subject: religious education scheme of work: b1 to e3 (year 8) … sow term 1... · 2017-09-13 ·...

Subject @ SAA

Subject: Religious Education

Scheme of Work: B1 to E3 (Year 8)

Term: Autumn/Spring/Summer

Topic / Unit(s) -Can conflict ever be justified?

Overview / Context The aim of this unit is to provide students with the opportunity to engage with moral issues around conflict, truth and reconciliation. Students will investigate the root of conflict, two religious attitudes towards conflict and Christian teachings on forgiveness and reconciliation whilst analyzing the impact of the Christian sacraments.

Assessment/Mastery

Success criteria

B1 -Match the key words to their correct definitions (conflict, war and peace)

-What do you find interesting or puzzling about the topic of conflict?

-Describe how you feel about conflict. Do you have any personal experiences where you have experienced conflict?

B2 -State three reasons why wars happen

-Re-tell the story of Jesus in the Temple

-Do you think it is ever right to fight? Write your opinion using simple reasons

B3 -State definitions of the words conflict, peace and forgiveness

-What is the meaning of the story when Jesus was arrested in the garden and Peter drew his sword?

-If Christians follow the story of Jesus and Peter in the garden how would a Christian act? Give examples

B4 -Describe Christian teachings and beliefs about war

-Christian teachings about conflict come from the Bible and Jesus’ teachings. Why is the Bible and Jesus’ teachings used as a source of authority?

-List questions you would like to ask about religion and beliefs relevant to conflict

B5 -Describe some of the similarities and differences within Christianity towards war

-Interpret the meaning of St Paul’s words in Romans 12:17

-Jesus said that we should love our enemies. Could you love your enemies? Why? Your reasons must be believable

B6 -Why might many non-religious people believe that fighting in a war is acceptable?

-How would non-religious beliefs about war have an impact on people’s lives?

-Can war and conflict be justified? State arguments for and against the statement

E1 -Describe what Christians and Buddhists believe about war

-How would religious beliefs about war have an impact on people’s lives?

Subject @ SAA

-Communicate your ideas using everyday language

E2 -Do all people deserve forgiveness? State simple written arguments for and against the statement. You should also include religious reasons

-You must refer to sources of wisdom and authority in your answer

-Write a simple conclusion using basic reasons

E3 -Interpret the pure Buddhist attitude by explaining the story of the Vietnam veteran

-Explain the main beliefs / teachings of Christians, Buddhists and non-religious beliefs about war

-Explain some of the similarities and differences between Christian, Buddhist and non-religious beliefs about war

Curriculum Opportunities English: Students will argue different points of view arriving at a conclusion. They will interpret religious texts and annotate them.

History: Students will consider the causes of conflict from previous wars. They will also consider the conditions of the just war theory and evaluate whether WWII was a just war or not.

Art: Students will produce a poster or a mind map to summarize key vocabulary, Biblical texts and religious teachings relating to this unit. A piece of art work will also be produced on the parable of the Prodigal Son.

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

Is it ever right to fight? (Lesson 2)

Can a war using nuclear weapons be justified? (Lesson 4)

Do all people deserve forgiveness? (Lesson 10)

Assessment (Lesson 13)

Assessment Cycle:

1 2 3

Key Vocabulary Conflict, War, Aggression, Persecution, Peace, Agreement, Racism, Democracy, Resolution, Compassion, Pacifism, Jesus, Just War, Chaplain, Justice, Pax Christi, Quakers, Prodigal, Sacrament, Nuclear Weapons, Precept, Buddha, Dalai Lama, Monks, Forgiveness, Reconciliation

Wider Reading All necessary resources which require reading accompany the power point for each lesson.

Teacher Notes This unit is a demanding and a challenging unit which needs to be taught with sensitivity, bearing in mind the experiences our students might have with conflict e.g. the armed forces or asylum.

Subject @ SAA

The Three Peaks

Objectives

Teaching and Learning Activities Assessment Notes

Lesson 1

1. Gathering.

Describe the term conflict

2. Processing

Explain the causes of conflict

3. Applying

Evaluate who or what you would stand by and defend

Bell task

What is conflict? Bubble map

Learning toolbox

-Discuss and define the term conflict

-Review the Yoda quotes on conflict. What does Yoda teach about conflict? Discuss the quotes in pairs and add to the bubble map.

-Group task: circle map on the causes of conflict. Discuss and feedback. Add information from the power point onto the circle maps.

-Create a personal wisdom (e.g. never go to bed on an argument) for conflict avoidance in the style of Yoda.

Maps: Bubble and circle

Caps: White and red

Habits of the mind: Work together, think about your thinking and strive for accuracy

Plenary

Who or what would you stand by and defend? Why? Bronze, silver, gold

-Bubble map

-Circle map

-Discussion

-Personal wisdom

-Plenary task

Resources:

-Power point

-Bubble / circle maps

-Yoda quotes

Key Vocabulary/Literacy opportunities

Conflict

Marking Opportunity:

-Red pen SPAG

Recall/Homework:

-None

SMSC:

Moral: Introduction to a moral issue: can conflict be justified?

