Subject @ SAA
Subject: Religious Education
Scheme of Work: B1 to E3 (Year 8)
Term: Autumn/Spring/Summer
Topic / Unit(s) -Can conflict ever be justified?
Overview / Context The aim of this unit is to provide students with the opportunity to engage with moral issues around conflict, truth and reconciliation. Students will investigate the root of conflict, two religious attitudes towards conflict and Christian teachings on forgiveness and reconciliation whilst analyzing the impact of the Christian sacraments.
Assessment/Mastery
Success criteria
B1 -Match the key words to their correct definitions (conflict, war and peace)
-What do you find interesting or puzzling about the topic of conflict?
-Describe how you feel about conflict. Do you have any personal experiences where you have experienced conflict?
B2 -State three reasons why wars happen
-Re-tell the story of Jesus in the Temple
-Do you think it is ever right to fight? Write your opinion using simple reasons
B3 -State definitions of the words conflict, peace and forgiveness
-What is the meaning of the story when Jesus was arrested in the garden and Peter drew his sword?
-If Christians follow the story of Jesus and Peter in the garden how would a Christian act? Give examples
B4 -Describe Christian teachings and beliefs about war
-Christian teachings about conflict come from the Bible and Jesus’ teachings. Why is the Bible and Jesus’ teachings used as a source of authority?
-List questions you would like to ask about religion and beliefs relevant to conflict
B5 -Describe some of the similarities and differences within Christianity towards war
-Interpret the meaning of St Paul’s words in Romans 12:17
-Jesus said that we should love our enemies. Could you love your enemies? Why? Your reasons must be believable
B6 -Why might many non-religious people believe that fighting in a war is acceptable?
-How would non-religious beliefs about war have an impact on people’s lives?
-Can war and conflict be justified? State arguments for and against the statement
E1 -Describe what Christians and Buddhists believe about war
-How would religious beliefs about war have an impact on people’s lives?
Subject @ SAA
-Communicate your ideas using everyday language
E2 -Do all people deserve forgiveness? State simple written arguments for and against the statement. You should also include religious reasons
-You must refer to sources of wisdom and authority in your answer
-Write a simple conclusion using basic reasons
E3 -Interpret the pure Buddhist attitude by explaining the story of the Vietnam veteran
-Explain the main beliefs / teachings of Christians, Buddhists and non-religious beliefs about war
-Explain some of the similarities and differences between Christian, Buddhist and non-religious beliefs about war
Curriculum Opportunities English: Students will argue different points of view arriving at a conclusion. They will interpret religious texts and annotate them.
History: Students will consider the causes of conflict from previous wars. They will also consider the conditions of the just war theory and evaluate whether WWII was a just war or not.
Art: Students will produce a poster or a mind map to summarize key vocabulary, Biblical texts and religious teachings relating to this unit. A piece of art work will also be produced on the parable of the Prodigal Son.
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
Is it ever right to fight? (Lesson 2)
Can a war using nuclear weapons be justified? (Lesson 4)
Do all people deserve forgiveness? (Lesson 10)
Assessment (Lesson 13)
Assessment Cycle:
1 2 3
Key Vocabulary Conflict, War, Aggression, Persecution, Peace, Agreement, Racism, Democracy, Resolution, Compassion, Pacifism, Jesus, Just War, Chaplain, Justice, Pax Christi, Quakers, Prodigal, Sacrament, Nuclear Weapons, Precept, Buddha, Dalai Lama, Monks, Forgiveness, Reconciliation
Wider Reading All necessary resources which require reading accompany the power point for each lesson.
Teacher Notes This unit is a demanding and a challenging unit which needs to be taught with sensitivity, bearing in mind the experiences our students might have with conflict e.g. the armed forces or asylum.
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1
1. Gathering.
Describe the term conflict
2. Processing
Explain the causes of conflict
3. Applying
Evaluate who or what you would stand by and defend
Bell task
What is conflict? Bubble map
Learning toolbox
-Discuss and define the term conflict
-Review the Yoda quotes on conflict. What does Yoda teach about conflict? Discuss the quotes in pairs and add to the bubble map.
-Group task: circle map on the causes of conflict. Discuss and feedback. Add information from the power point onto the circle maps.
-Create a personal wisdom (e.g. never go to bed on an argument) for conflict avoidance in the style of Yoda.
Maps: Bubble and circle
Caps: White and red
Habits of the mind: Work together, think about your thinking and strive for accuracy
Plenary
Who or what would you stand by and defend? Why? Bronze, silver, gold
-Bubble map
-Circle map
-Discussion
-Personal wisdom
-Plenary task
Resources:
-Power point
-Bubble / circle maps
-Yoda quotes
Key Vocabulary/Literacy opportunities
Conflict
Marking Opportunity:
-Red pen SPAG
Recall/Homework:
-None
SMSC:
Moral: Introduction to a moral issue: can conflict be justified?
Misconceptions:
None encountered
Subject @ SAA
Lesson 2
1. Gathering.
Describe your personal feelings towards the story of Bibi Aisha
2. Processing
Explain how Jesus responded to conflict
3. Applying
Evaluate whether it is ever right to fight
Bell task
Students to read the story of Bibi Aisha ready in preparation to discuss
Learning toolbox
-Discuss the story of Bib Aisha. How do students feel and why? Students to describe their personal feelings individually.
