigation: 10- 12 hours. This is flexible, and teachers may do a part of the unit in less time. Depth is more important than ‘covering everything’. ‘Don’t just answer the question, question the answer.’ Where this unit fits in: This unit will help teachers to implement the Cumbria Agreed Syllabus for RE by developing learner’s understanding of different religions in relation to the core idea of leadership. They will explore questions such as: What do religious leaders do? How do they inspire people? What impact do they have? What similarities and differences can we see between leaders from different religions? Pupils will increase their ability to understand the significance of religious leaders and teachers in different faiths, relating their understanding to their own ideas about what matters most. Issues of continuity and progression This unit enables pupils to make progress particularly by building upon the idea that religious leaders and inspiring figures, through their teachings, example and ideas, make a difference to individuals, families and communities. Key strands of learning addressed by this unit, from the Cumbria RE syllabus:

Knowledge and understanding of religious beliefs, teachings and sources AT1

Knowledge and understanding of religious practices and lifestyles AT1

Skill of asking and responding to questions of identity and experience AT2

Skill of asking and responding to questions of values and commitments AT2 Attitudes focus: The unit enables pupils to develop attitudes of:

Self-awareness: by thinking about the influences on their own lives

Respect for all: by taking account of the different ways of life found in diverse religions

Open-mindedness: by considering how their lives would be affected by religious observance. The unit enables pupils to develop:

Spiritually by reflecting on self-awareness, and asking the question ‘Who influences my life?’ Seeking answers to this question.

Morally by exploring the influence of family, friends, and how society is influenced by beliefs, teachings and guidance from spiritual and religious leaders.

Socially by considering how religious and other beliefs lead to particular actions.

Culturally by thinking about living in a world of many religions and beliefs


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Prior learning

Vocabulary Resources

It is helpful if pupils have: Learned about the main features of the religions they have studied. Discussed the question, ‘what makes a good leader?’

Pupils will have an opportunity to use words and phrases including:

Leader

Follower

Christian

Jesus

Disciple

Gospel

Bible

Muslim

Islam

Prophet

Qur’an

Imam

Jewish

Rabbi

Synagogue

Torah

Buddhist

Vihara

Temple

Monk

Compassion

Hindu

Guru

Mandir

Mahatma (Great Soul)

Sikh

Gurdwara

Guru

Guru Granth Sahib

Use texts from different faiths that tell stories of leadership Use searchable sacred texts from many religions at: www.ishwar.com RE Today offers members a presentation on the life of a religious leader and on

the role of a Christian minister: members should use the website password in RE Today magazine, non-members email [email protected]

www.ngfl-cymru.org.uk is the Welsh Virtual Teacher Centre. It contains good materials for teaching RE to this age group.

The BBC’s clip bank is a major source for short RE films accessed online and shown free: http://www.bbc.co.uk/learningzone/clips

The BBC also offers lots of information and material on its main religion site: www.bbc.co.uk/religion

The best gateway for RE sites is: www.reonline.org.uk/ks2 Good quality information and learning ideas on Christianity is available at:

www.request.org.uk/infants/ There is more TV material at: www.channel4.com/learning CLEO has many useful resources for this unit of work: www.cleo.net.uk REToday and NATRE websites are useful for pupils and teachers to see

examples of work. www.retoday.org.uk and www.natre.org.uk/spiritedarts Buddha Net: Scheme of work for teaching Buddhism – http://www.buddhanet.net Clear Vision Trust Ask a Buddhist, Stories of Buddha http://www.clear-vision.org- Bible search site, with several different translations –

http://www.biblegateway.com Excellent site to explore Christianity – http://www.request.org.uk Faces of Jesus – http://www.rejesus.co.uk/expressions/faces_jesus/index.html Info on all aspects of Hinduism - http://www.hinduism.fsnet.co.uk/ Gateway to the Hindu World – http://www.hindunet.org Hindu Resources Online –http://www.hinduismtoday.com/ Jewish website including ‘Ask The Rabbi’– http://www.somethingjewish.co.uk The Torah in portions http://www.torah.org/learning/torahportion.php3 Muslim teachings, includes Ask The Imman, http://www.islamicity.com Sikh info, text of Guru Granth Sahib etc.- http://www.sikhs.org International Sikh Network – http://www.sikhnet.com Books from RE Today Services (www.retoday.org.uk): Exploring leaders and followers edited by Joyce Mackley RE Ideas: Christianity, RE Today Services Opening Up Hinduism, ed. Fiona Moss, RE Today Services Opening Up Judaism ed. Fiona Moss, RE Today Services Opening Up Islam, ed. Fiona Moss, RE Today Services Opening Up Christianity, ed. Fiona Moss, RE Today Services Opening Up Easter, ed. Fiona Moss, RE Today Services DVD / Video / visual RE Quest: What’s it like to be a Christian? Interactive PowerPoints Quest: Animated World Faiths (videos, booklets, from C4 Learning Testament: the Bible in Animation; Guru Nanak or Prophet Muhammad etc BBC Pathways of Belief: Christianity, Judaism, Islam Sites mainly for teachers 1. Nobel Peace Prize Laureates: www.nobel.se/peace/laureates 2. Nobel Prize Internet Archive www.top-biography.com/navigation%20menu 3. Top Biographies www.top-biography.com/navigation%20menu 4. The Dalai Lama www.dalailama.com 5. Oscar Romero www.silk.net/RelEd/romero.htm 6. Desmond Tutu www.tutu.org

http://www.ishwar.com/

mailto:[email protected]

http://www.ngfl-cymru.org.uk/

http://www.bbc.co.uk/learningzone/clips

http://www.bbc.co.uk/religion

http://www.reonline.org.uk/ks2

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

http://www.channel4.com/learning

http://www.cleo.net.uk/

http://www.retoday.org.uk/

http://www.natre.org.uk/spiritedarts

http://www.buddhanet.net/

http://www.clear-vision.org-/

http://www.biblegateway.com/

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

http://www.rejesus.co.uk/expressions/faces_jesus/index.html

http://www.hindunet.org/

http://www.somethingjewish.co.uk/

http://www.torah.org/learning/torahportion.php3

http://www.islamicity.com/

http://www.sikhs.org/

http://www.sikhnet.com/

http://www.retoday.org.uk/

http://www.nobel.se/peace/laureates

http://www.top-biography.com/navigation%20menu

http://www.top-biography.com/navigation%20menu

http://www.dalailama.com/

http://www.silk.net/RelEd/romero.htm

http://www.tutu.org/


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Expectations: At the end of this unit of work, pupils will show some achievements: Nearly all

pupils will be able to work

at level 2

I can

...ask questions about what it means to follow a religious leader

…talk about my own feelings and ideas

…work out some good questions to ask a religious leader about something that I would like to find out

Most pupils will be able to work at

level 3

I can ...

use some religious words and phrases to describe the ways religious people might practise their faith at home and in a place of worship

…say what difference following Jesus makes to the life of a Christian using some religious words

…say how following an inspiring leader has an impact on life, using some religious terms and concepts, e.g. by making a list

…ask some questions about religious leaders describe their effect on people’s lives using the right words

Some pupils might be

able to work at

level 4

I can

...devise some thoughtful questions and suggest some thoughtful answers about what makes a leader worth following

…give some reasons why a person today might choose to follow a religious leader

…understand the link between following a religious authority and the kind of person I might follow, or who influences me.

