Challenging Attitude

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Croydon Agreed Syllabus 200155

Challenging Attitudes Unit 1

Survival?!

Core unit Learning objectives

To be aware of peoples suffering and to explore the personal qualities which can

help in such times.

To recognise that for many people their faith can be a source of strength.

To explore how a persons inner resources sustained them during times of adversity

eg Hannah Senesh; Terry Waite; Anne Frank; etc.

Unit notes

This unit is particularly suited to study during Year 7 or 8. Throughout the unit there

are opportunities for story telling, discussion, reflection and a deepening of pupils

understanding of the human condition. Pupils should be given time during the unit to

consider values, traits and abilities which see people through. The examplars may be

taken from any life-stance or belief system. Video clips, guest speakers and true-life

testimonies should be particularly useful resources. Relevant web sites will be foundin the Raising Achievement in Religious Education Resource Croydon.

This unit also links with work on Holocaust Memorial Day January 27th.

Contribution to citizenship

This unit will directly relate to the development of Citizenship by giving opportunities

to:

Reflect upon the importance of human rights and responsibilities underpinning

society.

Justify orally and in writing a personal opinion about issues, problems or events.

Think about topical, political, spiritual, social and cultural issues, problems and

events by analysing information and sources, including ICT-based sources.

Use their imagination to consider other peoples experiences and to be able to

think about, express and explain views that are not their own.


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Running head / Document Title

Challenging attitudes Survival?!

To be aware of peoples suffering and to

explore the personal qualities which can

help in such times.

To recognise that for many people their faith

can be a source of strength.

To explore how a persons inner resources

sustained them during a time of adversity

eg.

Job

Hannah Senesh

Anne Frank

Maximillian Kolbe

Terry Waite

How do people suffer?

Physically?

Mentally?

How is some suffering self-inflicted?

Can suffering sometimes be for a good purpose?

Use a variety of reflective questions eg.

What sound do you associate with suffering?

What colour is suffering?

What/who do you put your trust in?

If you had to go into hiding what would you put in your

suitcase?

Could you survive on a desert island on your own?

What personal characteristics are needed?

Can you know how youll react to situations?

Where does inner strength come from?

Is an inner strength in everyone?

How can it be developed?

There will be opportunities to devise key questions

relating to individuals.

Learning objectives Examples of key questions


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Running head / Document Title57

Discuss the quotes and identify which views are most similar

to the pupils own life-stances.

Look through a range of newspapers and make a class collage

of different types of suffering.

Brainstorm a list of words that help people in time of trouble

eg family; hope; faith; friends; memories. Divide the list into

material, human and spiritual.

Investigate a range of relevant video clips and identify how

people react differently in times of stress.

Using the First Aid Kit reflect upon what helps you in times of

stress.

Read/watch the Buddhist story of Kisa and the Mustard Seed.

Discuss what Kisa learnt through her suffering.

Read the story of Job and draw a mood chart to reflect his

moods at the different stages of the story.

Link to pages 10 and 20

Link to Challenging Attitude Unit Four

Identify the sources of pupils own inner strength.

Justify the list of requirements on the suitcase resource sheet.

Conduct a survey to identify sources of inner strength.

Write or act out with a partner a One2One of the person you

are studying.

Write out very searching questions and answers about what

helped them through.

Write a letter as the person giving advice to others on how to

cope.

Include in your answer a verse from a sacred text which might

have given that person inspiration.

Pupils write as pen-pals to each other.

Using relevant web sites investigate and present to the class

the challenges and responses of one person.

R Quote Sheet

Video Clips eg

Titanic, Schindlers List

R First Aid Kit

V Buddhism Key Stage 2 Clearvision

Stand Firm Video Pack

R Packing the Case

V RE Collection

V Croydon Community

Anne Frank Foundation

Relevant videos egRomero

Kolbe

Yusuf Islam

Holocaust Education Trust

020 7222-6822

Holocaust Memorial Day material

Hamilton House 01536 399010

Examples of activities Examples of resources

Challenging attitudes Survival?!


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58Croydon Agreed Syllabus 2001


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How do we keep the balance?


To recognise the importance of adopting a responsible attitude to the use of

wealth.

To explore and reflect upon some of the teachings of Jesus concerning the use of

wealth eg Rich Man (Mk 10 v.17-31); Rich Fool (Luke 12 v.13-21).

To compare ones own experiences with some of the teachings from a world faith

concerning the importance of being able to give and receive.

Unit notes

This unit may be taught at any time during Key Stage Three. Throughout the unit

pupils will be expected to consider the harm of materialism and to explore ways of

adopting responsible attitudes to wealth. The unit will allow teachers to develop a

knowledge and understanding of one of the Key Stage Three focussed religions or to

introduce another tradition which is considered appropriate. The use of visitingspeakers and stories from religious traditions will be particularly appropriate resources

for the unit.



to:

Justify orally and in writing a personal opinion about issues, problems or events.

