Religious, philosophical and ethical studies in the modern world:
Theme A – Relationships and families
To help teachers plan a course of study for the new
GCSE Religious Studies A specification (8062), we have provided a possible
scheme of work. This is purely illustrative of one way in which this course
might be delivered and it is not intended to be in any way prescriptive.
Teachers will need to develop schemes which suit the arrangements and time
allocations of their own schools and colleges. Provided the specification content
is covered, teachers can adopt any approach they wish.
Assumed coverage
The scheme of work which follows is based on 120
guided learning hours for the full GCSE.
Each of the themes studied should be covered in
approximately 15 hours.
Teach
alongside: the two religions studied for Component 1 and the other three
thematic studies from Component 2.
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Religious, philosophical and ethical studies in the modern world:
Relationships and Families
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Lessons
1 and 2
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Sex, marriage and divorce
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Human sexuality including: heterosexual and
homosexual relationships.
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Students will be able to:
understand that there is variety in human sexualityunderstand religious teaching and
attitudes to human sexuality and sexual relationshipsconsider what ‘makes and breaks’
relationships.
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Learning activities and description.
Students might be asked to discuss:
What is meant by human sexuality.Is sexuality fixed or fluid? Consider appropriate language for its
discussion, why are some terms inappropriate? How have attitudes to homosexuality
changed in contemporary British society? 1967 Act legalising homosexuality
relationships for males over 21, 1994 age reduced to 18, 2001 reduced again
to 16. Civil partnerships 2004/ same-sex marriage 2013. What do we learn
about society?
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Possibly use stories of well-known people who
have come out as gay after, for example having been married. Did they always
know they were gay? Why did they not come out earlier in life? What do we
learn about the nature of sexuality?
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Remember that homosexual relationships is one of
the three topics which students need to have studied in relation to the main religious
tradition in Britain (Christianity) and one or more other religious
traditions. Students studying two religions other than Christianity will need
to be aware of Christian beliefs and provide some support for the beliefs
held.
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Students could be given information on religious
teaching and attitudes to human sexuality and heterosexual and homosexual
relationships in the religions being studied.
Working in small groups, students could prepare a
fact file on the religious attitudes and teachings for the religions they are
studying.
Brainstorm what people look for in relationships.
Ask students to rank the suggestions into order of importance and then be
prepared to justify their decisions.
Do people look for different things at different
times of their lives? Why?
What do students think makes for a strong
long-lasting relationship? What
qualities are needed in an ideal marriage partner? Paired or group discussion: is it ever
right to have a one-night stand? What might the effect of that be? Why do relationships
breakdown? How are people affected
when a relationship comes to an end?
Differentiation
and extension
Record key points from the discussion.
Answer the following question. Give two
contrasting religious views about homosexuality.
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A relevant textbook on religious attitudes and
teachings about human sexuality and hetero- and homo-sexual relationships.
Internet search for relevant modern material may
also be needed particularly on religious attitudes towards homosexuality.
(Attitudes are changing in many religions – this is not always reflected in
the books available.) The Metropolitan Community Church is a LGBT church; a discussion
about Bible and homosexuality is on the website. For a Muslim discussion
about homosexuality, go to
imaanlondon.wordpress.com
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Lesson 3
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Sex, marriage and divorce
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Sexual relationships before and outside of marriage.
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Students will be able to explain religious
attitudes towards sexual relationships before marriage and outside of
marriage.
Remember that sexual relationships before
marriage is one of the three topics which students need to have studied in
relation to the main religious tradition in Britain (Christianity) and one or
more other religious traditions. Students studying two religions other than
Christianity will need to be aware of Christian beliefs and provide some
support for the beliefs held.
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Investigate and record the key teachings for the
religions being studied about sex before marriage and sex outside of
marriage.
Discuss how these teachings affect the lives of
believers.
Do the views differ between the religions? Why do
students think there is the difference/agreement?
What impact might this teaching have on young
people in today’s society?
Differentiation
and extension
Design a problem page that discusses sexual
relationships before marriage. Include different points of view.
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Suitable reference material outlining religious
attitudes to sex before and outside of marriage.
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Lesson 4
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Sex, marriage and divorce
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Contraception and family planning.
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Students will understand the attitudes to
contraception and family planning of the religions being studied.
Remember that contraception is one of the three
topics which students need to have studied in relation to the main religious
tradition in Britain (Christianity) and one or more other religious
traditions. Students studying two religions other than Christianity will need
to be aware of Christian beliefs and provide some support for the beliefs
held.
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Research the types of contraception available,
including natural and artificial.
Consider which types religions may approve of and
why and which they may not approve of and why.
Investigate teaching and attitudes in the
religions being studied to see if the theories about which are advised and
which are not are correct.
How can contraception be used to support family
life? What do religions teach about planning a family?
Differentiation
and extension
Students produce an information leaflet giving
advice to religious couples on the types of contraception that they could use
and the reasons why, including how they will help in planning a family.
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Internet research on types of contraception
available.
Textbook or other material outlining religious
attitudes and teachings on contraception and family planning.
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Lesson 5
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Sex, marriage and divorce
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The nature and purpose of marriage.
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Students should know and understand the purpose
of marriage within the religions being studied. They should understand the
nature of marriage, including ideas of commitment, responsibility,
faithfulness etc.
Students should understand that there is a
variety of attitudes towards marriage depending on religions studied, for
example many Christians marry ‘for love’ whilst many other religious
believers may have an arranged marriage.
How might the expectations vary of marriage?
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Students could watch relevant clips of marriage
services taking place and identify through the words and symbolism what the
purpose of marriage is in the religions being studied. Alternatively they
could study the vows and promises that are made between couples.
What do these vows teach about the expectations
religions have of marriage?
Are these expectations realistic in today’s
modern age?
How do the vows/promises vary between the
religions being studied and in what ways are they similar? Students could
highlight the similarities and difference on copies of wedding vows from
different religions.
Consider how a marriage ‘for love’ may be
different to an arranged marriage. What expectations might the different
couples have? What role do parents play in marriage?
Differentiation
and extension
Make a list of reasons why many religious people
make vows and choose to get married.
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Relevant marriage clips from You Tube, and/or
copies of marriage vows such as from the Anglican ‘Common Worship’ service
book.
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Lesson 6
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Sex, marriage and divorce
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Same-sex marriage and cohabitation.
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How is cohabitation different to marriage? How do
religions respond to cohabitation?
What are religious attitudes towards same-sex
marriage?
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Discuss: Paired discussion then pairs join to
make a four. How is marriage different
to cohabitation? If a couple are in a long-term, loving, cohabiting
relationship does it matter if they have not had a marriage service? Is
marriage really just a ‘bit of paper’?
Why are so many religions not in favour of
same-sex marriages? Why within religions is there a variety of attitudes for
example in Christianity, the Roman Catholic view compared with the Quaker
view.
Differentiation
and extension
Students to record the key points from their
discussions and the key religious teachings on the topics.
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Relevant text-book or other source outlining
religious teaching and attitudes to cohabitation and same-sex marriage.
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Lesson 7
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Sex, marriage and divorce
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Divorce, including reasons for divorce, and
remarrying.
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Students should know what divorce is and the
impact it can have on a family and its members. They should understand
reasons for divorce and know and understand the religious attitudes, beliefs
and teachings about divorce and the religions’ response to remarriage.
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In pairs identify reasons why marriages fail.
Compare the list with another pair and then as a four discuss the impact that
divorce can have on a family. Feedback
thoughts to whole class.
Other questions to consider:
Should couples stay together if there are
children in the family?Is it too easy to get a divorce today?Should people remarry? Is it likely to be successful?What do learn from the statistics about
divorce and how it is changing over time?
Differentiation
and extension
Students to research religious attitudes,
teachings and beliefs concerning divorce and remarriage and record their
findings.
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Check ONS website for recent statistics for
divorce and remarriage.
Textbook or other resources outlining religious
belief, teachings and attitudes towards divorce and remarriage.
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Lesson 8
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Sex, marriage and divorce
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Ethical arguments related to divorce, including
those based on the sanctity of marriage vows and compassion.
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Students should consider arguments put forward
against and favour of divorce based upon ethical considerations.
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What do the marriage vows teach about marriage
and what impact do these have on attitudes to divorce?
Students could consider different scenario/case
studies and decide what advice a religious leader would give a couple and why
they would give the advice. Decisions based on the teaching from the marriage
vows.
Where does compassion fit into the discussion?
Might divorce be a ‘least worst’ option?
Differentiation
and extension
Answer the following question:
‘Marriage vows should never be broken’.
Evaluate this statement and consider what
religions would say.
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Teacher devised senarios.
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Lesson 9
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Families and gender equality
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The nature of families including: the role of parents
and children, extended families and the nuclear family.
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Students should know and understand the key terms
extended family and nuclear family.
Students should understand how the nature of
families have changed in society and should consider what counts as a family.
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Consider how families are portrayed in the media
for example soap operas.
Discuss in pairs, groups or class: How true to
life is the portrayal? What should the ideal family be like? Is there in fact
an ideal family type? How has the family changed over the years? What types
of family exist? (Link to the definitions of nuclear family and extended
family, could also consider reconstituted or blended families which are
increasingly common in society.)
Do people have to be related to you to be family?
What is the purpose of a family? What role do
parents play in the family? What role do children play in the family?
Differentiation
and extension
Answer the following question.
What do religions teach about the nature of the
family and the role of parents?
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Clips from soap operas showing how families are
portrayed.
ONS website for statistics in how nature of the
family has changed over the years in the UK.
Textbook with religious attitudes and teachings
about the nature of the family and role of parents.
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Lesson 10
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Sex, marriage and divorce
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The purpose of families, including:
procreation,
stability and the protection of children, educating
children in a faith.
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Students will need to know and understand the purpose
of family in the religions they are studying and the importance of the family
as the right place for procreation. They will also need to understand the
role of the family in providing a stable environment for raising children and
protecting them and also know how families may educate their children in the
faith they are being raised in.
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Investigate:
Why the family is thought to be the appropriate
place for procreation by religions?
Consider, how does the family unit provide
stability and protection for children?
How are children educated in a faith within the
family?
Differentiation
and extension
Students record their findings.
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Appropriate material from textbooks or access to
internet for research.
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Lesson 11
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Sex, marriage and divorce
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Contemporary family issues including: same-sex parents
and polygamy.
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Students will need to know and understand
contemporary family issues and how religions respond to them. In particular
same-sex parents and polygamy.
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Looking back through the work done on sexual
relationships and the family so far, explain how you think religions might
respond to the issues of same-sex parenting and polygamy. (Check
understanding of the term polygamy.)
Investigate further to see if you think these
attitudes are correct and explain why religions hold the views they do about
same-sex parenting and polygamy.
Differentiation
and extension
Make a list of what you think are six good
qualities of being a good parent. Consider if same-sex parenting or polygamy
would affect any of these qualities.
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Class notes from earlier lessons.
Suitable text book or material outlining
religious attitudes to same-sex marriage and polygamy.
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Lessons 12, 13 & 14.
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Sex, marriage and divorce
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The roles of men and women
Gender equality
Gender prejudice and discrimination including
examples.
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Students should know and understand religious
teachings, beliefs and attitudes about the roles of men and women. This will
include how those roles are changing over time as religions re-assess their
views. They should also understand the reasons for these roles in the
religion and consider the idea of being equal but having different roles,
which is a traditional explanation for perceived inequality.
Students should also know the meaning of the
terms prejudice and discrimination and be able to apply the ideas to gender.
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Students complete survey of who does various
household jobs, such as cleaning the bathroom, vacuuming, taking the bins
out, washing up, washing the car, doing the ironing, cooking , managing
money, mowing the lawn etc, in their household.
Students compare results in groups of four.
Considering the survey, what conclusions can be drawn about roles of
individuals in the household?
Are there any things which seem surprising?
Students could research the number of women and
men holding particular jobs such as business executives, teachers, cleaners
etc. What does the information show? Why might there be differences between
the numbers of men and women in particular jobs?
What do religions say about the roles of men and
women?
Explore the traditional and more recent teaching
about the roles of men and women in the religions being studied.
What is meant by the idea that men and women are
equal but have different roles?
Is this just an excuse for inequality?
How is the role of women shown to be important in
the teaching of the religions?
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Simple survey tick-sheet.
Suggested headings are: Task,
Female Adult
Male Adult
Female Child(ren)
Male Child(ren) .
Internet research for up to date information
about domestic roles for example 52% of males say the cooking of the evening
meal is shared by them and their partner but 70% of mothers say they cook the
evening meal.
Internet access for researching gender breakdown
of jobs in society.
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Consider the teachings of the religions. What do
they teach about the roles of men and women and what do they teach about
prejudice and discrimination? Do they match?
Differentiation
and extension
Are women discriminated against in religion?
Examples of possible discrimination, for example
women in the RC church cannot be priests. Christian teaching seems contradictory
Galatians 3:28 cf. Ephesians 5:22, Theravada Buddhist women pray for their
reincarnation to be as a man. In Islam religious leaders are men and in both
Islam and Orthodox Judaism women sit separately to men at the mosque or
synagogue.
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Lesson 15
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Sex, marriage and divorce
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Revision and assessment.
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Consider the types of questions to be asked in
the exam on sex, marriage and divorce.
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Review the topic and the important areas to know,
understand, evaluate and revise.
Discuss a specimen question.
Attempt a 12 mark AQA type question.
Use peer marking to get students used to the
levels of response.
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Specimen exam question.
