DRAFT. AO1 Explain how belief in the Trinity is central to the Christian understanding of God.
|
|
- Sydney Wade
- 6 years ago
- Views:
Transcription
1 Lesson focus 1.1 Christianity What is the Trinity and how is it important in Christian belief? See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Explore the symbolism of the Trinity. Explain how belief in the Trinity is central to the Christian understanding of God. Make links betwesen these beliefs and ideas about God and what you and others think/believe. AO2 Starter Explain that the belief in the Trinity is a core belief that makes Christianity different from other faiths. Belief in the Trinity does not mean that Christians believe in three Gods. They believe in one God. Explain that the Trinity is the belief that there is one God who is known in three forms or aspects. CARD SORT MIX AND MATCH Students are to match the key term to the definition. They must then complete the worksheet and write the definitions in simple terms as if explaining to a Key Stage 3 student. Development Organise students in mixed ability pairs. Students fold a piece of A4 paper into three columns and write at the top of each column respectively: Father, Son and Holy Spirit. Under the heading Father list five things that a parent does for their child(ren). What does this tell you about what Christians believe about the nature of God the Father? Under the heading Son, choose one statement about Jesus mentioned in the Apostles Creed. What does this tell you about what Christians believe about the nature of God the Son? For Holy Spirit read Acts 1:3 10 and 2:1 12 and summarise each passage in two sentences. What does this tell you about what Christians believe about the nature of God the Holy Spirit? Plenary In pairs, pupils take turns to talk for a minimum of 30 seconds about what they have learnt today. Select pairs to share what they have learnt with the rest of the group. Use responses to create a spider diagram. Homework/extension task Ask students to think about water as liquid, ice and steam. Which is water? Which of the different states of water would students equate with each of the aspects of the Trinity and why? Use these ideas to design a poster using words and pictures to share at the start of the next lesson. 4 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 4 3/4/09 13:10:09
2 Worksheet 1.1 Christianity What do Christians believe about the nature of the Trinity? Organise students in mixed ability pairs. Students fold a piece of A4 paper into 3 and write at the top of each column respectively Father, Son and Holy Spirit. List some attributes of each aspect under each heading. Father List five things that a parent does for their child(ren). What does this tell you about what Christians believe about the nature of God the Father? Son Choose one statement about Jesus mentioned in the Apostles Creed and summarise it in two sentences. What does this tell you about what Christians believe about the nature of God the Son? Holy Spirit Read Acts 1:3 10 and 2:1 12 and summarise each passage in two sentences. What does this tell you about what Christians believe about the nature of God the Holy Spirit? Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 5 3/4/09 13:10:10
3 Lesson focus 1.2 Christianity Is God the Father like a loving parent? Is God the creator? See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Express understanding of the Christian beliefs about God the father and creator. Offer your own ideas and evaluate different points of view, in response to learning about these beliefs. AO2 Starter THINK, PAIR, SHARE Display the lesson title Is God like a loving parent? Is God the creator? Ask pupils to think individually about the role of a loving parent for around 30 seconds. Then ask them to discuss their ideas in pairs and write their points on a post-it note. Ask pupils to display their post-it notes around the lesson title. Discuss the ways in which God is like a loving parent. Development Transition: Share the learning outcomes with the pupils. Explain that the Apostles Creed speaks of there being one God who is the Father Almighty. The Father suggests that God is kind, merciful and just, providing and caring for his children. Read through pages XX of the student book. Encourage them to explore challenging questions such as: Is God like a loving parent? How was the earth created? Display the opening sentence of the Apostles Creed: I believe in God, the Father almighty, creator of heaven and earth. Divide pupils into small groups and allow them to discuss and evaluate the different points of view on God the creator (see worksheet). News reporters groups act out a news report titled: Did God create the heavens and the earth? The report must discuss and evaluate the different points of view. Pupils must summarise and give detailed accounts. (Possible characters/roles: news reporter, scientific believer, Christian view 1, Christian view 2.) Plenary Revisit the learning outcomes, checking understanding of Christian beliefs about God the father and creator. Ask pupils to draw a large circle and a large triangle on a piece of paper. In the triangle, pupils are to note three things they have learnt from the lesson. In the circle, pupils note anything they are unsure about (can provide a starter activity for the next lesson). Homework/extension task Ask pupils to answer one of the following questions in the form of an essay: Is God like a loving parent? Is God the creator? They must include a response from each of the following points of view a practicing Christian, an atheist and an agnostic. 6 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 6 3/4/09 13:10:10
4 Worksheet 1.2 Christianity Is God the creator? In small groups discuss and evaluate all of the different viewpoints surrounding the question: Did God create heaven and earth? Viewpoints God is the designer, maker and sustainer of the universe. The Bible says it was created in six days and on the seventh day God rested and so that is what I believe. I believe that God created everything the details of how it happened don t matter. Ideas that support this view Ideas that might be against this idea My opinion Scientific evidence proves that the world wasn t created as it says in the Bible. Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 7 3/4/09 13:10:10
5 Lesson focus 1.3 Christianity Is God incarnate in Jesus, the Son? See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Express an informed opinion about why Jesus as the incarnate son of God is important to Christians. To evaluate your own views on Christian beliefs about Jesus. AO2 Starter Read the account of the announcement of Jesus forthcoming birth to Joseph in Matthew 1: Divide students into small groups. One student takes on the role of Joseph. The other students question him about the news that the Holy Spirit has caused Mary to conceive. Development Transition: share the learning objectives and ensure all students understand the meaning of incarnate. Mobile classroom: divide pupils into small mixed ability groups. Arrange the room so there are five separate desks. Each desk should contain information about one of the stages in Jesus life. Students must travel in their groups to each table and discuss what Christians can learn from each of the stages in Jesus life. They should discuss why it is important and what lessons can be learnt. Completed grids can form the basis for a whole group discussion on Is Jesus the incarnate son of God? Plenary KEY WORDS ANAGRAMS Revisit the learning outcomes. Scramble the key words used in the lesson and put them on display. Students must unscramble the words and write a sentence for each, explaining how they are important for Christians. Homework/extension task Students are to find a painting or image and write a paragraph about what it informs us about what Christians believe about Jesus. They can evaluate the image and include their own views and opinions. Alternatively, students may wish to create a poster of their own. 8 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 8 3/4/09 13:10:10
6 Worksheet 1.3 Christianity What were the different stages in Jesus life? Working in small groups, discuss each stage in Jesus life and complete the grid with your thoughts and opinions. Suffering Crucifixion Death Burial Why is it important to Christians? What lessons can Christians learn for today? Resurrection Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 9 3/4/09 13:10:10