…ask some questions and suggest some answers about the work of a religious leader

…express my own ideas about some Christian and Religious values

Gifted and talented

pupils will be able to work

at level 5:

I can

...explain different ideas about why religious leaders matter and about what makes a leader worth following

…express my own thoughtful views about why people today choose to follow Jesus, or follow the Prophet, or a Guru, or the Buddha

…explain connections between following a religious authority and the kind of person I might follow, or who influences me: what’s the impact of following?

…express my own ideas about some religious values as expressed by inspirational leaders

ASSESSMENT SUGGESTIONS: Example A: Imaginary Interviews Teams of pupils plan about 8 questions for imaginary interviews for a magazine or a talk show with two of the leaders they have been learning about. Pupils then plan the possible answers, using all they have learned. Rehearse and perform the interviews for the class-it may make an interesting collective worship for young pupils. Example B: Extended writing from chosen questions Pupils choose four of these questions to think about. Talk about the questions in in small groups. Pupils find a way of expressing what they think about them – in writing, poetry, art etc. They shouldn’t write more than 100 words. 1. Why do you think so many people consider Jesus as a good role-model to follow? Is it his teaching, his miracles, his

personality, his death, or something else that inspires people about him? 2. How and why do Moses, Buddha, Rama, Guru Nanak or Prophet Muhammad inspire and guide people today? 3. What are your thoughts about Moses, Mother Teresa, Guru Nanak, Gandhi, Jesus, Buddha, Saint Paul or the Prophet

Muhammad, as leaders? Who was the greatest? What was great about each one? Can ordinary people copy them, or follow them, or were they just too amazing to even try to copy?

4. What were the four main things you learned about leaders in different religious communities? Pick your four and say why you chose them.

5. Are leaders important to you? Why/why not? Give examples. 6. Why do you think leaders like the Buddha, Moses, the Prophet Muhammad, Guru Nanak and Jesus have millions of

followers today? Suggest 3 reasons, and discuss which reasons are the best. 7. Does a leader like Gandhi, Mother Teresa or the Dalai Lama have as much or more impact than the ancient leaders? 8. What are your thoughts about religious and spiritual leaders in the light of what you have learned through this unit?

This task would link well to the learning needs of literacy at text level in Year 5 or Year 6.


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LEARNING OBJECTIVES

TEACHING AND LEARNING LEARNING OUTCOMES

Points to note

How does it feel to be a leader? Why? How does it feel to be a follower? Why? Children will explore some ‘leading and following’ activities for themselves and talk about them. Children will appreciate that being a reluctant leader is a common phenomenon which may be true of themselves. Children will increase their ability to listen, discuss, work co-operatively, and show a compassionate interest in each other’s experience.

Play some follow my leader style games. For example send one child out of the room and choose another to lead the class in actions – knee tapping, waving, clapping, thigh tapping, foot shuffling etc. When the child who was outside returns and stands in the middle of the class, can they identify who is leading the group? Give them three guesses. Are some leaders more subtle than others? How did it feel leading? Why? How did it feel following? Why?

Spend time talking about who is a leader. Ask children to make as long a list as possible of leaders. Can they think of one for every letter of the alphabet?

Ask what makes the captain of the English football team or a head teacher, or the Queen, or a leader in a school group, good for the job? How might they feel about being leaders?

Give the following instructions: Imagine that you are asked to lead a group of children to the head-teacher at 2.00 on Tuesday to ask for an extra half-day holiday. In pairs tell each other how you would feel about leading this. Decide on a number between 1-6 to show how you feel. 1 - if you don’t want to do it and 6 - if you think it would be wonderful to lead and you wouldn’t be afraid; or choose one of the numbers in between. Think of all the excuses you can for saying ‘don’t ask me’ and write them in ‘think bubbles’ with a sad face. Think of all the things that give you courage to do it and write them in ‘think bubbles’ with a happy face.

Imagine someone is persuading you to lead the class to the head-teacher. In pairs write the dialogue; like a telephone conversation. e.g. Other: Now you lead the

others in and do the talking. Self: But my parents will be really cross with me.

Level 1; I can talk about leaders and followers, saying what makes a good leader.

Level 2: I can respond to questions about leadership.

Level 3: I can make links between leaders I follow and religious or spiritual leaders.

This lesson begins the unit by building understanding of the general concept of leaders. Examples from within school – Head Teacher, leader of the lunchtime team – are a good place to begin.

Children will develop their understanding of what leaders do and how they lead in different ways.

Use the list of leaders created above, and examples from pupils’ experience e.g. family, friends, sports and media personalities, music, local celebrities. Can children identify what makes a good leader? Make a list of their suggestions.

How might a leader get people to follow them?

Discuss then place in rank order the characteristics of a leader e.g. loud voice; leads by example; listens; is kind and compassionate; is forceful; makes people laugh; knows what to do in difficult times; makes people want to follow them; is inspiring; is good at what they do; is wise; smiles a lot; has wealthy and important friends; is honest; is capable; keeps promises. What matters most?

Explain that they are going to be finding out about some religious leaders from different faiths from both the past and the present. Do they know any examples e.g. a priest, an imam, a rabbi, and famous people from different religions?

Level 2: I can ask some good questions about what makes someone a good leader and respond sensitively to the ideas of others.

Level 3: I can describe different examples of the qualities that make a good leader.

It’s important to make links to and from religion and the pupils’ own experience. So this lesson is not good RE unless clear and interesting links are made to the faith communities.


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LEARNING OBJECTIVES


Points to note

Who inspires and influences you? How and why? Children will identify who or what influences and inspires them Children will understand the concepts of influence and inspiration and apply the ideas for themselves.

Tell pupils they are going to investigate the idea of inspiration and influence. What do those words mean?

Imagine an alphabet around the room-go to the letter which starts the name of the person you’d most like to meet for a meal. Where would you go?

Ask pupils to choose from these lists of 4, and say why they chose. Who would you rather meet for a day out? Where would you go? Why? What would you do? What would you talk about?: Simon Cowell / Beyonce / Walt Disney / Barach Obama A famous dancer / sports personality / film maker / singer Wayne Rooney / Stephen Gerrard / Petr Cech / Jack Wilshere Henry VIII / Queen Victoria / Baby Prince George / King Arthur From Disney – Shrek / Simba / Wall E / Spongebob

Ask pupils to give you some choices like this too – and tell them about being inspired, or excited to meet a person you admire.

Ask pupils to find out from other staff in school ‘Who is the most famous person you have met?’ ‘What happened and what was it like?’ This is always interesting

Role Models – people we admire so much we want to be like them. Discuss the idea of a role-model. Who is special in your life? Who influences the

things you do, how you behave? What you think? What you wear? How you spend your time?