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Religious Studies – Thematic
studies
Religious, philosophical
and ethical studies in the modern world: Theme B – Religion and life
To help teachers plan a
course of study for the new GCSE Religious Studies A specification (8062), a
possible scheme of work is provided below. This is purely illustrative of one
way in which this course might be delivered and it is not intended to be in any
way prescriptive. Teachers will need to develop schemes which suit the
arrangements and time allocations of their own schools and colleges. Provided
the specification content is covered, teachers can adopt any approach they wish.
Assumed
coverage
This scheme of work is
based on 120 guided learning hours for the full GCSE.
Each of the themes
studied should be covered in approximately 15 hours.
Teach
alongside: the two religions studied for Component 1 and the other three
thematic studies from Component 2.
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The
origins of the universe and life
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Lesson 1
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The origins and value of the universe –
scientific theories
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The relationship between scientific views, such
as the Big Bang theory, and religious views.
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Students will be able to outline a scientific
theory of the origin of the universe eg Big Bang theory and explain the
evidence that supports it.
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Students might be asked to complete a timeline of
the universe according to the Big Bang theory, and then be required to
explain two key pieces of evidence for the theory – the Red Shift and Cosmic
Microwave Background Radiation (CMBR).
Differentiation
and extension
Those more able at science could assist those
less able to understand the key details of the theory. The less able should
concentrate on knowing an outline of the Big Bang theory rather than the
evidence for it. The higher ability students may wish to investigate other
scientific theories about the origins of the universe.
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Video or information sheet on the timeline of the
universe according to the Big Bang model.
Suitable textbook on the evidence for the Big
Bang theory – possible opportunity to collaborate with the Science department.
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Lesson 2
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The origins and value of human life
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The relationship between scientific views, such
as evolution, and religious views.
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Students will be able to outline a scientific
theory of the origins of life eg the theory of evolution and explain the
evidence that supports it.
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Students might be given a list of key terms in
the theory of evolution, eg natural selection, survival of the fittest,
variation, struggle, mutation. They
can then seek to understand these terms in such a way that they can write an
explanation of the theory of evolution using and defining all of the terms
correctly.
Differentiation
and extension:
Those more able at science could assist those
less able to understand the key details of the theory and the evidence.
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Textbook information on the theory of evolution –
maybe work with Biology teachers.
Video explanations of the examples that provide
evidence for evolution – Darwin’s Finches, peppered moths.
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Lesson 3
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The origins and value of the universe
The origins and value of human life
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Religious teachings about the origins of the universe.
Religious teachings about the origins of human
life.
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Students will know the details of religious
teachings about the origins of the universe and human life.
Students will understand the reason why religious
people might accept these teachings.
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Students might read scriptural or traditional
teachings about the origins of the world and of human life, in order to know
these stories in detail, focussing on key events.
Students could then find out why religious people
might accept these teachings; why do they have authority?
Differentiation
and extension
More able could be given teachings/scripture and
be required to summarise it themselves.
Less able could be given teachings and an outline
structure of the story to complete key details.
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Scriptures or traditional accounts of the origins
of the universe eg Genesis accounts.
A suitable textbook.
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Lesson 4
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The origins and value of the universe
The origins and value of human life
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Religious teachings about the origins of the
universe and the origins of life, including different interpretations.
The relationship between scientific views and
religious views.
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Students will understand the reasons why the
scientific and religious teachings might be considered incompatible, including
reasons why the scientific views might be considered more persuasive and also
why the religious beliefs might outweigh the scientific.
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By comparing the religious and scientific
teachings, students might identify problems in trying to accept both accounts
– are there any points that contradict? eg, timescales, order of events. Why
might someone consider scientific evidence more persuasive than religious
belief and vice versa? What kind of
interpretation of these teachings would lead to a rejection of the scientific
and acceptance of the religious?
Differentiation
and extension
Leading questions could be useful to focus the
thinking of lower ability, while a more open approach might be appropriate
for higher ability.
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Explanations from prominent thinkers on the
incompatibility of science and religion in these matters eg, Richard Dawkins;
creationists.
A suitable textbook.
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Lesson 5
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The origins and value of the universe
The origins and value of human life
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Religious teachings about the origins of the
universe and the origins of life, including different interpretations.
The relationship between scientific views and
religious views.
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Students will understand the reasons why the
scientific and religious teachings might be considered compatible.
By the end of this lesson, students should know
and understand the different accounts of creation and their interpretations
and be able to apply these to the issues to come.
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Students could explore how different, non-literal
interpretations of the scripture might lead some religious people to accept
both the scientific and religious views together. By reading different accounts from the history
of religion of how scriptures and traditional teachings can be interpreted
(the role of metaphor, symbolism, allegory; the importance of historical
context, etc.) students can see that the two accounts might be asking
different questions and approaching the issue from different angles.
Differentiation
and extension
More able students might be given more general
work on the interpretation of scripture and required to apply these to
teachings about creation, in light of scientific evidence.
This might be an excellent chance to try a range
of 4 mark explanation questions as well as a 12 mark evaluation question.
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Accounts of thinkers who have sought to view the
scientific theories and religious teachings as compatible, or at least as not
incompatible.
Explanations of the context and various forms of
language found in scriptures and traditional teachings.
A suitable textbook.
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Lesson 6
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The origins and value of the universe
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Religious teachings about the value of the world
and the duty of human beings to protect it, including stewardship, dominion,
responsibility and awe and wonder.
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Students will understand a variety of religious
teachings about the duty to protect the planet, building on their knowledge
of creation accounts.
Students will be able to explain the meaning of
key terms eg, stewardship, dominion, responsibility, awe and wonder.
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Using the religious accounts of creation that
they already know, students could closely focus on particular teachings that
concern the role and place of humans in respect of the rest of the
world. Additional teachings that
expand on these can also be used.
Particular attention might be applied to understanding how the same
teaching can be interpreted in different ways, for example how one teaching
can be used to support the idea of stewardship while a different
interpretation can be used to support the idea of dominion.
This lesson could be kept on a more conceptual
level with application to specific issues to follow.
Differentiation
and extension
Higher ability students might make greater use of
primary texts, such as teachings of religious leaders. When looking at different interpretations
of the same teaching, lower ability students might use a card sort to
identify the different interpretations.
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Accounts of creation already used plus religious
teachings that build and expand on these on the theme of humans and their
role and place in the world – teachings from religious leaders are likely to
be very useful here.
Teachings that consider the importance of future
generations will be very useful here, such as the Golden Rule.
A suitable textbook.
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Lesson 7
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The origins and value of the universe
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Religious teachings, beliefs and attitudes about
the use and abuse of the environment, including the use of natural resources,
pollution.
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Students will be able to apply their knowledge
and understanding of religious teachings about the origins and value of the
world, including the role and place of humans in the world, to various
environmental issues.
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Students could begin with a reminder of key
teachings covered in previous lessons.
Perhaps using a market place activity, students could then consider a
number of specific environmental issues eg, fossil and renewable fuels,
habitat management and apply these teachings to these issues.
Examples of religious people who are active in
these areas would be very useful. Students could describe the work of these
people and explain their motivation with reference to the teachings already
studied.
Differentiation
and extension
Lower ability students could be given more
guidance in application of these teachings by being given a range of possible
answers and having to identify the one that best applies the teachings.
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Information sheets on a small number of
environmental issues, for example, on fossil fuels. This might include
information about how we use power as a society, the problems caused by
fossil fuels and the difficulties in replacing them with other sources.
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Lesson 8
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The origins and value of the universe
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Religious teachings about the use and abuse of
animals, including animal experimentation and the use of animals for food.
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Students will be able to apply their knowledge
and understanding of the main religious tradition in Britain (Christianity)
and one or more other religious tradition to the issue of animal
experimentation and also from at least one religious tradition to the use and
abuse of animals and the use of animals for food.
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Students could begin with a recap of key
teachings already studied that might be relevant to the issue of the use and
abuse of animals.
Students can then apply these teachings to the
use of animals mentioned, working out what the different teachings might say,
with a particular focus on how the teachings are interpreted in contemporary
British society.
By studying Christian teachings and at least one
other religious tradition, students should be able to explain contrasting
religious views on animal experimentation.
This would be a good opportunity for students to
work on an evaluation question.
Differentiation
and extension
Answering a range of 5 mark explanation questions
will help students to develop the skills required in applying teachings to
issues.
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Religious teachings on contrasting views concerning
the use of animals from Christianity and at least one other faith.
Examples of religious people who have been active
this area would also be helpful.
A suitable textbook.
Exam question and marking criteria (including
levels of response).
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 9
|
The origins and value of human life
|
The concepts of sanctity of life and the quality
of life.
|
Students should be able to explain the concepts
of sanctity and quality of life, and be able to differentiate between the
two, recognising where they may come into conflict with each other.
|
Students could begin by recapping key teachings
they already know about the value of human life.
Teachers could then teach the concepts of the
sanctity of life and quality of life, along with any supporting religious
teachings, recognising the absolute and relative nature of these terms.
Students could debate which is the more important
of these concepts, making sure that they consider both what help and what
difficulties the use of such concepts might bring eg, the sanctity of life is
clear, but inflexible while the quality of life is flexible, but can lack
clarity.
Differentiation
and extension
Higher ability students could be given scenarios
in which the sanctity and quality of life might apply and be asked to
consider the strengths and weakness of these approaches.
|
Religious teachings on the sanctity and quality
of life.
Realistic scenarios in which the debate is
significant. These might focus on
abortion and euthanasia as the issue to come.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 10
|
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
abortion, including situations when the mother’s life is at risk.
|
Students should know and understand various
religious teachings on the issue of abortion and how they apply to the different
circumstances in which abortion might be considered in contemporary Britain.
|
Students could explore with the teacher what is
meant by abortion, including the situations in which abortion might be
considered eg, risk to the health of the unborn baby, risk to the health/life
of the mother.
Students could learn about specific religious
teachings on abortion, building on what they already know from previous
lessons. The emphasis could be on the absolute and relative nature of these
teachings and how they are applied to the scenarios discussed earlier in the
lesson.
Differentiation
and extension:
For lower ability students, teachers could
emphasise the most important of the teachings, but require them to show how
these might apply to the different situations. Higher ability students could
consider evaluating points when applying the teachings to situations.
|
Religious teachings on abortion, notably those
that build on key teachings already studied. Ensure that these teachings
cover the diversity of views within the religion and reflect the sanctity vs
quality debate.
A suitable textbook.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 11
|
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
abortion, including situations where the mother’s life is at risk.
|
Students should be able to debate the arguments
surrounding abortion, using religious teachings in support of different
points of view including the main religious tradition in Britain
(Christianity) and one or more other religious traditions.
|
Students could work in groups to write speeches
arguing different sides of the abortion debate and then work with members of
a different group. They could
concentrate on being able to argue any side of the debate, including how to
refute the points made by the opposition.
The teacher might take a role of arguing from a different religion or
a non-religious perspective with students required to counter these arguments
from a different religious perspective.
This could lead into a 12 mark evaluation
question, with students required to argue and evaluate both sides of this
debate.
|
An information sheet showing religious teachings
from different faiths concerning the sanctity of life and showing compassion.
A suitable textbook.
Exam question and marking criteria.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 12
|
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
euthanasia.
|
Students should be able to explain the reasons
why euthanasia might be considered in certain circumstances, as well as begin
to consider the various ethical issues that arise from these circumstances.
|
Students could begin by considering some of the
cases that appear in the media where euthanasia is considered an option. They ought to be able to distinguish
between active and passive euthanasia, using cases such as Diane Pretty and
Tony Bland.
From this they can begin to consider the ethical
issues – is it right for someone to be able to make this decision? What about situations where someone can’t
make their decisions known? Is it
right for someone to help someone else to die? Refer back to the debate between the
sanctity and quality of life to help structure this task.
|
Case studies, such as Diane Pretty and Tony
Bland.
A suitable textbook.
|
|
Lesson
Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 13
|
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
euthanasia.
|
Students should be able to apply their knowledge
and understanding to the issues raised by euthanasia and then be able to
understand further religious teachings on this issue including from the main
religious tradition in Britain (Christianity) and one or more other religious
traditions.
|
Starting with the ethical questions raised in the
previous lesson, students should apply what they already know to develop
initial understandings of religious beliefs and attitudes on euthanasia. As they do this, they should consider the
strengths and weaknesses of these positions, especially in the context of the
sanctity vs quality of life debate.
Now add in further religious teachings, requiring
students to place these alongside the other teachings they have already
used. Which do they support, which do
they oppose?
Based on this, a 12 mark evaluation question can
be attempted, building on feedback from the previous attempt.
Differentiation
and extension
For higher ability, use primary texts when
introducing the further teachings. For
lower ability, use paraphrased teachings.
|
Relevant religious teachings, building on those
already known about the value of human life, the sanctity and quality of
life, along with further teachings, perhaps from religious leaders.
A suitable textbook.
Exam question and marking criteria.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 14
|
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
death and an afterlife.
|
Students should be able to understand beliefs and
attitudes about death and an afterlife, relating these to religious
teachings.
|
Students could begin by discussing the question
when is a person actually dead eg when the heart stops or the brain ceases to
function. Is death the end or is there evidence of life after death? Consider
issues like near death experiences, does a soul exist, ideas of resurrection
and reincarnation.
Look at what a religion says about an afterlife,
considering issues like judgement or karma and where the ‘new’ life may take
place.
Differentiation
and extension
Look at examples from a different faith about
beliefs concerning life after death.
|
Video or account of Ian McCormack’s claim of
dying and coming back to life or similar story.
Information sheet describing beliefs about an
afterlife.