-Read the two Biblical accounts of Jesus’ responses to conflict (Jesus in the Temple and Jesus in the garden). Students to explain how Jesus responded to conflict on these two occasions.
Maps: None
Caps: Red and white
Habits of the mind: Thinking about your thinking, understand others and be clear
Plenary
Is it ever right to fight? Personal opinion (bronze, silver and gold)
PAIR marking task
-Discussion
-Explanation of the Bible passages
-Questioning
-Bronze, silver, gold task
Resources
-Media clips
-Biblical accounts
-Power point
Key Vocabulary/literacy opportunities
Students will argue a personal opinion in response to a statement
Marking Opportunity:
-Red pen SPAG
-PAIR marking
Recall/Homework:
Key words recall
SMSC:
Spiritual and moral. Reflect on whether Jesus approved with conflict
Misconceptions:
None encountered
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 3
1. Gathering.
Describe the conditions of a just war
2. Processing
Explain whether World War II was a just war
3. Applying
Bell task
Response to PAIR marking in green pen
What would make a war fair?
Learning toolbox
-Display the conditions for a just war. Student to list in books and rank in order of importance. Top and bottom ranked reasons to be justified.
-Ranking of just war theory
-Creation of war rules
-Group task
-Discussion
Resources:
-WWII information
-Power point
Key Vocabulary/Literacy opportunities
Just war
World War II
Marking Opportunity:
Subject @ SAA
Justify what would make a war fair
-Group task: using the information decide whether WWII was a just war. Feedback and discussion
Maps: None
Caps: Green
Habits of the mind: Work together, use what you’ve learned and keep learning
Plenary
Imagine that there will be a WWIII – state 5 rules each side must follow
-SPAG red pen
Recall/Homework:
Recall words
SMSC:
Moral: evaluation of whether WWII was a justified war or not
Misconceptions:
Lack of understanding encountered on WWII historical facts
Lesson 4 1. Gathering.
Describe actions you could / could not forgive
2. Processing
Explain arguments for and against fighting in a war
3. Applying
Evaluate whether a war using nuclear weapons can be justified
Bell task
Make words from the following: Peace and Conflict
Learning toolbox
-Students to produce a table and include 5 things they could forgive and 5 things they could not forgive
-Feedback and discussion
-Group work: Groups to devise arguments for and against fighting in a war. Feedback and discussion
Maps: None
Caps: Yellow, black and red
Habits of the mind: Work together, look at it another way and be clear
Plenary
Evaluation question: Can a war using nuclear weapons be justified? PAIR task
-PAIR marking
-Observation of group work
-Questions
-Discussions
Resources
-PAIR task
-Power point
Key Vocabulary/literacy opportunities
-Nuclear weapons
-Arguing different points of view
Marking Opportunity:
-PAIR marking
Recall/Homework:
Recall words
SMSC:
Moral: considering the positives and negatives of warfare
Misconceptions:
None
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5
1. Gathering.
Describe a time in your life when you have found yourself in conflict
2. Processing
Explain Christian attitudes to war
3. Applying
Evaluate the meaning of St Paul’s words in Romans 12:17
Bell task
Homework recall words
Learning toolbox
-Students to think of a time in their lives when they have found themselves in conflict; teacher, parent or friend. Was it resolved peacefully? What was the outcome? Could it have been different if your actions were different? Feedback and discussion.
-Read and discuss the two Christian attitudes to war. Students to produce a table to explain both attitudes.
Maps: None
Caps: Yellow, black and green
Habits of the mind: Understanding others, keep learning and be clear
Plenary
Students to read St Paul’s words and explain what it teaches about conflict
-Homework recall
-Conflict description
-Table of different attitudes to war
-Questioning
-Interpretations of the quote
Resources:
-Power point
-Christian attitudes to war
Key Vocabulary/Literacy opportunities
Pacifism
Quotation interpretation
Marking Opportunity:
-Red pen maintenance
Recall/Homework:
Key words recall
SMSC:
Moral: appreciate Christian viewpoints on the rights and wrongs of war
Misconceptions:
Quotation. Some students will struggle to interpret the quotation
Subject @ SAA
Lesson 6 1. Gathering.
Describe some Buddhist quotations about war
2. Processing
Explain Buddhist beliefs about war
3. Applying
Evaluate whether you would have gone to war if you were a conscientious objector
Bell task
Recap: What do Christians teach about war?
Key words recall
Learning toolbox
-Group task: Give students the Buddhist quotations on war. Students to unpack / annotate and describe what the quotes mean. Feedback and discuss
-Students to produce a circle map on Buddhist beliefs about war
-Watch Hacksaw Ridge trailer and media clip on conscientious objectors. Discussion.
