Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

A Unit of Work Agreed Syllabus for for Year 8 or Year Religious Education 9 RE Non-Statutory Key Stage 3 Exemplification

Learning from religion and science

 How can we find the truth?  Where did humanity and the universe originate?  How can we answer the big questions of life?

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Learning from religion and science. How can we find the truth? Where did humanity and the universe originate? How can we answer the big questions of life? YEAR GROUP: 8 or 9 (Some schools will also find material here useful for GCSE study)

ABOUT THIS UNIT: This non-statutory unit is offered to teachers for guidance in planning and delivering RE from the Wolverhampton Agreed Syllabus. This unit is about the theme of religion and science, and examines issues of truth, explanation, meaning and purpose. It can be studied as a unit in two parts (Christian, Muslim) or in a more integrated way. The material here is challenging: the 2011 Wolverhampton syllabus intends to enable higher standards, but some pupils will access the unit through simplified activities. The unit links three themes from the key stage three programme of study that share a focus on examples from religion and science. This topic on the frontier between religion and philosophy is also studied in some GCSE RS specifications.

The unit will provide these opportunities.  Pupils have opportunities to consider a diverse range of views about questions of religion and science.  From the study of sources of authority within religions and from science pupils will be able to examine and develop reasoned viewpoints on these questions. They will encounter some diverse views about how science and religion may explain our place in the world.  In this example of unit planning, viewpoints from Islam, Christianity and atheism will be considered. Schools may plan versions of the unit that draw upon other religions as appropriate.  Pupils will be able to enquire into and think about their own and others’ views in relation to questions of origin and purpose such as ’Where do we come from?’ ‘Are we an accident, or a creation?’ ‘If the big bang started the universe, who or what started the ‘big bang?’ ‘How can questions where there is so much disagreement be answered?’ ‘What kinds of argument are good and valid?’ ‘What evidence is there for atheists and theists points of view (even if there is no proof)?’  Experiences and opportunities provided by this unit include encountering a range of ideas and convictions about the universe and its origins, questioning and reflecting on questions of truth and meaning and carefully evaluating their own beliefs.

Estimated time for this unit: 12 hours (flexible, of course – the unit could be taught over a term)

Where this unit fits in: This unit develops the role of philosophical thinking and reasoning in Key Stage 3 RE. It intends to build upon the study of creation stories from sacred texts, and to deepen pupils’ awareness of ultimate questions through argument, discussion, debate and reflection. It enables pupils to learn from plural views and varied ideas. The unit intends to develop skills of showing an understanding, being able to explain religious materials, and to interpret ideas for oneself. If it is possible to make a good curriculum connection to the science curriculum, the unit will be enriched, though science does not often deal with the philosophical aspects of its nature until students are older.

Aims (to be added) KEY STRANDS ADDRESSED BY THIS UNIT  Beliefs, teachings and sources: what do Atheists, Christians and Muslims believe about questions of origins? What uses do they make of sources of story, authority or meaning?  Forms of expression: what language and concepts are used in the answers Christians, Muslims and Atheists give to questions of origin?  Questions of identity: ‘what does it mean to be human?’ is the question at the heart of this unit.

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

ATTITUDES FOCUS  Open mindedness: distinguishing between beliefs, opinions and viewpoints in relation to evidence and understanding. Accepting evidence as such, without exaggerating it to call it proof.  Appreciation and wonder: recognising that our knowledge of the world’s origins and human origins is bounded by mystery. Accepting the limitations and the challenges presented by our lack of certain knowledge. Respecting other persons and hearing their views seriously.