A suitable textbook.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 15
|
The origins and value of the universe
The origins and value of human life
|
Religious teachings, beliefs and attitudes about
religion and life.
|
Students will complete an end of unit assessment.
|
Full end of unit assessment.
|
Assessment question(s)
Marking criteria including levels of response.
|
Religious,
philosophical and ethical studies in the modern world: Theme D – Religion,
peace and conflict
To help teachers in
planning a course of study for the new GCSE Religious Studies A specification
(8062), we have provided a possible scheme of work. This is purely illustrative
of one way in which this course might be delivered and it is not intended to be
in any way prescriptive. Teachers will need to develop schemes which suit the
arrangements and time allocations of their own schools and colleges. Provided
the specification content is covered, teachers can adopt any approach they
wish.
Assumed
coverage
The scheme of work which
follows is based on 120 guided learning hours for the full GCSE.
Each of the themes
studied should be covered in approximately 15 hours.
Teach
alongside: The two religions studied for Component 1 and the other three
thematic studies from Component 2.
|
Religion, violence, terrorism and war
| |
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
| |
|
Lesson
1
|
Peace and justice
|
Religious teachings about peace and justice
|
Students will be able to understand the religious
teachings about the meaning and significance of peace and justice.
|
Ice breaker. Ask students what they think peace
and justice means.
Students could be given information on religious
teachings on peace and justice and work in pairs to decipher what these
teachings mean.
Working individually students could design their
own peace symbol.
Differentiation
and extension
More able students could be given the teachings
and be required to summarise the meaning themselves. Less able could be given
the teachings and clues to help them understand the meaning.
|
Religious quotes on peace and justice.
Dictionaries
Pictures of different peace symbols used around
the world.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
2
|
Forgiveness and reconciliation
|
Religious teachings about forgiveness and
reconciliation.
|
Students will be able to understand the religious
teachings about the meaning and significance of forgiveness and
reconciliation.
|
Students could produce key word cards and their
meanings on the first four key words of peace, justice, forgiveness and
reconciliation
Students might watch a video or situation
scenarios about forgiveness.
Depending on the religions chosen, students could
look at various teachings about forgiveness, for example, the story of the
prodigal son, teaching from the bible.
Differentiation
and extension
Students might be asked to write down a time they
forgave someone and how they reconciled their differences.
Students could watch a video of a Holocaust
survivor and how they forgave the perpetrators, as an example to bring in
another religious view.
|
Key word card –blanks
Video on forgiveness
Relevant religious teachings stories on
forgiveness.
A relevant textbook.
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
3
|
Violence including violent protest
|
Religious understanding of attitudes to violence
and violent protests.
|
Students will have knowledge and religious
understanding of violence and violent protests.
Students will understand attitudes from
Christianity and at least one other religion to violence and violent protests.
|
Students could look at a stimulus of violence or
a violent protest and write down their thoughts and feelings using the 5w’s,
where, why, what, who, when. Ideas for a stimulus could be: rounding children
up during the Holocaust, black and white people being mistreated in USA.
Questions could then be asked relating to the stimulus.
Students might study quotes from Christianity and
another faith on violence.
Students could then empathise as a religious
person, by writing a diary account of their feelings and thoughts of the
event.
Students could in groups’ answer a question
related to this topic and then go round a carousel adding answers to other
related questions.
Differentiation
and extension:
As an extension students could compare their
diary with an exert from the diary of Anne Frank.
|
Stimulus pictures
A selection of relevant exam questions
Use of the internet
Text books on religious attitudes to violence.
5W sheet
Exert from diary of Anne Frank – annefrank.org.uk
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
4
|
Terrorism
|
Religious understanding of and attitudes to
terrorism
|
Students will have knowledge and understanding of
the religious attitude to terrorists and terrorism.
|
Students could look at a PowerPoint on terrorism,
what does terrorism mean? eg, freedom fighter or terrorist and consider
examples of terrorism through history. Students could look at video clips of
reports of terrorist attacks and answer questions relating to what happened
in these attacks.
A debate could be prepared on a particular
scenario where terrorism might be involved, showing a religious view and a
non-religious view.
Students could look at specific teachings related
to terrorism and how people interpret them in different ways.
Differentiation
and extension:
Higher ability students could be given more
specific teachings or situation scenarios to comment on.
Less able students might be asked to write down
their thoughts on terrorism using specific examples.
|
PowerPoint or
Video clips eg, of 9/11
Information sheets on specific teachings.
Question sheets
Resource sheets on examples of terrorism.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
5
|
War
|
Religious attitudes to war, including the reasons
for war including greed, self-defence and retaliation.
|
The focus is on understanding why people go to
war.
|
Students could start the lesson by listening to
an appropriate song about war and note down what the artist is saying about
it.
In small groups, students could list the reasons
why people go to war or they could do a sorting exercise matching why a war
might happen with the reasons and then fill in a reasons grid.
Students could list the films that depict war and
the consequences.
Differentiation
and extension
Higher ability students could list the
consequences of war. Less able students could do a sorting exercise depicting
what happens because of war.
|
Song and lyrics.
Lists for the sorting activities.
Reasons grid.
A relevant textbook.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
6
|
Nuclear war
|
Religious attitudes to the use of weapons of mass
destruction.
|
Students will understand the religious attitudes
towards the possibility of a nuclear war.
|
Students could look at a suitable PowerPoint on
attitudes to nuclear war and the consequences of nuclear war including
references to the sanctity of life.
Students might discuss nuclear war and the
consequences. Students could look at the religious teachings from
Christianity and one other faith and see how they might apply to weapons of
mass destruction.
Differentiation
and extension
Higher ability students could research Hiroshima
and Nagasaki and the devastating consequences and why some people believed it
was the right thing to do. The less able students could do a sorting activity
looking at the different weapons of mass destruction.
|
PowerPoint
Resources on nuclear war.
Debate materials
Various religious teachings on war.
Sorting activity
A relevant textbook.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
7
|
The just war theory
|
What are the criteria for a just war: holy war?
|
Students will have knowledge of the just war
theory
|
Students could produce a mind map of reasons why
people go to war?
Students might do a card sort of just war views
versus pacifist views.
The criteria of the Just War theory to be
recorded.
Differentiation
and extension
Students could produce a poster on the ‘Just war
theory’ and who initiated it.
|
Mind map template
Card sort
List of the just war theory criteria.
A relevant textbook.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
8
|
The holy war
|
What are the criteria for a ‘holy war’?
|
Students will have knowledge of what is regarded
as a holy war.
|
Discussion about whether any war could be called
‘holy’.
What are the criteria which some religions
believe are necessary for a war to be ‘holy’?
Compare and contrast the holy war criteria with
that of the just war.
Differentiation
and extension:
All students to attempt an exam question on
either the Just War or Holy War. Differentiation by outcome.
|
List of the holy war criteria for the religions
who advocate the idea.
A relevant textbook.
|
|
Religion and belief in 21st century
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 9
|
Religion and belief as a cause of war and
violence
|
Why does religious belief sometimes cause war and violence?
|
Students will gain an insight into – does
religion and belief cause war and violence?
|
Students could look at examples of religious wars
in history eg, Crusades and modern situations where there is religious
intolerance and persecution.
Students could discuss why religion can become a
cause for war when most religious teachings suggest that believers should
promote peace.
Differentiation
and extension
Students could write a poem or Haiku on the
dangers of intolerance.
|
Examples of wars or unrest caused by religious
belief.
Images
Examples of religious teachings about war.
A relevant textbook.
|
|
Lesson Number
|
Topic title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 10
|
Religious understanding of and attitudes to
pacifism
|
What does pacifism mean? What do religions
understand about pacifism?
|
Students will gain knowledge of the religious
attitudes to pacifism in Christianity and at least one other faith.
|
Students might want to watch some clips of people
who were pacifist’s eg, Gandhi.
Students could record and learn some specific
religious teachings from Christianity and at least one other faith, which
refers to peace.
Differentiation
and extension
Students could answer an exam question on
pacifism.
|
Video clips
Religious teachings about peace.
A relevant textbook.
Exam questions and mark scheme including levels
of response.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 11
|
Religion and peace-making in the 21st
century
|
To look at the work of individuals who helped
make peace because of their religious teachings.
|
Students will have knowledge and understanding of
individuals who helped make peace due to their beliefs.
|
Students could research religious believers who
helped to make peace and produce a leaflet on their chosen individual.
Students could partake in ‘be the expert’ group work,
where they have a chosen individual and report to the rest of the group on
him or her.
Differentiation
and extension
Students might be asked to use the Internet to
find out more of the work of the chosen individuals.
|
Resource material on specific individuals who
have helped to worked for peace eg,Dalai Lama.
A relevant textbook.
|
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 12
|
Religious responses to victims of war.
|
To look at a present day religious organisation
that helps victims of war.
|
Students will gain knowledge on organisations
that help victims of war.
|
Students could discuss what happens to the
victims of war and produce a list.
Students could use the internet to research organisations
that help victims of war and then produce their own PowerPoint on the
specific organisation.
Differentiation
and extension
Students might be asked to research the suffering
of the Jews in the Holocaust.
|
Use of the internet.
Text books
|
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 13
|
Recap and revision on unit.
|
What have we learnt from this unit?
|
Students will recap on what they have learnt
throughout the unit.
|
Students could produce various learning resources
to help them prepare for a test on this unit for example, key word cards,
mind maps, resource leaflets, be the examiner task etc.
Differentiation
and extension
Prepare for an exam on this unit in the next lesson.
|
Card
Text books
Internet
Be the examiner questions and mark scheme.
|
|
Lesson Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lessons 14 and 15
|
Examination practice
|
To look at possible questions on the topic of Religion,
Peace and Conflict.
|
Students will gain knowledge of possible exam
questions and technique.
|
Students might attempt to answer various
questions. This could be done in various ways eg, write one sentence and then
pass it on to the next person to do the second and so on. After an
appropriate number, some answers could be read to the class. Using the levels
of response the completed work could be graded and the reasons for the marks
awarded given.
Some questions could be answered entirely by the
individual students. Instant feedback could be given if some of the answers
are read out. Some could be collected in by the teacher for marking.
Differentiation
and extension
The questions asked could be chosen as
appropriate for the ability of the students attempting them.
|
Exam questions.
Mark scheme and levels of response.
|
|
Religious, philosophical
and ethical studies in the modern world: Theme F – Religion, human rights
and social justice
To help teachers
plan a course of study for the new GCSE Religious Studies A specification
(8062), we have provided a possible scheme of work. This is purely illustrative
of one way in which this course might be delivered and it is not intended to be
in any way prescriptive. Teachers will need to develop schemes which suit the
arrangements and time allocations of their own schools and colleges. Provided
the specification content is covered, teachers may adopt any approach they
wish.
Assumed coverage
The scheme of
work which follows is based on 120 guided learning hours for the full GCSE.
Each of the
themes studied should be covered in approximately 15 hours.
Teach alongside: The two religions studied
for Component 1 and the other three thematic studies from Component 2.
Religious, philosophical and ethical studies in the modern
world: Religion, Human Rights and Social Justice
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lessons
1 and 2
|
Human Rights.
|
Prejudice
and discrimination in religion and belief, including the status and treatment
within religion of women and homosexuals.
|
Students
understand the meaning of the terms prejudice and discrimination and
understand religious teaching, beliefs and attitudes about these two ideas.
Students
should be able to apply this teaching about the attitudes of religions to the
status and treatment of women and homosexuals.
Remember
that the status of women in religion is one of the three topics which
students need to have studied in relation to the main religious tradition in
Britain (Christianity) and one or more other religious traditions.
Students
studying two religions other than Christianity will need to be aware of
Christian beliefs and provide some support for the beliefs held.
|
Teacher
input to clarify understanding of the terms prejudice and discrimination and
general teaching on prejudice and discrimination. Brainstorm what causes
prejudice and discrimination.
Students
work in groups to research how attitudes to the status and treatment of women
and homosexuals have changed in British society eg, Equal pay act 1970/
Legalisation of homosexuality 1967 etc.
Students
research attitudes of the religions being studied, including Christian
beliefs about the status of women in religion. Is there a diversity of views,
if so why? Are religions changing?
Students
record their findings either by making notes as others teach them or students
produce handouts and use those to teach the group members later on.
Differentiation and extension
Answer
the following questions.
Give
two contrasting views about the role of women in British society.
Give
two contrasting religious views about homosexuality.
|
Key
fact sheet defining prejudice and discrimination and outlining religious
teaching about prejudice and discrimination.
Resources
for research showing religious attitudes to status and treatment of women and
homosexuals.
To
consider:
Religions
often talk about men and women being equal but having different roles, is
this an excuse for discrimination or is there genuine equality between the
sexes?
|
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 3
|
Human
Rights
|
Issues
of equality, freedom of religion and belief including freedom of religious
expression.
|
Consider
the religious teaching, beliefs and attitudes on religious freedom and belief
and expression and the teaching on equality.
Remember
that freedom of religious expression is one of the three topics which
students need to have studied in relation to the main religious tradition in
Britain (Christianity) and one or more other religious traditions. Students
studying two religions other than Christianity will need to be aware of Christian
beliefs and provide some support for the beliefs held.
|
Questions
to investigate:
Is life
unfair? What causes this unfairness?
Why did
the United Nations adopt ‘The Universal Declaration of Human Rights (UDHR)’?
What
does the UDHR say about freedom of religion and belief including freedom of
religious expression? What do religions including Christianity teach on this
topic?
What do
religions teach about equality? How does this link into the issues of freedom
of belief and expression?
