Title of Unit

Sandwell SACRE RE Syllabus KS3 units: Religion and science

A Unit of Work for Agreed Syllabus for Year 8 or Religious Education Year 9 RE Non-Statutory Key Stage 3 Exemplification What makes some scientists believe in religion, and others reject religion? (Muslim, Christian, Atheist, Agnostic)

Exemplar Plans for the RE Agreed Syllabus from Sandwell SACRE 2019 ©

Sandwell SACRE RE Syllabus KS3 units: Religion and science

Unit 3.5 What makes some scientists believe in religion, and others reject religion? (Christian, Atheist, Agnostic) 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 Sandwell 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 Sandwell 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.

Sandwell 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.

Sandwell SACRE RE Syllabus KS3 units: Religion and science

Prior learning Vocabulary Resources It is helpful if pupils In this unit, pupils will have opportunities to Key texts have: • Muslim text: Qur’an, Surah 32: 4 – 9 • Studied creation use words and phrases related to: • Christian text: Bible, Genesis 1 – 2 - 3 stories from Specific to a Religion: • Atheist text: e.g extracts from Richard Dawkins, Bertrand two religions, • creation, evolution, Russell or other similar sources. noting the God as almighty, Video: contrasts and myth, sacred story; • Science and Religion: The Big Questions - 12 free short video similarities • God as creator and programmes and classroom activities to go with them from between them. sustainer of the Professor Russell Stannard – available on disc or to download • Begun to study universe from www.retoday.org.uk • Why Atheism? Package of materials & DVD from Team Video scientific • Atheist, Muslim, Christian. • ‘The question is …’, RE Today (from www.retoday.org.uk) accounts of • Tackling Tough Questions DVD and book by Professor Russell human origins. Religion in general: Stannard, from RE Today. • Been • Ultimate Questions, Text: encouraged to literal interpretation, • Developing Secondary RE: Science & Religion, ed Rosemary think about symbolic truth. Rivett, RE Today (from www.retoday.org.uk) religion and Young Earth • Steps in RE: Onwards and Upwards, Lesley Beadle, RE Today science and the Creationist, 2006 provides activities and learning strategies for SEN pupils. relationship Conservative, liberal, • Visual: Picturing Creation CD ROM (from RE Today, between them, agnostic, purposeful www.retoday.org.uk) design, intelligent as portrayed in Websites: design, meaningful • Science and Religion in Schools RS materials: www.srsp.org.uk the media for and meaningless. This major project from the John Templeton foundation example. provides a wealth of resources for the classroom. Religious & Human • Creation accounts: www.bigmyth.com Experience: • Evolution: www.pbs.org/wgbh/evolution • proof, evidence, • Hubble telescope: http://hubblesite.org/gallery probability, • http://www.cleo.net.uk is the main site for the Cumbria and controversy, Lancashire Education Online, and offers access to an expanding partnership, range of high quality resources for RE topics. purpose, meaning, • Video interviews with scientists: www.counterbalance.org cause. • BBC Bitesize Revision: 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.

Sandwell SACRE RE Syllabus KS3 units: Religion and science

Expectations: at the end of this unit most pupils aged 13-14 will be able to: Make sense of belief: Understand the impact: Make connections: • Use accurate vocabulary • Consider and explain the • Express insightful and concepts to explain impact of beliefs about arguments of my own religious and atheist ideas creation, evolution and about questions of origin, about origins, evolution similar concepts on how science and religion. and creation in detail and people find meaning in • Engage critically and depth; their lives; personally with • Develop reasoned • Consider and evaluate arguments and evidence arguments using arguments about for different views about evidence and sources to whether science and creation, evolution and explain why different religion are compatible or the meaning of human answers to questions of incompatible, giving life origins are given by reasons for their own • Evaluate the impact of intelligent people. views two or more different views about creation and science on how we live our lives.

Sandwell 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.