Significant background ideas in religions and atheism  In Christian traditions, belief in God as creator is a key to understanding the world and human nature. Sacred text, story and theological ideas contribute to Christian understanding of what it means to be human. Various accounts of the relationships between Christianity and science are widely held among Christians (e.g. creationist, conservative, liberal, radical). Christians teach that God is the origin and destiny of humanity. Attributes of God, and evidences of divine favour, are perceived by many Christians in scripture, in nature and in human reason and experience. Themes of justice, environmentalism and redemption infuse Christian understandings of our place in the world. Diversity within the Christian community encompasses many perspectives on these questions, from Creationist Biblical literalism to ideas about God as the power that energises evolution. Of course many Christian believers are also scientists in many different disciplines.  Islamic understanding of the creative might of Allah is drawn from the Qur’an, and Islamic scientists often account for the grandeur or complexity of the universe and of humanity with reference to Allah’s purposes as ‘Lord of all the worlds.’ Islamic history provides many examples of scientific endeavour and discovery among Muslim communities. Submission in Islam is the route to deepening understanding of the natural world, and in this sense it is an act of worship to appreciate the world as Allah’s creation and possession. An interesting verse in the Qur’an says “He is Allah the Creator, the Evolver, the Bestower of Forms. To Him belong the Most Beautiful Names: Whatever is in the heavens and on earth declares His Praises and Glory. (Qur’an, 59:23-24) These theological ideas also energise some Islamic environmentalism, as humanity is seen as the regent of Allah on the earth.  Muslims and Christians may agree that the universe and humanity are the product of purposeful or intelligent design, and are the expression of a divine creator’s love and power.  Among atheists, questions of the origins of the universe and of humanity may be answered only with reference to material processes. Atheists may advance reasons for their rejection of religious explanations and account for the beautiful world and the wonders of humanity with reference to materialist rational argument. Time and chance are a sufficient explanation of the love, order, comprehensibility and structure of our Earth and our selves. Atheism may offer purely human accounts of how science relates to ethics. Good RE will not portray atheist ideas as merely a lack of belief: many atheists find the extraordinary nature of our life on the planet cause for committed action and profound appreciation of our mysterious lives.

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Prior learning Vocabulary Resources It is helpful if In this unit, pupils will Key texts pupils have: have opportunities to  Muslim text: Qur’an, Surah 32: 4 – 9  Studied use words and phrases related to:  Christian text: Bible, Genesis 1 – 2 - 3 creation stories Specific to a Religion:  Atheist text: e.g extracts from Richard Dawkins, Bertrand from two  creation, evolution, Russell or other similar sources. religions, God as almighty, Video: noting the myth, sacred story;  Science and Religion: The Big Questions - 12 free short contrasts and  God as creator and video programmes and classroom activities to go with them similarities sustainer of the from Professor Russell Stannard – available on disc or to between them. universe download from www.retoday.org.uk

 Begun to study  Atheist, Muslim,  Why Atheism? Package of materials & DVD from Team Video Christian.  ‘The question is …’, RE Today (from www.retoday.org.uk) scientific  Tackling Tough Questions DVD and book by Professor accounts of Religion in general: Russell Stannard, from RE Today. human origins.  Ultimate Questions, Text:  Been literal  Developing Secondary RE: Science & Religion, ed Rosemary encouraged to interpretation, Rivett, RE Today (from www.retoday.org.uk) think about symbolic truth.  Steps in RE: Onwards and Upwards, Lesley Beadle, RE Today religion and Young Earth 2006 provides activities and learning strategies for SEN science and the Creationist, pupils. relationship Conservative,  Visual: Picturing Creation CD ROM (from RE Today, liberal, agnostic, between them, www.retoday.org.uk) purposeful design, Websites: as portrayed in intelligent design,  Science and Religion in Schools RS materials: the media for meaningful and www.srsp.org.uk This major project from the John Templeton example. meaningless. foundation provides a wealth of resources for the classroom.  Creation accounts: www.bigmyth.com QCDA publish non- Religious & Human  Evolution: www.pbs.org/wgbh/evolution statutory units for Experience:  Hubble telescope: http://hubblesite.org/gallery RE on their website  proof, evidence,  http://www.cleo.net.uk is the main site for the Cumbria and (www.qcda.org.uk/r probability, Lancashire Education Online, and offers access to an e) These will be controversy, expanding range of high quality resources for RE topics. complimentary to partnership,  Video interviews with scientists: www.counterbalance.org purpose, meaning,  BBC Bitesize Revision: this unit. cause. www.bbc.co.uk/schools/gcsebitesize/re/science/index.shtml  Scientist Paul Davies: www.abc.net.au/science/bigquestions/default.htm  Islam & Science: www.islamicity.com/science  Islam, Knowledge & Science: www.usc.edu/dept/MSA/introduction/woi_knowledge.html  Intelligent Design: www.origins.org  Science & Religion in Schools Project (SRSP): www.srsp.net  www.humanism.org.uk makes some atheist materials available  Testing God – Channel 4 – www.becauseyouthink.tv.  Online searchable sacred texts: www.ishwar.com

Contributions to spiritual, moral, social and cultural development of pupils:  Spiritual development: considering questions about life’s meanings and purposes in the light of insights from Muslims, Christians and atheists, and include developing the ability to handle ‘grey areas’ and diverse views;  Moral development: deepening an awareness of the need for integrity in weighing ideas and arguments, and in reflecting on the environmental outcomes of different views about the natural world: why might Muslims, atheists or Christians want to be ‘green’?  Social development: exploring ways that people who disagree may do so respectfully, recognising diversity and common ground;  Cultural development: increasing awareness of the ways different communities account for our beautiful world.