Is there
freedom of religion and religious expression in Britain? Is the situation the
same in all countries?
Differentiation and extension
Answer
the following question:
What
rights do you consider are the most important? Explain your reasons.
|
UNDHR
or extracts from it.
Relevant
textbook or internet access to research the religious attitudes and
teachings.
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 4
|
Human Rights
|
Human rights and the responsibilities that come
with rights, including the responsibility to respect the rights of others.
|
Students know what human rights are and why they
are important.
Students understand that with rights come
responsibilities.
|
Students could be given a list of things that
they are allowed to do. They could be asked to work out what their responsibilities
are that go with these ‘rights’. For example, they may be allowed to go out
with friends provided they are home by a certain time. It is therefore their
responsibility to be home by that time.
How do they feel if their ‘rights’ are taken from
them? (eg. being grounded for being late home?)
Looking at the UDHR, Why is it important to
protect people’s human rights? What responsibility do we have to protect
these rights?
Should people’s rights be protected even if we
disagree with them? Possibly consider the case of Charlie Hebdo. Is it always
right to have a Right to Free Speech?
What should be done when people’s human rights
are threatened? Research examples of times when human rights have been
threatened.
Either research what was done in the situation or
identify what could or should be done to change the situation if it is a
contemporary situation.
Differentiation
and extension
Write a letter or make up a petition supporting a
particular human right which may be being abused.
|
List of possible activities that students are
allowed to do.
Examples from the media of debates over human
rights such as Charlie Hebdo.
Internet access for research.
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson
5
|
Human
Rights
|
Human
rights and the responsibilities that come with rights, including the
responsibility to respect the rights of others.
|
Students
know religious teaching, beliefs and attitudes to human rights and the
responsibilities that come with them including the responsibility to respect
the rights of others.
|
Question
to investigate:
What are the main religious teachings and beliefs about human rights?What does it mean to respect the rights of others?
Students
investigate the religious teaching, beliefs and attitudes towards human
rights and the responsibilities that come with them and produce a fact file
from the information.
Differentiation and extension
Answer
the following question:
Explain
why it is important to show respect for others and be tolerant of beliefs
which are different from your own.
|
Text
book or other resource outlining the religious teaching, beliefs and
attitudes to human rights.
|
|
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Lesson
Number
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Topic
title
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Subject
specific detail
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Guidance
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Learning
activity
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Resources
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Lesson 6
and 7
|
Human
Rights
|
Social
Justice
|
Students
will be able to:
Explain
what is meant by social justice.
They
will be able to give examples of social injustice and consider ways in which
these can be overcome to bring about social justice.
They
will investigate religious teachings on the topic.
|
Students
could be given information on statistics about, for example, education,
housing, income, homelessness, benefits etc. to consider.
Working
in small groups, students could prepare a fact file explaining what these
statistics show.
Students
should be encouraged to consider the possible reasons for these variations?
Is it right that life chances are dependent on for example, where you live,
the school that you go to, the amount of money that your family has?
Introduce
the idea of ‘social justice’. What do students think this means?
Discuss
how might social justice have an impact on people’s lives? Is it a desirable
thing? Why/why not?
Students
investigate the teachings, beliefs and attitudes of the religions they are
teaching on the topic of social justice.
How
might religious believers respond to the teaching of their faith, what
practical activities might they do?
Differentiation and extension
Students
could research the work of an organisation that seeks to promote social
justice, or research examples of projects run by faith communities that
support social justice in some way.
|
Information
can be researched from the Joseph Rowntree Foundation website which gives a
lot of statistics showing trends over time etc.
(One
definition of social justice is ‘justice in terms of the distribution of
wealth, opportunities, and privileges within a society’)
A
suitable text book explaining the teachings, beliefs and attitudes of the
religions being studied.
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Lesson
Number
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title
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Subject-specific
detail
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Learning
activity
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Resources
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Lesson 8
|
Human Rights
|
Racial Prejudice and Discrimination.
Ethical arguments related to racial
discrimination (including positive discrimination), including those based on
the ideals of equality and justice.
|
Students understand the meaning of the terms
prejudice and discrimination and understand religious teaching, beliefs and
attitudes about these two ideas. They should be able to apply this teaching
to the attitudes of religions to racial prejudice and discrimination.
Students should consider the ethical arguments
such as positive discrimination, equality and justice.
|
Recap on some of the causes of prejudice and
discrimination.
What does the Universal Declaration of Human
Rights say about racial prejudice and discrimination?
What key religious teachings used previously are
relevant in this discussion?
Research other relevant teachings for the
religions being studied.
Discuss how justice and equality fit into the
religious teaching. Is it ever right to positively discriminate in somebody’s
favour?
Does positive discrimination mean others are
discriminated against?
Positive discrimination is unjust, do you agree?
Differentiation
and extension
Answer the following question :
‘All prejudice is wrong.’ Do you agree?
|
Previous notes on religious attitudes to
prejudice and discrimination.
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Lesson
Number
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Topic
title
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Subject-specific
detail
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Guidance
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Learning
activity
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Resources
|
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Lesson
9
|
Wealth
and Poverty
|
Religious
teachings, beliefs and attitudes about wealth, including its uses.
|
The
focus is on what religions teach about wealth and how it should be used. It
may be useful to consider ways in which people find themselves either rich or
poor, as well as considering the question of what we mean by poor,
introducing the idea that poverty is often relative.
Remember
that the uses of wealth is one of the three topics students need to have
studied in relation to the main religious tradition in Britain (Christianity)
and one or more other religious traditions. Students studying two religions
other than Christianity will need to be aware of Christian beliefs and
provide some support for the beliefs held.
|
Pair or
Group activity: Compile a list of ways
people become rich. Then try and put the list into groups by linking them
with what they have in common.
Brainstorm
ways people become poor. In groups decide who (if anyone) is to blame for
poverty. Feedback to class.
Class
discussion: What do we mean by the terms rich and poor? Are we rich or poor compared to the Queen/
a top professional footballer/ somebody who is unemployed/ somebody living in
a developing country suffering from the effects of a natural disaster etc.
Idea of
relative/absolute poverty.
What do
the religions being studied including Christianity teach about wealth?
Differentiation and extension
Is it
wrong to be rich?
How
should wealth be used?
Do religious
believers have a duty to help the poor?
|
Suitable
text book outlining religious teachings, beliefs and attitudes to wealth and
its uses.
|
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Lesson
Number
|
Topic
title
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Subject
specific detail
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Guidance
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Learning
activity
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Resources
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Lessons 10 and 11
|
Wealth and Poverty
|
Religious teachings, beliefs and attitudes about
the responsibilities of wealth including the duty to tackle poverty and its
causes.
|
Students will need to know some of the causes of
poverty. These could include:
Reasons in the UK such as unemployment,
debt, low wages, wasteful spending patterns, lack of qualifications etc. Reasons for world poverty, location of
country, climate, population growth, natural disasters, political corruption,
world trade etc.
They will also need to be able to explain why
religious believers have a duty to tackle the causes of poverty. They could
also suggest some ways it could be overcome.
|
Students research reasons for poverty in the UK
and the world and produce a fact-file of their information.
Explain religious teachings that support the view
that religious believers have a duty to tackle poverty and its causes.
Select some of the causes of poverty and explain
how they might be overcome.
What is the difference between relative and
absolute poverty? Does this have an impact on how religious people should
tackle the issues in the UK and the world?
Differentiation
and extension
Research the work done by a religious agency that
is working to overcome poverty in the UK or abroad.
|
Suitable text book and material for researching
causes of poverty.
Notes made previously on religious teachings
about wealth.
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Lesson
Number
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Topic
title
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specific detail
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Guidance
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Learning
activity
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Resources
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Lesson
12
|
Wealth
and Poverty
|
Exploitation of the poor including
issues relating to fair pay, excessive interest on loans and people
trafficking.
|
Students
will need to understand the problems the poor face and then work out what a
religious response would be to the issues.
|
In groups, students research different
aspects and produce the information in some form of suitable presentation.
Possible questions for groups to look at could include:
Fair pay. What is meant by the
term? How do you decide what fair pay for something is? Is fair pay the same
as the minimum wage or the living wage? Who might be affected by fair pay?
Why is this a form of exploitation?
Excessive interest on loans. Why
is this a problem? Who is most likely to ‘suffer’ from this problem? What
effect might this have on a family? Why is this a form of exploitation?
People trafficking. What does
this mean? Where is it happening and who does it include? What effect does it
have on the individuals? How do they end up being exploited?
|
Suitable text book.
Use of the Internet, if it is
available.
Resources on fair pay, Excessive
interest on loans, people trafficking.
| |
|
|
Lesson
Number
|
Topic title
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Subject
specific detail
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Guidance
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Learning
activity
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Resources
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Lesson 13
|
Wealth
and Poverty
|
The
responsibilities of those living in poverty to help themselves overcome the
difficulties they face.
|
Students
will need to have a clear understanding of the teachings of the religions
they are studying in relation to the expectations they have of the poor.
Many
religions teach that people should seek to help themselves and should not be
reliant entirely on handouts from others.
|
Research
religious teaching about the poor and what the religions teach about the responsibilities
those living in poverty have.
Discuss:
How can the poor help themselves overcome the difficulties they face?Does it depend where they are in the world?Does it depend on whether they find themselves in absolute or
relative poverty?
Differentiation and extension
Answer
the following questions:
Give two ways the poor may be able to help themselves get out of
poverty.Give two reasons why it may be impossible for someone who is poor to
be able to break out of poverty.
|
Relevant
resources with teachings about poverty and the poor supporting themselves.
|
|
Lesson
Number
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Topic
title
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Subject
specific detail
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Guidance
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Learning
activity
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Resources
|
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Lesson 14
|
Wealth
and Poverty
|
Charity,
including issues related to giving money to the poor.
|
Students
will need to understand what is meant by the term charity and understand that
in some religions charity is a religious obligation.
They
will need to consider whether giving money always helps the poor, or is
support in other forms more appropriate.
|
Investigate
religious teaching about charity in the religions being studied and record
findings.
Is
giving money the best way to support the poor?
Discuss
how charity can best be provided to people in a) the UK and b) abroad.
Differentiation and extension
Students
could research the work of a religious relief agency that works in the
developing world and one that works in the UK. Compare and contrast the ways
in which they support those who are in need.
|
Resources
including a suitable text book, the Internet (if available) and religious
teachings, beliefs and attitudes about charity.
|
|
|
Lesson
Number
|
Topic
title
|
Subject
specific detail
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Guidance
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Learning
activity
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Resources
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|
Lesson
15
|
Human
Rights and Wealth and Poverty
|
Review
and assessment
|
Consider
the types of questions to be asked in the exam on human rights and wealth and
poverty.
|
Review
the topic and the important areas to know, understand, evaluate and revise.
Discuss
a specimen question.
Attempt
a 12 mark AQA type question.
Use
peer marking to get students used to the levels or response.
|
Revision
notes and or revision guide, Specimen exam question
|
|
Component
1: The study of religions – beliefs, teaching and practices: Catholic
Christianity
To help teachers in
planning a course of study for the new GCSE Religious studies specification
(8062), a possible scheme of work is provided below. This is purely
illustrative of one way in which this course might be delivered and it is not
intended to be in any way prescriptive. Teachers will need to develop schemes
which suit the arrangements and time allocations of their own schools and
colleges. Provided the content as given in the specification is covered, any sensible
approach is legitimate.
Assumed coverage
The scheme of work which
follows is based on 120 guided learning hours for the full GCSE.
Each of the religions
studied should be covered in approximately 30 hours.
Teach
alongside: The second religion studied for Component 1 and the four thematic
studies from Component 2.
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 1
|
One God as a Trinity of persons
|
The Father, Son and Holy Spirit, as expressed in
the Nicene Creed; the scriptural origins of this belief and its development
in the Council of Nicaea.
|
Students should know the meaning of the word
‘Trinity’ and understand why it is an important belief and teaching in the
Catholic Church.
|
Working in small groups students could describe
the Trinity using drawings, diagrams and pictures.
Students could explore the Rublev icon as a way
to explain the meaning of the Trinity.
Students could use St. Patrick as an example of
someone who explained the meaning of the Trinity.
Students could explore several examples of
biblical passages that explore the meaning of the Trinity. These passages
explain some of the roles of the Father, Son and Holy Spirit.
Students could be given a historical overview of
how and why the Nicene Creed was
created. They could focus on the role of the
Emperor Constantine. Students may explore the meaning of the term homoousios.
Extension
activity
They could discuss whether or not it is helpful
that the Catholic Church has a Creed that summarises and defines the faith.
|
Guided worksheets on the meaning of the Trinity.
Catholic prayers
Images, eg Rublev’s icon of the Trinity
Paintings.
Access to the internet to research St. Patrick.
A handout with some biblical references and
explanations, eg Matthew 28:19, Mark 1:9-11
The Bible
Textbook
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Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 2
|
One God as a Trinity of persons
|
The Father, Son and Holy Spirit, as expressed in
the Nicene Creed; the scriptural origins of this belief and its development
in the Council of Nicaea.
|
Students should understand the oneness of God.
Students should be able to know and understand
the unique roles of the Father, the Son and the Holy Spirit.
|
Students could be given a copy of the Nicene
Creed as used by the Catholic Church today. They could be asked to highlight
in different colours the key beliefs about the Father, the Son and the Holy
Spirit.
Students could focus on the teaching that
Catholic Christianity is a monotheistic faith – belief in one God.
