Some Aspects of Paganism in Modern Scotland

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1 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 1 Religious and Moral Education: Some Aspects of Paganism in Modern Scotland

2 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 2 A Curriculum for Excellence unit of six lessons for use in the other world religions section of the Scottish RME curriculum (nondenominational schools). Contents Lesson 1: An Introduction to Modern Pagan Beliefs in Scotland 1 - Shared concepts and ethics Lesson 4: An Introduction to Modern Pagan Beliefs in Scotland 9 - What s so special about the land? Lesson 2: An Introduction to Modern Pagan Beliefs in Scotland 4 - The Wheel of the Year Lesson 5: What is a Marriage? 13 - Legal Pagan Marriages / Hand fastenings Lesson 3: An Introduction to Modern Pagan Beliefs in Scotland 7 - Questions from S4 pupils Lesson 6: Pagan Religious Marriages 15 - The form of Legal Pagan Marriages / Hand fastenings Front image: The Awakening of Angus Og, K. Lymer & Experiences, A Curriculum for Excellence, LTS, Other materials.

3 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 3 Lesson 1: An Introduction to Modern Pagan Beliefs in Scotland Focus: Shared Concepts and Ethics LO: To understand that Paganism is a minority religion in Scotland To explore and compare some shared concepts and ethics in Paganism Lesson 1 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: Brainstorm class preconceptions of what Pagans believe. Play music and ask pupils what the message is. Discuss briefly their thoughts Teacher explains background to Paganism in modern Scotland, based on info from teachers notes / own reading. I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b When I engage with others, I can make a relevant contribution, encourage others to contribute and acknowledge that they have the right to hold a different opinion. I can respond in ways appropriate to my role and use contributions to reflect on, clarify or adapt thinking. LIT 3-02a Lesson 1 Worksheet: Shared concepts and ethics. Elton John s Circle of Life. I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking. LIT 4-02a

4 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 4 Development: Differentiation / CA: Split class into groups and ask them to read the introduction and one of the discussion points on the worksheet. They will report back to the whole class about the point they have discussed and what they think it means. Time to read and talk about the discussion point allocated to their group. Each group of pupils will report back to the others their findings and thoughts about the point they have discussed Discussion are these ideas comparable with the morality and ethics of other religious groups? I can describe how the values of world religions contribute to as well as challenge Scottish and other societies. RME 3-05c I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b I can explain how the values of world religions contribute to as well as challenge Scottish and other societies. RME 4-05c I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b An understanding of the some of the widely shared concepts in Paganism. An exploration of comparative morality & ethics Keep pupil(s) focused on the points under discussion. Offer to note-take for the group, if applicable. Is this what they expected when they heard the word Pagan?

5 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 5 Further Development: Discussion are these shared concepts useful for a) Pagans and b) non-pagans? How do the points under discussion relate to the Elton John song? Plenary: Through reflection and discussion, I can explain a range of beliefs which people hold and can participate in debates about ultimate questions. RME 3-09a Having reflected upon and considered a range of beliefs, belief systems and moral viewpoints, I can express reasoned views on how putting these beliefs and values into action might lead to changes in society. RME 4-09a Extension Work Has this lesson been useful in helping them understand what Paganism in Scotland is? I can describe how the values of world religions contribute to as well as challenge Scottish and other societies. RME 3-05c I can explain how the values of world religions contribute to as well as challenge Scottish and other societies. RME 4-05c Class debate about Pagan and comparative beliefs.

6 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 6 Lesson 2: An Introduction to Modern Pagan Beliefs in Scotland Focus: The Wheel of the Year LO: To learn about the Wheel of the Year and its place in Pagan belief. To explore and compare the Pagan wheel of the Year with other religious festivals. Lesson 2 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: Brainstorm their preconceptions of what festivals / times of the year are sacred to Pagans Discuss briefly their thoughts where have their ideas come from? Discuss the Wheel of the Year Split class into groups and ask them to look at the Wheel of the Year and what they think it means. I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT 3-06a / LIT 4-06a Photocopied worksheet: Lesson 2 The Wheel of the Year. Access to library books / Internet about religious festival and their customs in Scotland. Values in Harmony: THE PROMOTION OF GOOD COMMUNITY RELATIONS DESCRIBED BY 11 RELIGIONS AND BELIEFS IN SCOTLAND (EHRC, 2009). nloads/values_in_har mony.pdf

