Lincolnshire Agreed Syllabus

© 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Key Stage Three Examples These five units do not, of course, cover the whole of the key stage, but they do provide illustrative materials of the ways in which schools might approach the Scheme of Work Materials for the delivery of RE at this key stage, responding to the wishes of secondary teachers in consultation. Teachers’ attention is also drawn to the Scheme of Lincolnshire RE Agreed Syllabus Work for RE published by the Qualifications and Curriculum Authority in Spring 2000, and sent free to all schools. Additional materials for schools from DfES / QCA may also become available during the life of this syllabus. QCA’s The following five units of work for key stage schemes of work contains much that may help teachers in Lincolnshire to three offer teachers planned suggestions to deliver this Agreed Syllabus. support and guide implementation of the 2000 A blank outline of the planning grid is included in this section for school use. RE syllabus.

The units are titled: 1.What is sacred in Christianity? (Y7 or 8) 2.What is sacred in Sikhism? (Y7 or 8) 3.Community: Where do we belong? (Y8 or 9) 4.How can you express spiritual or religious concepts through the arts? (Y8 or 9) 5.What uses do humans make of nature and animals? (Y8 or 9)

Outline Planning Sheet Title: What is Sacred in Christianity? Key Stage 3 Year(s) 7 or 8 Notes: Work on this topic might involve 12-16 lessons. This will be used by many schools as a ‘core unit’, and will set the groundwork for much other work on Christian religion and on the concept of the Sacred. Teachers may find it useful to draw on units from the QCA Scheme of work about incarnation and resurrection in teaching this unit. Religions, Aims and intended Teaching and learning activities A balance between learning Assessment Opportunities Suggested resources for concepts, skills learning outcomes about religions and exploring human experience [AT1] and learning from learning and attitudes religions and responding to human experience [AT2] must be kept. Pupils will be enabled Teaching might include: Teachers might assess this Religions to: work by: As well as a range of text . Comparing and contrasting Christmas and incarnation books, video and ICT Christianity . Explain what narratives from two or three of the Gospels (Matthew, Luke or . Setting a group task to resources, teachers might Christians hold to be John). What do the writers believe about the meanings of the prepare a report: choose use: holy or sacred. story? three artefacts which show . Teaching about Christian understandings of the way the life of Concepts . Understand some of some things that are Artefacts from the Christian Jesus illustrates the meaning of love. Asking: What would a the ways Christian life of perfect love be like? Was Jesus like that? Pupils might sacred to Christians. For religion which express the The Sacred believe that Jesus write stories about a life of love. each artefact, explain: sanctity or uniqueness of was unique. . Comparing and contrasting accounts from two gospels of the what does it symbolise? Jesus. . Begin to reflect for story of Good Friday and the first Easter day. What do the What does it say about the themselves on what writers believe about the meanings of the story? sacred in Christianity? Film, art, music, video or Skills they value most, or . Examining what contemporary Christians say about the ‘risen What is its importance to text which is used in Investigating hold sacred. Jesus’ stories. What is sacred here? Christians today? (AT 1, Christian worship. Analysing . Analyse some . Investigating how the texts of the stories behind Christmas Learn about religion, level 4: and Easter have inspired artists, musicians and / or film Reflecting Christian accounts of pupils connect beliefs and Bible text from the Gospels Discerning makers to express their insight into the stories: How would teachings of Christianity with the sacred, and pupils film or illustrate such stories? other features, such as which expresses Christian Synthesising develop their own . Investigating some ways in which Christians symbolise and celebration or meaning belief about Jesus. Expressing ideas about these. understand God in Jesus (incarnation, trinity). expressed symbolically. They use . Explore and express . Analysing why Christians believe human life, love, terms accurately) Sorting and ranking a response to some forgiveness and self sacrifice are sacred, and how these activities using anonymous Attitudes artistic and creative values are exemplified in Jesus’ life. . Asking pupils to design an pupil statements about Commitment approaches to the . Reflecting upon what is sacred to Christians about Jesus. expression of what they what matters most to them. Fairness Sacred in Christianity. . Developing pupils’ own self understanding through exploring hold sacred, and write a questions such as: who do I follow? Whose disciple am I? Enquiry short piece of liturgy, The key questions about What would I be willing to live for? To die for? What is sacred prayer, poetry or other text to me? the sacred for key stage to explain it. (AT2, learn from three from the syllabus. . Evaluating Christian accounts of what is sacred in the light of religion, level 4: pupils refer to the their own understanding and experiences. sacred in Christianity when asking and answering questions about that which they hold sacred)

