Stratford School Academy Schemes of Work

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1 Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 Belief in God -Religious upbringing -Religious Experience -Science and design -Unanswered prayers -Evil and suffering Why people believe in God (ks3). What people believe God to be (ks3). Why people do not believe in God (ks3). Assessment points and tasks Written feedback points Learning Outcomes (tested at the end and related to subject competences) Mid unit and end of unit assessment. Mid unit assessment and throughout 6 week period. I can distinguish between fact and belief. I can describe key concepts that are common to many religions. I can describe religious events, rituals and practices in a basic way. I can explain key concepts that are common to many religions. I can describe key concepts that are specific to particular religions studied. I can explain key concepts that are specific to particular religions studied. I can explain some connections between different concepts. I can interpret a wide range of key concepts specific to religions studied. I can accurately describe and explain the significance of religious concepts. Page 1 of 15

2 Lesson Clear learning intentions 1 Why do people believe in Clear success criteria Hook Presentation of content Guided practice Independent practice (homework) define keywords and describe their own beliefs C/D. describe with examples what all three (theist, atheist, agnostic) mean B. explain with reasons their own and the beliefs of others using keywords and examples A/A.* Picture-do you think this is a realistic picture of Introduction into GCSE. What do Christians believe about God? Discuss in groups and write in your books. Discussion of: Omnipotent.. Omniscient Benevolent Discuss the statements in the bubbles on your table. Are they from an atheist, agnostic or theists point of view? Remember to give a reason for your opinion. Why don t atheists believe in Throughout key words. Throughout discussion. To learn key words. Closure GCSE style B question. Page 2 of 15

3 2 What effects your upbringing? define keywords and describe their own beliefs C/D. describe with examples from their own upbringing B. explain with reasons their own and the beliefs of others using keywords and examples A/A. Is there anything in your own upbringing which has led to a belief in What effects your upbringing? Spilt into groups of 5. Do a market place-baptism, prayer, children s liturgy, religious school and Holy Communion. GCSE question-should children follow same religion as parents? True/false recap On GCSE question How does a religious upbringing lead to a belief in All must be able to give a definition of the keywords and reflect on their own life's and list. describe the main components of a religious upbringing and give at least two reasons of how they affect belief in God. evaluate the impact of a religious upbringing on individuals. Worksheet on religious upbringing. What makes you believe in God. Reasons for Christian upbringing leading to belief in God. D question, A Christian upbringing leads to children believing in God -give out info on worksheet. D question. Reasons for a Christian upbringing. Self-assessment. Page 3 of 15

4 4 How does a numinous and conversion lead to a belief in L.O- All-To describe how religious experience may lead to a belief in God. Most-To analyse how religious experience may lead to a belief in God. Some-To use a variety of ideas and evidence to back up your own views on religious experience may lead to a belief in God. Pictures-how might these pictures make people believe in God.. Video as come in awe and wonder. Research video of religious experience. The numinous and belief in God. Video of conversion. Read example of conversion/ share video on Tony Anthony. Do you think Raymond Nader would have been able to be an atheist after this conversion? GCSE question. Explanation of the religious experiences. Self-assessment of GCSE question. Religious experience proves that God exists. Do you agree or disagree? Ask a question you want to know. Page 4 of 15

5 5 How do miracles and prayer lead to a belief in L.O-To be able to describe how miracles and prayer can lead to belief in God. To be able to explain how miracles and prayer can lead to belief in God. To be able to use religious knowledge to help evaluate how miracles and prayer can lead to belief in God. Sharing a story of a miracle in pairs-then feedback to class. Explanation of miracle/example of this. Response-say a prayer...how can prayer lead to belief in God. Verbal answer... Explanation. Video Jesus miracles. B question. Explanation of miracle and prayers. B GCSE question. Peer assessment. 6 How does design in the world prove God s existence? give basic description of the design argument C/D. explain the design with examples B. evaluate the design argument and give their opinions about it A/A*. Play a car advert. How does the car work? Recap-key words. Laws of science/dna/evolutionget science teacher to come in and team-teach this. I do-beauty of nature-use power point with music. Do you think God designed the world? Give two reasons? Explanation of design in the world. B and C GCSE questions. Post-it note, one thing you have learnt one thing you want to know. Teacher to address unknown questions as starter. C question. Extension: Make a revision sheet for design ideas. Post-it note, one thing you have learnt one thing you want to know. Page 5 of 15

