Schemes of work for PSHE in years 9-11

Transcription

1 Schemes of work for PSHE in years 9-11 Acorn House College Authorised by The Principal and Proprietor Date December 2015 Effective date of the policy March 2016 Circulation Teaching staff, all other staff,volunteers, parents and students (on request) Last review date September 2016 Next review due September 2017

2 Acorn House College Schemes of work fror PSHCE PSHE is delivered as a separate subject on the curriculum and also through a long term cross curricular project delivered by the History, English and Religious Studies departments. The PSHE project aims to use writing from popular culture wherever possible to descuss and debate the more sensitive themes. For example themes of love, relationships, equality, identity, sexuality, societal roles, free speech and the fundamental British Values of democracy, the rule of law, indervidual liberty and respect and tollerance of those with different faiths and those without faith are explored using materials including the Disney movie Frozen, Matthew Warchus movie Pride and the West End produciton Les Miserables. 1

3 Contents Year 9 scheme page 3 Year 10 scheme page 8 Year 11 scheme page 24 2

4 Year 9 PSHE Schemes of work Arguments about the existence of God Aims : To analyse classical arguments about the existence of God Length: One hour lessons, seven weeks Topic Learning outcomes Resources Religious Experience The cosmological argument To explain the extent religious experience can prove the existence of God To explain strengths and weaknesses of Thomas Aquinas' argument for the existence of God The Design Argument The Problem of Evil I The Problem of Evil II Comparison of the arguments Assessement To explain strengths and weaknesses of William Paley's argument for the existence of God To explain the difference between moral and natural evil To explain how Christian philosophers have responded to the problem of evil To explain how the existence of evil can challenge the attributes of God To critically assess which argument presents the strongest case for the existence of God 3

5 1 Family relationships Aim : Length: One hour lesson, seven weeks Resource: Frozen Topic Learning outcomes Activities Parental relationships The impact of trauma Let it go True Love Gender roles Family relationships in Frozen To critically explain the responsibilities of parents To critically explain how relationships between siblings can change due to trauma To critically review gender stereotypes about girls and women To critically explain how far True Love in Frozen differs from other Disney movies To critically explain expectations of male and female To critically analyse how Frozen represents family relationships Students should use the first scenes in Frozen to discuss the roles and responsibilities of parents. This can be done by focusing on the father's response to Elsa's magical abilities. Students should focus on how the estrangement of Elsa from Anna has affected both of them Students should analyse the lyrics of Let It Go and discuss how the song adresses gender stereotypes such as being Miss Perfect Students could use a number of scenes to explain how Frozen represents romance and challenges the usual Disney narrative of princesses. Students should focus on the climax of the movie when Anna saves herself and to what extent her actions makes her different from other female characters in Disney movies This lesson should serve as preparation for the assessment and allow students to collect ideas that they can use in their assessment. 1 Cross curricular project with English. See separate project plan 4

6 Assessment 5

7 Introduction to Ethics Aim: To analyse strengths and weaknesses of classical ethical theories Length: One hour lesson, ten weeeks Topic Learning outcomes Resources What is Ethics To define Ethics Divine Command theory Natural Law theory Moral Duty Theory Half term assessment Utilitarianism Situation Ethics Comparison of Ethical theories Application of Ethical theories End of term assessment To explain the difference between Ethics and Morals To explain the strengths and weaknesses of Divine Command Theory To explain the strengths and weaknesses of Natural Law To explain the strengths and weaknesses of Moral Duty Theory To explain the strengths and weaknesses of Utilitarianism To explain the strengths and weaknesses of Situation Ethics To compare the strengths and weaknesses of the ethical theories To evaluate the ethical theories on a specific ethical dilemma such as abortion 6

8 British Democracy Aims: organisation of British modern democracy ISSR link: Part 2 Paragraph 5 Length: one hour lesson, 5 weeks + revision Topic Learning outcomes Resources The role of the Monarchy The Parliament The role of M.Ps The first past the post system Political parties and ideologies Revision and end of year assessment duties of the monarch in Parliament To understand how a Bill becomes a law duties and responsibilities of elected members of Parliament To understand how M.Ps are elected through the electoral process main differences between conservatism, liberalism and social democracy 7

