Download Unit 11 KS2 Key Theme: Beliefs in Action in the World (2) Year 6

Unit 11 KS2
Key Theme:
Beliefs in Action in the World (2)
Year 6
Spring Term
ABOUT THIS UNIT:
In this unit pupils gain a knowledge and understanding about christian teaching on behaviour and action. They
develop their own understanding that Christians base their behaviour on the teaching of Jesus, and this reflects
their christian belief. Through exploring this pupils develop the understanding that beliefs affect action and
behaviour. They also explore key beliefs and teachings in Judaism and through learning about Jewish values and
commitments pupils will have the opportunity to reflect on their own experiences and feelings.
Estimated time for this unit: 1 term
Focused Religions: Christianity and Judaism
Where this unit fits in:
Year 6 Term 2
This unit provides the opportunity to build on work done previously on Christianity in Year 5 and begins to lay the
foundation for further study of Christianity in Key Stage 3 and all units, which consider the impact of religious belief
on actions.
KEY LEARNING OUTCOMES (from the programmes of study)
AT1
(f) Describe and begin to understand religious and other responses to ultimate and ethical questions.
(b) Describe the variety of practices and ways of life in religions and understand how these stem from,
and are clearly connected to, beliefs and teachings.
AT2
(e) Reflect on sources of inspiration in their own and others’ lives
(b) Respond to the challenges of commitment, both in their own lives and within religious traditions,
recognising how commitment to religion is shown in a variety of ways.
KEY STRANDS ADDRESSED BY THIS UNIT
AT1
AT2
– practices and ways of life
– values and commitments
LINKS TO THE EVERY CHILD MATTERS AGENDA
•
•
•
•
Being Healthy – develop a discerning, thoughtful approach to life
Staying Safe – considering the influence of positive role models.
Making a positive contribution – contributing positively to pupil’s concept of community and their role
within it.
Achieving Economic Well Being – considering how religious beliefs lead to particular actions and
concerns; reflecting on global issues.
CONTRIBUTIONS TO PUPILS’ SPIRITUAL, MORAL, SOCIAL AND CULTURAL DEVELOPMENT
•
•
Reflecting on who and what matters in life
Developing a sense of conscience and responsibility
KEY SKILLS
•
•
•
Evaluation of own and others’ ideas
Empathy – put self in another person’s shoes
Synthesis – identify values and ideas shared by people of different faith communities.
KEY ATTITUDES
•
•
Self Awareness – becoming increasingly sensitive to the impact of their own ideas and behaviour upon
other people.
Respect for all – willingness to make a contribution to a diverse society for the well being of all.
Prior learning
Vocabulary
It is helpful if children
have:
In this unit, children will
have an opportunity to use
words and phrases related
to:
Resources
About: •
an understanding of
what influences
moral values and
choices
Right and wrong
Moral values
Love
Care
Concern
Beliefs
Christianity
Judaism
Humanist
•
•
•
•
•
•
Linvoy Primus
Mother Teresa
Martin Luther King
Desmond Tutu
Anne Frank
Christian Charities such as
Christian Aid, CAFOD and
Tear Fund
EXPECTATIONS at the end of this unit:
Nearly all can: (at level 3)
•
use religious words to describe some of the different ways in which people show their beliefs
(AT1)
•
link things that are important to me and other people with the way I think and behave. (AT2)
Many can: (at level 4)
•
make links between beliefs (teachings etc.) of different religious groups and show how they
are connected to believers’ lives. (AT1)
•
ask questions about who we are and where we belong, and suggest answers which refer to
people who have inspired and influenced myself and others (AT2)
Some children will have progressed further and can: (at level 5)
•
describe why people belong to religions and explain how similarities and differences between
religions can make a difference to the lives of individuals and communities. (AT1)
•
ask questions about things that are important to me and to other people and suggest
answers, which relate to my own and others’ lives. (AT2)
Key questions
How should a
Christian live their
lives?
LEARNING OBJECTIVES
Pupils should learn:
• that we all make decisions
about how we live our lives.
• that we make our own choices
based upon our beliefs and
values.
• that Jesus gave two particular
sayings which Christian try
and follow in life.
Who is my
Neighbour?
• that Christians believe that all
people are neighbours to be
loved as they love themselves.
• that stories can be used to
teach something beyond their
face value.
• that religion could have
something to teach them
about how they should live.
How do Christians
serve their
neighbours?
• that belief without action is
meaningless
• that the teaching of Jesus is
intended to be reflected in the
lives of Christians
• that Jesus teaching, although
set in a particular culture and
religious context has modernday implications and guides
Christian living today
Teaching and Learning Activities
• Read or tell a story which contains
a moral dilemma and ends with a
decision being made. Discuss the
story in pairs or small groups.
What do they base their decision
on? Are there any rules that they
follow?
Assessment Opportunities
Links / points to note
•
• Use role play/drama to act
out the story putting own
endings to the dilemma.
•
•
• Introduce the idea of a belief that
helps make a decision in the story.
• Using the two sayings of Jesus
ask pupils to write an ending to
the story.
• Use story of Good Samaritan from
Parables Project OR
• Read, but stop at relevant points
to ask, ‘Why did the Priest and
Levite not stop?’