2 © 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Outline Planning Sheet Title: What is Sacred in Sikhism?Key Stage 3, Year 7 or 8 Notes: Work on this topic might involve 8-12 lessons Religions, Aims and intended Teaching and learning activities A balance between learning Assessment Opportunities Suggested resources for concepts, skills learning outcomes about religions and exploring human experience [AT1] and learning from learning and attitudes religions and responding to human experience [AT2] must be kept. Pupils will be enabled to: Teaching might include: Teachers might assess this Religions  Investigating some stories of commitment and work by: As well as a range of text  Explain what Sikhs revelation in the Sikh tradition, eg stories from the life of books, video and general Sikhism hold to be holy or Guru Nanak and Guru Gobind Singh. What were they Setting pupils to write an resources about Sikhism, sacred. committed to? What did they believe? encyclopedia entry, or internet teachers might use:  Understand some of  Analysing the Mool Mantar’s exploration of the idea of home page for Guru Nanak, Concepts the ways Sikhs God: One, truth, creator, without form, without enemies, answering the question: What Artefacts: Pictures of the The Sacred express their belief in beyond time, not incarnated, self existent. is sacred to Sikhs? (AT1, level 4: Ten Gurus and key events God, eg in worship at  Responding to Sikh ideas about the divine: do pupils pupils describe key beliefs of Sikhs, from their lives. and understand how Sikh beliefs and the Gurdwara. understand the concept of God held by Sikhs? What Skills ideas are expressed, using Sikh terms  Respond for questions does this raise for them? accurately.) Resources which show themselves to some  Developing understanding of the link between belief what a Gurdwara is like Investigating teachings of the Sikh and the worship of the Gurdwara. What is sacred here? Setting pupils to consider a inside. Tape or CD music Analysing Gurus. Why does langar (the common meal or kitchen) play summary of Guru Nanak’s from Sikh sources. Reflecting  Begin to reflect for such an important role? teaching, and develop in the Empathising themselves on what  Examining the values of the Gurus: equality of race, light of it some ‘sentences for a The Mool Mantar, Sikh Synthesising they value most, or creed, gender: What would Guru Nanak’s message to better world’ of their own, statement of belief in God. Expressing hold sacred. our society be? Who teaches wisdom in our society? explaining how their ideas  Analyse some Sikh What makes a Guru worthy of following? would change family, school, Websites which give Attitudes accounts of the locality, nation or world for the access to contemporary Commitment  Reflecting on the ideas of sewa (service to humanity) sacred, and develop better. (AT 2, level 4: pupils respond Sikh ideas and reflections. Fairness and Nam Simran (meditation on the scriptures). What their own ideas about support or challenge do these practices provide to to the lives of key Sikh figures, CDRom: Living Sikhism Enquiry referring to Sikh teaching about what from I-seek. these. Explore and Sikhs? What supports and challenges me? is sacred and understanding the value express a response to  Examining empathetically what British Sikhs today say of respect for diversity) Authentic resources from some Sikh values. about their faith and tradition, its value, influence and the Sikh community in what it holds sacred. Britain, eg the Sikh  Developing pupils’ own self understanding through Missionary Society, 10 exploring questions such as: who do I follow? Who Featherstone Road, would my Guru be? What service to humanity matters Southall, Middx, UB2 5AA. to me? What kinds of equality do I build up? What is sacred to me? (skills of synthesis)