9 Religious Studies Unit 1: Religion and Life Scheme of Work Year 10 Two topics can be covered each week Topic Belief and non belief in God The main features of a religious upbringing in one religion and how it may lead to belief in God. Learning outcomes To understand what it means to be atheist, theist or agnostic. To identify the main features of a religious upbringing. Activities Using previous learning students define theism, atheism and agnosticism Students analyse belief in God by comparing Christianity and Islam Students discuss reasons and events of religious upbringing and evaluate their impact. Links to ISSR 2014 Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) How religious experiences, as seen in the numinous, conversion, miracles and prayer, may lead to belief in God. To identify religious experience, numinous, miracle, conversions and prayer. To understand how religious experience may lead to belief in God. Students to consider and compare knowledge gained through observation and reason with existential truth. Students define different types of religious experience including conversion, numinous and prayer. Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) Students debate to what extent miracles can happen The argument from design and how it may, or may not, lead to belief in God. argument from design. To discuss Paley s watchmaker analogy. To identify how the design argument may or may not engender faith. discuss Paley s argument using an appropriate textbook. They identify how it may or may not lead to faith. identify weaknesses and strengths of Paley's argument evaluate the design argument by Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) 8

10 completing task 4 on p. 13 of the GCSE student book. The argument from causation and how it may, or may not, lead to belief in God. argument from causation. To identify how the causation argument may or may not engender faith. compare and contrast the design argument and the causation argument. debate why the causation argument may or may not lead to faith in God. Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) Why scientific explanations of the origins of the world may lead some people not to believe in God. scientific explanations for the existence of the world. To identify the different ways religious people respond to scientific explanations for the existence of the world, and how these may or may not engender faith. to interpret and evaluate Genesis 1 to see if it can coexist with scientific thinking. practice question from sample assessment debate to what extent science has falsified Christian beliefs about creation Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) Why unanswered prayers may lead some people to not believe in God. To review what a prayer is. To understand what an unanswered prayer is. evaluate the impact of unanswered prayers on belief in God. should review prayer in Islam and Christianity and how each religion responds and explains unanswered prayers. Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) Why evil and suffering may lead some people not to believe in God. classical argument that evil and suffering poses about the existence of God. To understand how one religion responds to the problem of evil and suffering. to compare the notion of evil in Christianity and Islam. should consider how the theological doctrines on God in Islam and Christianity affect the problem of evil and Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) 9

11 Half term assessment Exam styled 40 mark test on Believing in God Topic Learning Outcomes Why Christians believe in life after death, and how beliefs about life after death affect their lives. To identify what Christians believe about life after death. To identify the reasons Christians believe in life after death: the main features of a religious upbringing. To discover how beliefs about life after death will affect a Christian s life. suffering. Activities In groups, students sort cards describing ideas about what happens after death into two piles depending on who believes them, Christians or those of other religions. discuss why Christians believe these things. They work out reasons for believing each. write down how belief in these things might affect what they do, and then think about what they might choose to do and not do in a normal week. Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) Why the followers of Islam believe in life after death, and how beliefs about life after death affect their lives. To identify what the followers of Islam believe about life after death. To identify the reasons the followers of Islam believe in life after death. To discover how beliefs about life after death will affect a Muslim s life. Teacher explains the Muslim idea about life after death and reasons for it, using an appropriate textbook if necessary. design a poster showing the main points about Muslim beliefs. Furthers tolerance and harmony between different cultural traditions by enabling pupils to aquire an appreciation and respect for Christianity (part 2 paragraph 5(bv) Non religious reasons for To understand In pairs, students work Furthers tolerance and harmony 10