Pupils draw the outline of the person who mostly influences their own life. Around the outside, write 5-10 words that describe that person. On the inside of the outline (near the heart) pupils write why they want to be like that person and what their own feelings about this might be. Pupils may choose their friends, family members or someone in the media who has an influence on their lives.

Level 2: I can suggest meanings in different kinds of behaviour, and respond sensitively to examples of people we admire. Level 3: I can describe who or what inspires and influences me. Level 4: I can use the right words to describe the impact of the leaders we follow.

The concepts of ‘inspiring’ and ‘influence’ are very important here. They are worth exploring in lessons other than RE. Admiration is another universal concept in this work, enabling children to practice generalising.


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LEARNING OBJECTIVES


Points to note

Do we copy the people who inspire us? What’s good about that? Is it important to ‘be yourself’?

Children will use the idea of ‘being inspiring or admirable’ as a way of thinking about the people who love us and who we copy or follow. Children will express their own ideas about sources of inspiration or religious leadership in their own lives.

Inspiring family? Admiring our parents? Do we copy people who inspire us?

Talk with the children about the way their parents or carers show that they love them. This sensitive area needs careful handling. In small groups give every child the chance to say what they are thankful for at home, including grandparents and the wider family. Write as many ideas as you can onto images of leaves or petals and make a class ‘thanks for everything’ tree or flower.

Ask children to sit alert & relaxed, close their eyes, focus on their breathing then imagine themselves in 20 years time using an ‘eyes closed, be still’ style of guided reflection. Perhaps they will be a mum, or a dad. What kind of mum or dad would they like to be? Would they like to copy their own mums and dads? Copying someone else is a way of showing that we have been inspired by those we admire. What other ways are there?

Inspiring heroes? Do we want to be like our inspiring heroes?

HH Dalai Lama, a Buddhist monk and leader of Tibetans says: ‘A true hero is someone who conquers their own anger and hatred.’ What does he mean? Do you agree or disagree? Can you think of anyone who is an example of this?

Ask pupils to imagine that they could be like someone else, who they have seen on TV, in the movies, doing sport, or in other areas. Be open to children from religious families who may have inspiring religious leaders to talk about.

Who would they like to be like? Why?

Ask pupils to fill in an outline of a human shape on thin card. Write ‘Inspiring’ up the left arm, and then ask them to choose other words and pictures to show what inspires them about a person of their choice.

Extending the work

Talk about these figures in circle time.

Create a hanging mobile of the outlines for classroom display.

Ask adults in school to do one as well. There could be collective worship on people who inspire us. Do some members of staff have a ‘claim to fame’, a well known person they have met?

Think more about people who follow different religions, and the ways they are inspired by their religious and spiritual leaders. Tell more stories of inspirational people and get the pupils to join in the story telling.

Level 3: I can name someone who inspires me.

Level 1: I can recall the outline of the religious stories I have studied.

Level 2: I can retell a story about someone who has inspired me.

Level 2: I can respond sensitively when identifying my own ‘inspiring people’

Level 3: I can describe how I have been inspired by a family member, a leader or a hero

Level 3: I can describe what makes my inspiring person special

This work connects closely to important aspects of the personal development curriculum. You could use a gingerbread cutter to make edible inspiring people & print words on the dough.


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LEARNING OBJECTIVES

TEACHING AND LEARNING LEARNING OUTCOMES Points to note

What can we learn about Buddha as a leader? What questions and ideas do we have about death? Children will think about change and impermanence and other sufferings of life in ways that are not frightening. Children will understand the story of Kisagotami, and how it relates to the Buddha’s teaching on the Noble Truths.

Tell pupils the story of Kisagotami and the mustard seed. Kisagotami was the daughter of the poorest family in the village. No-one wanted to marry her until her kind ways charmed a young man and they married. Once she was married her husband’s family treated her badly and her life was unhappy, she was too tired to work as hard as her new family expected. However, everything changed when she gave birth to a son-the first boy to be born in the family. Her new status as a mother meant she was treated better by her new family. She was a devoted mother and her son grew to be fit and strong. One day Kisagotami’s son was playing in the forest when a snake bit him on the ankle, he fell to the floor and died. Kisagotami found her son and gathered him up her arms. Distraught with grief she carried her dead son to her friends and neighbours and the wise people in the area, asking each of them for some medicine to cure her son. Everyone knew her son was dead. No one knew what to say: who can give medicine for death? Kisagotami became more and more distressed. She heard that the Buddha was nearby, and carried her son’s dead body to meet him. Once again she pleaded for medicine. The Buddha saw her pain and looked kindly at her. He told her he could help her but he needed her to do something for him. Kisagotami was delighted someone finally understood her pain. The Buddha asked her to bring him some tiny mustard seeds. She was to knock on the doors of houses and ask for a mustard seed, something that would have been commonly found in each kitchen. However, she must only take the mustard seed if no-one in the household had experienced the loss of a loved one. Kisagotami began knocking on doors. At each door she listened to stories of deaths of all sorts of people. People shared their sad stories of losing their mothers, fathers and even children. She realised that there were no families that hadn’t suffered the loss of a loved one. Her heart was filled with compassion rose. She returned to the Buddha and explained that she now realised that death comes to everyone. Nothing lasts forever. Buddha and Kisagotami cremated her son. Kisagotami became a follower of the Buddha- a Buddhist nun. In his kindness the Buddha felt her pain and wisely helped her see things as they really are.

What questions can children generate from the story? Use a P4C approach.

What does the story tell us about how Buddha taught? What does it tell us about the kind of leader he was? How gentle was the Buddha was a leader?

Why do you think this story has been retold for over 2550 years, when it is so sad? How does the story show Buddhist ideas? Does it show the Four Noble Truths?

Choose a suitable time to talk about death and loss with pupils. Explain that Buddhists talk realistically about death but not in a depressing way. From an early age Buddhists are taught that death is definite and its time most indefinite. Pupils may have many questions, and find it reassuring to talk with an adult about this topic that our society often hides away.

Level 3: I can describe how Kisagotami came to accept the Buddha’s teaching. Level 4: I can ask questions and suggest answers to mysterious questions about life and death from different points of view. Level 5: I can explain and express views about the Buddhist response to suffering in the story.

The story of Kisagotami is available in many versions. Teachers will make the most of this lesson by telling the story themselves, rather than merely reading it aloud. The story deals with a tragedy – teachers will want to handle it sensitively.


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LEARNING OBJECTIVES


Points to note

Why was Moses a good leader? How did Moses lead his people out of slavery in Egypt? Children will reflect on the Jewish, Christian & Muslim story of how baby Moses was rescued from the river by the Princess of Egypt. Children will think about why this story is especially important for Jewish people-and for Christians and Muslims.

Play the circle game ‘2, 4, 6, 8, who do I appreciate’. After saying the name of someone in the class pupils say something good about them: “I appreciate Carly because she is kind & smiles a lot”. “I appreciate Callum because he is good at running.” Discuss having friends, being a good friend. Children could draw pictures (and choose or write single words) about one of their friends, and their characteristics. Keep it positive.