Sandwell SACRE RE Syllabus KS3 units: Religion and science What are the key debates and questions about science and religion? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for their Outcomes: this work will enable classes. students to: Questions about origins and purposes: Make sense of belief: What do two religions tell us about the origins of humanity and of the universe? • Use accurate vocabulary and What does science tell us about these questions? concepts to explain religious • Show an image of the ‘pillars of creation’ or a clip from Blue Planet. Ask the class to generate questions about and atheist ideas about meaning and purpose. Categorise these into questions science can answer and religion can answer. Are any questions origins, evolution and answerable by both? creation in detail and depth; • Establish whether the class know about two major views as to the universe’s origin: Big Bang theory and the Christian Understand the impact: account of creation. Are these seen as compatible, or opposites? • Consider and explain the impact of beliefs about • Predict what percentage of scientists accept a Christian understanding of the world as somehow created by God. Ask creation, evolution and similar students to jot down their predictions in percentages. concepts on how people find • How do we see? How do we know? Initial activities that show pupils that what we claim to ‘know’ is actually often meaning in their lives; what we ‘think’ or our opinions, are a good way in to this unit. They might separate 12 statements into groups of 4 • Begin to consider and facts, 4 opinions and 4 superstitions. evaluate arguments about • Does a beautiful world imply a wonderful God? Pupils develop their understanding of this question, and make some whether science and religion initial discursive, argumentative, varied and imaginative responses. Ask them to write an argument that says ‘yes’ and are compatible or one that says ‘no’ to this question on post it notes, and stick them up. Which arguments make most sense? Why is incompatible there no final proof to answer the question? Make connections: • What creation stories are found in the scriptures of Christians and Muslims? Pupils use diverse versions of texts of • Engage critically and creation stories to note similarities and differences between the accounts of the origins of the world found in the Bible personally with arguments (2 accounts: Gen 1 and Gen 2-3) and the Qur’an. Versions of this story can be presented in a variety of media (CD, and evidence for different children’s story books, original text, web-based versions). Pupils can consider why the story is so often important to views about creation, people: why has the Genesis story, for example, been told for nearly 4000 years and known to billions of people? evolution and the meaning of • What do parents tell their children about ‘where we come from’? Work in a group to create two story books for small human life. children that answer the question ‘where do we come from?’ one for atheists to use, one for members of a particular religion. • How has scientific progress helped us to see more clearly ‘where we come from’? Pupils learn about and list some of the ways different sciences explain what human beings are like, where we come from and how we work. • Perspectives: This unit suggests work on three perspectives – probably enough for most learners. But the viewpoint of agnosticism [as a principled and argued ‘don’t know’ stance] could also be useful, and teachers might introduce this for high achieving pupils.

7 Sandwell SACRE RE Syllabus KS3 units: Religion and science Why do some Muslims believe that the Qur’an tells us things about the origin of the universe which science only discovered hundreds of years later? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for Outcomes: this work will enable their classes. students to: Pupils will think through the claims of a Muslim scholar of science to connect the Big Bang and the Qur’an. Make sense of belief: They will weigh ideas up for themselves and responding with their own reasoned thoughts. This lesson is important, but • Use accurate vocabulary and the material here can be tackled quite briefly with students, and related to the lesson doing a similar job from Christianity concepts to explain Muslim below. Does the Qur’an tell us more than science knew about the Universe from 1400+ years ago? ideas about origins, evolution • In this lesson, all learners are invited to consider some Islamic ideas, summarised in the quotes below: and creation. “The Splitting Asunder of The Heavens and The Earth • Develop reasoned arguments A verse from the Qur’an about the creation of the heavens says: "Do not the Unbelievers see that the heavens and using evidence and sources to the earth were joined together (as one unit of creation), before We clove them asunder, and We made from water explain why different answers every living thing. Will they not then believe?" (The Qur'an, 21:30) to questions of origins are given by intelligent people. • A Muslim commentator who believes that the Qur’an describes the ‘Big Bang’ and the origin of the universe explains Understand the impact: it like this: “In the verse, sky and earth are separated with one coming out of the other. Remember in the first • Consider and explain the moments of the Big Bang, we see that a single point included all the matter in the universe. In other words, everything, impact of beliefs about including "the heavens and earth" which were not created yet, were included in this point, which exploded violently, creation, evolution and similar causing its matter to split, unstitch or come asunder. In the process Allah created the structure of the whole universe. concepts on how people find When we compare the expressions in the verse with scientific findings, we see that they are in perfect agreement with meaning in their lives; each other. Science did not discover this until the 20th century.” Make connections: The expansion of the universe • Express insightful arguments of • In the Qur'an, which was revealed 14 centuries ago at a time when the science of astronomy was still primitive, the my own about questions of expansion of the universe was described like this: “It is We who have constructed the heaven with might, and verily, origin, science and religion. it is We who are steadily expanding it.” (The Qur'an, 51:47). The word "heaven" is used in various places in the Qur'an • Evaluate the impact of Muslim to mean space and universe. So the Qur’an reveals that the universe is expanding. This is the very conclusion that views about creation and science has reached today. Until the 20th century CE, the only view in the world of science was that the universe has science on how people live life a constant nature and it has existed since infinite time. Modern research however confirms that we live in an and see the world. expanding universe, as the Qur’an revealed 1400+ years ago.” 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 Sandwell SACRE RE Syllabus KS3 units: Religion and science Why do some Christians believe in both God’s creation and the ‘Big Bang and evolution? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for Outcomes: this work will enable their classes. students to: Do you understand why some scientists believe in God the creator too? Think of the idea of ‘Guided evolution’. Make sense of belief: • Watch Professor Russel Stannard’s discussion of Christian belief in creation and Big Bang theory on this RE Today • Use accurate vocabulary and page: http://www.retoday.org.uk/resources/23/read/160. Teachers’ notes and activities are given on: concepts to explain religious http://www.retoday.org.uk/media/display/Science_and_Belief__Teachers_Notes_.pdf . After working through this and atheist ideas about origins, video and teaching resource, return to students predictions. Have they changed their minds? Ask groups to answer evolution and creation in detail the question; what makes some scientists believe in God and others not? and depth; Here are some quotations from the centre of the religion and science debate: • Develop reasoned arguments • “The study of the origins of the universe is, I believe, both a scientific and a religious voyage of discovery: scientific using evidence and sources to because we use the techniques of the scientific method – exploration and deduction; religious because it contains explain why different answers to questions of origins are the element of awe and wonder, and it stimulates questions about purpose and ends.” Rod Davies, Emeritus Professor given by intelligent people. of Radio Astronomy, University of Manchester Understand the impact: • “Science and God, evolution and creation, are not alternatives. They are complements. The God of the Bible might • Consider and evaluate well be a miracle worker on occasion, but normally he is to be seen at work through natural processes. It is God the arguments about whether creator who gives meaning to the blind mechanisms of science.” Sam Berry – Professor of Genetics at University science and religion are College London“ compatible or incompatible, • “Science is not only compatible with spirituality; it is a profound source of spirituality. When we recognize our place giving reasons for their own in an immensity of light‐years and in the passage of ages, when we grasp the intricacy, beauty, and subtlety of life, views then that soaring feeling, that sense of elation and humility combined, is surely spiritual. So are our emotions in the Make connections: presence of great art or music or literature, or acts of exemplary selfless courage such as those of Mohandas Gandhi • Express insightful arguments of or Martin Luther King, Jr. The notion that science and spirituality are somehow mutually exclusive does a disservice my own about questions of to both.” Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark. origin, science and religion. • “Science without religion is lame, religion without science is blind.” Albert 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! • Of course, this lesson represents only one Christian idea about the belief in God as creator. The creationist, for example, may maintain that the earth was made by God in 6 days as Genesis says. The point of this study is to examine the connection between Christianity and science.