12 believing in life after death (near death experiences, ghosts, mediums and the evidence of reincarnation). what non religious reasons means. To understand the meaning of near death experiences, ghosts, mediums and reincarnation. To discuss why these non religious reasons might lead to belief in life after death. out a definition for non religious and check they understand it. discuss and decide upon a description of: near death experiences, ghosts, mediums and reincarnation. If possible they show examples of each from news articles or a selection on YouTube. make a list of reasons why these would make someone believe in life after death. between different cultural traditions by enabling pupils to aquire an appreciation and respect for non religious people s beliefs (part 2 paragraph 5(bv) Why some people do not believe in life after death To understand why some people do not believe in life after death. Teacher draws a line on the floor (chalk or imaginary) and tells students that at one end of the line is total belief in life after death and at the other end of the line is total lack of belief in life after death. Students stand on the line in the position appropriate to their belief. explain why they are standing at any particular point. draw a similar line in their notes and record at the two ends, the middle and two other chosen points (A E) what a person Enable pupils to develop their self confidence by evaluating reasons for not believing in an afterlife (part 2 paragraph 5(bi)) 11

13 thinks about life after death at these points. write down four reasons why the people who are at the two ends and the middle have those beliefs about life after death. The nature of abortion, including current legislation, and why abortion is a controversial issue. To understand the nature of abortion. To learn the current laws about abortion. To identify why abortion is a controversial issue. Teacher explains what abortion is and describes the process. research the current laws and discuss them to ensure the law has been correctly understood. Class holds a discussion to identify a list of reasons why abortion is controversial. respect the civil and criminal law of England in regards to abortion (part 2 paragraph 5(bii)) Different Christian abortion, and the reasons for them. To identify different Christian abortion and the reasons for them. Teacher explains different Christian abortion, using information from an appropriate textbook. watch the BBC Belief File programme on abortion. draw a table recording the different attitudes of Christians and why they hold the different attitudes. understand and respect similarities and differences between different Christian teachings on abortion and the civil and criminal law of England in regards to abortion (part 2 paragraph 5(bii)) Different abortion in Islam, and the To understand what the different review glossary definitions of abortion. understand and respect similarities and differences 12

14 reasons for them. abortion are within Islam. To identify reasons why there are different abortion within Islam. watch the BBC Belief File programme on Islam or use other online resources. They discuss the different Muslim abortion. They produce a list of reasons why Muslims might have these different attitudes. between Muslim teachings on abortion and the civil and criminal law of England in regards to abortion (part 2 paragraph 5(bii)) The nature of euthanasia, including current legislation, and why euthanasia is a controversial issue. To understand the nature of euthanasia. To learn the current laws about euthanasia. To identify why euthanasia is a controversial issue. Teacher explains what euthanasia is and describes the different types. research the current laws and discuss them to ensure the law has been correctly understood. Class holds a discussion to identify a list of reasons why euthanasia is controversial. respect the civil and criminal law of England in regards to euthanasia (part 2 paragraph 5(bii)) Christian euthanasia, and the reasons for them. To identify Christian euthanasia and the reasons for them. Teacher explains Christian euthanasia using information from an appropriate textbook. draw a table recording the different attitudes and why Christians hold them. understand and respect similarities and differences between Christian teachings and the civil and criminal law of England in regards to euthanasia (part 2 paragraph 5(bii)) Attitudes to euthanasia in Islam, and the reasons for them. To understand what the euthanasia investigate Muslim attitudes to different types of euthanasia. understand and respect similarities and differences between Muslim 13

15 are within Islam. To identify reasons why these attitudes are held. They produce a list of reasons why Muslims might have these different attitudes. produce a poster to record these attitudes in pictorial form. teachings and the civil and criminal law of England in regards to euthanasia (part 2 paragraph 5(bii)) Arguments for and against the media being free to criticise what religions say about matters of life and death. To understand how a media programme may affect someone's attitude to belief (how it might increase belief or decrease belief) watch a television programme that includes reference to life after death. discuss whether it is acceptable for the media to show religious beliefs in a way that the religion might not accept. Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) Autumn term assessment Exam styled 80 mark test Topic Learning outcomes Learning activities Links to ISSR The development of marriage in Europe 1100 the present To explain reasons for changing marriage To be able to define the concept of norms Students are given a handout of three pictures of parents and children. Task is to identify which picture is the odd one (The one with a mother and a baby) acquire a broad general knowledge of the legal institution of marriage (part 2 paragraph 5(biv) and enables pupils to develop their self knowledge and self esteem by discussing norms regarding gender (part 2 paragraph 5(bi)) Students identify personal beliefs about relationship s. 14