Tell children that Jewish people teach that God called Moses His friend. Remind pupils of earlier learning about the Jewish religion. Introduce the stories you are going to tell by talking about the sort of person Moses was: e.g. humble, strong personality, prayerful, persevering, aware of his own weaknesses.

Story 1: What happened to Moses after he was born? (Exodus Chapters 1-2)

3400 years ago Jewish people had been slaves in Egypt for hundreds of years. The Pharaoh was alarmed that there were too many Jewish people: so he made an evil law, that Jewish baby boys should be killed. When Moses’ mum had her baby, she decided to hide him, to keep him safe. But as he grew he was so noisy so she could not hide him anymore. She put the baby in a basket, and floated him on the river Nile. His big sister Miriam watched what happened. As the basket floated on the river, the Princess of Egypt who was bathing saw it. She rescued the baby, and decided to adopt him. Miriam asked her if she would like a nurse for the baby, and she chose his actual mother to be his nurse. So it worked out very well.

Lay out a strip of blue cloth on the classroom floor like a river. Sit around it to tell this story. Have a little wicker basket with a doll in it to ‘float’ on the river. Use red cloth to dress up one child as the Princess. She comes to the river to bathe, & finds baby Moses. Choose someone who speaks well to be in this role, & as the story unfolds ask her: how are you feeling? what might you do next? Children hot-seat Miriam and the Princess.

Ask the class what questions they have got about the story - use a P4C approach.

Ask who is the hero of this story –-is it Moses’ mum, or sister, or the Princess? Why?

Ask children to talk about and suggest appropriate words to describe what Moses’ life might have been like when he was a new born baby. And what might it have been like when he lived at the Palace with the princess?

Make individual backgrounds or a whole class collage showing a Jewish humble dwelling on one side of the river and the Egyptian palace on other side. Slit the paper horizontally along the river to insert a tabbed Moses basket that can then be moved from one side to the other.

Level 2: I can identify characters in the story. Level 2: I can retell the story of Moses as a baby. Level 3: I can ask questions and make links between the story and some simple values. Level 4: I can use key words about this religious story to show I understand its significance.

This section of the investigation uses self contained stories about Moses. These can all be found in the Bible in Exodus chapters 1-20. There are many more parts and details to the story which can also be used, but these work well.


11

LEARNING OBJECTIVES


Points to note

What did God say to Moses? Did this make him into a good leader?

Children will ask questions about the feelings and emotions of the story. Children will recall or retell the story of when Moses was called by God to be a leader. Children will appreciate that Moses was a ‘reluctant leader’ who had to learn to trust, take courage, and change; and that the ‘burning bush’ incident was his call to be a leader. .

Story 2: What happened to Moses when he saw a Burning Bush? Exodus chapter 3

Storytelling needs a sense of occasion so prepare carefully. Play Jewish music for children to get the atmosphere of the lesson. Lay out a piece of red cloth (put a ‘bush’ of some kind on it), and ask children to remove their shoes, and stand with their toes touching the edge of cloth for the beginning of the lesson. All sit down together, comfortably.

Talk about different times when we remove our shoes and the reasons why. Discuss how people of different cultures e.g. in Asia, do this as a mark of respect when they visit people in their homes, also how people of different faiths remove their shoes when entering their place of worship.

Ask what 3 things do they remember from the story of Moses the ‘River Baby’ from last lesson. Tell the story of Moses and the Burning Bush.

When Moses grew up, he could not work out if he was a Jewish boy or an Egyptian prince. After some bad times (he even killed a man), he ran away from Egypt, and became a desert shepherd. But one day in the desert he saw a bush on fire, and was amazed that it did not burn up. He went closer, and heard a voice – the voice of God speaking to him from the bush on fire. ‘Take off your shoes,’ said the voice. God told Moses that he was to go back to Egypt and lead his people the Jews out of slavery and to freedom. Moses felt too shy, scared and useless to do this (he had a stammer), but God told him ‘I will be with you.’ Amazed – and still a bit scared - Moses went back to Egypt and told Pharaoh that he must free the Jewish slaves.

What questions have they got about this story? Use a P4C community of enquiry approach.

Ask children to make the red cloth move a little by taking an edge in a finger and thumb and lifting gently up and down. Fire moves like this too. Talk about why a fire might be a good symbol for God – identify some of the characteristics of fire – gives warmth - keeps us alive; can be used to cook (feeds us); burns (it’s powerful – we need to be careful – treat with respect); you can feel it; lots of different colours and shapes etc. In what ways might God be like fire?

Use tissue paper cut into flame shapes to make fire collages, write some words around the fire that describe both fire and God.

Talk together and decide some reasons why for God picked Moses to lead the Israelites out of captivity in Egypt. Children could suggest how Moses might have felt when he realised God was choosing him to go back to Egypt. What questions might he have wanted to ask God? What might he have wanted to do? What did he actually do? What gave him the courage to do this difficult thing? Ask children to suggest times when they have been in a new situation or facing a hard challenge – how did they feel – what or who helped them?

Level 2: I can retell the story of God speaking to Moses. Level 2: I can respond sensitively to questions about God. Level 2: I can suggest meanings for symbols such as flames.

The literacy strategy asks pupils to learn from stories from a range of cultures. These Jewish stories are suitable for work in literacy as well as RE


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LEARNING OBJECTIVES


Points to note

How did Moses lead his people to freedom? In what ways did he show he was a great leader? Children will understand ways in which Moses showed leadership qualities. Children will think for themselves about why this story matters to Jewish people. Children will think about slavery and freedom. Children will think about God.

Story 3: Moses leads God’s people to freedom (Exodus chapters 7-15) Your two pieces of cloth can be used in this story telling activity: hang the blue one up in a

doorframe, and sit around the door for the story telling. Tell children it is the door of one family’s house. The red cloth will be a symbol of the sacrifices in the story. Hide it to start with.

Retell the story of the Passover up to the part where Pharaoh reneged on his promise to let the Jewish people leave Egypt.

Set up a Conscience Alley. Choose a capable thinker and speaker to ‘face Moses’ dilemma’ by walking conscience alley. Set up an alleyway between desks in the class, and stand your volunteer Moses at one end. Set the dilemma- what should Moses do? Invite pupils to stand on one side of the alley to offer reasons that suggest why Moses should ‘give in fighting against Pharaoh and stay as slaves’ and to stand on the other side of the alley to give reasons why Moses should ‘continue following God & struggling for freedom’. If necessary model ideas yourself & ask children to think of their own. The volunteer ‘Moses’ walks the alley, moving from side to side. S/he must ask each adviser ‘what is your advice to me today?’ and listen to the replies. S/he might also ask some why questions. At the end, S/he waits and thinks while the advisers all sit down again. The teacher can ask the volunteer for their decision, and also to comment on the advice received, whether it was surprising, helpful, thought provoking and so on.