Students could compare and contrast this belief
with other world faiths, and particularly with the other faith studied.
tudeouldcould be asked
to muste of the roles of the Father,
Son and Holy Spirit. of the Trinity. Extension Activity
Students could compare and contrast the creed
used in the Mass today to that of the original Nicene Creed that was put
together at the Council of Nicaea.
|
Textbook
Internet research on the beliefs of other faiths
about the nature of God, or a
handout on the views of God found in other world
faiths: as not existing, as one or as in many forms.
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Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 3
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Creation
|
Biblical accounts of Creation (Genesis 1 and 2)
and their significance for an understanding of the nature of God, the dignity
of human beings and of humanity’s relationship with creation.
|
Students should have knowledge of Genesis 1 and
2.
|
Students could be asked to read Genesis 1 and 2.
Students could be asked to complete a worksheet
on the story of Creation, reinforcing knowledge of the contents of Genesis 1
and 2.
The use of coloured posters and worksheets to
explain Genesis 1 and 2.
Students could discuss the role of humans in the
story of Creation. Focus on the reasons why God created humans last.
|
The Bible
(Genesis 1 and 2)
Worksheets on Creation
Video clips
Posters
Textbook
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Topic title
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Guidance
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Learning activity
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Resources
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Lesson 4
|
Creation
|
Biblical accounts of Creation (Genesis 1 and 2)
and their significance for an understanding of the nature of God, the dignity
of human beings and of humanity’s relationship with creation.
|
Students should understand how God can be
described as omnipotent.
Students should understand Catholic beliefs that:
God can be
seen as a great architect and an overseer of His creation.God is
benevolent God gave
humans a role within creation and what that role/ responsibility isHumans are
God’s creation and therefore have dignity.
Students should understand the meaning of
‘stewardship’.
|
From the story of Creation students could examine
and explore different ways of understanding the nature of God. They could do
this in paired work, as a preparation for the discussion that follows below.
As a class, students could discuss and debate the
following questions:
Did
God have a design in mind before he started?
Is
God someone who is all powerful?
Is
God someone who continues to watch over creation?
Is God benevolent?
What
does it mean to be a steward of the world?
How
do humans show respect for their own creation and the creation of the world?
Students may start to create their own glossary
of terms to learn and use (eg
|
Worksheets on Genesis 1 and 2 as a resource for
the paired discussion.
Textbook
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stewardship, omnipotent and benevolent). They
could then add to this throughout the course.
Extension
activity
Students may be asked to make a written response
to the questions above.
Students could attempt an exam question.
Give two beliefs about human beings found in the
Genesis creation stories. [2 marks]
|
Glossary of key terms.
Exam question
Success criteria
|
Lesson Number
|
Topic title
|
Subject specific detail
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Guidance
|
Learning activity
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Resources
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Lesson 5
|
Incarnation
|
The belief in Jesus as incarnate Son, divine
Word, both fully God and fully human and the scriptural origins of this
belief.
|
Students should understand the meaning of the
term ‘Incarnation’ for Catholics that God chose to come to earth as a human
being. He was born of Mary and called Jesus.
Students should understand how Jesus is the
fulfilment of God’s promise.
Students should understand the nature of Jesus as
both human and divine.
|
Students could learn how Catholics use the rosary
as a way of understanding the Incarnation, particularly with the Joyful
Mysteries. The aim is to show students that Catholics believe the Incarnation
is the most wonderful event in human history.
Students may research and understand John 1:14
and Philippians 2: 5-11.
Students could explore and examine Luke’s account
of the Annunciation; the Visitation and the Birth of Jesus. They could
discuss in pairs and then note down what each of these texts states about
Jesus.
They could look at a range of paintings depicting
these events and discuss in class what points about the Incarnation the
painters were trying to convey.
Extension task
Students should look at scriptural evidence to
prove that Jesus was human. This could be seen through his friendships with
others; the feelings of love towards his neighbour; his humble beginnings;
the desire to help others; times of loneliness, sadness and pain.
|
The Bible
Worksheet on the Incarnation.
Rosary Beads
Textbook
Religious art work, paintings and statues.
Worksheet on the human and divine nature of Jesus.
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Lesson Number
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Topic title
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Subject specific detail
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Learning activity
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Resources
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Students should look at scriptural evidence to
prove that Jesus was divine. This could be seen through his miracles; his
connection with God his Father at his baptism; the Transfiguration; the
Resurrection of Jesus; the appearances of Jesus after his death.
Extension
activity
Students may attempt an exam question.
Explain the Christian teaching about the
Incarnation of Jesus. [4 marks]
Students could be given the success criteria
beforehand. They could also be given key words to use in their answer.
|
Exam question
Success criteria.
Glossary of key
terms.
|
Lesson Number
|
Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 6
|
Redemption
|
The significance of the life, death, resurrection
and ascension of Jesus for Catholic beliefs about salvation and grace.
|
Students should understand the link Catholics
make between the Incarnation and Redemption: that once God became man through
Jesus the plan was for him to suffer and die, showing God’s love for his
people.
Students should understand the meaning of the
terms ‘salvation’ and ‘grace’ and their connection to Jesus’ life, death,
resurrection and ascension.
.
|
Students might examine the Nicene Creed in order
to explore this belief and teaching.
They could research different images of
crosses/crucifixes and create a worksheet, explaining what each is trying to
‘say’ about the death of Jesus.
Extension
Activity
Students might look at the words of the Liturgy
of the Eucharist. Students should focus on the meaning of the word
‘covenant’.
Students could attempt an exam question.
Explain the importance of the death of Jesus for
Catholics.
Differentiation
Students could be given a structure to follow
when answering this question.
|
The Nicene Creed
Worksheet on Redemption.
Textbook
The Bible
Internet research on the symbolism contained in
different crosses/crucifixes.
Exam question
Success criteria.
|
Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
|
Resources
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Lesson 7
|
Redemption
|
The significance of the life, death, resurrection
and ascension of Jesus for Catholic beliefs about salvation and grace.
|
Students should understand the link Catholics
make between the Incarnation and Redemption: that once God became man through
Jesus the plan was for him to suffer and die, showing God’s love for his
people.
Students should understand the meaning of the
terms ‘salvation’ and ‘grace’ and their connection to Jesus’ life, death,
resurrection and ascension.
.
|
Students could be divided into three groups and
read one of the following: an account of the empty tomb (Mark 16:1-8), the
journey to Emmaus (Luke 22:13-35) and the ascension (Acts 1:6-11). They could
then give to the rest of the groups a presentation (spoken, using ICT and or
acting) summarising the account and what it is teaching about Jesus.
Students could draw the lessons on Redemption
together by exploring why the crucifix and the empty tomb are seen as
important symbols and why they are central to the Catholic faith. Students
could use this to help them understand Catholic beliefs about God’s love and
how through Jesus God reached out to save his people.
Extension
activity
Explain the influence of the belief in the
resurrection of Jesus on individual Christians today. [5 marks]
Consider whether the accounts of the empty tomb,
journey to Emmaus and the ascension are best taken as accounts of what
actually happened or as myth (stories created to express a profound truth).
|
The Bible
Textbook
Internet research on the symbolism contained in
the crucifix/the empty tomb.
|
Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
|
Resources
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Lesson 8
|
Eschatology
|
Beliefs about life after death: resurrection,
judgement, heaven, hell and purgatory.
|
Students should understand Catholic beliefs about
life after death.
Students should know and understand Catholic
teaching on heaven and hell and on judgement.
.
|
Students could read the Parable of the Sheep and
Goats (Matthew 25:31-46).
Students could also read Jesus’ conversation with
the thief on the cross (Luke 23:40-43).
Students should research other relevant biblical
examples that explain the belief in judgement (eg the Unmerciful Servant Luke
18:21-35).
Extension
activity
Students could attempt an exam question.
What did Jesus mean when he warned his disciples,
“and so my heavenly Father will judge you”?
Differentiation
Students could be given a writing frame and key
terms to use to help with the extension activity.
|
The Bible
Worksheet setting out Catholic beliefs about life
after death and tying the biblical texts into them.
Textbook
Exam question
Success criteria
Writing frame
Key terms
|
Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 9
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Eschatology
|
Beliefs about life after death: resurrection,
judgement, heaven, hell and purgatory.
|
Students should understand the Catholic doctrine
on purgatory.
|
Students could work in small groups and discuss
purgatory and why it is important in the Catholic faith.
Students in their groups could also focus on the
month of November as a special time for Catholics to pray for those who have
died.
Students in their groups could also discuss and
explain why Catholics visit their loved ones’ graves, especially during the
time when the priest would bless all the graves in the cemetery.
Extension
activity
Students could also link in the purpose of the
Sacrament of the Sick for Catholics, researching the meaning of the term
viaticum.
|
Worksheet on purgatory.
Textbook
Internet research
|
The
seven sacraments
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Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 10
|
The meaning and significance of ‘sacrament’ and
the importance of the sacramental nature of reality
The names, meanings and effects of the seven
sacraments
|
The meaning of the word ‘sacrament’.
The meaning of the idea of the ‘sacramental
nature of reality.’
BaptismConfirmationReconciliationEucharist
Anointing
of the SickMatrimonyHoly Orders
|
Students must know and understand the meaning of
the word ‘sacrament.’
|
As a group, students could create a definition of
the word ‘sacrament’ to refer back to when discussing and exploring the seven
sacraments (eg an outward sign of an inward grace). Teachers could display
the definition in the classroom. Students could then create their own poster,
containing the definition in the centre and the seven sacraments (either the
names or the symbols or both).
Students could create a poem, rhyme or a story
board that would help them remember the names of the seven sacraments.
|
Poster paper
Coloured pencils
Paper for posters or internet access
Textbook
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Lesson Number
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Topic title
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Subject specific detail
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Guidance
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Learning activity
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Resources
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Lesson 11
|
|
The sacrament of baptism
|
Students must know the meaning and effect of
baptism.
|
Students could examine and explore what happens
during the sacrament of baptism.
Students may identify some of the symbols of
baptism (eg oils, white garment and candle) and explain why they are
important.
Students could fill in the explanations for the
important symbols used in baptism on an illustrated worksheet.
Extension
activity
Students could debate and later record their
views on whether infants should be baptised or at a later stage in their life
when they can choose themselves.
Extension
activity
Students could debate whether or not parents
should only have their child baptised if they are serious about their faith
and that they promise to bring their child up in the Catholic faith and
whether if they cannot make this commitment, then they shouldn’t have their
child baptised.
Students could write their own response to this
issue.
|
Worksheet testing knowledge and understanding of
the rite of baptism.
Textbook
Clips from a baptism on the internet.
An illustrated worksheet on the meaning of baptism
with the important symbols.
|
|
Lesson Number
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Topic title
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Subject specific detail
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Guidance
|
Learning activity
|
Resources
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Lesson 12
|
The names, meanings and effects of the seven
sacraments
|
The sacrament of confirmation.
|
Students should know the meaning and effect of
confirmation.
|
Students could study Acts 2:1-4 and discuss how
the experience at Pentecost relates to the sacrament of confirmation.
Students could examine and explore what happens
during the sacrament of Confirmation. They could watch a video clip of the
sacrament being administered or recall their own experiences if they have
been confirmed.
Students may identify some of the symbols of Confirmation
(eg the oils and laying on of hands) and explain what they mean. They could
set this out in an illustrated worksheet.
Students could be asked to focus on the role of
the bishop.
Students could explore the role of the person
receiving Confirmation and compare this to the sacrament of Baptism.
Differentiation
Students could be given a worksheet with the
important symbols illustrated in images along their explanations.
|
The Bible
Video clip of confirmation ceremony.
Worksheet on the rite of Confirmation
Textbook
Worksheet on the meaning of Confirmation
Exam question
Success criteria
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
|
|
|
|
Extension
activity
Students could
debate in groups whether young people today see any value in this sacrament,
particularly considering the promises that are made.
|
|
|
Lesson Number
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Topic title
|
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|
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|
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|
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Lesson 13
|
The names, meanings and effects of the seven
sacraments
|
The sacrament of reconciliation.
|
Students should have knowledge and understanding
of both the meaning and effect of the sacrament of reconciliation.
|
Students could define the word ‘reconciliation’
and give examples from their own experience.
Students may look at other religious words
associated with reconciliation, eg confession and penance.
Students could be given an outline of what
happens during the sacrament of reconciliation and colour code the four
elements of the sacrament.
|
Poster paper
Outline of the rite of Reconciliation.
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 14
|
The names, meanings and effects of the seven
sacraments
|
The sacrament of reconciliation (continued).
|
Students should be able to explain the effect of
the sacrament of reconciliation.
|
Students could examine the historical background
to this sacrament. Perhaps study how in the Early Church baptism was the only
way to have sins forgiven.
Students could evaluate whether or not it is
right that the Church allows believers to have their sins forgiven more than
once.
Students could explore why Catholics believe this
is an important sacrament. Focus on the Catholic idea of guarantee that,
through the priest, Catholics know that their sins have been forgiven and the
belief that this assurance cannot be given in any other way.
Students could look at the role of conscience and
the need to admit wrong doing. Also students could look at what motivates
sinners to make amends for their wrong doing.
Students could discuss the meaning of penance.
They could look at types of penance issued by the Church in the past (eg
sackcloth and ashes).
Students could examine modern ways for Catholics
to show God and others that they are sorry for their sins.
|
Worksheet on the effect of the sacrament of
Reconciliation.
Textbook
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
|
|
|
|
Extension
activity
Students could evaluate whether Catholics today
still see the sacrament of Reconciliation as important.
