Download Unit 3 Spring 1 : Alternative

RE SCHEME OF WORK
KEY STAGE 2
Mid-term planning
Year 6: Unit 3
Term: Spring 1
Do clothes express beliefs?
Key Concepts: Islam; Judaism, Modest dress code,
(Sikh 5 Ks – if desired)
Year:
Learning Objective: to explore whether clothing rules
and restrictions can express belief and give people a
sense of identity
Brief Background information for teachers
The way that people dress is used by many to pass judgements about others, as the controversy over burkinis in France
during the summer 2016 has shown. There are many other situations in which precise dress codes are required; some
people choose for themselves; others are required. Visiting churches in Rome for example requires covering shoulders.
Schools require uniforms (at least in this country). Muslim dress codes often cause controversy and discussion and there
are many different responses to the Hijab, the Niqab and the Burka for example. Different amounts of the face and body
are covered by the different versions, but all is done in the name of modesty. A verse from the Qur’an says: “And tell the
believing men to lower their gaze and be modest…And tell the believing women to lower their gaze and be modest, and to
display of their adornment only that which is apparent….”(Qur'an:24: 30-31). And also: O Prophet! Tell thy wives and
daughters, and the believing women, that they should cast their outer garments over their persons (when abroad): that is
most convenient, that they should be known (as such) and not molested. And Allah is Oft- Forgiving, Most Merciful. Qur’an
33:59. The BBC clips from “My Life, My Religion” contains a section on a young British Muslim girl preparing to wear the
hijab and how she feels about it. There are also verses in the Bible (1 Corinthians 11:7 e.g.) which suggest that women
should dress modestly and in Judaism there are many rules about clothing. Some of them are biblical (such as not making
garments from two different materials and keeping the hair at the sides of the head long) and others are later traditions.
Many orthodox women cover their heads, either with a scarf or with a wig. For Yom Kippur they do not wear leather shoes
as a sign of penance, as in the past only leather shoes would have been considered comfortable. The wearing of the Kippurl
or head covering by men is as a sign of submission to God; the variety of hats worn by many other Jewish men often
denote the sect of Judaism to which they belong. The prayer shawl is usually worn only to pray, but many devout Jewish
men will wear a waistcoat with similar tassels, that serves as a reminder of the 613 commandments in the Torah.
Expected Learning
Pupils will recognise the religious significance behind a range of dress codes (Islamic & Jewish in the main) and will be able
to link specific passages from the Qur’an or the Torah to the dress. They will know some reasons why people choose to
follow dress codes and evaluate appropriately. They will be able to show the impact that following a dress code has on the
life of a believer. They will know that people follow dress codes for non-religious reasons as well and make comparisons.
They will discuss the sense of identity created by clothing.
Developing
Pupils will know that people choose to wear certain items
for religious and non-religious reasons and can debate the
impact and reasons for such choices. They will know a range
of religious dress codes and suggest meanings for the items
Excelling
Pupils will know the significance of a range of dress codes
and make links to specific passages and beliefs. They will be
aware of the differences between the dress codes of
individuals and show awareness of the dangers of
stereotyping. They will use their knowledge to design
appropriate dress codes for other groups of people.
Engage:
 Start with a human bar chart on clothes. Give the children five statements about clothing and they have to
strongly agree, agree, not sure, disagree, strongly disagree and stand by the number that corresponds to
their answer. It is often a good idea to get them to answer on the sheet, and then pass the sheets around
several times so that no one knows who has given which answer.
KS2 Year 6-Unit 3 - Islam
November 2016
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 Show children pictures of a variety of people dressed in a variety of ways. Do we judge people based on what
they are wearing? What judgements do we make? Are they justified? Hold a debate at this point and see
what conclusions they come to – make sure there are things like Goths, mods, rockers, bikers, Amish, Jewish,
Muslim, Sikh etc. rather than simply uniform items.
Enquire & Explore: (AT1)
 Pupils working at this level could set up an investigation and explore the dress code of Sikhs, Muslims,
Hindus, Christians or Jews as they want, with guidance of course. What is the dress code that they discover?