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

EXPECTATIONS At the end of this unit  Describe some things Muslims, Christians and atheists say about the origins of the world or where humanity comes from;  Make links between their own ideas about ‘where we come from’ and All pupils the ideas of those they study.  Recognise some of the depths of the question: does a beautiful world mean there is a wonderful God?’  Show that the they understand what a Christian, a Muslim and an atheist might say about the origins of the human race;  Identify some similarities and differences between three viewpoints Most pupils studied  Apply the idea of ‘God as creator’ or the idea of ‘the universe as an accident’ to their own thoughts about life’s meanings and purposes.  Explain diverse answers to the question ‘Where do we come from?’ referring to religious and atheistic ideas;  Explain clearly how Christian, Muslim or atheist scientists might Some pupils comment on the idea ‘God created the universe’.  Express and explain their own views about questions of origins and purposes in human life.  Enquire for themselves into a range of arguments about questions of origin and purpose in life, interpreting their own answers in the light of Some high different views  Express their own insights about creationism, purposeful design and achieving evolution ‘without God’ in the light of their learning about religions, pupils will: using arguments and examples.  Interpret some different stances about questions of origins thoughtfully for themselves, referring to religious materials.

Pupils do not need to achieve with reference to all the points above: teachers should look for the ‘best fit’ in describing pupils’ levels of achievement.

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

ASSESSMENT SUGGESTIONS Context: Teachers can assess this work by setting a learning task towards the end of the unit. The task aims to elicit engaged and reflective responses to the questions of science and religion studied.

Assessment outcome: Pupils describe different views about the origins of the universe. They show understanding of some answers to the question ‘where do we come from?’ They explain some of the different responses to the question ‘how are science and religion related?’ including their own response, and (for higher achieving pupils) express insights and offer interpretations of some key stories, sources and debates among Christians, Muslims and atheists.

Evidence of achievement with regard to these objectives can be gathered from tasks like these:

Exemplar Task A: Pictures, wonders and reactions From a range of pictures of the wonders of the stars and of nature, pupils choose three that raise spiritual questions for them. They discuss the questions that such pictures have raised for scientists, and the questions that arise for them. They sort responses from Christians, Muslims and atheists accurately, and write a paragraph that shows what they understand about beliefs within each of these groups. Success criteria: Remember to include your responses to these questions:  Does a beautiful world mean there is a wonderful God?  Why do some Muslim and Christian scientists believe in both God and the ‘big bang’?  What arguments do atheists use against the idea that God is the creator?  ‘We will never really know for sure where we come from’ Agree or disagree with your reasons.

Exemplar Task B: Accident, child of God or mystery? To present reasoned responses to the question: What is a human being? Accident, child of God or mystery? Pupils use a structured writing frame to create a three cornered argument between different viewpoints, including their own under the title: humanity: accident, child of God or mystery? They show they understand three different points of view, simply. Success criteria: Remember to:  Describe the meaning of the question ‘what does it mean to be human?’  Show you understand three different views of human origins  Explain why each of the views is attractive to some people  Give your thoughtful reflections and your own views  Refer to ‘sources of authority’ from Christians, Muslims or Atheists.

Extensions: Pupils working well beyond the expected level (level 5) will also be able to apply their ideas about scientific and religious materials studied, using evidence and examples, and to evaluate various answers to questions of origins using philosophical and religious language effectively.

Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Key questions + TEACHING AND LEARNING, including experiences and opportunities. LEARNING Wider Learning Learning Objectives Teachers are advised to select ideas and develop their own from those below. OUTCOMES Pupils Questions about  How do we see? How do we know? Initial activities that show pupils that Progression: learners Perspectives: This unit origins and what we claim to ‘know’ is actually often what we ‘think’ or our opinions, are will progress suggests work on three perspectives – purposes: a good way in to this unit. They might separate 12 statements into groups through steps such of 4 facts, 4 opinions and 4 superstitions. probably enough for as these in this What do two lesson most learners. But the  Does a beautiful world imply a wonderful God? Pupils develop their viewpoint of Devise some puzzling religions tell us understanding of this question, and make some initial discursive, agnosticism [as a questions of my own about the origins of argumentative, varied and imaginative responses. Ask them to write an principled and argued about origins and where argument that says ‘yes’ and one that says ‘no’ to this question on post it ‘don’t know’ stance] humanity and of the we come from, then notes, and stick them up. Which arguments make most sense? Why is there could also be useful, universe? suggest possible no final proof to answer the question? and teachers might answers (All). What does science introduce this for high  What creation stories are found in the scriptures of Christians and tell us about these Explain what Christians achieving pupils. Muslims? Pupils use diverse versions of texts of creation stories to note and Muslims believe questions? similarities and differences between the accounts of the origins of the world about the origins of life Links to literacy – found in the Bible (2 accounts: Gen 1 and Gen 2-3) and the Qur’an. Versions Objectives: Pupils will: and earth, comparing it pupils should learn to of this story can be presented in a variety of media (CD, children’s story Develop their thoughtfully with what explain texts books, original text, web-based versions). Pupils can consider why the story understanding of atheists think (Many). imaginatively and questions of origins from is so often important to people: why has the Genesis story, for example, thoughtfully and both science and religion been told for nearly 4000 years and known to billions of people? Engage in a structured develop their debate to explore, understanding of the  What do parents tell their children about ‘where we come from’? Work in Reflect on the mysterious explain and interpret contested status of a group to create two story books for small children that answer the question boundaries to human thoughtfully different texts in science and ‘where do we come from?’ one for atheists to use, one for members of a knowledge and on what views about evolution religion. The key skills particular religion. religion and science might and God (Some). of interpreting contribute to our religious texts are a  How has scientific progress helped us to see more clearly ‘where we Write some insightful awareness of these good explicit focus for come from’? Pupils learn about and list some of the ways different sciences explanatory notes on boundaries. RE teaching at L6. explain what human beings are like, where we come from and how we work. some different creation stories, showing how believers use them today (Some).

7 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Key questions + TEACHING AND LEARNING, including experiences and opportunities. LEARNING Wider Learning OUTCOMES Learning Objectives Teachers are advised to select ideas and develop their own from those below. Pupils Why do some Does the Qur’an tell us more than science knew about the Universe from 1400+ Progression: This lesson is Muslims believe years ago? learners will important, but the In this lesson, all learners are invited to consider some Islamic ideas, summarised in the progress through material here can be that the Qur’an tells quotes below: steps such as these tackled quite briefly us things about the The Splitting Asunder of The Heavens and The Earth in this lesson with students, and origin of the A verse from the Qur’an about the creation of the heavens says: "Do not the Unbelievers Describe what related to the lesson universe which see that the heavens and the earth were joined together (as one unit of creation), before Muslims say about doing a similar job We clove them asunder, and We made from water every living thing. Will they not then science and the from Christianity science only believe?" (The Qur'an, 21:30) Qur’an simply (All) below. A Muslim commentator who believes that the Qur’an describes the ‘Big Bang’ and the discovered hundreds of years origin of the universe explains it like this: “In the verse, sky and earth are separated with one coming out of the other. Remember in the first moments of the Big Bang, we see that Show that they later? a single point included all the matter in the universe. In other words, everything, including understand the claim "the heavens and earth" which were not created yet, were included in this point, which that the Qur’an tells Objectives: exploded violently, causing its matter to split, unstitch or come asunder. In the process us information about  Pupils will think Allah created the structure of the whole universe. the beginning of the universe which through the claims When we compare the expressions in the verse with scientific findings, we see that they are in perfect agreement with each other. Science did not discover this until the 20th science did not of a Muslim scholar century.” discover until many of science to The expansion of the universe hundreds of years connect the Big In the Qur'an, which was revealed 14 centuries ago at a time when the science of later (Many). Bang and the astronomy was still primitive, the expansion of the universe was described like this: Qur’an. “It is We who have constructed the heaven with might, and verily, it is We who are steadily Explain different  They will weigh expanding it.” (The Qur'an, 51:47) viewpoints of the The word "heaven" is used in various places in the Qur'an to mean space and universe. So question of whether ideas up for the Qur’an reveals that the universe is expanding. This is the very conclusion that science themselves and science and religion has reached today. Until the 20th century, the only view in the world of science was that offer compatible responding with the universe has a constant nature and it has existed since infinite time. Modern research ideas about our however confirms that we live in an expanding universe, as the Qur’an revealed 1400+ their own reasoned origins (Some). years ago.” thoughts. Questions for students: What exactly is claimed in these quotations for the Qur’an? Would a great God who created the universe reveal it like this? Do these verses make the Qur’an more credible to scientific people? How do you think Muslim scientists feel about both their science and their religion?