3 © 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Outline Planning Sheet Title: Community: Where do we belong? (Sikhism, Islam) Key Stage 3 Year 8 / 9 Notes: Work on this topic might involve 8-10 lessons Religions, Aims and intended Teaching and learning activities A balance between learning Assessment Opportunities Suggested resources for concepts, skills learning outcomes about religions and exploring human experience [AT1] and learning from learning and attitudes religions and responding to human experience [AT2] must be kept. Pupils will be enabled Teaching might include: Teachers might assess this Religions to: work by: As well as a range of text Islam . Comparing and contrasting the views and experiences books, video and ICT Sikhism . Develop their of belonging of Sikhs, Muslims and members of the  Setting students to devise resources, teachers might knowledge and teaching group. This study could explore questions a questionnaire that use: understanding of what about interdependence, identity, co-operation and explores attitudes to it means to belong to community. religious and cultural Visits, visitors or internet Concepts the Sikh and the . Taking note of the nature and experience of racial, diversity, to run a survey contacts with Muslims and Authority Muslim religions. religious and gender prejudice, and of the call from and analyse the results. Sikhs. Religious belief Islam and Sikhism to treat all humans with justice. (AT1, level 6: pupils use their and lifestyle . Be increasingly aware . Teaching about stories from historic and contemporary knowledge and understanding to Authentic ‘insider’ materials explain what it means to belong of and sensitive to the Sikhs and Muslims that point to the values of the to a faith community, corretly from, for example, the Sikh diversity of religious community. employing religious terms.) Missionary Society, 10 culture. . Enquiring into the religious complexion of Lincolnshire, Featherstone Road, the East Midlands, England and the UK: How would it  Giving students a choice Southall, Middlesex, UB2 Skills . Explore aspects of compare to live in Lincoln, Leicester, Belfast, Bradford between a number of 5AA. Investigating their own identity, or Birmingham? This study could use internet links to reflective writing tasks that Interpreting communities and schools in other parts of the country. show empathy with Or from ‘Reflect’, the Applying sense of belonging, in . Examining how some Muslims and Sikhs experience believers from the Sikh Islamic magazine for Evaluating the light of their prejudice and discrimination. Considering ways of and Islamic traditions, for thinking young Muslims, Analysing learning from reducing prejudice, for example by legislation, example: What do you publishers: Muslim religions. education, dialogue and encounter. Developing a think would be the most Educational Trust, 130 ‘charter for a plural society’. difficult or challenging Stroud Green Road, . Appreciate some of . Evaluating what the school does to promote inter - parts of being a teenage London N4 3RZ. Attitudes the rich potential of cultural and inter – religious understanding: what steps Sikh in a school like ours? Enquiry social and cultural are effective? What more could be done? What (150 words). (AT2, level 5: A range of textbooks on Empathy development in a attitudes are common? What challenges would Guru Pupils make informed responses Sikhism and Islam. Respect plural community, Nanak or the Prophet Muhammad (pbuh) issue to our to Sikh’s identity, values and commitments, exploring country and world. school? sensitively ideas about what is Some examples of Sikh . Enabling students to reflect on their own attitudes and sacred). and Muslim responses to values with regard to respect for those who live and racism. believe differently to themselves. Applying their learning from religion.

4 © 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Outline Planning Sheet Title: How can you express spiritual or religious concepts through the arts? (Christianity, Sikhism) Key Stage 3, Year 8 or 9 Notes: This unit of work will be enhanced by co-operation with expressive arts teaching. Religions, Aims and intended Teaching and learning activities A balance between learning Assessment Opportunities Suggested resources for concepts, skills learning outcomes about religions and exploring human experience [AT1] and learning from learning and attitudes religions and responding to human experience [AT2] must be kept. Religions: Pupils will be enabled Teaching might include: Teachers might: . Christianity to: . Research to find examples of how Sikhs and Christians use . Give pupils one or two As well as a range of text . Sikhism . Explain how some the arts in their faith, worship, celebration and expression of examples of artwork from books, video and ICT examples of Sikh and belief, for example in painting, sculpture, fabric and textiles, the religions studied, and resources, teachers might Christian art relate to music, liturgy, poetry and other forms. ask them to write ‘gallery use: . Exploring what some Sikh and Christian artists have to say Concepts: religious stories, notes’ of 150 words to about their work. . Celebration questions, beliefs and . Simulating the judging of a competition to select works of art explain the spiritual Art of the Sikh Kingdoms . The Sacred symbols; for use in a place of worship, and considering the spiritual aspects of the work (AT1, Artefacts: Pictures of the . Develop their criteria which might be applied to them. level 5: pupils explain how Ten Gurus and key events knowledge of how . Considering key examples of architecture as an expression of communities use different ways from their lives. Resources to express their religion and Skills: Sikhs and Christians the spiritual, Sikh examples could include the Golden Temple understanding of the sacred) which show what a . Investigating express their at Amritsar, or a British Gurdwara. Christian examples could Gurdwara is like inside. include Lincoln Cathedral, a local church building or an . Reflecting understandings of the . Ask pupils to choose a Tape or CD music from . Expressing Sacred in visual and example from somewhere else in the world. Sikh sources. . Comparing examples of Sikh and Christian art with the textual concept that means a lot to . Discerning musical forms; sources which lie behind them, analysing how a religious them (eg love, goodness, . Interpreting . Consider what they story is communicated in a painting. God, hope) and devise a Christian art and artefacts might learn from . Listening to a range of music for worship from Sikh or work of art to express their Tape or CD music from Sikhs and Christians Christian sources, and analysing various ways in which ideas idea in depth (AT2, level 5: Christian sources, eg Taize, Attitudes: in relation to their own about God or the Sacred are expressed; pupils respond to some ultimate Iona or Soul Survivor. . Respect expression of . Considering questions about why it is hard to put ultimate questions of meaning, exploring . Enquiry meaning, belief and ideas into words: Can we talk accurately about God? Can we sensitively their idea of the Access to resources of the sacred) value express our deepest emotions? What helps us to do this? design, music, dance, . Doing some creative work of their own, to express their drama or art departments, visions, values or ideas about God or the Sacred in art, to develop pupils’ own music, story, poetry or some other medium. . Applying their learning from religions to their own beliefs, expressive abilities using values and / or spiritual reflection with discernment, through RE concepts and ideas. discussion or written work: What could I communicate about the spiritual dimensions of life?

