Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification

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1 TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 Nottingham City and County City SACRE RE Syllabus: Non-statutory exemplification 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

2 Nottingham City and County SACRE RE Syllabus: Nonstatutory exemplification TITLE: What Ultimate Questions can we think of to find out what people believe YEAR GROUP: 5 and 6 About this unit: Year Group: 5 and 6 This unit enables pupils to consider what an Ultimate Question is and how are they useful for exploring more complex beliefs God. The focus is on how to raise Ultimate Questions and how to suggest possible answers. It makes use of the Transition Unit for Year 6, as well as the unit on Ultimate Questions. Pupils are encouraged to consider what can be learned from religious stories and key teachings, referring to their own experiences, beliefs and values. Where this unit fits in : This unit will help teachers to implement the Nottingham City and County Agreed Syllabus for RE by providing them with well worked examples of teaching and learning the theme of Ultimate Questions that focus on people s view God, by using the concepts of what sacred texts and teachings say God This unit contributes to the continuity and progression of pupils learning by being able to talk God (KS1); asking important questions; discussing own views in order to make links between beliefs and sources (KS2) The unit builds upon the learning in KS1 on I wonder questions, considering puzzling questions as well as the generic unit Talking God. The unit anticipates a further study of Ultimate Questions at KS3 focussing on Expressing Meaning (AT1). This includes understanding, explaining and interpreting ways in which religions and beliefs use literature, the arts, music, architecture and other forms of creative expression to respond to ultimate questions. It also links with the concepts of Meaning, purpose and truth (AT2) which includes describing and expressing insights into ultimate questions that confront humanity. Estimated teaching time for this unit: 7 hours. It is recognised that this unit may provide more teaching ideas than a class will cover in 7 hours. Teachers are invited to plan their own use of some of the learning ideas below, ensuring depth of learning rather than covering everything. KEY STRANDS ADDRESSED BY THIS UNIT This unit makes use of the following themes: Beliefs and questions; how people s belief God, the world and others impact on their lives Teachings and authority; what sacred texts and others sources say AT 1: Learning Religion Beliefs, Values and Teaching: describe the key aspects of religions etc Describe and begin to understand responses to ultimate questions AT 2: Learning from Religion Questions of Meaning, Purpose and Truth 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

3 ATTITUDES FOCUS: Pupils will explore attitudes of: Open mindedness by engaging in positive discussion and debate Appreciation and wonder by developing their capacity to respond to works of art and sacred stories Respect for all by a willingness to learn from other people s beliefs The unit will provide these opportunities: Pupils have opportunities to consider the concepts ultimate and non-ultimate questions; good and evil; creation and desecration (including God s generosity and Stewardship); miracles (including faith and prejudice) Pupils have opportunities to consider a diverse range of views regarding what God is like. From the study of Christianity, Judaism, Hinduism, Islam. Pupils will be able to think their own experiences and views in relation to ultimate questions. Experiences and opportunities provided by this unit include using ICT, art, and drama. There are also opportunities for Excellence and Enjoyment. This includes Enquiry through using thinking skills to look at things differently and from other points of view. Finally, there are opportunities for Evaluation when expressing own views and Empathy when understanding the perspective of another person. Background information for the teacher: In Christian thinking Jesus as the Son of God demonstrated his love for all by using the Holy Spirit to perform Miracles. These stories also show how Christians should have faith in God. In Muslim thinking the most important beliefs are stated in The Declaration of Faith or Shahadah. There is only one God, Allah and Muhammad (Peace be upon Him) is His Prophet. In Hindu thinking the story of Rama and Sita represents the overcoming of good against evil. Vocabulary + concepts In this unit, pupils will have an opportunity to use words and phrases related to: ultimate and non-ultimate questions Specific religions: Christianitymiracles Islam- Allah and Muhammad (pbuh) Resources Teachers might use: Listening to children in Primary Religious Education Ed. Lat Blaylock, Pub. RE Today Stories God Ed. Joyce Mackley, Pub. RE Today Y6 Transition Unit Nottinghamshire Agreed Syllabus for RE 2003 Web: The city and county of Nottingham supports this unit with some resources at Loans of artefacts and resources are easily arranged. The National Association of Teachers of RE (NATRE) has two excellent web starting points for these issues: enables pupils to view and judge numerous works of pupil art on key Biblical stories and spiritual ideas from young people. Online searchable sacred texts from different religions at: Try for a good general gateway to RE materials. Contributions to spiritual, moral, social and cultural development of pupils (suggest you use two or three max) Opportunities for spiritual development come from children reflecting for themselves God and what others believe 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

