Subject: Religious Education Scheme of Work: (Year 8) Term: Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria

Transcription

1 Subject: Religious Education Scheme of Work: (Year 8) Term: Autumn/Spring/Summer Topic / Unit(s) Overview / Context Assessment/Mastery Success criteria What was so radical about Jesus? Students will suggest meanings of the texts studied and how they challenged religious and political authorities, explaining ideas with reasons and evidence. They will consider which interpretations are appropriate and why. Students will learn how Christians use the teachings of Jesus to guide their actions and behavior and will study how Christians respond to the teachings of Jesus. Consideration will be given to the implications for the modern world of Jesus treatment of the marginalized. Students will respond to the challenges of Jesus teaching about love and justice, offering reasons and justifications for their responses. 0 -Match the key words sinner, Pharisee and righteous to their correct definitions -State what you find interesting or puzzling about the topic: What s so radical about Jesus? -Describe how you felt about this topic 1L -State three different types of people that Jesus mixed with -Retell the story: Jesus eats with sinners -Do you think it was acceptable for Jesus to eat with sinners? State a personal opinion using simple reasons -State definitions of street pastors and the Salvation Army -How do street pastors show that their religion is important? 1M 1H -Describe why some people would say that Jesus was radical. Why is Jesus important to the Christian religion? -List questions you would like to ask about the unit: What was so radical about Jesus? -Describe some of the beliefs and practices of street pastors (i.e. what work do they do and why do they do this?) -Interpret the meaning of the quote: It is not the healthy who need a doctor, but the sick. I have not come to call the righteous, but sinners.

2 -Do you believe that all Christians should become street pastors? Describe a personal opinion using believable reasons 2L 2M 2H 3L 3M 3H 4L -Describe why the actions of Jesus might not be important to non-religious people -Why might non-religious people argue that love and justice is important in the world - It is important that people stand up for change State arguments for and against this statement -Describe how Elizabeth Fry and Olaudah Equiano stood up for change -Describe how the actions of Elizabeth Fry and Olaudah had an impact on the lives of people -We should share our wealth with the poor and the needy -State simple written arguments for and against the statement using some religious reasons -Refer to sacred writings in your answer -Interpret the meaning of the quote Deny yourselves, take up your cross and follow me. -Explain Christian teachings towards the poor and the needy -Explain similarities and differences between Mark 2 and Matthew 23 -Explain the meaning of the quotation: If you lend money to one of my people among you who is needy, do not treat it like a business deal; charge no interest. (Exodus 22:25) - All Christians should donate money to charity. Construct arguments for and against the statement. Refer to sacred writings in your answer. -Write a conclusion using basic reasons. -Compare and contrast the Church of England s Five Marks Mission with the Nazareth man manifesto - -Explain how religion affected the life of either Elizabeth Fry or Olaudah Equiano. How could their actions have an impact on individuals and communities today? -Explain how two different religions have responded to the problem of poverty Curriculum Opportunities PSHE and Citizenship links throughout the unit. English: Students are writing to describe and to explain. They will be given various Biblical texts or quotations which will be annotated and interpreted into modern day language. Students will argue different points of view and evaluate the strengths of these arguments in order to reach a justified conclusion. SMSC Spiritual Moral Social Cultural

3 Assessment Opportunities PAIR Marking to be completed -Lesson 4 The most important Christian duty is helping those in need -Lesson 8 Radical extremism is a good thing -Lesson 14 - The most valuable things in life cannot be bought with money. Assessment Cycle: Key Vocabulary Wider Reading Sinner, Pharisees, Righteous, Street Pastor, Salvation Army, Synagogue, Rabbi, Messiah, Justice, Radical extremism, Zakat, Wealth, Poverty, Sewa. All necessary resources which require reading accompany the power point for each lesson. Teacher Notes The gospel expresses the idea of Jesus as being good news in his person and his teaching. Jesus exemplifies what it is to live in accordance with Gods will and how Christians should live their lives. The sacrifice of Jesus leads Christians to believe in salvation of all who turn to him. Jesus is seen as radical because he publically argues with authority and his actions showed that he wanted a different world; a world where Gods loving rule is evident in people s hearts rather than their own desires ruling. Jesus doesn t want to help people he meets he wants to make the world a fairer and more just place. This requires changes to what people think, to custom and to tradition. His challenge is focused on the powerful; on the side of the powerless hence in this sense Jesus is radical. The stories point to why Jesus was executed as he was a threat to both political and the religious establishment therefore they wanted to silence him. Jesus wasn t killed for saying we should be nice to each other but for demanding a radical change to the world. Jesus teachings with regard to money lending in the temple and his work with the poor led some Christians to question the morality of lending money at interest, the basis of capitalism. Jesus public announcement of his mission in Luke 4 shows he identifies himself with Isaiah s prophecy to the Messiah and shows his commitment to creating a world of wholeness and healing. Many Christians read this as a call to radical, loving action in the world.