Misconceptions:

None encountered

Subject @ SAA

Lesson 2

1. Gathering.

Describe your personal feelings towards the story of Bibi Aisha

2. Processing

Explain how Jesus responded to conflict

3. Applying

Evaluate whether it is ever right to fight

Bell task

Students to read the story of Bibi Aisha ready in preparation to discuss

Learning toolbox

-Discuss the story of Bib Aisha. How do students feel and why? Students to describe their personal feelings individually.

-Read the two Biblical accounts of Jesus’ responses to conflict (Jesus in the Temple and Jesus in the garden). Students to explain how Jesus responded to conflict on these two occasions.

Maps: None

Caps: Red and white

Habits of the mind: Thinking about your thinking, understand others and be clear

Plenary

Is it ever right to fight? Personal opinion (bronze, silver and gold)

PAIR marking task

-Discussion

-Explanation of the Bible passages

-Questioning

-Bronze, silver, gold task

Resources

-Media clips

-Biblical accounts

-Power point

Key Vocabulary/literacy opportunities

Students will argue a personal opinion in response to a statement


-Red pen SPAG

-PAIR marking

Recall/Homework:

Key words recall

SMSC:

Spiritual and moral. Reflect on whether Jesus approved with conflict

Misconceptions:

None encountered

The Three Peaks

Objectives


Lesson 3

1. Gathering.

Describe the conditions of a just war

2. Processing

Explain whether World War II was a just war

3. Applying

Bell task

Response to PAIR marking in green pen

What would make a war fair?

Learning toolbox

-Display the conditions for a just war. Student to list in books and rank in order of importance. Top and bottom ranked reasons to be justified.

-Ranking of just war theory

-Creation of war rules

-Group task

-Discussion

Resources:

-WWII information

-Power point


Just war

World War II


Subject @ SAA

Justify what would make a war fair

-Group task: using the information decide whether WWII was a just war. Feedback and discussion

Maps: None

Caps: Green

Habits of the mind: Work together, use what you’ve learned and keep learning

Plenary

Imagine that there will be a WWIII – state 5 rules each side must follow

-SPAG red pen

Recall/Homework:

Recall words

SMSC:

Moral: evaluation of whether WWII was a justified war or not

Misconceptions:

Lack of understanding encountered on WWII historical facts

Lesson 4 1. Gathering.

Describe actions you could / could not forgive

2. Processing

Explain arguments for and against fighting in a war

3. Applying

Evaluate whether a war using nuclear weapons can be justified

Bell task

Make words from the following: Peace and Conflict

Learning toolbox

-Students to produce a table and include 5 things they could forgive and 5 things they could not forgive

-Feedback and discussion

-Group work: Groups to devise arguments for and against fighting in a war. Feedback and discussion

Maps: None

Caps: Yellow, black and red

Habits of the mind: Work together, look at it another way and be clear

Plenary

Evaluation question: Can a war using nuclear weapons be justified? PAIR task

-PAIR marking

-Observation of group work

-Questions

-Discussions

Resources

-PAIR task

-Power point


-Nuclear weapons

-Arguing different points of view


-PAIR marking

Recall/Homework:

Recall words

SMSC:

Moral: considering the positives and negatives of warfare

Misconceptions:

None

Subject @ SAA

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Describe a time in your life when you have found yourself in conflict

2. Processing

Explain Christian attitudes to war

3. Applying

Evaluate the meaning of St Paul’s words in Romans 12:17

Bell task

Homework recall words

Learning toolbox

-Students to think of a time in their lives when they have found themselves in conflict; teacher, parent or friend. Was it resolved peacefully? What was the outcome? Could it have been different if your actions were different? Feedback and discussion.

-Read and discuss the two Christian attitudes to war. Students to produce a table to explain both attitudes.

Maps: None

Caps: Yellow, black and green

Habits of the mind: Understanding others, keep learning and be clear

Plenary

Students to read St Paul’s words and explain what it teaches about conflict

-Homework recall

-Conflict description

-Table of different attitudes to war

-Questioning

-Interpretations of the quote

Resources:

-Power point

-Christian attitudes to war


Pacifism

Quotation interpretation


-Red pen maintenance

Recall/Homework:

Key words recall

SMSC:

Moral: appreciate Christian viewpoints on the rights and wrongs of war

Misconceptions:

Quotation. Some students will struggle to interpret the quotation

Subject @ SAA


Describe some Buddhist quotations about war

2. Processing

Explain Buddhist beliefs about war

3. Applying

Evaluate whether you would have gone to war if you were a conscientious objector

Bell task

Recap: What do Christians teach about war?

Key words recall

Learning toolbox

-Group task: Give students the Buddhist quotations on war. Students to unpack / annotate and describe what the quotes mean. Feedback and discuss

-Students to produce a circle map on Buddhist beliefs about war

-Watch Hacksaw Ridge trailer and media clip on conscientious objectors. Discussion.