Maps: Circle
Caps: Red, white and green
Habits of the mind: Be clear, work together and think about your thinking
Plenary
Imagine you are a conscientious objector living during WWII but you understand that you will be treated badly if you refuse to fight. Would you fight? Bronze, silver, gold
-Recap bell task
-Group work
-Circle map
-Discussion
-Imaginary task
Resources
-Buddhist quotes on war
-Power point
-Circle map
-Media clip
Key Vocabulary/literacy opportunities
Precept
Buddha
Dalai Lama
Monks
Marking Opportunity:
Red pen maintenance
Recall/Homework:
None
SMSC:
Spiritual and moral: studying Buddhist moral attitudes to war
Misconceptions:
Buddhism is a new religion introduced therefore students may have limited knowledge and understanding
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 7
1. Gathering.
Describe questions you would
Bell task
Students to devise a list of questions they would like to ask someone a)fighting in the army b)a chaplain c)a pacifist
-List of questions
-Circle map
Resources:
-Justice scenarios
-Circle maps
Subject @ SAA
like to ask about war
2. Processing
Explain the meaning of justice and what Christians teach about justice
3. Applying
Evaluate learning by producing a calligram or acrostic diagram on justice
Learning toolbox
-Students to produce a circle map to record Christian teachings on justice
-Group task: each group to be given a different justice scenario to discuss and feedback to the rest of the class.
Maps: Circle
Caps: Green and white
Habits of the mind: Work together, strive for accuracy and be clear
Plenary
Students to produce a calligram or acrostic poem on justice
-Group work
-Feedback
-Questioning
-Acrostic poem or calligram
-Power point
-Examples of calligrams and acrostic poems
Key Vocabulary/Literacy opportunities
Chaplain
Pacifist
Justice
Marking Opportunity:
-Red pen during lesson
Recall/Homework:
Key words recall
SMSC:
Moral: Students will be studying various dilemmas concerning justice and will determine correct moral outcomes
Misconceptions:
New lesson introduced
Subject @ SAA
Lesson 8
1. Gathering.
Describe what happened between David and Saul
2. Processing
Explain how justice and the law could be complicated
3. Applying
Evaluate why issues surrounding justice are not easy
Bell task
Recall key words
Learning toolbox
-In pairs read 1 Samuel 26; 17-25. What has happened? What is David trying to do? Discussion
-Watch the clip of the three little pigs. Class verdict on who the guilty party was and why. What punishment should be served? Watch the second media clip on the true story of the little pigs. What are the verdicts now? Discussion on the complications associated with serving justice
Maps: None
Caps: Green and black
Habits of the mind: Look at it another way, find humor and enjoy yourself
Plenary
Why are issues surrounding justice not easy? Bronze, silver, gold task. Peer assess
-Homework recall
-Discussion
-Write up of David and Saul work
-3 little pigs activity
-Evaluation question
-Peer assessment
Resources
-David and Saul
-3 little pigs media clips
-Power point
Key Vocabulary/literacy opportunities
Justice
Marking Opportunity:
Red pen during lesson
Recall/Homework:
Key words recall
SMSC:
Social: British values of the rule of the law
Misconceptions:
None encountered
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 9
1. Gathering.
Describe a time when you have been a peacemaker
2. Processing
Explain the work of one Christian group who works to bring an end to conflict
3. Applying
Evaluate whether you are a
Bell task
Recall key words
Learning toolbox
-Watch Saving Private Ryan clip. Students to consider what is happening.
-Students to consider a time when they have been a peacemaker. What happened? What was the outcome in the situation?
-Group work: each group to be given a different Christian organization e.g. Pax Christi and the Quakers. Students to create
-Homework recall
-Discussion
-Mind map
-Poster
-Quality of reasons stated in opinion question
Resources:
-Power point
-Media clip
-Religious organizations information sheet
Key Vocabulary/Literacy opportunities
Pax Christi
Quakers
Subject @ SAA
bridge builder or like a good argument
a mind map or a poster explaining who they are, what they do and why they do the work that they do
Maps: Mind map
Caps: White and red
Habits of the mind: Be creative, work together and be clear
Plenary
Do you like to build bridges or have a good argument?
Writing to inform
Marking Opportunity:
Homework recall
Red pen
Recall/Homework:
None
SMSC:
Spiritual and moral. Students will learn about the work of Christian organizations and why they carry out this work
Misconceptions:
None
Lesson 10 1. Gathering.
Describe what is meant by forgiveness
2. Processing
Explain Jesus’ teaching on forgiveness
3. Applying
Evaluate whether all people deserve forgiveness
Bell task
What is forgiveness? Have students asked for forgiveness or has someone asked them? How does it feel to forgive/
Learning toolbox
-Discussion of bell task
-Watch the Invictus clip ‘Reconciliation starts here.’ What happens next? Where should the clip go?
-Students to produce a circle map on Christian teachings on forgiveness
-Group task: Words from Jesus on forgiveness. Students to interpret Jesus’ teachings and add onto circle maps
Maps: Circle
Caps: Red and white
Habits of the mind: Work together, think about your thinking and
-PAIR marking
-Group work
-Discussion
-Circle map
-Questioning
Resources
-Power point
-Invictus clip
-Jesus’ words
-PAIR task sheet
Key Vocabulary/literacy opportunities
Forgiveness
Reconciliation
Jesus
Marking Opportunity:
Maintenance marking
Recall/Homework:
Revision for assessment
SMSC:
Spiritual: Christian beliefs on
Subject @ SAA
use what you have learned
Plenary
Do all people deserve forgiveness? PAIR task
forgiveness
Moral: understanding the consequences of behavior and actions
Misconceptions:
Interpretation of Jesus’ teachings
Lesson 11 1. Gathering.