7 Lesson focus 1.4 Christianity Is God the Holy Spirit really at work in the world today? See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Know what Christians believe about the Holy Spirit. Explore and evaluate whether, for Christians, God is really at work in the world today. AO2 Starter MIX AND MATCH Cut up the key words and definitions (see worksheet) and place in envelopes. In pairs, ask pupils to match the key term to the definition. Discuss meanings of terms and clarify any misunderstandings. Development Transition: share the learning outcomes with the students. Explain the focus of the lesson. Pass the parcel: put students in small groups and ask them to discuss the topic of miracles. Ask them to focus on past, religious, present or possible future miracles. One pupil is to start talking s/he will need a prop or object to hold. When s/he runs out of things to say or begins pausing, s/he should pass the object to another pupil to continue talking about the topic. Each group then summarises 3 or 4 points for feedback and whole group discussion. Explain to students that Christians believe that the power of the Holy Spirit still transforms and changes lives. Read through pages (XX) of the student book. Explain to students that the Holy Spirit helps Christians in their attempts to spread love and peace in the world. Discuss St Paul and the Fruits of the Spirit. Pupils can complete worksheet in pairs or small groups. Plenary AGREE/DISAGREE/NOT SURE Revisit the learning outcomes. For this kinaesthetic activity you will need 3 large sheets of paper and a speaking object. Set the ground rules and explain to students that the only person speaking is the person holding the object. The large sheets of paper should be displayed at a distance from each other, titled agree, disagree and not sure. Read statements relevant to the lesson, pupils must move to sides of the room depending on whether they agree or disagree with the statement. Homework/extension activity Ask pupils to create a poster showing Christian core beliefs on the Holy Spirit. 10 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 10 3/4/09 13:10:10
8 Worksheet 1.4 Christianity Task 1 Match the definition with the correct key word Key Word Definition Holy Spirit Pentecost Whitsun Task 2 Annual festival held to remember the coming of the Holy Spirit. It falls 7 weeks after Easter and 10 days after Ascension Day. Another name for the festival. It was traditionally a time when new believers were baptised and they wore white. Third person of the Trinity the power of God at work in the world. Question: How does the Holy Spirit help Christians in their attempts to spread love and peace in the world? St Paul also wrote about the fruit of the spirit. For each of the fruits of the spirit, think of examples of God at work in the world today and problems still in the world. Fruit Evidence of God at work Problems in the world today that still need solving Love Joy Peace Patience Kindness Goodness Faithfulness Gentleness Self-control Task 3 Essay Question: How do the fruits of the spirit help Christians in their daily lives? Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 11 3/4/09 13:10:10
9 Lesson focus 1.5 Christianity What is the Christian view of sin and judgement? See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Explain Christian ideas about sin and judgement. Express an informed view about salvation and forgiveness and put forward my own views in relation to these teachings. Starter MIX AND MATCH Cut up the worksheet and put the key terms and definitions in an envelope. Ask pupils to mix and match the key terms with the correct definitions. Development Read pages xx of the Christianity Student Book. Discuss with pupils how sin is seen as separating people from God, and the ceremony of Christian baptism is a public commitment to turning away from sin and sinning in order to live a new life following God s will, helped by the power of the Holy Spirit to receive forgiveness and salvation. Plenary Revisit the learning outcomes, checking understanding of Christian beliefs about sin and judgement. Ask pupils to draw a large circle and a large triangle on a piece of paper. In the triangle, pupils are to note three things they have learnt from the lesson. In the circle, pupils note anything they are unsure about (can provide a starter activity for the next lesson). Ask pupils to work in mixed ability groups and create an agony aunt magazine page. In groups, they must create four problems involving sin and provide an agony aunt s response from a Christian point of view. Homework/extension task Create a poem about the Christian view of sin, judgement and forgiveness. AO2 12 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 12 3/4/09 13:10:10
10 Worksheet 1.5 Christianity What do these mean? These terms and definitions don t match. Mix and match to make them correct. To sin Sins Sins of commission Sins of omission Sinner Original Sin Free will Devil/Satan The Greek word is harmartia meaning to miss the mark falling short of what God intends An opportunity to do something or have something that you know you should not Good actions that should have been done but were not done The ability to choose God s way or not In Christian belief a supernatural evil being, a fallen angel, tempting humankind away from following God s way A story that explains why the world is the way it is. Whether the story is literally true or not is not important what is important is the message (truth) the story contains Any person who commits sin Actions committed that are not as God would have them be Temptation The thoughts and conduct that spring from not meeting God s standards Myth The belief that people are born in a state of sin. This is guilt handed down through generations all the way from the first human beings, Adam and Eve Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 13 3/4/09 13:10:10
11 Lesson focus 1.6 Christianity Frameworks for living See pages of the Christianity Student Book Learning Outcomes This lesson will enable you to: Understand how the Bible can be used by Christians to help them make decisions about how they should live their lives. Evaluate who or what helps you to make decisions about what is right or wrong. AO2 Starter THINK, PAIR, SHARE Think Ask students to think about who or what has a big influence on their decisions. Pair ask the students to form pairs and discuss influences. Share select pairs to share ideas. Rank influences in order most influential to least influential. Development Ask students to read Exodus 20:1 17, the Ten Commandments. Arrange the pupils in mixed ability groups. Pupils take it in turns to role play the Commandments. Other members of the group have to guess which commandment is being acted. Plenary JUST A MINUTE Write each of the Ten Commandments on a separate piece of paper and put in a hat/container. Select pupils take it in turns to pull out a piece of paper and talk for a minute about the commandment written on it, and how it influences Christian belief. Homework/extension task Ask the pupils to create a poster on the Ten Commandments and how they influence Christian belief about right or wrong. 14 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 14 3/4/09 13:10:10
12 Worksheet 1.6 Christianity How do the Ten Commandments influence Christian belief about right and wrong? Pupils can work in mixed ability pairs. Ask them to write down each of the commandments in column one. In column two, ask pupils to write the commandment in simple terms so a younger pupil would understand. In column three, ask pupils to think write about how it influences Christian belief about right or wrong. Commandment How could you explain this to a younger child? How does it influence Christian belief on right or wrong? Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 15 3/4/09 13:10:10