16 Students study the historical developme nt of marriage The importance of family life in Christianity To analyse reasons for Christian family life Students divide into groups, each group taking a different teaching and working out why it is important to family life, and then producing a presentation to give to the class about the teaching Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Christian beliefs about family life (part 2 paragraph 5(bv) The importance of family life in Islam To analyse reasons for Muslim family life discuss the different Muslim teachings about family life. They produce a list of reasons why Muslims might have these different attitudes. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Muslim beliefs about family life (part 2 paragraph 5(bv) Divorce in Christianity To understand the difference between Catholic and Protestant divorce make a list of the purposes of marriage. draw a spider diagram of all their ideas about divorce. Teacher explains the different Christian views on divorce, linking them to Enable pupils to develop their self confiden ce by participating in a debate (part 2 paragraph 5(bi)) Furthers tolerance and harmony 15

17 the problem of remarriage. divide into groups, each one taking a different view on divorce and illustrating/ explaining it on a poster. between different cultural traditions by enabling pupils to acquire an appreciation and respect for different Christian beliefs about divorce (part 2 paragraph 5(bv) Divorce in Islam To understand reasons for Muslim attitudes to divorce Teacher explains the different Muslim divorce and reasons for them. produce a booklet explaining the Muslim views on divorce to a non Muslim. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Muslim beliefs about divorce (part 2 paragraph 5(bv) Christian sex outside marriage To understand why some Christians accept sex outside marriage and some do not Teacher explains the terms sex outside marriage, pre marital sex, extra marital sex and adultery. draw and complete a table that includes a description of attitudes towards adultery and attitudes towards pre marital sex, including the reasons for these attitudes. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Christian beliefs about sex outside marriage (part 2 paragraph 5(bv) Muslim sex outside marriage To understand why some Muslims do not accept sex outside marriage discuss Muslim sex outside marriage. They Furthers tolerance and harmony between different cultural traditions 16

18 and some do Assessment Exam styled 40 mark test consider pre marital sex and adultery. If possible, they watch videos about Muslim attitudes. make a list of reasons why Muslims have these attitudes. by enabling pupils to acquire an appreciation and respect for Muslim beliefs about sex outside marriage (part 2 paragraph 5(bv) Topic Learning outcomes Learning activities Links to ISSR 2014 Sodom and Gomorrah To explain different interpretations of Sodom and Gomorrah Teacher explains the different interpretations of Sodom and Gomorrah Each student analyses the interpretations and decide which one is the best develop their self confidence and self knowledge by evaluating different biblical interpretations (part 2 paragraph 5(bi)) Gender and Personal relationships To explain and give examples of attributes ascribed to men and women Students take notes on the prologue of Beauty and the Beast Discuss the reasons for why the Beast is cursed and how it is linked to gender expectations Encourages respect for other people and paying particular regard to the protected characteristic of gender in Equality Act 2010 (part 2 paragraph 5(bvii) Discuss the symbolism of the Rose How do we recognise a healthy relationship part I? To understand the impact of social norms on behaviour Students take notes on the scenes where the Beast saves Belle from the wolves Enable pupils to develop their self confidence by participating in a debate on the impact of social norms(part 2 paragraph 5(bi)) Discuss how personal beliefs and 17

19 identity are shaped by the social environment How do we recognise a healthy relationship part? II To explain the main traits of healthy romantic relationships Students take notes on the scene where the Beast gives Belle the library Students make a list of behaviours and traits of healthy relationships Enable pupils to develop their self confidence by participating in a debate on the nature of characteristics of healthy relationships(part 2 paragraph 5(bi)) Sexual identities and religion To explain reasons for different Christian and Muslim same sex relations Teacher explains different views on same sex relations and to what extent they are based on scripture Students evaluate the strengths and weaknesses of these views Encourages respect for other people and paying particular regard to the protected characteristic of sexual orientation in Equality Act 2010 (part 2 paragraph 5(bvii) Christian contraception To understand reasons for Christian natural and artificial contraception discuss the different Christian contraception. They look at information on the BBC website and produce a list of reasons why different Christians might have these attitudes. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Christian beliefs about contraception (part 2 paragraph 5(bv) Muslim contraception To understand reasons for Muslim natural and artificial contraception discuss Muslim contraception. They look at information on the BBC website about Islam and contraception to produce a list of Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Muslim beliefs about contraception (part 2 paragraph 5(bv) 18