4 EXPECTATIONS: At the end of this unit Pupils working at level 3 will be able to: Pupils working at level 4 will be able to Use religious or spiritual vocabulary such as creation and desecration (AT1). Use a widening religious vocabulary to show that they understand different views Ask important questions religious beliefs and make links to own experience (AT2). God (AT1) Raise and suggest answers to questions God and apply their ideas to their own and other people s lives simply (AT2) Pupils working at level 5 will be able to: Explain some similarities and differences between views God and suggest possible reasons (AT1) Pose and suggest answers to questions of belief and express their own views in light of religious explanation (AT2) ASSESSMENT SUGGESTIONS A formal assessment of each pupils is neither required nor desirable for every RE unit. Continuing use of assessment for learning methods is best. Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the material studied throughout the unit across the ability range. In this unit of work, pupils are asked to prepare a PowerPoint of ultimate questions as they arise in their encounter with diverse materials each lesson. This on-going activity contributes towards their assessment, enabling a development of thought and a way of seeing how their enquiry skills improve. G&T: To extend this work, ask pupils to research for themselves in depth the similarities and differences between beliefs in God, and to then express their own views these thoughtfully and respectfully. 30/05/2009 Richard Linford/ Nottingham City and County SACRE / Units of Work in RE

5 Key questions LEARNING OBJECTIVES TEACHING AND LEARNING LEARNING OUTCOMES Points to note What is an Ultimate Question? To identify the difference between ultimate and non-ultimate questions. Lesson theme: Beliefs and Questions What are life s most mysterious questions? Sit the group in a circle. Where is the beginning or the end? Does a circle have a definite beginning or end? Imagine a question without a definite beginning or end. What is a question? What words do we find at the beginning of questions? When do you ask questions? If you wanted to find an answer to any question how would you try to find out? Do you always get answers to your questions? Does anyone know all the answers to all questions? Does anyone have a question they have not got an answer to, no matter who or where they have asked? Give and discuss examples and how pupils might begin to answer these. Use key words ultimate and non-ultimate. The term Puzzling Question might be useful for some children. Use a Johari Window to decide on 2 things known by child only and 2 not known to others. Work privately and then share in pairs, finally in small groups to fill in rest of window. What questions were put in the bottom left corner of the Johari window? How are these puzzling or mysterious? How might someone who is religious answer some of these questions? Suggest answers. Start a whole class PowerPoint presentation to record children s responses. This may include examples of puzzling questions, suggested answers as well as definitions of ultimate and nonultimate questions. Can children use a Johari window in order to identify Ultimate questions? I can raise and suggest answers to life s most mysterious questions. Questions for whole class discussion from Listening to children in Primary religious Education Ed. Lat Blaylock, Pub. RE Today Johari window is a structure used to enable deeper thinking. It, along with the introduction to this lesson, is taken from Exploring Puzzling Questions Ed.Joyce Mackley Pub. RE Today 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 5