Describe what links the Bruno Mars video to the image Radiant light by Elizabeth Wang
2. Processing
Explain the meaning of the parable of the Prodigal Son
3. Applying
Evaluate how the Church enables people to be forgiven
Bell task
Response to PAIR marking in green pen
Learning toolbox
-Watch the Bruno Mars video and view the image Radiant Light by Elizabeth Wang. What links them? Discussion
-Literacy: read the parable of the prodigal son and also watch the media clip of this story. Discussion
-Students to produce a piece of art work on this story to explain the parable and its meaning
-Watch the sacrament of reconciliation and make notes in a circle map. Discuss
Maps: Circle
Caps: White
Habits of the mind: Be creative, strive for accuracy and keep learning
Plenary
How does the Church enable people to be forgiven?
-Bell task
-Discussion
-Questioning
-Art work
-Observation
-Plenary question
Resources
-Bruno Mars Grenade
-Image of radiant light
-Prodigal son
-Media clip on prodigal son
-Power point
Key Vocabulary/literacy opportunities
-Prodigal
-Reconciliation
Marking Opportunity:
Red pen during lesson
Recall/Homework:
Revision for assessment
SMSC:
Spiritual- exploration of Christian beliefs associate with a parable
Misconceptions:
Word Prodigal
Subject @ SAA
Lesson 12 1. Gathering.
Describe what we can learn from the sacrament of reconciliation
2. Processing
Explain the learning that has taken place during this unit
3. Applying
Evaluate whether reconciliation is possible
Bell task
What happened in the parable of the prodigal son? What is the meaning of this parable?
Learning toolbox
-Watch the clip on the sacrament of reconciliation. What do they learn? How could it be improved or changed?
-Students to produce a mind map or a poster to summarize key vocabulary, Biblical teachings and religious teachings on this unit
Maps: Mind map
Caps: White and red
Habits of the mind: Strive for accuracy, think about your thinking and be clear
Plenary
Do you think that reconciliation is possible? Bronze, silver and gold
-Bell task
-Discussion
-Questioning
-Mind map or poster produced
-Evaluation question
Resources
-Power point
-Examples of mind maps
-Media clip
Key Vocabulary/literacy opportunities
Reconciliation
Sacrament
Marking Opportunity:
Maintenance marking
Recall/Homework:
Revision for assessment
SMSC:
Spiritual: sacrament of reconciliation in Christianity
Moral: offering reasoned views about a moral issue
Misconceptions:
None
Lesson 13
1. Gathering.
Describe what we have learned in this unit
2. Processing
Explain responses to assessment task
3. Applying
Evaluation of completed assessment
Bell task
Read assessment tasks in silence. Highlight key words or annotate in order to understand the tasks.
Learning toolbox
-Discussion: Think pair and share. What have we learned this term?
-Students to complete Assessment Cycle 1
Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.
Assessment cycle 1
Resources
-Assessment task
-Writing frames PP and SEND
-Highlighters
Key Vocabulary/literacy opportunities
Key words from the unit
Marking Opportunity:
Assessment 1 PAIR
Subject @ SAA
Plenary
Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.
marking
Recall/Homework:
None
SMSC:
All covered within this unit.
Misconceptions:
Will be evident following assessment
Lesson 14
1. Gathering
Describe achievements and improvements from assessment to a partner
2. Processing
Explain and respond to PAIR marking
3. Applying
Evaluate the unit
Bell task
Green pen regular exercise book
Learning toolbox
-In pairs students to discuss the feedback they have been given in their assessments
-Students to respond to PAIR marking in their own assessment piece
-In pairs students to check that all green pen has been responded to in both books
Thinking caps: Green
Habits of the mind: Strive for accuracy, be clear and keep learning
Plenary
Evaluation of the unit: Student voice questionnaire
-Response to PAIR marking green pen
-Student voice evaluation
Resources
-Green pens
-Student voice questionnaire
Key Vocabulary/literacy opportunities
Individual to each student
Marking Opportunity:
-Red pen following student responses
Recall/Homework:
Key words recall for next half term
SMSC:
Spiritual, moral and social from within this unit
Misconceptions:
Subject @ SAA
Subject: Religious Education
Scheme of Work: B1 to E3 (Year 8)
Term: Autumn/Spring/Summer
Topic / Unit(s) -Is it fair?
Overview / Context This unit builds on knowledge and understanding of sources of authority within Christianity and encourages students to consider their impact on Christians today and how the teachings of Jesus challenges Churches and communities to respond to those rejected by society, disadvantaged or are in need. There is an opportunity to reflect on how prejudice and discrimination impacts on society and faith communities locally, nationally and internationally. Students will understand how people use sacred texts, why individuals or groups differ in how they might use the texts and whether or not the texts are helpful.
Assessment/Mastery
Success criteria
B1 -Match the key words value, fairness and equality to their correct definitions
-State what you find interesting or puzzling about the topic: Is it fair?
-How do you think we should treat people? Do you have any personal experiences where people have not been treated fairly?
B2 -State three facts about Christian Aid
-Read and retell the story of Elizabeth Fry
-Do you think that the workers in the garments factory are treated fairly? Write your opinion using simple reasons
B3 -State definitions of the words: forgiveness, trust and wisdom
-Describe the meaning of the parable of the workers in the vineyard
-How do the people who work for Christian Aid show that their religion is important?