13 Lesson focus 1.7 Islam Is there an afterlife? See pages of the Islam Student Book Learning Outcomes This lesson will enable you to: Examine what Muslims believe about the afterlife. Evaluate the different stages after death and how this relates to a Muslim s life. AO2 Starter VISUAL RESPONSE: Ask students to work in pairs and think about what happens after humans die. Ask them to think of all of the possible explanations including their own opinions. Students can only use sketches to express their ideas. Another person has to try to guess what the sketched image represents. Development Explain the learning outcomes. Explain to students that Muslims believe that this life on earth is not all there is. They believe that this life is simply a preparation for afterlife, which is dependent on how you lived on earth. Explain that Muslims believe in Akhirah life after death. Muslims see life on earth as a test. Show students the following quotes: Be sure we shall test you with something of fear and hunger, some loss in goods or lives or the fruits (of your toil), but give glad tidings to those who patiently persevere. (Surah 2:155). Every man s fate We have fastened on his own neck: On the Day of Judgment We shall bring out for him a scroll, which he will see spread open. (It will be said to him:) Read thine (own) record: Sufficient is thy soul this day to make out an account against thee. <th> (Surah 17:13 14) Ask students to explain each quote in a way that a younger student will understand. Use pages?? of the student book to explain The Book of Deeds and the stages of the Hereafter. TASK Give students a piece of A3 paper. Ask them to divide the paper into 2 by folding it in the middle. Ask them to create two books of deeds. One side should reflect the journey of a person who has lived a very good life and one side should reflect the journey of a person who has not. It can be written in the form of a diary extract and should contain all of the key terms and key stages. Plenary CARD SORT Photocopy and cut up the key terms and definitions (see cards below). Ask students to work in pairs and match them up correctly. Homework/extension task Ask students to use quotes from the Qur an and Hadith to create a poster on Muslim belief about the afterlife and how this relates to a Muslim life. 16 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 16 3/4/09 13:10:10
14 Worksheet 1.7 Islam Card sort Mix and match the key word with the correct definition. Death Angels Day of Judgement Akhirah Muhammad (peace be upon him) Shirk Qur an End of the test Reward Heaven, Punishment Hell Seal of prophets Immortal and do nothing against the will of God Declaration of faith Associating partners with God Holy Book Afterlife life after death Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 17 3/4/09 13:10:11
15 Lesson focus 1.8 Islam What are the five pillars of Islam? See pages of the Islam Student Book Learning Outcomes This lesson will enable you to: Identify the five pillars of Islam. Explore what Islam is built on. Compare and contrast the five pillars of Islam and pillars you may follow in your life. AO2 Starter THINK, PAIR, SHARE Ask students to think for a moment independently about five things they firmly believe in. Ask them to think of five rules or beliefs that help them to live a better life. Students can share ideas will one other person, and then pair up with another pair to discuss ideas. Development Explain learning outcomes. Inform the students that the five pillars of Islam must be observed by every Muslim male and female who has reached the age of puberty. Every Muslim must practice the five pillars. They must ensure they fulfil their obligations to Allah. Use pages xx of the student book to explain each of the five pillars. Group task arrange students into five mixed ability groups. Give each group information about a specific pillar. Ask each group to research the pillar, collect visuals and use other sources to create a power point presentation or poster. Each group can present their information the class who can use the worksheet to record information. Plenary MY FIVE PILLARS Give students a large piece of paper in the shape of a circle. Ask them to divide the circle into five sections. Ask students to reflect on the five pillars of Islam by thinking about their own lives. Ask them to create their own five pillars. What five things do they firmly believe in and how do these rules and obligations help them to lead a better life? Ask them to write each pillar into a section of the circle. Homework/extension task Ask students to conduct five interviews with 5 10 people about their own personal pillars. The research findings could be used for the next lesson s starter activity. 18 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 18 3/4/09 13:10:11
16 Worksheet 1.8 Islam What are the five pillars of Islam? Group activity: ask students to use the information you provide to create a power point or poster on one particular pillar of Islam. They can then present their work to the rest of the class, who can use the information to complete grid worksheet activity. Pillar Shahadah Salah Zakah Sawm What is it? You might want to use examples to help you. Why is it important to Muslims? What can I learn from it about how I should live my life? Hajj Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 19 3/4/09 13:10:11
17 Lesson focus 1.9 Islam How do beliefs affect the lifestyles and attitudes of Muslims in the modern world? See pages of the Islam Student Book Learning Outcomes This lesson will enable you to: Explain the role of Islam in the modern world. Evaluate the significance of Islamic belief in relation to lifestyles and outlooks of Muslims in the modern world. AO2 Starter THINK, PAIR, SHARE Explain to students that the teachings of Islam remain the same as 1400 years ago. Ask students to think about ways in which it might be difficult for Muslims to practise their religion in modern society. Students can create a spider diagram to show discussion points. Development Explain the learning outcomes to students. Ask them to recall the five pillars of Islam. Ask students to work in pairs and speak to their partner for up to one minute about what they can remember. Paired activity Worksheet 1.9: ask students to work in pairs to complete the worksheet. They should take each of the pillars of Islam and think of as many ideas for and against it being easier to follow in the modern world. Debate arrange the class into two mixed ability groups. One group will argue for and one against the heading: should religions adapt to modern life. Plenary PAPER THROWING TASK Give each student a sheet of A4 paper. Ask them to write the following question in the centre of the page: How do beliefs affect the lifestyles and outlooks of Muslims in the modern world? Give them up to one minute to recall as much information on what they have learnt today. Students should then screw the piece of paper up and throw it to another person. Repeat this five or six times. Each time students can read and add more information. Homework/extension task Ask students to answer the following question in the form of an essay: How do beliefs affect the lifestyles and attitudes of Muslims in the modern world? They must include: Quotes from the Qur an Information about why and how it might be difficult or easier to practise Islam in the modern world Their own opinions A range of opinions both sides of the argument. 20 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 20 3/4/09 13:10:11
18 Worksheet 1.9 Islam The five pillars of Islam Answer the questions below and fill out the table for each of the five pillars. Why are the five pillars of Islam important? Are they easier or more difficult to follow in the modern world? Pillar Why is it important? Why might it be difficult to follow in the modern world? Shahadah Salah Zakah Sawm Why might it be easier to follow in the modern world? Hajj Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 21 3/4/09 13:10:11
19 Lesson focus 1.10 Judaism The nature of G-d See pages of the Judaism Student Book Learning Outcomes This lesson will enable you to: Explore the question Is G-d the creator? Evaluate if there is a G-d and ask What is G-d like? AO2 Starter Write down seven adjectives that might describe G-d. Compare with a friend and make your two lists into one list of seven words. Try to put your words in order of importance. Then join another pair to make the best list of seven words that you can. See what the rest of the class selected. Development Explain the learning outcomes to the students. Explain what Jews believe about G-d: G-d is beyond time and space G-d is everywhere all the time G-d is interested in how people behave G-d judges each individual G-d is omnibenevolent all-good and all-loving G-d chose to reveal himself to human beings G-d made laws based on his own characteristics such as justice and mercy G-d inspired prophets to speak his words. TASK Divide students into pairs and give each pair one of the beliefs. Ask each pair to find out something more about the belief and make a short PowerPoint presentation explaining it. Each group can show their presentation to the class, who can use Worksheet 1.10 to record information. Plenary Thumb vote on which is the most important of these beliefs. Discuss why this one has been chosen. Homework/extension task Ask students to conduct five interviews with 5 10 people about what they believe about G-d. 22 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 22 3/4/09 13:10:11