4 The Three Peaks Objectives Teaching and Learning Activities Assessment Notes Lesson 1 Describe the account of when Jesus ate with sinners Explain different perspectives within the account Evaluate what actions Jesus might require from his followers today Imaginary task: If you could choose to invite three people to dinner who would they be and why? The people invited can include famous people, celebrities etc. -Read the text from Marks Gospel Jesus eating with sinners. Annotate the text and discuss key words within the text and what this text means.. -Students will re-read the text taking into account different perspectives from the time of the story; imagine they are one of the teachers of the law, a sinner or tax collector or a disciple. -Paired task: come up with two or three actions they think that Jesus might be demanding from his followers today based on their understanding of the text. Feedback and discussion. Maps: Habits of the mind: Look at it another way Paired Jesus eats with sinners Mark 2 Key words: sinners, Pharisees and righteous. Students are analyzing a Biblical text and interpreting its meaning Jesus saw people as individuals and looked beyond their labels i.e. sinners. Why do you think it is important to see and treat people are individuals? Spiritual: exploration of Christian beliefs about Jesus via a Biblical text Students will need to be given some background information about the Pharisees and it meant to be a sinner at the time of Jesus Lesson 2 Make words from the following: Street Pastors Circle maps Ranking Circle maps

5 Describe the term street pastor and the work that street pastors do Explain why some people become street pastors Evaluate whether you would volunteer to be a street pastor -What are street pastors? Students to watch the video clips which explain what street pastors are. Students should record what street pastors are and the work that they do within a circle map. Feedback and discussion. Students to add extra ideas in green pen. -Students to read and annotate the reasons why street pastors do this work. Students to rank them in order of which reasons they believe are the most important and why Maps: Circle and red Habits of the mind: Understand others Evaluation question and questioning Key word: Street pastor Students are providing justification for their choices Could you volunteer to be a street pastor? task Spiritual: learning about others in the surrounding world encountered Lesson 3 Recite a job description for a street pastor Analyze a set of scenarios and justify which is worse with reasons why Evaluate how street pastors are putting Jesus teachings into action Street pastor images. Students to record what they see in the form of a bubble map -Students to use prior learning about street pastors and the information that was gathered from the images to produce a job description for a street pastor. Before beginning the task show students examples of job descriptions to help them with the task or provide a template. Students will peer assess job descriptions against a set criteria. -; if a street pastor was approached by a Bishop for example who demanded to know why they were having a cup of tea with a street drinker what would be the response of a street pastor. -Give the students the examples of modern equivalents of people in authority who fail to abide by their own rules e.g. a doctor who smokes, a bishop who looks down his nose at the poor, a politician Bubble maps Job advert Ranking response Ranking Bubble maps Students are using the skill of reasoning and giving justifications for their choices

6 who steals public money or a teacher who helps her students cheat in exams. Students will rank which is worse and provide reasons why. Bronze, silver gold. Feedback and discussion. Maps: Bubble Habits of the mind: Use every sense and use what you ve learned Spiritual: exploration of beliefs How are street pastors putting Jesus teachings into action? task Lesson 4 Describe how street pastors are putting Jesus teachings into action Explain the work of the Salvation Army Evaluate whether the most important Christian duty is to help those in need What is a rebel? Give examples of actions or behavior that would be classed as being rebellious - of how street pastors are putting Jesus teachings into action.. -Students will find out about another Christian group who follows Jesus intention to be with those who are in need the Salvation Army. -Read and annotate the fact file about the work of the Salvation Army. Students to produce a flow map to record the main areas of the work of this Christian group. Media clip to also be used. -From the information gathered what evidence is there that the Salvation Army is following the intentions of Jesus to be with those who are there in need?. Key ideas to be recorded. -Planning time. What are the purposes of a tree map? View tree map examples. Students to plan PAIR marking evaluation question using the tree map based on the statement; The most important Christian duty is to help those in need. -Begin writing up evaluation Maps: Tree map, yellow, black and red Flow map PAIR marking Tree maps Students are arguing for and against a statement including evaluating the strengths of the arguments to reach a justified conclusion PAIR marking Moral; offering reasoned views