B4 -Describe Christian teachings on equality and fairness
-Christian teachings on equality can be found within the Bible. Why is this book important when referring to Christian beliefs?
-List questions you would like to ask about religion or beliefs relevant to this unit
B5 -Describe some of the similarities and differences on Christian attitudes towards the role of women
-Interpret the meaning of James 3 verses 1-12
-Which Christian value do you think is the most important and why? Describe your opinion using believable reasons
B6 -Describe what non-religious people might believe about fairness and equality
-Describe how non-religious beliefs about fairness and equality might make a difference to people’s lives
-‘All people deserve to be treated equally.’ Explain arguments for and against this statement
Subject @ SAA
E1 -Describe Christian and Buddhist teachings on fairness and equality
-Describe how religious teachings on fairness and equality might have an impact on people’s lives
-Communicate your ideas using everyday language
E2 Should women be treated equally within the Church?
-Construct simple written arguments for and against using religious reasons
-Refer to sources of wisdom or authority within your arguments
-Write a simple conclusion following your arguments
E3 -Interpret the story of the Buddha and Nidhi. What is the meaning of this story?
-Explain Christian, Buddhist and non-religious beliefs about fairness and equality
-Explain some of the similarities and differences between the different beliefs
Curriculum Opportunities English: Interpretation of religious texts in Christianity and Buddhism, arguing different points of view, story writing and creation of a letter
History: Students will learn about the life and work of Josephine Butler and Elizabeth Fry. They will also view and study the historical windows in Liverpool Cathedral
PSHE: Students will consider the morality surrounding the garment factory workers and whether this is fair. They will also look at various case studies and make ethical decisions
Art: Students will create a piece of art work to represent the value of humankind
Music: Students will listen to the lyrics of songs and decide the meaning of the lyrics
SMSC Spiritual Moral Social Cultural
Assessment Opportunities
PAIR Marking to be completed:
-The workers in the garments factory (lesson 4)
-Creation of a letter based on the story ‘Something Else’ (lesson 8)
-Should women be treated equally within the Church (lesson 10)
-Individual tasks based on assessment criteria (lesson 11)
Assessment Cycle:
1 2 3
Key Vocabulary Prejudice, discrimination, equality, fairness, justice, compassion, forgiveness, trust, wisdom, campaigner, bishop, value, Christian Aid, Buddha and Biblical
Wider Reading -‘Something else’ by Kathryn Cave -All subject specific information required to teach this unit is provided with the power points for individual lessons
Subject @ SAA
Teacher Notes Key questions within this unit challenge perceptions of prejudice and discrimination. Some of the topics presented within this unit will need to be handled with sensitivity as they focus on those on the margins of society
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 1
1. Gathering.
Describe why adverts change over the years
2. Processing Explain your choices for placing the statements in a particular place on the diamond nine
3. Applying
Evaluate who you value in life and why
Bell task
On mini whiteboards students to list advertising slogans that they can think of. Students will be shown some examples to enable their thinking.
Learning toolbox
-Students to watch the L’Oreal advert starring Cheryl Cole. Share with students the campaign changes of L’Oreal from the past to the present day. Discuss why adverts change over the years.
-Give students the 9 value statements which are linked to prejudice and discrimination. In small groups decide where the statements should be placed on the diamond nine. Discussion. It is important that students can justify the top and bottom ranked reasons.
Maps: None
Caps: Green and red
Habits of the mind: Work together, be clear and think about your thinking
Plenary
Students to explain who they value in their life and why (bronze, silver, gold)
-Discussion
-Questioning
-Diamond nine
-Evaluation question
Resources:
-L’Oreal advert
-Diamond nine
-Power point
Key Vocabulary/Literacy opportunities
-Value
-Prejudice
-Discrimination
Marking Opportunity:
Red pen maintenance marking
Recall/Homework:
Key words recall
SMSC:
Spiritual: students assess who they value in life and the reasons why
Misconceptions:
None
Subject @ SAA
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 2
1. Gathering.
Describe what is meant by fair treatment
2. Processing Explain the main key Christian values
3. Applying
Evaluate the treatment of the woman at the well
Bell task
Homework recall (key words)
Learning toolbox
-Watch the clip from the film ‘Seven Pounds.’ Revisit the discussions on value and worth from the previous lesson
-In group: students to produce a circle map on the following: How should we treat people? Why should we treat people in this way? What is meant by fair treatment?
- Students should consider Christian values and their meaning for Christians today
-Watch the clip of the woman at the well. How does this link to the treatment of others? Why was the woman treated in this way? How does she wish to be treated and seen within her community?
Maps: Circle
Caps: Green
Habits of the mind: Strive for accuracy, think about your thinking and persist
Plenary
Students to read James 3; 1-12. Students should summarize this passage. Identify James’ main message to Christians reading it in the 21
st Century.