Maps: Circle

Caps: Red, white and green

Habits of the mind: Be clear, work together and think about your thinking

Plenary

Imagine you are a conscientious objector living during WWII but you understand that you will be treated badly if you refuse to fight. Would you fight? Bronze, silver, gold

-Recap bell task

-Group work

-Circle map

-Discussion

-Imaginary task

Resources

-Buddhist quotes on war

-Power point

-Circle map

-Media clip


Precept

Buddha

Dalai Lama

Monks


Red pen maintenance

Recall/Homework:

None

SMSC:

Spiritual and moral: studying Buddhist moral attitudes to war

Misconceptions:

Buddhism is a new religion introduced therefore students may have limited knowledge and understanding

The Three Peaks

Objectives


Lesson 7

1. Gathering.

Describe questions you would

Bell task

Students to devise a list of questions they would like to ask someone a)fighting in the army b)a chaplain c)a pacifist

-List of questions

-Circle map

Resources:

-Justice scenarios

-Circle maps

Subject @ SAA

like to ask about war

2. Processing

Explain the meaning of justice and what Christians teach about justice

3. Applying

Evaluate learning by producing a calligram or acrostic diagram on justice

Learning toolbox

-Students to produce a circle map to record Christian teachings on justice

-Group task: each group to be given a different justice scenario to discuss and feedback to the rest of the class.

Maps: Circle

Caps: Green and white

Habits of the mind: Work together, strive for accuracy and be clear

Plenary

Students to produce a calligram or acrostic poem on justice

-Group work

-Feedback

-Questioning

-Acrostic poem or calligram

-Power point

-Examples of calligrams and acrostic poems


Chaplain

Pacifist

Justice


-Red pen during lesson

Recall/Homework:

Key words recall

SMSC:

Moral: Students will be studying various dilemmas concerning justice and will determine correct moral outcomes

Misconceptions:

New lesson introduced

Subject @ SAA

Lesson 8

1. Gathering.

Describe what happened between David and Saul

2. Processing

Explain how justice and the law could be complicated

3. Applying

Evaluate why issues surrounding justice are not easy

Bell task

Recall key words

Learning toolbox

-In pairs read 1 Samuel 26; 17-25. What has happened? What is David trying to do? Discussion

-Watch the clip of the three little pigs. Class verdict on who the guilty party was and why. What punishment should be served? Watch the second media clip on the true story of the little pigs. What are the verdicts now? Discussion on the complications associated with serving justice

Maps: None

Caps: Green and black

Habits of the mind: Look at it another way, find humor and enjoy yourself

Plenary

Why are issues surrounding justice not easy? Bronze, silver, gold task. Peer assess

-Homework recall

-Discussion

-Write up of David and Saul work

-3 little pigs activity

-Evaluation question

-Peer assessment

Resources

-David and Saul

-3 little pigs media clips

-Power point


Justice


Red pen during lesson

Recall/Homework:

Key words recall

SMSC:

Social: British values of the rule of the law

Misconceptions:

None encountered

The Three Peaks

Objectives


Lesson 9

1. Gathering.

Describe a time when you have been a peacemaker

2. Processing

Explain the work of one Christian group who works to bring an end to conflict

3. Applying

Evaluate whether you are a

Bell task

Recall key words

Learning toolbox

-Watch Saving Private Ryan clip. Students to consider what is happening.

-Students to consider a time when they have been a peacemaker. What happened? What was the outcome in the situation?

-Group work: each group to be given a different Christian organization e.g. Pax Christi and the Quakers. Students to create

-Homework recall

-Discussion

-Mind map

-Poster

-Quality of reasons stated in opinion question

Resources:

-Power point

-Media clip

-Religious organizations information sheet


Pax Christi

Quakers

Subject @ SAA

bridge builder or like a good argument

a mind map or a poster explaining who they are, what they do and why they do the work that they do

Maps: Mind map

Caps: White and red

Habits of the mind: Be creative, work together and be clear

Plenary

Do you like to build bridges or have a good argument?

Writing to inform


Homework recall

Red pen

Recall/Homework:

None

SMSC:

Spiritual and moral. Students will learn about the work of Christian organizations and why they carry out this work

Misconceptions:

None


Describe what is meant by forgiveness

2. Processing

Explain Jesus’ teaching on forgiveness

3. Applying

Evaluate whether all people deserve forgiveness

Bell task

What is forgiveness? Have students asked for forgiveness or has someone asked them? How does it feel to forgive/

Learning toolbox

-Discussion of bell task

-Watch the Invictus clip ‘Reconciliation starts here.’ What happens next? Where should the clip go?