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
Exam question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 15
|
The names, meanings and effects of the seven
sacraments
|
The sacrament of the Eucharist; its status as
‘the source and summit of Christian life’; different Christian views about
its meaning and importance.
|
Students must have knowledge and understanding of
both the meaning and effect of the Eucharist.
Students must understand the status of the
Eucharist as ‘the source and summit of Christian life.’
|
Students may explore other religious terms
associated with the Eucharist, eg Holy Communion, Liturgy and Mass, including
Lord’s Supper, the Breaking of the Bread, and Divine Liturgy (used in other
Christian Churches).
Students could look up a Biblical account of the
Last Supper (eg Mark 14:12-26) and write a short summary of Jesus’ words and
actions. They could be asked to explain their significance in the context of
a Passover meal and the forthcoming events of Jesus’ suffering and death.
Students may be given a worksheet that outlines
what happens during the Mass, exploring the Liturgy of the Word and Liturgy
of the Eucharist. This worksheet could also illustrate the various important
symbols in this sacrament.
Students could explore the meaning of
transubstantiation for Catholics and compare this belief with other Christian
understandings of the Eucharist.
|
Worksheet on the rite of the Eucharist.
Textbook
Students could create a poster: symbols of the
Eucharist in the centre, the different names around, together with what they
mean and which Christians might use them.
Worksheet on the Last Supper.
Worksheet on the meaning of transubstantiation.
Textbook
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
|
|
|
|
Extension Activity
Students
could research how the Eucharist as a sacrament has developed in the
Christian community from the Last Supper.
Students may
attempt an exam question
Why is the
Eucharist important for Catholics? Explain your answer.
[6 marks]
Differentiation
Students
might be given a writing frame to use when answering or discussing the
extension activity.
|
Exam
question
Success
criteria
Writing
frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 16
|
The names, meanings and effects of the seven
sacraments
|
The Eucharist (continued).
|
Students must have knowledge and understanding of
both the meaning and effect of the Eucharist.
Students must understand the status of the
Eucharist as ‘the source and summit of Christian life.’
|
Students could discuss why it is essential for
Catholics to gather as a community.
Students could attempt an exam question.
‘Without the Eucharist there could be no other
sacraments.’
Evaluate this statement. In your answer you
should:
refer to Catholic teaching,give developed arguments to support the
statement,give developed arguments to support a
different point of viewreach a justified conclusion. [12 marks]
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
Textbook
Exam question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 17
|
The names, meanings and effects of the seven
sacraments
|
The anointing of the sick.
|
Students must have knowledge and understanding of
both the meaning and effect of the anointing of the sick.
|
Students could examine the reasons why caring for
the sick is important by looking at the example of Jesus, e.g. Mark 1:40-44;
5:25-34; Luke7:1-10. They could select one and write a newspaper article on
it.
Students could research Jesus’ commission of the
disciples (Mark 16:15-18). This would help students understand why the
anointing of the sick is an important sacrament.
Students may be given a worksheet that explains
what happens during this sacrament. Focus should be on the special symbols
within this sacrament. The worksheet could have illustrations of the
important symbols and students could be asked to write in their meanings.
Extension
activity
In small groups, students could discuss the
reasons why people may be given this sacrament and the effects it would have
on them. (Some effects might be negative, ie frighten someone into thinking
that they were dying when they might recover, etc).
|
The Bible
Textbook
Worksheet on the rite of the Anointing of the
Sick.
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 18
|
The names, meanings and effects of the seven
sacraments
|
Matrimony
|
Students must have knowledge and understanding of
both the meaning and effect of the sacrament of matrimony.
|
Students could be given a suitable worksheet on
the sacrament of matrimony outlining what happens during it and the symbols
that are special to Catholics.
Students could discuss in what ways marriage is a
covenant that is everlasting, permanent and life-giving.
Extension
Activity
Students could be given a written task to outline
and explain the marriage vows.
Students could debate whether or not Catholics
should be allowed to remarry after divorce.
Students could discuss why many Catholics choose
to get married in church.
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
Worksheet on the rite of Marriage.
Textbook
Video clip of a wedding.
Written question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 19
|
The names, meanings and effects of the seven
sacraments
|
Holy Orders
|
Students should have knowledge and understanding
of both the meaning and effect of the sacrament of Holy Orders.
|
Students may be given a worksheet that explains
the orders of ministry in the Catholic Church.
Students may research the roles of the bishop,
priest and deacon.
Students may watch a video showing the Catholic
ceremony of ordination to the priesthood and engage in a class discussion of
the key points, aimed at understanding its significance.
Students may also explore the vows of poverty,
chastity and obedience. (But they will need to know that this does not apply
to all priests.)
Extension
activity
Students could investigate apostolic orders and
contemplative orders.
Differentiation
Students may be given specific examples of orders
to research.
|
Worksheet on Holy Orders.
Textbook
Internet
Video
Internet research
|
3.1.3.2 Practices
Worship
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 20
|
Prayer
|
Prayer as ‘the raising of the mind and heart to
God’; formal prayers and informal prayer; the meaning and importance of the
Lord’s Prayer; the role and importance of forms of popular piety including
the Rosary and the Stations of the Cross.
|
Students will be able to explain the term
‘prayer’.
Students will be able to describe and explain how
for Catholics prayer is a way to connect with God.
Students will be able to use examples of prayer
during the life of Jesus to help them fully appreciate the importance for
Catholics of having this type of relationship with God.
Students should know the Lord’s Prayer and why
Jesus taught Christians to pray in this way.
|
As a group students could create a mind map on
the term ‘prayer.’
As a group students could explore the reasons why
Catholics pray.
Students could read the Lord’s Prayer and discuss
the reasons why Jesus taught his followers this prayer (Matthew 6:5-15).
Extension activity
Students may explore other times in the life of
Jesus when he prayed to God, eg Mark 1:35; 6:46; 14:32-42; 15:34 and discuss
what passages such as these suggest about prayer. They might also discuss
some of Jesus’ teaching on prayer, eg Matthew 5:5-8; 7:7-11; Luke 11:5-18.
Students may attempt an exam question.
‘The best way for Catholics to reach an
understanding of God is by practising prayer.’
Evaluate this statement. In your answer you
should:
refer to Catholic teaching
|
Poster paper
Textbook
The Bible
Worksheet showing examples of Jesus praying and
the Lord’s Prayer.
Exam question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
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Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
|
|
|
|
give
developed arguments to support the statementgive
developed arguments to support a different point of viewreach
a justified conclusion. [12 marks]
Differentiation
Students
could be given a writing frame and key terms to use for the exam question.
|
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 21
|
Prayer (continued)
|
Prayer as ‘the raising of the mind and heart to
God’; formal prayers and informal prayer; the meaning and importance of the
Lord’s Prayer; the role and importance of forms of popular piety including
the Rosary and the Stations of the Cross.
|
Students should understand the differences
between informal and formal prayers.
Students should examine and explore the different
reasons why Catholics pray (eg petition, adoration and thanksgiving).
Students should appreciate that prayer in the
Catholic Church is taught at a young age by parents, priests, grandparents,
godparents and teachers. Students should understand that prayer teaches the
faith of the Church and is believed to help believers during each and every
moment of their life.
Students should be aware of popular piety,
including the Rosary and the Stations of the Cross.
|
Students could compile a list of formal prayers
in the Catholic Church.
Students could focus on the reasons why Catholics
use these prayers (eg petition, adoration and thanksgiving).
Students could be given an example of a prayer of
adoration, petition and thanksgiving.
Students could find out about the meaning and use
of the Rosary and create an illustrated information sheet intended to teach
someone who was not a Catholic about the Rosary.
Extension
activity
Students could attempt an exam question.
Explain the role of the Rosary in Catholic
worship. [4 marks]
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
Examples of Catholic prayers.
Prayer books
Prayer cards
Textbook
Worksheet on the meaning of adoration, petition
and thanksgiving.
Internet research and use of Word or Publisher
for the information sheet.
Exam question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 22
|
Prayer (continued)
|
Prayer as ‘the raising of the mind and heart to
God’; formal prayers and informal prayer; the meaning and importance of the
Lord’s Prayer; the role and importance of forms of popular piety including
the Rosary and the Stations of the Cross.
|
Students should be aware of popular piety,
including the Rosary and the Stations of the Cross.
|
Students could list the Stations of the Cross and
then in small groups make posters of them, each group taking a different
Station.
Students could visit their local church to see
the Stations of the Cross.
Extension
activity
As a group the class could debate the following
statement:
“It is better to talk to God using your own
words, as it means more to him.”
|
Internet or text book research.
Paper and coloured pens or internet access.
Visit to church local to school.
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 23
|
Pilgrimage
|
The role and importance of pilgrimage; a study of
one place of Roman Catholic pilgrimage; different Christian views about the
importance of pilgrimage.
|
Students should understand why Catholics believe
it is important to go on pilgrimage.
Students should explore one place of Roman
Catholic pilgrimage (eg Knock, Lourdes, Medjugorje, the Holy Land or Vatican
City).
|
As a class group students could explore the
meaning of the term ‘pilgrimage’.
Students might be asked what distinguishes a
pilgrimage from a holiday.
Students could be given information on several
places of pilgrimage. Students could choose one to explore and investigate.
Students could investigate what event made this
place of pilgrimage important and the person associated with the place.
|
Poster paper
Textbook
Worksheet on places of pilgrimage.
Internet access
Video clips
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 24
|
Pilgrimage (continued)
|
The role and importance of pilgrimage; a study of
one place of Roman Catholic pilgrimage; different Christian views about the
importance of pilgrimage.
|
Students should also look at the reasons why
Catholics go on pilgrimage (eg to pray for someone who is sick, to make a
special connection with God or the hope for a miracle).
|
Students may give a presentation to the class on
their chosen pilgrimage.
Students could be given a list of reasons why
Catholics go on pilgrimage and in groups put them in order of importance.
They could share their ideas with the rest of the class.
Students could discuss in pairs whether
pilgrimage is important and if so, how. Why might some Christians think that
pilgrimage is not important?
Extension
Activity
Students may research examples of people who were
cured as a result of going on pilgrimage and how the Church decides if their
healing was the result of a miracle.
Students may attempt an exam question.
Why is pilgrimage important for Catholics today? Explain your answer. [6 marks]
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
List of reasons why Catholics go on pilgrimage.
Internet
Exam question
Success criteria
Internet research (The Lourdes site is very
useful for this.)
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 25
|
Funerals
|
The funeral rite and its significance.
|
Students should know and understand what happens
during the funeral rite (the wake, the funeral Mass and the burial).
|
A Catholic priest might be invited to come and
explain what happens during the funeral rite and its significance
Students may attempt an exam question.
Explain how the funeral rite may influence
Catholics. [5 marks]
Differentiation
Students might be given the success criteria
beforehand, along with the key terms they should use for the exam question.
Extension task
Students might explore another world faith and
what happens when someone dies.
|
Visit by priest
Textbook
Exam question
Success criteria
Key terms
Internet research
|
The Work of the
Church
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 26
|
‘Love your neighbour’
|
Catholic beliefs about the duty to ‘love your
neighbour’ in concrete ways locally, nationally and globally.
How these beliefs are reflected in
Catholic social teaching, including Gaudium et
Spes paragraph 26.
Catholic teaching on justice, peace and
reconciliation.
|
Students should know understand what it means by
‘love your neighbour.’
Students should be able to use relevant examples
from the life of Jesus to give meaning to ‘love your neighbour.’
Students should be able to research Catholic
social teaching that supports the teaching of the Catholic Church on justice,
peace and reconciliation.
|
Students could suggest various interpretations of
the meaning of ‘love your neighbour.’ They should define this teaching and
give examples of how this can be put into practice.
Students could read the parable of the Good
Samaritan (Luke 10:25-37). How can this story help Christians understand the
meaning behind Jesus’ teaching?
Students to read Gaudium et Spes paragraph 26. On
their own they could identify what the Catholic teaching is on justice, peace
and reconciliation.
Differentiation
Students could be given a summary of Gaudium et
Spes.
Extension
activity
Students could read about Pope Francis and look
at his understanding of loving your neighbour. Students could explore the
Jesuit way of giving practical help to the poor and bringing peace and
justice to the world.
|
Poster paper
The Bible
Video clips
Textbook
GAUDIUM ET SPES
Promulgated by His Holiness, Pope Paul VI on December 7, 1965
Handout on Gaudium et Spes.
Internet access
Newspaper Articles
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
|
|
|
|
Extension activity
Students may suggest modern examples of people that
they know who put this teaching into practice. Students could write about the
work that they do.
|
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 27
|
The work of Catholic agencies (globally).
|
The work of CAFOD, Trocaire, Missio.
|
They should know when and why these agencies were
created.
Students should understand the work these
agencies undertake in the long-term and in the short-term.
Students should be able to look at ways in which
these agencies help in the world today.
Students should understand why the Catholic
Church believes that work to help the poor must include those who live beyond
our town, city and country.
|
Students could be shown a presentation on the
work of CAFOD, Trocaire and Missio.
Students could be given a presentation by a
representative from Cafod, Trocaire or Missio.
Students could research their work on the
internet.
Students could create a table of examples of
short-term and long-term aid.
Extension
activity
Students could attempt exam questions on the work
of Trocaire, Cafod and Missio.
Explain the work of one Catholic agency that puts
Jesus’ teaching to love one’s neighbour into practice.
Differentiation
Students might be given a writing frame to use
when answering or discussing the extension activity.
|
PowerPoint presentation on the work of CAFOD,
Trocaire and Missio
Visit
Internet access: cafod.org.uk
trocaire.org
missio.org.uk
Posters/leaflets about the work of CAFOD,
Trocaire and Missio.