Tell the end of the story. Use the red cloth to symbolise the lamb’s blood: hang it around the blue doorway when you get to that part of the story. When the escaping people come to the red sea, tell children it wasn’t really red, but get four children to hold the two cloths and ‘wave’ them like the sea. When Moses asks God to open the sea, split the two cloths and get your ‘Moses’ to lead the class through the ‘sea’ on ‘dry land.’

Tell children that Moses and the people celebrated their freedom with a song which Miriam led. And for every year since then, 3400 years, the freedom of Passover is remembered with songs and celebrations.

In a final discussion, recap the three stories of Moses you have worked on, and pick out all the features of Moses’ life that showed he was a good leader – if, in some ways, an unlikely and reluctant one.

Level 2: I can retell the story of Moses leading the Israelites to freedom.

Level 2: I can respond sensitively to the story by talking about these words: freedom, God, danger, leaders.

Level 3: I can make links between earlier stories from Moses life and what happens next.

Level 3: I can connect up ideas about leadership with some things Moses does.

The children could re-tell the story in pictures and words or drama: which do they think are the 6 key moments in the story? Put drawings of the 6 key moments with captions together in a storyboard. The stories about Moses continue, even though this unit investigation stops here. Some gifted pupils might read ahead. Others could find out about the annual festival of Pesach (Passover)


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LEARNING OBJECTIVES


Points to note

How did Gandhi stand up for his beliefs? What kind of leader was he? Children will retell stories about an inspirational person and will explain why his life might be considered inspirational. Children will use religious vocabulary to describe aspects of lives and teachings of inspiring leaders and inspirational people, giving examples of how these have influenced the lives of followers.

Disagreements and arguments Divide the class into small groups and discuss the following questions:

Who do you argue with?

What do you argue about?

When do you think you are treated unfairly?

How do you resolve your disputes? Listen to people’s feedback. If it does not come out in discussion, ask if anyone has ever used violence, for example with brothers, sisters or friends, to get their own way. Share the life story of Gandhi and discuss the concept of ahimsa. You could show a short extract from the film ‘Gandhi’ showing his non-violent principles. Explain that he was a Hindu who believed in the principle of ahimsa, meaning non-violence. Discuss the inspirational characteristics that Gandhi showed during his life. It’s better to tell two or three incidents from his life than try to cover the whole story. Share and discuss some quotes from Gandhi These may look hard, but teachers are surprised with the way they unlock pupils’ deeper thoughts. Begin by reading out loud, carefully and slowly. Ask what picture would go with them, then ask what pupils think they might mean:

“In a gentle way you can shake the world.”

“If all Christians acted like Christ, the whole world would be Christian.”

“First they ignore you, then they laugh at you, then they fight you, then you win.”

“An eye for an eye and everyone would be blind.”

“Whenever you are confronted with an opponent, conquer him with love.” Discuss some of the situations that people find difficult, or think are wrong around the school.

Widen children’s thoughts to the whole world. Are there any situations that they think are unfair in the world? How would applying the quotes or principles of Gandhi help?

Ask pupils to choose one of the situations that you have discussed and draw a picture of it on the top half of a piece of A4 paper. Use speech bubbles or a short description to help describe clearly what is happening in the picture. In the middle of the paper ask them to write a quote from Gandhi that would help to improve the situation. If anyone cannot find a suitable quote they could describe how they think Gandhi would have improved the situation. At the bottom of the piece of paper ask them to draw the improved situation.

Level 2: I can identify some of the values that Gandhi showed in his life. Level 3: I can make links between Gandhi’s beliefs and the way he chose to live his life. Level 4: I can describe the impact of some of Gandhi’s principles and show how his words can be used to address contemporary situations.

Quotes from Gandhi can be found on many quote websites including www.saidwhat.co.uk/quotes/favourite/mahatma_gandhi Further activity ideas for work on Gandhi can be found in Special People (Developing Primary RE series), RE Today Services.

http://www.saidwhat.co.uk/quotes/favourite/mahatma_gandhi





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LEARNING OBJECTIVES


Points to note

What are the main ways that Muslims in Britain follow Prophet Muhammad?

Children will understand the life and significance of the Prophet Muhammad (pbuh). Children will consider how the practice of Islam in Britain today, follows the example and teaching of the Prophet Muhammad. Children will reflect on the question: who influences me?

Who was the Prophet? Why does his life matter so much to Muslims?

Decide how to tell the life story of the Prophet in an engaging way –you might use Channel 4’s Quest: Animated World Faiths; The Life of Muhammad or a web quest, or use sequencing cards that tell part of the story.

6 key headings give shape to the story: early life, night of power, night of ascent, town of the prophet, road to Makkah, and the farewell. This enables a study of Muhammad’s life.

Explain the importance of Prophet Muhammad (pbuh) for Muslims as the last messenger of God. Other messengers include Adam, Abraham and Jesus – link to Jewish and Christian shared history. Explain why the work will not include drawing the Prophet, acting out his story or making models of Allah: Islamic teaching forbids this because it is so misleading that it can be disrespectful.

Why is Prophet Muhammad so important to Muslims? Create a class mind-map or ask pupils to rank the following statements in order of importance. Was it because: Allah spoke to him / the Qu’ran was revealed to him / he is a role model of how best to live / he rededicated the Ka’bah to Allah / he spread the word of Allah / he is the last and final prophet. Pupils can rank these reasons to explain the continued significance of the Prophet.

How do British Muslims follow the Prophet?

Research a Muslim family or community - look at relationships, roles and responsibilities in families, mosques and the wider Ummah (Muslim community). Ask pupils to consider what matters most about having a mosque for a community – is it a place to meet, to worship, to listen to Muslim teaching, to keep culture alive or other reasons? How do these different uses of the mosque express ways of following the Prophet?

Discuss how celebrating major Muslim festivals, eg Id-ul-Fitr, Id-ul-Adha, Laylat-ul-Qadr (the Night of Power) shows the value of stories of the Prophet.

Explain and discuss why different traditions of Islam exist, eg Sunni, Shi’ah and what differences and similarities exist between them. Research issues of Islamic identity through work based on videos or CD ROM, or questions to a Muslim visitor or Ask The Imman, http://www.islamicity.com

Describe how Muslims contribute to the wider community, eg the Muslim Educational Trust, the Islamic Foundation.

Summarise what the work has shown about how British Muslims follow the Prophet today.

Level 2: I can retell the life story of Prophet Muhammad (pbuh). Level 3: I can explain the significance of Prophet Muhammad (pbuh) to Muslims. Level 4: I can show sensitivity toward Muslims beliefs about the drawing of non-figurative images. Level 5: I can explain why British Muslims are influenced by their religion in various ways (L5).

Explain the use of the “peace be upon him” (pbuh) title and model its use.

Explain that Muslims never worship the Prophet ~ because there is only one God. Emphasise Muslim teaching on not worshiping idols, because “there is no God but God” Use the activities to model an appreciation of and sensitivity towards Islam. Following the Prophet is not the only way that Islamic commitment can be understood.

http://www.islamicity.com/


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LEARNING OBJECTIVES


Points to note

What kind of leader was Guru Nanak?

