Who Are Muslims and What Do They Believe?

Church Schools RE Scheme of Work

KS 2 Year 6 AUTUMN TERM Who are Muslims and what do they believe? Learning Main activities Resources Assessment Objectives and success criteria WALT: think  Has anyone got any ideas about Islam and what it KWL grid on Sub question: about what or is about? Possibly make a KWL grid on the IWB board. What are the 5 who guides and save for the end of the unit. Poster of the Pillars of and helps us  What rules are Christians expected to live their 5 pillars of Islam? in our lives. lives by – talk about the 10 Commandments and Islam – could about where they came from. be displayed AT1, L3 – Pupils I can talk  Do you think that Muslims have any rules that in the begin to about how they live by? classroom. identify the and why the 5  Introduce the children to the 5 pillars (could use impact has on pillars form the poster). Explain that these are metaphorical Different believer’s lives the basis of pillars and that they form the basis of most types of - I can use Muslims lives. Muslim’s lives. Talk about how their God Allah medium such religious words said it was their duty to live their lives by these as clay, felt to describe I can think pillars and put their faith into action. tips, chalk some of the about what 5  Tell the children that they will be learning about etc different ways things help these pillars over the next few weeks. in which people guide me  Ask the children to think of things that they do show their through my every day or every year that are special to them – beliefs. life and discuss why they are important and how they AT2, L4 – represent parallel the five pillars. Pupils raise and this in a  Get them to represent 5 things that they do in suggest medium of my their lives that support, guide and carry them answers to choice. through life in different ways e.g. clay table, questions of painting, writing, drawing etc – give them the identity, choice of what they want to do. belonging,  Plenary – discuss what they chose to do and why. meaning, purpose, truth, values and commitments and apply their ideas to their own and other’s lives – I can ask questions about who we are and where we belong, and suggest answers/ WALT:  What did we start doing last week? Recap on the Picture of Sub question: understand five pillars. the What is the the important  Explain that the first pillar is called the Shahadah in first pillar? of Shahadah. Shahadah which is a declaration of their faith – Arabic. ‘There is only one God, Allah and the Prophet AT1, L4 – Pupils I can discuss Muhammad is His messenger.’ Big pieces of make links why  Explain how Islam was revealed to the Prophet paper for between Shahadah is Muhammad in the form of their Holy Book the children to religions and the first Qur’an. write their describe some pillar of Islam  This is the declaration that is the thing that declarations similarities and and its every Muslim baby hears when they are first born on. differences significance and the last thing they hear before death. Why both within and to Muslims, do you think this is? between comparing it  Can anyone think of anything in Christianity that religions – I can to would be their declaration of faith? Tell the make links declarations children that most Christians in the world today between of faith from accept the Nicene creed as the basic statement beliefs of other of their faith. It expresses belief in the Holy different

Why are there different stories about the birth of Jesus?

About this unit: In this unit children learn about the different accounts of the birth of Jesus in the Gospels. They explore the symbolism used by artists and make links with the Gospel narratives. They learn about some of the titles given to Jesus and how these are statements of the faith and belief of Christians. They create a collage to communicate their own understanding of the message and celebration of Christmas.

WALT and Success Main Activities Resources Assessment Criteria WALT: understand  What time of the year is coming Cards, Sub question: Whose how the story of up? Recap the main events of the symbols point of view could the birth of Jesus Christmas story. and the birth of Jesus can be represented  In pairs give out a card, symbol or objects be told from? from different object linked to Christmas. Ask linked to viewpoints. the children to identify the part religious AT1 (L4) - ‘I can of the Christmas story it Christmas express religious I can write a connects to. beliefs in a range of version of the story  Get children to talk about their styles and words of the birth of item to the rest of the class used by believers Jesus from another saying how they know which part and suggest what character’s point of of the Christmas story their item they mean.’ view, thinking about is from. AT2 (L4) – ‘I can ask how they would feel  Discuss how the story of the questions about the and behave and birth of Jesus can be moral decisions that why. represented from the viewpoints I and others make of different characters. Do an and suggest what example together e.g. the might happen as a innkeeper. result of different  Suggested task: get the children decisions, with to write the Christmas story from reference to the view of the person who their religious beliefs and item is about. values.’

