PROGRAMME OF STUDY LEARNING OPPORTUNITIES
Pupils should be given the opportunity to:
a) consider the significance for people of family, community and experience, particularly in developing a sense of identity and commitment;
b) consider how the community celebrates and reveals its values.
c)
consider differences and similarities between groups within the community;
d)
consider how members relate within the wider community.
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WHERE THIS UNIT FITS IN
This unit is designed for Year 7 - Autumn Term. It connects with units 1 and 7 in dealing with aspects of human identity and experience, and with units 2 and 9 in dealing with aspects of religious practices and lifestyles. |
| FEATURED FAITH(S): Islam, Judaism |
| TIME: This unit is planned for 16 sessions of 1 hour each. |
RESOURCES:
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For the ‘Husdews’ exercise, see Francis, D., 1997, The Road to Somewhere Workbook, Hodder & Stoughton, pp.47-48 or click here for Husdews planning sheet>>
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Worlds of Faith video, 1998, Channel 4 Schools, or ‘Jewish Law’, Channel 4 video.
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Pastor Niemöller’s statement about individual responsibility for speaking up for the persecuted: ‘The Bystander’>>
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Large, C. and A. Brown, 2004, This is RE 3, John Murray.
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Large, C., 2004, This Is RE 3 Teacher’s Resource Book, John Murray.
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DVD: The Short Life of Anne Frank, 2003, Anne Frank House.
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OBJECTIVES FOR LEARNING AND ASSESSMENT
B3 Describe the function of key features of religions in relation to religious practice.
B4 Identify and compare selected features of religions and describe their significance to believers
B5 Identify some principal features shared by Christianity and Hinduism and how these impact on the lives of believers.
B6 Demonstrate a critical awareness of and respect for different religious practices / lifestyles and give a coherent account of the practices / lifestyles of different denominations, groups and traditions.
D3 Compare aspects of, and influences on, their own identity/personality/experience, including religious aspects, with those of others.
D4 Ask a range of questions about Buddhist & Christian identity / personality / experience, and suggest appropriate answers.
D5 Articulate feelings about their own identity / personality / experience in the light of qualities demonstrated by Buddhists and Christians.
D6 Demonstrate a critical awareness of and respect for people’s views of their identity / personality / experience, including the views and associated feelings of people with a faith commitment.
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