20 reasons why Muslims might have these contraception. Assessment Exam styled 80 mark test How and why the roles of men and women have changed in the UK. To identify how the roles of men and women have changed. To discover why the roles of men and women have changed. As a group, students discuss what the roles of men and women are today. Teacher explains what the roles used to be like (possibly showing a video). discuss why and how attitudes have changed. create posters about how attitudes have changed (perhaps before and after posters). Encourages respect for other people and paying particular regard to the protected characteristic of gender in Equality Act 2010 (part 2 paragraph 5(bvii) Different Christian equal rights for men and women in religion, and the reasons for them. To identify how three Christian groups differ in the roles they allow men and women to have within religion. To identify the reasons for the different Christian the roles of men and women within religion. draw and complete a table that includes a description of the three different Christian attitudes towards the roles of men and women within religion, including the reasons for these attitudes. write three agony aunt style letters to someone wanting to become a priest, one from each of the different Christian viewpoints. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Christian beliefs about gender roles and equality (part 2 paragraph 5(bv) understand and respect similarities and differences between different Christian teachings and the civil and criminal law of England in regards to equality (part 2 paragraph 5(bii)) Different equal rights for women in religion in one religion other To identify Muslim the roles of men and women in discuss Muslim the roles of men and Furthers tolerance and harmony between different cultural traditions by enabling 19

21 than Christianity, and the reasons for them. religion. To identify the reasons for Muslim the roles of men and women in religion. women in religion. make a list of reasons of reasons why Muslims have these attitudes. pupils to acquire an appreciation and respect for Muslim beliefs about gender roles and equality (part 2 paragraph 5(bv) understand and respect similarities and differences between different Christian teachings and the civil and criminal law of England in regards to equality (part 2 paragraph 5(bii)) The nature of the UK as a multi ethnic society, including the problems of discrimination and racism. To understand what it means that the UK is a multi ethnic society and why the UK is a multi ethnic society. To understand the problems of discrimination and racism. study the glossary definitions of the key words multi ethnic, community cohesion, discrimination, racial harmony, ethnic minority and racism. draw a spider diagram showing all their ideas about a multi ethnic society. discuss the problems discrimination and racism might cause in a society. design posters or adverts campaigning against discrimination and racism, highlighting the problems that these might cause. Encourages respect for other people and paying particular regard to the protected characteristics in Equality Act 2010 (part 2 paragraph 5(bvii) Government action to promote community cohesion in the UK, including legislation To understand the different actions the government is taking in order to research what the government has done to promote Encourages pupils to understand how they can contribute positively to society 20

22 on equal rights for ethnic minorities and religions. improve community cohesion. To understand the laws put in place to ensure equal rights for ethnic minorities and religions. community cohesion, using up to date resources on the internet. They specifically investigate laws against discrimination. produce a booklet explaining the actions that the government has taken to promote community cohesion. more widely (part 2 paragraph 5(biii) Why Christians should help to promote racial harmony To study Christian teachings about racial harmony. To understand the reasons why Christians should promote racial harmony. Teacher explains different Christian teachings on racial harmony. divide into groups, with each group taking a different teaching and explaining why it is important to racial harmony. They produce a presentation for the class about the teaching (possibly using PowerPoint). Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Christian beliefs about relations between ethnic groups (part 2 paragraph 5(bv) Why the followers of one religion other than Christianity should help to promote racial harmony. To study Muslim teachings on racial harmony. To understand the importance of Muslim teachings on racial harmony. discuss the different Muslim teachings about racial harmony. They produce a list of reasons why Muslims might have these different attitudes. Furthers tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation and respect for Muslim beliefs about relations between ethnic groups (part 2 paragraph 5(bv) The UK as a multi faith society, including the benefits of living in a multi faith society. To understand the issues raised for religion because the UK is a multi faith society. To learn why a multi faith society might bring problems in the study the glossary definitions of the key words multi faith society and interfaith marriage. They hold a discussion to Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) 21