9 Sandwell SACRE RE Syllabus KS3 units: Religion and science What does ‘the mystery of the universe’ mean to me? What questions am I prompted to ask by the world as we find it? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for their Outcomes: this work will classes. enable students to: • Investigate ways in which people claim to experience God in their lives, as opposed to through abstract arguments, Make sense of belief: such as in prayer, music, in sacred places or worshiping with others. Consider the Catholic mathematician and physicist • Develop reasoned Blaise Pascal’s despair at a universe devoid of God, where he cannot understand how non-belief ‘does not drive people to arguments using evidence despair’ (find more quotes in Blaise Pascal, Pensées, 1669). Compare Pascal’s view to the contemporary evolutionary and sources to explain why geneticist Richard Dawkins’ book for children The Magic of Reality (use the ‘look inside’ function on Amazon). Where different answers to Pascal sees emptiness and despair, a universe without God cheers Dawkins up. Discuss the different responses and questions of origins are suggest reasons why. given by intelligent people. Why is there anything at all? Why not nothing? Why is the universe beautiful and seemingly cruel? Understand the impact: • • Just look at it! Looking at the universe, looking at humanity: What do we see? Using a variety of web-based resources, Consider and evaluate arguments about whether pupils can access the latest space telescope pictures and build up their understanding of the universe we live in / the science and religion are human being. A critical approach to the websites from the teacher moves the activity away from mere information compatible or incompatible, gathering and focuses on interpretation. giving reasons for their own • Responding for myself. Ask pupils to develop their own responses to some selected images of the universe, possibly views displayed through an interactive whiteboard e.g. from http://hubblesite.org/gallery. Make connections: • Religious reactions? What would atheists, Christians or Muslims say about these images? Pupils suggest the content for • Engage critically and a website that seeks to bring spiritual questions (about meanings, purposes, origins and destiny) out of images of the personally with arguments universe or of humanity. and evidence for different • Questions arising... What questions does the beauty of the universe raise for us? Pupils look at some examples of the views about creation, amazing universe and the amazing human race and raise questions about the origins and purposes of our lives. evolution and the meaning • Ask pupils to choose. One favourite or most inspiring image and how it makes them feel. Give a selection perhaps, and of human life do this as a ‘run around’ activity where they go to the image they like and compare notes.