6 7 8 KQ: How can I revise for the assessment on this topic? KQ: How can I show my knowledge on the topic? 9 KQ: How can I improve on my assessment? To be able to track knowledge on the topic so far. To be able to take away one revision resource. To be able to show a full knowledge and understanding of the topic. answer a question on the topic. explain their answers using PPE. describe why people may disagree with their view point. reflect on their test and see areas for improvement. pick a question to re-draft. add religious scripture to strengthen their answer. Learners to mind-map everything they can remember about the topic. Set assessment protocol. Instructions on general class mistakes. Learners to complete revision activities. Students to complete assessment. Read assessment and re-draft question. Learners to research scripture which they can add to support answer. Re-draft of question. Revise for end of unit test. Must bring in a revision resource. Pupils to research Muslim and Christian views on the impotence of God. Pupils to create a mind map for revision of all the topics they have done so far. Pop quiz on topic. Learners to self-assess how well they feel they did on the assessment. Learners read through each others work for ideas on how to improve their own. Page 6 of 15

7 10 How is Paley s watch argument used to prove God designed the universe? give basic description of Paley s watch argument C/D. explain the watch analogy with examples B. evaluate the watch argument and give their opinions about it A/A.* Does a watch have to be designed? Addressing unknown questions from last lesson. Research-picture of a watch, why have I put this on the board? Paleys watchmaker design idea. Clip. Ideas against this. What arguments could go against this idea? Mind map. Explanation of Paley s watch argument. The existence of humans can only be explained by God. To answer a question like this state the following; Paley s argument What is wrong with Paley s argument What do you think? Write up reasons for and against. Class debate. Page 7 of 15

8 11 How does the causation argument prove God was the cause of the universe? describe the causation argument C/D. explain the causation with examples B. evaluate the causation argument and give their opinions about it A/A.* Learners to give an example of a cause and a effect. What is the name of the argument William Paley created? What natural item did Paley use to prove the existence of Present one argument (using examples) to support Paley's theory. What is one problem of Paley s argument? Card sort...sort out for causation to against causation. Discussion of Paley watch argument. Guidance in C question. Peer assessment. Copy info onto worksheet. Answer GCSE question: Explain how the argument from causation may lead to belief in God. Page 8 of 15

9 12 How does science say the world was created and designed? describe some scientific explanations of the origins of the world and outline some Christian responses to them. explain why some people are atheist based on the scientific explanations. evaluate the scientific explanations. Who are these two men in the picture. (Lamitere and Einstein). Key words. Matching of key words to pictures. Video on the big bang. Do you think science shows that God did not design the world? Science proves that God did not create the universe. Do you agree? Give reasons for your opinion (3) Give reasons why some people may disagree with you (3) GCSE questions. Peer assessment Page 9 of 15

10 13 How do unanswer ed prayers lead to a belief in describe the problem of unanswered prayers. explain why unanswered prayers may be a problem to religious believers. evaluate their own opinions on unanswered prayers as well as the opinions of religious people. What do you think a prayer is? Who do you think responds to peoples prayers? Do you think that prayers need to be answered in order for people to believe in Is it always a good thing to get what you want? What do you think a prayer is? b) Who do you think responds to peoples prayers? c) Do you think that prayers need to be answered in order for people to believe in Is it always a good thing to get what you want? Give three examples of prayers God may say no to Peer assess answers. Explanation of unanswered prayers. Self-assessment. GCSE question: Do you think God answers all prayers? Class discussion. Page 10 of 15