23 form of conversion, raising children and interfaith marriages. identify a list of problems that living in a multi faith society might bring to religious people. write a letter as the parent of a child who is going out with a person of a different faith, expressing concerns but also acknowledging some of the benefits. Ways in which religions work to promote community cohesion in the UK. ways that religions work to promote community cohesion in the UK. discuss the different ways that religions can encourage their followers to promote community cohesion on an individual level, a community level, a local area level and possibly a national level through the organisations that people of faith may belong to. produce a poster to show all the different ways that religions encourage community cohesion. Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) How an issue arising from religion and community cohesion has been presented in one form of the media, for example in a television or radio programme, or in a film, or in the national daily press; including whether the treatment was fair to religious beliefs and religious people. To understand how an issue connected to community cohesion has been shown in the media. To identify whether the treatment of religious people or religion was fair in the media coverage chosen. watch a film or TV programme that contains reference to both religion and an issue that is linked to community cohesion. produce a list of reason and debate why the way it shows religion and religious people Enable pupils to develop their self confidence by participating in a debate (part 2 paragraph 5(bi)) 22

24 might be seen as a) fair and b) unfair. End of unit assessment Students complete a past paper on Unit 1 23

25 Religious Studies Unit 8: Religion and society Scheme of work Year 11 Autumn term weeks 1 7 is a project based on Les Miserables Aim: further tolerance and harmony between different cultural traditions by enabling students Moral responsibility and equality Why some Christians use only the Bible as a basis for making moral decisions. The authority of the Church for Christians and why some Christians use only the Church's teachings as a basis for making moral decisions. The role of conscience and why some Christians believe conscience is the most important guide in making moral decisions Situation Ethics and why some Christians use only Situation Ethics as a guide for making moral decisions. Why some Christians use a variety of authorities in making moral decisions. Why it is important to take part in democratic and electoral processes. Learning outcomes Activities Specific Links to ISSR 2014 To understand how the Bible and the Church are used as moral authorities concept of conscience To define the concept o Situation Ethics To analyse how Situation Ethics is used To identify the meaning of democratic and electoral processes. reasons why it is important to take part in democratic and electoral processes. Students evaluate the Bible as an authority Students evaluate different responses to the Bible as a moral authority Students evaluate the Church as an authority evaluate the role of conscience when making moral decisions debate to what extent conscience can be relied upon as a basis for moral decisions consider the use of situation ethics evaluate strengths and weaknesses of situation ethics evaluate different moral authorities Students discuss the meaning of democratic and electoral processes (voting). In groups, students produce posters. Half of the groups design posters showing why it is important that we live in a democracy, and the other half design posters showing why it is Enable pupils to aquire a broad general knowledge of and respect for the Church as a public institution in England (part 2 paragraph 5(biv) develop their self knowledge and self confidence through participating in a debate (part 2 paragraph 5(bi)) develop their self knowledge and self confidence by assessing the strengths and weaknesses of different moral authorities (part 2 paragraph 5(bi)) Actively promotes the fundamental British value of democracy (part 2 5(a)) and encourages respect for democracy and support for participation in the democratic process (part 2 5(bvii)) 24

26 important that we take part in electoral processes. The posters should include a description of what these phrases mean, and at least four reasons. The groups each present their poster to the rest of the class, explaining what they have included and why. Human rights in the UK Why human rights are important for Christians connection between Human Rights and Christianity study how Christians support human rights evaluate different teachings that support Human rights Actively promotes the fundamental British value of individual liberty and tolerance of those with different faiths and beliefs (part 2 5(a)) Christian teachings on moral duties and responsibilities To evaluate Christian teachings on moral duties evaluate different teachings on moral duties: * The Golden Rule * The parable of the sheep and the goats * Am I my brother's keeper? * We should love one another discuss and distinguish right from wrong (part 2 paragraph 5(bii)) Half term assessment Complete exam styled 40 mark assessment The nature of genetic engineering, including cloning Different genetic engineering and cloning in Christianity and the reasons for them To analyse Christian responses to genetic engineering and cloning analyse different Christian responses to genetical engineering and cloning practice exam technique using question d. Christian and Muslim teachings on stewardship and their effects on the environment. To identify the Christian and Muslim teachings on stewardship. effects that Christian and Muslim teachings on stewardship have on Christians and Muslims in their discuss the idea of stewardship, linking it to the story of creation in Genesis and ideas of responsibility and power or ownership. Teacher shows students a number of Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) 25