7 Habits of the mind: Be clear and look at it another way Continue writing evaluation Lesson 5 Describe the term radical and if helping those in need is radical behavior Explain how Elizabeth Fry stood up for change Evaluate whether the actions of Elizabeth Fry was radical or not Response to PAIR marking in green pen -Define the word radical. Was it radical behavior that Jesus ate with sinners? Is the work of street pastors or working with the homeless radical behavior? Personal opinion bronze, silver gold task; Can you call yourself a Christian if you are not engaged with work like this? Discuss whether Christianity is a call for radically loving actions. -Elizabeth Fry video. Students to record key facts on a bubble map -Read the life story about Elizabeth Fry and how she stood up for change.. Discuss how Elizabeth Fry stood up for change. Were her actions radical? Maps: Bubble and red Habits of the mind: Be clear and keep learning Pair marking response Bronze, silver and gold task Elizabeth Fry life story Students are writing to describe and explain plus explain a personal point of view Spiritual; learning about others Opinion question: Do you think the actions of Elizabeth Fry were radical? Give reasons for your opinion Lesson 6 Describe how Olaudah Equiano stood up for change against the slave trade Recall: How did Elizabeth Fry stand up for change? -Read and annotate the text which describes how Olaudah Equiano stood up for change and helped to end the slave trade. Discuss key facts from his life.. -Study living Christians who have stood up for change. Archbishop Sentamu has argued for women bishops. View the media clip and Recall task Fact files

8 Explain how Archbishop Sentamu has stood up for change Evaluate whether you would stand up for your beliefs the fact file about Sentamu. Compare with Olaudah and Fry. Other living Christians could be included such as Vicky Beeching who said that Jesus was a feminist and so am I or Gene Robinson who claims that the Bible is used to pathologies homosexuality. -Use the question matrix to devise questions about the living or the dead Christians who have stood up for change. Maps: Question matrix Habits of the mind: Take the right risks Question matrix questions devised Opinion task Students will use the question matrix to devise higher order questions Would you stand up for your beliefs? Bronze, silver gold Spiritual; learning about others Lesson 7 Describe what happens in the text Matthew Explain the words of Jesus contained within the text Matthew 23: 1-12 Evaluate what is radical about the warning that Jesus gives Recall the story of when Jesus eats with the sinners. Is helping people who are unlovable radical or really nice? -Read the passage where Jesus seriously argues with the religious authorities accusing them of hypocrisy and selfishness. Annotate key words which might require explanation. What does it mean that they make a big show of wearing scripture verses and long tassels on their prayer shawls? What does the metaphor heavy load refer to? What sort of picture is he painting of this group? What does Jesus say about God? What is the difference between the Pharisees and teachers authority and Gods authority? Bronze, silver, gold. -Use the question matrix to devise questions about the text Maps: Question matrix Habits of the mind: Be clear Story recap Bronze, silver gold task Question matrix questions Students are annotating and analyzing a Biblical text to interpret its meaning Spiritual; Christian beliefs about Jesus Some key words within the text will be hard for students to