Textbook
Exam question
Success criteria
Writing frame
Key terms
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
Lesson 28
|
The work of Catholic agencies (locally and
nationally).
|
The meaning and significance of mission and
evangelism for Catholics locally, nationally and globally.
The work of the Society of Saint Vincent de Paul (SVP).
|
Students should know the meaning of the terms
‘mission’ and ‘evangelism’.
Students should know when the SVP was
established.
Students should know the type of work that the
SVP do within their community and the type of people they help.
Students could look at some of Jesus’ actions
towards helping the poor and outcasts.
|
Students could be given a presentation by a local
volunteer of the SVP.
Students could prepare questions to ask the
volunteer.
Students may use the internet to research the SVP
and perhaps look at the work it would do at Christmas time and throughout the
year.
Extension
activity
Students could create a poster for their school
that explains the work of the SVP.
Students may attempt an exam question.
Give two aims of the Society of Saint Vincent de
Paul (SVP). [2 marks]
|
Local SVP volunteer
Worksheet on SVP
Internet access
Leaflets, posters and booklets about SVP.
Poster paper
Coloured pencils
Markers
Glitter
Glue
Exam question
Success criteria
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 29
|
The work of Catholic agencies
|
The aims and importance of the Corrymeela
community or Pax Christi.
|
Students should know when either community was
established and the purpose behind the work that it undertakes.
Students should relate the work of these
organisations to Jesus’ teaching to support the idea of working for peace.
Students should be able to explain the importance
of one of these organisations for the mission and evangelism of the Catholic
Church.
|
Students could research the Corrymeela or the Pax
Christi community.
Students could read the Beatitude, ‘Blessed are
the peacemakers’ and see how this applies to the work of the Corrymeela
community or Pax Christi.
Students could be asked to explain in writing the
(a) aims and (b) importance of one of these communities.
|
Internet
Use of video clips that show the work of the
Corrymeela or the Pax Christi community.
Suitable leaflets or booklets about the
Corrymeela community or Pax Christi.
The Bible
Suitable worksheet
|
|
Lesson Number
|
Topic title
|
Subject specific detail
|
Guidance
|
Learning activity
|
Resources
|
|
Lesson 30
|
Assessment
|
Layout of question paper and of questions
|
Students should know what an exam paper for this
unit looks like and how it will be marked.
|
Students could be shown one part (beliefs or
practices) of a specimen paper for this unit and be taken through how it is
marked.
Students could then complete the other part as a test
|
Specimen paper
Laptops for those with special needs who use them
for exams.
|
Component
1: The study of religions: beliefs, teaching and practices – Islam
To help teachers in
planning a course of study for the new GCSE Religious Studies specification
(8062) , a possible scheme of work is provided below. This is purely
illustrative of one way in which this course might be delivered and it is not
intended to be in any way prescriptive. Teachers will need to develop schemes
which suit the arrangements and time allocations of their own schools and
colleges. Provided the content as given in the specification is covered, any
sensible approach is legitimate.
Assumed
coverage
The scheme of work which
follows is based on 120 guided learning hours for the full GCSE.
Each of the religions
studied should be covered in approximately 30 hours.
Teach alongside: the
second religion studied for Component 1 and the four thematic studies from
Component 2.
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 1
|
The six articles of faith
in Sunni Islam
|
Tawhid; Angels; authority of the
holy books; prophets of God; Day of Judgment; the supremacy of God’s will.
|
The focus should be on describing and
explaining each of the articles and the implications for Muslims.
This is a brief introduction and some of
these articles will be covered in more detail in lesson 3-5.
|
Students might be asked to write
down key beliefs that religious people have (either on post-it note or mini
whiteboard).
Students could be given information
on the six articles of faith, either through a video or a textbook.
Working in small groups
(collaborative learning) students could prepare a fact file on each of the
articles.
Students need to be given clear
criteria for what they are expected to include:
definition of keywordkey beliefs about this articlehow this belief may affect a
|
Information
pertaining to the six articles of faith.
A suitable textbook on Islam.
Laptops/ use
of computers to research.
A suitable and relevant film clip on
six articles of faith.
A suitable worksheet with the 99 names of Allah.
Study some of
the following: Surahs 1, 4 and 112.
|
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
|
|
|
|
Muslim’s life.
Students could share their fact
files either on their tables or as a whole class or students attempt a 5 mark
exam question this topic.
As
a homework task, students could research the five roots of Usul ad-Din in Shi’a
Islam: are there any similarities between the articles of faith?
|
Exam question.
Mark scheme
including levels of response.
|
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 2
|
The five roots of Usul
ad-Din in Shi’a Islam
|
Tawhid; Prophet hood; the Justice of God; the Imamate; resurrection.
|
The focus is on the terms and nature of
these roots.
The emphasis should be on encouraging
students to compare Sunni and Shi’a beliefs and to consider whether some
articles are more important than others.
|
The class might recall the six
articles of faith by completing a crossword or word search; this can be
differentiated for lower ability by giving prompts for each article.
Students could be given a table with
each of these roots as a heading. Information regarding each of these roots
to be printed and placed around the classroom.
Working in groups, students nominate
one person to stand at an information sheet for 60 seconds. The person must
try to remember as much information about this root before returning to the
group and sharing the information. This is repeated five times to cover all
five roots.
Students might compare these roots
with the six articles of faith and complete a similarities and differences
table. This could then be shared through whole class discussion.
|
Find suitable puzzles on the
internet.
Information regarding the five roots
of Usul ad-Din, from a textbook or a reliable source on the internet.
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Extension
opportunity
Students
might consider whether certain articles are more important than others.
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Lesson 3
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The oneness of God (Tawhid)
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The
oneness of God (Tawhid) and the supremacy of God’s will.
Qur’an
Surah 112.
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The focus is
to give students a deeper understanding of the concept of Tawhid and how
Muslims apply this teaching in their daily lives.
Students
could breakdown each of the key elements and look at these in detail.
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Look up the meanings of the term Tawhid.
Look at the 99
beautiful names of Allah and discuss how they enhance understanding of Tawhid
and the supremacy of God’s will.
Study some of
the following: Surahs 1, 4 and 112.
Students might
create an acrostic poem on the word Tawhid. In order to facilitate this it is
important that students have a good understanding of this word.
Students share their acrostic poems with the class and
teacher nominates a winner.
Differentiation and extension opportunity
Students could be given prompts to simplify
the acrostic poem task with a visual aid or a bank of words to choose from.
The more able could be asked to complete these using full sentences.
|
Sally Lynch,
Claire Clinton, Janet Orchard and Deborah Weston Islam in Today’s World,
Religion in Focus Series, gives an excellent explanation of Tawhid.
Acrostic poem
template created on word processor.
An appropriate
video to explain the concept of Tawhid.
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Lesson 4
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The nature of God
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Omnipotence, beneficence,
mercy, fairness and
justice (Adalat in Shi’a
Islam), including different ideas about God’s relationship with the world:
immanence and transcendence.
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The
focus in this lesson is to look at the qualities of God and how Muslims
understand the nature of God through them.
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Students
could be asked to use words to describe God. Maybe give them an example to
start off. Feedback could be as a whole class or in groups and set the scene
for the lesson.
Students could look at the 99
beautiful names of Allah and discuss how they enhance understanding of
Tawhid.
Study some of the following: Surahs
1, 4 and 112. Group work on Surah 1, the name of Allah; God’s compassion; Allah
as creator; worship of Allah.
Students could match opinions about
God to one of the reasons given for each one.
Develop the reason given, and say why
it supports the opinion stated.
Discuss whether these are good
reasons for the opinion stated.
Opinions
It is obvious that there must
be a God.Muslims cannot believe that
God is all-forgiving.There is no God.God cannot be described.
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God as a guide.
Sally Lynch, Claire Clinton, Janet
Orchard and Deborah Weston, Islam in Today’s World, Religion in Focus
Series, gives an excellent explanation.
Diamond
9 grid.
Paper
and coloured pens for calligraphy.
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Reasons
Because:
God created the world. There
would be no world if God did not exist.Muslims believe that evil
doers are punished in hell.There is evil and suffering.God is not like anything else.
Differentiation
and extension opportunity
Students could choose one of the 99
beautiful names and write it out (the more able in Arabic, the less able in
English) and illustrate it. Before starting, there might be discussion of
what types of illustrations are not permitted in Islamic art and why.
Students could evaluate which quality
is more important and justify why they think this. This can be done as a
diamond 9.
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Lesson 5
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Angels
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Their nature and role, including Jibril
and Mika’il.
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Students should explore the different
duties allocated to the angels and how this affects the lives of Muslims.
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Students could be asked whether they
believe in angels or not; if yes, then what do they believe about them and if
not, why not.
Students may be given information about
the role of angels in Islam and that they are creatures created by Allah who
are continuously in his service. Students could be provided with the names of
the four main angels.
Students could then complete a table
mapping out the information. This could include the name of the angel, role,
duties, why this role is important and how this affects the lives of Muslims.
Students may create a job advert for one
of the angels. In the advert students need to include the key qualities
required, what the working patterns are, who and what they are responsible to
and for and any other relevant bits of information. Allow students to be
creative. This could be set as a homework task to complete.
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Whiteboards for entry task.
Information about the four main angels-
see from a textbook
Advert template for final task.
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Lesson 6
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Predestination (al-Qadr)
and human freedom
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What predestination is.
The concept of human freedom.
The implications of these for everyday
life and the Day of Judgement.
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Students consider the two key elements of
predestination and freedom and the impact of these on the lives of Muslims.
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Teacher could begin the lesson by asking
students about the choices they have made before the lesson: this could
include waking up, getting the bus to school, attending lesson etc. (This can
be done on a time line.) Predestination (al-Qadr) and human freedom and its
relationship to the Day of Judgement. Get students to think about the choices
that they have as humans and that most of us can do what we want. Explore
here the possible consequences of our actions even though we have free will.
Students could be given a definition of predestination
(al-Qadr) and asked to respond to a series of scenarios. How would a Muslim
react to them? Scenarios could include a death of a loved one, a natural
disaster, winning a race, passing exams etc. Students should be encouraged to
think about all aspects being determined by Allah.
Students could be asked to write a diary
entry in the life of a Muslim. The diary could include the good actions that
they completed during the day (including salah, being kind etc) and
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Timeline
of events for starter task.
Scenarios
for main task.
Diary
template.
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the bad (lying, backbiting, bullying etc)
and explain the
emotions that they felt and how they
responded after each of these actions.
Students could be asked to write a
resolution for the coming week, month or year.
Differentiation
and extension opportunity
Each of the activities may be simplified
by offering writing frames or word banks. The more able could be asked to
develop their diary entries into a letter to a friend or a newspaper,
justifying their actions as a Muslim.
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Lesson 7
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Life after death (Akhirah)
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Muslim beliefs about life after death.
Human responsibility and accountability.
Resurrection
Concept of heaven and hell
Description of these from the Qur’an.
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Students examine Muslim beliefs about the
afterlife.
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Big
question: Teacher could ask students
to write/draw what they think happens when they die.
Discuss belief in an afterlife. Students could look
up a description of the afterlife from Surah 37: 43 – 48.
The teacher may use artwork to illustrate the
descriptions of paradise and hell. Teacher may allow students to compare
these with what they drew/wrote in the entry task.
Discuss the evidence that could be used in
support of a belief in life after death and the reasons people could give for
not believing in life after death.
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Sally Lynch, Claire Clinton, Janet Orchard and
Deborah Weston., Islam in Today’s
World, Religion in Focus Series, gives an excellent explanation or
alternative relevant textbook.
Pictures of the afterlife, both of heaven
and hell.
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Lesson 8
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Prophethood (Risalah)
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The role and importance of
Adam, Ibrahim and Muhammad.
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The focus should be on understanding the
concept of prophethood and the role and importance of Adam, Ibrahim and
Muhammad.
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Look up the meaning of the term
Risalah. Students could discuss what qualities a person needs to be called a
prophet.
In small groups students could be
asked to find out about the main prophets in Islam including Adam Ibrahim and
Muhammad, and give a class presentation.
Key questions to consider: how did
the prophets get their message? What was the message? What did the prophets
do with their message? Were prophets special people? Are there any prophets
today?
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A relevant textbook.
Access to computers/laptops for research.
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Lesson 9
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The Qur’an
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The revelation and authority of the Qur’an.
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Students
should examine how the Qur’an was revealed and why it holds authority for
Muslims.
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Teacher could play a recording of the Qur’an
being recited. Students could be asked to note down their thoughts on this.
Students may be put into groups to complete a
card sort activity to put the story of revelation into chronological order.
Students could be asked to choose a topic, eg
food laws, family, divorce etc. and find out what the Qur’an says. Students
could then create a poster to teach young Muslims about what the Qur’an is,
and why they should obey the laws found in it.
Spider diagrams and mind maps could be created on
the different uses of the Qur’an, eg everyday life, as a source of law, in worship.
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Card sort
activity.
A suitable and relevant film clip on
the revelation of the Qur’an.
A relevant
textbook.
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Lesson 10
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Other Holy Books
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The Torah, the Psalms, the
Gospel, the Scrolls of Abraham and their authority.
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The focus should be on looking at the
other holy books revealed by Allah and the authority that they have.
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Students could be given extracts from
each of these holy books and asked to compare the similarities and
differences.
Teacher could get students to make links
between the Qur’an and other holy books.
Students could be asked to write a blurb
for each of these as a way of differentiating the key themes.
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Relevant extracts from these holy
scriptures.
A template for a blurb or writing frame.