-Students to produce a circle map on Christian teachings on forgiveness

-Group task: Words from Jesus on forgiveness. Students to interpret Jesus’ teachings and add onto circle maps

Maps: Circle

Caps: Red and white

Habits of the mind: Work together, think about your thinking and

-PAIR marking

-Group work

-Discussion

-Circle map

-Questioning

Resources

-Power point

-Invictus clip

-Jesus’ words

-PAIR task sheet


Forgiveness

Reconciliation

Jesus


Maintenance marking

Recall/Homework:

Revision for assessment

SMSC:

Spiritual: Christian beliefs on

Subject @ SAA

use what you have learned

Plenary

Do all people deserve forgiveness? PAIR task

forgiveness

Moral: understanding the consequences of behavior and actions

Misconceptions:

Interpretation of Jesus’ teachings


Describe what links the Bruno Mars video to the image Radiant light by Elizabeth Wang

2. Processing

Explain the meaning of the parable of the Prodigal Son

3. Applying

Evaluate how the Church enables people to be forgiven

Bell task

Response to PAIR marking in green pen

Learning toolbox

-Watch the Bruno Mars video and view the image Radiant Light by Elizabeth Wang. What links them? Discussion

-Literacy: read the parable of the prodigal son and also watch the media clip of this story. Discussion

-Students to produce a piece of art work on this story to explain the parable and its meaning

-Watch the sacrament of reconciliation and make notes in a circle map. Discuss

Maps: Circle

Caps: White

Habits of the mind: Be creative, strive for accuracy and keep learning

Plenary

How does the Church enable people to be forgiven?

-Bell task

-Discussion

-Questioning

-Art work

-Observation

-Plenary question

Resources

-Bruno Mars Grenade

-Image of radiant light

-Prodigal son

-Media clip on prodigal son

-Power point


-Prodigal

-Reconciliation



Recall/Homework:


SMSC:

Spiritual- exploration of Christian beliefs associate with a parable

Misconceptions:

Word Prodigal

Subject @ SAA


Describe what we can learn from the sacrament of reconciliation

2. Processing

Explain the learning that has taken place during this unit

3. Applying

Evaluate whether reconciliation is possible

Bell task

What happened in the parable of the prodigal son? What is the meaning of this parable?

Learning toolbox

-Watch the clip on the sacrament of reconciliation. What do they learn? How could it be improved or changed?

-Students to produce a mind map or a poster to summarize key vocabulary, Biblical teachings and religious teachings on this unit

Maps: Mind map

Caps: White and red

Habits of the mind: Strive for accuracy, think about your thinking and be clear

Plenary

Do you think that reconciliation is possible? Bronze, silver and gold

-Bell task

-Discussion

-Questioning

-Mind map or poster produced


Resources

-Power point

-Examples of mind maps

-Media clip


Reconciliation

Sacrament


Maintenance marking

Recall/Homework:


SMSC:

Spiritual: sacrament of reconciliation in Christianity

Moral: offering reasoned views about a moral issue

Misconceptions:

None

Lesson 13

1. Gathering.

Describe what we have learned in this unit

2. Processing

Explain responses to assessment task

3. Applying

Evaluation of completed assessment

Bell task

Read assessment tasks in silence. Highlight key words or annotate in order to understand the tasks.

Learning toolbox

-Discussion: Think pair and share. What have we learned this term?

-Students to complete Assessment Cycle 1

Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.

Assessment cycle 1

Resources

-Assessment task

-Writing frames PP and SEND

-Highlighters


Key words from the unit


Assessment 1 PAIR

Subject @ SAA

Plenary

Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.

marking

Recall/Homework:

None

SMSC:

All covered within this unit.

Misconceptions:

Will be evident following assessment

Lesson 14

1. Gathering

Describe achievements and improvements from assessment to a partner

2. Processing

Explain and respond to PAIR marking

3. Applying

Evaluate the unit

Bell task

Green pen regular exercise book

Learning toolbox

-In pairs students to discuss the feedback they have been given in their assessments

-Students to respond to PAIR marking in their own assessment piece

-In pairs students to check that all green pen has been responded to in both books

Thinking caps: Green

Habits of the mind: Strive for accuracy, be clear and keep learning

Plenary

Evaluation of the unit: Student voice questionnaire

-Response to PAIR marking green pen

-Student voice evaluation

Resources

-Green pens

-Student voice questionnaire


Individual to each student


-Red pen following student responses

Recall/Homework:

Key words recall for next half term

SMSC:

Spiritual, moral and social from within this unit

Misconceptions:

Subject @ SAA

Subject: Religious Education

Scheme of Work: B1 to E3 (Year 8)

Term: Autumn/Spring/Summer

Topic / Unit(s) -Is it fair?

Overview / Context This unit builds on knowledge and understanding of sources of authority within Christianity and encourages students to consider their impact on Christians today and how the teachings of Jesus challenges Churches and communities to respond to those rejected by society, disadvantaged or are in need. There is an opportunity to reflect on how prejudice and discrimination impacts on society and faith communities locally, nationally and internationally. Students will understand how people use sacred texts, why individuals or groups differ in how they might use the texts and whether or not the texts are helpful.

Assessment/Mastery

Success criteria

B1 -Match the key words value, fairness and equality to their correct definitions

-State what you find interesting or puzzling about the topic: Is it fair?

-How do you think we should treat people? Do you have any personal experiences where people have not been treated fairly?

B2 -State three facts about Christian Aid

-Read and retell the story of Elizabeth Fry

-Do you think that the workers in the garments factory are treated fairly? Write your opinion using simple reasons

B3 -State definitions of the words: forgiveness, trust and wisdom

-Describe the meaning of the parable of the workers in the vineyard

-How do the people who work for Christian Aid show that their religion is important?