WALT: explore how  Read the Christmas gospel from St John’s, Sub question: What the story of the St John. How is Jesus described? Luke’s and do different stories birth of Jesus is  What names or adjectives are Matthew’s about the birth of told in different used to describe Him? Try to get Gospel on Jesus say? ways. away from the concept of light as the birth this is an easier concept explored of Jesus. AT1 (L4) – ‘I can I can compare in the lower years! express religious different versions  Do you think that the Christmas beliefs in a range of of the story of the story is told in different ways styles and words birth of Jesus and throughout the Bible and that used by believers explain why there Jesus is referred to and describe and suggest what might be different in different ways? they mean.’ versions and how  Talk to the children about the AT1 (L5) – ‘I can this would affect a different Gospels and how they suggest reasons for believer’s life. tell the Christmas story but in the similar and different ways. different beliefs  Suggested task: split the class in which people hold, half and get half to read the and explain how passage from Matthew and half religious sources are to read the passage from Luke. used to provide Collect different names and ways answers to in which Jesus is described in the important questions passage and write a brief about life and summary of how the Christmas mortality.’ story is presented in these passages. Feedback to the rest of the class and compare.  Plenary: why do you think there are different versions of the Christmas story? How might this affect a believer’s life? WALT: compare  What did we learn last lesson? Artwork Sub question: What artwork of the Recap the fact that there are on the do different stories birth of Jesus to different versions of the birth of about the birth of the stories in the Christmas story. Jesus (RE Jesus say? Gospels.  Read the story in the Gospel of cupboard) Mark – what is different about AT1 (L5) – ‘I can I can discuss how this story? (Doesn’t directly talk Gospel of suggest reasons for the Christmas story about the birth of Jesus). Mark – the similar and has evolved over  Discuss how the Christmas story birth of different beliefs time. has evolved over time. Jesus which people hold,  Do you think the artwork of and explain how I can understand Jesus at Christmas has evolved religious sources are how some of the with these stories? used to provide artwork of the  Suggested task: each group to answers to birth of Jesus has have different artwork on the important questions been influenced by birth of Jesus. Explore and about life and different Gospels respond to it using the sentence mortality.’ and say what I starters ‘In this Jesus looks like..’ think the artist is and ‘I think the artist was trying trying to tell me. to tell us…’  Plenary: feedback to the rest of the group. WALT: explore how  What have we learnt in the last Christmas Sub question: Have different versions few lessons? Recap Carol these different of a story can  What types of things do people words versions of the same affect the way it is do to celebrate Christmas? story affected the celebrated.  Talk about singing carols. Do you way Christians think that carols are different celebrate I can look at the depending on the Gospel on which Christmas? words of a they were based? Christmas Carol and  Suggested task: give each pair a AT1 (L5) – ‘I can use suggest which section of a carol. Ask them to a wide range of Gospel I think it is explore it, thinking about which religious vocabulary linked to and why. character out of the story it in suggesting concentrates on and which Gospel reasons for the I can respond to it might have been based on. Ask similarities and the words in a Carol them to interpret it as a collage, differences in forms by creating collage, thinking about their use of of religious, spiritual thinking about my imagery, shape and colour. and moral use of imagery,  Plenary: swap with another pair expression found in shape and colour. and explain what you have created and between and why. religions.’ AT2 (L5) – ‘I can explain what inspires and influences me.’ Spring Term Can Christian Aid and Islamic Relief change the world? Beliefs in Action

A Unit of RE for the Diocese of St Albans, Year 5/6

Make Poverty History: Rachel, Age 11. “This is all about working together to wipe out poverty. Blonde or brunette, young or old, blue eyed or green eyed, we are all committed to the task. All the children in the picture pull together because they are just like each other. Angels are there to guide the children, as God guides us and shows us the way. This is the largest, most colourful and serious artwork I have produced in my life. The main point is that we can only achieve the ultimate goal by working together. Charities like Christian Aid do this by spreading a message of God. I’ve thought a lot about this: we can do it if

A Just World: The Abolition of Slavery Finlay, Age 10 - “We have thought a lot about slavery in our class. All slaves should be set free and everyone should be equal. I have tried to show my feelings about slavery by finding out about it. When I get very moved, I get very angry about it. I used pencil crayon to make the more important words stand out and it passes on my thoughts and feelings to the viewer. The main point of the image is to make a link between prayer and action by my words and images.”

we all try. Year 5/6 © Diocese of St Albans & RE Today 2008 Can Christian Aid and Islamic Relief change the Year 5/6 world? Beliefs in Action.

ABOUT THIS UNIT

This unit of RE for the Church of England school in the Diocese of St Albans focuses on the impact of the work of two major faith based charities, Christian Aid and Islamic Relief. Pupils consider the impact and reflect on the importance of religion in the world and consider important questions of justice and fairness, thinking for themselves. They will have opportunities to develop attitudes and opinions of their own and to consider key beliefs and teachings in Islamic and Christian traditions. Through their study, they compare the two charities and their work, looking at sources of inspiration to act justly for Muslims and for Christians. Learners will consider the personal challenge to make the world a better place. The unit has the potential for exciting cross curricular work with Geography, ICT, Citizenship and Art. The unit focuses on concepts of values and commitment.

This unit will help teachers in fulfilling local Agreed Syllabus requirements. It has been designed to connect with the Agreed Syllabuses for Bedfordshire, Luton, Hertfordshire and Barnet in appropriate ways, and reflects the learning model of the National Non-Statutory Framework for RE (QCA 2004).

Estimated time for this unit: 10-12 hours of tuition. Teaching can be flexible.

Where this unit fits in: This unit builds on what pupils have already learnt about Christianity, especially the teaching of Jesus. It aims to enable progression by using contemporary charitable action to develop understanding of the links between faith and practice. It enables pupils to explain beliefs and their impact, and to compare and contrast aspects of religion in action. It enables pupils to develop their understanding of community and to relate what they learn to their own questions of value and commitment. They will develop their studies of goodness and communities, asking about some ways Muslim and Christian charities contribute to the well being of all. The unit addresses the RE theme of beliefs and action in the world, showing how Muslims and Christians respond to global issues of fairness and social justice. It enables pupils to develop their use of ICT in RE, particularly in developing the critical skills of evaluating web materials.