A relevant textbook.
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Lesson 11
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The Imamate in Shi’a Islam
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The role and significance
of the Imamate in Shi’a Islam.
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The focus is on looking at the concept of
imamate and its importance in Shi’a Islam.
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Students could
be given information on the concept of imamate in Shi’a Islam; this could be
through a worksheet or an appropriate video.
Students could
access the following website to create a chart showing the twelve Imams and
to make notes on Shi’a leadership today:
bbc.co.uk/religion/religions/islam
Click on
subdivisions.
Extension opportunity
Research Shi’a
beliefs about the Mahdi.
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A relevant video clip or worksheet on the
imamate in Shi’a Islam.
bbc.co.uk/religion/religions/islam
Access to computer /laptops for research
A relevant textbook.
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Lessons12-13
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Assessment
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Assessing students on the Key Beliefs
section of the unit.
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The
focus should be on assessing students understanding of the Key Beliefs
section of the unit. In the first lesson, students
should be allowed to recap and revise the content covered to date while at
the same time learning about exam skills.
In the second lesson they could complete
a 45 minutes assessment on Key Beliefs.
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Preparation for assessment in the first
lesson:
Students could be given a quick quiz to
recap key themes covered.
Students could be given an overview of
exam style questions and timings for each type of question. They could look
at a mark scheme to see how questions are marked. They could be given time
for paired or individual revision.
Assessment
Student could be given forty-five minutes
to complete an assessment in controlled conditions.
The teacher could ask students for their
feedback as a plenary task. Questions may include: what they thought about
the format, was there anything that they couldn’t answer? If so, why?
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Quiz covering main themes.
A mark scheme.
Copy of assessments.
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Lesson 14
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Feedback from the assessment and target
setting
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Students set their targets for next
section of the unit.
Complete corrections and improve
assessment score.
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This lesson should be used to allow
students to assess their own learning and set clear targets and complete
corrections with a clear framework.
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The teacher could bring up model answers
from each question on the assessment.
Teacher may allow students to mark this
and say what was good/not so good about the answers.
Teacher could then give out the marked assessments
and allow students time to complete their corrections.
Students could then set their targets for
the next section of this unit.
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Model answers from the assessment.
Marked assessments.
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Lesson 15
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The Five Pillars of Sunni
Islam and the Ten Obligatory Acts of Shi’a Islam
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Introduction to the concept of pillars in
Sunni Islam
The Ten Obligatory Acts of Shi’a Islam.
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The focus should be on explaining the concept
of pillars in Sunni Islam and the Ten Obligatory Acts of Shi’a Islam.
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Students could be asked to make a list of
items required to make a building. They could be asked why they chose these
materials and explore the concept of pillar before linking to the five
pillars.
They could consider the effect of
removing the main pillar of a building and the effect that it has and
relating this to how Muslims see the Shahadah.
Students could create a chart that shows
what Sunni and Shi’a Muslims have in common in the Pillars/Obligatory Acts
and the extra requirements for Shi’a Muslims.
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Images of buildings.
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Lesson 16
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Shahadah
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The concept of Shahadah as the
declaration of faith and its importance for Muslims.
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The focus should be on the meaning and
importance of Shahadah for Sunni and Shi’a Muslims.
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Students should be given a basic
introduction to Shahadah. This could be through an information sheet or a
video that explains what is meant by Shahadah and why it is considered the
most important pillar in Sunni Islam.
Students should be aware of the
difference between the version of the Shahadah as used by Sunni Muslims and
that used by Shi’a Muslims. The more able should also understand that the
Shahadah is not a separate pillar for Shi’a Muslims but that they connect it
to their creed (Aqidah).
Students should be able to explain how
the Shahadah links to the Sunni six articles of faith and the Shi’a five
roots of Usul ad-Din.
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Relevant worksheet or video looking at
what Shahadah means.
A relevant textbook.
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Lessons17-18
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Salah
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The significance of Salah.
How and why Muslims pray
including: times; directions; ablution (wudu);
movements (rak’ahs) and
recitations; salah in the home and mosque and elsewhere; Friday
prayer (Jummah).
Key differences in the
practice of salah in Sunni and Shi’a Islam.
Different Muslim views
about the importance of prayer
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Students should focus on what prayer is,
its conditions and also collective worship in the mosque (including Jummah
prayer), together with understanding differences between Sunni and Shi’a
practices and different views about the importance of prayer.
|
Students
could find out about artefacts essential to performing the rituals of prayer,
eg prayer mats, compass, etc.
Students could be shown a video outlining the key
rituals in prayer or students could be asked to design a prayer mat.
Teacher could ask students to research the
rituals of wudu.
Prayer positions and times and preparation for
prayer are essential topics for study. Clearly a visit to a mosque during
prayer time will assist students in their study of this area of the
Specification. Questions could be explored as a class discussion on the
purposes of the physical movements: how can these movements help a Muslim? What
are the differences for a Muslim praying alone and praying with others? The
importance of Jummah prayer.
Students could give two key differences in the
practice of prayer by Shi’a Muslims from that by Sunni Muslims. Students
could explain these differences in the form of a letter written by a Shi’a to
a Sunni Muslim.
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Prayer mat and compass.
A relevant video outing the rituals of
Salah and wudu.
Access to computers/laptops for research.
A relevant textbook.
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Lesson 19
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Sawm
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The role and significance
of fasting during the month of Ramadan including: origins; duties; benefits
of fasting; the exceptions and their reasons; the Night of Power (Surah 96:
1–4).
|
Students should focus on the concept of
Sawm and tits importance.
|
Students could be shown a video diary
of a Muslim who has observed fasting.
Small group work: each group could
take a different scenario, eg a Muslim student taking exams, a Muslim
footballer, a Muslim working in a café, a Muslim mother with several young
children at home. They could discuss the problems that each of these would
face in observing Ramadan and report back on their discussions to the rest of
the class.
The teacher could get the students to
consider the following questions ‘What is the purpose of fasting? Why do
Muslims observe fasting so strictly? What effect do you think it has on a
Muslim community? Qur’an, Surah 2:183 – 4 may be a suitable starting point for
discussion.
Students could produce a booklet
intended for Muslim primary school children, covering:
(i) The aims of sawm,
(ii) Those excused fasting,
(iii) Ramadan,
(iv) The meal at the end
of the fast (iftar).
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A relevant textbook or video on Sawm
Access to computers/laptops for creating booklets
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title
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Lesson 20
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Zakah
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The role and significance
of giving alms including: origins; how and why it is given;
benefits of receipt; Khums
in Shi’a Islam.
|
The focus should be to look at the
concept of Zakah and its conditions and also to study the concept of Khums in
Shi’a Islam.
|
Students could be given information on the
meaning of Zakah and who must give it. The teacher may give students a
worksheet that outlines the key conditions of zakah.
Students could be asked to make a pie chart on
how they would spend £500, giving them categories such as: parents, siblings,
friends, clothes, leisure, and charity. Then compare this with what the money
for Zakah may be spent on. They could then create another pie chart, saying
how if they were Muslims responsible for distributing Zakah, they would
allocate £500 to the different uses to which it might be put. The pie charts
could be printed out if done on laptops for a classroom display.
Students could be given Surah 2:110 to look at
the idea of charity, tax and purity and how they all relate to Zakah.
Students could research the similarities and difference
between Zakah and Sadaqah.
Teachers could explain to students the
|
Relevant information sheets or text book
on Zakah and Khums or a video looking at what Zakah/Khums is and its
conditions.
Access to computers/laptops for creating pie charts.
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title
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Shi’a practice of Khums and the six ways in which
this is to be shared out and what that means in practice.
There might be paired discussions on whether 2.5%
is enough; is it a reasonable amount; is the money you own yours? Does the
Islamic attitude to money differ from that of the students?
Differentiation and
extension opportunity
Less able students could make a list of things
which they think are more valuable than money.
More able students could write an evaluation of
the different uses for Zakah, stating whether or not they agree with them.
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activity
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Lessons 21-22
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Hajj
Eid-ul-Adha
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The role and significance
of the Pilgrimage to Makkah including: the origins; how hajj is
performed; the actions
pilgrims perform at sites including the Ka’aba at Makkah, Mina, Arafat,
Muzdalifah and their
significance; the role of hajj, why it is performed.
The origins, meanings and ritual
of Id-ul-Adha.
|
The focus should be on looking at the
rites of Hajj, including the observance of Id-ul-Adha and their significance
to Muslims.
|
The class could be asked to create a presentation
on the rites and rituals of Hajj, the teacher could divide up the class and
ask each small group to research one area of the Hajj to show as a PowerPoint
presentation to the rest of the class. The main parts might be:
(i) Background
to the Hajj,
(ii) Ihram and its significance,
(iii) The Ka’aba,
(iv) Safa
and Marwah,
(v) Plain
of Arafat and its importance,
(vi) Mina
– stoning the devil,
(vii) Sacrifice and the story of Ibrahim,
(viii) Id-ul-Adha.
Students could also be asked to write a diary in
the first person about someone’s first-hand experience of Hajj or they could
be asked to make a travel brochure explaining Hajj to someone participating
for the first time. This should include practical details as well as
information about the purpose of Hajj and the stages of the pilgrimage.
Extension
opportunity
Students could examine how environmental concerns
have affected the hajj.
|
Access to a computer/laptop. Information
on the Hajj. This could be in the form of a relevant worksheet, information
in text books or video.
Access to computers / laptops for
research and creating a diary entry or travel brochure.
Websites such as greenpilgrimage.net
explain the ‘greening’ of the hajj
|
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title
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detail
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activity
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Lesson 23
|
Jihad
|
The meaning and
significance of greater and lesser jihad: origins, influence and
conditions for the declaration
of lesser jihad.
|
Focus in these lessons should be to look
at the concept of Jihad, the different types and its conditions.
|
Students could be asked to find out what
is meant by Jihad, greater Jihad and lesser Jihad. The teacher could divide
the class in to groups to look at each of these in detail and present back
the findings to the class.
Students could also be asked to look at
ways tabloid newspapers use the term Jihad and ask students whether they have
got it right.
|
Accurate information about the different
types of Jihad.
Cut outs of newspapers headlines where
the term Jihad has been used.
|
Lesson
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title
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detail
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activity
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Resources
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Lesson 24
|
The Ten Obligatory Acts of Shi’a
Islam: 7-10
|
The final four Obligatory
Acts: their meaning and how Shi’a Muslims might practise them in their lives.
|
Focus in this lesson on the meaning and
importance in the lives of Shi’a Muslims of Obligatory Acts 7-10.
|
Teachers could recap Lesson 15 which
outlined the Ten Obligatory Acts.
Differentiation
opportunity
The class could be divided into four
groups, each taking one of Acts 7-10. They could prepare and deliver to the
rest of the class a presentation that covers: what the Obligatory Act is,
what it means for, how it might be practised in the lives of Shi’a Muslims
today. The less able might work on the 7th and 8th Acts
in terms of what is permitted / prohibited (halal / haram) in Islam. The more
able might include in their presentation a consideration of whether the 9th
and 10th Acts are a source of division within and beyond Islam.
|
Relevant information about the Obligatory
Acts 7-10 in a text book or on a worksheet prepared for the groups.
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Lesson
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title
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detail
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activity
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Lesson 25
|
Id –Ul Fitr
|
The origins, meanings and
rituals of Id-Ul-Fitr
and its importance for
Muslims in Great Britain today.
|
The focus here Is to look at the meaning
of this festival and the particular rituals that take place during it
|
Students could be asked to research the festival
and the rituals that take place.
Students could create an information
booklet suitable for children to read during Ramadan.
|
Relevant information on Id-Ul-Fitr from
text books or video.
Access to computers/laptops.
|
Lesson
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Topic
title
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detail
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Guidance
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Learning
activity
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Resources
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Lesson 26
|
Ashura
|
The origins, meanings and
rituals of Ashura.
|
The focus here Is to look at the meaning
of this festival and the particular rituals that take place during it.
|
Students could be shown a relevant video
clip looking at the twelve months in Islam. They could then be asked to look
specifically at the month of Muharram and the key events that took place
during this time.
Students could create fact files on the
differing reasons for observing Ashura and the different rituals carried out
by Sunni and Shi’a Muslims.
|
A relevant video clip on Ashura.
Relevant information on Ashura from text
books or from internet research.
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lessons27-28
|
Revision
|
Recap of all topics covered.
|
The focus should be to allow students to
revise/recap all key aspects of the unit in preparation for the end of unit
assessment.
|
Students could be asked to create a revision
book for all the topics covered in this unit. They could be given a list of key
topics that they must cover.
|
Computers/laptops or paper for booklets.
Access to text books and computers/laptops
for content.
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 29
|
Assessment
|
Assess students’ knowledge
and understanding of the topics in the Practices section of the unit.
|
Students to complete a 45 minutes
assessment of the Practices section of the unit.
|
Students could be given 45 minutes to
complete an assessment in controlled conditions.
The teacher could ask students for their
feedback as a plenary task.
|
Copies of assessments.
Mark scheme including levels of response.
|
Lesson
Number
|
Topic
title
|
Subject-specific
detail
|
Guidance
|
Learning
activity
|
Resources
|
|
Lesson 30
|
Feedback
|
Feedback on the assessment
and target setting.
|
The focus should be to allow students to
see what they have done well and set targets based on the feedback provided.
|
Students could be given their assessments
back and asked to look at questions that they have done well in and the questions
that they lost most marks in. Students could make corrections or improve
their work. Students could be encouraged to set their own targets based on
the feedback received.
|
Marked assessments.
|
