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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 Page 1 of 3 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 Page 2 of 3 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 Page 3 of 3