Children will be able to make sense of links between Sikh story, scripture and teaching and ideas of their own. Children will explore a story in depth and respond to it thoughtfully.

Children will retell a story with drama in a group. Children will develop their own ideas about values from a Sikh story.

Read or tell this story about Guru Nanak in which his attitude to money is made clear, and / or some sayings from Sikh scripture about the limits of cash (there are many examples). What questions have children got about the story? Discuss what can be learned from the Sikh’s wisdom about money. Ask pupils to record their learning from Sikhism in an appropriate form.

What is the meaning of the story of Dunni Chand? There is a useful retelling of this story by Roop Singh at: http://www.sikhnet.com/Stories Guru Nanak was a travelling teacher. He visited Lahore, where there lived a banker called Dunni Chand, who was well known for being greedy. His beautiful home shone with gold, marble and precious jewels. Dunni Chand learnt that Guru Nanak was visiting. He rushed to invite the Guru to a special feast: it would make him look very important to have a famous guest. Guru Nanak accepted the invitation. It was a wonderful occasion. When everyone had finished, Dunni Chand turned to Guru Nanak: ‘I am a wealthy man, I can help you. What do you want me to do?’ Guru Nanak sat and thought. Fumbling in his pocket, he drew out a tiny sewing needle. “Something you can do for me,’ he replied, holding up the needle. ‘I want you to keep this needle very safe and give it back when we meet in the next world.’ Dunni Chand felt very important. The Guru had given him a very special task. He took the needle and showed it to his wife, explaining what the Guru had told him. To his surprise, she burst into laughter. ‘How are you going to do that?’ she asked. He thought and thought, then ran back to the Guru asking “How can I take this needle with me when I die?” “If you cannot take a tiny needle with you when you die, how are you going to take all your riches?” asked the Guru. For the first time in his life Dunni Chand felt shocked - then ashamed. He realised he had been a tight, greedy so-and-so. He and his wife decided to use their wealth to help the poor from then onwards. Guru Nanak left with a smile on his face. Activities: Tell the story in an exciting way – you might dramatise it with a persona doll, or give the children a

way of joining in, or freeze frame and photograph some key moments, or use hot seating as a drama improvisation. Suggest, as you tell, ways in which the guru showed good leadership.

Ask pupils in groups to develop a drama about the story. They might choose a scene of the story, and then another scene in which Dunni Chand puts his plan into action, and is generous.

Make lists of all the things the children can think of that show generosity. What could rich Dunni Chand do with his wealth?

Talk about the idea of the ‘next life’. Sikhs believe that when the body dies, there is another life. Thinking about this is what made Dunni Chand change this life.

Level 2: I can retell the story in drama and explain the sort of person Dunni Chand was. Level 2: I can respond to the idea of being generous with lots of ideas of my own about how to be generous. Level 3: I can make links between the story and what Sikhs might do today as they follow their Guru.

Many religions have stories about being generous. Pupils often understand these ideas, but like adults, that doesn’t make it easy for them to be generous. The work has a good connection with both literacy skills and SEAL learning. The Sikh belief in reincarnation might come up here – and it is good to talk about it, but not necessary to teach it in depth.

http://www.sikhnet.com/Stories


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LEARNING OBJECTIVES

TEACHING AND LEARNING LEARNING OUTCOMES Points to note

What do Sikhs think about the value of money? What do they learn from Guru Nanak?

Children will develop their understanding of Sikh teaching about the things that matter more than money, such as justice, service to other people and appreciating the Divine. Children will use a stilling technique and a contemplation activity to deepen understanding of values beyond mere ‘cash value’.

Sit the class in a circle in a room where the lighting is soft. Use a stilling activity to get the mood of the class calm and centred.

Use the first bowl: Place the first bowl with money in the centre of the group on a table where it is visible to everyone. Ask children to look at it and to allow thoughts, ideas and imaginings to flow through the mind. Ask them to be aware of their feelings and ideas. Ask pupils to imagine that the bowl of money had been won by them in a competition: what would they do?

Use the second bowl: After a few minutes (2-3 is long enough) remove the first bowl and replace it with the second empty bowl and its label. Tell pupils again to allow thoughts and associations to flow through the mind and to be aware of their feelings and ideas. Ask them to think about how they would complete the label, 'Living a rich life is...' After a few minutes, remove the bowl. Allow time for individuals to note down their ideas.

Questions to discuss: What did the first bowl of money represent to you? Try and say why. What associations did it bring to mind? What did the second empty bowl represent to you? Try and say why. What associations did it bring to mind? What ideas did you have about using the money? How did you complete the sentence 'A rich life is ...'?

Let pupils share their responses in twos or threes. Follow this up by a general discussion of the interpretations, feelings and questions which the symbol raises.

Tell this story of Guru Nanak: When Nanak was 12, his dad decided he should learn about business and money, so he gave Nanak £20 and sent him to market. ‘Buy and sell, trade and profit’ he told his son. ‘Bring back more than you go with!’ On the way to market, Nanak met some poor but holy travellers, who were starving. He spent most of the day with them, talking and singing about spiritual life, then he went to the market and bought them all a good meal. He returned home with nothing, and his dad was furious: ‘You will never learn business like this!’ But Nanak was sure that he had done the right thing. Later he taught Sikhs: ‘The mouth of a hungry person is the treasure chest of God’. Whatever you put into poor people’s mouths, wins you treasure in God’s eyes. Was his dad right to be angry? Whatquestions do you have about the story? What is the meaning of the story?

Level 3: I can use stillness and imagination to reflect on questions about values for myself. Level 3: I can make links between Sikh teaching and my own ideas. Level 4: I can understand and apply ideas about the things that matter more than money for myself, using Sikh teaching.

Equipment: You’ll need to create a bowl which appears to contain a great deal of money Use newspaper cut to the size of £10 or £20 notes concealed under one or two real notes or get other pupils to ‘colour in’ some copies of notes. You’ll also need a bowl which is empty but has a label saying 'Living a rich life is ...'.


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LEARNING OBJECTIVES


Points to note

What can we learn about leaders from a story about Saint Paul from the Bible?

Children will respond sensitively to a story of Saint Paul. Children will make links between the big idea of ‘leadership’ and some details of the story. Children will consider and apply the idea of leadership for themselves, noticing different styles of leading.

This exciting story can be found in Chapter 27 of the Acts of the Apostles. Read it and think through how you will tell it to pupils. Plan to make it sparkle!

Saint Paul is on trial for being a Christian, and has been sent to Rome to be tried before the Roman Emperor, Caesar. On the boat, he is chained up as a prisoner, but when stormy weather comes, he shows his leadership talent. Everyone is rescued safely from a shipwreck, even though the boat goes down. People are impressed with Paul’s fearlessness, calmness, confidence and care for others. He cares about people, not property. Those who could be his enemies are saved by his calm control. It is a good story to dramatise.

Use P4C to generate questions and an enquiry using the story as the stimulus. A good leader?