10 Sandwell SACRE RE Syllabus KS3 units: Religion and science In what ways do 21st century religious and scientific explanations complement each other? Are they in tension too? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for Outcomes: this work will enable their classes. students to: Pupils will learn to describe Christian, Muslim and atheist accounts of creation / the origin of the world, understand that Make sense of belief: Christians use creation stories in their scriptures in various ways, all of which see humanity as a gift of God’s creativity • Develop reasoned arguments and understand that Islamic teaching about Allah / God as a creator without partners refers to the Holy Qur’an to using evidence and sources to explain the purpose of life; explain why different answers to What do different people say about questions of origins? questions of origins are given by ▪ A ‘continuum discussion’ is ideal for this activity. Sit in an open circle, and put a line down the middle – hung up or intelligent people. on the floor - with ‘strongly agree’ at one end and ‘strongly disagree’ at the other end. Pupils make a name label. Understand the impact: Teacher gives some quotes and some time think, then pupils put their name label somewhere on the continuum line • Consider and evaluate arguments to show their view. about whether science and ▪ Through the continuum discussion pupils evaluate some arguments for and against propositions such as these: religion are compatible or The universe began with an accident, and doesn’t have a purpose incompatible, giving reasons for their own views Humans are more like apes than angels Make connections: God is the creator of the world • Express insightful arguments of Love is the meaning of creation my own about questions of If you believe in a creator God, it gives your life on earth more of a sense of value and purpose origin, science and religion.

Science and religion are incompatible. You have to follow one or the other • Engage critically and personally

It is best to answer scientific questions from science and religious ones from theology with arguments and evidence for If you don’t know where you came from it is hard to know who you are different views about creation, The meanings of human life can be found through thinking about sacred texts in scriptures evolution and the meaning of God is the power at work in the design of evolution human life Different ideas in this long argument are interesting, but will never be resolved • Evaluate the impact of two or Religions are fighting a rearguard action and have lost the argument to science. more different views about • What insights of their own can pupils express? creation and science on how we A good homework following this dynamic discussion lesson is to ask pupils to write two paragraphs: What did you do in live our lives. the RE lesson? What did you learn from this activity? Give them a word limit

11 Sandwell SACRE RE Syllabus KS3 units: Religion and science Disagreement about the origins and purposes of life on earth is common. Why do these disagreements happen? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes Outcomes: this work will enable for their classes. students to: ▪ Philosophy and religion: RE in Sandwell in Year Nine is widely informed by philosophical understanding. This part of this Teachers will enable students to achieve unit is a good example of the ways the RE Agreed Syllabus sets philosophy alongside religion. these outcomes, as appropriate to their ▪ Focus on helping pupils to understand varied perspectives on religion and science within and between Islam, Christianity age and stage, so that they can: and atheism and to explain the different interpretations of questions about ‘where we come from’ and ‘why we are here’ Make sense of belief: found within the Christian, Muslim and atheist understandings. • Use accurate vocabulary and ▪ Is the universe designed? Who could have designed it? Pupils encounter the views of young - earth Creationists, concepts to explain religious and evolutionists, believers in intelligent design and others and have opportunities to analyse these views, consider atheist ideas about origins, the question of the evidence that supports them and develop their own ideas. evolution and creation in detail and ▪ Why disagreement? Why do intelligent people disagree about the kinds of answers we can give to this question? depth; Pupils are invited to take account of diversity here. Some Christian, Muslim and Atheist physicists see much in Understand the impact: the same way, but explain it differently. Why does this happen? • Consider and evaluate arguments ▪ Free video. Use Professor Russell Stannard’s Video series on Science and Religion: the Big Questions (free at about whether science and religion www.retoday.org.uk, and free downloadable notes and ideas for the classroom with copiable worksheets) for are compatible or incompatible, this topic. giving reasons for their own views ▪ Formal debate: Ask pupils to write short speeches for and against a motion such as: ‘All scientists should be non- Make connections: religious because science and religion are opposite forces.’ Or ‘Christiana and Muslim scientists have a reason to • Express insightful arguments of my trust nature: they believe God made it. This could make them better scientists.’ own about questions of origin, ▪ Definitions: There is quite a lot of vocabulary and concept learning in this unit. Ask pupils in pairs to select the science and religion. ten ideas that matter most, and define them. They could choose from: Genesis / Creation / Evolution / Natural • Evaluate the impact of two or more Selection / Survival of the Fittest / Big Bang / Universe / Proof / Evidence / Science / Religion / Origin / Destiny / different views about creation and Purpose – and lots of others. science on how we live our lives.