B4 -Describe Christian teachings on equality and fairness

-Christian teachings on equality can be found within the Bible. Why is this book important when referring to Christian beliefs?

-List questions you would like to ask about religion or beliefs relevant to this unit

B5 -Describe some of the similarities and differences on Christian attitudes towards the role of women

-Interpret the meaning of James 3 verses 1-12

-Which Christian value do you think is the most important and why? Describe your opinion using believable reasons

B6 -Describe what non-religious people might believe about fairness and equality

-Describe how non-religious beliefs about fairness and equality might make a difference to people’s lives

-‘All people deserve to be treated equally.’ Explain arguments for and against this statement

Subject @ SAA

E1 -Describe Christian and Buddhist teachings on fairness and equality

-Describe how religious teachings on fairness and equality might have an impact on people’s lives

-Communicate your ideas using everyday language

E2 Should women be treated equally within the Church?

-Construct simple written arguments for and against using religious reasons

-Refer to sources of wisdom or authority within your arguments

-Write a simple conclusion following your arguments

E3 -Interpret the story of the Buddha and Nidhi. What is the meaning of this story?

-Explain Christian, Buddhist and non-religious beliefs about fairness and equality

-Explain some of the similarities and differences between the different beliefs

Curriculum Opportunities English: Interpretation of religious texts in Christianity and Buddhism, arguing different points of view, story writing and creation of a letter

History: Students will learn about the life and work of Josephine Butler and Elizabeth Fry. They will also view and study the historical windows in Liverpool Cathedral

PSHE: Students will consider the morality surrounding the garment factory workers and whether this is fair. They will also look at various case studies and make ethical decisions

Art: Students will create a piece of art work to represent the value of humankind

Music: Students will listen to the lyrics of songs and decide the meaning of the lyrics

SMSC Spiritual Moral Social Cultural

Assessment Opportunities

PAIR Marking to be completed:

-The workers in the garments factory (lesson 4)

-Creation of a letter based on the story ‘Something Else’ (lesson 8)

-Should women be treated equally within the Church (lesson 10)

-Individual tasks based on assessment criteria (lesson 11)

Assessment Cycle:

1 2 3

Key Vocabulary Prejudice, discrimination, equality, fairness, justice, compassion, forgiveness, trust, wisdom, campaigner, bishop, value, Christian Aid, Buddha and Biblical

Wider Reading -‘Something else’ by Kathryn Cave -All subject specific information required to teach this unit is provided with the power points for individual lessons

Subject @ SAA

Teacher Notes Key questions within this unit challenge perceptions of prejudice and discrimination. Some of the topics presented within this unit will need to be handled with sensitivity as they focus on those on the margins of society

The Three Peaks

Objectives


Lesson 1

1. Gathering.

Describe why adverts change over the years

2. Processing Explain your choices for placing the statements in a particular place on the diamond nine

3. Applying

Evaluate who you value in life and why

Bell task

On mini whiteboards students to list advertising slogans that they can think of. Students will be shown some examples to enable their thinking.

Learning toolbox

-Students to watch the L’Oreal advert starring Cheryl Cole. Share with students the campaign changes of L’Oreal from the past to the present day. Discuss why adverts change over the years.

-Give students the 9 value statements which are linked to prejudice and discrimination. In small groups decide where the statements should be placed on the diamond nine. Discussion. It is important that students can justify the top and bottom ranked reasons.

Maps: None

Caps: Green and red

Habits of the mind: Work together, be clear and think about your thinking

Plenary

Students to explain who they value in their life and why (bronze, silver, gold)

-Discussion

-Questioning

-Diamond nine


Resources:

-L’Oreal advert

-Diamond nine

-Power point


-Value

-Prejudice

-Discrimination


Red pen maintenance marking

Recall/Homework:

Key words recall

SMSC:

Spiritual: students assess who they value in life and the reasons why

Misconceptions:

None

Subject @ SAA

The Three Peaks

Objectives


Lesson 2

1. Gathering.

Describe what is meant by fair treatment

2. Processing Explain the main key Christian values

3. Applying

Evaluate the treatment of the woman at the well

Bell task

Homework recall (key words)

Learning toolbox

-Watch the clip from the film ‘Seven Pounds.’ Revisit the discussions on value and worth from the previous lesson

-In group: students to produce a circle map on the following: How should we treat people? Why should we treat people in this way? What is meant by fair treatment?

- Students should consider Christian values and their meaning for Christians today

-Watch the clip of the woman at the well. How does this link to the treatment of others? Why was the woman treated in this way? How does she wish to be treated and seen within her community?

Maps: Circle

Caps: Green

Habits of the mind: Strive for accuracy, think about your thinking and persist

Plenary

Students to read James 3; 1-12. Students should summarize this passage. Identify James’ main message to Christians reading it in the 21

st Century.