Ask the children if they think Saint Paul was a good leader – and how they can tell. The ship had a captain, and there were soldiers there too, but Paul was the best leader in their times of trouble. Was he especially calm? Why? Confident? Why? Strong minded? Why? Easy to follow? Why?

Ask the pupils to make up some questions: what if they could interview St Paul? Hot seat a volunteer to tackle the questions.

From fear to relief.

Make a class collage in two scenes: ask all the children to each make a scared face and a relieved face and put these faces onto scene one – when the storm was raging and scene two – when the people were all safe on land again. What images, words and questions would they add to the collage?

Who can the children think of who is a good leader like Saint Paul? Let them tell their own ideas, perhaps referring to stories from movies or real life.

Level 2: I can retell the story of the shipwreck including details about Saint Paul. Level 2: I can respond sensitively to the task of identifying my own ‘inspiring people’. Level 3: I can make links between the story and the qualities of leadership I believe in. Level 4: I can consider and apply the idea of leadership understanding that there are different styles of leading.

It’s surprising both how little St Paul is taught in RE, and how well the stories about him are enjoyed by children.


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LEARNING OBJECTIVES


Points to note

Why did Mother Teresa hold hands with a beggar? Children will respond sensitively to a story of Mother Teresa, describing her life and building understanding of the impact of her work. The story given here is full of possibilities, but emphasis should be placed on her leadership.

Tell children a life story of Mother Teresa

She was born and named as Agnes Bojaxhiu, the youngest of three children of an Albanian builder, on August 26, 1910 in Skopje, Macedonia. She felt that August 27, 1910, the day of her baptism, was her true birthday – she was one day old. At the age of 18 she became a nun, joining the Order of the Sisters of Our Lady of Loreto in Ireland. She trained in Dublin, where the motherhouse of the Loreto Sisters was located. She chose the name of Sister Teresa, in memory of Saint Thérèse of Lisieux.

Aged 18, in December 1928 she began her journey to India. Soon, after training, in January 1929 she arrived in Calcutta, India to teach at a school for girls. While in Calcutta, she was moved by the presence of the sick and dying on the city's streets. Seventeen years passed in her life as a teacher. On September 10, 1946, on the long train ride to Darjeeling where she was to go on a retreat something happened. Mother Teresa recalls:

"I realized that I had the call to take care of the sick and the dying, the hungry, the naked, the homeless - to be God's Love in action to the poorest of the poor. That was the beginning of the Missionaries of Charity." On the streets of Calcutta, people living and dying with leprosy could be ignored by everyone who was scared of the illness. Mother Teresa, instead of ignoring a dying man, bent down to hold his hand in the gutter of the street. Holding his hand as he died, he said to her: ‘It’s a long, long time since I felt the touch of another human hand.’

She didn't hesitate, she didn't question. She asked permission to leave the Loreto congregation and to establish a new order of sisters. The Pope allowed her to do this and in 1952 Mother Teresa and her Missionaries of Charity began the work for which they have been famous ever since. Her order of nuns received permission from Calcutta officials to use a portion of the abandoned temple of Kali, the Hindu goddess of transition and destroyer of demons. Mother Teresa founded here the Kalighat Home for the Dying, which she named Nirmal Hriday (meaning "Pure Heart"). She and her fellow nuns gathered dying people off the streets of Calcutta and brought them to this home to care for them during the days before they died.

What kind of leader was Mother Teresa? How did she manage to raise all the money necessary for her work? What questions have you got about her?

Level 2: I can respond sensitively to stories of Mother Teresa. Level 2: I can identify and retell an incident from her life that was a ‘turning point’. Level 2: I can say what values she put into action. Level 3: I can describe different ways in which her leadership had an impact.

There is a huge amount of material about Mother Teresa on the internet so select carefully what will work best for your pupils. Mother Teresa's first orphanage was started in 1953. In 1957 she and her Missionaries of Charity began working with lepers. In the years following, her homes (she called them "tabernacles") were established in hundreds of locations in the world. Following a prolonged illness, Mother Teresa died on September 5, 1997. She is being made a saint by the Catholic Church.


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LEARNING OBJECTIVES


Points to note

How does a Christian minister help people?

Children will find out about the work of a church minister, learning that it has many aspects. Children will think for themselves about how a Christian minister works to help the community.

Read a book such as ‘My Christian Faith’ (Evans), or a similar big book about the Christian way of life. Talk about the Church as a sacred place for Christians and a centre for community life. Explain that there are many different Christian denominations – some have a leader of the community who may be called a Pastor, Minister, Vicar or Priest. What might they do? Some denominations don’t have one leader e.g. Quakers-they have Elders.

Music and hymns. Listen to some well known hymns that may be sung in a Church. Listen carefully to hear the organ which many churches have. Ask how the music makes us feel? Is it joyful? The Minister’s job includes arranging for worship-choosing the hymns etc.

Visit a virtual tour of a Church. Explore it from the point of view of the kind of jobs the vicar will have to do. Look outside the Church, has it a steeple? A bell tower? Who might play the bells and when? Go inside; focus on the aisle, pews or chairs, symbols of the cross, water in the font. Who keeps it all in order? Discuss the symbolism of the candles (Christ as light of the world) and the Altar as a revered area within the church. Are there areas where only the priest can go? Why might some Christian leaders like to see statues, wall hangings, wooden carvings, stained glass depicting scenes from the Bible or a Saint and other Christian leaders not want these things in their place of worship. Is the Church light or dark inside? If the minister is the leader in Church, what will s/he have to do to make all this work well for the people?

What happens? Discuss how the Church congregation will attend church services and listen to a reading from the Lectern (taken from the Bible) and if the church has a Pulpit that this is used by a Priest/Vicar/Minister to preach a sermon, to explain the reading. Explain how a Vicar may help members of the congregation take part in the Sacrament of the Eucharist ‘Communion’ (bread and wine). Discuss Sunday as a special day for Christians, services may include groups of cubs, scouts, brownies and guides. Sunday school may be offered as an opportunity for younger members of the Church to find out more about God. The Church can be seen as a kind of family, everyone helps each other and looks after the church. Some may decorate the church with flowers, some clean the church each week usually volunteers.

A Minister’s Diary Give the pupils a weekly diary page, and ask them to fill in all the things the minister might do on each day of the week. Sunday might be busiest, but what needs doing all week long? Give them some clues to do with caring for different age groups, linking to different aspects of life, serving in the community and preparing for different events.,

Level 2: I can respond to the lyrics in the hymns and talk about the leader’s job in worship. Level 2: I can use correct vocabulary when talking about the Minister’s work in Church. Level 3: I can give reasons why people like to go to the Church and can suggest reasons why people would volunteer to look after the Church, or work as a minister. Level 3 : I can describe a week in the life of a minister through the diary activity.

If you are able to arrange for the class to meet a minister, then preparing questions about the job is a good advance activity. This lesson is rich in potential for learning outside the classroom.


20

LEARNING OBJECTIVES


Points to note

What makes a good leader? What are the most important qualities for a good leader? Children will recognise the qualities that are important to be a good leader. Children will know why Jews, Christians and Muslims believe Moses, for example, was chosen by God as a good leader.