20 Worksheet 1.10 Judaism What do Jews believe about G-d? Use the information from the PowerPoint presentations to complete this grid worksheet activity and then fill in the third column based on what you think. Belief What does this mean? Why is it important to Jews? What can I learn from it about how I should live my life? G-d is beyond time and space G-d is everywhere all the time G-d is interested in how people behave G-d judges each individual G-d is omnibenevolent allgood and all-loving G-d chose to reveal himself to human beings G-d made laws based on his own characteristics such as justice and mercy G-d inspired prophets to speak his words Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 23 3/4/09 13:10:11
21 Lesson focus 1.11 Judaism The Messiah See pages of the Judaism Student Book Learning Outcomes This lesson will enable you to: Explore the Jewish concept of the perfect world in a Messianic Age. Analyse the characteristics of a Messiah. AO2 Starter THINK, PAIR, SHARE Explain to student what is meant by a golden age. Discuss with them what they think a golden age might be like and how it could be achieved. Development Explain the learning outcomes to the students. Explain that the Messianic Age is a theological term used for a future time of peace on earth without crime, war and poverty. Explain that Jews believe that this time of peace on earth will be under the rule of a Messiah or Anointed One, who will be sent by G-d. Explain that Jews also believe that in this Messianic Age G-d s values and teachings found in the Torah will be followed by all people of the world, and this will bring justice and harmony throughout the world. Ask the students to read the passage from Micah 4:1 3 on p.xxx of the Student Book very carefully. Then each student should write down ten words to remind them of the structure of the passage. Close the books. Using the cards from Worksheet 1.11, students try arrange them in order. There are two additional cards which are not part of the passage. Plenary PAPER THROWING TASK Give each student a sheet of A4 paper. Ask them to write the following question in the centre of the page: What do Jews believe about the Messiah? Give them up to one minute to recall as much information on what they have learnt today. Then ask students to screw the piece of paper up and throw it to another person. Repeat this five or six times. Each time students can read and add more information. Homework/extension task Ask students to read the section of the Student Book on the characteristics of the Messiah. They should be prepared to come to the next lesson and explain these characteristics to the class. 24 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 24 3/4/09 13:10:11
22 Lesson focus 1.11 Judaism Copy and cut up into separate parts along the dotted lines. Then put them in the correct order. In the days to come, The Mount of the LO R D s House shall stand Firm above the mountains; And it shall tower above the hills. The peoples shall gaze on it with joy, And the many nations shall go and shall say: Come, Let us go up to the Mount of the LO R D, To the House of the G-d of Jacob; That He may instruct us in His ways, And that we may walk in His paths. For instruction shall come forth from Zion, The word of the LO R D from Jerusalem. Thus He will judge among the many peoples, And arbitrate for the multitude of nations, However distant; And they shall beat their swords into ploughshares And their spears into pruning hooks. Nation shall not take up Sword against nation; They shall never again know war. Samuel took a flask of oil and poured some on Saul s head and kissed him. The Lord herewith anoints you ruler over His own people. Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 25 3/4/09 13:10:11
23 Lesson focus 1.12 Judaism The Covenant with Moses See pages of the Judaism Student Book Learning Outcomes This lesson will enable you to: Explore the importance of the Covenant with Moses. Explain how the Ten Commandments may still be relevant today. Make links between these beliefs and ideas and what you and others think/believe. AO2 Starter Ask students to work in pairs and think about rules. Ask them to think of as many different types of rules as they can. They should look at each others lists and discuss what the purpose of the rules are. Development Explain the learning outcomes. Explain that a Covenant is a promise or agreement made between two people or organisations. Explain to students that G-d gave the Ten Commandments to Moses on Mount Sinai and that they form part of the Sinai Covenant. Explain that the Ten Commandments were only part of the Covenant with Moses. Explain that G-d wanted the Jews to be a kingdom of priests; they were supposed to live as an example of how G-d wanted all people to live. The Ten Commandments told them how they should live. Discuss the following quote:... the word is very near you; it is in your mouth and in your heart so you may obey it. See, I set before you today life and prosperity, death and destruction. For I command you today to love the Lord your G-d, to walk in his ways, and to keep his commands, decrees and laws; then you will live and increase, and the Lord your G-d will bless you in the land you are entering to possess. (Deuteronomy 30:14 16) What does this say about the relationship between G-d and the Jews? TASK Copy Worksheet 1.12 onto card. Make several copies and cut up the cards. Fold each in half and place in a box, which you pass round the class. As each student takes out a card they have to speak about the commandment for one minute. When a commandment appears for a second time, the student who takes it has to try to offer an explanation which is not simply a repeat of the first answer. Plenary Quick hands-up exercise. Call out each of the Ten Commandments. Which ones were easy to explain, and which were difficult? Homework/extension task Ask students to reread the Ten Commandments and then either keep them or replace them according to whether they think they are still relevant. 26 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 26 3/4/09 13:10:12
24 Lesson focus 1.12 Judaism Ten Commandments cards Match the words of the Commandments with their correct numbers. Number Commandment I the LO R D am your G-d who brought you out of the land of Egypt, the house of bondage: You shall have no other Gods besides Me. You shall not make for yourself a sculptured image, or any likeness of what is in the heavens above, or on the earth below, or in the waters under the earth. You shall not bow down to them or serve them. For I the LO R D your G-d am an impassioned G-d, visiting the guilt of the parents upon the children, upon the third and upon the fourth generations of those who reject Me, but showing kindness to the thousandth generation of those who love Me and keep My commandments. You shall not swear falsely by the name of the LO R D your G-d; for the LO R D will not clear one who swears falsely by His name. Remember the sabbath day and keep it holy. Six days you shall labour and do all your work, but the seventh day is a sabbath of the LO R D your G-d: you shall not do any work you, your son or daughter, your male or female slave, or your cattle, or the stranger who is within your settlements. For in six days the LO R D made heaven and earth and sea, and all that is in them, and He rested on the seventh day; therefore the LO R D blessed the sabbath day and hallowed it. Honour your father and your mother, that you may long endure on the land that the LO R D your G-d is assigning to you. You shall not murder. You shall not commit adultery. You shall not steal. You shall not bear false witness against your neighbour. You shall not covet your neighbour s house: you shall not covet your neighbour s wife, or his male or female slave, or his ox or his ass, or anything that is your neighbour s. Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 27 3/4/09 13:10:12