KEY STRANDS ADDRESSED BY THIS UNIT . Beliefs, teachings and sources . Values and Commitment

ATTITUDES FOCUS . Self Awareness: by considering questions of the commitments of the two charities and their own commitments. . Respect for all: by thinking carefully about the ways that the two charities embody respect for people in need and facing the challenges this may present to their own attitudes. . Open-mindedness: being willing to set aside stereotypes of the poor, and learn about the realities, exploring questions of value with increasing depth

RE IN THE CHURCH OF ENGLAND SCHOOL . This unit makes an important contribution to the RE curriculum in the Church of England school, and connects with the intention that RE should be excellent by enabling the spiritual development of all pupils through a reflective and thoughtful study of how charities address global inequality in the name of faith. . Quality RE in the Church of England school makes space for pupils to explore questions and makes the resources of the Christian tradition available to them. In this unit, the heart of the work is about visions of justice and action for justice. There will be good links to Biblical texts. . RE takes the personal worth of every child, and the family culture of each seriously, seeking to explore religious ideas and emotions in ways that are authentic and have integrity. . It offers opportunities to children to think for themselves, and be broad minded and open hearted in their encounters with faith, especially in this case with regard to Islam and

- 9 - Christianity. They will notice the commonalities between the two charities, and their joint working.

RE THEMES . Religion and the individual: what is expected of a person in following their religion? . Beliefs in action in the world: how religions and beliefs respond to global issues of human rights, fairness, social justice and the environment.

KEY LEARNING OBJECTIVES Pupils should learn to: . understand some projects of the two charities Christian Aid and Islamic Relief . describe and explain some examples of the links between faith and action in the work of the charities . begin to understand how the two charities can co-operate and the similarities and differences between them

SUPPLEMENTARY WORK FOR EXTENSION AND ENRICHMENT Suggested enrichment and extension opportunities: . Research a range of further projects that the two charities undertake . Use the websites to analyse what the charities offer to children in the UK, and what they ask of children and young people . Include opportunities for pupils to express their own ideas about changing the world for better in designing a campaign to take the message of the charities forward . Beginning to analyse the texts from Qur’an and Bible that inspire visions of justice

Prior learning Vocabulary Resources

It would be In this unit, pupils A selection of images of Jesus from a variety of sources and helpful if pupils will have an historical periods have: opportunity to use words and Sacred Text: . a basic grasp phrases related Sayings and stories about wealth and poverty, fairness and of Muslim to: justice, from The Qur’an and from The Bible: and Christian identity the specific Web: religions: . some prior . Islamic Relief: http://www.islamic-relief.com/hilal/ (Hilal’s knowledge of Islam: Almsgiving, world for children) charities and Zakat, Ummah, . Christian Aid: www.christianaid.org/learn (site for the ways they generosity, teachers) work . www.globalgang.org (site for children) Christianity: . www.christianaid.org (main site) . learnt about charity, fellowship, . Spirited Arts: www.natre.org.uk/spiritedarts images of the justice, children’s work and writing on the ‘Just world’ theme of significance stewardship. this unit (from competitions in 2006-2008) and impact of General: poverty, fundraising, DVD / Video / visual: perhaps in fairness, being . The Islamic Relief Website has video for classroom use Geography empowered, available. emergency aid . Christian Aid publish a pack called ‘We’re changing our development world’ including DVD and classroom resources. .It meets the needs in this unit very effectively. To order call 08700 787788 quoting code P389A (video pack) or P389B (DVD pack) . The National Society supports RE with some books and this website on ‘Encountering Christianity’ www.encounterchristianity.co.uk

- 10 - Other: . BBC Broadcasts and videos: eg Pathways of Belief: 2 programmes on Islam Summer 2001 . There is a very good selection of authentic materials about Islam for children available from the Islamic Foundation in Leicestershire: www.islamic- foundation.com . Story books, audio and video tapes and posters are all useful. . The Bradford Inter Faith Education Centre (01274 731674) has many useful publications about its local faith communities. . www.natre.org.uk – website for the National Association of Teachers of Religious Education: follow links to “Children Talking”, a database of children’s quotes on making the world a better place.

Books: . RE Ideas: Christianity (ed Draycott, RE Today: Copiable pack of 50+ lessons for KS2 Christianity . Faith Stories: (Developing Primary RE Series) RE Today . Exploring a Theme in RE: Codes for Living, ed Joyce Mackley, RE Today . Exploring a Theme in RE: Beliefs in Action ed Joyce Mackley, RE Today

Artefacts: Religious artefacts for Christianity are available to purchase from: . Articles of Faith (Tel: 0161 763 6232) . Religion in Evidence (Freephone 0800 137525)]

Audio and video resources . Miracle Maker Warner Home video / DVD – an almost indispensable help to teaching about Jesus, this 90 minute animated life of Jesus is supported by teaching ideas from the Bible Society UK: www.biblesociety.org.uk/miraclemaker . Pathways of Belief videos and teachers notes. . BBC Animated World Faiths Prog 1 Life of Christ; . YouTube can be a good source of brief video clips of charity work and responses to injustice (needs careful monitoring)