-Homework recall

-Discussion

-Questioning

-Interpretation of Bible passage

Resources:

-Power point

-Christian value cards


Fair treatment

Christian values


-HW recall

-Red pen

Recall/Homework:

Key words recall

SMSC:

Spiritual: Christian values and interpretation of a Biblical passage. Moral: identifying the correct ways to treat other people

Misconceptions:

None

The Three Peaks

Objectives


Lesson 3

1. Gathering.

Bell task

Key words homework recall

Learning toolbox

-Questioning

Resources:

-Power point

Subject @ SAA

Describe how James 3: 1-12 might inspire a person to reach out to women or men trapped in an abusive lifestyle

2. Processing Explain the story of Josephine Butler and her legacy

3. Applying

Evaluate whether one person can change the way people treat others

-Discussion: revisit the summaries of James 3: 1-12 created in the previous lesson. How might this passage inspire a person to reach out to women or men trapped in an abusive lifestyle?

-Watch the media clip linking to Josephine Butler and discuss

-Read the story of Josephine Butler. Discussion and questioning followed by bronze, silver, gold task

Maps: None

Caps: White, yellow and red

Habits of the mind: Think about your thinking, be creative and be clear

Plenary

Evaluation question: Can one person change the way people treat others? Students to explain their own personal opinion

-Discussion


-Bronze, silver, gold task

-Media clip


-Prejudice

-Discrimination



Recall/Homework:

Key words recall

SMSC:

Moral: The legacy of Josephine Butler’s actions

Misconceptions:

None

The Three Peaks

Objectives


Lesson 4

1. Gathering.

Describe the work of a person who has brought about change (Elizabeth Fry)

2. Processing Explain how video’s might change behavior

3. Applying

Evaluate the work of an organization which has brought about social change

Bell task

Key words recall

Learning toolbox

-Can students think of a person who has brought about change? (for instance a football manager)

-Watch the media clip about the life and work of Elizabeth Fry. Discuss the work of Elizabeth Fry; who she was, what she did and what impact she had on others. Was the treatment given to others fair?

-Watch the media clips of the workers in the garments factory. Students to make notes within a circle map. Discuss the main messages of the video? What impact does this have on the western world? On the workers in the garments factory? How does it impact on them personally? How might videos such as this change behavior? Why might a film maker make such a video?

-Key words recall homework

-Discussion

-Questioning

-PAIR marking activity

-Explanation of the work of Christian Aid

Resources:

-PAIR marking task

-Circle maps

-Power point

-Media clips


-Christian Aid

-Writing to explain / inform


-PAIR marking

-Homework


Subject @ SAA

-PAIR marking activity to be completed individually following discussion

Maps: Circle map

Caps: White, yellow, black and red

Habits of the mind: Use what you’ve learned, use every sense and strive for accuracy

Plenary

Students to be given the information about the work of Christian Aid and should explain how this organization has brought about social change

Recall/Homework:

None

SMSC:

Moral: recognizing the difference between right and wrong via the story of Elizabeth Fry and the workers in the garments factory

Misconceptions:

None

The Three Peaks

Objectives


Lesson 5

1. Gathering.

Describe the parable of the workers in the vineyard

2. Processing Explain Christian teachings on equality and fairness

3. Applying

Evaluate whether all people deserve to be treated equally

Bell task

Make words from the following: Christian Aid

Learning toolbox

-Watch the parable of the workers in the vineyard. Students to describe what happens in this parable and also the meaning of this parable. Feedback and discussion.

-Group task: Students to be given the Christian teachings on equality and forgiveness including the Biblical quotes. They should unpack the teachings and Biblical quotes and record the information within a circle map. Feedback and discussion

-Group task: students to devise arguments for and against whether all people deserve to be treated equally (yellow and black caps). Discussion and feedback

Maps: Circle


Habits of the mind: Be clear, question and problem solve and look at it another way

Plenary

-Observation

-Questioning

-Group work

-Bronze, silver gold task

-Explanation of the parable

Resources:

-Media clips

-Christian teachings on equality including Bible quotes

-Circle maps


-Equality

-Fairness

-Writing to argue


-Red pen maintenance marking

Recall/Homework:

Key words recall

SMSC:

Spiritual: Christian teachings

Subject @ SAA

Students to write up their own personal opinion on whether all people deserve forgiveness (bronze, silver, gold)

and beliefs on equality and fairness

Moral: Understanding different views relating to an ethical issue

Misconceptions:

Interpretation of Biblical quotations can be challenging for some students

The Three Peaks

Objectives


Lesson 6

1. Gathering.

Describe which Christian value you think is the most important and why

2. Processing Explain the value of humankind via a piece of art work

3. Applying

Evaluate what one of the ladies from the windows of worth would say if they could time travel to our world today

Bell task

Key words recall which was set for homework

Learning toolbox

-Students to match the Christian values to their meanings. Which value is the most important and why?

-Introduce the windows of worth from Liverpool Cathedral. Discuss the women in the windows? Who are they? What did they do? What values did they demonstrate?