-Homework recall
-Discussion
-Questioning
-Interpretation of Bible passage
Resources:
-Power point
-Christian value cards
Key Vocabulary/Literacy opportunities
Fair treatment
Christian values
Marking Opportunity:
-HW recall
-Red pen
Recall/Homework:
Key words recall
SMSC:
Spiritual: Christian values and interpretation of a Biblical passage. Moral: identifying the correct ways to treat other people
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 3
1. Gathering.
Bell task
Key words homework recall
Learning toolbox
-Questioning
Resources:
-Power point
Subject @ SAA
Describe how James 3: 1-12 might inspire a person to reach out to women or men trapped in an abusive lifestyle
2. Processing Explain the story of Josephine Butler and her legacy
3. Applying
Evaluate whether one person can change the way people treat others
-Discussion: revisit the summaries of James 3: 1-12 created in the previous lesson. How might this passage inspire a person to reach out to women or men trapped in an abusive lifestyle?
-Watch the media clip linking to Josephine Butler and discuss
-Read the story of Josephine Butler. Discussion and questioning followed by bronze, silver, gold task
Maps: None
Caps: White, yellow and red
Habits of the mind: Think about your thinking, be creative and be clear
Plenary
Evaluation question: Can one person change the way people treat others? Students to explain their own personal opinion
-Discussion
-Evaluation question
-Bronze, silver, gold task
-Media clip
Key Vocabulary/Literacy opportunities
-Prejudice
-Discrimination
Marking Opportunity:
Red pen during lesson
Recall/Homework:
Key words recall
SMSC:
Moral: The legacy of Josephine Butler’s actions
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 4
1. Gathering.
Describe the work of a person who has brought about change (Elizabeth Fry)
2. Processing Explain how video’s might change behavior
3. Applying
Evaluate the work of an organization which has brought about social change
Bell task
Key words recall
Learning toolbox
-Can students think of a person who has brought about change? (for instance a football manager)
-Watch the media clip about the life and work of Elizabeth Fry. Discuss the work of Elizabeth Fry; who she was, what she did and what impact she had on others. Was the treatment given to others fair?
-Watch the media clips of the workers in the garments factory. Students to make notes within a circle map. Discuss the main messages of the video? What impact does this have on the western world? On the workers in the garments factory? How does it impact on them personally? How might videos such as this change behavior? Why might a film maker make such a video?
-Key words recall homework
-Discussion
-Questioning
-PAIR marking activity
-Explanation of the work of Christian Aid
Resources:
-PAIR marking task
-Circle maps
-Power point
-Media clips
Key Vocabulary/Literacy opportunities
-Christian Aid
-Writing to explain / inform
Marking Opportunity:
-PAIR marking
-Homework
-Red pen during lesson
Subject @ SAA
-PAIR marking activity to be completed individually following discussion
Maps: Circle map
Caps: White, yellow, black and red
Habits of the mind: Use what you’ve learned, use every sense and strive for accuracy
Plenary
Students to be given the information about the work of Christian Aid and should explain how this organization has brought about social change
Recall/Homework:
None
SMSC:
Moral: recognizing the difference between right and wrong via the story of Elizabeth Fry and the workers in the garments factory
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 5
1. Gathering.
Describe the parable of the workers in the vineyard
2. Processing Explain Christian teachings on equality and fairness
3. Applying
Evaluate whether all people deserve to be treated equally
Bell task
Make words from the following: Christian Aid
Learning toolbox
-Watch the parable of the workers in the vineyard. Students to describe what happens in this parable and also the meaning of this parable. Feedback and discussion.
-Group task: Students to be given the Christian teachings on equality and forgiveness including the Biblical quotes. They should unpack the teachings and Biblical quotes and record the information within a circle map. Feedback and discussion
-Group task: students to devise arguments for and against whether all people deserve to be treated equally (yellow and black caps). Discussion and feedback
Maps: Circle
Caps: White, yellow, black and red
Habits of the mind: Be clear, question and problem solve and look at it another way
Plenary
-Observation
-Questioning
-Group work
-Bronze, silver gold task
-Explanation of the parable
Resources:
-Media clips
-Christian teachings on equality including Bible quotes
-Circle maps
Key Vocabulary/Literacy opportunities
-Equality
-Fairness
-Writing to argue
Marking Opportunity:
-Red pen maintenance marking
Recall/Homework:
Key words recall
SMSC:
Spiritual: Christian teachings
Subject @ SAA
Students to write up their own personal opinion on whether all people deserve forgiveness (bronze, silver, gold)
and beliefs on equality and fairness
Moral: Understanding different views relating to an ethical issue
Misconceptions:
Interpretation of Biblical quotations can be challenging for some students
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 6
1. Gathering.
Describe which Christian value you think is the most important and why
2. Processing Explain the value of humankind via a piece of art work
3. Applying
Evaluate what one of the ladies from the windows of worth would say if they could time travel to our world today
Bell task
Key words recall which was set for homework
Learning toolbox
-Students to match the Christian values to their meanings. Which value is the most important and why?
-Introduce the windows of worth from Liverpool Cathedral. Discuss the women in the windows? Who are they? What did they do? What values did they demonstrate?