This unit makes contributions to the personal development of children: . Spiritually by reflecting on how key beliefs can make a difference to people’s lives and actions . Morally by thinking about their own attitudes to generosity, wealth and poverty . Socially by exploring some ideas about global community and inter-relatedness . Culturally by taking account of difference and diversity in charitable work

- 11 - EXPECTATIONS: At the end of this unit

Pupils working . Tell a story about the Prophet or about Jesus to do with money or towards the generosity expected level (L2) . Suggest a reason why Muslims or Christians like to help the poor will:

Pupils working at . Describe a project of Christian aid or Islamic Relief the expected level . Make a link between religious beliefs and texts and the actions of religious (L3) will: charities . Make a link between their own ideas about wealth and poverty and the work of one of the charities

Pupils working . Describe a project of Islamic relief and a project of Christian Aid, making beyond the links between the beliefs and actions of Muslims and Christians expected level (L4) . Show that they understand why Muslims and Christians might support the will: charities . Show that they understand the different priorities of the charities, applying their learning to the role play task below . Apply the ideas of generosity and charity to their own attitudes to money

Some high . Explain some similarities and differences between the work of the two achieving pupils charities and give reasons for this may be able to . Use the terminology of Islam and Christianity to explain the impact of some work at level 5: projects of each of the two charities . Explain their own views about the differences and similarities between the charities clearly

- 12 - ASSESSMENT SUGGESTIONS: A possible final assessment task: RE needs an assessment for learning approach to gathering evidence of pupils’ achievements. There is not a particular need for every unit to produce assessment outcomes on paper.

Suggestion A: Role playing world development Set up a role play for pupils. In a group of five, give them seven different requests for aid from situations of need – eg an earthquake in Pakistan, drought in Somalia, poverty in Sudan, a medical education project in Bangladesh, a cyclone in Burma and so on. Put a ‘price tag’ on each project. Tell pupils that they are the grants committee for one of the charities, and they have to rank the seven bids in order: which have the best claim for support from the charity? Why? Put two groups – one representing Christian Aid, one representing Islamic Relief, together and ask them to compare their answers.

Ask individual pupils to record their learning in response to these questions: . What was your role in the activity? . Which three projects did you think most deserved support? Why? . What do you think the Prophet would say about your chosen projects? . What do you think Jesus would say about your chosen projects? . What did you notice that is similar between Christian Aid and Islamic Relief? . What differences did you notice? . Imagine yourself in 15 years time. Would you apply for a job with a charity like Islamic Relief or Christian Aid? Why or why not?

Suggestion B: Learning from religions about global issues Pupils are invited to choose five questions from the list and answer each one in less than 50 words for themselves. This provides for a piece of extended writing that expresses good learning from the unit. . What did the Prophet teach about wealth and poverty? . What did Jesus teach about wealth and poverty? . What do we notice about wealth and poverty in our society and the wider world today? . What would Jesus and the Prophet think about our world today? . What can we find out about the work of Islamic Relief? . What can we find out about the work of Christian Aid? . Do these two charities follow the teachings of their religions? In what ways? . How do these two charities make a difference in the world today? . What are your own thoughts and experiences about wealth and poverty? . How do your attitudes make a difference to others? . Are there things to learn about your own attitudes from the work of Islamic Relief and Christian Aid?

Possible level descriptors: Level 2: Your work shows that you can retell a story about money from a religious leader. You can respond sensitively to some examples of poverty. You have identified 2+ ways to help the poor. Level 3: You have shown that you can describe some of the reasons for poverty and some ways to reduce poverty, making links to the action of two charities and to the teaching of the religions. You have explored and expressed your own ideas about living in a world of poverty. Level 4: You use the vocabulary and concepts of two religions to describe why poverty must be tackled. You can understand the work of Christian Aid and Islamic Relief, describing some ways the two charities are similar. You can apply ideas from religious texts to the work of reducing poverty. Level 5: Your explanations of the projects supported by Christian Aid and Islamic Relief show that you can give reasons for your views that refer to religions. You can use the concepts of inequality and justice, and some sayings from sacred texts to explain the work of the charities.

- 13 - KEY LEARNING TEACHING AND LEARNING LEARNING POINTS QUESTIONS OBJECTIVES OUTCOMES TO Practical classroom suggestions NOTE Pupils should that will enable the teacher to see Pupils will be learn: how to plan lessons. able to:

What do we To identify and What do we know about Describe and There know about describe what charities? show their would be charities they know . Challenge pupils to make the under- many already? already about longest list of all the charities standing of other the work of they can think of with a partner. the ways ways to development See who can get twenty or charities begin this charities. more. make a unit, . Make the point that some difference to including To think for charities help humans, some life (L3/4) looking at themselves help animals, some help in a chari- about the Make links Britain, some in the whole world. table unfairness in between their . Fundraising is often what project the world and own schools and charities ask the respond to concerns and children to do, but in this work school ideas about the charities we are not doing fundraising has been what can be they know (which should always be involved done to change about (L3) voluntary) but are learning about in and it. the ways two charities want to Apply the local change the world. ideas of charity . Use these two quotations to fairness, work. provoke the children to think justice and Christian about what’s wrong with the equality for Aid can world. What do they mean? themselves provide What if everyone followed these (L4) local ideas? volun-  Jesus said ‘I have come that teers to people might have life, and visit have it in all its fullness.’ schools (John’s Gospel, 10:10) over most  The Qur’an teaches ‘You who of the believe: those who spend UK. their wealth in Allah’s way are Email like a grain that grows seven schools@ ears, and every ear a christian- hundred new grains. God aid.org gives to whom he will. God is for more all-embracing’ (Surah II: 261) informatio . Ask the children how they would n. like to change the world. They might draw ‘before and after’ cartoons about their ideas.

- 14 - How and why To describe the Learning about Islamic Relief Retell a story This unit does Islamic work of two . Tell pupils a story of the Prophet of the draws in relief try to religious about wealth and poverty, and Prophet global change the charities identify attitudes that help the about wealth dimen- world? involved in poor and attitudes that don’t. (L2) sions of global poverty . Look at some sayings and the Suggest issues teachings of Islam about the citizen- meanings Ummah, Zakat and wealth and ship curri- To make links and ideas poverty, and consider what culum at between the from Islamic difference they would make to every beliefs and teachings life today if everyone followed point. teachings of (L2) them. This will include the Islam and Good RE practices of Zakat in some Describe the Christianity and in the CE detail. work of the the work of the school . Use the web and published charity in two charities will often resources to discover more speaking and major on To show their about the charity Islamic Relief. listening and Christian- understanding Find out about some particular in writing (L3) ity, but of the issues of projects the charity has Apply ideas will also justice, fairness undertaken, and ask and answer about Zakat, enable and poverty questions such as: Ummah and learning that the  Who supports Islamic Relief? generosity for about charities Why? themselves. other address  What does Islamic Relief do faiths. to make a difference? Does it (L4) work? Links to  Does Islamic Relief follow the the curri- teachings of Islam? In what culum for ways? geo-  What do you think is good graphy about the charity? and . If you were devising an internet citizen- campaign from Islamic Relief to ship are get more donations to respond easy to to a particular (recent?) disaster, make in what web pages, emails, and this work. other resources would you use? How would you make the fundraising successful?

- 15 - How and why To describe the Learning about Christian Aid Retell a story Making does Christian work of two . Listen to a story of Jesus about of Jesus links Aid try to religious wealth and poverty, asking and about wealth between change the charities answering questions about (L2) beliefs world? involved in Christian attitudes to wealth and and Suggest global poverty poverty. Eg Matthew 19:16-30. actions in meanings to issues . Look at some sayings of Jesus religions examples of about helping people, fellowship is an To make links Christian and generosity (e.g. The Good important between the teachings Samaritan, Luke 10:25-37). skill for beliefs and (L2) Respond by applying the ideas: this age teachings of what would happen if everyone Describe the group. It Islam and did this? work of the happens Christianity and . Investigate and report on some charity in naturally the work of the projects of Christian Aid and its speaking and where two charities partners to change the world, listening and sacred To show their asking & answering questions in writing (L3) texts are understanding such as: the back- Apply ideas of the issues of  Does Christian Aid make a ground to about justice, fairness difference? exploring fellowship, and poverty  Who supports Christian Aid? chari- generosity or that the Why? table stewardship charities  Does Christian Aid put Jesus’ action for address teaching into action?  What do you think is good themselves about the charity? (L4) . Use the Christian Aid Transformers resource (available at www.christianaid.org.uk/learn) to explore the work of the charity. Watch the online ‘Transformers video’ clip and use the ’real life stories’ to discover the work of two Christian Aid partner projects. Children write a report on a project, stating what they think it has achieved and whether it is a good use of donors’ money.

- 16 - How do global To evaluate the Weighing up two websites: Use the web ICT skills; this activity is about weighing up religious ways in which . The websites for both charities to research infor-mation, a key skill for the young web charities use charity have sections for children: the work of user. It connects to the ICT curriculum for the web? websites work Islamic Relief has Hilal’s World the two Y5. Could they do for themselves www.islamic-relief.com/hilal/ and charities better? Christian Aid’s Global Gang Begin to www.globalgang.org.uk/ analyse the . Ask pupils to use and weigh up strengths and the websites. What are they weaknesses trying to achieve? What use are of the charity they? Could they be improved? websites They might use these criteria: Is it interesting? Is it educational? Will it increase support for the charity? How could it be improved? . Ask pupils to make a list of five things that are good about each and make three detailed suggestions about how they could be improved.

Are Christian Understand Similar and different Make links Comparison is a demanding skill for this age Aid and what is similar . Identify similarities and between the group, best tackled in pairs. Islamic Relief and what is differences between the two work of the similar or distinctive charities. Ask pupils to work in two charities different? about each of pairs to make two lists, then (L3) these two compile agreed list on the Identify (L4) charities whiteboard. and begin to . Consider whether they could explain (L5) merge and make one charity – similarities or are best working together, but and being separate? This question differences will clarify how the pupils think between the the charities are related to the work of the

- 17 - Muslim and Christian traditions.. charities . Reflect on the questions: can anyone support these charities, or do you need to be a member of the religion to join in? Why?