7 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 7 Development: Time to read and talk about the Wheel allocated to their group. What names would they give some of these festivals? Use Values in Harmony to compare the festivals. Which ones do they celebrate and why? What do they think Pagans are celebrating in each section? Having reflected upon sources from world religions, I can explain some key beliefs about deity, the human condition and the natural world, and how these beliefs lead to actions for followers of those religions. RME 3-04a Having considered the key beliefs of world religions, I can express reasoned views on these and discuss how putting them into practice might affect individuals and society. I can confidently support my own responses to these issues of belief. RME 4-04a An understanding of the important times of year for Pagans. An exploration of comparative festivals dates with other religions. I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required. LIT 4-10a Differentiation / CA: Keep pupil(s) focused on the points under discussion. Offer to note-take for the group, if applicable. Further Development: Each group of pupils will report back to the others their findings and thoughts. Discussion is the Wheel comparable with the celebrations of other religious groups? I have researched and reflected upon the major ceremonies and customs of world religions and can explain the significance of these to the followers of these religions. RME 3-06a Through researching a range of traditions, practices and customs of world religions, I can consider the place of these in contemporary life. RME 4-06a An understanding of the important times of year for Pagans and how they compare with the timings of other religions festivals. Why don t all Pagans celebrate all the festivals on the Wheel?

8 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 8 Do they know of any customs associated with the different times of the year on the wheel? Plenary: Possible development: Each group of pupils will report back to the others their findings and thoughts. Discussion is the Wheel comparable with the celebrations of other religious groups? Why don t all Pagans celebrate all the festivals on the Wheel? Do they know of any customs associated with the different times of the year Pagan or otherwise? What customs do various faiths have in common? I can give examples of the contributions of the beliefs of world religions to the development of Scotland, now and in the past. RME 3-04d Through reflection and discussion, I can explain a range of beliefs which people hold and can participate in debates about ultimate questions. RME 3-09a Having considered the key beliefs of world religions, I can express reasoned views on these and discuss how putting them into practice might affect individuals and society. I can confidently support my own responses to these issues of belief. RME 4-04a I can explain the contributions of the beliefs of world religions to the development of Scotland, now and in the past. RME 4-04b Having reflected upon and considered a range of beliefs, belief systems and moral viewpoints, I can express reasoned views on how putting these beliefs and values into action might lead to changes in society. RME 4-09a Class debate about comparative festivals and associated customs.

9 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 9 Lesson 3: An Introduction to Modern Pagan Beliefs in Scotland Focus: Questions from S4 Pupils LO: To explore questions from pupils about Paganism. To discuss & evaluate what has been learned in so far. Lesson 3 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: Brainstorm their questions from the two previous lessons. Discuss briefly their thoughts where have their ideas come from? Through reflection and discussion, I can explain a range of beliefs which people hold and can participate in debates about ultimate questions. RME 3-09a Having reflected upon and considered a range of beliefs, belief systems and moral viewpoints, I can express reasoned views on how putting these beliefs and values into action might lead to changes in society. RME 4-09a English / Literacy Modern Studies Lesson 3 Power Point presentation. Laptop and projector. Development: Differentiation / CA: Show the power point presentation and allow pupils to take notes. Split into groups for discussion: have all their questions been answered? Group discussion / essay topic: What is Paganism in Modern Scotland? I can explain how the different beliefs that people have, including beliefs which are independent of religion, relate to their moral viewpoints and how this leads them to respond to moral issues. RME 3-09c I can explain my own responses to the benefits and challenges presented by the increasing diversity of belief to modern Scotland and the wider world. RME 4-09c An exploration of common questions. An overview of modern Paganism in Scotland. I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b / HWB 4-44b Keep pupil(s) focused on the points under discussion. Offer to note-take for pupil, if applicable.

10 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 10 Further Development: Class discussion about answers / findings. Plenary: Have these lessons been useful in helping them to understand something about what Pagans in Scotland believe? What have they learned? I have researched and reflected upon the major ceremonies and customs of world religions and can explain the significance of these to the followers of these religions. RME 3-06a I can describe how the values of world religions contribute to as well as challenge Scottish and other societies. RME 3-05c I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b Through exploring a range of issues of morality, I can consider the responses of world religions to these issues and relate these to my own developing values. RME 4-05a Through researching a range of traditions, practices and customs of world religions, I can consider the place of these in contemporary life. RME 4-06a I can explain how the values of world religions contribute to as well as challenge Scottish and other societies. RME 4-05c I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-05a / LIT 4-05a Possible development: Essay / Project topic: What is Paganism in Modern Scotland?