-Students to create a piece of art work to demonstrate to others the value of humankind or this could be focused on one of the Christian values. They should design a whole window and also provide an explanation (bronze, silver gold)

Maps: None

Caps: Green, white and yellow

Habits of the mind: Be creative, enjoy yourself and use every sense

Plenary

Choose one of the ladies from the windows of worth. What do you think their reaction would be to today’s society if they could time

-Window art work

-Discussion

-Questioning

-Explanation of reaction of one of the ladies from the windows of worth

Resources:

-Window template

-Images of the windows of worth

-Information sheets on the windows of worth

-Power point


Christian values


-Homework recall


Recall/Homework:

None

SMSC:

Spiritual: use of imagination and creativity

Misconceptions:

Subject @ SAA

travel to our world today? None

The Three Peaks

Objectives


Lesson 7

1. Gathering.

Describe the story of the Buddha and Nidhi

2. Processing Explain Buddhist teachings on equality and fairness

3. Applying

Evaluate learning by creating a story that teaches equality

Bell task

Students to read the story of the Buddha and Nidhi ready for discussion

Learning toolbox

-Discuss the story of the Buddha and Nidhi. Students should describe the story or produce a piece of art work to represent it

-Group task: give students the information on Buddhist teachings on equality including some quotations. Students to unpack this information and produce a circle map. Feedback and discussion

-Discuss the main features of writing a story

Maps: Circle

Caps: White, green

Habits of the mind: Be creative, be clear and work together

Plenary

Students to plan stories. They must write a story where the main message expressed in the story is equality / treating people fairly

-Story about equality

-Discussion

-Questioning

-Circle maps

-Description of Buddhist story

Resources:

-Story of the Buddha and Nidhi

-Power point

-Circle map

-Features of a story

-Writing frames for story


-Creation of a story


-Red pen maintenance

Recall/Homework:

Write story about fairness and equality

SMSC:

Spiritual: exploration of Buddhist beliefs on equality

Moral: Appreciation of the viewpoint of Buddhism on equality

Misconceptions:

Interpretations of Buddhist quotes

The Three Peaks

Objectives


Lesson 8 Bell task -PAIR marking Resources:

Subject @ SAA

1. Gathering.

Describe what things make people different

2. Processing Explain what happens in the story ‘Something Else’ and what the different characters are thinking

3. Applying

Evaluate learning by producing a letter from the characters perspective stating how you felt when others behaved in the way that they did

Bubble map: What makes people different?

Learning toolbox

-Feedback and discussion from bubble map activity

-Watch the story of ‘Something Else’ via media clip or this could be read as a class.

-Group task; what are the different characters thinking in the story? Feedback and discussion. Students can amend answers during discussion

-Discuss the main features of writing a letter. PAIR task: students will write a letter stating how they felt when others behaved in the way that they did

Maps: Bubble

Caps: Red

Habits of the mind: Be creative, enjoy yourself and use what you’ve learned

Plenary

List actions you need to make new friends

-Bubble maps

-Letter

-Discussion

-Plenary task

-Power point

-Story ‘Something Else.’

-PAIR activity

-Bubble maps


Students will be creating a letter


-PAIR marking


Recall/Homework:

Which talents or skills do you have? Which skills and talents do you wish you had and why?

SMSC:

Moral: understanding the consequences of behavior and actions

Misconceptions:

None

The Three Peaks

Objectives



Describe the main message contained within the song ‘Firework’

2. Processing Explain who you would help with £100,000

Bell task

Read the song lyrics of Fire work by Katy Perry. What is the message of the song?

Learning toolbox

-Listen to the song ‘Firework’ by Katy Perry. Discuss the meaning of the song.

-Group task. Give students the information about the four different

-Group task

-Discussion

-Individual question

Resources:

-Case studies

-Media clips

-Power point

Key Vocabulary/Literacy

Subject @ SAA

3. Applying

Evaluate what would happen in a perfect world

people; Paul Gascoigne, Ben Parkinson, a child starving in Ethiopia and Mother Francis. PP students and SEN students to be given less case studies. Media clips can also be used. Students to read case studies and decide who they would help with £100,000. Reasons and justifications needed

-Groups to feedback. Discussion.

Individual question: What would happen in a perfect world? (Bronze, silver, gold) Peer asses

Maps: None

Caps: Red, white and green

Habits of the mind: Be creative, enjoy yourself and work together

Plenary

Students to consider their own situation. Are they valued? What is their worth? Are they treated equally? Is this fair?

-Peer assessment

-Plenary activity

opportunities

Using reasons for justification purposes


-Red pen maintenance marking

Recall/Homework:

Revision for PAIR marking task (lesson 11)

SMSC:

Moral: Groups offer reasoned views in response to an ethical dilemma

Misconceptions:

None

The Three Peaks

Objectives


Lesson 10

1. Gathering.

Describe how the appointment of women bishops is made

2. Processing Explain why there are different attitudes amongst Christians regarding equality for women in the Church

3. Applying

Evaluate whether women should be treated equally to men within the Church

Bell task

Complete odd one out activity. Images include the Queen, a women priest and the Archbishop of Canterbury. Who are they? What connects them? What differences do they have? Which is the odd one out and why?