27 attitude towards the environment. Christian teachings about the environment, and students write down what effect these teachings have on Christian attitudes towards the environment. discuss the Muslim teachings on stewardship and write down four main teachings. Students list four reasons why each of the teachings might affect a Muslim s attitude to the environment. Different infertility treatments among Christians and Muslims and the reasons for them. To understand the different Christian and Muslim attitudes to infertility treatment. reasons for the different Christian and Muslim infertility treatment. discuss the different Christian views on infertility treatments, which groups of Christians might hold them and the reasons for them. discuss the different Muslim the various types of infertility treatment and the reasons for these attitudes. create a table to show the different religious attitudes and the reasons for them. Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) Different transplant surgery among Muslims and Christians and the reasons for them. To understand the different Muslim and Christian attitudes to transplant surgery. reasons for the different Muslim and Christian transplant surgery. discuss the different attitudes that Christians have towards transplant surgery. discuss the different attitudes that Muslims have towards transplant surgery. They create a table to record reasons why there may be different attitudes Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) 26

28 among Christians and Muslims towards transplant surgery. End of topic assessment Exam styled 80 mark test Spring term Topic Learning outcomes Learning activities Links to ISSR The United Nations and world peace, including one example of the UN s work for peace To identify what the United Nations is. To understand the reasons why the UN works for world peace. To assess one example of the work of the UN for world peace. discuss their understanding of what the United Nations is and the work it does. use the UN website to research when it was formed and why, what its aims are and one way that it tries to work for world peace. debate to what extent the UN succeeds in its mission to work for world peace develop their self knowledge and self confidence through participating in a debate (part 2 paragraph 5(bi)) How religious organisations try to promote world peace. To identify the main religious organisations that work for world peace. To understand how religious organisations try to promote world peace. create a mind map to show religious organisations that work for world peace. Teacher checks that they do not include any organisations that are not religious. give four reasons why it is important that organisations such as this work for world peace. Students choose one organisation and complete a table about it, explaining what it does and why. Helps pupils understand how they can contribute positively to society more widely (part 2 paragraph 5(biii)) Why wars occur To identify why wars occur. In small groups, students list develop their 27

29 To assess the causes of one current conflict. five reasons why wars occur. Class lists all the reasons found and then decides on the top five reasons for wars to begin. expand on each of these five reasons, explaining why they cause war. Teacher explains the history of one recent conflict and asks students to identify the reasons for this particular conflict. self knowledge and self confidence by assessing reasons for war and debate them (part 2 paragraph 5(bi)) The nature and the importance of the theory of just war. To understand the nature of the just war theory. importance of the just war theory. Fairness in war at the centre, writing down as many ideas as possible about how to fight a fair war. think up five rules for a fair war and list them. Teacher introduces the theory and conditions of just war and class holds a discussion. Students write down five conditions for a just war, compare their lists and decide which are better, and why. Enable pupils to distinguish right from wrong by learning about international laws on warfare (part 2 paragraph 5(bii)) Differences among Christians and Muslims in their war and the reasons for them. To identify the different Christian and Muslim war. reasons for the different Christian and Muslim war. work out from what they already know what the different war among Christians and Muslims might be. write a two line description of pacifism. Students complete a table showing the main Christian and Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) 28