- 18 - Will I make a To apply ideas Viewpoints and attitudes: what Understand The challenge of the charities to poverty and difference to about do I think? the impact of unfairness is not specific to one religion: all the world in community, . Consider the idea that charities like faiths, and non-religious ways of life, raise my life? fairness and generosity or kindness can these two on this challenge. justice for change the world. Pupils share problems and themselves and develop their own concepts issues of of helping each other, and think global To consider the about ideas of Ummah (Islam) or fairness and challenges of fellowship (Christianity). justice (L4) belonging to . What has made our world so the Muslim or Apply ideas unfair? What can be done to Christian faith of their own make it fairer? Can children with regard to to the need make a difference? Can people wealth and for generous ‘make poverty history’? poverty and . Play the Paper Bag Game to thoughtful discover what it is really like to action to be poor. The game is available combat to download for free at injustice or to www.christianaid.org.uk/learn respond to disasters (L4) . Use some reflective work or silence. Ask pupils to write a meditation, prayer or other text that expresses their response to unfairness in the world. Ask them to devise a logo or image to show why everyone should work against the evils of disaster and poverty.

Examples of children’s work on these topics can be seen on the web gallery: www.natre.org.uk/spiritedarts, and pupils can enter a competition

- 19 - there.

- 20 - How can I To plan and How can I express my ideas in I can Curri-culum links to the art and design curri- express my make a piece creative work? describe a culum are easy to establish and manage here. ideas about of creative work . Using themes like ‘Rich and problem and unfairness in that expresses Poor’ or ‘Fair and Unfair’ or make a link our world ideas about ‘Change the world’ pupils are to my own through a fairness and challenged to create a piece of response creative piece justice work that expressed their own though my art of work? ideas in response to the unit. work (L3) To relate their . This activity needs to provide own ideas to I can apply space for pupils to think the work and my ideas creatively and then engage with thin king of about wealth, an issue. Christian Aid poverty and . A careful process of and Islamic changing the development, perhaps moving Relief world in an from sketching, shared ideas thoughtfully imaginative and peer review to watercolour, way, using pastel, collage or some other religious medium is good. ideas in my . A review of the NATRE spirited art work (L4) arts entries on fairness and justice models this activity well for pupils. . Examples of children’s work on these topics can be seen on the web gallery: www.natre.org.uk/spiritedarts, and pupils can enter a competition there. . The activity is good for visual learners. Teachers may like to provide an alternative for the linguistically gifted – writing poetry on this theme is effective too.

- 21 - What have I To express Learning from religions about Think for This can be used as a good example of an learned about their own views global issues. themselves assessment for learning task in RE. the two and responses about the Pupils are invited to choose four charities? to issues of impact of questions from the list and answer poverty and religious Will it make a each one in about 50 words for injustice, in the charitable difference to themselves. light of religious action in the me? . What did the Prophet teach understanding world (L4) about wealth and poverty? . What did Jesus teach about Express wealth and poverty? views that . What do we notice about wealth reflect the and poverty in our society and teaching and the wider world today? example of . What would Jesus and the Muslim and Prophet think about our world Christian today? charities on . What can we find out about the how to work of Islamic Relief? change the . What can we find out about the world for the work of Christian Aid? better (L5) . Do these two charities follow the teachings of their religions? In what ways? . How do these two charities make a difference in the world today? . What are our own thoughts and experiences about wealth and poverty? . How do our attitudes make a difference to others?  Are there things to learn about our own attitudes from the work of Islamic Relief and Christian

- 22 - Aid?

- 23 - Summer How and why do people work for justice and freedom?

WALT and Main activities Resources Assessment Success Criteria WALT: explore  Ask children to share a time when they have thought something was Story in which Sub question: What is what is meant by unfair. someone gets fair and unfair? unfairness.  In these situations did unfair really mean they didn’t get their own bullied. way? What is meant by fair-unfair? AT2 (L4) – I can ask I can discuss what  Share a situation in which someone is being bullied ending in a questions about the I think is meant by decision point – what should they do? (Could give a story about a moral decisions I and unfairness. religious child being bullied because of the different clothes they other people make, and are wearing.) suggest what might I can role play the  Suggested task – put the children into small groups and get them to happen as a result of ending to a story role-play the ending. those decisions. about bullying and  Discuss which group came up with the fairest ending and why? then discuss which ending I thought was the fairest and why. WALT: explore  What did you think unfairness was? Target boards Sub question: What is what is meant by  Are there different types of unfairness? Get children to think about fair and unfair? unfairness. racism, ageism, slavery, sexism etc – world- wide types of unfairness! Scenarios  Suggested task: in pairs give children scenarios about fairness and about fairness AT2 (L4) – I can ask I can discuss why unfairness and get them to rank on the target boards with the most and unfairness questions about the I think certain unfair in the middle and the fairest on the outside. Swap with moral decisions I and scenarios are more another pair and get them to justify their answers. other people make, and unfair than others  Begin to explore who could bring in justice to the unfair situations – suggest what might and justify my think about charities such as Christian Aid, Amnesty International happen as a result of opinion. and organisations such as Fair Trade. those decisions.