5 © 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Outline Planning Sheet Title: What uses do humans make of nature and animals? (Buddhism, Christianity) Key Stage 3 Year 8 or 9 Notes: Work on this topic might involve 12-14 lessons Religions, Aims and intended Teaching and learning activities A balance between learning Assessment Opportunities Suggested resources for concepts, skills learning outcomes about religions and exploring human experience [AT1] and learning from learning and attitudes religions and responding to human experience [AT2] must be kept. Pupils will be enabled to: Teaching might include: Teachers might assess this Religions work by: As well as a range of text Buddhism . Investigate a variety . Researching and examining the different ways we use . Testing knowledge and books, video and ICT Christianity of ideas, including animals (for food, clothing, sport, work, pleasure, medical or understanding of what has resources, teachers might religious ideas about cosmetic research, as pets etc). been taught. (AT1 Level 5: use: the human use of . Asking how we see the animal and natural world: as in our pupils explain how beliefs and care, or under our control? As having rights, or as there for animals. teachings make a difference to Materials from some of the our benefit? As ‘under’ us, ‘under’ God or what? individuals and communities) . Develop their . Considering the questions of origins and purposes that agencies working in this Concepts . Setting a task in which understanding of how underlie different views of the natural world, including pupils apply the teaching field (RSPCA, IFAW, the Religious belief religious beliefs about Buddhist and Christian views. Countryside Alliance) and lifestyle of a particular religion to a animals and nature in . Examining what Christians and Buddhists do, say and teach new ethical dilemma or with regard to the natural world in scriptures, sacred writings Buddhism and problem, eg how would a Materials from some of the Christianity influence and in the contemporary world. religious groups concerned . Reading the sacred texts of Buddhists and Christians, and Buddhist or a Christian the lifestyles of react if their job required with this area: Christian believers. examining how they are interpreted with regard to the human Ecology Link, The Clear use of animals. involvement with animal Skills . Consider their own Vision Trust (Buddhist, Investigating . Surveying and analysing opinions about questions to do with testing of medicines? beliefs and attitudes animal killing, cruelty, animal use for sport or pleasure, FWBO). The Assisi Analysing Why? What guidance is to the human use of vegetarian and vegan diets. there in sacred text, Declarations. Synthesising animals, in the light of . Analysing what views of nature come from science, from Evaluating tradition or story? (AT 1 and learning from religions, or from other sources such as Humanism. 2 level 7: pupils relate religious Books which particularly Buddhism and . Considering their own attitudes to nature and the animal authorities and beliefs to their address the issues, eg RE Christianity world, and noting what moral consistency might require. context and evaluate in Practice: Whose World? Attitudes . Explore some moral . Expressing their ideas about the topic through ‘inverted commitments using appropriate (CEM, 2000) evidence.) Enquiry and religious cartoons’, in which animals are seen treating humans in the ways we commonly treat them. . Using the ‘cartoons’ Fairness questions about the Respect . Developing Buddhist, Christian and personal codes of activity or the ‘code of human use of guidance for the ethical human use of animals. guidance’ task to develop animals, evaluating . Evaluating the role of religion in animal welfare, eg the pupils’ expression of issues for Christians origins of RSPCA, the Buddhist commitment to personal responses to the themselves. harmlessness. issues considered. (AT2, level 6: pupils relate religious perspectives on moral issues to their own views with sensitivity)

6 © 2006 LINCOLNSHIRE AGREED SYLLABUS FOR RELIGIOUS EDUCATION KEY STAGE 3 (Years 7-9) Scheme of work planning sheet Outline Planning Sheet Blank for school use. Title: Key Stage / Year(s) Notes: Work on this topic might involve 8-12 lessons

Religions, Aims and intended Teaching and learning activities (these suggestions support planning: teachers Assessment Opportunities Suggested resources for concepts, skills learning outcomes (these will rightly shape a unit of work themselves. A balance between learning about religions (making reference to the 8 level scale of learning (this column includes and attitudes broad aims draw on the 2 ATs and exploring human experience [AT1] and learning from religions and responding to attainment in the syllabus, suggesting suggestions for artefacts, video, human experience [AT2] must be kept in all units). appropriate ways of setting classroom (these refer to the and the Key Questions in the books, visits etc, but we assessment tasks and monitoring pupils’ major areas of Syllabus, making them specific recognise that schools will achievements) focus in the unit) to this age group and content) sometimes rely on published resources) Pupils will be enabled Teaching might include: Teachers might assess this Teachers might use: Religions to: work by:

Concepts

Skills

Attitudes