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Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
BUDDHISM
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, peace, right and
wrong. Key Buddhist terms include compassion, wisdom, generosity, non-injury, loving
kindness (metta) and mindfulness. The focus could be on compassion – to share the
suffering and pain of others. Use Siddhartha's compassion towards the 'sights' - old age,
sickness and death – and how his search for the answer to suffering began. There is
also the story of Devadatta and the swan – found in Buddhist Story and Symbol by Jenny
Rose (in IEC library and SU box). This story combines compassion and non-injury, two
key Buddhist values. Explore the concept on non-injury and how this influences
Buddhists’ lives: not killing any living being, including for example, slugs and wasps.
Many Buddhists are vegetarians. It extends to Buddhists being opposed to the death
penalty and supporting human rights organisations. Examine in detail the five precepts –
rules of training for life - for lay Buddhists – not harming living beings; not taking what
isn’t given; avoiding sexual misbehaviour; not using incorrect speech; not using alcohol
or drugs because they impede mindfulness. These give a little more detail than the
morality section of the Noble Eightfold path - Right action, right speech and right
livelihood. There are also four mental states (called Divine Abidings) which Buddhists try
to develop: loving kindness, compassion, sympathetic joy and equanimity. Metta (loving
kindness) is an important part of meditation practice when Buddhists practise loving
kindness mentally towards themselves, a friend, a teacher, someone they barely know
and someone they find very difficult.
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore
the motivations behind actions. It might be useful to explore a moral dilemma – what
does one do when a friend has stolen something and denied it? What would Buddhism
say? The answer is not just that it is wrong to do either of these things but to have
compassion as well, because the person is suffering because of their own actions.
1
Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
CHRISTIANITY
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, peace, right and
wrong. Christianity also emphasises sharing, charity, self denial/sacrifice and service to
others. In the Greek New Testament the word ‘agape’ is used for love – different from
friendship etc. - it means unconditional love. It is described in 1 Corinthians chapter 13.
Jesus is seen as the ultimate example of unconditional love. He taught that we should
love God and love our neighbour (Matthew 22, 34-40). Jesus also emphasised that inner
attitudes were important, not just outward observance. In the Sermon on the Mount he
condemns not just murder but the anger that leads to murder (Matthew 5, 21-22). He
also emphasised not taking revenge (Matthew 5, 38-42).
(N.B. ensure you don’t criticise Judaism in looking at this – the original teachings were
about limiting the amount of revenge that could be exacted, not an encouragement to
take revenge).
If Judaism isn’t one of the religions chosen for this key stage then look at the Ten
Commandments in Exodus, chapter 20. The first four are about serving God and the last
six are about the way we behave towards others. Explore each in detail with pupils, and
consider the consequences when these rules are broken.
Use the lives of modern Christians to explore Christianity in action such as Mother
Teresa, Martin Luther King, Nelson Mandela.
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore
the motivations behind actions. It might be useful to explore a moral dilemma – what
does one do when a friend has stolen something and denied it? What would Christianity
say? What is the best way to resolve the dilemma? All religions teach love for others,
but how do we stand up to evil in the world – nationally or globally?
2
Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
HINDU DHARMA
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, peace, right and wrong.
Hinduism also emphasises non-violence (ahimsa) and views all life as sacred. This means
that most Hindus are strictly vegetarian, proscribing the eating of eggs, as well as meat and
fish. It also means that the whole of the natural world is sacred – including rivers,
mountains, trees, rocks etc. Everything is filled with the presence of the divine. Everything
therefore must be treated as sacred and their life respected and preserved.
A key doctrine is karma - the law of action and reaction. Whatever we do has
consequences which are inevitable. Everything will run its course. Ultimately, any wrong
action will result in harm and good actions will result in happiness. Discuss this with
pupils. Explore the idea through drama and role play. This is linked to the doctrine of
reincarnation – where and how one is reborn is a direct consequence of one’s karma.
This has strong implications for moral behaviour. There is a Hindu version of snakes and
ladders (in SU box in the IEC) where pupils can explore karma and reincarnation.
The life of Mahatma Gandhi can be studied as an example of ahimsa in practice – and a
role-model for Hindus. What moral qualities does he exemplify? There are several pupil
friendly versions of his life in the IEC library. Do pupils think his strategies work? Should
our politicians follow his example?
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore
the motivations behind actions. It might be useful to explore a moral dilemma –a friend
has captured a butterfly, put it in a jar and refuses to release it. What would Hinduism
say? How would Hindu teachings impact on the world if more people followed them?