6 What can the story of Rama and Sita tell us what Hindu s believe To apply understanding of Ultimate Questions to story of Rama and Sita. Lesson theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas Unpack from a bag, artefacts such as Diva lamps, images or statues of Rama and Sita etc. Do children know which story they represent? Watch the story of Rama and Sita on video. Retell the story to a partner using Babble Gabble. Split plot up and discuss key feelings for each part using discussion partners. After each part get children to call out top quality feeling words as the teacher sweeps their arm across the room. Place these on a feelings graph with each bar representing a different part of the plot. Review how these feelings change. What is the story? Discuss possible hidden meanings. This story has been told by millions of people for thousands of years. That s one way of seeing that it s a holy or sacred story. Why do you think it has lasted so long? Why is it a sacred story? Each group of 4 produce freeze frame for their given part depicting feelings identified on graph. Record using digital camera. Can children explain what the story of Rama and Sita shows Hindus belief in I can explain two Hindu beliefs from the story of Rama and Sita. Babble Gabble is a Speaking and Listening strategy from Speaking, Listening and Learning; working with children in Key stages 1 and 2 Primary National strategy 2003 This activity can be found in the Y6 Transition Unit. Use knowledge of story to ask What puzzles you the story? Refer back to last weeks work using class PowerPoint if needs be. Could Rama and Sita answer any of these? Use hot seating to find possible answers to these questions. Record answers and any questions that are still puzzling. Have answers to the puzzling questions been suggested? What can it tell us what Hindu s believe Record in the Power Point with each story to be covered, the freeze frame photos and key beliefs God, as well as any good examples of puzzling questions and suggested answers. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 6

7 What does the story of creation tell us what Jews believe To generate and discuss ultimate questions in order to explore beliefs God s world. Assessment Task Theme: Discuss their own and others views of religious truth and belief creation, expressing their own belief. Look carefully in small groups at works of art inspired by the Garden of Eden story. Don t tell children the theme and ask them to make list of things that puzzle them. Discuss one or two as a whole class. Ask what story they think the picture is inspired by. Read the story of The Garden of Eden. Stop at the part where Eve is tempted. Children discuss Adam or Eve s thoughts and feelings briefly in pairs. Use this in Conscience Alley with Adam or Eve at the top. Each character to make an honest answer depending how convincing the two sides are. Continue reading the story. Look again the initial questions from viewing the art work. Which questions have been answered and which have not. Is this because they are ultimate? Suggest and record answers. Are there any new questions especially God to be added to the Power Point? What is the main message of the story? What do you think Jews would say God is trying to tell them? Introduce key vocabulary CREATION, GOD S GENEROSITY, STEWARDSHIP Explain their meaning in context of Jewish belief. Can children make links between these definitions and their own ideas? Start to plan one half of a piece of art work to represent creation and what it says God. Can they guess what the other half will be? Can children produce a piece of art work to represent creation and the key concepts of God s generosity and stewardship I can identify what a religious story shows God by asking and answering questions. (AT2 Level 4) Cross curricular link to Art. Use this curriculum time to plan the sort of images children could include. This work could be further extended by work on Habitats in Science and Environmental themes. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 7

8 What does the story of desecratio n tell us what Jews believe To generate and discuss ultimate questions in order to explore beliefs God s world. Theme: Discuss their own and others views of religious truth and belief desecration, expressing their own belief. Brainstorm as a class: all the things which are a threat to the world, which might lead to the end of the world as we know it. Start with pollution and war. Read And Man said with two voices. Each small group discuss one of the following questions. This story is similar and different to the creation story you read before. Make two lists: all the similarities and all the differences. Do you think man in the story includes women? Why or why not? Does everything that humans invent spoil the world? Do you think the story gives the right impression of what humanity is doing to the world? What is the message of this story? Why do you think the world has problems with the environment? Envoy these ideas to another group. Summarise briefly what people have learnt. Introduce key word DESECRATION. How does this fit in with ideas discussed in groups? What still puzzles us? Which of these are ultimate questions? Record these in the class Power Point. Discuss: Is God to blame for the way the world is? What would Jewish people say this ~ and what do you think? Record children s ideas with names for Power Point. Plan the other half of their artwork Question the children s understanding of key concepts as they complete artwork in order to add to assessment. Are children using key vocabulary (CREATION, GOD S GENEROSITY, STEWARDSHIP ) AT1 Level 4) Give a suitable title for both pieces. Scan or photograph selection for PowerPoint. Can children generate ideas on Is God to blame for the way the world is? using a story as a stimulus I can explain what Jewish people believe who is responsible for the desecration of the world. And man said is taken from the Y6 transition unit Envoying is a Speaking and Listening strategy from Speaking, Listening and Learning; working with children in Key stages 1 and 2 Primary National strategy 2003 Cross curricular time for art work as before. 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 8