Remind pupils of the concept of a leader. As a starter, play a ‘follow my leader’ or ‘Simon says’ game and discuss with children what makes a good leader in the game. Ask pupils to consider leaders in the context of two stories they have explored e..g, a story of Guru Nanak or the Prophet Muhammad, or Moses at the Burning Bush (Exodus chapter 3). What qualities did Guru Nanak or the Prophet Muhammad, or Moses display in the story? Did the leader have any weaknesses? (Note that Muslims do not attribute weaknesses or failings to the Prophet). Are leaders always perfect?

Discuss what a leader does. Do they know the names of any leaders? Brainstorm a list of leaders, including those in sport, TV, music, school and other areas of life. Ask children to imagine that they are choosing a leader to be a head teacher or leader of a new political party-what qualities would they look for?.

Give children blank cards to work in pairs, write important qualities that make a good leader. As a class, rank them in order of importance on the IWB. Discuss reasons.

Return to listen to a story of Moses or Guru Nanak or the Buddha, for example: role play and freeze frame some aspects of the story. Discuss which parts of the story explain leadership. Talk about Moses being an important story both for Christians, Muslims and Jews. How did he show that he was obedient to God?

Create a ‘Wanted!’ poster to illustrate the work of Moses, Saint Paul, Buddha, Guru Nanak, Gandhi or the Prophet Muhammad, for example. ‘Wanted: A First Class Leader.’

Use the graphic on the next page to stimulate thought and ideas – e.g. on the whiteboard, reminding pupils of 5 stories they have studied in this unit. Create: a list of qualities of leadership, about 8-10 in number An application to the key figures – which 4 or 5 apply to each leader? A rank order of their own ideas: what makes a leader great,

I can say simply what qualities make a good leader (L1) I can listen to the thoughts of others and put forward my own ideas sensitively (L2) I can talk about two leaders, e.g. what’s the same between Guru Nanak and the Prophet Muhammad, or Moses and Mother Teresa? (L3)

Literacy & ICT Link Note that Moses is a significant figure for both Jews and Christians (and a Prophet of Islam as well). His stories are mysterious and challenging, but can be exciting too.


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What questions would I like to ask a religious leader if I was interviewing them? Children will devise thoughtful questions about how and why religious leaders make a difference, and think for themselves about the investigation.

How and why do you follow a leader in life? Pupils to interview a local faith community leader. Ask some pre-prepared

questions about who they follow and why, what particular things they do in their daily lives that show their commitment to Christianity, Judaism, Buddhism or another religion studied.

Create a newspaper article, story board or cartoon showing ‘A week in the life of a Vicar or ‘A day in the life of a Religious Leader.’

Include digital images, interviews, illustrations, children’s viewpoints and quizzes & word searches.

Level 2: I can suggest what makes leaders easy to follow. Level 2: I can make up and ask some questions about the work of a Christian minister or another religious leader.

ICT link: the graphic above is a standard MS word way of presenting ideas. Children could use similar tools, but it is the ideas than matter.

The Buddha's way of leading was...

Guru Nanak's way of leading was...

Mother Teresa's way of leading was...

The Prophet Muhammad's way of leading was...

Mahatma Gandhi's way of leading was...

Moses' ways of leading were...


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LEARNING OBJECTIVES


Points to note

What are the similarities and differences between how people from different religions follow their leaders? Children will comment upon what is the same and what is different about how people from different religions follow their leaders, giving examples and ideas thoughtfully

What have you learned about the similarities and differences between how different religious people follow their leaders? With a partner, think, pair & share what you have found out about the way that Christians,

Jews, Hindus, Buddhists, Sikhs or Muslims follow leaders. Be ready to explain your ideas to the class, giving reasons. How are these findings different to your life? Make a chart to show the characteristics and some similarities and differences between the

leaders. This example is simply made on MS Word Smart Art.

Level 3; I can describe some things which are the same and different between how different religious people follow their leaders. Level 4: I can use the right words to show I understand leadership in 2 or more religions.

A ‘Venn Diagram’ or the thinking skills structure called ‘Double Bubble’ are good for this task. Pupils may notice that this investigation looks at some leaders who began a faith (Moses; Jesus; Guru Nanak; Buddha) and others who are from later in the history of a religion. Are such leaders similar, or mainly different? Gandhi and Mother Teresa both see themselves as followers, within a tradition, as well as leaders.

•Imaginative

•persistent

•courageous

•Trustworthy

•Inspiring

•Listened to the Angel

•Forgiving

•Charismatic

•Interesting

•Brave

•Strong minded

•Determined

Moses Jesus

GandhiMuhammad


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LEARNING OBJECTIVES


Points to note

What have we learned about leadership in this unit of RE? Children will think about the impact key religious leaders have on people’s lives today. Children will think about the impact living by following someone else might have on them.

Thinking back and summing up: Choose four of these questions to think about. Talk about these questions in small groups. Find a way of expressing what you think about these – in writing, poetry, art or some other way (don’t write more than 100 words about any of the questions: keep it brief):

1. Why do you think so many people consider Jesus was a good role-model to follow? Is it his teaching, his miracles, his personality, his death, or something else that inspires people about him?

2. Can you explain how and why Moses, Buddha, Guru Nanak or the Prophet Muhammad, (for example) inspire and guide people today?

3. What are your thoughts about Moses, Mother Teresa, Guru Nanak, Gandhi, Saint Paul or the Prophet Muhammad, as leaders? Remember all you have learned and consider: Who was the greatest? But what was great about each one? Can ordinary people copy them, or follow them, or were they just too amazing to even try to copy?

4. In these investigations, what were the four main things you learned about leaders in different religious communities? Say why you chose those four.

5. Why are leaders important to you? Give examples. 6. Why do you think leaders like the Buddha, Moses, the Prophet Muhhamad,

Guru Nanak and Jesus have millions of followers today? S uggest 3 reasons, and discuss which reasons are the best.

7. Does a modern leader like Gandhi or Mother Teresa have more impact than the ancient leaders?

8. What are your own thoughts about religious and spiritual leaders in light of what you have learned throughout this unit?

9. What did you learn about leaders in the different religious communities? These are tough questions – but certainly no more challenging than those in literacy which elicit text level work at levels 4 and above, so try to support pupils to tackle them, for the sake of high standards. Links to literacy may enable more time to be spent on these key pieces of RE work.

Level 2: I can say clearly what I have learned about the topic of ‘Leaders and Followers’. Level 2: I can respond sensitively to the religious lives of others. Level 2: I can suggest meaning in the family life of the people I’ve learned about. Level 3: I can describe how leaders have an impact. Level 4: I can show my understanding of the influence of leaders, giving examples from different religions.

This is a group activity for finalising the unit – it also carries the possibility of being recorded for individual assessment. For lower achieving pupils, a writing frame of sentence prompts with a simple word bank to use would make the main ideas here accessible.

© Lat Blaylock, RE today for Cumbria SACRE 2013

ks2 what can we learn from religious leaders? · what can we learn from religious leaders? age...

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