11 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 11 Lesson 4: An Introduction to Modern Pagan Beliefs in Scotland Focus: What s so special about the Land? LO: To understand the importance of the landscape for everyone. To understand Pagans revere the land as sacred. Lesson 4 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: Look closely at the PPT presentation. Quick class discussion - What do you think is special about the places in the pictures? Through investigating and reflecting upon the responses of world religions to issues of morality, I can discuss ways in which to create a more just, equal, compassionate and tolerant society. RME 3-05a Through exploring a range of issues of morality, I can consider the responses of world religions to these issues and relate these to my own developing values. RME 4-05a Scottish Outdoor Access Code legislation: cessscotland.com/default. asp Lesson 4 PPT presentation: Sacred Landscapes Development: 1 - Pupils in pairs / threes: Time to discuss, and then feed back to the class about their initial reaction to the PPT Presentation. Reflective writing task: I am developing my understanding of the nature of belief and morality. RME 3-09d I can explain my own responses to the benefits and challenges presented by the increasing diversity of belief to modern Scotland and the wider world. RME 4-09c 1 - An understanding of the beauty of nature and the need to respect it. 2 - An understanding I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can PPT Presentation: Sacred Landscapes.

12 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 12 take yourself, a pen and a jotter to a quiet, beautiful place sitting under a tree will do. Look really closely at the natural landscape around you. Concentrate on seeing the beauty of it all. Try to feel part of it. I am able to offer a basic analysis of the origins and development of beliefs and morality. RME 4-09d that we are all responsible for our actions on the landscape. 3 To begin to understand that Pagans see the landscape itself as sacred. independently select and organise appropriate resources as required. LIT 4-10a Now write your thoughts and feelings about the experience of really seeing the world around you. Compare writings do you think that any similar feelings with others are part of a connection all humans feel for the land? Re-run the presentation slowly whole class discussion work - What do you think is so important about the land? Why?

13 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 13 Further Development: Differentiation / CA: 2 - Give each group a copy of the outdoor code and ask them to jot down their ideas about why it was written who is the audience? 3. Why should we all - Pagan or not - take responsibility for our actions on the land? 4. What do you think the land might mean to everyone is Scotland? What else might it mean to Pagans? Through investigating and reflecting upon how followers of world religions put their beliefs into action, I can reflect upon the consequences of putting my own beliefs into action. RME 3-04b I can apply philosophical enquiry to explore questions or ethical issues. RME 4-09e I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a I can discuss the sustainability of key natural resources and analyse the possible implications for human activity. SOC 4-08a Keep pupil(s) focused on the points under discussion. Offer to note-take for pupil, if applicable. Plenary: Ensure that they have understood the importance of the land for everyone. Ensure they understand Pagans use their personal interaction with the I can describe how the values of world religions contribute to as well as challenge Scottish and other societies. RME 3-05c I can explain how the values of world religions contribute to as well as challenge Scottish and other societies. RME 4-05c I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human Possible development: Further exploration of Pagan ideas about the land. Environmental / rural studies. Geographical history of Scotland.

14 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 14 land to give them a connection with their individual Deities. activity on an area. SOC 4-10a

15 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 15 Lesson 5: What is a Marriage? Focus: Legal Pagan Marriages / Hand fastenings LO: To explore and discuss previous knowledge about wedding ceremonies. To understand there are different marriage laws in different UK countries. Lesson 5 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: Discuss weddings with the class. What types of weddings have they attended? Why do people still get married? I can explain a range of beliefs which followers of world religions hold about ultimate questions and participate in debates about these. RME 3-04c I am able to offer a basic analysis of the origins and development of beliefs and morality. RME 4-09d An understanding of the historical and cultural significance of marriage. Teacher to note-take responses. Who can get married? How many ways of getting legally married do they know about? Development: Small group / paired work: Use the worksheet to explore what is already known about various wedding ceremonies and research the questions posed. I have researched and reflected upon the major ceremonies and customs of world religions and can explain the significance of these to the followers of these religions. RME 3-06a Through researching a range of traditions, practices and customs of world religions, I can consider the place of these in contemporary life. RME 4-06a An exploration of the forms that wedding celebrations can take in a variety of cultures and faith groups. When listening and talking with others for different purposes, I can: communicate detailed information, ideas or opinions Lesson 5 Work Sheet: Weddings and Celebrations Copies of Official Marriage Guidance: Scotland: a England:

16 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 16 Further Development: explain processes, concepts or ideas with some relevant supporting detail sum up ideas, issues, findings or conclusions. LIT 4-09a me Internet access Class discussion about answers / findings. I have researched and reflected upon the major ceremonies and customs of world religions and can explain the significance of these to the followers of these religions. RME 3-06a I am developing my understanding of the nature of belief and morality. RME 3-09d I can apply philosophical enquiry to explore questions or ethical issues. RME 4-09e An understanding that although the form of the ceremony varies by history, culture and tradition, the intent and meaning of the ceremony is exactly the same. I can contribute to a discussion on the extent to which people s needs should be met by the state or the individual. SOC 4-16a Add to the notes from the start of the lesson. Class to make notes about points made. Plenary: Summary questions about marriage and the legal differences between countries in the UK. I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b I am able to reflect upon my own responses to the challenges and opportunities presented by religious and cultural diversity and extend this reflection from the Scottish to the global context. RME 4-03b An understanding that there are different laws relating to marriage in the four countries of the UK.