9 What do the miracle stories in the New Testament show what Christians believe To understand how the concepts of faith and prejudice are important in the teachings of Jesus Lesson Theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) What is a miracle? What questions could be asked miracles? Decide in pairs. Snowball and place on Post-It s. Read out some good examples. Read Jesus makes a person with Leprosy clean Are there any other questions to add to the Post-It s? Retain best examples to use in PowerPoint. What do you think of the healing miracle in the story? Some people believe in healing miracles. Others do not. What would believers and non-believers say to each other? Split the class into two halves, believers and non-believers. Brainstorm points of view miracles. Pair up children from the two halves and share what believers and non-believers might say to one another. Ask children to share good examples for class PowerPoint. 1. What was more important, the man s faith, the touch of Jesus or the healing? 2. Why were lepers treated so badly in Jesus time? 3. Who is treated badly today because of fear, or their appearance? Why is this wrong? Introduce the key words FAITH AND PREJUDICE. Display two Christian comments the story. What do you think the story says Jesus/ Children to use the words faith and prejudice or equivalent. Record for class PowerPoint. Can children compare what believers and nonbelievers might say miracle stories in the Bible? I can identify what a religious story shows God by asking and answering questions. (AT2 Level 4) 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 9

10 To use thinking skills in order to identify Muslim views God. To be able to use empathy and interpretation skills in order to understand Muslim views of God. Lesson Theme: Pupils should be taught to describe the key aspects of religious stories that influences the beliefs and values of others (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) How Bilal the slave became the first muezzin of Islam Read story and discuss: What puzzles you? What did you learn from this story? What mattered most to Bilal? Discuss in pairs possible answers to the last question. Record initial answers suggested. Give each child a copy of the target diagram and the twelve items. Ask pupils to discuss whether each of the possible answers to the question what mattered most to Bilal? should go on the bull s-eye. There are no definitive correct answers, and rules can be varied: one in the centre and no more than three in any one circle is a good way to do it. Focus on the idea of God in the story. What have children learnt now the message behind the story? What does it say the Muslim view of Compare this to the initial suggestions. Are there still questions that are puzzling? Evaluate together how the target board helped children to think more deeply. Record children s ideas for PowerPoint. Can children produce a target diagram to explore Muslim beliefs I can identify what a religious story shows God by using a target diagram to explore Muslim beliefs. (AT2 Level 4) This activity is adapted from the Y6 Transition Unit 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 10

11 What have we learnt different religions view of To be able to compare different views of God. Lesson theme: Identify and begin to describe the similarities and differences between religions regarding views of God (AT1) discuss their own and others views of religious truth and belief using Ultimate Questions, expressing their own ideas (AT2) Do children have their own view of In pairs brainstorm What is God like? Record some responses. Focus on children s use of key concepts and vocabulary from previous activities. Use completed PowerPoint either as a whole class or in pairs. Focus especially on the slides which give information on views of God. Either in pairs or as whole class make a list of statements on what God is like. Record which religion these belong to. Are there any statements that are the same for more than one religion? Compare the statements to the children s own views recorded at the start of the lesson. Finally focus on the Ultimate Questions. Now that different views of God have been recorded, can new answers be suggested for any of these puzzling questions? Extension Task for Higher Ability children: Ask pupils to research for themselves in depth the similarities and differences between beliefs in God, and to then express their own views these thoughtfully and respectfully. Can children synthesise different people s view of God and then compare it with their own? I can use religious vocabulary to show that I understand different views God (AT1 level4) I can explain some similarities and differences between views God and suggest possible reasons (AT1 level5) I can think of and suggest answers to questions of belief and express my own views thinking religious ideas (AT2 level5) 30/05/2009 Richard Linford/ Nottingham City & County SACRE / Units of work in RE 11

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