9 What is radical about the warning that Jesus gives? Do the humble find Jesus teachings good news? Who would find it bad news? understand and these need addressing Lesson 8 Describe a relevant story from the news which is putting Jesus teachings into action Explain why love and justice is important in this world Evaluate how the term radical commitment can be linked to extremism How might Christians put Jesus teachings into action? State 5 ways and rank them according to most demanding or most effective in changing society and improving the situation of the marginalized explaining reasons. -Choose a relevant story from the news where an individual has put Jesus teachings into action. Newspaper article and media clip can be used. Bronze, silver gold task to analyze the story. -Circle map: How could we bring love and justice into the world? Feedback and discussion. Students to add extra ideas in green pen. Discuss the challenges of bringing love and justice into the world from the ideas within circle map. Which are most demanding and most worthwhile? How far would they go to put these ideas into practice? -Students to complete the sentence: I am / am not radical in the world today because -Discuss how radical commitment can be seen as extreme to outsiders. Show students different examples of radical extremism e.g. adrenalin junkies doing base jumping from sky scrapers. Circle map Bronze, silver gold Sentence completion Pair MARKING Newspaper article Students are arguing for and against a given statement including evaluating the strengths of the arguments to reach a justified conclusion PAIR marking -PAIR marking question Radical extremism is a good thing Maps: Circle, yellow, black and red Habits of the mind: Look at it another way Completion of PAIR marking task Moral; offering reasoned views The term radicalization might lead to reference to forms of violent Islamist extremism which will need to be addressed Lesson 9 PAIR marking response Video clip questions

10 Describe British negative perceptions of the poor and needy in British society Explain Jesus teachings about the poor and needy Evaluate whether we should share our wealth with the poor and needy -Show clip of Channel 4 s Benefits Street. Students to be given specific questions to answer during the clip. Feedback and discussion. Why was the programme made? What were the reactions of our country? Show the headlines which indicate that the show demonstrates the undeserving poor; benefit scroungers and tax cheats. -View the parable of the sheep and the goats and also read this parable. What does the parable teach about the poor and needy? -Read and annotate the fact file on Christian teachings towards the poor and needy. Discuss.. Maps:, yellow, black and red Habits of the mind: Enjoy yourself Should we share our wealth with the poor and needy? Students are explaining key Christian teachings about the poor and needy including interpreting quotes Spiritual; Christian beliefs about the poor and needy Moral; offering reasoned views Lesson 10 Describe the cleansing of the Temple account Explain why one of Jesus intentions might not be an easy message to hear Evaluate how you would change the world to make it a better place Students to view the revolutionary image of Jesus. Students to state their reactions. Why might someone call Jesus meek and mild? -Read and annotate the cleansing of the temple which is Jesus only recorded act of physical violence. Discuss the account. What did Jesus object to? Point out the reference to two earlier texts that Gods temple would be a house of prayer, not a den of robbers that would have been familiar to the people there and probably Mark s 1 st Century readers. Bronze, silver gold using the resource sheet. Media clip of this incident can also be viewed -One of Jesus intentions was to remind people that true and lasting peace / security lies not in wealth but with God. Why might this be a difficult message to hear? Give students some of Jesus Causes and effects map Resource sheet Students are reading and annotating a Biblical text to understand its meaning

11 commands where student are tasked to create a series of opposite commands e.g. put you first, make loads of money and forget prayer. What kind of world night this lead to? How does this compare to the world that we have? What would be the causes and effects? Maps: Causes and effects and red Habits of the mind: Use every sense Spiritual; Christian beliefs How would you change the world to make it a better place? Lesson 11 Describe the Nazareth manifesto Explain key promises in the prophecy and how they are to be achieved Evaluate whether the prophecy contains criticism to those not getting their hands dirty to help others Give students the examples of manifestos. What is a manifesto? What are the common features? -Define the term manifesto as a statement of practical aims to achieve an ideal. The Nazareth manifesto focuses on Jesus central aims in the whole of his teaching, life and death. Read passage Luke 4: Which is more radical; the actual prophecy Jesus read out or his comment that this prophecy now fulfilled him?. -Using the resource sheet students to annotate the text making notes on what the key promises in the prophecy are and how they are to be achieved. Feedback and discussion. Consider modern day times; who is downtrodden today? Who is oppressed and by whom or what? What are modern people blind to and ignorant of? -Discuss why Jesus extracted these prophecies out of all the rules, teachings and stories in Jewish scriptures to form the basis of his ministry? Are these the most important things? Maps: task Annotations and interpretations of the text Resource sheet Students are interpreting a Biblical text and analyzing its meaning Spiritual: Christian beliefs contained within a manifesto Habits of the mind: Persist and keep learning