8 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Key questions + TEACHING AND LEARNING, including experiences and opportunities. LEARNING Wider Learning OUTCOMES Learning Objectives Teachers are advised to select ideas and develop their own from those below. Pupils Why do some Do you understand why some scientist believe in God the creator too? Progression: Christians believe in Here are some quotations from the centre of the religion and science debate: learners will Of course, this lesson progress through represents only one both God’s creation  “The study of the origins of the universe is, I believe, both a scientific and a religious voyage of discovery: scientific because we use the techniques steps such as these Christian idea about and the ‘Big Bang in this lesson the belief in god as of the scientific method – exploration and deduction; religious because it and evolution? Describe how some creator. The contains the element of awe and wonder, and it stimulates questions Christians believe in creationist, for about purpose and ends.” Rod Davies, Emeritus Professor of Radio Objectives: both the creator God example, may Astronomy, University of Manchester  Pupils will think and the big bang and maintain that the  “Science and God, evolution and creation, are not alternatives. They are evolution (All) earth was made by through the claims complements. The God of the Bible might well be a miracle worker on God in 6 days as of Christians which occasion, but normally he is to be seen at work through natural processes. Show that they Genesis says. The connect the Big It is God the creator who gives meaning to the blind mechanisms of understand the claim point of this study is Bang and evolution science.” Sam Berry – Professor of Genetics at University College London“ that God created the to examine the to belief in a creator universe through the connection between  “Science is not only compatible with spirituality; it is a profound source of God. Big Bang and created Christianity and spirituality. When we recognize our place in an immensity of light‐years  They will weigh humanity on earth by science. and in the passage of ages, when we grasp the intricacy, beauty, and ideas up for evolution (Many) subtlety of life, then that soaring feeling, that sense of elation and themselves and humility combined, is surely spiritual. So are our emotions in the presence Explain and interpret responding with of great art or music or literature, or acts of exemplary selfless courage reasonably different their own reasoned such as those of Mohandas Gandhi or Martin Luther King, Jr. The notion viewpoints of the thoughts. that science and spirituality are somehow mutually exclusive does a question of whether disservice to both.” Carl Sagan, The Demon-Haunted World: Science as a science and religion offer compatible Candle in the Dark. ideas about our  “ Science without religion is lame, religion without science is blind.” Albert origins (Some). Einstein  Tell your pupils that this is hard thinking RE: they need to become better arguers. Ask them to construct four arguments, from the quotes here or from other sources that say ‘Science and religion need each other.’ They then test their arguments (written down will help with clarity) against those of others in the class. What are the best 4 arguments? Run a voting knockout to decide, and give small prizes!

