YEAR 9. and problems to solve. explore. perspectives. ideas through. BELIEFS AND TEACHINGS. WEEK 1/2 Content coverage

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1 YEAR 9 AL-ASHRAF SECONDARY SCHOOL FOR GIRLS ACADEMIC YEAR EDEXCEL /AQA GCSE RELIGIOUS STUDIES A FULL COURSE SCHEMES OF WORK (Term 2 Duration 7 weeks) Independent Learners Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators Identify questions to answer Generate ideas and Identify and invite feedback. Deal Collaborate and Organise time and Discuss issues of concern to seek resolution. Propose and problems to solve. explore positively with praise, setbacks show consideration resources, prioritising practical ways forward, breaking tasks down into Explore issues, events or possibilities. Create and criticism to inform future to others. Work resources. Show manageable steps. towards common commitment / problems from different solutions and follow progress. goals. perseverance. perspectives. ideas through. BELIEFS AND TEACHINGS ISLAM Aims/learning outcomes WEEK 1/2 Content coverage Muslim Holy books To be able to outline the names of Holy books To identify the importance of the Holy books To understand the meaning of the Islamic teaching on holy books other than the Qur'an. To be able to give personal and vice versa opinions about this belief. Resources The Edexcel/AQA GCSE Religious Studies Student Book provides useful information. A copy of the keyword definitions from the Edexcel specification. Holy books Quran, Tawrat, Zabur and Injeel BBC Bitesize Taleemul Haq RE Today True Tube SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and the world. Use of imagination and creativity by reflecting on key questions of meaning Differentiation All pupils will be able to mention the four famous Holy books. Most pupils will be able to explain Islamic teachings on holy books other than the Qur an.

2 and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Some pupils will be able to reflect and evaluate if it actually matters that the words have changed? Is the meaning more important than the words? Giving personal and opposing views. (Developed) Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Activities/Assessment Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Play the game of Chinese whisper. Discuss how accurate is the statement at the end of the game? As a class take a look at the Qur an, Torah, Psalms and Bible compare the similarities and differences. Cross Curricular Art ICT Design a poster highlighting the six articles of faith for Muslims Researching opposing points of view

3 Design a poster with speech bubbles highlighting the six articles of faith for Muslims. What does this say about holy books other than the Quran English Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG) BELIEFS AND TEACHINGS ISLAM Aims/learning outcomes WEEK 3/4/5 Content coverage Tawhid (oneness of God) To be able to outline the nature of God (Immanence, transcendence, omnipotence, beneficence, mercy, fairness and justice (Adalat in Shi a Islam) To be able to offer (Quranic/Hadith) evidence on the Nature of God To identify why belief of Tawhid (Oneness) is important to Muslims Resources The Edexcel/AQA GCSE Religious Studies Student Book provides useful information. A copy of the keyword definitions from the Edexcel specification. BBC Bitesize Taleemul Haq RE Today True Tube SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and the world. Use of imagination and creativity by reflecting on key questions of meaning Differentiation All pupils will be able to outline the key beliefs of Muslims regarding Allah. Most pupils will be able to highlight the main reasons why belief in Tawhid is the most important.

4 and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Some pupils will be able to reflect and evaluate which of the qualities of Allah is the most important. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Activities/Assessment In pairs students should be told to draw a mind map with the word the Tawhid in the middle. Individuals should then complete the mind map with everything they know about Tawhid. - Hold class discussion as to what they have mentioned. Then ask students to discuss Cross Curricular ICT English Researching opposing points of view Speaking skills through debated discussions

5 the implications of this for Muslims, what it means for living as a Muslim. In a table format student need to write four bullet points: why belief in Tawhid is important for Muslims. why belief in Tawhid might cause problems for Muslims Worksheet made of sample exam style questions. Literacy development in written assignments (Quality of written communication and SPAG) BELIEFS AND TEACHINGS ISLAM Aims/learning outcomes WEEK 6/7 Content coverage Akhirah (Belief in life after death) To be able to outline Muslim teachings about life after death (humun responsibility, accountability and resurrection) To be able to explain the nature of Judgement (paradise and hell) To be able to evaluate how belief in Akhirah has an effect in a Muslims life To be able to offer (Quranic/Hadith) evidence on the concept of Akhirah To be able to give personal and vice versa opinions about this belief. Resources The Edexcel/AQA GCSE Religious Studies Student Book provides useful information. Access to computers BBC Bitesize Taleemul Haq RE Today True Tube SMSC (Spiritual, moral, social & cultural development) Spiritual development is reflected by: Exploring religious beliefs enjoyment in learning about themselves, others and Differentiation All pupils will be able to explain the key terms Akhirah, Alam E Barzakh.

6 the world. Use of imagination and creativity by reflecting on key questions of meaning and truth. Showing respect and tolerance for people s opinions and feelings. Experiencing a sense of belonging by developing their own views and ideas on religious and spiritual issues Moral development is reflected by: The right of others to hold differing views. Consideration and concern for people with differing views Differentiating between right and wrong. Most pupils will be able to evaluate how belief in Akhirah has an impact on a Muslim. Some pupils will be able to offer religious evidence to produce comprehensive answers. Social development is reflected by: Personal responsibilities and rights of being members of communities (local, national and global); The ability to relate to others including a range of religious, ethnic backgrounds. To work with others for the common good by developing a shared sense of belonging and participating, active contribution, communities. Cultural development is reflected by : Activities/Assessment Respect for their own culture and that of others (culture diversity) Showing interest in differences in relation to culture Create three revision cards on Quizlet titled death, resurrection and life after death. Write on the back of each card the main points ` ICT Using Quizlet to create revision cards Researching opposing points of view

7 relevant to each theme. Discussion we should do good because we want to, not for a reward Worksheet made of sample exam style questions. English Speaking skills through debated discussions Literacy development in written assignments (Quality of written communication and SPAG)