25 GradeStudio Lesson focus This focus of this final lesson is on practising examination-style questions. Grade Studio may be used by both teachers and students; the lesson plan below provides one suggestion for using it. There are many opportunities within the student book for further activities. Learning Outcomes This lesson will enable students to: Understand the levels examiners use to mark their responses. Practise examination-style questions. Starter Give students the following examination question and ask them to produce a table showing arguments for and against the statement. They should include their own view with supporting arguments as well as religious views and teachings. AO2 EXAMINATION QUESTION If God existed, we would know about it. Discuss this statement. You should include different, supported points of view and your personal viewpoint. You must refer to the religion you are studying in your answer. [12 marks] Students may include the following ideas in their tables. Arguments FOR the statement: There is no evidence that God exists because no one has ever seen him. If God did exist, the world would be a better place. If God existed, people would not suffer. If God existed, there would be no evil in the world. Science has proved that religious beliefs such as God creating the world are wrong. Arguments AGAINST the statement: Just because people cannot see something does not mean that it does not exist. Suffering is caused by humans, not by God. People s beliefs show that God exists. Sacred writings are evidence that God exists. Miracles and answers to prayer show that God exists. Development Explain the learning outcomes to students so they understand the purpose of the lesson. Explain to students that securing a good mark in the examination depends on their ability to understand the level descriptors. This lesson will help to achieve this for the evaluation questions worth 12 marks. Students will be given the opportunity to identify the level descriptors and practise this style of question. Give students a copy of the grade studio worksheet. They should use the grid to help them to answer the examination question by building up their response. Discuss feedback from the students as to what they have written. Ask students to mark each other s work using the level descriptors in the student book. Plenary Discuss the level descriptors to ensure that students produce a high-level answer. 28 Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 28 3/4/09 13:10:13
26 GradeStudio Worksheet Name: Class: AO2 EXAMINATION QUESTION If God existed, we would know about it. Discuss this statement. You should include different, supported points of view and a personal viewpoint. You must refer to the religion you are studying in your answer. [12 marks] Introduction to your answer: Write one sentence showing you understand what the question is asking you, for example: The question is asking me to look at the topic of... and give my opinion about... Your opinion: State whether you agree or disagree with the statement and try to give at least three reasons for your view. Remember to explain your reasons in detail, for example: I agree/disagree with the statement because... Alternative views: State alternative views. Why might someone agree or disagree with you? Try to use different reasons if possible, for example: I understand that other people may agree/disagree with me because... Religious views: State what religious believers would think and why. Try to give at least three reasons for their view. Remember, not all religious believers will agree with each other so try to reflect this in your answer, for example: Religious believers would argue... because... Conclusion: Restate what you think, and draw your answer to a close, for example: In summary, I think... Religious Studies A: World Religions Pearson Education Ltd Chr,Isl,Jud.ch01.indd 29 3/4/09 13:10:13
Stratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 weeks Islam Introduction Beliefs Worship Sacred texts Muslims in Britain Much prior learning
More informationSection 1: Beliefs and values Introduction
Section 1: Beliefs and values 1 Introduction [[Introduction to follow]] 2 Section 1: The oneness of the Almighty as seen in the Shema Lesson plan 1 Lesson outcomes By the end of the lesson: AO1 all students
More informationGCSE Religious Studies: Paper 2, Unit 9: Judaism: beliefs and teachings. 9.6 The Promised Land and the covenant with Abraham
GCSE Religious Studies: Paper 2, Unit 9: Judaism: beliefs and teachings Name: RE Group: My target grade: Homework Topic Date to be completed by 9.1 The nature of God: God as One 9.2 The nature of God:
More informationJudaism: Beliefs and Teachings
Judaism: Beliefs and Teachings Candidates should have considered the beliefs of Jews in relation to the following: The Nature of God: I can explain the nature of God as One. I can explain how God is seen
More informationReligion and Philosophy Revision Overview AQA A Religious Studies
Paper Topic You might want to revise by Done? Tick Y/N 1 Muslim Beliefs: The nature of Allah, Tawhid, the 6 articles of faith (Sunni), and 5 roots of Usal ad Din (Shi'a) 1 Muslim Beliefs: Prophethood (Risalah),
More informationTorah Studies Commandment #1
Torah Studies Commandment #1 Exodus 20:1-3 And God spake all these words, saying, I Am the LORD thy God, which have brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no
More informationBY THE END OF THIS UNIT MOST PUPILS ARE EXPECTED TO BE ABLE TO:
UPPER KEY STAGE 2/UNIT 2B.3 People of How can following bring freedom and justice? OUTCOMES BY THE END OF THIS UNIT MOST PUPILS ARE EXPECTED TO BE ABLE TO: Explain connections between the story of and
More information5. If a person agrees with Jesus teachings, but does not rely on Jesus for a relationship with God, is that person a Christian?
LESSON 1: THE BENEFITS OF BEING A CHRISTIAN A. FIRST BENEFIT: Read Romans 5:1 1. How does this verse describe the relationship between God and a Christian? 2. Read Colossians 1:21-23. According to this
More informationChristian Beliefs, Teachings and Practices Revision Guide
THE HENRY BOX SCHOOL RELIGIOUS STUDIES DEPARTMENT Christian Beliefs, Teachings and Practices Revision Guide Name: Christian Beliefs and Teachings Revision Guide Use the following checklist to make sure
More informationKnowledge Grids: Exam practise [Islam] LO: To practice answering different types of exam questions.
Knowledge Grids: Exam practise [Islam] LO: To practice answering different types of exam questions. 1 Beliefs,Teachings and practices: Paper 1 [Christianity] 2 Mark Exam: Knowledge questions Question First
More informationGCSE Religious Studies Exemplars
GCSE Religious Studies Exemplars GCSE (9-1) Religious Studies A & B Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies A and B exemplars for part a, b, c GCSE Religious Studies 2016: Exemplars
More informationReligious Studies G.C.S.E (AQA)
Half Term 1 Christian Beliefs and Teachings Intro and Nature of God God as omnipotent God as loving and just Oneness of God and Trinity Trinity continued Creation Incarnation and Son of God Crucifixion
More informationYear 11 Mock Exam Revision List 2017
Year 11 Mock Exam Revision List 2017 Judaism Beliefs and Teachings a) Question I can define the key word and link to a teaching or example Covenant Kosher Messiah Mitzvot Shabbat Shekinah Synagogue Torah
More informationStratford School Academy RE year 10 curriculum-belief in God.
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 7 -Nature of God -The Trinity -Worship -Salvation -Atonement -Life after death Why people
More informationIslam Revision Booklet
Islam Revision Booklet Keywords: Islamic beliefs Allah Belief Faith Mosque Muslim Prayer Predestination Prophet Prophet Muhammad Shi a Islam Sunni Islam Tawhid Qur an Complete the following table: Fact
More informationGCSE MARKING SCHEME SUMMER 2016 RELIGIOUS STUDIES SPECIFICATION A UNIT 3 - ROMAN CATHOLICISM /01. WJEC CBAC Ltd.
GCSE MARKING SCHEME SUMMER 2016 RELIGIOUS STUDIES SPECIFICATION A UNIT 3 - ROMAN CATHOLICISM 1 4443/01 INTRODUCTION This marking scheme was used by WJEC for the 2016 examination. It was finalised after
More informationRELIGIOUS STUDIES. J625/02 Islam: Beliefs and teachings and practices (Question 1) GCSE (9 1) Candidate Style Answers
Qualification Accredited GCSE (9 1) RELIGIOUS STUDIES J625, J125 For first teaching in 2016 J625/02 Islam: Beliefs and teachings and practices (Question 1) Version 1 www.ocr.org.uk/religiousstudies Contents
More information~y j P v m Shemot (Exodus) 21:1-24:18 Mishpatim (Judgments)
Understanding the Parsha Exodus 21:1 20:18 Parashat HaShavuah ~y j P v m Shemot (Exodus) 21:1-24:18 Mishpatim (Judgments) We will Learn how to 1) interpret the main theme (subject) of a Parsha (weekly
More informationWhy you will be studying these beliefs and concepts
The Big Picture What you will be studying In this topic you will be addressing: 1 What the Mool Mantar says; look at the Ik Onkar symbol; one God (Waheguru, Wonderful Lord ) 2 The purpose of life, qualities
More informationChildren of Abraham. Wonders of Arabia Windstar Cruises Ross Arnold, Fall 2014
Children of Abraham Wonders of Arabia Windstar Cruises Ross Arnold, Fall 2014 Father Abraham the world s first monotheist, and source of all three great monotheistic religions: Judaism, Christianity and
More informationSyllabus Snapshot. Exam Body: CCEA Level: GCSE Subject: Religion. Year 12 Students. by Amazing Brains
Syllabus Snapshot by Amazing Brains Exam Body: CCEA Level: GCSE Subject: Religion Year 12 Students 1B2 Specification at a Glance The table below summarises the structure of the Full and Short GCSE courses.