17 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 17 Lesson 6: Pagan Religious Marriages Focus: Legal Pagan Marriages / Hand fastenings LO: To understand that Pagan Religious Marriage is a legal marriage in Scotland. To understand what may be involved in a Pagan Marriage Ceremony in Scotland. To understand intercultural / interfaith inclusiveness is part of civic life in Scotland. Lesson 6 Third Level Experiences and Fourth Level Experiences and Cross- Curricular Possibilities Resources Introduction: The class is now going to learn about Legal Pagan Marriage in Scotland Watch the PPT presentation. Development: Re-run the presentation slowly whole class discussion work - What do you think is happening? I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b I have researched and reflected upon the major ceremonies and customs of world religions and can explain the significance of these to the followers of these religions. RME 3-06a I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b Through researching a range of traditions, practices and customs of world religions, I can consider the place of these in contemporary life. RME 4-06a An understanding that Pagan Religious Marriage is legal in Scotland. An understanding that the ceremonies are individual and written for the couple. An understanding that the legalities have to be observed. Focus on telling pictures from the photographs. Who are they? Why have they As I listen or watch, I can make notes and organise these to develop thinking, help retain and recall information, explore issues and create new texts, using my own words as appropriate. LIT 3-05a / LIT 4-05a I can contribute to a discussion on the extent to which people s needs should be met by the state Lesson 6 PPT Presentation: Pagan Marriage Ceremonies in Scotland. PPT Presentation: Pagan Marriage Ceremonies in Scotland.

18 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 18 Why? chosen to marry like this? or the individual. SOC 4-16a What do the class feel / think about these photographs? Further Development: Find out what you can about - Legal Pagan Marriages in Scotland - Historical Hand fastening. I can describe how the values of world religions contribute to as well as challenge Scottish and other societies. RME 3-05c I am developing my understanding of Scotland s religious diversity as well as the place of religion in society. RME 3-06b Through researching a range of traditions, practices and customs of world religions, I can consider the place of these in contemporary life. RME 4-06a I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b An understanding, through guided internet research, of Pagan Religious Marriages and the forms that wedding ceremonies can take. An understanding that Pagan Religious marriage is legally recognised as a marriage, as with those from any other faith group. To help me develop an informed view, I can identify some of the techniques used to influence or persuade and can assess the value of my sources. LIT 4-08a I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others. SOC 4-02a Internet access Scottish sites org/celebrants.html weddings.com/ anweddings.co.uk/

19 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 19 Plenary: Summary questions about the inclusiveness of faiths in Scots Law. Discussion about Pagan Religious marriage and its place in a modern society. I can explain how the different beliefs that people have, including beliefs which are independent of religion, relate to their moral viewpoints and how this leads them to respond to moral issues. RME 3-09c I am developing my understanding of the nature of belief and morality. RME 3-09d Through exploring a range of issues of morality, I can consider the responses of world religions to these issues and relate these to my own developing values. RME 4-05a I am able to reflect upon my own responses to the challenges and opportunities presented by Scotland s religious and cultural diversity and extend this reflection to the global context. RME 4-06b I can explain how the values of world religions contribute to as well as challenge Scottish and other societies. RME 4-05c I can explain my own responses to the benefits and challenges presented by the increasing diversity of belief to modern Scotland and the wider world. RME 4-09c I can apply philosophical enquiry to explore questions or ethical issues. RME 4-09e An understanding that cultural diversity exists both within and between countries. I can analyse the factors contributing to the development of a multicultural society and can express an informed view on issues associated with this. SOC 4-16c When listening and talking with others for different purposes, I can: communicate detailed information, ideas or opinions explain processes, concepts or ideas with some relevant supporting detail sum up ideas, issues, findings or conclusions. LIT4-09a Possible development: Invite a SPF Speaker / Celebrant to speak to the class about Pagan Weddings. An exploration on the forms of vows / wedding ceremonies who writes them and why? Comparisons of Pagan forms of marriage with other faiths what is common to all? What is different and why?

20 RME Unit: Paganism Year: S3 + (Approx. 50 min lessons) 20

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