Explore the world as a global community, and the political, economic and social

implications of this.

Recognise the legal and human rights and responsibilities underpinning society.

Think about political, spiritual, moral, social and cultural issues and problems and

events by analysing information and sources, including ICT-based sources.

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Challenging attitudes How do we keep the balance?

To recognise the importance of adopting a

responsible attitude to the use of wealth.

To explore and reflect upon some of the

teachings of Jesus concerning the use of

wealth eg

Rich Man Mark 10 v 7-31/35-43

Rich Fool Luke 12 v 13-21

To compare ones own experiences with

some of the teachings from a world faith

concerning the importance of being able togive and receive.

Why do some people want to be rich?

Does wealth bring happiness?

Why is shopping Britains biggest hobby?

Why do some religions not agree with the Lottery?

How do some people gain their wealth to the cost of

others?

Is materialism the modern icon?

What is meant by Fair Trade?

How does it help purchaser and maker?

How else can we shop with a conscience?

What is the cost of variety and fashion?

Why do some faith groups renounce fashion and cover

their head?

Why couldnt the Rich Man go to Heaven?

What does the word vocation mean?

What is precious to you?

What couldnt you live without?

What can you give that doesnt cost money?

When do we give gifts?

What gifts do different religions believe they give to

believers?



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Discuss the situation you have won 10,000 but youre not

allowed to spend it on yourself/family/friends. Who do you

give it to and why?

Read story of Guru Nanak and Dunni Chand. Discuss what the

moral is.

Play Trading Trainers, Banana Game, etc.

Write a wish poem. How many of the wishes require money?

Conduct a survey to find out peoples knowledge and views

on Fair Trade.

Sensory Story

Invite a speaker to talk about their vocation.

Class and teacher share their own precious objects.

In pairs, discuss I couldnt live without ...

Pupils complete activity sheet Take Two.

Using Raising Achievement in Religious Education

Croydon document.

In pairs discuss worksheets Giving 1 and Giving 2.

Link with work on concern for others pages 10, 22, 33, 43

and 55

R Guru Nanak and Dunni Chand

Trading Trainers Game etc

Christian Aid

Packages containing the Fair Trade

Logo

R Fairs Fair

R Do You Keep the Balance?

R I Couldnt Live Without...

R Take Two

Raising Achievement in Religious

Education Croydon

R Giving 1

R Giving 2

V Believe it or not series

V Croydon Community video


Challenging attitudes How do we keep the balance?


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Whose problem?


To reflect, from their own experiences, upon some of the teachings of the Bible

concerning responsibility to others eg Genesis 4 v 8-9, Luke 10.

To explore the significance of either Zakat, Sewa or Tzedekah.

To investigate the work of a religious charity eg Christian Aid; Islamic Relief; Jewish

World Relief, Salvation Army soup run etc.

Unit notes

This unit may be especially relevant for study during Year 8 or 9. Throughout the unit

pupils are expected to explore the concept of community and responsibility for the

care of others.

There are opportunities to undertake individual projects investigating local and global

charities. This will allow pupils to utilise a range of resource materials and ICT based

sources.The unit may be extended to incorporate forms of school and community service.



to:

Explore the work of community-based, national and international voluntary groups.

Use their imagination to consider other peoples experiences and to be able to

think about, express and explain views that are not their own.

Negotiate, decide and take part responsibly in both school and community-based

activities.

Reflect on the process of participating.

Think about political, spiritual, moral, social and cultural issues, problems and

events by analysing information and its sources, including ICT-based sources.

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Challenging attitudes Whose problem?

To reflect, from their own experiences, upon

some of the teachings of the Bible

concerning responsibility to others eg

Genesis 4 v 8-9. Luke 10.

To explore the significance of either Zakat,Sewa or Tzdekah.

To investigate the work of a religious charity

eg

Christian Aid

Jewish World Relief

Islamic Relief

Salvation Army Soup Run.

Who are we responsible for?

How do we show it?

Do our responsibilities change with time?

How are we individually responsible?

How are we collectively responsible?

What motivates one person to help another?

Why should someone help a person/people who are

considered enemies?

What is unconditional commitment?

Why do many people do voluntary work?

What needs do we think we would be good at helping?

What is the importance within a religion?

How does Zakat/Sewa or Tzdekah strive against

injustice?

Is it necessary for a religion to organise a way of people

to take on roles of responsibility?

How does Zakat/Sewa or Tzdekah reflect the religious

teachings on charity?

How do the charities show they care?

Who do they help?

What are their short-term and long-term aims?

What does their logo represent?

How does the work of the charity represent the teachings

of the religion it represents?



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Discuss worksheet Our responsibilities. Explore the

importance of consequences if people shirk their

responsibilities.

Read The Bundle of Sticks.