- 24 - AT2 (L5) – I can ask questions about things that are important to me and to other people and suggest answers which relate to my own and other’s lives. WALT: understand  Can anyone think of any of Jesus’ parables that help to teach us The Miracle Sub question: What do what Jesus taught about racism and unfairness? Maker Christians believe about about justice.  Introduce the story of the Good Samaritan – watch on The Miracle justice? Maker. Pictures of I can talk about  What do you think this parable is trying to teach us? unfairness AT1 (L4) – I can express what I think Jesus  Teacher to explain who the Samaritans were and how people within our religious beliefs in a is trying to teach discriminated against them – racism. society range of styles and us through the  Can you think of any modern day examples of when this might words used by believers parable of the happen? Think about people that society look down on – pictures of and suggest what they Good Samaritan. unfairness in our society may help children to think. mean.  Suggested task – children to role play the Good Samaritan as a AT2 (L4) – I can ask I can role play a modern day situation. questions about the modern day  Discuss – why did you pick this situation and the fact that Jesus moral decisions I and situation of the tried to work for justice and freedom through his teachings and other people make, and Good Samaritan, actions. suggest what might thinking about happen as a result of which groups of those decisions. people society AT2 (L5) – I can ask treats unfairly. questions about things that are important to me and to other people and suggest answers which relate to my own and

- 25 - other’s lives. WALT: research  This lasts 2-3 lessons! Books and Sub question: Who people who work  Can you think of anyone who works for freedom and justice? Make a internet works for justice and for justice and list. resources on freedom? freedom.  Are any of these people religious? Circle any that are and talk about different how their religious beliefs have probably motivated them to do people that AT1 (L4) – I can use I can work in a something to work for justice. work for right religious words to group to research  Which of these people would you like to find out more about? If we justice and describe and compare a person who are concentrating on justice and freedom, what things should we freedom what practices and works for freedom research? – What they did, when they did it, why they acted etc. (John experiences may be and justice and  Make sure John Sentamu (Archbishop of York), Mother Theresa, Sentamu work involved in belonging to then present Gandhi and Martin Luther King are included in this list – should be in RE different religious these findings researching mainly religious figures. resources) groups. back to the rest  Split the children into groups of pairs and get them to research one AT1 (L5) – I can use a of my class. of these people that worked for justice and freedom, thinking about wide religious vocabulary what they did and why – bringing in how their religious beliefs have in suggesting reasons for I can think about impacted on their lives! Children to design a power point, poster etc. the similarities and what I can learn to present back to the rest of the class differences in forms of from these people  What can we learn from these people? Maybe get the children to say religious, moral and and talk about one one thing they would now do because of what they have learnt. spiritual expression thing I would now  Discuss why these people acted as they did, thinking about their found within and do based to help religious beliefs and the impact that these had. between religions. others on what I AT2 (L4) – I can ask have heard. questions about the moral decisions I and other people make, and suggest what might happen as a result of decisions, including those made with

- 26 - reference to religious beliefs/values.

WALT: consider  Do you think the wealth within the world is fair? Statistics Sub question: whether or not  Did any of the people that you researched help to work against about world Is the world’s wealth the world’s wealth unequal wealth? wealth (book – shared fairly? is shared fairly.  Look at statistics for unequal wealth and plot on a map. If the World  Look at pictures from countries that are poor and from countries Were a AT1 (L4) – I can make I can discuss that are rich – compare and contrast. Is this fair? Village) links between the whether or not I  Do you think religious people would want to work for equal wealth? beliefs of different think the spread Why? Pictures of religious groups and of the world’s  Look at some Bible passages – 1Timothy 6:10, Luke 16:3, Matthew 19: people in rich show how they are wealth is fair and 21. (Could use The Brick Testament – Lego Bible online to show what and poor connected to believer’s write about what I Jesus thought of wealth). Discuss what these passages teach countries. lives. would do if I had a Christians about money and wealth. If Jesus taught that to have too AT2 (L4) – I can ask never emptying much money is wrong then why is the wealth in the world unequal? Bible passages questions about the purse.  Does any other religion teach its followers about money? Could about wealth – moral decisions I and discuss Zakah (Islam). can be found other people make, and I can discuss what  What do you think about money? Encourage debate. on The Brick suggest what might Jesus taught  Suggested task: children to write down what they think about the Testament happen as a result of Christians about state of the world’s money and then write about what they would do online. decisions, including money through his if they had a never emptying purse. Would they help the world? those made with actions and words. reference to religious beliefs/values.

