DRAFT. AO1 Explain how belief in the Trinity is central to the Christian understanding of God.

Lesson focus 1.1 Christianity What is the Trinity and how is it important in Christian belief? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 4 3/4/09 13:10:09

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 2009 5 01 318 Chr,Isl,Jud.ch01.indd 5 3/4/09 13:10:10

Lesson focus 1.2 Christianity Is God the Father like a loving parent? Is God the creator? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 6 3/4/09 13:10:10

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 2009 7 01 318 Chr,Isl,Jud.ch01.indd 7 3/4/09 13:10:10

Lesson focus 1.3 Christianity Is God incarnate in Jesus, the Son? See pages 00 00 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 1:18 25. 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 2009 01 318 Chr,Isl,Jud.ch01.indd 8 3/4/09 13:10:10

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 2009 9 01 318 Chr,Isl,Jud.ch01.indd 9 3/4/09 13:10:10

Lesson focus 1.4 Christianity Is God the Holy Spirit really at work in the world today? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 10 3/4/09 13:10:10

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 2009 11 01 318 Chr,Isl,Jud.ch01.indd 11 3/4/09 13:10:10

Lesson focus 1.5 Christianity What is the Christian view of sin and judgement? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 12 3/4/09 13:10:10

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 2009 13 01 318 Chr,Isl,Jud.ch01.indd 13 3/4/09 13:10:10

Lesson focus 1.6 Christianity Frameworks for living See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 14 3/4/09 13:10:10

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 2009 15 01 318 Chr,Isl,Jud.ch01.indd 15 3/4/09 13:10:10

Lesson focus 1.7 Islam Is there an afterlife? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 16 3/4/09 13:10:10

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 2009 17 01 318 Chr,Isl,Jud.ch01.indd 17 3/4/09 13:10:11

Lesson focus 1.8 Islam What are the five pillars of Islam? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 18 3/4/09 13:10:11

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 2009 19 01 318 Chr,Isl,Jud.ch01.indd 19 3/4/09 13:10:11

Lesson focus 1.9 Islam How do beliefs affect the lifestyles and attitudes of Muslims in the modern world? See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 20 3/4/09 13:10:11

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 2009 21 01 318 Chr,Isl,Jud.ch01.indd 21 3/4/09 13:10:11

Lesson focus 1.10 Judaism The nature of G-d See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 22 3/4/09 13:10:11

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 2009 23 01 318 Chr,Isl,Jud.ch01.indd 23 3/4/09 13:10:11

Lesson focus 1.11 Judaism The Messiah See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 24 3/4/09 13:10:11

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 2009 25 01 318 Chr,Isl,Jud.ch01.indd 25 3/4/09 13:10:11

Lesson focus 1.12 Judaism The Covenant with Moses See pages 00 00 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 2009 01 318 Chr,Isl,Jud.ch01.indd 26 3/4/09 13:10:12

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 2009 27 01 318 Chr,Isl,Jud.ch01.indd 27 3/4/09 13:10:12

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 2009 01 318 Chr,Isl,Jud.ch01.indd 28 3/4/09 13:10:13

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 2009 29 01 318 Chr,Isl,Jud.ch01.indd 29 3/4/09 13:10:13