More informationOld Testament Stories - Kids Clubs Curriculum A Chronological experience of the Old Testament.
Old Testament Stories - Kids Clubs Curriculum A Chronological experience of the Old Testament. 1 God s Creation 2 Adam and Eve 3 Noah s Ark 4 Rainbow Promise 5 Tower of Babel 6 Abram 7 Sarah Laughs 8 Pillar
More informationExodus 20 The Ten Commandments
Exodus 20 The Ten Commandments I. The Source Of the Commandments Exodus 20:1-2 1 And God spake all these words, saying, 2 I am the Lord thy God, which have brought thee out of the land of Egypt, out of
More informationChristianity - key beliefs
Christianity - key beliefs The nature of God: God as omnipotent, loving and just, and the problem of evil and suffering The oneness of God and the Trinity: Father, Son and Holy Spirit Different Christian
More information7 th GRADE REVIEW SHEET
7 th GRADE REVIEW SHEET 2015-2016 JESUS CHRIST Jesus is the Son of God, the Second Person of the Holy Trinity, the Messiah and Redeemer. He is fully divine (was always God) and fully human (experienced
More information7 th GRADE REVIEW SHEET
7 th GRADE REVIEW SHEET 2017-2018 JESUS CHRIST Jesus is the Son of God, the Second Person of the Holy Trinity, the Messiah and Redeemer. He is fully divine (was always God) and fully human (experienced
More informationTHE WORD OF GOD WRITTEN ON STONES (C.3.SPRING.3)
THE WORD OF GOD WRITTEN ON STONES (C.3.SPRING.3) Biblical Reference Exodus 24:12-18 and Deuteronomy 5:6-22 Key Verse Psalm 119:97 Key Concept The laws in God s word are given for my benefit and delight.
More informationCatechism for Children
Catechism for Children An Introduction to the Shorter Catechism Feed My Lambs Come, children, listen to me; I will teach you the fear of the Lord. This Catechism for Children: An Introduction to the Shorter
More informationReligious Studies Curriculum Summary
Religious Studies Curriculum Summary Religious Studies provides children with the opportunity to think about the Big questions in life and to consider the answers that have been given to these by people
More informationCurriculum Overview for Religious Education
Curriculum Overview for Religious Education Key Stage 1 Year 1 36 hours about What does it mean to belong? (A1) Harvest a time for giving thanks (1hr) What does it mean to belong to a religion? (A2) Christmas
More informationTHE CHURCH OF GOD SABBATH SCHOOL LESSONS
THE TEN COMMANDMENTS I. Thou shalt have no other gods before me. II. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath,
More informationEXODUS CHAPTER THE LAW FOR THE MESSIANIC NATION LESSON # 14
20 EXODUS CHAPTER This Photo by Unknown Author is licensed under CC BY-NC-ND THE LAW FOR THE MESSIANIC NATION BIBLE REFERENCE: (Exodus - Deuteronomy) BOOK OF STUDY: Exodus LESSON # 14 Season of Study:
More informationWestminster Shorter Catechism Questions for Children. 2. Q. What else did God make? A. God made all things. Ref. Acts 17:25; John 6:29; Psalm 33:6-7
Westminster Shorter Catechism Questions for Children 1. Q. Who made you? A. God Ref. Psalm 100:3; Genesis 1:27 2. Q. What else did God make? A. God made all things. Ref. Acts 17:25; John 6:29; Psalm 33:6-7
More informationTHE CHURCH OF GOD SABBATH SCHOOL LESSONS
THE TEN COMMANDMENTS I. Thou shalt have no other gods before me. II. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath,
More informationGood Muslim, Good Citizen
2 Good Muslim, Good Citizen Suggested Duration: 60 minutes Key Stage 2 Learning Objectives } To bring together the learning from previous lessons } To understand that to be a good Muslim is to be a good
More informationName of Unit: Faith: Who Is Jesus? Christianity. Key Stage In Which This Unit Should Be Taught:
Name of Unit: Faith: Who Is Jesus?. Key Stage In Which This Unit Should Be Taught: Recommended Year Group (if specified:) KS2 Previous Learning: Incarnation and Salvation Units: Foundation Stage, Key Stage
More informationSimplified And Modernized
The Ten Commandments And Modernized At the age of 76, having been a Bible teacher for over 25 years and having done my best to live my life for God and follow the example Jesus set for us regarding the
More informationBOOK MY PRAYER MY PRAYER NAME:
MY PRAYER MY PRAYER BOOK is an organisation that works in the field of catechesis within Catholic Parishes. It was founded in 1907 by St George Preca. For more information or to download resources for
More informationExodus 19. In the third month, when the children of Israel
Exodus 19 In the third month, when the children of Israel were gone forth out of the land of Egypt, the same day came they into the wilderness of Sinai. 2 For they were departed from Rephidim, and were
More informationCATECHISM. Primitive Methodist Church
Primitive Methodist Church CATECHISM For use in Young People's Societies Sunday Schools and Family Prayers With Scripture References ----------- by Rev. S. T. Nicholls ----------- Authorized by the Book
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 6 Belief in God -Religious upbringing -Religious Experience -Science and design -Unanswered
More information4 th Can you define Allah? 3 rd Can you define Adam? Can you define Mosque?
April 2019 AQA Paper 1 Islam 1 st Can you define Ablution? Can you define rak ah? Can you define salah? Can you define Wudu? How many daily prayers are suggested in the Qur an? What does Imam What does
More informationWhich Ten Commandments?
Which Ten Commandments? Thanks to this link on Positive Athieism I found several Versions of the Ten Commandments. Three Versions of the 10 Commandments Protestant Catholic Hebrew 1. Thou shalt have no
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives
Judaism 14 Lesson Objectives Core Content Objectives Students will: Identify Judaism as a monotheistic religion Identify the Hebrews as the ancient people who were descendants of Abraham Explain that followers
More informationGood Muslim, Good Citizen
2 Suggested Duration: 60 minutes Learning Objectives To bring together the learning from previous lessons To understand that to be a good Muslim is to be a good citizen Key Words Morals, role model, good
More informationThe values inculcated in the family by these two commandments provide the basis for all the positive values that are to inform human interaction.