3
Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
ISLAM
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, right and wrong. One
of the key terms in Islam is peace – and submission to the will of Allah – and examples of
key values include respect for others, respect for elders, care for the poor, and
responsibility towards each other.
There is a strong obligation on Muslims to help the poor (see study unit box for story on
this theme). Giving charity (Zakat) is one of the five duties of all Muslims, at the time of
Eid ul Fitr, which marks the end of Ramadan. Having experienced the effects of hunger
and self-denial, Muslims understand even better the need to give to the hungry and the
poor. There is support for charitable organisations.
General duties for Muslims can be found at the beginning of Surah 21, 1-10 – including
the importance of giving alms.
Truthfulness is another key value and pupils will enjoy the story of the ‘A Truthful Boy’ in
Regarding Religion (copy in all schools and at IEC). Explore the story with pupils and
apply its meaning to other contexts in pupils’ own lives.
There is a story in which Muhammad helps a child at Eid - see study unit box.
An example of a modern Muslim who provides a role model could be Yusuf Islam –
again, see study unit box at the IEC.
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore the
motivations behind actions. It might be useful to explore a moral dilemma – what does one
do when a friend has stolen something and denied it? What would Islam say?
The
meaning of Islam is ‘peace’. How can we promote peace in the world and who can do it?
4
Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
JUDAISM
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, peace, right and
wrong. Judaism also has a strong focus on the idea of a just God, who demands that his
people should practise justice as well. This is a key theme in the prophets of Judaism,
especially the eight century BCE prophet, Amos. Examples to look at with pupils include
Amos, chapter 5, verses 7-15; 5, 24; 2, 6-8. The Ten Commandments in Exodus,
chapter 20 summarise the laws of the Torah. The first 4 are about serving God and the
last six are about the way we behave towards others.
Explore each in detail with pupils, and consider the consequences when these rules are
broken.
You could use one of the stories of the prophets to show their courage in standing up to
kings who have committed evil. The story of Ahab and Elijah, for example, will need to
be shortened but it is a very exciting story, full of drama possibilities in the classroom,
and a strong emphasis on doing what is right. (1 Kings, 16, 29 – 18, 46).
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore the
motivations behind actions. It might be useful to explore a moral dilemma – what does one
do when a friend has stolen something and denied it? What would Judaism say? Judaism
has a strong emphasis on justice and fairness. How can this be promoted in the world?
5
Teaching Material
STUDY UNIT
Right & Wrong
Lower Key Stage 2
SIKH DHARAM
AT2b
Exploration of pupils’ own moral values.
Learning
Objective 1
This activity is crucial in helping pupils to realise that there is a wide range of opinions,
beliefs and values that are held by their classmates and by adults. It is important to
develop ways of showing respect for others, even when we don’t agree with them. It may
be necessary to take time to talk with pupils about listening, respect, confidentiality etc. –
all part of their moral development. Choose issues where there will be divergence of
opinion and topics which will be of interest to pupils of this age: animal rights; school
rules; rules for games; theft; fairness; punishments.
The second recommended activity in the syllabus gives time for pupils to reflect on their own
beliefs and to begin to unpack them – another essential element of religious education.
AT1
Knowledge and understanding of religions and their values.
Learning
Objective 2
Key words/values which religions share include love, forgiveness, peace, right and
wrong. In Sikhism there is also an emphasis on humility, contentment and equality.
Sewa (voluntary service) is an important practical moral duty and is exemplified in,
among others activities, serving in the langar (free kitchen) where all can be fed. See the
story of Bhai Khanya ‘The Water Carrier’ in Sikh Stories, published by the IEC.
There are many stories from the life of Guru Nanak which express his moral teachings
clearly. One on ‘The Good and the Bad’ about mean and generous villagers and what
the Guru said about them is found in Regarding Religion p.51. The story of Duni Chand
(p.49 – and in Shared Stories Shared Values) gives clear teaching on wealth and values.
There is also the famous story of Guru Nanak and the chapattis - see the story of Bhai
Lallo ‘Earn an honest living’ in Sikh Stories, published by the IEC.
Three golden rules of Sikh Dharam are: Nam Japna, remembering God; Kirat Karni,
honest living and hard work; Vand Chakna, sharing with the less fortunate.
AT2a
Reflection on religious values.
Learning
Objective 3
What is important in the exploration of religious values is that pupils should be able to
understand and explain what the religion has to say about the situation or issue in
question. This will require pupils to work together in groups to share ideas and explore
the motivations behind actions. It might be useful to explore a moral dilemma – what
does one do when a friend has stolen something and denied it? What would Sikhism
say? Sikhism has a strong emphasis on standing up to evil and defending right against
wrong. How can this be done in the world today?
6