11 14 How does evil and suffering lead people not to believe in differentiate between natural and moral evil (E/G). describe the problem of evil and suffering (C/D). explain why evil and suffering is a problem for religious believers. (A/B). Who is responsible for evil and suffering? Is suffering always wrong? Can suffering lead to good? What would the world be like without evil and suffering? Why do religious people say we suffer? In groups write 10 evil things on your post it notes. Now place them under one of the headings moral evil or natural evil. /watch?v=iwo4zq- CyFs&feature=related A loving God would not let us suffer Do you agree? Give reasons for your Opinion. (3) Give reasons why some people would disagree with you. (3) Explanation of evil and suffering. GCSE questions. Who is responsible for evil and suffering? Is suffering always wrong? Can suffering lead to good? What would the world be like without evil and suffering? Why do religious people say we suffer? Page 11 of 15

12 15 How do Christians respond to the problem of evil and suffering? I will be able to describe the Christian response to evil and suffering and give 1 reason with an example (D). I will be able to explain the Christian response to evil and suffering using 2 reasons and 2 examples (B). I will be able to explain and evaluate the Christian response to evil and suffering and give well developed reasons supported by examples (A*). Creating a creature who has free will. Discussion of how Christians respond to evil and suffering. Writing a diary entry. GCSE D style question. Peer assessment. Explanation of the Christian response to evil and suffering. Which argument is the most convincing to prove God exists even though there is evil and suffering-must persuade class. Page 12 of 15

13 16 How does Islam respond to suffering? I will be able to describe the Islam response to evil and suffering and give 1 reason with an example (D). I will be able to explain the Christian response to evil and suffering using 2 reasons and 2 examples (B). I will be able to explain and evaluate the Christian response to evil and suffering and give well developed reasons supported by examples (A*). /member/bbcclassclip sre If Islam teaches that it is acceptable to wage war (Jihad), and the Sharia Law comes above all else, then does Islam permit Muslims to commit morally evil acts? Islamic teachings on suffering. Does Islam permit Muslims to commit morally evil acts? Paradise is surrounded by things you dislike and things you find hard to do and Jahanam (hell fire) is surrounded by things you love and things you find easy to do. The best things in life don t come easy. Do you agree? Why might someone disagree with you? Throughout all tasks. GCSE booklet. Creating a revision resource for this topic. Page 13 of 15

14 17 How does the media effect a belief in give summary about the programme. identify aspects that may influence belief in God. Some will be able evaluate how these programmes could affect attitudes to believing in God. List as many programmes that you watch on TV that have some religious content or might affect a person s belief in God. Watch clip: Use worksheet to help answer key questions about the clip. Write a brief summary about a programme that you have seen that has had an influence on your beliefs or even made you think about your beliefs... Revision for end of unit test. How do you feel about the lesson outcomes? Summary about the programme. Identify aspects that may influence belief in God. Evaluate how these programmes could affect attitudes to believing in God. Red = don t think I have grasped this Amber = feeling OK about this, have just about got there, why Green = Confident I have achieved this and why 18 KQ: How can I revise for the assessment on this topic? To be able to track knowledge on the topic so far. To be able to take away one revision resource. To be able to show a full knowledge and understanding of the topic. Learners to mind-map everything they can remember about the topic. Learners to complete revision activities. Revise for end of unit test. Must bring in a revision resource. Pop quiz on topic. Page 14 of 15

15 19 KQ: How can I show my knowledge on the topic? 20 KQ: How can I improve on my assessment? answer a question on the topic. explain their answers using PPE. describe why people may disagree with their view point. reflect on their test and see areas for improvement. pick a question to re-draft. add religious scripture to strengthen their answer. Set assessment protocol. Instructions on general class mistakes. Students to complete assessment. Read assessment and re-draft question. Learners to research scripture which they can add to support answer. Re-draft of question. Pupils to research Muslim and Christian views on the impotence of God. Pupils to create a mind map for revision of all the topics they have done so far. Learners to self-assess how well they feel they did on the assessment. Learners read through each other s work for ideas on how to improve their own. Page 15 of 15

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