-Students to create a piece of art work to demonstrate to others the value of humankind or this could be focused on one of the Christian values. They should design a whole window and also provide an explanation (bronze, silver gold)
Maps: None
Caps: Green, white and yellow
Habits of the mind: Be creative, enjoy yourself and use every sense
Plenary
Choose one of the ladies from the windows of worth. What do you think their reaction would be to today’s society if they could time
-Window art work
-Discussion
-Questioning
-Explanation of reaction of one of the ladies from the windows of worth
Resources:
-Window template
-Images of the windows of worth
-Information sheets on the windows of worth
-Power point
Key Vocabulary/Literacy opportunities
Christian values
Marking Opportunity:
-Homework recall
-Red pen during lesson
Recall/Homework:
None
SMSC:
Spiritual: use of imagination and creativity
Misconceptions:
Subject @ SAA
travel to our world today? None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 7
1. Gathering.
Describe the story of the Buddha and Nidhi
2. Processing Explain Buddhist teachings on equality and fairness
3. Applying
Evaluate learning by creating a story that teaches equality
Bell task
Students to read the story of the Buddha and Nidhi ready for discussion
Learning toolbox
-Discuss the story of the Buddha and Nidhi. Students should describe the story or produce a piece of art work to represent it
-Group task: give students the information on Buddhist teachings on equality including some quotations. Students to unpack this information and produce a circle map. Feedback and discussion
-Discuss the main features of writing a story
Maps: Circle
Caps: White, green
Habits of the mind: Be creative, be clear and work together
Plenary
Students to plan stories. They must write a story where the main message expressed in the story is equality / treating people fairly
-Story about equality
-Discussion
-Questioning
-Circle maps
-Description of Buddhist story
Resources:
-Story of the Buddha and Nidhi
-Power point
-Circle map
-Features of a story
-Writing frames for story
Key Vocabulary/Literacy opportunities
-Creation of a story
Marking Opportunity:
-Red pen maintenance
Recall/Homework:
Write story about fairness and equality
SMSC:
Spiritual: exploration of Buddhist beliefs on equality
Moral: Appreciation of the viewpoint of Buddhism on equality
Misconceptions:
Interpretations of Buddhist quotes
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 8 Bell task -PAIR marking Resources:
Subject @ SAA
1. Gathering.
Describe what things make people different
2. Processing Explain what happens in the story ‘Something Else’ and what the different characters are thinking
3. Applying
Evaluate learning by producing a letter from the characters perspective stating how you felt when others behaved in the way that they did
Bubble map: What makes people different?
Learning toolbox
-Feedback and discussion from bubble map activity
-Watch the story of ‘Something Else’ via media clip or this could be read as a class.
-Group task; what are the different characters thinking in the story? Feedback and discussion. Students can amend answers during discussion
-Discuss the main features of writing a letter. PAIR task: students will write a letter stating how they felt when others behaved in the way that they did
Maps: Bubble
Caps: Red
Habits of the mind: Be creative, enjoy yourself and use what you’ve learned
Plenary
List actions you need to make new friends
-Bubble maps
-Letter
-Discussion
-Plenary task
-Power point
-Story ‘Something Else.’
-PAIR activity
-Bubble maps
Key Vocabulary/Literacy opportunities
Students will be creating a letter
Marking Opportunity:
-PAIR marking
-Red pen during lesson
Recall/Homework:
Which talents or skills do you have? Which skills and talents do you wish you had and why?
SMSC:
Moral: understanding the consequences of behavior and actions
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 9 1. Gathering.
Describe the main message contained within the song ‘Firework’
2. Processing Explain who you would help with £100,000
Bell task
Read the song lyrics of Fire work by Katy Perry. What is the message of the song?
Learning toolbox
-Listen to the song ‘Firework’ by Katy Perry. Discuss the meaning of the song.
-Group task. Give students the information about the four different
-Group task
-Discussion
-Individual question
Resources:
-Case studies
-Media clips
-Power point
Key Vocabulary/Literacy
Subject @ SAA
3. Applying
Evaluate what would happen in a perfect world
people; Paul Gascoigne, Ben Parkinson, a child starving in Ethiopia and Mother Francis. PP students and SEN students to be given less case studies. Media clips can also be used. Students to read case studies and decide who they would help with £100,000. Reasons and justifications needed
-Groups to feedback. Discussion.
Individual question: What would happen in a perfect world? (Bronze, silver, gold) Peer asses
Maps: None
Caps: Red, white and green
Habits of the mind: Be creative, enjoy yourself and work together
Plenary
Students to consider their own situation. Are they valued? What is their worth? Are they treated equally? Is this fair?
-Peer assessment
-Plenary activity
opportunities
Using reasons for justification purposes
Marking Opportunity:
-Red pen maintenance marking
Recall/Homework:
Revision for PAIR marking task (lesson 11)
SMSC:
Moral: Groups offer reasoned views in response to an ethical dilemma
Misconceptions:
None
The Three Peaks
Objectives
Teaching and Learning Activities Assessment Notes
Lesson 10
1. Gathering.
Describe how the appointment of women bishops is made
2. Processing Explain why there are different attitudes amongst Christians regarding equality for women in the Church
3. Applying
Evaluate whether women should be treated equally to men within the Church
Bell task
Complete odd one out activity. Images include the Queen, a women priest and the Archbishop of Canterbury. Who are they? What connects them? What differences do they have? Which is the odd one out and why?
Learning toolbox
-Read and research the issues surrounding the appointment of women bishops. How are decisions made? What is the role of the Queen?
-In groups students should read the information regarding Christian attitudes to the role of women within the Church. What are the similarities and differences?