What do the items tell us? Does the dress code apply to men and women? What does this tell us?
 Look for links to beliefs that dictate the code for what people wear. Look for variety within faith groups and
for differences and similarities between faith groups. Is there anything that they have in common?
Evaluate: (AT2 Impersonal)
 Do these clothing rules/codes help children to feel part of their community? Do they restrict them? Does the
fact that they can or can’t wear certain items limit their freedom? Does it help them to behave better? Does
it make them think about their faith more? Listen to interviews with young believers or if possible invite in a
young person who adheres to a dress code to talk about how it makes them feel.
Reflect & Communicate: (AT2 Personal)
 How do the children choose what to wear? Do they have a free hand or do parents tell them what to wear?
Do they think about the messages that their clothes send to others? Is it right to judge people by what they
wear? Is it possible that some people are making a deliberate statement? Is it just important to be correctly
dressed for a particular event or circumstance? (E.g. wedding, interview, sport, rain or heat?).
 Hold a second debate, now that they have some facts. Have they changed their minds? Do they think it
matters what people wear? Maybe design a dress code for a particular belief – if they find that there is no
dress code for Christians they could work out what it could be and why.
Evaluation:
 What went well?
 Even better if:
Some suggested resources:
 RE Today publications: More than 101 Great ideas for RE – human bar chart activity
 BBC clips on line – 5 Ks of Sikhism
 www.reonline.org.uk – 5 Ks of Sikhism
 http://www.wikihow.com/Dress-Modestly-As-a-Muslim-Girl - cut and paste needed perhaps!
 http://simple.wikipedia.org/wiki/Islam_and_clothing
 http://islam.ru/en/content/story/dress-code-muslim-women
 http://www.bbc.co.uk/religion/religions/islam/beliefs/hijab_1.shtml
 http://www.bbc.co.uk/religion/religions/islam/beliefs/niqab_1.shtml
KS2 Year 6-Unit 3 - Islam
November 2016
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RE SCHEME OF WORK
CLASS RECORD SHEET
Assessment opportunities & activities
Year 6: Unit 3
Term: Spring 1
Do clothes express beliefs?
Year:
Some pupils will have made more progress and be able to use a developing
religious vocabulary to:
 Explain the impact of dress codes on the lives of believers
 Explain the links between beliefs and certain dress codes, showing why
different religions have different dress codes
 Design a new dress code for a faith explaining the reasons for their choice
 Explain the influences that they follow in their choice of dress and reflect on
the impact of their choices on themselves and others
 Consider whether clothes express beliefs and the way that this might lead
to stereotyping of people who follow a dress code with particular reference
to at least two faiths
 Plan and hold a debate into the issues that they have uncovered around the
topic of clothing
Most children will be able to use a developing religious vocabulary to
 Describe and link up Muslim beliefs with Muslim behaviour, especially with
regard to clothing, showing understanding of the symbols used
 Annotate a picture of a Muslim, showing understanding of what it means to
belong to Islam by describing how it feels to wear the hijab etc.
 Suggest some answers to questions about why people choose to wear
certain items styles of clothing and the impact that has on the people
around them
 Refer to religious beliefs when they describe their own values in choice of
clothing, making a comparison where necessary
 Create a statement of personal belief in response to the main question,
referring to Islamic or Christian belief as well as their own ideas
Some children will not have made so much progress and will be able to use
religious words and phrases to:
 Make links between Muslim beliefs and Muslim clothing, focusing
particularly on women’s dress codes
 Annotate a picture of a Muslim (or other faith group member) showing the
impact of the dress code of the life of the believer
 Ask questions and investigate answers about why people choose to follow
certain dress codes
 Suggest the reasons for their own dress code choices. Suggest the impact
their choices have on the people around them
 Answer the key question referring to Islamic and Christian teaching
 Design a “dress code” for a faith group, relating the items chosen to the
main beliefs
KS2 Year 6-Unit 3 - Islam
November 2016
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