9 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

What does ‘the Why is there anything at all? Why not nothing? Why is the universe Progression: mystery of the beautiful and seemingly cruel? learners will Opportunities for ICT are essential to this unit. There universe’ mean to  Just look at it! Looking at the universe, looking at humanity: What do progress we see? Using a variety of web-based resources, pupils can access the through steps are many fine web based me? resources about the latest space telescope pictures and build up their understanding of the such as these in ‘wonders of the universe’ universe we live in / the human being. A critical approach to the this lesson What questions am and first hand accounts of websites from the teacher moves the activity away from mere Create a personal I prompted to ask different perspectives on information gathering and focuses on interpretation. list of ‘mysterious religious and science by the world as we  Responding for myself. Ask pupils to develop their own responses to questions’ or questions can be used. find it? some selected images of the universe, possibly displayed through an ‘unanswerable posers’ that interest interactive whiteboard e.g. from http://hubblesite.org/gallery. Links to the science Objectives them, and say what  Religious reactions? What would atheists, Christians or Muslims say curriculum are particularly Pupils will: matters about their about these images? Pupils suggest the content for a website that helpful in this unit. Level 5  Understand that questions (All). science: ‘drawing seeks to bring spiritual questions (about meanings, purposes, origins religious people and conclusions consistent with atheists give accounts and destiny) out of images of the universe or of humanity. Begin to be able to evidence’. The best of the origins of the  Questions arising... What questions does the beauty of the universe explain some ways teaching will be inter- universe and of raise for us? Pupils look at some examples of the amazing universe and Christians, Muslims departmental, enabling humanity. the amazing human race and raise questions about the origins and and Atheists answer learners to benefit from  These lead to purposes of our lives. such ultimate interdisciplinary expertise. questions (Many). questions of meaning  Ask pupils to choose. One favourite or most inspiring image and how and purpose; it makes them feel. Give a selection perhaps, and do this as a ‘run Interpret different NOTE: Answers to these around’ activity where they go to the image they like and compare perspectives from questions are always notes. with one religion contested, but important on a philosophical to individuals and question about communities. origins (Some)

10 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

In what ways do 21st What do different people say about questions of origins? Progression: Pupils should have century religious and . A ‘continuum discussion’ is ideal for this activity. Sit in an open circle, learners will opportunities to use and and put a line down the middle with ‘strongly agree’ at one end and progress through develop their own ICT scientific explanations ‘strongly disagree’ at the other end. Pupils make a name label. Teacher skills, particularly in complement each steps such as these gives some quotes and some time think, then pupils put their name in this lesson interpreting information other? Are they in label somewhere on the continuum line to show their view. from the web, weighing Use a thinking skills . Through the continuum discussion pupils evaluate some arguments for up the ways perspective tension too? strategy to show they and against propositions such as these: impacts on interpretation understand concepts  The universe began with an accident, and doesn’t have a purpose and in presentation, Pupils will learn to: like ‘creation’  Humans are more like apes than angels effectively and creatively . Describe Christian, ‘intelligent design’ or too. Pupils can exchange Muslim and atheist  God is the creator of the world ‘evolution’ (All) and share information in accounts of creation /  Love is the meaning of creation ways that are fit for the origin of the world;  If you don’t know where you came from it is hard to know who you Think for themselves purpose, refining and . Understand that are about their own views, presenting information, Christians use creation  The meanings of human life can be found through thinking about and express opinions ideas and questions stories in their scriptures sacred texts in scriptures with clarity and respect through well chosen in various ways, all of  God is the power at work in the design of evolution for other people’s media which see humanity as a  What insights of their own can pupils express? views (Many).

gift of God’s creativity;  A good homework following this dynamic discussion lesson is to ask . Understand that Islamic pupils to write two paragraphs: What did you do in the RE lesson? What Interpret different teaching about Allah / did you learn from this activity? Give them a word limit viewpoints in relation God as a creator without to each other (Some) partners refers to the Holy Qur’an to explain the purpose of life;

11 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

Disagreement . Is the universe designed? Who could have designed it? Pupils encounter Progression: Philosophy and about the origins the views of young - earth Creationists, evolutionists, believers in learners will religion: RE in intelligent design and others and have opportunities to analyse these progress through Wolverhampton in and purposes of life Year Nine is widely on earth is views, consider the question of the evidence that supports them and steps such as these develop their own ideas. in this lesson informed by common. philosophical . Why disagreement? Why do intelligent people disagree about the kinds Pupils will: understanding. This of answers we can give to this question? Pupils are invited to take account Why do these part of this unit is a of diversity here. Some Christian, Muslim and Atheist physicists see much Identify two or three good example of disagreements in the same way, but explain it differently. Why does this happen? different answers to the ways the RE happen? . Free video. Use Professor Russell Stannard’s Video series on Science and this question (Many). Agreed Syllabus Religion: the Big Questions (free at www.retoday.org.uk, and free sets philosophy Objectives: downloadable notes and ideas for the classroom with copiable Be able to see / alongside religion. Pupils will: worksheets) for this topic. interpret strengths . Understand varied . perspectives on Formal debate: Ask pupils to write short speeches for and against a and weaknesses in religion and science motion such as: ‘All scientists should be non-religious because science each of the different within and between and religion are opposite forces.’ Or ‘Christiana and Muslim scientists have arguments and Islam, Christianity and a reason to trust nature: they believe God made it. This could make them answers (Some) atheism; better scientists.’ . Explain the different . Definitions: There is quite a lot of vocabulary and concept learning in Account for the interpretations of this unit. Ask pupils in pairs to select the ten ideas that matter most, and differences in questions about define them. They could choose from: Genesis / Creation / Evolution / perspective they ‘where we come Natural Selection / Survival of the Fittest / Big Bang / Universe / Proof / have studied from’ and ‘why we Evidence / Science / Religion / Origin / Destiny / Purpose – and lots of thoughtfully, are here’ found within