Group task: Should men and women be treated equally within the Church? Devise arguments for and against. (Yellow and black
-Odd one out
-Description of how decisions are made regarding women bishops
-Group task
-Discussion
-Questioning
-Individual question
Resources:
-Information on women Bishops
-Power point
Key Vocabulary/Literacy opportunities
-Bishop
-Writing to argue
Marking Opportunity:
-PAIR marking
-Maintenance marking
Recall/Homework:
Subject @ SAA
thinking cap)
Maps: None
Caps: White, yellow, black and red
Habits of the mind: Work together, be clear and strive for accuracy
Plenary
Individual question: Should women be treated equally within the Church? (Bronze, silver, gold)
PAIR marking
-PAIR marking
Revision
SMSC:
Spiritual: Christian beliefs regarding the role of women within the Church
Moral: ethical dilemma of whether women should have equal rights within the church
Misconceptions:
None
Lesson 11
1. Gathering.
Describe what we have learned in this unit
2. Processing
Explain responses to assessment task
3. Applying
Evaluation of completed assessment
Bell task
Read success criteria in silence. Highlight key words or annotate in order to understand the tasks.
Learning toolbox
-Discussion: Think pair and share. What have we learned this term?
-Using the success criteria students should complete the PAIR marking task based on the assessment criteria. This is not an assessment as assessment cycle 1 has already been completed and data entered.
Habits of the mind: Persist, think before acting, think about your thinking and strive for accuracy.
Plenary
Use the criteria plus a highlighter and check that all tasks of the assessment have been completed to a high standard.
-PAIR marking
-Discussion
-Questioning
Resources
-Assessment task
-Writing frames PP and SEND
-Highlighters
Key Vocabulary/literacy opportunities
Key words from the unit
Marking Opportunity:
Assessment 1 PAIR marking
Recall/Homework:
None
SMSC:
All covered within this unit.
Misconceptions:
Will be evident following assessment
Subject @ SAA
Lesson 12
1.Gathering
Describe achievements and improvements from assessment to a partner
2. Processing
Explain and respond to PAIR marking
3. Applying
Evaluate the unit
Bell task
Green pen regular exercise book
Learning toolbox
-In pairs students to discuss the feedback they have been given in their PAIR marking task
-Students to respond to PAIR marking
-In pairs students to check that all green pen has been responded to in both books
Thinking caps: Green
Habits of the mind: Strive for accuracy, be clear and keep learning
Plenary
Evaluation of the unit: Student voice questionnaire
-Response to PAIR marking green pen
-Student voice evaluation
Resources
-Green pens
-Student voice questionnaire
Key Vocabulary/literacy opportunities
Individual to each student
Marking Opportunity:
-Red pen following student responses
Recall/Homework:
Key words recall for next half term
SMSC:
Spiritual, moral and social from within this unit
Misconceptions:
Lesson 13
1. Gathering.
Describe the traditional Nativity story
2. Processing
Explain the Biblical accounts of Jesus’ birth
3. Applying
Evaluate the differences between the two birth accounts
Bell task
What do you know? The nativity story? Circle map.
Learning toolbox
-Media clip of the traditional nativity story. Students to add information to their circle maps.
-Read the two Biblical accounts of Jesus’ birth.
-Media clips
-Discussion
-Students to explain the Biblical accounts of Jesus’ birth
-Explanation of Biblical accounts
-Plenary task
-Discussion
-Student responses to media clips
Resources
-Power point
-Media clips
-Biblical accounts Jesus’ birth
Key Vocabulary/literacy opportunities
-Nativity
-Biblical
Compare and contrast
Marking Opportunity:
-Red pen
-Evaluation task
Subject @ SAA
Maps: Circle
Caps: Green and white
Habits of the mind: Keep learning, be clear and striving for accuracy
Plenary
What is the difference between the two Biblical accounts of Jesus’ birth or what is the difference between the nativity story and the Biblical accounts of Jesus’ birth?
Recall/Homework:
None
SMSC:
Spiritual – exploring Christian beliefs about Jesus’ birth
Misconceptions:
Students will only be aware of the traditional nativity story and not the birth stories of Jesus within the Bible
Lesson 14 1. Gathering.
Describe how Christians celebrate Christmas
2. Processing
Explain how Christians celebrate Christmas in other countries
3. Applying
Evaluate if you had to celebrate Christmas in another country which one would it be and why
Bell task
How do you celebrate Christmas?
Learning toolbox
-How do Christians celebrate Christmas? Circle map. Add ideas during discussion
-Group work: give students information on how Christians celebrate Christmas in other countries.
-Show media clips
-Students should explain how Christmas is celebrated in three other countries and produce illustrations to represent each one
Maps: Circle
Caps: White and red
Habits of the mind: Thinking about your thinking, striving for accuracy and keep learning
-Explanation of how Christians celebrate Christmas in other parts of the world
-Evaluation question
-Discussion
-Observation
Resources
-Media clips
-Power point
-Information sheets
-Colors
Key Vocabulary/literacy opportunities
Christmas
Writing to argue
Marking Opportunity:
Red pen
Recall/Homework:
None
SMSC:
Spiritual: respecting how Christians celebrate their
Subject @ SAA
Plenary
If you had to celebrate Christmas in another country where would it be and why?
beliefs
Misconceptions:
None