Identify times when we have needed people and have helped

others.

Invite a voluntary worker in the class. Pupils decide in groups

a range of questions they will ask and how they will welcome

and thank the speaker.

Read story of the Two Brothers and discuss how people who

are giving and people who are receiving both benefit by their

actions.

Discuss ways of showing care and individually reflect onHow I Show Care worksheet.

Read resource notes on Zakat; Sewa; Tzdekah and identify

how they help both giver and receiver.

Individual or group investigation of the work and impact of

one religious charity.

Link with pages 42 and 55

Invite a speaker from one of the charities to talk to the class.

Pupils prepare questions/answers and ways to welcome guest

speaker.

R Our Responsibilities

Bundle of Sticks

R The Two Brothers

R How I Show I Care

See useful web sites

R Charity Prompt Sheets

See useful addresses and useful web

sites


Challenging attitudes Whose problem?


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Why do we remember?


To recognise the importance of memories and memorials.

To reflect on pupils own experiences of loss and change.

To recognise a range of practices that help people cope with loss and change.

To be aware of the teachings concerning death, mourning and the after-life from at

least one tradition.

Unit notes

The structure of this unit is different from that of the other Challenging Attitude Units.

The learning objectives are intended to be followed through a range of activities and

resources which are suited to the age and experience of the pupils. A range of

suggestions can be found within the programmes of study.

Before preparing and delivering this unit it is important that teachers read the sectionon Sensitive Issues in the Classroom.



to:

Understand the importance of resolving conflict fairly.

Use their imagination to consider other peoples experiences and be able to think

about, express and explain views that are not their own.

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Challenging attitudes Why do we remember?

To Recognise the Importance of Memories

and Memorials.

To reflect on pupils experiences of loss and

change.

To recognise a range of practices that helppeople cope with loss and change

To be aware of the teachings concerning

death, mourning and the after-life from at

least one tradition.

What is a memorial?

Why do people have memorials?

What kind of memorials do we know?-locally and

nationally (eg. obituaries/grave-stones/names on

benches/special days/yahrzeit candles/names of

roses/diseases/bursaries etc)

How might memorials help people?

Strongly suggest that some form of fiction eg Waterbugs

and Dragonflies; The Kite and Caitlin(Roger McGough)

or poetry is used as a stimuli for third party questions.

The use of poetry or fiction is a useful starting point.

What helps people when someone has died?

Why do some people find it helpful to have set rituals?

Specific questions would depend upon the traditionchosen.

What happens at the funeral?

How do the customs at the funeral reflect that religionss

belief in an after-life?



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Create a collage of different types of memorials.

Write a diary extract for Yom Ha Shoah.

Explore a range of memorials to the Shoah and decide which

reflects the message Never Again.

Use the Yad Vashem web site www.yad-vashem.org.il/

Create a brochure to reflect how the life of someone special is

remembered today eg. Jesus, Martin Luther King, Gandhi etc.

Draw an emotion graph for the loss of an object (could be

used for the loss of a pet).

Explore the words connected with loss eg anger/sad/disbelief

and draw picturegrams.

Personalise death eg if death were a colour it would be ...;

if death were a flower it would be ...

If appropriate, pupils could write poetry or diary extracts to

reflect their own loss and changes.

Pupils to read a range of fiction aimed at Key Stage Onepupils and do a book review.

Explore a range of pictures to investigate the range of

practices used eg lighting candles; placing flowers/stones on

graves.

Illustrate a range of artefacts used and recognise the way they

are used and their significance.

Listen to someone from CRUSE/St Christophers Hospice/The

Samaritans.

Empathy exercises eg letter to someone bereved; guidelines

for a school bereavement policy.

Create a funeral guide to the religion chosen.

Create a board game to show the relationship in any one

religion between how a person lives their life and their belief

of what happens after death.

Explore a range of mourning cards from one religion and

make a literacy web of the key terms used.

Investigate a range of textual references from sacred pictures.

Conduct an interview of twenty people and create a poll

concerning what people believe about the after-life.

Pupils write how they would explain their beliefs about the

after-life to their friend and to their five year old sister.

Lyrics

Candle in the Wind Elton John

Heaven Eric Clapton

Living Years Mike and the Mechanics

Martin Luther King Day

Video

BBC Issues Death of Diana

Artefacts

Candles;

Yahrzeit Candles;

Range of memorial cards CRERC

Posters CRERC

Books

Time of Your Life I Taylor

Waterbugs and Dragonflies

D Stickney ISBN 0264669045

Good Grief Vol l and 2

Fiction and Poetry

How Can You Write a Poem When You

Are Dying With Aids

The Kite and Caitlin Roger McGough

ISBN 037032371

The Story of Kisa Gotami Clearvision

V Buddhism for Key Stage Two

Link with page 65


Challenging attitudes Why do we remember?

Documents

Challenging Attitude