the Christian, Muslim others. referring to scientific and atheist and religious ideas understandings. (Gifted and talented learners)

12 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

What is true? Which A three way look at the issues Progression: New topic linked to answers to the questions . Scientists on religion: What do scientists say about religion? By learners will previous work: it is helpful encountering the views of scientists from various fields who are progress through to remind pupils what went do learners find Christian, Atheist or Islamic, pupils develop their understanding of before, but this is fresh. compelling? What steps such as diverse views of religion held within the scientific communities. these in this evidence and arguments . Religious views of scientific controversies: What do Christians, Terminology: part of the Muslims and atheists say about topical issues in science? By examining lesson continuing debate around support their views? Weigh up some science in the news, and applying ideas from religious sources to science and religion is to scientific questions or problems, pupils develop their ability to personal accounts of do with language, e.g. does How do people express understand the different ways in which science and religion may be life’s meanings from a ‘creationist’ necessarily their views about origins connected. scientists who are believe the world is only – in science, story, myth, . My responses: ask pupils to think through and articulate their own Christians, Muslims about 6000 years old? Does ideas, whether they are religious or not, to some of the key questions. or atheists, ‘intelligent design’ make art, poetry or other explaining my own ways? Issues might include new pictures from deep space, discoveries about sense of the suffering in the genetics, humanity and higher primates or other topical areas. There views (Many) world? High achieving

Objective: To develop the skills are often areas of topical related learning in the press and media pupils can access this . Use some diverse to explain some ways in which Free video. Use Professor Russell Stannard’s Video series on Science debate themselves. For all and Religion: the Big Questions (free at www.retoday.org.uk, and free examples of ‘stories pupils, teachers must religion and science relate to of origins’ to develop each other, and skills of self downloadable notes and ideas for the classroom with copiable choose terms for worksheets) for this topic. my interpretations of understanding and expression in reflective and a range of views argumentative ways. progress, and use them in (Some). ways that are alert to the debate. Give a coherent account of my ideas about three big issues between science and religion (Gifted and talented learners)

13 Wolverhampton SACRE RE Syllabus KS3 units: Religion and science

For me, what is What are my ideas? How can I be more reasonable, and a better arguer about Progression: Links to key aims wonderful and what religion and belief? learners will and values of the . Pupils consider questions of origins as part of their own personal search into life’s curriculum: this is mysterious about progress puzzling questions. through steps unit is about the the world we live in? . They develop awareness and understanding of difference perspectives on questions of such as these in pursuit of truth origin In the light of the study of religion and science through the unit, give pupils a and about mutual structured opportunity to talk and write about their own ideas and the influences on this lesson understanding. In What makes me line Explain different up with Atheists, them, practicing the skills of respectful disagreement, explanation with examples and terms of the new interpretation. points of view from secondary Muslims or Christians . Pupils might use a writing frame to capture their thoughts and a debate to express the study of curriculum, it in relation to their own ideas and arguments questions of origins explores big questions of origins? . This final piece should offer opportunities to apply ideas and express views and (Many) issues and insights. questions. Objective: to enable pupils . Here’s a starting point for teachers to develop: Express insights into the questions to respond to the issues of I learned about Evolution Here are my 5 big Here’s how I think ‘the studied during the the unit in thoughtful, well and Creation. Here’s questions. I’d like to ask Creator’ might reply... unit for themselves informed and reflective what I think about both ‘the Creator’ (if there is (Some). ways. of these: one)...

I learned about some The idea I liked best in The people I really religious scientists. this unit was... disagree with are... Here’s an example of a scientist and his / her faith and beliefs. Because... Because...

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