The Third and Fourth Commandment are the only two positive ones. They take us to the heart of the family and provide a basic model for the way we should relate to God and to each other.! The Third commandment
More informationIslam and Christianity
Unit 2: Section C A1 Notes Islam and Christianity Islam Christianity Who will be saved? These are the fundamental beliefs which every Muslim must ascribe to: Six Articles of Faith: 1) Belief in Allah 2)
More informationThe Ten Commandments. MS / Social Studies. Law, Justice, Cause and Effect
The Ten Commandments MS / Social Studies Law, Justice, Cause and Effect (After doing seminar on Hammurabi s Code) Ask students if they have ever heard of the Ten Commandments and if so, what they know/think
More informationPrayers Your Children Need To Know. First Grade
Prayers Your Children Need To Know First Grade Sign of the Cross In the name of the Father + and of the Son and of the Holy Spirit. Amen. Hail Mary Hail Mary, full of grace, the Lord is with you! Blessed
More informationBOOK MY PRAYER MY PRAYER NAME:
MY PRAYER MY PRAYER BOOK NAME: is a organisation that works in the field of catechesis within Catholic Parishes. It was founded in 1907 by St George Preca. For more information or to download resources
More informationSignificant Lessons From The Seemingly Insignificant #8 God s Sabbath Rest
Significant Lessons From The Seemingly Insignificant #8 God s Sabbath Rest What is meant by God s Sabbath Rest? We are not debating whether we should worship on Saturday or Sunday. As believers, we are
More informationScripture Reflection Notes Week beginning Monday, March 5. Exodus 20: 1-17
Exodus 20:1-17 20:1 Then God spoke all these words: Scripture Reflection Notes Week beginning Monday, March 5 Exodus 20: 1-17 20:2 I am the LORD your God, who brought you out of the land of Egypt, out
More informationTHE CHURCH OF GOD SABBATH SCHOOL LESSONS
THE TEN COMMANDMENTS I. Thou shalt have no other gods before me. II. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath,
More informationAn English Prayer Book Holy Communion (1)
Holy Communion First Order The background to Holy Communion is given in a number of Bible passages. Exodus 12 tells the story of the Passover. Jesus developed the Passover meal into the Lord's Supper or
More informationChristianity. The Christian Church Year
Christianity The Christian Church Year Christianity is the world's biggest religion, with about 2.2 billion followers worldwide. It is based on the teachings of Jesus Christ who lived in the Holy Land
More informationExplain two ways in which a belief in God as omnipotence influences Christians today. (4)
Christian Beliefs POSSIBLE Examination Style Questions (March 17 v.1) The Nature of God Give two characteristics which describe the nature of God. (2) Explain two ways in which the nature of God influences
More informationStamford Green Primary School Religious Education Curriculum Map. Updated September 2018
Stamford Green Primary School Religious Education Curriculum Map Updated September 2018 Contents Page Essential characteristics of religiously literate pupils Page 3 Aims of the National Curriculum Page
More informationScheme of Work. GCSE (9-1) Religious Studies B Area of Study 1, 2 and 3: Islam Sections 1 and 3
Scheme of Work GCSE (9-1) Religious Studies B Area of Study 1, 2 and 3: Islam s 1 and 3 Area of Study 1, 2 and 3: Christianity s 1 and 3 Introduction This Scheme of Work covers the requirements for GCSE
More informationBelieve. Glory Be to the Father. The Sign of the Cross. The Lord s Prayer. The Apostles Creed. Hail Mary. Prayers to Know
Believe Prayers to Know The Sign of the Cross In the name of the Father, and of the Son, and of the Holy Spirit. The Lord s Prayer Our Father, who art in heaven, hallowed be thy name; thy kingdom come,
More informationIslam beliefs and practices KEY WORDS
Islam beliefs and practices KEY WORDS Ablution Ritual washing in Islam. The Arabic term is wudu. Adalat The concept of justice in Shi a Islam Adam One of the prophets of Allah. The father of humankind.
More informationAdventures on Traveling Through the Bible
Adventures on Traveling Through the Bible 8 The Israelites in the Wilderness All Staff Pre-Class Arrange tables and chairs. Pray for today s class. Have music playing. Welcome kids as they arrive. Begin
More informationCELEBRATING THE MISSION OF THE CHURCH HOLY INNOCENTS EPISCOPAL CHURCH
CELEBRATING THE MISSION OF THE CHURCH HOLY INNOCENTS EPISCOPAL CHURCH APRIL 21, 2010 1 CELEBRATING THE MISSION OF THE CHURCH H o l y E u c h a r i s t : R i t e T w o Opening Song Call to Worship Alleluia!
More informationMoses and the Ten Commandments
Moses and the Ten Commandments 5pm Informal Service March 11, 2018 Welcome Celebrant Together This is the day that the Lord has made. Let us rejoice and be glad in it. Lord, direct our thoughts, teach
More informationZion Lutheran School 2018/19. 1st & 2nd Grade. Memory Book. God is our refuge and strength, a very present help in trouble.
Zion Lutheran School 2018/19 1st & 2nd Grade Memory Book God is our refuge and strength, a very present help in trouble. Psalm 46:1 ESV The Apostles Creed The First Article Creation I believe in God, the
More information*X213/201* X213/201 RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 2. There are four Sections in this paper.
X213/201 NATIONAL QUALIFICATIONS 2008 WEDNESDAY, 28 MAY 9.00 AM 11.00 AM RELIGIOUS, MORAL AND PHILOSOPHICAL STUDIES INTERMEDIATE 2 There are four Sections in this paper. Section 1 World Religions: This
More informationChristian Beliefs, Teachings and Practices Revision Guide
THE HENRY BOX SCHOOL RELIGIOUS STUDIES DEPARTMENT Christian Beliefs, Teachings and Practices Revision Guide Name: Christian Beliefs and Teachings Revision Guide Use the following checklist to make sure
More informationDiscovery RE and Understanding Christianity: can they be used together?
Discovery RE and Understanding Christianity: can they be used together? What do they share in common? So how do their approaches match up? Both resources seek to provide teachers with practical tools to
More informationHEBRAIC KEYS TO KEEPING GOD S COVENANT Session 2 Making Covenant With God Page 5
Session 2 Making Covenant With God Page 5 I. DIFFERENT TYPES OF ANCIENT NEAR EASTERN COVENANTS ARE FASHIONED AFTER GOD S COVENANTS OF PROMISE A. Between Individuals Mutual benefit regarding friendship,
More informationIslam Seminar Study Guide
1 Islam Seminar Study Guide These notes are based on a lecture for Southam College that I delivered on Nov 7th 2018 (big thanks to Mrs. Thomas and the students!). They are based on my understanding of
More informationWhat is Islam? Is Islam new or different? 4/13/17. Definitions. Islam: Submission to God. Muslim: One who submits to God.