12 Sandwell SACRE RE Syllabus KS3 units: Religion and science What is true? Which answers to the questions do learners find compelling? What evidence and arguments support their views? How do people express their views about origins – in science, story, myth, art, poetry or other ways? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes for their Outcomes: this work will enable classes. students to: New topic linked to previous work: it is helpful to remind pupils what went before, but this is fresh. Teachers will enable students to Terminology: part of the continuing debate around science and religion is to do with language, e.g. does a ‘creationist’ achieve these outcomes, as necessarily believe the world is only about 6000 years old? Does ‘intelligent design’ make sense of the suffering in the appropriate to their age and world? High achieving pupils can access this debate themselves. For all pupils, teachers must choose terms for stage, so that they can: understanding and progress, and use them in ways that are alert to the debate. Make sense of belief: A three way look at the issues • Use accurate vocabulary and ▪ Scientists on religion: What do scientists say about religion? By encountering the views of scientists from various fields concepts to explain religious who are Christian, Atheist or Islamic, pupils develop their understanding of diverse views of religion held within the and atheist ideas about scientific communities. origins, evolution and ▪ Religious views of scientific controversies: What do Christians, Muslims and atheists say about topical issues in creation in detail and depth; Understand the impact: science? By examining science in the news, and applying ideas from religious sources to scientific questions or • Consider and evaluate problems, pupils develop their ability to understand the different ways in which science and religion may be arguments about whether connected. science and religion are ▪ My responses: ask pupils to think through and articulate their own ideas, whether they are religious or not, to some of compatible or incompatible, the key questions. Issues might include new pictures from deep space, discoveries about genetics, humanity and giving reasons for their own higher primates or other topical areas. There are often areas of topical related learning in the press and media views ▪ Watch Professor Russel Stannard’s discussion of Christian belief in creation and Big Bang theory on this RE Today page Make connections: https://www.retoday.org.uk/school-support/publications/samples/science-and-belief/ • Engage critically and ▪ Programme 2 on intelligent design is relevant to this lesson: https://www.youtube.com/watch?v=lwQ6G4AYVbA personally with arguments ▪ Teachers’ notes and activities are given on: and evidence for different http://www.retoday.org.uk/media/display/Science_and_Belief__Teachers_Notes_.pdf . After working through this views about creation, video and teaching resource, return to students predictions. evolution and the meaning of human life

13 Sandwell SACRE RE Syllabus KS3 units: Religion and science For me, what is wonderful and what is mysterious about the world we live in? What makes me line up with Atheists, Muslims or Christians in relation to questions of origins? Ideas and some content for learning: Teachers can use or adapt these learning suggestions to meet the outcomes Outcomes: this work will enable for their classes. students to: Links to key aims and values of the curriculum: this unit is about the pursuit of truth and about mutual Make sense of belief: understanding. In a ‘big ideas’ secondary curriculum, it explores big issues and questions. • Use accurate vocabulary and What are my ideas? How can I be more reasonable, and a better arguer about religion and belief? concepts to explain religious and ▪ Pupils consider questions of origins as part of their own personal search into life’s puzzling questions. atheist ideas about origins, evolution ▪ They develop awareness and understanding of difference perspectives on questions of origin In the light of the and creation in detail and depth; study of religion and science through the unit, give pupils a structured opportunity to talk and write about their • Develop reasoned arguments using own ideas and the influences on them, practicing the skills of respectful disagreement, explanation with evidence and sources to explain why examples and interpretation. different answers to questions of ▪ Pupils might use a writing frame to capture their thoughts and a debate to express their own ideas and origins are given by intelligent people. arguments Understand the impact: ▪ This final piece should offer opportunities to apply ideas and express views and insights. • Consider and evaluate arguments ▪ Here’s a starting point for teachers to develop: about whether science and religion are compatible or incompatible, I learned about Evolution and Here are my 5 big questions. I’d Here’s how I think ‘the Creator’ giving reasons for their own views Creation. Here’s what I think like to ask ‘the Creator’ (if there is might reply... Make connections: about both of these: one)... • Express insightful arguments of my own about questions of origin, science and religion. • Evaluate the impact of two or more different views about creation and science on how we live our lives. I learned about some religious The idea I liked best in this unit The people I really disagree with scientists. Here’s an example of a was... are... scientist and his / her faith and beliefs. Because... Because...