30 Muslim war and listing the reasons for the two attitudes. Christian and Muslim bullying and the reasons for them. To understand the Christian and Muslim bullying. reasons for the Christian and Muslim bullying. discuss what bullying means and the problems that bullying creates. Teacher gives students the glossary definition of bullying. Teacher explains the Christian and Muslim bullying. Students write down why they think bullying creates problems, then write down reasons why Christians and Muslims think bullying is wrong. Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) Religious conflicts within families. reasons for religious conflicts within families work in pairs to make a list of all the reasons why there might be religious conflicts in families. Class holds a discussion to decide on the five main religious family conflicts. complete a table to show what religious conflicts can be about and why they cause problems. Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) Half term assessment Complete exam styled 40 mark assessment The need for law and justice To identify what law and justice are. reasons why law and justice are needed. Students make a list of laws they know, and discuss what the words law, justice and sin mean. Teacher gives students glossary definitions respect the civil and criminal law of England (part 2 paragraph 5(bii)) 29

31 to discuss. Students write a two line explanation of the meaning of law, giving two examples, and a brief description of justice. Students discuss what their day would be like without any laws, then write an individual list of reasons why they think laws are needed. In pairs, they choose the five best reasons, then in small groups discuss the top five, then as a class decide which are the five best reasons for having laws. As an extension activity, students explain why some laws might need to be broken Theories of punishment and the arguments for and against them. To identify the main theories of punishment. arguments for and against the main theories of punishment Teacher explains the four main theories of punishment (deterrence, reform, protection and retribution), and gives glossary definitions. Students divide a page into four and in each quarter name one of the theories and an example, then illustrate it. Encourages pupils to respect the basis on which the law is applied (part 2 paragraph 5(bvii) and gives them a broad general knowledge of institutions and public services in England (prisons and social services) In eight groups, students produce a poster giving arguments either for or against each of the four theories. Students feed back to the class and complete a table 30

32 showing the advantages and disadvantages of each theory. Why justice is important for Muslims and Christians. To understand why justice is important for Christians and Muslims Students revise the reasons why justice is needed, and then discuss why it is important for Christians. They list four reasons why justice is important for Christians. Teacher explains Muslim ideas of justice: that God will judge and is merciful. Students discuss in groups the importance of the laws in the Qur'an and the Shari'ah (perhaps comparing them to the importance of other religious laws) and work out why they are so important for Muslims. Class holds a vote to decide which are the four most important reasons and students record these. Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) The nature of capital punishment, and non religious arguments about capital punishment. To identify what capital punishment is and why it is used. To understand non religious arguments about capital punishment. Students produce a definition for capital punishment and a mind map of ideas about it, then discuss as a class. Students use information from Amnesty international to list countries that still use the death penalty, and explain why they do so. Students debate non religious arguments for and develop their self knowledge and self confidence through participating in a debate (part 2 paragraph 5(bi)) 31

33 against capital punishment. Different capital punishment among Christians, and the reasons for them. To identify the different Christian and Muslim wards capital punishment. reasons for the different Christian and Muslim wards capital punishment. Students revise what capital punishment is and why it is used. Students discuss what different Christian and Muslim attitudes towards capital punishment might be, and why. In pairs, students produce a list of reasons why some Christians and Muslims support capital punishment and a list of reasons why some Christians and Muslims oppose capital punishment. Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) Laws on drugs and alcohol, and the social problems caused by them reasons for the laws on drugs and alcohol social and health problems caused by drugs and alcohol. A schools liaison police officer or schools community officer talks to the students about laws and reasons for them. Students research the effects of the use of drugs and alcohol upon a person s health and upon society. respect the civil and criminal law of England (part 2 paragraph 5(bii)) Different drugs and alcohol in Christianity and Islam, and the reasons for them. To identify the different Christian and Muslim wards drugs and alcohol. reasons for the different Christian and Muslim wards drugs and alcohol. Students discuss what they know about different Christian and Muslim attitudes towards the use of alcohol and drugs. Students create a table to record four reasons why some Christians accept use of alcohol and some Christians reject (or abstain from) use of alcohol. Students create a Furthers tolerance and harmony between different cultural traditions by discussion of similarities and differences between Christianity and Islam (paragraph 5(bv)) 32

34 table to record four reasons why Muslims reject (or abstain from) use of alcohol. End of unit assessment Mock Exam using a past paper 33