Welcome!!! To Noor Islamic Cultural Center In the name of God, the most Merciful and the most Beneficent Islam 101 Your Presenter today is Jeri Milburn What Will We Cover Today? Definition of Islam and
More informationThe Bible is a library of books named after what the Greeks called it: Biblio or
Jesus Christ Jesus was born about 7 BC in Bethlehem in Judea, by the Mary. With his miraculous birth, he is considered the Son of God and God himself. Most texts begin with Jesus ministry after his baptism
More informationBasic Study Questions. For. Grade Three
Basic Study Questions For Grade Three Please note: the first number before each question indicates in which chapter of the textbook the topic of the question can be found. 6/2018 Grade 3 First Semester
More informationVertical Limits Lesson Two Mount Sinai The Way To Obedience The Ten Commandments (Exodus 20, Exodus 32)
Vertical Limits Lesson Two Mount Sinai The Way To Obedience The Ten Commandments (Exodus 20, Exodus 32) Theme: Vertical Limits: God both made and used Mountains and we are using Mountains during our Vacation
More informationTHE CHURCH OF GOD SABBATH SCHOOL LESSONS
THE TEN COMMANDMENTS I. Thou shalt have no other gods before me. II. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath,
More informationGetting Started Guide
Getting Started Guide GCSE (9-1) Religious Studies A Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Religious Studies A (1RA0) Contents 1. Introduction 1 2. What s changed? 2 2.1 What are the changes to
More informationThe role of the Church in the local community
The role of the Church in the local community Why are churches important for the local community? Use your spider diagram to help you write a paragraph in your book explaining why you think churches are
More informationReady Answers Unit B: The Ten Commandments Handles
Ready Answers Unit B: The Ten Commandments Handles Here are some suggested handles to help students recall the verses. You may adjust as desired or invent your own. Introduction to the Ten Commandments
More informationprayer book Stations of the Cross
Stations of the Cross 1. Jesus is condemned to death. 2. Jesus is made to carry His Cross. 3. Jesus falls the First Time. 4. Jesus meets His Sorrowful Mother. 5. Simon of Cyrene helps Jesus to carry His
More information~ Kindergarten ~ THE SIGN OF THE CROSS In the name of the Father and of the Son and of the Holy Spirit. Amen.
~ Kindergarten ~ THE SIGN OF THE CROSS In the name of the Father and of the Son and of the Holy Spirit. Amen. GRACE BEFORE MEALS Bless us, O Lord, and these thy gifts, which we are about to receive from
More informationChildren of the Promise
10 Easy Reading Edition Date Children of the Promise December 2 8 SABBATH DECEMBER 2 READ FOR THIS WEEK S LESSON: Romans 9. MEMORY VERSE: So God does what he wants to do. He shows mercy to one person and
More informationPrayers to Know 5 th Grade
SIGN OF THE CROSS In the name of the Father and of the Son and of the Holy Spirit. EVENING PRAYER God, our Father, this day is done. We ask you and Jesus Christ, your Son, that with the Spirit, our welcome
More informationLESSON OVERVIEW/SCHEDULE
TEACHER BIBLE STUDY God rescued His people from the Egyptians! He then led them into the desert toward Mount Sinai. The Israelites camped at the base of the mountain while Moses went up the mountain to
More informationRead page in revision guide and made notes (tick)
UNIT Component 1 - Christianity Key concept Read page in revision guide and made notes (tick) Revised in detail in a way that suits me (tick) Relevant Religious Teachings (Yellow = useful in lots of topics)
More informationBasic Catholic Teachings (BCT s) Grade 3
Basic Catholic Teachings (BCT s) Grade 3 1. Who is God? CCC 268-271; 279; 287; 295 God is the all-powerful, all-wise, all-loving being who created everything. G3-1 2. Why did God make you? CCC 1721 To
More informationRELIGION Judaism It is not necessary to carry out all the activities contained in this unit.
RELIGION Judaism It is not necessary to carry out all the activities contained in this unit. Please see Teachers notes for explanations, additional activities, and tips and suggestions. Theme Level Language
More informationTHE CHURCH OF GOD SABBATH SCHOOL LESSONS FOURTH QUARTER October. November. December THE TEN COMMANDMENTS
THE TEN COMMANDMENTS I. Thou shalt have no other gods before me. II. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath,
More informationUnderstanding the Seventh- day Sabbath
Understanding the Seventh- day Sabbath The Sabbath of the Ten Commandments and the Sabbaths of the ceremonial law distinguished the people of God from all other nations and bound them to God as His covenant
More informationYear 10 Exam March Origins and Meaning
Year 10 Exam March 2018 Origins and Meaning Content Revised Revised Tested What do the Genesis stories teach about the creation of the world? What do the Genesis stories teach about God? What do the Genesis
More informationReligious Education - Key Stage 4 overview
Religious Education - Key Stage 4 overview YEAR 9 Christianity: Beliefs and Teachings Christianity: Beliefs and Teachings Theme B: Religion and Life Theme B: Religion and Life. Theme E: Crime and Punishment
More informationA Summary of the Bible
A Summary of the Bible PowerPoint by Sean Bird, Covenant Christian High School, January 2006 Text adapted from Ken Smith Reformed Evangelism class, Southside Reformed Presbyterian Church, Fall 2002 There
More informationIN THE NEWS. 1. Celebrations. 2. Special Events
1. Celebrations With your class, talk about different ways families celebrate important events such as the birth of a child, becoming an adult, weddings, the New Year and other holidays. Think about a
More informationHebrews. 7This is what God said about the angels:
1403 Hebrews God Has Spoken Through His Son 1In the past God spoke to our people through the prophets. * God spoke to them many times and in many different ways. 2 And now in these last days God has spoken
More informationExodus 20:1 And the Elohim, the all supreme Elohim, spoke all these words, saying,
The Ten Commandments Deuteronomy 5:22 These words YHVH spoke unto all your assembly in the mount out of the midst of the fire, of the cloud, and of the thick darkness, with a great voice: and he added
More informationLeaders: this is just for you! Read ahead of time to engage with the Bible story on an adult level and prepare your heart to teach on Sunday.
Leader DEVOTIONAL Leaders: this is just for you! Read ahead of time to engage with the Bible story on an adult level and prepare your heart to teach on Sunday. As the rescued people of Israel traveled
More informationRE Long Term Plan. EYFS Autumn Spring Summer
RE Long Term Plan EYFS Autumn Spring Summer Religions covered: Christianity and Islam Establish a sense of belonging to a community, family, school and wider world. Talk about and describe where they live
More informationObjectives: Supplies: Teacher Materials (provided in classroom) Optional: Snack: Lesson: 1) Introduction to Lesson 2 5 minutes
Lesson 7: Moses and the Ten Commandments 4th Objectives: Students will 1) Study Exodus 20 and see that God gave 10 laws for the Israelites; 4 laws concerning God and 6 laws concerning how to treat others.
More informationClose Read Book of Exodus
Close Read OBJECTIVES 1. Complete a close reading of a passage from an informational text. 2. Practice and apply concrete strategies for identifying informational text elements. 3. Participate effectively
More informationMoses Leads the People
Moses Leads the People By: Gayle Guthrie Text Exodus 16, 17, 19, 20 Key Quest Verse These commandments I give you today are to be upon your hearts (Deuteronomy 6:6). Bible Background God gave the Hebrews
More informationGCSE MARKING SCHEME RELIGIOUS STUDIES (SPECIFICATION A)
GCSE MARKING SCHEME RELIGIOUS STUDIES (SPECIFICATION A) SUMMER 2011 INTRODUCTION The marking schemes which follow were those used by WJEC for the Summer 2011 examination in GCSE RELIGIOUS STUDIES SPECIFICATION
More informationGod Created People. Leader BIBLE STUDY. and female. world and everything in it for His glory.
UNIT 1 Session 2 Use Week of: God Created People BIBLE PASSAGE: Genesis 1:26 2:25 MAIN POINT: God created people in His own image; God created them male and female. UNIT KEY PASSAGE: 1 Corinthians 8:6
More information