12 Does the prophecy contain criticism of all those who are not getting their hands dirty to help others or could this prophecy still be fulfilled in a spiritual way rather than a practical one? How far is it about finding God and about action in the world? Lesson 12 Describe the difference between the two families living in the UK Explain Christian teachings about money Evaluate how Jesus would respond to Archbishop Justin Welby and Pope Francis in their stances about money In 5 words describe a rich person and in another 5 words a poor person -Using the media clip: How the other half live students should describe the differences between the two families living in the UK. Why might one family be described as wealthy and the other not so rich? What makes someone rich or poor? -Read and annotate the parable of the talents.. Bronze, silver gold. -Students in pairs to view the Biblical quotes about money and unpack their meaning. Information to be recorded within a circle map Maps: Circle Habits of the mind: Question and problem solve Description of two families in the UK Bronze, silver gold Quote interpretations and feedback Biblical quotes Parable of the talents Students are deconstructing Biblical quotes and a Bible passage -Using the information about Archbishop Justin Welby and Pope Francis students should determine how Jesus might respond to them and why? Who is the most radical and why? How much impact might each have on the lives of ordinary people? Spiritual; Christian beliefs about poverty Lesson 13 Describe how Christian Aid helps refugees and migrants Migrant / refugee case study; imagine you were in that situation why would you want help? Give reasons for your answer Case study

13 Compare the Church of England s Five Marks of Mission with the Nazareth Manifesto Evaluate whether our Government should help migrants who are desperate to come to Europe -View the Christian Aid fact file and media clip. Discuss the work of Christian Aid and how they help refugees and migrants. Bronze, silver, gold -In pairs students to recap the Nazareth Manifesto. Using this and the COE Five Marks students to complete comparison table. Feedback and discussion. Students to add extra information from the feedback in green pen. Maps: Habits of the mind: Persist and keep learning Evaluation question: Should the Government help migrants or refuges desperate to come into Europe? Comparison table Evaluation question Feedback and discussion Pair Students are comparing and contrasting two texts Spiritual; exploration of the work of Christian Aid Lesson 14 Describe the term Zakat Explain the benefits of giving Zakat Evaluate which charity you would choose to give money to and the reasons why Circle map; charities -View the information and media clip about Zakah linking this pillar linking this to Jesus who wanted the world to be a better place and to create a haven on earth.. -Paired task. Students to produce a bubble map on the benefits of giving Zakat. Feedback and discussion. Students to add extra ideas with green pen. -PAIR marking task: The most valuable things in life cannot be bought with money. This should be structured as a 12 mark exam question. Maps: Bubble Paired task task Bubble map PAIR marking task Evaluation question Bubble maps Zakat facts Students will be arguing different points of view including an evaluation of arguments, yellow, black and red Habits of the mind: Look at it another way PAIR marking

14 If you won a large sum of money which charity would you choose to give this to and why? Spiritual; Muslim practices 3 rd pillar Islam Moral; offering reasoned views Lesson 15 Describe the Sikh concept of Sewa Explain a personal opinion on whether you think Jesus was a radical person or not Evaluate which of the gifts you would choose and reasons why Do you find it easy to empathize with people who are down on their luck? Do you give to charity or help others in some way? Do your friends or family? Why do they do this? -Introduce the Sikh concept of Sewa. Guide students through the information in the power point and discuss.. Produce a question matrix about the Sikh religion. -Give students the statements which outline the teachings and actions of Jesus. Using the statements students should explain whether they believe Jesus was radical or not using reasons to support their view. Maps: Question matrix Habits of the mind: Be clear Personal opinions with reasons Question matrix Gifts Question matrix Using a set of statements students will write a personal opinion using justified reasons Give students the gifts statements. They must choose which one of the four gifts they would choose to receive and provide justified reasons. They could also be ranked in order of which they would choose. Moral; offering justified reasons Spiritual; Sikh concept of Sewa

15 Lesson 16 To describe the use and purpose of a mind map Explain key learning within this unit in the form of a mind map Evaluate the unit; What was so radical about Jesus? Multiple choice quiz -View the examples of mind maps. What is the purpose of a mind map? What are the common features of mind maps? -On the blank mind map students to record key learning for this unit using words, images and color. Maps: Mind map Habits of the mind: Enjoy yourself and be creative Multiple choice quiz Mind maps Questionnaire Quiz Student voice questionnaire All key words from the unit are included Student voice questionnaire to gather student feedback on this unit Spiritual and moral