• Explain that Jews and Samaritans
were from different religious and
racial groups and would not have
anything to do with each other
before reading. What happens in
that part of the story and then ask
‘What do you think will happen
with the Samaritan?’
• Revisit Jesus’ teachings on ‘The
Sermon on the Mount’. See Unit
5 ‘Religion and the Individual’.
Also see the parable of The
Sheep and the Goats, Matthew
25: 31-46.
• Children can ask their parents
and other adults what the parable
of The Sheep and the Goats
means. Responses can be
discussed, illustrated and
displayed.
Deuteronomy 6:5,
Leviticus 19:18 and
Luke 10: 27 –28.
Link through exploring
ideas about rules and
why we need them.
Examples of stories
(with mainly American
themes) can be found
on www.streetside.org
•
•
Luke 10: 9-37
Link to a contemporary
of Jesus, Rabbi Hillel.
(See appendix)
•
Agencies that could be
used: - Christian Aid,
Tear Fund, and CAFOD.
Individuals might
include: - Mother
Teresa, Desmond Tutu,
Martin Luther King,
Linvoy Primus.
• Use Drama or role play to
demonstrate a situation that
shows who our neighbour is
today.
• Write a golden rule for ‘How
we should treat our
neighbours’.
•
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
•
•
•
I
How do Jews
express their duty
to God and others?
• identify key passages from the
Torah, e.g. The Ten
Commandments,
Deuteronomy 5 and see Micah
6: 8.
• outline Jewish Faith in Action.
• that both the Jewish religion
and the teachings of Jesus
stress the importance of ‘love
for God’ and ‘love for your
neighbour’.
What is a
Humanist?
• to appreciate a belief system
that is not religious.
What do Humanists
believe?
• that Humanism offers another
way of living – a different
approach
How are these teachings
reflected in the work of
individuals or the work of
organisations?
Research the work of a
Christian Agency. What is it
and why does it do what it
does?
Investigate the life of a
Christian person who has
dedicated his or her life to
helping others. (Offers further
opportunities to explore living
the Christian message in
challenging situations.)
• Read the Shema Prayer and ask
pupils to write it in their own
words.
• Make a Mezzuzah and write out
a copy of the Shema prayer.
• Research the work of a Jewish
Charity. ‘What is it and why
does it do what it does’?
• Find out about Rabbi Akiva who
was prepared to die for his faith.
• Look up the meaning of the word
humanist.
Children can research from the
British Humanists Association
website.
Who are Humanists?
What do they believe?
Why do people become
humanist?
Assessment Opportunities
•
•
•
Using material covered in
this unit write ‘In what
ways do religious
teachings guide
individuals and
organizations?’ ‘What are
the difficulties in living out
these teachings in today’s
world?’
Think of a situation where
the challenge is to live out
your beliefs with people
who are very different.
(Use quote from Chief
Rabbi to support this
assessment)
Children can respond to:
Do we need reminders to
do good things? (This
can be explored from an
AT2 perspective as a
reflection.)
In what ways are Jews
and Christians reminded
and directed to live their
lives?
Wouldn’t human beings
do the right thing
anyway?
Links / points to note
•
We are as big or as
small as the space we
make for others who are
not like us’. (Rabbi
Jonathan Sacks, Chief
Rabbi)
•
Shema Prayer (see
appendix).
Work covered in
Autumn Term Year 6
covers background to
Judaism.
www.jewfaq.org will help
with Jewish Charities.
Links back to Holocaust.
•
•
•
•
See the British
Humanist Association
website. They also
provide resources fro
the Primary School.
Key questions
LEARNING OBJECTIVES
Pupils should learn:
Teaching and Learning Activities
•
Follow lesson
plans from
Festival
Matters- Easter
Y6
Discuss what happens at a
Humanist ceremony for a
birth or marriage. How and in
what ways is it different from
a Christian ceremony?
Assessment Opportunities
•
Role play a structural
debate on why it is or is
not necessary to believe
in God in order to live a
good life. As a follow up
children can be invited to
reflect on and respond,
through a variety of ways,
including their own points
of view.
Links / points to note
FORMATIVE GRID
I am inspired by
……………………………
……………………………
A belief I have that
causes me to act in a
certain way is
…..................................
.....................................
I think the work Faith
means
…………………………
…………………………
When I hear the word
Hunamist I think of
……………………………
…………………………….
BELIEFS IN
CTION IN THE
WORLD
I think the most
important christian
beliefs are
……………………………
……………………………
I think Jewish people
would believe
……………………………
……………………………
SUMMATIVE GRID
Christians try to liee
their lives by
…………………………
…………………………
A key christian story
about helping your
neighbour was when
…………………………
…………………………
The Shema prayer
reminds Jewish people
that
……………………………
…………………………….
An individual who
tried to put their
beliefs into action was
…………………………
…………………………
Their actions included
…………………………
…………………………
BELIEFS IN
ACTION IN THE
WORLD
My most important
beliefs are
……………………………
……………………………
I now know a
Humanist is
…………………………
…………………………
Humanists believe
that
…………………………
…………………………
Some of the Ten
Commandments include
……………………………
……………………………