WALT: ask and  Think back to last lesson, what did we discuss? A,B,C,D signs Sub question: answer questions.  Philosophy for children lesson: Is the world’s wealth  Starter: get the children to all sit in a circle on chairs and put the Song- Can’t shared fairly? I can listen to a letters A,B,C,D on the floor in four different areas of the circle. Buy Me Love piece of music and Ask the children to go and stand at the letter of the thing they by The Beatl AT2 (L4) – I can ask

- 27 - think of a question would rather do: A, meet a real dinosaur; B, go through a door to es questions about the related to it that another world; C, have a purse that never empties or D, have one moral decisions I and I would like to wish. Get them to explain their choice and then sit back down in the other people make, and hear answered. circle again. suggest what might  Teacher to explain that they are going to listen to a song called happen as a result of I can answer the ‘Can’t Buy Me Love’ and then write a question based on the song that decisions, including chosen question by they would like to hear the class answer. those made with listening to other  Play the song and allow the children a minute thinking time. reference to religious people and giving  In threes, children to come up with a question based on what they beliefs/values. my opinion, have heard (e.g. Why can’t you buy love?) and write it on a piece of AT2 (L4) – I can ask feeding off what paper. questions about who we other’s have said.  Teacher to go round and read out questions to the class. They each are and where we belong, have a counter and put it on the question they want to vote for. and suggest answers  Teacher to put that question in the middle of the circle and then which refer to people facilitate a discussion about it (teacher to be a part of the circle who have inspired and too!). Children to put their thumb up when they want to talk and feed influenced myself and off each other. others.  Closing the debate: give the children a minute thinking time and then AT2 (L5) – I can ask ask them to give a closing thought as to where they are in their questions about the thinking. Pass an object around – only speak when you have the meaning and purpose of object. life and suggest answers which relate to the search for truth, about my own and other’s lives. AT2 (L5) – I can ask questions about things that are important to me and to other people and suggest answers which relate to my own and

- 28 - other’s lives.

WALT: explore  This will probably last 2 lessons! Internet and Sub question: which  Does anyone know of any charities or organisations that work for books/leaflets Which organisations organisations work freedom and justice? Make a list on the board. about work for freedom and for freedom and  Are any of the ones you have made religious? Are there any different justice? justice. similarities in what they work for and why? Why do you think that is? organisations  Which of list that you have made on the board would you like to find that work for AT1 (L4) – I can make I can work in a out more about? freedom and links between the group to research  Teacher to make a list and add some in including Fair Trade, Amnesty justice. beliefs of different an organisation International, UN and TearFund, Make Poverty History. Make sure religious groups and that works for some are religious charities! show how they are freedom and  What do we want to find out about them – make a list on the board connected to believer’s justice and of things to aim for. lives. feedback my  Teacher to split the class into groups and allow them to go and AT1 (L5) – I can use a findings to my research their given organisation. wide religious vocabulary class.  Create a poster, power point etc and feedback to the rest of the in suggesting reasons for group. the similarities and I can discuss why  Why do you think people of different religions might want to work differences in forms of different religious for or support any of these organisations? Discuss specific beliefs of religious, moral and people might want different religions – compare and contrast. spiritual expression to support these  Which organisation would you support and why? – Children could found within and organisations, write this down as a record of what they have learnt. between religions. thinking about AT2 (L5) - – I can ask their beliefs. questions about things that are important to me and to other people and suggest answers which relate to my own and other’s lives.

- 29 - WALT: explore  Probably take 2 lessons. Information Sub question: which countries  What do you know about the different countries of the world and about Which countries are are poor and how their wealth? different poor? they could be  Which countries did we find out are poorest? What things do you poor countries helped. think these countries need to help them to be on an equal par with AT2 (L4) – I can ask countries such as UK, France etc? Use of questions about the I can research a  If you had a pot of money to spend on only one country, which internet. moral decisions I and country and come country should get it and why? Make a list of countries. What would other people make, and up with an action they spend it on? suggest what might plan about how  In groups of four research a country and what they would do to get happen as a result of they could be out of poverty if they were given a pot of money to spend – design an decisions, including helped. action plan. those made with  Take part in a UN debate – which country should get the money and reference to religious I can take part in why? Could set up like the Philosophy for Children debate – teacher beliefs/values. a UN debate, is the impartial facilitator and the children have to put their thumbs AT2 (L5) - – I can ask trying to put my up if they want to say something. questions about things case forward for  At the end – secret ballot, which country should get the money? Not that are important to me why my chosen allowed to vote for your own! and to other people and country needs suggest answers which help. relate to my own and other’s lives.

WALT: reflect on  What have you learnt so far about justice and freedom? Scribe ideas Sub question: the unfairness on the board, encourage children to compare and contrast the Is the world unfair? within the world. beliefs of different religions.  Do you think the world is unfair? Why? Do you think you personally AT1 (L4) – I can make I can write a could make a difference in the world? How? links between the poem, prayer or  Assessment task – allow the children to write a prayer, meditation, beliefs of different

- 30 - another text to promise or other text, reflecting on the unfairness in the world. religious groups and reflect on the Encourage them to do this quietly so that they each have time to show how they are unfairness of the reflect. connected to believer’s world and how we  Discuss any questions if there is time such as ‘What do you think lives. can make it Muhammad, Jesus etc would have thought about wealth in the world AT1 (L5) – I can suggest better. today? Which are more valuable, things that you can buy or things reasons for the similar that you can’t? etc. and different beliefs which people hold and explain how religious sources are used to provide answers to important questions about life and morality. AT2 (L5) - – I can ask questions about things that are important to me and to other people and suggest answers which relate to my own and other’s lives.

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