Learning toolbox

-Read and research the issues surrounding the appointment of women bishops. How are decisions made? What is the role of the Queen?

-In groups students should read the information regarding Christian attitudes to the role of women within the Church. What are the similarities and differences?

Group task: Should men and women be treated equally within the Church? Devise arguments for and against. (Yellow and black

-Odd one out

-Description of how decisions are made regarding women bishops

-Group task

-Discussion

-Questioning

-Individual question

Resources:

-Information on women Bishops

-Power point


-Bishop

-Writing to argue


-PAIR marking

-Maintenance marking

Recall/Homework:

Subject @ SAA

thinking cap)

Maps: None


Habits of the mind: Work together, be clear and strive for accuracy

Plenary

Individual question: Should women be treated equally within the Church? (Bronze, silver, gold)

PAIR marking

-PAIR marking

Revision

SMSC:

Spiritual: Christian beliefs regarding the role of women within the Church

Moral: ethical dilemma of whether women should have equal rights within the church

Misconceptions:

None

Lesson 11

1. Gathering.

Describe what we have learned in this unit

2. Processing

Explain responses to assessment task

3. Applying

Evaluation of completed assessment

Bell task

Read success criteria in silence. Highlight key words or annotate in order to understand the tasks.

Learning toolbox

-Discussion: Think pair and share. What have we learned this term?

-Using the success criteria students should complete the PAIR marking task based on the assessment criteria. This is not an assessment as assessment cycle 1 has already been completed and data entered.

Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.

Plenary

Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.

-PAIR marking

-Discussion

-Questioning

Resources

-Assessment task

-Writing frames PP and SEND

-Highlighters


Key words from the unit


Assessment 1 PAIR marking

Recall/Homework:

None

SMSC:

All covered within this unit.

Misconceptions:

Will be evident following assessment

Subject @ SAA

Lesson 12

1.Gathering

Describe achievements and improvements from assessment to a partner

2. Processing

Explain and respond to PAIR marking

3. Applying

Evaluate the unit

Bell task

Green pen regular exercise book

Learning toolbox

-In pairs students to discuss the feedback they have been given in their PAIR marking task

-Students to respond to PAIR marking

-In pairs students to check that all green pen has been responded to in both books

Thinking caps: Green

Habits of the mind: Strive for accuracy, be clear and keep learning

Plenary

Evaluation of the unit: Student voice questionnaire

-Response to PAIR marking green pen

-Student voice evaluation

Resources

-Green pens

-Student voice questionnaire


Individual to each student


-Red pen following student responses

Recall/Homework:

Key words recall for next half term

SMSC:

Spiritual, moral and social from within this unit

Misconceptions:

Lesson 13

1. Gathering.

Describe the traditional Nativity story

2. Processing

Explain the Biblical accounts of Jesus’ birth

3. Applying

Evaluate the differences between the two birth accounts

Bell task

What do you know? The nativity story? Circle map.

Learning toolbox

-Media clip of the traditional nativity story. Students to add information to their circle maps.

-Read the two Biblical accounts of Jesus’ birth.

-Media clips

-Discussion

-Students to explain the Biblical accounts of Jesus’ birth

-Explanation of Biblical accounts

-Plenary task

-Discussion

-Student responses to media clips

Resources

-Power point

-Media clips

-Biblical accounts Jesus’ birth


-Nativity

-Biblical

Compare and contrast


-Red pen

-Evaluation task

Subject @ SAA

Maps: Circle

Caps: Green and white

Habits of the mind: Keep learning, be clear and striving for accuracy

Plenary

What is the difference between the two Biblical accounts of Jesus’ birth or what is the difference between the nativity story and the Biblical accounts of Jesus’ birth?

Recall/Homework:

None

SMSC:

Spiritual – exploring Christian beliefs about Jesus’ birth

Misconceptions:

Students will only be aware of the traditional nativity story and not the birth stories of Jesus within the Bible


Describe how Christians celebrate Christmas

2. Processing

Explain how Christians celebrate Christmas in other countries

3. Applying

Evaluate if you had to celebrate Christmas in another country which one would it be and why

Bell task

How do you celebrate Christmas?

Learning toolbox

-How do Christians celebrate Christmas? Circle map. Add ideas during discussion

-Group work: give students information on how Christians celebrate Christmas in other countries.

-Show media clips

-Students should explain how Christmas is celebrated in three other countries and produce illustrations to represent each one

Maps: Circle

Caps: White and red

Habits of the mind: Thinking about your thinking, striving for accuracy and keep learning

-Explanation of how Christians celebrate Christmas in other parts of the world


-Discussion

-Observation

Resources

-Media clips

-Power point

-Information sheets

-Colors


Christmas

Writing to argue


Red pen

Recall/Homework:

None

SMSC:

Spiritual: respecting how Christians celebrate their

Subject @ SAA

Plenary

If you had to celebrate Christmas in another country where would it be and why?

beliefs

Misconceptions:

None

subject: religious education scheme of work: b1 to e3 (year 8) … sow term 1... · 2017-09-13 ·...

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